A Study of Effect of Discipline on Students of Std

7/27/2019 A Study of Effect of Discipline on Students of Std

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A STUDY OF EFFECTIVENESS OF DISCIPLINE ON STUDENTS OF STD.

VIII

By

DEEPIKA L. MISHRA

Guided By

MRS. SHIPRA BISWAS

Research Project for the Degree of

BACHELOR OF EDUCATION

HUMERA KHAN COLLEGE OF EDUCATION - 2012-2013


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CERTIFICATE

This is to certify that the Research Project entitled A STUDY OF EFFECTIVENESS OF

DISCIPLINE ON STUDENTS OF STD. VIII, submitted to the college by Deepika L. Mishra, for

the degreeof Bachelor of Education is her own work carried out under my guidance and isworthy of examination.

(GUIDE) (PRINCIPAL)

---------------------------------- ----------------------------------

MRS. SHIPRA BISWAS DR. NAAZ DHAKAM


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ACKNOWLEDGEMENT

The Researcher wishes to express her sincere gratitude and indebtness to her

esteemed guide, Mrs. Shipra Biswas for her professional direction, expert advice and for the

help and guidance rendered at every stage in carrying out this study; thus making this studya pleasant task.

The researcher also expresses her sincere thanks to the Principal, Dr. Naaz Dhakam

and the staff of St. Marys High School who have given all their co-operation in collecting the

necessary data for this study. I thank the students who have participated as respondents

and supplied valuable data for this empirical study.

The researcher thanks the staff of Humera khan College library for the help and

facilities provided during the course of this research study.

Special thanks are due to researchers family for their constant encouragement

especially during periods of difficulty experienced in the course of their study. Without their

support the completion of the study would have remained an impossible feat.

Deepika L. Mishra


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TABLE OF CONTENTS

Sr. No. Particulars Pg. No.

CHAPTER I - INTRODUCTION

1.1 Introduction

1.2 Need of the study

1.3 Statement of the Problem

1.4 Objectives of the study

1.5 Definition of the terms

1.6 Scope of the study

1.7 Limitation of the study

1.8 Significance of the study

CHAPTER IIRESEARCH AND DESIGN

2.1 Research design

2.2 Methodology of the study

2.3 Descriptive Research

2.4 Sampling

2.5 Population of study2.6 Methods and tools of sampling

2.7 Nature and size of sample

2.8 Tools of Research

2.9 Collection of data

2.10 Test Administration

2.11 Scoring

2.12 Analysis of the data


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CHAPTER IIIDESCRIPTIVE ANALYSIS OF DATA

3.1 Introduction to Analysis and Interpretation

3.2 Analysis and Interpretation

CHAPTER IVCONCLUSIONS AND FINDINGS

4.1 Introduction

4.2

4.3 Major findings of the Research

4.4 Suggestions and Recommendations For Further studies

4.5 Conclusions

BIBLIOGRAPHY

APPENDIX A

APPENDIX B


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CHAPTER I

INTRODUCTION

1.1IntroductionDiscipline is the bridge between goals and accomplishment

- Jim RohnThe word discipline means a training that produces obedience or self-controlled

behaviours to the orders of a proper authority. In every walk of life, discipline is of

supreme importance. Discipline is the assertion of will-power over more base desires,

and is usually understood to be synonymous with self-control. Discipline is a routine, not

a single goal. Discipline is the power that fuels the systems that lead you to larger goals.

Discipline is setting up the perfect environment to achieve the goals you have. Disciplineis the ladder that gets you is to where you want to go. Discipline is the ladder you can

set against the wall that is between you and what you want. Its not something you can

accomplish by starting small, setting up the best environment, being consistent, pushing

away justification, and then building on your previous success. Discipline is the backbone

of character. Without discipline, nothing great can be achieved in life. It is a habit that

one acquires from his environment, or by way of training. A child must be trained to

observe discipline from his early years. His habits, manners, movements, speeches

everything should be guided by the term of discipline so that a good personality can be

acquired in his later life that helps one in ones upliftment.

1.2Need of the studyMan must be disciplined, for he is by nature raw and wild

- Immanuel Kant Students will have more self-control and more self-sufficient. To make students more responsible and make them enjoy being good and helping

others at home at school and in the world at large.

To make students more self-confident. To help students in developing social skills that are important for making friends

such as empathy, patience and knowing how to share.

Learning discipline makes life disciplined by making good choices.1.3 Statement of the problem

The problem selected for study is as follows: The Effectiveness of Discipline on students


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1.4Objectives of the study To study effectiveness of discipline on students. To develop the feeling in them that they are accountable for their mistakes or

misbehavior.

1.5Definition of the termsBefore proceeding with the study it is imperative to define some of the terms and

concepts used in the study for clarity and better understanding.

Effectiveness The result of an action, an impression produced. Discipline a system of rules of conduct or method of practice. Students One who is enrolled or attends classes at school, college or university.

1.6Scope of the studyAccording to the researcher, the present study deals with the effect or influence of

discipline on students, hence for this purpose the data has been collected from

secondary schools of Mumbai depending on the basis of geographical area.

1.7Limitation of the studyThe researcher has included only students of Secondary schools of Greater Mumbai

affiliated to SSC board for the study and only those schools where the medium of

instruction is English.

1.8Significance of the studyThe study helps to understand how discipline influence teaching learning process.

Discipline is essential for every group, for every society and for every political institution.

The study will help students to be disciplined and make good life choices. It will also help

student to develop social skills to make friends in society thereby making them happy.

Discipline will help students have control over their behaviour; generate respect for

parents, teachers, classmates and society.


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CHAPTER II

RESEARCH DESIGN

Research according to John Best is a formal, intensive process of carrying on the

scientific analysis. Research always starts from a question, problem and it involves more

systematic structure of investigation usually resulting in some sort of formal record of the

procedure and a report of results or conclusion. Research gathers new knowledge or data

from primary sources. Research is logical and objective, applying every possible test to verify

the data collected and procedure employed.

2.1 Research design

A research design is a scheme of procedures for the research. The subject matter of

the design of the research includes planning the research, obtaining relevant information

from the data collected information from the data collected, regarding the objectives under

study and then marking an analysis of the data.

A research design defines the scope and emphasis of the research to systematize

research procedure. It also gives an idea of data collection technique and the type of tool

required for collection of evidence and statistical methods required for analyzing the data.

Hence, the observation obtained from a carefully planned and well designed

research gives balanced inferences and therefore research design is the most essential step

of any research.

2.2 Methodology of the study

After the problem is defined and objectives set clearly, the investigation faces the

important task of adopting a method of research best suited to the given problem and the

resources available. There are several methods used for conducting educational research

which are classified as under:

1. Historical Research:It comprises of the techniques and guidelines by which the historians use

primary sources and other evidence to research and then to write histories in the

form of accounts of the past. Both quantitative and qualitative variables can be used

in the collection of historical information.

2. Experimental Research:It is the only method of research that can truly test the hypothesis concerning

the cause and effect relationships. It is often used where there is time priority

and consistency in a causal relationship.

3. Descriptive Research:


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It is also known as statistical Research and describes data and characteristics

about the population or phenomenon being studied. It answers the questions

who, what, where, when and how. For the purpose of present study the

researcher has adopted descriptive research method, since the main aim of

the research is to the study of effectiveness of discipline on students of stdVIII

2.3 Descriptive Research

The Descriptive method of research deals with collection, description, analysis and

interpretation of the data in the prevailing conditions. It involves the comparisons of

attempts to discover the relationships between the existing variables.

2.4 Sampling

It is not possible to survey or investigate the entire population of students in whom

interested to arrive at generalization. The researcher thus, has to limit the study using the

sampling technique. The process of sampling makes it possible to draw valid inferences or

generalization on the basis of careful observation of variables within a relatively small

proportion of population.

2.5 Population of study

A population is any group of individuals that have one or more characteristics in

common that are of interest to the researcher. A sample is a small proportion selected from

the population for observation and analysis. A sample is thus a small portion of population.

By observing the characteristics of the sample one can make certain inferences from which

it is drawn.

For the present problem under investigation the population consists of students of

St. Marys High School affiliated to SSC Board whose medium of instruction is is English.

For survey or the investigation the entire population is impractical. Hence, the

researcher has used a small sample from the population which truly reflects the major

characteristics of that population.

2.6 Methods and tools of sampling

The nature of the population and the topic of inference required for the study

determines the type of sampling. The different types of sampling are as follows:

1. Simple Random Sampling2. Stratified Random Sampling


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3. Systematic Random Sampling4. Incidental Random Sampling5. Cluster Random Sampling6. Purposive Random Sampling

In the present study the researcher used simple random sampling as the sample for

the study was easily available.

Simple Random Sampling

Simple Random Sampling means that every member of the sample is selected from

the total population in such a manner that all members of the population have essentially

the same probability of being selected.

Sample Random Sampling was done in the school selected from where the sample of

pupils were to be taken for the study.

2.7 Nature and size of sample

The sample of pupils required for study was collected from St. Marys High School of

Greater Mumbai with English as the medium of instruction and affiliated to SSC board of

exams. The size of the sample was 30. The following table shows the distribution of the

sample on the basis of the gender of the pupils.

Table 2.1

Gender wise distribution of the sample of students

Students No.s

boys 20

girls 10

total 30

2.8 Tools of research

To carry out any research investigation, data are gathered in which the findings

could be obtained. A great variety of methods had procedures have been developed to aid

in the acquisition of data. Each tool is particularly approximate for certain sources of data

yielding the kind of information required for the study. Inorder to collect relevant data for

the study under the investigation tools are required information from where the objectives

and be tested. The tool was prepared by the researcher under the guidance of the guide.


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2.9 Collection of data

The most formidable and laborious task in developing a tool is the collection and

compilation of items to measure the task under study.

2.10 Test administration

After obtaining the prior permission from the school authority, the researcher

personally administered the tool to secondary students of the English medium school of

greater Mumbai randomly chosen from the school.

A brief introduction explaining the nature of work to be done by th students was

given before distributing the copies of the tool. The responses were also appraised of the

purpose of the tool and the need to give honest answers to the items. There was no timelimit and the students had merely to complete the tool.

2.11 Scoring

For the responses of the tool if the student thought that the statement according to

him/her behavior then he/she had to tick under Yes and if not then they had to tick under

No.

2.12 Analysis of the data

Appropriate statistical techniques are employed to the systematically tabulated data

for describing the data. The following statistical measures are used for the descriptive

analysis of data.

1. Percentage2. Bar graph


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CHAPTER III

DESCRIPTIVE ANALYSIS OF DATA

3.1 Introduction to Analysis and Interpretation

The information for the study was collected sample of pupils after administration of

the tool. This data collected needs to statistically analyzed and interpreted for arriving at

sound conclusion and valid generalization.

For the present study the data gathering tool has been administered to a total of 30

pupils of Secondary school of greater Mumbai and percentage was calculated for each of

responses to the study given by the teachers.

Also graphical representation of the distribution are included for presenting a clear

picture of distribution and for comparing the group.


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3.2Analysis and Interpretation3.2.1 Do you reach school on time?

Sample Size No of Yes response No of No response

30 26 4

100% 86% 14%

Figure 3.2.1

Interpretation:

Out of 30 pupils, 86% of pupils reach school on time and 14% do not reach on time.

Yes No

Series1 26 4

0

5

10

15

20

25

30


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3.2.2 Does your teacher conduct assembly on time?


30 28 2

100% 93% 7%

Figure 3.2.2

Interpretation:

Out of 30 pupils, 93% of pupils are of the view that school conducts assembly

on time and 7% of the pupil are of view that school does not conduct assembly on

time.

Yes No

Series1 28 2

0

5

10

15

20

25

30


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3.2.3 Do you attend assembly regularly?Sample Size No of Yes response No of No response

30 24 6

100% 80% 20%

Figure 3.2.3

Interpretation:

Out of 30 pupils, 80% of the pupils attend assembly regularly and 20% do not attend

regularly.

Yes No

Series1 24 6

0

5

10

15

20

25

30


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3.2.4 Does your parent know about the schools discipline rules?Sample Size No of Yes response No of No response

30 28 2

100% 93% 7%

Figure 3.2.4

Interpretation:

Out of 30 pupil, 93% of the pupil parents are aware of schools discipline and 7% are

unaware.

Yes No

Series1 28 2

0

5

10

15

20

25

30


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3.2.5 Does your school follow dress code regularly?Sample Size No of Yes response No of No response

30 29 1

100% 96% 4%

Figure 3.2.5

Interpretation:

Out of 30 pupils, 96% of pupils are of the view that school follows dress code and 4%

of the pupils are of view that school does not follow dress code.

Yes No

Series1 29 1

0

5

10

15

20

25

30

35


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3.2.6 Do you 75% attendance in your class?Sample Size No of Yes response No of No response

30 24 6

100% 80% 20%

Figure 3.2.6

Interpretation:

Out of 30 pupils, 80% of pupils have 75 % attendance in the class and 20% of the

pupils do not have 75 % attendance in the class.

Yes No

Series1 24 6

0

5

10

15

20

25

30


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3.2.7 Does your school give primary importance to discipline?Sample Size No of Yes response No of No response

30 27 3

100% 90% 10%

Figure 3.2.7

Interpretation:

Out of 30 pupils, 90% of pupils are of the view that school gives primary importance

to discipline and 10% of the pupils are of the view that school does not give primary

importance to discipline.

Yes No

Series1 27 3

0

5

10

15

20

25

30


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3.2.8 Does your teacher conduct lectures as per timetable?Sample Size No ofYes response No of No response

30 24 6

100% 80% 20%

Figure 3.2.8

Interpretation:

Out of 30 pupils, 80% of pupils are of the view that their teacher conducts lectures as

per timetable and 20% of the pupils are of the view that their teacher do not

conduct lectures as per timetable.

Yes No

Series1 24 6

0

5

10

15

20

25

30


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3.2.9 Do you carry books as per timetable?Sample Size No of Yes response No of No response

30 17 13

100% 57% 43%

Figure 3.2.9

Interpretation:

Out of 30 pupils, 57% of pupils carry books as per timetable and 43 % of the pupils

do not carry books as per timetable.

Yes No

Series1 17 13

0

2

4

6

8

10

1214

16

18


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3.2.10 Is your school clean?Sample Size No of Yes response No of No response

30 19 11

100% 64% 36%

Figure 3.2.10

Interpretation:

Out of 30 pupils, 64% of pupils are of the view that their school is clean and 36% of

the pupils are of the view that their school is not clean.

Yes No

Series1 19 11

0

5

10

15

20


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3.2.11 Do you help in keeping your classroom & school clean?Sample Size No of Yes response No of No response

30 14 16

100% 47% 53%

Figure 3.2.11

Interpretation:

Out of 30 pupils, 47% of pupils help in keeping their classroom and school clean and

53% of the pupils do not help in keeping their classroom and school clean

Yes No

Series1 14 16

13

13.5

14

14.5

15

15.5

16

16.5


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3.2.12 Does your teacher punish you more often?


30 7 23

100% 23% 77%

Figure 3.2.12

Interpretation:

Out of 30 pupils, 23% of pupils are of the view that their teacher punishes them

often and 77% of the pupils are of the view that their teachers do not punish them.

Yes No

Series1 7 23

0

5

10

15

20

25


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3.2.13 Do you and your classmate move around in the classroom during the lectures?


30 10 20

100% 33% 67%

Figure 3.2.13

Interpretation:

Out of 30 pupils, 33% of pupils and their friends move around in the classroom

during lectures and 67% of the pupils and their friends do not move around in the

classroom during lectures.

Yes No

Series1 10 20

0

5

10

15

20

25


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3.2.14 Does lecture bell ring on time?


30 28 2

100% 93% 7%

Figure 3.2.14

Interpretation:

Out of 30 pupils, 93% of pupils are of the view that lecture bell rings on time and 7%

of the pupils are of the view that lecture bell do not ring on time.

Yes No

Series1 28 2

0

5

10

15

20

25

30


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3.2.15 Does your school conduct unit test after regular intervals?


30 25 5

100% 84% 16%

Figure 3.2.15

Interpretation:

Out of 30 pupils, 84% of pupils are of the view that their school conduct unit test

after regular intervals and 16% of the pupils are of the view that their school do not

conduct unit test after regular intervals.

Yes NoSeries1 25 5

0

5

10

15

20

25

30


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3.2.16 Do you get sufficient time for recess?


30 20 10

100% 67% 33%

Figure 3.2.16

Interpretation:

Out of 30 pupils, 67% of pupils are of the view that they get sufficient time for recessand 33% of the pupils are of the view that they do not get sufficient time for recess.

Yes NoSeries1 20 10

0

5

10

15

20

25


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3.2.17 Do you maintain silence in library?


30 20 10

100% 67% 33%

Figure 3.2.17

Interpretation:

Out of 30 pupils, 67% of pupils maintain silence in library and 33% of the pupils do

not maintain silence in library.

Yes NoSeries1 20 10

0

5

10

15

20

25


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3.2.18 Does your school organize Yoga sessions?


30 6 24

100% 20% 80%

Figure 3.2.18

Interpretation:

Out of 30 pupils, 20% of pupils are of the view that their school organizes Yoga

sessions and 33% of the pupils are of the view that their school does not organize

Yoga sessions.

Yes No

Series1 6 24

0

5

10

15

20

25

30


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3.2.19 Do you misbehave with your teachers?


30 6 24

100% 20% 80%

Figure 3.2.19

Interpretation:

Out of 30 pupils, 20% of pupils misbehave with their teachers and 80% of the pupils

do not misbehave with their teachers.

Yes No

Series1 6 24

0

5

10

15

20

25

30


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3.2.20 Do teachers encourage & motivate you to speak in English?


30 26 4

100% 86% 14%

Figure 3.2.20

Interpretation:

Out of 30 pupils, 86% of pupils are of the view that their teachers encourage &

motivate them to speak in English and 14% of the pupils are of the view that their

teachers do not encourage & motivate them to speak in English.

Yes NoSeries1 26 4

0

5

10

15

20

25

30


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CHAPTER IV

CONCLUSIONS AND FINDINGS

4.1 Introduction

Discipline is important in every stage of life, it is of supreme importance. Discipline is

a routine, not a single goal. Discipline is the power that fuels the systems that lead you to

larger goals. Discipline is the ladder that gets you from where you are to where you want to

go.

4.2 Conclusion

4.2.1 The study helps to understand the effect of discipline on students.

4.2.2 The method used by the researcher for this study is Descriptive Research method andsimple random sampling tool was used. Students had to tick under Yes or No in the

questionnaire.

4.2.3 The researcher concluded the following from the interpretations:

Majority of pupils reach school on time & attend the assembly regularly.

Pupils parents are about the schools discipline rules and regulations.

Majority of pupils follow the dress code laid by school and also follow the rules and

regulations of school.

Maximum numbers of pupils follow and are aware of the discipline rules and teacher

encourages pupils to follow those rules.

4.3 Major findings of the Research

Majority of parents are aware of the discipline rules of the school.

Students follow the rules and regulations laid by the school.

School is very punctual and disciplined about the attendance of the students attending

the assembly.

Teacher follows the timetable and conducts their lectures regularly on time.

Majority of students have good effect of discipline provided by the school.

4.4 Suggestions and recommendations

Teacher should encourage and motivate the students to speak in English.

Students should always follow the discipline rules laid down by the school.


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Students should respect their teachers and help them in keeping their classroom and

school clean.

4.5 Conclusion

From the above data collection and interpretations done, the researchers derived the

following conclusions:

There are few students who misbehave with teachers & they feel that teacher does not

encourage them to speak in English.

Maximum numbers of students have 75% attendance & attend the assembly on time.

Students are disciplined since they follow the rules and regulations laid by the school.

Majority of students respect and obey their teachers.

Students do not move around the classroom when teacher is conducting the lectures.

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A Study of Effect of Discipline on Students of Std