A Study of Self Concept, Level of Aspiration and Academic Achievement of Physically Challenged and Normal Students at Secondary Level

in District Baramulla
Dissertation Submitted to the University of Kashmir in Partial Fulfillment of the Requirement for the Award of

M. Phil. Degree In Education

By Aqueel Ahmad Pandith Under The Supervision of Dr. Mohd. Yousf Ganai

Faculty of Education

University of Kashmir
Hazratbal, Srinagar 190006 2011 A Study of Self Concept, Level of Aspiration and Academic Achievement of Physically Challenged and Normal Students at Secondary Level in District Baramulla
A Dissertation Submitted to the University of Kashmir in Partial Fulfillment of the Requirement for the Award of M. Phil. Degree In Education
By
Aqueel Ahmad Pandith
Aqueel Ahmad Pandith Investigator Dr. Mohd. Yousf Ganai

Supervisor Prof. Mahmood Ahmad Khan Dean and Head Department of Education

Faculty of Education University of Kashmir

Hazratbal, Srinagar 190006 2011

DEPARTMENT OF EDUCATION UNIVERSITY OF KASHMIR, SRINAGAR

CRI I AE E T CT F
Certified that the dissertation entitled

Study of Self

Concept, Level of Aspiration and Academic Achievement of Physically Challenged and Normal Students at Secondary Level Which is being submitted by Aqueel Ahmad Pandith, for the award of M. Phil. Degree in Education of the University of Kashmir, is a record of his own work carried out under my supervision and guidance. All the content in this M. Phil. Dissertation has not been submitted for the award of any other degree of this university or any other university.

Dr. Mohd. Yousf Ganai Supervisor

Contents
Certificate Acknowledgement List of Tables List of Diagrams Abstract CHAPTER I INTRODUCTION i. Need and importance ii. Statement of the Problem iii. Operational Definition of the Variables iv. Objectives of the study v. Hypotheses REVIEW OF RELATED LITERATURE i. Over View METHODOLOGY AND PROCEDURE i. Sample ii. Selection of the Tools a. Sagar and Sharmas Self- Concept Inventory b. Dr. Mahesh Bhargava and M. A. Shah Level of Aspiration Scale ANALYSIS AND INTERPRETATION Of DATA i. Graphical Representation DISCUSSION OF RESULTS SUMMARY, CONCLUSION EDUCATIONAL IMPLICATIONS AND SUGGESTIONS

i xvi 1-22 15-17 17 18-19 19-20 20-22 23-65 62-65 66-86 68-77 78-86 78-80 80-86 87-129 106129 130136 137144

CHAPTER-II CHAPTER-III

CHAPTER -IV

CHAPTER-V CHAPTER-VI

BIBLIOGRAPHY APPENDIX I. Self- concept Inventory II. Level of Aspiration Scale III. Master Sheets

145-158

A k o le g m n cnw de et
The completion of this dissertation has been a Joint effort in the sense that I have received abundant inspiration, encouragement and assistance from several colleagues, friends, Institutions and organizations. I express my deepest sense of gratitude to my esteemed supervisor Dr. M.Y. Ganie (Associate Professor), Department of Education, University of Kashmir, who stood all by along, bore many personal inconveniences, took sustained interest in the completion of this Dissertation and offered whatever succor, I needed. His sympathetic approach, scholastic criticism and intellectual suggestions became sustained source of inspiration for me during the course of this study and encouraged me to do full justice to the job I have been entrusted with. I am highly obliged to Prof. Mahmood Ahmad Khan Dean and Head, Department of Education for his encouragement. I feel proud to state that his candid attitude, worthy suggestions, expert comments and facilities provided to me during the completion of this research was really appreciating and admiring. I am also highly thankful to Prof. N. A. Nadeem, an eminent educationist and academician par excellence for his valuable support and guidance during the whole course of study. It gives me great pleasure to acknowledge the help and support from esteemed teachers Prof. G. M. Malik staff members of

the Department especially Prof. Nighat Basu, Dr. M. I. Matoo, Dr. Tasleema Jan, Dr. Peerzada Najma, Mrs. Amina Parveen and Dr. Gulshan Wani. I am greatly thankful to the library staff of the Department of Education, especially Mr. Majid Majeed and Mrs. Kulsuma for their constant support and for providing the relevant material. I feel happy to extend my special thanks to Mr. Mohd. Abass and Mrs. Rafeeqa for providing me continuous assistance and encouragement. I am also thankful to all the teachers and heads of the selected institutions of district Baramulla for their help and assistance in data collection and for providing some important official records of the students require for this study. No words would be sufficient to express my gratitude to my fellow scholars especially Mr. Mudasir Ahmad, Mr. Rizwan Roomi, Mr. Muzzafar Ahmad, Mr. Javid Ahmad and Mr. Ashiq Thoker for their constant support, encouragement and memorable company. The acknowledgment is incomplete without offering gratitude to my dearest and respectful teachers, supporters and helpers Mr. Nissar Ahmad, Mr. G. M. Paju, Dr. Mohammad Syed Bhat and Mr. Mohd. Amin for their unrequited help, constant encouragement and pleasant company. I am under deep obligation to my dearest friends Mr. Sajad Reshi, Mr. Masood, Mr. Abid, Mr. Gh. Hassan, Mr. Mohmmad Hussain,Mr. Sajad, Mr. Jaffer, Mr. Reyaz and Mr. Manzoor for their love, care affectionate attitude, emotional support and great inspiration which has enabled me to pursue higher education. I am indebted for the help rendered by them from time to time. I want to express my special appreciation to my associate scholars and friends, Mr. Gowhar Ahmad, Imtayaz Rasool, Nazir-Ul-

Amin, Feroz Ahmad, Noor-Ul-Amin, Firdous Ahmad, Tariq Ahmad, Tahseen Jan, especially Musavir Jan and Kulsum Gul my dearest and memorable friends for ever. I pay my special and infinite thanks to Mr. Sajad Ahmad and Muzaffar Ahmad for their keen interest and efforts for typing and printing the manuscript of this Dissertation. I express my special thanks to my dearest and unforgettable, memorable brothers Mr. M. J. Pandith and Mr. S. A. Pandith who gave me consistently valuable suggestions, encouragement, moral and emotional support to complete this work. At last but not least, I am highly thankful to my respected parents and other kiths and kinns with-out whose constant help and the challenges they have faced in this regard, this work would have been impossible.

Aqueel Ahmad Investigat or

List of Tables
Table No. Table 1.0 Table 1.1 Table 1.2 Table 1.3 Table 2.0 Table 2.1 Table 2.2 Table 2.3 Table 3.0 Table 3.1 Title of the Table Showing the mean comparison of normal and physically challenged Secondary School Students on Real Self Dimension of Self Concept Inventory. Showing the mean comparison of Hearing Impaired and Visually Impaired Secondary School Students on Real Self Dimension of Self Concept Inventory. Showing the mean comparison of Hearing Impaired and Crippled Secondary School Students on Real Self Dimension of Self Concept Inventory. Showing the mean comparison of Visually Impaired and Crippled Secondary School Students on Real Self Dimension of Self Concept Inventory. Showing the mean comparison of Normal and Psychically challenged Secondary School Students on Ideal Self Dimension of Self Concept Inventory. Showing the mean comparison of Hearing Impaired and Visually Impaired Secondary School Students on Ideal Self Dimension of Self Concept Inventory. Showing the mean comparison of Hearing Impaired and crippled Secondary School Students on Ideal Self Dimension of Self Concept Inventory. Showing the mean comparison of Visually Impaired and Crippled Secondary School Students on Ideal Self Dimension of Self Concept Inventory. Showing the mean comparison of Normal and Physically Challenged Secondary School Students on Level of Aspiration. Showing the mean comparison of Hearing Impaired and Page No. 90 91 92 93 94 95 96 97 98 99

Table 3.2 Table 3.3 Table 4.0 Table 4.1 Table 4.2 Table 4.3

Visually Impaired Secondary School Students on Level of Aspiration. Showing the mean comparison of Visually Impaired and Crippled Secondary School Students on Level of Aspiration. Showing the mean comparison of Hearing Impaired and Crippled Secondary School Students on Level of Aspiration. Showing the mean comparison of Normal and Psychically Challenged Secondary School Students on Academic Achievement. Showing the mean comparison of Hearing Impaired and Visually Impaired Secondary School Students on Academic Achievement. Showing the mean comparison of Hearing Impaired and Crippled Secondary School Students on Academic Achievement. Showing the mean comparison of Visually Impaired and Crippled Secondary School Students on Academic Achievement.

100 101 102 103 104 105

Dedicated to my Brother Who died on 10-07-2010

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List of Diagrams
Diagram No. Title of the Diagrams Page No. 75

Diagram A, A1 The distribution of the sample (N=300) were normal secondary school students (N=150) and physically challenged secondary school students (N=150) on self concept, level of aspiration and academic achievement. Diagram B, B1 The distribution of the sample (N=300) were normal secondary school students (N=150) and category wise distribution of the physically challenged secondary school students (N=150) on self concept, level of aspiration and academic achievement. Diagram C, C1 Category wise distribution of the sample of physically challenged secondary school students (N=150) where hearing impaired (N=50), visually Impaired (N=50), and crippled (N=50), on self concept, level of aspiration and academic achievement. Diagram1: Showing the Mean comparison between normal (N=150) and physically challenged (N=150) secondary school students on real self. Diagram 2 Showing the mean comparison between hearing impaired (N=50) and visually impaired (N=50) secondary school students on real self. Diagram 3 Showing the mean comparison between hearing impaired (N=50) and crippled (N=50) secondary school students on real self. Diagram 4 Showing the mean comparison between visually impaired (N=50) and crippled (N=50) secondary school students on real self. Diagram 5 Showing the Mean comparison between normal (N=150) and physically challenged (N=150) secondary school students on ideal self. Diagram 6 Showing the mean comparison between hearing impaired (N=50) and visually impaired (N=50) secondary school students on ideal self. Diagram 7 Showing the mean comparison between hearing impaired (N=50) and crippled (N=50) secondary school students on ideal self. Diagram 8 Showing the mean comparison between visually impaired (N=50) and crippled (N=50) secondary school students on ideal self. Diagram 9 Showing the Mean comparison between normal (N=150) and physically challenged (N=150) secondary school

76

77

106 106 107 107 108 108 109 109 110

11

Diagram 10 Diagram 11 Diagram 12 Diagram 13 Diagram 14 Diagram 15 Diagram 16 Diagram 17 Diagram 18 Diagram 19 Diagram 20 Diagram 21 Diagram 22 Diagram 23 Diagram 24

students on level of aspiration. Showing the mean comparison between hearing impaired (N=50) and visually impaired (N=50) secondary school students on Level of aspiration. Showing the mean comparison between hearing impaired (N=50) and crippled (N=50) secondary school students on Level of aspiration. Showing the mean comparison between visually impaired (N=50) and crippled (N=50) secondary school students on Level of aspiration. Showing the Mean comparison between normal (N=150) and physically challenged (N=150) secondary school students on academic achievement. Showing the mean comparison between hearing impaired (N=50) and visually impaired (N=50) secondary school students on Level of aspiration. Showing the mean comparison between hearing impaired (N=50) and crippled (N=50) secondary school students on Level of aspiration. Showing the mean comparison between visually impaired (N=50) and crippled (N=50) secondary school students on Level of aspiration. Showing the Mean comparison between normal (N=150) and physically challenged (N=150) secondary school students on real self. Showing the mean comparison between hearing impaired (N=50) and visually impaired (N=50) secondary school students on real self. Showing the mean comparison between hearing impaired (N=50) and crippled (N=50) secondary school students on real self. Showing the mean comparison between visually impaired (N=50) and crippled (N=50) secondary school students on real self. Showing the Mean comparison between normal (N=150) and physically challenged (N=150) secondary school students on ideal self. Showing the mean comparison between hearing impaired (N=50) and visually impaired (N=50) secondary school students on ideal self. Showing the mean comparison between hearing impaired (N=50) and crippled (N=50) secondary school students on ideal self. Showing the mean comparison between visually impaired (N=50) and crippled (N=50) secondary school students on

110 111 111 112 112 113 113 114 114 115 115 116 116 117 117

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Diagram 25 Diagram 26

ideal self. Showing the Mean comparison between normal (N=150) and physically challenged (N=150) secondary school students on level of aspiration. Showing the mean comparison between hearing impaired (N=50) and visually impaired (N=50) secondary school students on level of aspiration. Showing the mean comparison between hearing impaired (N=50) and crippled (N=50) secondary school students on level of aspiration. Showing the mean comparison between visually impaired (N=50) and crippled (N=50) secondary school students on level of aspiration. Showing the Mean comparison between normal (N=150) and physically challenged (N=150) secondary school students on academic achievement. Showing the mean comparison between hearing impaired (N=50) and visually impaired (N=50) secondary school students on academic achievement. Showing the mean comparison between hearing impaired (N=50) and crippled (N=50) secondary school students on academic achievement. Showing the mean comparison between visually impaired (N=50) and crippled (N=50) secondary school students on academic achievement. Showing the difference between normal (N=150) and physically challenged (N=150) secondary school students on real self. Showing the mean comparison between hearing impaired (N=50) and visually impaired (N=50) secondary school students on real self. Showing the mean comparison between hearing impaired (N=50) and crippled (N=50) secondary school students on real self. Showing the mean comparison between visually impaired (N=50) and crippled (N=50) secondary school students on real self. Showing the difference between normal (N=150) and physically challenged (N=150) secondary school students on ideal self. Showing the mean comparison between hearing impaired (N=50) and visually impaired (N=50) secondary school students on ideal self. Showing the mean comparison between hearing impaired

118 118

Diagram 27 Diagram 28 Diagram 29 Diagram 30 Diagram 31 Diagram 32 Diagram 33 Diagram 34 Diagram 35 Diagram 36 Diagram 37 Diagram 38 Diagram 39

119 119 120 120 121 121 122 122 123 123 124 124 125

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Diagram 40 Diagram 41 Diagram 42

(N=50) and crippled (N=50) secondary school students on ideal self. Showing the mean comparison between visually impaired (N=50) and crippled (N=50) secondary school students on ideal self. Showing the difference between normal (N=150) and physically challenged (N=150) secondary school students on level of aspiration. Showing the mean comparison between hearing impaired (N=50) and visually impaired (N=50) secondary school students on level of aspiration. Showing the mean comparison between hearing impaired (N=50) and crippled (N=50) secondary school students on level of aspiration. Showing the mean comparison between visually impaired (N=50) and crippled (N=50) secondary school students on level of aspiration. Showing the difference between normal (N=150) and physically challenged (N=150) secondary school students on academic achievement. Showing the mean comparison between hearing impaired (N=50) and visually impaired (N=50) secondary school students on academic achievement. Showing the mean comparison between hearing impaired (N=50) and crippled (N=50) secondary school students on academic achievement. Showing the mean comparison between visually impaired (N=50) and crippled (N=50) secondary school students on academic achievement.

125 126 126

Diagram 43 Diagram 44 Diagram 45 Diagram 46 Diagram 47 Diagram 48

127 127 128 128 129 129

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CHAPTER 1 INTRODUCTION

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ince the dawn of the human history, human beings get birth with the most capacious thing known as mind. This mind is associated with five sense organs. The co-ordination of mind

and five sense organs of the body gives man a special highness among all the living creatures of the earth. After the birth of an individual, these sense organs are continuously stimulated either by external stimuli or by internal stimuli, mind reacts to these stimuli and there by comes into existence the core of the personality known as self. As we look towards the world, we find different people performing different tasks. We find some people happy and some sullen, some are satisfied with life and work and some are disappointed with life and work, some are moving towards progress and some are still idle. All these activities are dependent on their self - concept. Whatever human beings do, they do it, according to their self concept, but the question arises, how does this self concept develop. Cooley C. H. and Mead G. H. has stated that the self develops out of childs communicative contact with others.

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Self concept has been defined by several researchers. Some of the definitions that seem closer to the concept of self concept, Conceived for the purpose of present study are discussed as under:Cooley C. H. (1902) developed the concept of The Looking Glass Self. He defines it As we see our face, figure and dress in the glass and are interested in them because they are ours and pleased or otherwise with them as in imagination we perceive in anothers mind some thought of our appearance, manners, aims, deeds, character, friends and so we are variously affected by it. Allport (1961) has described the self concept as, The self is something of which we are immediately aware, we think of it as the warm, central private region of our life . As such it plays a crucial part in our consciousness (a concept broader than self) in our personality (a concept broader than consciousness) and in our organism (a concept broader than personality ) thus it is some kind of core in our being. Combs and Syngg (1964) refers self concept as, The individuals perception or view of himself. It can be concluded that self-concept is the sum total of all that the individual can call I or Me. It refers to those perceptions, beliefs, feelings, attitudes and values which the individual views as part or characteristics of himself. Thus self-concept refers to individuals perception or view of himself. Self-concept includes the persons abstractions and evaluations about his physical abilities, appearance, intellectual capacities, social skills, psychological self image, self-confidence, self-respect and self adequacy. Thus self-

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concept deals with self perceptions of the person. A persons selfperceptions will in turn affect his social interaction, level of aspiration, psychological health, school achievement and indirectly his popularity and approval by other people in his environment.

Interpersonal attributes

External aspects

Internalized belief

Ascribed characteristics

Component s of the self concept

Self awareness

Interests and activities

Self determination

Social differentiation

Components of the Self-concept

We know that self concept determines not only the kinds of goals, as suitable for a student to strive for, but also his level of aspiration. The term level of aspiration was first used by a German psychologist namely Hoppe. There are different tasks in the world, that different students do, or there are different tasks that they desire to do. The standard that they want to achieve in any task is described by psychologists as their level of aspiration.

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Aspiration determines how much curious one is to achieve the goal. It determines the enthusiasm to perform a task. A person with low level of aspiration does not perform any task with curiosity and interest. A person with high level of aspiration interestly puts every effort into practice to achieve the goal. The success of a person in any task is determined by his degree of work to achieve the goal. The degree of work is determined by the degree of his aspiration. The degree of his aspiration is determined by his self image. Laxomographically the word aspiration means, pure up word desire for excellence, stead fast desire or longing for something above. Frank (1935) altered Hoppes concept of level of aspiration and defined it as level of future performance in a familiar task which an individual, knowing his level of past performance in that task, explicitly undertakes to reach. Gardner (1940) defined as level of aspiration as a truly quantitative concept, which has two requirements that the subjects make some public indication of his aims and that, he makes this in quantitative terms. Backer and Seigal (1957) referred level of aspiration, as individual strives for a particular goal or level of achievement. Hurlock (1967) aspiration means a longing for what is above ones achieved level with advancement on it as its end. In other words, aspiration means the goal an individual sets for himself in a task, which

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has intense personal significance for him or in which he is egoinvolved. In short, many researchers have pointed out that level of aspiration is the expected level of achievement of the individual where difference is obtained between persons performance in a task and his estimate of future in that task. There are a number of studies in the area of academic achievement. These studies examine the relationship between self concept and level of aspiration. Trow (1956) defined academic achievement as knowledge attaining ability or degree of competence in school tasks usually measured by standardized tests and expressed in a grade or units based on pupils performance. Good (1959) refers to academic achievement as, the knowledge attained or skills developed in the school subjects usually designed by test scores or marks assigned by the teacher. Metha K. K. (1969) defined academic achievement as, academic performance includes both curricular and co-curricular performance of the students. It indicates the learning outcome of the students. In class rooms students perform their potentials efficiently, as a result of it, learning takes place. The learning out come changes the behavior pattern of the student through different subjects. Academic achievement of pupils refers to the knowledge attained and skills developed in the school subjects. So academic achievement means the achievement of pupils in the academic subjects.

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It has been commonly experienced by teachers that good and healthy relationship amongst the students of a class are conducive to efficient learning, only when teacher is well acquainted with the personality traits of the students. It is due to this fact that now-a-days educators are more concerned not only with the students class achievement but also with the factors related to his personality development. Education has assumed a place of paramount importance in modern society which is becoming, more scientific and technological. It is now regarded as a potent instrument and effective development through which the standard of living of the people, their prosperity and security can be considerably improved. It furnishes the individual with basic knowledge and technical skills essential for work, productivity economic survival. It serves as the base for the exercise of all rights and privileges of a citizen and also a precondition for the effective discharge of his duties. In India, education of masses is one of the most crucial concern. In post-independence era, a two-pronged drive has been started to combat ignorance, illiteracy and economic insecurity of the masses and also to ensure their increasing participation in social and political life. The figures available on literacy percentage indicate that there has been some success in our attempt of eradicating mass illiteracy, but still a sizable proportion of the total population has not been benefitted from the programme and as such dark clouds of illiteracy and ignorance are still hovering over humanity and posing threat to the very Social order.

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The education of exceptional children represents an attempt on the part of the school to furnish equal opportunity to individuals who differ from the general population of students in their physical, mental and social characteristics. There are individuals who learn very fast. There are others who do not learn very fast, but with reasonable teaching learning inputs, can learn prescribed tasks, may be over a relatively long time segment. There are some individuals who find it difficult to learn without special inputs. These are the individuals who have special learning needs which arise out of sensory, intellectual, psychological or socio-cultural deficits. For example, persons with visual, hearing or neuro-muscular impairments have learning problems. So have persons with a low level of intellectual functioning and those with disorders in psychological processes. These conditions, impairments or disabilities, impede the normal development of individuals intellectually, socially, emotionally and physically. There are however, ways to reduce the discrepancy through restorative and rehabilitative techniques, including education. The significant developments in medical science, technology and education, have resulted in normalizing the lives of disabled persons through special inputs. These persons can also be educated using special instructional methodology, instructional material, learning aids and equipments specific to special learning needs. It also requires additional teaching competencies in general teacher and in some cases special teachers are indispensable.

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In a civilized society, all children need to be given opportunity to learn, irrespective of their being average, bright, dull, retarded, blind, deaf, crippled, emotionally disturbed and other similarly deformed in one way or the other. In a legitimate effort to achieve this goal, different types of schools normal schools, special schools etc. have come into being over a period of time. The early history of special education started with the hearing handicapped as early as (1555) A. D. When the Spanish Monk Pedro Ponce De Leon (1520-1584) taught a small number of deaf children to read, write, speak and learn academic subjects. The first school for the deaf in Great Britain was established in (1767) A.D. Ediburgh by Thomas Braidwood, Braidwoods method combined oral and manual method of teaching alpahabets and signs. Samul Hinicke (1729-1784) developed the oral method emphasizing lip reading and spearing skills in Germany at Leipzig in (1778) A.D which was further developed by F. M. Hill (1805-1874). In France, Michel Del Epee (1912-1789) who established the first school in Pairs in (1755) A. D. Education of deaf children was started with Gallandet (1787-1851) using the French method Gallandet established the first school of the deaf in (1847) A.D. in the New York. In (1863) A.D. there were 22 schools for deaf in USA. The first oral school of the deaf in Massachussets was established in (1867) A. D. Thomas Hopkins Yallaudet established the first American residential school for deaf in (1817) A. D. in Hartforal. The Gallaudet College in Washington D. C., which is the only college for the deaf was named in his honour.

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In France Education of the two blind region with Valentin Hany (1745-1822) a French Philanthropist who in (1784) A.D. founded the national institution for the blind in Paris. The first school for the blind in watertown, Masa Chusset was instituted in (1829) A.D. by Sanuel Graindley Howe (1801-1826). They gave rise to residential school for the partially sighted until the development of special classes in public schools in (1900) A.D. at Chicago. Special classes for the partially sighted was begun 13 years later in Boston. Louis Braillle (1809-1852), blind from childhood himself developed the system of Braille using raised dots to represent letters or alphabets, manually prepared for many years. The Braille typewriter was developed by Frank Hall (1943-1911) and a Braille printing system was standardized internationally in (1932) A. D. In India the first attempt to educate handicapped children were made in the last two decades of the nineteenth century with the establishment of the first school for the hearing impaired in Mumbai in (1885) A. D., followed by the first school for the visually impaired in Amritsar in (1887) A. D. India had just 32 schools for the blind in (1947) A.D. The number rose to 170 in (1980) A.D. Now there are 243 schools for the visually impaired in the country. The number of schools for the hearing impaired was only 35 in (1947) A. D. but had risen to 180 in (1980) A. D. The present figure of schools for the hearing impaired is about 478 as per the rehabilitation council of India (RCI) directory of which 97 are secondary schools. The largest number are in the state of Maharashtra contains 139 schools. According to the estimates of national survey organization, the number of disabled

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persons is about 120 lakhs. The government of India has established several special institutes for the handicapped such as, national institute for visually handicapped at Dehradun, national institute of handicapped at Mumbai, national institute of orthopedic at Kolkata and national institute of mentally retarded at Hyderabad. There are 800-1000 special schools for hearing impaired, visually impaired, orthopedically impaired and mentally retarded. The majority of them are run by the voluntary organizations. It is estimated that there are two million disabled children needs special care viz improvement of health serviced, nutritional standards, mother care, and effective measures to prevent disability. The National Policy of Education (1986) A. D. planed to establish 10, 000 schools for these children with 150 to 200 children in each. Students are real assets of nation, they are the hears of national resource, development and technology, as for their physical aspect is concerned they are of two types viz. physically challenged and normal. The former means the students suffering from any physical defect which impedes their educational, vocational, emotional and social adjustment. A physical defect may be congenital, it may be on the other hand acquired through diseases or accident. The group of physically handicapped children includes those children who are crippled, blind or partially sighted, deaf, hard of hearing, defective in speech epileptic, vitally low, cardiac allergic, diabetic and malnourished.

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For the purpose of the present investigation physically challenged students includes the following categories i.e. hearing impaired, visually impaired and crippled. Hearing impaired are those in whom the sense of hearing is non functional for ordinary purposes of life. They do not hear or understand sound at all even with amplified speech. The cases included in this category will be those having hearing loss of more than 70 decibels (Graham Bells Scale) in the better ear (profound) loss of hearing in both ears (ministry of social welfare 1987). Hearing impaired children are recognized by various symptoms such as, frequent pain in the ears, discharge from the ear, scratching the ear frequently, turning the head frequently towards the speaker and restlessness. Visual impairment is a condition in which an individuals vision is deficient to such a degree that it significantly effects his functioning. The American Medical Association (AMA) in (1934) A. D. defined visual impairment as, Blind person is said to be one who has visual acuity of 20/200 or less in the better eye. Even with correction, or where filed of vision is so restricted that subtends an angle of 200 or less in the better eye after correction. The visual impairment is considered as the most severe and traumatic physical handicap. The visual anomalies may influence the life of the individual in physical, mental, social, vocational and educational aspects. Visually impaired children are deprived in terms of range and variety of experiences. Thus these children have a low self concept, poor personality make up and low achievement than normal

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peers (Dr. R. A. Sharma 2008, Fundamentals of Special Education, pp.193-211). The visually impaired children can be recognized by various symptoms such as crossed eyes, swollen eye lids, watery eyes, itching, laziness, headaches, rubbing eyes excessively, blinking frequently and holding objects or books close to the eyes. The government made educational provisions for visually impaired children from national level to the international level such as provision of close circuit television, magnifying glasses, large print materials, Braille System talking calculators and tape recordings. The term crippled refers to a kind of orthopedic handicap in which the childs legs are deformed or even the child loses his limbs and becomes lame. The crippled child can be recognized by various symptoms such as deformity in limbs, feeling of pain in the joints. Loss of any part of the body, polio effects, crippled body and difficulty in working or running. The later means the students who do not suffer from any physical defect like (Crippled, Blind, Partially Sighted, Deaf, Hard of hearing, Defective in speech, Epileptic, Vitally low etc.). The survey of related literature is an important step in conducting educational research. It enables the investigator to locate the gaps and find the trends in research in a particular field. The information about the designs, samples and research tools employed by other investigators help the future investigators to formulate their designs with more care.

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An attempt has been made by several investigators to compare physically challenged and physically normal students on self concept, level of aspiration and academic achievement. Mathur A. A. (1985) found that crippled children differ significantly from normal in the selfconcept and level of aspiration. Malik M. S. (1994) has found that, the two groups of students viz. physically challenged and normal students have shown parents a significant difference in Reflected self (Friends, and teachers). The normal students have rated themselves

higher on Reflected self (Friends, Parents and teachers) as compared to physically challenged students. Peterson R. (2001) revealed that the self-concept, stress and level of aspiration of handicapped adolescents is lower than the normal adolescents. Kumar (2005) revealed that academic achievement, self-concept and level of aspiration of +2 handicapped is lower than the +2 normal students. Krishna Macoy (2005) found that the normal students shows high academic achievement than physically ones. Hussain Akbar (2006) has also found that, Self concept among the physically challenged adolescents was found significantly lower than their normal counter parts. Similarly the self concept among girls was also found significantly lower than the boys. The self concept of the normal adolescents was higher then the physically challenged students. Need and Importance Human beings are the ocean of the capacities and abilities. Having capacities and abilities are not assurance and seal for success, but the realization of the capacities and abilities is the guarantee for

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success. A person gets the concept of his abilities in the society, his concept about his own capacities, abilities and characteristics is known as self concept. The self concept plays a vital role and has a vital significance in the existence and life of an individual. If a person understands and realizes himself in a right way, he develops positive self concept and he turns into a star. If he does not understand and realize himself in a right way, he develops negative self concept and turns into a waste. A student who is abused, insulted, beaten etc. develops negative self concept and therefore remains academically backward. While as a student who is reinforced positively becomes a high academic achiever. We know that a students memory, reasoning, problem solving, thinking, understanding, recall, recognition, perception, attention, memorization etc. all are influenced by his self concept, therefore self concept ( the core part of the personality) should be developed in a right way, so that these abilities would achieve maximum heights in academic side. Self concept has a major effect on the intelligence and knowledge of the students. It widens the horizon of intellect and knowledge of the student if developed in a right way. Self concept determines the levels of aspiration of a student, whether a student has high, low or realistic level of aspiration is mostly determined by his self concept. This low, high or realistic level of aspiration of a student is the determining factor of his academic achievement.

29

The self acceptant person does not think of him self as a paragon of perfection. Instead, he is able to recognize his good features as well as his faults. One characteristic of a person who is well adjusted is that he usually recognizes and emphasizes his good features rather than his faults. The more the person accepts himself, the better is his self and social adjustment. The person who makes good personal adjustment will be happy and successful. One who makes good social adjustment will be popular, enjoy social contacts and have a full and rich life. Children having special learning needs arising out of there intellectual, psychological, sensory and physical defects are required to be in special schools for special care. In India although some remarkable progress has been done by way of creating an awareness regarding educability of children with varying nature and degree of handicaps, yet enrolling all the handicapped children in special schools appears a distant goal. In Kashmir handicapped children as a segment of child population has to a great extent been neglected by the society. No government or voluntary agencies have so far done any commendable job in identification, treatment of this category of children. There are very few institutions in Kashmir where hearing impaired, visually impaired and crippled children are admitted. As we know that our country has long back set an objective of universilisation of elementary education. To keep this objective in view, the physically challenged student (which constitutes only 10 percent of total population) cannot be ignored. They too are an important and essential component to make this object a fact. The most important role

30

in their academic achievement is played by a teacher. A teacher after knowing the self concept, level of aspiration and academic achievement of physically challenged students can change his teaching metholdogies, teaching aptitude and attitude towards this group, so that we will get good academic results. The present study shall be the guideline for the future educational planners, teachers, administers and policy makers while taking any decision regarding the education of physically challenged students. Statement of the Problem The problem for the present investigation has been formulated as under:A study of self concept, level of aspiration and academic achievement of physically challenged and normal students at secondary level. Operational Definitions of Terms and Variables Self Concept:- In the present study, self concept refers to the scores obtained by the subjects on Sagar Sharmas Self Concept Inventory on the following dimensions:i. Real self

ii. Ideal self

31

Level of Aspiration:- In the present study, level of aspiration refers to the scores obtained by the subjects on Shah and Bhargava Level of Aspiration Scale on the following determinants:i. Environmental

ii. Personal Academic Achievement:- In the present study, academic achievement refers to the aggregate marks obtained by the subjects in 8th and 9th classes. Physically Challenged:- Physically challenged students are those students who have some physical impairment which hinders their participation in any activity. The following categories of physically challenged students have been choosen for the present investigation. 1. 2. 3. Hearing impaired. Visually impaired. Crippled. Normal Students:- Normal Students are those students who do not have any physical impairment. Objectives of the Study The following objectives have been formulated for the present study:-

32

1.

To study the self concept, level of aspiration and academic achievement of physically challenged and normal secondary school students.

2.

To compare physically challenged and normal Secondary School Students on real self.

3.

To compare the hearing impaired and visually impaired Secondary School Students on real self.

4.

To compare the hearing impaired and crippled Secondary School Students on real self.

5.

To compare the visually impaired and crippled Secondary School Students on real self.

6.

To compare physically challenged and normal Secondary School Students on ideal self.

7.

To compare the hearing impaired and visually impaired Secondary School Students on ideal self.

8.

To compare the hearing impaired and crippled Secondary School Students on ideal self.

9.

To compare the visually impaired and crippled Secondary School Students on ideal self.

10. To compare physically challenged and normal Secondary School Students on level of aspiration.

33

11. To compare the hearing impaired and visually impaired Secondary School Students on level of aspiration. 12. To compare the hearing impaired and crippled Secondary School Students on level of aspiration. 13. To compare the visually impaired and crippled Secondary School Students on level of aspiration. 14. To compare physically challenged and normal Secondary School Students on academic achievement. 15. To compare the hearing impaired and visually impaired Secondary School Students on academic achievement. 16. To compare the hearing impaired and crippled Secondary School Students on academic achievement. 17. To compare the visually impaired and crippled Secondary School Students on academic achievement. Hypotheses The following hypotheses have been formulated for the present investigation:1. Physically challenged and normal Secondary School Students differ significantly on real self. 2. Hearing impaired and visually impaired Secondary School Students do not differ significantly on real self.

34

3.

Hearing impaired and crippled Secondary School Students do not differ significantly on real self.

4.

Visually impaired and crippled Secondary School Students do not differ significantly on real self.

5.

Physically challenged and normal Secondary School Students differ significantly on ideal self.

6.

Hearing impaired and visually impaired Secondary School Students do not differ significantly on ideal self.

7.

Hearing impaired and crippled Secondary School Students do not differ significantly on ideal self.

8.

Visually impaired and crippled Secondary School Students do not differ significantly on ideal self.

9.

Physically challenged and normal Secondary School Students differ significantly on level of aspiration.

10. Hearing impaired and visually impaired Secondary School Students do not differ significantly on level of aspiration. 11. Hearing impaired and crippled Secondary School Students do not differ significantly on level of aspiration. 12. Visually impaired and crippled Secondary School Students do not differ significantly on level of aspiration.

35

13. Physically challenged and normal Secondary School Students differ significantly on academic achievement. 14. Hearing impaired and visually impaired Secondary School Students do not differ significantly on academic achievement. 15. Hearing impaired and crippled Secondary School Students do not differ significantly on academic achievement. 16. Visually impaired and crippled Secondary School Students do not differ significantly on academic achievement.

36

CHAPTER 2 REVIEW OF LITERATURE

37

he survey of the related literature is an important step in conducting Educational research. It enables the investigator to locate the gaps and find the trends in research in a particular

field. The information about the designs, samples, and research tools employed by other investigators help the future investigators to formulate their designs with more care. An investigator must be aware of the new research conducted in the past and only then he/she is in a position to contribute something in original. (Good 1972) has rightly remarked," without a critical study of the related literature the investigator will be grouping in the dark and perhaps uselessly, repeat the work already done. Therefore in order to save time, energy and resources, it is necessary to undertake a detailed and penetrating study of all available literature." The review of the literature serves as a guide just to judge the quantum of the work done and perceive the gaps existing in the concerned research. A critical review of the literature enables the researcher to go into greater details and wider applicability of the problem in hand so as to provide new ideas, explanations or hypotheses. The review promotes a greater understanding of the problem and its allied aspects and ensures that unnecessary and useless duplication is avoided. According to Tuckman (1972) the purpose of the literature review is to expand upon the context and back ground of the study, to help further to define the problem and to provide an empirical basis for the subsequent development of hypotheses.

38

This chapter is devoted to review, the available literature relevant to the persent study. An effort has been made to cover almost all the important dimensions, that may have a direct bearing on the study. The studies under review have been classified and are presented as under:Narimani Mohammad & Mousazadeh Tavakko (2010) Comparing self-esteem and self-concept of handicapped and normal students. This research was conducted in order to compare self-esteem and self-concept of handicapped and normal students. Statistical analysis of this research comprised all the handicapped boy and girl students as well as the normal society included all the sighted students of age group10 20 years, who were studying at Ardabil province high schools in 86 schools. 20 handicapped students (10 girl handicapped and 10 boy handicapped) were selected randomly as a study group and 20 sighted students (10 girl handicapped and 10 boy handicapped) as a comparison group. They were tested individually by two subtests of Coppersmith, self- esteem and self-concept Beak & Stiller scale at their schools. The results of multivariate variance (ANOVA) showed that there was different mean score between handicapped and normal Students. As all the results proved that the function of the sighted group individuals in self-esteem subtests was better than the handicapped. But the function of the handicapped individuals in self concept subtests was better than the handicapped. Verma Arti (2008) Study of Self-concept and Study habits of Visually impaired and Normal students.

39

The aim of this research was to study the self concept and study habits of visually impaired and normal students. The investigator selected 100 college students randomly from various colleges in West Bengal to know the self-concept and study habits of visually impaired and normal students. The investigator used the self concept scale by Caplan & Naidu and study habits inventory by Gopal Roa. It was found that there is a significant difference between both the groups in their self-concept and study habits. The normal students have good study habits and the mean difference of self-concept favours normal students. Salami S.O and Alawode E.A. (2008) To study the influence of

impairment on the academic achievement of adolescents in secondary school.

Objectives
i.

To

find

the

effects

of

impairment

on

the

academic

achievement. ii. To find the difference between male and female academic achievement. Sample The investigator selected 200 senior secondary students randomly from five secondary schools. Tools The data were collected through academic records of the students from principals, personal data, regarding their age, gender, impairment and type of homes they come from.

40

Statistical analysis The collected data were analyzed by using mean, t test and correlation. Major findings Results indicted that impaired children had significantly less academic achievement as compared to the non-handicapped. The significant difference was also found, between the academic achievement of males and females. Roy Sharmistha (2008) A comparative study of factors affecting academic achievement of school going adolescent boys and girls. The aim of the study was to determine some of the selected influencing factors like daily routine of the students, tuitions, and content viewed on television etc, affecting the academic achievement of school going adolescent boys and girls. The factor groups of the study consisted of top 10 rankers both boys and girls from class VII, VIII, IX, X, selected from two English medium schools in Gujarat. Data was collected by the questionnaire method. Each respondent was made to fill the questionnaire. Analysis was done by calculating frequency and percentages. Results showed that there is not much difference in the importance of many of the selected factors exhibited by boys and girls, which plays an important role in their academic achievement. Hussain Akbar (2007) Self Concept of Physically

41

Challenged Adolescents. In order to ascertain the impact of disability on the development of self concept the study was designed to compare the level of self concept among the physically challenged adolescents with the normally developed peers. Altogether 90 school going adolescents of grade IX and X aged 11-16 (30 in each category namely normal, blind and Orthopaedically handicapped) were purposively selected from 3 different schools of Delhi. Out of which 15 were males and 15 females in each category. Mohsins self concept Inventory was administered on each subject. On the whole the level of self concept among the physically challenged adolescents was found significantly lower than their normal counterparts. Similarly the level of self concept among the girls was also found significantly lower than the boys in general, where as category wise significant difference was found only in case of blind subjects.

Chandra Rakish (2006) Comparative Koul Kabire impaired

analysis and

of

visually

orthopedically

handicapped children on academic performance, level of education and level of aspiration in northern Assam. Objectives

42

1. To study academic performances, level of education and level of aspiration of visually impaired and orthopedically impaired children. 2. To compare academic performance, level of aspiration, level of education of visually impaired and orthopedically challenged students. 3. To compare the visually impaired and orthopedic impaired on academic performance. Major Findings 1. The result showed that no significant difference was found with respect to level of aspiration and level of education of visually impaired and orthopedic children. 2. The result also showed that no significant difference was found with respect to academic performance of visually impaired and orthopedically impaired children. Eve, Kikas Eve, Mottus (2006) Ability grouping in school, a study of academic achievement

in five schools in Estonia. The paper deals with the questions of the quality of schooling and the effect of ability grouping on students achievement. One hundred and forty seven students from 5 schools participated in the study. Two schools one a usual mainstream town school, one a usual rural school, one step by step school and one elite private school. All children were studied twice, at the beginning of the first (age=7) and third grade. At

43

first childrens cognitive abilities were assessed, and at second their academic achievement in Estonian language and mathematics were assessed. Both the battery of cognitive tests was developed specifically for this study. It was shown that attending on elite private school was related to abilities and higher academic achievement attending elite school had negative impact on achievement. Raven, R. & Prince, A. (2006) A study of level of aspiration and stress of elementary sighted and impaired children. Objectives i. To study the sighted children on level of aspiration. ii. To study the impaired children on level of aspiration. iii. To study the sighted children on stress. iv. To study the impaired children on stress. v. To compare the sighted and impaired children on level of aspiration. vi. To compare the sighted and impaired children on stress. Hoptheses i. Sighted and impaired children differ significantly on level of aspiration. ii. Sighted and impaired children differ significantly on stress

Sample The researcher selected 200 sighted children at elementary level and equal number of impaired children (100 orthopedic and 100

44

hearing impaired) for the collection of data, the investigator applied various tools in the form of questionnaire, psychological tests and interviews etc. The collected data were analyzed by applying various statistical methods in order to draw the infrances. Findings i. The investigator found that sighted children have more level of aspiration than the hearing impaired and visually impaired elementary children. ii. It was also found that hearing impaired and visually impaired children have more stress than sighted elementary children.

R. C. Vaishya

(2005)

Comparative study of male and female hearing impaired and visually impaired students on level of aspiration and academic achievement, a case study of

Allahabad University. The sample of 20 male and 20 female students having either hearing impairment or visual impairment were selected for the present study. The data regarding the study were gathered in two stages over a period of 45 days during mid day summer. In order to draw meaningful inferences, the data was treated statistically by using various methods. The main finding was that both the groups do not differ significantly on the different variables viz. level of aspiration and academic achievement.

45

Kumar Krish

(2005)

A study for observing academic achievement, its relation with self concept and level of aspiration of +2 handicapped and normal students of

Haryana State. For the purpose of present study the investigator collected the sample of 75 handicapped +2 students and 75 normal +2 handicapped students from 48 institutions existing in different zones of Haryana. The statistical treatment was given in excel, it was found that academic achievement is effected by self concept and level of aspiration. Both the categories handicapped and normal students showed marked difference in self concept and level of aspiration. Macoy Krishna (2005) Normal challenged and physically with students

relation to their academic achievement tests. This study included about 350 ethnically diverse third grades from 6 California public elementary schools. The researchers conducted interviews in the fall and spring of the school year and the school provided test scores from the students grade three academic achievement test (mathematic, reading and language arts) which were administered in the spring. It was found that the normal students shows high academic achievement then physically ones. Kumthekar, M. (2004) Comparative analysis of physically challenged and normal college going students on self-concept and mental health.

46

It revealed that self concept is an important indicator of personality. It was found that normal college going students have a more positive self-concept as compared to physically challenged college going students. To assess this, a Q- sort technique developed by Butler and Haigh (1954) was used for 137 normal and 99 physically challenged college going students. The significant difference was also found in mental health of both the categories, as mental health supports to normal ones. Gagandeep, S. J. & Verma B. K. (2004) A study of real self, ideal self and reflected self of hearing impaired and crippled female adolescent students in southern part of Ghawahati in India. For the conduction of present study, 50 visually impaired and equal number of crippled female adolescents were selected randomly of different parts of Ghawahati to investigate the real self, ideal self and reflected self. The collected data was analysed by using different statistical techniques. It was found that there is no significant difference on real self, ideal self and reflected self of visually impaired and crippled female adolescents. Ntzamilis G. & Haver (2004) Academic potential in mathematics among visually impaired and hearing impaired Athenes. For the present study the researcher selected 50 visually impaired and 50 hearing impaired elementary level students randomly from 42 elementary schools in Athenes to examine the achievement in elementary students in

47

mathematics. The collected data were analyzed by various statistical techniques in order to draw the relative permanent results. It was found that there is no significant difference between visually impaired and hearing impaired elementary level students on academic achievement in mathematics. Behnke, et al. , (2004) Educational adolescents. Research conducted an in-depth interview of 10 male adolescents of latino and equal number of female latino adolescents. The researcher investigated their educational and occupational aspirations of male and female adolescents and factors affecting their aspirations. Using a content analysis of the interview scripts, it was found that male adolescents have high aspiration level as compared to female adolescents. Gasser, (2004) Contributions of Personality and Interests to Explaining the Educational Aspirations of College Students. This is the first study to investigate personality-interest convergence by examining the newly revised 2003 California Psychological Inventory with the 1994 Strong Interest Inventory. In general, the researchers found that those personality scales and interest scales that were more related or applicable to educational aspirations of male and female college students, were moderately correlated with level of educational aspirations. Also, hierarchical regression result shows and Occupational Aspirations of Latino male and female

48

that specific dimensions of personality and interests are related to female college students plans for future work. The study found that components of male and female college students personality and interest may relate to aspiring to higher levels of education. Sangdeep, R. K., Sharama, S. (2004) A study of level of aspiration academic achievement and selfconcept of secondary school students in Eastern zone of Nagaland For the present study the investigator selected 450 boys and girl secondary school students randomly from 10 secondary schools in Eastern zone of Nagaland to study the self-concept, level of aspiration and academic achievement. For the collection of data the investigator used level of aspiration test by V.P Bhargava and self-concept scale by H.M Sing and past two years obtained marks from official school records. The collected data were analyzed by using Mean, S.D and tvalue. It was found that both boys and girls secondary schools students have no significant difference on all the three variables viz self concept, level of aspiration and academic achievement. Stuart Breg (2004) A study of a self-concept level of aspiration, mental health and academic achievement of normal and handicapped teenagers. Objectives i. To compare the self-concept of normal and handicapped teenagers.

49

ii.

To compare level of aspiration of normal and handicapped teenagers.

iii.

To compare mental health of normal and handicapped teenagers.

iv.

To

compare

academic

achievement

of

normal

and

handicapped teenagers. Hypotheses i. Handicapped and normal teenagers differ significantly on self concept. ii. Handicapped and normal teenagers differ significantly on level of aspiration. iii. Handicapped and normal teenagers differ significantly on mental health. iv. To compare academic achievement of normal and handicapped teenagers. Sample The sample consists of 250 handicapped and 250 normal teenagers. The data was collected of about seven months during spring season in New Jersey of USA. The investigator applied various statistical techniques in order to draw the relative permanent results. Major Findings i. Handicapped teenagers differ significantly from normal teenagers on self- concept.

50

ii. Handicapped teenagers differ significantly from normal teenagers on level of aspiration. iii. Handicapped teenagers differ significantly from normal teenagers on academic achievement. iv. Handicapped teenagers differ significantly from normal teenagers on mental health. H. R. Shan & S. S. Schrawat (2003) Self concept and level of aspiration among students. Objectives of the study:i.

physically

challenged

To study the effect of total self concept of various categories of physically challenged high school students.

ii.

To study the effect of level of aspiration among various categories of physically challenged high school students.

iii.

To study the relationship of gender and residence among various categories various categories of physically challenged high school students.

iv.

To study the interaction effects of self-concept, its six dimensions and level of aspiration, in combination with gender and residence of various categories of physically challenged high school students.

Hypothesis

51

i.

There exist significant differences between various categories of physically challenged school students in relation to total self concept and its six dimensions viz. behavior, school status, physical appearance, attributes, popularity, happiness and satisfaction.

ii.

There exist significant differences among various categories of physically challenged school students in relation to level of aspiration.

iii.

There exist significant two and three factors interaction effects of self concept, its six dimensions and level of aspiration, gender and residence of various categories of physically challenged school students.

Sample In this study, only hearing impaired, visually impaired and crippled students of classes 9th and 10th (14+ age group) of secondary school, at least one from each district out of 20 districts of Haryana State were taken up. The sample comprised of 1000 students: 499 (49.9%) boys and 501 (50.1%) girls. The sample included 211 (21.1%)

52

boys and 258 (25.8%) girls from urban area and 288 (28.811%) boys and 243 (24.3%) girls from rural area. It may also be mentioned that 533 (53.31%) of students were taken from class 9th and 467 (46.7%) students were from 10th class. Thus, the sample was fairly representative of population gender wise, residence wise and class wise. Tools i. Wallach-Kogan tests of creativity to measure creativity. self-concept scale (CSCS) constructed and

ii. Childrens

standardized by Ahluwalia. iii. Level of Aspiration Test developed by Patel. Major Findings
i.

The result shows that self concept of urban various categories of physically challenged school students was found to be more than the rural counterparts.

ii.

The results shows that socially, the different categories of physically challenged school students with high level of aspiration and low level of aspiration differ significantly from each other.

Enri Dumanhuri

(2003) Evaluation of level of aspiration, academic growth of physically challenged male students in Bandung metropolitan area of Indonesia.

53

Whole metropolitan area was surveyed for generating the data pertaining to hearing impaired and crippled students below the age of 18 years. The data was treated in excel in order to draw the conclusion. The main findings were showed that hearing impaired and crippled students do not differ significantly on level of aspiration and academic growth. Gakhar, S. C. (2003) Self concept of and academic school

achievement students. Objectives of the study:-

secondary

i. To study the self concept of secondary school students. ii. To study the academic achievement of secondary school students. iii. To compare secondary school students on self-concept. iv. To compare secondary school students on academic achievement.

Hoptheses i. There exists significant difference among the secondary school students on self concept. ii. There exists no significant difference among the secondary school students on academic achievement. Sample The study was conducted on a sample of 200 students of secondary schools from two districts i-e Punjab (Patiala and Ferozepur).

54

The sample comprised of 105 boys and 95 girls. Self-concept scale (Ahlawalia, 1986) and academic achievement coefficient of correlation and t-test was used as statistical techniques. Major Findings i. Secondary school students viz boys and girls were showed significant difference on self-concept. ii. Both the categories were insignificant on academic achievement. Chowdhury, Aparajita; Kumari Anita (2003) Study of academic achievement of physically handicapped and normal children.

The study was conducted on a sample of 50 children of physically handicapped studying in VIII and IX grades in school, of which an equal number of normal children were included in the sample. The school was in a predominantly middle class community area. The mean age of students was 13-15 years. The results revealed that normal students showed better academic achievement as compared to handicapped students. Seginer (2002) Family Environment, Educational Aspirations, Achievement Settings. Tested a four-step model consisting of family background, perceived parental support and demandingness, educational aspirations, and cademic achievement. The model was estimated on data collected and in Two Academic Cultural

55

from working and non-working women (N = 686) growing up in two cultural settings: transition to modernity (Israeli Arabs) and Western (Israeli Jews). The results showed that family background had direct and indirect effects on the academic achievement of Arab but not Jewish women. The indirect family background- academic achievement path showed working and non-working differences only for the Arab women viz educational aspirations for girls and parental demandingness for boys and parental demandingness was directly related to academic achievement of women. The study also explained ethnic and gender differences in terms of demographic and socio-cultural conditions.

Kobal, Darja and Musek Janek. The

(2001)

Study

of

self

concept

and of

academic

achievement. that

investigators

adolescents tested the hypothesis

academic

achievement effects different components of self concept. The sample compressed of 230 students in the age range of 16-17 years. The authors investigated in the possible influence of nationality (Slovenia, France) in modifying the relationship between academic achievement and self concept. The results of two factors (academic achievement+ nationality) analysis showed significant correlation between academic achievement and various indices of self concept, which varied in a nationality- dependent fashion. The French subjects exceeded Slovenians in some domains of self- concept (i.e. verbal , academic relations with some sex peers relations with parents, religion

56

and spirituality and general self- concept) while Slovenian subjects exceeded of French subjects in the domain of problem solving and creativity. There was no significant difference between both national samples in self esteem. Also the French subjects exceeded Slovenian pupils in general academic achievement. The results were interpreted on the grounds of theoretical expectations related to the formation of self concept and academic achievement as well as on the basis of national differences in the school system and personality structure. Sharma, Ram Paul (2000) Study of self-concept and Mental health of male and female physically challenged secondary students. The purpose of this study was to know the self concept and mental health of physically challenged students at secondary level. The investigator selected 650 students randomly from various secondary schools in northern area of Assam and used self concept scale of H.M. Sing & S. Sing and Mental health battery by Alpana Sengupta to know the self concept and mental health of physically challenged students. For the statistical treatment the investigator used Mean, S.D and t-value. It was found that there is no significant difference between male and female secondary students in their mental health and self-concept. Rainer, S. Martin, P. (2000) A study of self-concept stress and academic achievement of secondary school students in west zone of Assam. The investigator selected 640 secondary students to know the self-concept, stress and academic achievement. For collection of data

57

the investigator used self-concept scale by H.M sing and stress scale by OM Prakash Srivastava and R.K Nadiu and past three years obtained marks from official school records. The collected data were analyzed by using Mean. S.D and t-value. It was found that the self concept of male students is significantly different than female students. The mean difference shows that male students have high self concept than female students. It was also found that female students have high stress than boys but there is no significant difference between male and female students on their academic achievement. Jefferson (2000) Study of level of aspiration, self concept of hearing impaired orthopedically school going children of U.K. Objectives
i.

To study the self concept and aspiration of hearing impaired and orthopedic impaired school going children.

ii.

To compare the different dimensions of self concept viz. real self, ideal self, reflected self and physical self of hearing impaired and orthopedically impaired schools going children.

Methodology The sample of the study comprised 125 hearing impaired and equal number of orthopedic impaired children of class 7th and 8th. The investigator used various sampling techniques and tools to draw results. Major Findings i. Hearing impaired and orthopedic children were showed no significant difference on real self.

58

ii.

Both the categories were insignificant on ideal self and physical self.

iii.

Hearing impaired and orthopedic impaired childern were also insignificant on level of aspiration.

Maikhuri, R. A. & Pande, S. K.

(1997)

Self-concept relation to achievement.

of

adolescents their

in

academic

Maikhuri & Pande attempted to study the self-concept of adolescents in relation to their academic achievement. The sample of the study comprised of 200 students (100 boys and 100 girls) studying in the intermediate College of Kotdwara city, ho were selected through random selection method. Their age ranged between 16 to 18 years. The tool used to collect the data included Self-concept Inventory by Pratibha Deo. The collected data were treated with mean, S.D. and t- test. The findings revealed that the academic achievement and self-concept were not significantly related. Significant relationship was observed with academic achievement of adolescents having high and low self-concept. No significant difference was found between academic achievements of adolescents belonging to high and low self-concept.

Krishnan, S. Santhana

(1993)

Relation between self-concept and academic achievement of college

59

students. The sample of the study comprised of 150 students. Out of them, 90 were men and 60 were women students. There were 45 urban and 105 rural students. They were further stratified with faculties, age groups and birth orders. Stratified random sampling technique had been used to select the sample. The self concept tool standardized by Rastogi was used to collect the data. The investigator applied mean, S. D., t-test, correlation and ANOVA for the treatment of the data. It was found that there was a significant relationship between self concept and academic achievement of the college students. There was a significant difference of mean score between arts and science groups of students on self concept. Sex had no influence on self-concept of the individuals. Similarly, birth orders had no impact on self concept of students. Different age groups had not shown any significance mean difference on self concept score.
Kuotsu Banui (1992) The study of academic achievement of college students in Nagaland in relation to their self-concept.

Objectives of the study:i. The study attempts to find out the academic achievement and self- concept of Nagaland College students. ii. To find out whether differences exist in their self-concept

among arts, science and commerce college students.

60

iii.

To find out whether any relationship exists between the academic achievement and self-concept among college students in Nagaland.

Methodology The sample consisted of 716 college students drawn from the three colleges in Kohima Town. They represented the arts, science and commerce streams including boys and girls. The tools used as Personality Word List by Deo 1973 and the academic achievement was obtained by collecting their results. Statistical measures mean, S.D, ttest and correlation were used to treat the data. Major findings of the study i. There was significant difference in the academic

achievement and self-concept of college student of arts, science and commerce stream.
ii.

Both counter parts.

science

and

commerce

students

showed

significantly high academic achievements then their arts

iii.

No significant difference was found in the mean selfconcept scores between boys and girls among the arts, science and commerce students.

61

Fox and Faver

(1991)

Achievement

and

Aspiration

Patterns Among Male and Female Academic-Career Aspirants, Work and Occupations. It is considered both meaning and mediation factors in the achievement-aspiration relationship. In a sample of graduate women students ("academic-career aspirants"), the achievement- aspiration relationship varied with type of academic achievement and professional aspirations, and as it was mediated by women's perceptions of their professional roles and their faculty's support. Women's achievementaspiration conversion was different from, but not necessarily lower than, non- graduate non-working women. Rather, the strength and direction of the relationship varied with aspiration type (traditional versus alternative) and to some extent, with specific types of academic achievement. The mediators of the achievement-aspiration relationship also vary by work conditions and aspiration type. Women's aspirations for traditional career rewards were largely a function of their perceptions of the structural availability of job opportunity.

Kale, P. S,

(1991)

A study of the development of self concept of Pre-adolescent level with reference to some Family and school factors.

62

Objectives of the study were:i. To trace the general development of self concept at the preadolescent level as a function of age and sex.

ii.

To study sex difference in self concept development.

iii.

To study the relationship of internal family factors like parent parent and parent-child relationship with self concept at the preadolescent level. iv. To study the relationship of school factors i.e. teacher-

students and peer relations with self concept at the pre adolescent. Methodology The data were collected from three co-educational Marathi medium schools. The study was conducted on a sample of 990 children. Tools employed in this were Self-Concept Inventory, Parent-Child Relationship scale, Parent-Parent Relationship scale, Scale of TeacherStudent Relationship, Peer Relationship Scale and Socio-economic status scale of Jogavas. All the tools were specially constructed for this study except the socio-economics status scale. Descriptive, bardiagrams, frequency polygons, mean, median, mode, Barttell's homogeneity test analysis of variance, t-test and multiple correlation regression. Major findings of the study were:-

63

i.

The perceived self did not show a downward trend throughout the Pre-adolescent period. It showed a significant upward trend at the end of this period. According to this, the selfconcept did not remain static and showed gradual development up to the end of the pre-adolescent period.

ii.

Boys and girls did not differ significantly in self- concept development.

iii.

Perception of family factor as well as school factors

showed significant development in concept perception of parentchild relationship.

iv.

Girls showed more understanding for parent-parent relationship teacher student relationship and at the end of the preadolescent period and parent-child relationship.

v.

Parent-parent relationship was highly significantly related to self- concept.

vi.

Teacher-student relationship was important in self-concept.

vii.

Parent-child relationship was significantly associated with

self- concept.

64

viii.

Peer relations were important in development of self-

concept.

ix.

Family factors jointly were significantly associated with

self-concept. x. School factors jointly were significantly associated with self-concept. Burhan, R. G. (1991) An enquiry into the nature of selfconcept in the area of competence and its impact on mental health and academic achievement. Problem The present study deals with the problem of self-concepts and tries comprehensive study of a particular dimension of self-concept, viz, the dimension competence and its relationship with mental health and academic achievement. Objectives i. To study the nature and extent of the real self-concept of competence and the ideal self-concept of competence, and the discrepancy between the two. ii. iii. To study the nature and extent of mental health in the group studied. To study the relationship between real self-concept/ideal selfconcept and mental ill-health/academic achievement;

65

iv.

To study the relationship between each of' the five facets (social, intellectual, physical, emotional and general) of self-concept in competence and mental ill-health.
v.

To study the relationship between each of the five facets and academic achievement. To make a comparative study of the three groups of students: the commerce group, the science group and the combined group.

vi.

Methodology The sample consisted of 432 first year Science and Commerce honours girl students from seven good institutions with an English medium background and age between 18 and 20 years. The tools used included a Self-Concept Inventory constructed and standardized by the investigator, and a Mental III- Health Inventory. Higher secondary marks in two common subjects were taken as a measure of the academic achievement of students. The statistical technique used included mean, median, mode, standard Deviation, skewness and kurtosis, chi-square test, "t" test, coefficient of correlation, partial correlation and factional analysis. Major Findings i. Real self-concept scores, ideal self-concept scores, real-

ideal discrepancy scores and mental ill-health scores were found to be more or less normally distributed in the sample and the three groups did not differ significantly among themselves in respect of distributions of scores on these variables. ii. Real self-concept and ideal self-concept were highly

66

correlated. iii. iv. v. vi. vii. Students with high real self-concept scores showed lower Students who perceived themselves to be highly competent A trend could be noticed to suggest that high ideal selfconcept was conducive to mental health. Discrepancy between real and ideal self-concept was found Academic achievement was positively associated with to be associated with mental ill-health. perceived intellectual competence but not with scores of other areas of self-competence. Howe' ideal self-concept regarding their competence did not seem to affect academic achievement scores. viii. Discrepancies between the real and ideal self-concept did not affect the academic achievement of the commerce groups; but in the science group, these two were positively related. ix. Regression coefficient revealed that intellectual competence had high positive influence upon the academic achievement of both the science group and commerce group. The other facets of components showed a negative influence on the academic achievement of the science group. x. Students who revealed mental ill-health symptoms were poor in academic achievement [AS 1651]. discrepancy scores. were relatively from mental ill-health symptoms.

67

D. L. Pareek

(1990)

A comparative Study of self concept, Personality traits and aspirations of the Adolescents, studying in Central Schools, Government schools and Private Schools in Rajasthan.

Methodology The normative survey method was used 750 students studying in different schools framed the sample. Swata Bodh Parikshan by Sherry and Uma, Cattells 16 PF Questionnaire, Level of Aspiration and input check-list and students Aspiration Test developed by the researcher were used to collect the data. Major findings i. It was found that 45.2% of the adolescents studying in

central schools, 44.2% in private schools and 57.6% in Government Schools possessed average self-concept. ii. Adolescents studying in private and central schools were

more intelligent than the adolescents studying in government schools.

iii.

Students in private schools were generally practical while Government school students preferred arts stream.

68

iv.

There

existed

no

significant

relationship

between

personality traits and levels of aspiration among students from different types of schools. Shah, J. H. (1990) A study of relationship among intelligence, self-concept and academic achievement of pupils of standard X of semi urban and rural areas of Sihore Taluka. Out of the total population of about 500 pupils of grade X of Sihore Taluka, 305 pupils (61 %) were selected randomly from eight schools out of which two were from semi urban area. The sample from semi urban area consisted of 60 boys and 67 girls. From six schools located in rural areas, 169 boys and 69 girls were selected. The sample was selected by stratified random cluster sampling method. The tools used were J. H. Shah's self-concept inventory and Desai Bhatt Group intelligence test. To evaluate pupils academic achievement, the marks obtained in area. Subjects at the Gujarat State Secondary Education Board - taken into consideration and were converted into percentage. Mean, S. D., t-test and Pearson's pro correlation were used to treat data. It was found that there was no sex difference self-concept either in semi urban or rural areas. There was difference in DIQ's (Deviation Intelligence Quotient) either urban or rural areas. There was significant difference in academic achievement in favour of boys in both semi urban and rural areas. There were positive and linear correlation among self-concept Intelligence Quotient and academic achievement in both

69

types of areas. Also, intelligence was more related to academic achievement than self-concept. Kulshreshtha, R. (1985) Values orientations, interests and attitudes as Correlates of selfconcept among male and female Adolescents.

Objectives of the study:i.

To determine and study the impact of value orientation, interests, and peer relations upon the concept of self in both male and female adolescents.

ii.

To obtain interactions between value-orientations, interests

and peer relations on bivariate and trivariate levels of operation. Methodology The sample consisted of 160 high school and inter-mediate college going students of Aligarh. It represented both males and females, whose age ranged from 15-19 years and who belonged to the urban area . They were from these faculties viz. science, arts and commerce and generally belonged, to the Middle Secondary Educational Schools. Value orientation was measured with the help of a Value Orientation scale developed by N. S. Chauhan, Self-Concept developed by G.P. Sherry. The data were analyzed with a help of factorial design analysis of variance of equal cell size. Major Findings of the study were:-

70

i.

Value orientations affected the concept of self in

adolescents.

ii.

Value orientation had a positive affinity with self-concept

among male as well as female adolescents under different levels of interest.

iii.

Interest played an important role in the growth of selfconcept among adolescent. It promoted the concept and also demoted the concept of self in various association bonds with value orientation and peer relation.

iv.

Interests were shaping and forming the male adolescent's

concept of growth of self concept during the period of adolescence in both the sexes depended upon the variations of interest occurrence.

v.

Peer relations prompted the concept of self also but when value orientations or interests were operating.

vi.

Promotion or demotion of the concept of self by peer

relations in case of both males and females remained different.

71

Mathur, A. A.

(1983)

comparative

study

of Level

the of and

adjustment Aspirations,

problems,

Self-concept

academic Achievement of Crippled and Normal Children. The major objectives were:i.

To compare the home adjustment and health adjustment of crippled and normal children.

ii. iii. iv.

To compare level of aspiration of crippled and normal children. To compare self concept of crippled and normal children. To compare academic achievement of crippled and normal children.

Sample The sample comprised 50 crippled and 50 normal children in the age range of 13-16 years. The two groups were matched in age, sex, iQ, socio-economic status and institution. The major findings were:i.

Crippled children differ Significantly from normal in health adjustment and home adjustment

ii.

Crippled children differ significantly from normal in the level of aspirations.

iii.

Crippled children differ significantly from normal in the self concept.

72

iv.

No significant difference was found between crippled and normal children in academic achievement.

Singh, D. P.

(1983) A comparative study of the achievement of blind and sighted children studying in an integrated system

The objectives of the study were:i. To study the achievement of blind children studying in an integrated system of learning Hindi. ii. To study the achievement of blind children learning English language in an integrated approach. iii. To study the achievement of blind children learning social studies in an integrated approach. iv. To study the achievement of blind children learning Sanskrit in an integrated approach. Total population of visually handicapped children i.e. 4 studying in class IX in Government co-educational senior Secondary School, Presidents Estate, New Delhi were selected for the study and an equal number of 4 sighted children in class IX in the same institution were selected along with the school periodical tests (September, December, February) standardized teacher-made tests were administered to these eight (4 blind + 4 sighted) students. The findings of the study were that the achievement of blind in Hindi, English, Social studies and Sanskrit was higher than that of sighted children. This goes in favour of integrated education since we

73

did not control all moderate variables. The higher achievement of visually handicapped may be result of non-educational factors e.g; psychological factor and individual factor. An Overview Thirty studies have been reviewed under this section of review of studies; 20 studies have been carried on self concept and academic achievement and 15 have been carried on level of aspiration. Nirmani Mohammad and Tavakko Mousazadh (2010) found that the sighted group of individuals in self-esteem and self-concept subtests was better than the handicapped. Verma Arti (2008) found that that there is significant difference between both the groups in the self-concept and study hababits. The normal students have good study habits and the mean difference between both the groups in the self-concept favours normal students. Salami S. O and Alawode E. A. (2008) found significant difference in the academic achievement of males and females from single parenting homes but none between those of intact homes. Shasmistha Roy (2008) revealed that there is not much difference in the importance of many of the selected factors exhibited by boys and girls, which plays an important role in their academic achievement. Hussain Akbar (2007) revealed that the level of self-concept among the physically challenged adolescents was found lower than their normal counterparts, similarly the level of self-concept among the girls was also found significantly lower than the boys in general. Rakish Chandra and Kabire Koul (2006) found that no significant difference was found with respect to level of aspiration and level of education of visually impaired and orthopedic children. Kikas Eve, Mottus Eve (2006) found that

74

attending on elite private school was related to abilities and higher academic achievement attending on elite school had negative impact on achievement. Raven, R. and Prince, A. (2006) revealed that the sighted children have more level of aspiration than the hearing impaired and visually impaired elementary children. It was also found that hearing impaired and visually impaired children have more stress than sighted children. Vaishya (2005) found that both the groups viz hearing impaired and visually impaired students do not differ significantly on level of aspiration and academic achievement. Kumar (2005) revealed that the academic achievement is affected by self-concept and level of aspiration, both the categories viz handicapped and normal students showed marked difference in self-concept and level of aspiration. Gagandeep, S. J. and Verma B. K. (2004) revealed that there is no significant difference on real self, ideal self and reflected self of visually impaired and crippled female adolescents. Ntzamilis, G. and Haver (2004) revealed that there is no significant difference between visually impaired and hearing impaired elementary school students on academic achievement in mathamatics. Gasser (2004) found that components of adolescents personality and interest may relate to aspiring to higher levels of adolescents. Sangdeep R. K and Sharma S. (2004) revealed that both the boys and girls secondary school students have no significant difference on all the three variables viz self-concept, level of aspiration and academic achievement. Stuart Breg (2004) revealed that handicapped teenagers differ significantly from normal teenagers on self-concept and level of aspiration. The study also revealed that both the categories were significantly differ on academic achievement and

75

mental health. Shah H.R. and Sehrawat S. S. (2003) found that there exists significant difference among various categories of physically challenged secondary school students on level of aspiration and selfconcept. Enri Dumannuri (2003) found that hearing impaired and crippled students do not differ significantly on level of aspiration and academic growth. Chowdhury Aparajita, Kumari Anita (2003) found that normal students showed better academic achievement as compared to handicapped students. Gharkar, S. C. (2003) revealed that significant difference was found among secondary school students on self-concept. Seginer (2002) revealed that parental demandingness for boys and parental demandingness was directly related to academic achievement of women. Sharma and Ram Paul (2000) revealed that there is no significant difference between male and female secondary school students in their mental health and self-concept. Rainer, S. and Martin, P. (2000) found that the self-concept of male students is significantly different than the female students. Jefferson (2000) found that both hearing impaired and orthopedic school going children were insignificant in relation to their self concept and level of aspiration. Kuotsu and Banui (1992) revealed that there was significant difference in the academic achievement and self concept of college going arts, commerce and science students. Fox and Facer (1991) revealed that womens aspiration for traditional carrier rewards were largely a function of their perceptions of structural availability of job opportunity. Kale, P. S. (1991) found that family factors and school factors jointly are associated with self-concept. Parkeek D. L. (1990) found that government schools generally preferred arts while as the students in

76

private schools preferring practical. Kulshreshtha, R. (1985) found that promotion or demotion of the self-concept by peer relations in case of both males and females remained different. Marthur, A. A. (1983) found that no significant difference was found between crippled and normal children in academic achievement, while as significant difference was found in their self-concept. Singh D. P. (1983) found that the achievement of blind in Hindi, English Social Studies and Sanskrit was higher than that of sighted children.

77

CHAPTER 3 METHODOLOGY AND PROCEDURE

78

very piece of research must be planned and designed carefully so that the researcher proceeds ahead without getting confused at the subsequent steps of research. The researcher must have

a clean and clear understanding of what is to be done, what data is needed, what data-collecting tools are to be employed and how the data is to be statistically analyzed and interpreted? Kerlinger (1973) has very rightly observed:"Research design is the plan, structure and strategy of investigation conceived so as to obtain answers to the research questions. The plan is, an overall scheme or programme of research. It includes an outline of what the investigator will do from writing the hypotheses and their operational implications to the final analysis of the data. The structure of research is more specific. It is the outline, the scheme, the paradigm (diagrams, graphs and verbal outline) of the

79

operation of variables. Strategy is also more specific than the plan. it includes the methods to be used to gather and analyze the data. In other words, strategy implies how the research objectives will be reached and how the problems encountered in the research, will be tackled. Similarly, Van Dalen (1973) has drawn the attention of researchers towards the appropriate framework to be adopted in a research design. He has remarked:"Research is often confused, as floundering; process rather than logical, orderly one. An investigator does not tackle one step at a time, to complete the process and then move on to the next step. He may tackle the steps out of order, shuffle back and forth between steps or work on two steps more or less simultaneously". The present study has been completed through the descriptive method of research. This method has been the most popular and widely used method of research in Social Sciences and Education. Through this method, the study is designed to obtain pertinent and precise information concerning the current status of the phenomena and also to draw valid conclusions from the facts discovered. The details about the sample, the tools and their description, the statistical methods used for data analysis for the present study are given as under:-

Sample The total sample for the present investigation consists of 300 secondary school students, where 150 consists of physically challenged

80

and 150 normal secondary school students of district Baramulla. The details about the procedure of selecting the sample are given as under:The physically challenged students were identified on the basis of information obtained from the offices of various secondary school institutions. Further, the investigator categorized them into three main categories viz hearing impaired N= 50, visually impaired N= 50 and crippled N= 50. All the three categories of physically challenged students were taken from 90 secondary schools and the normal secondary school students were taken from the same 90 institutions of district Baramulla. For normal secondary school students, the total sample (N=150) was selected from the total population (N= 1507) by using random sampling technique, however for physically challenged students whole population (N=150) was taken for sample by the investigator by using the purposive sampling technique. List of Selected Secondary/Higher Secondary Schools in District Baramulla
01. 03. 05. 07. 09. 11. 13. 15. 17. 19. Govt. Higher Sec. School Kreeri Hanfia Model High School Kreeri Govt. High School Dolipora Govt. High School Hewan Govt. High School Watergam Govt. High School Nowpora Govt. High School Nowpora Govt. High School Shrakwara Govt. High School Hael Jagir Govt. High School Sangrama 02. 04 06. 08. 10. 12. 14. 16. 18. 20. Govt. High School Kreeri Mission High School Kreeri Govt. High School Kawchuk Govt. Higher Sec. School Wagoora Imamia High School Watergam Govt. Girls High School Nowpora Govt. High School Nowpora Govt. High School Yakmanpora Govt. Girls High School Shrakwara Govt. High School Magam

81

21. 23. 25. 27. 29. 31. 33. 35. 37. 39. 41. 43. 45. 47. 49. 51. 53. 55. 57. 59.

Govt. High. School Kalantra Govt. High School Thindma Madina Public High School Gund Govt. High School Singpora Govt. High School Choora Govt. High School Haygam Govt. High School Ghoshbugh Govt. Higher Sec. School Pattan Govt. Higher Palhallan Sec. School

22. 24. 26. 28. 30. 32. 34. 36. 38. 40. 42. 44. 46. 48. 50. 52. 54.

Govt. High School Kachwa Govt. High School Mirgund Govt. High School Gund Govt. High School Uthura Govt. High School Bonyer Govt. Higher Ghoshbugh Sec. School

Govt. High School Pattan Peoples Public School Pattan Govt. High School Palhallan Govt. High School Haider Baigh Govt. High School Sultanpora Govt. High School Wusan Govt. Higher Sec. School Delina Govt. Girls High School Delina Govt. High School Kanspora Govt. High School Khawajabagh Budding Bloom Public School Khawajabagh Govt. High School Sopore Govt. Girls High School Sopore Govt. High School Noorbagh

Govt. High School Tapar Govt. High School Hamray Govt. High School Nayedkhay Govt. High School Putkhah Govt. High School Delina Govt. High School Singerpora Kalan Govt. Girls Kanspora High School

Govt. Girls High School Khawajabagh St. Joseph Baramulla Higher School

56. 58. 60.

Govt. Higher Sec. School Sopore Muslim Educational Trust Sopore

82

61. 63. 65. 67. 69. 70. 73. 75. 77. 79. 81. 83. 85. 87. 89.

Govt. Girls Noorbagh

High

School

62. 64. 66. 68. 70. 72. 74. 76. 78. 80.

Govt. High School Nayed Hal Govt. High School Saloosa Govt. High School Wagil Govt. Girls Khaitangan High School

Govt. High School Fathpora Govt. High School Alapora Govt. High School Khahitangan Govt. High School Harinara Govt. High School Devisar Govt. High School Hagarpora Govt. High School Lallad Noor-Ul-Islam Pub. School Baramulla Govt. High School Tujar Guru Nank Baramulla Public School

Govt. Girls High School Harinara Govt. Boys High School Devisar Govt. Girls High School Hagarpora Govt. Boys High School Lallad Govt. H. Baramulla School Azad Jung

Govt. Girls High School Tujar Govt. High School Selu Sopore Govt. Higher Baramulla Sec. School

82. 84. 86. 88. 90.

Govt. Girls High School Selu Sopore Govt. Girls Baramulla Govt. Higher Chandoosa Higher Sec. Sec. School

Govt. High School Chandoosa Govt. Higher Sec. School Kalantra Neitherfiled Public School Sopore

Govt. High School Bandibala

The following schools were selecting randomly as sample for present investigation. The school wise breakup of the sample is shown as under:-

83

S. No.

Name of the School

Location

Normal Sec. S. Students

Physically Total Challenged Sample Sec. School Students Total Sample Total Sample No. Taken No. Taken 20 22 26 28 18 30 33 22 30 18 26 28 20 28 28 10 16 16 14 14 10 10 2 2 2 3 2 3 4 2 3 2 3 3 2 3 3 1 2 2 1 2 1 1 2 2 2 3 2 3 4 2 3 2 3 3 2 3 3 1 2 2 1 2 1 1 2 2 2 3 2 3 4 2 3 2 3 3 2 3 3 1 2 2 1 2 1 1 4 4 4 6 4 6 8 4 6 4 6 6 4 6 6 2 4 4 2 4 2 2

01. 02. 03. 04 05. 06. 07. 08. 09. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22.

Govt. Higher Sec. Kreeri School Govt. High School Kreeri Hanfia Model H. Kreeri School Mission High School Kreeri Govt. High School Govt. High School Govt. High School Dolipora Kawchuck Hewan

Govt. Higher Sec. Wagoora School Govt. High School Watergam Imamia High School Govt. High School Watergam Nowpora

Govt. Girls High Nowpora School Govt. High School Nowpora Govt. High School Govt. High School Govt. High School Govt. High School Nowpora Shrakwara Yakmanpora Hael Jagir

Govt. Girls High Shrakwara School Govt. High School Sangrama Govt. High School Govt. High School Govt. High School Magam Kalantra Kachwa

84

23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. 47. 48.

Govt. High School Govt. High School Madina Public H. School Govt. High School Govt. High School Govt. High School Govt. High School

Thindma Mirgund Gund Gund Singpora Uthura Choora

12 10 15 16 19 20 20 22 24 23 26 26 28 28 21 20 20 17 16 16 16 15 10 12 12 12

1 1 2 2 2 2 2 2 2 2 2 3 3 3 2 2 2 2 2 2 2 2 1 1 1 1

1 1 2 2 2 2 2 2 2 2 2 3 3 3 2 2 2 2 2 2 2 2 1 1 1 1

1 1 2 2 2 2 2 2 2 2 2 3 3 3 2 2 2 2 2 2 2 2 1 1 1 1

2 2 4 4 4 4 4 4 4 4 4 6 6 6 4 4 4 4 4 4 4 4 2 2 2 2

Govt. Higher Sec. Bonyer School Govt. High School Haygam Govt. Higher Sec. Ghoshbugh School Govt. High School Ghoshbugh Govt. High School Pattan

Govt. Higher Sec. Pattan School Peoples Public School Pattan Govt. Higher Sec. Palhallan School Govt. High School Palhallan Govt. High School Govt. High School Govt. High School Govt. High School Govt. High School Govt. High School Govt. High School Tapar Haider Baigh Hamray Sultanpora Nayedkhay Wusan Putkhah

Govt. Higher Sec. Delina School Govt. High School Delina Govt. School Girls High Delina

85

49. 50. 51. 52. 53. 54. 55. 56. 57. 58. 59. 60. 61. 62. 63. 64. 65. 66. 67. 68. 69. 70. 71. 72. 73.

Govt. High School Govt. High School

Singpora Kalan Kanspora

10 10

1 1 1 1 1 1 1 1 1 1 1 1 2 1 1 1 1 2 2 1 1 1 1 1 1

1 1 1 1 1 1 1 1 1 1 1 1 2 1 1 1 1 2 2 1 1 1 1 1 1

1 1 1 1 1 1 1 1 1 1 1 1 2 1 1 1 1 2 2 1 1 1 1 1 1

2 2 2 2 2 2 2 2 2 2 2 2 4 2 2 2 2 4 4 2 2 2 2 2 2

Govt. Girls High Kanspora 09 School Govt. High School Khawajabagh 10 Govt. Girls High School Budding Bloom Public School St. Joseph Higher Sec. School Govt. High School Govt. Higher Sec. School Govt. Girls High School Netherfiled Public School Muslim Educational Trust Govt. High School Khawajabagh 12 Khawajabagh 12 Baramulla Sopore Sopore Sopore Sopore Sopore Noorbagh 10 12 12 14 10 13 16 12 10 13 14 16 18 10 09 12 10 12 13

Govt. Girls High Noorbagh School Govt. High School Nayed Hal Govt. High School Govt. High School Govt. High School Govt. High School Govt. High School Fathpora Saloosa Alapora Wagil

Khahitanga n Govt. Girls High Khahitanga School n Govt. High School Harinara Govt. Girls High Harinara School Govt. High School Devisar Govt. Boys High Devisar

86

School 74. 75. 76. 77. 78. 79. 80. 81. 82. 83. 84. 85. 86. 87. 88. 89. 90. Govt. High School Hagarpora 12 12 12 22 23 22 21 10 12 12 11 13 12 12 10 20 29 150 7 1 1 1 2 2 2 2 1 1 1 1 1 1 1 1 2 3 150 1 1 1 2 2 2 2 1 1 1 1 1 1 1 1 2 3 150 1 1 1 2 2 2 2 1 1 1 1 1 1 1 1 2 3 150 2 2 2 4 4 4 4 2 2 2 2 2 2 2 2 4 6 300

Govt. Girls High Hagarpora School Govt. High School Lallad Govt. Boys High Lallad School Noor-Ul-Islam Public Baramulla School Govt. High School Azad Jung Baramulla Govt. High School Tujar Govt. Girls High Tujar School Guru Nank Public Baramulla School Govt. High School Selu Sopore Govt. Girls High Selu Sopore School Govt. Higher Sec. Baramulla School Govt. Girls Higher Sec. Baramulla Govt. High School Chandoosa

Govt. Higher Sec. Chandoosa School Govt. Higher Sec. Kalantra School Govt. High School Bandibala Total

The distribution of the sample (N=300) were normal secondary school students (N=150) and physically challenged secondary school students (N=150) on self concept, level of aspiration and academic achievement.

87

Diagram A

The distribution of the sample Diagram were normal secondary school (N=300) A1 students (N=150) and category wise distribution of the physically challenged secondary school students (N=150) on self concept, level of aspiration and academic achievement.

88

Diagram B

Diagram B1 Category wise distribution of the sample of physically challenged secondary school students (N=150) where hearing impaired (N=50), visually Impaired (N=50), and crippled (N=50), on self concept, level of aspiration and academic achievement.

89

Diagram C

Diagram C1 Selection of the Tools Selection of the tools is very important in any research study. If appropriate tools are not used, the investigator may be mislead and the efforts of the investigator would go waste as he would not be able to achieve the objectives of the study. An investigator has to look for such procedural techniques and tools which will answer his pursuits or hypotheses objectively. A competent investigator therefore, looks into

90

the possible measures which can help him in arriving at the desired results. Accordingly, the present investigator adopted the following tools for the collection of data. Tools used The data for the present study was collected with help of selfconcept inventory (Real Self and Ideal Self) by Sager and Sharma and level of aspiration scale by Dr. Mahesh Bhargava and Prof. M. A. Shah. Description of the Tools 1. Self concept Inventory Self concept inventory has been developed by Sagar and Sharma (1971). Self concept refers to the some total of the persons attitude and knowledge towards himself and evaluation of his achievements. This is a 67 item inventory with a 5 point rating scale developed by Sagar Sharma. Each item is in the form of an adjective, followed by an explanation in very simple language. This has been done in order to over come the possibility of varied interpretations of the adjectives by the subject who fills this inventory. The inventory consists of two dimensions: 1. real self 2. ideal self Administration of the test Self concept inventory is questionnaires in which subjects are required to give there own individual feelings. Scoring Procedure

91

Each item in this inventory has been provided with five point rating scale. The weightage is given to each positive item as under: Very often Often About 50 percent of the times Rarely Very rarely order: Very often Often About 50 percent of the times Rarely Very rarely Reliability Reliability of the self concept is calculated by the test-retest method is shown as under:Method Test-retest Self-ideal discrepancies Validity The content validity of self-concept inventory was established by Sagar and Sharma and the validity co-efficient of this inventory was found to be 0.682. Number 150 150 Reliability 0.81 0.72 1 2 3 4 5 5 4 3 2 1

The scoring in case of negative items has been reversed in the following

92

2. Level of aspiration scale The level of aspiration scale developed by Dr. Mahesh Bhargava and Prof. M. A. Shah was used to collect the data. Level of aspiration means an individuals future expectations or ambition. It refers to the estimate of ones future in a given task. The booklet of level of aspiration consists of twelve pages. The first page of the level of aspiration booklet contains general informations of the testee, instructions to the respondent and the scoring table while remaining eleven pages contains the performance sheet of this measure which are arranged in order of trial numbers. The level of aspiration is influenced by two determinants which includes environmental and personal. Environmental Determinants Parental ambitions Social expectations. Peer pressure Culture Social value Competition Group cohesiveness Personal Determinants Wishes

93

 Personality Past experiences Values and interests Sex Socio economic background Racial back ground Each test booklet has a scoring sheet divided into three columns (G.D.S., A.D.S., N.T.R.S) on the front page. In scoring; the first test was to transcribe the number of faces expected and the number of faces completed from the sub tests into the appropriate columns on the scoring sheets. Scoring and Interpretation The procedure of scoring is simple. It provides three types of scores: i.
1.

Goal Discrepancy Score (GDS) Attainment Discrepancy Score (ADS) The number of times the Goal Reach Score (NTRS)

2. i.

Goal Discrepancy Score (GDS)

The extent and direction of the difference between actual score on the previous trial and goal set up of the next trial is known as goal discrepancy or G. D Score, which is obtained by subtracting the

94

actual score on a trial from the aspiration score (Goal Set up score) for the next trial. Thus, in other words, goal discrepancy is the gap between aspiration for the next trial (expected score) and the immediate performance on previous trial. According to Frank (1935) this goal discrepancy is permanent characteristic of personality.

A positive goal discrepancy suggests that ones goal is higher, in relation to ones previous performance and a negative goal discrepancy indicates that ones goal is lower than ones previous performance. It means if expected score on the next trial is more than the actual score on the previous trial, the GDS is termed as positive where as if it is less than the immediate past performance the GDS will be negative.

ii. Attainment Discrepancy Score (ADS) Related to the concept of goal discrepancy is the attainment discrepancy (Lewin et. al., 1994). It is the difference between aspiration (expected score) and the achievement (actual score) on the same trial. Thus in order to obtain ADS expected performance is subtracted from the actual performance. Therefore, ADS is positive when actual performance is more than expected performance and negative when expected performance is higher than the actual performance (here actual performance is treated as criterion level).

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The size of the discrepancy shows the extent to which one surpasses or fails to reach his goal. iii. Number of Times the Goal Reach Score (NTRS)

This may be obtained by the number of times where his actual score is equal or more than the expected score. Though subjective probability of success is measured indirectly from goal discrepancy and attainment discrepancy score, but it can also be measured directly by NTR score which provides an index of subjects actual probability of reaching his stated goal. These may be minimum and maximum score with reference to the number of trials and it is expected of a subject with relatively high motivation to avoid failure, to approach these two limits-minimum and maximum. An important feature of high discrepancy score is the strategy that the goal should never be reached with minimum. The subjects with minimum NTR scores showed a very high fear of failure while those with maximum NTR scores are ready to take risk of failure when NTRS is correlated with GDS, ADS and NTRS is negatively related to GDS and positively related with ADS. Reliability The reliability of this measure is calculated by the test-retest method and the split half method (Correlating the first half with the second half trials) is shown as under:Method N GDS ADS NTRS

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Retest Method With a gap of 1 month With an interval of 3 months Split Half Method Validity It may be stated that no device or measure of level of aspiration has made any mention of validity coefficient. Still present investigators tried to find out the validity co-efficient with few tasks and available allied tests of aspiration and it is obtained as:S. No 1. 2. 3. Card sorting Tray Tasks Ansari and Ansari : The L. A. Coding Test V. P. Bhargava: Level of Aspiration (Based on Coding Method). 4. 5. J. S. Grewal: Occupational Aspiration Scale From V Sharma and Gupta: Educational Aspiration Scale From V. 6. Deo Mohan Projective Test Motivation (n-ach) Male Group of Achievement Achievement 40 40 80 .72 .78 .84 .67 .73 .76 60 60 .76 .48 .65 .56 30 60 60 .58 .73 .67 .52 .68 .62 External Validity Criteria N GDS ADS

100 60 60

.88 .72 .77

.82 .72 .69

.86 .74 .78

Deo Mohan Projective Test of Motivation (n-ach) Female Group 7.

T. R. Sharma: Academic Achievement Motivation Test (AAMT)

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Since all the obtained r values between the present measure of level of aspiration and different external criteria are found significant at .01 level hence the test is having the satisfactory validity.

3.

Academic Achievements In the present study, academic achievement refers to the

aggregate marks obtained by the subjects in 8th and 9th classes. Procedure The investigator visited various secondary schools of district Baramulla in order to collect the data. The Sagar and Shamas self concept inventory and Dr. Mahesh Bhargava and M. A. Shah level of aspiration scale were administrated to 300 students (150 Normal and 150 physically challenged) of 10th standard to asses their self concept and Level of aspiration. These tests were administered on the students in their respective institutions and strictly in accordance with the instructions provided in the manuals. The academic achievement of past two years of the sample subjects was collected from the official records of the receptive secondary schools. Statistical Treatment The data was analyzed by applying mean, S. D. and t-test. The details of the statistical analysis is given in chapter No. IV viz. Analysis and Interpretation of the Data.

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CHAPTER 4

Analysis and interpretation of Data

99

n order to test the hypotheses formulated for the present investigation, the data collected through the administration of the selected tools was statistically analyzed by employing Mean, S. D

and t-test. As a result of this, the two groups of students, i-e, physically challenged and normal were compared on self concept (real self and ideal self), level of aspiration and academic achievement. The statistical analysis based on this technique has been presented in a tabular form. These tables are presented in the pages as follows:Table 1.0 Showing the mean comparison of normal and physically challenged Secondary School Students on Real Self Table 1.1 Dimension of Self Concept Inventory. Showing the mean comparison of Hearing Impaired and

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Visually Impaired Secondary School Students on Real Self Dimension of Self Concept Inventory. Table 1.2 Showing the mean comparison of Hearing Impaired and Crippled Table 1.3 Secondary School Students on Real Self Dimension of Self Concept Inventory. Showing the mean comparison of Visually Impaired and Crippled Secondary School Students on Real Self Dimension Table 2.0 of Self Concept Inventory. Showing the mean comparison of Normal and Psychically challenged Secondary School Students on Ideal Self Table 2.1 Dimension of Self Concept Inventory. Showing the mean comparison of Hearing Impaired and Visually Impaired Secondary School Students on Ideal Self Table 2.2 Dimension of Self Concept Inventory. Showing the mean comparison of Hearing Impaired and crippled Secondary School Students on Ideal Self Dimension Table 2.3 of Self Concept Inventory. Showing the mean comparison of Visually Impaired and Crippled Table 3.0 Secondary School Students on Ideal Self Dimension of Self Concept Inventory. Showing the mean comparison of Normal and Physically Challenged Secondary School Students on Level of Aspiration. Table 3.1 Showing the mean comparison of Hearing Impaired and Visually Impaired Secondary School Students on Level of Aspiration. Table 3.2 Showing the mean comparison of visually Impaired and

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Table 3.3 Table 4.0

Crippled Secondary School Students on Level of Aspiration. Showing the mean comparison of Hearing Impaired and Crippled Secondary School Students on Level of Aspiration. Showing the mean comparison of Normal and Psychically Challenged Secondary School Students on Academic Achievement. Showing the mean comparison of Hearing Impaired and Visually Impaired Secondary School Students on Academic Achievement. Showing the mean comparison of Hearing Impaired and Crippled Secondary School Students on Academic Achievement. Showing the mean comparison of Visually Impaired and Crippled Secondary School Students on Academic Achievement.

Table 4.1

Table 4.2

Table 4.3

Self Concept (Real Self) Table 1.0:- Showing the mean comparison of normal and physically challenged Secondary School Students on Real Self Dimension of Self Concept Inventory (N = 150 in each group).

Group Normal Physically Challenged

N 150 150

Mean 255.69 168.47

S. D 28.45 20.70

t -Value

Level of Significance Significant at 0.01 level

21.75

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The Table 1.0 shows the mean comparison of physically challenged and normal secondary school students on real self dimension of self concept inventory. The calculated t -value (21.75) exceeds the tabulated t-value (2.59) at 0.01 level of significance, which depicts that there is significant difference between physically challenged and normal secondary school students on real self dimension of self concept inventory. Thus from the confirmation of the results from the above table, the declarative hypothesis (Chapter 1) which reads as, physically challenged and normal secondary school students differ significantly on real self dimension of self concept inventory, stands accepted.

Table 1.1 :- Showing the mean comparison of Hearing Impaired and Visually Impaired Secondary School Students on Real Self Dimension of Self Concept Inventory (N = 50 in each group). Group Hearing Impaired Visually Impaired N 50 50 Mean 172.10 165.14 S. D 18.12 1.52 14.18 Insignificant t -Value Level of Significance

The Table 1.1 shows the mean comparison of hearing impaired and visually impaired secondary school students on real self dimension of self concept inventory. The calculated t -value (1.52) is less than the tabulated t-value (1.98) at 0.05 level of significance, which depicts that

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there is no significant difference between hearing impaired and visually impaired secondary school students. The above result clarifies that hearing impaired and visually impaired secondary school students have the similar attitudes, knowledge of themselves and evaluation of their achievements. Thus from the confirmation of the results from the above table, the null hypothesis (Chapter 1) which reads as, hearing impaired and visually impaired secondary school students do not differ significantly on real self dimension of self concept inventory, stands accepted. Table 1.2 :- Showing the mean comparison of Hearing Impaired and Crippled Secondary School Students on Real Self Dimension of Self Concept Inventory (N = 50 in each group). Group Hearing Impaired Crippled N 50 50 Mean 172.10 166.17 S. D 18.12 1.25 15.44 Insignificant t -Value Level of Significance

The Table 1.2 shows the mean comparison of hearing impaired and crippled secondary school students on real self dimension of self concept inventory. The calculated t-value (1.25) is less than the tabulated t-value (1.98) at 0.05 level of significance, which depicts that there is no significant difference between hearing impaired and crippled secondary school students. The above result clarifies that hearing impaired and crippled secondary school students have the same actual

104

outlook towards their personality make ups such as there attitudes, sentiments, temperaments, Knowledge and achievements. Thus from the confirmation of the results from the above table, the null hypothesis (Chapter 1) which reads as, hearing impaired and crippled secondary school students do not differ significantly on real self dimension of self concept inventory, stands accepted. Table 1.3 :- Showing the mean comparison of Visually Impaired and Crippled Secondary School Students on Real Self Dimension of Self Concept Inventory (N = 50 in each group). Group N Mean S. D t -Value Level of Significance Visually Impaired Crippled 50 166.17 15.44 50 165.14 14.18 0.24 Insignificant

The Table 1.3 shows the mean comparison of visually impaired and crippled secondary school students on real self dimension of self concept inventory. The calculated t-value (0.24) is less than the tabulated t-value (1.98) at 0.05 level of significance, which depicts that there is no significant difference between visually impaired and crippled secondary school students. The above result clarifies that hearing impaired and visually impaired secondary school students have the similar attitudes, knowledge of themselves and evaluation of their achievements. Thus from the confirmation of the results from the above table, the null hypothesis (Chapter 1) which reads as, visually impaired

105

and crippled secondary school students do not differ significantly on real self dimension of self concept inventory, stands accepted. Ideal Self Table 2.0:- Showing the mean comparison of Normal and Psychically challenged Secondary School Students on Ideal Self Dimension of Self Concept Inventory (N = 150 in each group). Group N Mean S. D t -Value Level of Significance Normal Psychicall y Challenged The Table 2.0 shows the mean comparison of physically challenged and normal secondary school students on ideal self dimension of self concept inventory. The calculated t-value (14.07) exceeds the tabulated t-value (2.59) at 0.01 level of significance, which depicts that there is significant difference between physically challenged and normal secondary school students on ideal self dimension of self concept inventory. Thus from the confirmation of the results from the above table, the declarative hypothesis (Chapter 1) which reads as, physically challenged and normal secondary school students differ significantly on ideal self dimension of self concept inventory, stands accepted. 150 150 161.14 198.17 14.12 18.16 14.07 Significant at 0.1 level

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Table 2.1 :- Showing the mean comparison of Hearing Impaired and Visually Impaired Secondary School Students on Ideal Self Dimension of Self Concept Inventory (N = 50 in each group). Group Hearing Impaired Visually Impaired N 50 50 Mean 196.14 199.80 S. D 14.15 0.85 16.30 Insignificant t -Value Level of Significance

The Table 2.1 shows the mean comparison of hearing impaired and visually impaired secondary school students on ideal self dimension of self concept inventory. The calculated t -value (0.85) is less than the tabulated t-value (1.98) at 0.05 level of significance, which depicts that there is no significant difference between hearing impaired and visually impaired secondary school students. The above results clarifies that hearing impaired and visually impaired secondary school students have the similar attitudes, knowledge of themselves and evaluation of their achievements. Thus from the confirmation of the results from the above table, the null hypothesis (Chapter 1) which reads as, hearing impaired and visually impaired secondary school students do not differ significantly, on ideal self dimension of self concept inventory, stands accepted. Table 2.2 :- Showing the mean comparison of Hearing Impaired and crippled Secondary School Students on Ideal Self

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Dimension of Self Concept Inventory(N = 50 in each group). Group Hearing Impaired Crippled N 50 50 Mean 196.14 197.12 S. D 14.15 0.23 14.96 Insignificant t -Value Level of Significance

The Table 2.2 shows the mean comparison of hearing impaired and crippled secondary school students on ideal self dimension of self concept inventory. The calculated t-value (0.23) is less than the tabulated t-value (1.98) at 0.05 level of significance, which depicts that there is no significant difference between hearing impaired and crippled secondary school students. The above result clarifies that hearing impaired and crippled secondary school students have the same possible outlook towards their personality make ups such as there attitudes, sentiments, temperaments, Knowledge and achievements. Thus from the confirmation of the results from the above table, the null hypothesis (Chapter 1) which reads as, hearing impaired and crippled secondary school students do not differ significantly on ideal self dimension of self concept inventory, stands accepted. Table 2.3 :- Showing the mean comparison of Visually Impaired and Crippled Secondary School Students on Ideal Self Dimension of Self Concept Inventory(N = 50 in each group). Group N Mean S. D t -Value Level of

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Significance Visually Impaired Crippled 50 197.12 14.96 50 199.80 16.30 0.60 Insignificant

The Table 2.3 shows the mean comparison of visually impaired and crippled secondary school students on ideal self dimension of self concept inventory. The calculated t-value (0.60) is less than the tabulated t-value (1.98) at 0.05 level of significance, which depicts that there is no significant difference between visually impaired and crippled secondary school students. The above result clarifies that hearing impaired and visually impaired secondary school students have the similar attitudes, knowledge of themselves and evaluation of their achievements. Thus from the confirmation of the results from the above table, the null hypothesis (Chapter 1) which reads as, visually impaired and crippled secondary school students do not differ significantly, on ideal self dimension of self concept inventory, stands accepted. Level of Aspiration Table 3.0:- Showing the mean comparison of Normal and Physically Challenged Secondary School Students on Level of Aspiration (N = 150 in each group). Group N Mean S. D t -Value Level of Significance Normal Physically 150 150 5.16 3.26 2.85 2.75 4.22 Significant

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Challenged

at 0.01 level

The Table 3.0 shows the mean comparison of physically challenged and normal secondary school students on level of aspiration. The calculated t-value (4.22) exceeds the tabulated t-value (2.59) at 0.01 level of significance, which depicts that there is significant difference between physically challenged and normal secondary school students on level of aspiration. The above result clarifies that physically challenged and normal secondary school students do not have the same level of aspiration. Thus from the confirmation of the results from the above table, the declarative hypothesis (Chapter 1) which reads as, physically challenged and normal secondary school students differ significantly on level of aspiration, stands accepted. Table 3.1:- Showing the mean comparison of Hearing Impaired and Visually Impaired Secondary School Students on Level of Aspiration (N = 50 in each group). Group N Mean S. D t -Value Level of Significance Hearing Impaired Visually Impaired The Table 3.1 shows the mean comparison of hearing impaired and visually impaired secondary school students on level of aspiration. The calculated t -value (1.40) is less than the tabulated t-value (1.98) at 50 2.42 2.14 50 3.46 3.12 1.40 Insignificant

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0.05 level of significance, which depicts that there is no significant difference between hearing impaired and visually impaired secondary school students. The above result clarifies that hearing impaired and visually impaired secondary school students have the same level of aspiration. Thus from the confirmation of the results from the above table, the null hypothesis (Chapter 1) which reads as, hearing impaired and visually impaired secondary school students do not differ significantly on level of aspiration, stands accepted. Table 3.2:- Showing the mean comparison of Hearing Impaired and Crippled Secondary School Students on Level of Aspiration (N = 50 in each group). Group N Mean S. D t -Value Level of Significance Hearing impaired Crippled 50 2.98 2.96 50 3.46 3.12 0.56 insignificant

The Table 3.2 shows the mean comparison of hearing impaired and crippled secondary school students on level of aspiration. The calculated t -value (0.56) is less than the tabulated t-value (1.98) at 0.05 level of significance, which depicts that there is no significant difference between hearing impaired and crippled secondary school students. The above result clarifies that hearing impaired and visually impaired secondary school students have the same level of aspiration. Thus from the confirmation of the results from the above table, the null hypothesis

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(Chapter 1) which reads as, hearing impaired and crippled secondary school students do not differ significantly on level of aspiration, stands accepted. Table 3.3:- Showing the mean comparison of Visually Impaired and Crippled Secondary School Students on Level of Aspiration (N = 50 in each group). Group N Mean S. D t -Value Level of Significance Visually Impaired Crippled 50 2.98 2.96 50 2.42 2.14 0.78 insignificant

The Table 3.3 shows the mean comparison of visually impaired and crippled secondary school students on level of aspiration. The calculated t -value (0.78) is less than the tabulated t-value (1.98) at 0.05 level of significance, which depicts that there is no significant difference between visually impaired and crippled secondary school students. The above result clarifies that hearing impaired and visually impaired secondary school students have the same level of aspiration. Thus from the confirmation of the results from the above table, the null hypothesis (Chapter 1) which reads as, visually impaired and crippled secondary school students do not differ significantly on level of aspiration, stands accepted.

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Academic Achievement Table4.0:-Showing the mean comparison of Normal and Psychically Challenged Secondary School Students on Academic Achievement (N = 150 in each group). Group N Mean S. D t -Value Level of Significance Normal Physically challenged 150 150 64.06 44.82 14.16 12.50 8.86 Significant at 0.01 level

The Table 4.0 shows the mean comparison of physically challenged and normal secondary school students on academic achievement. The calculated t-value (8.86) exceeds the tabulated t-value (2.59) at 0.01 level of significance, which depicts that there is significant difference between physically challenged and normal secondary school students on academic achievement. The above result clarifies that physically challenged and normal secondary school students do not have the same academic achievement. Thus from the confirmation of the results from the above table, the declarative hypothesis (Chapter 1) which reads as, physically challenged and normal secondary school students differ significantly on academic achievement, stands accepted. Table 4.1:- Showing the mean comparison of Hearing Impaired and Visually Impaired Secondary School Students on Academic Achievement (N = 50 in each group).

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Group

Mean

S. D

t -Value

Level of Significance

Hearing Impaired Visually Impaired

50

46.18

10.12 1.30 Insignificant

50

42.82

8.20

The Table 4.1 shows the mean comparison of hearing impaired and visually impaired secondary school students on academic achievement. The calculated t -value (1.30) is less than the tabulated tvalue (1.98) at 0.05 level of significance, which depicts that there is no significant difference between hearing impaired and visually impaired secondary school students. The above result clarifies that hearing impaired and visually impaired secondary school students have the similar academic achievement. Thus from the confirmation of the results from the above table, the null hypothesis (Chapter 1) which reads as, hearing impaired and visually impaired secondary school students do not differ significantly on academic achievement, stands accepted. Table 4. 2:- Showing the mean comparison of Hearing Impaired and Crippled Secondary School Students on Academic Achievement (N = 50 in each group). Group N Mean S. D t -Value Level of Significance Hearing 50 46.18 10.12

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Impaired Crippled 50 44.16 8.91

0.75

Insignificant

The Table 4.2 shows the mean comparison of hearing impaired and crippled secondary school students on academic achievement. The calculated t -value (0.75) is less than the tabulated t-value (1.98) at 0.05 level of significance, which depicts that there is no significant difference between hearing impaired and crippled secondary school students. The above result clarifies that hearing impaired and visually impaired secondary school students have the similar academic achievement. Thus from the confirmation of the results from the above table, the null hypothesis (Chapter 1) which reads as, hearing impaired and crippled secondary school students do not differ significantly on academic achievement, stands accepted. Table 4.3:- Showing the mean comparison of Visually Impaired and Crippled Secondary School Students on Academic Achievement (N = 50 in each group). Group N Mean S. D t -Value Level of Significance Visually Impaired Crippled 50 44.16 8.91 50 42.82 8.20 0.55 Insignificant

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The Table 4.3 shows the mean comparison of visually impaired and crippled secondary school students on academic achievement. The calculated t -value (0.55) is less than the tabulated t-value (1.98) at 0.05 level of significance, which depicts that there is no significant difference between visually impaired and crippled secondary school students. The above result clarifies that hearing impaired and visually impaired secondary school students have the similar academic achievement. Thus from the confirmation of the results from the above table, the null hypothesis (Chapter 1) which reads as, visually impaired and crippled secondary school students do not differ significantly on academic achievement, stands accepted.

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Graphical representation of data

Diagram1:-Showing the Mean comparison between normal (N=150) and physically challenged (N=150) secondary school students on real self.

Diagram 2:-Showing the mean comparison between hearing impaired (N=50) and visually impaired (N=50) secondary school students on real self.

117

Diagram 3:-Showing the mean comparison between hearing impaired (N=50) and crippled (N=50) secondary school students on real self.

Diagram 4:-Showing the mean comparison between visually impaired (N=50) and crippled (N=50) secondary school students on real self.

118

Diagram 5:-Showing the Mean comparison between normal (N=150) and physically challenged (N=150) secondary school students on ideal self.

Diagram 6:-Showing the mean comparison between hearing impaired (N=50) and visually impaired (N=50) secondary school students on ideal self.

119

Diagram 7:-Showing the mean comparison between hearing impaired (N=50) and crippled (N=50) secondary school students on ideal self.

Diagram 8:-Showing the mean comparison between visually impaired (N=50) and crippled (N=50) secondary school students on ideal self.

120

Diagram 9:-Showing the Mean comparison between normal (N=150) and physically challenged (N=150) secondary school students on level of aspiration.

Diagram 10:-Showing the mean comparison between hearing impaired (N=50) and visually impaired (N=50) secondary school students on Level of aspiration.

121

Diagram 11:-Showing the mean comparison between hearing impaired (N=50) and crippled (N=50) secondary school students on Level of aspiration.

Diagram 12:-Showing the mean comparison between visually impaired (N=50) and crippled (N=50) secondary school students on Level of aspiration.

122

Diagram 13:-Showing the Mean comparison between normal (N=150) and physically challenged (N=150) secondary school students on academic achievement.

Diagram 14:-Showing the mean comparison between hearing impaired (N=50) and visually impaired (N=50) secondary school students on Level of aspiration.

123

Diagram 15:-Showing the mean comparison between hearing impaired (N=50) and crippled (N=50) secondary school students on Level of aspiration.

Diagram 16:-Showing the mean comparison between visually impaired (N=50) and crippled (N=50) secondary school students on Level of aspiration.

124

Diagram 17:-Showing the Mean comparison between normal (N=150) and physically challenged (N=150) secondary school students on real self.

Diagram 18:-Showing the mean comparison between hearing impaired (N=50) and visually impaired (N=50) secondary school students on real self.

125

Diagram 19:-Showing the mean comparison between hearing impaired (N=50) and crippled (N=50) secondary school students on real self.

Diagram 20:-Showing the mean comparison between visually impaired (N=50) and crippled (N=50) secondary school students on real self.

126

Diagram 21:-Showing the Mean comparison between normal (N=150) and physically challenged (N=150) secondary school students on ideal self.

Diagram 22:-Showing the mean comparison between hearing impaired (N=50) and visually impaired (N=50) secondary school students on ideal self.

127

Diagram 23:-Showing the mean comparison between hearing impaired (N=50) and crippled (N=50) secondary school students on ideal self.

Diagram 24:-Showing the mean comparison between visually impaired (N=50) and crippled (N=50) secondary school students on ideal self.

128

Diagram 25:-Showing the Mean comparison between normal (N=150) and physically challenged (N=150) secondary school students on level of aspiration.

Diagram 26:-Showing the mean comparison between hearing impaired (N=50) and visually impaired (N=50) secondary school students on level of aspiration.

129

Diagram 27:-Showing the mean comparison between hearing impaired (N=50) and crippled (N=50) secondary school students on level of aspiration.

Diagram 28:-Showing the mean comparison between visually impaired (N=50) and crippled (N=50) secondary school students on level of aspiration.

130

Diagram 29:-Showing the Mean comparison between normal (N=150) and physically challenged (N=150) secondary school students on academic achievement.

Diagram 30:-Showing the mean comparison between hearing impaired (N=50) and visually impaired (N=50) secondary school students on academic achievement.

131

Diagram 31:-Showing the mean comparison between hearing impaired (N=50) and crippled (N=50) secondary school students on academic achievement.

Diagram 32:-Showing the mean comparison between visually impaired (N=50) and crippled (N=50) secondary school students on academic achievement.

132

Diagram 33:- Showing the difference between normal (N=150) and physically challenged (N=150) secondary school students on real self.

Diagram 34:-Showing the mean comparison between hearing impaired (N=50) and visually impaired (N=50) secondary school students on real self.

133

Diagram 35:-Showing the mean comparison between hearing impaired (N=50) and crippled (N=50) secondary school students on real self.

Diagram 36:-Showing the mean comparison between visually impaired (N=50) and crippled (N=50) secondary school students on real self.

134

Diagram 37:-Showing the difference between normal (N=150) and physically challenged (N=150) secondary school students on ideal self.

Diagram 38:-Showing the mean comparison between hearing impaired (N=50) and visually impaired (N=50) secondary school students on ideal self.

135

Diagram 39:-Showing the mean comparison between hearing impaired (N=50) and crippled (N=50) secondary school students on ideal self.

Diagram 40:-Showing the mean comparison between visually impaired (N=50) and crippled (N=50) secondary school students on ideal self.

136

Diagram 41:-Showing the difference between normal (N=150) and physically challenged (N=150) secondary school students on level of aspiration.

Diagram 42:-Showing the mean comparison between hearing impaired (N=50) and visually impaired (N=50) secondary school students on level of aspiration.

137

Diagram 43:-Showing the mean comparison between hearing impaired (N=50) and crippled (N=50) secondary school students on level of aspiration.

Diagram 44:-Showing the mean comparison between visually impaired (N=50) and crippled (N=50) secondary school students on level of aspiration.

138

Diagram 45:-Showing the difference between normal (N=150) and physically challenged (N=150) secondary school students on academic achievement.

Diagram 46:-Showing the mean comparison between hearing impaired (N=50) and visually impaired (N=50) secondary school students on academic achievement.

139

Diagram 47:-Showing the mean comparison between hearing impaired (N=50) and crippled (N=50) secondary school students on academic achievement.

Diagram 48:-Showing the mean comparison between visually impaired (N=50) and crippled (N=50) secondary school students on academic achievement.

140

CHAPTER 5

141

Discussion of results

142

he data collected after the administration of the relevant tools was statistically analysed. The same has been presented in a tabular form in chapter IV. A discussion based on this analysis

is presented in the pages that follows. This discussion has been attempted along three different variables viz. self-concept, level of aspiration and academic achievement. The discussion on self-concept is based on the analysis of the data presented in tables 1.0 - 2.6 (Chapter IV) on two dimensions of self-concept inventory viz. real self and ideal self. The tables 3.0 - 3. 3 (Chapter IV) covers level of aspirations and the discussion on academic achievement is based on the data presented in tables 4.0 - 4.3 (Chapter IV). The two groups viz. physically challenged and normal secondary school students, was compared with each other on real self dimension of self concept inventory, it was found that normal secondary school students have high real self than physically challenged secondary school students, which means the actual outlook of an individual towards his/her total personality make up such as attitudes, sentiments, temperaments and knowledge. The normal secondary school students have no impairments which makes them realistic in approach, the results shown in chapter IV reveals that normal secondary school students have high real self than physically challenged secondary school students, which is quite inline with the findings of Jones and S. Broad (2000) examined real self of physically handicapped and normal 15-16 years age students of different regions of Vietnam, found that physically handicapped students are significantly different on real self concept than the normal. Peterson, R. (2001) studied self-concept of handicapped and

143

normal teenagers in Newzealand, found that both physically handicapped teenagers differ significantly on real self than the normal teenagers. Krishan Kumar (2005) studied self concept of +2 handicapped and normal students of Harayana in India, found that physically handicapped +2 students differ significantly on real self concept than the normal. The different categories of physically challenged secondary school students viz, hearing impaired, visually impaired and crippled shows no significant difference on real self dimension of self-concept inventory when compared with each other. The results shown in chapter IV reveals that hearing impaired, visually impaired and crippled secondary school students have same real self, which means the actual outlook of an individuals towards his/her total personality make up such as attitudes, sentiments knowledge etc., which is quite inline with the findings of S. Shukla, M. Ausman (2003) found that hearing impaired and visually impaired children of Utterpradesh in India were insignificant on real self dimension of self concept inventory. Rakesh Chandra, Kabir Koul (2006) examined real self of visually impaired and crippled children in Northern Assam, revealed that both the categories do not differ significantly on real self. Virginice Maclaren, Murrary Haight (2007) revealed that visually impaired and lame students in Vietnam were insignificant on real self. The two groups viz. physically challenged and normal secondary school students, were compared with each other on ideal self dimension of self concept inventory, it was found that normal secondary school students have low ideal self than physically challenged secondary school

144

students, which means the possible outlook of an individual towards his/her total personality make up such as attitudes, sentiments, temperaments and knowledge. The physically challenged secondary school students are highly imaginative due to various impairments, the results shown in chapter IV reveals that normal secondary school students have low ideal self than physically challenged secondary school students, which is quite inline with the findings of Jones and S. Broad (2000) examined ideal self of physically handicapped and normal 15-16 years age students of different regions of Vietnam, found that physically handicapped students are significantly different on ideal self concept than the normal. Peterson, R. (2001) studied self-concept of handicapped and normal teenagers in Newzealand, found that both physically handicapped teenagers differ significantly on ideal self than the normal teenagers. Krishan Kumar (2005) studied self concept of +2 handicapped and normal students of Harayana in India, found that physically handicapped +2 students differs significantly on Ideal self than the normal. The different categories of physically challenged secondary school students viz, hearing impaired, visually impaired and crippled shows no significant difference on ideal self dimension of self-concept inventory when compared with each other. The results shown in chapter IV reveals that hearing impaired, visually impaired and crippled secondary school students have same ideal self, which means the possible outlook of an individuals towards his/her total personality make up such as attitudes, sentiments knowledge etc., which is quite inline with the findings of Ratan Lal and Manpreet Kour (2006) Indicated that

145

hearing impaired and visually impaired youth of eastern Punjab were insignificant on the dimension of self concept. Gagandeep S. J., Verma, B. K. (2004) found that hearing impaired and crippled female adolescents of southern part of Ghawahati in India, were insignificant on ideal self. Virginice Maclarin Murrif Haight (2007) findings came to conclusion that visually impaired and lame students in Vietnam were insignificant on ideal self. Jeffersen and Andruson (2008) found that hearing impaired and orthopedically impaired school going children were insignificant on ideal self. The two groups viz. physically challenged and normal secondary school students, was compared with each other on level of aspiration, it was found that normal secondary school students have high level of aspiration than physically challenged secondary school students, because due to balanced physical health which energizes them to expect more, which is quite inline in the findings of Jones and S. Broad (2000) examined level of aspiration physically handicapped and normal 15-16 years age students of different regions of Vietnam, found that physically handicapped students are significantly different on level of aspiration than the normal. Peterson, R. (2001) studied level of aspiration of handicapped and normal teenagers in Newzealand, revealed that both physically handicapped teenagers differ significantly on level of aspiration than the normal teenagers. Krishan Kumar (2005) studied level of aspiration of +2 handicapped and normal students of Harayana in India, revealed that physically handicapped +2 students differs significantly on level of aspiration than the normal.

146

The different categories of physically challenged secondary school students viz, hearing impaired, visually impaired and crippled shows no significant difference on level of aspiration when compared with each other. The results shown in chapter IV reveals that hearing impaired, visually impaired and crippled secondary school students have same level of aspiration, which means expected level of achievement of an individual in a particular task, which is quite inline with the findings of R. C. Vaishya et al., (2005) found that hearing impaired and visually impaired male and female students of Allahabad University were insignificant on level of aspiration. Enri Dumanhari (2003) found that hearing impaired and crippled students of Indonesia showed no significant difference on level of aspiration. Virginice Maclaren Murrey Haight (2007) found that visually impaired and lame students of Vietnam have same level of aspiration. Rakesh Chandra, Kabir Kour (2006) revealed that visually impaired and orthopedically handicapped children of Northern Assam showed no significant difference on level of aspiration. Ratan Lal and Manpreet Kour (2006) found that hearing impaired and visually impaired youth in Eastern Punjab showed no significant difference on level of aspiration. The two groups viz. physically challenged and normal secondary school students, was compared with each other on academic achievement, it was found that normal secondary school students have high academic achievement than physically challenged secondary school students, because normal secondary school students have balanced physical health which energizes them to become high academic achievers, which is quite inline in the findings of Jones and S.

147

Broad (2000) examined academic achievement physically handicapped and normal 15-16 years age students of different regions of Vietnam, found that physically handicapped students are significantly different on level of aspiration than the normal. Krishan Kumar (2005) studied academic achievement of +2 handicapped and normal students of Haryana in India, found that physically handicapped +2 students differs significantly on academic achievement than the normal. The different categories of physically challenged secondary school students viz, hearing impaired, visually impaired and crippled shows no significant difference on academic achievement when compared with each other. The results shown in chapter IV reveals that hearing impaired, visually impaired and crippled secondary school students have same academic achievement, which means the total aggregate of marks obtained by the subjects in academic side. Which is quite inline with a findings of R. C. Vaishya et al., (2005) revealed that hearing impaired and visually impaired male and female students of Allahabad University were insignificant on academic achievement. Enri Dumanhari (2003) revealed that hearing impaired and crippled students of Indonesia showed no significant difference academic achievement. Ntza Melis and G. Haver (2004) found that hearing impaired and visually impaired students in Athens showed no significant difference in academic potential in Mathematics. Rakesh Chandra, Kabir Kour (2006) found that visually impaired and orthopedically handicapped children of Northern Assam showed no significant difference on academic achievement. Ratan Lal and Manpreet Kour (2006) revealed that hearing

148

impaired and visually impaired youth in Eastern Punjab showed no significant difference on academic achievement.

149

Chapter 6
Summary, conclusion, educational implications and suggestions

150

s mentioned earlier, the present study was designed to identify the physically challenged and normal secondary school students on self concept (real self and ideal self),

level of aspiration and academic achievement. 150 physically challenged (hearing impaired = 50, visually impaired 50 and crippled 50) students reading in class 10th in district Baramulla were selected to serve as the sample for the present study. The following tools were employed for the purpose of collecting relevant data from the selected subjects:i. The self concept inventory by Sager and Sharma was administered to asses the real self and ideal self of the sample subjects.

ii. The level of aspiration scale by Mahesh Bhargava and M. A. Shah was administered to assess the level of aspiration of the sample subjects.
iii.

In order to assess the academic achievement, aggregate marks scored by the students in 8th and 9th classes were taken as the sample for academic achievement. Various statistical methods

151

used includes mean, S.D and t-test to analyse the data and draw the inferences. Conclusion On the basis of the data analysis the following conclusions have been drawn. i. The two groups of students i.e. physically challenged and normal secondary school students have been found to be significantly different on real self dimension of self concept inventory. The mean differences favours the normal group of secondary school students, which clearly indicates that normal group of secondary school students have a high real self concept as compared to physically challenged secondary school students. ii. The two groups of students viz. hearing impaired and visually impaired secondary school students have not shown any significant difference on real self dimension of self concept inventory. This indicates that the two groups of students have similar attitudes, knowledge and evaluation of their achievements.

iii.

The two groups of students viz. hearing impaired and crippled secondary school students have not shown any significant difference on real self dimension of self concept inventory. This indicates that the two groups of students have similar attitudes, knowledge and evaluation of their achievements.

152

iv.

The two groups of students viz. visually impaired and crippled secondary school students have not shown any significant difference on real self dimension of self concept inventory. This indicates that the two groups of students have similar attitudes, knowledge and evaluation of their achievements.

v.

The two groups of students i.e. physically challenged and normal secondary school students have been found to be significantly different on ideal self dimension of self concept inventory. The mean differences favours the physically challenged secondary school students, which clearly indicates that physically challenged secondary school students have a high ideal self concept as compared to normal secondary school students.

vi.

The two groups of students viz. hearing impaired and visually impaired secondary school students have not shown any significant difference on ideal self dimension of self concept inventory. This indicates that the two groups of students have similar attitudes, knowledge and evaluation of their achievements.

vii.

The two groups of students viz. hearing impaired and crippled secondary school students have not shown any significant difference on ideal self dimension of self concept inventory. This indicates that the two groups of students have similar attitudes, knowledge and evaluation of their achievements.

153

viii.

The two groups of students viz. visually impaired and crippled secondary school students have not shown any significant difference on ideal self dimension of self concept inventory. This indicates that the two groups of students have similar attitudes, knowledge and evaluation of their achievements.

ix.

The two groups of students i.e. physically challenged and normal secondary school students have been found to be significantly different on level of aspiration. The mean differences favours the normal secondary school students, which clearly indicates that normal secondary have a high level of aspiration as compared to physically challenged secondary school students.

x.

The two groups of students viz. hearing impaired and visually impaired secondary school students have not shown any significant difference on level of aspiration. This indicates that the two groups of students have almost similar in level of aspiration.

xi.

The two groups of students viz. hearing impaired and crippled secondary school students have not shown any significant difference on level of aspiration. This indicates that the two groups of students have almost similar in level of aspiration.

xii.

The two groups of students viz. visually impaired and crippled secondary school students have not shown any significant difference on level of aspiration. This indicates that the two groups of students have almost similar in level of aspiration.

154

xiii.

The two groups of students i.e. physically challenged and normal secondary school students have been found to be significantly different on academic achievement. The mean differences favours the normal secondary school students, which clearly indicates that normal secondary have a high academic achievement as compared to physically challenged secondary school students.

xiv.

The two groups of students viz. hearing impaired and visually impaired secondary school students have not shown any significant difference on academic achievement. This indicates that the two groups of students have almost similar in academic achievement.

xv.

The two groups of students viz. hearing impaired and crippled secondary school students have not shown any significant difference on academic achievement. This indicates that the two groups of students have almost similar in academic achievement.

xvi.

The two groups of students viz. visually impaired and crippled secondary school students have not shown any significant difference on academic achievement. This indicates that the two groups of students have almost similar in academic achievement.

Educational Implications

155

i.

Special schools, special instructional methods, instructional material and supportive services should meet their needs so that we get good academic results.

ii.

Resource persons and trained teachers should be appointed in normal as well as special schools, so that they will guide these students in choosing the different courses according to their aptitudes and aspirations.

iii. Vocational education should form an integral part of their curriculum, so that they may earn their livelihood. iv. Innovative teaching-learning strategies such as peer tutoring, cooperative consultation professionals. v. There should be a definite teacher student ratio, interaction between the teacher and the physically challenged child, continuous evaluation and remedial instruction for physically challenged children and it will help us to develop the positive self concept and level of aspiration among these children. vi. Equality of educational opportunities must be provided in the field of whole education. vii. Individual attention should be given towards the physically challenged students, so that these children may develop real self concept among themselves. learning, among individualized teachers should instruction be adopted and by

156

Achievement Test

Actual Possessed (X) Is X< Y

Teaching Process

Change Methods Remedial Measures

Learning Difficulties

Help Reset Goals Goals Provide Books, Library Facilities Lab. Work etc.

T E S

Pe e

Psychological Test

Actual Possessed (Y)

Facilities

Go Through Mainstream

157

Suggestions On the basis of the difficulties faced by the investigator in the field and also in the light of the findings of the present study, the investigator realizes that the following suggestions be taken into consideration while conducting a study similar to the present one:i. The further study may be replicated on large sample. ii. Further investigations may be undertaken to study the teaching methodologies, attitude of teachers towards the physically challenged and normal students. iii. A comparative study may be conducted on mental health, self concept and personality characteristics of physically challenged and normal secondary school students. iv. This study may be undertaken to highlight the different dimensions of self concept such as perceptual self, conceptual self, attitudinal self and reflective self of physically challenged and normal secondary school students. v. Further investigation may be undertaken in relation to carrier aspirations and vocational interests of physically challenged students. vi. A comparative study may be undertaken related to adjustment problems and self-concept of various categories of physically challenged students.

158

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171

Appendices

Appendix I
SAGAR SHARMAS SELF-CONCEPT INVENTORY
Name:_____________________________________ Age: ______________________________________ Sex _______________________________________ Occupation: ________________________________ Qualification: _______________________________ 172 Rural/Urban______________ Education of Parents: a) Father: _______________ b) Mother: _______________ Occupations of the Parents:

Class in which Studying______________________ Place of Residence ___________________________

a) Father: _______________ b) Mother: _______________

Date: ________________________________________________________________ Instructions: 1. Give your responses frankly and truthfully. There is no advantage in giving a wrong impression about yourself. 2. There is no right or wrong answer to the items of the inventory. Your own individual feeling about the matter is what is wanted. 3. Give the answer as it come to you and proceed as quickly as possible. 4. Your responses will remain confidential. 5. Blacken the space of appropriate circle ( which best describes you: a. How you see yourself as a person (I am). b. How you would like to be (I would be). ) shown against each statement

Appendix- IA

173

Very often I AM

Often About 50% of the times

Rarely

Very Rarely

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. 47.

Coward:-

Sympathetic:Inventive:Honest:Wicked:Obedient:Shirker:Humorous:Restless:Bossy:Rude:Wavering:-

Inferior Hostile:Bluffer:Democratic:Harmful:Adventurous:Anxious:Social:Superior:Determined:Brave:Snobbish:Quiet:Hateful:Impatient:Stern:Very often Often About 50% of the times Rarely Very Rarely

Jealous:Disciplined:Cautious:Quarrelsome:Confused:Superficial:Simple:Awkward:Selfcontrolled:Sarcastic:Noble:Affectionate:Frank:Alert:Resourceful:Charitable:Obstinate:Religious:. Expressive:-

174

Appendix -IB
Very often I WOULD BE Often About 50% of the times Rarely Very Rarely

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Coward:-

Sympathetic:Inventive:Honest:Wicked:Obedient:Shirker:Humorous:Restless:Bossy:-

175

11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. 47. 48. 49. 50. 51. 52.

Rude:Wavering:-

Inferior Hostile:Bluffer:Democratic:Harmful:Adventurous:Anxious:Social:Superior:Determined:Brave:Snobbish:Quiet:Hateful:Impatient:Stern:Very often Often About 50% of the times Rarely Very Rarely

Jealous:Disciplined:Cautious:Quarrelsome:Confused:Superficial:Simple:Awkward:Selfcontrolled:Sarcastic:Noble:Affectionate:Frank:Alert:Resourceful:Charitable:Obstinate:Religious:. Expressive:Reasonable:Friendly:Suspicious:Cheerful:Wellmannered:176

53. 54 55. 56. 57. 58. 59. 60. 61. 62. 63. 64. 65. 66. 67.

Intelligent:Kind:Conservative:Sensitive:Artistic:Unselfish:Very often Often About 50% of the times Rarely Very Rarely

Irritable:Enthusiastic:Dependent:Escapist:Tardy:Modest:Boastful:Cooperative:Shy:-

177

Appendix - 1C
Item wise adjective meaning of Sagar and Sharmas Self-Concept Inventory.

178

Coward Sympathetic Inventive Honest Wicked Obedient Shirkir Humorous Restless Bossy Rude Wavering Inferior Hostile Bluffer Democratic Harmful Adventurous Anxious Social Superior Determined Brave Snobbish Quiet Hateful Impatient Stern Jealous Disciplined Cautious Quarrelsome Confused Superficial Simple Awkward Self-controlled Sarcastic Noble Affectionate Frank Alert Resourceful Charitable Obstinate Religious Expressive Reasonable Friendly Suspicious Cheerful Well-mannered Intelligent Kind Conservative Sensitive Artistic Unselfish

(Timid, Afraid, Fearful,) Who has not the courage to fight. (Compassionate, Loving, Considerate) Who shares the feelings of others. (Productive, Fertile, genius) Who is capable of Inventing. (Truthful, Trustworthy, Correct) Who is being Straight forward. (Sinful, immoral, Bad) Who is sinful. (Loyal, Governable, Devoted) Doing as one is told to do. One who shirks work. (Comical, Comie, Entertaining) Who is having a sense of humour, causing amusement. (Nervous, Unquiet, Disturbed) Who never takes rest or never taking rest. Prominent, Studded, Smart) A person having protuberance. Boorish, Crude, Harsh, Rough) Who is disrespectful person. (Twisted, Vibrating) Who is unstable or rough. ( Lower in order, Quality) Who is lower in Rank. (Unfriendly, Opposed, Against) Who is typical of an enemy. (Deceive) Who deceives the person by show or boldness. (Equal, Common, Free) Who Likes or Supports the Democracy. (Hurtful, Noxious) Who damages or destroys things. (Excitement) Who is found of adventure full of danger and excitement. (Troubled or Worried, Disturbed) Who is feeling anxiety. (Civil, Hospitable, Pleasant) Who is living with Communities or groups. (Excellent) Who is higher in rank. (Resolute, Firm) Who has fixed purpose. (Bold) Who is having Courage. (Ostentatious, Pretentious) Who pays too much respect to social position or wealth. (Silent, Calm) Who is calm and makes no sound. (Hatred, Odious, Undesirable) Exciting hatred or causing hatred. (Restless, Anxious) Who is intolerant of something. (Harsh, Severe, Strict) Who is strict or harsh. (Possessive, Monopolizing) Who is resentful of anothers success. (Self-control, Character) Who has self-Control and other good qualities. (Watchful, Not rash) Who is careful to avoid danger. (Tassel, Fight) Who has habit of quarreling. (Perplexed, Jumbled) Who is doubtful or uncertain. (Shallow, Lacking Depth) Who is merely apparent. (Easy, Unmixed) Who is not complicated. ((Ungraceful, Embarrassed) Who is not well designed for use. Who has ability to control his own emotions, desires and actions. (Sneering, Sarcasm) who is full of sarcasm. (Generous, Magnificent, Splendid) Who is of high Character. (Kind, Tender) Who is loving and friendly. (Sincere, Familiar, Open) Who is candid. (Wary, Awake) Who is watchful. (Original, Ingenious) Who is skillful in finding expedients. (open handed, Liberal) Who is pertaining to charity. (Firm, Headstrong) Who is Stubborn. (Devote, Pious) Who is pertaining to religion. (Significant, Demonstrative) Who is full of Secret meaning. (Clear Cut, Thoughtful) Who is sensible and proper. (Helpful, Sympathetic) Who is not hostile. (Arousing, Having Suspicion) Who is having a doubt. (Hopeful, Happy, Lively) Who is full of bright and attractive. (Courteous) Who is having good manners. (Clever, Bright) Who is having ability or capacity. (Helpful, Generous) Who is helpful. 179 (Traditional, Constant) Who is opposed to great or sudden change. (delicate, painful, tense) Who is quick to receive impressions. (Graceful, Imaginative) Person able to enjoy the art. (Selfless, Charitable) Who is self less or self seeking.

Appendix - 2A
Level of aspiration master sheet filled by the subject. Expected Score

180

Actual Score (Goal Discrepancy Score)

G. D. S. = (Expected Score on this Trial) - (Actual score on Immediate past trial) = - (Expected Score on the trial) =

(Attainment Discrepancy Score)

A. D. S.

= (Actual Score on the Trial)

(N.T. R) =

181