16

CHAPTER - II
REVIEW OF RELATED LITERATURE

2.1.0 INTRODUCTION

An Introduction to the present research study has been given in previous

chapter which includes Rationale of the study along with the Objectives
and the Hypotheses to be tested. In this chapter, researcher presents a
survey of major studies reviewed in the area of Teaching Aptitude,
Attitude towards Teaching and Anxiety.

The researcher reviewed thirty-nine studies related to the study of the

four variables viz. attitude, aptitude, Anxiety and Academic
Achievement. The researches were categorized in five categories. These
categories were Academic Achievement and Teaching Aptitude;
Academic Achievement and Attitude towards Teaching; Academic
Achievement and Anxiety; joint contribution of Teaching Aptitude,
Attitude towards Teaching and Anxiety in predicting Academic
Achievement & individual contribution of Teaching Aptitude, Attitude
towards Teaching and Anxiety in predicting Academic Achievement. The
details of reviewed researches are given under different captions to
follow:
 17

2.2.0 ACADEMIC ACHIEVEMENT AND TEACHING

APTITUDE

Researches were conducted where the effect of Teaching Aptitude on

Academic Achievement was investigated. Nine researches have been
given in this caption. These were by Kaur (2007), Ganoje (2011), Malik
& Muddasir (2012), Singh (2012), Devi (2013), Rao (2013), Arya (2013)
Prasad (2013) and Dwivedi (2014).

Kaur (2007) studied the Academic Achievement, Teaching Aptitude and

the Personality traits as the predictors of success in elementary teacher
training in their doctoral research. The tools of research were percentage
of marks obtained at +2, (Index of scores of ETE teacher trainees in the
examination conducted by the board of Sr. Secondary Examination),
Teaching Aptitude Test (constructed by Dr. Jai. Prakash and Dr. R. P.
Srivatava) and16 PF by R.B. Cattel -Form A Hindi edition prepared by
S.D. Kapoor. It was found that Teaching Aptitude of student teacher had
high relationship with all the indictors of success in the ETE course. The
study concluded that Academic Achievement, Teaching Aptitude and
Personality traits, all together contributed 25% to the total assessment on
indicator of success in ETE course.

Ganoje (2011) conducted a comparative study of Teaching Aptitude of

D.T.Ed. trainees of Government and Non-Government Colleges. The
sample comprised of 200 D.T.Ed. Trainees of which 100 Males (50
Science, 50 Arts) & 100 Females (50 Arts, 50 Science) were selected
randomly from both Govt. & Non Govt. D.T.Ed. Colleges of Akola
district, Maharashtra. Teaching Aptitude Test battery (T.A.T.B.)
 18

developed by R.P. Singh and S.N. Sharma was used to assess the
Teaching Aptitude of D.T.Ed. Trainees. It was found that there was
significant difference in Teaching Aptitude of Male and Female trainees.
There was significant difference in Teaching Aptitude of D.T.Ed. trainees
belonging to Government & Non-government Colleges and Science &
Arts streams.

Malik & Muddasir (2012) studied Teaching Aptitude of Elementary and

Secondary Level Teacher Educators of Kashmir division. The sample for
the present study was 300 including 150 elementary teacher educators
and 150 secondary teacher educators by using simple random sampling
technique. For the measurement of Teaching Aptitude of elementary and
secondary level teacher educators, Shamim Karim and A.K. Dixit’s
Teaching Aptitude Test battery was used. It was found that elementary
teacher educators had more Teaching Aptitude as compared to secondary
teacher educators on total score of Teaching Aptitude test battery. Among
the eight dimensions, six dimensions were affiliated significantly to
Teaching Aptitude of elementary and secondary teacher educators.

Singh (2012) investigated the influence of Job Satisfaction on Teaching

Aptitude of Teacher Educators. The study was conducted on the teacher
training institutions affiliated to Dr. B.R.A. University, Agra. The tools of
data collection were Job-Satisfaction scale by Amar Singh and T.R.
Sharma and Teaching Aptitude Test by Geeta Tiwari and R.P. Srivastva.
The study found that in self-financing institutions, Job Satisfaction
influenced the Teaching Aptitude of teacher educators. Also, in Govt.
aided institutions, the co-relation between Job Satisfaction and Teaching
Aptitude obtained negotiable. So, it was said that better Job Satisfaction
did not reflect the Teaching Aptitude of teacher educators.
 19

Devi (2013) compared teacher educators of government financed and

self-financed colleges of Education in relation to their Professional
Values, Teaching Aptitude and Job Satisfaction. A total of 180 teacher
educators from Government financed and Self-financed colleges of
Education from Haryana were selected. The study found that the
Professional Values of Teacher Educators of Self-financed Colleges of
Education were significantly higher than the Professional Values of
Teacher Educators of Government-financed Colleges of Education. Also,
there was no significant difference in Teaching Aptitude of Teacher
Educators of Government-financed and Self-financed Colleges of
Education. Further the Teaching Aptitude of Female Teacher Educators
of Self-financed Colleges of Education was higher than the Teaching
Aptitude of Female Teacher Educators of Government-financed Colleges
of Education.

Rao (2013) studied Teaching Aptitude, Social Adjustment and Job

Satisfaction of secondary school Science teachers. The present study
intended to measure the Teaching Aptitude, Social Adjustment and Job
Satisfaction of secondary school Science Teachers, and the correlation
among Teaching Aptitude, Social Adjustment and Job Satisfaction. The
present study was confined to the secondary school Science Teachers of
Chittoor district, Andhra Pradesh, India. It was found that Male Science
Teachers had a higher Teaching Aptitude than Female Science Teachers.
Also Rural Science Teachers had better Teaching Aptitude than their
Urban counterparts.
 20

Arya (2013) studied Teaching Aptitude and Job Satisfaction of teachers

in relation to the Academic Achievement of their students. A sample of
160 teachers was selected randomly. The study found that there was a
significant positive correlation between Job Satisfaction and Teaching
Aptitude. Teaching Aptitude was significantly higher in Male teachers as
compared to Female teachers. Mean Academic Achievement of students
of the teachers having high Teaching Aptitude was significantly higher
than the students of teachers having low Teaching Aptitude.

Prasad (2013) investigated influence of Motivation, Competence and

Aptitude of the teachers on their English language Teaching Ability. In
this study, stratified random sampling technique was used for the
selection of schools and teachers handling English Language Classes. 425
teachers who were having either English as their methodology in B.Ed. or
underwent special training in ELT were selected randomly. The tools
used in the study were Motivation Analysis Test, Teaching Aptitude Test
Battery, Teaching Competency Scale, and English Language Teaching
Ability Scale. It was found that there was a highly significant positive
relationship between Teaching Aptitude of teachers and their English
Language teaching Ability; between Motivation and Teaching Aptitude;
between Teaching Aptitude of teachers and Teaching Competence and
between male and female teachers in respect of their Motivation,
Teaching Competence and Teaching Aptitude.

Dwivedi (2014) studied the Job Satisfaction, Achievement and Teaching

Aptitude. A stratified random sample of 160 secondary school teachers
from seven districts of Bundelkhand region was selected. The findings
indicated that there was no significant difference in the Job Satisfaction
 21

level, Achievement and Teaching Aptitude of Male and Female

secondary school teachers.

2.3.0 ACADEMIC ACHIEVEMENT AND ATTITUDE

TOWARDS TEACHING

Researches were conducted where the effect of attitude towards teaching

on Academic Achievement was investigated. Nine researches have been
given in this caption. These are by Bhandarkar (1980), GCPI (1981), Patil
(1984), Gopalacharyalu (1984), Singh (1984), Southwell, Way, White &
Perry (2005), Adediwura, Bada & Tayo (2007), Garg & Gakhar (2009)
and Thilkan (2013).

Bhandarkar (1980) studied polytechnic teacher's Attitude towards

Teaching profession and its correlates. The research was an extensive
study of the Attitude towards Teaching Profession. It was found that
Attitude towards Teaching Profession was not significantly related to the
qualification of the teachers.

GCPI (1981) studied Relationship of Academic Achievement with

Attitude towards Teaching in Teacher-trainees. The tool of research was
TAI – Ahluwalia for assessment of Attitude towards Teaching Profession
& Academic Achievement records were collected through a separate
form. It was concluded that there is no relationship between Academic
Achievement & Attitude towards Teaching among teacher-trainees.
 22

Patil (1984) studied Intelligence, Interest & Attitude of the B.Ed. College
Students as contributory factors towards their Achievements in the
Compulsory Subjects. In this research, the tools of data collection were
PSM Verbal Intelligence Test by Dani; TAI by Ahluwalia and Devon
Interest Inventory. It was concluded that there was a significant
difference between scores of Male & Female, experienced &
inexperienced pupil teachers regarding attitude. Also, there was no
significant difference between graduate & post-graduate pupil teachers
regarding Attitude towards Teaching Profession. The correlation between
Intelligence & Achievement was higher than the correlation between
Attitude & Achievement.

Gopalacharyalu (1984) examined the relationship between certain

psychology factors and Achievement of student teachers in teacher
training institutes of Andhra Pradesh. The research tried to find out
whether differences in the psycho-sociological factors of student teachers
accounted for significant differences in their Achievements. This study
also tried to identify the psycho-social factors that significantly predicted
the Achievements of student teachers. The results showed that Attitude
towards Teaching and Attitude towards Training influenced Achievement
in theory and total Achievement significantly.

Singh (1984) conducted a comparative Study of Job Satisfaction of

Teacher Educators in relation to their Values, Attitude towards Teaching
and Teacher Effectiveness. For this study, a sample of 250 teacher
educators were selected from the colleges of education affiliated to
Punjab, G.N.D. and Punjabi Universities. Results of the study showed
that Job Satisfaction and Attitude towards Teaching were positively
related to each other.
 23

Southwell, Way, White & Perry (2005) studied Attitudes versus

Achievement in pre-service Mathematics Teacher Education. This study
was part of a larger study that focused upon pre-service primary teachers
in their first mathematics pedagogy subject at the University of Western
Sydney. The students completed three data collection instruments: an
Achievement Test of the Mathematics they would be expected to teach; a
survey of their beliefs about Mathematics, Mathematics Teaching and
Mathematics Learning; and a survey of their Attitudes towards
Mathematics and Mathematics Teaching. This study highlighted a
number of important results that provided further information concerning
the links between Achievement in Mathematics and Attitudes towards
Mathematics. It further indicated links between Mathematical
Achievement and Attitudes towards Teaching Mathematics that had
significant implications for Teacher Education. It had identified two main
factors of insecurity and confidence contributing to one’s Attitudes
towards Mathematics and Teaching Mathematics. In general, the study
indicated an overall trend towards positive Attitudes towards
Mathematics and Teaching Mathematics.

Adediwura, Bada & Tayo (2007) studied Perception of teachers’

knowledge, attitude and teaching skills as predictor of Academic
Performance in Nigerian secondary schools. The study investigated the
relationship of students’ perception of teachers’ knowledge of subject
matter, attitude to work and teaching skills on students’ academic
performance. The population consisted of senior secondary students in
the South West Nigeria senior secondary schools. The study sample
consisted of 1600 purposively selected students from 15 selected
secondary schools. A questionnaire with four sections was developed and
 24

administered on the subjects. It was a test battery with section A

containing the demographic data and the remaining three sections
containing twenty items each. The collected data were analyzed using
simple percentages, Pearson Product Moment Correlation and chi-square
statistics to test the three hypotheses generated in the study. The result
showed that students’ perception of teachers’ knowledge of subject
matter, attitude to work and teaching skills had a significant relationship
with students’ academic performance.

Garg & Gakhar (2009) explained Academic Achievement in secondary

teacher training program through distance mode. The study tried to
identify the factors/variables which may best predict the Academic
Performance of teacher trainees in Distance Education. The tools of
research were Socio Economic Status Scale (Bhardwaj, 2001), Styles of
Learning & Thinking-SOLAT tool (Venkataraman,1993), Deo-Mohan
Achievement Motivation (n-Ach) Scale (Deo and Mohan, 1985), Study
Habit Inventory (Palsane and Sharma, 1995), Teacher Attitude Inventory
(Ahluwalia, 1978) and Perception about B.Ed. Course Scale which was
developed and standardized by the investigators. The academic
performance was measured by taking final examination marks in theory
papers, skills in teaching and aggregate marks from the examination
branch of PU, Chandigarh. It was found that the trainees who had more
favorable Attitude towards Teaching as a whole, and also more
favorable Attitude toward Teaching Profession, Classroom Teaching,
child-centered practice, educational process, pupils, and teacher achieved
higher grades in skills in teaching. It was seen that the overall academic
performance was not correlated significantly with any of the seven
measures (six dimensions & overall attitude) of attitude towards teaching.
 25

Thilkan (2013) studied attitude towards teaching profession and work

commitment of teachers. The standardized tools used for the study were:
Teacher Attitude Inventory by S.P. Ahluwalia (1974) and Work
Commitment Inventory (Teacher Commitment Scale) by Indira Shukla
(1999). Both qualitative and quantitative techniques were used in
analyzing data. The major hypotheses were tested through t-test (for two
groups) and F-test for more than two groups. The sample size was 425.
The study found that there was no difference in the attitude of teachers in
aided and unaided schools with reference to gender, experience, academic
qualification and teachers teaching in different levels of education. It was
found that there was significant difference in the attitude of teachers in
aided and unaided school teachers with reference to pay scale.

2.4.0 ACADEMIC ACHIEVEMENT AND ANXIETY

Researches were conducted where the influence of Anxiety on Academic

Achievement was investigated. Seventeen researches have been given in
this caption. These are by Bhaduri (1971), Rai (1974), Capel (1997),
Ilangovan & Rangaraj(2001), El-Anzi & Owayed (2005), Sultania et al.
(2009), Yeh et al. (2007), Gina (2008), Murat (2009), Nadeem (2012),
Brown, Westenskow & Moyer-Packenham (2012), Talwar (2013), Dhull
(2013), Singh (2013), Kumar (2013), Gupta (2014) and Kanchan (2014).

Bhaduri (1971) compared certain psychological characteristics of the over

and the under-achievers in higher secondary schools. The objectives of
the study were to study the similarities and differences between the
overachieving and underachieving students with respect to sex, grade and
academic courses. One of the major findings of the study was that
overachieving students tended to be less anxious than the underachievers.
 26

Rai (1974) studied few differential Personality correlates of low and high
Achievers. The relationship between Scholastic Achievement and
Adjustment, Scholastic Achievement and Anxiety, Scholastic
Achievement and Intelligence was one of the objectives of the study.
Also the study tried to establish the Regression equation between
Achievement as a criterion and Adjustment, Anxiety, Level of Aspiration,
Achievement and Intelligence as predicators. One of the major findings
was that Anxiety as a personality trait had a changing role in Scholastic
Achievement. Low level of Anxiety helped in high Achievement,
whereas very high level of Anxiety was detrimental to Achievement.

Capel (1997) studied the Changes in students’ anxieties and concerns

after their first and second teaching practices. The purpose of this study
was to look at levels and causes of Anxiety and concern for physical
education students on teaching practice, particularly to see if these
changed over time as students gained experience of teaching. A total of
124 secondary Bachelor of Education (B.Ed.) physical education students
were given a questionnaire at the end of their first and second teaching
practices to determine changes in levels and causes of Anxiety and
concern. The questionnaire comprised two scales, the Student Teacher
Anxiety Scale and the Teacher Concerns Questionnaire. Results showed
that these students were moderately anxious and concerned on teaching
practice, and the main cause of the Anxiety and concern on both teaching
practices was being observed, evaluated and assessed. However, there
were some differences in the causes of Anxiety and concern on the two
teaching practices.
 27

Ilangovan & Rangaraj (2001) examined the relationship between

counseling programs in Test Anxiety and Scholastic Achievement of
DTE students. The objective of the study was to find out the relationship
between group counseling programs in Test Anxiety and Scholastic
Achievement of the students of diploma in teacher education course. It
was found that the relationship between test Anxiety and Scholastic
Achievement was negative and significant. Also, the relationship between
test Anxiety and Scholastic Achievement of the Male sample was
significant. This was due to the fact that the boys were generally less
sensitive and susceptible to tests. Besides, the intervention program was
too much burden and short for male group to respond to it in a careful
manner. The counseling program may need certain modifications, so as to
suit the stronger sex. It was inferred that there existed relationship
between group counseling programs in Test Anxiety and Scholastic
Achievement of DTE female students. That is to say, the more anxious
the student was, the less achievement was his/her performance in the
examination.

El-Anzi & Owayed (2005) studied the Academic Achievement and its
relationship with Anxiety, Self-esteem, Optimism, and Pessimism in
Kuwaiti students. The aim of this study was to examine the relationship
between Academic Achievement and the following variables: Anxiety,
Self-esteem, Optimism, and Pessimism. The sample consisted of 400
male and female students in the Basic Education College in Kuwait. The
salient findings of the investigation were the significant positive
correlation between Academic Achievement and both Optimism and Self-
esteem - whereas the correlations were negative between Academic
Achievement and both Anxiety and Pessimism.
 28

Sultania et al. (2009) studied Anxiety, Hostility and Depression among

college students. In this study, Anxiety Scale, Hostility and Depression
scale were administered on 100 male and 100 female college students to
examine whether the two groups differed in respect of their mean scores
on Anxiety, Hostility and Depression. The females were found to be
significantly higher on these variables than their male counterparts.

Yeh et al. (2007) examined the correlations between Academic

Achievement and Anxiety and Depression in medical students
experiencing integrated curriculum reform. In this study, the tool used
was Zung's Anxiety and Depression Scale. The study found that there was
significant correlation between Academic Achievement and global
Anxiety and Depression. Also, there were both positive and negative
correlations between Academic Achievement and Anxiety and
Depression in medical students, regarding differing levels of severity of
Anxiety or Depression.

Gina (2008) investigated Mathematics Anxiety and Mathematics Teacher

efficacy in elementary pre‐service teachers. This study investigated the
relationship between Mathematics Anxiety and Mathematics teacher
efficacy among 156 elementary pre-service teachers from a university in
the southeastern United States. Tools used were the Mathematics Anxiety
Rating Scale (MARS), Mathematics Teaching Efficacy Beliefs
Instrument, and pre-service teacher interviews. The study found negative
relationship between Mathematics Anxiety and Mathematics Teachers’
Efficacy. Pre-service teachers with the lowest degree of Mathematics
Anxiety had the highest levels of Mathematics Teacher Efficacy.
Interviews with pre-service teachers indicated that their Mathematics
Anxiety was associated with efficaciousness toward Mathematics
 29

teaching practices and was the basis for their Mathematics Teaching
Efficacy Beliefs.

Murat (2009) studied Pre-Service Teachers’ Teaching Anxiety about

Mathematics and their Learning Styles. This study included 506 pre-
service teachers. There were a total of 205 pre-service elementary school
teachers, 173 pre-service elementary Mathematics teachers and 128 pre-
service secondary Mathematics teachers enrolled in teacher education
programs in three different universities in Turkey. About 57% of
participants were male (286) and 43% were female (220) in the study.
The mean age of participants was 22.41 years (SD=1.681). The
researcher used two instruments in the collection of the data i.e., the
Learning Style Inventory (LSI) and Mathematics Teaching Anxiety Scale
(MATAS). The researcher used the one-way ANOVA for analysing the
data. The study revealed that there were statistically significant
differences in Mathematics Teaching Anxiety between Convergent and
the other three types of learners: Divergent, Accommodator, and
Assimilator. The difference was in favour of Convergent learners. In
other words, Convergent Learners had less Mathematics Teaching
Anxiety than the other types of learners. The study also found that
Divergent Learners showed the highest level of Mathematics Teaching
Anxiety.

Nadeem et al. (2012) studied the influence of Anxiety on the Academic

Achievement of Students having Different Mental Abilities. The
researcher made three groups of all the students and three groups of male
and female students. In this research questionnaire (Otis self-
administering test of mental ability) and Anxiety measurement scale was
selected as an instrument for the purpose of data collection. Data were
 30

analyzed by using the formula of regression to see the influence of

Anxiety on the Academic Achievements of students and formula of co-
relation was applied to see the relationship of Anxiety and Academic
Achievements of students. The in-depth investigation of the findings
obtained through this analyzed revealed that Anxiety had its influence on
Academic Achievement of students. The results showed that when
Anxiety increased, Academic Achievement decreased both in male and
female students. It was also noteworthy in the results that there was more
influence of Anxiety on female students as compared to male students.

Brown, Westenskow & Moyer-Packenham (2012) examined teaching

anxieties of pre-service elementary teachers’ reflections on their
Mathematics Teaching experiences. The participants in this study were
55 pre-service elementary teachers enrolled as undergraduates in their
senior year of a Bachelor’s degree program in elementary education at a
public university in the western USA. Consistent with the current
teaching population of elementary teachers, the majority of the
participants were female, white, and traditional students in terms of age
(19–26). The majority of the participants were enrolled in a typical
elementary education program that would lead to state certification in
grades one through six; some participants had additional emphases in
areas such as early childhood or middle grades mathematics. The purpose
of this study was to examine pre-service teachers’ practicum-based
Mathematics classroom teaching experiences that contributed to their
Anxiety, or reduced their Anxiety, during the teaching of elementary
Mathematics. The study found that Locus of Control played an integral
part in increasing vs. decreasing Mathematics Teaching Anxiety. Also,
the events that increased or decreased pre-service teachers’ MTA did not
always align with the pre-service teachers’ Mathematics ability or history.
 31

Talwar (2013) studied the impact of Anxiety, Frustration, level of

Aspiration and Intelligence on Academic Achievement. The present study
was a normative survey and collected data from 300 Arts and Science
intermediate colleges of urban, sub-urban and rural areas of Jhansi
District. The tools used for study were Test of General Mental Ability by
M.C. Joshi, Educational Aspiration Scale by S.K Saxena, State Anxiety
Scale by Roma Pal, Frustration Test by N.S Chauhan and Govind Tiwari
and the percentage marks of Intermediate Arts and Science students were
treated as educational Achievement. The study found that there was
significant difference in Anxiety of Arts and Science students. Also,
Academic Achievement was negatively correlated with Anxiety.

Dhull (2013) compared the Achievement in Science in relation to

Intelligence, Academic Anxiety and Reading Interest of the X class
students in Government and Private schools of Haryana. In this study
relationship of Achievement of the X Class students in Government and
Private Schools with Anxiety, Adjustment and Reading Interest were
made. The relevant tools for measuring the Achievement in Science,
Reading Interest Inventory were designed for measuring the Reading
Interest of the X grade students. Achievement test in Science of the X
class students was designed and constructed by the researcher. Tools used
for data collection were Academic Anxiety test by A.K. Singh & A. Sen
Gupta, and Intelligence Test for children by S. M. Mohsin for school
children. These tools were administered upon 400 X-grade students. The
study found that there was no significant difference between Academic
Anxiety of the students of X-class of Government and Private schools.
Government school students had less Academic Anxiety in comparison to
Private school students. Also, there was no significant difference between
 32

Academic Anxiety of the male and female students of X class of both

Private and Government schools and from the score it may therefore be
concluded that in both cases male school students had less Academic
Anxiety in comparison to female school students.

Singh (2013) studied relationship of Anxiety and Emotional and Social

Maturity with actualization of General Mental Ability of high school
students. The sample for investigation was randomly selected from the
four randomly selected districts of Punjab State i.e. Amritsar, Kapurthala,
Bathinda and Patiala. From each of the four selected districts one public
senior secondary school affiliated to C.B.S.E., New Delhi was selected
randomly and another Jawahar Navodiya Vidhalaya affiliated to the same
board from the same district was selected. Thus from each district two
schools were taken up i.e. one urban and one rural. The study found that
Academic Achievement could be enhanced by manipulating the levels of
Anxiety, Emotional Maturity and Social Maturity. Also, Anxiety showed
negative relationship with Academic Achievement. Boys and girls
differed significantly on the basis of their Anxiety and Academic
Achievement whereas no significant difference was observed between
boys and girls on the variables of Emotional Maturity, Social Maturity
and General Mental Ability. It was seen that, rural and urban students
differed significantly on the basis of their Anxiety and General Mental
Ability. No significant difference between rural and urban students was
observed on Emotional Maturity, Social Maturity and Academic
Achievement variables.

Kumar (2013) compared the effectiveness of teacher educators in

different types of teacher education institutions in relation to their
Anxiety, Stress and Job Satisfaction. The sample of the study comprised
 33

of 200 teacher educators selected from Government and Self-financed

Teacher Education institutions of Haryana. For conducting this study, the
tools were used: Teacher Effectiveness Scale (1999 Revised) by Pramod
Kumar and D.N. Mutha, Comprehensive Anxiety Test (CAT, 1992) by
R.L. Hardpan, H. Sharma and M. Baraga, Personal Stress Source
Inventory (PSSI, 2005) Arum Singh, Hashish K. Singh and Arpanet
Singh and Job Satisfaction Questionnaire for Teachers (TJQ, 1985) by
Pramod Kumar and D.N. Mutha. The study found that the teacher
educators working in Government Teacher Education institutions with
high Anxiety were more effective in teaching as compared to the Teacher
Educators working in Self-financed Teacher Education institutions. It was
found that the Teacher Educators working in Government Teacher
Education institutions were more effective in teaching of the students in
spite of their high Anxiety. Also, the Teaching effectiveness and Anxiety
were negatively correlated with each other in the case of Teacher
Educators working in Government as well as Self-financed Teacher
Education institutions.

Gupta (2014) studied Anxiety and Mental Health as function of

Personality, Sex and Academic Achievement. In the present study 300
male and 300 female intermediate students of District Jalaun were
included in the sample. It was found that the Art male students had
significantly high Academic and Vocational worries and also high guilt
and shame than male Science students. The successful Science male
students had significantly high Anxiety than the successful female
science students. Also, there was no significant difference between the
Anxiety of male Art and male Science failed students.
 34

Kanchan (2014) studied Academic Anxiety Achievement Motivation and

Academic Achievement Motivation in relation to non-verbal Intelligence
and Academic Achievement among senior secondary school students.
The sample consisted of 200 students studying in class XI, which
included 100 boys and 100 girls drawn from 20 senior secondary schools
using random sampling situated in district Kangra of Himachal Pradesh.
The tools used in the study were Academic Anxiety Scale for children
(AASC) by A.K Singh and A Sen Gupta (1986), Costello Achievement
Motivation Scale Adapted by O.P. Misra and S.K. Srivastava, Sharma
Academic Achievement Motivation Test by T.R. Sharma (1984),
Standard Progressive Matrices by Raven, Court and Raven (1977) and
Academic Achievement was taken as the aggregate scores obtained by
students in class X Annual Examinations conducted by Board of School
Education, Himachal Pradesh. It was found that boys and girls did not
differ significantly with respect to their mean score on Academic
Anxiety, but the mean score of girls was higher than boys. It indicated
girls possessed higher Academic Anxiety in comparison to boys.

2.5.0 JOINT CONTRIBUTION OF TEACHING

APTITUDE, ATTITUDE TOWARDS TEACHING
AND ANXIETY IN PREDICTING ACADEMIC
ACHIEVEMENT

Ushakumari (2008) studied the relationship of Teacher Aptitude with

Academic Achievement and certain psychological variables of primary
Teacher trainees of Kerala. The population for the study was senior TTC
students studying in the primary Teacher Training Institutions of Kerala.
Stratified random sampling was the technique used for sampling. In
 35

drawing the sample, representation was given to locale and type of

management of the institutions. Thus 506 senior student teachers
belonging to government, aided and unaided primary teacher training
institutions formed the sample of the study. The tools for data collection
were Test of Teacher Aptitude (Sumangala and Usha, 2001), Teaching
Interest Inventory (Mumtas and Suja, 2006), Scale of Attitude towards
Teaching Profession (Mumtas and Hafsath, 2003), Scale of Teacher
Perception of Teacher Effectiveness (Sumangala and Kurian T., 1994)
and Self Concept Scale for Teachers (Pillai, 1989). It was found that
Attitude towards Teaching Profession was the single variable having
significant relationship with Teacher Aptitude and all of its four
constructs, viz., Instructional Awareness, Educational Problem Solving,
Creativity and Mental Ability. Also, the relationship between teacher
Aptitude and Attitude towards Teaching Profession which differed
significantly between sub samples like rural with urban and unaided with
aided. It was seen that Achievement in teacher education had significant
relation with Teacher Aptitude, but not a predicting variable; and
Achievement in Teacher Education was related with two constructs of
Teacher Aptitude viz., Instructional Awareness and Mental Ability and in
these two cases, Achievement in teacher education becomes a predicting
variable.
 36

2.6.0 INDIVIDUAL CONTRIBUTION OF TEACHING

APTITUDE, ATTITUDE TOWARDS TEACHING
AND ANXIETY IN PREDICTING ACADEMIC
ACHIEVEMENT

Researches were conducted where the individual contribution of teaching

aptitude, attitude towards teaching and anxiety on Academic
Achievement was investigated. Three researches have been given in this
caption these are by Fadia (1999), Hussain (2009) and Kanti (2013).

Fadia (1999) investigated the prediction of College Students

Achievement in Introductory Statistics Course. This study was designed
to examine the extent to which Statistics and Mathematics Anxiety,
Attitudes about Mathematics and Statistics, Achievement Motivation, and
Mathematics Aptitude were predictive of Achievement in an Introductory
Statistics course. The sample consisted of 169 Arab college-students that
were enrolled in a teacher-training program for elementary and middle
schools in an academic institute at the central district of Israel. The
massive majority of participants were females (96%). Statistics for all
participants was a required course. It was found that the largest negative
relation existed between Statistics Anxiety and Attitudes about Statistics.
This finding supported the claim that negative Attitudes may translate
into Anxiety. Four of the variables had direct effect on Statistics
Achievement. Among these, Attitudes about Statistics had the largest
positive effect.

Hussain (2009) studied the correlates of Teacher Education Students’

Academic Performance in an Educational Measurement Course. This
 37

study attempted to explore the possible factors that may correlate in

meaningful ways with the Academic Performance of Teacher Education
students in an undergraduate-level educational measurement course. The
sample included 211 Omani students enrolled in undergraduate-level
Educational Measurement courses in the College of Education at Sultan
Qaboos University. Four instruments were administered three weeks prior
to the final course exam. It was seen that there was a significant group
differences on Gender and Education major. The study found that there
was statistically significant relationship between Academic Performance
in Educational Measurement and Attitude toward Educational
Measurement, Self-confidence in Educational Measurement, and Math
Self-concept.

Kanti (2013) studied Values of prospective secondary school teachers in

relation to Teacher Attitude and Teaching Aptitude. The tools used in the
study were Teacher values inventory by Harbhajan. L. Singh and S.P.
Ahluwalia, Teacher attitude inventory by S.P. Ahluwalia, and Teaching
Aptitude test developed by S.C. Gakhar and Rajnish. A total of 10
Colleges of Education under Acharya Nagarjuna University were selected
and the total sample constituted 650 secondary school teachers. The study
found that the prospective secondary school teachers had moderate level
of teacher attitude. 71% of the total sample had moderate level of
Teaching Aptitude. A significant relationship was found between teacher
Attitude and Teaching Aptitude. Gender had a significant influence on
the relationship between Teacher Attitude and Teaching Aptitude. Also,
Academic qualifications, methodology opted, parents annual income did
not make significant influence on the relationship between Teaching
Attitude and Teaching Aptitude. No significant relationship was found
 38

among Teacher Values, Teacher Attitude and Teaching Aptitude of

prospective secondary school teachers.

2.7.0 GIST OF REVIEW

There were several studies on the role of Personality parameters of the

teacher and learner in the teaching learning process. Some of these
studies indicated that Teaching Aptitude had a positive correlation with
Academic Achievement (Kaur, 2007 and Arya, 2013) and had a
significant relationship with Academic Achievement (Ushakumari, 2008).
The relationship between Teaching Attitude and Academic Achievement
was not found to be significant (GCPI, 1981 and Garg & Gakhar, 2009).
One study indicated that there was no significant difference in Teaching
Aptitude of male and female secondary school teachers (Dwivedi, 2014);
whereas another concluded that the Teaching Aptitude of male and
female teachers varies significantly (Ganoje, 2009) with female trainees
had higher Teaching Aptitude than male trainees (Devi, 2013 and Arya,
2013). It was also found that elementary school teachers had more
Teaching Aptitude than the secondary school teachers (Malik &
Muddasir, 2012) and the secondary school men and women Science
teachers had a significant difference in their Teaching Aptitude with the
men Science teachers having a higher Teaching Aptitude than women
Science teachers (Rao D. B., 2013) but the Teaching Aptitude did not
vary significantly for Government financed and Self-financed teachers
(Devi, 2013).
 39

There was no difference in the Attitude of teachers in aided and unaided

schools with reference to Gender, Experience, Academic Qualification,
pay-scale and level of Education (Thilakan, 2013). It was noted that there
was no significant correlation between the Job Satisfaction and Teaching
Aptitude (Singh R. K., 2012) but Job Satisfaction and Attitude towards
Teaching were positively related to each other (Singh G., 2002).
Teaching Aptitude was found to be significantly positively correlated to
English Language Teaching Ability, Motivation and Teaching
Competence (Prasad, 2013). In pre-service teacher educators it was
indicated that there was an overall trend of positive Attitudes towards
Mathematics and Teaching Mathematics (Southwell, Way, White &
Perry, 2005).

The overachieving students tended to be less anxious than the

underachievers (Bhaduri, 1971) and Anxiety had a changing role in
Scholastic Achievement (Rai, 1974). The relationship between Test
Anxiety and Scholastic Achievement was negative and significant i.e., the
more anxious the student is, the less Achievement was his/her
performance in the examination for Statistics, Mathematics and medical
students (Ilangovan & Rangaraj, 2001; El-Anzi, Freih, & Owayed, 2005
and Yeh, 2007). Another study concluded that there was a significant
difference in the Anxiety of intermediate Arts and Science students and
the Anxiety was negatively correlated to Academic Achievement
(Nadeem, 2012; Talwar, 2013). Academic Achievement could be
enhanced by manipulating the levels of Anxiety, Emotional Maturity and
Social Maturity and Anxiety showed negative relationship with Academic
Achievement (Singh S., 2013). The successful (passed) Science male
students had significantly high Anxiety than the successful female
 40

Science students but there was no significant difference between the

Anxiety of male and female failed students (Gupta, 2014).

A negative relationship exists between statistics Anxiety and Attitudes

about Statistics (Fadia, 1999). The students of Physical Education were
found to be moderately anxious and concerned on teaching practice
(Capel, 1997). For the pre-service teachers the Mathematics Anxiety was
associated with efficaciousness toward Mathematics teaching practices
and was the basis for their Mathematics teaching efficacy beliefs (Gina,
2008). There were statistically significant differences in Mathematics
teaching Anxiety between convergent and the other three types of
learners: divergent, accommodator, and assimilator with convergent
learners having less Mathematics Teaching Anxiety than the other types
of learners and divergent learners showed the highest level of
Mathematics Teaching Anxiety (Murat, 2009). The Anxiety level also
differed significantly Gender-wise in some studies whereas in some
studies no such significant differences were observed. The Anxiety of
female college students was significantly more than male students
(Sultania, Kumari & Annapurna, 2009). Boys and girls as well as rural
and urban students differed significantly on the basis of their Anxiety
(Singh S., 2013). It was also been found that there was no significant
difference between Academic Anxiety of the male and female students of
Xth class in both private and government schools (Dhull, 2013). Boys
and girls did not differ significantly with respect to their mean score on
Academic Anxiety, but still the mean score of girls was higher than boys
indicating girls possess higher academic Anxiety in comparison to boys
(Kanchan, 2014).
 41

In a study to examine pre-service teachers’ practicum-based Mathematics

classroom teaching experiences and its contribution to their Anxiety, it
was found that Locus of Control played an integral part in increasing vs.
decreasing Mathematics Teaching Anxiety (Brown, Westenskow &
Moyer-Packenham, 2012). The Teaching effectiveness and Anxiety were
negatively correlated with each other in the case of teacher educators
working in Government as well as Self-financed Teacher Education
Institutions (Satish, 2013).

Most of the researches under review focused on the study of individual

personality parameters across Gender and other demographic variables.
Specific studies on Teaching Aptitude, Attitude towards Teaching and
Anxiety and their relationship with Academic Achievement were very
less. One of the researches pointed out that Academic Achievement;
Teaching Aptitude and Personality traits all together contributed 25% to
the total assessment on indicator of success in elementary teacher training
course (Kaur, 2007).

Further Attitude towards Teaching Profession was not significantly

related to the Qualification of the Teachers (Bhandarkar, 1980). The
correlation between Intelligence & Achievement was higher than the
correlation between Attitude & Achievement (Patil, 1984). The Attitude
towards Teaching and Attitude towards Training influenced Achievement
in theory and total Achievement significantly (Gopalacharyalu, 1984).
Also, students’ perception of teachers’ knowledge of subject matter,
attitude to work and teaching skills had a significant relationship with
students’ Academic Performance (Adediwura & Bada, 2007). But, the
overall Academic Performance was not correlated significantly with any
 42

of the seven measures (six dimensions & overall attitude) of attitude

towards teaching (Garg & Gakhar, 2009).

The researches on Anxiety and its relationship with Academic

Achievement showed contradictory results. Overachieving students
tended to be less anxious than the underachievers (Bhaduri, 1971) but,
low level of Anxiety helped in achieving high, whereas very high level of
Anxiety was detrimental to Achievement (Rai, 1974). The relationship
between Test Anxiety and Scholastic Achievement as far as the total
sample was concerned, was negative and significant at 0.05 level
(Ilangovan & Rangaraj, 2001).The correlations were negative between
Academic Achievement and both Anxiety and Pessimism for students in
the Basic Education College in Kuwait (El-Anzi, Freih & Owayed, 2005).
There were both positive and negative correlations between Academic
Achievement and Anxiety and Depression in medical students, regarding
differing levels of severity of Anxiety or Depression (Yeh et al., 2007)
and Academic Achievement was negatively correlated with Anxiety
(Nadeem et al., 2012; Talwar, 2013).

It was also seen that Academic Achievement in teacher education had

significant relation with Teacher Aptitude, but it was not a predicting
variable (Ushakumari, 2008).Another study indicated that there was no
significant relationship among Teacher Values, Teacher Attitude and
Teaching Aptitude of prospective secondary school teachers (Kanti,
2013).

The researches under review focused on the individual Personality

parameters. It was also observed that though there were research studies
on the individual relationships of Teaching Aptitude, Attitude towards
 43

Teaching and Anxiety on Academic Achievement; but there were very

few studies which helped in understanding the joint contribution of these
variables. There were studies showing that mild level of Anxiety actually
helped in Academic Achievement but on the other hand, higher levels of
Anxiety resulted in lower Academic Achievement. Thus, these studies
cannot be used for generalization purpose in the field of Teacher
Education and training without further exploration.

The researches under the review also showed inconsistencies in findings

as explained above. Thus, it was difficult to generalize the relationship
between Academic Achievement with Teaching Aptitude, Attitude
towards Teaching and Anxiety based on research reported to date.