DISSERTATION

SUBMITTED BY:NAMRTA ANEJA M.Ed.(STUDENT)

A COMPARATIVE STUDY OF EMOTIONAL INTELLIGENCE OF NORMAL STUDENTS AND HEARING IMPAIRED STUDENTS AT SECONDARY LEVEL

INTRODUCTION

EMOTIONAL INTELLIGENCE
Emotional intelligence is a relatively new concept Emotional intelligence when well exercised helps us to live a life full of wisdom. It guides our thinking, values and passions. It helps to bring appropriateness to emotions. People with a high level of emotional intelligence are found to be happier, more successful, and more socially responsible Able to accurately recognize Able to express and control their own emotions

HEARING IMPAIRED
Hearing impairment is an invisible handicap, which has many visible effects. Children with congenital deafness develop serious speech and language problems, which affect their communication skills. Lack of effective communication in turn affects academic achievements . The children with Hearing Impairment dont follow directions. they are out of what is going on in the classroom while studying. most of them have low academic achievement and cannot get success in life.

NORMAL STUDENTS
Normal students are those who have hearing between 0 dB and 25 dB . For those student it will be easy to hear / understanding everything in the class. So the present study aims at finding out the Emotional Intelligence of students with Hearing Impairment and comparing it with that of Normal Students.

STATEMENT OF THE PROBLEM

A COMPARATIVE STUDY OF EMOTIONAL

INTELIGENCE OF NORMAL STUDENTS AND HEARING IMPAIRED STUDENTS AT SECONDARY LEVEL

Objective of the Study

Primary Objective
To compare the Emotional Intelligence of Normal Students and Hearing Impaired Students at Secondary level.

Secondary Objective
To study the Emotional Intelligence of Normal Students at Secondary Level

To study the Emotional Intelligence of hearing Impaired Students at Secondary.

To compare the Intra-personal Awareness of Normal Students and Hearing Impaired Students at Secondary Level. To compare the Inter-personal Awareness of Normal Students and Hearing Impaired Students at Secondary Level. To compare the Intra-personal Management of Normal Students and Hearing Impaired Students at Secondary Level. To compare the Inter-personal Management of Normal Students and Hearing Impaired Students at Secondary Level.

 To compare the Emotional intelligence of Normal Male Students and Normal Female Students at Secondary Level. To compare the Intra-personal Awareness of Normal Male Students and Normal Female Students at Secondary Level.

To compare the Inter-personal Awareness of Normal Male Students and Normal Female Students at Secondary Level.
To compare the Intra-personal Management of Normal Male Students and Normal Female Students at Secondary Level. To compare the Inter-personal Management of Normal Male Students and Normal Female Students at Secondary Level.

 To compare the Emotional Intelligence of Hearing Impaired Male Students and Hearing Impaired Female Students at Secondary Level. To compare the Intra-personal Awareness of Hearing Impaired Male Students and Hearing Impaired Female Students at Secondary Level. To compare the Inter-personal Awareness of Hearing Impaired Male Students and Hearing Impaired Female Students at Secondary Level. To compare the Intra-personal Management of Hearing Impaired Male Students and Hearing Impaired Female Students at Secondary Level.

To compare the Inter-personal Management of Hearing Impaired Male Students and Hearing Impaired Female Students at Secondary Level.

Hypothesis of the Study

1. There is no significant difference between the Emotional Intelligence of Normal Students and Hearing Impaired Students. 2. There is no significant difference between the Intra-personal Awareness of Normal Students and Hearing Impaired Students. 3. There is no significant difference between the Inter-personal Awareness of Normal Students and Hearing Impaired Students.

4. There is no significant difference between the Intra-personal Management of Normal Students and Hearing Impaired Students. 5. There is no significant difference between the Inter-personal Management of Normal Students and Hearing Impaired Students. 6. There is no significant difference between the Emotional Intelligence of Normal Male Students and Normal Female Students.

7. There is no significant difference between the Intra-personal Awareness of Normal Male Students and Normal Female Students.

8.

There is no significant difference between the Inter-personal Awareness of Normal Male Students and Normal Female Students.

9. There is no significant difference between the Intra-personal Management of Normal Male Students and Normal Female Students. 10. There is no significant difference between the Inter-personal Management of Normal Male Students and Normal Female Students. 11. There is no significant difference between the Emotional Intelligence of Hearing Impaired Male Students and Hearing Impaired Female Students.

12. There is no significant difference between the Intra-personal Awareness of Hearing Impaired Male Students and Hearing Impaired Female Students. 13. There is no significant difference between the Inter-personal Awareness of Hearing Impaired Male Students and Hearing impaired Female Students. 14. There is no significant difference between the Intra-personal Management of Hearing Impaired Male Students and Hearing Impaired Female Students.

15. There is no significant difference between the Inter-personal Management of Hearing Impaired Male Students and Hearing Impaired Female Students.

METHODOLOGY
One important step of any research is to prepare a research design which is nearly a mapping of the study. Any research efforts needs concentration on systematic work, logically constructed design, need based tool, and meaningful applications of statistical technique in the analysis of data. Research design provides sequence of investigation and helps to reach out to the depth of the problem.

 This chapter provides an overview of the total layout including consideration of how the work is to be executed.
A research design includes the following components: 1) 2) 3) 4) The Method Population and Sample Selection Research Tool Scheme Analysis

The Method
In this study descriptive survey method has been used. Survey research is considered to be a branch of scientific research The survey research is interested in accurate assessment of the characteristic of whole population of people Survey research focuses on the vital facts of people and their beliefs opinions, attitudes motivation and behaviours. Present research is survey based on the information collected through a scale.

Population and Sample Selection

Population refers to a collection of specified group of human beings or non human beings or non human entities . A sample is a miniature picture of the entire group of aggregate from which it has been taken. Or It is small representation of a large population. There are many techniques of sample selection. Keeping in view of this study researcher used lottery method to collect the data.

Sample in the present study

In the present study 163 students who were age above 16 and studying in secondary level are chosen through lottery method , which were divided into two groups as under

Normal Students

Hearing Impaired Students

Schools
Dayawati Modi Academy School, Meerut Meerut Public Girls School, Meerut Deewan Public School, Meerut

No. of Students

Schools
Vani School And Research Centre, Pallavpuram, Meerut Mook Badhir Vidayalya,Meerut

No. of Students

50

31

19

32

31

Total

100

Total

63

Tool
Tools are the gathering instrument through which respondents answer question responds to statement or perform task. For the purpose of present study, the investigator used the Mangal Emotional Intelligence Inventory The MEII was developed Dr. S.K. Mangal (Guest Faculty, Department of Education, M.D. University, Rohtak) and Mrs. Subhra Mangal (Principal C.R.S. College of Education, Noida). It has been designed for use with Hindi & English knowing 16+ years age of school, college & university students for the measurement of their emotional intelligence .

Statistical Analysis
After scoring the test the researcher organized the data according to the objectives and hypothesis as formulated in the first chapter for accuracy and completeness, whole data is checked before it is tabulated. The statistical devices used are Mean S.D. t test

FINDINGS

H.1
The first objective of the manuscript was: To compare the Emotional Intelligence of Normal Students and Hearing Impaired Students. It was hypothesized that There is no significant difference between the Emotional Intelligence of Normal Students and Hearing Impaired Students has been rejected. The mean score (M = 62.17) for Emotional Intelligence of Normal Students is higher than the mean scores (M = 55.57) of Hearing Impaired Students. The obtained 't' value is significant.

It means that Normal Students are highly emotional than to Hearing Impaired Students

H.2
The objective was to compare the Intra-personal Awareness of Normal Students and Hearing Impaired Students. It was hypothesized that There is no significant difference between the Intra-personal Awareness of Normal Students and Hearing Impaired Students has been accepted.
It may be said that Intra-personal Awareness of Normal Students and Hearing Impaired Students are more or less same.

H.3
The objective was to compare the Inter-personal Awareness of Normal Students and Hearing Impaired Students. It was hypothesized that There is no significant difference between the Inter-personal Awareness of Normal Students and Hearing Impaired Students has been accepted. It reveals that there is no difference between Inter-personal Awareness of Normal Students and Hearing Impaired Students.

H.4
The objective was to compare the Intra-personal Management of Normal Students and Hearing Impaired Students. It was hypothesized that There is no significant difference between the Intra-personal Management of Normal Student and Hearing Impaired Students has been rejected.

The mean scores (M = 16.4) of Normal Students is higher than the mean scores (M = 12.32) of Hearing Impaired Students. The obtained 't' value is significant. It means that Normal Students are highly Intra-personal Management than to Hearing Impaired Students.

H.5
The objective was to compare the Inter-personal Management of Normal Students and Hearing Impaired students. It was hypothesized that that There is no significant difference between the Intra-personal Management of Normal Students and Hearing Impaired Students has been rejected.

The mean score (M = 16.15) for Inter-personal Management of Normal Students is higher than the mean score (M = 15.06) of Hearing Impaired Students. The obtained 't' value is significant. It means that Normal Students are highly Inter-personal Management than to Hearing Impaired Students

H.6
The objective was to compare the Inter-personal Management of Normal Students and Hearing Impaired Students. It was hypothesized that There is no significant difference between the Emotional Intelligence of Normal Male Students and Normal Female Students has been rejected.

The mean score (M = 65.96) for Emotional Intelligence of Normal Male Students is higher than the mean score (M = 58.3) of Normal Female Students. The obtained 't' value is significant. It reveals that Normal Male Students are highly Emotional Intelligence than Normal Female Students.

H.7
The objective was to compare the Intra-personal Awareness of Normal Male and Normal Female students. It was hypothesized that There is no significant difference between the Intra-personal Awareness of Normal Male Students and Normal Female Students has been rejected. The mean score (M = 15.8) for Intra-personal Awareness of Normal Male Students is higher than the mean score (M = 13.92) of Normal Female Students. The obtained 't' value is significant.

It means that Intra-personal Awareness of Normal Male Students is higher than Normal Female Students.

H.8
The objective was to compare the Inter-personal Awareness of Normal Male and Normal Female Students. It was hypothesized There is no significant difference between the Inter-personal Awareness of Normal Male Students and Normal Female Students has been rejected.

The mean score (M = 15.96) of Normal Male Students for Inter-personal Awareness is higher than the mean score (M = 13.56) of Hearing Impaired Students . The obtained 't' value is significant. It means that Normal Male Students are highly Inter-personal awareness than to Normal Female Students.

H.9
The objective was to compare the Intra-personal Management of Normal Male Students and Normal Female Students. It was hypothesized that There is no significant difference between the Intra-personal Management of Normal Male Students and Normal Female Students has been rejected. The mean score of Normal Male Students (M = 17.48) for Intra-personal Management is higher than mean score of Normal Female Students (M = 15.32). The obtained 't' value is significant. It means that Normal Male Students are more Intra-personal Management than Normal Female Students.

H.10
The objective was to compare the Inter-personal Management of Normal Male Students and Normal Female Students. It was hypothesized that There is no significant difference between the Inter-personal Management of Normal Male Students and Normal Female Students has been accepted. It means that Inter-personal Management of Normal Male Students and Normal Female Students are more or less same

H.11
The objective was the objective was to compare the Emotional Intelligence of Hearing Impaired Male Students and Hearing Impaired Female Students. It was hypothesized that There is no significant difference between the Emotional Intelligence of Hearing Impaired Male Students and Hearing Impaired Female Students has been accepted. It may be said that Emotional Intelligence of Hearing Impaired Male Students and Hearing Impaired Female Students is more on less same.

H.12
The objective was to compare the Intra-personal Awareness of Hearing Impaired Male Students and Hearing Impaired Female Students. It was hypothesized that There is no significant difference between Intra-personal Awareness of Hearing Impaired Male Students and Hearing Impaired Female Students has been accepted. It means that the Intra-personal Awareness of Hearing Impaired Male and Female Students is more or less same.

H.13
The objective was to compare the Inter-personal Awareness of Hearing Impaired Male and Hearing Impaired Female students. It was hypothesized that There is no significant difference between the Inter-personal Awareness of Hearing Impaired Male Students and Hearing Impaired Female Students has been accepted. Then we can say that there is no significant difference between Inter-personal Awareness of Hearing Impaired Male Students and Hearing Impaired Female Students.

H.14
The objective was to compare the Intra-personal Management of Hearing Impaired Male Students and Hearing Impaired Female Students. It was hypothesized that There is no significant difference between the Intra-personal Management of Hearing Impaired Male Students and Hearing Impaired Female Students has been accepted. It reveals that there is no significant difference between Intrapersonal Management of Hearing Impaired Male Students and Hearing Impaired Female Students.

H.15
The objective was to compare the Inter-personal Management of Hearing Impaired Male Students and Hearing Impaired Female Students. It was hypothesized that There is no significant difference between the Inter-personal Management of Hearing Impaired Male Students and Hearing Impaired Female Students has been accepted. It reveals that there is no significant difference between Interpersonal Management of Hearing Impaired Male Students and Hearing Impaired Female Students.

Conclusion

In the present study the hypothesis No. 2, 3, 10, 11, 12, 13, 14, 15 are accepted and hypothesis No. 1, 4, 5, 6, 7, 8, 9 are rejected.

 In the hypothesis No. 1 Normal Students are found to be more highly emotional than Hearing Impaired Students. This may be because the presence Hearing Impairment always brings negative emotions like anger, anxiety, guilty, wondering thats' why he is unable to communicate their feelings normally. provide that kind of environment feel comfortable and will not face their weakness parents and teachers can play a major role Not compare them with other students treat them with love and care.

 In the hypothesis No. 4, Normal Students are found to be more highly Intra-personal Management skills than Hearing Impaired Students. This may be because they are not able to express their ideas, thoughts and they get frustration, anxiety, depression and other psychosocial problem.

to give them good environment to remove their negative emotions

 In the hypothesis No. 5, Normal Students are found to be more high Inter-personal Management skills than Hearing Impaired Students.

The reason may be one of the main problems of Hearing Impaired Students is communication barrier. Visit with them to various places with their friends should play with them different type of games connect with the society

 In the hypothesis No. 6 the result showed that Normal Male Students are more Emotionally Intelligent than Normal Female Students.

The reason may be because in childhood, female in our Indian culture are considered to be flexible, sensitive, caring and responsible for which they become emotionally weak.
down their responsibilities parents should not compare boys and girls.

 In the hypothesis No. 7 the result showed that Intra-personal Awareness of Normal Male Students is higher than Normal Female students. The reason may be because the female have to live under very restricted situation since early childhood as compare to Male and have to bear greater responsibilities than boys. Often the Female Students are not provided with the opportunities and facilities at home and in school, which are easily available to Male Students provide them same opportunities down their responsibilities parents should not compare boys and girls

 In the hypothesis No. 8 the result showed that Interpersonal Awareness is more in normal male students than to Normal Female Students.

The reason may be because Females have to grow under very restricted situations since early childhood and have to bear greater responsibilities than Males.
give them co-education should provide some social activities.

 In the hypothesis No. 9, the result showed that Normal Male Students are high in Intra-personal Management than to Normal Female Students. The reason may be because Female Students are not provided with the opportunities and facilities at home and in school, which are easily available to Male Students. provide them same opportunities down their responsibilities parents should not compare boys and girls

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