INDEX

TABLE OF CONTENT
Sr. No. CONTENT Page No.

1. Title of the content 2

2. Certification 3
3. Declaration 4
4. Acknowledgement 5

1
 A STUDY OF SELF-ESTEEM AWARENESS

AMONG SECONDARY SCHOOL STUDENTS

Submitted by

ANSARI ANAM ENAMALI

S.Y.B. ED

ROLL NO: 01

Guided by

Mrs. SHAHARAS P.V.

ALL INDIA KHILAFAT COMMITTEE’S COLLEGE OF

EDUCATION
2019-2021

2
 UNIVERSITY OF MUMBAI
2019-2021

CERTIFICATE

This is to certify that the project work entitled “A STUDY OF SELF ESTEEM
AWARENESS AMONG SECONDARY SCHOOL STUDENTS”, is a bonafide research
work carried out by ANSARI ANAM EANMALI, in partial fulfilment of Bachelors of
Education, at ALL INDIA KHILAFAT COMMITTEE COLLEGE OF EDUCATION
(Affiliated to Mumbai University) during the year 2019-2021 under my guidance and
worthy of examination.

Place: Mumbai
Date:

DR. NASREEN SHEIKH DR. SHAHARAS P.V

Principal Asst. Professor AIKC
College of Education AIKC College of Education

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 DECLARATION

I hereby declare that I have completed the work bearing the title “A STUDY OF SELF
ESTEEM AWARENESS AMONG SECONDARY SCHOOL STUDENTS”. This is my
original piece of work and not submitted in any other institution for any degree. This work
was carried out under the guidance of Dr. SHAHARAS P.V

DATE: INVESTIGATOR
PLACE: MUMBAI ANSARI ANAM

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 ACKNOWLEDGMENT

I am deeply indebted to all who have inspired, guided and helped me in the
successful completion of the project. I owe debt of gratitude to them, who were so generous
with their valuable time and expertise.

I would like to sincerely thank DR. NASREEN SHEIKH our beloved principal of
ALL INDIA KHILAFAT COMMITTEE’S COLLEGE OF EDUCATION, for her kind
cooperation.

I would like to express my gratitude to my project guide, DR. SHAHARAS P.V for
her invaluable guidance, numerous discussion and constructive suggestion throughout the
course of this investigation, which enlightened me to drink from the running stream of
research.

Finally, yet importantly, my sincere thanks to all respondents whose valuable

contribution is the most important factor in completion of this research.

ANSARI ANAM ENAMALI

5
 CHAPTER 1: INTRODUCTION
1.1 Introduction 9-10

1.2 Review of related literature 10-13

1.3 Identification of the problem 13

1.4 Need of the study 13

1.5 Statement of the problem 13

1.6 Definitions 13

1.7 Aim of the study 14

1.8 Research questions 14

1.9 Objectives of the study 14

1.10 Hypothesis of the study 14

1.11 Scope and delimitations of the study 14

1.12 Significance of the study 14-15

CHAPTER2: RESEARCH DESIGN AND PROCEDURE OF

ACTION RESEARCH
2.1 Meaning of action research 16

2.2 Principles of action research 16-18

2.3 Methodology of the study 18-19

2.4 Variables of the study 19

2.5 Sample: it’s nature and size 19

2.6 Tools of the study 20-21

2.7 Tabulation of data 21

2.8 Techniques of data analysis 21-22

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CHAPTER 3: ACTIVITY BASED LEARNING MODULES
Activity 23

CHAPTER 4: ANALYSIS OF DATA & CONCLUSION

4.1 Introduction 24

4.2 Descriptive Analysis 24-25

4.2.1 Procedure for descriptive analysis 25-26

4.3 Graphical representation 26

4.4 Descriptive analysis of scores 26-27

4.5 Inferential analysis 28

4.6 Hypothesis 28-29

4.6.1 Testing of hypothesis 29-30

4.6.2 Interpretations 30-31

4.6.3 Conclusion 31

4.7 Major finding of the study 32

4.8 Suggestions for further studies 32-33

4.9 Educational implications 33

4.10 Bibliography 33-34

4.11 Appendix 34-36

LIST OF TABLES
Table No. List of Tables Page No.

2.4 Variable of the study 19

2.5 Sample size of the study 20

2.7 Scoring of the items in self esteem awareness 21

questionnaire
4.4 Scores from pre-test and post-test 27

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 4.6.2 Comparison of performance of post-test and pretest 31

LIST OF FIGURES
Figure No. List of Figures Page No.

4.4 Bar graph showing the comparison of mean scores of 27

pre-test and post-test

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 CHAPTER I

“To study Self-esteem awareness among secondary school students.”

1.1 INTRODUCTION

“Self-Esteem comes from being able to define the world in your own terms and refusing
to abide by the judgements of others.” Self-esteem is how you feel about yourself, or the
opinion you have about yourself.

In psychology, the term self-esteem is used to describe a person's overall sense of self-
worth or personal value. In other words, how much you appreciate and like yourself. Self-
esteem is often seen as a personality trait, which means that it tends to be stable and enduring.
Self-esteem can involve a variety of beliefs about yourself, such as the appraisal of your own
appearance, beliefs, emotions, and behaviors.

We all know that self-esteem sometimes referred to as self-worth can be an important

part of success. Too little self-esteem can leave people feeling defeated or depressed. It can
also lead people to make bad choices, fall into destructive relationships, or fail to live up to
their full potential. A grandiose sense of self-esteem, as exhibited in narcissistic personality
disorder, can certainly be off-putting to others and can even damage personal relationships.

Self-esteem involves both self-relevant beliefs and associated emotions. It also finds
expression in behavior. In addition, self-esteem can be construed as an enduring personality
characteristic (trait) or as a temporary psychological condition. Finally, self-esteem can be
specific to a particular dimension ("I believe I am a good writer, and feel proud of that in
particular") or global in extent ("I believe I am a good person, and feel proud of myself in
general"

Some people think of self-esteem as their inner voice (or self-dialogue) – the voice that
tells you whether you are good enough to do or achieve something.

Self-esteem is actually about how we value ourselves, and our perceptions about who we are
and what we are capable of.

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People with good self-esteem generally feel positive about themselves, and about life. This
makes them much more resilient, and better able to cope with life’s ups and downs.

Those with poor self-esteem, however, are often much more critical of themselves. They find
it harder to bounce back from challenges and setbacks. This may lead them to avoid difficult
situations. That can, however, actually decrease their self-esteem still further, because they
feel even worse about themselves as a result

1.2 REVIEW OF RELATED LITRATURE

“Knowledge is of two kinds we know a subject ourselves, or we know where we can find the
information about it”… ……………….Dr. Samuel Johnson

A literature review is an evaluative report of studies found in the literature related to

your selected area. Through reviewing the related literature a researcher can define his area of
study it helps him delimiting his work.

The review should describe, summarize, evaluate and clarify this literature. It should give a
theoretical basis for the research and help you determine the nature of your own research. Select
a limited number of works that are central to your area rather than trying to collect a large
number of works that are not as closely connected to your topic area.

According to W. R. Borg, “The literature in any field forms the foundation upon which all
the future work will be built. If we fail to build the foundation of knowledge provided by the
review of literature, our work is likely to be shallow and will often duplicate work that has
already been done better by some else.”

A literature review goes beyond the search for information and includes the
identification and articulation of relationships between the literature and your field of research.
While the form of the literature review may vary with different types of studies, the basic
purpose remains constant.

The purpose of literature review is:

 Provides a context for the research.

 Justify the research.
 Ensure the research hasn’t been done before.
 Enable the researcher to learn from previous theory on the subject.

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  Illustrate how the subject has been studied previously.
 Highlight flaws in previous research.
 Help refine, refocus or even change the topic.

For the present study researcher reviewed educational research surveys, dissertations, thesis,
journals and also the electronic media as reference material.

The studies, which been reviewed in this chapter, are categorized as:
1. Studies conducted in India.
2. Studies conducted Abroad.

STUDIES CONDUCTED IN INDIA

Deepu Abraham K (Christ university Banglore) conducted a study entitled A

STUDY ON THE SELF-ESTEEM OF ADOLESCENTS WITH
LEARNING DISABILITY.

Objective: To investigate the significance of Self-Esteem in adolescents with

learning disability. Methodology: The study was conducted among all the
adolescents with learning disability in a school in Bangalore. The size of the
sample was 50 which include both gender and the sampling design was purposive
sampling. Tool: Rosenberg’s Self-Esteem Scale. Findings: Statistically there is
a significant relationship between the respondents relationship with the teachers
with respect to respondents self-esteem.

Rogina J.S. Savarimuthu M.Sc, conducted a study entitled TO STUDY SELF-

ESTEEM AMONG URBAN INDIAN ADOLESCENTS.

Methodology: A descriptive study was conducted to determine the degree of

Self-Esteem among adolescents. Tool: Rosenberg’s Self-Esteem Scale.
Findings: Most of the adolescents have a moderate degree of Self-Esteem.

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 Laveena Noronha (Srinivas college); Monterio (School of social work); Nelson pinto
(Mangalore university), conducted a study entitled A STUDY ON THE SELF-ESTEEM
AND ACADEMIC PERFORMANCE AMONG THE STUDENTS. Objective: To
investigate the relationship between Self-esteem and academic performance and to assess the
level of Self-esteem. Tool: Questionnaire and Interview. Findings: The results show that high
Self-Esteem leads to enhanced academic achievement.

STUDIES CONDUCTED ABROAD:

Kali H. Trezesniewsk ( Kings College London) ; M. Brent Donnellan (Michigan state University);
Richard W. Robins (university of California); conducted a study entitled, LOW SELF-ESTEEM DURING
ADOLESCENCE PREDICTS POOR HEALTH, CRIMINAL BEHAVIOUR AND LIMITED SOCIAL PROSPECTS
DURING ADULTHOOD.”
Objective: To investigate low self-esteem among adolescents in real life consequences.
Methodology: A different examiner who was unaware of responses administered each 8 follow
ups of the adolescents. Tool: Questionnaire. Finding: The results have shown that Adolescents
with low self-esteem grew up to have more mental health problems during
adulthood than adolescents with high self-esteem. Adolescents with low self-esteem
were 1.26 times more likely to develop major depression disorder, 1.60 times more likely to
develop anxiety disorder, and 1.32 times more likely to be dependent on tobacco during
adulthood. These findings held controlling for the increased risk of gender, SES, and adolescent
depression. In addition, these findings held using informant-report of mental health,
demonstrating that these results cannot be attributed to shared method variance between two
selfreport measures. There was no consistent relation between adolescent self-esteem and
alcohol dependence or cannabis dependence.

Wild, Flisher, Bhana and Lombard (2004) investigated the associations among adolscents self-
esteem in 6 domains and risks behaviours.

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Methodology: A multistage stratified sampling strategy was used and a representative sample of
439 English speaking and Xhosa-speaking students in grade 8 and 11 were selected.
Tool: Self-Esteem questionnaire.
Findings: the results showed that scores on each self-esteem scale was significantly associated
with at least one risk behavior.

Durmus ummet conducted a research entitled To examine college students Self-Esteem

according to their psychological needs and variances. Methodology:
The sample of the study consisted of 342 students studying in the college. Tool: Coopersmith
Self-Esteem Inventory and Information form developed by researcher. Findings: Through the
data obtained, the satisfaction of autonomy and relatedness needs of students significantly
predicted their Self-Esteem.

1.3 IDENTIFICATION OF PROBLEM

During early start of the internship in School, while giving practice teaching lessons,
I observed that the students were not much aware of the “Self-Concept”. They would not ask
much questions and were not confident about themselves at times. Therefore researcher would
like to do action research on the awareness of Self-Esteem among secondary standard students.

1.4 NEED OF THE STUDY

A review of related literature indicates that there were many studies done on self -
esteem awareness in different locality, but no research has been done in south Mumbai. Self-
esteem is one of the remarkable issue, so researcher feel that it is necessary to create awareness
among secondary school students so that students feel worthy and aware of themselves.

1.5 STATEMENT OF THE PROBLEM

“A study self-esteem awareness among secondary school students.”

1.6 DEFINITION

SELF ESTEEM: “Confidence in one's own worth or abilities; self-respect.

AWARENESS: “Awareness refers to knowledge or perception you hold about yourself.”

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1.7 AIM OF THE STUDY

“To study Self-esteem awareness among secondary school students.”

1.8 RESEARCH QUESTION

To find out self esteem in the teen age students.

1.9 OBJECTIVES OF THE STUDY

1. To study Self-esteem awareness among secondary school students by pre- test.

2. To study Self-esteem awareness among secondary school students by post- test.
3. To compare Self-esteem awareness among secondary school students by pre-test and
post-test.

1.10 HYPOTHESIS

1. There is no significant difference between pre-test and post-test score of Self-esteem

awareness among secondary school students.

1.11 SCOPE AND DELIMITATION

Following are the scope and delimitations of the study:

 The study is limited to secondary schools in Mumbai.

 The study is based on school affiliated to Maharashtra board only.

 The researcher has collected data from students of secondary school only, and primary
schools students and higher secondary school students are excluded from the studies.

 The data is collected from one division only, all division are not consider while
research.

 The data is collected from the students who have English as a medium of instruction
only, the other medium of instruction like Hindi, Marathi, Gujarati etc. are not
considered.

1.12 SIGNIFICANCE OF THE STUDY

This study will give better understanding to the schools to improve self-esteem
awareness because self-esteem plays a significant role in motivation and success throughout

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one’s life. We should create awareness about self-esteem among students so that they can
navigate life with positive and assertive attitude as well as with confidence.

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 CHAPTER II

RESEARCH DESIGN AND PROCEDURE OF ACTION

RESEARCH

2.1 MEANING OF ACTION RESEARCH

Action research is either research initiated to solve an immediate problem or a reflective

process of progressive problem solving led by individuals working with others in teams or as
part of a "community of practice" to improve the way they address issues and solve problems.

Action research involves actively participating in a change situation, often via an existing
organization, whilst simultaneously conducting research. Action research can also be
undertaken by larger organizations or institutions, assisted or guided by professional
researchers, with the aim of improving their strategies, practices and knowledge of the
environments within which they practice. As designers and stakeholders, researchers work with
others to propose a new course of action to help their community improve its work practices.

Kurt Lewin, then a professor at MIT, first coined the term "action research" in 1944. In
his 1946 paper "Action Research and Minority Problems" he described action research as "a
comparative research on the conditions and effects of various forms of social action and
research leading to social action" that uses "a spiral of steps, each of which is composed of a
circle of planning, action and fact-finding about the result of the action".

2.2 PRINCIPLES OF ACTION RESEARCH

What gives action research its unique flavor is the set of principles that guide the
research. Winter (1989) provides a comprehensive overview of six key principles

1) Reflexive critique

An account of a situation, such as notes, transcripts or official documents, will make

implicit claims to be authoritative, i.e., it implies that it is factual and true. Truth in a social
setting, however, is relative to the teller. The principle of reflective critique ensures people
reflect on issues and processes and make explicit the interpretations, biases, assumptions and

16
concerns upon which judgments are made. In this way, practical accounts can give rise to
theoretical considerations.

2) Dialectical critique

Reality, particularly social reality, is consensually validated, which is to say it is

shared through language. Phenomena are conceptualized in dialogue, therefore a dialectical
critique is required to understand the set of relationships both between the phenomenon and its
context, and between the elements constituting the phenomenon. The key elements to focus
attention on are those constituent elements that are unstable, or in opposition to one
another. These are the ones that are most likely to create changes.

3) Collaborative Resource

Participants in an action research project are co-researchers. The principle of

collaborative resource presupposes that each person’s ideas are equally significant as potential
resources for creating interpretive categories of analysis, negotiated among the participants. It
strives to avoid the skewing of credibility stemming from the prior status of an idea-holder. It
especially makes possible the insights gleaned from noting the contradictions both between
many viewpoints and within a single viewpoint

4) Risk

The change process potentially threatens all previously established ways of doing
things, thus creating psychic fears among the practitioners. One of the more prominent fears
comes from the risk to ego stemming from open discussion of one’s interpretations, ideas, and
judgments. Initiators of action research will use this principle to allay others’ fears and invite
participation by pointing out that they, too, will be subject to the same process, and that
whatever the outcome, learning will take place.

5) Plural Structure

The nature of the research embodies a multiplicity of views, commentaries and

critiques, leading to multiple possible actions and interpretations. This plural structure of

17
inquiry requires a plural text for reporting. This means that there will be many accounts made
explicit, with commentaries on their contradictions, and a range of options for action
presented. A report, therefore, acts as a support for ongoing discussion among collaborators,
rather than a final conclusion of fact.

6) Theory, Practice, Transformation

For action researchers, theory informs practice, practice refines theory, in a

continuous transformation. In any setting, people’s actions are based on implicitly held
assumptions, theories and hypotheses, and with every observed result, theoretical knowledge
is enhanced. The two are intertwined aspects of a single change process. It is up to the
researchers to make explicit the theoretical justifications for the actions, and to question the
bases of those justifications. The ensuing practical applications that follow are subjected to
further analysis, in a transformative cycle that continuously alternates emphasis between theory
and practice.

2.3 METHODOLOGY OF THE STUDY

The methodology of action research is not as rigorous as that of pure research, the
person facing the problem, the teacher or administrator, can undertake it himself. But it may
be noted that action research does apply scientific method to solve real-life problems and
help in bringing a great improvement in students’ ‘subjective’ judgements and decisions.
The selection of the methodology of the study depends upon the aims of the study. The
present study is aimed at studying the self esteem level of teenage students and their
preparedness for developing and increasing self esteem in them.

In the first phase, the researcher is trying to study the level of self esteem of
students. Therefore, the method adopted here is, the descriptive method.

In the second phase the researcher is trying to develop some competency among
the student. So, the methodology selected in this phase is the experimental one.

Single group pre-test and post-test design was used for observing the improvement
in the self esteem of students.

Single group design

The researcher used a single group pre-test, post- test pre-experimental design method.

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Steps
● Baseline/Pre-test: This phase is one in which the researcher collects data on the
students without any intervention in place.

● Intervention: This phase is one in which the researcher introduces an experiment and
then collects data on the dependent variable.
● Reversal/Post-test: This phase is one in which the researcher removes the
independent variable and then collects data on the dependent variable.

2.4 VARIABLES OF THE STUDY

The variable of present study is “awareness on self-esteem”.

Self-esteem Awareness is a movement that aims to stop self-esteem: its participants are aware
of the social, political and economic consequences that climate change may have on huge parts
of the mankind.

Table 2.1

Variable No. of statement

Awareness of self-esteem 20

2.5 SAMPLE: IT’S NATURE AND SIZE

According to C.R.kothari, ‘sample size refers to the number of item to be selected from
the universe to constitute a sample. The size of the sample should neither be excessively large,
nor too small; it should be optimum.an optimum sample is in which fulfills the requirements
of efficiency, representativeness, reliability and flexibility. The size of the population variance
needs to be considered as in case of larger variance usually a bigger sample is needed. The size
of population must also be kept in view, for this also limits the sample size. The parameters of
interest must be kept in view while deciding the size of the sample. Cost also dictates the size
of the sample that we can draw, as such, budgetary constraint must invariably be taken into
consideration when we decide sample size.’’

For the present study, the sample size was decided to be approximately 15-20 secondary
school Muslim students studying in the standard VI of English school.

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Following table shows total sample considered for the present study.

Table

Sample Size of the Study

Sr. no Test No. of students

1. Pre-test 20

2. Post-test 20

2.6 TOOLS OF THE STUDY

A researcher will require many data gathering tools and techniques which may vary in
their complexity, design, administration and interpretation. Each tool is appropriate for
collection of certain type of information. The researcher have to select from the available tools,
may modify them or construct his own tool, which will provide data that seeks for testing
hypothesis.

The following are list of tools, which have been employed by the researcher to
aid in the process of data collection.

The tools used for the present study are classified into two main types namely:

1. Researcher made tool

2. Ready-made tool
1. Researcher made tool
The researcher has made a personal data sheet for the students for this study. The purpose of
this personal data sheet is to obtain information about the students used as sample for the study.
It helps researcher to obtain information such as:

 Name of the students:

 Name of the school:
 Standard studying in:
 Roll number
2. Ready-made tool

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In order to conduct the present study, the researcher used questionnaire as a means to achieve
the goal. It was taken from the internet and further modified by the researcher. The
questionnaire was based on certain statements relating to self-esteem skills of the student. The
student have to select the most appropriate option for them out of 4 options.

2.7 TABULATION OF DATA

The following table gives the scoring of the items in self-esteem awareness
questionnaire.

Table
Scoring of the items in self-esteem awareness questionnaire

Options Score

Always 1

Mostly 2

Sometimes 3

Never 4

The minimum possible score on the tool was 1 and the maximum possible score was 4. The
scoring was done in such a way that higher the score, higher was the awareness of self-esteem,
lower the score lower was the awareness of self-esteem.

2.8 TECHNIQUES OF DATA ANALYSIS

Following are methods of analysis used for the present study are:

1. Descriptive Analysis
It deals with computing the measures of Central Tendency such as mean, standard
deviation and measures of variability.
2. Graphical Representations
These include frequency polygons and bar diagrams.
3. Inferential Analysis

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 T-test is used to find out the difference between pre-test and post-test scores of
secondary school students.

In the present study the tabulated data were scientifically &systematically studied in
order to determine the underlying or inherent facts or relationships. Researcher has adopted
descriptive & inferential analysis. It helps to establish the normality of distribution of data.
Further analysis can be done.

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 CHAPTER III

ACTIVITY BASED LEARNING MODULE

The present research involves developing and implementing an educational programme on
ascertaining the effectiveness of activity-based learning for increasing self esteem in students.

The development module of effectiveness of activity-based learning for increasing self

esteem consists of following activities. These activities are planned out in such a way that each one
will contribute individually.

Objectives: 1. To help the pupil to increase self esteem.

2. To help the pupil to develop an understanding of self esteem.

Methodology: Problem solving method

Duration: 44 minutes

PROCEDURE:

PART I

STEP I: Tr. selected those students who are teenagers and have low self esteem.

STEP II: Tr. gave students a google form with questions on self awareness and asked them to
solve it on their own.

PART II

Tr. provides a complete video, which shows how a student can develop their self esteem gradually
and small activities at their own homes.

PART III

Tr. gave them a google form same as pre-test questions on self awareness and asked them to solve
it on their own.

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 CHAPTER IV

ANALYSIS OF DATA

4.1 INTRODUCTION

The data collected through the administration of various tools on selected sample are raw. It
is difficult or impossible to explain raw data; the researcher must first analyze the data & then
interpret the result of the analysis.

Thus, the purpose of analysis is to reduce data to intelligible & interpretable form so that the
relationship of research problem can be studied & be used. It is through systematic analysis
that the important characters which are hidden in the data are revealed & valid generalizations
are drawn.

In the present study the tabulated data were scientifically &systematically studied in order to
determine the underlying or inherent facts or relationships. Researcher has adopted descriptive
& inferential analysis. It helps to establish the normality of distribution of data. Further analysis
can be done.

4.2 DISCRIPTIVE ANALYSIS

INTRODUCTION

The next step in research process after data collection is processing and analysis of
data. This is essential to a scientific study & for “ensuring that relevant data have been collected
to making contemplated comparisons & analysis to draw relevant conclusion. This is done
through descriptive analysis.” For a given study the researcher uses these comparisons and
analysis & inferential analysis. In the present chapter, the researcher has described data that
was collected during data collection process.

According to Youngman,” planning and care in research design and data collection
provide a substantial guarantee of quality in research but the ultimate test is the analysis.”

According to Kerlinger “Analysis is the crux of research process. Analysis means

categorizing, classifying and summarizing data to obtain answers to research question.
Classification also helps to reduce the vast data into intelligible and interpretable form.

24
 According to John Best, descriptive statistical analysis, "Limit generalization to the
particular group. No conclusions are extended beyond this group, and any similarity to those
outside the group cannot be assumed."

The researcher has employed descriptive analysis to analyze the tendency of sources to
cluster, to demonstrate the nature of the distribution, and to illustrate its deviation from
normality if any. In this analysis, the researcher has also estimated population parameters for
the total sample that was collected. Graphical representation has been used to illustrate the
present study. Thus, the researcher has employed descriptive analysis to interpret scores in a
systematic and scientific manner.

4.2.1 PROCEDURE FOR DISCRIPTIVE ANALYSIS

As data was being collected, the researcher began scoring the tool administered to
the students. Scores were entered in a worksheet of EXCEL windows 2010version for each
student. While entering the scores, the researcher classified scores on the basis of pre-test and
post-test.

Once the data is grouped, different statistics measure are used to analyze the data
and draw conclusions.

The statistical measures used by the researcher for present study are:

1. Measures of Central Tendency.

2. Measures of Variability.

3. Graphical Representation.
1. Measures of central tendency

Measures of central tendency tell the point about which item have a tendency to cluster.
Such a measure is considered as the most representative figure for the entire mass of data.”
measures of central tendency is known as statistical average.

For the present study, the researcher calculated measures of central tendency of the
sample using the EXCEL function for mean.

 Mean

Mean, often called the average is the ratio of the summation of all scores to the total numbers
of scores. It may be defined as, “The value which we get by dividing the total of the values of
various given items in a series by total number of items.”

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 2. MEASURES OF VARIABILITY

An average can represent a series only as a single figure can but it certainly cannot
reveal the entire story of any phenomena under study.

Especially it fails to give any idea about the scatter of the values of items of the variable in
the series around the true value of an average. In order to measure this scatter, statistical
devices called, ‘Measure of Variability.’ The measure of variability used in this research is
Standard Deviation (SD).

 Standard deviation

The standard deviation is the most stable index of variability and is customarily
employed in experimental work and in research studies.

For the present study, the researchers calculated the SD for the sample using the EXCEL
function for STDEV.

4.3 GRAPHICAL REPRESENTATION

Graphs are used widely in research to present data. Data obtained after analysis can be
represented in graphs to illustrate the findings. The following type of graph is usually used.

 BAR GRAPH

Bar graph is used to represent values as column bars. They are used a plot values for a given
variable and compare it for different conditions. These were plotted using EXCEL.

4.4 DISCRIPTIVE ANALYSIS OF SELF-ESTEEM AWARENESS

AMONG SECONDARY SCHOOL STUDENTS.

The tool on self-esteem awareness was administered to std. VII students . The score
were computed for descriptive analysis.

Following table gives the descriptive analysis of Self-esteem awareness score of students

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 Table

Descriptive Analysis of self-esteem awareness scores as perceived by secondary school

students

Variable Groups N Mean Standard

Deviation (SD)

Awareness of Pre-test 20 52.95 8.24

Self-esteem

Post-test 20 67.80 5.76

From the preceding table it is observed that awareness of Self-esteem mean scores of pre-test
and post-test differs.

Following figure shows the graphical representation of the mean scores of self-esteem
awareness as perceived by secondary school students.

MEAN
80
67.8
70
60 52.95
50
40
30
20
10
0
MEAN

PRE-TEST POST-TEST

27
 4.5 INFERENCIAL ANALYSIS
The purpose of research is the discovery of general principles based upon observed
relationship between variables or statistical testing of hypothesis, and then based on the
results of the tests; the hypothesis is either accepted or rejected.1 On the basis of the tests,
generalization made to a certain sample group is extended to the entire population and this
process of extension is known as drawing inferences on the basis of generalizations and hence
it is known as Inferential Analysis.

4.6 HYPOTHESES

The word Hypotheses consist of the two words – Hypo+ Theses. ‘Hypo’ means tentative or
subject to the verification. ‘Theses’ means statement about solution of a problem. The literal
meaning of the term ‘Hypotheses’ are tentative statement about solution of a problem.

Hypotheses are guiding ideas or tentative explanation or statement of probabilities, which

serves to initiate and guide observation, search for relevant data and other considerations to
predict certain results for consequences.

According to Best J. and Kahn J., “A Hypotheses is a formal affirmative statement, tentative
explanation of the relationship between two or more variables predicting a single research
outcome”.

In simple words, hypotheses are a mere assumption or supposition to be proved or disproved.

Thus it is a predictive statement capable of being subjected to scientific testing methods.

TYPES OF HYPOTHESES

Hypotheses are of several types and can be broadly classified as follows:

 Directional Hypothesis

 Non- Directional Hypothesis

 Declaration Form

 Null Form

 Q- Form

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Hypothesis testing is generally done on the basis of null hypothesis. It relates to a statistical
method of interpreting conclusion pertaining to a population as they are observed in the
sample on which the study is conducted. A null Hypothesis leads direction to the study by
stating that, there is no significant differences/ relationship between two groups/ variables.

For the purpose of the study, null hypothesis have been formulated as they are more objective
and they can be accepted or rejected on the basis of findings.

4.6.1 TECHNIQUES FOR TESTING HYPOTHESIS

To a test hypothesis means to tell whether or not the hypothesis seems to be valid. In
hypothesis testing the main question is whether to accept the null hypothesis or not to accept
the null hypothesis. Hypothesis testing determines the validity of the assumption with a view
to choose between two conflicting hypothesis about the value of a population parameter.
Hypothesis testing helps to decide on the basis of a sample data, whether a hypothesis about
the population is likely to be true or false. It can be classified as:

 Parametric Test

 Non- Parametric Test

Researcher has used a parametric test to test the hypothesis of the present study. Parametric
tests are most powerful.

The important parametric tests are:

1. T- Test

2. Z- Test

3. F- Test

Researcher has used T- Test for testing the hypothesis of the study.

T- TEST
T- Test is based on t -distribution and is considered an appropriate test for
judging the significance of the difference between the mean or for judging the
significance of the difference between the me an of two samples in case of small
sample(s) when population variance is not known. The relevant test statistic, t
is calculated from the sample data and then compared with its probable based

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on t- distribution at a special level of significance for concer ning degrees of
freedom for accepting or rejecting the null hypotheses.

The formula for t -test is

X 1  X 2 
t =
 2
1  
/ N1   22 / N 2 

Where X1 = Mean of the first group

X 2 = Mean of second group
 1 2 = S D of the first group
 2 2 = S D of the second group
N 1 = Sample size of the first group
N 2 = Sample size of the second group

4.6.2 INTERPRETATION OF T-RATIO

The obtained t-ratio is tested for N-2 degrees of freedom against the
table value for the same degree of freedom. Degree of freedom is the number
of observations made minus the number of ways in which those observation is
restricted by the mathematical requirement. If the value of the n umerator in
the above ratio is not significantl y greater than the denominator, than a
sampling error is indicated the numerical value thus obtained is compared with
t value in the table with the degree of freedom. If the obtained t -ratio is greater
than the tabulated value of t at 0.05 and 0.01 level then difference between the
means is said to be significant at 0.05 and 0.01 levels respectivel y. In such a
case the null hypothesis is rejected. If the obtained t -ratio is less than the
tabulated value at 0.05 and 0.01 levels, the differences between the means is
said to be insignificant at 0.05 and 0.01 levels respectivel y. In such a case null
hypothesis will be accepted.

TESTING OF HYPOTHESES

There is no significant difference between awareness of Self-esteem among secondary school

students.

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 Technique used: t-test.

Variable: Self-esteem awareness

The following table gives the t-ratio for the difference in the Self-esteem awareness among
secondary school students.

Table

T-RATIO FOR THE DIFFERENCE IN THE SELF-ESTEEM AWARENESS

AMONG STUDENTS

TABLE VALUE

GROUP Df At L.O.
N MEAN S.D At 0.01 t- ratio
(N-2) S
0.05
Level
Level

Pre-test 20 52.95 8.24

2.02 2.71 6.6057 0.01

Post-test 20 38 67.80 5.76

From the table 5.2, it can be seen that the calculated value of ‘t’ 6.605 is greater than the
tabulated ‘t’ value at 0.01. Hence the hypothesis is rejected and it is found that there is a
significant difference between pre-test and post-test scores of secondary school students in
awareness of Self-esteem.

4.6.3 CONCLUSION

In the light of the findings, it is concluded that there is a significant difference

in the pre-test and post-test scores of awareness of students regarding the Self -esteem. The
difference could be because student understood the concept with the help of strategy and
strategies were effective for them.

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4.7 MAJOR FINDING OF THE STUDY

There is significance difference between pre-test and post-test scores of secondary

school students in awareness of Self-esteem, thus hypothesis is rejected.

4.8 SUGGESTIONS FOR FURTHER STUDIES

The researcher would like to suggest the following topics for further research.

 The similar study can be conducted at the higher secondary and different college level.
 The same study may be undertaken with other sample, more dimensions and variables.
 Studies may be done to find out the attitude of Self-esteem awareness in college
students.
 Studies may be done to find out the attitude of Self-esteem awareness in high school in
relation to their achievement in academics can be conducted.
 Teacher:
The study would include skills, knowledge, attitude required for Self-esteem awareness. This
may assist the teachers to improve student’s Self-esteem awareness. Thus from the light of
the findings of the present study the researcher would like to recommend the following points
for the teachers.

 Seminars, workshops, debates, booster programs, interactive programs, organizing may be

conducted to create Self-esteem awareness.

 Teacher can inculcate the importance of health, diet, nutrition and sleep among students for
a physical outlook.

 Teacher should give students more chances to build self-confidence among students.

 Students

With the help of this study students can develop a positive attitude towards life
and build strong positive relationships. Students can become more assertive by involving
the strategies learned from these activities. Students can be more affirmative and
optimistic in their lifestyle.

 Administration

By referring these study school authorities can modifies different activity that are conducted
in schools and include new methods and programs which help to boost self-esteem of students.

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  Principal

A principal should always be looking for ways to improve the student experience at
school. The principals of the school must implement the different strategies and programs to
enhance Self-esteem awareness of school students. Developing effective programs that cover
a variety of areas is one way to ensure this. It is acceptable to look at other schools in nearby
area and to implement those programs within their own school that have proved to be effective
elsewhere. Programs within the school should be evaluated every year and tweaked as
necessary. They should ensure provision of opportunities for curricular and co-curricular
activities that will help the students to enhance their self-development abilities.

4.9 EDUCATIONAL IMPLICATION

From the above conclusions it is observed that there is a great need to improve
Self-esteem awareness among secondary school students. The immediate question that comes
to the mind is how to improve Self-esteem awareness among secondary school students.
Following are the ways for the principals, teachers and parents to improve Self-esteem
awareness among secondary school students.

4.10 BIBLIOGRAPHY

 https://www.psychologytoday.com/intl/basics/self-esteem
 https://positivepsychology.com/self-esteem/
 https://www.nhs.uk/conditions/stress-anxiety-depression/raising-low-self-esteem/
 https://www.youtube.com/watch?v=dBMgE6zJ9eQ
 https://teach.com/blog/6-self-esteem-building-activities-for-middle-school-students/
 https://positivepsychology.com/self-esteem-worksheets/
 https://www.researchgate.net/publication/327416350_SELF-
ESTEEM_AMONG_URBAN_INDIAN_ADOLESCENTS
 https://www.worldwidejournals.com/indian-journal-of-applied-research-
(IJAR)/article/a-study-on-the-self-esteem-of-adolescent-college-
students/NDEzOA==/?is=1
 https://www.psychology.su.se/english/research/research-areas/personality-social-and-
developmental-psychology/research-programmes/research-on-self-esteem-1.126503
 https://books.google.co.in/books?hl=en&lr=&id=l7LofZoJJcUC&oi=fnd&pg=PR5&d
q=self+esteem+researches&ots=Xaj235Y53_&sig=unMr7VhPUJmDbtLqhhUgsk3Gq
Pk

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  https://www.sciencedirect.com/science/article/pii/S0092656601923244
4.11 APPENDIX

QUESTIONNAIRE

 NAME_______________________________________________________
 STD________DIV________ ROLL NO_______________

STATEMENTS Always Mostly Sometimes Never

I ask questions
in class.

I openly voice
my opinions.

I am troubled
with shyness.

I frequently say
negative things
to myself.

I feel confident
of my abilities.

I am able to do
things as well as
most other
people.

I am concerned
of how others
look at me.

I feel un-
attractive.

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I am aware of
my skills and
talents.

I feel I have a
number of good
qualities.

I am not aware
of my qualities.

I frequently say
negative things
to myself.

I do not feel
good enough of
myself.

I get negative
thoughts about
my problems.

I take a positive
attitude towards
myself.

I do not know
about my
strengths.

When I talk in
front of class, I
feel shy.

I feel I am a
person of worth.

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I often look for
others approval.

I am proud of
myself.

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