Academic learning environment of students from Aided and Unaided Co-educational High Schools
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Date
2005
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Publisher
UAS, Dharwad
Abstract
The present study on “Academic learning environment of students from aided and
unaided coeducational high schools” was conducted in 2004-05 in Dharwad, Karnataka.
The sample consisted of 240 high school children from 8thto 10th class with an age
range of 12-16 years from aided and unaided co-educational high schools of Dharwad. Data
was collected through school learning environment home learning environment schdules.
Student’s academic achievement was assessed through previous year’s final marks
(percentage) as well as current year’s two semester’s grades. The socio-economic status
schedule developed by Venkataramaiah (1983) and Aaron et al. (1969) and Hauser (1994)
was used. The results revealed that students of unaided schools (boys and girls combined)
had significantly better school learning environment. There was better involvement of
students in school activities. The physical facilities in school and method of teaching was also
better than aided schools though aided schools had teachers with higher qualification and
better teaching materials than unaided school. Students from schools with English medium of
instruction were significantly higher in student’s involvement. While, Kannada medium
students had significantly better method of teaching and study habits than English medium
students.
Boys of both aided and unaided schools perceived better method of teaching in
comparison to girls. Eighth class students of both aided and unaided schools were
significantly higher on study habits, cooperation, goal orientation and involvement. Ninth
class students reported significantly higher on cooperation and involvement in school
activities than eighth and tenth class students.
With regard to home learning environment, students of unaided schools had
significantly better facilities in home and received more parental guidance and support.
Students with English medium received significantly better parental encouragement and care
and better facilities in home than students of Kannada medium schools.
Boys of both aided and unaided schools perceived significantly better parenting than
girls, whereas girls of unaided schools had significantly better perception than boys.
Students of both aided and unaided schools were similar in academic achievement but
students with English medium of instruction had significantly better academic achievement
than Kannada medium students.
Home learning environment had positive and significant influence on school learning
environment only among Kannada medium group and among tenth class students. Socioeconomic
status had positive and significant influence on the home learning environment,
school learning environment and academic achievement of high school students