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Problems encountered by Students at secondary school

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Udhaya Mohan Babu

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 CHAPTER ±I

INTRODUCTION AND CONCEPTUAL FRAME WORK

1.1 INTRODUCTION

Education is the deliberate and systematic influence exerted by the mature person on
the immature through instruction and discipline. It means the harmonious development of all
the powers of the human being, - physical, social, intellectual, emotional, aesthetic and
spiritual. Education is a product of experience. It is the process by which and through which
the experience of the race, ie. knowledge, skills and attitude are transmitted to the members
of the community. Education is the process of helping the child to adjust to this changing
world.

1.2 EDUCATION
7KH ZRUG µHGXFDWLRQ¶ LV GHULYHG IURP WKH /DWLQ ZRUG µHGXFDUH¶ PHDQLQJ WR RU
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manifestatiRQ RI SHUIHFWLRQ DOUHDG\ H[LVWLQJ LQ PDQ¶ DV HQYLVDJHG E\ 6ZDPL 9LYHNDQDQGD
(Aggarwal 1985).
Broadly speaking education is life and life is education. In fact, it is the preparation
for life through experience. There is a great controversy in regard to the meaning and
definition of the term education.
$FFRUGLQJ WR :HOWRQ -DPHV µ(GXFDWLRQ LV DQ DWWHPSW RQ WKH SDUW RI WKH DGXOW
members of the human society to shape the development of the coming generation in
accordance with its oZQLGHDOVRIOLIH´ 957DQHMD

Education means the modification of behavior. Education is an activity or a process,

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$XURELQGRGHILQHVHGXFDWLRQDV³KHOSLQJWKHJURZLQJVRXOWRGUDZRXWWKDWLVLQLWVHOI´ -&
Aggarwal P.5)

1
*DQGKLMLVSHDNVRIHGXFDWLRQDV³%\HGXFDWLRQ,PHDQDQDOODURXQGGUDZLQJRXWRIWKHEHVW
in the child and man-ERG\PLQGDQGVSLULW´

7DJRUH WKLQNV ³(GXFDWLRQ PHDQV HQDEOLQJ WKH Pind to find out that ultimate truth
which emancipates us from the bondage of the dust and gives us the wealth, not of things but
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Plato(325BC VDLG³(GXFDWLon develops in the body and in the soul (of the pupil) all
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According to Vivekananda(1899  ³(GXFDWLRQ LV WKH PDQLIHVWDWLRQ RI GLYLQH

perfection already existing in man-education means the exposition RI PDQ¶V FRPSOHWH
LQGLYLGXDOLW\´

Education makes the student as more intelligent, this leads to the person becomes
emotionally, mentally, socially and psychologically act as intelligence in the society.

1.3 CONCEPTUAL FRAME WORK

1.3.1 Structure of Education

For the progress of the country, education is very important. In any country, education
shapes the character and develops the intelligence of an individual. In India, formal education
is given to the individuals through primary, secondary and higher secondary stage. The
present pattern of education follows 10+2+3

A) Primary Education

Primary education covers standards one to eight. At this stage that the child starts
going to formal education. About 5.5 lakh of primary schools and 1.4 lakh middle schools
satisfy primary education today. Article 45 of Indian constitution gives much importance to
primary education.

2
 B) Secondary Education

As primary education is intended to provide the minimum essential to children,

secondary education helps children to become full members of a complex society. All round
development of the child takes place at this stage.

C) Higher secondary Education

The scheme comes after secondary education mainly higher secondary education is
for a period of two years and thus it follows the pattern 10+2+3 ie, 10 years of general
education, followed by 2 years of higher secondary education and 3 years of university
education. In the modern Parlance of all India level, higher secondary education means the
education, which comes after X standard.

1.3.2 Structure of secondary education

In India, secondary education does not have a uniform pattern throughout country. The
secondary education, commission, in its survey, discovered the following forms of it in the
country.

1. Higher Elementary or Middle school

In some states, the middle schools are known as higher elementary, Vernacular
Middle school. These schools provide education for classes six, seven and eighth,
subsequent to primary education.

2. Secondary schools

At the secondary level education is generally split into two parts 1) Junior level, 2)
Higher level. In some states, the senior basic schools also come within the ambit of the
secondary schools. These schools provide education for 3 to 4 years. The high school
represents the higher level of secondary education. In some regions, the working period
for this stage is more than 3 years
3
 3. Higher secondary schools

The higher secondary schools are the most modern institution. These have
provisions for education for three or four years. They have been established by taking
away one year from the intermediate level.

4. Higher Education

In some states, the pre-university level and the first year of the degree course
together fall within the sphere of secondary education.
1.3.3 Importance of the Secondary Education

Secondary Education is an important stage in the educational ladder. It has well

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(i) The over all development of the individual.

(ii) The balanced development of a region. It is to be seen whether the present system of
secondary education is performing these two functions. A number of types of regional
disparities may exist in the performance of the system. If so, it is imperative to explore the
ways and means by which the regional disparities in secondary education can be overcome
and also find out factors which facilitate or inhibit the performance of secondary school
system. They will enable the plan to reduce and obviate the sick and the chronically such
schools as well as strengthen the number of good schools.
1.3.4 Objectives of the Secondary Education

The objectives of secondary education, are defined by the secondary education

commission (1952-1953). Development of democratic citizenship, improvement of
vocational efficiency development of personality, education for leadership.

Kothari Commission (1964-1966) has observed that the existing system of secondary
education is unrelated to life and there is wide gap between it and national development.
4
 The essence and role of education according to the National Policy on Education
(1986) is as follows.

The concept of a national system of education implies that up to a given level, all
students, irrespective of caste, creed, location or set have to access to education of a
comparable quality. To achieve the government will initiate appropriately funded
programmes.

Kothari Commission educational structure based on a National curricular framework

international understanding providing for equal opportunity.Developing understanding of the
diverse cultural and social system understanding universal character of special emphasis on
research and development of life long education.

1.3.5 functions of secondary education

The following are the functions of secondary education :

1. To prepare the young to live effectively and properly as adults in the society.

2. To develop the intellectual powers of the young and transmit the knowledge and wisdom
of the society to the new generation.

3. To perpetuate the basic beliefs, value systems and socially approved modes of behaviour.

4. To develop the power and capabilities of the young so that they may realize their
potentialities and advance the life of the social group.

However in all countries, one of the functions of secondary schools is to prepare

young people for college study.

5
1.4 FACTORS INFLUENCING ACHIEVEMENT

Some of the important influence on achievement is as follows; investigator knows that

incentives are important which appear to arise cognitions and emotions. People analyze,
consciously or unconsciously, the value of attaining the goal suggested by the incentive.
What one the short and long term consequence or success.

Recent research indicates that incentives are more motivating when immediate
success to valued future opportunities. Incentives arouse memories of past performances in
similar situation. Memories influence expectations about the probability of reaching the goal.
Varied cognitions and associated emotions evoke some degree of achievement motivation.
They may elicit anxieties associated with failure and success too.

According to Elizabeth B. Hurlock (1989), the term academic achievement is nothing

but scholastic achievement or educational attainment, which refers to the gains got by the
pupils as a result of education in educational institution. The academic level of the students is
judged by the marks that the students have scored is different test and examinations. Even
when motivation is optimally high and anxieties are low, success depends to some extent on a
SHUVRQ¶VHQHUJ\LQWHOOLJHQFHDQGVNLOOV7RSUHGLFWKRZDJLYHQLQGLYLGXDOZLOOSHUIRUPLQD
specific achievement setting, investigator must consider all these factors.

1.Conditions influencing achievement

2.Socio-economic status of the students
3.Home climate
4.School climate
5.Surrounding climate
6.The classroom atmosphere and
7.The peer group relationship
Emotionally adjusted
A well adjusted individual demonstrates a well balanced emotional behaviour. He is
able to express desirable emotions in a proper amount as per the needs of the situation and his
own well-being.

6
Socially adjusted
A well adjusted individual is a socially mature individual. He has the necessary
development in terms of social competency and social obligations. He knows his social
environment and has a desire and capability to adjust his self to the demands of the social life.

i) Home environment
Home environment refers to the psycho-social environment of a family in which the
child is brought up. Home provides an excellent opportunity for socialization, by laving the
foundation for physical, mental and social health of the child. All families do not have
uniform culture and standards of life. So they differ in the ways of meeting the physical,
emotional, psychological and mental needs of the children. During the last hundred years,
great changes have taken place in the family as an educational agency. Multifarious scientific
inventions have changed the needs of living of even an ordinary person. As a result, the
responsibilities of the family are being gradually reduced. However, there is no other
institution except the family to provide emotional and social security to children, so the need
to protect family as an institution in the interest of our children.

ii) School Environment

Next to home, school is the second most important institution in the development
process of child. Schools should promote the complete development of individuality of a
child. It can provide a variety of learning experiences through curricular and co-curricular
activities. To widen the horizon of the students' knowledge, methods of teaching like group
discussion, assignment, workshops, seminars etc., can be of prime importance. Experiments,
excursions, exhibitions, visits, promote co-operation and we feelings in sports and games
help to develop leadership qualities, sportsmanship, co-curricular activities like debates,
elocution, dramatization develops the skill of expression, arguing and reasoning. All these
learning experiences play their role in the academic achievement of the pupils. School plays
an important role in the development of positive attitudes. School environment should
provide feelings of security in every student irrespective of their religion or socio-economic
conditions. It should be free from caste, creed or religious feelings. It should provide
conductive environment for learning, free from fear, tension and frustration.

The needs of adolescents should be given proper place in the school curriculum. Good
libraries, opportunities for the discussion and community service camps help in the proper

7
development of the mental abilities of the child. Meeting the needs and interests of the pupils
is a factor of tremendous importance in education.

.iii) Classroom Climate

The classroom climate influence learning, achievement and process of motivation.

Several Observation techniques have developed and used for measuring classroom teacher
behaviour or classroom interaction or social emotional climate.

According to Holpin (1963) the classroom climate refers to the general flow of
behaviour and feeling with in a group.

Classroom climate is defined as the type of environment that is created for students by
WKH VFKRRO WHDFKHUV DQG SHHUV 7HDFKHUV DUH FRQWLQXDOO\ ORRNLQJ WR FUHDWH D ³SRVLWLYH
FODVVURRP FOLPDWH LQ ZKLFK VWXGHQW OHDUQLQJ LV PD[LPL]HG´ :DQJ DQG RWKHUV  
described classroom climate as encompassing all the socio-psychological dimensions of
classroom life. This included common interest and the pursuit of common goal achieved
through focused, organized and well planned lessons.Classroom can be viewed as a social
and ecological system that includes and influences the students behaviour, and groups, and
the interaction between member needs and group norms. Classroom climate is characterized
by an overall climate where students feel positive about themselves and their peers; where
individual needs are satisfied; Climate evolves from the interaction of individual needs and
group needs with institutional expectations. The theoretical basis for the concept of classroom
climate emanates mainly from the work of Kurt Lewin and his colleagues. i) personal
dimension and ii) social dimension. It is the interaction of both the social and personal
dimensions that determines behavior within the classroom setting and shapes a particular
class climate. In other words, it is the result of social and personal interaction. It is out of this
SHUVRQDODQGVRFLDOLQWHUDFWLRQWKDWµ&ODVVURRPFOLPDWH¶HYROYHVVXVWDLQVLWVHOIDQGSURvides
certain students behaviorV WR VRFLDO DQG DFDGHPLF OHDUQLQJ 7KLV FRQFHSW RI µFODVVURRP
FOLPDWH¶DQGLWVUHODWLRQVKLSLVVKRZQGLagrammatically below:

Individual Needs

Group Needs Interaction Climate

Institution Expectation

oBehaviourso Academic Learning

8
1.5 ADOLESCENCE

7KH WHUP DGROHVFHQFH LV GHULYHG IURP WKH /DWLQ ZRUG µDGROHVRUH¶ ZKLFK PHDQV WR
grow into maturity. It is a biosocial transition between child and adulthood. Puberty refers to
the physical and sexual maturation of boys and girls. Adolescence refers to the behavioural
characteristics of this period that influenced by culture and physical changes.

$FFRUGLQJWRVWDQGV+DOO  ³$GROHVFHQFHLVDSHULRGRIVWUHVVDQGVWUDLQVWRUP

DQGVWULIH´ ,WLV DWUDQVLWLRQ IURP WKHGHSHQGHQF\ RI FKLOGKRRGWR WKH UHODWLYe autonomy of
adulthood, roughly extending from 12 to 18 years of age. The adolescent years are another
period of accelerated growth. Individuals can grow up to four inches and gain eight to ten
pounds per year. This growth spurt is most often characterized by two years of fast growth,
followed by three or more years of slow, steady growth. By the end of adolescence,
individuals may gain a total of seven to nine inches in height and as much as forty or fifty
pounds in weight. The timing of this growth spurt is not highly predictable; it varies across to
both individuals and gender. In general, females begin to develop earlier than to males.

Sexual maturation is one of the most significant developments during this time. Like
physical development, there is significant variability in the age at which individuals attain
sexual maturity. Females tend to mature at about age thirteen, and males at about fifteen.
Development during this period is governed by the pituitary gland through the release of the
hormones testosterone (males) and estrogen (females). There has been increasing evidence of
a trend toward earlier sexual development in developed countries the average age at which
females reach menarche dropped three to four months every ten years between 1900 and
2000.

Adolescence is an important period for cognitive development as well, as it marks a

transition in the way in which individuals think and reason about problems and ideas. In early
adolescence, individuals can classify and order objects, reverse processes, think logically
about concrete objects, and consider more than one perspective at a time. However, at this
level of development, adolescents benefit more from direct experiences than from abstract
ideas and principles. As adolescents develop more complex cognitive skills, they gain the
ability to solve more abstract and hypothetical problems. Elements of this type of thinking
may include an increased ability to think in hypothetical ways about abstract ideas, the ability
to generate and test hypotheses systematically, the ability to think and plan about the future,

9
and meta-cognition. As individuals enter adolescence, they are confronted by a diverse
number of changes all at one time. Not only are they undergoing significant physical and
cognitive growth, but they are also encountering new situations, responsibilities, and people.
Entry into middle school and high school thrusts students into environments with many new
people, responsibilities, and expectations. While this transition can be frightening, it also
represents an exciting step toward independence. Adolescents are trying on new roles, new
ways of thinking and behaving, and they are exploring different ideas and values.
Erikson(1881) addresses the search for identity and independence in his framework of life-
span development. Adolescence is characterized by a conflict between identity and role
confusion. During this period, individuals evolve their own self-concept within the peer
context. In their attempts to become more independent adolescents often rely on their peer
group for direction regarding what is normal and accepted. They begin to pull away from
reliance on their family as a source of identity and may encounter conflicts between their
family and their growing peer-group affiliation

1.6 BACKGROUND OF THE PROBLEM

The success of the school in carrying out its primary charge of educating and
socializing students is contingent on students attending school regularly. In recognition of the
importance of regular school attendance to quality education, attendance becomes a priority
goal (At Risk Youth in Crisis Handbook, 1993).
Educators have long emphasized the importance of classattendance. Only in the
classroom may the student hear the teacher's presentation, participate in class discussions,
and enjoy the benefits of spontaneous interactions between thestudents and teacher. It comes
as no surprise that students with high absence rates earn lower grades than students with
better attendance (Redick&Nicoll 1990).
Fleming and Zafiraufound that over three-fourths of school failure rates were
explained by the attendance rate (Fleming &Zafirau 1982). Student absenteeism has been a
problem for years. State departments of education and school boards across the country have
developed policies, procedures, and programs aimedprimarily with the objective of reducing
and preventing 2 student absenteeism. To improve achievement, many districts have adopted
policies calling for academic penalties forstudent absence (Redick&Nicoll 1990).

A survey of 547 IoweSchool principals showed that 58% reduce grades for excessive
absences (Bartlett Vol.16). In 1985, it was estimated that twelve Texas school districts
10
adopted a rule that any studentwith five absences during a semester would not receive credit,
subject to appeal (Ligon 1990).
Newport News Public Schools has relied on the same attendance policy for
approximately fifteen years. The district has developed individual student attendance
procedures and district-wide attendance programs to address the reoccurring problem of
student attendance. Newport News Public Schools adopted a policy similar to some of the
school districts in Texas which includes failure of a high school subject after five unexcused
absences for a specific marking period (Ligon, 1990).

The School Board of Newport News Public Schools duringthe 1995-1996 school year
adopted the new attendance policy for full implementation beginning with the 1996-1997
school year.in summer of June 3, 1996 the interim superintendent wasnamed by the school
board. He was appointed superintendent of schools November 20, 1996. The newly elected
school board requested data from the superintendent that would determine if the new
attendance policy and attendance program were 3affecting the attendance of high school
students. Thiscausal-comparative study addresses the need for an evaluation of Newport
News Public Schools attendance policy and attendance program and its perceived effects on
high school student attendance.
Provision of guidance and counseling
Life is full of problems, children should be made to face them independently. But in
many cases they need proper guidance in making right choices and proper selection with
respect to their education, vocation and personal world. Therefore, we should arrange for the
guidance and education, vocation and personal world. therefore, we should arrange for the
guidance and education, vocation and personal world. therefore, we should arranged for the
guidance and counseling service in schools for helping children in making adjustments with
their problems (S. K. Mangal, 2008).

1.7 CLASSIFICATION OF PROBLEMS

™ Problems associated with Environment.

™ Problems associated with Syllabus.

™ Problems connected with Teacher behaviour.

11
 ™ Problems conQHFWHGZLWK6WXGHQWV¶DWWLWXGH

™ Problems connected with Teaching aids.

1.8 NEED FOR THE STUDY

The problem of high school students are deeply inter linked with the problem of
achievement. the major problems of high school students are participation and public
examination with problem it is impossible to bring some changes among the students so that
the investigator prefer this topic for the present study.

1.9 SIGNIFICANCE OF THE STUDY

Students are the future pillars of the world. They should possess the qualities needed
for the effective performance of roles. Education should spell out the kinds of desirable
changes needed by the society and now these changes are to be brought among the students.
For this, education should try to study and understand various problems of the society in
specific areas from time to time and should become the integral part of social development.
The students should be involved in studies to attain the whole development. For this affect
intensity should be developed and so the investigator wanted to find out the problems
encountered by students at secondary level

1.10 TITLE OF THE STUDY

7KH  SUREOHP  XQGHUWDNHQ  E\  WKH  LQYHVWLJDWRU  LV  VWDWHG  DV ³ PROBLEMS
ENCOUNTERED BY THE STUDENTS AT SECONDARY LEVEL.

1.11 OBJECTIVES
1. To find out the problems encountered by students at secondary level
2. To find out the significant difference if any between demographic variables such as type of
school, sex, place of school, community, religion.
3. To give the suggestion to solve the academic problem of students at secondary level

1.12 POPULATION FOR THE STUDY

The population for the present study constitutes the high school students studying in
Ramanathapuram educational district, Tamilnadu.

12
1.13 SAMPLE FOR THE STUDY
The sample consist 210 high school students taken from 9 schools of
Ramanathapuram educational district. Among them 102 are males and 108 females.

1.14. LIMITATIONS OF THE STUDY

Through every attempt has been made to make the study precise and objective as
possible certain limitations have crept in to it.
1. The study is limited to the high school students only.
2. Sample for the study is limited to 210 IX standard students only.
3. This study is confined only to Ramanathapuram educational District, in Ramanathapuram

13
 CHAPTER ± II

REVIEW OF RELATED LITERATURE

2.1 INTRODUCTION

The survey of related studies implies locating and studying the evaluated of published
articles, going through related portions of encyclopedia and research abstracts study of
pertinent pages out of comprehensive books on the subject and going through related
manuscript if any, for any worthwhile study field of knowledge the research worker needs
and adequate familiarity with in the area of his choice. The need to acquire up to date
information about what has been thought and done in the particular area, he has to build upon
the accumulated and recorded knowledge of the past that he draws maximum benefit from the
previous investigation. Taking a kind of design and procedures of previous researches and
match his conclusion with our present study to add the existing store of knowledge.

Reviewing the related literature is one of the major parts of research. The term
µUHYLHZ¶ PHDQV WR RUJDQL]H WKH NQRZOHGJH RI WKH VSHFLILF DUHD RI UHVHDUFK ZKLFK KDV
accumulated in the part as a result of constant human endeavor.

2.2 PURPOSE OF THE REVIEW OF RELATED LITERATURE

The review of related literature is not without purpose. The following are some of the
purposes of the review of related literature.

1. Complete survey of the related literature gives the research necessary insight into the
problem. It enables him to put forth rigorously the rationale for the study.
2. It becomes an important part of the introductory part of the thesis.
3. It helps to orient the readers with types of researches that have been conducted in the
field previously.
4. It widens the horizon of the researchers.
5. It suggests appropriate method to take the problem under study.
6. It helps in avoiding unnecessary duplication of researches.
7. It continued to the basis for formulating valuable hypothesis.
8. It helps to locate data that can be used in comparative interpretation of results.

14
2.3 SOURCES OF REVIEW OF RELATED LITERATURE

1. The abstracting and indexing journals and published or un-published bibliographies

are the first to be seen.
2. Academic journals, conference proceedings, government reports, books must be
tapped depending on the nature of the problem.
3. The earlier studies, if any which are similar to the study in hard should be carefully
studied.
4. Above all a good library will be a treasure and great help to the researcher.

2.4 CLASSIFICATION OF REVIEW

The review of the related literature is broadly divided into two types they are

a) Studies done in India.

b) Studies done in Abroad.

2.5 STUDIES DONE IN INDIA

Vijayal.P, N.Premkumari (2009) conducted a study on ³Impact of SDUHQW¶V education on the

learning problems of high school VWXGHQW¶V Q%DQJDORUHFLW\´ The survey method was followed
for this investigation. Since it is a fact-finding expedition, the investigator adopted this method.
The survey method was adopted in this investigation. A self made tool was applied for
investigation. The investigator prepared a 5-point scale based on the IX and X standard syllabi of
State and Central Board of education. Sixty questions were selected from theory and practical
portions of Chemistry subject. Along with the questions, details of the student such as sex, age,
parHQW¶V HGXFDWLRQDO TXDOLILFDWLRQ DQG RFFXSDWLRQ ZHUH DVNHG 6WXGHQWV ZHUH LQVWUXFWHG WR JLYH
the above details, read the questions carefully and tick their answers in the prescribed box. The
µW¶ test is used for analyzing the data The subjects for this investigation were taken from the
students studying in secondary schools in Bangalore city. Special attention was given to such
factors as sex, age, and educational qualification of the parents and occupation of parents. 244
students from high schools were taken for this investigation Parents and teachers are sometimes
pushing, goading and threatening their children to show better achievement, which pressurizes
the children and creates several problems for them Students are great observers. They watch all
the activities and actions of parents and teachers. When the parents get involved in their own
affairs to the extent that they have no time for their own children, the children feel completely

15
neglected and they also have the feeling that their parents do not love them. This creates all types
of psychological and emotional problem for the children.

Sahoo, Ramachandra (2006) FRQGXFWHGDVWXG\RQ³(GXFDWLRQDOSUREOHPRIWKH.RQGKVRI

.DVKLSXUEORFNRI2ULVVD´7KHXQLYHUVHFRPSULVHGYLOODJHVLQKDELWHGE\PRUHWKDQ
of Kondhs. Of them, only four villages having a population of about 178 have been studied.
Relevant data were collected from all the families of the sample villages using questionnaires,
supplemented with discussion, observation and secondary sources. The collected data were
treated with percentages and proportions. The Kondhs were found to be extremely poor with
the result that at the age of nine they withdrew their children from school for work.The
facilities available in the schools were very negligible and meagre.Eight-one percent of
Kondhs parents had a negative attitude towards Oriya as the medium of instruction.76.3%
Children reported their inability to understand Oriya.79.5% of the children demanded that the
medium be their own dialect.74.6% of the families were found to be interested in sending
their children to school, but their economic status did not permit them to do so.Kondhs
parents attitude towards the education of girls was found to be negative, 68.4% families
refused to send their girls to school. Sixty-six percentage of the families felt that the vacation
period was not convenient for them. Eighty-one percent of the families felt that the teacher
did not have a favourable attitude towards their children because the children were Kondhs.

Jeevagaraj T. (2006)FRQGXFWHG D VWXG\ RQ ³/HDUQLQJ GLIILFXOWLHV RI WULEDO VWXGHQWV DW KLJK
VFKRRO OHYHO´ The method adopted for the study is the survey method. Tool used was the
questionnaires. A sample of two hundred students from classes IX and X from different
schools were selected with the help of stratified random sampling technique. The major
findings were that there is no significant difference between male and female high school
tribal students in their learning difficulties. There is significant difference between IX and X
standard high school tribal students in their learning difficulties with respect to classroom
facilities, laboratory facilities computer facilities family situation and personal attitude. There
is no significant difference among boys, girls and co-education high school tribal students in
their learning difficulties with respect to school facilities.

Vijayalakshmi.G (2003)FRQGXFWHG D VWXG\ RQ ³3UREOHPV RI VHFRQGDU\ VFKRRO WULEDO

FKLOGUHQ´7KH VDPSOH FRQVLVWHG RI  VWXGHQWV IURP KLJK VFKRRO FODVVHV ZHUH VHOHFWHG DW
Random method. The tribal students had more problems with regard to their parents and
family followed by personal infrastructure facilities, academic and teacher related.The

16
individual problems faced by the students were low social status of the parents, lack of
education of parents, cultural backwardness of the family. The study also revealed that the
boys had more problems than girls. The sex of the student and management of the school had
significant influence on the problem of the high school students.

Shah Beena. (1989), FRQGXFWHG D VWXG\ RQ ³7KH LQYHVWLJDWRU ORRNHG LQWR the educational
SUREOHPVRIWULEDOVWXGHQWV&KDPROL'LVWULFW´ 116 tribal students of classes from VI to XII
were selected by multistage random sampling from Chamoli dist. The tools used included
educational problems, questionnaire by shah, achievement motivation scale by shah,
aspiration scale by Sharma. ST students of high school level showed significantly higher
adjustment problems with the curriculum. The rate of wastage and stagnation was found to
be significantly higher. All the tribal schools students had accepted that they experienced
more adjustment problems. The majority of the ST students were from uneducated families.
The parents of ST students did not take any interest in their studies. The bigger barrier was
longer distance between home and school.

Jayashree S. (1989) FRQGXFWHG D VWXG\ RQ ³,GHQWLILFDWLRQ RI WKH GLIILFXOWLHV LQ OHDUQLQJ RI
WHDFKLQJDVHFRQGODQJXDJHDPRQJWKHKLJKVFKRROVWXGHQWV´ A seminar was conducted to
find out the teaching difficulties more than 30 teachers participated in this seminar and they
listed out the difficulties of teaching English to std IX. The questionnaire for the teachers was
prepared. It was administered to 50 English teachers. The collected data were treated using,
PHDQ 6' µW¶ WHVW 7KH GLIILFXOWLHV IDced by English teachers included, children, improper
listening nature, and their inattentiveness in the class. Teacher experienced great difficulty in
making students to understand English. Students did not show any interest in learning
Teacher felt eliciting responses from students took too muchtime. Students vocabulary was
very poor.Students understanding capacity was not normal. Their participation in the English
class was not good (SM 1759).

Mehta, Perin H, Bhatnagar, Asha and Jain. (1989) conducted a sWXG\ RQ ³+RPH
background and selected psychological, vocational planning variables of tribal high school
VWXGHQWVLQDQGDURXQG6KLOORQJ0HJKDOD\D´ This is the only study available in the area of
educational and career guidance for the tribal population. A sample of 338 class XI tribal and
non-tribal students from rural and urban areas were selected for the purpose of the study. The
study did not indicate much difference between tribal and non-tribal students of Meghalaya in
terms of background and vocational planning characteristics but on general mental ability,

17
socio-economic status and academic achievement. The parents and siblings of such children
play a significant role in their educational and vocational planning.

2.6 STUDIES DONE IN ABROAD

Cheung, Alan C. K. (2013)conducted a study on Language, Academic, Socio-Cultural and

Financial Adjustments of Mainland Chinese Students Studying in Hong Kong
Purpose: The purpose of this paper is to examine language, academic, social-cultural and
financial adjustments facing mainland Chinese students in Hong Kong.
Design/methodology/approach: The current study employed both quantitative and qualitative
methods and included over 300 mainland Chinese students from seven major universities in
Hong Kong. In addition to a survey questionnaire, in-depth interviews were also conducted.
Purposive and snowball sampling methods were used to recruit participants. Findings: The
findings indicate that though mainland Chinese students were satisfied with the quality of
Hong Kong's higher education, many expressed that they were having language, academic,
social and cultural, and financial challenges during their stay in Hong Kong. The results are
consistent with the current literature to a large extent with some variations. Few differences
were found by gender and between undergraduate and graduate students. Research
limitations/implications: Two thirds of the sample was undergraduate students and only one
third graduate students. Future research may want to include an equal number of participants
from both groups to get a more balanced view. In addition, since the sample of our sub-
degree students was very small, generalization to this group will be inappropriate. Future
studies are needed to explore the unique challenges facing these mainland Chinese students
who are pursuing their sub-degree in Hong Kong. Originality/value: Most of the current
research is limited to mainland Chinese students studying in Western countries, such as the
USA, the UK and Australia. Few studies to date examine adjustment problems of mainland
Chinese students studying in Hong Kong. There is a need, therefore, to deepen our
understanding of the major adjustment issues experienced by these mainland Chinese
students in Hong Kong.
Jorgensen, C. Gregg(2013)conducted a study onMoral Problems as Issues-Centered Social
Studies Education: Discovering Dewey as a Guiding Foundation By considering ethics and
morals from a vantage point in which personal and political beliefs become part of our
national debate, students could form the habit of political discussion in much the same way

18
that representatives of social and political groups prepare and respond on a daily basis to an
ever inquiring media. I will explore several examples of media, including social media,
confronting, debating, and disseminating in new ways challenging issues facing today's
global communities. As a solid counter-point to social media, indeed all media impact, in a
rapidly changing global environment, Dewey provides important messages to encourage
today's educators to actively bolster a reflective thinking, issues-centered approach founded
on ethics and morals. Dewey's writings on ethics, morals and democracy can open the door
and allow students to become socially and politically engaged in the myriad of issues
confronting 21st century citizens.
Flannery, K. Brigid; Frank, Jennifer L.; Kato, Mary McGrath(2012) conducted a study
on School Disciplinary Responses to Truancy: Current Practice and Future Directions
Truancy, or unexcused absence, is a common problem facing nearly all high schools across
the United States and other nations. Understanding how schools typically respond to student
truancy and the relative effectiveness of these responses is an important, yet relatively
unexplored area. Using a national extant dataset, this study examined which school
disciplinary responses are most effective in reducing the reoccurrence and growth in truancy
among ninth-grade students. Results revealed group differences in the odds of truancy
reoccurrence. After controlling for student-level factors, out-of-school suspension (OSS) was
found to significantly decrease the probability of future truancy. However, longitudinal
growth models revealed that repeated and ongoing exposure to OSS actually accelerated the
growth in truancy. Implications for schools and directions for future research are discussed.

Tufte, John E.(2012) conducted a study onCrazy-Proofing High School Sports "Crazy-
Proofing High School Sports" examines the often troubling high school sports phenomenon
in two parts. Part one focuses on the problems facing educators, students, and parents as they
struggle to make high school sports worthwhile. Few if any strategies for improvement in
education are effective without first knowing what the real reasons are for failure. Part two
offers solutions for "crazy-proofing" high school sports. Schools have everything needed to
accomplish great feats via high school sports participation, and now is the time for our
educators to be the experts in their field. Written in a language educators can understand, and
with stories everyone associated with high school sports will recognize, "Crazy-Proofing
High School Sports" offers real solutions to the real problems hurting high school student
athletes.

19
White, Robert (2012)conducted a study onA Sociocultural Investigation of the Efficacy of
Outdoor Education to Improve Learner Engagement A sociocultural investigation with Year
8 secondary-school students experiencing marginalization and displaying signs of social and
emotional difficulties in engaging fully with school life who participated in a mediated
outdoor education programme was undertaken for this study. The findings indicate that there
was a very statistically significant change in self-concept (p less than 0.05) during the course
of the programme. In addition, all participants reported positive results in relation to building
trust, group cohesion, and emotional regulation with positive results on facing the challenges
they experience daily within school. Moreover, 75% reported that they experienced positive
gains in their family since beginning participation in the programme, and 100% stated that
they had developed a deeper level of trust for the other group members.

Bidell, Markus P.(2012) conducted a study on Examining School Counseling Students'

Multicultural and Sexual Orientation Competencies through a Cross-Specialization
Comparison Professional school counselors have an opportunity to directly address the
educational, emotional, and social problems facing lesbian, gay, bisexual, transgender, and
questioning youth. The purpose of this study was to examine the multicultural and sexual
orientation counselor competencies of school counseling students through a cross-
specialization comparison with community agency students. Results indicate that school
counselingstudents had significantly lower self-reported multicultural and sexual orientation
counselor competency scores. The findings and their implications are discussed.

Darrow, Alice-Ann(2012) conducted a study on Students with Learning Disabilities in the

Music Classroom There are a number of disabilities that music educators may never
encounter among their students in the music classroom; however, all music educators will
have students with learning disabilities. Students with learning disabilities may have a variety
of "presenting problems" that limit their academic and social success in the music classroom.
The students' level of difficulty or success in music will depend on how the disability
presents itself and how music learning is subsequently affected. This column highlights the
benefits of music instruction for students with learning disabilities and the benefits for music
educators who have these students in class.

20
Kuruganti, Usha; Needham, Ted; Zundel, Pierre(2012) conducted a study onPatterns and
Rates of Learning in Two Problem-Based Learning Courses Using Outcome Based
Assessment and Elaboration Theory The concept of "practice makes perfect" was examined
in this work in the context of effective learning. Specifically, we wanted to know how much
practice was needed for students to demonstrate mastery of learning outcomes. Student
learning patterns in two different university courses that use a similar education approach
involving problem based learning, outcomes based assessment, and problem sequencing
based on elaboration theory were examined. Learning outcomes for each course were
explicitly defined and students were repeatedly assessed through sequential assignments. The
cumulative proportion of criteria successfully demonstrated for each problem-solving attempt
was determined using data retrospectively obtained from instructor grading records. Learning
followed a typical growth pattern--it increased rapidly at first and more slowly with
succeeding attempts. The precise shape of the learning curve differed between the two
courses and is thought to be the result of problem difficulty and problem sequencing.
Depending on these two factors, at least one more attempt than the number of times criteria
need to be demonstrated is required and often more are needed to demonstrate mastery. This
paper presents class-level data and future work should investigate individual performance and
particularly why some students learn more quickly than others. Two additional issues for
future consideration are the effect of the number of attempts on long-term retention and on
the transferability of the learning to other problems.

Abdu-Raheem, B. O(2012).conducted a study onEffects of Problem-Solving Method on

Secondary School Students' Achievement and Retention in Social Studies, in Ekiti State,
Nigeria This study investigated the effects of problem-solving method of teaching on
secondary school students' achievement and retention in Social Studies. The study adopted
the quasi-experimental, pre-test, post-test, control group design. The sample for the study
consisted of 240 Junior Secondary School Class II students randomly selected from six
secondary schools in Ekiti State, Nigeria. The instrument used for the study is the Social
Studies Achievement Test (SSAT) designed and validated by the researcher. Section A of the
instrument consisted of the bio-data of the respondents while section B was made up of 40
multiple-choice items designed to measure the students' achievement and retention in Social
Studies. Four hypotheses were raised and tested at 0.05 level of significance. The data were
analyzed using t-test and ANCOVA statistical tools. The results showed that there is a
significant difference between the achievement mean scores of students in the experimental
21
and control groups. There is a significant difference between the pre-test mean scores and
achievement mean scores of students in the experimental and control groups. There is a
significant difference between the retention mean scores of students in the experimental and
control groups. There is a significant difference between the achievement mean scores and
the retention mean scores of students in the experimental and control groups. It was
discovered in the study that problem-solving method is more effective than conventional
lecture method in improving students' achievement in Social Studies. It was therefore
recommended that teachers should be innovative in handling their lessons by relating them to
the day-to-day life of students in such a way that the students will be challenged to put the
lessons to practice as much as possible. Government should also emphasize the use of
problem-solving method to teach Social Studies in secondary schools.

Askell-Williams, Helen; Lawson, Michael J.; Skrzypiec, Grace(2012) conducted a study

on Scaffolding Cognitive and Metacognitive Strategy Instruction in Regular Class Lessons
The quality of teachers' knowledge about how people learn influences students' learning
outcomes. Similarly, the quality of students' knowledge about how they learn influences their
engagement in self-regulated learning and consequently, their learning achievement. There is
a gap between research findings that support these two premises and teaching-learning
practices in classrooms. In this paper we describe attempts to reduce this gap. In Study 1 we
surveyed early adolescent students' cognitive and metacognitive strategy use and
demonstrated that students' cognitive and metacognitive strategy knowledge has substantial
room for improvement. In Studies 2 and 3 we collaborated with teachers to embed explicit
cognitive and metacognitive strategy instruction, using learning protocols, into regular class
lessons. Studies 2 and 3 showed that the learning protocols slipped readily into teachers'
typical lesson designs, scaffolded teachers' delivery of strategy instruction, and scaffolded
some students' acquisition of strategy knowledge, although progress was sometimes slow.
Recommendations are presented for supporting teachers and students to engage with
cognitive and metacognitive strategy instruction.

Vlaardingerbroek, Barend; Shehab, Saadeddine S.; Alameh, Sahar K.(2011) conducted

a study onThe Problem of Open Cheating and Invigilator Compliance in the Lebanese Brevet
and Baccalaureat Examinations This paper describes a study on examination room cheating
during Lebanese Brevet and Baccalaureat examinations with a focus on "open cheating"--
malpractices which are aided and abetted by examination invigilators. Findings suggest that
22
the problem is widespread and is largely attributable to the empathy invigilators feel with
candidates. The collectivist ethos which has earlier been applied to collusion among cheating
students appears to extend to invigilators during these high-stakes external examinations. It is
suggested that behaviour modification strategies through organisational changes to the
conduct of the examinations will be more effective than character development strategies in
the short term.

Bask, Miia(2011) conducted a study on Cumulative Disadvantage and Connections between

Welfare Problems In this paper, we perform a latent class factor analysis of a panel that
involves two waves of data from an annual survey of living conditions in Sweden that were
gathered in the years 1994-1995 and 2002-2003. We follow the same 3,149 individuals over
both waves, describing them by sex, age group, family type, nationality background,
education level and socio-economic class. Further, since the welfare disadvantages included
in the analysis are chronic unemployment, economic problems, health problems, experiences
of threat or violence, crowded housing, lack of a close friend and sleeping problems, we also
have data on exactly which welfare problems each individual in the data set suffers from. In
the empirical analysis, latent class factor analysis provides us not only with information on
which individual characteristics that are important in the accumulation of welfare problems,
but also gives us information on which disadvantages in fact are accumulated. First, we find
that welfare problems do cluster. Second, the welfare problems that most often appear at a
factor level with several disadvantages are experiences of threat or violence and sleeping
problems. Finally, being an immigrant and being single are individual characteristics that turn
up most often in factor levels with problem accumulation, whereas there is no distinctive
difference between the sexes. However, women seem to be more prone to suffer from
experiences of threat or violence and sleeping problems, while men are more likely to suffer
from lack of a close friend.

Costley, Kevin C.; Leggett, Timothy(2011) conducted a study onChildhood Obesity: A

Heavy Problem The youth of today are faced with a big problem; they are becoming more
obese every day. The time of children playing outside all day and being extremely active has
been overtaken by the television and video games. The days of sitting down as a family and
eating a good healthy meal has been replaced by the rush to the nearest fast food restaurant.
Today's children are tomorrow's future and presently, the future looks unhealthy. Today's
curriculum must promote a healthier lifestyle. Obesity is now an American crisis. It is vital to
23
teach children proper nutrition and how to stay physically fit. In these days of excessive
testing and accountability, the focus is on content and learner outcomes. Yet, what good is
acquiring knowledge, when children, who will later become adults, continue imitating what
their parents do, making unhealthy choices in their diets. It is now essential that students have
physical education classes every day. The curriculum must promote healthy choices in foods
and lunch rooms should provide healthier food choices. Good nutrition begins in the home.
Schools can only be a part of the solution. First lady, Michelle Obama has taken on the fight
for the elimination of child obesity. It is hoped that her national coverage will lead to needed
public awareness of the crisis and additional funding to fight childhood obesity, especially in
the public schools.

Carlson, Kieth A.; Winquist, Jennifer R.(2011) conducted a study onEvaluating an Active
Learning Approach to Teaching Introductory Statistics: A Classroom Workbook Approach
The study evaluates a semester-long workbook curriculum approach to teaching a college
level introductory statistics course. The workbook curriculum required students to read
content before and during class and then work in groups to complete problems and answer
conceptual questions pertaining to the material they read. Instructors spent class time
answering students' questions. The 59 students who experienced the workbook curriculum
completed the Survey of Attitudes Toward Statistics (SATS) on the first and last day of the
course. These students' post course ratings on the subscales of cognitive competence, affect
and difficulty were all significantly higher than their pre course ratings. Additionally, the 59
students' post course ratings for these 3 subscales were also significantly higher than those
provided by a comparison group of statistics students (sample size 235). The results indicated
that the students experiencing the workbook curriculum (1) had more confidence in their
ability to perform and understand statistics, (2) liked statistics more, and (3) thought statistics
was "more" difficult than the comparison group. Additionally, these students' attitude scores
were positively correlated with both GPA and performance on a comprehensive final exam.
We discuss the various methodological problems faced by classroom researchers and suggest
that, in some cases, assessing students' attitudes can be an effective solution to these
methodological problems. We conclude that the workbook approach holds promise for
teaching introductory statistics courses.

Levesque, Aime A.(2011) conducts study on Using Clickers to Facilitate Development of

Problem-Solving Skills Classroom response systems, or clickers, have become pedagogical
24
staples of the undergraduate science curriculum at many universities. In this study, the
effectiveness of clickers in promoting problem-solving skills in a genetics class was
investigated. Students were presented with problems requiring application of concepts
covered in lecture and were polled for the correct answer. A histogram of class responses was
displayed, and students were encouraged to discuss the problem, which enabled them to
better understand the correct answer. Students were then presented with a similar problem
and were again polled. My results indicate that those students who were initially unable to
solve the problem were then able to figure out how to solve similar types of problems through
a combination of trial and error and class discussion. This was reflected in student
performance on exams, where there was a statistically significant positive correlation
between grades and the percentage of clicker questions answered. Interestingly, there was no
clear correlation between exam grades and the percentage of clicker questions answered
correctly. These results suggest that students who attempt to solve problems in class are
better equipped to solve problems on exams.

Saeverot, Herner (2011) conducted a study onPraising Otherwise After providing a general
overview and critique of some of the main problems with teacher praise, in which I basically
argue that praise binds and controls the students instead of liberating them, I go on to
examine whether it is possible to praise without the intention to control the students. In this
way I challenge conventional and standardising ways of praising, and argue that it is possible
to make room for the singularity and uniqueness of students through praise.

McArthur, Lynne C.; Klass, Lara; Eberhard, Andrew; Stacey, Andrew (2011) conducted
a study onAction Research to Improve Methods of Delivery and Feedback inan Access Grid
Room Environment This article describes a qualitative study which was undertaken to
improve the delivery methods and feedback opportunity in honours mathematics lectures
which are delivered through Access Grid Rooms. Access Grid Rooms are facilities that
provide two-way video and audio interactivity across multiple sites, with the inclusion of
smart boards. The principal aim was to improve the student learning experience, given the
new environment. The specific aspects of the course delivery that the study focused on
included presentation of materials and provision of opportunities for interaction between the
students and between students and lecturers. The practical considerations in the delivery of
distance learning are well documented in the literature, and similar problems arise in the
Access Grid Room environment; in particular, those of limited access to face-to-face
25
interaction and the reduction in peer support. The nature of the Access Grid Room classes
implies that students studying the same course can be physically situated in different cities,
and possibly in different countries. When studying, it is important that students have
opportunity to discuss new concepts with others; particularly their peers and their lecturer.
The Access Grid Room environment also presents new challenges for the lecturer, who must
learn new skills in the delivery of materials. The unique nature of Access Grid Room
technology offers unprecedented opportunity for effective course delivery and positive
outcomes for students, and was developed in response to a need to be able to interact with
complex data, other students and the instructor, in real-time, at a distance and from multiple
sites. This is a relatively new technology and as yet there has been little or no studies
specifically addressing the use and misuse of the technology. The study found that the correct
placement of cameras and the use of printed material and smart boards were all crucial to the
student experience. In addition, the inclusion of special tutorial type sessions were necessary
to provide opportunities to students for one-on-one discussion with both lecturer and other
students. This study contributes to the broader understanding of distance education in general
and future Access Grid Room course delivery in particular.

Anderson, Brian J.; Hissam, Robin S.; Shaeiwitz, Joseph A.; Turton, Richard(2011)
conducted a study onClass and Home Problems: Optimization Problems Optimization
problems suitable for all levels of chemical engineering students are available. These
problems do not require advanced mathematical techniques, since they can be solved using
typical software used by students and practitioners. The method used to solve these problems
forces students to understand the trends for the different terms comprising the objective
function and how they combine to yield an optimum. The result is an understanding of the
trade-off necessary for an optimum to exist.

Wang, Dan(2011) conducted a study onThe Dilemma of Time: Student-Centered Teaching

in the Rural Classroom in China China has been promoting student-centered education under
the current curriculum reform. However, teachers in rural schools continue to exercise tight
control of the classroom, with lecturing taking up most of the class time. Drawing on
ethnographic observation and interviews in a rural elementary school, this study analyzes the
rationale of rural teachers in strategizing teaching methods. It has found that teachers'
pedagogical choices are heavily constrained by both the centralized curriculum and schedule
and the social context of rural-urban disparities. Together these constraints create a dilemma
26
of time that significantly limits the room for teachers to experiment with student-centered
methods.

Bostic, Jonathan; Jacobbe, Tim(2010) conducted a study on Promote Problem-Solving

Discourse Fourteen fifth-grade students gather at the front of the classroom as their summer
school instructor introduces Jonathan Bostic as the mathematics teacher for the week. Before
examining any math problems, Bostic sits at eye level with the students and informs them
that they will solve problems over the next four days by working individually as well as
collaborating in small groups and as a whole class. A supportive environment where students
feel comfortable sharing their solution strategies with one another is crucial for developing a
positive classroom culture. Such a culture promotes "problem-solving discourse," which is
student-centered, problem-focused dialogue among small groups or as a whole class. This
article discusses how a four-day intervention proved highly successful and offers practical,
specific guidelines for teachers to quickly develop a similar classroom culture.

Cave, Christin(2010) conducted a study on Public School Revitalisation in Detroit Too

many children and not enough schools was once the issue facing urban school districts across
the United States at the turn of the twentieth century. The rise of industrialisation and the
subsequent influx of workers and immigrants overwhelmed urban areas and school planners
alike, with everyone demanding access to public schools. However, a shift in demographics,
caused by de-industrialisation and suburbanisation, has relocated families and businesses
outside of city centres, thus creating new efficiency and management pressures on public
schools. This trend has been most remarkable in the Detroit Public School system (DPS),
Michigan's largest school district. In the 1920s, the city's public school system was
overloaded and could not construct schools fast enough to accommodate the increasing
number of students. Now, the problem in Detroit is acute, and over the past ten years alone
the student population has drastically declined; its schools face high drop-out, poor academic
achievement and low graduation rates. Enrolment is expected to continue to fall over the
coming years as families opt for alternatives to a public school system which is perceived to
be failing. Consequently, despite the closure of over 100 schools since 2004, the city will
have to condense the existing stock of buildings still further to accommodate the diminishing
number of students at all levels of schooling. In addition, the remaining stock of buildings in
Detroit, as in many urban areas, is plagued with leaky roofs, faulty plumbing, outdated
resources and poor heating and cooling systems due to negligence and insufficient
27
maintenance. The Detroit public school district is attempting to tackle this with an injection
of federal funding and a comprehensive school facilities renovation plan. Money from a bond
issue passed in November 2009 will be used to construct new replacement school buildings
and renovate existing ones to efficiently transform the school district and the city.

Sweeney, Preston(2010) conducted a study onEngineering Competition--A Win-Win Event

for All Hosting an engineering competition can bring great success to a technology
department. Development and planning of an event can prove frustrating at times, but it pays
off in the end. The author describes the first-ever engineering competition held at Maple
Avenue Middle School in Saratoga Springs, New York, which provided an evening of
creative thinking, team building, and problem solving. The Maple Avenue Engineering
Competition also provided a great opportunity for the school, students, parents, and
community members. During the competition, parents, community members, and
administrators walked from room to room admiring the teamwork and creativity of each
student.

Naper, Linn Renee(2010) conducted a study onTeacher Hiring Practices and Educational
Efficiency This paper analyses the relationship between teacher hiring practices and
educational efficiency in Norwegian school districts. The hiring decision is made at the
school level by the principal or at the school district level. According to the data, efficiency is
the highest in districts where hiring is decentralized. Hiring practices are decided by the
school district, and linear estimates of the effect of decentralized hiring on efficiency may be
biased because of non-random selection. First, I approach this problem by including a large
set of controls in a school district level analysis, which does not alter the qualitative result.
Second, I perform a school level analysis with district fixed effects. The results indicate, as
expected, that the effect of decentralization is stronger for schools facing excess teacher
supply than for schools without excess supply.

Bell, Mary Ann; Kuon, Tricia(2009)conducted a study onHome Alone! Still Collaborating
When the authors taught in traditional classroom settings, collaboration and communication
were understood to be important. Part of every class session was spent in discussion because
they knew the importance of students teaching students, and they believed that the teacher as
a facilitator, rather than the supreme encyclopedia of knowledge, was a powerful learning
model. They know that combining teaching strategies, including direct instruction,
28
discussion, cooperative work in groups and inquiry, leads to meaningful learning. In the
traditional university setting, the authors spent at least three hours a week in a room with their
students. It was so easy to ask a juicy, thought-provoking question then sit back and watch
the sparks fly as students debated with each other. It was easy to place students in groups of
three or four to work on projects and presentations together. They could give them class time
to prepare and give students practice in working together, researching a topic, and finding the
best methods to teach the gathered information to the rest of the class. It was easy to include
collaboration and cooperation at many levels when they all met face to face. In online
instruction, the authors, as "facilitator instructors," work at home much of the time. Sharing
ideas online from teacher to student or from trainer to colleagues can be difficult to express in
writing without facial and body language. The authors still want to incorporate the methods
of teaching that have proven successful in the past, but how do they do that? In this article,
the authors suggest and discuss five basic steps to foster collaboration and increased
communication in this digital world.

Gabbin, Alexander L.(2009) conducted a study onExploratory Evidence of Accounting

Majors' Motivation to Learn A common theme among faculty at many universities is that
student motivation to learn is lacking in the classroom. The primary concern of today's
students is to obtain A and B grades regardless of demonstrated proficiency in the subject
matter. Concern about students' motivation to learn is evident at the accounting educator's
conference known as the Colloquium on Change in Accounting Education. Without
marginalizing the significant problems many faculty may be facing, the author cautions
faculty to avoid a negative halo effect, whereby the disruptive attitudes and behaviors of a
few highly visible students unfairly bias how faculty employ their expertise in the design and
management of the learning process. In this article, the author provides preliminary evidence
of students' motivation to learn in an intermediate accounting course at an Association to
Advance Collegiate Schools of Business accredited undergraduate university. The author
uses group testing to enhance student learning in an intermediate Accounting I class and
gives students an option to choose a test-retest format for calculating their exam grades.

Steele, Marcee M. (2008) conducted a study on Teaching Social Studies to Middle School
Students with Learning Problems Because of recent legislation, students with mild disabilities
frequently receive social studies instruction in the general education classroom. Therefore,
Middle school teachers have the challenge of teaching social studies to students with a wide
29
range of abilities.Emphasis in the general education social studies curriculum is on high-level
cognitive skills; this is challenging for students with learning problems. The author reviews
characteristics of students with learning problems and presents modifications for instruction,
textbook use, and assignments to help these students and their teachers have a positive class
experience.

Ihmeideh, Fathi; Khasawneh, Samer; Mahfouz, Safi; Khawaldeh, Moustafa(2008)

conducted a study onThe New Workforce Generation: Understanding the Problems Facing
Parental Involvement in Jordanian Kindergartens This study aimed to investigate the
problems facing parental involvement in Jordanian kindergartens from the parents'
perspectives. A 36-item questionnaire that addressed five domains was designed by the
researchers and distributed among the study participants. The study sample consisted of 297
parents of kindergarten children from various kindergartens in Amman. The results reveal
that the main problem facing parental involvement was related to the kindergarten principals,
followed by problems related to the kindergarten teachers, while the kindergarten facilities
were the least serious problem. Also, the results indicate that there were statistically
significant differences only with problems related to the kindergarten instructional program
domain with regard to the parents' gender, while there were no differences attributed to the
educational and economic levels of the parents. Based on these findings the researchers
address a number of suggestions and recommendations for enhancing parental involvement in
Jordanian kindergartens.

Perrin, John Robert(2007) conducted a study on Problem Posing at All Levels in the
Calculus Classroom This article explores the use of problem posing in the calculus classroom
using investigative projects. Specially, four examples of student work are examined, each one
differing in originality of problem posed. By allowing students to explore actual questions
that they have about calculus, coming from their own work or class discussion, or questions
arising from studying supplementary material all students can successfully engage in problem
posing.

Judith Alperir (2006) FRQGXFWHG D VWXG\ RQ ³5HFLSURFDO SHHU WXWRULQJ IRU FKLOGUHQ ZLWK
severe emotional behaviRXUDO DQG OHDUQLQJ SUREOHP´ To assess the impact of a modified
reciprocal peer tutoring (RPT) intervention on the arithmetic achievement and social
collaboration of latency-age boys with severe emotional, behavioural and learning problems.

30
The RPT intervention originally developed by John Fantuzzo was adapted to the ecology of
an SED classroom and the special needs of these students. The sample was taken from a
group of 53 latency age boys attending a residential and day treatment program. The entire
classroom participated in the intervention with six children serving as participants in the
study. In the study the children took part in two RPT application reward contingency
applications. Children participated in the intervention during their regularly scheduled
arithmetic class. arithmetic computation and collaborative interaction? Does application yield
superior results with this group of children All of the participants successfully used the
Reciprocal Peer tutoring intervention methods for both arithmetic and social collaboration
reward contingencies. All students showed improvement in this arithmetic computation,
percentage of time collaborating and percentage of time disrupting the collaboration. The
Arithmetic application yielded higher rates of change than collaboration application in one of
the three days. Both applications were found to be comparably effective in the remaining two
days. Satisfaction data indicated that 4 out of 6 children gave the program the highest rating
indicating that they likHGWKHSURJUDPµDORW¶7KHWHDFKHUVUDWHGWKHSURJUDPYHU\SRVLWLYH
Implications of future applications using this intervention with this population are discussed.

Donahue and Lynn Marie (2001) FRQGXFWHGDVWXG\RQVWXGHQW¶VSHUFHSWLRQVRIWHDFKHU¶V

communication and its effects on students learning. This investigation examined the
SHUFHSWLRQ WKDW VWXGHQWV KDG WR WHDFKHU¶V DUJXPHQWDWLYHQHVV DQG YHUEDO DJJUHVVLYHQHVV WR
GHWHUPLQHLIWKHWUDLWEHKDYLRXUVLQFRQMXQFWLRQZLWKDVWXGHQW¶VSHUFHSWLRQVRIWKHLUWHDFKHU¶V
socio-communicative style had an effect on the student-teachers relationship. In addition, this
LQYHVWLJDWLRQDWWHPSWHGWRFUHDWHDPRGHORIWHDFKHUV¶FRPPXQLFDWLYHEHKDLRXUZKLFKOHDGV
to student learning. The findings of the study indicated the teacher responsiveness had
VLJQLILFDQWSRVLWLYHLPSDFWRQVWXGHQW¶VIHHOLQJRIOHDUQHUHPSRZHUPHQWVWXGHQW¶VUHSRUWVRI
affective learning and students report-of less cognitive learning loss. The relationship
between teacher argumentativeness and teacher assertiveness to learner empowerment and
students affective and cognitive learning was unclear and required further investigations.
)LQDOO\WHDFKHUV¶YHUEDO DJJUHVVLRQKDGVLJQLILFDQW QHJDWLYHHIIHFWV RQVWXGHQW¶VIHHOLQJVRI
empowerment and learning.

Gravin and Joy Newton (1999) conducted a study on interpersonal teacher behaviour and
student misbehaviour and achievement. The purpose of this study was to determine if a

31
WHDFKHU¶V LQWHUSHUVRQDO EHKDYLRXU DIIHFWV WKH QXPEHU RI EHKDYLRXU SUREOHPV DQG degree of
student learning office referrals were used to measure behviour problems. The fourth grade
MAT-7 was used to measure achievement. Forty-fourth grade teacher in chastiston country
ZHUH VXUYH\HG XVLQJ WKH SHUVRQDO UHODWLRQV VXUYH\ (DFK WHDFKHU¶V Ieed back, exposure and
johari window were obtained.Teachers were divided to 4 types based on variations in the
amount of exposure and feed back they use. These types ranged from minimal exposure and
feedback to extensive use of both. Type A teachers use a minimal amount of exposure and
feedback. Type B teachers have an aversion to exposure and over use feedback. Type C
teacher over use exposure and neglect feed back. Type D teacher use exposure and feedback
to a great and balanced extent. 70% of teachers surveys were classified as type A. Type B, C,
& D teachers were grouped together and named the conglomerate type. This investigation
used the Pearson product moment correlation and the one-way analysis of variance to test the
hypothesis. The findings revealed no significant difference in students achievement and
behaviour based on teacher interpersonal behaviour. There was no relationship between
number of office referrals and teacher exposure and solicitation of feedback. Based on the
result of this study a WHDFKHU¶V LQWHUSHUVRQDO EHKDYLRXU GRHV QRW DIIHFW WKH QXPEHU RI
behaviour problem and degree of students learning.

Petrie, Linda Lou Harrison (1999) FRQGXFWHG D VWXG\ RQ ³,QGLYLGXDOV ZLWK OHDUQLQJ
disabilities, dropping out and graduating from a rural high VFKRRO´ Through participant
interviews supported by archival data and essential informant interviews, a picture emerges
of an ongoing process in which interactions with adults play critical roles. All four
participants described psychosocial events, which led to a chain of events that decisions were
made either with the participant or for the participant by adults. Two of the participants
graduated from and two drop-out of high school.Each participant of this study describes
himself as an individual with unique characteristics, relationship, and responses to
psychosocial events. The psychosocial events and the resulting chain of events as described
E\WKHSDUWLFLSDQWVFRXOGQRWKDYHEHHQDQWLFLSDWHG7KHSDUWLFLSDQWV¶LQWHUDFWLRQVZLWKDGXOWV
in regard to WKHSV\FKRVRFLDOHYHQWV FRXOG QRW KDYHEHHQVFULSWHG)LQDOO\WKHSDUWLFLSDQWV¶
LQWHUSUHWDWLRQRIWKHDGXOWLQWHUDFWLRQVDQGWKHSDUWLFLSDQWV¶UHVXOWLQJUHVSRQVHVFRXOGQRWKDYH
been foreseen. Additionally, the participants in this study did not perceive the interactions as
the adults perceived them. Previous researchers have designed studies to examine drop-out
data for the purpose of generalization, early identification and predictions. Future researchers
may want to approach the drop-out dilemma from each students perspective.

32
William T (1994) conducted a study on an analysis of the relationship between gender, gender
role classification and interpersonal conflict management styles of selected schools.The purpose
of this study was to examine the issues of gender and conflict management styles of schools.
To examine the relationship between the variables of gender role classification and interpersonal
conflict management styles. The sample of this study consisted of 101 male and 97 female
elementary principals. Thomas Kilmawn conflict Mode Instrument, demographic questionnaire
and ANVOA were used as tool. The findings in this study were there two significant relationship
found for the academic scale with both masculinity scales. The gender was not a significant effect
for any of the five conflict management scales. ANOVA revealed no significant results.

2.7 CONCLUSION
The investigator has reviewed 40 studies related to students problems among which 7
are Indian studies and 33 are foreign studies. In the reviewed studies most of them are survey
research, simple random sampling techniques has been used in most of the studies. The
investigator feels that the study is significant contribution to the filled of education in the
Ramanathapuram educational district. Both Indian and foreign studies are on different
level/categories of people, thus the present study is different and significant from the
investigators point of view reveals in itself.
The present study differs from the above studies in terms of area, population and
sample. Hence the present study is different from studies that have been already done. The
present study reads problems encountered by students at secondary level.

33
 CHAPTER ± III
METHODOLOGY

3.1 INTRODUCTION
µ5HVHDUFK¶LVFRPSRVHGRIWZRZRUGVµUH¶DQGµVHDUFK¶ZKLFKPHDQVWRVHDUFKDJDLQ
or to search for new facts or to modify older ones in any branch of knowledge. Research is
the systematic attempt to obtain answers to meaningful questions about phenomena or events
through the application of scientific procedures. It is actually a voyage of discovery. Research
is thus on original contribution to the existing stock of knowledge making for its
advancement.
$FFRUGLQJ WR -RKQ : %HVW   ³5HVHDUFK LV GHILQHG DV WKH V\VWHPDWLF DQG
objective analysis and recording of controlled observations that may lead to the development
of generalization of principles or theories, resulting in prediction and possibly ultimate
FRQWURORIHYHQWV´

3.2 TITLE OF THE STUDY

The title of the study entitled ³352%/(06(1&2817(5('%< THE STUDENTS
$76(&21'$5</(9(/,15$0$1$7+$385$0('8&$7,21$/',675,&7´

3.3 OPERATIONAL DEFINITION OF KEY TERMS

a) By problem

The present study involves the following terms; a problem is a hindrance that disrupts
the continuity of process withiQ WKH LQGLYLGXDO RU LQ D JURXS +HUH E\ µSUREOHPV¶ WKH
researcher means the felt difficulties of the students in their study.

b) secondary students

%\³6HFRQGDU\VWXGHQWV´WKHLQYHVWLJDWRUPHDQVVWXGHQWVVWXG\LQJLQFODVV,;

3.4 HYPOTHESES
1. There exists significant difference between male and female students encountered by
problems at secondary level.
2. There exists significant difference between rural and urban students encountered by
problems at secondary level

34
3. There exist significant difference between govt and aided school students encountered by
problems at secondary level
4. There exist significant difference between govt and private school students encountered by
problems at secondary level
5. There exist significant difference among private and aided school students encountered by
problems at secondary level
6. There exists significant difference among hindu and muslim students encountered by
problems at secondary level
7. There exist significant difference among hindu and Christian students encountered by
problems at secondary level
8. There exist significant difference among muslim and Christian students encountered by
problems at secondary level
9. There exist significant difference among FC and MBC/BC students encountered by
problems at secondary level
10. There exist significant difference among FC and SC/ST students encountered by
problems at secondary level
11. There exist significant difference among MBC/BC and SC/ST students encountered by
problems at secondary level .

3.5 METHODS OF EDUCATIONAL RESEARCH

Methods or procedures, an investigator follows in attempting to achieve the goals of
the study. They describe the various steps of the plan of attack to be adopted in solving a
research problem such as the manners in which the problems are formulated, the definition of
terms, the choice of subjects for investigation, the validation of data, gathering tools, the
collection, analysis and interpretation of data and processes of inferences and generalizations.
$UYLO 6 %DUU SRLQWV RXW µ(GXFDWLRQDO UHVHDUFK PHWKRGV FDQ EH FDWHJRUL]HG RQ WKH
basis of end results, data gathering techniques method of data processing, degree of control
exercised, approach, source of the data, and a number of other considerations.

3.6 TYPES OF RESEARCH

There are many methods or approaches adopted in educational research, few of them
are
¾ Historical method
¾ Case study method
35
3.10 ESTABLISHING THEVALIDITY
To establish the content validity, the prepared tool was given to experts in the field so
as to get their comments. They checked and detected the irrelevant and ambiguous questions
in the draft of questionnaire. The draft form of home environment scale consists of 34 items.
It was a three point scale viz, totally yes, no and some times. Each statement carries 2 marks
for totally yes, 1 for some times, and 0 for no.

3.11 RELIABILITY
The draft tool was subjected to a pilot study. For establishing reliability split-half
method was employed. This scale was administered to 30 students of secondary school
(standard IX) in Government Hr. Sec. School, Ramanathapuram Educational district, Tamil
Nadu. The investigator scored their response. Then the co-efficient of correlation was
computed by using product moment correlation method. The reliability was 0.98.
3.12 SAMPLE
$FFRUGLQJ WR -RKQ Z %HVW DQG-DPHV 9 .KDQ   ³3RSXODWLRQ LV DQ\ JURXS RI
individuals who have one or more characteristics in common that are of interest to the
UHVHDUFKHU´
The investigator personally visited the school with the permission of the concerned
heads of the schools. The personal data form and the questionnaire were administered of 210
IX standard students in the secondary school of Ramanathapuram Educational district. The
time allotted to complete the questionnaire was about one hour. Doubts raised by the
respondents regarding certain terms were cleared by present study.
The population for the present study consists of IX standard students who are
studying in secondary schools in Ramanathapuram Educational District.
3.13 SAMPLING
$FFRUGLQJ WR .RWKDUL & 5   ³6DPSOLQJ PD\ EH GHILQHG DV WKH VHOHFWLRQ RI
some part of an aggregate or totality on the basis of which a judgment or inference about the
DJJUHJDWHRUWRWDOLW\LVPDGH´
The investigator has used simple random sampling technique for selecting the sample
from the population. The stratification has been done on the basis of gender, religion, caste,
nature of school, Community, type of school.
The sample consists of 210 higher secondary school students from IX standard
students. The distribution of the sample is given as follows

37
3.14 SAMPLE DISTRIBUTION

TABLE 3.1
SCHOOL-WISE DISTRIBUTION OF THE SAMPLE

The sample
Number of
Sl. No Name of the schools percentage
students
(%)

1 Government Hr. Sec. School,Pudumadam 24 11.42

2 Government Hr. Sec. School, Ucchipuli 25 11.90

3 Government Hr. Sec. School, Irumeni 26 12.38

4 St. Joseph Hr. Sec. School, Muthupettai 24 11.42

5 DD Vinayagar Hr. Sec. School,Ramnad 25 11.90

6 Syed Ammal Hr. Sec. School,Ramnad 26 12.38

7 National Academy Hr. Sec. School,Ucchipuli 24 11.42

8 Allwin Hr. Sec. School,Ramnad 25 11.90

9 National Acedemy Hr. Sec. School,Ramnad 26 12.38

Total 210 100

The table (3.1) explain that 11.42% of the higher secondary school students taken from
Government Hr. Sec. School,Pudumadam; 11.90% of them are from Government Hr. Sec.
School, Ucchipuli; 12.38% of them are from Government Hr. Sec. School, Irumeni; 11.42%
of them are from St. Joseph Hr. Sec. School, Muthupettai; 11.90% of them are from DD
Vinayagar Hr. Sec. School,Ramnad; 12.38% of them are from Syed Ammal Hr. Sec.
School,Ramnad; 11.42% of them are from National Academy Hr. Sec. School,Ucchipuli;
11.90% of them are from Allwin Hr. Sec. School,Ramnad, 12.38% of them are from National
Acedemy Hr. Sec. School,Ramnad

38
3.6 SAMPLE ANALYSIS
The description of the sample is given in this section. The investigator collected a
total sample of 210 higher secondary school students from Ramanathapuram Educational
District.

3.6.1. Sex-wise distribution

The distribution of the sample with regard to sex is given in the table below.

TABLE 3.2
SEX-WISE DISTRIBUTION OF THE SAMPLE

S.No Sex Number Percentage (%)

1. Male 102 49

2. Female 108 51

3. Total 210 \100

The above table (3.2) makes it clear that number of samples of male is less than
female. Out of 210 samples taken for the study, 49% are male and 51% are female.

40
3.6.2. Community-wise distribution
The distribution of the sample with regard to community is given in the table below.

TABLE 3.3
COMMUNITY-WISE DISTRIBUTION OF THE SAMPLE

S.No Community Number Percentage (%)

1. FC 4 2

2. BC/MBC 180 86

3. SC/ST 26 12

Total 210 100

The above table (3.3), out of 210 samples selected for the study, 2% are OC, 86% are
OBC, 12% are SC/ST.

42
 FIGURE 3.3
COMMUNITY-WISE DISTRIBUTION OF THE SAMPLE

&
Ϯй

^ͬ^d
ϭϮй

ͬD
ϴϲй

43
3.6.3. Locality-wise distribution
The distribution of the sample with regard to locality of students is given in the table
below.

TABLE 3.4
LOCALITY-WISE DISTRIBUTION OF THE SAMPLE

S.No Locality Number Percentage (%)

1. Rural 90 43

2. Urban 120 57

Total 210 100

The above table (3.4), out of 210 samples selected for the study, 43% are rural
students, 57% are urban students.

44
 FIGURE 3.4
LOCALITY-WISE DISTRIBUTION OF THE SAMPLE

ZƵƌĂů
ϰϯй

hƌďĂŶ
ϱϳй

45
3.6.4. Nature of school-wise distribution
The distribution of the sample with regard to nature of school is given in the table
below.

TABLE 3.5
NATURE OF SCHOOL-WISE DISTRIBUTION OF THE SAMPLE

S.No Nature of school Number Percentage (%)

1. Government 70 33.33

2. Aided 70 33.33

3. Private 70 33.33

Total 210 100

The above table (3.5), out of 210 samples selected for the study, 33.33% are
Government school students, 33.33% are aided school students, 33.33% are private school
students.

46
3.6.7. Religion-wise distribution
The distribution of the sample with regard to religion is given in the table below.

TABLE(3.6)
RELIGION-WISE DISTRIBUTION OF THE SAMPLE

S.No Religion Number Percentage (%)

1. Hindu 148 70

2. Christian 18 9

3. Muslim 44 21

Total 210 100

The above table (3.6), out of 210 samples selected for the study,70% are Hindu
students, 9% are Christian students,21% are Muslim students.

48
3.15 STATISTICAL TECHNIQUES USED
3.15.1. Arithmetic Mean
The investigator has used the following formula the arithmetic mean.
6x
Mean X
N
Where,
X = Arithmetic Mean
6 = Sum of scores
N = Total number of scores

3.15.2. Standard Deviation

The investigator has used the following formula for calculating standard deviation.
1
S.D = u N6x 2  (6x) 2
N
Where
V = Standard deviation
6x = Sum of scores
6x 2 = Sum of the score squared
N = Total number of items

µW¶-Test
The investigator has used the following formula for calculating 't' test.
M1  M 2
µW¶=
S12 S 22

N1 N 2
Where,
M1 = Mean of the first group
M2 = Mean of the second group
S1 = Standard deviation of the first group
S2 = Standard deviation of the second group
N1 = Size of the first group
N2 = Size of the second group

50
3.15.4 reliability coefficient of spearman brown prophecy formula
The value of reliability co-efficient was identified by using the spearman brown
prophecy formula.
The reliability value is calculated as follows .The correction co-efficient value is
R = 2r / (1+r)

3.16 LIMITATIONS OF THE STUDY

Through every attempt has been made to make the study precise and objective as
possible certain limitations have crept in to it.
1. The study is limited to the high school students only.
2. Sample for the study is limited to 210 IX standard students only.
3. This study is confined only to Ramanathapuram educational District, in Ramanathapuram

51
 CHAPTER IV

ANALYSIS AND INTERPRETATION OF DATA

4.1 INTRODUCTION

³$QDO\VLVRIWKHGDWDLVLPSRUWDQWDVDQ\RWKHUFRPSRQHQWVRIWKHUHVHDUFKSURFHVV´
-Gay (1976)

³5HVHDUFK GDWD EHFRPH PHDQLQJIXO LQ WKH SURFHVV RI EHLQJ DQDO\]HG DQG LQWHUSUHWHG
UHJDUGOHVVRIKRZZHOOWKHVWXG\LVFRQGXFWHGDQLQWHUSUHWDWLYHFRQFOXVLRQ´
-Mouly (1964)

The result are interpreted for the data collected from the sample, with respect to the
sex, community, type of management, type of school, locality of students, locality of school,
group from different schools in Ramanathapuram district of Tamil Nadu, on one variable
namely problems encountered by secondary school. The data has been subjected to various
descriptive and inferential statistics, coefficient of correlation were also computed for the two
variable.

52
 Table 4.1
THE MEAN AND S.D SCORES OF IX STANDARD STUDENTS ON PROBLEMS
ENCOUNTERED BY THEM IN THE CLASS

S.No Variables Sample N Mean S.D

1. Male 102 42.57 10.145

Gender
Female 108 43.85 11.298

Govt 70 52.685 7.377

2.

Aided 70 41.857 10.409

School Type

Private 70 35.17 5.305

Hindu 148 43.364 10.259

3.
Community Muslim 44 46.954 10.851

Christian 18 34.33 8.6029

4. Rural 90 44.44 10.92

Place of School Urban 120 42.33 10.55

FC 4 41.25 10.24
5.
Caste BC/MBC 180 43.66 10.84

SC/ST 26 40.57 10.01

6. Entire Sample 210 43.238 10.71

53
 Fig-4.1
THE MEAN AND S.D SCORES OF IX STANDARD STUDENTS ON
PROBLEMS ENCOUNTERED BY THEM IN THE CLASS

ϲϬ

ϱϮ͘ϲϴϱ

ϱϬ
ϰϲ͘ϵϱϰ

ϰϰ͘ϰϰ
ϰϯ͘ϴϱ ϰϯ͘ϯϲϰ ϰϯ͘ϲϲ
ϰϮ͘ϱϳ ϰϮ͘ϯϯ
ϰϭ͘ϴϱϳ
ϰϭ͘Ϯϱ
ϰϬ͘ϱϳ
ϰϬ

ϯϱ͘ϭϳ
ϯϰ͘ϯϯ

ϯϬ

ϮϬ

ϭϭ͘Ϯϵ ϭϬ͘ϴϱ ϭϬ͘ϵϮ ϭϬ͘ϱϱ ϭϬ͘ϴϰ

ϭϬ͘ϭϰ ϭϬ͘ϰ ϭϬ͘Ϯϱ ϭϬ͘Ϯϰ ϭϬ͘Ϭϭ
ϭϬ ϴ͘ϲ
ϳ͘ϯϳ
ϱ͘ϯϬϱ

Ϭ
DĂůĞ&ĞŵĂůĞ'Žǀƚ ŝĚĞĚWƌŝǀĂƚĞ,ŝŶĚƵDƵƐůŝŵ
ŚƌŝƐƚŝĂŶZƵƌĂůhƌďĂŶ &ͬD
^ͬ^d

^͘ DE

54
 Table 4.2
4.2 PROBLEMS ENCOUNTERED BY STUDENTS AT SECONDARY LEVEL

S.NO SCORES NO OF STUDENTS LEVEL PECENTAGE

1. 23-37 77 High 36.66

2. 37-51 75 Moderate 36.66

3. 51-65 58 Low 27.61

1. 36.66% of the students encountered high level problems.

2. 36.66% of the students encountered moderat level problems.

3. 27.61%of the students encountered low level problems.

55
4.3 TESTING OF HYPOTHESIS

HYPOTHESIS 1
³7KHUH H[LVW VLJQLILFDQW GLIIHUHQFH between male and female students
encountered by problems at VHFRQGDU\OHYHO´

Table 4.3
The table shows the mean, standard deviation, and µW¶ YDOXH RI PDOH DQG IHPDOH
students problems encountered by secondary level

S.No SEX N MEAN S.D t-Test Significance

1 Male 102 42.57 10.145
0.871 Not Significant
2 Female 108 43.85 11.298

Not significant at 0.05 level table value=1.97

Df=102+108-2=208

Interpretation:
6LQFHWKHFDOFXODWHG¶W¶ value is 0.871 is lower than table value 1.97.it is inferred that
there is no significant difference between boys and girls students problems encountered by
secondary level .Hence the research hypothesis is rejected.

56
 Fig-4.2
SHOWING THE MEAN , S.D OF MALE AND FEMALE IX STANDARD STUDENTS
IN THEIR PROBLEMS

DĞĂŶ ^ƚĂŶĚĂƌĚĞǀŝĂƚŝŽŶ

ϰϯ͘ϴϱ
ϰϮ͘ϱϳ

ϭϭ͘Ϯϵϴ
ϭϬ͘ϭϰϱ

D> &D>

57
HYPOTHESIS 2
³7KHUH H[LVW VLJQLILFDQW GLIIHUHQFH EHWZHHQ JRYW DQd aided school students
encountered by problems at VHFRQGDU\OHYHO´

Table 4.4
The table shows the mean, VWDQGDUG GHYLDWLRQ DQG µW¶ YDOXH RI govt and aided school
students problems encountered by secondary level

S.No School Type N MEAN S.D t-Test Significance

1 Govt 70 52.685 7.377
7.105 Significant
2 Aided 70 41.857 10.409

significant at 0.05 level table value=1.98

Df=70+70-2=138

Interpretation:
6LQFHWKHFDOFXODWHG¶W¶YDOXHLVLVKLJKHUWKDQWDEOHYDOXH1.98.it is inferred that
there is significant difference between govt and private school students problems encountered
by secondary level. Hence the research hypothesis is accepted.

58
HYPOTHESIS 3
³7KHUH H[LVW VLJQLILcant difference between govt and private school students
encountered by problems at VHFRQGDU\OHYHO´

Table 4.4
The table shows the mean, VWDQGDUGGHYLDWLRQDQGµW¶YDOXHRIJRYWDQGSULYDWHVFKRRO
students problems encountered by secondary level

S.No School Type N MEAN S.D t-Test Significance

1 70 52.685 7.377
Govt 14.864 Significant

2 70 35.17 5.305
Private

significant at 0.05 level table value=1.98

Df=70+70-2=138

Interpretation:
6LQFH WKH FDOFXODWHG  ¶W¶ YDOXH LV  LV KLJKHU WKDQ WDEOH YDOXH LW LV LQIHUUHG
that there is significant difference between govt and private school students problems
encountered by secondary level. Hence the research hypothesis is accepted.

59
HYPOTHESIS 4
³7KHUH H[LVW VLJQLILFDQW GLIIHUHQFH between aided and private school
students encountered by problems at VHFRQGDU\OHYHO´

Table 4.5
The table shows the mean, VWDQGDUGGHYLDWLRQDQGµW¶YDOXHof aided and private school
students problems encountered by secondary level

S.No School Type N MEAN S.D t-Test Significance

1 Aided 70 41.857 10.40
4.7890 Significant

2 Private 70 35.17 5.305

significant at 0.05 level table value=1.98

Df=70+70-2=138

Interpretation:
6LQFH WKH FDOFXODWHG  ¶W¶ YDOXH LV  LV KLJKHU WKDQ WDEOH YDOXH LW LV LQIHUUHG
that there is significant difference between aided and private students problems encountered
by secondary level.Hence the research hypothesis is accepted.

60
HYPOTHESIS 5
³7KHUH H[LVW VLJQLILFDQW GLIIHUHQFH EHWZHHQ UXUDO DQd urban students
encountered by problems at VHFRQGDU\OHYHO´

Table 4.6
The table shows the mean, VWDQGDUG GHYLDWLRQ DQG µW¶ YDOXH RI rural and urban
students problems encountered by secondary level

S.No Locality N MEAN S.D t-Test Significance

1 Rural 90 44.44 10.92
1.4057 Not Significant

2 Urban 120 42.33 10.55

Not significant at 0.05 level table value=1.97

Df=90+120-2=208

Interpretation:
6LQFHWKHFDOFXODWHG¶W¶YDOXHLVLVORZHUWKDQWDEOHYDOXHLWLVLQIHUUHGWKDW there
is no significant difference between rural and urban students problems encountered by
secondary level.Hence the research hypothesis is rejected.

62
HYPOTHESIS 6
³7KHUH H[LVW VLJQLILFDQW GLIIHUHQFH EHWZHHQ KLQGX DQG muslim students
encountered by problems at VHFRQGDU\OHYHO´

Table 4.7
The table shows the mean, VWDQGDUG GHYLDWLRQ DQG µW¶ value of hindu and muslim
students problems encountered by secondary level

S.No Religion N MEAN S.D t-Test Significance

1 Hindu 148 43.364 10.259
1.951 Not Significant

2 Muslim 44 46.954 10.851

Not significant at 0.05 level table value=1.97

Df=148+44-2=190

Interpretation:
6LQFHWKHFDOFXODWHG¶W¶YDOXHLVLVORZHUWKDQWDEOHYDOXHLWLVLQIHUUHGWKDW
there is no significant difference between hindu and muslim students problems encountered
by secondary level. Hence the research hypothesis is rejected.

64
HYPOTHESIS 7
³7KHUH H[LVW VLJQLILFDQW GLIIHUHQFH EHWZHHQ KLQGX DQG FKristian students
encountered by problems at VHFRQGDU\OHYHO´

Table 4.8
The table shows the mean, VWDQGDUG GHYLDWLRQ DQG µW¶ YDOXH RI hindu and christian
students problems encountered by secondary level

S.No Religion N MEAN S.D t-Test Significance

1 Hindu 148 43.364 10.259
4.1120 Significant

2 Christian 18 34.33 8.6029

Not significant at 0.05 level table value=1.97

Df=148+18-2=164

Interpretation:
Since the FDOFXODWHG¶W¶YDOXHLVLVKLJKHUWKDQWDEOHYDOXHLWLVLQIHUUHG
that there is significant difference between hindu and Christian students problems
encountered by secondary level Hence the research hypothesis is accepted.

65
HYPOTHESIS 8
³7KHUH H[LVW VLJQLILFDQW GLIIHUHQFH EHWZHHQ PXVOLP DQG Christian students
encountered by problems at VHFRQGDU\OHYHO´

Table 4.9
The table shows the mean, VWDQGDUG GHYLDWLRQ DQG µW¶ YDOXe of muslim and christian
students problems encountered by secondary level

S.No Religion N MEAN S.D t-Test Significance

1 Muslim 44 46.954 10.851
4.845 Not Significant
2 Christian 18 34.33 8.6029

Not significant at 0.05 level table value=2.00

Df=44+18-2=62

Interpretation:
6LQFH WKH FDOFXODWHG  ¶W¶ YDOXH LV  LV ORZHU WKDQ WDEOH YDOXH LW LV LQIHUUHG
that there is no significant difference between boys and girls students problems encountered
by secondary level. Hence the research hypothesis is rejected.

66
 Fig-4.5
SHOWING THE MEAN , S.D OF HINDU,MUSLIM AND CHRISTIAN IX
STANDARD STUDENTS IN THEIR PROBLEMS
ϱϬ

ϰϲ͘ϵϱϰ

ϰϱ
ϰϯ͘ϯϲϰ

ϰϬ

ϯϱ ϯϰ͘ϯϯ

ϯϬ

Ϯϱ

ϮϬ

ϭϱ

ϭϬ͘ϴϱϭ
ϭϬ͘Ϯϱϵ
ϭϬ ϴ͘ϲϬϮϵ

Ϭ
,ŝŶĚƵ DƵƐůŝŵ ŚŝƌŝƐƚŝĂŶ

DĞĂŶ ^͘

67
HYPOTHESIS 9
³7KHUHH[LVWVLJQLILFDQWGLIIHUHQFHEHWZHHQ)&DQGSULYDWH0%&%& students
encountered byproblems at VHFRQGDU\OHYHO´

Table 4.10
The table shows the mean, VWDQGDUGGHYLDWLRQDQGµW¶YDOXHRI)&DQG0%&%&VFKRRO
students problems encountered by secondary level

S.No Community N MEAN S.D t-Test Significance

1 FC 4 41.25 10.24
0.4649 Not Significant
2 MBC/BC 180 43.66 10.84

Not significant at 0.05 level table value=2.00

Df=4+180-2=182

Interpretation:
Since WKH FDOFXODWHG  ¶W¶ YDOXH LV  LV ORZHU WKDQ WDEOH YDOXH LW LV
inferred that there is no significant difference between FC and MBC/BC students problems
encountered by secondary level. Hence the research hypothesis is rejected.

68
HYPOTHESIS 10
³7KHUH H[LVW VLJQLILFDQW GLIIHUHQFH EHWZHHQ 6&67 DQG MBC/BC students
encountered by problems at VHFRQGDU\OHYHO´

Table 4.11
The table shows the mean, VWDQGDUG GHYLDWLRQ DQG µW¶ Yalue of SC/ST and MBC/BC
students problems encountered by secondary level

S.No Community N MEAN S.D t-Test Significance

1 SC/ST 26 40.57 10.01
1.4556 Not Significant
2 MBC/BC 180 43.66 10.84

Not significant at 0.05 level table value=2.00

Df=180+26-2=204

Interpretation:
6LQFHWKHFDOFXODWHG¶W¶ value is 1.4556 is lower than table value 2.00.it is inferred
that there is no significant difference between SC/ST and MBC/BC students problems
encountered by secondary level. Hence the research hypothesis is rejected.

69
HYPOTHESIS 11
³7KHUH H[LVW VLJQLILFDQW GLIIHUHQFH EHWZHHn SC/ST and FC students
encountered by problems at VHFRQGDU\OHYHO´
Table 4.12
The table shows the mean, standard deviation, and µW¶YDOXHRI6&67DQG)&VWXGHQWV
problems encountered by secondary level

S.No Community N MEAN S.D t-Test Significance

1 SC/ST 26 40.57 10.01
0.1240 Not Significant
2 FC 4 41.25 10.24

Not significant at 0.05 level table value=2.04

Df=26+4-2=28

Interpretation:
6LQFH WKH FDOFXODWHG  ¶W¶ YDOXH LV  LV ORZHU WKDQ WDEOH YDOXH LW LV LQIHUUHG
that there is no significant difference between SC/ST and FC students problems encountered
by secondary level. Hence the research hypothesis is rejected.

70
 Fig-4.6
SHOWING THE MEAN , S.D OF FC,C/MBC AND SC/ST IX STANDARD
STUDENTS IN THEIR PROBLEMS
ϱϬ

ϰϱ

ϰϬ

ϯϱ

ϯϬ

Ϯϱ DĞĂŶ
^͘

ϮϬ

ϭϱ

ϭϬ

Ϭ
& ͬD ^ͬ^d

71
4.4 CONCLUSION
In this chapter, the researcher has given the analysis of the collected data.
The analysis was done by differential analysis. The next chapter will disscuss about
the summary and conclusion.

72
 CHAPTER-5
SUMMARY AND CONCLUSION
5.1 INTRODUCTION
This chapter deals with a summary of the major findings, interpretations,
recommendations and suggestions. It is the concluding part of the research. It is the major duty
of the investigator to exhibit his findings, since it involves the correction of mistakes,
rectification of errors and the achievement of goals in the field of education. On the basis of
the analysis of the problem, the investigator has obtained these findings and on the basis of
these findings he has submitted the recommendations and suggestions.
$FFRUGLQJWR&DWHU9*RRG  ³WKHSURFHVVRILQWHUSUHWDWLRQLVHVVHQWLDOO\RQH
of the stating what the findings convey. What their signification and what the answers to the
original problems are rectified.

5.2 TITLE OF THE STUDY

7KHWLWOHRIWKHVWXG\HQWLWOHG³352%/(06(1&2817(5('%< THE STUDENTS
$76(&21'$5</(9(/,15$0$1$7+$385$0('8&$7,21$/',675,&7´

5.3 OPERATIONAL DEFINITION OF KEY TERMS

a) By problem

The present study involves the following terms; a problem is a hindrance that disrupts
WKH FRQWLQXLW\ RI SURFHVV ZLWKLQ WKH LQGLYLGXDO RU LQ D JURXS +HUH E\ µSUREOHPV¶ WKH
researcher means the felt difficulties of the students in their study.

b) secondary students

%\³6HFRQGDU\VWXGHQWV´WKHLQYHVWLJDWRUPHDQVVWXGHQWVVWXG\LQJLQFODVV,;

5.4 NEED AND SIGNIFICANT OF THE STUDY

Students are the future pillars of the world. They should possess the qualities needed
for the effective performance of roles. Education should spell out the kinds of desirable
changes needed by the society and now these changes are to be brought among the students.
For this, education should try to study and understand various problems of the society in

73
specific areas from time to time and should become the integral part of social development.
The students should be involved in studies to attain the whole development. For this affect
intensity should be developed and so the investigator wanted to find out the problems
encountered by students at secondary level. The problem of high school students are deeply
inter linked with the problem of achievement. The major problem of high school students are
school participation and public examination. without problem it is impossible to bring some
changes among the students so that the investigator prefer this topic for the present study

5.5 SCOPE OF THE STUDY

1.developing academic performance of the students at secondary level
2.This study helps to know the problems among the students about the academic performance
at secondary level.
3.This study may helps to reduce the factors that are affecting students academic performance
at secondary level

5.6 OBJECTIVES
1. To find out the problems encountered by students at secondary level
2.To find out the significant difference if any between demographic variables such as type of
school, sex, place of school, community, religion.
3.To give the suggestion to solve the academic problem of students at secondary level

5.7 HYPOTHESES
1.There exists significant difference between male and female students encountered by
problems at secondary level.
2.There exists significant difference between rural and urban students encountered by
problems at secondary level.
3.There exist significant difference between govt and aided school students encountered by
problems at secondary level.
4.There exist significant difference between govt and private school students encountered by
problem at secondary level.
5.There exist significant difference among private and aided school students encountered by
problems at secondary level.
6.There exist significant difference among hindu and muslim students encountered by
problems at secondary level.
74
7.There exist significant difference among hindu and christian students encountered by
problems at secondary level.
8.There exist significant difference among muslim and christian students encountered by
problems at secondary level.
9.There exist significant difference among FC and MBC/BC students encountered by
problems at secondary level.
10.There exist significant difference among FC and SC/ST students encountered by problems
at secondary level.
11.There exist significant difference among MBC/BC and SC/ST students encountered by
problems at secondary level.

5.8 METHOD OF THE STUDY

The investigator adopted normative survey method to collect data from high
school students. It involves describing, recording, analysis and interpreting data which
are all directed towards a better understanding of the present study.
The investigator collected the data from the high school students in selected
schools located in Ramanathapuaram educational district.

5.9 LOCATION OF THE STUDY

The investigator collected the data from the high school students in selected
schools located in Ramanathapuram educational district.
5.10 RESEARCH TOOL
Before construct the research tool the investigator referred some articles and
asked questions to the students related to problems encountered by students at secondary
level and discussed with experts and research fellows.
After that the investigator framed each and every items of the questionnaire
and considered these items and research tool for the pilot study and present study.
5.11 CONSTRUCTION OF RESEARCH TOOL
Before construction the research tool, the investigator referred some articles and
asking question to the problems from high school level students.
Since the investigator himself faced some problems when he was studying at
high school level, this experiences and students suggestions helped the researcher to
frame the present research tool.

75
5.12 DESCRIPTION OF THE RESEARCH TOOL
A questionnaire on problems encountered by students has 34 items. All the items
of questionnaire focused on varieties of ideas regarding health problems awareness. All
the items are closed ended type. The respondent answer would be 3 point scale. if the
UHVSRQVHLQGLFDWHV³\HV´FDUULHVWZRIUHTXHQF\DQG³QR´ carries zero frequency and some
times carries one frequency. These frequencies revealed the problems encountered by
secondary level.
5.13 PILOT STUDY
The researcher conducted a pilot study nearby school of government higher
secondary school irumeni and another one is government higher secondary school
ucchipuli.
Before administering the research tool, the researcher gave some instruction
regarding how a student could answer all questions and allowed all the students to
rise the difficulties related to some questions and difficult items were discussed and
clarified to students for better understanding. After getting the response for all the
items the researcher gave frequencies to each and every items and those frequencies
were tabulated to find out the reliability. In order to find out the usability of the
study, the researcher felt that the pilot study would be indispensable.
5.14 RELIABILITY OF THE TOOL
The reliability of the research tool was established E\XVLQJ³VSOLWKDOIPHWKRG´
the top and bottom items of the questionnaire were taken and frequencies were given
WRWKRVHLWHPVEDVHGRQWKH³\HV´UHVSRQVH7KLVWRWDOIUHTXHQF\RI WRSDQGERWWRP 
considers to find out the FRUUHODWLRQDQGWKHQWKHUHVHDUFKHUXVHGWKH³VSHDUPDQEURZQ
SURSKHF\´IRUPXODRIVSOLWKDOIPHWKRGWRILQGRXWUHOLDELOLW\
The reliability was founded to 0.92 and hence the tests questionnaire process
more reliable.
5.15 VALIDITY
The investigator established content and face validity of the research tool. The
items of the questionnaire were given to experts in the field of education to see their
opinion in relation to its objective and worthiness of items. Further the experts viewed
each and every items of the questionnaire and provided some suggestions and
modified some of the questions. Based on the opinions some of the questions were

76
eliminated and modified. The above process brought a sufficient content validity to
research the questionnaire of this study.
5.16 SAMPLING TECHNIQUE
The sampling procedure used to collect the data was simple random sampling.
The researcher collected samples from high school students located in Ramanathapuram
educational district.
5.17 DATA COLLECTION
The researcher himself visited high schools located at Ramanathapuram
educational district and approached the students by getting permission from the head
master of respective schools. Before administering, the research tool the researcher
explained the aim and purpose of the study and then administered a research tool for
high school level students. Then the researcher asked all the students to response for
each and every items that are given in the questionnaire. The response were recorded
and the demographic particulars were collected from the students. Then the researcher
gave scores for all items and those scores were entered in the master table for data
analysis. The researcher used statistical techniques, such as test of significant to
analyze the data for this study.

5.18 DELIMITATION OF THE STUDY

1. The study was confined to area of Ramanathapuram educational district.
2.The investigator collected only 210 samples from the high school locates in and
around Ramanathapuram educational district.
3.The response of each and every items of questionnaire were collected from high
school students only.
5.19 MAJOR FINDINGS
1. There is no significant difference between male and female students encountered by
problems at secondary level.
2. There is significant difference between rural and urban students encountered by problems
at secondary level
3. There is significant difference between govt and aided school students encountered by
problems at secondary level.
4. There is significant difference between govt and private school students encountered by
problems at secondary level

77
5. There is no significant difference between private and aided school students encountered
by problems at secondary level

6. There is no significant difference between hindu and muslim students encountered by

problems at secondary level

7. There is significant difference between hindu and christian students encountered by

problems at secondary level

8. There is significant difference between muslim and christian students encountered by

problems at secondary level

9. There is no significant difference between FC and MBC/BC students encountered by

problems at secondary level

10. There is no significant difference between FC and SC/ST students encountered by

problems at secondary level

11. There is no significant difference between MBC/BC and SC/ST students encountered by
problems at secondary level.

5.20 RECOMMENDATIONS OF THE STUDY

From the above findings, to overcome the problems encountered by students at
secondary level, the following recommendations are made:
1. The Government should take initiative to start good counselor having enough knowledge
in students psychology in all the institutions and also it should insist to appoint a full time
counselor in all institutions.
2. Regular staff should be appointed for all Government schools to raise those schools from
the present panic situation.
3. The Government should provide aid for all the schools to get all the required facilities for
such as computer with Internet connection, etc.
7HDFKHUV¶EHKDYLRUVKRXOGEHDSSURSULDWHIRUWKHVWXGHQWV¶GHYHORSPHQW

78
 7HDFKHU VKRXOG LQWURGXFH VXLWDEOH WHDFKLQJ DQG OHDUQLQJ VWUDWHJLHV WR PDNH WKH VWXGHQW¶V
development
6. The school should arrange separate coaching to low achievers.
7. Proper guidance and orientation should be given to the students about the opportunities and
chances connected with high achievers to arouse interest in the subjects.

5.21 SUGGESTIONS FOR FUTHER RESEARCH

7KHSUHVHQWVWXG\KDVVWXGLHGWKH³SUREOHPVHQFRXQWHUHGE\VWXGHQWVDWVHFRQGDU\OHYHOLQ
5DPDQDWKDSXUDP HGXFDWLRQDO GLVWULFW LQ 7DPLOQDGX´ DV WKLV VWXG\ FRYHUV 5DPDQDWKDSXUDP
district. a similar study may also be conducted in other districts.

2. The present study studied the problems of student in school in general. So in future this
research may be conducted on the problems encountered by students associated with each
environmental, family level etc.

3. A comparative study on problems encountered by students coming from rural and urban
also may be done.

4. The same study may be conducted at higher secondary level in Ramanathapuram

educational districts in Tamilnadu

4. The same study may be conducted at college level in Ramanathapuram educational

districts in Tamilnadu.
5.22 CONCLUSION

This study gains importance in standing the problems of secondary school students.
this study will help the teachers and parents to pay more attention among the students to
handle them carefully to identity their problem and solve their problem. this study also helps
to develop the students welfare through school council center.

79
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