It has been argued by many that an individual’s posit to school work and achievement in school is central to the individual’s performance in school. Moreover, intelligent girls are believed to shy away from high performance because of the believe that it could elicit social rejection. The present study was aimed at finding out the difference in academic performance of girls who are positively attuned to achievement and success in school as compared to those who are negatively so.
An investigator’s constructed achievement orientation instrument was used for the study, while academic result of the students for two terms in English and Mathematics were used to find out the level of the student’s performance. The findings of the study revealed no significant difference in performance between the two groups of subjects under study.
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