ISC YEAR 2027

INDIAN SCHOOL CERTIFICATE

EXAMINATION

PSYCHOLOGY
(855)
February 2025
____________________________________________________________________________________________

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Council for the Indian School Certificate Examinations (CISCE)

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Minimum monitoring.
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Catering to the needs of the children.
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experience.
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aspirations.
 PSYCHOLOGY (855)

Aims: (ii) To develop an understanding of the methods of

research and study employed in Psychology.
(i) To develop an understanding of human
behaviour: the nature of individuals and of (iii) To develop an appreciation of the practical
members of social groups. value of Psychology and its applications in
daily life.

CLASS XI
There will be two papers in the subject: counselling, developmental, educational,
organizational and social (in brief).
Paper I - Theory: 3 hours ……70 marks
(iii) Heredity and Environment – meaning of the
Paper II- Project Work:……30 marks
term ‘heredity’; basic principles and
PAPER - I (THEORY) – 70 MARKS mechanism of heredity (genetic). Meaning of
the term ‘environment’; importance of both
1. The Subject Psychology heredity and environment in behaviour.
(i) Definition of Psychology; schools of thought- The definition and role of chromosomes and
Structuralism, Functionalism, Behaviourism, genes (dominant and recessive). Significance
Psychoanalysis, Gestalt psychology, of environment: physical and social. Heredity
Psychology and other disciplines. related diseases: Mental Impairment and
Definition of Psychology, meaning of the Huntington’s disease. How both heredity and
terms: behaviour, stimulus and response. The environment interact to produce behaviour
eclectic approach of modern Psychology- (Twin studies- identical and fraternal twins,
biological, behavioural, psychoanalytic, Separated Twin Study).
cognitive and socio-cultural approaches. 2. Methods of Psychology
Main features of the schools of Structuralism,
Functionalism and Behaviourism, (i) Scientific Methods in Psychology -
Psychoanalysis, Gestalt psychology (two observation, case study, surveys,
Psychologists of each approach and their experimentation – steps. Psychological tests
relevant concepts). and their uses, ethical issues.

Psychology and other Disciplines: The application of scientific methods in the

Relationship between Psychology and study of behaviour. What is meant by
Economics, Political Science, Law and scientific observation? Field study;
Criminology, Sociology, Computer Science, controlled and uncontrolled observation;
Mass Communication and Music & Fine Arts. longitudinal and cross-sectional studies; the
case history method; the experimental method
(ii) Fields of Psychology – clinical, counselling, - variables and controls - steps in an
developmental, educational, organizational experiment; surveys and use of
and social. questionnaires/self-reports. One advantage
The general importance and aims of studying and one disadvantage for each method of
Psychology and its special benefits. Psychology. Meaning of samples (random,
Applications - different branches and the kind biased, representative); meaning of
of work done in special fields - clinical, population. Psychological tests –
characteristics, definition, uses and types.

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 Ethical Issues- voluntary participation, (definition only); after-images-positive and
informed consent, debriefing, sharing results negative (definitions only).
of the study, confidentiality of data. (iii) Errors in perception - illusions of size and
(ii) Interpretation of research results – use of shape
statistics in interpretation of data - False interpretations - illusions: Muller-Lyer,
understanding of why statistics is used Height -Width, Ponzo, Zoellner, Poggendorf.
(descriptive & inferential). Basic statistical
concepts – statistics, sample, population. 4. Emotions and Motivation
Why statistics is used in Psychology - (i) What is meant by emotion; the basic
interpretation of findings: describing and emotions.
summarizing data, comparing individuals/ Subjective and cognitive experience,
groups, investigating relationships between physiological basis of emotion – role of
variables, predicting. Descriptive statistics - thalamus, hypothalamus, limbic system and
for summarizing scores. Inferential statistics - cortex, reactions and overt expression.
to determine whether observed differences Primary emotions - fear, anger, joy, sorrow,
between groups are likely/unlikely to have affection.
occurred by chance.
(ii) Theories of emotion dealing with
How scores are grouped into frequency physiological, subjective and cognitive
distributions; central tendency of a frequency aspects.
distribution - mean, median, mode and when
each measure is used; dispersion: the extent James Lange, Cannon Bard, Schachter -
to which scores are spread out - range, Singer theories.
variance, standard deviation; why both (iii) What is meant by motives, needs and
central tendency and variability are instincts.
important in psychology. Motivation as an internal force generating
3. Attention and Perception certain behaviour - biological needs and
homeostasis; instincts as unlearned and
(i) Nature of attention - its inner and outer
physiological desires. Intrinsic - the desire to
determinants.
perform activities for their own sake.
The importance of attention in perception -
(iv) Theories of Motivation.
how both physical factors such as size,
colour, movement, change, intensity, contrast Pull and push theories, Optimum Arousal
and psychological factors such as need, theory and Expectancy theory - Graphic
interest and emotion determine attention and representation of Maslow's Needs Hierarchy.
perception. (v) Social motives.
(ii) Perceptual processes - difference between Three distinctively human motives:
sensation and perception. Organizational Achievement - accomplishing difficult tasks;
principles of perception - laws, constancies, Power - exerting influence over others;
depth and colour perception. Aggression - learning and control of human
Process involved in transforming sensation to aggression, causes and effects.
perception. Important factors in perceptual (vi) Frustration - blocking of motives; conflict
process - figure and ground, laws of among motives.
grouping: similarity, proximity, continuity,
Frustration as a result of motives not finding
simplicity, closure ; constancy of size, shape,
free or adequate expression. Different types
colour and brightness; factors involved in
of conflict among motives: approach-
depth perception -monocular cues – linear
approach, avoidance-avoidance, multiple
perspective, relative size, height in the field,
approach-avoidance (with examples).
aerial perspective, interposition, gradient of
texture, shadows- light and dark; binocular
cues- retinal disparity, convergence and
accommodation ; attributes of colour - hue
and wavelength, brightness and saturation

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5. Learning (iii) Reasoning - how it is carried out; common
(i) What is meant by learning; how learning errors in reasoning, how reasoning can be
takes place - Classical and Operant made more effective. Decision making and
Conditioning; Insight learning, Observational problem solving - heuristics and algorithms.
Learning and Learning Styles. Reaching specific conclusions from available
Definition of learning - Pavlov and Classical information - deductive and inductive
Conditioning; Thorndike and Trial and reasoning; common errors - faulty premises,
Error; Skinner and Operant Conditioning; fallacy of single cause. Improving reasoning -
experiments, findings and principles avoiding errors, examining premises and
established. Insight and Observational ambiguities, guarding against emotion.
Learning - Kohler and Bandura's studies. Decision Making and Problem Solving - steps
Learning Styles – Auditory, Visual and involved, optimum expected utility, means-
Kinesthetic. end-analysis, analogy.
(ii) Learning disabilities: definition and types. (iv) Creative thinking - what is meant by
convergent and divergent thinking; stages in
Characteristics of the disabilities - Dyslexia, creative thinking, how creativity can be
dyscalculia, dysgraphia, dyspraxia. fostered.
Characteristics of each learning disability.
Remedials for Dyslexia only. Use of divergent thinking in creativity -
stages in creative thinking, preparation,
6. Remembering and Forgetting incubation, illumination,
(i) The memory system - how it works - verification/validation. How creativity may be
different models. encouraged: enrich knowledge and
experience, encourage independence,
Sensory memory, Short and Long term
curiosity and promote positive mood.
Memory - encoding, storage, retrieval. Terms
like iconic image, free recall, serial position
effects, recency effects, primacy effects, PAPER-II (PROJECT WORK)–30 MARKS
episodic. Semantic and Procedural Memory. Candidates will be expected to have completed two
Processing memory - the Atkinson Shiffrin studies / experiments from any chapter covered in
Model and Parallel Distributed Processing. Theory. Assessment will be based on a written report
(ii) Why and how forgetting occurs. which should cover –
Trace decay, retro and proactive (I) Aim
interference, retrieval failure, amnesia - (II) Basic concept: Definition of concepts used and
retrograde and anterograde; Alzheimer's related theory. Identification of variables –
disease; Dementia (symptoms). independent and dependent.
(iii) How memory can be improved. (III) Method - (i) Sample of the Study
Attention, use of imagery, Mnemonic devices, (ii) Procedure followed (data-
application of principles of learning. collection, nature of raw data)
7. Thinking, Problem Solving and Creativity (iii) Treatment of Data
(i) What is meant by thinking. (iv) Results & Discussion
Definition and basic elements of thought. (v) Conclusion
Nature and elements of thinking: images,
visual image, concepts and language - (IV) Bibliography
interdependence of language and thought; Mark allocation per study [15 marks]:
different kinds of thinking: convergent,
divergent, creative, goal-oriented and aimless Basic Concept 3 marks
thinking. Method (correctness of procedure) 4 marks
(ii) Concepts and how they are formed. Results and discussion 4 marks
Definition - importance of concepts in
thinking - artificial, natural, simple and Viva 4 marks
complex concepts.

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 CLASS XII
There will be two papers in the subject: Intelligence Scale-III: six verbal tests and five
performance tests – (Aim, brief description,
Paper I - Theory: 3 hours …70 marks
administration and scoring-Full Scale IQ,
Paper II- Project Work: …30 marks Verbal Scale IQ and Performance Scale IQ)
Group Test – Raven’s Progressive Matrices.
PAPER - I (THEORY) – 70 MARKS Test details (Aim, brief description,
administration of Standard, Coloured and
1. Intelligence and Ability Advanced versions should be included);
(i) Intelligence: what is meant by intelligence - Levels of intelligence and associated
theories regarding the nature of intelligence; characteristics (from gifted to below average-
how intelligence is measured - the concept of mild, moderate, severe, profound with range
IQ, intelligence tests – Individual Tests, of IQ for each level, six characteristics of
Group Tests. Levels of intelligence and each; Gifted - IQ with five positive and four
associated characteristics. Emotional negative characteristic.). Emotional
Intelligence and Emotional Quotient (EQ). Intelligence and Emotional Quotient (EQ)-
definitions, Characteristics of Emotionally
Intelligence: definition of intelligence (David Intelligent Persons (in brief)- five
Wechsler); what is meant by intelligence - characteristics.
theories regarding the nature of intelligence;
Theories of Intelligence: Two Factor Theory (ii) Aptitude, Achievement and Interest: meaning
– Charles Spearman; characteristics of ‘g’ of these terms. Reason for their assessment
and ‘s’; one criticism of this theory; Primary and means of assessment (different tools/
Mental Abilities – L.L.Thurstone (seven tests) used.
factors- Numerical, Verbal, Spatial, Memory, What is meant by Aptitude - when aptitude
Word Fluency, Inductive Reasoning, needs to be assessed - the GATB (General
Perceptual Speed factor); one criticism of Aptitude Test Battery)- nine tests – General
this theory; Raymond Cattell – Fluid and Learning, Verbal, Numerical, Spatial, Form
Crystallised Intelligence; J.P.Guilford’s Perception, Clerical Perception, Motor
Structure of Intellect Model (180 factors- six Coordination, Finger Dexterity, Manual
operations, six products and five contents); Dexterity); meaning and usefulness of
one criticism of this theory).Triarchic Theory Achievement tests; Why Interest is measured.
– Robert Sternberg: Analytical or
componential – sub-theories - 2. Personality
Metacomponents, Performance, Knowledge
Acquisition; Experiential or Creative – sub- (i) What is meant by Personality.
theories-Novelty, Automation; Contextual or Definition of personality – Gordon Allport.
Practical-sub-theories-Adaptation, Selection,
Shaping; Theory of Multiple Intelligence – Personality related terms: Temperament,
Howard Gardner (eight intelligences - Habit, Values, Concept of self (definitions
Verbal, Mathematical/Logical, Spatial, only).
Bodily-Kinaesthetic, Musical, Interpersonal, (ii) Theories of Personality: Type Theories,
Intrapersonal, Naturalistic); one criticism of Psychoanalytic Theory - Freud’s structure of
this theory. How intelligence is measured - personality; psycho-sexual stages of
the concept of IQ-Intelligence Quotient; development; Post Freudians (in brief);
Intelligence Tests – Individual Tests – only Humanistic - Rogers and Maslow; Traits -
definitions of mental age, chronological age,
Allport, Cattell; Social/Behavioural Learning
intelligence quotient and formula of IQ (no
- Bandura.
calculations required). Wechsler Adult

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 Type Theory: William Sheldon’s Somatotypes (iii) How personality is assessed: reports,
– Endomorph, Mesomorph, Ectomorph;, inventories (MMPI), projective techniques -
Hippocrates - all four fluids, humours and Rorschach Inkblot Test and Thematic
temperamental characteristics, Meyer Apperception Test, Behavioural Analysis.
Friedman’s Type A and Type B personality, The use of Self Reports - inventories/
Friedman, Psychoanalytic Theory of questionnaires in assessing Personality - an
Personality: Sigmund Freud's levels of understanding of the MMPI (Minnesota
consciousness, structure of personality - Id, Multiphasic Personality Inventory) Clinical
Ego and Superego; principles on which they Scales of MMPI-2 Hypochondriasis,
function; Psychosexual stages of development Depression, Hysteria, Psychopathic
and fixation - libido – oral, anal, phallic Deviance, Masculinity-Femininity, Paranoia,
(Oedipus and Electra complex, penis envy, Psychasthenia, Schizophrenia, Hypomania
identification), latency, genital stages(one and Social Introversion (with brief
criticism of this theory. Post Freudians: Erik description of symptoms of each); what is
Erikson’s 8 stages- infancy, early childhood, meant by Projective Techniques - how the
school age, adolescence, young adulthood, Rorschach Inkblot and TAT (Thematic
middle adulthood and maturity with conflicts Apperception Test) are used (Test details
and outcomes described for each (one should include description, administration,
criticism of this theory); Karen Horney’s scoring and interpretation).
theory – components of basic anxiety, basic Behavioural Analysis: Interview,
hostility and coping styles of aggression, Observation, Nomination, Behavioural
withdrawal and compliance; Humanistic ratings, Situational tests (in brief).
theories- Carl Rogers (concept of fully
functioning persons, Self-Concept, Real Self 3. Lifespan Development
and Ideal Self – congruent and incongruent,
Conditional Positive Regard and (i) Meaning of Development, growth and
Unconditional Positive Regard); one maturation.
criticism of this theory. Abraham Maslow Why is the study of lifespan development
(self actualization - Peak Experience, Self- important? Determinants – interaction of
Esteem, Five Levels Needs Hierarchy- heredity and environment, identical, fraternal
Physiological, Safety , Love and and separated twin studies; context of
Belongingness, Esteem and Self- development – Bronfenbrenner’s Ecological
Actualisation). Traits: Gordon Allport Systems Theory - Microsystem, Mesosystem,
(central, secondary and cardinal traits), Exosystem, Macrosystem, Chronosystem.
Raymond Cattell (source and surface traits). (ii) Infancy- motor, cognitive development, socio-
The five-factor model of Paul Costa and emotional development.
Robert McCrae with both dimensions of high
and low scores - Openness to experience, Motor development- definition of Motor
Conscientiousness, Extraversion, milestone; reflexes- rooting, moro, grasping,
Agreeableness and Neuroticism). Social babinski (only definitions).
Cognitive Theory of Albert Bandura- Cognitive development – Piaget’s Sensori
Modeling and Observational learning, self Motor Stage; socio-emotional development –
system of cognitive processes of Self-Efficacy, emergence of attachment: definition;
Self-Reinforcement, Self-Set goals) according to Mary Ainsworth’s & Lamb
(Identification and explanation of concepts in strange situation test. Explanation of each
each theoretical framework). type of attachment style – secure, avoidant,
ambivalent, disorganised/disoriented.

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 (iii) Childhood - motor, cognitive development, General Adaptation Syndrome (Selye's
socio-emotional development. model). Cognitive appraisal of stress –
primary and secondary.
Motor development- Gross motor and fine
motor skills (definitions only); cognitive (ii) Common causes of stress.
development – Piaget’s Theory
External/situational: major life events, minor
(Preoperational and Concrete).
hassles of everyday life, work-related causes,
Emergence of self – gender, gender role, the physical environment.
gender stereotype, gender identity, gender
Internal/dispositional: Personality variables-
stability, gender consistency (definitions
Types - Type A and Type B; nature of men
only). Moral development – Kohlberg’s
and women who handle stress differently;
perspective Experiment on Moral Dilemma -
personality and attitude. Traits - optimism-
level pre-conventional stages - punishment
pessimism; locus of control – internal and
and obedience, naive hedonistic (pleasure
external; frustration; conflicts; pressures.
seeking) orientation, level, conventional -
stages - good-boy/good-girl, social – order (iii) Effects of stress on health and performance.
maintaining orientation and level post Upsets the internal mechanism and balance -
conventional morality – stages – legalistic immune system affected, hypertension, heart
orientation and universal ethical principle problems, ulcers, diabetes, asthma (each
orientation. effect to be briefly explained). Relation
(iv) Adolescence - physical changes, cognitive between stress and performance - Upside-
development, socio-emotional development; down-U curve on arousal and performance,
some major concerns. stress which is distracting, mild, prolonged,
increasing difficulty levels which reduce
Physical changes at puberty- primary and
performance; burnout - work related.
secondary (in brief); Cognitive development –
Piaget’s Formal Operational Stage; Socio- (iv) Stress management - ineffective and effective
emotional development - forming an identity, strategies of handling stress.
socio-emotional development according to Coping with stress: Ineffective strategies -
Erik Erikson’s ego-identity vs role diffusion defence mechanisms - rationalization,
Personal Identity – definition; James projection, reaction formation, regression,
Marcia’s categorisation of adolescents based repression displacement, sublimation (each to
on Identity Achievement, Identity be briefly explained); Effective strategies:
Moratorium, Identity Foreclosure, Identity relaxation training- bio feedback, massage,
Diffusion -in brief ; some major concerns – progressive muscle relaxation and meditation
meaning of delinquency (causes only), (in brief) and yoga- yama, niyama, asana,
substance abuse – meaning of substance pranayama and pratyahara (definitions only).
abuse (drugs in general and alcohol),
symptoms of drug abuse and alcoholism - Promoting positive health and well-being:
dependence, tolerance and withdrawal Exercise, Diet, Self-Care, Life Skills,
symptoms; eating disorders - bulimia, Assertiveness, Rational thinking, improving
anorexia- (meaning and symptoms). relationships, overcoming unhelpful habits,
Social support, Stress Resistant Personality,
4. Stress and Stress Management Positive thinking and positive attitude.
(i) Meaning of stress - its basic nature.
Strain and Eustress; Types of stress-
psychological, physical and environmental;
Stress as a process - stressors (negative and
positive events); results of
overload/underload; the stages of GAS or the

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5. Psychological Disorders and Psychotherapy (iv) Psychotherapy - Psychoanalysis; Client-
centred; Behavioural, Social Rehabilitation,
(i) Meaning of “Abnormal behaviour” -
Cognitive Behaviour Therapy.
biological, psychological and socio - cultural
behavioural, cognitive perspectives. What is meant by Psychotherapy - techniques
Principles of classification of psychological of psychodynamic therapies - free
disorders with reference to DSM IV. association, dream analysis, resistance,
transference and counter transference
Common features of abnormal behaviour-
(explain briefly). The principles on which
deviance, distress, dysfunction, danger.
client centred therapy has been developed -
Different views of "abnormal" behaviour - the non-directive counselling, unconditional
statistical stand - the biological/medical positive regard or unconditional acceptance,
approach - the psychological perspectives – fully functional individual, empathetic
psychoanalytic, behavioural, cognitive and understanding, active listening,
sociocultural dimension; why classification of paraphrasing, conditions of worth,
disorders is necessary - an understanding of genuineness. Behavioural therapies based on
the Diagnostic and Statistical Manual of classical conditioning (flooding and
Mental Disorders – IV (brief explanation of systematic desensitization) and operant
each of the five Axes). conditioning (shaping and token economy)
(ii) Characteristics of some psychological, and modelling (explain briefly), Psychosocial
behavioural and developmental disorders: rehabilitation - deinstitutionalisation, social
Anxiety - generalised, anxiety disorder, inclusion, occupational therapy, social skills
phobia, obsessive-compulsive; Mood - bi- training, vocational rehabilitation/training,
polar - (mania and depression), severe, cognitive retraining. Cognitive Behaviour
depression; Personality disorders - anti-social, Therapy, Albert Ellis’ Rational Emotive
avoidant, dependent (causes and symptoms of Therapy A-B-C-D-E Model – Activating
Event - Irrational Belief - Emotional
all).
Consequence-Disputing Irrational Belief-
What is meant by anxiety - different forms of Expected New Behaviour (explain briefly).
anxiety disorders: generalised anxiety
disorder (GAD), phobias, obsessive- 6. Social Thought and Social Behaviour
compulsive disorders; Mood disorders-
(i) Social Perception - attribution or the process
characteristics of severe depression, manic-
through which people try to understand the
depressive or bipolar disorder; personality
reasons for others’ behaviour.
disorders - anti-social, avoidant, dependent
(causes and symptoms only). How people determine whether others'
behaviour is a result of internal causes or
Neurodevelopmental and anxiety disorders in
external factors - Harold Kelley’s Attribution
childhood: Neurodevelopmental disorders -
Theory define (attribution); information
Attention Deficit Hyperactive Disorder
about consensus, consistency and
(ADHD) and Autism Spectrum Disorder-
distinctiveness; biases in forming judgments.
Autism (definitions and symptoms only);
Explain with examples each of the following
Anxiety- Separation Anxiety Disorder in
biases - fundamental attribution error or
childhood (definitions and symptoms only).
corresponding bias, self-serving bias, the
(iii) Schizophrenia - meaning; main types; false consensus effect, automatic vigilance,
characteristics. counterfactual thinking.
Basic nature of Schizophrenia: symptoms-
positive and negative. Main types-
characteristics of Disorganized, Catatonic
and Paranoid Schizophrenia (symptoms).

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 (ii) Social Influence- how people try to change An understanding of the meaning of prejudice
others’ behaviour; social norms; conformity and how it works in the form of
and obedience - factors affecting them. discrimination - causes of prejudice: social
learning, realistic competition, social
Social Influence- Meaning and
categorization and stereotyping; ways in
characteristics of a group; types of groups-
which prejudice can be resisted- break cycle
formal and informal, primary and secondary
of hate, recategorization, direct intergroup
and in-group and out-group, conditions of
contact, develop positive values, reduce
group formation - proximity, similarity,
stereotype vulnerability.
common motives and goals (stages of group
formation NOT included); influence of group 8. Psychology in relation to the Environment and
on individuals - social facilitation, social Social concerns
loafing (concepts and reasons why it occurs),
group polarisation(concepts and reasons why Meaning and nature of counselling;
it occurs); Meaning of social norms - why characteristics of a good counsellor,
people conform to social norms - normative communication skills; Environmental effect on
social influence-desire to be liked, to be human behaviour; Promoting Pro-environmental
approved, to be accepted; informational behaviour; Adverse effects of poverty and
social influence- to be right; descriptive deprivation. Measures to reduce poverty.
norm-to be appropriate and adapt. Asch's (i) Meaning and nature of counselling-
study on conformity; factors affecting elements of counselling, characteristics of
Conformity - group- size, status, a good counsellor- authenticity, positive
cohesiveness, attractiveness, nature of task, regard, empathy, communication skills-
personality, unanimity of group, cultural paraphrasing, attention, listening,
values, social respect; Milgram's experiment speaking, body language, role of culture in
on Obedience. Why and when people obey listening; counsellor’s psychological
others – victim’s emotional distance, testing skills.
legitimacy of authority, liberating effect of
group influence, lack of personal (ii) Environmental effect on human behaviour-
responsibility, follow social norms, influences on perception, emotion,
consistency in giving command, foot-in-the- occupation, living style and attitude.
door phenomenon. Human influence on the environment-
influences of noise, pollution, crowding -
7. Attitudes features; crowding tolerance and
competition tolerance – definitions;
(i) Meaning of “Attitude” - how attitudes are natural disasters; post-traumatic stress
formed and changed. disorder features of the disorder.
What are attitudes - the components of (iii) Promoting Pro-environmental behaviour-
attitude - cognitive, affective (emotional), reduction of -pollution, noise, non-
behavioural; the process of forming attitudes- biodegradable consumer goods, plastics;
modeling- observational learning, classical garbage management, laws relating to
conditioning - association, operant construction that violates environmental
conditioning - rewards or punishments, design, planting trees.
cultural norms, genetic factors, exposure to
information (factors that influence attitude (iv) Adverse effects of poverty and deprivation
formation is NOT included) - how attitudes on personality, motivation, social
change: persuasion and cognitive dissonance. behaviour, cognitive processes, and mental
health. Major causes of poverty. Measures
(ii) Prejudice – meaning of “prejudice” and to reduce poverty.
discrimination; the origins of prejudice; how
prejudice can be resisted.

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PAPER II (PROJECT WORK)–30 MARKS (iii) Graphic Representation – bar diagram to depict
the mean scores of both groups.
Candidates will be expected to have completed two
studies from those given below. Assessment will be B. Attitudes
based on a written report which should cover – To study attitudinal differences regarding any one of
(I) Aim the following – Fashion, Work/Lifestyle, Marriage.
(II) Basic concept: Definition of concepts used and Groups: Two generations (parents and children)
related theory. Identification of variables – Or
independent and dependent. Gender differences (boys and girls) of the same age-
(III) Method - (i) Sample of the Study group (preferably from Class XI or XII).
(ii) Procedure followed (data- Tools: to construct a simple 5-point scale (10-15
collection, nature of raw data) items) with positively and negatively worded
(iii) Statistical Treatment of Data statements.
(iv) Results & Discussion Raw Data: Summated scores on all the statements for
each respondent.
(v) Conclusion
Analysis:
The practical work will be assessed by the teacher (i) Calculate mean attitudinal scores for each group
and a Visiting Examiner appointed locally and and make inter-group comparisons.
approved by the Council.
(ii) Short, structured interview schedule constructed
Mark allocation per study [15 marks]: and administered to 8-10 students in each group.
Basic Concept 3 marks The responses elicited can be used to draw
inferences to explain the inter-group differences,
Method (correctness of procedure) 4 marks if any.
Results and discussion 4 marks C. Stress
Viva 4 marks
To study the causes and effects of stress among
A. Statistics school students.
To study group differences in Examination results. Group: Class X or Class XI students
Groups: Any two classes or two sections of the same Tools: To construct two checklists - one indicating
class with same subjects. the potential stressors along with a 5-point rating
scale indicating their frequency of occurrence (very
Raw Data: Summated scores on all subjects in the often, often, sometimes, rarely, very rarely). The
annual examination for each student. stressors should include dispositional/internal
Analysis: variables (personality attributes, cognitive appraisal)
and situational/external variables (life events,
(i) Group analysis – Calculate mean scores (central environmental pressures – physical, social, cultural
tendency) and standard deviations (variability) for and academic stressors).
each group and make inter-group comparisons.
The second checklist should indicate the effects of
(ii) Individual analysis – Calculate Z (standard) stress (strain) – physical, psychological and
scores for any two students from each class – one behavioural along with their frequency of occurrence
whose examination score is above the class mean (on a 5-point rating scale).
and one whose examination score is below the
class mean. Interpret the Z score in standard Analysis: To determine the stressors and the effects
deviation units and indicate the percentage of that occur with the most to the least frequency and
scores that lie above/below the subject’s score understand/explain each.
(use a table that gives the areas under the Normal NOTE: No question paper for Practical Work will be
curve corresponding to given values of Z). set by CISCE

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