chapter – v summary, conclusions, educational...
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CHAPTER – V
SUMMARY, CONCLUSIONS, EDUCATIONAL IMPLICATIONS AND SUGGESTIONS FOR FURTHER RESEARCH
5.1 SUMMARY “Not only a good summary serves as the time saver, it can help any novice to better understand the conclusions, recommendations and generalizations derived from data analysis.”
H.H. Mc. Ashan
It is a truism that climate or environment right from the
moment of conception modifies and interacts with heredity to shape
the individual and to control the extent to which his maximum
potential will be realized. Anatomical characteristics are generally
inherited, and get it is well known that environmental influences
including nutrition, activity patterns working condition, and training
will effect a given organism in many ways including the
development of organic structures which influences strength,
endurance, agility, intelligence, personality characteristics,
adjustment and ultimately the achievements.
Cratty (1973) pointed out that there are some theories that
attempted to explain human behavior and human achievement with
reference to the culture and environment in which the individual
finds himself. He confirmed that environment is a forceful factor to
develop certain personal characteristics among individuals.
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The review of related literature pertaining to educational
aspirations and school adjustments either as a dependent or
independent variable provide certain indications that:
Students’ actions, behavior and personality development it may
largely depend on the kinds of organizational programmer and
discipline structure that operate with in the institution.
School climate may be affected the student’s adjustment, skill
and outlook on life.
Quality of a given school may affect academic achievement and
educational and occupational aspiration of students.
School climate depicts student- student and student staff
interaction and the relationship that leads to the development of
certain characteristics among students.
Quality of school life in different types of school may influence
students’ attitudes as reflected in their satisfaction with school life,
commitment to class work and reaction to teacher.
In school climate, the role of the teacher in the most effective
factor. Institutional climate or environment and other conditions
prevailing in school may affect students self-disclosure pattern and
show them the path of life.
The present investigation aims at exploring how educational
aspirations, school adjustment of students are related to the
organizational climate.
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Vaguely or ambiguously stated problem confuses the
investigator rather that guiding her to the source of information
necessary for its solution. F. L. whitney states, “To define a problem
means to put a fence around it, careful distinctions from like
questions, found in related situations of need.” Hence a clear
statement of problem is necessary. The statement of the problem in
hand is:-
“A STUDY OF EDUCATIONAL ASPIRATIONS AND SCHOOL ADJUSTMENT OF STUDNETS IN RELATION TO ORGANIZATIONAL CLIMATE.”
5.1.1 Objectives
� To study the educational aspirations of secondary school
students in relation to location of school.
� To study the educational aspirations of secondary school
students in relation to type of school.
� To study the educational aspirations of secondary school
students in relation to gender.
� To study the educational aspirations of secondary school
students in relation to school organizational climate in terms of
creative stimulation, cognitive encouragement, permissiveness,
acceptance, rejection and control.
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� To study the interaction effect of location, type of school and
gender with school organizational climate on educational
aspirations of secondary school students.
� To study the school adjustment of secondary school students in
relation to location of school.
� To study the school adjustment of secondary school students in
relation to type of school.
� To study the school adjustment of secondary school students in
relation to gender.
� To study the school adjustment of secondary school students in
relation to school organizational climate in terms of creative
stimulation, cognitive encouragement, permissiveness,
acceptance, rejection and control.
� To study the interaction effect of location, type of school and
gender with school organizational climate on school adjustment
of secondary school students.
� To study and compare relationship of educational aspiration
with school adjustment among secondary school students in
terms of school organizational climate on the dimensions of
creative stimulation, cognitive encouragement, permissiveness,
acceptance, rejection and control.
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5.1.2 Hypotheses
� There will be significant differences in educational aspirations
of secondary school students across urban and rural setting of
school.
� There will be significant differences in educational aspirations
of secondary school students studying in government and
private schools.
� There will be no significant gender difference in educational
aspiration of secondary school students.
� There will be significant difference in educational aspirations of
secondary school students perceiving school climate either high
or low in terms of creative stimulation, cognitive
encouragement, permissiveness, acceptance, rejection and
control.
� There will be significant interaction effect of location, type of
school and gender with organizational climate on educational
aspirations of secondary school students.
� There will be significant differences in school adjustment of
secondary school students across urban and rural setting of
school.
� There will be significant differences in school adjustment of
secondary school students studying in government and private
schools.
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� There will be no significant gender difference in school
adjustment of secondary school students.
� There will be significant difference in school adjustment of
secondary school students perceiving school climate either high
or low in terms of creative stimulation, cognitive
encouragement, permissiveness, acceptance, rejection and
control.
� There will be significant interaction effect of location, type of
school and gender with organizational climate on school
adjustment of secondary school students.
� There will be significant positive relationship between
educational aspirations and school adjustment among
secondary school students in terms of school organizational
climate on the dimensions of creative stimulation, cognitive
encouragement, permissiveness, acceptance, rejection and
control.
5.1.3 Delimitations of the Study
� The problem was delimited to 40 secondary schools of Faridkot
and Jalandhar districts.
� The problem was delimited to schools affiliated to Punjab
school education board.
� The problem was delimited to Government and Private
Secondary Schools Students.
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5.1.4 Operational Definitions of the Variables
Educational Aspirations
The concept and meaning of educational aspiration has been
explained differently by different educationists and psychologists but
some of the definitions are as under:-
In the words of James Drever, as quoted by Sharma and Gupta
(1980), the term “ Level of aspiration” is best explained as a frame of
reference involving self–esteem as a standard with reference to
which an individual experience his sense of achievement.
According to English Dictionary (1968), “Level of aspiration”
may be defined as “The standard by which failure or as being up to
what he expects of himself.”
Wood (1959), as quoted by Singh (1975), has described ‘level of
aspiration’ as the level of performance for the goal that a person or
hopes to reach in a specified activity. High level of aspiration is
essential for accomplishing one’s aim without strong aspiration, it is
not possible for a person to reach his goal.
Hurlock (1967) has defined aspiration as a longing for what is
above one’s achievement level.
In other words, aspiration means the goal an individual sets for
himself in a task which has intense personal significance for him or in
which his ego is fully involved.
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Bisrell (1977) defined, ‘educational aspirations’ or expectations
as an individual’s expressed desire to continue his formal schooling
beyond high school.
Scanning the definitions given above, it appears that all the
definitions could be categorized in to two groups up to the first half
of the twentieth century, the experiences, desires and reality
orientation with regard to abilities of the individual were more
emphasized as the determinants of aspirations. During the later part
of the twentieth century, the term ‘aspiration’ was defined as fantasy
level with or without any touch of reality.
So, the term ‘level of aspiration’ involves the estimation of one’s
ability for his future performance on the strength of his past
experience, his ability and capacity. In the present investigation
however the ‘educational aspiration’ index was worked out on the
basis of the Dr. V.P. Sharma and Anuradha Gupta educational
aspiration scale.
Adjustment
According to a layman, “Adjustment” is the balanced mutual
satisfaction between needs and aspirations of an individual in the life
situations or it may be the better interpersonal relationship between
his needs and expectations, and situations.
Boering et.al (1980) defined adjustment as a process by which a
living organism maintains balance between its needs and the
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circumstances that influence the satisfaction level of these needs. In
the present investigation the school adjustment scores of the subjects
were worked out on the basis of their scores on A.K. Singh and A-Sen
Gupta’s High school adjustment inventory.
School Adjustment:
A student is having the quality of school adjustment when he is
well adjusted in the school environment including his friend circle,
his teachers, administration and overall school environment. School
adjustment is a measure of the students’ ability to get adjusted in
every circumstances and situations of the school.
Organizational Climate
Taniugari (1967) has defined institutional climate or
environment as - - - - relatively enduring quality of the internal
environment of an institution in the shape of facilities that are
experienced by its staff members, and that influence the students’
behaviour and achievement.
School environment can be described in the terms of the values
of a particular set of characteristics of the institution.
In the school context, Sharma (1971) specified that “school
climate is the resulting condition or atmosphere with in the school, or
social interaction among the students, teachers and the head.
Organizational climate inventory (prepared by the investigator)
having 60 items, divided in to six components of organizational
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climate perceived by the students namely, Creative Stimulation,
Cognitive Encouragement, Permissiveness, Acceptance, Rejection,
Control.
Creative Stimulation:
It refers to “teacher’s activities to provide conditions and
opportunities to stimulate creative thinking.”
Cognitive Encouragement:
It implies “teacher’s behavior to stimulate cognitive development of
students by encouraging his actions or behavior.”
Permissiveness:
It indicates “a school climate in which students are provided
opportunities to express their views freely and act according to their
desires with no interruption from teachers.”
Acceptance:
It implies “a measure of teacher’s unconditional love, recognizing
that students have the right to express feelings, to uniqueness, and to
be autonomous individuals. Teachers accept the feelings of students
in a non-threatening manner.”
Rejection:
It refers to “a school climate in which teachers do not accord
recognition to students’ right to deviate, act freely and to be
autonomous persons.”
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Control:
It indicates “autocratic atmosphere of the school in which several
restrictions are imposed on students to discipline them.”
5.1.5 Methodology
Descriptive method of research was used in the conduct of the
present study.
5.1.6 Sample
Probably a concept is as fundamental to the conduct of research
and the interpretation of its results as is sampling. Barring the
unusual instances in which a complete census is taken, research is
almost invariably conducted by means of a sample on the basis of
which generalizations applicable to the population, from which the
sample was obtained, are researched (George G. Mouly, 1964).
Precision in sampling is particularly important in narrative survey
research, where the sample must be selected in complete compliance
with the principles of sampling if it is to have meaning for the
population. Since most educational phenomena consist of a large
number of units, it is not always feasible to intervene, test or observe
each unit under controlled conditions. Sampling tools solve this
dilemma, for they help a researcher to select representative units
from which he can gather data that permit her to draw inferences
about the nature of the entire population. Several methods have been
devised from the representative sample. In the present investigation,
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stratified random sampling technique was used to select the school
for the study. “Stratified random sampling technique is a refinement
of simple random sampling since in addition to randomness.
Stratification introduces a secondary element of control as a means of
increasing precision and representativeness (Mouly, 1964).”
The sample in this study was confined to students of secondary
schools of Faridkot and Jalandhar districts. These students were from
different types of co-educational secondary schools of the two
districts. And in case of urban areas one boy and one girl was taken.
Earlier twenty schools from each district were selected through
stratified random sampling technique. A total of 40 schools were
selected for conduct of the study. Five government schools and five
private schools were taken from urban and rural blocks in each
district. It is from each of these schools that twenty-five girls and
twenty-five boys students were randomly chosen during the session
2008-09. Thus, a group of one thousand was selected. These students
formed the subjects in this investigation. The selection was based on
the assumption that the sample would be the true representative of
the total population. The distribution of the sample on the basis of
gender, location of school and type of school may be shown as under:
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5.1.7 Research Tools
Following Tools were used for the collection of data:-
Educational Aspiration Scale
The educational aspiration scale (Dr. V.P. Sharma and Dr.
Anuradha Gupta) was used for measuring educational aspirations
among secondary school students. The sharma and gupta’s
educational aspiration scale for students is in objectively score able
test constructed to find out the most complete and varied indices of
educational aspirations.
Gender
1000
Male
500
Female
500
Urban
250
Rural
250
Urban
250
Rural
250
Govt.
125
Private
125 Govt.
125
Private
125
Govt.
125
Private
125
Govt.
125
Private
125
High
Climate
Low
Climate
High
Climate
High
Climate
High
Climate
High
Climate
High
Climate
High
Climate
High
Climate
Low
Climate
Low
Climate
Low
Climate
Low
Climate
Low
Climate
Low
Climate
Low
Climate
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The present scale is based on the concept and technique of
Holler and Miller (1963) and standardized for Indian conditions by
Sharma and Gupta. Both English and Hindi forms of the scale are
available. The scale was developed for use with the students of both
sexes, studying in different type of educational institutions. The scale
can be administered individually or in group. There is no time limit
but usually it taken fifteen to twenty minutes to complete it. Its co-
efficient of stability test-reset method is .798. It has been validated
against scholastic attainment, r=.758.
High School Adjustment Inventory
High school adjustment inventory by A.K. Singh and A. Sen
Gupta was used. The Singh and Gupta’s school adjustment
inventory is an objectively – score able test, constructed to find out
the most complete and varied indices of adjustment in different
school situations. It consists of five categories of items covering all
the main aspects of school life i.e. emotional, social, health, home and
school. The inventory attempts to ensure comprehensive estimation
of the whole area of school life and furnishes complete information
about the student’s adjustment to various aspects of school life of
their characteristic behavior and feeling in about the school.
The inventory is available in Hindi and English languages. The
test is untimed, but subjects normally take thirty five to fifty minutes
to complete the test. In the present investigation, the ‘Hindi’ version
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of the inventory, which consisted of 150 items in all was used. For
administration and scaring, the test manual was strictly followed.
Reliability of the inventory as calculated by test-retest method and
split half method is .764 and .825 respectively. It includes the stability
of inventory scores. For validity, correlations between scores on each
category and total scores were calculated. Home = .623, Health = .589,
Social = .683, Emotional = .721, School = .852 and total or overall
adjustment on Bell-Adjustment inventory is .42. The reliability and
validity data of the test indicate that the inventory is a suitable tool
for measuring school adjustment.
Organizational Climate Inventory
Organizational climate inventory (prepared by the investigator)
was used for measuring the organizational climate perceived by the
students in terms of creative stimulation, cognitive encouragement,
permissiveness, acceptance, rejection and control. The inventory
developed by the investigator is a 60 item questionnaire type
inventory, which attempts to measure different factors of
organizational climate – creative stimulation (10 items), cognitive
encouragement (10 items), acceptance (10 items), permissiveness (10
items), rejection (10 items) and control (10 items). This questionnaire
consisted of simple statements – each item of the inventory is a
positive statement about the required and desirable information and
is related to its sub-part e.g. teacher encourages to develop new ideas
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(creative stimulation), we get the motivation to work hard from
teachers (cognitive encouragement), teachers believe students
(acceptance), our teacher give opportunities to work ourselves
(permissiveness), teacher-taught relationship is not friendly
(rejection), without prior permission no student can ask question
from the teacher (control). The extent of a respondent’s agreement or
disagreement with each of these items was indicated by his choice of
one of the five options – from “Always”, “Often”, “Sometime”, “Very
rarely” and “Never”. While “Always” option scores as four, “Often”
scores as three, “Sometime” two, “Very rarely” one and “Never”
scores as zero.
5.1.8 Procedure Adopted in Data Collection
The investigator herself collected all the data from the subjects
included in the sample. The sample was already been described in
this chapter as all the three tests were group test, these were
administered one by one in groups of 50 subjects at a time. There was
a gap of one hour in between every test. All the three tests were given
to 50 students each day, so that the data collection from 1000 students
taken 20 days in all. Two schools were visited each day to collect the
data. Proper seating arrangements were ensured for the purpose
earlier by meeting the school heads.
Prior to administering a test, the subjects were acquainted with
the purpose of the tests and that of the investigation. This was done
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to establish rapport and to make them feel at ease. They were also
informed of the general nature and purpose of each test. They were
assured that the information collected from them would be kept
strictly confidential. This was done to motivate the subjects to take
the test with ease and to give true responses without any fear and
anxiety.
The language used by the test administrator in giving
instructions to the subjects was as simple as possible so that each
subject was to understand clearly what was required by her.
First of all, they were asked to fill in their particulars on the
cover page of the test. Then they were given the instructions, which
were printed on the cover page of the questionnaire of the test. Also
they were asked to read the instructions themselves. When the test
administrator was confident that everything was made clear to the
students, they were asked to start the work. The environment and
test administering conditions were kept constant at each
administration of a test; these conditions were the one’s prescribed in
a test by its author. After the completion of the work, the filled
questionnaires were collected from the subjects. The response sheets
were scored accordance with the procedure mentioned in the test
manual.
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5.1.9 Organization of Data
The major objective of the study was to explore educational
aspirations and school adjustment of students in relation to
organizational climate. In order to study the effect of organizational
climate in terms of its six components namely creative stimulation,
cognitive encouragement, permissiveness, acceptance, rejection and
control on educational aspirations among secondary school students,
2X2 factorial design was formulated.
Organizational climate was considered as factor I (A) as
perceived by the students in terms of their perception on each of the
six components having either high or low levels of in terms of each of
the component of organizational climate and educational aspiration
is treated as factor II (B) having urban and rural, government and
private, male and female independent variables.
Further studying the effect of organizational climate in terms of
its six components namely creative stimulation, cognitive
encouragement, permissiveness, acceptance, rejection and control on
school adjustment among secondary school students, 2X2 factorial
design was formulated.
Organizational climate was considered as factor I (A) as
perceived by the students in terms of their perception on each of the
six components having either high or low levels of in terms of each of
the component of organizational climate and school adjustment is
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treated as factor II (B) having urban and rural, government and
private, male and female independent variables.
The distribution of high and low educational aspirations and
school adjustment in terms of high and low levels of each of the
components of organizational climate was obtained on the basis of
P75 and P25 criteria among 1000 secondary school students.
The number of students, as expected to have differential
pattern of distribution, varies in terms of being high (above P75) and
low (below P25), on the basis of their distribution on each of the six
components of organizational climate.
It was therefore thought desirable to apply two-way analysis of
variance with a fixed number in each of the conditions. The
minimum number of students (50) was obtained, it was decided to
have equal number of subjects in each cell of 2X2 factorial design for
each of the analysis of variance with respect to organizational climate
changing from one component to another component. In other
words, a total number of 200 subjects were used for the purpose of
analysis of data to explain educational aspiration and school
adjustment in relation to organizational climate.
5.1.10 Analysis and Interpretation of Data
Descriptive statistics was used to explain educational
aspirations and school adjustment in relation to organizational
climate among secondary school students.
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Educational Aspiration
The frequency distribution of secondary school students on the
basis of educational aspirations scores along with descriptive
statistics is provided in table 5.1.
Table 5.1 Distribution of Secondary School Students on the basis of
Educational Aspirations (N=1000)
Class
Interval
Frequency Percentage Cumulative
Percentage
55-59 20 2 100.0
50-54 82 8.2 98.0
45-49 174 17.4 89.8
40-44 324 32.4 72.4
35-39 288 28.8 40.0
30-34 94 9.4 11.2
25-29 18 1.8 1.8
Total 1000 100
Mean=39.7 SD=6.1
The table 5.1 shows that the mean score of secondary school
students on educational aspiration came out to be 39.7 with standard
deviation of 6.1. Further table 5.1 depicts that 40% of secondary
school students have score up to 39 points as compared to 32.4%
being between 40 to 44 and remaining 27.6% scoring 45 and above.
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It may also bee seen from the table 5.1 that there are 32.4%
students who scored in the range of 40-44, the interval containing the
mean value of 39.7.
School Adjustment
The frequency distribution of secondary school students on the
basis of adjustment inventory scores along with descriptive statistics
is provided in table 5.2
Table 5.2 Distribution of Secondary School Students on the basis of
School Adjustment (N=1000)
Class Interval Frequency Percentage Cumulative
Percentage
125-134 14 1.4 100.0
115-124 151 15.1 98.6
105-114 256 25.6 83.5
95-104 233 23.3 57.9
85-94 136 13.6 34.6
75-84 188 18.8 21.0
65-74 17 1.7 2.2
55-64 05 0.5 0.5
Total 1000 100
Mean= 103.2 SD=13.9
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It may be observed from the table 5.2 that the mean school
adjustment scores of secondary school students came out to be 103.2
with standard deviation being 13.9.
It may also be observed that 57.9% of secondary school
students have their school adjustments scores up to 104 points as
compared to 25.6% lying between 105-114 and remaining 16.5%
scoring 115 and above. Further, it may be observed from the table 5.2
that there are 25.6% students scoring in the range of 105-114 the
interval containing the mean value of 103.2.
Organizational Climate
The perception of secondary school students with regard to
organizational climate, as measured by the organizational climate
inventory (prepared by the investigator) provides scores on the six
components namely, creative stimulation, cognitive encouragement,
permissiveness, acceptance, rejection and control. The means and
standard deviations obtained by students on each of components and
Ist quartile (P25) and 3rd quartile (P75) are provided in the table 5.3
Table 5.3 Means and SDs of Scores of Six Components of Organizational
Climate obtained by Secondary School Students.
Sr. No. Organizational Climate Mean SD P25 P75
1 Creative Stimulation 24.1 3.78 21 27
2 Cognitive Encouragement 26.4 3.89 23 28
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3 Permissiveness 25.0 3.39 22 27
4 Acceptance 24.8 3.31 22 27
5 Rejection 21.7 3.81 19 25
6 Control 22.1 3.95 20 26
Analysis of variance was used to study the main and
interaction effects of organizational climate along with location of
school, type of school and gender on educational aspirations and
school adjustment among secondary school students.
In order to test the significance of mean differences across high
and low educational aspiration, school adjustment and six
components of organizational climate and their interaction effect,
two-way ANOVA was worked out. Co-efficient correlation was
drawn in order to test the relationship between educational
aspirations and school adjustment among secondary school students
in terms of organizational climate on the dimensions of creative
stimulation, cognitive encouragement, permissiveness, acceptance,
rejection and control.
On the basis of results of the study, as reported in preceding
section, testing of hypotheses was made as reported under:
� Since the main effect of location of school on educational
aspirations among secondary schools students turned out to be
significant in all the analysis, the hypotheses: “There will be
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significant differences in educational aspirations of secondary
school students across urban and rural setting of school” was
accepted.
� Since the main effect of type of school on educational
aspirations among secondary schools students turned out to be
significant in all the analysis, the hypotheses: “There will be
significant differences in educational aspirations of secondary
school students studying in Government and Private Schools”
was accepted.
� Since gender as a variable could differentiate in their
educational aspirations among secondary school students
turned out to be significant in all the analysis, the hypotheses:
“There will be no significant gender difference in educational
aspirations of secondary school students” was not accepted.
� Since the educational aspirations of secondary school students
perceiving school climate either high or low in terms of creative
stimulation, cognitive encouragement, permissiveness,
acceptance, rejection and control came out to be significant, the
hypotheses: “There will be significant difference in educational
aspirations of secondary school students perceiving school
climate either high or low in terms of creative stimulation,
cognitive encouragement, permissiveness, acceptance, rejection
and control” was accepted.
219
� The interaction effect of location, type of school and gender
with organizational climate on educational aspirations of
secondary school students came out to be not significant. Hence
the hypotheses: “There will be significant interaction effect of
location of school, type of school and gender with
organizational climate on educational aspirations of secondary
school students” was not accepted.
� Since the main effect of location of school on school adjustment
among secondary school students turned out to be significant
in all the analysis, the hypotheses: “ There will be significant
difference in school adjustment of secondary school students
across urban and rural setting of school” was accepted.
� Since the main effect of type of school on school adjustment
among secondary school students turned out to be significant
in all the analysis, the hypotheses: “ There will be significant
difference in school adjustment of secondary school students
studying in Government and private schools” was accepted.
� Since gender as a variable could differentiate in their school
adjustment among secondary school students turned out to be
significant in all the analysis, the hypotheses: “There will be no
significant gender difference in school adjustment of secondary
school students” was not accepted.
220
� Since the school adjustment of secondary school students
perceiving organizational climate either high or low in terms of
creative stimulation, cognitive encouragement, permissiveness,
acceptance, rejection and control turned out to be significant,
hence the hypotheses: “There will be significant difference in
school adjustment of secondary school students perceiving
organizational climate either high or low in terms of creative
stimulation, cognitive encouragement, permissiveness,
acceptance, rejection and control” was accepted.
� Since the interaction effect of location of school, type of school
and gender with organizational climate on school adjustment
turned to be non-significant, hence the hypotheses: “There will
be significant interaction effect of location of school, type of
school and gender with organizational climate on school
adjustment of secondary school students”, was not accepted.
� On the basis of result of correlation the hypotheses: “ There will
be significant positive relationship between educational
aspirations and school adjustment among secondary school
students in terms of organizational climate on the dimensions
of creative stimulation, cognitive encouragement,
permissiveness, acceptance, rejection and control was accepted.
221
The results are suggestive of the fact that students belong to
urban area perceiving high climate have high educational aspirations
than their counterparts perceiving low climate belongs to rural area.
The secondary school students studying in private schools perceiving
high climate have high educational aspirations than their
counterparts perceiving low climate studying in Government
schools.
Female students perceiving high climate have high level of
educational aspirations than the male students perceiving low
climate. So, there should be conducive climate in the schools, which
motivates the students for high educational aspirations. The results
are to be seen in the context of some related research evidence.
Amarnath (1980) reported that there was no positive
relationship between organizational climate and academic
achievement of students. Norman (1982) pointed out that positive
and negative climate affect the achievement of students, in that
positive climate improves students’ achievement and develop their
life values. Babu,V.Rana Mohan and Reddy, A.Venkata Rani (1996)
found that there was no significant association between the two
attributes, type of school and school climate. Marjoribanks, Kevin
(2005) found that family background and adolescent’s aspirations
combined to have large associations with young adult’s educational
attainment, there were gender differences in the linear and
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curvilinear nature of relationships among family background,
adolescents aspirations and young adults from lower social status
family there were ethnic group differences in attainment at all
aspiration levels, Where as for young adults from higher status
family, enthic group difference in attainment were minimized at high
aspiration level. Kaur Pardeep (2007) High stress and low stress
students differ significantly in their level of educational aspirations.
M.S.Talawar and T.Pardeep Kumar (2010) found that there is high
negative correlation between teacher absenteeism and educational
aspiration of primary school students. There is a significant
difference in the absenteeism of male and female primary school
teachers and there is no significant difference in the educational
aspiration of boys and girls belonging to Government primary
schools. Further the study reveals that school adjustment among
secondary school students in relation to location of school, type of
school and gender found to be significant. These results are inline
with the findings of Matoo, B. (1972) found that the adolescents at the
lower intelligence level are the worst adjusted. The difference in
adjustment of adolescents of three levels of socio-economic strata are
significantly different in the area of home, health and emotional
adjustment. The difference in social adjustment is not significant.
Two sexes do not differ from one another in any area of adjustment
except in the emotional. Usha P. (2007) found that emotional
223
adjustment, family acceptance of the child has positive correlation
with achievement in Mathematics. It is also found that boys and girls
differ in their family acceptance and achievement but do not their
emotional adjustment. But rural and urban pupils differ significantly
in their emotional adjustment, family acceptance and achievement in
Mathematics. Surekha (2008) indicated that the students of private
schools are better adjusted than students of Government schools. The
students of private schools are better than the students of
Government schools in their academic achievement. Good, average
and poor adjustment groups significantly differ with respect to their
academic achievement. Anudeep (2008) found that children’s
belonging to different parental background differ in their academic
achievement and adjustment in schools. Sundon Prem (2009)
indicated that overall adjustment of male students is found to be
better than female students. Educational aspirations and school
adjustment of students in relation to organizational climate found to
be significant. The students perceiving high climate have significantly
high educational aspirations and better school adjustment than the
students perceiving low climate having low educational aspirations
and poor school adjustment. Lindzey and Hall (1965) considering the
development of personality traits and adjustment pointed out that
this development or change is affected by environmental conditions,
participation in activities and maturity level reached in a particular
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activity or performance. Pradhan (1991) observed that the school
organizational climate significantly affect the creativity scores and
achievement of the students, though it did not relate significantly
with adjustment of students. Natrajan and Dandapani (2003) found
that open schools were more in number in private sector and more
Government schools were found to be in closed climate. Controlled
climate of the school was found to be helpful for the high achievers
while autonomous climate is helpful to low achievers indicating that
pupils achievement is better only when there exist certain controls.
Thus the findings of the present study pertaining to educational
aspirations, school adjustment of students and organizational climate
have a theoretical and empirical support from the literature and these
are logical and relevant to explain student development perspective
for future life.
5.2 CONCLUSIONS
On the basis of results of the study, following conclusions
were drawn:
� The secondary school students belong to urban area has
significantly high educational aspirations than their
counterparts belong to rural area.
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� The secondary school students studying in private schools have
significantly high educational aspirations than the secondary
school students studying in Government schools.
� Female students have significantly high educational aspirations
than the male students.
� The secondary school students perceiving high school
organizational climate in terms of creative stimulation,
cognitive encouragement, permissiveness, acceptance, rejection
and control have more educational aspirations than the
secondary school students perceiving low school organizational
climate.
� The interaction effect of location of school, type of school and
gender turned out to be not significant.
� The secondary school students belong to urban area has
significantly better school adjustment than their counterparts
belong to rural area.
� The secondary school students studying in private schools have
significantly better school adjustment than the secondary
school students studying in Government schools.
� Female students have significantly better school adjustment
than the male students.
� The secondary school students perceiving high school
organizational climate in terms of creative stimulation,
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cognitive encouragement, permissiveness, acceptance, rejection
and control have better school adjustment than the secondary
school students perceiving low school organizational climate.
� The non significant interaction effect of found in location of
school, type of school and gender with organizational climate
on school adjustment of secondary school students.
� Significant positive relationship found between educational
aspirations and school adjustment among secondary school
students in terms of school organizational climate on the
dimensions of creative stimulation, cognitive encouragement,
permissiveness, acceptance, rejection and control.
5.3 EDUCATIONAL IMPLICATIONS
� No, doubt, there is a great loving among the students to receive
education from the every corner of the society, therefore the
need is that the aspirations of the youth should be properly
channelised by our educational institutions as well as by other
agencies. This quality of the youth should be nurtured carefully
and duly. Otherwise the students will use this passion
negatively in any direction.
� The rural area section of the society, whose wards suffer most.
No doubt, these students have the same zeal for education, but
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their area backwardness mars this aspiration. They are helpless
in fact of this fatal problem. Therefore, the need is that our
Government or administration should provide special
privileges and facilities for them. Special care for these children
should be reserved.
� To evade the problems, which the students feel in the school, it
is highly desirable that there should be perfect intimacy
between the students and the teachers. The teacher should be
so efficient to note the complexes of the students and then they
should try their best to improve their complexes of the
students. In a way, the teachers should play the role of a good
councellor. In this way, the students who always feel hesitation
and shyness in the school or feel some other problems, will be
benefited and they would be able to achieve their educational
aspirations.
� The teacher should give a proper care for their students. They
should be treated politely and psychologically, not rather
harshly or bitterly. They should be treated as according to their
immediate needs, lest they would become frustrated and
depressed. If such a proper guidance is there at school, it is
hard fact that time will be see a change in the overall
educational aspirations they have.
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� Teachers should make use of various methods, teaching tacts
and techniques to make students to better adjustment in every
aspect.
� Teacher should respect the student’s efforts and let them how
they adjust and their ability to do well. The teacher let them to
have some freedom and responsibility to deal with the
consequences of their thinking.
� It becomes the foremost duty of teachers to make every effort,
so that our youth in the school can become mature, thereby will
adjust. They should create conducive climate in the school to
train their emotions in the right direction.
� Teacher should provide proper care and attention to the
students to improve their adjustment problems.
� It becomes the core duty of teacher in the classroom to help the
students achieving the level of better adjustment. So that their
proper adjustment in the school and society can take place.
� The identification of problems of students will help teacher to
guide parents so that they can better understand their children.
� The students should be provided counseling sessions order to
maintain a good level of adjustment in school, home and
society.
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5.4 SUGGESTIONS FOR FURTHER RESEARCH
� The present investigation was undertaken on secondary school
students. This study may be further extended to senior
secondary and college students.
� The sample of the present investigation included students of
the same grade and approximately of the same age. The same
may be expanded to cover various age and grade levels in
order to make age-wise and grade-wise comparison.
� The present investigation was undertaken on schools affiliated
to Punjab School Education Board (PSEB) only. Similar study
may be undertaken on schools affiliated to Central Board of
Secondary Education (CBSE) of other districts of Punjab.
� The present study is limited to a sample of 1000 students of
Government and private schools. Replication of this study with
a larger sample of students of various schools i.e. Navodya ,
Central, Public schools would prove its validity.
� In the current study survey method was used to measure
student’s educational aspirations and school adjustment.
Inventory may not be the best way to determine what
educational aspirations student’s actually hold. Interviews with
inventory are formed to get honest responses.
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� Other psychological variables can be incorporated in the
research design to determine their possible influence on
educational aspirations and school adjustment.
� A comparative study may be designed to bring out educational
aspirations among students on different levels such as senior
secondary level and college level.
� A study may be conducted to measure the effect of college
climate on students.
� The study is conducted with normal children. The study can be
conducted within the groups of creative and intellectually
gifted children.
� A descriptive study may be conducted to explore inherent
students characteristics, which reflects students’ educational
aspirations.
� A study can be conducted to measure the influence of school
climate on student’s personality.
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