by Sadhna Sharma, Sona Ahuja and Deepika Satsangee
Dayalbagh Educational Institute, Agra, India
Paper published in MIER Journal of Educational Studies, Trends & Practices, May 2016, Vol. 6, No. 1 pp. 91-97
The present empirical study was designed to study the correlation between academic achievement and consciousness at two different educational levels of the university. The study was a non-experimental correlation study that was conducted on 150 students (75 graduates, 75 postgraduates) of Faculty of Education, Dayalbagh Educational Institute, Agra, Uttar Pradesh, India. The number of male and female students was in the ratio of 65:35. Willing participation of the students in the study was sought. Consciousness Quotient Inventory by Brazdau (2008) was used to assess the Consciousness Quotient of the university students at two different educational levels (i.e. graduation and post-graduation).
To measure the academic achievement of the students, students’ scores of internal and external assessment at the university were considered. Pearson’s Product Moment Correlation was used to find out the correlation between the scores of Academic achievement and consciousness quotient. Results indicated a significant positive correlation between academic achievement and the Consciousness Quotient of the students at the two educational levels at the university. Moreover, results indicated the rise in consciousness level with the rise in the educational level at the University.
At the end of the paper, educational implications of the study are provided for the teachers, educators, administrators and other people associated with the field of education.
This study reported similar findings with a previous study in a western culture (Ecological University of Bucharest, Romania), indicating that CQ-i may have a cross-cultural predictive validity.