109
ISSN: 2321-0516 (Online)
International Journal of Current Research and Development
Available Online at http://www.journalcrd.com
Research Article 2014 July, Vol.2 (2): 109- 120 ©Copy Right, 2014
LOCUS OF CONTROL AND SELECTED CATEGORICAL VARIABLES
ON ACADEMIC ACHIEVEMENT IN ZOOLOGY OF HIGHER
SECONDARY STUDENTS
Josephine Mary Stella, F and M.Balamurugan*
Department of Education,Periyar University,Salem-636011,India.
*School of Education,Pondicherry University,Puducherry-605014,India Authors E-mail: [email protected]; [email protected]
Abstract
This study emphasizes the Locus of Control in school students and their progress in Academic
Achievement in Zoology. The Locus of Control has a significant role on students’ lives, as their
decisions and choices are related to their progress. Internal or external locus of control plays an
important role for students to sustain the effectiveness and usefulness of learning performance. The
knowledge and experience gained by the students by means of learning the content and the role of
demographic factors is vital for increasing student’s performance. In this perspective, this study was
carried out by Normative Survey Method. The samples were drawn from Salem Educational District
under simple random sampling technique. The sample consists of 324 higher secondary studying
students in the second year. Of them 117 were male and the rest 207 were female. The results reveal
that the higher secondary students are high in overall locus of control and internal locus of control and
above average in ‘academic achievement in zoology. They do not differ in ‘overall locus of control,
internal and external locus of control and academic achievement in zoology’ with respect to gender and
locality of the school. The students are possessing high relationship between the internal LOC and
AAZ.
Key Words: Locus of Control, Internal LOC, External LOC, Academic achievement in Zoology
Introduction
Psychologists have studied the Locus of Control in various populations. The two
categories of Internals and Externals evaluate successes and failures differently (Rotter, 1975).
Internals consider themselves responsible for both success and failure. They believe that their
own efforts and ability will bring the desired outcome. Externals consider outside factors
responsible for their successes or failures. They become more self-reliant in achieving their goal
and are better at problem solving, as they believe in their ability to solve the problem.
In recent years, the concept of locus of control has been favored by numerous scholars.
Measuring the locus of control is an important phenomenon for the welfare of the student
community. The concept derived from Rotter’s social theory and from the individual
interpretation made on their control level over events of life (Serin, 2010). This research with a
focus on studying the locus of control for the students has appraised two types of locus of
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110
control like internal locus of control and external locus of control. Individuals with internal
locus of control believe that they themselves are in charge of their own lives and activities
while having their output reliant upon their own personal performance (Flory, 2006). In 1974,
Levenson reported that people differ in the way they view unpredictable life from those having
faith in the authority and implication of persons or other locus in life. Therefore owing to the
significance of locus of control of the teenage students studying at school education in south
Indian schools, the investigator carried out the study to be familiar with the part of Academic
achievement in Zoology and certain selected demographic variables.
The Indian school system is morally hopeful even though there are some crime
involvements identified among the teenage group school students in some of the regions in
India. But the crime ratio is different in the case of urban or city school students. It affects not
only the particular region or group of students but it also affects the entire development of the
nation as well as the moral status of the younger generation and parents. Why it is happening
like this! Even after the control of the government, school authority and parental care still there
is no clear hope or reason. But the basic reason is lack of moral control of the mind. Therefore,
the reason behind this is the ‘locus of control of the children. Is there a meaningful relationship
between the locus of control (internal and external) and the educational achievement of school
students?
Need and Significance of the Study
Locus of control represents a generalized expectation of effective factors that pertain to
reward and punishment in life. On one side the locus of control continuum are those who
believe that the locus of control can fix their ability to control life events, whereas on the other
side there are individuals who believe that life events occur in conjunction with external factors
such as accidents, by chance, or destiny (Borich & Tombaric, 1995). Manay studies clearly
indicate the relationship between the academic achievement and internal and external locus of
control. It is presumed that there is a relationship between the external locus of control and
progress (Maltby, et al., 2007). The academic achievement is a major concern of students and
teachers (Tamannaifa, SedighiArfai, & Mohammadabadi, 2010).Some studies have reported a
negative relationship between the external locus of control and academic achievement (Wood,
Saylor, & Cohen, 2009). Academic problems, on the other hand, can lead to secondary
problems such as psychological and relationship problems (Bigdeli and Malekzadeh,
2005).There are many unsolved discussions still going on in our human society by unknown
angle. Therefore it is necessary that we should handle the cognitive functioning of the student
Josephine Mary Stella and Balamurugan, IJCRD 2014,Vol.2 (2):109-120
111
community towards academic success. As a result, this study is one of the best at school
children level in a particular region.
Statement of the Problem
The study entitled ‘Locus of Control and Selected Categorical Variables on Academic
Achievement in Zoology of Higher Secondary Students’
Definitions of the Terms
Locus of control refers to one’s belief in his or her abilities to control life events. (Strauser,
2002). In other words, the locus of control is defined as one’s thought of his/her belief that
his/her own power or forces out of his/her control are influential in any positive or negative
situation occurring during his/her life (Sardogan, 2006). The belief of locus of control is related
to what reinforcements have happened throughout the individuals’ lives, namely the results,
prizes, their success or failures refer to. These attributions refer not only to chance, fate, and
powerful people out of one’s control, but also to the results of his/her own attitudes (Basım and
Sesen, 2006). While one’s control on his/her own life dependent on chance, fate and powerful
people is explained as external control; maintaining the individual control over one’s life on
his/her own is described as the internal control (Rotter, 1966).
Review of Studies
When environmental conditions are not sufficient to explain individuals’ success or
failures, the locus of control can facilitate in making these situations clear. For instance,
individuals may sometimes perceive good and bad events in different ways. To mention that
these different ways are based on external and internal forces (Taylor, 2006). The individuals,
who have the internal locus of control, think that they have a big role in affecting the events
which influence their lives. Furthermore, they assess themselves as possessing the power for
the attitude they want to display by having the positive ego concept, and they believe that they
can direct their lives in whatever way they desire (Gulveren, 2008).
The individuals with external locus of control relate the events affecting their lives to
perceptions such as chance, fate, and fortune which are out of their control. Additionally, they
believe that the events affecting their lives cannot be predicted and controlled (Kucukkaragoz,
1998). Individuals with internal locus of control are careful, alert, dominant, focused on
success, self-confident, and ingenious. On the other hand, the individuals with external locus
of control are less careful, affected by the group members, easily influenced by external
forces, less self-confident, and they display unsteady performances (Rotter, 1975). Individuals
lay out two control attitudes as internal and external by considering that the reinforcements
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they have from their previous experiences result from their own attitudes or external forces
(Cetin, 2008).
Shepherd S, Owen D, Fitch TJ and Marshall JL (2006) studied the locus of control and
academic achievement in high school students. This study investigated the hypothesized
relationship between the internal locus of control and academic achievement among a sample
of 187 students in Grades 8 through 12 using the Nowicki-Strickland Locus of Control Scale
for Children. Our analysis indicated that students in the higher Grade point average (GPA)
group reported higher scores on internal locus of control.
Brog. MJ (2012) studied the Hemisphericity, locus of control, and grade point average among
middle and high school boys and girls. The Learning Style Questionnaire and the Children's
Nowicki-Strickland I-E Control Scale were given to 128 boys and girls in Grades 8 and 11 in
the La Grande (Oregon) School District. Each subject's previous year's grade point average was
obtained to determine the relationships among hemisphericity, locus of control, and
achievement. Also assessed, including interactions, differences were found in hemisphericity,
locus of control, and achievement by sex and grade. There was a significant relationship (of
low practical value) between locus of control and GPA only. The difference in hemisphericity
scores with respect to grade was significant.
A relationship has been found between locus of control and academic achievement.
(Nowicki Stephen, Jr; Strickland, Bonnie, R) found a significant relationship between these
two variables. High achieving seventh grade males were more internally controlled than their
lower achieving classmates. Payne and Payne (1989) studied elementary school students who
had been identified as at-risk by their teachers using the CNSIE. They found at-risk students to
be more externally oriented than students not identified at risk. Students with an internal locus
of control have an advantage over their classmates with external locus of control when it
comes to academic achievement ( Lefcourt, 1982). Gifted children are more likely to have an
internal locus of control than their average achieving classmates (Harter & Connell, 1984).
Other research has attributed this finding to the fact that children with an internal locus of
control have better impulse control, can deal with delayed gratification, and are able to
maintain attention in the classroom despite the usual distractions (Ferrer & Krantz, 1987).
Internally oriented children understand that their hard work and proper behaviour will
eventually lead to a positive outcome. Therefore they do not need to see the positive results of
their action right away.
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Brecher and Denmark (1972) reported that academic failure may lead to a heightened
sense of external control. Chronic success or failure in competitive or academic settings may
lead to generalized expectancies of internal or external control. Female college students were
given highly negative bogus feedback regarding a previously administered course exam
immediately prior to an experimental testing session. Their mean locus of control score was
significantly more external than that of the control group that did not receive the negative
feedback.
Crandall, Katkovsky & Crandall (1965) revealed that individuals with an internal locus of
control tend to be more achievement-oriented than those with external locus of control.
Internally oriented individuals put more time and effort into completing academic tasks, have
a greater desire to succeed in school, and get higher grades. Internals spend more time in
intellectual activities, exhibit more intense interest in academic pursuits and score higher on
intelligence tests and other academic tests than the externals do.
Lochel (1983) reviewed sex differences in achievement. Females are more inclined to
take responsibility for failure. She views females as lacking in confidence in their abilities
and not being prepared to cope with failure. As Parsons (1981) has recently pointed out that,
males tend to attribute their failures to external or unstable causes while females tend to
attribute their failures to internal causes that appear to be an oversimplification. Lefcourt
(1980) suggests that some expectancy is very general relating to most life events. Other
expectancies are quite specific and are related to very specific life events.
Method of the Study
The investigator used Normative Survey method for the present study (Sidhu.K.S, 2011).
Sample and Sampling Technique
The samples were drawn from Salem Educational District under simple random
sampling technique. The sample consists of 324 Higher Secondary Course Students studying in
the second year. The sample consists both the gender male and female. Of the 324 samples the
male were 117 and the female 207.
Instrument Used in this Study
Locus of Control Scale (LOC) (Nowicki, Stephen, Jr; Strickland, Bonnie, R, 1973). The
tool was modified by the researcher to face the present environment. The respective item
analysis was completed prior to administer the tool for its real purpose. The Point bi-serial
correlation (Garret, H.E, 1971) method was adopted for item analysis. Therefore, the modified
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version of the scale was used for this study. This modified scale consists of 36 statements based
on YES / NO type. The reliability and validity of the modified tool was established by Josephine
Mary Stella,F and Balamurugan,M (2012) specifically for the purpose of research work. The
split half reliability of the tool is 0.88. The tool satisfies the face and content validity. The
suitable age norm is 15 + teenage students of both the gender of male and female studying in
schools at Rural and Urban areas of Salem and neighboring regions of Tamilnadu, India. The
reason behind for the modification of this tool is to apply it in various cultures and in various
environments of the samples in India.
Academic Achievement in Zoology test was developed by Josephine Mary Stella,F and
Balamurugan,M. The Final version of the Test consists of 26 items followed by five alternative
answers under multiple choice items after its extensive application of 352 samples for item
analysis and reliability test. This test was designed with reference to the Tamilnadu
Government Curriculum of Zoology in selected units. Blooms Taxonomical Approach with
four components such as ‘Knowledge (9 items)’, ‘Understanding (6items)’, ‘Application
(8items)’ and ‘Skill (3 items)’ and separate Blue Print with weightage of hard items and
average items were also adopted. The scoring of the test carries one score for each correct
response out of five alternative choices. The maximum score of the test is 26 to test the
respective ‘knowledge, understanding, skill and application part’ of the students respectively.
The age norm of the test is 15+. This test is suitable for the students of Tamilnadu.
Reliability of the Test: The Authors established the Split Half reliability of the Test. It consists
of 0.91. Validity: This Test satisfies the face and content validity. Apart from that, the General
Information was collected from the respondent. It carries the demographic variables such as
‘Gender, Locality of School, Type of Residence, and Type of Management’. These variables
are considered as the selected categorical variables of this study.
Limitations
This study is limited only to the students studying higher secondary course second year
and having Zoology as one of their elective paper in the Salem Educational District.
The samples were collected from eight different types of school and different
management schools located in the Salem Educational District.
The inferences portrayed in this paper are based on the statistical analysis done by the
investigators using SPSS-16.
Variables Used in the Study
Locus of Control (Independent Variable).
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Academic achievement in Zoology (Dependent variable).
The other selected demographic variables are intervening variables.
Objectives
1) To study the Locus of Control and Academic achievement in Zoology of the higher
secondary students.
2) To study the Locus of Control and Academic achievement in Zoology of the higher
secondary students with respect to the following demographic variables
a) Gender
b) Locality of School
c) Type of Residence
d) Type of Management
3) To find out the relationship between
a) Overall Locus of Control and Academic Achievement in Zoology
b) Internal Locus of Control and Academic Achievement in Zoology and
c) External Locus of Control and Academic Achievement in Zoology
Results
1) The results of this study are derived from the Descriptive and Differential analysis. The
mean and standard deviation of Locus of control of the higher secondary students is (27.45,
3.70) for the maximum score of 36. The mean and standard deviation of External and Internal
Locus of control of the higher secondary students is (15.34, 2.13) and (12.10, 2.46)
respectively for the maximum score of 19 and 17 respectively. The mean and standard
deviation of academic achievement in zoology is (16.58, 5.45) for the maximum score of 26.
2) The male and female higher secondary students do not differ significantly in their
‘Overall Locus of Control, Internal and External Locus of Control and Academic
Achievement in Zoology’ at 0.05 level for the respective t -value 0.32, 0.58, 0.02 and 0.76
(Table-1).
3) The students studying in Rural and Urban Area Schools are not differing significantly at
0.05 level in their ‘Overall Locus of Control, Internal and External Locus of Control and
Academic Achievement in Zoology’ for the respective t -value 0.82, 0.39, 0.13 and
0.14(Table-2).
4) The higher secondary students residing in the Hostel and day scholars differ significantly
in their Internal Locus of control and Academic achievement in Zoology’ at 0.05 level for
Josephine Mary Stella and Balamurugan, IJCRD 2014,Vol.2 (2):109-120
116
the respective t -value 2.06 and 3.24. But the External locus of control and overall Locus of
Control do not differ significantly among the higher secondary students (Table-3).
5) The higher secondary students differ significantly in Internal Locus of Control with
respect to the variable ‘type of management’ (Govt. / Private/ Govt. Aided) at 0.05 level for
the respective F -value is 3.05. But the variables overall LOC, External LOC and AAZ do
not differ significantly with respect to ‘type of management’ (Table-4).
6) The relationship between ‘overall Locus of Control and Academic Achievement in
Zoology’ of the higher Secondary Students is 0.536 which is significant at 0.05 level. The
relationship between ‘Internal Locus of Control and Academic Achievement in Zoology’ is
0.827 which is significant at 0.05 level. The relationship between ‘External Locus of Control
and Academic Achievement in Zoology’ is 0.435 which is significant at 0.05 level (Table-5).
Discussion
The present study indicates that the higher secondary students are possessing high Internal
locus of control. These results also have consistent observation of studies done by Shepaherd.S
et.al (2006) that, internal LOC is higher. Nowicki and Strickland (1973) show that there is a
significant relationship between LOC and Academic Achievement. On the other hand, Brecher
and Denmark (1972) coded that academic failures lead to a heightened sense of External LOC.
This study shows moderate relationship between External LOC and AAZ. The sample of this
study shows no difference in Internal LOC and AAZ of male and female but it is just the
opposite of the results of Loche(1983) that females are more inclined to take responsibilities
for failures.
Conclusion
The Overall Locus of Control and Internal Locus of Control of the higher secondary
students are higher. But in the Academic Achievement in Zoology, the students are ‘above
average’. The male and female students studying higher secondary course do not differ in
‘Overall Locus of Control, Internal and External Locus of Control and Academic Achievement
in Zoology’. Similarly the students studying in rural and urban area schools are also not
differing significantly in ‘Overall Locus of Control, Internal and External Locus of Control
and Academic Achievement in Zoology’. The Internal Locus of Control and Academic
Achievement in Zoology differ with respect to the ‘type of residence’ and the type of
management of the school students. The higher secondary students are possessing high
relationship between Internal Locus of Control and Academic Achievement in Zoology than
Josephine Mary Stella and Balamurugan, IJCRD 2014,Vol.2 (2):109-120
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the External Locus of Control. But there exists a moderate level of relation between External
Locus of Control and Academic Achievement in Zoology.
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TABLE: 1
MEAN DIFFERENCE IN LOCUS OF CONTROL AND ACADEMIC
ACHIEVEMENT IN ZOOLOGY WITH RESPECT TO THE
CATEGORICAL VARIABLE- GENDER
LOC-Locus of Control; AAZ-Academic Achievement in Zoology
NS-Not Significant at 0.05 level.
Variables Gender N Mean SD df. t-
value
P
Overall
LOC
Male 147 27.52 3.65
322
0.32
0.74
(NS) Female 177 27.38 3.75
Internal LOC Male 147 15.42 2.10
322
0.58
0.56
(NS) Female 177 15.28 2.16
External LOC Male 147 12.10 2.44
322
0.02 0.98
(NS) Female 177 12.11 2.48
AAZ Male 147 16.33 6.33
322
0.76 0.44
(NS) Female 177 16.79 4.61
Josephine Mary Stella and Balamurugan, IJCRD 2014,Vol.2 (2):109-120
119
TABLE-2
MEAN DIFFERENCE IN LOCUS OF CONTROL AND ACADEMIC
ACHIEVEMENT IN ZOOLOGY WITH RESPECT TO THE
CATEGORICAL VARIABLE- LOCALITY OF SCHOOL
LOC-Locus of Control; AAZ-Academic Achievement in Zoology
NS-Not Significant at 0.05 level.
TABLE-3
MEAN DIFFERENCE IN LOCUS OF CONTROL AND ACADEMIC
ACHIEVEMENT IN ZOOLOGY WITH RESPECT TO THE
CATEGORICAL VARIABLE- TYPE OF RESIDENCE
LOC-Locus of Control; AAZ-Academic Achievement in Zoology
NS-Not Significant at 0.05 level; S- Significant at 0.05 level.
Variables Locality of
School
N Mean SD df. t-
value
P
Overall
LOC
Rural 140 27.10 3.77
322
0.23 0.82
(NS) Urban 184 27.71 3.63
Internal LOC Rural 140 15.22 2.27
322
0.86 0.39
(NS) Urban 184 15.43 2.02
External LOC Rural 140 11.87 2.51
322
1.49 0.13
(NS) Urban 184 12.28 2.41
AAZ Rural 140 16.50 5.01
322
1.48 0.14
(NS) Urban 184 16.64 5.79
Variables Type of
Residence
N Mean SD df. t-
value
P
Overall
LOC
Hostler 117 28.76 2.94
322
1.50
0.13
(NS) Day Scholar 207 27.37 3.73
Internal
LOC
Hostler 117 16.35 1.45
322
2.06
0.04
(S) Day Scholar 207 15.28 2.15
External
LOC
Hostler 117 12.41 1.80
322
0.52
0.59
(NS) Day Scholar 207 12.08 2.49
AAZ Hostler 117 20.70 6.64
322
3.24
0.00
(S) Day Scholar 207 16.35 5.30
Josephine Mary Stella and Balamurugan, IJCRD 2014,Vol.2 (2):109-120
120
TABLE-4
MEAN DIFFERENCE IN LOCUS OF CONTROL AND ACADEMIC
ACHIEVEMENT IN ZOOLOGY WITH RESPECT TO THE
CATEGORICAL VARIABLE- TYPE OF MANAGEMENT
Variables Groups Sum of
Squares
df Mean
Square
F
value
p
Overall
LOC
BG 51.070 2 25.535 1.87 0.156
(NS) WG 4381.140 321 13.648
Total 4432.210 323
Internal
LOC
BG 27.526 2 13.763 3.05 0.049
(S) WG 1447.758 321 4.510
Total 1475.284 323
External
LOC
BG 21.518 2 10.759 1.78 0.170
(NS) WG 1936.914 321 6.034
Total 1958.432 323
AAZ BG 45.737 2 22.868 0.77 0.028
(NS) WG 9582.843 321 29.853
Total 9628.580 323
LOC-Locus of Control; AAZ-Academic Achievement in Zoology
NS-Not Significant at 0.05 level; S- Significant at 0.05 level.
BW- Between Groups; WG-Within Groups
TABLE-5
RELATIONSHIP BETWEEN LOCUS OF CONTROL AND ACDEMIC
ACHIEVEMENT IN ZOOLOGY OF HIGHER SECONDARY STUDENTS
(Pearson Product Moment Correlation)
Variables Over all
LOC
Internal
LOC
External
LOC
AAZ
Overall
LOC
1 --- ---
0.536*
Internal
LOC
--- 1 --- 0.827*
External
LOC
--- --- 1 0.435*
AAZ
0.536* 0.827* 0.435* 1
*Significant at 0.05 Level
LOC-Locus of Control; AAZ-Academic Achievement in Zoology
----