Abstract
Academic achievement is often considered as a key criterion to judge one's total potentialities and capabilities. Academic achievement has become a prime interest for the teachers, educationists, psychologists and parents to predict children's academic success which is considered to be an outcome of the learning environment and the family. The present study aimed at seeking the level of academic achievement of female students at the college level with respect to their family environment and locale. Random Sampling Technique was applied to draw the sample of 200 female students studying in the five-degree colleges of Jammu City (J&K) in the year 2015. Family Environment Scale (FES-BC) by Bhatia and Chadha (2012) was used for data collection. This tool has eight dimensions-Cohesion, Expressiveness, Conflict, Acceptance and Caring, Independence, Active-Recreational Orientation, Organisation and Control. The findings revealed that most of the female students were having an average level of academic achievement. Very few female students were found to have a high level of academic achievement. No significant differences in the level of academic achievement were found among female students in relation to their residential background, whereas significant differences were found in the family environment of female students with respect to the locality at the sub-scale “Acceptance and Caring” and “Active Recreational Orientation”. The value of the coefficient of correlation was found to be low, positive but significant at the 0.01 level of significance at the sub-scale “Cohesion” of Family Environment Scale. It shows that academic achievement and cohesion in the family are positively related with each other, however, the correlation is low.
Highlights
Academic achievement is considered as a key criterion to judge one's total potentialities and capabilities
The results of this study show that 10+1 students of Haryana are high in their academic achievement but average in their metacognition, self-confidence and family environment
No female student has got the high score, 125(62.5%) have average level, 75(37.5%) students have been found to have under the low score on Expressiveness sub-scale of Family Environment Scale. 5(2.5%) female students have been found to have low conflict, 143(71.5%) female students were found to have average level of conflict and 52 (26%) female students have got high conflict. 4 (2%) female students have got high score, 88 (44%) have got the average score,108 (54%) have got the low level on Acceptance and Caring sub-scale of Family Environment Scale. 57 (3.5%) female students have got high level, 120 (60%) have been found under the average level, 73 (36.5%) have been found under the low level on Active-Recreational Orientation sub-scale of Family Environment Scale
Summary
Academic achievement is considered as a key criterion to judge one's total potentialities and capabilities. It is more pressing for the individual/student to have high academic achievement. The term achievement refers to the degree or the level of success attained in some specific tasks. Academic achievement means the attained ability to perform specific college tasks especially scholastic performance, in this sense academic achievement means attained ability to perform college tasks, which can be general or specific to a given subject matter. Academic achievement could be defined as selfperception and self-evaluation of one's objective academic success. Academic achievement generally indicates that learning outcomes require a series of planned and organized experiences (Joshi & Srivastava, 2009)
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