International Journal of Teacher Educational Research …ijter.com/s folder/JUNE2014/totalpdfjune2014.pdf · International Journal of Teacher Educational Research (IJTER) Vol. 3 No.6

International Journal of Teacher Educational Research (IJTER) Vol. 3 No.6 June, 2014 ISSN: 2319-4642 www.ijter.com

Editorial Dear Colleagues

Greetings

It gives me immense pleasure in hosting the June,2014 issue of the INTERNATIONAL

JOURNAL OF TEACHER EDUCATIONAL RESEARCH (IJTER), a monthly online open access journal,

indexed as international journal in the Directory of Research Journal Indexing (www.drji.com). You can

find IJTER available in all online repositories and data bases and also available in almost all the

university libraries. The review committee has selected four papers for publication in this issue. Hope

these papers will be very useful for many researches, teachers in the field of Education. Kindly extend

your fullest co-operation and support for the development of this Journal. Please do not hesitate to

share your comments and suggestions, if any, to fine tune this journal further. Again I request all the

contributors to follow strictly the guidelines prescribed by IJTER while preparing research papers

for submission. I take this opportunity to thank all the contributors for having provided support through

their contributions.

With every good wish,

Dr.S.RAJASEKAR

Date: 01-06-2014 Editor-in-Chief

IJTER Emails: [email protected]

[email protected]

Website: www.ijter.com

http://www.ijter.com/

http://www.drji.com/

mailto:[email protected]



International Journal of Teacher Educational Research (IJTER) Vol.3 No.6 June, 2014 ISSN: 2319-4642 www.ijter.com

Relationship between Study Habit and Test Anxiety of Higher Secondary Students

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RELATIONSHIP BETWEEN STUDY HABITS AND TEST ANXIETY OF HIGHER SECONDARY STUDENTS

Mr.A. S. ARUL LAWRENCE Assistant Professor, School of Education, Tamil Nadu Open University, Chennai – 600015, Tamil Nadu, India. E-mail: [email protected]

ABSTRACT The present study aims to probe the relationship between study habits and test anxiety of higher

secondary students. In this normative study survey method was employed. The population for the present

study consisted of higher secondary students studying in Tirunelveli district. The investigator used the

simple random sampling technique. The sample consisted of 300 students from 10 higher secondary

schools. The investigator used the Study Habits Scale by Santhy, K. R. (2010) and Test Anxiety Scale by

Sharma, V. P. (1997). For analyzing and interpreting the data the investigator used percentile analysis,

standard deviation, „t‟ test, and Pearson‟s product moment correlation as the statistical techniques. The

findings show that (i) the level of study habits and test anxiety of the higher secondary students were

moderate (ii) there was no significant relationship between study habits and test anxiety of higher

secondary students.

Keywords: study habits, test anxiety, examination anxiety, higher secondary students INTRODUCTION

The higher secondary level is that where the completion of the moulding of a genuine personality

takes place. It is the highest level of the school educational system, which releases specific citizens into

the immediate society. It is the period in which the student expresses his totality not only in learning, but

also in social, cultural, emotional and behavioural aspects. Hence, the higher secondary students form a

definite, specialized sample. After acquiring ten years of general education, at the higher secondary level,

the students are focused to a diversification of subjects. Hence, they automatically develop into students

following certain new study habits, which suit their change in the academic field. Many students undergo

private tuition to improve their performance, but this improvement cannot be achieved overnight. What they

need is improvement in studies by various ways and means. This can be achieved only by means of




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having proper and regular study habits. Students‟ needs, requirements, abilities, capabilities, their pattern

of studying etc. have been neglected for a long time and they were forced to learn the same thing, by the

same method, by the same person in the same environment. Not only is it important that teachers

recognize these diversities in their students, but also it is desirable that they value their study habits.

Otherwise, even if appropriate strategies are developed and made available to teachers, there may be little

proof of gain in the students.

SIGNIFICANCE OF THE STUDY

Students are the pillars of the nation. They should posses qualities needed for the effective

performance of their roles. Education should speed out the kinds of desirable changes needed by the

society and now these changes are to be brought among the students. For this educational institutions

should try to study and understand various problems of the society in specific areas from time to time and

should become the integral part of social development. The students should be involved in studies to attain

the whole development. Our educational institutions should take into account basic human differences in

their studying, thinking etc., to seek better means of individualized instruction for more effective studying.

Higher secondary is a stage where the students can improve their study habits. A good classroom climate

enhances the study habits of the student and it should reduce the fear of facing the examination. Scoring

marks in their higher +2 examinations is very important because the marks or achievement direct the

students for their future vocation. The future destiny of the students is mostly determined by the higher

secondary achievements. This leads the investigator to find out the relationship between the study habits

and test anxiety of higher secondary students.

STATEMENT OF THE PROBLEM

The present study is entitled as “Relationship between Study Habits and Test Anxiety of

Higher Secondary School Students”.

OPERATIONAL DEFINITIONS

Relationship

It means the connection between two variables. In this study, the connection between study habits

and academic achievement was found out.



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Study Habits

In the manual of Rao‟s study habits inventory, study habits are defined as “the sum of all the

habits, determined purposes and enforced practices that the individual uses in order to learn”. Here, the

investigator means the same.

Test Anxiety

Test anxiety is the mental distress and fear experienced by students when they have to face

examinations of any type (or) any of its related activities. Here the investigator refers Test Anxiety of Higher

Secondary students facing or doing examination.

Higher Secondary Students

By higher secondary students, the investigator means the students studying the higher secondary

course, i.e., XI and XII standards after completion of their SSLC / 10th standard.

OBJECTIVES

1. To find out the level, significant difference if any in the study habits of higher secondary

students in terms of background variables.

2. To find out the level, significant difference if any in the test anxiety of higher secondary

students in terms of background variables.

3. To find out the relationship between study habits and test anxiety of higher secondary

students.

METHODOLOGY

The investigator adopted the survey method to find out the relationship between study habits and

test anxiety of higher secondary students. The population for the present study consisted of higher

secondary students studying in Tirunelveli district. The investigator used the simple random sampling

technique. The sample consisted of 300 students from 10 higher secondary schools. The investigator used

the Study Habits Scale by Santhy, K. R. (2010) and Test Anxiety Scale by Sharma, V. P. (1997). For

analyzing and interpreting the data the investigator used percentile analysis, standard deviation, „t‟ test, and

Pearson‟s product moment correlation as the statistical techniques.

DATA ANALYSIS AND FINDINGS

1. To find out the level of study habits of the higher secondary students.



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Table-1

Level of Study Habits of Higher Secondary Students

Variable Low Moderate High

N % N % N %

Study Habits 70 23.3 147 49.0 83 27.7

It is inferred from the table that 23.3% of higher secondary students have low, 49.0% of them have

moderate and 27.7% of them have high level of study habits.

2. To find out the level of test anxiety of the higher secondary students.

Table-2 Level of Anxiety of Higher Secondary Students

Variable Low Moderate High

N % N % N %

Test Anxiety 74 24.7 148 49.3 78 26.0

It is inferred from the table that 24.7% of higher secondary students have low, 49.3% of them have

moderate and 26.0% of them have high level of test anxiety.

Null Hypothesis-1

There is no significant difference between higher secondary school boys‟ and girls‟ in their study

habits.

Table-3 Difference between Higher Secondary School Boys’ and Girls’ in their Study Habits

Gender N Mean S.D. Calculated ‘t’ value Remarks at 5% level

Boys 123 49.03 10.87 1.36 NS

Girls 177 50.67 9.33

(At 5% level of significance, the table value of ‘t’ is 1.96)

It is inferred from the above table that there is no significant difference between higher secondary

school boys‟ and girls‟ in their study habits.

Null Hypothesis-2

There is no significant difference between rural and urban higher secondary school students in

their study habits.



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Table-4 Difference between Rural and Urban Higher Secondary School Students in their Study Habits

Locality of School

N Mean S.D. Calculated ‘t’ value Remarks at 5% level

Rural 150 50.15 10.49 0.263 NS

Urban 150 49.84 9.51


It is inferred from the above table that there is no significant difference between rural and urban

higher secondary school students in their study habits.

Null Hypothesis-3

There is no significant difference between day-scholar and hosteller higher secondary students in

their study habits.

Table-5 Difference between Day-scholar and Hosteller Higher Secondary Students in their Study Habits

Mode of Stay N Mean S.D. Calculated ‘t’ value Remarks at 5% level

Day-scholar 233 50.23 10.02 0.687 NS

Hosteller 77 49.32 9.96


It is inferred from the above table that there is no significant difference between day-scholar and

hosteller higher secondary students in their study habits.

Null Hypothesis-4

There is no significant difference between private tuition going and non-going higher secondary

students in their study habits.

Table-6 Difference between Private Tuition Going and Non-going Higher Secondary Students in their Study

Habits

Private Tuition


Going 113 50.38 10.34 0.506 NS

Non-going 187 49.76 9.80


It is inferred from the above table that there is no significant difference between private tuition

going and non-going higher secondary students in their study habits.



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Null Hypothesis-5

There is no significant difference between higher secondary school boys‟ and girls‟ in their test anxiety.

Table-7 Difference between Higher Secondary School Boys’ and Girls’ in their Test Anxiety

Gender N Mean S.D. Calculated ‘t’ value Remarks at 5% level

Boys 123 48.99 10.458 1.43 NS

Girls 177 50.70 9.636


It is inferred from the above table that there is no significant difference between higher secondary

school boys‟ and girls‟ in their test anxiety.

Null Hypothesis-6

There is no significant difference between rural and urban higher secondary school students in

their test anxiety.

Table-8 Difference between Rural and Urban Higher Secondary School Students in their Test Anxiety

Locality of School


Rural 150 50.26 10.047 0.456 NS

Urban 150 49.73 9.978


It is inferred from the above table that there is no significant difference between rural and urban

higher secondary school students in their test anxiety.

Null Hypothesis-7

There is no significant difference between day-scholar and hosteller higher secondary students in

their test anxiety.

Table-9 Difference between Day-scholar and Hosteller Higher Secondary Students in their Test Anxiety

Mode of Stay N Mean S.D. Calculated ‘t’ value Remarks at 5% level

Day-scholar 233 49.55 9.66 1.23 NS

Hosteller 77 51.28 10.87




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It is inferred from the above table that there is no significant difference between day-scholar and

hosteller higher secondary students in their test anxiety.

Null Hypothesis-8

There is no significant difference between private tuition going and non-going higher secondary

students in their test anxiety.

Table-10 Difference between Private Tuition Going and Non-going Higher Secondary Students in their Test

Anxiety

Private Tuition


Going 113 49.97 10.10 0.033 NS

Non-going 187 50.01 9.96

(At 5% level of significance, the table value of ‘t’ is 1.96) It is inferred from the above table that there is no significant difference between private tuition

going and non-going higher secondary students in their test anxiety.

Null Hypothesis-9

There is no significant relationship between study habits and test anxiety of higher secondary students.

Table-11 Relationship between Study Habits and Test Anxiety of Higher Secondary Students

Variables N ‘’ value Remarks

Study Habits and Test Anxiety 300 0.010 NS

(At 5% Level of significance the table value of ‘’ is 0.113)

It is inferred from the above table that there is no significant relationship between study habits and

test anxiety of higher secondary students.

RESULTS AND DISCUSSION

From the above study the investigator has come to conclusion that the level of study habits of the

higher secondary students is moderate and level of test anxiety of the higher secondary students is also

moderate.

The investigator found that there is no significant difference between higher secondary school

boys‟ and girls‟ in their study habits. This finding contradicts the findings of Arul Lawrence (2013) & Doss

(2012) and supports the findings of Kulandai Samy (2007) & Helen Kevin (2007). There is no significant

difference between rural and urban higher secondary school students in their study habits. This finding

supports the findings of Arul Lawrence (2013), Doss (2012) and Helen Kevin (2007). There is no significant



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difference between day-scholar and hosteller higher secondary students in their study habits. This finding

contradicts the findings of Arul Lawrence (2014) and Doss (2012). There is no significant difference

between private tuition going and non-going higher secondary students in their study habits.

The investigator found that the test anxiety of girls was higher than the boys. This finding supports

the findings of Devine et al. (2012), Baskar (2012), Surjit Singh (2010) and Mark Chapell (2005). There is

no significant difference between rural and urban higher secondary school students in their test anxiety.

This finding supports the findings of Baskar (2012). There is no significant difference between day-scholar

and hosteller higher secondary students in their test anxiety. This finding contradicts the findings of Baskar

(2012). There is no significant difference between private tuition going and non-going higher secondary

students in their test anxiety. This finding supports the findings of Baskar (2012). There is no significant

relationship between study habits and test anxiety of higher secondary students.

CONCLUSION

In order to improve the quality of education we must develop certain innovative strategies, which

will enhance the educational standards. In addition to that from the student‟s side there must be some

important steps, which form the basis for their academic achievement. Here the investigator thought that

students‟ academic achievement and their excellence in studies depends mainly on two factors such as

their study habits and their test anxiety. For this matter, it is the effort of teachers to develop good study

habits among school students. If we develop the good study habits among the students their test anxiety

will be diminished automatically. This study will help to identify the study related problems especially test

anxiety which blocks the academic achievements and advancements. Present study enhances the learning

strategies and helps one to develop good study habits. This study will be of great use to the 10 th and 12th

standard students who will be under great stress and anxiety before writing their public examinations. If the

student follows proper study habits then he can overcome his test anxiety and score more. Also, this study

will definitely help to reduce dropouts, wastage and stagnation in learning process.

REFERENCES

Baskar, M. (2012). Study involvement and test anxiety of higher secondary students. An unpublished M.Ed.

dissertation submitted to Tamil Nadu Teachers Education University, Chennai.

Chapell, S. Mark et al. (2005). Test anxiety and academic performance in undergraduate and graduate

students. Journal of Educational Psychology, 97(2): 268-274. doi: 10.1037/0022-0663.97.2.268

http://psycnet.apa.org/doi/10.1037/0022-0663.97.2.268



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Devine, et al. (2012). Gender differences in mathematics anxiety and the relation to mathematics

performance while controlling for test anxiety. Behavioral and Brain Functions, 8(33): 1-9.

Retrieved from http://www.biomedcentral.com/content/pdf/1744-9081-8-33.pdf

Doss, T. J. V. A. (2012). Relationship between study habits and academic achievement of high school

Santal students. An Unpublished M.Ed. Dissertation submitted to Tamilnadu Teachers Education

University, Chennai.

Kevin, M. Helen. (2007). Relationship between study habits and achievement in biology at the higher

secondary level. An unpublished M.Phil. Dissertation submitted to Periyar University, Salem.

Lawrence, A. S. Arul. (2013). Study habits of higher secondary school students. Edu Care– a Peer

reviewed International Journal of Education & Humanities, Vol.II (1): 270-275.

Lawrence, A. S. Arul. (2014). Relationship between study habits and academic achievement of higher

secondary school students. Indian Journal of Applied Science. Paper submitted for the publication.

Rao, D. Gopal. (1976). Rao's study habits inventory, Agra: Agra Psychological Research Cell.

Samy, R. Kulandai. (2007). Relationship between study habits and achievement of matriculation higher

secondary school students. An Unpublished M.Phil. Dissertation submitted to Manonmaniam

Sundaranar University, Tirunelveli.

Sharma, V. P. (1997).Test Anxiety Scale. Agra: National Psychological Corporation.

Singh, Surjit (2010). Relationship of anxiety and emotional and social maturity with actualization of general

mental ability of high school students. An published Ph.D. dissertation submitted to Guru Nanak

Dev University. Retrieved from http://hdl.handle.net/10603/7062

http://www.biomedcentral.com/content/pdf/1744-9081-8-33.pdf

http://hdl.handle.net/10603/7062


Students” Perceptions of Effective Characteristics in Higher Education

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STUDENTS’ PERCEPTIONS OF EFFECTIVE TEACHER CHARACTERISTICS IN HIGHER EDUCATION

Ms. CHARMAINE SENTA GEETA BISSESSAR Academic Development Coach Hugh Wooding Law School 83 Aquamarine Drive, Diamond Vale, Diego Martin, Trinidad Email: [email protected] Website: www.hwls.edu.tt

ABSTRACT

The purpose of this study was to determine college students’ perceptions of effective teacher

characteristics in higher education. Participants were 17 French and English college students enrolled in

the Associate and Bachelor’s Degree Programs at a vocational higher educational institution in Trinidad.

Students’ reflections of the classes were coded and linked to Onwuegbuzie, Witcher Collins, Filer,

Wiedmaier, and Moore’s (2007) nine themes which form the acronym RESPECTED and four meta-themes

of CARE which were termed the CARE-RESPECTED model of Teaching Evaluation. After application of

the prevalent themes from students’ reflections the acronym CREATES was found. C was matched with

Connector; R equaled Responsiveness/Communicator; E was linked to Enthusiast; A was connected to

Advocate; T dealt with Transmitter; E equaled Empowerment; and S pertained to Student-Centered.

Keywords: College Students; Effective Characteristics of Teachers and Teaching; Trinidadian

INTRODUCTION

Trinidad and Tobago’s Vision 2020, Operational Plan, Section 1 stated that education is critical

in the development of a “cadre of academically, intellectually and skilled individuals who possess relevant

life skills as well as positive attitudes, to facilitate and enable quick employability locally, regionally and

internationally” (p. 23). With this in mind, the Government of Trinidad and Tobago implemented the GATE

program to ensure that, “there are no limits to accessing quality education” (Ministry of Science Technology

and Tertiary Level Education, 2010, p. 1). The Ministry of Education website lists the following objectives of

the GATE program:

1. To make tertiary education affordable to all so that no Citizen of Trinidad and Tobago will be

denied tertiary education because of their inability to pay.

2. To widen access to tertiary education that will support economic development and promote

social equity.


http://www.hwls.edu.tt/



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3. To build and strengthen a national quality tertiary education sector through both public and

private Tertiary Level Institutions. (p. 1)

With such objectives at the forefront, higher education has been increasing in institutions and students

throughout Trinidad and Tobago. With the increase in student education and enhanced need for teachers

at the higher echelons of education, the question of teacher and teaching effectiveness is inevitable.

PROBLEM

Increased investment in human and intellectual capital should result in substantial dividends

especially when students are the most significant stakeholders in promoting sustainability and equity within

a country’s educational system. Therefore, as the demand for courses and higher education increases so

too does the need for educators. The problem, hence, is the quality of the teachers in higher education and

their effectiveness. Teacher effectiveness determines whether students and an educational system are

efficient. Bezold (2012) indicated that teacher concerns and issues pertaining to teacher quality and

effectiveness are global concerns and one in which university leaders continue to have a vested interest

(Ovando, 1989).

PURPOSE

The purpose of this qualitative study was to determine students’ perception of teacher

effectiveness at a vocational higher education institution in Trinidad. The research question answered was:

What are Trinidadian college students’ perceptions of effective teaching and teacher characteristics? There

is a dearth of information on Trinidadian teachers and students in the extant research literature. This study

will extend the body of information on students’ perception of effective teacher characteristics in general

and specifically related to Trinidadian students. The findings of this study can be used as a stepping stone

toward implementing more student-centered activities in the classroom as well as promoting increased

levels of care in the teacher/student dyad.

LITERATURE/THEORETICAL FRAMEWORK

TEACHER EFFECTIVENESS

Eggen and Kauchak (1992) defined teacher effectiveness “as the patterns of teacher behavior that

resulted in increased student learning." (p. 45). Marsh and Roche (1993) looked at students’ evaluations of

instructor teaching effectiveness in order to enhance university teaching. Ryan and Harrison (1995)

advanced this general idea to include more specifically, the value students ascribe to several subscales of

teacher characteristics to rate overall teacher effectiveness. In their chronological examination of research



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articles on teacher effectiveness from 1999 to 2005, Anderson, Ingram, and Buford (2012) showed the

trend from tangible qualities such as information given to intangible characteristics of care and concern for

students.

Sheehan (1999) found that students wanted instructors who were informative and provided

interesting lectures. In 2001, Crumbley et al. found that teachers were considered effective based on their

teaching style, their presentation techniques, their enthusiasm, and preparation and organization. Spencer

and Schmelkin (2002) concluded that students rated teachers as being effective when they showed

concern, valued students’ opinions, and expressed clarity in communication, and were open to differing

viewpoints. Greimel-Fuhrmann and Geyer (2003) discovered that teachers were considered effective if they

responded to student questions and view-points, used creative instructional delivery approaches,

demonstrated a sense of humor and maintained balance, and exercised a fair approach toward classroom

discipline. Okpala and Ellis (2005) concluded that teachers were deemed effective based on their level of

caring for students and their learning, their teaching skills, their content knowledge, their dedication to

teaching, and their verbal skills.

Similarly, Darling-Hammond (2008) underscored the use of indirect instruction and stated that

engaging students in active learning and assessing students’ learning continuously with constant feedback

were some of the necessary elements in teaching behaviors that promote powerful learning. There was a

definite shift from information-driven needs or direct instruction to more philanthropic-driven needs or

indirect instruction throughout the six years of student/teacher relationships (Bezold, 2012). This is

evidenced in the CARE-RESPECTED Model of Teacher Evaluation (Onwuegbuzie, 2007).

CARE-RESPECTED Model of Teacher Evaluation

The CARE-RESPECTED Model of Teacher Evaluation was posited by Onwuegbuzie, Witcher

Collins, Filer, Wiedmaier, and Moore’s (2007) to encompass both the desire for information as well as the

defining intangible qualities of care, concern, and value creation. Consequently, this model encompassed

both paradigms of direct and indirect instruction. Each letter stands for a particular teaching effectiveness

characteristic identified by 912 undergraduate and graduate students in a Public University in the U.S.A.

The following explains each aspect of the aforementioned acronym which is seen in Appendix A. Tutor’s

responsiveness is seen in timely feedback (R); displays passion and enthusiasm in the delivery of the

curriculum (E); the student-centered classroom (S); shows professionalism (P); connects students’ prior

knowledge to current knowledge (E); connects with students within and outside the classroom (C);



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transmits information clearly and accurately (T); shows ethical qualities adherence to institutional policies

(E); and directs effective instruction through effective managing of time, material and environment (D).

The CARE acronym was seen in students’ reflection of the tutor as a: communicator who

effectively delivers information (C); promoter of active learning and shows sensitivity to students (A);

demonstrator of responsibility in maximizing students’ learning experiences (R); and vehicle towards

empowering students to acquire the necessary skills (E). Table 2 shows the CARE acronym and

descriptions of each quality. Myers and Anderson (2012) purported a theory of emotionally intelligent

teaching where teachers are aware of students’ needs and cater to these needs. They also found that

caring was reported by students to play a pivotal role in teacher effectiveness. They valued the importance

of the CARE-RESPECTED Model of Teacher Evaluation.

METHOD

This qualitative study is based on students’ reflections of one French class and two English classes

at a higher educational vocational institution in Trinidad. Seventeen participants were asked to reflect on

their experiences in an English class after 8 weeks of exposure to the subject and the teacher. The

participants’ ages ranged from 18 to 45 years. The students wrote their reflections on the class on the 15th

January, 2014 and 21st March, 2014. They gave informed consent to have their reflections used in this

study and were told that information will be recorded cumulatively. Convenience sampling was used to

collect students’ reflection of the class. It was an open-ended assignment with no specific instructions.

The researcher read and re-read students’ reflections. She then coded them into themes and re-

coded them noting the various recurring vocabulary and the frequency of use words. A content analysis of

the reflections was conducted. Marshall and Rossman (1989) suggested a five mode analytical procedure

in content analysis which involved: (a) organizing the data; (b) generating the categories themes and

patterns; (c) testing the emergent hypothesis against the data; (d) searching for alternative explanations;

and (e) writing the report. When adhering to these five modes, the researcher found adequate content to

validate the emerging themes of students’ perceptions of effective teaching and teacher characteristics

similar to the nine themes and four meta-themes espoused by Onwuegbuzie et al. (2007).

Onwuegbuzie at al. (2007) used the acronym RESPECTED with the meta-theme CARE to illustrate

each aspect of teacher qualities identified by students. The main theme RESPECTED is evidenced in

students’ reflections. However, the PE and ED were not found among Trinidadian college students’

reflections. The CARE acronym was seen in students’ reflections. However, the R aspect of CARE was not



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evident (as indicated in Table 1). A re-arranging and re-structuring of the acronyms and letters evident in

students’ reflections was done and the acronym CREATES was found when both RESPECTED and CARE

acronyms were conjoined.

As indicated in Appendix A, each letter was evidenced by students’ reflections on tutor’s:

connection with students within and outside the classroom (C); responsiveness in timely feedback (R);

display of passion and enthusiasm in the delivery of the curriculum (E); use of interactive and group

activities as an advocate in fostering active learning activities (A); transmission of information clearly and

accurately (T); ability to empower students (E); and promotion of a student-centered classroom (S).

Table1. CARE Acronym and Trinidadian Students’ Reflections

Communicator Serves as a reliable resource for students; effectively guides

students’ acquisition of knowledge, skills, and dispositions;

engages students in the curriculum and monitors their

progress by providing formative and summative evaluations

Formative Assessment

Advocate Demonstrates behaviors and dispositions that are deemed

exemplary for representing the college teaching profession,

promotes active learning, exhibits sensitivity to students

Interactive/Group

Activities

Responsible Seeks to conform to the highest levels

of ethical standards associated with the college teaching

profession and optimizes the learning experiences of students

Empowering Stimulates students to acquire the knowledge, skills, and

dispositions associated with an academic discipline or field and

stimulates students to attain maximally all instructional goals

and objectives

Improvement/Confident/



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FINDINGS

Based on the codification process the aforementioned themes were found and cross-referenced.

During the process of inquiry, the researcher checked the data for trustworthiness “credibility,

transferability, dependability, and conformability” (Lincoln & Guba 1985, p. 189). From the data garnered,

there was the repetition of key descriptive words and phrases such as: “provides feedback,” “energetic”

“lively,” “engage her students,” “very motivating,” “individual help,” “technology,” “interactive teaching

techniques,” “caring,” “Improvement,” “motivational,” “functional method of teaching,” “appreciated,” and

“enjoyable,” which when analyzed quantitatively proved to be 80% of words participants used during the

interviews.

The acronym derived from students’ reflections CREATES, exemplifies aspects of teaching and

teacher effectiveness. Table 2 shows each letter and the corresponding word and quality. From Table 2, C

is equivalent to connector and relates to individualized attention; R relates to responsiveness and

communicator; E shows enthusiasm and denotes energy and liveliness; A relates to advocacy and can be

seen in the use of interactive and group activities; T displays the use of technology and interactive games

which leads to E, student empowerment; such confidence was further demonstrated in catering to students’

individual learning styles and creating a risk-taking environment which leads to student-centered

instruction, S.

Table 2. CREATES Acronym and Characteristics of Teacher/Teaching Effectiveness

CREATES Characteristics

Connector Individualized Attention/Caring/Going the extra mile

Responsiveness/Communicator Feedback/ Formative Assessment

Enthusiast Energetic/Vivacious/Lively

Advocate Interactive/ Group Activities

Transmitter Technology/Interactive Games

Empowering Confident/Improvement

Student-Centered Learning Styles/Risk Taking Environment/Boosts Retention Skills

Connector

Most students commented on the fact that the tutor gave individualized attention and they were

grateful for that. One Participant 11, stated, “Miss called me up and spoke to me about my essay writing



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she encouraged me to read every day. I felt appreciated” (Personal communication, 15th January, 2014).

Participant 12 reiterated the level of care, “Sometimes, I felt as though Miss was being hard on me but at

the end it was worth it all and she just wanted the best for me” (personal communication, 15 th January,

2014). Participants indicated that teacher interest in their work was critical to their success and a strong

intrinsic motivator. For example, Participant 16 stated, “the interest shown by my teacher towards my work

motivated me to keep going.” Participant 8 concluded, “Sometimes, I think she is hard on us but I don’t

mind at all. It shows how much she cares about us all.”

Another aspect of the connector is that of going the extra mile. Participant 9 opined, “She goes all

out for her students. She bends wires to make ends meet right where she wants them.” Participant 17

echoed similar sentiments, “the interest shown in my work from the teacher motivated me to work and try

harder. She is pushing for everyone to pass, by going the extra mile.” Participant 14 lauded the tutor’s

efforts, “She is a teacher who surely knows her work and teaches us it and her motto is No-one fails in her

class.” This is similar to what Participant 2 said, she stated, “Miss’ classes leave no one behind.” The

qualities of a connector are exemplified in these statements.

Responsiveness/Communicator

Students rated feedback and responsiveness as essential in teaching and learning. Participant 7

was quick to state what she most liked about this English class, “One thing I like about this class is that she

takes your work, checks it, calls you individually and tells you the problems she sees so far.” Participant 7

also continued, “I love the part when the teacher finishes a topic and she gives a small test to ensure that

everyone understands it and every day she gives us more work to learn.” This shows the importance of

feedback and formative assessment.

Enthusiast

Teachers’ passion for their subject and what they do was reinforced by these students. Participant

3 stated, “I enjoy that both classes are not dull and boring and they are vivacious and interactive.” She

continued, “Every week I look forward to class to see what we are going to learn and what creative way

there is to get a better understanding of the class.” Capitalizing on students’ anticipation can be

motivational as other participants indicated. Participant 9 stated, “Miss is an energetic teacher.” Participant

15 expressed gratitude for this energy, “I will always be thankful to my teacher for the time and energy she

puts out to ensure all of her students understand what she teaches.” Participant 7 stated, “First time, I came

to an English class and enjoyed it and learnt so fast. I always look forward to English class every day.”



17

Participant 12 stated, “For a person like me who is not a fan of English, I was beginning to enjoy it because

Miss made it very interesting and helped me to realize how important a Language like English is in our

everyday lives.” Enthusiasm, passion, fun, enjoyment, and engagement were cited as essential tools for

teachers’ repertoire of effectiveness.

Advocate

According to Onwuegbuzie et al. (2007), the teacher, “Demonstrates behaviors and dispositions

that are deemed exemplary for representing the college teaching profession, promotes active learning,

exhibits sensitivity to students” (p. 114). Participant 6 stated, “I am enjoying the group activities that are

given to us each week. Working with my class enhances my learning and it decreases the stress of

remembering new topics on my own.” Participant 9 stated:

Miss is a very patient and lively teacher to the satisfaction of the class. Everyone pushes

themselves. I love the motivation a lot. I even dream about it and think about class before I get

here. When I reach, I feel relaxed like I am supposed to be here.

Another student indicated, “The classes have been very interactive; the learning atmosphere is open,

engaging and has influenced me to be more responsive to questions that are being asked in the class.”

Participant 14 stated, “The class has gotten more lively and enjoyable.” Participant 15 reiterated, “I look

forward to coming to class and talking and interacting with my peers.” Participant 2 stated, “Her very

interactive teaching techniques ensure that all members of the class participate.” Participant 11 stated, “My

teacher is a well-spoken person who has a proper attitude and is gracious.” Participant 15 stated, “Miss is a

great teacher and role-model. She taught us to never give up without trying ad if we do not get through try

again.” Effective teacher characteristics therefore, were more focused on indirect instruction.

Transmitter

Aspects of transmitter can be evidenced in all the other qualities. However, some snippets of

transmitter are represented here. Participant 1 stated, “The lecturer tries using state of the art and cutting

edge technology to engage her charges.” Participant 4 stated, “The classes are interesting, active and you

have no time to sleep.” Participant 5 agreed that, “The interactive and exciting lectures have encouraged

me to be anxious for the next class.” Ensuring that learning is engaging is another attribute lauded by

participants, Participant 17 opined, “She made learning fun.” Engagement was high on students’ list of

priorities and this empowered them as they indicated in the following section.



18

Empowering

Participant 15 stated, “Miss was a great teacher and role-model. She taught us to never give up

without trying and it we do not get through try again.” Participant 7 stated, “I am so proud of myself. I think

that I am learning very fast.” Participant 10 stated, “I have improved and I am very appreciative of my

current ability. With the knowledge and understanding I have acquired within this four week period, I intend

to apply what I have learned to my everyday activities.” Participant 11 stated, “I have improved so I don’t

mind having to give up some of my responsibilities. I am confident about myself.” Participant 12 said, “I

learnt from my actions and I also learnt to never give up no matter how many times you fall get back up.”

Participant 14 stated, “I am sure everyone’s English has improved.” Improvement was equated with

empowerment where students felt more confident in their abilities.

Student-Centered

Students were pleased with the use of technology and the instructor’s ability to cater to differing

learning styles through interactive games. Participant 1 opined:

The lecturer tries using state of the art and cutting edge technology to engage her charges. Both

French and English classes are boisterous with the hum of industry as we are made to reinforce

concepts learnt through witty sessions involving role-play and theatrics.

Participant 2 stated, “These modern-day techniques of class activities and youtube, makes the students get

a better understanding of the topic and reinforce the topics taught.” The implementation of learning styles

was mentioned positively by several students. Participant 4 stated, “The activities that Miss gives us,

usually keeps us thinking, from singing to rapping. This allows the work to stick in your head. This point

leads me to the last point. There is no time to sleep.” Participant 5 reiterated:

Although the French class has been fun; the activities that we complete allow me to understand the

topic better than reading through the slides. In these lectures, we have been using the Internet to

complete exercises and to hear sounds on the topic; this has helped me to remember the lessons

and it makes studying for exams easier.”

Similarly, Participant 3 stated:

French class to me is an awesome class. I love the interaction process because I think that it really

helped. The way in which the class understood the topic as well as it was fun and it being so it

helped me to retain the information that was taught.



19

Participant 10 stated, “The lecturer has a beautiful and fully functional method of teaching and explaining

this subject.” Participant 15 stated, “I enjoyed the games she had us play in class that way of teaching

helped the class to keep on their toes.” Participant 13 stated, “I am quite satisfied with the techniques used

to make learning easy.”

Overall, Participants rated this particular teacher positively and quite liked her

instructional delivery and her ability to care and show interest in each student individually. Myers and

Anderson (2012) found that students who were taught from an emotionally intelligent perspective were

more likely to feel valued and appreciated. Bezold (2012) also found that the instructor’s behavior

determined the student/teacher dyad and the type of learning environment.

DISCUSSION

Findings in this study corroborate conclusions by Bezold (2012), Myers and Anderson (2012),

Onwuegbuzie et al. (2007), and Delaney et al. (2010). The first letter of the acronym CREATES connector

is substantiated by several researchers. Delaney et al. stated that “Students who identified approachable

as a characteristic of effective teaching described these behaviors using adjectives that include: friendly,

personable, helpful, accessible, happy and positive” (p. 10). Reid and Johnston (1999) and found

approachability and interest as significant characteristics identified by students as reflecting effective

teachers. Moreover, Pollio and Humphreys (1996) concluded that a connection between instructor and

teacher resulted in effective teaching. Spencer and Schmelkin (2002) posited that students felt valued

when instructors showed care and concern. Greimel-Fuhrmann and Geyer (2003) also indicated that

instructors’ willingness to respond to students’ questions was rated highly in teachers’ level of

effectiveness.

Responsiveness/communication was also found by several researchers to be influential in effective

teaching (Bezold, 2012; Greimel-Fuhrmann & Geyer, 2003). Darling-Hammond (2008) posited seven

teaching behaviors for powerful learning. Two of these behaviors involved assessing student learning

continuously and giving constant feedback. Delaney et al. (2010), Okpala and Ellis (2005) and also found

that students rated instructors who contained excellent communication skills and were responsive to

students’ needs highly.

Instructors’ who were engaging and enthusiastic were also placed in high regard among college

students (Rosenshine & Frust, 1971; Crumbley et al. 2001; Greimel-Fuhrmann & Geyer 2003). Delaney et

al (2010) found that students who identified instructor behaviors that “were engaging describe these



20

behaviors using adjectives that include: enthusiastic, interesting, passionate, motivating, creative, positive,

charismatic, stimulating, interactive, energetic, and assertive” (p. 11). Advocate and transmitter were also

found to be necessary attributes to teaching effectiveness. Darling-Hammond (2008), Delaney et al.,

Greimel-Fuhrmann and Geyer found that student participation in active learning and engaging interactions

resulted in higher teacher effectiveness. Chickering and Gameson (1987) also found that teachers who

encouraged cooperation among students and active learning were rated higher than other teachers who did

not provide opportunities for student participation.

Students also rated teachers’ empowerment of them as vital in teaching effectiveness

(Onwuegbuzie et al., 2007). Proponents of teacher effectiveness underscored the importance of a student-

centered classroom (Delaney et al. 2010, Onwuegbuzie et al.). Taylor and Parsons (2011) in their

discussion on student engagement, stated, “Educators must continue to seek to understand and apply

specific, well-considered, if not agreed upon, strategies that support student engagement in learning both in

and beyond the classroom” (p. 5). Participants underscored the importance of student engagement in

ensuring that learning took place.

CONCLUSIONS

Higher education students in this paper have exemplified what they consider to be effective teacher

characteristics. The findings of this study have been found to be consistent with conclusions discovered by

other researchers in the literature. Participants have underscored the need for instructors to be effective

through the application of student-centered to teaching, showing concern and care, displaying passion,

drive, and enthusiasm and above all by empowering them. Teacher educators who do not see the value of

active engagement in the classroom should rethink this strategy since continued research suggests that

interaction and student-centered learning continue to be the sine qua non of student success.

REFERENCES

Anderson, M. R., Ingram, J. M., & Buford, B. J. (2012). Doctoral students’ perceptions of characteristics of

effective college students: A mixed analysis. International Journal of Doctoral Studies, 7, 279-309.

Retrieved from http://ijds.org/Volume7/IJDSv7p279-309Anderson0360.pdf

Bezold, R. (2012). Students’ perception of effective teaching behaviors demonstrated by college

instructors. Retrieved from

https://mospace.umsystem.edu/xmlui/bitstream/handle/10355/15388/research.pdf?sequence=2



21

Chickering, A., & Gamson, Z. (1987). Seven principles for good practice in undergraduate education. The

Wingspread Journal.

Crumbley, L., Henry, B. K., & Kratchman, S. H. (2001). Students’ perceptions of the evaluation of college

teaching. Quality Assurance in Education, 9, 197-207.

Darling-Hammond, L. (2008). Teaching and learning for understanding. In Linda Darling-Hammond (Ed.),

Powerful learning (pp. 1-9). San Francisco: Jossey- Bass.

Delaney, J., Johnson, A., Johnson, T., &Treslan, D. (2010).Students’ Perceptions of Effective Teaching in

Higher Education. Retrieved from

http://www.mun.ca/educ/faculty/mwatch/laura_treslan_SPETHE_Paper.pdf

Eggen, P. D., & Kauchak, D. (1992). Educational psychology: Windows on classrooms. New York: Merrill.

Greimel-Fuhrmann, B., & Geyer, A. (2003). Students’ evaluation of teachers and instructional quality –

Analysis of relevant factors based on empirical evaluation. Assessment and Evaluation in Higher

Education, 28, 229-238.

Lincoln, Y., & Guba, E. (1985). Naturalistic inquiry. California, CA: Sage Publications Incorporated.

Marshall, C., & Rossman, G. (1998). Designing qualitative research. California, CA: Sage Publications

Incorporated.

Marsh, H.W., & Roche, L. (1993). The use of students’ evaluations and an individually- structured

intervention to enhance university teaching effectiveness. American Educational Research Journal,

30(1), 217-251.

Ministry of Science Technology and Tertiary Level Education (2010). Retrieved from

http://www.stte.gov.tt/GATEInner.aspx?Lid=1&id=10

Myers, S., & Anderson, C. (2012). Dimensions in mentoring: A continuum of beginning teachers from

practice to teacher leaders. Rotterdam: Netherlands; Sense Publishers.

Okpala, C. O., & Ellis, R. (2005). The perceptions of college students on teacher quality: A focus on teacher

qualification. Education, 126, 374-378.

Onwuegbuzie, A. J., Witcher, A. E., Collins, K. M., Filer, J. D., Wiedmaier, C. D., & Moore, C. W. (2007).

Students’ perceptions of characteristics of effective college teachers: A validity study of a teaching

evaluation form using a mixed-methods analysis. American Educational Research Journal, 44,

113-160.

http://www.stte.gov.tt/GATEInner.aspx?Lid=1&id=10



22

Pollio, H. R., & Humphreys, W. L. (1996). What award-winning lecturers say about their teaching: It's all

about connection. College Teaching, 44, 101-106.

Reid, D.J., & Johnstone, M. (1999). Improving teaching in higher education: Student and teacher

perspectives. Educational Studies, 269-281.

Appendix A Respected Acronym and Students’ Reflections

Quality

Responsive Provides frequent, timely, and meaningful feedback to students

Feedback

Enthusiast Exhibits passion in delivery of curricula, in particular, and representing the field, in general

Energetic/Vivacious/Lively

Student-centered

Places students in the center of the learning process, prioritizes instruction in response to student diversity and interests, possesses strong interpersonal skills

Learning Styles/Individualized Instruction/Risk Taking

Professional Displays behaviors and dispositions deemed exemplary for the instructor’s discipline

Expert Demonstrates relevant and current content, connects students’ prior knowledge and experience with key components of curricula

Connector Provides multiple opportunities for student and professor interactions within and outside of class

Individualized Attention/Caring/Going the extra mile

Transmitter Imparts critical information clearly and accurately, provides relevant examples, integrates varied communication techniques to foster knowledge acquisition

Learning Styles/Use of Technology/Interactive Games

Ethical Demonstrates consistency in enforcing classroom policies, responds to students’ concerns and behaviors, provides equitable opportunities for student interaction

Director Organizes instructional time efficiently, optimizes resources to create a safe and orderly learning environment


Job satisfaction of Secondary School Teachers in Bankura District, West Bengal

23

JOB SATISFACTION OF SECONDARY SCHOOL TEACHERS IN BANKURA DISTRICT, WEST BENGAL

ANUSHRI GHOSH M.A (Education) Department of Education Sidho-Kanho-Birsha University Purulia, W.B

SUMIT PAROI Assistant Professor (Contractual) Department of Education Sidho-Kanho-Birsha University Purulia, W.B

ABSTRACT

In the whole education system teachers play an important role. Since, the future of the nation is

being moulded by them, it is necessary that a lot of researches must be done concerning them. One

such attempt is made here in this study which is on Secondary school teacher’s job satisfaction. The

objectives of this study are to find out the level of job satisfaction of the teachers and also to ascertain

whether job satisfaction differ significantly with regard to gender, locality of school and streams of

subjects taken. For this, 120 teachers were selected from 4 urban and 4 rural schools of Bankura district

of West Bengal, India through Stratified Random Sampling. A self made questionnaire with some of the

items procured from ‘Teachers Job Satisfaction Scale’ (TJSS) by Y. Mudgil and others, 1991 were

developed for data collection. The obtained data were analysed through descriptive as well as

inferential statistics. The result shows that the level of job satisfaction of the teachers is above average.

The result also shows that job satisfaction does not vary significantly with regard to gender, locality of

schools and the steams of subjects taken.

Keywords: Job satisfaction, Secondary school teachers

INTRODUCTION

Job satisfaction among school teachers has been considered as a vital factor for the

improvement of the education system and thus has got an unshakeable place in educational research.

Satisfaction is a psychological phenomenon and its concept is highly intricate and subjective. Job

satisfaction describes how content an individual is with his or her job. It expresses the extent of match

between the employees’ expectations from the job and the rewards that the job provides. Teacher’s job

satisfaction is one of the key factors in school dynamics and is generally considered as a primary

dependent variable in terms of which effectiveness of the school is evaluated. The well adjusted and

satisfied teacher can contribute a lot to the well being of his/ her pupils.



24

REVIEW OF RELATED LITERATURE

Dr. Asif Iqubal and Saeed Adkhtar (2012) worked on job satisfaction of secondary school

teachers. The purpose of the study was to explore teachers’ satisfaction working in public sector

secondary schools in Lahore district. The results showed that no significant difference was found

between job satisfaction of male and female teachers.

Muhammad Asghar Ali, Dr. Taneer-Uz-Zaman, Fouzia Tabassum and Dr. Zafar Iqbal (2011)

worked on job satisfaction of secondary school teachers. The purpose of the study was to explore the

job satisfaction of secondary school teachers. The results showed that no significant difference was

found between job satisfaction of rural and urban teachers.

NEED AND SIGNIFICANCE

As the teacher is the main agent of imparting education to the child so that the child may be a

good citizen of the society in future, teacher’s job satisfaction is a must. Teachers’ satisfaction and

dissatisfaction with the job of teaching play a vital role in the success and failure of an educational

programme. If the teacher is not satisfied with his or her job he or she may fail to become a good

teacher and to create good citizens for the nation which may totally upset the educational plan and may

create a crucial problem to the educational leaders and planners. A better performance from a teacher

can only be expected if they are satisfied with their jobs. The highlighted topic is a very serious issue

due to the importance of Secondary education which is a central stage of the whole pyramid of

education system in India. Since, Bankura is an important district of West Bengal which has many

Secondary schools shaping the young minds for the future, it becomes necessary to investigate what

the level of job satisfaction the teachers do have.

OBJECTIVES

1. To find out the level of job satisfaction of the Secondary School Teachers of Bankura

District.

2. To compare the means of Male and Female teachers with respect to their job satisfaction.

3. To compare the means of Urban and Rural teachers with respect to their job satisfaction.

4. To compare the means of Science and Arts teachers with respect to their job satisfaction.

DELIMITATIONS

1. The present study is restricted to teachers of Secondary schools in the district of

Bankura, W.B.

2. This study is delimited to the variable of job satisfaction.



25

METHODOLOGY

The present study has employed descriptive survey method and comparison was made to study the

job satisfaction of the Secondary school teachers in relation to certain variables such as gender, nature

of locality and streams of subjects taken.

SAMPLE AND SAMPLING

To simplify the study, a suitable sample has been chosen from the population. The sample consists

of the Secondary school teachers of ‘4’ Rural schools and ‘4’ Urban schools of Bankura district. All the

respondents from these schools constitute the sample of the study. There were altogether 120 teachers

who responded to the questionnaire. To draw the sample from the population Stratified Random

Sampling method was used.

TOOLS USED

i. For the purpose of conducting this research the researcher has procured some of the items

of a standardized tool called ‘Teacher’s job Satisfaction Scale’ (TJSS). It is developed by

Y.Mudgil (Rohtak), I.S.Muhar (Rohtak), P.Bhatia (Rohtak). It is suitable for job satisfaction

of college and university teachers. This is available in National Psychological Corporation,

Agra-282 004(India).

ii. A Self-made questionnaire was used. And the combined tool comprised of 40 items, 23

Positive and 17 Negative items. Each item was followed by Likert type five point scale

responses namely Strongly agree (SA), Agree (A), Neutral (N), Disagree (D) and Strongly

Disagree (SD). The positive items received scores of 5 to1 from SA to SD and the negative

ones received the reverse respectively.

DATA ANALYSIS AND INTERPRETATIOS

The scores on the scale range from 40 to 200. The more the individual scores of the Secondary

school teachers remained closer to 200, the higher the level of their job satisfaction would be. For this

purpose of ascertaining the level of job satisfaction of the Secondary School Teachers of Bankura

district, the total range of scores is divided equally into 5 parts with a class interval of 32. Then the

frequencies falling in each part were counted. The data are shown below in the forms of table and

graph.



26

Class Interval Frequencies Percentage

41 - 72 0 0

73 – 104 1 0.83

105 – 136 13 10.84

137 – 168 94 78.33

169 – 200 12 10

Total 120 100%

From the table and the graph it could be found out that the level of job satisfaction of the

Secondary school teachers of Bankura district is above average.

NULL HYPOTHESIS 1

There is no significant difference between the two Means of Male & Female Teachers

with respect to their job satisfaction.

The following results were found.

GROUP N MEAN SD df CALCULATED

T-VALUE

TABLE

VALUE

RESULT

MALE 68 151.24 16.02 118 1.644 0.05 1.98 NOT

SIGNIFICANT FEMALE 52 155.59 11.93 0.01 2.58

0

10

20

30

40

50

60

70

80

90

100

41 -72 73 - 104 105 - 136 137 - 168 169 - 200

Series1



27

INTERPRETATION

It can be found out that the table value with df (Degree of Freedom) of 118 is 1.98 at 0.05 level of

confidence. Since, our calculated t value that is 1.644 which is lesser than the table value, we can

accept the null hypothesis at 0.05 level of significance. Our hypothesis is accepted. Therefore we can

say that the two groups namely Male and Female teachers do not differ significantly with respect to their

job satisfaction. In other words, we can also say that job satisfaction does not significantly differ with

regard to gender of the individuals.

NULL HYPOTHESIS 2

There is no significant difference between Urban & Rural Teachers with respect to their job

satisfaction. The following results were obtained.


T-VALUE

TABLE

VALUE

RESULT

RURAL 54 153.91 15.52 118 0.533 0.05 1.98 NOT

SIGNIFICANCE URBAN 66 152.48 13.68 0.01 2.58

INTERPRETATION

It can be found out that the table value with df (Degree of Freedom) of 118 is 1.98 at 0.05 level

of confidence. Since, our calculated t value that is 0.533, which is lesser than the table value, we can


say that the two groups’ Means of Rural and Urban teachers do not differ significantly with respect to

their job satisfaction. In other words, it can also be said that job satisfaction does not differ significantly

with respect to regions in which schools are situated.

NULL HYPOTHESIS 3

There is no significant difference between Science & Arts school teachers with respect to their

job satisfaction. The following results were obtained.


T-VALUE

TABLE

VALUE

RESULT

SCIENCE 42 150.5 16.32 118 1.462 0.05 1.98 NOT

SIGNIFICANCE ARTS 78 154.54 13.31 0.01 2.58

INTERPRETATION

It can be found out that the table value with df (Degree of Freedom) of 118 is 1.98 at 0.05 level

of confidence. Since, our calculated t value that is 1.462 which is lesser than the table value, we can



28


say that the means of the two groups namely science and arts teachers do not differ significantly with

respect to their job satisfaction. In other words, it can also be said that job satisfaction does not differ

significantly with various streams of disciplines pursued by teachers.

FINDINGS

1. The Mean score of all the Secondary School Teachers show that they have above average

level of job satisfaction.

2. There is no significant difference between the job satisfaction of Male and Female Secondary

School Teachers in Bankura district. In other words, job satisfaction does not differ significantly

among the Secondary school teachers with regard to gender in the district of Bankura.

3. There is no significant difference between the job satisfaction of Rural and Urban Secondary

School Teachers in Bankura district. In other words, job satisfaction does not differ significantly

among the Secondary school teachers with regard to place of residence in the district of

Bankura.

4. There is no significant difference between the job satisfaction of Science and Arts Stream

Secondary School Teachers in Bankura district. In other words, job satisfaction does not differ

significantly among the Secondary school teachers with regard to steams of subjects taken in

the district of Bankura.

CONCLUSION

At the end, it can be said that this study is a vital one as it may help the authority concerned for

the Secondary school teachers in Bankura district in policy making and implementation of certain

projects or programmes for them. This kind of studies on job satisfaction of teachers at all levels

Primary, Secondary, Higher Secondary, College and University must be carried out in order to maintain

properly the human resources in education sector of our country.

REFERENCES

Best, J.W & Khan, J. N. (2010). Research in Education. New Delhi: PHI learning private limited.

Bhattacharya, S. (1972). Psychometrics & Behavioral Research. New Delhi: Sterling publishers

Pvt. Ltd.

Bhuyan, B. (2013). A Study of Job Satisfaction of Engineering College Teachers of Assam. Indian

streams Research Journal, 3(3), 1-6.



29

Kayastha, K.P. & Kayastha. R. (2012). A Study of Job Satisfaction among Teachers, Higher

Secondary School of Nepal. International Journal of Evaluation and Research in Education, 1(1),

41-44.

Khirade, S.K & Baviskar, M.H. (2012). Job Satisfaction among the North Maharastra University

Campus Teachers. Golden Research Thoughts, 2(2), 1-4.

Kothari, C.R. (2009). Research Methodology and Techniques (Second Revised Edition). New

Delhi: New Age International (p) Ltd.

Koul, L. (1944). Methodology of Educational Research. New Delhi: Vikash Publishing house.

Pvt.Ltd.


Multiple intelligence in relation to Achievement Motivation among XI standard students of Puducherry

30

MULTIPLE INTELLIGENCES IN RELATION TO ACHIEVEMENT MOTIVATION AMONG XI STANDARD STUDENTS OF PUDUCHERRY

Mr. K . ILAYAPERUMAL Dr.V.AMBEDKAR Assistant Professor Associate Professor Faculty of Education Education Wing – DDE Vinayaka Missions University Annamalai University. Puducherry, India. Annamalai Nagar

ABSTRACT

The objective of this study is to study the differences between Multiple Intelligences and

Achievement Motivation among 11th standard students in Puducherry with respect to the gender and

locality. In the present study, the researcher adopted Normative Survey type of Research design. A

sample of 1250 11th standard students is taken using cluster sampling technique for the present

investigation. For the purpose of collection of data related to the present study, Multiple Intelligences

tool (constructed and validated by the investigator) and Achievement Motivation Tool – A standardized

tool by Pratiba Deo & Mohan (1985) were used.

Keywords: Multiple Intelligences, Achievement Motivation

INTRODUCTION

Multiple intelligences refer to the different types of individuals that are inherent in human beings

and are applied in situation of need to solve problems. Traditionally schools have almost exclusively

emphasized the development of logical intelligence and linguistic intelligence (mainly reading and

writing). While many students function well in this environment, there are those who do not. Gardner's

theory argues that students will be better served by a broader vision of education, wherein teachers use

different methodologies, exercises and activities to reach all students, not just those who excel at

linguistic and logical intelligence. Many teachers see the theory as simple common sense, validating

what they already know: that student learn in different ways.

The practical application of the theory of multiple intelligences varies widely. It runs the gamut

from a teacher who, when confronted with a student having difficulties, uses a different approach to

teach the material, to an entire school using Multiple Intelligence as a framework. In general, those who

subscribe to the theory strive to provide opportunities for their students to use and develop all the

different intelligences, not just the few at which they naturally excel.

Thus, the success or failure of the learner is determined by the usage of all types of

Intelligences adopted by the learner. Hence the present study is aimed to find out the relationship

between the Multiple Intelligences with the Achievement Motivation among the 11th standard students



31

in Puducherry. Thus by exploring these variables, Multiple Intelligences associated with the learners

and their determination of Achievement Motivation could be understood. Further the effect of the

background variable sex over the research variables are proposed to be studied.

MULTIPLE INTELLIGENCES

The theory of multiple intelligences is a theory of intelligence that differentiates it into specific

(primarily sensory) "modalities", rather than seeing intelligence as dominated by a single general ability.

Harvard professor Howard Gardner has identified eight different types of intelligences that each

individual has the capacity to possess. The idea of multiple intelligences is important because it allows

for educators to identify differing strengths and weaknesses in students and also contradicts the idea

that intelligence can be measured through IQ. In researching about genius, we found that Howard

Gardner's theory of Multiple Intelligences provides a great alternative to the popular measurable IQ

method. Multiple intelligences refer to the different types of individuals that are inherent in human

beings and are applied in situation of need to solve problems.

Gardner’s theory of multiple intelligences

According to Gardner (1999), intelligence is much more than IQ because a high IQ in the

absence of productivity does not equate to intelligence. In his definition, "Intelligence is a bio

psychological potential to process information that can be activated in a cultural setting to solve

problems or create products that are of value in a culture" (p.34). Consequently, instead of intelligence

being a single entity described psychometrically with an IQ score, Gardner's definition views it as many

things. He endeavored to define intelligence in a much broader way than psychometricians. To achieve

this goal Gardner (1983) established several criteria for defining intelligence. In identifying capabilities

to be considered for one of the "multiple intelligences" the construct under consideration had to meet

several criteria rather than resting on the results of a narrow psychometric approach.

Types of intelligences (According to Gardner)

Following are the types of intelligence according to Gardner:

1. Linguistic Intelligence allows individuals to communicate and make sense of the world

through language. Poets exemplify this intelligence in its mature form. Students who enjoy

playing with rhymes, who pun, who always have a story to tell, who quickly acquire other

languages—including sign language—all exhibit linguistic intelligence.

2. Logical-Mathematical Intelligence enables individuals to use and appreciate abstract

relations. Scientists, mathematicians, and philosophers all rely on this intelligence. So do the

students who ―live‖ baseball statistics or who carefully analyze the components of problems—

either personal or school-related— before systematically testing solutions.

http://en.wikipedia.org/wiki/Intelligence



32

3. Musical Intelligence allows people to create, communicate, and understand meanings made

out of sound. While composers and instrumentalists clearly exhibit this intelligence, so the

students who seem particularly attracted by the birds singing outside the classroom window or

who constantly tap out intricate rhythms on the desk with their pencils

4. Spatial Intelligence makes it possible for people to perceive visual or spatial information, to

transform this information, and to recreate visual images from memory. Well-developed spatial

capacities are needed for the work of architects, sculptors, and engineers. The students who

turn first to the graphs, charts, and pictures in their textbook, who like to ―web‖ their ideas

before writing a paper, and who fill the blank space around their notes with intricate patterns

are also using their spatial intelligence. While usually tied to the visual modality, spatial

intelligence can also be exercised to a high level by individuals who are visually impaired.

5. Bodily-Kinesthetic Intelligence allows individuals to use all or part of the body to create

products or solve problems. Athletes, surgeons, dancers, choreographers, and crafts people all

use bodily-kinesthetic intelligence. The capacity is also evident in students who relish gym

class and school dances, who prefer to carry out school projects by making models rather than

writing reports, and who toss crumbled paper with frequency and accuracy into wastebaskets

across the room.

6. Intrapersonal Intelligence helps individuals to distinguish among their own feelings, to build

accurate mental models of themselves, and to draw on these models to make decisions about

their lives. Although it is most difficult to assess who has this capacity and to what degree,

evidence can be sought in students’ uses of other intelligences—how well they seem to be

capitalizing on their strengths, how cognizant they are of their weaknesses, and how thoughtful

they are about the decisions and choice they make.

7. Interpersonal Intelligence enables individuals to recognize and make distinctions about

others’ feelings and intentions. Teachers, parents, politicians, psychologists, and salespeople

rely on interpersonal intelligence. Students exhibit this intelligence when they thrive on small-

group work, when they notice and react to the moods of their friends and classmates, and

when they tactfully convince the teacher of their need for extra time to complete the homework

assignment.

8. Naturalist Intelligence allows people to distinguish among, classify, and use features of the

environment. Farmers, gardeners, botanists, geologists, florists, and archaeologists all exhibit

this intelligence, as do students who can name and describe the features of every make of car

around them.



33

Relationship between multiple Intelligence and education

Traditionally schools have almost exclusively emphasized the development of logical

intelligence and linguistic intelligence (mainly reading and writing). While many students function well in

this environment, there are those who do not. Gardner's theory argues that students will be better

served by a broader vision of education, wherein teachers use different methodologies, exercises and

activities to reach all students, not just those who excel at linguistic and logical intelligence. Many

teachers see the theory as simple common sense, validating what they already know: that student learn

in different ways.

The practical application of the theory of multiple intelligences varies widely. It runs the gamut

from a teacher who, when confronted with a student having difficulties, uses a different approach to

teach the material, to an entire school using MI as a framework. In general, those who subscribe to the

theory strive to provide opportunities for their students to use and develop all the different intelligences,

not just the few at which they naturally excel.

Achievement motivation

It refers to the goal or drive that students have towards their academics. Motivation,

also referred to as academic engagement, refers to ―cognitive, emotional, and behavioral indicators of

student investment in and attachment to education‖ (Tucker, Zayco, & Herman, 2002, p. 477). It is

obvious that students who are not motivated to succeed will not work hard. Numerous studies have

been conducted on this topic, which has led to the development of several theories of motivation.

OBJECTIVES

1. To study the differences in Multiple Intelligences, Achievement Motivation among 11th

standard male students in Puducherry.


standard female students in Puducherry.

3. To study the differences in Multiple Intelligences, Achievement Motivation among 11 th

standard rural students in Puducherry.


standard urban students in Puducherry.

5. To study the differences in Multiple Intelligences, Achievement Motivation among 11 th

standard Semi - Urban students in Puducherry.

RESESARCH DESIGN ADOPTED FOR THE STUDY

In the present study, the researcher / investigator adopted Normative Survey type of Research

design.



34

SAMPLE & SAMPLING PROCEDURE

A sample of 1250 11th standard students is taken using cluster sampling technique for the

present investigation.

TOOLS USED

For the purpose of collection of data related to the present study, the following tools were

employed.

1. Multiple Intelligences Test – constructed and validated by the investigator.

2. Achievement Motivation Tool – constructed and validated by Pratiba Deo & Mohan (1985).

ANALYSIS AND INTERPRETATION

It is found that 10.56% 0f 11th standard students possess Linguistic intelligence, 8.7% possess

Logical / Mathematical intelligence, 11.3% belong to Musical intelligence, 7.5% belong to Spatial

intelligence, 9.7% belong to Bodily / Kinesthetic intelligence, 11.6% belong to Intrapersonal intelligence,

7.4% belong to Interpersonal Intelligence and 33% belong to Naturalistic intelligence. This clearly

shows that from the sample drawn, students of 11th standard belong to Naturalistic type of intelligence

than any other intelligence.

Table 1 Distribution of sample as per Achievement Motivation

From the table 1, it is found that the 11th standard students posses around 70% of Achievement

Motivation when compared with the maximum score of the tool.

HYPOTHESIS – 1

Male Students of different types of Multiple Intelligences differ in their Achievement Motivation.

Table 2 Comparison of Mean Scores of Achievement Motivation of 11th Standard male students with

different types of Multiple Intelligences Max Score: 250

Sum of

Squares df Mean square F P

Between Groups

10135.89 7 1447.98 3.19 < 0.05

Within Groups 330346.88 728 453.77

GROUPS N Mean S.D

Male 736 172. 21.523

Female 514 176.78 20.761

Rural 720 172.63 20.953

Urban 368 176.47 22.117

Semi – Urban 162 174.30 20.797



35

From the table 2, it is evident that there is a significant difference between Multiple Intelligences

of XI Standard male students and their Achievement Motivation, since the calculated F value (3.19) is

significant at 0.05 level. Hence, the research hypothesis framed is accepted. In order to find out the

significance of difference between each of the two groups of Multiple Intelligences of XI Standard male

students, Post Hoc Scheffe’s Test is used and is presented in the following table.

HYPOTHESIS – 2

Female Students of different types of Multiple Intelligences differ in their Achievement

Motivation.

Table 3 Comparison of Mean Scores of Achievement Motivation of 11th Standard female students with


Sum of

Squares Df Mean square F P

Between Groups

8347.171 7 1192.453 2.836 < 0.05

Within Groups

212755.545 506 420.446


of XI Standard female students and their Achievement Motivation, since the calculated F value (2.836)

is significant at 0.05 level. Hence, the research hypothesis framed is accepted. In order to find out the

significance of difference between each of the two groups of Multiple Intelligences of 11th Standard

female students, Post Hoc Scheffe’s Test is used and is presented in the following table.

HYPOTHESIS – 3

Rural Students of different types of Multiple Intelligences differ in their Achievement Motivation.

Table 4 Comparison of Mean Scores of Achievement Motivation of 11th Standard Rural students with


Sum of


Between Groups

4857.959 7 693.994 1.590 Not Significant

Within Groups

310812.539 712 436.534

From the table 4, it is evident that there is no significant difference between Multiple

Intelligences of XI Standard Rural students and their Achievement Motivation, since the calculated F



36

value (1.590) is not significant at 0.05 level. Hence, the research hypothesis framed is rejected and the

alternate hypothesis is accepted.

HYPOTHESIS – 4

Urban Students of different types of Multiple Intelligences differ in their Achievement

Motivation.

Table 5 Comparison of Mean Scores of Achievement Motivation of 11th Standard Urban students with


Sum of


Between Groups

6467.461 7 923.923 1.922 Not Significant

Within Groups

173050.210 360 480.695

From the table 5, it is evident that there is no significant difference between Multiple

Intelligences of XI Standard Urban students and their Achievement Motivation, since the calculated F

value (1.922) is not significant at 0 .05 level. Hence, the research hypothesis framed is rejected and the

alternate hypothesis is accepted.

HYPOTHESIS – 5

Semi - Urban Students of different types of Multiple Intelligences differ in their Achievement

Motivation.

Table 6 Comparison of Mean Scores of Achievement Motivation of 11th Standard Semi-Urban students

with different types of Multiple Intelligences Max Score: 250

Sum of


Between Groups

6047.327 7 863.904 2.092 < 0.05

Within Groups

63590.852 154 412.928


of XI Standard Semi - Urban students and their Achievement Motivation, since the calculated F value

(2.092) is significant at 0.05 level. Hence, the research hypothesis framed is accepted. In order to find

out the significance of difference between each of the two groups of Multiple Intelligences of XI

Standard Semi - Urban students, Post Hoc Scheffe’s Test is used and is presented in the following

table.



37

FINDINGS

The 11th standard male students with Musical intelligence and Natural intelligence do differ

significantly in their achievement motivation and the mean scores being greater for students

with Naturalistic Intelligences.

The 11th standard female students with Musical intelligence and Spatial intelligence do differ


with Spatial Intelligences.

11th standard students with different types of Intelligences do not differ significantly in their

achievement motivation.

11th standard Rural students with different types of Intelligences do not differ significantly in

their achievement motivation.

11th standard Semi - Urban students with Musical intelligence and Natural intelligence differ


with Naturalistic Intelligences.

DISCUSSION

The 11th standard students with different Multiple Intelligences in their Achievement Motivation

scores do not differ significantly, but in their Musical and Intrapersonal Vs Naturalistic Intelligences they

do differ significantly. It shows that the naturalistic intelligences is the strongest intelligences while

comparing with other Multiple Intelligences. The Multiple Intelligences with grade V Pupils a study

conducted by Divina G.Naeo (2010) shown that the intrapersonal intelligence differ significantly

between the two adult groups and among the three important subjects namely Science, Mathematics

and English, the pupil respondent appeared to be naturalistic Intelligence.

CONCLUSION

The study concludes that the 11th standard students who perceive Naturalistic Intelligence

possess more Achievement Motivation than the students who perceive other types of intelligences.

REFERENCES

Ayishabi, T.C. and Kuruvilla, M. (1998) Achievement Motivation of Secondary School Children of

Working Mothers of Kerala. Experiments in education, 26,203-206.

Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.

International Journal of Teacher Educational Research (IJTER) Vol.3 No.6 June, 2014 ISSN: 2319-4642 Vol.1

CONTRIBUTORS

Mr. A. S. Arul Lawrence Assistant Professor, School of Education, Tamil Nadu Open University, Chennai – 600015, Tamil Nadu, India. E-mail: [email protected] Ms. Charmaine Senta Geeta Bissessar Academic Development Coach Hugh Wooding Law School 83 Aquamarine Drive, Diamond Vale, Diego Martin, Trinidad Email: [email protected] Website: www.hwls.edu.tt Anushri Ghosh M.A (Education) Department of Education Sidho-Kanho-Birsha University Purulia, W.B Sumit Paroi Assistant Professor (Contractual) Department of Education Sidho-Kanho-Birsha University Purulia, W.B Mr.K.Ilayaperumal Assistant Professor Faculty of Education Vinayaka Missions University Puducherry India Dr.V.Ambedkar Associate Professor Education Wing – DDE Annamalai University Annamalainagar India



http://www.hwls.edu.tt/

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