CHAPTER 1

CONCEPTUAL FRAMEWORK OF THE STUDY

I.1. Education:

Human life needs development and promotion. This is possible if one knows who he/she

is and what he/she wants. Self- knowledge is, thus, a vital consideration for happy living. In

order to have a harmonious adjustment and functioning of life, one has to discover reality in all

its dimensions. The spiritual reality is not to be ignored along with the social, economic and

other realities. He / She should march in search of wisdom which provides insight into the

spiritual world. The mysteries of life have to be unfolded with the help of wisdom and education.

Education is thus a means to happy and harmonious living.

The word education is derived from the Latin word “educare” which means, “to bring

up”. There is yet another Latin word “educere” which means, “to bring forth”. Education,

therefore, means both “to bring up” as well as “to bring forth”.

Some theorists gave a different explanation of the word “educate”. They say “e” means

“out of” and “duco” means to lead i.e. “to educate” means “to lead forth” or “to extract out” the

best in man.

Gandhiji speaks of education as, “By education, I mean an all – round drawing out of the

best in the child and man- body, mind and spirit”.

According to Vivekanada, “Education is the manifestation of divine perfection already

existing in man”.

According to Nunn, “Education is the complete development of the individual so that

he/she can make an original contribution to human life to his/her best capacity”.

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I.1.a. Meaning and the Concept of Education:

In any system of education, the purpose or aims and objectives of education determine its

other aspects such as its structure, curriculum, etc. Unless one is quite clear about what is wanted

to achieve through educating children, he/she is likely to adopt wrong methods of teaching too.

Gone are the days, when people thought that education is soley concerned with the imparting of

knowledge alone. The importance of the development of the whole personality of the child is

realized now. “Educating the whole child” is the aim now. What does it mean? Children are

helped to grow, develop their body and mind, acquire practical skills, imbibe certain social

values such as co-operation, tolerance, etc. and also develop their character. It is also considered

necessary that every child should learn to appreciate and enjoy the beautiful things in life, know

to spend his/her leisure and form attitudes towards work and also life in general. In short, in the

education of the child, the development of its whole behavior is concerned along certain

desirable lines. “Desirable” is a key word here. That desirable development of behavior is

attempted through teaching of various subjects. Science is one among them.

I.1.b. Aims of Education:

Everything in life has a goal. Life has its function which aims the direction. Without

direction, function will not be smooth. Therefore, aim is a must for the effective functioning.

Life and education are interwoven in a meaningful way. Dewey considers education as

life itself. Every moment appears like dew drops and remains because it is transitory. Education

provides with a sense of priority and perspective. It is also pragmatic as it changes with the

ongoing life. Education is the process of realizing this truth and reaching the goal.

2
 It is both an art as well as a science. It is the art of living and the science of doing. Human

beings live to love and love to live with a view to enjoying the creation. The immortal self finds

its way through education and culture. The Kothari Commission (1966) has also stressed that the

education system should emphasize on the development of the fundamental social, moral and

spiritual values. Education is a must to engender a new humanism, one that contains an essential

ethical component and sets considerable store by knowledge of and respect for the cultures and

spiritual values of different civilizations’ (UNECSCO, 1996).

In the modern usage, the term “Education” has a threefold functions.

a. Education as a process of human development.

b. Education as a training for preparing teachers and

c. Education as a course of study like history, geography, psychology, etc.

Science is one among them.

I.2. Science:

“Science” is a word derived from Latin word “Sciencia”. This means “to know”. Science

is a cumulative and endless series or empirical observation which results in the formation of

concepts and theories, with both concepts and theories being subject to modification in the light

of further empirical observations. Science is a body of knowledge and the process of acquiring it.

Science is an accumulated and systematized learning in general usage restricted to natural

phenomenon. The progress of science is marked not only by an accumulation of fact, but the

emergence of scientific method and of the scientific attitude.

From the above meanings, three basic principles of the nature of science can be identified

such as

3
 1. An accumulation of knowledge of the universe.

2. The scientific method of inquiry

3. The scientific attitudes

The first point indicates the product of science while second and third points indicate the

process of science. In other words science is both a product and process.

Science is a process as well as the product of that process. In its process form, it suggests

the ways and means of explaining the truth and in its product form it presents a systematic and

organized body of useful knowledge.

I.2.a. Main characteristics of the process of science:

The major items in the process of science as advocated by the National Science Teachers

Association, Washington are as follows:

1. Science proceeds on the assumption based on centuries of experience that the universe is

not capricious.

2. Science knowledge is based on observation of its sample of matter that is accessible to

public investigation in contrast to purely private inspection.

3. Science proceeds in a piecemeal manner even though it also aims at achieving a

systematized and comprehensive understanding of various sectors or aspects of nature.

4. Science is not, and probably never will be, finished anywhere and there remain very

much more to be discovered about how things in the universe behave and how they are

inter related.

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 5. Measurement is an important feature of most branches of modern science because of the

formation as well as the establishment of laws is facilitated through the development of

check whether it is a qualitative or quantitative.

I.2.b. Philosophy of Science:

Science is a branch of philosophy that attempts to elucidate the nature of scientific

inquiry- observational procedure, pattern of argument, methods of representation and calculation,

metaphysical presuppositions and evaluate the grounds of their validity from the points of view

of epistemology, formal logic scientific method and metaphysics. Historically it had two main

preoccupations, ontological and epistemological. The ontological preoccupations (which

frequently overlap with the sciences themselves) ask what kinds of entities can properly figure in

scientific theories and what sort of existence such entities possess.

Epistemologically, philosophers of science have analyzed and evaluated the concepts and

methods employed in studying natural phenomena of both the general concepts and methods

common to all scientific inquiries and the specific ones that distinguish special sciences.

I.2.c. Values of science as a subject:

Galileo Galilei (1564 – 1642) once said that in questions of science “the authority of a

thousand is not worth the humble reasoning of a single individual”. While learning science, the

learner develops certain faculties through reasoning and experimentation. Science, as a teaching

subject, possesses the various values as any other subject for which it is included in the

curriculum as a teaching subject, such as intellectual values, utilitarian values, cultural values,

5
moral values and aesthetic values. But in addition, the study of science inculcates certain other

disciplinary values peculiar to it which cannot be provided through other subjects.

I.2.c.i. Intellectual value:

The great value of science is that it has introduced as the new ways of thinking and

reasoning. The chief part played by science in helping to develop consciousness of man is to be

found in the new thoughts that it has made are think. Increase in consciousness appears to be of

the purposes of evolution. Science has its own discipline. It sharpens intellect and makes

intellectually honest, critical in observation and reasoning. It teaches to arrive at conclusions

without any emotional bias or prejudice.

[Link]. Utilitarian value:

The utilization value of science need not be emphasized. Science has entered in life and

daily activities so much that the existence would become impossible without it. There is a vast

storehouse of natural power such as the waterfall, heat of the sun, etc.

[Link]. Vocational value:

The study of science is an open “season” for a number of professions. It forms the basis

of so many studies, which are purely vocational in nature. For eg. a student of science can choose

medical, engineering, agriculture or any other. The study of science at school forms the basis of

many useful hobbies and other productive activities in the later life of the students.

[Link]. Cultural value:

Science has played an important role in determining the culture and civilization of a

country from time to time. It has affected our way of thinking and way of living. The effect of

science is multifacet. It has a direct influence in dispelling many traditional beliefs and the

adoption of others suggested by the successes of scientific method.

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I.2.c.v. Moral value:

Of the great values that condition the activities and make the lives worth living –

goodness, beauty and truth. The man of science is mainly concerned with the disinterested

passion of truth.

[Link]. Aesthetic value:

Science is important to a layman chiefly because of its practical application. On the other

hand, it is the most important consideration with all scientific men for it meets one of the deepest

needs of human nature which manifests itself as the desire for beauty. It is the aesthetic aspect

that the whole of science lies.

[Link]. Other values:

Apart from the above values, special characteristics and salient feature of the subject of

science may be enumerated as follows:

1. Science helps in bringing desirable modifications in the attitude and behavior of its

learners. Gradually an attitude known as scientific attitude develops among them and

consequently those who study science begin to imbibe the qualities like impartiality,

objectivity and truthfulness in their behavior.

2. Science makes use of special methods known as scientific method for doing the duties

and in studies. This is well known for its superiority in terms of objectivity, reliability

and validity over all other methods used in the study of other subjects.

3. Science is least concerned with the part as well the ideal situation. It is mostly related

with what and why of the happenings in the present. It usually focuses its attention over

7
 the problems like what exists, why it is happening, what could happen if it continues in

the same way, etc.

4. Science, through its body of knowledge and method of study, helps in diving deep into

the nature of events. One can discover every truth behind every happening through the

help of science.

I.2.d. Branches of Science at School Level:

Figure I.1 Branches of Science

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a. Physical sciences:

1. Physics: The study of matter and energy and the interactions between them.

2. Chemistry: The science that deals with the composition, properties, reactions, the

structure and matter.

3. Astronomy: The study of the universe beyond the earth’s atmosphere.

b. The earth sciences:

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 1. Geology: The science of the origin, history and structure of the earth and the

physical, chemical and biological changes that it has experienced or is

experiencing.

2. Oceanography: The exploration and study of ocean.

3. Paleontology: The science of the forms of life that existed in prehistoric or

geologic periods.

4. Meteorology: The science that deals with the atmosphere and its phenomena such

as weather and climate.

c. The life sciences (Biology):

1. Botany: The study of plants.

2. Zoology: The science that covers animals and human life.

3. Generics: The study of heredity.

4. Medicine: The science of diagnosing, treating and preventing

illness, disease and injury.

I.3. Nature and Characteristics of Physical Science:

Physical science is “an overall product of human activity in the form of a systematic and

organized body of knowledge”. It is the product of all facts concerned with our information,

concepts, generalization, laws and theories framed on the basis of vast fund of accumulated

knowledge. W.C. Dampier defines physical science as, “ordered knowledge of natural

phenomena and the national study of the relations between the concepts in which those

phenomena are expressed”.

From the above definition, characteristic and nature, one may conclude that the “Physical

Science is the discipline, which concerns with the study of properties of matter and energy and

10
also with the study of the compositions of various substances and of their effects upon one

another”. It helps in explaining the natural phenomenon on the basis of established laws of

nature. Physical sciences help children in developing scientific temper and other scientific

virtues and values.

I.3.a. Values and Importance of Physical Science:

Physical sciences teach intellectual value, utilitarian value, disciplinary value, vocational

value, aesthetic value, cultural value, psychological value, social value and moral value. The

study of physical sciences helps in moral development and character formation. It helps in

developing proper moral attitudes as there is no place for prejudiced feelings, biased outlook,

doubts and half truths, discriminations, misdistribution of resources, unreasonableness and

irrationality in learning of his/her subject.

The quality like honesty, truthfulness, justice, dutifulness, punctuality, self- confidence,

discrimination between good and evil, observation of rules and belief in systematic organization

and arrangement are indirectly included through teaching of physical sciences. These qualities go

towards developing a morality and sound character. Chemistry is one among the physical

sciences.

I.4. Chemistry:

Chemistry is the science that attempts to classify all kinds of matter in the universe and to

understand the changes that the various forms of matter undergo. Chemistry is also concerned

with the ultimate constitution of matter and the energy changes that accompany chemical

reactions. The study of the exchange of energy, however, has been assumed by the physicists

11
because the chemists are fully occupied in formulating and applying laws of chemical change for

the production of new substances and materials for the benefit of mankind.

Knowledge of chemistry is not essential to a civilization of moderate advancements.

Aztecs, steel, glass, dyes and even gasoline have been prepared without the help of the chemist.

What, then, has been its role and contribution? The chemist aided by other scientists, has speeded

up progress and change of civilization. He/she has made food, clothing, shelter, entertainment,

education, medical aid and leisure available to the common man. Not only is the quantity of

material goods greater but also the quality is infinitely better. Research in science is an excursion

into the unknown. The boundaries of chemistry are constantly being parted back by the

discovery of new facts and laws, which together with the old are applied to the study of matter.

(The research chemist may be utterly indifferent to any practical application of his/her discovery.

But the industrial chemist is quick to use the facts gleaned by the / by clean research chemist to

improve the old and create the new).

Chemistry is the science that deals with the properties, composition and structure of

substances (elements and compounds). The reactions and transformation they undergo and the

energy related or absorbed during this process is often called the “Central Science”. Chemistry is

concerned with “Atoms” as building block (rather than with the subatomic domain) with

everything in the material world, and with all living things. Branches of chemistry include

inorganic chemistry, organic chemistry, physical chemistry, analytical chemistry, biochemistry,

electrochemistry, geo chemistry, applied chemistry, (chemical engineering) and nuclear

12
chemistry. Applied chemistry uses the theoretical and experimental information obtained in

chemistry to build chemical plants and make useful products.

I.4.a. Evolution of chemistry:

Where has chemistry come from? Throughout the history of human race, people have

struggled to find out? Through the branch of science called chemistry, one can gain an

understanding of the matter which makes up the world and of the interactions between particles

on which it depends. The ancient Greek philosophers had their own ideas of the nature of matter,

proposing atoms as the smallest indivisible particles. However, although these ideas seem to fit

with modern models of matter, so many other ancient Greek ideas were wrong that chemistry

cannot truly be said to have started there.

Alchemy (often called the chemistry of middle ages) was a mixture of scientific

investigation and mystical quest, with strands of philosophy from Greece, China, Egypt and

Arabia mixed in. The main aim of alchemy that emerged with time where the quest of the elixir

of life (the drinking of which would endure the alchemist with immortality) and the search for

philosophers stone, which would turn base metals into gold, improbable as these ideas might

seem today, the alchemists continued their quests for around 2000 year and achieved some

remarkable success, even if the elixir of life and the philosophers stone never appeared.

Towards the end of eighteenth century, pioneering work by Antonie and by John Dalton

on the chemistry of air and the atomic nature of matter paved the way for modern chemistry.

During the nineteenth century chemists worked steadily towards an understanding of the

relationships between the different chemical elements and the way they react together. A great

body of work was built up from careful observation and experimentation until the relationships

13
which we now represent as the periodic table emerged. This brought order to the chemical world

and form them on chemists.

Modern society looks to chemists to produce many things. Healing drugs, pesticides and

fertilizers to ensure better crops and chemicals for the many synthetic materials are produced in

the twenty first century. It also looks for an academic understanding of how matter works and

how the environment might be protected from the source of pollutants. For this, chemistry holds

many of the answers.

Following the progressing trend in chemistry, it enters into other branches of chemistry

and answers for all these miracles that are found in all living organisms.

I.4.b. Importance of Chemistry:

Chemistry is of greater importance in industries. It plays a vital role in our daily life.

Gaseous fuels are mixture of hydrocarbons. All fertilizers are chemical substances, which mainly

consists of nitrogen, phosphorous and potassium (NPK). Plastics, synthetic fibers, synthetic

rubber, electrical insulators, metal alloys, rocket fuels, atomic power producers, radioactive

isotopes etc. are used in various fields (Eg. Medicine diagnosis and curing). All vitamins,

hormones drugs (antibiotics, anti malarial, tranquilizers, anesthetics, antipyretics…..)

insecticides, fungicides, synthetic protein food, etc. have revolutionized the modern living and

given scope for a confident future. Explosives (Eg. Dynamite) are the wonders of chemistry.

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Chemistry also plays its role in paint industry, dye industry, pharmaceutical industry, etc.

Chemistry is taught at different levels of education.

I.5. Different Levels of Education:

In 1985, the Government of India announced based on the Secondary Education

Commission. According to this, New Education Policy on Education, a common educational

structure 10, +2, +3 was introduced.

In school curricula, in addition to laying down a common scheme of studies for boys and

girls, science and mathematics were incorporated as compulsory subjects and work experience

assigned a place of importance.

National system of education gave a common educational structure 10, +2, +3 structure

has been accepted in all parts of the country. Regarding the further breakup of the first 10years,

efforts were made to move towards an elementary system comprising 5 years of primary

education, 3 years of upper primary followed by 2 years of high school. Efforts had been made to

have the +2 stage accepted as a part of school education throughout the country. 10, +2, +3

pattern of education has been followed in the state of Tamil Nadu from 1978 onwards.

15
 [Link].1.1Educational System in Tamil Nadu

EDUCATIONAL SYSTEM IN TAMILNADU

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20 [Link] MCA XV

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SECONDARY E
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10 PRIMARY V

16
 9 IV

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7 II
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4-5 PRE - PRIMARY

I.5.a. Secondary and higher secondary education:

Secondary Education begins where primary education ends. Secondary education is

essential for training the young pupils to be effective members of society. After secondary

education students enter life knowledgeably and mentally alert. The effective terminal behavior

resulting from secondary education above will help the student either for higher education or

choose a job. Lawrence is regarded in Tamilnadu as the architect of Higher Secondary Education

in Tamilnadu. As special officer for restructuring educational pattern in Tamilnadu and as

Director of School Education. Lawrence planned and implemented the all India 10, +2, +3

pattern of education in 1978.

I.5.b. Characteristics of Higher Secondary Students:

The higher secondary school students are in the adolescent stage. The English word

adolescence is a derivative of the Latin ‘adolescence’ which means ‘to grow to maturity’. This

stage normally begins from twelve and continues till the age of twenty. Adolescence is the period

through which a growing person makes transition from childhood to maturity.

This is the most volatile stage. Mental physical and every other kind of development take

place as a rapid pace during this stage. Imagination and emotion are at their highest pitch.

In adolescence the nervous system becomes more strong with the result that the mental

activities show greater tenacity and system.

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 Adolescence is a period of growth in all systems of the body. During adolescence

physical growth reaches the Zenith. Likewise the intellectual growth reaches its final stage. The

level of abstract thinking increases. Retention and recall improves. There is increased ability to

generalize facts. The depth of understanding improves. Because of this intellectual

developments, the adolescents can find solutions to problems in a more scientific and creative

fashion. Ability to think, to differentiate and evaluate are some of the more prominent

characteristics and abilities the adolescents exhibits.

The adolescent children of the age group 16 to 18 years are at the higher secondary level.

After completing the terminal educational programme of secondary education (up to standard

(X), the spell of two years standard (XI and XII) is intended to prepare the secondary school

leavers both for general and professional higher education.

1. The Higher secondary students to grow up to big and also have some of the security that

goes with being little.

2. There is something radical about being an adolescent, yet also something conservative.

3. The higher secondary students are able to draw upon his/ her resources, have a great

capability for flexibility, yet they are also in many ways, a right person.

4. They line in lush season and fall between the spring time and the summer of life.

5. They try to explore their role in the world in which they live.

6. Development of self is an important phase of this stage. Self is a very complicated

concept. It is composed of feelings, attitudes, impression, habits dispositions, likes and

dislikes. The growing higher secondary students ability and the concept of self are

influenced by the way in which they accept others.

I.5.c. Kothari Commission’s (1964 – 66) Recommendations:

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 The Indian Education Commission (1964 – 66) recommended the following for the

improvement of school education.

1. All the secondary stage science should be taught as a discipline of the mind and a

preparation of higher education.

2. At the lower secondary classes physics, chemistry, biology and earth science should be

taught as compulsory subjects.

3. At the higher secondary stage there should be diversification of courses and provision

for specialization.

Kothari proposed a ten year common, undiversified lower secondary and a two year

higher secondary courses followed by a three year degree courses. Vocational education was also

introduced in the higher secondary course. Thus the higher secondary stage comprises two

spectra – a general education spectrum and a vocational education spectrum.

According to Kothari Commission (1964 -1966) “The progress, welfare and security of

the nation depend critically on a rapid, planned and sustained growth in the quality and extend of

education and research in science and technology”. It has recommended that up gradation of

school curricula by “Research in curriculum development, revision of curriculum based on such

research, the preparation of text books and teaching/ learning materials and the orientation of

teachers to the revised curricula through in-service education”. They have recommended the

abolition of general science and instead have emphasized the disciplinary approach at the higher

secondary stage.

I.6. Chemistry at Higher Secondary Level:

disciplinary approach with appropriate rigour and depth with the case that syllabus is not heavy

and at the same time it is comparable to the international level. It emphasizes a coherent focus on

important ideas within the discipline that are properly sequenced to optimize learning. It

recommends that the critical component of higher secondary sciences should emphasize on

19
problem solving methods and the awareness of historical development of key concept of science

be judiciously integrated into content. The present exercise of syllabus development in chemistry

at higher secondary stage is based on this frame work.

• The course is self contained and broadly covers fundamental concept of chemistry.

• Practical syllabus has two components. There are core experiments to be undertaken by

the students in the classroom and the part of examination while each student will carry

out one investigatory project and submit the report for the examination.

1.6.a. Objectives of Teaching Chemistry at Higher Secondary Level:

• To promote “Understanding” of basic principles in chemistry while retaining the

excitement in chemistry.

• To strengthen the concepts developed at the secondary stage and to provide firm

foundation for further learning of chemistry at tertiary level more effectively

• To develop positive scientific attitude and appreciate contribution of chemistry towards

the improvement of quality of human life

• To develop problem solving skills and nurture curiosity, aesthetic sense and creativity.

• To inculcate values of honesty, integrity, co - operation, concern for life, preservation of

the environment, etc.

• To equip students to face challenges related to health, nutrition, environment, population,

industries and agriculture.

1.6.b. Problems faced by the Higher Secondary Chemistry Teachers in the Teaching and

Learning Process:

The implementation of higher secondary courses coupled with the explosion of

knowledge has created several problems. Most of the chemistry lessons are factual or

information packed. There is little scope for demonstration and investigatory approach. So the

20
teachers follow the traditional lecture method. But, mere chanting of factual materials is

determined to the development of scientific temper as there is very little student involvement.

For example, one can take the unit “chemical equilibrium’. It is presented in a monotonous

manner by stating the definitions. Problem solving method in this case, will make the topic

interesting. But as on today the students simply cram this lesson and the teachers neglect to teach

this part.

Practical activities prescribed in higher secondary chemistry are simply the traditional

qualitative and quantitative analysis. They were not designed to help the pupils understand the

principles and concept taught in the theory classes. Element of investigation, training in the use

and practice of scientific method and application of the chemical concepts to social needs are

consicuous by their laboratory facilities when equipments are more than adequate.

Further it is a known fact that chemistry curriculum of higher secondary classes is little

relevance to social needs and it has no relation to local environment. This results in students

losing interest in the study of chemistry. It ultimately affects the academic achievement of higher

secondary students.

I.7. Academic Achievement:

‘Academic Achievement’ is often referred to as the marks secured in a subject or

subjects. A critical analysis reveals that theses marks are mere indications of the knowledge and

capabilities attained by the student. Academic achievement, in fact, should refer to the

knowledge and capabilities acquired by each of the student. It means that academic achievement

is the ‘acquired potential (knowledge and capability) in a subject or subjects’. (Khader, M.A. et

al. 2006, p.19).

The physiologist explain this concept using Schema theory.

21
 Schema means knowledge structure created by the students in their memory. Knowledge

structure is the internal representation of external realities. A student, for instance, forms a

knowledge structure of ‘bird’ (external reality) in terms of shape wings, feather, flying and living

in nests or branches of tress (national representation). Knowledge structures thus, includes

different types, characteristics, biological processes and life pattern- of birds. Likewise, one may

form knowledge structures of ‘refraction’, in terms of propagation of light, bending of light,

convergence and divergence of light and image, and later widen the structures by relating the

phenomenon of refraction in nature (rainbow) and functions of optical instruments (human eye,

microscope, telescope). Schema theory states that learning takes place forming appropriate

knowledge structures (schema) by relating new information (e.g. Principles of microscope) to the

existing knowledge structures, (e.g. Principles of refraction). This idea can be related to

academic achievement. How do teachers know that the student has formed the appropriate

knowledge structures?

Why do people use convex lens instead of concave lens in microscope? The student will

be able to answer only if she/he possesses appropriate knowledge structures about the

microscope. The answer to the question would indicate the student’s existing knowledge

structures of a microscope. In fact, the marks awarded to a student represent his/ her knowledge.

Knowledge is formed by relating new information to the existing knowledge. It means

possessing appropriate domain –specific knowledge facilities acquisition of new knowledge.

Domain – specific means existing knowledge or pre- requisite knowledge essential for learning

new information in a subject. Those who possess appropriate pre- requisite knowledge (e.g.

refraction principle) learn more from new information (e.g. microscope) than from those who

lack such knowledge in science. This is true of all subjects. A student, thus, progresses in

22
attainment of knowledge in a subject by relating new information to the existing knowledge and

the progressive nature of knowledge attainment suggests the cumulative nature of learning. For

instance, students who know subtraction and multiplication (pre- requisites) will effectively learn

division and those who do not possess knowledge of that appropriate pre- requisite knowledge

would fail to learn division and continue to fail in acquiring knowledge of compound interest.

Along with knowledge the student is expected to attain related capabilities. The

knowledge discussed above includes comprehension. In other words, when a student learns the

principle of refraction, he/she should not only be able to recall, identify and recognize it (the

concept of refraction) but should also be able to demonstrate, differentiate, illustrate and explain

it. Knowledge is the basis for attaining the related capabilities involved in application (ability to

apply the principles in a new situation), analysis (ability to compare, contrast and differentiate),

synthesis (ability to derive, formulate, modify, originate) and evaluation (appraise, judge,

assess). Thus academic achievement refers to the acquired potentials (knowledge and

capabilities) in a subject or subjects.

The students differ in their academic achievement. Those who possess appropriate pre-

requisite knowledge learn more effectively then thus who lack such knowledge abilities related

to intelligence, aptitude, attitude, study habit, etc. of the students and different teachers’ variables

are essential for learning. The school and family background also lead to differences in academic

achievement.

It is usual to find a wide range of differences among students in a class or a group. These

differences are identified in terms of students’ characteristics such as physical, (appearance,

height, size, gender, colour, etc.), demographic (age, caste, socio- economic status, etc.) and

cognitive behavior (thinking, remembering, problem solving, creating idea, etc). Differences due

to physical and demographic characteristics are easy to identify. However, the differences that

23
exist in the way they solve problem in mathematics or in their ability to interpret and explain

ideas are not easily visible but are identified through their performance. Such differences are

often identified by psychologists in terms of intelligence, aptitude, creativity and academic

achievement. So, the academic achievement, being dependent on many independent factors, is

the concern of educationalists.

I.7.a Factors Affecting Academic Achievement?

The following factors are affecting academic achievement in general

1. Lack of inspiration

2. Lack of faculties

3. Lack of financial support

4. Lack of infrastructural facilities

5. Lack of guidance and counseling

6. Lack of material support

7. Lack of encouragement

8. Political influence

Apart from these factors, a few other factors are also affecting the academic achievement

of the students. The factors differ from subject to subject, learners to learners, levels to levels,

etc. The investigator being the post graduate in chemistry and teacher educator for three years is

familiar with a few factors influencing the academic achievement of the students in chemistry.

Besides, she had an informal talk with some post-graduate chemistry teachers, a few students and

parents. The factors, influencing the academic achievement of higher secondary students in

chemistry, are thus identified and grouped as follows.

I.7.a.i. Students Related Factors:

24
1. Gender: Variability among individuals is a universal phenomenon. The very ideology of

gender is based on an idea of assumed differences between males and females.

As far as general intelligence is concerned, males and females appear to be equal. The

differences are either related to specific abilities or specific traits. Males on an average show

superiority over females in ability to reason and to detect similarities and in certain aspect of

general information.

Girls are average show some superiority in memory, language and aesthetic comparisons.

Males excel in a number of skills and in understanding spatial relations while females excel in

verbal aptitude and memory. Studies have shown that female students develop facility in the use

of language at an earlier age than the male counterparts. Studies on pre- school children have

shown that girls had larger vocabulary than boys of the same age and had consistently higher

scores in reading, sentence completion and the like.

These differences lead to individual differences in academic achievement also. The better

performance of female students in the public examinations and the male students in the

competitive examinations also is to be taken for an account in this regard. The gender, therefore,

is taken as one of the factors in the present study by the investigator.

2. Medium of instructions: Medium of instruction in this study refers to the language through

which subject is taught in the classrooms. They are normally two in Tamil Nadu state such as

Tamil and English.

It has been said that the vernacular language is the better medium of instruction. The

results of public examinations published by the governments at versions levels show that the

academic achievement of English medium students is better than their counterpart in vernacular

25
medium. The reasons may be many. However, the experiences here taught the investigator that

medium of instruction is one of the factors affecting academic achievement of the students.

3. Attitude towards Chemistry: Attitude is a personality trait which indicates towards

individual’s likes or dislikes. Attitude influences the way an individual behaves towards an

objects, institution or a person. Attitude towards a particular object is influenced by parents,

teachers, school and society in which the individual lives.

Environment around us consists of all kinds of objects, people, groups and institutions.

An individual’s interaction with the environment brings the person face – to – face with varied

experiences. But he/she does not always react to these experiences afresh in every encounter.

The cognition, feelings and response dispositions that these objects recurrently evoke get

organized into a unified and enduring system. A set of feelings and responses tendencies is

available to the individual wherever he/she is confronted with an object, person, situation or idea.

Attitudes predispose the individual to act in particular ways towards these objects, persons,

situations or ideas and there is a degree of consistency in his/her response to these.

Of the many definitions of attitude, the one advanced by G.W. Allport is quite

comprehensive – “Attitude is a mental and neutral state of readiness, organized through

experience, exerting a directive and dynamic influence upon in individual’s responses to the

objects and situations with which it is related”. It is clear that the attitudes of a student are

formed due to his/her experience and interaction with real situations.

Attitudes provide the ‘frame of reference’ for a person’s life: all that he/she thinks, feels,

sees and does is consistent with the reference. Attitudes involve organization of motivational,

emotional, perceptive and cognitive processes. Thus attitudes are reinforced by information (the

cognitive component) and often generate strong feelings (the emotional component) that may

lead to a particular form of response (the action – tendency component).

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 Harrison (1976) identified three components in attitudes: beliefs, emotions and behavior.

One’s beliefs are what are considered desirable and undesirable. They are preferences that result

from value systems. Since attitudes are accompanied by emotions, and they influence each one’s

the resultant behavior is always a complete interplay of both. The individual displays his likes or

dislikes (attitudes) through his/her action (behavior).

Since many attitudes cannot be neutral, children acquire or learn positive or negative

attitudes from their parents, peers and schools. Negative attitudes lead to avoidance,

disagreements, arguments, conflicts of other confrontations. Prejudice is a premature or snap

judgment that is made before examining the fact(s). It is a key factor in negative attitudes. The

negative attitude generated by prejudice is usually directed toward people who are perceived to

be different in some way or the other. Negative attitudes tend to restrict and individual’s

interaction with objects, people places or things and thereby restricts his/her experiences which

may well have been positive and a contributory factor in enlarging his/her vision. On the other

hand, positive attitudes can induce an individual to assist other people, to be caring and unselfish,

to be at peace with his world.

Individual differences in attitudes are observed in students. Maturity levels, planned and

random experiences, physical surroundings, extent of warmth exhibited, democracy and

indulgence in home environment, schooling, playmates and exposure to media are not the same

for everyone. Similarly, the persons a child desires to be liked and whose attitudes he/she lends

to internalize, or the persons he/she dislikes and whose attitudes he/she generally rejects would

not be the same for all individuals. An object liked by one may be disliked by others and vice-

versa. The result would be attitudinal differences among individuals.

An intellectually mature individual can change and modify his/her attitudes, should

he/she realize that his/her attitudes are narrowing, biased or even wrong. The intellectually

27
immature individual, by contrast, will cling to his/her attitude even though there is enough

evidence to indicate that it is not desirable.

Adolescents differ in their attitude towards authority (teachers, principals, leaders,

parents and subjects) depending on the satisfaction or figures of dissatisfaction they derived

during the course of their interaction with them.

The attitude towards the subject is therefore, one of the factors selected by the

investigator in the present study.

4. Scientific aptitude: ‘Aptitude’ refers to the set of abilities essential for acquiring knowledge

and skills specific to an area of performance. Precisely, it denotes the set of abilities required to

perform a specialized activity. For instance, the set of abilities involved in learning performing in

engineering is different from that of art. The same is true for medicine, mathematics, science,

music, teaching or athletics.

Aptitude is different from academic achievement as follows.

1. Aptitude indicates performance that is the product of multiplicity of experience of

everyday life and therefore indicates the effect of learning under unknown and relatively

uncontrolled condition.

Academic achievement indicates the performance under known and controlled

conditions.

2. Aptitude is future oriented and achievement is present and past oriented. Still, these 2

tests can measure the development of the children in science.

3. The primary purpose of an aptitude is to predict what a person can learn and the primary

purpose of an achievement is to evaluate what a person has learned.

4. Aptitude tests are psychometric tests and academic achievement tests are education

metric tests.

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 5. Psychometric test is one whose major intention is to measure individual difference like

general ability, aptitude or trail etc and education –metric test is one whose intension is to

measure the gain or growth of individuals such as measurement of skill proficiency and

achievement.

The individuals differ in their aptitude an individual may have a mechanical aptitude,

another may have an aptitude for mathematics or yet another may have an aptitude for language,

music or athletics. Such differences are due to the differences in the combination of abilities

related to the cognitive processes, and the sensory and psychomotor components. For instance,

when talk abort mechanical aptitude, one may deal with ability for spatial relations, ability to

acquire information on mechanical matters and ability to comprehend mechanical relations,

besides sensory and psychomotor abilities. Similarly, about we discuss aptitude in music, one

may identify ability for musical memory, pitch discrimination, loudness discrimination, time

discrimination and judgement of rhythm. Likewise, abilities required for science or mathematics

is different and each requires a separate set of abilities.

It is proved that the academic achievement mainly depends on the student’s aptitude in

the concerned subject. Chemistry is the science which has its bases in all the other branches of

science. Scientific aptitude is, therefore, believed to be one of the factors determine academic

achievement in chemistry.

5. Study Habit: The word “habit” generally means a behavior pattern which has not grown

naturally out of the body but has been put on externally. The word “study habit” refers to the

individuals plan physical facilities, motivation, system of work and attitude towards study.

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 Study habit envisages plans, timetable, physical facilities, motivation study skills, reading

ability, preparation for examination, etc. A good study habit

(a) develops positive attitude towards study.

(b) develops reading skills

(c) concentrates intensively

(d) uses efficient techniques at the examination

(e) masters the art of taking and making notes and

(f) prepares a workable study schedules

Smeltzer (1983), in tabulating the returns from his questionnaire, to 721 college students

in all classes, classified the following study difficulties in order of frequency

(i) Inability to concentrate while studying

(ii) Inability to recall many of the facts once learnt.

(iii) Study time not used properly, inability to start promptly.

(iv) Inability to collect important material from a mass of information.

(v) Inability to apply learnt facts to practical problems.

According to Smeltzer (1983), the following are the causes for ineffective study habits.

(i) Incompatibility between teachers and pupils.

(ii) Failure of teachers to teach how to study.

(iii) Excessive participation in social activities.

(iv) Poor foundation.

(v) Plain laziness.

(vi) Poor health or physical defects.

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 (vii)Failure of curricula to meet the problems of individual differences.

(viii) Poor reading and

(ix) Emotional maladjustment.

If anybody is regular in his/her habit of study, he can be confident enough for the

examination. Average students who work efficiently can shine brighter than the advanced

learners. It is important to schedule study time while preparing for examination. It is better to

prepare master outline of topics which help quick reviewing. Thus one of the important areas to

which proper attention should be given is study habits.

Now days, the student community possess many skills, talents and abilities. One of them

is certainly study habits, successful and intelligent students know how to study. Many poor

achievers fail in their subjects, not because they are lacking intellectual ability, but they don’t

know how to organize and assimilate the information. It has been rightly said that a major

weakness of schools is their failure to develop effective and efficient study habits in children. A

common factor affected the students’ academic achievement is their habit of study.

[Link]: Age is one of the crucial factors which influence academic achievement. With an

increasing age, many differences appear in both boys as well as girls. The intra- group

differences are also found due to different in age. It is evident that an individual’s ability to

adjust to the environment grows with the age. With increasing age the individuals develop ability

to deal with more and more different problem solving situations which result in better adjustment

with the environment. As a child grows from infancy to maturity, his/her mental powers

increase. His/her body, nervous system, brain and its functions mature and there is a

corresponding maturity and development in the mental capacity. Also, the child grows

experience and this tool adds to his/her mental capacity. Thus, age is important factor

31
contributing to academic achievement. But as compare to is influence in adulthood, you will find

that is influence during childhood is greater. It means a few years in the age of the child make

much more difference than a few years in the life of an adult. Age of the students, therefore, is

one of the factors affecting the academic achievement.

[Link]. Institutional Related Factors:

The school, while it is related to society as a whole, represents a little society by itself.

Teachers, students and other members of this little society interactively participate in their own

distinctive ways. The school has its own social setting and its own culture. In a way, it represents

a “total institution” in the sense that any students coming from any social culture has to abide by

the rules and regulation of the school and adjust to the distinct social milieu of the school for the

limited period during he/she stays at school.

1. Types of School: There are different types of school such as government, government fully

aided, government partially aided and un-aided schools. Many differences are found among these

schools with regard to organizational climate, inter personal communication, infrastructure, entry

and terminal behavior of students curriculum transaction, teachers competency, working

strategies, etc. Academic achievements of the students also are depending on the different

criteria mentioned above. Type of school, therefore, is also determining factor of the academic

achievements of the students.

2. Nature of Institutions: ‘Nature of institution’ here refers to the gender of the inmates of the

schools. The school was divided as the boy’s schools, girls’ school and co- education schools.

Each school has different timings, norms and regulations, dressing codes, etc. The academic

achievement of the students from the boy’s school and girls’ school is found to be different in

various researches. It has been proved in the research that the competitive spirit is more in the co

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– education schools than in the school of other nature. This ultimately becomes the determining

factor of the academic achievement of the students studied in these schools.

3. Locale: ‘Locale’ refers to the locality in which educational institution is situated. There are

normally urban, rural and semi – urban. The urban students are found to be more introvert than

their rural counterpart. Their soft- skills are different from the soft – skills of rural students. The

locality also influence dressing style, fashion, dialects, diets, values, human relations, etc. More

number of failures are found among the rural students may be because of the opportunities and

exposure. However, the achievers are more among the rural people. So, the locale from where

the students are coming from has also been taken as one of the factors affecting academic

achievement.

4. Lab Facilities: Science cannot be learned or taught by mere conversation or telling

something. It is matter of experimentation and verification. This is possible only by doing it. This

is called “Learning by doing”.

Science laboratory and the relevant material and equipments for the demonstration as

well as experimentation, thus, become an urgent need for the teaching and learning of scientific

facts and principles.

Learning by doing is one of the cardinal principles of teaching science. Experimentation

has put many theories on a sound footing. The achievements of modern science are mainly due

to the application of experimental method. It is, therefore, important that practical work should

form a prominent feature in any science course and the primary objective in determining a

technique of introduction is to provide for a maximum of pupil activity.

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 Students derive the laws and principles of science themselves by actually performing

experiments. They learn by their own experience, observation, testing and verification. It helps in

satisfying their urges of self doing, exploration, creativity and inventiveness.

The laboratory should be adequate with equipments, chemicals, apparatus and other

facilities like gas plant, distilled water, frame cupboard etc., in order to do the experiment. The

practical knowledge of students develops a positive attitude and results in better academic

achievement. When the laboratory is fully equipped, students can take active participation in the

teaching learning process. As a bye product of these things, a well disciplined situation is

developed.

In general the need and importance of laboratory for teaching science may be fulfilled on

the following grounds.

1. It provides training in scientific method and includes scientific attitude among the

students.

2. It fixed the learning to the minds of the pupil and as a result of this everything that the

pupils learn becomes permanent.

3. It satisfies the instruct of curiosity, creativeness, self assertion, constructiveness, self

expression, thereby putting the whole teaching on a sound psychological footing.

4. It develops many socially desirable habits.

5. In science laboratory, required apparatus, instruments, chemical and other material may

be kept safe, secure and ready for the use of observation and experimentation as and

when required to do so.

6. Laboratories are helpful in creating and promoting scientific attitude in the students.

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 7. While the working in groups in laboratories, the students develop a sense of co-operation

and a spirit of healthy competition, the tracts very essential for getting desired success in

future life.

The importance of availability and utility of laboratories in the academic achievement in

chemistry, thus, cannot be overlooked.

[Link]. Family Related Factors:

It is clear that educational functions relate to an overall development of child’s

personality which comprises development of worthwhile knowledge, skills, attitudes, value

behaviors and above all the educability of the child depends on family. Educability means

development of interest in and motivation for learning what is worthwhile and simultaneously

applying efforts to achieve the same. Further, the development of the personality of the child is

greatly affected by the kind of relationship he/she has with parents. There is interrelatedness of

factors that contribute to emotional illness. It is believed that many of the disturbances seen in

the individual members of the family are in some sense a product of disturbances in the

interpersonal relations between various members and especially between father and mother. Very

often the mental illness, especially of a child, has a functional significance for family

equilibrium. Similarly, the value orientation of children that are deeply rooted, are mainly

unconscious and markedly affect the pattern of behavior and thought – processes in all areas of

activities depending upon how the parents treat their children. If the child is loved, accepted and

given due freedom to take decisions on his/her own, he/she is most likely to develop a positive

and caring attitude towards parents and others.

In today’s complex society, the family, therefore, plays a vital role in the development of

child’s personality. His/her attitudes and values all depend upon how he/she is nurtured by

35
parents and significant others. The child’s intellectual abilities, aspirations and commitments also

are first acquired in the family.

1. Fathers Qualification: In recent years, many families are having educated father to some

extent. It has been a practice of some so called best school to have interview for the father and

mother of an aspirant child. It is mainly because of the fact that the educated level of parents

determines their wards’ performance. The mothers of many children in Ramanathapuram district

(that is accessible population for the present study) are illiterate and playing little role in the task

of children’s education. Fathers’ educational qualification has, therefore, been included as one of

the family factors in the present study.

2. Socio – Economic Status: Socio –Economic Status is considered as one of the important

variables in social science research. It has been and is being included quite often as a variable in

studies in psychology, sociology, education and other social science streams. ‘Socio’ comes from

the word “Social” and refers to people and the ways (level) they fit into the community in which

they live. It reflects how well they are educated, have jobs, etc. Economic refers to the financial

position of people within society and include, how much they regularly earn, whether own a

house and the assets owned, etc. Several indicators of one’s social status, viz; education health,

contact with criminal justice system, employment/ unemployment, housing, access to services,

water, sewerage etc. and of economic position, viz, income, ownership, assets level, holidays etc,

have been outline (Australian Bureau of statistics, 1994).

Plato says “Education is the capacity to feel pleasure and pain at the right moment and it

develops in the body and in the soul of the pupil, all the beauty and all the perfection which he is

capable of”. Such a capability that can be attained by education can be assessed by academic

achievement. Good (1945) defined Academic Achievement as the knowledge attained or skills

developed in the school subjects, usually assessed by test scores or by marks assigned by
36
teachers. The essence of academic achievement is that one makes one’s own pan, future,

expectancies and to achievement a standard of excellence in actions. Achievement of pupil is

influenced by a number of factors such as examination, stress, achievement motive, intelligence

and socio economic status etc.

Socio economic status can be defined as the “Individual relative position in the

community”- (Chaplin J.P.) Socio economic status is usually measured in terms of occupation of

father, mother, their education, their income, social caste and class, neighborhood, material

possession, land form, power etc. Dave and Dave (1971) Anand (1973) Abraham (1974), Das

Gupta (1975) found that students with high socio economic status were high achievers in

comparison to the students with low socio economic status. Mehrotra (1986) found a positive

relationship between socio economic status and academic achievement. As academic

achievement plays a central role in education and it is found to be easily influenced by socio

economic status.

[Link]. Teachers Related Factors:

In the words of Prof. Humayun Kabir “Teachers are literally the arbiters of a nation’s

destiny”. It may sound a truism, but it still needs to be stressed that the teacher is the key to any

educational reconstruction. National Policy on Education (NPE) expects a lot from teachers. It

boldly opined “No people can rise above the level of its teachers”. The National Educational

Policy (1985) and the programme of Action (1986) brought out by the Government of India have

emphasized the need to promote the teacher training in pedagogical skills, foundations of

education, development and evaluation techniques. The Secondary Education Commission

rightly points out that it is convinced that the most important factor in the contemplated

37
educational reconstruction, is the teacher, his/her personal qualities, his/her professional training

occupied in the school as well in the community. So visualizing the role of a teacher in the

development of human resources in our country is essential.

1. Educational Qualification: It has been found the teachers who cease to read ceases to be a

teacher. It has been proved in the researches also that the more the teacher is well- qualified, the

better will be his/her performance in the classroom. It is because of this reason, the monetary

incentives have been given for the teachers for higher qualifications.

2. Experience: Practice makes men perfect. The experienced teachers are proved to be a good

result producer. The academic achievement of students in many places is positively correlated to

the experience of their teachers.

3. Teaching Competency: Oxford Advanced learners Dictionary defines the word ‘competent’

as having ability, power, authority, skill, knowledge etc. to do what is needed. Teaching

competency means being competent in teaching. In this study, the term ‘Teaching Competency’

denotes the measurable manifestation of the activity of the sample to teach.

It should be noted that competence is a collective noun and has no plural. Whereas

competency does occur in the plural. It is customary to regard competence as a matter of degree:

“the more competencies a teacher has, the more competent the teacher is”.

Traditionally teachers have enjoyed a position of great respect in out country. But the

status of teachers has diminished during the last few decades. Deterioration in our teachers’

service conditions, the isolation in which teachers work, phenomenal expansion of the

educational system, lowering of standards of teacher training, a general impression that a very

large numbers of teachers do not perform their duties properly, changes in the value system of

38
the society etc, are found to be the reasons for the deterioration. The status of teachers has had a

direct bearing on the quality of education and many of the ills of the latter can be described to the

indifferent manner in which many teachers have performed their function. The National Policy

on Education (NPE – 1986) therefore places complete trust in the teaching community. It calls

for a substantial improvement in the conditions of work and the quality of teacher education.

Now a – days among teacher trainees there is positive attitude towards everywhere. But

their competence in teaching is not up to the mark. Many persons have not tried to measure their

level of teaching competency. The experiences have proved that academic result of the students

depends on the teaching competency of their teachers.

Teaching competency, thus, is an important factor affecting the academic achievement of

the students.

4. Gender of the Teachers: The performances of the people differ from gender to gender. It has

been discussed clearly in the students’ factor. The performance of the teachers can also be

included in this nature. It is because of the different body structure, health problem, mental

illness as well as readiness, etc. possessed by the teachers of different genders. This affects the

academic achievement of their students also.

5. Age of the Teacher: It has been proved that age is an important factor affecting work

efficiency. The teaching career is not an exception. So age is also taken as one of the teacher

factors determining the academic achievement of the students.

I.8. Need for Research in Academic Achievement?

not realized in India. The planning for research is not as much is demanded as compared to other

nation. This deficiency is felt in India especially in the academic field.

Research in academic achievement is a scale to measure how far the achievement is real

and reliable. Research is done to improve the quality of one’s academic achievement. Everyone

knows that science is a subject that demands experimentation, verification, hypothetiation,

39
assumption and arrival of theories. At present in education at higher secondary level the scope

for doing research is far from satisfactory level. This necessitates the research in academic

achievement.

I.9. Rational for the Present Study:

Higher secondary level is an important stage for all the students. This decided their future

career. Now – a – days, students are more interested to study science so that they can opt

engineering or medicine. Even for [Link] Science group, chemistry is the basic subject.

As it has already been mentioned, the higher secondary stage is a preparatory stage for

professional course. At this stage both physics and chemistry play a vital role in shaping the

future of the younger generation. Then, any lacuna in understanding the concept of chemistry at

this stage will not only affect the students’ choice of career but also affect their performance in

higher classes continuously.

The chemistry teacher must, therefore, identify the hard nuts in higher secondary

chemistry curriculum and finds a solution so as to get the students intellectually involved in the

study of chemistry. As a teacher, the investigator understands the problem of students.

The teachers ought to have adopted various techniques to make these abstract concepts

easy to understand.

The higher secondary students face personal problems also which affect their academic

progress. Educators should find out the problems faced by the students and help them in finding

a suitable solution and counsel them, where they really need. If the problems are ignored, it will

lead to deteriorate the academic improvement of pupils. It is notised that very few teachers have

time to go deep into the learning problems of students, whereas others have busy schedule with

their commitments. In this process, teachers have less time to interact with students and find out

their personal problems. If students are helped by the teachers, things will be taken up in a

different angle and can be solved out in an easy way. So the investigator, who is also a chemistry

40
teacher, takes up the challenges of finding out the factors affecting the higher secondary students

academic achievement in chemistry and arriving at some concrete solutions to solve the

problems. The investigator believes that finding out the root cause of the students’ problems

would help the chemistry teacher to select a good approach to make her/his students understand

and to produce successful students in chemistry.

Academic achievement of students in chemistry has been studied at various levels in

various places. But many factors affecting the achievement were left untouched. It is, therefore,

felt by the investigator that it is the need of the hour to find out various factors affecting the

academic achievement of students in chemistry.

I.10. Delimitations of the Study:

1. Only the XII std students are selected for this investigation.

2. Only 400 students and 40 teachers from 40 schools were selected as the sample.

3. The schools situated in Ramanathapuram district only were selected for this investigation.

4. Only the limited factors were included.

5. The content included in the study was also limited.

I.11 Arrangement of the Dissertation:

The dissertation here has been submitted in five chapters. The first chapter gives the

theoretical background of the study to understand the concept discussed in this work. This

chapter includes need for the study. The related studies are reviewed and recorded in the second

chapter. The third chapter gives the details about the methodology. The sample selected, the

tools used, the statistical techniques applied etc., are given in detail. The fourth chapter gives the

interpretations, for the collected data. The fifth chapter summaries the whole study. This also

gives recommendation for implementations and suggestions for further studies at par with the

findings of the study. The copy of the tools used for the study and the bibliography are given in

the appendices.

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