A STUDY OF EFFECTIVENESS OF DISCIPLINE ON STUDENTS OF STD.

VIII

By DEEPIKA L. MISHRA

Guided By MRS. SHIPRA BISWAS

Research Project for the Degree of BACHELOR OF EDUCATION

HUMERA KHAN COLLEGE OF EDUCATION - 2012-2013

CERTIFICATE
This is to certify that the Research Project entitled A STUDY OF EFFECTIVENESS OF DISCIPLINE ON STUDENTS OF STD. VIII, submitted to the college by Deepika L. Mishra, for the degree of Bachelor of Education is her own work carried out under my guidance and is worthy of examination.

(GUIDE) ---------------------------------MRS. SHIPRA BISWAS

(PRINCIPAL) ---------------------------------DR. NAAZ DHAKAM

ACKNOWLEDGEMENT
The Researcher wishes to express her sincere gratitude and indebtness to her esteemed guide, Mrs. Shipra Biswas for her professional direction, expert advice and for the help and guidance rendered at every stage in carrying out this study; thus making this study a pleasant task. The researcher also expresses her sincere thanks to the Principal, Dr. Naaz Dhakam and the staff of St. Marys High School who have given all their co -operation in collecting the necessary data for this study. I thank the students who have participated as respondents and supplied valuable data for this empirical study. The researcher thanks the staff of Humera khan College library for the help and facilities provided during the course of this research study. Special thanks are due to researchers family for their constant encouragement especially during periods of difficulty experienced in the course of their study. Without their support the completion of the study would have remained an impossible feat.

Deepika L. Mishra

TABLE OF CONTENTS
Sr. No. CHAPTER I - INTRODUCTION 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 Introduction Need of the study Statement of the Problem Objectives of the study Definition of the terms Scope of the study Limitation of the study Significance of the study CHAPTER II RESEARCH AND DESIGN 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10 2.11 2.12 Research design Methodology of the study Descriptive Research Sampling Population of study Methods and tools of sampling Nature and size of sample Tools of Research Collection of data Test Administration Scoring Analysis of the data Particulars Pg. No.

CHAPTER III DESCRIPTIVE ANALYSIS OF DATA 3.1 3.2 Introduction to Analysis and Interpretation Analysis and Interpretation CHAPTER IV CONCLUSIONS AND FINDINGS 4.1 4.2 4.3 4.4 4.5 Introduction Major findings of the Research Suggestions and Recommendations For Further studies Conclusions BIBLIOGRAPHY APPENDIX A

APPENDIX B

CHAPTER I
INTRODUCTION

1.1Introduction
Discipline is the bridge between goals and accomplishment -

Jim Rohn

The word discipline means a training that produces obedience or self-controlled behaviours to the orders of a proper authority. In every walk of life, discipline is of supreme importance. Discipline is the assertion of will-power over more base desires, and is usually understood to be synonymous with self-control. Discipline is a routine, not a single goal. Discipline is the power that fuels the systems that lead you to larger goals. Discipline is setting up the perfect environment to achieve the goals you have. Discipline is the ladder that gets you is to where you want to go. Discipline is the ladder you can set against the wall that is between you and what you want. Its not something you can accomplish by starting small, setting up the best environment, being consistent, pushing away justification, and then building on your previous success. Discipline is the backbone of character. Without discipline, nothing great can be achieved in life. It is a habit that one acquires from his environment, or by way of training. A child must be trained to observe discipline from his early years. His habits, manners, movements, speeches everything should be guided by the term of discipline so that a good personality can be acquired in his later life that helps one in ones upliftment.

1.2Need of the study

Man must be disciplined, for he is by nature raw and wild - Immanuel Kant Students will have more self-control and more self-sufficient. To make students more responsible and make them enjoy being good and helping others at home at school and in the world at large. To make students more self-confident. To help students in developing social skills that are important for making friends such as empathy, patience and knowing how to share. Learning discipline makes life disciplined by making good choices.

1.3 Statement of the problem

The problem selected for study is as follows: The Effectiveness of Discipline on students

1.4 Objectives of the study To study effectiveness of discipline on students. To develop the feeling in them that they are accountable for their mistakes or misbehavior. 1.5 Definition of the terms Before proceeding with the study it is imperative to define some of the terms and concepts used in the study for clarity and better understanding. Effectiveness The result of an action, an impression produced. Discipline a system of rules of conduct or method of practice. Students One who is enrolled or attends classes at school, college or university. 1.6 Scope of the study According to the researcher, the present study deals with the effect or influence of discipline on students, hence for this purpose the data has been collected from secondary schools of Mumbai depending on the basis of geographical area. 1.7 Limitation of the study The researcher has included only students of Secondary schools of Greater Mumbai affiliated to SSC board for the study and only those schools where the medium of instruction is English. 1.8 Significance of the study The study helps to understand how discipline influence teaching learning process. Discipline is essential for every group, for every society and for every political institution. The study will help students to be disciplined and make good life choices. It will also help student to develop social skills to make friends in society thereby making them happy. Discipline will help students have control over their behaviour; generate respect for parents, teachers, classmates and society.

CHAPTER II
RESEARCH DESIGN Research according to John Best is a formal, intensive process of carrying on the scientific analysis. Research always starts from a question, problem and it involves more systematic structure of investigation usually resulting in some sort of formal record of the procedure and a report of results or conclusion. Research gathers new knowledge or data from primary sources. Research is logical and objective, applying every possible test to verify the data collected and procedure employed. 2.1 Research design A research design is a scheme of procedures for the research. The subject matter of the design of the research includes planning the research, obtaining relevant information from the data collected information from the data collected, regarding the objectives under study and then marking an analysis of the data. A research design defines the scope and emphasis of the research to systematize research procedure. It also gives an idea of data collection technique and the type of tool required for collection of evidence and statistical methods required for analyzing the data. Hence, the observation obtained from a carefully planned and well designed research gives balanced inferences and therefore research design is the most essential step of any research. 2.2 Methodology of the study After the problem is defined and objectives set clearly, the investigation faces the important task of adopting a method of research best suited to the given problem and the resources available. There are several methods used for conducting educational research which are classified as under: 1. Historical Research: It comprises of the techniques and guidelines by which the historians use primary sources and other evidence to research and then to write histories in the form of accounts of the past. Both quantitative and qualitative variables can be used in the collection of historical information. 2. Experimental Research: It is the only method of research that can truly test the hypothesis concerning the cause and effect relationships. It is often used where there is time priority and consistency in a causal relationship. 3. Descriptive Research:

It is also known as statistical Research and describes data and characteristics about the population or phenomenon being studied. It answers the questions who, what, where, when and how. For the purpose of present study the researcher has adopted descriptive research method, since the main aim of the research is to the study of effectiveness of discipline on students of std VIII

2.3 Descriptive Research The Descriptive method of research deals with collection, description, analysis and interpretation of the data in the prevailing conditions. It involves the comparisons of attempts to discover the relationships between the existing variables. 2.4 Sampling It is not possible to survey or investigate the entire population of students in whom interested to arrive at generalization. The researcher thus, has to limit the study using the sampling technique. The process of sampling makes it possible to draw valid inferences or generalization on the basis of careful observation of variables within a relatively small proportion of population. 2.5 Population of study A population is any group of individuals that have one or more characteristics in common that are of interest to the researcher. A sample is a small proportion selected from the population for observation and analysis. A sample is thus a small portion of population. By observing the characteristics of the sample one can make certain inferences from which it is drawn. For the present problem under investigation the population consists of students of St. Marys High School affiliated to SSC Board whose medium of instruction is is English. For survey or the investigation the entire population is impractical. Hence, the researcher has used a small sample from the population which truly reflects the major characteristics of that population. 2.6 Methods and tools of sampling The nature of the population and the topic of inference required for the study determines the type of sampling. The different types of sampling are as follows: 1. Simple Random Sampling 2. Stratified Random Sampling

3. 4. 5. 6.

Systematic Random Sampling Incidental Random Sampling Cluster Random Sampling Purposive Random Sampling In the present study the researcher used simple random sampling as the sample for the study was easily available.

Simple Random Sampling Simple Random Sampling means that every member of the sample is selected from the total population in such a manner that all members of the population have essentially the same probability of being selected. Sample Random Sampling was done in the school selected from where the sample of pupils were to be taken for the study. 2.7 Nature and size of sample The sample of pupils required for study was collected from St. Marys High School of Greater Mumbai with English as the medium of instruction and affiliated to SSC board of exams. The size of the sample was 30. The following table shows the distribution of the sample on the basis of the gender of the pupils. Table 2.1 Gender wise distribution of the sample of students

Students boys girls total

No.s 20 10 30

2.8 Tools of research To carry out any research investigation, data are gathered in which the findings could be obtained. A great variety of methods had procedures have been developed to aid in the acquisition of data. Each tool is particularly approximate for certain sources of data yielding the kind of information required for the study. Inorder to collect relevant data for the study under the investigation tools are required information from where the objectives and be tested. The tool was prepared by the researcher under the guidance of the guide.

2.9 Collection of data The most formidable and laborious task in developing a tool is the collection and compilation of items to measure the task under study.

2.10 Test administration After obtaining the prior permission from the school authority, the researcher personally administered the tool to secondary students of the English medium school of greater Mumbai randomly chosen from the school. A brief introduction explaining the nature of work to be done by th students was given before distributing the copies of the tool. The responses were also appraised of the purpose of the tool and the need to give honest answers to the items. There was no time limit and the students had merely to complete the tool. 2.11 Scoring For the responses of the tool if the student thought that the statement according to him/her behavior then he/she had to tick under Yes and if not then they had to tick under No. 2.12 Analysis of the data Appropriate statistical techniques are employed to the systematically tabulated data for describing the data. The following statistical measures are used for the descriptive analysis of data. 1. Percentage 2. Bar graph

CHAPTER III
DESCRIPTIVE ANALYSIS OF DATA

3.1 Introduction to Analysis and Interpretation The information for the study was collected sample of pupils after administration of the tool. This data collected needs to statistically analyzed and interpreted for arriving at sound conclusion and valid generalization. For the present study the data gathering tool has been administered to a total of 30 pupils of Secondary school of greater Mumbai and percentage was calculated for each of responses to the study given by the teachers. Also graphical representation of the distribution are included for presenting a clear picture of distribution and for comparing the group.

3.2 Analysis and Interpretation 3.2.1 Do you reach school on time?

Sample Size 30 100%

No of Yes response 26 86%

No of No response 4 14%

Figure 3.2.1

30 25 20 15 10 5 0 Series1 Yes 26 No 4

Interpretation: Out of 30 pupils, 86% of pupils reach school on time and 14% do not reach on time.

3.2.2 Does your teacher conduct assembly on time? Sample Size 30 100% No of Yes response 28 93% Figure 3.2.2 No of No response 2 7%

30 25 20 15 10 5 0 Series1 Yes 28 No 2

Interpretation: Out of 30 pupils, 93% of pupils are of the view that school conducts assembly on time and 7% of the pupil are of view that school does not conduct assembly on time.

3.2.3 Do you attend assembly regularly? Sample Size 30 100% No of Yes response 24 80% Figure 3.2.3 No of No response 6 20%

30 25 20 15 10 5 0 Series1 Yes 24 No 6

Interpretation: Out of 30 pupils, 80% of the pupils attend assembly regularly and 20% do not attend regularly.

3.2.4 Does your parent know about the schools discipline rules? Sample Size 30 100% No of Yes response 28 93% Figure 3.2.4 No of No response 2 7%

30 25 20 15 10 5 0 Series1 Yes 28 No 2

Interpretation: Out of 30 pupil, 93% of the pupil parents are aware of schools discipline and 7% are unaware.

3.2.5 Does your school follow dress code regularly? Sample Size 30 100% No of Yes response 29 96% Figure 3.2.5 No of No response 1 4%

35 30 25 20 15 10 5 0 Series1 Yes 29 No 1

Interpretation: Out of 30 pupils, 96% of pupils are of the view that school follows dress code and 4% of the pupils are of view that school does not follow dress code.

3.2.6 Do you 75% attendance in your class? Sample Size 30 100% No of Yes response 24 80% Figure 3.2.6 No of No response 6 20%

30 25 20 15 10 5 0 Series1 Yes 24 No 6

Interpretation: Out of 30 pupils, 80% of pupils have 75 % attendance in the class and 20% of the pupils do not have 75 % attendance in the class.

3.2.7 Does your school give primary importance to discipline? Sample Size 30 100% No of Yes response 27 90% No of No response 3 10%

Figure 3.2.7

30 25 20 15 10 5 0 Series1 Yes 27 No 3

Interpretation: Out of 30 pupils, 90% of pupils are of the view that school gives primary importance to discipline and 10% of the pupils are of the view that school does not give primary importance to discipline.

3.2.8 Does your teacher conduct lectures as per timetable? Sample Size 30 100% No of Yes response 24 80% Figure 3.2.8 No of No response 6 20%

30 25 20 15 10 5 0 Series1 Yes 24 No 6

Interpretation: Out of 30 pupils, 80% of pupils are of the view that their teacher conducts lectures as per timetable and 20% of the pupils are of the view that their teacher do not conduct lectures as per timetable.

3.2.9 Do you carry books as per timetable? Sample Size 30 100% No of Yes response 17 57% Figure 3.2.9 No of No response 13 43%

18 16 14 12 10 8 6 4 2 0 Series1

Yes 17

No 13

Interpretation: Out of 30 pupils, 57% of pupils carry books as per timetable and 43 % of the pupils do not carry books as per timetable.

3.2.10 Is your school clean? Sample Size 30 100% No of Yes response 19 64% Figure 3.2.10 No of No response 11 36%

20 15 10 5 0 Series1

Yes 19

No 11

Interpretation: Out of 30 pupils, 64% of pupils are of the view that their school is clean and 36% of the pupils are of the view that their school is not clean.

3.2.11 Do you help in keeping your classroom & school clean? Sample Size 30 100% No of Yes response 14 47% No of No response 16 53%

Figure 3.2.11

16.5 16 15.5 15 14.5 14 13.5 13 Series1 Yes 14 No 16

Interpretation: Out of 30 pupils, 47% of pupils help in keeping their classroom and school clean and 53% of the pupils do not help in keeping their classroom and school clean

3.2.12 Does your teacher punish you more often? Sample Size 30 100% No of Yes response 7 23% No of No response 23 77%

Figure 3.2.12

25 20 15 10 5 0 Series1 Yes 7 No 23

Interpretation: Out of 30 pupils, 23% of pupils are of the view that their teacher punishes them often and 77% of the pupils are of the view that their teachers do not punish them.

3.2.13 Do you and your classmate move around in the classroom during the lectures? Sample Size 30 100% No of Yes response 10 33% No of No response 20 67%

Figure 3.2.13

25 20 15 10 5 0 Series1 Yes 10 No 20

Interpretation: Out of 30 pupils, 33% of pupils and their friends move around in the classroom during lectures and 67% of the pupils and their friends do not move around in the classroom during lectures.

3.2.14 Does lecture bell ring on time? Sample Size 30 100% No of Yes response 28 93% No of No response 2 7%

Figure 3.2.14

30 25 20 15 10 5 0 Series1 Yes 28 No 2

Interpretation: Out of 30 pupils, 93% of pupils are of the view that lecture bell rings on time and 7% of the pupils are of the view that lecture bell do not ring on time.

3.2.15 Does your school conduct unit test after regular intervals? Sample Size 30 100% No of Yes response 25 84% No of No response 5 16%

Figure 3.2.15

30 25 20 15 10 5 0 Series1 Yes 25 No 5

Interpretation: Out of 30 pupils, 84% of pupils are of the view that their school conduct unit test after regular intervals and 16% of the pupils are of the view that their school do not conduct unit test after regular intervals.

3.2.16

Do you get sufficient time for recess? Sample Size 30 100% No of Yes response 20 67% No of No response 10 33%

Figure 3.2.16

25 20 15 10 5 0 Series1 Yes 20 No 10

Interpretation: Out of 30 pupils, 67% of pupils are of the view that they get sufficient time for recess and 33% of the pupils are of the view that they do not get sufficient time for recess.

3.2.17

Do you maintain silence in library? Sample Size 30 100% No of Yes response 20 67% No of No response 10 33%

Figure 3.2.17

25 20 15 10 5 0 Series1 Yes 20 No 10

Interpretation: Out of 30 pupils, 67% of pupils maintain silence in library and 33% of the pupils do not maintain silence in library.

3.2.18

Does your school organize Yoga sessions? Sample Size 30 100% No of Yes response 6 20% No of No response 24 80%

Figure 3.2.18

30 25 20 15 10 5 0 Series1 Yes 6 No 24

Interpretation: Out of 30 pupils, 20% of pupils are of the view that their school organizes Yoga sessions and 33% of the pupils are of the view that their school does not organize Yoga sessions.

3.2.19

Do you misbehave with your teachers? Sample Size 30 100% No of Yes response 6 20% No of No response 24 80%

Figure 3.2.19

30 25 20 15 10 5 0 Series1 Yes 6 No 24

Interpretation: Out of 30 pupils, 20% of pupils misbehave with their teachers and 80% of the pupils do not misbehave with their teachers.

3.2.20

Do teachers encourage & motivate you to speak in English? Sample Size 30 100% No of Yes response 26 86% No of No response 4 14%

Figure 3.2.20

30 25 20 15 10 5 0 Series1 Yes 26 No 4

Interpretation: Out of 30 pupils, 86% of pupils are of the view that their teachers encourage & motivate them to speak in English and 14% of the pupils are of the view that their teachers do not encourage & motivate them to speak in English.

CHAPTER IV
CONCLUSIONS AND FINDINGS 4.1 Introduction Discipline is important in every stage of life, it is of supreme importance. Discipline is a routine, not a single goal. Discipline is the power that fuels the systems that lead you to larger goals. Discipline is the ladder that gets you from where you are to where you want to go. 4.2 Conclusion 4.2.1 The study helps to understand the effect of discipline on students. 4.2.2 The method used by the researcher for this study is Descriptive Research method and simple random sampling tool was used. Students had to tick under Yes or No in the questionnaire. 4.2.3 The researcher concluded the following from the interpretations: Majority of pupils reach school on time & attend the assembly regularly. Pupils parents are about the schools discipline rules and regulations. Majority of pupils follow the dress code laid by school and also follow the rules and regulations of school. Maximum numbers of pupils follow and are aware of the discipline rules and teacher encourages pupils to follow those rules. 4.3 Major findings of the Research Majority of parents are aware of the discipline rules of the school. Students follow the rules and regulations laid by the school. School is very punctual and disciplined about the attendance of the students attending the assembly. Teacher follows the timetable and conducts their lectures regularly on time. Majority of students have good effect of discipline provided by the school. 4.4 Suggestions and recommendations Teacher should encourage and motivate the students to speak in English. Students should always follow the discipline rules laid down by the school.

Students should respect their teachers and help them in keeping their classroom and school clean. 4.5 Conclusion From the above data collection and interpretations done, the researchers derived the following conclusions: There are few students who misbehave with teachers & they feel that teacher does not encourage them to speak in English. Maximum numbers of students have 75% attendance & attend the assembly on time. Students are disciplined since they follow the rules and regulations laid by the school. Majority of students respect and obey their teachers. Students do not move around the classroom when teacher is conducting the lectures.