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.


students in relation to type of school.


students in relation to gender.


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.


relation to type of school.


relation to gender.


relation to school organizational climate in terms of creative

stimulation, cognitive encouragement, permissiveness,


� 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



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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


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


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


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.

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� 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.

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� Since the school adjustment of secondary school students

perceiving organizational climate either high or low in terms of


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


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.

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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

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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,


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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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.

chapter – v summary, conclusions, educational...

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