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Introduction Introduction Introduction Introduction 1

CHAPTER ICHAPTER ICHAPTER ICHAPTER I

INTRODUCTION

� INTRODUCTION

� NEED AND SIGNIFICANCE

� STATEMENT OF THE PROBLEM

� DEFINITION OF KEY TERMS

� OBJECTIVES OF THE STUDY

� HYPOTHESES OF THE STUDY

� METHODOLOGY IN BRIEF

� SCOPE OF THE STUDY

� LIMITATIONS OF THE STUDY

� ORGANISATION OF THE REPORT


INTRODUCTION

Man struggled to transcend the limitations of the senses and sought perfection

from the time immemorial. This led him to the search inward rather than sensual

pleasures from outside. The purification of inner faculties led our ancestors to the

supreme truth. According to them the fundamental principles were truth, goodness

and beauty. They always searched for higher meanings of life originated in the

concepts of values, ethics and morality. The search continues and would be a

perennial process.

The process of inculcation of ethical values, and value education continued an

integral part of civilized society. In fact they are natural and essential for

enculturation. The evolution theory of science is meaningless in the case of human

beings, if it was not preceded by involution - an internal evolution. According to

Vivekananda (1896) “Each involution presupposes an evolution and each evolution an

involution”. He believed that education has a vital role in the progress of society and

shaping the future of humanity by curing the evils in society. Kalam (2008) cites

“man need to take the onus of his further evolution into his own hands and grow from

being a narrow, sense bound entity to a universal being with boundless sympathy,

love and spirit of service”. Also to Huxley (2006) “Evolution becomes less and less

organic and more and more psycho social and cultural”. “Unless men increase in

wisdom as much as in knowledge, increase of knowledge will be increase of sorrow”

- Russel (2006).

Almost all religions agree on the nature of the human being. Hindu tradition

proclaims that human beings are children of God and all are divine beings “Amritasya

Putraha”. “Man is God’s viceroy on earth”, Islam affirms. Christianity believes that


“Man is God’s workman on earth”. Similar ideas can be seen in Jainism “Man is the

creation of God, made in the likeness of God” Jains contend. Sikhism which

originated in the later centuries see ‘God as the soul of man, his eternal nature’. The

Chinese philosopher Confucious says “Heaven has made man good; His original

nature is good”. Man’s divine nature is seen in Zorastranism, “The One created man

to be like Him” Zorasthustres. In the modern times Khalil Gibran, in his book ‘The

Prophet’ told the parents, “The child is through you and from the God”.

All these basic statements about God and man underscore the unity of

religions in the goodness inherent in human beings. If divinity is the obverse of

human being the reverse is beastliness. It is value that turn the beastliness to divinity.

“Human beings are essentially value configuration and not knowledge configurations.

Knowledge is mere instrumentality. It is education that provides and strengthens

values in human’s life.” Mukhopadhyaya (2010). What is needed is the enthroning of

quality over quantity in the evolutionary process, Huxley(1964). Values in life under

writes and guarantees intellectual and moral life of man.

The term education has a very wide connotation. Philosophers from

Yajnavalkya (circa 1000 BC) to Mahatma Gandhi (1869 – 1948 AD) in the East and

from Socrates (469 – 399 BC) to Dewy (1859 – 1952) in the West have given the

meaning of education in accordance with their philosophies of life. Hence a vast

vista of concepts and definitions has been emerged in the field of education.

Every country of the world formulated an educational system to mould their

younger generation and to achieve their national goals; in this system of formal

education, a systematic and graded type of experiences which transform an individual

to a modern citizen is essential.


As an ancient civilization, India had an educational system which was mainly

based on spirituality and ethical values. Even from foreign countries many

knowledge seekers came to the great learning centers of India like Nalanda and

Thakshasila. But in modern times education became mass education instead of class

education. As a result of it the value priorities of our educational system were

diminished.

An educational system, if it really aims at making human life peaceful and

happy, ought to pay unstinted attention, special care and constant focus on thoughts,

motives, attitudes, actions and finally on values in the life of human beings. Now we

are under the spell of knowledge explosion. In spite of this knowledge explosion

human sufferings and sorrows are forever on the increase. We have sacrificed values

on the altar of knowledge and the knowledge on the altar of wealth. The maxim

“education makes a man perfect” has become meaningless. Hence there is a value

crisis.

Nowadays, politicians and planners stress the importance of a vision. Our

former President Dr.A.P.J.Abdul Kalam, is a protagonist of this visionary planning.

Could this vision be a nation with degraded values? Education without values will be

a waste and life burden. It is said that a nation could be strong only if the character of

the people of the nation is reformed. For this purpose value education is an

indispensable device.

Even after introducing a republican constitution for more than 60 years,

democracy fails to achieve its goals in its true spirit. It is alleged that some national

leaders involve in antinational activities and become the shame of the country before

international community. Many of the recent judgment of the supreme court of India

prove this. All are in a cut throat competition. Everybody wants to move with the


changing times. The end result is tension, exhaustion and frustration. It is evident

that we have advanced in the area of science and technology. But it is also seen that

values which are cherished very dearly have deteriorated. From a country which

promulgated Ahimsa from Sri Buddha to Gandhiji we often hear the reports of Himsa.

We have to regain our moral, ethical, social and spiritual values through our system of

education. The prime need of the hour is to reinstate righteous conduct and non

violence. So we must bring in an educational system which can cultivate values

individually and collectively. Let our education be an instrument for regaining our age

old values.

The very many committees constituted after independence one after the other,

put forward various recommendation for the enhancement of moral qualities.

Committees on religious and moral education under the Chairmanship of D.Prakasha,

Education Commission (1964 – 1966), National policy on Education (1986) and

amended in (1992), Acharya Ramammorthy Committee (1990), Committee under the

chairmanship of Janardhana Reddy (1991) and Parliamentary standing committee

(1999) have stressed the need for a value oriented education in the country. The

programs and actions were of no avail and it is very disappointing that the value crisis

continues as such. We need well chalked out and strategic approach to remedy this

issue.

In olden days religion was the medium for cultivating values. But in modern

times, religions are fast loosening its biddings. The knowledge and power gained

through the medium of education is misused by the vested interests for their selfish

motives. Even the so called well educated persons involve in antisocial activities.

Various media reports show that Corruption is rampant even among some high

administrators who have high, general and professional degrees. The terrorists and


extremists get all support from some intelligentsias who have high educational

qualifications.

There are different kinds of fanaticism in our country. Besides religious and

communal fanaticism, there is regional and linguistic fanaticism. The basic values of

justice and human dignity are at stake. One should compromise one’s interest with

that of the society and the nation. We should develop a new code of conduct based

on compromise. We must feel that others’ well being is our well being. The sorrow

of the other is of my sorrow too. The education that we impart from our institutions

should cultivate such an emotional frame of mind among learners.

India is fast growing from an under developed country to a developed country.

The progress in the field of science and technology has revolutionized the day to day

life of each and every citizen. In the same momentum of growth the erosion of values

also happens. The values can be safeguarded only with an educational system

embedded in values. So educationists as well as teachers must keep in mind the

imperatives of the modern society. The individuals must be a best fit in the future

society and the unifying force should be the values they gained in the period of

education.

VALUES

Values, the abstract concept, change from subject to subject, context to

context, society to society and nation to nation. The Oxford Dictionary describes it as

‘worth of something when compared with something else.’ Etymologically, the word

value derived from its Latin root “Valerie” means to be strong and vigorous.

Whatever is good is considered as valuable. In India Sathyam, Shivam and Sundaram

(truth, goodness and beauty) are eternal values.


Philosophy, in a wider sense is the branch of study of different values. From

the life and thoughts of Socrates to modern philosophers, the crux of their thoughts

was ethics and values. They are learned throughout the globe. The values are

mainly intended for the excellence and upliftment of man.

Values change undesirable behaviour to desirable behaviour. Assimilation of

values helps the learner in personal and social life. Values control the impulses,

incentives, tastes, temperaments and attitudes of an individual. Value has acquired a

lot of meanings and it has been transformed very significantly in modern times. The

term has been diminished its transcendental use in philosophy. The term has been

used widely in economics, philosophy, social sciences and humanities. It percolates

to all form of arts, literature, sculpture and painting.

It was the German philosophers like Rudolf Hermann Lotze, Albert Ritschi

(1884) and Nitzche who tried to expand the notion of value in a wider sense. The

transcendental qualities like goodness, righteousness, justice, virtue, moral judgement,

truth etc., were part of the general theory of value. This idea got its maturity in the

writings of the two Austrian philosophers, Alexius meinong (1853 – 1920) and

Christian Von Ehrenfels (1859 to 1932) . The terms like literary value, democratic

value, life value, education value etc., came into prevalence after them. There are

acceptable and non acceptable values or desirable and undesirable values. The values

that are not acceptable can be termed as negative values. They are evils and the

society does not promote them.

According to Chilana (1987) Indian Culture is based on values like kind

heartedness, self control, universal brotherhood, honesty and respect to others faith.

The deterioration of these values resulted in indiscipline and destructive mentality.


Chilana suggests that these values shall be incorporated into our curriculum. He

stressed the necessity of a value based curriculum.

The values which the society cherishes decide the culture of the society. The

strength of the values of the people give the nation a place in the comity of nations.

Values permeate the whole human life from womb to tomb. It decides the quality of

the people and ultimately of the country. The needs, the urges, the aspirations of an

individual shall be fulfilled on the basis and with the help of desired values.

In the words of John Dewy “The value means primarily to prize, to esteem to

appraise and to estimate”. It means the act of achieving something, holding it and

also the act of passing judgment upon the nature of values as compared with

something else.

Values give meaning and strength to a person’s character occupying a central

place in life. A person who has more desirable values is held in high esteem by the

society. Thus values are the strength of a person as well as the society. Values

influence one’s thoughts, feelings and actions. They are the torch which guides an

individual to the right destination.

EDUCATION AND VALUES

Education and values are interdependent and inseparable. Education without

values has no roots. So values should be the part and parcel of all system of education.

It is seen that the goal set by the society, and the system of values given through

education has wide gaps. It also does not go hand in hand with the content of the

classroom lessons.

Gandhiji stressed the fullness of man, development of personality and self

development. The father of the nation considers value education as the supreme type


of education that contributes to the growth and development of personality. He

wanted to arouse and awaken the inherent divinity in all individuals. He was a

devout Hindu. But he stood for dissemination of cultural values of all the religions.

He found that education would be the serene means for cultivation of knowledge, for

purity of mind and perfection of character. Gandhiji wanted purity of personal life to

be an indispensable condition for building a sound education. Truth and Ahimsa

were the two pillars of his teaching, both interdependent and inseparable. Values are

sometimes inherited and most often acquired and inculcated. The healthy family, its

environment, ambience, tradition and culture, decide the cherishment of values.

Individuals of indomitable values play pivotal roles in keeping up the society in high

spirit. Indeed they are the backbone of the society. There the society withstands

maladjustment and abuse.

Basic human values should be inculcated deliberately in the young minds from

early school age. Planned and sustained efforts are to be made for this purpose. The

youth should understand that the personal integrity is more important than their

personal needs. They should be ready to sacrifice their personal needs for the

benefits of their group. They should have the courage to take the right choice even at

the risk of giving personal benefits away. One should act with integrity, honesty,

courage and generosity without any personal prejudice.

Knowledge and skill are not the only requisites to lead a successful life. It is a

positive attitude and a service mind which determine the success. One should be

sympathetic towards others miseries and be ready to renounce personal gains.

Sri Satya Sai Baba was a great exponent of education in human values. He

emphasized the need for practical examples and action in all educational institutions

to achieve human values. Persons who give stimulus and encouragement are needed


to achieve these goals. The world cannot be changed by mere preaching. Teachers

and elders are to practice disciplines and regulate life. When they fully imbibe human

values, students will automatically follow them. According to him mere repeating of

words like Sathya, Dharma, Santi, Prema and Ahimsa will not do any good.

Righteous conduct, Truth, Peace, Love and Non Violence are the five major Human

values in which we can include all the other values. They are directly connected with

human personality – intellectual, physical, emotional, psychic and spiritual. A

righteous conduct embedded in truth leads to peace. Love dawns in the depth of

peace leads to non violence.

If education is for man making and character building, we need value oriented

education. If education is for training mind and body, value based education is

essential. If education is quest for the nobler aims that integrate culture and

technology values have an inseparable part in it. If education is liberating the mind of

man from fear, inertia, ignorance and superstition value must be an integral part of it.

The youth of the twenty first century are at cross roads. Its age old beliefs,

customs and practices are put to acid tests at the advancement of science and

technology. Far reaching socio- cultural and political changes are taking place around

them. There are few role models to be imitated. People practice double standards

for their selfish ends. The hypocrites find out new meaning for human dignity and

human rights. “Today everybody is striving to acquire wealth, power and pelf” Patel

states.

Preservation of culture is one of the proclaimed aims of education. Value

education enables children to preserve whatever is good and worthwhile. It helps

them to have a ear to others opinions. At the same time value education is not at all

value imposition but making values as an integral part of character. John Dewy


considers education as the life itself. So education devoid of values means life

devoid of moral virtues. To make life meaningful we should have an education that

is oriented in values.

The National Education Policy (1986) expresses its growing concern over the

erosion of essential values. It also is concerned with the increasing cynicism in

society. So education should be a forceful tool for the cultivation of social and moral

values. India is a culturally plural society. Education should foster universal and

eternal values. Value education should help to eliminate obscurantism, religious

fanaticism, violence, superstition and fatalism. Indeed education has the role of

keeping up our heritage and national goals.

On implementing the above necessity of value education the national

curriculum frame work emphasized value education as an integral part of school

curriculum (NCF, POA 1992, 8-9-13). The frame work highlighted the values drawn

from national goals, universal perception, ethical considerations and character

building. The main concern is the creation of a human society and balanced

individuals. For the inculcation of values like honesty, truthfulness, courage,

conviction, straightforwardness, fearlessness, tolerance, love for justice, dependability

and compassion, the Programme of Action (POA), chalked out, programmes for

implementation.

VALUE EDUCATION AND INDIAN SCENARIO

India our mother land has a continuous cultural history of more than five

thousand years. Some of the scriptures of the oldest period were conversations

between teacher and disciple - Guru Sishya. The Bramacharis, the knowledge seekers

were in search of Good teachers. They went to distant places, even to the deep


forests to meet their adorable Gurus and to have good education in Vedas and Sastras.

Even during the period of Indus Civilization it has been noticed that Guru Sishya type

of education was prevalent. Yogic posture retrieved from the Mohanjodaro proves

this. It is considered that the posture was of a Guru. The world renowned teacher

Sreekrishna the exponent of Bhagavat Gita himself was educated by Maharshi

Sandeepani, at his residence – Gurukula. Great Universities such as Nalanda and

Thaksila flourished in this holy land and scholars from foreign countries, traversed

thousands of miles to reach and have higher education in these universities. We have

the examples of Hue-en-tsang and Fa-hien. Their travelogue and descriptions were

great cultural contribution which enriched the heritage of India and revealed the

greatness of this land to the whole world.

Almost all the dynasties that prevailed in India respected their great teachers

and protection of these teachers was the prime duty of the King. Even war has its

basis in dharma. There were rules based in high ethics to be followed in war. India

found a series of conquests from Persians, Greeks, The Arabs, Afghans, the Chinese

and ultimately from the British. The great Alexander was highly impressed by the

sages of India who were never ready to deviate from dharma. Dharma or the ethical

values were orally transmitted to the students and this continued from generation to

generation. In fact these values transmitted from generation to generation were the

hard core of Indian culture and no invader could penetrate to the heart of Indian

culture. In spite of all the invaders Indian culture and tradition prevailed and many a

times great teachers like Vivekananda, Raja Ram Mohan Roy and Sree Narayana

Guru appeared on the stage and renewed and refreshed our value based cultural

heritage.


Mahatma Gandhi as a part of the Struggle for Independence introduced Nayi

thaliem, new education or otherwise known as basic education. Needless to say the

value education was the fundamental of basic education.

When some part of India came under the East India Company rule, they

wanted educated Indians as their clerks. They did not take values as a part of the

educational system as the aim of education was simply making manpower for their

colonial ends. Their only concern was utilization values and not eternal values.

POLICY PERSPECTIVE

During the Pre-Independence period some commissions were instituted for

recommending the system of education that can be followed in the colonial India.

These committees did not consider values as an integral part of education.

After the attainment of Independence the prime necessity was to build a new

India according to its cherished goal of a secular, sovereign, republic and a welfare

state based on the traditional philosophy and culture. The first consideration of the

government was on the university education. Dr. S.Radhakrishnan was the head of the

University Commission. The commission considered the inclusion of religious and

moral education at the university stage. The committee gave great strength on value

education. It stated “No amount of factual information would make ordinary man into

educated and virtuous men, unless something is awakened in them, an innate ability

to live the life of soul”.

Next commission was Secondary Education Commission of 1952-1953. The

head of this commission was Dr.A.Lakshmana Swami Mudaliar. The commission

stated that religious and moral instruction plays an important role in the growth of

character.


Another committee on the religious and moral instruction was constituted in

1959 under the Chairmanship of Sriprakasa. The committee stressed on inculcation of

values right from beginning and it stressed on development of the moral and spiritual

values which do not come in conflict with those laid down in the article 28 and 30. It

also recommended to include a comparative and sympathetic study of the lives and

the teachings of the great religious leaders. The basic ideas of all religions and the

essence of the lives of the great religious leaders should be a part of the content of

education.

The Education Commission (1964-1966) known as Kothari Commission

recommended for the inclusion of social, moral and spiritual values in the School

Curriculum. Kothari Commission considered religions as a great motivating force

that plays a major part in the formation of character and inculcation of ethical values.

The parliamentary committee of 1967 mentioned about education in

humanism, international culture, value and character building. This may be achieved

through the media like curriculum improvement programmes, games, club activities,

Programmes for social co-operation and national integration.

The National Council of Educational Research and Training (NCERT)(1975)

considered moral erosion a major issue and put forward a ten year programme for the

moral rejuvenation. It wanted to lessen the inequality of sex, caste, religion, language,

regionalism and race. They wanted to promote values and character buildings

through various programmes. Physical Education, Cultural Programmes, Scouts,

NCC and some service organization must be promoted for culturalisation.

Value education was one of the major concerns of the National Policy on

Education (1986). According to this policy a programme of action was chalked out

for the physical, intellectual and aesthetic development of the personality.


Inculcation of scientific temper and democratic, moral and spiritual values were given

stress. It recommended for the creation of awareness of the physical, social,

technological, economic and cultural environment. It wanted to promote a

commitment to Principles of secularism and social justice.

The Ministry of Human Resource Development (MHRD) (2002 – 2003)

wanted value education a component of various regular courses.

The National Council of Teacher Education ( NCTE) (1998) wanted that every

teacher should be committed to the learner, to the society, to the profession, and

should strive to achieve human values and excellence.

The National Curriculum Frame Work for school education (2000) under the

Chairmanship of Yeshpal stresses that “The school curriculum has to contain

components that communicate essential values in their totality. Every teacher has to

be a teacher of values. Every activity, unit and interaction must be examined from

the view point of value identification, inculcation and reinforcement and in deciding

appropriate strategy for a balanced and judicious implementation”.

APPROACHES TO CULTIVATION OF VALUES

One should take care not to relate value education with myths, also it should

not be tied with any authority. This is because there may arise doubts about the myth

and about the legitimacy of it. Value education should not be connected to any

authority. It may hinder the foundations of sound judgment and action. Instead of

the above the approach should inspire students to think independently. They may be

encouraged to analyze their own life and its precincts, its goal and various aspirations.

The approaches should be based on reasoning and scientific spirit.


Main approaches may be classified into three. They are The Direct Approach,

The Indirect or Incidental Approach and Integrated Approach through curricular and

co-curricular activities. Direct approach is by which a lesson is deliberately planned

to expose the students to a particular value. Teaching techniques under direct

approach are (i) Silent sitting or training in (ii) Prayers quotation or thought (iii)

Group Singing (iv) Story Telling and (v) group activities

The Indirect or Incidental approach enables the teacher to co-relate the

different situations in the class and the school to inculcate various values. Any

incident in the teaching learning situations or any unexpected incident in the play field

of school could be used to develop values.

The Integrated approach aims at inculcation of values through all academic

programmes and activities. The teacher integrates the relevant values in all the

lessons and also in the activities outside the classroom in co-curricular activities.

Integrated approach is used by the investigator in the present study through the

teaching of language - First Language Malayalam. Even though every subject has

values inherent in it, mother tongue is rich in ethical values. All the values can be

imbibed and inculcated through a suitably prepared language text, supplementary

readers and other connected materials. Teachers can use the following techniques

such as Role play situations, Debates, Comparing and contrasting behaviour and

actions, Discussion, Moral dilemma situations, Drama, Music and dance concerts,

Quiz programmes, Dialogues and conversations, Visit to places of worships of

different religion, Visit to places of historical importance, Analyzing News Paper

Reports, Observation of National days and Commemoration of National Leaders to

instill values in students.


1.1 NEED AND SIGNIFICANCE OF THE STUDY.

In spite of various committee recommendation and reports, the erosion of

values continues. The momentum of erosion is seen redoubled. The literates are more

vulnerable to crookedness than the illiterate persons. The present education does not

prevent the animal nature of man. The beastliness remains even in highly qualified

persons. It is the necessity of the period that values should be inculcated along with

each and every lesson imparted in the class irrespective of the subject taught.

It is true that many attempts have been made for the inculcation of values. But

many of the reports are found gathering dust in the shelves. If at all some are tried, the

results were not formulated or monitored to have definite results. Rather there were no

overall efforts or sincerity or planning for classroom implementations. There were a

lot of studies. Most of them are theoretical, many a book is published, papers were

presented. But the experimental studies to establish the results were not seen

evidently. The present study is an effort to experiment the effectiveness of value

integrated education in the actual classroom practice.

Parhar (2010) states “The previous studies measured and sought information

from teachers, students, trainee teachers, on the psycho social climate of schools,

difficulties in evaluating moral education, content and methodology of direct moral

education, methods adapted for inculcating values and the problems involved and

suggestions on a better value education programme.” From this it is clear that the

studies hitherto conducted on value education were not experimental, directly

connected with classroom interaction.

In this study the researcher tries to experiment through the classroom

interaction, whether the learners can attain values in a planned manner along with the


lessons and also whether it is possible to modify the value based bahaviour of the

children. It was a process conducted in a period of three months.

1.2 STATEMENT OF THE PROBLEM

The present study aims to experiment whether the value integrated education

leads to the modification of behaviour of the Upper Primary school students

through the construction of values. Therefore the topic selected by the investigator for

the purpose is entitled as VALUE INTEGRATED EDUCATION AND STUDENT

BEHAVIOUR: A CONSTRUCTIVE AND EXPERIMENTAL STUDY.

1.3 DEFINITION OF THE KEY TERMS

Value Integrated Education

In this study Value Integrated Education means the educational process of

transaction of the content area by deliberately integrating values.

Student Behaviour

Student Behaviour here means the Value Based Behaviour of the students in

the school, family and the society context measured by a Value Based Student

Behaviour Scale

Constructive

The constructive aspect of the study has two levels. At the level of the

researcher value integrated lesson transcripts are being constructed with the purpose

of a construction at another level. At this level students who are experiencing value

integrated classes, clarify and construct a value system as basis of their behaviour.

1.4 OBJECTIVES OF THE STUDY

1. To find out whether Value Integrated Education can modify Value Based

Behaviour of Upper Primary School Students.


This objective is accomplish through the following sub objectives.

a) Compare the pre-test scores of the Upper Primary School Students of the

experimental and control group on their Value Based Behaviour to ascertain

the equality of the groups.

b) Compare the post test scores of the Upper Primary School Students of the


the effect of Value Integrated Education.

c) Compare the gain scores of the Upper Primary School Students in


the comparative effect.

2. To study the comparative effect of Value Integrated Education on Value Based

Student Behaviour ,in School ,Family and other Social context of Upper Primary

School Students

3. To find out whether Value Integrated Education leads to Value Attainment of

Upper Primary School Students

This objective is accomplish through the following sub objectives.

a) Compare the pre-test scores of the Upper Primary School Students in

experimental and control group on their Value Attainment to ascertain the

equality of the groups..

b) Compare the post test scores of the Upper Primary School Students in


effect of Value Integrated Education.

c) Compare the gain scores of the Upper Primary School Students in


comparative effect.


4 To study the comparative effect of Value Integrated Education on the attainment of

the five Core Human Values viz- Truth, Righteous conduct, Love, Peace and Non

violence - of Upper Primary School Students.

5 To see whether there is any significant effect of the levels of Intelligence and socio

Economic Status on Value Based Behavior of Upper Primary School Students.

6 To see whether there is any significant interaction effect of the levels of

Intelligence and Socio Economic Status on Value Based Behavior of Upper

Primary School Students

7 To see whether there is any significant effect of the levels of Intelligence and socio

Economic Status on Value Attainment of Upper Primary School Students

8 To see whether there is any significant interaction effect of the levels of

Intelligence and Socio Economic Status on Value Attainment of Upper Primary

School Students.

1.5 HYPOTHESES OF THE STUDY

1. Value Integrated Education is effective for modifying Value Based Behaviour of

the Upper Primary School Students.

2. Value Integrated Education is effective for modifying the Value Based Students

Behaviour in School, Family and other Social Contexts of the Upper Primary

School Students.

3. Value Integrated Education is effective for Value Attainment of Upper Primary

School Students.

4. Value Integrated Education is effective for the attainment of the five Core

Human Values of viz- Truth, Righteous conduct, Love, Peace and Non violence

- Upper Primary School Students.


5. There is no significant effect of the levels of intelligence and Socio Economic

Status on Value Based Behaviour of Upper Primary School Students.

6. There is no significant interaction effect of the levels of Intelligence and Socio

Economic Status on Value Based Behaviour of Upper Primary School Students.

7. There is no significant effect of the levels of Intelligence and Socio Economic

Status of students on Value Attainment of Upper Primary School Students.

8. There is no significant interaction effect of the levels of Intelligence and Socio

Economic Status on Value Attainment of Upper Primary School Students.

1.6 METHODOLOGY IN BRIEF

The present study aims to test the Value Based Behaviour and Value

Attainment of Upper Primary School Students through value integrated education. To

realize the objective, Non- Equivalent Pre-test Post-test Quasi Experimental design is

used.

For the collection of data, the present study makes use of two classroom

groups, one experimental and one control group from standard VII of a school,

comprising 42 students in each class.

1.6.1 Following tools were employed in the study.

1. Value Based Behaviour Scale for Upper Primary students.

2. Value Attainment Test for Upper Primary students.

3. Raven's Standard Progressive Matrices.

4. Socio- Economic Status Scale.

Materials used:

1. Value integrated lesson transcripts of Malayalam Text for standard VII.


2. Lesson transcripts of Malayalam text for standard VII without integrating

values.

In the study the experimenter administered a Test on Value Attainment and a

Scale on Value Based Behavior of students for experimental and control groups as

pre-test and post-test. During the study the researcher conducted an Intelligence Test

in order to group the students into two group as High, and Low on the basis of their

scores in the test. Another test to find the Socio Economic Status of students was

administered on the experimental and control group. The students are divided in to

two groups as High and Low on the basis of their scores in the Socio Economic

Status scale.

1.6.2 Variables of the study

In this experiment Value Attainment and Student Behaviour are the dependent

variables and Value Integrated Education is the independent variable.

A pre-test was administered to all students, both experimental and control

groups to measure the dependent variables. Ten lessons of three units of standard VII

Malayalam text book were taught to both groups using Value Integrated learning

experiences to the experimental group and learning experiences without integrating

values deleberately to the control group, covering a period of two months of five

school hours in a week. After the treatment, both experimental and control groups

were subjected to the post test to measure the same dependent variables using the

same tools.

The difference between the mean of pre test scores and the mean of the post

test scores were calculated for each group and the significance of the difference of the

means is studied by appropriate statistical procedures detailed.


1.7. Scope of the Study

The study intended for the improvement of the students’ Value Based

Behaviour through Value Integrated Education. Visible changes are expected in

students which may be noticed at the time of interaction and continuous evaluation.

The study will empower the students to enhance their behavioural pattern. A

thorough change is expected in the conduct of the students and an overall change is

expected in the school discipline through the implementation of this method. The five

core human values,- Truth ,Righteous conduct, Love, Peace, and Non-Violence were

integrated with the classroom situations using the lessons of ‘Kerala Patavali,

Malayalam for Standard VII. All the learning experiences were deliberately connected

with values and the children are expected to be influenced by them. If this strategy is

employed in all the subjects and curricular as well as co-curricular areas, there will be

good result. This will bring optimism in the minds of young generation. The

researcher hopes that a society which is embedded in values will emerge from value

integrated education.

The scope of the study is deep and wide. It will be a model which can be

extended to other levels of education. Seminars and workshops may be conducted for

incorporating values in the day –today classroom practices. We can put this into

practice without hindering any of the existing school activities. It needs no extra time,

syllabus or human resources. The only necessity is a little commitment and

dedication from the part of school administrators and teachers

The investigator firmly believes that such an inbuilt systematic approach will

definitely yield result which will ultimately entail an ethically encultured and

optimistic society, and a morally nourished generation. Hence the study will be an eye

opener to all concerned with an ethical and moral society.


1.8. Limitations of the Study

The researcher has taken necessary steps to make the study precise and

objective. However some shortcomings might have crept into the study. The

following constraints may be considered.

1.8.1 The Time Constraint

Value inculcation needs a considerable long duration. The present experiment

was for a short span of two months.

1.8.2. Limited sample

The study was conducted only in one class (standard VII) of a higher

secondary school.

1.8.3. Subject Constraint

The study was conducted by incorporating values in Malayalam lessons only.

The other subjects were not included.

In spite of all the above limitations the investigator has taken all possible

measures to make the study experimental and reliable.

1.9. ORGANISATION OF THE REPORT

The thesis has been organized into five chapters. The details are given below.

Chapter I: - Introduction - contains a brief discussion of the context of the problem

under study, the need and significance of the study, the statement of the problem,

explanation of the key terms, the objectives, hypotheses, the methodology in brief,

followed by the scope and limitations of the study.

Chapter II: - Review of Related Literature .This gives a conceptual frame work,

philosophical overview, theoretical perspective of value formation and the studies

related to Value Based Behaviour and Value Attainment.


Chapter III: - Methodology - This chapter presents the details of the method

adopted for the study, the sample selected for the study, the tools used for data

collection, preparation and standardization of the tools, preparation of materials and

the statistical techniques employed for analyzing the data.

Chapter IV: - Analysis and interpretation of Data – The details of the analysis

carried out are presented in this chapter, followed by discussion of results.

Chapter V: - Summary and Conclusions - This chapter summarizes the study in

retrospect, procedure of the study, objectives of the study, hypothesis of the study,

methodology in brief, materials and tools employed in the study, conclusions based on

findings, tenability of hypotheses, discussion based on findings, educational

implications and suggestions for further research. At the concluding part of the study,

bibliography is given alphabetically. The guideline given by American Psychological

Association (APA) is followed while preparing the bibliography. Appendices related

to the study are given at the final part.

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