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Chapter 4

ANALYSIS AND INTERPRETATION OF THE DATA “Education is a progressive discovery of our own ignorance” -- Will Durant 4.0 Introduction In the first three chapters the significance of the problem, review of related literature, plan and procedure of the study were presented. The present chapter is intended for analysis and interpretation of the data collected to study the “Emotional Maturity, Social Maturity and Moral Judgement of the Student Teachers of Guntur District”. The analysis and interpretation of data are the central steps in the research process. The goal of analysis is to summarize the data collected in such a way that it provides answers to the questions that triggered the research. Interpretation is the search for a broader meaning of the research findings. Any research has two major aspects. First, is the effort to establish continuity in social sciences research through linking the results of one study with those of another. Secondly, interpretation aids in the establishment of explanatory concepts. This chapter deals with the analysis and discussion of the results of the investigation and the statistical procedures used in the study. After the data has been collected, it must be processed and analyzed to draw proper inferences. In this chapter the investigator is going to analyze, discuss, interpret and conclude the results by testing the hypotheses.

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4.1 Whole Sample data analysis of Emotional Maturity, Social Maturity and Moral Judgement of the Student Teachers Emotional Maturity implies understanding of oneself, understanding of the world and understanding of the realities of life. By understanding ourselves and connecting to our feelings and needs, we can fulfil our needs and as well grow into a mature person. Social maturity means knowing what to do and striving for it by following role models to reach the desired level of acceptable social behaviour. Moral Judgements are judgements about the good and right action. Not all judgements of good or right are moral judgements, however many are judgements of aesthetic, prudential or technological goodness or rightness. Unlike judgements of prudence or aesthetics, moral judgements tend to be universal, inclusive and consistent and have objective, impersonal or ideal bases. In attempting to assess the emotional maturity, social maturity and moral judgement of the student teachers the whole sample data analysis was done and table 4.1 presents the overall Mean, percentage of Mean, Median, Mode, S.D., Skewness and Kurtosis values for emotional maturity, social maturity and moral judgement of the student teachers. Table 4.1 : Over all Emotional Maturity, Social Maturity and Moral Judgement of the Student Teachers Dependent Variable

N

Mean

% of Mean

Median

Mode

S.D.

Skew ness

Kurtosis

Emotional Maturity

609

194.77

81.15

202

209

27.39

-1.38

2.04

Social Maturity

609

288.89

64.19

288

280

25.57

0.34

0.58

Moral Judgement

609

40.62

90.28

42

45

4.65

-1.37

1.87

- 160 Fig. 4.1 : Over all Emotional Maturity, Social Maturity and Moral Judgement of the Student Teachers 90.28

% of Mean

81.15 100 90 80 70 60 50 40 30 20 10 0

64.19

Emotional Maturity

Social Maturity

Moral Judgement

a) Emotional Maturity of the Whole Sample From table 4.1 it can be seen that for the whole sample (N=609) the mean emotional maturity is 194.77. The percentage of mean is 81.15, from which it can be inferred that the student teachers are exhibiting high emotional maturity. The standard deviation is found to be 27.39. The value of skewness obtained is -1.38 from which it can be concluded that the distribution is negatively skewed. The kurtosis value is found to be 2.04 which is more than 0.263. Therefore the distribution is platykurtic. Hence, the distribution is not normal and is heterogeneous. Emotional Maturity is a vital factor in the formation and growth of intellectual abilities. People with high levels of emotional maturity tend to be more successful in life than those with lower levels, simply because they know and understand themselves better. An important aspect of emotional maturity is being able to identify one’s feelings and their causes, which is a precursor to accomplish any task and it is heartening to see that the student teachers are high in their emotional maturity.

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b) Social Maturity of the Whole Sample From table 4.1 it can be found that for the whole sample (N=609) the mean social maturity is 288.89. The percentage of mean is 64.19, from which it can be inferred that the student teachers are exhibiting moderate social maturity. The standard deviation is found to be 25.58. The value of skewness obtained is 0.34 from which it can be concluded that the distribution is negatively skewed. The kurtosis value is found to be 0.58 which is more than 0.263; therefore the distribution is platykurtic. Hence, the distribution is not normal and is heterogeneous. Social Maturity encompasses attainments in several domains, including independent functioning; effective interpersonal communication, interaction and responsibility that are contributing to the well being of a society and the present sample of student teachers is exhibiting moderate social maturity which is a little disappointing. c) Moral Judgement of the Whole Sample From table 4.1 it can be seen that for the whole sample (N=609) mean moral judgement is 40.62. The percentage of mean is 90.28, from which it can be inferred that the student teachers are exhibiting high moral judgement. The standard deviation is found to be 4.65. The value of skewness obtained is -1.37 from which it can be concluded that the distribution is negatively skewed. The kurtosis value is found to be 1.87 which is more than 0.263; therefore the distribution is platykurtic. Hence, the distribution is not normal and is heterogeneous. Moral Judgement like perceiving, thinking, walking, feeling and almost everything else the adult human being is capable of, in an indicator of the developmental process. Moral judgement never appears suddenly

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and it is a good sign that the student teachers are morally full-blown, and ready to discriminate between good and evil. 4.2 Classification of the Student Teachers based on their Emotional Maturity, Social Maturity and Moral Judgement The student teachers were classified on the basis of their emotional maturity, social maturity and moral judgement into three groups, based on the scores obtained in the questionnaire as those with: (a) Low emotional maturity, social maturity and moral judgement: Score < (Mean – SD) (b) Moderate emotional maturity, social maturity and moral judgement: Scores between (Mean – SD) and (Mean + SD) (c) High emotional maturity, social maturity and moral judgement: Score > (Mean + SD) The following table 4.2 shows the sample classification on the basis of their emotional maturity, social maturity and moral judgement scores Table 4.2 : Classification of the Student Teachers based on their Emotional Maturity, Social Maturity and Moral Judgement Classification Dependent

Low

Variable

Moderate

High

N

%

N

%

N

%

Emotional Maturity

85

13.95

467

76.68

57

9.35

Social Maturity

102

16.74

419

68.80

88

14.44

Moral Judgement

90

14.77

384

63.05

135

22.16

- 163 Fig. 4.2 Classification of the Student Teachers based on their Emotional Maturity, Social Maturity and Moral Judgement 76.68

68.8

80

63.05

70 % of Mean

60 50 40 30

22.16 13.95 16.74

14.77

9.35 14.44

20 10 0 Low

Moderate Emotional Maturity

Social Maturity

High Moral Judgement

From table 4.2 it can be seen that a vast majority of the student teachers i.e 76.68% have moderate emotional maturity while 13.95% have low emotional maturity and 9.35% have high emotional maturity. It is a refreshing sign that 68.80% of student teachers have moderate social maturity whereas only 16.74% have low social maturity and only 14.44% have high social maturity. The moral judgement level of the student teachers is encouraging with 63.05% falling in moderate level whereas 22.16% fall in high moral judgement level and only 14.77% of the student teachers have low moral judgement level. It is a welcoming and desirable situation that most of the student teachers are having moderate level of emotional maturity, social maturity and moral judgement. In the present modern technological world, one can rarely find people with stable, peaceful and balanced mind and behaviour. In this situation, if the teacher who builds the character and personality of the child is emotionally balanced, socially matured and morally enriched he can make the child also morally matured and emotionally balanced who will hence build a peaceful society. When a person is emotionally matured he can adjust well with others, maintain good social relationships and strive

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for a good social life which in turn will make him socially fit. An unbiased and impartial behaviour, the values and moral justice of the teacher will surely influence the pupils’ especially small children and will definitely develop their moral values to a great extent. The results of the present study clearly reveal that there are very few student teachers with low emotional maturity, social maturity and moral judgement, which is really appreciable, because teacher is the maker of the society and it is also desirable that the levels of emotional maturity, social maturity and moral judgement could be still improved in these prospective teachers. 4.3 Influence of Gender on the Emotional Maturity, Social Maturity and Moral Judgement of the Student Teachers As the human species has evolved over time, significant differences between the male and female gender have developed due to a combination of, and the interaction between genetic and environmental factors. Those differences have been the subject of every day observation and societal judgement. In such a scenario, the present study also investigated for gender differences in the chosen three variables i.e. emotional maturity, social maturity and moral judgement. The following table 4.3 presents’ data pertaining to the emotional maturity, social maturity and moral judgement of the student teachers with gender as the independent variable.

- 165 Table 4.3 : Emotional Maturity, Social Maturity and Moral Judgement of the Student Teachers : Gender Wise S. No

Dependent variable

1

Emotional Maturity

Gender

2

Social Maturity

Gender

Moral

Gender

Judgement

Mean

% of Mean

Variance

Male

158

181.27

75.52

1106.56

Female

451

199.50

83.25

541.20

Male

158

284.44

63.20

736.78

Female

451

290.45

64.54

617.33

Male

158

38.52

85.60

36.64

Female

451

41.35

91.91

14.35

t

6.36**

2.44**

5.51**

** Significant at 0.01 level

Fig. 4.3 Emotional Maturity, Social Maturity and Moral Judgement of the Student Teachers : Gender Wise 100

75.52

85.6

83.25

80 % of Mean

3

N

Independent Description variable

91.91

64.54

63.2

60 40 20 0 Male

Female

Emotional Maturity

Male

Female

Social Maturity

Male

Female

Moral Judgement

(a) Emotional Maturity of the Student Teachers : Gender Wise The mean emotional maturity score of the male student teachers is 181.27 and variance being 1106.56 while that of their female counterparts is 199.50 with variance being 541.20. The female student teachers have comparitively higher emotional maturity than their male peers as evidenced from the t value obtained 6.36 which is significant at 0.01 level. The findings of the present study indicate that there is a distinction between male and female student teachers in their emotional maturity. The

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female student teachers have high emotional maturity when compared to the male student teachers. In line with the present study findings the researchers Gupta, Poonam, (1989), Suneetha Hangal and Vijayalaxmi A. Aminabhavi, (2006) found that girls had better emotional maturity than boys.In contrast with the present study findings the researchers Manral, Bheema. (1988), Kaur, M. (2001), Surjit Singh, Parveen Thukral (2011) found that there was no significant difference between males and females in their emotional maturity and the researchers Arya. A, (1984), Singh, R.P (1993), Geeta S. Pastey and Vijayalaxmi A. Aminbhavi, (2006), Subbarayan, G. Visvanathan, (2011) found that boys had better emotional maturity than girls. The results show that female student teachers have high emotional maturity than the male student teachers. This difference in emotional maturity may be because emotional response to moral conflict which is exemplified by females more than males results in better adult female reasoning. Male decisions are probably less empathic and more impartial and detached, where as female decisions are probably influenced by empathy and emotion. Hence, hypotheses 1(a) formulated that there would be no significant difference between male and female student teachers with respect to their emotional maturity is rejected. (b) Social Maturity of the Student Teachers : Gender Wise Data from the table 4.3 shows that the mean social maturity score of male student teachers is 284.44 with variance being 736.78 while that of female peers is 290.45 with variance being 617.33. The female student

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teachers have high social maturity than males as evidenced from the t value obtained 2.44 which is significant at 0.01 level. The findings of the present study indicate that there is a distinction between male and female student teachers in their social maturity. The female student teachers have higher social maturity than male student teachers. In line with the present study findings the researcher S.D. Puranik (1985), found that girls had better social maturity than boys. In contrast with the present study findings the researchers Asthana, Anju. (1989), Sarojamma, Y.H. (1990),

Mulia, R.D. (1991), Vijay Laxmi Agarwal,

(2008), Surjit Singh, Dr. Praveen Thukral (2010) found that there is no significant difference between males and females in their social maturity while the researcher Pattramon Jumpangern (1986) found that boys had better social maturity than girls. The result may be attributed to the fact that women mature physically and psychologically at earlier stages, are more affiliate and nurturing, have higher and more social skills and see the world in personal, aesthetic and moral terms. This could have resulted in the better social maturity in women when compared to the men. Hence, hypothesis 1(b) formulated that there would be no significant difference between male and female student teachers with respect to their social maturity is rejected. (c) Moral Judgement of the Student Teacher : Gender Wise From table 4.3 it can be seen that the mean moral judgement score of the male student teachers is 38.52 and with variance being 36.64 while that of the female is 41.35 with variance being 14.35. The female student

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teachers have better moral judgement than males as evidenced from the t value obtained 5.51 which is significant at 0.01 level. The findings of the present study indicate that there is a distinction between male and female student teachers in their moral judgement. The female student teachers have better moral judgement than the male student teachers. In line with the present study findings the researchers Bandyopadhyay. R (1981), Prahallada, N.N. (1982), Soni, J.C., (1984), Srinivas Rao (1984), Urmila Rani. (1991), Pradhan, G.C. (1992), Chaya A. Heblikar (2001), Wright and Cox (1967), Donald A.Biggs, Steven F.Schomberg, and Joel Brown (977), Rebecca L. Grime, M.A – (2005), found that girls had better moral judgement than boys. In contrast with the present study findings the researchers Bhargava, I (1986), Geethanath, P.S. (1988), Bajpai, Amita. (1991), Gupta, K.M. (1991), G.Rangaswamy (2007), Birgita Slovackova, Ladislav Slovacek (2007), M.Fumagalli (2009) A. Simon, L.O ward. (1972) found that there is no significant difference between males and females in their moral judgement and the researchers Singh, R.S. (1983), Afshan Mahnaz (1987), Prabhawati, Kumari. (1987), Colby, Anne (1983), Reddy, Dayakar,V. (1989) Ramesh Kumar Mohanty, 2008, Soloman (1995) found that boys had better moral judgement than girls. This type of results could be because when compared to males females show more attachments, self sacrifice, unselfishness and concern for other’s well being. Females are more likely to reflect societal values in their reasoning than males. Females are more concerned with a social orientation maintaining social norms. Females tend to be more concerned with the relationships involved in a moral dilemma, where as males are more concerned with the rights of others. Males are stereotypically more

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“instrumental”: more likely to describe themselves as competitive and adventurous. Females, in contrast, highlight “expressive” qualities such as sensitivity, kindness and social concern. Hence, hypothesis 1(c) formulated that there would be no significant difference between male and female student teachers with respect to their moral judgement is rejected. Men are different from women. The sexes are different because their brains are different. The brain, the chief administrative and emotional organ of life, is differently constructed in men and in women; it processes information in a different way, which results in different perceptions, priorities and behaviour. They are equal in their common membership of the same species, humankind. Even though now-a-days, both men and women are competing equally in all aspects of life (i.e education, political, employment etc.) they seemed to be different in some aspects of their life as evidenced by the results obtained. Girls showed higher maturity emotionally and socially and have better judgement when compared to boys. Thus, the Hypothesis 1 formulated that there would be no significant difference between male and female student teachers with respect to their a) emotional maturity b) social maturity and c) moral judgement is rejected. 4.4 Influence of Age on Emotional Maturity, Social Maturity and Moral Judgement of the Student Teachers Ageing is an important part of all human societies reflecting the biological changes that occur, but also reflecting cultural and societal conventions. Ageing in humans refers to a multidimensional process of physical, psychological, and social change. Ageing has a significant impact

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on the society. In light of these differences among different age groups the present study also investigated for differences in the three variables i.e. emotional maturity, social maturity and moral judgement due to age. The student teachers were grouped into three groups based on their age 1) below 25 years 2) between 26-30 years 3) above 30 years and Analysis of Variance (ANOVA) was done to find out the variance, if any between the groups. a) Emotional Maturity of the Student Teachers : Age Wise The following table 4.4 presents data pertaining to the emotional maturity of student teachers age wise. Table 4.4 : Emotional Maturity of the Student Teachers : Age Wise Dependent Variable

Independent Variable

Age group

N

Mean

% of Mean

Variance

F/ t

ANOVA SUMMARY

Emotional Maturity

Age

Below 25

505

195.93

81.63

650.33

Between 26-30

79

187.13

77.97

1316.50

Above 30

25

195.56

81.48

851.67

Source of Variation

SS

df

MS

Between Groups

5302.915

2

2651.457

Within Groups

450897.6

606

744.0554

Total

456200.5

608

F= 3.56*

Post Hoc Analysis Emotional Maturity

Age

Emotional Maturity

Age

Emotional Maturity

Age

* Significant at 0.05 level NS : Not Significant at 0.05 level

Below 25

505

195.93

81.63

650.33

Between 26-30

79

187.13

77.97

1316.50

Below 25

505

195.93

81.63

650.33

Above 30

25

195.56

81.48

851.67

Between 26-30

79

187.13

77.97

1316.50

Above 30

25

195.56

81.48

851.67

t=2.07*

t =0.06NS

t =1.18NS

- 171 Fig. 4.4 Emotional Maturity of the Student Teachers : Age Wise 81.63

81.48

Percentage of Mean

82 81 80 77.97

79 78 77 76 Below 25

Between 26-30

Above 30

Age

The mean emotional maturity score of the student teachers belonging to age group below 25 years is 195.93 with variance being 650.33 and age group between 26-30 years is 187.13, with variance being 1316.50 while that of age group above 30 years is 195.56 with variance being 851.67. Significant variance was found among the student teachers belonging to different age groups as evidenced from the F value obtained 3.56 which is significant at 0.05 level. The findings of the present study indicate that there is a difference in means between the student teachers belonging to below 25 years and between 26-30 years as evidenced from the t value obtained 2.07 which is significant at 0.05 level. No significant difference in means was found between the other groups’ i.e. below 25 and above 30 years, and between 26-30 years and above 30 years as evidenced from the t values obtained 0.06 and 1.18 respectively which are not significant at 0.05 level in their emotional maturity

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In line with the present study findings the researcher Kaur, M. (2001), found that there is a significant influence of age on emotional maturity. In contrast with the present study findings the researcher Arya. A, (1984), found that there is no significant influence of age on emotional maturity. The group of student teachers below 25 years age were found to be superior in their emotional maturity to those above 25 years. Everyone believes that emotional maturity grows with age but it is surprising that the younger generations are more matured in their emotional levels. This could be because young people are fed up with the bad impact of societal crimes and evils like acid attacks, murders etc and might have realized the need for moral and ethical values and hence willing to become more matured in their emotional levels. The present day situation is demanding the youth to be stress free, and peaceful which will make them hale and healthy. Hence, hypothesis 2(a) formulated, that there would be no significant variance between the student teachers of different age groups with respect to their emotional maturity is rejected. b) Social Maturity of the Student Teachers : Age Wise The data analysis with respect to the social maturity of student teachers based on their age i.e. Analysis of Variance is presented in the following table 4.5.

- 173 Table 4.5 : Social Maturity of the Student Teachers : Age Wise Dependent Variable

Independent Variable

Age group

N

Mean

% of Mean

Variance

F

ANOVA SUMMARY

Social Maturity

Age

Below 25

505

289.25

64.27

634.53

Between 26-30

79

285.12

63.36

734.88

Above 30

25

293.4

65.2

786.5

Source of Variation

SS

df

MS

Between Groups

1695.578

2

847.7892

Within Groups

396001.3

606

653.4674

Total

397696.8

608

F= 1.29NS

NS : Not Significant at 0.05 level

Fig. 4.5 Social Maturity of the Student Teachers : Age Wise 65.2 65.5 65

64.27

% o f M ean

64.5 63.36

64 63.5 63 62.5 62 Below 25

Between 26-30

Above 30

Age

The mean social maturity score of the student teachers belonging to age group below 25 years is 289.25 with variance being 634.53 and age group between 26-30 years is 285.12, with variance being 734.88 while that of age group above 30 years is 293.40 with variance being 786.50. No significant difference was found among the student teachers belonging to all the three age groups as evidenced from the F value obtained 1.29 which is not significant at 0.05 level.

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The present study findings indicate that there is no distinction among the student teachers belonging to different age groups in their social maturity. In contrast with the present study findings, researcher Pattramon Jumpangern (1986), found that age influenced social maturity. The student teachers with different age groups are found to be nearly equal in their social maturity. This could be because now a day people are flexible, easy going and ready to accept change in any form i.e political change, social change, and new technological changes. The most important factor to understand is that although our bodies will show our age to a certain degree, age is most significant when it relates to social maturity and everything depends on one’s life experiences, personal outlooks and goals. Hence, hypothesis 2(b) formulated that there would be no significant variance between the student teachers of different age groups with respect to their social maturity is accepted. c) Moral Judgement of the Student Teachers : Age Wise ANOVA was done to find out the age wise variance among the student teachers in their moral judgement and the following table 4.6 presents the data pertaining to the moral judgement of the student teachers based on their age.

- 175 Table 4.6 : Moral Judgement of the Student Teachers : Age Wise Dependent Variable

Independent Variable

Age group

N

Mean

% of Mean

Variance

F

ANOVA SUMMARY

Moral

Age

Judgement

Below 25

505

40.68

90.40

19.53

Between 26-30

79

40.35

89.66

31.25

Above 30

25

40.32

89.60

35.64

Source of Variation

SS

df

MS

Between Groups

9.702747

2

4.851374

Within Groups

13141.19

606

21.68513

Total

13150.89

608

F= 0.22NS

NS : Not Significant at 0.05 level

Fig. 4.6 Moral Judgement of the Student Teachers : Age Wise 90.4 90.4

% of Mean

90.2 90

89.66

89.6

89.8 89.6 89.4 89.2 Below 25

Between 26-30

Above 30

Age

The mean moral judgement score of the student teachers belonging to the age group below 25 years is 40.68 with variance being 19.53 and age group between 26-30 years is 40.35, with variance being 31.25 while that of age group above 30 years is 40.32 with variance being 35.64. No significant difference was found among the student teachers belonging to all the three age groups as evidenced from the F value obtained 0.22 which is not significant at 0.05 level.

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The findings of the present study indicate that there is no distinction between student teachers belonging to different age groups in their moral judgement.

In line with the present study findings the researchers Urmila

Rani. (1991) and Wright and Cox (1967) found that there is no significant difference in moral judgement due to age. In contrast with the present study findings the researchers Bandyopadhyay. R (1981), Prahallada, N.N. (1982), Singh, R.S. (1983), Srinivas Rao (1984), Bhargava, I (1986), Afshan Mahnaz (1987), Prabhawati, Kumari. (1987), Geethanath, P.S. (1988), Pradhan, G.C. (1992), Rani Tripta (1992), A. Simon, L.O Ward. (1972), Colby, Anne (1983), Anna Malgorata palucka (1997), Birgita Slovackova, Ladislav Slovacek (2007) , Praedao Klengklao (2007), Hajimu Hayashi (2009), Stephens, Deidra Graves, (2009) found that age has influenced moral judgement It is really a happy and welcoming situation that the student teachers belonging to different age groups, who are the future teachers who design the destiny of the nation are having good and similar moral judgement levels. This could be because different age group student teachers are changing their interests and ambitions frequently and developing their capacity for self-discipline equally and they are more idealistic about the world at large. Hence, hypotheses 2(c) formulated that there would be no significant variance between the student teachers of different age groups with respect to their moral judgement is accepted. Generally we believe that higher the age higher would be the maturity levels of a person. But, this may not be true in some of the aspects

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as evidenced by the results obtained. Younger adults are more emotionally matured in their decision making whereas the other age groups are stable in their social maturity and moral judgement. Thus, the Hypothesis 2 formulated that there would be no significant variance between the student teachers of different age groups with respect to their emotional maturity is rejected and is accepted with respect to their social maturity and moral judgement. 4.5 Influence of Religion on Emotional Maturity, Social Maturity and Moral Judgement of the Student Teachers Religion and Cultural values have effects on moral judgements. Religion has the potential to offer security and significance in life, as well as valuable human relationships, to foster mental health. Religion also provides coping skills to deal with stressors, or demands perceived as straining. In such a scenario, the present study also investigated for the impact of religion on the three variables i.e. emotional maturity, social maturity and moral judgement The following section presents’ data pertaining to the emotional maturity, social maturity and moral judgement of the student teachers based on their religion. a) Emotional Maturity of Student Teachers : Religion Wise The student teachers were grouped into three groups based on their religion as 1) Hindus 2) Muslims c) Christians and Analysis of Variance was calculated for emotional maturity which is presented in table 4.7 along with post-hoc analysis since variance is significant.

- 178 Table 4.7 : Emotional Maturity of the Student Teachers : Religion Wise Dependent Variable

Independent Variable

Categories

N

Mean

% of Mean

Variance

F/ t

ANOVA SUMMARY

Hindus

432

194.89

81.20

705.43

Muslims

47

203.21

84.67

340.17

Christians

130

191.36

79.73

1020.49

Religion

Emotional Maturity

Source of Variation

SS

df

MS

Between Groups

4866.749

2

2433.374

Within Groups

451333.8

606

744.7752

Total

456200.5

608

F= 3.26*

Post Hoc Analysis

Emotional Maturity

Religion

Emotional Maturity

Religion

Emotional Maturity

Religion

Hindus

432

194.89

81.20

705.43

Muslims

47

203.21

84.67

340.17

Hindus

432

194.89

81.20

705.43

Christians

130

191.36

79.73

1020.49

Muslims

47

203.21

84.67

340.17

Christians

130

191.36

79.73

1020.49

t=2.79** t =1.14NS t =3.05**

* Significant at 0.05 level ** Significant at 0.01 level NS : Not Significant at 0.05 level Fig. 4.7 Emotional Maturity of the Student Teachers : Religion Wise 84.67 85 84 % of Mean

83

81.2

82 79.73

81 80 79 78 77 Hindus

Muslims

Christians

Religion

The mean emotional maturity score of the student teachers belonging to Hindu religion is 194.89 with variance being 705.43, while that for Muslim student teachers is 203.21, with variance being 340.17

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while that for Christian student teachers is 191.36 with variance being 1020.49. Significant difference was found among the student teachers belonging different religions as evidenced from the F value obtained 3.26 which is significant at 0.05 level. The findings of the present study indicate that there is a distinction between the student teachers belonging to Hindu and Muslim religions as evidenced by the t value obtained 2.79 which is significant at 0.01 level and Muslim and Christian student teachers as evidenced by the t value obtained 3.05 which is significant at 0.01 level. There is no distinction between Hindu and Christian student teachers in their emotional maturity as evidenced by the t value obtained 1.14 which is not significant at 0.05 level. In line with the present study findings the researcher Subbarayan, G. Visvanathan, (2011) found that there is significant difference between religion and emotional maturity. Religion plays a central role in the Indian’s daily life. Religious diversity has been a defining characteristic of India’s population for centuries. In India, Muslims are the next largest religious group. They have faith in only one God, Allah, whereas Hinduism does not advocate the worship of one particular deity. Muslims believe in eternal life, believe in the end of the world and resurrection of whole person after death whereas Hindus believe in endless cycles of creation, preservation and dissolution, all souls evolving and progressing toward union with God. This may be the reason for the differences in their maturity levels. Hence, hypothesis 3(a) formulated that there would be no significant variance between the student teachers in their emotional maturity based on their religion is rejected.

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b) Social Maturity of the Student Teachers : Religion Wise In order to find out if there would be any variance among the student teachers in their social maturity based on their religion, Analysis of Variance was calculated and it is presented in table 4.8. Table 4.8 : Social Maturity of the Student Teachers : Religion Wise Dependent Variable

Independent Variable

Categories

N

Mean

% of Mean

Variance

F

ANOVA SUMMARY

Social Maturity

Religion

Hindus

432

289.79

64.39

681.30

Muslims

47

285.85

63.52

647.43

Christians

130

286.98

63.77

565.96

Source of Variation

SS

df

MS

Between Groups

1260.8465

2

630.4233

Within Groups

396436.0008

606

654.1848

Total

397696.8473

608

F= 0.96NS

NS : Not Significant at 0.05 level Fig. 4.8 Social Maturity of the Student Teachers : Religion Wise 64.39 64.4 64.2 63.77

% of Mean

64 63.52

63.8 63.6 63.4 63.2 63 Hindus

Muslims

Christians

Religion

The mean social maturity score of the student teachers belonging to Hindu religion is 289.79 with variance being 681.30 and that of Muslim student teachers is 285.85, with variance being 647.43 while that of Christian student teachers is 286.98 with variance being 565.96. No significant difference was found among the student teachers belonging to

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the three religions as evidenced from the F value obtained 0.96 which is not significant at 0.05 level. In this study, the findings show that there is no distinction in the social maturity among the student teachers belonging to different religions. This could be because all religions guide and give social support to all the individuals in the same manner. By these routes, religion has the potential to offer security and significance in life, as well as valuable human relationships. Religion is an influencing factor in deciding our social ettiquetes. Hence, hypothesis 3(b) formulated that there would be no significant variance between the student teachers in their social maturity based on their religion is accepted. c) Moral Judgement of the Student Teachers : Religion Wise The results of the objective to find out if the moral judgement of student teachers varies with religion and data pertaining to it is presented in table 4.9. Table 4.9 : Moral Judgement of the Student Teachers : Religion Wise Dependent Variable

Independent Variable

Categories

N

Mean

% of Mean

Variance

F

ANOVA SUMMARY

Moral

Religion

Judgement

Hindus

432

40.41

89.80

22.71

Muslims

47

41.21

91.57

17.25

Christians

130

41.10

91.33

19.33

Source of Variation

SS

df

MS

Between Groups

63.66054

2

31.83027

Within Groups

13087.23

606

21.59609

Total

13150.89

608

NS : Not Significant at 0.05 level

F= 1.47NS

- 182 Fig. 4.9 Moral Judgement of the Student Teachers : Religion Wise

91.57 92

91.33

91.5 % of Mean

91 90.5

89.8

90 89.5 89 88.5 Hindus

Muslims

Christians

Religion

The mean moral judgement score of the student teachers belonging to Hindu religion is 40.41 with variance being 22.71 and for those belonging to Muslim religion is 41.21, with variance being 17.25 while that of the student teachers of Christian religion is 41.10 with variance being 19.33. No significant variance was found among the student teachers belonging to all the three religions as evidence by the F value obtained 1.47 which is not significant at 0.05 level. In this study finding there is no distinction among the student teachers belonging to different religions in their moral judgement. In line with the present study findings the researcher Birgita Slovackova, Ladislav Slovacek (2007) found that there was no distinction between religion and Moral Judgement. In contrast with the present study findings the researchers Soni, J.C., (1984), Srinivas Rao (1984), Geethanath, P.S. (1988), M. Fumagalli, R. Ferrucci, F. Mameli, S. Marceglia, S. MrakicSposta, S. Zago, C. Lucchiari, D. Consonni, F. Nordio, G. Pravettoni, S. Cappa and A. Priori. (2009) found that religion has influenced moral judgement.

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This could be because all religions influence in successful personality development because they are the primary ways that enculture and promote the virtues associated with each stage of life. All religions suggest to mind other people’s feelings, or to show consideration for others, and a concern for each one. Hence, hypothesis 3(c) formulated that there would be no significant variance between the student teachers in their moral judgement based on their religion is accepted. The major three religions Hinduism, Muslim and Christianity have their own unique ideals. Out of these three religions, the people belonging to Muslim religion are more matured emotionally when compared to other two religions. But, by the findings obtained no difference was seen in the social maturity and moral judgement among the student teachers of the three religions. Thus, the Hypothesis 3 formulated that there would be no significant variance in the student teachers belonging to different religions in their emotional maturity is rejected and is accepted with respect to their social maturity and moral judgement. 4.6 Influence of Location of Residence on Emotional Maturity, Social Maturity and Moral Judgement of the Student Teachers There is a huge and clear difference in the living style and standards of the rural and urban people. Some of them are, work differences, mentality differences, wages differences, work hours differences, economic differences and living differences. On the basis of this the researcher wanted to find the difference between the student teachers belonging to the

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rural and urban areas in their emotional maturity, social maturity and moral judgement. The following table 4.10 the data pertaining to the emotional maturity, social maturity and moral judgement of the student teachers based on their location of residence i.e rural or urban. Table 4.10 : Emotional Maturity, Social Maturity and Moral Judgement of the Student Teachers : Location of Residence Wise Dependent variable Emotional Maturity

Location of Residence

Social Maturity

Location of Residence

Moral

Location of Residence

Judgement

N

Mean

% of Mean

Variance

Rural

369

194.15

80.89

795.35

Urban

240

195.73

81.55

682.63

Rural

369

289.15

64.25

671.81

Urban

240

288.47

64.10

629.28

Rural

369

40.56

90.13

21.32

Independent Description variable

Urban

240

40.70

90.44

22.18

t

0.70NS

0.32NS

0.35NS

NS: Not significant at 0.05 level Fig. 4.10 Emotional Maturity, Social Maturity and Moral Judgement of the Student Teachers : Location of Residence Wise

% of Mean

90.13 100 90 80 70 60 50 40 30 20 10 0

80.89

64.25

Rural

90.44

81.55

Urban

Emotional Maturity

Rural

64.1

Urban

Social Maturity

Rural

Urban

Moral Jugdement

Location of Residence

(a) Emotional Maturity of the Student Teachers : Location Wise The mean emotional maturity score of rural student teachers is 194.15 with variance being 795.35 while that of urban is 195.73 with variance being 682.63. No significant difference was found among the

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student teachers belonging to rural and urban areas as evidenced from the t value obtained 0.70 which is not significant at 0.05 level. The findings of the present study indicate that there is no distinction between student teachers belonging to rural and urban areas in their emotional maturity. In line with the present study findings the researchers Arya. A, (1984), Kaur, M. (2001), Surjit Singh, Dr. Praveen Thukral (2011) found that there was no significant difference between rural and urban student teachers in their emotional maturity. Both the rural and urban people have inhabitants that are more similar and equal. The residents of both village and cities enjoy equal rights and privileges. Rural areas are also equipped with all the modern amenities. The modern day facilities like the internet, telephone, television are widely available. Due to the greater availability of all the modern facilities along with an increase in the number of educational facilities and career opportunities, people of the rural areas lead an economically more stable life. This may be the reason for the commoness between the rural and urban people. Hence, the hypothesis 4 (a) formulated that there would be no significant difference between the rural and urban student teachers with respect to their emotional maturity is accepted. (b) Social Maturity of the Student Teachers : Location Wise The mean Social Maturity score of the rural student teachers is 289.15 with variance being 671.81 while that of urban student teachers is 288.47 with variance being 629.28. No significant difference was found among the student teachers belonging to rural and urban areas as

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evidenced from the t value obtained 0.32 which is not significant at 0.05 level. In this study the data shows that there is no distinction between rural and urban student teachers in their social maturity. In line with the present study findings the researcher Surjit Singh, and Dr. Praveen Thukral (2010) found that there was no significant difference between rural and urban student teachers in their social maturity. In contrast with the present study findings the researcher Pattramon Jumpangern (1986), found that student teachers belonging to urban area had higher social maturity than the student teachers belonging to rural area. Most people believe that living conditions of rural people have remained isolated from that of urban people, but it is not so. The rise in the economic growth that has resulted in self-sufficiency in the common masses has resulted in a self-centered nature of the rural society. The technological advancement has brought the rural and urban areas closer to each other. The life in the rural areas may not be as lavishly led as that in the urban areas but the people there are generous and their hearts have room for social relations. In line with urban areas, rural area people are rich in terms of their relationship with people. This may be the reason for having no difference between rural and urban student teachers in their social maturity. Hence, hypothesis 4(b) formulated that there would be no significant difference between the rural and urban student teachers with respect to their social maturity is accepted.

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(c) Moral Judgement of the Student Teachers : Location Wise The mean moral judgement score of the rural student teachers is 40.56 with variance being 21.32 while that of the urban student teachers is 40.70 with variance being 22.18. No significant difference was found among the student teachers belonging to rural and urban areas as evidenced from the t value obtained 0.35 which is not significant at 0.05 level. In this study the findings indicate that there is no distinction between rural and urban student teachers in their moral judgement. In line with the present study findings, the researchers Reddy, Dayakar,V. (1989), and G.Rangaswamy (2007), found that there is no significant difference between student teachers belonging to rural and urban areas in their moral judgement. In contrast with the present study findings the researchers Srinivas Rao (1984), Prabhawati, Kumari. (1987), Geethanath, P.S. (1988), Urmila Rani. (1991), Pradhan, G.C. (1992), found that student teachers belonging to urban area had better moral judgement than the student teachers belonging to rural area. This could be because the rural people are grooming themselves equally in all aspects (education, finance, employment, way of living etc.) and are on par with the urban people. Now a days the gap between the rural and urban people is consistently decreasing in which education is one of the basic factors which makes a huge difference in reducing the gap between rural / urban divide. The modern means of transportation is also another factor for the development of rural areas by which many rural people are migrating to cities for their daily activities and thereby

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exchanging their views and thoughts with the urban people. The role of mass media (TV) could also have contributed to this result. Hence, hypothesis 4(c) formulated that there would be no significant difference between the rural and urban student teachers with respect to their moral judgement is accepted. Generally we believe that the socio-spatial context of individual lives exerts variable dimensions upon their view of the world and their social landscapes. But the evidence obtained in the study suggests that there is no straight forward reading of socio-spatial context on the student teachers’ opinion on emotional maturity, social maturity and in moral judgement. Thus, the Hypothesis 4 formulated that there would be no significant difference between the rural and urban student teachers with respect to their a) emotional maturity, b) social maturity and c) moral judgement is accepted. 4.7 Influence of Marital Status on Emotional Maturity, Social Maturity and Moral Judgement of the Student Teachers Marriage is the foundation stone of family structure in most of the societies around the world. Human beings are emotional animals, and marriage is the best possible source through which individuals can get emotional support from their partners. In such a scenario the present study also investigated for differences in the three variables i.e. emotional maturity, social maturity and moral judgement in married and unmarried student teachers. The following table 4.11 present data pertaining to the emotional maturity, social maturity and moral judgement of the student teachers.

- 189 Table : 4.11 : Emotional Maturity, Social Maturity and Moral Judgement of the Student Teachers : Marital Status Wise Dependent variable

Independent variable

Emotional Maturity

Marital Status

Social Maturity

Marital Status

Moral

Marital Status

Judgement

Description

N

Mean

% of Mean

Variance

Married

144

199.52

83.13

724.08

Unmarried

465

193.31

80.54

750.90

Married

144

291.70

64.82

700.16

t

2.40*

1.47 NS

Unmarried

465

288.02

64.00

638.11

Married

144

41.09

91.31

21.91

Unmarried

465

40.47

89.93

21.50

1.37NS

* Significant at 0.05 level NS: Not Significnt at 0.05 level

% of Mean

Fig. 4.11 Emotional Maturity, Social Maturity and Moral Judgement of the Student Teachers : Marital Status Wise 100 90 80 70 60 50 40 30 20 10 0

91.31 83.13

64.82

Married

89.93

80.54

Un-married

Emotional Maturity

Married

64

Un-married

Social Maturity

Married

Un-married

Moral Judgement

Marital Status

(a) Emotional Maturity of the Student Teachers : Marital Status Wise

Data in table 4.11 shows that the mean emotional maturity score of married student teachers is 199.52 with variance being 724.08 while that of unmarried student teachers is 193.31 with variance being 750.90. The married student teachers have higher emotional maturity than unmarried student teachers as evidenced from the t value obtained 2.40 which is significant at 0.05 level.

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The finding of the present study indicate that there is distinction between married and unmarried student teachers in their emotional maturity. The married student teachers have higher emotional maturity when compared to the unmarried student teachers. People who are married are healthier in all aspects (psychologically, physically and mentally) than those who are not (either single, divorced). This could be because marriage binds a human being within the ambit of a family life. It gives a sense of purpose by binding one to certain duties. Marriage calls for compromise, adjustment and is at times also disastrous, tragic, and painful. One is that being married gives you more access to social support and economic resources. Marriage brings about a certain responsibility and accountability which might have lead to higher emotional maturity. Hence, hypothesis 5(a) formulated that there would be no significant difference between the married and unmarried student teachers with respect to their emotional maturity is rejected. (b) Social Maturity of the Student Teachers : Marital Status Wise Data from the table 4.11 shows that the mean social maturity score of married student teachers is 291.70 with variance being 700.16 while that of unmarried student teachers is 288.02 with variance being 638.11. No significant difference was found among the married and unmarried student teachers as evidenced for the t value obtained which is equal to 1.47 which is not significant at 0.05 level. In this study, it is found that there is no distinction between the married and unmarried student teachers in their social maturity.

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In the present day society there is not much variation between the married and unmarried people. They are boldly and happily leading their life. Both are receiving equal honour from the people in the society now-adays. The place of singles in society and the significance of getting married have changed dramatically over the past decades. Hence, hypothesis 5(b) formulated that there would be no significant difference between the married and unmarried student teachers with respect to their social maturity is accepted. (c) Moral Judgement of the Student Teachers : Marital Status Wise The mean moral judgement score of the married student teachers is 41.09 with variance being 21.91 while that of the unmarried student teachers is 40.47 with variance being 21.50. No significant difference was found among the married and unmarried student teachers as evidenced from the t value obtained 1.37 which is not significant at 0.05 level. In this study the findings point out that there is no distinction between married and unmarried student teachers in their moral judgement. This could be because in the present days, people are getting married a little late and by that time they are fully matured in every aspect of life. Both girls and boys are becoming well educated and are moving far for the sake of their employment. This is resulting in an increase in their maturity levels, due to living independently. They are enjoying all aspects of life at early stages, both married and unmarried alike. Hence, hypothesis 5(c) formulated that there would be no significant difference between the married and unmarried student teachers with respect to their moral judgement is accepted.

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Irrespective of age, the marital status may cause difference in the people’s opinions, thoughts and feelings in some aspects shown by the results obtained. The married people are more emotionally matured than the unmarried whereas they are equal in their social maturity and moral judgement. Thus, the Hypotheses 5 formulated that there would be no significant difference between the married and unmarried student teachers is rejected with respect to their emotional maturity and accepted with respect to their social maturity and moral judgement. 4.8 Influence of Type of Family on Emotional Maturity, Social Maturity and Moral Judgement of the Student Teachers Family is very a imperative part of our daily life. It helps us in improving our overall personality. It also helps us in shaping our life. It teaches us the value of love, care, affection, self-confidence and truthfulness and provides us tools and suggestions which are essential to get success in life. In such a scenario, the present study also investigated for influence of joint and nuclear families on the three variables i.e. emotional maturity, social maturity and moral judgement. Table 4.12 present data pertaining to influence of type of family on dependent variables.

- 193 Table 4.12 : Emotional Maturity, Social Maturity and Moral Judgement of the Student Teachers : Type of Family Wise Dependent Independent Description variable variable Emotional Maturity

Type of Family

Social Maturity

Type of Family

Moral

Type of Family

Judgement

N

Mean

% of Variance Mean

Joint

276 192.55

80.22

900.99

Nuclear

333 196.62

81.92

620.23

Joint

276 289.21

64.26

719.20

Nuclear

333 288.62

64.13

602.00

Joint

276

40.15

89.22

26.02

Nuclear

333

41.00

91.13

17.72

t 1.80NS

0.28NS

2.21*

* Significant at 0.05 level NS: Not significant at 0.05 level

% of Mean

Fig. 4.12 Emotional Maturity, Social Maturity and Moral Judgement of the Student Teachers : Type of Family Wise 100 90 80 70 60 50 40 30 20 10 0

89.22 80.22

64.26

Joint

91.13

81.92

Nuclear

Emotional Maturity

Joint

64.13

Nuclear

Social Maturity

Joint

Nuclear

Moral Judgement

Type of Family

(a) Emotional Maturity of the Student Teachers : Type of Family Wise

The mean emotional maturity score of the student teachers belonging to joint family is 192.55 with variance being 900.99 while that of the student teachers belonging to nuclear family is 196.62 with variance being 620.23. There is no significant difference between the student teachers belonging to joint and nuclear families as evidenced from the t value obtained 1.80 which is not significant at 0.05 level. The findings of the present study indicate that there is no distinction between student teachers belonging to joint and nuclear families in their

- 194 -

emotional maturity. In line with the present study findings the researchers Subbarayan, and G. Visvanathan, (2011) found that there is no significant difference between student teachers belonging to joint and nuclear families in their emotional maturity With many changes in the political, social and economic spheres, the joint family appears to be out moded for the present times. All the features of a joint family are existing in the nuclear families; Qualities like cooperation, unselfishness, discipline, respect for elders, love, good habits etc. are all developed through the schools; which did not happen in the olden days, because schools did not take much responsibility. This may be the reason for lack of difference between joint and nuclear families in their emotional maturity. Hence, hypothesis 6(a) formulated that there would be no significant difference between the student teachers belonging to joint and nuclear families with respect to their emotional maturity is accepted. (b) Social Maturity of the Student Teachers : Type of Family Wise Data from the table 4.12 shows that the mean social maturity score of the student teachers belonging to joint family is 289.21 with variance being 719.20 while that of nuclear family is 288.62 with variance being 602.00. There is no significant difference between student teachers belonging to joint and nuclear families as evidenced from the t value obtained 0.28 which is not significant at 0.05 level. The findings of the present study indicate that there is no distinction between student teachers belonging to joint and nuclear families in their social maturity.

- 195 -

This could be because the society adapts and changes as per the need of time (i.e joint to nuclear families). The concept of nuclear family started becoming quite common. When nuclear families became the order of the day, the old generation slowly began to accept the realities and became comfortable with it and children are now getting all knowledge from schools through its curriculum where as in the previous days they used to get some of it from their grandparents at home. Hence, hypothesis 6(b) formulated that there would be no significant difference between the student teachers belonging to joint and nuclear families with respect to their social maturity is accepted. (c) Moral Judgement of the Student Teachers : Type of Family Wise

The mean moral judgement score of the student teachers belonging to joint family is 40.15 with variance being 26.02 while that of nuclear family is 41.00 with variance being 17.72. The student teachers belonging to nuclear family have better moral judgement than the student teachers belonging to joint family as evidenced from the t value obtained 2.21 which is significant at 0.05 level. The findings of the present study indicate that there is distinction between the student teachers belonging to joint and nuclear families in their moral judgement. The student teachers belonging to nuclear families have better moral judgement than student teachers belonging to joint family. In line with the present study findings the researchers Bajpai, Amita. (1991), and Kim Y.S (2004) found that family structure and home influenced moral judgement of the students.

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This could be because, today, people are moving towards nuclear family. Sometimes being part of a nuclear family may also allow parents to think and plan for their children’s future without having to worry about anything except their own problems and not at all related to anyone else. Hence, children may be more independent and could have learnt making judgements earlier. Hence, hypothesis 6(c) formulated that there would be no significant difference between the student teachers belonging to joint and nuclear families with respect to their moral judgement is rejected. In the present day society joint families are vanishing, moreover nuclear families are taking their place in several ways, as shown by the results obtained. The student teachers of the nuclear families gave better judgement than those from joint families and are in line with them in their emotional and social maturity levels. Thus, the Hypothesis 6 formulated that there would be no significant difference between the student teachers belonging to joint and nuclear families with respect to their social maturity and emotional maturity is accepted and is rejected with respect to their moral judgement. 4.9 Influence of Siblings on Emotional Maturity, Social Maturity and Moral Judgement of the Student Teachers Individual development has been influenced largely by object relations theory, in which parental and sibling relationships provide the primary backdrop for understanding the human psyche, character formation and attachment style. Having a sibling influences personality

- 197 -

development and self-identity. In such a scenario the present study also investigated for influence of siblings on the three variables i.e. emotional maturity, social maturity and moral judgement and the following table 4.13 presents data pertaining to the emotional maturity, social maturity and moral judgement of the student teachers based on the fact that they are with or with no siblings. Table 4.13 : Emotional Maturity, Social Maturity and Moral Judgement of the Student Teachers : Siblings Wise S. Dependent Independent Description No variable variable

2

3

Emotional Maturity

Siblings

Social Maturity

Siblings

Moral Siblings

Judgement

Mean

% of Variance Mean

Yes

531

195.82

81.59

646.95

No

78

187.65

78.18

1412.59

Yes

531

288.88

64.19

678.47

No

78

288.93

64.20

494.89

Yes

531

40.69

90.42

20.13

No

78

40.12

89.15

31.90

NS: Not significant at 0.05 level

Fig. 4.13 Emotional Maturity, Social Maturity and Moral Judgement of the Student Teachers : Siblings Wise

% of Mean

1

N

100 90 80 70 60 50 40 30 20 10 0

90.42 81.59

64.19

Yes

89.15

78.18

No

Emotional Maturity

Yes

64.2

No

Social Maturity Siblings

Yes

No

Moral Judgement

t 1.85NS

0.01NS

0.85NS

- 198 -

(a) Emotional Maturity of the Student Teachers : Siblings Wise The mean emotional maturity score of the student teachers with siblings is 195.82 with variance being 646.95 while that of the student teachers with no siblings is 187.65 with variance being 1412.59. No significant difference was found between the student teachers with siblings and those with no siblings as evidenced from the t value obtained 1.85 which is not significant at 0.05 level. The present study findings indicate that there is no distinction between the student teachers with siblings and with no siblings in their emotional maturity. In contrast with the present study findings the researchers Geeta S. Pastey and Vijayalaxmi A. Aminbhavi, (2006) found that the students with more number of siblings have high emotional maturity. Modernization and global changes in social structure and economic changes modified the society’s norms, particularly the family system. The family with fewer children has changed the emotional climate of the family. In the small families the children are socialized to provide material and emotional support for themselves from early stages. There is growing recognition that children play a potential and important role in contributing their

support

in

social,

emotional,

psychological

and

cognitive

development. Now-a-days no shared families help children to precipitate strong emotional reactions in which they get maturity emotionally and get balance in their emotions. This might be the cause for no difference in emotional maturity between the student teachers with and with no siblings.

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Hence, hypothesis 7(a) formulated that there would be no significant difference between the student teachers with siblings and with no siblings with respect to their emotional maturity is accepted. (c) Social Maturity of the Student Teachers : Siblings Wise The mean social maturity score of the student teachers with siblings is 288.88 with variance being 678.47 while that of student teachers with no siblings is 288.93 with variance being 494.89. No significant difference was found between the student teachers with siblings and with no siblings as evidenced from the t value obtained 0.01 which is not significant at 0.05 level The findings of the present study indicate that there is no distinction between the student teachers with siblings and with no siblings in their social maturity. Over time, family structure and relationships are transformed where there are no kith and kin like brother, sister, uncle, aunt or cousin, in the changing social world. Family size is shrinking in many societies. Growing up with fewer siblings has profound implications in terms of inter family relationships, inheritance, possibilities, obligations and responsibilities for family members. The resources within the family such as affection, time, attention from parents, space or material goods will be abundant in a small family. The small family system based upon independent relationships is thereby increasing their social maturity levels. This may be the reason for the similarity in the social maturity of the student teachers with and without siblings.

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Hence, hypotheses 7(b) formulated that there would be no significant difference between the student teachers with siblings and with no siblings with respect to their social maturity is accepted. (c) Moral Judgement of the Student Teachers : Siblings Wise The mean moral judgement score of the student teachers with siblings is 40.69 with variance being 20.13 while that of the student teachers with no siblings is 40.12 with variance being 31.90. No significant difference was found between the student teachers with siblings and with no siblings as evidenced from the t value obtained 0.85 which is not significant at 0.05 level. The findings of the present study indicate that there is no distinction between student teachers with siblings and those with no siblings in their moral judgement. In line with the present study, the researcher Singh, R.S.(1983) found that there was no significant relationship between birth order and moral judgement In contrast with the present study findings the researchers Bajpai, Amita. (1991) found that family structure had effect on the moral judgement and Kim YS, Park JW, Son YJ; Han SS. (2004) found that the birth order had effect on moral judgement. This might be because students are spending more time in schools and colleges every day and by this the influence of friends is maximum upon them. Friends are substituting for the siblings, hence having or not having siblings at home does not seem to be casting its influence.

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Hence, hypothesis 7(c) formulated that there would be no significant difference between the student teachers with siblings and with no siblings with respect to their moral judgement is accepted. Siblings will have a life-long relationship with each other, even over great distance. This fact is especially true for sisters because women tend to live longer and longevity is in heritable. The present study findings conclude that there is no variation between the student teachers with and with no siblings in their emotional maturity, social maturity and moral judgement. Thus, the Hypothesis 7 formulated that there would be no significant difference between the student teachers with siblings and with no siblings with respect to a)emotional maturity, b) social maturity and c) moral judgement is accepted. 4.10 Influence of Family Annual Income on Emotional Maturity, Social Maturity and Moral Judgement of the Student Teachers

Family Annual Income describes the combined income of all the members of a person’s household. This includes any money earned by a spouse, parent, or any other person permanently residing in the home. The family’s income makes a difference in interpreting student teacher’s behaviour in several ways. In such a scenario the present study also investigated for the influence of the Family Annual Income on the three variables i.e. emotional maturity, social maturity and moral judgement. The student teachers were classified into 2 groups based on their annual income as :

- 202 -

a) those belonging to Low Family Income – Annual Income less than Rs.1 Lakh b) those belonging to High Family Income – Annual Income more than Rs.1 Lakh The following table 4.14 presents data pertaining to the Emotional Maturity, Social Maturity and Moral Judgement of the Student Teachers based on the Family Annual Income. Table 4.14 : Emotional Maturity, Social Maturity and Moral Judgement of the Student Teachers : Family Annual Income Wise N

Mean

% of Mean

Variance

Low Family Income

392

195.50

81.45

706.50

High Family Income

217

193.47

80.61

830.50

Low Family Income

392

288.71

64.15

658.37

High Family Income

217

289.21

64.26

649.25

Low Family Income

392

40.61

90.24

20.78

High Family Income

217

Dependent Independent Description variable variable Emotional Maturity

Family Annual Income

Social Maturity

Family Annual Income Family Annual Income

Moral Judgement

0.85NS

0.23NS

0.02NS 40.63

90.28

NS : Not significant at 0.05 level

% of Mean

Fig 4.14 Emotional Maturity, Social Maturity and Moral Judgement of the Student Teachers : Family Annual Income Wise

100 90 80 70 60 50 40 30 20 10 0

81.45

Low Family Income

90.24

90.28

Low Family Income

High Family Income

80.61 64.15

High Family Income

Emotional Maturity

Low Family Income

t

64.26

High Family Income

Social Maturity Family Annual Income

Moral Judgement

23.25

- 203 -

(a) Emotional Maturity of the Student Teachers : Family Annual Income Wise The mean emotional maturity score of the student teachers with low family annual income is 195.50 with variance being 706.50 while that of the student teachers with high family annual income is 193.47 with variance being 830.50. No significant difference was found between the student teachers with low and high family annual income as evidenced from the t value obtained 0.85 which is not significant at 0.05 level The findings of the present study indicate that there is no distinction between the student teachers with low and high family annual income in their emotional maturity. In line with the present study findings the researchers Geeta S. Pastey and Vijayalaxmi A. Aminbhavi, (2006) found that there was no significant difference between family income and emotional maturity. In both the families (i.e. family with high income and family with low income) the parents are willing to see their children highly educated and well settled. Children of both the families are getting education under the same roof called the school. They are given same education irrespective of their social class. Their development in all aspects will be alike which might be a cause for the same maturity in their emotional levels. Hence, hypothesis 8(a) formulated that there would be no significant difference between the student teachers with low and high family annual income with respect to their emotional maturity is accepted.

- 204 -

(b) Social Maturity of the Student Teachers : Family Annual Income Wise The mean social maturity score of the student teachers with low family annual income is 288.71 with variance being 658.37 while that of the student teachers with high family annual income is 289.21 with variance being 649.25. No significant difference was found between the student teachers with low and high family annual income as evidenced from the t value obtained 0.23 which is not significant at 0.05 level. The findings of the present study indicate that there is no distinction between the student teachers with low and high family annual income in their social maturity. As in the old traditional families today’s family structure also depends on the head of the family i.e the father. All the family decisions are taken up by him. He controls the whole family whether he is earning less or more. Children have to listen and obey to the elders. But due to the lack of time, now-a-days children are given freedom in some aspects like food, dress, studies etc. and thereby are being given scope to behave as they like or conduct themselves and this freedom has impacted their social maturity. Hence, hypothesis 8(b) formulated that there would be no significant difference between the student teachers with low and high family annual income with respect to their social maturity is accepted. (c) Moral Judgement of the Student Teachers : Family Annual Income Wise The mean moral judgement score of the student teachers with low family annual income is 40.61 with variance being 20.78 while that of the

- 205 -

student teachers with high family annual income is 40.63 with variance being 23.25. No significant difference was found between the student teachers with low and high family annual income as evidenced from the t value obtained 0.02 which is not significant at 0.05 level. The findings of the present study indicate that there is no distinction between the student teachers with low and high family annual income in their moral judgement. In contrast with the present study findings the researchers Singh, R.S. (1983), Afshan Mahnaz (1987) Kim YS, Park JW, Son YJ, Han SS. (2004) found that family income had an effect on the moral judgement. Today’s, parents are spending their time and efforts in providing for the development of their wards. They are sparing no efforts in providing for all the comforts their children need. They are also raising their children by making them independent and allowing them to take their own decisions. Hence, hypothesis 8(a) formulated that there would be no significant difference between the student teachers with low and high family annual income with respect to their moral judgement is accepted. There is a saying that every thing in the world runs with money. But this is not true always as the results proved it. The students with high family income and the student with low family proved to be equal in their emotional maturity, social maturity and moral judgement. Thus, the Hypothesis 8 formulated that there would be no significant difference between the student teachers with low and high family annual income with respect to their a) emotional maturity, b) social maturity and c) moral judgement is accepted.

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4.11 Influence of Stream of Study on Emotional Maturity, Social Maturity and Moral Judgement of the Student Teachers Different subjects in education provide an enriched fantasy life which always provides for exploration of wide knowledge and wide number of roles and the outcome of such vicarious role exploration may be to lessen students rigid controls and allows them to do more “as if” thinking. One assumption occurs on the importance of different disciplines in promoting moral judgement development. On the basis of the graduation degree obtained : 1) those with a B.A degree (Humanities and Arts) were classified into Arts stream, 2) those with a B.Sc degree (Sciences) were classified into Science stream and 3) those with a B.Com degree (Commerce) were classified into Commerce stream, In this view, the researcher has taken different subjects at graduation level as stream of study variable to find out whether stream at degree level influences emotional maturity, social maturity and moral judgement of the student teachers. (a) Emotional Maturity of the Student Teachers : Stream of Study Wise

The following table 4.15 presents data pertaining to the emotional maturity of the student teachers based on the study stream at their graduation level.

- 207 Table 4.15 : Emotional Maturity of the Student Teachers : Study Stream Wise Dependent Variable

Independent Variable

Description

N

Mean

% of Mean

Variance

F/ t

ANOVA SUMMARY

Emotional Maturity

Stream of Study

Arts

124

189.17

78.82

1081.44

Commerce

26

203.53

84.80

410.25

Sciences

459

195.79

81.57

669.35

Source of Variation

SS

df

MS

Between Groups

6361.8

2

3180.9

Within Groups

449838.7

606

742.3081

Total

456200.5

608

F= 4.28*

Post Hoc Analysis Emotional Maturity

Stream of Study

Emotional Maturity

Stream of Study

Emotional Maturity

Stream of Study

Arts

124

189.17

78.82

1081.44

Commerce

26

203.53

84.80

410.25

Arts

124

189.17

78.82

1081.44

Sciences

459

195.79

81.57

669.35

Commerce

26

203.53

84.80

410.25

Sciences

459

195.79

81.57

669.35

* Significant at 0.05 level ** Significant at 0.01 level NS : Not Significant at 0.05 level

Fig. 4.15 Emotional Maturity of the Student Teachers : Study Stream Wise

% of M ean

84.8 85 84 83 82 81 80 79 78 77 76 75

81.57

78.82

Arts

Commerce Stream of Study

Sciences

t=2.90**

t =2.07*

t =1.86NS

- 208 -

The mean emotional maturity score of the student teachers who belong to Arts stream is 189.17 with variance being 1081.44; while that of Commerce stream student teachers is 203.53, with variance being 410.25 and that of student teachers belonging to Science stream is 195.79 with variance being 669.35. Significant variance was found among the student teachers belonging to different streams of study as evidenced from the F value obtained 4.28 which is significant at 0.05 level. The data in table 4.15 is interesting where in it can be seen that Commerce

stream

student

teachers

have

comparatively

higher

(Mean=203.53) emotional maturity than their Science (Mean = 195.79) and Arts (Mean = 189.17) stream peers. The t value calculated shows that the mean difference between Arts and Commerce stream student teachers (t=2.90) and Arts and Science stream student teachers (t=2.07) is statistically significant while that between Commerce and Science student teachers (t=1.86) is not statistically significant. In line with the present study findings researcher Kaur, M. (2001), found that there was a significant variance between students from different streams of study in their emotional maturity. When the students at graduation level will be at moderate maturity level (either low or high maturity) or emotionally imbalanced. At graduation level, there are a number of subjects and the students select their subject based on their own interest, capacity and educational background. Out of the different subjects, Commerce, Arts and Science are the basic subjects at graduation level. These three subjects are unique in their nature. In the same way the students pursuing different subjects are

- 209 -

also unique in their knowledge, thoughts, feelings, actions, behaviour etc. and this may be the reason for the difference in the emotional maturity of the student teachers. Hence, hypothesis 9(a) formulated that there would be no significant variance between the student teachers pursuing different streams of study with respect to their emotional maturity is rejected. (b) Social Maturity of the Student Teachers : Study Stream Wise The following table 4.16 presents data pertaining to the social maturity of student teachers on the basis of their study streams. Table 4.16 : Social Maturity of the Student Teachers : Study Stream Wise Dependent Variable

Independent Variable

Description

N

Mean

% of Mean

Variance

F/ t

ANOVA SUMMARY

Social Maturity

Stream of Study

Arts

124

282.58

62.79

748.13

Commerce

26

285.15

63.36

657.49

Sciences

459

290.80

64.62

616.30

Source of Variation

SS

df

MS

Between Groups

6971.696

2

3485.848

Within Groups

390725.2

606

644.761

Total

397696.8

608

F= 5.40**

Post Hoc Analysis Social Maturity

Stream of Study

Social Maturity

Stream of Study

Social Maturity

Stream of Study

** Significant at 0.01 level NS : Not Significant at 0.05 level

Arts

124

282.58

62.79

748.13

Commerce

26

285.15

63.36

657.49

Arts

124

282.58

62.79

748.13

Sciences

459

290.80

64.62

616.30

Commerce

26

285.15

63.36

657.49

Sciences

459

290.80

64.62

616.30

t=0.45NS

t =3.02**

t =1.09NS

- 210 Fig. 4.16 Social Maturity of the Student Teachers : Study Stream Wise 64.62 65 64.5 63.36

% of Mean

64 62.79

63.5 63 62.5 62 61.5 Arts

Commerce

Sciences

Stream of Study

The mean social maturity score of the student teachers who belong to Arts stream is 282.58 with variance being 748.13, while that for Commerce stream student teachers is 285.15, with variance being 657.49 and that of the student teachers who belong to Science stream is 290.80 with variance being 616.30. Significant variance was found among the student teachers belonging to three different streams of study as evidenced from the F value obtained 5.40 which is significant at 0.01 level. The data from table 4.16 indicates that the student teachers who have pursued their graduation in Arts and Science streams differ significantly in their social maturity as evidenced from the obtained t value which is 3.02 (significant at 0.01 level). The Science stream student teachers have higher social maturity than their Arts stream peers. In case of Arts and Commerce; Commerce and Science stream student teachers the data indicates that they do not differ in their social maturity as evidenced from the t value obtained i.e 0.45 and 0.19 respectively.

- 211 -

In line with the present study findings researcher Mulia, R.D. (1991) found that there was no significant influence of study stream on social maturity of higher secondary students. Generally when compared to Commerce and Sciences, Arts subjects speak the essence of moral values. Humanities courses discuss moral issues related to certain literary and artistic experiences. Arts students have more opportunities to gain morality through its subject matter. But in the present study, Arts students are behind the Commerce and Science students in their emotional maturity, social maturity and moral judgement. This could be because due to their leisure time, when compared to Commerce and Science students, Arts students are indulging in the political affairs and anti social activities which pollute the character of the students at maximum. Hence, hypothesis 9(b) formulated that there would be no significant variance between the student teachers pursuing different streams of study with respect to their social maturity is rejected. (c) Moral Judgement of the Student Teachers : Study Stream Wise

One objective of the study was to find out if the stream of study pursued at graduation level would influence the moral judgement of the student teachers and the following table 4.17 presents data pertaining to it.

- 212 Table 4.17 : Moral Judgement of the Student Teachers : Study Stream Wise Dependent Variable

Independent Variable

N

Description

Mean

% of Mean

Variance

F/ t

ANOVA SUMMARY

Moral Judgement

Stream of Study

Arts

124

39.46

87.68

36.34

Commerce

26

42

93.33

12.48

Sciences

459

40.85

90.77

17.74

Source of Variation

SS

df

MS

Between Groups

240.2238

2

120.1119

Within Groups

12910.67

606

21.30473

Total

13150.89

608

F= 5.63**

Post Hoc Analysis Moral Judgement

Stream of Study

Moral Judgement

Stream of Study

Moral Judgement

Stream of Study

Arts

124

39.46

87.68

36.34

Commerce

26

42

93.33

12.48

Arts

124

39.46

87.68

36.34

Sciences

459

40.85

90.77

17.74

Commerce

26

42

93.33

12.48

Sciences

459

40.85

90.77

17.74

* Significant at 0.05 level ** Significant at 0.01 level NS : Not Significant at 0.05 level

Fig. 4.17 Moral Judgement of the Student Teachers : Study Stream Wise

% of Mean

93.33 94 93 92 91 90 89 88 87 86 85 84

90.77

87.68

Arts

Commerce Stream of Study

Sciences

t=2.87**

t =2.41*

t =1.58NS

- 213 -

The mean moral judgement score of Arts stream student teachers is 39.46 with variance being 36.34, while that of Commerce stream student teachers is 42.00, with variance being 12.48 and for student teachers of Science stream is 40.85 with variance being 17.74. Significant variance was found among the student teachers belonging to different streams of study as evidenced from the F value obtained 5.63 which is significant at 0.01 level. The data from table 4.17 shows that among the three groups of student teachers from different streams of study i.e Arts, Commerce and Science, the Commerce students have better moral judgement scores (% of Mean= 93.33) compared to the other two streams i.e. Arts (% of Mean = 87.68) and Science (% of Mean= 90.77). The Commerce stream student teachers have better moral judgement scores than the Arts stream peers as evidenced from the obtained t value i.e 2.87 which is significant at 0.01 level. Similarly the Science stream student teachers are better than their Arts stream counterparts in their moral judgement scores with t value obtained (t=2.41) which is significant at 0.05 level. But the Commerce and Science stream students do not differ in their moral judgement as evidenced from the t value obtained i.e. 1.58 which is not significant at 0.05 level. In line with the present study findings researchers Prahallada, N.N. (1982), Gupta, K.M. (1991), found that there was significant influence of stream of study on moral judgement of junior college students and teacher educators. The theme of the science subjects deals with proving facts with experimentation. Ultimately, science student’s mind and behaviour also go

- 214 -

along with the facts and they cannot decide the right and wrong without proofs. Even though the commerce subject deals with the business practicability, the minds of the commerce students are exposed on how to main good relationship with others to develop in their business field, whereas the theme of arts subject is completely based on the human relationship in the society. The arts students believe in the human interdependence for the well being of the society. So, they will be unable to judge correctly on their own and lack independent reasoning. This might be the reason for the arts student teachers lagging behind in their moral judgement when compared to science and commerce stream student teachers. Hence, hypothesis 9(c) formulated that there would be no significant variance between the student teachers pursuing different streams of study with respect to their moral judgement is rejected. As the different subjects are unique in their nature and content, so also the students belonging to different subjects who differ in their thoughts and feelings. In the present findings, commerce students showed better results when compared to arts and science students in their emotional maturity, social maturity and moral judgement. Thus, the Hypothesis 9 formulated that there would be no significant variance among the student teachers pursuing different study streams at their graduation level with respect to their a) emotional maturity, b) social maturity and c) moral judgement is rejected.

- 215 -

4.12 Influence of Teaching Methodology at B.Ed. Level on Emotional Maturity, Social Maturity and Moral Judgement of the Student Teachers In

the

B.Ed.

curriculum

main

methodology

subjects

are

Mathematics, Biological Sciences and Social Studies. The nature of these subjects is quite different. The aims and objectives, methods and techniques, approaches and procedures of dealing with these methodology subjects also vary. So, it was presumed that there might also be differences in the student teachers belonging to different methodology subjects in their emotional maturity, social maturity and moral judgement. With this view, the researcher has taken different methodology subjects at B.Ed. level as a variable to find out it’s influence on emotional maturity, social maturity and moral judgement of the student teachers. The researcher has taken only three main methodology subjects i.e Mathematics, Biological Sciences and Social Studies as basis for grouping the student teachers. a) Emotional Maturity of the Student Teachers : Methodology Wise

Another objective of the study was to find out if the methodology opted at B.Ed. level would influence the student teachers emotional maturity and the following table 4.18 presents data pertaining to it.

- 216 Table 4.18 : Emotional Maturity of the Student Teachers : Methodology Wise Dependent Variable

Independent Variable

Description

N

Mean

% of Mean

Variance

F

ANOVA SUMMARY

Emotional Maturity

Mathematics

233

197.19

82.16

664.22

Biological Sciences

226

194.44

81.01

671.00

Social Studies

150

191.12

79.63

1015.60

Methodology at B.Ed Level

Source of Variation

SS

df

MS

Between Groups

3312.559

2

1656.28

Within Groups

452888

606

747.3399

Total

456200.5

608

F= 2.21NS

NS : Not Significant at 0.05 level

Fig. 4.18 Emotional Maturity of the Student Teachers : Methodology Wise 82.16 82.5 82

81.01

% of Mean

81.5 81

79.63

80.5 80 79.5 79 78.5 78 Mathematics

Biological Sciences

Social Studies

Methodology

The mean emotional maturity score of the student teachers who have opted for Mathematics methodology subject is 197.19 with variance being 664.22, while that of Biological Sciences methodology student teachers is 194.44, with variance being 671.00 and that of the student teachers who belong to Social Studies methodology subject is 191.12 with variance being 1015.60. No significant difference was found among the

- 217 -

student teachers belonging to different methodology subjects as evidenced from the F value obtained 2.21 which is not significant at 0.05 level. The findings of the present study indicate that there is no distinction between the student teachers who have opted for Mathematics, Biological Sciences and Social Studies as their methodology subjects in their emotional maturity. Emotional Maturity is the stable state of mind that one should be willing to have and strive to possess. It is an accepted fact that values are inherited and behaviour is learnt by imitating the elders. In this case, the student

teachers

being

grown

up

emotionally

and

have

good

understanding levels might have similar levels of emotional maturity. These may be some reasons for the student teachers not having difference in their emotional maturity based on their methodology subject. Hence, hypothesis 10(a) formulated that there would be no significant variance between the student teachers who have opted for different methodologies in B.Ed. level with respect to their emotional maturity is accepted. (b) Social Maturity of the Student Teachers : Methodology Wise The study aimed to assess social maturity of the student teachers who had opted for different methodologies in their B.Ed course and the following table 4.19 presents data pertaining to it.

- 218 Table 4.19 : Social Maturity of the Student Teachers : Methodology Wise Dependent Variable

Independent Variable

Description

N

Mean

% of Mean

Variance

F/ t

ANOVA SUMMARY

Social Maturity

Mathematics

233

292.52

65.00

639.56

Biological Sciences

226

289.11

64.24

579.46

Social Studies

150

282.22

62.71

741.67

Methodology at B.Ed Level

Source of Variation

SS

df

MS

Between Groups

9451.127

2

4725.563

Within Groups

388245.7

606

640.6695

Total

397696.8

608

F=7.37**

Post Hoc Analysis Social Maturity

Methodology at B.Ed Level

Social Maturity

Methodology at B.Ed Level

Social Maturity

Mathematics

233

292.52

65.00

639.56

Biological Sciences

226

289.11

64.24

579.46

Mathematics

233

292.52

65.00

639.56

Social Studies

150

282.22

62.71

741.67

Biological Sciences

226

289.11

64.24

579.46

Methodology at B.Ed Level

Social Studies

150

282.22

62.71

741.67

** Significant at 0.01 level NS : Not Significant at 0.05 level Fig. 4.19 Social Maturity of the Student Teachers : Methodology Wise 65 64.24

64.5 % of Mean

64 63.5

62.71

63 62.5 62 61.5 Mathematics

t =3.65**

t =2.45*

* Significant at 0.05 level

65

t=1.49NS

Biological Sciences Methodology

Social Studies

- 219 -

The mean social maturity score of the student teachers who have opted for Mathematics methodology is 292.52 with variance being 639.56, whereas for Biological Sciences methodology student teachers it is 289.11, with variance being 579.46 while that for student teachers who have opted for Social Studies methodology is 282.22 with variance being 741.67. Significant difference was found among the student teachers who have opted for different methodologies as evidenced from the F value obtained 7.37 which is significant at 0.01 level. The findings of the present study indicate that there is no distinction in the social maturity of the student teachers who have opted for Mathematics and Biological Sciences methodology as evidenced by the t value obtained 1.49 which is not significant at 0.05 level. The data also points out to the fact that there is a significant difference between the Mathematics and Social Studies methodology student teachers in their social maturity as the obtained t value is 3.65 which is significant at 0.01 level. In a similar trend the Biological Sciences student teachers also differ significantly in their social maturity with the obtained t value being 2.45 which is also significant at 0.05 level. From the results of the present study, it may be noticed that the Mathematics and Biological Science student teachers are having higher levels of social maturity than the Social Studies students. Social Studies is the study of the society and human relations. Hence, the Social Studies teachers are expected to have more social awareness. This need not mean that they should have higher social maturity. This could be clearly seen in the results of the present study as the Mathematics and the Science student teachers are higher in their social maturity levels. The Mathematics and the

- 220 -

Science student teachers will be closely observing the environment, surroundings, the facts and the happenings of every day life. They will be in close touch with the things of the society they live in and also the reasoning that they acquire through Science may in turn help them to strive for the betterment of the society. These may be the reasons for them to have more social maturity. Hence, hypothesis 10(b) formulated that there would be no significant variance between the student teachers who have opted for different methodologies in their B.Ed. course with respect to their social maturity is rejected. (c) Moral Judgement of the Student Teachers : Methodology Wise The following table 4.20 presents data pertaining to the moral judgement of the student teachers on the basis of their different methodologies at B.Ed. level. Table 4.20 : Moral Judgement of the Student Teachers : Methodology Wise Dependent Variable

Independent Variable

Description

N

Mean

% of Mean

Variance

F

ANOVA SUMMARY

Moral Judgement

Methodology at B.Ed. Level

Mathematics

233

40.73

90.51

18.50

Biological Sciences

226

40.94

90.97

17.07

Social Studies

150

39.91

88.68

34.06

Source of Variation

SS

df

MS

Between Groups

96.94255

2

48.47128

Within Groups

13053.95

606

21.54117

Total

13150.89

608

NS : Not Significant at 0.05 level

F=2.25NS

- 221 Fig. 4.20 Moral Judgement of the Student Teachers : Methodology Wise 90.97 90.51 91 90.5 % of Mean

90 89.5

88.68

89 88.5 88 87.5 Mathematics

Biological Sciences

Social Studies

Methodology

The mean moral judgement score of student teachers who have opted for Mathematics methodology is 40.73 with variance being 18.50, while that of Biological Sciences methodology student teachers is 40.94, with variance being 17.07, and for the student teachers who have opted for Social Studies methodology is 39.91 with variance being 34.06. No significant variance was found among the student teachers belonging to different methodologies as evidenced from the F value obtained 2.25 which is not significant at 0.05 level. The findings of the present study indicate that there is no distinction between the student teachers belonging to Mathematics, Biological Sciences and Social Studies methodology in their moral judgement. In the present society the degradation of values and decline of morals are responsible for deterioration of the human rights. Many movements and revolts are taken up by social reformers and promoters of the society to save and secure the value system and the rich cultural heritage of our nation. Teachers are the builders of the society hence the generation of values should come from them. The society, parents and

- 222 -

everyone are looking at the school for value instilled generations, to come out into the society. The society expects the teachers to build up the moral values and sound character of the pupils. Unless the teachers themselves are reasonable in their moral judgement, they will not be in a position to build up the moral system of the students. These may be the reasons behind the student teachers having similar levels of moral judgement and not having any difference with regard to their methodology subject. Hence, hypothesis 10(c) formulated that there would be no significant variance between the student teachers who have opted for different methodologies in their B.Ed. course with respect to their moral judgement is accepted. Students at their B.Ed. level will be fully matured in all aspects of their life. Yet there are slight differences in their opinions because of the nature of the methodology they have opted. Mathematics methodology students are better in their social maturity but are in tune with the Biological Science and Social Studies methodology students in their emotional maturity and moral judgement. Thus, the Hypothesis 10 formulated that there would be no significant variance among the student teachers who have opted for different methodologies in their B.Ed. course is accepted with respect to their a) emotional maturity and b) moral judgement but is rejected with respect to their social maturity.

- 223 -

4.13 Influence of Moral Instruction at School Level on Emotional Maturity, Social Maturity and Moral Judgement of the Student Teachers Children are born helpless and need the care and guidance of adults till they are into their teens and often beyond. Since, the advent of schooling, adults have expected the schools to contribute positively to the moral education of children. The mission of schools has been to develop in the youth both the intellectual and the moral virtues. In such a scenario the investigator wanted to find out whether moral instruction at school level influences three dependent variables of the study i.e. emotional maturity, social maturity and moral judgement The following table 4.21 presents data pertaining to the emotional maturity, social maturity and moral judgement of the student teachers on the basis of the fact, whether they have received moral instruction at school level or not. Table 4.21 : Emotional Maturity, Social Maturity and Moral Judgement of the Student Teachers : Moral Instruction Wise Dependent variable

Independent variable

Emotional Maturity

Moral Instruction

Social Maturity

Moral Instruction

Moral Judgement

Moral Instruction

NS: Not significant at 0.05 level

Descri ption

N

Mean

% of Mean

Variance

Yes

492

194.77

81.15

724.25

No

117

194.78

81.15

867.18

Yes

492

288.93

64.20

672.64

No

117

288.71

64.15

581.25

Yes

492

40.76

90.57

20.70

No

117

40.03

88.95

25.29

t

0.002NS

0.08NS

1.43NS

- 224 Fig. 4.21 Emotional Maturity, Social Maturity and Moral Judgement of the Student Teachers : Moral Instruction Wise

% of Mean

90.57 100 90 80 70 60 50 40 30 20 10 0

81.15

64.2

Yes

88.95

81.15

No

Emotional Maturity

Yes

64.15

No

Social Maturity

Yes

No

Moral Judgement

Moral Instruction

a) Emotional Maturity of the Student Teachers : Moral Instruction Wise

The mean emotional maturity score of the student teachers who have received moral instruction at school level is 194.77 with variance being 724.25 while that of the student teachers who have not received moral instruction at school level is 194.78 with variance being 867.18. No significant difference was found between the student teachers who have received moral instruction and those who have not received moral instruction at school level as evidenced from the t value obtained 0.002 which is not significant at 0.05 level The findings of the present study indicate that there is no distinction between student teachers who have received moral instruction and those who haven’t received moral instruction at school level in their emotional maturity. We must acknowledge that our success in the mental field is largely staked on our success in the moral. Every day, every one of us meets life situations which call for thought, opinion-making, decision-making and action. Some of our experiences are familiar, some novel, some are casual

- 225 -

and yet other are of extreme importance. Everything we do, every decision we make and every course of action we take is based on our consciously or unconsciously held set of values. Students are influenced by many different outlets. Their values are shaped by parents, peers, television, music and other external sources. This might be the reason for there being no difference in the emotional maturity of the student teachers, whether they had received or did not receive moral instruction at the school level. Hence, hypothesis 11(a) formulated that there would be no significant difference between the student teachers who have and who have not received moral instruction at school level with respect to their emotional maturity is accepted. b) Social Maturity of the Student Teachers : Moral Instruction Wise

The mean social maturity score of the student teachers who have received moral instruction at school level is 288.93 with variance being 672.64 while that of the student teachers who have not received moral instruction at school level is 288.71 with variance being 581.25. No significant difference was found between the student teachers who have and those who have not received moral instruction at school level as evidenced from the t value obtained 0.08 which is not significant at 0.05 level The findings of the present study indicate that there is no distinction between student teachers who have received moral instruction and those who haven’t received moral instruction at school level in their social maturity.

- 226 -

The hurry of modern life has swept away many uplifting intimacies. Even in families which prize them most, a few minutes only can be had each day for such fortifying things. It is no wonder, then, that in such a moral crisis, the people in the community turn to those agencies like worship places, schools, amusement places etc. to acquire moral values, whose power is already felt beneficently in multitude directions. Hence, hypothesis 11(b) formulated that there would be no significant difference between the student teachers who have and who have not received moral instruction at school level with respect to their social maturity is accepted. c) Moral Judgement of the Student Teachers: Moral Instruction Wise

The mean social maturity score of the student teachers who have received moral instruction at school level is 40.76 with variance being 20.70 while that of the student teachers who have not received moral instruction at school level is 40.03 with variance being 25.29. No significant difference was found between the student teachers who have and who have not received moral instruction at school level as evidenced from the t value obtained 1.43 which is not significant at 0.05 level. The findings of the present study indicate that there is no distinction between the student teachers those who had and those who had not received moral instruction at school level in their moral judgement. In the good old days, small children were very much inspired by the moral and spiritual stories narrated by the parents, elders and grandparents. The lives of great leaders like Shivaji, Mahatma Gandhi etc are the great examples for this. This may be one of the reasons for

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introducing moral instruction classes in the school time table. In the present day society the crime rate is rapidly increasing and even the small children are aware of the type of crimes and punishments that are going on. The media is also highly focusing such episodes and making people aware of such social evils. Hence, the present children are well aware of what to do and what not to do. The student teachers being grown ups in their age and maturity levels, might be good in their emotional maturity, social maturity and moral judgement even without having had moral instruction classes at school level. Hence, hypothesis 11(c) formulated that there would be no significant difference between the student teachers who have and who have not received moral instruction at school level with respect to their moral judgement is accepted. Even though present day education system is completely focusing on the academic progress neglecting the character of the students, nonformally the student is equipping values accidentally by other means of education. Even though the student teachers received or did not received moral instruction at school level surprisingly, they showed equality in their emotional maturity, social maturity and moral judgement. Thus, the Hypothesis 11 formulated, that there would be no significant difference between the student teachers, who have and who have not received moral instruction at school level with respect to their a) emotional maturity, b) social maturity and c) moral judgement is accepted.

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4.14 Influence of the Academic Achievement on Emotional Maturity, Social Maturity and Moral Judgement of the Student Teachers The academic achievement is the outcome of education- the extent to which a student has achieved his educational goals at school, college or university. Intellectual and educational experiences may be related to the moral development of the students. Level of education is consistently related to the moral development of the student. Morality increases as long as students are in school, and tends to stabilize when they end their formal education. With this view the researcher has taken the academic achievement as a variable to find out whether it influences emotional maturity, social maturity and moral judgement of the student teachers. The researcher has taken academic achievement in terms of percentage at degree level and took three categories aggregate marks a) below 50%, b) between 50%60% and c) above 60%. a) Emotional Maturity of the Student Teachers : Academic Achievement Wise The following table 4.22 presents data pertaining to the emotional maturity of the student teachers based on their academic achievement.

- 229 Table 4.22 : Emotional Maturity of the Student Teachers : Academic Achievement Wise Dependent Variable

Independent Variable

Description

N

Mean

% of Mean

Variance

F/ t

ANOVA SUMMARY

Emotional Maturity

Below 50%

40

175.97

73.32

1396.94

Between 50%-60%

224

192.52

80.21

837.26

Above 60%

345

198.42

82.67

567.25

Academic Achievement

Source of Variation

SS

df

MS

Between Groups

19873.29

2

9936.643

Within Groups

436327.2

606

720.0119

Total

456200.5

608

F=13.8**

Post Hoc Analysis Emotional Maturity

Academic Achievement

Emotional Maturity

Academic Achievement

Emotional Maturity

Academic Achievement

Below 50%

40

175.97

73.32

1396.94

Between 50%-60%

224

192.52

80.21

837.26

Below 50%

40

175.97

73.32

1396.94

Above 60%

345

198.42

82.67

567.25

Between 50%-60%

224

192.52

80.21

837.26

Above 60%

345

198.42

82.67

567.25

* Significant at 0.05 level ** Significant at 0.01 level Fig. 4.22 Emotional Maturity of the Student Teachers : Academic Achievement Wise 82.67 80.21

84 82 % of Mean

80 78

73.32

76 74 72 70 68 Below 50%

Between 50%-60% Academic Achievement

Above 60%

t=2.66**

t =3.71**

t =2.54*

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The mean emotional maturity score of the student teachers who have secured aggregate of below 50% is 175.97 with variance being 1396.94, while that of those who have secured between 50%-60% is 192.52, with variance being 837.26 and for the student teachers who have secured above 60% is 198.42 with variance being 567.25. Significant difference was found among the student teachers in their emotional maturity based on their academic achievement as evidenced from the F value obtained 13.8 which is significant at 0.01 level. The trend of increase in emotional maturity of the student teachers commensurate with the increase in aggregate percentage of marks is an eye-opener to the fact that success breeds success and success is a stepping stone for maturity. The data also points out the fact that the mean difference in the emotional maturity of the student teachers who have secured below 50% and those who have secured between 50%-60% is significant as evidenced from the t value obtained i.e. 2.66 which is significant at 0.01 level. In the same trend the difference in the emotional maturity between those who have secured between 50%-60% and those who have obtained above 60% is significant with calculated t value being 2.54 which is significant at 0.05 level. The other two group’s i.e those who have secured below 50% and those who have secured above 60% also vary significantly in their emotional maturity which is evidenced from t value obtained i.e 3.71 which is significant at 0.01 level.

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In line with the present findings the researcher Kaur, M. (2001), found that there was a significant influence of academic achievement on emotional maturity of the adolescents. The students who are regular and sincere in their studies will definitely have high achievement. They stand for their aim in studies and have stable emotions in order to achieve their educational goals. While others who do not have any aim will not take studies seriously and will secure average or below average achievement. These behavioural differences may be the cause for the difference in the emotional maturity. Hence, hypothesis 12(a) formulated that there would be no significant variance between the student teachers who have varying ranges of aggregate marks with respect to their emotional maturity is rejected. b)

Social

Maturity

of

the

Student

Teachers

:

Academic

Achievement Wise Based on the aggregate marks obtained at graduation level the student teachers were categorized into three groups and ANOVA was performed to find out if they varied in their social maturity and the following table 4.23 presents data pertaining to it.

- 232 Table 4.23 : Social Maturity of the Student Teachers : Academic Achievement Wise Dependent Variable

Independent Variable

Description

N

Mean

% of Mean

Variance

F/ t

ANOVA SUMMARY

Social Maturity

Academic Achievement

Below 50%

40

282.3

62.73

992.21

Between 50%-60%

224

283.78

63.06

641.33

Above 60%

345

292.97

65.10

589.13

Source of Variation

SS

df

MS

Between Groups

13319.02

2

6659.511

Within Groups

384377.8

606

634.2868

Total

397696.8

608

F=10.49**

Post Hoc Analysis

Social Maturity

Academic Achievement

Social Maturity

Academic Achievement

Social Maturity

Academic Achievement

Below 50%

40

282.3

62.73

992.21

Between 50% - 60%

224

283.78

63.06

641.33

Below 50%

40

282.3

62.73

992.21

Above 60%

345

292.97

65.10

589.13

Between 50% - 60%

224

283.78

63.06

641.33

Above 60%

345

292.97

65.10

589.13

* Significant at 0.05 level ** Significant at 0.01 level NS : Not Significant at 0.05 level

Fig. 4.23 Social Maturity of the Student Teachers : Academic Achievement Wise 65.1 65.5 65 % of Mean

64.5 64 63.5

63.06 62.73

63 62.5 62 61.5 Below 50%

Between 50%-60% Academic Achievement

Above 60%

t=0.28NS

t =2.07*

t =4.29**

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The mean social maturity score of the student teachers who secured below 50% is 282.30 with variance being 992.21, while that of those who secured between 50%-60% is 283.78; with variance being 641.33 and for those who secured above 60% is 292.97 with variance being 589.13. Significant difference was found among the student teachers belonging to different categories of aggregate marks as evidenced from the F value obtained 10.49 which is significant at 0.01 level. Data points out to the fact that the mean difference in social maturity of the student teachers who have secured below 50% and those who have secured between 50%-60% is not significant as evidenced from the t value obtained i.e. 0.28 which is not significant at 0.05 level. The difference in social maturity between those who secured below 50% and those who have obtained above 60% is significant with calculated t value being 2.07 which is significant at 0.05 level. The other two group’s i.e those who have secured between 50%-60% and those who have secured above 60% also vary significantly in their social maturity which is evidenced from t value obtained i.e. 4.29 which is significant at 0.01 level. Academic achievement not only depends on the knowledge gained from the books but also depends upon the general knowledge of the student. The student gets overall knowledge in all aspects like social, moral, intellectual, spiritual, physical, aesthetic etc. Social development is one of the aspects of knowledge gained by the student. A student with high academic achievement will develop in all areas of knowledge and thereby gets maturity in all aspects of education. This may be the reason for the difference in social maturity levels of the student teachers.

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Hence, hypothesis 12(b) formulated that there would be no significant variance between the student teachers with varying ranges of aggregate marks with respect to their social maturity is rejected. c) Moral Judgement of the Student Teachers : Academic Achievement Wise An objective of the study was to find out if the level of academic achievement is casting its impact on the moral judgement of the student teachers and table 4.24 presents data pertaining to it. Table 4.24 : Moral Judgement of the Student Teachers : Academic Achievement Wise Dependent Variable

Independent Variable

N

Description

Mean

% of Mean

Variance

F/ t

ANOVA SUMMARY

Moral Judgement

Academic Achievement

Below 50%

40

37.15

82.55

52.64

Between 50% - 60%

224

40.70

90.44

23.55

Above 60%

345

40.97

91.04

15.46

Source of Variation

SS

df

MS

Between Groups

525.9414458

2

262.9707

Within Groups

12624.94854

606

20.83325

Total

13150.88998

608

F= 12.62**

Post Hoc Analysis

Moral Judgement

Academic Achievement

Moral Judgement

Academic Achievement

Moral Judgement

Academic Achievement

Below 50%

40

37.15

82.55

52.64

Between 50% - 60%

224

40.70

90.44

23.55

Below 50%

40

37.15

82.55

52.64

Above 60%

345

40.97

91.04

15.46

Between 50% - 60%

224

40.70

90.44

23.55

Above 60%

345

40.97

91.04

15.46

** Significant at 0.01 level NS : Not Significant at 0.05 level

t=2.98**

t =3.27**

t =0.67 NS

- 235 Fig. 4.24 Moral Judgement of the Student Teachers : Academic Achievement Wise 90.44

91.04

92

% of Mean

90 88 86

82.55

84 82 80 78 Below 50%

Between 50% - 60%

Above 60%

Academic Achievement

The mean moral judgement score of the student teachers who secured below 50% is 37.15 with variance being 52.64, while that of those who secured between 50%-60% is 40.70, with variance being 23.55 and for those who have secured above 60% is 40.97 with variance being 15.46. Significant difference was found among the student teachers belonging to different ranges of aggregate marks as evidenced from the F value obtained 12.62 which is significant at 0.01 level. Data points out to the fact that the mean difference in moral judgement of the student teachers who have secured below 50% and those who have secured between 50% - 60% is significant as evidenced from the t value obtained i.e. 2.98 which is significant at 0.01 level. In the same trend the difference in moral judgement between those who had secured between below 50% and those who had obtained above 60% is significant with calculated t value being 3.27 which is significant at 0.01 level. And the other two group’s i.e. those who had secured between 50%-60% and those who had secured above 60% do not vary significantly in their moral judgement which is evidenced from t value obtained i.e. 0.67 which is not significant at 0.05 level.

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In line with the present study findings the researchers Singh, R.S.(1983), Bhargava, I (1986), Bajpai, Amita. (1991), Anshu, Susan Jacob and Sushma Dubey (2006) found that there was significant difference between academic achievement and moral judgement. In contrast with the present study findings the researchers Wright and Cox (1967) found that there was no significant difference between subject studied and moral judgement. This might be because in the students with high achievement the intellectual maturity like the development of good thinking, logic, and reasoning will enable him to distinguish between good and bad and live a systematic life. This variation in academic performance cannot be driven by unchanging student attributes such as ability or motivation or by unchanging school characteristics and policies. Hence, the higher the academic achievement, the higher the moral reasoning of the student teachers. Hence, hypothesis 12(c) formulated that there would be no significant variance between the student teachers who have varying ranges of aggregate marks with respect to their moral judgement is rejected. Even though the school provides equal education to all the students, the students are not alike in their abilities, opinions, decisions, views and thoughts which result in the differences in their academic achievement. The students belonging to different ranges of marks differ in their emotional maturity, social maturity and moral judgement.

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Thus, the Hypothesis 12 formulated that there would be no significant variance among the student teachers who have secured varying ranges of percentage of aggregate marks with respect to a) emotional maturity, b) social maturity and c) moral judgement is rejected. 4.15 Summary of Data Analysis The investigator for the present study has chosen different independent variables like gender, age, religion, location of residence, marital status, type of family, siblings, family annual income, stream of study at graduation level, methodology at B.Ed. level, moral instruction received at school level and academic achievement to find out whether these would have any influence on the dependent variables like emotional maturity, social maturity and moral judgement of the student teachers. ™

The student teachers have exhibited high emotional maturity and moral judgement but are average in their emotional maturity

™

A vast majority of the student teachers have been placed in the moderate level of emotional, social and moral judgement level.

™

The variable gender showed great impact on the dependent variables. The female student teachers proved to be better than the male student teachers in their emotional maturity, social maturity and moral judgement.

™

Significant difference was found among the student teachers belonging to different age groups. The student teachers below 25 years of age were found to be superior in their emotional maturity to those of the

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other two age groups and are similar in their social maturity and moral judgement. ™

Religion has influenced the student teacher’s emotional maturity. Muslims had higher emotional maturity when compared to the Hindus and Christians, the Muslims are similar in their social maturity and moral judgement with student teachers belonging to the other two religions.

™

Location of residence did not show any impact on the emotional maturity, social maturity and moral judgement of the student teachers.

™

The student teachers who are married exhibited higher emotional maturity over unmarried student teachers but did not differ significantly with the unmarried one’s in their social maturity and moral judgement.

™

The variable, type of family, showed significant influence on the moral judgement i.e. the student teachers belonging to nuclear families had higher moral judgement when compared to the student teachers of joint families though they are on par with them in their emotional maturity and social maturity.

™

The student teachers with and without siblings are almost similar in all the three dependent variables. The study found that there is no significant difference between them in their emotional maturity, social maturity and moral judgement.

™

The annual income of the family did not show any impact on the student teachers emotional maturity, social maturity and moral judgement.

- 239 ™

The stream of study at graduation level had showed its influence largely on the student teachers emotional maturity, social maturity and moral judgement. Out of three subjects (i.e. Commerce, Science and Arts) Commerce students stood first followed by the Science and lastly the Arts students in exhibiting their maturity levels.

™

The three methodology student teachers (i.e. Mathematics, Biological Science and Social Studies) are equal in their emotional maturity and moral judgement but they differ in their social maturity. The student teachers belonging to Mathematics methodology had better Social maturity than the Biological Science and Social Studies methodology students.

™

The student teachers with and without moral instruction at school level are equal in their emotional maturity, social maturity and moral judgement levels.

™

The student teachers with high academic achievement (i.e. above 60%) have shown high emotional maturity, social maturity and moral judgement when compared with others (i.e between 50%-60% and below 50%) and there was a significant variation among these three groups of student teachers. From the findings of the present study it can be learnt that the

student teachers are mostly similar in their opinion in some psychological dependent variables like social maturity and moral judgement whereas they differ in their opinion in other psychological dependent variables called emotional maturity with different independent variables taken into consideration under the study.

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4.16 Conclusion In this chapter the investigator has analyzed the data statistically, interpreted the data and tested the hypotheses. In order to draw conclusions and generalizations it is advisable to summarize the findings of the study and compare the hypotheses formulated. In the forthcoming chapter the researcher is going to present the summary, findings, educational implications, conclusions and suggestions.