A Study of Academic Achievement in Relation to Problem Solving Ability of Senior Secondary School Students

Abstract

The present study aimed to investigate the relationship between academic achievement and problem-solving ability among senior secondary school students in Haryana, India. The specific objectives of the study were to explore the correlation between academic achievement and problem-solving ability, compare academic performance between male and female students, and assess the differences in academic achievement between students from government and private schools. The study employed a descriptive survey method, utilizing a sample of 800 students from government and private schools across four districts—Gurugram, Rewari, Rohtak, and Jhajjar. A stratified random sampling technique ensured equal representation of male and female students as well as students from both school types. The "Problem Solving Ability Test" by Dubey (2011) was used to assess students' problem-solving abilities, while academic achievement was measured using the students' 10th-grade examination results. Statistical techniques included descriptive statistics, such as mean and standard deviation, and inferential statistics, specifically Pearson’s correlation and t-tests, to examine relationships and differences between variables. the study found that female students outperformed male students, and private school students exhibited better academic performance compared to government school students.  Additionally, the findings revealed a significant positive correlation between problem-solving ability and academic achievement, indicating that students with higher problem-solving skills tended to perform better academically. These findings highlight the importance of problem-solving skills, gender, and school type in influencing academic achievement, suggesting the need for educational reforms that enhance problem-solving abilities and address disparities in school resources.