A Study of National Values of the Students of Secondary Schools of Gujarat in the Context of Some Variables

A Study of National Values of the Students of Secondary Schools of Gujarat in the Context of Some Variables

Dr. Kaushal H. Parekh

(M.A., M.Ed., Ph.D.)

Swami Narayanswarup B.Ed. College, Ankleshwar-02.

Abstract:

Value education is such a field that can be hopeful with reference to the removal of discordant condition of the student and society. National Education Policy (1986) has put comphasis on value education in its eighth section of the document as an effort to make the individual, society and nation value oriented by accepting the present problems of society, nation and world. As a result of it, from primary Education to higher education at various stages it was proposed to link value education with subject teaching. Keeping in mind that thing, the curricula were developed and various activities were suggested. India has obtained a boon of democracy. For the protection and development of democracy, Education os some democratic values has become essential. Education is a tool of changing the social, economic and national values. One can’t forget the importance of education as a significant factor that shapes the responsible citizens of India, specially during the time period after getting the independence by us, various commissions have talked about the value development. e.g. Kothari Commission of 1964-66, Secondary Education Commission and even in the Report of Dr. Radha Krishnan. We should keep in our view the goal that our education may be mutual with our National values. The content of the curriculum should be such that awareness and respect towards national values may be developed among the students. The decided curriculum should be taken in the referential sense and it should be prepared on that basis.Hence, in the present research, how much and what type of knowledge of national values is there among the students on the basis of the secondary school curriculum has been studied.

Introduction

India has obtained a boon of democracy. For the protection and development of democracy Education of some values of democracy has become essential. Education is the means of change of social, economic and national values. One can’t forget the importance of education as an important factor to shape the responsible citizens of India. During the period after getting the freedom various educational commissions have talked about the development of national values. e.g. Kothari Commission of 1964-66, Secondary education commission, Report of Radha Krishnan. It should be kept in view that the aim that our Education should combine mutually with our National values. In sense of the content of curriculum should be such that develop the awareness and respect for national values among the students. The decided curriculum should be prepared on the basis of the referential meaning of these National values. Therefore, in the present research, a study has been undertaken about how much and what type of knowledge is there in students about National values on the basis of the curriculum of secondary school.

 Statement of the problem

The following is the statement of the heading of the study.

“A study of National values of the students of Secondary Schools of

Gujarat in context of some variables”

 Terminology

• Gujarat :

As suggested in the map of India, Gujarat is one of the states of West India, which came into existence as a separate state on 1st may 1960. Formerly it was the part of Past Bilangual Bombay State. It is between 20.1 and 24.7 North latitude and 68.4 and 74.4 East longitude. Its total area is 1,95,9845 km. Among the states of India according to area it is on seventh number and according to population, on the Ninth number.

• Secondary School :

Gujarati medium school imparting education from std. 9 and 10 recognized by Gujarat secondary Education Board.

• Value :

Value is such an element in which Love, Kindness, satisfaction, joy, Honesty, simplicity etc. are included. The element touching the various aspects of life such as Religion, social bonds, Economic strength, politics cultural life etc. and that maintaining balance among those aspects.

• National Value :

Such values that are necessary for the development of nation. The values that can awaken the feeling of National Unity and Brotherhood are called National values.

Objectives of the Study

1.      To study the national value of the students of secondary schools in context to sex.

2.      To study the national values of the students of secondary schools in context to area.

3.      To study the national values of the students of secondary schools in context to their status of Educational achievement.

4.      To study the national values of the students of secondary schools in context to their IQ.

5.      To study the national values of the students of secondary schools in context to their std.

Variables of the Study:-

A Study of National Values of the Students of Secondary Schools of Gujarat in the Context of Some Variables

Dr. Kaushal H. Parekh

(M.A., M.Ed., Ph.D.)

Swami Narayanswarup B.Ed. College, Ankleshwar-02.

Abstract:

Value education is such a field that can be hopeful with reference to the removal of discordant condition of the student and society. National Education Policy (1986) has put comphasis on value education in its eighth section of the document as an effort to make the individual, society and nation value oriented by accepting the present problems of society, nation and world. As a result of it, from primary Education to higher education at various stages it was proposed to link value education with subject teaching. Keeping in mind that thing, the curricula were developed and various activities were suggested. India has obtained a boon of democracy. For the protection and development of democracy, Education os some democratic values has become essential. Education is a tool of changing the social, economic and national values. One can’t forget the importance of education as a significant factor that shapes the responsible citizens of India, specially during the time period after getting the independence by us, various commissions have talked about the value development. e.g. Kothari Commission of 1964-66, Secondary Education Commission and even in the Report of Dr. Radha Krishnan. We should keep in our view the goal that our education may be mutual with our National values. The content of the curriculum should be such that awareness and respect towards national values may be developed among the students. The decided curriculum should be taken in the referential sense and it should be prepared on that basis.Hence, in the present research, how much and what type of knowledge of national values is there among the students on the basis of the secondary school curriculum has been studied.

Introduction

India has obtained a boon of democracy. For the protection and development of democracy Education of some values of democracy has become essential. Education is the means of change of social, economic and national values. One can’t forget the importance of education as an important factor to shape the responsible citizens of India. During the period after getting the freedom various educational commissions have talked about the development of national values. e.g. Kothari Commission of 1964-66, Secondary education commission, Report of Radha Krishnan. It should be kept in view that the aim that our Education should combine mutually with our National values. In sense of the content of curriculum should be such that develop the awareness and respect for national values among the students. The decided curriculum should be prepared on the basis of the referential meaning of these National values. Therefore, in the present research, a study has been undertaken about how much and what type of knowledge is there in students about National values on the basis of the curriculum of secondary school.

 Statement of the problem

The following is the statement of the heading of the study.

“A study of National values of the students of Secondary Schools of

Gujarat in context of some variables”

 Terminology

• Gujarat :

As suggested in the map of India, Gujarat is one of the states of West India, which came into existence as a separate state on 1st may 1960. Formerly it was the part of Past Bilangual Bombay State. It is between 20.1 and 24.7 North latitude and 68.4 and 74.4 East longitude. Its total area is 1,95,9845 km. Among the states of India according to area it is on seventh number and according to population, on the Ninth number.

• Secondary School :

Gujarati medium school imparting education from std. 9 and 10 recognized by Gujarat secondary Education Board.

• Value :

Value is such an element in which Love, Kindness, satisfaction, joy, Honesty, simplicity etc. are included. The element touching the various aspects of life such as Religion, social bonds, Economic strength, politics cultural life etc. and that maintaining balance among those aspects.

• National Value :

Such values that are necessary for the development of nation. The values that can awaken the feeling of National Unity and Brotherhood are called National values.

Objectives of the Study

1.      To study the national value of the students of secondary schools in context to sex.

2.      To study the national values of the students of secondary schools in context to area.

3.      To study the national values of the students of secondary schools in context to their status of Educational achievement.

4.      To study the national values of the students of secondary schools in context to their IQ.

5.      To study the national values of the students of secondary schools in context to their std.

Variables of the Study:-

Urban

Area                           

Boys                                                         Std-10

Sex

Girls

Hypothesis :-

Ho1.        There will not be significant difference between the mean of National value scores of

total boys and girls of std. 9.

Ho2.        There will not be significant difference between the means of National value scores of

total boys and girls of std. 10.

Ho3.        There will not be significant difference between the means of National value scores of

total boys and girls.

Ho4.        There will not be significant difference between the means of National value scores of

the students of Rural area and Urban area of std. 9.

Ho5.        There will not be significant difference between the means of National value scores of

The students of Rural area and Urban area of std. 10.

Ho6.        There will not be significant difference between the means of National value scores of

total students of Rural area and Urban area.

Ho7.        There will not be significant difference between the means of National value scores of

Students having high educational achievement and low educational achievement in std. 9.

Ho8.        There will not be significant difference between the means of National value scores of

Students having high educational achievement and low educational achievement in std. 10.

Ho9.        There will not be significant difference between the means of National value scores of

total students having high educational achievement and low educational achievement.

Ho10.    There will not be significant difference between the means of National value scores of

the boys of std. 9 and std. 10.

Ho11.    There will not be significant difference between the means of National value scores of

the girls of std. 9 and std. 10.

Ho12.    There will not be significant difference between the means of National value scores of

the students of std. 9 and std. 10.

Ho13.    There will not be significant difference between the means of National value scores of

the boys and girls of std. 9.

Ho14.    There will not be significant difference between the means of National value scores of

the total boys and girls of std. 10.

Ho15.    There will not be significant difference between the means of National value scores of

the boys of Rural area and boys of the urban area.

Ho16.    There will not be significant difference between the means of National value scores of

the girls of the Rural area of std. 9.

Ho17.    There will not be significant difference between the means of National value scores of

the girls of the Rural area of std. 10 and girls of the Urban area of std. 10.

Ho18.    There will not be significant difference between the means of National value scores of

the girls of the Rural area and boys of the Urban area.

Population of the Research and Limitations:-

In the present study, the data was to be obtained from the secondary school students of Gujarati medium of south Gujarat. Hence in order to get this data, the list of the districts of South Gujarat was prepared out of that, four districts Bharuch, Surat, Navsari and Narmada were selected. All the students of std. 9 and 10 if the secondary schools of these districts Gujarti medium south Gujarat was the population of present study.

By limiting the research, attention can be concentrated on the objectives regarding this Desai1 (1997) also writes in his book while accepting the limitations of research that

“Any research work cannot be completely perfect. It is not beneath one’s dignity in making the field of study limited”

The following are the limitations of the present study :

1.      Present study was limited to only secondary schools of Gujarati medium of Gujarat State.

2.      Present study is limited to four variables such as sex, area, std and IQ only.

3.      Other variables are not included in the present study.

Selection of the sample:-

In the present study, the schools were selected randomly form the secondary schools of four district of South zone of Gujarat state in order to collect the data as per the objectives of the study in which 50 students were selected from each district. Thus totally 200 students were selected

as a sample.

 Type of Research:-

The present research was of Practical Research type and Quantitative form.

 Research Method:-

The investigator had decided to undertake the study by the Survey method.

 Construction of the tool:-

The researcher had studied the facts regarding the tool given in the books of Research Methodology. On that basis in order to collect the data about the objectives of the present study, the tool of the situational Question type was prepared. Moreover, the detailed matter about the construction of the tool was obtained by the study of the tools of past related researches. Accordingly sections/points were decided.

After content analysis in order to prepare the statements necessary for the various sections, the researcher had collected the information by visiting various places, teachers, students and the people of the society. After discussing with them the facts about National values and taking guidance from the guide the statements were edited.

The statements in the test are divided into total 12 sections and the number of the statements is total 1 to 56. For responding, the test importance is not given to time-limit or speed. There are four alternatives given with each statement. The arrangement of the items is done according to four ways: On the basis of (1) Content (2) Objectives (3) Form and (4) Difficulty level.

 Keeping in mind the responses, suggestions and proper monitoring of the experts and the guidance of the guide the primary form was prepared. The details are as follows

Table - 1

No. of Statements included in the

National Value Inventory

As shown in the table, by making necessary changes in the tool, total 75 statements were prepared in 12 sections. As shown in the table, there were 56 questions included in the final form of the tool.

Data Collection

Before starting the administration of test, the investigator checked the number of students so that enough number of test papers and answer papers could be provided. During the test administration, the co-operation of the class teacher was taken in the beginning students got the primary introduction so that they may feel at ease. Then the students were given the instruction for filling up the primary information and when necessary the necessary understanding was given and it was made clear that whether they had followed the instruction or not.

 Data Analysis

After checking the answer sheets they were classified separately std. wise, area wise and sex wise. Then in order to establish the reliability of the test, Test-Retest method and split half method were used and in order to establish validity scale-related validity was found out. T-test, factor analysis, co-relation, were used.

 Findings

1.      National values of the girls of std. 9 are significantly higher than those of boys.

2.      National values of the girls of std. 10 are significantly higher than those of boys.

3.      National values of all the girls are significantly higher than those of all the boys.

4.      National values of students of std. 9 of rural area are significantly higher than those of the students of Urban area.

5.      National Values of students of std. 10 of both rural and urban area are equal.

6.      National values of students of rural area are significantly higher than those of the students of urban area.

7.      National values of students having high educational achievement of std. 9 are significantly higher than those of students having low educational achievement.

8.      National values of the students having high educational achievement of std. 10 are significantly higher than those of the students having low educational achievement.

9.      National values of the students having high educational achievement are significantly higher than those of the students having low educational achievement.

10.   National values of the boys of std. 10 are significantly higher than those of the boys of std. 9.

11.   National values of the girls of std. 10 are significantly higher than those of the girls of std. 9

12.   National values of the boys of std. 9 of rural area are significantly higher than those of the boys of std. 9 of urban area.

13.   National values of the boys of std. 10 of urban area are significantly higher than those of the boys of std. 10 of rural area.

14.   National values of the boys of rural area are significantly higher than those of the boys of urban area.

15.   National values of the girls of std. 9 of rural areas are significantly higher than those of the girls of std. 9 of urban area.

16.  National values of the girls of std. 10 of rural areas are significantly higher than those of the girls of std. 10 of urban area.

17.  National values of girls of rural area are significantly higher than those of girls of urban area.

 Educational Implications

There is no end of any research. The end point of any research can be the beginnings point of new researches. On the basis of this research, the researcher suggests the following:

1.      Researcher has shown that the development of national values is not from very birth, it can be cultivated. The schools should organize such programs so that such national values can be developed.

2.      National vales of the students of std. 10 are higher than those of the students of national values can be organized for them.

3.      On the whole national values of the boys are significantly higher than those of girls so the programs for development of national values can be organized.

 Conclusion

National value is one of the important factor out of the responsible factors for the uccess of an individual. The seed can be planted among the students in various ways. If the national values can be developed, the feeling of patriotism can be increased. Thus among the students felling patriotism in their furure life can be awakness. Awared and enthusfic teachers can organize various programmes for the development of national values. Present study is such a polite effort so that it can be useful in this direction. If this study will play the role suited for if then this polite effort of the researcher will be significant.

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