BEAHVIOUR MODIFICATION OF INDISCIPLINED BOYS* -Presented by

BEAHVIOUR MODIFICATION OF INDISCIPLINED BOYS* - Presented by :

Dr. Sandip Ghetiya ABSTRACT

The major objective of all counselling is to helpindividual become self sufficient, self dependent, selfdirected and to adjust themselves efficiently to the demandsof a better and meaningful life. Individuals are providedassitance to enhance their personal, social, emotional andintellecutal development. Several terms have come to be used'Counselling' like advising, guidance, psychotherapy etc. Tomake counselling more meaningful and effective on theindisciplined students in school environment present study wasconducted.

The study was conducted with the following objectives. 1. To construct and standaridize tool for identifying

indisciplined student. (Ashistata Sansodhini) 2. To construct and standardize tool for measurement of

quantum of indiscipline of students. (Ashistata Mapini) 3. To construct counselling programme for modifcation of

indisciplined behaviour of students. 4. To check effectiveness of counselling programme on

indisciplined student. The present study covers guidance and counselling area. Research hypothesis and Null hypothesis were donstructed

for the research. In the present study the counselling programme has been

considered as the independent variable while indisciplinequotient has been accepted as dependent variable.

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The present study involved indisciplined students ofGuajrati Medium secondary schools of Gujarat state as thepopulation.

Masum Vidyalaya of Rajkot city was selected as purposivesample for the present study. Eight indisciplined girls wereselected as the sample among Std. 9th & 10th.

For the present study 'One Group Pre-test Post-testDesing' was selected.

Two tools were constructed and standardized for thepresent tudy. The tool namely Ashistata, Sansodhini wasconstructed for identifying indisciplined students. AndAshistata Mapini was constructed to find out indisciplinequotient of the sample. Ashistata Mapini was used as Pre-testand Post-test.

Researcher constructed the counselling programme for themodification of indisciplined behaviour of students.

The randonization test for matched pair was used toanayze the data and find out significant difference betweenPre-test and Post-test.

Following finding was emerged from experiment. In context of modification of indisciplined beahviours

the counselling programme was effective positively onIndisciplined girls for the entire test and each behaviouralare of the test.

This shows that Quantum of indisciplined behavioursdecreased for enitre test and each behavioural area of thetest through the counselling programme.

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*A Paper Presente din Intrnational Conference on "ResearchIssues in Education for Peace and Development" at KhalsaCollege of Education, Amritsar Organised by AIAER dated onMarch 20-22, 2000.

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BEAHVIOUR MODIFICATION OF INDISCIPLINED BOYS* - Presented by :

Dr. Sandip Ghetiya1. Introduction

Discipline is the most valuable thing for everycountry and every society. It is equally valuable for aperson in his life. A child gets education in a schoolfor society, Therefore the place of discipline is verymuch important in a school too.

The persons related to education like principals,teachers, parents, students, administrators; all agreewith the fact that there prevails more or lessindiscipline in the eductaional institutions.

National planning commission has also taken a notein its report that 'In the recent years there is notableincrease in the disicipline among the students forwhichan immediate attention of the educational authority isrequired."

Classroom teaching is a bipolar process. Its one endis teacher and the other is taught. To make the processeffective both the ends must be equally active. In recenttime every alert teaching is continuously thining aboutoutcomes for the indisciplined beahviour of the studentsduring school hours.

After gathering considerably enough experince by thereearcher, the researcher has taken a study towardshanding out the solution of the constantly puzzlingproblem regarding whether the indisciplined behaviour ofthe students can be improved ?

2.0 Statement of the Study Researcher presents statement of the study this way.Behaviour modification of Indisciplined boys

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3.0 Objectives of the Study The study was condeucted with the following

objectives : 3.1 To construct and standaridize tool for identifying

indisciplined boys. (Ashistata Sansodhini) 3.2 To construct and standardize tool for measurement of

quantum of indiscipline of boys. (Ashistata Mapini) 3.3 To construct counselling programme for modification of

indisciplined behaviour of boys. 3.4 To check effectiveness of counselling programme on

indisciplined boys. 4.0 Area of the Study

The study has been classified under 'Guidance andCounselling' area according to the classification ofresearch arreas in "Survey of Research in Education Vol.1 to 4", edited by M. B. Buch.

5.0 HypothesesReseaarcher constructed research hypotheses on the

basis of objectives in the following ways. 1. Research hypothesis for entire test. 2. Research hypotheses according to area-wise behavioural

test's. Constructed research hypotheses were as follows.

5.1 Research hypothesis for entire test Before implementation of the counselling programme

the mean of indiscipline quotient of girls would be lowerthan the mean of indiscipline quotient of girls afterimplemnetation of the counselling programme.

5.2 Research hypotheses according to area-wise behaviouraltest's

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1. The mean of indiscipline quotient on post test would belower than that of on pre test of the boys for home workrelated behaviours.

2. The mean of indiscipline quotient on post test would belower than that of on pre test of the boys for assignmentwork related behaviours.

3. The mean of indiscipline quotient on post test would belower than that of on pre test of the boys forinstruments related behaviours.

4. The mean of indiscipline quotient on post test would belower than that of on pre test of the boys for propertydamage related behaviours.

5. The mean of indiscipline quotient on post test would belower than that of on pre test of the boys forcleanliness and stealing related behaviours.

6. The mean of indiscipline quotient on post test would belower than that of on pre test of the boys for bad habitsand stealing related behaviours.

7. The mean of indiscipline quotient on post test would belower than that of on pre test of the boys for classroomteaching related behaviours.

8. The mean of indiscipline quotient on post test would belower than that of on pre test of the boys for teachersrelated behaviours.

9. The mean of indiscipline quotient on post test would belower than that of on pre test of the boys for verbativetease related behaviours.

10. The mean of indiscipline quotient on post test would belowr than that of on pre test of the boys for physicaltease related behaviours.

In order to examine objectives of the studystatistically researcher has constructed null hypothesesas follows :

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1. Null hypothesis for entire test. 2. Null hypotheses according to area-wise beahvioural

test's. Constructed Null hypotheses were as follows.

5.3 Null hypothesis for entire test There will not be any significant difference in the

mean indiscipline quotient of girls before (Pre-test) andafter (Post-test) implemnetation of counsellingprogramme.

5.4 Null hypotheses according to area-wise behavioural test's1. There will not be any significant difference between the

indiscipline quotient before and after test for homeworkrelated behaviours of boys.

2. There will not be any significant difference between theindiscipline quotient before and after test forassignment work related behaviours of boys.

3. There will not be any significant difference between theindiscipoline quotient before and after test forinstruments related behaviours of boys.

4. There will not be any significant difference between theindiscipline quotient before and after test for propertydamage related behaviours of boys.

5. There will not be any significant difference between theindiscipline quotient before and after test forcleanliness related behaviours of boys.

6. There will not be any significant difference between theindiscipline quotient before and after test for badhabits and stealing related behaviours of boys.

7. There will not be any significant difference between theindiscipline quotient before and after test for classroomteaching related behaviours of boys.

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8. There will not be any significant difference between theindiscipline quotient before and after test for teachersrelated behaviours of boys.

9. There will not be any significant difference between theindiscipline quotient before and after test for verbativetease related behaviours of boys.

10. There will not be any significant difference between theindiscipline quotient before and after test for physicaltease related behaviours of boys.

6.0 Operational Definitions of the Trms The researcher gives meaning of the main terms and

the variables involved in the study with reference tomeasurement. Following were the acdepted operationaldifinitions of the terms.

6.1 Indisciplined Behaviour Selected behaviours gained by sample through

dictionary and open end questionnaire were known asindisciplined behaviour. Indisciplined behaviours wereclassified in ten areas. Under each area there were fourbehaviours, amking the total forty indisciplinedbehaviours.

All indisciplined behavioural areas and therebehaviours were accepted by researcher as indisciplinedbehaviours. There were as follows.

1. Home work related behaviours (A) Irregular in doing home work (B) In complete home work (C) Illegible home work (D) False home work

2. Assignment work related behaviours (A) Incomplete assignment work, not done according toteacher's instruction

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(B) Assignment not doen within time limit (C) Incorrect assignment (D) Illegible handwriting in assignment

3. Instruments related beahviours (A) Not bringing necesary books (B) Coming without graph books, work books, drawingbooks, experiment books, map books (C) Not keeping necessary equipment like compass, pencil,rubber, colors (D) Inadequate equipment for learning

4. Property damage related behaviours (A) Writing on walls or benches (B) Damaging school furniture (C) Damaging switch boards, fans, scientific equipment (D) Damaging cycles, scooters, parked in school compound

5. Cleanliness related behaviours (A) Irregular bathing (B) No clear uniform (C) Not combing properly (D) Throwing rubbish any where

6. Bad habits and stealing related beahviours (A) Chewing tobacco, Guthakha, Pan (B) Smoking (C) Stealing student's money (D) Stealing student's things (belongings)

7. Clasroom teaching related behaviours (A) Instructins not followed

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(B) Dozing while teching is going on (C) Creating troubles in teaching (D) Doing other activity while teching is going on

8. Teachers related beahviours (A) Backbiting teachers (B) Abusing teachers (C) Disobeying teachers (D) Examining techers in a cunning way

9. Verbative tease related beahviours (A) Threatening the students without cause (B) Unnecessary clashes and brawls with students (C) Miming the students (D) Telling bad names to students

10. Physical tease related behaviours (A) Fighting with students (B) snapping the students (C) Throwing a piece of paper, a chalk or stones tostudents (D) Sprinkling Ink

6.2 Indisciplined Boys A girl who gained 15% frequency of score on

'Ashistat Sansodhini' of his class was known asindisciplined girl. Ashistata Sansodhini had been used bythe concerned classroom girls.

6.3 Indiscipline quotient The quotient received to decide the quantum of the

indiscipline in the boys in the selected indisciplinedbehaviours showing girls was accepted as indisciplinequotient. Ashistata Mapini had been used by the concernedsubject teachers.

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6.4 Behaviour Modification If a boy obtains the descired behaviour through the

counselling programme instead of the selectedindisciplined hehaviour it is accepted that the selectedindisciplined behaviour has been modified. Thecounselling programme for behaviour modification had beenconstructed by the researcher.

6.5 Ashistata Sansodhini The tool used to identify indisciplined girls was

known as 'Ashistata Sansodhaini.' The tool consists often indiscipline behavioural items under the selected tenbeahvioural areas. The tool was constructed andstandardized by the researcher.

6.6 Ashistata Mapini The tool used to measure the quantum of indiscipline

of the indisciplined behaviours showing boys was known asAshistata Mapini. The tool includes forty items under theten indiscipline behaviours of the behavioural areas. Thequantum of the indiscipline in the boys had been obtainedin the indiscipline quotient with the help of theAshistata Mapini. The tool was constructed ansstandardize by the researcher.

6.7 Counselling Programme The guidelines of format decided for the

implementing selected model in eclectic form by thepurposeful study of modify the selected indisciplinedbehaviour by the researcher was known as counsellingprogramme. This counselling programme includes six phasesnamely Rapporting, Self Exposing, Self Actualization,Action Plan, Implementation, Evaluation and Termination.The counselling programme had been based on five modelsnamely Non Directive Teaching, Self Management, BehaviourModification, The Resolution Dimension, Self Control. TheCounselling Programme was constructed by the researcher.

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6.8 Effectiveness of Counselling Programme High significant level for the modification of

indisciplined behaviour of boys gained throughcounselling programem was known as effiectiveness ofcounselling programme. To check the effectiveness of thecounselling programme the standardized tool AshistataMapini has been constructed by the researcher.

7.0 Variables Involved in the Study In the present study the counselling programme has

been considered as the independent variable whileindiscipline quotient has been accepted as dependentvariable.

8.0 Importance of the Study In any type of study, how much would it be useful to

whom, up to what extend and how must be clearlymentioned. It helps the user of the study. The importanceof the present study may be mentioned as follows :

1. Constructed standaridized tools for the present study (1)Ashistata Sansodhini - to find out the students whowingindisciplined behaviour and (2) Ashistata Mapini - tofind out the indiscipline quotient of the students willbe useful.

2. The counselling programme constructed for the presentstudy would be useful for beahviour modification of thestudents showing indisciplined behaviour.

3. There are few researchers which have been carried out onthe present research area. Over and above there is hardlyany study which has been carried out in the counsellingarea on behaviour modification, hence the futureresearchers would be facilitated in their esearch on thesame line.

4. The present study would be sueful to the persons in thefield of 'Guidance and Counselling.'

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5. The future researchers would get guidance to properly usethe randomization test ofr matched pairs hardly usedstatistical technique put to use in the present researchby the researcher.

9.0 Scope of the Study Each of the research is having some delimitations.

These delimitations help in deciding the scipe of thestudy.

The present study was undertaken with the followingdelimitations.

1. Indisciplined behaviours taken under the study werenormal, found in school environment and meeasurable.Indiscipline behaviours which were possible to modify inschool environment through the counselling programme wereselected for the study. Chronic indisciplined behaviourswere not taken for the present study.

2. Control group was not taken for the comparison of groupsdue to small size of the sample. So 'One Group Pre-testPost-test Design' was selected for the present study.

3. As the counselling programme for modification ofindisciplined behaviour was not available, the decidedguidelines or format of different models in eclecticforms was accepted as the counselling programme.

10.0 Limitations of the Study No research can be a complete research entirely,

same way the outcome of any research can not be appliedin any conditions at all the times equally. Therefore theresearcher must clarify the limitations of his study areawhere the results of the study cannot be applied.Moreover one must take a lot of the research method,research design, selection of the sample, control overthe variables, construction of the tools, limitations ofthe data gathering and analysis of the data, so that the

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research remins more transparent. Considering such factsin the present study the following limitations may beoutlined.

1. In the present study data regarding indisciplinebehaviours were collected through survey in which randomstratified sampling techniuqe was selected.

2. Generalization of results has been done in Medical andAgricultural Sciences on small size of saimple. Sometimesin Human Sciences it is difficult to get large smaple.This study was done on specific group (Indisciplinedgirls). So small size of the sample was available, forthe study. Thus in the present study eight girls wereselected.

3. If the experiment is performed with small size of samplethe proper technique of analysis is selected in the fieldlike human science, medical science, agriculturalscience. In the present study the sample (Indisciplinedboys) was available in the small size. Therefore out ofthe two related small size sampling analysis techniques -"The randomization test for matched pairs" was taken into use.

11.0 Population and Sample The present study involved indisciplined girls of

Gujarati Medium secondary schools of Gujarat State as thepopulation.

Masum Vidyalaya of Rajkot city was selected aspurposive sample for present study. Eight indisciplinedboys were selected as the sample among Std. 9th & 10th.Ashistata Sansodhini was used to select the sample.Ashistata Sansodhini was constructed and standardized bythe researcher.

12. Research Design

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The present study was done on specific group(Indisciplined Boys). So msall sample was considered forthe present study. Due to this reason from pre-expeimental design - 'One Group Pre-test Post-testDesing' was selected.

13.0 Tool Used In order to measure effect of independent variable

on dependent variable, the researcher selects orconstructs porper tool. Two tools were constructed andstandardized for the present study.

1. Ashistat Sansodhini Researcher had constructed and standardized the tool

namely Ashistata Sansodhini for selecting the sample forthe present study. The tool used to identifyindisciplined girls. Construction of the item of the toolwas based on 'Guess WHO Technique' of Hartsome and May.The tool covered ten indisciplined behavioural areas. Thetool contains maximum of ten and minimum of Zero scores.Inter scorer reliability and test retest reliability andcontent validity and criterion validity were consideredfor the tool.

2. Ashistata Mapini Reseearcher had constructed and standardize the tool

namely Ashistata Mapini to find out indiscipline quotinetof the sample. The tool was used to measure quantum ofindiscipline of indisciplined girls in indisciplinequotient. Construction of the item of the tool was basedon rating scale. The tool includes forty items which wereselected ten selected areas of indisciplined beahviours.Each area contains for indisciplined behaviours. The toolcontains maximum of two hundred and minimum of zeroscores. Inter scorer reliability and test - retestreliability and content validity and face validity wereconsidered for the tool.

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14.0 Counselling Programme Researcher constructed the counselling programme for

the modification of indisciplined behaviour of boys. Thecounseling programme had been based on five models namelyNon directive teaching, self management, beahviourmodification, the resolution dimension, self control. Thecounselling programme was constructed for modification ofindisciplined beahviour of boys studying in Gujaratimedium secondary schools. Students showing less quantumof indisciplined bheaviour of students were consideredfor the construction of the counselling programme. Expertopinions were considered for the construction of thecounselling programme. Primary format of the counsellingprogramme was done for try out. For the implementation ofthe counselling programme six phases were considerednamely rapporting, self exposing, self actualization,action plan, evaluation and termination. Different timelimit for different phases was kept for implementation ofthe counselling programme. Individual and groupimplementation was done for different phases of thecounseling programme.

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15.0 Format of Research Work

16.0 Technique of Analysis of Data Researcher uses proper statistical techniques to

check hypotheses and interpretation of data. Sample ofthe present study comprised of Eight girls, and study wasdone on, specific group (Indisciplined boys). So the

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randomization test for matched pairs was used to anayzethe data nd find out significant difference between pre-test and post-test. Ashistata Mapini was used as pre-testand post-test for the present study.

17.0 Checking of Null Hypotheses Checking of Null hypotheses for the entire test and

area-wise behavioural test's on girls were checked asfollows.

17.1 Checking of Null hypothesis for the entire test There will not be any significant difference in the

mean indiscipline quotient of girls before (Pre-test) andafter (Post-test) implementation of counsellingprogramme.

Observed outcome (+ 724) was only a result amongmost extreme possible positive outcome seen fromrandomization test for matched pairs, and it wassignificant at 0.01 level.

Thus null hypothesis was rejected. From this it canbe said that the conselling programme was psotivielyeffective on girl's indiscipline quotient.

17.2 Checking of Null Hypotheses According to Area WiseBeahvioural Test's

Data was gathered from Ashistata Mapini which usedas pretest and posttes for the present study. Thenbeahvioural areas were included in Ashista Mapini.Researcher checked null hypothess as per each beahviouralareas.

1. There will not be any significatn difference between theindiscipline quotient before and after test for home workrelated behaviours.

Observed outcome (+ 69) was only a result among mostexterme possible positive outcome seen from randomization

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test for matched pairs, and it was significant at 0.01level.

Thus null hypothesis was rejected. From this is canbe said that the counselling programme was positivelyeffective on gril's indiscipline quotient for home workrelated beahviours.

2. There will not be any significant difference between theindiscipline quotient before and after test forassignment work related behaviours.

Observed outcome (+ 91) was only a result among mostextreme possible positive outcome seen from randomizationtest for matched pairs, and it was significant at 0.01level.

Thus Null hypothesis was rejected. From this it canbe said that the counselling programme was positivelyeffective on girl's indiscipline quotient for assignmentwork related beahviour.

3. There will not be any significant difference between theindiscipline quotient before and after test forinstruments related beahviours.

Observed outcome (+95) was only a result among mostextreme possible positive outcome seen from randomizationtest for matched pairs, and it was significant at 0.01level.

Thus Null hypothesis was rejected. From this it canbe said that the counselling porgramme was positivelyeffective on girl's indiscipline quotient for instrumentsrelated beahviours.

4. There will not be any significant difference between theindiscipline quotient before and after test for propertydamage related beahviours.

Observed outcome (+ 77) was only a result among mostextreme possible positive outcome seen from randomization

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Thus Null hypothesis was rejected. From this it canbe said that the counselling porgramme was positivelyeffective on girl's indiscipline quotient for instrumentsrelated beahviours.

5. There will not be any significant difference between theindiscipline quotient before and after test forcleanliness related beahviours.


Thus Null hypothesis was rejected. From this it canbe said that the counselling porgramme was positivelyeffective on girl's indiscipline quotient for Cleanlinessrelated beahviours.

6. There will not be any significant difference between theindiscipline quotient before and after test for badhabits and stealing realted beahviours.


Thus Null hypothesis was rejected. From this it canbe said that the counselling porgramme was positivelyeffective on girl's indiscipline quotient for bad habitsand stealing related beahviours.

7. There will not be any significant difference between theindiscipline quotient before and after test for classroomteaching related behaviours.


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Thus Null hypothesis was rejected. From this it canbe said that the counselling porgramme was positivelyeffective on girl's indiscipline quotient for Classroomteaching related beahviours.

8. There will not be any significant difference between theindiscipline quotient before and after thest ofr teachersrelated beahviours. Observed outcome (+ 71) was only a result among mostextreme possible positive outcome seen from randomizationtest for matched pairs, and it was significant at 0.01level.

Thus Null hypothesis was rejected. From this it canbe said that the counselling porgramme was positivelyeffective on girl's indiscipline quotient for teachersrelated beahviours.

9. There will not be any significant difference between theindiscipline quotient before and after test for verbativetease related behaviours. Observed outcome (+ 80) was only a result among mostextreme possible positive outcome seen from randomizationtest for matched pairs, and it was significant at 0.01level.

Thus Null hypothesis was rejected. From this it canbe said that the counselling porgramme was positivelyeffective on girl's indiscipline quotient for verbativetease related beahviours.

10. There will not be any significant difference between theindiscipline quotient before and after test for physcialtease related beahviours.


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Thus Null hypothesis was rejected. From this it canbe said that the counselling porgramme was positivelyeffective on girl's indiscipline quotient for physicaltease related beahviours.

18.0 Findings of the Study Null hypothese were checked for implementation on boysfor the present study. Following findings emerged afterthe interpretation of data of experiment ofn girls.

1. In context of modification of indisciplined behaviours.The counselling programme was effective positively onindisciplined boys for the entire test.

This saws that indisciplined boys were showing moreindisciplined behaviours before implementaion of thecounselling programme for the entire test. Whileindisciplined boys were showing less indisciplinedbehaviours after implementation of the counsellingprogramme. Thus quantum of indisciplined behavioursdecreased for entire test through the counsellingprogramme.

2. In context of modification of indisciplined beahvioursthe counselling programme was effective positively onindisciplined boys according to area wise behaviouraltests.

This shows that indisciplined girls were showingmore indisciplined behaviours under eache behavioural areof the test before implementation of the counsellingprogramme. While indisciplined boys were showing lessindisciplined beahviours after implementation of thecounselling programme. Thus quantum of indisciplinedbehaviours were decreased according to each behaviouralarea of the test ghrough the counselling programme.

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19.0 Education Implication The present study indicates the following

educational implication. Research implication : In context of modification of

indisciplined beahviours the counselling programme waseffective positively on indisciplined boys.

This shows that quantum of indisciplined beahviourswere notable decreased after implmentation of thecounselling programme on indisciplined boys.

Following were the usable suggestions from theresults.

1. After recognization of ormal indisciplined behavioursseen during school hours teachers should apply theconselling programme for the modification ofindisciplined behaviours.

2. After recognization of normal indisciplined beahvioursseen during school hours teachers should apply othermodels or theories for the same.

20.0 Suggestions for Future ResearchsEffectiveness of the counselling programme was

checked for modification of indisciplined students forthe present study. It was not possible to work inBroadway for the researcher because the present study wasdone on specific group. To cross over these limitations.Following research can be done on the basis of reseult ofthe present study.

1. Behaviour modification can be done through thecounselling programme by doing the present study as thecase study.

2. Behaviour modification ca be done by constructingcounselling programme for cronic indisciplined beahvioursshowing students.

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3. The present study can be done in context of differentvariables like area, sex, age, level of study, relationwith academic achievement, social economical stats, studyof parents, physical facilities provided at home, schoolenvironment, psychological factors, social factors,religion, personality characters etc.

4. The present study can be done by doing analytical studyof causes behind indisciplined behaviours.

5. The present study can be cone as comparative study incontext of different variables of indisciplined anddisciplined students.

6. The present study can be done through youg.

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38. Shah, V. P. (1988). Sansodhan Aheval Lekhan. Ahmedabad :University Granthnirman Board, Gujarat State.

* References from Hindi Language 39. Bahari, H. (Ed.) (1969). Bruhada English-Hindi Kosh

Khanda-1. Alahabada : Lokbhariti Prakashan. 40. Bahari, S. (Ed.) (1985). Gyan Shabdakosh. Banaras :

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