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Indian Streams Research Journal
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Volume-5 | Issue-1 | Feb-2015
Available online at www.isrj.org
ACADEMIC ACHIEVEMENT OF B.ED STUDENTS
IN RELATION TO INTELLIGENCE AND
ACHIEVEMENT MOTIVATION
Avanish Kumar
Assistant Professor (Guest Faculty) , University Institute of Fashion Technology & Vocational Development
Panjab University, Chandigarh.
Abstract:-The study was experimental in nature and conducted on the sample of 300 students,
as per the requirements of 2*2 factorial design in which the independent variables of
Intelligence and Achievement Motivation were studied. Academic Achievement was taken as a
dependent variable. There were two levels of Intelligence – High Group Intelligence (I1) and
Low Group Intelligence (I2) and two levels of the variable Achievement Motivation (A) – High
Achievement Motivation (A1) & Low Achievement Motivation (A2). The results showed that F
ratios were significant for the main effects of Intelligence (I) and Achievement Motivation (A),
and also for the double interaction effects of Intelligence (I) * Achievement Motivation (A).
Keywords:Academic Achievement, Intelligence and Achievement Motivation.
INTRODUCTION:
Academic Achievement plays a very significant and vital role in the attainment of the idea of harmonious
development of the child. Good academic record and its proper development to certain extent predict the future of
the child.
Researches done earlier in the field of Intelligence have shown that significant effect of Intelligence on
Academic Achievement of B.Ed Students. It is evidenced by the studies reported by Sharma (2003), Rajput (2004),
Gautam (2008), Oliver (2011) and Mishra (2012). However researches conducted by Dhaliwal and Sudesh (2009)
and Khanam (2012) could not find any significant effect of Intelligence on Academic Achievement of Pupil
Teachers’ of Educational Colleges.
Achievement Motivation is an essential part of learning. When the learner is motivated to learn, he learns
more effectively. Motivation provides force to student to charge their behaviour. A lot of researches have been
done to show Achievement Motivation as a main factor having significant effect on the Academic Achievement of
Students of Teachers Training Institutes. Studies of Shiva (2004), Mitra (2006) and Wilson (2011) have shown a
significant effect of Achievement Motivation on Academic Achievement. Still there are studies showing that
Achievement Motivation having no significant effect on the Achievement of pupil Teachers. Studies of Malik
(2008) and Bhatt (2012), could not find significant effect of Achievement Motivation on the Achievement of Pupil
Teachers.
Survey of the related literature, on the studies conducted in this field, does not lead to a clear -cut trend. The
results of these studies present various types of relationships of these variables with Academic Achievement. These
studies showed the effect of variables of Intelligence and Achievement Motivation taken up singly on Achievement,
but the conjoint effect of all the variables on Academic Achievement may present a different picture. It may be
concluded that the variables of Intelligence and Achievement Motivation are interrelated factors and if investigated
together in the light of Achievement of students, the study may throw better light on the individual and combined
impact of these variables which may be used effectively for the educational significance by its users.
Avanish Kumar ,“ACADEMIC ACHIEVEMENT OF B.ED STUDENTS IN RELATION TO INTELLIGENCE AND
ACHIEVEMENT MOTIVATION ” Indian Streams Research Journal | Volume 5 | Issue 1 | Feb 2015 | Online & Print
1
.Academic Achievement Of B.ed Students In Relation To Intelligence And Achievement Motivation
OBJECTIVES OF THE STUDY
The following are the objectives of the Study:
1.To study the effect of Intelligence on Academic Achievement of B.Ed Students.
2.To find out the effect of Achievement Motivation on Academic Achievement of B.Ed Students.
3.To work out the interaction effect of Intelligence and Achievement Motivation on Academic Achievement of the
B.Ed Students.
HYPOTHESES OF THE STUDY
The following are the Hypotheses of the Study:
1.The High Intelligence group will have higher Academic Achievement than that of the Low Intelligence group of
Students.
2.The High Achievement Motivation group will exhibit higher Academic Achievement than that of the Low
Achievement Motivation group of Students.
3.There will no significant interaction effect of the variables of Intelligence and Achievement Motivation on
Academic Achievement of Students.
RESEARCH METHODOLOGY AND PROCEDURE
SAMPLE OF THE STUDY:
A sample pool of 600 students was drawn from the four Educational Colleges affiliated to Kurukshetra
University, Kurukshetra. It consisted of both boys and girls. The sample was random in nature. Randomization was
done through the technique of multistage sampling in respect of the selection of the colleges and the sections within
each college.
DESIGN OF THE STUDY:
The study was experimental in nature in which (2 * 2) factorial design was used to find out the effect of
independent variables of Intelligence and Achievement Motivation on the dependent variable of Academic
Achievement. There were two levels of each of the Independent variables i.e. Intelligence (I) – High Group
Intelligence (I1) and Low Group Intelligence (I2), Achievement Motivation (A) – High Achievement Motivation
(A1) & Low Achievement Motivation (A2).
TOOLS USED:
The following tools were used to conduct the present study:
1.Intelligence Scale by Jalota S. (1972) to test the Intelligence.
2.Achievement Motivation (n- Ach) Scale by Deo, P. and Mohan, A. (1986) to test the Achievement Motivation.
3. Academic Achievement was assessed on the basis of the marks of B.A./B.Sc/B.Com examination conducted by
Kurukshetra University, Kurukshetra in year May 2012.
DATA ANALYSIS AND INTERPRETATION
This phase deals with the analysis of main and interaction effects of the variables. For analysis, the threeway analysis of variance was carried out to provide the information required by the objectives of the study. The
results of data analysis are presented as follows:
Indian Streams Research Journal | Volume 5 | Issue 1 | Feb 2015
2
.Academic Achievement Of B.ed Students In Relation To Intelligence And Achievement Motivation
Table:- 1
Main and Interaction Effects of Intelligence and Achievement Motivation on
Academic Achievement Based on 3 – Way ANOVA
Source of
Variation
Level
of
variables
Intelligence (I)
Achievement
Motivation (A)
Mean
SD
High (I1)
572.119
98.57
Low (I2)
526.481
62.77
High (A1)
592.20
103.11
Low (A2)
549.39
70.76
IX A
SS
df
MS
F-ratio
4391.015
1
4391.015
5.582
7027.162
1
7027.162
9.179
2372.931
1
1372.931
3.167
600
F r e q u e n c y D i s tr i b u t i o n
592.2
580
572.119
560
549.39
540
526.481
520
500
480
High (I1)
Low (I2)
High (A1)
Intelligence (I)
Low (A2)
Achievement Motivation (A)
Figure: - 1
Bar diagram showing differences of Mean Values of High and Low Groups of
Intelligence and Achievement Motivation on Academic Achievement
The F- ratio for Intelligence is significant at .01 level. This implies that the differences between the High
and Low groups of Intelligence are significant on Academic Achievement. The mean value of High Intelligence
group of students (572.119) is higher than that of the mean value of Low Intelligence group of students (526.481). It
clearly shows that High Intelligence group of students have significantly higher Academic Achievement than that of
Low Intelligence group of students.
The F- ratio for Achievement Motivation is significant at .01 level. This implies that the differences
between the High and Low groups of Achievement Motivation are significant. The mean value of High Achievement
Motivation group of students (592.20) is higher than that of the mean value of Low Achievement Motivation group
of students (549.39). It clearly shows that High Achievement Motivation group of students have significantly better
Academic Achievement than that of Low Achievement Motivation group of students.
The F-ratios for double interactions between Intelligence x Achievement Motivation (I * A) have
significant effect on Academic Achievement of the students. In the above table the value of SS for Interaction
between Intelligence and Achievement Motivation in respect of Achievement is 2372.931and degree of freedom for
interaction is 1. The F - ratio for interaction is 3.167, which is significant at .01 level of confidence. It shows that
levels of Intelligence interact with levels of Achievement Motivation to produce significant effect on Academic
Achievement.
To find out the exact nature of differences due to the double interaction effects on Academic Achievement,
further analysis was done in terms of the computation of t-ratios.
The comparisons based on the double interaction effects of the two independent variables on Academic
Achievement are given below:
Indian Streams Research Journal | Volume 5 | Issue 1 | Feb 2015
3
.Academic Achievement Of B.ed Students In Relation To Intelligence And Achievement Motivation
Table - 2
t- ratios for the Interaction Effect of Intelligence x Achievement Motivation
(I * A) on Academic Achievement
variables
High Group
Intelligence
High Achievement
Motivation (I 1 A1)
Low Group
Intelligence
Low Achievement
Motivation (I 2 A2)
High Group
Intelligence
High Achievement
Motivation (I 1A1)
High Group
Intelligence
Low Achievement
Motivation (I 1A2)
High Group
Intelligence
High Achievement
Motivation (I 1A1)
Low Group
Intelligence
High Achievement
Motivation (I 2A1)
High Group
Intelligence
Low Achievement
Motivation (I 1 A2)
Low Group
Intelligence
High Achievement
Motivation (I 2 A1)
Low Group
Intelligence
High Achievement
Motivation (I 2 A1)
Low Group
Intelligence
Low Achievement
Motivation (I 2 A2)
Low Group
Intelligence
Low Achievement
Motivation (I2 A2)
High Group
Intelligence
Low Achievement
Motivation (I 1 A2)
Levels of
Variables
Interaction
Mean
(I1 A1)
463
S.D.
tratio
9.31
* I2 A2 is
significantly
higher than I1
A1
3.98
* I1 A2 is
significantly
better than I1
A1
58.83
(I2 A2)
646.42
46.47
(I1 A1)
463
58.83
(I1 A2)
546.71
65.65
(I1 A1)
463
58.83
(I2 A1)
643.95
61.04
(I1 A2)
546.71
65.65
(I2 A1)
646.42
46.47
(I2 A1)
646.42
61.04
(I2 A2)
643.95
46.47
(I2 A2)
643.95
61.04
(I1 A2)
546.71
65.65
Level of
Significance
* I2 A1 is
significantly
9.77
elevated than
I1 A1
* I2 A1 is
significantly
4.39
better than
I1 A2
No Significant
differences
0.12 between
(I2 A1) and
(I2 A2)
* I2 A2 is
significantly
4.43
better than
I1 A2
700
646.42
643.95
646.42
646.42
643.95
643.95
F R E Q U E N C Y D IS T R IB U T IO N
600
546.71
500
463
463
546.71
546.71
463
400
Mean Value
t- Ratio
300
200
100
9.31
9.77
3.98
0.12
4.39
4.43
0
(I1 A1)
(I2 A2)
(I1 A1)
(I1 A2)
(I1 A1)
(I2 A1)
(I1 A2)
(I2 A1)
(I2 A1)
(I2 A2)
(I2 A2)
(I1 A2)
Figure - 2
Bar diagram showing mean values and t ratios’ of interaction effect of Intelligence x Achievement
Motivation (I * A) on Academic Achievement
DISCUSSION OF RESULTS
The results obtained from the analysis of tables from 1- 2 are discussed in the context of hypotheses
formulated earlier. The results already arrived at by various related studies have also been compared with the results
of present study. This has been done to make the study more meaningful.
The first hypothesis of the study states, “The High Intelligence group will have higher Academic
Indian Streams Research Journal | Volume 5 | Issue 1 | Feb 2015
4
.Academic Achievement Of B.ed Students In Relation To Intelligence And Achievement Motivation
Achievement than that of the Low Intelligence group of Students”.
The F- ratio for Intelligence vide table no -1 is significant at .01 level. This implies that the differences
between the High and Low Groups of Intelligence have significant effect on Academic Achievement. The mean
value of High Group Intelligence of students (572.119) is higher than that of the mean value of Low Group
Intelligence (526.481).
The results of the present study reveal higher Academic Achievement of the High Intelligence Group of
students than that of the Low Group Intelligence. So, the first hypothesis of the study is accepted.
Researches done earlier in the field of Intelligence have shown that Intelligence have significant effect on
the Achievement of students. It is evidenced by the research studies conducted by Sharma (2003), Rajput (2004),
Gautam (2008), Oliver (2011) and Mishra (2012) which showed significant effect of Intelligence on the Academic
Achievement of B.Ed Students.
The second hypothesis of the study states, “The High Achievement Motivation group will exhibit higher
Academic Achievement than that of the Low Achievement Motivation group of Students”.
The F- ratio for Achievement Motivation vide table no -1 is significant at .01 level. This implies that the
differences between the High and Low Groups of Achievement Motivation have significant effect on Academic
Achievement. The perusal mean value of High Achievement Motivation Group of students (592.20) is higher than
that of the mean value of Low Group of Achievement Motivation (549.39).
The results of the present study reveal higher Academic Achievement of the High Achievement Motivation
Group of students than that of the Low Achievement Motivation Group of Students. So, the second hypothesis of the
study is accepted.
Researches done earlier in the field of Achievement Motivation have shown that Achievement Motivation
have significant effect on the Achievement of students. It is evidenced by the research studies conducted by Shiva
(2004), Mitra (2006) and Wilson (2011) which showed significant effect of Achievement Motivation on the
Academic Achievement of the students of the Teachers Training Institutions.
The third hypothesis of the study states, “There will no significant Interaction Effect of the variables of
Intelligence and Achievement Motivation on Academic Achievement of Students.”
The interaction of Intelligence and Achievement Motivation (I * A) influences the Achievement
significantly. The F - ratio for interaction is 3.167, which is significant at .01 level of confidence, which shows that
levels of Intelligence interact with levels of Achievement Motivation to produce significant effect on Academic
Achievement of Students Thus, the third hypothesis of the study is rejected.
REFERENCES
1.Bhatt. A.S. (2012). Study of Academic Achievement of B.Ed Students in relation to their Intelligence,
Achievement Motivation and Socio-Economic Status M.Phil Dissertation Patiala : Punjabi University.
2.Deo, P. and Mohan, A. (1986). Achievement Motivation Scale. Department of Education Chandigarh: Panjab
University.
3.Dhaliwal, P. & Sudesh, R. (2009). Intelligence and Academic Achievement in Three Educational Levels.
Psychological Report. Vol. 43 (12). 147-152.
4.Gautam, P. (2008). “Factor Analytical Study of Measures Anxiety and Intelligence and Academic Achievement.
Journal and Psychological Research. Vol. 2 (3) 42-47.
5.Jalota, S.S. (1972). Revised Intelligence Test of General Mental Ability. Agra: National Psychological
Corporation.
6.Khanam, R. (2012). Performance of B. Ed Students a Function of Intelligence and Instructional Designs. M.Phil
Thesis, Shimla: H. P. University.
7.Malik, J.P. (2008). A study of relationship of Achievement Motivation and Certain Personality Factors on
Achievement in Chemistry at Pre and Post Teacher Training levels. Journal of Educational and Psychology. Vol. 9
(3)- 142-148
8.Mishra, S. (2012). Science Achievement of Pupil Teachers as a function of their Personality and Intelligence.
Journal of Education and Psychology. 32 (4). 217 - 222.
9.Mitra. H. (2006). Achievement Motivation and Achievement of Pupil Teachers of Maharashtra in University
Examination - A Trend Report. Journal of Research in Education. 6- A , 105-111.
10.Oliver, S. (2011). A Study of relationship between Intelligence, Sex Anxiety, and Personality of Students of
Educational Colleges in Karanataka. Ph.D. Thesis. Maysoor: Karnataka University. Survey of Research in
Education (2008-12).
11.Rajput, G. R. (2004). Study of Academic Achievement of B.Ed students in relation to their Intelligence,
Achievement Motivation and Family Environment. M.Ed, Dissertation. Chandigarh: Punjab University.
12.Sharma, M. (2003). A Study of Cognitive Tasks in relation to Intelligence and Achievement of Pupil Teachers of
Indian Streams Research Journal | Volume 5 | Issue 1 | Feb 2015
5
.Academic Achievement Of B.ed Students In Relation To Intelligence And Achievement Motivation
Training Colleges of Kerala. Journal of the Institute of Educational Research. Vol. 4 (3). 36 - 41.
13.Shiva, M. (2004). The relationship between Introverts and Extroverts Personality and Achievement Motivation.
M.Phil Dissertation, Rohtak: M. D. University.
14.Wilson. J. (2011) The Effects of Achievement Motivation and self concept on Academic Ability of African,
American: Teacher Educator. International Journal of Applied Educational Research. 3 (7) 132-139. Retrieved
from http. // www. eric.ed.gov.
Avanish Kumar
Assistant Professor (Guest Faculty) , University Institute of Fashion Technology & Vocational Development
Panjab University, Chandigarh.
Indian Streams Research Journal | Volume 5 | Issue 1 | Feb 2015
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