A STUDY ON LIFE SKILLS AND VALUE EDUCATION AMONG …

[Vijayarani et. al., Vol.5 (Iss.8): August, 2017]

ISSN- 2350-0530(O), ISSN- 2394-3629(P) DOI: 10.5281/zenodo.853182

Social

A STUDY ON LIFE SKILLS AND VALUE EDUCATION AMONG B.ED TRAINEES

Vijayarani.J*1, Ms.Geetha.D2 *1 MEd Scholar, RVS College of Education, India 2 Assistant Professor, Pedagogy of English, RVS College of Education, India

Abstract

The study analyses the B.Ed trainees' awareness & intentions of some common life skills and value education related actions. The study is based on primary data which is collected from 200 B.Ed trainees in and around Coimbatore district. The study explored the study on life skills and value education among B.Ed trainess towards teaching life skills as a way of developing practice of moral and positive social characteristic through the research. The findings reveal that there is no significant difference in the Life Skills and Value Education among B.Ed Trainees. The Trainees shall be still encouraged to give more importance to life skills and value education. The same kind of study can be carried out by increasing the number of variables and factors to get the narrowed results. The same study may be extended to another geographical region. So as to generalize the findings of the present study or compare with other regions. In the similar manner further study can be conducted to analyze Life Skills and Value Education among all subject teachers at school level as well as college level.

Keywords: Life Skills; Value Education.

Cite This Article: Vijayarani.J, and Ms.Geetha.D. (2017). "A STUDY ON LIFE SKILLS AND VALUE EDUCATION AMONG B.ED TRAINEES." International Journal of Research Granthaalayah, 5(8), 43-54. .

1. Introduction

The main need of the study was to explore the Life skills and value education among B.Ed trainees towards teaching life skills education as a way of developing the practice of morality. It is practically impossible to teach without passing on some of the values that the teacher ascribes to. To even try to do so would be to suck the soul out of teaching. The simple act of teaching is about communicating certain values about commitment, preparation, discipline, timeliness, completeness, caring, attention curiosity, communication and many others. Value free teaching is not even possible. To achieve this, the aim of establishing the extent to which life skills education was being taught among B.Ed Trainees, how life skills education training had equipped teacher to teach it in schools and to identify challenges teachers were facing in implementing life skills education. In addition to recommend measures to be undertaken to

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[Vijayarani et. al., Vol.5 (Iss.8): August, 2017]

ISSN- 2350-0530(O), ISSN- 2394-3629(P) DOI: 10.5281/zenodo.853182

improve practice of morality in B.Ed colleges. The Life Skills Education will bring long term benefits to the society. These include educational, social, health, cultural and economic benefits.

1.1. Objectives of the Study

There are two main types of objectives undertaken by the investigator in this study work.

1.1.1. General Objectives

1) To Study on Life Skills and Value Education among B.Ed Trainees in Coimbatore District.

2) To adopt questionnaire on Life Skills and Value Education among B.Ed Trainees.

1.1.2. Specific Objectives

1) To find out the Life Skills and Value Education among B.Ed Trainees. 2) To find out the impact of personal variables like Gender, Medium of instruction,

Location of the college, Nature of college, Type of family, Parents education, Parents occupation and Parents monthly income on Life Skills and Value Education among B.Ed Trainees.

2. Research Design

The investigator adopted survey method to study on life skills and value education among b.ed trainees. For this study a sample of 200 B.Ed trainees from seven B.Ed Colleges which are situated in and around Coimbatore district in Tamilnadu were selected by the investigator using simple random sampling technique.

S.NO 1. 2.

3. 4.

5. 6. 7.

Table 1: Distribution of Samples based on Variables

Category

Subgroups

Number %

Gender

Male

7

3.5%

Female

193

96.5%

Medium of Instruction

Tamil

83

41.5%

English

105

52.5%

Hindi

2

1%

Others

10

5%

Location of the College

Urban

79

39.5%

Rural

121

60.5%

Nature of College

Boys

1

0.5%

Girls

116

58%

Co-Education 83

41.5%

General Qualification

UG

99

49.5%

PG

101

50.5%

Type of Family

Nuclear Family 174

87%

Joint Family

26

13%

Educational Qualification of Below 10

147

73.5%

Total 200 200

200 200 200 200 200

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[Vijayarani et. al., Vol.5 (Iss.8): August, 2017]

ISSN- 2350-0530(O), ISSN- 2394-3629(P) DOI: 10.5281/zenodo.853182

father

Diploma

9

4.5%

UG

34

17%

PG

9

4.5%

Professional

1

0.5%

8.

Educational Qualification of Below 10

151

75.5% 200

mother

Diploma

6

3%

UG

30

15%

PG

12

6%

Professional

1

0.5%

9.

Occupation of Father

Daily Wagers 75

37.5% 200

Farmer

28

14%

Govt.Job

13

6.5%

10.

Occupation of Mother

Private

27

Business

56

Others

1

Daily Wagers 53

Farmer

9

Govt.Job

11

13.5%

28% 0.5% 26.5% 200 4.5% 5.5%

Private

30

15%

Business

6

Home Maker

91

11.

Monthly income of Father Below Rs.5000 60

Rs.5000-

50

Rs.15000

Rs.15000-

57

Rs.20000

Above Rs.20000 33

12.

Monthly income of mother Below Rs.5000 126

Rs.5000-

51

Rs.15000

Rs.15000-

12

Rs.20000

Above Rs.20000 11

3%

45.5%

30%

200

25%

28.5%

16.5%

63%

200

25.5%

6%

5.5%

S.No 1.

Dimension

Effectiveness of a Life Skills Programme

Table 2: Scoring of each item

Question

No.

Strongly Agree

Agree

1 to 20 5

4

Scoring Neutral Disagree

3

2

Strongly Disagree 1

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[Vijayarani et. al., Vol.5 (Iss.8): August, 2017]

ISSN- 2350-0530(O), ISSN- 2394-3629(P) DOI: 10.5281/zenodo.853182

Table 3: Ranks assigned for the scores

Effectiveness of a Life Skills Programme

Scores

Rank

20 to 46

Low

47 to 72

moderate

73 to 100

High

HYPOTHESIS 1: There will be a significant mean score difference in the Life Skills and Value Education among B.Ed trainees based on gender.

Table 4: Frequency and percentage difference in the level of mean score difference in the Life Skills and Value Education among B.Ed trainees based on gender.

Gender

Low

Moderate

High

N% N %

N%

Total

Male

00

5 71.43 2 28.57 7

Female

00

114 59.07 79 40.93 193

From the table 4 that amid the male students, 28.57% of them have high Level and 71.43% of them have moderate Level of Life Skills and Value Education. Similarly, amid the female students, 40.93% of them have high Level and 59.07% of them have moderate Level.

Table 5: `t' values between Life Skills and Value Education among B.Ed Trainees with respect

to gender.

Gender

Number Mean S.D

df

t

p-value Remarks

value

Male

7

1.37 0.32

200

0.12

0.45

Not

Female

193

1.45 0.21

significant

(at 0.05 significant level the table value of `t' is 1.98)

From the table 5 the calculated value (0.12) is less than the table value of `t' (1.98), the null hypothesis is accepted. It is inferred from the above table that there is no significant mean score difference in the level of Life Skills and Value Education among B.Ed Trainees with respect to gender.

HYPOTHESIS 2: There will be a significant mean score difference in the Life Skills and Value Education among B.Ed trainees based on location of the college.

Table 6: Frequency and percentage difference in the level of mean score difference in the Life Skills and Value Education among B.Ed trainees based on location of the college.

Locality

Low

Moderate

High

N

%

N

%

N%

Total

Urban

0

0

62

78.48 17 21.52 79

Rural

0

0

57

47.11 64 52.89 121

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[Vijayarani et. al., Vol.5 (Iss.8): August, 2017]

ISSN- 2350-0530(O), ISSN- 2394-3629(P) DOI: 10.5281/zenodo.853182

From the table 6 that amid the urban area students, 21.52% of them have high Level and 78.48% of them have moderate Level of Life Skills and Value Education. Similarly, amid the rural area students, 52.89% of them have high Level and 47.11% of them have moderate Level.

Table 7: `t' values between Life Skills and Value Education among B.Ed Trainees with respect

to location of the college.

Locality

Number Mean S.D

df

t

p-value Remarks

value

Urban

79

1.54 0.22

200

0.0004 0.499

Not

Rural

121

1.39 0.22

significant

(at 0.05 significant level the table value of `t' is 1.98)

From the table 7 the calculated value (0.0004) is less than the table value of `t' (1.98), the null hypothesis is accepted. It is inferred from the above table that there is no significant mean score difference in the level of Life Skills and Value Education among B.Ed Trainees with respect to location of the college.

HYPOTHESIS 3: There will be a significant mean score difference in the Life Skills and Value Education among B.Ed trainees based on the educational qualification.

Table 8: Frequency and percentage difference in the level of mean score difference in the Life Skills and Value Education among B.Ed trainees based on the educational qualification.

General Qualification

Low

Moderate

High

N% N %

N%

Total

UG

00

59 59.60 40 40.40 99

PG

00

60 59.41 41 40.59 101

From the table 8 that amid the UG qualified students, 40.40% of them have high Level and 59.60% of them have moderate Level of Life Skills and Value Education. Similarly, amid the PG qualified students, 40.59% of them have high Level and 59.41% of them have moderate Level.

Table 9: `t' values between Life Skills and Value Education among B.Ed Trainees with respect

to educational qualification.

Educational Number Mean S.D

df

t

p-value Remarks

Qualification

value

UG

99

1.450 0.216 200

0.956 0.170

Not

PG

101

1.448 0.211

significant

(at 0.05 significant level the table value of `t' is 1.98)

From the table 9 the calculated value (0.956) is less than the table value of `t' (1.98), the null hypothesis is accepted. It is inferred from the above table that there is no significant mean score difference in the level of Life Skills and Value Education among B.Ed Trainees with respect to educational qualification.

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