International Journal for Research in Education

(IJRE)
Sr. Contents Pg. No.
No.
1 A Study of Misconceptions and Customs of the Female Students of 1-20
Women’s Arts College
Trupti J. Vyas
2 Parallel Life of Students on Social Networking Sites 21-33
Dr. Harishchandrasingh Rathod, Prof. Digvijay Barot
3 Effect of Yoga Exercises on Achievement, Memory and Reasoning 34-53
Ability
Nilesh Gajjar
4 Problems of Teacher Education in India 54-58
Dr. Ashok J. Desai
5 Role of a Teacher for Quality in Education 59-67
Paragi Shah
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ISSN: 2320-091X
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International Journal for Research in Management and Pharmacy (IJRMP)

ISSN 2320-0901
International Journal for Research in Management and Pharmacy (IJRMP)
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 RET ACADEMY FOR INTERNATIONAL JOURNALS OF

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Editor-in-Chief
Prof. Nilesh B.Gajjar

Associate Editors

Prof. Bhavesh Patel

Prof. Himanshu Barot

Prof. Sunil Patel

Advisory Board/ Reviewer(India)

Dr. J. H. Pancholi Dr. M. K. Yagnik

Dr. K. S. Likhiya Dr.Pallaviben Patel
Dr. Sukeshprabha Sharma Dr. Satishprakash Shukla
Dr. M. L. Joshi Dr. D. M. Chaudhary
Dr. J. I. Patel Dr. Suresh R. Parmar
Dr. M. R. Solanki Dr. V. K. Sapovadia
Dr. D. R. Dodiya

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Prof. M. B. Gajjar (Canada) Dr. Dhiren P. Suthar (Canada)

Dr. Manish S. Patel (Canada) Prof. N. D. Patel (Australia)
Dr. Kamlesh P. Suthar (Australia) Prof. Rajnikant C. Gajjar (U.A.E.)
Dr. Amrut L. Gajjar (New Zealand) Mr. Nilesh Patel (U.K.)
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Miss. Shilpa J. Patel (U.S.A.) Mr. Bhadresh B. Suthar (U.A.E.)
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Vol.1, Issue: 1 December: 2012 ISSN: 2320-091X
International Journal for Research in Education (IJRE)

Research Paper-Education

A STUDY OF MISCONCEPTIONS AND CUSTOMS

OF THE GIRL STUDENTS OF
WOMEN’S ARTS COLLEGE

Trupti J. Vyas
Maharshi Dayanand College of Education,
Visnagar Di. Mehsana.

ABSTRECT

The researcher felt the need to study on customs or superstitions. In society men and
women give so much importance to these things. The students also come from the
same atmosphere. We live in the jet age today. On one hand man has reached on the
moon and on the other hand man is surrounded by unscientific and illogical thoughts.
The effect of these misconceptions on the mind of the students can be known through
research. The researcher carried out the present study so that superstitious people can
get right direction. Via this study, the researcher tried to know which types of
misconceptions the women of arts colleges suffer from. It is hoped that in today’s fast
changing age, the present study will be useful to bring some positive change in the
society.

Keywords: Misconception, Custom, Belief

INTRODUCTION

The four Vedas, the Vedanta, the Upanishad, and the eighteen Puranas are the real
identity of Indian culture because they are the main pillars on which Indian culture is

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depended. The one of the pioneer founders of this culture is Manu Maharaj. In his
religious book ‘Manusmriti’, Manu has given essential doctrines of life. People can
live happily. With these doctrines, marriage life becomes harmonious. People can
carry out their social dealings harmoniously. In short the purpose of these principles
was that perfect human society should come into existence and social harmony should
take place. He gave certain customs so that man can live his life taking care of his
culture, and can do social dealings. He combined certain things with human life so
that man’s life does not remain dry or uninteresting. He gave certain rules and
activities based on circumstantial needs of human life. But with the passing of time,
man became custom bound. In stead of acquiring complete knowledge and
understanding, he started accepting superficial dealings and he gave more importance
to customs and became traditional.

Man turned towards ignorance through certain customs and traditions. Efforts play an
important role for any costume to become a tradition. For example, the tradition of
looking at god’s idol or singing morning hymns – all these things must have taken lot
of efforts from man’s side. Even in the present days, one tendency is seen that
children are named after the name of lord Rama and lord Krishna. In short, religious
faiths and devotion are also responsible for customs and traditions. For example,
fasting one time on certain day, to do worship at the threshold of the door, not to oil
the hair on Saturday, etc. traditions were not understood properly by people and they
gave special place to these customs and traditions in their life.

Man does his dealings on the basis of trust. Man has deep trust on one or the other
thing in his life. For example one may trust on his son, on his wife, on his brother, on
his friend, on his collogue, on some religious leader etc. When trust becomes intense
it results into faith but this trust or faith does not take much time to result into
misconceptions or superstitions. Today men, women, children, the whole society is
found trapped by misconceptions. People are ready to follow one or the other person
faithfully and blindly. His every word becomes sermon for blind follower. Today
misconception or superstitions have taken control over man’s mind and life. For
example, going to the experts of black arts, believing in ghost and evil spirits, and
considering them as god or goddesses etc. Superstitions arising from fake miracles
done by the cheating ‘sadhoos’ has caught man badly.

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OBJECTIVES OF THE STUDY

The objectives of the present study are as under:

1. To construct a questionnaire to know the effect of the beliefs about the
misconceptions and the customs prevailing among the girl students of
women’s arts colleges.
2. To study the effect of area on the beliefs about misconceptions and customs
prevailing among the girl students of women’s arts colleges.
3. To study the effect of Caste category (Open, SEBC, SC, ST) on the beliefs
about misconceptions and customs prevailing among the girl students of
women’s arts colleges.

RESEARCH QUESTIONS

In the present research the research questions are as under:

1. Which type of beliefs about misconceptions and customs may be there among
the girl students of women’s arts college?
2. Is there the significant difference in the beliefs about misconceptions and

customs among the girl students of women’s arts colleges because of the

difference in area?
3. Is there the significant difference in the beliefs about misconceptions and

customs among the girl students of women’s arts colleges because of the

difference in Caste category (Open, SEBC, SC, ST)?

TYPE OF RESEARCH

The field of the present research was educational psychology. In the present study,
the researcher constructed herself one questionnaire and studied the beliefs about
misconceptions and customs prevailing among the students. The present research
is of applied type of research.

RESEARCH METHODOLOGY
The aim of the present study was to know the beliefs about the misconceptions
and the customs prevailing among the girl students of women’s arts colleges so

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International Journal for Research in Education (IJRE)

the data regarding the beliefs was collected through questionnaire. This type of
information can easily be known through survey method. So the researcher
preferred to use Survey method for the study.

POPULATION AND SAMPLE OF THE STUDY

 Population
Population is a very important aspect of research. Findings of the study are not
possible, until the population and the sample are not defined correctly. The
population of the present study was the girl students of women’s colleges of
Mehsana district, the details of which are shown as under:

Total No. of
Girl
No. Name of College Urban Rural Students
Smt. M. S. Shah Women's
1 Arts College, Kadi ✔ 608
Smt. R. R. H. Patel Women's
2 Arts College, Vijapur ✔ 705
Nima Girls Arts College,
3 Gozaria ✔ 416
Smt. Anandiben Shankarbhai
Chaudhari Women's Arts and Home
4 Science College, Mehsana ✔ 1510
Shree J. M. Patel Arts and m. N. Patel
5 Commerce Women's College, Unjha ✔ 839
Smt. C. C. Women's Arts and Sheth C.
6 N. Commerce college, Visnagar ✔ 706

 Sample
Out of all the women’s colleges of Mehsana district, one college from urban area
and one college from rural area were selected through randomly. The selection of
the students was done through Stratified Random sampling method, the details of
which are as under:

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 Vol.1, Issue: 1 December: 2012 ISSN: 2320-091X
International Journal for Research in Education (IJRE)

Total No. of
No. Name of College Urban Rural Girl Students
1 Nima Girls Arts College, Gozariya √ 416
Smt. C. C. Women's Arts and Sheth C. N.
2 Commerce college, Visnagar √ 706
Total 1122

A stated above out of total 1122 girl students from rural and urban women’s colleges,
584 girl students were given the questionnaire. The details according to area
and Caste category are as under:

Caste
Category Urban Rural
Total
F.Y. S.Y. T.Y. F.Y. S.Y. T.Y.
Year B.A. B.A. B.A. Total B.A. B.A. B.A. Total
Open 85 51 85 221 24 31 50 105 326
SEBC 52 50 46 148 28 18 14 60 208
S.C. 13 13 14 40 1 4 3 8 48
S.T. 0 0 1 1 0 1 0 1 2
Total 150 114 146 410 53 54 67 174 584

CONSTRUCTION OF THE TOOL

Tool of Data Collection

It is necessary for the researcher to collect certain information to understand
and to get solution of any problem. For the information the researcher has to plan
different techniques. To make the techniques easy, certain things are inevitable.
For data collection in any research selection of proper tool is necessary. For
different types of research different types of tools can be used which are shown below.
1. Questionnaire
2. Opinionnaire
3. Attitude Scale
4. Interview
5. Psychological test
The present research is an educational survey. The aim of this study was to know the
beliefs about the misconceptions and the customs prevailing among the girl students

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International Journal for Research in Education (IJRE)

of Women’s arts colleges. Therefore the researcher decided to use self made
Questionnaire for data collection.
There three main types of Questionnaire.
1. Closed or fixed Choice Questionnaire
2. Open form Questionnaire
3. Pictorial Questionnaire
For the present study Free form type of questionnaire was selected. The details
about it are as under:
Free Choice Questionnaire
In the Free form Questionnaire the respondent has freedom to give his or her response
in his or her words and his or her context. This method of data collection provides the
respondents opportunities to present their attitude, beliefs, and thoughts. An example
of this type of questionnaire is as under:
1. Should monetary presents be given on auspicious occasion of marriage?
Yes No don’t know

- If yes, then why should monetary presents be given on auspicious occasion of

marriage?
__________________________________________________________________
____________________________________
- If no, then why should not monetary presents be given on auspicious occasion
of marriage?
__________________________________________________________________
____________________________________

 Construction of the Questionnaire

1. The researcher consulted the senior citizens of the society and
collected number of statements for the questionnaire.
2. The experts of the filed were consulted and formed subject related statements.
3. The topic was discussed with the friends and classmates and on that basis
certain statements were formed.
4. With the help and guidance of the research guide some statements were
framed.

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Vol.1, Issue: 1 December: 2012 ISSN: 2320-091X
International Journal for Research in Education (IJRE)

5. Some statements were obtained through reading of related literature.

6. The other statements were formed through the experience of the researcher
herself.

In this way the researcher collected 50 statements. The all the statements were
divided in two groups. For the ease of the study the researcher kept two parts of
the tool according to the subject viz. misconceptions and customs. The other aim
of the division was proper assessment.

There were total 35 statements in the questionnaire. According to the guide’s

suggestions first 1 to 18 statements were about misconceptions and the next 19 to
35 statements were about customs. Thus the first part was about misconceptions
and the second part was about customs. The prepared questionnaire was given to
the 14 experts for their suggestions and opinions. They were requested to give
their suggestions regarding the questionnaire. The suggestions and opinions could
be obtained from 10 experts out of the 14 experts.

 Experts’ Suggestions about the questionnaire

After the preparation of the questionnaire, it was given to the experts by post and
face to face contact. The list of the experts and their suggestions are shown in the
following table.
Experts’ Suggestions
No. Expert’s Name Suggestions
1 Prof. Ketanbhai Maheta Que. no. 2, 19 and 23 should be
College of Education, Vadasma. changed.
2 Dr. Divyaben Sharma Keep the number of items less.
M. Ed. Department (Education)
Ganpat Uni., Kherva.
3 Dr. Sonalben Patel Avoid repetition of the questions.
M.Ed. Department (Education) Ganpat
Uni., Kherva.

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International Journal for Research in Education (IJRE)

4 Prof. Anilbhai R. Patel Add new questions.

Aaradhana College of Education,
Sector- 28 Gandhinagar.
5 Prof. N. M. Daslaaniya The Questionnaire is reliable.
C. C. Women’s Arts College,
Visnagar.
6 Prof. J. G. Metiya Que. no. 1, 2, 12, 24 and 25 are
C. C. Women’s’ Arts College, not reliable.
Visnagar.
7 Prof. Gayatriben Barot Keep the questions suitable to the
Nima Girls’ Arts College, Gozariya age groups.
8 Prof. Mahendrabhai Dave Frame the questions in such a
Nima Girls’ Arts College, Gozariya way that the students can
understand them easily.
9 Prof. Vinod H. Pandya Be careful about the rules of word
Women’s College, Unjha. formation.
10 Dr. Rajendrasinh Vaghela Certain statements should be
Nima Girls’ Arts College, Gozariya simple.

As shown in the above table all the suggestions made by the experts were
followed and changes were made. At last there were 30 questions in the final form
of the questionnaire. In the final form, question no. 1 to 14 were about
misconceptions and the question no. 15 to 30 were about customs.

METHODS OF DATA COLLECTION

In the present study, construction of the questionnaire for checking the beliefs
about the misconceptions and the customs prevailing among the girl students of
Women’s arts colleges was important. For data collection the researcher herself
met the girl students of the selected urban and rural women’s college and
instructed them how to give their responses in the questionnaire. After the
evaluation of all those responses, the proper data was collected.

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 Methods of Data Analysis

In the present study, the researcher worked out the simple statistics of percentage
for analysis and interpretation of the data according to the variables of area and
caste category.
 Experiences during the Data Collection
When the researcher started the data collection and visited colleges of urban areas,
the teaching had been over, so the students were absents. It took a lot of time in
waiting for the students. One whole week passed for the work. In rural colleges
the NAAC team was to come in the colleges. Therefore the data collection had to
be done according to their suitability. Moreover the data was to be collected from
the students of F. Y. S. Y. and T. Y; the tool had to be administered in different
classes on different time schedule according to the time table of the college. The
data from some students could be obtained during the recess time only.
The students responded to the questionnaire with interest and according to the
instructions.

COLLECTION AND INTERPRETATION OF DATA

 Data Collection
In the present study one questionnaire was constructed to know the beliefs about
the misconceptions and the customs prevailing among the girl students of
Women’s arts colleges. After the construction of the questionnaire, the researcher
consulted the experts and requested them to check the questionnaire and give
suggestions. On the basis of the experts’ suggestions corrections were done and
the final form of the questionnaire was made ready. Then the researcher herself
met the girl students of the selected urban and rural women’s college and
instructed them how to give their responses in the questionnaire. After the
evaluation of all those responses, the proper data was collected.
 Analysis
In the present study, the researcher worked out the simple statistics of percentage
for analysis and interpretation of the data according to the variables of area and
caste category.
 Question no. 1 to 14 are about misconception, while the question no. 15 to 30
are about customs.

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Vol.1, Issue: 1 December: 2012 ISSN: 2320-091X
International Journal for Research in Education (IJRE)

Que. 1 Does evil look have evil effect the person?

During the interpretation it was found that out of total 584 girl students of
women’s Arts Colleges, 41.95% of the girl students believed that the evil look has
evil effect on the person. According to them, if someone eats something out of the
house, it may result into evil look and evil effect on the person. Those girl
students were also found believing that any good looking person may become the
victim of evil look.
Que. 2 Should lemons and green chilies be hung at the entrance of house
or shop on Saturday?
During the interpretation it was found that out of total 584 girl students of
women’s Arts Colleges, 29.79% of the girl students believed that lemons and
green chilies should be hung at the entrance of shop on Saturday. According to
them, hanging lemons and green chilies at the entrance of house or shop on
Saturday is a sign of good omen. These lemons and chilies at the entrance can
raise the income in the shop and also the evil spirits remain away.
Que. 3 Should the wet clothes of small children or infants be hung out for
drying them?
During the interpretation it was found that out of total 584 girl students of
women’s Arts Colleges, 78.07% of the girl students believed that wet clothes of
small children or infants should not be hung out for drying them. According to
them if wet clothes of small children or infants are hung out for drying, somebody
may do use black magic on those clothes. Moreover, poisonous insects may also
affect them badly.
Que. 4 Should the omens of widow or widower be taken?
During the interpretation it was found that out of total 584 girl students of
women’s Arts Colleges, 60.62% of the girl students believed that the omens of
widow or widower should not be taken. According to them, widow or widower
are a sign of ill omen and because of that widow or widower the work can be done
successfully and some accident may also take place because of that widow or
widower.
Que. 5 If some snake or cat crosses the way, it may create ill omen?
During the interpretation it was found that out of total 584 girl students of
women’s Arts Colleges, 41.60% of the girl students believed that if some snake or

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International Journal for Research in Education (IJRE)

cat crosses the way, it may create ill omen. They believed that because of crossing
the way by snake or cat, the work can be done successfully. so the person should
return.
Que. 6 Does evil spirit or ghost enter into man’s body?
Out of total 584 girl students of women’s Arts Colleges, 42.63% of the girl
students believed in evil spirit and ghost and they can enter into human body. The
person dominated by evil spirit or ghost behave abnormally.
Que. 7 Can a person use the tricks of spell or occultism (black magic)?
Out of total 584 girl students of women’s Arts Colleges, 37.5% of the girl students
believed that one can use the trick of spell or occultism. They believed that some
people use the tricks of spell or occultism to deprive other person of their progress.
Que. 8 Should we get our hair cut on Saturday?
Out of total 584 girl students of women’s Arts Colleges, 78.41% of the girl
students believed that people should not get their hair cut on Saturday. Because
they believed that Saturday is the day of god hanuman.
Que. 9 Should the garbage of the house be thrown out of the house at
evening time?
Out of total 584 girl students of women’s Arts Colleges, 84.06% of the girl
students believed that the garbage of the house should not be thrown out of the
house at evening time. Because of bringing the garbage out, one has to suffer the
loss of money.
Que. 10 Should onion be eaten during the month of ‘Shraavan’ (the tenth
month of a Vikram year) ?
Out of total 584 girl students of women’s Arts Colleges, 71.91% of the girl
students believed that onion should not be eaten during the month of ‘Shraavan’
(the tenth month of a Vikram year) because according to the hindu religion the
month of ‘Shraavan’ (the tenth month of a Vikram year) is considered as a holy
month.
Que. 11 Should we gamble on ‘Janmaastamee’?
Out of total 584 girl students of women’s Arts Colleges, 31.84% of the girl
students believed that there is nothing wrong in gambling on ‘Janmaastamee’.
because Lord Shri Krishna also used to play gambling.

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International Journal for Research in Education (IJRE)

Que. 12 Do the situation of up-side-down footwear create quarrels?

Out of total 584 girl students of women’s Arts Colleges, 25.34% of the girl
students believed that up-side-down footwear creates quarrels.
Que. 13 Can we save ourselves from the effect of sins (bad deeds) by taking
dip in the river Ganga?
Out of total 584 girl students of women’s Arts Colleges, 42.80% of the girl
students believed that one can save himself or herself from the effect of sins (bad
deeds) by taking dip in the river Ganga because it is the general belief that the
Ganga is a holy river.
Que. 14 Does drinking water become unusable after eclipse and should it
be removed from house in the morning?
Out of total 584 girl students of women’s Arts Colleges, 41.95% of the girl
students believed that drinking water becomes unusable after eclipse therefore that
water should be removed from the house in the morning because that water
becomes impure.
Que. 15 Should widow wear colourful sari?
Out of total 584 girl students of women’s Arts Colleges, 49.31% of the girl
students believed that widow can not wear colourful sari because it is asocial
barrier.
Que. 16 Should the book of ‘Garudpuraan’ be read after somebody’s
death?
Out of total 584 girl students of women’s Arts Colleges, 20.89% of the girl
students believed that the book of ‘Garudpuraan’ should be read after somebody’s
death. Reading of that book provides peace to that deceased soul and brings fruits
of righteousness.
Que. 17 Should the eatables (‘prasad’) be distributed after offering of
prayer with a sacred lamp to god or goddess?
Out of total 584 girl students of women’s Arts Colleges, 75.85% of the girl
students believed that the eatables (‘prasad’) should be distributed after the
offering prayer with a sacred lamp to god or goddess because it is considered as
religious.

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Que.18 Should market remain closed if somebody dies?

Out of total 584 girl students of women’s Arts Colleges, 15.23% of the girl
students believed that market should remain closed if somebody dies because it is
a way of manner of offering tribute to the deceased souls of person.
Que.19 Should there be funeral procession after a person’s death?
Out of total 584 girl students of women’s Arts Colleges, 55.82% of the girl
students believed that there should be funeral procession after a person’s death
because it is a general social practice.
Que. 20 Should Indian hemp be drunk on the day of the Mahashivaraatree?
Out of total 584 girl students of women’s Arts Colleges, 64.04% of the girl
students believed that on the day of the Mahashivaraatree Indian hemp should be
drunk. They believed that Indian hemp is eatables (‘prasad’) of lord Shiva. Even
lord Shiva also enjoys Indian hemp.
Que. 21 Should women keep their face covered(hidden) by sari from men?
Out of total 584 girl students of women’s Arts Colleges, 34.93% of the girl
students believed that women should keep their face covered(hidden) by sari from
men because it is a tradition.
Que. 22 Should there be a feast of sweet balls (‘laadu’) after man’s death?
Out of total 584 girl students of women’s Arts Colleges, 36.30% of the girl
students believed that there should be a feast of sweet balls (‘laadu’) after man’s
death because the deceased souls of person gets fruits of righteousness through
that feast.
Que. 23 Should there be after death processions?
Out of total 584 girl students of women’s Arts Colleges, 61.47% of the girl
students believed that there should be after death processions because the
deceased souls of person gets fruits of righteousness through that procession.
Que. 24 Should the custom of tonsuring the head of a male child
ceremoniously be followed?
Out of total 584 girl students of women’s Arts Colleges, 56.16% of the girl
students believed that the custom of tonsuring the head of a male child
ceremoniously should be followed because people believe that it is a kind of
religious ceremony that should be carried out at the religious temple of the
specific goddess.

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Que. 25 Should crows be offered kaagvaas (Prasad for crows) during

‘Bhaadrapaksha’ (the eleventh month of the Vikram year)?
Out of total 584 girl students of women’s Arts Colleges, 37.5% of the girl students
believed that crows should be offered kaagvaas (Prasad for crows) during
Bhaadrapaksha (the eleventh month of the Vikram year) because in this month
deceased souls of ancestors (‘pitrus’) can get fruits of righteousness through the
‘kaagvaas’
Que. 26 Should the son get his head shaved when his father dies?
Out of total 584 girl students of women’s Arts Colleges, 50.61% of the girl
students believed that the son should get his head shaved when his father dies
because it is a sign of mourning.
Que. 27 Should Muslim women wear veil (‘burkha’)?
Out of total 584 girl students of women’s Arts Colleges, 41.78% of the girl
students believed that Muslim women keep veil (‘burkha’) because Muslim
community believes that women can not show their face to the other than her
husband. It is a kind of distance keeping.
Que. 28 Should the custom of mourning songs and breast beating in
mourning be followed after a person’s death?
Out of total 584 girl students of women’s Arts Colleges, 21.57% of the girl
students believed that the custom of mourning songs and breast beating in
mourning should be followed because it lessens the grief of death.
Que. 29 Should there be four water pots on the four sides of the square
decorated structure where marriage ceremony is performed?
Out of total 584 girl students of women’s Arts Colleges, 35.78% of the girl
students believed that the water pots should be kept on the square decorated
structure where marriage ceremony is performed because it enhances the beauty
of the marriage sight.
Que. 30 Should parents not send their daughter to her husband’s home on
Wednesday?
Out of total 584 girl students of women’s Arts Colleges, 78.24% of the girl
students believed that on Wednesday parents should not send their daughter to her
husband’s home. It is a tradition.

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FINDINGS BASED ON RESEARCH QUESTIONS

1. Which type of beliefs about misconceptions and customs may be there

among the girl students of women’s arts college?
 Findings regarding Misconceptions
1. It was found that out of total 584 girl students of women’s arts college 41.
95% of the girl students believed in the misconception about evil look.
According to these girl students, if some body eats something amid the
public, he or she becomes the victim of evil look by somebody else. If
some person is very beautiful, he or she may also become victim of evil
look.
2. Out of all the girl students of the colleges, 70.19% of the girl students were
found to believe in the misconception that wet clothes of small children or
infants should not be kept out for drying them. These girl students
believed that some person can use the trick of spell or occultism.
3. Out of all the girl students of the colleges, 60.62% of the girl students were
found to believe in the misconception that the omen of any widow or widower
should not be taken. According to these girl students, because of ill
omen of any widow or widower, new work can be done successfully.
4. Out of all the girl students of the colleges, 78.41% of the girl students were
found to believe in the misconception that on Saturday we should not get our
hair cut. Because it a sign of ill omen.
5. Out of all the girl students of the colleges, 84.06% of the girl students were
found to believe in the misconception that garbage of the house should not be
thrown out of the house at evening time. Because of bringing the garbage out,
one has to suffer the loss of money.
Findings regarding Customs
1. Out of all the girl students of the colleges, 60.04% of the girl students were
found to believe in the custom that during the festival of the Mahashivaraatree
Indian hemp should be drunk. Because Lord Shiva used to drink it.
2. Out of all the girl students of the colleges, 61.47% of the girl students were
found to believe in the custom that after death or funeral procession should be

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done. If this procession is done the deceased souls of person gets the fruit of
righteousness.
3. Out of all the girl students of the colleges, 78.24% of the girl students were
found to believe in the custom that on Wednesday parents should not send
their daughter to her husband’s home. It is a tradition.
2. Is there significant difference in the beliefs about misconceptions and

customs among the girl students of women’s arts colleges because of the

difference in area?
 Findings regarding Misconceptions
1. The misconception, that evil look by someone works was found among the
girl students of both rural and urban colleges.
2. Rural girl students of arts colleges had more misconceptions like spell and
occultism, the existence of ghost and evil spirit. Rural girl students also
believe that wet clothes of small children or infants should not be kept out for
drying them, They students also believe that onion should not eaten in the
month of Shravana, They also believe that on Janmaastamee, we should
gamble. Rural girl students also believe that up-side-down footwear creates
quarrels. They also believe that after the eclipse, drinking water becomes
unusable so it should not be used but should be removed from the house in the
morning. In short, these types of misconceptions are found more among rural
girl students.

The urban girl students of arts colleges had more misconception like “On every
Saturday lemon chilly should be hanged at the door or the house or the shop.”
They also believe that ill omen of widow or widower should not be taken. They
also believe that it is inauspicious, if a cat or a snake crosses one’s way. Urban girl
students also believe that it is not good to get hair cut on Saturday. They also
believe that one can save himself or herself from the effect of bad deeds by taking
dip in the river Ganga. In short, these types of misconceptions are found more
among urban girl students.
 Findings regarding Customs
1. Beliefs in the customs like “a widow can not wear colourful sari”, “Muslim
women should wear veil”, “On Wednesday, parents should not send their

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daughter to her husband’s home.” were found more in the girl students of
urban area.
2. Beliefs in the customs like “on the day of the Mahashivaraatree Indian hemp
should be drunk.” “Women should keep their face covered(hidden) by sari
(hidden) from men.” , “After death a feast of sweet balls (‘laadu’) should be
organized.”, “The custom of mourning songs and breast beating in mourning
should be followed.” were found more in the girl students of rural area.
3. Is there the significant difference in the beliefs about misconceptions and

customs among the girl students of women’s arts colleges because of the

difference in Caste category (Open, SEBC, SC, ST)?

 Findings regarding Misconceptions
1. The girl students of SEBC category were found having more beliefs in
misconceptions than the girl students of Open and SC category.
 Findings regarding Customs
1. The girl students of SEBC and SC category were found having more beliefs in
customs than the girl students of Open category.

MEJOR FINDINGS OF THE STUDY

1. It was found that rural girl students believed more in the misconceptions
than the girl students of urban area.
2. The girl students of rural area were found to believe in customs more than
that of urban area.
3. It was found that the girl students of SEBC category believed more in the
misconceptions.
4. The girl students of SEBC category and SC category were found to believe
more in customs.
5. Some girl students were found unknown about logic behind misconceptions
and customs.
6. Most of the girl students were found socially bound and also accepting
those restrictions.

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EDUCATIONAL IMPLICATIONS OF THE STUDY

1. Efforts should be made to develop understanding of the logic behind any

misconceptions and customs among the students.
2. The students should be made aware about the misconceptions prevailing in the
society.
3. The students should be made aware about the hidden meaning and intension
behind the customs.
4. The government should make legal provisions to restrict certain misconceptions.
5. Even the society itself should disregard certain customs.
6. The visit of some organizations fighting against misconceptions should be
organized for the students.
7. The experts of psychology should be invited to make students aware about the
reality behind the beliefs of ghost or evil spirits.
8. Realistic thinking about the beliefs of omen or ill omens should be developed
among the students through examples.
9. Society and Teachers should make efforts to create realistic attitude among the
students about different misconceptions and customs.

SUGGESTIONS FOR FURTHER RESEARCH

During the study, many questions arose in the researcher’s mind. Study on those
questions can be carried out. So the suggestions for the further are as under:
1. A comparative study on the thought about misconceptions and customs among
the male students of college.
2. A study on the effect of misconceptions on the students of higher secondary
schools.
3. A study on the effect of misconceptions on the students’ mind.
4. A study on the opinions of the teachers and the guardians about
misconceptions and customs.
5. Customs and people’s beliefs – A Study.
6. The effect of misconceptions and customs on society – A Study.

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CONCLUSION

In the present study, the researcher’s main objective was to know different
beliefs about misconceptions and customs among the girl students of women’s
arts colleges. In the study, the researcher has tried to fulfill the objective through
the analysis and interpretation of the data. The details like ‘What do the girl
students believe about misconceptions and customs?” and “which types of
misconceptions and customs do they believe in?” have been discussed in the
research report. It will be helpful to show the direction and will be useful for
betterment of the society. This small effort of the researcher would be meaningful
if it would be useful to the society.

REFERENCE
Gujarati Books
1. Uchat, D. A. ane anya. (1998). Sanshodhn Ahevaalnu Lekhan Shii Rite Karsho?
Rajkot: Shikshn Shastr Bhavan, Saurastra Yuni.

2. Darajii, G. R. (1985). Shaikshanik Maapan ane Pravidhi. (Pratham Avrutti)

3. Bhagavatsinhjii. “Bhagavadgomandal” (bhaag- 8) Rajkot: Pravin Prakaashan.

4. Dr. K. G. Desai ane Shah R. C. „Shaikshnik Paribhaashaa ane Vibhaavanaa”

Amdavaad: Yunivarsiti Granth Nirmaan Bord, Gujarat raajy.

5. Dr. K. G. Desai (2000). “Manovaignaanik maapan” (chothii Aavrutti)

Amadavaad: Yunivarsiti Granth Nirmaan Bord, Gujarat raajy.

6. Desai H. G. Desai K. G. (1998). Sanshodhn Padhdhatti ane Pravidhi (chothii

Aavrutti) Amadavaad: Yunivarsiti Granth Nirmaan Bord, Gujarat raajy.

7. Parekh Bh. U. (1994). Shikshanmaa Aankadaashastra (chothii Aavrutti)

Amadavaad: Yunivarsiti Granth Nirmaan Bord, Gujarat raajy.

8. Shahal Di. Bh. (2004). Shaikshanik Sanshodhan. (Pratham Aavrutti)

Amadavaad: Yunivarsiti Granth Nirmaan Bord, Gujarat raajy.

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10. Tripaathii, Surendranaath (1930). Pratibhaa ane Srajanaatmaktaa. (Pratham

Aavrutiti), Mumbai: Dhii Mcmilan Company limited.

English Books
1. Best, J. W. (1978). Research in Education. New Delhi: Present Hall of India.
(Pvt.) Ltd.
2. Betrand, A. (1980). Test Measurement and Evaluation. California: A Dev
Measurement Addition Westory company.
3. Borg, W. R. and Gall, M. D. (1983). Educational Research on Introduction.
New york: Longman book co.
4. Hopper and Bros. (1958). An Introduction to research Procedure in Education.
(First edition), New york. an Introduction. New
5. Sindhu Kulbrsingh (1984). Methodology of Researcher in education. New
Delhi: Sterling publishers (Pvt.). Ltd.
6. Skinner, C. E., Essentials of Education Psychology. Bombay: Ashia
Publishing House.
7. Sukhia, S. P. and Mehrotra B. V. (1996). Elements of Education. Bombay:
Allied publisher. (Pvt.) Ltd.
8. Arther Betrand, Test Measurement Evaluation. California: A Dev Approach
Addision Westoy Company, 1980.

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Research Paper- Education

PARALLEL LIFE OF STUDENTS ON SOCIAL

NETWORKING SITES

Dr. Harishchandrasingh Rathod1, Prof. Digvijay Barot1

1
Associate Professor,
NICM, Gandhinagar.

ABSTRACT

Social media tools have become ubiquitous. You can see our students use them all the time.
Among them most popular tools are Facebook, Wiki, YouTube, bulletin board, LinkedIn,
blogging, and twittering. The advancement of modern technologies tries its best to
accommodate the needs from people, especially the younger generation. This paper will share
a research study that was conducted in rise of 2012 in north Gujarat region. The study
investigated student’s use of different social media tools, their usage rate, and their
preference of social networking groups. The study also investigated the awareness level of
students towards cybercrime. The results show that the three top-used social media tools are
Facebook, Yahoo Group and Orkut; the top four reasons for using social media tools are for
social engagement, direction communication, instant messaging, and relationship building.
Even though students aware about cybercrime but most of them are not understand the
meaning of phishing, vishing and cyber squatting. Based on their response, the research
evoked some educational implications of some of these tools as a valuable resource for
teaching and learning.

Key words Cybercrime, Cyber Stalking, Phishing, Vishing, Cyber Squatting, Hacking

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NEED FOR THE STUDY

The main aim of this study is to develop a social network among college students in online
and offline activities, and to find the ways which can form the social networking among
themselves. The study also tries to find out the type of media they are using to contact for the
networking and their preference in online social networking sites. It also finds out how they
are behaving in the groups and associations.

Social networking is important for college students for their future contacts among
themselves. Nowadays, many social networking sites are available around the globe; mainly
college students focused sites like Facebook.com and MySpace. Many college students are
now using different types of media according to their status of life to spend their time, such as
mobile phones, television, the Internet. They are updating their knowledge through online
activities like E-mail, IM, online research, online communities, etc. Previously, college
students used to spend their time in different groups like sports associations, neighborhood
groups like friends' birthday parties and so on. But, nowadays they want to enjoy their
maximum time in the college life with their friends forming a network.

LITERATURE REVIEW

Online social networking and Internet communication is becoming wildly popular with
adolescents and young adults (Allen, Evans, Hare, Mikami, & Szwedo, 2010,
Anderson‐Butcher, Ball, Brzozowski, Lasseigne, Lehnert, & McCormick, 2010; DeGroot,
Ledbetter, Mao, Mazer, Meyer, & Swafford, 2011; Finkelhor, Mitchell, & Wolack, 2002;
Greenfield & Subrahmanyam, 2008; Kramer & Winter, 2008; Regan & Steeves, 2010;
Sheldon, 2008).

In the past five years, social media websites have become ubiquitous, giving young people a
new way to interact with each other and communicate with the world. This new form of
communication depends on user created content, not mass produced messages coming from
large media companies.

According to C. M. Maran, Vol. VIII No. 12, December 2009, Social Networks are online
websites that allow users to create profiles about themselves and link to the profiles of their

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friends. Their profiles include their interests, hobbies, contact information, and pictures about
themselves. Additionally, user-created groups allow users with similar interests to find and
communicate with each other.
The use of collaborative technologies such as blogs and Social Networking Site (SNS) leads
to instant online community in which people communicate rapidly and conveniently with
each other.

Social networking is important for college students for their future contacts among
themselves. Nowadays, many social networking sites are available around the globe; mainly
college students focused sites like Facebook.com and Yahoo.com. Many college students are
now using different types of media according to their status of life. To spend their time they
use the social media, such as mobile phones, television and the Internet.
Students are updating their knowledge through online activities like E-mail, IM, online
research, online communities, etc. Nowadays they want to enjoy their maximum time in the
college life with their friends forming a network.

Cyber crime is a term used to broadly describe criminal activity in which computers or
computer networks are a tool, a target, or a place of criminal activity and include everything
from electronic cracking to denial of service attacks. It is also used to include traditional
crimes in which computers or networks are used to enable the illicit activity.

There are a good number of cyber crime variants. A few varieties are discussed here. “Cyber
Stalking” is use of the Internet or other electronic means to stalk someone. This term is used
interchangeably with online harassment and online abuse. Stalking generally involves
harassing or threatening behaviour that an individual engages in repeatedly. "Hacking" is a
crime, which entails cracking systems and gaining unauthorized access to the data stored in
them. “Phishing” is just one of the many frauds on the Internet, trying to fool people into
parting with their money. Phishing refers to the receipt of unsolicited emails by customers of
financial institutions, requesting them to enter their username, password or other personal
information to access their account for some reason. "Phishing" sites which aims at stealing
confidential information such as passwords and credit card details. “Vishing” is the criminal
practice of using social engineering and Voice over IP (VoIP) to gain access to private
.personal and financial information from the public for the purpose of financial reward. The
term is a combination of "voice" and phishing. Vishing exploits the public's trust in landline
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telephone services, which have traditionally terminated in physical locations which are
known to the telephone company, and associated with a bill-payer. “Cyber squatting” is the
act of registering a famous domain name and then selling it for a fortune. This is an issue that
has not been tackled in IT act 2000.

According to Sindhuja, P. N. and Surajith, Ghosh Dastidar, Vol. VIII No. 12,December
2009, the factors influencing the website usability are format, Ease-of-use, Ease-of-
navigation, Information Content, User Support, Privacy and Design. The use of websites are
depends on these factors. “Ease of Navigation” is Ease of finding what one desires and
knowing where one is in the website. “Privacy” is confidentiality concern about the personal
information and content. “User Support” is to improve learn ability and reduce the mental
workload. “Information Content” is is quality and comprehensiveness of the information
provided by the website. “Ease-of-use” refers to design flexibility. “Format” refers to the
logical structure of the website. “Design” refers to aesthetics and language.

RESEARCH OBJECTIVES

 To know how the various reasons for using social media sites.
 To know the most preferred social media sites.
 To know the awareness level of students to cybercrime.

HYPOTHESES
 H0: Education level and online activities are independent.
 H0: Education level and hours spending online are independent.
 H0: Education level and awareness of cybercrime are independent.
 H0: There is no significant relationship between Education level and purpose of
using social networking.
 H0: There is no significant relationship between Age and purpose of using social
networking.
 H0: Educational qualification and Number of hours spent online are independent.

RESEARCH METHODOLOGY
The study focuses on the awareness on online social networking of college students in North
Gujarat region. The research design used for the study is descriptive. This study provides

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information about the relationship among the college students after their college life, i.e., how
they are developing social networking among their friends and the families.
The descriptive research includes surveys and fact-finding enquiries of different kinds. The
major purpose of descriptive research is the description of existing state of affairs. In social
science and business research, we quite often use the term ex post facto research for
descriptive research studies. The methods of research utilized in descriptive research are
survey methods of all kinds, including comparative and correlation methods.

In this study, both primary and secondary data have been used. For the primary data, a
structured questionnaire consisting of close-ended questions to extract the view points of the
respondents has been used. For the secondary data, the data have been extracted from
different magazines, journals, newspapers and websites. The response from sample size of
200, both the college students of under graduation and post graduation from north Gujarat
region, has been collected by adopting quota sampling technique and simple random
sampling in this study. It took nearly three months, i.e., from February to April 2012, to
conduct this study.

To fulfill the objectives of the study, both conventional and non-conventional statistical
techniques have been used. The conventional statistical techniques adopted are percentage
analyses and the non-conventional tools like Kruskal Wallis have been used.

DISCUSSION

 Demographic: The survey was conducted on 50 undergraduate, 50 graduate, 50 post

graduate and 50 PhD pursuing students in which 139 (69.5%) respondents were male
and 61 (30.5) were female. Moreover 193 (96%) respondents belongs to 15 to 35 age
group. Out of 200 respondents 145 (72.5) was unmarried and 55 (27.5) was married.
 Nature of spending time on different media: Study reveals that Mobile, Internet and
newspaper are the most preferred media for spending their leisure time. (Statistics: 82
(41%) respondents read newspaper daily, 111 (55.5%) respondents like to watch
television daily, only 15 (7.5%) respondents used to listen radio daily, 96 (48%)
respondents use internet daily and 120 (60%) respondents use mobile)
 Hours spending online: Study reveals that most of the students spending at least 1
hour a day on Internet.
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 Online activities: According to the study usage of social media has been increased
because of activities like Email, Instant Message, keeping touch with others, study
and research, getting news are the most important activities etc.
 Awareness of Cybercrime: According to survey 169 (84.5%) respondents are aware
about the word cybercrime but only 42 respondents know the meaning of phishing. So
respondents are aware about different activity involved in cybercrime like phishing,
vishing, and cyber squatting. And therefore after becoming victim of cyber crime 44
(22%) respondents have deactivated their online account with different social media
sites.

ANALYSIS

KRUSKAL WALLIS
H0: Educational qualification and Number of hours spent online are independent
H1: Educational qualification and Number of hours spent online are dependent

Group-1 Rank Group-2 Rank Group-3 Rank Group-4 Rank

1 53.5 2 138.5 2 138.5 1 53.5
1 53.5 4 192.5 1 53.5 1 53.5
2 138.5 1 53.5 1 53.5 2 138.5
2 138.5 2 138.5 1 53.5 4 192.5
2 138.5 2 138.5 3 177.5 3 177.5
1 53.5 1 53.5 2 138.5 1 53.5
2 138.5 1 53.5 1 53.5 2 138.5
1 53.5 4 192.5 1 53.5 3 177.5
1 53.5 4 192.5 1 53.5 4 192.5
1 53.5 4 192.5 1 53.5 2 138.5
1 53.5 1 53.5 1 53.5 2 138.5
1 53.5 2 138.5 2 138.5 4 192.5
1 53.5 1 53.5 1 53.5 1 53.5
1 53.5 1 53.5 1 53.5 2 138.5
1 53.5 1 53.5 1 53.5 1 53.5
1 53.5 1 53.5 1 53.5 1 53.5
1 53.5 4 192.5 1 53.5 2 138.5
1 53.5 3 177.5 1 53.5 4 192.5
3 177.5 1 53.5 1 53.5 2 138.5
1 53.5 1 53.5 1 53.5 1 53.5
1 53.5 1 53.5 4 192.5 2 138.5
1 53.5 1 53.5 2 138.5 1 53.5
3 177.5 1 53.5 1 53.5 2 138.5
2 138.5 1 53.5 2 138.5 1 53.5
4 192.5 1 53.5 1 53.5 1 53.5
2 138.5 3 177.5 2 138.5 2 138.5
1 53.5 1 53.5 1 53.5 2 138.5
1 53.5 2 138.5 1 53.5 2 138.5
1 53.5 1 53.5 4 192.5 2 138.5
1 53.5 1 53.5 1 53.5 2 138.5
1 53.5 1 53.5 1 53.5 2 138.5

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1 53.5 2 138.5 1 53.5 3 177.5

1 53.5 1 53.5 3 177.5 4 192.5
2 138.5 1 53.5 2 138.5 2 138.5
1 53.5 1 53.5 2 138.5 2 138.5
1 53.5 1 53.5 1 53.5 2 138.5
1 53.5 1 53.5 2 138.5 2 138.5
1 53.5 3 177.5 3 177.5 2 138.5
1 53.5 2 138.5 2 138.5 2 138.5
1 53.5 4 192.5 1 53.5 2 138.5
1 53.5 4 192.5 1 53.5 2 138.5
1 53.5 3 177.5 1 53.5 1 53.5
2 138.5 3 177.5 1 53.5 2 138.5
2 138.5 2 138.5 2 138.5 2 138.5
1 53.5 3 177.5 1 53.5 2 138.5
2 138.5 2 138.5 2 138.5 2 138.5
1 53.5 1 53.5 2 138.5 2 138.5
1 53.5 1 53.5 1 53.5 4 192.5
1 53.5 2 138.5 1 53.5 2 138.5
2 138.5 1 53.5 1 53.5 2 138.5
Total 3997 5242 4430 6431

By using the Kruskal Wallis test.

K = 0.0002985 (2088744.68)-608

K = 623.49-603

K = 20.49 (df = 4-1 = 3, Chi2 tabulated = 7.815, α = 5%)

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International Journal for Research in Education (IJRE)

So. Statistics forced to accept the null hypothesis. From that it is to be concluded that
education level and number of spending hour online are dependent and there is a variation
among the groups also.

Groups Variability
All groups 12.60%
Between Secondary and Ph.D 23.34%
Between Secondary and Graduates 5.29%
Between Graduates and Post Graduates 2.19%
Between Post graduates and Ph. D. 15.12%

So, from the above table study conclude that there is a major variability of hours
spending online between the Secondary students and the Ph. D. Pursuing students because
schooling students mostly use SNS for the passing their leisure time and Ph. D. Pursuing
students use it for the study and research purpose.

CONCLUSIONS

The study concludes that students spend at least one or less than one hour a day online and
the most popular SNS for them is Facebook. The three top-used social media tools are
Facebook, Yahoo Group and Orkut; the top four reasons for using social media tools are for
social engagement, direction communication, instant messaging, and relationship building.
Even though students aware about cybercrime but most of them are not understand the
meaning of phishing, vishing and cyber squatting.

RESEARCH GAPS

 The geographical scope of the study was limited to colleges located in north Gujarat
region only.
 Responses of the respondents are biased, and so they may not reveal the true state in
some conditions.
 Social network is a vast subject, and hence, there is lack of in-depth analysis in this
study.

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 The study covers only graduates, Post graduates and PhD pursuing student’s social
network.

REFRENCES
 Allen, J.P., Evans, M.A., Hare, A.L., & Mikami, A.Y. (2010). Adolescent Peer
Relationships and Behavior Problems Predict Young Adults’ Communication on
Social Networking Websites.
 David, Marmaros and Bruce, Sacerdote (2002), "Peer and Social Networks in Job
Search", European Economic Review, Vol. 46, Nos. 4 and 5, pp. 870-879.
Developmental Psychology, 46(1), 46‐56. doi: 10.1037/a0017420
 Liu, Y. (2010). Social media tools as a learning resource. Journal of Educational
Technology Development and Exchange, 3(1), 101-114.
 Muthukumaran, B. (2008, Jan), Criminal Investigation Department Review
 Nick Pernisco, V. (2010). Student journal for media literacy and education, Social
Media: Impact and Implications on Society, page.1
 Regan, P, & Steeves, V. (2010). Kids R Us: Online Social Networking and the
Potential for Empowerment. Surveillance & Society, 8(2), 151‐165.
 SNW Review, retrived from: http://social-networking-websites-
review.toptenreviews.com/ -18-2-/12
 Social Media Usage Trends, retrived from:
http://searchenginewatch.com/article/2167518/Worldwide-Social-Media-Usage-
Trends-in-2012
 Social Media, retrived from: http://www.chillibreeze.com/articles_various/Social-
Networking.asp
 Social Media Growth, retrived from:http://www.hypebot.com/hypebot/2009/03/rapid-
growth-in-social-networking-worldwide.html

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QUESTIONNAIRE

Gender: [ ] Male [ ] Female

College/University :

Age: [ ] 15-20 [ ] 20-25 [ ] 25-30 [ ] 30-35

[ ] 35-40 [ ] 40-45 [ ] 45-50 [ ] More than 50 years

Education: [ ] Secondary & Higher Secondary [ ] Graduate

[ ] Post Graduate [ ] Ph. D.

Marital Status: [ ] Married [ ] Unmarried

1. Nature of spending time on different media.

Types of Media Never Rarely Sometimes Often Always

Newspaper
Television
Radio
Internet
Mobile phones

2. Hours spending online.

[ ] 1 or less than 1 hour [ ] 2-3 hours
[ ] 3-4 hours [ ] More than 4 hours

3. Please rate the following activities.

Activities Not at all Quite Important Very I couldn’t

Important Important Important live
without it
E – mails
Instant Messages
Playing Games
Keeping in touch with
others
Study/Research
Getting News

4. Are you member of any social networking sites?

[ ] Yes [ ] No

5. How many social networking sites do you belong to?

[ ] One [ ] Two
[ ] More than two [ ] Nil

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6. Which Social Networking sites do you use currently?

Sites Never Occasionally Monthly Weekly Daily

Orkut
Twitter
Face book
Google Group
Yahoo Group
LinkedIn

7. Write the Social networking site you visit most & at which time you mostly visit it?
(Multiple tick marks possible)
Social website: __________________________

[ ] 7 a.m. to 10 a.m. [ ] 10 a.m. to 1 p.m.

[ ] 1 p.m. to 4 p.m. [ ] 4 p.m. to 7 p.m.
[ ] 7 p.m. to 10 p.m. [ ] 10 p.m. to 1 a.m.

8. With whom do you have a maximum contact on social networking sites?

[ ] School friends [ ] Relatives

[ ] College friends [ ] Colleagues
[ ] Unknown person

9. For what purpose do you visit the social networking sites and what is the importance of that?

Purpose Not at all Quite Important Very I couldn’t

Important Important Important live
without it
Keeping in touch with
friends
Time Spending
Planning Events
Personal Development
Making new friends
Sharing new ideas
Getting up to date
information
Dating

10. Think about your friends, how many of them are on your social networking site account?

[ ] 10-20 [ ] 20-30
[ ] 30-40 [ ] 40-50
[ ] 50-60 [ ] 60-70
[ ] 70-80 [ ] More than 80

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11. Rate the social sites on the basis of given criteria.

( 5 - Excellent....................1 - Very poor)

Google Yahoo
Factors/Sites Facebook Orkut Twitter LinkedIn
Group Group
Format
Ease-of-use
User Support
Information content
Ease of navigation
Design
Privacy

12. Rank the following social networking sites according to your preference.
( 1 - Least preferred..................6- Most preferred)
(Write N/A if you are not member in any of the listed social sites)
[ ] Face book
[ ] Orkut
[ ] Google group
[ ] Yahoo group
[ ] Twitter
[ ] LinkedIn

13. Are you aware about the word “Cybercrime” on Social Network?

[ ] Yes [ ] No

14. Tick on the words given below related to the Cybercrime, which ever are known to you.
( Multiple tick marks possible)

[ ] Cyber Stalking (Online Harassment/Abuse) [ ] Phising

[ ] Vishing [ ] Cyber Squatting
[ ] Hacking

15. Have you ever deactivated your account on Social network?

[ ] Yes [ ] No

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16. If Yes, Reason for deactivating account....

[ ] I have a privacy concern.

[ ] I don’t feel safe on S/N.
[ ] I spend too much time on S/N.
[ ] My Account was hacked.
[ ] For temporary bases, I will come back.
[ ] I don’t understand how to use S/N sites.
[ ] I get too many e-mails, invitations and requests from S/N.
[ ] I don’t find S/N sites are useful.
[ ] I became the victim of Cybercrime.

Any other __________________________________

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Research Paper-Education

EFFECT OF YOGA EXERCISES ON ACHIEVEMENT,

MEMORY AND REASONING ABILITY

Nilesh Gajjar
Assistant Prof. SVS Edu. College, P. G. Dept.,
Nagalpur, Mehsana.

ABSTRECT

Now, we are living in the world of 21st century which is known as the world of ‘Mental Stress’
in these circumstances, knowledge amplifies day by day. There is a Knowledge explosion in
the world, hence each and every person tries to get this Knowledge by new & most recent
Medias & they also use it. In this direction there is a qualitative growing up in the person for in
receipt of Knowledge & its use by appreciative. In the same way, we notice the qualitative
addition in the Educational organization, teachers, & the students, which are going to get
Knowledge. In these circumstances, teachers & students feel a perplexity. So there is a
question against us that, this growth in the education organization, teachers & in the students
will have no proper direction for the Academic achievement of students. If we get an
affirmative answer of this question, we must do the fundamental change in the teaching
learning process of Education. In the present day, each person including the students and the
teachers face anxiety, frustration, etc. Due to these factors, the students cannot keep much
interest in their study, academic activity & their performance in the entire exam. Consequently,
in this way it is very essential for the students to keep their eyes in their study & academic
activity. For the outcome of this predicament, ‘YOGA’ is the recent and excellent way. That is
why; the investigator has found a research gap, to know the Effect of Yoga Exercises on
Academic Achievement, Short-term memory and Verbal Reasoning ability.

Key words: Yoga, Academic Achievement, Reasoning ability, Short-Term Memory, Effect

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INTRODUCTION

The more technical linguistic sense of the term "yoga,” describing a system of meditation or
contemplation with the aim of the cessation of mental activity and the attaining of a "supreme
state" arises with early Buddhism. In Hindu scripture, this sense of the term "yoga" first
appears in the middle Upanishads, such as the Katha Upanishad. Shvetashvatara
Upanishad mentions, "When earth, water, fire, air and akasa arise, when the five attributes of
the elements, mentioned in the books on yoga, become manifest then the yogi's body becomes
purified by the fire of yoga and he is free from illness, old age and death." (Verse 2.12) More
importantly in the following verse it mentions, the "precursors of perfection in yoga", namely
lightness and healthiness of the body, absence of desire, clear complexion, pleasantness of
voice, sweet odour and slight excretions.

In Chapter 2 of the Bhagavad Gita, Krishna explains to Arjuna about the essence of Yoga as
practiced in daily lives:

: ।

: ।।

(yoga-sthaḥ kuru karmani sanyugam tyaktva dhananjay

siddhy-asiddhyoḥ samo bhutva samatvam yoga ucyate)
- Bhagavad Gita

Yoga is a physical, mental, and spiritual discipline, originating in ancient India. The goal of
yoga, or of the person practicing yoga, is the attainment of a state of perfect spiritual insight
and tranquility while meditating on the Supersoul. The word is associated with meditative
practices in Hinduism, Jainism, and Buddhism. Within Hindu philosophy, the word yoga is
used to refer to one of the six orthodox (Astika) schools of Hindu philosophy. (In Sanskrit
philosophical literature, "Astika" means "one who believes in the authority of the Vedas" or
"one who believes in life after death".)

In the view of this school, the highest attainment does not reveal the experienced diversity of
the world to be illusion. The everyday world is real. Furthermore, the highest attainment is the
event of one of many individual selves discovering it; there is no single universal self shared
by all persons.

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SIGNIFICANCE OF THE STUDY

Today Frustration, Anxiety, Mental Stress etc. Mental related diseases are increasing in our society.
Due to these diseases many persons including the students feels Isolation, Anger, Confusion,
Depression, Mood disorders, Attention deficit-hyperactive disorder, Obsessive disorder, Adjustment
disorder etc. Under the effect of on top of Mental related disorders the level of students’ Exam’s
Achievements are much low.

The training of ‘YOGA’ will give the proper direction for the betterment in Exam’s achievements &
much give positive effect for living peaceful life, the violent competition, peace less & rude tries for
the betterment of this circumstances & for going on the top.
This study will provide something to the commerce students like as a proper way, keeping meditation
in teaching learning process, & Adjustment for Healthy, Clam, Fertile & Qualitative Life. It will also
helpful to solve study related problems.

The investigator will also know about the difference between the achievement of boys and girls
students through this study. The investigator will also know how the effect of ‘YOGA’ touch the
practice of Education & we will identify furthermore separate that which subjects provide the best
effect as a result of ‘YOGA’.

OBJECTIVES OF THE STUDY

The objectives of this study are as under.

(1) To study the effect of Yoga on the Academic Achievement of the student of Commerce stream.
(2) To study the effect of Yoga on the Verbal Reasoning ability of the student of Commerce stream.
(3) To study the effect of Yoga on the Short-Term Memory (STM) of the student of Commerce stream.
(4) To study the effect of Yoga on the Academic achievement, Verbal Reasoning ability & Short-
Term Memory (STM) of the student of Commerce stream in relation to Sex.

HYPOTHESES OF THE STUDY

The following Major hypotheses were formulated for the present study.

(1) There will be no significant difference between Control group & Experimental group on the Mean

score of Academic achievement post test.

(2) There will be no significant difference between Control group & Experimental group on the Mean

score of Verbal Reasoning ability post test.

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(3) There will be no significant difference between Control group & Experimental group on the Mean

score of Short-Term Memory (STM) post test.

(4) There will be no significant difference between Control group & Experimental group on the Mean

score of Academic achievement, Verbal Reasoning ability, & Short-Term Memory (STM) post test

in relation to their Sex.

DELIMITATIONS OF THE STUDY

The delimitations of the current study are as follows.

(1) The study was delimited to Gujarati medium School students only.

(2) The study was delimited to Mehsana Districts’ Higher Secondary Schools’ students.

(3) The study was delimited to students of standard 11th commerce.

(4) The study was also delimited to the student studying during 2011-12 academic year only.

LIMITATIONS OF THE STUDY

The limitations of the current study are as follows.

(1) In this present study, the findings were depended upon the sample of 80 students of standard 11th
commerce.

VARIABLES OF THE STUDY

Following Variables will be taken for the present study.

No. Variable Type of Variable
1 Yoga Independent
2 Academic Achievement Dependant
3 Verbal Reasoning ability Dependant
4 Short-term Memory Dependant
5 Sex Control

POPULATION

The Students who are studying in the Higher Secondary school in the Section of Commerce Streams of
Mehsana District in the year of 2011-12 were the population of present study.

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SAMPLE AND TECHNIQUE OF SAMPLE SELECTION

The researcher took the list of Mehsana Districts’ Higher Secondary schools. Among this list, two
schools were selected purposively. After selection of schools, the researcher used cluster sample
selection technique for selection of whole class of 11th commerce for equal group distribution. The
researcher used the “complete experimental simple equivalent group pre test-post test experiment
design” and gave Experiment force on the students of Experimental group.

METHOD OF THE STUDY

To observe the effect of Yoga exercises on Academic Achievement, Verbal Reasoning ability and
Short-Term Memory (STM) of the students of commerce stream, thus this entire study is depended on
Experimental Method. Among this Experimental Method, a “complete experimental simple
equivalent group pre test-post test experiment design” was applied for data assortments.

CONSTRUCTION OF TOOLS

The entire study is based on three tools (i.e. (1) Academic Achievement test (2) Verbal Reasoning
ability test and (3) Short Term Memory (STM) test). The selection and procedure of the tool construction
are as under.
 Academic achievement test:
The researcher has made 50 marks and 1.30 hours objective type Academic achievement test for 11th
commerce subject with the help of commerce teachers. This test helps for to observe the effect of
Yoga exercises on Academic achievement of 11th commerce subject students.
 Verbal Reasoning ability test:
Among above mentioned tools; Verbal Reasoning ability test was readymade and standardized by
Dr.D.S.Patel for the students belongs to the students of 11th and 12th Arts, Commerce, and Science
stream. This readymade tool was taken by the researcher.
 Short Term Memory (STM) test:
Planning of the test :
The purpose of this test was to examine the effect of Yoga exercises on Short -Term Memory
of the students of 11th commerce standard. Therefore, the researcher prepared the list of
Numbers, Pictures, Things, Verbal and Non-Verbal Questions, Objectives, and Short answer
Questions and Short-term Memory based activities with the help of experts of the background
(field) of Yoga and Psychology for preparing this STM test. In this way, the researcher
primarily shaped the STM test.

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Preliminary test construction :

To observe the effect of Yoga exercises on Short term memory of 11th commerce standard
students; the researcher has constructed self made opening STM test, by the hold up of
experts. This primarily test contains eight Short term Memory based activities, fifty minutes
and fifty marks for measurement of students STM for pre-primary base.
Pre Piloting testing :
The researcher has applied the primarily test to the small group of 30 students of 11th
commerce standard of Shree Sarvodaya High School, Ambasan. In this way, the researcher
completed Pre-Piloting testing of the STM test and the researcher had done necessary
changes, which were found out in Pre-Piloting testing of the STM test.
Expert’s Opinion :
After the Pre-Primary try out, the researcher has made necessary changes in the STM test. Then after
it was sent for expert’s opinion via post, courier, and hand to hand.
Correction of the test :
After receiving the STM test by experts, the researcher has made the changes and correction,
which were suggested by experts and my research Guide. Thus, the tool was ready for its
Piloting testing.
Piloting testing :
The researcher applied the STM test for Piloting study on the 200 students sample among
following schools of Mehsana and Mehsana District.

Sr.No. Name of the School Sample

01 Shri S.V.Shah Vidhyavihar, Mehsana. 50
02 Shri Nandasan Higher Secondary School. Di. 100 (class A
Mehsana. & B)
03 Shri M. G. Chaudhary Kishanbharti Higher 50
Secondary Vidyalaya, Mevad.Di.Mehsana.

Item Analysis:
After scoring, the answer sheets were sorted out in descending order of the score of
respondents. Then top 27 % of Upper group students answer sheets and bottom 27 % of
Lower group students answer sheets were selected for Item analysis. In this way, 54 students
of upper group and 54 students of lower group were sorted out among total 200 students.

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PROCEDURE OF EXPERIMENT AND DATA COLLECTION

Sample Selection:
The researcher took the list of Mehsana District’s Higher Secondary schools. Among this list, two
schools were selected purposively. After selection of schools, the researcher has used cluster sample
selection technique for selection of whole class of 11th commerce for equal group distribution.

Formation of Equal Group Distribution:

For the formation of equal group distribution, the research practically collected the score for
equal group distribution through the readymade memory sharpness test, which contains the
small picture of 18 different types of things on each chart. In this particular manner, the
researcher collected the score of the test of 46 students of Shree H. B. Saraswati Vidyalaya,
Vadasma (rural) and 44 students of Shree M.B.Patel High School; Mehsana (urban). After
collecting the score, the researcher has arranged it into descending order for both school and
prepared two equal groups (i.e. control group and experimental group) on the base of memory
which is the dependant variable of this study.

Application and collection of Pre-tests scores:

After equal group distribution, the researcher applied three pre-tests one by one (i.e. Academic
Achievement test, Verbal Reasoning ability test ,Short Term Memory test) and collected the
preliminary (initial) level score of three pre-tests.

Preparation and Application of Experimental force:

To examine the effect of Yoga exercises on the three independent variable of this study; the
researcher has prepared the one-hour Yoga exercises programme (the independent variable)
for 21 days through the guidance and suggestions of Yoga experts. After collection of the
score of three pre-tests, the researcher has applied the Experimental force on the students of
Experimental group for both schools.

Application and collection of Post-tests scores:

After application of independent variable of Yoga exercises programme on experimental
group, the researcher has passed one-day transition period before application of post-tests.
Later then, the researcher applied post-tests and collected its final score.

USE OF THE STATISTICAL TECHNIQUES

The following Statistical techniques were used for the present study.

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An Experimental Method was used to know the effect of Independent Variable for this study.
In this Method, complete experimental simple equivalent group pre test-post test experiment
design was introduced for entire study. With the help of both groups’ pre and post test’s score,
t-test was used for calculation and testing of the hypothesis; with the help of computerized
MS-Excel software.

TESTING OF HYPOTHESIS

Current study was carried out with forty-two Null Hypothesis, which are shown in the
following table.

Table of Hypothesis testing

Significan H0 is
t- t level Rejected
H0 Hypothesis df
value 0.05 & or
0.01 Accepted
For Rural School
There is no significant difference of mean score Not H01 is
between pre test and post test of Academic Significant Accepted
H01 Achievement of the rural school’s students of control
0.17 38
At both at both
group. level level
There is no significant difference of mean score H02 is
Significant
between pre test and post test of Academic Rejected
H02 Achievement of the rural school’s students of
4.85 38 At both
at both
level
experiment group. level
There is no significant difference of mean score Not H03 is
between control group and experiment group of Significant Accepted
H03 Academic Achievement pre test of the rural school’s 1.38 38
At both at both
students. level level
There is no significant difference of mean score H04 is
Significant
between control group and experiment group of Rejected
H04 Academic Achievement post test of the rural school’s
5.16 38 At both
at both
level
students. level

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Significan H0 is
t- t level Rejected
H0 Hypothesis df
value 0.05 & or
0.01 Accepted
There is no significant difference of mean score Not H05 is
between pre test and post test of Verbal Reasoning Significant Accepted
H05 ability of the rural school’s students of control group. 0.05 38
At both at both
level level
There is no significant difference of mean score H06 is
Significant
between pre test and post test of Verbal Reasoning Rejected
H06 ability of the rural school’s students of experiment
2.71 38 At both
at both
level
group. level
There is no significant difference of mean score Not H07 is
between control group and experiment group of Verbal Significant Accepted
H07 Reasoning ability pre test of the rural school’s
0.77 38
At both at both
students. level level
There is no significant difference of mean score H08 is
Significant
between control group and experiment group of Verbal Rejected
H08 Reasoning ability post test of the rural school’s
3.69 38 At both
at both
level
students. level
There is no significant difference of mean score Not H09 is
between pre test and post test of Short term Memory of Significant Accepted
H09 the rural school’s students of control group.
0.08 38
At both at both
level level
There is no significant difference of mean score H010 is
Significant
between pre test and post test of Short term Memory of Rejected
H010 the rural school’s students of experiment group.
3.34 38 At both
at both
level
level
There is no significant difference of mean score Not H011 is
between control group and experiment group of Short Significant Accepted
H011 term Memory pre test of the rural school’s students.
0.91 38
At both at both
level level
There is no significant difference of mean score H012 is
Significant
between control group and experiment group of Short Rejected
H012 term Memory post test of the rural school’s students.
4.54 38 At both
at both
level
level
For Urban School
There is no significant difference of mean score Not H013 is
between pre test and post test of Academic Significant Accepted
H013 Achievement of the urban school’s students of control
0.13
38 At both at both
group. level level

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Significan H0 is
t- t level Rejected
H0 Hypothesis df
value 0.05 & or
0.01 Accepted
There is no significant difference of mean score H014 is
between pre test and post test of Academic Significant
Rejected
H014 Achievement of the urban school’s students of 4.02 38 At both
at both
experiment group. level
level
There is no significant difference of mean score Not H015 is
between control group and experiment group of Significant Accepted
H015 Academic Achievement pre test of the urban school’s 0.12 38
At both at both
students. level level
There is no significant difference of mean score H016 is
Significant
between control group and experiment group of Rejected
H016 Academic Achievement post test of the urban school’s
3.16 38 At both
at both
level
students. level
There is no significant difference of mean score Not H017 is
between pre test and post test of Verbal Reasoning Significant Accepted
H017 ability of the urban school’s students of control group.
0.11
38 At both at both
level level
There is no significant difference of mean score H018 is
Significant
between pre test and post test of Verbal Reasoning Rejected
H018 ability of the urban school’s students of experiment
2.73 38 At both
at both
level
group. level
There is no significant difference of mean score Not H019 is
between control group and experiment group of Significant Accepted
H019 Verbal Reasoning ability pre test of the urban school’s
0.40 38
At both at both
students. level level
There is no significant difference of mean score H020 is
Significant
between control group and experiment group of Rejected
H020 Verbal Reasoning ability post test of the urban
3.05 38 At both
at both
level
school’s students. level
There is no significant difference of mean score Not H021 is
between pre test and post test of Short term Memory Significant Accepted
H021 of the urban school’s students of control group.
0.26 38
At both at both
level level
There is no significant difference of mean score H022 is
Significant
between pre test and post test of Short term Memory Rejected
H022 of the urban school’s students of experiment group.
3.73 38 At both
at both
level
level

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Significan H0 is
t- t level Rejected
H0 Hypothesis df
value 0.05 & or
0.01 Accepted
There is no significant difference of mean score Not H023 is
between control group and experiment group of Short Significant Accepted
H023 term Memory pre test of the urban school’s students.
0.39 38
At both at both
level level
There is no significant difference of mean score H024 is
Significant
between control group and experiment group of Short Rejected
H024 term Memory post test of the urban school’s students.
4.11 38 At both
at both
level
level
Sex difference in Rural school
There is no significant difference of mean score H025 is
between boys of control group and girls of experiment Significant
Rejected
H025 group of the Academic Achievement post test of rural 5.36 18 At both
at both
school’s students. level
level
There is no significant difference of mean score Significant H026 is
between girls of control group and boys of experiment At 0.05 Rejected
group of the Academic Achievement post test of rural level & at 0.05
H026 school’s students. 2.39 18 Not level &
Significant Accepted
At 0.01 at 0.01
level level
There is no significant difference of mean score Not H027 is
between girls and boys of experiment group of the Significant Accepted
H027 Academic Achievement post test of rural school’s
0.65 18
At both at both
students. level level
There is no significant difference of mean score Significant H028 is
between boys of control group and girls of experiment At 0.05 Rejected
group of the Verbal Reasoning ability post test of rural level & at 0.05
H028 school’s students. 2.68 18 Not level &
Significant Accepted
At 0.01 at 0.01
level level
There is no significant difference of mean score Significant H029 is
between girls of control group and boys of experiment At 0.05 Rejected
group of the Verbal Reasoning ability post test of rural level & at 0.05
H029 school’s students. 2.43 18 Not level &
Significant Accepted
At 0.01 at 0.01
level level

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Significan H0 is
t- t level Rejected
H0 Hypothesis df
value 0.05 & or
0.01 Accepted
There is no significant difference of mean score Not H030 is
between girls and boys of experiment group of the Significant Accepted
H030 Verbal Reasoning ability post test of rural school’s
0.63 18
At both at both
students. level level
There is no significant difference of mean score H031 is
Significant
between boys of control group and girls of experiment Rejected
H031 group of the Short term Memory post test of rural
5.27 18 At both
at both
level
school’s students. level
There is no significant difference of mean score Not H032 is
between girls of control group and boys of experiment Significant Accepted
H032 group of the Short term Memory post test of rural
1.79 18
At both at both
school’s students. level level
There is no significant difference of mean score Not H033 is
between girls and boys of experiment group of the Significant Accepted
H033 Short term Memory post test of rural school’s students.
1.04 18
At both at both
level level
Sex difference in Urban school
There is no significant difference of mean score between H034 is
boys of control group and girls of experiment group of Significant Rejecte
H034 the Academic Achievement post test of urban school’s 18 At both d at
3.45
students. level both
level
There is no significant difference of mean score between H035 is
Not
girls of control group and boys of experiment group of Accept
Significant
H035 the Academic Achievement post test of urban school’s 1.06 18 ed at
At both
students. both
level
level
There is no significant difference of mean score between H036 is
Not
girls and boys of experiment group of the Academic Accept
Significant
H036 Achievement post test of urban school’s students. 0.41 18 ed at
At both
both
level
level
There is no significant difference of mean score between H037 is
boys of control group and girls of experiment group of Significant Rejecte
H037 the Verbal Reasoning ability post test of urban school’s 3.06 18 At both d at
students. level both
level

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H0 is
Significan
Rejecte
t- t level
H0 Hypothesis df d or
value 0.05 &
Accept
0.01
ed
There is no significant difference of mean score between H038 is
Not
girls of control group and boys of experiment group of Accept
Significant
H038 the Verbal Reasoning ability post test of urban school’s 1.44 18 ed at
At both
students. both
level
level
There is no significant difference of mean score between H039 is
Not
girls and boys of experiment group of the Verbal Accept
Significant
H039 Reasoning ability post test of urban school’s students. 0.55 18 ed at
At both
both
level
level
There is no significant difference of mean score between H040 is
boys of control group and girls of experiment group of Significant Rejecte
H040 the Short term Memory post test of urban school’s 3.69 18 At both d at
students. level both
level
There is no significant difference of mean score between H041 is
girls of control group and boys of experiment group of Not
Significant Accept
H041 the Short term Memory post test of urban school’s 2.09 18 ed at
students. At both
level both
level
There is no significant difference of mean score between H042 is
girls and boys of experiment group of the Short term Not
Significant Accept
H042 Memory post test of urban school’s students. 0.32 18 ed at
At both
level both
level

MAJOR FINDINGS OF THE STUDY

The major findings of this present study are as follows.

About the effect of Yoga exercises on Academic Achievement of the students of
Rural School:
(1) The significant difference has been shown of mean score at 0.05 and 0.01 levels
between pre test and post test of Academic Achievement of the rural school’s
students of experiment group. It is indicating that; the Yoga exercises improves
the Achievement of the students.

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(2) The significant difference has been shown of mean score at 0.05 and 0.01 levels
between control group and experiment group of Academic Achievement post
test of the rural school’s students. It is point out that; due to Yoga exercises on
experimental group, the students are higher than the control group in Academic
Achievement.
About the effect of Yoga exercises on reasoning ability of the students of Rural
School:
(3) The significant difference has been shown of mean score between pre test and
post test of Verbal Reasoning ability of the rural school’s students of experiment
group. It is point out that; due to Yoga exercises on experimental group, the
students are higher than pre test of Verbal Reasoning ability.
(4) The significant difference has been shown of mean score between control group
and experiment group of Verbal Reasoning ability post test of the rural school’s
students. It is indicating that; the Yoga exercises improve the Verbal Reasoning
ability of the students.
About the effect of Yoga exercises on Short Term Memory of the students of
Rural School:
(5) The significant difference has been shown of mean score between pre test and
post test of Short-term Memory of the rural school’s students of experiment
group. It is point out that; because of Yoga exercises on experimental group, the
students are higher than pre test of Short term Memory.
(6) The significant difference has been shown of mean score between control group
and experiment group of Short-term Memory post test of the rural school’s
students. It is indicating that; the Yoga exercises improve the Short term
Memory of the students.
About the effect of Yoga exercises on Academic Achievement of the students of
Urban School:
(7) The significant difference has been shown of mean score between pre test and
post test of Academic Achievement of the urban school’s students of experiment
group. It is indicating that; the Yoga exercises improve the Achievement of the
students.

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(8) The significant difference has been shown of mean score between control group
and experiment group of Academic Achievement post test of the urban school’s
students. It is point out that; due to Yoga exercises on experimental group, the
students are higher than the control group in Academic Achievement.
About the effect of Yoga exercises on Reasoning ability of the students of
Urban School:
(9) The significant difference has been shown of mean score between pre test and
post test of Verbal Reasoning ability of the urban school’s students of
experiment group. It is point out that; due to Yoga exercises on experimental
group, the students are higher than pre test of Verbal Reasoning ability.
(10) The significant difference has been shown of mean score between control group
and experiment group of Verbal Reasoning ability post test of the urban school’s
students. It is indicating that; the Yoga exercises improve the Verbal Reasoning
ability of the students.
About the effect of Yoga exercises on Short-Term Memory of the students of
Urban School:
(11) The significant difference has been shown of mean score between pre test and
post test of Short-term Memory of the urban school’s students of experiment
group. It is point out that; because of Yoga exercises on experimental group, the
students are higher than pre test of Short- term Memory.
(12) The significant difference has been shown of mean score between control group
and experiment group of Short-term Memory’s post test of the urban school’s
students. It is indicating that; the Yoga exercises improve the Short-term
Memory of the students.
About the Sex effect of Yoga exercises on Academic Achievement of the
students of Rural School:
(13) The significant difference has been shown of mean score at 0.05 and 0.01 level
between boys of control group and girls of experiment group of the Academic
Achievement post test of rural school’s students. The mean score of the girls
(experiment group) were 43.5 and the mean score of the boys (control group)
were 32.8.So, the mean score indicate that, the Yoga exercises is in favor of
girls.

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(14) The significant difference has been shown of mean score at 0.05 level between
girls of control group and boys of experiment group of the Academic
Achievement post test of rural school’s students. The mean score of the girls
(control group) were 38.2 and the mean score of the boys (experiment group)
were 42.5.So, the mean score indicate that, the Yoga exercises is in favor of
boys.
About the Sex effect of Yoga exercises on Reasoning ability of the students of
Rural School:
(15) The significant difference has been shown of mean score at 0.05 level between
boys of control group and girls of experiment group of the Verbal Reasoning
ability post test of rural school’s students. The mean score of the girls
(experiment group) were 60.0 and the mean score of the boys (control group)
were 47.8.So, the mean score indicate that, the Yoga exercises is in favor of
girls.
(16) The significant difference has been shown of mean score at 0.05 level between
girls of control group and boys of experiment group of the Verbal Reasoning
ability post test of rural school’s students. The mean score of the girls (control
group) were 46.8 and the mean score of the boys (experiment group) were
57.1.So, the mean score indicate that, the effect of Yoga exercises is in favor of
boys.
About the Sex effect of Yoga exercises on Short Term Memory of the students
of Rural School:
(17) The significant difference has been shown of mean score at 0.05 and 0.01 level
between boys of control group and girls of experiment group of the Short term
Memory post test of rural school’s students. The mean score of the girls
(experiment group) were 41.55 and the mean score of the boys (control group)
were 29.9.So, the mean score indicate that, the Yoga exercises is in favor of
girls.
(18) No significant difference has been shown of mean score at 0.05 and 0.01 level
between girls of control group and boys of Experiment group of the Short-term
Memory’s post test of rural school’s students. The mean score of the girls
(control group) were 33.55 and the mean score of the boys (experiment group)

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were 38.8.So, the mean score indicate that, the Yoga exercises is similarly in
favor of boys and girls.
About the Sex effect of Yoga exercises on Academic Achievement of the
students of Urban School:
(19) The significant difference has been shown of mean score at 0.05 and 0.01 level
between boys of control group and girls of experiment group of the Academic
Achievement post test of urban school’s students. The mean score of the girls
(experiment group) were 44 and the mean score of the boys (control group) were
36.5.So, the mean score indicate that, the effect of Yoga exercises is in favor of
girls.
(20) No significant difference has been shown of mean score at 0.05 and 0.01 level
between girls of control group and boys of experiment group of the Academic
Achievement post test of urban school’s students. The mean score of the girls
(control group) were 41.5 and the mean score of the boys (experiment group)
were 43.4. So, the mean score indicate that, the Yoga exercises is similarly in
favor of boys and girls.
About the Sex effect of Yoga exercises on reasoning ability of the students of
Urban School:
(21) The significant difference has been shown of mean score at 0.05 and 0.01 level
between boys of control group and girls of experiment group of the Verbal
Reasoning ability post test of urban school’s students. The mean score of the
girls (experiment group) were 60.7 and the mean score of the boys (control
group) were 47.0.So, the mean score indicate that, the Yoga exercises is in favor
of girls.
(22) No significant difference has been shown of mean score at 0.05 and 0.01 level
between girls of control group and boys of experiment group of the Verbal
Reasoning ability post test of urban school’s students. The mean score of the
girls (control group) were 58.6 and the mean score of the boys (experiment
group) were 63.2. So, the mean score indicate that, the Yoga exercises is
similarly in favor of boys and girls.

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About the Sex effect of Yoga exercises on Short Term Memory of the students
of Urban School:
(23) The significant difference has been shown of mean score at 0.05 and 0.01 level
between boys of control group and girls of experiment group of the Short-term
Memory post test of urban school’s students. The mean score of the girls
(experiment group) were 40.45 and the mean score of the boys (control group)
were 28.85.So, the mean score indicate that, the Yoga exercises is in favor of
girls.
(24) No significant difference has been shown of mean score at 0.05 and 0.01 level
between girls of control group and boys of experiment group of the Short-
term Memory’s post test of urban school’s students. The mean score of the girls
(control group) were 33.35 and the mean score of the boys (experiment group)
were 39.5.So, the mean score indicate that, the Yoga exercises is similarly in
favor of boys and girls.

IMPLICATION OF THE STUDY

(1) Yoga improves fitness, lowers blood pressure, promotes relaxation and self-
confidence, and reduces stress and anxiety. People who practice yoga tend to have
good coordination, posture, flexibility, range of motion, concentration, sleep habits,
and digestion. Yoga is a complementary therapy that has been used with
conventional therapies to help treat a wide range of health problems, but it is not a
cure for any particular disease.
(2) All branches of yoga mentioned above use three major techniques: breathing,
exercise, and meditation. These three techniques have been shown to improve health
in many ways:

 Breathing lessons: In yoga, breath work is known as Pranayama. Pranayama

increases blood circulation and reduces oxygen consumption. That brings more
oxygen to the brain, and improves the way your body uses oxygen. Breathing
exercises can also increase how much air you can draw into your lungs. Getting lots of
air into your lungs helps you feel alert and focused.
 Asana (postures): Asana provide a gentle-to-intense workout that enhances strength,
flexibility, and balance.

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 Meditation: Mediation quiets the mind and brings on both physical and emotional
relaxation, which helps reduce blood pressure, chronic pain, anxiety, and cholesterol
levels.

(3) This study helps to the students for doing Yoga exercises daily life.
(4) Government should encourage the research projects to enhance Memory, Reasoning
ability and Yoga of rural areas students.
(5) Schools should use the materials related to Yoga exercises, Short-term memory test,
and Verbal Reasoning ability test for the students who have lower memory and lower
reasoning ability.
(6) The Yoga exercises programme is also helpful for schools curriculum and student’s
physical and Psychological issues and mood disorders

CONCLUSION

The most important objective of this study was; to examine the effect of Yoga on Academic
achievement, Reasoning ability and Short-term Memory of the students of commerce stream. In
this way, total 40-40 students were selected from two schools and “complete experimental
simple equivalent group pre test-post test experiment design” was introduced for entire study.
With the help of both group’s pre and post test’s score, t-test was used for calculation and
testing of the hypothesis, with the help of computerized MS-Excel software.

BIBLIOGRAPHY

 Agrawal, J. C. (1966). Educational Research - An Introduction. New Delhi:

Agra Book Depot.
 Buch, M. B. (1997). (Ed.) Fifth Survey of Research in Education. New Delhi:
NCERT.
 Buch, M. B. (1997). (Ed.) Sixth Survey of Research in Education. New Delhi:
NCERT.
 Garrett, H. E. (1971). Statistics in Psychology and Education. (6th Reprint).
Bombay: Vakis fefter and Simons Pvt. Ltd.

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International Journal for Research in Education (IJRE)

 Gala, L. R. & Rathod. (2008). P. H. Gala’s Advanced Dictionary. (25th

Edition). Ahmadabad: Navneet Publication Ltd.
 Mahila, D. S. (1995).Yoga Iiistrated. New Delhi: Patiala House.
 Manroe, W. S.: & Englehart, M. D. (1928).The Techniques of Educational
Research Urban-III, Bureau of Educational Research, University of Elience,
Bulletin No. 38.
 Yoga Sudha.: (1998). Vol-9, Bangalore, Vivekmanda Kendra, Yoga
Prakashan.
 Yoga Mimansa.: (1998). Lonvala Kaivalyadhama, Vol-17.

Website:
 www.webhealthcenter.com
 www.svyasa.org
 [email protected]
 www.en.wikipedia.org/wiki/heath
 www.authentic-breathing.com/tao-breathing.htm

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Research Article - Education

PROBLEMS OF TEACHER
EDUCATION IN INDIA

Dr. Ashok. J. Desai

Assistant Professor,
S.T.T. College of Education, Visnagar

ABSTRECT

Over the last half a century and particularly, in the recent decades, teaching learning has been
undergoing drastic changes. There has been a shift towards student centered classrooms with
teacher’s role more as facilitator of learning rather than an autocratic master. Unlike in the
past when the teacher was entrusted with transferring the contents of curriculum to a passive
audience of students, today new experiments are being tried out in the classroom that
includes project based learning, development of thinking skills, and discovery learning
approaches. As part of Sarva Shiksha Abhiyan (SSA) the textbooks have also been modified
(in my opinion, to make them worse than before in many respects).Many teachers are not
properly trained in implementing the concepts behind the new curriculum and many are not
equipped to properly implement the curriculum.

Key words: Teacher Education, Higher Education, Incompetency, Curriculum

INTRODUCTION

The funniest thing is that the teacher education centers and the curriculum followed in the
teacher education have very little focus on new trends in education. The SSA training
programs have excluded the teacher educators and have been confined to in-service teacher
training alone. The pre-service teacher education sector has been kept away from the SSA

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and therefore, the teacher aspirants passing out of the B.Ed colleges get exposed to the new
curriculum only when they join the schools.

Teacher education institutions have been proliferating and mushrooming all over the State
with profit motives until the National Council for Teacher Education (NCTE) with its
headquarters in Bangalore, came up with and insisted on mandatory norms and standards for
these institutions. As a result of their intervention, many institutions have constructed
buildings with classrooms and procured infrastructure to meet their standards. These
institutions were even been forced to increase the salary of teacher educators to the basic
amount in the government scale. But later, the effectiveness of NCTE intervention reduced
and the powerful lobby of private education institutions had their way in running their teacher
education shops.
There has been a great expansion of higher education over the years. Today, there are more
than 200 universities and 8000 colleges. Kothari commission remarks "The destiny of India is
being shaped in its classrooms." No doubt education plays a significant role in nation's
development but the quality of education is greatly determined by the quality of teachers,
therefore, great efforts were made and still are being made to improve the quality of teacher
education. Some of the problems concerning teacher education are discussed below:

PROBLEM OF SELECTION

Defects of selection procedure lead to deterioration of the quality of teachers. Better selection
method would not only improve the quality of training but also save the personal and social
wastage. Some suggestions are mentioned:
(a) Candidates should be interviewed (b) Test of General Knowledge should be applied. (c)
Test in school subjects. (d) Test of language (e) Test of intelligence should be administered
(f) Aptitude; interest and attitude inventory should be administered. (g) A well direct
guidance service should be provided.

DEFICIENCIES OF SMALL TIME PERIOD PROVIDED FOR TEACHER'S

TRAINING

In India, this period is of one year after the graduation - the effective session being of eight to
nine months. The main purpose of teacher education programme is to develop healthy

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attitude, broad based interest and values. It is not possible during the short duration of nine
months.

INCOMPETENCY OF STUDENTS AND TEACHERS

The existing training programme does not provide adequate opportunities to the student
teachers to develop competency because the organizers of teacher's training programme are
not aware of the existing problems of schools. Therefore there should be a close matching
between the work schedule of the teacher in a school and the programme adopted for teacher
preparation in a training college.

DEFECTS CONCERNING PAPERS

A student teacher should know the meaning of education, its objectives, the socio-cultural
and politico-economics background, the principles that guide construction of curriculum etc.
But a proper preparation towards a good. Orientation is impossible in a short duration.
Following steps may be taken in this connection:
(i) allowing more time to learners for good reading and sound build-up of the intellect and
attitude, (ii) pruning the existing course (iii) arranging for exchange of experience than
merely attending lectures,(iv) changing the mode of testing inputs (v) the content must have
direct implications in the daily school teaching.

PROBLEMS OF PRACTICE TEACHING

Inspire of all kinds of elaborate arrangements regarding practice in teaching, student teachers
are non-serious to the task of teaching, deficient in sense of duty irresponsible, aimless,
indifferent to children, lacking innovative measure in teaching which are great obstacles in
the development of pedagogical skills.

PROBLEM OF SUPERVISION OF TEACHING

The supervisory organizations for practice teaching aims at bringing improvement in the
instructional activity of the student teachers by using various techniques and practical skills
in teaching and help them to develop confidence in facing the classroom situations. This is
done through following types of supervisions:

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Supervision before classroom teaching:

It aims at guiding in planning their lessons, learning to organize contents, formulating
suitable gestures and developing other related skills. At present the lesson plans are checked
superficially and no discussion is made by the subject method specialist.

LACK OF SUBJECT KNOWLEDGE

The B.Ed. programme does not emphasize the knowledge of the basic subject. The whole
teaching practice remains indifferent with regard to the subject knowledge of the student
teacher.

FAULTY METHODS OF TEACHING

In India teacher educators are averse to innovation and experimentation in the use of methods
of teaching. Their acquaintance with modern class-room communication devices is
negligible.

ISOLATION OF TEACHER’S EDUCATION DEPARTMENT

As has been observed by education commission, the teacher education has become isolated
from schools and current development in school education. The schools consider the teacher
education department as an alien institution and not a nursery for the professional
development of school teacher. These departments only observe the formality of finishing the
prescribed number of lessons no caring for the sounders of pedagogy involved in the
procedure.

POOR ACADEMIC BACKGROUND OF STUDENT-TEACHERS

Most of candidates do not have the requisite motivation and an academic background for a
well deserved entry in the teaching profession.

LACK OF PROPER FACILITIES

In India, the teacher education programme is being given a step-motherly treatment. About
20 percent of the teacher education institutions are being run in rented buildings without any
facility for an experimental school or laboratory, library and other equipments necessary for a
good teacher education department. There are no separate hostel facilities for student
teachers.
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LACK OF REGULATIONS IN DEMAND AND SUPPLY

The State Education Department have no data on the basis of which they may work out the
desired intake for their institutions. There is a considerable lag between the demand and
supply of teachers. This has created the problems of unemployment and underemployment.

INADEQUATE EMPIRICAL RESEARCH

In India, research in education has been considerably neglected. The research conducted is of
inferior quality. The teacher education programmes are not properly studied before
undertaking any research.

LACK OF FACILITIES FOR PROFESSIONAL DEVELOPMENT

Most of the programmes are being conducted in a routine and unimaginative manner. Even
the association of teacher educators has not contributed anything towards development of a
sound professionalization of teacher education in the country.

REFERENCE
1. Chobe, S.P., & Chobe, A. (2006). School Organization. Noida: Mayur Paperbex.
2. Gupta, A.M. (1999). Educational Management. New Delhi: Bharat Prakashan.
Publications. University News. Vol. 49, No.09, February 28-March 06.
3. Usha M.D. (2010). Challenges Before Indian Government (Convocation Address).
4. Vashist, S.R. (2003). Professional Education of Teachers. Jaipur: Mangal Deep.

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Research Paper-Education

ROLE OF A TEACHER FOR QUALITY IN

EDUCATION

Paragi Shah
Assistant Prof. Kakanpur M.Ed. College,
District: Panchmahal

ABSTRECT

We are all interested in quality in education. The future of our country and the world
depends on our children and college students receiving the best instruction. Using the
framework of quality in our school districts, we can design roadmaps for continuous
improvement. When educators understand what continuous improvement is all about,
they gain confidence that they can shape and alter the nature of their schools. Change is
possible! Inside the daily reality of classrooms and educational establishments, the
promotion of quality education for all young people sharply brings to light problems
concerning the role of the teacher and other education providers: their recruitment, the
adequacy of their profile and function, their training, and their social recognition and
status. It is evident that a sufficient number of competent teachers is required in order to
improve the quality of educational processes.

Key words: Education, Quality in Education, Population Education, Sex Education

INTRODUCTION

Population education emerged as an educational response to population and development

issues confronting the society, nation and the world. It aims at making the learners aware

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of the interrelationships between populations. Development, a-sources, environment and

quality of life of the people, inculcating in them positive attitude and responsible
behavior towards population and development issues. The population education
programmes, as being implemented in about 90 countries of the world for the last over
two decades, present a varied picture in terms of concept, content and clientele. They are
known by different names such as population education, family life education, sexuality
education and adolescence education depending upon their special emphasis.

NEED FOR POPULATION EDUCATION

Realizing the negative effect of rapid population growth on development, many

developing countries have launched family planning programmes. The success of family
planning programmes in some countries has been significant in terms of reducing the rate
of population growth.

There are two main reasons inter alia for the hidden momentum of population growth in
the developing countries. These are (I) the socio-cultural and religious values of the
people, which influence their fertility behavior, and (ii) the large young population of
these countries. Population change is both a biological as well as a socio-cultural
phenomenon- The whole process of reproduction leading to the birth of a child is
biological. However, the decisions behind the birth of a child and size of the family are
governed by socio-cultural values, traditions, and customs. For example, in most of the
developing countries people place a high value on the birth of a child. Similarly, there
are many other pro-natal values, which influence the fertility behavior of the people. In
general, socio-cultural values change slowly over time through a variety of factors; but
one of the most important factors is education. Any coercion in changing the values of
the people can backlash and foil all the efforts. There are a number of studies, which
show a direct relationship between education of the people and their fertility behavior.
For example, a study shows that the rural women with five or more years of education,
bore, on an average, just over half as many children as those with no schooling. Urban
women with 10 or more years of education bore less than 45 per cent as many children as
their counterparts with no schooling. (Also, see Module IV.)

In India, while evaluating the impact of population education program me on school

students and teachers, the International Institute for Population Sciences, Mumbai, found
that school students and teachers who were exposed to population education content and
training showed greater awareness about and more positive attitudes towards population

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issues than those students and teachers who were not exposed to such content and
training.

In her inaugural address at the first Conference of Asian Forum of Parliamentarians for
Population and Development held in Delhi from February 17-20, 1984, Mrs. Indira
Gandhi, the then Prime Minister of India, made a specific reference to the importance of
education in inculcating attitudinal and behavioral changes in the people to accept family
planning. This should be accompanied by organizational arrangements for contraceptive
advice and medical services. She said:

Young people must be in the vanguard of the movement to restrict population growth
and to promote sustained development. In schools and colleges and through non-formal
education they must be made conscious of the dynamics of population growth and its
implications for their own further well-being and that of the nation. Properly planned
population education programmes need to be introduced at various levels so that when
people marry, they are fully aware of their responsibility to themselves, to future
generations and to society. Every occasion and festival is it religious or otherwise, where
people get together, affords excellent opportunity to reach out 10 them to explain the
importance of these programmes.

We must, therefore, educate children at an early age, much before they mature, on the
implications of population change. There is also the need to impart education in human
sexuality, HIV/AIDS, and drug abuse. From the beginning, it must be instilled in their
minds that the ideal of happiness and prosperity lies in limiting the size of the family. If
the child understands the processes and consequences of population growth for him, the
society, the nation, and the world by the time he leaves the secondary school, he may be
in a position to make the right decisions and is likely to be more receptive to the message
of the family planning later. In fact, one of the hidden objectives of population education
is to create demand for family planning services.

Although there is no empirical evidence to show that population education will bring
about the desired changes in the fertility behavior of the future parents, a number of
studies have shown that there is greater awareness among students and teachers and a
positive change in their attitudes towards population issues. If we believe in a non-
coercive and non-propagandist way of changing behavior, probably education is the
major means to help the individuals in making rational decisions for themselves and the
society.

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Historical Background:

Population education has a relatively short history. The first attempt to voice the need for
population education was made, perhaps, by Alva Myrdal in 1941. In her book Nation
and Family, she tried to convince the USA that a conscious population policy was
essential to realize the social policy. She emphasized the role of education in the
development of new population policy. The March 1962 issue of Teachers College
Record, Columbia University, carried an article by Warren S Thomson entitled 'The
Population Explosion", and another article 'Population-Gap in the Curriculum' by Philip
M Hauser. Both these articles drew attention to the need for including population content
in the school curriculum. In 1964, a project to prepare instructional materials related to
population education was undertaken at Teachers College, Columbia University, under
the leadership of Prof Sloan Wayland. The output of this project was two documents -
Teaching Population Dynamics', and •Critical Stage of Reproduction'. These were
designed as proto-type materials for the pre-service training of secondary school
teachers.

The first Director-General of UNESCO, Sir Julian Huxley, in his Annual Report for
1948, emphasized that overpopulation could drastically affect the future civilization and
its rate of advance. He was particularly concerned by the undernourishment of much of
the world's population and with the problems of erosion and depletion of natural
resources. He wrote, "Population must be balanced against resources or civilizations will
perish.” He suggested that UNESCO's task must include educating the peoples of the
world to realize the gravity of the problems involved.

The workshop on Population and Family Education, sponsored by the UNESCO

Regional Office for Education in Asia held at Bangkok in September-October 1970, was
a landmark in (his history of population education. Educators from 13 member states in
Asia addressed themselves to the task of preparing a statement of objectives for
population education, suggesting strategies for organizing programmes, outlining content
for incorporation into school curricula in the social sciences and the natural sciences, and
preparing a set of draft sample instructional materials in mathematics, science, and social
studies. A noteworthy outcome of the workshop was that in course of time several of the
participants played key roles in developing population education programmes in their
own countries.

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After initial resistance, the program me of population education picked up quite fast in
the seventies. Five countries in Asia launched national programmes in population
education after the 1970 Regional Workshop, with financial support from the United
Nations Fund for Population Activities (UNFPA) and technical assistance from
UNESCO.

India was. Perhaps, the first country to have taken up the task of introducing population
education. The Family Planning Association of India presented a memorandum to the
Government of Maharashtra. Urging that population education be introduced into the
educational system of the state. During the same period a 'White Paper" on educational
reconstruction was published by the Maharashtra government in April 1968. The
proposal was based on the conviction that one of the important ways in which the
educational system can be made a 'powerful instrument of the national development' was
by providing a basic understanding of the dynamics of population growth and how it
affected the daily lives of the people and national welfare.

The first National Seminar on Population Education held in 1969 in Bombay (now
Mumbai) set the pace for the introduction of population education in the school system.
Since 1980. Population education has been launched as a national program me under the
banner of the National Population Education Programme (NPEP) by the Ministry of
Education with the financial support of 1.-NFPA and technical assistance of UNKSCO.
By 1998. 30 states and union territories were implementing the program me- The NPEP
executed by the Neff-RT completed three cycles and entered a new phase in 1998.
During its first cycle, it had sought to institutionalize population education in the formal
school anal teacher training systems. The program me was expanded to non-formal
education, adult education and universities during the Seventh Five Year Plan (1986-90).
The population education program me is now being implemented in many countries at
various levels of education in primary and secondary schools, pre-service and in-service
teacher training, vocational and technical schools, higher education and non-formal and
adult education.

Meaning of Population Education:

Since the population education program, me was initiated to supplement the family
planning program me, it is sometimes understood, both within and outside the
educational system, as another name for sex education and/or family planning education.
This misconception has been one of the hurdles in starting population education

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programmes in some countries. Cultural variations have determined differences in the

concept and scope of population education programmes in different geographical
regions. Sex education is still considered unacceptable in many countries of Asia,
although some other countries such as the Republic of Korea and the Philippines have
included family planning and sexuality as a part of population education curriculum in
schools. In Fiji, sex education is a major component of family life education. Some Latin
American countries place major emphasis on sex education because of the need felt for
the individual to understand himself or herself as a sexual being, which is a prerequisite
to the development of responsible parenthood.

Family Life Education and Population Education:

Family Life Education is an education designed to promote happy family life. It seeks to
prepare young people for a successful married life and responsible parenthood. With
these purposes of family life education, the contents that are generally included in it are
the concept of family structure, types and functions of family, family discords and their
resolution, adolescence and related needs and problems, information about human
sexuality, preparation for marriage, and responsible parenthood. The focus is on family.
In population education, the centre of study is population and its related issues. Some of
the elements of Family Life Education fall in the area of population education, and
therefore, these interfaces lead to an impression that both educations are identical.

Sex Education and Population Education:

Sex education is also at times treated as synonymous with population education. Sex
education is aimed at imparting education in human sexuality, human reproduction,
responsible and healthy sexual!*behavior and related ethical and mural issues. '
With the fast spread of HIV/AIDS, AIDS education has been made an integral part of
population education. As such, inclusion of selected content and information on human
sexuality forms part of population education.
Conceptualization of population education is rather a question of emphasis, rooted in
complex and historical differences. The situation is not expected to remain static. There
are already signs of change in the concept and scope of population education in some
countries. Although some countries do not openly accept any kind of sex education or
family planning education in schools, they do realize the need for including some content
related to these areas in the population education curriculum. A number of surveys
recently conducted in some countries in Asia vouch to this change in the perception of

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and acceptance to include sex education related contents in the framework of population
education.

The concept and scope of population education also differs with the target group.
Although opinions may differ with regard to the nature and content of population
education for the children, there is little difference of opinion so far as the population
education program me for adolescent youth and adults is concerned. The information on
sex and family life is of immediate relevance to this group.

Given the cultural and religious diversities and different target groups, it may be difficult
to give one definition of population education which can he universally accepted.
Definitions also differ in the specific behavioral outcomes, which they specify, such as
acceptance of a small family norm while others adopt a non-directive approach.
In spite of the Difficulties in the perception of population education, many individuals
and many conferences have tried to give a definition of population education. For those
who are interested in definitions, three are given below:

Population education is “an educational programme which provides for a study of the
population situation in the family, country, nation, and the world with the purpose of
development in the students of rational and responsible attitude and behavior towards
1
that situation.” “Population Education is an educational process to develop among
learners an understanding of the interrelationships between population and sustainable
development, causes and consequences of population changes, and criticality of essential
conditions of population stabilization. It inculcates among them rational attitude and
responsible behavior towards population and development issues in individual and social
contexts. So that they can make informed decisions.”2 “It is generally agreed that
population education is the process of helping people understand the nature, causes and
implications of population processes as they affect, and are affected by, individuals,
families, communities and nations. It focuses on family and individual decisions
influencing population change at the micro level, as well as on broad demographic
changes.” 3

As one might notice, in three definitions there is no mention of the needs of adolescents,
reproductive health and skill development, which are now being emphasized in the light
of the ICPD 1994. Though these aspects are subsumed in these definitions, it is felt that
there is a need lo formulate a new definition highlighting the new emphasis in population
education, especially the development of life skills.

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Reconceptualisation:

Prompted by the need to reconceptualise and synthesis various aspects of population

education, the UNESCO Regional Seminar held in Bangkok initiated the exercise way
back in 1984. The process of reconeeptualisalion continued for about a decade with
important inputs from different international conferences, including the UN Conference
on Environment and Development (UNCED) held in Rio de Janeiro in 1992 known as
the Earth Summit; the Istanbul Declaration and Plan of Action (April 1993); the (ICPD)
held in Cairo in 1994: and the Fourth World Conference on Women held in Beijing in
1995- The major focus in the reconceptualisation has been to register a paradigm shift
from a purely demographic or population control approach to a broader interdisciplinary
approach for sustainable development encompassing related issues of environment,
resources, poverty and reproductive health.

The 1994 (IC'PD) has given a broad mandate on development issues than previous
population conferences. Reflecting the growing awareness that population, poverty,
patterns of production and consumption, and the environment are so closely
interconnected that none of them can be considered in isolation. The Programme of
Action recommends a set of important population and development objectives, both
quantitative and qualitative. Among these objectives and goals are sustained
development, education, especially for girls; gender equity and equality; infant, child and
maternal mortality reduction; and the provision of universal access to reproductive health
services, including family planning and sexual health.

In this context, it is important to mention that the National Council of Educational

Research and Training (NCERI) had organized a National Seminar on Adolescence
Education in mid-April 1993. The National Seminar on Adolescence Education had
recommended that sex education and education for preventing HIV/AIDS and drug
abuse should form part of the population education program me for secondary school
students and teachers.

The content areas of population education, namely (I) Population dynamics, (ii)
Population, Environment and sustainable development, (in) Population, development and
quality of life, (iv) Family and gender equality, (v) Maternal and child health, (vi)
Reproductive health and needs of adolescents, and (vii) STD, HIV/AIDS and drug abuse,
reflect the overall consensus and recommendations of the major national and
international conferences and seminars.

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Population Population
Dynamics Environment &
Sustainable Development

Reproductive Population,
Health & Needs of Content Development &
Adolescents Areas of Quality of Life
Population
Education

Maternal & Family and

Child Health Gender Equality

STD, HIV / AIDS &

Drug Abuse

REFERENCE:

1. UNESCO. (1970). Regional Office for Education in Asia. Population and Family
Education. Report of an Asian Regional Workshop. Bangkok, 7, September-7,
October, Bangkok.
2. NCERT. (1996). Population Education: A reconceptualised Framework... New
Delhi, NCERT.
3. Reconceptualisation of Population Education.(1993). Technical Paper, Number 2,
UNFPA, New York.

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