“education is the light of knowledge” chapter-i introduction 1.1 introduction:

“EDUCATION IS THE LIGHT OF KNOWLEDGE”

CHAPTER-I

INTRODUCTION1.1 Introduction:

Education is an ever- winding concept. Ever since the down of

civilization, man-directly or indirectly has been trying to educate him self in

border to meet with the changing demands of life. In fact, he has succeeded

in distinguishing himself from other animals only by virtue of education.

During the course of time educations became an essential virtue for man to

life and lead a critical life. True it is that man be comes on through the

process of education.

Education is an essential bass of good life. Education is the

apprenticeship of life “It is only through the virtue of education that man is

able to command respect in society.

As our Father of our nation Mahatma Gandhi has rightly put it the

primary purpose of education is the all-round and Balanced Development of

the personality of the child and man body, mind and spirit. The words all-

round, balanced development and personality have to be put into practice in

the education process. Which is rarely done by the present day educators.

Unless corrective measures are speedily taken, it will be difficult to

maintain and upgrade the quality and standard of education at all levels.

Present day education is mainly book centered encouraging rote

learning without critical thinking and introspection. Education will be

useless even if it stops at this point without translating the knowledge into

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practice with the attitudinal psychological force, resulting in the

development of psycho-motor skills enabling the student to do things for

himself.

Human beings are basically endowed with certain basic potentials,

with their potentialities, personal experiences and understanding levels.

Certain Aspiration are established, Generally people strive to achieve them

Right from the childhood several factors influence individuals in

establishing their aspirations. The factors could be personal and

environmental. The personal factors are – wishes, interests, past experiences

etc. The environmental factors are – cultural tradition, social values and

social rewards etc.

So, these aspirations cannot be understood in isolation from all the

above mentioned factors. It needs to look into these educational aspirations

in a larger frame work .In this study we have to conclude that the school

adjustment and occupational aspiration are related together.

1.2 FUNCTION OF EDUCATION /AIMS OF EDUCATION

The future of any system of education is determined by the future

course of the society which it is called upon to serve no predication can be

made about the future of society, however organized and sophisticated it

may be .

Education is a social necessity. It takes care of the changing social

needs and aspirations. It is in this sense that education becomes a living

force acting and reacting on the social order and always directed to some

good or goals2

Education acts within aim and activity “with an aim is all one with acting

intelligently” says John Dowey

The following are the important aims of education

1. Knowledge aim

2. Character building aim

3. Vocational aim

4. Harmonious Development of personality

5. Complete living aim

6. Democratic Aim of education

7. Individuals Vs social aim of education

1.3 CONCEPT OF SCHOOL ADJUSTMENT

Adjustment although seeming to be a universal characteristic or

quality may different aspects and dimensions. Bell (1958) has taken five

areas or dimensions in his adjustment inventory namely, home health, social

emotional and occupational .

Arkoff (1968) in his book : Adjustment and mental health has enumerated

the family ,school or college vocation and marriage as the important areas of

adjustment .

Recently Joshi (1964) and Pandy in their research study covering school and

college students, has given 11 areas in this area adjustment to school and

college work will be the most important aspect.

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1.3.1 CHARACTERISTICS OF A WELL ADJUSTMENT

PERSON

A well – adjustment person is supposed to possess the following

characteristics

1) Awareness of his own strengths and limitations

2) Respecting himself and others

3) An adequate level of aspiration

4) Satisfaction of basic needs

5) Absence of a critical or fault- finding attitude

6) Flexibility in behaviors

7) The capacity to deal with adverse circumstances

8) A realistic perception of the world

9) A feeling of ease with is surroundings

10) A balanced philosophy of life

Adjustment is not a simple term like adaptation or accommodation. It is

actually a condition or state of mind and behaviour in which one feels that

needs have been or will be gratified .The satisfaction of these needs, however,

must lie within the frame work and requirements of ones culture and society.

Adjustment although a universal phenomenon can be studied in various aspects

like health adjustment emotional adjustment social adjustment, home

adjustment and school adjustment

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1.3.2 School Adjustment Counseling

The programme in school Adjustment Counseling is designed to prepare

educations for a role as a practitioner in the school settings with those skills

necessary for work with community agencies and the juvenile court system.

Emphases is on effective counseling and consultation skills necessary for

individuals to sensitively serve the needs of culturally diverse groups of

children and families. The school adjustment counselor will be prepared to

help student make a transition from alternative school or juvenile facilities

back to the regular public school when necessary.

1.3.3 MIDDLE SCHOOL ADJUSTMENT

Some steps have taken to transition easier:-

1. Don’t create unnecessary stress about the transition focus on what will

remain consistent

2. Begin now to help your child expand his peer contracts and practice good

social skills

3. Begin letting your child make decisions about how to spend and use his time

4. Learn how to listen and not take over a situation.

5. Build open communication with your child

6. Learn how to communicate with the school

7. Don’t be afraid to volunteer at the school to see your child in action

The highly action child will naturally have an adjustment to make even in

kinder garden, where he will be expected to sit still for since day. Most active

children can make this adjustment, but some children just can’t seen to sit still.

5

Personality characteristics social competence, and early school

adjustment.

Research (e,g ,ladd & price 1987) has indicated that making a successful

adjustment to school is a crucial factor affecting children’s initial as and

subsequent school aptitudes and achievement ,several longitudinal studies.

Beginning school involves more than learning academics, children must also

learn to negotiate a new social environment offer with well demands, many of

which are not made explicit by teachers or parents

Significant independent contributions to children’s school adjustment for

kindergardens, their social competence was all most as important for successful

school adjustment was their academic competence concept of vocational

aspiration

Education is a means to achieve the economic needs of man. It is the

economic self-sufficiency of a person, which makes him worthy and a

contributions citizen.

This approach regards the student primarily as a member of society. The

quality of an individual’s behavior (its efficiency & satisfying ness) in relation

to his environment, especially in his inter personal relations.

1.4 CONCEPT OF VOCATIONAL ASPIRATION

Education is a powerful tool which has its impact on every walk of our life.

So also it has its impact on vocations or the occupation of the individual.

Most of the time, education decides the occupation of the individual. in fact

one of the important aims of education is vocational aim.

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Education prepares a child for a profession, thus enabling him to earn his

livelihood.The child of today is the citizen of tomorrow, so after completing his

education. He has to earn his living , he should not be parasite and a burden on

the society. The parents also wish so, they send their children to school and

spend lot of money on their education.Education is a means to achieve the

economic needs of man. It is economic self sufficiency of a person . which

makes him worthy, and a contributing citizen.

1.4.1 Vocational Aim of Education Importance:-

The vocational aim of education is the direct out come of industrial and

scientific advancement. Vocationalization of education is an important slogan

of modern democratic education.

BALANCE INDIVIDUAL CAPACITY WITH SOCIAL SERVIC

In the words of John Dewey “ Education with vocational aim will balance the

distinctive capacity of the individual with social service “ such a balance will

lead to the learns social efficiency.

1. Balance economics and Industrial Progress

Vocational education strikes a balance between economic and Industrial

progress. In the words of Gandhiji.True education ought to be a kind of

insurance against unemployment .

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2. Reduces Emphasis on verbalism

Vocational Aim of Education Will reduce the impact of verbalism and mere

intellectual domination Modern educators have advocated the idea of vocational

education

3. A purpose full Activity

Education with vocational bias becomes a purpose full activity. All purpose full

activities lead to efficiency Kilpatrick also gives maximum to purpose fullness a

project Indian Education Commission (1964-66).Recommended “work

experience” as the basis of all education

4. Suitable for persons with lower Intelligence

Vocational training is also suitable for the persons with lower intelligence

On account of its Utilitarian Value the vocationalism of education may be over

emphasized. It may be reduced to just bread and butter aim

In the word of Prof, V.R.Taneja Education when reduced to vocational education

does not exercise that inspiring and elevating influence which leads to rich and

fuller life

1.4.2 Vocational Importance of Education

1. Education is a power full tools which has its impact on every walk of our

life .So also it has its impact on vocations or the occupation of the

individual. Most of the time, education decided the occupation of the

individual .In fact one of the important aims of education is vocational aim.

2. Education prepares a child for a profession thus enabling him to earn his

livelihood. That is education aims to provide the basic necessities of life to

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the individuals- Foods, clothing and shelter are the primary needs of all

persons. Education aims to enable us to earn these things first. The child of

today is the citizen of tomorrow .So after completing his education he has to

earn his living. He should not be a parasite and a burden on the society, the

parents also wish so, and they send their children to school and spend lot of

money on their education with a wish that they should be so educated that

they are able to earn a very honorable means of living

3. Because of vocational Importance Gandhiji had introduced Basic system of

education .This basic education is work Oriented or craft-centered. The

craft in the basic education train the creative ability’s of the child. This

training later in life creates an inner urge in the youth to do some job

efficiently and gracefully.

4. There four, Mahatma Gandhiji recognized the importance of self-

supporting aspect of education. Its wanted every boy and girl to come out so

equipped from school that they should be able to pull their own weight if

these fail to get any be cent job so he said, education ought to be for them a

kind of insurance against unemployment.

1..5 STATEMENT OF THE PROBLEM

The problem under investigation can be stated as

“A STUDY OF RELATIONSHIP BETWEEN SCHOOL ADJUSTMENT AND OCCUPATIONAL ASPIRATIONS OF SECONDARY SCHOOL

STUDENTS “

1.6 OBJECTIVES OF THE STUDY

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TO find the difference between boy’s and girls of 10th standard

students with respect to occupational aspiration

To find the difference between boy’s and girl’s of 10th standard

students with respect to school adjustment and its dimensions.

TO find the difference between kannada and English medium

students of 10th standard with respect to occupational aspirations

TO find the difference between Kannada and English medium

students of 10th standard with respect to school adjustment and its

dimensions.

To find the difference between types of management (aided / unaided/

government) students of 10th standard with respect to occupational

aspirations.

To find the relationship between occupational aspiration and school

adjustment. and its dimensions of 10th standard students.

To find the relationship between occupational aspiration with school

adjustment and its dimensions of 10th standard girls


adjustment and its dimensions of 10th standard Kannada medium

students.

To find the relationship between occupational aspirations and school

adjustment and its dimensions of 10th standard English medium

students.

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adjustment and its dimensions of 10th standard students of Aided

schools.


adjustment and its dimensions of 10th standard students of Un-Aided

schools.


adjustment and its dimensions of 10th standard students of

Government schools.

1.7 NEED AND IMPORTANCE OF THE STUDY

School adjustment formation plays a major role in the life of an adolescent .

For it is the period during which he thinks himself and adjust to his

environment when the school adjustment is low the occupational aspiration of

student is low.

There are both ill adjusted and well adjusted persons in society. The

Following studies prove that there is significant relationship between school

Adjustment and occupational aspiration.

Symond’s (1963) research gives us the idea that social. Emotional and

educational adjustment influence the school adjustment . The significant

relationship between school adjustment and occupational aspiration and social

and sexual adjustment . All above studies indicate that higher adjustment,

higher the occupational aspiration. After examining the reviews the

contradictory results paved the way for the present investigator to go deep into

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the present problem taking adjustment areas like emotional, social and

educational adjustment in order to find out their relation with occupational

aspiration. If school adjustment is really a factor influencing occupational

aspiration One can try to provide conductive atmosphere to our students to

adjust well and as a result help them to aspiration well.

The amount of education one receives and the career one chooses will go a

long way towards determining ones chances for steady employment in the

future. The student at this juncture have to learn more about themselves what

are their interests, abilities and aspirations. Here ‘ Aspirations’ refer to an

individual’s goal or expectations or wants in regard to the welfare of one’s

future whereas

‘vocation’ is a particular kind of productive property known as person’s

vocation by which it means the kind of job one holds.

An individual who aspire to better himself academically, socially and

economically would be satisfied only when his achievements come up to the

goals he has set, regardless of how others view his achievement. This means to

say that the persons ego is involved in his aspiration.

As the child develops his aspiration shaped by the influence of his imaginations

and child fantasies. These are treated as unrealistic as they are based on child’s

fantasies and fallacies. When the child grows and attains

education at school or college level, it becomes ‘ambitious but not unrealistic in

aspiration. It is because the matured individual would be able to think

realistically. At school level as a student the aspirations are developed with

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respect to his/ her education and vocation.

1.8 LIMITATIONS OF THE STUDY

The following limitations of the problem should be kept in mind while

analyzing

and interpreting the data, these limitations were necessary at the time of

study

The study is only restricted to 10th standard students

The study is confined only to Bijapur city .

Present study is limited to Adjustment area

The present study is restricted to variables of school adjustment and

occupational aspiration of 10th standard students.

1.11 AN OVERALL VIEW OF THE STUDY

The present chapter deals with the Introduction, Functions of education,

concept of school adjustment ,concept of vocational aspiration statement ofthe

problem, objectives of the study need for the study, limitation of the study.The

second chapter, Review of Related Literature will be presented.The Third

chapter is devoted to Methodology of the study under which statement of the

problem, operational definitions of the term School Adjustment

and Occupational Aspiration , population and sample of the study , method of

the study tools used, statistical technique used for the collection of data. Data

analysis will be described. The fourth chapter comprises the analysis and

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interpretation of data.

The fifth chapter summary and conclusions, discussion of the study.

Delimitations of the study. Suggestions for further study will be presented.

CHAPTER- II

REVIEW OF RELATED LITERATURE

In the earlier chapter an attempt was made to introduce present study

and established the need for such an investigation. The present chapter is

designed to light a related emphasis and conceptual studies having relevance

to the problem under investigation.

Review of Related Literature is valuable guide to define the problem

recognizing its significance, suggesting promising data gathering devices

appropriate study design and also source of data only those studies that are

relevant to the present study are included.

Many studies have been conducted in the topic but here an affirm is made to

review some of the studies related to the occupational aspirations of the

students and the relationship between school adjustment

1. Reddy A.V.R. has conducted a study on the occupational needs of

secondary school pupils in relation to their occupational choices

in 1972 at S.V.U.

The main purpose of the investigation was to study the vocational needs of

male pupils at the terminal stage of secondary education. In relation to their

occupational choices and other variables like locality, the length of

14

schooling, general ,mental ability and familiar variables such as the socio-

economic background of the family and parents occupation and educational

status.

FINDINGS

1. The subjects hailing from different localities did not differ on the

vocational needs, power, activity, oval values, responsibility,

satisfaction, advancement human relations, service and creativity.

2. These was a significant different between the vocational need scores

of high mental ability groups of subjects on the vocational needs,

working condition, job security.

3. The social status of the family was signification related to a few of

the vocational needs in the occupational they selected

2) Parlikar R.K. has made a study in 1973 for his PhD work. The

topic of the study was an investigation to study vocational

maturity of high school students.

OBJECTIVES

1. To examine the difference in the vocational maturity of boys and girls

2. To find out how the development of vocationally mature and

immature individuals differed in some important aspects

15

3. To study the nature and growth of vocational maturity in terms of

presumed indices.

4. The development history of vocationally mature and immature

individuals would differ markedly.

FINDINGS

1. Vocational maturity of the grade 8th boys was characterized by competence

as well as choice attitude

2. Girls hade higher consistency within the fields as compared to boys where as

boys and higher consistency within levels

3. Among grade 9th boys commence was related to choice attitude but not to

consistency while in grade 9th girls competence was not correlated either with

choice attitude as consistency among grade 9th boys consistency and choice

attitude were closely related.

4. Intelligence was associated with overall vocational maturity among students

of grade 9th and 10th

3) Mathur C.P. has conducted an analytical study of children’s free-

expression drawings with a view to predict their vocational

interests for his PhD work in 1975 at pondichery University

OBJECTIVES

1. To use free expression drawings as predictors of children’s

Vocational interest

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2. To prepare norms for the interpretation of vocational interests on the

basis of free expression. Drawings of children in the age group of 13

to 14 years.

3. To develop a useable projective tool for the prediction of vocational

interest.

The study resulted into a scoring manual developed on the

basic of five criteria namely emotion. Imagination, intellect activity and

finger dexterity each of these criteria was further spilt into two

characteristic open and exclusive on the basic of the total scores for each

of the ten characteristics, in two ways separately for each of the three

vocations concluded that this total could safety be used to interpret the

free expression drawings and predict vocational interest of pupils.

4. Phennamma V.V had conducted a study on patterns of

occupational choices of secondary school pupils and school

leavers for her PhD work at the University of Kerala.

OBJECTIVES

1) To measure the relationship between the occupational choices of school

pupils and school leavers.

2) To compare the occupational choices of school pupils and school leavers

FINDINGS

1) The school pupils and leavers differed in there choice of ideal preferred and

actual occupations for the total sample.

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2) Majority of school pupils and school leavers differed in reasons for their

occupational choices.

5). Gupta.S.K. in 1991 has conducted a study on the impact of fraying in

carrier awareness and carrier decision making skills upon occupational

attitudes and guidance needs of secondary school students for Ph.D work

at Barkufullah Vishwavidyalaya.

OBJECTIVES :-

1) To develop and use tested of assessment of carrier awareness skill

(CAs)

carrier decision making skills(CDs) and carrier fraying materials

2)To study the standing of individual students with regard to their

knowledge and skills of awareness and carrier decision making

FINDINGS

1) The variable age, sex, and performance in school subjects

made, significant contribution on CAC,OAS Scores there

interaction effect was found to be insignificant

2) Boys had scored significantly higher than girls on CAS,CDS

and OAS

3) Boys and girls did not differ significantly in there V.A.S GNI

and SA scores

6) Miss. Padmaja .R.Patil have conducted a study on “ occupational

aspiration of X standard students of Bijapur city”

In her investigation an attempt has been made to study the ambitions of the

18

students about their occupation or job

OBJECTIVES

1) To investigate whether sex has any influence on the occupational

choices of students

2) To investigate whether the medium of instruction has an impact on

the occupational aspirations of students

3) To find out whether father education has any impact on occupational

aspiration of students.

7) Agarwal N. has conducted a study on factors related to carrier

maturity of school students for his PhD works inb 1981

OBJECTIVES

1) To study development patterns of carrier maturity across there school

stages (8th and 12th in both sexes)

2) To study the sex difference in carrier maturity at the three school

stages

2) To study the relationship at carrier maturity with selected socio

psychological variables

FINDINGS

1) There were significant differences in the carrier maturity measures a

cross three grades with an in credentials trend in scores

2) Sex differences were found in carrier maturity

3) A significant positive relationship between carrier maturity and socio-

economic status intelligence in school and out of school activities

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4)Their was position relationship between carrier maturity and certain

personality factors.

8) Roz Murrary –Harvey phillip slee 1998

“ Family stress and school and school Adjustment predictors Across theschool

year “ the results presented here are findings from one of our studies into

stress in children and there families.

AIMS *Examine the relationship between back ground factors and school

adjustment

*Identify links between child and family stress and school adjustment

The 207 Australian families in the study randomly selected from 13

participating school. The interview data yielded demographic information

along with details regarding stressful life events and psychological well

being for both adults and children. The teachers of the children completed

arrange of questions relating to the children’s adjustment to school children

were interviewed regarding stressful life events attitude to school and

coping with stress.

Predictors of poor adjustment at the primary school level were.

More difficult temperament of the child

More stress full life events (Reported by child)

Sex of the child (male)

9) Prof, Mohd Akhtar siddiqui :- Dept of Teacher Training and non-

formal education I. A S E

OBJECTIVES

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1). A comparative study of occupational Aspiration of Boy & Girl students

of secondary school of Delhi”

2) To find out and compare occupational aspirations of boy & girls

studying in senior secondary schools of Delhi

3) To identify the main occupational aspirations of students in science/

social science/ commerce groups in the academic stream of secondary

schools

4) To prepare guideline for a carrier counseling programme for students

of secondary school

FINDINGS

1) With regard to the first adjective the occupational aspirations of boys

and girls studying in senior secondary schools were found almost the

same.

2) For was a signification difference between the occupational

aspirations of boy’s government of schools and girls of government

aided schools. the occupational aspiration levels of girls government

schools and that of boys of government aided schools did not differ

significantly at 05 and 01 levels

3) The third objective deals with the identification of occupational

aspiration of students in science / social science / commerce groups

in academic stream of secondary schools

10) Helen Patrik ,Kwang Suk Yoon and Allison Murphy-

The University of Michigan –personality characteristics. Social competence,

21

and early school adjustment.This research was supported by Grant HD

17553

from the National Institute of child Heath and Human Development to

Jacquelyn

Eccles, .Allan wig field, Rena Harold .

11) Tamar J.P.S had conducted a study on occupational interest

trends of adolescents and their relation with prevalent job trends of

employment in Eastern Uttar Pradesh.

He has conducted this study in 1985 at Avadh University for his PhD work.

The investigation was designed to study the occupational interest trends of

adolescents in relation to sex, rural/urban residence socio –economic

background in Eastern Uttar Pradesh.

FINDINGS

1) The dominant occupational interest trends of boys in descending

order were agriculture, literature .find arts, science, crafts outdoor

activity, technology, medicine and sports.

2) There were marked differences in occupational interest trends of

adolescents belonging to different socio-economic groups

3) There was conformity between the occupational interest trends of

adolescents and prevailing job trends of employment.

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12) Sharma K.N.:- A comparative Sociological Study of Rural and

urban youths with reference to their Occupational Aspirations. PhD

(soc), Shiwaji University,2000

OBJECTIVES

(1) To determine the relationship of some selected Socio-psychological

variables with Occupational Aspiration of rural and urban youth.

(2) To find out the level of Aspiration of parents regarding their children

Occupation in rural and urban communities as perceived by the respondents.

(3) To determine the differences between Occupational Aspiration of rural and

urban youth.

(4) To find out the relationship between the Social and Psychological

variables

of rural and urban youths with Self-concept and perceived Occupational

expectations from significant others.

FINDINGS

1. The rural and urban youth differed significantly with respect to their

caste, size of family, education of father, education of mother, education

of perceived Occupational expectation.

2. Rural and urban youth did not differ significantly in respect of age. Type

of family ,sibling size, education of elder brother, occupational of father,

occupation of mother, occupation of elder brother, social participation

and socio-economic statues .

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3. The caste, size of family, sibling size education of father, education of

elder brother, type of farm production, social participation, socio-

economic status, self-concept and participation, socio-economic status,

self –concept and perceived occupation expectation from others had

positive and significant correlation with Occupation Aspiration of rural

and urban youth.

4. The relationship between type of family, education of elder sister and

occupation of mother with Occupational Aspiration of rural youth were

found non-significant

13) Khuwaid –Ur –Rehaman khan :- A comparative study of

occupational Aspiration of boy and girl students of senior secondary

school of Delhi

OBJECTIVES :-

1.To find out and compare occupational aspirations of boys and girls

studying in senior secondary schools of Delhi

2.To find out and compare occupational aspirations of students studying in

different types of senior secondary schools in Delhi.

3.To identify the main occupational aspiration of students in science / social

sciences/ commerce groups in the academic stream of senior secondary

schools.

4.To prepare guidelines for a career counseling programme for students of

Senior Secondary Schools.

FINDINGS

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With regard to the first objective,. The occupational aspiration of boys and

girls studying in senior secondary schools were found almost the same. No

significant difference was found between occupational aspiration of girls and

boys of all the schools taken together. However, The difference between

occupational aspirations of boys and girls within each type of school was found

to be significant. For the second objective it was found that there was

significant difference between the occupational aspirations of boys government

of schools and girls of government aided schools. The occupational aspiration

levels of girls

government schools and that of boys of government aided school did not

differ significantly at .05 and .01 levels . A significant different existed

between aspiration of students of government aided boys and government

girls schools. Significant difference in the occupational aspiration existed

between boys of aided schools and girls of government schools. A

significant difference in occupational aspiration was also found between the

boys of government schools and government aided schools.

14) Roz Murray –Harvey phillip slee (1998)

Family stress and school Adjustment predictors Across the School years

The results presented here are findings from one of our studies into stress in

children and their families.

AIMS :-

25

* Examine the relationship between background factors and school

adjustment

* Identify links between child and family stress and school adjustment .

SUMMARY RESULTS OF THE STUDY

A focus of the study concerned teacher’s perceptions of children’s

adjustment to school. Teachers regard approximately 70 per cent of students

as adjustment /very well adjustment while approximately 5% are rated as

poorly/ very poorly adjustment.

Predictors of poor adjustment at the secondary school level were;

Functional family environment

More stressful life events (reported by adolescent)

Fewer coping strategies of the adolescent

Higher level of family stress

Adolescent less able to cope with stress (parent rating)

All these studies have been conducted in different areas and

different University. There fore the findings also differ from one study to

another. The same study has been conducted on students who differ in their

level of education like high school college going students P.G. students etc.

obviously the results are different. Thus all these studies are related to the

present study in one or the other way, yet they differ from the present study

as the area under present study is different.

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CHAPTER III

METHODOLOGY

In the earlier chapter a few studies which are related to the problem under

investigation were reviewed. The present chapter deals with the methodology of

the present study under which the following are presented

3.1) Restatement of the problem

3.2) Operational definitions of the term used

3.3) Population and sample

3.4) Method of the study

3.5) Variables

27

3.6) Tools used for the collection of data

3.7) Description of the tools

3.8) Hypothesis

3.9) Procedure used for collection of data

3.10) Statistical techniques used

3.1.RESTATEMENT OF THE PROBLEM

The problem under investigation can be stated as

“ A STUDY OF RELATIONSHIP BETWEEN SCHOOL ADJUSTMENT

AND OCCUPATIONAL ASPIRATIONS OF SECONDARY SCHOOL

STUDENTS “

3.2 OPERATIONAL DEFINITIONS OF THE TERM USED

The dictionary meaning of the word Adjustment - is to fit, make suitable,

adapt, arrange, Modify, harmonize or make correspondent. Thus when we make an

adjustment between two things we adapt or modify one or both them to correspond

to each other

JAMES DREVER -1952

Adjustment means the modification to compensate for or meet special conditions

WEBSTER -1951

Adjustment is the establishment of a satisfactory relationship as representing

harmony conformance adaptation or the like.

The dictionary meaning of the word Occupational aspiration

OCCUPATION means a job, Profession or employment which leads to earn one’s

living.28

ASPIRATION means on ambition or desire or a wish

VICTOR (1964) states:- “Aspiration is a predisposition to desire satisfaction for

success in competition with some standard of excellence

SEX

In the present study , sex has been taken as a variable , here both boys and girls

studying in 10th standard of Bijapur city are taken to consideration

TYPE OF SCHOOL

In the present study various schools like aided /unaided / government are in

the Bijapur city.

MEDIUM OF INSTRUCTION

In the present study Kannada & English medium are to be studied

3.3 POPULATION AND SAMPLE

POPULATION

The population of the present study consists of 10th standard students

studying in Bijapur city

SAMPLE

The required sample for the study was drawn using random sapling method.

The investigator selected 150 students in which 75 Kannada medium and

75 from English medium students and 75 girls and 75 boys and 50 Aided ,

50 unaided , 50 government

3.4 METHOD OF THE STUDY

29

Every research study involves adherence to certain method of research and

research studies are distinguished on the basis of their different purpose and

approaches Keeping in view the nature of problem under investigation and

kind of data necessary the investigator has employed the survey method

3.5 VARIABLES

School adjustment and its dimensions

Occupational aspirations and its dimensions

Sex of the student – Boys /Girls

Medium of Instruction – English/Kannada

Type of school –Aided/Unaided/Government

3.6 Tools used

To carry out any type of research investigation, data must be gathered with

which to test the hypotheses .Many methods and procedures have been

developed to aid the acquisition of data ,these tools employ distinction ways

of describing and quantifying the data each is particularly appropriate for

certain sources of data, yielding information of the kind and in the form that

can be effectively used (Best and Khan-1999)

In the present investigation, the investigator has used

1) Adjustment Inventory for school students constructed by Dr. A.K.P.Sinha

and Dr. R.P.Singh(1984)

2) Occupational aspiration scale constructed by Grewal

3.7) DESCRIPTION OF THE TOOLS

3.7.1) ADJUSTMENT INVENTORY SCALE:

30

The inventory consists of simple items which could be understood by

subject easily to respond without much confusion. This inventory measures

three

areas of adjustment with 60 items i.e., Emotional Adjustment , social

Adjustment and Educational Adjustment consisting of 20 items each.

The following are some of the sample items on three areas of Adjustment

(Emotional, social and Educational Adjustment).

I. EMOTIONAL ADJUSTMENT

(a) Are you always afraid of something in your school ? Yes / No

(b) Do you get worried of your teacher scolding you for your mistakes ?

Yes / No

II. SOCIAL ADJUSTMENT

(a) Do you avoid meeting your classmates ? Yes / No.

(b) Are you of a shy nature? Yes / No.

III. EDUCATIONAL ADJUSTMENT

(a) Do you soon forget what you have read? Yes / No.

(b) Are you afraid of examinations? Yes /No.

The inventory gives scores for each area separately and also for total score

(total Adjustment) which is helpful for comparison.

The inventory measures the degree of adjustment, i,e,. Higher the scores,

higher the maladjustment

RELIABILITY

31

Co-efficient of reliability was determined by split-half method, test –retest

method and K.R. formula-20. the following table gives the reliability co-

efficient of the total test and of sub-tests by the different methods.

Method used Emotional Social Educational Total

1.split-half 0.94 0.93 0.96 0.95

2.test-retest 0.96 0.90 0.93 0.93

3.K.R.formula

20

0.92 0.92 0.96 0.96

VALIDITY

In item –analysis validity coefficients were determined for each item by bi-

serial correlation method and only such items were retained which yielded

bi-serial correlation with the criteria (1) total score and (2) area score,

significant level being 0.001.

Correlation matrix of the three areas.

Area I II III

Emotional - 0.20 0.19

Social 0.20 - 0.24

Educational 0.19 0.24 -

The product moment coefficient of correlation was 0.51

The responses of the students thus obtained were scored. They are both

positive and negative statements. In the case of the positive statement ascore

32

of one was given for ‘Yes’ and zero for “No”. In the case of negative

statements, a score of zero was given for the response’ Yes’ and one for the

response ‘No’.

Thus, the total scores for emotional, social and educational

adjustment were separately worked out. The grand total for all the three

areas of school Adjustment. Taken together and calculated.

3.7.2) OCCUPATIONAL ASPIRATION SCALE (O.A.S)

In the present study the researcher has uses as occupational Aspiration scale

(O A S) constructed and standardized by J.S.Grewal in 1984 to collect

necessary data For constructing this tool, J.S.Grewal took the help of level

of occupational Aspiration (LOA) prepared by Haller and Miller (1967) .

The present scale was adopted by me investigator by getting the prestige

rating of 150 occupational titles. Identical with the NORC (National opinion

research center) list . These titles at India this number was reduced to 108 by

a panel of judges who are employed in different occupational. The final lists

was administral on 150 student and were asked to rate each occupation on a

five point scale ranging from an occupation of excellent to “poor” standing.

Social standing at each occupation was calculated out of rank 10 by

multiplying frequency rating in each at 5 categories by 1.0, 0.8, 0.6, 0.4 and

0.2 respectively. thus all ‘0’ to ‘9’ depending upon there ranks which ranged

from 20 to 95 and above 80 out of 108 occupational of different prestige

value were arranged in mixed order in multi choice format given below .

33

SCORING

The OAS consist at 8 questions. All the Eight items are scored in the same

way there are Ten alternatives for each questions. Only one alternative may

be checked. The scores for each alternatives are as mentioned in scoring

key.

SCORING KEY

ALTERNATIVE SCORE

1 7

2 4

3 8

4 2

5 9

6 0

7 6

8 3

9 5

34

10 1

The total score is the sum of the scores for each at the eight questions.

RELIABLITY

Coefficient of reliability as determined by test retest method was found to

be 0.84, The Split –half reliability of test was found to be 0.54,

VALIDITY

The OAS has been validated against Halar and Miller’s occupational

Aspiration scale . The co-efficient of validity was found to be 0.75

3.8 HYPOTHESIS OF THE STUDY

There is no significant difference between boy and girl students of

10th standard students with respect to occupational aspirations.


10th standard students with respect to school adjustment and its

dimensions

There is no significant difference between Kannada and English

medium students of 10th standard with respect to occupational

aspirations.

35


medium students of 10th standard with respect to school adjustment

and its dimensions

There is no significant difference between types of management

(aided, unaided and government) students of 10th standard with

respect to occupational aspirations.



respect to school adjustment and its dimensions

There is no significant relationship between occupational aspirations

with school adjustment and its dimensions i.e. emotional adjustment,

social adjustment and educational adjustment of 10th standard

students



social adjustment and educational adjustment of 10th standard boy

students



social adjustment and educational adjustment of 10th standard girl

students



36


Kannada medium students




English medium students




students of aided schools




students of unaided schools




students of government schools

3.9 PROCEDURE USED FOR THE COLLECTION OF DATA

The AISS & OAS is in English version . A well-known teacher of English

translated it in to Kannada

In order to collect necessary data pertaining to occupational aspirations of

selected student the OAS was used .in the same way AISS were used for.

37

The data collecting and processed by using Microsoft Excel 2000 software.

For the study 150 students including both boys and girls of 10th standard

were selected for the various schools of Bijapur city.included English and

Kannada medium School.

Prior permission was taken from the heads of the schools. The investigator

visited each school personally at the appointed times. A session was

arranged to administer the OAS .the scale was administered in groups, each

student was made to sit on one bench and good rapport was developed with

the students. Necessary instructions were given to the students, before they

started responding to items, whenever students found difficulty a short

explanation was given. The test was not timed but on an average 30-40

minutes was taken to answer the items. After completion each AISS & OAS

scale was collected and assessed by means of a hand- scoring key.

3.10 STATISTICAL TECHNIQUES USED

The mean standard deviation and ‘t’ value analysis of variance

(ANOVA) Karl Pearsons correlation co-efficient was used on the basis of

scores of students on their responses.

In this chapter methodology and procedure adopted for the study were

discussed. In the next chapter analysis of the data collected will be presented

and interpretation of the results will be given..

38

CHAPTER - IV

4.1 DATA ANALYSES AND INTERPRETATION

Introduction:

However valid, reliable and adequate the data may be, it does not

serve any useful purpose unless it is carefully processed, systematically

classified and tabulated, scientifically analyzed, intelligently interpreted and

rationally concluded.

In the present study, the data has been collected in relation to school

adjustment and occupational aspirations and its dimensions (i.e. emotional

adjustment, social adjustment and educational adjustment) of 10th standard

39

students. After the data had been collected, it was entered and processed by

using Microsoft Excel - 2000 software. The purpose of the study is that “A

study of relationship between school adjustment and occupational

aspirations of 10th secondary school students”. To fulfill the purpose, the

one way ANOVA, t-test was applied to find out the significant difference

between different characteristics and Karl Pearson’s correlation coefficient

was used to find out the relationship between school adjustment and

occupational aspirations and its dimensions (i.e. emotional adjustment,

social adjustment and educational adjustment) of 10th standard students by

using SPSS 11.0 version statistical software and the results obtained there

have been interpreted.

It is also the intention of the investigator to find out whether

differences in the independent variables namely gender (male and female),

medium of instruction (Kannada, English) and types of management (aided,

unaided and government) of 10th standard students and consequently others.

Differential Statistics

In this section we calculated the differences between various characteristics

namely gender (male and female), medium of instruction (Kannada,

English) and types of management (aided, unaided and government) of 10th

standard students with respect to school adjustment and occupational

aspirations and its dimensions (i.e. emotional adjustment, social adjustment

and educational adjustment) by applying the one way ANOVA and t-test.

Hypothesis:

40

There is no significant difference between boys and girls of 10th

standard students with respect to occupational aspirations.

To achieve this hypothesis, the t-test was applied and the results are

presented in the following table.

Table: Results of t-test between boys and girls of 10th standard students

with respect to occupational aspirations.

Sex n Mean SD t-value p-value signi

Boy’s 35 52.2571 9.6142 3.4506 <0.05 S

Girl’s 115 46.4435 8.4451 -- -- --

From the results of the above table we seen clearly that, the boys and girls

of 10th standard differ significantly with respect to occupational aspirations

(t=3.4506, p<0.05) at 0.05% level of significance. Hence, the null

hypothesis is rejected and alternative hypothesis is accepted. It means that,

the boys and girls of 10th standard have different occupational aspirations.

The means scores of occupational aspirations according to gender are also

presented in the following figure.

41

Hypothesis: There is no significant difference between boys and girls of

10th standard students with respect to school adjustment and its dimensions

i.e.

1. Emotional adjustment

2. Social adjustment

3. Educational adjustment



Table: Results of t-test between boys and girls of 10th standard students wit

respect to school adjustment and its dimensions.

Variable Sex n Mean SD t-value p-value Signi.

School

adjustment

Boys 35 16.0857 6.3864 2.9916 <0.05 S

Girls 115 12.8783 5.2801

42

Emotional

adjustment

Boys 35 6.0571 2.7965 0.0682 >0.05 NS

Girls 115 5.9478 9.3432

Social

adjustment

Boys 35 5.5429 2.7690 3.1927 <0.05 S

Girls 115 4.0870 2.2265

Educational

adjustment

Boys 35 4.4286 2.6154 1.5977 >0.05 NS

Girls 115 3.6435 2.5242

From the results of the above table we seen clearly that,

1. The boys and girls of 10th standard differ significantly with respect to

scores of school adjustment (t=2.9916, p<0.05) at 0.05% level of

significance. Hence, the null hypothesis is rejected and alternative

hypothesis is accepted. It means that, the boys and girls of 10th

standard have different scores of school adjustment.

2. The boys and girls of 10th standard do not differ significantly with

respect to dimension of school adjustment i.e. emotional adjustment

(t=0.0682, p>0.05) at 0.05% level of significance. Hence, the null

hypothesis is accepted and alternative hypothesis is rejected. It means

that, the boys and girls of 10th standard have similar scores of emotional

adjustment.

3. The boys and girls of 10th standard differ significantly with respect

to dimension of school adjustment i.e. social adjustment (t=3.1927,

p<0.05) at 0.05% level of significance. Hence, the null hypothesis is

rejected and alternative hypothesis is accepted. It means that, the boys

and girls of 10th standard have different scores of social adjustment.

43

4. The boys and girls of 10th standard do not differ significantly with

respect to dimension of school adjustment i.e. educational adjustment

(t=1.5977, p>0.05) at 0.05% level of significance. Hence, the null


that, the boys and girls students of 10th standard have similar scores of

educational adjustment. The means scores of school adjustment

according to gender are also presented in the following figure.

Hypothesis: There is no significant difference between Kannada and

English medium students of 10th standard with respect to occupational

aspirations.



Table: Results of t-test between Kannada and English medium students of

10th standard with respect to occupational aspirations.

44

Medium N Mean SD t-value p-value Signi.

Kannada 75 45.5333 8.6904 -3.1618 <0.05 S

English 75 50.0667 8.8689 -- -- --

From the results of the above table we seen clearly that, the Kannada and

English medium students of 10th standard differ significantly with respect

to occupational aspirations (t=-3.1618, p<0.05) at 0.05% level of


hypothesis is accepted. It means that, the Kannada and English medium

students of 10th standard have different occupational aspirations. The

means scores of occupational aspirations according to medium are also

presented in the following figure.

45

Hypothesis: There is no significant difference between Kannada and

English medium students of 10th standard with respect to school adjustment

and its dimensions i.e.






Table: Results of t-test between Kannada and English medium students of

10th standard with respect to school adjustment and its dimensions.

Variable Medium n Mean SD t-value p-value Signi.

School

adjustment

English 75 12.9467 5.4448 -1.4667 >0.05 NS

Kannada 75 14.3067 5.9023

Emotional

adjustment

English 75 6.2800 11.3989 0.4523 >0.05 NS

Kannada 75 5.6667 2.8205

46

Social

adjustment

English 75 4.0800 2.2103 -1.7566 >0.05 NS

Kannada 75 4.7733 2.6075

Educational

adjustment

English 75 3.8133 2.7981 -0.0636 >0.05 NS

Kannada 75 3.8400 2.3135


1. The Kannada and English medium students of 10th standard do not

differ significantly with respect to scores of school adjustment (t=-

1.4667, p>0.05) at 0.05% level of significance. Hence, the null


that, the Kannada and English medium students of 10th standard have

similar scores of school adjustment.


differ significantly with respect to dimension of school adjustment i.e.

emotional adjustment (t=0.4523, p>0.05) at 0.05% level of significance.

Hence, the null hypothesis is accepted and alternative hypothesis is

rejected. It means that, the Kannada and English medium students of

10th standard have similar scores of emotional adjustment.



social adjustment (t=-1.7566, p>0.05) at 0.05% level of significance.


47

rejected. It means that, the Kannada and English medium students of

10th standard have similar scores of social adjustment.



educational adjustment (t=-0.0636, p>0.05) at 0.05% level of

significance. Hence, the null hypothesis is accepted and alternative

hypothesis is rejected. It means that, the Kannada and English medium

students of 10th standard have similar scores of educational adjustment.

The means scores of school adjustment according to medium are also

presented in the following figure

Hypothesis:

There is no significant difference between types of management (aided,

unaided and government) students of 10th standard with respect to

48

occupational aspirations To achieve this hypothesis, the one way ANOVA-

test was applied and the results are presented in the following table.

Table: Results of ANOVA-test between types of management (aided,

unaided and government) students of 10th standard with respect to

occupational aspirations.

Source of

variation

Degrees

of freedom

Sum of

squares

Mean sum

of squares F-value P-value Signi.

Between

managements

2 1688.68 844.3400 11.8305 <0.05 S

Within

managements

147 10491.32 71.3695

Total 149 12180.00

From the results of the above table we seen clearly that, the students of 10th

standard belongs to different types of management (aided, unaided and

government) differ significantly with respect to occupational aspirations

(F=11.8305, p<0.05) at 0.05% level of significance. Hence, the null

hypothesis is rejected and alternative hypothesis is accepted. It means that,

the students of 10th standard belongs to different types of management

(aided, unaided and government) have different occupational aspirations.

If F is significant, to know the significant difference between types of

management (aided, unaided and government) students of 10th standard by

49

applying the students t test and the results are presented in the following

table.

Table: Pair wise comparison of types of management (aided, unaided and


aspirations by t-test

Management n Mean SD t-value p-value Signi.

Aided 50 47.4800 8.1472 -2.6473 <0.05 S

Unaided 50 52.0600 9.1259

Aided 50 47.4800 8.1472 2.2379 <0.05 S

Government 50 43.8600 8.0280

Unaided 50 52.0600 9.1259 4.7705 <0.05 S

Government 50 43.8600 8.0280

From the results of the above table we seen that, the students of secondary

schools belongs to aided & unaided management (t=-2.6473, p<0.05), aided,

government & management (t=2.2379, p<0.05), aided, government &

management (t=4.7705, p<0.05) with respect to occupational aspirations at

0.05% level of significance. It means that, the students belong to aided

management schools have higher occupational aspirations as compared to

unaided and government school students. The means scores of occupational

aspirations according to the types of management (aided, unaided and

government) are also presented in the following figure.

50

Hypothesis:

There is no significant difference between types of management (aided,

unaided and government) students of 10th standard with respect to school

adjustment and its dimensions i.e.




To achieve this hypothesis, the one way ANOVA-test was applied and the

results are presented in the following table.

Table: Results of ANOVA-test between types of management (aided,

unaided and government) students of secondary schools with respect to

school adjustment and its dimension

Variable Source of

variation

Degrees

of freedom

Sum of

squares

Mean sum

of squares F-value P-value Signi.

School

adjustment

Between

managements

2 162.89 81.4467 2.5592 >0.05 NS

Within

managements

147 4678.20 31.8245

Total 149 4841.09

51

Emotional

adjustment

Between

managements

2 14.89 7.4467 0.1073 >0.05 NS

Within

managements

147 10203.00 69.4082

Total 149 10217.89

Social

adjustment

Between

managements

2 23.89 11.9467 2.0449 >0.05 NS

Within

managements

147 858.80 5.8422

Total 149 882.69

Educational

adjustment

Between

managements

2 8.41 4.2067 0.6394 >0.05 NS

Within

managements

147 967.08 6.5788

Total 149 975.49


1. The students of 10th standard belongs to different types of management

(aided, unaided and government) do not differ significantly with respect

to school adjustment (F=2.5592, p>0.05) at 0.05% level of significance.


rejected. It means that, the students of 10th standard belongs to different

types of management (aided, unaided and government) have similar

school adjustment.

52



to dimension of school adjustment i.e. emotional adjustment (F=0.1073,

p>0.05) at 0.05% level of significance. Hence, the null hypothesis is

accepted and alternative hypothesis is rejected. It means that, the

students of 10th standard belongs to different types of management

(aided, unaided and government) have similar emotional adjustment.



to dimension of school adjustment i.e. social adjustment (F=2.0449,

p>0.05) at 0.05% level of significance. Hence, the null hypothesis is

accepted and alternative hypothesis is rejected. It means that, the

students of 10th standard belongs to different types of management

(aided, unaided and government) have similar social adjustment.



to dimension of school adjustment i.e. educational adjustment

(F=0.6394, p>0.05) at 0.05% level of significance. Hence, the null


that, the students of 10th standard belongs to different types of

management (aided, unaided and government) have similar educational

adjustment. The means score of school adjustment are also presented

according to types of management in the following figure.

53

Hypothesis: There is no significant relationship between occupational

aspirations with school adjustment and its dimensions i.e. emotional

adjustment, social adjustment and educational adjustment of 10th standard

students

To achieve this hypothesis, the Karl Pearson’s correlation technique has

been applied and the results are presented in the following table.

Table: Correlation coefficient between occupational aspirations with school

adjustment and its dimensions of 10th standard students

Variables Occupational aspirations of 10th standard students

Correlation

coefficient t-value p-value Signi.

School adjustment 0.5198 7.4031 <0.05 S

Emotional adjustment 0.3510 4.5604 <0.05 S

Social adjustment 0.3607 4.7053 <0.05 S

54

Educational adjustment 0.4067 5.4155 <0.05 S

Results of the above table reveal that,

i. The relationship between occupational aspirations and schools

adjustment (r=0.5198, p<0.05) of 10th standard students is found to be

positive and significant at 0.05% level of significance. Hence, the null

hypothesis is rejected and alternative hypothesis is accepted. It means

that, the schools adjustment scores are increases with increase in

occupational aspirations of 10th standard students.

ii. The relationship between occupational aspirations and dimensions of

schools adjustment i.e. emotional adjustment (r=0.3510, p<0.05), social

adjustment (r=0.3607, p<0.05) and educational adjustment (r=0.4067,

p<0.05) of 10th standard students is found to be positive and significant

at 0.05% level of significance. Hence, the null hypothesis is rejected and

alternative hypothesis is accepted. It means that, the dimensions of

schools adjustment i.e. emotional adjustment, social adjustment and

educational adjustment scores are increases with increase in occupational

aspirations of 10th standard students.




boy students To achieve this hypothesis, the Karl Pearson’s correlation

55

technique has been applied and the results are presented in the following

table. Table: Correlation coefficient between occupational aspirations with

school adjustment and its dimensions of 10th standard boys

Variables Occupational aspirations of 10th standard boy students

Correlation


School adjustment 0.6171 4.5049 <0.05 S

Emotional

adjustment

0.5070 3.3793 <0.05 S

Social adjustment 0.3691 2.2817 <0.05 S

Educational

adjustment

0.5488 3.7708 <0.05 S


i. The relationship between occupational aspirations and schools

adjustment (r=0.6171, p<0.05) of 10th standard boy students is found to

be positive and significant at 0.05% level of significance. Hence, the

null hypothesis is rejected and alternative hypothesis is accepted. It

means that, the schools adjustment scores are increases with increase in

occupational aspirations of 10th standard boys.

ii. The relationship between occupational aspirations and its dimensions of


56


p<0.05) of 10th standard boys are found to be positive and significant at

0.05% level of significance. Hence, the null hypothesis is rejected and

alternative hypothesis is accepted. It means that, the dimensions of

schools adjustment i.e. emotional adjustment, social adjustment and

educational adjustment scores are increases with increase in occupational

aspirations of 10th standard boy students.




girl To achieve this hypothesis, the Karl Pearson’s correlation technique has



adjustment and its dimensions of 10th standard girl students

VariablesOccupational aspirations of 10th standard girl students

Correlation


School

adjustment

0.4334 5.1124 <0.05 S

Emotional

adjustment

0.0839 0.8950 >0.05 NS

Social 0.2900 3.2208 <0.05 S

57

adjustment

Educational

adjustment

0.3334 3.7590 <0.05 S


The relationship between occupational aspirations and schools

adjustment (r=0.4334, p<0.05) of 10th standard girls are found to be



that, the schools adjustment scores are increases with increase in

occupational aspirations of 10th standard girls.

The relationship between occupational aspirations and dimensions of

schools adjustment i.e. social adjustment (r=0.2900, p<0.05) and

educational adjustment (r=0.3334, p<0.05) of 10th standard girls are

found to be positive and significant at 0.05% level of significance.

Hence, the null hypothesis is rejected and alternative hypothesis is

accepted. It means that, the dimensions of schools adjustment i.e. social

adjustment and educational adjustment scores are increases with increase

in occupational aspirations of 10th standard girls.





58




adjustment and its dimensions of 10th standard Kannada medium students

Variables Occupational aspirations of 10th standard Kannada medium students

Correlation


School

adjustment

0.5207 5.2107 <0.05 S

Emotional

adjustment

0.3269 2.9550 <0.05 S

Social

adjustment

0.2862 2.5520 <0.05 S

Educational

adjustment

0.4371 4.1518 <0.05 S



adjustment (r=0.5207, p<0.05) of 10th standard Kannada medium

students is found to be positive and significant at 0.05% level of


hypothesis is accepted. It means that, the schools adjustment scores are

increases with increase in occupational aspirations of 10th standard

Kannada medium students.

59




p<0.05) of 10th standard Kannada medium students is found to be


hypothesis is rejected and alternative hypothesis is accepted.

It means that, the dimensions of schools adjustment i.e. emotional

adjustment, social adjustment and educational adjustment scores are

increases with increase in occupational aspirations of 10th standard

Kannada medium students.








adjustment and its dimensions of 10th standard English medium students

Variables Occupational aspirations of 10th standard English medium

Students

Correlation


School

adjustment

0.5002 4.9350 <0.05 S

Emotional 0.3472 3.1631 <0.05 S

60

adjustment

Social

adjustment

0.3846 3.5596 <0.05 S

Educational

adjustment

0.4023 3.7542 <0.05 S



adjustment (r=0.5002, p<0.05) of 10th standard English medium students

is found to be positive and significant at 0.05% level of significance.


accepted. It means that, the schools adjustment scores are increases with

increase in occupational aspirations of 10th standard English medium

students.




p<0.05) of 10th standard English medium students is found to be positive

and significant at 0.05% level of significance. Hence, the null


that, the dimensions of schools adjustment i.e. emotional adjustment,

social adjustment and educational adjustment scores are increases with

increase in occupational aspirations of 10th standard English medium

students.

61








adjustment and its dimensions of 10th standard students of aided schools

Variables Occupational aspirations of 10th standard students of aided

schools

Correlation


School

adjustment

0.5042 4.0447 <0.05 S

Emotional

adjustment

0.2924 2.1186 <0.05 S

Social 0.3709 2.7668 <0.05 S

62

adjustment

Educational

adjustment

0.3874 2.9116 <0.05 S



adjustment (r=0.5042, p<0.05) of 10th standard aided school students is

found to be positive and significant at 0.05% level of significance.



increase in occupational aspirations of 10th standard Aided school

students.




p<0.05) of 10th standard Aided school students is found to be positive





increase in occupational aspirations of 10th standard aided school

students.

Hypothesis:

63

There is no significant relationship between occupational aspirations with

school adjustment and its dimensions i.e. emotional adjustment, social

adjustment and educational adjustment of 10th standard students of unaided

schools


been applied and the results are presented in the following table


adjustment and its dimensions of 10th standard students of unaided schools

Variables Occupational aspirations of 10th standard students of unaided schools

Correlation


School

adjustment

0.4715 3.7043 <0.05 S

Emotional

adjustment

0.3719 2.7760 <0.05 S

64

Social

adjustment

0.3443 2.5408 <0.05 S

Educational

adjustment

0.4021 3.0422 <0.05 S



adjustment (r=0.4715, p<0.05) of 10th standard unaided school students

is found to be positive and significant at 0.05% level of significance.



increase in occupational aspirations of 10th standard unaided school

students.




p<0.05) of 10th standard unaided school students is found to be positive






students.

65




students of government schools. To achieve this hypothesis, the Karl

Pearson’s correlation technique has been applied and the results are

presented in the following


adjustment and its dimensions of 10th standard students of government schools

Variables Occupational aspirations of 10th standard students

of government schools

Correlation


School

adjustment

0.5445 4.4978 <0.05 S

Emotional

adjustment

0.3213 2.3510 <0.05 S

66

Social

adjustment

0.2597 1.8629 >0.05 NS

Educational

adjustment

0.4699 3.6885 <0.05 S

Increases with increase in occupational aspirations of 10th standard

government school students.


schools adjustment i.e. emotional adjustment (r=0.3213, p<0.05) and

educational adjustment (r=0.4699, p<0.05) of 10th standard government

school students is found to be positive and significant at 0.05% level of

significance. Hence, the null hypothesis is rejected Results of the above

table reveal that,


adjustment (r=0.5445, p<0.05) of 10th standard government school

students is found to be positive and significant at 0.05% level of


hypothesis is accepted. It means that, the schools adjustment scores are

and alternative hypothesis is accepted. It means that, the dimensions of

schools adjustment i.e. emotional adjustment and educational adjustment

scores are increases with increase in occupational aspirations of 10th

standard government school students.

67

CHAPTER – V

SUMMARY, CONCLUSIONS AND SUGGESTIONS

5.1) Introduction

5.2) Restatement of the problem

5.3) Objectives of the study

5.4) Need and Importance of the study

5.5) Delimitations of the study

5.6) Review of related literature

5.7) Method of the study

5.8) Variables

5.9) Tools used

68

5.10) Hypothesis

5.11) Findings

5.12) Discussion and Conclusions

5.13) Implication

5.1) INTRODUCTION

In the earlier chapter the data collected for the study was analyzed and

presented in the form of table. The present chapter is intended to provide a

quick review of what has been done to obtain the results. This chapter

usually commences with a restatement of the problem and brief description

of the procedure, which is following by the principal findings and

conclusion. Also it is usual to consider the implications of the findings

which are presented as suggestions

5.2) RESTATEMENT OF THE PROBLEM

“ A STUDY OF RELATIONSHIP BETWEEN SCHOOL

ADJUSTMENT AND OCCUPATIONAL ASPIRATIONS OF

SECONDARY SCHOOL STUDENTS “

5.3) OBJECTIVES OF THE STUDY

TO find the difference between boy’s and girls of 10th standard

students with respect to occupational aspiration

To find the difference between boy’s and girl’s of 10th standard

students with respect to school adjustment and its dimensions.

69


students of 10th standard with respect to occupational aspirations


students of 10th standard with respect to school adjustment and its

dimensions.

To find the difference between types of management (aided / unaided/


aspirations.

To find the relationship between occupational aspiration and school

adjustment. and its dimensions of 10th standard students.


adjustment and its dimensions of 10th standard girls


adjustment and its dimensions of 10th standard Kannada medium

students.


adjustment and its dimensions of 10th standard English medium

students.


adjustment and its dimensions of 10th standard students of Aided

schools.

5.4 NEED AND IMPORTANCE OF THE STUDY

School adjustment formation plays a major role in the life of an adolescent .

70

For it is the period during which he thinks himself and adjust to his

environment when the school adjustment is low the occupational aspiration of

student is low.

There are both ill adjusted and well adjusted persons in society. The

Following studies prove that there is significant relationship between school

Adjustment and occupational aspiration.

Symond’s (1963) research gives us the idea that social. Emotional and

educational adjustment influence the school adjustment . The significant

relationship between school adjustment and occupational aspiration and social

and sexual adjustment . All above studies indicate that higher adjustment,

higher the occupational aspiration. After examining the reviews the

contradictory results paved the way for the present investigator to go deep into

the present problem taking adjustment areas like emotional, social and

educational adjustment in order to find out their relation with occupational

aspiration. If school adjustment is really a factor influencing occupational

aspiration One can try to provide conductive atmosphere to our students to

adjust well and as a result help them to aspiration well.

The amount of education one receives and the career one chooses will go a

long way towards determining ones chances for steady employment in the

future. The student at this juncture have to learn more about themselves what

are their interests, abilities and aspirations. Here ‘ Aspirations’ refer to an

individual’s goal or expectations or wants in regard to the welfare of one’s

future whereas

71

‘vocation’ is a particular kind of productive property known as person’s

vocation by which it means the kind of job one holds.

An individual who aspire to better himself academically, socially and

economically would be satisfied only when his achievements come up to the

goals he has set, regardless of how others view his achievement. This means to

say that the persons ego is involved in his aspiration.As the child develops his

aspiration shaped by the influence of his imaginations and child fantasies.

These are treated as unrealistic as they are based on child’s fantasies and

fallacies.When the child grows and attains education at school or college level,

it becomes‘ambitious but not unrealistic in aspiration. It is because the matured

individual

would be able to think realistically. At school level as a student the aspirations

are developed with respect to his/ her education and vocation.

5.5 DELIMITATIONS OF THE STUDY The following limitations of the problem should be kept in mind while

analyzing and interpreting the data, these limitations were necessary at the time

of study

The study is only restricted to 10th standard students

The study is confined only to Bijapur city.

Present study is limited to Adjustment area

The present study is restricted to variables of school adjustment and

occupational aspiration of 10th standard students.

5.6) REVIEW OF RELATED LITERATURE

72

Review of Related Literature is valuable guide to define the problem

recognizing its significance, suggesting promising data gathering devices

appropriate study design and also source of data only those studies that are

relevant to the present study are included.

Many studies have been conducted in the topic but here an affirm is made to

review some of the studies related to the occupational aspirations of the

students and the relationship between school adjustment

1. Reddy A.V.R. has conducted a study on the occupational needs of

secondary school pupils in relation to their occupational choices in 1972

at S.V.U.

The main purpose of the investigation was to study the vocational

needs of male pupils at the terminal stage of secondary education. In

relation to their occupational choices and other variables like locality, the

length of schooling, general ,mental ability and familiar variables such as

the socio-economic background of the family and parents occupation and

educational status.

FINDINGS

1. The subjects hailing from different localities did not differ on the

vocational needs, power, activity, oval values, responsibility,

satisfaction, advancement human relations, service and creativity.

2. There was a significant different between the vocational need scores

of high mental ability groups of subjects on the vocational needs,

working condition, job security.

73

3. The social status of the family was signification related to a few of

the vocational needs in the occupational they selected.

2. Parlikar R.K. has made a study in 1973 for his PhD work. The

topic of the study was an investigation to study vocational

maturity of high school students.

OBJECTIVES

1. To examine the difference in the vocational maturity of boys and girls

2. To find out how the development of vocationally mature and immature

individuals differed in some important aspects

3.To study the nature and growth of vocational maturity in terms of

presumed indices.

4. The development history of vocationally mature and immature

individuals would differ murkily

FINDINGS

1. Vocational maturity of the grade 8th boys was characterized by competence

as well as choice attitude

2. Girls hade higher consistency within the fields as compared to boys where as

boys and higher consistency within levels

3. Among grade 9th boys commence was related to choice attitude but not to

consistency while in grade 9th girls competence was not correlated either with

choice attitude as consistency among grade 9th boys consistency and choice

attitude were closely related.

74

4. Intelligence was associated with overall vocational maturity among students

of grade 9th and 10th

4) Mathur C.P. has conducted an analytical study of children’s free-

expression drawings with a view to predict their vocational

interests for his PhD work in 1975 at pondichery university

OBJECTIVES

1.To use free expression drawings as predictors of children’s Vocational

interest

2.To prepare norms for the interpretation of vocational interests on the basis of

free expression. Drawings of children in the age group of 13 to 14 years.

3.To develop a useable projective tool for the prediction of vocational interest.

RESULTS

The study resulted into a scoring manual developed on the basic of five

criteria namely emotion. Imagination, intellect activity and finger

dexterity each of these criteria was further spilt into two characteristic

open and exclusive on the basic of the total scores for each of the ten

characteristics, in two ways separately for each of the three vocations

concluded that this total could safety be used to interpret the free

expression drawings and predict vocational interest of pupils.

5) Phennamma V.V had conducted a study on patterns of

occupational choices of secondary school pupils and school

leavers for her PhD work at the University of Kerala.

OBJECTIVES

75

1) To measure the relationship between the occupational choices of school

pupils and school leavers.

2) To compare the occupational choices of school pupils and school leavers.

FINDINGS

1) The school pupils and leavers differed in there choice of ideal preferred and

actual occupations for the total sample.

2) Majority of school pupils and school leavers differed in reasons for their

occupational choices.

5.7) METHOD OF THE STUDY

Every research study involves adherence to certain method of research and

research studies are distinguished on the basis of their different purpose and

approaches

Keeping in view the nature of problem under investigation and kind of data

necessary the investigator has employed the survey method.

5.8) VARIABLES

School adjustment and its dimensions

Occupational aspirations and its dimensions

Sex of the student – Boys /Girls

Medium of Instruction – English/Kannada

Type of school –Aided/Unaided/Government

76

5.9 TOOLS USED

In the present investigation, the investigator has used

1) Adjustment Inventory for school students constructed by Dr. A.K.P.Sinha and

Dr. R.P.Singh(1984)

2) Occupational aspiration scale constructed by Grewal

5.10) HYPOTHESIS OF THE STUDY


10th standard students with respect to occupational aspirations.


10th standard students with respect to school adjustment and its

dimensions


medium students of 10th standard with respect to occupational

aspirations.


medium students of 10th standard with respect to school adjustment

and its dimensions

77



respect to occupational aspirations.



respect to school adjustment and \its dimensions




students



social adjustment and educational adjustment of 10th standard boy

students



social adjustment and educational adjustment of 10th standard girl

students





78












students of unaided schools




students of government schools

5.11 FINDINGS

Boys of 10th standard have higher occupational aspirations than girls.

Boys of 10th standard have high school adjustment than girls.

English medium students have higher occupational aspiration than

Kannada medium students of 10th standard.

79

The Kannada and English medium students of 10th standard have

similar scores educational adjustment.

The students of 10th standard belongs to different types of

management (aided, unaided, and government) have different

occupational aspirations.

The students belong to aided school have higher occupational

aspirations as compared to unaided and government school students.


management (aided, unaided and government) have similar school

adjustment.

The students of 10th standards belongs to different types of

management have similar emotional adjustment.


management have similar social adjustment.

The student of 10th standard belongs to different types of

management have similar educational adjustment.

The schools adjustment scores are increases with increase in

occupational aspirations of 10th standard students

The dimensions of schools adjustment are increases with increases in

occupational aspirations of 10th standard girls.

The dimensions of school adjustment and educational adjustment

scores are increases in occupational aspirations of 10th standard girls.

80

The schools adjustment scores are increases with increases in

occupational aspirations of 10th standard Kannada medium students.

The dimensions of schools adjustment scores are increases with

increases in occupational aspirations of 10th standard Kannada

medium students.


occupational aspirations of 10th Standard English medium students.


occupational aspirations of 10th standard Aided school students.

The diminutions of schools adjustment scores are increases with

increases in occupational aspirations of 10th standard aided school

students.


occupational aspirations of 10th standard unaided school students.

The dimensional of schools adjustment scores are increases with


students.


occupational aspirations of 10th standard government school students.

The dimension of school adjustment scores are increases with

increases in occupational aspirations of 10th standard government

school students.

5.12 DISCUSION AND CONCLUSIONS

81

The present study has revealed that the school Adjustment

and occupational Aspirations of secondary school students. If the student

adjusted well in school automatically their occupational aspiration will be

high. From this study we also come to conclusion that gender, type of

schools, are influences on occupational aspirations and school adjustment.

This supports the conclusions of many other researchers in

this field. Education must make the individual to adjust to his surroundings

and contribute to its growth. Man depends on society where we lives to

satisfy his needs, so he strives too hard to adjust with society. Much of mans

daily activity is concerned with adjusting. All are adjusted in one way or

another to increase their aspirations. When the man fails to adjust it creates

problems of maladjustment and stands as an obstacle in achievement in his

life and personality development.

Herbart spencer (1876) says- “Life is continuous adjustment of the internal

relations”. This adjustment process goes on from era die to grave.

Adjustment is to satisfy same psychological means like acceptance,

affection etc, in life.

By studying about the school adjustment and occupational aspiration

we come to know that sex is interruption for the school adjustment it

may be emotional, social educational.

When we come to social adjustment boys have more social

adjustment as compare to Girls

82

In emotional also boys have more as compare to Girls in same case

educational adjustment.

Kannada medium students are more diverted towards occupational

aspiration comparing to English medium students.

The students studying in unaided school have more occupational

aspiration than aided school students and government school student

5.13) EDUCATIONAL IMPLICATIONS

In the light of results of the present study investigator could able to recommend following implications.

1. Emotions are the sources of Adjustment. They drive individual for action, so emotions of the individuals should be developed and canalized properly control of emotions and emotional adjustment need to high occupational aspiration

2. A close relationship should be established between occupational and the school for educational adjustment of the individuals. If the students are educationally adjusted it may lead to the development of occupational aspiration

3. Remedial programmed. could be arranged for low adjusted individual.

4. Greater attention must be given for low adjusted and to develop confidence in them, so that they emerge as well adjusted and aspirations in his life.

5. Adjustment problems of the pupils studying in IX standard may be identified through proper diagnosis and required counseling services may be offered by the way of establishing guidance and counseling services in educational institutions

83

6. Parents should be educated to provide a proper atmosphere in home also, so, that students wishes are taken care in the home.

7. In schools lot of literary competitions like essay competition, writing poetry etc, should be conducted so that students learn to organize their thoughts systematically and future writers, poets can be identified.

8. Develop an awareness of the need, meaning, ethics and scope of counseling services in the school and community.

9. Apply psychological knowledge for appropriate intervention both in the classroom and alternative programs.

10. Identify adjustment problems of children in educational settings.

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