Academic journal article International Journal of Education and Management Studies

Study of Classroom Environment Parental Education, Income and Institution as Predictor of Students' Academic Achievement

Academic journal article International Journal of Education and Management Studies

Study of Classroom Environment Parental Education, Income and Institution as Predictor of Students' Academic Achievement

Article excerpt

Academic Achievement generally refers to the level of success attained in some specific or general area concerning Scholastic or academic work. Achievement encompasses student's ability and performance. It is multidimensional and it is intricately related to human growth cognitive, emotional, social and physical development. It reflects the whole child, it is not related to a single instance, but occurs across time and levels, through a student's life in public School and on into past secondary years and working life (Steinberger, 1993).

Classroom environment encompasses a broad range of Educational concepts, including the physical setting, the psychological environment created through social context, and numerous instructional components related to characteristics and behavior. It is clear from literature that student achievement is influenced by a variety of factor although researchers (e.g. Furman & Buhrmester, 1992; Stevenson, Chen & Lee, 1993; Wentzel,1998) have increasingly recognized that social context play an important role in determining students' achievement outcomes The classroom environment is the important determinant of student learning in educational system (Fraser, 1994, 1998a) students learn better when they perceive the classroom environment more positively. Probably the most prominent and direct explanation of the link between parent's education and their children's academic achievement relies on the assumption that parents learn something during schooling that influence the way in which they interact with their children around learning activities in the home (Crowny & Bradley, 2002; Hoffet al., 2002; Davis Kean et. al., 2005). The Literature on achievement consistently has shown that parent education is important in predicting Children's achievement (Klebanav, Brooks Gunn, & Dunkan, 1994; Haveman & Wolfe, 1995 Smith, Brooks, Gunn & Klebandv, 1997). Majority of the literature on parents, education pertains to the direct, position influence on achievement (Jimerson, Egeland, & Teo, 1999; Kohn, 1963; Luster Rhoades, & Haas, 1989), The literature also suggests that it influences the beliefs and behaviors of the parent, leading the positive outcomes for Children and youth (Eccles, 1993) Klebanov et al. (1994) found that both Mother's education and family income were important predictors of the physical environment and learning experience in the home bat that mothers' education alone was predict of parental warmth. Smith et al. (1997) found that the association of family income and parents education with children's academic achievement was mediated by the home environment. Crowyn and Bradley (2002) also found that maternal education has the most consistent direct influence on children's cognitive and behavioral outcomes. It however revealed no significant difference in academic performance of students in the two types of secondary schools.

The present study has been undertaken with a view to test the hypothesis that the academic achievement of the student would be influenced by their classroom environment, parental education, income of the family and institution. Therefore, the aim of the present study is to examine the affect of above factor on academic achievement.

Objectives of the study

* To find out the relationship between classroom environment parental education, income and institution with Academic achievement

* To determine the best predictors of academic achievement among the various dimensions of classroom environment, parental education, income and institution.

Hypothesis of the study

There will be no significant relationship between parental education, income, institution and perceived classroom environment along with its various sub dimension (i.e. involvement, affiliation, teacher support, task orientation, competition, order organization, rule clarity, teacher control and innovation) and academic achievement.

Method

Participants

Initially a large no of subject studying in different school of Raipur district would be selected out of which 200 subject would be retained as final sample. …

Search by... Author
Show... All Results Primary Sources Peer-reviewed

Oops!

An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.