EXPERIMENT NO. 5
STUDY HABITS INVENTORY
Introduction:
Poor habits of study are one of the important causes of educational backwardness.
The potential of anyone for full scholastic achievement is hardly ever realized due to many factors.
Attempts are made to remove obstacles to higher attainment by improving the quality of instruction,
instructional materials, educational environments, and so on. On the part of the student also, attempts
are made to improve his motivation, interest, and work habits so that he can make the maximum of
his potential. When it is said that attempts are made, this is true of a few progressive countries and a
few progressive schools only. Largely the concern for quality and optimisation is lacking in our
country.
This inventory is only a small attempt at making the teacher, the student, and the parents aware that
certain habits of study are good and conducive to better achievement.
Description of each area of Study- Habits
The study habits of the individual cover mainly reading habits, learning techniques, memory, time
schedule, physical conditions examination, evaluation, etc.
The items in the inventory belong to the following eight areas:
(i) Budgeting Time- It is very important to plan the budget for study time. Time schedule helps to
adjust the study periods and other activities according to the needs of the individual. The best way to
budget the time is to keep a record of all activities throughout the day for one week. the analysis of
this diary will help in budgeting the time. By budgeting time, students can optimise their success in
their studies as well as their extra-curricular activities.
(ii) Physical Conditions for Study- Physical conditions play an important part in study habits. The
place for study should be calm and quiet. It should be clean and there should be proper illumination
and ventilation. The furniture should be comfortable. There should be sufficient light. One should
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use diffused light. The study table should be clean and contain only all the necessary things e.g.
papers, pens, books, pencils, Laptops, etc.
(iii) Reading Ability- Reading is the basic skill in any kind of study. Reading ability includes
various factors such as good vocabulary, speed of reading, comprehension, independent selection of
appropriate material for reading, and locating information. One should be able to read at least 300
words per minute in his mother tongue, 75 to 100 words in any foreign language. One must try to
build up a good vocabulary by remembering the precise meaning of the words. Speed of reading is
also an important factor. Silent reading is always faster than loud reading. It's necessary to adjust the
speed of reading according to the importance of the matter. Technical material requires more time
than usual. An individual should try to understand what he is reading. He should try to remember the
ideas he has grasped while reading and should be able to summarise the main ideas.
(iv) Note Taking- Taking notes in the classroom is an important learning activity.
Taking notes from books also helps a great deal in studying. There are different ways of taking notes.
One may copy everything from the textbook. One may take down only important paragraphs or one
may take down the headings and sub-headings and important key paras to make an outline.
Paraphrasing in one's own words and summarising is supposed to be the best way of making one's
notes. It is good practice to combine class notes and notes from books to make a final note. With the
help of regular practice, note-taking can become a habit.
(V) Factors in Learning Motivation- Apart from the ability to learn, the desire to learn is an
important consideration. If one is genuinely interested in learning he may learn quickly and retain it
for a long time. There are individual differences in the capacity to learn. Everybody can improve
with extra effort. The Spirit of competition and cooperation helps in learning. One learns better in a
group.
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(vi) Memory-Improving memory means learning better. Distributing learning periods is preferable
to continuous or massed learning. The better we learn the longer we retain. Overlearning helps in
remembering for a longer period.
(viii) Preparation for Examination- One should devote more time and attention to his weak points.
A time schedule for study should be prepared. If one is regular in his study habits he is already
prepared for the examination. A calm, cool, and relaxed attitude toward the examination is necessary
and can be achieved only after good preparation.
>Taking Examinations- Most of our examinations are of essay type where a few questions are given
and students are required to write long answers. It is good to prepare an outline and arrange the ideas
properly, following a logical pattern of presentation. The use of simple language is advisable.
Separate ideas should be discussed in paragraphs. Headings and sub-headings should be properly
placed. Important words and phrases may be underlined.
> Use of Examination Results-From the results one can find out his strong and weak points.
Knowledge of results can motivate an individual and direct his efforts.
(viii) Health- Regular and healthy habits of eating, exercise, recreation, and sleep help in
maintaining good health and a sound mental state which is necessary to achieve success in the
examination.
Problem:
To assess the study habits of the subject using the Study Habits Inventory by M.N. Palsane and
Anuradha Sharma.
Plan:
To administer the Study Habits Inventory, score and assess the study habits of the subject.
Materials:
1. Study Habits Inventory
2. Scoring key
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3. Norms
4. Writing material
Procedure:
The inventory can be administered to individuals as well as in groups of 25 to 50.
Still, larger numbers can be handled with the help of assistant supervisors and the public address
system (Loudspeakers).
The subjects should be seated comfortably and far as possible and should not have a chance a talk to
other students or glance at their answers. There should be good ventilation and light in the room.
By explaining the purpose of the test, the supervisor should try to get full cooperation from the
students. The inventory is self-administering. All the instructions are printed on the front page of the
inventory.
The supervisor should read these out to the students and explain to them whatever is necessary. The
following points should be emphasized:
1. The results are useful only if the subjects give honest answers.
2. The needed bio-data be filled on the first page of the inventory. The test administrator
should see this personally.
3. Although there is no time limit, the subjects should complete the entire inventory within
20 to 25 minutes.
4. The answers of the individuals will be kept confidential.
5. If the subjects have any difficulty understanding the meaning of the words or statements,
the test administrator may be consulted.
Instructions:
“Much of your success in the examinations depends upon the way you study your School College
subjects. Following are the statements describing your habits of study. We wish to Know your study
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habits so that we may help you in getting better marks in your examination. Your active cooperation,
therefore, is absolutely needed.
Please read the following statements. Three alternatives are given for your answers, Always or
Mostly, Sometimes, Rarely or Never. There is no time limit, but give answer to all statements as
honestly and carefully as you can within 20 minutes.”
Analysis of Data:
1. For 'Always' or 'Mostly' response, a score of 2 is awarded, whereas 1 and O scores are to be
given for 'Sometimes' and 'Never’ responses respectively.
In case of statements Nos. 6, 9, 13, 15, 24, 26, 34, 36, 37, 41 & 42 the weightage of scoring is
reversed and it is as 0, 1, and 2 for 'always', 'sometimes' and 'never responses respectively. The
maximum obtainable score is 90. A higher score indicates good study habits.
2. The total score obtained is interpreted according to the Norms.
Table 1 shows the scores of the subject under the areas of the Study Habits Inventory
Sl. no
Sub-component
1
Budgeting Time
2
Physical Conditions for Study
3
Reading ability
4
Note Taking
5
Factors in Learning Motivation
5
Score Interpretation
6
Memory
7
Preparation for Examination
8
Health
Total
Table 2 shows the results of the group as on Study- Habits Inventory
Sl no.
1
Name Score Interpretation
2
3
4
5
6
7
8
9
10
Total
Points for discussion:
1. Discuss the study habits of the subject
2. Discuss the group’s study habits.
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Discussion/Analysis:
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8
9
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EXPERIMENT NO. 7
SOCIAL INTELLIGENCE SCALE
Introduction:
To the layman, the Intelligence Quotient is not identified with a particular type of score on a
particular test, but is often a shorthand designation for intelligence. However, a more precise
approach to the context yields a number of definitions for the term. One group of definitions places
the emphasis upon adjustment or adaptation of the individual to his total environment, or to limited
aspects of it. According to definitions of this type, intelligence is general mental adaptability to new
problems and situations of life or in other words, it is the capacity to reorganize one's behaviour
patterns so as to act more effectively and more appropriately in novel situations. Thus, the more
intelligent person is one who can more easily and more extensively vary his behaviour as changing
conditions demand; he has numerous possible responses and is capable of greater creative
reorganization of behaviour.
A second type of definition states that intelligence is the ability to learn. According to this definition,
a person's intelligence is a matter of the extent to which he is educable, in the broadest sense. The
more intelligent the individual is, the more readily and extensively is he able to learn, hence, also, the
greater is his possible range of experience and activity. Still others have defined intelligence as the
ability to carry on abstract thinking. This means the effective use of concepts and symbols in dealing
with situations, especially those presenting a problem to be solved through the use of verbal and
numerical symbols. It is apparent that these definitions are not mutually exclusive.
E.L. Thorndike has divided intelligent activity into three types:
(1) Social Intelligence, or ability to understand and deal with persons;
(2) Concrete intelligence, or ability to understand and deal with things as in skilled trades and
scientific appliances;
(3) Abstract intelligence, or ability to understand and deal with verbal and mathematical symbols.
Over the years a growing interest has been manifested in the concept of social intelligence. It has
been highlighted that in various fields today the capacity of the individual to interact emphasis
placed on interpersonal relationships in various work environment is itself a reflection of the
importance of social intelligence.
The problem of understanding the behaviour of people in "face-to-face contacts", of "empathy", of
"person perception", and of "social sensitivity", and problems of influencing or managing the
behaviour of others have been recognised for a long time, but little systematic work has been done on
basic understanding of those phenomena. E.L. Thorndike (1920) had pointed out that there is an
aspect of personality that can be called "social intelligence", distinct from "concrete" and "abstract"
intelligences. Guilford (1958) suggested that social intelligence could be accounted for as a fourth
category of information. It carries the implication that there are 30 abilities involved in social
intelligence as specified by structure of Intellect (SI) theory, six abilities for dealing with different
products of information within each of the five operation categories.
The Social Intelligence Scale (SIS- CG) has been devised by Dr N.K Chadha and Usha Ganesan
which consists of 66 items categorised into 8 dimensions. They are as follows:
A. Patience-Calm endurance under stressful situations.
B. Co-operativeness-Ability to interact with others in a pleasant way to be able to view matters from
all angles.
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C. Confidence Level-Firm trust in oneself and ones chances.
D. Sensitivity-To be acutely aware of and responsive to human behaviour.
E. Recognition of Social Environment-Ability to perceive the nature and atmosphere of the
existing situation.
F. Tactfulness-Delicate perception of the right thing to say or do.
G. Sense of Humour-Capacity to feel and cause amusement; to be able to see the lighter side of life.
H. Memory-Ability to remember all relevant issues; names and faces of people.
Problem:
To assess the social intelligence of the subject using SIS by Dr. N. K Chadha and Usha Ganesan.
Plan:
To administer & score the Social Intelligence Scale, and interpret the subject's score to determine the
level of social intelligence.
Materials:
1) Social Intelligence Scale by Dr. N. K Chadha and Usha Ganesan.
2) Writing materials
3) Scoring key and norms
Procedure:
Seat the subject comfortably. The subject is given the Social Intelligence Scale. The instructions are
given to the subject. There is no time limit but the subject is expected to work fast, and give honest,
frank, and spontaneous responses. The experimenter has to ensure that the subject does not skip any
questions. When the subject has answered all sixty six items, the scale is collected and the responses
scored by the experimenter.
Instructions:
“In this booklet, there are some statements regarding the way in which we behave, feel and act. We
want your first response. Please try to make your best possible answer honestly and sincerely. Read
and understand each statement properly and put your mark on any cell against every statement on the
answer- sheet by making the sign of tick mark. Please do not omit any statement. Your answer will
be kept strictly confidential. We need your full co-operation.”
Precautions:
1) The experimenter has to ensure that the subject has understood the instructions properly.
2) The subject should not skip any questions.
3) The subject must provide honest responses.
Analysis of the data:
Scoring:
1) Responses are scored for each of the 8 dimensions based on the scoring key given in the
manual to obtain a raw score.
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2) Depending on the raw score, a corresponding z- score is determined.
3) The level of social intelligence is obtained based on the z- score.
Table 1: Raw score of each of the dimensions, total raw score, z-score, and level of social
intelligence of the subject.
Raw score
Name
A
B
C
D
E
Total Zraw
score
score
F
G
Points for discussion:
Discuss the level of social intelligence of the subject.
Discussion/Analysis:
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H
Interpretation
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