PERCEPTION OF TEACHERS IN THE PARTICIPATION OF ...

PERCEPTION OF TEACHERS IN THE PARTICIPATION OF STUDENTS IN TALENT

EXAMINATION SCHOLARSHIP SCHEME AT SECONDARY LEVEL

P.Selvi1and Dr.M.Vakkil

2

1 Research scholar, Department of Education, Periyar University, Salem-11, Tamil Nadu, India.

E-mail: [email protected]

2 Assistant Professor, Department of Education, Periyar University, Salem-11, Tamil Nadu,

India.

Abstract

In the present day educational system has changed the dimension of the development

aspect in students in various segments. Talent search examination is a National Means-cum-

Merit Scolarship(NMMS) conducted by Ministry of Human Resource and Development

(MHRD) to give the scholarship to the worthy candidates at eighth level. This paper aims to

investigate perception of teachers in the participation of students in talent search examination at

secondary level. Next, using survey data collected on 170 teachers in 36 secondary schools.

Purposive sampling technique selected for the present study.The data collected were analyzed

using appropriate statistical methods i.e., descriptive statistics. The result inticate that there was

significant difference exists in the perception of teacher in secondary school students’ in talent

search examination with respect to their kinds of school and educational qualification. Moreover,

co-ed school teachers have received more perception of teachers than boys and girls teachers

and M.Phil qualification teachers has received more perception of teachers than other teachers.

The curriculum has changed based on societal needs and students’ abilities.The students have

knowledge but correcting them and training them in a proper way to a better knowledge future.

Keywords: Talent Search Examination; Teachers Perception; Secondary school students.

The International journal of analytical and experimental modal analysis

Volume XI, Issue X, October/2019

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INTRODUCTION

Education of man does not begin at school, it begin our birth. Hence Education is a

lifelong process.The concept of education is still in the process of evaluation and this process

will never come to an end. Education is the most important invention of mankind; it is more

important than student’s invention of tools, machines, spacecraft, medichine, weapons and even

of language too was the product of our education.

Educational aims are correlated to ideals of life. Education is also to mould children into

human persons committed to operating for the creation of human communities of affection,

freedom, justice, and harmony. Students are to be moulded only by make them knowledge and

talent importance of these standards in the school itself. Teachers could manage this only by the

lived of their lives manifested in hundreds of little and big communication with students in word

and action. (Aggarwal, 2005)

Conventional beliefs about intelligence have too long been oppressors of the human spirit

and antagonists of self-esteem and human potential (Rajkumar & Hema, 2018). E ducation in a

knowledge society should be to reach out to the learners at all levels of education in the manner

that they derive meaning and substance from the educational process and communicate them to

creating a sustainable society. The challenges of mathematics learning for today’s education are

required self-controlled study, concentration, and motivation. Reliable with previous studies,

they found that for a higher level of mastery, motivation was related to higher mathematics

grades (Broussard & Garrison, 2004; Rajkumar & Hema, 2019).



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ROLE OF TEACHERS

Teachers play significant role in pleasing quality education and in determining the future

and assembly of a nation. Teachers teach the ways of life, channelize early stages power and die

their character. In a real sense, the teachers are the backbone of the nation. A teacher should act

as a motivational force and should be able to create a learning environment in which students are

encouraged to think carefully, rationally and express their thoughts and decide on the situations

and difficulties (Nagoba and Mantri, 2015).

COMPETITIVE EXAMINATION

Competitive exams are like a positive drive for students towards their excellence.

Academics should not be the only focus of students. The main aim of competitive exam is to

improve intellectual, logical skills and reasoning capabilities among students. Most of these

competitive exams are combination of talent and subject knowledge. Kumar, N. (2015) was

reported that useful for the policy makers as well as students writing for IIT-JEE examination

and like other competitive examinations. The analysis might be able to high light the issues of

talented leaning of private coaching for competitive examination. This can be relevant as the

issue is frequently discussed that such practices are not in favour of fair chances of success to all

the aspirants to get admission in various entrance examinations such as IITs which are

comparable premier institutions globally.

All parent spend s money on their children's education, we must not forget that academic

performance is an academic achievement and a daydream for students. The National Means cum

Merit Scholarship Examination (NMMS) is sponsored by the dentral government for class 8th

.

This examination would consist of two tests: Mental Aptitude Test (MAT) and Scholastic

Aptitude Test(SAT). Successful Candidates will get a scholarship of amount Rs.6000/- per

annum till class 12th

.



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REVIEW OF RELATED STUDIES

Kwesi & Lloyd (2016) was focused on teachers teaching styles and students study habits

on academic achievement in mathematics among junior high schools in upper east region of

Ghana. To support learning habit and scholastic achievement, children need to know away from

book knowledge. Self-concept in all forms of student life aids or influences academic

performance of a student in mathematics. It is one of the attempts at improving study habit and

locus of organize among junior school student, to aid academic performance and success of

student. Onaiba, A. E (2015) reported that Impact of a public examination change on teachers’

perceptions and attitudes towards their classroom teaching practices. Highstakes public

examinations, thus, are often used as tools of control in the school system. Though, teachers

welcomed the policy concerning exam format and style. Thus findings indicated that exams did

exert washback on teachers’ attitudes and values in their classroom teaching. Finding of this

study revealed that questionnaires and interviews, classroom observations would have provided

more tangible proof on teachers' real classroom teaching practices as a result of exam change.

O'Neill, M (2014) have analyzed perceptions of leaders, teachers, students and parents in high

performing West Australian Catholic secondary schools within the context of tertiary entrance

examinations. Identify characteristics of leaders in schools, teaching that has resulted in high

achievement, student contribution to their schools’ success and perceptions of parents in the

selected high performing effective schools. Teacher focus group interviews explored questions

around the influence of content knowledge, teaching strategies, planning, assessment, feedback

and affective qualities of expert teachers on student achievement. Etuk N. et al. (2013) are

studied on students’ perception of teachers’ characteristics and their attitude towards

mathematics in or on education zone. The result make clear that the way students’ recognize

their teachers’ in terms of communication ability, knowledge of mathematics contents, classroom

management skills and teaching methods has a significant rapport with students’ attitude towards

mathematics.



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Once the students’ perception of their teachers’ characteristics is low down, students’

attitude towards mathematics tends to be negative. Halima Khan et al.(2012) was studied that

the role of teachers in providing educational and career counseling to the secondary school

students in Gilgit- Baltistan of Pakistan. Students also see their teachers as role models and

attach high value to their guidance and suggestion related to the subjects and occupation

selection. Though, the findings reflect that the NGO-run private schools have better quality

career services for students than the Government Education Department-run schools. There is

less awareness and sense of significance in the Government Education Department on the need

of career counseling in schools. The findings also showed that in both the education systems

some parents play their roles in guiding their children for their careers.

OBJECTIVES OF THE STUDY

To find out the level of perception of teachers in the participation of secondary school

students towards talent search examination.

To find out the role of teachers in the participation of secondary school students towards

talent search examination based on this demographic variable:Gender

(Male/Female),Locality of School (Rural /Urban),Kinds of school(Boys/Girls/Co-

Ed),Major Subject (Tamil /English/ Mathematics / Science/ Social Science), Teachers

Qualification (P.G B.Ed / P.G M.Ed / P.G ,B.Ed with M.Phil/P.G,M.Ed with M.Phil ),

Teachers Teaching Experience (Below 10 Years/ 10-20 Years/ Above 20 Years)

HYPOTHESES OF THE STUDY

The level of the role of teachers in the participation of secondary school students towards

talent search examination is high.



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There is no significant difference in the role of teachers in the participation of secondary

school students among talent search examination with respect to their demographic

variables such as: Gender (Male/Female),Locality of School (Rural /Urban),Kinds of

school(Boys/Girls/Co-Ed),Major Subject (Tamil /English/ Mathematics / Science/ Social

Science), Teachers Qualification (P.G B.Ed / P.G M.Ed / P.G ,B.Ed with

M.Phil/P.G,M.Ed with M.Phil ), Teaching Experience (Below 10 Years/ 10-20 Years/

Above 20 Years)

RESEARCH DESIGN

The investigators have adopted survey method and purposive sampling technique. The

investigators have developed a perception of teachers in the participation of students in talent

search examination at secondary level. For these study 170 samples (teachers) has been selected

from 40 government schools located in Salem district. Perception of teacher questionnaire

consisted of 30 items in to selected 4 point scale that lead them to select a government schools by

the class 8th

secondary school teachers. The statistical treatment means, standard deviations, “t’

test and F test are used to analyses the data.

HYPOTHESES TESTING

H01: The level of the perception of teachers in the participation of secondary school

students towards talent search examination is high.



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Table-1

Mean score of the role of teachers in the participation of secondary school students towards

talent search examination.

Maximum Score=120

S.No Demographic

Variable

Category Mean SD

1. Gender Male 90.77 15.15

Female 89.21 15.24

2.

Kinds of school

Boys 87.98 14.19

Girls 86.10 17.66

Co-Ed 92.63 13.63

3.

Major

Subject of Teacher

Tamil 87.65 14.38

English 89.12 18.57

Mathematics 91.24 15.19

Science 91.11 14.31

Social Science 90.27 13.67

4. Locality of

Teacher

Rural 89.76 15.89

Urban 90.28 12.98

5. Qualification

Teachers’

P.G with B.Ed. 88.34 15.69

P.G with M.Ed. 89.56 14.83

PG with M.Phil 94.35 13.49

6. Teaching

Experience

Below 10 years 90.72 14.55

10-20 years 91.19 15.32

Above 20 years 87.73 16.16

Average 89.89 15.05



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From the table-1 it in incidental that the secondary level teachers have above average

perception of teachers in participation of students towards talent search examination at Salem

district of Tamil Nadu.

H0 2: There is no significant difference in the perception of teachers in the participation of

students in talent search examination with respect to their gender.

Table-2

Significant difference in the perception of teachers of secondary school students’ in talent

search examination with respect to their gender

Variable Gender N Mean SD ‘t’

Value

Perception of

teachers

Male 76 15.17 15.15 0.65

Female 94 14.96 15.24

* Significant at 5% level

From the above table-2 reveals that the calculated t value is (0.65) lower than the

tabulated value 1.96. It is inferred that the null hypothesis is accepted at 5% level of significance.

Hence, it can be concluded that there is a no significant difference exists in the perception of

teachers’ secondary school students’ talent search examination with respect to their gender.


students in talent search examination with respect to their kinds of school.



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Table-3


search examination with respect to their kinds of school

Variable Kinds of

school N Mean SD

F

Value

Perception of

teachers

Boys 41 87.98 14.19

3.14* Girls 42 86.10 17.66

Co-Ed 87 92.63 13.63


From the above table-3 reveals that the calculated t value is (3.14) higher than the

tabulated value 1.96. It is inferred that the null hypothesis is rejected at 5% level of significance.

Hence, it can be concluded that there is a significant difference exists in the perception of

teachers’ of secondary school students’ talent search examination with respect to their kinds of

school.

H04: There is no significant difference in the Perception of teachers in the participation of

students in talent search examination with respect to their locality.

Table-4


search examination with respect to their locality

Variable Locality N Mean SD ‘t’

Value

Perception of

teachers

Rural 127 89.76 15.89 0.21

Urban 43 90.28 12.98




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tabulated value 1.96. It is inferred that the null hypothesis is accepted at 5% level of significance.


teachers’ of secondary school students’ talent search examination with respect to their locality.

H05: There is no significant difference in the Perception of teachers in the participation of

students in talent search examination with respect to their major subject.

Table-5


search examination) with respect to their major subject

Variable Major subject N Mean SD F

Value

Perception

of teachers

Tamil 34 87.64 14.38

0.33

English 33 89.12 18.57

Maths 34 91.24 15.19

Science 36 91.11 14.31

Social Science 33 90.27 13.67


From the above table-5 reveals that the calculated‘t’ value is (0.33) lower than the

tabulated value 1.96. It is inferred that the null hypothesis is acepted at 5% level of significance.


teachers’ of secondary school students’ in talent search examination with respect to their major

subject.

H06: There is no significant difference in the perception of teachers in the participation of

students in talent search examination with respect to their educational qualification.



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Table-6


search examination with respect to their educational qualification

Variable Educational

Qualification N Mean SD

F

Value

Perception of

teachers

PG with B.Ed 34 88.34 15.69

2.15* PG with M.Ed 37 89.56 14.83

PG, B.Ed/M.Ed

with M.Phil

99 94.35

13.49


From the above table-6 reveals that the calculated‘t’ value is (0.33) lower than the



teachers’ of secondary school students’ talent search examination with respect to their

educational qualification.

H07: There is no significant difference in the perception of teachers in the participation of

students in talent search examination with respect to their teaching experience.

Table-7

Significant difference in the perception of teachers of secondary school students’ in

national talent search examination with respect to their teaching experience

Variable Teaching

Experience N Mean SD

F

Value

Perception of

teachers

Below 10 years 52 90.72 14.55

0.77 10-20 years 87 91.19 15.32

Above 20 years 31 87.73 16.16




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teachers’ of secondary school students’ talent search examination with respect to their teaching

experience.

FINDINGS OF THE STUDY

H0 1: The level of the perception of teachers in the participation of secondary school

students towards talent search examination is high. Moreover, secondary level teachers

have above average (89.89) perception of teachers in participation of students in talent

search examination.


students in talent search examination with respect to their gender. Moreover, male

teachers (15.17) have received more perception of teachers than the female teachers

(14.96) in talent search examination.

H0 3: There is significant difference in the perception of teachers in the participation of

students in talent search examination with respect to their kinds of school. Moreover, co-

ed school teachers (92.63) have received more perception of teachers than boys (87.98)

and girls (86.10) school teachers in talent search examination.


students in talent search examination with respect to their locality. Moreover, urban area

school teachers have received more perception of teachers than the rural area school

teachers in talent search examination.


students in talent search examination with respect to their major subject. Moreover, maths

major teacher have received more perception of teachers than other major teachers in




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H0 6: There is significant difference in the perception of teachers in the participation of

students in talent search examination with respect to their educational qualification.

Moreover, PG,B.Ed/M.Ed with M.Phil qualification teachers has received more

perception of teachers than PG with B.Ed and PG with B.Ed qualification teachers in



students in talent search examination with respect to their teaching experience. Moreover,

10-20 years (91.19) teaching experience teachers (91.19) has received more perception

than below 10 years(90.72) and above 20 years (87.73) teaching experience teachers in


CONCLUSION

Secondary schools, study has to be encouraged by parents, teachers, headmasters and the

environment at large, at the right time and place.Teachers play a central role in the students'

developments. The curriculum has changed based on societal needs and students abilities. The

class test above is not enough to make students cognitively skilled. The students have knowledge

but correcting them and training them in a proper way to a better knowledge future. They must

adopt technology and teaching which are modern and useful to students. By doing so, the

teachers will be in their favourite schedule of their students. The students should be motivated.

They can train them self and prepare for the exam with teachers help.

The main finding of the study revealed that there was a significant difference exists in the

perception of teacher in secondary school students’ in talent search examination with respect to

their kinds of school and educational qualification. There was no significant difference exists in

the perception of teacher in secondary school students’ in talent search examination with respect

to their gender, locality, major subject, teachimg experience.



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The student’s proper involvement in learning school subjects in the class and home help

they get high marks because they understand the importance of education. Teachers teaching and

student’s interest on education at the secondary level increase academic achievement.

Awareness of talent search examination and educational programs by national and

household income levels were addressed with a need for more financial support and such as

Parent Teacher Association (PTA), teachers meeting, advertisement in radio, television, and

newspaper, talents searches centers and local schools for more students to benefit from the talent

search examination scholarship scheme (Selvi & Vakkil, 2016). (Selvi & Vakkil, 2017) was

suggested that the result, the secondary school teachers must have to more concentrate this

examination for students’ high achievement. Literacy proves to be a factor that demarcates the

literate parents can guide their son and daughter study well to learn at home. It improves their

children qualities of education and academic achievement.(Selvi & Vakkil, 2019).

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