Parental Encouragement, Study Habits, and Social Media Influence as Predictors of English Achievement Among Tribal High School Students

Education aims to promote the highest levels of academic achievement among all students and supports the development of a positive self-concept by imparting knowledge across various dimensions of teaching and learning. In the contemporary educational context, the objectives of education have expanded to include broader goals such as the empowerment of learners, critical evaluation of information, acquisition of skills required for modern society, development of empathy, and mastery of complex vocational competencies.

Achievement in English

Achievement refers to the successful attainment of goals and is commonly used to describe success in real-life situations as well as in the evaluation of an individual’s overall performance. It denotes the accomplishment, gain, or effective execution of a task by an individual or a group, whether the task is academic, manual, personal, or social in nature. In this sense, achievement includes the behavioural changes that occur in an individual as a result of diverse learning experiences. According to the Dictionary of Education, academic achievement is defined as the knowledge acquired and skills developed in school subjects, typically measured through test scores, teacher-assigned marks, or both. School achievement scores are considered reliable indicators and strong predictors of students’ future academic and life success. Achievement in English refers to the extent to which students have attained proficiency in language skills such as reading, writing, listening, and speaking as prescribed in the school curriculum. For high school students in tribal areas, English achievement is a crucial role in academic progression, higher education opportunities, and social mobility. It is generally measured through examination scores or standardized achievement tests and reflects students’ understanding, application, and use of the English language in academic contexts.

Parental Encouragement

Parental encouragement denotes the emotional, motivational, and academic support provided by parents to enhance their children’s learning. In tribal areas, where educational resources may be limited, parental encouragement becomes a significant factor influencing students’ confidence and persistence in learning English. Encouragement in the form of appreciation, guidance, monitoring of studies, and positive reinforcement helps students develop interest and motivation, thereby contributing to better academic achievement in English.

Study Habit

Study habit refers to the systematic, consistent, and effective methods adopted by students in their learning process. Good study habits include regular study schedules, concentration, time management, note-taking, revision, and self-discipline. Among high school students of tribal areas, effective study habits are essential for overcoming language barriers and academic challenges in English. Strong study habits enable students to practice language skills regularly and improve their achievement in English.

Social Media Influence

Social media influence refers to the impact of digital platforms such as social networking sites, video-sharing applications, and online communication tools on students’ learning behaviour and academic performance. For high school students in tribal areas, social media can serve as both a supportive and distracting factor in learning English. While educational content, language exposure, and online interaction may enhance English learning, excessive or unregulated use may negatively affect concentration and study time, thereby influencing achievement in English.

OBJECTIVE OF THE STUDY

1. To find out Highschool Students Achievement in English.
2. To find out High School Students level of Parental Encouragement.
3. To find out High School Students Study Habit.
4. To find out High School Students level of Social media Influence.
5. To study the significant relationship between achievement in English and Social media influence, parental encouragement, and       study habit among high school students.

Hypothesis of The Study

1. The level of achievement in English, Parental Encouragement and study habit of high school students is Average.
2. The level of social media influence of high school students is high
3. There is no significant relationship between achievement in English and Social media influence, parental encouragement, and study habit among high school students.

METHODOLOGY

In the present study, the investigator adopted the normative survey method. The normative survey method describes and interprets what exists at present.

Location Of The Study

 The investigator collected data from the high school student studying in schools of Wayanadu, Idukki, Malapuram district of Kerala state. For the data collection of this study as many as 736 high school students were selected. Sample The small proportion of the population selected for observation and analysis is known as sample. The method of sampling is based on the nature of the problem, size of the universe, availability of finance and persons. The sample for the present study consists of high school students from Three District which could be selected by Random Sampling method. It has been decided to select a sample of around 735 students.

Tools Used in The Study

5. English Achievement Test (EAT) Tool was constructed and validated by Sachin. T.V and Sampath Kumar. S (2024).
5. Parental Encouragement (PAS) Scale, developed and validated by Sachin. T.V and Sampath Kumar. S (2024).
5. Study Habit, developed and validated by Padmavathi and Reddy Srikanth (2018).
5. Social media Influence (SMI) Scale, developed and validated by Sachin. T.V and Sampath Kumar. S (2024).

Statistical Techniques Used

For the analysis of the data, the following statistical techniques have been used.

5. Descriptive analysis
5. Measures of central tendency (Mean)
5. Measures of variability (standard deviation)
5. Correlation Analysis

Table1. Mean and Standard Deviation Of Variable Scores Of The Total Sample

The mean value of the Achievement in English scores of the total sample is found to be 26.68 and the standard deviation of the same is 4.82. The mean value of social media influence scores of the total sample is found to be 268.50 and the standard deviation of the same is 43.38. The mean value of parental encouragement. score of the total sample is found to be 174.83and the standard deviation of the same is 26.14. The mean value of study habit. score of the total sample is found to be 28.32and the standard deviation of the same is 5.24. (vide table 1). Regarding the total mean score of Achievement in English of the High school students is 26.68, which shows a Average level of Achievement in English. The mean score of Social media influence of High school students is 254.50 which shows the high level of Academic Resilience. Regarding the mean score of parenting style scores is 16.83, which show a moderate level of parenting style.

Correlational Analysis

Achievement in English And Social Media influence

One of the important variables which are likely to influence Achievement in English is Social media influence. The relationship between Achievement in English and Social media influence scores were analyzed by using the method of Pearson’s product moment coefficient of correlation. The results are presented in Table 2.

Table 2. Correlation Coefficient for Achievement In English And Social Media influence

From the Table 2, it is evident that the obtained r-value is 0.485 is tested for significance. Therefore, the null hypothesis is rejected. In the present study, Achievement in English and Social media influence are found to be positively and significantly correlated.

Achievement in English And Parental Encouragement.

One of the important variables which are likely to influence Achievement in English is Parental Encouragement. The relationship between Achievement in English and Parental Encouragement scores were analyzed by using the method of Pearson’s product moment coefficient of correlation. The results are presented in Table 3

Table 3. Correlation Coefficient for Achievement In English And Parental Encouragement

From the Table 3, it is evident that the obtained r-value is 0.385 is tested for significance. Therefore, the null hypothesises rejected. In the present study, Achievement in English and Parental Encouragement found to be positively and significantly correlated.

Achievement in English And Study Habit.

One of the important variables which are likely to influence Achievement in English is Study habit. The relationship between Achievement in English and Study habit scores were analyzed by using the method of Pearson’s product moment coefficient of correlation. The results are presented in Table 4.

Table 4. Correlation Coefficient for Achievement in English And Study Habit