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A Study of Self Concept, Level of Aspiration and Academic Achievement of Physically Challenged and Normal Students at Secondary Level in District Baramulla
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A Study of Self Concept, Level of Aspiration and Academic Achievement of Physically Challenged
and Normal Students at Secondary Level in District Baramulla
Dissertation Submitted to the University of Kashmir in Partial Fulfillment of the Requirement
for the Award of
M. Phil. DegreeIn
Education
By
Aqueel Ahmad Pandith
Under The Supervision of
Dr. Mohd. Yousf Ganai
Faculty of Education
1
University of KashmirHazratbal, Srinagar – 190006
2011
A Study of Self Concept, Level of Aspiration and Academic Achievement of Physically Challenged
and Normal Students at Secondary Level in District Baramulla
A Dissertation Submitted to the University of Kashmir in Partial Fulfillment of the Requirement for the Award of
M. Phil. DegreeIn
Education
By Aqueel Ahmad Pandith
2
Aqueel Ahmad Pandith Investigator
Dr. Mohd. Yousf Ganai Supervisor
Prof. Mahmood Ahmad Khan Dean and Head Department of Education
Faculty of EducationUniversity of Kashmir
Hazratbal, Srinagar – 190006 2011
DEPARTMENT OF EDUCATION UNIVERSITY OF KASHMIR,
SRINAGAR
CERTIFICATE
Certified that the dissertation entitled “A Study of Self
Concept, Level of Aspiration and Academic Achievement of
Physically Challenged and Normal Students at Secondary
Level” Which is being submitted by Aqueel Ahmad Pandith, for
the award of M. Phil. Degree in Education of the University of
Kashmir, is a record of his own work carried out under my
supervision and guidance. All the content in this M. Phil.
Dissertation has not been submitted for the award of any other
degree of this university or any other university.
3
Dr. Mohd. Yousf Ganai Supervisor
Contents
Certificate Acknowledgement List of Tables List of Diagrams Abstract i – xvi
CHAPTER –I INTRODUCTION 1-22i. Need and importance 15-17ii. Statement of the Problem 17iii. Operational Definition of the Variables 18-19iv. Objectives of the study 19-20v. Hypotheses 20-22
CHAPTER-II REVIEW OF RELATED LITERATURE 23-65i. Over View 62-65
CHAPTER-III METHODOLOGY AND PROCEDURE 66-86i. Sample 68-77ii. Selection of the Tools
a. Sagar and Sharma’s Self- Concept Inventoryb. Dr. Mahesh Bhargava and M. A. Shah Level
of Aspiration Scale
78-8678-8080-86
CHAPTER -IV ANALYSIS AND INTERPRETATION Of DATA
87-129
i. Graphical Representation 106-129
CHAPTER-V DISCUSSION OF RESULTS 130-136
CHAPTER-VI SUMMARY, CONCLUSION EDUCATIONAL IMPLICATIONS AND SUGGESTIONS
137-144
BIBLIOGRAPHY 145-158
4
APPENDIX I. Self- concept Inventory II. Level of Aspiration ScaleIII. Master Sheets
Acknowledgement
The completion of this dissertation has been a Joint effort in
the sense that I have received abundant inspiration,
encouragement and assistance from several colleagues, friends,
Institutions and organizations.
I express my deepest sense of gratitude to my esteemed
supervisor Dr. M.Y. Ganie (Associate Professor), Department of
Education, University of Kashmir, who stood all by along, bore
many personal inconveniences, took sustained interest in the
completion of this Dissertation and offered whatever succor, I
needed. His sympathetic approach, scholastic criticism and
intellectual suggestions became sustained source of inspiration for
me during the course of this study and encouraged me to do full
justice to the job I have been entrusted with.
I am highly obliged to Prof. Mahmood Ahmad Khan Dean and
Head, Department of Education for his encouragement. I feel proud
to state that his candid attitude, worthy suggestions, expert
comments and facilities provided to me during the completion of
this research was really appreciating and admiring.
I am also highly thankful to Prof. N. A. Nadeem, an eminent
educationist and academician par excellence for his valuable
support and guidance during the whole course of study.
It gives me great pleasure to acknowledge the help and
support from esteemed teachers Prof. G. M. Malik staff members of
the Department especially Prof. Nighat Basu, Dr. M. I. Matoo, Dr.
5
Tasleema Jan, Dr. Peerzada Najma, Mrs. Amina Parveen and Dr.
Gulshan Wani.
I am greatly thankful to the library staff of the Department of
Education, especially Mr. Majid Majeed and Mrs. Kulsuma for their
constant support and for providing the relevant material. I feel
happy to extend my special thanks to Mr. Mohd. Abass and Mrs.
Rafeeqa for providing me continuous assistance and
encouragement.
I am also thankful to all the teachers and heads of the
selected institutions of district Baramulla for their help and
assistance in data collection and for providing some important
official records of the students require for this study.
No words would be sufficient to express my gratitude to my
fellow scholars especially Mr. Mudasir Ahmad, Mr. Rizwan Roomi,
Mr. Muzzafar Ahmad, Mr. Javid Ahmad and Mr. Ashiq Thoker for
their constant support, encouragement and memorable company.
The acknowledgment is incomplete without offering gratitude
to my dearest and respectful teachers, supporters and helpers Mr.
Nissar Ahmad, Mr. G. M. Paju, Dr. Mohammad Syed Bhat and Mr.
Mohd. Amin for their unrequited help, constant encouragement and
pleasant company.
I am under deep obligation to my dearest friends Mr. Sajad
Reshi, Mr. Masood, Mr. Abid, Mr. Gh. Hassan, Mr. Mohmmad
Hussain,Mr. Sajad, Mr. Jaffer, Mr. Reyaz and Mr. Manzoor for their
love, care affectionate attitude, emotional support and great
inspiration which has enabled me to pursue higher education. I am
indebted for the help rendered by them from time to time.
I want to express my special appreciation to my associate
scholars and friends, Mr. Gowhar Ahmad, Imtayaz Rasool, Nazir-Ul-
Amin, Feroz Ahmad, Noor-Ul-Amin, Firdous Ahmad, Tariq Ahmad,
6
Tahseen Jan, especially Musavir Jan and Kulsum Gul my dearest
and memorable friends for ever.
I pay my special and infinite thanks to Mr. Sajad Ahmad and
Muzaffar Ahmad for their keen interest and efforts for typing and
printing the manuscript of this Dissertation.
I express my special thanks to my dearest and unforgettable,
memorable brothers Mr. M. J. Pandith and Mr. S. A. Pandith who
gave me consistently valuable suggestions, encouragement, moral
and emotional support to complete this work.
At last but not least, I am highly thankful to my respected
parents and other kiths and kinns with-out whose constant help
and the challenges they have faced in this regard, this work would
have been impossible.
Aqueel Ahmad
Investigator
7
List of Tables
Table No. Title of the Table Page No.
Table 1.0 Showing the mean comparison of normal and physically challenged Secondary School Students on Real Self Dimension of Self Concept Inventory.
90
Table 1.1 Showing the mean comparison of Hearing Impaired and Visually Impaired Secondary School Students on Real Self Dimension of Self Concept Inventory.
91
Table 1.2 Showing the mean comparison of Hearing Impaired and Crippled Secondary School Students on Real Self Dimension of Self Concept Inventory.
92
Table 1.3 Showing the mean comparison of Visually Impaired and Crippled Secondary School Students on Real Self Dimension of Self Concept Inventory.
93
Table 2.0 Showing the mean comparison of Normal and Psychically challenged Secondary School Students on Ideal Self Dimension of Self Concept Inventory.
94
Table 2.1 Showing the mean comparison of Hearing Impaired and Visually Impaired Secondary School Students on Ideal Self Dimension of Self Concept Inventory.
95
Table 2.2 Showing the mean comparison of Hearing Impaired and crippled Secondary School Students on Ideal Self Dimension of Self Concept Inventory.
96
Table 2.3 Showing the mean comparison of Visually Impaired and Crippled Secondary School Students on Ideal Self Dimension of Self Concept Inventory.
97
Table 3.0 Showing the mean comparison of Normal and Physically Challenged Secondary School Students on Level of Aspiration.
98
Table 3.1 Showing the mean comparison of Hearing Impaired and 99
8
Visually Impaired Secondary School Students on Level of Aspiration.
Table 3.2 Showing the mean comparison of Visually Impaired and Crippled Secondary School Students on Level of Aspiration.
100
Table 3.3 Showing the mean comparison of Hearing Impaired and Crippled Secondary School Students on Level of Aspiration.
101
Table 4.0 Showing the mean comparison of Normal and Psychically Challenged Secondary School Students on Academic Achievement.
102
Table 4.1 Showing the mean comparison of Hearing Impaired and Visually Impaired Secondary School Students on Academic Achievement.
103
Table 4.2 Showing the mean comparison of Hearing Impaired and Crippled Secondary School Students on Academic Achievement.
104
Table 4.3 Showing the mean comparison of Visually Impaired and Crippled Secondary School Students on Academic Achievement.
105
9
Dedicated to
my BrotherWho died
on 10-07-2010
10
List of Diagrams
Diagram No. Title of the Diagrams Page No.
Diagram A, A1 The distribution of the sample (N=300) were normal secondary school students (N=150) and physically challenged secondary school students (N=150) on self concept, level of aspiration and academic achievement.
75
Diagram B, B1 The distribution of the sample (N=300) were normal secondary school students (N=150) and category wise distribution of the physically challenged secondary school students (N=150) on self concept, level of aspiration and academic achievement.
76
Diagram C, C1 Category wise distribution of the sample of physically challenged secondary school students (N=150) where hearing impaired (N=50), visually Impaired (N=50), and crippled (N=50), on self concept, level of aspiration and academic achievement.
77
Diagram1: Showing the Mean comparison between normal (N=150) and physically challenged (N=150) secondary school students on real self.
106
Diagram 2 Showing the mean comparison between hearing impaired (N=50) and visually impaired (N=50) secondary school students on real self.
106
Diagram 3 Showing the mean comparison between hearing impaired (N=50) and crippled (N=50) secondary school students on real self.
107
Diagram 4 Showing the mean comparison between visually impaired (N=50) and crippled (N=50) secondary school students on real self.
107
Diagram 5 Showing the Mean comparison between normal (N=150) and physically challenged (N=150) secondary school students on ideal self.
108
Diagram 6 Showing the mean comparison between hearing impaired (N=50) and visually impaired (N=50) secondary school students on ideal self.
108
Diagram 7 Showing the mean comparison between hearing impaired (N=50) and crippled (N=50) secondary school students on ideal self.
109
Diagram 8 Showing the mean comparison between visually impaired (N=50) and crippled (N=50) secondary school students on ideal self.
109
Diagram 9 Showing the Mean comparison between normal (N=150) and physically challenged (N=150) secondary school
110
11
students on level of aspiration. Diagram 10 Showing the mean comparison between hearing impaired
(N=50) and visually impaired (N=50) secondary school students on Level of aspiration.
110
Diagram 11 Showing the mean comparison between hearing impaired (N=50) and crippled (N=50) secondary school students on Level of aspiration.
111
Diagram 12 Showing the mean comparison between visually impaired (N=50) and crippled (N=50) secondary school students on Level of aspiration.
111
Diagram 13 Showing the Mean comparison between normal (N=150) and physically challenged (N=150) secondary school students on academic achievement.
112
Diagram 14 Showing the mean comparison between hearing impaired (N=50) and visually impaired (N=50) secondary school students on Level of aspiration.
112
Diagram 15 Showing the mean comparison between hearing impaired (N=50) and crippled (N=50) secondary school students on Level of aspiration.
113
Diagram 16 Showing the mean comparison between visually impaired (N=50) and crippled (N=50) secondary school students on Level of aspiration.
113
Diagram 17 Showing the Mean comparison between normal (N=150) and physically challenged (N=150) secondary school students on real self.
114
Diagram 18 Showing the mean comparison between hearing impaired (N=50) and visually impaired (N=50) secondary school students on real self.
114
Diagram 19 Showing the mean comparison between hearing impaired (N=50) and crippled (N=50) secondary school students on real self.
115
Diagram 20 Showing the mean comparison between visually impaired (N=50) and crippled (N=50) secondary school students on real self.
115
Diagram 21 Showing the Mean comparison between normal (N=150) and physically challenged (N=150) secondary school students on ideal self.
116
Diagram 22 Showing the mean comparison between hearing impaired (N=50) and visually impaired (N=50) secondary school students on ideal self.
116
Diagram 23 Showing the mean comparison between hearing impaired (N=50) and crippled (N=50) secondary school students on ideal self.
117
Diagram 24 Showing the mean comparison between visually impaired (N=50) and crippled (N=50) secondary school students on
117
12
ideal self. Diagram 25 Showing the Mean comparison between normal (N=150)
and physically challenged (N=150) secondary school students on level of aspiration.
118
Diagram 26 Showing the mean comparison between hearing impaired (N=50) and visually impaired (N=50) secondary school students on level of aspiration.
118
Diagram 27 Showing the mean comparison between hearing impaired (N=50) and crippled (N=50) secondary school students on level of aspiration.
119
Diagram 28 Showing the mean comparison between visually impaired (N=50) and crippled (N=50) secondary school students on level of aspiration.
119
Diagram 29 Showing the Mean comparison between normal (N=150) and physically challenged (N=150) secondary school students on academic achievement.
120
Diagram 30 Showing the mean comparison between hearing impaired (N=50) and visually impaired (N=50) secondary school students on academic achievement.
120
Diagram 31 Showing the mean comparison between hearing impaired (N=50) and crippled (N=50) secondary school students on academic achievement.
121
Diagram 32 Showing the mean comparison between visually impaired (N=50) and crippled (N=50) secondary school students on academic achievement.
121
Diagram 33 Showing the difference between normal (N=150) and physically challenged (N=150) secondary school students on real self.
122
Diagram 34 Showing the mean comparison between hearing impaired (N=50) and visually impaired (N=50) secondary school students on real self.
122
Diagram 35 Showing the mean comparison between hearing impaired (N=50) and crippled (N=50) secondary school students on real self.
123
Diagram 36 Showing the mean comparison between visually impaired (N=50) and crippled (N=50) secondary school students on real self.
123
Diagram 37 Showing the difference between normal (N=150) and physically challenged (N=150) secondary school students on ideal self.
124
Diagram 38 Showing the mean comparison between hearing impaired (N=50) and visually impaired (N=50) secondary school students on ideal self.
124
Diagram 39 Showing the mean comparison between hearing impaired 125
13
(N=50) and crippled (N=50) secondary school students on ideal self.
Diagram 40 Showing the mean comparison between visually impaired (N=50) and crippled (N=50) secondary school students on ideal self.
125
Diagram 41 Showing the difference between normal (N=150) and physically challenged (N=150) secondary school students on level of aspiration.
126
Diagram 42 Showing the mean comparison between hearing impaired (N=50) and visually impaired (N=50) secondary school students on level of aspiration.
126
Diagram 43 Showing the mean comparison between hearing impaired (N=50) and crippled (N=50) secondary school students on level of aspiration.
127
Diagram 44 Showing the mean comparison between visually impaired (N=50) and crippled (N=50) secondary school students on level of aspiration.
127
Diagram 45 Showing the difference between normal (N=150) and physically challenged (N=150) secondary school students on academic achievement.
128
Diagram 46 Showing the mean comparison between hearing impaired (N=50) and visually impaired (N=50) secondary school students on academic achievement.
128
Diagram 47 Showing the mean comparison between hearing impaired (N=50) and crippled (N=50) secondary school students on academic achievement.
129
Diagram 48 Showing the mean comparison between visually impaired (N=50) and crippled (N=50) secondary school students on academic achievement.
129
14
CHAPTER – 1 INTRODUCTION
15
ince the dawn of the human history, human beings get birth
with the most capacious thing known as mind. This mind is
associated with five sense organs. The co-ordination of mind
and five sense organs of the body gives man a special highness among
all the living creatures of the earth. After the birth of an individual,
these sense organs are continuously stimulated either by external
stimuli or by internal stimuli, mind reacts to these stimuli and there by
comes into existence the core of the personality known as self.
S
As we look towards the world, we find different people
performing different tasks. We find some people happy and some
sullen, some are satisfied with life and work and some are disappointed
with life and work, some are moving towards progress and some are
still idle. All these activities are dependent on their self - concept.
Whatever human beings do, they do it, according to their self concept,
but the question arises, how does this self – concept develop. Cooley C.
H. and Mead G. H. has stated that the self develops out of child’s
communicative contact with others.
16
Self concept has been defined by several researchers. Some of the
definitions that seem closer to the concept of self concept, Conceived
for the purpose of present study are discussed as under:-
Cooley C. H. (1902) developed the concept of “The Looking
Glass Self”. He defines it “As we see our face, figure and dress in the
glass and are interested in them because they are ours and pleased or
otherwise with them …as in imagination we perceive in another’s
mind some thought of our appearance, manners, aims, deeds, character,
friends and so we are variously affected by it”.
Allport (1961) has described the self concept as,“ The self is
something of which we are immediately aware, we think of it as the
warm, central private region of our life . ‘As such it plays a crucial
part in our consciousness’ (a concept broader than self) in our
personality (a concept broader than consciousness) and in our organism
(a concept broader than personality ) thus it is some kind of core in our
being”.
Combs and Syngg (1964) refers self concept as, “The individual’s
perception or view of himself”. It can be concluded that self-concept is
the sum total of all that the individual can call “I” or “Me”. It refers to
those perceptions, beliefs, feelings, attitudes and values which the
individual views as part or characteristics of himself. Thus self-concept
refers to individual’s perception or view of himself. Self-concept
includes the persons abstractions and evaluations about his physical
abilities, appearance, intellectual capacities, social skills, psychological
self image, self-confidence, self-respect and self adequacy. Thus self-
17
concept deals with self perceptions of the person. A person’s self-
perceptions will in turn affect his social interaction, level of aspiration,
psychological health, school achievement and indirectly his popularity
and approval by other people in his environment.
We know that self concept determines not only the kinds of goals,
as suitable for a student to strive for, but also his level of aspiration. The
term level of aspiration was first used by a German psychologist namely
Hoppe. There are different tasks in the world, that different students do,
or there are different tasks that they desire to do. The standard that they
want to achieve in any task is described by psychologists as their level
of aspiration.
18
Interpersonal attributes
Components of the self –concept
Ascribed characteristics
Interests and activities
Internalized belief
Self awareness
Social differentiation Self
determination
External aspects
Components of the Self-concept
Aspiration determines how much curious one is to achieve the
goal. It determines the enthusiasm to perform a task. A person with low
level of aspiration does not perform any task with curiosity and interest.
A person with high level of aspiration interestly puts every effort into
practice to achieve the goal.
The success of a person in any task is determined by his degree of
work to achieve the goal. The degree of work is determined by the
degree of his aspiration. The degree of his aspiration is determined by
his self image. Laxomographically the word aspiration means, “pure up
word desire for excellence, stead fast desire or longing for something
above”.
Frank (1935) altered Hoppe’s concept of level of aspiration and
defined it as “level of future performance in a familiar task which an
individual, knowing his level of past performance in that task, explicitly
undertakes to reach”.
Gardner (1940) defined as “level of aspiration as a truly
quantitative concept, which has two requirements that the subjects make
some public indication of his aims and that, he makes this in quantitative
terms”.
Backer and Seigal (1957) referred level of aspiration, “as
individual strives for a particular goal or level of achievement”.
Hurlock (1967) aspiration means “a longing for what is above
one’s achieved level with advancement on it as its end. In other words,
aspiration means the goal an individual sets for himself in a task, which
19
has intense personal significance for him or in which he is ego-
involved”.
In short, many researchers have pointed out that level of
aspiration is the expected level of achievement of the individual where
difference is obtained between person’s performance in a task and his
estimate of future in that task. There are a number of studies in the
area of academic achievement. These studies examine the relationship
between self concept and level of aspiration.
Trow (1956) defined academic achievement as “knowledge
attaining ability or degree of competence in school tasks usually
measured by standardized tests and expressed in a grade or units based
on pupils performance”.
Good (1959) refers to academic achievement as, “the knowledge
attained or skills developed in the school subjects usually designed by
test scores or marks assigned by the teacher”.
Metha K. K. (1969) defined academic achievement as, “academic
performance includes both curricular and co-curricular performance of
the students. It indicates the learning outcome of the students. In class
rooms students perform their potentials efficiently, as a result of it,
learning takes place”. The learning out come changes the behavior
pattern of the student through different subjects.
Academic achievement of pupils refers to the knowledge attained
and skills developed in the school subjects. So academic achievement
means the achievement of pupils in the academic subjects.
20
It has been commonly experienced by teachers that good and
healthy relationship amongst the students of a class are conducive to
efficient learning, only when teacher is well acquainted with the
personality traits of the students. It is due to this fact that now-a-days
educators are more concerned not only with the student’s class
achievement but also with the factors related to his personality
development.
Education has assumed a place of paramount importance in
modern society which is becoming, more scientific and technological. It
is now regarded as a potent instrument and effective development
through which the standard of living of the people, their prosperity and
security can be considerably improved. It furnishes the individual with
basic knowledge and technical skills essential for work, productivity
economic survival. It serves as the base for the exercise of all rights and
privileges of a citizen and also a precondition for the effective discharge
of his duties.
In India, education of masses is one of the most crucial concern.
In post-independence era, a two-pronged drive has been started to
combat ignorance, illiteracy and economic insecurity of the masses and
also to ensure their increasing participation in social and political life.
The figures available on literacy percentage indicate that there has been
some success in our attempt of eradicating mass illiteracy, but still a
sizable proportion of the total population has not been benefitted from
the programme and as such dark clouds of illiteracy and ignorance are
still hovering over humanity and posing threat to the very Social order.
21
The education of exceptional children represents an attempt on
the part of the school to furnish equal opportunity to individuals who
differ from the general population of students in their physical, mental
and social characteristics.
There are individuals who learn very fast. There are others who
do not learn very fast, but with reasonable teaching learning inputs, can
learn prescribed tasks, may be over a relatively long time segment.
There are some individuals who find it difficult to learn without special
inputs. These are the individuals who have special learning needs which
arise out of sensory, intellectual, psychological or socio-cultural deficits.
For example, persons with visual, hearing or neuro-muscular
impairments have learning problems. So have persons with a low level
of intellectual functioning and those with disorders in psychological
processes. These conditions, impairments or disabilities, impede the
normal development of individuals intellectually, socially, emotionally
and physically. There are however, ways to reduce the discrepancy
through restorative and rehabilitative techniques, including education.
The significant developments in medical science, technology and
education, have resulted in normalizing the lives of disabled persons
through special inputs. These persons can also be educated using special
instructional methodology, instructional material, learning aids and
equipments specific to special learning needs. It also requires additional
teaching competencies in general teacher and in some cases special
teachers are indispensable.
22
In a civilized society, all children need to be given opportunity to
learn, irrespective of their being average, bright, dull, retarded, blind,
deaf, crippled, emotionally disturbed and other similarly deformed in
one way or the other. In a legitimate effort to achieve this goal, different
types of schools – normal schools, special schools etc. have come into
being over a period of time.
The early history of special education started with the hearing
handicapped as early as (1555) A. D. When the Spanish Monk Pedro
Ponce De Leon (1520-1584) taught a small number of deaf children to
read, write, speak and learn academic subjects. The first school for the
deaf in Great Britain was established in (1767) A.D. Ediburgh by
Thomas Braidwood, Braidwood’s method combined oral and manual
method of teaching alpahabets and signs. Samul Hinicke (1729-1784)
developed the oral method emphasizing lip reading and spearing skills
in Germany at Leipzig in (1778) A.D which was further developed by F.
M. Hill (1805-1874). In France, Michel Del Epee (1912-1789) who
established the first school in Pairs in (1755) A. D. Education of deaf
children was started with Gallandet (1787-1851) using the French
method Gallandet established the first school of the deaf in (1847) A.D.
in the New York. In (1863) A.D. there were 22 schools for deaf in USA.
The first oral school of the deaf in Massachussets was established in
(1867) A. D. Thomas Hopkins Yallaudet established the first American
residential school for deaf in (1817) A. D. in Hartforal. The Gallaudet
College in Washington D. C., which is the only college for the deaf was
named in his honour.
23
In France Education of the two blind region with Valentin Hany
(1745-1822) a French Philanthropist who in (1784) A.D. founded the
national institution for the blind in Paris. The first school for the blind in
watertown, Masa Chusset was instituted in (1829) A.D. by Sanuel
Graindley Howe (1801-1826). They gave rise to residential school for
the partially sighted until the development of special classes in public
schools in (1900) A.D. at Chicago. Special classes for the partially
sighted was begun 13 years later in Boston. Louis Braillle (1809-1852),
blind from childhood himself developed the system of Braille using
raised dots to represent letters or alphabets, manually prepared for many
years. The Braille typewriter was developed by Frank Hall (1943-1911)
and a Braille printing system was standardized internationally in (1932)
A. D.
In India the first attempt to educate handicapped children were
made in the last two decades of the nineteenth century with the
establishment of the first school for the hearing impaired in Mumbai in
(1885) A. D., followed by the first school for the visually impaired in
Amritsar in (1887) A. D. India had just 32 schools for the blind in
(1947) A.D. The number rose to 170 in (1980) A.D. Now there are 243
schools for the visually impaired in the country. The number of schools
for the hearing impaired was only 35 in (1947) A. D. but had risen to
180 in (1980) A. D. The present figure of schools for the hearing
impaired is about 478 as per the rehabilitation council of India (RCI)
directory of which 97 are secondary schools. The largest number are in
the state of Maharashtra contains 139 schools. According to the
estimates of national survey organization, the number of disabled
24
persons is about 120 lakhs. The government of India has established
several special institutes for the handicapped such as, national institute
for visually handicapped at Dehradun, national institute of handicapped
at Mumbai, national institute of orthopedic at Kolkata and national
institute of mentally retarded at Hyderabad.
There are 800-1000 special schools for hearing impaired, visually
impaired, orthopedically impaired and mentally retarded. The majority
of them are run by the voluntary organizations. It is estimated that there
are two million disabled children needs special care viz improvement of
health serviced, nutritional standards, mother care, and effective
measures to prevent disability. The National Policy of Education (1986)
A. D. planed to establish 10, 000 schools for these children with 150 to
200 children in each.
Students are real assets of nation, they are the hears of national
resource, development and technology, as for their physical aspect is
concerned they are of two types viz. physically challenged and normal.
The former means the students suffering from any physical defect
which impedes their educational, vocational, emotional and social
adjustment. A physical defect may be congenital, it may be on the other
hand acquired through diseases or accident. The group of physically
handicapped children includes those children who are crippled, blind or
partially sighted, deaf, hard of hearing, defective in speech epileptic,
vitally low, cardiac allergic, diabetic and malnourished.
25
For the purpose of the present investigation physically challenged
students includes the following categories i.e. hearing impaired, visually
impaired and crippled. Hearing impaired are those in whom the sense of
hearing is non functional for ordinary purposes of life. They do not hear
or understand sound at all even with amplified speech. The cases
included in this category will be those having hearing loss of more than
70 decibels (Graham Bell’s Scale) in the better ear (profound) loss of
hearing in both ears (ministry of social welfare 1987). Hearing impaired
children are recognized by various symptoms such as, frequent pain in
the ears, discharge from the ear, scratching the ear frequently, turning
the head frequently towards the speaker and restlessness.
Visual impairment is a condition in which an individual’s vision
is deficient to such a degree that it significantly effects his functioning.
The American Medical Association (AMA) in (1934) A. D. defined
visual impairment as, “Blind person is said to be one who has visual
acuity of 20/200 or less in the better eye. Even with correction, or where
filed of vision is so restricted that subtends an angle of 200 or less in the
better eye after correction”.
The visual impairment is considered as the most severe and
traumatic physical handicap. The visual anomalies may influence the
life of the individual in physical, mental, social, vocational and
educational aspects. Visually impaired children are deprived in terms of
range and variety of experiences. Thus these children have a low self
concept, poor personality make up and low achievement than normal
26
peers (Dr. R. A. Sharma 2008, Fundamentals of Special Education,
pp.193-211).
The visually impaired children can be recognized by various
symptoms such as crossed eyes, swollen eye lids, watery eyes, itching,
laziness, headaches, rubbing eyes excessively, blinking frequently and
holding objects or books close to the eyes. The government made
educational provisions for visually impaired children from national level
to the international level such as provision of close circuit television,
magnifying glasses, large print materials, Braille System talking
calculators and tape recordings.
The term crippled refers to a kind of orthopedic handicap in
which the child’s legs are deformed or even the child loses his limbs and
becomes lame. The crippled child can be recognized by various
symptoms such as deformity in limbs, feeling of pain in the joints. Loss
of any part of the body, polio effects, crippled body and difficulty in
working or running.
The later means the students who do not suffer from any physical
defect like (Crippled, Blind, Partially Sighted, Deaf, Hard of hearing,
Defective in speech, Epileptic, Vitally low etc.).
The survey of related literature is an important step in conducting
educational research. It enables the investigator to locate the gaps and
find the trends in research in a particular field. The information about
the designs, samples and research tools employed by other investigators
help the future investigators to formulate their designs with more care.
27
An attempt has been made by several investigators to compare
physically challenged and physically normal students on self concept,
level of aspiration and academic achievement. Mathur A. A. (1985)
found that crippled children differ significantly from normal in the self-
concept and level of aspiration. Malik M. S. (1994) has found that, the
two groups of students viz. physically challenged and normal students
have shown a significant difference in ‘Reflected self’ (Friends,
parents and teachers). The normal students have rated themselves
higher on ‘Reflected self’ (Friends, Parents and teachers) as compared
to physically challenged students. Peterson R. (2001) revealed that the
self-concept, stress and level of aspiration of handicapped adolescents is
lower than the normal adolescents. Kumar (2005) revealed that
academic achievement, self-concept and level of aspiration of +2
handicapped is lower than the +2 normal students. Krishna Macoy
(2005) found that the normal students shows high academic
achievement than physically ones. Hussain Akbar (2006) has also found
that, Self concept among the physically challenged adolescents was
found significantly lower than their normal counter parts. Similarly the
self – concept among girls was also found significantly lower than the
boys. The self concept of the normal adolescents was higher then the
physically challenged students.
Need and Importance
Human beings are the ocean of the capacities and abilities.
Having capacities and abilities are not assurance and seal for success,
but the realization of the capacities and abilities is the guarantee for
28
success. A person gets the concept of his abilities in the society, his
concept about his own capacities, abilities and characteristics is known
as self concept. The self concept plays a vital role and has a vital
significance in the existence and life of an individual. If a person
understands and realizes himself in a right way, he develops positive
self concept and he turns into a star. If he does not understand and
realize himself in a right way, he develops negative self concept and
turns into a waste.
A student who is abused, insulted, beaten etc. develops negative
self concept and therefore remains academically backward. While as a
student who is reinforced positively becomes a high academic achiever.
We know that a students memory, reasoning, problem solving, thinking,
understanding, recall, recognition, perception, attention, memorization
etc. all are influenced by his self concept, therefore self concept ( the
core part of the personality) should be developed in a right way, so
that these abilities would achieve maximum heights in academic side.
Self concept has a major effect on the intelligence and knowledge
of the students. It widens the horizon of intellect and knowledge of the
student if developed in a right way.
Self concept determines the levels of aspiration of a student,
whether a student has high, low or realistic level of aspiration is mostly
determined by his self concept. This low, high or realistic level of
aspiration of a student is the determining factor of his academic
achievement.
29
The self acceptant person does not think of him self as a paragon
of perfection. Instead, he is able to recognize his good features as well
as his faults. One characteristic of a person who is well adjusted is that
he usually recognizes and emphasizes his good features rather than his
faults. The more the person accepts himself, the better is his self and
social adjustment. The person who makes good personal adjustment
will be happy and successful. One who makes good social adjustment
will be popular, enjoy social contacts and have a full and rich life.
Children having special learning needs arising out of there
intellectual, psychological, sensory and physical defects are required to
be in special schools for special care. In India although some remarkable
progress has been done by way of creating an awareness regarding
educability of children with varying nature and degree of handicaps, yet
enrolling all the handicapped children in special schools appears a
distant goal. In Kashmir handicapped children as a segment of child
population has to a great extent been neglected by the society. No
government or voluntary agencies have so far done any commendable
job in identification, treatment of this category of children. There are
very few institutions in Kashmir where hearing impaired, visually
impaired and crippled children are admitted.
As we know that our country has long back set an objective of
universilisation of elementary education. To keep this objective in view,
the physically challenged student (which constitutes only 10 percent of
total population) cannot be ignored. They too are an important and
essential component to make this object a fact. The most important role
30
in their academic achievement is played by a teacher. A teacher after
knowing the self concept, level of aspiration and academic achievement
of physically challenged students can change his teaching metholdogies,
teaching aptitude and attitude towards this group, so that we will get
good academic results.
The present study shall be the guideline for the future educational
planners, teachers, administers and policy makers while taking any
decision regarding the education of physically challenged students.
Statement of the Problem
The problem for the present investigation has been formulated as
under:-
A study of self concept, level of aspiration and academic
achievement of physically challenged and normal students at
secondary level.
Operational Definitions of Terms and Variables
Self Concept:- In the present study, self concept refers to the scores
obtained by the subjects on Sagar Sharma’s Self Concept Inventory on
the following dimensions:-
i. Real self
ii. Ideal self
31
Level of Aspiration:- In the present study, level of aspiration refers to
the scores obtained by the subjects on Shah and Bhargava Level of
Aspiration Scale on the following determinants:-
i. Environmental
ii. Personal
Academic Achievement:- In the present study, academic achievement
refers to the aggregate marks obtained by the subjects in 8th and 9th
classes.
Physically Challenged:- Physically challenged students are those
students who have some physical impairment which hinders their
participation in any activity. The following categories of physically
challenged students have been choosen for the present investigation.
1. Hearing impaired.
2. Visually impaired.
3. Crippled.
Normal Students:- Normal Students are those students who do not
have any physical impairment.
Objectives of the Study
The following objectives have been formulated for the present
study:-
1. To study the self concept, level of aspiration and academic
achievement of physically challenged and normal secondary
school students.
32
2. To compare physically challenged and normal Secondary School
Students on real self.
3. To compare the hearing impaired and visually impaired
Secondary School Students on real self.
4. To compare the hearing impaired and crippled Secondary School
Students on real self.
5. To compare the visually impaired and crippled Secondary School
Students on real self.
6. To compare physically challenged and normal Secondary School
Students on ideal self.
7. To compare the hearing impaired and visually impaired
Secondary School Students on ideal self.
8. To compare the hearing impaired and crippled Secondary School
Students on ideal self.
9. To compare the visually impaired and crippled Secondary School
Students on ideal self.
10. To compare physically challenged and normal Secondary School
Students on level of aspiration.
11. To compare the hearing impaired and visually impaired
Secondary School Students on level of aspiration.
12. To compare the hearing impaired and crippled Secondary School
Students on level of aspiration.
13. To compare the visually impaired and crippled Secondary School
Students on level of aspiration.
14. To compare physically challenged and normal Secondary School
Students on academic achievement.
33
15. To compare the hearing impaired and visually impaired
Secondary School Students on academic achievement.
16. To compare the hearing impaired and crippled Secondary School
Students on academic achievement.
17. To compare the visually impaired and crippled Secondary School
Students on academic achievement.
Hypotheses
The following hypotheses have been formulated for the present
investigation:-
1. Physically challenged and normal Secondary School Students
differ significantly on real self.
2. Hearing impaired and visually impaired Secondary School
Students do not differ significantly on real self.
3. Hearing impaired and crippled Secondary School Students do not
differ significantly on real self.
4. Visually impaired and crippled Secondary School Students do not
differ significantly on real self.
5. Physically challenged and normal Secondary School Students
differ significantly on ideal self.
6. Hearing impaired and visually impaired Secondary School
Students do not differ significantly on ideal self.
7. Hearing impaired and crippled Secondary School Students do not
differ significantly on ideal self.
8. Visually impaired and crippled Secondary School Students do not
differ significantly on ideal self.
34
9. Physically challenged and normal Secondary School Students
differ significantly on level of aspiration.
10.Hearing impaired and visually impaired Secondary School
Students do not differ significantly on level of aspiration.
11.Hearing impaired and crippled Secondary School Students do not
differ significantly on level of aspiration.
12.Visually impaired and crippled Secondary School Students do not
differ significantly on level of aspiration.
13.Physically challenged and normal Secondary School Students
differ significantly on academic achievement.
14.Hearing impaired and visually impaired Secondary School
Students do not differ significantly on academic achievement.
15.Hearing impaired and crippled Secondary School Students do not
differ significantly on academic achievement.
16.Visually impaired and crippled Secondary School Students do not
differ significantly on academic achievement.
35
CHAPTER – 2
REVIEW OF LITERATURE
36
he survey of the related literature is an important step in
conducting Educational research. It enables the investigator to
locate the gaps and find the trends in research in a particular
field. The information about the designs, samples, and research tools
employed by other investigators help the future investigators to
formulate their designs with more care. An investigator must be aware
of the new research conducted in the past and only then he/she is in a
position to contribute something in original. (Good 1972) has rightly
remarked," without a critical study of the related literature the
investigator will be grouping in the dark and perhaps uselessly, repeat
the work already done. Therefore in order to save time, energy and
resources, it is necessary to undertake a detailed and penetrating study
of all available literature."
T
The review of the literature serves as a guide just to judge the
quantum of the work done and perceive the gaps existing in the
concerned research. A critical review of the literature enables the
researcher to go into greater details and wider applicability of the
problem in hand so as to provide new ideas, explanations or hypotheses.
37
The review promotes a greater understanding of the problem and its
allied aspects and ensures that unnecessary and useless duplication is
avoided. According to Tuckman (1972) the purpose of the literature
review is to expand upon the context and back ground of the study, to
help further to define the problem and to provide an empirical basis for
the subsequent development of hypotheses.
This chapter is devoted to review, the available literature relevant
to the persent study. An effort has been made to cover almost all the important
dimensions, that may have a direct bearing on the study. The studies under review
have been classified and are presented as under:-
Narimani Mohammad &
Mousazadeh Tavakko
(2010) Comparing self-esteem and
self-concept of handicapped
and normal students.
This research was conducted in order to compare self-esteem and
self-concept of handicapped and normal students. Statistical analysis of
this research comprised all the handicapped boy and girl students as well
as the normal society included all the sighted students of age group10–
20 years, who were studying at Ardabil province high schools in 86
schools. 20 handicapped students (10 girl handicapped and 10 boy
handicapped) were selected randomly as a study group and 20 sighted
students (10 girl handicapped and 10 boy handicapped) as a comparison
group. They were tested individually by two subtests of Coppersmith ,
self- esteem and self-concept Beak & Stiller scale at their schools. The
results of multivariate variance (ANOVA) showed that there was
different mean score between handicapped and normal Students. As all
38
the results proved that the function of the sighted group individuals in
self-esteem subtests was better than the handicapped. But the function of
the handicapped individuals in self – concept subtests was better than
the handicapped.
Verma Arti (2008) Study of Self-concept and Study
habits of Visually impaired and
Normal students.
The aim of this research was to study the self – concept and study
habits of visually impaired and normal students. The investigator
selected 100 college students randomly from various colleges in West
Bengal to know the self-concept and study habits of visually impaired
and normal students. The investigator used the self – concept scale by
Caplan & Naidu and study habits inventory by Gopal Roa. It was found
that there is a significant difference between both the groups in their
self-concept and study habits. The normal students have good study
habits and the mean difference of self-concept favours normal students.
Salami S.O and
Alawode E.A.
(2008) To study the influence of
impairment on the academic
achievement of adolescents in
secondary school.
Objectives
i. To find the effects of impairment on the academic
achievement.
ii. To find the difference between male and female academic
achievement.
39
Sample
The investigator selected 200 senior secondary students randomly
from five secondary schools.
Tools
The data were collected through academic records of the students
from principals, personal data, regarding their age, gender, impairment
and type of homes they come from.
Statistical analysis
The collected data were analyzed by using mean, t – test and
correlation.
Major findings
Results indicted that impaired children had significantly less
academic achievement as compared to the non-handicapped. The
significant difference was also found, between the academic
achievement of males and females.
Roy Sharmistha (2008) A comparative study of factors
affecting academic achievement of
school going adolescent boys and
girls.
The aim of the study was to determine some of the selected
influencing factors like daily routine of the students, tuitions, and
content viewed on television etc, affecting the academic achievement of
school going adolescent boys and girls. The factor groups of the study
consisted of top 10 rankers both boys and girls from class VII, VIII, IX,
X, selected from two English medium schools in Gujarat. Data was
40
collected by the questionnaire method. Each respondent was made to fill
the questionnaire. Analysis was done by calculating frequency and
percentages. Results showed that there is not much difference in the
importance of many of the selected factors exhibited by boys and girls,
which plays an important role in their academic achievement.
Hussain Akbar (2007) Self Concept of Physically
Challenged Adolescents.
In order to ascertain the impact of disability on the development
of self concept the study was designed to compare the level of self
concept among the physically challenged adolescents with the normally
developed peers. Altogether 90 school going adolescents of grade IX
and X aged 11-16 (30 in each category namely normal, blind and
Orthopaedically handicapped) were purposively selected from 3
different schools of Delhi. Out of which 15 were males and 15 females
in each category. Mohsin’s self concept Inventory was administered on
each subject. On the whole the level of self concept among the
physically challenged adolescents was found significantly lower than
their normal counterparts. Similarly the level of self concept among the
girls was also found significantly lower than the boys in general, where
as category wise significant difference was found only in case of blind
subjects.
41
Chandra Rakish
Koul Kabire
(2006) Comparative analysis of visually
impaired and orthopedically
handicapped children on academic
performance, level of education and
level of aspiration in northern Assam.
Objectives
1. To study academic performances, level of education and level of
aspiration of visually impaired and orthopedically impaired
children.
2. To compare academic performance, level of aspiration, level of
education of visually impaired and orthopedically challenged
students.
3. To compare the visually impaired and orthopedic impaired on
academic performance.
Major Findings
1. The result showed that no significant difference was found with
respect to level of aspiration and level of education of visually
impaired and orthopedic children.
2. The result also showed that no significant difference was found with respect to
academic performance of visually impaired and orthopedically impaired children.
Eve, Kikas Eve, Mottus
(2006) Ability grouping in school, a
study of academic achievement
in five schools in Estonia.
The paper deals with the questions of the quality of schooling and
the effect of ability grouping on student’s achievement. One hundred
42
and forty seven students from 5 schools participated in the study. Two
schools one a usual mainstream town school, one a usual rural school,
one step by step school and one elite private school. All children were
studied twice, at the beginning of the first (age=7) and third grade. At
first children’s cognitive abilities were assessed, and at second their
academic achievement in Estonian language and mathematics were
assessed. Both the battery of cognitive tests was developed specifically
for this study. It was shown that attending on elite private school was
related to abilities and higher academic achievement attending elite
school had negative impact on achievement.
Raven, R. &
Prince, A.
(2006) A study of level of aspiration and
stress of elementary sighted and
impaired children.
Objectives i. To study the sighted children on level of aspiration.
ii. To study the impaired children on level of aspiration.
iii. To study the sighted children on stress.
iv. To study the impaired children on stress.
v. To compare the sighted and impaired children on level of
aspiration.
vi. To compare the sighted and impaired children on stress.
Hopthesesi. Sighted and impaired children differ significantly on level of
aspiration.
ii. Sighted and impaired children differ significantly on stress
Sample
43
The researcher selected 200 sighted children at elementary level
and equal number of impaired children (100 orthopedic and 100
hearing impaired) for the collection of data, the investigator applied
various tools in the form of questionnaire, psychological tests and
interviews etc. The collected data were analyzed by applying various
statistical methods in order to draw the infrances.
Findings
i. The investigator found that sighted children have more level of
aspiration than the hearing impaired and visually impaired
elementary children.
ii. It was also found that hearing impaired and visually impaired
children have more stress than sighted elementary children.
R. C. Vaishya (2005) Comparative study of male and
female hearing impaired and
visually impaired students on
level of aspiration and academic
achievement, a case study of
Allahabad University.
The sample of 20 male and 20 female students having either hearing
impairment or visual impairment were selected for the present study. The data
regarding the study were gathered in two stages over a period of 45 days during mid
day summer. In order to draw meaningful inferences, the data was treated
statistically by using various methods. The main finding was that both the groups do
not differ significantly on the different variables viz. level of aspiration and
academic achievement.
44
Kumar Krish (2005) A study for observing academic
achievement, its relation with self
concept and level of aspiration of +2
handicapped and normal students of
Haryana State.
For the purpose of present study the investigator collected the sample of 75
handicapped +2 students and 75 normal +2 handicapped students from 48
institutions existing in different zones of Haryana. The statistical treatment was
given in excel, it was found that academic achievement is effected by self concept
and level of aspiration. Both the categories handicapped and normal students
showed marked difference in self concept and level of aspiration.
Macoy Krishna (2005) Normal and physically
challenged students with
relation to their academic
achievement tests.
This study included about 350 ethnically diverse third grades
from 6 California public elementary schools. The researchers conducted
interviews in the fall and spring of the school year and the school
provided test scores from the students grade three academic
achievement test (mathematic, reading and language arts) which were
administered in the spring. It was found that the normal students shows
high academic achievement then physically ones.
Kumthekar, M. (2004) Comparative analysis of physically
challenged and normal college going
students on self-concept and mental
health.
45
It revealed that self concept is an important indicator of
personality. It was found that normal college going students have a
more positive self-concept as compared to physically challenged college
going students. To assess this, a Q- sort technique developed by Butler
and Haigh (1954) was used for 137 normal and 99 physically challenged
college going students. The significant difference was also found in mental health of
both the categories, as mental health supports to normal ones.
Gagandeep, S. J.
& Verma B. K.
(2004) A study of real self, ideal self and reflected
self of hearing impaired and crippled
female adolescent students in southern
part of Ghawahati in India.
For the conduction of present study, 50 visually impaired and equal number
of crippled female adolescents were selected randomly of different parts of
Ghawahati to investigate the real self, ideal self and reflected self. The collected data
was analysed by using different statistical techniques. It was found that there is no
significant difference on real self, ideal self and reflected self of visually impaired
and crippled female adolescents.
Ntzamilis G. &
Haver
(2004) Academic potential in mathematics
among visually impaired and hearing
impaired elementary students in
Athenes.
For the present study the researcher selected 50 visually impaired and 50
hearing impaired elementary level students randomly from 42 elementary schools in
Athenes to examine the achievement in mathematics. The collected data were
analyzed by various statistical techniques in order to draw the relative permanent
results. It was found that there is no significant difference between visually impaired
46
and hearing impaired elementary level students on academic achievement in
mathematics.
Behnke, et al. , (2004) Educational and Occupational
Aspirations of Latino male and female
adolescents.
Research conducted an in-depth interview of 10 male adolescents
of latino and equal number of female latino adolescents. The researcher
investigated their educational and occupational aspirations of male and
female adolescents and factors affecting their aspirations. Using a
content analysis of the interview scripts, it was found that male
adolescents have high aspiration level as compared to female
adolescents.
Gasser, (2004) Contributions of Personality and
Interests to Explaining the Educational
Aspirations of College Students.
This is the first study to investigate personality-interest
convergence by examining the newly revised 2003 California
Psychological Inventory with the 1994 Strong Interest Inventory. In
general, the researchers found that those personality scales and interest
scales that were more related or applicable to educational aspirations of
male and female college students, were moderately correlated with level
of educational aspirations. Also, hierarchical regression result shows
that specific dimensions of personality and interests are related to
female college students plans for future work. The study found that
47
components of male and female college students personality and interest
may relate to aspiring to higher levels of education.
Sangdeep, R. K.,
Sharama, S.
(2004) A study of level of aspiration
academic achievement and self-
concept of secondary school
students in Eastern zone of
Nagaland
For the present study the investigator selected 450 boys and girl
secondary school students randomly from 10 secondary schools in
Eastern zone of Nagaland to study the self-concept, level of aspiration
and academic achievement. For the collection of data the investigator
used level of aspiration test by V.P Bhargava and self-concept scale by
H.M Sing and past two years obtained marks from official school
records. The collected data were analyzed by using Mean, S.D and t-
value. It was found that both boys and girls secondary schools students
have no significant difference on all the three variables viz self concept,
level of aspiration and academic achievement.
Stuart Breg (2004) A study of a self-concept level of
aspiration, mental health and
academic achievement of normal and
handicapped teenagers.
Objectives i. To compare the self-concept of normal and handicapped
teenagers.
48
ii. To compare level of aspiration of normal and handicapped
teenagers.
iii. To compare mental health of normal and handicapped
teenagers.
iv. To compare academic achievement of normal and
handicapped teenagers.
Hypothesesi. Handicapped and normal teenagers differ significantly on self
concept.
ii. Handicapped and normal teenagers differ significantly on level of
aspiration.
iii. Handicapped and normal teenagers differ significantly on mental
health.
iv. To compare academic achievement of normal and handicapped
teenagers.
Sample The sample consists of 250 handicapped and 250 normal
teenagers. The data was collected of about seven months during spring
season in New Jersey of USA. The investigator applied various
statistical techniques in order to draw the relative permanent results.
Major Findingsi. Handicapped teenagers differ significantly from normal teenagers
on self- concept.
ii. Handicapped teenagers differ significantly from normal teenagers
on level of aspiration.
49
iii. Handicapped teenagers differ significantly from normal teenagers
on academic achievement.
iv. Handicapped teenagers differ significantly from normal teenagers on mental
health.
H. R. Shan & S. S. Schrawat
(2003) Self concept and level of aspiration
among physically challenged
students.
Objectives of the study:-
i. To study the effect of total self concept of various categories of
physically challenged high school students.
ii. To study the effect of level of aspiration among various categories
of physically challenged high school students.
iii. To study the relationship of gender and residence among various
categories various categories of physically challenged high school
students.
iv. To study the interaction effects of self-concept, its six dimensions
and level of aspiration, in combination with gender and residence
of various categories of physically challenged high school
students.
Hypothesis
i. There exist significant differences between various categories of
physically challenged school students in relation to total self
concept and its six dimensions viz. behavior, school status,
physical appearance, attributes, popularity, happiness and
satisfaction.
50
ii. There exist significant differences among various categories of
physically challenged school students in relation to level of
aspiration.
iii. There exist significant two and three factors interaction effects of
self concept, its six dimensions and level of aspiration, gender and
residence of various categories of physically challenged school
students.
Sample
In this study, only hearing impaired, visually impaired and
crippled students of classes 9th and 10th (14+ age group) of secondary
school, at least one from each district out of 20 districts of Haryana
State were taken up. The sample comprised of 1000 students: 499
(49.9%) boys and 501 (50.1%) girls. The sample included 211 (21.1%)
boys and 258 (25.8%) girls from urban area and 288 (28.811%) boys
and 243 (24.3%) girls from rural area. It may also be mentioned that 533
(53.31%) of students were taken from class 9th and 467 (46.7%) students
were from 10th class. Thus, the sample was fairly representative of
population gender wise, residence wise and class wise.
Tools
i. Wallach-Kogan tests of creativity to measure creativity.
51
ii. Children’s self-concept scale (CSCS) constructed and
standardized by Ahluwalia.
iii. Level of Aspiration Test developed by Patel.
Major Findings
i. The result shows that self concept of urban various categories of
physically challenged school students was found to be more than
the rural counterparts.
ii. The results shows that socially, the different categories of
physically challenged school students with high level of
aspiration and low level of aspiration differ significantly from
each other.
Enri Dumanhuri (2003) Evaluation of level of aspiration,
academic growth of physically
challenged male students in Bandung
metropolitan area of Indonesia.
Whole metropolitan area was surveyed for generating the data pertaining to
hearing impaired and crippled students below the age of 18 years. The data was
treated in excel in order to draw the conclusion. The main findings were showed that
hearing impaired and crippled students do not differ significantly on level of
aspiration and academic growth.
Gakhar, S. C. (2003) Self concept and academic
achievement of secondary school
students.
Objectives of the study:-
i. To study the self concept of secondary school students.
52
ii. To study the academic achievement of secondary school students.
iii. To compare secondary school students on self-concept.
iv. To compare secondary school students on academic achievement.
Hoptheses
i. There exists significant difference among the secondary school
students on self concept.
ii. There exists no significant difference among the secondary school
students on academic achievement.
Sample
The study was conducted on a sample of 200 students of
secondary schools from two districts i-e Punjab (Patiala and Ferozepur).
The sample comprised of 105 boys and 95 girls. Self-concept scale
(Ahlawalia, 1986) and academic achievement coefficient of correlation
and t-test was used as statistical techniques.
Major Findings
i. Secondary school students viz boys and girls were showed
significant difference on self-concept.
ii. Both the categories were insignificant on academic achievement.
Chowdhury,
Aparajita;
Kumari Anita
(2003) Study of academic achievement of
physically handicapped and normal
children.
The study was conducted on a sample of 50 children of physically
handicapped studying in VIII and IX grades in school, of which an equal number of
53
normal children were included in the sample. The school was in a predominantly
middle class community area. The mean age of students was 13-15 years. The
results revealed that normal students showed better academic achievement as
compared to handicapped students.
Seginer (2002) Family Environment, Educational
Aspirations, and Academic
Achievement in Two Cultural
Settings.
Tested a four-step model consisting of family background,
perceived parental support and demandingness, educational aspirations,
and cademic achievement. The model was estimated on data collected
from working and non-working women (N = 686) growing up in two
cultural settings: transition to modernity (Israeli Arabs) and Western
(Israeli Jews). The results showed that family background had direct and
indirect effects on the academic achievement of Arab but not Jewish
women. The indirect family background- academic achievement path
showed working and non-working differences only for the Arab women
viz educational aspirations for girls and parental demandingness for
boys and parental demandingness was directly related to academic
achievement of women. The study also explained ethnic and gender
differences in terms of demographic and socio-cultural conditions.
Kobal, Darja and
Musek Janek.
(2001) Study of self concept and
academic achievement. of
54
adolescents
The investigators tested the hypothesis that academic
achievement effects different components of self concept.
The sample compressed of 230 students in the age range of 16-17
years. The authors investigated in the possible influence of nationality
(Slovenia, France) in modifying the relationship between academic
achievement and self concept. The results of two factors (academic
achievement+ nationality) analysis showed significant correlation
between academic achievement and various indices of self concept,
which varied in a nationality- dependent fashion. The French subjects
exceeded Slovenians in some domains of self- concept (i.e. verbal ,
academic relations with some sex peers relations with parents, religion
and spirituality and general self- concept) while Slovenian subjects
exceeded of French subjects in the domain of problem solving and
creativity. There was no significant difference between both national
samples in self esteem. Also the French subjects exceeded Slovenian
pupils in general academic achievement. The results were interpreted on
the grounds of theoretical expectations related to the formation of self
concept and academic achievement as well as on the basis of national
differences in the school system and personality structure.
Sharma, Ram Paul (2000) Study of self-concept and Mental
health of male and female
physically challenged secondary
students.
The purpose of this study was to know the self concept and
mental health of physically challenged students at secondary level. The
55
investigator selected 650 students randomly from various secondary
schools in northern area of Assam and used self concept scale of H.M.
Sing & S. Sing and Mental health battery by Alpana Sengupta to know
the self concept and mental health of physically challenged students. For
the statistical treatment the investigator used Mean, S.D and t-value. It
was found that there is no significant difference between male and
female secondary students in their mental health and self-concept.
Rainer, S. Martin, P. (2000) A study of self-concept stress and
academic achievement of secondary
school students in west zone of
Assam.
The investigator selected 640 secondary students to know the
self-concept, stress and academic achievement. For collection of data
the investigator used self-concept scale by H.M sing and stress scale by
OM Prakash Srivastava and R.K Nadiu and past three years obtained
marks from official school records. The collected data were analyzed by
using Mean. S.D and t-value. It was found that the self concept of male
students is significantly different than female students. The mean
difference shows that male students have high self concept than female
students. It was also found that female students have high stress than
boys but there is no significant difference between male and female
students on their academic achievement.
Jefferson (2000) Study of level of aspiration, self concept of
hearing impaired orthopedically school
going children of U.K.
56
Objectives
i. To study the self – concept and aspiration of hearing impaired and
orthopedic impaired school going children.
ii. To compare the different dimensions of self concept viz. real self,
ideal self, reflected self and physical self of hearing impaired and
orthopedically impaired schools going children.
Methodology
The sample of the study comprised 125 hearing impaired and
equal number of orthopedic impaired children of class 7th and 8th. The
investigator used various sampling techniques and tools to draw results.
Major Findings
i. Hearing impaired and orthopedic children were showed no
significant difference on real self.
ii. Both the categories were insignificant on ideal self and physical
self.
iii. Hearing impaired and orthopedic impaired childern were also
insignificant on level of aspiration.
Maikhuri, R. A. &
Pande, S. K.
(1997) Self-concept of adolescents in
relation to their academic
achievement.
Maikhuri & Pande attempted to study the self-concept of
adolescents in relation to their academic achievement. The sample of the
study comprised of 200 students (100 boys and 100 girls) studying in
the intermediate College of Kotdwara city, ho were selected through
random selection method. Their age ranged between 16 to 18 years. The
57
tool used to collect the data included Self-concept Inventory by Pratibha
Deo. The collected data were treated with mean, S.D. and ’t’- test. The
findings revealed that the academic achievement and self-concept were
not significantly related. Significant relationship was observed with
academic achievement of adolescents having high and low self-concept.
No significant difference was found between academic achievements of
adolescents belonging to high and low self-concept.
Krishnan, S.
Santhana
(1993) Relation between self-concept and
academic achievement of college
students.
The sample of the study comprised of 150 students. Out of them,
90 were men and 60 were women students. There were 45 urban and
105 rural students. They were further stratified with faculties, age
groups and birth orders. Stratified random sampling technique had been
used to select the sample. The self concept tool standardized by Rastogi
was used to collect the data. The investigator applied mean, S. D., t-test,
correlation and ANOVA for the treatment of the data. It was found that
there was a significant relationship between self concept and academic
achievement of the college students. There was a significant difference
of mean score between arts and science groups of students on self –
concept. Sex had no influence on self-concept of the individuals.
58
Similarly, birth orders had no impact on self concept of students.
Different age groups had not shown any significance mean difference
on self concept score.
Kuotsu Banui
(1992) The study of academic achievement of
college students in Nagaland in relation to
their self-concept.
Objectives of the study:- i. The study attempts to find out the academic achievement and
self- concept of Nagaland College students.
ii. To find out whether differences exist in their self-concept among
arts, science and commerce college students.
iii. To find out whether any relationship exists between the academic
achievement and self-concept among college students in
Nagaland.
Methodology
The sample consisted of 716 college students drawn from the
three colleges in Kohima Town. They represented the arts, science and
commerce streams including boys and girls. The tools used as
Personality Word List by Deo 1973 and the academic achievement was
obtained by collecting their results. Statistical measures mean, S.D, t-
test and correlation were used to treat the data.
Major findings of the study
59
i. There was significant difference in the academic achievement
and self-concept of college student of arts, science and
commerce stream.
ii. Both science and commerce students showed significantly high
academic achievements then their arts counter parts.
iii. No significant difference was found in the mean self-concept
scores between boys and girls among the arts, science and
commerce students.
Fox and Faver (1991) Achievement and Aspiration
Patterns Among Male and Female
Academic-Career Aspirants, Work
and Occupations.
It is considered both meaning and mediation factors in the
achievement-aspiration relationship. In a sample of graduate women
students ("academic-career aspirants"), the achievement- aspiration
relationship varied with type of academic achievement and professional
aspirations, and as it was mediated by women's perceptions of their
professional roles and their faculty's support. Women's achievement-
aspiration conversion was different from, but not necessarily lower than,
non- graduate non-working women. Rather, the strength and direction of
the relationship varied with aspiration type (traditional versus
alternative) and to some extent, with specific types of academic
achievement. The mediators of the achievement-aspiration relationship
also vary by work conditions and aspiration type. Women's aspirations
for traditional career rewards were largely a function of their
perceptions of the structural availability of job opportunity.
60
Kale, P. S, (1991) A study of the development of self
concept of Pre-adolescent level with
reference to some Family and school
factors.
Objectives of the study were:- i. To trace the general development of self concept at the
preadolescent level as a function of age and sex.
ii. To study sex difference in self concept development.
iii. To study the relationship of internal family factors like parent –
parent and parent-child relationship with self concept at the pre-
adolescent level.
iv. To study the relationship of school factors i.e. teacher-students
and peer relations with self concept at the pre adolescent.
Methodology
The data were collected from three co-educational Marathi
medium schools. The study was conducted on a sample of 990 children.
Tools employed in this were Self-Concept Inventory, Parent-Child
Relationship scale, Parent-Parent Relationship scale, Scale of Teacher-
Student Relationship, Peer Relationship Scale and Socio-economic
status scale of Jogavas. All the tools were specially constructed for this
61
study except the socio-economics status scale. Descriptive, bardiagrams,
frequency polygons, mean, median, mode, Barttell's homogeneity test
analysis of variance, t-test and multiple correlation regression.
Major findings of the study were:-
i. The perceived self did not show a downward trend throughout the
Pre-adolescent period. It showed a significant upward trend at the
end of this period. According to this, the self-concept did not
remain static and showed gradual development up to the end of
the pre-adolescent period.
ii. Boys and girls did not differ significantly in self- concept
development.
iii. Perception of family factor as well as school factors showed
significant development in concept perception of parent-child
relationship.
iv. Girls showed more understanding for parent-parent relationship
teacher student relationship and at the end of the pre-adolescent
period and parent-child relationship.
v. Parent-parent relationship was highly significantly related to self-
concept.
vi. Teacher-student relationship was important in self-concept.
vii. Parent-child relationship was significantly associated with self-
concept.
viii. Peer relations were important in development of self-concept.
62
ix. Family factors jointly were significantly associated with self-
concept.
x. School factors jointly were significantly associated with self-
concept.
Burhan, R. G. (1991) An enquiry into the nature of self-
concept in the area of competence
and its impact on mental health
and academic achievement.
Problem
The present study deals with the problem of self-concepts and
tries comprehensive study of a particular dimension of self-concept,
viz, the dimension competence and its relationship with mental health
and academic achievement.
Objectives
i. To study the nature and extent of the real self-concept of
competence and the ideal self-concept of competence, and the
discrepancy between the two.
ii. To study the nature and extent of mental health in the group
studied.
iii. To study the relationship between real self-concept/ideal self-
concept and mental ill-health/academic achievement;
iv. To study the relationship between each of' the five facets (social,
intellectual, physical, emotional and general) of self-concept in
competence and mental ill-health.
63
v. To study the relationship between each of the five facets and
academic achievement.
vi. To make a comparative study of the three groups of students: the
commerce group, the science group and the combined group.
Methodology
The sample consisted of 432 first year Science and Commerce
honours girl students from seven good institutions with an English
medium background and age between 18 and 20 years. The tools used
included a Self-Concept Inventory constructed and standardized by the
investigator, and a Mental III- Health Inventory. Higher secondary
marks in two common subjects were taken as a measure of the academic
achievement of students. The statistical technique used included mean,
median, mode, standard Deviation, skewness and kurtosis, chi-square
test, "t" test, coefficient of correlation, partial correlation and factional
analysis.
Major Findings
i. Real self-concept scores, ideal self-concept scores, real-ideal
discrepancy scores and mental ill-health scores were found to be
more or less normally distributed in the sample and the three
groups did not differ significantly among themselves in respect of
distributions of scores on these variables.
ii. Real self-concept and ideal self-concept were highly correlated.
iii. Students with high real self-concept scores showed lower
discrepancy scores.
iv. Students who perceived themselves to be highly competent were
64
relatively from mental ill-health symptoms.
v. A trend could be noticed to suggest that high ideal self-concept
was conducive to mental health.
vi. Discrepancy between real and ideal self-concept was found to be
associated with mental ill-health.
vii. Academic achievement was positively associated with perceived
intellectual competence but not with scores of other areas of self-
competence. Howe' ideal self-concept regarding their competence
did not seem to affect academic achievement scores.
viii. Discrepancies between the real and ideal self-concept did not
affect the academic achievement of the commerce groups; but in
the science group, these two were positively related.
ix. Regression coefficient revealed that intellectual competence had
high positive influence upon the academic achievement of both
the science group and commerce group. The other facets of
components showed a negative influence on the academic
achievement of the science group.
x. Students who revealed mental ill-health symptoms were poor in
academic achievement [AS 1651].
D. L. Pareek (1990) A comparative Study of self concept,
Personality traits and aspirations of
the Adolescents, studying in Central
Schools, Government schools and
65
Private Schools in Rajasthan.
Methodology
The normative survey method was used 750 students studying in
different schools framed the sample. Swata Bodh Parikshan by Sherry
and Uma, Cattell’s 16 PF Questionnaire, Level of Aspiration and input
check-list and students Aspiration Test developed by the researcher
were used to collect the data.
Major findings
i. It was found that 45.2% of the adolescents studying in central
schools, 44.2% in private schools and 57.6% in Government
Schools possessed average self-concept.
ii. Adolescents studying in private and central schools were more
intelligent than the adolescents studying in government schools.
iii. Students in private schools were generally practical while
Government school students preferred arts stream.
iv. There existed no significant relationship between personality
traits and levels of aspiration among students from different types
of schools.
Shah, J. H. (1990) A study of relationship among
intelligence, self-concept and
academic achievement of pupils of
standard X of semi urban and rural
areas of Sihore Taluka.
Out of the total population of about 500 pupils of grade X of
66
Sihore Taluka, 305 pupils (61 %) were selected randomly from eight
schools out of which two were from semi urban area. The sample from
semi urban area consisted of 60 boys and 67 girls. From six schools
located in rural areas, 169 boys and 69 girls were selected. The sample
was selected by stratified random cluster sampling method. The tools
used were J. H. Shah's self-concept inventory and Desai Bhatt Group
intelligence test. To evaluate pupils academic achievement, the marks
obtained in area. Subjects at the Gujarat State Secondary Education
Board - taken into consideration and were converted into percentage.
Mean, S. D., t-test and Pearson's pro correlation were used to treat data.
It was found that there was no sex difference self-concept either
in semi urban or rural areas. There was difference in DIQ's (Deviation
Intelligence Quotient) either urban or rural areas. There was significant
difference in academic achievement in favour of boys in both semi
urban and rural areas. There were positive and linear correlation among
self-concept Intelligence Quotient and academic achievement in both
types of areas. Also, intelligence was more related to academic
achievement than self-concept.
Kulshreshtha, R. (1985) Values orientations, interests and attitudes as Correlates of self-concept among male and female Adolescents.
Objectives of the study:-
67
i. To determine and study the impact of value orientation, interests,
and peer relations upon the concept of self in both male and
female adolescents.
ii. To obtain interactions between value-orientations, interests and
peer relations on bivariate and trivariate levels of operation.
Methodology
The sample consisted of 160 high school and inter-mediate
college going students of Aligarh. It represented both males and
females, whose age ranged from 15-19 years and who belonged to the
urban area . They were from these faculties viz. science, arts and
commerce and generally belonged, to the Middle Secondary Educational
Schools. Value orientation was measured with the help of a Value
Orientation scale developed by N. S. Chauhan, Self-Concept developed
by G.P. Sherry. The data were analyzed with a help of factorial design
analysis of variance of equal cell size.
Major Findings of the study were:-
i. Value orientations affected the concept of self in adolescents.
ii. Value orientation had a positive affinity with self-concept among
male as well as female adolescents under different levels of
interest.
iii. Interest played an important role in the growth of self-concept
among adolescent. It promoted the concept and also demoted the
concept of self in various association bonds with value orientation
and peer relation.
68
iv. Interests were shaping and forming the male adolescent's concept
of growth of self concept during the period of adolescence in both
the sexes depended upon the variations of interest occurrence.
v. Peer relations prompted the concept of self also but when
value orientations or interests were operating.
vi. Promotion or demotion of the concept of self by peer relations in
case of both males and females remained different.
Mathur, A. A. (1983) A comparative study of the
adjustment problems, Level of
Aspirations, Self-concept and
academic Achievement of Crippled
and Normal Children.
The major objectives were:-
i. To compare the home adjustment and health adjustment of
crippled and normal children.
ii. To compare level of aspiration of crippled and normal children.
iii. To compare self concept of crippled and normal children.
iv. To compare academic achievement of crippled and normal
children.
Sample
The sample comprised 50 crippled and 50 normal children in the age
range of 13-16 years. The two groups were matched in age, sex, iQ,
socio-economic status and institution.
69
The major findings were:-
i. Crippled children differ Significantly from normal in health
adjustment and home adjustment
ii. Crippled children differ significantly from normal in the level of
aspirations.
iii. Crippled children differ significantly from normal in the self
concept.
iv. No significant difference was found between crippled and normal
children in academic achievement.
Singh, D. P. (1983) A comparative study of the achievement
of blind and sighted children studying in
an integrated system
The objectives of the study were:-
i. To study the achievement of blind children studying in an
integrated system of learning Hindi.
ii. To study the achievement of blind children learning English
language in an integrated approach.
iii. To study the achievement of blind children learning social
studies in an integrated approach.
iv. To study the achievement of blind children learning Sanskrit
in an integrated approach.
Total population of visually handicapped children i.e. 4 studying
in class IX in Government co-educational senior Secondary School,
Presidents Estate, New Delhi were selected for the study and an equal
number of 4 sighted children in class IX in the same institution were
70
selected along with the school periodical tests (September, December,
February) standardized teacher-made tests were administered to these
eight (4 blind + 4 sighted) students.
The findings of the study were that the achievement of blind in
Hindi, English, Social studies and Sanskrit was higher than that of
sighted children. This goes in favour of integrated education since we
did not control all moderate variables. The higher achievement of
visually handicapped may be result of non-educational factors e.g;
psychological factor and individual factor.
An Overview
Thirty studies have been reviewed under this section of review of
studies; 20 studies have been carried on self concept and academic
achievement and 15 have been carried on level of aspiration. Nirmani
Mohammad and Tavakko Mousazadh (2010) found that the sighted
group of individuals in self-esteem and self-concept subtests was better
than the handicapped. Verma Arti (2008) found that that there is
significant difference between both the groups in the self-concept and
study hababits. The normal students have good study habits and the
mean difference between both the groups in the self-concept favours
normal students. Salami S. O and Alawode E. A. (2008) found
significant difference in the academic achievement of males and females
from single parenting homes but none between those of intact homes.
Shasmistha Roy (2008) revealed that there is not much difference in the
importance of many of the selected factors exhibited by boys and girls,
which plays an important role in their academic achievement. Hussain
Akbar (2007) revealed that the level of self-concept among the
71
physically challenged adolescents was found lower than their normal
counterparts, similarly the level of self-concept among the girls was also
found significantly lower than the boys in general. Rakish Chandra and
Kabire Koul (2006) found that no significant difference was found with
respect to level of aspiration and level of education of visually impaired
and orthopedic children. Kikas Eve, Mottus Eve (2006) found that
attending on elite private school was related to abilities and higher
academic achievement attending on elite school had negative impact on
achievement. Raven, R. and Prince, A. (2006) revealed that the sighted
children have more level of aspiration than the hearing impaired and
visually impaired elementary children. It was also found that hearing
impaired and visually impaired children have more stress than sighted
children. Vaishya (2005) found that both the groups viz hearing
impaired and visually impaired students do not differ significantly on
level of aspiration and academic achievement. Kumar (2005) revealed
that the academic achievement is affected by self-concept and level of
aspiration, both the categories viz handicapped and normal students
showed marked difference in self-concept and level of aspiration.
Gagandeep, S. J. and Verma B. K. (2004) revealed that there is no
significant difference on real self, ideal self and reflected self of visually
impaired and crippled female adolescents. Ntzamilis, G. and Haver
(2004) revealed that there is no significant difference between visually
impaired and hearing impaired elementary school students on academic
achievement in mathamatics. Gasser (2004) found that components of
adolescent’s personality and interest may relate to aspiring to higher
levels of adolescents. Sangdeep R. K and Sharma S. (2004) revealed
72
that both the boys and girls secondary school students have no
significant difference on all the three variables viz self-concept, level of
aspiration and academic achievement. Stuart Breg (2004) revealed that
handicapped teenagers differ significantly from normal teenagers on
self-concept and level of aspiration. The study also revealed that both
the categories were significantly differ on academic achievement and
mental health. Shah H.R. and Sehrawat S. S. (2003) found that there
exists significant difference among various categories of physically
challenged secondary school students on level of aspiration and self-
concept. Enri Dumannuri (2003) found that hearing impaired and
crippled students do not differ significantly on level of aspiration and
academic growth. Chowdhury Aparajita, Kumari Anita (2003) found
that normal students showed better academic achievement as compared
to handicapped students. Gharkar, S. C. (2003) revealed that significant
difference was found among secondary school students on self-concept.
Seginer (2002) revealed that parental demandingness for boys and
parental demandingness was directly related to academic achievement
of women. Sharma and Ram Paul (2000) revealed that there is no
significant difference between male and female secondary school
students in their mental health and self-concept. Rainer, S. and Martin,
P. (2000) found that the self-concept of male students is significantly
different than the female students. Jefferson (2000) found that both
hearing impaired and orthopedic school going children were
insignificant in relation to their self concept and level of aspiration.
Kuotsu and Banui (1992) revealed that there was significant difference
in the academic achievement and self concept of college going arts,
73
commerce and science students. Fox and Facer (1991) revealed that
women’s aspiration for traditional carrier rewards were largely a
function of their perceptions of structural availability of job opportunity.
Kale, P. S. (1991) found that family factors and school factors jointly
are associated with self-concept. Parkeek D. L. (1990) found that
government schools generally preferred arts while as the students in
private schools preferring practical. Kulshreshtha, R. (1985) found that
promotion or demotion of the self-concept by peer relations in case of
both males and females remained different. Marthur, A. A. (1983) found
that no significant difference was found between crippled and normal
children in academic achievement, while as significant difference was
found in their self-concept. Singh D. P. (1983) found that the
achievement of blind in Hindi, English Social Studies and Sanskrit was
higher than that of sighted children.
74
CHAPTER – 3
METHODOLOGY AND PROCEDURE
75
very piece of research must be planned and designed carefully
so that the researcher proceeds ahead without getting confused
at the subsequent steps of research. The researcher must have
a clean and clear understanding of what is to be done, what data is
needed, what data-collecting tools are to be employed and how the data
is to be statistically analyzed and interpreted?
EKerlinger (1973) has very rightly observed:-
76
"Research design is the plan, structure and strategy of
investigation conceived so as to obtain answers to the research
questions. The plan is, an overall scheme or programme of research. It
includes an outline of what the investigator will do from writing the
hypotheses and their operational implications to the final analysis of the
data. The structure of research is more specific. It is the outline, the
scheme, the paradigm (diagrams, graphs and verbal outline) of the
operation of variables. Strategy is also more specific than the plan. it
includes the methods to be used to gather and analyze the data. In other
words, strategy implies how the research objectives will be reached and
how the problems encountered in the research, will be tackled”.
Similarly, Van Dalen (1973) has drawn the attention of
researchers towards the appropriate framework to be adopted in a
research design. He has remarked:-
"Research is often confused, as floundering; process rather than
logical, orderly one. An investigator does not tackle one step at a time,
to complete the process and then move on to the next step. He may
tackle the steps out of order, shuffle back and forth between steps or
work on two steps more or less simultaneously".
The present study has been completed through the descriptive
method of research. This method has been the most popular and widely
used method of research in Social Sciences and Education. Through this
method, the study is designed to obtain pertinent and precise
information concerning the current status of the phenomena and also to
77
draw valid conclusions from the facts discovered. The details about the
sample, the tools and their description, the statistical methods used for
data analysis for the present study are given as under:-
Sample
The total sample for the present investigation consists of 300
secondary school students, where 150 consists of physically challenged
and 150 normal secondary school students of district Baramulla. The
details about the procedure of selecting the sample are given as under:-
The physically challenged students were identified on the basis of
information obtained from the offices of various secondary school
institutions. Further, the investigator categorized them into three main
categories viz hearing impaired N= 50, visually impaired N= 50 and
crippled N= 50. All the three categories of physically challenged
students were taken from 90 secondary schools and the normal
secondary school students were taken from the same 90 institutions of
district Baramulla. For normal secondary school students, the total
sample (N=150) was selected from the total population (N= 1507) by
using random sampling technique, however for physically challenged
students whole population (N=150) was taken for sample by the
investigator by using the purposive sampling technique.
List of Selected Secondary/Higher Secondary Schools in District
Baramulla
01. Govt. Higher Sec. School Kreeri 02. Govt. High School Kreeri
03. Hanfia Model High School Kreeri 04 Mission High School Kreeri
78
05. Govt. High School Dolipora 06. Govt. High School Kawchuk
07. Govt. High School Hewan 08. Govt. Higher Sec. School Wagoora
09. Govt. High School Watergam 10. Imamia High School Watergam
11. Govt. High School Nowpora 12. Govt. Girls High School Nowpora
13. Govt. High School Nowpora 14. Govt. High School Nowpora
15. Govt. High School Shrakwara 16. Govt. High School Yakmanpora
17. Govt. High School Hael Jagir 18. Govt. Girls High School Shrakwara
19. Govt. High School Sangrama 20. Govt. High School Magam
21. Govt. High. School Kalantra 22. Govt. High School Kachwa
23. Govt. High School Thindma 24. Govt. High School Mirgund
25. Madina Public High School Gund 26. Govt. High School Gund
27. Govt. High School Singpora
28. Govt. High School Uthura
29. Govt. High School Choora 30. Govt. High School Bonyer
31. Govt. High School Haygam 32. Govt. Higher Sec. School Ghoshbugh
33. Govt. High School Ghoshbugh 34. Govt. High School Pattan
35. Govt. Higher Sec. School Pattan 36. Peoples Public School Pattan
37. Govt. Higher Sec. School Palhallan
38. Govt. High School Palhallan
39. Govt. High School Tapar 40. Govt. High School Haider Baigh
41. Govt. High School Hamray 42. Govt. High School Sultanpora
43. Govt. High School Nayedkhay 44. Govt. High School Wusan
45. Govt. High School Putkhah 46. Govt. Higher Sec. School Delina
47. Govt. High School Delina 48. Govt. Girls High School Delina
49. Govt. High School Singerpora Kalan
50. Govt. High School Kanspora
51. Govt. Girls High School 52. Govt. High School Khawajabagh
79
Kanspora
53. Govt. Girls High School Khawajabagh
54. Budding Bloom Public School Khawajabagh
55. St. Joseph Higher School Baramulla
56. Govt. High School Sopore
57. Govt. Higher Sec. School Sopore 58. Govt. Girls High School Sopore
59. Muslim Educational Trust Sopore 60. Govt. High School Noorbagh
61. Govt. Girls High School Noorbagh
62. Govt. High School Nayed Hal
63. Govt. High School Fathpora 64. Govt. High School Saloosa
65. Govt. High School Alapora 66. Govt. High School Wagil
67. Govt. High School Khahitangan 68. Govt. Girls High School Khaitangan
69. Govt. High School Harinara 70. Govt. Girls High School Harinara
70. Govt. High School Devisar 72. Govt. Boys High School Devisar
73. Govt. High School Hagarpora 74. Govt. Girls High School Hagarpora
75. Govt. High School Lallad 76. Govt. Boys High School Lallad
77. Noor-Ul-Islam Pub. School Baramulla
78. Govt. H. School Azad Jung Baramulla
79. Govt. High School Tujar 80. Govt. Girls High School Tujar
81. Guru Nank Public School Baramulla
82. Govt. High School Selu Sopore
83. Govt. Girls High School Selu Sopore
84. Govt. Higher Sec. School Baramulla
85. Govt. Girls Higher Sec. Baramulla
86. Govt. High School Chandoosa
87. Govt. Higher Sec. School 88. Govt. Higher Sec. School Kalantra
80
Chandoosa
89. Govt. High School Bandibala 90. Neitherfiled Public School Sopore
The following schools were selecting randomly as sample for
present investigation. The school wise breakup of the sample is shown
as under:-
S.No.
Name of the School Location Normal Sec. S. Student’s
Physically Challenged Sec. School Student’s
Total Sample
Total No.
Sample Taken
Total No.
Sample Taken
01. Govt. Higher Sec. School
Kreeri 20 2 2 2 4
02. Govt. High School Kreeri 22 2 2 2 4
03. Hanfia Model H. School
Kreeri 26 2 2 2 4
04 Mission High School Kreeri 28 3 3 3 6
05. Govt. High School Dolipora 18 2 2 2 4
06. Govt. High School Kawchuck 30 3 3 3 6
07. Govt. High School Hewan 33 4 4 4 8
08. Govt. Higher Sec. School
Wagoora 22 2 2 2 4
09. Govt. High School Watergam 30 3 3 3 6
10. Imamia High School Watergam 18 2 2 2 4
11. Govt. High School Nowpora 26 3 3 3 6
12. Govt. Girls High School
Nowpora 28 3 3 3 6
13. Govt. High School Nowpora 20 2 2 2 4
14. Govt. High School Nowpora 28 3 3 3 6
81
15. Govt. High School Shrakwara 28 3 3 3 6
16. Govt. High School Yakmanpora 10 1 1 1 2
17. Govt. High School Hael Jagir 16 2 2 2 4
18. Govt. Girls High School
Shrakwara 16 2 2 2 4
19. Govt. High School Sangrama 14 1 1 1 2
20. Govt. High School Magam 14 2 2 2 4
21. Govt. High School Kalantra 10 1 1 1 2
22. Govt. High School Kachwa 10 1 1 1 2
23. Govt. High School Thindma 12 1 1 1 2
24. Govt. High School Mirgund 10 1 1 1 2
25. Madina Public H. School
Gund 15 2 2 2 4
26. Govt. High School Gund 16 2 2 2 4
27. Govt. High School Singpora 19 2 2 2 4
28. Govt. High School Uthura 20 2 2 2 4
29. Govt. High School Choora 20 2 2 2 4
30. Govt. Higher Sec. School
Bonyer 22 2 2 2 4
31. Govt. High School Haygam 24 2 2 2 4
32. Govt. Higher Sec. School
Ghoshbugh 23 2 2 2 4
33. Govt. High School Ghoshbugh 26 2 2 2 4
34. Govt. High School Pattan 26 3 3 3 6
35. Govt. Higher Sec. School
Pattan 28 3 3 3 6
36. Peoples Public School Pattan 28 3 3 3 6
37. Govt. Higher Sec. School
Palhallan 21 2 2 2 4
38. Govt. High School Palhallan 20 2 2 2 4
39. Govt. High School Tapar 20 2 2 2 4
40. Govt. High School Haider Baigh 17 2 2 2 4
82
41. Govt. High School Hamray 16 2 2 2 4
42. Govt. High School Sultanpora 16 2 2 2 4
43. Govt. High School Nayedkhay 16 2 2 2 4
44. Govt. High School Wusan 15 2 2 2 4
45. Govt. High School Putkhah 10 1 1 1 2
46. Govt. Higher Sec. School
Delina 12 1 1 1 2
47. Govt. High School Delina 12 1 1 1 2
48. Govt. Girls High School
Delina 12 1 1 1 2
49. Govt. High School Singpora Kalan
10 1 1 1 2
50. Govt. High School Kanspora 10 1 1 1 2
51. Govt. Girls High School
Kanspora 09 1 1 1 2
52. Govt. High School Khawajabagh 10 1 1 1 2
53. Govt. Girls High School
Khawajabagh 12 1 1 1 2
54. Budding Bloom Public School
Khawajabagh 12 1 1 1 2
55. St. Joseph Higher Sec. School
Baramulla 10 1 1 1 2
56. Govt. High School Sopore 12 1 1 1 2
57. Govt. Higher Sec. School
Sopore 12 1 1 1 2
58. Govt. Girls High School
Sopore 14 1 1 1 2
59. Netherfiled Public School
Sopore 10 1 1 1 2
60. Muslim Educational Trust
Sopore 13 1 1 1 2
61. Govt. High School Noorbagh 16 2 2 2 4
62. Govt. Girls High School
Noorbagh 12 1 1 1 2
63. Govt. High School Nayed Hal 10 1 1 1 2
64. Govt. High School Fathpora 13 1 1 1 2
65. Govt. High School Saloosa 14 1 1 1 2
83
66. Govt. High School Alapora 16 2 2 2 4
67. Govt. High School Wagil 18 2 2 2 4
68. Govt. High School Khahitangan
10 1 1 1 2
69. Govt. Girls High School
Khahitangan
09 1 1 1 2
70. Govt. High School Harinara 12 1 1 1 2
71. Govt. Girls High School
Harinara 10 1 1 1 2
72. Govt. High School Devisar 12 1 1 1 2
73. Govt. Boys High School
Devisar 13 1 1 1 2
74. Govt. High School Hagarpora 12 1 1 1 2
75. Govt. Girls High School
Hagarpora 12 1 1 1 2
76. Govt. High School Lallad 12 1 1 1 2
77. Govt. Boys High School
Lallad 22 2 2 2 4
78. Noor-Ul-Islam Public School
Baramulla 23 2 2 2 4
79. Govt. High School Azad Jung Baramulla
22 2 2 2 4
80. Govt. High School Tujar 21 2 2 2 4
81. Govt. Girls High School
Tujar 10 1 1 1 2
82. Guru Nank Public School
Baramulla 12 1 1 1 2
83. Govt. High School Selu Sopore 12 1 1 1 2
84. Govt. Girls High School
Selu Sopore 11 1 1 1 2
85. Govt. Higher Sec. School
Baramulla 13 1 1 1 2
86. Govt. Girls Higher Sec. Baramulla 12 1 1 1 2
87. Govt. High School Chandoosa 12 1 1 1 2
88. Govt. Higher Sec. School
Chandoosa 10 1 1 1 2
89. Govt. Higher Sec. School
Kalantra 20 2 2 2 4
84
90. Govt. High School Bandibala 29 3 3 3 6
Total 1507
150 150 150 300
The distribution of the sample (N=300) were normal secondary school
students (N=150) and physically challenged secondary school students
(N=150) on self concept, level of aspiration and academic achievement.
85
Diagram A
Diagram A1
The distribution of the sample (N=300) were normal secondary school
students (N=150) and category wise distribution of the physically
challenged secondary school students (N=150) on self concept, level of
aspiration and academic achievement.
Category wise distribution of the sample of physically challenged
secondary school students (N=150) where hearing impaired (N=50),
visually Impaired (N=50), and crippled (N=50), on self concept, level of
aspiration and academic achievement.
86
Diagram B
Diagram B1
Selection of the Tools
Selection of the tools is very important in any research study. If
appropriate tools are not used, the investigator may be mislead and the
efforts of the investigator would go waste as he would not be able to
achieve the objectives of the study. An investigator has to look for such
procedural techniques and tools which will answer his pursuits or
hypotheses objectively. A competent investigator therefore, looks into
87
Diagram C
Diagram C1
the possible measures which can help him in arriving at the desired
results.
Accordingly, the present investigator adopted the following tools
for the collection of data.
Tools used
The data for the present study was collected with help of self-
concept inventory (Real Self and Ideal Self) by Sager and Sharma and
level of aspiration scale by Dr. Mahesh Bhargava and Prof. M. A. Shah.
Description of the Tools
1. Self concept Inventory
Self – concept inventory has been developed by Sagar and Sharma
(1971). Self – concept refers to the some total of the person’s attitude
and knowledge towards himself and evaluation of his achievements.
This is a 67 item inventory with a 5 point rating scale developed by
Sagar Sharma. Each item is in the form of an adjective, followed by an
explanation in very simple language. This has been done in order to over
come the possibility of varied interpretations of the adjectives by the
subject who fills this inventory.
The inventory consists of two dimensions:
1. real self
2. ideal self
Administration of the test
Self – concept inventory is questionnaires in which subjects are
required to give there own individual feelings.
Scoring Procedure
88
Each item in this inventory has been provided with five point
rating scale. The weightage is given to each positive item as under:
Very often 5
Often 4
About 50 percent of the times 3
Rarely 2
Very rarely 1
The scoring in case of negative items has been reversed in the following
order:
Very often 1
Often 2
About 50 percent of the times 3
Rarely 4
Very rarely 5
Reliability
Reliability of the self – concept is calculated by the test-retest
method is shown as under:-
Method Number Reliability
Test-retest 150 0.81
Self-ideal discrepancies 150 0.72
Validity
89
The content validity of self-concept inventory was established by
Sagar and Sharma and the validity co-efficient of this inventory was
found to be 0.682.
2. Level of aspiration scale
The level of aspiration scale developed by Dr. Mahesh Bhargava
and Prof. M. A. Shah was used to collect the data. Level of aspiration
means an individual’s future expectations or ambition. It refers to the
estimate of one’s future in a given task.
The booklet of level of aspiration consists of twelve pages. The
first page of the level of aspiration booklet contains general
information’s of the testee, instructions to the respondent and the
scoring table while remaining eleven pages contains the performance
sheet of this measure which are arranged in order of trial numbers.
The level of aspiration is influenced by two determinants which
includes environmental and personal.
Environmental Determinants Parental ambitions Social expectations.
Peer pressure
Culture
Social value
Competition
Group cohesiveness
Personal Determinants
Wishes
90
Personality
Past experiences
Values and interests
Sex
Socio economic background
Racial back ground
Each test booklet has a scoring sheet divided into three columns
(G.D.S., A.D.S., N.T.R.S) on the front page. In scoring; the first test was
to transcribe the number of faces expected and the number of faces
completed from the sub tests into the appropriate columns on the scoring
sheets.
Scoring and Interpretation
The procedure of scoring is simple. It provides three types of
scores:
i. Goal Discrepancy Score (GDS)
1. Attainment Discrepancy Score (ADS)
2. The number of times the Goal Reach Score (NTRS)
i. Goal Discrepancy Score (GDS)
The extent and direction of the difference between actual score
on the previous trial and goal set up of the next trial is known as goal
discrepancy or G. D Score, which is obtained by subtracting the
actual score on a trial from the aspiration score (Goal Set up score)
for the next trial. Thus, in other words, goal discrepancy is the gap
between aspiration for the next trial (expected score) and the
91
immediate performance on previous trial. According to Frank (1935)
this goal discrepancy is permanent characteristic of personality.
A positive goal discrepancy suggests that one’s goal is higher,
in relation to one’s previous performance and a negative goal
discrepancy indicates that one’s goal is lower than one’s previous
performance. It means if expected score on the next trial is more than
the actual score on the previous trial, the GDS is termed as positive
where as if it is less than the immediate past performance the GDS
will be negative.
ii. Attainment Discrepancy Score (ADS)
Related to the concept of goal discrepancy is the attainment
discrepancy (Lewin et. al., 1994). It is the difference between
aspiration (expected score) and the achievement (actual score) on
the same trial.
Thus in order to obtain ADS expected performance is subtracted
from the actual performance. Therefore, ADS is positive when
actual performance is more than expected performance and
negative when expected performance is higher than the actual
performance (here actual performance is treated as criterion level).
The size of the discrepancy shows the extent to which one
surpasses or fails to reach his goal.
iii. Number of Times the Goal Reach Score (NTRS)
This may be obtained by the number of times where his actual
score is equal or more than the expected score. Though subjective
probability of success is measured indirectly from goal discrepancy
92
and attainment discrepancy score, but it can also be measured
directly by NTR score which provides an index of subjects actual
probability of reaching his stated goal. These may be minimum and
maximum score with reference to the number of trials and it is
expected of a subject with relatively high motivation to avoid
failure, to approach these two limits-minimum and maximum. An
important feature of high discrepancy score is the strategy that the
goal should never be reached with minimum. The subjects with
minimum NTR scores showed a very high fear of failure while
those with maximum NTR scores are ready to take risk of failure
when NTRS is correlated with GDS, ADS and NTRS is negatively
related to GDS and positively related with ADS.
Reliability
The reliability of this measure is calculated by the test-retest
method and the split half method (Correlating the first half with the
second half trials) is shown as under:-
Method N GDS ADS NTRS
Retest Method
With a gap of 1 month 100 .88 .82 .86
With an interval of 3 months 60 .72 .72 .74
Split Half Method 60 .77 .69 .78
Validity
93
It may be stated that no device or measure of level of aspiration has made
any mention of validity coefficient. Still present investigators tried to find out the
validity co-efficient with few tasks and available allied tests of aspiration and it is
obtained as:-
S.
No
External Validity Criteria N GDS ADS
1. Card sorting Tray Tasks 30 .58 .52
2. Ansari and Ansari : The L. A. Coding Test 60 .73 .68
3. V. P. Bhargava: Level of Aspiration (Based on
Coding Method).
60 .67 .62
4. J. S. Grewal: Occupational Aspiration Scale From V 60 .76 .65
5. Sharma and Gupta: Educational Aspiration Scale
From V.
60 .48 .56
6. Deo Mohan Projective Test of Achievement Motivation (n-ach) Male Group
40 .72 .67
Deo Mohan Projective Test of Achievement Motivation (n-ach) Female Group
40 .78 .73
7. T. R. Sharma: Academic Achievement Motivation
Test (AAMT)
80 .84 .76
Since all the obtained r values between the present measure of
level of aspiration and different external criteria are found significant
at .01 level hence the test is having the satisfactory validity.
94
3. Academic Achievements
In the present study, academic achievement refers to the
aggregate marks obtained by the subjects in 8th and 9th classes.
Procedure
The investigator visited various secondary schools of district
Baramulla in order to collect the data. The Sagar and Shama’s self –
concept inventory and Dr. Mahesh Bhargava and M. A. Shah level of
aspiration scale were administrated to 300 students (150 Normal and
150 physically challenged) of 10th standard to asses their self – concept
and Level of aspiration. These tests were administered on the students
in their respective institutions and strictly in accordance with the
instructions provided in the manuals. The academic achievement of
past two years of the sample subjects was collected from the official
records of the receptive secondary schools.
Statistical Treatment
The data was analyzed by applying mean, S. D. and t-test. The
details of the statistical analysis is given in chapter No. IV viz. Analysis
and Interpretation of the Data.
95
CHAPTER – 4
Analysis and interpretation of Data
96
n order to test the hypotheses formulated for the present
investigation, the data collected through the administration of the
selected tools was statistically analyzed by employing Mean, S. D
and t-test. As a result of this, the two groups of students, i-e, physically
challenged and normal were compared on self concept (real self and
ideal self), level of aspiration and academic achievement. The statistical
analysis based on this technique has been presented in a tabular form.
These tables are presented in the pages as follows:-
I
Table 1.0 Showing the mean comparison of normal and physically
challenged Secondary School Students on Real Self
Dimension of Self Concept Inventory.
Table 1.1 Showing the mean comparison of Hearing Impaired and
Visually Impaired Secondary School Students on Real Self
Dimension of Self Concept Inventory.
Table 1.2 Showing the mean comparison of Hearing Impaired and
Crippled Secondary School Students on Real Self
Dimension of Self Concept Inventory.
97
Table 1.3 Showing the mean comparison of Visually Impaired and
Crippled Secondary School Students on Real Self Dimension
of Self Concept Inventory.
Table 2.0 Showing the mean comparison of Normal and Psychically
challenged Secondary School Students on Ideal Self
Dimension of Self Concept Inventory.
Table 2.1 Showing the mean comparison of Hearing Impaired and
Visually Impaired Secondary School Students on Ideal Self
Dimension of Self Concept Inventory.
Table 2.2 Showing the mean comparison of Hearing Impaired and
crippled Secondary School Students on Ideal Self Dimension
of Self Concept Inventory.
Table 2.3 Showing the mean comparison of Visually Impaired and
Crippled Secondary School Students on Ideal Self
Dimension of Self Concept Inventory.
Table 3.0 Showing the mean comparison of Normal and Physically
Challenged Secondary School Students on Level of
Aspiration.
Table 3.1 Showing the mean comparison of Hearing Impaired and
Visually Impaired Secondary School Students on Level of
Aspiration.
Table 3.2 Showing the mean comparison of visually Impaired and
Crippled Secondary School Students on Level of Aspiration.
Table 3.3 Showing the mean comparison of Hearing Impaired and
Crippled Secondary School Students on Level of Aspiration.
98
Table 4.0 Showing the mean comparison of Normal and Psychically
Challenged Secondary School Students on Academic
Achievement.
Table 4.1 Showing the mean comparison of Hearing Impaired and
Visually Impaired Secondary School Students on Academic
Achievement.
Table 4.2 Showing the mean comparison of Hearing Impaired and
Crippled Secondary School Students on Academic
Achievement.
Table 4.3 Showing the mean comparison of Visually Impaired and
Crippled Secondary School Students on Academic
Achievement.
Self Concept (Real Self)
Table 1.0:- Showing the mean comparison of normal and physically
challenged Secondary School Students on Real Self
Dimension of Self Concept Inventory (N = 150 in each
group).
Group N Mean S. D t -Value Level of Significance
Normal 150 255.69 28.4521.75 Significant at
0.01 level Physically Challenged
150 168.47 20.70
99
The Table 1.0 shows the mean comparison of physically
challenged and normal secondary school students on real self dimension
of self concept inventory. The calculated t -value (21.75) exceeds the
tabulated t-value (2.59) at 0.01 level of significance, which depicts that
there is significant difference between physically challenged and normal
secondary school students on real self dimension of self concept
inventory. Thus from the confirmation of the results from the above
table, the declarative hypothesis (Chapter 1) which reads as, “physically
challenged and normal secondary school students differ significantly on
real self dimension of self concept inventory”, stands accepted.
Table 1.1 :- Showing the mean comparison of Hearing Impaired and
Visually Impaired Secondary School Students on Real
Self Dimension of Self Concept Inventory (N = 50 in
each group).
Group N Mean S. D t -Value Level of Significance
Hearing Impaired
50 172.10 18.12
1.52 Insignificant Visually Impaired
50 165.14 14.18
The Table 1.1 shows the mean comparison of hearing impaired
and visually impaired secondary school students on real self dimension
of self concept inventory. The calculated t -value (1.52) is less than the
tabulated t-value (1.98) at 0.05 level of significance, which depicts that
100
there is no significant difference between hearing impaired and visually
impaired secondary school students. The above result clarifies that
hearing impaired and visually impaired secondary school students have
the similar attitudes, knowledge of themselves and evaluation of their
achievements. Thus from the confirmation of the results from the above
table, the null hypothesis (Chapter 1) which reads as, “hearing impaired
and visually impaired secondary school students do not differ
significantly on real self dimension of self concept inventory”, stands
accepted.
Table 1.2 :- Showing the mean comparison of Hearing Impaired and
Crippled Secondary School Students on Real Self
Dimension of Self Concept Inventory (N = 50 in each
group).
Group N Mean S. D t -Value Level of Significance
Hearing Impaired
50 172.10 18.12
1.25 Insignificant Crippled 50 166.17 15.44
The Table 1.2 shows the mean comparison of hearing impaired
and crippled secondary school students on real self dimension of self
concept inventory. The calculated t-value (1.25) is less than the
tabulated t-value (1.98) at 0.05 level of significance, which depicts that
there is no significant difference between hearing impaired and crippled
secondary school students. The above result clarifies that hearing
impaired and crippled secondary school students have the same actual
101
outlook towards their personality make – ups such as there attitudes,
sentiments, temperaments, Knowledge and achievements. Thus from the
confirmation of the results from the above table, the null hypothesis
(Chapter 1) which reads as, “hearing impaired and crippled secondary
school students do not differ significantly on real self dimension of self
concept inventory”, stands accepted.
Table 1.3 :- Showing the mean comparison of Visually Impaired and
Crippled Secondary School Students on Real Self
Dimension of Self Concept Inventory (N = 50 in each
group).
Group N Mean S. D t -Value Level of
Significance
Visually
Impaired
50 165.14 14.18
0.24 Insignificant
Crippled 50 166.17 15.44
The Table 1.3 shows the mean comparison of visually impaired
and crippled secondary school students on real self dimension of self
concept inventory. The calculated t-value (0.24) is less than the
tabulated t-value (1.98) at 0.05 level of significance, which depicts that
there is no significant difference between visually impaired and crippled
secondary school students. The above result clarifies that hearing
impaired and visually impaired secondary school students have the
similar attitudes, knowledge of themselves and evaluation of their
achievements. Thus from the confirmation of the results from the above
102
table, the null hypothesis (Chapter 1) which reads as, “visually impaired
and crippled secondary school students do not differ significantly on
real self dimension of self concept inventory”, stands accepted.
Ideal Self
Table 2.0:- Showing the mean comparison of Normal and
Psychically challenged Secondary School Students on
Ideal Self Dimension of Self Concept Inventory (N = 150
in each group).
Group N Mean S. D t -Value Level of
Significance
Normal 150 161.14 14.12
14.07Significant at
0.1 level Psychicall
y
Challenged
150 198.17 18.16
The Table 2.0 shows the mean comparison of physically
challenged and normal secondary school students on ideal self
dimension of self concept inventory. The calculated t-value (14.07)
exceeds the tabulated t-value (2.59) at 0.01 level of significance, which
depicts that there is significant difference between physically challenged
and normal secondary school students on ideal self dimension of self
concept inventory. Thus from the confirmation of the results from the
above table, the declarative hypothesis (Chapter 1) which reads as,
“physically challenged and normal secondary school students differ
103
significantly on ideal self dimension of self concept inventory”, stands
accepted.
Table 2.1 :- Showing the mean comparison of Hearing Impaired and
Visually Impaired Secondary School Students on Ideal
Self Dimension of Self Concept Inventory (N = 50 in
each group).
Group N Mean S. D t -Value Level of Significance
Hearing Impaired
50 196.14 14.15
0.85 Insignificant Visually Impaired
50 199.80 16.30
The Table 2.1 shows the mean comparison of hearing impaired
and visually impaired secondary school students on ideal self dimension
of self concept inventory. The calculated t -value (0.85) is less than the
tabulated t-value (1.98) at 0.05 level of significance, which depicts that
there is no significant difference between hearing impaired and visually
impaired secondary school students. The above results clarifies that
hearing impaired and visually impaired secondary school students have
the similar attitudes, knowledge of themselves and evaluation of their
achievements. Thus from the confirmation of the results from the above
table, the null hypothesis (Chapter 1) which reads as, “hearing impaired
and visually impaired secondary school students do not differ
significantly, on ideal self dimension of self concept inventory”, stands
accepted.
104
Table 2.2 :- Showing the mean comparison of Hearing Impaired
and crippled Secondary School Students on Ideal Self
Dimension of Self Concept Inventory(N = 50 in each
group).
Group N Mean S. D t -Value Level of Significance
Hearing Impaired
50 196.14 14.15
0.23 Insignificant Crippled 50 197.12 14.96
The Table 2.2 shows the mean comparison of hearing impaired
and crippled secondary school students on ideal self dimension of self
concept inventory. The calculated t-value (0.23) is less than the
tabulated t-value (1.98) at 0.05 level of significance, which depicts that
there is no significant difference between hearing impaired and crippled
secondary school students. The above result clarifies that hearing
impaired and crippled secondary school students have the same possible
outlook towards their personality make ups such as there attitudes,
sentiments, temperaments, Knowledge and achievements. Thus from the
confirmation of the results from the above table, the null hypothesis
(Chapter 1) which reads as, “hearing impaired and crippled secondary
school students do not differ significantly on ideal self dimension of self
concept inventory”, stands accepted.
Table 2.3 :- Showing the mean comparison of Visually Impaired and
Crippled Secondary School Students on Ideal Self
105
Dimension of Self Concept Inventory(N = 50 in each
group).
Group N Mean S. D t -Value Level of
Significance
Visually
Impaired
50 199.80 16.30
0.60 Insignificant
Crippled 50 197.12 14.96
The Table 2.3 shows the mean comparison of visually impaired
and crippled secondary school students on ideal self dimension of self
concept inventory. The calculated t-value (0.60) is less than the
tabulated t-value (1.98) at 0.05 level of significance, which depicts that
there is no significant difference between visually impaired and crippled
secondary school students. The above result clarifies that hearing
impaired and visually impaired secondary school students have the
similar attitudes, knowledge of themselves and evaluation of their
achievements. Thus from the confirmation of the results from the above
table, the null hypothesis (Chapter 1) which reads as, “visually impaired
and crippled secondary school students do not differ significantly, on
ideal self dimension of self concept inventory”, stands accepted.
Level of Aspiration
Table 3.0:- Showing the mean comparison of Normal and Physically
Challenged Secondary School Students on Level of
Aspiration (N = 150 in each group).
106
Group N Mean S. D t -Value Level of
Significance
Normal 150 5.16 2.85
4.22 Significant
at 0.01 level Physically
Challenged
150 3.26 2.75
The Table 3.0 shows the mean comparison of physically
challenged and normal secondary school students on level of aspiration.
The calculated t-value (4.22) exceeds the tabulated t-value (2.59) at 0.01
level of significance, which depicts that there is significant difference
between physically challenged and normal secondary school students on
level of aspiration. The above result clarifies that physically challenged
and normal secondary school students do not have the same level of
aspiration. Thus from the confirmation of the results from the above
table, the declarative hypothesis (Chapter 1) which reads as, “physically
challenged and normal secondary school students differ significantly on
level of aspiration”, stands accepted.
Table 3.1:- Showing the mean comparison of Hearing Impaired and
Visually Impaired Secondary School Students on Level
of Aspiration (N = 50 in each group).
Group N Mean S. D t -Value Level of
Significance
Hearing
Impaired
50 3.46 3.12
107
1.40 Insignificant Visually
Impaired
50 2.42 2.14
The Table 3.1 shows the mean comparison of hearing impaired
and visually impaired secondary school students on level of aspiration.
The calculated t -value (1.40) is less than the tabulated t-value (1.98) at
0.05 level of significance, which depicts that there is no significant
difference between hearing impaired and visually impaired secondary
school students. The above result clarifies that hearing impaired and
visually impaired secondary school students have the same level of
aspiration. Thus from the confirmation of the results from the above
table, the null hypothesis (Chapter 1) which reads as, “hearing impaired
and visually impaired secondary school students do not differ
significantly on level of aspiration”, stands accepted.
Table 3.2:- Showing the mean comparison of Hearing Impaired and
Crippled Secondary School Students on Level of
Aspiration (N = 50 in each group).
Group N Mean S. D t -Value Level of
Significance
Hearing
impaired
50 3.46 3.12
0.56 insignificant
Crippled 50 2.98 2.96
108
The Table 3.2 shows the mean comparison of hearing impaired
and crippled secondary school students on level of aspiration. The
calculated t -value (0.56) is less than the tabulated t-value (1.98) at 0.05
level of significance, which depicts that there is no significant difference
between hearing impaired and crippled secondary school students. The
above result clarifies that hearing impaired and visually impaired
secondary school students have the same level of aspiration. Thus from
the confirmation of the results from the above table, the null hypothesis
(Chapter 1) which reads as, “hearing impaired and crippled secondary
school students do not differ significantly on level of aspiration”, stands
accepted.
Table 3.3:- Showing the mean comparison of Visually Impaired and
Crippled Secondary School Students on Level of
Aspiration (N = 50 in each group).
Group N Mean S. D t -Value Level of
Significance
Visually
Impaired
50 2.42 2.14
0.78 insignificant
Crippled 50 2.98 2.96
The Table 3.3 shows the mean comparison of visually impaired
and crippled secondary school students on level of aspiration. The
calculated t -value (0.78) is less than the tabulated t-value (1.98) at 0.05
level of significance, which depicts that there is no significant difference
109
between visually impaired and crippled secondary school students. The
above result clarifies that hearing impaired and visually impaired
secondary school students have the same level of aspiration. Thus from
the confirmation of the results from the above table, the null hypothesis
(Chapter 1) which reads as, “visually impaired and crippled secondary
school students do not differ significantly on level of aspiration”, stands
accepted.
Academic Achievement
Table4.0:-Showing the mean comparison of Normal and Psychically
Challenged Secondary School Students on Academic
Achievement (N = 150 in each group).
Group N Mean S. D t -Value Level of
Significance
Normal 150 64.06 14.16
8.86 Significant at
0.01 level Physically
challenged
150 44.82 12.50
The Table 4.0 shows the mean comparison of physically
challenged and normal secondary school students on academic
achievement. The calculated t-value (8.86) exceeds the tabulated t-value
(2.59) at 0.01 level of significance, which depicts that there is
significant difference between physically challenged and normal
secondary school students on academic achievement. The above result
110
clarifies that physically challenged and normal secondary school
students do not have the same academic achievement. Thus from the
confirmation of the results from the above table, the declarative
hypothesis (Chapter 1) which reads as, “physically challenged and
normal secondary school students differ significantly on academic
achievement”, stands accepted.
Table 4.1:- Showing the mean comparison of Hearing Impaired and
Visually Impaired Secondary School Students on
Academic Achievement (N = 50 in each group).
Group N Mean S. D t -Value Level of
Significance
Hearing
Impaired
50 46.18 10.12
1.30 Insignificant
Visually
Impaired
50 42.82 8.20
The Table 4.1 shows the mean comparison of hearing impaired
and visually impaired secondary school students on academic
achievement. The calculated t -value (1.30) is less than the tabulated t-
value (1.98) at 0.05 level of significance, which depicts that there is no
significant difference between hearing impaired and visually impaired
secondary school students. The above result clarifies that hearing
impaired and visually impaired secondary school students have the
similar academic achievement. Thus from the confirmation of the results
111
from the above table, the null hypothesis (Chapter 1) which reads as,
“hearing impaired and visually impaired secondary school students do
not differ significantly on academic achievement”, stands accepted.
Table 4. 2:- Showing the mean comparison of Hearing Impaired and
Crippled Secondary School Students on Academic
Achievement (N = 50 in each group).
Group N Mean S. D t -Value Level of
Significance
Hearing
Impaired
50 46.18 10.12
0.75 Insignificant
Crippled 50 44.16 8.91
The Table 4.2 shows the mean comparison of hearing impaired
and crippled secondary school students on academic achievement. The
calculated t -value (0.75) is less than the tabulated t-value (1.98) at 0.05
level of significance, which depicts that there is no significant difference
between hearing impaired and crippled secondary school students. The
above result clarifies that hearing impaired and visually impaired
secondary school students have the similar academic achievement. Thus
from the confirmation of the results from the above table, the null
hypothesis (Chapter 1) which reads as, “hearing impaired and crippled
secondary school students do not differ significantly on academic
achievement”, stands accepted.
112
Table 4.3:- Showing the mean comparison of Visually Impaired and
Crippled Secondary School Students on Academic
Achievement (N = 50 in each group).
Group N Mean S. D t -Value Level of
Significance
Visually
Impaired
50 42.82 8.20
0.55 Insignificant Crippled 50 44.16 8.91
The Table 4.3 shows the mean comparison of visually impaired
and crippled secondary school students on academic achievement. The
calculated t -value (0.55) is less than the tabulated t-value (1.98) at 0.05
level of significance, which depicts that there is no significant difference
between visually impaired and crippled secondary school students. The
above result clarifies that hearing impaired and visually impaired
secondary school students have the similar academic achievement. Thus
from the confirmation of the results from the above table, the null
hypothesis (Chapter 1) which reads as, “visually impaired and crippled
secondary school students do not differ significantly on academic
achievement”, stands accepted.
113
Graphical representation of data
Diagram1:-Showing the Mean comparison between normal (N=150) and physically challenged (N=150) secondary school students on real self.
114
Diagram 2:-Showing the mean comparison between hearing impaired (N=50) and visually impaired (N=50) secondary school students on real self.
Diagram 3:-Showing the mean comparison between hearing impaired (N=50) and crippled (N=50) secondary school students on real self.
115
Diagram 4:-Showing the mean comparison between visually impaired (N=50) and crippled (N=50) secondary school students on real self.
Diagram 5:-Showing the Mean comparison between normal (N=150) and physically challenged (N=150) secondary school students on ideal self.
116
Diagram 6:-Showing the mean comparison between hearing impaired (N=50) and visually impaired (N=50) secondary school students on ideal self.
Diagram 7:-Showing the mean comparison between hearing impaired (N=50) and crippled (N=50) secondary school students on ideal self.
117
Diagram 8:-Showing the mean comparison between visually impaired (N=50) and crippled (N=50) secondary school students on ideal self.
Diagram 9:-Showing the Mean comparison between normal (N=150) and physically challenged (N=150) secondary school students on level of aspiration.
118
Diagram 10:-Showing the mean comparison between hearing impaired (N=50) and visually impaired (N=50) secondary school students on Level of aspiration.
Diagram 11:-Showing the mean comparison between hearing impaired (N=50) and crippled (N=50) secondary school students on Level of aspiration.
119
Diagram 12:-Showing the mean comparison between visually impaired (N=50) and crippled (N=50) secondary school students on Level of aspiration.
Diagram 13:-Showing the Mean comparison between normal (N=150) and physically challenged (N=150) secondary school students on academic achievement.
120
Diagram 14:-Showing the mean comparison between hearing impaired (N=50) and visually impaired (N=50) secondary school students on Level of aspiration.
Diagram 15:-Showing the mean comparison between hearing impaired (N=50) and crippled (N=50) secondary school students on Level of aspiration.
121
Diagram 16:-Showing the mean comparison between visually impaired (N=50) and crippled (N=50) secondary school students on Level of aspiration.
Diagram 17:-Showing the Mean comparison between normal (N=150) and physically challenged (N=150) secondary school students on real self.
122
Diagram 18:-Showing the mean comparison between hearing impaired (N=50) and visually impaired (N=50) secondary school students on real self.
Diagram 19:-Showing the mean comparison between hearing impaired (N=50) and crippled (N=50) secondary school students on real self.
123
Diagram 20:-Showing the mean comparison between visually impaired (N=50) and crippled (N=50) secondary school students on real self.
Diagram 21:-Showing the Mean comparison between normal (N=150) and physically challenged (N=150) secondary school students on ideal self.
124
Diagram 22:-Showing the mean comparison between hearing impaired (N=50) and visually impaired (N=50) secondary school students on ideal self.
Diagram 23:-Showing the mean comparison between hearing impaired (N=50) and crippled (N=50) secondary school students on ideal self.
125
Diagram 24:-Showing the mean comparison between visually impaired (N=50) and crippled (N=50) secondary school students on ideal self.
Diagram 25:-Showing the Mean comparison between normal (N=150) and physically challenged (N=150) secondary school students on level of aspiration.
126
Diagram 26:-Showing the mean comparison between hearing impaired (N=50) and visually impaired (N=50) secondary school students on level of aspiration.
Diagram 27:-Showing the mean comparison between hearing impaired (N=50) and crippled (N=50) secondary school students on level of aspiration.
127
Diagram 28:-Showing the mean comparison between visually impaired (N=50) and crippled (N=50) secondary school students on level of aspiration.
Diagram 29:-Showing the Mean comparison between normal (N=150) and physically challenged (N=150) secondary school students on academic achievement.
128
Diagram 30:-Showing the mean comparison between hearing impaired (N=50) and visually impaired (N=50) secondary school students on academic achievement.
Diagram 31:-Showing the mean comparison between hearing impaired (N=50) and crippled (N=50) secondary school students on academic achievement.
129
Diagram 32:-Showing the mean comparison between visually impaired (N=50) and crippled (N=50) secondary school students on academic achievement.
Diagram 33:- Showing the difference between normal (N=150) and physically challenged (N=150) secondary school students on real self.
130
Diagram 34:-Showing the mean comparison between hearing impaired (N=50) and visually impaired (N=50) secondary school students on real self.
Diagram 35:-Showing the mean comparison between hearing impaired (N=50) and crippled (N=50) secondary school students on real self.
131
Diagram 36:-Showing the mean comparison between visually impaired (N=50) and crippled (N=50) secondary school students on real self.
Diagram 37:-Showing the difference between normal (N=150) and physically challenged (N=150) secondary school students on ideal self.
132
Diagram 38:-Showing the mean comparison between hearing impaired (N=50) and visually impaired (N=50) secondary school students on ideal self.
Diagram 39:-Showing the mean comparison between hearing impaired (N=50) and crippled (N=50) secondary school students on ideal self.
133
Diagram 40:-Showing the mean comparison between visually impaired (N=50) and crippled (N=50) secondary school students on ideal self.
Diagram 41:-Showing the difference between normal (N=150) and physically challenged (N=150) secondary school students on level of aspiration.
134
Diagram 42:-Showing the mean comparison between hearing impaired (N=50) and visually impaired (N=50) secondary school students on level of aspiration.
Diagram 43:-Showing the mean comparison between hearing impaired (N=50) and crippled (N=50) secondary school students on level of aspiration.
135
Diagram 44:-Showing the mean comparison between visually impaired (N=50) and crippled (N=50) secondary school students on level of aspiration.
Diagram 45:-Showing the difference between normal (N=150) and physically challenged (N=150) secondary school students on academic achievement.
136
Diagram 46:-Showing the mean comparison between hearing impaired (N=50) and visually impaired (N=50) secondary school students on academic achievement.
Diagram 47:-Showing the mean comparison between hearing impaired (N=50) and crippled (N=50) secondary school students on academic achievement.
137
Diagram 48:-Showing the mean comparison between visually impaired (N=50) and crippled (N=50) secondary school students on academic achievement.
138
CHAPTER – 5
Discussion of results
139
he data collected after the administration of the relevant tools
was statistically analysed. The same has been presented in a
tabular form in chapter IV. A discussion based on this analysis
is presented in the pages that follows. This discussion has been
attempted along three different variables viz. self-concept, level of
aspiration and academic achievement. The discussion on self-concept is
based on the analysis of the data presented in tables 1.0 - 2.6 (Chapter
IV) on two dimensions of self-concept inventory viz. real self and ideal
self. The tables 3.0 - 3. 3 (Chapter IV) covers level of aspirations and
the discussion on academic achievement is based on the data presented
in tables 4.0 - 4.3 (Chapter IV).
T
The two groups viz. physically challenged and normal secondary
school students, was compared with each other on real self dimension of
self concept inventory, it was found that normal secondary school
students have high real self than physically challenged secondary school
students, which means the actual outlook of an individual towards
his/her total personality make – up such as attitudes, sentiments,
140
temperaments and knowledge. The normal secondary school students
have no impairments which makes them realistic in approach, the results
shown in chapter IV reveals that normal secondary school students have
high real self than physically challenged secondary school students,
which is quite inline with the findings of Jones and S. Broad (2000)
examined real self of physically handicapped and normal 15-16 years
age students of different regions of Vietnam, found that physically
handicapped students are significantly different on real self concept than
the normal. Peterson, R. (2001) studied self-concept of handicapped and
normal teenagers in Newzealand, found that both physically
handicapped teenagers differ significantly on real self than the normal
teenagers. Krishan Kumar (2005) studied self concept of +2
handicapped and normal students of Harayana in India, found that
physically handicapped +2 students differ significantly on real self
concept than the normal.
The different categories of physically challenged secondary
school students viz, hearing impaired, visually impaired and crippled
shows no significant difference on real self dimension of self-concept
inventory when compared with each other. The results shown in chapter
IV reveals that hearing impaired, visually impaired and crippled
secondary school students have same real self, which means the actual
outlook of an individuals towards his/her total personality make up such
as attitudes, sentiments knowledge etc., which is quite inline with the
findings of S. Shukla, M. Ausman (2003) found that hearing impaired
and visually impaired children of Utterpradesh in India were
insignificant on real self dimension of self concept inventory. Rakesh
141
Chandra, Kabir Koul (2006) examined real self of visually impaired and
crippled children in Northern Assam, revealed that both the categories
do not differ significantly on real self. Virginice Maclaren, Murrary
Haight (2007) revealed that visually impaired and lame students in
Vietnam were insignificant on real self.
The two groups viz. physically challenged and normal secondary
school students, were compared with each other on ideal self dimension
of self concept inventory, it was found that normal secondary school
students have low ideal self than physically challenged secondary school
students, which means the possible outlook of an individual towards
his/her total personality make up such as attitudes, sentiments,
temperaments and knowledge. The physically challenged secondary
school students are highly imaginative due to various impairments, the
results shown in chapter IV reveals that normal secondary school
students have low ideal self than physically challenged secondary school
students, which is quite inline with the findings of Jones and S. Broad
(2000) examined ideal self of physically handicapped and normal 15-16
years age students of different regions of Vietnam, found that physically
handicapped students are significantly different on ideal self concept
than the normal. Peterson, R. (2001) studied self-concept of
handicapped and normal teenagers in Newzealand, found that both
physically handicapped teenagers differ significantly on ideal self than
the normal teenagers. Krishan Kumar (2005) studied self concept of +2
handicapped and normal students of Harayana in India, found that
physically handicapped +2 students differs significantly on Ideal self
than the normal.
142
The different categories of physically challenged secondary
school students viz, hearing impaired, visually impaired and crippled
shows no significant difference on ideal self dimension of self-concept
inventory when compared with each other. The results shown in chapter
IV reveals that hearing impaired, visually impaired and crippled
secondary school students have same ideal self, which means the
possible outlook of an individuals towards his/her total personality make
up such as attitudes, sentiments knowledge etc., which is quite inline
with the findings of Ratan Lal and Manpreet Kour (2006) Indicated that
hearing impaired and visually impaired youth of eastern Punjab were
insignificant on the dimension of self concept. Gagandeep S. J., Verma,
B. K. (2004) found that hearing impaired and crippled female
adolescents of southern part of Ghawahati in India, were insignificant on
ideal self. Virginice Maclarin Murrif Haight (2007) findings came to
conclusion that visually impaired and lame students in Vietnam were
insignificant on ideal self. Jeffersen and Andruson (2008) found that
hearing impaired and orthopedically impaired school going children
were insignificant on ideal self.
The two groups viz. physically challenged and normal secondary
school students, was compared with each other on level of aspiration, it
was found that normal secondary school students have high level of
aspiration than physically challenged secondary school students,
because due to balanced physical health which energizes them to expect
more, which is quite inline in the findings of Jones and S. Broad (2000)
examined level of aspiration physically handicapped and normal 15-16
years age students of different regions of Vietnam, found that physically
143
handicapped students are significantly different on level of aspiration
than the normal. Peterson, R. (2001) studied level of aspiration of
handicapped and normal teenagers in Newzealand, revealed that both
physically handicapped teenagers differ significantly on level of
aspiration than the normal teenagers. Krishan Kumar (2005) studied
level of aspiration of +2 handicapped and normal students of Harayana
in India, revealed that physically handicapped +2 students differs
significantly on level of aspiration than the normal.
The different categories of physically challenged secondary
school students viz, hearing impaired, visually impaired and crippled
shows no significant difference on level of aspiration when compared
with each other. The results shown in chapter IV reveals that hearing
impaired, visually impaired and crippled secondary school students have
same level of aspiration, which means expected level of achievement of
an individual in a particular task, which is quite inline with the findings
of R. C. Vaishya et al., (2005) found that hearing impaired and visually
impaired male and female students of Allahabad University were
insignificant on level of aspiration. Enri Dumanhari (2003) found that
hearing impaired and crippled students of Indonesia showed no
significant difference on level of aspiration. Virginice Maclaren Murrey
Haight (2007) found that visually impaired and lame students of
Vietnam have same level of aspiration. Rakesh Chandra, Kabir Kour
(2006) revealed that visually impaired and orthopedically handicapped
children of Northern Assam showed no significant difference on level of
aspiration. Ratan Lal and Manpreet Kour (2006) found that hearing
144
impaired and visually impaired youth in Eastern Punjab showed no
significant difference on level of aspiration.
The two groups viz. physically challenged and normal secondary
school students, was compared with each other on academic
achievement, it was found that normal secondary school students have
high academic achievement than physically challenged secondary
school students, because normal secondary school students have
balanced physical health which energizes them to become high
academic achievers, which is quite inline in the findings of Jones and S.
Broad (2000) examined academic achievement physically handicapped
and normal 15-16 years age students of different regions of Vietnam,
found that physically handicapped students are significantly different on
level of aspiration than the normal. Krishan Kumar (2005) studied
academic achievement of +2 handicapped and normal students of
Haryana in India, found that physically handicapped +2 students differs
significantly on academic achievement than the normal.
The different categories of physically challenged secondary
school students viz, hearing impaired, visually impaired and crippled
shows no significant difference on academic achievement when
compared with each other. The results shown in chapter IV reveals that
hearing impaired, visually impaired and crippled secondary school
students have same academic achievement, which means the total
aggregate of marks obtained by the subjects in academic side. Which is
quite inline with a findings of R. C. Vaishya et al., (2005) revealed that
hearing impaired and visually impaired male and female students of
Allahabad University were insignificant on academic achievement. Enri
145
Dumanhari (2003) revealed that hearing impaired and crippled students
of Indonesia showed no significant difference academic achievement.
Ntza Melis and G. Haver (2004) found that hearing impaired and
visually impaired students in Athens showed no significant difference in
academic potential in Mathematics. Rakesh Chandra, Kabir Kour (2006)
found that visually impaired and orthopedically handicapped children of
Northern Assam showed no significant difference on academic
achievement. Ratan Lal and Manpreet Kour (2006) revealed that hearing
impaired and visually impaired youth in Eastern Punjab showed no
significant difference on academic achievement.
146
Chapter – 6
Summary, conclusion, educational implications and
suggestions
147
s mentioned earlier, the present study was designed to
identify the physically challenged and normal secondary
school students on self concept (real self and ideal self),
level of aspiration and academic achievement.
A150 physically challenged (hearing impaired = 50, visually
impaired 50 and crippled 50) students reading in class 10 th in district
Baramulla were selected to serve as the sample for the present study.
The following tools were employed for the purpose of collecting
relevant data from the selected subjects:-
i. The self concept inventory by Sager and Sharma was
administered to asses the real self and ideal self of the sample
subjects.
148
ii. The level of aspiration scale by Mahesh Bhargava and M. A.
Shah was administered to assess the level of aspiration of the
sample subjects.
iii. In order to assess the academic achievement, aggregate marks
scored by the students in 8th and 9th classes were taken as the
sample for academic achievement. Various statistical methods
used includes mean, S.D and t-test to analyse the data and
draw the inferences.
Conclusion
On the basis of the data analysis the following conclusions have
been drawn.
i. The two groups of students i.e. physically challenged and normal
secondary school students have been found to be significantly
different on real self dimension of self concept inventory. The
mean differences favours the normal group of secondary school
students, which clearly indicates that normal group of secondary
school students have a high real self concept as compared to
physically challenged secondary school students.
ii. The two groups of students viz. hearing impaired and visually
impaired secondary school students have not shown any
significant difference on real self dimension of self concept
inventory. This indicates that the two groups of students have
similar attitudes, knowledge and evaluation of their achievements.
iii. The two groups of students viz. hearing impaired and crippled
secondary school students have not shown any significant
149
difference on real self dimension of self concept inventory. This
indicates that the two groups of students have similar attitudes,
knowledge and evaluation of their achievements.
iv. The two groups of students viz. visually impaired and crippled
secondary school students have not shown any significant
difference on real self dimension of self concept inventory. This
indicates that the two groups of students have similar attitudes,
knowledge and evaluation of their achievements.
v. The two groups of students i.e. physically challenged and normal
secondary school students have been found to be significantly
different on ideal self dimension of self concept inventory. The
mean differences favours the physically challenged secondary
school students, which clearly indicates that physically challenged
secondary school students have a high ideal self concept as
compared to normal secondary school students.
vi. The two groups of students viz. hearing impaired and visually
impaired secondary school students have not shown any
significant difference on ideal self dimension of self concept
inventory. This indicates that the two groups of students have
similar attitudes, knowledge and evaluation of their achievements.
vii. The two groups of students viz. hearing impaired and crippled
secondary school students have not shown any significant
difference on ideal self dimension of self concept inventory. This
indicates that the two groups of students have similar attitudes,
knowledge and evaluation of their achievements.
150
viii. The two groups of students viz. visually impaired and crippled
secondary school students have not shown any significant
difference on ideal self dimension of self concept inventory. This
indicates that the two groups of students have similar attitudes,
knowledge and evaluation of their achievements.
ix. The two groups of students i.e. physically challenged and normal
secondary school students have been found to be significantly
different on level of aspiration. The mean differences favours the
normal secondary school students, which clearly indicates that
normal secondary have a high level of aspiration as compared to
physically challenged secondary school students.
x. The two groups of students viz. hearing impaired and visually
impaired secondary school students have not shown any
significant difference on level of aspiration. This indicates that the
two groups of students have almost similar in level of aspiration.
xi. The two groups of students viz. hearing impaired and crippled
secondary school students have not shown any significant
difference on level of aspiration. This indicates that the two
groups of students have almost similar in level of aspiration.
xii. The two groups of students viz. visually impaired and crippled
secondary school students have not shown any significant
difference on level of aspiration. This indicates that the two
groups of students have almost similar in level of aspiration.
xiii. The two groups of students i.e. physically challenged and normal
secondary school students have been found to be significantly
151
different on academic achievement. The mean differences favours
the normal secondary school students, which clearly indicates that
normal secondary have a high academic achievement as
compared to physically challenged secondary school students.
xiv. The two groups of students viz. hearing impaired and visually
impaired secondary school students have not shown any
significant difference on academic achievement. This indicates
that the two groups of students have almost similar in academic
achievement.
xv. The two groups of students viz. hearing impaired and crippled
secondary school students have not shown any significant
difference on academic achievement. This indicates that the two
groups of students have almost similar in academic achievement.
xvi. The two groups of students viz. visually impaired and crippled
secondary school students have not shown any significant
difference on academic achievement. This indicates that the two
groups of students have almost similar in academic achievement.
Educational Implications
i. Special schools, special instructional methods, instructional
material and supportive services should meet their needs so
that we get good academic results.
ii. Resource persons and trained teachers should be appointed in
normal as well as special schools, so that they will guide these
152
students in choosing the different courses according to their
aptitudes and aspirations.
iii. Vocational education should form an integral part of their
curriculum, so that they may earn their livelihood.
iv. Innovative teaching-learning strategies such as peer tutoring,
cooperative learning, individualized instruction and
consultation among teachers should be adopted by
professionals.
v. There should be a definite teacher student ratio, interaction
between the teacher and the physically challenged child,
continuous evaluation and remedial instruction for physically
challenged children and it will help us to develop the positive
self concept and level of aspiration among these children.
vi. Equality of educational opportunities must be provided in the
field of whole education.
vii. Individual attention should be given towards the physically
challenged students, so that these children may develop real
self concept among themselves.
153
Change Methods
Remedial Measures
Help Reset Goals
Provide Books, Library
Facilities Lab. Work etc.
Achievement Test
Psychological Test
Go Through Mainstream
Teaching Process
Learning Difficulties
Goals
Facilities
Actual Possessed
(X)
Actual Possessed
(Y)
Is X< Y
TEST
IsPerformanc
e better
Suggestions
On the basis of the difficulties faced by the investigator in the field
and also in the light of the findings of the present study, the investigator
realizes that the following suggestions be taken into consideration while
conducting a study similar to the present one:-
i. The further study may be replicated on large sample.
ii. Further investigations may be undertaken to study the teaching
methodologies, attitude of teachers towards the physically
challenged and normal students.
iii. A comparative study may be conducted on mental health, self
concept and personality characteristics of physically challenged
and normal secondary school students.
iv. This study may be undertaken to highlight the different
dimensions of self concept such as perceptual self, conceptual
self, attitudinal self and reflective self of physically challenged
and normal secondary school students.
v. Further investigation may be undertaken in relation to carrier
aspirations and vocational interests of physically challenged
students.
vi. A comparative study may be undertaken related to adjustment
problems and self-concept of various categories of physically
challenged students.
154
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Appendices
Appendix – I
SAGAR SHARMA’S SELF-CONCEPT INVENTORY
Name:_____________________________________ Rural/Urban______________
Age: ______________________________________ Education of Parents:
Sex _______________________________________ a) Father: _______________
168
Occupation: ________________________________ b) Mother: _______________
Qualification: _______________________________
Class in which Studying______________________
Place of Residence ___________________________
Occupations of the Parents:
a) Father: _______________
b) Mother: _______________
Date: ________________________________________________________________
Instructions:
1. Give your responses frankly and truthfully. There is no advantage in giving a
wrong impression about yourself.
2. There is no right or wrong answer to the items of the inventory. Your own
individual feeling about the matter is what is wanted.
3. Give the answer as it come to you and proceed as quickly as possible.
4. Your responses will remain confidential.
5. Blacken the space of appropriate circle ( ) shown against each statement
which best describes you:
a. How you see yourself as a person (I am).
b. How you would like to be (I would be).
Appendix- IA
Very often Often About 50% of the times Rarely Very Rarely
I AM
1. Coward:-
2. Sympathetic:-
3. Inventive:-
4. Honest:-
169
5. Wicked:-
6. Obedient:-
7. Shirker:-
8. Humorous:-
9. Restless:-
10. Bossy:-
11. Rude:-
12. Wavering:-
13. Inferior
14. Hostile:-
15. Bluffer:-
16. Democratic:-
17. Harmful:-
18. Adventurous:-
19. Anxious:-
20. Social:-
21. Superior:-
22. Determined:-
23. Brave:-
24. Snobbish:-
25. Quiet:-
26. Hateful:-
27. Impatient:-
28. Stern:-
Very often Often About 50% of the times Rarely Very Rarely
29. Jealous:-
30. Disciplined:-
31. Cautious:-
32. Quarrelsome:-
33. Confused:-
170
34. Superficial:-
35. Simple:-
36. Awkward:-
37. Self-controlled:-
38. Sarcastic:-
39. Noble:-
40. Affectionate:-
41. Frank:-
42. Alert:-
43. Resourceful:-
44. Charitable:-
45. Obstinate:-
46. Religious:.
47. Expressive:-
48. Reasonable:-
49. Friendly:-
50. Suspicious:-
51. Cheerful:-
52. Well-mannered:-
53. Intelligent:-
54 Kind:-
55. Conservative:-
56. Sensitive:-
57. Artistic:-
58. Unselfish:-
Very often Often About 50% of the times Rarely Very Rarely
59. Irritable:-
60. Enthusiastic:-
61. Dependent:-
62. Escapist:-
63. Tardy:-
171
64. Modest:-
65. Boastful:-
66. Cooperative:-
67. Shy:-
Appendix -IBVery often Often About 50% of the times Rarely Very Rarely
I WOULD BE
1. Coward:-
2. Sympathetic:-
3. Inventive:-
4. Honest:-
172
5. Wicked:-
6. Obedient:-
7. Shirker:-
8. Humorous:-
9. Restless:-
10. Bossy:-
11. Rude:-
12. Wavering:-
13. Inferior
14. Hostile:-
15. Bluffer:-
16. Democratic:-
17. Harmful:-
18. Adventurous:-
19. Anxious:-
20. Social:-
21. Superior:-
22. Determined:-
23. Brave:-
24. Snobbish:-
25. Quiet:-
26. Hateful:-
27. Impatient:-
28. Stern:-
Very often Often About 50% of the times Rarely Very Rarely
29. Jealous:-
30. Disciplined:-
31. Cautious:-
32. Quarrelsome:-
33. Confused:-
173
34. Superficial:-
35. Simple:-
36. Awkward:-
37. Self-controlled:-
38. Sarcastic:-
39. Noble:-
40. Affectionate:-
41. Frank:-
42. Alert:-
43. Resourceful:-
44. Charitable:-
45. Obstinate:-
46. Religious:.
47. Expressive:-
48. Reasonable:-
49. Friendly:-
50. Suspicious:-
51. Cheerful:-
52. Well-mannered:-
53. Intelligent:-
54 Kind:-
55. Conservative:-
56. Sensitive:-
57. Artistic:-
58. Unselfish:-
Very often Often About 50% of the times Rarely Very Rarely
59. Irritable:-
60. Enthusiastic:-
61. Dependent:-
62. Escapist:-
63. Tardy:-
174
64. Modest:-
65. Boastful:-
66. Cooperative:-
67. Shy:-
Appendix - 1C
Item wise adjective meaning of Sagar and Sharma’s Self-Concept Inventory. Coward (Timid, Afraid, Fearful,) Who has not the courage to fight.
Sympathetic (Compassionate, Loving, Considerate) Who shares the feelings of others.
Inventive (Productive, Fertile, genius) Who is capable of Inventing.
Honest (Truthful, Trustworthy, Correct) Who is being Straight forward.
Wicked (Sinful, immoral, Bad) Who is sinful.
Obedient (Loyal, Governable, Devoted) Doing as one is told to do.
175
Shirkir One who shirks work.
Humorous (Comical, Comie, Entertaining) Who is having a sense of humour,
causing amusement.
Restless (Nervous, Unquiet, Disturbed) Who never takes rest or never taking rest.
Bossy Prominent, Studded, Smart) A person having protuberance.
Rude Boorish, Crude, Harsh, Rough) Who is disrespectful person.
Wavering (Twisted, Vibrating) Who is unstable or rough.
Inferior ( Lower in order, Quality) Who is lower in Rank.
Hostile (Unfriendly, Opposed, Against) Who is typical of an enemy.
Bluffer (Deceive) Who deceives the person by show or boldness.
Democratic (Equal, Common, Free) Who Likes or Supports the Democracy.
Harmful (Hurtful, Noxious) Who damages or destroys things.
Adventurous (Excitement) Who is found of adventure full of danger and excitement.
Anxious (Troubled or Worried, Disturbed) Who is feeling anxiety.
Social (Civil, Hospitable, Pleasant) Who is living with Communities or groups.
Superior (Excellent) Who is higher in rank.
Determined (Resolute, Firm) Who has fixed purpose.
Brave (Bold) Who is having Courage.
Snobbish (Ostentatious, Pretentious) Who pays too much respect to social
position or wealth.
Quiet (Silent, Calm) Who is calm and makes no sound.
Hateful (Hatred, Odious, Undesirable) Exciting hatred or causing hatred.
Impatient (Restless, Anxious) Who is intolerant of something.
Stern (Harsh, Severe, Strict) Who is strict or harsh.
Jealous (Possessive, Monopolizing) Who is resentful of another’s success.
Disciplined (Self-control, Character) Who has self-Control and other good qualities.
Cautious (Watchful, Not rash) Who is careful to avoid danger.
Quarrelsome (Tassel, Fight) Who has habit of quarreling.
Confused (Perplexed, Jumbled) Who is doubtful or uncertain.
Superficial (Shallow, Lacking Depth) Who is merely apparent.
Simple (Easy, Unmixed) Who is not complicated.
Awkward ((Ungraceful, Embarrassed) Who is not well designed for use.
Self-controlled Who has ability to control his own emotions, desires and actions.
Sarcastic (Sneering, Sarcasm) who is full of sarcasm.
176
Noble (Generous, Magnificent, Splendid) Who is of high Character.
Affectionate (Kind, Tender) Who is loving and friendly.
Frank (Sincere, Familiar, Open) Who is candid.
Alert (Wary, Awake) Who is watchful.
Resourceful (Original, Ingenious) Who is skillful in finding expedients.
Charitable (open handed, Liberal) Who is pertaining to charity.
Obstinate (Firm, Headstrong) Who is Stubborn.
Religious (Devote, Pious) Who is pertaining to religion.
Expressive (Significant, Demonstrative) Who is full of Secret meaning.
Reasonable (Clear Cut, Thoughtful) Who is sensible and proper.
Friendly (Helpful, Sympathetic) Who is not hostile.
Suspicious (Arousing, Having Suspicion) Who is having a doubt.
Cheerful (Hopeful, Happy, Lively) Who is full of bright and attractive.
Well-mannered (Courteous) Who is having good manners.
Intelligent (Clever, Bright) Who is having ability or capacity.
Kind (Helpful, Generous) Who is helpful.
Conservative (Traditional, Constant) Who is opposed to great or sudden change.
Sensitive (delicate, painful, tense) Who is quick to receive impressions.
Artistic (Graceful, Imaginative) Person able to enjoy the art.
Unselfish (Selfless, Charitable) Who is self less or self seeking.
Irritable (Sensitive, Touchy, Testy) Who is easily irritated.
Enthusiastic (Willing, Concerned, Eager) A person having enthusiasm.
Dependent (Subordinate, Relying for support) One who depends upon others.
Escapist (Out, Liberated) Person seeking relief from the hard realities of life.
Tardy (Too Late, Delayed, Slow) Who is Late or Slow.
Modest (Humble, Quiet) Who is not boastful.
Boastful (Bragging, Bombastic) Who is bombastic or egotistic.
Cooperative (Participating in Joint operation) Who is willing to cooperate.
Shy (Timid, Bashful) Who is easily frightened.
177
Appendix - 2A
Level of aspiration master sheet filled by the subject.
178
Expected Score
179
Actual Score
(Goal Discrepancy Score) = (Expected Score on this Trial) - (Actual score on Immediate past trial) G. D. S. =
(Attainment Discrepancy Score) = (Actual Score on the Trial) - (Expected Score on the trial) A. D. S. =
(N.T. R) =