GHG Journal of Sixth Thought Vol.3, No.

1, March - 2016 ISSN- 2348-9936

ATTITUDE TOWARDS EXTENSION EDUCATION AMONG STUDENTS

OF PUNJAB AGRICULTURE UNIVERSITY, LUDHIANA

*Sanjay Chandwani
** Dr. Prem Lata

Abstract
The aim of present research was to study the Attitude towards Extension Education among students
of Punjab Agriculture University, Ludhiana. The sample of the study was 200 students of College of
Agriculture, Punjab Agriculture University. A five point Likert type scale was used for data collection. No
significant difference was found in respect to gender, locale and landholding status. It was recommended
that Extension Education activities should be initiated by the institutions right from the time of advertisement
for admissions. Government's officials can encourage extension workers to work in rural and remote areas by
sharing resources and information. NGOs can take the help of extension workers for the implementation of
their plans and policies.

Education is a third eye of human being. It is of the universities and college to the community and
not confined to only four walls of intuition. As we vice-versa to gain in sites into the social cultural
know Non-formal education gave the opportunity to realities. It is the application of class room
learner to put more efforts. It also includes knowledge in the community for its benefit by the
extension education, agriculture extension and students through a participatory approach.
farmer's training given outside the formal system. Various studies are conducted related to this study
The word 'extension' is derived from the Latin roots like Kaul (1970) concluded in his study on “Attitude
'ex' meaning 'out' and 'tension' meaning 'stretching'. towards Extension Education of Under-graduate
The University Grants commission, in its policy frame Agricultural Students”. He concluded (a) Academic
on higher education has stated “If the University achievement of students was not related to the
system has to discharge adequately its attitude towards extension education and (b) In
responsibilities to the entire education system and early stages, more favourable attitude towards
to the society as a whole, it must assume extension extension education was observed in students.
as the third important responsibility and give it the Lahaia et al. (1999) study shows that women
same status as research and teaching.” All farmers, who are supervised by female agents have
universities perform the tasks of teaching and more access to extension services than women
research as the minimum responsibilities expected farmers who work with male agents. Specifically,
to be discharged by them. However the acceptance women farmers, who had females for extension
of equal importance in extension education to agents had relatively higher levels of awareness and
teaching and research is yet to be achieved. participation of the extension activities organised.
Extension education involves vocational, career Dlamini (2007) revealed that secondary agriculture
oriented, community oriented project based on field students hold a slightly positive attitude toward
outreach with discipline at the under graduate or agriculture, and that eleventh and twelfth grade
post graduate level in relations to subject of study for students held a statistically significant higher
enhancing employability and technology skills. It is positive attitude than tenth grade students. Olatunji
the extension of knowledge and material resources & Etuk (2010) in their study assessed sex influence

*Asst. Prof. in Education , Sadbhavna College of Education for Women, Raikot

**Associate Professor, Govt. College of Education, Patiala
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GHG Journal of Sixth Thought Vol.3, No.1, March - 2016 ISSN- 2348-9936

students' attitude to Agricultural science even as (2013), found there was positive attitude of students
females exhibited a more positive attitude to towards extension education and agricultural
Agriculture than males. However, the differences in activities. The review of related literature revealed
mean attitude to Agricultural science by male and that very few studies have been conducted in the
female students do not differ significantly. Location subject of extension education at University level.
of school influence student's attitude to agricultural Though many of the researchers have touched upon
science. Students from rural areas exhibit a more effect of extension activities, very few researchers
favourable attitude to Agricultural science than their conducted their studies on Attitude towards
counterparts from urban areas. The differences are extension among extension worker and students.
statistically significant at 0.05 levels. Boys and girls Some of the researchers concentrated and studied
from single sex schools showed more positive the problems faced by the students and teachers
attitude to Agriculture than their colleagues from while conducting extension activities. So the present
mixed sex schools. Differences observed are study has its own unique significance. This study can
statistically significant at 0.05 levels. Tiraieyari et prove to be helpful in the progress and development
al. (2013) revealed that extension workers have of extension education. With the help of this study
positive attitudes on Sustainable Agricultural we can understand which actions are required to
Practices concepts. It is recommended to find out to increase the participation of students in extension
what extent extension workers attitudes has played education.
significant role to transfer information to the OBJECTIVES
farmers. Kidane & Steve (2013) found over 90% of The objectives of the present study are:
students had a positive perception towards farming, Ø To study the attitude of students of PAU towards
agricultural education, high school agricultural extension education.
knowledge impartation and the importance of Ø To compare the attitude of Rural and Urban
practical lessons, but responded negatively (P < students of PAU towards extension education.
0.001) to the delivery process, especially regarding Ø To compare the attitude of boy and Girl students
agricultural sessions. A higher percentage (75%) of of PAU towards extension education.
the respondents showed that they are acquiring Ø To compare the attitude towards extension
agriculture knowledge to target the public education among students of PAU with respect
institutions. The majority of students had high to agricultural land holding status of their
favourable attitude towards AET. There was families.
significant (P < 0.001) attitude score difference METHOD
between dedicated, urban and rural high schools In the present study, Descriptive survey method was
students' perception towards AET. Dhakre (2014) used. The survey was done to know the attitude of
reported that 69 percent were assisting their PAU students towards extension education.
families in fodder cutting and 49 per cent revealed SAMPLING
they were busy pre cultivation, 43 percent had been The population of the present study consist all the
found actively in spraying and supervision etc. It was Students of College of Agriculture of Punjab
also observed that aspiration of the students Agriculture University, Ludhiana. The investigator
towards agriculture enterprise was positively and took the sample of 200 students of Punjab
significantly associated with father education; father Agriculture University Ludhiana for present study.
occupation; family size and aim of joining. The sample was further divided into two groups; 100
From the review of related literature it can boys and 100 girls out of them 122 students from
be concluded that very few studies were conducted rural and 78 from urban area were selected in
on Attitude of students towards extension sample for present study.
education. But in some studies like; Kaul 1970, MEASURES
Dlamini B. M. (2007), Namdar & Pezeshki (2010), Tools used to collect data were information sheet
Abtahi & Hamidi (2011), Kidane & Steve H. Worth and an attitude scale prepared by the investigator.
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GHG Journal of Sixth Thought Vol.3, No.1, March - 2016 ISSN- 2348-9936

The brief descriptions of the tools are given below: and 7 new items were included. So in the final draft
1. Information Sheet of the rating scale there were 36 items. There were
Information sheet was prepared by investigator to 18 negative items and 18 positive items.
get information from the students pertaining to Validity and Reliability of the Rating Scale
name, age, gender, address, area (rural and urban) The validity of the rating scale was established
and land holding status etc. through face validity and content validity methods.
2. Rating Scale Split-half method was used to find out the reliability.
The sample of the study constituted educated To obtain an estimate of the reliability based on the
people. So the investigator collected data with the full- length test Spearman-Brown prophecy formula
help of self prepared rating scale. Because rating can was used. The co-efficient of full length rating scale
easy to administrate and score as far as assessment test was found to be 0.90.
of attitude is concerned. After preparing the attitude RESULTS AND DISCUSSION
scale, it was decided to frame the items in five point In order to understand the nature of Attitude of
scale type format. In the first draft of rating scale Students' towards Extension Education frequency
there were 29 items. With the suggestions of subject distribution along with descriptive statistics were
experts and language experts 8 items were modified desired as given in table 2.
Table No. 1: Distribution of Students' Score of Attitude towards Extension Education
Class Interval Number of Students %
160-170 5 2.5
140-160 60 30
120-140 99 49.5
100-120 36 19
TOTAL 200 100%
Mean= 133.72 SD=13.72 were 19% students who scored in the range of 100-
It may also be seen from the table 1 that the mean 120, 49.5% of PAU students have score between
score of Students' Attitude towards Extension 120-140 score as compared to 30% being between
Education came out to be 133.72 with standard 140 to 160 and only 2.5% scoring 160-170 in Attitude
deviation of 13.72. Further table No 2 depicts there towards Extension Education.

Table No. 2: Land Holding Status of Students' Family

Group No. %
Holding agricultural Land 127 63.5
Not Holding agricultural Land 73 36.5

It may also be seen from the table No. 2 that the out agricultural land holding. So it can be concluded that
of 200 students only 73 students which is equal to most of students' family having agricultural land
36.5% belonging to family have not any agricultural holding (more or less). They are aware about the
land holding. On the other hand 127 students' family challenges of agriculture field and aware about
which is equal to 63.5% belonging to family have purpose and needs of extension education.
Table No. 3: Group Comparison between Boy and Girl Students on Attitude towards Extension Education
Group No. df Mean SD Level of Significance Table value Calculated t-value
Boys 100 198 133.36 13.04 At 0.01 2.60 0.707
Girls 100 134.09 14.41 At 0.05 1.97

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GHG Journal of Sixth Thought Vol.3, No.1, March - 2016 ISSN- 2348-9936

Table No.3. reveals that the mean value score of boy education is found to be 0.707 which is found to be
and girl students on variable attitude towards not significant at both levels of significance i.e. 0.05
extension education was 133.36 and 134.09 and 0.01 levels. Thus, the proposed hypothesis that
respectively. The standard deviation of boys group stated “there is no significant difference in attitude
was 13.04 and girls group was 14.41 on the same towards extension education between rural and
variable. The calculated t-ratio of Boy and Girl urban students of PAU” was accepted.
students on variable attitude towards extension
Table No. 4: Group Comparison between Rural and Urban Students on Attitude towards Extension Education

Group No. df Mean SD Level of Significance Table value Calculated t-value

Rural 122 198 135.15 13.67 At 0.01 2.60 0.064
Urban 78 131.48 13.57 At 0.05 1.97

Table No. 4 reveals that the mean value score of found to be 0.064 which is found to be not significant
Rural and Urban students on variable attitude at both levels i.e. 0.05 and 0.01 levels. Thus, the
towards extension education was 135.15 and 131.48 proposed hypothesis that stated “There is no
respectively. The standard deviation of rural group significant difference in attitude towards extension
was 13.67 and urban group was 13.57. The education between rural and urban students of
calculated t-ratio of Rural and Urban students on PAU” was accepted.
variable attitude towards extension education is
Table No. 5: Group Comparison with regard to Agricultural Land Holding Status of students' family
Group No. df Mean SD Level of Significance Table value Calculated
t-value
Belongs to family 127 198 132.85 13.72 at 0.01 2.60
with Agricultural 0.235
Landholding
Belongs to family 73 135.24 13.68 at 0.05 1.97
not have
Agricultural
Landholding

Table No. 5 reveals that the mean value score of On the basis of analysis and interpretation of data,
belongs to family with agricultural landholding and following conclusions can be drawn.
belongs to family without agricultural landholding Ø The mean score of Students' Attitude towards
students on variable attitude towards extension Extension Education came out to be 133.72 with
education was 132.85 and 135.24 respectively. The standard deviation of 13.72.
standard deviation of group of students belongs to Ø There were19% students who scored in the
family with agricultural landholding was 13.72 and range of 100-120, 49.5% of PAU students have
belongs to family without agricultural landholding score between 120-140 score as compared to
was 13.68. The calculated t-ratio of was found 0.235 30% being between 140 to 160 and remaining
i.e. is found no significant at both levels of 2.5% scoring 160-170.
significance. Thus, the proposed hypothesis that Ø The mean value of the score of boy and girl
stated “There is no significant difference in attitude students on variable attitude towards extension
towards extension education in respect to land education was found 133.36 and 134.09
holding status of students' family” was accepted. respectively. The standard deviation of boys
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GHG Journal of Sixth Thought Vol.3, No.1, March - 2016 ISSN- 2348-9936

group was 13.04 and girls group was 14.41 on information.

the same variable. Ø NGOs can take the help of extension workers for
Ø The mean value of the score of Rural and Urban the implementation of their plans and policies. It
students on variable attitude towards extension will provide practical knowledge about the field
education was 135.15 and 131.48 respectively. to extension workers and prove to be a good
The standard deviation of rural group was 13.67 collaboration.
and urban group was 13.57 on the same REFRENCES
variable. Abtahi, M.S., & Hamidi, N. (2011). On the significant
Ø There is no significant difference in attitude of Agricultural Extension and education
towards extension education between boys and graduates' perceptions of e-learning in Iran.
girls students of PAU, Ludhiana. That can be Publication year: 2011, INTED2011
considered as difference by chance which is not Proceedings. Conference name: 5th
significant at both level of confidence. International Technology, Education and
Ø There is no significant difference in attitude Development Conference. ISBN:
towards extension education between rural and 9788461474233, pp: 2872-2876.
urban students of PAU. That can be considered Dhakre, D.S. (2014). Aspiration of Agriculture
as difference by chance which is not significant Students towards Agriculture. Enterprise in
at both level of confidence. West Bengal: A Case Study. Indian Research
Ø There is no significant difference in attitude Journal of Extension Education, Vol: 14,
towards extension education in respect to land Issue: 1, pp. 64- 67.
holding status of students' families. Dlamini, B.M. (2007). Attitudes of secondary school
Implications students toward agriculture in Swaziland.
The major findings of the study and conclusions European Journal of Agricultural Education
drawn helped the researcher to suggest and and Extension: Volume: 4, Issue: 2,
recommend the following measures for improving DOI:10.1080/ 13892249785300231, pp.
the Students' Attitude towards Extension Education. 125-132.
Ø Extension Education activities should be Jadhav, D, J., (2012).Extension Education. APH
initiated by the institutions right from the time Publishing Corporation New Delhi, ISBN:
of advertisement for admissions. 978-81-313-1654-2.
Ø The prospectus, the forms for admission and/or Kaul, P.N., (1970). Attitude towards Extension
any other literature issued to aspirants or Education of under- graduate Agricultural
admission must clearly mention about the Students of the Punjab Agricultural
guidelines of Extension Education activities University, Ph.D., Agriculture Extension
carryout by institution. Education, P.A.U. 1970. Cited by Buch, ed.,
Ø The institutions which are introducing Extension Second Survey of Research in Education, pp.
Education activities shall ensure undertaking 544.
from the students to bind with Extension Lahaia, B.A.N., Goldeyb, P., & Jonesb, G.E., (1999).
activities. The Gender Of The Extension Agent And
Ø There should be provision of proper incentives Farmers' Access To And Participation In
for students taking part in Extension activities. Agricultural Extension In Nigeria. The
Ø Government can play a vital role in the proper Journal of Agricultural Education and
implementation of extension education Extension. Vol: 6, Issue: 4, DOI:10.1080/
programme. Government's officials can 13892240085300051, pp. 223-233.
encourage extension workers to work in rural Tiraieyari Nada., Azimi Hamzah., Bahaman Abu
and remote areas by sharing resources and Samah & Jegak Uli., (2013). Attitudes of

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GHG Journal of Sixth Thought Vol.3, No.1, March - 2016 ISSN- 2348-9936

Malaysian extension workers towards Approaches to Extension Practice: A Journal

sustainable agricultural practices. American of Agricultural Extension. Vol : 6, Issue: 1,
Journal of Environmental Science: Vol: 9 ISSN: 07941005.
Issue: 1, ISSN: 1553-345, pp.33-37. Reza M. (2011). Assessing Attitudes of Female
Namdar, R. & Pezeshki Rad, Gh. R., (2010). Iranian Freshman Agricultural Undergraduates
Students' Attitudes toward International towards Entering Agricultural Majors. Asian
Agricultural Issues: A Case Study of Journal of Agricultural Sciences, Vol : 3,
Agricultural Extension and Education Issue: 6, ISSN: 2041-3890. pp. 500-505.
Students. Journals Agriculture Science Tsion, T. Kidane & Steve, H. Worth., (2013). Attitude
Technology. Vol: 12, pp. 559-567. of Students in the Formal Educational Sector
Olatunji, S.O., & Etuk, UR., (2010). Variables that towards Agricultural Education and Training
influence junior secondary school in South Africa. Journal Of Human Ecology:
students‟ attitude to agricultural science International Interdisciplinary Journal of
implications for youths” participation in Man-Environment Relationship: Vol: 44,
a g r i c u l t u ra l d e v e l o p m e n t . G l o b a l Issue: 1, ISSN: 0970-9274, pp.53-63.

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GHG Journal of Sixth Thought Vol.3, No.1, March - 2016 ISSN- 2348-9936

COMPARATIVE STUDY OF EFFECTIVENESS OF COMPUTER ASSISTED

INSTRUCTION ON CIRCULATORY SYSTEM FOR IX STANDARD STUDENTS

Dr. S.K.Panneer Selvam

Abstract
The students in the experimental group learned science concepts (circulatory system) through the CAI,
whereas the students in the control group were taught the same concepts by the conventional approach. The
conventional approach consisted of teaching, discussions and question and answer teaching methods. The
results indicated that students that were instructed by the experimental group performed better on the post-
test than those instructed by the conventional approach.

Key words: effectiveness, innovative methods, digital learning, conventional, technique.

This study investigated the compare natural world

effectiveness of computer-assisted instruction (CAI) 5. To develop a CAI package for self instruction
and conventional teaching method in biology on on the unit circulatory system in science for IX
senior high school students. A science class was standard students
selected in each of two randomly selected schools. 6. To enable the pupils to utilize effectively the
The pre-test, post-test equivalent quasi instructional material in learning biology
experimental design was used. This may help 7. To verify whether there is any difference in
teachers in organizing meaningful teaching learning learning level between
experiences and adopt innovative methods and a) Boys and Girls
approaches in teaching. Computer assisted b) Rural and Urban School
Instruction (CAI) is a supplementary instructional c) Government, Government Aided and
strategy ineffective teaching. In this paper, Unaided Schools
researcher elaborates use, utility and importance of METHOD
CAI in teaching-Learning. To create new approaches Educational software development and validation is
technique and appropriate digital learning a major research and development activity in the
environment applying in education for present and field of education. The major area in educational
future generation. Based on the research findings software is occupied by the instructional software
recommendations were made on the need to development. The nature and the impact of
develop relevant CAI packages for teaching-Learning computer and learning were led to its acquiring
biology in secondary schools. more significance. In the latest concept of
OBJECTIVES improvement in the instructional software
1. To understand about computer system and its produced and the role played by educational
working technologists in the consents and process of
2. To understand the educational application of software development. The CAI package depends
computer on the electronic device. Further there is need for
3. To develop scientific attitude among school the subject export, technical expert. Individualized
students instruction is the one-to-one relationship between
4. To provide a broad – based biological learners and the subject to be learnt.
knowledge, stimulate a deep interest in the

Assistant Professor, Department of Education,

Bharathidasan University, Tiruchirappalli, Tamil Nadu
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Selection of Area instruction the subject are to be converted into

The investigator has selected six schools in frame. In this study in biology CAI package was
Udumalpet at Tiruppur District which come under Circulatory System for IX standard students. This CAI
the Tamil Nadu State Board of Education. The package contains various stimuli such as showing
sample selected for study consists of boys and girls pictures and animation. This CAI was an
from rural and urban schools. instructional effective material individualized.
Sample c) Performa Sheet
Sample selection is an important aspect of the The investigator herself has developed a Performa
research study, violation of a proper sampling sheet to collect necessary information regarding the
method may yield based information of research individuals back ground such as the name, age, sex,
and therefore maximum care is necessary for name and address of the school, locality, type of
solution of sample. English medium students of school, system of school,
standard were selected from different types study d) Science Achievement Test
the investigator selected three hundred students. In this present study the investigator was prepared
Hundred and fifty boys and hundred and fifty girls of the achievement test question paper based on the IX
ninth standard from two government schools, two standard State Board Syllabus. The question has
governments aided schools and two unaided been given to IX students of the selected school
schools have been selected. Considering the non- situated in and around Coimbatore. In consists of 40
feasibility of formulating randomized groups in a questions and each objective has been provided 4
school setting, it was decided to have purposive multiple choice from which the individual is asked to
sampling as the method of sampling for this mark the response which he/she feels to be right in
experiment. Hundred and fifty students of Class IX in their point of view.
each of the three type of schools were taken as CAI e) Scoring Key
experimental group and hundred and fifty students of The answer scripts for the conducted achievement
hundred and fifty students of Class IX in different types test were collected and scored based on the scoring
of rural schools and hundred and fifty students of key. The score the test it was decided to give one
Class IX in different types of urban schools were taken mark as weight age for each correct answer. Thus a
as the experimental group. The same schools are maximum of 40 marks who give correct response for
brought under the categories, group of different all the items.
variables are follow. Purposive sampling procedure is PILOT STUDY
applied for selecting the sampling and so that it is free Pilot study is a vital factor is any research. The pilot
from any prejudice. The following table presents the study administered to 50 student of IX standard
details of the samples selected for the study. level.
Design PROCEDURE
The design selected for the study is the pretest and Pre-test, Post-test was given. For conducting the
posttest of two groups. Administrating a pretest experiment the investigator selected six Higher
measuring the dependent variable at initial stage for Secondary School, The investigator selected Higher
elimination of novelty factor. Applying the treatment Secondary School hence it would be easy to provide
to the subject, to measure treatment effect. the treatment in the school to the sample. The study
Administering a posttest again for measuring the was conducted and materials were distributed to the
impact of the dependent variable. Differences students after taking prior permission from the head
attributed to application of the experimental master of the selected schools. The investigator
treatment are then determined by comparing personally visited each school and collected the
pretest and posttest scores. data. The purpose and intention of the study were
MEASURES briefly explained. The subjects had been repeatedly
a) Computer Assisted Instruction Package assured that they could freely express their opinions
The instructional soft ware package developed to without and reservation since the purpose was
help the learners through a prescribed form of self purely educational research. The co-operation
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extended by the respondents/students was The collected data were consolidated, tabulated and
encouraging remarkable. analysed statistically by using the following tests.
RESULTS AND DISCUSSION 1. Test of Significance ('t' Test and ANOVA)
The first section deals with background information 2. Mean and Standard Deviation
of the selected sample based on age, gender, type of (1) Test of significance: 't' Test and ANOVA
school, educational status of parents, and socio- 't' Test is used to find out the significant level of
economic status of the family. In second section difference between two groups of population. The
the scores of pre-test and post-test were calculated values are calculated with the help of the mean
and the statistical techniques like mean, standard scores and standard deviation.
deviation, t-test and ANOVA were used for analyzing (2) Mean and Standard Deviation
and interpreting. Descriptive analysis for Mean and standard deviation were done using the
Background information of the selected sample results of the study to make simple comparisons
Differential Analysis wherever necessary.
Analysis of 'T' Test Scores of Government Schools Pupil Following the Computer Assisted Instruction
Source N Mean Standard Deviation ‘t’ value
Pre-test Score 50 14.300 3.2467 34.799 **
Post-test Score 50 32.22 3.3030
** Significant at 1% level.
There is no significant difference between the pupil following the Computer Assisted Instruction
pretest and posttest scores of Government schools was rejected.

Analysis of 'T' Test Scores of Aided Schools Pupil Following the Computer Assisted Instruction
Source N Mean Standard Deviation ‘t’ value
Pre-test Score 50 15.44 4.6342 22.206 **
Post-test Score 50 29.76 4.3451
** Significant at one percent level.
There is no significant difference between the following the Computer Assisted Instruction was
pretest and posttest scores of Aided Schools Pupil rejected.

Analysis of 'T' Test Scores of Unaided Schools Pupil Following the Computer Assisted Instruction
Source N Mean Standard Deviation ‘t’ value
Pre-test Score 50 13.16 3.6048 33.969 **
Post-test Score 50 28.98 3.1975
** Significant at 1% level.
There is no significant difference between the following the Computer Assisted Instruction was
pretest and posttest scores of Unaided Schools Pupil rejected.

Significance of Difference between Pre and Post-tests Scores of Computer Assisted Instruction Group
Test N Mean Standard Deviation ‘t’ value
Pre-test Score 150 14.30 3.9591 47.644 **
Post-test Score 150 30.32 3.8831
** Significant at 1% level.
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There is no significant difference between the experimental group following CAI was rejected.
pretest and posttest mean scores of the
Comparison of Posttest Performance of Computer Assisted Instruction Group between the Different
Types Of Schools

Type of the School N Mean Standard Deviation ‘t’ value

Government School 50 32.22 3.3030
Aided School 50 29.76 4.6451 12.824 **
Unaided School 50 30.32 3.1975
** Significant at 1% level.
ANOVA test was applied and the calculated ANOVA posttest performance of Computer Assisted
value is 12.824, which is found to be significant at Instruction between the different types of schools
0.01% level. There is no significant difference in pupil was rejected.

Comparison of the Post-test Performance of the Experimental Group Following the CAI with Reference
to Locality
Area N Mean Standard Deviation ‘t’ value
Urban 75 32.00 3.2715 5.862 **
Rural 75 28.64 3.7331
** Significant at 1% level.
There is no significance difference between posttest following the Computer Assisted Instruction was
performance of Urban and Rural Schools Pupil rejected.

Comparison of the Posttest Performance of the Experimental Group following the CAI with Reference
to Gender
Gender N Mean Standard Deviation ‘t’ value
Urban 75 29.6667 4.0415 2.084 **
Rural 75 30.9733 3.6279
** Significant at 5% level.
There is no significance difference between the practical. Its use in bringing new kinds of
posttest performance of Boys and Girls following experiences for children in school is really
Computer Assisted Instruction was rejected. interesting and meaningful. The investigator
Conclusions therefore desires that the more number of
The density of the country is destined in the educational institutions should come forward to
classroom. Yes, it is true. The education has a wider make the learning best out of all available instruction
meaning now-a-days. The education in the present materials for learning. So, this amount is just the
trend does not mean the mere text book learning. It beginning… not the end.
aims at giving complete life to the pupils. It is more References
important for the learners to know how to learn Aggarwal J.G (1995). Essential of Educational
rather than what to learn. From the results of the Technology; Teaching Leaning Innovations
study, the investigator has ideas of Computer in Education New Delhi.
Assisted Instruction provided greater learning Bloom, Benjamin S (1956). Taxonomy of Educational
opportunities for children both theoretical and Objective Hand books. The cognitive

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GHG Journal of Sixth Thought Vol.3, No.1, March - 2016 ISSN- 2348-9936

domain. Logmas Publication, New York. Publishing House, Bombay.

Chauhan S.S (1983). Innovations in Teaching Verma, R., Sharma, S. (1998). Modern Trends in
Learning Process, New Delhi. Coulson S.E Teaching Technology, Anmol Publications
(1962), Programmed Learning and Pvt. Ltd., New Delhi.
Computer based instruction. Sadha and Singh (1982). Methodology of
David Layton (1992). Innovations in Science and Educational Research, Prentice Hall of India.
Technology Education, Edition III, UNESCO. Sampath and Pannerselvam (1994). Introduction to
Henry, Ellington, Percival, Fred and Race, Phil (2003). Educational Technology, Sterling Publishers,
Hand book of Educational Technology, New New Delhi.
Delhi. HemalathaParasnis, An Orientation Singh, V. (2005). Practical Approach Educational
to Computer Instruction Experiments in Technology, Akansha Publishing House,
Education. July 1989. New Delhi.
John Best. W (1963). Research in Education Prentice Venkataian, S. (2000), Encylopedio of Contemporary
Hall of India Private Limited, New Delhi. Education Series Science Education, Anmol
Kulkarni S.S (1986). Introduction to Educational Pub.
Technology, New Delhi. Oxford, IBH Pub. Yadav, M.S. (2000). Modern method of teaching
Co., sciences, Anmol Publisher, Delhi.
Rao B, Anand and Ravishankar. S (1989). Reading in Zaidi, S.M. (2004). Modern method of teaching
Educational Technology. Himalaya Science, Anmol Publisher, New Delhi.

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GHG Journal of Sixth Thought Vol.3, No.1, March - 2016 ISSN- 2348-9936

JOB SATISFACTION AMONG PRIMARY SCHOOL TEACHERS IN

RELATION TO SELF DISCLOSURE

Jasmeet Bedi
Abstract
The main objective of the study was to study thejob satisfaction among primary school teachers in relation to
self-disclosure. To achieve the objective of the study, Dr.Virendra Sinha's Self Disclosure inventory(SDI) and Dr.
Pramod Kumar and D.N.Mutha's Teacher Job Satisfaction Questionnaire(TJSQ) was employed. The sample
consists of 150 primary school teachers of Moga Distt. of Punjab. The sample was categorized into rural and
urban area and further it was categorized into male and female. The result revealed that primary school
teachers have high job satisfaction and high self-disclosure. Further it is found that there is no significant
relationship between job satisfaction and self-disclosure ofprimary school teachers with respect to locale and
gender.

KEYWORDS: Job Satisfaction, Self-Disclosure andPrimary School Teachers

INTRODUCTION: teacher is the maker of mankind person towards his job. It includes the attitude of
and architect of the society. For this he is regarded as an employee towards steadiness of employment,
the embodiment of God in this cosmic figure. He supervision, opportunities, wages, working
needs to be conceived as a “Change Event” not mere conditions, evaluation of work, fair treatment by
a transmitter of knowledge. Teachers are the largest employer. It can also be seen as an indicator of
professional group engaged in human development emotional well-being or psychological health.
activities and for enabling them to play their role Locke defined job satisfaction is a pleasure or
effectively he must be satisfied. Job satisfaction of positive state resulting from the appraisal of one's
teachers depends upon the amount of happiness job or job experience.
that he obtains in and through his work. It is SELF-DISCLOSURE: It refers to the extent to which a
accepted that a happy teacher is one who has both person reveals things about himself to others. It is a
affection and regard for his profession and all this behaviour which is assumed to be closely united
somehow depends upon self-disclosure. Self- with intimacy and results in satisfying inter-
disclosure is a way to be satisfied. The more we personal relationships. It is an inter-personal
disclose, the more we will be satisfied which is the process in which a person communicates intimate
need of the hour. information, personal feelings and actions with
JOB SATISFACTION: job satisfaction refers to the other person. Self- disclosure as a psychological
satisfaction of a worker in his work. It is the whole term is sharing information which helps to
matrix of job factor that makes a person to like his understand the individual. It is both the conscious
own work situation and be willing to ahead without and unconscious act of revealing ourselves to
at the beginning of the work days. It refers to inner others. Zeif defined self- disclosure is a measurable
contentment or happiness for the person who fact of man's being and his behaviour and
engaged in the job. It shows the relationship understanding of it is correlates which enriches
between what one expects and what one achieves. It understanding of him.
is a source of satisfaction of an individual in his work. OBJECTIVES:
It is the state of mind of a person or attitude of a 1. To study the job satisfaction among primary

Asstt. Prof. BCM.College ofEducation, Ludhiana

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GHG Journal of Sixth Thought Vol.3, No.1, March - 2016 ISSN- 2348-9936

school teachers of Moga district of Punjab. satisfaction and self- disclosureof male primary
2. To study theself- disclosureamong primary school teachers.
school teachers of Moga district of Punjab. 5. There is significantrelationship betweenjob
3. To study the relationship between job satisfaction and self- disclosureof female
satisfaction and self- disclosureof primary primary school teachers.
school teachers. METHOD
4. To study the relationship between job In the present study descriptive survey method was
satisfaction and self- disclosureof urban employed.
primary school teachers. Sample
5. To study the relationship between job The sample comprised of 150 primary schools
satisfaction and self- disclosureof rural primary teachers of Moga Distt. of Punjab. Out of which 75
school teachers. were taken from urban area and 75 from rural area .
6. To study the relationship between job The sample was equally balanced between male
satisfaction and self- disclosureof male primary andfemale. The stratified random sampling was
school teachers. employed.
7. To study the relationship between job Measures
satisfaction and self- disclosureof female 1. Self- Disclosure Inventory (SDI) by Dr. Virendra
primary school teachers. Sinha (1982)
HYPOTHESES: 2. Teacher Job Satisfaction Questionnaire (TJSQ)
Following hypotheses were formulated and tested by Dr. Pramod Kumar and D.N. Mutha's(1985)
in the light of the objectives of the study:- Statistical techniques used
1. There is significant relationship betweenjob Mean, S.D. and co-efficient of” r'.
satisfaction and self- disclosureof primary Procedure
school teachers. Before administering the test rapport was
2. There is significant relationship betweenjob established with students and instructions were
satisfaction and self- disclosureof urban given in simple language. The responses made by
primary school teachers. the students to MDPI and BAI were recorded,
3. There is significant relationship betweenjob tabulated and analysed using appropriate statistical
satisfaction and self- disclosureof rural primary techniques.
school teachers. Analysis And Interpretation
4. There is significant relationship betweenjob
Table 1 Mean scores of Job Satisfaction Of Primary
School Teachers (Total sample)
N Mean S.D.

150 23.33 4.21

Table 1 Show the mean scores of job satisfaction reveal that primary school teachers have high job
is 23.33 and S.D. is 4.21. The lower mean scores satisfaction.

Table 2 Mean scores ofSelf-Disclosure Of Primary School

Teachers (Total sample)
N Mean S.D.

150 382.66 116.3

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GHG Journal of Sixth Thought Vol.3, No.1, March - 2016 ISSN- 2348-9936

Table 2 Show the mean scores of self- disclosure is reveal that primary school teachers have highself-
382.66 and S.D. is 116.3.The higher mean scores disclosure.

Table 3 Co-efficient of correlation between Job Satisfaction

and Self- DisclosureTable 3 shows the coefficient of
correlation between job satisfaction and self-disclosure
Group N r Level of significance

Job satisfaction 150 -0.092 Not significant

Self -disclosure
Job satisfaction (urban) 75 -0.149 Not significant
Self -disclosure(urban)
Job satisfaction(rural) 75 0.00067 Not significant
Self -disclosure(rural)
Job satisfaction(male) 75 0.138 Significant*
Self –disclosure(male)
Job satisfaction(female) 75 -0.245 Not significant
Self -disclosure(female)

Table 3 shows the coefficient of correlation between school teachers.

job satisfaction and self-disclosure of primary school Ÿ No significant relationship is found between job
teachers which comes out to be -0.092 which is not satisfaction and self-disclosure of rural primary
significant at both level of confidence. Further it school teachers.
shows correlation between job satisfaction and self- Ÿ Significant relationship is found between job
disclosure of urban primary school teachers which is satisfaction and self-disclosure of male primary
not significant at both level of confidence. Further it school teachers.
shows correlation between job satisfaction and self- Ÿ No significant relationship is found betweenjob
disclosure of rural primary school teachers which is satisfaction and self-disclosure of female primary
not significant at both level of confidence. Further it school teachers.
reveals correlation between job satisfaction and EDUCATIONAL IMPLICATIONS
self-disclosure of male primary school teachers Ÿ This study has practical implications for
which is significant at 0.05 levels and non-significant administrators, Principals, H.R.D., U.G.C. to
at 0.01 level of confidence. Further it depicts provide better opportunities to teachers at work
correlation between job satisfaction and self- place to make them more satisfied.
disclosure of female primary school teachers which Ÿ It will also help the govt. to frame such policies for
is not significant at both level of confidence. teachers that raise the status of teachers which
RESULT AND CONCLUSIONS: definitely make them more satisfied.
Ÿ Mean scores of job satisfaction show primary Ÿ It will also help to know the attitude of teachers
school teachers have high job satisfaction. towards their profession.
Ÿ Mean scores of self-disclosure show primary REFERENCES
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teachers. Monthly Scanner of Trends in Education,
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satisfaction and self-disclosure of urban primary C h a m u n d e s w a r i , S . & Va s a n t h i , S . ( 2 0 0 9 ) .

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GHG Journal of Sixth Thought Vol.3, No.1, March - 2016 ISSN- 2348-9936

J o b s a t i s fa c t i o n a n d o c c u p a t i o n a l dissertation, P.U. Chandigarh.

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