STUDY OF MENTAL HEALTH OF ADOLESCENTS IN RELATION TO ACADEMIC STRESS

STUDY OF MENTAL HEALTH OF ADOLESCENTS IN RELATION TO ACADEMIC STRESS

Manisha, M.Ed. (Student) BCM College of Education, Ludhiana

Mrs. Monika Sethi (Lecturer) BCM College of Education, Ludhiana

monisharattan@gmail.com

monikasethi840@gmail.com

Abstract

The present study was undertaken to study the Mental Health of Adolescents in relation to Academic Stress. For this investigation, descriptive study was conducted. Mental Health Battery by Singh, Arun Kumar & Gupta, Alpana Sen (2005) and Academic Stress Scale by Dr. Abha Rani Bisht (1992) was used to measure the Mental Health and Academic Stress of the Adolescents. Investigator found that there is no significant difference in the Mental Health of Male and Female Adolescents except for the dimensions of Emotional Stability and Security-Insecurity and there is no significant difference is in the Academic Stress of Male and Female Adolescents. No relationship was found between the Mental Health and Academic Stress of Male and Female Adolescents.

Keywords- Mental Health, Academic Stress, Adolescents of Government Schools

 INTRODUCTION

In this fast changing world of stress, strain and anxiety, the self of a person is in danger. This is truer of an adolescent who is in a very tender age. As adolescents are the vital part of country, they have a great responsibility. It is rightly said that youth can make or mar the future of the nation. Youth is the backbone of society. They are full of vigor and enthusiasm, but if they are not properly guided and educated, they can prove to be a disaster. This period is most critical period of one’s life because this period is the end of one stage and the beginning of another. It is no wonder that this time is widely regarded as the most turbulent period of life which in turn may develop the feelings and workless ness and lack of confidence which leads to stress specifically in academics and may affect their Mental Health. The present study helps to know how the Mental Health of Adolescents is affected by the Academic Stress.

 MENTAL HEALTH

The expression Mental Health consists of two words: Mental and Health. The ‘Mental’ generally means something more than purely cerebral functioning of a person. ‘Health’ generally means sound condition or well being or freedom from disease. Mental Health therefore means a sound mental; condition or state of psychological well being of freedom from mental disease. Mental Health as defined by kornhauser (1985) connotates those behaviours, perceptions and feelings that determine a person’s overall level of personal effectiveness, success, happiness and excellence of functioning as a person. Taak (1999) conducted a study on ‘Mental Health as a  function of Age, Sex and Area’ and found that there is no significant difference between the Mental Health of boys and girls of same age group. Kaur (2004) in her study ‘Social Intelligence as related to Mental Health’ found that there exist a significant relation between Mental Health and different dimensions of  Social Intelligence Poonamdeep (2004) in her study ‘Effect of Academic stress on Mental Health, Self-Concept and Academic Achievement of sec. school students’ found that Academic Stress does not affect the Mental Health of students.Kapoor, N. (2009) in her study ‘A study of Mental Health of Adolescents in relation to Adjustment’ found that Mental Health of Adolescents is positively related with their Adjustment

ACADEMIC STRESS

Stress is a word derived from the Latin word stringere, meaning to draw tight, and was used in the seventeenth century to describe hardship and affliction. During the late eighteenth century (as Hinkle records), stress denoted force, pressure, strain, or strong effort referring primarily to an individual, or to the individual's organs or mental powers. Thus academic stress is the stress aroused because of academic pressure. Gupta and Khan (1987) defined Academic stress is a mental distress with respect to some anticipated frustration associated with academic failure or even an awareness of possibility of such failure. Endler et. al, 1994; Chona, (1995) stated Stress makes a significant contribution to the prediction of subsequent performances and acts as a negative predictor of academic performance in school children. Kaur (2000) in a study “Academic Achievement and Self-esteem of IX graders in relation to different dimensions of Academic Stress” concluded that Academic Achievement of Secondary School Students was different under High, Average and Low academic stress conditions. Archana (2004) in her study ‘Effect of Academic Stress on Mental Health and Self-esteem of secondary school students.’ concluded that the variable of Academic Stress and Health were found to be correlated and found that there is high Stress in Science students than Commerce students. Ghadheri, AR, Kumar and Kumar (2009) conducted a study ‘Anxiety and stress among the Indian and Iranian students’ and found that there are no gender difference observed. Male and female students equally experience the Depression, Anxiety and irrespective of countries. Kaur, R. (2009) in her study ‘A study of Academic Achievement of adolescents relation to Academic Stress.’ and concluded that no significant correlation was found between academic achievement and academic stress of adolescents.

OBJECTIVES OF THE STUDY

o        To study the relationship between Mental Health and Academic Stress of adolescents.

o        To study the relationship between Mental Health and Academic Stress of male adolescents.

o        To study the relationship between Mental Health and Academic Stress of female adolescents.

HYPOTHESES:- After going through the related literature, the researcher formulate the following hypotheses for the present study:

Ho 1.    There will be no significant relationship between Mental Health and Academic Stress of adolescents.

Ho 2.    There will be no significant relationship between Mental Health and Academic Stress of male adolescents.

Ho.3    There will be no significant relationship between Mental Health and Academic Stress of  female adolescents.

Methodology:- Tools used: In present study, following tools were employed to collect data:

1.        Mental Health Battery by Singh, Arun Kumar & Gupta, Alpana Sen (2005)

2.        Academic Stress Scale by Dr. Abha Rani Bisht.1992 for measuring Academic Stress.

 SAMPLE

Thus sample is a small representation of a larger whole. The researcher selected each unit in a specified way. In the present study, a sample of 200 Adolescent students, who were the students of Xth class, were randomly selected from four Government Schools of Ludhiana on the basis of gender.

 DESIGN OF THE STUDY

Karl Pearson Correlation was applied for determining coefficient of correlation.

Analysis and Interpretation of Data

The data collected during investigation was computed to apply the parametric statistical methods.

CORRELATION BETWEEN MENTAL HEALTH AND ACADEMIC STRESS

Variables	N	r
Mental Health	200	-0.052ns
Academic Stress	200

Not significant at 0.05 level

df=198

Table reveals that coefficient of correlation between the scores of Mental Health and Academic Stress of Adolescents is -0.052, which is negative but significantly less than the table value of coefficient of correlation 0.138 at 0.05 level of significance. Therefore it can be concluded that there does not exist significant correlation between Mental Health and Academic stress of Adolescents. Hence, hypothesis 3 which states “There will be no significant relationship between Mental Health and Academic Stress of Adolescents” is not rejected.

CORRELATION BETWEEN MENTAL HEALTH AND ACADEMIC STRESS OF MALE ADOLESCENTS AND FEMALE ADOLESCENTS

Variables	N	r(male)	r(female)
Mental Health	100	-0.143ns	0.043
Academic Stress	100

Not significant at 0.05 level

df=98

Table reveals that coefficient of correlation between the scores of Mental Health and Academic Stress of Male Adolescents is -0.143, which is negative but significantly less than the table value of coefficient of correlation 0.195 at 0.05 level of significance. Therefore it can be concluded that there does not exist significant correlation between Mental Health and Academic stress of Male Adolescents. Hence, hypothesis 4 which states “There will be no significant relationship between Mental Health and Academic Stress of  male Adolescents” is not rejected. Table reveals that coefficient of correlation between the scores of Mental Health and Academic Stress of Female Adolescents is 0.043, which is significantly less than the table value of coefficient of correlation 0.195 at 0.05 level of significance. Therefore it can be concluded that there does not exist significant correlation between Mental Health and Academic stress of Female Adolescents. Hence, hypothesis 5 which states “There will be no significant relationship between Mental Health and Academic Stress of female Adolescents” is not rejected

CONCLUSIONS

 The main findings reveals that there no significant relationship between the Mental Health and Academic Stress of Male Adolescents. Also, No significant relationship is found between the Mental Health and Academic Stress of Female Adolescents

REFRENCES

Anand,S.P. (1988). RCE Mental Health Scale. Indian Educational Review, 23(1), 41-47. NCERT

Archana (2004). Effect of Academic Stress on Mental Health and Self-esteem of secondary school students.(M.Ed. Dissertation) Panjab University, Chandigarh

Ghaderi, AR, Venkatesh Kumar, G. and Sampath Kumar (2009), Anxiety and stress among the Indian and Iranian students. Journal of the Indian Academy of Applied Psychology, Jan 2009, Vol-1, 33-37.

Kapoor, N. (2009). A study of mental health of adolescents in relation to Adjustment (M.Ed. Dissertation) Panjab University, Chandigarh.

Kaur (2004).Social Intelligence as relate to Mental Health (M.Ed. Dissertation) Panjab University, Chandigarh

Kaur, K(2000) Academic Achievement and Self-esteem of IX graders in relation to different dimensions of Academic stress( M.Ed. Dissertation) Panjab University, Chandigarh

Kaur, R. (2009).A study of academic achievement of adolescents in relation to academic stress. ( M.Ed dissertation ). Panjab University Chandigarh..

Kornhauser, A.(1985) Mental Health of the Industrial Worker: A Detroit study; New York; Wiley.

Lakshminarayanan, T.R. and Prabhakaran, P. (1993).Comparison of Mental Health among  the different age groups of Industrial Employees. Journal of Psychological Researches, 30(3), 30-34

Poonamdeep (2005). Effect of Academic Stress on Mental Health, self concept and Academic Achievement of secondary school students (M.Ed. Dissertation).Panjab University, Chandigarh.

Taak (1999).Mental Health as a function of Age, Sex and Area.(M.Ed. Dissertation) Panjab University Chandigarh.

PARENTAL ENCOURAGEMENT IN RELATION TO MENTAL HEALTH OF SECONDARY SCHOOL STUDENTS

PARENTAL ENCOURAGEMENT IN RELATION TO MENTAL HEALTH OF SECONDARY SCHOOL STUDENTS

                        Navpreet Kaur (M.Ed Student) BCM College of Education, Ludhiana

                                             knavpreet884@yahoo.com

                   Mrs. Manjit Kaur (Lecturer) BCM College of Education, Ludhiana

Abstract

The present study was undertaken to see the relationship of Mental Health of secondary school students and Parental Encouragement. For this investigation, Descriptive study was conducted. To conduct study tools used are- Mental Health Battery (MHB) (2005) by Dr. Arun Kumar Singh and Dr. Alpana Sen Gupta and Parental Encouragement Scale by R.P. Sharma. For this study following statistical techniques were used Mean, Median, Mode, Standard deviation, correlation. The present study was conducted on 200 students of secondary schools. The sample will comprise of 100 boys and 100 girls students of urban and rural background. The findings of our study are- The study reveals a significant relationship between parental encouragement and mental health of secondary school students. The study reveals no significant relationship between parental encouragement and mental health of girl’s students. The study reveals a significant relationship between parental encouragement and mental health of boy’s students.

           Keywords – Mental Health, Parental Encouragement

  INTRODUCTION

                The place of education has become very important in the fast changing world. It is education, which develops the individual. Mental development is one of the most important aims of education. Mental Health controls the overall functioning of the personality. It is influenced by various factors like heredity, home environment, society, desires, aspiration and parental encouragement. Parents exercise a great influence on both the personal and school life of children. Parental encouragement is one of the aspects of parent’s treatment patterns. In encouragement, parents help the child, guide him and coax him. So that, he may not feel dishearten at a particular point of difficulty. So, children are greatly influenced by parents.  If the parents are encouraging and supportive children would be motivated towards high achievement and success.

MENTAL HEALTH

Mental Health is a state, of mind characterized by emotional well being, relative freedom from anxiety, disabling symptom, capacity to establish constructive relations, cope with the ordinary demands and stresses of life.

Mental Health consists of two words ‘Mental’ and ‘Health’. ‘Mental’ means purely cerebral functioning of a person, it also stands for one’s emotional affective states, the relationships, which one establishes with other and quite generally quality that might be called one’s equilibrium with others. ‘Health’ generally means sound conditions or well being or freedom from diseases. Similarly, health refers to more than physical health, connotes the individual intra-psychic balance, the fit of one’s psychic structure with the external environment and one’s social functioning. Kothari, S. (2009) “Spiritual Orientation as Predictor of Mental Health in executives” and the aim of the paper was to find out the effect of spiritual orientation on mental health in executives. Spiritual Orientation Inventory developed by Anand Kumar and Thakur (1985) were administrated on a sample of 100 executives selected from Indore. The data were analyzed using C.R test. The results revealed that the high spiritual orientation have significant effect on mental health in executives.

PARENTAL ENCOURAGEMANT

Parental Encouragement is great significance in developing psychological as well as academic behavior of a student to survive in this complex world is accepted as a natural potentially of student. Parental encouragement promotes social growth of a child. Children whose parents are involved in their education have many advantages. They have better grades, test scores, long term academic achievement, attitudes and behavior than those with disinterested mothers and fathers.

Parental Encouragement is important in shaping attitude, values, self confidence and behavior patterns of child. As the parents are the one’s who always want their children to be successful human being and encourage them for the same. The encouragements provided by the parents to their children give them more confidence and energy. Kumar, Vijay (2009), “Study of parental encouragement in relation to achievement and gender” found that the student who get high level of parental encouragement have better performance. Male and female possess different level of parental encouragement.

OBJECTIVES OF THE STUDY

• To study the relationship between parental encouragement and mental health of secondary school students.
• To study the relationship between parental encouragement and mental health of secondary school Girls students.
• To study the relationship between parental encouragement and mental health of secondary school Boys students.
• To study the relationship between parental encouragement and mental health of secondary school rural students.
• To study the relationship between parental encouragement and mental health of secondary school urban students.

HYPOTHESES OF THE STUDY

• There exists no significant relationship between parental encouragement and mental health of secondary school students.

·         There exists no significant relationship between parental encouragement and mental health of secondary school girl’s students.

• There exists no significant relationship between parental encouragement and mental health of secondary school boy’s students.
• There exists no significant relationship between parental encouragement and mental health of secondary school rural students.
• There exists no significant relationship between parental encouragement and mental health of secondary school urban students.

METHODOLOGY

 Tools used: Following tools were used for collecting data: (i) Mental Health Battery (MHB) (2005) by Dr. Arun Kumar Singh and Dr. Alpana Sen Gupta

(ii) Parental Encouragement Scale by R.P. Sharma.                  

Sample: On the basis of simple random sampling technique 200 boys and girls of rural and urban area Secondary School of Ludhiana district constituted the sample of present study. The sample will comprise of 100 boys and 100 girls students of urban and rural background.

Design: - The present study was Descriptive in nature. The data was analyzed by using statistical techniques like Mean, Median, Mode, S.D. and Correlation. Graphical representation of data was done wherever required.

ANALYSIS AND INTERPRETATION OF DATA:-

     The variables under study have been analyzed and interpreted separately for each of the main objectives and presented as under::-

VARIABLES	N	r
Mental Health of total students	200	0.229**
Parental Encouragement of total students
Mental Health of girls	100	0.156 ns
Parental Encouragement
Mental Health of boys	100	0.345***
Parental Encouragement
Mental Health of rural students	100	0.1 ns
Parental Encouragement
Mental Health of urban students	100	0.218**
Parental Encouragement

**: Significant at 0.05 level----------- ***: Significant at 0.01 level

Coefficient of correlation between the scores of parental encouragement and mental health  is 0.229**,and that of Mental health of Urban students and parental encouragement is 0.218**, which is significantly higher than the table value of coefficient of correlation 0.138 at 0.05 level of significance. Mental Health of boys & Parental encouragement is 0.345*** which is significantly higher than the table value of coefficient of correlation 0.25 at 0.01 level of significance.

 Coefficient of correlation between the scores of parental encouragement and mental health of  girls students is 0.156,  parental encouragement and mental health of rural students is 0.1, which is significantly less than the table value of coefficient of correlation is 0.195 at 0.05 level of significance.

CONCLUSIONS

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

1.     The study reveals a significant relationship between parental encouragement and mental health of secondary school students.

2.     The study reveals no significant relationship between parental encouragement and mental health of girls students.

3.     The study reveals a significant relationship between parental encouragement and mental health of boys students.

4.     The study reveals no significant relationship between parental encouragement and mental health of rural students.

5.     The study reveals a significant relationship between parental encouragement and mental health of urban students.

REFERENCES

Kothari, Saroj (2009). Spiritual Orientation as Predictor of Mental Health in executives. Praachi Journal of Psycho – Cultural Dimensions,  25 (1 & 2): 153 – 155

Kumar, S. (2002). Sampling in Educational Research.A Case Publication, MSU, Baroda.

Meenakshi (2008-2009).Risk taking behavior and Mental health of Science and Humanities groups students in relation to Mathematics Achievements. (M.Ed. Dissertation). Panjab University, Chandigarh.

Nasreen Banu and B.Sandhya (2009). Impact of intervention on mental health levels of rural adolescent Girls.Praachi Journal of Psycho – Cultural Dimensions .  25 (1 & 2): 156 – 161 

Pargagga, M. (2005). Self confidence as related to Parental Encouragement (M.Ed. Dissertation).Panjab University, Chandigarh.

Kumar, Vijay (2009). Study of Parental Encouragement in relation to Achievement and Gender(M.Ed. dissertation)Panjab University, Chandigarh.

TO STUDY THE EFFECT OF BACKGROUND MUSIC ON SELF LEARNING AND ACADEMIC ANXIETY OF SENIOR SECONDARY STUDENTS

TO STUDY THE EFFECT OF BACKGROUND MUSIC ON SELF LEARNING AND ACADEMIC ANXIETY OF SENIOR SECONDARY STUDENTS

Monika Rani, M.Ed (Student) BCM College of Education, Ludhiana

                     Dr.Raviderjeet Kaur (supervisor) BCM College of Education, Ludhiana

mrythum@yahoo.com

                                                           Abstract

The present study was undertaken to see the effect of background music on self learning and academic anxiety of senior secondary students. For this investigation an experimental study was conducted.Pre test-post test design was used. Background music was given to the experimental group and no music was given to the control group. After 10 days treatment, inverstigator found that students in experimental group achieved significantly higher academic achievement and self learning than control group.Academic anxiety was found at lower level in experimental group.

Keywords-Background Music, Academic Anxiety and Self Learning

Introduction:-

Human being is social and emotional by nature. With the change of time and development in every field of life he becomes more civilized and formed society for his better development. With the passage of time he achieved more and more knowledge in different fields. Out of these fields the field of music is very important. It is more peaceful and has energetic power in the emotional domain. Music is the oldest form of expression. Older than language or art, it begins with the voice and with our overwhelming need to reach out for words are abstract symbols which convey factual meaning.

Psychologically, the most pronounced effect of music is in the change of behavior and temperament of the individual. Music is an activity which can contribute towards physical development in variety of ways by relaxing muscular tension, developing co-ordination of mind and body and providing an outler for emotional tension and an opportunity for creative self expression. Singing and playing of wind instruments can assist respiratory development because of the emphasis they place upon correct posture, lung capacity and diaphragmatic control.

BACKGROUND MUSIC

Music has a mesmerizing effect on people undergoing stress. Though the passage of time, the role and functions of music have represented manifold expression of people and in the present day music is available to all, who seek it. Recent advance in digital music technology resulted in the ‘BACKGROUND MUSIC’. Background music means recorded music played to be heard while during other things, as an improvement on supposed dull silence, Music listening is a wonderful experience. It can develop the individual’s responses system to the impact of sound. There are basically two ways to consider the effect of music on biological development of human being-1) Loud music arouses the pulse rate, muscle tonus, blood pressure, blood glucose level etc.2) Rhythmic, soft and familiar music produces opposites physiological responses as it relax it relieves hypertension. Hendricks (2001)-Conducted a study to found the effectiveness of adding music therapy technique for depressed adolescent. Effect of music has been studied on average students and it has been acclaimed as an important tool for bringing the significant improvement in the academic field and other behavior. Various research workers have reported significant improvement in academic achievement and adjustment in school. Music inspires, motivates, consoles and relaxes our anxiety and is a strong stimulus in self learning.

ACADEMIC ANXIETY

Academic anxiety commonly known as a writer’s block, stage fright, reading reluctance subject anxiety etc. Academic anxiety is a common problem in our 40% of school children. It all starts with the importance we give to percentage of marks; a child’s scores stress is imposed on the child in the form of pressure to excel in exams. Though pressure in itself is not harmful to a person, the fear of failure induces an extra burden in the child. This fear gradually results in a stronger emotion known as Anxiety. An anxious child is unable to point out any specific object of fear and he automatically starts producing the symptoms of anxiety e.g. uneasiness, discomfort, excessive sweating, trembling, worry, tension, trouble in concentration, breathlessness etc. Gupta et al.(2006) examined the effect of saga Desi-Todi on flute by renowned Indian musician Hari Prasad Chaurasia on depression, state and trait anxiety, The result showed that the instrumental music led to significant decreases in the score  on depression, state and trait anxiety. Academic anxiety is related to impending dangers from the academic environment. Institution including teachers, certain subjects like history, languages etc. It is the motivational variables which interfere with academic achievement and mental health. Anxiety symptoms are extremely common in childhood and adolescent and can negatively interfere with general well-being, social life and academic performance.

SELF LEARNING

Students should develop sound learning habits to ensure successful independent lifelong learning throughout their professional life. However, students with their busy schedules usually face numerous daily demands leaving considerably little time for effective self study. Students need to realize that learning is not merely to pass examinations but to continually keep up-to-date with ever increasing knowledge and development. Learning is called modification of behavior through experience and training. The child in the school learns many subjects and gradually finds himself totally a changed man. In order that the students continue learning throughout the life, they need to be helped in the development of effective strategies that will allow them to do so. Self learning is a process of improvement and adjustment with the whole situation. Clark(1990) found a significant relationship between teaching method and the dependent variables with the mean scores in clinical performance and self directed learning higher in the traditionally taught group. Zhang(1990): Conducted a study to see the effectiveness of self learning modules or primary students and found that it has great effect on it. Their achievement rises with the introduction of self learning modules. Music has a mesmerizing effect on people undergoing stress. It has been proved by various researches and studies that music has a therapeutic effect on people troubled with severe stress, depression, anxiety and even psychotic problems. From this use one may judge that music can sooth disturbed mind and that it is of the greatest value in treating stressed or depressed students.

 Objectives of the study; The study was conducted with following objectives

          1. To study the effect of background music on self learning.

          2. To study the effect of background music on academic anxiety

Hypotheses; Following hypotheses were formulated and tested:-

·         Ho.1: There exists no significant effect of background music on self-learning.

·          Ho.2: There exists no significant effect of background music on academic

anxiety.

Methodology:-Tools used: Following tools were used for collecting data.

           Academic Anxiety Scale by A.K.Singh and A.Sen Gupta

                        A self prepared questionnaire.

           Office record for assessing previous Academic scores.

Sample:-The sample of the study comprises 20 students of senior secondary. They have been selected from 12^th class.

Design: Present study employed an experimental design with Academic Anxiety and Self learning as dependent variables and Background Music as the independent variable. Investigator studied the effect of Background Music on Academic Anxiety and Self learning.

Analysis and interpretation of the data In order to study the effect of background music on self learning and academic anxiety of senior secondary students, the data were analyzed and statistically interpreted to draw meaningful conclusions after examining various hypotheses.

Table-1

Showing the effect of background music on academic achievement of senior secondary students

	Pre-test		Post-test
Group	Mean	S.D	Mean	S.D	Mean Diff	% Diff	S.D	Paired t-value
Experimental Group	65.90	7.55	74.00	7.44	8.10	12.29	2.72	7.97***
Control Group	57.20	6.51	62.10	5.99	4.90	8.57	1.49	6.39***
Unpaired t-value	2.77**		3.94***			3.79***

***: Significant at 1% level (0.01).

   **: Significant at 5% level (0.05).

 The analysis given in table 4.3 revealed that the mean score of academic achievement increased from 65.90 at pre-test stage to 74.00 at post-test stage among the experimental group. This improvement of 12.29 %, which was found to be significant at 1%level (0.01)

           The mean score of academic achievement of control group has also been improved from 57.20 to 62.10. Their improvement of 8.57% was found to be significant at 1% level. The S.D between both the groups is 2.72 and 1.49. The t-value of experimental and control group is 7.97*** and 6.39*** significant at 0.01 level. This revealed that there was a significant improvement in academic achievement in both the groups of students. However, the improvement in academic achievement of experimental group is 12.72% was significant at higher level students as compared to that of control group i.e. 8.57%. This showed that background music caused higher level of improvement in academic achievement (self learning).

Thus, null hypothesis ‘there exists no significant effect of background music on self learning’ has been partially rejected due to higher level of gain in academic achievement among students given the treatment of background music than those without this treatment. It is also true that there is always an improvement in academic achievement with the passage of time.

Table-2

Showing the effect of background music on academic anxiety of senior secondary students.

Group	Mean	S.D	Mean	S.D	Mean Diff	% Diff	S.D	t-value
Experimental Group	16.00	2.00	13.80	2.92	-2.90	-13.75	2.61	3.40**
Control Group	14.70	2.31	13.70	3.92	-1.00	-6.80	1.97	0.58(ns)
Unpaired t-value	1.35		0.06			6.72***

*** Significant at 1% level (0.01)

  ** Significant at 5% level (0.05)

 The reduction in academic anxiety from pre test to post test stage was tested for its significance, through t-test between and within the groups under study. Our results, thus, obtained are presented in table 4.6.The table clearly showed that there was a significant reduction in academic anxiety among the students given the treatment of background music. The level of anxiety worked 16.00 at pre-test stage which decreased to13.80 at post-test stage. It was a decline of 13.75 percent. The significance of decline was conveyed by the calculated t-value is 3.40 which was significant at 5% (0.05).

            Among controlled group, the average level of academic anxiety comes to be 14.70 at pre-test stage which showed decline at 13.70 at post-test stage. It was a decline of 6.80 percent, which was found to be non-significant as indicated by the t-value i.e. 0.58 only. When we made an inter group comparison, we found that there was no significant difference in both the groups at pre as well as post- test stage.

Hence, the second hypothesis that ‘there exists no significant effect of background music on academic anxiety’ is rejected by the study.

 CONCLUSION

                The main aim of the study is to know the effect of background music on self learning and academic anxiety of senior secondary students.

The performance of students was analyzed by statistical techniques. The statistical analysis of the data achieved by the experiment on 12^th class student and their interpretation enable us to draw certain conclusions:

1.        Improvement in self learning can be materialized without background music, but enhanced improvement can be achieved with the treatment of background music.

2.        The treatment, of background music can lead to the significant reduction in academic anxiety. Without the treatment of background music, academic anxiety remained constant.

           Research studies can be conducted at different level like primary, middle,  secondary, higher etc to see the effect of this independent variable on some other dependent variables.

REFERENCES

Clark, Joe. and Ann Keeleg (1990). Self Directed Learning Skills and Clinical Performance : A Comparison of Traditionally Taught and Learning Contact –Taught Nursing  Students the University of Southern Mississippi 1990 in ,Dissertation Abstract International ,Vol 51 ,No 07

Gupta.Uma and Gupta, B.S (2006). Music Improves Patient Comfort Level During Out Patient Bronchsocopy Chest 108,129-130.

Hendricks. C. Bret (2001). The Effects of Music Interventions on Anxiety in the Patient After Coronary Artery Bypass Grafting

 NC. N. Jayanthi, and T, Padmanaban (2008). Test Anxiety of Higher Secondary Students. EDUTRACKS VOL 8-No.2