International Journal For Research in Education (IJRE)

International Journal for Research in Education (IJRE)
Sr. No.
1
Contents A Study of Misconceptions and Customs of the Female Students of Womens Arts College Trupti J. Vyas Parallel Life of Students on Social Networking Sites Dr. Harishchandrasingh Rathod, Prof. Digvijay Barot Effect of Yoga Exercises on Achievement, Memory and Reasoning Ability Nilesh Gajjar Problems of Teacher Education in India Dr. Ashok J. Desai Role of a Teacher for Quality in Education Paragi Shah
Pg. No.
1-20
2 3
21-33 34-53
4 5
54-58 59-67
RET ACADEMY FOR INTERNATIONAL JOURNALS OF MULTIDISCIPLINARY RESEARCH (RAIJMR) About Us

RET Academy for International Journals of Multidisciplinary Research (RAIJMR) is an intentional academy for International Multidisciplinary Research. Under this title this academy will publish research journal(s) with different title(s). These all journal(s) will publish monthly (one by one) in English language. The prime aim of the academy is to publish multidisciplinary journals under the head of RAIJMR. The aim and scope of the academy is to provide an academic medium and an important reference for the advancement and dissemination of research results that support high-level learning, teaching and research in the fields of Management, Technology, Education, Pharmacy, Humanities, Science, Engineering, Account & Commerce, Social Sciences, Law, etc. The Journal publishes papers, review articles, and short communications dealing with Education, Pharmacy, Management, Engineering, Account, Commerce, Arts, Science, Humanities, and Law etc. RAIJMR would take much care in making your article published without much delay with your kind co-operation. RAIJMR hopes that Researchers, Research scholars, Academician, Industrialists etc. would make use of this research publication for the development of all the discipline. We are very satisfied to announce that our academy published our (1) International Journal for Research in Management and Pharmacy (IJRMP) and (2) International Journal for Research in Education (IJRE). This Academy boasts of hosting international ISSN journals under its wings, namely:
1) 2)
International Journal for Research in Management and Pharmacy (IJRMP) ISSN: 2320-0901 International Journal for Research in Education (IJRE) ISSN: 2320-091X
Aim and Scope International Journal for Research in Management and Pharmacy (IJRMP) ISSN 2320-0901
International Journal for Research in Management and Pharmacy (IJRMP) is a refereed research journal which aims to promote research education worldwide and to establish the acquaintances between management and pharmacy. The journal focuses on issues related to the development and implementation of new methodologies and technologies, which improve the operational objectives of an organization. These include, among others, product development, human resources management, project management, logistics, production management, e-commerce, quality management, financial planning, risk management, decision support systems, General Management, Banking, Insurance, Economics, IT, Computer Science, Cyber Security and emerging trends in allied subjects. Thus, the journal provides a forum for researchers and practitioners for the publication of innovative scholarly research, which contributes to the adoption of a new holistic managerial approach that ensures a technologically, economically, socially and ecologically acceptable deployment of new technologies in business practice.
RET ACADEMY FOR INTERNATIONAL JOURNALS OF MULTIDISCIPLINARY RESEARCH (RAIJMR)
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. K. S. Likhiya Dr. Sukeshprabha Sharma Dr. M. L. Joshi Dr. J. I. Patel Dr. M. R. Solanki Dr. D. R. Dodiya Dr. M. K. Yagnik Dr.Pallaviben Patel Dr. Satishprakash Shukla Dr. D. M. Chaudhary Dr. Suresh R. Parmar Dr. V. K. Sapovadia
Advisory Board (International)

Prof. M. B. Gajjar (Canada) Dr. Manish S. Patel (Canada) Dr. Kamlesh P. Suthar (Australia) Dr. Amrut L. Gajjar (New Zealand) Mr. Shailesh D. Patel (U.S.A.) Miss. Shilpa J. Patel (U.S.A.) Dr. Dhiren P. Suthar (Canada) Prof. N. D. Patel (Australia) Prof. Rajnikant C. Gajjar (U.A.E.) Mr. Nilesh Patel (U.K.) Mr. Kirit B. Prajapati (U.S.A.) Mr. Bhadresh B. Suthar (U.A.E.)
Authors Guideline
The academy for International journals of Multidisciplinary Research welcomes submissions in all areas related to Management, Pharmacy, Engineering, Education, Humanities, Social Science, etc. Manuscript for all discipline must be in English prepared on a standard A4 size paper setting. It must be prepared in 12-point Times New Roman and must follow the following criteria for all discipline. 1. Each manuscript requires an abstract with a length of 15 - 20 lines in 12 point font Times New Roman and Italic font followed by 5 - 7 keywords. 2. Type-written manuscripts in MS Word (.doc) format should be submitted by E-mail to
editorraijmr@yahoo.com
3. Research Papers/Review Articles will be published in the Journal after peer-reviewed process. 4. Leave 1 inch margin for each - top, bottom, left and right. 5. List of references must be present. 6. Papers without references will not be reviewed. 7. Section headers will be bold faced sentence case whereas sub-section header will be in normal style, both indented at 0.5 inch. Line space is 1.5 for entire article. 8. Once the paper is accepted, the authors will be required to send the signed copy of Copyright Form through E-mail to editorraijmr@yahoo.com. 9. It is mandatory for all the authors to sign the Copyright Transfer Form. 10. It will be take more then 2-3 weeks to 1 month to publish after submitting. 11. Research paper should contain with abstract (including 200-300 words) & including minimum 1500 words and you must follow all the steps (Design) of research. 12. The decision of Reviewers will be final and canvassing in any form will be disqualification of authors in future issues. 13. In article minimum 2500 words must required. 14. Page layout must be created only A4 size only. 15. PDF file is not accepted. For more details please contact me freely cool on +91 9824974994. Regards, (Nilesh Gajjar)
Review Process
1. Each manuscript will be primarily examined by the editor, and then forwarded to two referees for blind review. The research paper shall be published subject to recommendation of referees. The review process may take up to a week to one month (Maximum two months in extra ordinary circumstances). 2. The author's shall be informed about the selection/rejection of the article/paper by e-mail only. However, the journal shall publish the article/papers of the authors completing the formalities in due time mentioned in the selection letter. The rejected papers shall not be returned. 3. In case of acceptance of the article and completion of publication formalities by the author, journal reserves the right of making amendments in the final draft of the research paper to suit the journal's requirement. 4. The Editor in Chief is the final authority for publish the paper in any Journal under the head of RAIJMR.

My/Our research paper is originally written by me/us and all information is true. I/we will fully responsible for this research paper. Name of Journal______________________________________________________________________________________________ Name____________________________________College/University:______________________________Signature_____________
Authors Name____________________________________Designation: ______________________________Signature_____________ Co-Author(s) Name____________________________________ Designation: _________________________ Signature_____________ Date: _______________Place: ___________________________________________________________________________________
Under the Following Conditions: Attribution :(i) The services of the original author must be acknowledged; (ii). In case of reuse or distribution, the agreement conditions must be clarified to the user of this work; (iii) Any of these conditions can be ignored on the consent of the author. SIGN HERE FOR COPYRIGHT AGREEMENT & COPY RIGHT TRANSFER AGREEMENT: I hereby certify that I am authorized to sign this document either in my own right or as an agent of my employer, and have made no changes to the current valid document supplied by RAIJMR and the Publisher of RAIJMR. Copyright to the above work (including without limitation, the right to publish the work in whole, or in part, in any and all forms) is here by transferred to RAIJMR, MEHSANA and to the Publisher of RAIJMR, MEHSANA, India, to ensure widest dissemination. No proprietary right other than copyright is proclaimed by RAIJMR and the Publisher of RAIJMR.
COPYRIGHT TRANSFER
[2] No responsibility is assumed by RAIJMR and the Publisher of RAIJMR, its staff or members or the editorial board for any injury and/or damage to persons or property as a matter of products liability, negligence or otherwise, or from any use or operation of any methods, products instruction, advertisements or ideas contained in a publication byRAIJMR and by the Publisher of RAIJMR.
RAIJMR COPYRIGHT AGREEMENT FORM

For the submission of an research paper (mention Title of Manuscript): __________________________________________________________________________________________________ Name of Journal________________________________________________________________________________ Name of Author: ______________________________________Name of Co-Author_____________________ I hereby declare, on behalf of myself and my co-authors (if any), that: [3] I/we permit the adaptation, preparation of derivative works, oral presentation or distribution, along with the commercial application of the work. [4] The research paper contains no such material that may be unlawful, defamatory, or which would, if published, in any way whatsoever, violate the terms and conditions as laid down in the agreement [5] The research paper submitted is an original work of mine/ours and has neither been published in any other peerreviewed Journal/news paper/magazine/periodical/book nor is under consideration for publication by any of them. Also, the research paper does not contravene any existing copyright or any other third party rights. [6] I am/we are the sole author(s) of the research paper and maintain the authority to enter into this agreement and the granting of rights to the Publisher of RAIJMR, MEHSANA, India and this does not infringe any clause of this agreement. [7] I/we have taken due care that the scientific knowledge and all other statements contained in the research paper conform to true facts and authentic formulae and will not, if followed precisely, be detrimental to the user. EDITORS ADDRESS:143 Gokuldham Society, Modhera road, Village: Dediyasan Di.Mehsana.384002. E-mail: editorraijmr@yahoo.com
Vol.1, Issue: 1
December: 2012
ISSN: 2320-091X
Research Paper-Education
A STUDY OF MISCONCEPTIONS AND CUSTOMS OF THE GIRL STUDENTS OF WOMENS 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 todays 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 1
Vol.1, Issue: 1
December: 2012
ISSN: 2320-091X
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 mans 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 gods idol or singing morning hymns all these things must have taken lot of efforts from mans 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 mans 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. 2
Vol.1, Issue: 1
December: 2012
ISSN: 2320-091X
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 womens arts colleges. 2. To study the effect of area on the beliefs about misconceptions and customs prevailing among the girl students of womens 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 womens 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 womens arts college? 2. Is there the significant difference in the beliefs about misconceptions and customs among the girl students of womens 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 womens 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 womens arts colleges so 3
Vol.1, Issue: 1
December: 2012
ISSN: 2320-091X
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 womens colleges of Mehsana district, the details of which are shown as under:
Total No. of Girl No. 1 2 3 Name of College Smt. M. S. Shah Women's Arts College, Kadi Smt. R. R. H. Patel Women's Arts College, Vijapur Nima Girls Arts College, Gozaria Smt. Anandiben Shankarbhai Chaudhari Women's Arts and Home 4 5 6 Science College, Mehsana Shree J. M. Patel Arts and m. N. Patel Commerce Women's College, Unjha Smt. C. C. Women's Arts and Sheth C. N. Commerce college, Visnagar 706 839 1510 416 705 608 Urban Rural Students
Sample
Out of all the womens 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: 4
Vol.1, Issue: 1
December: 2012
ISSN: 2320-091X
Total No. of No. 1 2 Name of College Nima Girls Arts College, Gozariya Smt. C. C. Women's Arts and Sheth C. N. Commerce college, Visnagar Total 706 1122 Urban Rural Girl Students 416
A stated above out of total 1122 girl students from rural and urban womens colleges, 584 girl students were given the questionnaire. The details according to area and Caste category are as under: Caste Category Year Open SEBC S.C. S.T. Total F.Y. B.A. 85 52 13 0 150
Urban S.Y. T.Y. B.A. B.A. 51 85 50 46 14 13 0 1 114 146
Total 221 148 40 1 410
F.Y. B.A. 24 28 1 0 53
Rural Total S.Y. T.Y. B.A. B.A. Total 31 50 105 326 18 14 60 208 4 3 8 48 1 0 1 2 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
Vol.1, Issue: 1
December: 2012
ISSN: 2320-091X
of Womens 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 dont 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 society and related statements. that basis were
1. The researcher consulted the senior citizens of the collected number of statements for the questionnaire.
2. The experts of the filed were consulted and formed subject certain statements were formed. 4. With the help and guidance of the research guide some framed. 6
3. The topic was discussed with the friends and classmates and on
statements
Vol.1, Issue: 1
December: 2012
ISSN: 2320-091X
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 guides 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. 1 2 Experts Name Prof. Ketanbhai Maheta College of Education, Vadasma. Dr. Divyaben Sharma M. Ed. Department (Education) Ganpat Uni., Kherva. 3 Dr. Sonalben Patel M.Ed. Department (Education) Ganpat Uni., Kherva. Avoid repetition of the questions. changed. Keep the number of items less. Suggestions Que. no. 2, 19 and 23 should be
Vol.1, Issue: 1
December: 2012
ISSN: 2320-091X
Prof. Anilbhai R. Patel Aaradhana College of Education, Sector- 28 Gandhinagar.
Add new questions.
Prof. N. M. Daslaaniya C. C. Womens Arts College, Visnagar.
The Questionnaire is reliable.
Prof. J. G. Metiya C. C. Womens Arts College, Visnagar.
Que. no. 1, 2, 12, 24 and 25 are not reliable. Keep the questions suitable to the age groups. Frame the questions in such a way that the students can understand them easily.
7 8
Prof. Gayatriben Barot Nima Girls Arts College, Gozariya Prof. Mahendrabhai Dave Nima Girls Arts College, Gozariya
9 10
Prof. Vinod H. Pandya Womens College, Unjha. Dr. Rajendrasinh Vaghela Nima Girls Arts College, Gozariya
Be careful about the rules of word formation. Certain simple. statements should be
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 Womens arts colleges was important. For data collection the researcher herself met the girl students of the selected urban and rural womens college and instructed them how to give their responses in the questionnaire. After the evaluation of all those responses, the proper data was collected.
Vol.1, Issue: 1
December: 2012
ISSN: 2320-091X
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 Womens 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 womens 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. 9
Vol.1, Issue: 1
December: 2012
ISSN: 2320-091X
Que. 1
Does evil look have evil effect the person?
During the interpretation it was found that out of total 584 girl students of womens 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 or shop on Saturday? During the interpretation it was found that out of total 584 girl students of womens 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 womens 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 womens 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 womens Arts Colleges, 41.60% of the girl students believed that if some snake or 10 entrance of house
Vol.1, Issue: 1
December: 2012
ISSN: 2320-091X
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 mans body? Out of total 584 girl students of womens 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 womens 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 womens 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 womens 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 womens 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 womens 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.
11
Vol.1, Issue: 1
December: 2012
ISSN: 2320-091X
Que. 12
Do the situation of up-side-down footwear create quarrels?
Out of total 584 girl students of womens 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 womens 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 womens 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 womens Arts Colleges, 49.31% of the girl students believed that widow can not wear colourful sari because it is asocial barrier. Que. 16 death? Out of total 584 girl students of womens Arts Colleges, 20.89% of the girl students believed that the book of Garudpuraan should be read after somebodys 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 womens 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. Should the book of Garudpuraan be read after somebodys
12
Vol.1, Issue: 1
December: 2012
ISSN: 2320-091X
Que.18
Should market remain closed if somebody dies?
Out of total 584 girl students of womens 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 persons death? Out of total 584 girl students of womens Arts Colleges, 55.82% of the girl students believed that there should be funeral procession after a persons 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 womens 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 womens 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 mans death? Out of total 584 girl students of womens Arts Colleges, 36.30% of the girl students believed that there should be a feast of sweet balls (laadu) after mans 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 womens 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 womens 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. 13
Vol.1, Issue: 1
December: 2012
ISSN: 2320-091X
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 womens 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 womens 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 womens 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 persons death? Out of total 584 girl students of womens 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 womens 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 husbands home on Wednesday? Out of total 584 girl students of womens Arts Colleges, 78.24% of the girl students believed that on Wednesday parents should not send their daughter to her husbands home. It is a tradition.
14
Vol.1, Issue: 1
December: 2012
ISSN: 2320-091X
FINDINGS BASED ON RESEARCH QUESTIONS 1. Which type of beliefs about misconceptions and customs may be there among the girl students of womens arts college? Findings regarding Misconceptions college 41. the misconception about evil look. If 1. It was found that out of total 584 girl students of womens arts 95% of the girl students believed in According to these public, look. 2. Out of all the girl students of the colleges, 70.19% of the found to believe in the misconception infants should not be kept out for drying them. girl students were girl students that wet clothes of small children or These occultism. girl students were girl
students, if some body eats something amid the she may also become victim of evil
he or she becomes the victim of evil look by somebody else.
some person is very beautiful, he or
believed that some person can use the trick of spell or 3. Out of all the girl students of the colleges, 60.62% of the found to believe in the misconception should not be
that the omen of any widow or widower successfully. girl students were
taken. According to these girl students, because of ill
omen of any widow or widower, new work can be done 4. Out of all the girl students of the colleges, 78.41% of the found to believe in the misconception hair cut. Because it a sign of ill omen.
that on Saturday we should not get our girl students were
5. Out of all the girl students of the colleges, 84.06% of the found to believe in the misconception thrown out of one has to suffer the loss of money. Findings regarding Customs
that garbage of the house should not be
the house at evening time. Because of bringing the garbage out,
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
15
Vol.1, Issue: 1
December: 2012
ISSN: 2320-091X
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 husbands home. It is a tradition. 2. Is there significant difference in the beliefs about misconceptions and customs among the girl students of womens arts colleges because of the difference in area? Findings regarding Misconceptions 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 ones 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 women should wear veil, On Wednesday, parents should not send their 16 1. Beliefs in the customs like a widow can not wear colourful sari, Muslim 1. The misconception, that evil look by someone works was found among the
Vol.1, Issue: 1
December: 2012
ISSN: 2320-091X
daughter to her husbands 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 womens arts colleges because of the difference in Caste category (Open, SEBC, SC, ST)? Findings regarding Misconceptions misconceptions than the girl students of Open and SC category. Findings regarding Customs 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. 1. The girl students of SEBC and SC category were found having more beliefs in 1. The girl students of SEBC category were found having more beliefs in
17
Vol.1, Issue: 1
December: 2012
ISSN: 2320-091X
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 researchers 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 peoples beliefs A Study. 6. The effect of misconceptions and customs on society A Study.
18
Vol.1, Issue: 1
December: 2012
ISSN: 2320-091X
CONCLUSION In the present study, the researchers main objective was to know different beliefs about misconceptions and customs among the girl students of womens 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.
19
Vol.1, Issue: 1
December: 2012
ISSN: 2320-091X
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.
20
Vol.1, Issue: 1
December: 2012
ISSN: 2320-091X
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 students 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
21
Vol.1, Issue: 1
December: 2012
ISSN: 2320-091X
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, AndersonButcher, 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
22
Vol.1, Issue: 1
December: 2012
ISSN: 2320-091X
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
23
Vol.1, Issue: 1
December: 2012
ISSN: 2320-091X
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-ofnavigation, 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
24
Vol.1, Issue: 1
December: 2012
ISSN: 2320-091X
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)
25
Hours spending online: Study reveals that most of the students spending at least 1 hour a day on Internet.
Vol.1, Issue: 1
December: 2012
ISSN: 2320-091X
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 1 1 2 2 2 1 2 1 1 1 1 1 1 1 1 1 1 1 3 1 1 1 3 2 4 2 1 1 1 1 1
Rank 53.5 53.5 138.5 138.5 138.5 53.5 138.5 53.5 53.5 53.5 53.5 53.5 53.5 53.5 53.5 53.5 53.5 53.5 177.5 53.5 53.5 53.5 177.5 138.5 192.5 138.5 53.5 53.5 53.5 53.5 53.5
Group-2 2 4 1 2 2 1 1 4 4 4 1 2 1 1 1 1 4 3 1 1 1 1 1 1 1 3 1 2 1 1 1
Rank 138.5 192.5 53.5 138.5 138.5 53.5 53.5 192.5 192.5 192.5 53.5 138.5 53.5 53.5 53.5 53.5 192.5 177.5 53.5 53.5 53.5 53.5 53.5 53.5 53.5 177.5 53.5 138.5 53.5 53.5 53.5
Group-3 2 1 1 1 3 2 1 1 1 1 1 2 1 1 1 1 1 1 1 1 4 2 1 2 1 2 1 1 4 1 1
Rank 138.5 53.5 53.5 53.5 177.5 138.5 53.5 53.5 53.5 53.5 53.5 138.5 53.5 53.5 53.5 53.5 53.5 53.5 53.5 53.5 192.5 138.5 53.5 138.5 53.5 138.5 53.5 53.5 192.5 53.5 53.5
Group-4 1 1 2 4 3 1 2 3 4 2 2 4 1 2 1 1 2 4 2 1 2 1 2 1 1 2 2 2 2 2 2
Rank 53.5 53.5 138.5 192.5 177.5 53.5 138.5 177.5 192.5 138.5 138.5 192.5 53.5 138.5 53.5 53.5 138.5 192.5 138.5 53.5 138.5 53.5 138.5 53.5 53.5 138.5 138.5 138.5 138.5 138.5 138.5
26
Vol.1, Issue: 1
December: 2012
ISSN: 2320-091X
1 1 2 1 1 1 1 1 1 1 1 2 2 1 2 1 1 1 2 Total
53.5 53.5 138.5 53.5 53.5 53.5 53.5 53.5 53.5 53.5 53.5 138.5 138.5 53.5 138.5 53.5 53.5 53.5 138.5 3997
2 1 1 1 1 1 3 2 4 4 3 3 2 3 2 1 1 2 1
138.5 53.5 53.5 53.5 53.5 53.5 177.5 138.5 192.5 192.5 177.5 177.5 138.5 177.5 138.5 53.5 53.5 138.5 53.5 5242
1 3 2 2 1 2 3 2 1 1 1 1 2 1 2 2 1 1 1
53.5 177.5 138.5 138.5 53.5 138.5 177.5 138.5 53.5 53.5 53.5 53.5 138.5 53.5 138.5 138.5 53.5 53.5 53.5 4430
3 4 2 2 2 2 2 2 2 2 1 2 2 2 2 2 4 2 2
177.5 192.5 138.5 138.5 138.5 138.5 138.5 138.5 138.5 138.5 53.5 138.5 138.5 138.5 138.5 138.5 192.5 138.5 138.5 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, = 5%)
27
Vol.1, Issue: 1
December: 2012
ISSN: 2320-091X
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 All groups Between Secondary and Ph.D Between Secondary and Graduates Between Graduates and Post Graduates Between Post graduates and Ph. D. Variability 12.60% 23.34% 5.29% 2.19% 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.
28
Vol.1, Issue: 1
December: 2012
ISSN: 2320-091X
The study covers only graduates, Post graduates and PhD pursuing students 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), 4656. 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), 151165. SNW Social Trends-in-2012 Review, Media retrived Usage from: http://social-networking-websitesTrends, retrived from: review.toptenreviews.com/ -18-2-/12
http://searchenginewatch.com/article/2167518/Worldwide-Social-Media-Usage 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/rapidgrowth-in-social-networking-worldwide.html
29
Vol.1, Issue: 1
December: 2012
ISSN: 2320-091X
QUESTIONNAIRE
Gender: [ ] Male [ ] Female
College/University : Age: [ [ ] ] ] ] 15-20 35-40 [ [ ] 20-25 ] 40-45 [ [ ] ] 25-30 45-50 ] ] ] [ [ ] ] 30-35 More than 50 years
Education: [ [ Marital Status:
Secondary & Higher Secondary [ Post Graduate [ [ ] Married [
Graduate Ph. D. Unmarried
1. Nature of spending time on different media. Types of Media Newspaper Television Radio Internet Mobile phones Never Rarely Sometimes Often Always
2. Hours spending online. [ ] 1 or less than 1 hour [ ] 3-4 hours 3. Please rate the following activities. Activities 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 Not at all Important Quite Important
[ [
] ]
2-3 hours More than 4 hours
Important
Very Important
I couldnt live without it
30
Vol.1, Issue: 1
December: 2012
ISSN: 2320-091X
6. Which Social Networking sites do you use currently? Sites Orkut Twitter Face book Google Group Yahoo Group LinkedIn Never Occasionally Monthly Weekly Daily
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. ] 1 p.m. to 4 p.m. ] 7 p.m. to 10 p.m. [ [ [ ] ] ] 10 a.m. to 1 p.m. 4 p.m. to 7 p.m. 10 p.m. to 1 a.m.
8. With whom do you have a maximum contact on social networking sites? [ [ [ ] ] ] School friends College friends Unknown person [ [ ] ] Relatives Colleagues
9. For what purpose do you visit the social networking sites and what is the importance of that? Purpose 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 30-40 50-60 70-80 [ [ [ [ ] ] ] ] 20-30 40-50 60-70 More than 80 Not at all Important Quite Important Important Very Important I couldnt live without it
31
Vol.1, Issue: 1
December: 2012
ISSN: 2320-091X
11. Rate the social sites on the basis of given criteria. ( 5 - Excellent....................1 - Very poor) Factors/Sites 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 Facebook Orkut Google Group Yahoo Group Twitter LinkedIn
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) Vishing Hacking [ [ ] ] Phising Cyber Squatting
15. Have you ever deactivated your account on Social network? [ ] Yes [ ] No
32
Vol.1, Issue: 1
December: 2012
ISSN: 2320-091X
16. If Yes, Reason for deactivating account.... [ [ [ [ [ [ [ [ [ ] ] ] ] ] ] ] ] ] I have a privacy concern. I dont 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 dont understand how to use S/N sites. I get too many e-mails, invitations and requests from S/N. I dont find S/N sites are useful. I became the victim of Cybercrime.
Any other __________________________________
33
Vol.1, Issue: 1
December: 2012
ISSN: 2320-091X
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
34
Vol.1, Issue: 1
December: 2012
ISSN: 2320-091X
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-stha kuru karmani sanyugam tyaktva dhananjay siddhy-asiddhyo 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.
35
Vol.1, Issue: 1
December: 2012
ISSN: 2320-091X
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 Exams Achievements are much low. The training of YOGA will give the proper direction for the betterment in Exams 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 & ShortTerm 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.
36
Vol.1, Issue: 1
December: 2012
ISSN: 2320-091X
(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. 1 2 3 4 5 Variable Yoga Academic Achievement Verbal Reasoning ability Short-term Memory Sex Type of Variable Independent Dependant Dependant Dependant 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.
37
Vol.1, Issue: 1
December: 2012
ISSN: 2320-091X
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.
38
Vol.1, Issue: 1
December: 2012
ISSN: 2320-091X
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. Experts Opinion :
After the Pre-Primary try out, the researcher has made necessary changes in the STM test. Then after it was sent for experts 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 01 Shri S.V.Shah Vidhyavihar, Mehsana. 02 Shri Nandasan Higher Secondary School. Di. Mehsana. 03 Shri M. G. Chaudhary Kishanbharti Higher 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. Sample 50 100 (class A & B) 50
39
Vol.1, Issue: 1
December: 2012
ISSN: 2320-091X
PROCEDURE OF EXPERIMENT AND DATA COLLECTION 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 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.
40
Vol.1, Issue: 1
December: 2012
ISSN: 2320-091X
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 tests 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

H0 Hypothesis For Rural School There is no significant difference of mean score between pre test and post test of Academic Achievement of the rural schools students of control group. There is no significant difference of mean score between pre test and post test of Academic Achievement of the rural schools students of experiment group. There is no significant difference of mean score between control group and experiment group of Academic Achievement pre test of the rural schools students. There is no significant difference of mean score between control group and experiment group of Academic Achievement post test of the rural schools students. tvalue df Significan t level 0.05 & 0.01 Not Significant At both level Significant At both level Not Significant At both level Significant At both level
H0 is
Rejected or Accepted
H01 is
Accepted at both level
H01
0.17
38
H02 is
Rejected at both level
H02
4.85
38
H03 is
H03
1.38
38
H04 is
H04
5.16
38
41
Vol.1, Issue: 1
December: 2012
ISSN: 2320-091X
H0
Hypothesis There is no significant difference of mean score between pre test and post test of Verbal Reasoning ability of the rural schools students of control group. There is no significant difference of mean score between pre test and post test of Verbal Reasoning ability of the rural schools students of experiment group. There is no significant difference of mean score between control group and experiment group of Verbal Reasoning ability pre test of the rural schools students. There is no significant difference of mean score between control group and experiment group of Verbal Reasoning ability post test of the rural schools students. There is no significant difference of mean score between pre test and post test of Short term Memory of the rural schools students of control group. There is no significant difference of mean score between pre test and post test of Short term Memory of the rural schools students of experiment group. There is no significant difference of mean score between control group and experiment group of Short term Memory pre test of the rural schools students. There is no significant difference of mean score between control group and experiment group of Short term Memory post test of the rural schools students.
tvalue
df
Significan t level 0.05 & 0.01 Not Significant At both level Significant At both level Not Significant At both level Significant At both level Not Significant At both level Significant At both level Not Significant At both level Significant At both level
H0 is
Rejected or Accepted H05 is Accepted at both level H06 is Rejected at both level
H05
0.05
38
H06
2.71
38
H07 is
H07
0.77
38
H08 is
H08
3.69
38
H09 is
H09
0.08
38
H010 is
H010
3.34
38
H011 is
H011
0.91
38
H012 is
H012
4.54
38
H013
For Urban School There is no significant difference of mean score between pre test and post test of Academic 0.13 Achievement of the urban schools students of control group.
38
Not Significant At both level
H013 is
42
Vol.1, Issue: 1
December: 2012
ISSN: 2320-091X
H0
Hypothesis There is no significant difference of mean score between pre test and post test of Academic Achievement of the urban schools students of experiment group. There is no significant difference of mean score between control group and experiment group of Academic Achievement pre test of the urban schools students. There is no significant difference of mean score between control group and experiment group of Academic Achievement post test of the urban schools students. There is no significant difference of mean score between pre test and post test of Verbal Reasoning ability of the urban schools students of control group. There is no significant difference of mean score between pre test and post test of Verbal Reasoning ability of the urban schools students of experiment group. There is no significant difference of mean score between control group and experiment group of Verbal Reasoning ability pre test of the urban schools students. There is no significant difference of mean score between control group and experiment group of Verbal Reasoning ability post test of the urban schools students. There is no significant difference of mean score between pre test and post test of Short term Memory of the urban schools students of control group. There is no significant difference of mean score between pre test and post test of Short term Memory of the urban schools students of experiment group.
tvalue
df
Significan t level 0.05 & 0.01 Significant At both level Not Significant At both level Significant At both level Not Significant At both level Significant At both level Not Significant At both level Significant At both level Not Significant At both level Significant At both level
H0 is
Rejected or Accepted H014 is Rejected at both level H015 is Accepted at both level H016 is Rejected at both level
H014 H015
4.02
38
0.12
38
H016
3.16
38
H017 is
H017
0.11
38
H018 is
H018
2.73
38
H019 is
H019
0.40
38
H020
3.05
38
H020 is Rejected at both level H021 is

H021
0.26
38
H022 is
H022
3.73
38
43
Vol.1, Issue: 1
December: 2012
ISSN: 2320-091X
H0
Hypothesis There is no significant difference of mean score between control group and experiment group of Short term Memory pre test of the urban schools students. There is no significant difference of mean score between control group and experiment group of Short term Memory post test of the urban schools students.
tvalue
df
Significan t level 0.05 & 0.01 Not Significant At both level Significant At both level
H0 is
Rejected or Accepted H023 is Accepted at both level
H023
0.39
38
H024 is
H024
4.11
38
H025
H026
Sex difference in Rural school There is no significant difference of mean score between boys of control group and girls of experiment group of the Academic Achievement post test of rural 5.36 18 schools students. There is no significant difference of mean score between girls of control group and boys of experiment group of the Academic Achievement post test of rural schools students. 2.39 18
Significant At both level Significant At 0.05 level & Not Significant At 0.01 level Not Significant At both level Significant At 0.05 level & Not Significant At 0.01 level Significant At 0.05 level & Not Significant At 0.01 level
H025 is
Rejected at both level H026 is Rejected at 0.05 level & Accepted at 0.01 level H027 is Accepted at both level
H027
There is no significant difference of mean score between girls and boys of experiment group of the Academic Achievement post test of rural schools students. There is no significant difference of mean score between boys of control group and girls of experiment group of the Verbal Reasoning ability post test of rural schools students.
0.65
18
H028
2.68
18
H029
There is no significant difference of mean score between girls of control group and boys of experiment group of the Verbal Reasoning ability post test of rural schools students.
2.43
18
H028 is Rejected at 0.05 level & Accepted at 0.01 level H029 is Rejected at 0.05 level & Accepted at 0.01 level
44
Vol.1, Issue: 1
December: 2012
ISSN: 2320-091X
H0
Hypothesis There is no significant difference of mean score between girls and boys of experiment group of the Verbal Reasoning ability post test of rural schools students. There is no significant difference of mean score between boys of control group and girls of experiment group of the Short term Memory post test of rural schools students. There is no significant difference of mean score between girls of control group and boys of experiment group of the Short term Memory post test of rural schools students. There is no significant difference of mean score between girls and boys of experiment group of the Short term Memory post test of rural schools students.
tvalue
df
Significan t level 0.05 & 0.01 Not Significant At both level Significant At both level Not Significant At both level Not Significant At both level
H0 is
Rejected or Accepted H030 is Accepted at both level
H030
0.63
18
H031 is
H031
5.27
18
H032 is
H032
1.79
18
H033 is
H033
1.04
18
H034
Sex difference in Urban school There is no significant difference of mean score between boys of control group and girls of experiment group of the Academic Achievement post test of urban schools 3.45 students. There is no significant difference of mean score between girls of control group and boys of experiment group of the Academic Achievement post test of urban schools students. There is no significant difference of mean score between girls and boys of experiment group of the Academic Achievement post test of urban schools students.
H034 is
18 Significant At both level Not Significant At both level Not Significant At both level Significant At both level Rejecte d at both level
H035 is
Accept ed at both level
H035
1.06
18
H036 is
H036
0.41
18
H037
There is no significant difference of mean score between boys of control group and girls of experiment group of the Verbal Reasoning ability post test of urban schools students.
3.06
18
H037 is Rejecte d at both level
45
Vol.1, Issue: 1
December: 2012
ISSN: 2320-091X
H0
Hypothesis
tvalue
df
Significan t level 0.05 & 0.01 Not Significant At both level Not Significant At both level Significant At both level Not Significant At both level Not Significant At both level
H0 is
Rejecte d or Accept ed
H038
There is no significant difference of mean score between girls of control group and boys of experiment group of the Verbal Reasoning ability post test of urban schools students. There is no significant difference of mean score between girls and boys of experiment group of the Verbal Reasoning ability post test of urban schools students.
H038 is
1.44
18
H039 is
H039
0.55
18
H040
There is no significant difference of mean score between boys of control group and girls of experiment group of the Short term Memory post test of urban schools students. There is no significant difference of mean score between girls of control group and boys of experiment group of the Short term Memory post test of urban schools students. There is no significant difference of mean score between girls and boys of experiment group of the Short term Memory post test of urban schools students.
3.69
18
H040 is Rejecte d at both level H041 is

Accept ed at both level H042 is Accept ed at both level
H041
2.09
18
H042
0.32
18
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 schools students of experiment group. It is indicating that; the Yoga exercises improves the Achievement of the students.
46
Vol.1, Issue: 1
December: 2012
ISSN: 2320-091X
(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 schools 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 schools 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 schools 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 schools 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.
and experiment group of Short-term Memory post test of the rural schools 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 schools students of experiment group. It is indicating that; the Yoga exercises improve the Achievement of the students.
47
Vol.1, Issue: 1
December: 2012
ISSN: 2320-091X
and experiment group of Academic Achievement post test of the urban schools 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 schools 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.
and experiment group of Verbal Reasoning ability post test of the urban schools 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 schools 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.
and experiment group of Short-term Memorys post test of the urban schools 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 schools 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.
48
Vol.1, Issue: 1
December: 2012
ISSN: 2320-091X
(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 schools 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 schools 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 schools 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 schools 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 Memorys post test of rural schools students. The mean score of the girls (control group) were 33.55 and the mean score of the boys (experiment group)
49
Vol.1, Issue: 1
December: 2012
ISSN: 2320-091X
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 schools 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.
between girls of control group and boys of experiment group of the Academic Achievement post test of urban schools 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 schools 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.
between girls of control group and boys of experiment group of the Verbal Reasoning ability post test of urban schools 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.
50
Vol.1, Issue: 1
December: 2012
ISSN: 2320-091X
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 schools 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.
between girls of control group and boys of experiment group of the Shortterm Memorys post test of urban schools 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 selfconfidence, 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.
51
Vol.1, Issue: 1
December: 2012
ISSN: 2320-091X
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 students
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 groups pre and post tests 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.
52
Vol.1, Issue: 1
December: 2012
ISSN: 2320-091X
Gala, L. R. & Rathod. (2008). P. H. Galas 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 www.info@tehrantimes.com www.en.wikipedia.org/wiki/heath www.authentic-breathing.com/tao-breathing.htm
53
Vol.1, Issue: 1
December: 2012
ISSN: 2320-091X
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 teachers 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
54
Vol.1, Issue: 1
December: 2012
ISSN: 2320-091X
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
55
Vol.1, Issue: 1
December: 2012
ISSN: 2320-091X
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:
56
Vol.1, Issue: 1
December: 2012
ISSN: 2320-091X
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 TEACHERS 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.
57
Vol.1, Issue: 1
December: 2012
ISSN: 2320-091X
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.
58
Vol.1, Issue: 1
December: 2012
ISSN: 2320-091X
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 59
Vol.1, Issue: 1
December: 2012
ISSN: 2320-091X
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 60
Vol.1, Issue: 1
December: 2012
ISSN: 2320-091X
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 noncoercive 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. 61
Vol.1, Issue: 1
December: 2012
ISSN: 2320-091X
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.
62
Vol.1, Issue: 1
December: 2012
ISSN: 2320-091X
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 63
Vol.1, Issue: 1
December: 2012
ISSN: 2320-091X
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 64
Vol.1, Issue: 1
December: 2012
ISSN: 2320-091X
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 that situation.
1
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. 65
Vol.1, Issue: 1
December: 2012
ISSN: 2320-091X
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. 66
Vol.1, Issue: 1
December: 2012
ISSN: 2320-091X
Population Dynamics
Population Environment & Sustainable Development Population, Development & Quality of Life
Reproductive Health & Needs of Adolescents
Content Areas of Population Education
Maternal & Child Health STD, HIV / AIDS & Drug Abuse
Family and Gender Equality
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. NCERT. (1996). Population Education: A reconceptualised Framework... New Delhi, NCERT. Reconceptualisation of Population Education.(1993). Technical Paper, Number 2, UNFPA, New York.
2. 3.
67

International Journal For Research in Education (IJRE)

Transféré par

Informations du document

Titre original

Copyright

Formats disponibles

Partager ce document

Partager ou intégrer le document

Options de partage

Avez-vous trouvé ce document utile ?

Ce contenu est-il inapproprié ?

Droits d'auteur :

Formats disponibles

International Journal For Research in Education (IJRE)

Transféré par

Droits d'auteur :

Formats disponibles

International Journal for Research in Education (IJRE)

RET ACADEMY FOR INTERNATIONAL JOURNALS OF MULTIDISCIPLINARY RESEARCH (RAIJMR) About Us

RET ACADEMY FOR INTERNATIONAL JOURNALS OF MULTIDISCIPLINARY RESEARCH (RAIJMR)

Advisory Board (International)

RET ACADEMY FOR INTERNATIONAL JOURNALS OF MULTIDISCIPLINARY RESEARCH (RAIJMR)

RET ACADEMY FOR INTERNATIONAL JOURNALS OF MULTIDISCIPLINARY RESEARCH (RAIJMR)

RET ACADEMY FOR INTERNATIONAL JOURNALS OF MULTIDISCIPLINARY RESEARCH (RAIJMR)

RAIJMR COPYRIGHT AGREEMENT FORM