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A Study of Relationship of Academic Achievement to

Aptitude, Attitude and Anxiety of M.Ed. Students


studying under Dr. Babasaheb Ambedkar
Marathwada University Jurisdiction

Final Synopsis of the research work completed for fulfillment of


Ph.D. degree in the Faculty of Education

SUBMITTED BY
Mishra Santwana Gopalchandra

GUIDED BY
Dr. K. L. Chincholikar
Associate Professor
Government College of Education (IASE), Aurangabad

SUBMITTED TO
Dr. Babasaheb Ambedkar Marathwada University, Aurangabad

2011-2014
INDEX

Sr. No. Topic Page No.


1 Introduction 2
2 Need & Significance of the Study 3
3 Statement of Problem 3
4 Operational Definition 4
5 Review of Related Researches 6
6 Assumptions 6
7 Objectives 7
8 Hypothesis 7
9 Research Methodology 8
10 Tools used for the Study 9
11 Population & Sample 9
12 Data Collection & Analysis 9
13 Major Findings 9
14 Conclusions 10
15 Recommendations 10
16 Bibliography 10

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1. INTRODUCTION

India is a developing country. It needs competent teachers to build up a strong


foundation for its growth and development. It is believed that the quality of nation
depends on the quality of its citizens; quality of its citizens depends more than any other
features on the quality of their education. The quality of education in turn depends to a
great extend upon the quality of their teachers. Dr. Radhakrishnan, our former President
and Chairman of the University Education Commission (1949) rightly observed, “The
Teacher’s place in the society is of vital importance. He acts as the pivot for the
transmission of intellectual traditions and technical skills from generation to generation
and helps to keep the lamp of civilization burning.” Teachers are therefore regarded as
the custodians of the present as well as the future.
Gone are the days when the teacher was the supreme master of the educational
arena. He was the school, the textbook and he was the moral force. Nobody was there to
rival, to share his responsibility and to supplement his efforts. But the conditions have
changed and the situations have improved. Many agencies of education have come,
several media have emerged and a variety of materials are being used for education.
There are radios, television, newspapers and other materials, there are meetings,
conferences and congregation of all kinds, political, social, cultural, literary and religious
and all these also have educational roles to play and individuals are all exposed to such
learning.
It is here that importance of personality parameters like Attitude, Aptitude and
Anxiety of the teacher comes into picture. The teacher should have an interest and
inclination and then only he will be able to do justice with the profession. Teachers are
responsible for shaping future citizens. In the recent years, there has come to be a gradual
recognition of the fact that personality and motivational variables are important correlates
of scholastic achievement along with the intellectual aptitudes. Much attention has been
given to the impact of attitude, aptitude and anxiety on the student achievement in the
teaching and learning process. Various teaching techniques and methodologies have been
developed for the purpose of alleviating anxiety in order to maximize learning. Although
numerous studies have indicated that positive aptitude and attitude tend to facilitate
learning process, there have been very few quantitative studies on the role of anxiety in
achievement.
In the above context, it is pertinent to seek correlates of the achievement of
teacher-trainees in college of education. Researcher wanted to know whether the teacher
who has high score at the end of completion of training had high teaching attitude and
aptitude. While it holds true that anxiety does not always necessarily affect a person
negatively, excessive levels of anxiety can inhibit the ability to teach effectively. This in
turn, could be detrimental to learning.

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In the present study, the researcher gathered data on aptitude, attitude and anxiety
level of the trained teachers (M.Ed. students) to investigate the relationship of these
variables to their academic achievement. Researcher believes that this study would help
to establish the role of anxiety as yet another variable in pre-service Graduate teachers
training program.

2. NEED & SIGNIFICANCE OF THE STUDY

1. Teacher training should be provided to those students who apart from excelling in
their studies also have favorable attitude and aptitude to be a competent teacher.
Therefore the researcher wanted to find the relationship between teaching attitude
and aptitude of the M.Ed. student with academic achievement.

2. Anxiety is generally considered a psychological problem and left behind and never
considered prevalent. But considering the fast paced life and other responsibilities,
high anxiety is a very common phenomenon. Hence cannot be ignored in the present
times and this study provides an insight into the role of anxiety in academic
achievement.

3. The Researcher felt that by understanding the correlates of academic achievement,


the study would help in recognizing the importance of personality parameters like
attitude towards teaching profession, aptitude toward teaching profession and
anxiety level in the field of teacher training.

3. STATEMENT OF PROBLEM

A study of relationship of Academic Achievement to Aptitude, Attitude and


Anxiety of M.Ed. Students studying under Dr. Babasaheb Ambedkar Marathwada
University Jurisdiction

4. OPERATIONAL DEFINITION

1. Academic Achievement - The percentage of marks obtained by the M.Ed. student for
the pre-service graduate teacher training (Bachelor of Education, B.Ed.) course.

2. Aptitude – The score obtained on the standardized Teacher Aptitude Test Battery
(TATB) developed by Jai Prakash and R.P. Shrivastava and recognized by National
Psychological Corporation, Agra.

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3. Attitude – The score obtained on the standardized Teacher Attitude Inventory (TAI)
designed by Dr. S.P. Ahluwalia and recognized by National Psychological
Corporation, Agra.

4. Anxiety - The score obtained on the standardized Comprehensive Anxiety Test


(CAT) developed by Sharma, R. L. Bharadwaj and M. Bhargava and recognized by
National Psychological Corporation, Agra.

5. Dr. Babasaheb Ambedkar Marathwada University - A renowned university located


in Aurangabad city in the Marathwada region of Maharashtra state.

5. REVIEW OF RELATED RESEARCHES

A summary of the writings of recognized authorities and of previous research


provides evidence that the researcher is familiar with what is already known and what is
still unknown and untested. The researcher studied thirty three past researches out of
which eleven were related to Teaching Aptitude, eight were related to Teaching Attitude
and fourteen were related to anxiety study.
Teaching aptitude and teaching attitude being an important parameter, several
studies have been conducted in this area of research. Studies have indicated that teaching
aptitude has a positive correlation with academic achievement (Dushyant Kaur, 2007 and
Arya Saurabh, 2013) and has a significant relationship with academic achievement (M.B.
Ushakumari, 2008). The relationship between Teaching Attitude and academic
achievement was not found to be significant (GCPI, 1981 and Mamta Garg & Sudesh
Gakhar, 2009).
The teaching aptitude of male and female teachers varies significantly (S.M
Ganoje, 2011) with female trainees have higher teaching aptitude than male trainees
(Anita Devi, 2013 and Arya Saurabh, 2013). Teaching Attitude was generally found
positive, the attitude of girls was more positive as compared to boys and Government
college students had a more positive attitude towards teaching profession as compared to
private colleges (Pradeep V Patil, 2000).
It was also found that elementary school teachers have more teaching aptitude
than the secondary school teachers (Jan Tasleema, Malik Muddasir Hamid, 2012) and the
secondary school men and women science teachers have a significant difference in their
teaching aptitude with the men science teachers having a higher teaching aptitude than
women science teachers (Rao D B, 2013) but the teaching aptitude did not vary
significantly for government financed and self financed teachers (Anita Devi, 2013).
There was no difference in the attitude of teachers in aided and unaided schools with
reference to gender, experience, academic qualification, pay-scale and level of education
(Thilakan Sindhu, 2013 and Mishra SG, 2007).

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There is no significant correlation between the job satisfaction and teaching
aptitude (Rajnishumar Kumar Singh, 2013) but, job satisfaction and attitude towards
teaching were positively related to each other (Singh, 2002). Teaching aptitude was found
to be significantly positively correlated to English Language Teaching Ability,
motivation and teaching competence (Prasad Kanbhampati, 2013). In pre-service teacher
educators it was indicated that there is an overall trend of positive attitudes towards
mathematics and teaching mathematics (Beth Southwell, Jenni Way, Allen White, Bob
Perry, 2005). A significant positive correlation was found between the admission test
score and teaching attitude but negative correlation with academic achievement (Mishra
SG, 2007)
Anxiety and its relationship to academic achievement is not widely studied
especially in the area of teacher education. The relationship between test anxiety and
scholastic achievement is negative and significant i.e., the more anxious the student is,
the less achievement is his/her performance in the examination for statistics, mathematics
and medical students (Ilangovan K.N & Rangaraj K.R, 2001; Yeh YC and others, 2007
and El-Anzi & Freih Owayed, 2005). Another study concluded that there is a significant
difference in the anxiety of intermediate arts and science students and the anxiety is
negatively correlated to academic achievement (Talwar Vibha, 2013). Academic
achievement could be enhanced by manipulating the levels of anxiety, emotional maturity
and social maturity and anxiety showed negative relationship with academic achievement
(Singh Surjit, 2013). The successful (passed) science male students had significantly high
anxiety than the successful female science students but there was no significant
difference between the anxiety of male and female failed students (Vandana Gupta,
2014).
A negative relationship exists between statistics anxiety and attitudes about
statistics (Fadia Nasser, 1999). The students of physical education were found to be
moderately anxious and concerned on teaching practice (Susan A Capel, 1997). For the
pre-service teachers the mathematics anxiety was associated with efficaciousness toward
mathematics teaching practices and was the basis for their mathematics teaching efficacy
beliefs (Gina Gresham, 2008). There were statistically significant differences in
mathematics teaching anxiety between convergent and the other three types of learners:
divergent, accommodator, and assimilator with convergent learners having less
mathematics teaching anxiety than the other types of learners and divergent learners
showed the highest level of mathematics teaching anxiety (Murat Peker, 2009).
The anxiety level also differed significantly gender wise in some studies whereas
in some studies no such significant differences were observed. The anxiety of female
college students was significantly more than male students (Sultania MK, 2009). Boys
and girls as well as rural and urban students differed significantly on the basis of their
anxiety (Singh Surjit, 2013). It has also been found that there is no significant difference
between Academic Anxiety of the male and female students of Xth class in both Private

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and Government Schools (Dhull Jitendra, 2013). Boys and girls did not differ
significantly with respect to their mean score on academic anxiety, but still the mean
score of girls was higher than boys indicating girls possess higher academic anxiety in
comparison to boys (Kanchan Bala, 2014).
In a study to examine pre-service teachers’ practicum-based mathematics classroom
teaching experiences and its contribution to their anxiety, it was found that locus of
control played an integral part in increasing vs. decreasing mathematics teaching anxiety
(Amy Brown , Arla Westenskow & Patricia Moyer-Packenham, 2012). The teaching
effectiveness and anxiety were negatively correlated with each other in the case of
teacher educators working in Government as well as self financed teacher education
institutions (Satish Kumar, 2013).
The studies recommended that efforts be made to test the teaching aptitude more
comprehensively in the admission test and its weight age may also be increased. Though
teaching attitude was not found to be significant correlate of academic achievement, it
had significant correlation with job satisfaction. Anxiety was found to be significant
correlate with academic achievement. The studies showed that mild level of anxiety
actually helped in academic achievement but higher levels of anxiety resulted in lower
academic achievement. These studies were conducted mostly for students and very few
studies are related to teacher education students. Also despite some significant studies on
teaching attitude and aptitude on pre-service and in-service teacher trainees, anxiety and
its effect was not extensively studied for the teacher education students.

6. ASSUMPTIONS

The researcher has made the following assumptions for this study:
1. The M.Ed. students have completed the graduate pre-service teacher training (B.Ed.)
degree course.
2. Personality traits like aptitude, attitude and anxiety are not dependent on the faculty
of graduation to which the M.Ed. student belongs.
3. Anxiety is not considered as a factor during assessment at any level in the colleges
of education.
4. The evaluation system in the colleges of education affiliated to Dr. Babasaheb
Ambedkar Marathwada University is impartial.
5. The practical and theoretical aspects of the curriculum covered in all the Colleges of
Education affiliated to Dr. Babasaheb Ambedkar Marathwada University are similar.

7. OBJECTIVES

1. To study the levels of aptitude, attitude and anxiety in M.Ed. students.


2. To study the aptitude, attitude and anxiety of M.Ed. students gender–wise.

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3. To study the correlation of aptitude score of M.Ed. students with their academic
score
4. To study the correlation of attitude score of M.Ed. students with their academic
score.
5. To study the correlation of anxiety score of M.Ed. students with their academic
score.
6. To study the relationship between academic achievement score of M.Ed. students
with their attitude, aptitude and anxiety score.

8. HYPOTHESIS

The researcher in this study has made the following hypothesis:


1. There is significant positive correlation between aptitude score and academic
achievement score.
2. There is significant positive correlation between attitude score and academic
achievement score.
3. There is significant negative correlation between anxiety score and academic
achievement score.
4. Aptitude score, attitude scores and anxiety scores are significant predictors of
academic achievement score.

Null Hypothesis:

1. There is no significant difference between the aptitude of male and female M.Ed.
students.
2. There is no significant difference between the attitude of male and female M.Ed.
students.
3. There is no significant difference between the anxiety of male and female M.Ed.
students.

9. RESEARCH METHODOLOGY

The researcher has used the Quantitative research for this study using Descriptive
methodology. The research method used for this Study is Survey Method as the survey
method gathers data from a relatively large number of cases at a particular time.

This method is selected because of following reasons:


1. It is the most appropriate in collecting the data regarding the personality
parameters to be studied in this research from a relatively large sample.

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2. This research problem does not deal with the past events and concentrates only on
present situation.
3. Data could be easily collected after deciding the sample form the vast population
using survey method.
4. Also quantitative techniques can be easily incorporated in Survey method and
generalization is possible.
5. Manipulation of variables was not the plan of action decided by the researcher.

10. TOOLS USED FOR THE STUDY

The researcher collected the data regarding the aptitude, attitude and anxiety of the
M.Ed. students using the following standardized tools:

1. Teacher Aptitude test developed by Jai Prakash and R.P. Shrivastava


This test is meant for measuring the aptitude towards teaching profession. The scale
has 10 sub-tests and a total of 150 items. Each sub-test contains 15 items. There is no
time limit for the test but the examinees generally complete it within 30 minutes.

2. Teacher Attitude Inventory developed by S.P. Ahluwalia


It is a very popular valid and reliable inventory for assessment of Teaching Attitude
designed by Dr. S.P. Ahluwalia in the year 1974 and recognized by National
Psychological Corporation, Agra. This Inventory is a 90-item instrument consisting
of six sub-scales. Each scale has 15 statements that pertain to a particular aspect of
prospective and practicing teacher’s professional attitudes.

3. Comprehensive Anxiety Test developed by Sharma, R. L. Bharadwaj and M.


Bhargava
It is a self administering scale suitable for individual and group testing. Before
administering the scale, it is advisable to emphasize orally that each reply should be
checked as quickly as possible. No time limit has been set for the test. However, it is
seen that most of the groups or individual finish it in 10-15 minutes. The test is
highly reliable and valid. It has 90 items relating to the symptoms of the anxiety and
possesses the capacity to evoke the responses correctly.

4. The academic achievement score is the final percentage of marks obtained in B.Ed.
course. It was collected using a self-made form.

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11. POPULATION & SAMPLE

The population for this study is the students enrolled for the Post-Graduate
program in Education (M.Ed. course) in the two departments and fourteen (14) colleges
of education affiliated to Dr. Babasaheb Ambedkar Marathwada University, Aurangabad.

Total 296 M.Ed. students were selected as a random sample for the study.

12. DATA COLLECTION & ANALYSIS

The researcher for this study has collected the data using Teacher Attitude Inventory
(TAI) by Dr. S. P. Ahluwalia, Teacher Aptitude test developed by Jai Prakash and R.P.
Shrivastava, and Comprehensive Anxiety Test developed by Sharma, R. L. Bharadwaj
and M. Bhargava. The academic achievement score and gender of the M.Ed. students was
collected using a self-made form. The researcher used MS-Excel for data tabulation and
analysis. The statistics used for data analysis and hypothesis testing were coefficients of
correlation and theory of Regression Analysis.

13. MAJOR FINDINGS

1. There is no significant difference in the Aptitude score of Male and Female M.Ed.
students.

2. There is no significant difference in the Attitude score of Male and Female M.Ed.
students.

3. There is a significant difference in the Anxiety score of male and female M.Ed.
students.

4. The Anxiety score of male students is higher than that of female students.

5. The correlation between achievement score and aptitude score is positive.

6. The correlation between achievement score and attitude score is positive.

7. The correlation between achievement score and anxiety score is negative.

8. Aptitude score and Anxiety score significant predictors of Achievement score but
Attitude score is not a significant predictor of Achievement score.

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14. CONCLUSIONS

1. The teaching aptitude and attitude is not related to gender but the anxiety level is
significantly different among male and female students.

2. Though teaching attitude and aptitude are positively correlated to academic


achievement, teaching attitude is not a significant predictor of academic
achievement.

3. The anxiety is negatively correlated to academic achievement and is significant


predictor of it.

15. RECOMMENDATIONS

It is recommended that personality parameters should also be considered significant


along with the academic scores of the teacher educators. The present study showed that
teaching aptitude is having a positive significant relationship with academic achievement
so it is recommended that efforts be made to test the teaching aptitude more
comprehensively in the admission test and its weight age may also be increased. As the
anxiety level was found to be significant correlate with academic achievement, it is
recommended that several measures to reduce anxiety should be undertaken in the field
of teacher education. The role of anxiety in other personality parameters as well as in
other aspects of teacher education should be studied more extensively.

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URL:http://www.ncbi.nlm.nih.gov/pubmed/17666304 Accessed 4 April 2011

Mrs. Santwana G. Mishra, Dr. K.L. Chincholikar


[Researcher] [Research Guide]
Assistant Professor, Associate Professor
Department of Education, Government College of Education
Dr. Babasaheb Ambedkar [IASE]. Aurangabad
Marathwada University, Aurangabad

Date: September 01, 2014

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