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A Study of Academic Anxiety among Private Senior Secondary School Students of Kangra District

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The present study is undertaken with a view to find out the nature of distribution of scores for Private senior secondary school boys, girls and total sample on Academic Anxiety variable. The following hypotheses are formulated which will be tested
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  A Study of Academic Anxiety among Private Senior Secondary School Students of Kangra District Chaman Lal BangaAssistant Professor Department of Education ICDEOL, Himachal Pradesh University ShimlaIndia Abstract The present study is undertaken with a view to find out the nature of distribution of scores for Private senior secondary school boys, girls and total sample on Academic Anxiety variable. The following hypotheses are formulated which will be tested in the present study: Private Senior secondary school boys differ in their level of Academic Anxiety; Private Senior secondary school girls differ in their level of Academic Anxiety & Private Senior secondary school students (total sample) differ in their level of Academic Anxiety. In present study the sample was drawn from 05 Private Senior Secondary schools situated in Kangra district of  Himachal Pradesh. Due to paucity of time and limited scope of the study, the schools were selected on the basis of convience. However, it was observed that the selected schools are spread over a wide area. From each school a sample of 20 students (10 boys and 10 girls) were selected randomly by lottery method. Finally, the total sample consisted of 100(50 boys and 50 girls) students. To collect the requisite data for the present study the investigator used academic anxiety scale for children. Academic Anxiety Scale for children (AASC) by Dr. A.K Singh and Dr. (Ms.) A. Sen Gupta (1986).The objective numbers 1 to 3 aimed at studying the nature of distribution of scores of selected samples of senior secondary school boys and girls as well as total sample on the variables of Academic Anxiety. Hence, the technique of frequency distribution was used. On the basis of analysis and interpretation of data, the following conclusions may be drawn for the present study. it may be said that the private senior secondary school students differ in their level of Academic Anxiety. Hence, the hypotheses that Private Senior secondary school boys differ in their level of Academic Anxiety. Private Senior secondary school girls differ in their level of Academic Anxiety and Total sample of Private senior secondary school students differ in their level of Academic Anxiety.  Kew words:  Academic Anxiety, distribution of scores, Private senior secondary school students.            1.1 Introduction                                                                                                                                             (Jones K, 2000).                                                                                                                                              1.1.1 Concept of Academic Anxiety                                Freud (1959)                                                                                   Devi (2004)                                                                                                                                                                                                   Mokashi (2007)                                                                                                                                                           Sharma and Mahajan (2008)                                                                                                                     Trivedi and Bhansali (2008)                                                                         Neelam & Banga (2013)                                                                                                                      1.2 Research Questions                                                             1.3 Hypotheses of the Study                                                       1.4 Methodology                                                                                                                                                         1.4.1 Sampling                                                                                                                                                         Table 1.1 The Distribution of Sample Sr. No. Name of School Boys Girls Total                                                          Total 50 50 100 1.4.2 Research Tools Used                                            Academic Anxiety Scale for children (AASC) by Dr. A.K Singh and Dr. (Ms.) A. Sen Gupta (1986). 1.4.3 Statistical Technique Used                                                      
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