M.phil Aqeel

A Study of Self Concept, Level of Aspiration and Academic Achievement of Physically Challenged

and Normal Students at Secondary Level in District Baramulla

Dissertation Submitted to the University of Kashmir in Partial Fulfillment of the Requirement

for the Award of

M. Phil. DegreeIn

Education

By

Aqueel Ahmad Pandith

Under The Supervision of

Dr. Mohd. Yousf Ganai

Faculty of Education

1

University of KashmirHazratbal, Srinagar – 190006

2011

A Study of Self Concept, Level of Aspiration and Academic Achievement of Physically Challenged

and Normal Students at Secondary Level in District Baramulla

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

M. Phil. DegreeIn

Education

By Aqueel Ahmad Pandith

2

Aqueel Ahmad Pandith Investigator

Dr. Mohd. Yousf Ganai Supervisor

Prof. Mahmood Ahmad Khan Dean and Head Department of Education

Faculty of EducationUniversity of Kashmir

Hazratbal, Srinagar – 190006 2011

DEPARTMENT OF EDUCATION UNIVERSITY OF KASHMIR,

SRINAGAR

CERTIFICATE

Certified that the dissertation entitled “A Study of Self

Concept, Level of Aspiration and Academic Achievement of

Physically Challenged and Normal Students at Secondary

Level” Which is being submitted by Aqueel Ahmad Pandith, for

the award of M. Phil. Degree in Education of the University of

Kashmir, is a record of his own work carried out under my

supervision and guidance. All the content in this M. Phil.

Dissertation has not been submitted for the award of any other

degree of this university or any other university.

3

Dr. Mohd. Yousf Ganai Supervisor

Contents

Certificate Acknowledgement List of Tables List of Diagrams Abstract i – xvi

CHAPTER –I INTRODUCTION 1-22i. Need and importance 15-17ii. Statement of the Problem 17iii. Operational Definition of the Variables 18-19iv. Objectives of the study 19-20v. Hypotheses 20-22

CHAPTER-II REVIEW OF RELATED LITERATURE 23-65i. Over View 62-65

CHAPTER-III METHODOLOGY AND PROCEDURE 66-86i. Sample 68-77ii. Selection of the Tools

a. Sagar and Sharma’s Self- Concept Inventoryb. Dr. Mahesh Bhargava and M. A. Shah Level

of Aspiration Scale

78-8678-8080-86

CHAPTER -IV ANALYSIS AND INTERPRETATION Of DATA

87-129

i. Graphical Representation 106-129

CHAPTER-V DISCUSSION OF RESULTS 130-136

CHAPTER-VI SUMMARY, CONCLUSION EDUCATIONAL IMPLICATIONS AND SUGGESTIONS

137-144

BIBLIOGRAPHY 145-158

4

APPENDIX I. Self- concept Inventory II. Level of Aspiration ScaleIII. Master Sheets

Acknowledgement

The completion of this dissertation has been a Joint effort in

the sense that I have received abundant inspiration,

encouragement and assistance from several colleagues, friends,

Institutions and organizations.

I express my deepest sense of gratitude to my esteemed

supervisor Dr. M.Y. Ganie (Associate Professor), Department of

Education, University of Kashmir, who stood all by along, bore

many personal inconveniences, took sustained interest in the

completion of this Dissertation and offered whatever succor, I

needed. His sympathetic approach, scholastic criticism and

intellectual suggestions became sustained source of inspiration for

me during the course of this study and encouraged me to do full

justice to the job I have been entrusted with.

I am highly obliged to Prof. Mahmood Ahmad Khan Dean and

Head, Department of Education for his encouragement. I feel proud

to state that his candid attitude, worthy suggestions, expert

comments and facilities provided to me during the completion of

this research was really appreciating and admiring.

I am also highly thankful to Prof. N. A. Nadeem, an eminent

educationist and academician par excellence for his valuable

support and guidance during the whole course of study.

It gives me great pleasure to acknowledge the help and

support from esteemed teachers Prof. G. M. Malik staff members of

the Department especially Prof. Nighat Basu, Dr. M. I. Matoo, Dr.

5

Tasleema Jan, Dr. Peerzada Najma, Mrs. Amina Parveen and Dr.

Gulshan Wani.

I am greatly thankful to the library staff of the Department of

Education, especially Mr. Majid Majeed and Mrs. Kulsuma for their

constant support and for providing the relevant material. I feel

happy to extend my special thanks to Mr. Mohd. Abass and Mrs.

Rafeeqa for providing me continuous assistance and

encouragement.

I am also thankful to all the teachers and heads of the

selected institutions of district Baramulla for their help and

assistance in data collection and for providing some important

official records of the students require for this study.

No words would be sufficient to express my gratitude to my

fellow scholars especially Mr. Mudasir Ahmad, Mr. Rizwan Roomi,

Mr. Muzzafar Ahmad, Mr. Javid Ahmad and Mr. Ashiq Thoker for

their constant support, encouragement and memorable company.

The acknowledgment is incomplete without offering gratitude

to my dearest and respectful teachers, supporters and helpers Mr.

Nissar Ahmad, Mr. G. M. Paju, Dr. Mohammad Syed Bhat and Mr.

Mohd. Amin for their unrequited help, constant encouragement and

pleasant company.

I am under deep obligation to my dearest friends Mr. Sajad

Reshi, Mr. Masood, Mr. Abid, Mr. Gh. Hassan, Mr. Mohmmad

Hussain,Mr. Sajad, Mr. Jaffer, Mr. Reyaz and Mr. Manzoor for their

love, care affectionate attitude, emotional support and great

inspiration which has enabled me to pursue higher education. I am

indebted for the help rendered by them from time to time.

I want to express my special appreciation to my associate

scholars and friends, Mr. Gowhar Ahmad, Imtayaz Rasool, Nazir-Ul-

Amin, Feroz Ahmad, Noor-Ul-Amin, Firdous Ahmad, Tariq Ahmad,

6

Tahseen Jan, especially Musavir Jan and Kulsum Gul my dearest

and memorable friends for ever.

I pay my special and infinite thanks to Mr. Sajad Ahmad and

Muzaffar Ahmad for their keen interest and efforts for typing and

printing the manuscript of this Dissertation.

I express my special thanks to my dearest and unforgettable,

memorable brothers Mr. M. J. Pandith and Mr. S. A. Pandith who

gave me consistently valuable suggestions, encouragement, moral

and emotional support to complete this work.

At last but not least, I am highly thankful to my respected

parents and other kiths and kinns with-out whose constant help

and the challenges they have faced in this regard, this work would

have been impossible.

Aqueel Ahmad

Investigator

7

List of Tables

Table No. Title of the Table Page No.

Table 1.0 Showing the mean comparison of normal and physically challenged Secondary School Students on Real Self Dimension of Self Concept Inventory.

90

Table 1.1 Showing the mean comparison of Hearing Impaired and Visually Impaired Secondary School Students on Real Self Dimension of Self Concept Inventory.

91

Table 1.2 Showing the mean comparison of Hearing Impaired and Crippled Secondary School Students on Real Self Dimension of Self Concept Inventory.

92

Table 1.3 Showing the mean comparison of Visually Impaired and Crippled Secondary School Students on Real Self Dimension of Self Concept Inventory.

93

Table 2.0 Showing the mean comparison of Normal and Psychically challenged Secondary School Students on Ideal Self Dimension of Self Concept Inventory.

94

Table 2.1 Showing the mean comparison of Hearing Impaired and Visually Impaired Secondary School Students on Ideal Self Dimension of Self Concept Inventory.

95

Table 2.2 Showing the mean comparison of Hearing Impaired and crippled Secondary School Students on Ideal Self Dimension of Self Concept Inventory.

96

Table 2.3 Showing the mean comparison of Visually Impaired and Crippled Secondary School Students on Ideal Self Dimension of Self Concept Inventory.

97

Table 3.0 Showing the mean comparison of Normal and Physically Challenged Secondary School Students on Level of Aspiration.

98

Table 3.1 Showing the mean comparison of Hearing Impaired and 99

8

Visually Impaired Secondary School Students on Level of Aspiration.

Table 3.2 Showing the mean comparison of Visually Impaired and Crippled Secondary School Students on Level of Aspiration.

100

Table 3.3 Showing the mean comparison of Hearing Impaired and Crippled Secondary School Students on Level of Aspiration.

101

Table 4.0 Showing the mean comparison of Normal and Psychically Challenged Secondary School Students on Academic Achievement.

102

Table 4.1 Showing the mean comparison of Hearing Impaired and Visually Impaired Secondary School Students on Academic Achievement.

103

Table 4.2 Showing the mean comparison of Hearing Impaired and Crippled Secondary School Students on Academic Achievement.

104

Table 4.3 Showing the mean comparison of Visually Impaired and Crippled Secondary School Students on Academic Achievement.

105

9

Dedicated to

my BrotherWho died

on 10-07-2010

10

List of Diagrams

Diagram No. Title of the Diagrams Page No.

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

75

Diagram B, B1 The distribution of the sample (N=300) were normal secondary school students (N=150) and category wise distribution of the physically challenged secondary school students (N=150) on self concept, level of aspiration and academic achievement.

76

Diagram C, C1 Category wise distribution of the sample of physically challenged secondary school students (N=150) where hearing impaired (N=50), visually Impaired (N=50), and crippled (N=50), on self concept, level of aspiration and academic achievement.

77

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

106

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

106

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

107

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

107

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

108

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

108

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

109

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

109

Diagram 9 Showing the Mean comparison between normal (N=150) and physically challenged (N=150) secondary school

110

11

students on level of aspiration. Diagram 10 Showing the mean comparison between hearing impaired

(N=50) and visually impaired (N=50) secondary school students on Level of aspiration.

110

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

111

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

111

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

112

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

112

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

113

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

113

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

114


114


115


115

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

116


116

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

117

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

117

12

ideal self. Diagram 25 Showing the Mean comparison between normal (N=150)

and physically challenged (N=150) secondary school students on level of aspiration.

118

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

118

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

119

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

119

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

120

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

120

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

121

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

121

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

122


122


123


123

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

124


124

Diagram 39 Showing the mean comparison between hearing impaired 125

13

(N=50) and crippled (N=50) secondary school students on ideal self.

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

125

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

126

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

126

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

127

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

127

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

128

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

128

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

129

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

129

14

CHAPTER – 1 INTRODUCTION

15

ince the dawn of the human history, human beings get birth

with the most capacious thing known as mind. This mind is

associated with five sense organs. The co-ordination of mind

and five sense organs of the body gives man a special highness among

all the living creatures of the earth. After the birth of an individual,

these sense organs are continuously stimulated either by external

stimuli or by internal stimuli, mind reacts to these stimuli and there by

comes into existence the core of the personality known as self.

S

As we look towards the world, we find different people

performing different tasks. We find some people happy and some

sullen, some are satisfied with life and work and some are disappointed

with life and work, some are moving towards progress and some are

still idle. All these activities are dependent on their self - concept.

Whatever human beings do, they do it, according to their self concept,

but the question arises, how does this self – concept develop. Cooley C.

H. and Mead G. H. has stated that the self develops out of child’s

communicative contact with others.

16

Self concept has been defined by several researchers. Some of the

definitions that seem closer to the concept of self concept, Conceived

for the purpose of present study are discussed as under:-

Cooley C. H. (1902) developed the concept of “The Looking

Glass Self”. He defines it “As we see our face, figure and dress in the

glass and are interested in them because they are ours and pleased or

otherwise with them …as in imagination we perceive in another’s

mind some thought of our appearance, manners, aims, deeds, character,

friends and so we are variously affected by it”.

Allport (1961) has described the self concept as,“ The self is

something of which we are immediately aware, we think of it as the

warm, central private region of our life . ‘As such it plays a crucial

part in our consciousness’ (a concept broader than self) in our

personality (a concept broader than consciousness) and in our organism

(a concept broader than personality ) thus it is some kind of core in our

being”.

Combs and Syngg (1964) refers self concept as, “The individual’s

perception or view of himself”. It can be concluded that self-concept is

the sum total of all that the individual can call “I” or “Me”. It refers to

those perceptions, beliefs, feelings, attitudes and values which the

individual views as part or characteristics of himself. Thus self-concept

refers to individual’s perception or view of himself. Self-concept

includes the persons abstractions and evaluations about his physical

abilities, appearance, intellectual capacities, social skills, psychological

self image, self-confidence, self-respect and self adequacy. Thus self-

17

concept deals with self perceptions of the person. A person’s self-

perceptions will in turn affect his social interaction, level of aspiration,

psychological health, school achievement and indirectly his popularity

and approval by other people in his environment.

We know that self concept determines not only the kinds of goals,

as suitable for a student to strive for, but also his level of aspiration. The

term level of aspiration was first used by a German psychologist namely

Hoppe. There are different tasks in the world, that different students do,

or there are different tasks that they desire to do. The standard that they

want to achieve in any task is described by psychologists as their level

of aspiration.

18

Interpersonal attributes

Components of the self –concept

Ascribed characteristics

Interests and activities

Internalized belief

Self awareness

Social differentiation Self

determination

External aspects

Components of the Self-concept

Aspiration determines how much curious one is to achieve the

goal. It determines the enthusiasm to perform a task. A person with low

level of aspiration does not perform any task with curiosity and interest.

A person with high level of aspiration interestly puts every effort into

practice to achieve the goal.

The success of a person in any task is determined by his degree of

work to achieve the goal. The degree of work is determined by the

degree of his aspiration. The degree of his aspiration is determined by

his self image. Laxomographically the word aspiration means, “pure up

word desire for excellence, stead fast desire or longing for something

above”.

Frank (1935) altered Hoppe’s concept of level of aspiration and

defined it as “level of future performance in a familiar task which an

individual, knowing his level of past performance in that task, explicitly

undertakes to reach”.

Gardner (1940) defined as “level of aspiration as a truly

quantitative concept, which has two requirements that the subjects make

some public indication of his aims and that, he makes this in quantitative

terms”.

Backer and Seigal (1957) referred level of aspiration, “as

individual strives for a particular goal or level of achievement”.

Hurlock (1967) aspiration means “a longing for what is above

one’s achieved level with advancement on it as its end. In other words,

aspiration means the goal an individual sets for himself in a task, which

19

has intense personal significance for him or in which he is ego-

involved”.

In short, many researchers have pointed out that level of

aspiration is the expected level of achievement of the individual where

difference is obtained between person’s performance in a task and his

estimate of future in that task. There are a number of studies in the

area of academic achievement. These studies examine the relationship

between self concept and level of aspiration.

Trow (1956) defined academic achievement as “knowledge

attaining ability or degree of competence in school tasks usually

measured by standardized tests and expressed in a grade or units based

on pupils performance”.

Good (1959) refers to academic achievement as, “the knowledge

attained or skills developed in the school subjects usually designed by

test scores or marks assigned by the teacher”.

Metha K. K. (1969) defined academic achievement as, “academic

performance includes both curricular and co-curricular performance of

the students. It indicates the learning outcome of the students. In class

rooms students perform their potentials efficiently, as a result of it,

learning takes place”. The learning out come changes the behavior

pattern of the student through different subjects.

Academic achievement of pupils refers to the knowledge attained

and skills developed in the school subjects. So academic achievement

means the achievement of pupils in the academic subjects.

20

It has been commonly experienced by teachers that good and

healthy relationship amongst the students of a class are conducive to

efficient learning, only when teacher is well acquainted with the

personality traits of the students. It is due to this fact that now-a-days

educators are more concerned not only with the student’s class

achievement but also with the factors related to his personality

development.

Education has assumed a place of paramount importance in

modern society which is becoming, more scientific and technological. It

is now regarded as a potent instrument and effective development

through which the standard of living of the people, their prosperity and

security can be considerably improved. It furnishes the individual with

basic knowledge and technical skills essential for work, productivity

economic survival. It serves as the base for the exercise of all rights and

privileges of a citizen and also a precondition for the effective discharge

of his duties.

In India, education of masses is one of the most crucial concern.

In post-independence era, a two-pronged drive has been started to

combat ignorance, illiteracy and economic insecurity of the masses and

also to ensure their increasing participation in social and political life.

The figures available on literacy percentage indicate that there has been

some success in our attempt of eradicating mass illiteracy, but still a

sizable proportion of the total population has not been benefitted from

the programme and as such dark clouds of illiteracy and ignorance are

still hovering over humanity and posing threat to the very Social order.

21

The education of exceptional children represents an attempt on

the part of the school to furnish equal opportunity to individuals who

differ from the general population of students in their physical, mental

and social characteristics.

There are individuals who learn very fast. There are others who

do not learn very fast, but with reasonable teaching learning inputs, can

learn prescribed tasks, may be over a relatively long time segment.

There are some individuals who find it difficult to learn without special

inputs. These are the individuals who have special learning needs which

arise out of sensory, intellectual, psychological or socio-cultural deficits.

For example, persons with visual, hearing or neuro-muscular

impairments have learning problems. So have persons with a low level

of intellectual functioning and those with disorders in psychological

processes. These conditions, impairments or disabilities, impede the

normal development of individuals intellectually, socially, emotionally

and physically. There are however, ways to reduce the discrepancy

through restorative and rehabilitative techniques, including education.

The significant developments in medical science, technology and

education, have resulted in normalizing the lives of disabled persons

through special inputs. These persons can also be educated using special

instructional methodology, instructional material, learning aids and

equipments specific to special learning needs. It also requires additional

teaching competencies in general teacher and in some cases special

teachers are indispensable.

22

In a civilized society, all children need to be given opportunity to

learn, irrespective of their being average, bright, dull, retarded, blind,

deaf, crippled, emotionally disturbed and other similarly deformed in

one way or the other. In a legitimate effort to achieve this goal, different

types of schools – normal schools, special schools etc. have come into

being over a period of time.

The early history of special education started with the hearing

handicapped as early as (1555) A. D. When the Spanish Monk Pedro

Ponce De Leon (1520-1584) taught a small number of deaf children to

read, write, speak and learn academic subjects. The first school for the

deaf in Great Britain was established in (1767) A.D. Ediburgh by

Thomas Braidwood, Braidwood’s method combined oral and manual

method of teaching alpahabets and signs. Samul Hinicke (1729-1784)

developed the oral method emphasizing lip reading and spearing skills

in Germany at Leipzig in (1778) A.D which was further developed by F.

M. Hill (1805-1874). In France, Michel Del Epee (1912-1789) who

established the first school in Pairs in (1755) A. D. Education of deaf

children was started with Gallandet (1787-1851) using the French

method Gallandet established the first school of the deaf in (1847) A.D.

in the New York. In (1863) A.D. there were 22 schools for deaf in USA.

The first oral school of the deaf in Massachussets was established in

(1867) A. D. Thomas Hopkins Yallaudet established the first American

residential school for deaf in (1817) A. D. in Hartforal. The Gallaudet

College in Washington D. C., which is the only college for the deaf was

named in his honour.

23

In France Education of the two blind region with Valentin Hany

(1745-1822) a French Philanthropist who in (1784) A.D. founded the

national institution for the blind in Paris. The first school for the blind in

watertown, Masa Chusset was instituted in (1829) A.D. by Sanuel

Graindley Howe (1801-1826). They gave rise to residential school for

the partially sighted until the development of special classes in public

schools in (1900) A.D. at Chicago. Special classes for the partially

sighted was begun 13 years later in Boston. Louis Braillle (1809-1852),

blind from childhood himself developed the system of Braille using

raised dots to represent letters or alphabets, manually prepared for many

years. The Braille typewriter was developed by Frank Hall (1943-1911)

and a Braille printing system was standardized internationally in (1932)

A. D.

In India the first attempt to educate handicapped children were

made in the last two decades of the nineteenth century with the

establishment of the first school for the hearing impaired in Mumbai in

(1885) A. D., followed by the first school for the visually impaired in

Amritsar in (1887) A. D. India had just 32 schools for the blind in

(1947) A.D. The number rose to 170 in (1980) A.D. Now there are 243

schools for the visually impaired in the country. The number of schools

for the hearing impaired was only 35 in (1947) A. D. but had risen to

180 in (1980) A. D. The present figure of schools for the hearing

impaired is about 478 as per the rehabilitation council of India (RCI)

directory of which 97 are secondary schools. The largest number are in

the state of Maharashtra contains 139 schools. According to the

estimates of national survey organization, the number of disabled

24

persons is about 120 lakhs. The government of India has established

several special institutes for the handicapped such as, national institute

for visually handicapped at Dehradun, national institute of handicapped

at Mumbai, national institute of orthopedic at Kolkata and national

institute of mentally retarded at Hyderabad.

There are 800-1000 special schools for hearing impaired, visually

impaired, orthopedically impaired and mentally retarded. The majority

of them are run by the voluntary organizations. It is estimated that there

are two million disabled children needs special care viz improvement of

health serviced, nutritional standards, mother care, and effective

measures to prevent disability. The National Policy of Education (1986)

A. D. planed to establish 10, 000 schools for these children with 150 to

200 children in each.

Students are real assets of nation, they are the hears of national

resource, development and technology, as for their physical aspect is

concerned they are of two types viz. physically challenged and normal.

The former means the students suffering from any physical defect

which impedes their educational, vocational, emotional and social

adjustment. A physical defect may be congenital, it may be on the other

hand acquired through diseases or accident. The group of physically

handicapped children includes those children who are crippled, blind or

partially sighted, deaf, hard of hearing, defective in speech epileptic,

vitally low, cardiac allergic, diabetic and malnourished.

25

For the purpose of the present investigation physically challenged

students includes the following categories i.e. hearing impaired, visually

impaired and crippled. Hearing impaired are those in whom the sense of

hearing is non functional for ordinary purposes of life. They do not hear

or understand sound at all even with amplified speech. The cases

included in this category will be those having hearing loss of more than

70 decibels (Graham Bell’s Scale) in the better ear (profound) loss of

hearing in both ears (ministry of social welfare 1987). Hearing impaired

children are recognized by various symptoms such as, frequent pain in

the ears, discharge from the ear, scratching the ear frequently, turning

the head frequently towards the speaker and restlessness.

Visual impairment is a condition in which an individual’s vision

is deficient to such a degree that it significantly effects his functioning.

The American Medical Association (AMA) in (1934) A. D. defined

visual impairment as, “Blind person is said to be one who has visual

acuity of 20/200 or less in the better eye. Even with correction, or where

filed of vision is so restricted that subtends an angle of 200 or less in the

better eye after correction”.

The visual impairment is considered as the most severe and

traumatic physical handicap. The visual anomalies may influence the

life of the individual in physical, mental, social, vocational and

educational aspects. Visually impaired children are deprived in terms of

range and variety of experiences. Thus these children have a low self

concept, poor personality make up and low achievement than normal

26

peers (Dr. R. A. Sharma 2008, Fundamentals of Special Education,

pp.193-211).

The visually impaired children can be recognized by various

symptoms such as crossed eyes, swollen eye lids, watery eyes, itching,

laziness, headaches, rubbing eyes excessively, blinking frequently and

holding objects or books close to the eyes. The government made

educational provisions for visually impaired children from national level

to the international level such as provision of close circuit television,

magnifying glasses, large print materials, Braille System talking

calculators and tape recordings.

The term crippled refers to a kind of orthopedic handicap in

which the child’s legs are deformed or even the child loses his limbs and

becomes lame. The crippled child can be recognized by various

symptoms such as deformity in limbs, feeling of pain in the joints. Loss

of any part of the body, polio effects, crippled body and difficulty in

working or running.

The later means the students who do not suffer from any physical

defect like (Crippled, Blind, Partially Sighted, Deaf, Hard of hearing,

Defective in speech, Epileptic, Vitally low etc.).

The survey of related literature is an important step in conducting

educational research. It enables the investigator to locate the gaps and

find the trends in research in a particular field. The information about

the designs, samples and research tools employed by other investigators

help the future investigators to formulate their designs with more care.

27

An attempt has been made by several investigators to compare

physically challenged and physically normal students on self concept,

level of aspiration and academic achievement. Mathur A. A. (1985)

found that crippled children differ significantly from normal in the self-

concept and level of aspiration. Malik M. S. (1994) has found that, the

two groups of students viz. physically challenged and normal students

have shown a significant difference in ‘Reflected self’ (Friends,

parents and teachers). The normal students have rated themselves

higher on ‘Reflected self’ (Friends, Parents and teachers) as compared

to physically challenged students. Peterson R. (2001) revealed that the

self-concept, stress and level of aspiration of handicapped adolescents is

lower than the normal adolescents. Kumar (2005) revealed that

academic achievement, self-concept and level of aspiration of +2

handicapped is lower than the +2 normal students. Krishna Macoy

(2005) found that the normal students shows high academic

achievement than physically ones. Hussain Akbar (2006) has also found

that, Self concept among the physically challenged adolescents was

found significantly lower than their normal counter parts. Similarly the

self – concept among girls was also found significantly lower than the

boys. The self concept of the normal adolescents was higher then the

physically challenged students.

Need and Importance

Human beings are the ocean of the capacities and abilities.

Having capacities and abilities are not assurance and seal for success,

but the realization of the capacities and abilities is the guarantee for

28

success. A person gets the concept of his abilities in the society, his

concept about his own capacities, abilities and characteristics is known

as self concept. The self concept plays a vital role and has a vital

significance in the existence and life of an individual. If a person

understands and realizes himself in a right way, he develops positive

self concept and he turns into a star. If he does not understand and

realize himself in a right way, he develops negative self concept and

turns into a waste.

A student who is abused, insulted, beaten etc. develops negative

self concept and therefore remains academically backward. While as a

student who is reinforced positively becomes a high academic achiever.

We know that a students memory, reasoning, problem solving, thinking,

understanding, recall, recognition, perception, attention, memorization

etc. all are influenced by his self concept, therefore self concept ( the

core part of the personality) should be developed in a right way, so

that these abilities would achieve maximum heights in academic side.

Self concept has a major effect on the intelligence and knowledge

of the students. It widens the horizon of intellect and knowledge of the

student if developed in a right way.

Self concept determines the levels of aspiration of a student,

whether a student has high, low or realistic level of aspiration is mostly

determined by his self concept. This low, high or realistic level of

aspiration of a student is the determining factor of his academic

achievement.

29

The self acceptant person does not think of him self as a paragon

of perfection. Instead, he is able to recognize his good features as well

as his faults. One characteristic of a person who is well adjusted is that

he usually recognizes and emphasizes his good features rather than his

faults. The more the person accepts himself, the better is his self and

social adjustment. The person who makes good personal adjustment

will be happy and successful. One who makes good social adjustment

will be popular, enjoy social contacts and have a full and rich life.

Children having special learning needs arising out of there

intellectual, psychological, sensory and physical defects are required to

be in special schools for special care. In India although some remarkable

progress has been done by way of creating an awareness regarding

educability of children with varying nature and degree of handicaps, yet

enrolling all the handicapped children in special schools appears a

distant goal. In Kashmir handicapped children as a segment of child

population has to a great extent been neglected by the society. No

government or voluntary agencies have so far done any commendable

job in identification, treatment of this category of children. There are

very few institutions in Kashmir where hearing impaired, visually

impaired and crippled children are admitted.

As we know that our country has long back set an objective of

universilisation of elementary education. To keep this objective in view,

the physically challenged student (which constitutes only 10 percent of

total population) cannot be ignored. They too are an important and

essential component to make this object a fact. The most important role

30

in their academic achievement is played by a teacher. A teacher after

knowing the self concept, level of aspiration and academic achievement

of physically challenged students can change his teaching metholdogies,

teaching aptitude and attitude towards this group, so that we will get

good academic results.

The present study shall be the guideline for the future educational

planners, teachers, administers and policy makers while taking any

decision regarding the education of physically challenged students.

Statement of the Problem

The problem for the present investigation has been formulated as

under:-

A study of self concept, level of aspiration and academic

achievement of physically challenged and normal students at

secondary level.

Operational Definitions of Terms and Variables

Self Concept:- In the present study, self concept refers to the scores

obtained by the subjects on Sagar Sharma’s Self Concept Inventory on

the following dimensions:-

i. Real self

ii. Ideal self

31

Level of Aspiration:- In the present study, level of aspiration refers to

the scores obtained by the subjects on Shah and Bhargava Level of

Aspiration Scale on the following determinants:-

i. Environmental

ii. Personal

Academic Achievement:- In the present study, academic achievement

refers to the aggregate marks obtained by the subjects in 8th and 9th

classes.

Physically Challenged:- Physically challenged students are those

students who have some physical impairment which hinders their

participation in any activity. The following categories of physically

challenged students have been choosen for the present investigation.

1. Hearing impaired.

2. Visually impaired.

3. Crippled.

Normal Students:- Normal Students are those students who do not

have any physical impairment.

Objectives of the Study

The following objectives have been formulated for the present

study:-

1. To study the self concept, level of aspiration and academic

achievement of physically challenged and normal secondary

school students.

32

2. To compare physically challenged and normal Secondary School

Students on real self.

3. To compare the hearing impaired and visually impaired

Secondary School Students on real self.

4. To compare the hearing impaired and crippled Secondary School


5. To compare the visually impaired and crippled Secondary School



Students on ideal self.


Secondary School Students on ideal self.






Students on level of aspiration.


Secondary School Students on level of aspiration.






Students on academic achievement.

33


Secondary School Students on academic achievement.





Hypotheses

The following hypotheses have been formulated for the present

investigation:-

1. Physically challenged and normal Secondary School Students

differ significantly on real self.

2. Hearing impaired and visually impaired Secondary School

Students do not differ significantly on real self.

3. Hearing impaired and crippled Secondary School Students do not


4. Visually impaired and crippled Secondary School Students do not



differ significantly on ideal self.

6. Hearing impaired and visually impaired Secondary School

Students do not differ significantly on ideal self.

7. Hearing impaired and crippled Secondary School Students do not


8. Visually impaired and crippled Secondary School Students do not


34


differ significantly on level of aspiration.

10.Hearing impaired and visually impaired Secondary School

Students do not differ significantly on level of aspiration.

11.Hearing impaired and crippled Secondary School Students do not


12.Visually impaired and crippled Secondary School Students do not


13.Physically challenged and normal Secondary School Students

differ significantly on academic achievement.

14.Hearing impaired and visually impaired Secondary School

Students do not differ significantly on academic achievement.

15.Hearing impaired and crippled Secondary School Students do not


16.Visually impaired and crippled Secondary School Students do not


35

CHAPTER – 2

REVIEW OF LITERATURE

36

he survey of the related literature is an important step in

conducting Educational research. It enables the investigator to

locate the gaps and find the trends in research in a particular

field. The information about the designs, samples, and research tools

employed by other investigators help the future investigators to

formulate their designs with more care. An investigator must be aware

of the new research conducted in the past and only then he/she is in a

position to contribute something in original. (Good 1972) has rightly

remarked," without a critical study of the related literature the

investigator will be grouping in the dark and perhaps uselessly, repeat

the work already done. Therefore in order to save time, energy and

resources, it is necessary to undertake a detailed and penetrating study

of all available literature."

T

The review of the literature serves as a guide just to judge the

quantum of the work done and perceive the gaps existing in the

concerned research. A critical review of the literature enables the

researcher to go into greater details and wider applicability of the

problem in hand so as to provide new ideas, explanations or hypotheses.

37

The review promotes a greater understanding of the problem and its

allied aspects and ensures that unnecessary and useless duplication is

avoided. According to Tuckman (1972) the purpose of the literature

review is to expand upon the context and back ground of the study, to

help further to define the problem and to provide an empirical basis for

the subsequent development of hypotheses.

This chapter is devoted to review, the available literature relevant

to the persent study. An effort has been made to cover almost all the important

dimensions, that may have a direct bearing on the study. The studies under review

have been classified and are presented as under:-

Narimani Mohammad &

Mousazadeh Tavakko

(2010) Comparing self-esteem and

self-concept of handicapped

and normal students.

This research was conducted in order to compare self-esteem and

self-concept of handicapped and normal students. Statistical analysis of

this research comprised all the handicapped boy and girl students as well

as the normal society included all the sighted students of age group10–

20 years, who were studying at Ardabil province high schools in 86

schools. 20 handicapped students (10 girl handicapped and 10 boy

handicapped) were selected randomly as a study group and 20 sighted

students (10 girl handicapped and 10 boy handicapped) as a comparison

group. They were tested individually by two subtests of Coppersmith ,

self- esteem and self-concept Beak & Stiller scale at their schools. The

results of multivariate variance (ANOVA) showed that there was

different mean score between handicapped and normal Students. As all

38

the results proved that the function of the sighted group individuals in

self-esteem subtests was better than the handicapped. But the function of

the handicapped individuals in self – concept subtests was better than

the handicapped.

Verma Arti (2008) Study of Self-concept and Study

habits of Visually impaired and

Normal students.

The aim of this research was to study the self – concept and study

habits of visually impaired and normal students. The investigator

selected 100 college students randomly from various colleges in West

Bengal to know the self-concept and study habits of visually impaired

and normal students. The investigator used the self – concept scale by

Caplan & Naidu and study habits inventory by Gopal Roa. It was found

that there is a significant difference between both the groups in their

self-concept and study habits. The normal students have good study

habits and the mean difference of self-concept favours normal students.

Salami S.O and

Alawode E.A.

(2008) To study the influence of

impairment on the academic

achievement of adolescents in

secondary school.

Objectives

i. To find the effects of impairment on the academic

achievement.

ii. To find the difference between male and female academic

achievement.

39

Sample

The investigator selected 200 senior secondary students randomly

from five secondary schools.

Tools

The data were collected through academic records of the students

from principals, personal data, regarding their age, gender, impairment

and type of homes they come from.

Statistical analysis

The collected data were analyzed by using mean, t – test and

correlation.

Major findings

Results indicted that impaired children had significantly less

academic achievement as compared to the non-handicapped. The

significant difference was also found, between the academic

achievement of males and females.

Roy Sharmistha (2008) A comparative study of factors

affecting academic achievement of

school going adolescent boys and

girls.

The aim of the study was to determine some of the selected

influencing factors like daily routine of the students, tuitions, and

content viewed on television etc, affecting the academic achievement of

school going adolescent boys and girls. The factor groups of the study

consisted of top 10 rankers both boys and girls from class VII, VIII, IX,

X, selected from two English medium schools in Gujarat. Data was

40

collected by the questionnaire method. Each respondent was made to fill

the questionnaire. Analysis was done by calculating frequency and

percentages. Results showed that there is not much difference in the

importance of many of the selected factors exhibited by boys and girls,

which plays an important role in their academic achievement.

Hussain Akbar (2007) Self Concept of Physically

Challenged Adolescents.

In order to ascertain the impact of disability on the development

of self concept the study was designed to compare the level of self

concept among the physically challenged adolescents with the normally

developed peers. Altogether 90 school going adolescents of grade IX

and X aged 11-16 (30 in each category namely normal, blind and

Orthopaedically handicapped) were purposively selected from 3

different schools of Delhi. Out of which 15 were males and 15 females

in each category. Mohsin’s self concept Inventory was administered on

each subject. On the whole the level of self concept among the

physically challenged adolescents was found significantly lower than

their normal counterparts. Similarly the level of self concept among the

girls was also found significantly lower than the boys in general, where

as category wise significant difference was found only in case of blind

subjects.

41

Chandra Rakish

Koul Kabire

(2006) Comparative analysis of visually

impaired and orthopedically

handicapped children on academic

performance, level of education and

level of aspiration in northern Assam.

Objectives

1. To study academic performances, level of education and level of

aspiration of visually impaired and orthopedically impaired

children.

2. To compare academic performance, level of aspiration, level of

education of visually impaired and orthopedically challenged

students.

3. To compare the visually impaired and orthopedic impaired on

academic performance.

Major Findings

1. The result showed that no significant difference was found with

respect to level of aspiration and level of education of visually

impaired and orthopedic children.

2. The result also showed that no significant difference was found with respect to

academic performance of visually impaired and orthopedically impaired children.

Eve, Kikas Eve, Mottus

(2006) Ability grouping in school, a

study of academic achievement

in five schools in Estonia.

The paper deals with the questions of the quality of schooling and

the effect of ability grouping on student’s achievement. One hundred

42

and forty seven students from 5 schools participated in the study. Two

schools one a usual mainstream town school, one a usual rural school,

one step by step school and one elite private school. All children were

studied twice, at the beginning of the first (age=7) and third grade. At

first children’s cognitive abilities were assessed, and at second their

academic achievement in Estonian language and mathematics were

assessed. Both the battery of cognitive tests was developed specifically

for this study. It was shown that attending on elite private school was

related to abilities and higher academic achievement attending elite

school had negative impact on achievement.

Raven, R. &

Prince, A.

(2006) A study of level of aspiration and

stress of elementary sighted and

impaired children.

Objectives i. To study the sighted children on level of aspiration.

ii. To study the impaired children on level of aspiration.

iii. To study the sighted children on stress.

iv. To study the impaired children on stress.

v. To compare the sighted and impaired children on level of

aspiration.

vi. To compare the sighted and impaired children on stress.

Hopthesesi. Sighted and impaired children differ significantly on level of

aspiration.

ii. Sighted and impaired children differ significantly on stress

Sample

43

The researcher selected 200 sighted children at elementary level

and equal number of impaired children (100 orthopedic and 100

hearing impaired) for the collection of data, the investigator applied

various tools in the form of questionnaire, psychological tests and

interviews etc. The collected data were analyzed by applying various

statistical methods in order to draw the infrances.

Findings

i. The investigator found that sighted children have more level of

aspiration than the hearing impaired and visually impaired

elementary children.

ii. It was also found that hearing impaired and visually impaired

children have more stress than sighted elementary children.

R. C. Vaishya (2005) Comparative study of male and

female hearing impaired and

visually impaired students on

level of aspiration and academic

achievement, a case study of

Allahabad University.

The sample of 20 male and 20 female students having either hearing

impairment or visual impairment were selected for the present study. The data

regarding the study were gathered in two stages over a period of 45 days during mid

day summer. In order to draw meaningful inferences, the data was treated

statistically by using various methods. The main finding was that both the groups do

not differ significantly on the different variables viz. level of aspiration and

academic achievement.

44

Kumar Krish (2005) A study for observing academic

achievement, its relation with self

concept and level of aspiration of +2

handicapped and normal students of

Haryana State.

For the purpose of present study the investigator collected the sample of 75

handicapped +2 students and 75 normal +2 handicapped students from 48

institutions existing in different zones of Haryana. The statistical treatment was

given in excel, it was found that academic achievement is effected by self concept

and level of aspiration. Both the categories handicapped and normal students

showed marked difference in self concept and level of aspiration.

Macoy Krishna (2005) Normal and physically

challenged students with

relation to their academic

achievement tests.

This study included about 350 ethnically diverse third grades

from 6 California public elementary schools. The researchers conducted

interviews in the fall and spring of the school year and the school

provided test scores from the students grade three academic

achievement test (mathematic, reading and language arts) which were

administered in the spring. It was found that the normal students shows

high academic achievement then physically ones.

Kumthekar, M. (2004) Comparative analysis of physically

challenged and normal college going

students on self-concept and mental

health.

45

It revealed that self concept is an important indicator of

personality. It was found that normal college going students have a

more positive self-concept as compared to physically challenged college

going students. To assess this, a Q- sort technique developed by Butler

and Haigh (1954) was used for 137 normal and 99 physically challenged

college going students. The significant difference was also found in mental health of

both the categories, as mental health supports to normal ones.

Gagandeep, S. J.

& Verma B. K.

(2004) A study of real self, ideal self and reflected

self of hearing impaired and crippled

female adolescent students in southern

part of Ghawahati in India.

For the conduction of present study, 50 visually impaired and equal number

of crippled female adolescents were selected randomly of different parts of

Ghawahati to investigate the real self, ideal self and reflected self. The collected data

was analysed by using different statistical techniques. It was found that there is no

significant difference on real self, ideal self and reflected self of visually impaired

and crippled female adolescents.

Ntzamilis G. &

Haver

(2004) Academic potential in mathematics

among visually impaired and hearing

impaired elementary students in

Athenes.

For the present study the researcher selected 50 visually impaired and 50

hearing impaired elementary level students randomly from 42 elementary schools in

Athenes to examine the achievement in mathematics. The collected data were

analyzed by various statistical techniques in order to draw the relative permanent

results. It was found that there is no significant difference between visually impaired

46

and hearing impaired elementary level students on academic achievement in

mathematics.

Behnke, et al. , (2004) Educational and Occupational

Aspirations of Latino male and female

adolescents.

Research conducted an in-depth interview of 10 male adolescents

of latino and equal number of female latino adolescents. The researcher

investigated their educational and occupational aspirations of male and

female adolescents and factors affecting their aspirations. Using a

content analysis of the interview scripts, it was found that male

adolescents have high aspiration level as compared to female

adolescents.

Gasser, (2004) Contributions of Personality and

Interests to Explaining the Educational

Aspirations of College Students.

This is the first study to investigate personality-interest

convergence by examining the newly revised 2003 California

Psychological Inventory with the 1994 Strong Interest Inventory. In

general, the researchers found that those personality scales and interest

scales that were more related or applicable to educational aspirations of

male and female college students, were moderately correlated with level

of educational aspirations. Also, hierarchical regression result shows

that specific dimensions of personality and interests are related to

female college students plans for future work. The study found that

47

components of male and female college students personality and interest

may relate to aspiring to higher levels of education.

Sangdeep, R. K.,

Sharama, S.

(2004) A study of level of aspiration

academic achievement and self-

concept of secondary school

students in Eastern zone of

Nagaland

For the present study the investigator selected 450 boys and girl

secondary school students randomly from 10 secondary schools in

Eastern zone of Nagaland to study the self-concept, level of aspiration

and academic achievement. For the collection of data the investigator

used level of aspiration test by V.P Bhargava and self-concept scale by

H.M Sing and past two years obtained marks from official school

records. The collected data were analyzed by using Mean, S.D and t-

value. It was found that both boys and girls secondary schools students

have no significant difference on all the three variables viz self concept,

level of aspiration and academic achievement.

Stuart Breg (2004) A study of a self-concept level of

aspiration, mental health and

academic achievement of normal and

handicapped teenagers.

Objectives i. To compare the self-concept of normal and handicapped

teenagers.

48

ii. To compare level of aspiration of normal and handicapped

teenagers.

iii. To compare mental health of normal and handicapped

teenagers.

iv. To compare academic achievement of normal and

handicapped teenagers.

Hypothesesi. Handicapped and normal teenagers differ significantly on self

concept.

ii. Handicapped and normal teenagers differ significantly on level of

aspiration.

iii. Handicapped and normal teenagers differ significantly on mental

health.

iv. To compare academic achievement of normal and handicapped

teenagers.

Sample The sample consists of 250 handicapped and 250 normal

teenagers. The data was collected of about seven months during spring

season in New Jersey of USA. The investigator applied various

statistical techniques in order to draw the relative permanent results.

Major Findingsi. Handicapped teenagers differ significantly from normal teenagers

on self- concept.

ii. Handicapped teenagers differ significantly from normal teenagers

on level of aspiration.

49

iii. Handicapped teenagers differ significantly from normal teenagers

on academic achievement.

iv. Handicapped teenagers differ significantly from normal teenagers on mental

health.

H. R. Shan & S. S. Schrawat

(2003) Self concept and level of aspiration

among physically challenged

students.

Objectives of the study:-

i. To study the effect of total self concept of various categories of

physically challenged high school students.

ii. To study the effect of level of aspiration among various categories

of physically challenged high school students.

iii. To study the relationship of gender and residence among various

categories various categories of physically challenged high school

students.

iv. To study the interaction effects of self-concept, its six dimensions

and level of aspiration, in combination with gender and residence

of various categories of physically challenged high school

students.

Hypothesis

i. There exist significant differences between various categories of

physically challenged school students in relation to total self

concept and its six dimensions viz. behavior, school status,

physical appearance, attributes, popularity, happiness and

satisfaction.

50

ii. There exist significant differences among various categories of

physically challenged school students in relation to level of

aspiration.

iii. There exist significant two and three factors interaction effects of

self concept, its six dimensions and level of aspiration, gender and

residence of various categories of physically challenged school

students.

Sample

In this study, only hearing impaired, visually impaired and

crippled students of classes 9th and 10th (14+ age group) of secondary

school, at least one from each district out of 20 districts of Haryana

State were taken up. The sample comprised of 1000 students: 499

(49.9%) boys and 501 (50.1%) girls. The sample included 211 (21.1%)

boys and 258 (25.8%) girls from urban area and 288 (28.811%) boys

and 243 (24.3%) girls from rural area. It may also be mentioned that 533

(53.31%) of students were taken from class 9th and 467 (46.7%) students

were from 10th class. Thus, the sample was fairly representative of

population gender wise, residence wise and class wise.

Tools

i. Wallach-Kogan tests of creativity to measure creativity.

51

ii. Children’s self-concept scale (CSCS) constructed and

standardized by Ahluwalia.

iii. Level of Aspiration Test developed by Patel.

Major Findings

i. The result shows that self concept of urban various categories of

physically challenged school students was found to be more than

the rural counterparts.

ii. The results shows that socially, the different categories of

physically challenged school students with high level of

aspiration and low level of aspiration differ significantly from

each other.

Enri Dumanhuri (2003) Evaluation of level of aspiration,

academic growth of physically

challenged male students in Bandung

metropolitan area of Indonesia.

Whole metropolitan area was surveyed for generating the data pertaining to

hearing impaired and crippled students below the age of 18 years. The data was

treated in excel in order to draw the conclusion. The main findings were showed that

hearing impaired and crippled students do not differ significantly on level of

aspiration and academic growth.

Gakhar, S. C. (2003) Self concept and academic

achievement of secondary school

students.


i. To study the self concept of secondary school students.

52

ii. To study the academic achievement of secondary school students.

iii. To compare secondary school students on self-concept.

iv. To compare secondary school students on academic achievement.

Hoptheses

i. There exists significant difference among the secondary school

students on self concept.

ii. There exists no significant difference among the secondary school

students on academic achievement.

Sample

The study was conducted on a sample of 200 students of

secondary schools from two districts i-e Punjab (Patiala and Ferozepur).

The sample comprised of 105 boys and 95 girls. Self-concept scale

(Ahlawalia, 1986) and academic achievement coefficient of correlation

and t-test was used as statistical techniques.

Major Findings

i. Secondary school students viz boys and girls were showed

significant difference on self-concept.

ii. Both the categories were insignificant on academic achievement.

Chowdhury,

Aparajita;

Kumari Anita

(2003) Study of academic achievement of

physically handicapped and normal

children.

The study was conducted on a sample of 50 children of physically

handicapped studying in VIII and IX grades in school, of which an equal number of

53

normal children were included in the sample. The school was in a predominantly

middle class community area. The mean age of students was 13-15 years. The

results revealed that normal students showed better academic achievement as

compared to handicapped students.

Seginer (2002) Family Environment, Educational

Aspirations, and Academic

Achievement in Two Cultural

Settings.

Tested a four-step model consisting of family background,

perceived parental support and demandingness, educational aspirations,

and cademic achievement. The model was estimated on data collected

from working and non-working women (N = 686) growing up in two

cultural settings: transition to modernity (Israeli Arabs) and Western

(Israeli Jews). The results showed that family background had direct and

indirect effects on the academic achievement of Arab but not Jewish

women. The indirect family background- academic achievement path

showed working and non-working differences only for the Arab women

viz educational aspirations for girls and parental demandingness for

boys and parental demandingness was directly related to academic

achievement of women. The study also explained ethnic and gender

differences in terms of demographic and socio-cultural conditions.

Kobal, Darja and

Musek Janek.

(2001) Study of self concept and

academic achievement. of

54

adolescents

The investigators tested the hypothesis that academic

achievement effects different components of self concept.

The sample compressed of 230 students in the age range of 16-17

years. The authors investigated in the possible influence of nationality

(Slovenia, France) in modifying the relationship between academic

achievement and self concept. The results of two factors (academic

achievement+ nationality) analysis showed significant correlation

between academic achievement and various indices of self concept,

which varied in a nationality- dependent fashion. The French subjects

exceeded Slovenians in some domains of self- concept (i.e. verbal ,

academic relations with some sex peers relations with parents, religion

and spirituality and general self- concept) while Slovenian subjects

exceeded of French subjects in the domain of problem solving and

creativity. There was no significant difference between both national

samples in self esteem. Also the French subjects exceeded Slovenian

pupils in general academic achievement. The results were interpreted on

the grounds of theoretical expectations related to the formation of self

concept and academic achievement as well as on the basis of national

differences in the school system and personality structure.

Sharma, Ram Paul (2000) Study of self-concept and Mental

health of male and female

physically challenged secondary

students.

The purpose of this study was to know the self concept and

mental health of physically challenged students at secondary level. The

55

investigator selected 650 students randomly from various secondary

schools in northern area of Assam and used self concept scale of H.M.

Sing & S. Sing and Mental health battery by Alpana Sengupta to know

the self concept and mental health of physically challenged students. For

the statistical treatment the investigator used Mean, S.D and t-value. It

was found that there is no significant difference between male and

female secondary students in their mental health and self-concept.

Rainer, S. Martin, P. (2000) A study of self-concept stress and

academic achievement of secondary

school students in west zone of

Assam.

The investigator selected 640 secondary students to know the

self-concept, stress and academic achievement. For collection of data

the investigator used self-concept scale by H.M sing and stress scale by

OM Prakash Srivastava and R.K Nadiu and past three years obtained

marks from official school records. The collected data were analyzed by

using Mean. S.D and t-value. It was found that the self concept of male

students is significantly different than female students. The mean

difference shows that male students have high self concept than female

students. It was also found that female students have high stress than

boys but there is no significant difference between male and female

students on their academic achievement.

Jefferson (2000) Study of level of aspiration, self concept of

hearing impaired orthopedically school

going children of U.K.

56

Objectives

i. To study the self – concept and aspiration of hearing impaired and

orthopedic impaired school going children.

ii. To compare the different dimensions of self concept viz. real self,

ideal self, reflected self and physical self of hearing impaired and

orthopedically impaired schools going children.

Methodology

The sample of the study comprised 125 hearing impaired and

equal number of orthopedic impaired children of class 7th and 8th. The

investigator used various sampling techniques and tools to draw results.

Major Findings

i. Hearing impaired and orthopedic children were showed no

significant difference on real self.

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

self.

iii. Hearing impaired and orthopedic impaired childern were also

insignificant on level of aspiration.

Maikhuri, R. A. &

Pande, S. K.

(1997) Self-concept of adolescents in

relation to their academic

achievement.

Maikhuri & Pande attempted to study the self-concept of

adolescents in relation to their academic achievement. The sample of the

study comprised of 200 students (100 boys and 100 girls) studying in

the intermediate College of Kotdwara city, ho were selected through

random selection method. Their age ranged between 16 to 18 years. The

57

tool used to collect the data included Self-concept Inventory by Pratibha

Deo. The collected data were treated with mean, S.D. and ’t’- test. The

findings revealed that the academic achievement and self-concept were

not significantly related. Significant relationship was observed with

academic achievement of adolescents having high and low self-concept.

No significant difference was found between academic achievements of

adolescents belonging to high and low self-concept.

Krishnan, S.

Santhana

(1993) Relation between self-concept and

academic achievement of college

students.

The sample of the study comprised of 150 students. Out of them,

90 were men and 60 were women students. There were 45 urban and

105 rural students. They were further stratified with faculties, age

groups and birth orders. Stratified random sampling technique had been

used to select the sample. The self concept tool standardized by Rastogi

was used to collect the data. The investigator applied mean, S. D., t-test,

correlation and ANOVA for the treatment of the data. It was found that

there was a significant relationship between self concept and academic

achievement of the college students. There was a significant difference

of mean score between arts and science groups of students on self –

concept. Sex had no influence on self-concept of the individuals.

58

Similarly, birth orders had no impact on self concept of students.

Different age groups had not shown any significance mean difference

on self concept score.

Kuotsu Banui

(1992) The study of academic achievement of

college students in Nagaland in relation to

their self-concept.

Objectives of the study:- i. The study attempts to find out the academic achievement and

self- concept of Nagaland College students.

ii. To find out whether differences exist in their self-concept among

arts, science and commerce college students.

iii. To find out whether any relationship exists between the academic

achievement and self-concept among college students in

Nagaland.

Methodology

The sample consisted of 716 college students drawn from the

three colleges in Kohima Town. They represented the arts, science and

commerce streams including boys and girls. The tools used as

Personality Word List by Deo 1973 and the academic achievement was

obtained by collecting their results. Statistical measures mean, S.D, t-

test and correlation were used to treat the data.

Major findings of the study

59

i. There was significant difference in the academic achievement

and self-concept of college student of arts, science and

commerce stream.

ii. Both science and commerce students showed significantly high

academic achievements then their arts counter parts.

iii. No significant difference was found in the mean self-concept

scores between boys and girls among the arts, science and

commerce students.

Fox and Faver (1991) Achievement and Aspiration

Patterns Among Male and Female

Academic-Career Aspirants, Work

and Occupations.

It is considered both meaning and mediation factors in the

achievement-aspiration relationship. In a sample of graduate women

students ("academic-career aspirants"), the achievement- aspiration

relationship varied with type of academic achievement and professional

aspirations, and as it was mediated by women's perceptions of their

professional roles and their faculty's support. Women's achievement-

aspiration conversion was different from, but not necessarily lower than,

non- graduate non-working women. Rather, the strength and direction of

the relationship varied with aspiration type (traditional versus

alternative) and to some extent, with specific types of academic

achievement. The mediators of the achievement-aspiration relationship

also vary by work conditions and aspiration type. Women's aspirations

for traditional career rewards were largely a function of their

perceptions of the structural availability of job opportunity.

60

Kale, P. S, (1991) A study of the development of self

concept of Pre-adolescent level with

reference to some Family and school

factors.

Objectives of the study were:- i. To trace the general development of self concept at the

preadolescent level as a function of age and sex.

ii. To study sex difference in self concept development.

iii. To study the relationship of internal family factors like parent –

parent and parent-child relationship with self concept at the pre-

adolescent level.

iv. To study the relationship of school factors i.e. teacher-students

and peer relations with self concept at the pre adolescent.

Methodology

The data were collected from three co-educational Marathi

medium schools. The study was conducted on a sample of 990 children.

Tools employed in this were Self-Concept Inventory, Parent-Child

Relationship scale, Parent-Parent Relationship scale, Scale of Teacher-

Student Relationship, Peer Relationship Scale and Socio-economic

status scale of Jogavas. All the tools were specially constructed for this

61

study except the socio-economics status scale. Descriptive, bardiagrams,

frequency polygons, mean, median, mode, Barttell's homogeneity test

analysis of variance, t-test and multiple correlation regression.

Major findings of the study were:-

i. The perceived self did not show a downward trend throughout the

Pre-adolescent period. It showed a significant upward trend at the

end of this period. According to this, the self-concept did not

remain static and showed gradual development up to the end of

the pre-adolescent period.

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

development.

iii. Perception of family factor as well as school factors showed

significant development in concept perception of parent-child

relationship.

iv. Girls showed more understanding for parent-parent relationship

teacher student relationship and at the end of the pre-adolescent

period and parent-child relationship.

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

concept.

vi. Teacher-student relationship was important in self-concept.

vii. Parent-child relationship was significantly associated with self-

concept.

viii. Peer relations were important in development of self-concept.

62

ix. Family factors jointly were significantly associated with self-

concept.

x. School factors jointly were significantly associated with self-

concept.

Burhan, R. G. (1991) An enquiry into the nature of self-

concept in the area of competence

and its impact on mental health

and academic achievement.

Problem

The present study deals with the problem of self-concepts and

tries comprehensive study of a particular dimension of self-concept,

viz, the dimension competence and its relationship with mental health

and academic achievement.

Objectives

i. To study the nature and extent of the real self-concept of

competence and the ideal self-concept of competence, and the

discrepancy between the two.

ii. To study the nature and extent of mental health in the group

studied.

iii. To study the relationship between real self-concept/ideal self-

concept and mental ill-health/academic achievement;

iv. To study the relationship between each of' the five facets (social,

intellectual, physical, emotional and general) of self-concept in

competence and mental ill-health.

63

v. To study the relationship between each of the five facets and

academic achievement.

vi. To make a comparative study of the three groups of students: the

commerce group, the science group and the combined group.

Methodology

The sample consisted of 432 first year Science and Commerce

honours girl students from seven good institutions with an English

medium background and age between 18 and 20 years. The tools used

included a Self-Concept Inventory constructed and standardized by the

investigator, and a Mental III- Health Inventory. Higher secondary

marks in two common subjects were taken as a measure of the academic

achievement of students. The statistical technique used included mean,

median, mode, standard Deviation, skewness and kurtosis, chi-square

test, "t" test, coefficient of correlation, partial correlation and factional

analysis.

Major Findings

i. Real self-concept scores, ideal self-concept scores, real-ideal

discrepancy scores and mental ill-health scores were found to be

more or less normally distributed in the sample and the three

groups did not differ significantly among themselves in respect of

distributions of scores on these variables.

ii. Real self-concept and ideal self-concept were highly correlated.

iii. Students with high real self-concept scores showed lower

discrepancy scores.

iv. Students who perceived themselves to be highly competent were

64

relatively from mental ill-health symptoms.

v. A trend could be noticed to suggest that high ideal self-concept

was conducive to mental health.

vi. Discrepancy between real and ideal self-concept was found to be

associated with mental ill-health.

vii. Academic achievement was positively associated with perceived

intellectual competence but not with scores of other areas of self-

competence. Howe' ideal self-concept regarding their competence

did not seem to affect academic achievement scores.

viii. Discrepancies between the real and ideal self-concept did not

affect the academic achievement of the commerce groups; but in

the science group, these two were positively related.

ix. Regression coefficient revealed that intellectual competence had

high positive influence upon the academic achievement of both

the science group and commerce group. The other facets of

components showed a negative influence on the academic

achievement of the science group.

x. Students who revealed mental ill-health symptoms were poor in

academic achievement [AS 1651].

D. L. Pareek (1990) A comparative Study of self concept,

Personality traits and aspirations of

the Adolescents, studying in Central

Schools, Government schools and

65

Private Schools in Rajasthan.

Methodology

The normative survey method was used 750 students studying in

different schools framed the sample. Swata Bodh Parikshan by Sherry

and Uma, Cattell’s 16 PF Questionnaire, Level of Aspiration and input

check-list and students Aspiration Test developed by the researcher

were used to collect the data.

Major findings

i. It was found that 45.2% of the adolescents studying in central

schools, 44.2% in private schools and 57.6% in Government

Schools possessed average self-concept.

ii. Adolescents studying in private and central schools were more

intelligent than the adolescents studying in government schools.

iii. Students in private schools were generally practical while

Government school students preferred arts stream.

iv. There existed no significant relationship between personality

traits and levels of aspiration among students from different types

of schools.

Shah, J. H. (1990) A study of relationship among

intelligence, self-concept and

academic achievement of pupils of

standard X of semi urban and rural

areas of Sihore Taluka.

Out of the total population of about 500 pupils of grade X of

66

Sihore Taluka, 305 pupils (61 %) were selected randomly from eight

schools out of which two were from semi urban area. The sample from

semi urban area consisted of 60 boys and 67 girls. From six schools

located in rural areas, 169 boys and 69 girls were selected. The sample

was selected by stratified random cluster sampling method. The tools

used were J. H. Shah's self-concept inventory and Desai Bhatt Group

intelligence test. To evaluate pupils academic achievement, the marks

obtained in area. Subjects at the Gujarat State Secondary Education

Board - taken into consideration and were converted into percentage.

Mean, S. D., t-test and Pearson's pro correlation were used to treat data.

It was found that there was no sex difference self-concept either

in semi urban or rural areas. There was difference in DIQ's (Deviation

Intelligence Quotient) either urban or rural areas. There was significant

difference in academic achievement in favour of boys in both semi

urban and rural areas. There were positive and linear correlation among

self-concept Intelligence Quotient and academic achievement in both

types of areas. Also, intelligence was more related to academic

achievement than self-concept.

Kulshreshtha, R. (1985) Values orientations, interests and attitudes as Correlates of self-concept among male and female Adolescents.


67

i. To determine and study the impact of value orientation, interests,

and peer relations upon the concept of self in both male and

female adolescents.

ii. To obtain interactions between value-orientations, interests and

peer relations on bivariate and trivariate levels of operation.

Methodology

The sample consisted of 160 high school and inter-mediate

college going students of Aligarh. It represented both males and

females, whose age ranged from 15-19 years and who belonged to the

urban area . They were from these faculties viz. science, arts and

commerce and generally belonged, to the Middle Secondary Educational

Schools. Value orientation was measured with the help of a Value

Orientation scale developed by N. S. Chauhan, Self-Concept developed

by G.P. Sherry. The data were analyzed with a help of factorial design

analysis of variance of equal cell size.

Major Findings of the study were:-

i. Value orientations affected the concept of self in adolescents.

ii. Value orientation had a positive affinity with self-concept among

male as well as female adolescents under different levels of

interest.

iii. Interest played an important role in the growth of self-concept

among adolescent. It promoted the concept and also demoted the

concept of self in various association bonds with value orientation

and peer relation.

68

iv. Interests were shaping and forming the male adolescent's concept

of growth of self concept during the period of adolescence in both

the sexes depended upon the variations of interest occurrence.

v. Peer relations prompted the concept of self also but when

value orientations or interests were operating.

vi. Promotion or demotion of the concept of self by peer relations in

case of both males and females remained different.

Mathur, A. A. (1983) A comparative study of the

adjustment problems, Level of

Aspirations, Self-concept and

academic Achievement of Crippled

and Normal Children.

The major objectives were:-

i. To compare the home adjustment and health adjustment of

crippled and normal children.

ii. To compare level of aspiration of crippled and normal children.

iii. To compare self concept of crippled and normal children.

iv. To compare academic achievement of crippled and normal

children.

Sample

The sample comprised 50 crippled and 50 normal children in the age

range of 13-16 years. The two groups were matched in age, sex, iQ,

socio-economic status and institution.

69

The major findings were:-

i. Crippled children differ Significantly from normal in health

adjustment and home adjustment

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

aspirations.

iii. Crippled children differ significantly from normal in the self

concept.

iv. No significant difference was found between crippled and normal

children in academic achievement.

Singh, D. P. (1983) A comparative study of the achievement

of blind and sighted children studying in

an integrated system

The objectives of the study were:-

i. To study the achievement of blind children studying in an

integrated system of learning Hindi.

ii. To study the achievement of blind children learning English

language in an integrated approach.

iii. To study the achievement of blind children learning social

studies in an integrated approach.

iv. To study the achievement of blind children learning Sanskrit

in an integrated approach.

Total population of visually handicapped children i.e. 4 studying

in class IX in Government co-educational senior Secondary School,

Presidents Estate, New Delhi were selected for the study and an equal

number of 4 sighted children in class IX in the same institution were

70

selected along with the school periodical tests (September, December,

February) standardized teacher-made tests were administered to these

eight (4 blind + 4 sighted) students.

The findings of the study were that the achievement of blind in

Hindi, English, Social studies and Sanskrit was higher than that of

sighted children. This goes in favour of integrated education since we

did not control all moderate variables. The higher achievement of

visually handicapped may be result of non-educational factors e.g;

psychological factor and individual factor.

An Overview

Thirty studies have been reviewed under this section of review of

studies; 20 studies have been carried on self concept and academic

achievement and 15 have been carried on level of aspiration. Nirmani

Mohammad and Tavakko Mousazadh (2010) found that the sighted

group of individuals in self-esteem and self-concept subtests was better

than the handicapped. Verma Arti (2008) found that that there is

significant difference between both the groups in the self-concept and

study hababits. The normal students have good study habits and the

mean difference between both the groups in the self-concept favours

normal students. Salami S. O and Alawode E. A. (2008) found

significant difference in the academic achievement of males and females

from single parenting homes but none between those of intact homes.

Shasmistha Roy (2008) revealed that there is not much difference in the

importance of many of the selected factors exhibited by boys and girls,

which plays an important role in their academic achievement. Hussain

Akbar (2007) revealed that the level of self-concept among the

71

physically challenged adolescents was found lower than their normal

counterparts, similarly the level of self-concept among the girls was also

found significantly lower than the boys in general. Rakish Chandra and

Kabire Koul (2006) found that no significant difference was found with

respect to level of aspiration and level of education of visually impaired

and orthopedic children. Kikas Eve, Mottus Eve (2006) found that

attending on elite private school was related to abilities and higher

academic achievement attending on elite school had negative impact on

achievement. Raven, R. and Prince, A. (2006) revealed that the sighted

children have more level of aspiration than the hearing impaired and

visually impaired elementary children. It was also found that hearing

impaired and visually impaired children have more stress than sighted

children. Vaishya (2005) found that both the groups viz hearing

impaired and visually impaired students do not differ significantly on

level of aspiration and academic achievement. Kumar (2005) revealed

that the academic achievement is affected by self-concept and level of

aspiration, both the categories viz handicapped and normal students

showed marked difference in self-concept and level of aspiration.

Gagandeep, S. J. and Verma B. K. (2004) revealed that there is no

significant difference on real self, ideal self and reflected self of visually

impaired and crippled female adolescents. Ntzamilis, G. and Haver

(2004) revealed that there is no significant difference between visually

impaired and hearing impaired elementary school students on academic

achievement in mathamatics. Gasser (2004) found that components of

adolescent’s personality and interest may relate to aspiring to higher

levels of adolescents. Sangdeep R. K and Sharma S. (2004) revealed

72

that both the boys and girls secondary school students have no

significant difference on all the three variables viz self-concept, level of

aspiration and academic achievement. Stuart Breg (2004) revealed that

handicapped teenagers differ significantly from normal teenagers on

self-concept and level of aspiration. The study also revealed that both

the categories were significantly differ on academic achievement and

mental health. Shah H.R. and Sehrawat S. S. (2003) found that there

exists significant difference among various categories of physically

challenged secondary school students on level of aspiration and self-

concept. Enri Dumannuri (2003) found that hearing impaired and

crippled students do not differ significantly on level of aspiration and

academic growth. Chowdhury Aparajita, Kumari Anita (2003) found

that normal students showed better academic achievement as compared

to handicapped students. Gharkar, S. C. (2003) revealed that significant

difference was found among secondary school students on self-concept.

Seginer (2002) revealed that parental demandingness for boys and

parental demandingness was directly related to academic achievement

of women. Sharma and Ram Paul (2000) revealed that there is no

significant difference between male and female secondary school

students in their mental health and self-concept. Rainer, S. and Martin,

P. (2000) found that the self-concept of male students is significantly

different than the female students. Jefferson (2000) found that both

hearing impaired and orthopedic school going children were

insignificant in relation to their self concept and level of aspiration.

Kuotsu and Banui (1992) revealed that there was significant difference

in the academic achievement and self concept of college going arts,

73

commerce and science students. Fox and Facer (1991) revealed that

women’s aspiration for traditional carrier rewards were largely a

function of their perceptions of structural availability of job opportunity.

Kale, P. S. (1991) found that family factors and school factors jointly

are associated with self-concept. Parkeek D. L. (1990) found that

government schools generally preferred arts while as the students in

private schools preferring practical. Kulshreshtha, R. (1985) found that

promotion or demotion of the self-concept by peer relations in case of

both males and females remained different. Marthur, A. A. (1983) found

that no significant difference was found between crippled and normal

children in academic achievement, while as significant difference was

found in their self-concept. Singh D. P. (1983) found that the

achievement of blind in Hindi, English Social Studies and Sanskrit was

higher than that of sighted children.

74

CHAPTER – 3

METHODOLOGY AND PROCEDURE

75

very piece of research must be planned and designed carefully

so that the researcher proceeds ahead without getting confused

at the subsequent steps of research. The researcher must have

a clean and clear understanding of what is to be done, what data is

needed, what data-collecting tools are to be employed and how the data

is to be statistically analyzed and interpreted?

EKerlinger (1973) has very rightly observed:-

76

"Research design is the plan, structure and strategy of

investigation conceived so as to obtain answers to the research

questions. The plan is, an overall scheme or programme of research. It

includes an outline of what the investigator will do from writing the

hypotheses and their operational implications to the final analysis of the

data. The structure of research is more specific. It is the outline, the

scheme, the paradigm (diagrams, graphs and verbal outline) of the

operation of variables. Strategy is also more specific than the plan. it

includes the methods to be used to gather and analyze the data. In other

words, strategy implies how the research objectives will be reached and

how the problems encountered in the research, will be tackled”.

Similarly, Van Dalen (1973) has drawn the attention of

researchers towards the appropriate framework to be adopted in a

research design. He has remarked:-

"Research is often confused, as floundering; process rather than

logical, orderly one. An investigator does not tackle one step at a time,

to complete the process and then move on to the next step. He may

tackle the steps out of order, shuffle back and forth between steps or

work on two steps more or less simultaneously".

The present study has been completed through the descriptive

method of research. This method has been the most popular and widely

used method of research in Social Sciences and Education. Through this

method, the study is designed to obtain pertinent and precise

information concerning the current status of the phenomena and also to

77

draw valid conclusions from the facts discovered. The details about the

sample, the tools and their description, the statistical methods used for

data analysis for the present study are given as under:-

Sample

The total sample for the present investigation consists of 300

secondary school students, where 150 consists of physically challenged

and 150 normal secondary school students of district Baramulla. The

details about the procedure of selecting the sample are given as under:-

The physically challenged students were identified on the basis of

information obtained from the offices of various secondary school

institutions. Further, the investigator categorized them into three main

categories viz hearing impaired N= 50, visually impaired N= 50 and

crippled N= 50. All the three categories of physically challenged

students were taken from 90 secondary schools and the normal

secondary school students were taken from the same 90 institutions of

district Baramulla. For normal secondary school students, the total

sample (N=150) was selected from the total population (N= 1507) by

using random sampling technique, however for physically challenged

students whole population (N=150) was taken for sample by the

investigator by using the purposive sampling technique.

List of Selected Secondary/Higher Secondary Schools in District

Baramulla

01. Govt. Higher Sec. School Kreeri 02. Govt. High School Kreeri

03. Hanfia Model High School Kreeri 04 Mission High School Kreeri

78

05. Govt. High School Dolipora 06. Govt. High School Kawchuk

07. Govt. High School Hewan 08. Govt. Higher Sec. School Wagoora

09. Govt. High School Watergam 10. Imamia High School Watergam

11. Govt. High School Nowpora 12. Govt. Girls High School Nowpora

13. Govt. High School Nowpora 14. Govt. High School Nowpora

15. Govt. High School Shrakwara 16. Govt. High School Yakmanpora

17. Govt. High School Hael Jagir 18. Govt. Girls High School Shrakwara

19. Govt. High School Sangrama 20. Govt. High School Magam

21. Govt. High. School Kalantra 22. Govt. High School Kachwa

23. Govt. High School Thindma 24. Govt. High School Mirgund

25. Madina Public High School Gund 26. Govt. High School Gund

27. Govt. High School Singpora

28. Govt. High School Uthura

29. Govt. High School Choora 30. Govt. High School Bonyer

31. Govt. High School Haygam 32. Govt. Higher Sec. School Ghoshbugh

33. Govt. High School Ghoshbugh 34. Govt. High School Pattan

35. Govt. Higher Sec. School Pattan 36. Peoples Public School Pattan

37. Govt. Higher Sec. School Palhallan

38. Govt. High School Palhallan

39. Govt. High School Tapar 40. Govt. High School Haider Baigh

41. Govt. High School Hamray 42. Govt. High School Sultanpora

43. Govt. High School Nayedkhay 44. Govt. High School Wusan

45. Govt. High School Putkhah 46. Govt. Higher Sec. School Delina

47. Govt. High School Delina 48. Govt. Girls High School Delina

49. Govt. High School Singerpora Kalan

50. Govt. High School Kanspora

51. Govt. Girls High School 52. Govt. High School Khawajabagh

79

Kanspora

53. Govt. Girls High School Khawajabagh

54. Budding Bloom Public School Khawajabagh

55. St. Joseph Higher School Baramulla

56. Govt. High School Sopore

57. Govt. Higher Sec. School Sopore 58. Govt. Girls High School Sopore

59. Muslim Educational Trust Sopore 60. Govt. High School Noorbagh

61. Govt. Girls High School Noorbagh

62. Govt. High School Nayed Hal

63. Govt. High School Fathpora 64. Govt. High School Saloosa

65. Govt. High School Alapora 66. Govt. High School Wagil

67. Govt. High School Khahitangan 68. Govt. Girls High School Khaitangan

69. Govt. High School Harinara 70. Govt. Girls High School Harinara

70. Govt. High School Devisar 72. Govt. Boys High School Devisar

73. Govt. High School Hagarpora 74. Govt. Girls High School Hagarpora

75. Govt. High School Lallad 76. Govt. Boys High School Lallad

77. Noor-Ul-Islam Pub. School Baramulla

78. Govt. H. School Azad Jung Baramulla

79. Govt. High School Tujar 80. Govt. Girls High School Tujar

81. Guru Nank Public School Baramulla

82. Govt. High School Selu Sopore

83. Govt. Girls High School Selu Sopore

84. Govt. Higher Sec. School Baramulla

85. Govt. Girls Higher Sec. Baramulla

86. Govt. High School Chandoosa

87. Govt. Higher Sec. School 88. Govt. Higher Sec. School Kalantra

80

Chandoosa

89. Govt. High School Bandibala 90. Neitherfiled Public School Sopore

The following schools were selecting randomly as sample for

present investigation. The school wise breakup of the sample is shown

as under:-

S.No.

Name of the School Location Normal Sec. S. Student’s

Physically Challenged Sec. School Student’s

Total Sample

Total No.

Sample Taken

Total No.

Sample Taken

01. Govt. Higher Sec. School

Kreeri 20 2 2 2 4

02. Govt. High School Kreeri 22 2 2 2 4

03. Hanfia Model H. School

Kreeri 26 2 2 2 4

04 Mission High School Kreeri 28 3 3 3 6

05. Govt. High School Dolipora 18 2 2 2 4

06. Govt. High School Kawchuck 30 3 3 3 6

07. Govt. High School Hewan 33 4 4 4 8


Wagoora 22 2 2 2 4

09. Govt. High School Watergam 30 3 3 3 6

10. Imamia High School Watergam 18 2 2 2 4

11. Govt. High School Nowpora 26 3 3 3 6

12. Govt. Girls High School

Nowpora 28 3 3 3 6



81

15. Govt. High School Shrakwara 28 3 3 3 6

16. Govt. High School Yakmanpora 10 1 1 1 2

17. Govt. High School Hael Jagir 16 2 2 2 4


Shrakwara 16 2 2 2 4

19. Govt. High School Sangrama 14 1 1 1 2

20. Govt. High School Magam 14 2 2 2 4

21. Govt. High School Kalantra 10 1 1 1 2

22. Govt. High School Kachwa 10 1 1 1 2

23. Govt. High School Thindma 12 1 1 1 2

24. Govt. High School Mirgund 10 1 1 1 2

25. Madina Public H. School

Gund 15 2 2 2 4

26. Govt. High School Gund 16 2 2 2 4

27. Govt. High School Singpora 19 2 2 2 4

28. Govt. High School Uthura 20 2 2 2 4

29. Govt. High School Choora 20 2 2 2 4


Bonyer 22 2 2 2 4

31. Govt. High School Haygam 24 2 2 2 4


Ghoshbugh 23 2 2 2 4

33. Govt. High School Ghoshbugh 26 2 2 2 4

34. Govt. High School Pattan 26 3 3 3 6


Pattan 28 3 3 3 6

36. Peoples Public School Pattan 28 3 3 3 6


Palhallan 21 2 2 2 4

38. Govt. High School Palhallan 20 2 2 2 4

39. Govt. High School Tapar 20 2 2 2 4

40. Govt. High School Haider Baigh 17 2 2 2 4

82

41. Govt. High School Hamray 16 2 2 2 4

42. Govt. High School Sultanpora 16 2 2 2 4

43. Govt. High School Nayedkhay 16 2 2 2 4

44. Govt. High School Wusan 15 2 2 2 4

45. Govt. High School Putkhah 10 1 1 1 2


Delina 12 1 1 1 2

47. Govt. High School Delina 12 1 1 1 2


Delina 12 1 1 1 2

49. Govt. High School Singpora Kalan

10 1 1 1 2

50. Govt. High School Kanspora 10 1 1 1 2


Kanspora 09 1 1 1 2

52. Govt. High School Khawajabagh 10 1 1 1 2


Khawajabagh 12 1 1 1 2

54. Budding Bloom Public School

Khawajabagh 12 1 1 1 2

55. St. Joseph Higher Sec. School

Baramulla 10 1 1 1 2

56. Govt. High School Sopore 12 1 1 1 2


Sopore 12 1 1 1 2


Sopore 14 1 1 1 2

59. Netherfiled Public School

Sopore 10 1 1 1 2

60. Muslim Educational Trust

Sopore 13 1 1 1 2

61. Govt. High School Noorbagh 16 2 2 2 4


Noorbagh 12 1 1 1 2

63. Govt. High School Nayed Hal 10 1 1 1 2

64. Govt. High School Fathpora 13 1 1 1 2

65. Govt. High School Saloosa 14 1 1 1 2

83

66. Govt. High School Alapora 16 2 2 2 4

67. Govt. High School Wagil 18 2 2 2 4

68. Govt. High School Khahitangan

10 1 1 1 2


Khahitangan

09 1 1 1 2

70. Govt. High School Harinara 12 1 1 1 2


Harinara 10 1 1 1 2

72. Govt. High School Devisar 12 1 1 1 2

73. Govt. Boys High School

Devisar 13 1 1 1 2

74. Govt. High School Hagarpora 12 1 1 1 2


Hagarpora 12 1 1 1 2

76. Govt. High School Lallad 12 1 1 1 2

77. Govt. Boys High School

Lallad 22 2 2 2 4

78. Noor-Ul-Islam Public School


79. Govt. High School Azad Jung Baramulla

22 2 2 2 4

80. Govt. High School Tujar 21 2 2 2 4


Tujar 10 1 1 1 2

82. Guru Nank Public School


83. Govt. High School Selu Sopore 12 1 1 1 2


Selu Sopore 11 1 1 1 2



86. Govt. Girls Higher Sec. Baramulla 12 1 1 1 2

87. Govt. High School Chandoosa 12 1 1 1 2


Chandoosa 10 1 1 1 2


Kalantra 20 2 2 2 4

84

90. Govt. High School Bandibala 29 3 3 3 6

Total 1507

150 150 150 300

The distribution of the sample (N=300) were normal secondary school

students (N=150) and physically challenged secondary school students

(N=150) on self concept, level of aspiration and academic achievement.

85

Diagram A

Diagram A1

The distribution of the sample (N=300) were normal secondary school

students (N=150) and category wise distribution of the physically

challenged secondary school students (N=150) on self concept, level of

aspiration and academic achievement.

Category wise distribution of the sample of physically challenged

secondary school students (N=150) where hearing impaired (N=50),

visually Impaired (N=50), and crippled (N=50), on self concept, level of

aspiration and academic achievement.

86

Diagram B

Diagram B1

Selection of the Tools

Selection of the tools is very important in any research study. If

appropriate tools are not used, the investigator may be mislead and the

efforts of the investigator would go waste as he would not be able to

achieve the objectives of the study. An investigator has to look for such

procedural techniques and tools which will answer his pursuits or

hypotheses objectively. A competent investigator therefore, looks into

87

Diagram C

Diagram C1

the possible measures which can help him in arriving at the desired

results.

Accordingly, the present investigator adopted the following tools

for the collection of data.

Tools used

The data for the present study was collected with help of self-

concept inventory (Real Self and Ideal Self) by Sager and Sharma and

level of aspiration scale by Dr. Mahesh Bhargava and Prof. M. A. Shah.

Description of the Tools

1. Self concept Inventory

Self – concept inventory has been developed by Sagar and Sharma

(1971). Self – concept refers to the some total of the person’s attitude

and knowledge towards himself and evaluation of his achievements.

This is a 67 item inventory with a 5 point rating scale developed by

Sagar Sharma. Each item is in the form of an adjective, followed by an

explanation in very simple language. This has been done in order to over

come the possibility of varied interpretations of the adjectives by the

subject who fills this inventory.

The inventory consists of two dimensions:

1. real self

2. ideal self

Administration of the test

Self – concept inventory is questionnaires in which subjects are

required to give there own individual feelings.

Scoring Procedure

88

Each item in this inventory has been provided with five point

rating scale. The weightage is given to each positive item as under:

Very often 5

Often 4

About 50 percent of the times 3

Rarely 2

Very rarely 1

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

order:

Very often 1

Often 2

About 50 percent of the times 3

Rarely 4

Very rarely 5

Reliability

Reliability of the self – concept is calculated by the test-retest

method is shown as under:-

Method Number Reliability

Test-retest 150 0.81

Self-ideal discrepancies 150 0.72

Validity

89

The content validity of self-concept inventory was established by

Sagar and Sharma and the validity co-efficient of this inventory was

found to be 0.682.

2. Level of aspiration scale

The level of aspiration scale developed by Dr. Mahesh Bhargava

and Prof. M. A. Shah was used to collect the data. Level of aspiration

means an individual’s future expectations or ambition. It refers to the

estimate of one’s future in a given task.

The booklet of level of aspiration consists of twelve pages. The

first page of the level of aspiration booklet contains general

information’s of the testee, instructions to the respondent and the

scoring table while remaining eleven pages contains the performance

sheet of this measure which are arranged in order of trial numbers.

The level of aspiration is influenced by two determinants which

includes environmental and personal.

Environmental Determinants Parental ambitions Social expectations.

Peer pressure

Culture

Social value

Competition

Group cohesiveness

Personal Determinants

Wishes

90

Personality

Past experiences

Values and interests

Sex

Socio economic background

Racial back ground

Each test booklet has a scoring sheet divided into three columns

(G.D.S., A.D.S., N.T.R.S) on the front page. In scoring; the first test was

to transcribe the number of faces expected and the number of faces

completed from the sub tests into the appropriate columns on the scoring

sheets.

Scoring and Interpretation

The procedure of scoring is simple. It provides three types of

scores:

i. Goal Discrepancy Score (GDS)

1. Attainment Discrepancy Score (ADS)

2. The number of times the Goal Reach Score (NTRS)

i. Goal Discrepancy Score (GDS)

The extent and direction of the difference between actual score

on the previous trial and goal set up of the next trial is known as goal

discrepancy or G. D Score, which is obtained by subtracting the

actual score on a trial from the aspiration score (Goal Set up score)

for the next trial. Thus, in other words, goal discrepancy is the gap

between aspiration for the next trial (expected score) and the

91

immediate performance on previous trial. According to Frank (1935)

this goal discrepancy is permanent characteristic of personality.

A positive goal discrepancy suggests that one’s goal is higher,

in relation to one’s previous performance and a negative goal

discrepancy indicates that one’s goal is lower than one’s previous

performance. It means if expected score on the next trial is more than

the actual score on the previous trial, the GDS is termed as positive

where as if it is less than the immediate past performance the GDS

will be negative.

ii. Attainment Discrepancy Score (ADS)

Related to the concept of goal discrepancy is the attainment

discrepancy (Lewin et. al., 1994). It is the difference between

aspiration (expected score) and the achievement (actual score) on

the same trial.

Thus in order to obtain ADS expected performance is subtracted

from the actual performance. Therefore, ADS is positive when

actual performance is more than expected performance and

negative when expected performance is higher than the actual

performance (here actual performance is treated as criterion level).

The size of the discrepancy shows the extent to which one

surpasses or fails to reach his goal.

iii. Number of Times the Goal Reach Score (NTRS)

This may be obtained by the number of times where his actual

score is equal or more than the expected score. Though subjective

probability of success is measured indirectly from goal discrepancy

92

and attainment discrepancy score, but it can also be measured

directly by NTR score which provides an index of subjects actual

probability of reaching his stated goal. These may be minimum and

maximum score with reference to the number of trials and it is

expected of a subject with relatively high motivation to avoid

failure, to approach these two limits-minimum and maximum. An

important feature of high discrepancy score is the strategy that the

goal should never be reached with minimum. The subjects with

minimum NTR scores showed a very high fear of failure while

those with maximum NTR scores are ready to take risk of failure

when NTRS is correlated with GDS, ADS and NTRS is negatively

related to GDS and positively related with ADS.

Reliability

The reliability of this measure is calculated by the test-retest

method and the split half method (Correlating the first half with the

second half trials) is shown as under:-

Method N GDS ADS NTRS

Retest Method

With a gap of 1 month 100 .88 .82 .86

With an interval of 3 months 60 .72 .72 .74

Split Half Method 60 .77 .69 .78

Validity

93

It may be stated that no device or measure of level of aspiration has made

any mention of validity coefficient. Still present investigators tried to find out the

validity co-efficient with few tasks and available allied tests of aspiration and it is

obtained as:-

S.

No

External Validity Criteria N GDS ADS

1. Card sorting Tray Tasks 30 .58 .52

2. Ansari and Ansari : The L. A. Coding Test 60 .73 .68

3. V. P. Bhargava: Level of Aspiration (Based on

Coding Method).

60 .67 .62

4. J. S. Grewal: Occupational Aspiration Scale From V 60 .76 .65

5. Sharma and Gupta: Educational Aspiration Scale

From V.

60 .48 .56

6. Deo Mohan Projective Test of Achievement Motivation (n-ach) Male Group

40 .72 .67

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

40 .78 .73

7. T. R. Sharma: Academic Achievement Motivation

Test (AAMT)

80 .84 .76

Since all the obtained r values between the present measure of

level of aspiration and different external criteria are found significant

at .01 level hence the test is having the satisfactory validity.

94

3. Academic Achievements

In the present study, academic achievement refers to the

aggregate marks obtained by the subjects in 8th and 9th classes.

Procedure

The investigator visited various secondary schools of district

Baramulla in order to collect the data. The Sagar and Shama’s self –

concept inventory and Dr. Mahesh Bhargava and M. A. Shah level of

aspiration scale were administrated to 300 students (150 Normal and

150 physically challenged) of 10th standard to asses their self – concept

and Level of aspiration. These tests were administered on the students

in their respective institutions and strictly in accordance with the

instructions provided in the manuals. The academic achievement of

past two years of the sample subjects was collected from the official

records of the receptive secondary schools.

Statistical Treatment

The data was analyzed by applying mean, S. D. and t-test. The

details of the statistical analysis is given in chapter No. IV viz. Analysis

and Interpretation of the Data.

95

CHAPTER – 4

Analysis and interpretation of Data

96

n order to test the hypotheses formulated for the present

investigation, the data collected through the administration of the

selected tools was statistically analyzed by employing Mean, S. D

and t-test. As a result of this, the two groups of students, i-e, physically

challenged and normal were compared on self concept (real self and

ideal self), level of aspiration and academic achievement. The statistical

analysis based on this technique has been presented in a tabular form.

These tables are presented in the pages as follows:-

I

Table 1.0 Showing the mean comparison of normal and physically

challenged Secondary School Students on Real Self

Dimension of Self Concept Inventory.

Table 1.1 Showing the mean comparison of Hearing Impaired and

Visually Impaired Secondary School Students on Real Self



Crippled Secondary School Students on Real Self


97

Table 1.3 Showing the mean comparison of Visually Impaired and

Crippled Secondary School Students on Real Self Dimension

of Self Concept Inventory.

Table 2.0 Showing the mean comparison of Normal and Psychically

challenged Secondary School Students on Ideal Self



Visually Impaired Secondary School Students on Ideal Self



crippled Secondary School Students on Ideal Self Dimension

of Self Concept Inventory.


Crippled Secondary School Students on Ideal Self


Table 3.0 Showing the mean comparison of Normal and Physically

Challenged Secondary School Students on Level of

Aspiration.


Visually Impaired Secondary School Students on Level of

Aspiration.

Table 3.2 Showing the mean comparison of visually Impaired and

Crippled Secondary School Students on Level of Aspiration.


Crippled Secondary School Students on Level of Aspiration.

98

Table 4.0 Showing the mean comparison of Normal and Psychically

Challenged Secondary School Students on Academic

Achievement.


Visually Impaired Secondary School Students on Academic

Achievement.


Crippled Secondary School Students on Academic

Achievement.



Achievement.

Self Concept (Real Self)

Table 1.0:- Showing the mean comparison of normal and physically

challenged Secondary School Students on Real Self

Dimension of Self Concept Inventory (N = 150 in each

group).

Group N Mean S. D t -Value Level of Significance

Normal 150 255.69 28.4521.75 Significant at

0.01 level Physically Challenged

150 168.47 20.70

99

The Table 1.0 shows the mean comparison of physically

challenged and normal secondary school students on real self dimension

of self concept inventory. The calculated t -value (21.75) exceeds the

tabulated t-value (2.59) at 0.01 level of significance, which depicts that

there is significant difference between physically challenged and normal

secondary school students on real self dimension of self concept

inventory. Thus from the confirmation of the results from the above

table, the declarative hypothesis (Chapter 1) which reads as, “physically

challenged and normal secondary school students differ significantly on

real self dimension of self concept inventory”, stands accepted.

Table 1.1 :- Showing the mean comparison of Hearing Impaired and

Visually Impaired Secondary School Students on Real

Self Dimension of Self Concept Inventory (N = 50 in

each group).


Hearing Impaired

50 172.10 18.12

1.52 Insignificant Visually Impaired

50 165.14 14.18

The Table 1.1 shows the mean comparison of hearing impaired

and visually impaired secondary school students on real self dimension

of self concept inventory. The calculated t -value (1.52) is less than the


100

there is no significant difference between hearing impaired and visually

impaired secondary school students. The above result clarifies that

hearing impaired and visually impaired secondary school students have

the similar attitudes, knowledge of themselves and evaluation of their

achievements. Thus from the confirmation of the results from the above

table, the null hypothesis (Chapter 1) which reads as, “hearing impaired

and visually impaired secondary school students do not differ

significantly on real self dimension of self concept inventory”, stands

accepted.




group).


Hearing Impaired

50 172.10 18.12

1.25 Insignificant Crippled 50 166.17 15.44


and crippled secondary school students on real self dimension of self

concept inventory. The calculated t-value (1.25) is less than the


there is no significant difference between hearing impaired and crippled

secondary school students. The above result clarifies that hearing

impaired and crippled secondary school students have the same actual

101

outlook towards their personality make – ups such as there attitudes,

sentiments, temperaments, Knowledge and achievements. Thus from the

confirmation of the results from the above table, the null hypothesis

(Chapter 1) which reads as, “hearing impaired and crippled secondary

school students do not differ significantly on real self dimension of self

concept inventory”, stands accepted.

Table 1.3 :- Showing the mean comparison of Visually Impaired and



group).

Group N Mean S. D t -Value Level of

Significance

Visually

Impaired

50 165.14 14.18

0.24 Insignificant

Crippled 50 166.17 15.44

The Table 1.3 shows the mean comparison of visually impaired

and crippled secondary school students on real self dimension of self



there is no significant difference between visually impaired and crippled


impaired and visually impaired secondary school students have the

similar attitudes, knowledge of themselves and evaluation of their


102

table, the null hypothesis (Chapter 1) which reads as, “visually impaired

and crippled secondary school students do not differ significantly on

real self dimension of self concept inventory”, stands accepted.

Ideal Self

Table 2.0:- Showing the mean comparison of Normal and

Psychically challenged Secondary School Students on

Ideal Self Dimension of Self Concept Inventory (N = 150

in each group).


Significance

Normal 150 161.14 14.12

14.07Significant at

0.1 level Psychicall

y

Challenged

150 198.17 18.16


challenged and normal secondary school students on ideal self

dimension of self concept inventory. The calculated t-value (14.07)

exceeds the tabulated t-value (2.59) at 0.01 level of significance, which

depicts that there is significant difference between physically challenged

and normal secondary school students on ideal self dimension of self

concept inventory. Thus from the confirmation of the results from the

above table, the declarative hypothesis (Chapter 1) which reads as,

“physically challenged and normal secondary school students differ

103

significantly on ideal self dimension of self concept inventory”, stands

accepted.


Visually Impaired Secondary School Students on Ideal

Self Dimension of Self Concept Inventory (N = 50 in

each group).


Hearing Impaired

50 196.14 14.15

0.85 Insignificant Visually Impaired

50 199.80 16.30


and visually impaired secondary school students on ideal self dimension

of self concept inventory. The calculated t -value (0.85) is less than the


there is no significant difference between hearing impaired and visually

impaired secondary school students. The above results clarifies that

hearing impaired and visually impaired secondary school students have

the similar attitudes, knowledge of themselves and evaluation of their




significantly, on ideal self dimension of self concept inventory”, stands

accepted.

104

Table 2.2 :- Showing the mean comparison of Hearing Impaired

and crippled Secondary School Students on Ideal Self

Dimension of Self Concept Inventory(N = 50 in each

group).


Hearing Impaired

50 196.14 14.15



and crippled secondary school students on ideal self dimension of self



there is no significant difference between hearing impaired and crippled


impaired and crippled secondary school students have the same possible

outlook towards their personality make ups such as there attitudes,

sentiments, temperaments, Knowledge and achievements. Thus from the

confirmation of the results from the above table, the null hypothesis


school students do not differ significantly on ideal self dimension of self

concept inventory”, stands accepted.

Table 2.3 :- Showing the mean comparison of Visually Impaired and

Crippled Secondary School Students on Ideal Self

105

Dimension of Self Concept Inventory(N = 50 in each

group).


Significance

Visually

Impaired

50 199.80 16.30

0.60 Insignificant

Crippled 50 197.12 14.96


and crippled secondary school students on ideal self dimension of self



there is no significant difference between visually impaired and crippled



similar attitudes, knowledge of themselves and evaluation of their


table, the null hypothesis (Chapter 1) which reads as, “visually impaired

and crippled secondary school students do not differ significantly, on

ideal self dimension of self concept inventory”, stands accepted.

Level of Aspiration

Table 3.0:- Showing the mean comparison of Normal and Physically

Challenged Secondary School Students on Level of

Aspiration (N = 150 in each group).

106


Significance

Normal 150 5.16 2.85

4.22 Significant

at 0.01 level Physically

Challenged

150 3.26 2.75


challenged and normal secondary school students on level of aspiration.

The calculated t-value (4.22) exceeds the tabulated t-value (2.59) at 0.01

level of significance, which depicts that there is significant difference

between physically challenged and normal secondary school students on

level of aspiration. The above result clarifies that physically challenged

and normal secondary school students do not have the same level of

aspiration. Thus from the confirmation of the results from the above

table, the declarative hypothesis (Chapter 1) which reads as, “physically

challenged and normal secondary school students differ significantly on

level of aspiration”, stands accepted.

Table 3.1:- Showing the mean comparison of Hearing Impaired and

Visually Impaired Secondary School Students on Level

of Aspiration (N = 50 in each group).


Significance

Hearing

Impaired

50 3.46 3.12

107

1.40 Insignificant Visually

Impaired

50 2.42 2.14


and visually impaired secondary school students on level of aspiration.

The calculated t -value (1.40) is less than the tabulated t-value (1.98) at

0.05 level of significance, which depicts that there is no significant

difference between hearing impaired and visually impaired secondary

school students. The above result clarifies that hearing impaired and

visually impaired secondary school students have the same level of

aspiration. Thus from the confirmation of the results from the above



significantly on level of aspiration”, stands accepted.


Crippled Secondary School Students on Level of



Significance

Hearing

impaired

50 3.46 3.12

0.56 insignificant

Crippled 50 2.98 2.96

108


and crippled secondary school students on level of aspiration. The

calculated t -value (0.56) is less than the tabulated t-value (1.98) at 0.05

level of significance, which depicts that there is no significant difference

between hearing impaired and crippled secondary school students. The

above result clarifies that hearing impaired and visually impaired

secondary school students have the same level of aspiration. Thus from

the confirmation of the results from the above table, the null hypothesis


school students do not differ significantly on level of aspiration”, stands

accepted.

Table 3.3:- Showing the mean comparison of Visually Impaired and

Crippled Secondary School Students on Level of



Significance

Visually

Impaired

50 2.42 2.14

0.78 insignificant

Crippled 50 2.98 2.96


and crippled secondary school students on level of aspiration. The



109

between visually impaired and crippled secondary school students. The


secondary school students have the same level of aspiration. Thus from

the confirmation of the results from the above table, the null hypothesis

(Chapter 1) which reads as, “visually impaired and crippled secondary

school students do not differ significantly on level of aspiration”, stands

accepted.

Academic Achievement

Table4.0:-Showing the mean comparison of Normal and Psychically

Challenged Secondary School Students on Academic

Achievement (N = 150 in each group).


Significance

Normal 150 64.06 14.16

8.86 Significant at

0.01 level Physically

challenged

150 44.82 12.50


challenged and normal secondary school students on academic

achievement. The calculated t-value (8.86) exceeds the tabulated t-value

(2.59) at 0.01 level of significance, which depicts that there is

significant difference between physically challenged and normal

secondary school students on academic achievement. The above result

110

clarifies that physically challenged and normal secondary school

students do not have the same academic achievement. Thus from the

confirmation of the results from the above table, the declarative

hypothesis (Chapter 1) which reads as, “physically challenged and

normal secondary school students differ significantly on academic

achievement”, stands accepted.


Visually Impaired Secondary School Students on

Academic Achievement (N = 50 in each group).


Significance

Hearing

Impaired

50 46.18 10.12

1.30 Insignificant

Visually

Impaired

50 42.82 8.20


and visually impaired secondary school students on academic

achievement. The calculated t -value (1.30) is less than the tabulated t-

value (1.98) at 0.05 level of significance, which depicts that there is no

significant difference between hearing impaired and visually impaired



similar academic achievement. Thus from the confirmation of the results

111

from the above table, the null hypothesis (Chapter 1) which reads as,

“hearing impaired and visually impaired secondary school students do

not differ significantly on academic achievement”, stands accepted.

Table 4. 2:- Showing the mean comparison of Hearing Impaired and




Significance

Hearing

Impaired

50 46.18 10.12

0.75 Insignificant

Crippled 50 44.16 8.91


and crippled secondary school students on academic achievement. The



between hearing impaired and crippled secondary school students. The


secondary school students have the similar academic achievement. Thus

from the confirmation of the results from the above table, the null

hypothesis (Chapter 1) which reads as, “hearing impaired and crippled

secondary school students do not differ significantly on academic


112

Table 4.3:- Showing the mean comparison of Visually Impaired and




Significance

Visually

Impaired

50 42.82 8.20



and crippled secondary school students on academic achievement. The



between visually impaired and crippled secondary school students. The


secondary school students have the similar academic achievement. Thus

from the confirmation of the results from the above table, the null

hypothesis (Chapter 1) which reads as, “visually impaired and crippled

secondary school students do not differ significantly on academic


113

Graphical representation of data

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

114

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

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

115

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

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

116

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

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

117

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

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

118

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

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

119

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

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

120

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

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

121

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

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

122



123


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

124



125


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

126

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

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

127

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

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

128

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

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

129

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

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

130



131


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

132



133


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

134

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

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

135

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

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

136

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

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

137

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

138

CHAPTER – 5

Discussion of results

139

he data collected after the administration of the relevant tools

was statistically analysed. The same has been presented in a

tabular form in chapter IV. A discussion based on this analysis

is presented in the pages that follows. This discussion has been

attempted along three different variables viz. self-concept, level of

aspiration and academic achievement. The discussion on self-concept is

based on the analysis of the data presented in tables 1.0 - 2.6 (Chapter

IV) on two dimensions of self-concept inventory viz. real self and ideal

self. The tables 3.0 - 3. 3 (Chapter IV) covers level of aspirations and

the discussion on academic achievement is based on the data presented

in tables 4.0 - 4.3 (Chapter IV).

T

The two groups viz. physically challenged and normal secondary

school students, was compared with each other on real self dimension of

self concept inventory, it was found that normal secondary school

students have high real self than physically challenged secondary school

students, which means the actual outlook of an individual towards

his/her total personality make – up such as attitudes, sentiments,

140

temperaments and knowledge. The normal secondary school students

have no impairments which makes them realistic in approach, the results

shown in chapter IV reveals that normal secondary school students have

high real self than physically challenged secondary school students,

which is quite inline with the findings of Jones and S. Broad (2000)

examined real self of physically handicapped and normal 15-16 years

age students of different regions of Vietnam, found that physically

handicapped students are significantly different on real self concept than

the normal. Peterson, R. (2001) studied self-concept of handicapped and

normal teenagers in Newzealand, found that both physically

handicapped teenagers differ significantly on real self than the normal

teenagers. Krishan Kumar (2005) studied self concept of +2

handicapped and normal students of Harayana in India, found that

physically handicapped +2 students differ significantly on real self

concept than the normal.

The different categories of physically challenged secondary

school students viz, hearing impaired, visually impaired and crippled

shows no significant difference on real self dimension of self-concept

inventory when compared with each other. The results shown in chapter

IV reveals that hearing impaired, visually impaired and crippled

secondary school students have same real self, which means the actual

outlook of an individuals towards his/her total personality make up such

as attitudes, sentiments knowledge etc., which is quite inline with the

findings of S. Shukla, M. Ausman (2003) found that hearing impaired

and visually impaired children of Utterpradesh in India were

insignificant on real self dimension of self concept inventory. Rakesh

141

Chandra, Kabir Koul (2006) examined real self of visually impaired and

crippled children in Northern Assam, revealed that both the categories

do not differ significantly on real self. Virginice Maclaren, Murrary

Haight (2007) revealed that visually impaired and lame students in

Vietnam were insignificant on real self.


school students, were compared with each other on ideal self dimension

of self concept inventory, it was found that normal secondary school

students have low ideal self than physically challenged secondary school

students, which means the possible outlook of an individual towards

his/her total personality make up such as attitudes, sentiments,

temperaments and knowledge. The physically challenged secondary

school students are highly imaginative due to various impairments, the

results shown in chapter IV reveals that normal secondary school

students have low ideal self than physically challenged secondary school

students, which is quite inline with the findings of Jones and S. Broad

(2000) examined ideal self of physically handicapped and normal 15-16

years age students of different regions of Vietnam, found that physically

handicapped students are significantly different on ideal self concept

than the normal. Peterson, R. (2001) studied self-concept of

handicapped and normal teenagers in Newzealand, found that both

physically handicapped teenagers differ significantly on ideal self than

the normal teenagers. Krishan Kumar (2005) studied self concept of +2

handicapped and normal students of Harayana in India, found that

physically handicapped +2 students differs significantly on Ideal self

than the normal.

142



shows no significant difference on ideal self dimension of self-concept

inventory when compared with each other. The results shown in chapter

IV reveals that hearing impaired, visually impaired and crippled

secondary school students have same ideal self, which means the

possible outlook of an individuals towards his/her total personality make

up such as attitudes, sentiments knowledge etc., which is quite inline

with the findings of Ratan Lal and Manpreet Kour (2006) Indicated that

hearing impaired and visually impaired youth of eastern Punjab were

insignificant on the dimension of self concept. Gagandeep S. J., Verma,

B. K. (2004) found that hearing impaired and crippled female

adolescents of southern part of Ghawahati in India, were insignificant on

ideal self. Virginice Maclarin Murrif Haight (2007) findings came to

conclusion that visually impaired and lame students in Vietnam were

insignificant on ideal self. Jeffersen and Andruson (2008) found that

hearing impaired and orthopedically impaired school going children

were insignificant on ideal self.


school students, was compared with each other on level of aspiration, it

was found that normal secondary school students have high level of

aspiration than physically challenged secondary school students,

because due to balanced physical health which energizes them to expect

more, which is quite inline in the findings of Jones and S. Broad (2000)

examined level of aspiration physically handicapped and normal 15-16

years age students of different regions of Vietnam, found that physically

143

handicapped students are significantly different on level of aspiration

than the normal. Peterson, R. (2001) studied level of aspiration of

handicapped and normal teenagers in Newzealand, revealed that both

physically handicapped teenagers differ significantly on level of

aspiration than the normal teenagers. Krishan Kumar (2005) studied

level of aspiration of +2 handicapped and normal students of Harayana

in India, revealed that physically handicapped +2 students differs

significantly on level of aspiration than the normal.



shows no significant difference on level of aspiration when compared

with each other. The results shown in chapter IV reveals that hearing

impaired, visually impaired and crippled secondary school students have

same level of aspiration, which means expected level of achievement of

an individual in a particular task, which is quite inline with the findings

of R. C. Vaishya et al., (2005) found that hearing impaired and visually

impaired male and female students of Allahabad University were

insignificant on level of aspiration. Enri Dumanhari (2003) found that

hearing impaired and crippled students of Indonesia showed no

significant difference on level of aspiration. Virginice Maclaren Murrey

Haight (2007) found that visually impaired and lame students of

Vietnam have same level of aspiration. Rakesh Chandra, Kabir Kour

(2006) revealed that visually impaired and orthopedically handicapped

children of Northern Assam showed no significant difference on level of

aspiration. Ratan Lal and Manpreet Kour (2006) found that hearing

144

impaired and visually impaired youth in Eastern Punjab showed no

significant difference on level of aspiration.


school students, was compared with each other on academic

achievement, it was found that normal secondary school students have

high academic achievement than physically challenged secondary

school students, because normal secondary school students have

balanced physical health which energizes them to become high

academic achievers, which is quite inline in the findings of Jones and S.

Broad (2000) examined academic achievement physically handicapped

and normal 15-16 years age students of different regions of Vietnam,

found that physically handicapped students are significantly different on

level of aspiration than the normal. Krishan Kumar (2005) studied

academic achievement of +2 handicapped and normal students of

Haryana in India, found that physically handicapped +2 students differs

significantly on academic achievement than the normal.



shows no significant difference on academic achievement when

compared with each other. The results shown in chapter IV reveals that

hearing impaired, visually impaired and crippled secondary school

students have same academic achievement, which means the total

aggregate of marks obtained by the subjects in academic side. Which is

quite inline with a findings of R. C. Vaishya et al., (2005) revealed that

hearing impaired and visually impaired male and female students of

Allahabad University were insignificant on academic achievement. Enri

145

Dumanhari (2003) revealed that hearing impaired and crippled students

of Indonesia showed no significant difference academic achievement.

Ntza Melis and G. Haver (2004) found that hearing impaired and

visually impaired students in Athens showed no significant difference in

academic potential in Mathematics. Rakesh Chandra, Kabir Kour (2006)

found that visually impaired and orthopedically handicapped children of

Northern Assam showed no significant difference on academic

achievement. Ratan Lal and Manpreet Kour (2006) revealed that hearing

impaired and visually impaired youth in Eastern Punjab showed no

significant difference on academic achievement.

146

Chapter – 6

Summary, conclusion, educational implications and

suggestions

147

s mentioned earlier, the present study was designed to

identify the physically challenged and normal secondary

school students on self concept (real self and ideal self),

level of aspiration and academic achievement.

A150 physically challenged (hearing impaired = 50, visually

impaired 50 and crippled 50) students reading in class 10 th in district

Baramulla were selected to serve as the sample for the present study.

The following tools were employed for the purpose of collecting

relevant data from the selected subjects:-

i. The self concept inventory by Sager and Sharma was

administered to asses the real self and ideal self of the sample

subjects.

148

ii. The level of aspiration scale by Mahesh Bhargava and M. A.

Shah was administered to assess the level of aspiration of the

sample subjects.

iii. In order to assess the academic achievement, aggregate marks

scored by the students in 8th and 9th classes were taken as the

sample for academic achievement. Various statistical methods

used includes mean, S.D and t-test to analyse the data and

draw the inferences.

Conclusion

On the basis of the data analysis the following conclusions have

been drawn.

i. The two groups of students i.e. physically challenged and normal

secondary school students have been found to be significantly

different on real self dimension of self concept inventory. The

mean differences favours the normal group of secondary school

students, which clearly indicates that normal group of secondary

school students have a high real self concept as compared to

physically challenged secondary school students.

ii. The two groups of students viz. hearing impaired and visually

impaired secondary school students have not shown any

significant difference on real self dimension of self concept

inventory. This indicates that the two groups of students have

similar attitudes, knowledge and evaluation of their achievements.

iii. The two groups of students viz. hearing impaired and crippled

secondary school students have not shown any significant

149

difference on real self dimension of self concept inventory. This

indicates that the two groups of students have similar attitudes,

knowledge and evaluation of their achievements.

iv. The two groups of students viz. visually impaired and crippled


difference on real self dimension of self concept inventory. This



v. The two groups of students i.e. physically challenged and normal


different on ideal self dimension of self concept inventory. The

mean differences favours the physically challenged secondary

school students, which clearly indicates that physically challenged

secondary school students have a high ideal self concept as

compared to normal secondary school students.

vi. The two groups of students viz. hearing impaired and visually


significant difference on ideal self dimension of self concept

inventory. This indicates that the two groups of students have

similar attitudes, knowledge and evaluation of their achievements.

vii. The two groups of students viz. hearing impaired and crippled


difference on ideal self dimension of self concept inventory. This



150

viii. The two groups of students viz. visually impaired and crippled


difference on ideal self dimension of self concept inventory. This



ix. The two groups of students i.e. physically challenged and normal


different on level of aspiration. The mean differences favours the

normal secondary school students, which clearly indicates that

normal secondary have a high level of aspiration as compared to

physically challenged secondary school students.

x. The two groups of students viz. hearing impaired and visually


significant difference on level of aspiration. This indicates that the

two groups of students have almost similar in level of aspiration.

xi. The two groups of students viz. hearing impaired and crippled


difference on level of aspiration. This indicates that the two

groups of students have almost similar in level of aspiration.

xii. The two groups of students viz. visually impaired and crippled


difference on level of aspiration. This indicates that the two

groups of students have almost similar in level of aspiration.

xiii. The two groups of students i.e. physically challenged and normal


151

different on academic achievement. The mean differences favours

the normal secondary school students, which clearly indicates that

normal secondary have a high academic achievement as

compared to physically challenged secondary school students.

xiv. The two groups of students viz. hearing impaired and visually


significant difference on academic achievement. This indicates

that the two groups of students have almost similar in academic

achievement.

xv. The two groups of students viz. hearing impaired and crippled


difference on academic achievement. This indicates that the two

groups of students have almost similar in academic achievement.

xvi. The two groups of students viz. visually impaired and crippled


difference on academic achievement. This indicates that the two

groups of students have almost similar in academic achievement.

Educational Implications

i. Special schools, special instructional methods, instructional

material and supportive services should meet their needs so

that we get good academic results.

ii. Resource persons and trained teachers should be appointed in

normal as well as special schools, so that they will guide these

152

students in choosing the different courses according to their

aptitudes and aspirations.

iii. Vocational education should form an integral part of their

curriculum, so that they may earn their livelihood.

iv. Innovative teaching-learning strategies such as peer tutoring,

cooperative learning, individualized instruction and

consultation among teachers should be adopted by

professionals.

v. There should be a definite teacher student ratio, interaction

between the teacher and the physically challenged child,

continuous evaluation and remedial instruction for physically

challenged children and it will help us to develop the positive

self concept and level of aspiration among these children.

vi. Equality of educational opportunities must be provided in the

field of whole education.

vii. Individual attention should be given towards the physically

challenged students, so that these children may develop real

self concept among themselves.

153

Change Methods

Remedial Measures

Help Reset Goals

Provide Books, Library

Facilities Lab. Work etc.

Achievement Test

Psychological Test

Go Through Mainstream

Teaching Process

Learning Difficulties

Goals

Facilities

Actual Possessed

(X)

Actual Possessed

(Y)

Is X< Y

TEST

IsPerformanc

e better

Suggestions

On the basis of the difficulties faced by the investigator in the field

and also in the light of the findings of the present study, the investigator

realizes that the following suggestions be taken into consideration while

conducting a study similar to the present one:-

i. The further study may be replicated on large sample.

ii. Further investigations may be undertaken to study the teaching

methodologies, attitude of teachers towards the physically

challenged and normal students.

iii. A comparative study may be conducted on mental health, self

concept and personality characteristics of physically challenged

and normal secondary school students.

iv. This study may be undertaken to highlight the different

dimensions of self concept such as perceptual self, conceptual

self, attitudinal self and reflective self of physically challenged

and normal secondary school students.

v. Further investigation may be undertaken in relation to carrier

aspirations and vocational interests of physically challenged

students.

vi. A comparative study may be undertaken related to adjustment

problems and self-concept of various categories of physically

challenged students.

154

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Appendices

Appendix – I

SAGAR SHARMA’S SELF-CONCEPT INVENTORY

Name:_____________________________________ Rural/Urban______________

Age: ______________________________________ Education of Parents:

Sex _______________________________________ a) Father: _______________

168

Occupation: ________________________________ b) Mother: _______________

Qualification: _______________________________

Class in which Studying______________________

Place of Residence ___________________________

Occupations of the Parents:

a) Father: _______________

b) Mother: _______________

Date: ________________________________________________________________

Instructions:

1. Give your responses frankly and truthfully. There is no advantage in giving a

wrong impression about yourself.

2. There is no right or wrong answer to the items of the inventory. Your own

individual feeling about the matter is what is wanted.

3. Give the answer as it come to you and proceed as quickly as possible.

4. Your responses will remain confidential.

5. Blacken the space of appropriate circle ( ) shown against each statement

which best describes you:

a. How you see yourself as a person (I am).

b. How you would like to be (I would be).

Appendix- IA

Very often Often About 50% of the times Rarely Very Rarely

I AM

1. Coward:-

2. Sympathetic:-

3. Inventive:-

4. Honest:-

169

5. Wicked:-

6. Obedient:-

7. Shirker:-

8. Humorous:-

9. Restless:-

10. Bossy:-

11. Rude:-

12. Wavering:-

13. Inferior

14. Hostile:-

15. Bluffer:-

16. Democratic:-

17. Harmful:-

18. Adventurous:-

19. Anxious:-

20. Social:-

21. Superior:-

22. Determined:-

23. Brave:-

24. Snobbish:-

25. Quiet:-

26. Hateful:-

27. Impatient:-

28. Stern:-


29. Jealous:-

30. Disciplined:-

31. Cautious:-

32. Quarrelsome:-

33. Confused:-

170

34. Superficial:-

35. Simple:-

36. Awkward:-

37. Self-controlled:-

38. Sarcastic:-

39. Noble:-

40. Affectionate:-

41. Frank:-

42. Alert:-

43. Resourceful:-

44. Charitable:-

45. Obstinate:-

46. Religious:.

47. Expressive:-

48. Reasonable:-

49. Friendly:-

50. Suspicious:-

51. Cheerful:-

52. Well-mannered:-

53. Intelligent:-

54 Kind:-

55. Conservative:-

56. Sensitive:-

57. Artistic:-

58. Unselfish:-


59. Irritable:-

60. Enthusiastic:-

61. Dependent:-

62. Escapist:-

63. Tardy:-

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64. Modest:-

65. Boastful:-

66. Cooperative:-

67. Shy:-

Appendix -IBVery often Often About 50% of the times Rarely Very Rarely

I WOULD BE

1. Coward:-

2. Sympathetic:-

3. Inventive:-

4. Honest:-

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5. Wicked:-

6. Obedient:-

7. Shirker:-

8. Humorous:-

9. Restless:-

10. Bossy:-

11. Rude:-

12. Wavering:-

13. Inferior

14. Hostile:-

15. Bluffer:-

16. Democratic:-

17. Harmful:-

18. Adventurous:-

19. Anxious:-

20. Social:-

21. Superior:-

22. Determined:-

23. Brave:-

24. Snobbish:-

25. Quiet:-

26. Hateful:-

27. Impatient:-

28. Stern:-


29. Jealous:-

30. Disciplined:-

31. Cautious:-

32. Quarrelsome:-

33. Confused:-

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34. Superficial:-

35. Simple:-

36. Awkward:-

37. Self-controlled:-

38. Sarcastic:-

39. Noble:-

40. Affectionate:-

41. Frank:-

42. Alert:-

43. Resourceful:-

44. Charitable:-

45. Obstinate:-

46. Religious:.

47. Expressive:-

48. Reasonable:-

49. Friendly:-

50. Suspicious:-

51. Cheerful:-

52. Well-mannered:-

53. Intelligent:-

54 Kind:-

55. Conservative:-

56. Sensitive:-

57. Artistic:-

58. Unselfish:-


59. Irritable:-

60. Enthusiastic:-

61. Dependent:-

62. Escapist:-

63. Tardy:-

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64. Modest:-

65. Boastful:-

66. Cooperative:-

67. Shy:-

Appendix - 1C

Item wise adjective meaning of Sagar and Sharma’s Self-Concept Inventory. Coward (Timid, Afraid, Fearful,) Who has not the courage to fight.

Sympathetic (Compassionate, Loving, Considerate) Who shares the feelings of others.

Inventive (Productive, Fertile, genius) Who is capable of Inventing.

Honest (Truthful, Trustworthy, Correct) Who is being Straight forward.

Wicked (Sinful, immoral, Bad) Who is sinful.

Obedient (Loyal, Governable, Devoted) Doing as one is told to do.

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Shirkir One who shirks work.

Humorous (Comical, Comie, Entertaining) Who is having a sense of humour,

causing amusement.

Restless (Nervous, Unquiet, Disturbed) Who never takes rest or never taking rest.

Bossy Prominent, Studded, Smart) A person having protuberance.

Rude Boorish, Crude, Harsh, Rough) Who is disrespectful person.

Wavering (Twisted, Vibrating) Who is unstable or rough.

Inferior ( Lower in order, Quality) Who is lower in Rank.

Hostile (Unfriendly, Opposed, Against) Who is typical of an enemy.

Bluffer (Deceive) Who deceives the person by show or boldness.

Democratic (Equal, Common, Free) Who Likes or Supports the Democracy.

Harmful (Hurtful, Noxious) Who damages or destroys things.

Adventurous (Excitement) Who is found of adventure full of danger and excitement.

Anxious (Troubled or Worried, Disturbed) Who is feeling anxiety.

Social (Civil, Hospitable, Pleasant) Who is living with Communities or groups.

Superior (Excellent) Who is higher in rank.

Determined (Resolute, Firm) Who has fixed purpose.

Brave (Bold) Who is having Courage.

Snobbish (Ostentatious, Pretentious) Who pays too much respect to social

position or wealth.

Quiet (Silent, Calm) Who is calm and makes no sound.

Hateful (Hatred, Odious, Undesirable) Exciting hatred or causing hatred.

Impatient (Restless, Anxious) Who is intolerant of something.

Stern (Harsh, Severe, Strict) Who is strict or harsh.

Jealous (Possessive, Monopolizing) Who is resentful of another’s success.

Disciplined (Self-control, Character) Who has self-Control and other good qualities.

Cautious (Watchful, Not rash) Who is careful to avoid danger.

Quarrelsome (Tassel, Fight) Who has habit of quarreling.

Confused (Perplexed, Jumbled) Who is doubtful or uncertain.

Superficial (Shallow, Lacking Depth) Who is merely apparent.

Simple (Easy, Unmixed) Who is not complicated.

Awkward ((Ungraceful, Embarrassed) Who is not well designed for use.

Self-controlled Who has ability to control his own emotions, desires and actions.

Sarcastic (Sneering, Sarcasm) who is full of sarcasm.

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Noble (Generous, Magnificent, Splendid) Who is of high Character.

Affectionate (Kind, Tender) Who is loving and friendly.

Frank (Sincere, Familiar, Open) Who is candid.

Alert (Wary, Awake) Who is watchful.

Resourceful (Original, Ingenious) Who is skillful in finding expedients.

Charitable (open handed, Liberal) Who is pertaining to charity.

Obstinate (Firm, Headstrong) Who is Stubborn.

Religious (Devote, Pious) Who is pertaining to religion.

Expressive (Significant, Demonstrative) Who is full of Secret meaning.

Reasonable (Clear Cut, Thoughtful) Who is sensible and proper.

Friendly (Helpful, Sympathetic) Who is not hostile.

Suspicious (Arousing, Having Suspicion) Who is having a doubt.

Cheerful (Hopeful, Happy, Lively) Who is full of bright and attractive.

Well-mannered (Courteous) Who is having good manners.

Intelligent (Clever, Bright) Who is having ability or capacity.

Kind (Helpful, Generous) Who is helpful.

Conservative (Traditional, Constant) Who is opposed to great or sudden change.

Sensitive (delicate, painful, tense) Who is quick to receive impressions.

Artistic (Graceful, Imaginative) Person able to enjoy the art.

Unselfish (Selfless, Charitable) Who is self less or self seeking.

Irritable (Sensitive, Touchy, Testy) Who is easily irritated.

Enthusiastic (Willing, Concerned, Eager) A person having enthusiasm.

Dependent (Subordinate, Relying for support) One who depends upon others.

Escapist (Out, Liberated) Person seeking relief from the hard realities of life.

Tardy (Too Late, Delayed, Slow) Who is Late or Slow.

Modest (Humble, Quiet) Who is not boastful.

Boastful (Bragging, Bombastic) Who is bombastic or egotistic.

Cooperative (Participating in Joint operation) Who is willing to cooperate.

Shy (Timid, Bashful) Who is easily frightened.

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Appendix - 2A

Level of aspiration master sheet filled by the subject.

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Expected Score

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Actual Score

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

(Attainment Discrepancy Score) = (Actual Score on the Trial) - (Expected Score on the trial) A. D. S. =

(N.T. R) =

M.phil Aqeel

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