Journal of Educational Chronicle, Vol. 5, No. 2, December, 2014

PATRON :Mr. Deepak Bajpai Secretary Institute of Professional Studies, Gwalior (Madhya Pradesh) India

EDITOR-IN-CHIEF :Dr. Arun Kumar TyagiDirectorInstitute of Professional Studies, Gwalior (Madhya Pradesh) India

EDITOR :Dr. Rama TyagiPrincipal,Institute of Professional StudiesGwalior (Madhya Pradesh) Indiae-mail: [email protected]

ASSOCIATE EDITORS :Dr. Brij Kishore PrasadHOD & Associate ProfessorDept. of Physical EducationInstitute of Professional Studies,Gwalior (Madhya Pradesh) IndiaE-mail : [email protected] Mr. N. Rohen Meetei Asst. Professor Dept. of EducationInstitute of Professional Studies,Gwalior (Madhya Pradesh) IndiaE-mail:- [email protected]

Mr. Satish ChandraAsst. Professor Dept. of Education Institute of Professional Studies, Gwalior (Madhya Pradesh) IndiaE-mail:- [email protected]

Dr. Sani Kumar VermaAsst. Professor Dept. of Physical Education Institute of Professional Studies, Gwalior (Madhya Pradesh) IndiaE-mail:- [email protected]

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Prof. Llyod H. BarrowDirector Graduate Studies Department of Learning Teaching & Curriculum, University of Missouri, U.S.A.

Prof. S.B.BhattacharyaEx- Head & Dean, Faculty of Education, B.H.U. Kamachha, Varanasi, India

Prof. Umesh C. VashishthaFormer Head and dean, Faculty of Education, University of Lucknow, Lucknow, India

Prof. (Dr.) Sabitaprabha PattnaikDean, Regional Institute of Education (NCERT), Bhubaneswar, Odisha, India

Prof. (Dr.) Ramesh PalDean, Academics, LNUPE, Gwalior, Madhya Pradesh, India

Prof. Kathleen GallagherCanada Research Chair, Ontario, Institute of Studies Education, University of Toronto, Canada

Dr. S.K. GuptaHead, Dept. of Education, RIE (NCERT), Bhopal, Madhya Pradesh, India

Dr. Rajendra SinghDirector, Physical EducationJiwaji University, Gwalior M.P. India

Dr. Deborah L. HanuscinAssociate Professor of Science Education & Physics MU Science Education Center, University of Missouri, U.S.A.

Dr. A.D. TiwariReader, Department of Measurement and Evaluation, NCERT, New Delhi, India

Dr. Yusuf SayedReader in International Education, University of Sussex, UK

Dr. Yezdan BozFaculty of Education, Middle East Technical University, Ankara, Turkey

Dr. Nihat BozFaculty of Education Gazi University Ankara, Turkey

an international journal of educationJournal of Educational Chronicle

Editorial Advisory Board

ISSN 2229-6220

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Contents

Title Page

A HISTORICAL ANALYSIS OF UEE WITH REFERENCE TO THE RIGHT TO

EDUCATION ACT, 2009

Ajit Mondal and Dr. Jayanta Mete 1

ARE NEWSPAPER EXPOSURE AND ACADEMIC ACHIEVEMENT RELATED?

Kalyani K and Nandini.N 9

RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND TEACHING EFFECTIVENESS

Mohd Yaseen Lone 15

INTER-COMMUNITY GENDER-BASED EDUCATIONAL LEVEL CONSENT:

AN ANALYTICAL STUDY OF JORHAT DISTRICT, ASSAM (INDIA)

Debajyoti Bora 21

EDUCATION FOR EXPLORATION: RELEVANCE OF SWAMI VIVEKANANDA'S

THOUGHTS TO THE YOUTH

Dr. Priya M Vaidya 28

EDUCATION IN GENDER DISCRIMINATED SOCIETY

Dr. Tapan Kumar Basantia and Y. Rameshwari Devi 34

ATTITUDE TOWARDS TEACHING PROFESSION AMONG THE SECONDARY TEACHER TRAINEES

Dr. K. Thiyagu 40

A META ANALYSIS OF BLENDED LEARNING IN E-LEARNING

Dr. R. Jayakumar 47

A STUDY ON THE ANXIETY OF HIGHER SECONDARY STUDENTS IN RELATION

TO CERTAIN SOCIOLOGICAL VARIABLES

Dr. A.C. Lal Kumar 57

OPINION OF TEACHERS TOWARDS INTRODUCING THE MORAL EDUCATION CLASS AT HIGHER SECONDARY SCHOOL IN CHENGALPATTU TALUK

M. Brindhamani and T. Manichander 62

ROLE OF INFORMATION AND COMMUNICATION TECHNOLOGY IN ODL

Dr. Amit Gautam 71

ATTITUDE ON E-LEARNING IN CLASSROOM INSTRUCTION AMONG

THE STUDENTS AT COLLEGES OF EDUCATION: A STUDY

Dr. S. K. Panneer Selvam 80

DOEACC CENTRE AIZAWL AND ITS ROLE IN EDUCATIONAL UPLIFTMENT AND COMPUTER EDUCATION PROGRAM FOR MASS IN MIZORAM: A CASE STUDY

N. Chanu Sundari 85

A COMPARATIVE STUDY OF SPEED AND ENDURANCE AMONG NETBALL

AND BASKETBALL PLAYERS

Mewar, Bharat Bhushan 94

EFFECT OF VINYASA SUN SALUTATION ON WRIST JOINT FLEXIBILITY IN

SCHOOL GOING CHILDREN

Diwakar Pal 98

EFFECT OF SIX WEEK PRACTICING WITH THREE METHODS OF

CATCHING ON SPEED OF MOVEMENT OF CRICKETERS

Kakran , Shantanu Singh 101

EFFECT OF AQUATIC INTERVENTION ON PHYSICAL FITNESS VARIABLES OF CHILDREN WITH CEREBRAL PALSY

Baghel Priya 105

A HISTORICAL ANALYSIS OF UEE WITH REFERENCE TO THE RIGHT TO EDUCATION ACT- 2009

Ajit Mondal Research Scholar, Department of Education (IASE), University of Kalyani, Kalyani, West Bengal, India

Dr. Jayanta MeteProfessor, Department of Education (IASE), University of Kalyani, Kalyani, West Bengal, India

Abstract

Education is globally recognized as a fundamental human right, and people with access to education can develop the skills, capacity and confidence to secure other rights. The right to education thus acts as an enabling right that functions as the voice through which rights can be claimed and protected. It is therefore considered as the bed-rock of all socio-economic development of the nation. Ever since independence, India has undertaken several initiatives to achieve universalisation of elementary education (UEE), which has yielded mixed results. The Right to Education legislation in India has seen a chequered history in evolving from a directive principle to a fundamental right. Attempts to make the right to free and compulsory education available to the Indian child began a little more than a century ago. In 2002 the 86th Constitutional Amendment Act made education a fundamental right for children in the age group of 6-14 years. At last, the Right of Children to Free and Compulsory Act (RTE), 2009 was notified on April 1, 2010, pursuant to the 86th Amendment to the Constitution. The RTE Act is the first Central Act in the domain of elementary education in post-independence India. The Act has its long history and starts from pre-constitutional era. The researcher made an attempt to analyze the major events after independence that led to the enactment of the RTE Act in order to understand some of the problems that one can encounter in attempting to provide education for all children.

Introduction

Education is one of the fundamental necessities of man. It is also one of the essential instruments for satisfying other needs. Especially, elementary education is the most crucial stage of education as it the foundation of a child's formal education and plays a pivotal role in personal, social and national development. The basic skills of reading, writing and arithmetic are acquired at this stage. It also lays foundation for the personality, attitude, learning skills and communicative capabilities of pupils. In any nation, elementary education has been given highest priority and importance because the success of any developmental programme such as economic, social or political, elementary education is the pre- requisite. Education is a basic human right and has been recognized since the adaptation of the Universal Declaration of Human Rights (1948, UNO). The Article 26 of the UDHR states that “everyone has the right to education”. Since then numerous international treaties have reaffirmed this right and have supported entitlement to free, compulsory and universal elementary education for all children, irrespective of caste, creed, colour, gender, religion and all other social stratifications across the globe. Universalisation of elementary education has been one of the most important goals of educational development in India since independence. Universalisation of elementary education in India involves three conditions i.e. Universalisation of Provision, Universalisation of Enrolment and Universalisation of Retention. As per MHRD (2000), universalisation of elementary education means “100 percent enrolment and retention of children with schooling facilities in all habitations”. India's commitment to universal elementary education dates backs to 1950. The directive principles of Indian constitution stipulated that the state would endeavour to provide free and compulsory education to all children up to the age of 14. Since then many steps have been taken and different commissions and committees have given suggestions to universalize elementary education. In 2002, the 86th constitutional amendment made education a fundamental right for children in the age group of 6-14 years. The RTE Act came into force on 1 Aril 2010. The right to education legislation has been chequered history in evolving from directive principle to fundamental right. There are some major events after independence that led to the enactment of the RTE Act, 2009.

Significance and Objectives of the Study

Education is the most important lever for social, economic and political transformation. A well educated population, equipped with the relevant knowledge, attitude and skills is essential for economic and social development in the twenty-first century. Education is the most potent tool for socio-economic mobility and a key instrument for building an equitable and just society. Attempts to make the right to free and compulsory education available to the Indian child began a little more than a century ago. When in the years 1870, 1876 and 1880 Compulsory Education acts were passed in Britain, a demand was raised in India to provide similar facilities in its colonies. From this time onwards began the struggle for making elementary as a right of all children in India and as a duty on the state. After Independence, the national and international policy in general and the Directive Principles of the Indian Constitution in particular bound to provide free and compulsory elementary education to all the children. But despite the constitutional and international commitments, the number of out of school children, particularly from the disadvantaged groups and those engaged in labour, and those receiving poor quality education has continued to remain very large. Even in such a situation it took more six decades for the Indian state to frame and implement the Right to Education Act, 2009 so that the mandate of the Constitution could become an enforceable right. The RTE Act and its notification is rightly hailed by many as a landmark in the history of education in post-independence India. Had the directive principle been implemented in letter and spirit, the need for the 86th Amendment and the RTE Act would not have arisen. It is necessary to analyse the major events at constitutional level and at policy level after post- independence leading to the 86th Constitution Amendment Act, 2002 to make free and compulsory elementary education a Fundamental Right in India.

The present study has been undertaken to satisfy the following objectives ----

1) To explore the historical background of the RTE Act, 2009 in India after independence in order to understand the previous attempts in this direction;

2) To analyse the major events that led to the enactment of the RTE Act,2009; and

3) To analyse the viewpoints of the post-independence education commissions, national policies on education and committees in favour of making free and compulsory elementary education a fundamental right in India

The present study has been executed by adopting the historical research method. The study has been developed by an analysis of a variety of primary and secondary sources of data. These sources include reports, periodicals, monograph, newspapers, pamphlets, records, thesis, dissertations, journals and other research studies. The primary sources used in the development of the study consisted mainly of the official reports and publications of different ministries and organizations of the Government of India. After examining the authenticity and validity of the sources, data has been analysed and interpreted logically and historically in the light of the present study.

Universalisation of Elementary Education (UEE): A Concept

Before going to discuss the Universalisation of Elementary Education, we should know what elementary education is and which level it covers. Elementary education means eight years of schooling from the age of six. Elementary education in India comprises classes I to VIII, and it covers children from 6 to the age of 14 years, the years covered by constitutional provision. Elementary education is further divided into two stages: primary education upto class V (6-11 years age –group) and upper primary covering classes VI to VIII (11-14 years age-group). Within this national pattern, though there are some variations in structure of elementary of education, it ends at class VIII from legal point.

Universalisation of Elementary Education is an educational term. It refers to making education available to all children in the age- group of 6-14 or in class I-VIII. It means the education for every child to complete the stage of elementary education by means of either formal or informal education. It signifies that education is

Journal of Educational Chronicle, Vol. 5, No. 2, December, 2014 2

for all and not for a selected few. This concept accepts that education is the birth right of every child. Universalisation of Elementary Education also means free and compulsory education for all children till they complete 14 years of age. Universalisation of Elementary Education in India involves three conditions --- Universalisation of Provision, Universalisation of Enrolment and Universalisation of Retention.

1) Universalisation of Provision – It means that school facilities should be provided to the all children between the age-group of 6-14 years in the country within the walking distance of a child.

2) Universalisation of Enrolment --- It means all children between the age-group of 6-14 years in the country. For this, compulsory legislation must be passed. Under this legislation, parents can be compelled for sending their children to schools.

3) Universalisation of Retention --- It means that once a child joins an elementary/ primary school, he should remain there till he completes class VIII. If the child leaves the school in between, the idea of universalisation stands defeated.

In short, the goal of Universalisation of Elementary Education (UEE) means “100 percent enrolment and retention of children with schooling facilities in all habitations” (MHRD, 2000). The Ninth Five Year Plan envisages UEE to mean universal access, universal retention and universal achievement. “… UEE is the true index of the general, economic, political and social development of a country. …. On account of its importance, the Constitution of India enjoins upon the state to make provision for it” (Chand, 2007: 74). It found expression in Article 45 of the Indian Constitution as a Directive Principle of State Policy under the caption Provision for Free and Compulsory Education for Children. However, this resolve could not be accomplished on account of several problems. Our national policies and statements have time and again upheld the cause of the Universalisation of Elementary Education since the inception of Indian Constitution.

The Developmental History of RTE after Post-Independence

After Independence, the national and international policy in general and the Directive Principles of Indian Constitution in particular bound the state to provide free and compulsory elementary to all the children. Despite the constitutional and international commitments, the Indian state has failed to achieve the goal of the Universal Elementary education within the stipulated time mandated by the Constitution. In such a situation, it took more than six decades for the Indian state to frame and implement the Right to Education Act, 2009 and to make the mandate of the Constitution an enforceable right.

A brief flashback to the framing of the constitution provides us an insight into the historical background with which the framers of our Constitution included Article 45 in it (as it stood before 86th Amendment to the Constitution) which stated ---

“The State shall endeavour to provide within a period of ten years from the commencement of this constitution, for free and compulsory education for all children until they complete the age of fourteen years”.

Despite the consistent demand for free and compulsory education during the freedom struggle, at the time drafting the Constitution, there was no unanimous view that the citizens of India should have a right to education, let alone a fundamental right (Constituent Assembly Debates, Volume 1, 11December, 1946). The framers of the Constitution of India shied away from making education a fundamental right and provided for only a directive to the state under Chapter IV of the Constitution. The Directive Principles of State Policy is not enforceable in the court of law but it shall be the duty of the state to apply these principles in making laws. The Article 45 was a Directive Principle of State Policy within India, effectively meaning that it was within a set of rules that were meant to be followed in spirit and the government could be held to court if the actual letter was not followed (Sripati & Thiruvengadam, 2004). As a result of, the responsibility of providing education to the children was a directive to the state and not a fundamental right casted upon

Journal of Educational Chronicle, Vol. 5, No. 2, December, 20143

them. The distinction between Fundamental Rights and Directive Principles of State Policy is well settled under the Indian Constitution. While the former is absolute and legally enforceable, the letter is a directive policy to the state (Government of Bihar, 2007:23). Constitution of India provides for two types of rights: (a) civic and political rights and (b) social and economic rights. Articles 12 to 35 of the Constitution constitute the fundamental rights which are justiciable. Article 32 of the Constitution guarantees 'Remedies for enforcement of civic and political rights'. The 93th Constitutional amendment has transformed education from its status as a social and economic right to that of a civic and political right (Seetharamu, 2002).

However, earlier the Constituent Assembly Sub-Committee (1946-46) on Fundamental Rights had placed free and compulsory education on the list of Fundamental Rights. According to its clause 23 ---

“Every citizen is entitled as of right to free primary education and it shall be the duty of the State to provide within a period of ten years from the commencement of this constitution for free and compulsory primary education for all children until they complete the age of fourteen years.”

But on 23rd April, 1947 the Advisory Committee of the Constituent Assembly rejected free and compulsory education as a fundamental right on the ground that “what would happen if the state would not have sufficient funds to make arrangements for free and compulsory education of all children?” and sent this clause to the list of 'non-justifiable fundamental rights' (latter termed as 'Directive Principles of State Policy') (Rao, 1968).

What appears shocking to many of us today is that there was much apathy to the directive principles enunciated in the Constitution (Juneja, 2003:27). In fact, one of the members of the Constituent Assembly in 1947 added a note of dissent to the formation of two types of rights of the people – justifiable and non-justifiable rights. In his view, non-justifiable rights had no meaning. He had wanted the Assembly to unambiguously declare all rights as justifiable for the reason that:

“Once an unambiguous declaration of such a right is made, those responsible for giving effect to it would have to bestir themselves to find ways and means to give effect to it. If they had no such responsibility placed upon them, they might be inclined to avail themselves of every excuse to justify their own inactivity in the matter, indifference, or worse.”

Excerpted from Note of dissent of K.T.Shah to the Report, (April 17-20, 1947) On Right to Work (Rao,1968).

These words of K.T, Shah proved prophetic. On the fate of the Article 45 after independence, the noted Gandhian economist L.C. Jain has observed that “there is not to be found even a passing reference to education let alone to Article 45 in the budget speeches”(Jain,2001). When Right to Education Act has been passed in 2009 and formally implemented in 2010, it appears as if successive governments during 62 years before the passage of this act have successfully availed the above said excuses, (Singh, 2012).

Further, during a debate in the Constituent Assembly in November 1948, the first line of the Article 36 was removed which stated “every citizen is entitled as of right to free primary education and it shall be the duty of the state provide …….” And the new article replaced it with “The state shall endeavour to provide, within a period of ten years from the commencement of this constitution, for free and compulsory education for all children until they complete the age of fourteen years” (Constituent Assembly Debates, 1948, Vol.7).

The word 'Primary” was removed as on November 23rd, 1949 when Dr. B.R. Ambedkar gave an argument against it “…. A provision has been made in Article 18, to forbid any child being employed below the age of 14. Obviously if the child is not to be employed below the age of 14, the child must be kept occupied in some educational institution. That is the object of the Article 36” (Constituent Assembly Debates, 1948, Vol.7). Finally, Article 45 of Directive Principles of State Policy accepted –


“The State shall endeavour to provide within a period of ten years from the commencement of this constitution, for free and compulsory education for all children until they complete the age of fourteen years”.

Never the less, the constitution framers established three things:

1. A time frame (10 years) for implementation of the Right to free and compulsory education.

2. An upper age limit(14 years)

3. No lower age limit because it was never an issue during that period.

The background of this time frame can be traced back to the Sargent Committee (1944) which had envisaged provision of free and compulsory education in two phases within 40 years (1944), the first phase up to the age of 11 years and second phase up to the age of 14 years which further led to the establishment of Kher Committee (1047) under the chairmanship of B.G. Kher to explore the means and ways of achieving UEE up to the age of 14 years within ten years at lesser cost.

As per the constitution which was implemented on January 26, 1950, Indian state had to endeavour to provide for free and compulsory elementary education within 10 years up to 1960, if not earlier. The period spanning between 1950- the Unnikrishnan's Case in 1993 saw several legal developments. Now we look at the recommendations and suggestions of the Indian education commissions, national policies on education and educational committees constituted under the aegis of Government of India to provide free and compulsory elementary education and include the right to education as fundamental right in Part III of the Constitution after 1950 .

The University Education Commission (1948-1949) under the chairmanship of Dr. Radhakrishanan recognized that “in a democratic society the opportunity of learning must be open not only to elite but to all those who have to carry the privilege and responsibility of citizenship. Education is a universal right, not a class privilege”. (The Report of the University Education Commission (1948-1949), Volume-1, p.43)

After the expiry of ten year period (1950-1960) year marked to achieve the target of providing free and compulsory education to all, the Report of the Education Commission (1944-1966) recommended Common School System based on neighbourhood schools to fulfill the insistent demand for free and universal education of the people. The Commission (1964-1966) stated that “… provision of free and universal education for every child is an educational objective of the highest priority, not only on grounds of social justice and democracy, but also for raising the competence of the average worker and for increasing national productivity….the best strategy for fulfilling the Constitutional Directive would be as follows:

1. Each state, and every each district, should prepare a perspective plan for the development of primary education taking into account the stage of development already reached and the local conditions and problems. The objective of the plan should be fulfill the Constitutional Directive as early possible;

2. Each state and district should be assisted to go ahead at the best pace it can, and the progress in no area should be allowed to be held up for want of essential facilities or financial allocations; and

3. While the Constitutional Directive may be fulfilled in some places such as urban areas or advanced states as early as in 1975-76, all the areas in the country should be able to provide five years of good and effective education to all the children by 1975-76 and seven years of such education by 1985-86” (para. 7.08).

Immediately thereafter, the National Policy on Education (NPE), 1968 was formed. This policy was the first official document evidencing the Indian Government's commitment towards school education. It dealt with the issues of equalization of educational opportunity and sought to adopt a common school system in order to promote social cohesion and national integration. However, it was not supported by legal tools that could enforce such policy mandate. The Policy had to state “strenuous efforts should be made for the early


fulfillment of the Directive Principle under Article 45 of the Constitution seeking to provide free and compulsory education for all children up to the age of 14. A suitable programme should be developed to reduce the prevailing wastage and stagnation in schools and to ensure that every child who is enrolled in schools successfully completes the prescribed course” {para.4 (1)}.

'Education' was a State subject in Entry 11 placed in List II State List. By the 42th Constitutional Amendment Act, 1976, the above said Entry was deleted and a new Entry 25 was inserted in List III Concurrent List. It created an avenue for the Centre's intervention in the field of elementary education. With this change, the elementary education has been able to lay claim to funding not only from the states whose financial resources are limited but also from the centre.

A second round of studies was conducted by the Ministry of Education in conjunction with the National Institute of Educational Planning and Administration, and this process contributed to formation of the National Policy on Education, 1986. This policy while re-affirming the goal of universalisation of elementary education promised that “effective measures will be taken in the direction of the Common School System recommended in the 1968 Policy” (NPE, 1986:3.2).This policy document once again did not discuss or aim to alter the legal status of Free and Compulsory Education in India, i.e., Free and Compulsory Education continued to remain a non-justifiable Directive Principle of State Policy.

The NPE, 1986 attached importance to the fact that enrolment without retention and achievement is of no use. This policy document states that “The new thrust in the elementary education will emphasise two aspects: (i) universal enrolment and universal retention of children up to 14 years of age, and (ii) a substantial improvement in the quality of education”(NPE,1986:5.5).

It again resolved that “It shall be ensured that all children who attain the age of about 11 years by 1990 will have had five years of schooling, or its equivalent through the non-formal stream. Likewise, by 1995 all children will be provided free and compulsory up to 14 years of age”(NPE,1996:5.12). But the 1986 Policy has been criticized for having introduced sub-standard Non-Formal Education for the out of school children and therefore having reduced the constitutional obligation of full time schooling (Singh, 2012).

However, among official documents, it was the Ramamuti Committee Report in 1990, on the review of the 1986 National Policy, which first chided the Government for not paying attention to the right to education saying, “ this problem qualifies for being ranked as the most fundamental problem of our educational system”(para 6.2.1).

The Committee to Review the National Policy on Education,1986 in its report titled 'Towards an Enlightened and Humane Society –NPE 1986-A Review called for recognition of the right to education as a fundamental right :

“Now, time has come to recognize 'Right to Education' as one of the fundamental rights of the Indian citizen for which necessary amendments to the Constitution may have to be made and more importantly , conditions be created in society such that right would become available for children of India” (para 6.1.3).

In 1992, the National Policy on Education (1986) was reviewed and some modifications were incorporated and modified version of 1986 Policy as well as programme of action was then published in 1992. This version recommended that “ free and compulsory of satisfactory quality should be provided to all children up to 14 years of age before the commencement of the twenty-first century” (para 7.4.1). A number of schemes and programmes were launched in pursuance of the emphasis contained in the NPE (1986) and POA (1992).

A great legal breakthrough was achieved in 1992 when the Supreme Court of India while deciding the Mohini Jain versus State of Karnataka Case (1992 3 SCC 666) stated that “the 'right to education' is concomitant to fundamental rights enshrined under Part III of the Constitution”. And that “every citizen has a right to education under the Constitution”.


The Supreme Court subsequently reconsidered the above-mentioned judgement in the case of Unnikrishnan, J. P. versus State of Andhra Pradesh (1993 1 SCC 645). Justice Jeevan Reddy while delivering the judgement of this case entirely changed the status of the Article 45. The Supreme Court judgement said that Article 45 of the Part IV should be read in harmonious construction with Article 21 of Part III (Righrt to Life) since without education 'Right to Life is Meaningless'. It was also stated in the judgement that “… every child /citizen of this country has a right to free education until he completes the age of fourteen years. Thereafter his right to education is subject to limits of economic capacity and development of the state”.

In 1996 the Common Minimum Programme of the United Democratic Alliance Government resolves to make the right to free and compulsory elementary into a fundamental right and to enforce it through suitable statutory measures. It set up a committee (Muhi Ram Saikia Committee to examine this proposal in the same year. In January 1997, the Report of the Committee of State Education Ministers on Implications of the Proposal to Make Elementary Education A Fundamental Right (Saikia Committee) recommended the “ Constitution of India should be amended to make the right to free elementary education up to the fourteen years of age , a fundamental right”. This was followed by the introduction of the Constitutional 83th Amendment Bill in the Parliament (1997) and eventually the Constitutional 86th Amendment Act was passed in 2002 after more than half a century. The Constitution (86th) Amendment Act introduced new Article 21A – “the State shall provide free and compulsory education to all children of the age of 6 – 14 years, in such a manner as the state may, by law determine”. The Right of Children to Free and Compulsory Education Act, 2009, commonly known as RTE Act came in force with effect from 1st April, 2010. This historical backdrop provides the necessary insight into the contemporary educational scenario, policies and programmes relating to school education.

Concluding Remarks

In the above-mentioned way the free and compulsory education of the children of age of 6 to 14 years became a justifiable fundamental right after 62 years of Independence and 16 years after the historic Unnikrishnan Judgement and it took six years just to frame and pass this Act. The enforcement of this right has a symbolic and historic value, because it was a step ahead in the more than one and half a century long struggle for universalizing the elementary education. The Act came into effect in the whole of India except the state of Jammu and Kashmir from the 1st April of 2010. It is the first time in the history of India a law was brought into force by a speech by the Prime Minister of India. In his speech, Dr. Manmohan Singh stated that “We are committed to ensuring that all children, irrespective of gender and social category, have access to education - an education that enables them to acquire the skills, knowledge, values and attitudes necessary to become responsible and active citizens of India”(GOI, 2010). With the Right to Education Act coming into force, India became one of the 135 countries to make education a fundamental right of every child. It may be inferred from the above discussion that the Government of India has kept its obligations as advocated by the Apex Court in a number of path breaking judgements. India has witnessed a long journey in evolving the right to education from the directive principle to fundamental right. The RTE Act is now the first Central legislation on the landscape of elementary education that puts the responsibilities of enrolment, attendance and competition of elementary education of every Indian child on the government. Free and compulsory elementary education for all children in the age group of 6–14 at long last has become a 'so called' legal reality with the implementation of Right of Children to Free and Compulsory Education Act, 2009.


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Government of India (2000). Sarva Shiksha Abhiyan: Programme for Universal Elementary Education in India. New Delhi: MHRD, GOI.

Rao, B. S. (1968).The Framing of the Constitution – Select Documents. New Delhi: Indian Institute of Public Administration.

Jain, L. C. (2001). Are our Budget Markers faithful to the Constitution? A Tour of the Budgets 1947-200. Pune: National Centre for Advocacy Studies.

GOI (2010). Prime Minister's Address to the Nation on Fundamental Right of Children to Elementary Education. New Delhi: Prime Minister's Office, Press Information Bureau, Government of India.

Singh, R. (2012). Development of Right to Education in India: A Historical Appraisal, University News, 50(30):16-25.

Sripati, V. and Thiruvengadam, A. K. (2004), "India: Constitutional Amendment Making The Right to Education a Fundamental Right", International Journal of Constitutional Law, 2 (1): 148–158, Oxford University Press.

Seetharamu, A. S. (2002). Fundamental Right Status for Education, the Decan Herald. Retrieved from http://el.doccentre.info/eldoc/ n20_/09feb02dhx.htm on 12.10.2013.


ARE NEWSPAPER EXPOSURE AND ACADEMIC ACHIEVEMENT RELATED?

Kalyani K and Nandini.NAssistant ProfessorsDepartment of Post Graduate Studies in EducationVijaya Teachers College, Jayanagar, Bangalore,Karnataka, India

Abstract

In early times, the teacher was the only medium of communication for children. During course of time the invention of the printing press, led to the printing of books. Then came newspaper which reached large members and also helped in improving the quality of education. How newspaper can act as a media for improving quality of educationspecially in academic achievement. The paper will address this question by reporting the findings of research that sought to provide a comprehensive understanding of newspaper as means of enhancing the academic achievement. The research is conducted in the city of Bangalore, to assess newspaper exposure among X standard students. The objectives of the study were to find (i) relationship between the exposure of newspaper and academic achievement and (ii) newspaper exposure of X standard students with respect to type of family. The hypotheses were that there is no significant relationship between (i) academic achievement and newspaper exposure among X standard students (ii) type of family and newspaper exposure among X standard students. Mass media exposure scale was administrated to 200 X standard students using stratified sampling technique . Chi-square test of independence was used for analysis of data. Major findings were a newspaper exposure is higher in high when compared to average and low percentage of marks. Similarly, an average percentage of newspaper exposure is seen higher in average when compared to low and high in percentage of marks. Also, percentage of newspaper exposure is seen higher in low when compared to high and average among the percentage of marks and also a higher percentage of joint family student gave more exposure to newspaper as compared to lesser percentage of nuclear family student. Similarly, a higher percentage of joint family students gave average level of newspaper exposure when compared to the lesser percentage of nuclear family students. A higher percentage of nuclear family students gave more exposure to newspaper when compared to lesser percentage of joint family students.

Keywords: Newspaper, Academic Achievement

Introduction

Nelson Hendry has very keenly observed in media and symbols “Educational institutions left to themselves may not be successful in achieving the educational objectives in developing societies without the support of mew media”. New media, implying mass media , has channels of education gained relevance from their capacity to disseminate information to a great number of people and make the present educational programme more effective and meaningful. J.V.Edling and C.A.Paulson (1972) defines media “as any person of material of event that establishes conditions which enabled the learner to acquire knowledge, skills and attitudes”. The media, used for the impersonal communication of the mass is popularly known as 'Mass Media' or 'Mass Communication'. Mass media are means of instruments of communication that reach large number of people or pupils with a common message. The matter may be printed like newspaper or it may take the form of radio, television and cinema. It is sometimes felt that the mass media tend to diminish the importance a teacher, but a close at the use of these media of education indicates that they are supplementary media. Newspaper is an informal but very influential agency of education. It provides a variety of information and also covers almost all areas ofknowledge. It is also very useful in the teaching of various subjects. Instructions through newspaper introduces variety and element of 'play way'.

Need For The Study

It was envisaged in the sixth plan itself that modern technology should be used extensively to extend education to all sections of society as well as to improve the quality of education in a shorter frame of time than would have been necessary with approaches known and adopted in the past. Education is also forced to take note of technology. With communication technology resounding in the environment, the sounds made by the teachers are no longer insulated communications. Nor is information and education the monopoly of

those who can read and write or have the means and leisure to attend institutions at specified places during specified hours. The number of researchers reported in media communications and application of principles of learning are larger than in certain other areas. Although there are a variety of modes now being used for education, the printing media are being used for support and enrichment of formal education; Newspapers are excellent source of information on current events and development in politics, economy, technology, culture and society. Newspaper in Education (NIE) in particular is a cooperative effort between a newspaper and a local school system to use the newspaper as a tool of instructions. They sponsor teacher education program and also offer curriculum materials and help schools to use it as a meaningful resources for student learning. Educational supplements of newspaper consist of information which enhances individual development of a student. Newspapers like Prajavani, Dinathanthi and Udayavani carries model papers for X standard are educative and informative for the students every year.

It is with these assumptions that a study has been proposed here to examine the impact of newspaper on secondary school students. If the students are exposed to these new and novel innovations there may be an effective progress in the achievement of the students.

Newspaper

A newspaper can be described as a publication issued regularly, usually daily or weekly and containing news, opinion, feature stories, etc. The first objective of a newspaper is to give news. Man no longer has to travel together information. The newspaper with unfailing regularity helps us to know what is happening not only in our country but also all over the world. Though Radio and Television convey important news and messages quicker than the newspaper, they seldom go into the details. The newspaper on the other hand not only gives more details about a particular incident, but it also carries wide range of news. But a newspaper is more than a mere news sheet. It contains a great deal of information to cater to different tastes and varied interests of the readers. A good newspaper gives us information about all the important incidents that have taken place in the world during the past twenty-four hours. It gives us information about what is happening in the field of politics, sports, films, social welfare, etc.The sports section covers happenings in the field of games and sports. The business section provides trends in the economy and market. In addition special sections include features on science and technology, health care, book reviews and illustrated articles that cater to kids and youth. The Sunday magazine generally carries a wide range of interesting articles.

Academic Achievement

In most schools, the main task that faces the learner is an intellectual one. But the learners intellectual achievements influence and are influenced by his emotions. From an early age, a sense of achievement is a source of good feeling and self esteem. And failure a source of anger and self approach. Attempts to measure learning progress are not of recent origin. Ever since these have been, schools teachers have tried to determine through oral recitation, written test or actual performance in certain skills the extent to which teaching and study have resulted in masterly. Too often the results of the measurement have failed to yield an adequate appraisal of the learning that supposedly had taken place. C. McCleeland David (1953) and Atkinson, W. John (1958) came to the conclusion that in the individual these are the need for achievement. A person has a high need for achievement considers problems and obstacles as challenged to be met. According to them human being differed from one another in the strength of achievement. Academic achievement in education implies on knowledge, understanding or skills in a specified subject or a group of subjects. It refers to any desirable learning that is observed in the students. Any behaviour that is learnt may come within the scope of achievement. In our culture the lives of the people are most frequently affected by their test performance. It is not hyperbolic to mention that quality or level of test performance is one of the most important determinants of the lives of the members of our society, “we are a test giving the test conscious culture”. According to Johnson (1970), “Academic achievement as to impetus to do well relative


to some standard of excellence. A person with a strong need for achievement wants to be successful at some challenging task, not for the profit or status but merely for the sake of doing well”. Thus the learning outcome brought in the child after a course is completed is usually put under the heading “Academic Achievement”.

Objectives of the Study

The objectives of the study were as follows

?To find out the relationship of exposure of newspaper and academic achievement

?To find out the newspaper exposure of IX standard students with respect to type of family.

Hypotheses of the Study

Following hypotheses have been framed for empirical validation.

?There is no significant relationship between Academic Achievement and newspaper exposure of X standard students.

?There is no significant relationship between Type of Family and newspaper exposure of IX standard students.

Methodology

Sample

The students of X standard, studying in the different type of schools of Bangalore city constitutes the population in this study. Out of the population of X standard students, 200 samples were selected from different schools of Bangalore city at the time of study. The researcher used stratified sampling technique to draw the sample. Sample was drawn by computing from different types of school management, namely government, private aided and private unaided schools.

Table 1: Students Sample Drawn for the Study

Sl. No. Type of Management Boys Girls Total

1. Private Un-aided 57 56 113

2. Private Aided 25 29 54

3. Government 17 16 33

Total 99 101 200

Tools used for the Study

Mass Media Exposure Scale wasused for measuring the Mass Media among secondary school; it is a five point scale (basically a rating scale). It is a scale which contains statements on five types of Mass Media i.e., Television, Radio, Newspaper, Motion Picture, Computer and Internet.

Data Analysis

Chi-square test of independence is the statistical technique used for data analysis

Analysis and Interpretation

Hypothesis-1

There is no significant relationship between Academic Achievement and newspaper exposure of X standard students.


Table 2: Observed and expected frequencies of Academic Achievement of X standard students with Newspaper exposure (High, Average and Low).

Variables Newspaper Exposure

High Average Low Total


Govt. 24 (13.78) 24 (26.23) 5 (12.98) 53

Aided 19 (26.30) 57 (49.99) 25 (24.74) 101

Unaided 9 (11.96) 18 (22.77) 19 (11.27) 46

Total 52 99 49 200 2 2*X (0.01, 4) = 13.28 X = 22.65*

2**X (0.05, 4) = 9.49

Table-2 indicates that the obtained value of Chi-square (22.65*) is significant for Academic Achievement. Hence, it is concluded that there is a relationship between Academic Achievement newspaper exposure.

Table 3: Percentage distribution of Academic Achievement of X standard students with Newspaper exposure.




High 45.3 45.3 9.43 100

Average 18.8 56.43 24.8 100

Low 19.6 39.13 41.30 100

Table 3 indicates newspaper exposure is higher in high (45.3) when compared to average (18.8) and low (19.6) percentage of marks. Similarly, an average of percentage of newspaper exposure is seen higher in average (56.43) when compared to low (39.13) and high (45.3) in percentage of marks. Also, percentage of newspaper exposure is seen higher in low (41.30) when compared to high (9.43) and average (24.8) among the percentage of marks.

Hypothesis-2

There is no significant relationship between type of Family and exposure of newspaperof X standard students

Table 4:Observed and expected frequencies of type of Family and exposure to Newspaper (High, Average, Low) of secondary school students.

2 2*X (2, 0.05) = 5.99 X = 6.31*2**X (2, 0.01) = 9.21

Table-4 indicates that the obtained value of Chi-square (6.31*) is significant for the type of family. Hence, it is concluded that there is a relationship between type of family and newspaper exposure.



Type of Family

Nuclear 22 (22.79) 37 (43.43) 27 (19.78) 86

Joint 31 (30.21) 64 (57.52) 19 (26.22) 114

Total 53 101 46 200


Table5 :Percentage distribution of type of family with newspaper exposure of secondary schools students.



Type of family nuclear 25.6 43.02 31.4 100

Joint 27.2 56.14 16.66 100

Table 5 indicates a higher percentage of (27.2) joint family student gave more exposure to newspaper as compared to lesser percentage of (25.6) nuclear family student. Similarly, a higher percentage of (56.14) joint family student gave average level of newspaper exposure when compared to the lesser percentage of (43.02) nuclear family students. A higher percentage of (31.4) nuclear family students gave more exposure to newspaper when compared to lesser percentage of (16.66) joint family students.

Major Findings

Major findings were

a) There is a significant relationship between academic achievement and newspaper exposure of secondary school students.

b) Research shows that students who use newspapers as a learning resources have a better awareness of the world. Their achievement scores and reading skills increased

c) A higher percentage of students from joint families are exposed for news compared to students from nuclear families.

Educational Implications

Based on the findings, following educational implications were drawn,

?Newspaper use in classrooms is increasing as teachers try to keep up with our rapidly changing world. The newspaper is a continuing source of information for all of us, but used in the classroom as an instructional tool, it becomes a resource to help motivate students.

?As newspapers are relevant to the daily curriculum, students develop a desire to continue to learn when they apply the skills from their textbooks to a resource vital for their daily needs the newspaper.

?Newspapers can bring present day excitement to language, art, math , science, civics, social studies, geography, history and other subjects.

?Utilizing the newspaper promotes a lifetime of good reading habits.

?Teachers should be trained for the proper utilization of newspaper as instructional instrument.

Conclusion

The term mass media stands for dissemination of information, ideas and entertainment by use of communication media. The impact of mass media exposure has tremendous influence on the individuals. By using mass media especially newspaper facilitates the acquisition of maximum language on the part of students. It helps in improving the process of language, reading,writing, math, research and communication skills form the foundation of lifetime learning skills essential for future success. Used in schools and read at home, a daily newspaper is the bridge that links these skills with our lives and community.


References

McCleeland ,David ., (1953) .Achievement motive, Appleton-Century-Crofts: New York

Chaffe. S., Morduchowic. R., Galperin. H.,(1997). Education for democracy in Argentina: effects of a newspaper-in-school program, International Journal of Public Opinion Research, 9(4).

Donohue,G.A, Pichenor,T.J and Olien.C.V(1975).Mass media and the knowledge gap, hypothesis reconsidered, Retrieved from: http://crx.sagepub.com/content/2/1/3Mather, Nancy; Jaffe, Lynne E. (2002).Woodcock-Johnson III: Reports, Recommendations, and Strategies, John Wiley & Sons, Incorporated

Sethi,A.S., (1976).A study of a programme in English Spelling in relation to visual and auditory presentation, Retrieved from: www.teindia.nic.in/mhrd/50yrsedu/g/Z/9J/0Z9J0E11.htm

Turow. Joseph., (2011), Media Today: An introduction to mass communication, Routledge; 4 edition, USA.


RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND TEACHING EFFECTIVENESS

Mohd Yaseen Lone

M. Phil. Research Scholar in the Department of Education, Annamalai University, India

Abstract

The study was undertaken to investigate the relationship between emotional intelligence and effectiveness of teaching of student-teachers in District Anantnag of Jammu and Kashmir State. Standardized tools Emotional Intelligence Scale Anukool Hyde and Sanjyot Pethe and Upinder Dhar and Teacher Effectiveness Scale developed by Mr. Pramod Kumar and Mr. D. N. Mutha were used for assessing the relation on 300 sampled student teachers. The result was analyzed by using Pearson's product moment coefficient of correlation and test of significance of “r”. The result shows that: a) The level of emotional intelligence among the student teachers is high in Anantnag District. b) Gender wise and faculty wise, there is no significant mean difference between the level of emotional intelligence of student teachers. During the teacher education program we can develop emotional intelligence through various activities like group work, icebreakers, group discussions etc, along with time to time continuous and fair evaluation of performance of student teachers. Apart from that the researcher would like to recommend the EI training programme for developing emotional intelligence:

Topics to be included: Emotions and their significance, testing current level of emotional intelligence, awareness about self and others, emotional intelligence and teaching and emotional intelligence and classroom.

Introduction

“Emotional Intelligence involves the ability to monitor one's own and others' feelings and emotions, to discriminate among them and to use this information to guide one's thinking and actions”. (Salovey & Mayer, 1990)

Education is the most effective instrument to meet the internal and external challenges of our country. Education is the foundation on the basis of which the future of a country is largely determined. It has a crucial role in promoting social integration, mutual understanding, brotherhood feeling and harmony among the people of nation. The teacher is the pivot of an educational system. The teacher is the backbone who measures the achievement and aspiration of the nation. Competence and character of teachers are undoubtedly the most significant factors which influence the quality of instruction. The success or failure of any educational system rests on the teacher. If the teachers are well educated and trained they will pave the way for an enlightened society. Our emotions play quite a significant role in guiding and directing our behaviour. The process of maturation and learning play effective role in the development of emotions in human beings (Mangal, S. K., 2004). The teacher plays an important role in this process.

Twenty-first century education: UNESCO's “International Commission on Education for the Twenty-first century” (Delor commission) was formed to study and on the challenges before education in the coming years and to formulate suggestions and recommendations in the form of a report. The way in which education can play a more dynamic and constructive role in preparing individuals and societies for the twenty-first century are highlighted in this report which are well recognized as “Four Pillars of Education”.

1). Learning to know:

2). Learning to do:

3). Learning to live together:

4). Learning to be:

If we study these pillars carefully, we find the combination of the emotional intelligence and competency of a person in his/her own profession. These pillars are considered as the guidelines of practices in education system. Teaching competence applied along with emotional intelligence can make teaching-learning process more effective and fruitful.

Need and importance

Emotional Intelligence plays a vital role in effectiveness of teaching; it has direct impact on the teacher's behaviour and it is important for the success of their profession. Teachers are considered as the main pillar in the educational system. They are the moderators through which the knowledge can be transferred to the students who represent the foundation of the society. Teachers cannot be the effective source of knowledge unless they are possessed with the essential skills, knowledge and talents. In the recent years, the concept of the emotional intelligence among teachers has been taken attention in the educational institutions due to its great importance. In fact, emotional intelligence is a type of social intelligence that includes to control own and others emotions; make a choice between them and the ability of using these emotions to set his life. Therefore this is really required to make the teachers performance very effective. This skill can make the teachers not only able to deal with their students but with their colleagues as well. Mostly these skills are provided to student teachers in teacher training institutions. Therefore, the researcher has made an attempt to study the emotional intelligence and effectiveness of teaching of student teachers in the educational institutions in District Anantnag of Jammu and Kashmir. This study is based on the idea to know the level, significant difference and relationship of the emotional intelligence and teaching effectiveness of student teachers among student teachers.

Review of related literature

Kauts, A & Saroj, R (2012) studied the relationship among emotional intelligence, teacher effectiveness and occupational stress of secondary school teachers. Data were collected from 600 secondary school teachers. The result indicated that teachers with high emotional intelligence were having less occupational stress and more teachers effectiveness, whereas teachers with low emotional intelligence were having more occupational stress and less teacher effectiveness. Thus, emotional intelligence was found to be helpful in reducing occupational stress of teachers and enhancing their effectiveness in teaching.

Latha et al. (2005) made a study on “Emotional Intelligence and its effect on Teacher Effectiveness among the school teachers”. The sample consisted of 158 teachers from 13 selected schools. The major findings were: Emotional Intelligence does not influence the Teacher Effectiveness in general. But Emotional Intelligence does not affect certain aspects of teaching process viz, the teacher's sense of humour and mastery in the subject. They concluded that the Teacher's Effectiveness does not depend upon the emotional competency of the school teachers.

Mondal, N.K., Paul, P.K and Bandyopadhyay. A (2012) Analyzed the nature and extent of emotional intelligence among secondary level schools teachers of Burdwan district in west Bengal (India). 300 teachers in urban and rural areas encompassing different gender, age, teaching experience, qualification and training were taken for the study. The results revealed that few demographic factors positively impacted on the level of teacher's emotional intelligence while some were not significant.

Paul and Kumaravel (2003) In an empirical study investigated the relation between Teacher Effectiveness and (a) Age (b) Sex (c) Marital status (d) Teaching experience(e) Community and (f) Educational qualification. The subjects for study consist of 183 teachers of Elementary Schools. The major finding was: there is no significant difference in teacher effectiveness with respect to gender, age, years of experience, community and educational qualification of teachers.

Objective of the study

To find out the relationship between the emotional intelligence and effectiveness of teaching of student-teachers regarding gender, faculty and locality.


Hypotheses of the study

Hypothesis 1

There is no significant relationship between the emotional intelligence and effectiveness of teaching of student teachers for different samples:

a) Male student teachers

b) Female student teachers

c) Arts student teachers

d) Commerce student teachers

e) Science student teachers

f) Rural student teachers

g) Urban student teachers

Methodology

A survey method was adopted to find out the relationship between emotional intelligence and effectiveness of teaching of student teachers with respect to their gender, faculty and locality.

Sample

Selection of colleges

All the B. Ed. Colleges of district Anantnag which are affiliated to the University of Kashmir were considered for the study. So, whole population was selected in case of selection of colleges.

Selection of student teachers

The researcher selected 300 students out of 1455 student teachers from 5 colleges were selected as a sample. The sample under study was Random sample of Student teachers.

Tools

The researcher used standardized tool for the present study which was easy to administer. The Emotional Intelligence scale constructed with 34 simple statements as drawn from emotional intelligence devised by Anukool Hyde and Sanjyot Pethe and Upinder Dhar (2010) was used for the study. And teacher effectiveness Scale constructed with 69 items which are positively worded this scale was developed by Mr. Pramod Kumar and Mr. D. N. Mutha (1999).

Statistical technique

Keeping in view the objectives under investigation, the following statistical techniques were employed to analyze the data. A) Pearson's Product Moment Coefficient of Correlation. b) Test of significance of 'r'.

Analysis and interpretation

Analysis and interpretation of the collected data are the major steps in the process of research report. According to Best (1983), “Analysis of data is the heart of a research report”. The analysis of data means categorizing, ordering, manipulating and summarizing the data to test the hypotheses formulated for the present study.

In correlation analysis, the relationship between variables i.e., emotional intelligence and effectiveness of teaching of student teachers is found, the determination of the interrelationship between the emotional


intelligence and teaching effectiveness for the sub-samples are objectives of the present study. In order to realize the objectives, Pearson's product moment 'r' was computed between the emotional intelligence and effectiveness of teaching scores. The detailed description of which is followed in succeeding pages.

In order to find out the relationship between emotional intelligence and teaching effectiveness of Gender, faculty and locality wise, the correlation was calculated. The above table 1 shows that there exists a significantly positive and low relationship (r=0.20) between the emotional intelligence and effectiveness of teaching for male student teachers at 0.05 level. Hence the null hypothesis 1(a) is rejected. The result reveals that there is a positive and significant correlation between emotional intelligence and effectiveness of teaching of male student teachers.

The relationship between emotional intelligence and effectiveness of teaching of female student teachers is significant positive and low (r=0.218) at 0.01 level. Hence the null hypothesis 1(b) is rejected. The result reveals that there is a positive and significant correlation between the emotional intelligence and effectiveness of teaching of female student teachers.

In case of arts faculty student teachers, the relationship between emotional intelligence and teaching effectiveness shows significant positive and negligible correlation (r=0.14) at 0.5 level. Hence null hypothesis is rejected. It can be concluded that there exists a significant and positive relationship between emotional intelligence and effectiveness of teaching of arts faculty student teachers.

In the case of commerce faculty student teachers, the relationship between emotional intelligence and teaching effectiveness is insignificant (r=0.37) at 0.5 level. Hence null hypothesis is accepted. So, it can be concluded that there is no significant relationship between the emotional intelligence and teaching effectiveness of commerce student teachers.

In the case of science student teachers, there exists significant positive and moderate relationship (r=0.46) between emotional intelligence and effectiveness of teaching at 0.01 level. Hence the null hypothesis is rejected. Thus, it can be inferred that there is a significant relationship between the emotional intelligence and effectiveness of teaching of science student teachers.

The above table shows that there exists a significantly positive and negligible relationship (r=0.195) between the emotional intelligence and effectiveness of teaching of rural student teachers at 0.01 level. Hence the null hypothesis 1(d) is rejected. The result reveals that there is positive and significant correlation between emotional intelligence and effectiveness of teaching of rural student teachers.

From the above table it is clear that there exists a significantly positive and low relationship (r=0.29) between the emotional intelligence and effectiveness of teaching of urban student teachers at 0.05 level. Hence the null hypothesis is rejected. The result reveals that there is positive and significant correlation between emotional intelligence and effectiveness of teaching of urban student teachers.

Table-1: Relationship between the emotional intelligence and effectiveness of teaching of student teachers

Samples N Correlation (r) Level of significance

Male 123 0.20 0.05

Female 177 0.24 0.01

Arts 218 0.14 0.05

Commerce 25 0.37 0.05

Science 57 0.46 0.01 Rural 241 0.19 0.01 Urban 59 0.29 0.05


Figure-1: Bar diagram showing the correlation between the level of emotional intelligence and effectiveness of teaching of the total and sub-sample variables of student teachers

Findings

The major findings of the study were:

1. There is significant positive and low relationship between the emotional intelligence and effectiveness of teaching of male student teachers.

2. There is significant positive and low relationship between the emotional intelligence and effectiveness of teaching of female student teachers.

3. There is significant positive and negligible relationship between the emotional intelligence and effectiveness of teaching of arts student teachers.

4. There is insignificant relationship between the emotional intelligence and effectiveness of teaching of commerce student teachers.

5. There is significant positive and low relationship between the emotional intelligence and effectiveness of teaching of science student teachers.

6. There is significant positive and negligible relationship between the emotional intelligence and effectiveness of teaching of rural student teachers.

7. There is significant positive and low relationship between the emotional intelligence and effectiveness of teaching of urban student teachers.

Conclusion

Based on the results of the study it is concluded that there is a significant relationship between emotional intelligence of student teachers and their effectiveness of teaching in respect to their gender, locality and faculty (arts, science). But the relationship is insignificant in commerce student teachers So, it can be stated from the above results that they are closely related with each other and student teachers having high emotional intelligence may possess skills needed for effective teaching.


References

Kauts, A. & Saroj, R. (2012). Study of teacher effectiveness and occupational stress in relation to emotional intelligence among teachers at secondary stage. Journal of history and social sciences, 3(2).

Latha et al. (2005). A study on Emotional Intelligence and its effect on Teacher Effectiveness among the school teachers. Journal of Educational Research and Extension, 42, 20-29.

Mondal, N.K., Paul, P.K. and Bandyopadhyay, A. (2012). A study of Emotional Intelligence level between secondary school teachers: A study in Burdwan District in West Bengal. International Journal of Social Science Tomorrow, 1(4), 1-6.

Paul, V. and Kumaravel Karpaga. (2003). Teacher Effectiveness: An empirical study of Elementary School Teachers. Experiments in education, XXXI (10).


Inter-community Gender-based Educational Level Consent: An Analytical Study of Jorhat District, Assam (India)

Debajyoti Bora

Guest Faculty, Department of Statistics, Assam University, Silchar, Assam, India

Abstract:

Higher education of girls is realized as essential for development of the society which will transform them into resourceful women playing crucial role in releasing their energy and creativity, enabling them to meet the complex challenges of the present world. But due to gender discrimination prevalent in our societies is the greatest hindrance. With this background, the present study was carried out in Hatigarh Baghjan Tea Garden and Soraimuriya villages of Jorhat district, Assam (India) to gather comprehensive knowledge about the gender-based educational level consent among the resident community. The study revealed that the maximum respondents (35 per cent) of both the communities mentioned graduation for boys and matriculation for girls as educational level consent. Of the respondents, majority (55 per cent) of respondents stated departure of girls subsequent to marriage from their paternal homes the reason for their lower educational level consent. Independent variables like Age, Education and Family size had noticeable correlation with the gender-based educational level consent amongst the two communities. For the girl to make strides forward in the field of Higher Education, a synergistic combination of effort, concentration, planning and cohesive functioning at the level of family, society and organizations will create future possibilities.

Keywords: Educational level consent, Gender Discrimination, Higher Education, Koch community, Tea Garden Labour tribe.

Introduction:

Boys and girls are equally treated in the eyes of the nature and most national/ international law systems. Also, in a democratic system the position of women is at par with that of men. However, our cultural conditioning is the main source of atrocities and biasedness against girls/women. Culturally, a woman/girl in India is supposed to remain confined at home for internal domestic routine work, while on the other hand the man/boy is the bread earner. Girls constitute the largest population of illiterate children in the world till date (Kamaldeen, Buhari and Parakoyi, 2012).

Developments in science and technology have brought a complete revolution in thoughts and attitudes of human being. In this scenario, the contemporary Indian women have to come forward and play a great role in the development of scientific thinking leading to scientific disposition in solving the problems of life. Every educated woman can think well about her future and her aim in life, thereby choosing the appropriate subject which will be useful to her throughout the life. The women with their scientific knowledge and attitude can teach their children the art of healthy living.

Higher education, tertiary or continuing education plays a necessary and an increasingly important role in human, social, and economic development (Sutton 1998; Escrigas 2008). Higher education of girls is realised as the most essential part for development of the society which will transform them into resourceful women playing crucial role in releasing their energy and creativity along with enabling them to meet the complex challenges of the present world. The University Education Commission, 1948-49 observed that there cannot be educated people without educated women. Without educated women, a nation cannot expect a high growth rate and solution of internal problems. Dhamija (2006) observed that educating women benefits the whole society and on the basis of this education they enjoy their status in our society. It has a more significant impact on poverty and development than men's education. It is also one of the most influential factors in improving child health and reducing infant mortality.

However, in spite of the spread of education, still in the mind set of the people there exists a difference between boys and girls which creates gender discrimination in the attainment of higher education. In this study, an attempt was made to gather comprehensive knowledge about the gender-based educational level consent for boys and girls in the mind set of people of different community backgrounds.

Educational level consent implies the opinion/consent about the highest level of education, be it primary, secondary, technical or vocational deemed fit for an individual by an assemblage of human beings (race,

clan, community, society, etc). It reflects the mindset of the respondent up to what extent a person should educated and in this study, it is studied as an indicator of gender discrimination in higher education.

Objective

The main objective of the study is to gather comprehensive knowledge about the gender-based educational level consent among two communities, viz. – Tea Garden Labour tribe and Koch community and its role in generating gender discrimination in higher education.

Review of Literature

Fewer studies are available on gender discrimination in higher education. In the study of Sharma (2011), it was revealed that the poor economic condition of the parents in rural areas was the prime reason of female educational backwardness. The number of dropout among the female school going children were high. The reason of drop-out according to the teacher, mother and other women in the society were due to the poverty in rural and minority area. Inadequate educational facilities and shortage of female teachers were found to be other main reasons for the dropouts of the school-going female children in minority & rural area. Swami (1990) made a critical study of women's education in nine districts of the Vidarbha region for the period 1947-87 and points out substantial progress at the primary level, but higher wastage and stagnation amongst girls, the primary reason cited being a lack of separate schools and women teachers. In higher education, girls were found largely in general education, with only a few going in for technical and vocational education. Hazarika and Devi (2011) made a study on “Problems of Girl's education at secondary level under Sipajhar Block with special reference to Darrang District”. Their findings illustrated that economic backwardness of parents and engagement of girls in household work affected their education. Choodambigai (2011) found that majority of the respondents in the Undergraduate and Postgraduate categories earned less than Rs. 10,000 per month while 40 percent of the Ph.D. holders earned between 20,000 and 25,000 per month in Coimbatore. Sector of employment positively influences the earnings of an individual. Sixty percent of the Undergraduates were employed in the private sector while about 52 per cent of the Postgraduates were employed in the public sector. All the Ph.D. holders were employed in the public sector. Bhadauria (2005) in her article “Access of Women to Higher Education” reveals that there is a need of rethinking about the higher education of women. The present rate of women access to higher education is 38.84 per cent does not ensure the quality higher education. Access of women to technical disciplines viz. - engineering, medicine, veterinary science and law should be increased through these subject in the colleges of smaller cities and town without comprising with quality. Initiative should be taken for increasing access of women to short term diversified that may cater to large unorganized as well as organized sector. It should be made mandatory condition for the universities and colleges to have a Girl's Hostel. Distance Higher education mode should be encouraged by opening more centers and courses in the women's' colleges. Besides the above steps social awareness, social environment and social security in favour of women are the basic points where attention should be paid.

Methodology

Location of the study

The present study was carried out in Hatigarh Baghjan tea garden village and Soraimuriya village of Jorhat district. Both the location for study was purposely selected, keeping in view the availability of time, other resources as well as convenience of the researcher. Above mentioned locations are fall under the Central Jorhat Development Block, Chipahikhola and North-West Jorhat development block, Dhekorgorah, respectively. Hatigarh Baghjan tea garden and Soraimuriya village consists a total of 180 households. Amongst these 180 houses, 40 households were randomly selected for the study.

Selection of the sample and data collection procedure for the study

A study was conducted during the month of April, 2013; where from a total of 180 households, 40


households (i.e. 20 from each village) were selected as the sample using random sampling method. Primary data in the study has emerged from the randomly selected 40 households' respondents, 20 from each community were interviewed with the help of semi-structured interview schedule. The schedule included the question related to the general information about the households like age, education, occupation, family size, educational level consent for boys and girls and gender preference.

Analysis

Collected data were compiled and analyzed. Frequency, percentage and average were calculated for the analysis and Pearson's correlation coefficient was calculated to study the relationship between independent variables like Age, Education and Family size with the educational level consent for boys and girls among the two communities and their significance were tested by t-test. To facilitate the calculations and problem solving, SPSS SOFTWARE (17.0) and MS Excel were used.

Socio-economic profile of the sample

Table 1: Socio-economic profile of the Koch and Tea Garden Labour tribe community.

VariablesKoch community Tea Garden Labour tribe

Age

Male Percentage

Female Percentage

Male Percentage

Female Percentage

0-10

15

4

35

28

10-20

15

16

18

36

20-30

31

24

18

16

30-40 8 20 24 8

40-50 15 16 6 8

50-60 8 4 0 0

60-70 8 8 0 4

70-80 0 4 0 0

Above 80

0

4

0

0

Education

Male Percentage

Female Percentage

Male Percentage

Female Percentage

Illiterate

0

16

19

35

Below L.P

9

0

38

22

L.P. -M.E

9

12

31

30

M.E.-HSLC

57

44

13

13

HSLC-HS

22

24

0

0

HS-Graduate

4

0

0

0

Graduate & above

0

4

0

0

Family Size

Percentage

Percentage

3

10

20

4

30

40

5

10

30

6 30 10

7 20 0


Age

As shown in Table 1, in the sample of Koch community studied, maximum population of males (31 per cent) was observed in the 20-30 age group followed by 0-10, 10-20 and 40-50 group (15 per cent); while minimum (8 per cent) population was observed in 30-40, 50-60 and 60-70 age groups. With respect to females, majority (24 per cent) of population was concentrated in 20-30 age group; followed by 30-40 (20 per cent), 10-20, 40-50 (16 per cent), 60-70 (8 per cent), 0-10, 50-60, 70-80 and Above 80 (4 per cent).

In the Tea Garden Labour tribe, maximum population in males (35 per cent) and females (36 per cent) were observed in the age groups 0-10 and 10-20, respectively. On the other hand, minimum population was recorded in 40-50 and 60-70 age groups for males (6 per cent) and females (4 per cent), respectively. Males were also observed in 30-40 (24 per cent), 10-20 and 20-30 (18 per cent) age group. Females on the other hand, were present in broader age groups, i.e. 0-10 (28 per cent), 20-30 (16 per cent), 30-40 and 40-50 (8 per cent).

It was interesting to note that there were no males in the age groups 70-80 and Above 80 in both the communities.

Education

As shown in Table 1, in the sample of Koch community studied, maximum population of males (57 per cent) was educated between M.E. to HSLC followed by HSLC to higher secondary (22 per cent), below L.P., L.P to M.E. (9 per cent) and HS to graduation (4 per cent). Females on the other hand, 44 per cent were educated between M.E. to HSLC followed by L.P to M.E (12 per cent), HSLC to higher secondary (24 per cent), above graduation (4 per cent). It was interesting to note that there were 16 per cent illiterate females.

In the Tea Garden Labour tribe, maximum population in males (38 per cent) was below L.P. and females (35 per cent) were illiterate. On the other hand, minimum population (13 per cent) in males and females were observed between M.E. to HSLC. Males were also observed in illiterate (19 per cent) and L.P. to M.E. (31 per cent) category. Females on the other hand, were concentrated below L.P. (22 per cent) and L.P. to M.E (30 per cent) level. It was noticeable that there were no male as well as females educated subsequent to HSLC.

Family size

From the Table 1, it was observed that 30 per cent families comprised of 4 and 6 members the sample of Koch community followed by 7 (20 per cent), 3 and 5 (10 per cent). On the other hand in the sample of Tea Garden Labour tribe, maximum families (40 per cent) were comprised of 4 members followed by 20 per cent and 30 per cent families were of size 3 and 5 respectively; while minimum (10 per cent) families were of size 6.

Occupation

From the occupational point of view, in the Tea Garden Labour tribe sample all (100 per cent) the respondent were daily wage labourers. With respect to the sample of Koch community, majority (33.33 per cent) of population were engaged as daily wage labourers; followed by agriculture (23.81 per cent), business, retired government servants (9.52 per cent), in-service government servants (4.76 per cent) and others (19.05 per cent).


Table 2: Educational level consent amongst Koch and Tea Garden Labour tribe community.

Variables Koch community

( per cent)

Tea Garden Labour tribe ( per cent)

Both the communities ( per cent)

Educational level consent up to

For Boys

For Girls

For Boys

For Girls

For Boys For Girls

HSLC

0

0

20

70

10

35

HSSLC

0

30

20

20

10

25

Bachelor degree

40

50

30

10

35

30

Post Graduation

10

10

10

0

10

5

Technical

50

0

0

0

25

0

Candidate’s desire 0 10 20 0 10 5

Table 2 showed that maximum number of respondents (35 per cent) of both the communities mentioned graduation as educational level consent for boys followed by HSLC, HSSLC, post graduation (PG), candidate's desire (10 per cent) and technical (25 per cent). On the other hand, majority (35 per cent) of the respondent opined matriculation for girls as educational level consent; while minimum (5 per cent) mentioned PG and candidate's desire followed by HSLC (25 per cent) and graduation (30 per cent).

On observing the sample of Tea Garden Labour tribe, 30 per cent of the respondents mentioned graduation as educational level consent for boys followed by HSLC, HSSLC, candidate's desire (20 per cent) and PG (10 per cent). With respect to girls, majority (70 per cent) mentioned HSLC; while 20 per cent and 10 per cent mentioned HSSLC and graduation, respectively as educational level consent.

With respect to the sample of Koch community, it was observed that maximum (50 per cent) respondents mentioned technical education as educational level consent for boys followed by graduation (40 per cent) and PG (10 per cent). While majority (50 per cent) of the respondents opined graduation as educational level consent for girls followed by HSSLC (30 per cent), PG and candidate's desire (10 per cent).

It was interesting to note that no any respondent mentioned technical education for girls as educational level consent in both the communities. In the sample of Tea Garden Labour tribe, it may be due to their ignorance about technical education that they didn't mention it as educational level consent for both boys and girls. But the sample of Koch community was aware of it, although they didn't opt it for their girls.

Of the respondents, the majority (55 per cent) of respondents stated that departure of girls from their paternal homes subsequent to marriage as the reason for lower educational level consent; while 10 per cent stated low income and 35 per cent stated they become housewife future.

In the sample of Tea Garden Labour tribe, maximum (60 per cent) respondent stated that departure of girls from their paternal homes subsequent to marriage as the reason for lower educational level consent followed by low income of parents (20 per cent) and resolving of future duties as a housewife (20 per cent) as reason for lower educational level consent. With respect to the sample of Koch community, equal (50 per cent) of respondents stated that departure of girls from their paternal homes subsequent to marriage and resolving of future duties as a housewife as the reasons for lower educational level consent.

On the other hand, 100 per cent respondents of both the communities mentioned that boys should income and fulfill the needs for the family. So, high education was necessary for them to acquire knowledge and obtain a good job.

1.1. Educational level consent


Table 3: Correlation between the independent variables and Educational level consent.

Independent variables

Koch community Tea Garden Labour tribe Both the communities

‘r’ values for

boys

‘r’ values for girls

‘r’ values for boys


‘r’ values for boys


Age

0.131

0.41

0.531

0.213

0.41 0.251

Education

-0.106

-0.44

-0.455

0.037

0.172 0.609**

Family size 0.543 -0.08 0.054 0.072 0.35 0.259

** Significant at 0.01 level (2-tailed).

Table 3 reveals that there was a positive relationship between independent variables i.e., age, education and family size with dependent variable i.e., educational level consent for boys and girls; although they are not significant. There was a positive significance at five percent level between the educational qualification of the respondents and educational level consent for girls. This indicated that as the educational qualification of the respondents increased, educational level consent for girls will also increase and vice-versa.

On analyzing the sample of Tea Garden Labour tribe, there was a positive correlation between age and family size with educational level consent for boys and girls. But there was negative correlation between education qualification of the respondent and educational level consent for boys only; although this was not significant. This indicated that as the educational qualification of the respondents decreased, educational level consent for boys may increase and vice-versa.

On the other hand, in the sample of Koch community there was a positive correlation between age with educational level consent for boys and girls; while there was negative correlation with education qualification of the respondent. It was observed that there was positive correlation between family size and educational level consent for boys only, but not for girls; although they are not significant. So it can be said that as the family size increased the educational level consent for girls may decrease and vice-versa.

Conclusion

In this paper, it was tried to gather comprehensive knowledge upon the gender-based educational level consent among two communities viz. – Tea Garden Labour tribe and Koch community by carried out a case study of Hatigarh Baghjan tea garden and Soraimuriya villages of Jorhat district, Assam (India) covering 40 houses. The findings of the study revealed that the maximum number of respondents (35 per cent) of both the communities mentioned graduation for boys and matriculation for girls as educational level consent. It was also observed that the majority (55 per cent) of respondents stated departure of girls subsequent to marriage from their paternal homes the reason for their lower educational level consent. By analyzing independent variables like Age, Education and Family size with dependent variable educational level consent for boys and girls, it was found that among the two communities there exist noticeable correlations.

From the study it was evident that in spite of a complete revolution in thoughts and attitudes of human being, still in the mind set of the people there exist a difference between boys and girls which creates gender discrimination in the attainment of higher education. Besides, age, educational qualification, income and family size had effective contribution towards this. High levels of disparity across social groups and classes go hand in hand with new forms of gender discrimination precisely at a time when more and more young women are accessing higher education (John, 2012).

It has been already emphasized that higher education, tertiary or continuing education plays a necessary and an increasingly important role in human, social, and economic development (Sutton 1998; Escrigas 2008),

1.1. Correlation between the independent variables and educational level consent for boys and girls:


so the following suggestions may be put forward for the removable of gender discrimination and empowering the women: First, to achieve gender equality, removal of illiteracy and cultural barriers without any further delay; Second, re-thinking about targeted policies that change social norms and society's perceptions of what girls are capable of (Volart, 2009); Third, special emphasis needs to be given to Research and Development of appropriate scaled-down occupations engaging girls in large proportions; Fourth, the Government should concentrate on the means of policy making through the building of village level collectives, seeks to bring about a change in girls' perception and that of society regarding girls' traditional roles; Fifth, media (electronic and print, both) should be encouraged to play an important role in enhancing the gender equality through aggressive programs; Sixth, course on household management should be compulsory for girls at post-graduation level (Agarwal and Masand, 2003); Last but not the least, for the girl to make personal strides forward in the field of Higher Education, a synergistic combination of effort, concentration, planning and cohesive functioning at level of family, society and organizations will create possibilities of a different future.

Acknowledgment

The author is thankful to Sh. Diganta Bora, inhabitant of Soraimuriya village for giving me necessary help and support to carry out the survey. Mention also needs to be made to Sh. Ankur Jyoti Saikia, Technical Assistant, RFRI for his constant companionship and encouragement from “the concept to the manuscript”.

References

Agarwal, S., & Masand, H. (2003). Absenteeism among Post graduate Female students-Causes and Remedies. Journal of All India Association for Educational Research, 15(3&4), 43-45.

Bhadauria, M. (2005). Access of women to Higher Education. University News, 43(6), 13-15.

Choodambigai, S. R. (2011). Dimension of women Higher Education in Coimbatore. International Journal of Current Research, 3(7), 275-278.

Dhamija, N. (2006). Women Empowerment through Education; Role of Universities. University News Journal, 44 (27), 12-15.

Escrigas, C. (2008). Foreword. Global University Network for Innovation (GUNI), Higher education in the World 3. Higher education: New Challenges and Emerging Roles for Human and Social Development (pp. xxviii-xxxi). Basingstoke: Palgrave Macmillan.

Hazarika, H. & Devi R. (2011). Problems of Girls Education at Secondary level under Sipajhar Block with special reference to Darrang District. Journal of Juridical and Social Science, 1 (3), 84-96.

John, M. E. (2012). Gender and higher education in time of reforms. Contemporary Education Dialogue, 9(2), 197-221.

Kamaldeen, A. S., Buhari, A. S. M. and Parakoyi, D.B. (2012). Perception, Attitude and Practices of Parents in Okene, Nigeria towards Girl-Child Education. International Journal of Scientific and Research Publications, 2(8), 15-21.

Sharma, P. D. (2011). Influence of the women teacher in the education of the women (Girl child) in the rural and minority area of Nagaon District. Journal of Juridical and Social Sciences, 1(3), 43-52.

Sutton, A. (1998). Conductive Education as exemplar of the emerging paradigm of Dynamic Inclusion, With New Emphases for Educational Research. Retrieved from http://www.leeds.ac.uk/educol/documents/000000887.htm

Swami, S. (1990). Women's education in nine districts of the Vidarbha region for the period 1947-87. Fifth Survey of Educational Research. Vol.1. India.

Volart, B. E. (2009). Gender Discrimination and Growth: Theory and Evidence from India. 1-53. Retrieved from http://dept.ec on.yorku.ca/~berta/research/disc january2009.pdf


EDUCATION FOR EXPLORATION: RELEVANCE OF SWAMI VIVEKANANDA'S THOUGHTS TO THE YOUTH

Dr. Priya M VaidyaAssistant Professor, Department of Philosophy, University of Mumbai, India

AbstractThe future of any country is often determined by diverse initiatives undertaken by the youth. However, we hardly see any consistent and concrete effort to guide the youth to accomplish national goals. The need of the hour is to share philosophical thoughts of great Indian thinkers for empowering the youth of India. It is essential to orient the youth to be physically fit, mentally sound, emotionally stable, socially concerned and spiritually awakened. This will boost Self-awareness and also direct them to practice national goals for welfare and security – (as revealed in the thoughts of Swami Vivekananda).The paper attempts to emphasize the relevance of Swami Vivekananda's thoughts in general and his thoughts on four Yogas-(Raja Yoga, Karma Yoga, Bhakti Yoga and Jnana Yoga) in particular. The paper suggests some important dimensions of YES (Youth Empowerment Sessions) programme based on the four Yogas as reflected by Swami Vivekananda. This programme can gradually help the youth to develop a value based lifestyle and nurture genuine concern to develop a better India. Cost effective, simple and significant YES programmes can help the development of the youth, the country as well as the world in a holistic way.

Introduction

Study of Philosophy and application

The study of Philosophy is essential not only to expand the scope of our knowledge but also to enhance the quality of life for individual development and national well being.

Different schools of Philosophy and philosophers across centuries and countries continue to explore the intricacies of human life and reveal ways to make life and living meaningful. However, academic deliberations amongst philosophers on life and living have hardly travelled outside classrooms or seminar halls. These deliberations have indeed made philosophers intellectually inquisitive but left the common man in ignorance. It has in many ways restricted the scope of Philosophy. It has very often negated the possibility of interactions between philosophers and the common man. In the 'they' and 'we' divide-the problems of local, national and global concern have hardly been addressed by philosophers. These are most often addressed by policy makers, politicians and others in their own way without applying sound philosophical perspective.

Education for exploration within and without is possible through study and application of Philosophy. Thus, the need of the hour is to expand the scope of Philosophy to bring about transformation at different levels of human life. Application of philosophical thought to resolve human problems is essential but not always easy. It is complex since philosophers should also be equipped with an intensive study of human life and society in context to the problems to be resolved. This will not only initiate a process of progress but also help the common man in diverse ways.

Thoughts reflected through different schools of Indian philosophy and by different Indian thinkers can in many ways be applied to address problems specific to India and the world.. This can be effectively done through education.

'The Disciplines that studies, or rather ventures to approach this experience , not only through understanding but also in faith ans subservience, making the best of logic and epistemology is what we know as ' darsana-sastra', meant to train the mental faculty for sadhana, not for merely scholastic debates.'1

Education for exploration is essential for human development and to establish social welfare. This can be effectively done by integrating thoughts of great Indian thinkers on education with the prevailing systems of learning. This will enhance holistic education and will orient the future generations towards peace, progress and prosperity.

The paper attempts to highlight the significance of Swami Vivekananda's thoughts to the youth. His thoughts in general and on four Yogas-(Raja Yoga, Karma Yoga, Bhakti Yoga and Jnana Yoga) in particular reveal the relevance of holistic education.

The paper suggests some important dimensions of YES (Youth Empowerment Sessions) programme based on the four Yogas as reflected by Swami Vivekananda. This programme can progressively help the youth to build up a value based lifestyle and foster genuine concern to expand a better India.

Cost effective, simple and significant YES programmes can help the development of the youth, the country as well as the world in a holistic way.

Youth in India

As per the 2001 Census of India, population age 15-24 years accounts for 195 million of the 1,029 million of India's population. By 2011-this age group is expected to grow to 240 million. 31 percent of young women and 14 percent of young men are illiterate. Only 29 percent of young women and 38 percent of young men have completed 10 or more years of education... Sexually transmitted infections are not uncommon among youth. India's youth need to be healthy, educated, forward looking and skilled. Significant proportions of youth have little education, many are still illiterate and many are burdened with responsibilities. Preparation of youth for the challenges of nation building is very limited.

Youth in any nation are critical for its continued economic development and demographic evolution. The large and increasing relative share and absolute numbers of the youth population in India makes it even more necessary that the nation ensure that youth of India become a vibrant, constructive force that can address social and economic issues and contribute to sustained and just governance and nation building.

The National Youth Policy (2003) emphasizes on all round development of young sons and daughters of India. It stresses upon Youth development programme to promote personality development. It suggests that the youth should be in decision making and execution at low and higher levels.

Some of the objectives of the National Youth Policy highlight upon the following: to instill values for patriotism, education and training, build up individual character, generate a sense of commitment to the goals of development programmes, youth leadership, and develop scientific temperament.

It also stresses on promoting appropriate standards of ethical conduct in individual and social life to maintain honesty and integrity of character. It stresses on health (general, mental, spiritual), prevent HIV /AIDS.

Indian youth faces problems at different levels. Some of these are mentioned below:

a) The Physical plane

i. Lack of physical exercise: Awareness about the importance of regular physical exercise is hardly applied by the youth due to various reasons.

ii. Less preference for balanced diet: Preference for junk food is on an increase amongst the youth. Relevance of balanced diet is hardly understood. Erratic eating habit is very often ignored but that is equally bad for health.

iii. Life style without direction: Youth are also affected by lifestyle diseases. 2 per 1000 young women and men suffer from diabetes. 9 per 1000 suffer from asthma. 40 percent of men use tobacco. 30 percent continue the use of gutkha and Pan Masala. One in every 1,000 youth in India is HIV positive. Vision and posture problem due to excessive use of computer as well as problems caused due to over use of cell phone is on an increase.

b) The Mental Plane

i. Lack of concentration: It is generally observed that the attention span amongst the youth is getting


seriously affected due to external distractions. This affects academic progress and general development of the youth.

ii. Impulsiveness: Lack of concentration and inner control affects thought processes. Instances of impulsive thoughts and careless actions amongst the youth have increased.

'The sixth chapter of the Gita describes the mind as restless, turbulent, powerful and obstinate. The mind directs the sense organs. The mind of the young persons is generally unstable and restless. Sir Shankaracharya describes the mind as a huge tiger. In the forest tract of sense pleasures there prowls a huge tiger called as the mind. Let good people who have a longing for liberation never go there.'2

iii. Indecisive: Restlessness and lack of focus gives rise to indecisiveness. This harms the development of the youth.

c) The Emotional plane

i. Indifference: Being indifferent to others –especially family members is quite prevalent today. This has in many ways affected the sanctity of interpersonal relationship.

ii. Alienation: Sharing emotions and communication with family members has apparently decreased. Over indulgence in social networking has given rise to several emotional problems as well.

iii. Anger: Lack of control over oneself strengthens enemies within such as anger. Anger is often used to vent frustration and inability to resolve problems at the personal level. Youth are hardly trained to manage anger in an appropriate way. This also gives rise to violence at different levels.

d) The Social plane

i. Materialistic approach: Preference for name, fame and money is on an increase. Many young people aspire to be rich at any cost.

ii. Commitment to family and the nation: Country first approach is hardly seen in the youth. Fulfilling materialistic goals is given more importance. Inclination to serve the nation is hardly seen.

iii. Social welfare: Social development in the country is possible through the contribution of the youth. But the interest to reach out to the society amongst the youth is not very encouraging.

e) The spiritual plane

i. Lack of awareness: The youth hardly have any awareness about the world within. They are skeptical and doubtful about it.

ii. Purposeless: They are unable to grasp the essence of the spiritual plane. Due to lack of experience and training they very often consider it purposeless.

iii. No benefits: Ignorance about the capacities and the powers within restricts their scope to manifest the something beyond the 'is'. Thus, the essence of introspection is hardly experienced.

The problems of the youth can be resolved through appropriate training and research. It is essential for the development of the nation and the world at large.

YES (Youth Empowerment Sessions)- a self designed programme based on the thoughts of Swami Vivekananda's thoughts attempts to resolve some of the problems faced by the youth through orientation and training. The details of YES are mentioned below.

Youth Empowerment Sessions [YES]: Dynamics of Holistic Education

Swami Vivekananda and Vedanta

Swami Vivekananda's thoughts are positive and inspiring. His thoughts are interesting since they can be applied to one's life and also to resolve the problems of the society.


Under the tutelage of Sri Ramakrishna –the journey of Narendranth Dutta to become Swami Vivekananda is interesting and enlightening.Dimensions of Vedanta are reflected in Vivekananda' thoughts and speeches.

'The living God is within you, and yet you are building churches and temples and believing all sorts of imaginary nonsense. The only God to worship is the human soul in the human body. Of course all animals are temples too, but man is the highest, the Taj Mahal of temples. If I cannot worship in that, no other temple will be of any advantage. The moment I have realized God sitting in the temple of every human body, the moment I stand in reverence before every human being and see God in him- that moment I am free from bondage, everything that binds vanishes, and I am free.3

Swami Vivekananda's reflections on the four Yogas are most interesting and relevant. The dynamics of holistic education are revealed in the exposition of the four Yogas. Its impact on the Youth can help them to develop on the physical, mental, .emotional, social and spiritual plane. Peaceful co-existence and harmony amongst the youth can then gradually manifest.

Swami Vivekananda's thoughts on the four Yogas are the basis of the YES –Youth Empowerment Sessions. These reveal the important tenets of holistic education necessary for peaceful co-existence and harmony.

YES [Youth Empowerment Sessions] programme attempts to share a simple and meaningful programme to develop the youth based on the four Yogas viz. Karma, Bhakti, Jnana and Raja Yoga. Brief aspects of this programme are mentioned below.

The YES programme in totality attempts to address the problems of the youth experienced at the physical, mental, emotional, social and spiritual planes.

Yes [Youth Empowerment Session]

A. Objective of the programme:

a) To empower the youth

b) To resolve the problems of the youth by reflecting upon the thoughts of Swami Vivekananda.

B. Process Design:

a) Theoretical approach: Focusing in brief- the tenets of the four Yogas

b) Practical approach: Arranging activities to empower the youth based on the four Yogas.

a) Theoretical approach: Focusing in brief- the tenets of the four Yogas as viewed by Swami Vivekananda

a. Karma Yoga

i. Will power: Man's will power as expressed in action is utilized for spiritual developmen

ii. Action with love: The moral energies are conserved only when actions are directed by pure love as well as detachment.

iii. Duty for duty's sake: Proper performance of duty without any selfish attachment can help individuals to enhance spiritual progress.

iv Offering to God: Performing actions and offering the fruits of one's actions to Him help to develop a better attitude towards work and oneself.

v. Freedom as ideal: To be free from selfishness is experiencing the essence of freedom. This approach leads to Self improvement and development from within.


b. Raja Yoga

i. Yama, Niyama, Pranayama, Pratyahara, Dharana, Dhyana and Samadhi: The disciplines of Yoga guide in certain practices. For instance Tapas or austerity, Svadhyaya or Vedic study, Santosha or contentment as well as Saucha or purity and Iswara-pranidhana or worship of God is by praise and devotion.

ii Practice of Pranayama: Pranayama is controlling the vital forces in one's body. It stabilizes the thought processes and cultures the sense organs.

iii. Dhyana and Dharana: Focusing the mind and carrying forward the practice of Dhyana-meditation helps to tune the body and the mind to recognize the higher purpose of life. It also helps in purifying human thoughts and actions.

c. Bhakti Yoga

i. Attraction of mind to God: God filled moments purify human actions by following the path of devotion.

ii. Direction of the spiritual teacher: The direction of the Guru helps the disciple to transform life and make it more meaningful.

iii. Prayers: Worship of Pratikas is an absolute necessity for the spiritual development of man.

iv. Purity and patience: By following the path of devotion – purity and patience can be nurtured in the individuals. This also directs them towards qualitative aspect of life.

d. Jnana Yoga

i. Spirit over matter: Awareness about the spiritual dimensions apart from the gross body is essential to grasp the true purpose of human life.

ii. World welfare and spiritual realization: Spiritual realization can initiate world welfare in a bitter way. It negates selfishness, littleness as well as narrowness.

iii. Real Nature: It is through the study of Jnana Yoga that the aspects of ignorance and knowledge can be understood and applied to one's life.

iv. God in everything: This approach makes human life very purposeful and pointed.

b) Practical approach: Arranging activities to empower the youth based on the four Yoga

1. Raja Yoga

The youth can be trained for Pranayama, Dhyana and Dharana apart from other aspects of Yoga under an expert's training. Guidance on eating habits, health as well as lifestyle management can also be given to them for at least six months. Monitoring and motivation can help the youth to seek the best benefit of learning.

2. Karma Yoga

The youth can be trained to work in groups (project work) to be selfless.

Projects on community development can be assigned to them for such training for at least six months. Read and reflect sessions can be arranged based on the life of karma Yogis from India. Daily diary notes –every day one selfless action can gradually direct the youth to increase such actions over the years.

3. Bhakti Yoga

Singing of devotional songs belonging to different religions can help the youth to generate positive energy and also help to respect every human being without discrimination.


Learn and live activity based on the stories from ancient texts belonging to different religions can help the youth to learn and live a meaningful life.

4. Jnana Yoga

Group discussion on themes based on purpose of life, life experiences etc can help the youth to philosophize on the purpose of life. Daily reading from a philosophical text can orient the youth to be more concerned with thoughts and its impact on actions.

Documentaries, films can be screened to emphasize the diverse aspects of the four Yogas. Patriotic singing session as well as sharing session can definitely help the youth to manifest the best within. It is essential to tap the creativity and skills prevalent in the youth. These can be fine tuned through proper training. Sessions to generate confidence develop decision making skills and develop leadership qualities can help the youth.

C. Duration

Minimum six months and maximum two years.

D. Size of the group

Minimum 50 and maximum 100 youth.

E. Benefits of the programme

Cost effective, simple and relevant in globally

F. Limitations

This programme can only fail if the trainer and the team of teachers involved in the process are not keen to experiment with new thoughts or has no interest to pursue it further.

G. Relevance

This programme has local, national and global relevance.

Conclusion

The relevance of Swami Vivekananda's thoughts to the youth reflected through the YES programme can definitely help the youth to empower in a gradual way. This will not only help the youth but will also help India with a strong and vibrant workforce and worthy human beings.

References

Maheshwari, H, 'The meeting of the ancient and the modern in Indian philosophy today.' Indian Philosophical Annual vol 18 [1985-1986].University of Madras.

Sri Shankaracharya. Vivekcudamani (Trans by Swami Turiyananda) verse 176. Madras: Sri Ramakrishna Math, 1991.

Swami Vivekananda, The Complete Works of Swami Vivekananda, Vol 2, Advaita Ashrama, Calcutta, 1994.

Report of Ministry of Health and Family Welfare, Govt o India. A Profile of Youth in India (2005-2006), International Institute of Population Sciences, Mumbai.

National Youth Policy (2003).


EDUCATION IN GENDER DISCRIMINATED SOCIETY

1 2Dr. Tapan Kumar Basantia and Y. Rameshwari Devi 1 2Assistant Professor, PhD Scholar, Department of Education, Assam University (A Central University), Silchar, Assam, India.

Abstract

Gender is a common term where as gender discrimination is meant only for women, because females are the only victims of gender discrimination. Gender discrimination is the consequence of persistent inequality between men and women in all spheres of life. The dimension and degree of discrimination against women manifests itself in different cultures, politics, races, regions, countries and economies differently. Gender discrimination remains pervasive, by manifesting itself throughout the life cycle in the guise of foeticide, female infanticide, son preference, girl child marriage, dowry, domestic violence, sexual harassment and host of custom - specific devaluing women and girls. Gender discrimination in education is quite wide spread everywhere and it is extreme in our country. Women have been facing challenges in pursuing education at all ages because of lack of time to attend school, familial and household duties, and lack of control of funds to pay for education, and socio-cultural norms that give female education low priority. Illiteracy is a common phenomenon among girls and women. There are many cultural and economical reasons for girls' illiteracy like verbal and physical abuse, lack of sanitation, long distances between home and school, hazardous experience that deter parents from sending their daughters to school. There is need to remove the existing gender related discrimination from the field of education and to use education as one of the significant means for bringing women development and empowerment. Education can be used to play an important role in redefining gender norms. Education can be identified and used as the most important vehicle for bringing positive change and development of women. Therefore, it is essential to discuss on the current issue of gender disparities in the field of education. In the light of these issues, in the present paper discussions have been made concerning to characteristics of a gender discriminated society; gender discrimination in Indian personal and social life; place and problems of education in a gender discriminated society; and perspectives for attainment of better education in a gender discriminated society.

Introduction

Gender is a common term where as gender discrimination is meant only for women, because females are the only victims of gender discrimination. Gender discrimination is not biologically determined but it is determined by socially, and the discrimination can be changed by the proper and perpetuate efforts. Denial of equality, rights and opportunity and suppresment in any form on the basis of gender is gender discrimination (Sivakumar, 2008). Gender discrimination is the consequence of persistent inequality between men and women in all spheres of life. The dimension and degree of discrimination against women manifests itself in different cultures, politics, races, regions, countries and economies differently. In the recent decades, some significant progress has been made towards the gender issue. For instance, literacy rate among the women is increasing gradually, gender gap, in primary and secondary level enrolment rate, has been reduced remarkably and women's participation in labor force is higher than ever before over the world. Despite of considerable progress in reducing gender gap, there still exists huge discrimination against women in different sectors such as women have less access than men to resources and economic opportunity (Rahman, 2013). Gender inequality in education is extreme in our country. Girls have less access to school or to achieve in education. Education helps men and women to claim their rights and realize their potential in economic, political and social arenas. It is also the single most powerful way to lift people out of poverty. Education plays a particularly important role as a foundation for girls' development towards adult life. It should be an intrinsic part of any strategy to address the gender- based discrimination against women and girls that remains prevalent in many societies (Sushma, 2010).

Characteristics of a Gender Discriminated Society

In many societies, especially in the patriarchal societies, men are considered as the authority of the family. Women's role is only for bearing child and housekeeping. In a gender discriminated society, Patriarchy is well considered. Patriarchy literally means rule of the father in a male- dominated family. It is a social and ideological construct which considers men (who are the patriarchs) as superior to women (Walby,

1990).India is male dominated society and women in India face discrimination in terms of several political, social and economic opportunities due to their inferior status. Patriarchy can be defined as the 'rule of the father', but in social terms, refers to the system of male dominance i.e., where children's name is traced through the father; where the ownership, control and inheritance of all assets are in the hands of men. Therefore, Patriarchy establishes discrimination against women in various aspects. Due to patriarchal ideology and socio cultural practice, parents give priority on son in every aspect in a gender discriminated society. In developing countries like Bangladesh women or girls are everyday targets of discrimination within their household due to cultural practice; girls have to learn domestic skill and begin to take on domestic duties. In rural areas it is believed that son should be educated because unlike a daughter who after her marriage serves another family, a son will need to support his parents. Similarly, in Malaysia, Malay women face discrimination based on their socio-cultural belief or custom (Sultana and Zulkefli, 2012).

Gender discrimination in the form of gender stereotyped roles is assigned to girls and women; and this reduces their access to health care and often places them in a position of dependence on men. Violence directed against women is extremely widespread. Women face challenges in pursuing education at all ages because of lack of time to attend school, familial and household duties, lack of control of funds to pay for education, and socio-cultural norms that give female education low priority. Some aspects of tradition and culture support male domination in patriarchal society. For example, boys are generally free to be educated, can work and move as they please, and are supported economically where necessary. In contrast, girls are socialized to believe that they are inferior to men, their role is to marry and procreate, and violence is used to enforce and perpetuate that status quo (Action Aid, 2004).Thus gender discrimination affects to the women's status in a society.

India is male dominated society and in India gender discrimination is customized habitually. Gender discrimination takes many forms. In a gender discriminated society woman continues to bear the major load of the household work. The primary role of woman is often viewed by the society as housewife. Indian women are facing lots of discrimination, some of them are: abortion of female gravida with the help of scanning, not giving enough and nutritious food, denial of education, early marriage, eve teasing rape and sexual harassment, dowry etc. (Sivakumar, 2008).

Gender Discrimination in Indian Personal and Social Life

Gender discrimination negatively affects in the social inclusion and personal life. The Indian socio religious scenario in itself is paradoxical. A woman is either worshiped as a goddess (of knowledge, wealth and power) or killed while unable to give birth to the child or burnt alive for not bringing sufficient dowry. Male oriented structures and beliefs profoundly affect women's access to education and educational achievements (Mukhopadhyay and Seymour, 1994). Gender discrimination remains pervasive, by manifesting itself throughout the life cycle in the guise of foeticide, female infanticide, son preference, girl child marriage, dowry, domestic violence, sexual harassment and host of custom - specific devaluing women and girls. More than 1 billion people (majority women) in the developing world today live in unacceptable conditions of poverty. The gender disparities in economic power sharing are also an important contributing factor to the poverty of women (Alam, 2011). Habib (2000) states that women are discriminated in civil services of Bangladesh from entry to higher posts (Glass ceiling). Socio cultural factors are the principal stumbling blocks and build a wall for entry of women into civil services. Their career path is hindered by the impediments of the systematic and attitudinal reasons. Government laws and regulation in this regard are proving ineffective. Thus gender discrimination hinders in the way of personal and social development.

Gender discrimination is well documented in Indian society. Patriarchy is the definition of society on the


basis of family units, where the father takes responsibility for the welfare of the family. In India women have been oppressed for centuries and depicted differently in history, literature, religions, art, education, and culture (Hasan, 2010). In most of the Indian family, a woman's status is influenced by the family structure. In a lower socio-economic group, girls are entrusted with the duty of looking after the younger siblings, cooking, cleaning the house, fetching water, and collecting firewood. Boys are allowed to play freely in the neighborhood while girls are permitted to play in the vicinity. In employment and work participation women are less than men. Of the total female work participation, 90 percent women are in unorganized sector. Out of this, 80 percent are in agriculture area. Rest 20 percent are in the field of construction, factories and household labor. In our society a number of women work in informal sector for long hours, at low wages and without any legal protection against exploitation. They work harder for long hours, and contribute to the economy (Singh, 2010).

Gender bias is strongly entrenched in the cultural heritage of Indian society. It is a society that idolizes sons. Sons are considered ritually and economically desirable, essential not only to light the funeral pyres of their parents in order to release their souls from the bondage of their bodies, but also to ensure continuation of the lineage and family name. From the day of her birth, a girl is thus viewed as more of a burden and a liability and is likely to be given a meager share of the family's affection and resources. This is because investment made for her brings no return; instead when she gets married, a sizeable dowry has to be given to her. Girls are thus socialized from the very beginning to accept their situation and the ideology of male supremacy, which make them prey to a whole range of discriminatory practices. Approximately one quarter of India's population comprises girls up to the age of 19 years. Within the backdrop of the declining sex ratio for women, it is noteworthy that every year about 15 million girls are born in India and despite being physically stronger than boys, almost one quarter of this number does not see their 15th birthday. In this connection, problems of female feticide and female infanticide are causing concern to government and other development activists (Jha, 2002).

Place and Problems of Education in a Gender Discriminated Society

Education is a vehicle of development which can be achieved through equal participation of males and females and reduction of gender inequalities in access and control of resources. Educational institutions still work as engines of gender inequality. Gender segregation is a universal feature of higher education institutions. In particular, some large scale comparisons have established that the underrepresentation of women in scientific fields can be observed worldwide (Ramirez and Wotipka,2001;Smith, 2001). Gender inequalities prevail in work, education, allocation of food, health care and fertility choices. On the other hand at the family level women are exclusively burdened with household chores-cooking, cleaning, collecting fuel and water and caring elderly and children (Arokiasamy, 2003). Women face discrimination in educational institutions in gender discriminated society. Gender discrimination in schooling in India might be result of the difference in the perceived need for girls and boys education, due to the existing economic and socio cultural factors in play. In case of boys it is considered more of a necessity to educate them, as it is the male head (partner) in a household, who is expected to support the family economically. So, educating a son is considered as the primary or basic need of a resource constrained household (Mohanty, 2006). Akhilesh and Singh (2010) remark that the major obstacles in the way of girls' education are: (a) religious factors: some religions do not treat women equal to men. She is always dependent on men – either on father, husband, or son. So, a very little importance has been given to education of women, (b) geographical factors: women being a weaker sex, girls are not being sent to attend schools situated at a long distance. Boys are allowed to go to schools but girls are not, for the safety purpose, and (c) biological factors: girls are physically weak by nature in comparison to boys. This distinction is biological. The schools in India are not girl friendly, so parents prefer to withdraw their daughter from school at adolescent


age. Complaints of sexual harassment are not properly addressed.

Girls' education is emerging as one of the top priorities of Indian society. Much progress has been made in recent decades in this regards. The number of girls attending school is increasing but in some parts of India a large number of girls still receives little or no education. Even today there are many girls who don't even have access to primary education. There are many cultural and economical reasons for girls' illiteracy like verbal and physical abuse, lack of sanitation, long distances between home and school, hazardous experience that deter parents from sending their daughters to school. In addition women education in India is multidimensional phenomenon. No single factor or cause can be held responsible for very low literacy rate of women in India. Subsequently, it is associated with combination of many factors including social, cultural, economic, educational, demographic, political and administrative (Bharadwaj and Rani, 2011).

Perspectives for Attainment of Better Education in a Gender Discriminated Society

Gender issues today are not merely special concerns but are considered crucial elements in policies, plans and strategies. Women's and men's contribution to society, their partnership and full participation, their different needs and different access to resources are essential components towards the development process ( Rahman , 2013). Gender mainstreaming is very important to bring better education in a gender discriminated society. Gender mainstreaming in education includes gender equality in enrolment and completion rates, structural equality within the teaching profession and the addressing of gender stereotypes in school curricula and teacher education (Neimanis, 2001). Education is undoubtedly the most popular choice of way to improve women's well being of the society. In assessing progress towards Education for All (EFA) goals, the 2010 EFA Global Monitoring Report (GMR) indicates that due to persistence of institutionalized disadvantage for young girls and women a focus on gender equality must remain priority. The goal of gender mainstreaming is gender equality. The mainstreaming strategy can ensure that the gender equality objective influences other policy areas (i.e., poverty alleviation, food security, social reforms, resources allocation, etc.). Academic Institutions, particularly women's universities “act as a catalyst to bring attitudinal changes among men and women towards the goal of gender mainstreaming” (Dass and Rani, 2011).

Gender bias in education is a series of micro inequalities whose impact is cumulative and often ignored. Teachers can reduce and challenge gender bias through examination of their pedagogical practices. The formulation of the policy of Education for All (EFA) in Jomtien, Thailand in 1990, and the educational reforms in Ghana in 1987, the Free Compulsory Universal Basic Education (FCUBE) in 1997, made the concern to promote gender and social inclusion, particularly the education for girls more pressing. The provision of holistic education is premised on the implementation of policies, plans and programmes to ensure gender equality, and social inclusion in education (Kwabi,2013). Making education free and compulsory is the keystone of any national plan to eliminate gender inequality in education. Recruiting and training teachers who are sensitive to gender and child rights, paying them a regular living wage. Both female and male teachers should receive training in gender awareness in the classroom (Maimbolwa and Chilangwa, 1995) Gender bias in education is an insidious problem that causes very few people to stand up and take notice. Discrimination against girls and women in the developing world is a devastating reality. It results in millions of individual tragedies, which add up to lost potential for entire countries (Sumi, 2012).

Education of female is the key to development of a society. Educated female can help a lot to her family as compare to female without education. Female education is the gigantic challenge for parents, teachers and policy makers and conflict for husband all around the globe (Ara and Malik, 2012). Since Indian independence provision of equal educational opportunity to women and girls has been a priority area in the educational sector. The National Policy on Education (NPE) 1986 envisaged that education would play a


'positive interventionist role' for achieving a basic change in the status of women. In spite of concerted efforts made so far, the education system has not made the desired impact as is visible in the apparent. Gender differentiation is seen at the higher levels of education in areas such as subject choice and career aspirations (Paranjpe, 1996). Education should bring economic productivity of the individual as a corollary of the society. Gender sensitization and gender awareness and gender weightage are ingredients in all educational interventions. The UNDP Human Development Report of 1995 dedicated the entire volume to gender issues. The report states that “Human development is impossible without gender equality. As long as women are excluded from the development process, development will remain weak and lopsided. Sustainable human development implies engendering the development paradigm”. Women's participation in higher education has been on the rise ever since the growth of feminism in the 1970s, when women became the focus of international programs and conferences. In the United States, more women than men have been enrolled in college programme since 1979. In France and German, women's participation in higher education is 50 percent and 40 percent respectively (Indiresan, 2002). Significant efforts have been made in many countries addressing issues of gender bias and promoting gender equity in the schools (Hopf and Hatzichristou, 1999). Save the Children believes that all children should have equal access to quality education in an inclusive, gender sensitive and protected environment which involves children, their families and communities in its operation. It is essential to promote gender equality in education through a holistic approach which embraces teaching methodologies, the curriculum, relationships within schools and the wider school community. Save the Children therefore advocates for gender issues to be mainstreamed throughout educational planning and practice from infrastructure planning to changes in curriculum content, teaching methodology, school structures and government policies and strategies, in order to promote education that is gender sensitive and accessible to all. Education is a right in itself but can also be a powerful and transformative tool for addressing deep-rooted gender inequalities. If schools can provide girls and boys with the tools to question their gender roles and responsibilities and devise strategies to overcome disparities, then transformation can take place (Sheahan, 2009).

Gender discrimination hinders to educational process of a society. Women make almost of the half of the population of any country, thus their involvement in the development cannot be ignored. In last few years there has been seen considerable improvement in women education in India. Women are coming out of houses and opting for education. Today women are seen in top positions in education, in government, in teaching, in research and in forces. They are running successful business. Educating girls brings many benefits to society.

Conclusion

In a gender discriminated society parents give much educational priority to sons than girls. Due to ideology and socio cultural practice women and girls are everyday target of discrimination within their household and in outside. Girls and women continue to bear the major leads of household work. They face lots of discrimination like denial of education, early marriage, sexual harassment, dowry etc. Discrimination against women negatively affects in social economic and political development of a society. Gender disparities in economic power sharing is an important factor to the poverty of women, gender discrimination delays women's career progress. As women constitute around half of the population of any country, thus their involvement in the progress of the country is quite essential. Education has been identified as the most important vehicle for bringing positive change and development of women. Therefore, removal of gender disparities in the field of education should be the need of the educational policies and practices for the overall development of the girls/women in one hand and the overall development of the nation in other hand.


References

Action Aid. (2004). Stop violence against girls in school study 2004, at girls interviewed in Kenya. Retrieved from http://www.actionaid.org.uk/doc_lib/125_1_stop_violence-against_girls.pdf.

Akhilesh. , & Singh, R. (2012). Interventions for bridging the gender gap in education. University News, 48(31), 12.

Alam, A. (2011). Impact of gender discrimination on gender development and poverty alleviation. Sarhad J. Agric. ,27(2).

Ara,N., & Malik, S. K. (2012). Gender discrimination in education- A barrier in development of female education at higher secondary level. Interdisciplinary Journal of Contemporary Research in Business, 4(5).

Arokiasamy., P.( 2003). Gender preference, contraceptive use and fertility: Regional and development influence. International Journal of Population Geography.

Bharadwaj, S.K., & Rani, S.(2011). Empowerment of women through education. University News, 49(31), 17-18.

Dass,V.N., & Rani,T.A.(2011).Educational Institutions can play a leading and proactive role towards gender equity. In V.N. Dass and T.A.Rani (Eds.), Universities for women challenges and Perspectives. Delhi: The Women Press.

Habib, Z.(2000) .Through the brick wall and the glass ceiling: Women in the civil services in Bangladesh. Gender, Work and Organization, 7(3), 192-209.

Hasan, S.(2010). Status of women. In A.R. Kidwai (Ed.), Higher Education Issues and Challenges. New Delhi : Viva Books Pvt. Ltd.

Hopf, D., & Hatzichristou, C. (1999).Teacher gender-related influences in Greek schools. British Journal of Educational Psychology, 69.

Indiresan, J. (2002).Women, Development and Higher Education. In J. Indiresan (Ed.), Education for Women's Empowerment, Gender- Positive Initiatives in Pace-Setting Women's Colleges. Delhi: Konark Publishers Pvt. Ltd.

Jha, A.K. (2002). Gender discrimination. In A.K. Jha (Ed.), Status of Girl Child in India. New Delhi: Sarup & Sons.

Kwabi, P.A.(2013). Policy brief gender, social inclusion (GESI) and education in Ghana. Retrieved from www.starghana/userfiles/files/publication/STAR_Ghana_GESI Policy Brief_Education Final.pdf. on 29.1.2014.

Maimbolwa,S.I.M., & Chilangwa, B.Y.( 1995). Learning from inside the classroom: A research report. Zambia: UNICEF/Ministry of Education.

Mohanty, I.(2006).Gender discrimination in child schooling: why do we observe the gender disparity? Retrieved from www.isical.ac.in/-wemp/papers/PaperItismita Mohanty.pdf on 28.1.2014.

Mukhoypadhyay, C.C., & Seymour, S.(1994).(Eds.).Women, Education and Family Structure in India. Boulder: Westview Press.

Neimanis, A.(2001). Gender Mainstreaming in Practice: A Handbook, UNDP Regional Gender Programme of the United Nations Development Programme's Regional Bureau for Europe and the CIS (UNDP REBC). New York: UNDP.

Paranjpe, S. (1996). Gender equality and classroom dynamics. Journal of Indian Education, 21(3), 72.

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ATTITUDE TOWARDS TEACHING PROFESSION AMONG THE SECONDARY TEACHER TRAINEES

Dr. K. Thiyagu

Assistant Professor (C), Department of Education, School of Education & Training, Central University of Tamilnadu, Thiruvarur, Tamilnadu, India

Abstract

The main aim of the study is to find out the level of Attitude towards teaching profession among Secondary teacher trainees. For the present investigation the investigator adopted normative survey as a method. The investigator selected a sample of 252 teacher trainees from teacher training colleges and institutes by using simple random sampling technique. The investigator used the tool of Attitude towards Teaching Profession Scale was developed by Dr. Umme Kusum in the year 2001. Arithmetic Mean, Standard Deviation, 't' test and Chi-square test were used by the investigator for the data analysis process. The findings of the study were: There is no significant difference in the mean scores of Attitude towards teaching profession among teacher trainees with respect to their age. Female students are having more mean scores than the male students in their Attitude towards teaching profession. Girls college trainees are having more mean scores than the co-education college trainees in their Attitude towards teaching profession. Self finance college trainees are having more mean scores than the Aided college trainees in their Attitude towards teaching profession. There is no significant association between father's education and Level of teacher trainees towards teaching profession. There is a significant association between parent's occupation and Level of teacher trainees towards teaching profession.

Introduction

Teaching is one of the world's most challenging occupations. An effective teacher must be a good communicator, a fair evaluator, an adept manager, a strict disciplinarian and even a surrogate parent. Only by wearing all of these hats will the teacher be able to elicit the best from his or her students. Teaching is a profession, which lays the foundation for preparing the Individuals for all other professions. It is a well established dictum that no nation can rise above the level of its teachers. The teacher is at the center of the grand operation of teaching learning and the whole system revolves around him. Importance of the role of teacher in shaping the behavior of the learners has been accepted in various national and international forums. Attitude is readiness to react towards or against some situation, person or thing in a particular manner. The Attitudes, ideas, feelings and interests of a child are influenced by the organization of his/her family, thinking of parents and customs of the society. Personality of parents, their education and their behaviour towards the children is the basis of development of Attitudes. Teachers having favourable Attitude towards their profession are generally successful, properly adjusted and well satisfied with their job.

A variety of individuals perform the task of teaching and individual encounter different types of teachers at different stages during the course of his life. Indeed it is an ideal teacher at the climax of his performance that brings about a positive change in the overall behaviour of his students. Obviously, one cannot expect an educational arrangement to deliver the goods unless it has a cadre of competent teachers. The quality of the teaching depends upon the job satisfaction of teachers. A highly satisfied teacher alone can fulfill various roles of a friend, guide and counsellor, to his / her pupils as a member of the group of professional workers and a citizen participating in various community activities. Job satisfaction is a Secondary requisite for any successful teaching learning process. It is a complex phenomenon involving various personal, institutional and social aspects. If the teachers attain adequate job satisfaction, they will be in a position to fulfill the educational objectives and national goals. It expresses the amount of congruence between one's expectations of the job and the rewards that the job provides.

Need of the Study

The teacher is the maker of the nation. He/she produces administrators, statesmen, physicians, engineers,

lawyers and other types of worthy citizens. The progress of a nation ultimately depends upon the quality of its teacher. No, national reconstruction is possible without the active Co-operation of the teacher. For active Co-operation, teacher needs positive attitude towards teaching profession. The trainees of today are the teacher of tomorrow. The trainees should have positive attitude towards teaching profession. Then only it is possible to develop a desire outcome in the school education.

Education is also change with the demand and expectations of the society. Teachers are an active agent of social change. Teaching is very noble and pious profession. It directly connected with the future of the students and today's students are the responsible citizen of tomorrow. So they must good education in schools and colleges. They are very much attached with their teachers. Teachers are the role model of the students. Teaching professions differ from the other professions. So the teacher should be a friend, philosopher and guide. Teachers' belief, views and their Attitudes affect their teaching and behavior with the students. The teachers thinking and their job satisfaction, their expectation from the job all such things affects their work. All the years of education are very important for the students. We know that the future of the students is in the hand of the teachers. Then we must know about the teachers who impart education and mould our future generation. In this study the investigator has made an attempt to study the Attitude of teacher trainees towards teaching profession. In order to address the emerging problems and trends and Attitude of teacher trainees this study is important. The problem undertaken by the investigator is stated .as "Attitude towards Teaching Profession among the Secondary teacher trainees".


1. To find out the level of Attitude towards teaching profession among teacher trainees

2. To find out whether there is any significant difference in the mean scores of Attitude towards teaching profession among teacher trainees with respect to their age.

3. To find out whether there is any significant difference in the mean scores of Attitude towards teaching profession among teacher trainees with respect to their Gender.

4. To find out whether there is any significant difference in the mean scores of Attitude towards teaching profession among teacher trainees with respect to nature of college.

5. To find out whether there is any significant difference in the mean scores of Attitude towards teaching profession among teacher trainees with respect to type of Management.

6. To find out whether there is any significant association between father's education and Level of teacher trainees towards teaching profession.

7. To find out whether there is any significant association between parent's occupation and Level of teacher trainees towards teaching profession.


1. There is no significant difference in the mean scores of Attitude towards teaching profession among teacher trainees with respect to their age.

2. There is no significant difference in the mean scores of Attitude towards teaching profession among teacher trainees with respect to their Gender.

3. There is no significant difference in the mean scores of Attitude towards teaching profession among teacher trainees with respect to nature of college.

4. There is no significant difference in the mean scores of Attitude towards teaching profession among teacher trainees with respect to type of Management.


5. There is no significant association between father's education and Level of teacher trainees towards teaching profession.

6. There is no significant association between parent's occupation and Level of teacher trainees towards teaching profession.

Methodology

Method

For the present investigation the investigator adopted normative survey as a method. It involves describing, recording, analysis and interpreting the data which are all directed towards a better understanding of the present.

Sample and Sampling Techniques

The present investigation is conducted on teacher trainees from Tuticorin educational districts of Tamil Nadu state. The sample is a small proportion of a population selected for observation and analysis. By observing the characteristics of the sample, one can make certain inferences about the characteristics of the population from which it is drawn. (John. W. Best). The present study consists of 252 teacher trainees from teacher training colleges and institutes. The sample is selected by using simple random sampling technique. The sample forms a representative sample of the entire population. Due proportionate weight ages were given to various sub-samples.

Tools

The data are necessary for carrying out research. It must be collected with some special instrument or devices. The successful outcome research is mainly depends upon the proper selection of the research tool. So the investigator used the following tool. Attitude towards Teaching Profession Scale was developed by Dr. Umme Kusum in the year 2001. This scale consists of 50 statements, each statements has four alternatives. Each statement set against a four point scale strongly agree, agree disagree and strongly disagree.

Analysis and Interpretation of Data

Objective Testing: To find out the level of perception towards teaching profession among teacher trainees.

Table-1 perception towards teaching profession among teacher trainees

From the above table, 15.5 percentage of Teacher Trainees are having low level, 61.5 percentage of Teacher Trainees are having moderate level and 23 percentage Teacher Trainees are having a high level of perception towards teaching profession

Hypotheses Testing:

Hypothesis 1: There is no significant difference in the mean scores of Attitude towards teaching profession among teacher trainees with respect to their age.


Variable Low Moderate High

No. % No. % No. %

Teaching Profession 39 15.5 155 61.5 58 23.0

Table - 2 Attitude towards teaching profession among teacher trainees with respect to their age

Variable

Below 25

(N=223)

Above 25

(N=33) Calculated ‘t’

value Remark

Mean S.D Mean S.D

Teaching

Profession 134.00 14.236 135.52 14.561 0.522 NS

(at 5% level of significance the table value of 't' is 1.96)

It is inferred from the above table that there is no significant difference in the mean scores of Attitude towards teaching profession among teacher trainees with respect to their age.

Hypothesis 2: There is no significant difference in the mean scores of Attitude towards teaching profession among teacher trainees with respect to their Gender.

Table - 3 Attitude towards teaching profession among teacher trainees with respect to their Gender

Variable

Male

(N=15)

Female

(N=241) Calculated ‘t’

value Remark

Mean S.D Mean S.D

Teaching

Profession 124.42 7.115 134.65 14.349 2.452 S


It is inferred from the above table that there is significant difference in the mean scores of Attitude towards teaching profession among teacher trainees with respect to their Gender. Female students are having more mean scores than the male students in their Attitude towards teaching profession.

Hypothesis 3: There is no significant difference in the mean scores of Attitude towards teaching profession among teacher trainees with respect to nature of college.

Table - 4 Attitude towards teaching profession among teacher trainees with respect to nature of college

Variable

Girls

(N=59)

Co-education

(N=197)

Calculated ‘t’

value

Remark

Mean

S.D

Mean S.D

Teaching

Profession

142.79

15.445

130.37

11.885

6.953

S


It is inferred from the above table that there is a significant difference in the mean scores of Attitude towards teaching profession among teacher trainees with respect to nature of college. Girls college trainees are having more mean scores than the co-education college trainees in their Attitude towards teaching profession.


Hypothesis 4: There is no significant difference in the mean scores of Attitude towards teaching profession among teacher trainees with respect to type of Management.

Table - 5 Attitude towards teaching profession among teacher trainees with respect to type of Management

Variable

Aided

(N=112) Self-finance

(N=144)

Calculated ‘t’

value Remark

Mean

S.D

Mean

S.D

Teaching

Profession 126.29 8.718 135.69 14.620 3.977 S


It is inferred from the above table that there is a significant difference in the mean scores of Attitude towards

teaching profession among teacher trainees with respect to the type of management. Self finance college

trainees are having more mean scores than the Aided college trainees in their Attitude towards teaching

profession.

Hypothesis 5: There is no significant association between father's education and Level of teacher trainees

towards teaching profession.

Table - 6 Association between father's education and Level of teacher trainees towards teaching profession

Variable

Category

Low

Average

High

df

Calculated ‘?2’

valueRemark

Teaching

Profession

Illiterate

6

64

11

6

13.835 NSSchool

9

63

27

graduate

6

52

4

professional 1 8 1

2'(at 5% level of significance the table value of ' is 15.507)

It is inferred from the above table that there is no significant association between father's education and Level of teacher trainees towards teaching profession.

Hypothesis 6: There Is No Significant Association between Parent's Occupation and Level of Teacher Trainees towards Teaching Profession.

Table - 7 Association between Parent's Occupation and Level of Teacher Trainees towards Teaching Profession

Variable

Category Low Average High

df

Calculated ‘?2’

value Remark

Teaching

Profession

Business

7

62

2

6

18.896

SProfessional

3

27

14

Government

4

20

5

private

8

78

22

2'(at 5% level of significance the table value of ' is 15.507)


It is inferred from the above table that there is a significant association between parent's occupation and Level of teacher trainees towards teaching profession.

Major Findings

Significant difference occurred in male and female teacher trainees with respect to their Attitude towards teaching profession. Female students are having more mean score than the male students in their Attitude towards teaching profession. Because most of the females like a teaching profession due to their adjustment behavior, affection, sympathy and empathy nature. The above famine character leads the Attitude and Attitude. So that female students are having more Attitude towards teaching profession than the male students.

Significant difference found between Aided College and other college teacher trainees with respect to their Attitude towards teaching profession. Self-finance college students are having more mean score than the aided college students. Because the environment, teachers' Attitude and teachers behavior in the self finance college creates a positive impact of to develop the Attitude towards teaching profession among their students. Self finance college teachers' are working with perfection and honesty than the aided teachers. This kind of teachers behavior creates an positive impact in to develop their students' Attitude towards teaching profession.

Significant difference found between Girls College and co-education college teacher trainees with respect to their Attitude towards teaching profession. Girl college students are having more mean score than the co-education college students in their Attitude towards teaching profession. Because in co-education college also more female students than the male students. So that male students think that the teaching profession does not suite for the them. That Attitude affects the Attitude towards teaching profession among them. So that girls college students are better than the co-education college students in their Attitude towards teaching profession

Significant association found among teacher trainees whose parents belong the business, profession, government and private with respect to their Attitude towards teaching profession. Because parental profession, occupation affect the lot in their children's Attitude. Educated parents motivated the students in each and every aspect of their childrens grown.

Educational Implications of the Study

The present study reveals teacher trainees' Attitude towards teaching profession. The findings of the study will help the teacher educators and administrators to decide the admission policy of the course in Teacher Education.

The findings of the present study will help the teacher educators to modify their training strategy to improve or sustain the Attitude of trainees towards teaching profession.

The findings of the study will help the teachers and administrators of teacher education system. The groups of study in the qualifying examination, the type of management of schools where they studied the qualifying course, local do not have any significant role in differentiating the Attitude of trainees towards teaching profession. this reveals that the present educational system have developed uniform idea about teacher and teaching profession at all levels of education.

Recommendations

The present study gives a clear-cut view about the Attitude of teacher trainees towards teaching profession. Based on the important findings stated earlier the following recommendations have been made for the betterment of future teacher.


1. Training institutes must provide incentives and renewal programmes to improve the quality of teaching.

2. Special attention should be taken for science optional trainees in inculcating appropriate Attitude towards teaching.

3. The syllabus and content must be framed in such a way that they can be effectively taught among trainees. Latest technologies and gadgets must used in teaching science to create interest among them.

4. Teacher trainees whose parents are teachers must be care in developing favorable Attitude towards teaching. This could be because of the wrong examples shown by parents. Therefore teacher should set good and morally justifiable examples in teaching so that better and favorable Attitude towards teaching among their children will be developed.

5. Attitude test should be conducted among teacher trainees to identify the variations among the group. So that special attention can be given to those trainees who have unfavorable Attitude towards teaching.

Conclusion

The present study is on Attitude of teacher trainee's towards teaching profession. The findings of the present study reveal that the teacher trainee's have favorable Attitude towards teaching profession. Teacher trainees whose parents' teachers and Arts group teacher trainees should be concentrated more in inculcation of better favorable Attitude towards teaching profession.

References

Chaube. S.O. (Latest Edition) Problems of Indian Education, Vend Postal Mender, Agra

Digumarti Bhaskara Rai and Digumarti Harshitha. (2000), Education in India, APH Publishing Corporation, New Delhi.

Indra Sharma N.R (Latest Edition) Principles of Practice of Education, Vinod Pustak Mandir, Agra.

Jack Levin and James Alan Fox (1974) Elementary Statistics in Social Research, Harper Collins College Publishers, New York

John W. Best and James V. Kahn (1996) Research in Education prentice, Hall of India (Pvt) Ltd – New Delhi.

Kakkad. G.M. (1998), Secondary Teacher's Education New Dimensions and Directions, Himalaya Publishing House, Bombay.

Kohli, O.P (1992) Teacher Trainees perception towards Religion, Mittlai Publications New Delhi.

Rao V.K. and Reddy R.S (1997) Reading in learning education, Volume-1, Ajay Verma Common wealth publishers, New Delhi.

Saffaya. R.N. (1993) Current Problems in Indian Education Dhanpat Rai and sons Jalandhar – Delhi.


A META ANALYSIS OF BLENDED LEARNING IN E-LEARNING

Dr. R. Jayakumar

Assistant Professor, SIGA College of Education, Villupuram, Tamilnadu, India

Abstract

This paper deals the blended learning has received increasing attention with the infusion of web-based technologies into the learning and teaching process. Virtually all courses in higher education incorporate information and communication technologies to some degree. These technologies create new opportunities for students to interact with their peers, faculty, and content. The infusion of information and communications technology in higher education draws attention to the theory and practice of blended learning. Blended learning inherently demands a fundamental rethinking of the educational experience and presents a challenge to traditional presentational approaches. If we are to deal with the theoretical and practical complexities of rethinking the educational experience from a blended learning perspective, then the first challenge is to provide a conceptual order that goes beyond rigid recipes. Such order and coherence is of particular importance for practitioners who may not have a full appreciation of the possibilities that new and emerging technologies present for engaging learners in innovative educational experiences. The challenge now is to explore systematically the strategies and techniques where we can fuse face-to-face and online learning that will create purposeful communities of inquiry in the support of deep and meaningful approaches to teaching and learning. We need to explore the strengths and weaknesses of face-to-face and online experiences as we consider each of these principles. This will be done in subsequent chapters, which will focus on the design, facilitation, direction, and assessment of blended learning experiences.

Introduction

The infusion of information and communications technology in higher education draws attention to the theory and practice of blended learning. Blended learning inherently demands a fundamental rethinking of the educational experience and presents a challenge to traditional presentational approaches. If we are to deal with the theoretical and practical complexities of rethinking the educational experience from a blended learning perspective, then the first challenge is to provide a conceptual order that goes beyond rigid recipes. Such order and coherence is of particular importance for practitioners who may not have a full appreciation of the possibilities that new and emerging technologies present for engaging learners in innovative educational experiences. It seems to us that a conceptual framework may well be of the utmost practical value to assist practitioners to navigate through the educational and technological levels of complexity. The purpose of this paper is to describe blended learning briefly and then to establish the rationale through which we can explore the practical challenges in implementing blended learning approaches in higher education. This rationale is operationalzed in the Community of Inquiry theoretical framework (Garrison, 2011).

he Community of Inquiry framework is outlined with a particular focus on teaching presence. Blended learning is the inspiration of much of the innovation, both pedagogically and technologically, in higher

education. By we mean significantly rethinking and redesigning approaches to teaching and learning that fully engage learners. The essential function of blended learning is to extend thinking and discourse over time and space. There is considerable rhetoric in higher education about the importance of engagement, but most institutions' dominant mode of delivery remains delivering content either through the lecture or self-study course modules. Blended learning is specifically directed to enhancing engagement through the innovative adoption of purposeful online learning activities. The strength of integrating face-to-face synchronous communication and text-based online asynchronous communication is powerfully complementary for higher educational purposes. The goal of blended learning is to bring these together to academically challenge students in ways not possible through either mode individually. There is a distinct multiplier effect when integrating verbal and written modes of communication. An added benefit is that blended learning sustains academic communication over time. Moreover, students have time to reflect and

T

innovation

respond thoughtfully. Finally, while significant administrative advantages are gained through blended learning designs (access, retention, campus space, teaching resources), the focus here is the quality of the learning experience made possible though blended learning approaches. In the next section we explore the ideas of engagement and academic inquiry central to the ideals of higher education. These ideas are inherent to learning communities and provide the foundation for implementing blended learning. Learning communities provide the conditions for discussion, negotiation, and agreement in face-to-face and online environments with virtually limitless possibilities to connect to others and to information. Such a community, which we describe next, frames the principles that shape this book. The expansion of the learning environment by using open source management system is supported by the social constructionist epistemologies theory (Andrews and Haythornthwaite, 2007). Its goal is to provide a set of tools that support an inquiry-and discovery-based approach, to create an environment that allows for collaborative interaction among students as a standalone or in addition to conventional classroom instruction. This theory focuses on sharing of opinions, ideas, and other social artifacts (Brandle, 2005).Moreno et al. (2007) argue that the correct and effective use of technology in education must be supported by proven pedagogical and practical procedures based on computer supported collaborative learning and constructional learning. This approach generally involves discussion groups and building knowledge through activities closer to the real world. This practical real world situation is meaningful-learning contexts that give the students the opportunity to learn through a variety of approaches (Heckman et al., 2000). E-learning has developed from a process focused on distributing information and knowledge to one that deeply engages learners in sophisticated interactions through communities that transcend geographic barriers (Liebowitz and Frank, 2011). This gives EL the benefit of exceeding the process of delivering knowledge. It strives to change students' behaviors, and increases content effectiveness. Though EL can be defined as the acquisition and use of knowledge distributed and facilitated primarily by electronic means (Waight et al., 2002, p. 492), Liebowitz and Frank (2011) state some of the other characteristics of e-learning. These characteristics are related to the root of the pedagogical framework of EL that has evolved from behaviorist theory in the late 1950s and 1960s to encompass a broader definition of "learning" that includes collaborative and

constructivist paradigms of learning, including opportunities for practice with feedback, social collaboration, tailored instruction, simulation and games (Clark and Mayer, 2008).

Concept of Blended learning

Blended learning is any time a student learns at least in part at a supervised brick-and-mortar location away from home and at least in part through online delivery with some element of student control over time, place, path, and/or pace; often used synonymously with Hybrid Learning (Horn and Staker, 2011). Blended learning is commonly defended as an integration of traditional face-to-face and online approaches to instruction. Liebowitz and Frank (2011) define blended learning as a hybrid of traditional face-to-face and online learning instruction occurring both in classrooms and online and where the online component becomes a natural extension of traditional learning.

E-learning Environment

The transition to an e-learning environment, Liebowitz and Frank (2011) state that many significant challenges need to be faced such as:

1) Create and nurture acknowledge-sharing culture.

2) Support learners in adapting to change.

3) Design training and development to achieve the mission and advance competence.


4) Design education to prepare students to achieve success.

5) Develop learners to ask appropriate questions.

6) Provide needed relevant information just enough, just in time.

Because of these challenges of e-learning, learners are required to be more disciplined, self-motivated, and self-regulated than in a traditional classroom environment. Clark and Mayer (2008) add that e-learning will also increasingly make use of the unique technological features that can support simulations and good opportunities to learn. This technique will encourage learners to build mental models and problem solving skills relies on both cognitive and metacognitive skills. The advantage of this skill is to make learners more aware and to control their own learning process and increase their retention capacity (Liebowitz and Frank, 2011). Instructional design is considered as a ground theory for EL. It combines between the entire set of events and materials that affect learners for the purpose of accomplishing "a particular learning goal". This process must be carefully and systematically planned. Also, according to behavior learning objectives, if there is no teacher to instruct a person at the time, the ability to provide feedback can be constrained by available technology. Since EL requires highly motivated learners, it needs to increase the emphasis on a teaching presence in self-paced and highly interactive formats such as facilitated discussion or interactive environment such as wikis and blogs (Beldarrain, 2006).

Review of Related Literature

Teaching of Blended Learning and e-Learning

Al-Saleem et al. (2010) exposed the student's blended learning to unlimited interaction with a language user, using sense of hearing, seeing and interacting. Also, the experimental groups were more interested in learning oral skills and that had a positive improvement in their achievements. In a study of the importance of embedding e-learning in traditional universities, MacKeogh and Fox (2009) examine the possibility of linking e-learning with the achievement of strategic goals of traditional Irish universities (teaching is on-campus and face-to-face). This study examined the drives and barriers that increase or decrease motivation to engage in e-learning, and thus provided some insights into the challenges of embedding e-learning in higher education. The results of the study show that many academic staff continue to prefer traditional lectures, and are skeptical about the potential for student learning in online settings. Other obstacles related to extrinsic factors in terms of lack of time and support served to decrease motivation. There were also fears of loss of academic control to central administration. The study concluded with the importance of raising awareness and the establishment of effective support structures for embedding e-learning.

Ellis et al. (2007) conducted study on the characteristics that shape a model to manage e-learning in a large predominantly campus-based university. The study illustrated key aspects of the management model providing insights into developing meaningful e-learning resources for students. The findings of the study revealed several challenges for quality improvement at the level of both course and university that (mainly due to the fact that e-learning complements the face-to-face learning experience) require a relational and embedded approach.

Bhattacharya and Sharma (2007) showed India's' extensive efforts to invest in information and communication technology (ICT) to enhance quality human resources in higher education in their developing nation. The study showed the challenges of traditional face-to-face education vis-à-vis e-learning in India. The challenges were listed and suggestions for management of e-learning processes by institutes which intend to venture into e-learning were enumerated. Also the study advocates the urgency for traditional institutions to invest in ICT. This will provide e-instruction for the delivery of knowledge by riding the information super highway. With regard to successful blended learning, Mitchell and Honore


(2007) highlight the factors that need to be considered when a blended learning solution is used in a group environment. The study showed that the importance of human behavioral factors regarding content and tool selection is very important. The role of group dynamics in achieving the learning outcomes also needs to be considered. Besides the learning experience, other learning methods experienced on the course are influenced partly by students' expectations and preferences.

Challenges of Blended Learning

Higher education institutions face many challenges in teaching as they increasingly move to blended and fully online environments. Banerjee (2011) indicates that student satisfaction with blended learning depends largely on the challenges presented by the subject matter, the degree to which self directed learning and problem solving are required and the effectiveness of the chosen pedagogies by which face-to-face and online methods are combined. Also blended environments, which provide sustained connections with teachers and peers are preferred by increasing the number of students. Shivetts (2011) mentions that student motivation is a major factor for e-learning and blended learning success. This success is heavily related to course layout and accessibility. The effectiveness of using blended learning is very helpful in assessing students teaching and learning process. Seung-Won and Lim (2007) present a conceptual framework for Strategic Blended-Learning and Performance Solution (SBLPS). This model was designed to improve learning performance solutions derived from the goals and needs of their organization.

eeb (2007) shows that involving students in web-blended learning activities support significant improvement in their academic performance, and advancement in their collective and intuitive knowledge at both social and technical levels. Government initiatives range from countries with legislative and policy support, expansive technology support, and large-scale opportunities, to countries where all decisions about the integration of technology or the use of online learning is solely at the discretion of the local government or school. Similarly, financial support for a full integration of technology in the form of online or blended learning varies greatly, not only from country to country, but also between regions within those countries. Even within countries where there are major national initiatives, and where there is much anticipation and hope for the expansion of online and blended learning, there is still much work to be done toward an actual comprehensive implementation plan of any scale. An examination of the data showing the numbers of students taking courses online and the geographic areas in which they reside indicates that the major factor at this time is a socioeconomic one. At one end, there are those countries that do not permit the use of online classes for general education purposes, restricting the use of online education to students with special needs, students who are traveling, and students with other similar extenuating circumstances. In those countries where online education is accepted and indeed encouraged, access to this resource may not always meet the demands from the students. In some cases, it is left to the parents who can afford to purchase access to virtual education for online tutoring services, advanced courses, or other enrichment opportunities to provide those online classes and experiences for their children. In areas around the world where there is a willingness to provide online or blended learning opportunities, the lack of funds from either the national, federal, or local government has restricted the actual use of these technologies by students and teachers. This creates awareness for those in the educational community and those corporations supporting educators to be increasingly cognizant of finding cost-effective ways to expand opportunities for all students to access online and blended learning. The area of instructor professional development and training for teaching online and blended learning is a global concern. While there is much focus on infrastructure, technology tools and resources, additional emphasis on practices to ensure that teachers are prepared to teach in this new environment would have merit. Though there are some countries with plans in place to identify teaching standards for online learning, there are no countries that have

D


established or implemented a comprehensive or systemic “retraining” of the entire educational profession. In areas where localized instructional professional development has taken place, it has generally focused on training teachers and support staff on how to use particular tools or technologies which are vendor-specific, and not on the pedagogy necessary to deliver instruction in a new way. This will no doubt continue to be a challenge until there is a comprehensive legislative examination of the issue and allocation of the necessary funding to implement instructor professional development. One pattern of strength in many responding countries was the recent creation of repositories for digital content, curriculum, assessment and resources. Additional strides to establish national standards for quality online courses and quality online teaching would be a possible next step. Standards may provide a more consistent experience, and may influence student achievement, retention and satisfaction in online courses. The existence of the digital divide, which identifies those countries where students have little or no access to technology devices or the Internet outside of the school setting; however, there are some reports indicating the frustration of the digital native who has personal access to mobile smart technologies and who is ultimately more ready than the schools or educators to learn in an online or blended environment. It will drive the vision for the future of online and blended education. As in many other industries, the public demand for a product may actually serve as a catalyst for systemic change. If today's K-12 students begin to challenge the system as it exists, and demand more online classes and ease of access to online resources, they will prove to be an effectively disruptive force, creating a change from the inside at a rapid pace. It is anticipated that the recent international surge in online and blended learning will continue to grow at an exponential rate. The Digital Learning Now initiatives, which are driving statewide legislation across the United States, have been identifying these standards for high-quality online implementation. It is hoped that educators, legislators, policymakers, technology experts, corporations, and philanthropic organizations will utilize this report to review their own place in the world of online education and will focus their efforts on building and improving the quality of online and blended learning experiences for students around the world.

Frequency of online learning

Blended learning is occurring with much greater frequency than online learning. Online and blended learning opportunities were available to at least some students. As noted in the “Issues” section of this report, there is wide interpretation globally of what online learning means, and many countries use the terminology to include any learning that involves technology. If blended learning is interpreted as learning that occurs when technology is used to support in-class activities for students who are in a physical classroom, and online learning is interpreted to mean learning done exclusively online with no physical classroom presence, then online learning is only being marginally used internationally. It is important to develop effective partnerships among teachers, students, and parents. Key recommendations towards achieving this goal in class room situation

Independent learning

Although blended learning encouraged students to learn independently, their low readiness to learn in a blended environment was a significant challenge that was found in this case study and also confirmed by other relevant research (e.g. Bolstad & Lin, 2009; Parkes et al., 2011). The teacher's role, or the role of an onsite facilitator, is very important in effectively supporting students to overcome such challenges (Parkes et al., 2011; Pratt & Trewern, 2011; Stevens, 2011). Teachers/onsite facilitators may need to provide more direct support at the beginning and then gradually increase learner control (depending on students' skills and confidence) therefore allowing students to gradually become more familiar with independent learning.

Independent learning goals and objectives

Student challenges in learning independently, their increased need for more guidance and their difficulties


in understanding the usefulness of some implemented practices, were not unexpected in this study. Students often face difficulties in using ICT educationally, as reported by the literature (e.g Wright, 2010; Parkes et al., 2011). The need for student input has been a key recommendation of studies researching student engagement with ICT at school (e.g. Spires, Lee & Turner, 2008). Therefore, ensuring that students have a clear understanding of the learning goals, while at the same time encouraging them to take part in the process of goal setting, is recommended to inform teachers' practices and pedagogy and to enable them to provide students with adequate support.

Parent–Teacher Communication

Parents' attitudes affected teachers' decisions about blended teaching and learning, as found in this study and also confirmed by the literature (e.g. Wellington, 2005; Luckin et al., 2009), indicating the need for parent–teacher communication. This can be achieved by sharing student learning through online tools that also provide parents with opportunities for input, in order to increase their involvement in student learning (Grant, 2009). This will enhance parents' understanding of the usefulness of the implemented practices, enabling them to provide adequate support to teachers and students. At the same time teachers will be more aware of the implications that blended learning involves for parents to inform the planning of their implemented approaches.

Advantages of Blended learning

The blended approaches had a direct effect on students' learning experiences, because they benefited from a range of advantages such as opportunities for independent learning, increased engagement and motivation, flexibility and student choice. In addition to being affected by blended approaches, students also had an effect on the uptake and effectiveness of blended teaching and learning. Fullan and Stiegelbauer (1991) argue that students are members of the school as an organization and are therefore important stakeholders in the change process. Students' attitudes and expectations to use blended learning in their classes contributed to the development of blended teaching and learning at the school. The students' role was also important in encouraging parental involvement in their learning. Some students' actions in teaching their parents new ICT skills led to involving the parents more in their learning. However, there was not enough evidence to further indicate students' effect on parental involvement. Student readiness to learn in a blended environment also had a direct effect on the implementation of blended approaches, as discussed earlier. Such difficulties mainly related to the students' low confidence in learning independently during their self-study, either at school or from home. For example, one of the students commented:

This is not only illustrates the importance of the effect of individual students on how blended teaching and learning is implemented, but also indicates the direct implications for teachers and parents who need to provide students with adequate support, as discussed in the following section. The teacher, the keystone species in the education ecosystem (Zhao & Frank, 2003; Davis, 2008), has one of the most important roles in change with blended approaches because “educational change depends on what teachers do and think” (Fullan & Stiegelbauer, 1991, p. 117).

The teachers enriched their teaching with a variety of resources, depending on their confidence to experiment with blended approaches. Teachers' use of online tools varied from incorporating simple Web 2.0 tools in their face-to-face classes, to implementing digital portfolios, online learning environments, and VC tools. Some teacher participants and students shared their concerns about other teachers' involvement with blended approaches, as the adoption of blended teaching and learning was not yet widespread. Blended teaching changed the role of teachers, who were encouraged to move away from their traditional role towards facilitating student-centred learning. As the school principal explained, the degree of change


depended on teachers' attitudes and their curriculum area, confirming that teachers are not only affected, but also have an effect on change with blended approaches. Teachers needed to be adequately prepared to effectively support students who were learning in a blended environment. However, teacher participants explained that capacity building, including learning how to effectively implement blended approaches and supporting students, was one of their biggest challenges. For example, teacher participants commented that they were willing to walk the extra mile, but some also shared their concerns about the need for effective professional development in conjunction with increased time demands and busy workloads. Of course, this further affects the decisions of school leaders and other educational stakeholders who have to address teachers' increased need for professional development, as discussed later. Teachers were encouraged to engage in self-directed professional development, often led by themselves in communities of practice. They formed formal or informal interest groups and worked together to develop their knowledge and skills, sharing their experiences and suggestions. The attitudes and willingness of the teaching staff to engage in this form of professional development affected their and other teachers' capacity building. For example, Teacher shared the enthusiasm and knowledge he was developing through the regional BLP with other staff at the school and with colleagues from other schools involved in the regional BLP. The school principal explained that the things that is picking up and learning and developing with the blended learning, sort of come through with his enthusiasm and his support for people implementing LMSs like Moodle, Of course, the role of school leadership in encouraging a supportive culture is essential, as discussed in the following section.

The Present scenario in India

There are major challenges to education in India. Illiteracy rates average around 32 percent, and students spend only 4.4 years in public schools, resulting in only 50 percent of students attending school after their primary years. Education facilities are rated as “poor,” and teacher absences appear high, with nearly 25 percent of teachers absent on any given day. Students cannot learn in teacher-centric schools when teachers are not present, which may be causing the move of enrollment away from the government operated schools that serve 70 percent of the nation's children. At the rural level across the country, private school enrollment increased from 16.3 percent in 2005 to approximately 22.6 percent in 2008—an increase of about 40 percent. It is safe to assume that there is an even more significant private school enrollment over government schools in urban India. The online market appears to be small, as online education courses are predominantly supplemental in nature and are not offered under the prescribed academic curricula in the country. Yet, there is an increasing demand for supplementary classes, as evidenced by the fact that 31 percent of the eighth grade students in government schools and 22 percent in private schools, who paid for additional tuition. Because a student may take more time grasping the concepts of one subject over others and may require additional lessons, it is believed that this supplemental education increases the learning outcomes of students. Because the government has no formal online programs, standards for quality, or acceptance of course credit, there are no regulations, standards, or certifications for online education. Therefore, the private sector is developing its own standards and practices. The school curriculum acts as a framework for the content, and the quality of the content is determined primarily on the basis of the client requirements. In online courses, students can move at their pace through the content. However, interaction between the students and between the student and the teacher is limited to the time the course is being conducted online. As an example, one company provides the feature where students can interact with one another as long as they are in a virtual classroom. A second company's courses are conducted in a classroom in the presence of a teacher and other students, so there is greater student-teacher interaction, but students are not able to move at their own pace. Professional development for online teachers is also provided by the private companies.


Conclusions and recommendations

The complexity of educational change with blended teaching and learning that involves many contributing factors, in and beyond the school. The role of the teacher as the keystone species in the educational ecosystem is acknowledged (Zhao & Frank, 2003; Davis, 2008), but the study also identifies the roles of other stakeholders such as school leaders, students, parents/community and individuals involved in professional, bureaucratic, commercial/OER and political organizations. The findings correspond with existing research literature and give rise to several recommendations that can inform professional and organizational development. Three main categories are used to group these recommendations, addressing individuals in the classroom, the school, and the wider ecosystem in which schools are embedded. However, given the methodological limitations of this case study, researching only one school and individuals from within the specific context, the following recommendations need to be taken cautiously.

Educational Implications of Blended e-learning

The effectiveness on e-learning motivations, achievements and collaboration and communication skills. The results also demonstrate that using blended learning will help students to be more self-regulated and self-directed by reducing the number of days and hours spent in traditional face-to-face learning environments. Blended learning will help students at university level to be more reflective learners as they engage in a heavily customized, personalized learning environment. Since this type of learning is supported by constructivist theory that focuses on learning contexts, it will give more opportunity for student at the university level to interact with course materials, with instructors, and with other students. This will help students to experience and build knowledge. To assure high quality in teaching, the study reveals the need for professional development of faculty members, so that they become more familiar with the blended learning approach and are enabled to move smoothly towards a web-base-learning environment.

Conclusion

The challenge now is to explore systematically the strategies and techniques where we can fuse face-to-face and online learning that will create purposeful communities of inquiry in the support of deep and meaningful approaches to teaching and learning. We need to explore the strengths and weaknesses of face-to-face and online experiences as we consider each of these principles. This will be done in subsequent chapters, which will focus on the design, facilitation, direction, and assessment of blended learning experiences. Government initiatives range from countries with legislative and policy support, expansive technology support, and large-scale opportunities, to countries where all decisions about the integration of technology or the use of online learning is solely at the discretion of the local government or school. Similarly, financial support for a full integration of technology in the form of online or blended learning varies greatly, not only from country to country, but also between regions within those countries.

References

Al-Saleem, B. I., Samadi, O. M., & Tawalbeh, M. A. (2010). The effect of using blended learning on EFL Jordanian tenth grades student's oral skills (pp. 99-128). Proceedings of Education in the Era of Alternatives Conference. Yarmook University, Jordan, 20-22 April.

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A STUDY ON THE ANXIETY OF HIGHER SECONDARY STUDENTS IN RELATION TO CERTAIN SOCIOLOGICAL VARIABLES

Dr. A.C. Lal Kumar

Assistant Professor for M.Ed., G.E.T. College of Education, Vidyasankara Puram, Paradarami, Gudiyattam, Vellore, Tamilnadu, India

Abstract

Education is to bring an all-round development in students, for this study habits are very important. The study was aimed at establishing the anxiety among higher secondary students. Higher secondary students who take two years of course constitute the population of the present investigation. Out of this population, a sample of 300 students was taken for the study from Vellore District. The tool used for the present study is Anxiety Scale constructed and standardized by Prof. D.N. Srivastava & Dr. Govind Tiwari, Psychology Department, Agra College, Pune. The investigator has used following statistical techniques: Arithmetic Mean, Standard Deviation't' test and 'F' test. The descriptive survey method was employed for the present study. A random sampling technique was used for selection of sample. In course of this analysis it was found that there was no significant difference in anxiety among higher secondary students in respect of their gender, type of management, parental qualification, and nature of the family and birth order. The finding of the study of higher secondary students shows that there is a significant relationship in the anxiety with reference to locality of the school.

Introduction

The term anxiety has been derived from a Latin world 'angere' that means 'to strangle'. Anxiety has become conspicuous in present times largely because it is an era of changing and rather individualistic values, alienation, competition and achievement.

Anxiety plays a very dominant role in human life. There is always a desire of a student to be on the top in the class, which puts a lot of pressure on the student to cause tension and Anxiety. Anxiety is a way, which can be said the most intimate experience to a man. The word Anxiety has been taken from the Latin word 'Anxietus', which means experience of varying blends of uncertainty, agitation and threat. Anxiety is not a disease but a symptom. Most people have anxiety at some time or the other in their life. Usually, it is a normal reaction to a stressful situation and is therefore short-lived. Anxiety can adversely affect one's work if it occurs often. It is important to remember that anxiety can exist alone or in combination with other symptoms of several emotional disorders. It is the most common feature of majority of psychiatric illnesses. Anxiety is body's way of telling that there is something in the environment in need of one's attention. Generally, anxiety can be either a trait anxiety or a state anxiety. A trait anxiety is a stable characteristic or the trait of person. A state anxiety is one which is aroused by some temporary condition of the environment such as examinations, accident, punishment, etc. bSome symptoms of anxiety are self-belittling, feeling of apprehension, and even bodily responses such as a faster heartbeat (Mitchell and Myles, 2004). Anxiety is one of the most common psychological disorders in school-aged children and adolescents worldwide (Costello, Mustillo, Erkanli, Keeler & Angold, 2003).


1. To find out the level of anxiety among higher secondary students.

2. To find out whether there is significant difference between higher secondary students with respect to anxiety based on gender, locality of the school, type of management, parental qualification, and nature of the family and birth order.


1. The level of achievement motivation among higher secondary students is average.

2. There is no significant difference among higher secondary students with respect to anxiety based on gender.

3. There is no significant difference among higher secondary students with respect to anxiety based on locality of the school.

4. There is no significant difference among higher secondary students with respect to anxiety based on type of management.

5. There is no significant difference among higher secondary students with respect to anxiety based on parental qualification.

6. There is no significant difference among higher secondary students with respect to anxiety based on nature of the family.

7. There is no significant difference among higher secondary students with respect to anxiety based on birth order.

Methodology

Method

Researcher employed the survey method for this present study.


Stratified random sampling method is used for collecting the data. A total of 300 higher secondary Students were taken for the study, out of which 90 students from government higher secondary students, 110 students from private higher secondary students and 100 students from aided higher secondary students from Vellore District.

Tools

Anxiety Scale constructed and standardized by Prof. D.N. Srivastava & Dr. Govind Tiwari, Psychology Department, Agra College, Pune. The tool contains 100, Yes or No questions. The scoring of the each item is checked 'YES' is awarded score of one. The score of every individual would be the total number of items checked positively.


Hypothesis 1: The level of anxiety among higher secondary school students is average.

Table - 1 Level of anxiety among higher secondary school students

Level of

Anxiety

Frequency Percentage

Low

78

26.0

Average

142

48.0

High

80

26.0

Total 300 100

From the above Table-1, it is observed that more number of higher secondary students (48 percent) has average level of anxiety. Hence, the hypothesis stating that the level of anxiety of higher secondary school students is average in nature is accepted.


Hypothesis 2: There is no significant difference among higher secondary students with respect to anxiety based on gender.

Table – 2 Level of anxiety among higher secondary school students on Gender basis

Sub Samples N Mean SD ‘t’ Value Level of

Significance at 0.05

Male 147 66.63 10.45 1.61 NS

Female 153 64.71 10.11

From the above Table-2, it is observed that the calculated't' value (1.61) is lesser than the table value (1.96).Hence, the hypothesis stating there is no significant difference among higher secondary students with respect to anxiety based on gender is accepted.

Hypothesis 3: There is no significant difference among higher secondary students with respect to anxiety based on locality of the school.

Table - 3 Level of anxiety among higher secondary school students with respect to anxiety based on locality of the school

Sub Samples N Mean SD ‘t’ Value

Level of

Significance

at 0.05

Rural

150

65.25

9.88 6.71

S

Urban

150

66.05

10.73

From the above Table-3, it is observed that the calculated't' value (6.71) is greater than the table value (1.96).Hence, the hypothesis stating there is no significant difference among higher secondary students with respect to anxiety based on locality of the school is rejected.

Hypothesis 4: There is no significant difference among higher secondary students with respect to anxiety based on type of management.

Table - 4 Level of anxiety among higher secondary school students with respect to anxiety based on type of management

Group Sum of Squares df Mean Squares ‘F’ Value

Level of

Significance at

0.05

Between Groups 458.090 2 229.045

2.17 NS Within Groups 31319.856 297 105.454

Total 31777.947 299

From the above Table-4, it is observed that the calculated 'F' value (2.17) is leaser than the table value (3.03).Hence, the hypothesis stating there is no significant difference among higher secondary students with respect to anxiety based on type of management is accepted.


Hypothesis 5: There is no significant difference among higher secondary students with respect to anxiety based on parental qualification.

Table - 5 Level of anxiety among higher secondary school students with respect to anxiety based on parental qualification

Sub Samples

N

Mean SD

‘t’

Value

Level of

Significance at

0.05

Educated

161

64.86

10.38

1.43

NSUneducated 139 66.56 10.17

From the above Table-5, it is observed that the calculated't' value (1.43) is lesser than the table value (1.96).Hence, the hypothesis stating there is no significant difference among higher secondary students with respect to anxiety based on parental qualification is accepted.

Hypothesis 6: There is no significant difference among higher secondary students with respect to anxiety based on nature of the family.

Table - 6 Level of anxiety among higher secondary school students with respect to anxiety based on nature of the family

Sub Samples N Mean SD ‘t’ Value

Level of

Significance at

0.05

Nuclear

171

64.82

9.86 1.60

NS

Joint 129 66.75 10.80

From the above Table-6, it is observed that the calculated't' value (1.60) is lesser than the table value (1.96).Hence, the hypothesis stating there is no significant difference among higher secondary students with respect to anxiety based on nature of the family is accepted.

Hypothesis 7: There is no significant difference among higher secondary students with respect to anxiety based on birth order.

Table-7 Level of anxiety among higher secondary school students with respect to anxiety based on birth order

Group Sum of Squares df Mean

Squares

‘F’ Value

Level of

Significance

at 0.05

Between

Groups

432.560

2

216.280

2.04

NS

Within Groups

31345.386

297

105.540

Total 31777.947 299


From the above Table-7, it is observed that the calculated 'F' value (2.04) is lesser than the table value (3.03).Hence, the hypothesis stating there is no significant difference among higher secondary students with respect to anxiety based on birth order is accepted.

Major Findings

1. It is found that the level of anxiety among higher secondary students is average in nature.

2. It is found that there is no significant difference among higher secondary students with respect to anxiety based on gender.

3. It is found that there is a significant difference among higher secondary students with respect to anxiety based on locality of the school.

4. It is found that there is no significant difference among higher secondary students with respect to anxiety based on type of management.

5. It is found that there is no significant difference among higher secondary students with respect to anxiety based on parental qualification.

6. It is found that there is no significant difference among higher secondary students with respect to anxiety based on nature of the family.

7. It is found that there is no significant difference among higher secondary students with respect to anxiety based on birth order.

Conclusion and Educational Implications

Anxiety is one psychological factor which plays crucial role in the final outcome of all the students. It is being explored incessantly. Immediate remedial measures are needed to be taken to control, manage and regulate their anxiety level and bring down the same to desirable level by adopting suitable psycho-regulatory techniques. Teachers at the time of examination need to monitor and adopt serious measures of anxiety regulation of their students. Among locality of the school groups have significantly level of anxiety and this deserves immediate attention of teachers and counselors who constantly interact with them. The results may form a subject matter of the refresher course, seminar and workshops organized for teachers, parents, principals, counselors and social workers.

References

Costello E. J., Mustillo S., Erkanli A., Keeler G. & Angold A. (2003). Prevalence and Development of Psychiatric Disorders in Childhood and Adolescence. Arch Gen Psychiatry, 60, 837-844.

Garrett, Henry & Wood Worth, R.S. (2008). Statistics in Psychology and Education, Surjeet Publications Ltd, New Delhi.

Guilford, J.P. and B. Fruchter (1978). Fundamental Statistics in Psychology and Education, New York; McGraw Hill.

Mitchell, R., & Myles, F. (2004). Second Language Learning Theories (3rd Ed.). Oxford: Oxford University Press.


OPINION OF TEACHERS TOWARDS INTRODUCING THE MORAL EDUCATION CLASS AT HIGHER SECONDARY SCHOOL IN CHENGALPATTU TALUK

1 2M. Brindhamani and T. Manichander1Vice Principal, Vidhya Sagar College of Education for Women, Chengalpattu, Tamilnadu, India2Research Scholar, Faculty of Education, IASE, Osmania University, Hyderabad, Andhra Pradesh, India

Abstract

Morality in its most basic sense is a universal human truth and not a religious belief. Every culture known to man has always agreed upon fundamental moral principles. For example, there is no known culture which has condoned harming others. Most educators are trained to teach facts and skills, not engage students in discussions of right and wrong, fairness and justice, values and moral responsibility. Man is the centre from where forces radiate inward and outward. These give him an outward life and an inward existence. Schools must stress on reasoning faculty of man. He must be taught to acquire self knowledge about what is his true place in the universe and his true relation with God. Hence this paper "Opinion of Teachers towards Introducing the Moral Education Class at Higher Secondary School in Chengalpattu Taluk" deals with the ideal goal of investigating the opinion of teachers in introducing the same in higher secondary level.

Introduction

Moral Education refers to helping children acquire those virtues or moral habits that will help them individually live good lives and at the same time become productive, contributing members of their communities. In this view, moral education should contribute not only to the students as individuals, but also to the social cohesion of a community. The word moral comes from a Latin root (mos, moris) and means the code or customs of a people, the social glue that defines how individuals should live together. Interpretations of the process of Moral Education are quite differentiated and subject to change, according to the modality of the study of moral phenomenon (and its components), and the consistency of the cognitive results of this study. On the other hand, moral education cannot ignore lack of moral education among youth and grown-ups, as a result of not mastering or of incorrect use of moral language. We define the concept of Moral Education by taking into account two components of moral life: the objective component (social-axiological), and the subjective component (psychological), that is, human behavior and the development of its features. According to these components, we can formulate extremely various objectives of this education and can analyze their connections with one or another form of education (intellectual, civil, political, professional, ecological, religious, etc.). Thus, we can move beyond simple opinions that emphasize one or another component of moral life.

Need of Moral Education

We often hear people around us grumble that the world is in-every pad-shape. There is much of corruption, exploitation, merciless killings, terrorism, a lot of casteism and communalism, pollution, global unrest, mutual hatred and a total crisis of character. Man, machine and money are the modern day trinity. Morality is a casualty. Inflicting untold miseries and sufferings on oaf fellow beings is the rule of the day. All this needs to be reformed. But who is to bell the cat? It is we, the children, who have to complete the task. Today the dire need of the hour is imparting of moral and spiritual education in schools, for the simple cause of making the young ones strong, brave, courageous and valiant enough to fight the unending list of evils. A child should be taught about the various golden moral values and virtues. Moral and spiritual values should be infused in a child. He should be taught to differentiate between right and wrong and which value to put into practice at what point of time. All these gems of beautiful values will adorn the bright and glittering personality of a child. The child will be all set and prepared to face the right and wrong of the world and to eradicate all evils right from the roots. Such bold personalities will help in establishing a peaceful and prosperous world.

Scope of the Study

The main Scope is to find out the level of Opinion of Teachers towards introducing the Moral Education class at Higher Secondary School. The investigator hopes that the finding of this study will provide, certain concrete suggestions to start Moral Education programme in each and every Higher Secondary School for the Higher Secondary Students. It is also concerned with the improvement of student's ability, self – confidence, overall personality by conducting the Moral Education Programmes in their school. It includes figuring out the personal problems of the students.


The present study is framed with selected objectives and they presented as follows are:

1. To measure the level of Opinion towards Introducing the Moral Education class at Higher Secondary School among the teachers.

2. To measure the level of Opinion towards Introducing the Moral Education class on Higher Secondary School with respect to the demographic variables such as Gender, Educational Qualification, Marital Status, work Experience, Type of School and Annual Income.

3. To find out the significant difference on the mean values of Opinion towards Introducing the Moral Education class on Higher Secondary Schools between the Male and Female teachers.

4. To find out the significant difference on the mean values of Opinion towards Introducing the Moral Education class on Higher Secondary Schools among the Undergraduate and Post Graduate teachers.

5. To find out the significant difference on the mean values of Opinion towards Introducing the Moral Education class in Higher Secondary School between the Married and Unmarried teachers.

6. To find out the significant difference on the mean values of Opinion towards Introducing the Moral Educational class in Higher Secondary Schools among the teachers whose Work Experience is below 5 years, between 5 to 10 years and above 10 years?

7. To find out the significant difference on the mean values of Opinion towards Introducing the Moral Education class in Higher Secondary Schools among the Private, Aided and Government school teachers.

8. To find out the significant difference on the mean values of Opinion towards Introducing the Moral Education class in Higher Secondary Schools among the teachers whose Annual Income ranging between 0 to 50 thousands, 50 to 1 Lakh and above 1 Lakh rupees.


1. The level of Opinion towards Introducing the Moral Education class in Higher Secondary Schools among the school teachers is average.

2. There is no significant difference on the mean values of Opinion towards Introducing the Moral Education class in Higher Secondary Schools between the Male and Female teachers.

3. There is no significant difference on the mean values of Opinion towards Introducing the Moral Education class in Higher Secondary Schools among the Undergraduate and Post Graduate teachers.

4. There is no significant difference on the mean values of Opinion towards Introducing the Moral Education class in Higher Secondary Schools between Married and Unmarried teachers.

5. There is no significant difference on the mean values of Opinion towards Introducing the Moral Education class in Higher Secondary Schools on the basis of school teachers whose Work Experience is below 5 years, between 5 to 10 Years and above 10 Years.

6. There is no significant difference on the mean values of Opinion towards Introducing the Moral


Education class in Higher Secondary Schools among the Government, Aided and Private school teachers.

7. There is no significant difference on the mean values of Opinion towards Introducing the Moral Education class in Higher Secondary Schools on the basis of School teachers whose Annual Income ranging between 0 to 50 Thousands, 50,000 to 1 Lakh and above 1 Lakh rupees.

Design of the Study

Method

The present study is a Normative Survey study which tries to study the “Opinion of Teachers towards Introducing the Moral Education class at Higher Secondary Schools in Chengalpattu Taluk”.


The sample for the present study consisted of 100 teachers working in 5 schools in Chengalpattu Taluk. The below said sample had been selected through the simple random sampling techniques.

Table-1 Distribution of the sample

S.No. NAME OF THE SCHOOL TOTAL

1

Arignar Anna Government higher Secondary School,

12

2

Government boys Higher Secondary School,

13

3

Ramakrisha Mission

Higher Secondary School

25

4

Little Jackie Higher Secondry School,

26

5 St.Columbas Higher Secondary School 24

Total 100

Table-2 Classification of samples based on variables

S.No Variables Numbers

1

Total

100

2

Gender

1.Male

48

2.Female

52

3 Educational Qualification 1.Under Graduate 312.Post Graduate

69

4

Marital Status

1.Married

84

2.Unmarried

16

5

Work Experience

1.Below 5 Years

31

2. 5-10 Years

27

3.Above 10 Years

42

6

Type of School

1.Government School

25

2.Government aided School

51

3.Private School

24

7 Annual Income 1.0-50 Thousands 20

2.50-1 Lakh 5

3.Above 1 Lakh 75


S.No. Variables N Mean SD

1 Total 100 85.57 4.77

2

Gender

Male 48

85.38 4.65

Female 52

85.75 4.92

3

Educational Qualification

UG

30 84.77 4.64PG

70

85.91 4.82

4

Working Experience

Below 5 years

31

84.13 4.38

5 -

10 years

27

86.44 5.32

Above 10 years

42

86.07 4.55

5

Marital ststus

Married

84

85.73 4.73

Unmarried

16

84.75 5.06

6

Type of the School

Government

25

86.80 4.15

Aided

51

85.67 4.96

Private

24

84.08 4.76

7

Annual Income

Below 50,000

20

82.90 4.03

50,000 - 1,00,000 5 88.20 5.21

Above 1,00,000 75 86.11 4.71

Tools

The investigators developed the tool, “Opinion of teachers towards introducing the Moral Education class at higher secondary school in Chengalpattu Taluk”. The four point scale consists of 35 items out of which 21 items are rated positively while 14 items are negatively.


Hypothesis-1: Mean and Standard deviation scores of the level of Opinion of Teachers towards Introducing the Moral Education class at Higher Secondary Schools in Chengalpattu Taluk.

Table-3 Opinion of Teachers towards Introducing the Moral Education class at Higher Secondary Schools in Chengalpattu Taluk

From the Table-3 it is that the obtained Maximum and Minimum Mean and SD values of the Opinion towards Introducing the Moral Education Class Scores are 88.20 and 82.90 and 5.32 and 4.03. It is also reveal that Mean and SD of the Opinion towards Introducing the Moral Education Class Score of the total sample were 85.57 and 4.77. It shows that the level of Opinion of teachers towards Introducing the Moral Education Class at Higher Secondary Schools in Chengalpattu Taluk is high.

Hypothesis-2: There is no significant difference in Mean scores on the level of Opinion of teachers towards Introducing the Moral Education Class at Higher Secondary Schools with respect to their Gender.


S. No. Marital Status N Mean Std. Deviation ‘t’ value

1.

Married

84

85.73

4.73 0.71**

2.

Unmarried 16

84.75

5.06

S. No. Educational Qualification N Mean Std. Deviation ‘t’ value

1. UG 30 84.77 4.64 1.11**

2. PG 70 85.91 4.82

Table–4 Opinion of teachers towards Introducing the Moral Education Class at Higher Secondary Schools with respect to their Gender

** - Not Significant at 0.05 level

It is seen from the Table-4, that the 't' value, 0.39 is not significant at 0.05 level. The result highlights that there is no significant difference in the level of Opinion towards Introducing the Moral Education Class among Male and Female School Teachers with respect to their Gender. Male and Female School Teachers are having similar level of Opinion towards Introducing the Moral Education Class. Hence the framed null hypothesis is found to be accepted.

Hypothesis–3: There is no significant difference in Mean scores on the level of Opinion of teachers towards Introducing the Moral Education Class at Higher Secondary School with respect to their Educational Qualification.

Table-5 Opinion of teachers towards Introducing the Moral Education Class at Higher Secondary School

with respect to their Educational Qualification


It is obviously seen from the Table-5, that the't' value, 1.11 is not significant at 0.05 level. It implies from the result that there is no significant difference in the level of Opinion towards Introducing the Moral Education Class among UG and PG Teachers with respect to their Educational Qualification. UG and PG Teachers were found to be similar level of Opinion towards Introducing the Moral Education Class. Hence the framed null hypothesis is found to be accepted

Hypothesis-4: There is no significant difference in Mean scores on the level of Opinion of teachers towards Introducing the Moral Education Class at Higher Secondary Schools with respect to their Marital Status.

Table–6 Opinion of teachers towards Introducing the Moral Education Class at Higher Secondary Schools

with respect to their Marital Status

S. No. Gender N Mean S.D. ‘t’ value

1. Male 48 85.38 4.65 0.39**

2.

Female

52

85.75

4.92



Table-6 shows that the't' value, 1.11 is not significant at 0.05 level. It implies from the result that there is no significant difference in the level of Opinion towards Introducing the Moral Education Class among Married and unmarried Teachers with respect to their Marital Status. Married and Unmarried Teachers are having similar level of Opinion towards Introducing the Moral Education Class. Hence the framed null hypothesis is found to be accepted.

Hypothesis–5: There is no significant difference in Mean scores on the level of Opinion of teachers towards Introducing the Moral Education Class at Higher Secondary Schools with respect to their Working experience.

Table–7 Opinion of teachers towards Introducing the Moral Education Class at Higher Secondary Schools with respect to their Working experience

Working experience Sum of Squares df

Mean

Square F

Between Groups 95.57 2 47.78 2.14**

Within Groups 2164.93 97 22.31

Total 2260.51 99


From the above Table-7 it is seen that the F value, 2.14 is not significant at 0.05 level. The result reveals that there is no significant difference in the level of Opinion of teachers towards Introducing the Moral Education Class at Higher Secondary Schools with respect to their Working experience. Hence the framed null hypothesis is found to be accepted.

Hypothesis–6: There is no significant difference in Mean scores on the level of Opinion of teachers towards Introducing the Moral Education Class at Higher Secondary Schools with respect to their Type of the School.

Table–8 Opinion of teachers towards Introducing the Moral Education Class at Higher Secondary Schools with respect to their Type of the School

F

2.04**

Mean Square

45.67

22.36

Type of the School

Between Groups

Within Groups

Total

Sum of

Squares

91.34

2169.16

2260.51

df

2

97

99


It is understood from the Table-8 that the F value, 2.04 is not significant at 0.05 level. It is implies from the result that there is no significant difference in the level of Opinion of teachers towards Introducing the Moral Education Class at Higher Secondary Schools with respect to their Nature of School. Hence the framed null hypothesis is found to be accepted.

Hypothesis-7: There is no significant difference in Mean scores on the level of Opinion of teachers towards Introducing the Moral Education Class at Higher Secondary Schools with respect to their Annual Income.


* - Significant at 0.05 level, ** - Not Significant at 0.05 level

It is understood from the above Table-9 it is seen that the 't' values, 2.11 and 3.04 are significant whereas 0.87 is not significant at 0.05 level. It implies from the result that there is a significant difference in the level of Opinion of teachers towards Introducing the Moral Education Class among Higher Secondary Schools with respect to their Annual Income.

The Rs. 50,000 - 1, 00,000 and Above Rs. 1, 00,000 Annual Income of school Teachers is having more level of Opinion towards Introducing the Moral Education Class than the Below Rs. 50,000 School Teachers and hence the framed null hypothesis is found to be rejected.

Major Findings

1. The level of Opinion of teachers towards Introducing the Moral Education Class at HigherSecondary Schools in Chengalpattu Taluk is high.

2. There is no significant difference in the level of Opinion towards Introducing the Moral Education class at Higher Secondary Schools among Male and Female Teachers with respect to their gender. Male and Female Teachers are having similar level of Opinion towards Introducing the Moral Education Class.

3. There is no significant difference in the level of Opinion towards Introducing the Moral Education class at Higher Secondary Schools among UG and PG Teachers with respect to their Educational Qualification. UG and PG Teachers are having similar level of Opinion towards Introducing the Moral Education Class.

4. There is no significant difference in the level of Opinion towards Introducing the Moral Education class at Higher Secondary Schools among Married and Unmarried Teachers with respect to their Marital Status. Married and Unmarried Teachers are having similar level of Opinion towards Introducing the Moral Education Class.

5. There is no significant difference in the level of Opinion of Teachers towards Introducing the Moral Education class at Higher Secondary Schools with respect to their Working Experience. Various levels of Working Experience Teachers are having similar level of Opinion towards Introducing the Moral Education Class.

Table-09 Opinion of teachers towards Introducing the Moral Education Class at Higher Secondary Schools with respect to their Annual Income

Annual Income N Mean SD ‘t’ value

Below 50,000

20

82.90

4.03

2.11*

50,000 -

1,00,000

5

88.20

5.21

Below 50,000

20

82.90

4.03

3.04*Above 1,00,000

75

86.11

4.71

50,000 - 1,00,000 5 88.20 5.21

0.87**Above 1,00,000 75 86.11 4.71


6. There is no significant difference in the level of Opinion of Teachers towards Introducing the Moral Education class at Higher Secondary Schools with respect to their Nature of School. Various Nature of School Teachers are having similar level of Opinion towards Introducing the Moral Education Class.

7. There is a significant difference in the level of Opinion of Teachers towards Introducing the Moral Education class at Higher Secondary Schools with respect to their Annual Income. Rs 50,000 and above Rs 1, 00,000 Annual Income of school Teachers is having more level of Opinion towards Introducing the Moral Education Class than the Below Rs 50,000 School Teachers.

Recommendations

In recent years, the educational community has given substantial attention to excellence in our schools. An emphasis on Moral Education, we believe, is essential to that end. Moral Education is not just another educational fad; it is an old and revered school mission and with good reason.

At the heart of democracy is the morally mature citizen. A school whose students are not morally mature is tempted to create an environment of repression. Schools must contribute to the development of morally mature individuals who, in turn, will help to ensure the existence of a just and caring society. It is in this sprit that we make the following recommendations.

1. We urge all those involved in Education starting right from school board members to district and school Education administrators to individual teachers to renew their commitment to promoting Moral Education in the schools. Indeed, we urge that Moral Education be made a powerful unifying and energizing force in the curriculum.

2. We recommend that educators form partnerships with parents, the mass media, the business community, the courts, and civic, racial, ethnic, and religious groups to create a social and cultural context that supports the school's efforts to develop morally mature citizens.

3. We recommend that schools define and teach a morality of justice, altruism, diligence, and respect for human dignity. These are universal moral values that coincide with traditional religious teachings but stand on their own as authentic secular values. As part of a genuine respect for pluralism, schools should also teach students about the different ultimate sources for morality, including religion.

4. We urge schools and schools systems to make sure their Moral Education efforts extend beyond the cognitive domain to include the affective and the behavioral. Moral Education must go beyond simply knowing what is good; it must also involve prizing what is good and doing what is good.

5. We recommend that Moral Education include, especially for younger children, socialization into appropriate patterns of conduct and, especially for older students, education for the critical thinking and decision making that is part of adult moral maturity. The latter may include examination of the complex issues that stir ethical debate in society at large.

6. We recommend that educators continually examine the institutional features of school life to ensure that climate and instructional practices contribute to the same moral growth.

7. We urge further research on what works in Moral Education, drawing on research findings from other fields and presenting those findings to the profession systematically and clearly.

8. We recommend that educators regularly assess the moral climate of schools and the conduct of students and communicate the results of these assessments to the pedagogical and social communities. Many schools take steps now, including notations about conduct on pupil's report cards, notes of praise or criticism to parents and recognition for individuals or groups whose conduct


is praiseworthy. We acknowledge, however, that there is still much work to be done in the articulation of moral principles and the development of methods to assess their place in the school.

9. We recommend that schools establish and convey clear expectations for teachers and administrators regarding their roles as moral educators. Furthermore, we recommend that their performance as moral educators be included as a regular important part of their evaluation.

10. We recommend that teacher educators, both pre-service and in-service, give major attention to Moral Education to ensure that teachers have the necessary knowledge, attitudes, and skills to fulfill their Moral Education responsibilities.

Conclusion

The present study has investigated the Opinion of Teachers towards introducing the Moral Education at Higher Secondary School in Chengalpattu Taluk The researcher framed objectives and hypothesis on the basis of above context. The research was carried out 100 samples randomly after collecting data they were analyzed using statistical tools such as 't' test. The result conclude that the Opinion of Teachers towards Introducing the Moral Education class at Higher Secondary School was significantly differed on the basis of their demographic variables , also the results found that the teachers need the Moral Education programme for the students at Higher Secondary Schools.

ReferencesMichael (2010). Sentimentalist Moral Education. SAGE Publications.

Chakrabarti , Mohit (2006). Value Education Changing Perspectives. New Delhi: Kanishka Publishes.

Patricia. M. (2010). Moral Judgment Development in Higher Education . Version of record first published.

Schuitema (2008). Teaching Strategies for Moral Education, Journal of Curriculum Studies.


ROLE OF INFORMATION AND COMMUNICATION TECHNOLOGY IN ODL

Dr. Amit Gautam

Assistant Professor , Faculty of Education, Dayalbagh Educational Institute, (Deemed University), Dayalbagh, Agra, India

Introduction

Technological advances have created new and exciting opportunities for both teaching and learning (Masino, 1998). Technologies such as computers, television, video conferencing and teleconferencing offers the promise of reinventing education at a distance by supporting interactive, inquiry-based learning (Masino, 1998). Information and Communications Technology (ICTs) have expanded the definition of the “classroom” to include whole communities of learners throughout the world (Masino, 1998).

In today's economic climate, educational institutions have utilized ICTs to meet the demands of an ever changing workforce by catering to a large base of learners which trying to maintain the quality of interactions of the face-to-face learning environment. Information and communication technology is a force that has changed many aspects of the way we live. If one was to compare such fields as medicine, tourism, travel business, law, banking, engineering and architecture, the impact of Information Communication Technology across the past two or three decades has been enormous. The way these fields operate today is vastly different from the ways they operated in the past. But when one looks at education, there seems to have been an uncanny lack of influence and far less change than other fields have experienced. A number of people have attempted to explore this lack of activity and influence (eg.Soloway and Prior, 1996; Collis, 2002).

As we move into the 21st century, these factors and many others are bringing strong forces to bear on the adoption of ICTs in education and contemporary trends suggest we will soon see large scale changes in the way education is planned and delivered as a consequence of the opportunities and affordances of ICT. This paper seeks to explore the likely changes we will see in education as ICT acts as a powerful agent to change many of the educational practices to which we have become accustomed. In particular, the paper will explore the impact both current and emerging information and communication technologies will be likely to have in coming years on what is learned, when and where learning will take place and how the learning will occur.

Today's world is a world of information explosion. This information explosion is taking place in such a fast speed that even a literate person is feeling as if he or she is illiterate being not able to cope up with such an information explosion. Here the question arises how is one to cope up with it? The answer is information technology (IT) that can help in coping with the information 26explosion. So, we can say that ¯Information Technology is nothing but coping up with explosion of Information. Information technology (IT) is the acquisition, processing, storage and dissemination of vocal, pictorial, textual and numerical information by a micro-electronics - based combination of computing and telecommunication. The term in its modern sense first appeared in a 1958 article published in the Harvard Bussiness Review, in which authors Leavitt and whisler commented that ¯the new technology does not yet have a single established name. we shall call it information technology. It spans a wide variety of areas that include but are not limited to things such as processes, computer software, computer hardware, Programming Languages and data constructs. In short, anything that renders data, information or perceived knowledge in any visual format whatsoever, via any multimedia distribution mechanism, is considered part of the domains space known as Information Technology.

There have been a number of factors impeding the wholesale uptake of Information Communication Technology in education across all sectors. These have included such factors as a lack of funding to support the purchase of the technology, a lack of training among established teaching practitioners, a lack of motivation and need among teachers to adopt Information Communication as teaching tools (Starr, 2001). But in recent times, factors have emerged which have strengthened and encouraged moves to adopt Information Communication Technologies into classrooms and learning settings. These have included a growing need to explore efficiencies in terms of program delivery, the opportunities for flexible delivery provided by ICTs (eg. Oliver & Short, 1997); the capacity of technology to provide support for customized educational programs to meet the needs of individual learners (eg. Kennedy & McNaught, 1997); and the growing use of the Internet and WWW as tools for information access and communication (eg. Oliver & Towers,1999).

Distance education is characterised by a non-conformist and non-traditional approach which, in effect, questions existing norms of traditional education and seeks to provide a new orientation to educational processes. It assumes premises about the nature of learning that are vastly different from those governing the traditional system of education. Moreover, it has its own dialectic register which arises out of its endeavour to overcome the problems that are implicit in imparting instruction to students who are at a distance from the teacher and/or the institution.This clearly shows that distance education does not exist in a vacuum. It is in fact, an outcome of certain socio-historical compulsions and technological growth: it is a system which is firmly related to social and cultural environments. The most important development in this regard is the advancements made in the field of electronic mass media. For instance, technological growth opens up new channels of communication which, when put to use, can replace the usual channel, i.e. oral communication.

Distance learning traditionally has provided access to instructional programs for students who are separated by time and/or physical location from an instructor. Distance learning has been thought of as prepackaged text, audio, and/or video courses taken by an isolated learner with limited interaction with an instructor or other students. This perspective is changing. Today information technologies and the Internet can allow rich interactive distance learning experiences that may surpass the interactivity of a traditional classroom. Distance learning can be provided in several contexts including stand alone distance learning, blended learning where the student participates in a regular class and distance learning class concurrently, and hybrid learning where distance learning supplements classroom instruction.

Learning is defined as "the act, process, or experience of gaining knowledge or skill." Learning is the preferred term rather than education that is generally defined as the knowledge or skill obtained or developed by the learning process. However educators often use the terms interchangeably.

Distance learning is conventionally defined as... "any educational or learning process or system in which the teacher and instructor are separated geographically or in time from his or her students; or in which students are separated from other students or educational resources. Contemporary distance learning is affected through the implementation of computer and electronics technology to connect teacher and student in either real or delayed time or on an as-needed basis. Content delivery may be achieved through a variety of technologies, including satellites, computers, cable television, interactive video, electronic transmissions via telephone lines, and others. Distance learning does not preclude traditional learning processes; frequently it is used in conjunction with in-person classroom or professional training procedures and practices. It is also called distributed learning."

"Distance Learning (DL) is an instructional delivery system that connects learners with educational resources. DL provides educational access to learners not enrolled in educational institutions and can


augment the learning opportunities of current students. The implementation of DL is a process that uses available resources and will evolve to incorporate emerging technologies" (1997), this definition was developed in 1997 by a workgroup of adult educators.

Defining Elements

Several key features define distance learning. The importance of the teacher-learner communications cannot be overstated.

?The separation of teacher and learner during at least a majority of each instructional process

?Separation of teacher and learner in space and/or time.

?The use of educational media to unite teacher and learner and carry course content.

?The provision of two-way communication between teacher, tutor, or educational agency and learner, and

?Control of the learning pace by the student rather than the distance instructor.

These definitions apply equally to high tech and low tech approaches to distance learning. Having the appropriate, enthusiastic, and qualified staff is a make or break requirement.

Types of Distance Learning

There are two distance education delivery system categories - synchronous and asynchronous. Synchronous instruction requires the simultaneous participation of all students and instructors. The advantage of synchronous instruction is that interaction is done in "real time" and has immediacy. Examples include interactive telecourses, teleconferencing and web conferencing, and Internet chats. Asynchronous instruction does not require the simultaneous participation of all students and instructors. Students do not need to be gathered together in the same location at the same time. Rather, students may choose their own instructional time frame and interact with the learning materials and instructor according to their schedules. Asynchronous instruction is more flexible than synchronous instruction but experience shows that time limits are necessary to main focus and participation. The self-paced format accommodates multiple learning levels and schedules. Examples of asynchronous delivery include e-mail, listservs, audiocassette courses, videotaped courses, correspondence courses, and WWW-based courses.

The advantages of asynchronous delivery include student choice of location and time, and interaction opportunities among the students as well as the instructor. One disadvantage is that self paced instruction places a substantial burden on the student to maintain interest, focus, and pace. This motivation can be difficult to sustain.

Importance of ICT

Information Communication Technology plays a vital role in enhancement of new knowledge and information in 21st century. Today, it has become an important instrument for developing of latest information and education to all learners. Information Communication Technologies have impacted on educational practice in education to date in quite small ways but that the impact will grow considerably in years to come and that Information Communication Technology will become a strong agent for change among many educational practices. Extrapolating current activities and practices, the continued use and development of Information Communication Technologies within education will have a strong impact on:-What is learned; how it is learned; when and where learning takes place; who is learning and who is teaching. The upshot of all this activity is that we should see marked improvements in many areas of


educational endeavour. Learning should become more relevant to stakeholders' needs, learning outcomes should become more deliberate and targeted, and learning opportunities should diversity in what is learned and who is learning.

At the same time, quality of programs as measured by fitness for purpose should continue to grow as stakeholder groups find the offerings matched to their needs and expectations. To ensure that the opportunities and advantages are realized, it will be important as it is in every other walk of life to ensure that the educational research and development dollar is sustained so that education at large can learn from within and that experiences and activities in different institutions and sectors can inform and guide others without the continual need for re-invention of the wheel. Information Communication Technologies serve to provide the means for much of this activity to realize the potential it holds.

Conventional teaching has emphasised content. For many years course have been written around textbooks. Teachers have taught through lectures and presentations interspersed with tutorials and learning activities designed to consolidate and rehearse the content. Contemporary settings are now favouring curricula that promote competency and performance. Curricula are starting to emphasise capabilities and to be concerned more with how the information will be used than with what the information is.

Competency and Performance-based Curricula

The moves to competency and performance-based curricula are well supported and encouraged by emerging instructional technologies (eg. Stephenson, 2001). Such curricula tend to require:

?access to a variety of information sources;

?access to a variety of information forms and types;

?student-centred learning settings based on information access and inquiry;

?learning environments centred on problem-centred and inquiry-based activities;

?authentic settings and examples; and

?teachers as coaches and mentors rather than content experts.

Contemporary Information Communication Technologies are able to provide strong support for all these requirements and there are now many outstanding examples of world class settings for competency and performance-based curricula that make sound use of the affordances of these technologies (eg. Oliver, 2000). For many years, teachers wishing to adopt such curricula have been limited by their resources and tools but with the proliferation and widespread availability of contemporary ICTs, many restrictions and impediments of the past have been removed. And new technologies will continue to drive these forms of learning further. As students and teachers gain access to higher bandwidths, more direct forms of communication and access to sharable resources, the capability to support these quality learning settings will continue to grow.

Information Learning and Literacy

Another way in which emerging Information Communication Technologies are impacting on the content of education curricula stems from the ways in which Information Communication Technologies are dominating so much of contemporary life and work. Already there has emerged a need for educational institutions to ensure that graduates are able to display appropriate levels of information literacy, “the capacity to identify and issue and then to identify, locate and evaluate relevant information in order to engage with it or to solve a problem arising from it” (McCausland, Wache & Berk, 1999, p.2). The drive to


promote such developments stems from general moves among institutions to ensure their graduates demonstrate not only skills and knowledge in their subject domains but also general attributes and generic skills. Traditionally generic skills have involved such capabilities as ability to reason formally, to solve problems, to communicate effectively, to be able to negotiate outcomes, to manage time, project management, and collaboration and teamwork skills. The growing use of Information Communication Technologies as tools of every day life have seen the pool of generic skills expanded in recent years to include information literacy and it is highly probable that future developments and technology applications will see this set of skills growing even more.

Use ICT in Distance Learning

Just as technology is influencing and supporting what is being learned in schools and universities, so too is it supporting changes to the way students are learning. Moves from content-centred curricula to competency-based curricula are associated with moves away from teacher-centred forms of delivery to student-centred forms. Through technology-facilitated approaches, contemporary learning settings now encourage students to take responsibility for their own learning .In the past students have become very comfortable to learning through transmissive modes. Students have been trained to let others present to them the information that forms the curriculum. The growing use of ICT as an instructional medium is changing and will likely continue to change many of the strategies employed by both teachers and students in the learning process. The following sections describe particular forms of learning that are gaining prominence in universities and schools worldwide.

Supporting in Knowledge Construction

The emergence of Information Communication Technologies as learning technologies has coincided with a growing awareness and recognition of alternative theories for learning. The theories of learning that hold the greatest sway today are those based on constructivist principles (eg. Duffy & Cunningham, 1996). These principles posit that learning is achieved by the active construction of knowledge supported by various perspectives within meaningful contexts. In constructivist theories, social interactions are seen to play a critical role in the processes of learning and cognition (eg. Vygotsky, 1978).In the past, the conventional process of teaching has revolved around teachers planning and leading students through a series of instructional sequences to achieve a desired learning outcome. Typically these forms of teaching have revolved around the planned transmission of a body of knowledge followed by some forms of interaction with the content as a means to consolidate the knowledge acquisition. Contemporary learning theory is based on the notion that learning is an active process of constructing knowledge rather than acquiring knowledge and that instruction is the process by which this knowledge construction is supported rather than a process of knowledge transmission (Duffy & Cunningham, 1996).

Student-centred Learning

Technology has the capacity to promote and encourage the transformation of education from a very teacher directed enterprise to one which supports more student-centred models. Evidence of this today is manifested in:

-The proliferation of capability, competency and outcomes focused curricula

-Moves towards problem-based learning

-Increased use of the Web as an information source, Internet users are able to choose the experts from whom they will learn

The use of ICT in educational settings, by itself acts as a catalyst for change in this domain. ICTs by their


very nature are tools that encourage and support independent learning. Students using ICTs for learning purposes become immersed in the process of learning and as more and more students use computers as information sources and cognitive tools (eg. Reeves & Jonassen,1996), the influence of the technology on supporting how students learn will continue to increase.

The strengths of constructivism lie in its emphasis on learning as a process of personal understanding and the development of meaning in ways which are active and interpretative. In this domain learning is viewed as the construction of meaning rather than as the memorisation of facts (eg. Lebow, 1993; Jonassen & Reeves, 1996). Learning approaches using contemporary ICTs provide many opportunities for constructivist learning through their provision and support for resource-based, student centered settings and by enabling learning to be related to context and to practice (eg. Berge, 1998; Barron, 1998). As mentioned previously, any use of ICT in learning settings can act to support various aspects of knowledge construction and as more and more students employ ICTs in their learning processes, the more pronounced the impact of this will become.

In the past educational institutions have provided little choice for students in terms of the method

and manner in which programs have been delivered. Students have typically been forced to accept what has been delivered and institutions have tended to be quite staid and traditional in terms of the delivery of their programs. Information Communication Technology applications provide many options and choices and many institutions are now creating competitive edges for themselves through the choices they are offering students. These choices extend from when students can choose to learn to where they learn.

(i) Cost of Technology

Traditional thinking has always been that technology-facilitated learning would provide economies and efficiencies that would see significant reductions in the costs associated with the delivery of educational programs. The costs would come from the ability to create courses with fixed establishment costs, for example technology-based courses, and for which there would be savings in delivery through large scale uptake. We have already seen a number of virtual universities built around technology delivery alone (eg. Jones International University, www.jiu.edu). The reality is that few institutions have been able to realize these aims for economy. There appear to have been many underestimated costs in such areas as course development and course delivery.

The costs associated with the development of high quality technology-facilitated learning materials are quite high. It has found to be more than a matter of repackaging existing materials and large scale reengineering has been found to be necessary with large scale costs. Likewise costs associated with delivery have not been found to diminish as expected. The main reason for this has been the need to maintain a relatively stable student to staff ratio and the expectation of students that they will have access to teachers in their courses and programs. Compared to traditional forms of off-campus learning, technology-facilitated learning has proven to be quite expensive in all areas of consideration, infrastructure, course development and course delivery.

We may have to brace ourselves for the advantages and affordances which will improve the quality of education in the near future to also increase components of the cost.

(ii) Learning in any time

In concert with geographical flexibility, technology-facilitated educational programs also remove many of the temporal constraints that face learners with special needs (eg. Moore & Kearsley,1996). Students are starting to appreciate the capability to undertake education anywhere anytime and any place. This


flexibility has heightened the availability of just-in-time learning and provided learning opportunities for many more learners who previously were constrained by other commitments (eg. Young, 2002).

Through online technologies learning has become an activity that is no longer set within programmed schedules and slots. Learners are free to participate in learning activities when time permits and these freedoms have greatly increased the opportunities for many students to participate in formal programs.

The wide variety of technologies that support learning are able to provide asynchronoussupports for learning so that the need for real-time participation can be avoided while the advantages of communication and collaboration with other learners is retained.

As well as learning at anytime, teachers are also finding the capabilities of teaching at any time to be opportunistic and able to be used to advantage. Mobile technologies and seamless communications technologies support 24x7 teaching and learning. Choosing how much time will be used within the 24x7 envelope and what periods of time are challenges that will face the educators of the future (eg. Young, 2002).

The continued and increased use of ICTs in education in years to come, will serve to increase the temporal and geographical opportunities that are currently experienced. Advancements in learning opportunities tend to be held back by the ICT capabilities of the lowest common denominator, namely the students with the least access to ICT. As ICT access increases among students so too will these opportunities.

(iii) Learning on any place

The concept of flexibility in the delivery place of educational programs is not new (eg. Moore &

Kearsley, 1996). Educational institutions have been offering programs at a distance for many years and there has been a vast amount of research and development associated with establishing effective practices and procedures in off-campus teaching and learning. Use of the technology, however, has extended the scope of this activity and whereas previously off-campus delivery was an option for students who were unable to attend campuses, today, many more students are able to make this choice through technology-facilitated learning settings. The scope and extent of this activity is demonstrated in some of the examples below.

In many instances traditional classroom learning has given way to learning in work-based settings with students able to access courses and programs from their workplace. The advantages of education and training at the point of need relate not only to convenience but include cost savings associated with travel and time away from work, and also situation and application of the learning activities within relevant and meaningful contexts.

The communications capabilities of modern technologies provide opportunities for many learners to enroll in courses offered by external institutions rather than those situated locally.

These opportunities provide such advantages as extended course offerings and eclectic class cohorts comprised of students of differing backgrounds, cultures and perspectives.

The freedoms of choice provided by programs that can be accessed at any place are also supporting the delivery of programs with units and courses from a variety of institutions,

There are now countless ways for students completing undergraduate degrees for example, to study units for a single degree, through a number of different institutions, an activity that provides considerable diversity and choice for students in the programs they complete.


Role of ICT in ODL

Information communication technology is playing a significant role in searching new and latest knowledge and information for the learners. Today's world is very challenging for the students; in this situation technology can play a vital role in enhancing of new and latest information to upgrade the students. Technology has made easy access of information through internet and other resources of technologies. It has changed the phase of learning styles and made it easier to the students for enriching new information and knowledge. Today, information technology has changed learning styles; students can get latest information and knowledge through various sources of information technology. It has made education affordable and comfortable to the learners. The learners can get their education at home in informal way, they can also get update information and knowledge through internet, e-learning, e-books, e-library and latest gadgets of information technology. Today, learners can pursue their education at any place, on any time and with their own desire. Really, information communication technology plays a vital role in enhancing of education in open and distance learning.

Conclusion

As move into the 21st century, many factors are bringing strong forces to bear on the adoption of ICTs in education and contemporary trends suggest will soon see large scale changes in the way education is planned and delivered as a consequence of the opportunities and affordances of ICT. It is believed that the use of ICT in education can increase access to learning opportunities. It can help to enhance the quality of education with advanced teaching methods, improve learning outcomes and enable reform or better management of education systems. Extrapolating current activities and practices, the continued use and development of ICTs within education will have a strong impact on: What is learned, how it is learned, when and where learning takes place, & who is learning and who is teaching. The continued and increased use of ICTs in education in years to come, will serve to increase the temporal and geographical opportunities that are currently experienced.

The integration of ICTs in higher education is inevitable. The very high demand for higher education has stimulated significant growth in both private and public provision. ICTs in the form of Management Information Systems are increasingly universal. The strength of computers in teaching is their power to manipulate words and symbols - which is at the heart of the academic endeavour. ICT has also led to the emergence of Open Educational Resources (OERs). The use of ICT creates an open environment which enables the storage and the reuse of information materials as also it enables the interface among the teachers as well as students. Infact, information communication technology is playing a vital role in development of higher education as well as in distance learning. It is very beneficiary and fruitful for the students of distance mode learning and they can get various types of information and knowledge through information technology etc. The students can access the information and learning material easily through internet at any time as their convenience. Through information technology, students can pursue their higher education/learning easily without any hindrance and achieve their goals. Indeed, It is very useful for students, in-service employees and learners for pursuing their higher education and learning. Really, information communication technology is playing a vital role in enhancement of higher education for distance mode learning students.

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Soloway, E. & Pryor, A. (1996). The next generation in human-computer interaction. Communications of the ACM, 39(4), 16-18.

Starr, L. (2001). Same time this year. [on-line]. Available at http://www.education-world.com/a_tech/tech075.shtml [Accessed July 2002].

Young, J. (2002). The 24-hour professor. The Chronicle of Higher Education, 48(38), 31-33.


ATTITUDE ON E-LEARNING IN CLASSROOM INSTRUCTION AMONG THE STUDENTS AT COLLEGES OF EDUCATION: A STUDY

Dr. S. K. Panneer SelvamAssistant Professor, Department of Education, Bharathidasan University, Tiruchirappalli-T.N, India

Abstract

The modern Information and Communication technologies are technological tools and resources used to communicate, and to create, disseminate, store and manage information. ICT enables self-paced learning to help all students to achieve high academic standards. It also helps to provide immediate feedback, enhancing active participation in the learning process, sharing ideas and information. Hence investigator sorted out the utilization of e-learning which is one of the resources of ICT's in Classroom Instruction which has become more result-oriented in improving the teaching learning process. Educational Technology is the communication process resulting from the application of scientific methods to the behavioural science of teaching and learning. E-Learning is an environment in which the lessons and lecture notes are deployed on CD's or Web servers. A complete Learning Management System (LMS) helps the learners in the process. E-Learning is considered a more effective way of teaching to a large group of students, thereby providing consistency in educational quality.

Introduction

The root meaning of education is given as bringing up or leading out or making manifest the inherent potentialities in a pupil. Education refers to any act or experience that has a formative effect on the personality of an individual. Education in broad terms means, “The life-long process of acquiring new knowledge and skills through both formal and informal exposure to information, ideas and experiences”. Education in narrow terms means, “Systematic planned instruction that takes place in school”. Education has a very important role to play in the present set up of world.

One of the main tasks of education in a modern society is to keep pace with the advancement of Technology in acquiring the related information from the reliable e-Resources. The rapid development of information and communication technologies during the past two decades has had many points of contact with education and training. The development of technology is placing new demands on expertise and it is also leading to the increasing use of information technology in teaching and learning. The Attitude on e-Learning in Classroom Instruction is important factor among B.Ed. Students in order to implement the usage of it in a productive way. Therefore the present study attempts to assess the Attitude on e-Learning in Classroom Instruction among the B.Ed. Students at the colleges of Education.


The Major objective of the study is to find out the Attitude on e-Learning in Classroom Instruction among the B.Ed. Students at Colleges of Education.

The Specific objectives of the study are

1. To measure the level of B.Ed. students' attitude towards e-learning in Class-room Instruction

2. To study the significance of difference between the mean attitude of B.Ed. students towards elearning in class-room instruction with respect to Age.

3. To study the significance of difference between the mean scores of the attitude of B.Ed. studentstowards e-learning in class-room instruction with respect to Gender.

4. To study the significance of difference between the mean scores of the attitude of B.Ed. studentstowards e-learning in class-room instruction with respect to locality.

5. To study the significance of difference between the mean scores of the attitude of B.Ed. students towards e-learning in class-room instruction with respect to locality.


1. There is no significant difference between the mean attitude of B.Ed. students towards e-learningin class-room instruction with respect to Age.

2. There is no significant difference between the mean scores of the attitude of B.Ed. studentstowards e-learning in class-room instruction with respect to Gender.

3. There is no significant difference between the mean scores of the attitude of B.Ed. studentstowards e-learning in class-room instruction with respect to locality.

4. There is no significant difference between the mean scores of the attitude of B.Ed. studentstowards e-learning in class-room instruction with respect to educational qualification.

Methodology

Method

As the present study is descriptive by nature, a Normative Survey technique was adopted.

Sample and Sampling Technique

As many as 203 B.Ed. Students from 3 colleges were chosen as sample using simple random sampling technique.

Tools

A questionnaire, aimed at assessing the B.Ed. Student's Attitude on e-Learning in Classroom Instruction was developed by the investigator himself for the purpose of collecting and interpreting data. The collected data were subjected to “t” and percentage analysis.

Delimitations

Though e-Learning is a vast subject the investigator restricted himself only to limited area of his study. The investigation is only on Attitude on e-Learning in Classroom Instruction among B.Ed. Students which is restricted to 3 Colleges which includes 3 Self-Aided colleges only. Also other various resources of Information Communication Technology which can be utilized in the Classroom Instruction cannot be accessed due to time constraints and cost-factors.

Analysis and Interpretation

The data obtained from the sample through the administration of the developed tool have been subjected to descriptive analysis. In the present investigation't' values were calculated to test the significant difference between the mean scores of sub variables.

Measuring the Level of B.Ed. Students attitude towards e-learning in Class-room Instruction

Table-1: B.Ed. Students' attitude towards e-learning in Class-room Instruction

N Minimum Maximum Mean SD

203 50 200 157.89 13.48

Table-1 shows the mean and standard deviation towards Attitude on e-Learning in Classroom Instruction among the B.Ed. Students at Colleges of Education. The mean attitude towards e-Learning in Classroom Instruction is 157.89. The attitude towards e-Learning in Classroom Instruction score varies from 50 to 200.


The percentage of attitude on e-Learning in Classroom Instruction among the B.Ed. Students is 78.94. Since the percentage score is greater than 50. The hypothesis “Attitude on e-Learning in Classroom Instruction among the B.Ed. Students at Colleges of Education” is accepted.

To Measure the influence of Demographic variables such as age, gender and locality with respect to the Attitude on e-Learning in Class-room Instruction

Table- 2: Mean, standard deviation and't' value of B.Ed. students attitude towards e-learning in Class-room Instruction with respect to their Age

Age

N

Mean

S.D.

‘t’

Level ofSignificance at

0.05 Level

Below 25

176

158.28

13.314

1.0076 Not Significant

25-35 27 155.29 14.51

Gender

N

Mean

S.D.

‘t’

Level ofSignificance at 0.05

Level

Male

57

157.77

14.3

0.0778

Not SignificantFemale 146 157.94 13.196

Locality

N

Mean

S.D.

‘t’


0.05 Level

Rural

159

157.949

13.226

0.1108

Not Significant

Urban 44 157.68 14.518

From the Table-2 indicates that the calculated't' value 1.0076 is less than the table value 1.96 for df = 201 at 0.05 level of significance. Hence the null hypothesis, “There is no significant difference between the mean attitude of B.Ed. students towards e-learning in class-room instruction with respect to Age” is accepted. It is concluded that the B.Ed. students below 25 years and 25-35 years have equal attitude towards e-learning in class-room instruction. It is good to note that B.Ed. Students of all ages have attitude towards e-Learning.

To measure significance of mean scores of B.Ed. students attitude towards e-learning in Classroom Instruction with respect to their Gender

Table-3: Gender wise M, S.D. and “t” value of B.Ed. students attitude towards e-learning in Classroom Instruction

The above table-3 indicates that the calculated't' value 0.0777 is less than the table value 1.96 for df = 201 at 0.05 level of significance. Hence the null hypothesis namely “There is no significant difference between the mean scores of the attitude of B.Ed. students towards e-learning in class-room instruction with respect to Gender” hence the hypothesis is accepted. It is concluded that the B.Ed. students of male and the B.Ed. students of female have equal attitude towards e-learning in class-room instruction.

To measure significance of mean scores of B.Ed. students attitude towards e-learning in Classroom Instruction with respect to their Locality of Residence

Table-4: Locality of Residence -wise M, S.D. and “t” value of B.Ed. Students attitude towards e-learning in Classroom Instruction


Table-4 indicates that the calculated't' value 0.1108 is less than the table value 1.96 for df = 201 at 0.05 level of significance. Hence mean scores of the B.Ed. students attitude towards e-learning with respect to the locality of residence is not significant and hence the null hypothesis is accepted. It is inferred that B.Ed. students belonging to urban area and B.Ed students of rural area have equal attitude towards e-learning in class-room instruction.

To measure the level of significance of the mean scores B.Ed. students attitude towards e-learning in Class-room Instruction with respect to their Academic Qualification.

Table-5: The mean, standard deviation and't' value of B.Ed. students attitude towards e-learning in Class-room Instruction with respect to their Academic Qualification

Academic Qualification

N

Mean

S.D.

‘t’


0.05 Level

U.G.

164

157.689

13.565

0.4443

Not SignificantP.G. 39 158.743 13.254

Table-5 indicates that the calculated't' value 0.4443 is less than the table value 1.96 for df = 201 at 0.05 level of significance. Hence mean scores of the B.Ed. students' attitude towards e-learning with respect to Academic qualification is no significant difference and hence the null hypothesis is accepted. It is inferred that the Academic qualification of P.G. students and U.G. students have same attitude towards e-learning in Classroom Instruction.

Major Findings

The major findings which have emerged from the study are as follows:

1. The percentage level of attitude on e-Learning in Classroom Instruction among the B.Ed. Students is 78.94 percent. The study reveals that the B.Ed. Students have attitude on e-learning in Classroom Instruction with higher percentage factor.

2. In measuring the influence of Demographic variables such as gender, age, Parent's qualification and occupation, the study reveals that there was no significant difference between the mean scores of the B.Ed. students attitude on e-learning in classroom instruction of the ages below and 25-35 years.

3. It was found that there is no significant difference between the mean scores of the attitude of B.Ed. students towards e-learning in classroom instruction with respect to Age, Gender, Locality and Qualification.

Conclusion

A notable feature is that in the extensive literature reviewed in the present study, there has been no recorded evidence of any research work having been carried out on Attitude on e-Learning in Classroom Instruction among the B.Ed. Students at Colleges of Education. It is in this context that the present study becomes important and essential as endorsed by the specific concerns of earlier researchers both in its aims of the study and its procedures. The research design of the present study included the selection of problem, selection of sample, construction of appropriate tool, administration of the tool for collection of data and analysis and interpretation of data. The collected data were subjected to appropriate statistical analysis as shown in this study. It is inferred that the B.Ed. Students have attitude on e-learning in Classroom Instruction with the lesser percentage. The present study is the first of its kind with its specific reference to


Attitude on E-learning in Classroom Instruction towards B.Ed. Students. The findings of the study would be of immense use to the Teacher- Educators. Only on ethical teacher can create an efficient student. In the training period of the B.Ed. Students itself, it is important to impart the need and value of Attitude on e-learning and its various applications. They have to possess awareness, knowledge and skills with regard to e-Learning.

Educational Implications of the Study

The study revealed that the attitude on e-Learning in Classroom Instruction among the B.Ed. students having 78.94 percent. It is a higher factor, which implies that the B.Ed. students have higher attitude towards e-Learning in their classroom instruction. On another aspect, it is good to note that the B.Ed. students of all ages having the attitude on e-learning in classroom instruction as there was not much difference between the students of ages below25 and 25-35 years. In measuring the influence of Demographic variables such as locality of Residence, it implies that the B.Ed. students belonging to Urban area and Rural area were same and in the case of discipline of their subject both had same attitude. There is no significant difference between the mean scores of attitude on e-learning towards Parent's Qualification and their occupation. It is clear to note that the students are not dependent towards their Parent's factor. In the case of Academic Qualification P.G. students and U.G. students have same attitude.

Recommendations

1. The attitude on e-Learning can be used to enhance both the theoretical knowledge and practical knowledge.

2. The attitude on e-Learning is found to be more effective in Classroom Instruction since simulation, 3D images, experiments, dissections, phenomena etc can be presented effectively.

3. Teachers and Professors should be trained to produce e-Learning material at various levels. In-service training and orientation courses can be provided.

4. Since e-Learning is a self instructional method it encourages active participation and able to cater all needs of the students with full satisfaction. It is a motivating factor in their learning process.

5. The attitude on e-Learning perspectives among B.Ed. students is needed to improve. As they are future teachers they should be well-versed with concepts of e-Learning and have the ability to utilize them in their teaching.

References

Baker, A. J., Kessler-Sklar, S., Piotrkowski, C. S., & Parker, F. L. (1999). Kindergarten and first grade teachers' reported knowledge of parents' involvement in their children's education. The Elementary School Journal, 99(4), 367-383.

BECT (2000) Inclusion and Special needs <http:// www. Becta. Org. uk/ inclusion/> Mcfarlane, A. (1997) Information technology and authentic learning: realizing the potential of computers in the primary school. London, Routledge.

Decker, L. E., Decker, V. A., Boo, M. R., Gregg, G. A., & Erickson, J. (2000). Engaging families and communities. Fairfax, VA: National Community Education Association.

Ramirez, A. Y. (1999). Survey on teachers' attitudes regarding parents and parental involvement. School Community Journal, 9(2), 21-39.

Rumberger, R. W., Ghatak, R., Poulos, G., Ritter, P. L., & Dornbusch, S. M. (1990). Family influences on dropout behavior in one California high school. Sociology of Education, 63, 283-299.

Trusty, J. (1996). Relationship of parental involvement in teens' career development to teens' attitudes, perceptions and behavior. Journal of Research and Development in Education, 30(1), 63-69.

Understood, J, Cavendish, S. Lawson, (1996) Are integrated learning systems good for teachers too? Journal of Information Technology for Teacher Education. 5(3), 207-218.


DOEACC CENTRE AIZAWL AND ITS ROLE IN EDUCATIONAL UPLIFTMENT AND COMPUTER EDUCATION PROGRAM FOR MASS IN MIZORAM: A CASE STUDY

N. Chanu Sundari Deputy Engineer

DOEACC, Aizawl, MIZORAM

Abstract

Like other Institution, DOEACC Centre Aizawl also does take a very important role for the growth and development programme of the country both at the society level as well as at the individual level. After a certain period of implementation in the very remote place of Aizawl city, Mizoram, an analysis has been conducted towards its contribution in the social educational upliftment. This empirical study is solely concentrated on its structure and its term audit assessment report to understand its role and impact in relation with its objectives. The study finally found that certain core objectives has been achieved through its strategies and hard work put time to time specially for Women, Drop outs and poor Schedule Tribe students.

Introduction

Mizoram is a mountainous region which became the 23rd State of the Union in February 1987. Mizoram is one of the hill state in “Seven Sister States” of North-Eastern India with area of 21,087 Sq. Kms. The state of Mizoram has done relatively well in terms of literacy(88.49 percent) with population: 8,91,058 (Males: 4,59,783 Females: 4,31,275).But unemployment is a major problem of the state due to non-existence of technical/professional institutions in the state. Majority of the people belongs to ST community and they are socially and economically weaker section of the society, at large. They are unable to continue higher studies due to financial constraints.

DOEACC Society Aizawl Centre:

DOEACC Centre Aizawl located at Zuangtui is a leading institute in this state catering Human Resource Development related activities and training in areas of Information, Electronics and Communications Technology (IECT). It is an Autonomous Scientific Society under the administrative control of Department of Information Technology, Ministry of Communications and Information Technology, Govt. of India. It is also a National Examination Body, which accredits institutes /organizations for conducting courses particularly in the non-formal sector of IT Education & Training.

The society entered the realm with the following objectives to achieve its vision:

?To develop entrepreneurs in the field of IECT.

?To undertake product development and offer consultancy services in the field of IECT for the socio-economic development of the region.

?To undertake research and development works in the field of IECT.

?To generate quality manpower in the areas of IECT education and training in the formal as well as non-formal sector

?To help maintain & further build up India's lead in Software & Hardware development to develop and promote the culture of a market to encourage and nurture industry oriented design and development.

?Spreading computer literacy amongst the masses

?Building Institutional capacity such as market arbitrators

?Transforming service delivery in other sectors like banking, ecommerce, health services etc.

?Promoting the application of IECT in education as well as a change of agent in economic growth of the state

?Providing career and Guidance services to the backward students.

??To set up of Virtual Labs for communications and remote instrument control.

A Glimpse on Its Structure

Formal courses

1. Masters in Computer Application (MCA - 3 years)

2. Bachelor in Computer Applications (BCA - 3 years)

3. Diploma in Electronic Engineering & Telecommunication Engineering (DETE – 3 years)

4. Diploma in Computer Science & Engineering (DCSE - 3 years)

Non Formal Courses

Long Term (Not less than 1 year)

1. DOEACC 'A' Level (H/W, S/W, Bio-informatics) - equivalent to foundation level.

2. DOEACC 'O' Level (H/W, S/W, Bio-informatics) - equivalent to Advance diploma.

Short Term (Less than 1 year)

DOEACC ITES-BPO courses

3. Course on Computer Concepts (CCC)

4. Basic Course on Computer Concepts (BCC)

On top of all the above Long Term Courses DOEACC Centre Aizawl also offer different short term courses as per the demand and requirement of the society.Besides the training activities; DOEACC Centres have been offering consultancy services and software development also.

Recognition of Course

As far as recognition of the courses is concerned, the DOEACC Courses in IT Software have been accorded professional recognition by Ministry of Human Resource Development (MHRD) as follows:

'O' Level- Foundation Level

'A' Level- Advanced Diploma Level

'B' Level - Equivalent to MCA

The academic equivalence of 'O', 'A' & 'B' Level courses in IT Software are recognized by AICTE. The professional equivalence of 'C' Level was also agreed to in principle in a meeting held on October 29, 2003 among AICTE, DIT & DOEACC representative, for which the AICTE has to take further steps.

The Centre is also undertaking government sponsored projects in the field of Information Electronics and Communication Technology (IECT) & related activities.

E - Learning

Under the National Task Force on Information Technology and Software Development keeping in its aim to bring out that computer education and literacy should be aimed at a larger segment, for the technological advancement of the country, DOEACC Centre Aizawl has been conducting Course on Computer Concepts (CCC) since the year 2008. CCC course is mainly meant for spreading computer literacy amongst the


masses, which was designed to aim at imparting a basic level appreciation programme for the common man. Since then more than1, 500 candidates have been trained and appeared for the examination through online.

DOEACC Centre Aizawl has put efforts in presenting the CCC as well as BCC Course material in Mizo language in printable version, Audio-visual version and web-based version as in-house project.DOEACC “CCC” e-Learning portal and e-Content in 10 Scheduled Indian languagesviz. Hindi,Tamil, Urdu, Punjabi, Mizo, Marathi,Bangali,Assamese, Manipuri,Malayalam and English (excluding) has been inaugurated by then Hon'ble Minister of Communications & Information Technology, Govt. of India, on 16th July, 2010 at 11:30 A.M. and is now available in http://www.doeacc.edu.in, http://www. doeaccaizawl.org.in.

Critical view on the issue

The state, Mizoram is traversed by two national highways, and major roads serve most of the larger towns. Regular bus routes operate across the state, and some also provide interstate service. One airport offers flights from Aizawl to neighboring states. There are no commercial railways in Mizoram. Day and night service of Private and Government buses and Sumo are available from Aizawl to other Districts of the state. However, the infrastructure of Mizoram remains limited especially in terms of transportations and in turn communication too. Even a numbers of educated persons are also facing a lot of problems like received of late information, not been able to reach to the other areas of business on time etc. To overcome such problems, the people of the state needs to get the facilities of Information Communication and Technology.It is right time to bring the Vision of State e-Governance -“To use Information & Communication Technology to make available information and government services related to basic needs of common persons accessible to them near their locality throughout their lives through minimum procedural formalities thereby pursuing economic development”

There is a huge demand of trained professionals in the state in Information , Electronics and Communication Technology (IECT) area. It has become very important to bring the knowledge of IECT in education to almost every person from school children to common people so that they can get the advantages of Information Technology in teaching, in learning, in business, in their day-to-day lifestyle etc.

Role played

In last 10 years DOEACC Society Aizawl has been taking a pivotal role to develop Human resources in the field of IECT and associated electronics, for the socio economic development of the Region as well as to coach the students belonging to minority communities for employment in Private sectors, Government jobs, service industries and other self-employment.

And also by utilizing the existing District Computer Centres for undertaking IT Education at District level. To generate IT qualified manpower at district levels to support disadvantaged ST children and common men in rural areas via 6 districts free of course/with a minimal charge so that they can provide the local need and generating self-employment opportunities.

Keeping this in mind, this centre brings different formal and non-formal IT courses for the socially and economically weaker section of the society (i.e. ST youth and women). ST candidates were trained free of cost however women candidates were trained at nominal charges (with only 10 percent of the course fee). Table no.1 shows the scope of employment perspectives.


Table-1: Job Opportunities

Courses Employment Opportunities

DOEACC ‘O’ Level - Junior Programmer, EDP Assistant, Web Designer, Lab Demonstrator

DOEACC ‘A’ Level - Programmer , Web Administrator, Training Faculty, Trouble Shooter

DOEACC ‘B’ Level - DBA (Database Administrator), Network System Administrator, Software Engineer, Senior Faculty

DOEACC ‘C’ Level - Project Manager, IT Consultant, R&D Scientist, System Specialist

ITES Call Centre i. Call Centre Agents

Bio-informatics ‘O’ Level - Bio-informatics Junior Programmer, Bio-informatics Lab Demonstrator

Bio-informatics ‘A’ Level - Bio-informatics Programmer, Web Administrator, Bio -informatics Training Faculty for ‘O’ Level

Hardware ‘O’ Level - Trainee Engineer, Service Engineer, Tech. Support Engineer Lab Demonstrator

Hardware ‘A’ Level - Network Engineer, Network Administrator, Network Analyst Trouble Shooter

An analysis on the following tables and graphs could revealed more of its role towards educational and societal upliftment.


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oram

’.

Table-2 Clearly reflects that total 5156 have been trained successfully which a very significant contribution in such a remote place is far cut of from the main land. Out of which 741 only are DONER's trainees, 446 are sponsored by Dept. of Information Technology and only 380 are sponsored by Ministry of Minority Affairs, Govt. of India.

Only ITES - BPO - Call Centre Training Phase, ITES-Nursing and SCSP and TSP programme have no record of completion reference where remaining programmes have been successfully completed. It is also clear observed that 100 percent of the trainees are ST/Minority (mostly Youths and Women)

Table -3: Placement Record for last 5 years

Sl. No.

Course Name Nos. of

candidates placed

Names of Industries where employed

1ITES - BPO - Call Centre Training Phase

147

24x7 (Bangalore), Convergys (Bangalore), Transworks (Bangalore), American - On – Line(Bangalore), Progeon (Bangalore), Daksh – Service (Gurgaon), Wipro -Spectramind (Gurgaon), Vertex (Gurgaon) , Covergys (Gurgaon) EXL Service (Noida) EXL Servcie (Pune), Mphasis (Pune), Convergys (Pune), Sutherland Global Services (Mumbai)

2 ITES-Nursing programme 63

Escorts Hospital (N. Delhi), Birla Hospital (Kolkata), Rabindranath Hospital (Kolkata), ONGC (Hortoki, Mizoram), Emmanuel Hospital Association (Patna), Presbyterian Hospital (Durtlang, Mizoram), Peerless Hospital & BK Roy Research Centre(Kolkata), Kothari Hospital (Kolkata), Suraksha Hospital (Kolkata)

3 DOEACC A/O 139

Election Commission of India, Airports Authority of India, State Govt. Departments like LAD, Health etc., NIC, CICs, Schools, IT Teachers Under SSA Mission, DOEACC Centre Aizawl, Doordarshan, PWD, AIR, Airtel, DOEACC, Reliance, Nazareth Hospital, Mizoram Public Service Commission, TAT A Ltd., UTI Mutual Fund, Birla Life Insurance, Private Business Enterprises and Small Scale Industries etc.

4Repair and Maintenance Course on Consumer Electronics

50 ONGC, BSNL, Bethesda Hospital, Private Business Enterprises and

Small Scale Industries etc.

5Bachelor of Computer Application(BCA)

21 Aizawl Development Authority, District Rural Development Agency, Revenue Deptt., Power & Electricity, ICICI, Bajaj Allianz, TCS.

6 DOEACC Bioinformatics 8 Fisheries deptt., ICICI Prudential, HDFC Bank, NIC, ICFAI, District computer centres under DOEACC.

7 Others (short term courses) 30 ONGC, BSNL, Bethesda Hospital, Fisheries Deptt., ICICI Prudential, HDFC Bank, NIC, ICFAI, District computer centres under DOEACC.


Table-3 shows that total figure of 458 out of more than 5500 (both sponsored and Non sponsored) candidate who have trained under certain formal and non-formal courses have been recorded as placed successfully within the country under various Government and non-Government organizations. Also many of them are self-employed which is one of the principalof DOEACC Society, Aizawl Centre in the economic development of the society.

Graph -1

Graph-1 shows the total numbers of students under 5 (five) informal *Long term courses during last 10 (ten) academic session. The main objective of running these informal courses is to develop quality manpower in IT to all the eligible candidates by attaining regular/ non-regular classes.Maximum number of the students enrolled under these schemes is economically as well as educationally backwards candidates. Also many of them are college dropout students. And very few of them are coming as on-job/direct candidates. Although Maximum of them are belongs to academically and economically weaker sections of the society, those who are qualified/completed the course successfully got job that make them support their families and stand by themselves as shown in table - 3.

Graph -2


On top of DOEACC courses, DOEACC Centre Aizawl is also conducting two main formal courses. Degree and Post Graduate namely BCA and MCA are affiliated to Mizoram University and Diploma courses affiliated to Higher and Technical Education, Government of Mizoram. Graph No. 2 is clearly showing the session startingand total numbers of students being trained under 4 (four) formal courses. After the completion of the respective courses successfully, students are set well either for higher study or any relevant job opportunities thathelp maintain & further build up India's lead in Software & Hardware development. Accordingly to develop and promote the culture of a market to encourage and nurture industry oriented design and development.

The Centre is also engaged in Short Term Courses in the area of Information Technology, Electronics Design & Technology, Manufacturing Technology, and Maintenance Engineering etc. About 2258 (two thousand two hundred fifty eight candidates are trained through these short-term coursers during last 9 academic sessions. Graph No. 3 is showing figures of various short term courses with the objective of imparting IECT knowledge and spreading computer literacy amongst the masses.

Graph -4

Graph -3


Graph -4 is showing the Male and Female and Schedule Tribe and other caste literacy ratio in the field of IECT who has been trained under this centre. Most of the projects undertaken by this centre is based the educational upliftment of the socio-economically backward, minority and weaker section of the society. So far, the entire undertaken and phase-out project have successfully completed.

Conclusion

Till date, more than 5500 candidates have been registered, and about 500 (five hundreds) candidates have got jobs in various sectors within the country. Courses conducted by DOEACC strengthen the IT literacy covering the state thereby catalyzing the program implementation of National e-Governance Plan (NeGP). Further, strengthening of the present activities of DOEACC through Accreditation system covering all the Districts will enhance the IECT penetration in the state. This is one of the very innovative steps taken by the Govt. for skill development under e-governance agenda. It is also verified that there is significant contribution in the employability of the youths.

References

Audit Report for the Year 2010-2011, Audited by P.L. Bakshi & Co. Chartered Accountants, Jail Road, Silchar, Cachar

No. DOEACC/AIZ/300/70/08 dt 21st September,2010

No. DOEACC/AIZ/300/51/08 dt 1st August ,2011

No. B. 12015/4/2004 – DOEACC (Az) Dated Aizawl the 12th May, 2005

http://www.doeacc.edu.in

http://www.doeaccaizawl.org.in

http://mizoram.nic.in/

http://dict.mizoram.gov.in


A COMPARATIVE STUDY OF SPEED AND ENDURANCE AMONG NETBALL AND BASKETBALL PLAYERS

Mewar, Bharat BhushanPh.D Scholar, Jiwaji University, Gwalior, M.P., India

Abstract

Speed and Endurance are very important physical ability for performance in Netball and Basket Ball. Netball is very similar to Basketball. The purpose of the present study was to compare the speed and endurance among Netball and Basketball Players. For the present study 40 Male Netball and Basketball Players of Lakshmibai National Institute of Physical Education (20 Netball players and 20 Basketball players) of age17-23 who have taken part in All India university tournament, on the basis of purposes sampling were selected as subjects. the independent t-test was employed and found significant difference at 0.05 level of significance in speed and endurance The 30 Meters Run for Speed and 12 Minute Run Cooper Test for endurance was used to assess the results. This study shows that Basketball Players are having good speed and good aerobic endurance. Basketball Players performed very well in 30 Meters Run due to good speed requires in Basketball game and shown good in 12 min run because they are playing the Basketball game of two half of twenty minutes each half. Netball is a non-contact sport and players have to be fast, strong and agile. Basketball requires high speed, super agility and enormous endurance.

Introduction

Aerobic Endurance is the amount of oxygen intake during exercise. Aerobic Endurance is the time which you can exercise, without producing lactic acid in your muscles. During aerobic (with oxygen) work, the body is working at a level that the demands for oxygen and fuel can be meeting by the body's intake. The only waste products formed are carbon-dioxide and water which are removed by sweating and breathing. Aerobic exercise is physical exercise of relatively low intensity and long duration, which depends primarily on the aerobic energy system. Aerobic means “with oxygen”, and refers to the use of oxygen in the body's metabolic or energy – generating process. Many types of exercise are aerobic, and by definition are performed at moderate levels of intensity for extended periods of time. Speed is the quickness of movement of a limb, whether this is the legs of a runner or the arm of the shot putter. Speed is an integral part of every sport and can be expressed as any one of, or combination of, the following: maximum speed, elastic strength (power) and speed endurance.

Basketball is a sport played by two teams of five players on a rectangular court. The objective is to shoot a ball through a hoop 18 inches (46 cm) in diameter and 10 feet (3.0 m) high mounted to a backboard at each end. Basketball is one of the world's most popular and widely viewed sports. A team can score a field goal by shooting the ball through the basket during regular play. A field goal scores two points for the shooting team if a player is touching or closer to the basket than the three point line, and three points (known commonly as a 3 pointer or three) if the player is behind the three point line. The team with the most points at the end of the game wins, but additional time (overtime) may be issued when the game ends with a draw. The ball can be advanced on the court by bouncing it while walking or running or throwing it to a team mate. It is a violation to move without dribbling the ball, to carry it, or to hold the ball with both hands then resume dribbling. Violations are called "fouls".

Netball is one of the fastest growing participation sports in the world. Adapted from basketball, it was once known as 'women's basketball' and was brought to England from America in the early 1900s. The game was first played outdoors by women on grass, and was essentially the game we now recognize as netball. Today, like basketball, the game is played on a hard court consisting of thirds, with scoring rings at both ends, but with no 'backboard' to score off. The balls used are similar to those used in Basketball, but are slightly

lighter, smaller and softer in construction Netball is a non-contact sport and players have to be fast, strong and agile. A game puts considerable pressure on the body, with players having to make short sprints, hard stops, and twists and turns during the course of the match.

Purpose of the study

The purpose of the present study to compare the speed and endurance among Netball and Basket ball Players.

Methodology

To find out the Aerobic Endurance and Speed between Male Netball and Male Basket Ball Players, 20 Male Netball Players and 20 Male Basketball Players of age 17-23 of Lakshmibai National Institute of Physical Education who have taken part in All India university tournament.

Criterion Measures

12 Min.Run Cooper Test

The 12 Minute Cooper Test is used for collection of Data.

The Cooper test is a test of Aerobic Endurance. It was designed by Kenneth H. Cooper in 1968 for US military used in the original form; the point of the test is to run as far as possible within 12 minutes.

30 M Run

The objective of this test is to monitor the development of the athlete's ability to effectively and efficiently build up acceleration, from a standing start or from starting blocks, to maximum speed. This test requires the athlete to sprint as fast as possible over 30 meters. The athlete warms up for 10 minutes. The assistant marks out a 30 meter straight section with cones The athlete starts in their own time and sprints as fast as possible over the 30 meters The assistant starts the stopwatch on the athlete's 1st foot strike after starting and stopping the stopwatch as the athlete's torso crosses the finishing line. The test is conducted 3 times the assistant uses the fastest recorded time to assess the athlete's performance.

Statistical Analysis

The Speed and Endurance among Netball and Basketball Players were calculated by using independent t-test. For testing the hypothesis the level of significance was set at 0.05 levels.

Table : 1 Netball Players and Basket ball Players in 30 M Run Test.

Results of 30 M Run Test

N

Mean Std. Deviation

Std. Error Mean

t df Sig. (2- tailed)

Netball Players

20 4.50 0.292 0.653 -13.067

38.00 .000

Basket Ball Players

20 3.36 0.259 0.580

The Table-1 showing the Mean, S.D, Standard Error, t-ratio of Netball Players and Basket ball Players in 30 M Run Test. It reveals that there is significant difference in speed of Netball and Basketball players as calculated t values (13.067) is greater than tabulated t value (1.68).


The Mean Score of Basketball Players is 3.36 compare to Netball Players Mean Score of 4.50. That Means Basketball Players are having good speed compare to Netball Players. The Table No.2 showing the Mean, S.D, Standard Error, t-ratio of Netball Players and Basketball Players in Cooper Test.

Table: 2 Netball Players and Basket Players in 12 minutes cooper run/walk test.

Results of 12 min Cooper

Test

N Mean Std. Deviation

Std. Error

Mean

t df Sig. (2- tailed)

Netball Players

20 2635.57 190.15 35.595 10.197 38.00 0.000

Basket Ball Players

20 3085.85 141.729 26.822

The Table-2 showing the Mean, S.D., Standard Error, t-ratio of Netball Players and Basket Players in 12 minutes cooper run/walk test. It reveals that there is significant difference in endurance of Netball and Basketball players as calculated t-values (10.197) is greater than tabulated t value (1.68).

The Netball Players mean performance in 12 Min cooper test is 2635.57 and Basket ball Players mean performance in 12 Min cooper test is 3085.85. The Basketball players are having the better endurance i.e.3085.85 than Netball players is 2635.57

Results

This study shows that Basketball Players are having good speed and having the good aerobic endurance. Basketball Players performed very well in 30 Meters Run due to good speed requires in Basketball and shown good in 12 min run because they are playing the Basketball game of two halves of twenty minutes each halves.

Discussion

It is concluded that Basketball Players are having good speed and having the good endurance. Both this motor qualities are compulsory for both players to excel in their performance. Hence the entire condition programme for improvement of motor qualities is included in the coaching programme of both the players.

Recommendations

Similar studies can be conducted on other sports and games. The coaches must include the Physical Condition programmes to improve the motor qualities of sports persons.

References

Delamarce, P., Gratas, A., Beillot, J., Dassonville, J., Rochcongar, P., & Lessard, Y. (1987). Extent of lactic anaerobic metabolism in netballers. International Journal of Sports Medicine, 8, 55-59.

Gorostiaga, E., Granados, C., Ibanez, J., Gonzalez-Badillo, J., & Izquierdo, M. (2006). Effects of an entire season on physical fitness changes in elite male netball players. Med. Sci. Sports Exerc., 38(2), 357-366.

Granados, C., Izquierdo, M., Ibanez, J., Bonnabau, H., & Gorostiaga, E. (2007). Differences in Physical Fitness and Throwing Velocity among Elite and Amateur Female Netball Players. International Journal of Sports Medicine, 28, 850-867.

Marczinka, Z. (1993), Playing hand ball a comprehensive study of the game. International Netball Federation. Hungary: Trio Budapest.

Marques, M., & Gonzalez-Badillo, J. (2006). In-season resistance training and detraining in professional team netball players. Journal of Strength and Conditioning Research, 20(3), 563-571.


Srhoj, V., Marinovic, M., & Rogulj, N. (2002). Position specific morphological characteristics of top-level male netball players. Coll. Anthropol., 1, 219-227.

Zapartidis, I, Toganidis, T., Vareltzis, I., Christodoulidis, T., Kororos P.& Skoufas, D. (2009). Profile of young female netball players by playing position. Serbian Journal of Sports Sciences, 3(1-4), 53-60.

Tsunawake, N. Tahara Y, Moji K, Muraki, S. Minowa K. Yukawa K, (2003) “Body Composition and Physical Fitness of Female Volleyball and Basketball Players of the Japan Inter High School Championship Teams”, Physiological Anthropometrical Applied Human Science 4, pp. 195-201.

Harold Wilson Pearcy, (1973). Correlated of Leg Power measured by jump and Reach and Dekan Timer Test), Leg Strength, Leg Speed and Certain Anthropometric Measurements. Completed Research in Health Education and Recreation 15.


EFFECT OF VINYASA SUN SALUTATION ON WRIST JOINT FLEXIBILITY IN SCHOOL GOING CHILDREN

Diwakar Pal

PhD Scholar, Lakshmibai National Institute of Physical Education, Gwalior, India

Abstract

The Objective of this study was to determine the effects of Vinyasa sun salutation on Wrist joint flexibility in school going children. The subjects for this study were selected from the Vivekananda public school, Gwalior. A total of 30 boys subjects were selected and used as one experimental group (15) and other control group (15). Vinyasa was considered the independent variable and wrist joint flexibility was considered the dependent variable. Flexibility was measured in degrees by Goniometer. Training was given up to two months. 3 times in week; each session scheduled for 45 minutes. The Pre Test Post Test randomize group design was used for this study. Tests were administered before the training program and after the completion of the treatment again test were administered. ANCOVA was used to locate significance effects of Vinyasa on Flexibility in school going children. At 0.05 levels of significance. In relation to wrist joint Flexibility, effect of Vinyasa was found significant.

Introduction

Practicing yoga and flexibility go hand in hand. For the true benefits of yoga to take place, both sides of the brain need to be worked out. That is why a lot of the yoga poses concentrate on training and using both sides of the body. Basically it comes down to retaining the mind and yoga is the great leveller. You will learn to use both parts of your brain more effectively therefore tuning and realigning everything to work far better than ever before. It will benefit all aspects in your life especially if you are ambitious sport type that likes to get the most out of it that they can.

Astanga Vinyasa Yoga is an ancient system of yoga popularized by K.Pattabhi jois. Pattabhi Jois began his yoga studies in 1927 at the age of 12, and by 1948 had established an institute for teaching the specific yoga practice known as Astanga yoga.

Vinyasa yoga is characterized by a focus on vinyasa or, dynamic connecting posture, that creates a flow between the more static traditional yoga postures. Vinyasa is translated as linking and the system also implies the linking of the movement to the breath. Essentially the breath dictates the movement and the length of time held in the postures. Don't wait for something major to happen to you before you decide to do something about it. That's reactive behavior and that's going to set you back big time, all you have to do is take action now. (www.yoga.org.nz)

Methods

Selection 0f Subjects 30 boys studying in Vivekananda public school, Gwalior M.P were selected at random as subject of the study and divided in to two groups of 15 subjects each. All subjects were almost from the same socio economic group and were found to be physically fit for the type of programme they were selected. The subjects were divided into two groups (experimental group and control group) at random by drawing the lots. The age of these subjects range between 14 to 16 years. All of them were taking part in routine physical activity programme as per the classes of the school.

Selection of Variable On the basis of various literatures on physical variables; finding out the related research study and keeping in mind the specific purpose of the study to find out the effect of Vinyasa on wrist joint.

Experimental Design Pre-test and post-test randomized group design was employed in the study.

Procedure for Administration of the Test After randomization selecting the students, they were estimated for their Flexibility for hip joint was measured with help of goniometer in degrees. After collecting the initial data, the subjects were administrated for two months training schedule, which was three day per week for duration of 45 mins. And after the two months, Flexibility for wrist joint was again estimated by goniometer in degrees.

Selection of Vinyasa

Vinyasa was selected for their contribution to enhance stretch ability of muscles and for improving mobility of joints. To finalize the list of vinyasa the scholar consulted expected and studied the related literature also.

Training and Practice of Vinyasa

The training of experimental given in the yoga hall of Vivekananda public school, Gwalior. The students used to report in their sports uniform and practiced vinyasa barefoot. The practice session was conducted for a period of 45 minutes in the morning i.e.8.00 A.M. to 8.45 AM on Monday, Wednesday and Friday for duration of two months.

Method Applied For the Training Practice of Vinyasa

The vinyasa were taught and the practice session were conducted and supervised by the researcher himself. For teaching purpose, each step was explained and demonstrated before the student performed the same necessary corrections were made, the rest the instruction were given in between succeeding vinyasa.

Statistical Procedure

To find out the significance of difference between different pair means, the 'ANCOVA'was used. The level of significance was set at 0.05.

Results

Table –1 : Analysis of Co-Variance of Comparison of Adjusted Post Test Means of Experimental group And Control Group in Flexibility of wrist joint (in degrees)

Sum of

Squares Df

Mean Square

F

p-value

Contrast 195.270 1 195.270 89.670 .000

Error 58.797

27

2.178

F value required to be significant at 1, 27 df = 4.20

Table-1 revealed that the obtained 'F' value of 89.670 was found to be significant at 0.05 level in case of wrist joint flexibility, since this value was found higher than the tabulated value 4.20 at 1, 27 df.

Table – 2 : Adjusted Post Test Means Of Experimental Group And Control Group In Relation To wrist Joint Flexibility.

Group Mean SD N

Sun Salutation

78.0000

5.19615 15

Control Group

74.1333

9.55336 15


Figure – 1 : Adjusted Post Test Means of Experimental Group and Control Group

in Relation to Wrist Joint Flexibility.

Discussion

The research scholar has made an attempt to present the discussion of findings. After collection of data, appropriate statistical analysis was conducted. The research scholar examined the effect of Vinyasa on wrist joint flexibility in school going children. The results in general support that Vinyasa poses improve wrist joint flexibility among school going children. It was found that the experimental group improved significantly. The rate of improvement was higher for the experimental groups in comparison to the control groups. Finally, results show that the participants who followed the treatment of Vinyasa improved their wrist joint flexibility higher than participants in control group.

References

Chakarborty, Jishu.(1995) : Abstract from International Conference on Health, Sports And Physical Fitness .Need For Integrated Approach.

Daniel, J Neppel. (1968). A Study of the Change Caused By Modern Dance Movement on Flexibility And Balance of College Freshman Football Players. Completed Research in Health, Physical Education and Recreation 10.

De Vries, A. Herbert. (1980). Evaluation of Static Stretching Procedure for Improvement of Flexibility. Research Quarterly 3: 222-229

Sider(1984). Evaluation of Strength and Flexibility of Hip Joint. Dissertation Abstract International 35:3494- A.

Bridell E. Gary(1970). A Comparison of Selected Static and Dynamic Stretching Exercise on the Flexibility of the Hip Joint. Completed Research in Health, Physical Education and Recreation 12 :74

Johnson, Barry L. and Nelson, Jack K. (1986). Practical Measurement for Evaluation in Physical Education, USA: Burgrers Publishing Corporation.

Mathews,Donald K. (1979). Measurement in Physical Education, Philadelphia:W.B. Saunders Co.

Bal, B.S.; Kaur, P.J. (2009). Effects of selected asanas in hatha yoga on agility and flexibility level. Journal of Sport and Health Research. 1(2):75-87.

Denial J. Amin (2013), “The effects of selected asanas in Iyengar yoga on flexibility: Pilot study”. Journal of Bodywork and Movement Therapies Online.

Gharote and Ganguly, K.S. (1973). Effect of yogic training on physical fitness. Yoga mimamsa XV.


EFFECT OF SIX WEEK PRACTICING WITH THREE METHODS OF CATCHING ON SPEED OF MOVEMENT OF CRICKETERS

Kakran , Shantanu SinghPh.D Scholar Jiwaji University ,Gwalior, M.P., India

Abstract

The purpose of the study was to see the effects of 6 weeks practicing with three methods of catching on speed of movement of Cricketers. 40 male students on the basis of random sampling technique of age 18 to 24 years were selected as a subject from cricket match practice group of LNIPE, Gwalior. The speed of movement measured by Nelson speed of movement test. The three methods of catching practice are practicing with Swiss ball, practicing with Crazy ball and practicing with throwing on Cemented surface. To see the effects of 6 weeks practicing with three methods of catching on speed of movement the pre- test and post-test means of each group and a control group' t-test 'and ANOVA was employed and found that the subject were changed with Swiss ball, cement surface, crazy ball. the speed of movement of the subjects not improved significantly as obtained 't' value(.716,.104,.063) was insignificant for Swiss ball , cement surface and crazy ball respectively as the obtained 't' value were less than the table 't' value of (2.260 with 9df). Results indicated that there is an insignificant effect of practicing with three methods of catching on speed of movement of Cricketers.

Introduction

Cricket is one of the most popular game in the world at present. It is gaining popularity not only in India but in other countries too , some real quality players moving up from the parks into the league and national side . There are some sports skills involves in the game of Cricket which can be improved through careful study and watching top players in action.

Cricket is probably the most complex and subtle team game among all the games. There are mainly three departments in Cricket namely, (a) batting (b) bowling and (c) fielding, and all are of equal significance and importance. As a result of tremendous amount of speed and variation the fielders are expected to be more agile especially the close-in-fielders.

The ball which comes with tremendous speed adds more velocity when it is hit with bat . In order to catch such high velocity ball the close-in-fielders needs strong reflexes and anticipation and thus there is need for special type of coaching and training to meet the great demands.

“Catches win matches” is a proverb which is often quoted by older hands equally often rejected by younger. The youngsters prefer either to bat or to bowl but neglect the fielding part of the game. The secret of success in fielding is the concentration and relaxation. Fielding is the acid test of cricket.

It is observed in many of the coaching camps at various levels that the coaches put the players to catching in three methods, like,(1) throwing with hand, (2) hitting with bat, (3) throwing with cradle. But here three methods is used are (1) practicing with swiss ball,(2) practicing with crazy ball and(3) practicing with throwing on cement surface.

Speed of movement has been defined by Jhonson and Nelson “as the rate at which a person can propel parts of his body through space

Speed of movement is determined by reaction time and rate of muscles contraction i.e. after the presentation of first stimulus how much time is taken to complete a small movement.


1- The objective of the study to find out the effect of 6 weeks practicing with three methods of catching on

speed of movement of cricketers.

2- The objective of the study to compare the three methods of catching on speed of movement of cricketers.

Methodology

Selection of the subjects

For the purpose of the study 40 subjects of cricket match practice group were selected on the basis of random sampling technique for the present study, and the age level of the players was 18 to 24 years.

Criterion measures

To establish the effect of different types of catching on speed of movement of cricketers following test is used:

Nelson speed of movement test

Statistical Analysis

To find out differences in pre test and post test means of each group and control group paired't' test was employed.

To find out variation among the groups, one way ANOVA was employed.

Findings

The data was statistically analyzed by employing't' test and results of various groups are presented in tables 1 and 2.

Table -1 : Group mean difference in speed of movement of catching practice with the Swiss ball, cement surface and crazy ball

Name of the catching practice means

Number of subject

Initial mean m1

Final mean m2

D

sd

‘t’ ratio

Swiss ball

10

49.75

49.25

3.51

4.21

.716

Cement surface 10

46.25 44.45

4.50 3.49 .104

Crazy ball

10 44.25

46.25

.16

3.72

.063

control group

10

45.50

47.25

2.41

3.57

.087

* significant at 0.05 level of significance the table value of 't' with 9df was 2.26.

Table-1 revealed that there was no significant difference in initial means(49.75) and final means (49.25) of the groups speed of movement with practicing with swiss ball as obtained 't' value(.716) was less than the 't' value(2.26) with 9df.

Further in case of practicing on cement surface in the speed of movement showed that there was no significant difference in initial means (46.25) and final means (44.45) of subjects as obtained 't' value(.104) was less than the 't' value(2.26) with 9df.

Further in case of practicing with crazy ball in the speed of movement showed that there was no significant difference in initial means (44.25) and final means (46.25) of subjects as obtained 't' value(.063) was less than the 't' value(2.26) with 9df.


Control group did not show any improvement as the obtained 't' value (0.87) was less than the table 't' value (2.26) with 9df at 0.05 level.

Table-2: One way analysis of variance of crazy ball, Swiss ball, cement surface and control group on speed of movement

SV SS DF MSS F- value Sig.

Between groups 490.83 3 163.61 3.85 .023

Within groups 1645.86 36 45.71

Total 2136.69 39 *significant at 0.05 level, F (3,36) = 2.860.05

Swiss ball Cement surface Crazy ball Control group Mean difference

44.25 49.25 5.00

44.25 47.85 3.60

44.25 40.21 4.04

49.25 47.85 1.40

49.25 40.21 9.04*

47.85 40.21 7.64*

*significant at 0.05 level ,CD -.646

It is evident from table-2 that there was a insignificant on Swiss ball, crazy ball, cement surface and control group on speed of movement of subjects after 6 weeks of training, the calculated f ratio 3.85 was greater than the table f value 2.86 at 0.05 levels with(3,36) df.

The post hoc test was applied to find out various ions among the groups. When the data was compared with Swiss ball and cement surface the mean difference was 5.00 ,Swiss ball and crazy ball 3.60, Swiss ball and control group 4.04 cement surface and crazy ball 1.40, cement surface and control group 9,04, crazy ball and control group 7.64. The critical difference value was 6.1 which were less than, cement and control, and crazy ball and control group at level of 0.05.

Discussion

When the subjects were changed with swiss ball, cement surface , crazy ball, the speed of movement of the subjects not improved significantly as obtained 't' value(.716,.104,.063) was insignificant for swiss ball, cement surface and crazy ball respectively as the obtained 't' value were less than table 't' value of 2.26 with 9df. The control group did not show any significant.

The reason could be that the variation brought by these three types of catching practice where as control group did not show any significant improvement. the data was further subjected to one way analysis of variance to find out variability among, Swiss ball, cement surface , crazy ball and control group on speed of movement after six weeks training program as the obtained value 3.85 was greater than the tabulated value of 2.86 with (3,36) df at 0.05 level . The post hoc test was applied to find out the groups. When the data was compared with Swiss ball and cement surface the mean difference was 5.00, Swiss ball and crazy ball 3.60, Swiss ball and control group 4.04, cement surface and crazy ball 1.40, cement surface and control group 9.04, crazy ball and control group 7.64. the critical difference value was 6.1 which was less than cement surface and control, crazy ball and control group, at level 0f 0.05


There was no significant difference in speed of movement of subjects as result of practicing with swiss ball, cement surface , crazy ball and control group. The reason could be that the training period for six week was not sufficient to bring desired changes.

References

Kenny James D. (1953). A Study Of Relative Speeds of Different Types Of Pitched Balls. unpublished master thesis , Springfield collage.

Dorothy Beise And Virginia Peasley. (1973). The Relationship Of Reaction Time, Speed And Speed of movement of Big Muscle Group To Certain Sports Skills. Research Quarterly, 8, 133

Land Mf , Mcleod P. (2000). From Eye Movements To Actions: How Batsman Hit The Ball. Nat Neurosci, 3(12)

Mcleod P, Jenkins S. (1991). Timing Accuracy And Decision Time In High Speed Ball Games. International Journal of Sports Psychology, 22(3-4).

Pinder RA , Renshaw I , David K . (2009). Information – Movement Coupling In Developing Cricketers Under Changing Ecological Practice Constraints. Human Movement Science, 28(4)


EFFECT OF AQUATIC INTERVENTION ON PHYSICAL FITNESS VARIABLES OF CHILDREN WITH CEREBRAL PALSY

Baghel PriyaPhD scholar, LNIPE, Gwalior, M.P. India

Abstract

The aim of the study was to investigate the Effect of Aquatic Intervention on Physical Fitness Variables of Children with Cerebral Palsy. The subjects selected for the study were 10 male cerebral palsy children with age ranged between 6-10years from swimming coaching camp for physically challenged children batch held in L.N.I.P.E. Gwalior, India. The physical fitness variables speed, strength, agility and flexibility were measured. All analyses were performed by SPSS version 20. The Paired Sample-'t' test was used to estimate the differences between the Pre and post results at 0.05 level of significance. The paired t-value found significant in Physical Fitness Variables of agility and flexibility as (P<0.05), and in speed and strength variables insignificant difference was found as (P>0.05). However, it seems that children with CP may benefit from improved exercise programs that focused on lower-extremity muscle strength, cardiovascular fitness, or a combination. The outcome measures used in most studies were not intervention specific and often only focused on the International Classification of Function, Disability and Health body function and activity level. There is a need to determine the efficacy of exercise programs to improve the daily activity and participation level of children with CP and increase their self-competence or quality of life.

Introduction

Cerebral palsy is a group of permanent movement problems that do not get worse over time. They cause physical disability, mainly in the areas of body movement. There may also be problems with sensation, depth perception, and communication ability. There are subtypes including a type characterized by spasticity, a type characterized by poor coordination, and types which feature both symptoms and neither. Cerebral palsy is characterized by abnormal muscle tone, reflexes, or motor development and coordination, Poor nutritional status, drooling, aspiration, gastro esophageal reflux, impairment of airway clearance by muscular weakness or in coordination and poor pulmonary reserve (due to chest wall or spine deformity and spasticity) increase the risk of significant morbidity and mortality from respiratory infections.

Physiotherapy programs are designed to encourage the patient to build a strength base for improved gait and volitional movement, together with stretching programs to limit contractures. Many experts believe that lifelong physiotherapy is crucial to maintain muscle tone, bone structure, and prevent dislocation of the joints

Exercise for children with cerebral palsy is gaining popularity among pediatric physical therapists as an intervention choice. Exercise in water appeals to children with CP because of the unique quality of buoyancy of water that reduces joint loading and impact, and decreases the negative influences of poor balance and poor postural control. Therefore the trainees and coaches of our country should give due consideration to physical fitness & physiological fitness variables along with the skill and techniques to improves the performance of children with CP.

Hence, the purpose of the study was to investigate the Effects of Aquatic Intervention on physical fitness variables of children with cerebral palsy.

Materials and Methods

Subjects

The subjects spasticity were assessed before and after 8 weeks of hydrotherapy application. The Halliwick Method was used as for the hydrotherapy application. This method is based on known scientific principles of hydrodynamics and body mechanics, and is divided into four phases: adjustment to water, rotations, and

control of movement in water and movement in water. The swimming education program was conducted over 8 weeks, three times weekly for 60 minutes each session. The assessments were performed before and after the 8 weeks training. The subject was selected from LNIPE swimming batch for physically challenged people. The child's parents gave their written consent for the child to participate. The subjects were 6-10yearsold. The following tests were performed to assess children.

Fitness Variables

Sit and reach- To measure the flexibility

Thrust test: This test was used to assess agility.

Grip strength: The hand dynamometer was used to measurement to grip strength.

Speed: For speed 22.86 m running test was applied.

To determine the Effect of Aquatic Intervention on Physical Fitness Variables of Children with Cerebral Palsy paired -'t' test was used using SPSS version 20.

Table- 1: Paired Samples Statistics

Variables Pairs N Mean Std. Deviation

Flexibility Pre Flexibility 10 7.10 2.38

Post Flexibility

10

8.70 2.25

Strength

Pre Strength

10

2.47

.179

Post Strength

10

2.43

.168

Agility

Speed

Pre Agility

10

9.62

.580

Post Agility

10

10.22

.712

Pre Speed

10

6.96

.379

Post Speed 10 6.67 .649

Table-1 show the mean and standard deviation of children with cerebral palsy pre and post test result in

selected physical fitness variables. In flexibility pre data was 7.10 ± 2.38 and post 8.70 ±. 2.25 and in

strength pre data was 2.47± .179 and post data was 2.43± .168 and in agility pre data was 9.62± .580and post

10.22 ± .712. The mean and standard deviation in speed pre data was 6.96 ±.379and post data was

6.67±.649.


Paired Differences T df Sig. (2-tailed)Mean Std.

Deviation

Std. Error Mean

95% Confidence Interval of the Difference

Lower

Upper

Pair 1

Pre Flexibility -

Post

Flexibility

-1.60

1.92

.609 -2.97

-.22192

-2.626

9 .028

Pair 2

Pre Strength -Post Strength

.038

.160

.050

-.076

.15279

0.749

9 .473

Pair 3

Pre Agility –

Post Agility

-.599

.756

.239

-1.140

-.05762

-2.503

9 .034

Pair 4 Pre Speed – Post Speed

.288 .419 .132 -.0123 .58839 2.169 9 .058

Table-2: Paired Samples Test

* Significant at 0.05 level; t 0.05 (9) = 2.262

Table-2 shows the Paired Samples Test of physical fitness variables of children with cerebral palsy. In Flexibility the value of t-statistics is -2.626and P- value is .028, in case of Strength calculated t-value is .749and P –value is .473 and in Agility calculated t-value is -2.503 and P –value is .034 and in speed calculated t-value is 2.169and P –value is 058in the flexibility and agility variables significant difference was occur as the tabulated t-value is 2.262 which was smaller than the calculated t-value for these variables and the P-value is also less than .005 in case of flexibility and agility.

Discussion and Conclusion

The results of this study showed that swimming training and water exercises were effective for the development of physical fitness variables of Children with Cerebral Palsy and found significantly superior in post testing as compared to the pre test in flexibility and agility.

The analysis of data revealed that the swimming training programme of 8 weeks ,three times weekly for 60 min each session was effective and found to be significant in case of agility and flexibility variable as the calculated t-value for agility (-2.503) and flexibility (-2.626) which was lesser than the tabulated value of t= ( 2.262) at .05 level of significance. This might be due to the fact that water imparts a soft flexible resistance and allows greater and free movements with less strain, which is quite soothing and relaxing. It frees the patient from jolting factor of gravity. Swimming involves most of muscle groups in their healthy flexing and stretching. The affected body parts are treated and the unaffected muscle toned and conditioned leading to increased stamina, flexibility and agility. Water stimulates skin, eyes and ears and tends to active the spastic person. The spastic child's apparent interest in water activities has led to the suggestion that swimming can be a valuable addition to education programs as it is both enjoyable for the subject and contributes to motor development.

The analysis of data revealed that there was no significant difference found in the physical fitness variables of children with cerebral palsy in case of speed and strength variables as the calculated t-value for speed (2.169) and strength (0.749) which was lesser than the tabulated value of t 2.262 at .05 level of significance. The subjects participated in an individualized swimming program which utilized manipulation, imitation, and commands in an unspecified way to measure progress. But the children have the more severe disability


and more so they were not able to improve upon their speed and strength because for this land workout was also important but these children were not able to perform the movement on the dry land and these swimmers will also experience limitations in functional range of motion.

References

Winnick, Joseph P., (2005). Adapted physical education and sport. Champaign, Illinois: Human Kinetics

Rolf Harris & Elizabeth Dendy (1992). Swimming for people with disability, Association of swimming therapy.

Green, A. (1992). Coaching methods when working with swimmers with a disability. Belconnen, ACT: Australian Sports Commission.

Association of Swimming Therapy (1992) Swimming for People with Disabilities 2nd Edition. A&C Black, London

Association of Swimming Therapy (1991). The Halliwick Method: Basic Course Handbook.

Tripp F (2011). Effects of Halliwick therapy on functional mobility in stroke patients (MSc thesis in German).

Lavoie (1976). Historical and biomechanical study of skeletal muscle of swimmers and the effect of a training programme in water on these parameter. Dissertation Abstract International, 3187-A.


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