GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
Editorial
ARE WE READY AS TEACHER-EDUCATORS?
'Ready? here I come !', was the buzz word from the seeker who was searching for us the
childhood peers hiding behind the doors or other household items while playing hide and seek. It
was the initial training to search something invisible to our eyes. The same caution reminds me even
today, the need for readiness as a teacher. The more pertinent question will be as to whether we are
ready as teacher educators to meet the requirements of globalized and knowledge-economy driven
societies. Do we have sufficient research support to justify our existing theoretical bases and
practices? Are we fully equipped with the right type of techniques and strategies to meet the
pedagogical and psychological needs of the adult learners who are undergoing their initiatory
teacher education programmes? Is there enough support from the research studies to justify our
classroom behaviour? Why we, as teachers, repeat the same customary things in the way as told by
our elders and seniors, without questioning its utility in modern times? Let us introspect the whole
reality as to why every big or small leader or even a layman is criticizing the existing educational
scenario. What should be the innovative practices to find the alternatives to improve the present
system of education in our country? To my mind, no other person can provide us any right solution
to solve our problems except our own teachers! It is high time to engage our teachers, at all levels, in
research-based activities and innovations to enhance pedagogical skills and knowledge base.
Keeping this in mind, our college, which is stepping into its 59th year of its service to the
nation and mankind, has initiated to publish its own research journal i.e. GHG Journal of Sixth
Thought - the nomenclature after the Sixth Sikh guru: Guru Har Gobind ji, who visited this place in
1631 and advocated the philosophy of 'MIRI-PIRI'. The Persian word MIRI denotes 'Temporal
Authority' and PIRI means 'Spirituality' as the purpose of our rightful living on this earth. Our SixthSense always guides us to understand and interpret the true nature and purpose of our life in the
universe. Hence, it gives me immense pleasure and pride to place the first issue of GHG Journal of
Sixth Thought in your hands. Efforts have been made to include research findings and other related
studies contributed by various scholars. The journal also gives space to a book review and some
dissertation abstracts.
My sincere gratitude to all the authors and contributors, Members of the Advisory Board,
Peer-Review Committee, Mr. Swarnjit Savi of Art Cave Printers, Ludhiana, and our dedicated
management, especially our worthy Patron Mr. Manjit Singh Gill, President , Governing Council for
the constant encouragement and guidance in accomplishing this endeavor.
Your valuable suggestions are welcome to improve the journal in future!
Harjinder Singh Brar
Editor-in-Chief
GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
Contents
Sr.
No.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Themes
ROLE OF EMOTIONAL MATURITY IN THE ACADEMIC ACHIEVEMENT OF HIGH SCHOOL STUDENTS
Dr. Surjit Singh Puar
ROLE OF ACADEMIC ACHIEVEMENT, GENERAL, EMOTIONAL AND SPIRITUAL INTELLIGENCE IN
PREDICTING TEACHING COMPETENCE: A PATH ANALYSIS
Dr. Arjinder Singh
DO PARENT CHILD RELATIONSHIP AND GENDER INFLUENCE EMOTIONAL INTELLIGENCE OF
ADOLESCENTS?
Dr. Monika
EFFECT OF ECLECTIC METHOD ON READING ABILITY AMONG PRIMARY SCHOOL DYSLEXIC
CHILDREN
Dr. Rekha
CONSTRUCTION AND STANDARDISATION OF CLASSROOM MORALE SCALE FOR TEACHERS
Dr Sarbjit Kaur Ranu, Anshika Kapoor
TEACHING COMPETENCE OF PROSPECTIVE TEACHERS IN RELATION TO TEACHING APTITUDE AND
ATTITUDE TOWARDS TEACHING
Dr Gurmit Singh, Pawandeep Kaur
CAREER MATURITY AMONG ADOLESCENTS: GENDER AND TYPE OF SCHOOL Dr. Parwinderjit Kaur
A STUDY OF RELATIONSHIP OF PERSONALITY HARDINESS AND COPING STYLES AMONG COLLEGE
TEACHERS
Dr. Manu Chadha, Mrs. Ramandeep Kaur Sidhu
CONSTRUCTION AND STANDARDISATION OF EMOTIONAL INTELLIGENCE SCALE
Guneet Toor, Dr Kirandeep Singh
EFFECTIVENESS OF STUDENT TEAM ACHIEVEMENT DIVISION (STAD) ON SOCIAL COMPETENCE OF
SECONDARY SCHOOL STUDENTS
Pargat Singh Garcha, Rajni Bala
A STUDY OF THE LEVEL OF ASPIRATIONS AMONG THE ADOLESCENTS
Dr. Santosh Bhandari
EFFECT OF CONSTRUCTIVIST APPROACH BASED LEARNING ACTIVITIES ON ACHIEVEMENT IN
PHYSICAL SCIENCES OF 9TH GRADE STUDENTS
Dr. Gurjit Kaur, Ms. Navpreet Kaur
DO PERSONALITY FACTORS AND GENDER INFLUENCE ACADEMIC ACHIEVEMENT?
Dr.(Mrs.) Randeep Pannu
EFFECTIVENESS OF DIGITAL BOARD ASSISTED INSTRUCTIONS AND TRADITIONAL METHOD OF
TEACHING ENGLISH ON ACADEMIC ACHIEVEMENT
Rachhpal Singh Gill, Manpreet Singh Beryar
EFFECT OF CONCEPT MAPPING ON ACHIEVEMENT IN MATHEMATICS AT SECONDARY LEVEL
Pg.
No.
1-4
5-8
9-12
13-16
17-19
20-23
24-28
29-32
33-36
37-39
40-42
43-47
48-52
53-55
56-58
Shminder Kaur, Jasleen Kaur
16.
17.
18.
19.
20.
21.
22.
A COMPARATIVE STUDY OF MODERNIZATION IN RELATION TO VALUES AMONG SECONDARY
SCHOOL TEACHERS
Dr. Abha Saini, Dr. Harpreet Kaur
IMPACT OF REMEDIAL STRATEGY ON TRIGONOMETRICAL ERROR PATTERNS- A CASE STUDY
Dr. Khushvinder Kumar, Dr. Gaurav Kumar
TEACHING COMPETENCE IN RELATION TO GENERAL AND EMOTIONAL INTELLIGENCE
Binderjit Kaur, Dr. Sushma Sharma
BOOK-REVIEW "INTEGRATED LEARNING" AUTHORED BY KEN GNANAKAN
Dr. Kamaljeet Singh
INTERNATIONAL CURRICULUM LAUNCHED BY C.B.S.E.-WORTHWHILE OR EYEWASH
Dr. Khushwinder Kumar, Jasdeep Kaur
JOURNEY OF PUNJABI LANGUAGE
Gurwinder Singh
59-61
ABSTRACTS OF M.Ed. DISSERTATIONS OF THE COLLEGE, SESSION 2012-13
Compiled by Dr Sarbjit Kaur Ranu
79-82
62-64
65-68
69-70
71-75
76-78
GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
ROLE OF EMOTIONAL MATURITY IN THE ACADEMIC
ACHIEVEMENT OF HIGH SCHOOL STUDENTS
Dr. Surjit Singh Puar
Abstract
The present study has been designed to investigate the relationship and contribution of Emotional maturity in the
academic achievement of high school students along with other variables like general mental ability, social maturity and anxiety
and also to see the sex & regional differences on the basis of their emotional maturity. The study was conducted over a sample of
400 (200 boys and 200 girls) high school students studying in X class in 8 different schools (4 urban and 4 rural) of Punjab
affiliated to CBSE, New Delhi. Singh & Bhargava's Emotional maturity scale, Ahuja's group test of intelligence, Rao's Social
maturity scale and Sharma's general anxiety scale for children, were employed to measure students' Emotional maturity,
general mental ability, social maturity and anxiety and the aggregate score of the selected students in the board examinations
was taken to show their level of academic achievement. The results reported that emotional maturity played no significant role
in the academic achievement of high school students in a given set of variables. No significant differences were observed
between boys and girls as well as rural and urban students on the basis of their emotional maturity.
Key Words: Emotional Maturity, Academic Achievement & High School Students.
well as negative) and is able to express them justly, skillfully
and timely in different situations of life.
Today most of the young students do not achieve
according to the expectations of the parents as well as the
teachers despite of the fact they being intelligent. The
previous research findings of Kaur (2001), Gakhar (2003) who
reported non-significant relationship between emotional
maturity and academic achievement. Thus, a little
information is available to show the contribution of
emotional maturity in the academic achievement of high
school students. Hence, the present investigation has been
aimed at studying the role of Emotional maturity in academic
achievement of high school students and also to see the sex
and regional differences on the basis of their emotional
maturity.
Academic achievement has great importance for
both the student, and those around him/her. There can be no
doubt that it is affected by two broad factors: subjective
factors or individual factors and objective factors or
environmental factors. The subjective factors are related to
the individual himself and the objective factors pertain to the
environment of the individual. Emotional maturity is one of
the individual and non-cognitive factors that may affect the
academic achievement of the students.
According to Walter D. Smitson (1974), Emotional
maturity is a process in which the personality is continuously
striving for greater sense of emotional health, both intrapsychically and intra-personally. Jersild (1963) says that
Emotional maturity means the degree to which the person
has realized his potential for richness of living and has
developed his capacity to enjoy things, to relate himself to
others, to love and to laugh, his capacity for whole hearted
sorrow when an occasion for grief arises, his capacity to
experience anger when faced with thwarting that is capable
of raising the temper of any reasonably tolerant or sensible
person and his capacity to show fear when there is occasion
to be frightened without feeling a need to use a false mask of
coverage, such as must be assumed by persons afraid to
admit that they are afraid.
Emotional Maturity is a state of balanced feelings
and self-control. Person is said to be emotionally mature who
has in his possession almost all kinds of emotions (positive as
Objectives
1.
To study relationship between Emotional maturity and
academic achievement of high school students.
2.
To study and compare difference in the Emotional
maturity of boys and girls.
3.
To study and compare difference in the Emotional
maturity of rural & urban high school students.
METHOD
Normative survey method has been followed. The
present study is based on correlation method where the
Assistant Professor, Department of Education, Pbi. University Regional Centre, Bathinda.
1
GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
dependent variable is academic achievement and the
independent variable is emotional maturity, general mental
ability, social maturity and anxiety.
achievement scores of boys and girls were calculated and
found to be of the order of r= -0.18 (df=198, N=200) which is
significant at .01 level and r= 0.07 (df =198 N=200) which is
not significant.
In order to nullify the effect of other variables i.e.
general mental ability, anxiety and social maturity, first,
second and third order partial coefficients of correlation for
the total sample and for boys and girls separately were
computed. The values of third order partial coefficient of
correlation between emotional maturity and academic
achievement of high school students got increased from r= 0.08 to r14.235 = -0.152 when the effect of general mental
ability, anxiety and social maturity was nullified. The value
of partial coefficient of correlation between emotional
maturity and academic achievement was reduced in case of
girls from r= 0.07 to r14.235= -0.003 as compared to that of
boys where it was increased from r= -0.18 to r14.235 = -0.222
when the effect of all the three variables was eliminated as
shown in Fig 1.
Sample
The sample consisted of 400 students of X class,
selected from the different schools of Punjab state affiliated
to C.B.S.E, New Delhi. Out of which 200 were boys (100 rural
and 100 urban) and 200 were girls (100 rural and 100 urban).
The sample was collected using multistage random sampling
technique.
Measures
In the present study Rao's Social Maturity Scale
(RSMS) (2002), Ahuja's Group Test of Intelligence (1998),
Sharma's General Anxiety Scale for Children (GASC) (2003)
and Singh & Bharagava's Emotional Maturity Scale (1999)
have been used. Marks obtained by the students in their
annual C.B.S.E. Board matriculation examination have been
taken as an index of their level of academic achievement.
Procedure
The scales were administered to the subjects in
groups in the regular classroom situation. The instructions
were provided in the first page of the scale booklet which is
self explanatory. The answers of the subjects were recorded
on the scales protocol. Scoring was done according to the
instructions given in the different manuals.
In order to analyze the data, raw scores obtained on
the basis emotional maturity, general mental ability, social
maturity, anxiety and academic achievement were converted
into T-scores. Pearson's product moment correlation, first,
second and third order partial coefficients of correlation and
multiple correlation techniques were used to find out the
correlation and contribution of emotional maturity in the
academic achievement of high school students. t-test was
applied to know the significance of the differences between
the mean of emotional maturity scores of boys and girls, rural
and urban students.
Fig. 1: Representing Correlation and Partial
Correlation between Emotional Maturity and
Academic Achievement for the Total Sample, Boys and Girls
It shows that the relationship between academic
achievement and emotional maturity has become strong
which is more marked in case of boys and the total sample
than the girls indicating the meaning that in case of girls
general mental ability, anxiety and social maturity play no
significant role in explaining the relationship between
emotional maturity and academic achievement as compared
to boys and the total sample where all the three partial out
variables play negative role. For knowing the contribution of
emotional maturity in the academic achievement of high
school students, multiple coefficients of correlation were
computed.
Results and Discussion
The value of product moment coefficient of
correlation between emotional maturity and academic
achievement was found to be of the order of r = -0.08
(df=398, N=400) and it is not significant depicting that there is
no significant correlation between emotional maturity and
academic achievement of high school students.
In order to verify these results on the basis of
gender, the product moment coefficients of correlation
between emotional maturity and the academic
2
GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
Table 1: R-values for Total Sample (N=400)
Variables
R2
R
% variance
Std. Error of
the Estimate
R21.5
0.712
0.844
71.20
5.376
R21.52
0.730
0.854
73.00
5.212
2
R 1.524
0.736
0.858
73.60
5.162
R21.5243
0.736
0.858
73.60
5.164
1-Academic achievement 2-General mental ability 3-Anxiety
4-Emotional maturity 5-Social maturity
The value of R2 has been found to be 0.712. This
means that 71.20 percent of the total variance in the criterion
variable is explained by social maturity.
R21 (5.2) = R21.52 R21.5 comes to 0.018, which means
1.80 percent of total variable is explained by variable of
general mental ability in addition to social maturity.
R21(5.24) = R21.524-R21.52 comes to 0.006 showing that 0.6
percent of the total variance is explained by the variable of
emotional maturity in combination with social maturity and
general mental ability (Table 1).
Table 2: R-values for Boys (N=200)
Variables
R2
R
% variance
R21.5
R21.52
R21.524
R21.5243
0.656
0.685
0.698
0.701
0.810
0.828
0.835
0.837
65.60
68.50
69.80
70.10
R21(5.24) = R21.524-R21.52 comes to 0.013 revealing that 1.30
percent of the total variance is explained by the variable of
Std. Error of
the Estimate
5.986
5.747
5.642
5.629
emotional maturity in combination with social maturity and
general mental ability.
Table 3: R-values for Girls (N=200)
2
Variables
R
R21.5
R21.52
R21.524
R21.5243
0.779
0.788
0.788
0.791
R
% variance
0.883
0.888
0.888
0.889
77.90
78.80
78.80
79.10
R21(5.24) = R21.524-R21.52 comes to zero revealing that zero
percent of the total variance is explained by the variable of
emotional maturity in combination with social maturity and
general mental ability.
Std. Error of
the Estimate
4.574
4.486
4.497
4.485
The contribution is 1.30 percent in case of boys
(Table 2) and zero percent in case of girls (Table 3). It clearly
indicates that emotional maturity contributes more in the
academic achievement of boys than girls.
Table 4: Showing the results of t-test for the variable of Emotional Maturity
Sr. No. Variables
1
Emotional maturity
2
Emotional maturity
Group
Boys
Girls
Rural
Urban
Mean
50.895
49.105
49.533
50.466
NS- Not significant
3
SD
10.878
8.976
9.291
10.665
df
398
t-values
1.796 NS
398
.933 NS
GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
The result of t-test of significance of the means
applied to each group indicate that neither boys and girls nor
rural and urban high school students differ significantly in
their emotional maturity scores as the values of t-test applied
are found to be non-significant (Table 4). It means although
there is no significant difference in emotional maturity of
boys and girls yet the level of emotional maturity in case
of girls is higher as compared to their counterparts. High
emotional maturity in girls may be because girls are more
expressive and have more sentiments and toleration
power as compared to boys who by nature are less
expressive and sensitive.
The above results are supported by the studies
conducted by Kashyap (1989), Kaur(2001), Kaur(2001),
Mahajan (2001), Slathia (2002), Katyal (2003), Kaur (2003),
Gakhar (2003), Kaur (2004) and Lekhi (2005) who reported
no significant differences in the emotional maturity of
adolescent boys and girls. The urban high school students'
show lower emotional maturity (high emotional maturity
score) as compared to rural high school students and it may
be due the fact that living in rural setting is simple, students
are more emotionally attached towards their family
members and teachers. Moreover, they have not sufficient
sources of entertainment at their disposal whereas in urban
setting life is full of competition, challenge, students are
more active and parents are more serious about the studies
and future of their wards and also check time to time the
activities of their children.
The findings of the present study are in resonance
with the findings of Harleen (1998) and Kaur (2001) in which
rural students were found to be more emotionally mature as
compared to urban students. But the findings of Sharma and
Singh (1997), Miley Patnam and Vasekar (2003), Kaur (2004)
and Lekhi (2005) reported significant differences in the
emotional maturity of adolescents of rural and urban areas.
emotionally mature than their urban counterparts.
Educational implications
1. To enable the students to achieve more , the study of
such factors like general mental ability, anxiety,
emotional maturity and social maturity is important to
see whether they play any role in the academic
achievement or not.
2. It is essential for the teachers and teacher- educators to
know and check the level of personality factors like
anxiety, emotional maturity and social maturity which
directly or indirectly influence the academic
achievement of high school students so that preventive
measures may be suggested regarding their adverse
effect.
References
Ahuja, G.C. (1998). Manual of group test of intelligence. Agra: National
Psychological Corporation.
Asthana, A. (1989). A study of social maturity among school going children in
the city of Lucknow. Ph. D. (Edu.), University of Lucknow.
Gakhar, S.C. (2003). Emotional maturity of students at secondary stage, selfconcept and academic achievement. Journal of Indian Education,
20(1), 100-106.
Garret, H.E. (2005). Statistics in Psychology and Education. New Dselhi:
Paragon International Publishers,
Greenberg, E.; Josselson, R. ; Knerr, C. and Knerr, B. (1995). The
measurement and structure of psychosocial maturity. Journal of
youth and adolescence, Vol. 4, pp 127-143.
Guilford, J.P. & Fruchter, Benjamin. (1981). Fundamental statistics in
psychology and Education. New Delhi: McGraw Hill International
Book Company.
Jersild, A.T. (1963). The Psychology of Adolescents. Toronto: The Macmillan
Company.
Kalyanidevi, T. and Prathima, C. (2008). Social maturity of scheduled tribes
adolescents, Psycho-lingua, vol. 38 (2), pp 147-151, Psycho
linguistic association of India.
Kerlinger, F.N. et. al. (1973). Multiple Regression in Behavioural Research.
New York: Holt Rinehart and Winston.
Kumar, Anil. (2003). Manual for General Anxiety Scale for Children, Agra:
National Psychological Corporation.
Muley, D. Patnam, V. & Vasekar, J. (2003). Emotional Maturity of School going
children of slum and urban areas and influencing factors. Journal
of community guidance and research, 20 (1), 25-28.
Raj, M. (1996). Encyclopaedia Dictionary of Psychology and Education, New
Delhi: Anmol publications.
Rao, N. (2002). Manual for Rao's Social Maturity Scale, Agra:National
Psychological corporation.
Singh, Y. & Bhargava, M. (1999). Manual for Emotional Maturity Scale (EMS),
Agra: National Psychological Corporation.
Sharma. & Singh. (1997). A Comparative Study of Emotional maturity of
Undergraduates on Certain Selected Variables. Journal of
Psycho-Cultural Dimensions, 13(2) 83-85, Merrut : PPCRA.
Smitson, W.D. (1974). as cited in Manual for Emotional Maturity Scale. Agra:
National Psychological Corporation.
Conclusions
1. Emotional maturity played no significant role in the
academic achievement of high school students in a given
set of variables. Emotional maturity in case of boys
contributed negligibly in their academic achievement.
2. The increased values of partial coefficients of correlation
between emotional maturity and academic achievement
indicate the positivity of relationship between emotional
maturity and academic achievement which was more
marked in case of boys than the girls.
3. Girls were more emotionally mature than boys whereas
rural high school students were slightly more
4
GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
ROLE OF ACADEMIC ACHIEVEMENT, GENERAL, EMOTIONAL AND SPIRITUAL INTELLIGENCE
IN PREDICTING TEACHING COMPETENCE: A PATH ANALYSIS
Dr. Arjinder Singh
Abstract
The purpose of present study was to study predictive and intermediate role of Spiritual, Emotional and General
Intelligences and Academic Achievement in predicting Teaching Competence of student-teachers. The sample comprised of 187
(Mean age=23.99 Years, SD=3.22) Student-Teachers. Data were collected by using Spiritual Intelligence Scale (2006) developed
by Singh, Singh and Kaur; Teaching Competence developed by Passi and Lalitha (1978), Standard Progressive Matrices (SPM)
developed by Raven, Raven and Court (revised, 2000) and Bar-On-Emotional Quotient Inventory (1997). Marks obtained by the
student-teacher in university examination conducted by Guru Nanak Dev University, Amritsar in April 2012 were taken as
academic achievement. Results revealed that the strongest direct effect on teaching competence is from general intelligence
and weakest from spiritual intelligence. The strongest indirect effect was from general intelligence. Emotional and spiritual
intelligence do not have indirect effect on teaching competence. General intelligence has the strongest total effect on teaching
competence and spiritual intelligence has the weakest total effect. Academic achievement has the strongest non-casual covariation and emotional intelligence has the least non-casual co-variation on teaching competence. Thus, path analysis suggests
that the relationship between teaching competence and academic achievement is largely result of non-casual co-variation.
Key Words: Teaching Competence, Academic Achievement, General, Emotional and Spiritual Intelligence, Student-Teacher.
thought. Emotional intelligence is actually a large collection
of skills and abilities. Mayer et al. (1997) defined emotional
intelligence as the capacity to reason with an emotion in four
areas: to perceive emotion, to integrate it in thought, to
understand it and to manage it. Emotional intelligence allows
a person to think divergently and to use emotions to solve
problems. Goleman (1995) believes that emotional
intelligence appears to be an important set of psychological
abilities that relate to success in life. The construct of spiritual
intelligence is also result of some scientific enquiries of
human experience. King (2009) defined spiritual intelligence
as a set of adaptive mental capacities based on non-material
and transcendent aspects of reality, specifically those that
contribute to the awareness, integration, and adaptive
application of the nonmaterial and transcendent aspects of
one's existence, leading to such outcomes as deep existential
reflection, enhancement of meaning, recognition of a
transcendent self, and mastery of spiritual states. Most of the
previous researches provide evidences regarding importance
of spirituality for human beings in general.
Teaching is defined as those behaviors of teacher
which help in learning of students. Some educationists
consider teaching a broad concept which includes all
activities to be carried out for organizing learning
experiences. The modern concept of teaching refers to cause
the learner to learn and acquire the desired knowledge, skills
and also desirable ways of living in the society. According to
British Council (2010) Teaching Competency refers to
knowledge of concept/ skills/ language system and the ability
to communicate this and knowledge effectively and in ways
appropriate to the learners and type of course being
delivered. Academic achievement is so significant because it
is considered one part or whole as base of entry in particular
profession or in higher class. Due to these factors
administrators, teachers, parents become the stressor for
students, which affect the mental health of students.
Intelligence refers to one's ability to reason through
situations and act in an effective and adaptive fashion (Sears,
1995). Transmission of knowledge in classroom indicates
cognitive abilities as correlates of teaching. Intelligence is
one of the major cognitive ability. Baron (2006) stated that
the term intelligence refers to individual's abilities to
understand complex ideas, to adapt effectively to the
environment, to learn from experience, to engage in various
forms of reasoning, to overcome obstacles by careful
Objective
& To study the role of Academic Achievement, General
Intelligence, Emotional Intelligence and Spiritual
Intelligence in predicting Teaching competence
Asstt. Prof. Innocent Hearts College of Education, Green Model Town, Jalandhar
5
GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
METHOD
Sample
The present study was conducted on student-teachers
studying in Colleges of Education of Jalandhar district
(Population) affiliated to Guru Nanak Dev University,
Amritsar. Student-teachers were selected by cluster
sampling technique from seven colleges keeping in mind
strata based on gender. Almost all the males were taken in
sample as proportion of male was less than female studentteachers. Further, almost equal number of student-teachers
from science and social science were taken. The sample
comprised of 187 (Mean age=23.99 Years, SD=3.22) StudentTeachers out of these 28 (Mean age=23.21 Years, SD=2.03)
were male and 159 (Mean age=24.09 Years, SD=3.34) were
female. 49 student-teachers belonged to rural area (Mean
age=24.09 Years, SD=3.74) and 138 student-teachers
belonged to urban area (Mean age=23.99 Years, SD=2.90).
3.
4.
Procedure
On selected sample, Bar-On-Emotional Quotient
Inventory (1997) was administered to assess their emotional
intelligence. In order to assess their teaching competency,
observation schedule was used during the discussion lesson
in their respective institutions. Two observers rated the teaching
competence of student teachers. The mean score of both
observers on each student teacher was used for testing
hypotheses. Collected data were analyzed with the help of SPSS.
Measures
1. In order to assess the Teaching Competence of B.Ed
student's observation schedule developed by B.K.
Passi and J.K. Lalita (1978) was used during the
discussion lesson in their respective institution.
Observation schedule consists of five dimensions
Planning, Presentation, Closing, Evaluation, and
Managerial with 21 items. This schedule has nine
point scale against each item that leads to Not at allto very much.
2. In order to assess the Emotional Intelligence of B.Ed
student's Bar On- Emotional Quotient Inventory
(1997) was used. This tool is a self-report inventory
with 66 items and measures ten different
components of Emotional Intelligence viz. selfregard (SR), interpersonal relationship (IR), impulse
control (IC), problem solving (PS), emotional selfawareness (ESA), flexibility (F), reality testing (RT),
stress tolerance (ST), assertiveness (A) and empathy
5.
(E). There are five response categories viz. Not True,
Seldom True, Sometime True, Often True and True.
Negative items were scored as 5,4,3,2,1 (Not True,
Seldom True, Sometime True, Often True and True)
respectively and positive items were scored as
1,2,3,4,5 (Not True, Seldom True, Sometime True,
Often True and True) respectively. The Inventory has
high content and construct validity.
Standard Progressive Matrices (SPM) developed by
J. Raven, J.C. Raven and J. H. Court (revised, 2000)
was used to assess the non-verbal intelligence of
the student-teachers. The SPM consists of 60
problems divided into five sets. There is no time
limit for this test. Numerous reliability coefficient
quoted by Raven vary from .80 to .90. Validity of the
SPM has been studied in the usual ways. When the
Stanford Binet Test of Intelligence was used as the
criterion, correlation varied from .50 to .86.
Spiritual Intelligence Scale (2006) developed by Dr.
Tirath Singh, Dr. Arjinder Singh and Binderjit Kaur
was used. The scale consisted of 120 items and 16
dimensions. It was a five point scale. The scale was
found highly reliable with test-retest reliability =.81
and split half (even odd) = .81, split half (1st and 2nd
half) = .78. The scale possessed high content validity
as only those items were included in the scale which
got consensus of the judges. The concurrentvalidity
with Wolman's (2001) PSI and Khaira et al.'s (2004)
SFSIS were found (N=65) 0.69 and (N=50) 0.63
respectively.
Marks obtained by the student-teachers in
university examination conducted by Guru Nanak
Dev University, Amritsar in April 2012 were taken as
academic achievement.
Results
Analysis of obtained data was done in accordance with
objectives framed, which are discussed below.
The coefficient of correlation (table 1) between
academic achievement and general intelligence is .164,
which is significant at .01 level with df 185. It means that
there is significant correlation between academic
achievement and general intelligence. The significance of
correlation between exogenous variables shows that the
path model (figure 1) can be applied to the present set of
variables. The path diagram is shown below.
6
GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
-.09
.16
.25
.06
.16
.41
-.17
-.02
.15
Figure 1. Path Diagram.
Table 1
Direct and Indirect Effects on Teaching Competence from Academic Achievement, General Intelligence, Emotional
Intelligence and Spiritual Intelligence
Variable
r
Direct Effect
Indirect Effect
Total Effect
Non-causal co-variation
EI
-.062
.16
0.000
.160
-.222
AA
.241*
.06
-.011
.049
.192
GI
.380*
.41
.037
.447
-.067
SI
-.125
-.02
0.000
-.020
-.105
Note. * Significant at .01 level.
Table 1 provides the direct, indirect effects and noncasual co-variation from Academic Achievement, General
Intelligence, Emotional Intelligence and Spiritual Intelligence
on teaching competence of student-teachers. It is evident
from above table that the strongest direct effect on teaching
competence is from general intelligence and weakest from
spiritual intelligence. The strongest indirect effect is from
general intelligence. Previous research indirectly supports
this finding such as Malik (1977), Chaturvedi et al. (1992),
Varma (2003), Panigrahi (2005), Paltasingh (2008) and Dhall
et al. (2009). Ainsworth (1967), Gupta (1978) have clearly
shown that getting knowledge or academic/achievement is
positively related with General intelligence.
Emotional and spiritual intelligence do not have
indirect effect on teaching competence. General intelligence
has the strongest total effect on teaching competence and
spiritual intelligence has the weakest total effect. Academic
achievement has the strongest non-casual co-variation and
emotional intelligence has the least non-casual co-variation
on teaching competence. Previous research has explained
such support findings for emotional intelligence and teaching
such as Sorjonen et al. (2012), Kelly (2008), Rebecca
Chickering & Gamson (1987), Ashkanasy and Dasborough
(2003), Lewkowicz and Bloom (1999), Hall and West ( 2011),
Bhattacharya (2000), and Bajwa et al. (1996). Path analysis
suggests that the relationship between teaching
competence and academic achievement is largely result of
non-casual co-variation.
No significant correlation exists between teaching
competence and spiritual intelligence of student-teachers.
Basically classroom teaching is largely a cognitive, emotional
and social process. That is why in present study General
intelligence significantly influence teaching competence. It is
also notable that previous literature shows no correlation
7
GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
correlates of academic performance: some field evidence. Indian
Education Review. 21 (3), 107-110.
Chickering, A., & Gamson, Z. (1987). Seven principles' for good practice in
undergraduate education. AAHE Bulletin, 39 (7), 5-10.
Dhall, S. &Thukral, P. (2009). Intelligence as related to self confidence and
academic achievement of school students. Journal of All India
Association for Educational Research. 21 (2), 80-83.
Goleman, D. (1995). Emotional intelligence: Why it can matter more than
IQ.New York: Bentam Books.
Gupta, K. M. (1978). Economic factor as a factor in familial, social and
emotional adjustment. Journal of Education and Psychology. 35
(4), 215.
Hall, P. Cougar; West, J. H. (2011). Potential Predictors of Student Teaching
Performance: Considering Emotional Intelligence. Issues in
Educational Research, 21 (2), 145-161. Retrieved July 23, 2012,
from http: //www.eric.ed.gov (ERIC Document Reproduction
service No EJ946014).
King, D. L. (2007). Finding the sage within: Teachers' experiences using
meditation and movement practices. Retrieved October12,
2006, from http: //www.eric.gov.ed.
Lewkowicz, A. B. (1999). Teaching Emotional Intelligence: Making Informed
Choices. K-College. Retrieved July 23, 2012, from http:
//www.eric.ed.gov (ERIC Document Reproduction service No
ED435463).
Malik, P. A. (1977). The relationship between personality traits, intelligence
and instructional mode of achievement of college science
students. Journal of Research in Science Teaching. 11 (2), 51-57.
Mayer, J. D. &Salovey, P. (1997). Emotional development and emotional
intelligence. New York: Basic Books.
Paltasingh, S. (2008). Relationship among creativity, intelligence and
achievement scores of secondary school students. Journal of
Teacher Education and Research. 3 (2), 54-60.
Panigrahi, M. R. (2005). Academic achievement in relation to intelligence
and socioeconomic status of high school students. Edutracks. 6
(9), 26-28.
Sears, J. D. (1995). Intelligence and personality: A comparative analysis. M.S.
Dissertation, Central Missouri State University. Retrieved July 12,
2005, from CDROM of DAI, Digital Library, Punjab University,
Chandigarh.
Singh, T. (2012). Effect of Shaktipat Meditation on Spiritual Intelligence of
Prospective Teachers in relation to some Demographic variables
in Sadbhavna Research Journal of Human Development 2(4), 2030.
Varma, M. (2003). A study of the type of child rearing practices experienced,
personality and academic achievement of advantaged and
disadvantaged students. 54, 23-26. Indian Educational Abstracts.
9-10.
between Spiritual intelligence or spiritual related variables
with cognitive variables such as General intelligence,
Academic Achievement (Singh 2012). Hence, it may be
accepted that Spiritual intelligence does not directly
contribute to classroom teaching.
Conclusion
The most significant predictor of teaching
competence is general intelligence. Emotional intelligence
comes at second place. Spiritual intelligence is a variable
which was found to affect the teaching competence of
student-teachers.
Educational Implications
As general intelligence has the strongest effect on
teaching competence of student-teachers, Colleges of
education should focus on general intelligence for skill
development of student-teacher's. It can help the teacher
educators to select good would be teachers on the basis of
general intelligence. Emotional intelligence can be used as
second criteria for the selection and academic achievement
as third criteria.
References
Ainsworth, G. (1967). A study of personality traits of secondary school
children in relation to their mother's marital adjustment and
child rearing practices. Organisation and Human Behaviour. 12
(3), 279-304.
Ashkanasy, N. M. & Dasborough, M. T. (2003). Emotional Awareness and
Emotional Intelligence in Leadership Teaching. Journal of
Education for Business, 79 (1), 18-22. Retrieved July 23, 2012,
from http: //www.eric.ed.gov (ERIC Document Reproduction
service No EJ770030).
Bajwa, H.S. and Kaur, G (1996). Teacher effectiveness as related to selfconcept and intelligence, School Education, 32-33.
Battacharya, G.C. (2000). Intrinsic Motivation and Teaching Competence at
primary level, Indian Journal of Psychometery and Education,
31(1), 57-62.
British Council (2010). Teacher competency dictionary. Retrieved July 26,
2010, from http://issuu.com/ britishcouncilsingapore/
docs/singapore-issuu-job-teacher-competency.
Chaturvedi, K. &Giri, B. K. (1992). Intelligence and socio economic status as
8
GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
DO PARENT CHILD RELATIONSHIP AND GENDER INFLUENCE
EMOTIONAL INTELLIGENCE OF ADOLESCENTS?
Dr. Monika
Abstract
The purpose of present article was to study emotional intelligence in relation to parent child relationships of
adolescents. The sample comprised of 341 (Mean age = 17.38 Years, SD = 0.88) adolescents (studying in 10+1 class) out of these
176 (Mean age = 17.64 Years, SD = 0.88) were male and 165 (Mean age = 17.22 Years, SD = 0.84) were female. Data were
collected by using Emotional Intelligence Scale (1988) developed by Hyde and Dhar and Parent Child Relationship Scale (2002)
developed by Rao. Results by t-test revealed that female adolescents have significantly higher emotional intelligence than male
adolescents. Parent child relationship was better between parents and male adolescents than between parents and female
adolescents. Result of Pearson product moment correlation showed that male adolescents have significant higher coefficient of
correlation between emotional intelligence and parent child relationship than female adolescents. Results of ANOVA showed
that emotional intelligence of adolescents did not differ significantly at low, average and high levels of parent child relationship.
Male adolescents having low parent child relationship, male adolescents having average parent child relationship, male
adolescents having high parent child relationship, female adolescents having low parent child relationship, female adolescents
having average parent child relationship, and female adolescents having high parent child relationship have same level of
emotional intelligence.
Key Words: Emotional Intelligence, Parent Child Relationship
crucial development stages occurs within family and
especially with the mother, the mother-child relationship
would be of major importance in the personality
development in comparison to father-child relationship
(Symonds, 1939). Keeping this indication, gender differences
were assessed. Further, gender differences in emotional
intelligence assessed by Amelang et al. (2006), Amritha et al.
(2006), Danehy (2006), Feldman (2003), Harrod et al. (2005),
Tapia (1999), Tapia et al. (2001), and Varshney (2007) also
direct the study in same direction. For in-depth
understanding of influence, interaction analysis was done.
Above cited studies guided the researcher to frame following
objectives:
Emotional intelligence has been rooted from social
intelligence, which was first coined by Thorndike in 1920. He
defined it as "sensitivity to others and to act wisely in human
relations" (Berlinger et al., 1996). Gardner (1983) in his
theory of multiple intelligence explained the interpersonal
intelligence and intra personal intelligence. These
intelligence influence the social relations to a great extent.
Authors consider that the foundation of almost all the social
relations is based on parent child relations. This theoretical
consideration was empirically tested in this article. A few
studies provided insufficient directions such as Gakkar (1997)
reported that the parents' attitude greatly influenced the
growth and development of child. Positive Parent-Child
Relationship are born of families that are close, families that
do things together and families in which needs of children are
taken care of (Ladd et al., 1998). Positive behavior of Parents
is significantly and positively related to emotionally mature
adolescents (Kaur, 2001).
No doubt, quality of parent-child relationship is of
significance in the personality development of the child.
Since the most intensive social interaction of the child during
Objectives
! To study gender differences in Emotional Intelligence
and Parent Child Relationship of adolescents.
! To study the correlation between Emotional Intelligence
and Parent Child Relationship of Adolescents.
! To find out the difference in correlations between
Emotional Intelligence and Parent Child Relationship of
Assistant Professor, DAV College of Education, Hoshiarpur
9
GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
!
Adolescents on the basis of Gender.
To find out the influence between Parent Child
Relationship, Gender and their interaction on Emotional
Intelligence of Adolescents.
the data collection at a time. The instructions of the tool were
made clear to them. After that the tool was administered on
them according to the instructions given in the respective
manual and the response-sheets were collected. The same
class was visited again on next day and the next tool was
administered on them in the same way. The same procedure
was followed for all the tools in all the school.
After collecting the required data from the
adolescents, scoring was done according to the instructions
given in the manuals of respective tools. The basic
information and the scores on each tool were taken and given
a tabular form. The table formed was transferred to SPSS for
data analysis in the light of framed objectives.
Sample
The present study was conducted on Adolescents
studying in (class 10+1) Senior Secondary Schools affiliated to
Punjab School Education Board. Students were selected by
cluster sampling technique keeping in mind strata based on
gender. The sample comprised of 341 adolescents out of
these 176 were male and 165 were female.
Procedure
The data were collected in a set of two visits to each
school in sample. The prior permission from the Principals of
the selected school was taken. An intact class was taken for
Measures
1. Parent Child Relationship Scale (2002) by Rao.
2. Emotional Intelligence Scale (1988) by Hyde and Dhar.
RESULTS AND DISCUSSION
Table 1: Significance of difference in Emotional Intelligence
and Parent Child Relationship on the basis of Gender of Adolescents
Variable
Emotional Intelligence
Parent Child Relationship
Gender
Male
Female
Male
Female
N
176
165
176
165
It is evident from table 1 that there is significant
gender difference in emotional intelligence (t = 6.69, p <
.001) and parent child relationship (t = 3.34, p < .001). The
mean score on emotional intelligence of females (M =
158.41, N = 165) is more than mean score on emotional
intelligence of males (M = 138.52, N = 176). This means that
female adolescents have significantly higher emotional
intelligence than male adolescents. Many studies provided
similar results such as Vincent (2003) found significant
gender effects on emotional intelligence. Some studies
indicated that females scored significantly higher on the
emotional intelligence than males like Amelang et al.
(2006), Amritha et al. (2006), Danehy (2006), Feldman
(2003), Harrod et al. (2005), Tapia (1999), Tapia et al.
(2001) and Varshney (2007) indicated that female teachers
had better impulse control and problem solving skills.
Sutarso et al. (1996) showed an overall significant
multivariate effect of gender on three factors of EQ. Female
students had higher scores on the compassion and self-
Mean
138.52
158.41
618.60
594.16
SD
13.57
36.21
78.42
53.52
SED
2.93
t
6.69
p
.001
7.32
3.34
.001
awareness factors than male counterparts. However, there
was no significant gender difference on the atonement
factor. Santesso et al. (2006) found that boys had significantly
lower emotional intelligence than girls. Cerciello (2001)
indicated that females had higher conflict resolution scores
than males. Pandey et al. (2004) uncovered that females
were more proficient in managing and handling their own
emotions as well as of others. Yuen et al. (2005) disclosed
that male adolescent participants gave higher scores in
interpersonal intelligence than female participants. In
contrast, results of Nishiyama (2006) were unfavourable for
Japanese female managers in emotional intelligence,
Japanese female managers scored lower in emotional
recognition and expression than their male counterparts.
Further, mean scores on parent child relationship of
males (M = 618.60, N = 176) are more than mean scores on
parent child relationship of females (M = 158.41, N = 165).
This means that parent child relationship is better between
parents and male adolescents than between parents and
10
GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
female adolescents. It may be due to discrimination by
parents with their male and female child. It is well known fact
that male child receive higher respect, care, freedom and
various preferences than female child.
Table 2 : Coefficients of Correlation between Emotional Intelligence and
Parent Child Relationship and Difference in Coefficients
of Correlation on the basis of Gender
Variable
Male
Female
Total
Correlation
.088
.058
-.010
p
.246
.456
.859
r
.088
.058
-.010
It is evident from table 2 that the coefficient of
correlation between emotional intelligence and parent child
relationship for male adolescents is not significant (r = .088, p
< .246). The coefficient of correlation between emotional
intelligence and parent child relationship for female
adolescents is not significant (r = .058, p < .456). The
coefficient of correlation between emotional intelligence
SED
.0063
t
4.76
p
.01
and parent child relationship of adolescents is not significant
(r = -.010, p < .859). Further, there is significant difference in
coefficient of correlation between emotional intelligence
and parent child relationship of adolescents (t = 4.76, p < .01).
The correlation between emotional intelligence and parent
child relationship for males (r = .088, N = 176, p < .246) is more
than the correlation for females (r = .058, N = 165, p < .456).
Table 3: Summary of 3X2 ANOVA for Emotional Intelligence
Source
PCR
Gender
PCR x Gender
Error
Total
Sum of Squares
218.82
33317.80
12.60
247100.28
7764775.00
df
2
1
2
335
341
Mean Square
109.41
33317.80
6.30
737.61
It is evident from table 3 that emotional intelligence
of adolescents does not differ significantly at low, average
and high levels of parent child relationship (F (2,335) = 0.15, p
<.862). This means that emotional intelligence of
adolescents does not differ significantly at low, average and
high levels of parent child relationship.
Emotional intelligence of adolescents differs
significantly on the basis of Gender (F (1,335) = 45.17, p
<.001). This means that male and female adolescents differ
significantly on emotional intelligence. Further, The mean
score on emotional intelligence of females (M = 158.41, N =
165) is more than mean score on emotional intelligence of
males (M = 138.52, N = 176). This means that female
adolescents have significantly higher emotional intelligence
than male adolescents.
There is no significant influence of interaction
between Parent Child Relationship and Gender on Emotional
Intelligence of Adolescents (F (2,335) = 0.01, p < .991). This
means that male adolescents having low parent child
F
0.15
45.17
0.01
p
.862
.001
.991
relationship, male adolescents having average parent child
relationship, male adolescents having high parent child
relationship, female adolescents having low parent child
relationship, female adolescents having average parent child
relationship, and female adolescents having high parent child
relationship have same level of emotional intelligence.
References
Amelang, M., & Steinmayr, R. (2006). Is there a validity increment for tests of
emotional intelligence in explaining the variance of performance
criteria? Intelligence, 34 (5), 459-468. Retrieved September 27,
2006, from http: //www.eric.gov.ed
Amritha, M., & Kadhiravan S. (2006). Influence of personality on the
emotional intelligence of teachers. Edutracks, 5 (12), 25-29.
Berlinger, D. C. & Calfee, R. C. (1996). Handbook of educational psychology.
New York: MacMillian.
Cerciello, C. (2001). The effects of humour on anxiety and conflict resolution
skills in emotionally disturbed students (ED.D. Dissertation).
Seton Hall University, College of Education and Human Services,
Retrieved October15, 2006, from http: //wwwlib.umi.com.
Danehy, L. S. (2006). The relationship between emotional intelligence and
11
GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
leadership in NCAA Division III college coaches (ED.D.
Dissertation). Wilmington College (Delaware). Retrieved
October15, 2006, from http: //wwwlib.umi.com
Feldman, J. M. (2003). The relationship among college freshmen's cognitive
risk tolerance, academic hardiness, and emotional intelligence
and their usefulness in predicting academic outcomes (Doctoral
dissertation). Temple University. Retrieved October15, 2006,
from http: //wwwlib.umi.com.
Gakkar (1997). The Parent Child Relationship. The educational Journal, 17
(1), 65.
Gardner, N. (1983). Frames of mind. New York: Basic Books.
Harrod, N. R., & Scheer, S. D. (2005). An exploration of adolescent
emotional intelligence in relation to demographic
characteristics of adolescence (San Diego). An international
quarterly devoted to the physiological, psychological,
psychiatric, sociological, and educational aspects of the second
decade of human life, 40 (159), 503. Retrieved September 23,
2006, from http: //www.eric.gov.ed
Kaur, P. (2001). Social Maturity a resultant effect of Parent-Child Relationship
(Master thesis). Punjab University, Chandigarh.
Ladd, G. W., Ladd, B. K. (1998). Parenting behavior and Parent Child
relationship, correlates of peer victimization. Development
psychology, 34 (6), 1450-58.
Nishiyama, Y. (2006). Gender, emotional intelligence and leadership styles
of Japanese managers. M.A. Dissertation, University of Hawai'i
at Manoa. Retrieved October15, 2006, from http:
//wwwlib.umi.com.
Pandey, R., & Tripathy, N. A. (2004). Development of emotional intelligence:
Some preliminary observations. National Academy of
Psychology, India, 49(2-3), 147-150.
Santesso, L. D., Dana, L. R., Schmidt, L. A. & Segalowitz, S. J. (2006). Frontal
electroencephalogram activation asymmetry, emotional
intelligence, and externalizing behaviors in 10-year-old children.
Child Psychiatry and Human Development, 36 (3), 311-328.
Retrieved July 27, 2008, from http: //www.eric.gov.ed
Sutarso, T., et al. (1996). Effect of gender and GPA on emotional intelligence.
Retrieved October12, 2006, from http: //www.eric.gov.ed.
Symonds (1939). In Emotional intelligence of student teachers (pre-service)
at Primary level in Puducherry. Journal of All India Association for
Educational Research, 19 (3 &4), 48-55.
Tapia, M. L. (1999). A study of the relationships of the emotional intelligence
inventory. Retrieved September 23, 2006, from http:
//www.eric.gov.ed.
Tapia, M., & Marsh, G. E., II (2001). Emotional intelligence: The effect of
gender, GPA, and ethnicity. Retrieved October12, 2006, from
http: //www.eric.gov.ed.
Varshney, S. P. (2007). Effect of parental encouragement on emotional
intelligence of adolescent. Psycho-Lingua, 37 (2), 152-155.
Vincent, D. S. (2003). The evaluation of a social-emotional intelligence
program: Effects on fifth graders' pro-social and problem
behaviours. State University of New York at Albany. Retrieved on
October15, 2006, from http: //wwwlib.umi.com.
Yuen, M. & Furnham, A. (2005). Sex differences in self-estimation of
multiple intelligences among Hong Kong Chinese adolescents.
High Ability Studies, 16 (2), 187-199. Retrieved July 27, 2008,
from http: //www.eric.gov.ed
12
GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
EFFECT OF ECLECTIC METHOD ON READING ABILITY
AMONG PRIMARY SCHOOL DYSLEXIC CHILDREN
Dr. Rekha
Abstract
The present study was designed to study the effect of Eclectic Method on reading ability among primary school dyslexic
children. Multi-staged randomized sampling technique was used to identify these children. After applying the standardized tests
30 students of 3rd and 4th class were identified as dyslexics. Then these students were randomly assigned to experimental and
control groups. Students of Experimental group were taught with the help of Eclectic Method for 60 sessions, each of which was
of 35 minutes duration. On the other hand, students of control group were carried out with routine activities of the classroom. It
was found that 20.41% of the referred school going primary children suffer from dyslexia and Eclectic method was found to be
superior to traditional method in improving word reading, reading comprehension, spellings, word fluency, reading ability and
academic achievement in English of the students when groups were matched with respect to pre- word reading, pre- reading
comprehension, pre- spellings, pre- word fluency, pre- reading ability and pre-academic achievement in English respectively.
Key Words: Eclectic Method, Reading Ability and Dyslexic Children
Reading is a developmental task that every child in
today's society is required to master. Today children are being
made aware of sounds, letters and words as early as the age
of four years so that they find reading easier when they get
admission in schools. It is expected from every child of nine
years that he should be able to read fluently, make headway
in scholastic sense as well as be able to read for pleasure.
Unfortunately there are many children who struggle with this
task and it means that they are largely at risk of suffering
serious developmental problems, such as low self-esteem as
well as anxiety, emotional and behavioral problems. Out of
this population of reading disabled 85% suffered from
Dyslexia. People are often identified as Dyslexic when their
reading achievement falls substantially below the expected
levels of their age and education. Their reading or writing
problems cannot be explained by a lack of intellectual ability,
inadequate instructions, or sensory problems such as poor
eyesight. Today, Dyslexia is thought to be a neurological
disorder characterized with difficulties in accurate and/or
fluent word recognition, spelling and decoding abilities.
Eclectic means not following any one system, but selecting
and using what are considered the best elements of all
systems. Remedial students are taught by whatever means
seem most suitable to their individual needs. An Eclectic
method need not be composed of all possible approaches,
methods, techniques and variations. A teacher may choose
two or three approaches that provide broad range of
remedial instruction. An instruction that can afford a basis for
teaching almost any aspect of reading such as sight words
recognition, word analysis skills, use of contact clues,
comprehension, fluency and so on. With these broad range
approaches as a base, the teacher may add two or three
variations that are essentially supplementary methods to be
used compatibly with one or more of the broad range
approaches than if an approach seem to fail with a student,
the teacher can delete that portion and use a compatible
supplementary method to teach the skills needed. In Eclectic
method, teachers select and use what in their judgment is
best in a given situation rather than follow a prescribed
course of action.
In the present study, the investigator used
Alphabetic Phonic Method, Behavioral Modification Method
as well as Multisensory Structured Linguistic Method as
broad range approaches to provide remedial instructions. In
the alphabetic phonic method the children first learn the
sounds of the letters, then how to substitute initial
consonants in known words in order to figure out new ones,
and finally how to blend separate sounds together in words.
Behaviour Modification Method is that method in which
appropriate behaviour is strengthened by giving positive
reinforcements and different techniques are designed to
eliminate undesirable behaviours . Where as in Multisensory
Structured Linguistic Method is that method in which
multiple senses are used to teach linguistic structures. This
method is totally teacher directed and all the activities used
for teaching language are presented in a certain order. Bains
Officiating Principal,KC College of Education, Nawanshahr.
13
GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
(1997) tested the effectiveness of Eclectic method on the
reading ability of thirty dyslexic children. She found Eclectic
Method superior to Alphabetic Phonic methods, Behaviors
Modification method and Multisensory Structured Linguistic
methods in improving reading ability of dyslexic children.
Brooks and Weeks (2000) investigated individual styles in
learning to spell and read. Several pilot and exploratory
phases led to the production of a teaching pack offering 10
different teaching approaches, which teachers were to select
from individual children based on a simple assessment of
their preferred styles. The developers of the project evaluated
it both in special schools, and in three mainstream schools. In
all the cases, they found positive results. Kohli (2001)
compared various remedial strategies in reducing language
disabilities of dyslexic children. Intervention was provided to
60 disabled subjects of the four experimental groups through
Multisensory Structured Linguistic method, Alphabetic
Phonic method, Behavioral Modification method and
Eclectic Method. Control group consisting of 15 learning
disabled was not provided any intervention. Investigator
found that Alphabetic Phonic method, Behavioral
Modification method as well as Eclectic Method were
superior to Multisensory Structured Linguistic method. In the
present study, the investigator wants to study the effect of
Eclectic Approach on reading ability among primary school
dyslexic children. Eclectic Method is the intervention
programmes about which many positive anecdotal reports
have been made but generalization of its effectiveness is yet
to be made. Since a reading disorder can have such a hugely
negative influence on individuals reading ability, academic
performance and psychological functioning and in many
cases the usual methods of interventions are not found
successful. Thus the scientific research regarding the Eclectic
Method is justified.
5.
6.
the students taught with Eclectic and Traditional
Methods by considering pre-word- fluency as covariant.
To compare the adjusted mean scores of reading ability
of the students taught with Eclectic and Traditional
Methods by considering pre-reading ability as covariant.
To compare the adjusted mean scores of academic
achievement in English of the students taught with
Eclectic and Traditional Methods by considering preacademic achievement in English as covariant.
METHOD
Sample:
Multi-staged randomized sampling technique was
used in the present study. Class teachers of third and fourth
grade children of 10 randomly selected English medium
schools of Nawanshahr were contacted and made aware of
various specific learning disabilities of school children.
Teacher's referral forms were distributed to all class teachers
of third and fourth grade students. Referred cases were
observed by the investigator through observation techniques
under various sessions. These students were then
administered various reading, spelling and word fluency
tests. On the basis of these test 30 dyslexic students of III & IV
grade were taken for the present study. Then these students
were randomly assigned to experimental and control groups.
Measures
Teacher's Referral form, Observation Technique.,
Reading test (RRT) by Gupta (2008), Diagnostic spelling test
(DST) (2005) by Gupta and Narang, Rapid Automatic Naming
(RAN) by Gupta (2005), Coloured Progressive Matrices by
Raven. Court & Raven ( 1977)
Procedure
To test the effectiveness of Eclectic Method,
students of Experimental group were taught with the help of
Eclectic Method for 60 sessions. Each session consisted of 35
minutes duration. On the other hand, students of control
group were carried out with routine activities of the
classroom.
Objectives:
1. To compare the adjusted mean scores of word reading of
the students taught with Eclectic and Traditional
Methods by considering pre-word reading as covariant.
2. To compare the adjusted mean scores of reading
comprehension of the students taught with Eclectic and
Traditional Methods by considering pre-reading
comprehension as covariant.
3. To compare the adjusted mean scores of spellings of the
students taught with Eclectic and Traditional by
considering Methods pre-spelling scores as covariant.
4. To compare the adjusted mean scores of word fluency of
Results and Discussion
For comparing the adjusted mean scores of word
reading of the students taught with Eclectic and Traditional
Methods by considering pre-word reading as covariant,
ANCOVA was employed for analyzing the data. It was found
that adjusted F value was 40.82, which was significant at
14
GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
0.01, which showed that adjusted mean difference exist
among the students belonging to Eclectic and Traditional
Methods. Further, the adjusted mean score of students
belonging to group taught by Eclectic Method (19.41) was
significantly higher than those belonging to group taught by
Traditional Method (12.72). It may, therefore, be said that
Eclectic Method was significantly superior than Traditional
Method in respect to Word Reading.
For comparing the adjusted mean scores of reading
comprehension of the students taught with Eclectic and
Traditional Methods by considering pre-reading
comprehension as covariant, ANCOVA was employed for
analyzing the data. It was found that adjusted F value was
11.44, which was significant at 0.01, which showed that
adjusted mean difference exist among the students
belonging to Eclectic and Traditional Methods. Further, the
adjusted mean score of students belonging to group taught
by Eclectic Method (2.0) was significantly higher than those
belonging to group taught by Traditional Method (0.72). It
may, therefore, be said that Eclectic Method was significantly
superior than Traditional Method in respect to reading
comprehension.
For comparing the adjusted mean scores of
Spellings of the students taught with Eclectic and Traditional
Methods by considering pre-spelling scores as covariant,
ANCOVA was employed for analyzing the data. It was found
that adjusted F value was 47.06, which was significant at
0.01, which showed that adjusted mean difference exist
among the students belonging to Eclectic and Traditional
Methods. Further, the adjusted mean score of students
belonging to group taught by Eclectic Method (8.41) was
significantly higher than those belonging to group taught by
Traditional Method (4.84). It may, therefore, be said that
Eclectic Method was significantly superior than Traditional
Method in respect to Spellings.
For comparing the adjusted mean scores of word
fluency of the students taught with Eclectic and Traditional
Methods by considering pre-word- fluency as covariant,
ANCOVA was employed for analyzing the data. It was found
that adjusted F value was 21.60, which was significant at
0.01, which showed that adjusted mean difference exist
among the students belonging to Eclectic and Traditional
Methods. Further, the adjusted mean score of students
belonging to group taught by Eclectic Method (16.42) was
significantly higher than those belonging to group taught by
Traditional Method (11.57).
It may, therefore, be said that Eclectic Method was
significantly superior than Traditional Method in respect to
word fluency.
For comparing the adjusted mean scores of Reading
Ability of the students taught with Eclectic and Traditional
Methods by considering pre-reading ability as covariant,
ANCOVA was employed for analyzing the data. It was found
that adjusted F value was 113.47, which was significant at
0.01, which showed that adjusted mean difference exist
among the students belonging to Eclectic and Traditional
Methods. Further, the adjusted mean score of students
belonging to group taught by Eclectic Method (46.30) was
significantly higher than those belonging to group taught by
Traditional Method (29.77). It may, therefore, be said that
Eclectic Method was significantly superior than Traditional
Method in respect to Reading Ability For comparing the
adjusted mean scores of academic achievement in English of
the students taught with Eclectic and Traditional Methods by
considering pre- academic achievement in English as
covariant, ANCOVA was employed for analyzing the data. It
was found that adjusted F value was 7.26, which was
significant at 0.01, which showed that adjusted mean
difference exist among the students belonging to Eclectic and
Traditional Methods. Further, the adjusted mean score of
students belonging to group taught by Eclectic Method
(41.44) was significantly higher than those belonging to
group taught by Traditional Method (37.04). It may,
therefore, be said that Eclectic Method was significantly
superior than Traditional Method in respect to academic
achievement in English.
Conclusions
Eclectic Method was found to be superior to
traditional approach in improving word reading of the
students when groups were matched with respect to preword reading. Eclectic Method was found to be superior to
traditional approach in improving reading comprehension of
the students when groups were matched with respect to prereading comprehension. Eclectic Method was found to be
superior to Traditional Approach in improving spellings of the
students when groups were matched with respect to prespelling scores. Eclectic Method was found to be superior to
Traditional Approach in improving word fluency of the
students when groups were matched with respect to preword fluency. Eclectic Method was found to be superior to
Traditional Approach in improving reading ability of the
students when groups were matched with respect to prereading ability. Eclectic Method was found to be superior to
15
GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
Traditional Approach in improving academic achievement in
English of the students when groups were matched with
respect to pre-academic achievement in English.
The present study revealed that Eclectic Method
improve word reading , reading comprehension spellings,
word fluency, reading ability and academic achievement in
English of dyslexic students.
Davis, R.D. (2003). The Gift of Learning. New York: The
Berkley Publishing Group
Gupta, R. (2005). Rapid Automatised Naming. National
Psychological Corporation, Agra.
Gupta, R. (2007). Reading Test. National Psychological
Corporation, Agra.
Gupta, R. and Narang. (2005). Diagnostic Spelling Test.
National Psychological Corporation, Agra.
Kohli, T. (2001). Comparison of various Remedial Strategies in
Reducing language disabilities of Dyslexic children.
NCERT Sponsored Project.
Lahey, B.B., MacNees, M.P. and Brown, C.C. (1973).
M o d i f i c a t i o n o f d e f i c i t s i n re a d i n g o f
comprehension. Journal of Applied Behavior
Analysis, 6, pp 475 480.
Pollock, J.(1976).More about dyslexia .Preparatory school
Review,25(2), pp 9-12.
Raven, Court and Raven. (1977). Coloured Progressive
Matrices. National Psychological Corporation, Agra.
References:
Bains, D.K. (1997). Differential impact of various remedial
strategies on reducing reading disability of dyslexic
Primary school children Ph.D, Edu, Panjab
University.
Brooks, P. and Weeks, S. (2000). Individual Styles in Learning
to Spell: Improving Spelling in children with Literacy
Difficulties and All Children in Mainstream Schools.
DFEE Research Report No. 108. London: DfEE
Campbell, D. T., & Stanley, J. C. (1967). Experimental and
quasi-experimental designs for research. Chicago:
Rand McNally
16
GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
CONSTRUCTION AND STANDARDISATION OF CLASSROOM MORALE SCALE FOR TEACHERS
Dr Sarbjit Kaur Ranu1, Anshika Kapoor2
Abstract
The paper reveals the details of the development and standardization of Classroom Morale Scale for Teachers. Morale
means the feeling, a state of mind, a mental attitude, and an emotional attitude. The scale initially consist of 127 items. After
review and evaluation of statements by the experts, items were reduced to 67. After item analysis, 57 items were retained in the
final draft of the test. The test- retest reliability of the scale was found to be 0.87. For validity, face, content, construct validity
were calculated and test developed was found to be valid. Scoring of scale was done, i.e., 5-strongly agree, 4- agree, 3undecided, 2- disagree, 1- strongly disagree.
Key Words: Classroom, Morale, Teachers
Teachers are an integral feature of the educational
system and can be likened to a hub. Therefore, the success of
any system of education depends, to a large extent, on the
number and quality of teachers, their devotion to duty and
their effectiveness in the job. It is the teacher who decides
what goes on in the classroom and translates theories and
principles into practice (Hoy & Miske, 1987). It is, therefore,
evident that such an integral part of the infrastructure must
be sound in basic Psychological terms, i.e., their morale and
motivation must be high for them to perform at a satisfactory
level. According to Hoy and Miske (1987), when a healthy
school environment exists and teacher morale is high,
'teachers feel good about each other and, at the same time,
feel a sense of accomplishment from their jobs' (Chigbu
2002).Teachers are being stretched to the limit. Expectations
placed on them seem to be expanding exponentially.
Increasingly, their role encompasses not only teaching
specific content and mentoring students in the love of
learning, but functioning as frontline social workers. In
addition to being expected to deal with a smorgasbord of
broader social problems that find their way into the
classroom, many other pressures plague teachers,
prompting Parks (1983) to ask, "How does one compensate
professionals for inadequate books and supplies, large
classes, disruptive students, public criticism, limited
assistance, increased duties, and the lowest salaries paid to
highly educated personnel in the Nation? How does one lead
a group in which morale is so low that over 40 percent of
survey respondents would not again select teaching as a
profession and 57 percent are definitely planning to leave,
1
2
will leave if something better comes along, or are undecided
about staying?" Although Parks posed these questions in
1983, it appears that similar levels of dissatisfaction persist
among teachers today. For example, a survey of Texas public
school teachers in 1996 found that 44 percent of respondents
were seriously considering leaving the profession
(Henderson and Henderson 1996).
Teacher Morale has important implications relevant
to educators, parents, students, and administrators. Teacher
Morale impacts directly on delivery of lessons, teacher
effectiveness and leadership, student attitude, behavior and
discipline, as well as student performance. Key to improving
Teacher Morale is creating a positive school climate that
reflects the physical and psychological aspects of the school
which are more susceptible to change and which provide the
preconditions necessary for teaching and learning to take
place. Miller (1981) notes that teacher morale “can have a
positive effect on pupil attitudes and learning. Raising
teacher morale level is not only making teaching more
pleasant for teachers, but also learning more pleasant for the
students. This creates an environment that is more
conducive to learning.” Morale and Achievement are also
related. Ellenberg (1972) found that “where morale was high,
schools showed an increase in student achievement.”
Controversy, low levels of satisfaction and morale can lead to
decrease in teacher productivity and burnout, which is
associated with “a loss for concern and detachment from the
people with whom one works, decreased quality of teaching,
depression, greater use of sick leave, efforts to leave the
profession, and a cynical and dehumanized perception of
Associate Professor, G.H.G. Khalsa College of Education, Gurusar Sadhar
Asst. Professor SVM, Malerkotla
17
GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
students” ( Mendel citing Holt 1980). Teacher Morale can
lead to performance in the class as well as expectations of the
students. Low teacher morale can lead to low expectations of
students. These low expectations can decrease achievement
on standardized tests and teacher made assessment. Morale
affects more than just productivity or student achievement
assists in establishing the character of a school. It is one of
the factors, which may determine whether a school functions
at its best, demanding and receiving the utmost from its
students, or whether the school plods along happy just to see
the passing of another day. This study is significant because it
has the potential to improve student achievement within a
school and improving the working conditions of teachers;
these conditions can only then are improved if classroom
morale is intact.
There are quite a few morale scales developed by
other investigators in Indian and foreign conditions to
measure classroom morale for teachers. But the items in
these tools are in accordance with the present situations. So
in a current era of change, the investigator felt the need to
construct a scale on classroom morale with items suitable to
the recent conditions. The scale includes items under varied
domains for the evaluation of the teachers.
review the statements and evaluate their content accuracy
and coverage, their repetition, editorial quality with
suggestion for additions, deletions and modifications of
items.
Looking into the consensus of experts, preliminary
draft of 67 items were finalized.
Post-Try Out
The scale of 67 items was administered to 100
secondary school teachers including 50 male and 50 female
teachers. The subjects were selected randomly. They were
motivated and assured that their information to be counted
to measure their Classroom Morale and will be kept
confidential. They were also assured to use this information
for research purpose only. The results of the pre try out
showed that languages are understandable and there are no
ambiguous items.
Discrimination Index
The discrimination index power, i.e., the validity
index an item refers to the degree to which a given item
discriminates among them. Classroom Morale for Teachers
was administered to 500 male teachers and 500 female
teachers. Total score obtained on the scale were used to
classify the respondents into two groups', i.e., high
Classroom Morale group and low Classroom Morale group on
the basis of Q1 and Q3 values.
Objectives
! To construct the classroom morale scale for secondary
school teacher.
! To standardize the classroom morale scale.
! To find out the validity of classroom morale scale.
! To find out the reliability of classroom morale scale.
! To find out the discrimination index of items.
Table 1. Dimension wise distribution of items in emotional
intelligence scale
Sr. No. Domains
No. of
Items
1
Promoting Students' Performance
8
2
Commitment to Teaching
4
3
Learning as a Lifetime Goal
5
4
Commitment to the School Staff
9
5
Supporting Innovation and Creativity
6
6
Promoting Upward Communication
12
7
Commitment to Leadership
6
8
External Forces
6
Total
57
Item
No.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
Pre-try out of Scale
The first draft containing 67 items was provided to
10 experts and eminent educationists with a request to
18
DI
Values
.572
.485
.617
.269
.527
.542
.501
.610
.613
.573
.505
.612
.65
.745
.458
.57
.601
Item
No.
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
DI
Values
.547
.536
.551
.543
.398
.68
.712
.812
.345
.642
.68
.529
.513
.549
.354
.523
.307
Item
No.
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
DI
Values
.719
.746
.801
.57
.654
.691
.785
.81
.642
.82
.568
.84
.53
.71
.612
.64
.632
GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
Item
No.
52
53
54
55
56
57
DI
Values
.647
.549
.502
.543
.58
.453
Item
No.
58
59
60
61
62
63
DI
Values
.458
.612
.73
.54
.398
.248
Item
No.
64
65
66
67
DI
Values
.569
.540
.579
.86
References
Andrews, L. D. (1985). Administrative handbook for improving faculty
morale (Research Report No. 0-87367-785-1).
Australian College of Education (2001). Teachers in Australian schools: A
report from the 1999 national survey. (Executive Summary,
(DETYA)),
Buckingham, J. (2003). Missing links: Class size, discipline, inclusion and
teacher quality. Issues Analysis, no. 29
Cook, D. H. (1979). Teacher morale: Symptoms, diagnosis, and prescription.
Clearing House, 52(8), 355-358.
Crowther, F. (2003). Teaching, a profession whose time has come, in F.
Crowther, Ed. Teachers as leaders in a knowledge society, College
Year Book 2003, Australian College of Educators, ACT, Australia.
Ellenberg, F. C. (1972). Factors Affecting Teacher Morale. NASSP Bulletin 56
Hicks, P. (2003). Teachers: feeling the heat, Directions in Education,
Australian Council for Educational Leaders, vol. 12, no. 16.
Hoy and Miske (1987). Educational Administration: Theory, Research, and
Practice. 3rd Ed. New York: Random House, 1987.
Hoyle, E. (2001). Teaching: Prestige, status and esteem, Educational
Management, Administration and Leadership, vol. 29, no. 2, pp.
139 152.
Hardy, L. (1999). Why teachers leave. American School Board Journal, 186(6),
12-17.
Miller, W. C. (1981). Staff Morale, School Climate and Education Productivity.
Educational Leadership, 38, 6, 483-86. EJ 243 839.
Mendel (1980). An Investigation of Factors That Influence Teacher Morale
and Satisfaction with Work Conditions. Eugene, Oregon: Division
of Educational Policy and Management, University of Oregon.
Parks, D. J. (1983). Leadership in Times of Austerity. Educational Leadership
40, 11-13. EJ276 370.
Ramsey, G. (2000). Teacher-driven curriculum or curriculum-driven
teachers: A new look at an old dilemma, Quality Teaching Series,
Paper no.3, Australian College of Education, ACT, Australia.
Smyth, J. (2001). Critical politics of teachers' work: An Australian
perspective, Studies in the postmodern theory of education, vol.
138.
Swetman, L. A. (1992). Media distortion of the teacher image, The
Clearinghouse, vol. 66, no. 1, Sept/Oct, pp.30-32.
The items having Discrimination value .50 of a scale
should be retained in the scale. Item 2, 4, 15, 22, 26, 32, 34,
57, 58 and 62 has values less than .50 is not retained. Thus,
the final form of classroom morale scale with 57 items were
found to be valid and reliable to measure classroom morale
of teachers.
Final Draft
Finally after calculating the Discrimination Index of
67 items, 57 were retained in the final scale.
Reliability of the Test
The reliability of a scale pertaining to the Classroom
Morale Scale for Teachers was also administered to 1000
teachers, i.e., 500 female teachers and 500 male teachers.
The subjects were randomly selected and the scale was given
to them after explaining the instructions for filling up the
data. The subjects were given the clarification regarding the
use of scale. Data was collected and responses for each item
were tabulated. Items of the scale were divided into two
groups, i.e., odd items and even items and scores on these
items were calculated for each individual. The correlation of
coefficient between an odd and even group was found out. To
find out the reliability of the whole scale, Karl Pearson
correlation formula was used. The reliability coefficient of
the whole scale was found to be 0.87.
Standardized tool with manual is available with author-contact
ghgresearchcell@gmail.com
19
GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
TEACHING COMPETENCE OF PROSPECTIVE TEACHERS IN RELATION
TO TEACHING APTITUDE AND ATTITUDE TOWARDS TEACHING
Dr Gurmit Singh1, Pawandeep Kaur2
Abstract
The Study was intended to find out the relationship of teaching competence of prospective teachers with teaching
aptitude and attitude towards teaching. 100 prospective teachers from colleges of Education. General teaching competence
Scale by Passi and Lalitha (2009), Teaching aptitude test (TAT) by Gakhar and Rajnish (2009), and teacher attitude inventory by
Ahluwalia, (2006) were used to collect the data. The results of the study showed significant positive relationship between
teaching competence and teaching aptitude and between teaching competence and attitude towards teaching.
Key Words: Teaching Competence, Teaching Aptitude, Attitude Towards Teaching
The education system revolves around the
personality of the teacher. The teacher is considered as a
future nation builder, especially when the country like India is
at crucial stage of development and instrumental in bringing
about a revolution in various fields of human life. This work is
done only when the teacher is competent. Barr (1952)
opined that, “Teacher basic competencies imply his role (a)
as a director of learning (b) as a friend and counsellor of
pupils (c) as a member of group professional workers (d) as a
citizens participating in various community activities”.
Snyder and Drummand (1988) defined competency as a
complex set of relationship between one's intent and
performances. Shukla (2000), “In the content of teaching,
competency means the right way of conveying unit of
knowledge, application and skills of students”. Singh (2002),
“Competence is a personal trait or “set” of habits that leads
to more effective and superior job performance.” Goods'
Dictionary of Education (1959) defined teaching aptitude as a
person's potential capacity for success in teaching
profession. A person may be said to possess teaching
aptitude. If he has good proportion of characteristics
required for effective teaching. Bingham (1937), “Aptitude
refers to those qualities characteristic a person's way of
behaviour which server to indicate how he will can learn to
meet &solve a certain specified kinds of problems.”
Lohithakshan (2002), “Aptitude is a set of characteristics
which is indicating of the capacity to develop proficiency in
some skills or subjects, after adequate training”.
“The most important factor in the contemplated
educational reconstruction is the teacher, his personal
1
2
equalities, his educational qualification, his professional
training and the place he occupies in community.” remarks
The Secondary Education Commission (1952-53). Mutha
(1980), Buch (1987), Bhasin (1988), More (1988), Shah (1991)
Farah (2002), Sharma (2006), Srivastava & Pratibha (2009),
and Sunpreet (2010) found relation between teaching
aptitude and teaching effectiveness. Vyas (1982), Kukreti
(1991) found relation between teaching aptitude and
teaching success. Partap (1982) studied eight teaching skills,
Sharma (2006) studied teaching skills and teaching aptitude,
Ehindro and Ajibabe (2000) studied relation between
teaching skills and academic performance, Thamilmani
(2000) found relation between teaching competence,
attitude towards teaching and personality of teachers; Lloyd
(1990), Chahar (2005), Gultekin (2006) Spickard et al (2007)
studied relation between teaching skills and attitude towards
teaching. Only one study (Kaur, 2011) has been found by the
investigator that studied the relationship of teaching
aptitude and attitude towards teaching with respect to
teaching skills among prospective teachers. The study was
conducted with following objectives.
Objectives
1. To investigate the significance of relationship between
teaching competency and teaching aptitude of
prospective teachers.
2. To investigate the significance of relationship between
teaching competency and teaching attitude of
prospective teachers.
Assistant Professor, Malwa Central College of Education for Women, Ludhiana, Punjab, India
Research scholar,Malwa Central College of Education for Women, Ludhiana, Punjab, India
20
GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
Method
Sample
from the Government aided colleges of education of
Ludhiana district. Data was collected by using (a) General
teaching competence Scale by Passi and Lalitha (2009), (b)
Teaching aptitude test (TAT) by Gakhar and Rajnish (2009),
and (c) Teacher attitude inventory by Ahluwalia (2006). Karl
Pearson's coefficient of correlation technique was used to
find the relation between the dependent variable (Teaching
Skills) and independent variables (Teaching aptitude and
attitude towards teaching).
Random sampling technique was applied to select
the sample. 100 prospective teachers from Government
aided colleges of education of Ludhiana district were
selected for this study.
Procedure
The study was conducted on 100 B.Ed. students
Results and Discussion
Table 1 : Relation between Teaching competence and teaching aptitude of prospective teachers (N=100)
Sr. No
1
2
3
4
5
6
7
8
9
10
11
12
13
Variables
Skill of writing instructional objectives and teaching aptitude
Skill of introducing a lesson and teaching aptitude
Skill of fluency in questioning and teaching aptitude
Skill of probing questions and teaching aptitude
Skill of explaining and teaching aptitude
Skill of illustrating with Example and teaching aptitude
Skill of stimulus variation and teaching aptitude
Skill of silence and non verbal cues and teaching aptitude
Skill of reinforcement and teaching aptitude
Skill of increasing pupil participation and teaching aptitude
Skill of using blackboard and teaching aptitude
Skill of achieving closure and teaching aptitude
Skill of recognizing attending behaviour and teaching aptitude
Correlation
0.344**
0.252*
0.270**
0.305**
0.199*
0.276**
0.198*
0.243**
0.360**
0.246**
0.393**
0.357**
0.257**
*Correlation is significant at 0.05 level (0.197)
**Correlation is significant at 0.01 level (0.256)
Table 1 reveals that for prospective teachers the
values of correlation between skill of writing instructional
objectives and teaching aptitude, skill of Introducing a Lesson
and teaching aptitude, skill of fluency in questioning and
teaching aptitude, skill of probing questions and teaching
aptitude, skill of explaining and teaching aptitude, skill of
illustrating with example and teaching aptitude, skill of
stimulus variation and teaching aptitude, skill of silence and
non verbal cues and teaching aptitude, skill of reinforcement
and teaching aptitude, skill of increasing pupil participation
and teaching aptitude, skill of using blackboard and teaching
aptitude, skill of achieving closure and teaching aptitude, and
skill of recognizing attending behaviour and teaching
aptitude are 0.344, 0.252, 0.270, 0.305, 0.199, 0.276, 0.198,
0.243, 0.360, 0.246, 0.393, 0.357 and 0.257 respectively. All
these values are positive and significant. Teaching
competence thus has significant positive relation with
teaching aptitude of prospective teachers. It leads to the
rejection of hypothesis 1, which states that “There will be
no significant relation between teaching competency and
teaching aptitude of prospective teachers.” The findings of
the study are in consonance with the findings of study by
Sharma (2006), Srivastava and Pratibha (2009) and
Sunpreet (2010). This may be justified by the study of
Carroll (1963) who proposed that the time needed by
students to learn academic content is contingent upon
aptitude (the most often used measure is IQ), ability to
understand the instruction presented (the extent to which
they possessed prerequisite knowledge), and the quality of
instruction students receive in the process of learning.
Bloom (1971), a colleague of Carroll's, also observed that in
traditional schooling a student's aptitude for learning
academic material (IQ) is one of the best predictor's of
school achievement.
21
GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
Table 2 : Relation between teaching competence and attitude towards teaching of prospective teachers (N=100)
Sr. No
1
2
3
4
5
6
7
8
9
10
11
12
13
Variables
Skill of writing instructional objectives and attitude towards teaching
Skill of introducing a lesson and attitude towards teaching
Skill of fluency in questioning and attitude towards teaching
Skill of probing questions and attitude towards teaching
Skill of explaining and attitude towards teaching
Skill of illustrating with example and attitude towards teaching
Skill of stimulus variation and attitude towards teaching
Skill of silence and non verbal cues and attitude towards teaching
Skill of reinforcement and attitude towards teaching
Skill of increasing pupil participation and attitude towards teaching
Skill of using blackboard and attitude towards teaching
Skill of achieving closure and attitude towards teaching
Skill of recognizing attending behaviour and attitude towards teaching
Correlation
0.224*
0.198*
0.203*
0.199*
0.197*
0.215*
0.217*
0.199*
0.256**
0.217*
0.228*
0.289**
0.232*
*Correlation is significant at 0.05 level (0.197)
**Correlation is significant at 0.01 level (0.256) (Table given in Appendices II)
Table 2 reveals that the for prospective teachers the
values of correlation between skill of writing instructional
objectives and attitude towards teaching, skill of introducing
a lesson and attitude towards teaching, skill of fluency in
questioning and attitude towards teaching, skill of probing
questions and attitude towards teaching, skill of explaining
and attitude towards teaching, skill of illustrating with
example and attitude towards teaching, skill of stimulus
variation and attitude towards teaching, skill of silence and
non verbal cues and attitude towards teaching, skill of
reinforcement and attitude towards teaching, skill of
increasing pupil participation and attitude towards teaching,
skill of using blackboard and attitude towards teaching, skill
of achieving closure and attitude towards teaching, and skill
of Recognizing Attending Behaviour and attitude towards
teaching are 0.224, 0.198, 0.203, 0.199, 0.197, 0.215, 0.217,
0.199, 0.256, 0.217, 0.228, 0.289 and 0.232 respectively. All
these values are positive and significant. Teaching
competence thus has significant positive relation with
attitude towards teaching of prospective teachers. It leads
to the rejection of hypothesis 2, which states that “There
will be no significant relation between teaching
competency and teaching attitude of prospective
teachers.” This finding is well supported by the study earlier
conducted by Thamilmani (2000).
also between teaching competence and attitude towards
teaching, so a proper testing scheme should be made
essential to measure teaching aptitude and attitude towards
teaching in the admission to pre-service training. The study
thus supports a comprehensive written test for teacher
trainees. In this test items should be utilized to know
candidates teaching aptitude and attitude towards teaching,
children, This test will help to select competent individuals
and will help to check the misfits in the teaching profession.
References
Addison (2005). The World's Greatest Quotation. An Encyclopedia of
Quotations. Compiled by Tryon Edward. New Dehli: Crest
Publishing House, 151.
Ahuluwalia, S.P. (2006). Teaching Attitude Inventory, Test. Agra: National
Psychological Corporation. Kacheri Ghat.
Barr, A.S. (1952). The Measurement of Teacher Characteristics and
Prediction of Teaching Efficiency. Review of Educational
Research, 22(3), 169-174.
Best, J.W. & Kahn, J.V (1989). Research in Education. Sixth Edition, New Delhi:
Prentice Hall of India Private Limited.
Bhasin, C. (1988). Teacher Aptitude and its relationship with Teacher
Effectiveness of the Higher Secondary School Teacher in relation
to Modern Community. Ph.D. Thesis, Rani Durgawati
Vishwavidyalaya, Jabalpur.
Bingham, W.V. (1937). Aptitudes and Aptitudes Testing. New York: Harper an
Brothers.
Bloom, B. (1971). Mastery learning. New York: Holt, Rinehart, & Winston,
Inc.
Buch, M.B. (1991). Fourth Survey of Research in Education. I & II New Delhi:
National Council of Teacher Education and Training.
Carroll, J.B. (1973). Implications of Aptitude Test Research and
Psycholinguistic Theory for Foreign-Language Teaching.
Implications
This Study showed a significant positive relationship
between teaching competence and teaching aptitude and
22
GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
Linguistics, 112, 5-14.
Chahar, S.S. (2005). A study of Teaching Competency of Student Teachers in
relation to Certain Non-cognitive Variables. Ph.D. Thesis,
Maharshi Dayanand University, Rohtak.
Ehindero, O.J. & Ajibade, Y.A. (2007). What our student say about how we
teach. Educational Research and Review, 2 (7), 165-171.
Farah (2002). A Comparative Study of Teaching Competencies of the
Teachers Trained through the Formal System of Education and
those through the Distance Education System. Unpublished Ph.D.
Thesis. Jamia Millia Islamia, New Delhi.
Freeman, F.S. (1971) Theory and Practice of Psychological Testing. Bombay:
Oxford and IBH 431.
Gakhar, S.C. & Rajnish (2009). Teaching Aptitude Test. Agra: Rakhi Prakashan,
H.I.G. Flats, Sanjay Place Group Housing Society. Goods'
Dictionary of Education (1959). New York: McGraw-Hill.
Gultekin, N. (2005). Teaching Practices in Teacher Training Programs.
Eskiseher Publications of Anadolu University-Open Education
College, 1-10.
Kaur, K. (2011). Appraisal of teaching skills of prospective Science and Social
Studies teachers in relation to teaching aptitude and attitude
towards teaching. Unpublished Ph.D. Thesis, Panjab University,
Chandigarh.
Kukreti, B.R. (1991). Teaching Aptitude and Successful Teachers, a Corelational Study. Asian Journal of Psychology and Education,
24(7-8), 34-40.
Lloyd, B.A. (1990). Effects of a Secondary Reading Method Course on
Students' Attitude towards Teaching Content Reading. Reading
Horizon, 30(4), 288-292.
Lohithakshan, P.M. (2002). Dictionary of Education-A Practical Approach.
New Dehli: Kanishka Publishers.
More, R.T. (1988). A Study of relationship between personality, Aptitude for
teaching and effectiveness of secondary teachers. Ph.D. Thesis,
Nagpur University, Nagpur.
Mutha, D. N. (1980). An Attitudinal and Personality study of Effective
Teachers. Unpublished Ph.D. Thesis, Jodhpur University,
Jodhpur.
Passi, B. K. (1977). Quoted by C. Manchala in “Achievement of B.Ed.
students”. New Delhi: Discovery Pub House.
Passi, B.K. & Lalita, M S (1976). Micro-Teaching Skill Based Approach in B K
Passi (edition) Becoming Better Teacher Micro Teaching
approach. Ahmedabad: Sahitya Mudranalya.
Passi, B.K. & Lalita, M.S. (2009). General Teaching Competence Scale. Agra:
National Psychological Corporation, Kacheri Ghat.
Shah, B. (1991). Determinant of Teacher Effectiveness. Independent study,
Rohilkhand University, Bareilly.
Sharma, P. (2006). A Study of Teaching Aptitude in Relation to General
Teaching Competency, Professional Teaching and Academic
Achievements of B.Ed. Pupil Teachers. Ph .D. Thesis Jamia Milha
Islamia New Delhi.
Shukla, R.P. (2000). Quality Teacher Education Programme; some
considerations. Teacher education in India, New Dehli:
Association of Indian University.
Singh, G. (2002). A Comparative Study of Job Satisfaction of Teacher Educator
in Relation to their Values, Attitude towards Teaching and
Teacher Effectiveness. Unpublished Ph.D. Thesis, Panjab
University, Chandigarh.
Snyder, W.R. & Drummond, W.H. (1988). Florida identifies competencies for
principals urges their development. NASSP Bulletin, retrieved on
July 23, 2009 from bul.sagepud.com.
Spickard, A., Corbett, E.C. & Schorling, J.B. (2007). Improving residents'
Teaching Skills and Attitude towards Teaching. Journal of General
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Srivastava, N. & Pratibha (2009). Relationship of Teaching Competency' with
Teaching Aptitude and Professional Commitment. Perspective in
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Sunpreet (2010). A study of Teaching Competence in relation to Teaching
Aptitude of Prospective Teachers. Unpublished M.Ed.
Dissertation, Panjab University, Chandigarh
Thamilmani, P. (2000). Teacher Competency, Teacher Personality, and
Teacher Attitudes on Achievement in Science in Higher Secondary
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GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
CAREER MATURITY AMONG ADOLESCENTS: GENDER AND TYPE OF SCHOOL
Dr. Parwinderjit Kaur
Abstract
The present study was undertaken with the purpose of studying career maturity of adolescents in relation to gender and
type of school. This study was conducted on a sample of 800 adolescents studying in secondary schools of Amritsar District. The
results indicates that out of six dimensions of career maturity: 1)significant gender differences were found only on one dimension
namely self appraisal, 2) only three dimensions namely career attitude, self appraisal and problem solving show significant
differences between adolescents studying in aided schools and public schools.
Key Words: Career Maturity, Adolescents and Type of School
Career maturity assumes a great importance in the
life of adolescents for their proper future placement. It is a
pre-requisite ability to make a wise choice towards
particular occupation and represents development along a
continuum. The concept of career maturity was introduced
by Super (1955) who called it vocational maturity and
defined it conceptually as the place reached on the
continuum of vocational development from exploration to
decline. Crites (1978) defined career maturity as the extent
to which the individual has mastered the vocational
development task including both knowledge and
attitudinal components, appropriate to his or her state of
career development. It is based on the direct assistance
given to an individual to promote more effective decisionmaking, intensive counseling to help resolve career
difficulties and enhancement of person's career
development to enable him make more effective career
decisions (Spokane,1991).
The basic necessity for career maturity is self
understanding. It implies understanding by the individual
of different kinds of learning, the bases of the choices of
occupations and the use of information for career planning,
out of which the best alternative is taken up. People who
possess relatively high levels of career maturity are likely to
obtain success and satisfaction in their careers because
they display more awareness of the career decision-making
process, often think about alternative careers, relate their
present behavior to the future goals, possess high levels of
self-reliance in making career decisions, are committed to
making career choices, and are willing to acknowledge and
concede to the demands of reality (Savickas, 1984). Greater
career maturity and stronger support systems would
significantly predict career decision-making, self efficacy
and vocational expectations of the individuals (ConkelZiebell, 2010).
Nowadays, an adolescent is expected to make
career choices at the school stage. At the time of entry into
senior secondary stage, which is a stage of diversity of
curriculum the adolescent has to select particular stream of
studies: science, commerce, arts or vocational subjects.
National Policy on Education (1986) also recommended the
need to introduce vocational education at the eighth level on
experimental basis. Mature career preferences, interests,
aspirations and choices are important components for
developing vocationally mature behavior of an individual.
The counselors and the students, and the teachers with
whom they work, need an understanding of the types and
characteristics of career patterns.
METHOD
Sample
For the purpose of the study, 800 students from
eleventh class studying in aided and public secondary schools
were selected.
Measures
Indian adaptation of Career Maturity Inventory
(CMI), (Gupta, 1989)-To assess the career maturity, the CMI
provides two measures: a) The Attitude Scale: The scale maps
the conative aspects of decision-making, and b) The
Competence Test: It measures the cognitive variables in
choosing a vocation. In all, there are five parts of the
Competence Test (Self Appraisal; occupational Information;
Goal Selection; Planning; Problem Solving)
Assistant Professor, Khalsa College of Educaiton, Ranjit Avenue, Amritsar
24
GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
Procedure
In the present study, descriptive survey method was
employed. Above mentioned measures were employed to
collect data from selected sample of 800 students. Data was
analyzed with descriptive and inferential statistics (t-test).
difference in career maturity (career attitude and career
competence) of boy and girl adolescents.”
In order to test this hypothesis, difference in the
mean scores on the career attitude of boy and girl
adolescents was calculated. Differences in the mean scores
on career competence (self appraisal, occupational
information, goal selection, planning, and problem solving)
of boy and girl adolescents were also calculated. The results
are presented in table 1
Results and Discussion
Hypothesis 1
Hypothesis 1 states, “There exists no significant
Table 1: Showing Difference in Mean Scores of Career Maturity (Dimension-Wise) of Boy and Girl Adolescents
Dimensions of
Career Maturity
Career Attitude
Self Appraisal
Occupational Information
Goal Selection
Planning
Problem Solving
Gender
N
Mean
SD
SED
t-value
Boys
Girls
Boys
Girls
Boys
Girls
Boys
Girls
Boys
Girls
Boys
Girls
370
430
370
430
370
430
370
430
370
430
370
430
27.02
26.08
8.44
7.65
7.59
7.99
7.68
7.92
6.81
7.21
7.38
7.40
8.54
8.44
2.92
3.06
3.13
3.14
3.07
3.09
3.21
3.03
3.13
3.10
0.61
1.55
0.20
3.95*
0.22
1.81
0.21
1.10
0.22
1.81
0.22
0.09
* Significant at 0.05 level
Discussion of Results:
Career Maturity (Attitude)
Table 1 depicts the values of Mean and SD of the
scores of career attitude of boy adolescents are 27.02 and
8.54 respectively and those of girl adolescents are 26.08 and
8.44 respectively. Standard error of difference in the mean
scores of boy and girl adolescents on career attitude is 0.61.
The t-value comes out to be 1.55, which is not significant at
0.05 level of confidence. It means that there exists no
significant difference in career attitude of boy and girl
adolescents.
in self appraisal of boy and girl adolescents. Further the self
appraisal of boy adolescents is higher than girl adolescents.
Career Maturity (Competence; Occupational Information)
Table 1 depicts the values of Mean and SD of the
scores of occupational information of boy adolescents are
7.59 and 3.13 respectively and those of girl adolescents are
7.99 and 3.14 respectively. Standard error of difference in the
mean scores of boy and girl adolescents on occupational
information is 0.22. The t-value comes out to be 1.81, which
is not significant at 0.05 level of confidence. It means that
there exists no significant difference in occupational
information of boy and girl adolescents.
Career Maturity (Competence)
Career Maturity (Competence; Self Appraisal)
Table 1 depicts the values of Mean and SD of the
scores of self appraisal of boy adolescents are 8.44 and 2.92
respectively and those of girl adolescents are 7.65 and 3.06
respectively. Standard error of difference in the mean scores
of boy and girl adolescents on self appraisal is 0.20. The tvalue comes out to be 3.95, which is significant at 0.05 level of
confidence. It means that there exists a significant difference
Career Maturity (Competence; Goal selection)
Table 1 depicts the values of Mean and SD of the
scores of goal selection of boy adolescents are 7.68 and 3.07
respectively and those of girl adolescents are 7.92 and 3.09
respectively. Standard error of difference in the mean scores
of boy and girl adolescents on goal selection is 0.21. The tvalue comes out to be 1.10, which is not significant at 0.05
25
GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
level of confidence. It means that there exists no significant
difference in goal selection of boy and girl adolescents.
It is clear from the above discussion that out of six
dimensions of career maturity, significant gender differences
are found on one dimension namely self appraisal of career
maturity in favor of boys.
On the basis of above discussion, it can be
concluded that hypothesis no. 1 which states, “There exists
no significant difference in career maturity (career attitude
and career competence) of boy and girl adolescents”, is
partially rejected.
Career Maturity (Competence; Planning)
Table 1 depicts the values of Mean and SD of the
scores of planning of boy adolescents are 6.81 and 3.21
respectively and those of girl adolescents are 7.21 and 3.03
respectively. Standard error of difference in the mean scores
of boy and girl adolescents on planning is 0.22. The t-value
comes out to be 1.81, which is not significant at 0.05 level of
confidence. It means that there exists no significant
difference in planning of boy and girl adolescents.
Hypothesis 2
Hypothesis 2 states, “There exists no significant
difference in career maturity (career attitude and career
competence) of adolescents studying in aided and public
schools.”
In order to test this hypothesis, difference in the
mean scores on the career attitude of adolescents studying
in aided and public schools were calculated. Difference in
the mean scores on career competence (self appraisal,
occupational information, goal selection, planning, and
problem solving) of adolescents studying in aided and
public schools were also calculated. The results are
presented in table 2
Career Maturity (Competence; Problem Solving)
Table 1 depicts the values of Mean and SD of the
scores of problem solving of boy adolescents are 7.38 and
3.13 respectively and those of girl adolescents are 7.40 and
3.10 respectively. Standard error of difference in the mean
scores of boy and girl adolescents on problem solving is 0.22.
The t-value comes out to be 0.09, which is not significant at
0.05 level of confidence. It means that there exists no
significant difference in problem solving of boy and girl
adolescents.
Table 2: Showing Difference in Mean Scores of Career Maturity (Dimension-Wise)
of Adolescents Studying in Aided and Public Schools
Dimensions of
Career Maturity
Career Attitude
Self Appraisal
Occupational Information
Goal Selection
Planning
Problem Solving
*Significant at 0.05 level
Types of
N
Mean
School
Aided
400
25.37
Public
400
27.66
Aided
400
7.44
Public
400
8.31
Aided
400
7.68
Public
400
7.93
Aided
400
7.83
Public
400
7.79
Aided
400
6.99
Public
400
7.07
Aided
400
7.15
Public
400
7.63
**Significant at 0.01 level
Discussion of Results
Career Maturity (Attitude)
Table 2 depicts the values of Mean and SD of career
attitude of adolescents studying in aided schools are 25.37
and 7.34 respectively and those of adolescents studying in
public schools are 27.66 and 9.38 respectively. Standard
SD
SED
t-value
7.34
9.38
2.93
3.02
3.00
3.27
3.06
3.11
2.99
3.24
2.99
3.23
0.59
3.88**
0.21
4.32**
0.22
1.14
0.21
0.19
0.22
0.36
0.22
2.17*
error of difference in the mean scores of adolescents
studying in aided and public schools on career attitude is
0.59. The t-value comes out to be 3.88, which is significant at
both 0.05 and 0.01levels of confidence. It means that there
exists a significant difference in career attitude of
adolescents studying in aided and public schools. Further
26
GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
career attitude of adolescents studying in public schools is
higher than that of adolescents studying in aided schools.
public schools are 7.07 and 3.24 respectively. Standard error
of difference in the mean scores of adolescents studying in
aided and public schools on planning is 0.22. The t-value
comes out to be 0.36, which is not significant at 0.05 level of
confidence. It means that there exists no significant
difference in planning of adolescents studying in aided and
public schools.
Career Maturity (Competence)
Career Maturity (Competence; Self Appraisal)
Table 2 depicts the values of Mean and SD of self
appraisal of adolescents studying in aided schools are 7.44
and 2.93 respectively and those of adolescents studying in
public schools are 8.31 and 3.02 respectively. Standard error
of difference in the mean scores of adolescents studying in
aided and public schools on self appraisal is 0.21. The t-value
comes out to be 4.32, which is significant at both 0.05 and
0.01levels of confidence. It means that there exists a
significant difference in self appraisal of adolescents studying
in aided and public schools. This indicates that self appraisal
of adolescents studying in public schools is higher than that
of adolescents studying in aided schools.
Career Maturity (Competence; Problem Solving)
Table 2 depicts the values of Mean and SD of
problem solving of adolescents studying in aided schools are
7.15 and 2.99 respectively and those of adolescents studying
in public schools are 7.63 and 3.23 respectively. Standard
error of difference in the mean scores of adolescents
studying in aided and public schools on problem solving is
0.22. The t-value comes out to be 2.17, which is significant at
0.05 level of confidence. It means that there exists a
significant difference in problem solving of adolescents
studying in aided and public schools. Further problem solving
of adolescents studying in public schools is higher than that
of adolescents studying in aided schools.
It is clear from the above discussion that out of six
dimensions of career maturity only three dimensions namely
career attitude, self appraisal and problem solving show
significant difference between adolescents studying in aided
and public schools. The adolescents studying in the public
schools have higher career attitude, self appraisal and problem
solving than the adolescents studying in aided schools.
On the basis of above discussion, it can be
concluded that hypothesis no. 2 which states, “There exists
no significant difference in career maturity (career attitude
and career competence) of adolescents studying in aided and
public schools”, is partially rejected.
Career Maturity (Competence; Occupational Information)
Table 2 depicts the values of Mean and SD of
occupational information of adolescents studying in aided
schools are 7.68 and 3.00 respectively and those of
adolescents studying in public schools are 7.93 and 3.27
respectively. Standard error of difference in the mean scores
of adolescents studying in aided and public schools on
occupational information is 0.22. The t-value comes out to be
1.14, which is not significant at 0.05 level of confidence. It
means that there exists no significant difference in
occupational information of adolescents studying in aided
and public schools.
Career Maturity (Competence; Goal Selection)
Table 2 depicts the values of Mean and SD of goal
selection of adolescents studying in aided schools are 7.83
and 3.06 respectively and those of adolescents studying in
public schools are 7.79 and 3.11 respectively. Standard error
of difference in the mean scores of adolescents studying in
aided and public schools on goal selection is 0.21. The t-value
comes out to be 0.19, which is not significant at 0.05 level of
confidence. It means that there exists no significant
difference in goal selection of adolescents studying in aided
and public schools.
Educational Implications
! As the gender difference regarding self-appraisal has
been found in favor of boy adolescents, so the parents as
well as the school should lay emphasis on acquainting
the girl adolescents with strategies and techniques
which may help them to know more about themselves.
This would definitely help them to evaluate themselves
and take better career decisions. Since self appraisal is an
important dimension of career maturity, so due
recognition should be given to it and thus the differences
between the gender can be minimized.
! It was observed from the result that type of school (aided
or public) significantly influenced career attitude, self-
Career Maturity (Competence; Planning)
Table 2 depicts the values of Mean and SD of
planning of adolescents studying in aided schools are 6.99
and 2.99 respectively and those of adolescents studying in
27
GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
Herring, D. (1997). As cited in Sanjeev Kumar (2002), A comparative study of
career maturity and attitude towards modernity of backward
and non-backward class high school students in relation to socioeconomic states. Unpublished Ph.D. Thesis, Chandigarh: Panjab
University. Indian Education Commission (1964-66). Retrieved
11 July, 2010 from www.kkhsou.in/main/ education/
edu_commission.html.
National Policy on Education (1986). Retrieved August 16, 2011 from
http://www.google.com/custom?domains=educationforallinind
ia.com%3Bschoolreportcards.in%3Beducation.ncinBq=npe.
Savickas, M. L. (1984). Construction and validation of a physician career
development inventory. Journal of Vocational Behavior, 25, 106123.
Spokane (1991). As cited in Sanjeev Kumar (2002), A comparative study of
career maturity and attitude towards modernity of backward
and non-backward class high school students in relation to socioeconomic states. Unpublished Ph.D. Thesis, Chandigarh: Panjab
University.
Super, D. e. (1955). The dimensions and measurement of vocational
appraisal and problem solving of adolescents. This result
recommends that administrators and teachers of aided
schools should organize activities like seminars,
workshops, lectures from guest speakers for the
adolescents to motivate them to participate actively in
selecting their career.
References
Conkel-Ziebell, J.L. (2010). Promoting viable career choice goals through
career-decision making self-efficacy and career maturity in innercity high school students: A test of social cognitive career theory.
Unpublished Ph.D.Thesis, University of Minnesota, Dissertation
Abstracts International, 71(10), A. Retrieved December 6, 2011
f ro m htt p : x m a s . d vd e s i g n . co m /c g i - b i n /a m a zo n . c g i ?
operation=item.
Crites, J. O. (1978). Career Maturity Inventory. Monterey, Califf: CTB,
McGraw Hill.
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GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
A STUDY RELATIONSHIP BETWEEN PERSONALITY HARDINESS
AND COPING STYLES AMONG COLLEGE TEACHERS
Dr. Manu Chadha1, Mrs. Ramandeep Kaur Sidhu2
Abstract
This study revealed the relationship of personality hardiness and coping styles among college teachers of Ludhiana
District. For this study 100 college teachers were taken. Personality Hardiness (Nowack, 1990) Coping Styles (Folkman and
Lazarus, 1988 cited by Tobbin, 2001) were used to collect the data. Significant relationship between personality hardiness and
coping styles was found among college teachers of Ludhiana District. Personality hardiness was also found to have significant
relationship with various dimensions of coping styles (Problem focused Engagement, Emotion Focused engagement, Problem
focused Disengagement, Emotion Focused Disengagement) among college teachers.
Key Words: Coping Styles, Personality Hardiness
Hardiness is a pattern of attitudes and skills that
provides the courage and strategies to turn stressful
circumstances from potential disasters into growth
opportunities instead. As such hardiness is particularly
relevant to stressful settings such as teaching. Hardiness
develops in early childhood and is associated with optimism
and stress resistance. It acts as a mediator in life stress and
contributes to an individual ability to appraise and adapt to
stressful situations and respond more effectively. Hardiness
was associated with specific coping styles viz., confrontation,
self controlling, accepting responsibility and escapeavoidance. High hardiness particularly commitment and
challenge was associated with problem focused coping
styles. By contrast low hardiness was associated with use of
emotion-focused strategies. High hardiness particularly
commitment a strong predictor of use of escape-avoidance
was a significant predictor of coping styles. Kobasa (1979)
described a pattern of personality characteristics that
distinguished managers and executives who remained
healthy under life stress, as compared to those who
developed health problems. Conceptually, hardiness is
defined as a constellation of personality characteristics that
function as a resistance resource in the encounter with
stressful life events (Kobasa, et al 1982). It was usually
defined as a personality structure comprising the three
related general dispositions of commitment, control, and
challenge that functions as a resistance resource in the
encounter with stressful conditions. The commitment
disposition was defined as a tendency to involve oneself in
the activities in life and having a genuine interest in and
curiosity about the surrounding world (activities, things,
other people). The control disposition was defined as a
tendency to believe and act as if one can influence the events
taking place around oneself through one's own effort. Finally,
the challenge disposition was defined as the belief that
changes, rather than stability, is the normal mode of life and
constitutes motivating opportunities for personal growth
rather than threats to security. Hardiness as a combination
of three attitudes (commitment, control, and challenge) that
together provide the courage and motivation needed to turn
stressful circumstances from potential calamities into
opportunities for personal growth. Coping has been defined
in psychological terms by Folkman and Lazarus (1980) as
constantly changing cognitive and behavioral efforts to
manage specific external and/or internal demands that are
appraised as taxing or exceeding the resources of the person"
Beutler et.al. (2003) Coping style for example, ratings of
externalization and internalization were ordered along a
continuum and were based on the rated preponderance of
actions that occur under conditions of environmental
change. Lazarus and Folkman (1984) pointed out that coping
is the process of managing taxing circumstances, expending
effort to solve personal and 22 interpersonal problems and
seeking to master, minimize, reduce, or tolerate stress and
conflict. According to them, coping styles are cognitive and
behavioural efforts to manage external and internal
demands that are appraised as taxing or exceeding the
resources of the person (Weiten and Lloyd, 2008) give three
broad types of coping styles: Appraisal-focused, Problemfocused, and Emotion-focused. Typically, people use a
(Asst. Prof.) G.H.G.Khalsa College of Education, Gurusar Sadhar.
(Asst. Prof.) BCM College of Education, Ludhiana.
29
GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
mixture of all three types of coping styles. All these methods
can prove useful, but some claim that those using problemfocused coping styles will adjust better to life. Problemfocused coping mechanisms may allow an individual greater
perceived control over their problem, whereas emotionfocused coping may sometimes lead to a reduction in
perceived control .Some studies find relationships among
hardiness, and coping Styles among teachers in educational
institutions. Hardiness and its components were
hypothesized to be positively related to coping styles. High
hardiness, particularly commitment and challenge, was
associated with problem focused coping styles. By contrast,
low hardiness was associated with emotion-focused
strategies.
Measures
For the purpose of present study Coping strategies
developed by Folkman and Lazarus (1998 cited by Tobbin,
2001) was used .
Personality hardiness developed by Nowack (1990)
was adapted by investigator according to Indian conditions.
This scale is derived from Kobasa (1979) dimensions of
Commitment, Control and Challenge.
RESULTS AND DISCUSSION
Table 1 : Coefficient of Correlation between
Personality Hardiness and Coping Style of College Teachers.
N
Coefficient of Correlation (r)
100 0.37**
Table 1 shows that the coefficient of correlation
between personality hardiness and coping styles of college
teachers as 0.37, which is positive and significant at 0.01
level. This indicates that personality hardiness and coping
styles of college teachers are positively correlated.
Therefore, hypothesis 1 : There exists significant relationship
between personality hardiness and coping styles of college
teachers stands accepted. Study conducted by Williams et al
(1992) supported our results that Hardiness was positively
related to adaptive coping variables and negatively related to
maladaptive coping variables. Problem-focused, supportseeking, and avoidant coping were found to mediate the
hardiness-illness relationship. Although these hardinesscoping relationships were partially independent of the
influence of neuroticism, the relationship of both coping and
hardiness with self-reported illness appeared to result from
the common influence of neuroticism. Consistent with
previous research, the commitment and control components
correlated most consistently with coping variables, and
predicted hardiness effects were most consistently
demonstrated for males.
Table 2 : Coefficient of Correlation between
Personality Hardiness and Various dimensions coping styles
of college teachers
Dimension N
Coefficient of
Correlation (r)
PFE
100
0.25**
EFE
100
0.30**
PFD
100
0.24**
EFD
100
0.27**
OBJECTIVES OF THE STUDY
1. To study the relationship between personality hardiness
and coping styles of college teachers.
2. To study the relationship between personality hardiness
and problem focused engagement coping styles of
college teachers.
3. To study the relationship between personality hardiness
and emotion focused engagement coping styles of
college teachers.
4. To study the relationship between personality hardiness
and problem focused disengagement coping styles of
college teachers.
5. To study the relationship between personality hardiness
and emotion focused disengagement coping styles of
college teachers.
METHOD
Sample
In order to collect the data a sample of 100 college
teachers (50 urban and 50 rural) belonging to degree and
education colleges of Ludhiana was taken randomly.
Procedure
Descriptive method of research was employed for
the present study as this method concerned with survey,
describing and investigating the existing phenomenon or
issues, conditions and relationship exists. This method
enabled the researcher to study the relationship of
Personality Hardiness and Coping Styles among college
teachers. Scores on scale of Personality Hardiness and Coping
Styles were collected.
*PFE- Problem focused engagement,
* EFE- Emotion focused engagement
*PFD- Problem focused disengagement,
* EFD- Emotion focused disengagement
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GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
Table 2 show that the coefficient of correlation 'r'
between personality hardiness and various dimensions of
coping styles of college teachers
! The coefficient of correlation between personality
hardiness and problem focused engagement coping styles
of college teachers as 0.25, which is positive and
significant at 0.01 levels. This indicates that personality
hardiness and problem focused engagement coping styles
of college teachers are positively correlated. Therefore,
hypothesis 2 stating there exists significant relationship
between hardiness and problem focused engagement
coping styles of college teachers stands accepted.
! The coefficient of correlation between personality
hardiness and emotion focused engagement coping styles
of college teachers as 0.30, which is positive and
significant at 0.01 levels. This indicates that personality
hardiness and emotion focused engagement coping styles
of college teachers are positively correlated. Therefore,
hypothesis 3 stating there exists significant relationship
between hardiness and problem focused engagement
coping styles of college teachers stands accepted.
! The coefficient of correlation between personality
hardiness and problem focused disengagement coping
styles of college teachers as 0.24, which is positive and
significant at 0.01 levels. This indicates that personality
hardiness and problem focused disengagement coping
styles of college teachers are positively correlated.
Therefore, hypothesis 4 stating there exists significant
relationship between hardiness and problem focused
engagement coping styles of college teachers stands
accepted.
! The coefficient of correlation between personality
hardiness and emotion focused disengagement coping
styles of college teachers as 0.27, which is positive and
significant at 0.01 levels. This indicates that personality
hardiness and emotion focused disengagement coping
styles of college teachers are positively correlated.
Therefore, hypothesis 5 stating there exists significant
relationship between hardiness and emotion focused
disengagement coping styles of college teachers stands
accepted.
Study conducted by Boyle et al (1991) found the
relation between personality hardiness, ways of coping;
social support and burnout in college teacher's .Work-related
and nonworking-related social support and hardiness were
negatively related to burnout. Emotion-focused coping was
positively correlated with burnout but hardiness was
negatively related to the use of emotion-focused coping and
positively related to both types of social support. After
controlling for working out time, social support, hardiness,
emotion-focused coping and problem-focused coping
accounted for 44% of the variance in burnout scores. One
more study also supported the results as Hodges (2000)
reported that hardiness of the college teachers is not
significantly different in the gender, whether only child,
urban or rural, subject, grade variables, but there is certain
difference on the individual dimensions, college teachers of
different hardiness have significant differences in the coping
style and mental symptoms. Hardiness has significant
correlation with the coping style and mental symptoms.
Hardiness has positive correlation with the positive coping
style, but negative correlation with the negative coping style
and mental symptoms. The positive and negative coping style
also can predict mental symptoms.
References
Beutler, L. E., Moleiro, C., Malik, M., Harwood, T.M., Romanelli, R., GallagherThompson, D., and Thompson, L. (2003). A comparison of the
Dodo, EST, and ATI indicators Among Co-Morbid Stimulant
Dependent, Depressed Patients. Clinical Psychology and
Psychotherapy, 10, 69-85.
Boyle, A., Grap, M., Younger, J., & Thornby, D. (1991). Personality hardiness,
ways of coping, social support, and burnout. University of
Virginia, Charlottesville. PMID: 1918650 Journal of Advanced
Nursing, 16, 850-857 on November 13, 2013. Retrieved from
http://www.ncbi.nlm.nih.gov/pubmed/1918650
Folkman, S. and Lazarus, R. S. (1980). An analysis of coping in middle age
community sample. Journal of Health and Social Behavior, 21,
219-239.
Hodges (2000). Research on Relationship among Hardiness, Coping Style and
Mental Health of College teachers. Stress and coping research:
Methodological challenges, theoretical advances, and clinical
applications. Somerfield, Mark R.; McCrae, Robert R.American
Psychologist, Vol 55(6), 20-625. doi: 10.1037/0003066X.55.6.620http://www.research-degree-thesis.com/
showinfo-131-1168909-0.html
Kobasa, S. C. (1979). Stressful life events, personality, and health. Inquiry into
hardiness Journal of Personality and Social Psychology 37 (1):
111.DOI:10.1037/0022-3514.37.1.1. PMID 458548
Kobasa, S. C., Maddi, S. R., and Kahn, S. (1982). Hardiness and health: A
prospective study. Journal of Personality and Social Psychology,
42(1), 168-177. Retrieved on June 8, 2012 from
http://en.wikipedia.org/ wiki/Personality psychology
Lazarus, R. S. and Folkman, S. (1984). Stress, appraisal, and coping New York:
Springer publishing company. Retrieved September 08, 2012
from www.wilderdom.com
Nowack, K. M. (1990). Initial development and validation of psychological
hardiness scale. American Journal of Health Promotion, 4(3),
31
GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
173-180
Tobbin, (2001). Coping styles scale adapted from Lazarus, R. S. and Folkman,
S. (1984). On the basis of Tobin, D. L., Reynolds, R., Garske, J. P.,
Holroyd, K. A. & Wigal, J. (1984) collecting test retest reliability
data on a measure of coping process: the problem of situational
efforts presented at meeting of the southeastern psychological
association, New Orleans
Weiten, W. and Lloyd, M.A. (2008). Psychology Applied to Modern Life (9th
ed.). Wadsworth Cengage Learning. ISBN 0-495-55339-5.
Williams, P.G., Wiebe, D.J. & Smith, T.W. (1992). Coping processes as
mediators of the relationship between hardiness and health.
Department of Psychology, University of Utah, Salt Lake City
84112. Retrieved on July 1, 2013 from http://www.ncbi.nlm.nih.
gov/pubmed/1625337
32
GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
CONSTRUCTION AND STANDARDISATION OF EMOTIONAL INTELLIGENCE SCALE
1
2
Guneet Toor , Dr Kirandeep Singh
Abstract
The paper reports details of the development and standardization of scale on emotional intelligence. The scale initially
consisted of 80 items. After review and evaluation of statements by the experts, items were reduced to 74, out of which 48 items
were positive and 26 were negative. After item analysis, the selected 53 items were put in the final draft of the test. The testretest reliability of the scale was found to be 0.75 and split half reliability was found to be 0.69. For validity, face and content,
construct validity were calculated and test developed was found to be valid.
Key Words: Emotional Intelligence
Emotional intelligence is a person's ability to deal
with his or her own emotions and the emotions of others in a
constructive manner, a manner that promotes teamwork and
productivity rather than conflict. By adopting this wider
perspective, it seeks to improve the way we learn with the
view not only to improving performance but also to bringing
about increased well being and greater harmony. The
majority of us facedly subscribed to the idea that thought is
most appropriate when not clouded by emotions and sure
enough, storing emotions make it difficult to think straight.
Emotional intelligence is the innate potential to feel, use,
communicate, recognize, remember, describe, identify, learn
from, manage, understand and explain emotions. According
to Karnaze (2009) emotional intelligence is the ability to
constructively work with all of our emotions by: identifying
and communicating them (through appropriate expression
and exploration); listening to what they are signaling to us
about perceived or real threats (or benefits) to our wellbeing, so that we may examine these perceptions; and
become more aware of how they reflect our socio-cultural
beliefs so that we may consciously choose which beliefs to
live by. It is an attempt to extend our understanding of
intelligence by going beyond what we traditionally measure
by intelligence tests. In doing so, emotional intelligence
extends our understanding of ourselves, our being with
others and with the world around.
emotional awareness, long before the term emotional
intelligence came into use. Social scientists are just beginning
to uncover the relationship of emotional intelligence to other
phenomenon, e.g., leadership (Ashforth & Humphrey, 1995),
group performance, individual performance, interpersonal/
social exchange, managing change, and conducting
performance evaluations (Goleman, 1995). And according to
Goleman (1995), emotional intelligence, the skills that help
people harmonize, should become increasingly valued as a
workplace asset in the years to come.
Thus, emotional intelligence is developed through
experience. Competencies keep on growing through
experiences; people get better and better in handling
emotions, influencing others and in social adroitness. In fact,
studies that have tracked people's level of emotional
intelligence through the years show that people get better
and better in those capabilities as they grow, handling their
own emotions and impulses. Although there is still much to
be researched on the constructs and measures, emotional
intelligence testing is well on its way to gaining widespread
acceptance and credibility.
There are quite a few emotional intelligence scales
developed by other investigators in Indian and foreign
conditions to measure emotional intelligence for different
age groups. But the items in these tools are not in accordance
with the present situations. So in a current era of change, the
investigator felt the need to construct a scale on emotional
intelligence with items suitable to the recent conditions and
to construct an ability based measure rather than self report
test where testees may provide socially desirable responses
rather than realistic ones. The scale will include both positive
Why is emotional intelligence important?
Researchers investigated dimensions of emotional
intelligence (EI) by measuring related concepts, such as social
skills, interpersonal competence, psychological maturity and
1
2
Assistant Professor, G.H.G. Khalsa College of Education, Gurusar Sadhar
Associate Professor, P.U., Chandigarh
33
GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
and negative items under all domains to add variety, reduce
students' tendency to respond perfunctorily and for better
interpretation and for the exhaustive coverage of all the
dimensions.
described as under
Self-awareness (SA): Observing yourself and
recognizing a feeling as they occur, being able to identify and
label specific feelings in yourself and others; being able to
discuss emotions and communicate clearly and directly
Managing emotions (ME): Handling feelings so
that they are appropriate; realizing what is behind a feeling;
finding ways to handle fears and anxieties, anger, and
sadness.
Motivating oneself (MO): Channelling emotions in
the service of a goal; emotional self control; delaying
gratification and stifling impulses.
Empathy (E): Sensitivity to others' feelings and
concerns and taking their perspective; appreciating the
differences in how people feel about things.
Handling relationships (HR) : Managing
interpersonal interaction, conflict resolution and
negotiations. Increased ability to analyse and understand
relationships, better at solving problems in relationships,
more assertive and skilled at communication
Table 1. Dimension wise distribution of items in
emotional intelligence scale
Sr.
Domain
No. of
No.
items
1.
Self awareness (SA)
15
2.
Managing emotions (ME)
15
3.
Motivating oneself (MO)
17
4.
Empathy (E)
13
5.
Handling Relationship (HR)
20
Total
80
Pre-Try Out of Scale
The first draft containing 80 items was provided to
10 experts and 15 peers in field of education with a request to
review the statements and evaluate their content accuracy
and coverage, their repetition, editorial quality with
suggestion for additions, deletions and modifications of
items.
Looking into the consensus of experts, preliminary
draft of 74 items was finalized by deleting item nos. 6, 20,31,
39,40,70
Finally, 74 items were retained after consultation
with experts and distribution of these items in form of
positive and negative items have been given in table 2
Objectives
The objective of the present study was to construct
and standardize scale of emotional intelligence
Development and Standardisation of a Tool
Standardised tests are those tests which are
constructed by an individual or by a group of individuals and
are being processed and universalized for all the situations
and for all the purposes. Thus, standardised tests are
carefully constructed tests which have uniformity of
procedure in scoring, administering and interpreting the test
results.
Planning
For a given tool, planning was done on the behalf of
the investigator regarding the purpose of the test, time and
resources at the disposal of the test maker, nature of the
population, length of the test, type and nature of test items,
method of scoring etc. which was decided in advance.
Target Population
This scale is meant for Indian adolescents studying
in class XI and XII.
Type of Test Items
Emotional intelligence scale is a Likert type five
point scale. Every item is in a statement form. Positive and
negative items were included in the scale to add variety and
reduce students' tendency to respond perfunctorily. Five
response categories were provided for responding to every
item. In these response categories the subject is required to
select the most appropriate response indicating his/her
response to the given statement.
Preparation of Preliminary Draft of the Scale
While preparing the preliminary draft of the scale,
review of related literature and available tests were
consulted, on the basis of which a list of 80 statements
distributed over the five areas was pooled, which have been
34
GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
Table 2. Distribution of items in preliminary draft of emotional intelligence test
S.No.
Domain
1.
Self awareness
2.
Managing emotions
3.
Motivating oneself
4.
Empathy
5.
Handling relationship
Sr. No. of items in
preliminary draft
1, 10, 15, 19, 24, 29, 34, 37, 42,
47, 52, 57, 62, 65
2, 6, 11, 16, 20, 25, 30, 35, 38,
43, 48, 53, 58, 63, 66
3, 7, 12, 17, 21, 26, 31, 39, 44,
49, 54, 59, 64, 67, 69, 71
4, 8, 13, 18, 22, 27, 32, 40,
45, 50, 55, 60
5, 9, 14, 23, 28, 33, 36, 41, 46,
51, 56, 61, 68, 70, 72, 73, 74
Total
Total negative
items
7
Total no.
of items
14
11
15
3
16
3
12
2
17
26
74
*item numbers in bold represents negative items
Finally, these 74 statements were provided with 5
response categories: namely always, most often, occasional,
rarely and never. This preliminary draft was administered to
ten adolescents and average time taken for the completion of
test was calculated.
categories according to the type of statements are given in
the table 3
Table 3. Scoring of the positive and negative items
Response
Positive-item
Negativecategory
score
item score
Always
5
1
Most often
4
2
Occasional
3
3
Rarely
2
4
Never
1
5
The Try-Out
The 74 statements were randomized and were
provided with standard directions and administered on a
sample of 200 school students (adolescents) of Ludhiana
city i.e. 100 students from Government Senior Secondary
School, PAU, Ludhiana and 100 students from R.S. Model
Senior Secondary School, Ludhiana. Regarding the
administration of emotional intelligence scale, which is a
self administering inventory and could be administered
individually or in group, the testes were requested to fill in
personal information as required in test form. Formal
instructions for testees were printed on the first page. The
tester read the instructions while the testee also followed
her sub-vocally.
After the instructions were over, the testees were
asked to register their responses to the various items of the
test. Though there was no time limit, usually it took 40-50
minutes to complete the test. Special care was taken to avoid
any omission by the testees.
Scoring : Since the test measured emotional
intelligence in terms of 5 domains, so each sub-area
contained both type of items i.e. positive and negative items.
Table 2 gives a summary of sub-areas and serial number of
the two types of statements.
The scores to be awarded for different response
Item Analysis and Item Selection
The preliminary draft consisting of 74 items was
administered to a group of 200 school students
(adolescents). This being a Likert type scale, the subjects
indicated their response on a 5 point scale, with scale points
ranging from always to never. The scripts were scored and
items were analyzed employing the't' values method. The
method involves calculation of 't' values for the difference
between the means of high (upper 27% on the basis of total
scores) and low (lower 27% on the basis of total scores)
groups for each statement for the purpose of item analysis,
i.e. to determine the discriminatory power of each item,
total scores of each testee were arranged in descending
order. Then top 27% and bottom 27% subjects were
identified. It may be mentioned that the score of high
scoring group ranged from 284 and above and low scoring
group comprised of students having a score of 139 and
below. Then item wise mean and S.D. of high group and low
group were computed to apply t-test in order to find out the
difference between two groups for each item in preliminary
35
GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
draft of emotional intelligence test.
The length of any psychological instrument should
neither be too long or too short. On the basis of significance
of t-value at 0.05 and 0.01 level of significance, of different
items of E.I. test being measured, only those items were
selected which had significant discrimination power
between high and low group which were item no. 1, 2, 4, 5, 6,
8, 9, 12, 15, 17, 19, 20, 21, 23, 24, 26-32, 34-38, 40-42, 45, 4752, 54-56, 58, 61, 62, 64-67, 69-74
scale were drawn out, which has been given in Table 5
Table 5. Interrelationships between domains of emotional
intelligence scale
Domain SA
ME M.O.
E
HR
EI
SA
0.362 0.484 0.301 0.343 0.662
ME
0.423 0.392 0.344 0.604
MO
0.405 0.512 0.724
E
0.415 0.682
HR
0.790
Final Draft
Finally after item analysis, the selected 53 items
were put in the final draft of the test.
Table 6 reveals that all correlations are positive and
significant at 0.01 and 0.05 level of significance. Thus, it
could be inferred that all items are highly correlated and test
developed is valid.
Reliability of the Test
Reliability was established by taking a second tryout on 50 school students (adolescents) from the city of
Ludhiana by Test-retest and Split-half reliability techniques.
The Test-retest reliability co-efficient of correlation was
found to be 0.75 with a time gap of 15 days. Split half
reliability (odd even method) was calculated and after
Spearman brown's prophecy formula was found to be r = 0.69
for the total scale as shown in table 4
REFERENCES
Anderson, M. (2006). Intelligence, Retrieved on December 10, 2013 from
http://en.wikipedia.org/wiki/ _intelligence
Ashforth, B.E. & Humphrey, R.H. (1995). Emotion in the workplace: A
reappraisal. Human Relations, 48(2), 97-125.
David ,C. (2004). Radio interview, Retrieved on May 6, 2012 from
http://emotionaliq.org, http://emotionaliq.com
Gardner, H. (1993). Multiple Intelligences. New York: BasicBooks.
Goleman, D. (1995). Emotional intelligence. New York: Bantam Books.
Hyde, A., Pathe, S, & Dhar,U. (2000). Emotional intelligence scale. Manual of
emotional intelligence scale, Lucknow : Vedant Publication
Jain, C.S. (2007). Situational context of emotional expression. Journal of
Counselling Psychology, 30, 375-387.
Karnaze, M. (2009).Emotional intelligence, Retrieved on May 7, 2013 from
http://mindfulconstruct.com/2009/01/31/what-are-thedefinitions-of-emotional-intelligence/
Kluemper, D.H. (2008) Trait emotional intelligence: The impact of core-self
evaluations and social desirability. Personality and Individual
Differences, 44(6), 1402-1412.
Locke, E.A. (2005). Why emotional intelligence is an invalid concept. Journal
of Organizational Behavior, 26, 425431. doi:10.1002/job.318.
Martins, A., Ramalho, N & Morin, E. (2010). A comprehensive meta-analysis
of the relationship between emotional intelligence and health.
Journal of Personality and Individual Differences, 49, 554564.
doi:10.1016/j.paid.2010.05.029.
Mayer, D., Caruso, P. & Salovey, P. (1997) Second Submission Version,
Chapter in: R. Bar-On, and J. D. A. Parker (Eds.). The Handbook of
Emotional Intelligence, retrieved on October11, 2013 from
http://www.eqi.org/wiki4.htm
Mayer, J.D. & Salovey, P. (1993). The intelligence of emotional intelligence.
Intelligence, 17, 433-442.
Thorndike, E.L. (1920). Intelligence and its uses. Harper's Magazine, 140,
227-235
Weare, K. (2004). Developing the emotionally literate school. UK : Paul
Chapman Publishing, 92-107
Table 4. Showing reliability of emotional intelligence scale
S. Reliability
Coefficient of Reliability
No.
correlation (r) index
1. Split-half reliability 0.69
Xtt= 0.83
2. Test-retest reliability 0.75
Xtt= 0.79
Validity of the Test
Face and content validity: In Emotional intelligence
scale, content validation was achieved by showing it to and
getting it validated from 10 experts and 15 peers from field of
education. The Index of Suitability (IOS) was worked out and
experts were requested to give +1 if the item was related to
the trait, -1 if the item was not related to the trait and 0 in
case of uncertainty. On the basis of their responses Index of
Suitability (IOS) was calculated and the value of IOS ranged
from 0.85 to 1 which clearly showed that the content of
emotional intelligence measures the same trait for which it
was written.
Construct Validity: For construct validity,
correlations between all domains of emotional intelligence
Standardized tool with manual is available with author-contact
ghgresearchcell@gmail.com
36
GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
EFFECTIVENESS OF STUDENT TEAM ACHIEVEMENT DIVISION (STAD)
ON SOCIAL COMPETENCE OF SECONDARY SCHOOL STUDENTS
1
2
Pargat Singh Garcha Rajni Bala
Abstract
The purpose of present paper was to study the effectiveness of STAD (cooperative learning strategy) on social
competence of secondary school students. The sample consists of 80 students (two intact sections) of class IX studying in a school
affiliated to Punjab School Education Board, Mohali. Experimental group was taught social science content by using STAD
strategy of cooperative learning and control group was taught by traditional method (lecture) by the investigator. Data was
collected by using Social Competence Scale (2010) developed by Rani and Sharma. Data was analyzed by employing 2x2 factorial
design of ANCOVA and results showed that students taught through STAD (cooperative learning strategy) (Mean=136.10, N=40)
achieved significantly higher on social competence scale as compared to traditional method of teaching (Mean=123.32, N=40).
Social Competence of students was found to be independent of interaction between treatment and gender.
Key Words: Social Competence, Student Team Achievement Division (STAD), Cooperative Learning
Social competence is an important ingredient of
modern civilization; and an essential attribute of the
members of a progressive society. It refers to a person's
ability to get along with other people. A person's views of self
in relation to the family, peers, and the wider world also
affect his social competence. Social competence includes
social, emotional, and cognitive skills and behaviors that
children need for successful social adaptation. Social
competence refers to the personal adequacy, interpersonal
adequacy and communication skills (Rani and Sharma, 2010).
Social competence is the effectiveness of adequacy with
which an individual is capable of responding to various
problematic situations which confront him ( Goldfried and
D'Zurill, 1969). To develop social competence among Indian
school students we need to make our classroom best place to
interact with each other, communicate their ideas effectively
to other classmates and construct knowledge through
cooperative efforts instead of making students passive
listeners. For this purpose we have to shift from a teacher
dominated classroom to student centred. This shift forces us
to think out of the box to find some student centered modes
(suitable for Indian conditions) as compared to the teacher
centered authoritative modes of transacting the curriculum.
Cooperative Learning, Constructivist and Active Learning
approaches can be considered as examples of such studentcentered learning strategies. Common to these approaches is
the construction of knowledge by the learners rather than
knowledge being transferred from teacher to student.
1
2
Cooperative learning is one of the main active group learning
pedagogies. Co-operative learning means “Cooperation, a
form of collaboration, is working together to accomplish
shared goals” (Johnson & Johnson, 1989). Cooperative
learning has also been described as one of the most widely
investigated educational approaches (Slavin, 1996).
Hundreds of studies have cited its benefits, and Johnson and
Johnson (1989, 2000) and Slavin (1991) have produced
extensive reviews of these. Numerous studies reported
magnificent convergent outcomes across a wide range of
areas for Cooperative learning studies done by several
scholars and proponents of Cooperative learning since the
1900s, particularly studies done since 1970s have indicated
not just a number of greater benefits of Cooperative learning
to students, but also how Cooperative learning has become
popular in different parts of the world. Slavin (1995)
summarized the most extensively researched and widely
used cooperative learning techniques as Learning Together
and Alone, Teams-Games-Tournaments (TGT), Group
Investigation, Constructive Controversy, Jigsaw Procedure,
Student Teams Achievement Divisions (STAD), Complex
Instruction, Team Accelerated Instruction (TAI), Cooperative
Learning Structures and Cooperative Integrated Reading and
Composition (CIRC). Student Teams Achievement Divisions
(STAD) was selected in this study. Review of related literature
revealed that a large number of studies have been conducted
on Cooperative learning strategies in relation to a variety of
cognitive, social and affective variables. Review of literature
Asst. Prof., GHG Khalsa College of Education, Gurusar Sadhar, Ludhiana.
Social Science Mistress, BCM Sr. Sec. School, Sector 32-A, Urban Estate, Jamalpur Ludhiana
37
GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
test. Two intact sections of 9th class were taken and randomly
one was selected as experimental group and another as
control group. One group was assigned randomly to the
treatment. This was termed as experimental group and the
other was termed as control group. The experimental group
was taught social science through STAD strategy (with
modules prepared by investigator) for a period of thirty days
at the rate of 35 min. per day. On the other hand control
group was taught social science with the help of conventional
(lecture) method for a period of thirty days at the rate of 35
min. per day. After completion of the treatment social
competence scale was administered to both the groups as
post test. The extraneous variables like influence and
motivation of the teacher was controlled by teaching both
groups by the investigator himself.
revealed that cooperative learning has significant effect on
different dimensions of social competence as measured by
different test (Aronson et al. 1978; Lickona, 1991;
Earley,1999; Lucas, 1999; Tripathy, 2004; Sharma and Sharma
,2008; Ebrahim, 2010; Shimazo and Aldrich, 2010; Leung,
2012;). Cooperative learning also improves Interpersonal
relationships (Sharma & Sharma, 2008) and decreases levels
of loneliness and social anxiety, increasing the levels of
happiness among the participants (Kocak and Recep, 2012).
Theoretical basis of cooperative learning and research
studies have supported many social benefit of cooperative
learning and most of the above cited research work is done
on foreign soil. So keeping in mind the dearth of studies on
Indian soil investigator framed following objectives:
Objectives
! To compare adjusted mean scores of social competence
of experimental and control group by taking pre- social
competence scores as a covariate.
! To compare adjusted mean scores of social competence
of boys and girls by taking pre-social competence scores
as a covariate.
! To study interaction effect of group and gender in
adjusted mean scores of social competence by taking
pre-social competence scores as a covariate.
Results and Discussion
Table 1: Summary of 2x2 factorial design (ANCOVA)
on scores of social competence in relation to group and
gender
Source Sum of
df
Mean
F
Squares
Square
Group
3178.03
1
3178.02 213.01**
Gender 22.05
1
22.05
1.47
Group* 14.67
1
14.67
.98
Gender
Error
1118.96
75
14.91
Total
1351559.00 80
Note. ** Significant at .01 level
It is evident from the table 1 that reported F-value
for adjusted mean scores of social competence is 213.01,
which is significant at .01 level with df 1/75. It means that
there is significant difference in adjusted mean scores of
social competence between experimental and control
groups. Hence, the null hypothesis, 'There will be no
significant difference in the adjusted means scores of social
competence of Control and Experimental group when presocial competence scores are taken as covariate' was
rejected at specified level. Further the adjusted mean scores
of social competence of the experimental group
(Mean=136.10, N=40) is higher than that of control group
(Mean=123.32, N=40). It reflects that cooperative learning
(STAD strategy) was found to be significantly effective to
increase social competence as compared to traditional
method of teaching.
The F value (table 1) for adjusted mean scores of
social competence of boys and girls is 1.47, which is not
METHOD
Sample and Sampling Techniques
Purposive sampling technique was employed to
select sample. A sample of 80 students of 9th grade was taken.
Two intact section of 9th class from the S.D.P. Sr. Sec. School,
Ludhiana affiliated to Punjab School Education Board were
selected. Further, from existing two sections randomly one
was assigned as experimental and another as control group.
Measure
Social Competence Scale developed by the Rani &
Sharma, 2010 and Cooperative learning Modules based on
STAD strategy developed by the investigator were employed
to collect data.
Procedure
The study was designed to find the effectiveness of
STAD on social competence of 9th class school students.
Permission was taken from principal of the school for
conducting the experiment. In the first step social
competence scale was administered to 80 students as pre
38
GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
group investigation (GI) methods of cooperative learning on high
school students. An Unpublished Doctoral Thesis. M. D.
University, Rohtak
Goldfried, M. R. & D'Zurilla, T. J. (1969). Social Competence. In Spielberger, C.
ed. Current topics in Clinical and community psychology. New
York: Academic. pp. 15196. Retrieved on May 16, 2009 from
http://en.wikipedia.org/wiki/social_competence
Johnson, D. W. & Johnson, R. T. (1989). Cooperation and competition: Theory
and research. Edina. MN: Interaction Book Company.
Kocak & Recep (2012). The effects of Cooperative Learning on Psychological
and Social Traits among undergraduate students. Social Behavior
and Personality: an international journal, vol.36, no.6.
Leung, C. H. (2012). Enhancing Social Competence and the Child-Teacher
Relationship using a Child-centered Play Training Model in Hong
Kong Preschools. The Australian Journal of Educational and
Developmental Psychology. Retrieved from: www.academia.edu
Lickona, T. (1991). Educating for character. New York: Bantom Books. In
Santosh (2012). A Comparative Study of the Effectiveness of
Student-Teams Achievement Divisions (STAD) and Jigsaw
Methods of Cooperative Learning. An Unpublished Doctoral
Thesis, M.D. University, Rohtak.
Lucas, C. A. (1999). A study of the effects of cooperative learning on the
academic achievement and self-efficacy of college Algebra
students. Dissertation Abstracts International- A 61/ 02, P.538.
Rani, P. & Sharma, L. (2010). Social competence of vocational stream
students in relation to their family relationship, emotional
maturity and academic achievement. An Unpublished Doctoral
Thesis in Department of Education, Panjab University,
Chandigarh
Sharma, H.L. & Sharma, S. (2008). Cooperative learning: Highway to learning
to live together. Indian Journal of Teacher Education Anweshika,
5(1), 78-94
Shimazoe, J. & Aldrich, H. (2010). Group work can be gratifying:
Understanding and overcoming resistance to cooperative
learning. College Teaching, 58(2), 52-57, Retrieved on March 16,
2012 from http://en.wikipedia.org/wiki/Cooperative_learning
Slavin, R. E. (1991). Synthesis of research on cooperative learning.
Educational leadership 48,71-82.
Slavin, R. E. (1995). Educational Psychology: Theory and Practice. Boston:
Allyn and Bacon.
Slavin, R. E. (1996). Cooperative Learning has its greatest effects on student
learning when groups are recognized or rewarded based on the
individual learning of their group members. Retrieved on
November 15, 2010 from: http://serc.carleton.edu/
introgeo/cooperative/whyuse.html
Tripathy, H. H. (2004). Cooperative Learning : A strategy for teaching Science.
Indian Journal of Psychometry and Education, 35(1), 3 8.
Ebrahim, A. (2010). The effect of cooperative learning strategies on
elementary student's science achievement and social skills in
Kuwait. International journal of science and mathematics
educaton, 32(2), 1-22
significant even at .05 level with df 1/75. It means that there
is no significant difference in adjusted mean scores of social
competence between male and female students. Hence, the
null hypothesis, There will be no significant difference in the
adjusted mean scores of social competence of boys and girls
when pre-social competence scores are taken as a covariate
was not rejected at specified level. It means both boys and
girls do not differ significantly on the scores of social
competence.
The F value (table 1) for interaction between
treatment and gender is .98, which is not significant. Hence,
the null hypothesis, There will be no significant interaction
effect of group and gender on adjusted mean scores of social
competence when pre-social competence scores are taken as
covariate was not rejected at specified level. It means that
there is no significant effect of interaction between treatment
and gender on social competence. It may be concluded that
groups and gender were independent of each other.
Conclusion
The paper revealed that Cooperative learning (STAD
strategy) has an effect on social competence of school
students. The results of the present study highlight and
support the idea that cooperative learning strategies have a
positive impact on social competence of school students. As
NCF-SE (2005) emphasised that knowledge should be
constructed and the approach should be learner-centred.
STAD approach has characteristics which makes learner
active in the teaching learning process. It can be an effective
method in raising the social competence of students in
comparison to traditional method. So, more research studies
should be conducted to see the effectiveness of STAD and
other cooperative learning strategies on social competence
to generalize the result on Indian population.
References
Aronson, E. (1978). The Jigsaw Classroom. Beverly Hills, CA: Sage Publishing
Company.
Earley, C. B. (1999). A descriptive study of interpersonal interaction in
cooperative learning groups in 9th-11th grade social studies
students. MAI , 38/ 02, p. 324. In Dahiya, M. (2011). A study of the
effectiveness of student team achievement division (STAD) and
39
GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
A STUDY OF THE LEVEL OF ASPIRATIONS AMONG THE ADOLESCENTS
Dr. Santosh Bhandari
Abstract
The present study was undertaken to study the level of aspiration of adolescent in relation to gender, locale and stream.
The study was conducted on a sample of 200 students (100 boys and 100 girls) of +1 class randomly selected from rural and urban
schools from science and arts stream of Moga District in Punjab. To test the level of aspiration, Level of Aspiration Measure
Developed by Dr. Mahesh Bhargava and Late Prof. M.A. Shah was administered. The findings of the study revealed that no
significant difference was found in the level of aspiration of adolescent boys and girls but significant difference was found in the
level of aspiration of rural and urban adolescents. The study further showed that no significant difference was found in the level
of aspiration of science and arts stream adolescents. It is suggested that teachers should develop a positive attitude,
encouragement and sense of vision among the adolescents.
Key Words: Aspiration, Adolescents, Gender, Locale, Stream
We are living in troubled times. The age of
Enlightenment, the age of reason and the age of progress
have given place to the age of anxiety. Economic recessions,
racial prejudices, population explosion, terrorism, nuclear
war and acid rain - all these are sufficient to keep humanity in
a state of perpetual insecurity and anxiety. It is harbinger to
the prosperity of humanity. So our educational system must
change its goals, objectives, and strategies according to the
new patterns of globalized context. It should provide
freedom, promote new technological knowledge, dignity,
and ensure liberation of mind of the individual. While people
of all ages aspire for something, aspirations are especially
strong during the senior secondary stage. Typically
adolescence is a time of idealism and romanticism. It is a
time of dreaming about the future when the adolescent
aspires to reach the moon and confidentially expects to do
so. On the other hand similarly adolescence is a complex and
often difficult period in development both for adolescents
and for their families. Because of rapid physical, physiological
and cognitive changes, and by an accelerating succession of
urgent social demands, adolescents face formidable
challenges in the essential task of deciding who they are,
what they are going to be, and how they are going to get
these. Impulsivity, misbehaving, ill mannerism, lying,
disinterest in studies, disobedience, high in attentiveness,
and argumentation, etc. are some problem behaviour
characteristics among adolescents.
Aspiration means a longing for what is above one
with advancement as its end. Aspiration means the goal the
individual sets for himself in a task which has intense
personal significance for him or in which ego is involved. The
dictionary meaning of the word aspiration is "to desire
eagerly to a certain higher goal and to lower up". Webster's
Third International Dictionary defined (1976) aspiration is
strong desire fore realization (as an ambition, idea or
accomplishment). Backer (1987) referred level of aspiration
as individual strives for a particular goal or level of
achievement. Aspirations are strong desires to reach
something high or great. Young people's aspirations guide
the students learn in their future.
Aspiration reflects individuals' ideas of their
possible selves, what they would like to become, what they
might become, and what they do not wish to become.
Realizing aspirations requires the investment of time, energy,
and resources - both from the young person and from others.
Trusty and Niles (2004) found that career aspirations have a
significant positive relationship with students' achievement
and that higher expectations lead to higher educational and
occupational attainment. Sharma, Kaushik (2008)
investigated level of aspirations and home conditions of
distant learners in the context of their sex. Finding revealed
that the male distant learners have high level of aspiration as
compared to female distant learners. Female distant learners
have better home conditions as compared to male distant
learners.
Adolescence is the period of career selection. The
child has to make decision about the subjects he/she wants
to study. In the present era of globalization, there is fierece
Associate Professor, SDS College of Education For Women, Lopon, Moga. Email: drsantoshbhandari536@gmail.com
40
GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
competition in every sphere of life. On academic side, there
is no place anywhere for the average and below average
students. Excellence in the academic achievement becomes
the pre requisite for each career what so ever it may be. Level
of aspiration plays an important role in moulding child's
character, personality and career selection. Adolescents
aspire for those careers which hold high status in the society.
They may or may not have the capabilities of doing it.
Parental and peer pressures too help in raising the level of
aspiration. This is in turn prompts the adolescents to mould
their ways of studying to meet the target they have set.
Aspirations are the pool of individual constructed alternative
dreams, hopes and desires for one's future and continually
modified by both internal and external influence. When
adjusted to reflect and conform to individual and social
realities, aspirations become goals and serve as motivation
for behaviour designed to reach those goals. It is felt that
boys have higher aspiration then the girls. It is also felt that
urban students have higher degree of aspiration, then the
rural students. All the conclusions lack adequate scientific
evidence higher to accept or to reject. No level of aspiration
can help unless consistent and persistent efforts are done to
reach the target. The present study intends to investigate
this angle and will go a long way to study the level of
aspiration in relation to gender, locale and stream.
samples like boys, girls, rural and urban, science and arts
students.
Results and Discussion
Table 1 : Difference between level of aspiration of
adolescent boys and girls
Category
No. of
Mean
S.D.
t-ratio
students
Boys
100
83.45
20.67
1.55
Girls
100
78.3
25.99
Table 1 the statistical findings revealed that the
mean score of boys is 83.45 with S.D. 20.67 and mean score of
girls is 78.3 with S.D. 25.99. the mean score of boys students
is higher than the mean score of girls students. The t-value
1.55 has been found to be not statistically significantly.
Therefore the hypothesis that there is significant difference
between the level of aspiration of adolescent boys and girls is
rejected. The reason may be due to the fact that these days
male and females are equally career oriented parents are
provided equally opportunities of education both for boys
and girls for their career advancement. So it is natural that
the level of aspiration of girls is almost equal to the boys in
the present study.
Table 2 :Difference between level of aspiration of
rural and urban adolescents
Category
No. of
Mean
S.D.
t-ratio
students
Rural
99
70.51
26.66 9.068**
Urban
98
94.89
0.71
**Significant at 0.01 level
Table 2 shows that the mean score of level of aspiration of
rural students is 70.51 with S.D. as 26.66 and mean score of
urban students is 94.89 with S.D. as 0.71. The mean score of
level of aspiration of urban is higher than the mean score of
level of aspiration of rural students. The t-ratio is 9.068
which is significant at 0.01 level. So it is found that level of
aspiration of urban students is higher than level of aspiration
of rural students. Hence the hypothesis that there is
significant difference between level of aspiration of rural and
urban adolescents is accepted. Reasons for the result may be
due the fact that parental ambitions influence the level of
aspiration of the children. In cities parents are educated and
they always expect more from their children then the rural
parents. Moreover, the educational environment is a good
contributing factor in this regard. The better facilities for
education like good schools, excellent coaching centers, well
equipped libraries supported by latest information
Objectives
1. To study the difference between the level of aspiration of
adolescent boys and girls.
2. To study the difference between the level of aspiration of
rural and urban adolescents.
3. To study the difference between the level of aspiration of
science and arts stream adolescents.
Sample
The study was conducted on 200 students (100 boys
and 100 girls) of +1 class randomly selected from rural and
urban senior secondary school students from science and
arts stream of Moga District in Punjab.
Measures
Level of Aspiration Measure Developed by Bhargava
and Shah.
Statistical Techniques
Mean, SD and t-test were employed to find the
difference in level of aspiration of different categories of
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GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
Educational Implications
The findings of the study are significantly useful for
the teachers, parents, policy makers and society at large.
They will be able to set appropriate goals for the students
studying in rural areas properly integrating child's capabilities
with the aspiration and plan properly for meeting those
targets. Teacher should motivate parents to promote the
development of their children and should create an
environment which stimulates higher aspirations. Parents
have to promote their children aspirations to a high level,
through proper support and care. The educational process
should be aimed at developing ambition, dreams, goals,
expectations, and aspirations among children. This can be
achieved among children. This can be achieved by
acquainting teachers, parents, policymakers, and curriculum
designers, with the real meaning of 'aspirations', and the
ways and means of developing and nurturing aspiration
activities.
technology and competent teachers prompt them to have
higher level of aspiration.
Table 3 : Difference between level of aspiration of
science and arts stream adolescents
Category
No. of
Mean
S.D.
t-ratio
students
Science
100
82.7
22.93
0.72
Arts
99
80.35
23.11
In table 3 the statistical findings revealed that the
mean score of science students is 82.7 with S.D. as 22.93 and
mean score of arts students is 80.35 with S.D. as 23.11. The
mean score of science students is higher than the mean score
of arts students. The t-ratio is 0.72 which is not found to be
significant. Therefore the hypothesis that there is significant
difference between the level of aspiration science and arts
stream adolescents is rejected. The reasons may be due to
the fact that not only science stream students are goal
oriented but. Arts students are also goal oriented. Arts
stream students have many opportunities for their career
advancement. These days there are various type of
competitions in which arts stream students can compete. So
they aspire towards their destination and they have almost
equal level of aspiration of science stream students.
References
Backer, D.P. (1987). Mother's strategies for Children School Achievement:
Managing the Transition to High School. Sociology of Education,
Vol. 59, p. 156-166.
Koul, L. (1997). Methodology of Educational Research, New Delhi, Vikas
Publications.
Mathur, S.S. (1990). Educational Psychology, Vikas Publication.
Sharma, P., Kaushik, N. (2008). Level of Aspirations and Home Conditions of
Distant Learners in the context of their sex. Journal of
Progressive Education: Gyanoday, Vol. 1, No. 1.
Trusty, J., & Niles S.G. (2005). Realized potential of lost degree completion.
Career Development Quarterly, Vol. 53, P. 2-15.
Webster's Dictionary (1976). Third New International Dictionary. London
Encyclopaedia Britannica Inc. G.C. Marriam.
Conclusions
The study revealed that there is no significant
difference between the level of aspiration of adolescent boys
and girls. Urban adolescents have higher level of aspirations
than their rural counterparts. There is significant difference
between the level of aspiration of science and arts stream
adolescents.
42
GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
EFFECT OF CONSTRUCTIVIST BASED LEARNING
ON ACHIEVEMENT IN PHYSICAL SCIENCES OF 9TH GRADE STUDENTS
Dr. Gurjit Kaur1, Ms. Navpreet Kaur 2
Abstract
Constructivism as a description of human cognition is often associated with pedagogic approaches that promote
learning by doing. Constructivist approach transforms the students from a passive recipient of information to an active
participant in the learning process. In a constructivist classroom, knowledge is seen as dynamic, ever-changing with one's
experiences, students work primarily in groups. Therefore, the application of constructivist approach to science teaching results
in the development of deeper understandings. Hence, the present investigation was meant to study the effect of constructivist
approach based learning activities on achievement in physical sciences among 9th grade students. The data was collected from
100 students of 9th grade from two schools of Amritsar city (Punjab). Both the groups were equated on intelligence test scores
and pre-test scores. For treatment in the experimental group, the constructivist approach based learning strategy was applied
and the controlled group was taught the same topics by traditional method. After the treatment, both the groups were
administered post-test. Relevant statistical techniques were employed to analyse the data. The findings of the study revealed
that there was a significantly positive effect of constructivist approach based learning activities in improving the physical science
achievement of 9th grade students.
Key Words: Constructivist Approach, Achievement In Physical Sciences
Constructivism is an epistemology, a learning or
meaning making theory, which offers an explanation of the
nature of knowledge and how human beings learn.
Constructivism is “a theory of knowledge with roots in
philosophy, psychology and cybernetics” (Glasersfeld, 1989).
In the constructivist perspective, the individual through his
interaction with the environment constructs knowledge by
testing ideas and approaches based on their prior knowledge
and experience, applying these to new situations and
integrating the new knowledge gained with pre-existing
intellectual constructs. Constructivist paradigm is based
upon the contributions of Piaget. Vygotsky, Bruner, Howard,
Gardner, Gagne, Ausubel, Thorndike, F. Tolman, Wortheimer
and many others. Piaget, who is best known for his research
on the development of cognitive functions in children, laid
the foundation for constructivism. His central idea is that
"knowledge proceeds neither solely from the experience of
objects nor from an innate programming performed in the
subject but from successive constructions." (Fosnot, 1996).
Piaget (1985) proposed that the mechanism of learning is the
process of equilibration, in which cognitive structure
assimilates and accommodates to generate new possibilities
when it is disturbed based on human's self-organizing
tendency. To reach an understanding of basic phenomena,
according to Piaget, children have to go through stages in
which they accept ideas they may later see as not fruitful. In
autonomous activity, children must discover relationships
and ideas in classroom situations that involve activities of
interest to them. Understanding is built up step by step
through active involvement. According to Vygotsky, social
interaction is important for the construction of knowledge.
The main aspect of Vygotsky's theory is that the potential for
cognitive development is limited to a “zone of proximal
development”. This 'zone' is the area of exploration for which
the student is cognitively prepared, but requires help and
social interaction to fully develop. Bruner, an American
psychologist whose theory says that learning is an active
process in which learners construct new ideas or concepts
based upon their current/past knowledge. The
interconnection of the new experience with the prior
knowledge results in the reorganization of the cognitive
structure, which creates meaning and allows the individual to
"go beyond the information given". Thus constructivism has
evolved from cognitive psychology and is also a synthesis of
many dominant perspectives on learning. Constructivism is a
view of learning, based on the belief that knowledge isn't a
thing that can be simply given by the teacher to the students.
Rather Constructivist approach focuses on independent
learning, creativity, critical thinking and problem solving. It is
based on the fact that skills and knowledge acquisition are
1
Assistant Professor, Khalsa College of Education, Amritsar. 2M.Ed. Student, Khalsa College of Education, Amritsar.
43
GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
not by passive receiving of information and rote learning but
involve active participation of the learners through
knowledge construction, hands-on and minds-on activities
(Akinbobola & Ado, 2007). Carpenter & Fennema (1992)
purposed a Cognitively Guided Instruction Mathematics
programme and found that extensive training in
constructivist methods increase the higher level thinking
skills as well as solid achievement in traditional
computational skills. Tynjala (1998) compared learning
outcomes of educational psychology students studied
traditionally with examinations and studied constructivist
learning tasks without examination. Results showed that
students in the constructivist group acquired an ability to
apply knowledge and developed their thinking and
communication skills.
The nature of Science subject also focuses on "way
of knowing". To make the science teaching effective and
interesting, learning environment in science classroom
should be such that it engage learners in knowledge
construction through collaborative activities Carey, et al.
(1989) found in their study that prior to the constructivism
based methods that included scientific inquiry, most
students viewed science as a way of understanding facts
about the world. After the constructivist methodology, most
of them experienced scientific inquiry as a process guided
by questions and ideas. Orhan (2006) reported in his study
that the implementation of problem based active learning
model had positively affected student's academic
achievement in science courses. The study conducted by
Bimbola (2010) revealed that constructivist based teaching
strategies used by teacher had positive effect on academic
performance of junior secondary school students in
integrated science. Cooper and Marie (2002) found in their
study that peer instruction as a viable pedagogical
approach within a class, rather than traditional approach
for learners' achievement. As much studies have been
conducted on beliefs and perceptions of teachers and
students on constructivist practices till now and few studies
are conducted on the application of these practices in real
classroom situations. Hence there is a need to explore the
effect of constructivism based method on learning
activities of school students in learning science. Moreover,
the National Curriculum Framework (2005) envisages the
importance of active learning in the construction of
knowledge by students and emphasizes on active role of
teachers in relation to the process of knowledge
construction. So, the present study was undertaken by the
experimenter to know the practical utility of constructivist
approach in teaching learning process and to find out
whether children taught through constructivist approach
have any difference in their understanding and
achievement as compared to those taught through
conventional method.
Objectives
1. To study the effect of constructivist approach based
learning activities in improving physical science
achievement of 9th grade students.
2. To study the influence of treatment, intelligence and
their interaction on the achievement of 9th grade
students in physical science.
3. To investigate if constructivist approach based
learning activities cause any difference in physical
science achievement of 9th grade students of
different level of intelligence.
4. To investigate if constructivist approach based
learning activities causes any differences in physical
science achievement of boys and girls.
METHODOLOGY
Sample:
A sample consisting of 100 students of 9th grade from
two schools of Amritsar city was selected. Out of 100
students, 50 boys and 50 girls belonging to a specific age
group and educational level were selected for the purpose of
the study. The sampling technique used was random and
representative.
Measures
1. Intelligence test by M.C. Joshi (1996) was
administered to equate the different groups of 9th
grade students on the basis of intelligence.
2. Pre-test to find out their previous knowledge on five
selected topics that were to be taught during the
experiment.
3. 5 E's model based lesson plans on the selected
topics of physical science to teach the experimental
group of 9th grade students.
4. Post-test to find out their achievement gain on the
selected topics of physical science.
Procedure
Since the present study falls under the domain of
experimental research, therefore, only a single factor or
variable was manipulated or changed, the experimental
factor was varied for one group (experimental group) while
the parallel group served as the controlled group for
comparative purposes. Students were randomly assigned to
the experimental and control gropup. Groups were also
matched on the basis of intelligence. Achievement test in
science was applied as post test to assess the Achievement in
science.
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GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
Phase 1: Development and Tryout of Tools and Lesson Plans
Five topics of physical science were selected from
prescribed syllabus of 9th grade students. These were (1) Is
matter around us pure (2) Motion (3) work and energy (4)
Force and laws of motion (5) Matter in our surroundings. At
this stage, lesson plans for instruction tools like achievement
tests (pre-test, post-test) in physical science were developed
on these topics.
Development of instructional materials based on
constructivist model Constructivist approach based 5 E's
model i.e. Engage, Explore, Explain, Elaborate, and Evaluate
was used to prepare the lesson plans on the five selected
topics to teach the experimental group.
Phase 3: Experimentation/Treatment
The experimental group was taught the selected
topics through constructivist approach based lesson plans
developed by the experimenter. The controlled group was
taught the same topics through conventional method.
Experimenter taught both the groups herself daily excluding
Sundays and other holidays for ten days
Phase 4: Administration
Post-test was administered to find out the
achievement of experimental and controlled group after
teaching with the help of constructivist approach and
conventional method respectively. Post-test was of 40
minutes duration. It was administered after the completion
of experiment.
Phase 2: Equating the Groups
For the present study, the intelligence test by M.C.
Joshi (1996) and pre-test were administered on 9th grade
students of each section of two schools. Intelligence test
scores and pre-test were equated on means and S.D's. After
equating the groups, technique of randomization was used to
determine experimental and controlled group.
Results and Discussion
Hypothesis 1: Significant differences exist between
the mean achievements scores of experimental group
(taught with constructivist approach) and controlled group
(taught with traditional method) in teaching physical science.
To test the above hypothesis, t-test was used. The
summary of the test result is shown in table 2.
Table 2: Showing 't' value of Mean Gain scores of Experimental
and Controlled group of 9th grade in physical science.
Groups
N
Mean
S.D
r
SED
Mean
Differenec(D)
df
t-ratio
Remarks
Experimental
Controlled
50
50
7.80
4.14
3.21
2.67
0.012
0.59
3.66
98
6.20
Sig. at 0.01
level
The table 2 shows that Mean gain scores of the
experimental and controlled groups are 7.80 and 4.14
respectively. The obtained 't' value (6.20) which in
comparison to the table value is found to be significant at
0.01 level of significance which further shows that there
exists significant differences in achievement of students in
physical sciences of experimental and controlled groups.
Since the experimental group differentially gained
more achievement scores, we can say that the constructivist
approach has proved very much fruitful in enhancing the
better performance of students in physical sciences. Hence
the hypothesis-1 “significant differences exist between the
mean achievement scores of experimental group (taught
with constructivist approach) and controlled group (taught
with traditional method) in teaching physical science” stands
accepted.
Hypothesis 2: “There is significant influence of
treatment, Intelligence and their interaction on achievement
scores of 9th grade students.”
In order to test this hypothesis, ANOVA 2×3 factorial
design was used by taking treatment and intelligence as
independent variables and achievement (in physical science)
as dependent variable. F values so obtained have been
entered in table 3.
45
GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
Table 3: Results of ANOVA 2×3 factorial design, showing effect of treatment,
intelligence and their interaction on achievement in physical sciences.
Source of
Variation
Teaching
Methods (A)
Intelligence
levels (B)
Interaction
(A×B)
Within cells
Total
Sum of
Squares
334.89
df
Means squares
F-Values
Remarks
1
334.89
36.17
105.13
2
52.57
5.67
214.23
2
107.12
11.57
Significant at
0.01level
Significant at
0.01level
Significant at
0.01level
870.56
1524.81
94
99
9.26
A careful scrutiny of results inserted in Table 3
reveals that the calculated 'F' value is (F=36.17) for treatment
(as an independent variable) which in comparison to the
table value is found to be significant at 0.01 level of
significance and calculated 'F' value for intelligence is 5.67,
which is comparison to the table value also found to be
significant at 0.01 level of significance. The computed 'F'
value for interaction of Intelligence and treatment is 11.56
which in comparison to the table value is found to be
significant at 0.01level of significance. Hence, we can observe
that treatment, Intelligence and interaction of treatment and
Intelligence have significantly affected the achievement of
students in physical science.
Thus, the second hypothesis “There is significant
influence of treatment, Intelligence and their interaction on
achievement scores of 9th grade students” is accepted.
Hypothesis 3: “Significant differences exist in the
physical science achievement of students taught through
constructivist approach and traditional method in relation to
their level of intelligence”.
To analyse this hypothesis, the students belonging
to high, average and low level of intelligence of experimental
as well as controlled groups were identified by using the
formula MSD. The mean gain scores and S.D of students
belonging to high, average and low level of intelligence of
both the groups were calculated. The significance of
difference between the mean achievement scores of
experimental and controlled groups in relation to their level
of intelligence was calculated by applying t-test. The results
of analysis are reported in table 4.
Table 4: Mean scores, S.D's and 't' values of high average and
low intelligent students of experimental and controlled groups.
Intelligence
level
High
Average
Low
Groups
N
Mean
SD
SED
Experimental
Controlled
Experimental
Controlled
Experimental
Controlled
9
11
31
29
10
10
7.44
4.73
7.84
4.07
8.00
3.70
2.30
2.26
3.41
2.98
3.71
2.05
From table 4, it is clear that the 't' values for the
students with average and low level of intelligence were
found to be significant at 0.01 level of significance whereas
for the students with high level of intelligence was found to
be insignificant. It can be concluded from above results that
the students with high Intelligence are equally benefitted by
both the teaching method i.e. constructivist approach as well
as conventional method. Whereas the students with average
and low intelligence were benefited by the constructivist
t-ratio
df
Remarks
7.43
Mean
Diff (D)
2.71
0.36
18
0.83
3.77
4.57
58
1.34
4.30
3.20
18
Insignificant
0.01 level
Significant at
0.01 level
Significant at
0.01 level
approach as their achievements in physical science has
significantly increases. Hence, third hypothesis namely,
“Significant differences exist in the physical science
achievements of students taught through constructivist
approach and traditional method in relation to their level of
Intelligence” is accepted.
Hypothesis 4: “Sex variations do not exist in the
physical science achievement of students of experimental
group.”
46
GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
To test the above hypothesis, t-test was used. The
summary of test result is shown in table 5.
Table5 : t-test result for comparison of boys and girls
Groups
Boys
Girls
N
25
25
Mean
6.20
6.44
SD
3.03
3.16
SED
0.88
A non-significant difference was observed in the
Mean Achievement scores of boys and girls. The t-value 0.27
was found to be insignificant at 0.05 level. From the mean
values it is clear that boys had almost same academic
achievement scores as girls. Hence the hypothesis 4 was
accepted.
Mean Diff
0.24
5.
6.
Conclusions:
! The constructivist approach has a positive effect on the
achievement of 9th grade students in physical sciences.
It is evident from the analysis that the students taught by
constructivist approach scored higher in physical
sciences than those taught by conventional method.
! The treatment, Intelligence and interaction of treatment
and Intelligence have significantly affected the
achievement of students in physical science.
! The use of constructivist approach based teaching is
significantly effective for average and low intelligent
students as compared to high intelligent students of 9th
grade.
! The constructivist approach is found equally beneficial
for both boys and girls in improving their achievement in
physical sciences.
Educational Implications: In the light of findings of
the present study, it was found that constructivist approach is
beneficial in improving the achievement of students in
physical science so:
1.
It should be adopted by the teachers to teach physical
sciences in schools.
2.
Constructivists approach based learning activities are
more beneficial to average intelligent and low
intelligent students So, it can be used for better
understanding and achievement of these students.
3.
Constructivist approach is not gender sensitive. Boys
and girls are equally benefited by this approach. So it
can be used to teach both boys and girls without any
discrimination.
4.
Constructivist approach based learning activities are
example of an instructional arrangement that can be
used to foster active student learning which is an
important dimension of science learning. Students
7.
df
48
t-ratio
0.27
Remarks
Insignificant
at
0.05 level
can be given tasks to discuss, to solve problems, to
compare the ideas and elaborate their understanding.
Teachers can use constructivist approach based
learning activities to provide students with
opportunities to practice newly introduced concepts,
or to review skills and concepts.
This approach helps the students to make connections
between the concrete and abstract level of instruction
through peer interactions and carefully designed
activities.
The provision of flexible timetable is essential for
implementation of constructivism in the classroom.
References
Afolabi, F. & Akinbobola, A.O. (2007). Constructivist problem based learning
technique and the academic achievement of physics student
with low ability level in Nigerian secondary schools. Eurasian J.
Physics & Chemistry Education, 1, 45-51.
Bimbola, O. (2010). Effect of constructivist based teaching strategy on
academic performance of students in integrated science at junior
secondary school level. Educational Research and Reviews. 5(7),
347-353.
Carpenter, T. & Fennema, E. (1992). Cognitively guided instruction: Building
on the knowledge of students and teachers. International
Journal of Educational Research, 17,457-470.
Carey, S., Evans, R., Honda, M., Jay E. and Unger, C. (1989). An experiment is
when you try it and see if it works: A study of grade seven students'
understanding of the construction of scientific knowledge.
International Journal of Science Education, 11, 514-529.
Cooper, S., & Marie (2002). Classroom Choices for Enabling Peer Learning.
Theory into practice, 41(1),53-60.
Glasersfeld, E. Von (1989). Cognition, Construction of Knowledge and
Teaching. Synthese, 80(1),121-140.
Orhan (2006). Effects of Constructivist Learning Activities on Trainee
Teachers' Academic Achievement and Attitudes. World Applied
Sciences. 4 (6), 837-848.
Tynjala, P. (1998). Traditional studying for examination versus constructivist
learning tasks: do learning outcomes differ? Studies in Higher
Education, 23(2), 173-190.
Websites
http:// www.academicjournals.org/INGOJ ISSN 19938225 ©
2010 Academic Journals.
http://www.ineducation.ca/article/analysis-researchconstructivist-teacher-education
http://www.thirteen.og/edonline/concept2class/construitivisi
m/inttp://ex.html
47
GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
DO PERSONALITY FACTORS AND GENDER INFLUENCE ACADEMIC ACHIEVEMENT?
Dr. (Mrs.) Randeep Pannu
Abstract
The present study examined the influence of various factors of Personality (PER) on Academic Achievement (AA) of
adolescents in relation to their Gender. Sample consists of 1246 students of class 10+1 (585 males, 661 females) senior secondary
schools of Amritsar district affiliated to P.S.E.B, Mohali. For collecting data Jr. Sr. High School Personality Questionnaire (H.S.P.Q.)
developed by Dr. R.B. Cattell and Mary D. L. Cattell (1999) and scores in final examination (10th) was taken as academic
achievement of the students. Results of ANOVA showed that there was no influence of interaction between gender and
personality factor A, B, C, D, E, F, G, I, J, O, Q2, Q3 and Q4 on academic achievement of adolescents; a significant influence of
interaction between gender and personality factor H on academic achievement of adolescents was found.
Key Words: Personality, Academic Achievement, Adolescent.
The concept of providing education is changing
from enhancing the achievement in subjects to
harmonious development of the learners. Parents want
their kids get admission in the school which has facilities
like smart classrooms, smart boards, computer based
learning and hi-tech language laboratories. Stephen
(1958) pointed that academic achievement is the unique
responsibility of educational institution established by
the society to promote the development of learners. The
development of the learners is possible only if proper
individual attention is given to them for enhancing the
knowledge attained or skills developed in school subjects
usually reflected by test scores or marks assigned by the
teachers or by both (Good, 1973).
Thus, there are various aspects of the concept of
academic achievement which have a great bearing on the
personality of students. From an early age, a sense of
achievement is a source of good feeling and self esteem and
failure as a source of disgrace and self disapproval. It is
concerned with the quantity and quality of learning in a
subject or group of subjects, assessed by examination
marks (Pandey,1998). It is the status or level of a person's
skills, the range and depth of his knowledge or his
proficiency in a designated area of learning or behaviour
(Horrock, 1969).
Personality is an explicit construct which is invoked
to explain behavioural consistency within a person and
behavioural distinctiveness between persons (Webster,
2002). Personality is the inner experience that is reflected in
the characteristics of individual's mind (Thomas, 1985). The
key goal of the individual is to understand the needs and
conflicts residing in his own unconscious behaviour and to
integrate this understanding into conscious behaviour. It is
the sum total of all the biological innate dispositions,
impulses, tendencies, appetites and instincts of an individual
and the dispositions and tendencies acquired by experience
(Prince, 1989). In this way, the term personality signifies
something deeper than mere appearance or conduct, it
involves behaviour activities, movements and everything
else concerning the individual inward and outward
behaviour. It helps to differentiate people or the stability in a
person's behaviour across different situations as personality
deals with individual's behaviour.
Objective:
To study the influence of gender, personality factors
and their interaction on academic achievement of
adolescents.
Sample:
The study was conducted on a sample of 1246
students of 10+1 from senior secondary schools of Amritsar
district affiliated to P.S.E.B., Mohali. The sample consists of
males (585) and females (661) adolescents selected through
cluster sampling technique. The age-range of the
adolescents were between 15 to 18 years.
Procedure :
Descriptive survey method of research was
employed for the present study. Jr. Sr. High School Personality
Questionnaire (H.S.P.Q.) developed by Dr. R.B. Cattell and
Asstt. Prof., Innocent Hearts College of Education, Jalandhar
48
GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
Mary D. L. Cattell (1999) was employed on the students of
10+1 class. The data for the present research was collected
personally by the investigator from private (16), aided (13)
and government (14) schools included in the sample.
142 questions with fourteen factors viz. A (Reserved/
Warmhearted), B (Less Intelligent/More Intelligent), C
(Affected by feelings/Emotionally Stable), D (Undemonstrative/ Excitable), E (Obedient/ Assertive), F (Sober/
Enthusiastic), G (Disregards rules/Conscientious), H (Shy/
Adventurous), I (Tough Minded/Tender minded), J (Zestful/
Circumspect individualism), O (Self Assured/ Apprehensive),
Q2 (Socially group dependent/self sufficient), Q3
(Uncontrolled/ Controlled), Q4 (Relaxed/Tense)
Measures:
Jr. Sr. High School Personality Questionnaire
(H.S.P.Q.) developed by Cattell and Cattell (1999) was used to
assess the personality factors of adolescents consisting of
Results and Discussion
Table 1: Summary of ANOVA for Academic Achievement
Source of
Variance
Per. Factor A
Per. Factor B
Per. Factor C
Per. Factor D
Per. Factor E
Per. Factor F
Per. Factor G
Per. Factor H
Per. Factor I
Per. Factor J
Per. Factor O
Per. Factor Q2
Per. Factor Q3
Per. Factor Q4
Sum of
Squares
73.590
479.459
404.937
413.091
80.987
141.743
96.728
880.254
9.977
443.453
285.035
150.984
65.874
128.925
Df
Mean Square
F
Sig.
2
2
2
2
2
2
2
2
2
2
2
2
2
2
36.795
239.730
202.468
206.545
40.494
70.872
48.364
440.127
4.988
221.727
142.518
75.492
32.937
64.463
0.528
3.455
2.913
2.974
0.580
1.016
0.693
6.381
0.071
3.190
2.048
1.083
0.472
0.924
0.590
0.032
0.055
0.051
0.560
0.362
0.500
0.002
0.931
0.142
0.129
0.339
0.624
0.397
The F value for personality factor A, C, D, E, F, G, I, J,
O, Q2, Q3, Q4 are 0.528, 2.913, 2.974, 0.580, 1.016, 0.693,
0.071, 3.190, 2.048, 1.083, 0.472 and 0.924 respectively
which were not significant. It means that mean score of
academic achievement of adolescents having different levels
of personality factor (A, C, D, E, F, G, I, J, O, Q2, Q3 and Q4) do
not differ significantly. It may, therefore be concluded that
above said personality factors did not influenced the
academic achievement of adolescents.
The F value for personality factor B is 3.455(table 1),
which is significant at 0.05 level with df 2/1240. It means that
mean score of academic achievement of adolescents having
different levels of personality factor B differ significantly. In
order, to know the significant difference in academic
achievement between each level of personality factor B, the
data was analyzed with the help of t-test, the results of which
are given in table 2
Table 2: Personality Factor B wise Mean, SD,
N and t-value for Academic Achievement
Per. Factor B
Low
Average
High
Mean
61.46
62.97
61.34
SD
8.83056
8.19354
7.83890
**significant at 0.01 level
49
N
296
921
29
Average
2.696**
-
High
0.073
1.056
-
GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
From table 2 it is evident that t-value for low and
average level of personality factor B is 2.696, which is
significant at 0.01 level with df 1215. It reflects that mean
score of academic achievement of adolescents with low and
average level of personality factor B differ significantly. The
mean score of academic achievement of average personality
factor B is 62.97, which is higher than that of low (61.46) and
high (61.34) personality factor B. It may, therefore be
concluded that adolescents having average personality
factor B possessed slightly higher academic achievement
than those having low and high personality factor B.The tvalue for low and high, and average and high level of
personality factor B are 0.073 and 1.056 respectively, which
are not significant. It reflects that mean score of academic
achievement of adolescents with above said levels of
personality factor B did not differ significantly.
The F value for personality factor H is 6.381 (table 1),
which is significant at 0.01 level with df2/1240. It means that
mean score of academic achievement of adolescents having
different levels of personality factor H differ significantly. It
may, therefore be concluded that personality factor H
influenced the academic achievement of adolescents. In
order, to know the significant difference in academic
achievement between each level of personality factor H,the
data was analyzed with the help of t-test, the results of which
are given in table 3
Table 3: Personality Factor H wise Mean, SD, N and t-value of Academic Achievement
Per. Factor H
Mean
SD
N
Average High
Low
62.5079
8.15426
126
0.204
2.271*
Average
62.3458
8.44901
1012 2.951**
High
64.8426
7.45599
108
*significant at 0.05 level, ** significant at 0.01 level
From table 3 it is evident that t-value for average
and high level of personality factor H is 2.951 which is
significant at 0.01 level with df 1116, and for low and high
level of personality factor H is 2.271 which is significant at
0.05 level with df 232. It reflects that mean score of
academic achievement of adolescents with low and high,
and average and high level of personality factor H differ
significantly. The mean score of academic achievement of
high personality factor H is 64.84, which is higher than that
of low (62.50) and average (62.34) level of personality
factor H. It may, therefore be concluded that adolescents
having high personality factor H possessed higher academic
achievement than those having low and average
personality factor H. But t-value for low and average level of
personality factor H is 0.204 which is not significant.
Table 4: Summary of 2x3 (Gender and Personality Factors) Factorial Design ANOVA for Academic Achievement
Source of Variance
Gender
Gender * Per. Factor A
Gender * Per. Factor B
Gender* Per. Factor C
Gender * Per. Factor D
Gender * Per. Factor E
Gender * Per. Factor F
Gender * Per. Factor G
Gender * Per. Factor H
Gender * Per. Factor I
Gender * Per. Factor J
Gender * Per. Factor O
Gender * Per. Factor Q2
Gender * Per. Factor Q3
Gender * Per. Factor Q4
Sum of Squares
304.069
65.189
81.462
66.768
84.288
36.988
21.537
1.430
418.031
43.509
0.104
96.095
71.443
109.539
55.368
50
df
1
2
2
2
2
2
2
2
2
2
2
2
2
2
2
Mean Square
304.069
32.594
40.731
33.384
42.144
18.494
10.769
0.715
209.016
21.755
0.052
48.047
35.721
54.770
27.684
F
4.360
0.467
0.587
0.480
0.607
0.265
0.154
0.010
3.030
0.312
0.001
0.690
0.513
0.785
0.397
Sig.
0.037
0.627
0.556
0.619
0.545
0.767
0.857
0.990
0.049
0.732
0.999
0.502
0.599
0.456
0.672
GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
From table 4 it is clear that F value for gender is
4.360, which is significant at 0.05 level with df 1/1240. It
means that mean score of academic achievement of male
and female adolescents differ significantly. The mean
score of academic achievement of females (63.11) is
higher than males (61.97). Most of the research studies
emphasized that academic achievement of females was
higher than male students as Misra (2005), Usha
(2007),Sarsani et al. (2010) and Prakash et al. (2010).
Some research studies emphasized that academic
achievement of males was higher than females as Dixit
(2002), Singh et al. (2007) and Singh et al. (2010). Some
research studies emphasized that there was no significant
difference between males and females with regard to
academic achievement as reported by Sindhu (2005),
Rajendran et al. (2007) and Pandey et al. (2008).Some
studies reported significant differences or relationship of
academic achievement in relation to gender without any
direction as reported by Vamadevappa (2005), Bajwa et
al. (2006), Meera et al. (2008), Dhall et al. (2009), Aruna et
al. (2009) and Ponraj et al. (2010).
The F value for interaction between gender and
personality factor A(0.467),gender and personality factor
B(0.587), gender and personality factor C(0.480), gender and
personality factor D (0.607), gender and personality factor
E(0.265),gender and personality factor F(0.154),gender and
personality factor G(0.010), gender and personality factor I
(0.312),gender and personality factor J(0.001),gender and
personality factor O(0.690),gender and personality factor
Q2(0.513), gender and personality factor Q3(0.785),gender
and personality factor Q4(0.397) are not significant. It means
that mean score of academic achievement of male and
female adolescents having above said levels of personality
factorsdo not differ significantly. It may, therefore be
concluded that male and female adolescents having different
levels of personality factors possessed same level of
academic achievement.
The F value for interaction between gender and
personality factor H is 3.030, which is significant at 0.05 level
with df 2/1240. It means that mean score of academic
achievement of male and female adolescents having
different levels of personality factor H differ significantly. It
may, therefore be concluded that male and female
adolescents having different levels of personality factor H
possessed different level of academic achievement.
In order to know the trend of influence of
interaction between gender and personality factor H on
academic achievement, the figure 1has been plotted
Figure 1: Influence of Interaction between Gender and
Personality Factor H on Academic Achievement
Gender
Male
Female
Means of Academic Achievement
68.00
66.00
64.00
62.00
60.00
Low
Average
Factor H
51
High
GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
research. 3 (2), 23-29.
Pandey, K. (1998). Personality traits of deprived pre-adolescents. Indian
Journal of Educational Research. 17 (1), 27-34. Indian
Educational Abstract. 1 (1), 64-65.
Pandey, S. N. & Ahmad, M. D. (2008). Relationship of academic performance,
achievement motivation, intelligence and socioeconomic status
in relation to gender. Journal of Community Guidance and
Research. 25 (1), 34-39.
Ponraj, P. & Sivakumar, R. (2010). Computer assisted instruction in Zoology in
relation to learners' personality. Edutracks .9 (6), 34-37.
Prakash, K. & Sharma, P. (2010). Influence of gender and area on MLL
attainment in Mathematics among V standard students.
Edutracks. 10 (1), 23-30.
Prince, M. (1989). The Unconscious (2nd ed.), New York: Macmillan.532.
Rajendran, S., Raji, A. & Selvi, J. A. (2007). Are rural students inferior to urban
students in their achievement scores in Chemistry at college
level. New Frontier in Education. 40 (4), 389-396.
Sarsani, M. R. & Maddini, R. (2010). Achievement in Mathematics of
secondary school students in selected variables. Edutracks .9 (6),
38-43.
Sindhu, I. S. (2005). A study of teacher's motivation, student adjustment and
their academic achievement. Ram-Eesh Journal of Education. 2
(2), 19-23.
Singh, A. & Singh, A. K. (2007). Impact of caste, sex and habitat on
achievement in Mathematics at upper primary school. Journal of
Teacher Education and Research. 2 (2), 23-27.
Singh, A., Kaur, P. & Singh, T. (2010). Does spiritual intelligence influence the
academic achievement of adolescents. New Frontiers in
Education. 43 (3), 342-348.
Stephen, J. H. (1958). The study of educational growth. New York, Henry
Holland Company.209-210.
Thomas, R. M. (1985). Personality development in the international
encyclopedia of education by Husen, T.Q poste thwaile, T.N.
Oxford , England; program prem.
Usha, P. (2007). Emotional adjustment and family acceptance of the child:
Correlates of Achievement.Edutracks. 6 (10), 25-27.
Vamadeveppa, H. V. (2005). Adjustment of overachievers and
underachievers in Biology. New Frontier in Education. 35 (1), 4650.
From figure 1 it is evident that at low level of
personality factor H, the mean score of academic
achievement of adolescent females is higher than male
adolescents, whereas with average personality factor H there
is decrease in mean score of academic achievement of
adolescent females but there is slight increase the mean
score of academic achievement of male adolescents. With
high personality factor H there is sharp increase in the
academic achievement of adolescent females as compare to
male adolescents. It may, therefore be concluded from the
figure that at low, average and high level of personality factor
H the academic achievement of female adolescents
washigher than male adolescents.
References
Aruna, P. K. & Amanulla, A. K. (2009). Academic achievement in relation to
social phobia and socio economic status. Edutracks. 8 (5), 26-29.
Bajwa, H. S. & Tina (2006). Comparative study of personality adjustment and
academic achievement of senior secondary students of coeducational and single gender school. Education New Horizon. 4
(12), 33-40.
Dhall, S. & Thukral, P. (2009). Intelligence as related to self confidence and
academic achievement of school students. Journal of All India
Association for Educational Research. 21 (2), 80-83.
Dixit, L. (2002). Academic achievement of higher secondary school
adolescents in relation to their school environment. Edutracks. 4
(3), 45-49.
Good, C.V. (1973). Dictionary of Education. New York, McGraw Hills Book
Company, London.
Horrocks, K. P. (1969). The psychology of adolescence. Boston: Houghton
Mifflin Company.
Meera, K. P. & Prathapan, P. (2008). Classroom learning environment and self
esteem as correlates of achievement in social studies. Journal of
Educational Research and Extension. 45 (4), 39-50.
Misra, M. (2005). Human right attitude among student-teachers in relation
to academic achievement. Journal of teacher education and
52
GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
EFFECTIVENESS OF DIGITAL BOARD ASSISTED INSTRUCTIONS AND
TRADITIONAL METHOD OF TEACHING ENGLISH ON ACADEMIC ACHIEVEMENT
1
2
Rachhpal Singh Gill , Manpreet Singh Beryar
Abstract
This study was conducted to see the effectiveness of digital board assisted instructions and traditional method of
teaching English on academic achievement. The research was carried out in a school in Jagraon City on a sample of 64 students.
Effectiveness of Digital Board Assisted Instructions Method and Traditional Method of Teaching was assessed by Self
Constructed Pre-Test and Post-Test Tool which was Questionnaire of English for the students. The Result of test revealed that
Teaching through Digital Board Assisted Instructions Method is more effective than Traditional Method of Teaching.
Digital Board is a highly sophisticated interactive
whiteboard utilizing electromagnetic technology. The Digital
Board comes with Interactive learning software and a built-in
gallery of images. User can easily write, draw and annotate
over this digital whiteboard using multimedia pen. Its
snapshot, spotlight, hide and reveal features help in
producing creative PowerPoint presentations and teaching
material. It has interactive soft key shortcut buttons, and is
easy to use, even by new user. Digital Board have, over a
relatively short period of time, assumed a prominent role in
many classrooms in developed (and some developing)
countries. Also Adoption of Interactive White Boards has
been fastest in the other countries where National
funding of around £50 million (Hall & Higgins, 2005) saw
DB's installed in over 75% of classrooms (Lee, 2010; Future
source, 2010). It is not, however, just the Digital Board
that influences the teaching and learning experiences
occurring in classrooms. Rather it is the resources that
teachers choose to use on their board that will have the most
significant impact on educational out comes. To date, limited
research has examined the choices that teachers make
regarding the digital resources they use with Digital Board.
Interactive presentation tools are in demand for educators
and others who want to involve their classes or audiences in
learning alongside technology. A Digital Board is an
interactive electronic whiteboard that gives educators an
additional presentation device for the classroom. A Digital
Board can interface with a computer, displaying images
through a digital projector, and its users can control the
software from either the computer or the board, where they
can manipulate images or text. Students or audience
members can participate by adding their annotations or
1
2
pointing out material using a pen or highlighter.
Slay et al. (2007) reported on a case study that was
carried out based on 3 government schools in South Africa
and highlighted learners' and teachers' enthusiasm about
the “big screen” and the multimedia that were being used.
However the authors noted that many of the teachers and
learners were not ICT literate as well as the cost of technology
in South Africa was high. These elements hindered the
learning process. British Summit held in (March 2008), which
aimed to help Africa to achieve the Education for All (EFA)
goals through digital empowerment. Mauritius is among the
African countries where Interactive White Board (IWB) is
being implemented. It targets to bring qualitative changes in
the classroom and to bring fundamental change to the
current teaching and learning process. Glickman (2010)
conducted a non-equivalent control group design study and
found that the Smart Board treatment group did significantly
better than the control group on concept understanding.
However, there were no significant differences between the
treatment and control groups on a measure of achievement.
Coyle et al. (2010) mentioned that IWBs offer multiple
possibilities that require specific knowledge of how best to
exploit their versatility in the classroom. They further
mentioned that IWB does not have the potential for making
on the quality of classroom interaction. Therefore they
requested that training should also focus on developing
teachers' interaction skills.
As the access to the information increases, the
information load on the students is increasing gradually as
well. The need to give more and new information to the
students in a short period of time made new technologies a
requirement to be used in education. Teachers are searching
Asstt. Prof. GHG Khalsa College of Education GurusarSadhar. e-mail : rachhgill@gmail.co.in
M.Ed Student, GHG Khalsa College of Education GurusarSadhar
53
GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
for new ways that they can teach more efficiently and get
benefit from the educational technologies to make students
learn more easily.
Assisted Instructions Method of Teaching.
METHOD
Sample:
The present study was an Experimental Study,
which was conducted on 64 students of 9th class of a school
in Ludhiana District.
Objectives
1. To Construct the lesson plans of English (9th Class) to be
taught through Digital Board Assisted Instructions.
2. To teach English with digital board assisted instructions
3 To find the Effectiveness of Digital Board Assisted
Instructions.
4. To find difference in the Achievement scores among
Male and Female Students taught through Digital Board
Assisted Instructions Method and Traditional Method of
Teaching.
5. To find difference in the Pre-test and Post-test
achievement scores taught through Traditional Method
of Teaching.
6. To find difference in the Pre-test and Post-test
achievement scores taught through Digital Board
Measures
Self-constructed pre-test and post-test was used.
Procedure
This was an experimental study. Two groups were
selected from 9th class. One was experimental and another
was control. By employing pre test two groups were
matched. Experimental group was taught with DBAI and
control group with traditional method. Post test was given to
both groups. Collected data was analysed with descriptive
analysis and inferential statistics (t-test).
Results and Discussion
Table 1:Pre-test Post-test scores of students taught through Traditional Method and DBAI Method of teaching.
N
Scores
Group
M
t-ratio
32
Pre-test
Traditional Method
8.97
0.22
DBAI Method
9.18
Traditional Method
10.21
DBAI Method
13.59
32
32
Post-test
32
Table 1 shows the Pre-test scores of students taught
through Traditional Method and DBAI Method of teaching.
Result reveals that t-ratio is 0.22 which is Non-significant.
Hence, there exists no significant difference in the mean
scores of Pre-test taught through Traditional method and
Digital Board Assisted Instructions Methods of Teaching.
Hence both the groups were matched groups.
3.63
Again, table shows the Post-test scores of students
taught through Traditional Method and DBAI Method of
teaching. Results revealed that the t-ratio value is 3.63 which
is significant at 0.01. So, students achieved more through
DBAI than Traditional method. Hence DBAI method of
teaching was better than Traditional method of teaching.
Table 2: Scores of Post-Test among Male and Female Students Taught through DBAI & Traditional Method
N
Method
Group
M
t-ratio
16
DBAI
Male
13.81
0.33
Female
13.37
16
16
Traditional
Male
11.68
16
Method
female
8.75
54
2.39
GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
Table a shows the Post-test scores of Male and
Female students taught through Digital Board Assisted
Instructions Method of Teaching. Result revealed that the tratio was 0.33 which is non-significant. Therefore, DBAI
Method of teaching is equally effective for male and female
students. Secondly, table shows Post-test scores of Male and
Female students taught through Traditional Method of
Teaching. Result revealed that the t-ratio is 2.39 which is
significant at 0.05. Therefore, Traditional Method of teaching
was effective for male students and not so for female
students.
improve the results, making teaching of english interesting
and effective . Traditional method of teaching should be
supplement with new technologies.
References
Adrian B.F. (2004) Incorporating the SMART Board for smart teaching
Beauchamp, G & Parkinson, J. (2005) Beyond the 'wow' factor: Developing
interactivity with the interactive whiteboard. School Science
Review March 2005 86(316), 97-103 Association for educational
communications and technology (1977).Educational technology:
Definition and glossary of terms (Vol. 1). Washington, D.C.:
Association for Educational Communications and Technology.
BECTA (2003). What the Research Says about Interactive Whiteboards,
www.becta.org.uk/research
BECTA (2004) Getting the most from your interactive whiteboard: a guide.
Published on the Becta web site 9th July 2004. Accessed
September 6th 2006
Bell, M. A. (2000). Impact of the electronic interactive whiteboard on
student's attitudes and achievement in eighth-grade writing
instruction.Unpublished PhD dissertation, Baylor University.
Coyle,Y., Yanez, L. &Verdu, M. (2010). The impact of the interactive
whiteboard on the teacher and children's language use in an ESL
immersion classroom. Elsevier B.V. 38(4), pp.614-625.
Glickman, C. L. (2010). The effects of smart board treatment on concept
understanding of intermediate algebra. Dissertation Abstracts
International, 61 (5), 1773A. (UMI No. 9973965). Retrieved from
http://xhspz.wordpress.com
Koul, L. (1998).Methodology of Educational Research, Vikas Publishing
House Pvt. Ltd. 576, Masjid Road, New Delhi.
Slay, H., Sieborger, I. & Hodgkinson-Williams, C. (2007). Interactive
whiteboards: Real Beauty or just lipstick? Computers &
Education, Vol 51, 1321-1341.
Findings
Students achieved more in English through Digital
Board Assisted Instructions than Traditional method of
teaching at secondary school stage.
Traditional method of teaching is not as effective
method of teaching as Digital Board Assisted Instructions.
DBAI Method of teaching is effective method for
male as well as females students.
Achievement of male students was more through
Traditional method of teaching than female students.
Implicatiopns
Students achieved more through Digital Board
Assisted Instructions than Traditional method of teaching at
secondary school stage. So, DBAI method of teaching should
be introduced in public as well as government schools to
55
GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
EFFECT OF CONCEPT MAPPING ON ACHIEVEMENT IN MATHEMATICS AT SECONDARY LEVEL
Shminder Kaur1, Jasleen Kaur2
Abstract
Mathematics is a core subject in our education system both at primary and secondary levels. In Mathematics, logical
sequence of basic concepts is very important. Therefore a thorough understanding of concepts and development of logical
processes of thinking are essential for effective learning of Mathematics. Concept mapping is one such instructional strategy
which can aid to better understanding of Mathematical concepts. The present investigation attempted to study the effect of
concept mapping on achievement in mathematics at secondary level in district Ludhiana. A purposeful sample of 30 pupils of
ninth grade was taken and divided into two groups i.e. A and B comprising 15 students. Group A was taught concepts of
mathematics with the help of Concept Mapping (CM) and Group B was taught with traditional method. While comparing these
strategies, it was found that Group “A” achieved more than Group “B”. It means that Novak's concept mapping was more
effective than traditional method in the teaching of Mathematical concepts. The study also revealed that both males and
females improved through Novak's concept mapping as well as traditional method.
Key Words: Mathematics, Education, Concept Mapping, Achievement.
important. Therefore, a thorough understanding of concepts
and development of logical processes of thinking are
essential for effective learning of Mathematics. Since,
Experience has shown that for majority of students,
Mathematics is an area of difficulty and many students fail in
Mathematics at the end of class 10th (N.C.E.R.T., 2000). Hence,
it is a problem of concern for teachers, educators and
researchers to devise techniques, strategies, methods and
models for improving achievement in Mathematics. Concept
mapping is one such instructional strategy which can aid to
better understanding of Mathematical concepts. Concept
mapping is currently gaining popularity in the field of
education. It is a product of recent advances in cognitive
science. Concept mapping, a technique for externalizing
concept and prepositions, was developed by Novak and his
colleagues at Cornell University (Novak 1979, p. 466). A
concept map is a conceptual tool that has been used in
several ways mainly in knowledge areas different from
mathematics. However, there are some research reports
(Hasemann & Mansfield, 1995; Doerr & Browers, 1999;
McClure, 2001) that prove that concept map can also be an
interesting tool for the mathematics education community.
One of these interests is its uses as an assessment tool in
order to assess students' structural or declarative knowledge
(Biggs & Collis, 1991) in mathematics. Patrick (2011)
conducted a study about effect of concept mapping on
students' achievement and all the students interviewed
agreed that the concept maps helped them to determine
Advancement and complexities of modern times
have completely revolutionized our education system and
the world of work. There has been an increasing demand for
literate individuals who can analyze and solve novel
problems rather than memorize disparate facts, and have
potential to change and adapt .Inculcating analytical and
problem solving abilities, deepening levels of understanding
and sharpening the mental faculties is thus a challenge
before our schools. The purpose of school is to enhance the
achievement of a child in multiple areas through set methods
of teaching. Therefore, we can say that good schools lead to
better achievement. Achievement is the extent to which a
learner is profiting from instructions in a given area of
learning. It is the outcome of general and specific learning
experiences.
Mathematics is a core subject in our education
system both at primary and secondary levels. The study of
Mathematics is indiscernible in one's life due to the wide
range of its application in the present technological society.
The National Policy on Education (1986) has visualized
Mathematics as a vehicle to train children to think, reason,
analyze and articulate logically. Since the quantitative
treatment, measurement, analyses and reasoning are being
increasingly used in many other subjects, the relevance of
Mathematics is emphasized both in the context of the day to
day problems in the child's environment and in the context of
the child's learning in other concerned subject areas. In
Mathematics, logical sequence of basic concepts is very
Asstt. Prof. & Asstt. Prof.
56
GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
relationship among concepts, sharpened their
understanding and increased their critical thinking. Sood
(2010) examined that concept maps might be efficient tools
for students as for building structures in mathematics.
Adeneye & Adeleye (2011) reported that concept mapping is
an effective strategy for teaching and learning mathematics.
The strategy is also capable of improving students' mastery of
content at the higher-order levels of cognition. Similarly,
Haiyue and Yoong (2010) conducted a network analysis of
concept maps of triangle concepts and found that these
measures allow examination of the links in concept maps
from multiple views to ensure a fuller understanding of
concept maps as well as their relations with students'
conceptual understanding and mathematics achievement. A
careful review of the above literature reveals that concept
mapping strategy definitely improved achievement and
imparted clarity to various subjects. Hence, the present
investigation attempts to study the effect of concept
mapping on achievement in mathematics at secondary level
for district Ludhiana.
Measures
The following measures were used to match the two
groups.
1. Lesson plans in Mathematics based on Concept
Mapping Instructional Strategy covering topics of
concepts of number system, polynomials, algebraic
identities and properties of quardrilateral.
2. Pre-test and post test to measure achievement in
Mathematics prepared by the investigator.
3. Ravens Progressive Matrices developed by J. C. Ravens.
Results and Discussion
The data collected during the investigation was
analysed using various statistical tools. The pre-test scores,
i.e. achievement test scores of the sample were normalized
by using mean, median, mode, skewness and kurtosis.
Table 1:Pre test scores of Group 'A' and Group 'B'
Group
N
Pre test scores
Mean
SD
t value
A
15
9.0
3.6
0.75NS
B
15
10.0
3.7
NS Non significant
On the basis of pre-test scores of achievement test,
intelligence test, two matching groups were formed i.e Group
'A' and 'B'. A teacher made mathematical achievement test
was administered to both the groups and their mean score
were calculated. Group 'A' achieved a mean pre-test score of
9.0 and Group 'B' attained a mean pre-test score of 10.0,
respectively (Table 1). The t-ratio indicated that the
difference between means was non-significant thereby
implying that both the Groups were equal in terms of
achievement in mathematics before the treatment. After
which the two groups were subjected to two teaching
approaches, experimental Group 'A' was taught through
Novak's concept mapping, and control Group 'B' was taught
through traditional method.
Table 2: Post test scores of both the groups
Group
N
Mean
SD
t-value
A
15
16.0
2.5
2.7*
B
15
13.0
3.6
* t-value significant at 0.05.
The data shows that the mean of post-test score of
Group “A” was 16 which was significantly higher than the
mean of post-test score of 13 for Group “B”. This clearly
implies that the students achieve more if they are taught
concepts of mathematics through Concept Mapping rather
than the traditional method (Table 2). This finding is a great
indicator for teacher, curriculum makers and text book
Objectives
1
To compare achievement in mathematics of students
taught with Concept Mapping Instructional Strategy and
Traditional Method.
2. To compare the effectiveness of Concept Mapping
Instructional Strategy on achievement of boys and girls.
3. To compare the effectiveness of Traditional Method on
achievement of boys and girls.
METHOD
Design
Experimental method of research was applied and
pre-test post-test matched two group design was used to
study the present problem
Sample
A purposeful sample of 30 pupils of ninth grade was
taken from K V No. 2, Air Force Station, Halwara, Distt.
Ludhiana and divided into two groups i.e. A and B comprising
15 students each after matching in terms of intelligence,
achievement in science and socio economic status. Group A
was taught concepts of mathematics with the help of
Concept Mapping (CM) and Group B was taught with
traditional method. Group 'A' had 9 male and 6 female
students, Group 'B' had 8 male and 7 female students,
respectively.
57
GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
writers that the best of schools and best of teacher cannot
effectively deliver education till the method and techniques
of teaching are not moulded to suit the cognitive structure of
students mind.
Especially for complex concept based subjects like
mathematics, it is essential that knowledge is presented in
the same fashion as it can be assimilated by students mind.
Hence concept mapping is a useful tool for the deliverers of
education as it would ensure significantly effective learning
than the same old traditional method.
Table 3. Post test scores of males and females of
Group “A” and “B”
Group
N
Males
Females
Mean
SD
Mean S.D. t-value
A
15
16.1
2.1
15.3
2.8
0.68NS
B
15
12.6
3.4
12.4
4.0
0.10NS
NS Non significant
Further, analysis of data also shows that mean of
post-test mathematical achievement scores of males (16.1)
and females (15.3) of Group “A” did not vary significantly. The
“t” value (0.68) was found to be non-significant (Table 3). It
was clear from the data that both the genders benefited
equally in terms of achievement after teaching through
Concept Mapping. Similarly, the mean scores of post-test of
males (12.6) and females (12.4) of Group “B” did not differ
significantly indicating that teaching through traditional
method was equally effective for both the genders. The “t”
value (0.10) was found to be non-significant (Table 3).
Instructional Strategy and to establish its utility.
The present experimental study has brought the
following facts into light:
! While comparing these strategies, it was found that
Group “A” achieved more than Group “B”. It means that
Novak's concept mapping was more effective than
traditional method in the teaching of Mathematical
concepts.
! The study revealed that both males and females
improved through Novak's concept mapping as well as
traditional method.
References
Adeneye, O. & Adeleye, A.(2011). Effect of Concept Mapping Strategy on
Students' Achievement in Junior Secondary School Mathematics.
International Journal of Mathematics Trends and Technology, 2
(3), 11 -16.
Biggs, J. & Collis, K., (1991), Multimodal Learning and The Quality of
Intelligent Behavior. In H. Rowe (Ed.), Intelligence:
Reconceptualization and Measurement. (LEA: ACER)
Doerr, H., & Browers, J. (1999). Revealing Pre-service Teachers' Thinking
About Functions Through Concept Mapping. In Proceedings of
the Twenty-first annual meeting of the PME-NA, p. 364-369.
Cuernavaca, Morelos, México.
Good, C. V. (1973). "Dictionary of Education" 3rd Ed. New York; McGraw Hill
Book Co.
Haiyue, J. & Yoong, W. K. (2010). A Network Analysis of Concept Maps of
Triangle Concepts. In L. Sparrow, B. Kissane, & C, Hurst. (Ed.),
Shaping the future of mathematics education: Proceedings of the
33rd annual conference of the Mathematics Education Research
Group of Australasia. Fremantle: MERGA. Retrieved from
http//merga.net.au/documents/MERGA33_Haiyue&Wong.pdf
Hasemann, K. & Mansfield, H. (1995). Concept Mapping in Research on
Mathematical Knowledge Development: Background, Methods,
Findings and Conclusions. Educational Studies in Mathematics,
29, 45-72.
McClure, J. R. (2001). Concept Maps and the Acquisition of Cognitive Skill:
Concept Maps as a Tool to Study Skill Acquisition. Retrieved from
http://espse.ed.psu.edu/suen/papers/AERA99_MCCLURE.HTM.
N.C.E.R.T. (2000). National Curriculum Framework for School Education: A
Discussion Document, New Delhi.
National Policy on Education. (1986).Ministry of Human Resource
Development, Govt. of India.
Novak, J. D. (1979). Applying psychology and philosophy to the improvement
of laboratory teaching. The American Biology Teacher, 41 (8),
466-474.
Patrick, A. O. (2011). Concept mapping as a study skill: effects on students'
achievement in biology. International Journal of Educational
Science, 3 (1), 49-57.
Raven J. and Raven J. (Eds.). (2008) Uses and Abuses of Intelligence: Studies
Advancing Spearman and Raven's Quest for Non-Arbitrary
Metrics. Unionville. New York: Royal Fireworks Press.
Sood, P. (2010). Concept mapping for enhancing the academic achievement
of secondary students in mathematics. Researcher's Tandem 1,
33-41.
Conclusions and Implications
The present educational system is passing through a
phase of revolutionary changes. The modern educational
system is based on aims and objectives and strives to achieve
them. The principle of student centered education has got
impetus during the past few decades. But it is sad that still
majority of Indian schools have not adopted new techniques
and methodologies of teaching. Therefore, in present
investigation Concept Mapping Instructional Strategy was
chosen which can definitely make learning mathematics easy
and comprehensible by making concept organized and thus
meaningful. It is a wonderful strategy which a teacher can use
in his classroom. It is not only beneficial to enhance the
achievement in mathematics but useful for understanding
difficult concepts also. It enables the students to investigate
the connections between various concepts and topics within
mathematics. The present research problem is indeed very
useful to investigate the effect of Concept Mapping
58
GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
A STUDY OF MODERNIZATION IN RELATION
TO VALUES AMONG SECONDARY SCHOOL TEACHERS
1
2
Dr. Abha Saini , Dr. Harpreet Kaur
Abstract
This study was carried out to find out the relationship between modernization and values among secondary school
teachers. A sample of 100 teachers was drawn randomly from seven secondary schools in Nangal city of Punjab. The
Modernization Scale constructed and standardized by Singh and Tripathi, Ramjee Lal and Value scale constructed and
standardized by Ojha (1992) were used for the purpose of data collection. The findings revealed modernization among
secondary school teachers cannot be predicted on the basis of sex differences. No significant mean differences between the six
values of life e.g theoretical, economic, aesthetic, social, political and religious among male and female secondary school
teachers was found.
Key Words: Modernization, Values
Modernization is a description and explanation of
the process of transformation from traditional or underdeveloped societies to modern societies. Modernization is
men's application of new technologies to acquire dominance
over nature and to bring about a marked increase in the gross
national product per capita. Education can make a
meaningful contribution to the attainment of modernization.
Education has to be value oriented with teachers to play
major role, as there is hardly any time with parents to impart
values to their children. A teacher has to set before them a
high standard of character, discipline and values. Gill (1998)
observed that female students were modern than male
students irrespective to the faculty to which they belong.
Menon (2012)The study revealed that there is significant
positive correlation between modernization and Values and
also there is significant impact of modernization on values of
undergraduate student.
teachers from schools of Nangal city of Punjab. In this
sample, investigator considered 50 males and 50 female
teachers. As it was not possible to include all the schools of
Nangal city, therefore, only 7 schools were selected from
Nangal city. Stratified Random Sampling Technique was
adopted for selection of sample.
Measures :
The Modernization Scale constructed and
standardized by Singh and Tripathi (1971) published by
National Psychology Corporation, Agra.
Value scale constructed and standardized by Ojha
(1992) published by National Psychology Corporation, Agra.
Procedure:
Descriptive survey method has been employed in
the present investigation of the problem. Descriptive
research studies are designed to obtain pertinent and precise
information concerning the current status of phenomena
and to draw valid general conclusions from the facts
discovered. The present investigation was primarily to
determine the modernization in relation to different values
among secondary school teachers. The research was aimed
to study if there exists any impact of modernization on
preferring values among secondary school teachers. The data
based upon Modernization Scale and Value Scale was
processed statistically for its interpretation and testing the
hypotheses. t-test was applied to see the difference between
modernization of male and female Secondary School
teachers and six values of life i.e theoretical, economic,
aesthetic, social, political, religious values. The coefficients
of correlation were computed to determine the relationship
between modernization with six values of Secondary School
teachers.
Objectives:
Following are the objectives of study:1. To assess the views of male and female secondary
school teachers regarding modernization.
2. To ascertain the views of male and female secondary
school teachers regarding six values of life namely
theoretical, economic, aesthetic, social, political
and religious.
3. To study the relationship of modernization and
values among secondary school teachers.
METHOD
Sample:
A sample of study consisted of 100 secondary school
Asstt. Prof. & Asstt. Prof.
59
GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
The relationship between modernization and
theoretical value was positive in case of male and female
secondary school teachers and total sample but the
relationship was insignificant. Thus, it can be inferred that
theoretical value does not affect the modernization of
teacher.
Economic value was found to be significantly related
to modernization in case of male and female teachers. Thus,
modernization can be taken as one of the determiners of
economic value of male and female secondary school
teachers but for total sample the relationship was not
significant. Economic value was negatively related to
modernization of male teachers but positively related to
modernization of female teachers and total sample.
Aesthetic value was found to be positively and
significantly related to modernization of male secondary
school teachers. Thus, modernization can be taken as one of
the determiners of aesthetic value of male teachers. The
relationship between modernization and aesthetic value was
negative for female teachers whereas it is positive for total
sample but co-efficient of correlation is insignificant in case
of both.
The relationship between modernization and social
value was negative for male secondary school teachers and
total sample and positive for female teachers but all the
correlations were insignificant. Thus, modernization of
teachers cannot be taken as predictor of social value.
Political value negatively and significantly related to
modernization of female teachers and total sample but it is
insignificant in case of male teachers. Thus, modernization is
influenced by political value.
The relationship between modernization and
religious value was negative and significant in case of female
teachers. Thus, we can conclude that modernization of
teachers is influenced by religious values for female teachers
but not in case of male teachers and total sample.
Results and Discussion
On the basis of analysis of data and interpretation of
results of the present study, obtained through t-test and coefficient of correlation, the following conclusions were drawn:
Table: 1 :Mean Differentials in the value pattern of
Male and Female Secondary School Teachers
Group Mean SD
N df t-value Level of
significance
Male
146.24 10.221 50 49 .917
Not Significant
Female 148.14 10.500 50 49
The t-value between males and females teachers
was found to be .917 which is not significant. The result
implies that there is no significant difference between views
of modernization on male and female secondary school
teachers. Thus, it can be inferred that modernization of
teachers cannot predicted on the basis of sex differences.
Table 2 : Mean Differentials in different value
patterns of Male and Female Secondary School Teachers
There is no significant difference between the six
values of life e.g theoretical, economic, aesthetic, social,
political and religious of male and female secondary school
teachers. Thus, it can be inferred values cannot be predicted
on the basis of gender.
Table 3: Coefficients of Correlation for Modernization scores and Value patterns of Male and Female
Secondary School Teachers
Variable
Male
Female Total
Modernization and
Theoretical Values
.088
.126
.117
Modernization and
Economical Values
-.266**
.501** .090
Modernization and
Aesthetic Values
.219*
-.406
.100
Modernization and
Social Values
-.192
.080
-.005
Modernization and
Political Values
-.007
-.380** -.200*
Modernization and
Religious Values
.089
-.240*
-.084
*Significant at 0.05 level=.195, 98 df = 98
**Significant at 0.01 level=.254 df = 98
Educational Implications
A teacher being the pivot of educational system can
make a meaningful contribution to the attainment of
modernization. Teacher's task is to modify the personality of
the students by influencing their attributes, interests, moral
conduct, behavior and values of life. Teacher is to create
capabilities for adaptation and organization of new
techniques among students as modernization is considered
the way of life as a whole. Modernization is regarded as an
ideal education. Therefore, the teacher should try to
60
GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
Students, International journal of Research in Education
Methodology, Vol (2)
Smith, M.C. and Glass, G.V. (1981). Research and Evaluation in Education
and Social Scientist, Englewood Cliff: New Jersey, Prentice Hall.
Singh. S. R. and Rewa, Tripathi N. A. (1971). The Modernization Scale
constructed and standardized published by National Psychology
Corporation, Agra
Ojha, R. K. (1992). Value scale published by National Psychology
Corporation,Agra.
accelerate the process of modernization with respect to its
way of thinking and believing.
References
Gill, G.S. (1998). A study of School and College Teachers in relation to their
Job Satisfaction and Adjustment, M.Ed. Dissertation,
department of education, P.U. Chandigarh.
Menon, A. (2012). Impact of Modernization on Values of Undergraduate
61
GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
IMPACT OF REMEDIAL STRATEGY ON TRIGONOMETRICAL ERROR PATTERNS- A CASE STUDY
1
2
Dr. Khushvinder Kumar, Dr.Gaurav Kumar
Abstract
Mathematics in daily life, to a large extent is problem solving. Problem solving approach which is core of teaching and learning of
Mathematics, depends upon trial and error theory. The errors committed by students cannot be eliminated but reduced to
certain extent by studying their causes. Teaching is a process in which a teacher follows various steps out of which two major
steps are to discover the errors of students and to provide the remedy for the errors. An attempt was made in the present
investigation to study the causes in case of a subject which showed minimum reduction of errors. It found that the perceptual
errors in case of the subject were totally eliminated.
Key Words: Entry Behavior Errors, Perceptual Errors, Conceptual Errors, Computational Errors
Remedial teaching is the application of special
teaching techniques to overcome specific difficulties in
learning, such as difficulties in forming concepts or faulty
learning habits etc. The researchers like Serow et. al. (1980),
Gurusamy (1990), Dash (1996), Swarnlekha (1997), Singh
(2003) and Augele et. al. (2010) by and large have compared
remedial program with traditional method. Remedial
teaching is used after diagnosing the errors committed by
students. Error is an act, assertion or belief that
unintentionally deviates from what is correct, right or true. It
is the condition of having incorrect or false knowledge and is
the act or an instance of deviating from an accepted code of
behavior.
The present study is the case of Jhirmaljeet Singh
which is a part of the broader study “Impact of A Remedial
Strategy on Trigonometrical Error Patterns in relation to
Cognitive Styles and Cerebral Dominance”. In the study Effect
of Remedial Strategy on trigonometrical error patterns in
relation to Cognitive Styles and Cerebral Dominance was
studied. For qualitative analysis, case studies of Amandeep
Kaur (Best improver in Experimental Group), Gurpreet Singh
(Least improver in Experimental Group), Kuljeet Kaur ( Best
improver in Control Group) and Kuldeep Kaur ( Least
improver in Control Group) and of Jhirmiljeet Singh of
Experimental Group (Examplatory improvement in his
behavior) has been undertaken .
The subject was in the experimental group of the
investigator. The subject showed exemplary improvement in
behaviour.
Newman (1977), Casey (1978), Clements (1980),
Raman (1989) classified errors in different types. In the
1
2
present study, the classification given by Raman (1989) was
taken. The study was experimental in nature. Percentage of
reduction in errors committed by the students was studied
and analyzed statistically.
The subject was in tenth class of Govt. Sen. Sec.
School, Khosa Randhir of Moga district. The school is
affiliated to PSEB, Mohali. The health of the subject was
normal and he was not affected from any serious disease. The
vision, hearing and speech of the subject was also normal as
observed by the investigator. Father of the subject is a farmer
and mother is house wife. He has one brother and one sister.
There congenial environment at home. Parents and siblings
enjoy healthy relationship among themselves.
Subject usually watches television in his free time
and also spends time in playing kabaddi. He took part in
sports organized by school. The conduct of the subject was
good and he behaved very well with his peers and elders. He
was very supportive with the peers.
Previous Achievement in Mathematics:
He got 33 out of 100 marks in Mathematics in IX
grade annual exams.
Diagnosis:
A self prepared diagnostic test of Trigonometry was
administered to diagnose the errors committed by the
subject in four categories i.e. Entry Behaviour errors,
Perceptual errors, Conceptual errors and Computational
errors.
On the diagnostic test comprising of 60 items, the
subject committed total 43 errors in pre test out of which 9
Principal, M. M. Modi College, Patiala. drkhush01@gmail.com
Science Master, Govt. High School, Talwandi Jalle Khan. free3gora@gmail.com
62
GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
were Entry Behavior, 11 Perceptual, 13 Conceptual and 10
Computational errors.
treatment researcher visited the school again to witness the
progress made by the subject and her mathematics teacher
told that her performance in classroom was better than
before the experiment. The performance of the subject in
class tests of Mathematics has also been improved. The
scores in class tests after the experiment were given in the
Table 1.2.
Treatment:
Jhirmaljeet was subjected to the remedial teaching
of thirty five sessions of thirty five minutes duration each.
After the treatment a post-test had been administered to the
subject.
Table 1.2: Comparison of performance of Jhirmaljeet in
Mathematics before and after the Experiment
Before
May
July
August
Experiment
2010
2010
2010
11/20
13/20
08/20
After
Jan
Feb
March
Experiment
2011
2011
2011
14/20
13/20
13/20
Results:
In the post test comprising of 60 items, the subject
committed total 15 errors out of which 2 were Entry
behavior,4 Conceptual and 9 Computational errors. No
perceptual error was reported in the post test. It found that
there was significant reduction in Entry Behavior errors and
conceptual errors. A little reduction in Computational errors
was reported by the subject in Trigonometry which is evident
from the comparison of pre and post test scores and
percentage reduction of errors given in Table 1.1.
Opinion of Sibling
The sister of the subject reported that before the
experiment he wasted a lot of time by straying and playing.
Sometimes he helped in house chores. But during and after
the experiment, he used to do his homework. He now also
plays kabaddi but for an hour as mentioned in the daily time
table, he made during the experiment.
Table 1.1: Comparison of Type wise and overall errors
committed by Jhirmaljeet in pre and post tests
Types of Errors
Test
Errors
Percentage
Committed Reduction
E1(Entry Behaviour) Pre Test
9
77.8%
Post Test 2
E2 (Perceptual)
Pre Test
11
100%
Post Test 0
E3 (Conceptual)
Pre Test
13
70%
Post Test 4
E4 (Computational) Pre Test
14
10%
Post Test 9
E(Total no. of errors) Pre Test
43
65.1%
Post Test 15
Opinion of Parents
The parents of the subject reported that he was not
fond of watching T.V. He used to stray after comeback to
home after school. But after the experiment, he firstly did his
home work. He helped in house chores sometimes. In the
days of experiment, he started behaving obediently to the
elders and solved his worksheets daily.
Opinion of Mathematics teacher
His mathematics teacher told the investigator that
performance of Jhirmaljeet Singh was average in the class. He
was not punctual before the experiment. But after the
experiment, he became punctual. Before the experiment he
did not participate in the discussions in the classroom. i.e.
there is no interaction with the teacher in the classroom. But
after the experiment, he used to interact with the teacher
during discussions in classroom. The performance of the
subject in class tests was average. He has clarity about the
topics related to trigonometry. After experiment, he
committed less mistakes in problems related to fundamental
rules and pythagorus theorem. He is now making less
mistakes in fundamental rules, Pythagoras theorem etc.
From the Table 1.1 it is clear that the percentage
reduction in Entry Behaviour errors was 77.8%. Percentage
reduction in Perceptual errors was reported 100% and that in
Conceptual errors was 70%. The least percentage reduction
was reported in case of Computational errors which was 10%.
The percentage reduction in total no. of errors was reported
65.1%.
Follow Up:
Mathematics teacher of the subject was guided
about drill work technique in Mathematics so that ha can
continue to offer support in the school. Two months after the
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GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
Opinion of Peer Group
His peer group reported that the topics of talk are
about kabaddi players. There is not any type of narcotic
indulgence of Jhirmaljeet Singh. He is very much changed
now. He keeps silence most of the times. He encourages his
peer group to come to school in time. Now he is taking more
interest in study along with games.
Introspection Report by the Subject
It was good to be a part of experiment group. Prior
to the experiment, no one paid proper attention to me. I have
more interest in games than in studies. Moreover I was
unable to understand mathematics. But during the
experiment, I found mathematics an interesting subject. I
remained punctual in the class as well as in solving
worksheets. I started encouraging my classmates to come to
school in time. Conversion of word problems into diagrams
specifically seemed to be very interesting.
Conclusion
The mathematics teacher of the subject told the
investigator that he should not take the subject in the
experiment as he was not punctual. The investigator took it
as a challenge and started observing the subject during the
experiment. The investigator noted that he was very
punctual in the whole experiment as he came five minutes
advance in classroom and never miss the class. He also
encouraged his classmates to come to school in time. He also
reduced his errors gradually during the experiment. Thus
overall behavior of the subject was changed very much with
the help of experiment.
Suggestions
! Specific individual treatment need to be given to the
subject as he wants attention from the teacher.
! He should be made aware of the sports and studies as
the complimentary in nature to achieve the life goals.
References
Augele, L. I., Omo- Ojngo, Matthew O., & Imhan Lahimi, Edward O. (2010).
Effectiveness of Selected Teaching Strategies in the
Remediation of Process Errors Committed by Senior Secondary
School Students in Mathematics. Journal of Social Sciences,
22(2), 139-144.
Casey, D. P. (1978). Failing students: A strategy of error analysis. In P. Costello
(Ed.),
Clements, M. A. (1980). Analyzing children's errors on written mathematical
tasks. Educational Studies in Mathematics, 11 (1), 1-21.
Dash, P.C. (1996). Effects of Instructional Strategies on the Situation
Processes of Primary School Children in Arithmetic Problems,
Independent Study. Regional Institute of Education,
Bhubaneshwar.
Gurusamy, S.(1990) Cited in Fifth Survey of Educational research(1988-92),
1, 375, NCERT, New Delhi.
Newman, M. A. (1977). An analysis of sixth-grade pupils' errors on written
mathematical tasks. Victorian Institute for Educational Research
Bulletin, 39, 31-43.
Raman, J. (1989) Cited in Fifth Survey of Educational research (1988-92) (1)
372, NCERT, New Delhi.
Serow, Robert C. and Others (1980) Competency Testing in North Carolina:
Remediation and Subsequent Test performances. ERIC Clearing
house for community college.
Singh, J. (2003). A Study of Error Patterns in Mathematics In Relation To
Cognitive Style and Type of School. Unpublished M.Ed.
Dissertation, Punjab University.
Swarnlekha, N. (1997). Teacher Empowerment Strategies to Promote
Problem-Solving Ability in Mathematics through Joyful Active
Learning. In Teacher Empowerment and School Effectiveness at
Primary Stage: International Perspective. NCERT, New Delhi.
General Behavior
! The subject started giving respect to his elders.
! The subject encouraging his classmates to come to the
school in time.
Study Habits
! The subject was very punctual during and after the
experiment.
! He used to come in class five minutes before.
! The subject never missed the class during the
experiment.
! The subject made a time table for his study and games.
Errors
! There was significant reduction reported in Entry
Behavior errors, Conceptual errors and Computational
errors.
! The Perceptual errors were totally eliminated.
! The subject teacher also reported that there was
reduction in mistakes in his note book of Mathematics.
64
GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
TEACHING COMPETENCE IN RELATION
TO GENERAL AND EMOTIONAL INTELLIGENCE
1
2
Binderjit Kaur , Dr. Sushma Sharma
Abstract
The purpose of present study was to study Teaching Competence of Student-Teachers on the basis of their General
Intelligence and Emotional Intelligence. The sample comprised of 183 Student-Teachers out of these 63 were male and 120 were
female. Data were collected by using Teaching Competence developed by Passi and Lalitha (1978), Standard Progressive
Matrices (SPM) developed by J. Raven, J.C. Raven and J. H. Court (revised, 2000) and Bar-On-Emotional Quotient Inventory
(1997). Results by two way ANOVA showed that Teaching Competence of student-teachers having high level of general
intelligence is significantly higher than student-teachers with low level of general intelligence. Teaching Competence of studentteachers having average level of general intelligence was significantly higher than student-teachers with low level of general
intelligence. Teaching Competence of student-teachers having high level of emotional intelligence is significantly higher than
student-teachers with low level of emotional intelligence. Teaching Competence of student-teachers having average level of
emotional intelligence was significantly higher than student-teachers with low level of emotional intelligence. No significant
influence of interaction was found.
Key Words: Teaching Competence, General Intelligence, Emotional Intelligence, Student-Teacher.
Teaching is a behavior of teacher which helps in
learning by students. Some educationists consider teaching
to be a broad concept which includes all activities to be
carried out for organizing learning experiences. The modern
concept of teaching refers to cause the pupil to learn and
acquire the desired knowledge, skills and also desirable ways
of living in the society.
Glossary of Education (2010) defines Teacher
Competence as Explicit, demonstrable knowledge and skills
necessary for performing the role of teacher. According to
British Council (2010) teaching competence refers to
knowledge of concept/skills/language system and the ability
to communicate this and knowledge effectively and in ways
appropriate to the learners and type of course being
delivered.
Intelligence is a kind of mental energy, in the form of
cognitive abilities, available within the human being, which
enables him to handle his environment in terms of
adaptation to face novel situations as effectively as possible.
According to Sears (1995) intelligence refers to one's ability
to reason through situations and act in an effective and
adaptive fashion. Baron (2006) stated that the term
intelligence refers to individual's abilities to understand
complex ideas, to adapt effectively to the environment, to
learn from experience, to engage in various forms of
reasoning, to overcome obstacles by careful thought.
1.
2.
Emotions play a significant role in teaching learning
process. General experiences of learners expresses that they
attracted by teachers positive feelings. EQ is actually a large
collection of skills and abilities. Mayer et al. (1997) defined
emotional intelligence as the capacity to reason with an
emotion in four areas: to perceive emotion, to integrate it in
thought, to understand it and to manage it. Emotional
intelligence allows a person to think divergently and to use
emotions to solve problems. Goleman (1995) believes that
emotional intelligence appears to be an important set of
psychological abilities that relate to success in life. It is
empathy and communication skills as well as social and
leadership skills that will be central to our success in life and
personal relationships, rather than a high IQ. Goleman
suggested that it is far better to have a high EQ, if we want to
be a valued and a productive member of society.
In educational researches, many studies have
revealed positive correlation of emotional intelligence with
some educational variables. Bardach (2008) indicated that
the association between emotional intelligence and school
success could not be ignored and that additional study was
strongly indicated. Ohm (1998) found the link between
healthy emotional skills and personal and academic
achievement. Yates (2000) revealed correlation (weak and
small) between the health habits of college aged health
Asst. Prof., Innocent Hearts College of Education, Green Model Town, Jalandhar. E-mail: om.binny@gmail.com, Ph. 084377-53369
Principal, DM College of Education, Moga, E-mail: dmce.moga@gmail.com
65
GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
education students and emotional intelligence. Batastini
(2001) revealed the strong correlation between emotional
intelligence and student leadership, and strong correlation
between emotional intelligence and creativity. Brackett et al.
(2003) found that lower emotional intelligence related to
negative outcomes, including stress, illegal drugs, alcohol
use, deviant behaviour and poor relations with friends.
Santesso et al. (2006) found that low emotional intelligence
was associated with significantly more externalizing
behaviours (i.e. aggression and delinquency), replicating
previous work. Brackett et al. (2003) found correlations in
the 0.28 to 0.45 range between the MSCEIT (MayerSalovey-Caruso Emotional Intelligence Test) and the
“quality of interpersonal relationships”. Justice et al. (2007)
reported that according to the Emotional Intelligence Scale
the beginning teacher candidates needed to strengthen
skills in assertion, comfort, empathy, decision making, drive
strength, time management, commitment ethic, selfesteem, stress management and deference. The skills of
leadership, aggression, and change orientation were
current strengths. To face the challenges of a diverse
classroom, these skills need to be developed, strengthened
or enhanced if candidates were expected to have a longer
teaching career.
Research also indicates gender difference in
Emotional intelligence (Vincent, 2003; Amelang et al., 2006;
Amritha, 2006; Danehy, 2006; Feldman, 2003; Harrod et al.,
2005; Tapia, 1999; Tapia et al., 2001; Varshney, 2007; Sutarso
et al., 1996; Santesso et al., 2006; and Cerciello, 2001). This
motivates the investigator to undertake research with
following objective.
technique from seven colleges keeping in mind strata based
on gender. Almost all the males were taken in sample as
proportion of male was less than female student-teachers.
Further, almost equal number of student-teachers from
science and social science were taken. The sample comprised
of 187 (Mean age=23.99 Years, SD=3.22) Student-Teachers
out of these 28 (Mean age=23.21 Years, SD=2.03) were male
and 159 (Mean age=24.09 Years, SD=3.34) were female. 49
student-teachers belongs to rural area (Mean age=24.09
Years, SD=3.74) and 138 student-teachers belongs to urban
area (Mean age=23.99 Years, SD=2.90).
Procedure
On selected sample, Standard Progressive Matrices
(2000) and Bar-On-Emotional Quotient Inventory (1997)
were administered. In order to assess their teaching
competence, observation schedule was used during the
discussion lesson in their respective institutions. Two
observers rated the teaching competence of student
teachers. The mean score of both observers on each student
teacher was used for testing hypotheses. Collected data were
analyzed with the help of SPSS.
Measures
1. In order to assess the Teaching Competence of B.Ed
student's observation schedule developed by B.K. Passi
and J.K. Lalita (1978) was used during the discussion
lesson in their respective institution. Observation
schedule consists of five dimensions Planning,
Presentation, Closing, Evaluation, and Managerial with
21 items. This schedule has nine point scale against each
item that leads to Not at all- to very much.
2. In order to assess the Emotional Intelligence of B.Ed
student's Bar On- Emotional Quotient Inventory (1997)
was used. This tool is a self-report inventory with 66
items and measures ten different components of
Emotional Intelligence. There are five response
categories viz Not True, Seldom True, Sometime True,
Often True and True. Negative items were scored as
5,4,3,2,1 (Not True, Seldom True, Sometime True, Often
True and True) respectively and positive items were
scored as 1,2,3,4,5 (Not True, Seldom True, Sometime
True, Often True and True) respectively. The Inventory
has high content and construct validity.
3. Standard Progressive Matrices (SPM) developed by J.
Raven, J.C. Raven and J. H. Court (revised, 2000) was
Objectives
! To study the influence of General Intelligence, Emotional
Intelligence and their interaction on Teaching
Competence of Student-Teachers.
! To study the difference in General Intelligence,
Emotional Intelligence and Teaching Competence on the
basis of Gender.
METHOD
Sample
The present study was conducted on studentteachers studying in Colleges of Education of Jalandhar
district (Population) affiliated to Guru Nanak Dev University,
Amritsar. Student-teachers were raised by cluster sampling
66
GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
used to assess the non-verbal intelligence of the
student-teachers. The SPM consists of 60 problems
divided into five sets. There is no time limit for this test.
Numerous reliability coefficient quoted by Raven vary
from .80 to .90. Validity of the SPM has been studied in
the usual ways. When the Stanford Binet Test of
Intelligence was used as the criterion, correlation
varied from .50 to .86.
Results
Table 1 : Summary of 3x3 ANOVA for Teaching Competence
Source
GI
EI
GI x EI
Error
Total
Sum of Squares
2945.70
3837.08
1196.19
75302.36
2351102.00
df
2
2
2
180
187
The F value for General Intelligence (table 1) is 3.52,
which is significant at .05 level with df 2/180. It means that
there is significant difference in mean scores of teaching
competence of student-teachers at low, average and high
levels of general intelligence. Further, the results of post hoc
test shows that teaching competence of student-teachers
having high level of general intelligence (M=120.90, N=10) is
significantly higher (p<.05) than student-teachers with low
level of general intelligence (M=102.00, N=27). Teaching
Competence of student-teachers having average level of
general intelligence (M=110.86, N=150) is significantly higher
(p<.05) than student-teachers with low level of general
intelligence (M=102.00, N=27). There is no significant
difference in teaching competence of student-teachers
having high and average levels of general intelligence.
The F value for Emotional Intelligence (table 1) is
4.59, which is significant at .05 level with df 2/180. It means
that there is significant difference in mean scores of teaching
competence of student-teachers at low, average and high
levels of emotional intelligence. Further, the results of post
hoc test shows that teaching competence of studentteachers having high level of emotional intelligence
(M=113.30, N=30) is significantly higher (p<.05) than
student-teachers with low level of emotional intelligence
(M=100.14, N=28). Teaching Competence of studentteachers having average level of emotional intelligence
(M=111.54, N=129) is significantly higher (p<.05) than
student-teachers with low level of emotional intelligence
(M=100.14, N=28). There is no significant difference in
teaching competence of student-teachers having high and
average levels of emotional intelligence.
The F value (table1) for interaction between general
intelligence and emotional intelligence is 1.43, which is not
significant. It means that there is no significant influence of
Mean Square
1472.85
1918.54
598.10
418.35
F
3.52
4.59
1.43
P
.032
.011
.242
interaction between general intelligence and emotional
intelligence on teaching competence of student-teachers.
Discussion
Intelligence is a cognitive variable which directly
related to information processing i.e. knowledge is receiving
and dispersing and this communication is the major part of
teaching competence. Further, intelligence is positively
correlated with some other cognitive and affective variables
such as learning, creativity, critical thinking, adjustment, selfconfidence. That is why, in the present study intelligence
influences teaching competence. In the present study, the
student-teacher with high level of emotional intelligence had
significantly higher level of Teaching Competence than
student-teachers with average and low level of emotional
intelligence. The student-teacher with average level of
emotional intelligence had significantly higher level of
Teaching Competence than student-teachers with low level
of emotional intelligence. Research on emotions and
teaching shows that emotions play significant role in
teaching learning process. Further, researches on Emotional
Intelligence and Teaching Competence shows similar results.
Hooda et al. (2010) found that high emotional intelligent preservice teachers were more competent in teaching than low
emotional intelligent pre-service teacher. Bansi et al. (2006)
indicated that emotionally mature teachers are more
effective in teaching than emotionally immature. Hooda et
al. (2010) found that Teaching Competence of pre-service
teachers is significantly correlated with their emotional
intelligence by partialing out of their academic qualification.
Bardach (2008) indicated that the association between
emotional intelligence and school success could not be
ignored and that additional study was strongly suggested.
Babu (2008) uncovered that the correlation coefficient
67
GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
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//www.eric.ed.gov
Bansi & Rathi (2006). Teaching effectiveness of school teachers in relation to
emotional maturity. Edutracks, 5(3), 43-49.
Bardach, R. H. (2008). Leading schools with emotional intelligence: A study of
the degree of association between middle school principal
emotional intelligence and school success (Doctoral
dissertation). Online Submission. Retrieved July 27, 2008, from
http: //www.eric.ed.gov
Bardach, R. H. (2008). Leading schools with emotional intelligence: A study of
the degree of association between middle school principal
emotional intelligence and school success (Doctoral
dissertation). Online Submission. Retrieved July 27, 2008, from
http: //www.eric.ed.gov
Baron, R. A. (2006). Psychology (5th ed.). New Delhi: Prentice Hall of India
Pvt. Ltd. P.437.
Batastini, S. D. (2001). The relationship among students' emotional
intelligence, creativity and leadership (Doctoral dissertation).
Drexel University. Retrieved October15, 2006, from http:
//wwwlib.umi.com.
Brackett, M. A., & Mayer, J. D. (2003). Convergent, discriminant, and
incremental validity of competing measures of emotional
intelligence. Personality and Social Psychology Bulletin, 29(9),
1147-1158.
British council (2010). Teacher Competence dictionary. Retrieved July 26,
2010, from http://issuu.com/britishcouncilsingapore/docs/
singapore-issuu-job-teacher-Competence.
Cerciello, C. (2001). The effects of humour on anxiety and conflict resolution
skills in emotionally disturbed students. ED.D. Dissertation,
Seton Hall University, College of Education and Human Services,
Retrieved October15, 2006, from http: //wwwlib.umi.com.
Danehy, L. S. (2006). The relationship between emotional intelligence and
leadership in NCAA Division III college coaches. ED.D.
Dissertation, Wilmington College (Delaware). Retrieved
October15, 2006, from http: //wwwlib.umi.com.
Feldman, J. M. (2003). The relationship among college freshmen's cognitive
risk tolerance, academic hardiness, and emotional intelligence
and their usefulness in predicting academic outcomes (Doctoral
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GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
Book Review
Integrated Learning, Author : Ken Gnanakan
New Delhi: Oxford University Press, 2011, pp 180, Rs. 495
RE-ENVISIONING INTEGRATED LEARNING IN THE ERA OF INSTRUMENTAL LEARNING
Reviewed by : Dr. Kamaljeet Singh
In the present era of neoliberalism, the nature and
role of education have undergone a redefinition. The
intrusion of the market in educational sphere has shaken the
philosophical foundations of education as a process as well as
a discipline. The framework of progressive education
emerged in the modern times is being marginalized in these
proclaimed 'post-modern' times. On the one hand, the
transmogrification of education into a marketable
commodity has taken place and on the other hand, there has
been a strong tendency in contemporary educational policy
discourse to define education largely in terms of needs of the
emerging economy. Besides, the emergence of Information
and Communication Technology (ICT) as a productive force
and its introduction in the field of education has also
reshaped the nature of educational process. Further, the
rapid growth of private schools and consequent segregation
of student population, introduction of English medium in the
private schools and diminution of teaching-learning process
in the government schools to mere achievement of already
set learning outcomes are the other developments which
have outlined the contemporary educational scenario. As a
result, the concept of education as evolved with the
progressive movement in education since Rousseau aiming
at the all-round and harmonious development of the child, is
being marginalized and its place is being taken by a sort of
education which would result in lopsided development of the
students. In this backdrop, the book "Integrated Learning" by
Ken Gnanakan is a significant publication as it presents a
strong argument in favour of an education aiming at
integrated learning for holistic development of children. The
book consciously questions the logic of emerging conception
of education for merely upskilling and increasing the
competencies for the development of human resources by
arguing that 'if all learning is tailored to the requirements of a
particular profession-focussed on acquiring the required
skills and specific knowledge base-then the student misses
out on the larger picture of life itself. Students do not come
out as well-rounded individuals. Job-oriented 'education',
however, although lacking in wider integration, and perhaps
because of it as well, lends itself suitably to be marketed as
attractively packaged programmes for captive consumers of
a commercialised education'. It further argues that
educational process is something far more than a prepackaged programme of study, an academic experience, a
paper degree, or an individual accomplishment. It is all about
formation of the individual for the societal transformation:
Education is not a matter of transmission of knowledge or
concepts or ideas. It is not essentially “information”, but
about “formation”. In order to corroborate such a conception
of education Gnanakan discusses in detail the contribution of
different educational thinkers from Plato to Paulo Freire
towards progressive and integrated education.
While beginning his argument, he examines the
educational ideas of Plato and Confucius in the ancient
context. For Plato, education was intended to train the young
men for providing political leadership and for building a
better society. In his view, these goals could be achieved by
imparting men diverse types of knowledge, skills and values
that could form the basis of an ideal society. In the east,
Confucius spelled out powerful educational insights having a
long-lasting influence. He believed the true quest for
knowledge would transform everyone and thereby would
bring about the transformation of the entire society and also
of the whole world.
While highlighting the need for an integrated
environment for integrated learning, Gnanakan discusses the
contribution of the pioneer theorists of modern education
like Rousseau, Pestalozzi, Froebel and Maria Montessori.
These thinkers developed a theoretical framework for childcentred education in a natural and free environment and
ensuring an active role of the child in the learning process.
Further, the foremost aim of education as visualised by these
thinkers was the complete development of the child or as
Pestalozzi viewed it in terms of the development of the
powers of 'Head', 'Heart' and 'Hands'. For the realisation of
such an aim, Froebal envisioned Kindergarten based on the
individuality and ability of each child, the importance of selfactivity and play as a foundation on which the integrated
development of the whole person can be based. Both
Pestalozzi and Froebel laid stress upon connecting various
Assistant Professor, Department of Education, Punjabi University Regional Centre, Bathinda
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GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
activities and subjects for enhancing child's learning. Much in
line with these thinkers,Maria Montessori viewed education
as 'not what the teacher gives; but as a natural process
spontaneously carried out by the human individual'. In her
conception, the purpose of education is 'to help develop a
free child, one who knows what is to be and do'. To this effect,
'the whole child must engage in education; the mind, body
and soul have to be part of the learning process'.
Such a conception of education as integrated to life
of the child was further substantiated by John Dewey,who
was an ardent critic of authoritarian, strict, pre-set
knowledge approach with a preoccupation with transferring
knowledge and not concerned enough with understanding
and influencing the students' actual experiences. According
to Dewey, life itself is the classroom for learning and true
learning is a continuity of experiences, with real connections
between what is learnt in the classroom and life in society
outside. Further, in order to prepare children in an all-round
manner to face social challenges more effectively a curricular
approach to integrate the subjects like sciences, social
sciences, mathematics, fine arts, music etc. would work.
Similarly, for Alfred North Whitehead education is
not static but dynamic. It has rhythmic movement more in
tune with human life. Education is a process characterized by
growth, in which both the student and the subject-matter
progress 'in a stream of events which pour through life'.
Whitehead was against 'inert ideas' ideas that are merely
received into the mind without being utilized, or tested, or
thrown into fresh combinations'. Alongside 'inert' ideas,
Whitehead was also concerned with the heavily loaded
curricula prescribed by educational institutions. He
enunciated two practical 'educational commandments': 'Do
not teach too many subjects' and 'what you teach, teach
thoroughly'. Instead of emphasising the number of courses
or subjects, prescribed books, credit hours etc. emphasis
should be on the quality of what is learnt. Whitehead
underlined the fact that the 'main ideas' must be stressed
and the student allowed the freedom to take 'every
combination possible'. This will enable the students to
discover the joy of integration.
Howard Gardner's theory of Multiple Intelligence
further endorsed the need for an integrated education based
on different types of intellectual abilities among children
such as linguistic intelligence, logical-mathematical
intelligence, bodily-kinaesthetic intelligence, spatial
intelligence, musical intelligence, interpersonal intelligence
and intrapersonal intelligence. An integrated approach to the
various intelligences can enable a better kind of schooling as
different children would be able to develop their particular
intellectual potentials.
In the Indian context, Rabindranath Tagore sought
not only to integrate western thinking and Indian traditions in
education, but also to include all that would integrate the
individual with the truths that influenced the whole person.
He underlined a form of education that was deeply rooted in
the freedom of one's immediate natural environment, where
learning was natural and the child felt at home. Tagore
believed in aiming at the total development of the
personality and therefore, pressed for creativity, freedom
and cultural awareness in the curricula. In his view the best
function of education is to enable us to realize that to live as a
man is great, requiring profound philosophy for its ideal,
poetry for its expression and heroism for its conduct.
Gandhiji's conception of education was concerned
with a broader integrated development of the mind, body and
soul. Education has to touch the whole person. In his view
Craft, Art, Health and Education should all be integrated into
one scheme. His Basic Scheme of Education is a beautiful blend
of all the four and covers the whole education of the individual
from the time of conception to the moment of death.
In Brazilian thinker, Paulo Freire's view, education
either functions as an instrument which is used to facilitate
integration of the younger generation into the logic of the
present system and bring about conformity or it becomes the
practice of freedom, the means by which men and women
deal critically and creatively with reality and discover how to
participate in the transformation of their world. For Freire, an
integrated form of education in which people participate can
provide the tools for transformation that would change the
lives of deprived individuals and groups by gradually
incorporating them in the mainstream and enabling them to
actively participate in social life at various levels.
Thus, by revisiting the educational ideas of
influential educational thinkers of ancient and modern times,
this book by Ken Gnanakan has presented a strong case for an
education based on integrated learning taking place in real
life situations and aiming at the holistic development of
individual child. In the times, when our schools are becoming
more and more teacher-driven or technology-driven
environments for dispensing pre-packaged lessons of
instrumental knowledge and striving to achieve fixed
learning outcomes, this book endeavours to create a
theoretical rupture and reminds us of the long-cherished role
of education which nowadays is being marginalized by the
belligerent market.
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GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
INTERNATIONAL CURRICULUM LAUNCHED BY C.B.S.E.-WORTHWHILE OR EYEWASH
1
2
Dr. Khushwinder Kumar and Jasdeep Kaur
Abstract
Education has gained a whole new dimension in the changing times when parents are better-informed and want to be
at the helm of affairs. A decade old debate on CBSE vs. ICSE vs. IB has just widened a little with one more board called CBSE-i
gaining prominence. Deciding a good school in itself is a harrowing and mind boggling experience, this new confusion of the right
education board only adds to the already existing problem. Objective of this paper is to acquaint all the educationists out there
with both well and lesser known facts about all these boards and help them analyse the strengths and challenges of CBSEinternational curriculum.
Key Words: CBSE, ICSE, IB, CBSE-International Curriculum.
CBSE stands for Central Board of Secondary
Education. It is one of the most popular school boards in
India. CBSE is recognized by Indian Government, all Indian
Colleges and Universities. CBSE envisions a robust, vibrant
and holistic school education that will engender excellence in
every sphere of human endeavour. The board is committed
to provide quality education to promote intellectual, social
and cultural vivacity amongst its learner, work towards
evolving a learning process and an environment which would
prepare the learners as future citizens to become global
leaders and provide stress free learning environment that
will produce competent, confident and enterprising citizens
who will promote harmony and peace.
Need for C.B.S.E-International Curriculum: The
CBSE has the mandate of initiating CBSE-i as per its Manual of
Rules and Regulations. So, in order to cater to the diverse
needs of its students and to provide a globally sensitive
curriculum that would help Indian learners either to pursue
their higher studies in countries abroad or interact
meaningfully with global markets for ensuring active
participation in the development process, Shri Kapil Sibal,
Union Minister for Human Resource Development launched
the CBSE-i curriculum at the Indian High School, Dubai.
Initially in the academic year 2010-2011, it was being
subscribed by about 25 schools (like Indian High School,
Dubai; Global Indian International School, Singapore;
Shantiniketan Indian School, Doha-Qatar and so on) in
middle-east and South-Asia (UAE, Oman, Saudi Arabia,
Qatar, Singapore, Malaysia and Japan) as a pilot project for
classes I and IX. The Board then reviewed and extended it to
other schools abroad in the second phase and to select
Indian schools in the next phase.
Objectives
! To acquaint the educationists with the salient features of
CBSE-i Curriculm.
! To study the curricular differences between different
school boards in India: CBSE, ICSE and IB.
! To critically analyse the strengths, shortcomings and
challenges in front of the international curriculum
launched by CBSE.
Foundation of CBSE-i: CBSE-i delivers education on
the pattern of the Geneva-based International Baccalaureate
(IB) - understood to help students get into top international
universities faster but it is a less expensive and quality
oriented course and it an alternative to some of the
international courses. Association of Indian Universities
(AIU) has already given recognition to CBSE-i. It has been
designed keeping in view foundations of NCF (2005). The
Parents and Students corner to facilitate two-way
communication between the students and parents is also a
special feature of CBSE-i.
Key Features of CBSE i: Enquiry and skill based
curriculum: team work, independent enquiry, selfevaluation, problem solving, time management, effective
communication and critical/creative thinking. It focuses
upon Catering to individual learning styles, Learner and
learning centric, Enabling constructivist approaches: handson, collaborative, project-based, tasked-based , Focus on
experiential learning, Focus on analysis and discovery
approach,Focus on real world experiences.
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GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
CBSE-i Curriculum: Five learning areas which
intersect in a trans- interdisciplinary approach are includes
Languages, Social studies, Math and Technology, Science,
Physical education, Performing arts and Visual arts, Core:
Perspectives-skills, SEWA and Research
Languages: The students will study two languages
up to class V: English, Hindi or mother tongue or any other
foreign language, three languages from VI-VIII and two
languages at IX and X. The language curriculum aims to
develop listening, speaking, reading and writing skills
through innovative practices like storytelling and role play,
reading aloud (with proper stress and intonation). Anjali
Chhabra, education officer at the CBSE in New Delhi told
India Real Time that foreign language options could include
French, Russian, Spanish, German and Portuguese. World
literature will also have greater space in this curriculum.
Students would be expected to read authors from all around
the world in English and in translation ranging from Anita
Desai to Franz Kafka to Leo Tolstoy.
Social Studies: Social Studies are referred to as
Environmental Education for I and II: combination of Physical
Environment, Geographical Environment, Cultural
Environment and Social Environment. In classes III to V
students study a combination of Geography and Social and
Political Structure while in classes VI to X, it crystallizes into
various disciplines of learning such as History focusing largely
on world history along with local / native history, Social and
Political Structures, Geography and Economics. Social
Studies curriculum aims to promote human understanding,
dignity and foster effective citizenship and concepts of
International Peace by interactive methods like discussions,
critical reviews of historical and social events. It also equips
the learner with appropriate knowledge of global orders,
variances in geographical, developmental patterns, growth
processes which impact native living practices, professions,
economy and cultural thought processes. Ms. Chhabra, in an
interview, with India Real Time, revealed that subjects will be
taught with a more global perspective. “Instead of simply
studying the history of India, students will get a chance to
explore the city or state in which they live,” she said.
Mathematics and Technology: All students will
study Mathematics till class X. For classes I to class VIII the
focus is on developing core mathematical skills whereas in
class IX X, there will be a choice between Core and a Higher
Elective Mathematics. The mathematics curriculum helps to
develop strategies that improve their logical thinking and
analytical ability including Computational Skills of
approximation, estimation, reasoning and logical and spatial
intelligences. It is designed to integrate mathematical skills
(concepts) with other disciplines of learning like science and
contextualising mathematical concepts to problem solving
situations. The Mathematics Lab activities will be an integral
and compulsory part of the Mathematics curriculum and will
be assessed from classes VI to X. Information and
Communications Technology is a compulsory component of
the curriculum. The focus of this program is to help students
understand and use common software applications to
enhance their ability to assess, evaluate and research
information.
Science: In classes I and II, Science is covered as
Environmental Education- combination of four dimensions:
Physical Environment, Geographical Environment, Cultural
Environment and Social Environment. From classes III to V
Science is treated as General Science whereas in classes VI to
X Science is studied as individual disciplines of Physics,
Chemistry and Biology. An extension programme called
'Breakthroughs' which will familiarize students with current
trends of scientific thinking, developmental processes,
current developments such as telecommunications, the
genome project, and new age materials like recyclable
plastics etc. The main focus of the Science Curriculum is to
nurture scientific aptitude and thinking through observation,
analysis, reasoning and independent judgement and
facilitate Experiential learning by hands-on tools and project
orientation.It also aims at developing research orientation to
totally de-emphasis rote learning in science.
Physical Education, Performing Arts and Visual Arts:
Physical Education curriculum: Physical education
will be a compulsory element from class I-X. It will not be
formally examined at the end of the year but graded on the
basis of students participation and teachers' observation. It
contributes to Physical fitness, bringing synergy between
body, mind, spirit and promote mastery of coordinated and
skillful movement and also helps to foster sportsmanship on
and off field and make students understand growth dynamics
of the body and mind.Children will be motivated to perform
activities like balancing, walking on different pathways, such
as straight line, circle, triangle and square. Walking
backwards, walking and stopping in a space on command,
walking on toes and heels. This will help improve
coordination, agility and balance.
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GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
Performing Art Curriculum: Performing art
curriculum provides a means for personal expression and
articulation of ideas and developing social and
communication skills through creative teamwork. It helps to
nurture creative expressions, aesthetics, intuitive thinking,
imagination and harmony. Children will learn about various
instruments, identify them by their sounds and appreciate
the depth of music. It will also help them to improve
concentration.
Visual Arts Programme: From classes I-V, all students
experience the art of music, dance and theater. From classes
VI-X, each student opts for one learning area from performing
arts and one from visual arts. This element of curriculum will
not be formally examined at the end of the year but graded on
the basis of student's participation and teachers' observation.
It is aimed at helping the students learn to appreciate art of
different cultures as well as native arts.
Children will use their imagination and creativity to
draw different things (rainbow) and colour them: help to
understand more about colours and categorize the colours
into primary and secondary colours.
Core of Curriculum: Perspectives: Perspectives: Life
Skills, SEWA (Social Empowerment through Work and
Action), and Research. All the elements of the Core except
Life Skills will be commented upon and are not examinable.
The Life Skills Programme: Life skills Programme
will be able to help students lead balanced, happy and
successful lives. This program focuses on inculcating
Creative, Critical Thinking Skills, Interpersonal Skills, Effective
Communication Skills, Problem-Solving Skills, Decision
Making Skills, Conflict Resolution skills, Cooperation,
Leadership Skills among the students.
SEWA (Social Empowerment Through Work and
Action): From class I - X all students will be part of a program
of community service every year with an NGO or
development organization of their choice. Students will keep
a journal of their association and a log of their hours spent
meaningfully in Social Empowerment through SEWA. It is
based on the idea of “learning to live together”. The main
focus of this programme is to develop social consciousness of
the learners so that they realise that no person is an island
and must live as confident, competent and contributive
citizen of a vibrant society. SEWA will encourage children to
donate the old toys, storybooks to less privileged children. The
SEWA Philosophy is social or community service; includes
environmental and international projects inspired by word
'Seva'. The minimum SEWA hours for Class 1-3 are 30 hours.
Research: Research will be initiated from class VI
onwards. It will include research or extended writing on a
programmed topic chosen by the students, cross curricular in
nature and will provide opportunity to use experiences from
Perspectives.
Assessment Strategies: Learners registered for
CBSE-i will be evaluated on the basis of Continuous and
comprehensive evaluation from classes I-X (as
recommended for national curriculum). Wherever feasible,
“online” evaluation will be followed.
Guidelines for Schools following CBSE-i
curriculum: The school will
! Follow the curriculum of CBSE-i in classes I and IX initially
from the aforesaid academic session.
! Provide special facilities (i.e. classrooms, laboratories,
library, use of technology) for classes following the
syllabus of CBSE/NCERT and CBSE-I within the existing
structure.
! Provide separate classrooms for students enrolled for
CBSE-i.
! Have qualified teaching staff with 3 years of teaching
experience as per provisions affiliation bye-laws of the
CBSE.
! Maintain teacher student ratio of 1:20 for each section
and class following CBSE-i curriculum.
! Depute teachers selected for CBSE-i to attend a training
programme organized by CBSE as and when required.
! Submit an application in the prescribed enclosed format
before commencement of the international course.
! Teachers will follow Continuous Professional
Development through teacher training on a consistent
and sustainable basis. Training will be given by CBSE.
! The ministry has proposed that the annual course
registration fee will be Rs1.5 lakh.
Differences between CBSE and CBSE-i: The entire
course will be totally online. The entire curriculum will be
taught through e-books, will include more foreign languages
and different syllabi for other subjects. Beneficial for
students who want to pursue their higher education abroad.
CBSE-i in tune with IB: IB board is very versatile and
practical oriented. It follows a different approach where
there are no prescribed textbooks and kids are free to
explore. The focus of the IB pedagogy is on “how to learn”
rather than “what to learn”. The educational system of IB has
three broad programs:
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GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
1.
2.
3.
PYP (Primary Years Programme): KG to Class 5.
MYP (Middle Years Programme): Class 6 to 10.
DP (Diploma Programme)
There are two kinds of IB assessments: External and
Internal: to assess the student's true ability. IB students,
compete well in exams which require little rote learning and
higher degree to analytical skills like CAT, SAT, GRE. The
educational worth of the Diploma Course IB program is
unsurpassable; equipping the child with the right skills to
cope with stringent University education, revealing to them
that learning is not a 'one text book' affair but a compilation
of knowledge from different sources and points of view,
which is to be interpreted rather than reproduced.
CBSE i curriculum is also very competitive and
doesn't promote rote learning. Learning will be encouraged
through various hands on activities, role-play, storytelling,
observations etc.
CBSE takes the cake over ICSE: Indian Certificate of
Secondary Education (ICSE) is a self-financing educational
institution like CBSE.CBSE has an edge over ICSE as CBSE is
recognized by Indian Govt. and colleges and is more
prevalent. Heavily laden syllabus of ICSE makes it even worse.
Competitions and Scholarship exams held at local and
national level base their content on CBSE syllabus. ICSE is
ahead of CBSE as the former lays more stress on good
command over languages, in being more liberal and also
gives a good choice of subjects. ICSE is suggested for pursing
career in Management (MBA).
Challenges in front of CBSE-i: The board has high
powered Committee constituted by the Chairman who has
been involved in conceptualising and designing CBSE-i. This
Committee would monitor the essentials required for
successful implementation.
Preparation of the Textbooks: At the primary level:
The board will provide teacher-resource materials and
worksheets which would be open ended and suggestive so as
to facilitate effective learning in classrooms. For higher
classes: the need and role of textbooks will be examined in
due course.
Examination bylaws for the International
Curriculum: Schools affiliating to CBSE-i will be covered by
the current examination bylaws of the board. However, the
board will provide for necessary changes covering the CBSE-i
curricula as and when required.
Training to Teachers: The board is planning to
provide training programs to teachers shortly covering the
philosophy, context, methodology and evaluation issues. The
board will also provide teacher support materials for
guidance as self-learning modules and in the form of online
teacher support groups.
Challenges for Students: In schools offering CBSE-i,
the students can opt for CBSE-i. Those students who are
admitted to class I and IX in the current academic session
from other schools are also eligible to take up the CBSE-i. The
students migrating from schools, who have opted for CBSE-i,
can take up the national curriculum in the new school.
Whereas students studying in class IX in the national
curriculum, will not be permitted to switch over to CBSE-i in
class X; as such they would be required to complete a course
of study of two years for appearing in class X examinations
under CBSE-i. As far as the equity of opportunities is
concerned, the students under both CBSE and CBSE-i will be
given equal weight age for participating in all competitions.
CBSE-i will also cater to different kinds of learners and
differently abled learners. CBSE-i will follow all provisions of
rules and regulations of the board for the students under
inclusive learners' category.
Challenges in front of Schools: Schools offering
CBSE-i are not required to appoint a separate Principal but
are advised to appoint or delegate responsibility to an
academic supervisor to work as a CBSE-i Co-ordinator for
monitoring effective transaction of the curriculum.Schools
are not permitted to appoint part-time teachers to handle
the class under the CBSE-i, only qualified and trained full time
teachers are required to handle these classes.
Discussion
Critique-CBSE i:
How can an Indian school justify the claim of
International Education when the building is the same, the
teachers are the same and the students are all the same just
as the same mixture as in a CBSE classroom?
It is the "way of teaching" which should be different.
All the methods of teaching, which, CBSE-I plans to adopt,
hint towards a paradigm shift from rote learning, but the
same has been already emphasised by CBSE.
How will this new avatar of CBSE win the faith of
parents, when it has yet to get acceptance and equivalence at
international level?
So, is it wise to spend such an exorbitant amount of
money on CBSE-i? Rather, if you want International
Education go to an International school, go for the real deal.
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GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
Logically, If the child was to pursue education outside India
he/she will go to a British/American School (the IB or the
IGCSE /the British GCSE: International general certificate of
secondary education) and if going back home for further
education will opt for CBSE Indian. Where does this CBSE-i fit
in???? Moreover, what is the logical and rational explanation
to defend the blame that CBSE-i is just another gimmick to
fleece more money from gullible parents?
your child. Considering the pedantic and lackluster attitude
of the national curriculums, international education offers
a fresh outlook towards the changing needs of a learner.
There is no denying that International education prepares
your child for a multicultural future, and the same if
provided in India, offers the best of both worlds - the
traditional and modern.
References
Kumar, R. (2012). Will a More International Curriculum Help Indian
Students? India Real Time, Retrieved on March 29, 2013 from
http://www.indiarealtime.com/India-news/ Will a More
International Curriculum Help Indian Students? /Article194561.aspx Websites Referred
http://indianschool.com/isgcbsei/Academics/cbsei-folder.pdf
http://www.cbse-international.com/cbse-iportal/documents/staticdoc/handbook.pdf http://articles.timesofindia.indiatimes.com/
2012-02-11/news/31049222_1_class-xii-cbse-curriculum
Conclusion
If you can afford the best then why not offer your
child the best. But it is important to ascertain how
international the school is, before taking a decision.
Intelligence lies not in imitation but in making connections
and extrapolations, and enabling the child to see similarities
between cultures and gain a healthy respect for humankind
with all its differences, an international school is the one for
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GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
JOURNEY OF PUNJABI LANGUAGE
Gurwinder Singh
All living creatures have consciousness. This
consciousness impels the living organisms to communicate
with members of their kind, their peer group, or their own
children. This gives rise to language. Human beings are the
most developed form of life on earth and have a developed
language, whereas the other creatures communicate only
through gestures or other means ,unintelligible to humans.
Human language is not one man's job. It is a social tool and
requires societal efforts to invent it and keep it alive. When
the societies disappear, their languages are also lost or
forgotten. It is for this reason that we do not have any records
of the spoken languages of the pre-Aryan people. A language
has no final shape and is never complete but it does have a
history and a geographical location. Language is a very
powerful instrument of socialization. Although as a tool for
communication, language is pre-eminent but there are other
ways as well through which living creatures contrive to
convey their feelings and intentions to one another
Punjabi is a vernacular language of Punjab. A
vernacular is the native language or native dialect of a
specific population. Vernacular language has an added
importance. It is the language the child learns from home,
society or other social institutions. It is the language which
serves as a source of his future intellectual, mental and
cultural growth. Vernacular language occupies a unique
position in the life of an individual. Dante as quoted by Gurrey
in his book rightly stated that a Man's proper vernacular is
nearest unto him, In as much as it is more closely united to
him, for it is singly and alone in his mind before any other.”
(Singh, 1999) Three reasons can be put forward to explain the
importance of vernacular language: (i) It is the medium of
instruction for most of the school subjects, (ii) it is the
medium in which much of our thinking is carried on, (iii) it
plays an important role in facilitating the child in sharing
experiences with those around him.
Punjabi is an Indo-Aryan language spoken by
inhabitants of the historical Punjab region both in India and
Pakistan as well as in their Diasporas. Punjabi is spoken by
approximately 108 million native speakers, making it the
10th most widely spoken language in the world (Sanghera
and Dido2013). Punjabi is a significant language for the Sikhs
and Punjabi speaking population is one of the greatest of the
Indian subcontinent and, indeed, the world. Ancestors of the
Punjabis are thought to have inhabited the Indus Valley at
least as far back as 2,500 BC. The area suffered numerous
invasions by Indo-Aryan, Persian, Greek, Arab, Afghan, and
British invaders. Indo-Aryan invasions impacted the language
of the ancient Punjabis with the result that, like other IndoAryan languages ( Thompson, 2013; Philips 2013 ).It evolved
out of the Apabhramsa of the region. It is said that the
characteristics of Sanskrit, Prakrit and Aprabhramsa can be
found in the Punjabi language (Kasel et.al 2000.)
The Vedic language has been called the oldest
Punjabi. Classical Sanskrit evolved from the Vedic is the main
source of Punjabi vocabulary. Sauraseni Prakrit is nearest to
Classical Sanskrit. It was Sauraseni Apabhramsa that gave
birth to Punjabi (Nandra 2008). It was also the mother of the
saint's language, known as sant-bhasa. A successor of
Sauraseni Prakrit, the chief language of medieval northern
India, Punjabi emerged as an independent language in the
11th century from the Sauraseni Apabhramsa. Many ancient
Sufi mystics and later Guru Nanak Dev ji, the first Guru of the
Sikhism started the literary tradition in Punjabi. The early
Punjabi literature has had a very rich oral tradition and was
principally spiritual in nature. Muslim Sufi, Sikh and Hindu
writers composed many works in Punjabi between 1600 and
1850. Baba Bulleh Shah was the most famous Punjabi Sufi
poet. With the advent of British rule came the missionaries
and adoption of English language as the medium of
instruction in schools / teaching of literature came into being.
This led to a great social awakening amongst the people of
Punjab. Taking advantage of the British rule several religious
missions started criticizing Punjabi people. A few
intellectuals decided to take the task to awaken the
community. This led to the commencement of the Singh
Sabha movement. An organization named Khalsa Tract
Society was established with Bhai Vir Singh (1872-1957 ) as
one of its founder members. Modern Punjabi literature
begins with the works of Bhai Vir Singh. He made important
contributions to the study of the Guru Granth Sahib, wrote
short poems and lyrics. Bhai Puran Singh(1882 - 1932) has
been called the Tagore of Punjab. He is well known by his
Assist.Prof., GHG Khalsa College of Education,GuruSar Sadhar,Ldh. Mobile No. 09988018190, email: singhgs1977@gmail.com
76
GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
'Sisters of the Spinning Wheel' and 'Unstrung Beads' the work
exhibits his intense love for the beauty and the good in Indian
village life. Another important poet Kirpa Singh( 1879 - 1939)
is well known for his romantic poem with a historical
background, the 'Lakshmi Devi'. His poetic qualities of
imagination and his ability to describe nature is really high
order. Dhani Ram Chatrik (1876 - 1954) is a poet of nature.
Other poets include Mohan Singh, Amrita Pritam, Shiv Kumar
Batalvi, Pritam Singh Safir, Gopal Singh Dardi, S.S.Misa,
Surjeet Patar ,Harbhajan Singh Hundal have also given their
significant contribution in Punjabi literature and made
Punjabi language rich . There is along list Punjabi writers in
other departments of modern literature like the novel and
the short story, the drama and general prose writing. Early in
the 20th century drama in Punjabi came to the front. Nanda
and Gurbaksh Singh came forward with a number of plays of
which the former's 'Subhadra 'and the latter's 'Purab te
Pascham' are social plays with criticism of modern ways.
Nanak Singh is the most popular novelist and short story
writer. All his writings have a great sympathy for the poor and
the downtrodden. There is a long list of contributors who are
making Punjabi language proud & rich by their verses.
Present Status of Punjabi Language: According to
the 2011 Census of India, there are 27,704,236 Punjabi
speakers in India. Punjabi speakers are mainly found in the
states of Punjab, Haryana, Rajasthan, Delhi and Uttar
Pradesh. Punjabi is the preferred language of the Sikh people
and it is also the language of their religion. The Indian state of
Punjab is 60% Sikh and 37% Hindu. There is a small Muslim
population still living there, especially in Malerkotla. The
literacy rate in Punjab is 75%, with male literacy at 80.23%
and female literacy at 68.36%. Since Punjab is an agricultural
state, a large part of the population lives in the rural areas.
president of Punjabi Language Education Association (PLEA)
said that Punjabi is the third most spoken language in Canada
with at least 460,000 speakers.\ . In the Metro Vancouver
area, Punjabi is the third most spoken language after English
and Chinese (Sanghera & Kamal, 2011) It has always been an
integral part of Indian cinema. Punjabi pop and folk songs are
more acceptable around the globe. A number of television
dramas based on Punjabi characters are telecast by different
channels all over the world. The number of students opting
for Punjabi literature has increased in Indian and Pakistani
Punjab. Punjabi cinema has also seen a revival and more and
more Punjabi movies are being produced. In India, number of
student opting for Punjabi Literature as optional subject in
civil services and other competitive examinations has
increased along with success rate of the students.. A report
has stated that approximately 150 million Punjabi speakers
are spread out in about 161 countries around the globe.
Punjabi ranks 10th from top out of a total of 6,900 languages
recognized internationally by the United Nations.
Punjabi is the primary language of the Indian state
of Punjab. Punjabi is the official language of Punjab in India. It
is one of the official languages of Delhi and the second
language of Haryana. It is also medium of instruction of State
board schools. Govt. of Punjab made it compulsory to teach
Punjabi as compulsory subject in all schools situated in
Punjab. Online Punjabi learning course is started by Punjabi
university, Patiala. Many websites are made in Punjabi
language to disseminate the knowledge of Punjabi language,
history and culture of Punjab. Many newspapers and
magazines are published in Punjabi language at national and
international level. With efforts Government of Punjab and
lovers of Punjabi language ,Punjabi got its place in
Chandigarh also. Now the administration in Chandigarh used
Punjabi language along with Hindi and English Language.
A report has said that there are over 6,000
languages in use today and roughly 30% are spoken by 1,000
people or less. The number of individual languages listed for
India is 461. Of these, 447 are living and 14 are extinct. Of the
living languages, 75 are institutional, 127 are developing, 178
are vigorous, 55 are in trouble, and 12 are dying (Dido 2013).
As far as having global influence, Punjabi hardly compares to
some of the other languages on this list.
But In this tech-era, Punjab's mother tongue Punjab
is losing its importance not only at the global level but in its
own country. Punjabi people prefer English language. They
feel pride to speak in other language instead of Punjabi. They
prefer English as medium for their children. Attitude of
Census history of Punjabi speakers in India
Year
Population
Punjabi
Percentage
of India
Speakers
in India
1971 548,159,652
14,108,443
2.57%
1981 665,287,849
19,611,199
2.95%
1991 838,583,988
23,378,744
2.79%
2001 1,028,610,328 29,102,477
2.83%
2011 1,210,193,422 33,038,280
2.73%
Source: http://en.wikipedia.org/wiki/Punjabi_language
Punjabi is one of the most spoken languages in the
world. It is widely spoken over the globe. Recently the
77
GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
Assessment of the Teaching of Punjabi in the Punjab at School
Stage,Ph.D Thesis,Punjabi University,Patiala'.
Kamal, N. (2011). Punjabi set to become 4th top language in Canada
Retrieved on march 07,2014 from http://timesofindia.
indiatimes.com/india/Punjabi-set-to-become-4th-toplanguage-in-Canada/articleshow/8632037.cms
Kasel, K. S., Singh, P. & Lamba, G. S. (2000).Origin And Development of
Punjabi Literature (Punjabi Sahit Di Utpatti Te Vikas), Lahore
Book Shop, Ludhiana.
Kaur,M. & Kainth,G.S.(2011). Adoption of technology in teaching of
language: A critical assessment of Punjabi(mother tongue)
Retrieved from http://mpra.ub.uni-muenchen.de/ 31886 on 2601-2013
Nandra, I.S (2008). Teaching of Punjabi language, 21st century publication,
Patiala.
Nandra, I.S. (1998). Modren Teaching of Punjabi, Vinod Publishers, Ludhiana.
Sanghera.B. (2011). Punjabi gains prominence with language ranking 10th in
the world retrieved on march 07,2014 at 02:10 pm from
http://thelinkpaper.ca/?p=13484
Sekhon.S.S. (2011). Teaching of Punjabi, Kalyani Publishers, Ludhiana.
Singh, I.(1999). A Critical assessment of the teaching of Punjabi, jiwan Singh
Ltd.,Ludhiana
Singh, G. (2004). Teaching of Punjabi in Punjab: Status and Needs, Ph.D
thesis, Punjabi University, Patiala.
Singh, I. (1977). A Critical Assessment of the Teaching of Punjabi in the
Punjab at School Stage, Ph.D Thesis, Punjabi University, Patiala.
Thomson, I. (2013). Introduction to Punjabi Dialect, update by John
Phillips retrived on March 07,2014 at 01:30 pm from
http://aboutworldlanguages.com/punjabi
Punjabi people has changed towards their own language.
They consider English Language as the key to success. Nodoubt English is an international language and is imperative
at global, but one cannot have mental growth without
knowing the mother-tongue which one learns at home right
from his birth from one else than the mother.
Though Punjabi language is one of the most spoken
languages in the world and has millions speaker yet it has to
make its place . Punjab Government and Punjabi lovers have
to work meticulously to make the Punjabi a language of
Punjab and also at global level in this era of technology. But
its survival in Punjab itself is most important, which is in
danger and every Punjabi has to put his contribution, by
speaking in Punjabi, Punjabi based education, doing official
work, research at doctrol level, publications especially the
science and technical books, and to start with making it
mandatory for all Punjabis to use Punjabi language at all
levels.
References:
Dido.H. (2011). Punjabi is 10th most spoken language in the world but losing
its importance in Punjab itself retrieved on March 07,2014 at
02:50 pm from http://www.merinews.com /clogArticle/ punjabiis-10th-most-spoken-language-in-the-world-but-losing-itsimportance-in-punjab-itself/15888592#sthash.fRNt TU9x.dpuf
Gurrey, P. (1958). Teaching the Mother Tongue to Secondary Schools,
Longman & Green Company in Singh, I. (1977). A Critical
Websites of Punjabi fonts & history of Punjabi language.
78
GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
ABSTRACTS OF M.Ed. DISSERTATIONS OF THE COLLEGE, SESSION 2012-13
Investigator
D-378
Supervisor
Pushpendra Mishra
Dr. H.S. Brar
Topic: Review of the Social Science Text Book
psychological aspects. In Japuji Sahib Guruji motivated the
human beings to shed useless rituals and to recite the name
of almighty. Guruji provided the Psychological aspect in Japuji
sahib by exploring and giving explanation about human
mind, personality and other areas related to human beings.
Prescribed By C.B.S.E For Class VII In The Light Of Value
Education
Abstract: The data was qualitative in nature in the
form of content analysis of a text book, a descriptive
approach involving views of atleast 20 secondary school
teachers were taken who were teaching Social Science to
Class VII in C.B.S.E affiliated government and private schools.
The major findings of the study were that all teachers were of
the view that value education is necessary for all round
development of the child at secondary level. More stress is
laid on political and social values and less preference was
there for economic, religious and moral values in the Class VII
text book. It was also felt that more questions should be
added at the end of each chapter in the text book and these
should be interesting and according to the mental ability of
the students. It was felt that there was a need to improve the
printing and picture quality of the text book and more copies
of the text book should be available in the market.
Investigator
D-381
Supervisor
Prabhjit Singh
Dr. Manu Chadha
Topic : Learning Styles of Secondary School
Students In Relation To Their Academic Achievement
Abstract: A sample of 150 students of secondary
schools of Ludhiana district was selected .The results
revealed no significant difference in dimensions of learning
styles such as independent, avoidant, collaboration,
dependent, competitive and participant as well as among the
male and female students of science and arts stream. No
significant relationship was found among these dimensions
and among male and female students of science and arts
stream.
Investigator
D-382
Supervisor
Manvinder Singh
Prof . Rachhpal Singh Gill
Topic: A Comparative Study of Interest In
Investigator
D-379
Supervisor
Amandeep Singh
Prof. Rupinderjit Kaur
Topic: Study of Moral Values in the Bani of Shri
Teaching Among Elementary And Secondary School
Teacher Trainees
Guru Nanak DevJi
Abstract: The sample of the present study consisted
of 200Teacher Trainees of Ludhiana district. The Secondary
school teacher trainees show more interest in teaching than
the elementary school teacher trainees of elementary and
secondary schools show more interest in teaching in
comparison to their male counterparts. Both rural and urban
male and female teacher trainees have same interest in
teaching. A positive relationship was also found among male
and female teacher trainees of elementary schools
Abstract: Guru Nanak DevJi's life and personality is
based on the moral, political, social and religious values of
life. After analyzing the Bani, It was concluded that the
individual who is related to bani is laced with moral values
and is secular towards all other religions. This study also
provided man with the art of living a good life. In this way
Guruji also strengthened the cultural basis of life and
preached man the proper way to deal with society and
human beings with love and cooperation.
Investigator
D-383
Supervisor
Dinesh Kumar
Prof. Jasvir Kaur
Topic: Analysis of Problems Related to
Investigator
D-380
Supervisor
Manpreet Singh
Prof. Rupinderjit Kaur
Topic: Social and Psychological Aspects of
Japuji Sahib in Guru Nanak DevJi's Bani
Increased Burden of Books of Middle and Secondary
Level Students of Schools of Ludhiana District.
Abstract: Japuji sahib is Guru Nanak Dev's unique
and supreme creation, it has 38 Pauris and 2 Shlokas. In this
research investigation more stress is on social and
Abstract: The study was based on a sample selected
from 10 middle and secondary schools of Ludhiana district
which were further classified into English and Punjabi
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GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
medium schools on the basis of medium of instructions
followed. The results revealed that students of English
medium schools had little problems related to burden of bag
in comparison to students of Punjabi medium schools.
However burden of bag was felt more among students of
English medium secondary schools in comparison tp
students of secondary medium schools.
significant difference in mean scores of problem solving
ability of related and unrelated category of government and
private +2 students. But there existed no significant
difference in the mean scores of problem solving ability of
male and female +2 students.
Investigator
D-387
Supervisor
Ishpuneet Kaur
Dr. Sarbjit Kaur Ranu
Topic : Stress Management Among Secondary
Investigator
D-384
Supervisor
Manpreet Singh Beryar
Prof. Rachhpal Singh Gill
Topic: Effectiveness Of Digital Board Assisted
School Teachers in Relation to Their Self-Confidence .
Abstract: The Present study was an Experimental
study and Delimited to 64 Male and Female students From
Schools of Ludhiana district. The students achieve more
through digital board assisted instruction than Traditional
method of teaching at Secondary school stage. Male
students achieved more through Traditional method while
female students Achieved more through Digital Board
Assisted Instructions.
Abstract : It is a Descriptive Survey study which is
conducted on 200 Secondary School Teachers of District
Ludhiana. No Significant Difference was found in the mean
scores of Stress Management Male and Female Teachers of
Secondary schools of Rural and Urban areas. But a significant
difference was found in the self confidence among male and
female secondary school teachers. Significant positive
relationship was found between self-confidence and stress
management of male and female secondary school teachers
of rural areas but no relationship was found among the urban
secondary school students.
Investigator
D-385
Supervisor
Jaspreet Kaur
Dr. H.S. Brar.
Topic : Study of Perceptual And Cognitive
Investigator
D-388
Supervisor
Anshika Kapoor
Dr. Sarabjit Kaur Ranu
Topic: Construction and Standardization of
Differences Among Early Detected And Late Detected
learning Disabled children.
Classroom Morale Scale for Teachers
Instructions and Traditional Method of Teaching
English On Academic Achievement.
Abstract: The descriptive survey method and
convenienet sampling technique was used. 1000 teachers
from two districts of Punjab i.e. Ludhiana and Sangrur were
taken. In the pre tryout scale 67 items were administered to
100 teachers including 50 male and 50 female teachers. The
scale prepared is helpful for the assessment of morale of
children adolescents and adults.
Abstract: The study was delimited to 100 students
which was further delimited to 50 students of age Group 8-10
years and 50 students of age group 12-14 years .It was
concluded that there existed significant difference in the
mean scores of learning disabled and normal children,
diagnosticand normal children, learning disabled and
diagnostic children in perceptual and cognitive differences.
But there existed no significant difference in perceptual and
cognitive differences and early and late-detected learning
disabled children.
Investigator
D-389
Supervisor
Sukhdeep Kaur
Dr. Sarbjit Kaur Ranu
Topic : Style of Learning and Thinking of +2
Students In Relation to Their Dimensions of Leadership.
Abstract : It was a Descriptive study Consisting of
two hundred +2 male and female students of rural and urban
areas of Ludhiana District. The results revealed that there
existed no Significant mean difference among all the
Dimensions of style of learning and thinking and there
existed no Significant positive relationship in the leadership
Dimensions of +2 Male and Female students of Rural and
Urban areas.
Investigator
D-386
Supervisor
GurpreetKaur
Dr. Rakesh Chander
Topic : Comparative Study of Problem Solving
Ability in Mathematics Among +2 Students of
Government and Private Senior Secondary Schools
Abstracts : The Present study is a descriptive one
which is conducted on two hundred male and females
students of +2 class. It was depicted that there existed
80
GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
Investigator
D-390
Supervisor
Rajmani
Prof. JasleenKaur
Topic : Effect of Cloze Procedure Instructional
Investigator
D-393
Supervisor
Hardeep Kaur
Prof. Jasleen Kaur
Topic: Effect of Contextual Teaching Learning
Technique On Reading Comprehension in Hindi of
Secondary School Students.
Approach on Achievement In Economics at
Secondary Level
Abstract : It was an Experimental study which
comprised of 66 students of class +1 of secondary schools of
Ludhiana District. The sample of 66 Boy and Girl students was
divided into two groups after being matched in terms of
achievement in Hindi in the previous grade i.e class 8. The
pre-test and post-test scores were analyzed while comparing
the strategies, it was found that group A taught through cloze
procedure instructional technique achieved more than
Group B .It was more effective technique than traditional
method in Hindi reading comprehensive. The study also
revealed that both boys and girls improved through this
method.
Abstract: It was an experimental study in which pretest post-test parallel group design was taken. A sample of 52
students of H.S.S.M. Govt. Senior Secondary School,
Mullanpur Dakha was divided into two groups, experimental
group taught through Contextual Teaching Learning and
control group taught with traditional method. It was found
that the experimental group achieved significantly more in
Economics than the control group implying thereby that
Contextual Teaching Learning approach was more effective
than the traditional approach. It was further reported that
girls achieved significantly better by both the teaching
strategies as compare to the boys.
Investigator
D-391
Supervisor
Jagjeet Kaur
Dr. Manu Chaddha
Topic: Study of Personality Patterns and
Investigator
D-394
Supervisor
Gagandeep Kaur
Prof. Guneet Toor
Topic: Life Satisfaction of Secondary School
Attitude Towards Teaching of Prospective Teachers
Teachers in Relation To Their Emotional Intelligence
Abstract: It was a descriptive survey on 160 science
and art prospective teachers of colleges of Ludhiana District.
Major findings of the study were that there existed a
significant relationship between personality patterns and
attitude towards teaching of male and female prospective
teachers. No significant relationship was found between
personality patterns and attitude towards teaching of
prospective teachers of arts and science streams.
Abstract: The sample for the present study
comprised of 160 male and female teachers from secondary
schools of Ludhiana District. These groups were divided into
rural and urban and were further divided into equal groups of
teachers having 10 years of teaching experience and more
than 10 years of teaching experience. It was concluded that
there existed significant difference in the mean scores of Life
Satisfaction and Emotional Intelligence among rural and
urban teachers. A significant difference was also found in the
Life Satisfaction and Emotional Intelligence of teachers
having 10 years and more than 10 years of teaching
experience. Significant relationship was also found among
male and female teachers as well as rural and urban teachers.
Investigator
D-392
Supervisor
Ramandeep Kaur
Dr. Manu Chadha
Topic: Study of Personality Hardiness and Job
Burnout Among Secondary School Teachers
Abstract: The present study was conducted on 95
male and female secondary school teachers of Ludhiana
District. On the basis of the findings it was concluded that
there existed no significant relationship between Personality
Hardiness and Job Burnout among teachers of secondary
schools of Ludhiana,. Male teachers were more satisfied with
their jobs than the female teachers. No significant difference
was found in the mean scores of Personality hardiness and
Job Burnout among secondary school teachers having
experience below 5 years and above 5 years.
Investigator
D-395
Supervisor
Jagvir Kaur
Prof. Jasvir Kaur
Topic: “Obedient- Disobedient Tendency of
Adolescents in Relation To Their family Environment
And School Environment”
Abstract: A descriptive survey was conducted on
200 male and female adolescents from government and
private schools of Ludhiana districts. The results indicate that
there is a significant difference in the mean scores of
Obedient and Disobedient tendency of private school
adolescents and government school adolescents which
81
GHG Journal of Sixth Thought Vol.1 No. 1, March- 2014
means private school adolescents are more obedient than
the government schools. Difference among male and female
adolescents were also found due to behavioral [patterns of
male and female adolescents. The female adolescents have
better obedient tendency than their male counterparts.
Obedient tendency was also found higher among the schools
of rural areas in comparison to urban areas.
secondary schools of Ludhiana district were taken, the
adolescents were categorized into rural- urban as well as
males and females of arts and science streams. It was
revealed that there exists a significant difference in the
mean scores of Moral Judgment and family environment of
male and female adolescents as well as among adolescents
of rural and urban areas. It was also concluded that a
significant difference in the mean scores of family
environment of adolescents of arts and science stream, but
no significant relationship was found in the moral judgment
and family environment among male and female
adolescents of arts and science stream belonging to rural
and urban area.
Investigator
D-396
Supervisor
Harpreet Kaur
Dr. Sarbjit Kaur Ranu
Topic: Moral Judgement of Adolescents in
Relation to their Family Environment
Abstract: A sample of 200 adolescents of senior
82
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