Abstract
Adjustment problem has impacted on student activities, behavior, health and education in general. The study aimed to examine the adjustment problem and its impact on achievement in mathematics among secondary school students. The investigator adopted survey method to study the impact of adjustment problem and its impact on achievement in mathematics among secondary school students. For this study a sample of 300 secondary school students from four Govt and Private schools which are situated in Dindigul district in Tamil Nadu were selected by the investigator using simple random sampling technique. The findings reveal that there is significant mean score difference in adjustment problems and its impact on academic achievement in mathematics among secondary school students.
Highlights
Adjustment to schooling is influenced by a variety of personal and family Characteristics, and societal trend
According to the table totally 15.66% of the students at secondary level belong to low level of adjustment problem and achievement.47% of the students at secondary level belong to moderate level of adjustment problem and achievement, and 36.67% of the students at secondary level belong to high level of adjustment problem and achievement. sohypothses 1 is accepted it is inferred that there is a difference in the level of adjustment problem and achievement among students at secondary level
HYPOTHESES 2: There will be a significant mean score difference in Adjustment Problems based on Gender among the selected secondary school students
Summary
Adjustment to schooling is influenced by a variety of personal and family Characteristics, and societal trend. A brilliant child who is doing mathematics only slightly better than average work would be making and unsatisfactory adjustment. Lama (2010) reported that there is a great tendency for female students to experience adjustment problems more than males. This finding implies that male students are better adjusted in overall adjustment on the campus as compared to female students. Whereas Roy, Ekka and Ara (2011) observed that female students were better adjusted than male students. Basu (2012) aimed to investigate the adjustment abilities of secondary school students and found that there exist highly significant differences between the adjustment of secondary school students when compared on the basis of gender, types of family structure and medium of instruction in school
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