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    KUVEMPU UNIVERSITY

    Jnana Sahyadri

    Attitude of Fist Year Intermediate Telugu Medium Students

    towards English and Achievement in English.

    Dissertation submitted in partial fulfillment of

    requirements

    for the degree of

    MASTER OF EDUCATION

    Investigator :

    Purnachander Rao. N

    Guide :

    Dr. S.S. Patil

    Department of P.G. Studies in Education, Kuvempu University

    Jnana Sahyadri, Shankaraghatta

    !" #

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    KUVEMPU UNIVERSITY

    Jnana Sahyadri

    Attitude of Fist Year Intermediate Telugu Medium Students

    towards English and Achievement in English.

    Dissertation submitted in partial fulfillment of

    requirements

    for the degree of

    MASTER OF EDUCATION

    Investigator :

    Purnachander Rao. N

    Guide :

    Dr. S.S. Patil

    Department of P.G. Studies in Education, Kuvempu University

    Jnana Sahyadri, Shankaraghatta

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    !" #

    Declaration

    I hereby declare that the present dissertation entitled ATTITUDE OF

    FIST YEAR INTERMEDIATE TELUGU MEDIUM STUDENTS

    TOWARDS ENGLISH AND ACHIEVEMENT IN ENGLISH is the out

    come of the original research work under taken and carried out by me for the

    award of the Degree of Master of Education under the guidance of Dr. S.S.

    Patil, Faculty Member, Department of P.. Studies in Education, !u"empu

    #ni"ersity, Shankaraghatta.

    I also declare that this dissertation has not been pre"iously formed, in any

    way, the basis for the award of any Degree or diploma of this or any other

    uni"ersities.

    Purnachander $ao. %

    Place & Shankaraghatta, M.Ed. Student

    Date& '()'*((+ !u"empu #ni"ersity

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    KUVEMPU UNIVERSITY

    CERTIFICATE

    his is to certify that the dissertation entitled ATTITUDE OF FIST

    YEAR INTERMEDIATE TELUGU MEDIUM STUDENTS TOWARDS

    ENGLISH AND ACHIEVEMENT IN ENGLISH is re-uired of research

    work done by Mr. Purnachander $ao. % during the academic year *(('*((+

    under my super"ision in partial fulfillment of the re-uirements for the Degree of

    Master of Education, !u"empu #ni"ersity and that the dissertation has not been

    submitted for the award of any other degree or diploma.

    Place & Shankaraghatta uide &

    Date& '()'*((+ Dr! S!S! Pa"i#

    Fa$%#"y M&'(&rD&)"! *+ P!G! S"%di&, in Ed%$a"i*n

    K%-&')% Uni-&r,i"y

    Jnana Sahyadri

    Shan.ara/ha""a

    Dean &

    Dr! H!0! Ha##adD&an *+ Ed%$a"i*n

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    K%-&')% Uni-&r,i"y

    Jnana Sahydri

    ACKN!"ED#EMENT

    It gi"es me immense pleasure to e/press my deep sense of gratitude to

    my guide Dr! S!S! Pa"i#, Faculty Member, P.. Studies in Education, !u"empu

    #ni"ersity, Shankaraghatta for his "aluable guidance suggestion and continuous

    encouragement in channeli0ing my "iews towards the preparation of this

    dissertation.

    I con"ey my thanks to Dr! H!0! Ha##ad, Dean, P.. studies in Education,

    !u"empu #ni"ersity for ha"ing permitted me to utili0e the a"ailable facilities in

    the department to prepare this dissertation.

    I offer my special thanks to Dr! U'ad&-i M!R!, Professor of

    Psychology, Da"anagere for spending her "aluable time for guiding me in

    preparing the attitude scale towards English.

    I am "ery much indebted to Dr! C! G&&"ha, the HOD1 Mr!

    Man1%na"h H!P., Mr,! Shan"ha N!R! and Mr! Ja/anna"h K! Dan/&y,

    2ecturers, P.. studies in Education, !u"empu #ni"ersity, for their "aluable

    guidance and encouragement from the beginning to end of this course of my

    study and in the preparations of this dissertation.

    I e/press my sincere thanks to Dr! Jaya))a H!S!, the faculty member,

    P.. Studies in Education, !u"empu #ni"ersity for his "aluable suggestions

    during the preparation of the dissertation.

    I specially thank Mr! Srni-a, Pa,%#a, my classmate for full co'operation

    during the entire academic year and assisting me for the dissertation work.

    I lastly thank Mr! Kar"hi.of Pra"hi(ha Grah)i$,, M&da. for his neat

    and precise computer typing and printing of this Dissertation.

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    PURNACHANDER RAO! N

    Place & Shankaraghatta

    Date& '()'*((+

    DEDICATED T T$E %E"&ED MEM%E'S

    F MY FAMI"Y

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    CONTENTS

    1. Title Page

    2. Declaration

    3. Certificate

    4. Acknowledgement

    5. Content

    !. "it of Ta#le

    C$APT%R&' PA(% N).

    Cha*ter + 1 ' ,ntroduction 1 - 1

    Cha*ter + 2 ' Re/iew of Related "iterature 11 - 15

    Cha*ter + 3 ' 0ethodolog 1! - 24

    Cha*ter + 4 ' Anali and ,nter*retation of Data 25 - 3!

    Cha*ter + 5 ' &ummar and concluion 3 - 45

    i#liogra*h 4! - 4

    A**endi

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    LIST OF TABLES

    S#!N*! Ta(#& N*! Na'& *+ "h& Ta(#& Pa/& N*!

    2 3!2 Ta(#& ,h*4in/ "h& d&,i/n *+ "h& ,"%dy 256 3!6 Li," *+ C*##&/&, 62

    3 3!3 6aria#le wie #reak-u* of the am*le 62

    7 7!2 S"%d&n", A$hi&-&'&n" V8, A""i"%d& "*4ard, En/#i,h 69

    : 7!6 A$hi&-&'&n" *+ G*-"! ,"%d&n", V8, P-"! C*##&/& ,"%d&n", 65

    ; 7!3 Attitude of (o/t. tudent 67 P/t. College tudent 6 P-"! C*##&/& S"%d&n",

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    LIST OF APPENDI?

    APPENDI

    X

    TITLEOFTHEAPPENDIX

    I The scale of attitude towards English (Telugu Version)

    II The scale of attitude towards English (English Version)

    III Opinionnaire

    IV Score Sheet

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    INT'D(CTIN

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    CHAPTER @ I

    INTRODUCTION

    1.1 ,NTR)D8CT,)N

    1.2 $,&T)R,CA" AC9(R)8D ): %N(",&$ ,N ,ND,A

    1.3 PR%&%NT &TAT8& ): %N(",&$ ,N C)""%(% AND &C$))" C8RR,C8"80

    1.4 PR,NC,P"%& ): T%AC$,N( %N(",&$

    1.5 AC$,%6%0%NT ,N %N(",&$

    1.! ATT,T8D% T);ARD& %N(",&$

    1. ATT,T8D% AND AC$,%6%0%NT&

    1. $); ATT,T8D% $%"P& AC$,%6%0%NT

    1.< N%%D AND ,0P)RTANC% ): T$% &T8D=

    1.1 &C)P% ): T$% &T8D=

    1.11 &TAT%0%NT ): T$% PR)"%0

    1.12 )>%CT,6%& ): T$% &T8D=

    1.13 $=P)T$%&%&

    1.14 6AR,A"%& ): T$% &T8D=

    1.15 D%:,N,T,)N ): T$% T%C$N,CA" T%R0&

    1.1! ",0,TAT,)N& ): T$% &T8D=1.1 )R(AN,&AT,)N ): T$% &T8D=

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    CHAPTER @ I

    INTRODUCTION

    1.1 INTRODUCTION

    English is known as the lingua franca i.e. the link language of the world. 2earning

    English is not a big problem for English 3 Medium students and for the well'to'do urban

    people, but the situation is totally different for non 3 English medium students and to the

    rural students. 4e often come across some statements like 5English is "ery difficult6, 5I ha"e

    failed in English6, 5E/cept in English, I can score well in all other sub7ects6, etc.

    he root cause of these problems may be many, in recent times it is well understood

    that English is the key of success in the backdrop of globali0ation and increasing 7ob market

    for those who are well "ersed in English. 8t times, some are getting good 7obs and salaries

    7ust because of English without any recogni0ed uni"ersity degree. It has become "ery

    common in the latest backdrop of 9usiness Process :utsourcing ;9.P.:.< and call centre 7obs

    in metropolitan cities and increasing demand for the people with fluency in English. Further,

    going abroad for -uality higher education too has become common and so learning and

    mastering English has become "ital for not only for education, career and also for reaching

    higher le"el in one6s life and e"en for getting li"elihood too.

    =ence, it is a must for urban and rural pupils as well to gi"e more importance to

    English than earlier. 4e ha"e achie"ed some success in this regard with the help of English 3

    medium schools, colleges etc., but there are lots of mile stones to be crossed to reach the

    desired le"els to meet today6s demands. =ence, de"eloping good and positi"e attitude

    towards English among non'English medium and rural students has become a must for the

    go"ernment and the pri"ate educational institutions as well.

    1.2 HISTORICAL BACKGROUND OF ENGLSIH IN INDIA

    It is a well known fact that English came to India with the arri"al of the 9ritish so did

    in most parts of the world due the colonialism of the 9ritish. Slowly and steadily English has

    become the most successful global language. 8s the rule of East India >ompany shifted to the

    9ritish crown in India, English was gi"en a lot importance to meet their demands in trade andrule.

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    12ord Macaulay6s Minute recorded on *nd February, ?@A proclaimed the official

    language policy of the 9ritish go"ernment. It aimed at training the young men who would be

    BIndian in blood and colour, but English in taste, in opinion, morals and intellect.C

    Macaulay6s Minute was consolidated with 4ood6s famous Dispatch of ?@). Slowly English

    medium education gained popularity in India. Despite the national feeling among the patriotic

    Indians, English continued to occupy importance. he teaching methods, techni-ues of this

    time were old traditional ones like rammar ranslation and Direct Method.

    8fter the departure of the 9ritish from India, again the problem of official language

    surfaced. Many supported =indi, but in the South especially amil %adu opposed it and

    hence English has been gi"en the status of official language and has been gaining tremendous

    popularity and importance. It is true that the standard of English declined after the

    independence. o repair this damage Indian go"ernment set up so many commissions and

    committees for good recommendations. he establishment of E2s, >IEF2, $IEs etc. are the

    results of recommendations and go"ernment6s interest in spreading English and its

    de"elopment to create competent Indians on par with international standards. 4e ha"e

    achie"ed success to some e/tent and still there is a lot to be achie"ed and done in this regard.

    Further, positi"e attitude towards English has to be de"eloped among non'English medium

    students and in rural areas too.

    1.3 PRESENT STATUS OF ENGLISH IN COLLEGES AND SCHOOLS

    It is estimated that more than +( million people use English with fluency and

    competency and the figure is steadily increasing since ?(. wo main reasons for the spread

    of English 3 ;i< e/pansion of the 9ritish Empire in the ?thcentury and ;ii< emergence of the

    #S8 as the leading economic power in the *(th

    century. It is no wonder to say that English isdominant in e"ery single aspect of human life. =ence English deser"es "ery important

    position in the modern world. he press, ad"ertising, broadcasting, motion pictures, transport,

    communication, ad"ancement in science and technology and their related terminology,

    political, academic, tra"el, education, media, international relations, using computers, SMS

    though mobile phones etc. are largely dependant on English as a link language. =ence we can

    also say that English is the language of de"elopment. 2et us now see the current position of

    English in Indian schools and colleges.

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    2

    ENGLISHASASECONDLANGUAGE:

    English in India is a -uestion of linguistic centralism while the other Indian languages

    lead to linguistic regionalism. =ence English is a must for us as ours is a multilingual society.

    o de"elop on par with today6s world, we need to learn English, and so we should not gi"e

    way to political and regional segregation. So the solution is a need of co'e/istence of English

    with Indian languages. It is known that English would promote national integration in India.

    his led to the emergence of A language formula in ?+? at the >hief Ministers6 meeting. It

    was proposed by the >89E in ?+. 9ased on the agreement at the meeting, English

    emerged as the *nd language in India. he Education >ommission of ?+)'++ identified

    English as a library language and recommended that English should begin from grade . he

    following is the pattern of the three language formula&

    G he first language ;2?< is introduced in the school from grade I to H. 2? is usually

    mother tongue.

    G he second language ;2*< is introduced at grade I, or I. It would be either the

    state official language or the national language.

    G he third language ;2A< is introduced simultaneously or immediately after the

    introduction of the second language. he main ob7ecti"e of the study of 2A is to prepare the

    students for all India mobility.

    G 8t the college or Intermediate le"el it is a compulsory sub7ect as it is the pre 3

    uni"ersity stage and also decisi"e point in one6s career or profession.

    From the abo"e point of "iew, English is 2A i.e. third language, but because of its

    growing demand importance it has become a second language.

    1. PRICIPLES OF TEACHING ENGLISH

    eaching and learning are inter'related. 2eaning, generally, is understood as ac-uiring

    some information or skills and retaining it in the memory, sub7ect to forgetting. It is a change

    in beha"iour that in"ol"es some practice and cogniti"e organi0ation. eaching, on the other

    hand, facilitates learning. It guides the students1 so the understanding of how the students

    learn determines the teaching styles i.e. the approach, methods and techni-ues that are to be

    used. 9esides this, the process of teaching and also in"ol"es some philosophical and

    psychological -uestions.

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    8 theory of teaching should be in harmony with the sub7ect and the student despite

    "arious constraints 3 physical, mental, economic or sociological. hus, a theory of teaching

    should consider the opinions of linguistics, psychologists and educationists.

    Sister disciplines like psychology, linguistics and sociology ha"e influenced the

    methodology of teaching English. he rise of the cogniti"e psychology concept influenced

    teaching and learning English in ?+(s.

    he structural school of linguists belie"ed in the scientific principle of 5obser"ation6

    of human languages and description of structural characteristics of language. ;2eonard

    9loomfield et alonse-uently, the linguists ga"e importance to the nature of

    communication, communicati"e competence, and interacti"e process of language learning.

    hese trends focused on the notion of communicati"e competence which included not only

    the grammatical competence of the speaker and the listener but also the psycholinguistic

    competence, the sociolinguistic competence, knowledge and ability to use. his methodology

    is centred on co'operati"e learning and de"elopment of self'esteem.

    9ased on the abo"e approaches, methods and techni-ue, the teacher has to carefully

    choose and try out in the classroom. =e has to understand the basic theoretical principles

    in"ol"ed in each of these teaching and learning approaches and methods, and select the

    appropriate one for the students.

    8 few classroom implications for teaching and learning English based on the abo"e

    studies.

    8 language can easily be learnt by imitation and it is a habit forming process, a

    process during which we ac-uire new habits. 3 Palmer.

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    !

    2earning a language means ac-uisition of certain skills of the language. 8s

    English is a second language, certain amount of e/plicit teaching of rules should

    precede the practice of the skills in the classroom. he teacher has to pro"ide

    situations for this.

    2anguage is primarily speech. herefore oral approach to language learning is the

    shortest way to learn to read and write.

    he unit of any language is a sentence. herefore the teacher should introduce all

    his teaching items in complete sentences.

    $ight attitude towards the language has to de"elop among students.

    he impact of beha"ioural psychologists has gi"en way to the concept of

    moti"ation. It is reali0ed as a "ery important principle in teaching and learning

    English.

    1.! ACHIEVE"ENT IN ENGLISH

    In general terms, achie"ement refers to the scholastic or academic achie"ement of the

    student at the end of an educational programme. he central focus of all formal educational

    efforts is academic achie"ement on the part of the students.

    he form achie"ement which is often nati"ely understood in terms of pupils6 scores

    on a certain school test is a loose way of understanding the concept of achie"ement.

    8chie"ement in English, precisely speaking, implies the specific learning outcomes namely

    knowledge, understanding, skill and application. It is important to note that that achie"ement

    in English is not an independent phenomenon. $ather it is directly influenced by a number of

    factors some of which are personal to the indi"iduals while many others are located in the

    en"ironment in which learning process take place.

    It is of e/treme importance to educators in general and teachers in particular to know

    why some students achie"e high in English while other achie"e low in the same school or

    college en"ironment. $esearch studies on "arious correlates of achie"ement find personality

    characteristics related to achie"ement. 8ttitude is such an important that correlates along with

    se/, locality and other "ariables.

    2!; ATTITUDE TOWARDS ENGLISH

    8ttitudes are positi"e or negati"e feelings that in indi"idual holds about different

    ob7ects, persons or ideas and are generally regarded as enduring through modifiable by

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    "e/perience. 8ttitudes are also seen as pre 3 dispositional readiness to respond to certain

    situations, persons, or ob7ects in a consistent manner which has been learned and has become

    one6s typical mode or response. he degree of strength of a person6s attitude may "ary from

    e/tremely positi"e through a gradation to e/tremely negati"e.

    8ttitude denotes a person6s orientation to some ob7ects, or attitude referent. 8ll

    attitudes ha"e a referent an ob7ect of thought when the ob7ect of attitude is importance to the

    person, the e"aluation of the ob7ect produces an effecti"e or emotional reaction in that person.

    Nat#r$ %& Attit#'$(:

    8nderson ;?@?< has identified fi"e essential features of affecti"e characteristics.

    hey are ?. Emotion, *. >onsistency, A. arget, ). Direction, . Intensity. he relationship of

    these characteristics with attitude will be helpful to understand the nature of attitude.

    2! E)%ti%*:Since attitude is an affecti"e characteristic, it in"ol"es a person6s feeling

    and emotions. It is a comple/ collection of feelings, desires, fears, con"ictions,

    pre7udices and other tendencies that ha"e gi"en a set or readiness to act on a person,

    ob7ect or situation because of "aried e/periences.

    6! C%*(i(t$*+,: 8ll parts cite consistency as an essential feature of attitudes. 8

    reasonable degree of consistency of response is necessary before it can be inferred

    that a person possesses an attitude.

    3! Tar-$t: 8ll emotions and feelings are directed towards some target. 8ll parts ha"e

    identified these targets as ob7ects and situations.

    7! Dir$+ti%*: Direction is concerned with the positi"e or negati"e orientation of the

    emotion or feeling towards the target. 8ll parts suggest the appropriate bipolar

    ad7ecti"es for attitudes as fa"ourable and unfa"ourable.:! I*t$*(it,: Intensity refers to the degree or strength of the emotions or feelings

    intensity related to the le"el or preparedness and the e/tent to which attitude

    predisposes action.

    1. ATTITUDE AND ACHIEVE"ENT

    he operational definition of the term attitude concerns how the pupil reacts to

    English. It is the organi0ed and consistent manner of thinking, feeling and responding. here

    are brilliant ones who find the learning of English a pleasure as well as a fruitful "enture and

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    #perform well in achie"ement test and come under the bracket of high achie"ers. here are, of

    course, the a"erage students who manage to come to grips with the "arious problems with

    some earnest effort while there are the low achie"ers who find it a dreary difficult sub7ect and

    ha"e de"eloped fear of English. In the areas of spelling, writing grammatically correct

    sentences, pronunciation etc. the low achie"ers find English "ery difficult. It is so especially

    among %on 3 English Medium and among the rural.

    1./ HO0 ATTITUDE HELPS ACHIEVE"ENT

    horndike ;?@)'?)< stresses the point in B2aws of 2earningC that the learner

    performs the task well if he has his attitude set in task.

    8ttitude has A components a cogniti"e components, an affecti"e ;or emotional

    components of like or dislike< and an action or conati"e beha"ioural habit, i.e. components of

    readiness to respond. hus attitude are particular ways in which a person thinks, feels and

    acts. 8ttitude ranges from strongly positi"e to strongly negati"e. 9y positi"e it meant that the

    person in"ol"ed shows some tendency to approach the ob7ect towards which they ha"e a

    positi"e attitude while negati"e refers to a per disposition to a"oid the ob7ect.

    herefore, one6s attitude towards English would definitely ha"e some impact on his

    learning and as a result would affect the performance and achie"ement.

    1. NEED AND I"PORTANCE OF THE STUD

    English in today6s world is the most important language to learn in order to pursue

    studies as well as for success in career. 8nd so, it has to be introduced in primary stages for

    non 3 English medium students with the help of well 3 trained teaching faculty both in

    go"ernment and pri"ate schools and colleges and in urban and rural areas as well.

    So a study regarding the achie"ement le"el at the Intermediate stage will be useful asit is the crossroads stage for pursuing higher education for settling in a career. >andidly

    speaking, for employment abroad too English is a key. It will also help how and what type of

    competing syllabi or curricula are to be set.

    8s there are "arious negati"e beliefs about learning English among %on 3 English

    Medium and rural students, the study will be interesting not only for awareness and also for

    framing suitable curricula.

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    $1.1 SCOPE OF THE STUD

    he present study is confined to study achie"ement in English and its relationship

    with good attitude towards English among first year Intermediate students of elugu Medium

    in go"ernment and pri"ate college students in Medak town.

    1.11 STATE"ENT OF THE PROBLE"

    B8ttitude of Fist ear Intermediate elugu Medium Students towards English and

    8chie"ement in English.C

    1.12 OB4ECTIVES OF THE STUD

    ?. o identify the relationship between achie"ement in English and attitude towards

    English of first year elugu medium students of Intermediate.

    *. o identify the difference between achie"ement in English of go"ernment college

    students and pri"ate college students of elugu Medium Intermediate.

    A. o identify the difference between the attitude of go"ernment college students and

    pri"ate college students of elugu Medium Intermediate towards English.

    ). o identify the difference between the achie"ement of go"ernment college boys

    and pri"ate college boys of elugu Medium Intermediate in English.

    . o identify the difference between the attitude towards English between

    go"ernment college boys and pri"ate college boys of elugu Medium Intermediate.

    +. o identify the difference between the achie"ement in English of go"ernment

    college girls and pri"ate college girls of elugu Medium Intermediate.

    . o identify the difference between the attitude of go"ernment college girls and

    pri"ate college girls of elugu Medium Intermediate towards English.

    @. o identify the difference between the achie"ement in English of boys and girls ofelugu Medium Intermediate.

    . o identify the difference between the attitude of boys and girls of elugu Medium

    Intermediate towards English.

    1.13HPOTHESES

    he following null hypotheses are constructed for the present study&

    ?. here is no significant relationship between achie"ement in English and attitude

    towards English.

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    %*. here is no significant difference between the achie"ement of go"ernment and

    pri"ate college student in English.

    A. here is no significant difference between the attitude of go"ernment and pri"ate

    college students towards English.

    ). here is no significant difference between the achie"ement of go"ernment college

    boys and pri"ate college boys in English.

    . here is no significant difference between the go"ernment college boys and

    pri"ate college boys in attitude towards English.

    +. here is no significant difference between the achie"ement of go"ernment college

    boys and pri"ate college boys in English.

    . here is no significant difference between the attitude of go"ernment college girls

    and pri"ate college girls towards English.

    @. here is no significant difference between the achie"ement of boys and girls in

    English.

    . here is no significant difference between attitude of boys and girls towards

    English.

    1.1 VARIABLES OF THE STUD

    1. ,nde*endent 6aria#le' 8ttitude towards English

    2. De*endent 6aria#le' Performance of Intermediate first year elugu Medium students

    in English.

    1.1! OPERATIONAL DEFINITIONS OF TECHNICAL TER"S

    1. Performance in %nglih' Performance means the display of intellect of the use of the

    higher through process such as memory, perception of meaning or reasoning. 9ut for thepurpose of this study, operationally it means the achie"ement of students represented by the

    scores obtained in the English in the pre'final e/aminations.

    2. Attitude 'In the present study attitude towards English has been "iewed as students6 pre 3

    dispositions towards English in the form of their likes and dislikes e/pressed on the gi"en

    attitude scale.

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    'E&IE! F 'E"A'ED

    "ITE'AT('E

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    CHAPTER @ II

    REVIEW OF RELATED LITERATURE

    1.1 ,NTR)D8CT,)N

    1.2 R%6,%; ): R%"AT%D ",T%RAT8R%

    1.3 C)NC"8&,)N

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    CHAPTER @ II

    REVIEW OF RELATED LITERATURE

    2.1 INTRODUCTION

    Significance of re"iew of related studies is a task that continuous throughout the

    duration of theses. 9efore conducting an in"estigation, it is most essential for the researcher

    to make studies made earlier which are connected with the topic on hand. his would enable

    the in"estigator to ha"e a better understanding of his own and "arious factors connected with

    study.

    2.2 REVIE0 RELATED TO PRESENT STUD

    8 brief re"iew of research done in areas related to the present in"estigation is

    presented below.

    ?acharia;?< in his study on the impact of attitudes and interest on achie"ement of

    secondary pupils in social studies found that there is high positi"e correction between

    achie"ement and their attitude regarding social studies.

    >oe*h ;?< in his study found that attitude towards science has a significance

    correlation with achie"ement in chemistry at the pre 3 degree le"el.

    &chofield ;?@*< studies the relationship between attitude and achie"ement in

    connection with se/ of students, grade le"el, type of achie"ement test and time during school

    year at which the measurements were taken. Findings indicated that obser"ed relationship

    between attitude and achie"ements were significantly stronger in boys and girls.

    Ca*ella;?@*< compared the relationship between the study habits and attitudes and

    academic performance of ?(( undergraduates. he sur"ey of study habits and attitudes andacademic achie"ement test was administered and the score were obtained. It is concluded that

    students attitudes determine the producti"ity of study time and academic achie"ement.

    Nouhad ;?< and 6arghee ;?@)< obtained a significant positi"e relationship

    between attitudes towards problem sol"ing and process out comes in 9iology.

    Patel ;?@)< and udhe/ ;?(< found that pupils possessing a fa"ourable attitude

    towards Mathematics were better in mathematical ability that those with less fa"ourable

    towards science were higher achie"ers is physical and life sciences.

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    19ohli and De/inder ;?@+< studied the effects of study habits and attitudes and

    means of impro"ing habits and attitudes on the academic performance of bright

    underachie"ers attending high school in >handigarh, India. *( e/perimental sub7ects were

    chosen from A(( sub7ects administered tests of "erbal and non'"erbal intelligence. he tests

    pro"ed that there is positi"e correlation among them.

    Nion Carol and :rot Alan ;?(< e/amined the study habits and attitudes

    in"entory and its implications for students6 success. De"eloped the study habits and attitudes

    in"entory to in"estigate study skills, attitudes and other aspects of student beha"iour that

    might be predicti"e of academic success. his too pro"ed that attitudes, study habits and

    beha"iour were correlated.

    9ellar (uta/ ;?A< studied the relationship between academic achie"ement and

    study habits and educational attitudes. Sub7ects were )@ high achie"ing th, ?(th grade

    students and *(( low achie"ing students. he studies found that there is a relation between

    attitudes, study habits and academic achie"ement.

    &undarara@an and Ra@aekhar ;?A< in"estigated the effecti"e teacher beha"iour

    percei"ed by the students influence their attitude towards the sub7ects. he se/ of the students

    and the locality of the school do not affect any significant difference in their attitude towards

    the study of Mathematics. 9ut &ingh;?A< obser"ed that the students residing in industrial

    and urban localities ha"e a more fa"rouable attitude towards Mathematics in comparison with

    the students residing in the rural localities.

    Patel ;?< reported that students possessing high attitude towards Mathematics

    were found better in Mathematics ability than students possessing low attitude towards

    Mathematics.

    $oue;?< in"estigated the predicti"e relationship between initial students attitude,

    college admission test scores years of high school Mathematics taken and subse-uentachie"ement in introductory college chemistry. $esult also indicated that initial attitudes were

    significant predictors of student performance, possibly better than traditional measures.

    o#;?@< and 0adha/an;?(< found that towards education and achie"ement in

    Malayalam are significantly related.

    ,ndira ;?@< reported that the relation between attitude towards science and

    achie"ement in physics is significant for low, a"erage and high intelligent groups.

    1!

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    Ra@ahekar &. ;*((?< Studies that B=igher secondary student6s achie"ement in

    physics as related to their attitude towards the study of physics.C 8nd found that relationship

    e/ists between achie"ement in physics and students attitude towards physics.

    2.3 CONCLUSION

    It has always been said that effecti"eness of teachers and school factors are most

    responsible for achie"ement of students. 9ut ne"ertheless it has to be admitted that the

    student factors like moti"ation, study habits, en"ironment condition and attitude e-ually play

    a role in the achie"ement. herefore this study is planned where in an attempt is made on

    in"estigate into the influencing factors like attitude, se/ and types of colleges and their effect

    upon the achie"ement of students in English.

    1"

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    MET$D"#Y

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    CHAPTER @ III

    METHODOLOGY

    1.1 0%T$)D ): R%&%ARC$

    1.2 P)P8"AT,)N

    1.3 &TAT%0%NT ): T$% PR)"%0

    1.4 6AR,A"%& ): T$% &T8D=

    1.5 )>%CT,6%& ): T$% &T8D=

    1.! $=P)T$%&%&

    1. T%C$N,CA" T%R0&

    1. &A0P"%

    1.< DATA (AT$%R,N( T))"&

    1.1 AD0,N,&TRAT,)N ): T$% &CA"% ): ATT,T8D% T);ARD&

    %N(",&$

    1.11 &TAT,&T,CA" T%C$N,8%& 8&%D :)R ANA"=&,& ): DATA

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    CHAPTER 6 III

    "ETHODOLOG

    Ta(#& @ 3!2 Ta(#& ,h*4in/ "h& d&,i/n *+ "h& ,"%dy

    O(1&$"i-&, Na'& *+ "h&

    Da"a

    S*%r$&,

    *+ Da"a

    T**#, U,&d Sa')#& Da"a

    $*##&$"i*n

    )r*$&d%r&

    Ana#y,i, *+ "h&

    Da"a

    1 To identif the relationship*etween achieve+ent inEnglish and attitudetowards English of firstear Telugu +ediu+students of Inter+ediate

    2 To identif the difference*etween achieve+ent inEnglish of govern+entcollege students andprivate college students of

    Telugu ,ediu+Inter+ediate

    To identif the difference*etween the attitude ofgovern+ent collegestudents and privatecollege students of Telugu,ediu+ Inter+ediatetowards English

    ! To identif the difference*etween the achieve+entof govern+ent college*os and private college*os of Telugu ,ediu+Inter+ediate in English

    " To identif the difference

    *etween the att itudetowards English *etweengovern+ent college *osand private college *os ofTelugu ,ediu+Inter+ediate

    # To identif the difference*etween the achieve+entin English of govern+entcollege girls and privatecollege girls of Telugu,ediu+ Inter+ediate

    $ To identif the difference*etween the attitude ofgovern+ent college girlsand private college girls of

    Telugu ,ediu+Inter+ediate towardsEnglish

    % To identif the difference*etween the achieve+entin English of *os and girlsof Telugu ,ediu+Inter+ediate

    & To identif the difference*etween the attitude of*os and girls of Telugu,ediu+ Inter+ediatetowards English

    1 -tti tudetowardsEnglish. itsscore *asedon the scale2 The scoresof

    -chieve+entin English ofthe pre/finale0a+inations

    irst earInter+ediate Telugu,ediu+students of,edatown.

    -ndhra3radesh

    1 The Scale of-ttitude TowardsEnglish2 -chieve+entTest (3re/finalE0a+inations)

    12%studentsfro+ !colleges

    -+ongfour. twoare privateand theother twoare Govt

    -d+inisteringThe Scale of

    -ttitudeTowardsEnglish andcollecting+ars of thesa+ple fro+the colleges

    inding out 4r5 valueie 6orrelation*etween theattitude towardsEnglish andachieve+ent inEnglish

    4t5 test is used toidentif thedifference *etween

    the varia*les ie*etween attitudesand achieve+entsin English

    ?@

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    3.1 "ETHOD OF RESEARCH

    he present study is a $*rra"i*n ,"%dywhich tries to study the influence of attitude

    towards English o"er the achie"ement of the students in English. he study also intends to

    find out the difference between girls and boys, go"ernment and pri"ate college students with

    regard to achie"ement and attitude towards English. he study in nature of sur"ey where in

    the "ariables like achie"ement, attitude towards English are sur"eyed and relationship

    between these "ariables are studied.

    3.2POPULATION

    Population refers to any collection of specified group of human or non 3 human

    entities, such as educational institutions geographical areas population may also be termed as

    Buni"erseC.

    3.3STATE"ENT OF THE PROBLE"

    B8ttitude of Fist ear Intermediate elugu Medium Students towards English and

    8chie"ement in English.C

    3.VARIABLES OF THE STUD

    Independent ariable 3 B8ttitude towards EnglishC

    Dependent ariable 3 B8cademic 8chie"ement in EnglishC

    3.!OB4ECTIVES OF THE STUD

    ?. here is no significant relationship between achie"ement in English and attitude

    towards English.

    *. here is no significant difference between the achie"ement of go"ernment and

    pri"ate college student in English.

    A. here is no significant difference between the attitude of go"ernment and pri"ate

    college students towards English.

    ). here is no significant difference between the achie"ement of go"ernment college

    boys and pri"ate college boys in English.

    . here is no significant difference between the go"ernment college boys and pri"ate

    college boys in attitude towards English.

    +. here is no significant difference between the achie"ement of go"ernment college

    boys and pri"ate college boys in English.

    1&

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    . here is no significant difference between the attitude of go"ernment college girls

    and pri"ate college girls towards English.

    @. here is no significant difference between the achie"ement of boys and girls in

    English.

    . here is no significant difference between attitude of boys and girls towards English.

    3.5HPOTHESES

    ?. here is no significant relationship between achie"ement in English and attitude

    towards English.

    *. here is no significant difference between the achie"ement of go"ernment and pri"ate

    college student in English.

    A. here is no significant difference between the attitude of go"ernment and pri"ate

    college students towards English.

    ). here is no significant difference between the achie"ement of go"ernment college

    boys and pri"ate college boys in English.

    . here is no significant difference between the go"ernment college boys and pri"ate

    college boys in attitude towards English.

    +. here is no significant difference between the achie"ement of go"ernment college

    boys and pri"ate college boys in English.. here is no significant difference between the attitude of go"ernment college girls and

    pri"ate college girls towards English.

    @. here is no significant difference between the achie"ement of boys and girls in

    English.

    . here is no significant difference between attitude of boys and girls towards English.

    3.TECHNICAL TER"S

    3..1 ACADE"IC ACHIEVE"ENT

    BIn the word of BEnglish and EnglishC 8cademic 8chie"ement is Bhe success in

    bringing effort of the desired out.C

    BDegree of le"el of success attained in same specified area or in general.C ;English 3

    ?@ P.%o. +ollege Pri"ate A* A* +)

    *. Srini"asa Junior >ollege Pri"ate A* A* +)

    A. irls6 >ollege o"ernment A* A*

    ). 9oys6 >ollege o"ernment A* A*

    Ta#le + 3.3' 6aria#le wie #reak-u* of the am*le i a follow'

    ,ntermediate 1t=r. T70 tudent B12

    o B!4 (irl B!4

    (o/t. B32 P/t. B32 (o/t. B32 P/t. B32

    21

    3.DATA GATHERING TOOLS

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    he tools used in the present study are&

    ?. he Scale of 8ttitude towards English.

    *. 8cademic 8chie"ement scores are deri"ed on the basis of the marks obtained

    by the students in the pre'final e/aminations of the current academic year.

    3..1. DESCRIPTION OF THE TOOLS:

    The &cale of Attitude toward %nglih:

    8s there is no standardi0ed a"ailable to measure the attitude of students towards

    English, the researcher de"eloped a scale of attitude towards English based on a standardised

    attitude scale towards English. 8fter de"eloping the tool, the guide, two professors, Dr.

    #made"i M.$. and Dr. =.S. Jayappa were consulted for content and face "alidity and needed

    changes were also done. For further correction a pilot study was also conducted and needed

    changes were done accordingly. 8s the study is intended to measure the attitude of elugu

    Medium students the tool was translated into elugu.

    o study the attitudes of the students towards English the scale is used.

    8ll together there are )( items of which ?A are negati"e and * are positi"e

    statements. Each statement has got a ) point rating on ) responses "i0. ,"r*n/#y a/r&&B a/r&&B

    di,a/r&& and,"r*n/#y di,a/r&&. For each item the respondent is asked to tick one of the four

    responses gi"en.

    3..2 SCORING:

    Each of the * positi"e items of the scale is assigned a weight ranging from )

    ;strongly agree< to ? ;strongly disagree

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    he statistical techni-ues used for analysis of data are&

    1. "EAN 9":

    he mean is the sum of the separate scores of measures di"ided by their total number.

    he Formula used for calculation of mean was

    M 8rithmetic mean of scores

    ? Sum of Scores

    N otal number of items

    2. STANDARD DEVITATION 9SD:

    It is the a"erage of the s-uared de"iations of the measures or scores from their mean is

    known as the "ariance. he standard de"iation is the positi"e s-uare root of "ariance. he

    formula used for the calculation of S.D. was

    3. PEARSON;S PRODUCT "O"ENT CORRELATION:

    >oefficient of correlation by Pearson6s product moment method was used to find out

    the relationship between attitude towards English and academic achie"ement of the students.

    >orrelation coefficient,

    r

    .

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    01E 0ean of the firt grou*

    02E 0ean of the econd grou*

    &1E &tandard de/iation of the firt grou*

    &2E &tandard de/iation of the econd grou*

    N1ENum#er of tudent in the firt grou*

    N2ENum#er of tudent in the econd grou*

    2!

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    ANA"YSISAND

    INTE')'ETATIN F

    DATA

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    CHAPTER @ IV

    ANALYSIS AND INTERPRETATION OF DATA

    4.1 0%AN,N(

    4.2 ANA"=&,& AND ,NT%RPR%TAT,)N

    4.3 ,NT%RPR%TAT,)N ): AR D,A(RA0&

    4.4 :,ND,N(& ): T$% &T8D=

    CHAPTER @ IV

    ANALYSIS AND INTERPRETATION OF DATA

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    .1"EANING

    8nalysis of the data means studying the organi0ed material in order to disco"er

    inherent facts. he data are studied in as many possible angles as possible to e/plore the new

    facts. 8nalysis re-uires an alert, fle/ible and open mind. It is worthwhile to prepare a plan of

    analysis before actual collection of the data.

    he following statistical techni-ues were used to test the hypothesis.

    9y using 5t6 3 test techni-ue 3 difference in academic achie"ement in English and attitude

    towards English between the means of all probable group comparisons,

    F*r'%#a

    Pearson6s Product Moment Method of co'efficient of correlation is used to compare

    boys and girls6 attitude towards English and their academic achie"ement in English.

    F*r'%#a rK

    .2ANALSIS AND INTERPRETATION OF DATA

    $=P)T$%&,& ' 1

    Th&r& i, n* ,i/ni+i$an" ra"i*n,hi) (&"4&&n "h& a$hi&-&'&n" in En/#i,h and a""i"%d&

    "*4ard, En/#i,h!

    he "alue 5r6 was calculated in order to find out the relationship between achie"ement and

    attitude towards English.

    Ta(#& 7!2 S"%d&n", A$hi&-&'&n" V8, A""i"%d& "*4ard, En/#i,h

    Varia(#&, M&an, Sa')#& C*rra"i*n

    -a#%& r

    Si/ni+i$an" #&-

    A$hi&-&'&n" in En/#i,h 7;!36

    265 =!2

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    he abo"e table shows that the obtained 5r6 "alue is (.? which is more than the

    table "alue ;of (.(< i.e. (.?). =ence the null hypothesis is re7ected. 8nd an alternati"e

    hypothesis is formulated i.e. here is significant relationship in the achie"ement in English

    and attitude towards English in ?styear elugu Medium Intermediate students.

    he obtained 5r6 "alue (.? re"eals that there is positi"e correlation between the

    attitude towards English and achie"ement in English of ? styear elugu Medium Intermediate

    students.

    HPOTHESIS : 2

    Th&r& i, n* ,i/ni+i$an" di++&r&n$& (&"4&&n "h& a$hi&-&'&n" *+ /*-&rn'&n" $*##&/&

    ,"%d&n", and )ri-a"& $*##&/& ,"%d&n", in En/#i,h!

    he mean, standard de"iation and 5t6 "alue are calculated in order to find out the significance

    between achie"ement of go"ernment college student and pri"ate college students.

    Ta(#& 7!6 A$hi&-&'&n" *+ G*-"! ,"%d&n", V8, P-"! C*##&/& ,"%d&n",

    Varia(#&, Sa')#& ,i& '&an S"andard

    d&-ia"i*n

    " @ -a#%& Si/ni+i$an" #&-

    =!=:

    G*-"! S"%d&n", ;7 3=!7 22!95

    P-"! ,"%d&n", ;7 ;6!63 2

    Th& *("ain&d " -a#%& i, ,i/ni+i$an" a" "h& =!=: le/el!

    In"&r)r&"a"i*n

    he abo"e table shows that the obtained 5t6 "alue is .(+ which is more than the table "alue

    ;of (.(< i.e. ?.@. =ence the null hypothesis is re7ected. 8nd an alternati"e hypothesis is

    formulated i.e. here is significant difference between the achie"ement of go"t. college

    students and pri"ate college students of ?styear elugu Medium Intermediate students.

    =ere the difference in the means A?.@A is in fa"our of pri"ate college students and it shows

    that pri"ate college students achie"e more in English than go"t. college students.

    HYPOTHESIS 3

    Th&r& i, n* ,i/ni+i$an" di++&r&n$& (&"4&&n "h& a""i"%d& *+ G*-"! C*##&/& ,"%d&n", and

    Pri-a"& C*##&/& ,"%d&n", "*4ard, En/#i,h!

    2%

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    he mean, standard de"iation and 5t6 "alue are calculated in order to find out the significance

    between attitude of go"ernment college student and pri"ate college students.

    Ta#le 4.3' Attitude of (o/t. tudent 67 P/t. College tudent

    Varia(#&, Sa')#& ,i& '&an S"andard

    d&-ia"i*n

    " @ -a#%& Si/ni+i$an" #&-

    =!=:

    G*-"! S"%d&n", ;7 263!=9 27!;7; 2!;=; 2!P-"! 0*y, 36 :;!39 62!;andidly

    speaking, for employment abroad too English is a key. It will also help how and what type of

    competing syllabi or curricula are to be set.

    8s there are "arious negati"e beliefs about learning English among %on 3 English

    Medium and rural students, the study will be interesting not only for awareness and also for

    framing suitable curricula.

    &

    S"a"&'&n" *+ "h& Pr*(#&'

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    B8ttitude of Fist ear Intermediate elugu Medium Students towards English and

    8chie"ement in English.C

    :!6 OB4ECTIVES OF THE STUD

    ?. o identify the relationship between achie"ement in English and attitude towards

    English of first year elugu medium students of Intermediate.

    *. o identify the difference between achie"ement in English of go"ernment college

    students and pri"ate college students of Intermediate.

    A. o identify the difference between the attitude of go"ernment college students and

    pri"ate college students of Intermediate towards English.

    ). o identify the difference between the achie"ement of go"ernment college boys

    and pri"ate college boys of Intermediate in English.

    . o identify the difference between the attitude towards English between

    go"ernment college boys and pri"ate college boys of Intermediate.

    +. o identify the difference between the achie"ement in English of go"ernment

    college girls and pri"ate college girls of Intermediate.

    . o identify the difference between the attitude of go"ernment college girls and

    pri"ate college girls of Intermediate towards English.

    @. o identify the difference between the achie"ement in English of boys and girls of

    Intermediate.

    . o identify the difference between the attitude of boys and girls of Intermediate

    towards English.

    Hy)*"h&,&,

    ?. here is no significant relationship between achie"ement in English and attitude

    towards English.

    *. here is no significant difference between the achie"ement of go"ernment and

    pri"ate college student in English.

    A. here is no significant difference between the attitude of go"ernment and pri"ate

    college students towards English.

    ). here is no significant difference between the achie"ement of go"ernment college

    boys and pri"ate college boys in English.

    !'

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    . here is no significant difference between the go"ernment college boys and

    pri"ate college boys in attitude towards English.

    +. here is no significant difference between the achie"ement of go"ernment college

    boys and pri"ate college boys in English.

    . here is no significant difference between the attitude of go"ernment college girls

    and pri"ate college girls towards English.

    @. here is no significant difference between the achie"ement of boys and girls in

    English.

    . here is no significant difference between attitude of boys and girls towards

    English.

    !.3 VARIABLES OF THE STUD

    8 "ariable is the factor which is measured, obser"ed and manipulated by the research

    in"estigator for the purpose of conducting research. wo "ariables are found in the research

    problem.

    1. Independent Variable 2. Dependant Variable

    a. Independent ariable& It is a stimulus or input "ariable. It is a factor which is

    measured, manipulated or selected by the e/perimenter to determine its relationship to

    an obser"ed phenomenon.

    In the present study 58ttitude towards English6 is the independent "ariable.

    b. Dependant ariable& It is a response "ariable. It is a factor which is obser"ed and

    measured to determine the effect of the independent "ariable.

    In the present study 58chie"ement in English6 is the dependent "ariable.

    !. DEFINITIONS OF THE TECHNICAL TER"S

    Academic Achie/ement'

    In the words of English the meaning of academic achie"ement is 5the success in

    bringing effort to the desired end.6

    5Degree for le"el of success attained in same specified area or in general.6 ;English

    ?@ P.%o. +ollege and pri"ate college

    students.

    A. here is no significant difference between the attitude towards English of ? styear

    Intermediate elugu medium students of o"ernment >ollege and pri"ate college

    students.

    ). here is significant difference between the achie"ement in English of ?st year

    Intermediate elugu medium students of go"ernment college boys and pri"ate

    college boys.

    . here is significant difference in attitude towards English between the go"ernmentcollege boys and pri"ate college boys of ? st year Intermediate elugu medium

    students.

    +. here is significant difference in the achie"ement in English between the

    go"ernment college girls and pri"ate college girls of ? styear Intermediate elugu

    medium students.

    . here is no significant difference in attitude towards English between the

    go"ernment college girls and pri"ate college girls of ? styear Intermediate elugu

    medium students.@. here is significant difference in the achie"ement in English between the boys and

    girls of ?styear Intermediate elugu medium students.

    . here is significant difference in the attitude towards between the boys and girls of

    ?styear Intermediate elugu medium students.

    !.1 CONCLUSION

    Success in education and career largely depends on the mastery o"er English from the

    early stages in the backdrop of globali0ation, liberali0ation, and pri"ati0ation and e"en in thelatest trend of 9usiness Process :utsourcing. It is on the part the teachers and lecturers to

    inculcate not only positi"e attitude towards English also good teaching to make pupils

    achie"e well in English.

    he present study re"ealed that there is positi"e correlation between the attitude

    towards English and achie"ement in English.

    !

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    !.11 LI"ITATIONS OF THE STUD

    ?. he present study is restricted to first year Intermediate students of Medak town.

    *. he study is limited to elugu medium students in Medak town.

    A. 8cademic achie"ement of the students was taken from the college records insteadof gi"ing them a standardi0ed test.

    ). he study was included only ?*@ students.

    . he study is also restricted to first year Intermediate students in English as a

    compulsory sub7ect.

    !.12 EDUCATIONAL I"PLICATIONS

    In the "iew of the findings and conclusions drawn in this in"estigation the following

    recommendations are made.

    ?. Pupils were aware of the importance of English which was shown by their scoring in

    the attitude scale. Despite that most of the students especially in go"ernment colleges,

    the achie"ement in English is considerably low and hence the lecturers ha"e to

    implement more potential teaching methods to make the students score better.

    *. 8ttitude towards English and achie"ement in English are positi"ely and significantly

    correlated, hence teaching should inculcate fa"ourable attitude towards the mastery

    o"er English by organi0ing debate, elocution competitions in English and by making

    spoken English compulsory in the syllabus.

    A. Positi"e attitude towards English has to be inculcated in the early stages like in high

    school for better achie"ement in English.

    ). he lecturers of go"t. colleges ha"e to inculcate more positi"e attitude towards

    English among students as their scores were lower than the pri"ate college students.

    . he lecturers of both go"t. and pri"ate colleges ha"e to inculcate more positi"e

    attitude towards English among boys as their scores were lower than girls.

    !.13 SUGGESTIONS FOR FURTHER RESEARCH

    ?. he present study includes only ?*@ students of first year Intermediate elugu

    Medium students. It may be e/tended to other educational le"els like degree and

    high school le"els at district as well as state le"el.

    *. he study can be e/tended to other sub7ects.

    A. he present study is intended only to elugu Medium students. It may be

    e/tended to other medium and a comparati"e study of different mediums can also

    be done.

    !!

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    ). he study can be conducted relating with type of school, residence, locality etc.

    . Parents6 attitude and degree of in"ol"ement in their children6s day to day learning

    and its relationship with their academic achie"ement in English.

    +. he personality profile of the teachers of English and its relationship with pupils6

    achie"ement and attitude towards English.

    . 2ecturers6 attitude towards English and its influence on pupils6 achie"ement.

    !"

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    %I%"I#'A)$Y

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    BIBLIOGRAPHY

    ?. 88$482 J.>. 3 BEssentials of Education PsychologyC %ew Delhi, ikas

    Publishing =ouse P"t. 2td., ?).

    *. 8S=8%8 9.%. 3 BElements and StatisticsC 8llahabad, >haitanya Publishing =ouse

    3 ?.

    A. 9ES J:=% 4. J8MES . !=8% 3 B$esearch in EducationC +thEdition, %ew

    Delhi, Prentice =all of India P"t. 2td., ' ?@.

    ). 9E%J8MI% .!. M#8I 3 B=ow to 4rite Luality of $esearch ProposalC %ew Delhi,

    helly Publications 3 *((*.

    . 9#S= M.9. 5Fourth Sur"ey of $esearch in EducationC ol.'II, %ew Delhi, %>E$ 3

    ?@A'@@.

    +. 8$$E =.E. 8%D 4::D 4:$= $.S. 3 BS8ISI>S I% Psychology and

    EducationC ilkis Feffer and Simon 2td., 9ombay, ?*.

    . #I2F:$D J.P.F$E>=E$ 3 BFundamentals of Statistics Psychology and

    EducationC M> raw =ill 9ook >o. 2td., 9ombay '?@+.

    @. 2:!ES= !:#2 3 BMethodology of Educational $esearchC ikas Publications, %ew

    Delhi 3 ?@).

    . S=$M8 $.8. 3 BFundamentals of Educational $esearchC Prentice =all of India, %ew

    Delhi 3 ?@.

    ?(. SID=# !.9.9' BMethodology of $esearchC Sterling Publishers 2td., %ew Delhi.

    ??. E9E2 $.2. 3 BMeasuring Educational 8chie"ementC =all of India Pri"ate 2td., %ew

    Delhi '?@+.

    !$

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    ?*. SI%= 8.!. 3 Best, Measurement and $esearch Methods in 9eha"ioural ScienceC

    9harathi 9ha"an Publishers and Distributors.

    ?A. !:=2I 8.2. 3 Bechni-ues of eaching EnglishC Dhanpat $ai and Sons, Delhi 3

    ?+.

    ?). 8S#%D=8$8 D., !888%I $.!. 3 Bmethodology of eaching EnglishC

    elugu 8kademi, =yderabad 3 *(().

    !%

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    A))ENDI*

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    APPENDIX > IISCALE OF ATTITUDE TOWARDS ENGLISH

    Na'& Na'& *+ "h& C*##&/&

    S& Ar&a R%ra#

    Gr*%) Ty)& G*-"! 8 P-"!

    INSTUCTIONS his scale consists of )( statements related to English. Each statement has four alternati"e responses 3 Strongly

    8gree, 8gree, Disagree and Strongly Disagree. $ead each statement and decide how far the matter is true as far asyou are concerned.

    Put 5?6 mark in the bo/ against the response you feel correct for each statement.

    If you find that you ha"e marked wrong and want to change the response, put a round the ?and put again 5?6 in

    the correct place.

    Please do mark for e"ery statement.

    8s there is no right or wrong answers, please gi"e your ob7ecti"e opinions.

    N* S"a"&'&n" S"r*n/#y

    A/r&&

    A/r&& Di,a/r&& S"r*n/#y

    Di,a/r&&

    ? English is the key of success in today6s world.

    *I like to read articles columns related to English

    from maga0ines newspapers.

    A I feel so bored bothered o"er English classes.

    ) It is my pastime to read en7oy English literature.

    I try to sol"e Jumble, >rossword Pu00les etcN to

    impro"e my English.

    +I like to help my friends to impro"e their English clear their doubts related to English.

    4hen it comes to my turn only, I think of responding

    to the lecturer6s -uestions in English classes.

    @I don6t like to discuss difficult grammar aspects ofEnglish with my friends.

    I am interested in impro"ing "ocabulary through

    listening, speaking, reading writing.

    ?(I make my friends aware of the importance ofEnglish.

    ??It is allergic for me e"en to think about Englishespecially grammar.

    ?*I don6t like teachers who trouble us to use correctEnglish.

    ?AI like to collect articles and columns from maga0ines

    and newspapers related to English.?)

    English is a library language. ;many books are inEnglish only


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