EFFECT OF CONCEPT ATTAINMENT MODEL ON MATHEMATICS CONCEPT UNDERSTANDING OF CLASS VII STUDENTS

EFFECT OF CONCEPT ATTAINMENT MODEL ON MATHEMATICS CONCEPT UNDERSTANDING OF CLASS VII STUDENTS

Ms. Rama Rani, Lecturer, KC College of Education, Nawanshahr

Mrs. Ravdeep Kaur, Lecturer, BCM College of Education, Ludhiana

ravdeep7@yahoo.co.in

Abstract

The present study was experimental in nature. It was an attempt to study the effectiveness of Concept Attainment Model in relation to Traditional Method of teaching. For this purpose sample of 87 students studying in the class VII was taken. Investigator developed Mathematics Concept Understanding Test to assess the Mathematics Concept Understanding of the students. Data was analyzed with the help of One Way Analysis of Covariance. It was found that CAM was effective in terms of Mathematics Concept Understanding of students. Also CAM was found to be more effective in terms of Mathematics Concept Understanding than Traditional Method of teaching mathematics when groups were matched with respect to Pre - Mathematics Concept Understanding. 

 Keywords- Concept Attainment Model, Traditional Method, Analysis of Covariance.

INTRODUCTION

      The teacher - learning process is the important variable that influence directly on achievement of the students. The effective teaching strategy helps the students to attain the educational objectives in a better way. Teaching is considered as the sharing of experiences between teacher and students in a teaching - learning situation. A model of teaching is such a specific pattern of plan, which can be used to shape curriculum, to select instructional material, to guide teacher’s action and to help the learner to achieve the specific objectives.

Joyce &Weil (1992) have searched and researched on a variety of strategies developed by different learning theories and related principles and designed a number of models of teaching. Concept Attainment Model (CAM) was developed from the work of Jerome Bruner, Jacqueline Good Now & George Austin. Bruner stated that the role of teacher is to create situation, in which students can learn on their own rather than to provide, packaged information to students. CAM consists of two types i.e. Reception Model and Selection Model. In the present study, the investigator used reception model of concept attainment model.

Studies have been conducted to find out the relative effectiveness of CAM and Traditional Method of teaching (Kumara, 1985; Sushma, 1987; Agarwal and Mishra, 1988; Bhaveja, 1989; Chaudhury, 1989; Passi, Singh, and Sansanwal, 1989; Singh, 1990; Jamini, 1991; Manocha, 1991; Mahajan, 1992; Mohanty, 1992; Viney, 1992; Chopra, 1994; Kumar, 2005; and Gupta, 2006). These studies were conducted in different teaching subjects and did not reveal any generalized inference. So, further studies are required to conclude. Keeping this in mind, the present study was conducted.      

Objective

The objective of the study was:

To compare the adjusted mean scores of Mathematics Concept Understanding of Concept Attainment Model and Traditional Method Groups by considering Pre-Mathematics Concept Understanding as covariate.

Hypothesis

The hypothesis of the study was:

There is no significant difference in adjusted mean scores of Mathematics Concept Understanding of Concept Attainment Model and Traditional Method Groups when Pre-Mathematics Concept Understanding is taken as a covariate.

METHOD

Sample

The sample consisted of 87 class VII students (45 from Government Senior Secondary School, Goraya and 42 from Punjab Rural Academy, Goraya) selected by purposive sampling method. They were randomly assigned to the Concept Attainment Group and Traditional Method Group.

Tools

Mathematics Concept Understanding Test developed by the investigators was used to assess the Mathematics Concept Understanding of students.

Data Collection

                Before starting the experiment, the Mathematics Concept Understanding Test developed by the investigators was administered to the students of both Concept Attainment and Traditional Method Groups. This constituted the Pre-Mathematics Concept Understanding scores. The Concept Attainment Group students were taught topic from the syllabus of Mathematics of Punjab School Education Board of Class VII through the use of CAM and the students of control group were taught the same topics through traditional method of teaching. The treatment lasted about 20 days at the rate of 35 minutes per day in all groups. Investigator made each possible attempt to make the teaching environment similar in both Concept Attainment and Traditional Method Groups. At the end of treatment, the Mathematics Concept Understanding Test that was administered before the treatment was administered again on students of the Concept Attainment and Traditional Method Groups

Result and Discussion

Data was analyzed with the help of One Way Analysis of covariance and the results are given in the Table 1

Table 1

Summary of One way Analysis of Variance of Mathematics Concept Understanding by considering Pre - Mathematics Concept Understanding as Covariate

Source of Variance	df	Sum of Square	Mean Square	F-value
Treatment	1	2346.21	2346.21	153.10**
Error	83	1271.90	15.32
Total	87

** Significant at 0.01 Level

From the table 1, it can be seen that the adjusted F-value is 153.10, which is significant at 0.01 level with df = 1/83. It indicates that adjusted mean scores of CAM group and Traditional Method Group differ significantly when pre-Mathematics Concept Understanding was considered as covariate. Further the adjusted mean scores of Mathematics Concept Understanding of CAM Group was 31.28, which is significantly higher than that of Traditional Method Group whose adjusted mean score was 20.44. It reflects that treatment given to CAM group, in relation to Traditional Method was found to be significantly superior when Pre-Mathematics Concept Understanding was taken as covariate. It may, therefore, said that CAM was found to be superior to Traditional Method in learning Mathematics.

REFERENCES

Agarwal, R. and Mishra, K.S.(1988). Effectiveness of Reception Concept  Attainment Model of teaching for enhancing attainment of science Concepts. Indian Education Review,Vol.23(2).

Bhaveja,B.(1989). Information Processing Models of Teaching in the Indian Classroom. Indian Educational Review, Vol.24(1).

Chaudhury, K. (1989). Teaching of Concept through the Concept Attainment Model and Facts through Traditional Teaching Competency in teaching skills of pre-service teachers. University of Poona.

Chopra, Seema.  (1994).  A Study of  Effectiveness of Bruner’s Concept  Attainment Model in learning of concept in English

            M.Ed.dissertation, Kurukshetra University, Kurukshetra.

Gupta. (2006). Effect of Concept Attainment Model on understanding of  Mathematics concept in class IX. M.Ed Dissertation, Guru Nanak Dev Univ. Amritsar.

Jamini, Nirupama,(1991).Effect of Teaching Strategies on conceptual –  learning efficiency and retention in relation to divergent thinking  .Ph.D.Edu., Univ. of  Delhi. 

Joyce, B., Weil, M., & Calhoun, E. (2009). Models of teaching (8th ed.). Boston:Pearson Education, Inc.McDonald, D.

Kumar, A. (2005). Effect of Concept Attainment Model on understanding of concept in physics in class IX. M.Ed Dissertation, Guru Nanak Dev Univ. Amritsar.

Kumara, s. (1985). Effectiveness of Concept Attainment Model in terms of

           Pupil Achievement and their Reactions. M.Ed Dissertation, Devi                   

           Ahilya Vishwa Vidyalaya, Indore.

Mahajan,Jyotsna.(1992).A Comparative study of Effectiveness of two Models of teaching,Viz. Bruner’s Concept Attainment Model and Ausubei’s Advance Organiser Model on the teaching abilities of student-teachers and on achievement of students in various schools.Ph.D.Edu.,Shreemati Nathibai Damodar Thackersey Women Univ.

Manocha, Vineeta.(1991).Development of textual material in biology for class IX using Bruner’s Concept Attainment Model of teaching. Ph.D.Edu., Devi Ahilya Vishwa Vidyalaya, Indore.

Mohanty, B.K.(1992). A study of the relative Effectiveness of using the jurisprudential Inquiry Model and the Concept Attainment Model in the cognitive development in moral-judgment, moral-concepts and personal-values of sec. school students. Ph.D.Edu.,Utkal Univ.

Passi, Singh, L.C. and Sansanwal, D.N.(1989). Effectiveness of strategy training in models of teaching. An experimental study. Indian educational review,Vol.24(1):36-58.

Singh, Daijeet K.(1990). Effectiveness of  Inquiry Training Model and  Concept Attainment Model over traditional teaching methods for teaching physical science.Ph.D.Edu.,Kumaun Univ.

Sushma.(1987). Effectiveness of Concept Attainment Model and Biological Science model to eight class students. Dept. of Edu. BHU.

Viney. (1992). Effectiveness of Different Models of teaching on achievement in mathematics Concept and Attitude in relation to intelligence and cognative style.Ph.D.Edu.,Punjab Univ.

ATTITUDE OF PUPIL TEACHERS TOWARDS E-LEARNING

ATTITUDE OF   PUPIL TEACHERS TOWARDS E-LEARNING

Swati Sangwan (M.Ed student) BCM College of Education, Ludhiana

sandhu.swati@gmail.com

Mrs. Ritu Dang (Lecturer) BCM College of Education, Ludhiana

dang.ritu@gmail.com

Abstract

The present study was undertaken to study the attitude of pupil teachers towards E-learning. For this investigation descriptive study was conducted. Sample of 200 pupil teachers were taken. Statistical techniques used were- Mean, Median, Mode, S.D. Skewness, Kurtosis and ANOVA. Objectives of the study were to study the difference in attitude between Male and Female Pupil Teachers towards E-learning.  To study the difference in attitude of Science and Humanities Group Pupil Teachers towards E-learning and to study the two factor interactional effect of Subject combination and Gender’s attitude towards E-learning. Tool used for collecting data is Attitude towards E-learning scale by Dr. Ramesh Sandhu and Kumari Samta  (2009)  Investigator found that there is no significant difference between the attitude of Male and Female pupil teachers towards E-learning. The study further revealed that there exists no significant difference between the Science and Humanities group pupil teachers towards E-learning. Further, the study also revealed that there is no interactional effect of subject combination and gender on attitude towards E-learning.

Key words- Attitude, E-learning

INTRODUCTION

         Education is the complete development of individuality so that one can make an original contribution to human life. Education alone differentiates between animal and man. Education enables a person to face reality with adequate knowledge intellect and wisdom. Time to time educational technologies enhance the knowledge of human beings. If we go back even a hundred years from now and compare the development during that span we come across amazing advancements in science and technology, commerce, health care and transport and education is the crux of all these developments.        

         Twenty first century through out the world is known as the age of information technology. The focus of all educational policies and reforms in the recent years has been on technology and how it can transform the system of education in our country. The inception of E-learning is a great leap in teaching and learning activities of civilized society. Now, education knocks at the door of learners with E-learning as one of its component. With emphasis on providing quality education and creating world class leaders, the focus in education has now shifted from traditional teaching to transformation of class rooms into centers of learning where learners and educators adapt in using and mastering technology as a tool for teaching and learning which helps to prepare pupil teachers to become techno- literate citizens. For this attitude towards E-learning needs to be developed in the field of education to enhance the quality of learning outcomes.

ATTITUDE

         Attitude is the state of mind on the basis of previous experiences. Attitude constitutes the central part of our thinking and mentality. Attitude may be said as a feeling or disposition to favor or to go against an object, idea, person, or group. In this connection, one may study attitudes which may be a matter of degree of approval or disapproval. Attitude has been defined as ideas with emotions, content, important beliefs, prejudices, biases, predispositions and a state of readiness. They have intellectual, biological, social and emotional component that are derived from experience and exercise a determining influence upon behaviour. So an Attitude can be defined as a combination of cognitive, affective and behavior disposition directed towards a person, idea and object. The development of attitude takes place with the aggregation or gaining of new experience and their emulation or modification with already existed experience. Attitude is readiness to react to situations, persons or a thing in a manner in harmony with habitual patterns of response conditioned to or associates with their stimuli. Link Michael Thomas and Marz Richard (2006) conducted a study, “computer literacy and attitude towards E-learning among first year medical students”. He found that great majority of students possess sufficient computer skills and acknowledge the advantages of interactive and multimedia-enhanced learning material. There is also a consistently significant low gender difference in student attitudes towards E-learning.  Svirko Elena, mellanby Jane (2008) conducted a study,” Attitudes to E-learning, learning style and achievement in learning neuroanatomy by medical students”. They found that students have less deep approach to learning for the CAL course. However their approach for the course was not related to results on a neuroatonomy assessment based on it. Therefore they have negative attitude towards E-learning.

FORMATION OF ATTITUDE 

             It's very log curiously to know how the attitudes are required. In this direction, four such type of situations, based on the view of famous psychologist Allport, is to be discussed, through which attitude is to be formed.

  1.           Integration of experience: Integration of all experience towards the particular object or individual.

  2.           Differentiation of experiences: Having acquired the new experience, they were contrasted with pre- acquired experiences. If recent experiences are more interesting and powerful then they bring amendments in the old experiences or give rise to entirely different type of attitude.

  3.           Trauma and dramatic experience: Some accidental happening or immediate particular experiences give birth to attitude. Expectantly, they seem to be more intense.

  4.           The adoption of available attitude: various attitudes which already exist are developed with the suggestions of friends, teachers, parents, and other members of the society.

E-LEARNING

            E-learning is used to define a specific mode of learning through a course or program of study where the students rarely or never meet face-to-face, nor access on-campus educational facilities. E-learning is technology oriented tool to facilitate learning environment which covers a wide set of applications of computer based learning, web based learning, virtual classroom and digital collaboration. E-learning is the necessity of modern age because it has flexibility, and the learner uses his   ability to work at one’s own pace. E-learning is asynchronous which allows learner to participate and complete course work in accordance with their daily commitments. This makes E-learning educationally viable option even for those who have other commitments such as family and work. It provides a platform for virtual and uninterrupted learning through distance mode.

          Thus E-learning can be conceived as ‘learning facilitated and supported through the use of information and communication technology’ resources to provide novel ways to learn. This is that phase where our life and education slow down without ‘E’ learning may be   learning e-mail, e-banking, e-commerce etc. E-learning is the wealth of information, resource material and connects all corners of world through World Wide Web and related technical devices. The inception of E-learning is the necessity of modern education. Sue Whittaker (2006) conducted a study on, “Attitude Towards E-learning: E-learning case study”. He found that participants were positive about the potential for E-learning and enthusiastic about what this would mean for themselves and their colleagues. They saw the advantages for being able to teach more students, disseminate information more effectively and use online discussion groups. Chudasama K Rajesh, Godara K Naresh, Shrivastana K. Ratan  (2009) conducted a study on ‘Assessing Computer literacy and attitude towards E- learning aiming final year medical students’. They found that there exists high interest and positive attitude of medical student in E-learning.

OBJECTIVES

1 .To study the difference in attitude between Male and Female Pupil Teachers towards E-learning.

2 .To study the difference in attitude of Science and Humanities Group Pupil Teachers towards E-learning.

3. To study the interactional effect of Subject combination and Gender’s attitude towards E-learning.           

HYPOTHESES

1.                    There exists no significant difference in the attitude of Male and Female Pupil Teachers towards E-learning.

2.                    There exists no significant difference in the attitude of Science and Humanities Group Pupil Teachers towards E-learning.

3.                    There exists no significant two factor interactional effect of Subject combination and Gender on attitude towards E-learning.

METHODOLOGY: Tools used: .  Following tools were used:   

(1)       Attitude towards E-learning scale by Dr. Ramesh Sandhu and Kumari Samta  (2009).

Sample:  In this study sample consists of 200 pupil teachers in which 100 are male and 100 are female pupil teachers. This sample is selected conveniently from aided and non aided educational colleges of Ludhiana district.

Design: The present study is descriptive in nature. To carry out the above said exploration and to meet objectives of the study Descriptive survey method of investigation was employed. The study was completed in one phase. The statistical treatment was given to arrive at results. Descriptive statistics namely mean, median, mode, skewness, kurtosis, standard deviation, ANOVA were calculated.

ANALYSIS AND INTERPRETATION OF DATA

In order to study the attitude of pupil teachers towards E-learning , the data were analyzed and statistically interpreted to draw meaningful conclusions after examine various hypotheses.

                                                                                         Table- 1

ANALYSIS OF VARIANCE

Sources of variance	Sum of squares(SS)	Degree of freedom(df)	Mean squares(MS)	F-ratio	Level of significance
Gender(A)	11.56	1	11.56	2.81	NS
Subject(B)	6.15	1	6.15	1.50	NS
Gender & Subject(A*B)	2.13	1	2.13	0.51	NS

The calculated value of F-ratio for main effect of variable A i.e. Gender is 2.82 which is less than the table value of 3.89 against 1/196 degree of freedom at 0.05 level. It shows that Gender as a single variable does not affect attitude towards E-learning. Thus there is no significant difference in attitude towards E-learning between male and female. The mean score of attitude towards E-learning of male is 167.43 and mean score of attitude of female is 170.83.Whatever the difference in the mean score of attitude towards E-learning between male and female exits may be due to sampling error. Hence we can say that gender have no impact on attitude towards E-learning. Thus the hypothesis 1 that there exists no significant difference in the attitude towards E-learning between male and female pupil teachers is not rejected.

The calculated value of F-ratio for main effect of variable B i.e. Subject combination is 1.5 which is less than the table value of 3.89 against 1/196 degree of freedom at 0.05 level. It shows that Subject combination as a single variable does not affect attitude towards E-learning. Thus there is no significant difference in attitude towards E-learning between science and humanities. The mean score of attitude towards E-learning of science group is 170.37 and mean score of attitude of humanities group is 167.89.Whatever the difference in the mean score of attitude towards E-learning between science and humanities group exits may be due to sampling error. Hence we can say that subject combination have no effect on attitude towards E-learning. Thus the hypothesis 2 stating that there exists no significant difference in the attitude towards E-learning between science and humanities group pupil teachers is not rejected.

The interactional effect of gender and subject on attitude towards E-learning is not significant. The calculated value of F-ratio is 0.51 which is less than the required table value of 3.89 against 1/196 degree of freedom at 0.05 level. The fact that interaction is not significant indicate that difference between the mean value of A1 and A2 for the first level of B i.e. (male) is not significantly different from the difference between A1 and A2 for the second level of B i.e. (female) on attitude towards E-learning of the students. Hence, we can say that interaction of subject combination and gender is independent of attitude towards E-learning of students. Thus, the hypothesis 3 that there is no interactional effect of subject combination and gender on attitude towards E-learning is not rejected.

CONCLUSIONS

 In the basis of the study the following results have been drawn:

This study reveals that there is no significant difference between the attitude of Male and Female pupil teachers towards E-learning. The study further reveals that there exists no significant difference between the Science and Humanities group pupil teachers towards E-learning. Further, the study also reveal that there is no interactional effect of subject combination and gender on attitude towards E-learning.

REFERENCES

Chudasame, Gidora, Shrivastava, The Internet Journal of medical informatics  

Kirsty Vaughan, Anna Mac (2004) employee’s pre-implementation attitudes and perceptions to E-learning: A banking case study analysis. Journal of European industrial training.vol.28, issue 5, pp. 400-413.

Link Michael Thomas and Marz Richard (2006) Computer literacy and attitude towards E-learning among first year medical students. BMC Medical Education, Vienna, Austria, vol.6. http://www.biomedcentral.com/1472-6920/6/34.

Shu-Sheng Liaw, Hsiu-Mei Huang, Gwo-Dang Chen (2007).  Surveying instructor and learner attitudes toward E-learning. Computers & education, vol. 49, issue 4, pp. 1066-1080.

Sue Whittaker (2006)  Attitude Towards E-learning: E-learning case study. Journal of world universities, vol. 5, issue-1, pp. 35-49. http://wwwpriority-Research.com

Svirko Elena, Mellanby Jane(2008).Attitudes to E-learning, learning style and achievement in learning neuroanatomy by medical students. Medical teacher, volume.30, issue 9&10, pp.e219-e227.

ANXIETY AMONG ADOLESCENT OF CO-EDUCATION AND UNI-SEX SCHOOL IN

ANXIETY AMONG ADOLESCENT OF CO-EDUCATION AND UNI-SEX SCHOOL IN                                            

                                                RELATION TO SOCIAL MATURITY

                              Baltinder Kaur(lecturer) BCM college of Education,Ludhiana

Abstract

The present study was undertaken to see the effect of social maturity on anxiety of adolescents of co-education and unisex school for this investigation this study was conducted and descriptive and survey method was used by the investor for this study. The present study will be conducted on the basis of convenient sampling technique. Sample of 200 students (100 boys and 100 girls of +1 and +2 class) will be selected for present study Rao’s social maturity scale and Sinha’s comprehensive anxiety test both are used by the investigator to collect the data for this study. From this study the investigator concluded that the adolescents girls of unisex school is significantly higher than that girls and boys of co-education school in term of anxiety and social maturity and the adolescent of unisex and co-educational school have no significant relationship in relation to anxiety and social maturity with in each other

Keywords – anxiety, social maturity, unisex and co-education school.

Introduction :-

                Environment plays a very important role in the personality development of the child. The type of environment like social, emotional, home, school environment determines the development of person and if this environment is dull and boring than the behavior of individual is likely to be shaped in an unhealthy way. Some of early experiences leave indelible impression on the minds of children which in term help the individual to live a socially mature life which results life without frustration and depression above all anxiety.     

Anxiety :-

Anxiety is a term used to describe uncomfortable and unpleasant feelings of an individual experiences, when he is in stressful or fearful situations.

                Anxiety is considered as a block to an activity. Anxiety is a feeling of apprehension caused by insecurity and tension.

Social maturity :-

                The word ‘Social Maturity’ is comprised of two words, social and maturity. Thus social maturity refers to attain maturity in social relationship that is to establish good relation with family, friend, neighbours and all other persons living in our society when a person learns to attend to not only his or her need but to the needs of another person then he is considered as socially mature or when a person having quality of friendliness, adjustable not stiff or had fitted on liking the society of other people is socially mature.

 Objectives:-

1. To study the Anxiety and Social Maturity of adolescents, adolescent boys and girls of Co-education and Uni-sex school.
2. To study the Anxiety and Social Maturity of adolescents of Co-education and Uni-sex school separately.
3. To study the relationship of Anxiety and Social Maturity of adolescents, adolescents boys and girls of Co-education and Uni-sex school.
4. To study the relationship of Anxiety and Social Maturity of adolescents, of Co-education and Uni-sex school separately.  

Hypotheses :-

1.        There exists no significant difference in Anxiety and Social Maturity of adolescents. Adolescent boys and girls of Co-education and Uni-sex school. 

2.        There exists no significant difference in Anxiety and Social Maturity of adolescent of Co-education and Uni-sex school separately.

3.        There exists no significant relationship in Anxiety and Social Maturity of adolescents, adolescent boys and girls of Co-education and Uni-sex school.

4. There exists no significant relationship in Anxiety and Social Maturity of adolescent of and Co-education and Uni-sex school separately.

METHODOLOGY:- TOOL USED:

In the present study the following tools are employed to collect the data.

1. Rao’s Social Maturity Scale by Nalini Rao, Ph.d. Retired Professor, Department of Education Bangalore University, Bangalore.
2. Sinha’s Comprehensive Anxiety Test (SCAT) by APK Sinha Retd. Professor and Head, Department of Psychology, Pt. Ravi Shankar Shukla University Raipur and LNK Sinha Retd. Professor and Head, Department of Psychology, Patna University, Patna.

Statistical techniques  used :-

                Mean, median, mode, SD and t-ratio will be used to check the normality of the data and to find the correlation between the variables, Pearson’s coefficient of correlation will be used and descriptive amd survey method was used for this study by the investigator. 

Sample: -

                The present study will be conducted on the basis of convenient sampling technique. Sample of 200 students (100 boys and 100 girls of +1 and +2 class) will be selected for present study. 

 ANALYSIS AND INTERPRETATION OF DATA:-

                                                        Table-1

Significance mean difference in Anxiety and Social Maturity of adolescents. Adolescent boys and girls of Co-education and Uni-sex school. 

Variables	t-ratios
Significance mean difference in Anxiety of adolescents of Co-education and Uni-sex school	1.52ns
Significance mean difference in Anxiety of adolescent boys& girls of Co-education and Uni-sex school	Boys        0.14ns	Girls 2.37*
Significance mean difference in Social Maturity of adolescents of Co-education and Uni-sex school	2.35*
Significance mean difference in Social Maturity of adolescent boys & girls of Co-education and Uni-sex school	Boys                   1.70ns	Girls 1.61 ns

 ns- not significant at 0.05 level

*significant at 0.05 level

The table -1 indicates that, “There exists no significant difference in Anxiety of adolescents of Co-education and Uni-sex school. There exists no significant difference in Anxiety of adolescent boys of Co-education and Uni-sex school. There exists no significant difference in Anxiety of adolescent girls of Co-education and Uni-sex school. There exists no significant difference in Social Maturity of adolescents of Uni-sex and Co-education school. There exists no significant difference in Social Maturity of adolescent girls of Uni-sex and Co-education school.  There exists no significant difference in Social Maturity of adolescent boys of Uni-sex and Co-education school.”  

                                                       Table-2

Significance mean difference in Anxiety and Social Maturity of adolescent of Co-education and Uni-sex school separately.

Variable	t- ratios
Significance mean difference in Anxiety of adolescents of Co-education & Uni-sex school	Co-education school         1.69 ns	Unisex School              4.61*
Significance mean difference in Social Maturity of adolescents of Co-education & uni-sex school	0.14ns	0.05*

ns- not significant at 0.05 level

*significant at 0.05 level

The table-3 indicates that, “There exists no significant difference in Anxiety of adolescents of Co-education school. There exists no significant difference in Anxiety of adolescents of Uni-sex school. There exists no significant difference in Social Maturity of adolescents of Co-education school.  There exists no significant difference in Social Maturity of adolescents of Uni-sex school.

                                                      Table-3

 Significance of relationship in Anxiety and Social Maturity of adolescents, adolescent boys and girls of Co-education and Uni-sex school.

Variables	r-values
Significance relationship in Anxiety and Social Maturity of adolescents of Co-education and Uni-sex school	0.006ns
Significance relationship in Anxiety and Social Maturity of adolescent boys of Co-education and Uni-sex school	0.028ns
Significance relationship in Anxiety and Social Maturity of adolescent girls of Co-education and Uni-sex school	-0.023ns

ns- not significant at 0.05 level

 The table-2 indicates that , “There exists no significant relationship in Anxiety and Social Maturity of adolescents of Co-education and Uni-sex school. There exists no significant relationship in Anxiety and Social Maturity of adolescent boys of and Co-education and Uni-sex school.  There exists no significant relationship in Anxiety and Social Maturity of adolescent girls of Co-education and Uni-sex school.”  

                                                      Table-4

Significance relationship in Anxiety and Social Maturity of adolescent of and Co-education and Uni-sex school separately.

Variables	r-values
Significance relationship in Anxiety and Social Maturity of adolescents of Co-education school	0.010ns
Significance relationship in Anxiety and Social Maturity of adolescents of Uni-sex school	0.042ns

ns- not significant at 0.05 level

The table-4 indicates that , “There exists no significant relationship in Anxiety and Social Maturity of adolescents of Uni-sex school. There exists no significant relationship in Anxiety and Social Maturity of adolescents of Co-education school.”

CONCLUSION:-

On the basis of analysis of data and interoperation of results of present study, obtained through t-test and coefficient of correlation following findings were drawn:

The adolescents of Co-education and Uni-sex school do not differ significantly from each other in term of Anxiety from each other. The adolescent boys of Co-education and Uni-sex school do not differ significantly in term of Anxiety from each other. The adolescent girls of Uni-sex school are significantly higher than those girls of Co-education school in term of Anxiety. The adolescents of Co-education school do not differ significantly from each other in term of Anxiety from each other. The girls of Uni-sex school significantly higher than those adolescent boys of Uni-sex school in term of Anxiety. The adolescents of Uni-sex school are significantly higher than that adolescents of Co-education school in term of Social Maturity. The adolescent boys of Co-education and Uni-sex school do not differ significantly in relation to Social Maturity from each other. The adolescent girls of Co-education and Uni-sex school do not differ significantly in relation to Social Maturity from each other. The adolescents of Co-education school do not differ significantly in term of Social Maturity from each other. The adolescents of Uni-sex school do not differ significantly in term of Social Maturity from each other. The adolescents of Co-education and Uni-sex school have no significant relationship in relation to Anxiety and Social Maturity within each other. The adolescent boys of Co-education and Uni-sex school have no significant relationship in relation to Anxiety and Social Maturity within each other. The adolescent girls of Co-education and Uni-sex school have no significant relationship in relation to Anxiety and Social Maturity within each other. The adolescents of Co-education school have no significant relationship in relation to Anxiety and Social Maturity within each other. The adolescents of Co-education and Uni-sex school have no significant relationship in relation to Anxiety and Social Maturity within each other.

REFRENCES:-

Zeidner, M. (1966) How do high school and college students cope with situations? The British Journal of Educational Psychology 66(1): 115-128.

Kaur, Parminder (2001). Social Maturity as a Resultant Effect of Parent – Child Relationship. Unpublished M.Ed. Dissertation, Panjab University, Chandigarh.

Kaur Harmanjeet (2005) Study of Anxiety among adolescent in relation to the environment deprivation. M.Ed. Dissertation, Panjab University, Chandigarh.

Gir, Jain and Lodha (2006) Social Maturity and locus of control of high achievers and low achievers – a comparative study.

Vijay Laxmi Agarwal (2007) Social Maturity of adolescents in relation to cognitive and non cognitive variables. Ph.D. Thesis, Panjab University Chandigarh.