A COMPARATIVE STUDY OF ADJUSTMENT ABILITY RELATED

TO SUPERIOR, AVERAGE AND BACKWARD INTELLIGENCE

STUDENTS OF STANDARD 9TH.

A Research Synopsis Submitted to the Solapur University,

Solapur for the Degree of Doctor of Philosophy

in Education

Researcher
Pushkar Sunil Gandhi
M.A.,M.Ed.

Guide
Dr. Ashwin Kailas Bondarde
M.Sc.,M.A.,M.Ed.,Ph.D.
Associate Professor,
Kasturbai College of Education, Solapur

Research Center
Kasturbai College Of Education,
Solapur-413006

December, 2018
 INDEX
Sr.No. Particulars Page No.
1. Introduction 2
2. Need of the Research 2
3. Title of the Research 3
4. Operational Definitions 3
5. Objectives of the Research 3
6. Assumptions of the Research 4
7. Null Hypothesis 4
8. Scope and Limitations of the Research 5
9. Importance of the Research 5
10 Review of Related Research 6
11. Research Methodology 7
12. Survey Method 7
13. Sampling 8
14. Tools and Techniques for the Research 9
15. Action Plan to develop Adjustment Ability 9
16. Selection of Statistical Tools 9
17. Results 9
18. Recommendations for Teachers 19
19. Recommendations for Government 20
20. Topics for Further Research 20
21. Educational Contribution 20
22. Conclusion 21
Bibliography 22

1
1. Introduction

‘School’ is considered as the base of human’s life, and the period of

adolescence is known as the period to give shape and strength to life. In this
adolescence period, due to lack of adjustment ability, the development in life can be
struck, in spite of having intelligence ability.
In school time, many students face problem for educational, emotional, social
adjustment. Therefore, school, society, parents and teachers have to understand the
students’ problems for adjustment and have to get rid of them. If these adjustment
problems are removed, the students’ development will be easy.
To minimize problems in adjustment, the school environment should be kept
cheerful. Schools must have democracy. Every student must have freedom to express
their opinion. Equal opportunity must be given to all students in school. Teacher must
not discriminate students. The teacher-student relationship should be friendly,
respectful. Teacher should try to inculcate the self-discipline in students. Parents
should also keep in touch with the teachers, going beyond only admission. The
parent-student relation should be pleasant and have the awareness of responsibility.
School activities should not only be done, but the values of those activities should be
inculcated. Then only a moral and progressive society will be developed, with the
help of mixture of intelligence and adjustment. So that, in the present research, by
comparing the intelligence and adjustment, by considering the problems in students’
adjustment, the plan of action is made to develop the adjustment ability.

2. Need of the Research

The students of 9th standard come in the age group of 15 to 16 years. We find
physical and mental changes in them. They feel that they are now matured enough to
take independent decisions. Their decisions are based on mostly emotional level.
If the intelligence of students from this age group is classified into superior,
average and backward, the researcher had the questions like which group has more
students? How is the emotional, educational, and social adjustment of these students?
Is there any difference between the emotional, educational and social ability
according to the classification on the basis of intelligence? Is there any difference
between adjustment ability of boys and girls according to classification on the basis of
intelligence? Which type of problems they face in adjustment? What remedies or

2
plans of action to be used to solve these problems? To find out the answers the
researcher has selected the present research topic.

3. Title of the Research

A Comparative Study of Adjustment Ability Related to Superior, Average and
Backward Intelligence of 9th Standard Students.

4. Operational Definitions
1. 9th standard Students: The students of aided Marathi medium school
studying in 9th standard in Solapur City.
2. Students of Superior Intelligence: The 9th standard students in Solapur city
whose intelligence quotient is in the range of 110 to 140.
3. Students of Average Intelligence: The 9th standard students in Solapur city
whose intelligence quotient is in the range of 90 to 109.
4. Students of Backward Intelligence: The 9th standard students in Solapur city
whose intelligence quotient is in the range of 0 to 89.
5. Emotional Adjustment: The measurement of 9th standard students in Solapur
city based on their confidence, faultfinding, creativity aspects.
6. Educational Adjustment: The measurement of 9th standard students in
Solapur city based on their educational interest, attitude towards education and
expected changes in education.
7. Social Adjustment: The measurement of 9th standard students in Solapur city
based on their popularity, number of friends, social behaviour.
8. Comparative Study: A comparison between personal, educational, social
adjustment ability related to superior, average, backward intelligence in the
students.

5. Objectives of the Research

1. To classify the intelligence of the 9th standard students as per superior, average
and backward by measuring their intelligence.
2. To measure the emotional, educational, social adjustment ability of the 9th
standard students.
3. To study comparatively the adjustment ability of 9th standard students having
superior and average intelligence.
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 4. To study comparatively the adjustment ability of 9th standard students having
superior and backward intelligence.
5. To study comparatively the adjustment ability of 9th standard students having
average and backward intelligence.
6. To compare the adjustment ability according to the classification of superior,
average and backward intelligence.
7. To study comparatively the adjustment ability of 9th standard boys and girls
having superior, average and backward intelligence.
8. To study comparatively the emotional adjustment ability of 9th standard
students having superior, average and backward intelligence.
9. To study comparatively the educational adjustment ability of 9th standard
students having superior, average and backward intelligence.
10. To compare the social adjustment ability of 9th standard students having
superior, average and backward intelligence.
11. To find out the problems in adjustment ability of 9th standard students.
12. To know the opinions of educationists and develop an action plan to improve
the adjustment of ability of 9th standard students.

6. Assumptions of the Research

1. There is difference in intelligence level of 9th standard students.
2. There is difference in adjustment ability of 9th standard students.
3. The 9th standard students face problems in adjustment.
4. The adjustment ability of 9th standard students can be improved with the help
of proper action plan.

7. Null Hypothesis
1. There is no significant difference in the mean of adjustment ability of superior
and average 9th standard students.
2. There is no significant difference in the mean of adjustment ability of superior
and backward 9th standard students.
3. There is no significant difference in the mean of adjustment ability of average
and backward 9th standard students.

4
8. Scope and Limitations of the Research
In the present research the aided Marathi medium schools in Solapur District
and Solapur city are considered for the study. The intelligence and adjustment of the
students of 9th standard are considered for the present research.

9. Importance of the Research

1. The present research is useful to understand the classification of intellectual
ability of the students.
2. The classification of intellectual ability of the students is useful to the teachers
in their teaching.
3. The measurement of emotional adjustment ability is useful to increase the
emotional quotient.
4. The measurement of educational adjustment ability is useful to increase the
educational development.
5. The measurement of social adjustment ability is useful to the students, parents
and teachers for the development of social adjustment ability.
6. The comparative study of adjustment ability in the boys and girls is useful to
the teachers and parents to develop the adjustment ability.
7. The present research is useful to understand the emotional, educational and
social problems of students.
8. The present research is useful to remove emotional, educational and social
problems of students.
9. The Action plan is useful for personality development of students.
10. The Action plan is useful for mental strengthening of students.
11. The present research is useful to the researchers who are engaged in the study
of the stages of adolescence, psychological concepts and for the comparative
study.
12. The present research is useful to the researchers in the field of intelligence and
adjustment.
13. The present research is useful in the pre-service and in-service teacher
training.
14. The present research is useful to create teacher handbook and self-study
material.

5
10. Review of Related Research
The researcher has considered review of related research before and in process
of the research and learnt a lesson.
In Sarjerao Chavan’s research, it is seen that because of fear of examination,
lack of confidence, familial-educational-financial-social problems students’ ratio of
adjustment in school is less. Suresh Sankpal has made conclusion that the social
intelligence of the teenage boys and girls is same, also the social intelligence of the
urban teenage students is more than rural teenage students. In Shashikala Majahan’s
research, it seen that the emotional intelligence of feelings and social skill in boys is
more than girls. Reena Yadav’s research shows that there is a positive connection of
intelligence, self-conception to the creativity, also it is seen that the more intelligent
students shows more flexibility in creativity compared to the less intelligent students .
In the research of Jaykumar, S. and Mutthumnikam, R. it is seen that there is a
huge difference between boys’ and girls’ social adjustment, moreover, it is seen that
there is no difference between the social adjustment from joint family and isolated
family. In Warshney, M.A.’s research, it seen that there is difference between the
attitude of adjusted and maladjusted regarding religiousness. There is also difference
seen between the attitude of adjusted and maladjusted regarding family planning.
There is a difference between the attitude of adjusted and maladjusted girls regarding
family planning. In the research of Sushmita Gupta, it is seen that the social
adjustment ability of urban teenage girls is more than that of rural. Moreover, the
social adjustment ability of teenage girls in private schools is more than that of the
teenage girls in government schools. Gupta B.D.’s research shows that the science
teachers are more intelligent than arts faculty teachers. However, the social,
emotional, and physical adjustment ability of the arts faculty teachers is greater than
science faculty teachers. In Rather A.R.’s research, it is seen that social connections
are related to the adjustment ability. It is also seen that the adjustment of boys is
greater than girls. Beena Shah’s research shows that the girls from unsatisfactory
familial environment have more adjustment ability in school than the girls from
satisfactory familial environment. In Nita Sharma’s research, it is seen that the
women have more social, emotional, and educational problems in comparison with
the men. In the research of Perin Mehta and Gaur J.S. and others, it is seen that the
boys having higher educational ability have less problems in school curriculum,
family, and economy than that of the boys having average educational ability. It is
6
seen that there is no significant difference between the adjustment ability of the boys
from higher educational ability and average educational ability. In Priykant Swami’s
research, it seen that there is more adjustment ability in boys of normal family than
the boys of orphan family. It is seen that there is no effect of caste and gender on the
adjustment ability of orphan and normal boys. However, it is seen that the intelligence
in orphan and normal boys is same. In Kalyani Khanvalkar’s research, it is seen that
there is positive and close relation between intelligence and emotional intelligence. It
is seen that there is no significant difference between boys and girls regarding
emotional intelligence. Shalini Devi’s research shows that there is positive correlation
in life skills of secondary school students and home adjustment, health adjustment,
and social adjustment. Moreover, it is seen that there is positive correlation between
life skills and confidence. Aarti Joshi’s research shows that there is more adjustment
ability in introvert teachers in comparison with extrovert teachers. It is seen that there
is more adjustment ability in urban teachers in comparison with rural teachers. It is
seen that there is more adjustment ability in female teachers in comparison with male
teachers.

11. Research Methodology

In the present research, Survey Method and Comparative Method from
Descriptive Method are used. To measure intelligence of the students, adjustment
ability, as well as for student questionnaire, the Survey Method is used and to
compare intelligence and adjustment ability Comparative Method is used in the
present research.

12. Survey Method

Survey Method from Descriptive Method is selected for the present research.
To collect data and conclusions, standard Intelligence Test and Adjustment Test is
used as per the research objectives. To know the problems of students in adjustment,
student questionnaire is used.

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13. Sampling
13.1 Selection of Medium
Sr. Sampling
Medium of School Sampling Reason for Sampling
No. Method
1 Marathi
2 English Students of
Because the present
3 Kannada Aided
Purposive research is related to
4 Urdu Marathi
Marathi Medium
5 Other (Gujarati, Medium
Hindi)

13.2 Selection of Schools

The 100 percent Marathi Medium schools i.e. 105 schools in Solapur city are
selected in the present research.

13.3 Selection of Standard

Sr. Sampling
Standard Sampling Reason for Sampling
No. Method
1 8th Standard Because the students of
th
9th
2 9 Standard Purposive 9th standard are
Standard
3 10th Standard appropriate

13.4 Selection of Students

Number Percentage
Sr. Type of Sampling Reason for
of of Sampling
No. Grants Method Sampling
Students Sampling
Lottery To get the
100 Method in representation
1 percent 3895 26.18 1020 Simple of the
granted Random students of 9th
Sampling standard

8
14. Tools and Techniques for the Research
1. Intelligence Test (Imtisungba AO, Department of Education, North East Hill
University, Nagaland: Campus, Kohima)
2. Adjustment Test (A.K.P. Sinha, Ex-professor and Head, Department of
Psychology, pt. Ravi Shankar Shukla University, Raipur) and (R.P. Singh, Ex-
professor and Head, Department of Education, Patna University, Patna)
3. Student Questionnaire (Finalized Under the guidance of Experts)

15. Action Plan to develop Adjustment Ability

After recognizing the problems of the students for adjustment ability, to develop those
abilities the Action plan is prepared. The present Action plan is shown to the guide
and experts, and after considering the suggestions, final Action plan is prepared.

16. Selection of Statistical Tools

The following statistical tools and techniques are used in the present research.
1. Percentage 2. Mean 3. Standard Deviation
4. ‘t’ Test 5. Degree of Freedom

17. Results
Objective No. 1 – To classify the intelligence of the 9th standard students as per
superior, average and backward by measuring their intelligence.
1. There are 42.94 percent students having superior intelligence, 51.08 percent
students of average intelligence, and 5.98 percent students of backward
intelligence.
2. The ratio of superior intelligence is highest, and the ratio of backward
intelligence is very low.
Objective No. 2 – To measure the emotional, educational, social adjustment
ability of the 9th standard students.
1. There are 15.88 percent excellent, 46.76 percent good, 18.92 percent average,
10.78 percent unsatisfactory and 7.65 percent very unsatisfactory students
having emotional adjustment.

9
 2. There are 2.16 percent excellent, 20.39 percent good, 36.57 percent average,
32.55 percent unsatisfactory and 8.33 percent very unsatisfactory students
having social adjustment.
3. There are 26.18 percent excellent, 28.82 percent good, 26.47 percent average,
15.20 percent unsatisfactory and 3.33 percent very unsatisfactory students
having educational adjustment.
4. There are 1.37 percent excellent, 39.60 percent good, 39.12 percent average,
16.67 percent unsatisfactory and 3.33 percent very unsatisfactory students
having adjustment.
Objective No. 3 – To study comparatively the adjustment ability of 9th standard
students having superior and average intelligence.
1. There are 1.37 percent of superior intelligence, and 1.53 percent of average
intelligence students having excellent adjustment. There are 52.28 percent of
superior intelligence and 31.67 percent of average intelligence students having
good adjustment. There are 34.37 percent of superior intelligence and 43.76
percent of average intelligence students having average adjustment. There are
10.50 percent of superior intelligence, and 19.00 percent of average
intelligence students having unsatisfactory adjustment. There are 1.37 percent
of superior intelligence and 4.03 percent of average intelligence students
having very unsatisfactory adjustment.
2. The percentage of superior intelligence students is greater than the percentage
of average intelligence students having good adjustment. The percentage of
superior intelligence students having excellent, average, unsatisfactory, and
very unsatisfactory adjustment is less than the percentage of average
intelligence students.
3. The obtained Critical Ratio value is 21.68, and the standard Critical Ratio
value at 0.01 significant level is 2.58, however, the standard Critical Ratio
value at 0.05 significant level is 1.96. The obtained Critical Ratio value is
very high than the standard Critical Ratio value, so the null hypothesis
should be rejected. Thus, from this, it is seen that the students of superior
intelligence have greater adjustment ability than the students of average
intelligence.
Objective No. 4 – To study comparatively the adjustment ability of 9th standard
students having superior and backward intelligence.
10
 1. There are 1.37 percent of superior intelligence, and 0.00 percent of backward
intelligence students having excellent adjustment. There are 52.28 percent of
superior intelligence, 16.39 percent of backward intelligence students having
good adjustment. There are 34.47 percent of superior intelligence, and 32.78
percent of backward intelligence students having average adjustment. There
are 10.50 percent of superior intelligence, and 40.98 percent of backward
intelligence students having unsatisfactory adjustment. There are 1.37 percent
of superior intelligence, and 9.84 percent of backward intelligence students
having very unsatisfactory adjustment.
2. The percentage of superior intelligence students having excellent, good,
average adjustment is greater than the percentage of backward intelligence.
The percentage of backward intelligence students having unsatisfactory and
very unsatisfactory adjustment is greater than superior intelligence students.
3. The obtained Critical Ratio value is 15.91, and the standard Critical Ratio
value at 0.01 significant level is 2.58, however, the standard Critical Ratio
value at 0.05 significant level is 1.96. The obtained Critical Ratio value is
very high than the standard Critical Ratio value, so the null hypothesis
should be rejected. Thus, from this, it is seen that the adjustment ability
of superior intelligence students is greater than the backward intelligence
students.
Objective No. 5 – To study comparatively the adjustment ability of 9th standard
students having average and backward intelligence.
1. There are 1.53 percent of average intelligence, and 0.00 percent of backward
intelligence students having excellent adjustment. There are 31.67 percent of
average intelligence, and 16.39 percent of backward intelligence students
having good adjustment. There are 43.76 percent of average intelligence,
32.78 percent of backward intelligence students having average adjustment.
There are 19.00 percent of average intelligence, 40.98 percent of backward
intelligence students having unsatisfactory adjustment. There are 4.03 percent
of average intelligence, 9.84 percent of backward intelligence students having
very unsatisfactory adjustment.
2. The percentage of average intelligence students having good and average
adjustment is greater than the percentage of backward intelligence students.

11
 The percentage of backward intelligence students having unsatisfactory and
very unsatisfactory adjustment is greater than average intelligence students.
3. The obtained Critical Ratio value is 15.91, and the standard Critical Ratio
value at 0.01 significant level is 2.58, however, the standard Critical Ratio
value at 0.05 significant level is 1.96. The obtained Critical Ratio value is
very high than the standard Critical Ratio value, so the null hypothesis
should be rejected. Thus, from this, it is seen that the adjustment ability
of average intelligence students is greater than the backward intelligence
students.
Objective No. 6 – To compare the adjustment ability according to the
classification of superior, average and backward intelligence.
1. There are 1.37 percent of superior intelligence, 1.53 percent of average
intelligence, and 0.00 percent of backward intelligence students having
excellent adjustment. There are 52.28 percent of superior intelligence, 31.67
percent of average intelligence, and 16.39 percent of backward intelligence
students having good adjustment. There are 34.47 percent of superior
intelligence, 43.76 percent of average intelligence, 32.78 percent of backward
intelligence students having average adjustment. There are 10.50 percent of
superior intelligence, 19.00 percent of average intelligence, 40.98 percent of
backward intelligence students having unsatisfactory adjustment. There are
1.37 percent of superior intelligence, 4.03 percent of average intelligence, 9.84
percent of backward intelligence students having very unsatisfactory
adjustment.
2. The percentage of average intelligence students having excellent adjustment
ability is greater than the percentage of superior and backward intelligence
students.
3. The percentage of superior intelligence students having good adjustment
ability is greater than backward intelligence students.
4. The percentage of backward intelligence students having unsatisfactory and
very unsatisfactory adjustment ability is greater than superior and average
intelligence students.
Objective No. 7 – To study comparatively the adjustment ability of 9th standard
boys and girls having superior, average and backward intelligence.

12
 1. According to superior intelligence, the percentage of boys of having excellent
adjustment is 0.51 and the percentage of girls is 2.06. The percentage of boys
having good adjustment is 40.31 and the percentage of girls is 64.98. The
percentage of boys having average adjustment is 42.86 and the percentage of
girls is 27.68. The percentage of boys having unsatisfactory adjustment is
13.77 and the percentage of girls is 7.85. The percentage of boys having very
unsatisfactory adjustment is 2.55 and the percentage of girls is 0.41.
2. According to average intelligence, the percentage of boys of having excellent
adjustment is 0.86 and the percentage of girls is 2.07. The percentage of boys
having good adjustment is 25.54 and the percentage of girls is 36.55. The
percentage of boys having average adjustment is 44.15 and the percentage of
girls is 43.45. The percentage of boys having unsatisfactory adjustment is
24.24 and the percentage of girls is 14.83. The percentage of boys having very
unsatisfactory adjustment is 5.19 and the percentage of girls is 3.10.
3. According to backward intelligence, the percentage of boys of having
excellent adjustment is 0.0 and the percentage of girls is 0.0. The percentage
of boys having good adjustment is 5.55 and the percentage of girls is 32.00.
The percentage of boys having unsatisfactory adjustment is 50.00 and the
percentage of girls is 28.00. The percentage of boys having very unsatisfactory
adjustment is 11.11 and the percentage of girls is 8.00.
4. The percentage of girls having excellent and good adjustment ability of
superior, average, backward intelligence is greater than that of boys.
5. The percentage of boys having average, unsatisfactory and very unsatisfactory
adjustment ability of superior, average, backward intelligence is greater than
that of girls.
Objective No. 8 – To study comparatively the emotional adjustment ability of 9th
standard students having superior, average and backward intelligence.
1. According to emotional adjustment, there are 22.14 percent of superior
intelligence, 12.28 percent of average intelligence, and 1.64 percent of
backward intelligence students having excellent adjustment. There are 55.94
percent of superior intelligence, 41.84 percent of average intelligence, and
22.95 percent of backward intelligence students having good adjustment.
There are 14.15 percent of superior intelligence, 22.46 percent of average
intelligence, and 22.95 percent of backward intelligence students having
13
 average adjustment. There are 3.65 percent of superior intelligence, 14.78
percent of average intelligence, and 27.86 percent of backward intelligence
students having unsatisfactory adjustment. There are 4.11 percent of superior
intelligence, 8.64 percent of average intelligence, and 24.59 percent of
backward intelligence students having very unsatisfactory adjustment.
2. After considering emotional adjustment ability, it is seen that the ratio of
superior intelligence students having excellent and good adjustment ability is
greater than the students of average and backward intelligence. The ratio of
backward intelligence students having average, unsatisfactory and very
unsatisfactory adjustment ability is greater than the students of superior and
average intelligence.
Objective No. 9 – To study comparatively the educational adjustment ability of
9th standard students having superior, average and backward intelligence.
1. There are 2.28 percent of superior intelligence, 1.91 percent of average
intelligence, and 3.28 percent of backward intelligence students having
excellent social adjustment ability. There are 23.06 percent of superior
intelligence, 19.38 percent of average intelligence, and 9.84 percent of
backward intelligence students having good adjustment. There are 38.36
percent of superior intelligence, 35.12 percent of average intelligence, and
36.06 percent of backward intelligence students having average adjustment.
There are 30.82 percent of superior intelligence, 33.01 percent of average
intelligence, and 40.98 percent of backward intelligence students having
unsatisfactory adjustment. There are 5.48 percent of superior intelligence,
10.56 percent of average intelligence, and 9.84 percent of backward
intelligence students having very unsatisfactory adjustment.
2. After considering social adjustment ability, it is seen that the ratio of superior
intelligence students having average adjustment ability is greater than the
students of average and backward intelligence. The ratio of backward
intelligence students having excellent and unsatisfactory adjustment ability is
greater than the students of superior and average intelligence.
Objective No. 10 – To compare the social adjustment ability of 9th standard
students having superior, average and backward intelligence.
1. According to educational adjustment ability, there are 34.47 percent of
superior intelligence, 21.11 percent of average intelligence, and 9.84 percent
14
 of backward intelligence students having excellent adjustment. There are
32.19 percent of superior intelligence, 27.06 percent of average intelligence,
and 19.67 percent of backward intelligence students having good adjustment.
There are 20.54 percent of superior intelligence, 30.71 percent of average
intelligence, and 32.79 percent of backward intelligence students having
average adjustment. There are 10.73 percent of superior intelligence, 17.08
percent of average intelligence, and 31.15 percent of backward intelligence
students having unsatisfactory adjustment. There are 2.05 percent of superior
intelligence, 4.03 percent of average intelligence, and 6.55 percent of
backward intelligence students having very unsatisfactory adjustment.
2. After considering educational adjustment ability, it is seen that the ratio of
superior intelligence students having excellent and good adjustment ability is
greater than the students of average and backward intelligence. The ratio of
backward intelligence students having average, unsatisfactory and very
unsatisfactory adjustment ability is greater than the students of superior and
average intelligence.
Objective No. 11 – To find out the problems in adjustment ability of 9th standard
students.
1. The reason behind students’ fear of school is, 42.85 percent students say
school’s hard discipline, 39.40 percent students say the short-tempered nature
of the teachers, 25.61 percent students say they get insulting treatment, 22.16
percent students say the cowardice nature of self. To reduce the fear of school,
53.69 percent students say they should follow the discipline and time of
school, 30.04 percent students say they should bring boldness in nature, 22.66
percent students say they should obey the instructions of the teachers, 16.74
percent students say they should take care not to be punished.
2. The reason behind use of abusive words is, 42.86 percent students say their
friends use this language, 31.52 percent students say they have habituated to
use abusive words, 21.18 percent students say due to the social environment,
17.73 percent students say due to anger. To stop using abusive words, 38.92
percent students say they have to control their anger/emotions, 30.04 percent
students say they have to control their habits, 30.04 percent students say they
must take help of friends, 19.21 percent students say they have to try to change
social environment.
15
3. The reason behind jealousy of friends when appreciated by teachers is, 42.36
percent students say they can’t see appreciation of friends, 37.93 percent
students say they feel they are lagging behind, 36.45 percent students say they
have the feeling that only they must be topper. To eliminate the jealously of
friends, 48.27 percent students say they should accept the failure, 44.33
percent students say they should compete positively, 34.97 percent students
say they should decrease the level of inferiority complex.
4. The reason behind not to participate in school programmes is, 31.52 percent
students say no objectives are achieved, 26.60 percent students say it is waste
of money, 22.66 percent students say the attention gets diverted from study,
22.16 percent students say it is waste of time, 18.22 percent students say they
don’t have any interest in programmes. To increase the participation in school
programmes, 31.52 percent students say to make financial planning, 25.12
percent students say to make timetable of study, 23.64 percent students say to
develop interest in the programmes, 22.66 percent students say to make time
management, 20.68 percent students say to cooperate with all.
5. The reason behind teacher’s avoidance is, 41.37 percent students say they are
lagging in study, 37.43 percent students say their behavior is not good, 29.55
percent students say their nature. To reduce the teachers’ avoidance, 26.60
percent students say they have to study on time, 23.64 percent students say
they have to help teachers in their administration, 22.66 percent students say
they should participate in all programmes, 22.16 percent students say they
should behave sensibly, 17.24 percent students say they should respect
teachers.
6. The friend should not complain the teacher, for this, 50.24 percent students
threatens friend, 40.88 percent students adjust with friends, 28.57 percent
students apologize friend. If the friend complains the teacher, 65.02 percent
students fight with friend, 33.00 percent students quarrel with friend, 23.64
percent students non-cooperate with friend. To lessen friends’ complains,
42.36 percent students say they cooperate, 36.94 percent students say they
avoid argue, 28.07 percent students say they control their emotions, 21.67
percent students say they understand their friends.
7. The reason behind disrespect of teachers is, 45.32 percent students say
teachers’ favoritism, 30.54 percent students say the contradictory nature of
16
 teachers, 28.07 percent students say lack of ideal values in teachers, 20.68
percent students say teachers’ negligence in teaching. To develop the respect
for teachers, 40.39 percent students say they should tell the teachers to change
their lacking, 31.03 percent students say they should follow teachers’
instructions, 28.07 percent students say they should respond teachers in their
teaching, 18.22 percent students say the good relationship should be developed
in between teachers and students, 9.85 percent students say they have to keep
positive attitude towards teachers.
8. The reason behind run away from classmates is, 39.90 percent students say the
limitations in education, 31.03 percent students say economical backwardness,
28.07 percent students say their inferiority complex, 19.70 percent students
say the differences in opinions. To bring closeness with classmates, 40.39
percent students say they should put away differences, 38.42 percent students
say they should frankly share their problems, 28.57 percent students say they
should help classmates, 20.68 percent students say they should remove
inferiority complex.
9. To attract teachers’ attention, 59.60 percent students say they ask queries
purposefully, 33.00 percent students say they make noise or movements, 31.03
percent students say they avoid giving response. The positive attempts made to
attract teachers’ attention, 43.84 percent students say they answers the
teachers’ questions, 39.90 percent students say they ask questions when
necessary, 37.93 percent students say they respond positively.
10. The reason behind fear of sitting on front bench is, 37.43 percent students say
they fear of questions will be asked to them by teachers, 28.57 percent
students say they fear of their lack of knowledge, 20.68 percent students say
they lack confidence, 20.68 percent students say they have inferiority
complex. The remedy to remove the fear to sit on front bench, 43.84 percent
students say they should sit on front bench for their the favourite lectures,
35.96 percent students say they should sit on front bench after hard study,
28.07 percent students say they should sit on front bench with intelligent
friends.
11. The reason behind not to give stuff happily to classmates is, 50.24 percent
students say they irritate due to their chaos, 45.32 percent students say they
don’t use stuff properly, 28.57 percent students say they don’t guarantee that
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 the stuff will be back on time. To remove the problems for giving stuff, 47.29
percent students say they will advice to behave sensibly, 30.54 percent
students say they will tell to use stuff properly, 21.67 percent students say they
will tell to return the stuff on time, 18.71 percent students say they will take
another stuff from them as deposit.
12. The reason behind fear for examination is, 41.87 percent students say they fear
for failure, 36.94 percent students say they fear for social status, 27.58 percent
students say they are anxious for future, 21.67 percent students say it is due to
lack of preparation. To lessen the fear for examination, 31.52 percent students
say they should take help of seniors, 27.58 percent students say they should be
ready to face failure, 21.67 percent students say they should practice reading,
writing, thinking, practice, 18.71 percent students say they should take
guidance of teachers, 1083 percent students say they should solve previous
question papers.
13. The reason behind being unsatisfactory for teachers’ teaching is, 40.39 percent
students say teachers have lack of knowledge, 28.57 percent students say
teachers favoritism, 27.58 percent students say it is due to lack of teaching
methods, 26.60 percent students say it is due to teachers neutral educational
attitude. To bring positive change in teaching attitude, 45.32 percent students
say they should ask queries to teachers, 43.34 percent students say they should
understand teaching method, 30.04 percent students say they should discuss
with teachers about the syllabus.
14. The reason behind not to stay fulltime in school is, 41.37 percent students say
headache, 32.01 percent students say hunger, 26.10 percent students say they
don’t get pleasure, 17.73 percent students say they could not bear noise, 10.34
percent students say it is stomachache. To make students’ fulltime presence in
school, 48.27 percent students say it is necessary to have good mental health,
35.96 percent students say they should have different hobbies, 33.00 percent
students say they should increase friends, 10.83 percent students say they
should maintain good physical health.
15. To increase curiosity in education, 37.43 percent students say they help
teachers to start new activities, 31.52 percent students say they participate in
school activities, 25.61 percent students say they develop leadership ability,
18.71 percent students say they read educational material, 10.34 percent
18
 students say they collect educational news, 9.35 percent students say they use
social media for educational learning.
Objectives No. 12 - To know the opinions of educationists and develop an action
plan to improve the adjustment of ability of 9th standard students.
To achieve above objective, the plan of action is made. The name of activity,
execution and effect, role of teacher in execution, period, reference table number etc
are included in the plan of action. The following activities are suggested in the plan of
action.
1. To write good thought/verse etc on the blackboard of the school.
2. To participate the students in the planning of school activities.
3. To increase the speed and effective execution of the work of school
counseling center.
4. To begin the first lecture with assembly.
5. To organize the open book test/ unit test/ solving the previous question
papers / meditation hour / fast writing hour etc.
6. Teacher should keep the class environment happy / democratic / healthy
all the time.
7. To generate the helping fund in the school.
8. To establish class library.
9. To decorate class.
10. To give group work to the students.
11. To measure adjustment ability.
12. To know the problems in adjustment.

18. Recommendations to Teachers

1. Teachers should study the topics like psychological methods and its units to
understand intelligence and adjustment concepts. (Table no. 4.2.1, 4.2.2,
4.2.3, 4.2.4)
2. Teachers should teach considering the intelligent ability of the students in the
class. (Table no. 4.2.1, 4.2.15 )
3. Teachers should keep class environment happy and democratic. (Table No.
4.3.20, 4.3.21, 4.3.31, 4.3.32, 4.3.36, 4.3.66, 4.3.67)
4. Teachers should keep an eye towards the emotional and social progress with
the educational progress. (Table no. 4.2.17, 4.2.18)
19
 5. Teachers should enact the role of guide and counselor. (Table no. 4.3.15,
4.3.6, 4.3.62, 4.3.63)
6. Teachers should take training to become excellent guide and counselor.
(Table no. 4.3.1, 4.3.5, 4.3.11, 4.3.17, 4.3.22)
7. Teachers should inculcate more moral principles in students to develop
socially and emotionally. (Table no. 4.2.17, 4.2.18, 4.3.27, 4.3.35)
8. Teachers should coordinate between the parents, society and students. (Table
no. 4.3.27, 4.3.37, 4.3.41)
9. Teachers should organize various activities to develop students’ all round
personality. (Table no. 4.3.44, 4.3.56, 4.3.74, 4.3.80)

19. Recommendations for the Government

1. The training should be there for teachers to understand the intelligence and
adjustment concepts. (Table no. 4.2.1, 4.2.2, 4.2.3, 4.2.4)
2. The number of students in the class should be limited to execute teachers
various activities in the class. The non-educational work should be lessen.
(Table no. 4.3.32, 4.3.66)
3. The physical facilities, educational material should be made available to keep
school environment happy, enthusiastic. (Table no. 4.3.16, 4.3.22, 4.3.73)
4. The various workshops should be organized to find out and to remove the
various problems in students’ adjustment. (Table no. 4.2.2, 4.2.3, 4.2.4)

20. Topics for Further Research

1. The comparative study of adjustment ability having superior, average and
backward intelligence at economic level of 9th standard students.
2. The comparative study of adjustment ability having superior, average and
backward intelligence at arts, commerce, and science faculty of 11th standard
students.
3. The comparative study of adjustment ability having superior, average and
backward intelligence at rural and urban level of 9th standard students.

21. Educational Contribution

1. The conclusions drawn from the comparative study of superior, average and
backward intelligence students are useful to the secondary level teachers,
students, and parents.
20
 2. The present research is useful to strengthen the interaction between teacher
and students.
3. The present research is useful to strengthen the interaction between the
classmates and seniors.
4. The present research is useful to increase the students participation in
activities and programmes in school.
5. The present research is useful to reduce the ratio of unhappy students in
school.
6. The present research is useful to create the attraction and proud feeling for the
school.
7. The present research is useful for students’ emotional, social, and educational
progress.
8. The present research is useful for teachers to organize and implement the
school activities.
9. The Action plan made is to develop adjustment ability which is useful to
students to eliminate the problems in adjustment ability of teachers and
students.
10. The comparative study of the adjustment ability in the superior, average and
backward intelligence is useful to know the problems of boys in adjustment
than the girls.

22. Conclusion
In the present research, the researcher has studied the intelligence and
adjustment ability. The researcher classified the intelligence in superior, average and
backward group and compared the emotional, social, and educational adjustment
ability. He tried to know the problems in students’ adjustment. The Action plan is
made to remove the problems in students’ adjustment ability. In the present research,
it is proved that there is correlation between intelligence and adjustment. There is
difference between the adjustment ability according to intelligence classification. The
adjustment ability of girls is greater than that of boys. The present research is useful to
guide the parents, teachers and students.

21
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 Webliography

1) www.innovativelearning.com
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(Pushkar Sunil Gandhi) (Dr. Ashwin Kailas Bondarde)

Researcher Research Guide

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