1. To find out the level of achievement in chemistry of higher secondary students. 2. To find out the level of educational aspiration of higher secondary students. 3. To find out the level of emotional intelligence of higher secondary students. 4. To find out the level of mental health of higher secondary students. 5. To find out the level of scientific aptitude of higher secondary students. 6. To find out the high, average and low levels of achievement in chemistry of higher secondary students with respect to their educational aspiration, emotional intelligence, mental health and scientific aptitude 7. To find out whether there is any significant difference among the high, average and low levels of achievement in chemistry of higher secondary students with respect to their educational aspiration, emotional intelligence, mental health and scientific aptitude. 8. To find out whether there is any significant difference among higher secondary students achievement in chemistry based on their sub-sample. 9. To find out whether there is any significant difference among higher secondary students educational aspiration based on their sub-sample. 10. To find out whether there is any significant difference among higher secondary students emotional intelligence based on their sub-sample. 11. To find out whether there is any significant difference among higher secondary students mental health based on their sub-sample. 12. To find out whether there is any significant difference among higher secondary students scientific aptitude based on their sub-sample. 13. To find out whether there is any significant relationship between higher secondary students achievement in chemistry and their educational aspiration with respect to entire and sub sample. 14. To find out whether there is any significant relationship between higher secondary students achievement in chemistry and their emotional intelligence with respect to entire and sub sample. 15.To find out whether there is any significant relationship between higher secondary students achievement in chemistry and their mental health with respect to entire and sub sample. 16.To find out whether there is any significant relationship between higher secondary students achievement in chemistry and their scientific aptitude with respect to entire and sub sample. 17. To find out whether there is any significant contribution of independent variables and the demographic variables on higher secondary students achievement in chemistry.

1.The level of achievement in chemistry of higher secondary students is high. 2.The level of educational aspiration of higher secondary students is high. 3.The level of emotional intelligence of higher secondary students is high. 4.The level of mental health of higher secondary students is excellent. 5.The level of scientific aptitude of higher secondary students is high. 6.High, average and low levels of achievement in chemistry of higher secondary students with respect to their educational aspiration, emotional intelligence, mental health and scientific aptitude are high. 7.There is no significant difference among the high, average and low levels of achievement in chemistry of higher secondary students with respect to their educational aspiration, emotional intelligence, mental health and scientific aptitude. 8.There is no significant difference between higher secondary students achievement in chemistry based on their sub-sample such as gender, medium of school, location of school, type of family, parental monthly income, siblings and attendance. 9.There is no significant difference among higher secondary students achievement in chemistry based on their sub-sample such as type of school management, type of school, religion, community, father s education, mother s education, father s occupation and mother s occupation. 10.There is no significant difference between higher secondary students educational aspiration based on their sub-sample such as gender, medium of school, location of school, type of family, parental monthly income, siblings and attendance. 11.There is no significant difference among higher secondary students educational aspiration based on their sub-sample such as type of school management, type of school, religion, community, father s education, mother s education, father s occupation and mother s occupation. 12.There is no significant difference between higher secondary students emotional intelligence based on their sub-sample such as gender, medium of school, location of school, type of family, parental monthly income, siblings and attendance. 13.There is no significant difference among higher secondary students emotional intelligence based on their sub-sample such as type of school management, type of school, religion, community, fathers education, mothers education, fathers occupation and mothers occupation. 14.There is no significant difference between higher secondary students mental health based on their sub-sample.

The population for the present study is first year higher secondary school students in selected 40 schools and those who are studying chemistry as one of the subject under academic stream. From these 40 schools the total numbers of students studying are 4022 during the academic year 2012-2013. From 4022 higher secondary first year students, 2023 students are studying chemistry as one of the subject which will constitute the population. From the population, the investigator selected 800 as the sample for the final study. This will constitute 39.54 (800/2023) percentage of sample from the population.For the present study, the investigator adopted simple random sampling technique for the selection of higher secondary schools and stratified sampling technique has been adopted for the selection of sample subjects. A sample of 800 first year higher secondary students was selected by using stratified random sampling technique from 40 schools in Namakkal district.

1. ACT- Achievement in Chemistry Test (2011) developed and standardized by the Investigator; 2. EAS - Educational Aspiration Scale constructed and standardized by Dr. S.K. Saxena (2006); 3. EIS - Emotional Intelligence Scale developed by Anukool Hyde and Sanjyot Pethe (2001); 4. MHB- Mental Health Test Battery was developed and validated by Arun Kumar Singh and Alpana Sen Gupta (1996), and 5. SATB  “Scientific Aptitude Battery was devised by K.K Agarwal (1998).

The scored data was then subjected to the following statistical analysis. -Descriptive analysis like Mean, Standard Deviation, Skewness and kurtosis, - Differential analysis like t -test and F- test, Correlation analysis like Co-efficient of Correlation (r) and - Regression (R) analysis.

1.Among the total 800 subjects, 10.87 percent of total samples are high achievers in chemistry. This finding is the indicative of the acute problem for the educationists at the present context. Higher secondary stage form basis for the students entry into the professional and higher studies. Lack of self regulated plan of home work, study habits, and distraction by the medias are the constant sources for the under achievement. 2.Medium of school has been found to be a determinant factor of achievement in chemistry. English medium (24.44) students are better achievers in chemistry. This indicates that the more regulated activities and instruction in English language facilitate and enhances the learning as well as achievement in chemistry. 3. Parental monthly income is another determinant factor of achievement in chemistry. Students with high parental monthly income have more achievement in chemistry. High income provides facilities such as individual reading room, work table, and conducive learning environment in home that facilitates more achievement. 4.Type of school and type of school management influences the achievement in chemistry. Co-education school students (23.08) are found to be high achievers. This is the indicative that co-education schools promote equal learning abilities and independent learning styles among the students irrespective of the gender in achievement. But this not in the case of same sex schools. Teachers from the unisex schools help the students to overcome from dependent learning styles to enhance their achievement. 5.Private school students (24.44) have higher achievement in chemistry. The systematic implementation of time table, special classes, remedial teaching, continuous assessment of daily home works and class tests, regular parent –teachers meeting, personal care of poor achievers are the constant sources that enhances learning and achievement. Government and aided schools management also taking extra efforts in individual attention towards students in promoting their achievement in chemistry. 6.Community influences the achievement in chemistry. OBC (23.54) students have higher achievement in chemistry than other community strata group. This is the indication that achievement also depends upon the basic social stratification based on Varna Sharma segregation till from the olden days. This is the crucial time by the educationists to revamping the existing policies to promote more achievement among the students of socially down-trodden communities.