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
ISSN NO: 0886-9367
Page No:166
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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ISSN NO: 0886-9367
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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
.
The International journal of analytical and experimental modal analysis
Volume XI, Issue X, October/2019
ISSN NO: 0886-9367
Page No:168
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.
The International journal of analytical and experimental modal analysis
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Page No:169
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.
The International journal of analytical and experimental modal analysis
Volume XI, Issue X, October/2019
ISSN NO: 0886-9367
Page No:170
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.
The International journal of analytical and experimental modal analysis
Volume XI, Issue X, October/2019
ISSN NO: 0886-9367
Page No:171
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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Page No:172
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.
H0 3: There is no significant difference in the perception of teachers in the participation of
students in talent search examination with respect to their kinds of school.
The International journal of analytical and experimental modal analysis
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ISSN NO: 0886-9367
Page No:173
Table-3
Significant difference in the perception of teachers of secondary school students’ in talent
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
* Significant at 5% level
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
Significant difference in the perception of teachers of secondary school students’ in talent
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
* Significant at 5% level
The International journal of analytical and experimental modal analysis
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ISSN NO: 0886-9367
Page No:174
From the above table-4 reveals that the calculated t value is (0.21) 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’ 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
Significant difference in the perception of teachers of secondary school students’ in talent
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
* Significant at 5% level
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.
Hence, it can be concluded that there is a no significant difference exists in the perception of
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.
The International journal of analytical and experimental modal analysis
Volume XI, Issue X, October/2019
ISSN NO: 0886-9367
Page No:175
Table-6
Significant difference in the perception of teachers of secondary school students’ in talent
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
* Significant at 5% level
From the above table-6 reveals that the calculated‘t’ value is (0.33) lower 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
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
* Significant at 5% level
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ISSN NO: 0886-9367
Page No:176
From the above table-7 reveals that the calculated t value is (0.77) lower 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 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.
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. 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.
H0 4: There is no significant difference in the perception of teachers in the participation of
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.
H0 5: 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. Moreover, maths
major teacher have received more perception of teachers than other major teachers in
talent search examination.
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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
talent search examination.
H0 7: 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. 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
talent search examination.
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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