Please use this identifier to cite or link to this item: http://prr.hec.gov.pk/jspui/handle/123456789/17371
Title: Effects of Psycho-Social Elements on Students' Academic Achievements at Secondary Level
Authors: Yousaf, Muhammad
Keywords: Social Sciences
Education
Issue Date: 2021
Publisher: Bahauddin Zakariya University, Multan
Abstract: The main aim of the study was to examine the effects of six psycho-social elements on students’ academic achievements at secondary level. The study was carried out with two questionnaires and one interview schedule especially constructed and validated on indigenous samples; namely students’ psycho-social elements questionnaire, teachers’ psycho-social elements questionnaire and interview schedule for parents. Therefore, simple random sampling technique was used to select the students and teachers while parents were selected by using convenience sampling technique. In brief, the main sample of the study was comprised on 1600 (9th grade) students, 480 secondary school teachers and 22 students’ parents. In this way, six psycho-social elements used in the study were students’ life skills development, health risk behaviors, drug abuse, self-esteem, family adjustment and academic anxiety. Similarly, demographic variables like gender, school ownership and location, age and parent’s qualification were also a part of this research study. For this, sequential explanatory mix methods research design was used to collect the data. Multiple regression analysis, one way Anova, Pearson product moment correlation, independent samples t-test and thematic appreciation method was used for statistical analysis of the data. On the whole, the data was collected from boys/girls, rural/urban, public and private 9 th grade school students and their teachers by the researcher himself with the permission of heads of all 160 schools. Also, the data was collected from students’ parents by conducting their interviews. The study showed significant variances in academic achievement. Based on findings, it was concluded that academic achievement of girls’ school students was better than boys’ school student. Similarly, it was observed that obtained marks of urban area 9th grade school students were higher than rural area school students. Furthermore, the performance of the students of 9th grade studying in private sector schools was better than public sector school students. The study concluded that six psycho-social elements significantly affected academic achievement of boys’ school students while no effects were found on girls’ school students of 9 th grade. In addition, findings showed that educational learning of rural and urban area 9th grade school students was significantly affected by six psycho-social elements. Likewise, the statistical analysis revealed that six psycho-social elements significantly affected educational accomplishment of 9th grade students studying in public schools. However, students’ education in 9th grade studying in private schools was not affected by these psycho-social elements. From findings, it was concluded that life skills development significantly affected academic achievement of boys’ students of rural areas studying in public sector schools while vi no effects were found in educational learning of girls’ students from urban areas studying in private schools in 9th grade. In addition, health risk behaviors negatively affected academic achievement of boys’ and girls’ students of 9th grade studying in rural and urban area public and private sector schools. Similarly, drug abuse negatively affected academic achievement of rural area boys’ and girls’ students of public schools while educational learning of urban area private school students of 9th grade was not affected by drug abuse. The analysis proved that self-esteem and family adjustment positively affected students’ education. In contrast, academic anxiety negatively affected educational attainment of 9th grade students. Likewise, the findings of Pearson product moment correlation showed significant relationships among health risk behaviors, drug abuse, self-esteem, family adjustment and academic anxiety. The findings also revealed significant inter-correlations among all elements except life skills development and health risk behaviors. Moreover, Independent sample t-test results showed significant mean differences between boys and girls, public and private, rural and urban area 9 th grade school students in their academic achievement. Additionally, parents responded in interviews that life skills development, self-esteem and family adjustment had positive effects while health risk behaviors, drug abuse and academic anxiety had negative effects on students’ academic achievement. The overall quantitative and qualitative results proved that six psycho-social elements significantly affected students’ academic achievement.
Gov't Doc #: 23573
URI: http://prr.hec.gov.pk/jspui/handle/123456789/17371
Appears in Collections:PhD Thesis of All Public / Private Sector Universities / DAIs.

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