JSSW August 2015 Vo XII Issue 03 Freedom From Fear

Volume XII
Issue 03
ISSN: 0976-3759
Journal of SCHOOL SOCIAL WORK August 2015
Volume XII
Issue 03
ISSN: 0976-3759
Volume XII
Issue 03
Contents
ISSN: 0976-3759
Journal of
School SocialPrice
Work
Rs 20.00
A National School Social Work monthly dedicated to networking of parents and teachers.
Volume XII Issue 03
August 2015
Page
C o n t e n t s
Editorial
Pachaiyappan P 04
Anxiety and aggression among Female Adolescent
Survivors of Child Abuse: Impact of Psychological
Intervention
Chindhu S and Mythili T 05
Learning Styles
Dhanalaksmi G and Dr Matheswaran V P 15
The Impact of LCD and OHP Presentations on V Standard
Pupils Science Achievement Scores Dr Ramakrishnan N 19
Relationship between Academic Confidence and
Academic Achievement of Higher Secondary Students
Pathmanaban R V 29
Contributors are requested to submit the research/ evidence/ field
experience based articles well in advance. Corresponding author or
the first author has to send a declaration that the article had not been
submitted to any other journal for publication. Abstract, key words and
references in APA style are needed. Please mention your subscription number also. Other things being equal, subscription will give the
author an edge over non-subscribers. Though no focus will be announced, the articles may be grouped under suitable focus, if possible. ~Ed.
Focus: Freedom from Fear

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Note: Views expressed by the contributors are not necessarily the

official view of the Journal.
03
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Editorial
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Corporal punishment refers to

intentional application of physical
pain as method of behaviour
change. The majority of children
have experienced physical
punishment by the time they reach
adolescence. Specifically, current
studies indicate that corporal
punishment happens more often in
elementary grades, in rural schools,
and among disadvantaged children.
Only 6% of government schools
studied and 4% of private schools
studied were free of corporal
punishment (Reported in India Today,
5 January 2012).
A study conducted by Ministry of
Women and Child Development on
child abuse in India 2007 to assess
the incidence of physical abuse
among school children, responses
from a sample of 3163 children were
taken. Out of those reporting corporal
punishment in schools, 54.28% were
boys and 45.72% were girl.
The study reveals that all states
reported corporal punishment,
higher percentage of corporal
punishment (about 50% or more)
was reported from eight States.
Corporal punishment causes
psychological damages that are
reflected obviously on childs self04
Pachaiyappan P
Freedom from Fear

esteem and self-confidence, and
having other negative long-term
personality effects (UNICEF, 2007).
Government of India has
recognized that 65 percent of school
going children are inflicted with
corporal punishment. Corporal
punishment in any form is a
fundamental breach of human rights.
A slap is as detrimental to the childs
right as a grievous injury.
The Supreme Court has banned
corporal punishment for children on
1st December 2000 when it directed
the State to ensure that children are
not subjected to corporal punishment
in schools and they receive
education in an environment of
freedom and dignity, free from fear.
Practising non-violence as a highest
form of culture begins with seeing
children as children. Corporal
punishment amounts to abuse and
militates against the freedom and
dignity of a child. It also interferes
with a childs right to education
because fear of punishment makes
children more likely to avoid school
or to drop out altogether. Hence,
corporal punishment is violative of
the right to life with dignity. It is high
time we recognise that the child
needs help and not punishment.
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Chindhu S et al.,
Anxiety and aggression among

Female Adolescent Survivors of Child Abuse:
Impact of Psychological Intervention
Chindhu S*
Mythili T **
* Chindhu S, Psychologist, Chennai.

**Dr Mythili T, Assistant professor, JBAS College for Women, Chennai
Abstract:
Girl children being abused in any form, go through anxiety,
depression, stress, adjustment issues, and aggression. Designing an
intervention that could be beneficial is the first step towards helping
them. Auhtors attempted a cross-sectional study with quasi
experimental design to investigate levels of anxiety and aggression
among female adolescent survivors of child abuse, the relationship
between both the variables and impact of psychological intervention.
Purposive Sampling included (N=50) adolescent girl survivors of abuse
(age range: 12-18 years) with high anxiety and aggression. They were
randomly divided into two groups. Tools used were State-trait Anxiety
Inventory and R.L. Bharadwajs Aggression Scale. Statistical analysis
included Paired t-test, Independent t-test and Pearsons Product
moment Correlation. The psychological intervention reduced the
anxiety and aggression in the experimental group. Auhtors conclude
that psychological intervention had significantly reduced anxiety and
aggression in the sample. A significant positive relationship existed
between anxiety and aggression. Intervention designed in this study
can also be given to males, and across all age groups.
Keywords: Adolescence, child abuse, anxiety and aggression.
Introduction:
Adolescence is a transitional
stage of physical and mental human
development that occurs between
childhood and adulthood. This
transition involves biological, social
and psychological changes, though
the biological or physiological ones
are the easiest to measure
objectively. Increased sophistication
leads to an enhanced awareness of

self and the ability to reflect on ones
own being. Adolescents also apply
their new reflective capabilities to
moral issues.
Child abuse:
Child abuse is any act that harms
a child, which includes violence,
mistreatment or any
behaviour
that a child/adolescent may
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experience while in the care of

someone they either trust or depend
on, such as parent, sibling, other
relative, caregiver or guardian. Child
abuse or maltreatment constitutes all
forms of physical and/ or emotional
ill-treatment, sexual abuse, neglect
or negligent treatment or
commercial or other exploitation,
resulting in actual or potential harm
to the childs health, survival,
development or
dignity in
the context of a relationship of
responsibility, trust or power. (WHO,
1999). Usually, girls have a tendency
to internalize the consequences with
eating disorders, suicidal ideations
or attempts, low self-esteem and
other psychological disorders. Boys
on the other hand, externalize it by
being overtly aggressive and
delinquent.
Anxiety:
Anxiety is a complex blend of
unpleasant emotions and cognitions
that is both more oriented to the
future and much more diffuse than
fear. Anxiety is one of the most
common psychological disorders in
school-aged
children
and
adolescents worldwide. The
prevalence rates range from 4.0%
to 25.0%, with an average rate of
8.0% (Boyd, et al, 2000). These
figures could be underestimated
06
Chindhu S et al.,
since anxiety among a large number

of children and adolescents goes
undiagnosed owing to the
internalized nature of its symptoms
(Tomb and Hunter, 2004). Specific
effects include poor social and
coping skills, often leading to
avoidance of social interactions
(Albano, Chorpita and Barlow, 2003;
Weeks, Coplan and Kingsbury,
2009), loneliness, low self-esteem,
perceptions of social rejection, and
difficulty forming friendships
(Bokhorst, Goossens and De
Ruyter, 2001; Weeks et al., 2009):
In India, the main documented cause
of anxiety among school children
and adolescents is parents high
educational expectations and
pressure for academic achievement
(Deb et al., 2010):
Aggression:
Aggression is a hostile, injurious,
or destructive behaviour or outlook
especially when caused by
frustration. Aggression, in its
broadest sense, is a behaviour, or
a disposition towards behaviour, that
is forceful, hostile or attacking. It may
occur either in retaliation or without
provocation. From early on, boys
are much more likely than girls to
engage in physical and verbal
aggression against others. In
contrast, girls tend to use indirect
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means of aggression, including

withdrawing their friendship,
spreading rumours and gossip about
another girl, and encouraging others
to ignore or reject someone. Most
children become less aggressive as
they mature and develop more
effective self-control and language
and interpersonal skills.
Child abuse has serious physical
and psycho-social consequences
which adversely affect the health and
overall well-being of a child. This
study is intended to find out the
relationship
between
the
psychological variables anxiety and
aggression in female adolescents
who were subjective to child abuse.
It will also assess the effectiveness
of psychological intervention in the
betterment of the psychological
wellbeing of abuse child.
Methodology:
Research design consists of two
dependent variables namely anxiety
and aggression and one
independent variable namely
psychological intervention. Anxiety
and aggression were measured from
female adolescent survivors of child
abuse. Both anxiety and aggression
were measured in both the groups
at identical period of time before the
intervention. This study is crosssectional as the dependent
Chindhu S et al.,
variables were studied during a short

span of time. It was a bivariate study,
quasi experimental design with a
control group and an experimental
group. Therefore, there were two
groups with pre- and postassessments.
Sample:
The sample consisted of female
adolescent survivors of child abuse
identified from a government- aided
school in Saidapet. All the students
who were selected for the pre-test,
post-test and intervention were from
this school. The girls were identified
by the school psychologist using
purposive sampling method, as
being abused either physically,
verbally, emotionally or sexually.
Sample for the study consisted
of 50 adolescent girls who were in
the age group of 12 to 18 years. The
adolescent girls were identified as
being or have been in an abusive
situation through case histories, and
were living with their respective
parents at home. Sample included
only those adolescent girls who
were subjected to child abuse
currently or during their early years
of life. Out of the 50 adolescent girl
survivors of child abuse, 34 female
adolescent survivors of child abuse
who have high levels of anxiety and
aggression were selected and were
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divided into two groups equally by

assigning randomly 17 to control
group and 17 to the experimental
group. After dividing them into two
groups, 2 from the experimental
group and 1 from the control group
dropped out because of their
absenteeism and then 16 were
selected under the control group and
15 were selected to be given the
psychological
intervention
(experimental group):
Inclusion criteria:
Physically and psychologically
healthy literate girls who attended
school and who have been in an
abusive environment in the age
group of 12 to 18 years were
included.
Tools used:
To measure anxiety, The
Chindhu S et al.,
Spielberger State Trait Anxiety

Inventory (STAI, 1964) was used. To
measure aggression levels,
R.L.Bharadwajs Aggression Scale
(2005) was used. A personal
interview was also conducted.
Psychological intervention:
The psychological intervention
module (independent variable)
included individual counselling
sessions, art therapy, group therapy
and psycho-education for 12 hours,
across eight days,with each session
extending for up to 1.5 hours.
Results and discussion:
After examining the data for
normality, homogeneity and
statistical analysis such as Paired ttest, Independent t-test and
Pearsons product moment
correlation were used.
Table 1
Correlation Between Anxiety and aggression Scores of the
Total Sample Before and After the Psychological Intervention
Intervention N
Variables
Anxiety Aggression
Before
50
Anxiety
1.0
0.505**
Aggression
0.505**
1.0
After
31
Anxiety
1.0
0.964**
Aggression
0.964**
1.0
** Significant at .01 level
From table no: 1 (Before

intervention), it is found that the
correlation coefficient obtained
through Pearsons Product Moment
Correlation for the anxiety and
08
aggression scores was 0.505. This

correlation coefficient is significant at
the 0.01 level. This shows that the
abuse have anxiety that leads to
aggression which may be due to
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their abusive situations. This result

proves that there was significantly
more anxiety in both the high-verbal
and high-physical aggression
subjects (Kashani, Deuser and Reid,
1991). From table 1 (After
intervention), it is found that the
correlation coefficient obtained
Chindhu S et al.,
through Pearsons Product Moment

Correlation for the anxiety and
aggression scores was 0.964. This
correlation coefficient is significant at
the 0.01 level indicating a very high
correlation between the anxiety and
aggression scores and that they
have a dependable relationship.
Table 2
Mean, Standard Deviation, t value and Level of significance
between pre and post test of the
Experimental group on Anxiety and aggression
Variables
Anxiety
Time
N
Mean
SD t value Significance
Pre-test 15 111.47 8.863 5.103 0.000**
Post-test 15 103.93 7.639
Aggression Pre-test 15 81.07 6.419 5.104 0.000**
Post-test 15 75.53 7.633
**. Significant at the 0.01 level (2-tailed):
The t value computed for anxiety

is 5.103, which is significant at the
0.01 level indicating teen anxiety
may be expressed through deviance
and avoidance, in both boys and
girls, appearing to be bad
behaviour. This result proves the
study by Miller, Gold, Laye-Gindhu,
Martinez, Yu, and Waechtler (2011)
indicating that that at-risk adolescents
participating in the Skills for
Academic and Social Success
program showed a reduction in
anxiety, behavioural avoidance, and
depression symptoms from pre- to
post test ing. Therefore, intervention
is more likely to reduce the level of
anxiety.
The t value computed for
aggression was 5.104, which is
significant at the 0.01 level indicating
that this result will be true 99 out of
100 times. This result indicates that
there was a difference in the scores
after the psychological intervention
was given to the experimental group.
This clearly shows that there has
been a change indicating that the
intervention that was given was
effective among the experimental
group in reducing aggression.
From table 3 in the next page the
t value computed is -0.368, which
is not significant at the 0.01 level and
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0.05 level of significance indicating

that there is hardly any change in the
control group during the post-test.
Results from a study done by Deb,
Chatterjee and Walsh (2010) on
Anxiety among high school students
in India: Comparisons across
Chindhu S et al.,
gender, school type, social strata

and perceptions of quality time with
parents show that anxiety was
prevalent in the sample with 17.9%
of girls found to be suffering from
high anxiety. No intervention was
given in this study.
Table 3
Mean, Standard Deviation, t value and Level of
significance between pre and post test of the Control
group on Anxiety and Aggression
Variables
Anxiety
Time
Pre-test
Post-test
Aggression Pre-test
Post-test
NS= Not significant
N
16
16
16
16
Mean
99.69
99.81
75.88
75.63
The significant level for the

obtained t value is 0.603, and this
shows that the computed t value is
not significant at both 0.05 and 0.01
levels of significance. The findings
SD t value Significance
11.441 -0.368
NS
12.281
6.652 0.532
NS
5.920
of the study done by Seloilwe and

Tshweneagae (2009) indicated that
sexual abuse and violence have
mental health consequences of guilt,
anxiety, depression and anger.
Table 4
Mean, Standard Deviation, t value and Level of significance between
Experimental group and Control group on Anxiety and aggression
after Psychological Intervention
Variable
Group
Mean
pre-test
Anxiety
Exptal
15 111.47
Control
16 99.69
Aggression Exptal
15 81.07
Control
16 75.88
**. Significant at the 0.01 level (2-tailed):
Mean
SD t value Sig
post-test
103.93 5.718 -5.055 0.00**
99.81
1.360
75.53
4.274 -4.405 0.016*
75.63
1.880
*-Significant at 0.05 level
The t value for equal variances significance indicating that 99 out of

of anxiety not assumed is -5.055, 100 times the results will be true. The
which is significant at 0.01 level of independent sample t test was
10
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done using Levenes Test for

Equality of Variances. In order to
identify the exact group in which there
is a significant difference in the
scores of anxiety, the differences
between the means of the post test
and pre test were done. Generally,
more girls than boys develop anxiety
disorders
and
symptoms.
Adolescent girls report a greater
number of worries, more separation
anxiety, and higher levels of
generalized anxiety (Campbell and
Rapee, 1994)
It is evident from the table that the
difference between the means for
anxiety score is lesser in the
experimental group (-7.53) than the
control group (0.13): This shows that
after the psychological intervention,
there has been a reduction in the
level of anxiety in the experimental
group, indicating the effectiveness
of the psychological intervention.
From the study done by Hbert
and Bergeron (2007) on efficacy of
a group intervention for adult women
survivors of sexual abuse, results
reveal that the group intervention
reduced psychological distress and
consequences associated with
sexual abuse and that gains were
maintained at three-month follow- up.
This study proves with the results
obtained that intervention can be
Chindhu S et al.,
effective for survivors of abuse.

The t value for equal variances
of aggression not assumed is -4.405,
which is significant at 0.05 level of
significance indicating that 95 out of
100 times the results will be true. The
independent sample t test was
done using Levenes Test for
Equality of Variances. In order to
identify the exact group in which there
is a significant difference in the
scores of aggression, the
differences between the means of
the post-test and pre-test were done
and the standard deviation was also
found out.
From the above table, it is
evident that the difference between
the means for aggression score is
lesser in the experimental group,
which is -5.53 than the control group,
which is -0.25. This shows that after
the psychological intervention, there
has been a reduction in the level of
aggression in the experimental
group, explaining the effectiveness
of the psychological intervention.
Conclusion:
The levels of anxiety and
aggression were high before the
psychological intervention among
abuse. Psychological intervention
has significantly reduced Anxiety and
aggression
among
female
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adolescent survivors of child abuse.

Significant positive relationship
existed between the variables
anxiety and aggression.
Limitations:
Limitations of the study were that
the study was done on a small
population because of which
generalization is not possible;
period of psychological intervention
given was very minimal because of
academic reasons; The tools used
were not available in the regional
language, so only those who knew
and understood English were able
to take part in the study; Study was
confined to only girls as sample. The
value of the present study lies in
Chindhu S et al.,
identifying the levels of Anxiety and

aggression and its relationship that
could be effectively managed with
psychological intervention. This
study can be done on a larger
population inclusive of males and
also across all developmental
stages. Exclusively art-based
therapy can be used as an
intervention and its effectiveness can
be found out. The intervention period
can be extended up to 45 or 50
sessions in order to be even more
effective. Follow up on these
students can be done in order to find
if they continued to use the
strategies learnt in the intervention
everyday life.
References:
Aggression. (2012): In Merriam-Webster Dictionary. Retrieved January 20, 2012,
from http://www.merriam-webster.com
Albano A M et al., (2003): Childhood Anxiety Disorders. Child Psychopathology, 2,
279-329.
American Psychological Association. (2010): Publication Manual of the American
Psychological Association (6th ed.): Washington DC: The American Psychological
Association.
Berger Starsen Kathleen (1994): The Developing Person through the Lifespan. (3rd
Edition): Newyork : Worth Publishers.
Bharadwaj R L (2005): Aggression Scale. Agra : Pankaj Mapan
Bokhorst K Goossens F A and De Ruyter P A (2001): Early Detection of Social
Anxiety: Reliability and Validity of a Teacher Questionnaire for the Identification of
Social Anxiety in Young Children. Social Behaviour and Personality: An
international journal, 29(8), 787-798.
Boyd, C. P Gullone, E Kostanski, M Ollendick, T. H and Shek, D. T. (2000):
Prevalence of Anxiety and Depression in Australian Adolescents: Comparisons
with Worldwide data. The Journal of Genetic Psychology, 161(4), 479-492.
Briggs, E. S and Price, I. R. (2009): The Relationship between Adverse Childhood
Experience and Obsessive-Compulsive Symptoms and Beliefs: the Role of Anxiety,
Contd.
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Depression, and Experiential Avoidance. Journal of Anxiety Disorders, 23(8), 10371046.

Campbell M A and Rapee R M (1994): The Nature of Feared Outcome Representations
in Children. Journal of Abnormal Child Psychology, 22(1), 99-111.
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Damon, ed. Handbook of Child Development: Vol. 3. Social, Emotional, and
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Cutajar M C et al., (2010): Psychopathology in a large cohort of sexually abused
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Hawkins, J.D Von Cleve, E and Catalano, R.F. (1991): Reducing early childhood
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Hebert, M and Bergeron, M. (2007): Efficacy of a group intervention for adult
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youth and violence. In L.D. Eron, J.H. Gentry, and P. Schlegel, eds. Reason to Hope:
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Weiten Wayne, Lloyd.A.Margaret. (2004): Psychology Applied to Modern Life (7th
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Attention Contributors!
Contributors are requested to submit the research/ evidence/ field
experience based articles well in advance.
Corresponding author or the first author has to send a declaration
that the article had not been submitted to any other journal for publication.
Abstract, key words and APA style references are needed.
Please mention your subscription number. Other things being
equal, subscription will give the author an edge over non-subscribers.
Though no focus will be announced, the articles may be grouped
under suitable focus, if possible.
We require author details everytime to update any changes in the
designation or place of work. Please mention your postal address
and mobile number also.
~Ed.
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Dhanalaksmi G et al.,
Learning Styles
Dhanalaksmi G*
Matheswaran V P**
*Dhanalaksmi G, Ph D Scholar, Dept. of Adult and Continuing Education, Madras

University
**Dr Matheswaran V P, Head In charge, Dept. of Adult and Continuing Education,
Madras University
Abstract:
There are many sensorylearning styles like auditory, tactile and
visual. Depending on the students learning styles teachers can
improve their study skills. Authors have enumerated the cognitive,
social, affective and psychomotor needs also.
Key words: Learning styles, Auditory learners, tactile learners,
visual learners, cognitive needs, social needs, affective needs,
psychomotor needs.
There are many different types of

Introduction
Learning styles refer to a range learning styles. One such is sensory
of theories that aim to account for learning styles. Sensory learning
differences in individuals learning. styles, group people into the
These theories propose that all following three categories:
1. Auditory (learn by hearing),
people can be classified according
2. Tactile (learn by doing) and
to their style of learning. Different
3. Visual (learn by seeing or
theories present differing views on
writing).
how the styles should be defined
A clearer understanding of the
and categorized. A common concept
styles
of learning helps the children
is that individuals differ in how they
learn. The way a person prefers to learn better and the way the teacher
learn is called his/ her learning style. handles individual child also change
There is no right/ wrong or good/ to suit his/ her style rather than the
bad learning style. It has nothing to preference of the teacher.
Tutoring the auditory learners:
do with intelligence or skills. It has
Encourage them to explain the
everything to do with the way a
material as if they were the tutor.
persons brain works to learn and
Ask them to read out
store information efficiently. Since
explanations loud
everyone learns differently,
Ask the student to make up a
understanding learning styles can
song using the subject material.
help a teacher become a better tutor.
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The crazier the better.

Advise them that when they are
learning new information, state the
problem out loud.
Reason out solutions through
loud chat.
Ask the student to say words in
syllables.
Encourage them to make up and
repeat rhymes to remember facts,
dates and names.
Make sure they go over all
important facts aloud.
Advise the student to join or
create a study group, or to get a
study partner.
To learn a sequence of steps,
write them out in sentence form,
then read them out loud.
Ask the student to use
mnemonics and word links.
Involve the student in a
discussion of the material.
Tutoring the tactile learners:
Encourage them to pick up the
book as they are reading or
talking.
Have them write while they are
reading or talking
Encourage them to walk around
the library for appropriate books
and other resources.
Advise them to sit near the front
of their classroom and to take
notes. This will keep the student
16
focused.
Advise them to spend extra
time in any labs offered.
Encourage them to use the
computer to reinforce learning
using their sense of touch.
Advise them to write with their
fingers in sand.
Have them write lists repeatedly.
Advise them to exaggerate lip
movements in front of a mirror.
Ask them to stand while they
explain
Ask them to use rhythm (beats)
to memorize or explain
something.
As the student is explaining
something, have the student point
to the subject matter in the book
and on the board while reading it
out loud.
Ask them to use gestures when
giving explanations.
Advise them to make models
that demonstrate the key concept.
(The purpose here is the act of
making the model.)
Advise students to use handson experience when possible.
Make flashcards for each step in
the procedure, Put the cards in
order until the sequence
becomes automatic.
Ask them to stretch and move in
the chairs.
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Tutoring the visual learners:

Make them take notes during
the tutoring session.
Use a blackboard or notepaper
to write questions and answers.
Encourage the use of colourcoded highlighting.
Use graph paper to help them
create charts and diagrams that
demonstrate key points.
Have them use mnemonics,
acronyms, visual chains, and mind
maps.
Encourage them to create
graphs, tables, charts, and
spreadsheets.
Ask the student to organize the
material.
Use visual analogies. Use
photographs.
Use visual metaphors.
Suggest them to write the
explanation first and then read it
out.
Ask them to make flashcards,
and use them during the sessions.
The act of writing (the cards) and
viewing them doubles their
comprehension.
Learner needs:
The learner has cognitive, social,
affective and psychomotor needs.
When these needs are met learning
becomes easier, faster and
longlasting. All the learners
irrespective of their preference of

sensory input require help and
reinforcement.
Cognitive needs:
Enhancement of their thinkig
capacity can be nutured through
fulfiling the following needs:
Recognizing good questions
Asking good questions
Getting help from experts
Finding out material beyond
classroom.
Problem solving
Thinking independently
Creating productive work
Processing new information
Recognizing and using learning
resources
Social needs:
Children go to school not only for
enhancing their knowledge base but
also for learning to live together with
others in a social set up. Hence the
following social needs have to be
encouraged
too:
Communicate
with peers
Give and receive support

Experience
external
motivation
Make a difference
Interact while problem
solving
Explore and challenge
conventions
Grow with friends
Manage time and tasks
17
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Emotional needs:
Schools are the major source for
meeting the emotional needs of
children as they spend more waking
time there than anywhere. The
physical growth can be enhanced
through yoga, drill, sports and
games. Emotional growth requires
experimenting with the peer and
finding out the affective weaknesses
and strengths. We often see
academically brilliant children being
emotionally weak and succumb to
peer pressure and even minor
failures. Hence they must be
encouraged to learn the following:
Have a sense of belonging
Set and attain smart goals
Nurture positive attitudes
Define and respond to locus
of control
Have time for reflection and
self-assessment
Be open to feedback from
others
Possess well-founded selfconfidence
Understand motivations of
others
Psychomotor needs:
Children require exercises for
their physical growth and motor
development. The physical comfort
and space for expansion may be
provided in the following ways:
Adequate ambience for
comfortable living
Proper transportation
Child care especially after
school hours for latchkey children
Comfortable place to sleep
Good diet for energy
Proper and regular exercise
Access to equipment and
tools
Participation in competitions
Conclusion:
Awareness about learning styles
helps teachers know that students
differ from each other. Teachers can
devise specific methods of imparting
information and help students keep
their preferred gateway open to
receive the information effectively.
Teachers will be stress-free, parents
will be happy too and the society will
be healthier with lesser school
related problems.
References:
Bagby M (2014): Learning Styles Vs Difficulty, http:// the therapeutic literacy
centre.com .
Honey P and Mumford A (2006): The Learning Styles. Maiden Head UK Peter
Honey Publication.
www.ldpride.net/learningstyles.mi.htm
www.wikipedia.com.
18
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Dr Ramakrishnan N
The Impact of LCD and OHP Presentations on

V Standard Pupils Science Achievement Scores
Ramakrishnan N*
*Dr Ramakrishnan N, Professor and Head, Dept. of Educational Technology,

Tamil Nadu Teachers Education University, Chennai- 600 005
Abstract:
LCD and OHP presentations are increasingly being used in the
educational institutions today. It gives multi sensory approach to
teaching and learning. It gives enthusiasm to the pupils in a great
way. The idea of the present paper is to find out the extent of
achievement in science due to LCDE and OHP presentations among
young learners. It is an experimental study. The study shows that
there is a remarkable improvement in the students science achievement
scores over conventional method.
Keywords: LCD, OHP, multi-sensory appraoch, electronic media
as educational aids
change and new classroom

dynamics as is evident from
Duhaney (2000) study. It has
documented specific changes in
classroom activities that may result
from introducing significant amount
of technology in the classroom.
Teaching style gets a paradigm shift
from its traditional level of technology
assimilation and techno-dynamics.
Teachers undergo behavioural
changes in the modern-day world.
Pisapia,J., Coukos, E. and
Kuntson, K.(2000) researched
changes in teaching behaviour
following the introduction of
classroom technology.
Individualized instruction:
Individualized instruction is an
offspring of Automated Learning.
According to Tiene, Drew and Luft,
19
Introduction:
Technological tool enhances
better teaching-learning process. It
changes classroom dynamics also.
It is evident from McGraths(1998)
study that the introduction of
technology affected the ways
teachers worked with students,
identifying shifts in classroom
dynamics, which can lead to
increased motivation and enhanced
levels of cooperation. The teachers
have to update their technological
skill of disseminating information to
pupils. Coughlin (1999) discussed
the set of teaching skills which
technology demands of teachers,
both technical and pedagogical.
Education is to make desired
behavioural changes among pupils.
Technology enhancement provides
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Pamela(2001) the availability of

technology had altered the class
dynamics in several ways. Students
were able to work independently
than in the conventional classroom,
and their learning experiences were
more individualized. Students also
worked more extensively in teams,
so that cooperative learning was
enhanced. Overall, teachers felt that
the experience was very rewarding,
and that their teaching was more
effective in a technologyrich
environment. Students achievement
had noticeably improved. So the
introduction of technology in the
classroom facilitated better teachinglearning process.
Need for the study:
Power point presentations
through LCD Projector in a big
screen attract all section of people
including bureaucrats, businessmen
and academicians. The LCD
projector covers large audience and
has wider comprehensibility. The
additional effect of sound narration
and animation lure the audience. It
gives palatable aural and visual
experiences to pupils. Overhead
Projector makes the children easily
grasp and comprehend
a) images
b) flow charts
c) diagrams
20
Dr Ramakrishnan N
d) themes and
e) pictures
related to the subject matter. LCD
and OHP presentations are very
attractive in the present day world.
In todays world science and
application of science play important
role in society. Imbibing scientific
mind and spirit among young
children helps to transcend the
barriers in imparting knowledge to
the society. It will really equip the
teacher trainees to learn the
presentation skills. So, the
investigator conceptualized the
present study to find the impact of
LCD and OHP presentations in V
standard
pupils
science
achievement scores.
Terms and definitions:
Impact- refers to the level of
performance attained by the
pupils as a result of learning
through a strategy.
LCD Presentations- refers to
presentations developed on V std.
Science unit Environment in
MS-Power Point and shown
through LCD Projector.
OHP Presentations--refers to
transparencies developed on V
std. Science unit Environment
and shown through OHP
Projector.
V Standard Pupils- refers to pupils
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of V standard in Tamilnadu
Matriculation Schools.
Science achievement
refers to the level of performance
attained in Achievement Test on
Environment.
Objectives:
To develop presentations on V
standard
Science
unit
Environment in power point
shown through LCD Projector.
To develop presentations on V
standard
Science
unit
Environment in power point and
shown through Over Head
projector.
To develop and validate a criterion
test on V standard Science unit
Environment.
To assess the impact of LCD and
OHP presentations on science
achievement scores of V standard
pupils.
Hypotheses:
There would be no significant
differences in the achievements
of V standard students Science
scores between experimental
group and control group.
There would be no significant
differences in the achievements
of V standard students Science
scores between experimental
group and control group in terms
of its subgroups.
Dr Ramakrishnan N
Experimental design:
It is pre-test control group design
I.Variables under the study:
1.Independent variables
i)Learning the unit Environment
through LCD presentations
Experimental I
ii)Learning the unit Environment
through OHP presentation
Experimental II
iii)Learning the unit Environment
through conventional teaching
control group
2.Dependent
Variable:
Achievement in Environment of
the V standard pupils
3. Covariates: School Half-Yearly
and Pre-test Scores
The above variables were studied
under gender wise subgroups
II.Tools used:
1.Achievement
Test
on
Environment : to measure the
Achievement of the V standard
pupils in the unit Environment
2. Stimulus materials used
i) LCD presentations on
Environment as one of the
treatment variables
ii) OHP presentations on
Environment as one of the
treatment variables
III samples selected:
a) For the development of ATE
1.Two PG Assistants in science:
21
Volume XII
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Dr Ramakrishnan N
ISSN: 0976-3759
getting ideas, concepts for

drafting ATE
2.Twenty two V standard pupils
from Seventh Day Adventist
Matriculation School: for item
analysis
3.Thirty V standard pupils from
Good Shepherd Matriculation
School: to establish reliability and
validity of ATE
b)For the development of LCD
1. Two PG Assistants in science
: getting ideas, concepts for
drafting ATE
2. Two science major teacher

trainees of Thiagarajar college of
Preceptors: for refining and
validating the LCD Presentations
c)For the development of OHP
1. Two PG Assistants in science
: getting ideas, concepts for
drafting ATE
2. Two science major teacher
trainees of Thiagarajar college of
Preceptors: for refining and
validating the OHP Presentations
d)For conducting experiments.
Table 1
Frequency of Experimental and Controlled Groups
Group
Experimental I
LCD presentation
Experimental I
OHP presentation
Control group
No. of Pupils
Boys Girls Total
24
33
10
13
23
14
11
25
IV. Collection of data:

Data were collected from the
identified pupils using ATE before
and after the treatments.
V. Statistical techniques used:
Measures of central tendencies,
Measures of Variability, Coefficient
of correlation, Spearman Brown
Prophecy formula and t test were
22
School
Thiagarajar Public
School
Kamaraj Matric
School
V.K.K. Playgroup
Matric School
used.
In Table 2 the following teaching
points were employed with the
stated difficulty level: Man and his
environment, population explosion
and environment, air, water, soil
pollutions, thermal pollution, noise
pollution, harmful effects of pollution,
deforestation, dumping wastage,
and disposal of wastage
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Dr Ramakrishnan N
Table 2
Diffeculty Level and Discriminative Index of Teahing Points
Selected for Final Draft of Achievement Test on Enviroment
S.No
Teaching Points
Difficulty Discriminative
Level
Index
1.
Man and his environment
56
0.62
2.
Population explosion and
environment
56
0.62
3.
Pollution
50
0.75
4.
Air Pollution
50
0.75
5.
Water Pollution
56
0.62
6.
Soil Pollution
75
0.25
7.
Thermal Pollution
62
0.50
8.
Noise Pollution
43
0.87
9.
Harmful effects of pollution
62
0.50
10.
Deforestation
52
0.62
11.
Dumping wastage
62
0.50
12.
Disposal of wastage
87
0.25
13.
Man and his environment
66
0.52
14.
Population explosion and
environment
55
0.42
15.
Pollution
56
0.55
16.
Air Pollution
60
0.45
17.
Water Pollution
76
0.72
18.
Soil Pollution
65
0.35
19.
Thermal Pollution
66
0.60
20.
Noise Pollution
53
0.57
21.
Harmful effects of pollution
72
0.60
22.
Deforestation
62
0.52
23.
Dumping wastage
68
0.55
24.
Disposal of wastage
67
0.55
25.
Water Pollution
68
0.72
Results and discussion:

It is observed from table 3 in the
next page that the means of ATE
(pre-test) of the three schools under
the present study were nearly equal
(48.85, 49.21 and 48.86).

Hence, the investigator treated
the first two schools as experimental groups and the third school as
control group.
23
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Dr Ramakrishnan N
Table 3
Mean and S.D for the Achievement on Environment
Different Groups (Pre Test)
S.No Group
N
Mean
1.
Experimental I (TPS)
33
48.85
2.
Experimental II (KMS)
23
49.21
3.
Control (V.K.K.P.G.S)
25
48.86
for
S.D
9.68
9.84
9.83
Table 4
Mean and S.D for the Achievement on Environment for
Different Groups (Pre Test)
S.No Group
N
Mean
S.D
1.
Experimental I (TPS)
33
89.0
12.39
2.
Experimental II (KMS)
23
71.24
14.33
3.
Control (V.K.K.P.G.S)
25
62.03
5.19
It is observed from table 4 that

the mean for experimental I (LCD
presentations) is higher (89.0) and
with S.D (12.39). It is assumed that
the treatment had a positive effect
on pupils achievement scores. The
second place goes to Experimental

II (OHP presentations) mean 71.24
with S.D 14.33. Third place goes to
control group (conventional
teaching). Therefore the null
hypothesis No.1 is rejected.
Table 5
Significance of Differnece of Mean Achievement on Environment
(Post-Test) between Pairs of Different Experimental Groups
S.No. Group
N
Mean S.D
t
DF
Sig
1.
Experimental I LCD 33
39.0
12.39
4.83
54
0.01
Experimental I OHP 23
71.24 14.33
2.
Experimental II
33
89.0
12.39
11.27 56
0.01
Control
25
62.03
5.19
3.
Experimental III
23
71.24 14.33
2.91
46
0.01
Control
25
62.03
5.19
24
Volume XII
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It is observed form Table 5 that

the experimental I (LCD
presentations) group significantly
differs with experimental II (OHP
presentations) group at 0.01 level.
The t value is 4.83 with DF 54.
Similarly significant difference is
found between Experimental I and
Dr Ramakrishnan N
Control Group at 0.01 level. The t

value is 11.27 with DF 56. Significant
difference is also found between
experimental II and Control group at
0.01 levels. The t value is 2.91 with
DF 46.Therefore the null hypothesis
No.2 is rejected.
Table 6
Significance of Difference of Mean Achievement on Environment
(Post-Test) between Pairs of Different Experimental Groups - Boys
S.No Group
N Mean
S.D
t
DF
Sig
1. Experimental I Boys 24 87.13
11.20
4.64 32
0.01
Experimental II Boys 10 66.14
12.36
2. Experimental I Boys 24 87.13
11.20
10.68 36
0.01
Control - Boys
14 60.85
3.46
3. Experimental II Boys 10 66.14
12.36
1.32 22
NS
Control - Boys
14 60.85
3.46
It is observed from Table 6 that

the experimental I Boys significantly
differs with experimental II Boys at
0.01 level. The t value is 4.64 with
DF 32. Similarly significant difference
is found between Experimental I
Boys and Control Group at 0.01
level. The t value is 10.68 with DF
36. But there was no significant
difference between experimental II
Boys and Control Group boys.
Therefore the null hypothesis No.2
is rejected.
It is observed form Table 7 given
in the next page that the
experimental I Girls significantly
differs with experimental II Girls at
DF19. But there was no significant
difference between experimental I
Girls and Control Group Girls and
between experimental II Girls and
Control group girls. Therefore the null
25
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Dr Ramakrishnan N
Table 7
Significance of Differnece of Mean Achievement on Environment
(Post-Test) between Pairs of Different Treatment Groups - Girls
S.No
Group
N Mean
S.D
t
DF
Sig
1. Experimental I Girls 9 91.32
14.10
2.20 19
0.05
Experimental II Girls 13 77.02
16.15
2. Experimental I Girls 9 91.32
14.10
1.03 18
NS
Control - Girls
11 63.52
7.25
3. Experimental II Girls 13 77.02
16.15
0.54 22
NS
Control - Girls
11 62.52
7.25
It is observed form Table 7 that

the experimental I Girls significantly
differs with experimental II Girls at
DF19. But there was no significant
difference between experimental I
Girls and Control Group Girls and
between experimental II Girls and
Control group girls. Therefore the null
Findings of the study:
1. The LCD and OHP
presentations developed on
Environment have produced
significant results with regard to V
std. pupils achievement in
Environment.
2. The LCD presentations are
more effective in learning
Environment than the OHP
presentations.
3. The two treatments Viz. LCD
26
and OHP presentations have

helped to increase the boys
achievement on Environment.
4.The LCD presentations have
had a significant impact on girls
achievement on Environment.
Limitations:
However, considering the small
sample size and involvement of
just
three
schools
no
generalisations can be made. The
experiment has to be done at a
much large scale at different
districts so that we can find the
variations due to residence status.
Even the stream of study can have
a significant influence on the
efficacy of the presentations and
the effect it has on children. The
cultural background, educational
level of parents, importance
accorded to education by the
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ISSN: 0976-3759
family can also other influencing

factors.
Conclusion:
The findings are derived from the
empirical data collected for the
present study. The LCD and OHP
presentations have had a positive
impact on V standard pupils science
achievement scores over the
conventional method of teaching.
The boys have had nore attraction
towards both LCD and OHP
presentations while girls were
attracted to LCD presentations alone.
Therefore it is concluded that LCD
and OHP presentations have made
a better impact on V standard pupils
science achievement scores.
Investigator however, is of the
firm conviction that OHP and LCD
Dr Ramakrishnan N
presentations with the multimedia

component do have a significant
influence on the learning curve of
children especially the V standard
students.
The same methodology can be
used to impart values education and
adolescence education to the
children so that the much needed life
skills can be taught to them from the
most impressionable age. Getting
the right kind of mindset at an early
age will significantly help them
handle problems they are bound to
face in future in physical,
psychological and social spheres.
It would also reduce the stress of
parents in monitoring them at
neighbourhood and the teachers in
mentoring them at schools.
References:
Best John and Kahn James V(1992): Research in Education (Sixth Edition), Prentice
Hall of India Pvt.Ltd: New Delhi.
Coughlin (1999): Professional Competencies for the Digital Age Classroom Learning
and Learning with Technology, 27(3), 22-27.
Duhaney, D.(2000): Technology and the Educational Process: Transforming
Classroom Activities International Journal of Instructional Media, 27(1), 67-72.
McGrath, B. (1998): Partners in Learning: Twelve Ways Technology Changes the
Teacher-Student Relationship. T.H.E. journal,25(9), 58-61.
Pisapia,J., Coukos, E. and Kuntson,K. (2000 April: The Impact of Computer on
Teacher Capacity, Attitudes and Behaviors in Elementary Schools. Paper presented
at the annual meeting of American Education Research Association, New Orleans,
LA (ERIC document 442469).
Ramakrishnan, N. (2000): Cross-Media Comparisons and Collaborative Learning
effects on History Achievement of IX standard students Ph.D. Thesis., Awarded
Doctorate By Madurai Kamaraj University.
Tiene Draw and Luft Pamela (2001): Teaching in a TechnologyRich Classroom
In Educational Technology (July-Aug 2001) Journal New Jersey, P.23-31.
27
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Issue 03
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Volume XII
Issue 03
ISSN: 0976-3759
Pathmanaban R V
Relationship between Academic Confidence and

Academic Achievement of
Higher Secondary Students
Pathmanaban R V*
*Pathmanaban RV Ph.D. Scholar (full-Time), Department of Pedagogical Sciences,

Tamil Nadu Teachers Education University, Chennai-5
Abstract
Academic confidence plays a vital and significant role in any
students life. It is proposed as a mediating variable between the
individuals inherent abilities, their bearing styles, and the
opportunities afforded by the academic environment of higher
education. Now a day the higher education has been distributed by
various social and technological course and the students were
introduced with all brand new inventions which affects them physically
and also psychologically. So the investigators tend to study about
the academic confidence of the higher secondary students. Normative
survey method has been used in the present investigation. Random
sampling technique has been used in the selection of the sample of as
many as 760 higher secondary students studying in higher secondary
schools situated in the Kanchipuram district, Tamilnadu, India. The
findings of the study revealed that the entire sample of the higher
secondary students have high level of academic confidence, also this
trend is seen in respect of the sub-samples, too.
Key word: Academic confidence, Academic achievement.
Introduction:
Academic confidence stems
from the following four sources:
(i) Mastery experience
(ii) Vicarious experience
(iii) Verbal persuasion and
(iv) Physiological status.
Most of the higher secondary
students who go for professional
degree pass with merit and have a
high level of confidence in their
academics. Also, the students who
score more but choosing the arts
and science degree voluntarily have
the highest confidence level in their

academic than the other students.
Hence, academic confidence plays
a vital and significant role in any
students life for better academic
achievement. Sander, P and Sander
L (2006), studied to understand
academic confidence. Lalagos
sanders and Paul Sander (2007)
developed
the
Academic
Behavioural Confidence scores. In
a comparison of Medical and
Psychology students there was a
significant difference between the
29
Volume XII
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ABC scores for the two groups

(P<.05) in line with the prediction.
Further examination of data showed
that the ABC scores of the medical
students as a group were more
varied than those of the
psychologists whilst the latter
showed more variation across the
elements of this scale. The
academic
confidence
is
conceptualized as how far the
students have a strong belief and
trust on their academic side. As the
higher education has been
distributed to various social and
technological courses the students
were introduced with all brand new
inventions which affect them
physically and also psychologically.
Above all when their academic
confidence is at their highest they will
have a high level of academic
achievement. The investigator was
interested in knowing the relationship
between the academic confidence
and academic achievement of the
higher secondary students.
Academic confidence:
Academic self-efficacy is
grounded in self-efficacy theory
(Bandura, 1977). According to selfefficacy theory, self-efficacy is an
individuals confidence in their ability
to organize and execute a given
course of action to solve a problem
30
Pathmanaban R V
or accomplish a task (Eccles and

Wigfield, 2002, p. 110). Self-efficacy
theory suggests that academic selfefficacy may vary in strength as a
function of task difficultysome
individuals may believe they are
most efficacious on difficult tasks,
while others only on easier tasks.
Furthermore, self-efficacy is
believed to be situational in nature
rather than being viewed as a stable
trait (Linnenbrink and Pintrich,
2002a). Students make reliable
differentiations between their selfefficacy judgments across different
academic
domains
which,
collectively, form a loose hierarchical
multidimensional structure. Selfefficacy should not be confused with
self-esteem or self-concept. Selfefficacy is a task-specific evaluation
while self-esteem and self-concept
reflect more general affective
evaluations of self (Linnenbrink and
Pintrich, 2002a).
Academic achievement:
These are difficult times for
educators who believe that learning
is worth pursuing for its own sake and
that the chief purpose of school is
nurturing students as whole human
beings. Higher test scores seem to
be the order of the day. To
accomplish this aim, administrators
strain to meet curricular agenda,
Volume XII
Issue 03
ISSN: 0976-3759
teachers respond by teaching to face

the test, and students in turn react
by cheating, taking learning
steroids or just not caring in order
to cope with the demands placed on
them in school. The adventure of
learning, the wonder of nature and
culture, the richness of human
experience, and the delight in
acquiring new abilities all seem to
have been abandoned or severely
curtailed in the classroom in the drive
to meet quotas, deadlines,
benchmarks, mandates, and
targets.
Objectives:
The following were the objectives
formulated by the investigators for
the present investigation.
1. To study if there is any
significant relationship between
the academic confidence and
academic achievement of the
female higher secondary students.
higher secondary students
studying in the schools located in
the urban area.
Pathmanaban R V

the rural area.
residing in the urban area.
Hypotheses:
The following were the
hypotheses framed by the
investigators from the formulated
objectives.
1. There exists no significant
relationship between the
academic confidence and
male higher secondary students.
female higher secondary students.
the urban area.
31
Volume XII
Issue 03
ISSN: 0976-3759

the rural area.
residing in the urban area.
Sample:
Normative survey method has
been used in the present
investigation. Random sampling
technique has been used in the
selection of the sample of as many
as 760 higher secondary students
studying in higher secondary schools
situated in the Kanchipuram district,
Tamilnadu, India.
Tool:
Academic confidence scale
(ACS) constructed and validated by
the author has been used in the
present study. This scale consists of
30 statements, which were only
positive statements.
Each statement have five options,
namely
strongly agree,
agree,
undecided,
disagree,
strongly disagree.
The responses of the subjects
were scored by assigning numerical
32
Pathmanaban R V
values or arbitrary weights to the

items. The statements were having
the scoring as 5,4,3,2 and 1 for the
responses from strongly agree to
strongly disagree respectively. An
individual score is the sum of all the
scores of the 30 items. The score
ranges from 30 to 150. The maximum
score that one can get in this is 150.
For the academic achievement the
half yearly exam marks had been
taken and were converted in to
percentages and utilized for the
computation.
Statistical techniques used:
The means and standard
deviation for academic confidence
scores and academic achievement
scores of the sub-sample were
calculated. The r test was used in
order to study the significant
relationship between the means of
the academic confidence score and
academic achievement score.
Analysis and interpretation:
The major inference drawn from
the analysis of the data in respect
of the sub-samples of the higher
secondary school students is that
all of them have a high level of
academic achievement as their
mean scores were above the
average level which is the mid
value.
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ISSN: 0976-3759
Pathmanaban R V
Table 1
The Mean, Standard Deviation and r Value of Academic Confidence
Scores and Academic Achievement Scores of the Sub-Samples
Variable
Male students
Female students
Students residing in
urban areas
Students residing in
rural areas
Students studying in
schools located in
urban areas
AC Scores
Mean SD
361 113.56 19.26
399 127.34 16.02
AA Scores r Value Sig

Mean SD
72.88 14.08 0.211
0.01
73.61 13.90 0.156
0.01
374 119.87 20.52
75.22 11.09 0.118
0.05
386 121.27 17.85
72.01 16.01 0.231
0.01
324 121.46 20.26
75.09 10.74 0.190
0.01
Important findings:
The following were the important
findings obtained from the present
investigation.
1. There is a significant
higher secondary school male
students at 0.01 level of
significance.
higher secondary school female
students at 0.01 level of
significance.

higher secondary school students
residing in the urban areas at 0.05
level of significance.
residing in the rural areas at 0.01
level of significance.
the urban areas at the 0.01 level
of significance.
Overall impression gained is that
the rural students also have academic
33
Volume XII
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ISSN: 0976-3759
Pathmanaban R V
Journal of School Social Work English Monthly ISSN: 0976-3759

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3rd Day of the Month
confidence as much as their have a high level of academic
confidence
and
academic
counterparts in urban areas.
achievement which in turn gives a
Conclusion:
The present investigation with its very low level of the below average
limitation of covering a small students. So it can be safely
geographic area had revealed that concluded from the investigation that
the higher secondary students academic confidence plays a vital
studying in the Kanchipuram district role in higher secondary students
of Tamilnadu, India, were found to academic achievement.
References:
Sander P and Sander L (2006): Understanding Academic Confidence, Psychology
Learning And Teaching, Vol.12, No.1, pp.29-39.
Sanders L and Sander P (2007): Academic Behavioural confidence: A Comparison
of Medical and Psychology Students, Electronic Journal of Research in
Educational Psychology, Vol.5, No.1, pp.633-640,.
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34
Volume XII
Issue 03
ISSN: 0976-3759
Volume XII
Issue 03
ISSN: 0976-3759

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Volume XII

Journal of SCHOOL SOCIAL WORK August 2015

Journal of SCHOOL SOCIAL WORK August 2015

Volume XII Issue 03

Focus: Freedom from Fear

8 (New 14), Sridevi Colony,

Note: Views expressed by the contributors are not necessarily the

Journal of SCHOOL SOCIAL WORK August 2015

Corporal punishment refers to

Freedom from Fear

Journal of SCHOOL SOCIAL WORK August 2015

Anxiety and aggression among

* Chindhu S, Psychologist, Chennai.

leads to an enhanced awareness of

Journal of SCHOOL SOCIAL WORK August 2015

experience while in the care of

since anxiety among a large number

Journal of SCHOOL SOCIAL WORK August 2015

means of aggression, including

variables were studied during a short

Journal of SCHOOL SOCIAL WORK August 2015

divided into two groups equally by

Spielberger State Trait Anxiety

From table no: 1 (Before

aggression scores was 0.505. This

Journal of SCHOOL SOCIAL WORK August 2015

their abusive situations. This result

through Pearsons Product Moment

The t value computed for anxiety

Journal of SCHOOL SOCIAL WORK August 2015

0.05 level of significance indicating

gender, school type, social strata

The significant level for the

of the study done by Seloilwe and

The t value for equal variances significance indicating that 99 out of

done using Levenes Test for

effective for survivors of abuse.

Journal of SCHOOL SOCIAL WORK August 2015

adolescent survivors of child abuse.

identifying the levels of Anxiety and

Journal of SCHOOL SOCIAL WORK August 2015

Depression, and Experiential Avoidance. Journal of Anxiety Disorders, 23(8), 10371046.

Journal of SCHOOL SOCIAL WORK August 2015

Journal of SCHOOL SOCIAL WORK August 2015

*Dhanalaksmi G, Ph D Scholar, Dept. of Adult and Continuing Education, Madras

There are many different types of

The crazier the better.

Journal of SCHOOL SOCIAL WORK August 2015

Tutoring the visual learners:

irrespective of their preference of

Give and receive support

Journal of SCHOOL SOCIAL WORK August 2015

The Impact of LCD and OHP Presentations on

*Dr Ramakrishnan N, Professor and Head, Dept. of Educational Technology,

change and new classroom

Pamela(2001) the availability of

Journal of SCHOOL SOCIAL WORK August 2015

Journal of SCHOOL SOCIAL WORK August 2015

getting ideas, concepts for

2. Two science major teacher

IV. Collection of data:

Journal of SCHOOL SOCIAL WORK August 2015

Results and discussion: