European Journal of Education Studies
ISSN: 2501 - 1111
ISSN-L: 2501 - 1111
Available on-line at: www.oapub.org/edu
Volume 3 │ Issue 2 │ 2017
doi: 10.5281/zenodo.291801
THE EFFECT OF LEARNING STYLE, HOME ENVIRONMENT
AND SCHOOL ENVIRONMENT ON ACADEMIC ACHIEVEMENT
OF NINTH STANDARD STUDENTS OF ENGLISH MEDIUM
SCHOOLS OF RAIPUR CITY - A STUDY
Suhail Ahmed Khan1i, Khan Farhat Unnisa2
1
Dr., M.Sc., M.Ed., Ph.D. (Education),Principal, Marathwada College of Education,
Aurangabad, Maharashtra, India
M.Sc., M.Ed., NET (Education), Marathwada College of Education,
2
Aurangabad, Maharashtra, India
Abstract:
This paper focuses on learning style, school environment and home environment in
relation to academic achievement. The research was carried out in Raipur city on a
sample of 50 IX standard students. Learning styles of students was measured by Styles
of Learning and Thinking (SOLAT) by D. Venkataraman. Home Environment and
School Environment was measured by the Inventory prepared by Dr. Karuna Shankar
Mishra. The research finding revealed that there is very low, negative & negligible
relationship between academic achievement & home environment. Study also revealed
that school environment and academic achievement have positive but very low
relationship. It is also found that there is significant difference between the academic
achievement of students learned by right & left hemisphere but there is no significant
difference between the academic achievement of boys & girls students learned either by
right hemisphere or left hemisphere.
Keywords: learning style, home environment, school environment, academic
achievement
1. Introduction
Human beings are always immersed in a social environment which not only changes
the very structure of the individual or just compels him is recognize latch but also
Copyright © The Author(s). All Rights Reserved.
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372
Suhail Ahmed Khan, Khan Farhat Unnisa
THE EFFECT OF LEARNING STYLE, HOME ENVIRONMENT AND
SCHOOL ENVIRONMENT ON ACADEMIC ACHIEVEMENT OF NINTH STANDARD STUDENTS OF ENGLISH
MEDIUM SCHOOLS OF RAIPUR CITY - A STUDY
provide this with a readymade system of rigs it impose on him a series of obligations
two environments, namely home & school environment, share an influential space in
child’s life
Family is the social biological units that exerts the greatest influence on the
developments & perpetuation of the individual’s behavior home environment occupies
the growth and development of a child as the child from birth till he goes to school
learns the things at home only
Education also plays a pivotal role in educating and talenting children. The
child’s personality, behavior patterns, attitude towards self and other are all the molded
through education only.
2. Home environment
Home environment occupies the first & the most significant place for the growth &
development of a child from birth till he goes to school learn the basic knowledge,
manners & mother tongue at home only.
A favorable home environment constitutes of good parent-child relationship.
Further, in the home environment, involvement & affection all affects the child’s level of
thinking and other kind of development. A cognitive home environment where parents
are sensitive & responsive to the developmental needs of the child will help to enhance
their academic achievement.
According to Dr. Karuna Shankar Mishra, home environment can be divided
into ten dimensions:
1) Control;
2) Protectiveness;
3) Punishment;
4) Conformity;
5) Social isolation;
6) Reward;
7) Deprivation of privileges;
8) Nurturance;
9) Rejection;
10) Permissiveness.
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373
Suhail Ahmed Khan, Khan Farhat Unnisa
THE EFFECT OF LEARNING STYLE, HOME ENVIRONMENT AND
SCHOOL ENVIRONMENT ON ACADEMIC ACHIEVEMENT OF NINTH STANDARD STUDENTS OF ENGLISH
MEDIUM SCHOOLS OF RAIPUR CITY - A STUDY
3. School Environment
Next to family, the school is the most important experience in the process of child’s
development when the child enters the school arena; he or she is presented with new
opportunities in terms of socialization and cognitive development. These opportunities
are provided in different measures in different schools and may have a direct impact on
the cognitive and affective behaviors of students.
According to Dr. Karuna Shankar Mishra, school environment can also be
divided into six dimensions which are as follows:
1) Creative stimulation
2) Cognitive Encouragement
3) Permissiveness
4) Acceptance
5) Rejection
6) Control
4. Learning Style
Learning style are various approaches or ways of learning. They involve educating
method particular to an individual to learn best. It is commonly believed that most
people favor some particular method of interacting with taking in and processing
stimuli or information.
According to James & Gardner:
Learning style is the complex manner in which & conditions under which learner most
efficiently & most effectively perceive, process, store and recall what they are attempting
to learn
Bennett defines learning style as:
Learning style is that consistent pattern of behavior & performance by which an
individual approaches educational experiences. It is composite of characteristics,
Cognitive, affective & physiological behaviors that serve as relatively stable indicators of
how a learner perceives, interacts with and responds to the learning environment. It is
formed in the deep structure of neural organization & personality which moulds & is
molded by human development & the cultural experience of home school & society
European Journal of Education Studies - Volume 3 │ Issue 2 │ 2017
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Suhail Ahmed Khan, Khan Farhat Unnisa
THE EFFECT OF LEARNING STYLE, HOME ENVIRONMENT AND
SCHOOL ENVIRONMENT ON ACADEMIC ACHIEVEMENT OF NINTH STANDARD STUDENTS OF ENGLISH
MEDIUM SCHOOLS OF RAIPUR CITY - A STUDY
Steward and Felicitti define learning style as those Education conditions under
which a student is mostly likely to learn .
Thus, learning styles are not really concerned with what learners learn but
rather how they prefer to learn.
5. Types of learning style
Different people approach learning differently and these are known as learning styles.
There are three basic types of learning styles:
1) Visual
(learning through seeing);
2) Auditory
(learning through listening);
3) Tactic/ kinaesthetic
(learning through moving, doing and touching).
Learning styles inventory from the memletics has the following classification to
describe the styles of learners:
1) Logical: (learn by logic, reasoning);
2) Aural: (learn by listening);
3) Physical: (learn by sense of touch);
4) Social: (learn by in groups);
5) Solitary: (learn by alone or self);
6) Verbal: (learn by speech words);
7) Visual: (learn by seeing).
6. Need and Significance of the Study
People by and large display upward mobility which helps them to establish their
identity & credibility. But due to lack of appropriate learning style and congenial home
& school environment, they suffer failure; which works as barrier in achieving their
goal. Such negative aspect affects the growth & development of the individual, society
as well as nation. Their guidance towards appropriate learning style and awareness
regarding conductive home & school environment would certainly enrich the existing
human resources of the nation, there by enlarging their capabilities, resources of the
nation, there by enlarging this capabilities, potentialities and enriching their academic
excellence.
The study will be helpful to the teacher as it will make them aware about the
styles of student in learning and thinking process and what effects these style have on
European Journal of Education Studies - Volume 3 │ Issue 2 │ 2017
375
Suhail Ahmed Khan, Khan Farhat Unnisa
THE EFFECT OF LEARNING STYLE, HOME ENVIRONMENT AND
SCHOOL ENVIRONMENT ON ACADEMIC ACHIEVEMENT OF NINTH STANDARD STUDENTS OF ENGLISH
MEDIUM SCHOOLS OF RAIPUR CITY - A STUDY
children’s performance in school & that attention should be given to children’s
performance to assess their levels of ability.
7. Review of Related Research
A. K. Abdul Gafoor, Relationship of thinking style with physics achievement among Higher
Secondary students of Kerala , Indian Educational Review, Vol. 26, Jan 2010.
The Study examined that type I thinking (legislative, judicial, global & liberal styles)
favours long term but not short term achievement & type II Achievement (executive,
local, monarchic, and conservative styles) favours short-term but not long-term
achievement could be accepted only partially. Legislative (among girls) and judicial
(among boys) Styles contributes to long term achievement and executive (boys) style is
unfavourable to long–term achievement. However, local style is favourable and global
style is unfavourable to achievement in science among boys only. Anarchic style has
negative influence on short-term and long-term achievement of girls and long-term
achievement of boys.
B. Yilmaz Soylu, Meryem, Akkoyunlu, Buket, The Effect of learning styles on Achievement
in Different Learning Environments , Turkish online journal of Educational Technology
(TOJET), v8 n4 (p43-50) Oct 2009.
The purpose of this study is to investigate the effect of learning styles on student’s
achievements in different learning environments which were designed according to
principles of Generative Theory of Multimedia Learning. As a result, it has been
clarified that the type of the learning styles was not significantly effective on student’s
achievements in different learning environments.
C. David P. Diaz & Ryan B. Cartnal (1999), Comparing students learning style in online
distance learning-class and an equivalent on campus class
Finding of the study reveal that students who were taught using visual learning would
do well, despite the lack of auditory clues from their teachers, and that the addition of
hearing and touch would almost certainly provide further educational benefits.
Students taught using just and auditory or kinesthetic approach is likely is significantly
underperform in almost all subjects, apart from music and pottery.
D. Char an (2005) conducted study on learning styles in relation to students
characteristics, the result reveals that:
1) There is a significant difference in the dependent learning style on the basis of
gender;
European Journal of Education Studies - Volume 3 │ Issue 2 │ 2017
376
Suhail Ahmed Khan, Khan Farhat Unnisa
THE EFFECT OF LEARNING STYLE, HOME ENVIRONMENT AND
SCHOOL ENVIRONMENT ON ACADEMIC ACHIEVEMENT OF NINTH STANDARD STUDENTS OF ENGLISH
MEDIUM SCHOOLS OF RAIPUR CITY - A STUDY
2) There is no significant difference in the independent learning style on the basis of
gender;
3) There is no significant difference in the collaborative leaning style on the basis of
gender.
E. Jag Prêt Kaur, J. S. Rama and Rupinder Kaur (Department of Education, Punjabi
University, Punjab, India) conducted study on home environment & academic
achievement as correlates of self-concept among adolescents:
The results of the study revealed:
1) self-concept to be positively correlated with academic achievement, though not
signification;
2) a significantly positive relationship of home environment components of
protectiveness, conformity, reward and nurturance with self-concept was
revealed;
3) the correlation of social isolation, deprivation of privileges and rejection
components of home environment is significantly negative with self-concept
among adolescents
F. Mayya S., Rao, A. Krishna (2004) conducted study on association between learning
style preference and performance in the examination of medical students. The study
showed significant negative correlation between tactile preference score & the
percentage mark in the university examination. Traditional teaching methods favor the
auditory and visual learning styles. It is the tactile learner who is at a disadvantage at
the university level. In order to provide a compatible educational environment for all
students, it is important that teachers understand their own teaching styles and adjust
their teaching styles.
8. Objectives
1. To study the home environment in relation to academic achievement of ninth
standard students of Aurangabad city.
2. To study the school environment in relation to academic achievement of ninth
standard students of Aurangabad city.
3. To study the styles of learning in right hemisphere and left hemisphere dominant
children.
4. To study the difference in the styles of learning in right hemisphere and left
hemisphere dominant boys and girls.
European Journal of Education Studies - Volume 3 │ Issue 2 │ 2017
377
Suhail Ahmed Khan, Khan Farhat Unnisa
THE EFFECT OF LEARNING STYLE, HOME ENVIRONMENT AND
SCHOOL ENVIRONMENT ON ACADEMIC ACHIEVEMENT OF NINTH STANDARD STUDENTS OF ENGLISH
MEDIUM SCHOOLS OF RAIPUR CITY - A STUDY
9. Hypothesis
1. There is positive and high correlation between the scores of home environment
and academic achievement of ninth standard students of Aurangabad city.
2. There is positive and high correlation between scores of school environment and
scores of academic achievement of ninth standard students of Aurangabad city.
3. There is no significant difference between the achievement of IX standard
students of English medium schools of Raipur city having learning style by right
hemisphere and by left hemisphere.
4. There is no significant difference between the achievement of male and female
IX standard student of English medium schools of Raipur city having learning
style by right hemisphere.
5. There is no significant difference between the achievement of male and female IX
standard students of English medium schools of Raipur city having learning
style by left hemisphere
10. Variables
In the present study learning style, home environment and school environment would
be taken to study their influence in determining the academic achievement of the ninth
standard students.
a. Independent variable
1) Home environment
b. Dependent variable
1) Academic achievement
2) School Environment
3) Learning Style
4) Types of school
5) Sex
11. Population
Population is all IX standard students of all English medium schools running in Raipur
city.
11.1 Sample
A sample is a portion of people drawn from a larger population. The sample for the
present study is taken from all English medium schools running in Raipur city. Ninth
European Journal of Education Studies - Volume 3 │ Issue 2 │ 2017
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Suhail Ahmed Khan, Khan Farhat Unnisa
THE EFFECT OF LEARNING STYLE, HOME ENVIRONMENT AND
SCHOOL ENVIRONMENT ON ACADEMIC ACHIEVEMENT OF NINTH STANDARD STUDENTS OF ENGLISH
MEDIUM SCHOOLS OF RAIPUR CITY - A STUDY
standard students are randomly selected from various schools situated in Raipur city.
The total number of sample is around 50 out of which 25 are boys and 25 girls.
12. Method
Survey method was used for the study.
12.1 Tools
The following standardized test was applied for assessing the variables under
consideration:
A. SOLAT (Styles of learning & thinking):
Developed by Venkataraman (1994) is used in the present study. It is a modified version
of the tool developed by Torrance. Is identifies by hemisphericity dominance by way of
studying the hemisphere functions. It indicates the learning and thinking styles and
brain hemisphere preference.
B. H E I (Home Environment Inventory)
Developed by Dr. Karuna Shankar Mishra is an instrument designed is measure the
psycho-social climate of home as perceived by children. It provides a measure of the
quality and quality of the cognitive, emotional and social support that has been
available to the child within the home. H E I have 100 items belonging to ten
dimensions of home environment.
Control
Punishment
Social isolation
Deprivation of privileges
Rejection
Protectiveness
Conformity
Reward
Nurturance
Permissiveness
C. S E I (School Environment Inventory)
Developed by Dr. Karuna Shankar Mishra is an instrument designed to measure the
psycho-social climate of schools as perceived by the pupils. It provides measures of the
quality & quality of the cognitive, emotional & social support that has been available to
European Journal of Education Studies - Volume 3 │ Issue 2 │ 2017
379
Suhail Ahmed Khan, Khan Farhat Unnisa
THE EFFECT OF LEARNING STYLE, HOME ENVIRONMENT AND
SCHOOL ENVIRONMENT ON ACADEMIC ACHIEVEMENT OF NINTH STANDARD STUDENTS OF ENGLISH
MEDIUM SCHOOLS OF RAIPUR CITY - A STUDY
the students during their school life in terms of teacher - pupil interactions. S E I have
70 items belonging to six dimensions of the school environment which are as follows:
1) Creative stimulation
2) Cognitive encouragement
3) Permissiveness
4) Acceptance
5) Rejection
6) Control
12.2 Analysis and Interpretation
The data was collected and coefficient of correlation was found between:
1. School Environment and Academic achievement.
2. Home Environment and Academic achievement.
3. Mean, Standard Deviation, t-value is also calculated to measure the level of
significance in achievement and learning style.
4. Mean, Standard Deviation, t-value is also calculated to measure the level of
significance in achievement of male and female students and learning style by
right hemisphere.
5. Mean, Standard Deviation, t-value is also calculated to measure the level of
significance in achievement of male and female students and learning style by
left hemisphere.
Table1: Home Environment and Academic Achievement
Sr.no.
Variables
1
Home Environment
2
Academic Achievement
Coefficient of correlation
-0.1381
Table 2: School Environment and Academic Achievement
Sr.no.
Variables
1
School Environment
2
Academic Achievement
European Journal of Education Studies - Volume 3 │ Issue 2 │ 2017
Coefficient of correlation
0.509
380
Suhail Ahmed Khan, Khan Farhat Unnisa
THE EFFECT OF LEARNING STYLE, HOME ENVIRONMENT AND
SCHOOL ENVIRONMENT ON ACADEMIC ACHIEVEMENT OF NINTH STANDARD STUDENTS OF ENGLISH
MEDIUM SCHOOLS OF RAIPUR CITY - A STUDY
Table 3: Table showing Mean, S. D., t-value of the scores of achievement on learning style by
right and left hemisphere of IX standard students of Raipur city
Sr.
Hemispheres
N
M
S.D.
t-value
no.
1.
Right
50
22.16
5.298
2.
Left
50
13.98
4.968
7.9639
Table
value
Significant/
0.05 level
0.01 level
Insignificant
2.02
2.69
Significant
Table 4: Table showing Mean, S. D., t-value of the scores of achievement of male and female
students and learning style by right hemisphere of IX standard students of Raipur city
Sr.
Category
N
M
S.D.
t- value
No.
Table Value
0.05 Level
1.
Male
25
23.04
5.9829
2.
Female
25
22.12
4.28
0.4250
Significant/
0.01 Level
2.02
2.69
Insignificant
Insignificant
Table 5: Table showing Mean, S. D., t-value of the scores of achievement of male and female
students of learning style by left hemisphere of IX standard students of Raipur city
Sr.
N
No.
Mean of
S.D.
t- value
left hemisphere
Table value
0.05 Level
1.
25
15.0
5.3328
2.
25
17.04
4.7787
0.637
2.02
Significant/
0.01 Level
2.69
Insignificant
Insignificant
13. Findings
1. Table I reveals that Coefficient of Correlation between the scores of home
environment and academic achievement of IX standard students of Raipur city is
-0.1381. Hence the hypothesis is rejected. The relationship between home
environment and academic achievement is low, negative and negligible.
2. Table II reveals that Coefficient of Correlation between the scores of school
environment and academic achievement of IX standard students of Raipur city is
0.0509. Hence the hypothesis is rejected. The relationship between school
environment and academic achievement is positive but negligible.
3. Table III reveals that t-value of the scores of learning style by right hemisphere
and left hemisphere of IX standard students of Raipur city is 7.9639 which is
greater than table value at both 0.01 and 0.05 level. The difference in the
scores of learning style by right hemisphere and left hemisphere is significant
and hence null hypothesis is rejected.
4. Table IV reveals that t-value of the scores of learning style by right hemisphere of
male and female of IX standard students of Raipur city is 0.4259 which is less
European Journal of Education Studies - Volume 3 │ Issue 2 │ 2017
381
Suhail Ahmed Khan, Khan Farhat Unnisa
THE EFFECT OF LEARNING STYLE, HOME ENVIRONMENT AND
SCHOOL ENVIRONMENT ON ACADEMIC ACHIEVEMENT OF NINTH STANDARD STUDENTS OF ENGLISH
MEDIUM SCHOOLS OF RAIPUR CITY - A STUDY
than the table value at both 0.01 and 0.05 level. The difference in the scores of
learning style by right hemisphere of male and female is insignificant and hence
null hypothesis is accepted.
5. Table V reveals that t-value of the scores of learning style by left hemisphere of
male and female of IX standard students of Raipur city is 0.637 which is
less than the table value at both 0.01 and 0.05 level. The difference in the
scores of learning style by right hemisphere of male and female is insignificant
and hence null hypothesis is accepted.
14. Conclusion
After analysis and interpretation the following conclusions were drawn:
1. Hypotheses H I:
There is positive and high correlation between the scores of home environment and
academic achievement of ninth standard students of Aurangabad city is disproved/rejected
as coefficient of correlation between home environment and academic achievement is 0.1381 which is insignificant at both 0.05 and 0.01 level of significance.
2. Hypotheses H II:
There is positive and high correlation between scores of school environment and scores of
academic achievement of ninth standard students of Aurangabad city
is disapproved as
coefficient of correlation between school environment and academic achievement is
0.0509 which is positive, low and insignificant.
3. Hypotheses III (H 0):
There is no significant difference between the achievement of students having learning style by
right hemisphere and by left hemisphere
is rejected as the t-value is 7.9649 which is
significant at both 0.05 and 0.01 level of significance.
4. Hypotheses IV (H 0):
There is no significant difference between the achievement of male and female students having
learning style by right hemisphere
is accepted as the t-value is 0.4250 which is
insignificant at both 0.05 and 0.01 level of significance.
5. Hypotheses V (H 0):
There is no significant difference between the achievement of male and female students having
learning style by left hemisphere is accepted as the t-value is 0.637 which is insignificant
at both 0.05 and 0.01 level of significance.
European Journal of Education Studies - Volume 3 │ Issue 2 │ 2017
382
Suhail Ahmed Khan, Khan Farhat Unnisa
THE EFFECT OF LEARNING STYLE, HOME ENVIRONMENT AND
SCHOOL ENVIRONMENT ON ACADEMIC ACHIEVEMENT OF NINTH STANDARD STUDENTS OF ENGLISH
MEDIUM SCHOOLS OF RAIPUR CITY - A STUDY
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European Journal of Education Studies - Volume 3 │ Issue 2 │ 2017
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Suhail Ahmed Khan, Khan Farhat Unnisa
THE EFFECT OF LEARNING STYLE, HOME ENVIRONMENT AND
SCHOOL ENVIRONMENT ON ACADEMIC ACHIEVEMENT OF NINTH STANDARD STUDENTS OF ENGLISH
MEDIUM SCHOOLS OF RAIPUR CITY - A STUDY
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