CHAPTER – IV DATA ANALYSIS, RESULTS AND...

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CHAPTER – IV

DATA ANALYSIS,

RESULTS AND DISCUSSION Data Screening and detection of outliers:-

The sample available for the present analysis consisted of 400 subjects which

were classified equally in two groups Athletic Students 200, and Non Athletic

Students 200. For each the data on eleven variable i.e. Independent variables are

Athletic Students, Non Athletic Students and Dependent variables are Achievement

Motivation, Academic Achievement.

While preparing the computer data file from master chart, extreme care was

taken with respect to the accuracy of the input of data. The data file was completely

checked till an errorless check trial was obtained.

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Hypothesis No. 1 Athletic student will exhibit higher achievement motivation

and academic motivation than Nonathletic Students

Table 4.1.1Means for Athletic student and Non Athletic student on

academic motivation and achievement motivation

Students N Mean academic motivation

Mean achievement motivation

Athletic students 200 61.32 28.34

Nonathletic Students 200 58.01 23.9

Fig.4.1: Bar diagram showing Mean values for Athletic student and Non

Athletic student on academic motivation and achievement motivation

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Table 4.1.1 and Figure 4.1 present the mean values on the It can be observed

from the table that the score of the athletic Students is higher than Nonathletic

Students on academic motivation and achievement motivation.

Table 4.1.2‘t’ value for Athletic student and Non Athletic student on academic

motivation.

Table 4.1.3 ‘t’ value for Athletic student and Non Athletic student on achievement motivation.

Table 4.1.2 presents the t value for the Athletic student and Non Athletic

student on academic motivation. Significant effect was found for Athletic students

and Non Athletic students (t = 5.85, P>0.01 &0.05) on academic motivation.

N Mean academic motivation

S.D ‘t’ value

Athletic students

200 61.32 5.95 5.85**

Nonathletic Students

200 58.01 5.33

N Mean achievement motivation

S.D ‘t’ value

Athletic students

200 28.34 5.48 9.071**


200 23.9 4.34

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Table 4.1.3 presents the t value for the Athletic student and Non

Athletic student on achievement motivation Significant effect was found for

Athletic students and Non Athletic students (t = 9.071, P>0.01 &0.05) on

achievement motivation.

Thus the result is support to hypothesis no. 1. Athletic student will

exhibit higher achievement motivation and academic motivation than


However, Ervin et al. (1985) and Hood et al. (1992) found that SAT scores

were Significantly related to academic achievement in college student athletes.

Students, who entered college with high than average admissions criteria,

including standardized test scores, achieved high grade point averages. David

Gorman. (2010) This causal-comparative study with a narrative component

investigated the effect athletic participation on the academic achievement of

senior student-athletes and non-athletes who attended three public high schools

in Eastern Tennessee. Lence AleksovskaVelickovska and Zarko

Kostovski(2008) the present study results is high motivational academic level

of athletic student. Jagvir Singh (2013) The results of this study indicate the

need for academic and social support programs for male athletes and male non-

athletes to ensure positive progression towards academic achievement.

Mohammad Younis Khan, Dr Asif Jamil, Dr Umar Ali Khan, Uzma Kareem

(2012) The result of the study revealed that there is link between participation

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in sports and performance in education and participation in sports improve the

Grade Point Average (GPA), class tests results, ability of students to succeed

academically, and mental or cognitive development. This study also confirmed

that Sports activities are very useful and helpful for enhancing the academic

mission of colleges.

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Hypothesis No. 2 Athletic Male students will exhibit higher achievement

motivation and academic motivation than athletic Female Students.

Table 4.2.1Means for Male Athletic student and Athletic Female student on

academic motivation and achievement motivation



Athletic Male students 100 66.89 33.64

Athletic Female Students

100 55.76 23.05

Fig.4.2: Bar diagram showing Mean values for Athletic Male students and

Female Athletic students on academic motivation and achievement

motivation

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from the table that the score of the athletic Male Students is higher than athletic

female Students on academic motivation and achievement motivation.

Table 4.2.2‘t’ value for Athletic Male student and athletic Female student on

academic motivation.

Table 4.2.3 ‘t’ value for Athletic Male student and Athletic female student on achievement motivation.

Table 4.2.2 presents the t value for the Athletic Male student and Athletic Female student on academic motivatio

Table 4.2.2 presents the t value for the Athletic Male students and Non

Athletic Female students on academic motivation. Significant effect was found

for Athletic Male students and Non Athletic Female students (t = 37.41, P>0.01

&0.05) on academic motivation.


S.D ‘t’ value

Athletic Male students

100 66.89 2.22 37.41**


100 55.76 1.987


S.D ‘t’ value

Athletic Male students

100 33.64 1.94 68.58**


100 23.05 1.68

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Table 4.2.3 presents the t value for the Athletic Male students and Athletic

female students on achievement motivation. Significant effect was found for

Athletic male students and Athletic female students (t = 68.58, P>0.01 &0.05)

on achievement motivation

Thus the result is support to hypothesis no. 2. Athletic male students

will exhibit higher achievement motivation and academic motivation than

athletic female Students. Robert J. Vallerand and Gaetan F. Losier(1994) The

results from cross-lag correlations suggested that, over time, self-determined

motivation of Athletic male student and athletic female Students orientations

have a positive bidirectional relation, in which self-determined motivation has

greater influence. Kevin K. Byon, Michael S. Carro, Michael Cottingham,

John Grady, James T. Allen (2010) the researchers found that escape,

knowledge, and physical skill influenced male spectators’ consumption behav-

iors while escape, knowledge, vicarious achievement, and drama were

associated with female spectators’ consumption behaviors. Juan A. Moreno,

David Gonzalez-Cutre, Jose Martin Albo and Eduardo Cervello(2004) The

results revealed that the incremental group reported higher scores on the

situational intrinsic motivation scale. The entity group demonstrated better

performance in the first test attempt than the incremental group but, in the

second attempt, the performance was similar in the different Athletic male

student and athletic female Students groups. Edoh Koffi Pierrot(2013) the

present study results is difference between Athletic male student and athletic

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female Students groups. Arun Singh Rathore(2012) the study was to assess

the selected psychological variables between Athlete higher secondary school

girls then low level .

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Hypothesis No. 3 Nonathletic male students will exhibit higher achievement

motivation and academic motivation than Nonathletic female Students.

Table 4.3.1Means for Non Athletic Male students and Non Athletic Female

students on academic motivation and achievement motivation



Nonathletic Male students

100 62.92 28.02

Non Athletic Female Students

100 53.11 19.76

Fig.4.3: Bar diagram showing Mean values for Non Athletic Male student and

Non Athletic female student on academic motivation and achievement

motivation

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from the table that the score of the Nonathletic male Students is higher than

Nonathletic Female Students on academic motivation and achievement motivation.

Table 4.3.2‘t’ value for Nonathletic Male students and Non Athletic female

students on academic motivation.

Table 4.3.3 ‘t’ value for Nonathletic Male students and Non Athletic female students on achievement motivation.

Table 4.3.2 presents the t value for the Nonathletic Male student and Non Athletic female student on academic motivation. Significant effect was found for Nonathleti

Table 4.2.2 presents the t value for the Non athletic Male students and

Non Athletic Female students on academic motivation. Significant effect was


S.D ‘t’ value

Non Athletic Male students

100 62.92 2.46 33.25**

Nonathletic Female Students

100 53.11 1.65


S.D ‘t’ value

Non Athletic Male students

100 28.02 1.356 43.14**

Nonathletic Female Students

100 19.76 1.353

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found for Athletic Male students and Non Athletic Female students (t = 33.25,

P>0.01 &0.05) on academic motivation.

Table 4.3.3 presents the t value for the Nonathletic Male student and

Non Athletic Female students on achievement motivation. Significant effect

was found for Nonathletic Male students and Nonathletic female students (t

=43.14,, P>0.01 &0.05) on achievement motivation

Thus the result is support to hypothesis no. 3. Nonathletic Male

students will exhibit higher achievement motivation and academic motivation

than Nonathletic female Students. Pedescleaux, Jonell (2010) The results of

this study indicate the need for academic and social support programs for male

Non athletes and male non-athletes to ensure positive progression towards

academic achievement. Kevin K. Byon, Michael S. Carro, Michael

Cottingham, John Grady, James T. Allen (2010) in this study of Non

Sportsman male is high academic achievement. Somaieh Sarabandi, Reza

Dastjerdi, Nasrin Hojatzadeh(2013) results obtained in this study, emotional

intelligence can be increased through training and practice proper techniques

and exercise regularly to improve the academic performance of students.

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Hypothesis No. 4 Athletic Students posses high SES will be exhibit

higher achievement motivation and academic achievement than

nonathletic students possess high SES.

Table 4.4.1Means and SD for Athletic high SES students and Nonathletic

high SES students on academic motivation and achievement motivation



Athletic high SES students

100 62.86 28.92

Nonathletic high SES Students

100 59.72 24.87

Fig.4.4: Bar diagram showing Mean values for Athletic high SES students and

Non Athletic high SES students on academic motivation and achievement

motivation

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from the table that the score of the athletic high SES Students is higher than

Nonathletic high SES Students on academic motivation and achievement

motivation.

Table 4.4.2‘t’ value for Athletic high SES students and Non Athletic high SES


Table 4.2.3 ‘t’ value for Athletic high SES students and Non Athletic high SES students on achievement motivation.

Table 4.4.2 presents the t value for the Athletic high SES students and Non Athletic high SES students on academic motivation. Significant effect was found for Athlet

Table 4.4.2 presents the t value for the Athletic high SES students and

Non Athletic high SES students on academic motivation. Significant effect was

found for Athletic high SES students and Non Athletic high SES students (t =

3.90, P>0.01 &0.05) on academic motivation.


S.D ‘t’ value


100 62.86 5.91 3.90**


100 59.72 5.47


S.D ‘t’ value


100 28.92 5.94 5.62**


100 24.87 4.17

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Table 4.4.3 presents the t value for the Athletic high SES students and Non

Athletic high SES students on achievement motivation. Significant effect was

found for Athletic high SES students and Non Athletic high SES students (t

=5.62, P>0.01 &0.05) on achievement motivation

Thus the result is support to hypothesis no. 4. Athletic high SES

students will exhibit higher achievement motivation and academic motivation

than Nonathletic high SES Students. Hussain (1977) the results in this study

Athletic high SES students higher achievement motivation and academic

motivation Nonathletic high SES Students. Godbole (1993) studied perceived

parental acceptance, self–concept and academic achievement. The findings of

study were that higher level of self-concept, SES, intelligence was separately

associated with high parental acceptance and low rejection and concentration.

Large family size was associated with low parental acceptance and high

parental rejection while no association was found for concentration

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Hypothesis No. 5 Athletic Student posse’s low SES will be exhibit higher

achievement motivation and academic achievement than nonathletic

students possess low SES.

Table 4.5.1Means and SD for Athletic low SES students and Nonathletic low

SES student on academic motivation and achievement motivation



Athletic low SES students

100 59.79 27.77

Nonathletic low SES Students

100 56.31 22.93

Fig.4.5: Bar diagram showing Mean values for Athletic low SES students and

Non Athletic low SES students on academic motivation and achievement

motivation

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from the table that the score of the athletic low SES Students is higher than

Nonathletic low SES Students on academic motivation and achievement

motivation.

Table 4.5.2‘t’ value for Athletic low SES students and Non Athletic low SES



Table 4.2.2 presents the t value for the Athletic student and Non Athletic student on academic motivation. Significant effect was found for Athletic

Table 4.5.2 presents the t value for the Athletic Low SES students and Non

Athletic Low SES students on academic motivation. Significant effect was found

for Athletic Low SES students and Non Athletic Low SES students (t = 4.81,

P>0.01 &0.05) on academic motivation.


S.D ‘t’ value


100 59.79 5.31 4.81**


100 56.31 4.32


S.D ‘t’ value


100 28.34 3.25 7.56**


100 23.9 2.39

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Table 4.5.3 presents the t value for the Athletic Low SES students and Non

Athletic Low SES students on achievement motivation. Significant effect was

found for Athletic students and Non Athletic students (t =7.56, P>0.01 &0.05) on

achievement motivation

Thus the result is support to hypothesis no. 5. Athletic Student posse’s

low SES will be exhibit higher achievement motivation and academic

achievement than nonathletic students possess low SES. Sanders (1996) explored

the effects of teacher, family, and church support on the school-related

attitudes, behaviours, and academic achievement of athletic low socio-

economic status students Fan. (1998) examined the issue of whether any

differences exist in school achievement among rural, suburban, and urban

school students in four major areas of school learning: reading, mathematics,

science, and social studies. The results showed that students from rural schools

performed as well as, if not better than, their peers in metropolitan schools in

math, science, reading, and social studies athletic low socio-economic status

students. Berry (1999) The results illustrated that the students who report

feeling confident and enthusiastic before a test perform better on the exam

than students who express feelings of anxiety or worry non athletic low socio-

economic status students.

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Hypothesis No. 6 Athletic male Student posses high SES will be exhibit

higher achievement motivation and academic achievement than nonathletic

male students possess high SES.

Table 4.6.1Means and SD for Athletic Male High SES students and Non

Athletic male High SES Students on academic motivation and achievement

motivation



Athletic Male High SES students

100 68.52 34.32

Non Athletic male High SES Students

100 65.68 28.94

Fig.4.6: Bar diagram showing Mean values for Athletic Male High SES

students and Non Athletic male High SES Students on academic motivation

and achievement motivation

138


from the table that the score of the athletic Students is higher than Nonathletic

Students on academic motivation and achievement motivation.

Table 4.6.2‘t’ value for Athletic Male High SES students and Non Athletic

male High SES Students on academic motivation.

Table 4.6.3 ‘t’ value for Athletic Male High SES students and Non Athletic male High SES Students achievement motivation.

Table 4.6.2 presents the t value for the Athletic student and Non Athletic student on academic motivation. Significant effect wa

Table 4.6.3 presents the t value for the Athletic student and Non Athletic student on achievement motivation. Significant eff

Table 4.6.2 presents the t value for the Athletic High SES Male

students and Non Athletic Male High SES students on academic motivation.

Significant effect was found for Athletic High SES Male students and Non


S.D ‘t’ value


100 68.52 6.3 11.54**


100 65.68 4.2


S.D ‘t’ value


100 34.32 4.2 21.52**


100 28.94 3.22

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Athletic Male High SES students (t = 11.54, P>0.01 &0.05) on academic

motivation.

Table 4.6.3 presents the t value for the Athletic High SES Male

students and Non Athletic Male High SES students on achievement

motivation. Significant effect was found for Athletic High SES Male students

and Non Athletic Male High SES students (t =21.52, P>0.01 &0.05) on


Thus the result is support to hypothesis no. 6. Athletic male high SES

Students posses will be exhibit higher achievement motivation and academic

achievement than nonathletic male high SES students. (Gabbard, Barton,

1979; Raviv, Low, 1990; McNaughton, Gabbard, 1993; Caterino, Polak, 1999;

Jarrett, Maxwell, Dickerson, et al, 1998; Mahar, Murphy, Rowe, et al, 2006;

Barros, Silver, Stein, 2009) findings who found that regular participation in

sports and physical activities during school days may improve academic focus

and academic performance of the non sport man high SES students.

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Hypothesis No. 7 Athletic female Student posses high SES will be exhibit


female students possess high SES.

Table 4.7.1Means and SD for Athletic Female High SES students and Non

Athletic Female High SES Students on academic motivation and achievement

motivation



Athletic High SES Female students

100 57.2 23.52

Non Athletic High SES Female Students

100 54.36 20.8

Fig.4.7: Bar diagram showing Mean values for Athletic Female High SES

students and Non Athletic Female High SES Students on academic motivation

and achievement motivation

141


from the table that the score of the athletic high SES Female Students is higher

than Nonathletic high SES Female Students on academic motivation and


Table 4.7.2‘t’ value for Athletic Female High SES students and Non Athletic

Female High SES Students on academic motivation.


Table 4.7.2 presents the t value for the Athletic high SES female student

and Non Athletic high SES female students on academic motivation. Significant

effect was found for Athletic high SES female student and Non Athletic high SES

female students (t = 10.29, P>0.01 &0.05) on academic motivation.


S.D ‘t’ value

Athletic High SES Female students

100 57.2 3.22 10.29**


100 54.36 2.88


S.D ‘t’ value

Non Athletic High SES Female students

100 23.52 3.11 5.71**


100 20.8 2.50

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Table 4.7.3 presents the t value for the Athletic High SES Female students

and Non Athletic Female High SES students on achievement motivation.

Significant effect was found for Athletic High SES Female students and Non

Athletic Female High SES students (t =5.71, P>0.01 &0.05) on achievement

motivation

Thus the result is support to hypothesis no. 7. Athletic female Student posses high

SES will be exhibit higher achievement motivation and academic achievement

than nonathletic female students possess high SES. Peterson (2001) came to the

conclusion in several studies that different factors involve in academic

achievement motivation, of which mental health can be mentioned. Biabangard

(2000) concluded in his study that mental health is one of the many factors that

can play an important role in academic achievement motivation. Hertman (2001),

in his study on examining the mental health as one of the factors affecting

academic achievement motivation, reached to the conclusion that there is a strong

relationship between mental health and lack of mental health with increased or

reduced academic achievement motivation (Mossalanejad et al., 2005). Taheri

(2006), in his study on reviewing the relationship between mental health,

academic achievement motivation and academic self-concept, found that there is a

very strong correlation between mental health, academic achievement motivation

and academic self-concept. Motivation is one of the main factors affecting the

behavior, and is involved in all of the individual functions such as education

acquisition, education learning, learning and attention, attention, comprehension,

recall, amnesia, creativity and presentation of love and emotions

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Hypothesis No. 8 Athletic male Student posses low SES will be exhibit


male students possess low SES.

Table 4.8.1Means and SD for Male Athletic low SES student and Non Athletic

low SES male students on academic motivation and achievement motivation



Athletic Low SES Male students

100 65.26 32.96

Nob Athletic Low SES male Students

100 60.76 27.1

Fig.4.8: Bar diagram showing Mean values for Male Athletic low SES student

and Non Athletic low SES male students on academic motivation and


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from the table that the score of the athletic low SES male Students is higher than

Nonathletic low SES male Students on academic motivation and achievement

motivation.

Table 4.8.2‘t’ value for Male Athletic low SES student and Non Athletic low

SES male students on academic motivation.

Table 4.8.3 ‘t’ value for Male Athletic low SES students and Non Athletic low SES male students on achievement motivation.

Table 4.8.2 presents the t value for the Athletic low SES male students and Non

Athletic low SES male students on academic motivation. Significant effect was


S.D ‘t’ value


100 65.26 3.44 18.86**

Nob Athletic Low SES male Students

100 60.76 2.56


S.D ‘t’ value


100 32.96 2.11 31.67**

Non Athletic Low SES male Students

100 27.1 2.9

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found for Athletic low SES male students and Non Athletic low SES male

students(t = 18.86, P>0.01 &0.05) on academic motivation.

Table 4.8.3 presents the t value for the Athletic low SES male students

and Non Athletic low SES male student on achievement motivation.

Significant effect was found for Athletic low SES male students and Non

Athletic low SES male student (t = 31.67, P>0.01 &0.05) on achievement

motivation

Thus the result is support to hypothesis no. 8. Athletic male low SES

Student posses will be exhibit higher achievement motivation and academic

achievement than nonathletic male low SES students.. Johnson (2005)

explored the antecedents of individual differences in academic achievement.

The first study tested the hypothesis that the contemporaneous association

between disruptive behaviour and poor school grades could be explained by

attention problems and lack of academic ability, and estimated relations

among the underlying genetic and environmental influences and nonathletic

male low SES students.

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Hypothesis No. 9 Athletic female Students possess low SES will be

exhibit higher achievement motivation and academic achievement than

nonathletic female students possess low SES.

Table 4.9.1Means and SD for Athletic Low SES Female students and Non

Athletic Low SES Female Students on academic motivation and achievement

motivation



Athletic Low SES Female students

100 54.32 22.58

Non Athletic Low SES Female Students

100 51.86 18.76

Fig.4.9: Bar diagram showing Mean values for Athletic Low SES Female

students and Non Athletic Low SES Female Students on academic

motivation and achievement motivation

147


from the table that the score of the athletic low SES Female Students is higher than

Nonathletic low SES Female Students on academic motivation and achievement

motivation.

Table 4.9.2‘t’ value for Athletic Athletic Low SES Female students and Non

Athletic Low SES Female Students on academic motivation.

Table 4.9.3 ‘t’ value for Athletic Low SES Female students and Non Athletic

Low SES Female Students on achievement motivation.

Table 4.9.2 presents the t value for the Athletic low SES Female students and

Non Athletic low SES Female students on academic motivation. Significant effect

was found for Athletic low SES Female students and Non Athletic low SES

Female students(t = 18.86, P>0.01 &0.05) on academic motivation.


S.D ‘t’ value


100 54.32 3.16 11.71**


100 51.86 2.18


S.D ‘t’ value


100 22.58 4.2 17.57**


100 18.76 3.8

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Table 4.9.3 presents the t value for the Athletic low SES Female

students and Non Athletic low SES Female student on achievement

motivation. Significant effect was found for Athletic low SES Female students

and Non Athletic low SES Female students (t = 31.67, P>0.01 &0.05) on


Thus the result is support to hypothesis no. 9. Athletic female Student

possess low SES will be exhibit higher achievement motivation and academic

achievement than nonathletic female students possess low SES. Elizabeth

Aries, Danielle McCarthy,Peter Salovey and Mahzarin R. Banaji (2004)the

academic performance of athletes was not below what would be expected

based on their entering profiles. Athletes low SES surpassed non-athletes low

SES student on sociability extraversion and self-reported well-being in each

annual wave of the study.

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