A Study of Relationship of Intelligence Task Persistence and Parental Behaviour with Achievement in Geometry in Class IX

Abstract

The aim of the present investigation was to study and compare the task persistence, parental behaviour, intelligence and geometry achievement of the male and female students and also to predict the multiple and linear relationship among the predictors (task persistence, parental behaviour and intelligence) and criterion variable (geometry achievement) of the students. Null hypothesis were framed in the present investigation. Keeping the nature of the problem in mind, the researcher was followed the Descriptive Survey Method. Intelligence, Task-persistence and Parental behaviour treated as independent variables and Geometry Achievement as dependent variable whereas gender was considered as moderate variable in the present study. 200 male and 200 female students were randomly selected from the CBSE schools located in Agra city. newlineThe investigator constructed scales for measuring the task persistence, parental behaviour, geometry achievement whereas a standardized scale for measuring intelligence constructed by Dr. G.C. Ahuja was used for obtaining the aim and objectives of the present study. Descriptive statistical techniques such as mean, standard deviation, quartile deviation, skewness and kurtosis were employed whereas inferential statistical techniques such as CR-value, ANOVA, coefficient of correlation and multiple regression analysis were computed for data analysis through SPSS 16.0 version. newlineIt was concluded that there exists no significant discrimination found between male and female students in relation to task persistence, parental behaviour and intelligence and geometry achievement of the students. Future it is also concluded that the task persistence, parental behaviour and intelligence with geometry achievement of the students reflected positive and high correlation and also multiple correlation of task persistence, parental behaviour and intelligence with geometry achievement found high and significant. The task persistence, parental behaviour and intelligence significantly influences (F-values found significant at 0.01 level) the geometry achievement of the students and also the task persistence, parental behaviour and intelligence were significant predictors for the geometry achievement. newline newline