M.phil Aqeel

A Study of Self Concept, Level of Aspiration and Academic Achievement of Physically Challenged and Normal Students at Secondary Levelin District Baramulla Dissertation Submitted to the University of Kashmir in Partial Fulfillment of the Requirement for the Award of M. Phil. Degree In Education By Aqueel Ahmad Pandith Under The Supervision of Dr. Mohd. Yousf Ganai Faculty of Education 1 University of Kashmir Hazratbal, Srinagar – 190006 2011 A Study of Self Concept, Level of Aspiration and Academic Achievement of Physically Challenged and Normal Students at Secondary Level in District Baramulla A Dissertation Submitted to the University of Kashmir in Partial Fulfillment of the Requirement for the Award of M. Phil. Degree In Education By Aqueel Ahmad Pandith Aqueel Ahmad Pandith Investigator Dr. Mohd. Yousf Ganai Supervisor Prof. Mahmood Ahmad Khan Dean and Head Department of Education 2 Faculty of Education University of Kashmir Hazratbal, Srinagar – 190006 2011 DEPARTMENT OF EDUCATION UNIVERSITY OF KASHMIR, SRINAGAR CRI I AE E T CT F Certified that the dissertation entitled “A Study of Self Concept, Level of Aspiration and Academic Achievement of Physically Challenged and Normal Students at Secondary Level” Which is being submitted by Aqueel Ahmad Pandith, for the award of M. Phil. Degree in Education of the University of Kashmir, is a record of his own work carried out under my supervision and guidance. All the content in this M. Phil. Dissertation has not been submitted for the award of any other degree of this university or any other university. Dr. Mohd. Yousf Ganai Supervisor 3 Sagar and Sharma’s Self. Objectives of the study v. Sample ii. Hypotheses REVIEW OF RELATED LITERATURE i. Graphical Representation DISCUSSION OF RESULTS SUMMARY. Need and importance ii. CONCLUSION EDUCATIONAL IMPLICATIONS AND SUGGESTIONS i – xvi 1-22 15-17 17 18-19 19-20 20-22 23-65 62-65 66-86 68-77 78-86 78-80 80-86 87-129 106129 130136 137144 CHAPTER-II CHAPTER-III CHAPTER -IV CHAPTER-V CHAPTER-VI 4 .Concept Inventory b. Mahesh Bhargava and M.Contents Certificate Acknowledgement List of Tables List of Diagrams Abstract CHAPTER –I INTRODUCTION i. Shah Level of Aspiration Scale ANALYSIS AND INTERPRETATION Of DATA i. A. Dr. Operational Definition of the Variables iv. Selection of the Tools a. Statement of the Problem iii. Over View METHODOLOGY AND PROCEDURE i. BIBLIOGRAPHY APPENDIX I. Self- concept Inventory II. Level of Aspiration Scale III. Master Sheets 145-158 A k o le g m n cnw de et The completion of this dissertation has been a Joint effort in the sense that I have received abundant inspiration, encouragement and assistance from several colleagues, friends, Institutions and organizations. I express my deepest sense of gratitude to my esteemed supervisor Dr. M.Y. Ganie (Associate Professor), Department of Education, University of Kashmir, who stood all by along, bore many personal inconveniences, took sustained interest in the completion of this Dissertation and offered whatever succor, I needed. His sympathetic approach, scholastic criticism and intellectual suggestions became sustained source of inspiration for me during the course of this study and encouraged me to do full justice to the job I have been entrusted with. I am highly obliged to Prof. Mahmood Ahmad Khan Dean and Head, Department of Education for his encouragement. I feel proud to state that his candid attitude, worthy suggestions, expert comments and facilities provided to me during the completion of this research was really appreciating and admiring. I am also highly thankful to Prof. N. A. Nadeem, an eminent educationist and academician par excellence for his valuable support and guidance during the whole course of study. It gives me great pleasure to acknowledge the help and support from esteemed teachers Prof. G. M. Malik staff members of 5 the Department especially Prof. Nighat Basu, Dr. M. I. Matoo, Dr. Tasleema Jan, Dr. Peerzada Najma, Mrs. Amina Parveen and Dr. Gulshan Wani. I am greatly thankful to the library staff of the Department of Education, especially Mr. Majid Majeed and Mrs. Kulsuma for their constant support and for providing the relevant material. I feel happy to extend my special thanks to Mr. Mohd. Abass and Mrs. Rafeeqa for providing me continuous assistance and encouragement. I am also thankful to all the teachers and heads of the selected institutions of district Baramulla for their help and assistance in data collection and for providing some important official records of the students require for this study. No words would be sufficient to express my gratitude to my fellow scholars especially Mr. Mudasir Ahmad, Mr. Rizwan Roomi, Mr. Muzzafar Ahmad, Mr. Javid Ahmad and Mr. Ashiq Thoker for their constant support, encouragement and memorable company. The acknowledgment is incomplete without offering gratitude to my dearest and respectful teachers, supporters and helpers Mr. Nissar Ahmad, Mr. G. M. Paju, Dr. Mohammad Syed Bhat and Mr. Mohd. Amin for their unrequited help, constant encouragement and pleasant company. I am under deep obligation to my dearest friends Mr. Sajad Reshi, Mr. Masood, Mr. Abid, Mr. Gh. Hassan, Mr. Mohmmad Hussain,Mr. Sajad, Mr. Jaffer, Mr. Reyaz and Mr. Manzoor for their love, care affectionate attitude, emotional support and great inspiration which has enabled me to pursue higher education. I am indebted for the help rendered by them from time to time. I want to express my special appreciation to my associate scholars and friends, Mr. Gowhar Ahmad, Imtayaz Rasool, Nazir-Ul- 6 Amin, Feroz Ahmad, Noor-Ul-Amin, Firdous Ahmad, Tariq Ahmad, Tahseen Jan, especially Musavir Jan and Kulsum Gul my dearest and memorable friends for ever. I pay my special and infinite thanks to Mr. Sajad Ahmad and Muzaffar Ahmad for their keen interest and efforts for typing and printing the manuscript of this Dissertation. I express my special thanks to my dearest and unforgettable, memorable brothers Mr. M. J. Pandith and Mr. S. A. Pandith who gave me consistently valuable suggestions, encouragement, moral and emotional support to complete this work. At last but not least, I am highly thankful to my respected parents and other kiths and kinns with-out whose constant help and the challenges they have faced in this regard, this work would have been impossible. Aqueel Ahmad Investigat or 7 Showing the mean comparison of Hearing Impaired and Visually Impaired Secondary School Students on Ideal Self Dimension of Self Concept Inventory.3 Table 2.1 Table 2. 90 91 92 93 94 95 96 97 98 99 8 .1 Table 1. Showing the mean comparison of Hearing Impaired and Visually Impaired Secondary School Students on Real Self Dimension of Self Concept Inventory.2 Table 1. Showing the mean comparison of Hearing Impaired and Page No.0 Table 3.0 Table 1. Showing the mean comparison of Normal and Psychically challenged Secondary School Students on Ideal Self Dimension of Self Concept Inventory. Table 1. Showing the mean comparison of Normal and Physically Challenged Secondary School Students on Level of Aspiration. Showing the mean comparison of Hearing Impaired and crippled Secondary School Students on Ideal Self Dimension of Self Concept Inventory.2 Table 2.1 Title of the Table Showing the mean comparison of normal and physically challenged Secondary School Students on Real Self Dimension of Self Concept Inventory.List of Tables Table No.0 Table 2. Showing the mean comparison of Visually Impaired and Crippled Secondary School Students on Ideal Self Dimension of Self Concept Inventory.3 Table 3. Showing the mean comparison of Visually Impaired and Crippled Secondary School Students on Real Self Dimension of Self Concept Inventory. Showing the mean comparison of Hearing Impaired and Crippled Secondary School Students on Real Self Dimension of Self Concept Inventory. Showing the mean comparison of Normal and Psychically Challenged Secondary School Students on Academic Achievement. 100 101 102 103 104 105 9 .3 Table 4. Showing the mean comparison of Hearing Impaired and Visually Impaired Secondary School Students on Academic Achievement.0 Table 4. Showing the mean comparison of Hearing Impaired and Crippled Secondary School Students on Academic Achievement. Showing the mean comparison of Visually Impaired and Crippled Secondary School Students on Academic Achievement. Showing the mean comparison of Hearing Impaired and Crippled Secondary School Students on Level of Aspiration.2 Table 4. Showing the mean comparison of Visually Impaired and Crippled Secondary School Students on Level of Aspiration.1 Table 4.3 Visually Impaired Secondary School Students on Level of Aspiration.2 Table 3.Table 3. Dedicated to my Brother Who died on 10-07-2010 10 . Diagram 5 Showing the Mean comparison between normal (N=150) and physically challenged (N=150) secondary school students on ideal self. Diagram 9 Showing the Mean comparison between normal (N=150) and physically challenged (N=150) secondary school 76 77 106 106 107 107 108 108 109 109 110 11 . C1 Category wise distribution of the sample of physically challenged secondary school students (N=150) where hearing impaired (N=50). level of aspiration and academic achievement. Title of the Diagrams Page No. B1 The distribution of the sample (N=300) were normal secondary school students (N=150) and category wise distribution of the physically challenged secondary school students (N=150) on self concept. visually Impaired (N=50). on self concept.List of Diagrams Diagram No. Diagram 2 Showing the mean comparison between hearing impaired (N=50) and visually impaired (N=50) secondary school students on real self. and crippled (N=50). level of aspiration and academic achievement. Diagram 3 Showing the mean comparison between hearing impaired (N=50) and crippled (N=50) secondary school students on real self. Diagram1: Showing the Mean comparison between normal (N=150) and physically challenged (N=150) secondary school students on real self. Diagram 8 Showing the mean comparison between visually impaired (N=50) and crippled (N=50) secondary school students on ideal self. A1 The distribution of the sample (N=300) were normal secondary school students (N=150) and physically challenged secondary school students (N=150) on self concept. Diagram 6 Showing the mean comparison between hearing impaired (N=50) and visually impaired (N=50) secondary school students on ideal self. Diagram 4 Showing the mean comparison between visually impaired (N=50) and crippled (N=50) secondary school students on real self. level of aspiration and academic achievement. Diagram C. 75 Diagram A. Diagram B. Diagram 7 Showing the mean comparison between hearing impaired (N=50) and crippled (N=50) secondary school students on ideal self. Showing the mean comparison between hearing impaired (N=50) and visually impaired (N=50) secondary school students on real self. Showing the Mean comparison between normal (N=150) and physically challenged (N=150) secondary school students on academic achievement.Diagram 10 Diagram 11 Diagram 12 Diagram 13 Diagram 14 Diagram 15 Diagram 16 Diagram 17 Diagram 18 Diagram 19 Diagram 20 Diagram 21 Diagram 22 Diagram 23 Diagram 24 students on level of aspiration. Showing the mean comparison between hearing impaired (N=50) and crippled (N=50) secondary school students on real self. Showing the Mean comparison between normal (N=150) and physically challenged (N=150) secondary school students on real self. Showing the mean comparison between hearing impaired (N=50) and visually impaired (N=50) secondary school students on Level of aspiration. Showing the mean comparison between visually impaired (N=50) and crippled (N=50) secondary school students on Level of aspiration. Showing the mean comparison between visually impaired (N=50) and crippled (N=50) secondary school students on Level of aspiration. Showing the mean comparison between hearing impaired (N=50) and visually impaired (N=50) secondary school students on ideal self. Showing the mean comparison between hearing impaired (N=50) and visually impaired (N=50) secondary school students on Level of aspiration. Showing the mean comparison between hearing impaired (N=50) and crippled (N=50) secondary school students on ideal self. Showing the mean comparison between visually impaired (N=50) and crippled (N=50) secondary school students on real self. Showing the mean comparison between hearing impaired (N=50) and crippled (N=50) secondary school students on Level of aspiration. Showing the mean comparison between visually impaired (N=50) and crippled (N=50) secondary school students on 110 111 111 112 112 113 113 114 114 115 115 116 116 117 117 12 . Showing the Mean comparison between normal (N=150) and physically challenged (N=150) secondary school students on ideal self. Showing the mean comparison between hearing impaired (N=50) and crippled (N=50) secondary school students on Level of aspiration. Showing the mean comparison between hearing impaired (N=50) and visually impaired (N=50) secondary school students on real self. Showing the mean comparison between hearing impaired (N=50) and crippled (N=50) secondary school students on academic achievement. Showing the difference between normal (N=150) and physically challenged (N=150) secondary school students on real self. Showing the mean comparison between visually impaired (N=50) and crippled (N=50) secondary school students on real self. Showing the mean comparison between hearing impaired (N=50) and visually impaired (N=50) secondary school students on academic achievement. Showing the mean comparison between hearing impaired (N=50) and visually impaired (N=50) secondary school students on level of aspiration. Showing the mean comparison between visually impaired (N=50) and crippled (N=50) secondary school students on level of aspiration. Showing the mean comparison between hearing impaired (N=50) and visually impaired (N=50) secondary school students on ideal self. Showing the Mean comparison between normal (N=150) and physically challenged (N=150) secondary school students on academic achievement. Showing the mean comparison between hearing impaired (N=50) and crippled (N=50) secondary school students on real self.Diagram 25 Diagram 26 ideal self. Showing the mean comparison between hearing impaired (N=50) and crippled (N=50) secondary school students on level of aspiration. Showing the mean comparison between hearing impaired 118 118 Diagram 27 Diagram 28 Diagram 29 Diagram 30 Diagram 31 Diagram 32 Diagram 33 Diagram 34 Diagram 35 Diagram 36 Diagram 37 Diagram 38 Diagram 39 119 119 120 120 121 121 122 122 123 123 124 124 125 13 . Showing the difference between normal (N=150) and physically challenged (N=150) secondary school students on ideal self. Showing the Mean comparison between normal (N=150) and physically challenged (N=150) secondary school students on level of aspiration. Showing the mean comparison between visually impaired (N=50) and crippled (N=50) secondary school students on academic achievement. Showing the difference between normal (N=150) and physically challenged (N=150) secondary school students on academic achievement. Showing the mean comparison between visually impaired (N=50) and crippled (N=50) secondary school students on academic achievement. Showing the difference between normal (N=150) and physically challenged (N=150) secondary school students on level of aspiration. Showing the mean comparison between hearing impaired (N=50) and visually impaired (N=50) secondary school students on academic achievement. 125 126 126 Diagram 43 Diagram 44 Diagram 45 Diagram 46 Diagram 47 Diagram 48 127 127 128 128 129 129 14 . Showing the mean comparison between hearing impaired (N=50) and crippled (N=50) secondary school students on academic achievement. Showing the mean comparison between hearing impaired (N=50) and visually impaired (N=50) secondary school students on level of aspiration.Diagram 40 Diagram 41 Diagram 42 (N=50) and crippled (N=50) secondary school students on ideal self. Showing the mean comparison between visually impaired (N=50) and crippled (N=50) secondary school students on level of aspiration. Showing the mean comparison between visually impaired (N=50) and crippled (N=50) secondary school students on ideal self. Showing the mean comparison between hearing impaired (N=50) and crippled (N=50) secondary school students on level of aspiration. CHAPTER – 1 INTRODUCTION 15 . This mind is associated with five sense organs. we find different people performing different tasks. Cooley C. All these activities are dependent on their self . how does this self – concept develop.concept. H. some are satisfied with life and work and some are disappointed with life and work. human beings get birth with the most capacious thing known as mind. As we look towards the world. mind reacts to these stimuli and there by comes into existence the core of the personality known as self. We find some people happy and some sullen. has stated that the self develops out of child’s communicative contact with others. they do it. these sense organs are continuously stimulated either by external stimuli or by internal stimuli.S ince the dawn of the human history. The co-ordination of mind and five sense organs of the body gives man a special highness among all the living creatures of the earth. but the question arises. and Mead G. H. according to their self concept. 16 . After the birth of an individual. some are moving towards progress and some are still idle. Whatever human beings do. Some of the definitions that seem closer to the concept of self concept. figure and dress in the glass and are interested in them because they are ours and pleased or otherwise with them …as in imagination we perceive in another’s mind some thought of our appearance. self-confidence. “The individual’s perception or view of himself”. Self-concept includes the persons abstractions and evaluations about his physical abilities. self-respect and self adequacy. He defines it “As we see our face. psychological self image. appearance. aims. It refers to those perceptions. Thus self-concept refers to individual’s perception or view of himself. we think of it as the warm.“ The self is something of which we are immediately aware. ‘As such it plays a crucial part in our consciousness’ (a concept broader than self) in our personality (a concept broader than consciousness) and in our organism (a concept broader than personality ) thus it is some kind of core in our being”. deeds. attitudes and values which the individual views as part or characteristics of himself. friends and so we are variously affected by it”. Conceived for the purpose of present study are discussed as under:Cooley C. intellectual capacities. Thus self- 17 . It can be concluded that self-concept is the sum total of all that the individual can call “I” or “Me”. Allport (1961) has described the self concept as. central private region of our life . social skills. feelings. character. H.Self concept has been defined by several researchers. (1902) developed the concept of “The Looking Glass Self”. manners. Combs and Syngg (1964) refers self concept as. beliefs. school achievement and indirectly his popularity and approval by other people in his environment. 18 . Interpersonal attributes External aspects Internalized belief Ascribed characteristics Component s of the self –concept Self awareness Interests and activities Self determination Social differentiation Components of the Self-concept We know that self concept determines not only the kinds of goals. There are different tasks in the world. The standard that they want to achieve in any task is described by psychologists as their level of aspiration. that different students do. A person’s selfperceptions will in turn affect his social interaction. The term level of aspiration was first used by a German psychologist namely Hoppe. psychological health.concept deals with self perceptions of the person. as suitable for a student to strive for. but also his level of aspiration. level of aspiration. or there are different tasks that they desire to do. Hurlock (1967) aspiration means “a longing for what is above one’s achieved level with advancement on it as its end.Aspiration determines how much curious one is to achieve the goal. Gardner (1940) defined as “level of aspiration as a truly quantitative concept. It determines the enthusiasm to perform a task. A person with low level of aspiration does not perform any task with curiosity and interest. In other words. aspiration means the goal an individual sets for himself in a task. “pure up word desire for excellence. A person with high level of aspiration interestly puts every effort into practice to achieve the goal. The success of a person in any task is determined by his degree of work to achieve the goal. which has two requirements that the subjects make some public indication of his aims and that. knowing his level of past performance in that task. The degree of his aspiration is determined by his self image. “as individual strives for a particular goal or level of achievement”. he makes this in quantitative terms”. which 19 . The degree of work is determined by the degree of his aspiration. stead fast desire or longing for something above”. explicitly undertakes to reach”. Laxomographically the word aspiration means. Frank (1935) altered Hoppe’s concept of level of aspiration and defined it as “level of future performance in a familiar task which an individual. Backer and Seigal (1957) referred level of aspiration. There are a number of studies in the area of academic achievement. as a result of it. Good (1959) refers to academic achievement as. many researchers have pointed out that level of aspiration is the expected level of achievement of the individual where difference is obtained between person’s performance in a task and his estimate of future in that task. In class rooms students perform their potentials efficiently.has intense personal significance for him or in which he is egoinvolved”. In short. The learning out come changes the behavior pattern of the student through different subjects. learning takes place”. Academic achievement of pupils refers to the knowledge attained and skills developed in the school subjects. These studies examine the relationship between self concept and level of aspiration. It indicates the learning outcome of the students. So academic achievement means the achievement of pupils in the academic subjects. (1969) defined academic achievement as. Trow (1956) defined academic achievement as “knowledge attaining ability or degree of competence in school tasks usually measured by standardized tests and expressed in a grade or units based on pupils performance”. 20 . “the knowledge attained or skills developed in the school subjects usually designed by test scores or marks assigned by the teacher”. “academic performance includes both curricular and co-curricular performance of the students. Metha K. K. their prosperity and security can be considerably improved. illiteracy and economic insecurity of the masses and also to ensure their increasing participation in social and political life. only when teacher is well acquainted with the personality traits of the students. a two-pronged drive has been started to combat ignorance. It is now regarded as a potent instrument and effective development through which the standard of living of the people. In India. The figures available on literacy percentage indicate that there has been some success in our attempt of eradicating mass illiteracy. In post-independence era. It serves as the base for the exercise of all rights and privileges of a citizen and also a precondition for the effective discharge of his duties. It furnishes the individual with basic knowledge and technical skills essential for work. 21 . productivity economic survival. but still a sizable proportion of the total population has not been benefitted from the programme and as such dark clouds of illiteracy and ignorance are still hovering over humanity and posing threat to the very Social order.It has been commonly experienced by teachers that good and healthy relationship amongst the students of a class are conducive to efficient learning. education of masses is one of the most crucial concern. Education has assumed a place of paramount importance in modern society which is becoming. more scientific and technological. It is due to this fact that now-a-days educators are more concerned not only with the student’s class achievement but also with the factors related to his personality development. The significant developments in medical science. impede the normal development of individuals intellectually. ways to reduce the discrepancy through restorative and rehabilitative techniques. 22 . can learn prescribed tasks. So have persons with a low level of intellectual functioning and those with disorders in psychological processes. may be over a relatively long time segment. For example. mental and social characteristics. There are some individuals who find it difficult to learn without special inputs. have resulted in normalizing the lives of disabled persons through special inputs. intellectual. including education. socially. emotionally and physically. but with reasonable teaching learning inputs. These persons can also be educated using special instructional methodology. persons with visual. instructional material. These conditions. There are individuals who learn very fast.The education of exceptional children represents an attempt on the part of the school to furnish equal opportunity to individuals who differ from the general population of students in their physical. hearing or neuro-muscular impairments have learning problems. There are others who do not learn very fast. These are the individuals who have special learning needs which arise out of sensory. technology and education. It also requires additional teaching competencies in general teacher and in some cases special teachers are indispensable. psychological or socio-cultural deficits. learning aids and equipments specific to special learning needs. impairments or disabilities. There are however. speak and learn academic subjects.D. there were 22 schools for deaf in USA. write. Thomas Hopkins Yallaudet established the first American residential school for deaf in (1817) A. C. all children need to be given opportunity to learn. In (1863) A. D. in Hartforal. which is the only college for the deaf was named in his honour. bright.D. The Gallaudet College in Washington D. In France. retarded. deaf.D which was further developed by F. Braidwood’s method combined oral and manual method of teaching alpahabets and signs. M. irrespective of their being average. dull. The first school for the deaf in Great Britain was established in (1767) A. Ediburgh by Thomas Braidwood. 23 . In a legitimate effort to achieve this goal. blind. Samul Hinicke (1729-1784) developed the oral method emphasizing lip reading and spearing skills in Germany at Leipzig in (1778) A. D. Education of deaf children was started with Gallandet (1787-1851) using the French method Gallandet established the first school of the deaf in (1847) A. Hill (1805-1874).In a civilized society. When the Spanish Monk Pedro Ponce De Leon (1520-1584) taught a small number of deaf children to read. emotionally disturbed and other similarly deformed in one way or the other. different types of schools – normal schools. special schools etc. The early history of special education started with the hearing handicapped as early as (1555) A.D. The first oral school of the deaf in Massachussets was established in (1867) A.. in the New York. D. D. crippled. Michel Del Epee (1912-1789) who established the first school in Pairs in (1755) A. have come into being over a period of time. D.D. They gave rise to residential school for the partially sighted until the development of special classes in public schools in (1900) A.D. but had risen to 180 in (1980) A. According to the estimates of national survey organization. D.D. The present figure of schools for the hearing impaired is about 478 as per the rehabilitation council of India (RCI) directory of which 97 are secondary schools. blind from childhood himself developed the system of Braille using raised dots to represent letters or alphabets.In France Education of the two blind region with Valentin Hany (1745-1822) a French Philanthropist who in (1784) A. at Chicago. Special classes for the partially sighted was begun 13 years later in Boston. India had just 32 schools for the blind in (1947) A. Masa Chusset was instituted in (1829) A. founded the national institution for the blind in Paris.. Louis Braillle (1809-1852). the number of disabled 24 . Now there are 243 schools for the visually impaired in the country. In India the first attempt to educate handicapped children were made in the last two decades of the nineteenth century with the establishment of the first school for the hearing impaired in Mumbai in (1885) A. The largest number are in the state of Maharashtra contains 139 schools. D. The first school for the blind in watertown.D. D. The Braille typewriter was developed by Frank Hall (1943-1911) and a Braille printing system was standardized internationally in (1932) A. D. followed by the first school for the visually impaired in Amritsar in (1887) A. by Sanuel Graindley Howe (1801-1826). The number rose to 170 in (1980) A. The number of schools for the hearing impaired was only 35 in (1947) A. manually prepared for many years. D. diabetic and malnourished. national institute for visually handicapped at Dehradun. visually impaired. 25 . they are the hears of national resource. cardiac allergic. The majority of them are run by the voluntary organizations. as for their physical aspect is concerned they are of two types viz. hard of hearing. vocational. The National Policy of Education (1986) A. deaf. 000 schools for these children with 150 to 200 children in each. There are 800-1000 special schools for hearing impaired. It is estimated that there are two million disabled children needs special care viz improvement of health serviced.persons is about 120 lakhs. Students are real assets of nation. physically challenged and normal. emotional and social adjustment. national institute of orthopedic at Kolkata and national institute of mentally retarded at Hyderabad. The former means the students suffering from any physical defect which impedes their educational. D. national institute of handicapped at Mumbai. The group of physically handicapped children includes those children who are crippled. A physical defect may be congenital. and effective measures to prevent disability. orthopedically impaired and mentally retarded. vitally low. nutritional standards. it may be on the other hand acquired through diseases or accident. development and technology. mother care. defective in speech epileptic. planed to establish 10. The government of India has established several special institutes for the handicapped such as. blind or partially sighted. discharge from the ear. Hearing impaired are those in whom the sense of hearing is non functional for ordinary purposes of life. frequent pain in the ears. The American Medical Association (AMA) in (1934) A. poor personality make up and low achievement than normal 26 . social. “Blind person is said to be one who has visual acuity of 20/200 or less in the better eye. Thus these children have a low self concept. scratching the ear frequently. hearing impaired. The cases included in this category will be those having hearing loss of more than 70 decibels (Graham Bell’s Scale) in the better ear (profound) loss of hearing in both ears (ministry of social welfare 1987). Visually impaired children are deprived in terms of range and variety of experiences. turning the head frequently towards the speaker and restlessness.e. Even with correction. defined visual impairment as. mental. Hearing impaired children are recognized by various symptoms such as. visually impaired and crippled. vocational and educational aspects. They do not hear or understand sound at all even with amplified speech.For the purpose of the present investigation physically challenged students includes the following categories i. or where filed of vision is so restricted that subtends an angle of 200 or less in the better eye after correction”. Visual impairment is a condition in which an individual’s vision is deficient to such a degree that it significantly effects his functioning. The visual anomalies may influence the life of the individual in physical. D. The visual impairment is considered as the most severe and traumatic physical handicap. crippled body and difficulty in working or running. Vitally low etc. headaches. It enables the investigator to locate the gaps and find the trends in research in a particular field. Deaf. Braille System talking calculators and tape recordings. Blind. A. polio effects. Hard of hearing. Defective in speech. Epileptic. R.193-211). The term crippled refers to a kind of orthopedic handicap in which the child’s legs are deformed or even the child loses his limbs and becomes lame. The later means the students who do not suffer from any physical defect like (Crippled.peers (Dr.). The crippled child can be recognized by various symptoms such as deformity in limbs. The survey of related literature is an important step in conducting educational research. Partially Sighted. pp. feeling of pain in the joints. rubbing eyes excessively. swollen eye lids. itching. The information about the designs. Sharma 2008. Fundamentals of Special Education. samples and research tools employed by other investigators help the future investigators to formulate their designs with more care. watery eyes. magnifying glasses. The visually impaired children can be recognized by various symptoms such as crossed eyes. large print materials. The government made educational provisions for visually impaired children from national level to the international level such as provision of close circuit television. laziness. Loss of any part of the body. 27 . blinking frequently and holding objects or books close to the eyes. the two groups of students viz. S. and teachers). (1985) found that crippled children differ significantly from normal in the selfconcept and level of aspiration. self-concept and level of aspiration of +2 handicapped is lower than the +2 normal students.An attempt has been made by several investigators to compare physically challenged and physically normal students on self concept. Similarly the self – concept among girls was also found significantly lower than the boys. stress and level of aspiration of handicapped adolescents is lower than the normal adolescents. Krishna Macoy (2005) found that the normal students shows high academic achievement than physically ones. The normal students have rated themselves higher on ‘Reflected self’ (Friends. Kumar (2005) revealed that academic achievement. Peterson R. Need and Importance Human beings are the ocean of the capacities and abilities. but the realization of the capacities and abilities is the guarantee for 28 . Hussain Akbar (2006) has also found that. Having capacities and abilities are not assurance and seal for success. Mathur A. The self concept of the normal adolescents was higher then the physically challenged students. Malik M. A. (2001) revealed that the self-concept. physically challenged and normal students have shown parents a significant difference in ‘Reflected self’ (Friends. Parents and teachers) as compared to physically challenged students. Self concept among the physically challenged adolescents was found significantly lower than their normal counter parts. (1994) has found that. level of aspiration and academic achievement. memorization etc. abilities and characteristics is known as self concept. We know that a students memory. If a person understands and realizes himself in a right way. This low. Self concept determines the levels of aspiration of a student. whether a student has high. attention. insulted. recognition. therefore self concept ( the core part of the personality) should be developed in a right way. If he does not understand and realize himself in a right way. all are influenced by his self concept. high or realistic level of aspiration of a student is the determining factor of his academic achievement. his concept about his own capacities. It widens the horizon of intellect and knowledge of the student if developed in a right way. While as a student who is reinforced positively becomes a high academic achiever. he develops positive self concept and he turns into a star. thinking. problem solving. Self concept has a major effect on the intelligence and knowledge of the students. recall. The self concept plays a vital role and has a vital significance in the existence and life of an individual. so that these abilities would achieve maximum heights in academic side. A student who is abused. A person gets the concept of his abilities in the society. 29 . he develops negative self concept and turns into a waste. beaten etc.success. reasoning. low or realistic level of aspiration is mostly determined by his self concept. develops negative self concept and therefore remains academically backward. perception. understanding. Children having special learning needs arising out of there intellectual. They too are an important and essential component to make this object a fact. sensory and physical defects are required to be in special schools for special care. enjoy social contacts and have a full and rich life. As we know that our country has long back set an objective of universilisation of elementary education. he is able to recognize his good features as well as his faults. No government or voluntary agencies have so far done any commendable job in identification. One characteristic of a person who is well adjusted is that he usually recognizes and emphasizes his good features rather than his faults. the better is his self and social adjustment. yet enrolling all the handicapped children in special schools appears a distant goal. the physically challenged student (which constitutes only 10 percent of total population) cannot be ignored. In India although some remarkable progress has been done by way of creating an awareness regarding educability of children with varying nature and degree of handicaps. The person who makes good personal adjustment will be happy and successful. Instead. One who makes good social adjustment will be popular. There are very few institutions in Kashmir where hearing impaired.The self acceptant person does not think of him self as a paragon of perfection. The more the person accepts himself. To keep this objective in view. visually impaired and crippled children are admitted. treatment of this category of children. The most important role 30 . psychological. In Kashmir handicapped children as a segment of child population has to a great extent been neglected by the society. administers and policy makers while taking any decision regarding the education of physically challenged students. teachers. so that we will get good academic results. Operational Definitions of Terms and Variables Self Concept:. level of aspiration and academic achievement of physically challenged students can change his teaching metholdogies. Ideal self 31 .In the present study. teaching aptitude and attitude towards this group. Statement of the Problem The problem for the present investigation has been formulated as under:A study of self concept. self concept refers to the scores obtained by the subjects on Sagar Sharma’s Self Concept Inventory on the following dimensions:i. Real self ii.in their academic achievement is played by a teacher. The present study shall be the guideline for the future educational planners. level of aspiration and academic achievement of physically challenged and normal students at secondary level. A teacher after knowing the self concept. Normal Students:. 3.Normal Students are those students who do not have any physical impairment. Physically Challenged:.Level of Aspiration:. Hearing impaired. Crippled.In the present study. academic achievement refers to the aggregate marks obtained by the subjects in 8th and 9th classes.In the present study. Visually impaired. The following categories of physically challenged students have been choosen for the present investigation. Objectives of the Study The following objectives have been formulated for the present study:- 32 . level of aspiration refers to the scores obtained by the subjects on Shah and Bhargava Level of Aspiration Scale on the following determinants:i. Personal Academic Achievement:. Environmental ii. 1.Physically challenged students are those students who have some physical impairment which hinders their participation in any activity. 2. To compare the hearing impaired and visually impaired Secondary School Students on real self. To compare physically challenged and normal Secondary School Students on real self. 10. To compare physically challenged and normal Secondary School Students on level of aspiration. 8. To compare the visually impaired and crippled Secondary School Students on ideal self. To compare the visually impaired and crippled Secondary School Students on real self. 33 . To study the self concept. 2. 9. To compare the hearing impaired and crippled Secondary School Students on real self. 4. 3. To compare physically challenged and normal Secondary School Students on ideal self. To compare the hearing impaired and visually impaired Secondary School Students on ideal self. level of aspiration and academic achievement of physically challenged and normal secondary school students. 5.1. 7. To compare the hearing impaired and crippled Secondary School Students on ideal self. 6. To compare the visually impaired and crippled Secondary School Students on academic achievement. 13. 2. To compare the hearing impaired and visually impaired Secondary School Students on academic achievement. To compare the hearing impaired and crippled Secondary School Students on academic achievement. 15. To compare physically challenged and normal Secondary School Students on academic achievement. 12. Hearing impaired and visually impaired Secondary School Students do not differ significantly on real self. Physically challenged and normal Secondary School Students differ significantly on real self. 17. To compare the hearing impaired and crippled Secondary School Students on level of aspiration. 14. Hypotheses The following hypotheses have been formulated for the present investigation:1.11. 34 . To compare the visually impaired and crippled Secondary School Students on level of aspiration. To compare the hearing impaired and visually impaired Secondary School Students on level of aspiration. 16. Hearing impaired and visually impaired Secondary School Students do not differ significantly on ideal self. 10. 5. Hearing impaired and crippled Secondary School Students do not differ significantly on ideal self. Physically challenged and normal Secondary School Students differ significantly on ideal self. Hearing impaired and visually impaired Secondary School Students do not differ significantly on level of aspiration. 35 . Visually impaired and crippled Secondary School Students do not differ significantly on level of aspiration. 12. 7. Physically challenged and normal Secondary School Students differ significantly on level of aspiration. Visually impaired and crippled Secondary School Students do not differ significantly on ideal self. Hearing impaired and crippled Secondary School Students do not differ significantly on level of aspiration. 8. 11. Visually impaired and crippled Secondary School Students do not differ significantly on real self.3. 9. 6. Hearing impaired and crippled Secondary School Students do not differ significantly on real self. 4. Visually impaired and crippled Secondary School Students do not differ significantly on academic achievement. 14.13. 36 . Hearing impaired and visually impaired Secondary School Students do not differ significantly on academic achievement. 16. Hearing impaired and crippled Secondary School Students do not differ significantly on academic achievement. 15. Physically challenged and normal Secondary School Students differ significantly on academic achievement. CHAPTER – 2 REVIEW OF LITERATURE 37 . A critical review of the literature enables the researcher to go into greater details and wider applicability of the problem in hand so as to provide new ideas. it is necessary to undertake a detailed and penetrating study of all available literature. The information about the designs. to help further to define the problem and to provide an empirical basis for the subsequent development of hypotheses. and research tools employed by other investigators help the future investigators to formulate their designs with more care. The review promotes a greater understanding of the problem and its allied aspects and ensures that unnecessary and useless duplication is avoided. According to Tuckman (1972) the purpose of the literature review is to expand upon the context and back ground of the study. repeat the work already done. energy and resources.T he survey of the related literature is an important step in conducting Educational research. samples. An investigator must be aware of the new research conducted in the past and only then he/she is in a position to contribute something in original. It enables the investigator to locate the gaps and find the trends in research in a particular field." without a critical study of the related literature the investigator will be grouping in the dark and perhaps uselessly. 38 ." The review of the literature serves as a guide just to judge the quantum of the work done and perceive the gaps existing in the concerned research. Therefore in order to save time. explanations or hypotheses. (Good 1972) has rightly remarked. who were studying at Ardabil province high schools in 86 schools. An effort has been made to cover almost all the important dimensions. But the function of the handicapped individuals in self – concept subtests was better than the handicapped. The results of multivariate variance (ANOVA) showed that there was different mean score between handicapped and normal Students. the available literature relevant to the persent study. that may have a direct bearing on the study. As all the results proved that the function of the sighted group individuals in self-esteem subtests was better than the handicapped. 39 . Verma Arti (2008) Study of Self-concept and Study habits of Visually impaired and Normal students. This research was conducted in order to compare self-esteem and self-concept of handicapped and normal students. 20 handicapped students (10 girl handicapped and 10 boy handicapped) were selected randomly as a study group and 20 sighted students (10 girl handicapped and 10 boy handicapped) as a comparison group.esteem and self-concept Beak & Stiller scale at their schools. self.This chapter is devoted to review. The studies under review have been classified and are presented as under:Narimani Mohammad & Mousazadeh Tavakko (2010) Comparing self-esteem and self-concept of handicapped and normal students. Statistical analysis of this research comprised all the handicapped boy and girl students as well as the normal society included all the sighted students of age group10– 20 years. They were tested individually by two subtests of Coppersmith. The investigator used the self – concept scale by Caplan & Naidu and study habits inventory by Gopal Roa. Sample The investigator selected 200 senior secondary students randomly from five secondary schools.A. Objectives i. impairment and type of homes they come from. gender.O and Alawode E. The normal students have good study habits and the mean difference of self-concept favours normal students. (2008) To study the influence of impairment on the academic achievement of adolescents in secondary school. To find the difference between male and female academic achievement. regarding their age.The aim of this research was to study the self – concept and study habits of visually impaired and normal students. 40 . It was found that there is a significant difference between both the groups in their self-concept and study habits. To find the effects of impairment on the academic achievement. The investigator selected 100 college students randomly from various colleges in West Bengal to know the self-concept and study habits of visually impaired and normal students. Salami S. ii. personal data. Tools The data were collected through academic records of the students from principals. between the academic achievement of males and females. Major findings Results indicted that impaired children had significantly less academic achievement as compared to the non-handicapped. X. tuitions. VIII.Statistical analysis The collected data were analyzed by using mean. Each respondent was made to fill the questionnaire. Analysis was done by calculating frequency and percentages. IX. which plays an important role in their academic achievement. The significant difference was also found. Results showed that there is not much difference in the importance of many of the selected factors exhibited by boys and girls. t – test and correlation. Data was collected by the questionnaire method. selected from two English medium schools in Gujarat. and content viewed on television etc. Roy Sharmistha (2008) A comparative study of factors affecting academic achievement of school going adolescent boys and girls. The factor groups of the study consisted of top 10 rankers both boys and girls from class VII. Hussain Akbar (2007) Self Concept of Physically 41 . affecting the academic achievement of school going adolescent boys and girls. The aim of the study was to determine some of the selected influencing factors like daily routine of the students. Objectives 42 . where as category wise significant difference was found only in case of blind subjects. Chandra Rakish (2006) Comparative Koul Kabire impaired analysis and of visually orthopedically handicapped children on academic performance. Similarly the level of self concept among the girls was also found significantly lower than the boys in general. On the whole the level of self concept among the physically challenged adolescents was found significantly lower than their normal counterparts. Altogether 90 school going adolescents of grade IX and X aged 11-16 (30 in each category namely normal. blind and Orthopaedically handicapped) were purposively selected from 3 different schools of Delhi. Out of which 15 were males and 15 females in each category.Challenged Adolescents. level of education and level of aspiration in northern Assam. In order to ascertain the impact of disability on the development of self concept the study was designed to compare the level of self concept among the physically challenged adolescents with the normally developed peers. Mohsin’s self concept Inventory was administered on each subject. To study academic performances. at the beginning of the first (age=7) and third grade. level of aspiration. Mottus (2006) Ability grouping in school. The result showed that no significant difference was found with respect to level of aspiration and level of education of visually impaired and orthopedic children. At 43 . one step by step school and one elite private school. level of education of visually impaired and orthopedically challenged students. 2. 3. Major Findings 1. a study of academic achievement in five schools in Estonia. Kikas Eve. To compare the visually impaired and orthopedic impaired on academic performance. one a usual rural school. The paper deals with the questions of the quality of schooling and the effect of ability grouping on student’s achievement. To compare academic performance. The result also showed that no significant difference was found with respect to academic performance of visually impaired and orthopedically impaired children. Two schools one a usual mainstream town school. 2. Eve. One hundred and forty seven students from 5 schools participated in the study. level of education and level of aspiration of visually impaired and orthopedically impaired children.1. All children were studied twice. (2006) A study of level of aspiration and stress of elementary sighted and impaired children. R. To study the impaired children on level of aspiration. To compare the sighted and impaired children on stress. Sighted and impaired children differ significantly on level of aspiration. Raven. ii. Objectives i. vi. To study the impaired children on stress. v. iv. iii. ii. To compare the sighted and impaired children on level of aspiration. A. Both the battery of cognitive tests was developed specifically for this study. Sighted and impaired children differ significantly on stress Sample The researcher selected 200 sighted children at elementary level and equal number of impaired children (100 orthopedic and 100 44 . It was shown that attending on elite private school was related to abilities and higher academic achievement attending elite school had negative impact on achievement. To study the sighted children on stress. and at second their academic achievement in Estonian language and mathematics were assessed. To study the sighted children on level of aspiration.first children’s cognitive abilities were assessed. Hoptheses i. & Prince. The sample of 20 male and 20 female students having either hearing impairment or visual impairment were selected for the present study. It was also found that hearing impaired and visually impaired children have more stress than sighted elementary children. the data was treated statistically by using various methods. ii. a case study of Allahabad University. The collected data were analyzed by applying various statistical methods in order to draw the infrances. level of aspiration and academic achievement. The data regarding the study were gathered in two stages over a period of 45 days during mid day summer. The main finding was that both the groups do not differ significantly on the different variables viz. The investigator found that sighted children have more level of aspiration than the hearing impaired and visually impaired elementary children. Vaishya (2005) Comparative study of male and female hearing impaired and visually impaired students on level of aspiration and academic achievement. R.hearing impaired) for the collection of data. In order to draw meaningful inferences. Findings i. C. 45 . psychological tests and interviews etc. the investigator applied various tools in the form of questionnaire. This study included about 350 ethnically diverse third grades from 6 California public elementary schools. Both the categories handicapped and normal students showed marked difference in self concept and level of aspiration. It was found that the normal students shows high academic achievement then physically ones. The researchers conducted interviews in the fall and spring of the school year and the school provided test scores from the students grade three academic achievement test (mathematic.Kumar Krish (2005) A study for observing academic achievement. it was found that academic achievement is effected by self concept and level of aspiration. The statistical treatment was given in excel. M. 46 . Macoy Krishna (2005) Normal challenged and physically with students relation to their academic achievement tests. Kumthekar. For the purpose of present study the investigator collected the sample of 75 handicapped +2 students and 75 normal +2 handicapped students from 48 institutions existing in different zones of Haryana. (2004) Comparative analysis of physically challenged and normal college going students on self-concept and mental health. reading and language arts) which were administered in the spring. its relation with self concept and level of aspiration of +2 handicapped and normal students of Haryana State. 50 visually impaired and equal number of crippled female adolescents were selected randomly of different parts of Ghawahati to investigate the real self.It revealed that self concept is an important indicator of personality. For the present study the researcher selected 50 visually impaired and 50 hearing impaired elementary level students randomly from 42 elementary schools in Athenes to examine the achievement in elementary students in 47 . For the conduction of present study.sort technique developed by Butler and Haigh (1954) was used for 137 normal and 99 physically challenged college going students. ideal self and reflected self. Gagandeep. The significant difference was also found in mental health of both the categories. ideal self and reflected self of visually impaired and crippled female adolescents. & Haver (2004) Academic potential in mathematics among visually impaired and hearing impaired Athenes. Ntzamilis G. It was found that there is no significant difference on real self. The collected data was analysed by using different statistical techniques. To assess this. (2004) A study of real self. as mental health supports to normal ones. It was found that normal college going students have a more positive self-concept as compared to physically challenged college going students. K. ideal self and reflected self of hearing impaired and crippled female adolescent students in southern part of Ghawahati in India. & Verma B. J. a Q. S. It was found that there is no significant difference between visually impaired and hearing impaired elementary level students on academic achievement in mathematics. (2004) Contributions of Personality and Interests to Explaining the Educational Aspirations of College Students. Behnke. The researcher investigated their educational and occupational aspirations of male and female adolescents and factors affecting their aspirations. (2004) Educational adolescents. the researchers found that those personality scales and interest scales that were more related or applicable to educational aspirations of male and female college students. Also. et al. Research conducted an in-depth interview of 10 male adolescents of latino and equal number of female latino adolescents. Using a content analysis of the interview scripts.mathematics. This is the first study to investigate personality-interest convergence by examining the newly revised 2003 California Psychological Inventory with the 1994 Strong Interest Inventory. . were moderately correlated with level of educational aspirations. hierarchical regression result shows and Occupational Aspirations of Latino male and female 48 . Gasser. it was found that male adolescents have high aspiration level as compared to female adolescents. The collected data were analyzed by various statistical techniques in order to draw the relative permanent results. In general. Stuart Breg (2004) A study of a self-concept level of aspiration.. 49 . To compare the self-concept of normal and handicapped teenagers. For the collection of data the investigator used level of aspiration test by V.M Sing and past two years obtained marks from official school records. Objectives i.that specific dimensions of personality and interests are related to female college students plans for future work. K. level of aspiration and academic achievement. mental health and academic achievement of normal and handicapped teenagers. S.D and tvalue. It was found that both boys and girls secondary schools students have no significant difference on all the three variables viz self concept. R. (2004) A study of level of aspiration academic achievement and selfconcept of secondary school students in Eastern zone of Nagaland For the present study the investigator selected 450 boys and girl secondary school students randomly from 10 secondary schools in Eastern zone of Nagaland to study the self-concept.P Bhargava and self-concept scale by H. Sangdeep. S. The study found that components of male and female college students personality and interest may relate to aspiring to higher levels of education. level of aspiration and academic achievement. Sharama. The collected data were analyzed by using Mean. iv. 50 . iii. iii.concept. Handicapped and normal teenagers differ significantly on level of aspiration.ii. iv. The investigator applied various statistical techniques in order to draw the relative permanent results. Handicapped and normal teenagers differ significantly on self concept. Sample The sample consists of 250 handicapped and 250 normal teenagers. Major Findings i. ii. Handicapped and normal teenagers differ significantly on mental health. The data was collected of about seven months during spring season in New Jersey of USA. To compare academic achievement of normal and handicapped teenagers. To compare academic achievement of normal and handicapped teenagers. Hypotheses i. Handicapped teenagers differ significantly from normal teenagers on self. To compare mental health of normal and handicapped teenagers. To compare level of aspiration of normal and handicapped teenagers. Objectives of the study:i. Handicapped teenagers differ significantly from normal teenagers on mental health. iii. Schrawat (2003) Self concept and level of aspiration among students. To study the relationship of gender and residence among various categories various categories of physically challenged high school students. iv. its six dimensions and level of aspiration. R. ii. S. To study the effect of level of aspiration among various categories of physically challenged high school students. Shan & S. H. Hypothesis 51 .ii. iv. To study the interaction effects of self-concept. Handicapped teenagers differ significantly from normal teenagers on level of aspiration. physically challenged To study the effect of total self concept of various categories of physically challenged high school students. in combination with gender and residence of various categories of physically challenged high school students. Handicapped teenagers differ significantly from normal teenagers on academic achievement. iii. There exist significant differences between various categories of physically challenged school students in relation to total self concept and its six dimensions viz. There exist significant differences among various categories of physically challenged school students in relation to level of aspiration. behavior. at least one from each district out of 20 districts of Haryana State were taken up. attributes. ii. popularity.1%) 52 . visually impaired and crippled students of classes 9th and 10th (14+ age group) of secondary school. The sample comprised of 1000 students: 499 (49. gender and residence of various categories of physically challenged school students. physical appearance. school status. iii. The sample included 211 (21.i. Sample In this study. its six dimensions and level of aspiration. only hearing impaired.1%) girls. There exist significant two and three factors interaction effects of self concept.9%) boys and 501 (50. happiness and satisfaction. self-concept scale (CSCS) constructed and ii.8%) girls from urban area and 288 (28. academic growth of physically challenged male students in Bandung metropolitan area of Indonesia. Enri Dumanhuri (2003) Evaluation of level of aspiration.7%) students were from 10th class.boys and 258 (25. The result shows that self concept of urban various categories of physically challenged school students was found to be more than the rural counterparts. Major Findings i. It may also be mentioned that 533 (53. Thus.31%) of students were taken from class 9th and 467 (46. ii. iii. Children’s standardized by Ahluwalia. Wallach-Kogan tests of creativity to measure creativity.811%) boys and 243 (24. 53 . residence wise and class wise. the different categories of physically challenged school students with high level of aspiration and low level of aspiration differ significantly from each other. Level of Aspiration Test developed by Patel. Tools i. the sample was fairly representative of population gender wise. The results shows that socially.3%) girls from rural area. C. There exists no significant difference among the secondary school students on academic achievement. The main findings were showed that hearing impaired and crippled students do not differ significantly on level of aspiration and academic growth. 54 . The data was treated in excel in order to draw the conclusion. Sample The study was conducted on a sample of 200 students of secondary schools from two districts i-e Punjab (Patiala and Ferozepur). To compare secondary school students on self-concept. iii.Whole metropolitan area was surveyed for generating the data pertaining to hearing impaired and crippled students below the age of 18 years. (2003) Self concept of and academic school achievement students. Hoptheses i. ii. S. iv. ii. There exists significant difference among the secondary school students on self concept. To compare secondary school students on academic achievement. Objectives of the study:- secondary i. To study the self concept of secondary school students. Gakhar. To study the academic achievement of secondary school students. Educational Aspirations. The results revealed that normal students showed better academic achievement as compared to handicapped students. The study was conducted on a sample of 50 children of physically handicapped studying in VIII and IX grades in school. The mean age of students was 13-15 years. educational aspirations. Self-concept scale (Ahlawalia. Both the categories were insignificant on academic achievement. Seginer (2002) Family Environment. and cademic achievement. Chowdhury. perceived parental support and demandingness.The sample comprised of 105 boys and 95 girls. Kumari Anita (2003) Study of academic achievement of physically handicapped and normal children. Tested a four-step model consisting of family background. Secondary school students viz boys and girls were showed significant difference on self-concept. Aparajita. ii. The school was in a predominantly middle class community area. of which an equal number of normal children were included in the sample. The model was estimated on data collected and in Two Academic Cultural 55 . Major Findings i. Achievement Settings. 1986) and academic achievement coefficient of correlation and t-test was used as statistical techniques. religion 56 . The authors investigated in the possible influence of nationality (Slovenia. verbal . France) in modifying the relationship between academic achievement and self concept. which varied in a nationality.from working and non-working women (N = 686) growing up in two cultural settings: transition to modernity (Israeli Arabs) and Western (Israeli Jews). The sample compressed of 230 students in the age range of 16-17 years.concept (i. Darja and Musek Janek. The indirect family background.e. The results showed that family background had direct and indirect effects on the academic achievement of Arab but not Jewish women. academic relations with some sex peers relations with parents.academic achievement path showed working and non-working differences only for the Arab women viz educational aspirations for girls and parental demandingness for boys and parental demandingness was directly related to academic achievement of women.dependent fashion. The French subjects exceeded Slovenians in some domains of self. Kobal. The (2001) Study of self concept and of academic achievement. The results of two factors (academic achievement+ nationality) analysis showed significant correlation between academic achievement and various indices of self concept. The study also explained ethnic and gender differences in terms of demographic and socio-cultural conditions. that investigators adolescents tested the hypothesis academic achievement effects different components of self concept. The investigator selected 650 students randomly from various secondary schools in northern area of Assam and used self concept scale of H. Ram Paul (2000) Study of self-concept and Mental health of male and female physically challenged secondary students. There was no significant difference between both national samples in self esteem. (2000) A study of self-concept stress and academic achievement of secondary school students in west zone of Assam. For the statistical treatment the investigator used Mean. Rainer. Sing & S. Martin.and spirituality and general self. Sharma. The purpose of this study was to know the self concept and mental health of physically challenged students at secondary level. The investigator selected 640 secondary students to know the self-concept. S. The results were interpreted on the grounds of theoretical expectations related to the formation of self concept and academic achievement as well as on the basis of national differences in the school system and personality structure. S.M. P.concept) while Slovenian subjects exceeded of French subjects in the domain of problem solving and creativity. It was found that there is no significant difference between male and female secondary students in their mental health and self-concept. Sing and Mental health battery by Alpana Sengupta to know the self concept and mental health of physically challenged students.D and t-value. For collection of data 57 . Also the French subjects exceeded Slovenian pupils in general academic achievement. stress and academic achievement. real self. Hearing impaired and orthopedic children were showed no significant difference on real self. S. 58 . ideal self.the investigator used self-concept scale by H.K. The mean difference shows that male students have high self concept than female students. self concept of hearing impaired orthopedically school going children of U. Objectives i.M sing and stress scale by OM Prakash Srivastava and R. It was found that the self concept of male students is significantly different than female students. Methodology The sample of the study comprised 125 hearing impaired and equal number of orthopedic impaired children of class 7th and 8th. Major Findings i. ii. reflected self and physical self of hearing impaired and orthopedically impaired schools going children. To study the self – concept and aspiration of hearing impaired and orthopedic impaired school going children.K Nadiu and past three years obtained marks from official school records. The collected data were analyzed by using Mean. To compare the different dimensions of self concept viz. The investigator used various sampling techniques and tools to draw results. Jefferson (2000) Study of level of aspiration.D and t-value. It was also found that female students have high stress than boys but there is no significant difference between male and female students on their academic achievement. S. ho were selected through random selection method. Their age ranged between 16 to 18 years. The collected data were treated with mean. A. Santhana (1993) Relation between self-concept and academic achievement of college 59 . S.test. (1997) Self-concept relation to achievement. Both the categories were insignificant on ideal self and physical self. Maikhuri.ii.D. of adolescents their in academic Maikhuri & Pande attempted to study the self-concept of adolescents in relation to their academic achievement. R. No significant difference was found between academic achievements of adolescents belonging to high and low self-concept. The findings revealed that the academic achievement and self-concept were not significantly related. and ’t’. Hearing impaired and orthopedic impaired childern were also insignificant on level of aspiration. & Pande. iii. Significant relationship was observed with academic achievement of adolescents having high and low self-concept. K. S. The sample of the study comprised of 200 students (100 boys and 100 girls) studying in the intermediate College of Kotdwara city. The tool used to collect the data included Self-concept Inventory by Pratibha Deo. Krishnan. concept of Nagaland College students.. age groups and birth orders. The study attempts to find out the academic achievement and self. Objectives of the study:i. S. To find out whether differences exist in their self-concept among arts.students. Similarly. birth orders had no impact on self concept of students. They were further stratified with faculties. ii. The self concept tool standardized by Rastogi was used to collect the data. Different age groups had not shown any significance mean difference on self concept score. 60 . correlation and ANOVA for the treatment of the data. It was found that there was a significant relationship between self concept and academic achievement of the college students. 90 were men and 60 were women students. Out of them. Kuotsu Banui (1992) The study of academic achievement of college students in Nagaland in relation to their self-concept. Sex had no influence on self-concept of the individuals. Stratified random sampling technique had been used to select the sample. There were 45 urban and 105 rural students. The investigator applied mean. D. The sample of the study comprised of 150 students. There was a significant difference of mean score between arts and science groups of students on self – concept. t-test. science and commerce college students. iii. To find out whether any relationship exists between the academic achievement and self-concept among college students in Nagaland. Methodology The sample consisted of 716 college students drawn from the three colleges in Kohima Town. They represented the arts, science and commerce streams including boys and girls. The tools used as Personality Word List by Deo 1973 and the academic achievement was obtained by collecting their results. Statistical measures mean, S.D, ttest and correlation were used to treat the data. Major findings of the study i. There was significant difference in the academic achievement and self-concept of college student of arts, science and commerce stream. ii. Both counter parts. science and commerce students showed significantly high academic achievements then their arts iii. No significant difference was found in the mean selfconcept scores between boys and girls among the arts, science and commerce students. 61 Fox and Faver (1991) Achievement and Aspiration Patterns Among Male and Female Academic-Career Aspirants, Work and Occupations. It is considered both meaning and mediation factors in the achievement-aspiration relationship. In a sample of graduate women students ("academic-career aspirants"), the achievement- aspiration relationship varied with type of academic achievement and professional aspirations, and as it was mediated by women's perceptions of their professional roles and their faculty's support. Women's achievementaspiration conversion was different from, but not necessarily lower than, non- graduate non-working women. Rather, the strength and direction of the relationship varied with aspiration type (traditional versus alternative) and to some extent, with specific types of academic achievement. The mediators of the achievement-aspiration relationship also vary by work conditions and aspiration type. Women's aspirations for traditional career rewards were largely a function of their perceptions of the structural availability of job opportunity. Kale, P. S, (1991) A study of the development of self concept of Pre-adolescent level with reference to some Family and school factors. 62 Objectives of the study were:i. To trace the general development of self concept at the preadolescent level as a function of age and sex. ii. To study sex difference in self concept development. iii. To study the relationship of internal family factors like parent – parent and parent-child relationship with self concept at the preadolescent level. iv. To study the relationship of school factors i.e. teacher- students and peer relations with self concept at the pre adolescent. Methodology The data were collected from three co-educational Marathi medium schools. The study was conducted on a sample of 990 children. Tools employed in this were Self-Concept Inventory, Parent-Child Relationship scale, Parent-Parent Relationship scale, Scale of TeacherStudent Relationship, Peer Relationship Scale and Socio-economic status scale of Jogavas. All the tools were specially constructed for this study except the socio-economics status scale. Descriptive, bardiagrams, frequency polygons, mean, median, mode, Barttell's homogeneity test analysis of variance, t-test and multiple correlation regression. Major findings of the study were:- 63 According to this. v. the selfconcept did not remain static and showed gradual development up to the end of the pre-adolescent period. Parent-child relationship was significantly associated with self. The perceived self did not show a downward trend throughout the Pre-adolescent period. vii. Boys and girls did not differ significantly in self.i.concept. 64 . Girls showed more understanding for parent-parent relationship teacher student relationship and at the end of the preadolescent period and parent-child relationship. iii. ii. It showed a significant upward trend at the end of this period.concept. Parent-parent relationship was highly significantly related to self.concept development. iv. Teacher-student relationship was important in self-concept. Perception of family factor as well as school factors showed significant development in concept perception of parentchild relationship. vi. (1991) An enquiry into the nature of selfconcept in the area of competence and its impact on mental health and academic achievement. R.viii. and the discrepancy between the two. School factors jointly were significantly associated with self-concept. G. viz. ii. Problem The present study deals with the problem of self-concepts and tries comprehensive study of a particular dimension of self-concept. To study the nature and extent of mental health in the group studied. 65 . x. Peer relations were important in development of self- concept. the dimension competence and its relationship with mental health and academic achievement. To study the nature and extent of the real self-concept of competence and the ideal self-concept of competence. Objectives i. iii. ix. Burhan. To study the relationship between real self-concept/ideal selfconcept and mental ill-health/academic achievement. Family factors jointly were significantly associated with self-concept. "t" test. coefficient of correlation. To study the relationship between each of' the five facets (social. chi-square test.Health Inventory. and a Mental III. partial correlation and factional analysis. ii. mode. physical. median. To study the relationship between each of the five facets and academic achievement. emotional and general) of self-concept in competence and mental ill-health. Real self-concept scores. Major Findings i. real- ideal discrepancy scores and mental ill-health scores were found to be more or less normally distributed in the sample and the three groups did not differ significantly among themselves in respect of distributions of scores on these variables. intellectual. Real self-concept and ideal self-concept were highly 66 . the science group and the combined group. The tools used included a Self-Concept Inventory constructed and standardized by the investigator. standard Deviation. To make a comparative study of the three groups of students: the commerce group. v. skewness and kurtosis. Higher secondary marks in two common subjects were taken as a measure of the academic achievement of students. The statistical technique used included mean.iv. vi. ideal self-concept scores. Methodology The sample consisted of 432 first year Science and Commerce honours girl students from seven good institutions with an English medium background and age between 18 and 20 years. Discrepancy between real and ideal self-concept was found Academic achievement was positively associated with to be associated with mental ill-health. v. Students with high real self-concept scores showed lower Students who perceived themselves to be highly competent A trend could be noticed to suggest that high ideal selfconcept was conducive to mental health. but in the science group. vii. ix. iii. viii. iv. x. perceived intellectual competence but not with scores of other areas of self-competence. 67 . vi. were relatively from mental ill-health symptoms. these two were positively related. discrepancy scores. Regression coefficient revealed that intellectual competence had high positive influence upon the academic achievement of both the science group and commerce group.correlated. Students who revealed mental ill-health symptoms were poor in academic achievement [AS 1651]. Discrepancies between the real and ideal self-concept did not affect the academic achievement of the commerce groups. The other facets of components showed a negative influence on the academic achievement of the science group. Howe' ideal self-concept regarding their competence did not seem to affect academic achievement scores. Adolescents studying in private and central schools were more intelligent than the adolescents studying in government schools. Government schools and Private Schools in Rajasthan. Major findings i.6% in Government Schools possessed average self-concept. Cattell’s 16 PF Questionnaire. L. studying in Central Schools. Pareek (1990) A comparative Study of self concept.2% of the adolescents studying in central schools. Methodology The normative survey method was used 750 students studying in different schools framed the sample. ii.D. 68 . Swata Bodh Parikshan by Sherry and Uma.2% in private schools and 57. Students in private schools were generally practical while Government school students preferred arts stream. iii. Level of Aspiration and input check-list and students Aspiration Test developed by the researcher were used to collect the data. Personality traits and aspirations of the Adolescents. 44. It was found that 45. J. There were positive and linear correlation among self-concept Intelligence Quotient and academic achievement in both 69 . Shah. (1990) A study of relationship among intelligence.taken into consideration and were converted into percentage. D. From six schools located in rural areas.iv.. self-concept and academic achievement of pupils of standard X of semi urban and rural areas of Sihore Taluka. Shah's self-concept inventory and Desai Bhatt Group intelligence test. The tools used were J. Mean. To evaluate pupils academic achievement. S. t-test and Pearson's pro correlation were used to treat data. Out of the total population of about 500 pupils of grade X of Sihore Taluka. 169 boys and 69 girls were selected. 305 pupils (61 %) were selected randomly from eight schools out of which two were from semi urban area. There was difference in DIQ's (Deviation Intelligence Quotient) either urban or rural areas. H. There existed no significant relationship between personality traits and levels of aspiration among students from different types of schools. Subjects at the Gujarat State Secondary Education Board . The sample was selected by stratified random cluster sampling method. There was significant difference in academic achievement in favour of boys in both semi urban and rural areas. the marks obtained in area. H. The sample from semi urban area consisted of 60 boys and 67 girls. It was found that there was no sex difference self-concept either in semi urban or rural areas. The data were analyzed with a help of factorial design analysis of variance of equal cell size. science. It represented both males and females. Major Findings of the study were:- 70 . To obtain interactions between value-orientations.types of areas. ii. whose age ranged from 15-19 years and who belonged to the urban area . and peer relations upon the concept of self in both male and female adolescents. S. Value orientation was measured with the help of a Value Orientation scale developed by N. arts and commerce and generally belonged. R.P. Sherry. Chauhan. Objectives of the study:i. to the Middle Secondary Educational Schools. (1985) Values orientations. Self-Concept developed by G. To determine and study the impact of value orientation. Methodology The sample consisted of 160 high school and inter-mediate college going students of Aligarh. Kulshreshtha. interests and attitudes as Correlates of selfconcept among male and female Adolescents. interests. Also. They were from these faculties viz. intelligence was more related to academic achievement than self-concept. interests and peer relations on bivariate and trivariate levels of operation. v. vi. iii. ii.i. Interests were shaping and forming the male adolescent's concept of growth of self concept during the period of adolescence in both the sexes depended upon the variations of interest occurrence. Value orientations affected the concept of self in adolescents. iv. Interest played an important role in the growth of selfconcept among adolescent. 71 . It promoted the concept and also demoted the concept of self in various association bonds with value orientation and peer relation. Peer relations prompted the concept of self also but when value orientations or interests were operating. Value orientation had a positive affinity with self-concept among male as well as female adolescents under different levels of interest. Promotion or demotion of the concept of self by peer relations in case of both males and females remained different. To compare academic achievement of crippled and normal children. iii. To compare the home adjustment and health adjustment of crippled and normal children. Sample The sample comprised 50 crippled and 50 normal children in the age range of 13-16 years. (1983) A comparative study of Level the of and adjustment Aspirations. To compare level of aspiration of crippled and normal children.Mathur. problems. iii. Self-concept academic Achievement of Crippled and Normal Children. iQ. The major objectives were:i. A. sex. Crippled children differ Significantly from normal in health adjustment and home adjustment ii. The major findings were:i. socio-economic status and institution. The two groups were matched in age. ii. Crippled children differ significantly from normal in the self concept. 72 . A. Crippled children differ significantly from normal in the level of aspirations. iv. To compare self concept of crippled and normal children. Total population of visually handicapped children i. P. To study the achievement of blind children learning English language in an integrated approach.iv. February) standardized teacher-made tests were administered to these eight (4 blind + 4 sighted) students. Presidents Estate. No significant difference was found between crippled and normal children in academic achievement. Social studies and Sanskrit was higher than that of sighted children. This goes in favour of integrated education since we 73 . December. iii. Singh. To study the achievement of blind children studying in an integrated system of learning Hindi. To study the achievement of blind children learning Sanskrit in an integrated approach. 4 studying in class IX in Government co-educational senior Secondary School. D. New Delhi were selected for the study and an equal number of 4 sighted children in class IX in the same institution were selected along with the school periodical tests (September. To study the achievement of blind children learning social studies in an integrated approach. (1983) A comparative study of the achievement of blind and sighted children studying in an integrated system The objectives of the study were:i. The findings of the study were that the achievement of blind in Hindi. English.e. iv. ii. Hussain Akbar (2007) revealed that the level of self-concept among the physically challenged adolescents was found lower than their normal counterparts. O and Alawode E. 20 studies have been carried on self concept and academic achievement and 15 have been carried on level of aspiration. Kikas Eve. Verma Arti (2008) found that that there is significant difference between both the groups in the self-concept and study hababits. psychological factor and individual factor. Shasmistha Roy (2008) revealed that there is not much difference in the importance of many of the selected factors exhibited by boys and girls. The higher achievement of visually handicapped may be result of non-educational factors e. similarly the level of self-concept among the girls was also found significantly lower than the boys in general.did not control all moderate variables. Salami S. (2008) found significant difference in the academic achievement of males and females from single parenting homes but none between those of intact homes. Rakish Chandra and Kabire Koul (2006) found that no significant difference was found with respect to level of aspiration and level of education of visually impaired and orthopedic children. Nirmani Mohammad and Tavakko Mousazadh (2010) found that the sighted group of individuals in self-esteem and self-concept subtests was better than the handicapped.g. An Overview Thirty studies have been reviewed under this section of review of studies. The normal students have good study habits and the mean difference between both the groups in the self-concept favours normal students. A. which plays an important role in their academic achievement. Mottus Eve (2006) found that 74 . (2004) revealed that there is no significant difference on real self. and Verma B. Gasser (2004) found that components of adolescent’s personality and interest may relate to aspiring to higher levels of adolescents. Stuart Breg (2004) revealed that handicapped teenagers differ significantly from normal teenagers on self-concept and level of aspiration. A. Raven. ideal self and reflected self of visually impaired and crippled female adolescents. Ntzamilis. It was also found that hearing impaired and visually impaired children have more stress than sighted children. Kumar (2005) revealed that the academic achievement is affected by self-concept and level of aspiration. G. J. K. (2004) revealed that both the boys and girls secondary school students have no significant difference on all the three variables viz self-concept. (2006) revealed that the sighted children have more level of aspiration than the hearing impaired and visually impaired elementary children. Sangdeep R. level of aspiration and academic achievement. Gagandeep. R. and Prince. S. and Haver (2004) revealed that there is no significant difference between visually impaired and hearing impaired elementary school students on academic achievement in mathamatics. K and Sharma S.attending on elite private school was related to abilities and higher academic achievement attending on elite school had negative impact on achievement. both the categories viz handicapped and normal students showed marked difference in self-concept and level of aspiration. Vaishya (2005) found that both the groups viz hearing impaired and visually impaired students do not differ significantly on level of aspiration and academic achievement. The study also revealed that both the categories were significantly differ on academic achievement and 75 . Sharma and Ram Paul (2000) revealed that there is no significant difference between male and female secondary school students in their mental health and self-concept. Gharkar. C. and Sehrawat S. Seginer (2002) revealed that parental demandingness for boys and parental demandingness was directly related to academic achievement of women. (2000) found that the self-concept of male students is significantly different than the female students. S. Kuotsu and Banui (1992) revealed that there was significant difference in the academic achievement and self concept of college going arts. Enri Dumannuri (2003) found that hearing impaired and crippled students do not differ significantly on level of aspiration and academic growth. and Martin. S. S. P. Kumari Anita (2003) found that normal students showed better academic achievement as compared to handicapped students. Rainer. Parkeek D. S. (1990) found that government schools generally preferred arts while as the students in 76 . L.mental health. Jefferson (2000) found that both hearing impaired and orthopedic school going children were insignificant in relation to their self concept and level of aspiration. Chowdhury Aparajita. (1991) found that family factors and school factors jointly are associated with self-concept. Kale. commerce and science students. Fox and Facer (1991) revealed that women’s aspiration for traditional carrier rewards were largely a function of their perceptions of structural availability of job opportunity.R. (2003) revealed that significant difference was found among secondary school students on self-concept. P. Shah H. (2003) found that there exists significant difference among various categories of physically challenged secondary school students on level of aspiration and selfconcept. while as significant difference was found in their self-concept. English Social Studies and Sanskrit was higher than that of sighted children. P. Singh D. (1985) found that promotion or demotion of the self-concept by peer relations in case of both males and females remained different. A. (1983) found that the achievement of blind in Hindi. Kulshreshtha.private schools preferring practical. Marthur. 77 . A. R. (1983) found that no significant difference was found between crippled and normal children in academic achievement. CHAPTER – 3 METHODOLOGY AND PROCEDURE 78 . The structure of research is more specific. the scheme. It is the outline. what data-collecting tools are to be employed and how the data is to be statistically analyzed and interpreted? Kerlinger (1973) has very rightly observed:"Research design is the plan.E very piece of research must be planned and designed carefully so that the researcher proceeds ahead without getting confused at the subsequent steps of research. structure and strategy of investigation conceived so as to obtain answers to the research questions. what data is needed. The researcher must have a clean and clear understanding of what is to be done. The plan is. an overall scheme or programme of research. the paradigm (diagrams. It includes an outline of what the investigator will do from writing the hypotheses and their operational implications to the final analysis of the data. graphs and verbal outline) of the 79 . An investigator does not tackle one step at a time. He has remarked:"Research is often confused. The details about the sample. the study is designed to obtain pertinent and precise information concerning the current status of the phenomena and also to draw valid conclusions from the facts discovered. The present study has been completed through the descriptive method of research. strategy implies how the research objectives will be reached and how the problems encountered in the research. the statistical methods used for data analysis for the present study are given as under:- Sample The total sample for the present investigation consists of 300 secondary school students. shuffle back and forth between steps or work on two steps more or less simultaneously". it includes the methods to be used to gather and analyze the data. to complete the process and then move on to the next step.operation of variables. Through this method. Van Dalen (1973) has drawn the attention of researchers towards the appropriate framework to be adopted in a research design. Similarly. This method has been the most popular and widely used method of research in Social Sciences and Education. will be tackled”. orderly one. the tools and their description. Strategy is also more specific than the plan. where 150 consists of physically challenged 80 . In other words. as floundering. process rather than logical. He may tackle the steps out of order. 17. High School Yakmanpora Govt. 05. For normal secondary school students. 03. High School Hael Jagir Govt. High School Nowpora Govt. High School Sangrama 02. 08. High School Watergam Govt. High School Kawchuk Govt. 04 06. 11. 10. Girls High School Shrakwara Govt. Girls High School Nowpora Govt. 16. 18. List of Selected Secondary/Higher Secondary Schools in District Baramulla 01. 12. High School Kreeri Mission High School Kreeri Govt. 19. 15. The details about the procedure of selecting the sample are given as under:The physically challenged students were identified on the basis of information obtained from the offices of various secondary school institutions. School Wagoora Imamia High School Watergam Govt. Govt. High School Nowpora Govt. High School Dolipora Govt. 20. 09. 13.and 150 normal secondary school students of district Baramulla. Higher Sec. High School Magam 81 . School Kreeri Hanfia Model High School Kreeri Govt. Govt. 14. High School Hewan Govt. the investigator categorized them into three main categories viz hearing impaired N= 50. All the three categories of physically challenged students were taken from 90 secondary schools and the normal secondary school students were taken from the same 90 institutions of district Baramulla. High School Nowpora Govt. visually impaired N= 50 and crippled N= 50. 07. Further. High School Shrakwara Govt. Higher Sec. the total sample (N=150) was selected from the total population (N= 1507) by using random sampling technique. however for physically challenged students whole population (N=150) was taken for sample by the investigator by using the purposive sampling technique. High School Palhallan Govt. 55. Govt. High School Gund Govt. School Kalantra Govt. 51. 30. High School Uthura Govt. 58. School Govt. High School Nayedkhay Govt. High School Wusan Govt. Girls High School Khawajabagh St. 43. 40. 25. High School Singerpora Kalan Govt. High School Kanspora Govt. School Delina Govt. 28. 26. High School Haygam Govt. School Sopore Muslim Educational Trust Sopore 82 . 44. High School Noorbagh Govt. 59. 41. High School Pattan Peoples Public School Pattan Govt. 39. 27. 33. High School Haider Baigh Govt. 34. Girls Kanspora High School Govt. 52. 54.21. 38. 46. Joseph Baramulla Higher School 56. Girls High School Delina Govt. High School Thindma Madina Public High School Gund Govt. Higher Ghoshbugh Sec. 57. Govt. High School Mirgund Govt. High School Sultanpora Govt. Govt. Higher Sec. Girls High School Sopore Govt. Higher Sec. High School Sopore Govt. 32. 49. Higher Sec. High School Bonyer Govt. High. 47. 60. 45. High School Hamray Govt. 31. 37. 50. High School Singpora Govt. High School Choora Govt. High School Delina Govt. School Pattan Govt. 36. 24. High School Ghoshbugh Govt. School 22. High School Tapar Govt. 23. 53. 35. High School Putkhah Govt. High School Kachwa Govt. 42. High School Khawajabagh Budding Bloom Public School Khawajabagh Govt. 29. 48. Higher Palhallan Sec. Govt. High School Nayed Hal Govt. Higher Chandoosa Higher Sec. High School Hagarpora Govt. 65. Girls High School Hagarpora Govt. High School Selu Sopore Govt. H. School Govt. 84. 67. Girls Khaitangan High School Govt. 70. 86. 80. 76. 81. 74. Girls High School Harinara Govt. 66. Higher Sec. Higher Baramulla Sec. Girls High School Selu Sopore Govt. 69. Sec. High School Harinara Govt. Girls High School Tujar Govt. 85. School 82. Boys High School Devisar Govt. Girls Noorbagh High School 62. 89. 78.61. High School Alapora Govt. 75. High School Khahitangan Govt. 70. 83. The school wise breakup of the sample is shown as under:- 83 . High School Chandoosa Govt. Baramulla School Azad Jung Govt. Govt. 68. Govt. High School Fathpora Govt. School Baramulla Govt. High School Bandibala The following schools were selecting randomly as sample for present investigation. School Kalantra Neitherfiled Public School Sopore Govt. 73. 63. 77. 88. 72. High School Tujar Guru Nank Baramulla Public School Govt. High School Saloosa Govt. Girls Baramulla Govt. 79. High School Devisar Govt. High School Lallad Noor-Ul-Islam Pub. Boys High School Lallad Govt. High School Wagil Govt. 64. 90. 87. High School Govt. 10. 02. High School Govt. Higher Sec. 20. High School Watergam Imamia High School Govt. High School Kreeri Hanfia Model H. High School Govt. Govt. School Student’s Total Sample Total Sample No. 09. Kreeri School Govt. 11. High School Govt. Taken No. Taken 20 22 26 28 18 30 33 22 30 18 26 28 20 28 28 10 16 16 14 14 10 10 2 2 2 3 2 3 4 2 3 2 3 3 2 3 3 1 2 2 1 2 1 1 2 2 2 3 2 3 4 2 3 2 3 3 2 3 3 1 2 2 1 2 1 1 2 2 2 3 2 3 4 2 3 2 3 3 2 3 3 1 2 2 1 2 1 1 4 4 4 6 4 6 8 4 6 4 6 6 4 6 6 2 4 4 2 4 2 2 01. 08. Girls High Nowpora School Govt. Girls High Shrakwara School Govt. High School Dolipora Kawchuck Hewan Govt. 13. S. Higher Sec. 22. High School Magam Kalantra Kachwa 84 . Student’s Physically Total Challenged Sample Sec. High School Govt. Kreeri School Mission High School Kreeri Govt. 03. High School Nowpora Govt. 17. High School Watergam Nowpora Govt. High School Govt. 04 05. No. 18. High School Govt. 14. Wagoora School Govt. 06. 15. 12. 21. High School Sangrama Govt. Name of the School Location Normal Sec. 19. High School Nowpora Shrakwara Yakmanpora Hael Jagir Govt. 16.S. 07. Bonyer School Govt. Higher Sec. High School Palhallan Govt. 36. Higher Sec. High School Govt. Delina School Govt. 34. High School Govt. 30. High School Thindma Mirgund Gund Gund Singpora Uthura Choora 12 10 15 16 19 20 20 22 24 23 26 26 28 28 21 20 20 17 16 16 16 15 10 12 12 12 1 1 2 2 2 2 2 2 2 2 2 3 3 3 2 2 2 2 2 2 2 2 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 3 3 3 2 2 2 2 2 2 2 2 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 3 3 3 2 2 2 2 2 2 2 2 1 1 1 1 2 2 4 4 4 4 4 4 4 4 4 6 6 6 4 4 4 4 4 4 4 4 2 2 2 2 Govt. High School Pattan Govt. 41. 25. School Govt. 32. 44. 28. High School Haygam Govt. Higher Sec. Higher Sec.23. High School Govt. 47. High School Govt. 29. High School Ghoshbugh Govt. School Girls High Delina 85 . Govt. High School Govt. 24. Higher Sec. 33. High School Govt. High School Tapar Haider Baigh Hamray Sultanpora Nayedkhay Wusan Putkhah Govt. 46. 43. Palhallan School Govt. 31. High School Madina Public H. High School Govt. 45. High School Delina Govt. High School Govt. Ghoshbugh School Govt. High School Govt. 37. 35. 26. 39. 48. Pattan School Peoples Public School Pattan Govt. 40. 38. 27. High School Govt. 42. 49. 72. Joseph Higher Sec. Boys High Devisar 86 . Girls High School Netherfiled Public School Muslim Educational Trust Govt. 62. 66. High School Govt. 63. High School Fathpora Saloosa Alapora Wagil Khahitanga n Govt. School Govt. 52. 54. 71. 68. 50. 59. School Govt. High School Singpora Kalan Kanspora 10 10 1 1 1 1 1 1 1 1 1 1 1 1 2 1 1 1 1 2 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 1 1 1 1 2 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 1 1 1 1 2 2 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 2 2 4 2 2 2 2 4 4 2 2 2 2 2 2 Govt. Girls High Khahitanga School n Govt. 57. 73. High School Govt. Girls High Kanspora 09 School Govt. High School Devisar Govt. 67. 65. 61. 53. High School Govt. 56. 58. 70. High School Govt. 60. Girls High Harinara School Govt. High School Khawajabagh 10 Govt. High School Govt. 69. Girls High Noorbagh School Govt. Higher Sec. 51. 55. Govt. Girls High School Budding Bloom Public School St. High School Nayed Hal Govt. High School Govt. High School Harinara Govt. High School Khawajabagh 12 Khawajabagh 12 Baramulla Sopore Sopore Sopore Sopore Sopore Noorbagh 10 12 12 14 10 13 16 12 10 13 14 16 18 10 09 12 10 12 13 Govt. 64. Boys High Lallad School Noor-Ul-Islam Public Baramulla School Govt. 79. 87. 84. level of aspiration and academic achievement. 80. Baramulla School Govt. 81. 78. High School Lallad Govt. Girls High Hagarpora School Govt. 87 . High School Hagarpora 12 12 12 22 23 22 21 10 12 12 11 13 12 12 10 20 29 150 7 1 1 1 2 2 2 2 1 1 1 1 1 1 1 1 2 3 150 1 1 1 2 2 2 2 1 1 1 1 1 1 1 1 2 3 150 1 1 1 2 2 2 2 1 1 1 1 1 1 1 1 2 3 150 2 2 2 4 4 4 4 2 2 2 2 2 2 2 2 4 6 300 Govt. Higher Sec. High School Chandoosa Govt. Govt. 86. 90. High School Tujar Govt. 85. Chandoosa School Govt. 88. High School Bandibala Total The distribution of the sample (N=300) were normal secondary school students (N=150) and physically challenged secondary school students (N=150) on self concept. 77. Baramulla Govt. Girls Higher Sec. 82. Girls High Tujar School Guru Nank Public Baramulla School Govt. 89. Kalantra School Govt. Girls High Selu Sopore School Govt.School 74. 76. High School Azad Jung Baramulla Govt. 75. 83. Higher Sec. Higher Sec. High School Selu Sopore Govt. level of aspiration and academic achievement.Diagram A The distribution of the sample Diagram were normal secondary school (N=300) A1 students (N=150) and category wise distribution of the physically challenged secondary school students (N=150) on self concept. 88 . and crippled (N=50). 89 . level of aspiration and academic achievement. visually Impaired (N=50). on self concept.Diagram B Diagram B1 Category wise distribution of the sample of physically challenged secondary school students (N=150) where hearing impaired (N=50). Diagram C Diagram C1 Selection of the Tools Selection of the tools is very important in any research study. An investigator has to look for such procedural techniques and tools which will answer his pursuits or hypotheses objectively. the investigator may be mislead and the efforts of the investigator would go waste as he would not be able to achieve the objectives of the study. A competent investigator therefore. looks into 90 . If appropriate tools are not used. the possible measures which can help him in arriving at the desired results. Accordingly. A. Mahesh Bhargava and Prof. Scoring Procedure 91 . Tools used The data for the present study was collected with help of selfconcept inventory (Real Self and Ideal Self) by Sager and Sharma and level of aspiration scale by Dr. This is a 67 item inventory with a 5 point rating scale developed by Sagar Sharma. Self – concept refers to the some total of the person’s attitude and knowledge towards himself and evaluation of his achievements. Description of the Tools 1. The inventory consists of two dimensions: 1. real self 2. M. Self concept Inventory Self – concept inventory has been developed by Sagar and Sharma (1971). Each item is in the form of an adjective. Shah. ideal self Administration of the test Self – concept inventory is questionnaires in which subjects are required to give there own individual feelings. This has been done in order to over come the possibility of varied interpretations of the adjectives by the subject who fills this inventory. the present investigator adopted the following tools for the collection of data. followed by an explanation in very simple language. The weightage is given to each positive item as under: Very often Often About 50 percent of the times Rarely Very rarely order: Very often Often About 50 percent of the times Rarely Very rarely Reliability Reliability of the self – concept is calculated by the test-retest method is shown as under:Method Test-retest Self-ideal discrepancies Validity The content validity of self-concept inventory was established by Sagar and Sharma and the validity co-efficient of this inventory was found to be 0.72 1 2 3 4 5 5 4 3 2 1 The scoring in case of negative items has been reversed in the following 92 .Each item in this inventory has been provided with five point rating scale. Number 150 150 Reliability 0.682.81 0. A. Environmental Determinants  Parental ambitions  Social expectations.2. Level of aspiration scale The level of aspiration scale developed by Dr. The first page of the level of aspiration booklet contains general information’s of the testee. instructions to the respondent and the scoring table while remaining eleven pages contains the performance sheet of this measure which are arranged in order of trial numbers. The level of aspiration is influenced by two determinants which includes environmental and personal. Shah was used to collect the data. The booklet of level of aspiration consists of twelve pages.  Peer pressure  Culture  Social value  Competition  Group cohesiveness Personal Determinants  Wishes 93 . Level of aspiration means an individual’s future expectations or ambition. Mahesh Bhargava and Prof. M. It refers to the estimate of one’s future in a given task. D.S. It provides three types of scores: i.R. Scoring and Interpretation The procedure of scoring is simple. Goal Discrepancy Score (GDS) Attainment Discrepancy Score (ADS) The number of times the Goal Reach Score (NTRS) 2.S) on the front page.S. A. 1. Goal Discrepancy Score (GDS) The extent and direction of the difference between actual score on the previous trial and goal set up of the next trial is known as goal discrepancy or G. N... i. D Score.D. In scoring. the first test was to transcribe the number of faces expected and the number of faces completed from the sub tests into the appropriate columns on the scoring sheets. which is obtained by subtracting the 94 .T. Personality  Past experiences  Values and interests  Sex  Socio economic background  Racial back ground Each test booklet has a scoring sheet divided into three columns (G. ii. According to Frank (1935) this goal discrepancy is permanent characteristic of personality. in other words. It is the difference between aspiration (expected score) and the achievement (actual score) on the same trial.actual score on a trial from the aspiration score (Goal Set up score) for the next trial. 1994). in relation to one’s previous performance and a negative goal discrepancy indicates that one’s goal is lower than one’s previous performance.. Thus in order to obtain ADS expected performance is subtracted from the actual performance. It means if expected score on the next trial is more than the actual score on the previous trial. ADS is positive when actual performance is more than expected performance and negative when expected performance is higher than the actual performance (here actual performance is treated as criterion level). goal discrepancy is the gap between aspiration for the next trial (expected score) and the immediate performance on previous trial. Therefore. the GDS is termed as positive where as if it is less than the immediate past performance the GDS will be negative. Attainment Discrepancy Score (ADS) Related to the concept of goal discrepancy is the attainment discrepancy (Lewin et. al. A positive goal discrepancy suggests that one’s goal is higher. Thus. 95 . Number of Times the Goal Reach Score (NTRS) This may be obtained by the number of times where his actual score is equal or more than the expected score. Though subjective probability of success is measured indirectly from goal discrepancy and attainment discrepancy score. Reliability The reliability of this measure is calculated by the test-retest method and the split half method (Correlating the first half with the second half trials) is shown as under:Method N GDS ADS NTRS 96 . ADS and NTRS is negatively related to GDS and positively related with ADS. An important feature of high discrepancy score is the strategy that the goal should never be reached with minimum. These may be minimum and maximum score with reference to the number of trials and it is expected of a subject with relatively high motivation to avoid failure. The subjects with minimum NTR scores showed a very high fear of failure while those with maximum NTR scores are ready to take risk of failure when NTRS is correlated with GDS.The size of the discrepancy shows the extent to which one surpasses or fails to reach his goal. iii. but it can also be measured directly by NTR score which provides an index of subjects actual probability of reaching his stated goal. to approach these two limits-minimum and maximum. 84 .74 . 2. 4. R. Coding Test V.72 .76 .82 .52 .Retest Method With a gap of 1 month With an interval of 3 months Split Half Method Validity It may be stated that no device or measure of level of aspiration has made any mention of validity coefficient.67 . Deo Mohan Projective Test Motivation (n-ach) Male Group of Achievement Achievement 40 40 80 .78 Deo Mohan Projective Test of Motivation (n-ach) Female Group 7.78 . T. Grewal: Occupational Aspiration Scale From V Sharma and Gupta: Educational Aspiration Scale From V. Sharma: Academic Achievement Motivation Test (AAMT) 97 .72 . A.65 .72 .77 .68 .58 . P.56 30 60 60 . S. Still present investigators tried to find out the validity co-efficient with few tasks and available allied tests of aspiration and it is obtained as:S.69 .67 .76 60 60 . 6. Card sorting Tray Tasks Ansari and Ansari : The L.73 . J.88 .86 .62 External Validity Criteria N GDS ADS 100 60 60 .73 . 5. Bhargava: Level of Aspiration (Based on Coding Method). No 1.48 . 3. The academic achievement of past two years of the sample subjects was collected from the official records of the receptive secondary schools. Shah level of aspiration scale were administrated to 300 students (150 Normal and 150 physically challenged) of 10th standard to asses their self – concept and Level of aspiration. Mahesh Bhargava and M. The details of the statistical analysis is given in chapter No. D. Statistical Treatment The data was analyzed by applying mean.Since all the obtained r values between the present measure of level of aspiration and different external criteria are found significant at . 98 . academic achievement refers to the aggregate marks obtained by the subjects in 8th and 9th classes. A. Analysis and Interpretation of the Data. The Sagar and Shama’s self – concept inventory and Dr. and t-test. Procedure The investigator visited various secondary schools of district Baramulla in order to collect the data.01 level hence the test is having the satisfactory validity. 3. S. Academic Achievements In the present study. These tests were administered on the students in their respective institutions and strictly in accordance with the instructions provided in the manuals. IV viz. CHAPTER – 4 Analysis and interpretation of Data 99 . 1 Dimension of Self Concept Inventory. the two groups of students. D and t-test.0 Showing the mean comparison of normal and physically challenged Secondary School Students on Real Self Table 1.I n order to test the hypotheses formulated for the present investigation. i-e. These tables are presented in the pages as follows:Table 1. the data collected through the administration of the selected tools was statistically analyzed by employing Mean. As a result of this. level of aspiration and academic achievement. Showing the mean comparison of Hearing Impaired and 100 . physically challenged and normal were compared on self concept (real self and ideal self). The statistical analysis based on this technique has been presented in a tabular form. S. Showing the mean comparison of Normal and Physically Challenged Secondary School Students on Level of Aspiration.2 Dimension of Self Concept Inventory.1 Dimension of Self Concept Inventory.2 Showing the mean comparison of visually Impaired and 101 . Showing the mean comparison of Normal and Psychically challenged Secondary School Students on Ideal Self Table 2. Table 1.3 of Self Concept Inventory.1 Showing the mean comparison of Hearing Impaired and Visually Impaired Secondary School Students on Level of Aspiration.0 of Self Concept Inventory. Showing the mean comparison of Visually Impaired and Crippled Table 3.Visually Impaired Secondary School Students on Real Self Dimension of Self Concept Inventory.3 Secondary School Students on Real Self Dimension of Self Concept Inventory. Showing the mean comparison of Visually Impaired and Crippled Secondary School Students on Real Self Dimension Table 2.0 Secondary School Students on Ideal Self Dimension of Self Concept Inventory. Showing the mean comparison of Hearing Impaired and crippled Secondary School Students on Ideal Self Dimension Table 2. Table 3.2 Showing the mean comparison of Hearing Impaired and Crippled Table 1. Table 3. Showing the mean comparison of Hearing Impaired and Visually Impaired Secondary School Students on Ideal Self Table 2. Showing the mean comparison of Hearing Impaired and Visually Impaired Secondary School Students on Academic Achievement.75 102 . Showing the mean comparison of Hearing Impaired and Crippled Secondary School Students on Level of Aspiration.47 S.70 t -Value Level of Significance Significant at 0.1 Table 4. Showing the mean comparison of Hearing Impaired and Crippled Secondary School Students on Academic Achievement. Showing the mean comparison of Visually Impaired and Crippled Secondary School Students on Academic Achievement.3 Self Concept (Real Self) Table 1.2 Table 4. Showing the mean comparison of Normal and Psychically Challenged Secondary School Students on Academic Achievement.Table 3. Group Normal Physically Challenged N 150 150 Mean 255.45 20.3 Table 4.0 Crippled Secondary School Students on Level of Aspiration.0:.01 level 21.Showing the mean comparison of normal and physically challenged Secondary School Students on Real Self Dimension of Self Concept Inventory (N = 150 in each group).69 168. Table 4. D 28. 01 level of significance. Table 1. which depicts that 103 . D 18.52) is less than the tabulated t-value (1.59) at 0.98) at 0.1 shows the mean comparison of hearing impaired and visually impaired secondary school students on real self dimension of self concept inventory.05 level of significance. The calculated t -value (1.14 S.10 165. which depicts that there is significant difference between physically challenged and normal secondary school students on real self dimension of self concept inventory.Showing the mean comparison of Hearing Impaired and Visually Impaired Secondary School Students on Real Self Dimension of Self Concept Inventory (N = 50 in each group).18 Insignificant t -Value Level of Significance The Table 1. the declarative hypothesis (Chapter 1) which reads as.1 :.The Table 1.52 14. Thus from the confirmation of the results from the above table.75) exceeds the tabulated t-value (2. Group Hearing Impaired Visually Impaired N 50 50 Mean 172. “physically challenged and normal secondary school students differ significantly on real self dimension of self concept inventory”. stands accepted. The calculated t -value (21.0 shows the mean comparison of physically challenged and normal secondary school students on real self dimension of self concept inventory.12 1. The above result clarifies that hearing impaired and visually impaired secondary school students have the similar attitudes. Table 1. “hearing impaired and visually impaired secondary school students do not differ significantly on real self dimension of self concept inventory”.Showing the mean comparison of Hearing Impaired and Crippled Secondary School Students on Real Self Dimension of Self Concept Inventory (N = 50 in each group).12 1.05 level of significance. Group Hearing Impaired Crippled N 50 50 Mean 172. knowledge of themselves and evaluation of their achievements. Thus from the confirmation of the results from the above table.25) is less than the tabulated t-value (1. The calculated t-value (1.98) at 0. the null hypothesis (Chapter 1) which reads as.25 15.2 shows the mean comparison of hearing impaired and crippled secondary school students on real self dimension of self concept inventory. The above result clarifies that hearing impaired and crippled secondary school students have the same actual 104 .17 S.44 Insignificant t -Value Level of Significance The Table 1.2 :. which depicts that there is no significant difference between hearing impaired and crippled secondary school students.10 166.there is no significant difference between hearing impaired and visually impaired secondary school students. D 18. stands accepted. outlook towards their personality make – ups such as there attitudes. The above result clarifies that hearing impaired and visually impaired secondary school students have the similar attitudes.24) is less than the tabulated t-value (1. sentiments. temperaments.3 :. “hearing impaired and crippled secondary school students do not differ significantly on real self dimension of self concept inventory”.Showing the mean comparison of Visually Impaired and Crippled Secondary School Students on Real Self Dimension of Self Concept Inventory (N = 50 in each group).3 shows the mean comparison of visually impaired and crippled secondary school students on real self dimension of self concept inventory.98) at 0. knowledge of themselves and evaluation of their achievements. Thus from the confirmation of the results from the above table. The calculated t-value (0. the null hypothesis (Chapter 1) which reads as. Knowledge and achievements.14 14. which depicts that there is no significant difference between visually impaired and crippled secondary school students. Group N Mean S. D t -Value Level of Significance Visually Impaired Crippled 50 166.05 level of significance. Table 1. the null hypothesis (Chapter 1) which reads as. Thus from the confirmation of the results from the above table.44 50 165. stands accepted.24 Insignificant The Table 1.18 0. “visually impaired 105 .17 15. and crippled secondary school students do not differ significantly on real self dimension of self concept inventory”, stands accepted. Ideal Self Table 2.0:- Showing the mean comparison of Normal and Psychically challenged Secondary School Students on Ideal Self Dimension of Self Concept Inventory (N = 150 in each group). Group N Mean S. D t -Value Level of Significance Normal Psychicall y Challenged The Table 2.0 shows the mean comparison of physically challenged and normal secondary school students on ideal self dimension of self concept inventory. The calculated t-value (14.07) exceeds the tabulated t-value (2.59) at 0.01 level of significance, which depicts that there is significant difference between physically challenged and normal secondary school students on ideal self dimension of self concept inventory. Thus from the confirmation of the results from the above table, the declarative hypothesis (Chapter 1) which reads as, “physically challenged and normal secondary school students differ significantly on ideal self dimension of self concept inventory”, stands accepted. 150 150 161.14 198.17 14.12 18.16 14.07 Significant at 0.1 level 106 Table 2.1 :- Showing the mean comparison of Hearing Impaired and Visually Impaired Secondary School Students on Ideal Self Dimension of Self Concept Inventory (N = 50 in each group). Group Hearing Impaired Visually Impaired N 50 50 Mean 196.14 199.80 S. D 14.15 0.85 16.30 Insignificant t -Value Level of Significance The Table 2.1 shows the mean comparison of hearing impaired and visually impaired secondary school students on ideal self dimension of self concept inventory. The calculated t -value (0.85) is less than the tabulated t-value (1.98) at 0.05 level of significance, which depicts that there is no significant difference between hearing impaired and visually impaired secondary school students. The above results clarifies that hearing impaired and visually impaired secondary school students have the similar attitudes, knowledge of themselves and evaluation of their achievements. Thus from the confirmation of the results from the above table, the null hypothesis (Chapter 1) which reads as, “hearing impaired and visually impaired secondary school students do not differ significantly, on ideal self dimension of self concept inventory”, stands accepted. Table 2.2 :- Showing the mean comparison of Hearing Impaired and crippled Secondary School Students on Ideal Self 107 Dimension of Self Concept Inventory(N = 50 in each group). Group Hearing Impaired Crippled N 50 50 Mean 196.14 197.12 S. D 14.15 0.23 14.96 Insignificant t -Value Level of Significance The Table 2.2 shows the mean comparison of hearing impaired and crippled secondary school students on ideal self dimension of self concept inventory. The calculated t-value (0.23) is less than the tabulated t-value (1.98) at 0.05 level of significance, which depicts that there is no significant difference between hearing impaired and crippled secondary school students. The above result clarifies that hearing impaired and crippled secondary school students have the same possible outlook towards their personality make ups such as there attitudes, sentiments, temperaments, Knowledge and achievements. Thus from the confirmation of the results from the above table, the null hypothesis (Chapter 1) which reads as, “hearing impaired and crippled secondary school students do not differ significantly on ideal self dimension of self concept inventory”, stands accepted. Table 2.3 :- Showing the mean comparison of Visually Impaired and Crippled Secondary School Students on Ideal Self Dimension of Self Concept Inventory(N = 50 in each group). Group N Mean S. D t -Value Level of 108 Significance Visually Impaired Crippled 50 197.12 14.96 50 199.80 16.30 0.60 Insignificant The Table 2.3 shows the mean comparison of visually impaired and crippled secondary school students on ideal self dimension of self concept inventory. The calculated t-value (0.60) is less than the tabulated t-value (1.98) at 0.05 level of significance, which depicts that there is no significant difference between visually impaired and crippled secondary school students. The above result clarifies that hearing impaired and visually impaired secondary school students have the similar attitudes, knowledge of themselves and evaluation of their achievements. Thus from the confirmation of the results from the above table, the null hypothesis (Chapter 1) which reads as, “visually impaired and crippled secondary school students do not differ significantly, on ideal self dimension of self concept inventory”, stands accepted. Level of Aspiration Table 3.0:- Showing the mean comparison of Normal and Physically Challenged Secondary School Students on Level of Aspiration (N = 150 in each group). Group N Mean S. D t -Value Level of Significance Normal Physically 150 150 5.16 3.26 2.85 2.75 4.22 Significant 109 14 50 3.01 level The Table 3.59) at 0.46 3. The calculated t -value (1.22) exceeds the tabulated t-value (2. The above result clarifies that physically challenged and normal secondary school students do not have the same level of aspiration. which depicts that there is significant difference between physically challenged and normal secondary school students on level of aspiration. The calculated t-value (4. stands accepted.Challenged at 0.1:.42 2.12 1. Thus from the confirmation of the results from the above table.0 shows the mean comparison of physically challenged and normal secondary school students on level of aspiration.40 Insignificant 110 .01 level of significance.40) is less than the tabulated t-value (1. the declarative hypothesis (Chapter 1) which reads as. “physically challenged and normal secondary school students differ significantly on level of aspiration”.98) at 50 2.1 shows the mean comparison of hearing impaired and visually impaired secondary school students on level of aspiration. Group N Mean S. Table 3. D t -Value Level of Significance Hearing Impaired Visually Impaired The Table 3.Showing the mean comparison of Hearing Impaired and Visually Impaired Secondary School Students on Level of Aspiration (N = 50 in each group). which depicts that there is no significant difference between hearing impaired and crippled secondary school students. The calculated t -value (0. The above result clarifies that hearing impaired and visually impaired secondary school students have the same level of aspiration. The above result clarifies that hearing impaired and visually impaired secondary school students have the same level of aspiration.Showing the mean comparison of Hearing Impaired and Crippled Secondary School Students on Level of Aspiration (N = 50 in each group). Table 3. Group N Mean S.96 50 3.98) at 0. the null hypothesis 111 .2 shows the mean comparison of hearing impaired and crippled secondary school students on level of aspiration. which depicts that there is no significant difference between hearing impaired and visually impaired secondary school students.12 0. D t -Value Level of Significance Hearing impaired Crippled 50 2. Thus from the confirmation of the results from the above table.46 3.05 level of significance. stands accepted.2:.98 2.56 insignificant The Table 3.0.05 level of significance. Thus from the confirmation of the results from the above table. the null hypothesis (Chapter 1) which reads as.56) is less than the tabulated t-value (1. “hearing impaired and visually impaired secondary school students do not differ significantly on level of aspiration”. 98) at 0.14 0.(Chapter 1) which reads as.Showing the mean comparison of Visually Impaired and Crippled Secondary School Students on Level of Aspiration (N = 50 in each group). Thus from the confirmation of the results from the above table. Table 3. stands accepted. The calculated t -value (0.78) is less than the tabulated t-value (1. which depicts that there is no significant difference between visually impaired and crippled secondary school students.78 insignificant The Table 3. stands accepted.3:.05 level of significance. “hearing impaired and crippled secondary school students do not differ significantly on level of aspiration”. “visually impaired and crippled secondary school students do not differ significantly on level of aspiration”. 112 . Group N Mean S.96 50 2.42 2.98 2. D t -Value Level of Significance Visually Impaired Crippled 50 2. the null hypothesis (Chapter 1) which reads as.3 shows the mean comparison of visually impaired and crippled secondary school students on level of aspiration. The above result clarifies that hearing impaired and visually impaired secondary school students have the same level of aspiration. 01 level The Table 4.86 Significant at 0. D t -Value Level of Significance Normal Physically challenged 150 150 64.06 44. “physically challenged and normal secondary school students differ significantly on academic achievement”. which depicts that there is significant difference between physically challenged and normal secondary school students on academic achievement.Showing the mean comparison of Hearing Impaired and Visually Impaired Secondary School Students on Academic Achievement (N = 50 in each group). the declarative hypothesis (Chapter 1) which reads as.01 level of significance. 113 .59) at 0. The above result clarifies that physically challenged and normal secondary school students do not have the same academic achievement. Group N Mean S.86) exceeds the tabulated t-value (2.50 8. The calculated t-value (8.16 12.82 14.1:. Thus from the confirmation of the results from the above table.Academic Achievement Table4.0 shows the mean comparison of physically challenged and normal secondary school students on academic achievement. Table 4. stands accepted.0:-Showing the mean comparison of Normal and Psychically Challenged Secondary School Students on Academic Achievement (N = 150 in each group). 18 10.12 114 . The above result clarifies that hearing impaired and visually impaired secondary school students have the similar academic achievement.82 8.12 1. which depicts that there is no significant difference between hearing impaired and visually impaired secondary school students.20 The Table 4. “hearing impaired and visually impaired secondary school students do not differ significantly on academic achievement”. the null hypothesis (Chapter 1) which reads as. stands accepted.18 10. Table 4. 2:.1 shows the mean comparison of hearing impaired and visually impaired secondary school students on academic achievement. D t -Value Level of Significance Hearing Impaired Visually Impaired 50 46.Showing the mean comparison of Hearing Impaired and Crippled Secondary School Students on Academic Achievement (N = 50 in each group).98) at 0.30 Insignificant 50 42.Group N Mean S.30) is less than the tabulated tvalue (1.05 level of significance. D t -Value Level of Significance Hearing 50 46. The calculated t -value (1. Group N Mean S. Thus from the confirmation of the results from the above table. 2 shows the mean comparison of hearing impaired and crippled secondary school students on academic achievement. stands accepted. “hearing impaired and crippled secondary school students do not differ significantly on academic achievement”.91 0.20 0. The above result clarifies that hearing impaired and visually impaired secondary school students have the similar academic achievement.75) is less than the tabulated t-value (1.Showing the mean comparison of Visually Impaired and Crippled Secondary School Students on Academic Achievement (N = 50 in each group). Thus from the confirmation of the results from the above table. Table 4.16 8.75 Insignificant The Table 4.98) at 0.05 level of significance.82 8. Group N Mean S. The calculated t -value (0. the null hypothesis (Chapter 1) which reads as.3:.16 8.Impaired Crippled 50 44. which depicts that there is no significant difference between hearing impaired and crippled secondary school students.55 Insignificant 115 . D t -Value Level of Significance Visually Impaired Crippled 50 44.91 50 42. 55) is less than the tabulated t-value (1. The calculated t -value (0. Thus from the confirmation of the results from the above table.98) at 0.05 level of significance. The above result clarifies that hearing impaired and visually impaired secondary school students have the similar academic achievement. which depicts that there is no significant difference between visually impaired and crippled secondary school students. 116 .3 shows the mean comparison of visually impaired and crippled secondary school students on academic achievement. “visually impaired and crippled secondary school students do not differ significantly on academic achievement”. the null hypothesis (Chapter 1) which reads as. stands accepted.The Table 4. 117 . Diagram 2:-Showing the mean comparison between hearing impaired (N=50) and visually impaired (N=50) secondary school students on real self.Graphical representation of data Diagram1:-Showing the Mean comparison between normal (N=150) and physically challenged (N=150) secondary school students on real self. 118 .Diagram 3:-Showing the mean comparison between hearing impaired (N=50) and crippled (N=50) secondary school students on real self. Diagram 4:-Showing the mean comparison between visually impaired (N=50) and crippled (N=50) secondary school students on real self. Diagram 6:-Showing the mean comparison between hearing impaired (N=50) and visually impaired (N=50) secondary school students on ideal self. 119 .Diagram 5:-Showing the Mean comparison between normal (N=150) and physically challenged (N=150) secondary school students on ideal self. Diagram 8:-Showing the mean comparison between visually impaired (N=50) and crippled (N=50) secondary school students on ideal self. 120 .Diagram 7:-Showing the mean comparison between hearing impaired (N=50) and crippled (N=50) secondary school students on ideal self. Diagram 9:-Showing the Mean comparison between normal (N=150) and physically challenged (N=150) secondary school students on level of aspiration. 121 . Diagram 10:-Showing the mean comparison between hearing impaired (N=50) and visually impaired (N=50) secondary school students on Level of aspiration. 122 . Diagram 12:-Showing the mean comparison between visually impaired (N=50) and crippled (N=50) secondary school students on Level of aspiration.Diagram 11:-Showing the mean comparison between hearing impaired (N=50) and crippled (N=50) secondary school students on Level of aspiration. Diagram 14:-Showing the mean comparison between hearing impaired (N=50) and visually impaired (N=50) secondary school students on Level of aspiration. 123 .Diagram 13:-Showing the Mean comparison between normal (N=150) and physically challenged (N=150) secondary school students on academic achievement. Diagram 16:-Showing the mean comparison between visually impaired (N=50) and crippled (N=50) secondary school students on Level of aspiration. 124 .Diagram 15:-Showing the mean comparison between hearing impaired (N=50) and crippled (N=50) secondary school students on Level of aspiration. Diagram 18:-Showing the mean comparison between hearing impaired (N=50) and visually impaired (N=50) secondary school students on real self.Diagram 17:-Showing the Mean comparison between normal (N=150) and physically challenged (N=150) secondary school students on real self. 125 . 126 . Diagram 20:-Showing the mean comparison between visually impaired (N=50) and crippled (N=50) secondary school students on real self.Diagram 19:-Showing the mean comparison between hearing impaired (N=50) and crippled (N=50) secondary school students on real self. 127 .Diagram 21:-Showing the Mean comparison between normal (N=150) and physically challenged (N=150) secondary school students on ideal self. Diagram 22:-Showing the mean comparison between hearing impaired (N=50) and visually impaired (N=50) secondary school students on ideal self. 128 . Diagram 24:-Showing the mean comparison between visually impaired (N=50) and crippled (N=50) secondary school students on ideal self.Diagram 23:-Showing the mean comparison between hearing impaired (N=50) and crippled (N=50) secondary school students on ideal self. Diagram 25:-Showing the Mean comparison between normal (N=150) and physically challenged (N=150) secondary school students on level of aspiration. Diagram 26:-Showing the mean comparison between hearing impaired (N=50) and visually impaired (N=50) secondary school students on level of aspiration. 129 . Diagram 27:-Showing the mean comparison between hearing impaired (N=50) and crippled (N=50) secondary school students on level of aspiration. Diagram 28:-Showing the mean comparison between visually impaired (N=50) and crippled (N=50) secondary school students on level of aspiration. 130 . Diagram 30:-Showing the mean comparison between hearing impaired (N=50) and visually impaired (N=50) secondary school students on academic achievement.Diagram 29:-Showing the Mean comparison between normal (N=150) and physically challenged (N=150) secondary school students on academic achievement. 131 . Diagram 32:-Showing the mean comparison between visually impaired (N=50) and crippled (N=50) secondary school students on academic achievement. 132 .Diagram 31:-Showing the mean comparison between hearing impaired (N=50) and crippled (N=50) secondary school students on academic achievement. Diagram 34:-Showing the mean comparison between hearing impaired (N=50) and visually impaired (N=50) secondary school students on real self.Diagram 33:.Showing the difference between normal (N=150) and physically challenged (N=150) secondary school students on real self. 133 . Diagram 36:-Showing the mean comparison between visually impaired (N=50) and crippled (N=50) secondary school students on real self. 134 .Diagram 35:-Showing the mean comparison between hearing impaired (N=50) and crippled (N=50) secondary school students on real self. Diagram 37:-Showing the difference between normal (N=150) and physically challenged (N=150) secondary school students on ideal self. 135 . Diagram 38:-Showing the mean comparison between hearing impaired (N=50) and visually impaired (N=50) secondary school students on ideal self. 136 .Diagram 39:-Showing the mean comparison between hearing impaired (N=50) and crippled (N=50) secondary school students on ideal self. Diagram 40:-Showing the mean comparison between visually impaired (N=50) and crippled (N=50) secondary school students on ideal self. 137 . Diagram 42:-Showing the mean comparison between hearing impaired (N=50) and visually impaired (N=50) secondary school students on level of aspiration.Diagram 41:-Showing the difference between normal (N=150) and physically challenged (N=150) secondary school students on level of aspiration. Diagram 44:-Showing the mean comparison between visually impaired (N=50) and crippled (N=50) secondary school students on level of aspiration. 138 .Diagram 43:-Showing the mean comparison between hearing impaired (N=50) and crippled (N=50) secondary school students on level of aspiration. Diagram 45:-Showing the difference between normal (N=150) and physically challenged (N=150) secondary school students on academic achievement. 139 . Diagram 46:-Showing the mean comparison between hearing impaired (N=50) and visually impaired (N=50) secondary school students on academic achievement. Diagram 48:-Showing the mean comparison between visually impaired (N=50) and crippled (N=50) secondary school students on academic achievement.Diagram 47:-Showing the mean comparison between hearing impaired (N=50) and crippled (N=50) secondary school students on academic achievement. 140 . CHAPTER – 5 141 . Discussion of results 142 . 0 . A discussion based on this analysis is presented in the pages that follows. was compared with each other on real self dimension of self concept inventory. The normal secondary school students have no impairments which makes them realistic in approach. The tables 3. self-concept. sentiments. real self and ideal self. physically challenged and normal secondary school students.6 (Chapter IV) on two dimensions of self-concept inventory viz. The discussion on self-concept is based on the analysis of the data presented in tables 1. 3 (Chapter IV) covers level of aspirations and the discussion on academic achievement is based on the data presented in tables 4. This discussion has been attempted along three different variables viz.3. Broad (2000) examined real self of physically handicapped and normal 15-16 years age students of different regions of Vietnam. which means the actual outlook of an individual towards his/her total personality make – up such as attitudes. temperaments and knowledge. The two groups viz. (2001) studied self-concept of handicapped and 143 . level of aspiration and academic achievement.3 (Chapter IV). found that physically handicapped students are significantly different on real self concept than the normal.0 . R.0 .2. which is quite inline with the findings of Jones and S. The same has been presented in a tabular form in chapter IV. the results shown in chapter IV reveals that normal secondary school students have high real self than physically challenged secondary school students.T he data collected after the administration of the relevant tools was statistically analysed. it was found that normal secondary school students have high real self than physically challenged secondary school students.4. Peterson. which is quite inline with the findings of S. M. Rakesh Chandra. Ausman (2003) found that hearing impaired and visually impaired children of Utterpradesh in India were insignificant on real self dimension of self concept inventory. hearing impaired. Kabir Koul (2006) examined real self of visually impaired and crippled children in Northern Assam.. found that both physically handicapped teenagers differ significantly on real self than the normal teenagers. Krishan Kumar (2005) studied self concept of +2 handicapped and normal students of Harayana in India. visually impaired and crippled secondary school students have same real self. The results shown in chapter IV reveals that hearing impaired. were compared with each other on ideal self dimension of self concept inventory. Shukla. found that physically handicapped +2 students differ significantly on real self concept than the normal. which means the actual outlook of an individuals towards his/her total personality make up such as attitudes. Murrary Haight (2007) revealed that visually impaired and lame students in Vietnam were insignificant on real self. The two groups viz. physically challenged and normal secondary school students. Virginice Maclaren. sentiments knowledge etc. revealed that both the categories do not differ significantly on real self. visually impaired and crippled shows no significant difference on real self dimension of self-concept inventory when compared with each other.normal teenagers in Newzealand. The different categories of physically challenged secondary school students viz. it was found that normal secondary school students have low ideal self than physically challenged secondary school 144 . the results shown in chapter IV reveals that normal secondary school students have low ideal self than physically challenged secondary school students. hearing impaired. which means the possible outlook of an individuals towards his/her total personality make up such as attitudes. temperaments and knowledge. R.students. found that both physically handicapped teenagers differ significantly on ideal self than the normal teenagers. found that physically handicapped students are significantly different on ideal self concept than the normal. sentiments.. Krishan Kumar (2005) studied self concept of +2 handicapped and normal students of Harayana in India. The different categories of physically challenged secondary school students viz. visually impaired and crippled shows no significant difference on ideal self dimension of self-concept inventory when compared with each other. Broad (2000) examined ideal self of physically handicapped and normal 15-16 years age students of different regions of Vietnam. (2001) studied self-concept of handicapped and normal teenagers in Newzealand. sentiments knowledge etc. visually impaired and crippled secondary school students have same ideal self. which means the possible outlook of an individual towards his/her total personality make up such as attitudes. found that physically handicapped +2 students differs significantly on Ideal self than the normal. Peterson. which is quite inline with the findings of Jones and S. which is quite inline with the findings of Ratan Lal and Manpreet Kour (2006) Indicated that 145 . The physically challenged secondary school students are highly imaginative due to various impairments. The results shown in chapter IV reveals that hearing impaired. hearing impaired and visually impaired youth of eastern Punjab were insignificant on the dimension of self concept. Gagandeep S. (2001) studied level of aspiration of handicapped and normal teenagers in Newzealand. Verma. R. was compared with each other on level of aspiration. it was found that normal secondary school students have high level of aspiration than physically challenged secondary school students. K. found that physically handicapped students are significantly different on level of aspiration than the normal. revealed that physically handicapped +2 students differs significantly on level of aspiration than the normal. 146 . because due to balanced physical health which energizes them to expect more. J. Virginice Maclarin Murrif Haight (2007) findings came to conclusion that visually impaired and lame students in Vietnam were insignificant on ideal self. physically challenged and normal secondary school students. The two groups viz. Broad (2000) examined level of aspiration physically handicapped and normal 15-16 years age students of different regions of Vietnam.. which is quite inline in the findings of Jones and S. revealed that both physically handicapped teenagers differ significantly on level of aspiration than the normal teenagers. Jeffersen and Andruson (2008) found that hearing impaired and orthopedically impaired school going children were insignificant on ideal self. were insignificant on ideal self. (2004) found that hearing impaired and crippled female adolescents of southern part of Ghawahati in India. Peterson. B. Krishan Kumar (2005) studied level of aspiration of +2 handicapped and normal students of Harayana in India. Enri Dumanhari (2003) found that hearing impaired and crippled students of Indonesia showed no significant difference on level of aspiration. because normal secondary school students have balanced physical health which energizes them to become high academic achievers. which is quite inline with the findings of R. physically challenged and normal secondary school students. which is quite inline in the findings of Jones and S. The two groups viz. Ratan Lal and Manpreet Kour (2006) found that hearing impaired and visually impaired youth in Eastern Punjab showed no significant difference on level of aspiration. The results shown in chapter IV reveals that hearing impaired. was compared with each other on academic achievement. visually impaired and crippled shows no significant difference on level of aspiration when compared with each other. Vaishya et al. (2005) found that hearing impaired and visually impaired male and female students of Allahabad University were insignificant on level of aspiration.The different categories of physically challenged secondary school students viz. which means expected level of achievement of an individual in a particular task. Rakesh Chandra. it was found that normal secondary school students have high academic achievement than physically challenged secondary school students. C. Kabir Kour (2006) revealed that visually impaired and orthopedically handicapped children of Northern Assam showed no significant difference on level of aspiration. Virginice Maclaren Murrey Haight (2007) found that visually impaired and lame students of Vietnam have same level of aspiration.. hearing impaired. visually impaired and crippled secondary school students have same level of aspiration. 147 . Broad (2000) examined academic achievement physically handicapped and normal 15-16 years age students of different regions of Vietnam. found that physically handicapped +2 students differs significantly on academic achievement than the normal. Rakesh Chandra. Which is quite inline with a findings of R. hearing impaired. visually impaired and crippled secondary school students have same academic achievement. Krishan Kumar (2005) studied academic achievement of +2 handicapped and normal students of Haryana in India. Vaishya et al. C. Ntza Melis and G. (2005) revealed that hearing impaired and visually impaired male and female students of Allahabad University were insignificant on academic achievement. The results shown in chapter IV reveals that hearing impaired. Ratan Lal and Manpreet Kour (2006) revealed that hearing 148 . The different categories of physically challenged secondary school students viz. Kabir Kour (2006) found that visually impaired and orthopedically handicapped children of Northern Assam showed no significant difference on academic achievement. visually impaired and crippled shows no significant difference on academic achievement when compared with each other. Haver (2004) found that hearing impaired and visually impaired students in Athens showed no significant difference in academic potential in Mathematics. Enri Dumanhari (2003) revealed that hearing impaired and crippled students of Indonesia showed no significant difference academic achievement. which means the total aggregate of marks obtained by the subjects in academic side. found that physically handicapped students are significantly different on level of aspiration than the normal.. impaired and visually impaired youth in Eastern Punjab showed no significant difference on academic achievement. 149 . conclusion. educational implications and suggestions 150 .Chapter – 6 Summary. aggregate marks scored by the students in 8th and 9th classes were taken as the sample for academic achievement. the present study was designed to identify the physically challenged and normal secondary school students on self concept (real self and ideal self). A. The self concept inventory by Sager and Sharma was administered to asses the real self and ideal self of the sample subjects. visually impaired 50 and crippled 50) students reading in class 10th in district Baramulla were selected to serve as the sample for the present study. level of aspiration and academic achievement. 150 physically challenged (hearing impaired = 50. The level of aspiration scale by Mahesh Bhargava and M. iii. In order to assess the academic achievement. ii. Shah was administered to assess the level of aspiration of the sample subjects.A s mentioned earlier. The following tools were employed for the purpose of collecting relevant data from the selected subjects:i. Various statistical methods 151 . 152 .e. iii. Conclusion On the basis of the data analysis the following conclusions have been drawn. knowledge and evaluation of their achievements. The two groups of students viz. S. The mean differences favours the normal group of secondary school students. ii. knowledge and evaluation of their achievements. i. The two groups of students i. hearing impaired and visually impaired secondary school students have not shown any significant difference on real self dimension of self concept inventory. hearing impaired and crippled secondary school students have not shown any significant difference on real self dimension of self concept inventory.used includes mean. This indicates that the two groups of students have similar attitudes. physically challenged and normal secondary school students have been found to be significantly different on real self dimension of self concept inventory. which clearly indicates that normal group of secondary school students have a high real self concept as compared to physically challenged secondary school students.D and t-test to analyse the data and draw the inferences. The two groups of students viz. This indicates that the two groups of students have similar attitudes. 153 .e. vii. This indicates that the two groups of students have similar attitudes. The two groups of students viz. This indicates that the two groups of students have similar attitudes. The two groups of students viz. The two groups of students i. knowledge and evaluation of their achievements. v.iv. hearing impaired and crippled secondary school students have not shown any significant difference on ideal self dimension of self concept inventory. knowledge and evaluation of their achievements. The mean differences favours the physically challenged secondary school students. vi. This indicates that the two groups of students have similar attitudes. physically challenged and normal secondary school students have been found to be significantly different on ideal self dimension of self concept inventory. which clearly indicates that physically challenged secondary school students have a high ideal self concept as compared to normal secondary school students. visually impaired and crippled secondary school students have not shown any significant difference on real self dimension of self concept inventory. The two groups of students viz. hearing impaired and visually impaired secondary school students have not shown any significant difference on ideal self dimension of self concept inventory. knowledge and evaluation of their achievements. visually impaired and crippled secondary school students have not shown any significant difference on ideal self dimension of self concept inventory.e.viii. The two groups of students i. physically challenged and normal secondary school students have been found to be significantly different on level of aspiration. xi. ix. 154 . knowledge and evaluation of their achievements. The two groups of students viz. This indicates that the two groups of students have almost similar in level of aspiration. This indicates that the two groups of students have similar attitudes. This indicates that the two groups of students have almost similar in level of aspiration. The two groups of students viz. x. The mean differences favours the normal secondary school students. hearing impaired and crippled secondary school students have not shown any significant difference on level of aspiration. The two groups of students viz. This indicates that the two groups of students have almost similar in level of aspiration. xii. which clearly indicates that normal secondary have a high level of aspiration as compared to physically challenged secondary school students. The two groups of students viz. hearing impaired and visually impaired secondary school students have not shown any significant difference on level of aspiration. visually impaired and crippled secondary school students have not shown any significant difference on level of aspiration. xiv. The two groups of students viz. visually impaired and crippled secondary school students have not shown any significant difference on academic achievement. which clearly indicates that normal secondary have a high academic achievement as compared to physically challenged secondary school students.e. This indicates that the two groups of students have almost similar in academic achievement. This indicates that the two groups of students have almost similar in academic achievement. Educational Implications 155 . This indicates that the two groups of students have almost similar in academic achievement. The mean differences favours the normal secondary school students. physically challenged and normal secondary school students have been found to be significantly different on academic achievement. hearing impaired and visually impaired secondary school students have not shown any significant difference on academic achievement. xvi. hearing impaired and crippled secondary school students have not shown any significant difference on academic achievement.xiii. The two groups of students viz. The two groups of students i. The two groups of students viz. xv. Vocational education should form an integral part of their curriculum. instructional material and supportive services should meet their needs so that we get good academic results. continuous evaluation and remedial instruction for physically challenged children and it will help us to develop the positive self concept and level of aspiration among these children. iii. v. so that these children may develop real self concept among themselves. vi. iv. among individualized teachers should instruction be adopted and by 156 . vii. There should be a definite teacher student ratio. Individual attention should be given towards the physically challenged students. Equality of educational opportunities must be provided in the field of whole education. ii. so that they may earn their livelihood.i. learning. Resource persons and trained teachers should be appointed in normal as well as special schools. cooperative consultation professionals. Special schools. so that they will guide these students in choosing the different courses according to their aptitudes and aspirations. Innovative teaching-learning strategies such as peer tutoring. special instructional methods. interaction between the teacher and the physically challenged child. T E S T Pe e Psychological Test Actual Possessed (Y) Facilities Go Through Mainstream 157 .Achievement Test Actual Possessed (X) Is X< Y Teaching Process Change Methods Remedial Measures Learning Difficulties Help Reset Goals Goals Provide Books. Work etc. Library Facilities Lab. v. The further study may be replicated on large sample. Further investigation may be undertaken in relation to carrier aspirations and vocational interests of physically challenged students. Further investigations may be undertaken to study the teaching methodologies. vi. iv. attitude of teachers towards the physically challenged and normal students. ii. This study may be undertaken to highlight the different dimensions of self concept such as perceptual self. iii. the investigator realizes that the following suggestions be taken into consideration while conducting a study similar to the present one:i. self concept and personality characteristics of physically challenged and normal secondary school students. A comparative study may be conducted on mental health.Suggestions On the basis of the difficulties faced by the investigator in the field and also in the light of the findings of the present study. conceptual self. 158 . attitudinal self and reflective self of physically challenged and normal secondary school students. A comparative study may be undertaken related to adjustment problems and self-concept of various categories of physically challenged students. Bibliography 159 . Agarwal. Indian Journal of Educational Research. New Delhi. 21. A. (1995) A Comparative Study of self concept of Deaf Children. New Delhi. Lond MacMilan. 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Verma Romesh (2003) A Text Book of Statistics. Verma. 171 . Appendices Appendix – I SAGAR SHARMA’S SELF-CONCEPT INVENTORY Name:_____________________________________ Age: ______________________________________ Sex _______________________________________ Occupation: ________________________________ Qualification: _______________________________ 172 Rural/Urban______________ Education of Parents: a) Father: _______________ b) Mother: _______________ Occupations of the Parents: . IA 173 . Your own individual feeling about the matter is what is wanted. 2. b. Your responses will remain confidential. There is no right or wrong answer to the items of the inventory. There is no advantage in giving a wrong impression about yourself. ) shown against each statement Appendix. How you see yourself as a person (I am). 5.Class in which Studying______________________ Place of Residence ___________________________ a) Father: _______________ b) Mother: _______________ Date: ________________________________________________________________ Instructions: 1. Blacken the space of appropriate circle ( which best describes you: a. 4. How you would like to be (I would be). Give your responses frankly and truthfully. 3. Give the answer as it come to you and proceed as quickly as possible. 42. 18. 23. 6. 11. 2. 46. 24. 45. 43. 40.Very often I AM Often About 50% of the times Rarely Very Rarely 1. 47. 19. 36. 21. 31. 34. 10. 44. 38. Expressive:- 174 . 37. 7. 12. 5. 20. 26. 14. 22. 17. 3. 33. 13. 39. 28. 30. 9. 29. 25. Coward:- Sympathetic:Inventive:Honest:Wicked:Obedient:Shirker:Humorous:Restless:Bossy:Rude:Wavering:- Inferior Hostile:Bluffer:Democratic:Harmful:Adventurous:Anxious:Social:Superior:Determined:Brave:Snobbish:Quiet:Hateful:Impatient:Stern:Very often Often About 50% of the times Rarely Very Rarely Jealous:Disciplined:Cautious:Quarrelsome:Confused:Superficial:Simple:Awkward:Selfcontrolled:Sarcastic:Noble:Affectionate:Frank:Alert:Resourceful:Charitable:Obstinate:Religious:. 4. 35. 8. 32. 27. 15. 41. 16. 7. 6. 5.Appendix -IB Very often I WOULD BE Often About 50% of the times Rarely Very Rarely 1. 10. 4. 8. 2. 9. 3. Coward:- Sympathetic:Inventive:Honest:Wicked:Obedient:Shirker:Humorous:Restless:Bossy:- 175 . 50. 45. 36. 39. 47. 25. 34. 52. 43. 40. 20. 48. Expressive:Reasonable:Friendly:Suspicious:Cheerful:Wellmannered:176 . 27. 35. 31. 23. 18. 14. 41. 12. 16. 51. 38. 32. 46. 17. 33. 13. 19. 21. 49. 22. 37. 30. Rude:Wavering:- Inferior Hostile:Bluffer:Democratic:Harmful:Adventurous:Anxious:Social:Superior:Determined:Brave:Snobbish:Quiet:Hateful:Impatient:Stern:Very often Often About 50% of the times Rarely Very Rarely Jealous:Disciplined:Cautious:Quarrelsome:Confused:Superficial:Simple:Awkward:Selfcontrolled:Sarcastic:Noble:Affectionate:Frank:Alert:Resourceful:Charitable:Obstinate:Religious:. 28. 29. 42. 24. 15. 26.11. 44. 57. 58. 61. 60. 63. 54 55. 65. 66. 62. Intelligent:Kind:Conservative:Sensitive:Artistic:Unselfish:Very often Often About 50% of the times Rarely Very Rarely Irritable:Enthusiastic:Dependent:Escapist:Tardy:Modest:Boastful:Cooperative:Shy:- 177 . 59. 56.53. 64. 67. 1C Item wise adjective meaning of Sagar and Sharma’s Self-Concept Inventory.Appendix . 178 . Entertaining) Who is having a sense of humour. (Tassel. Headstrong) Who is Stubborn. Not rash) Who is careful to avoid danger. Unmixed) Who is not complicated. Pleasant) Who is living with Communities or groups. painful.) Who has not the courage to fight. Comie. Hospitable. Who has ability to control his own emotions. Smart) A person having protuberance. (Selfless. (Twisted. (Watchful. (Unfriendly. (delicate. causing amusement. (Excellent) Who is higher in rank. Bright) Who is having ability or capacity. Quality) Who is lower in Rank. Jumbled) Who is doubtful or uncertain. genius) Who is capable of Inventing. Fight) Who has habit of quarreling. (Comical. Free) Who Likes or Supports the Democracy. Magnificent. (Harsh. Disturbed) Who is feeling anxiety. Devoted) Doing as one is told to do. Tender) Who is loving and friendly. ( Lower in order. (Sinful. Embarrassed) Who is not well designed for use. Afraid. Vibrating) Who is unstable or rough. Common. Character) Who has self-Control and other good qualities. (Easy. Lacking Depth) Who is merely apparent. (Silent. Liberal) Who is pertaining to charity. (Shallow. Boorish. (Possessive. (Bold) Who is having Courage. Anxious) Who is intolerant of something. (Equal. Monopolizing) Who is resentful of another’s success. Strict) Who is strict or harsh. ((Ungraceful. Imaginative) Person able to enjoy the art. Severe. (Wary. Trustworthy. tense) Who is quick to receive impressions. Disturbed) Who never takes rest or never taking rest. Ingenious) Who is skillful in finding expedients. Unquiet. (Courteous) Who is having good manners. Odious. Constant) Who is opposed to great or sudden change. (Clever. (Devote. (Ostentatious. Pretentious) Who pays too much respect to social position or wealth. (Perplexed. (Resolute. Fearful. (Sincere. Happy. (Graceful. (Firm. (Productive. (Arousing. (Troubled or Worried. immoral. (Hopeful. Bad) Who is sinful. Rough) Who is disrespectful person. Awake) Who is watchful.Coward Sympathetic Inventive Honest Wicked Obedient Shirkir Humorous Restless Bossy Rude Wavering Inferior Hostile Bluffer Democratic Harmful Adventurous Anxious Social Superior Determined Brave Snobbish Quiet Hateful Impatient Stern Jealous Disciplined Cautious Quarrelsome Confused Superficial Simple Awkward Self-controlled Sarcastic Noble Affectionate Frank Alert Resourceful Charitable Obstinate Religious Expressive Reasonable Friendly Suspicious Cheerful Well-mannered Intelligent Kind Conservative Sensitive Artistic Unselfish (Timid. Firm) Who has fixed purpose. Pious) Who is pertaining to religion. (Helpful. Noxious) Who damages or destroys things. Lively) Who is full of bright and attractive. Calm) Who is calm and makes no sound. Harsh. Having Suspicion) Who is having a doubt. Demonstrative) Who is full of Secret meaning. 179 (Traditional. Sympathetic) Who is not hostile. One who shirks work. Considerate) Who shares the feelings of others. desires and actions. Charitable) Who is self less or self seeking. (Restless. . (Nervous. (Self-control. (Deceive) Who deceives the person by show or boldness. (Helpful. Sarcasm) who is full of sarcasm. (Original. (Generous. Thoughtful) Who is sensible and proper. (Kind. (Significant. Familiar. Prominent. (Hatred. (open handed. (Compassionate. Open) Who is candid. (Clear Cut. Splendid) Who is of high Character. (Excitement) Who is found of adventure full of danger and excitement. Crude. Generous) Who is helpful. Against) Who is typical of an enemy. Fertile. Loving. Undesirable) Exciting hatred or causing hatred. Correct) Who is being Straight forward. (Loyal. (Hurtful. (Civil. Governable. (Sneering. Studded. Opposed. (Truthful. 2A Level of aspiration master sheet filled by the subject.Appendix . Expected Score 180 . R) = 181 .Actual Score (Goal Discrepancy Score) G. = (Expected Score on this Trial) .T.(Actual score on Immediate past trial) = . = (Actual Score on the Trial) (N. S. D. S.(Expected Score on the trial) = (Attainment Discrepancy Score) A. D.