Karnataka J. Agric. Sci., 22(1) : (166-169) 2009
Academic learning environment of co-educational high school students from aided and unaided schools
N. H. SUNITHA AND P. B. KHADI
Department of Human Development
University of Agricultural Sciences, Dharwad-580 005, India
E-mail : [email protected]
(Received : June,2006)
Abstract : The present study was on attempt to investigate the academic learning environment at home and school, of coeducational high school students from aided and unaided schools and to study the influence of academic learning environment on academic achievement influence of socio-economic factors on academic learning environment at home and school. The sample consisted of 240 students, selected from 8 coeducational high schools in Dharwad city Karnataka state. The results showed that, students of unaided schools had significantly better school learning environment, they involve better in school activities. With respect to home learning environment they had better physical facilities in home, received more parental guidance and support than students of aided schools.. The socio-economic status of the family exhibited positive and significant influence on home learning environment and school learning environment on students of both aided and unaided schools.
Key words : Learning environment,parental encouragement, teacher student interaction, goal orientation
The first post independence comprehensive study on
the status of education in India completed in 1966 gave a major thrust to the idea of alround development of the child’s
personality and intellect. It elaborated on the need for physical, intellectual and spiritual development of the child in equal measure. Academic achievement seems to be the ultimate goal
in every one’s mind. In attempts to pursue this goal, all concerned seem to deny the existence of the role of the affective in student’s performance. They appear to assume that intellectual
performance is divorced from any feeling or perceptions the
student might have.
In the present era, schools have a greater responsibility
than even before to help the students to develop appropriate behaviour patterns. The school is charged with realization,
human relationships, economic efficiency and civic
responsibility. The experience at school and school curriculum contribute to child’s feeling of personal wealth, social
competence, in winning acceptance from associates, satisfaction for the students to play and to accomplish purposeful tasks and develop interests and activities which would promote social
It is not the environment of school alone, types of
management of schools but home also occupies the first and
the most significant place for the development of children. It does not only provide the hereditary transmission of basic
potentials for the development, but also provides environmental condition, personal relationships and cultural pattern, favourable or unfavourable, positive and negative, as reflected from its structure, socio-economic and cultural status and the pattern of mutual relationship and emotional state among its members.
Dave (1965) defines educational environment of school “as the conditions, processes and psychological stimuli which affect the educational achievement of the child.
Thus the present study is designed to study the academic
learning environment at school and home, co-educational high school students from aided and unaided schools and to study
the influence of academic learning environmen...