PAPER 1
EXPERIENTIAL APPROACH IN ENHANCING
SKILLS OF STUDENT TEACHERS
Dr.Hemaletha P.K
Lecturer in Social Science
St. Joseph College Of Teacher
Education for Women
Ernakulam , Kerala
‘The old order changeth into new’ so it shows change is inevitable. Globalisation, Industrialization, Development in the Information technology have brought in vital changes in all fields and certainly in the spectrum of education too. It is high time for us to discuss whether the teacher education scenario has been updated to meet the challenges of the ‘knowledge explosion’. Certain changes have been made in the school level but, Are our student teachers trained and equipped well to train the upcoming student community? New vistas and new horizons have to be searched out and implemented for the holistic development and the creative output of the teacher trainees. The present study examines the various possibilities of EXPERIENTIAL LEARNING proposed by David A Kolb .The investigator also conducted a survey to find out the opinion of the B.Ed trainees and the teacher-educators about the the Experiential Approach.
Introduction
An analysis of the B Ed and M Ed curriculum reveals that more focus is there on theory and age old traditional methods. The result is that the students remain over receptive, uncritical and passive. The mental abilities which are required for scientific observation, classification, conceptualization, inquiry, hypothesis formulation, reasoning and problem solving skills are completely neglected in them. Developments in the affective domain that should be a natural extension of deep level of cognitive abilities are naturally lost sight off. For the desired better outcome more innovative and promising methods of teaching can be incorporated. If we adopt innovative methods of teaching, the student’s various capabilities like research skills, critical thinking, judicial thinking, attitudes and values may be properly developed.
Experiential Approach
"Tell me, and I will forget. Show me, and I may remember. Involve me, and I will understand” Confucius reminds us that learning should take place from the thoughts and ideas created as a result of experience. Learning by doing should be stressed for the development of skills of student teachers. It enhances the competencies of teacher educators also. Experiential learning is synonymous with learning by doing. It is learning that is achieved through reflection upon everyday experience. Experiential learning can be promoted by Experiential Approach.
Experiential Approach is the process whereby knowledge is created through the transformation of the experience of the learner who is at the centre of the learning process (Kolb, 1984). It is the method of teaching and learning in which the students are given a chance to acquire and apply knowledge, skills and feelings in an immediate and relevant setting.
Kolb explains four steps in experiential learning such as Concrete Experience, Observation and Reflection, Forming Abstract Concepts and Testing in New Situation. These four components make learning a participatory process. He represented these in the famous experiential learning circle.
In experiential learning, Kolb used the ideas of Piaget, Dewey and Lewin. It helps for planning teaching and learning activities and also to understand learning difficulties. The learning cycle can begin at any one of the four points - and that it should really be approached as a continuous spiral.
The first stage of experiential learning cycle relates to the concrete activity or experience (experiencing). The learning process begins with a person carrying out a particular action and then seeing the effect of the action in this situation. This experience can be created in the learning environment by structured exercises or can be drawn from the learner’s life experiences to focus on the subject matter understanding (E.g. Team work, listening, and facilitation). Drawn from this concrete experience the learners are guided in publishing facts. At this point, the learners are enabled to clarify and state all the facts that have been governed about the concrete experience in focus. Thus all that have been observed about experience through the five senses is specially sight an order to remains, is consciously stated in terms of what happened during the exercise.
The second stage of experiential learning cycle is Reflective observation (feeling). This is to understand the effects of action in the particular instance so that if the same action was taken in the same circumstances it would be possible to anticipate what would follow from the action. In this stage, the learners are encouraged to express the emotional reactions (Frustrated, angry, happy, sad etc.) while undergoing the exercise or experience. At the following stage of Abstract conceptualization (thinking), the learners understand the general principle under which the particular instance falls. Here the learners are helped to interpret the meaning of the exercise or experience for drawing conclusions about the general principles of the subject matter in focus (e.g. Effective facilitation is, key to active listening are, teams work is best when etc.).
The final stage of the learning cycle relates to Active Experimentation (doing).It is the application of the general principle through action in a new circumstance within the range of generalization. In this stage, the learners are guided to decide upon a specific plan of action based on the understanding obtained by them about the subject (for effective facilitation I need to, I will improve listening by etc.). This is in order to test out in actual life situations for making qualitative improvements there in.
Experiential Learning Cycle
According to Dewey (1938) ‘Experience plus reflection equals learning’. Experiential learning can be applied to any kind of learning through experience. It takes place when a person is involved in an activity, critically analyses it, finds out the important themes and applies it to another situation. Experiential learning is 'education that occurs as a direct participation in the events of life' (Houle 1980: 221).
Coleman (1976) suggested the sequence of experiential learning as action and effects of action, understanding these in the particular instance, understanding that the general principles governing the particular instance may require further testing action and application through action in new circumstances within the range of the generalization. Peter Jarvis (1987, 1995) also developed a model to show that there are a number of responses to the potential learning situation. Peter Jarvis comments (1995: 75), ' Experiential Learning is actually about learning from primary experience that is learning through sense experiences’. The major differences between Lecture Method and Experiential Approach can be outlined as follows;
Lecture Method Vs Experiential Approach
Lecture method places students in a passive rather than an active role; it encourages one-way communication, hinders critical thinking and requires a considerable amount of unguided student time outside of the classroom to achieve understanding. Student relies on teacher and places the responsibility of organizing and synthesizing content upon the lecturer. It can make learners become bored and easily distracted. It functions on the basis of static aims and materials and prepares for a remote future.
Experiential Approach encourages learning from experience. Students construct their own meaning by talking, listening, writing, reading, observing, thinking, planning and doing and reflecting on content, ideas, issues and concerns. They look for personal meaning while learning, draw on their values while learning, enjoy social interaction and want to make the world a better place.
Experiential Approach is necessary in higher education especially at college level. This can be adopted in teaching and learning of all subjects and also in other fields too. The best teaching includes a variety of methods to meet the needs of the diverse learning styles .Brain storming, Case studies, Role play, Conducting surveys, Field trips etc. are some of the methods which promote Experiential Approach.
Methods to promote Experiential Learning
Brain storming
Brain storming is a listening exercise that allows creative thinking for new ideas; it encourages full participation because all ideas are equally recorded. It draws on group's knowledge and experience and spirit of congeniality is also created. One idea can spark off other ideas. But the experts may not be good speakers, personalities may overshadow content, subject may not be in logical order .keeping these limitations in mind a facilitator has to coordinate focus of panel, introduce, summarize and brief panel.
Case study
Case study develops analytic and problem solving skills, allows for exploration of solutions for complex issues. It helps student to apply new knowledge and skills. Case must be clearly defined otherwise students may not see relevance to own situation and insufficient information can lead to inappropriate results. Role play
It introduces problem situation dramatically, provides opportunity for students to assume roles of others and thus appreciate another point of view and allows for exploration of solutions. Trainer has to define problem situation and roles clearly and must give very clear instructions
Survey
Survey method allows students to think for themselves without being influenced by others. Individual thoughts can then be shared in large group. This promotes cooperative learning. This method can be used only for short period of time and the facilitator has to prepare handouts.
There are many other methods which promote Experiential Learning. To experiment these teacher has to be Innovative, Imaginative, Open minded, Resourceful and a facilitator. Experiential learning can be extended across the range of subject areas and disciplines. In this context, the investigator conducted the present study.
Objectives
1. To find out the opinion of the B.Ed trainees and the teacher educators about Experiential Approach
2. To compare the opinion of the B.Ed trainees in Science and Arts group with the teacher educators about Experiential Approach
Methodology
The purpose of the study was to find out the opinion of B.Ed trainees and the teacher educators about Experiential Approach. The investigator used normative survey method for the present study. The study was conducted on a sample of 70 B.Ed trainees, consists of both Science and Arts group and 10 teacher educators of an aided B.Ed college in Ernakulam District. Thus the total sample selected for the study was 80. A questionnaire was prepared by the investigator for this purpose. The same questionnaire was distributed among the B.Ed trainees and the Teacher Educators who have already developed an insight into the possibilities of Experiential Approach.
Statistical Technique Used
A simple descriptive statistics was followed with percentage method. The details regarding the results of the data collected are given in table 1
Table 1
Learning Style preferences of the Total Sample
(B.Ed Trainees and Teacher Educators)
Category | Experiential Approach | Lecture Method | Total |
B.Ed Trainees(Arts Group) | 22 (27.5%) | 11 (13.75%) | 33 |
B.Ed Trainees(Science Group) | 30 (37.5%) | 7 (8.75%) | 37 |
Teacher Educators | 7 (8.75%) | 3 (3.75%) | 10 |
Total | 59 (73.75%) | 21 (26.25%) | 80 |
Out of 80 sample 59 (73.75%) preferred Experiential Approach and 21(26.25%) preferred Lecture Method. While 22 (27.5 %) students come under Arts group category preferred Experiential Learning, 30 students (37.5%) belong to Science group and 7 teacher Educators (8.75%) supported Experiential Learning. Only 11 Arts Group students, 7 Science students and 3 Teacher Educators were in favour of Lecture Method. Therefore it is interpreted that more than half of the total sample including Arts and Science Group students and Teacher Educators seem to prefer Experiential Approach in enhancing skills. Only a less number of Arts and Science Group students and Teacher Educators supported Lecture Method.
Suggestions
In teacher education institutions, practice should be the focus of the training programme. Practice should be followed by theory. Give the trainees enough opportunities to interact among themselves and share their ideas and experiences in group sessions. Teacher educators should understand the potentials of each individual trainee and give support accordingly. Observe their practice sessions, assess their learning and evaluate the abilities of the trainees using suitable method.
Conclusion
Experiential approach will help students to meet the challenges of a new world economy and order. Make them dream big. create, criticize, develop fresh ways of thinking and generate new forms of expression. More researches can also be conducted in this field.
This approach is not at all comprehensive in itself. It is just the tip of the iceberg. We have to go deep into the sea and reveal the secrets. Many a pretty pebble or curious shell are there on the seashore-some hidden, some revealed – the boundless ocean still lies uncovered.
REFERENCES
1. Beyer, Barry K. (1985).‘Teaching Critical Thinking: A Direct Approach’, Social Studies education, 49,297-303. |
2. Fraser,D. (1963) Deciding what to Teach. |
3. Johnson,Gordon (1991). Connecting University Science Experiences to Middle School Science Teaching, Journal of Science Teacher Education , 2,79-82. |
4. www.experiential learning.com |
5. Kate Torrington with cassis Landers “Enhancing the skills of Early Childhood Trainers”. Bernard Van Leer Foundation / UNESCO, |
(This paper was published in the National Journal Miracle of Teaching, Vol. IX –No.2 May-Aug 2009 by Asian Academy of Education and culture, Bhopal)
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PAPER II
EFFECTIVENESS OF INQUIRY APPROACH IN DEVELOPING BASIC DEMOCRATIC VALUES AMONG SECONDARY SCHOOL STUDENTS
Dr.Hemaletha P.K
Lecturer in Social Science
Education for Women
Ernakulam , Kerala
Education in India is inseparably linked to national development, as it is indeed, in every country. System of education, besides other things, needs to strengthen social and national integration, develop intellectual flexibility and creativity, consolidate democracy as a form of government, help the country to adopt it as a way of life and strive to build character by cultivating social, moral spiritual and democratic values. If translated into educational programmes and procedures, these qualitative objectives will result in competent democratic citizenship. This study aims at developing democratic values among secondary school students through Inquiry Approach.
Introduction
Education in India is inseparably linked to national development, as it is indeed in every country. System of education, besides other things, needs to strengthen social and national integration, develop intellectual flexibility and creativity, consolidate democracy as a form of government, help the country to adopt it as a way of life and strive to build character by cultivating social, moral, spiritual and democratic values. If translated into educational programmes and procedures, these qualitative objectives will result in competent democratic citizenship. It is the academic duty of the educational system to enable children to appreciate India’s rich cultural heritage as also to recognize and ignore the undesirable and antiquated demerits, above all, not allow narrow parochial, chauvinistic and obscurantist tendencies to take root. The one and only area of studies, which has been introduced in school curricula to meet all these requirements, is History.
Need of the Study
When present education system gives prominence to the descriptive aspect of History, tending to make it dull and lacklustre, more thought must be given to the pragmatic aspect of History, which initiates the scientific inquiry attitude in our young students. This leads to activity oriented, self-urged and self-promoted analytical study of events by them. Discovery through scientific inquiry develops higher-level objectives and makes a deep impact on the minds of the young, making knowledge last longer and valid for a reasonable period of time.
Inquiry Approach
The Inquiry Approach, the heart of new social studies, involves three groups of objectives: attitudes and values, a mode of inquiry involving the development and testing of hypotheses, and a variety of knowledge objectives. Teaching and learning through inquiry involves engaging students in the research process with instructor support and coaching at a level appropriate to their starting skills.
Democratic Values
The activist commitment to positions on social problem leads us to the final behavioural category of Social Studies i.e. Desirable Basic Democratic Values. Values are affective in their nature but cognitive in their development because they must be rationally attained to be democratic. The primary objective of History teaching is that students will assume a cluster of Desirable Basic Democratic Values after a critical analysis of an argument’s pro and con.
The student’s values can be determined through the techniques appropriate to attitudinal evaluation and their basis through techniques appropriate to critical analysis. These values are many but some of the key elements are freedom of speech, press and religion, the dignity, equality and brotherhood of man and the right of the majority to prevail and the minority to be respected.
Objective
To compare the effectiveness of Inquiry Approach with that of Conventional Textbook Approach in achieving the Basic Democratic Values of learning History under affective domain.
Hypothesis
Inquiry Approach is more effective than Conventional Textbook approach in achieving the Basic Democratic Values of learning History under affective domain.
Methodology
Since Inquiry is a new approach in the field of teaching and learning History, it has to be tested experimentally. So experimental method was followed. Inquiry Approach and Conventional Textbook Approach are independent variables and Democratic values are considered as dependent variable. Pre-test Post-test Non-equivalent-Group Design was used.
Sample
A group of 240 Secondary School Students of Kerala following state syllabus was selected ie., six IXth standard classes, two each from govt. boys high school, govt. girls high school, and govt. mixed high school in Ernakulam District.
Tool
Value scale was constructed to judge the pupil’s Basic Democratic Values that are developed by learning History, to evaluate the new instructional method adopted, to grade pupil in terms of their values, to assess entry behaviour and criterion behaviour
One major unit “The Cultural Heritage of India” from the History curriculum of Std.IX was selected .This whole unit was learnt through Inquiry Approach by experimental group and the control group was taught by Conventional Textbook Approach.
Analysis
The Pre-test scores and post-test scores of the experimental and control groups were consolidated for statistical analysis. Since the aim of the study was to determine the effectiveness of the Inquiry Approach over that of the Conventional Textbook Approach of teaching, it was necessary to find out whether there is any significant difference between the two mean scores. The experiments were done using intact, previously non-equated class groups. Since the intact classroom groups which were non-equivalent, the ANCOVA was used for the analysis of the data.
Adjusted means for post-test scores were tested for significance for df = 1/237. The t value obtained is 14.319.The table value for significance for df = 1/237 is 1.97 at 0.05 level and 2.59 at 0.01 level. So the obtained value of t’ is significant at 0.01 level. So the Inquiry Approach is proved to be effective than conventional Textbook Approach in achieving the Basic Democratic Values of learning History under affective domain.
Conclusion
Learning through inquiry is often more enjoyable to the students. Generally speaking, the students are more interested or more enthusiastic or just more active in the inquiry process as they are. Inquiry in education should be about a greater understanding of the world in which they live, learn, communicate and work.
Educators have become interested in the valuing process with the hope that they can assist students in rationally arriving at their own values. There has been hope also that students can be guided into arriving at values on a higher level of altruism through classroom procedures that expose them to levels of thinking higher than their own.
REFERENCES
Basu, Durga Das(1997). Introduction to the constitution of India.New DelM; Prentice Hall of India Pvt.Ltd.
Bloom, B-S.(1971) Handbook on Formative and Summative Evaluation of Student Learning.Newyork:McGraw Hill
Dhand,Harry(1992). A Handbook for Teachers, Research in teaching of the Social Studies.New Delhi:Ashish Publishing House.
Ebel,R.L.(1991)Measuring Educational Achievement.Englewood Cliffs,N.J: Prentice Hall Inc.
Likert(1932)A technique for the Measurement of Attitudes: Archives de Psychologic, 140
State Institute of Education(1996).History and Civics. A Textbook for class IX.Govt.of Kerala.
(This paper was published in the National Journal ‘Journal of Educational Endeavours Vol 2,No.2, July-2009 by St Joseph College of teacher education for Women,Guntur)
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PAPER III
IMPACT OF PARENTAL INVOLVEMENT ON ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS
Dr.Hemaletha P.K Lecturer in Social Science StJoseph College Of Teacher Education for Women Ernakulam Kerala | Ms.Sabitha V.S M.Ed Scholar StJoseph College Of Teacher Education for Women Ernakulam Kerala |
Parental involvement in their children’s educational experiences by home instruction, volunteering in the classroom or participation in the school governance has been linked with the quality of children’s learning and motivation in school. Children who are monitored more carefully by their parents tend to do better in schools than their peers. The present study throws light on the impact of parental involvement on Academic Achievement of secondary school students
Introduction
During the secondary stage, parents seem to be playing a very important role in moulding their children’s character, personality, career and advancement in education. They may differentially devote their attention, time and effort to different domains such as child’s academics, social and religious activities and athletics etc. Harmony and quality of parenting, educational expectations, aspirations and involvement of parents are considered to be a few important environmental variables associated to adolescent’s development. Parental involvement has been recognized as the most important factor to influence the Academic Achievement. The role of parent in bringing up their children is quite important both in terms of their devotion with respect to time spend with them, money and other considerations.
Parental involvement as a direct involvement, affects Academic Achievement of children to some extent. Some research evidences suggest that a child’s self esteem is improved by parents who show little interest in their children and is likely to produce low Academic Achievement and self-esteem in children. Parents who show a good understanding of the child’s feeling and behaviour help promoting healthy self-esteem and high Academic Achievement in children. Parent involvement, care, support and monitoring are related to many adolescent perception and behaviours including self-esteem. Indeed research on parental involvement on Academic Achievement is too limited to permit and draw conclusions about its impact. So the investigator felt the need for a study of parental involvement on Academic Achievement of secondary school students.
PARENTAL INVOLVEMENT
Parental Involvement is the act of involving or the state of being involved by parents in their children’s studies and other activities (Isaac, Funk and Wagnall’s: 1957).Parents can guide a child in choosing a career and provide him vocational education according to his interest. Parental involvement has a potential to improve student achievement, self-esteem and behaviour.
ACADEMIC ACHIEVEMENT
Academic Achievement means knowledge attained or skills developed in the school subject, decided by test scores or by marks assigned by teachers or by both.
OBJECTIVES OF THE STUDY
I. To find out the relationship between Academic Achievement and Parental Involvement based on
(a) Gender of Students
(b) Locality of School
(c) Type of Management of School.
II. To evaluate the difference between Academic Achievement of students belonging to low, medium and high Parental Involvement groups.
Hypotheses of the Study
I. There will be significant relationship between Academic Achievement and Parental Involvement based on (a) Gender (b) Locality (c) Type of Management.
II. There will be significant difference between Academic Achievement of students belonging to low, medium and high Parental Involvement groups.
The purpose of the study was to find out the impact of parental involvement on Academic Achievement of secondary school students. So the investigator used normative survey method for the present study. Independent variable selected for the study is parental involvement and Academic Achievement is the dependent variable.
Sample
The study was conducted on a sample of 240 students of standard VIII, IX and X in Thiruvananthapuram District. Stratified random technique was used by the investigator for the present study, giving representation to factors like gender, locality of school and type of management of school.
TOOL
Parental Involvement Scale, which was prepared and standardized by the investigator, was used to collect information regarding the extent of parent’s involvement in different activities of students. The split-half reliability co-efficient score obtained for Parental Involvement Scale was 0.83 (n=90). The validity of the scale was found to be 0.71(n=90).
ANALYSIS
The investigator followed Co-efficient of Correlation and T-test for analyzing the data collected. The details regarding the results of the data collected are given in table 1
Table 1
Comparison of Academic Achievement Based on Gender, Locality and type of management of School
Category | Types | Academic Achievement | |||
Mean | SD | N | CR | ||
Gender | Boys | 225.9 | 79.4 | 120 | 3.493 |
Girls | 259.7 | 70.0 | 120 | ||
Locality | Urban | 240.4 | 77.2 | 120 | 0.485 |
Rural | 245.2 | 76.2 | 120 | ||
Management | Govt. | 212.8 | 76.6 | 120 | 6.597 |
Aided | 272.9 | 63.9 | 120 | ||
The critical ratio of Academic Achievement of boys and girls is 3.493, which indicates that there is significant difference between Academic Achievement of boys and girls. The result shows that girls have significantly high score in achievement as compared to boys The critical ratio of Academic Achievement of urban and rural school students is 0.63, which indicates that there is no significant difference between Academic Achievement of urban and rural school students. The critical ratio 6.597 shows that there is no significant difference between the Academic Achievement of Government and Aided school students. From the findings, it is understood that the Academic Achievement of aided school students is greater than that of govt. school students.
Table 2
Pearson Correlation between Academic Achievement and Parental Involvement for Total Sample
Pearson Correlation | Sig. | Percent Variance |
0.116 | 0.074 | 1.34 |
In the total sample, the Pearson correlation (0.116) coefficient between academic achievement and parental involvement is not significant even at 0.05 level and this relation is negligible. The percent variance is 1.34, which means that approximately one percent of variance in academic achievement is attributable to variance in parental involvement.
Table 3
Details of the relation between Academic Achievement and Parental Involvement based on Gender, Locality & type of management of school
Category | Types | Pearson Correlation | Sig. | Percent Variance |
Gender | Boys | 0.104 | 0.259 | 1.08 |
Girls | 0.121 | 0.190 | 1.45 | |
Locality | Urban | -0.006 | 0.946 | 0.00 |
Rural | 0.238 | 0.009 | 5.69 | |
Management | Govt. | -0.016 | 0.864 | 0.02 |
Aided | 0.281 | 0.002 | 7.88 |
In boys there is no significant relationship (0.104) between academic achievement and parental involvement. In the sample of girls also there is no significant relationship between academic achievement and parental involvement. The percent variance is approximately one percent for both categories. In urban school there is no significant relationship (-0.006) between academic achievement and parental involvement. In case of rural school, there exists significant relationship (0.238) between academic achievement and parental involvement. In Govt. school, the correlation is not significant (-0.016).In aided school; the correlation (0.281) is significant at 0.01 level.
Table 4
Comparison of Academic Achievement among different Parental Involvement Groups
Parental Involvement | Mean | SD | N | F | Sig | Scheffe Multiple Comparisons | |||
Pair | Mean Diff | P | |||||||
Low(A) | 221.9 | 67.9 | 60 | 3.26* | 0.040 | A&B | 31.23* | 0.043 | |
Medium(B) | 253.2 | 80.2 | 101 | A&C | 23.51 | 0.197 | |||
B&C | 7.72 | 0.795 | |||||||
High(c) | 245.4 | 75.9 | 79 | ||||||
* Significant at 0.05 level
The table shows that the academic achievement is high (253.2) among students who have medium parental involvement and low (221.9) among students who have low parental involvement. The F value 3.26 (one way ANOVA), is significant at 0.05 level. The Scheffe Multiple Comparison shows that students who have medium parental involvement have significantly high academic achievement as compared to those students who have low parental involvement.
Suggestion
There is generalized evidence that there is significant relationship between parental involvement and academic achievement. Parents must encourage their children for developing academic achievement by spending more time with them and also by satisfying their needs.
Conclusion
In the light of the high stake of parental involvement on Academic Achievement, teachers, administrators and others connected with educational system can take steps to improve the parent’s role in their children’s studies. Strategies making parents feel more welcome in school are needed. Thus education must not only convey to parents the message that, their role is as important as the school they must tell the students how important their homes are.
REFERENCE
1. Aggarwal, U.P. (1967). Self Concept and Scholastic Achievement, Journal of Educational Research and Extensions, 4 (2) 64-74.
2. Aggarwal, K.L (1986). A study on the Effect of Parental Encouragement upon the Educational Development of the students in M.B. Buch (Ed.). Fourth survey of Research in Education. New Delhi: NCERT, 235.
3. Batterson, G. (1987). Self Concept, Self Esteem and Academic Achievement (ERIC Document Reproduction Service (No. ED 350 525).
4. Docking, J.W. (1989). Primary School and Parents. London : Hodder and stough.
5. Fotheringham, J.B and Creal, J (1980). Family support programs and school Readiness. Chicago : MC Graw Hills.
(This paper was published in the Inter National Journal ‘Indian Journal of Multidisciplinary Research’ Vol.5, No.3 Sep 2009 by Centre for multidisciplinary Research and Action-CMRA, Thodupuzha, Kerala)
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INQUIRY APPROACH IN DEVELOPING CRITICAL THINKING
AMONG SECONDARY SCHOOL STUDENTS
Dr.Hemaletha P.K
Lecturer in Social Science
St. Joseph College of Teacher
Education for Women
Ernakulam , Kerala
Instead of the rote and mechanical method which gives top priority to theory and examination point of view, steps to inculcate in children the discovery of truth and analyzing capacity leading to new theories of facts should be encouraged. Proper guidance through improved methodology as well as encouragement is of vital importance for the successful improvisation in teaching and learning of History. The present paper speaks of the importance of inculcating inquiry minds and developing critical thinking in young children. It discusses about the effectiveness of inquiry approach in developing critical thinking which involves Identification of central Issues and underlying assumptions, Evaluation of evidence and drawing of warranted conclusions and Formulation of reasonable hypotheses.
Introduction
The present world is the beehive of controversial issues without any finite solution or any concrete sequence of events leading to the issues raging in the International Scenario. Controversy is inherent in the nature of the subject. Controversies on facts may arise due to insufficient data or doubts regarding the possibility of the available accounts. The issues of the origin of the Aryans and the advent of the Dravidians, excavations of temple remains in the vicinity of Babari Masjid, the historical authenticity of the legends, the Mediterranean Scroll, the controversy over Jerusalem between Israel and Palestine etc. are issues in point. One of the major goals for including controversy in the classroom has been stated as an excellent strategy for citizenship preparation and for fostering the development of rational thinking (Fraser, 1963). It provides great opportunity for inquiry and clarification of values. Discussion of controversial issues helps to nurture critical thinking and other skills which are useful in today’s complex society.
Need of the Study
It is alleged that the lecture method followed by the teachers while teaching History leads to the memorization of the facts alone by the students as the teachers do not know how to make History teaching effective and interesting, inspite of the umpteen innovative and dynamic methods of teaching. Many in the profession are clinging steadfastly to the traditional lecture method only. The unscientific examination system which demands only effective memorization of facts adds to the gravity of the situation. The result is that the students remain over receptive, uncritical and passive. The mental abilities which are required for scientific observation, classification, conceptualization, inquiry, hypothesis formulation, reasoning, problem solving etc. are completely neglected in them. Developments in the affective domain that should be a natural extension of deep level of cognitive abilities are naturally lost sight off.
When present education system gives prominence to the descriptive aspect of History, tending to make it dull and lacklustre, more thought must be given to the pragmatic aspect of History, which initiates the scientific inquiry attitude in our young students. This leads to activity oriented, self-urged and self-promoted analytical study of events by them. Discovery through scientific inquiry develops higher-level objectives and makes a deep impact on the minds of the young, making knowledge last longer and valid for a reasonable period of time.
Inquiry Approach
The Inquiry Approach, the heart of new social studies, involves three groups of objectives: attitudes and values, a mode of inquiry involving the development and testing of hypotheses, and a variety of knowledge objectives. Teaching and learning through inquiry involves engaging students in the research process with instructor support and coaching at a level appropriate to their starting skills.
Critical Thinking
The ‘Table of Specifications for Selected Social Studies’ put forward by Bloom (1971) was followed by the investigator to test the objective of learning History i.e., Critical Thinking ,which come under cognitive domain.
Inquiry involves higher level thinking which gives emphasis on Research Skills and Critical Thinking (Dhand, 1992). Since the test is purported to have higher level of objective based test items, more weightage was given to the objective, Critical Thinking. Critical Thinking involves Identification of central Issues and underlying assumptions, Evaluation of evidence and drawing of warranted conclusions and Formulation of reasonable hypotheses
Objective
To compare the effectiveness of Inquiry Approach with that of Conventional Textbook Approach in achieving the objective of learning History under cognitive domain-Critical Thinking
Hypothesis
Inquiry Approach is more effective than Conventional Textbook approach in achieving the objective of learning History under cognitive domain- Critical Thinking
Methodology
Since Inquiry is a new approach in the field of teaching and learning History, it has to be tested experimentally. So experimental method was followed. Inquiry Approach and Conventional Textbook Approach are independent variables and Attitudes are considered as dependent variable. Pre-test Post-test Non-equivalent-Group Design was used for the study.
Sample
A group of 240 Secondary School Students of Kerala following state syllabus was selected i.e. Six 9th standard classes, two each from govt. boys’ high school, govt. girls’ high school, and govt. mixed high school in Ernakulam District.
Tool
1. One major unit “The Cultural Heritage of India” from the History curriculum of Std.IX was selected .This whole unit was learnt through Inquiry Approach by experimental group and the control group was taught by Conventional Textbook Approach. Suitable lesson transcripts were developed to learn through Inquiry Approach.
2. An achievement test was administered as pre-test and post-test.
Analysis
The Pre-test scores and post-test scores of the experimental and control groups were consolidated for statistical analysis. Since the aim of the study was to determine the effectiveness of the Inquiry Approach over that of the Conventional Textbook Approach of teaching, it was necessary to find out whether there is any significant difference between the two mean scores. The experiments were done using intact, previously non-equated class groups. Since the intact classroom groups which were non-equivalent, the ANCOVA was used for the analysis of the data.
The Achievement test scores of 240 students of six classes learned by Inquiry Approach and Conventional Textbook Approach for the objective critical thinking were subjected to analysis of co-variance to determine whether there is any difference in the effectiveness of these two approaches. The total sum of squares, mean square variances and F ratios were calculated for the pre-test and post-test scores of the experimental and control groups. They are given in table 1
TABLE 1
Summary of Analysis of Variance of Pre-Test and Post -test Scores of pupils in the Experimental and Control Groups under the category – Critical Thinking
Source of Variation | df | SSx | SSy | MSx | MSy | |
Among means | 1 | 1.067 | 653.400 | 1.067 | 653.400 | Fx = 0.591 Fy = 70.765 |
Within groups | 238 | 429.867 | 2197.533 | 1.806 | 9.233 | |
Total | 239 | 430.933 | 2850.933 |
The F ratios for the two sets of scores were tested for significance. The table value of F for df =1/238 is 3.89 at 0.05 level and 6.76 at 0.01 level. The obtained value of F ratios is not significant at 0.01 level. When the Fx value obtained is not significant at 0.05 level (Fx = 0.591; P>0.05), Fy value is significant at 0.01 level (Fy = 70.765; P<0.05).The total sum of squares and adjusted mean square variances of post–test scores were computed. F ratio was calculated. They are given in table 2.
Table 2
Summary of Analysis of Co-Variance of Pre-test and Post-test Scores of Pupils in the Experimental and Control Groups under the category – Critical Thinking
Source of variation | df | SSx | SSy | SSxy | SSy.x | MSy.x | SDy.x | |
Among means | 1 | 1.067 | 653.400 | -26.400 | 687.380 | 687.380 | 2.910 | Fy.x = 81.196 |
Within groups | 237 | 429.867 | 2197.533 | 286.667 | 2006.363 | 8.466 | ||
Total | 238 | 430.933 | 2850.933 | 260.267 | 2693.743 | 11.318 |
Since the F ratio obtained is greater than the table value at 0.01 level, it is significant. The significant F ratio (Fy.x = 81.196; P<0.01) for the adjusted post-test scores shows that the two final mean scores, viz. the mean scores of pupils in the experimental group and the control group differ significantly after they have been adjusted for differences in the pre- test scores. The adjusted means of the post-test scores of pupils in the experimental group and control group were computed using correlation and regression. The summary of the calculation is given in table 30.
Table 3
Data for adjusted means of the Post-Test Scores of Pupils in the Experimental and Control Groups under the category – Critical Thinking
Groups | N | Mx | My | My.x (adjusted) | Significance of differences among adjusted Y means |
Experimental | 120 | 1.867 | 10.417 | 10.461 | SDy.x = 2.910 SEMy.x = 0.266 SED between any two adjusted means = 0.376 t = 9.022 |
Control | 120 | 2.000 | 7.117 | 7.072 | |
General means | 1.933 | 8.767 | 8.767 | ||
Since the adjusted mean score for the experimental group is greater than that of the control group, the experimental group is superior to the control group. It may be concluded that the students who learned through Inquiry Approach achieved better than who studied in the Conventional Textbook Approach under the category- Critical Thinking.
Conclusion
It is hoped that the present study would open doors for further research in the area of methods of teaching History. In schools, selected topics of interest can be included in the History syllabus with learning objectives that will enhance the best of the skills within the students, changing the general views on the subject of History, enabling the educationalists to create a new trend in the History syllabus and elevate its status in the educational field.
REFERENCES
Adler, J (1997). A Participatory-Inquiry Approach and the mediation of Mathematical knowledge in a Multilingual Classroom (ERIC Document Reproduction Service (CD-ROM).No. EJ 554567
Bloom, B-S. (1971) Handbook on Formative and Summative Evaluation of Student Learning. Newyork:McGraw Hill
Dhand,Harry(1992). A Handbook for Teachers, Research in teaching of the Social Studies. New Delhi:Ashish Publishing House.
Basu, Durga Das(1997). Introduction to the constitution of India. New DelM; Prentice Hall of India Pvt.Ltd.
Ebel,R.L.(1991)Measuring Educational Achievement. Englewood Cliffs,N.J: Prentice Hall Inc.
Likert(1932)A technique for the Measurement of Attitudes: Archives de Psychologic, 140
(This paper was published in the National Journal Journal of Teacher Education and Research, Vol.4,No.2,Dec 2009 by the Ram-Eeash Institute of Education ,U P)
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PAPER V
EFFECTIVENESS OF VOCATIONAL SKILLS DEVELOPMENT TRAINING PROGRAMME ON STUDENTS WITH MENTAL RETARDATION
Dr.Hemaletha P.K Lecturer in Social Science St. Joseph College Of Teacher Education for Women Ernakulam , Kerala | Ms.seethal suryan M.Ed Scholar St. Joseph College Of Teacher Education for Women Ernakulam Kerala |
The phenomenon of mental retardation is not restricted to any one social class; it cuts across all social and economic levels. It is heartening to note that both research endeavours and social provisions for mentally retarded have received impetus from the fact that some leading families in developing countries also been afflicted. Though the mentally retards have always been among us, only in recent years awareness of the problem of mentally retarded become quite widespread all over the world. People with mental retardation need special assistance to learn what many of their peers learn incidentally. With support from families, friends, teachers, neighbours and peer students mentally retards might be successful in school and lead happy and productive lives to some extent. The present study throws light on the effectiveness of vocational skills development training programme on students with mental retardation and it will help to improve the existing facilities in providing vocational training to students with mental retardation.
Introduction
The education of mentally retarded has to have overtone of vocational training with ultimate rehabilitation as its goal. Vocational training provides the students with such vocational skills that are required to enter the world of work where they can make a living without much problem. Vocational programmes prepare students for specific types of work. It aims at providing students with skills necessary to adapt as the needs of our technical society
Need of the Study
Mentally retarded needs to enjoy the fundamental rights of existence, care, education and other opportunities for intellectual, emotional, social, and occupational, adjustment in his family and outside as any normal child. Most parents are not aware about the special training that can make the child adaptive, productive and independent. The targeted offers and measures in this field of vocational skills development for mentally retarded are an important way of providing access to employment and income hence promote a self determined way of life. Vocational skill development can make a decisive contribution to have a widespread impact. The aim is to provide people with the skills they need to take part in economic life, and open up new opportunities for productive employment and access to appropriately paid work.
Vocational training and placement of persons with mental retardation assumes an important place in the current scenario. On reviewing the research literature it is observed that it has not attracted the researchers so far to investigate effect and usefulness of skill training in enhancing independence of mentally retarded children. Moreover the Investigator is very much interested in works related to disabled children as the investigator has been a member of Association for Learning Disabilities India for the last four years and has done many activities for the betterment of disabled children. So the investigator felt the need to conduct a study on effectiveness of training programmes in developing vocational skills of mentally retarded children. So the problem is entitled as Effectiveness of training program for the development of vocational skills of students with mental retardation
Vocational Skills
Anything that individual has learned to do with ease and in precision, pertaining to a vocation or occupation. (Good, 1972). In the present study the Investigator selected the vocational skills like Pen stand and Cloth Bag making which are suitable for students with mental retardation.
Mental Retardation
Mental retardation refers to significant sub-average general intellectual functioning resulting in or associated with impairment in adaptive behaviour and manifested during the developmental period (American Association for Mental Retardation).In the present study the investigator selected moderate level students from Pre-Vocational Level.
Hypothesis
Work Behaviour Enhancement Training programme is highly effective on students with mental retardation.
Objective
To find out the effectiveness of Vocational Skills development Training Programme on Students with Mental Retardation.
With a view to realize the major objective of the study, the investigator formulated a pre- experimental design. The study was conducted using pre-test post- test single group design. In the present study, Training Programme was the independent variable and Vocational Skills Development was the dependent variable.
Sample
The present study was conducted on a total sample of six students of pre-vocational level in Chavara Special School for Mentally Retarded, in Ernakulam District. Since students with Mental Retardation at pre-vocational level did not get any vocational skills development training, the investigator selected this particular group as sample. The investigator selected six students, consisted of 2 boys and 4 girls of moderate level. The sample for the study was selected from a total of ten students using Functional Assessment Checklist for Programming, who showed the same level of performance in vocational area.
Tool
Functional Assessment Checklist for Programming (NIMH), Vocational Assessment Programme Schedule (NIMH) and Lesson Transcripts were used as tools. The investigator developed suitable lesson transcripts in consultation with the experts in the field to give training in vocational skills.
Statistical Technique Used
Statistical techniques used for the study were Mean, Standard Deviation, Correlation and Test of significance.
Analysis
The Pre-test scores and Post-test scores of the experimental group were consolidated for statistical analysis. Since the aim of the study was to determine the effectiveness of the vocational skills development training programme, it was necessary to find out whether there is any significant difference between the two mean scores. The Data and Result of the test of significance of the difference between Mean Pre-test and Post-test scores of the Experimental group are given in Table 1.
Table 1
Data and Result of the test of significance of the difference between Mean Pre-test and Post-test scores of the Experimental group
Group | Test | No. of pupil | Mean | SD | Critical ratio |
Experimental | Pre-test | 6 | 99.333 | 16.29315 | 2.0069 |
Post-test | 6 | 163.333 | 18.2829 |
The critical ratio 2.0069 which is significant at.05 level indicates that there is significant difference between the means of the pre-test scores combining the effects of Generic Skills and Vocational or Work Behaviour Assessment and post test scores. Since the mean scores of the post test are higher than that of the pre- test, it can be inferred that the training was effective.
Table 2
Data and Result of the test of significance of the difference between Mean Pre-test and Post-test scores of the Experimental group under the Category - Generic Skills
Group | Test (G S ) | No.of Pupil | Mean | SD | Critical Ratio |
Experimental | Pre-test | 6 | 32.1666 | 8.8919 | 1.1548 |
Post-test | 6 | 41.333 | 9.2177 |
Generic skills or work readiness skills which are considered as pre-requisite skills for vocational training showed two times improvement. The main areas coming under generic skills are personal, communication, social behaviour, functional academics, safety skills, domestic behaviour , mobility, and occupational skills. All these areas except Domestic behaviour and mobility showed two times improvement. The critical ratio obtained is 1.154826 which is significant at.05 level, indicating that there is significant difference between the means of pre-test scores and post-test scores of generic skills. Since the mean scores of the post test in generic skill assessment is higher than that of the pre- test, it can be inferred that the training was effective.
Table 3
Data and Result of the test of significance of the difference between Mean Pre-test and Post-test scores of the Experimental group under the Category - Work Behaviour Assessment
Group | Test (W B A) | No.of Pupil | Mean | SD | Critical ratio |
Experimental | Pre-test | 6 | 67.1666 | 11.8928 | 1.9154 |
Post-test | 6 | 122 | 14.00595 |
Work behaviour includes the areas of physical appearance, personal interaction, regularity and punctuality, communication and quality and quantity. All these areas coming under work behaviour showed two times improvement. The mean pre-test post-test scores showed significant difference. The critical ratio obtained is 1.915413 which is significant at.05 level. It indicates that there is significant difference between the means of pre-test scores and post-test scores of vocational assessment skills. Since the mean scores of post test in vocational assessment is higher than that of the pre- test, it can be inferred that the training was effective.
Table 4
Data and Result of Correlation between Generic Skills and Work Behaviour Assessment
Skills | Correlation | Combined Correlation |
Generic | .9191 | .8085 |
Work Behaviour | .6828 |
The combining effects of correlation in the total scores were also found and it shows a very high correlation among the study group. The correlation coefficient is .8085.In vocational assessment, correlation is.6828 which is low compared to generic skills which is .9191. There exists a positive correlation between generic skills and work behaviour skills. The combined correlation between the generic skills and work behaviour is 0.808598.
Suggestion
The major findings of the study revealed the effectiveness of training programme in developing vocational skills. So the curriculum of special education should be flexible and more oriented to vocational education in order to meet the needs of students with Mental Retardation and make them independent in society. The parents should be provided with directions and proper guidance to develop positive attitude towards the capacity of their children with disabilities, so as to help them attain maximum development. Bases of vocational education should be provided from lower
level class. Each institution should provide vocations pertaining to each locality. The schools should be well equipped to implement vocational training. Technology based infrastructural facilities should be made available in schools, so that they are easily accessible for students with Mental Retardation. PTA management and other local institutions may be encouraged to give financial support for providing sufficient infrastructure.
level class. Each institution should provide vocations pertaining to each locality. The schools should be well equipped to implement vocational training. Technology based infrastructural facilities should be made available in schools, so that they are easily accessible for students with Mental Retardation. PTA management and other local institutions may be encouraged to give financial support for providing sufficient infrastructure.
Conclusion
It is not sufficient that the mentally retarded simply fade into the ranks of the un-skilled and semi-skilled workers. It is important that they become socially and occupationally prepared to function as contributors within the community setting. Vocational training a part of vocational education is a total education concept, providing knowledge skills and attitudes that students need for various life roles and settings they will encounter during their life times. For many retarded individuals, paid employment will not be a major part of their career, being a contributing member of the society. As normal mental capacity of these children is restricted; they cannot be educated by the normal methods in normal schools like average healthy children. By the adoption of suitable techniques, these children can be well trained and made fit for leading normal life.
The investigator hopes that this study will be helpful to the curriculum planners, parents, teachers and all who have concern for such students. The investigator also anticipates that this study will be helpful in changing attitude of the society towards these students; because the results prove that mentally retarded students also can contribute to the welfare of society and family and can be independent, if proper vocational training is provided. The results of assessment serve as a feed back to teachers which help in further improvement.
REFERENCES
Algozzine, Bob. Ysiel, Dyke. & James, E. (2006).Special Education:
A Practical Approach for Teachers. New Delhi: Kanishka Publishers.
A Practical Approach for Teachers. New Delhi: Kanishka Publishers.
Farbar,B.(1975).The Mentally Retarded and Society: A social Science Perspective. Baltimore: University Park Press.
Kutty, Thressia, A.T. (1991). Vocational Curriculum. Secunderabad: NIMH.
Limmanee, Arunee.(2002). Study on Vocational Rehabilitation of Mentally Retarded. Journal of Vocational Rehabilitation,
Madhu Bala,Jampala., Rao, Bhaskara, Digumarti.(2004). Methods of Teaching Exceptional Children. New Delhi: Discovery Publishing House.
Narayanan, J. (1990). Vocational Training and Employment of Persons with mental Retardation. Secundarabad: National Institute for Mentally Handicapped.
Paranati, Panda. (2003). Teaching Mentally Challenged. New Delhi: Rajat Publications.
Taneja, C.B. (1990).Importance and Need for Special Education. Jaipur: ADB Publishers.
Wilghosh, L. (1993). A study on work skills for the disadvantaged. In Agran, & Moore, S.C. (1994). How to teach Self Instruction of Job Skills. Washington DC: American Association for Mental Retardation.
(This paper was published in the Inter National Journal ‘Journal of Extension and Research’
Vol.XII, NO.1 ,July 2009 by the Gandhigram Rural Institute,TamilNadu)
PAPER VI
INQUIRY APPROACH IN ENHANCING RESEARCH SKILLS AMONG SECONDARY SCHOOL STUDENTS
Dr.Hemaletha P.K
Lecturer in Social Science
Education for Women
Ernakulam, Kerala
Education, properly oriented in respect of, the knowledge which it imparts, the capacity for thinking which it develops, the training of emotions which it undertakes, and the practical activities which it organizes, can be a potent instrument in making the people of the country integrated. In order to bring about national integration and national development in the country, our schools need to make a deliberate effort to re-orient their educational programme. This re-orientation is required under various aspects of school programmes which constitute the aims of education – the content, the teaching process, the text books, research and so on. This paper focuses on the importance of developing research skills among secondary school students and also proves the superiority of Inquiry Approach in teaching and learning History over the conventional text book approach in enhancing Research Skills.
Introduction
Memorizing facts and information is not the most important skill in today’s world. Facts change and information is readily available. What’s needed is an understanding of how to get and make sense of the mass of data. Educators must understand that schools need to go beyond data and information accumulation and move towards generation of useful and applicable knowledge, a process supported by inquiry learning. In the past, our country’s success depended on our supply of natural resources. Today, it depends upon a workforce that ‘works smarter’.
Need of the Study
It is alleged that the lecture method followed by the teachers while teaching History leads to the memorization of the facts alone by the students as the teachers do not know how to make History teaching effective and interesting, inspite of the umpteen innovative and dynamic methods of teaching. Many in the profession are clinging steadfastly to the traditional lecture method only. The unscientific examination system which demands only effective memorization of facts adds to the gravity of the situation. The result is that the students remain over receptive, uncritical and passive. The mental abilities which are required for scientific observation, classification, conceptualization, inquiry, hypothesis formulation, reasoning, problem solving etc. are completely neglected in them. Developments in the affective domain that should be a natural extension of deep level of cognitive abilities are naturally lost sight off.
When present education system gives prominence to the descriptive aspect of History, tending to make it dull and lackluster, more thought must be given to the pragmatic aspect of History, which initiates the scientific inquiry attitude in our young students. This leads to activity oriented, self-urged and self-promoted analytical study of events by them. Discovery through scientific inquiry develops higher-level objectives and makes a deep impact on the minds of the young, making knowledge last longer and valid for a reasonable period of time.
Inquiry Approach
The Inquiry Approach, the heart of new social studies, involves three groups of objectives: attitudes and values, a mode of inquiry involving the development and testing of hypotheses, and a variety of knowledge objectives. Teaching and learning through inquiry involves engaging students in the research process with instructor support and coaching at a level appropriate to their starting skills. Inquiry aims to build research skills in students
Research Skills
The ‘Table of Specifications for Selected Social Studies’ put forward by Bloom (1971) was followed by the investigator to test the objective of learning History i.e., Research Skills ,which come under cognitive domain.
Inquiry involves higher level thinking which gives emphasis on Research Skills and Critical Thinking (Dhand, 1992). Since the test is purported to have higher level of objective based test items, more weightage was given to the objective, Research Skills. Research Skills involve Location of information and Interpretation of graphic and symbolic data
Objective
To compare the effectiveness of Inquiry Approach with that of Conventional Textbook Approach in achieving the objective of learning History under cognitive domain –Research Skills
Hypothesis
Inquiry Approach is more effective than Conventional Textbook approach in achieving the objective of learning History under cognitive domain- Research Skills
Methodology
Since Inquiry is a new approach in the field of teaching and learning History, it has to be tested experimentally. So experimental method was followed. Inquiry Approach and Conventional Textbook Approach are independent variables and Achievement of Research skills are considered as dependent variable. Pre-test Post-test Non-equivalent-Group Design was used for the study.
Sample
A group of 240 Secondary School Students of Kerala following state syllabus was selected i.e. Six 9th standard classes, two each from govt. boys’ high school, govt. girls’ high school, and govt. mixed high school in Ernakulam District.
Tool
1. One major unit “The Cultural Heritage of India” from the History curriculum of Std.IX was selected .This whole unit was learnt through Inquiry Approach by experimental group and the control group was taught by Conventional Textbook Approach. Suitable lesson transcripts were developed to learn through Inquiry Approach.
2. An achievement test was administered as pre-test and post-test.
Analysis
The Pre-test scores and post-test scores of the experimental and control groups were consolidated for statistical analysis. Since the aim of the study was to determine the effectiveness of the Inquiry Approach over that of the Conventional Textbook Approach of teaching, it was necessary to find out whether there is any significant difference between the two mean scores. The experiments were done using intact, previously non-equated class groups. Since the intact classroom groups which were non-equivalent, the ANCOVA was used for the analysis of the data.
The Achievement test scores of 240 students of both the experimental and control groups in the objective research skills were subjected to analysis of co-variance to determine the effectiveness of the Inquiry Approach over the Conventional Textbook Approach in achieving the objectives of learning History under the category - Research Skills.
Total sum of squares, mean square variances and F ratios for the pre-test and post - test scores of the experimental group and the control groups were computed. The data is given in table1.
Table 1
Summary of Analysis Of variance of Pre-Test and Post Test Scores of pupils In the Experimental and Control Groups under the category – Research skills
Source of Variation | df | SSx | SSy | MSx | MSy | |
Among means | 1 | 0.267 | 3666.017 | 0.267 | 3666.017 | Fx = 0.133 Fy = 679.403 |
Within groups | 238 | 477.067 | 1284.233 | 2.004 | 5.396 | |
Total | 239 | 477.333 | 4950.250 |
The F ratios for the two sets of scores were tested for significance. The table value of F for df =1/238 is 3.89 at 0.05 level and 6.76 at 0.01 level. The value Fx obtained is 0.133. It is lesser than the table value at 0.05 level. Hence it is not significant ( Fx = 0.133; P<0.05). The value for the post – test score (Fy) is 679.403. It is greater than the table value at 0.01 level. Hence it is significant at 0.01 level (Fy =679.403; P<0.01). Hence it is concluded that there is difference in mean scores. It shows that Inquiry Approach is more effective than the Conventional Textbook Approach in achieving the objectives of learning History under the category-Research Skills.
The total sum of squares and adjusted mean square variances for post-test scores were computed. The F ratio was calculated. The results are shown in table 2.
TABLE 2
Summary of Analysis of Co-variance of Pre-Test and Post- Test Scores of Pupils In the Experimental and Control Groups under the category – Research Skills
Source of Variation | df | SSx | SSy | SSxy | SSy.x | MSy.x | SDy.x | |
Among means | 1 | 0.267 | 3666.017 | 31.267 | 3660.205 | 3660.205 | 2.326 | Fy.x = 676.387 |
Within groups | 237 | 477.067 | 1284.233 | 28.733 | 1282.503 | 5.411 | ||
Total | 238 | 447.333 | 4950.250 | 60.000 | 4942.708 | 20.768 |
The obtained value of F ratio is 676.387, which is greater than the table value 6.76 at 0.01 level. Hence it is significant at 0.01 level (Fy.x =676.387; P<0.01). This significant F ratio shows that the two final mean scores, namely, the final mean score of pupils in the experimental group and that of the control group differ significantly after they have been adjusted for differences in the pre –test scores.
The adjusted means of the post- test scores of pupils in the experimental group and control group were computed using correlation and regression. They are given in table 3.
Table 3
Data for Adjusted means of post-test scores of pupils in the experimental and control groups under the category-Research Skills
Groups | N | Mx | My | My.x (adjusted) | Significance of differences among adjusted Y means |
Experimental | 120 | 3.367 | 13.283 | 13.281 | SDy.x = 2.326 SEMy.x = 0.212 SED between any two adjusted means = 0.300, t = 26.015 |
Control | 120 | 3.300 | 5.467 | 5.469 | |
General means | 3.333 | 9.375 | 9.375 | ||
Adjusted means of post-test scores were tested for significance for df = 1/237. The t value obtained is 26.015. The table value for significance for df =1/237 is 1.98 at 0.05 level and 2.62 at 0.01 level. So the obtained value of t is significant at 0.01 level (t = 26.015; P<0.01).
The significant‘t’ value indicates that the two means differ significantly. The adjusted mean of post-test scores of the experimental group is greater than that of the control group. Hence the experimental group is better than the control group. Thus, it can be concluded that the Inquiry Approach is more effective than the Conventional Textbook Approach in achieving the objectives of learning History under the category - Research Skills.
SUGGESTION
While much thought and research has been spent on the role of inquiry in science education, inquiry learning can be applied to all disciplines. While disciplines should interrelate, inquiry learning includes the application of certain specific "ground rules" that insure the integrity of the various disciplines and their worldviews.
Conclusion
REFERENCES
Adler, J.(1997). A Participatory-Inquiry Approach and the mediation of Mathematical knowledge in a Multilingual Classroom (ERIC Document Reproduction Service (CD-ROM).No. EJ 554 567.
Bloom. S. (1971). Handbook on Formative and Summative Evaluation of Student Learning, Newyork:McGraw Hill.
Dhand,H (1992). A Handbook for Teachers, Research in teaching of the Social Studies, New Delhi: Ashish Publishing House.
Basu, D. D. (1997). Introduction to the constitution of India, New Delhi; Prentice Hall of India Pvt. Ltd.
Ebel,R.L.(1991).Measuring Educational Achievement , Englewood Cliffs, N.J: Prentice Hall Inc.
Likert (1932).A technique for the Measurement of Attitudes: Archives de Psychologic, 140.
(This paper was published in the Inter National Journal ‘Inter National Educator ‘,vol.XXI,No.1, Kalaniketan Publishers, Thiruvananthapuram)
PAPER V11
EFFECT OF PARENTAL INVOLVEMENT ON SELF - ESTEEM OF SECONDARY SCHOOL STUDENTS
Dr.Hemaletha P.K Lecturer in Social Science StJosephCollegeOf Teacher Education for Women Ernakulam Kerala | Ms.Sabitha V.S M.Ed Scholar StJosephCollegeOf Teacher Education for Women Ernakulam Kerala |
Right from the birth, the child is much influenced by all those factors which surround him. Development is governed by many factors. In fact, what the child becomes is not solely determined by the environmental forces operating around him. One of the major socializing agents which contribute a potent source of impact on him is his immediate family. Family is the child’s world in which the personality is shaped and his character is formed. The training provided at home is practical rather than theoretical. Parents develop and use the knowledge and skill, required for the children. The present study throws light on the effect of parental involvement on self-esteem of secondary school students
Introduction
During the secondary stage, parents seem to be playing a very important role in moulding their children’s character, personality, career and advancement in education. They may differentially devote their attention, time and effort to different domains such as child’s academics, social and religious activities and athletics etc. Harmony and quality of parenting, educational expectations, aspirations and involvement of parents are considered to be a few important environmental variables associated to adolescent’s development. Parental involvement has been recognized as the most important factor to influence self esteem. The role of parent in bringing up their children is quite important both in terms of their devotion with respect to time spend with them, money and other considerations.
Need of the Study
Parental involvement as a direct involvement, affects self-esteem of children to some extent. Some research evidences suggest that a child’s self esteem is improved by parents who show little interest in their children and is likely to produce low self-esteem in children. Parents who show a good understanding of the child’s feeling and behaviour help promoting healthy self-esteem in children. Parent involvement, care, support and monitoring are related to many adolescent perception and behaviours including self-esteem. Indeed research on parental involvement on self esteem is too limited to permit and draw conclusions about its effectiveness. So the investigator felt the need for a study of parental involvement on self esteem of secondary school students.
PARENTAL INVOLVEMENT
Parental Involvement is the act of involving or the state of being involved by parents in their children’s studies and other activities (Isaac, Funk and Wagnalls: 1957).Parents can guide a child in choosing a career and provide him vocational education according to his interest. Parental involvement has a potential to improve student achievement, self-esteem and behaviour.
SELF ESTEEM
Self esteem is a concept that a person has regarding his own self that consists of any evaluation that he makes of himself or whatever feelings he has about himself. It is also defined as pleasing about our own importance and appeal and having the character to be hold responsible for us and to behave liable towards others.
OBJECTIVES OF THE STUDY
1. To find out the self esteem of secondary school students based on (a) Gender of Students (b) Locality of School (c) Type of Management of School.
2. To find out the parental involvement of secondary school students based on
(a) Gender of Students
(b) Locality of School
(c) Type of Management of school
3. To find out the relationship between self esteem and parental involvement based on (a) Gender of Students (b) Locality of School (c) Type of Management of School.
4. To evaluate the difference between self esteem of students belonging to low, medium and high parental involvement groups.
Hypotheses of the Study
1. There will be significant difference in the level of self esteem of secondary school students based on (a) Gender (b) Locality (c) Type of Management.
2. There will be significant difference in the level of parental involvement of secondary school students based on (a) Gender (b) Locality (c) Type of Management.
3. There will be significant relationship between the self esteem and parental involvement based on (a) Gender (b) Locality (c) Type of Management.
4. There will be significant difference between the self esteem of students belonging to low, medium and high parental involvement groups.
Methodology in brief
The purpose of the study was to find out the effect of parental involvement on self esteem of secondary school students. So the investigator used normative survey method for the present study. Independent variable selected for the study is parental involvement and self esteem is the dependent variable.
Sample
The study was conducted on a sample of 240 students of standard VIII, IX and X in Thiruvananthapuram District. Stratified random technique was used by the investigator for the present study, giving representation to factors like gender, locality of school and type of management of school.
TOOL
1. In order to collect information regarding the extent of Self-Esteem of secondary school students, the investigator used Self Esteem Inventory.
2. Parental Involvement Scale, which was prepared and standardized by the investigator, was used to collect information regarding the extent of parent’s involvement in different activities of students.
Analysis
The investigator followed Co-efficient of correlation, T-test and Percentage method for analyzing the data collected. The details regarding the results of the data collected are given in table 1
Table 1
Comparison of Self-Esteem and Parental Involvement Based on Gender, Locality and type of management of School
Category | Types | Self-Esteem | Parental Involvement | ||||||
Mean | SD | N | CR | Mean | SD | N | CR | ||
Gender | Boys | 260.2 | 25.5 | 120 | o.358 | 278.1 | 31.8 | 120 | 0.494 |
Girls | 259.0 | 23.5 | 120 | 280.1 | 29.9 | 120 | |||
Locality | Urban | 260.9 | 24.6 | 120 | o.796 | 280.8 | 30.2 | 120 | 0.884 |
Rural | 258.4 | 24.4 | 120 | 277.3 | 31.5 | 120 | |||
Management | Govt. | 256.9 | 26.8 | 120 | 0.09 | 278.4 | 31.4 | 120 | 0.347 |
Aided | 262.3 | 21.7 | 120 | 279.8 | 30.3 | 120 | |||
The critical ratio of self esteem of boys and girls is 0.358, which indicates that there is no significant difference between self esteem of boys and girls. The critical ratio of self esteem of urban and rural school students is 0.796, which indicates that there is no significant difference between self esteem of urban and rural school students. The critical ratio 0.09 shows that there is no significant difference between the self esteem of Government and Aided school students. From the findings, it is understood that there is no significant difference in the level of self esteem among secondary school students. So the hypothesis I is rejected.
The critical ratio of parental involvement of boys and girls is 0.494, which indicates that there is no significant difference between parental involvement of boys and girls. In the case of parental involvement of urban and rural areas, the critical ratio is 0.884, which shows that there is no significant difference. The critical ratio 0.347 reveals that there is no significant difference between parental involvement of Government and Aided school. So the hypothesis 2 is also rejected.
Table 2
Pearson Correlation between Self-Esteem and Parental Involvement for Total Sample
Pearson Correlation | Sig. | Percent Variance | |
Self-Esteem | 0.394** | 0.000 | 15.49 |
Personally Perceived Self | 0.378** | 0.000 | 14.29 |
Socially Perceived Self | 0.302** | 0.000 | 9.13 |
** Significant at 0.01 level | |||
From table 2, it is found that all the correlation coefficients are significant and positive .So it can be interpreted that there exists significant relationship between self esteem and parental involvement for boys and girls studying in rural and urban areas, under Govt. and Aided managements. So the hypothesis formulated for the study is fully substantiated. Table 3 shows the Comparison of Self-Esteem among different Parental Involvement Groups
Table 3
Comparison of Self-Esteem among different Parental Involvement Groups
Parental Involvement | Mean | SD | N | F | Sig | Scheffe Multiple Comparisons | |||
Pair | Mean Diff | P | |||||||
Low(A) | 246.3 | 26.8 | 60 | 18.40** | 0.000 | A&B | 13.08** | 0.002 | |
Medium(B) | 259.4 | 20.3 | 101 | A&C | 23.75** | 0.000 | |||
B&C | 10.67** | 0.009 | |||||||
High(c) | 270.0 | 22.8 | 79 | ||||||
** Significant at 0.01 level
There is significant difference between self esteem of students belonging to low, medium and high parental involvement group. Since the ‘F’ value calculated is found to be significant at 0.01 level, this hypothesis is fully substantiated. So it is interpreted that the students who have high parental involvement have significantly high self esteem than students who have low and medium parental involvement
Conclusion
In the light of the high stake of parental involvement on self esteem, teachers, administrators and others connected with educational system can take steps to improve the parent’s role in their children’s studies. Strategies making parents feel more welcome in school are needed. Thus education must not only convey to parents the message that, their role is as important as the school they must tell the students how important their homes are.
. REFERENCE
1. Aggarwal, U.P.(1967). Self Concept and Scholastic Achievement, Journal of Educational Research and Extensions, 4 (2) 64-74.
2. Aggarwal, K.L (1986). A study of Effect of Parental Envouragement upon the Educational Development of the study in M.B. Buch (Ed.). Fourth survey of Research in Education. New Delhi : NCERT, 235.
3. Batterson, George. (1987). Self Concept, Self Esteem and Academic Achievement (ERIC Document Reproduction Service No.ED 350525).
4. Docking, J.W. (1989). Primary School and Parents. London : Hodder and stough.
5. Fotheringham, J.B and Creal, J (1980). Family support programs and school Readiness. Chicago : MC Graw Hills.
(This paper was published in the National Journal,‘Gurujyothi Research and Reflections, in vol.XXI, No.1, 9th June 2009 by S N Training College ,Nedunkanda)
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PAPER V111
Need and Significance of High School Counselling
Dr.Hemaletha P.K
Assistant Professor in Social Science
St. Joseph College Of Teacher
Education for Women
Ernakulam , Kerala
Modern Era is that of mental tensions and pressures. With the passage of each day, it’s going on increasing. From child to old age all the individuals are facing some or the other mental problems .Man itself has found a solution for that- ‘COUNSELLING’. Counselling is a process that enables a person to sort out issues and reach decisions affecting their life. Often counselling is sought out at times of change or crisis, it need not be so, however, as counselling can also help us at any time of our life. The present study examines the various possibilities of Counselling, Its’ Need and Significance in Secondary Schools .The investigator conducted a survey to find out the opinion of the students and their Parents about the need and significance of High School Counselling.
Introduction
“Adolescence represents an inner emotional upheaval, a struggle between the eternal human wish to cling to the past and the equally powerful wish to get on with the future”. - Louise J. Kaplan
Adolescence is a time for developing independence. Typically, adolescents exercise their independence by questioning their parents' rules, which at times leads to rule breaking. Parents and doctors must distinguish occasional errors of judgment from a degree of misbehaviour that requires professional intervention. The severity and frequency of infractions are guides. For example, drinking habitually, fighting often, frequent truancy, and theft are much more significant than isolated episodes of the same activities. Other warning signs include deterioration of performance at school and running away from home. Of particular concern are adolescents who cause serious injury or use a weapon in a fight. Because adolescents are much more independent and mobile than they were as children, they are often out of the direct physical control of adults. In these circumstances, adolescents' behavior is determined by their own moral and behavioral code. Parents guide rather than directly control the adolescents' actions.
Adolescents who feel warmth and support from their parents are less likely to engage in risky behaviours. Also, adolescents whose parents convey clear expectations regarding their children's behaviour and show consistent limit setting and monitoring are less likely to engage in risky behaviours. Authoritative parenting is a parenting style in which children participates in establishing family expectations and rules. This parenting style, as opposed to harsh or permissive parenting, is most likely to promote mature behaviours. Some parents and their adolescents clash over almost everything. In these situations, the core issue is really control—adolescents want to feel in control of their lives, and parents want adolescents to know the parents still make the rules. In these situations, everyone may benefit from the parents picking their battles and focusing their efforts on the adolescents' actions (such as attending school and complying with household responsibilities) rather than on expressions (such as dress, hairstyle, and preferred entertainment). The secondary school students are at the beginning of the adolescence. So they are very much facing the problem of Identity Crises and many other problems. If these secondary students in 8th, 9th, and 10th standard are given proper guidance, late Adolescence problems can be avoided to a greater extent.
Adolescent Counselling
Adolescent counselling is intended to help adolescents make sense of their feelings and behaviour. Approaches such as family therapy provide both parent and teenager with the chance of exploring their relationship and voicing their feelings in a supportive environment. Expressive techniques such as Art Therapy offer an alternative to traditional verbal counselling, enabling the teenager to express themselves through different mediums.
Teenagers often find their independence by making friends and widening their social circle. As they begin to carve out an identity, they become more susceptible to their friend's influences. In general this is a healthy process that enables the teenager to find a niche outside of the family environment. But occasionally peer pressure may lead to situations that need parental or professional guidance.
SCHOOL COUNSELLOR
A school counsellor is a counsellor and an educator who works in elementary, middle, and high schools to provide academic, career, college access, and personal/social competencies to students. The interventions used include developmental school counselling curriculum lessons and annual planning for every student, and group and individual counselling.
Older, dated terms for the profession were "guidance counsellor" or "educational counsellor" but "school counsellor" is preferred due to professional school counsellors' advocating for every child's academic, career, and personal/social success in every elementary, middle, and high school (ASCA, 2005).
HIGH SCHOOL COUNSELLING
High school counsellors provide academic, career, college access, and personal and social competencies with developmental classroom lessons and planning to all students, and individual and group counselling for some students and their families to meet the developmental needs of adolescents Emphasis is on college access counselling at the early high school level as more school counselling programmes move to evidence-based work with data and specific results that show how school counselling programmes help to close achievement and opportunity gaps ensuring all students have access to school counselling programmes and early college access activities. High School College Access curricula have been developed by The College Board to assist this process.
Transitional issues to ensure successful transitions to college, other post-secondary educational options, and careers are a key area The high school counsellor helps students and their families prepare for post-secondary education including college and careers (e.g. college, careers) by engaging students and their families in accessing and evaluating accurate information on what the National Office for School Counsellor Advocacy calls the 8 essential elements of college and career counselling: (1) College Aspirations, (2) Academic Planning for Career and College Readiness, (3) Enrichment and Extracurricular Engagement, (4) College and Career Exploration and Selection Processes, (5) College and Career Assessments, (6) College Affordability Planning, (7) College and Career Admission Processes, and (8) Transition from High School Graduation to College Enrollment. Some students turn to private college admissions advisors but there is no research evidence that private college admissions advisors have any effectiveness in assisting students attain selective college admissions.
Need of the Study
Usually, adolescence is said to begin when the child turns thirteen years old. However, this is just a parameter set by humans and the physical as well as behavioural changes can begin from the age of 10 or 11 and sometimes even much before that. Many parents have said that their sons or daughter have started behaving like a teenager at the age of 11 itself. Though this is a matter of concern of the parents, this is actually quite normal. Though most people associate teenagers with rebelliousness, this is not a common symptom of adolescence. Not all teenagers become rebellious, but may show certain signs of it when their parents refuse what they want. One of the most common things that are seen in all teenagers is the need for independence. They see their parent's questions about what they are doing, where they are going, who are their friends, etc. as an hindrance to their privacy. Other parents may observe in their children an increased attachment to their peer groups. The child who would not leave the side of the parents, just few years back, becomes aloof and more closer to his/her friends. They may also be ready to do anything just to please their friends and to be part of the group. These are some of the behavioral changes that are seen in adolescence and can be dealt with proper support and care from the side of the parents. There are some grave issues or serious behavioural problems in adolescence that parents may have to deal with.
Following are some of the reasons for which counselling is required, they are:
Ø Attention Deficit Hyperactivity Disorder
Ø Adolescent Depression
Ø Oppositional Defiance
Ø Adolescent Eating Behavior/Disorders
The secondary school students also face following problems:
School Problems
§ Refusal to go to school can be due to:
§ difficulties in separating from parents
§ being perfectionist, and becoming depressed because they can't do as well as they would want to
§ Disturbed family life, with early separation from or death of parent.
§ An established pattern which may have started at primary school. Such children often have physical symptoms, such as headache or stomach-ache.
Drugs, solvents and alcohol
- Many teenagers experiment with alcohol and illegal drugs.
- Regular use of drugs or alcohol is much less common.
- Although cannabis has been widely felt to be relatively harmless, there is now good evidence that it can make mental health problems worse in adolescence and can double the risk of developing schizophrenia.
- Despite publicity about other drugs, alcohol is the most common drug to cause problems for adolescents.
Abuse
- Physical, emotional and sexual abuse may occur in adolescence and may cause many of the problems mentioned above. .
- Families with these problems need expert advice and should seek help.
Mental Illness
Much less often, changes in behaviour and mood can mark the beginning of more serious psychiatric disorders. Although uncommon, manic depression and schizophrenia may emerge for the first time during adolescent years. Extreme withdrawal may indicate schizophrenia, though there are usually other explanations for such behaviour. Parents who are concerned about these possibilities should ask to see their family doctor.
Many instances have happened to the investigator to meet the students facing many of these problems. So she wanted to know the significance of Counselling in secondary schools and also how counselling can help adolescents to overcome their problems.
Objectives
1. To find out the problems faced by the students in Secondary Schools
2. To find out the opinion of the Students about the Need and Significance of High School Counselling
3. To find out the opinion of the Parents about the Need and Significance of High School Counselling
4. To compare the opinion of the Parents with that of the Students about the need and significance of High School Counselling
Methodology
The purpose of the study was to find out the problems faced by the students in Secondary Schools and to collect the opinion from the students and their parents about the Need and Significance of Counselling in Secondary Schools. The investigator used normative survey method for the present study.
Sample
The study was conducted on a sample of 100 students from Government and Aided Secondary Schools in Ernakulam District, including boys, girls and mixed schools and also their parents. Thus the total sample selected for the study was 200 including parents.
Tool
Two questionnaires were prepared by the investigator for this purpose. Questionnaire 1 was distributed among the students and Questionnaire II among their parents, who have already developed an insight into the possibilities of Counselling.
Statistical Technique Used
A simple descriptive statistics was followed with percentage method. The details regarding the results of the data collected are given in table 1
Analysis
Table 1
Counselling preferences of the Total Sample
(Students and Parents)
| Category | Professional Counselling | Parental guidance | Total |
| Students | 88 | 12 | 100 |
| Parents | 90 | 10 | 100 |
| Total | 178 | 22 | 200 |
Out of 100 students’ sample 88(88%) preferred Professional Counselling and 12(12%) preferred Parents’ guidance, While 90 parents (90%) supported School Counselling. This shows that majority of the students prefer School Counselling than the parents’ guidance. Therefore it is interpreted that more than half of the total sample including students and parents seem to prefer School Counselling. Only ten parents (10%) supported parents’ guidance. This denotes Need and Significance of High School Counselling
Findings
Ø No. of siblings is limited to 1-2. It’s an indication of the increase in number of the nuclear family.
Ø 70% of the parents prefer to teach their children in mixed schools.
Ø Majority (70%) of the Secondary school students are highly emotional- high anger and sensitivity due to beginning of teenage.
Ø Majority (60%) of the students face problems in school, mainly mental and physical problems.
Ø Majority of Secondary school students (80%)face high tension and stress
Ø Domestic quarrels are frequent among the secondary school students.
Ø The major reason for domestic quarrels has found to be generation gap, which is rooted in psychological and social problems.
Ø Majority of the Secondary School students (86%) prefer friends to share their problems with than parents and siblings.
Ø Though 40% of the students are aware of Counselling, only 10% has undergone it.
Ø 60% of the parents are aware of the problems their child face in schools.
Ø The number of secondary school students (14%) sharing their problems with parents is reducing.
Ø 50% of the parents accept that mobile and internet have negative impact on the students.
Ø Even if 70% of the parents are aware of Counselling, only 10% has taken their child to a counsellor.
Ø Majority of the parents (90%) are of the opinion that they would like to have a counsellor at schools
Ø Only 10% of the parents supported parental guidance. The main reason which pulls back the parents from taking their children for counselling is the fear of society
Suggestions
Ø Teachers in secondary schools should be given special training to deal with the teenagers, especially their problems, viz. physical, mental and emotional.
Ø Govt. and the school management should take special care in providing the students with the aid of a Counsellor.
Ø Parents of the teenage students should also be given special counselling.
Ø Secondary students should be diverted to more extra and co-curricular activities thereby they can channelise their energy and develop their creativity.
Conclusion
Secondary school, the beginning of adolescence is the most important period of human life, has been defined in a number of ways, from different points of view as a period of physical development, a chronological age span or a sociological phenomenon. In this sense, adolescence is a process rather than a period, a process of achieving the desirable growth, attitudes, beliefs and methods for effective participation in society as the emerging adult. It is the process of transition from childhood to adulthood with an accelerated physical, mental, biochemical, social and emotional development. It is the period not only will be a boy or girl attains physiological maturity, but the adolescent also becomes increasing independent. High school is the final transition into adulthood and the world of work as students begin separating from parents and exploring and defining their independence. Students are deciding who they are, what they do well, and what they will do when they graduate. During these adolescent years, students are evaluating their strengths, skills and abilities. The biggest influence is their peer group. They are searching for a place to belong and rely on peer acceptance and feedback. They face increased pressures regarding risk behaviors involving sex, alcohol and drugs while exploring the boundaries of more acceptable behavior and mature, meaningful relationships. They need guidance in making concrete and compounded decisions. They must deal with academic pressures as they face high-stakes testing, the challenges of college admissions, the scholarship and financial aid application process and entrance into a competitive job market. Proper counselling in High Schools can play a major role in guiding them.
REFERENCES
1. G. C. Bingham (2004).Wonderful Counselor, NCPI
2. Robert A Baron(2004). Psychology (5th Edition) ,Prentice-Hall Of India Ltd
3. www.schoolcounsellor.org/content
4. www.tpub.com/content/
5. www.dougwoods.com/counselling.html
6. www.helptoheal.co.uk/adolescent-counselling.html
7. http://en.wikipedia.org/wiki/school counselor
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