Viva- Voce Ph. D (Education )

Ph.d viva voce Examination MS university. 2

• ,
Prof. Dr. A. MUTHUMANICKAM
convener
REGISTRAR i/c, PROFESSOR AND HEAD,
SCHOOL OF EDUCATION,
MADURAI KAMARAJ UNIVERSITY,
MADURAI.

GUIDE
Dr. S. AMALADOSS XAVIER. S. J
Assistant Professor in Physical Science,
St. Xavier’s College of Education,
Palayamkottai.

CO GUIDE
Dr.S.P.DENISIA
Professor & Director in Women Studies
Mother Theresa Women University,
Madurai.

Dr. M. KANMANI
Assistant Professor and Head i/c,
Department of Education,
Manonmaniam Sundaranar University.
Tirunelveli .

ALL FACULTY MEMBERS,
Manonmaniam Sundaranar University,
Tirunelveli.

Ph.d, M.Phil, M.Ed Scholars,
Tirunelveli.

INTRODUCTION
• An attitude is an emotional reaction towards a
person or thing. It is a personal response to an
object, developed through experience which
can be characterized as favourable or
unfavourable.
• The use of science as the object or stimulus of
these feelings delineates that set of attitudes
known as ‘attitude towards science’

INTRODUCTION
• Developing positive attitudes towards science
has been an exposed goal of most of the
curriculum development efforts since the 1950s
(Welch 1979).
• It was hoped that increasing interest in science
would result in increased science enrolment
which in turn would yield a larger science
workforce pool and a science-literate public.

REVIEW OF RELATED STUDIES

SIGNIFICANCE OF THE STUDY
• Having undergone the process of education, every
individual forms some kind of attitude towards science.
These attitudes are likely to be permanent. Student
teachers (B.Ed. Trainees) are adults who have chosen
teaching as their profession with a willingness to undergo a
teacher training to perform various duties as a teacher.
• It becomes easier if the student teacher possesses the right
attitude towards science.
• Hence the secondary school science teachers are expected
to possess positive attitudes towards science which helps
to improve themselves and to motivate the students in
learning science and also in encouraging learning, training
and research in the field of science.

SIGNIFICANCE OF THE STUDY
• An individual’s learning to think, feel and behave in an
adult way is the function of socialization Age, gender,
area, attitudes, aptitudes and other physical make-up and
mental potentialities have an immense impact on it. This
ultimately results in a set of reaction habits which is known
as a personality trait.
• Hence the researcher viewed that these psycho- socio –
economic variables may have some effect on the
development of attitude towards science.
• So the researcher felt the need to study the attitude of
student teachers towards science in relevance to psycho-
social factors and decided to work on this problem.

STATEMENT OF THE PROBLEM
There is a great need to identify and develop
positive attitude towards science subject. Now
the time has come to increase our efforts to
develop positive attitude towards science subject
among teachers, student teachers and school
children. This is an immediate requirement of the
present day. Reviewing the past literature, the
researcher felt the need to study the attitude of
student teachers towards science and its relation
to psychosocial factors.

OPERATIONAL DEFINITION
• Attitude
The investigator means by attitude a mental or neural
state of readiness organized through experience,
expecting a direct or dynamic influence upon the
individual’s response to all objects and situations with
which it is treated.
• Student teachers
Those students, who are undergoing Bachelor’s degree
in Education (B.Ed.) programme in Colleges of
Education, Madurai revenue district, affiliated to
Tamilnadu Teachers Education University, Chennai.

• Science
As a cumulative and endless series of empirical
observations which result in the formation of
concepts and theories, with both the concepts
and theories being subject to modification in the
light of further empirical observations.
• Psychosocial factors
Personality and Socio Economic Status as
psychosocial factors.

• Personality
As an integrated system of habitual
adjustment to the environment, particularly
to the social environment .
• Extroversion-Introversion
Extroversion as a person’s energy usually
flowing outwards and introversion as a
person’s energy normally flowing inwards.

• Self concept
As a person’s perception (or) view of himself. Self
concept is what the individual thinks as his actual
self.
• Dependence-Independence
As a person who is friendly with others and relies
upon them for his thoughts and expressions. An
independent person is a person who expresses
his own thoughts and ideas by himself without
taking the help of others.

• Temperament
A characteristic level of reactivity and energy,
often thought to be constitutional.
• Anxiety
A fearful mood that has a vague or no specific
focus and is accompanied by bodily arousal

• Socio Economic Status
The level of indicative of both the social and
economic achievement of an individual or
group.
• Study
The application of mind to a problem or a
subject.

OBJECTIVES

HYPOTHESES

There is no significant difference between
Attitude
towards
science
Personality
male and female
Women and coeducation
Government aided and
self finance
urban and rural

There is no significant difference among
Attitude towards science
Personality
Hindu/Muslim/Christian
OC/BC/MBC/SC&ST
Arts/Science/Language
UG/ PG/M.Phil
First/ Second/ Third and
above

There is no significant association of

There is no
significant
association
between

There is no significant correlation between

There is no significant
influence of

There is no factor with significant positive
loading
Socio Economic
Status
Personality

METHOD
The investigator has adapted
survey method

POPULATION
The population for the present study consists
of student teachers studying in colleges of
Education, Madurai revenue district affiliated
to Tamilnadu Teacher Education University,
Chennai.

SAMPLE
The investigator used random sampling
technique. 21 colleges of education affiliated to
Tamilnadu Teachers Education University were
selected randomly. Totally, the sample consists of
1080 student teachers in Madurai revenue
district

RESEARCH TOOLS
• Attitude towards science scale was prepared and
validated by the investigator.
• Multidimensional personality inventory developed by
Manju Rani Agarwal (1979)

STATISTICS USED
• Arithmetic mean
• Standard Deviation
• Large sample independent ‘t’ test
• ANOVA test
• Post ANOVA test (Duncan)
• Chi-Square test
• Pearson’s Product Moment Correlation
• Regression Analysis
• Factor Analysis
•
•

FINDINGS

DESCRIPTIVE ANALYSIS
level
Moderate

Level of attitude of student teachers towards science and its dimensions
in terms of total sample

Level of personality and its dimensions of student teachers in terms of total sample

Level of socio economic status of student
teachers for the total sample

DIFFERENTIAL ANALYSIS

DIMENSIONS RESULT REMARKS
Personal confidence about the
subject matter
NS
Involvement with the subject NS
Usefulness of the subject content NS
Perception of teacher’s attitude NS
Attitude towards science in total NS

subject matter
NS

DIMENSIONS REMARKS RESULT
subject matter
S Govt.aided(28.36)>self finance
(25.66)
Involvement with the subject S Govt.aided(27.14)>self finance
(25.94)
Usefulness of the subject
content
(20.27)
Perception of teacher’s attitude S Govt.aided(12.02)>self finance (I0.82)
Attitude towards science in
total
(82.46)

subject matter
NS
Perception of teacher’s attitude S Urban(11.13)>Rural (10.77)

subject matter
NS

subject matter
NS
Perception of teacher’s attitude S BC(11.14)>SC/ST(10.84)>
MBC(10.46)>OC(10.26)

subject matter
NS

subject matter
NS
Involvement with the subject S UG(26.28)>PG(25.32)> M.Phil(24.57)
Perception of teacher’s attitude S UG(11.02)>PG(10.72)> M.Phil(9.95)
Attitude towards science in total S UG(83.63)>PG(81.49)> M.Phil(80.19)

subject matter
NS

DIMENSION RESULT REMARKS
Extroversion-Introversion S Male(43.53)>female(42.29)
Self concept NS
Dependence-
Independence
NS
Temperament NS
Anxiety NS
Personality in total NS

Extroversion-Introversion S Co.edn(43.27)>Women(42.08)
Self concept NS
Dependence-
Independence
NS
Temperament NS
Anxiety NS

Extroversion-Introversion NS
Self concept S Govt.aided(47.23)>self finance(44.76)
Dependence-
Independence
S Govt.aided(47.82)>self finance(44.47)
Temperament S Govt.aided(41.47)>self finance(39.93)
Anxiety NS

Extroversion-Introversion S Urban(43.42)>Rural(42.09)
Self concept S Urban(45.75)>Rural(44.40)
Dependence-
Independence
NS
Temperament S Urban(42.09)>Rural(40.79)
Anxiety S Urban(42.81)>Rural(41.41)
Personality in total S Urban(219.11)>Rural(213.23)

Extroversion-Introversion S Hindu(42.88)>Christian(41.85)>Muslim(41.56)
Self concept NS
Dependence-
Independence
NS
Temperament S Hindu(41.67)>Muslim(40.37)>Christian(39.57)
Anxiety S Hindu(42.24)>Muslim(41.31)>Christian(40.76)
Personality in total S Hindu(216.72)>Muslim(212.93)>Christian
(210.16)

Self concept NS
Dependence-
Independence
S BC(45.23)>MBC(44.43)>OC(44.26)>SC/ST(43.9)
Temperament NS
Anxiety NS
Personality in total S BC(45.23)>MBC(44.43)>OC(44.26)>SC/ST(43.8)

Self concept NS
Dependence-
Independence
NS
Temperament S Science(41.71)>Arts(41.69)>Language(40.72)
Anxiety NS
Personality in total S Science(217.03)>Art(216.28)>Language(213.7)

Self concept NS
Dependence-
Independence
S UG(45.01)>PG(43.98)>M.Phil(43.05)
Temperament NS
Anxiety NS

Self concept NS
Dependence-
Independence
NS
Temperament NS
Anxiety NS

ASSOCIATION ANALYSIS

Father’s
educational
qualification
NS
NS
NS
NS
NS

Mother’s
educational
qualification
NS
NS
NS
NS
NS

Father’s
occupation
NS
NS
S
NS
S

Mother’s
occupation
NS
S
S
NS
S

Father’s
income
NS
NS
NS
NS
NS

Mother’s
income
NS
NS
NS
NS
S

Father’s
educational
qualification
NS
NS
NS
S
S
S

Mother’s
educational
qualification
S
NS
NS
NS
S
S

Father’s
occupation
S
NS
NS
NS
S
S

Mother’s
occupation
S
NS
S
S
S
S

Father’s
income
NS
NS
NS
NS
NS
NS

Mother’s
income
NS
NS
NS
NS
NS
NS

Socio
Economic
Status
NS
NS
NS
NS
NS

Socio
Economic
Status
S
S
NS
NS
NS
S

CORRELATION ANALYSIS

and its dimensions
Personality and its
dimensions
Significant
Inter correlation

EI SC DI TEM ANX PER
PCS S S S S NS NS
IS S S S S S S
USC S S S S NS S
PTA S S S S S S
ATS NS S S NS S S
Inter correlation between attitude towards science and
personality dimensions

REGRESSION ANALYSIS

Influence of personality and socio economic
status on attitude towards science
Significant

Relative contribution
Significant
Attitude
towards
science

Relative contribution
Non significant
Attitude
towards
science

FACTOR ANALYSIS

Factors with positive loading
subject matter
Involvement with the subject
Usefulness of the subject
content
Perception of teacher’s attitude
Self concept
Dependence-independence
Temperament
Anxiety
Socio Economic Status
single
factor
MIND-SET
STIMULATING TRAITS
(MST)

RECOMMENDATIONS OF THE STUDY

RECOMMENDATIONS
TO STUDENT TEACHERS
In order to improve the attitude towards science, student
teachers should,
• develop interest in reading magazines and journals related to
science and enhance their attitude.
• participate in co-curricular and extracurricular activities
conducted in the institution to promote awareness about
science
• active members of various science related clubs in the
institution
• actively participate in seminars, symposiums, conferences
and workshops conducted in the institution related to
science.

RECOMMENDATIONS
TO TEACHER EDUCATORS
To develop attitude towards science among student teachers,
teacher educators should,
• provide vocational guidance regarding various science related
opportunities waiting for the student teachers.
• give counseling to students
• self-respect of student teachers should always be given due
consideration while adopting any program for the development of
attitudes
• provide experiences that will naturally tend to result in the desired
attitude formation.
• organise group interactions.
• motivate the student teachers to learn science with interest

RECOMMENDATIONS
Strategies to develop personality of student
teachers
• Develop inquiry nature of student teachers
• Encourage free and independent thinking
• Create an effective classroom environment

RECOMMENDATIONS
Strategies to reduce anxiety
• Guide properly with necessary guidance
programs
• Meditation programs to be practiced.
• Short term relaxation techniques to be
introduced

RECOMMENDATIONS
Strategies to develop Self concept
• Praising the student teacher’s
accomplishments in specific domains.
• Avoid making negative comments
• Classroom intervention such as peer tutoring,
cooperative learning to be practiced.

RECOMMENDATIONS
TO TEACHER EDUCATIONAL INSTITUTIONS
• Self finance institutions can provide rich environment
to improve the science learning skills of the students
• Science club, eco club and nature club should be
established
• Arrange for outdoor activities
• The mass media available may be properly utilized
• Include Personality development programmes for
student teachers

RECOMMENDATIONS
TO UNIVERSITY
• Courses in personality development and
projects in school science can be made
compulsory for student teachers
• The existing life skill courses can be given
more lecture hours and the skills taught
should be specified.
• Inter disciplinary approach to be followed

RECOMMENDATIONS
TO GOVERNMENT
• Government College of education should be
started in every district of a state.
• Qualified, efficient and effective teacher
educators should be appointed in all the colleges
to cater the needs of student teachers.
• More financial allocations should be made for
promotion of teacher education in the country.

CONCLUSION
• The present study clearly shows that personality of
student teachers influences their attitude towards
science.
• The role of student teachers as future teachers is
pivotal in improving the quality of education process.
• So it is necessary for the present day student teachers
to have a sound personality and a positive attitude
towards science in total to inculcate these
psychological values in their students.
• This study throws some light on the present day
situation and some rectifying measures that can be
taken to improve them

CONCLUSION
“The future of India is secure if it invests in basic science and science
education. Only countries that have advanced scientifically have made
progress, while those who neglected it are not known. “
Dr. C.N.R.Rao
Eminent Scientist
Bharath Ratna awardee
Ref: The Hindu , Nov 18,
2013

VOTE OF THANKS

VOTE OF THANKS
Prof. Dr. A. MUTHUMANICKA
Convener
REGISTRAR i/c, PROFESSOR AND HEAD,
SCHOOL OF EDUCATION,
MADURAI KAMARAJ UNIVERSITY,
MADURAI.

VOTE OF THANKS
Dr. S. AMALADOSS XAVIER. S. J
Assistant Professor in Physical Science,
St. Xavier’s College of Education,
Palayamkottai.

VOTE OF THANKS
Dr.S.P.DENISIA
Professor & Director in Women Studies
Mother Theresa Women University,
Madurai.
.

VOTE OF THANKS
Dr. M. KANMANI
Assistant Professor and Head i/c,
Manonmaniam Sundaranar University.
Tirunelveli .

VOTE OF THANKS
ALL FACULTY MEMBERS,
Tirunelveli.

VOTE OF THANKS
Ph.d, M.Phil, M.Ed Scholars,
Tirunelveli.

VOTE OF THANKS
THE RESEARCH SECTION
Tirunelveli.

VOTE OF THANKS
MANAGEMENT AND STAFFS OF
• PENIEL RURAL COLLEGE OF EDUCATION ,VEMPARALI
• VELAMMAL COLLEGE OF EDUCATION,
LADANENTAL

VOTE OF THANKS
MY FAMILY
FRIENDS &
RELATIVES

VOTE OF THANKS

Viva- Voce Ph. D (Education )

More Related Content

What's hot

What's hot (20)

Similar to Viva- Voce Ph. D (Education )

Similar to Viva- Voce Ph. D (Education ) (20)

More from Prakash Srinivasan

More from Prakash Srinivasan (20)

Recently uploaded

Recently uploaded (20)

Viva- Voce Ph. D (Education )