The relationship between aspects of social adjustment and the academic performance of selected elementary students in a private Islamic oriented school, 1984

Muwwakkil, Theresa

1980-1989

Purpose: The purpose of this study was to determine the relationship between aspects of social adjustment and academic performance, academic achievement and religious orientation of selected elementary school students in a private school setting. Significance of the Study: The study is significant in that the findings have the potential for sensitizing educators and parents to the impact which students' attitudes can have on academic achievement and performance. Hypotheses: The seven null hypotheses were presented. The first three indicated that there was no statistically significant relationship (1) between social adjustment and academic performance, (2) between academic performance and social-adjustment of males and females, (3) between academic performance and social-adjustment of younger and older students, (4) between social-adjustment and academic achievement, (5) between academic achievement and social-adjustment of males and females, (6) between academic achievement and social-adjustment of younger and older students, and (7) between social-adjustment of Islamic and non-Islamic students. Method and Procedure: The research design was correlational involving sets of scores on a sample population. Sixty elementary school students were randomly chosen and administered two instruments: Bristol Social-Adjustment Guides and Stanford Achievement Test Series. Conclusions: 1) When male students were considered as a group and female were considered a group, as well as, when they were considered as a whole, the more socially well adjusted they were the lower tended to be their performance in class. 2) Below average performing younger students tended to be relatively well adjusted socially, however, the more socially adjusted these younger students were, the higher was their level of achievement (their test scores). 3) Female students tended to exhibit high levels of achievement when considered as a separate group. 4) When considered with males or when males were considered as a separate group social adjustment and academic achievement were only randomly related. 5) Islamic students showed no higher level of social adjustment than did non-Islamic ones.

text

application/pdf

1984-05-01

thesis

Education Specialist (EdS)

Atlanta University

School of Education

Clark Atlanta University

Georgia--Atlanta

http://hdl.handle.net/20.500.12322/cau.td:1984_muwwakkil_theresa