Chapter-I

INTRODUCTION

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CHAPTER I

I.1 INTRODUCTION

The word `stress` is defined by the Oxford Dictionary as "a state of affair

involving demand on physical or mental energy". A condition or circumstance (not

always adverse), which can disturb the normal physiological and psychological

functioning of an individual. In medical parlance `stress` is defined as a perturbation of

the body`s homeostasis. This demand on mind-body occurs when it tries to cope with

incessant changes in life. A `stress` condition seems `relative` in nature. Extreme stress

conditions, psychologists say, are detrimental to human health but in moderation stress is

normal and, in many cases, proves useful. Stress, nonetheless, is synonymous with

negative conditions. Today, with the rapid diversification of human activity, we come

face to face with numerous causes of stress and the symptoms of anxiety anddepression.

"Nothing gives one person so much advantage over another as to remain always

Cool and unruffled under all circumstances."

—Thomas Jefferson

Stress and anxiety in children and teenagers are just as prevalent as in adults.

Stressed out and negligent parents, high expectations in academic or other performances,

abused or deprived childhood, growing up tensions and demand for familial

responsibility are the main causes of childhood and teen stress. Parents, who are not

emotionally available for their children or lack positive coping mechanisms themselves,

often spur stress in their offspring.

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Stressed children show signs of emotional disabilities, aggressive behavior,

shyness, social phobia and often lack interest in otherwise enjoyable activities. Research

tells us that children, who are forced to live on prematurely adult levels, sometimes

become oppositional to following the parents` rules (or those of society). Such children

tend to respond to stressors with aggression And indignation.

Many teenagers tend to become nonconformists and fall prey to teenage

depression in response to a variety of growing up anxieties. However, stress induced

fears and anxiety in children adversely affect children`s performances at various levels.

In a challenging situation the brain prepares the body for defensive action—the

fight or flight response by releasing stress hormones, namely, cortisone and adrenaline.

These hormones raise the blood pressure and the body prepares to react to the situation.

With a concrete defensive action (fight response) the stress hormones in the blood get

used up, entailing reduced stress effects and symptoms of anxiety.

Stress can cause headaches, irritable bowel syndrome, eating disorder, allergies,

insomnia, backaches, frequent cold and fatigue to diseases such as hypertension, asthma,

diabetes, heart ailments and even cancer. In fact, Sanjay Chugh, a leading Indian

psychologist, says that 70 per cent to 90 per cent of adults visit primary care physicians

for stress-related problems. Scary enough. But where do we err?

Just about everybody—men, women, children and even fetuses—suffer from

stress. Relationship demands, chronic health problems, pressure at workplaces, traffic

snarls, meeting deadlines, growing-up tensions or a sudden bearish trend in the bourse

can trigger stress conditions. People react to it in their own ways. In some people, stress-

induced adverse feelings and anxieties tend to persist and intensify. Learning to

understand and manage stress can prevent the counter effects of stress.

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Stress is a normal physical response to events that make you feel threatened or

upset your balance in some way. When you sense danger – whether it’s real or imagined

– the body's defenses kick into high gear in a rapid, automatic process known as the

“fight-or-flight” reaction, or the stress response.

The stress response is the body’s way of protecting you. When working properly,

it helps you stay focused, energetic, and alert. In emergency situations, stress can save

your life – giving you extra strength to defend yourself, for example, or spurring you to

slam on the brakes to avoid an accident.

The stress response also helps you rise to meet challenges. Stress is what keeps

you on your toes during a presentation at work, sharpens your concentration when you’re

attempting the game-winning free throw, or drives you to study for an exam when you'd

rather be watching TV.

But beyond a certain point, stress stops being helpful and starts causing major

damage to your health, your mood, your productivity, your relationships, and your quality

of life.

Many health problems are caused or exacerbated by stress, including

Pain of any kind

Heart disease

Digestive problems

Sleep problems

Depression

Obesity

Autoimmune diseases

Skin conditions, such as eczema

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Things that influence your stress tolerance level

Your support network – A strong network of supportive friends and family

members is an enormous buffer against life’s stressors. On the flip side, the more

lonely and isolated you are, the greater your vulnerability to stress.

Your sense of control – If you have confidence in yourself and your ability to

influence events and persevere through challenges, it’s easier to take stress in

stride. People who are vulnerable to stress tend to feel like things are out of their

control.

Your attitude and outlook – Stress-hardy people have an optimistic attitude.

They tend to embrace challenges, have a strong sense of humor, accept that

change is a part of life, and believe in a higher power or purpose.

Your ability to deal with your emotions. You’re extremely vulnerable to stress

if you don’t know how to calm and soothe yourself when you’re feeling sad,

angry, or afraid. The ability to bring your emotions into balance helps you bounce

back from adversity. 

Your knowledge and preparation – The more you know about a stressful

situation, including how long it will last and what to expect, the easier it is to

cope. For example, if you go into surgery with a realistic picture of what to expect

post-op, a painful recovery will be less traumatic than if you were expecting to

bounce back immediately.

Examples of Some Causes of Stress

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Physical Stressors

       Sleep debt

       Excess/to little exercise

       Poor diet

       Drug misuse

       Alcohol misuse

       Excess heat

       Excess caffeine

       Excess cold

       Illness

       Smoking

       Lack of relaxation

       Surgery

       Chronic pain

Psychological Stressors

       Excess anger

       Unrealistic beliefs

       Health worries

       Unrealistic expectations

       Excessive worrying

       Unhappy childhood

       Unemployment

       Financial problems

       Perfectionism

       Loneliness

       Low self esteem

       People pleasing

       Boredom

       Negative self talk

       Personality

       Rigid thinking style

       Excessive self criticism

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       Exams

       Giving talks/presentations

Environmental Stressors

       Pollution

       Excess noise

       Poor housing

       Damp conditions

       Traffic jams

Stress affects each of the five dimensions of health: physical, mental, emotional,

social, and spiritual. Examples of "distressors" (negative stressors) that children and

adolescents may confront within these dimensions include: illness, injury, inadequate

nutrition, and low levels of physical fitness (physical dimension); pressures to excel in

academic and extracurricular activities, depression, and anxiety (mental/emotional

dimension); relational issues, peer pressure, and dysfunctional family lives (social

dimension); and inability to find purpose in life or to understand how individual lives

contribute to a much larger and grander universe (spiritual dimension).

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The study is also important since it may help identifying the nature of stress on

the students are identified. The parents and the schools has to concentrate on the students

about the issues of stress among them.

Relaxation Techniques for Stress Relief

The body’s natural relaxation response is a powerful antidote to stress. Relaxation

techniques such as deep breathing, visualization, progressive muscle relaxation,

meditation, and yoga can help you activate this relaxation response. When practiced

regularly, these activities lead to a reduction in your everyday stress levels and a boost in

your feelings of joy and serenity. What’s more, they also serve a protective quality by

teaching you how to stay calm and collected in the face of life’s curveballs. ou can’t

avoid all stress, but you can counteract its negative effects by learning how to evoke the

relaxation response, a state of deep rest that is the polar opposite of the stress response.

The stress response floods your body with chemicals that prepare you for “fight or

flight.” But while the stress response is helpful in true emergency situations where you

must be alert, it wears your body down when constantly activated.

The relaxation response brings your system back into balance: deepening your

breathing, reducing stress hormones, slowing down your heart rate and blood pressure,

and relaxing your muscles.

In addition to its calming physical effects, research shows that the relaxation

response also increases energy and focus, combats illness, relieves aches and pains,

heightens problem-solving abilities, and boosts motivation and productivity. Best of all –

with a little practice – anyone can reap these benefits.

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I.2 NEED FOR THE STUDY

The study is needed to find out what the reasons of stresses faced by the students

are and what are the problems faced due to the stress.

Many health problems are caused or exacerbated by stress, including:

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Pain of any kind

Heart disease

Digestive problems

Sleep problems

Depression

Obesity

Autoimmune diseases

Skin conditions, such as eczema

Also to find out their satisfaction with the accessibility of studies and the responds

given to them for their complains.

I.3 SCOPE OF THE STUDY

The study has been made to find out the stress on the higher secondary

education students with special reference to sulur City. The study provides information

about the various problems faced by the students.

I.4 OBJECTIVE OF THE STUDY

Primary Objective

The primary objective is to study on stress among the students of 12 th standard.

Secondary Objective

To study the level of satisfaction of the students about their higher education.

To know the responsibility of the parents regarding their children’s higher

education students.

To give suggestions to the parents and the schools about their stress.

I.5 RESEARCH METHODOLOGY

RESEARCH DESIGN

The research study is descriptive in nature. Describing the characteristics of a

particular individual or a group studies concerned with specific descriptive research

studies. This study on stress among +2 students is descriptive in nature.

SAMPLING DESIGN

POPULATION:

Here the population constitutes students of +2 higher secondary educations in

sulur.

SAMPLING TECHNIQUES

Simple Random sampling method was used to collect data from the

students.

SAMPLE UNIT:

Students in sulur.

SAMPLE SIZE

The number of samples selected from the population constitutes the sample

size. A sample size of 100 was taken.

SOURCES OF DATA

The Primary Data were collected through questionnaire .

The Secondary Data were collected from magazines, schools and internet.

DATA COLLECTION METHOD

Structured Questionnaire method is used as an instrument for collecting

information from the individuals. A Pilot study was conducted based on which a few

changes were made in the Questionnaire.

QUESTIONNAIRE

The questionnaire includes both open ended and closed ended questions

with multiple choices, Open-ended questions enable wide range of responses, and this

enables the respondent to express his views in his own words. However this is difficult

to tabulate and analyze.

STATISTICAL TOOLS USED

The data has been analyzed mainly by using the following methods, namely,

Percentage method and weighted average method. Preference of the respondents

towards the stress among students has been analyzed.

PERCENTAGE ANALYSIS

This is a univariate analysis where the percentage of a particular factor with

different categories is calculated, in order to help one get fair idea regarding the sample

and thereby that of the population.

I.6 LIMITATIONS OF THE STUDY

The area of study is limited to sulur only.

Validity & Reliability of the data obtained depends on the

responses from the respondent.

The time at the disposal of the researcher was limited.

The size of the sample comparing to the population is very less

and hence it may not represent whole population.

I.7 CHAPTER SCHEME

CHAPTER-I

Introduction

Need for the study

Scope of the study

Objectives of the study

Research methodology

Limitation of the study

Chapter scheme

CHAPTER-II

Review of the literature

CHAPTER-III

Profile of sulur

Profile of the institutions

CHAPTER-IV

Analysis and data interpretation of data

CHAPTER-V

Findings

Suggestion

Conclusion

BIBLIOGRAPHY

Chapter-II

Review of literature

CHAPTER II

II. REVIEW OF LITERATURE

A brief review of literature would be of immense help to the researcher in

gaining insight into the selected problem. The researcher would gain good background

knowledge of the problem by reviewing certain studies. This paper examines the

literature on adolescent stress and its treatment. The topics discussed include:

diagnoses; effects of stress; and therapeutic interventions designed to remediate the

effects

it’s a question that has beguiled many prominent researchers of this era.

The term itself is amorphous and sustains the difficulty in discerning its meaning.

Definitions of stress range from metallurgical strain to one’s emotional wits end.

Although convergence on a common definition of stress is highly desirable, the

scientific community has not been able to do so. Instead, the research literature

reflects wide and divergent opinions concerning stress.

Stokes and Kite (2001) suggest that the term’s versatility (its range of

application), is its undoing as useful scientific term or concept, and they are not

alone in this assertion (Tepas & Price, 2001).Accordingly, stress can be viewed

as, “…an agent, circumstance, situation, or variable that disturbs the ‘normal’

functioning of the individual…stress [is also] seen as an effect—that is the disturbed

state itself…this bifurcation of meaning is arguably the most fundamental source of

the confusion surrounding the stress concept.” (p. 109). Stokes and Kite contend

that there are no psychological stressors in any absolute, objective sense.

In their review of the construct and its evolution, they assert that there are

two traditional models of psychological stress, stimulus-based and response-based.

The stimulus-based stress approach assumes certain conditions to be stressful and

dubs these stressors (i.e., workload, heat and cold, time pressure, etc.). Historically

this has resulted in researchers selecting such exogenous variables, applying them

experimentally, and concluding that the outcome witnessed was likely the result of

a “stress” manipulation. The approach is based on an engineering analogy

(mechanical stress and emotional strain) that Stokes and Kite contend is

inadequate. They argue that this model ignores individual differences, does not

evaluate circumstances, and leaves out emotion—we are not just machines that react

to environmental stimuli.

The response-based stress approach holds that stress is defined by the pattern

of responses (i.e.,behavioral, cognitive, and affective) that result from exposure to a

given stressor. In contrast to the stimulus-based approach, these variables can be

considered endogenous or coming from within the individual. This model has relied

heavily on the work of Yerkes and Dodson (1908) and later Selye (1956) and

found its emphasis in physiological dimensions (this evolution is described in more

detail in the following section).

Stokes and Kite (2001) suggested that physiological measures have failed to

provide a complete understanding of the human stress response and do not

necessarily equate to psychological stress, and thus a third approach to

understanding the human stress response has emerged—the transactional model.

Transactional models view stress as the interaction between the environment and

individual, emphasizing the role of the individual’s appraisal of situations in

shaping their responses. From the transactional approach, stress is defined as, “…the

result of a mismatch between individuals’ perceptions of the demands of the task

or situation and their perceptions of the resources for coping with them.” (p. 116).

The fundamental assumptions underlying this approach are discussed in greater

detail during a review of the cognitive appraisal literature.

There seem to be as many definitions of stress as there are stress researchers.

Adding to the difficulty in finding an adequate definition for stress is the fact that

the term is used in association with so many different constructs. For instance,

Tepas and Price (2001) suggested that stress is commonly connected to the

following concepts: adaptation, anxiety, arousal, burnout, coping, exertion,

exhaustion, exposure, fatigue, hardiness, mental load, repetitiveness, strain, stressor,

and tension. Given the formidable breadth of the domain it is not difficult to see why

stress as a construct has become unwieldy for most researchers.

While McGrath’s (1976) definition of stress provides a high-level concept of

stress, it says little if anything about how stress affects human performance. To do

so requires a theory of underlying mechanisms. Unfortunately, no unitary framework

has gained consensus by the scientific community. Instead, several theories have been

proposed and debated.

To understand how the scientific community first came to support arousal

theory we must go back to the turn of the twentieth century, specifically to the

work of Yerkes and Dodson (1908). Yerkes and Dodson examined mice involved in a

simple learning task. The task put before the mice was to learn to discern a white

from a black doorway and pathway (and to refrain from walking down the black

pathway). Thus performance was measured by how many attempts the mice made

prior to learning that exploring the dark pathway was not a good idea. Electric shock

was the aversive stimulus used to shape the animals’ behavior. Although it is unclear

as to how well these shocks were calibrated, different intensities of shock were used

to study the effect they had on the mice’s learning.

The results of this study suggested that when mice are shocked with high-

intensity electricity, they are quicker to go the other way, in this case through the

white doorway and down the white path, than when one uses low-intensity shocks.

This became the first Yerkes-Dodson principle, later becoming a “law” of performance.

Chapter-III

Profile of the institution & SULUR

CHAPTER III

III.1 PROFILE OF THE SULUR

Sulur is a panchayat town and a taluk headquarters in Coimbatore district in the

Indian state of Tamil Nadu.It is also a legislative constituency in the Coimbatore

parliament constituency.

History

The history of Sulur dates back to about 2300 years ago; ancient coins dating

back to third century BC have been found at Sulur. During the ninth century AD,

Adithya Cholan introduced agriculture in Sulur. The Sulur Reservoir was constructed

during the reign of Adithya Chola. The Sulur pond was reconstructed in thirteenth

century AD during the rule of Sundra Pandian.

Sulur was called Suralur until the ninth century and from the ninth century to

fourteenth century it was called Ariyapirati Nallur, during the regime of Adithya Chola.

Until the eighteenth century it was called Sundrapandiya Nallur, during the regime of

Sundra Pandiyan. From eighteenth century it was called Suranur, which in due course

got transformed to Sulur.

There are several theories for this name; it may be for a type of sugar cane,

Sural, or for a previous ruler, Suranoor. The Megalithic pottery[sulur dish] dating back

to first century has been found in archeological digs at sulur and is currently in display

at the British Museum, London(No:1935.4-19.15). The inscriptions on the pottery

might even be from the harappa civilization.

Town and the people

Sulur is well connected by buses from Coimbatore and it has a small railway

station, gsgsg. The nearest domestic airport is at Peelamedu, Coimbatore. Sulur is about

30 minutes drive from the Coimbatore airport. Buses connect Sulur to Tirupur,

Palladam, Ukkadam, Gandhipuram, Peelamedu and all the nearby villages such as

Kalangal. Sulur has a police station, a BSNL telephone exchange and a Panchayat

office.

Sulur has many cotton mills and provides employment to approximately 5,000

to 10,000 people from the surrounding area. Most of the people who cannot continue

their studies after school join these mills and the knitwear companies of Tirupur. The

local market (Sulur Sandhai) opens near the banks of Sulur river every Friday. People

from Sulur and from the nearby villages gather here and sell their vegetables and fruits.

The people of Sulur are known for their hospitality. The 'Pongal Vizha'

conducted in Sulur is very popular. This Pongal Vizha is conducted in "Anna

Kalaiarangam" which is the common stage in Sulur where all the get-togethers happen.

It is an annual event which encourages people from ages 6–60 to participate in a variety

of games/events. It serves as a platform to bring in hidden talents from young kids to

their grandparents.

The Sulur Panchayat board started functioning on 30 August 1892. The Sulur

police station came into existence in 1861 during the British rule. Until 1920, the police

station was near the girls' high school. After that it got shifted to Trichy road.The

Registrar Office opened on 1 January 1884. The Electricity board opened in Sulur on 1

November 1933, and the Telephone Exchange opened on 31 July 1961.The Sulur Post

Office was opened in June 1882. The Sulur Telegram Office opened on1 February 1948

in the today's post office.

The Cooperative Movement in Sulur started in 1911.Sulur has produced various

personalities non resident residing throughout the world including the United States,

Australia, Canada, New Zealand, France and Germany. Another interesting fact is that

many of the people from Sulur have the habit of adding the first letter 'S' from Sulur

(town's name), along with their initials.

From February 22, 2009 Sulur started to function as the taluk headquarters in

the bifurcated Coimbatore district. Moreover the town is getting ready to face its first

MLA election in 2011, as a separate constituency.

Educational institutions

The following is the list of schools in Sulur:

Govt Boys Higher Secondary School

Govt Girls Higher Secondary School

Kennedy Matriculation Higher Secondary School

Kalaivani Matriculation School

Kendriya Vidyalaya, Air Force Station, Sulur

RVS Matriculation Higher secondary School

Michael Job Matriculation School

Kovai Maruthamali Matriculation School

Kids Club

The current Govt Boys Higher Secondary School was founded in 1889 as

Thiruvengadanathar Upper Primary School. Over the course of many years, the school

has grown to the level of a higher secondary school. Its chronological progress is listed

below:

April 1925 - Taluk Board Higher Elementary School, June 1926 - Zilla Board

Middle School June 1938 - Union, Kalagam)Board Secondary School July 1962 -

(Union, Kalagam)Board Boys Secondary School January 1966 - Govt Boys Secondary

School July 1978 - Govt Boys Higher Secondary School.

The Girls high school started in July, 1962 with 224 students. Its inauguration was

attended by the then Chief Minister of Tamil Nadu, Mr. Bhaktavasalam.

All the colleges in Sulur are run by the RVS group (Rathnavel Subramaniam

group), including the 'RVS Arts and Science College','RVS Pharmacy college' and

'RVS B.Ed College'.

III.2 PROFILE OF THE INSTITUTIONS

III.2.1 INTRODUCTION

A school (from Greek σχολή (scholē), originally meaning "leisure", and also

"that in which leisure is employed", "school"), is an institution designed to allow and

encourage students (or "pupils") to learn, under the supervision of teachers. Most

countries have systems of formal education, which is commonly compulsory. In these

systems, students progress through a series of schools. The names for these schools

vary by country (discussed in the Regional section below), but generally include

primary school for young children and secondary school for teenagers who have

completed primary education.

In addition to these core schools, students in a given country may also have

access to and attend schools both before and after primary and secondary education.

Kindergarten or pre-school provide some schooling to very young children (typically

ages 3–5). University, vocational school, college or seminary may be available after (or

in lieu of) secondary school. A school may also be dedicated to one particular field,

such as a school of economics or a school of dance. Alternative schools may provide

nontraditional curriculum and methods.

There are also non-government schools, called private schools. Private schools

may be for children with special needs when the government does not supply for them;

religious, such as Christian schools, hawzas, yeshivas and others; or schools that have a

higher standard of education or seek to foster other personal achievements. Schools for

adults include institutions of corporate training and Military education and training.

In homeschooling and online schools, teaching and learning take place outside

of a traditional school building.

COMPONENTS OF MOST SCHOOLS

Schools are organized spaces purposed for teaching and learning. The classrooms,

where teachers teach and students learn, are of central importance, but typical schools

have many other areas which may include:

Cafeteria (Commons), dining hall or canteen where students eat lunch and often

breakfast and snacks.

Athletic field, playground, gym, and/or track place where students participating

in sports or physical education practice

Auditorium or hall where student theatrical and musical productions can be

staged and where all-school events such as assemblies are held

Office where the administrative work of the school is done

Library where students consult and check out books and magazines and often

use computers

Specialized classrooms including laboratories for science education

Computer labs where computer-based work is done and the internet accessed

Stress

As a profession, teaching has very high levels of Work-Related Stress (WRS)

which are listed as amongst the highest of any profession in some countries, such as the

United Kingdom. The degree of this problem is becoming increasingly recognized and

support systems are being put into place Teacher is increasingly recognizing the need

for new entrants to the profession to be aware of and trained to overcome the challenges

that they will face on the "mental health" front. Stress sometimes affects students more

severely than teachers, up to the point where the students are prescribed stress

medication. This stress is claimed to be related to standardized testing, and the pressure

on students to score above average.

Discipline

Schools and their teachers have always been under pressure — for instance,

pressure to cover the curriculum, to perform well in comparison to other schools, and to

avoid the stigma of being "soft" or "spoiling" toward students. Forms of discipline, such

as control over when students will and will not speak, and normalized behaviour, such

as raising one's hand to speak, are imposed in the name of greater efficiency.

Practitioners of critical pedagogy point out that such disciplinary measures have no

positive effect on student learning; indeed, some would argue that disciplinary practices

actually detract from learning since they undermine students' individual dignity and

sense of self-worth, the latter occupying a more primary role in students' hierarchy of

needs.

Regional terms

India

In ancient India, schools were in the form of Gurukuls. Gurukuls were

traditional Hindu residential schools of learning; typically the teacher's house or a

monastery. During the Mughal rule, Madrasahs were introduced in India to educate the

children of Muslim parents. British records show that indigenous education was

widespread in the 18th century, with a school for every temple, mosque or village in

most regions of the country. The subjects taught included Reading, Writing, Arithmetic,

Theology, Law, Astronomy, Metaphysics, Ethics, Medical Science and Religion.

Under the British rule in India, Christian missionaries from England, USA and

other countries established missionary and boarding schools throughout the country.

Later as these schools gained in popularity, more were started and some gained

prestige. These schools marked the beginning of modern schooling in India and the

syllabus and calendar they followed became the benchmark for schools in modern

India. Today most of the schools follow the missionary school model in terms of

tutoring, subject / syllabus, governance etc...with minor changes. Schools in India range

from schools with large campuses with thousands of students and hefty fees to schools

where children are taught under a tree with a small / no campus and are totally free of

cost. There are various boards of schools in India, namely Central Board for Secondary

Education (CBSE), Council for the Indian School Certificate Examinations (CISCE),

Madrasa Boards of various states, Matriculation Boards of various states, State Boards

of various boards, Anglo Indian Board, and so on. The typical syllabus today includes

Language(s), Mathematics, Science - Physics, Chemistry, Biology, Geography, History,

General Knowledge, Information Technology / Computer Science etc... Extra curricular

activities include physical education / sports and cultural activities like music,

choreography, painting, theater / drama etc...

The project has been done in sulur area with 4 schools:

R.V.S. MATRICULATION HR.SEC.SCHOOL

KENNEDY MATRICULATION HR.SEC.SCHOOL

GOVT. BOYS HR.SEC.SCHOOL

GOVT.GIRLS HR .SEC SCHOOL

.

III.2.2 R.V.S. MATRICULATION HR.SEC.SCHOOL

Rathinavel Subramaniam Matriculation Higher Secondary School was started in

1985 in memory of late Master. Rathinavel Subramaniam, eldest child of Mrs.

Padmavathi Kupusamy and Dr. K.V. Kupusamy to meet the growing needs of student

community in and around Sulur. Mr.K.Senthil Ganesh, M.B.A.,(U.S.A) is the

Correspondent.

It’s a secular institution which admits children of all classes. Care is taken to

maintain an atmosphere of social equality.

With its serene and quiet surroundings and ample facilities, the School is an

abode of learning with pleasure.

The school provided eco friendly environment and peaceful learning atmosphere

for the students. Greenery all around is rare nowadays it may be called the

“Santhinikethan” at Sulur.

COURSES OFFERED:

The school started with KG section in the year 1985 with 20 children has now

blossomed into 1025 children as on today. First set of X –Standard passed out in the

year 1989 and in the same year. The school had been upgraded into higher secondary

school offering

Languages                –   Tamil, Hindi, French,

Common subjects     –    a) Physics, Chemistry, Biology & Maths

                                    b) Physics, Chemistry, Computer Science & Maths

                                     c) Accountancy, Commerce, Economics & Computer

Science

                                     d) Accountancy, Commerce, Economics & Business Maths

ACADEMIC IMPROVEMENT :

Monthly tests are conducted from June to April for I to IX Standard, Cyclic

Tests for X and XII Standard are conducted on every Saturdays. Every student is

encouraged to take one project work in Science. Minimum pass mark for each subject is

40%. A “Star” is given to first rank students in every test and Terminal Examinations.

Pre.KG to UKG Grades are given according to their level of achievements. We have

special norms for judging their progress.

III.2.3 GOVT BOYS AND GIRLS HIGHER SECOUNDRY SCHOOL SULUR

The current Govt Boys Higher Secondary School was founded in 1889 as

Thiruvengadanathar Upper Primary School. Over the course of many years, the school

has grown to the level of a higher secondary school. Its chronological progress is listed

below:

April 1925 - Taluk Board Higher Elementary School, June 1926 - Zilla Board

Middle School June 1938 - Union, Kalagam)Board Secondary School July 1962 -

(Union, Kalagam)Board Boys Secondary School January 1966 - Govt Boys Secondary

School July 1978 - Govt Boys Higher Secondary School.

The Girls high school started in July, 1962 with 224 students. Its inauguration

was attended by the then Chief Minister of Tamil Nadu, Mr. Bhaktavasala

COURSES OFFERED:

The school started with 6 th section in the year 1889 with 20 children has now

blossomed into 986 children as on today. The school had been upgraded into higher

secondary school offering

Languages                –    Tamil, English

Common subjects     –    a) Physics, Chemistry, Biology & Maths

                                    b) Physics, Chemistry, Computer Science & Maths

                                     c) Accountancy, Commerce, Economics & Computer

Science

                                     d) Accountancy, Commerce, Economics & Business Maths

III.2.4 KENNEDY MATRICULATION HR.SEC.SCHOOL

Kennedy Matriculation Higher Secondary School was started in 1991. The

principal Mrs.komalanair, and the correspondence Mr. Nair.

It’s a secular institution which admits children of all classes. Care is taken to

maintain an atmosphere of social equality.

With its serene and quiet surroundings and ample facilities, the School is an

abode of learning with pleasure.

The school provided eco friendly environment and peaceful learning atmosphere

for the students. Greenery all around is rare nowadays it may be called

the“Santhinikethan” at Sulur.

COURSES OFFERED:

The school started with KG section in the year 1991 with 39 children has now

blossomed into 823 children as on today. First set of X –Standard passed out in the year

1995 and in the same year. The school had been upgraded into higher secondary school

offering

Languages               –   Tamil, Hindi, French,

Common subjects     –   a) Physics, Chemistry, Biology & Maths

                                    b) Physics, Chemistry, Computer Science & Maths

                                    c) Accountancy, Commerce, Economics & Computer Science

                                    d) Accountancy, Commerce, Economics & Business Maths

ACADEMIC IMPROVEMENT:

Monthly tests are conducted from June to April for I to IX Standard, Cyclic

Tests for X and XII Standard are conducted on every Saturdays. Every student is

encouraged to take one project work in Science. Minimum pass mark for each subject is

55%. A “Star” is given to first rank students in every test and Terminal Examinations.

Pre.KG to UKG Grades are given according to their level of achievements. We have

special norms for judging their progress.

Chapter-IV

Data analysis and interpretation

CHAPTER IV

IV. ANALYSIS AND INTERPRETATION

The fourth Chapter describes the research methodology adapted and it includes

the research design, Sampling Design, and Data Analysis techniques. Data Analysis and

Interpretation is designed in this chapter.

DATA ANALYSIS

The purpose of research is to find out an answer for the problem. Analysis of data

helps to find out an answer for the problem. By analysis we mean the computation of

certain measures or indices along with searching for patterns of relationships that exist

among the data. Here data has been analyzed by using percentage analysis and

diagrams.

Formula,.

Percentage = No.of respondents X 100

Total respondents

From the above mentioned formula accordingly the percentage is calculated, and

data interpretation is made by tabulation.

TABLE IV.1- NO OF MALE & FEMALE RESPONDENTS

SNO PARTICULARS NO OF RESPONDENTS

PERCENTAGE (%)

1. Male 64 64

2. Female 36 36

3. TOTAL 100 100

Source: primary data

ANALYSIS

This table indicates that there are more male respondents compared with female.

Total male respondents 64%.Total female respondents 36%.

About 64% of the respondents are male.

CHART IV.1.1 NO OF MALE & FEMALE RESPONDENTS

TABLE IV.2 INFLUENCE IN GROUP SELECTIONS

SNO PARTICULARS NO OF RESPONDENTS

PERCENTAGE (%)

1. Your wish 64 642. Parents intension 20 203. Friends

compulsion16 16

4. TOTAL 100 100

Source: primary data

ANALYSIS

This table indicates that 64% of students had chosen the groups according to

their wish. 20% of them are chosen the groups by their parent’s intension.16% of

students are chosen the group by their friend’s compulsion.

Most of the students had chosen the group according to their wish

CHART IV.2.1 INFLUENCE IN GROUP SELECTIONS

TABLE IV.3 CHOICE OF ALTERNATIVE GROUP

SNO PARTICULARS NO. OF RESPONDENTS

PERCENTAGE (%)

1. Yes 36 36

2. No 64 64

3. TOTAL

100 100

Source: primary data

ANALYSIS

This table represents that 36% of respondents are telling that if they had chosen

any other group they can do better. 64% of respondents are satisfied with current group

itself.

About 64% of the respondents are been satisfied with their group at present.

TABLE IV.3.1 CHOICE OF ALTERNATIVE GROUP

TABLE IV.4 READING TIMING IN MORNING

SNO PARTICULARS NO OF RESPONDENTS

PERCENTAGE (%)

1. 4-5 am 78 782. 5-6 am 12 123. No reading 10 10

4. TOTAL 100 100

Source: primary data

ANALYSIS

This table indicates that 78% of respondents are reading in the morning at 4-

5am.12% of respondents are reading in the morning at 5-6am. 10% of respondents are

not reading in the morning.

78% of students are reading in the morning.

CHART IV.4.1 READING TIMING IN MORNING

TABLE IV.5 READING TIMING IN NIGHT

SNO PARTICULARS NO OF RESPONDENTS

PERCENTAGE (%)

1. Till 12 am 64 642. Till 11 pm 36 363. No reading 10 104. TOTAL 100 100

Source: primary data

ANALYSISThis table indicates that 64% of respondents are reading in the night till 12

am.36% of respondents are reading in the night till 11 pm.10% of respondents are not

reading in the night.

Some of the respondents about 64% are reading at night.

CHART IV.5.1 READING TIMING IN NIGHT

TABLE IV.6 STUDENTS GOING FOR TUITION

SNO PARTICULARS NO OF RESPONDENTS

PERCENTAGE (%)

1. Yes 82 82

2. No 18 18

3. TOTAL 100 100

Source: primary data

ANALYSIS

This table indicates that 82% of students are going to tuition.18% of them are

not going to tuition.

Most of the students about 82% of students are going to tuition

CHART IV.6.1 STUDENTS GOING FORTUITION

TABLE IV.6.1 TUITION SUBJECTS

SNO PARTICULARS RESPONDENTS PERCENTAGE (%)

1. Maths only 12 12

2. Science only 8 8

3. Science and maths 60 60

4. All subjects 2 2

5. No tuition 18 18

6. TOTAL 100 100

Source: primary data

ANALYSISThis table indicates that no of students are going to tuition .12% of the students

are going to maths tuition only.8% are going to science tuition only.60% of them are

going to both tuition. 18% of them are not going to tuition.

More no of students are going to tuition. Particularly for science and maths

tuition .

CHART IV.6.2 TUITION SUBJECTS

TABLE IV.7 ATTITUDES TOWARDS READING

SNO PARTICULARS NO OF RESPONDENTS PERCENTAGE (%)

1. Some times 62 62

2. Always 16 16

3. never 22 22

4. TOTAL 100 100

Source: primary data

ANALYSISThis table indicates that some of the students felt irritated when they are

reading.About 62% of students of them are feeling irritating some times.16% of them

are feeling irritating at all point of time.22% of them felt not irritated.

Some of the students about 62% are feeling irritating while they are reading.

CHART IV.7.1 ATTITUDES TOWARDS READING

TABLE IV.8 STUDENT’S ATTITUDE TOWARDS THEIR SYLLABUS

SNO PARTICULARS NO OF RESPONDENTS

PERCENTAGE (%)

1. Easy 68 68

2. Tough 0 0

3. ok 32 32

4. TOTAL 100 100

Source: primary data

ANALYSIS

This table indicates that about 68% of the students are satisfied with their

subject syllabus.32% of them are somewhat they are satisfied.

The respondent is stating that they are been satisfied with their syllabus. No one

where telling that syllabus was tough.

CHART IV.8.1 STUDENT’S ATTITUDE TOWARDS THEIR SYLLABUS

TABLE IV.9 EXTRACURRICULAR CLASSES

SNO PARTICULARS NO OF RESPONDENTS

PERCENTAGE (%)

1. Yes 13 132. No 87 873. TOTAL 100 100

Source: primary data

ANALYSIS

This table indicates that around 13% of students are going to for extracurricular

classes.And 87% of them are not going for any classes.

Even though the students secondary higher education some of the students

around 13% of students are going for extracurricular classes.

CHART IV.9.1 EXTRACURRICULAR CLASSES

TABLE IV.10 ATTITUDES TOWARDS SPECIAL CLASSES

SNO PARTICULARS NO OF RESPONDENTS

PERCENTAGE (%)

1. Some times 25 252. mostly 50 50

3. No classes 25 25

4. TOTAL 100 100

Source: primary data

ANALYSIS

This table indicates that some of the students around 50% of them having

special classes in weekends. And some of 25% them are having rarely classes.And 25%

of them not having classes.

Students are having special classes in weak end also

CHART IV.10.1 ATTITUDES TOWARDS SPECIAL CLASSES

TABLE IV.11 STUDENT’S ATTITUDE TOWARDS THEIR SPECIAL CLASS

SNO PARTICULARS NO OF RESPONDENTS PERCENTAGE (%)

1. Yes 78 78

2. No 22 22

3. TOTAL 100 100

Source: primary data

ANALYSISThis table indicates that some of the students of 78% are not satisfied with the

special class and thing that it is a burden for them. Also some of them are been satisfied

with the special class.

Special class for the students in the weekends are been not satisfied to the

students and they are thing that it is a burden for them.

CHART IV.11.1 STUDENT’S ATTITUDE TOWARDS THEIR SPECIAL CLASS

TABLE IV.12 TIMES SPENDING WITH THE PARENTS

SNO PARTICULARS NO OF RESPONDENTS PERCENTAGE (%)

1. Some times 56 56

2. mostly 32 32

3. No time 22 22

4. TOTAL 100 100

Source: primary data

ANALYSISThis table indicates that Some of 56% of them rarely spend with their

parents.Some of 32% will get time to spent with their parents. And 22% of them are

not having enough time to spend with their parents .

Some of the students are not having enough time to spend with their parents.

And some will get time.

CHART IV.12.1 TIMES SPENDING WITH THE PARENTS

TABLE IV.13 FINANCIAL PROBLEM FOR THE STUDENTS

SNO PARTICULARS NO OF RESPONDENTS PERCENTAGE(%)

1. Some times 13 13

2. mostly 35 35

3. No 52 52

4. TOTAL

100 100

Source: primary data

ANALYSIS

This table indicates that some of 13% of them are having some financial

problem. Some of 35% of them having financial problem. And 52% of them are not

having financial problem.

Around 100% of respondents48% of the students are having financial problem

CHATR IV.13.1 FINANCIAL PROBLEM FOR THE STUDENTS

TABLE IV.14 LACKS IN HAVING FOOD DUE TO STRESS

SNO PARTICULARS NO OF RESPONDENTS

PERCENTAGE (%)

1. Some times 33 33

2. mostly 35 35

3. No 32 32

4. TOTAL 100 100

Source: primary data

ANALYSISThis table indicates that some of 33% of them are having their food. Some of

35% of them having food rarely .And 32% of them are not having food in the morning.

Around 100% of respondents 32 % of the students are having food in the

morning

CHART IV.14.1 LACK IN HAVING FOOD DUE TO STRESS

TABLE IV.15 ATTITUDE ON TEACHING METHODS

SNO PARTICULARS NO OF RESPONDENTS

PERCENTAGE (%)

1. Some times 18 182. yes 82 823. No 0 04. TOTAL 100 100

Source: primary data

ANALYSISThis table indicates that some of 82% of them understand what teacher teaches.

Some of 18% of them understand somewhat.

Around 100% of respondents most of the students are clear with their teacher

teach

CHART IV.15.1 ATTITUDE ON TEACHING METHODS

TABLE IV.16 CLEARING DOUBTS WITH TEACHERS

SNO PARTICULARS NO OF RESPONDENTS

PERCENTAGE (%)

1. Some times 73 73

2. yes 27 27

3. No 0 0

4. TOTAL

100 100

Source: primary data

ANALYSISThis table indicates that some of 73% of them understand what teacher teaches

and they will clear the doubts. Some of 18% of them understand somewhat and the

doubts.

The students of 73% will clear the doubts with the staff. And some of the them

are rarely clear the doubts.

CHRT IV.16.1CLEARING DOUBTS WITH TEACHERS

TABLE IV.17 UNDERSTANDING THE TEACHING LANGUAGESSNO PARTICULARS NO OF

RESPONDENTSPERCENTAGE(%)

1. Some times 76 762. yes 24 243. No 0 04. TOTAL 100 100

Source: primary data

ANALYSISThis table indicates that 76% of students have some barriers while teaching in

English or tamil.24% can manage with their teacher’s language.

The students are having some barriers while teaching in English or Tamil

CHART IV.17.1 UNDERSTANDING THE TEACHING LANGUAGES

TABLE IV.18 ATTITUDE TOWARDS SCHOOL

SNO PARTICULARS NO OF RESPONDENTS

PERCENTAGE(%)

1. never 12 12

2. sometimes 74 74

3. often 14 14

4. TOTAL 100 100

Source: primary data

ANALYSISThis table indicates that some of the students about 12% had felt irritated and

angry while going to school. Some about 74% had felt rarely .And 14 % of students feel

often.

Some of the students felt irritated, angry and frustrated while going to school.

CHART IV.18.1 ATTITUDE TOWARDS SCHOOL

TABLE IV.19 REGARDING LEAVE TOWARDS STRESSSNO PARTICULARS NO OF

RESPONDENTSPERCENTAGE (%)

1. Yes 18 18

2. No 82 82

3. TOTAL 100 100

Source: primary data

ANALYSISThis table indicates that some of 82% of students are not taken leave towards

stress.But some of 18% of respondents had taken leave towards stress.

It is that some of students had taken leave towards stress.

CHART IV.19.1 REGARDING LEAVE TOWARDS STRESS

TABLE IV.20 STRESS FULL THINGSSNO PARTICULARS NO OF

RESPONDENTSPERCENTAGE (%)

1. Tuition 16 162. Reading in morning &night 24 243. Special classes 40 404. others 20 205. TOTAL 100 100

Source: primary data

ANALYSISThis table indicates that Around16% of the students were feeling stressful for

going for tuition.24% of them were feeling reading in the morning & night is

stress.40% of them feeling special class are stressful for them.20% of them feeling that

class tests, revisions, assignments, homework etc... are stressful things.

Some of them are feeling stressful things as going tuition, special class, reading, etc…

CHART IV.20.1 STRESS FULL THINGS

Chapter-v

Findings, suggestions &

conclusions

CHAPTER V CONCLUSION, FINDINGS, SUGGESTIONS

V.1 FINDINGS

About 64% of the responses are male students.

Most of the students had chosen the group according to their wish. But even

though 20% of them are chosen the groups by their parent’s intension and 16%

of students are chosen the group by their friend’s compulsion.

About 64% of the responses are been satisfied with their group at present.

Around 78% of students are reading in the morning.

Some of the responses about 64% are reading at night.

Most of the students about 82% of students are going to tuition

More no of students are going to tuition. Particularly for science and maths

tuition students are more.

Some of the students about 62% are feeling irritating while they are reading.

The responses are stating that they are been satisfied with their syllabus. No one

where telling that syllabus was tough.

Even though the students secondary higher education some of the students

around 13% of students are going for extracurricular classes.

Students are having special classes in weak end also

Special class for the students in the weekends are been not satisfied to the

students and they are thing that it is a burden for them.

Some of the students are not having enough time to spend with their parents. And

some will get time.

Around 100% of responses48% of the students are having financial problem

Around 100% of responses 32 % of the students are having food in the morning

Around 100% of responses most of the students are clear with their teacher teach.

The students of 73% will clear the doubts with the staff. And some of the them

are rarely clear the doubts.

The students are having some barriers while teaching in English or Tamil

Some of the students felt irritated, angry and frustrated while going to school.

It is that some of students had taken leave towards stress.

Some of them are feeling stressful things as going tuition, special class, reading,

etc…

From the findings Stressed children show signs of emotional disabilities,

aggressive behavior, shyness, social phobia and often lack interest in otherwise

enjoyable activities. Research tells us that children, who are forced to live on

prematurely adult levels, sometimes become oppositional to following the parents` rules

(or those of society). Such children tend to respond to stressors with aggression and

indignation.

V.2 SUGGESTIONS

First thing that parent should leave them independent while they are choosing

the group

Some of the students are feeling bad while studying in the group which are not

interested, so they have to so some interest on studies.

Some special care should be taken for maths and science subjects.

There should be relaxation time for the students after they come from school.

The teachers should teach according to the students language either in in English

or tamil

Reducing the tuition fee, because middle class or low class people can’t able to

pay

There should be some motivation from the teacher’s side.

Some free time to be provided in the class and schools.

Some of the students are facing financial problem so there should be some

consecession should provide to those students.

Teachers and parents should not continuously tell that read. It makes them

irritated.

There should not be more special classes in the weekends.

V.3 CONCLUSION

From this research it is understand that the students of secondary higher

education is somewhat stress full to them. Fortunately many of us will not have to deal

on a daily basis with the major life event stressors like the death of a loved one, a life

event stressor like losing a loved one is painful to all and our perception about the loss

is not distorted, however most of the stressors in our lives come from the daily hassle

stressors which we encounter on a daily basis and these daily hassles are thought to

make up the majority of stressors in most people’s lives.   The stress management

techniques outlined in this course are not all theory they have been scientifically proven

and successfully used in clinical practice to help people cope with severe life

threatening stressors such as breast cancer, chronic pain, aids etc.  As Merle Miller

sums it up very eloquently, "Everyone has their burden.  But what counts is how you

carry it."

ANNEXURE

A STUDY ON STRESS TOWARDS THE +2 STUDENTS

Questioner 1. Name:

2. Address:

3. Gender:

A) Male B) Female

4. Name of the school:

5. Your aim?

6. You choose this group because of?

A) Your wish B) Parents intension C) friends compulsion

7. If you had chosen any other group whether you can do better?

A) YES B) NO

8. At what time you wake up in the morning for reading?

A) 4-5 am C)5-6 am D)no reading

9. Till what time you will be reading at night?

A) till 12 am C)till 11pm D)no reading

10. Are you going to tuition?

A) Yes B) no

If so for what subject(S)?

11. While studying did you ever felt Irritated?

A) Some times B) always C)never

12. How about your subject syllabus?

A) Easy B) tough C) ok

13. Are you going for extracurricular classes?

A) Yes B) no.

14. Do you have special classes on the weekends?

A) Sometimes B) mostly C) no classes.

15. Do you think it is a burden for you?

A) yes B) no.

16. Do you have enough time to spend with your parents?

A) Sometimes B) mostly C) no.

17. Do you have financial problem for paying fee and for other things?

A) Sometimes B) mostly C) no.

18. Do you think you are lack in having foods in morning?

A) Sometimes B) mostly C) no.

19. Do you understand what your teacher teaches?

A) Yes B) Sometimes C) not understanding.

20. Will you clear your doubts with teachers?

A) Yes B) Sometimes C) no.

21. Do you think teaching in English/ Tamil is a barrier for you?

A) Yes B) no C) Sometimes

22. What is your parents annual Income?

A) Less than 50,000 B) 1, 00,000 C) More than 1, 00,000.

23. What are the other problems you’re facing?

24. Being a +2 student you won’t have much more time to spend, so what are the things

you had missed?

25. What are the things you sacrifices because of your studies?

26. While going to school do you ever feel irritated, angry, frustrated

A) Never B) Sometimes C) Often

27. Have you taken leave in past 12 months due to subject / studies stress?

A) Yes B) no.

If so how many days_______________________________

28. Which factor you think it is stress full for you?

A) Going To Tuition B)Reading In Morning C) Special Class D) other

if ,so specify

BIBILIOGRAPHYBIBILIOGRAPHY

Websites

www.google.com

stress.about.com/.../studentstress/

Students_and_Stress_Study_Habits_Organization_Skills_Stress_Help.htm

www.essortment.com › Family & Parenting

www.mystressmanagement.net/stress-management-for-students.html

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

http://www.rvsgroup.com/rvsschool/web/index.htm

Books

Principals and practice of stress management by paul M.Lehrer, Robert

L.woolfolk, wesles E.Sime-3rdedition, springer publishing 1999.

Stress management by wolfgang linden, 1stedition,sage publication,2001

Stress management Edward charlesworth, Ronald G. Nathan 2nd edition 1987.