CHAPTER I

INTRODUCTION

* NEED AND SIGNIFICANCE OF THE STUDY

* STATEMENT OF THE PROBLEM

* OPERATIONAL DEFINITION OF KEY TERMS

* OBJECTIVES OF THE STUDY

* HYPOTHESES FRAMED

* METHODOLOGY IN BRIEF

Education is one of the most important factors that one should receive in his or her life. It is

only through education one can cope up with the changing needs of the society. Education is an idea,

which states the process in which students can understand something. We can also define education as

the delivery of knowledge, skills, and information from teachers to students.

A right to education has been recognized by some governments. At the global level, Article 13 of the

United Nations’ 1966 International Covenant on Economic, Social and Cultural Rights. It recognizes the

right of everyone to an education. Article 21 (a) in the Universal Declaration of Human Rights states that

“Education shall be free and compulsory to all children from the age group of 6 to 14.”Article 45 in the

Indian Constitution states that “The State shall endeavor to provide, within a period of ten years from

the commencement of this Constitution, for free and compulsory education for all children until they

complete the age of fourteen years.

Evaluation is a continuous process concerned with the study, assessment, and improvement in

all aspect of the education program. The best way for this process to be carried out co-operatively by

all is concerned with the growth and development of children. It is the process of shaping the changes in

the child as a result of teaching and his experiences. It is a systematic attempt to find out the amount of

progress made in the educational of the child towards the realization of the purpose of education. It is an

act of judging the child s achievement of all forms of learning outcomes based on the final data of the

child s subject matter achievement in the learning of facts, skills and abilities and also descriptive,

qualitative and data about his personality changes such as social attitudes, interests, ideals ways of
thinking, work, habit and personal and social adaptability.

“External examinations are largely inappropriate for the knowledge society of 21 st century

and its need for innovation problem solving Questions if not framed well, call for rote memorization

and fail to test higher order skills like reasoning and analysis, lateral thinking, creativity and judgment.

External examinations make no allowance for different types of learners and learning environments and

induce an inordinate level of anxiety and stress. Therefore, there is a need for a functional and reliable

system of school based evaluation i.e. continuous and comprehensive evaluation.”

Assessment or evaluation is an important part of the teaching and learning process. It involves

the process and techniques/instruments that are designed and aimed to measure the achievement of

learners. The assessment of pupil s progress and achievement is needed to give feedback to the students

and it also grades their performance. It also helps the students to know their weaknesses and strengths.

It gives the students an opportunity to improve their performance and overcome their problems.

There are two types of assessments:

It refers to the tests conducted by the educational institutions or by any other external
educational agency. Internal assessment is one in which the student and the teacher is directly

involved in evaluating the progress of the students learning.

There are different ways in which you can evaluate a learner/ student. The most commonly

types of evaluation done in many Indian schools are:

Continuous and Comprehensive Evaluation (CCE) refers to a system of school- based evaluation

introduced by CBSE in all CBSE affiliated schools across the country to evaluate both scholastic and

non-scholastic aspects of students growth and development. The CCE has been by the Education Minister,

Kapil Sibal to decrease the gathered storm and stress of board exams on the students and to introduce a
more uniform and comprehensive pattern in education for the children all over the nation from 2009

onwards. Continuous and Comprehensive Evaluation (CCE) refers to a system of school- based

evaluation of students that covers all aspects of students’ development. It is a developmental process of

evaluation which highlights on two fold objectives. Continuity in evaluation and assessment of broad

based learning and behavioral results and consequences.

The word „continuous is meant to highlight that evaluation of known aspects of learners’

‘growth and development’ is a continuous process rather than an event, of the total teaching-learning

process and spread over the entire duration of academic session.The second word „comprehensive
refers to make an effort to both the scholastic and the co-scholastic characteristics of the pupils

growth and the development. The word comprehensive also refers to the application of various tools

and technique, whose goal is to evaluate the student s development. Continuous and comprehensive

evaluation is a curricular initiative to make an attempt and to give importance to the holistic learning

rather than just memorizing. Its purpose is to produce the citizens good values, skills and desired

qualities other than academic achievement. By this the students will be able to meet the day to day

problems and challenges faced by the students with vigor and confidence.

The term „Summative evaluation refers to assigning a grade for pupils achievement at the

end of term, semester, course or any instructional programme. Making overall assessment or decision

with the programme is a summative evaluation. There should be some instructional programme for the

attainment of some objectives before the summative evaluation takes place. Summative test is given to

the learner after he/she has passed successfully all the formative tests.

· Evaluation helps us to accomplish various purposes in the education sector. It is important

and needed for various purposes with regard to its own objectives and goals.

· The prime concern of evaluation is to bring out development in the teaching- learning process

so that the learner develops his/her potentials to the highest level.

· With the help of evaluation we can find out whether or not the learner is able to attain the

required skill, knowledge and attitude.

· Evaluation also helps us to find out the progress of the child in an academic year.

· Continuous comprehensive evaluation helps us to check the Childs entry behavior and exit

behaviours.

· It helps the teacher to give feedback to the stake holders about the progress of an individual.

Secondary school is a type of school which in-between in level between elementary school

and college level and that which usually offers students technical, vocational or college curricula. It

is a school which caters students partly or all of their secondary education. In this type of school

learners from ages 11-14 and 16-18 years old attend schooling at this level, although it may differ

from one country to another. In India high schools is a grade of education from class VIII, IX and X

and also include class XI and XII, is known to be a secondary school. Normally individual from the

age group of 14-17 attend schooling in this level. These secondary schools are then affiliated to
different boards such as Central Board of Secondary Education (CBSE), Indian Certificate of Secondary

Education (ICSE), Indian School Certificate (ISC) and National Institute of Open Schooling (NIOS) or

various state boards. Secondary education is made compulsory in India till the age 14yrs.Property of Christ

University.

In India Secondary education is a critical stage in the education hierarchy, it prepares the

individuals for higher education and also for world work.With the introduction of liberalization and

globalization of Indian economy there is a rapid change witnessed in scientific and technology world and

in general there is a need to improve the quality of life and cut down poverty of the nation. It is imporatant

that the school leavers acquire a high level of skill and knowledge that what is provided to them during

elementary education. The policies of secondary school/education at present is to make secondary education

good in quality, available, accessible and most importantly affordable to young individuals belonging to

age group of 14 18.

NEED AND SIGNIFICANCE OF THE STUDY

The current study investigates the Attitude of secondary school teachers towards Continuous and

Comprehensive Evaluation. Continuous Comprehensive (CCE) Evaluation is an active and very effective

new scheme of evaluation. CCE aims at evaluating every trait of the child during their presence in the

school. This is believed to help reduce the pressure on the child during or before examination and to

improve the overall skills and ability of the student by means of evaluation of other activity. Grades are

awarded to student based on work experience skills, innovation, stability, team work, leadership quality,

behavior etc..., to evaluate the existing and overall extent of the student s ability. This helps the students

who are not good in academic to show their talent in other fields such as art and craft, sports, music,

sports etc. The Central Board of Secondary Education recommended a five point rating scale. It also

recommends the removal of the pass/ fails system at the primary level. The focus is on the recognition the

talents of the learner and permitting positive input. There have been many innovations like semester

system, grading system; assessment system for the effective implementation of new examination system is
evaluation. These efforts would not be effective and successful until unless the teachers are willing

whole- heartedly to implement such evaluation system in right manner and spirit. In this regard, it has

been rightly remarked that the evaluation skill of the teachers is very important competence expected of

them to raise the standards of achievement in pupils by giving constant feedback, remediation and
improvement of classroom instructional strategies based on evaluation system followed in school education.

The need is to bring a favourable change in teachers towards this scheme. The need is to bring a favourable

change in teacher s attitude towards CCE through different means of training, orientation, incentives and

other alike. Hence, there is great need to check teacher s attitude towards continuous comprehensive

evaluation.

STATEMENT OF THE PROBLEM

The Present Study is entittled as “A STUDY ON SECONDARY SCHOOL TEACHERS

ATTITUDE TOWARDS CONTINUOUS AND COMPREHENSIVE EVALUATION”

OPERATIONAL DEFINITION OF KEY TERMS

In the present study, Continuos and Comprehensve Evaluation, Teacher, Attitude has been

operationally defined as:

. Continuos and Comprehensve Evaluation

Continuos and Comprehensve Evaluation (CCE) refers to a system of school based evaluation

introduced by CBSE and in all CBSE affiliated school across the country to evaluate both

scholastic and non- scholastic aspects of students growth and development.

. Teacher

Teacher is person who imparts the knowledge and provides learning experiences to the pupils.

The teacher takes up the responsibility of the students for the all round development and it is a

teacher who trains the un- trained mind

. Attitude

An attitude can be said to be a positive or negative evaluation of the people, objects, events,

activities, ideas, or just about anything in your envirnment. Attitude also means the sum total of

man’s feelings, ideas, fears and threats about a particular thing.

OBJECTIVES OF THE STUDY

· To compare the attitude of male and female teachers toward continuous

comprehensive evaluation.

· To compare the attitude of government and private school teachers towards continuous

comprehensive evaluation.

· To compare the attitude of high experienced and low experienced teachers towards continuous

comprehensive evaluation.

· To compare the attitude of secondary school teachers with regard to their age.

HYPOTHESES FRAMED

· There is no significant difference in the attitude of secondary school techers towards CCE

with respect to gender

. There is no significant difference in the attitude of high experienced and low experienced

teachers towards CCE

. There is no significant difference in the high age group and low age group teachers towards

CCE

METHODOLOGY IN BRIEF

· The present study adopt survey method inorder to understatnd the attitude of Teachers towards

CCE among secondary school students

SAMPLE

The Sample for the study consisted of Secondary School Teachers Belong to Govt Girls High

Secondary School Parassala.

TOOLS USED

· Questionaire for understanting attitude of teachers towards CCE

. Personal Information Sheduled

STATISTICAL TECHNIQUES USED

1. Mean

2. Standard deviation

3. t-test

4. One - way ANOVA

LIMITATIONS OF THE STUDY

· The current study is confined to West Bengal (Jalpaiguri District) only.

· The current study is confined to few selected school teachers of West Bengal (Jalpaiguri

District) only.

· Critical analysis of training programs is not included in the study.

· The findings of the researcher are based on the respondents have stated as true.

· There are no other sources in the current document.

ORGANIZATION OF THE REPORT

Thereport of the study will be given under five chapters . The details are given below :-

PRESENT WITH THE INTRODCTION. IT INCLUDES BASIC CONCEPT UNDER

STUDY. NEED AND SIGNIFICANCE OF THE PRESENT INVESTIGATION., STATEMENT

OF THR PROBLEM, The present chapter, a brief introduction to skill has given along with the need,

scope and objectives of the study.

In the next chapter, the review of literature related to the area of the present study is given.

In the third chapter, the methodology and procedures followed in the present study is provided.

It includes descriptions of the variables, sampling technique, hypotheses, research design, tools

used in the study and development procedure of tools is also discussed in detail.

In the fourth chapter, analysis of the data collected and interpretations drawn on the results are

presented by using SPSS package version 16.

In the fifth and final chapter, deals with a brief summary of the present study, conclusion are

drawn, their implications and suggestions for further research are dealt.
 CHAPTER II
REVIEW OF LITERATURE

* STUDIES RELATED TO THE AREA OF RESEACH IN INDIA

* STUDIES RELATED TO THE AREA OF RESEARCH FROM ABROAD
* CRITICAL REVIEW

INTRODUCTION

In the previous chapter, a theoretical framework of the present study was discussed. The present

chapter deals with review of related literature.

Research can never be undertaken in isolation of the work that has already been done on the

problems which are directly or indirectly related to a study prosed by a researcher. Rather it takes

advantage of the studies done in the past which is accumulated as a result of constant human endeavour.

Survey of related literature is an essential pre requisite to actual planning and execution of any

research work. It is like surveying a place and calculate the distance and other peripherals and then

drew the plan, it helps there searcher to avoid repetition, duplication of the same work and get idea

about different methodologies, tools, etc. The review of related literature gives a clear cut idea about

the problem on which the researcher is carrying there search.

According to Galvan (2009), literature reviewis” a process of finding the sources of relevant

material for particular topic or subject.” Literature means “the selection of available documents ( both

published and unpulished) on the topic, which contain information, ideas, data and evidence written

from a particular stand point to fulfil certain aims or or express certain view on the nature of the topic

and how it is to be investigated, and the effective evaluation of these documents in relation to te

research being proposed. biography, and reflective essays as well as literature can be classfied according

to historical periods, genres, and politica influences”

Literature reviews are essential in any research as they will support theargumen of the writer

with a variety of experiences of ten times not possible to duplicate in the researcher’ s situation

(Machi & McEvoy, 2016)

 STUDIES RELATED TO THE AREA OF RESEACH IN INDIA

Kauts&Kaur , (May2013) conducted a study on “Perception and Attitude ofTeachers from

Rural and Urban Background towards Continuous and Comprehensive Evaluation at Secondary Level”

The present study conducted, studied the attitude and perception of the teachers from rural and urban

schools towards continuous and comprehensive evaluation system introduced by CBSE at Secondary

School level. 100 teachers, 50 from rural and 50 from urban schools of CBSE were randomly selected.

The tool used was Attitude Scale towards CCE and Scale of Perception towards CCE were administered

to the selected school teachers. The study findings were that there was significant difference was been

found in Perception of Rural and Urban school teachers with respect to Teachers Performance, Curriculum,

Discipline, Learning, Teaching, Child-centeredness, Personality, Parents Attitude, Evaluation, Students

Support System and criteria of Admissions. The rural school teachers had perceived CCE in a better

way than their counterparts in urban schools but secondly there is no significant difference in Attitude of

Rural and Urban school teachers towards CCE.

Singh, Patel & Desai, (January 2013) Conducted a Study on “Attitude of Student Teachers towards

Continuous Comprehensive Evaluation with reference to gender, caste and habitat.” The present study

conducted studied attitude of teachers towards continuous and comprehensive Evaluation with regard to

gender, caste and habitat 180 students of B.Ed. students of Maharaja Sayajirao University of Baroda was

taken as the sample, sample size was 143 students. Out of these 143 students, four students had not filled

the response properly thus data from 139 students were being taken into consideration. The tool used in

the study was Attitude scales used in the studies of Reddi (1977), Patel (1978), Ravi (1989), Prasad

(2001) and Kumar (2003) were examined & forms the base for the Attitude Scale preparation for the

study.

The findings of the study was

· The distribution of mean attitude towards continuous internal assessment was found negatively

skewed and there was high concentration of the scores nearer to central tendency and high tails,

thus acquiring a leptokurtic curve.

. The 38.86% of the students had highly favorable attitude, 60.43% of the students had moderately favorable

and 0.71% had least favorable towards the existing continuous internal assessment system as a

whole the B.Ed. students have moderate attitude towards continuous internal assessment

· The mean attitude towards continuous internal assessment of male and female students was

139.97 and 144.11 respectively. The t-value was 1.49, which was not significant at 0.05

levels.Hence it is concluded that there was no significant difference in the mean attitude towards

continuous internal assessment of male and female B.Ed. students.

· The mean attitude towards continuous internal assessment of students belonging to rural and

urban habitat was 142.80 and 142.98 respectively. The t-value wa0.056 which was not

significant at 0.05 levels. Hence it is concluded that there is no significant difference in the

mean attitude towardscontinuous internal assessment of students belonging to different habitat.

Hasan, (February 2013) Conducted a study on Attitude of B.Ed. students at VBS Poorvanchal

University Jaunpur towards Internal Evaluation: A comparative study. In the present study an attempt

was made to compare the attitude of B.Ed. regular students of government aided and self-financed

colleges of VBS Poorvanchal University Jaunpur towards Internal Evaluation. A sample of 200 students

was selected, 100 each from government aided and self-finance colleges. Internal Evaluation Scale

developed and standardized by B A Parikh was administered. Findings revealed that B.Ed. students in
general are in favor of Internal Evaluation.

Kothari & Thomas, (2012) conducted a study on “on Implementation of Continuous and

Comprehensive Evaluation in Upper Primary Schools of Kerala” The purpose of the study done by the

researcher was to show that the state of Kerala was been going through a series of educational

transformations over the last decade or so and the introduction of CCE in the state is one among them. As

emphasized by Kerala Curriculum Framework (2007) the implementation of new evaluation practices

focusing on CCE was introduced right from primary to secondary level. Though the state has made all-

out efforts to implement CCE in its true spirit, the questions that remain unanswered are that whether

CCE has been actually and effectively implemented in all classes, what problems are being faced by
teachers while implementing CCE. The present paper was a brief attempt made with regard to it and

was directed towards answering the questions and giving suggestions for the same. The study was

conducted on teachers of upper primary government schools of Kerala. The study was carried out in

Ernakulam district in the state of Kerala. There are 105 English medium schools with upper primary

classes in Ernakulam following Kerala State Board Syllabus. Ten schools were randomly selected. All

upper primary teachers of these schools formed sample of study. Thus it became cluster sampling. A total

of 75 teachers formed the sample of the study. The findings of the study were, the number of days in a

particular term is one hundred and thirty. The duration of each period is forty five minutes. Seventy one

percent of teachers had more than forty numbers of students in their classes, twenty one percent had

students between thirty and forty and only eight percent of teachers had less than thirty students in their

classes. The number

Sivakumar , Pazhanimurugan& Benjamin, (Dec 2013) conducted a study on “Attitude towards

Continuous and Comprehensive Evaluation of Upper Primary Schools” and The present study tells us

that the state of Tamil Nadu has been through a series of educational reforms over the last decade or so

and the introduction of CCE in the state is one among them. As emphasized the Curriculum Framework

(2007) the implementation of new evaluation practices focusing on CCE was introduced right from

primary to secondary level. Though the state had made all-out efforts to implement CCE in its true spirit,

the questions that remain unanswered are that whether CCE has been actually and effectively implemented

in all classes, what problems are being faced by teachers while implementing CCE. The present paper is

a brief attempt made in this regard and is di- rected towards answering these questions and giving

suggestions for the same. The study has been conducted on teachers of upper primary government schools

of Tamilnadu .The present study dealt with students attitude towards continuous and comprehensive

Evaluation of upper primary schools. The investigator has randomly selected seven school students in

various upper primary levels. Also the result reveals that significant difference between students attitude

towards continuous and comprehensive evaluation of upper primary schools. The study was carried out

in sivaganga district in the state of Tamilnadu. There are seven govt. and Aided schools with upper

primary classes in sivaganga district were randomly selected. The findings of the study were the number
of formative assessments conducted per term varied as per Students. Majority of the students revealed

that they conducted three formative assessments in a term and twenty percent revealed that they conducted

four formative assessments per term. Fifteen Percent however conducted only one assessment per term

and eight Percent claimed to conduct five assessments per term. A weightage was given for scholastic

and co-scholastic aspects by Fifty seven percent students. Twenty eight percent students gave a weightage

for the same.

It was found that projects, assignments, quizzes, oral questions and Research works were used

for making formative scholastic assessments. And only forty one percent students claimed to have used

all of them.

Singhal, January - June 2012) conducted a study on “Continuous and Comprehensive Evaluation-

A study Teachers Perception” The study was an attempt made to find out teachers perception about the

scheme of continuous and comprehensive evaluation, the problems they face while its execution and the

suggestions that teachers want to give in making CCE effective and fruitful on ground realities. The

sample consisted of 100 government school teachers from Delhi region. The result of the study revealed

that currently the perception of government school teachers is average which indicates moderate

acceptability of CCE by the teachers. The teachers are not adequately prepared for the effective execution

of CCE in government schools. Further the study revealed that the large number of students in the

classes, lack of appropriate training,inadequate infrastructure and teaching materials and increased

volume of work act as barriers in smooth execution of CCE.

Sharma, (July- august 2013) Conducted a study on “Attitude of teachers towards Continuous

Comprehensive evaluation (CEE)” the study conducted was mainly an argument to find out the attitude

of teachers towards continuous and comprehensive evaluation. Accordingly the hypothesis was formulated.

For this purpose the sample of 100 teachers were purposively selected. After establishing proper rapport

the attitude scale was administered to the subjects. The data was scored according to the scoring procedure
given in the manual. To study the significance of difference between the various groups t test was

applied. The overall results indicated that the there is significant difference between the attitude of

school teachers towards continuous comprehensive evaluation in relation to locality experience and

nature of school.For the collection of data for the present study, the investigator used standardized tool

named, “Teachers attitude scale towards continuous comprehensive evaluation” given by Dr. Vishal

Sood and Dr. Mrs.) Arti Anand.

The Educational Research Center (1999) published a paper on “Primary School Principals’

Perspectives on School Evaluation: Implications for Professional Development” The paper sets out to

develop a model of evaluation from current literature on evaluation, self-evaluation, and school

improvement. A six-stage model is developed along a continuum from a focus on control to a central

concern with professional development. The model becomes the lens through which the perceptions,

practices, and attitudes to evaluation and self-evaluation of six principals in Irish primary schools are

critically analyzed. The implications of the analysis are discussed in relation to professional development
and school improvement. It is concluded that significant and sensitive policy development and in-service

provision are necessary in the process of promoting greater collegiality and a more positive climate

which are intended to foster more interactional evaluation attitudes, understandings, and practices in

Irish primary schools.

STUDIES RELATED TO THE AREA OF RESEARCH FROM ABROAD

Adeneye, Awofala, Veronica &Babajide, (2013) Conducted a study on “Examining Attitude

towards Continuous Assessment Practices among Nigerian Pre- service STM Teachers” The study

investigated the attitudes of 339 pre-service Science, Technology and Mathematics (STM) teachers

towards continuous assessment practices in Nigeria within the blueprint of a descriptive survey research

design in a conventional university. Data were collected using an instrument tagged pre-service STM
teachers attitudes toward CA questionnaire in which respondents were to indicate the extent of their

agreement or otherwise, on a modified five–point Likert attitude measuring scale, to a set of 39

statements made on various assessment practices. Results showed that a higher proportion of the pre-

service STM teachers seemed to display positive attitudes toward most of the continuous assessment

practices while their attitudes toward some assessment practices tended to be either negative or neutral.

Although gender and age might not be factors in pre-service STM teachers attitudes toward continuous

assessment practices, discipline of study was the only potent predictor of pre- service STM teachers’

attitudes to wards CA practices.

Palardy, &Rumberger, (Jun., 2008) conducted a study on “Teacher Effectiveness in First

Grade: The Importance of Background Qualifications, Attitudes, and Instructional Practices for Student

Learning” The study investigated the uses of Early Childhood Longitudinal Study data to investigate

the importance of three general aspects of teacher effects-teacher background qualifications, attitudes,

and instructional practices- to reading and math achievement gains in first grade. The results indicate

that compared with instructional practices, background qualifications have less robust associations

with achievement gains. These findings suggest that the No Child Left Behind Act’s “highly qualified

teacher” provision, which screens teachers on the basis of their background qualifications, is insufficient

for ensuring that classrooms are led by teachers who are effective in raising student achievement. To

meet that objective, educational policy needs to be directed toward improving aspects of teaching,

such as instructional practices and teacher attitudes.

Mohammed conducted a study on “Teachers attitudes towards continuous assessment and its

effect on their work” The study investigated the attitudes of English teachers of Grade 12 towards

continuous assessment (CA) and their own role in the classroom under this system. It attempts to

describe the extent to which their assumptions about teaching and learning have been changed since

the introduction of CA. m the findings; teachers perceptions towards CA are not always positive.

Indeed, teachers appear to have some reservations about implementing the new assessment techniques
such as self-assessment and peer-assessment in their teaching. They appear to have doubts about how

CA will contribute to students achievement and doubts about their own role in the classroom in the

new system. With these doubts, it could be difficult for CA to achieve its aims. Although I found

evidence of some teachers commitment to change, this commitment needs to be fostered in other

teachers.

Webster &Mendro, Dec.,( 1975) Conducted a study on “A Pragmatic Model for a

Comprehensive Public School Research and Evaluation System” the present study investigated A

model for research and evaluation in a large urban school district is presented. The relationship

between research, evaluation, planning, and development is discussed in light of major functions

including context, input, process, and product evaluation, as well as applied and basic research. The

role of these functions in supplying the information base necessary for educational planning and decision-

making is highlighted.

CRITICAL REVIEW

The review of related literature was helpful in getting the clear picture of researchers in the

area of Attitude of teachers towards CCE. The review of related literature gave an insight to the

researchers with respect to the variable related to the study. The current focus is to study the Attitude

of Secondary School teachers Attitude towards CCE West Bengal.

 CHAPTER III

METHODOLOGY

1. Method adopted
2. Tools used for the present study
3. Administration of the tools
4. Samples for the present study
5. Scoring and Tabulation
6. Distribution of samples
7. Statistical techniques used

INTRODUCTION

Methododology is a way to systematically slove a research problem. It is a science if

studying hoow research is done scientifically, Essentially,it is the procedure by which the researchers

go about their work of describing, evaluating and predictiong phenomena. It aims to give a work

plan of the research. Ti provides training in choosing methods, materials, scientific tools and

techniques relevant for the solution of the problem. Methodology is simply the means by which we

collect and analyse date. Thus, how we arrived at the result is just as important as the result alone.

The importance is assiciated with not only the validity of the research itself but also the means by

which others can replicate what we have done in the research.

Methodology is the procedure used by the recearcher in conducting an investigation. Research

methods are of utmost mportance in a research prosess. They describes various Steps of the Plan of

attack to be adopted in solving a research problem, such as the manner in which the problems are

formulated, the definition of terms, the choice of subjects for investigation, the validation of data

gathered tools, the collection, the analysis and interpretation of data and the process of inferences

and generalization.
 Each research has its own objectives. The procedre adopted by the research workers for

the realization of these objectives is known as “Methodilogy” The Size of the saample and how they

are selected, the sources and methods for gathering data, the reliability of the instruments seclected

or constructed and statistical procedures used in the analysis are caresfully described in the

methodology

METHOD ADOPTED

The Present studyattempts to find out the attitude of becondary school teachers to wards the

implementation of CCE The investigator adopted Normative survey method for Conducting the

study.

METHOD USED FOR THE STUDY

The present study attempts to find out. The Impact of Sex Education among Secondary

school Students. Since the problem selected is concerned with survey type , the investigator has

selected the. Survey Method for conducting the present study.

There are three major categories of reserch methods according to mouly. They are as follows.

1. Historical Method

2. Experimental Method

3. Normative Method

Normative Survey Method

The descriptive or normative survey of educational research is a method of investigation

which attempts to describe and interpret what exists at present from of conditions, practices, processes,

trends, effects, attitude and believes. It is an organized attempt to analyze, interpret and report the
present states of a social institution and the term “normative survey is generally used for the type of

research which proposes to a certain what is normal or typical at present time.

Steps in normative survey method

* Selection of a problem

The first step is the selection of a suitable problem for investigation

The problem should be of immediate conern to the persons engaged in the process of

education, to the society and to the general educaton setup.

* Plan of action

The plan of action has to be drawn up. toensure scientific and objective merits of study.

The geographical area to be covered, the sample to be terms to be selected and the data

collection teams to be organized; all such items of plan will be clearly drawn out. It will

also be decided whether survey method would be purely cross sectional, longitudinal or

both.

* Preparation of tools

The tools of investigation geneally used are questionaires, tests, attitude scales, inventories

and observation. Specific investigation would require specific tool or tools of enquiry.

* Data gathering

The data will then be collected from the proposed groups of persons or sources with the

help of the tool to be emploed in the study.

*Analysis and interpretation of data

It depends up on the extensiveness of the survey data and up on the material collected.
* Preparing the report

The reporting of descriptive research has certain steps such as introduction. The problem,

tools, reviwe data collection, analysis and interpretation review recommendation, applendices etc.

TOOLS USED FOR THE PRESENT STUDY

For each and every type of research we need certain instruments to gather new facts or to

explore new fields.3Such instruments are called tools. Tols are used for the collection of date up on

which hypothesis may be tested. The selection of suitable tool is the key to successful investigation.

In the present studdy the following tools were used

i) Attitude Scales

ii) Personal Information Schedule

ADMINISTRATION OF THE TOOLS

For administration of test , the investigation visited Girls H.S.S. Parassala .The permission

for administering the tool was obtained from the principal of that school.

Before administering the tools, the investigator explained the purpose of the study. The

teachers were given a copy of “Attitude scale test” and personal information scheduee” and the

investigator explained the directions clearly.

SAMPLES FOR THE PRESENT STUDY

Sampling means selection of individuals from the population in such a way that every

individual has the sample. A sample is a small propotion of a population selected for observation

and analysis.
 The sample for the present day consisted of 50 seven days schoolteachers in GVHSS

Parassala. The investigator has adopted a Random sampling method

SCORING AND TABULATION

DISTRIBUTION OF SAMPLES

The distribution of sample selected for the present study was given below. The sample

conlist of both male (25) and female (25). The percentage corresponding to male and female

are 50 and 50 percentage respectively.

SI. No Gender No. of trs Percentage

1 Male 25 50

2 Female 25 50

Total 50 100
 CHAPTER V
FINDINGS CONCLUSIONS
AND SUGGESTIONS

* The Study in Retrospect

* Major Findings and Conclusions
* Educational Implications
* Limitations of the Study
* Suggestions for further research

The study under investigation is entitled as “AWARENESS OF CONSTITUTIONAL

VALUES AMONG HIGH SCHOOL STUDENTS”. In this chapter the investigator deals with the

findings, conclusions drawn from the present study and also suggestions.

THE STUDY IN RETROSPECT

Objeectives of the study

The following objectives were formulated for the present study

1. To find out the level of awareness of constitutional values among High School

students

2. To find out whether there is any significant difference i awareness of constitutional

values with respect to their gender among High School students.

RESTATEMENT OF THE HYPOTHESIS

The following hypothesis were framed for the present study :

1. There is no significant difference between Male and Female High School students

2. The level of awareness of the Constitutional Values among High School Students is

moderate.
METHODOLOGY IN BRIEF

A brief discussin about the procedure adopted for the study is given below.

a) Method Used

The method used for the study is the Normative Survey Method

b) Sample

The sample for the present study consists of 50 students from Girls H.S.S.

Parassala

c) Tools Used

The following tools were used for collecting the required data

d) Statistical Techniques used

1. Arithmetic Mean

2. Standard Deviation

3. t-test

MAJOR FINDINGS AND CONCLUSIONS

FINDINGS

The following are the important findings of the present investigation

1. The High School Students have moderate awareness on Constitutional Values. This

result is supported by the following findings: (Arithmetic Mean of 81.5 for a total

score of 30 and Standard Deviation of 3.26)

2. Among the High School Students 11% showed low Constitutional Value Awareness,

29% showed medium Constitutional Value Awareness and 125 showed high

Constitutional Value Awareness.

 3. There is no significant difference between the Male and Female High School Students

in their awareness on Constitutional Values.

CONCLUSIONS

Based on the findings, The investigator arrived at following conclusions:

. The High School Students have moderate awareness on Constitutional Values.

. Gender has no significant influence on the awareness on Constitutional Values on

High School Students

EDUCATIONAL IMPLICATIONS

1. The investigator evolved a Questionnaire on Awareness of Constitutional Values

which can be used as a tool to find out the awareness of Constitutional Values

among different samples.

2. The present study throws light on the different areas of awareness of Constitutional

Values.

3. Special classes, seminars, cinferences etc. should be arranged for the students

4. Inculcate the importance of Constitutional Values among students.

LIMITATIONS OF THE STUDY

1. Questionnaire on Awareness of Constitutional Values was used asthe main tool for

the present study, which has its own limitations.

2. The present study was limited to High School Students only.

 3. Awareness of Constitutional Values is wide area of research, but only the major thrust

areas were selected for the presentt study.

4. The present study was limited to Girls H.S.S. Parassala only.

SUGGESTIONS FOR FURTHER RESEARCH

The investigator hope that the present study would open door for further sesearch in area of

Awareness of Constitutional Values. Some of the possible areas in which further studies carried out

are listed below.

1. Preent study is limited to Girls H.S.S. Parassala only. Similar studies can be conducted

in other educational institutions also.

2. The impact of technological development on Constitutional Values may be studied.

3. Topic of Constitutional Values should be included as part of the school Curriculum.

So curriculum should be reframed.