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IJMSS Vol.02 Issue-01, (January, 2014) ISSN: 23211784
International Journal in Management and Social Science
http://www.ijmr.net
PERSONALITY DEVELOPMENT AND VALUE EDUCATION-
AN EMPIRICAL STUDY OF THEIR CO-RELATION
*Vijaya Lakshmi Mohanty
ABSTRACT
Education has enduring impression on human persona. It is believed that life skills and value
education taught in schools and colleges lay foundation of an individual to lead a value based
life. There can be numerous ways to evaluate whether teachings of human values inculcate
virtues in a student. However, the researcher has conducted an empirical study with 647
samples of teachers and students from schools, colleges,universities and technical institutions
across Odisha on five parameters.
This qualitative sampling survey was conducted to examine whether curriculum
encompassing human values play a role in personality development of a student. These value
parameters include conviction, optimism, and acceptance to responsibility, acceptance to new
opportunities and challenges in life and career, self motivation and ambition. With the help of
Likert scale the opinions from the samples were collected with utmost care. Statistical
analysis viz., average, percentage, bar diagram and Chi-square tests of independence were
used to test the hypothesis. Finally, the robustness of statistical analysis was analysedthrough
Pearsons contingency coefficient to describe the strength of association. Teachers and
students perceive and believe that teachings of human values bring positive personality traits
in students and thus value education may be made mandatory in formal and non-formal
educational institutes.
Key Words:personality, value education,Chi-square test of independence,level of
significance,virtueparameter,curriculum.
* Sri Sri University, (this Research was part of the unpublished doctoral thesis)
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What is a personality?
Wikipedia (2013) defines Personality as the particular combination of emotional, attitudinal,
and behavioural response patterns of an individual. It is the enduring personal characteristic
of an individual.It is the sum total of the ways that an individual reacts and interacts with
others. Many psychologists viz., Sigmund Freud, Jean Piaget, William James and Erik
Erikson have defined many personality development theories which has threw light on the
complex nature of human personality.
Personality cannot be judged in isolation. There are many factors that shape a human
personality. When a child grows up, he acquires a whole lot of teachings from his parents,
surrounding environment and different situations that shape his personality naturally. So
determinants of personality are as follows:
Hereditary:This refers to characteristic features that are decided at the conception. These are
completely or substantially influenced by parents and falls under the category of hereditary.
Physical appearance, gender, temperament, energy levels, biological rhythms, muscle
compositions and reflexes are few examples in this category.
Environmental: The environment we are exposed to plays a pivotal role in formation of our
personality. The culture in which we are brought up, norms among family, friend and social
group, education that is imparted include in this section.
Situation:The third category that shapes our personality is the situation we live in or that
come to our lives influences a lotin our behavior and in moulding our personality. (Tripathy,
2003)
Teachings in Human Values and its affect on Student personality:
It is quite evident that, education has a long lastinginfluence on human persona. Not only did
the study is systematic but is a group effort. His Holiness Sri Sri Ravi Shankar(1999) says In
this age of kali group is most powerful. He said, Education should give us six-fold
capabilities:1. Information: Often we think information is education, but it is only one aspect
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of education. 2. Concepts: Concepts are the basis for all research. You need to conceive in
order to create.3. Attitude: An integral part of education is cultivating the right attitude.
Proper attitude at the right time and place determines your actions and behaviours.
4. Imagination: Imagination is essential for creativity, for the arts. But if you get stuck in
imagination, you can become psychotic.5. Freedom: Freedom is your very nature. Only with
freedom do joy, generosity and other human values blossom without freedom, attitudes
become stifling, concepts become a burden, information is of no value and imaginations
becomes stagnant. 6. Intuition: Freedom becomes intuition. A person who is not free is not
intuitive. Intuition cannot be cultivated; it is the result of freedom. Without intuition, learning
is not quick and easy and it cannot find fulfilment. Both in formal and non-formal education
system if life skills and values are included, then the alumni of the institute are most likely to
be value based individuals.
There will always be an exception to a generalized rule as Homo Sapiens are the most
complex living being to be understood by the scientists and the characteristic feature unlike
any other species cannot be strictly fixed. Different living beings of the same species react
differently to the same situation. However, if we can recollect Germans, the particular way
they behaved during Nazi Germany is attributed to a certain code of conduct that was
followed by their leader Adolf Hitler, which influenced generations in the country. Similarly,
the behaviour of different religious groups is different and one can identify by seeing the
same. Emotional and Spiritual Quotient of different people in globe varies according to their
ethnicity, geography, preferrences of food habits and ethics prevalent in the
society(Tekkeveettil, 2012). It is difficult to ascertain their degrees of influence on human
behaviour without a proper scientic study; however it is logical to conclude that human
personality can be shaped through education. And value education certainly acts as a catalyst
to an adorable personality.
Ayn Rand (Brainy Quotes) quoted saying, When man learns to understand and control his
own behavior as well as he is learning to understand and control the behavior of crop plants
and domestic animals, he may be justified in believing that he has become civilized.
Though there can be numerous parameters to test whether curriculum encompassing
teachings in Human values inculcate virtues in students. For simplicity few parameters are
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examined. This is because the empirical study with 647 samples is made across a cross
section of students and teachers ranging from school to college to technical institute; from
tribal district to coastal developed district, that includes state capital in Odisha.
The virtue parameters are 1. Conviction; 2.Optimism; 3.Acceptance to responsibility;
4.acceptance to new opportunities and challenges in life and career;5.Self motivatation and
ambition.
The objective is to test whether the curriculum encompassing human value will help in the
personality development of a student. Five questions are chosen to test the objective.The five
values, narrated above are discussed in each question with Likert Scale. 647 samples from
teachers and students of schools, colleges, universities and technical institutes are collected.
These institutes are located in different parts of Odisha. The institutes include both
government and private run of the state.
The null hypothesis (H0) and the alternative hypothesis (H1) to test this objective are stated as
follows:
H0 = Curriculum encompassing Human Values does not play any role in personality
development of a student.
H1= Curriculum encompassing Human Values play a role in personality development of a
student.
These hypotheses are tested questionwise as well as a whole with the help of various
statistical analysis viz., average, percentage,bar diagram, Chi-square test of independence,
Pearsons Contingency coefficient to draw a valid and fullproof conclusion. The five
questions for statistical analysis and their interpretations are follows.
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Question 1: The teachings of Human Values build strong conviction among students.
Strongly agree Agree Neutral Disagree Strongly resist
Question 1deal with the conviction, one of the positive personality traits in a human being.
The responses of students and teachers are as follows:
Table 1 Response among Students to Q 1:
Strongly
agree Agree Neutral Disagree
Strongly
Resist Total
191 169 45 32 4 441
(Graph 1 Student Respondents to Q 1)
Table 2Responses among Teachers to Q 1:
Strongly
agree Agree Neutral Disagree
Strongly
Resist Total
68 114 7 15 2 206
Huaman Values bring Conviction
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(Graph 2 Teacher Respondents to Q 1)
Question 2: The teaching of human values increases optimistic attitude in students.
Strongly agree Agree Neutral Disagree Strongly resist
Optimism is another value which is a sign of positive personality. Optimism can do
wonders to a human being. William James (Quotation detail) was quoted saying The greatest
discovery of my generation is human beings can alter their lives by altering their attitudes of
mind. Optimism is like a seed from which success sprouts forth. We shall seek answers
whether optimism increases with the teachings of Human Values. The responses of students
and teachers are as follows:
Table 3 Responses among students to Q 2:
Strongly
agree Agree Neutral Disagree
Strongly
Resist Total
191 183 48 17 2 441
Human Values bring conviction
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(Graph 3 Student Respondents to Q 2)
Table 4 Responses among Teachers to Q 2:
Strongly
agree Agree Neutral Disagree
Strongly
Resist Total
96 96 7 7 0 206
(Graph: 4 Teacher Respondents to Q 2)
Teachings in Human Values brings optimism
Teachings of Human Values brings optimism
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Question 3: Practice of Human values inspires students to accept responsibility.
Strongly agree Agree Neutral Disagree Strongly resist
Normally, people are shy of taking responsibility. But Practice of Human Values broadens
the vision of the students and motivates them to take up responsibilities in life which in turn
make them grow in life. The responses of students and teachers are as follows:
Table 5 Responses among Students to Q 3:
Strongly
agree Agree Neutral Disagree
Strongly
Resist Total
190 187 52 8 4 441
(Graph 5 Student Respondents to Q 3)
Table 6: Responses among Teachers to Q 3:
Strongly
agree Agree Neutral Disagree
Strongly
Resist Total
94 104 3 5 0 206
Human Values inspire to take responsibility
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(Graph 6 Teacher Respondents to Q 3)
4. With the regular practice of Human Value, students feel courageous to accept new
opportunities and challenges in life and career.
Strongly agree Agree Neutral Disagree Strongly resist
Challenges and opportunities are part of life. When one practices human values, it is a priori
belief that it motivates students to accept challenges and opportunities with courage. The
responses of students and teachers are as follows:
Table 7 Responses among Students to Q 4:
Strongly
agree Agree Neutral Disagree
Strongly
Resist Total
218 177 25 9 12 441
Human Values inspire to take responsibility
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(Graph 4 Student Respondents to Q 4)
Table 8 Responses among Teachers to Q 4:
Strongly
agree Agree Neutral Disagree
Strongly
Resist Total
104 90 10 2 0 206
(Graph 8 Teacher Respondents to Q 4)
Human Values bring courage to accept new
opportunities and challenges
Human Values bring courage to accept new
opportunities and challenges
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5. Students become self-motivated and ambitious with the inculcation of Human Values.
Strongly agree Agree Neutral Disagree Strongly resist
Motivation and ambition are considered as the major contributors to a persons growth and
shapes up the personality. The a priori value judgement is that, when a student practices
human values these qualities grow naturally in them. The responses of students and teachers
are as follows:
Table 9 Responses among Students to Q 5:
Strongly
agree Agree Neutral Disagree
Strongly
Resist Total
180 194 41 20 6 441
(Graph 9 Student Respondents to Q 5)
Table 10 Responses among Teachers to Q 5 :
Strongly
agree Agree Neutral Disagree
Strongly
Resist Total
79 110 9 8 0 206
Human Values inculcate self-motivation and
ambition
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(Graph 10 Teacher Respondents to Q 5)
To test the null hypothesis (H0) through simple intuitive method of percentage distribution
two tables are drawn considering the graphs from 1 and 10for students and teachers
respectively. There is a tendency to show high value for the positive values as the graphs
show high values towards left of central tendency. In the tables below the neutral (middle)
opinion is rejected to avoid central tendency. The average of first two responses viz., strongly
agree and agree are compared to last two responses (disagree and strongly resist) and are
taken in percentage scale to observe the perceptions of students and teachers.
Table 11 the average of first two and last two responses of Students:
Question
Number
Strongly
agree
Agree Total % Disagree Strongly
Resist
Total %
6 191 169 360 81.63 32 4 36 8.1
7 191 183 374 84.8 17 2 19 4.3
8 190 187 377 85.48 8 4 12 2.7
9 218 177 395 89.56 9 12 21 4.7
10 180 194 374 84.8 20 6 26 5.8
Average 194 182 376 85.25 17.2 5.6 22.8 5.12
Human Values inculcate self-motivation and
ambition
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Questio
Number
6
7
8
9
10
Average
It is fou
encompa
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encompa
very lo
diagram
(H1) is a
play a ro
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Though
drawn a
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Chi-Sq
The data
of Indep
compari
or more
Interna
Table 12
Stron
gly
agree
68
96
94
104
79
88.2
nd out fro
sses Huma
tudents do
sses Huma
percentag
and the ta
cepted. So,
le in person
l Analysis:
he hypothe
ter going th
ncy Coeffic
are ( ) T
is analysed
endence is
g frequenci
ubgroups.
tional Jo
he averag
Agree
114
96
104
90
110
102.8
the abov
Values pl
not think
Values pla
of 3.73%
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it can be sa
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192 9
198 9
194 9
189 9
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e table tha
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for Social
two qualit
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ongly
sist
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3.
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The null
H0 = C
develop
H1= Cu
student.
To set th
Determi
df=(5 - 1
To establ
Based o
= 0.001
And c
To comp
= (
F
as O11,O
followin
Interna
hypothesis
urriculum
ent of a stu
rriculum en
e Rejection
ation of de
)(5 - 1) or d
ish the sign
the distrib
ignificance
ritical = 26.3
ute the Test
o- Fe)2/ F
Fo= O
Fe=
Fe=
or convenie
12.. and ex
bserved an
table (Sha
tional Jo
H0) and the
ncompassin
dent.
ompassing
riteria:
rees of free
=16
ificance lev
tion table, t
(99.9% con
or = 0.05
Statistics:
,
bserved fre
xpected fre
nce, the obs
ected frequ
d Expecte
ma, 2007).
rnal in
htt
alternative
g Human
Human Va
dom df=(Nu
l (0.05 and
he critical v
idence);
significance
uency
uency for
(
erved frequ
encies as E
Frequenci
anageme
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hypothesis (
alues doe
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mber of ro
0.001)
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11,E12.etc.
es and the
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s - 1)(Num
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dence).
)
ferent rows
value of
ial Scien
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any role i
onality dev
ber of colu
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and colum
are calc
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:
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lopment of
ns - 1)
for Alpha (
ns are writt
lated in t
y
a
)
n
e
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Table 1
Fo
O11
O12
O13
O14
O15
O21
O22
O23
O24
O25
O31
O32
O33
O34
O35
O41
O42
O43
O44
O45
O51
O52
O53
O54
O55
Interna
Chi-squar
bserved
requency
191
169
5
2
191
183
8
17
190
187
2
18
177
5
12
180
194
1
0
tional Jo
( ) for s
Fe
E11
E12
E13
E14
E15
E21
E22
E23
E24
E25
E31
E32
E33
E34
E35
E41
E42
E43
E44
E45
E51
E52
E53
E54
E55
rnal in
htt
tudent pop
xpected
requency
194
182
2.2
17
.6
194
182
2.2
17
.6
194
182
2.2
17
.6
194
182
2.2
17
.6
194
182
2.2
17
.6
anageme
://www.ij
lation:
(Fo- Fe)
-3
-13
2.2
15
-1.6
-3
1
5.8
0
-3.6
-4
5
9.8
-9
-1.6
24
-5
-17.2
-8
6.4
-14
12
-1.2
3
0.4
t and So
mr.net
(Fo- Fe)2
9
169
4.84
225
2.56
9
1
33.64
0
12.96
16
25
96.04
81
2.56
576
25
295.84
64
40.96
196
144
1.44
9
0.16
Total
ial Scien
=(
Fe
0.046
0.928
0.115
13.23
0.457
0.046
0.005
0.797
0
2.314
0.082
0.137
2.276
4.765
0.457
2.969
0.137
7.01
3.765
7.314
1.01
0.791
0.034
0.529
0.028
49.24
e
o-Fe)2 /
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The calc
To decid
If Calc
S
value Ch
(0.01 si
Values
indicates
Pearson
Describi
>
.
.
0
Pearson
associati
hypothes
Interna
lated value
e Results of
lated> critic
ince the cal
i-square (
nificance).
lays a role
a strong co
's Continge
ere, the val
ng Strengt
haracterizat
.5
to .5
to .3
to .1 little i
s Continge
on. The rob
is.
tional Jo
of Chi-squ
Null Hypot
l, then the n
ulated Chi
critical)of 39.
H1 is acce
in personali
fficient of
cy Coeffic
; n= Total
e of C= 0.3
of Associa
ions are as
high asso
moderate
low associ
f any associ
ncy Coeffi
stness is te
rnal in
htt
re ( calculat
hesis:
ll hypothes
square valu
3, the null
ted. It is c
ty develop
ssociation,
ient (C):
number of r
16.
tion:
ollows:
iation
ssociation
ation
ation (Shar
cient(C) f
sted in favo
anageme
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ed) for stude
is is rejecte
e( Calculated
ypothesis (
ncluded th
ent of a st
the inferenc
espondents.
a,2012)
r student
ur of altern
t and So
mr.net
nts is 49.24
.
) is49.247,
0) is reject
at curriculu
dent. How
cannot be
is 0.316,
tive hypot
ial Scien
.
hich excee
d with 99.9
m encompa
ever, unless
considered
which sho
esis and rej
e
ds the critic
% confiden
ssing Hum
the val
s robust.
s modera
ected the n
al
e
n
e
te
ll
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Similarl
Table 1
Fo
O11
O12
O13
O14
O15
O21
O22
O23
O24
O25
O31
O32
O33
O34
O35
O41
O42
O43
O44
O45
O51
O52
O53
O54
O55
Interna
the Chi-sq
Chi-squar
bserved
requency
8
114
15
6
6
4
104
104
0
10
9
110
tional Jo
are test of I
( ) for t
Fe
E11
E12
E13
E14
E15
E21
E22
E23
E24
E25
E31
E32
E33
E34
E35
E41
E42
E43
E44
E45
E51
E52
E53
E54
E55
rnal in
htt
ndependenc
acher pop
Expected
Frequency
88.2
102.8
7.2
7.4
0.4
88.2
102.8
7.2
7.4
0.4
88.2
102.8
7.2
7.4
0.4
88.2
102.8
7.2
7.4
0.4
88.2
102.8
7.2
7.4
0.4
anageme
://www.ij
e was cond
lation:
(Fo
-20.
11.
-0.2
7.6
1.6
7.8
-6.8
-0.2
-0.4
-0.4
5.8
1.2
-4.2
-2.4
-0.4
15.
12.
2.8
-5.4
-0.4
-9.2
7.2
1.8
0.6
-0.4
t and So
mr.net
cted for tea
- Fe) (F
2 40
12
0.
57
2.5
60
46
0.
0.1
0.1
33
1.
17
5.7
0.1
14
16
7.8
29
0.1
84
51
3.
0.3
0.1
ial Scien
chers.
- Fe)2
8.04
5.44 1
4
.76 7
6
.84
.24
4
6
6
.64
4
.64
6
6
9.64
3.84 1
4 1
.16 3
6
.64
.84
4
6
6
3
e
=(Fo-Fe)2
e
.626
.22
.005
.805
.4
.69
.449
.005
.021
.4
.381
.014
.45
.778
.4
.83
.593
.088
.94
.4
.959
.504
.45
.048
.4
7.856
/
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Calculat
Calculat
freedom
AccordiSo the n
Calculat
Howeve
cannot b
Pearson
Pearson
associati
the null
of stude
Table 1
Fo
O11
O12
O13
O14
O15
O21
O22
Interna
d and Criti
d =37.856;
(df =16).
g to the testull hypothe
dis greater
, unless th
considere
's Continge
ere the Val
s Continge
on. So there
ypothesis (
ts and teach
Chi-squar
bserved
requency
59
83
2
7
87
79
tional Jo
al value of
critical = 2
, if Calcula
sis (H0) is r
than critic
value
as robust.
cy Coeffic
; Where, n
e of C is 0.
ncy Coeffi
is robustne
0). Anothe
ers.
( ) for a
Fe
E11
E12
E13
E14
E15
E21
E22
rnal in
htt
hi square (
6.3 for =
ted> critical.jected and
l.
indicates a
ient (C) an
= Number o
94.
cient(C) f
s towards a
r Chi-squar
combined
Expected
Frequency
282.2
284.8
49.4
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International Journal in Management and Social Science
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teachers.Though there may be innumerable ways to express and interpret knowledge.Human
value gives life a meaning, makes the education complete, keeps mind stress-free and inspires
innovation to happen. A value based life is worth living.
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Rand,Ayn.(n.d.). Brainy Quotes. Retrieved August,28,2013 fromhttp://www.brainyquote.com/quotes/quotes/a/aynrand119091.html
!"!#$! #%!$!& '%( )! Tekkeveettil, Cherian P. (2012).IQ and Genius - Now its SQ!. Retrieved March, 11,
2013 from http://www.lifepositive. com/mind/ evolution/iq-genius/intelligence.asp
Tripathy,A.N.(2003).Human Values.NewDelhi,India:New Age International(P) LtdPublishers.
William James (n.d.). Quotation Detail In The Quotation page. RetrievedAugust,28,2013 from http://www.quotationspage.com/quote/1971.html