Academic Achievement as Related to Adjustment of the Undergraduate Students

Abstract

The study was designed to investigate the relationship between academic achievement and adjustment of the undergraduate students. The independent variables were home, health, submissiveness, emotionality and hostility adjustments. The • dependent variable was academic achievement of the respondents. Randomly selected two hundred and eighty undergraduate students from three faculties (science, arts and commerce) of Rajshahi University were respondents of the study. All the respondents were the students of first year honours course and their age ranged from eighteen to twenty. Five hypotheses were formulated to test in this study: i) Academic achievement of excellent/better home adjusted group of students would be higher than that of the poor home adjusted group of students. ii) Academic achievement of excellent/better health adjusted group of students would be higher than that of the poor health adjusted group of students. iii) Academic achievement of the highly submissive respondents would be higher than that of the poorly submissive respondents. iv) Academic achievement of the better emotionally adjusted group of students would be higher than that of the poor emotionally adjusted group of students. v) Academic achievement of the better hostility adjusted group of students would be higher than that of the poor hostility adjusted group of students. To collect data for the present study an adapted Bangla version of the Bell Adjustment Inventory was administered on the respondents. In order to analyze the relationship of academic achievement with adjustment the correlation coefficients were computed by employing Pearson Product Moment Method. For further analysis of these relationships, one way analysis of variance and t-test were applied on academic achievement scores of the various levels of adjustment areas. The results indicate that there is a significant negative correlation between academic achievement and adjustment. This negative correlation does not suggest negative relationship between the adjustment and academic adjustment. Because, in all the five areas of adjustment, low score indicates excellent/better adjustment and high scores of academic achievement indicate highly academic performance. The results of ANOVA and t-tests also suggest that academic achievement of the excellent/better adjusted students is significantly higher than that of the good, average, poor and unsatisfactory adjusted students in all the five area of adjustment.