Paper Details

The students who score below their potential on achievement test in science are labeled as underachievers inscience. Such underachievers in science may underachieve in a particular subject particularly in science. However,opinions are divided among educationists regarding the definition and causes of underachievement. This paperaddresses how cognitive encouragement is associated with underachievement in science subject. The rationale for thestudy was to identify the effect of cognitive encouragement of school environment on academic achievement ofunderachievers in science and to find out the ways through which their level of achievement can be improvedparticularly in science subject. The study was carried out on a randomly selected sample of 400 underachievers inscience belonging to class 9th, selected from 16 Government and Government-Aided secondary schools of Faridabaddistrict of Haryana. Achievement test in science prepared and standardized by the investigator was used to assessachievement of class 9th underachievers in science. RPM was used to measure the intelligence of underachievers inscience. Descriptive statistics, t- test and Pearson’s correlation were used to analyze the data and to test the hypothesis.The results revealed that there is significant correlation between academic achievement and cognitive encouragementdimension of school environment of underachievers in science. A significant difference was found between the means ofcognitive encouragement of underachievers in science belonging to Government and Government-Aided school, whichrevealed that the underachievers in science of Government-Aided schools were more cognitively encouraged incomparison to their counterpart the underachievers in science studying in Government Schools.

Umesh Chandra Kapri, “A STUDY OF EFFECT OF COGNITIVE ENCOURAGEMENT ON ACADEMIC ACHIEVEMENT OF UNDERACHIEVERS IN SCIENCE”, International Journal of Advance Engineering and Research Development (IJAERD), Vol. 4, Issue 7, pp. 739-744, July 2017.