Sunder, Kushwah Shyam. (2005). Structural Education Model for the Analysis of Psycho-Socio-Biographic Correlates of Achievement in Mathematics . Unpublished. Ph.D., Education. Dayalbagh Educational Institute, Deemed University, Agra.
(i)To determine the various Psycho-Socio-Biographic correlates related to the scholastic achievement in Mathematics.(ii)To study the contributory role of significant correlates in determining the scholastic achievement in Mathematics.(iii)To formulate a path diagram for the various-Psycho-Socio-Biographic determinants of scholastic achievement in mathematics.
465 students (289 male and 176 female) of mathematics, studying in the X & XI classes of secondary and higher secondary schools of Agra, affiliated to U.P. Board of Secondary Education, Allahabad were selected.
For the study of Psycho-Socio-Biography variables, 22 Tests were used.
Ex-post-facto method of research was used
(i) Descriptive statistics: Mean, Median, S.D, Q.D & Zero Order Correlation (ii) Inferential Statistics: Test of Significance, Multivariate Regression Analysis, Multiple Correlations, Multivariate Discriminative (Analysis, Pathway Analysis, were applied.
(i) Mathematical Creativity and Arithmetic Ability were found significantly related to achievement in mathematics. Other psychological variables, viz. Intelligence, Self-esteem, Attitude towards Mathematics, Social maturity and Study Habits were moderately associated to Achievement in Mathematics, whereas Task Persistence and Test-Anxiety showed slight relationship with Achievement in Mathematics. Mathematics Anxiety was characterized by greater negative relationship. (ii) Moderate and low pattern of relationship is indicated between social variables and achievement in Mathematics. Institutional Climate, Home Environment also have moderate relationship whereas Socio-Economic Status and Educational background are almost equally correlated with achievement in Mathematics (iii) The predictor variables which significantly determined the scholastic achievement of the Mathematics, were Mathematical creativity, Arithmetic ability, Intelligence, Self esteem, Social maturity, Study habits, Attitude towards Mathematics, Delay of gratification, Task persistence. Mathematics anxiety, Learner generation, SES, Locus of control. Cognitive style, Emotional maturity, Home environment, Mathematical risk taking behaviors were found statistically insignificant. (v) Out of 12 significant determinants Mathematical creativity and intelligence were the only two predictors, which were directly contributing in determining the achievement in mathematics.
The overall model explains 77% of the variance by 10 psychological variables. The results of this study indicate that intellectual qualities are more important for mathematics than personality qualities.
Keyword(s): Structural Education Model , Psycho-Socio-Biographic , Correlates of Achievement, Mathematics Education