hv in education. published pdf

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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* Sri Sri University, (this Research was part of the unpublished doctoral thesis)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


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.


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


Strongly

Resist Total

191 183 48 17 2 441

Human Values bring conviction


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Table 4 Responses among Teachers to Q 2:

Strongly


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.


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


Strongly

Resist Total

190 187 52 8 4 441


Table 6: Responses among Teachers to Q 3:

Strongly


Strongly

Resist Total

94 104 3 5 0 206

Human Values inspire to take responsibility


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4. With the regular practice of Human Value, students feel courageous to accept new

opportunities and challenges in life and career.


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:


Strongly


Strongly

Resist Total

218 177 25 9 12 441

Human Values inspire to take responsibility


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Table 8 Responses among Teachers to Q 4:

Strongly


Strongly

Resist Total

104 90 10 2 0 206


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.


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:


Strongly


Strongly

Resist Total

180 194 41 20 6 441


Table 10 Responses among Teachers to Q 5 :

Strongly


Strongly

Resist Total

79 110 9 8 0 206

Human Values inculcate self-motivation and

ambition


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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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Number

6

7

8

9

10

Average

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encompa

5.12% s

encompa

very lo

diagram

(H1) is a

play a ro

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drawn a

Conting

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,

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he hypothe

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ncy Coeffic

are ( ) T

is analysed

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114

96

104

90

110

102.8

the abov

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192 9

198 9

194 9

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191 9

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ough Chi-s

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develop

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student.

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To establ

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urriculum

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table (Sha

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ificance lev

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15/21

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

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E12

E13

E14

E15

E21

E22

E23

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E25

E31

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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

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194

182

2.2

17

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194

182

2.2

17

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194

182

2.2

17

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194

182

2.2

17

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lation:

(Fo- Fe)

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2.2

15

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5.8

0

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5

9.8

-9

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24

-5

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-8

6.4

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12

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3

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t and So

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(Fo- Fe)2

9

169

4.84

225

2.56

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1

33.64

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12.96

16

25

96.04

81

2.56

576

25

295.84

64

40.96

196

144

1.44

9

0.16

Total

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0.046

0.928

0.115

13.23

0.457

0.046

0.005

0.797

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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 /


16/21

The calc

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Values

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the inferenc

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17/21

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

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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

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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

/


18/21

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

24.6

6

282.2

284.8

anageme

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) are as f

.05 signific

the alternati

strong coef

describin

f responden

r teacher

ccepting alt

test is con

student an

(Fo-

-23.

-1.8

2.6

22.

0

4.8

-5.8

t and So

mr.net

ollows:

ance (95%

ve hypothe

ficient of a

Strength

ts.

is 0.394,

rnative hyp

ucted with

teacher p

Fe) (F

2 53

3.

6.7

50

0

23

33

ial Scien

onfidence)

is (H1) is a

ssociation,

f Associati

which sho

othesis (H1)

the combin

pulation:

- Fe)2

8.24 1

4

6

1.76

.04

.64

e

or degrees

cepted. He

the inferen

n:

s modera

and rejecti

ed populati

=(Fo-Fe)2

e

.91

.01

.14

0.4

.08

.12

of

re

e

te

g

n

/


19/21

O23

O24

O25

O31

O32

O33

O34

O35

O41

O42

O43

O44

O45

O51

O52

O53

O54

O55

Calculat

Calculat

freedom

Accordi

So the n

Calculat

Howeve

cannot b

Interna

5

4

84

91

5

13

22

67

5

11

12

59

04

0

8

d and Criti

d =60.997;

(df =16).

g to the test

ull hypothe

dis greater

, unless th

considere

tional Jo

E23

E24

E25

E31

E32

E33

E34

E35

E41

E42

E43

E44

E45

E51

E52

E53

E54

E55

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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.

REFERRENCES:

Personality [Wikipedia].(2013).Retrieved January,5,2013 fromhttp://en.wikipedia.org/wiki/Personality

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

hv in education. published pdf

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