Influence Of Academic Anxiety, School And Home Environment On Academic Achievement Of XII Standard Students: A SEM Analysis

Abstract

The study aims at solving the problem related to academic achievement of higher secondary students. The XII standard students at higher secondary schools face public examination undergo academic anxiety at school and home too. The school and home environment if not stress free then the amount of academic anxiety increases to a great extent which may be a hurdle to their academic achievement. The investigation is undertaken to find the influence of academic anxiety, school and home environment on academic achievement of XII standard students. The research method adopted was descriptive method using survey as a technique to collect the primary data from the respondents. The study sample size was 1627 students studying in XII standard in 32 schools in Tamil Nadu. Determination of sample was conducted by employing proportional stratified random sampling method. The study sample size was 1627 students studying in X and XII standards in 32 schools in Tamil Nadu. Determination of sample was conducted by employing proportional stratified random sampling method. The Cronbach’s alpha reliability coefficients were used to measure the internal consistency of each measure and found the reliability coefficient for all the constructs of academic anxiety ranged between 0.789 and 0.719 and the composite reliability of the variable was 0.73. For all the constructs of school environment ranged between 0.892 and 0.713 and the composite reliability of the variable was found to be 0.89 and for all the construct of home environment ranged between 0.880 and 0.767 and the composite reliability of the variable was 0.83. Structural Equation Modelling (SEM) software package AMOS 20.0 was used in this research to explore statistical relationships among the test items of each factor and among the factors of independent variables (academic anxiety, school and home environment) and the dependent variable (academic achievement). The results indicate that the academic anxiety that significantly determined the students’ academic achievement is significant at the level of (β=0.37, t-value=05.41, p<0.001). The school environment has significantly determined the students’ academic achievement is statistically significant found at (β=0.66, t-value=9.27, p<0.001). The home environment has significantly determined the students’ academic achievement found at the level of (β=0.57, t-value=4.78, p<0.001). Further, the academic anxiety, school environment and home environment have significant impact on higher secondary students’ academic achievement.