chapter v analysis and interpretation of...

90

CHAPTER V

ANALYSIS AND INTERPRETATION OF DATA 5.1 INTRODUCTION

In pursuance of the objectives of the study the obtained data were tabulated,

classified and analyzed to yield meaningful interpretation of results which may

eventually lead to significant findings of the study. One of the major objectives of

the study was to develop an instructional package on human rights education for

the secondary school teacher trainees. This has been described in Chapter IV. The

present chapter has been devoted to analyze and interpret the data to find out and

the effectiveness of the instructional package in developing human rights

awareness in the secondary school teacher trainees and secondary school students

in the context of the objectives and hypothesis of the study.

The analysis and interpretation of the results of the study have been

presented in two parts. In the first part, the effectiveness of instructional package

on human rights education among the secondary school teacher trainees have been

examined and interpreted. In the second part of the analysis the effect of

transaction of integrated lessons by the teacher trainees on the awareness of human

rights among the secondary school students were assessed.

91

PART 1

5.2 EFFECTIVENESS OF THE INSTRUCTIONAL PACKAGE ON HUMAN RIGHTS EDUCATION (IPHRE) WITH RESPECT TO THE AWARENESS ON HUMAN RIGHTS AMONG THE SECONDARY SCHOOL TEACHER TRAINEES

An attempt has been made in this part of the analysis to find the

effectiveness of the instructional package on human rights education with respect

to the secondary school teacher trainee’s awareness on human rights.

Objective 2: To study the effectiveness of the instructional package on human rights education with respect to the secondary school teacher trainees awareness on human rights.

Hypothesis 1: The instructional package on human rights education is

effective in developing awareness of human rights among the secondary school teacher trainees

5.2.1 Pre-test of Human Rights Awareness among the Secondary School

Teacher Trainees in the Experimental and Control Groups

The investigator administered human rights awareness test among the

secondary school teacher trainees in the experimental and control groups to check

their initial awareness of human rights before transacting the instructional package

on human rights education. The results of the analysis of which have been

presented in the following paragraphs. Table 5.1 provides the descriptive statistics

of the pre-test scores for the secondary school teacher trainees.

92

Table 5.1: Descriptive statistics of pre-test scores for the teacher trainees in the experimental and control groups

Sl.No. Statistics Experimental

Group Control Group

1 Minimum Score 6 7

2 Maximum Score 31 32

3 Mean 16.77 17.33

4 Median 17.0 17.0

5 Mode 17.0 17.0

6 Standard Deviation 7.42 5.24

7 Skewness 0.34 0.19

8 Kurtosis -0.59 0.43

The maximum score of the human right awareness test was 40. From the

above table it is clear that the arithmetic mean of the experimental group is 16.77,

the obtained median and mode values are 17, and the standard deviation is 7.42.

The skewness for the scores is 0.342 with the Kurtosis of -0.59 for the

experimental group.

In the control group, arithmetic mean for the teacher trainees is 17.33, the

obtained median and mode values are 17. The standard deviation is 5.24. The

skewness for the scores is 0.19 with the Kurtosis of 0.43. The median values of the

experimental and control groups shows that 50% of the teacher trainees got scores

above 17.

The pre-test scores of the teacher trainees in the experimental and control

groups were compared by testing the significance of difference between the means

93

of the two groups based on the mean and standard deviation scores of the

experimental and control groups. The data and result of the test of significance are

given in Table 5.2.

Table 5.2: Results of ‘t’ test for mean pre-test scores of the teacher trainees in the experimental and control groups

Group No. of

trainees Mean

Standard Deviation

‘t’ value

Experimental Group

94 16.77 7.42

Control Group 98 17.33 5.24 0.59ns

(ns-not significant)

From the above table, it is evident that the obtained ‘t’ value is 0.59 which

is not significant at 0.05 level. From this it is clear that the teacher trainees in the

experimental and control groups do not differ significantly in their initial

awareness on human rights, i.e. before transacting the instructional package. Thus

the teacher trainees in the two groups are more or less same with regards to their

awareness on human rights.

5.2.2 Post-test of Human Rights Awareness among the Secondary School

Teacher Trainees in the Experimental and Control Groups

After the administration of the pre-test, the investigator has began the

treatment and given the instructional package on human rights education to the

teacher trainees in the experimental group. The instructional package was

transacted to each teacher trainee. After learning of the instructional package for a

94

period of one month, a post-test on human rights awareness was administered for

the teacher trainees in the experimental group.

In the case of teacher trainees in the control group no treatment was

provided. Four weeks after the pre-test, a post-test was also administered to the

control group. An analysis of the obtained data is presented in Table 5.3.

Table 5.3: Descriptive statistics of the post-test scores of the teacher trainees in the experimental and control groups


group Control group

1 Minimum Score 14 8


3 Mean 30.14 18.77

4 Median 30.0 19.0

5 Mode 29.0 19.0


7 Skewness -0.81 -0.04

8 Kurtosis -0.34 -0.10

The maximum score of the human right awareness test was 40. From the


the obtained median and mode values are 30 and 29 respectively. The median

value show that 50% of the teacher trainees got scores above 30. The values of

standard deviation is 5.95. The skewness for the scores is - 0.81 with the kurtosis

of -0.34.

95

For the teacher trainees in the control group the arithmetic mean obtained is

18.77, the obtained median and mode values were 19. The median value show that

50% of the teacher trainees got scores above 19. The obtained value of standard

deviation is 5.69. The skewness for the scores is - 0.04 with the kurtosis of -0.1.

For the purpose of the statistical analysis the above hypothesis is restated in

null form as,

Null Hypothesis: There is no significant difference in the adjusted mean scores of

human right awareness of secondary school teacher trainees of experimental and

control group after the transaction of the instructional package on human right

education, considering the human right awareness pre-test score as a covariate.

The analysis of the pre-test scores of teacher trainees in the experimental

and control groups showed that they do not differ significantly in the initial

awareness on human rights. But the two groups selected for the present study were

non-equivalent groups. Even though the difference in pre-test is statistically not

significant, it cannot be conclusively states that, the teacher trainees in the two

groups differ significantly in their awareness in the post-test, by simply comparing

post-test scores of the two groups. In this context, it became necessary to analyse

the data by using the statistical technique called Analysis of Co-variance

(ANCOVA) in which the difference in the initial status of the two groups can be

removed statistically and can be compared.

96

The pre-test and post-test scores of the experimental and control group were

subjected to the statistical technique of Analysis of Co-variance to determine the

effectiveness of instructional package on human rights education. The summary of

Analysis of Covariance of pre-test and post-test scores of teacher trainees in

experimental and control groups are given in Table 5.4.

Table 5.4: Summary of ANCOVA of pre-test and post-test HRA scores of teacher trainees in Experimental and Control Groups

Sources of Variance df SSx SSy SSxy SSyx MSyx Fy.x

Among the groups 1 14.51 6205.86 64027.1 599636.6 599636.6

Within the groups 189 7783.86 6434.80 68085.39 589108 3116.97

Total 190 7798.37 12640.67 4058.33 10528.68

192.37**

(** significant at 0.01 level)

From the above table it is evident that, the adjusted F value is 192.37,

which is significant at 0.01 level with df=1/189. It indicates that the adjusted mean

scores of human right awareness among the secondary school teacher trainees in

the experimental and control group differs significantly after the transaction of the

instructional package on human right education, considering the human right

awareness pre-test score as a covariate. Thus the null hypothesis that, there is no

significant difference in the adjusted mean scores of human right awareness of

secondary school teacher trainees in the experimental and control group after the

97

transaction of the instructional package on human right education, considering the

human right awareness pre-test score as a covariate is rejected.

In order to know which group’s adjusted mean scores of human right

awareness differs significantly, the data were further analyzed with the help of

t-test and the results are given in the Table 5.5.

Table 5.5: Adjusted mean scores and ‘t’ value of the teacher trainees in the experimental and control groups on HRA

Group Adjusted

mean Adjusted

S.E N ‘t’ value

Experimental 30.03 0.47 94

Control 18.86 0.47 98 17.59**


From the above table, it is evident that the ‘t’ value is 17.59 which is

significant at 0.01 level. It shows that, the adjusted mean score of the experimental

group, 30.03 is significantly higher than that of the control group which is 18.86.

It can be seen that there is a significant difference between human rights

awareness of experimental group teacher trainees before and after the transaction

of the instructional package. The difference is in favour of scores on human rights

awareness after the transaction of the instructional package. The teacher trainees in

the experimental group have better performance in human rights awareness after

the transaction of the instructional package. So the directional hypothesis can be

accepted. Thus it can be concluded that, the instructional package on human rights

98

education was very effective in developing awareness of human rights among the

secondary school teacher trainees.

The graphical representation of the human rights awareness test scores of

teacher trainees in the experimental and control groups are given in Figure 5.1.

Figure 5.1: Graphical Representation of the human rights awareness test scores of teacher trainees in the experimental and control groups

5.3 BACKGROUND CHARACTERISTICS OF SECONDARY SCHOOL

TEACHER TRAINEES AND HUMAN RIGHTS AWARENESS

This part of the analysis facilitates to know to what extent the experimental

group teachers trainees taken in pairs based on their gender are aware of human

rights after transacting the instructional package.

Objective 3: To find out the secondary school teacher trainees awareness on human rights with respect to their gender, qualification, and discipline of study after transaction of the instructional package.

Hypothesis 2: The secondary school teacher trainees’ awareness on human

rights may vary with respect to their gender, qualification and discipline of study after transacting the instructional package.

99

5.3.1 Human Rights Awareness Vs. Gender of the Secondary School Teacher

Trainees

The teacher trainees were classified based on their gender (male and

female). This part of the analysis facilitates to know to what extent the teacher

trainees taken in pairs based on their gender are aware of human rights after

transacting the instructional package.

Sub-Hypothesis 2.1: The secondary school teacher trainees’ awareness on human rights may vary with respect to their gender after transacting the instructional package.

Based on the mean and standard deviation scores of the awareness test, the

significant difference between the mean scores was calculated. Data and results of

test of significant difference between means of awareness test scores of teacher

trainees (male and female) on human rights after the transaction of the

instructional package are presented in Table 5.6.

Table 5.6: Results of ‘t’ test for the mean scores of HRA among teacher trainees based on their gender (Male and Female)


Post-test Scores Gender No. of trainees

Mean SD ‘t’ value

Male 22 29.55 6.61

Female 72 30.31 5.77

Total 94 30.13 5.95

0.48ns

100

From the table it is revealed that the ‘t’ value is 0.48 for the awareness test

scores of teacher trainees (male and female) on human rights, which is not

significant at 0.05 level. This implies that there is no significant difference in

human rights awareness between male and female teacher trainees after

transacting the instructional package on human rights education. It means that the

directional hypothesis is rejected.

Hence it can be concluded that there is no difference in human rights

awareness between the male and female teacher after the transaction of the

instructional package on human rights education. The graphical representation of

Mean awareness test scores of teacher trainees (male and female) after transacting

the instructional package on human rights education (IPHRE) are given in

Figure 5.2.

Figure 5.2: The graphical representation of the mean awareness test scores of teacher trainees (male and female) after transacting the IPHRE

101

5.3.2 Human Rights Awareness Vs Qualification (Post Graduation and

Graduation) of the Secondary School Teacher Trainees

The teacher trainees were classified based on their academic qualifications,

such as post graduates and graduates. This part of the analysis facilitates to know

to what extent the teacher trainees taken in pairs based on their qualification are

aware of human rights after transacting the instructional package.

Sub-Hypothesis 2.2: The secondary school teacher trainees’ awareness on human rights may vary with respect to their qualification (post graduation and graduation) after transacting the instructional package.

Data and results of test of significant of the difference between means of

human rights awareness test scores of teacher trainees (post graduation and

graduation) on human rights are presented in the Table 5.7.

Table 5.7: Results of ‘t’ test for the mean scores of HRA among teacher trainees based on their qualification (post graduation and graduation)

Post-test scores Qualification No. of

trainees Mean SD ‘t’ value

Post Graduation 40 30.87 5.98

Graduation 54 29.59 5.92

Total 94 30.13 5.95

1.03ns



scores of teacher trainees (Post graduates and Graduates) on human rights

awareness, which is not significant at 0.05 level. This implies that there is no

102

significant difference in human rights awareness between post graduates and

graduates teacher trainees after transacting the instructional package. It means that

the directional hypothesis is rejected.


awareness between the post graduate and graduate teacher trainees after the

transaction of the instructional package on human rights education. The graphical

representation of mean awareness test scores of teacher trainees (Post graduates

and Graduates) is given in Figure 5.3.

Figure 5.3: The graphical representation of the mean awareness test scores of teacher trainees (Post graduates and Graduates) after transacting the IPHRE

103

5.3.3 Human Rights Awareness Vs Discipline of Study (Science and Arts) of

the Secondary School Teacher Trainees

The teacher trainees were classified based on their discipline of study, such

as Science and Arts disciplines. This part of the analysis facilitates to know to

what extent the teacher trainees taken in pairs based on their discipline are aware

of human rights after transacting the instructional package.

Sub-Hypothesis 2.3: The secondary school teacher trainees’ awareness on human rights may vary with respect to their discipline of study (Science and Arts) after transacting the instructional package.

Data and results of test of significant of the difference between means of

post-test scores of teacher trainees (Science and Arts disciplines) on human rights

awareness are presented in the Table 5.8.

Table 5.8: Results of ‘t’ test for the mean scores of HRA among teacher trainees based on their discipline of study (Science and Arts)

Post-test scores Discipline of study No. of

trainees Mean SD ‘t’ value

Science 43 29.26 6.44

Arts 51 30.88 5.46

Total 94 30.13 5.95

1.30ns



scores of teacher trainees from Science and Arts disciplines on human rights,

which is not significant at 0.05 level. This implies that there is no significant

104

difference in human rights awareness between the teacher trainees from Science

and Arts disciplines after transacting the instructional package. It means that the

directional hypothesis is rejected.


awareness between the teacher trainees from Science and Arts disciplines after

transacting the instructional package. The graphical representation of the

awareness test scores of teacher trainees from Science and Arts discipline are

given in Figure 5.4.

Figure 5.4: Graphical representation of the awareness test scores of teacher trainees from Science and Arts disciplines after transacting the IPHRE

105

PART 2

5.4 TRANSFER EFFECT OF THE HUMAN RIGHTS AWARENESS

AMONG THE SECONDARY SCHOOL STUDENTS

This part of the analysis facilitates to know the effect of the transaction of

integrated lessons by the teacher trainees on the awareness of human rights among

the secondary school students.

Objective 4: To study the transfer effect of the human rights awareness of the teacher trainees to the secondary school students through integrated approach.

Hypothesis 3: The instructional package on human rights education is

effective in developing awareness of human rights among the secondary school students after its transaction through the teacher trainees.

5.4.1 Pre-test of Human Rights Awareness among the Secondary School

Students in the Experimental and Control Groups

The investigator administered human rights awareness test among the

secondary school students in the experimental and control groups to check their

initial awareness of human rights before the transaction of integrated lessons by

the teacher trainees. The results of the analysis of which have been presented in

the following paragraphs. Table 5.9 provides the descriptive statistics of the pre-

test scores for the secondary school students.

106

Table 5.9: Descriptive statistics of pre-test scores for the secondary school students in the experimental and control groups


Group Control Group

1 Minimum Score 7 7


3 Mean 13.48 12.96

4 Median 13 13

5 Mode 13 13


7 Skewness 0.39 0.48

8 Kurtosis 0.18 0.10

The maximum score of the human rights awareness test was 30. From the


the obtained median and mode values are 13, and the standard deviation is 3.46.

The skewness for the scores is 0.39 with the Kurtosis of 0.18 for the experimental

group.

In the control group, arithmetic mean for the secondary school students is

12.96, the obtained median and mode values are 13. The standard deviation is

3.27. The skewness for the scores is 0.48 with the Kurtosis of 0.10. The median

values of the experimental and control groups shows that 50% of the teacher

trainees got scores above 13.

The pre-test scores of the secondary school students in the experimental

and control groups were compared by testing the significance of difference

107

between the means of the two groups based on the mean and standard deviation

scores. The data and result of the test of significance are given in Table 5.10.

Table 5.10: Results of ‘t’ test for the mean pre-test scores of the secondary school students in the experimental and control groups

Group No. of

students Mean

Standard Deviation

‘t’ value

Experimental Group

220 13.48 3.46

Control Group 212 12.96 3.27

1.60ns

(ns- not significant)

From the above table, it is evident that the obtained ‘t’ value is 1.60 which

is not significant at 0.05 level. From this it is clear that the secondary school

students in the experimental and control groups do not differ significantly in their

initial awareness on human rights, i.e. before the transaction of the integrated

lessons by the teacher trainees. Thus the secondary school students in the two

groups are more or less same with regards to their awareness on human rights.

5.4.2 Post-test of Human Rights Awareness among Secondary School

Students in the Experimental and Control Groups

After the administration of the pre-test, the teacher trainees have transacted

the human rights concepts to the secondary school students in the experimental

group through integrated approach. After the transaction of lessons by the trainees

for a period of six weeks, a post-test on human rights awareness was administered

for the students in the experimental group.

108

In the case of secondary school students in the control group no treatment

was provided. Six weeks after the pre-test a post-test was also administered to the

control group. An analysis of the obtained data is presented in Table 5.11.

Table 5.11: Descriptive statistics of the post-test scores for the secondary school students in the experimental and control groups


group Control group

1 Minimum Score 9 7


3 Mean 21.05 13.25

4 Median 21 13

5 Mode 21 13


7 Skewness -0.31 0.44

8 Kurtosis 0.41 0.35

The maximum score of the awareness test for the secondary school students

was 30. From the above table it is clear that the arithmetic mean of the

experimental group is 21.05, the obtained median and mode values are 21, and the

standard deviation is 4.50. The skewness for the scores is -0.31 with the Kurtosis

of 0.41 for the experimental group.

In the control group, arithmetic mean for the secondary school students is

13.25, the obtained median and mode values are 13. The standard deviation is

3.55. The skewness for the scores is 0.44 with the Kurtosis of 0.35.

109

For the purpose of the statistical analysis the above hypothesis is restated in

null form as,

Null Hypothesis: There is no significant difference in the adjusted mean scores of

human right awareness of secondary school students of experimental and control

group after its transaction through the teacher trainees, considering the human

right awareness pre-test score as a covariate.

The analysis of the pre-test scores of in the experimental and control groups

of secondary school students showed that they do not differ significantly in the

initial awareness on human rights.

The two groups selected for the present study were non-equivalent groups.

Even though the difference in pre-test is statistically not significant, it cannot be

conclusively states that, the secondary school students in the two groups differ

significantly in their awareness in the post-test, by simply comparing post-test

scores of the two groups. In this context, it became necessary to analyse the data

by using the statistical technique called Analysis of Co-variance (ANCOVA) in

which the difference in the initial status of the two groups can be removed

statistically and can be compared.

The pre-test and post-test scores of the secondary school students in the

experimental and control group were subjected to the statistical technique of

Analysis of Co-variance to determine the effect of integrated lessons transacted by

the teacher trainees. The summary of Analysis of Covariance of pre-test and

110

post-test scores of secondary school students in experimental and control groups

are given in Table 5.12.

Table 5.12: Summary of ANCOVA of pre-test and post-test scores of secondary school students in Experimental and Control Groups

Sources of Variance df SSx SSy SSxy SSyx MSyx Fy.x

Among the groups 1 8.03 12145.05 44309.7 201571.1 201571.1

Within the groups 429 16248.47 6688.76 56885.11 192463 448.63

Total 430 16259.5 18833.81 12575.4 394034.1

449.30**


From the above table it is evident that, the adjusted F value is 449.30,

which is significant at 0.01 level with df=1/429. It indicates that the adjusted mean

scores of human right awareness of secondary school students of experimental and

control group differs significantly after the transaction of the lessons by the

teacher trainees considering the human right awareness pre-test score as a

covariate.

Thus the null hypothesis that, there is no significant difference in the

adjusted mean scores of human right awareness of secondary school students of

experimental and control group after the transaction of lessons by the teacher

trainees, considering the human right awareness pre-test score as a covariate is

rejected. In order to know which group’s adjusted mean scores of human right

111

awareness differs significantly, the data were further analyzed with the help of t-

test and the results are given below in the table 5.13.

Table 5.13: Adjusted mean and ‘t’ value of the secondary school students in the experimental and control groups

Group Adjusted

mean Adjusted

S.E N ‘t’ value

Experimental 20.69 0.22 220

Control 13.45 0.22 212 18.60**


From the above table, it is evident that the ‘t’ value is 18.60 which is

significant at 0.01 level. It shows that, the adjusted mean score of the experimental

group, 20.69 is significantly higher than that of the control group which is 13.45.

Thus it can be concluded that the experimental group had improved their human

right awareness through the transaction of lessons by the teacher trainees after

learning the instructional package.

That means the improvement in human rights awareness among the

secondary school students in the experimental group is the transfer effect of

instructional package on human rights education through the instruction imparted

by the teacher trainees. The graphical representation of the human rights

awareness test scores of secondary school students in the experimental and control

groups are given in Figure 5.5.

112

Figure 5.5: Graphical Representation of the human rights awareness test scores of secondary school students in the experimental and control groups

5.5 MICRO ANALYSIS OF SECONDARY SCHOOL STUDENTS’

AWARENESS ON HUMAN RIGHTS AFTER THE TRANSACTION

OF INTEGRATED LESSONS BY THE TEACHER TRAINEES

Considering secondary school students background information’s such as

gender (boy and girl), community (tribe and non-tribe) and type of school

(Government and Private) the investigator conducted a micro analysis of human

rights awareness among the secondary school students, which is given below:

113

5.5.1 Secondary School Students’ Awareness on Human Rights with

Respect to their Gender

Sub-hypothesis 3.1: The secondary school students’ awareness on human rights may vary with respect to their gender after the transaction of integrated lessons by the teacher trainees.

In order to answer the above hypothesis, based on the mean and standard

deviation scores of the awareness test, the significant difference between the mean

scores was calculated. Data and results of test of significant difference between

means of awareness test scores of secondary school students (Boy and Girl) on

human rights after the transaction of integrated lessons by the teacher trainees are

presented in Table 5.14.

Table 5.14: Results of ‘t’ test for the mean awareness test scores of secondary school students with respect to their gender

Gender No. of

Students Mean

Standard Deviation

‘t’ value

Boys 106 21.41 4.34

Girls 114 20.69 4.72

Total 220 21.05 4.54

1.18ns



scores of secondary school students (boys and girls) on human rights after the

transaction of integrated lessons by the teacher trainees, which is not significant at

0.05 level. This implies that there is no significant difference in human rights

114

awareness between boy and girl secondary school students after the transaction of

integrated lessons by the teacher trainees.

Thus the sub hypothesis stated above is rejected. The finding of the above

result is confirmed by the findings reported by Meghana (2003). The results of her

research showed that there is no significant difference in human rights awareness

among secondary school students with reference to their gender (boys and girls).

The graphical representation of the mean scores of secondary school students

(boys and girls) after the transaction of integrated lessons by teacher trainees are

given in Figure 5.6.

Figure 5.6: Graphical representation of the human rights awareness of secondary school students with respect to gender

115

5.5.2 Secondary School Students’ Awareness on Human Rights with Respect

to their Community (Tribe and Non tribe)

Sub-hypothesis 3.2: The secondary school students’ awareness on human rights may vary with respect to their community (Tribe and Non tribe) after the transaction of integrated lessons by the teacher trainees.




means of awareness test scores of secondary school students (Tribe and Non-tribe)

on human rights after the transaction of integrated lessons by the teacher trainees

are presented in Table 5.15.

Table 5.15: Results of ‘t’ test for the mean awareness test scores of secondary school students with respect to their community (Tribe and Non tribe)

Community No. of

Students Mean

Standard Deviation

‘t’ value

Tribe 47 20.34 4.34

Non tribe 173 21.24 4.58

Total 220 21.05 4.54

1.25ns



scores of secondary school students (tribe and non-tribe) on human rights after the

transaction of integrated lessons by the teacher trainees, which is not significant at

0.05 level. This implies that there is no significant difference in human rights

116

awareness between tribe and non-tribe secondary school students after the

transaction of integrated lessons by the teacher trainees.

Thus the sub hypothesis stated above is rejected. The findings reported by

Chandran (2002), in his study showed that there is significant difference in human

rights awareness among secondary school students with reference to their

community (Tribe and Non tribe). It can be concluded the transaction of lessons

by teacher trainees helped the tribe students to raise their awareness on human

rights near to the non tribe students.

The graphical representation of post-test scores of secondary school

students (Tribe and Non tribe) after the transaction of integrated lessons by teacher

trainees are given in Figure 5.7.

Figure 5.7: Graphical representation of the human rights awareness of secondary school students with respect to their community (Tribe and Non tribe)

117

5.5.3 Secondary School Students’ Awareness on Human Rights with

Respect to their Type of School (Government and Private)

Sub-hypothesis 3.3: The secondary school students’ awareness on human rights may vary with respect to their type of school (Government and Private) after the transaction of lessons by the teacher trainees.




means of awareness test scores of secondary school students (Government and

Private) on human rights after the transaction of the integrated lessons by the

teacher trainees are presented in Table 5.16.

Table 5.16: Results of ‘t’ test for the mean post-test scores of secondary school students with their type of school (Government and Private)

Type of school No. of

Students Mean

Standard Deviation

‘t’ value

Government 120 21.25 4.34

Private 100 20.85 4.77

Total 220 21.05 4.54

0.59ns



scores of secondary school students from (Government and Private) schools, on

human rights after the transaction of integrated lessons by the teacher trainees,

which is not significant at 0.05 level. This implies that there is no significant

118

difference in human rights awareness between students from Government

and Private schools after the transaction of integrated lessons by the teacher

trainees.

Thus the sub hypothesis stated above is rejected. The finding of the above

result is confirmed by the findings reported by same investigator, Kumar (2009).

The results of the research showed that there is no significant difference in human

rights awareness among secondary school students with reference to their type of

school (Government and Private). Graphical representation of the awareness test

scores of secondary school students with their type of school (Government and

Private) is shown in figure 5.8.

Figure 5.8: Graphical representation of the human rights awareness of secondary school students with respect to their type of school (Government and Private)

119

5.6 DISCUSSION

The present study was focusing the effectiveness of an instructional

package on human rights with reference to the secondary school teacher trainees’

awareness on human rights, which in turn were studied with respect to the

secondary school students’ awareness on human rights with the transaction made

by the secondary school teacher trainees.

In order to develop the instructional package, the investigator reviewed the

literature and documents to find out the scope for the integration of human right

concepts in secondary teacher education programme. The study conducted by the

same investigator at M.Phil. level directed towards the development of the

package. The M.Phil. study was focusing on the awareness level of the secondary

school students’ on human rights. The findings of the study revealed that, level of

awareness of the secondary school students were not satisfactory. While

considering the importance of human right awareness in an era of social and

gender equality focusing the wellness of the society. It was clear from these

findings that, if human right components are included in the pre-service or

in-service programme of teacher education, it may equip the teachers with the

required competencies to transact the human right components. If the same is

provided in the pre-service training, the teacher trainees will get enough

opportunity to practice in their internship and transfer the same in their daily

teaching learning processes.

120

Keeping these as a rationale and the reviews made, the investigator

prepared a framework for the instructional package. Since the instructional

package was to address the secondary school teacher trainees’, considering their

level of awareness, it was decided to prepare the material in a self instructional

mode.

The instructional package was introduced highlighting the importance of

human rights and its relevance to include in the teaching learning process. There

were 6 units, each units presented with objectives, content, unit end evaluation and

check your progress questions. The content validation of the package was done

with the help experts in the field. Tests on human right awareness for secondary

school teacher trainees and human right awareness test for secondary school

students were developed by the investigator in order to study the effectiveness of

the package.

Later, the investigator provided chances to the experimental group of

teacher trainees to have exposure to the instructional package, after giving the

pre-test for both experimental and control group. The study adopted quasi

experimental design with intact group for experimental and control groups. After a

stipulated duration of time, a post-test was administered for both the groups. Then

five teacher trainees were selected based on their performance competency and

human right awareness, for transacting human right concepts for the secondary

school students through an integrated approach.

121

Dhillon (2006) suggested human rights education for school curriculum. By

stressing the need for human rights education, he pointed out that it is the only

guarantee of demonstrating our commitment to human dignity, and promotion of

world peace and prosperity for all. In secondary schools there are many

opportunities for debates and the give and take of well-argued discussion. History,

geography and civics lessons provide a host of opportunities for organizing

interdisciplinary explanations and promoting discussion. Thus by keeping the

earlier studies and documents like NCF 2005, the human right concepts were

transacted to the students through an integrated approach. Then the difference in

their awareness on human rights was found out.

It could be seen that there was a significant difference between human

rights awareness of experimental and control group teacher trainees. The

difference was in favour of scores on human rights awareness after the transaction

of the instructional package. Hence it could be concluded that the teacher trainees

in the experimental group have better performance in human rights awareness

after the transaction of the instructional package. The high mean value of the

awareness test indicated an increased awareness on human rights which could be

attributed to the influence of the instructional package on human rights education.

But while considering the influence of gender, discipline, qualification of the

teacher trainees in their human right awareness, it was found that there are no

influences of these variables in the awareness of human rights.

122

While studying the awareness of secondary school students, the adjusted

mean score of the experimental group, 20.69 was significantly higher than that of

the control group which is 13.45. Thus it could be concluded that the experimental

group had improved their human right awareness through the transaction of

lessons by the teacher trainees after learning the instructional package. The

variables such as community of the students, gender and type of school were not

showing any influence in their human right awareness. Thus the transaction of

lessons by the teacher trainees influenced the human right awareness of the

students where the human right concepts are transacted through an integrated

approach. The increment in awareness of the students may lead to a conclusion

that, they were not overburdened with new topics or subject, but the required

human right components were given to them through their respective school

subjects. Thus it is evident that, in order to enhance the students’ human right

awareness integrated approach is the best way, which is supported by many of the

studies (Panda 2004). In the words of Jose Ayala Lasso, the former UN high

commissioner of human rights, “the objective of all human right educational

activity should be to teach the common language of humanity”. Human right

should not be one subject of education, but should permeate all aspects of

education in all forms (Sen, 1998).

5.7 CONCLUSION

Thus, it can be concluded that, there is a need for conscious attempts from

the educational stakeholders to include the components of human rights in all

123

levels of education in order to have a better learned society. Sensitized teachers

and students towards all types of violations and harassments are the need of the

hour. The global campaign towards the right to education should be strengthened

by including different components such as human rights, gender equality,

education for all, child rights etc. But the major concern should be of involved and

joyful learning for all.

The main finding of the study, their educational implications and

suggestions for further research are summarised in the following chapter.

chapter v analysis and interpretation of...

Documents