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Academic Learning Environment of Students from English and Kannada Medium High Schools

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Abstract

The present study was on attempt to investigate the academic learning environment at home and school, of coeducational high school students from English and Kannada medium schools and its influence on academic achievement. The study also aimed to know the influence of socio-economic factors on academic learning environment at home and school. The sample consisted of 240 students, selected from 8 coeducational high schools in Dharwad city, Karnataka state. The results revealed that students with English medium of instruction were significantly higher in students involvement, had higher qualified teachers in schools, received significantly better parental encouragement and care and had significantly better facilities in home (separate room to study, table, light, ventilation, and surrounding environment), had significantly better academic achievement than students of Kannada medium schools.. Further, home learning environment had positive and significant influence on school learning environment of students among Kannada medium schools. Socio-economic status of the family exhibited positive and significant influence on home learning environment and school learning environment of students of both Kannada and English medium schools.

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... Sunitha and Khadi [16] investigated the academic learning environment at home and school, of coeducational high school students and its influence on academic achievement, and revealed that students from English medium schools were significantly higher in student's involvement, these schools had higher qualified teachers, received significantly better parental encouragement and care, had significantly better facilities in home and had significantly better academic achievement than students from Kannada medium schools.Ramasamy [17] has quoted in his paper the following studies: Anand [18] compared Kannada and English medium students and found the former significantly superior in verbal intelligence and achievement and the latter in nonverbal intelligence. A study conducted by Srivastava and Khatoon [1] showed that the English medium students scored significantly better than the Kannada medium students on the measures of nonverbal intelligence and the three dimensions of verbal creativity, namely, fluency, flexibility, and originality. ...
... He also revealed that the physical and psychological environment at home and school correlated significantly with emotional intelligence [37]. Indian research has revealed that the students from English medium schools had better infrastructure and learning environment in schools as well as home and received significantly better parental encouragement and care than Kannada medium schools [16]. ...
... Studies by Sunitha and Khadi (2007) on a comparison of students from English medium and Mother tongue medium showed that English medium school students have a higher level of student involvement, with highly qualified teachers and better parental encouragement, and better academic achievement. Ramasamy (2001) highlights that nonverbal intelligence and achievement were superior among English medium students and Verbal intelligence and achievement were prominent among students instructed in their Mother tongue. ...
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The present study aimed to assess the level of life skills in high school adolescents and investigate the impact of the medium of instruction on life skills. The objective of the present study was to compare the life skills of high school adolescents in the medium of instruction, namely Tamil and English Chennai, Tamil Nadu. The sample comprised 380 high school adolescents studying in class 8, in the age group 13-14 years from Schools in Chennai, Tamil Nadu. It was hypothesized that the students in the mother tongue medium (Tamil) and those who studied in English medium do not differ significantly on the measure of life skills. To measure life skills, Life skills Assessment scale with 100 items was used. It was found that most of the adolescents had average life skills, very few had high life skills, and some had low life skills, thus indicating the need for including life skills training program as a part of the curriculum. The results from the t-test showed a significant difference in life skills of high school adolescents with the medium of instruction, and the adolescents in Tamil Medium had comparatively better life skills than their English counterparts.
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It is known that the measurement of growth rate is ideal with time series panel data. However, it is also possible to measure the growth rate with cross-section data, provided the data are grouped appropriately. Along with calculating the growth rate if one wants to find the factors associated with the growth rates then one needs to group it more prudently. This paper illustrates how we can do so using data of primary school going children of age group 6–10 years. The data has been taken from students up to class four, from schools in Kolkata. We have taken Medium of instruction, Type of school, Sex of children, Household size and Per-capita expenditures as grouping criteria. Altogether we should have got 25^{5}, i.e., 32 combinations. But in our case we have only 24 combinations, because the schools with the remaining 8 combinations are not found in Kolkata. Thus, though, we have a large number of students as sampled, we have essentially only 24 observations. We could have taken some more variables to increase the number of observations, but in that case the number of students in each combination (group) would have been very small and the mean values would not have been stable. Growth rates of height, weight, Mid-Upper Arm Circumference(MUAC) and body fat have been calculated. Childhood period is the period when there is maximum growth. Our data also shows the same for both boys and girls and for students when boys and girls are taken together. However, we do not get much association of the growth rate with medium of instruction, type of school, household size and percapita expenditure.
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Income is more difficult to measure fully and accurately than occupation. Detailed occupational codes may be mapped into standard socioeconomic scales, and occupational status is related to other variables in much the same way as repeated or long-term measures of income. For these reasons, whether or not an attempt has been made to measure income, the measurement of socioeconomic status may be improved by ascertaining the occupation (and industry) of a job held by 1 or both parents. Income and household composition are preferable to the official poverty line in classifying economic standing, and housing tenure is a simple and powerful measure of economic consumption. Wherever possible, paternal as well as maternal education should be ascertained. However well they are measured, race-ethnicity and socioeconomic status do not capture all of the effects of family background.
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