International Indexed & Refereed Research Journal, February, 2013 ISSN 0975-3486, (Print) , E- ISSN 2320-5482 ,RNI RAJBIL-

- 2009-30097, VOL- IV * ISSUE- 41

Research PaperEducation

Attitude of Secondary School Science Teachers towards the co-curricular activities.

February,2013

* Dr. Suresh T. Kotwani

* Asso. Prof., Savitribai Phule College of Education, Akot Distt. Akola (Maharashtra) Introduction 4) They can help to raise self motivation, such as self Co-curricular activities are those activities expression, self conffedence and self esteem. that supplement the teaching and learning process. 5) They build the skills such as social skills, leading Co-curricular activities enrich the course syllabi. They skills and teamwork skills etc. are meant to complement and not interfere with the Some of the co-curricular activities in science education studies. There are many reserches wich state the ben- programs are as folows efits of co-curricular activities. This includes improv- * Science Clubs. ing our health, increasing self motivation and build * Science Fairs & Exhibitions skills among students. * Science fieldtrips & excursions Co-curricular activites have a vital role in the * Science Museums teaching of science. These are now considered as an * Scientific Hobbies instrinct part of the educational endeavor in a second- * Nature clubs of India ary school. Now, these activies have been recognised * Indian Association for Extra curricular scientific as a part of regular curriculum for the complete educa- Activities. tion of the students. The ultinate aim of the education Objectives of the present study is the all-round development of the pupil. These 1) To study the attitude of secondary science teachactivities play an important role in achieving this aim ers towards the co-curricular activities in teaching of of all-round development. In fact, curricular and co- science subject. curricular activities are considered complementary to 2) To find the significant difference (if any) between the each other both deserving equal weight and Male and Female Secondary seience teachers in respect emphasis in the total program of the secondary school. of their attitude towards the co-curricular activities. These activities are also called as extra - curricular 3)To find the significant difference (if any), between activities or para - academic activities. the secondary science teachers from Urban and Benefits of co-curricular activities Rural areas in respect of their attitude towards coThe Secondary Education Commission ob- curricular activities. served that secondary school must be tranformed into 4) To study whether there is any signafication differan activity school because activity has an irresist- ence between Marathi Medium and English Medium ible appeal for every normal child. We know that with- secondary science teachers in respet of their attitude out doing there is no learning, no aquisition, no devel- towards the co-curricular activities. opment and no formation of character; it can easily 5) To study whether there is any significant difference practiced if we introduce vorious co-curricular activi- between the secondary science teachers having above ties and provide the students with a field full of recre- 15 years teaching experience and below 15 years teachational - cum - educational potentiallty. Some of the ing experience in their attitude towards co-curricular benefits of these activities are as follows :activities. 1) They can improve our health mentally, psychologi- Hypotheses :cally and emotionally. They are good for our mental 1) The Secondary science teachers have positive attihealth. tude to wards the co-curricular activities in teaching 2) They provide opportunities for the pursuit of estab- the science subject. lished interests and the development of new inter- 2) There is no significant difference between male and ests. For ex. Science - clubs contribute more to female secondary science teachers in respect of their achievment of creating interesting science. attitude towards co-curricular acitivies. 3) These activities ancourage moral and spiritual de- 3) There is no significant difference in the attitude of velopment, which is basic to all other educational secondary sciecne teachers form urban and rural areas activities. towards co-curricu lar activities.

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RESEARCH ANALYSIS AND EVALUATION

International Indexed & Refereed Research Journal, February, 2013 ISSN 0975-3486, (Print) , E- ISSN 2320-5482 ,RNI RAJBIL- 2009-30097, VOL- IV * ISSUE- 41

4) There is no significant difference between the Marathi medium and English medium secondaryscience teachers in their attitude to wards co-curricular activities. 5) There is no significant difference between the secondary science teachers having above 15 years teaching expertence and below 15 years in their attitudes towards curricular activities. Methodology of the study :A) Method Survey Method was used to know the attitude of secondary science teachers. B) Tools :A self prepard questionaire was used, consisting of 40 items set on a 5 point scale. The weightage to 5 responses was given as - Strongly Agree - 5 marks, Agree - 4 marks, Undecided - 3 Marks, Disagree - 2 marks and strongly Disagree - 1 mark. C) Sample :The science teachers working in the secondary school of Akola district were selected as per variables as shown in the following tabel no. 1. Table - 1. Distribution of sample as per variables Analysis and Interpretation :Sr. 1 2 3 4 Variables Gender Locality Medium of Teaching Teaching Experience Categories Male Teacher Female Teacher Urban Rural Marathi English Above 15 Years Above 15 Years Sample 30 30 30 30 40 20 25 35 Tatal 60 60 60 60

From table - 2, it is clear that the calculated t value is 1.21 which is less than the table value at 0.05 level of significace. Hence the null hypotesis is accepted. This indicates that there is no significant difference between male and female secondary science teacher in respect of their attitude towards co-curricular activities. Hypothesis - 3 - There is no significant difference in the attitude of secondary sciecne teachers form urban and rural areas towards co-curricular activities. To test the above null - hypothesis t -test was applied. The calcutation details are given in the table no. 3. Table No. - 3 - Significant difference between the teachers from Urban and Rural areas.
Sr. Locality N Mean No. 1. Urban 30 179.30 2. Rural 30 176.90 S.D. 8.32 7.77 t-value 1.15 Significance at 0.05 level Not Significant

From tabel - 3, it is clear that the calculated t value (1.15) is less than the table value at 0.05 significance level. Hence the null hypothesis is accepted. This indicates that there is no significant difference in attitude of teachers from urban and rural areas toweards cocurricular activities. Hypothesis - 4 - There is no significant difference between the Marathi medium and English medium secondary science teachers in their attitude to wards cocurricular activities. To test the above null hypotesis t - test was applied. The calulations are given in the table no. 4. Table No. 4 - Significace of the difference between marathi and English medium teachers.
Sr. Medium N Mean No. 1. Marathi 40 178.45 2. English 20 176.94 S.D. 7.99 7.12 t-value 0.77 Significance at 0.05 level Not Significant

Hypothesis - 1 :- The Secondary science teachers have positive attitude to wards the co-curricular activities in teaching the science subject. Since the secondary science teachers from all the categories of sub-groups have obtained high secore, this indicates that they have a very positive attitude towards the co-curricular activities in teaching the science subject. Hypothesis - 2 :- There is no significant difference between male and female secondary science teachers in respect of their attitude towards co-curricular acitivies. To test the above null- hypotesis t - test was used. The calculation details are given in the table no. 2. Table No. 2 - Significat difference between Male and Female Teachers
Sr. Gender N No. 1. Male 30 2. Female 30 Mean 176.40 178.80 S.D. 7.32 8.14

From table - 4. it is clear that, the calculated t - value (0.77) is less than the table valve at 0.05 level of significance. Hence the null hypothesis is accepted. This indicates that there is no significant difference in the Marathi medium and English medium science teachers in respect of their attitude towards co-curricular activities. Hypothesis - 5 - There is no significant difference between the secondary science teachers having above 15 years teaching expertence and below 15 years experience in their attitudes towards curricular activities. To test the above null hypothesis t - test was applied. The caluclation details are given in the table no. 5. See Table 5 t-value Significance From table - 5, it is clear that, the calculated t at 0.05 level - value (1.11) is less than the table value at 0.05 level of 1.21 Not significance. Hence tha null hypothesis is acceped. Significant This indicates that there is no significant difference between the teachers having above 15 years teaching

RESEARCH ANALYSIS AND EVALUATION

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International Indexed & Refereed Research Journal, February, 2013 ISSN 0975-3486, (Print) , E- ISSN 2320-5482 ,RNI RAJBIL- 2009-30097, VOL- IV * ISSUE- 41

Table No. 5. Significant difference between teachers having above 15 years and below 15 years of teaching experience
Sr. No. 1. 2. Expericance Above 15 Years Below 15 Years N 25 35 Mean 177.20 179.08 S.D. 7.39 8.12 t-value 01.11 Signifience at 0.05 level Not Significant

experience and below 15 years experience in respect of 4) There is no significant difference inthe Marahti thier attitude towards co-curricular activities. medium and English medium science teachers in Findings respect of their attitude towards co-curricular ac 1) The secondary science teachers have a positive tivities. and good attitude towards co-curricular activities 5) There is no significant difference be tween the in teaching science. teachers having above 15 years teaching expe 2) There is no significant difference between the rience and below 15 years teaching experience in Male and female secondary science teachers to respect of their attitude towards co-curriular activi wards the co-curricular activities. ties. 3) There is no significant difference between the sec ondary science teachers from urban and rural areas in respect of thier attitude towards co-curricular activities.

R E F E R E N C E
1) 2) 3) 4) 5) Aggrawal, J. C. (1966), Education Research - An Introcuction, Arya Book Depot, New Delhi. Best, J. W. (1963), Research in Education, New Delhi. Prentice Hall of India (P) Ltd. Garrette, H. E. (1981),Statistics in psychology and Education, Bombay. Hassan, D. and Raghu, Y. V. Para - Academic Activities in the teaching of Biological science in secondary school. Edutracks, Vol. 11 No. 6, February 2011. Sharma, R. C. (1982), Modern Science Teaching, Dhanpat Rai and Sons, New Delhi.

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