A study of Academic Achievement and Social Maturity among Senior Secondary School Students

Abstract

This study explores the relationship between social maturity and academic achievement among senior secondary school students in Haryana, India, focusing on gender differences. The objectives were to compare the academic achievement and social maturity of male and female students and to examine their correlation. The research employed a descriptive survey design, utilizing a sample of 800 students (400 male and 400 female) from government and private schools. Multi-stage and stratified random sampling techniques were used to select students from 60 schools in Gurugram, Rewari, Rohtak, and Jhajjar districts. The Social Maturity Scale by Nalini Rao (2018) and students' 10th-grade academic scores were used to measure social maturity and academic achievement, respectively. Statistical tools included t-tests for group comparisons and correlation analysis for relationships. Results indicated a significant gender difference in academic achievement, with female students outperforming male students. However, no significant differences were found in social maturity or its dimensions between genders. A strong positive correlation was observed between social maturity and academic achievement, suggesting that higher social maturity contributes to better academic performance. The study emphasizes the importance of integrating social-emotional learning (SEL) into school curricula to enhance students’ interpersonal skills and adaptability. It also recommends targeted interventions to support male students’ academic challenges while fostering social maturity in all students. By addressing both academic and social-emotional development, the study highlights the need for holistic educational approaches to prepare students for academic success and societal challenges.