CHAPTER I

INTRODUCTION AND CONCEPTUAL FRAME WORK

1.1. INTRODUCTION

Education must be able to promote values that foster personality, peace, humanness

and tolerance in a multicultural society. Education is compulsory until the age fourteen.

Education could be seen as wings for the progress of the human being. It helps the

individual to attain intellectual, physical and spiritual or emotional progress. In some ways, it

helps the individual to live a happier life. For people without education, living comfortably

turns difficult especially in the modern world where specific skills are often needed to work.

Besides, education is real wealth.

1.2. EDUCATION SYSTEM IN INDIA

Education should be developing children, creative citizens with requisite knowledge and

discipline. It is functionally efficient and progressive leaders who can decided themselves for

the industrial advancement and economic development of our country. Education is balanced

personalities having deep faith in our culture and be able to appreciate our literature and fine

arts. The present education system in India mainly comprises of primary, secondary, senior

secondary and higher education. Education system followed by 10+2+3system. Elementary

education consists of eight years of education. Each of secondary and senior secondary

education consists of two years of education. Higher education in India starts after passing the

higher secondary education or the 12th standard.

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1.3. SCHOOL EUCATION

1.3.1. PRIMARY EDUCATION

Primary education consists of the 5 years of formal structured education. Children who

have completed the age 5 are admitted to class I of the primary school. Schools that provide

primary education are mostly to as primary schools. In this education are crucial for pupils since

the basic three Rs (reading, writing and arithmetic) and fundamentals in sciences, social studies

and other vital subject experiences are provided. Under the Education for All Programs driven

by UNESCO, most countries have committed to achieving universal enrollment in primary

education by 2015, and in many countries, it is compulsory for children to receive primary

education. In India to arranging for free noon meal, uniform and text books to all children.

Providing essential infrastructural and educational facilities to all primary schools through the

Sarva Siksha Abiyan Scheme. The 86th constitutional amendment has also made elementary

education a fundamental right for the children between the age group 6 to 14.

1.3.2. SECONDARY EDUCATION

Secondary education comprises the formal education that occurs during adolescence. It

is characterized by transition from the typically compulsory, comprehensive primary education

for minors. Secondary education occurs mainly during the teenage years.

Those who have completed 5 year of primary education study for another 5 years. Only

those who pass the state level public examinations conducted at the end of 10th standard are said

to have completed the secondary or higher school education. High school education severs as a

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bridge between the community and the practical life of pupil. The constituents of secondary

education viz. standard VI, VII, VIII, XI and X could be found in high school and higher

secondary schools.

Secondary education commission in its report, state the following as the objectives of

secondary education. National policy on education to mean the secondary education like

universalization of education is our goal, the spirit of excellence in education could not be

sacrificed. For neutering the talented students in rural areas, pace setting schools called

Navodaya Schools are to be established.

1.3.3. HIGHER SECONDARY EDUCATION

Higher secondary course consist of two streams. 1. Academic stream 2.Vocational

stream. Both are equal value, help to continue higher education of appropriate nature. But

vocational stream was considered more helpful for self employment. Higher secondary age

students are allowed to study subject of their choice which are generally presented as a block

consisting of three or four subjects. Higher secondary classes are generally handled by trained

post graduate teachers or professional experts. It gives more importance for practical work and

in-depth study of subjects. To develop the social and national integration and consolidation of

democratic way of life.

1.4. HUMAN STAGES OF DEVELOPMENT

Human development though gradual and continuous. The different stages of human

development like infancy (from birth to 5 years), childhood (from 5 to 12 years), adolescence

from 12 to 20years), adulthood (from 20 to 40 years), middle age (from 40 to 60years) and old

stage (from 60 years onwards). These are certainly individual differences and the age matured.

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Infancy, Childhood and adolescence stages are related to primary, middle and high school levels

in education.

1.5. ADOLESCENEC STAGE

Adolescence is a critical period for the development of self-identity. The process of

acquiring a sense of self is linked to physiological changes, and also learning to negotiate the

social and psychological demands of being young adults. Responsible handing of issues like

independence, intimacy, and peer group dependence are concerns that need to be recognized,

and appropriate support be given to cope with them. The physical space of the outside world,

ones accession it, and free movement influence construction of the self. This is of special

significance in the case of girls, who are often constrained by social conventions to stay indoors.

These very conventions promote the opposite stereotype for boys, which associate them with

the outdoors and physical process. These stereotypes get especially heightened as a result of

biological maturational changes has ramifications in the psychological and social aspects of an

adolescents life.

1.6. CHARACTERISTICS OF ADOLESCENCE

According to Cole, adolescence is a period of growth in all systems of the body. In the

course of a few years the individual undergoes changes both in size and in his internal body

chemistry. The rapidity, variety and force of these developments are amazing. The changes are

so extensive that some people call this as second birth. (Nagarajan and Srinivasan, 2009).

During the adolescence stage the change in physical appearance, development of internal

organs, functioning of sex organs facilitating the individual to acquire parenthood, physical

strength reaching more powerful. Personality traits are an important character of every

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individual. They attempt to attract others through their dresses, make-up, manner of talking,

walking etc. Peer group relationship plays a substantial role in the life of an adolescence stage.

The group behaviors of adolescence in schools on fun and through activities like singing,

dancing, playing, seeing movies, etc.

Emotional instability, lack of experience and maturity prove to be obstacles in making

the right choice. More over their interests, aptitudes and abilities, make them puzzled with

respect to exercising choice. They are stimulated by aspire for democratic leadership.

1.7. PERSONALITY

Personality is the whole of man his inherited aptitudes and capacities; all his past

learning; the integration and synthesis of these factors into characteristics behavior patterns; and

his ideas, values and expectations. Since personality is a generic term involving intelligence,

emotion, motivation, learning, memory, thinking, perceiving and other factors, some

psychologists believe it would be better to drop the world personality entirely.

Personality is a totality of what a person is which all traits blended or organized within

him in a characteristically unique manner that determines his modes of behavior and his

adjustments to the environment.

1.8. ALLROUND DEVELOPMENT OF PERSONALITY

Personality is all that a person the totality of ones behavior towards oneself as well as

others. It includes everything about the person, his physical, social, emotional, mental and

spiritual make up. It is all that a person has about him.

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 Development of personality takes place from two general influences- biological

and situational. Personality emerges from the interaction of biological organism with a cultural

and social world. Biological factors set the limits within which the personality will takes place

under the children, follow social practices and observe religion, provide the type of education

etc. biological influence on personality relates to secretion from endocrine glands, physique and

neural constitution. The influence of environment in indicated by the effect of social customs

and practices, child rearing practices and relationship with parents, role of education in life etc.

our attitudes and values, self concept, mode of adjustment, reaction to frustrating situations, are

very important in determining dynamic aspects of our personality.

1.9. MAENING OF TRAITS

A personality trait is an enduring and consistent characteristic of a person that is

observed in a wide variety of situations. Such terms as intelligence emotional sensitivity,

ascendances, submission, irritability warm etc, are personality traits. Particular quality in

individual personality is personality traits.

1.10. DIMENTIONS OF PERSONALITY

Personality traits measures six important personality dimensions. They are activity-

passivity, enthusiastic and non-enthusiastic, assertive-submissive, suspicious-trusting,

depressive-non depressive, emotional instability and emotional stability.

1.10.1 ACTIVITY PASSIVITY TRAIT

The person is active, energetic, enthusiastic regular persistent and busy with ability to

concentrate for long duration of time on the one hand and passive dull, inactive, slow and

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irregular in working, deviation with constructive output, delayed reactions in work,

unwillingness to act on the other hand.

1.10.2. ENTHUSIASTIC AND NON-ENTHUSIASTIC TRAIT

It indicates the tendency to be happy go lucky, warm hearted person, enjoying life,

found of being in company of others, social and outgoing, mixing easily in the company of

others with loves enthusiastic and courageous work, open hearted, ability to move person of

various functions. This is indicated by the cyclothymiacs temperament indicates the greater

tendency. On the other hand, non-enthusiastic trend by expressing resevedness, shyness,

keeping aloof, feeling difficulty to contact other people, slow spoken, non-participation of

various functions and also known as schizothymic personality.

1.10.3. ASSERTIVE SUBMISSIVE

Assertive of an individual person is straight forward in all dealing of life, bold, having

traits of leadership, to act as a main role player, independent nature, non convincing with others

ideas, dominant whereas submissiveness keeps his ideas to himself only, not dare to open his

mouth, fearful to meet and exchange views with others accept subordination and act as others

say, hesitant to oppose others views.

1.10.4. SUSPICIOUS TRUSTING

This shows the paranoid tendency and not has any paranoid tendency of the individual.

This is reflected in his suspicious nature about others, apprehensive, having no faith on others,

blaming others for his all failures and non achievement, feeling misconception of people about

himself and feels that others are jealous of him and want to harm him. This positive dimension

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of personality is characterized by free of jealous tendencies, accepting conditions, easy to get on

with others, adaptable, cheerful, competitive, a good team woke, an open and tolerant person

and usually willing to take a chance with people, realizing own weaknesses and faults.

1.10.5. DEPRESSIVE AND NON-DEPRESSIVE

Personality traits indicates feeling of helplessness, hopelessness, worthlessness,

depressed, unwanted, involved, suicidal ideas, feelings of inferiority, highly frustrated, lack of

self confidence, sad on misdeeds and mistakes done in the past, jealous about others happiness,

restless and full of tense. Whereas non-depressive characterized by relaxedness, unfrustrated,

composed and satisfied.

1.10.6. EMOTIONAL INSTABILITY AND EMOTIONAL STABILITY

In this personality traits indicates emotional instability where individual is affected by

feelings, emotionally less stable, easily annoyed and upset having low frustration tolerance for

unsatisfactory conditions, highly anxious and worrying, fearful sensitive, touchy, given to mood

swings, depressed and sad whenever confronted with stressful situations, having neurotic

symptoms like phobias, sleep disturbances and psychotic disorders. Emotionally stable trait of

personality where person is with full control over his emotional expressions, emotionally

mature, stable realistic about life situations, possessing ego strength, high level of adjustment

with unsolved emotional problems.

1.11. EDUCATING MATHEMATICS

At the secondary stage, students begin to perceive the structure of mathematics as

a discipline. They become familiar with the characteristics of mathematical communication:

carefully defined terms and concepts, the use of symbols to represents them, precisely stated

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propositions, and proofs justifying propositions. These aspects are developed particularly in the

area of geometry. Students develop their facility with algebra, which is important not only in the

application of mathematics, but also within mathematics in providing justification and proofs.

At this stage students integrate the many concepts and skills that they have learnt into a

problem-solving ability. Mathematical modeling data analysis and interpretation taught at this

stage can consolidate a high level of mathematical literacy. Individual and group exploration

and connections and patterns, visualization and generalization, and making and Proving

conjectures are important at this stage, and can be encouraged through the use of appropriate

tools that include concrete models as in mathematics laboratories and computers. (NCF,2005)

1.12. VISION FOR SCHOOL MATHEMATICS

Children learn to enjoy mathematics rather than fear it.

Children learn important mathematics. Mathematics is more than formulas and

mechanical procedures.

Children see mathematics as something to talk about, to communicate through, to

discuss among themselves to work together on.

Children pose and solve meaningful problems.

Children use abstractions to perceive relation-ships, to see structures,to reason out

things, to argue the truth or falsity of statements.

Children understand the basic structure of Mathematics: Arithmatic, Algebra, Geometry

and Trignometry, the basic content areas of school mathematics, all offer a

methodology for abstraction, structuration and generalization.

Teachers engage every child in class with the conviction that everyone can learn

mathematics. (NCF,2005)

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1.13. ACHIEVEMENT

Achievement is a something which someone has done successfully, especially using the

own effect and skill. It is an act or process of achieving something, the need to raise standards

of achievements in education. Even a small success gives a sense of achievement.

1.14. SIGNIFICANCE OF THE STUDY

Every student should know their strengths and weakness, pleasant expression and their

attitudes. Using right gestures, positive to possess a good personality, controlling our feelings

and emotions are necessary. Maintaining a good discussing sense, proper etiquettes

conversation skills make an individual to attain a right vision. Students community should

develop self - confidence, emotional maturity and high level of adjustment. Personality

development is a lifelong process that leads to the formation of a stable adult. There is a need to

examine specific personality traits of an individual to upgrading their knowledge. The

knowledge of mathematical knowledge plays a crucial role among secondary level students. It

enables opportunities for the adolescence to experience better life to develop critical thinking,

global thinking and good problem - solving ability. Hence the investigator has chosen this topic

to study about the impact of personality traits of secondary level students on their achievement

in mathematics.

1.15. STAEMENT OF THE PROBLEM

Impact of Personality Traits of Secondary Level Students on their Achievement in

Mathematics

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1.16. OPERATIONAL DEFINITIONS

PERSONALITY TRAITS

According to G.W. Allport defined personality is the dynamic organization with the

individual of those psychophysical systems that determine his characteristic behavior and

thought. In the words of Watson (1930) personality is the sum of activities that can be

discovered by actual observations over a long enough period of time to give reliable

information. (Mangal, 2010)

According to the investigator Personality traits refers to the quality behavior of an

individuals character, attitudes, capacities, abilities and aptitudes.

SECONDARY LEVEL STUDENTS

According to the investigator Secondary level students refers to the adolescence those who

are studying in eighth standard.

ACHIEVEMENT IN MATHEMATICS

According to the investigator Achievement in Mathematics refers to the half - yearly

examination marks in mathematics subject.

1.17. OBJECTIVES

1. To find out the level of personality traits of secondary level students.

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2. To find out the difference in personality traits of secondary level students in terms of the

variable

Gender

Locality of school

Medium of instruction Birth order

Birth order

Type of school

Qualification of parents

Occupation of parents

Family annual income

2. To find out the impact of personality traits of the secondary level students on their

achievement in Mathematics.

1.18. NULL HYPOTHESES

1. There is no significant difference between male and female secondary level students in

their personality traits.

2. There is no significant difference between rural and urban secondary level students in

their personality traits.

3. There is no significant difference between Tamil and English medium secondary level

students in their personality traits.

4. There is no significant difference among first, middle and last order secondary level

students in their personality traits.

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 5. There is no significant difference among government, aided, corporation and private

school secondary level in their personality traits.

6. There is no significant association between fathers qualification of secondary level

students and their personality traits.

7. There is no significant association between mothers qualification of secondary level

students and their personality traits.

8. There is no significant association between fathers occupation of secondary level

students and their personality traits.

9. There is no significant association between mothers occupation of secondary level

students and their personality traits.

10. There is no significant association between family annual income of secondary level

students and their personality traits.

11. There is no significant impact of personality traits of secondary level students and their

achievement in Mathematics.

1.19. TOOLS

The tool selected for the present study was Standardized one, which was developed by

Mahesh Bhargava Dimensional Personality Inventory, constructed in the year 1981. This scale

has 60 items.

1.20. SCOPE OF THE STUDY

The present investigation is in attempt to study the secondary level students in

government, aided, corporation and private schools. The findings of the study help to

comprehend the level of personality traits of secondary level students and their achievement in

Mathematics.

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1.21. SAMPLE FOR THE STUDY

The investigator selected 244 secondary level students from the population as a sample.

1.22. LIMITATIONS OF THE PRESENT STUDY

The present investigator is under taken with the following limitations. The area of the

study is confined only in Coimbatore district. The sample is limited to 244 students and it has

been drawn from government, aided, corporation and private schools. The samples are selected

from only eighth standard students. The Mathematics marks of half - yearly Examination of

eighth standard students are taken as an achievement in Mathematics.

1.23. CHAPTERIZATION

The investigator of the study has been structured five chapters.

Chapter I includes an introduction to education, education systems in India, school

education, primary education, secondary education, higher secondary education, human stages

of development, adolescence stage, characteristics of adolescence, personality, all round

development of personality, meaning of traits, dimensions of personality, activity- passivity,

enthusiastic and non-enthusiastic, assertive-submissive, suspicious-trusting, depressive-non

depressive, emotional instability and emotional stability, Mathematics, achievement,

significance of the study, statement of the problem, operational definitions, objectives, null

hypotheses, tools, scope of the study, sample for the study, limitations of the present study,

chapterization and conclusion.

Chapter II includes an introduction to review of related literature, need for review of

related literature, studies conducted in abroad, studies conducted in India and conclusion.

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 Chapter III includes an introduction to methodology, method of study, tool for the present

study, variables, types of variable, pilot study, sample for the pilot study, tool for final study,

dimensional personality measure scale, personal data sheet, reliability and validity of the tool,

sample for the final study, data gathering procedure, statistical techniques used and conclusion.

Chapter IV includes an introduction to analysis and interpretation of data, descriptive and

inferential analysis, level testing, null hypotheses testing and conclusion.

Chapter V includes summery and findings. It also includes an introduction, statement of

the problem, method of study, sample for the study, tool for the study, findings, discussion,

recommendations and suggestion for the further study and conclusion.

1.4. CONCLUTION

A detailed introduction to education, education systems in India, school education,

primary education, secondary education, higher secondary education, human stages of

development, adolescence stage, characteristics of adolescence, personality, all round

development of personality, meaning of traits, dimensions of personality, activity- passivity,

assertive-submissive, suspicious-trusting, depressive-non depressive, emotional instability and

emotional stability, Mathematics, achievement, significance of the study, statement of the

problem, operational definitions, objectives, null hypothesis, tools, scope of the study,

limitations of the present study, chapterization were given in this chapter. Studies related to this

investigation were given in the next chapter.

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 CHAPTER II

REVIEW OF RELATED LITRATURE

2.1. INTRODUCTION

The most important aspect of a research work is the review of the related literature. The

survey of the literature is a crucial aspect of the planning of the study and the time spent in such

a survey invariably is a wise investment. The review of the related literature promotes a greater

understanding of the problem and ensures the avoidance of the unnecessary duplication. A

literature review seeks to describe, summarise, evaluate, clarify and integrate the content of

primary reports.

Every piece of ongoing research needs to be connected with the work already done, to

conquer an overall relevance and purpose. The review of literature thus becomes a link between

the research proposed and the studies already done. It tells the reader about aspects that have

been already established or concluded by other authors, and also gives a chance to the reader to

appreciate the evidence that has already been collected by previous research. In this chapter

need for review of related literature, Indian studies and foreign studies are included.

2.2. NEED FOR REVIEW OF RELATED LITERATURE

Review of literature actually needs to be done even before the research project is

formalized. This is essential to make sure that you are not repeating the work that someone has

already done earlier. Sometimes, if the research proposed by the investigator has already been

undertaken earlier, then it provides to the investigator an option of modifying the work by

adding a new perspective or altering some of the methods of research to obtain a perspective

16
that will be different from earlier works and thus more valuable. Occasionally, the work may be

exact repetition of the work done earlier, but with a different set of data or sources of facts, and

purpose of the research may just be seeing if the results are similar to earlier works or

otherwise. A good researcher usually goes through a lot more literature than is actually

incorporated in the paper. This is because different literature may have differing relevance for

the current project and all of it may not worth reporting in the end, but in the initial phase, when

the investigator are looking for all aspects of an issue that could be relevant one would like to

extensively explore the literature and see if any relevant findings are already available

Review of literature is also important to highlight the difference in opinions,

contradictory findings or evidence, and the different explanations given for their conclusions

and differences by different authors. In some cases, an analysis of these factors can help one

understand many facets of a complex issue and at other times, such analysis can lead to a new

possibility that can be researched upon in the current project. Thus review of literature is a very

important part of one's investigation.

2.3. STUDIES CONDUCTED IN ABROAD

Jacqueline Murray (2013) studied the Factors that Influence Mathematics

Achievement at the Berbice Campus.MTH 111 is a first year first semester Algebra course for

all Natural Sciences students at the Berbice campus. At the first sitting of the course about 50%

of the students secure passing grades of 40% and above. The aim of the research was to

determine the factors which influence student performance in the course and isolate the best set

of predictors. Pearsons correlation conducted on the data collected from 111 students enrolled

on the MTH 111course at the Campus over the academic years 2010/2011 and 2011/2012

17
revealed that prior academic achievement, self-efficacy, academic resources, self-regulation and

learning styles were positively correlated to MTH 111 performance at the p < .05 level.

Multiple regression analysis utilizing the stepwise method indicated that the best set of

predictors were prior academic achievement, learning styles and academic resources which

accounted for 44.1 % of the variation in MTH 111 performance at the p < .05 level.

Khatal, M.N. (2010) has conducted a Study of Relationship between Personality Traits

& Effective Communication of Teachers from the Professional Courses.

The major findings of the study were: No significant difference in the mean scores male

and female teacher, communicators in their effectiveness was observed. There is significant

difference between the mean score of education, faculty. There is significant difference between

the mean score of effective and non-effective teacher, communicators of medicine faculty.

There is significant difference between the mean score of effective teacher communicators of

engineering and law. There is significant difference between the mean score of effective and

non-effective teacher, communicators of education and effective teacher communicators of

medicine. There is no significant difference between the mean score of effective and non-

effective teacher, communicator of the selected professions.

Cano, Francisco and Berbn, A. B. (2009) has study on University Students

Achievement Goals and Approaches to Learning in Mathematics.

Participants completed a series of questionnaires that measured their conceptions of

mathematics, approaches to learning, course experience, and personal 2 2 Achievement Goals,

and perceived Achievement Goals.

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 The major findings of the study were: Students Achievement Goals and Achievement

Goals variables were moderately associated and related to both the way students perceived their

academic environment and the way they conceived of the nature of mathematics (i.e. the

perceptual-cognitive framework). Four clusters of students with distinctive multiple

Achievement Goals were identified and when the differences between clusters were analyzed,

we were able to attribute them to various constructs including perceptual-cognitive framework,

learning approaches, and academic performance.

Cukrowicz et al (2009) has conducted a study on Personality Traits and Perceived

Social Support among Depressed Older Adults.

The study revealed that Conscientiousness and Extraversion were personality traits that

were significantly predictive of changes in perceived social support over this time interval

Cano, Francisco and Berbn (2009) have study on Personality in Relation to Blood

Groups & Gender of Adolescents.

The major findings of the study were: Few significant genders different are found in the

personality of adolescent boys and girls. Girls are found to be more responsible & dominating

than boys. Subjects having positive self concept would exhibit better mental health behavioral

as compared to the subjects have negative self concept.

Shanan G. Gibson and Michael L. Harish (2009) has conducted a study on An

Examination of Correlation Patterns between Entrepreneurial Attitudes and Entrepreneurial

Personality Trait among College Business Students of Different Ethnicities.

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 The major findings of the study were: There is significant differences were found to

exist in the correlations patterns found between the entrepreneurial attitudes and personality

constructs of interest based upon ethnicity. Locus of control was found to be significantly

positively related to both entrepreneurial Achievement and entrepreneurial personal Control in

the African American sample, but not in the Caucasian sample of business students.

Azizi Yahaya et al (2009) has conducted a study on Relationship between Self

Concepts and Personality and Students Academic Performance in Selected Secondary Schools.

The major findings of the study were: There was no significance difference between

dimension of self-concept and personality of students according to gender. Pearson correlations

analysis showed that there were no significant correlation between dimension of self-concept

and personality with students academic achievement.

Chouinard, Roch (2008) has conducted a study on Changes in High-School Students

Competence Beliefs, Utility Value and Achievement Goals in Mathematics.

Attitudinal scales designed to measure competence beliefs, utility value and

achievement goals in mathematics were administered at the beginning and end of three

academic years in a longitudinal cohort-sequential research design using two sequential cohort.

Hierarchical linear modeling was used to analyze the data.

The major findings of the study were: Results showed an ongoing reduction of most of

the variables measured. This was the case for both cohorts and genders. However, boys were

more affected than girls. Furthermore, for all variables, motivation tended to be lower at the end

of the academic year than at the beginning.

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 Paul M. Biner et al (2005) has conducted a study on Personality Characteristics

Differentiating and Predicting the Achievement of Televised-Course Students and Traditional-

Course Students.

Methods: A large-scale field study was conducted.

The major findings of the study were: Determine if the personality traits of students

enrolled in televised college-level courses differ from the personality traits of students enrolled

in traditional college-level courses. Identify the specific personality traits predictive of

successful performance in televised classes.

Leili Mosalanejad et al (2003) has conducted a study on Blended Education Program

based on Critical Thinking and its Effect on Personality type And Attribution style of the

Student.

In this study blended learning is a mixture of the various learning strategies and delivery

methods that will optimize the learning experience of the user.

The major findings of the study were: There was a significant relationship between

globallocal favorable condition, There was a significant relationship between all personality

factors (openness, extraversion, agreeableness and conscientiousness), except neuroticism

criterion.

Halder et al (2002) has conducted the Influence of Personality Traits on Information

Seeking behavior of Students.

The study found that personality traits are significantly correlated to all the dimensions

of information seeking behavior of the university students.

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 Wuying Dub et al (2001) has conducted a study on Five-factor Personality Measures in

Chinese University Students: Effects of One-Child Policy?

The major findings of the study were; Gender and annual family income were not

significantly related to personality in the two groups, and birth-order position was not related to

personality in the students with siblings. In contrast, the depression score was positively

correlated with neuroticism.

Cheng Kai (2000) has conducted on a study on Relationship between Personality Traits

and Employment Factors of College Students.

The study found that personality traits affected the individual Factors and environmental

factor among the student employment factors. In particular, social ness has significant and

positive influence on the individual factors. A majority of the respondents showed that they

have never participated in any skills competition, and only 31 students reported that they have

such pertinence. That there is no significant difference in personality traits among students

with different employment experiences.

Sutton and Keogh (2000) has conducted a study on Social Competition in School:

Relationships with Bullying, Machiavellianism and Personality.

The major Findings of the study were: Children categorized as bullies scored significantly higher

than controls on Machiavellianism, and significantly lower in terms of pro-victim attitudes.

Summerfield et al (1999) has conducted a research on the Relationship between

Personality and Attainment in 16-19 Year-Old Students in a Sixth from College. II: Self-

Perception, Gender and Attainment.

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 The data comprised responses to two personality measures various student and tutor

estimates of success, and performance data from college records. Students were classified using

relocation cluster analysis and cluster differences verified using discriminate function analysis.

Thirty outcome models were tested using covariance regression analysis.

The salient findings from the research include eight distinct and interpretable groups,

consistent with other research, were identified but the hypothesis of a positive, linear

relationship between mastery and academic attainment was not sustained without qualification.

Previous attainment was the major determinant of final performance. Gender variations were

detected on the personality measures, particularly Confidence of outcomes, Prediction

discrepancy, Passivity, Mastery, Dependency and Locus of control, and these were implicated

in the, cluster characteristics.

2.4. STUDIES CONDUCTED IN INDIA:

Capt N. Taneja and Sharma (2010) have conducted a Study on Personality Traits of

Aeronautical Engineers in the Indian Air Force.

The major findings of the study were: Significant differences in personality attributes of

the engineering cadets were observed as compared to those of the typical Indian Air Force pilot

and ATCO.

Dakhinamurthy (2010) has conducted a study on Effect of Teachers Personality,

Attitude towards Profession and Teaching Effectiveness on Academic Achievements of

Students.

The major findings of the study were: There is significant relationship between Teachers

Personality and Academic Achievement of Students. There is significant relationship between

23
teachers attitude towards profession and Academic Achievement of students. There is

significant relationship between Teachers Teaching Effectiveness on Academic Achievement of

students. There is significant relationship between Teachers Personality and Attitude towards

profession on Academic Achievement of students. There is no significant relationship between

Teachers personality and Teaching effectiveness on Academic Achievement of students. There

is no significant relationship between Teachers Attitude towards profession and Teaching

Effectiveness on Academic Achievement of students. There is significant relationship between

Teacher Personality, Attitude towards profession and Academic achievement of students.

Sravanthi and Sarada Devi (2009) have conducted a study on Personality

Development of Adolescents.

The major findings of the study were: Boys significant difference had high personality

development in all the divisions compound to girls. Girls had scored high in morality,

sensitivity, social and tension.

Gupta and Joshi (2009) have conducted a study on Personality in Relation to Blood

Groups and Gender of Adolescents.

The study found that there is significant genders different are found in the personality of

adolescent boys & girls. Girls are found to be more responsible.

Joyti Tiwari and Neetika Sharma (2009) have conducted a study on Personality Trait

of Visually Handicapped and Sighted Children: A Comparative study.

The study revealed that there is significant difference in the personality traits of visually

handicapped and sighted children.

24
 Hardeo Ojha and Attutma Kumari (2009) have conducted a study on Personality

Differences of Tribal and non Tribal College Students.

The major findings of the study indicate that no difference was found between the two

initial groups in respect of and trait. Both tribal groups were significantly different from non-

tribal group with regard to 8 out of traits and 50 out of battiferdes.

Neetika Sharma (2009) has conducted a study on Personality Traits of Science Students

in Relation to their Achievement in Practical and Theory.

The results show that there is significant difference in personality trite of high and low

achieves in practical. There is significant difference in personality traits of high and low

achievers is theory.

Singh (2008) have conducted a study on Mental Health Behavior as a Function of

Behavior Pattern and Personality Factors.

The major findings of the study were: There was a significant difference in Type A

behavioral pattern as compared to Type B behavioral patterns would adversely affect the Mental

health behavior. High decisive subjects were different from low decisive subjects on the

measure of mental health behavior. Emotionally stable subjects on the measure of mental health

behavior differed significantly. High ego & low ego strength were exhibiting better mental

health behavior. There was a significant difference in Type A behavioral pattern as compared to

Type B behavioral patterns would adversely affect the Mental health behavior. High decisive

subjects were different from low decisive subjects on the measure of mental health behavior.

Emotionally stable subjects on the measure of mental health behavior differed significantly.

High ego & low ego strength were exhibiting better mental health behavior.

25
 Ganesh (2008) has conducted a Study made on Impact of 14 Personality Factors on

Reading Achievement of High School Students in Andhra Pradesh.

The major findings of the study were: There is no significant effect of 14 personality

factors of high school student questionnaire on reading achievement of the students.

Gaurav Sigh and Girijesh kumar (2008) have conducted a study on Impact of Type of

School on Personality Traits.

The salient findings from the research include there is no significant different between

the extroversion introversion sures of students of public schools and convent school. There is

no significance difference between the extroversion intro sores of students of Public School and

Saraswati Vidhya Mandhir. There is no significance difference between the ex-int. sura of

students of saraswathi vidhya mandir convent school. There is no significance difference

between the Neuroticism Stability scores behavior of students of Public School and Convent

Schools. There is no significance difference between New Students scores of Public Schools

and Saraswathi Vidhya Mandir. There is no significance difference between New Students

scores of Public Schools & Saraswathi Vidhya Mandir and Convent. There was only the fifth

hypothesis is accepted another is rejected.

Kumar (2006) has conducted a study on Study of Personality and Attitude towards the

Technology of Biological Student in Namakkal District.

The major findings of the study were: There is a Correlation between bio Sciences

students attitude towards technology and personality traits. Male and female bio sciences

students are equally favorable towards technology. Government and Self financing college

bio science indents do not differ in their attitude towards technology. Residential and non

26
residential bio science student do not differ in their attitude towards technology. UG and PG

bio science students do not differ in their attitude towards technology. According to the parents

occupation there is no difference in attitude towards technology of bio science students.

According to the library usage the bio science students do not difference in their attitude

towards technology. On the basis of bio science students hobbies they do not different in their

attitude towards technology. 9. Technology exposure and without technology students do not

difference in their attitude towards technology. 10. Bio Science students based on their nature of

play they do not differ in their attitude towards technology.

Rai et al (2005) has conducted a study on Perceived Parental Rearing Style and

Personality among Khasi Adolescents.

The results show that the boys have significantly more rejection from father as

compared to girls and girls have shown significantly better emotional warmth in comparison to

boys from father. The boys and girls did not differ significantly on the factors over protection

and favoring subjects of perceived parental rearing style questionnaire for father. No reliable

difference was ascertained between boys and girls on all the factors of perceived parental

rearing style questionnaire for mother. The comparison of boys and girls on anxiety, depression,

somatic problems, anger hostility and self-esteem indicated. Significantly higher anxiety, more

somatic problems and higher anger hostility among boys, and high self-esteem in girls.

Sirohi (2002) has conducted a study on Differential effects of Religions on Personality

Development, Mental Health and Religiosity of Adolescent Students.

The results show that the Hindu adolescent students a significant differ from those of the

Muslim adolescents students with regard to certain personality factors, mental health and

27
religiosity. The Hindu adolescent students a significant differ from those from the Christian

adolescent students with regard to certain personality factors, mental health and religiosity. The

Muslim adolescent students a significant differ from those of the Christian adolescent students

with regard to certain personality factors, mental health and religiosity.

2.5. CONCLUSION

The investigator has reviewed thirty related reviews. In these reviews fifteen studies

were from abroad and fifteen studies were from India. Most of the studies were conducted with

the help of survey method and questionnaire. The present study is completely different from

other studies. There has been no study, undertaken so for which has combined the variables of

Personality Traits and Achievement in Mathematics. The methodology used for this

investigation is given in the next chapter.

28
 CHAPTER III

METHODOLOGY

3.1. INTRODUTION

Research method is a science of dealing with principles and procedures that are used to

measure, asses or evaluate the research problem in a research study. It may be understood as a

science of studying research problems. It requires a plan which stimulates work, and is such that

follow up work procedure is in conformity with the plan. In this chapter the investigator

discusses about type of tool, its administration, samples, variables, pilot study, data gathering

procedure and scoring of the present study in detail.

3.2. METHOD OF STUDY

The investigator selected the problem for the present study is concerned with survey

method. The term survey is used for the technique of investigation by a direct observation of a

phenomena or systematic gathering of data from population by applying personal contact. The

term survey and status suggest the gathering of evidence, relating to prevailing conditions. It is

one of widely used method.

In the words of F.L Whitney survey research is an organized attempt to analyze, interpret

and report the present status of social institution group of area. (Santose Gupta, 2010)

3.3. TOOL FOR THE PRESENT STUDY

The tool selected for the present study was Mahesh Bhargava Dimensional Personality

Inventory, constructed in the year 1981. This was a standardized tool, so there is no need for

29
 item analysis. All the items included for the pilot study were included for the final study without

any change.

The adapted Dimensional Personality Inventory Measure Scale distributed to the students

in English and Tamil version. The investigator gives proper instruction to the students to fill the

response sheet. The investigator observed that all the sample subjects were answered with high

interest. Categories are well mixes to reduce the halo effect and the logical error and double-

barreled statements are avoided.

3.4. VARIABLES

On many occasions, in the process of research we use a term called variable. A variable is

a measureable characteristic that varies. It may change from group to group, person to person or

even with one person over time. A concept which can take a different quantitative value is

called variable. There are three types of variables which are Independent variable, dependent

variable, intervening variable and extraneous variable.

3.4.1. TYPES OF VARIABLE

1. Independent variable is the variable that influences another variable (the dependent

variable) but it is not dependent. For instance, rainfall is an independent variable.

2. Dependent variable is one influenced by another variable (the independent variable). It

is not independent.

3. Intervening variable is a type of variable that links the independent and dependent

variable. It is also called as mediator variable.

4. Extraneous variable is also an independent variable, but it is not related to the study.

Yet it may affect dependent variable of the study.

30
 In the present investigation, there are two, Personality Trait and Achievement in social

science. Among these Personality Trait is an independent variable on which the investigator has

a control over. This control may involve manipulation of existing variable. Achievement in

social science is the dependent variable, which is observed and measured in response to

independent variable Personality Trait.

3.5. PILOT STUDY

Pilot study is the preliminary study conducted on a limited scale before the original

studies are carried out in order to gain some primary information, on the basis of which the

main project would be planned and formulated. It helps them to develop and lest the adequacy

of research instruments, to assess the feasibility of the study to establish whether the sampling

frame and technique are effective, to identify logical problems which might occur while using

proposed methods, to estimate variability in outcome, to help determining sample size for the

final study to determine what other resources are needed for the final study and to convince

funding bodies and stakeholders about the feasibility and usefulness of the study. All these

response make it necessary to do pilot study.

3.6. SAMPLE FOR THE PILOT STUDY

According to Good and Hatt defined a sample is a smaller representation of a large

whole. Thus, a sample is a portion of people drawn from a large population. A sample should

be a representative of population. (Nagarajan, 2008)

In this study thirty eighth standard students were selected from the government,

government aided, corporation school students in Coimbatore district.

31
 Table: 3.1

Distribution of the sample for the pilot study

S.NO Name of the school Type of the school Boys Girls Total

1. Government Higher Secondary Government 5 5 10

School, Uthukuli

2. St. Philomenas High School, Government aid 5 5 10

Sowripalayam

3. Sri. Gopal Naidu Higher Corporation 5 5 10

Secondary School, Puliampatti.

Total 15 15 30

The investigator after getting permission from the corporation educational officer of

Coimbatore district visited the respective schools and then got permission from the headmaster

and headmistress of these schools. Then with permission of the respective class teachers, the

investigator visited the classroom. Before instructions about the Personality Trait inventory,

such as how to fill the personal data, what is the purpose of this study and what the statements

are meant for, were given by the investigator. All the students co-operated well and filled the

inventory and then were collected by the investigator.

Personality Trait Inventory consists of 60 items. The items are 1 30 positive statements

another 31-60 negative statements and categorized under six dimensions. All the six dimensions

areas of personality trait are grouped as Part I, II, III, IV and V. Every one dimension has a 10

items of statements. All these statements are provided with a three point scale.

32
 Positive Statements Negative Statements

Yes Uncertain No Yes Uncertain No

(2) (1) (0) (0) (1) (2)

Thus the area of personality, score may range from 0-20 and thus may be calculated area

wise and total score of each part may be obtained. Each statement has a highest score of 2. The

total score for all the option chosen by the student for each statement scoring was made on the

backside of the inventory, for each of the six dimensions. Finally the total score was found out

by the investigator.

3.7. TOOL FOR THE FINAL STUDY

The tool selected for the present study was developed by Mahesh Bhargava Dimensional

Personality Inventory,(1981). It is a standardized tool to use for the final study. In this study the

investigator used the following tools. 1. Dimensional Personality Measure Scale. 2. Personal

data.

3.8. DIMENTIONAL PERSONALITY MEASURE SCALE

It is a standardized tool. The tool consists of 60 statements each with three options. The

students have to readout the statements carefully and the students must respond the tick mark

only one place for each question.

3.9. PERSONAL DATA SHEET

To know the students background, the investigator used personal data sheet. It consists of

details regarding their name, gender, medium, locality of the school, family annual income,

33
birth order, educational qualification of father and mother, occupation of father and mother,

type of school, achievement in social science mark. There are shows the various informations

of the students.

3.10. RELIABILITY AND VALIDITY OF THE TOOL

A reliable and valid tool plays a vital role in any research study. Reliability refers to the

consistency with which a test measures, whatever it measures. It is the degree of consistency

that the instrument or procedure demonstrates. It is feasible through a variety of statistical

treatments to quantitatively assess the reliability and validity of inventories and tests.

3.11. RELIABILITY

In this method same test is administered to the same group in two occasions. Then the pair

of scores obtained in two occasions is correlated. The co-efficient of correlations gives an

indicator about reliability. The investigator has given the inventory to a group of 30 students

and collected the data. After a period of ten days, the investigator administered the same test for

the same group of students and found the correlation coefficient value found to be 0.86. Since

the value is high tool was found to be reliable.

3.12. VALIDITY

Validity may be defined as the accuracy with which a test measures whatever if is

supposed to measure. The validity of the facts obtained can be verified by 1.Probing beneath the

answers, 2.cross check question, 3. Check by other records, 4.Use of expert panel, 5. Sieve

question, 6. Pre-testing.the common method of observing validity is factorial content and

concurrent validity.

34
3.12.1. Factorial validity

The validity established by comparing the test scores with obtained by administrating the

test tool with a similar tool of the same content already existing.

3.12.2. Concurrent validity

The validity established by comparing a test with some other measure of the same

phenomenon obtained simultaneously.

The validity demands that the requirements of the course content in terms of the subject

matter as well as the objectives should be tested completely and without going beyond the

scope.

In this study Personality Trait measure scale is used to collect data and it is already

standardized one. The investigator has established the content validity of the Personality Trait

measures by giving the tool to the experts in psychology and education. They agree all the

items. Therefore all the items in the scales are used for collection.

3.13. SAMPLE FOR THE FINAL STUDY

A sample of 244 students from four types of managements, namely the government,

government aided, corporation and private school students in Coimbatore district were selected

by the investigator for the present study. The sample includes both boys and girls from rural and

urban schools selected. Both Tamil and English medium students from secondary level students

were included in the total sample.

35
 Table: 3.2

Gender wise distribution of the sample

Gender N Percentage (%)

Male 128 52.46

Female 116 47.54

Total 244 100

The above table shows that in the total sample are 244. The male is 128 (52.46%) and

female is 116 (47.54%) of secondary level students.

36
The distribution of the sample for the final study was tabulated below.

Table: 3.3 Sample for the Final Study

Number of Students

S NO Name of the School Boys Girls Total

1. Government Higher Secondary School, 15 15 30

Uthukuli

2. St. Philomenas High School, 17 15 32

Sowripalayam

3. Corporation Higher Secondary School, 17 12 29

Ramanathapuram.

4. Government Higher Secondary School, 16 15 31

Diwansapudur

5. Government Higher Secondary School, 16 14 30

Puliampatti

6. Sri. Gopal Naidu Higher Secondary 16 15 31

School, Puliampatti

7. KrishnaVidyalayam Matric Higher 15 16 31

Secondary School, Diwansapudur

6 Lakshmi Matric Higher Secondary 16 14 30

School, Meenashipuram

Total 128 116 244

37
3.14. DATA GATHERING PROCEDURE

The investigator after getting permission from the corporation educational officer of

Coimbatore district visited the respective schools and then got permission from the headmaster

and headmistress of these schools. Then with permission of the respective class teachers, the

investigator visited the classroom. The adapted Dimensional Personality Inventory Measure

Scale distributed to the students in English and Tamil version. The investigator gives proper

instruction to the inventory, purpose of the study, how to fill the personal data and how to

choose options for the statements to the secondary level students. The questionnaire was given

to each secondary level student. After they had completed their responses the investigator

collected it from the students, the investigator made the data ready for analysis.

3.15. STATISTICAL TECHNIQUES USED

The Statistical techniques used in this study are namely descriptive and inferential

statistics. Descriptive statistics mean, median, correlation were calculated. Inferential statistics

is used to find the difference among means of the subgroups t-test, F-test, chi square test and

Pearsons correlation co-efficient.

3.16. CONCLUSION

In this chapter includes the methods of study, tool for the present study, variables,

independent variable, dependent variable, pilot study, sample for the pilot study, scoring, tool

for the final study, reliability and validity of the tool, sample for the final study, data gathering

procedure and statistics techniques for used. The analysis and interpretation of the data are

discussed in the next chapter.

38
 CHAPTER IV

ANALYSIS AND INTERPRETATION OF DATA

4.1. INTRODUTION

Analysis of data means studying the tabulated material in order to determine inherent

facts or meanings. It involves bringing down existing complex factors into simple parts and

putting the parts together in new arrangement for the purpose of interpretation.

Analysis of the data is the most skilled task of all the stages of the research. It is a task

calling for the researchers own judgment and skill. It should be done by researcher himself and

should not be entrusted to any other person. When the data are arranged and tabulated, the

researcher proceeds to analysis the data. The steps envisaged in the analysis of data vary

depending on the types of study. If there exists a set of clearly formulated hypothesis to start the

study with, then each hypothesis can be seen as a work prescribing a certain action to be taken

vis--vis the data. The analysis is almost completely a mechanical. Part of analysis is a matter of

working out statistical distribution, constructing of diagrams, calculating simple measures like

average, measures of dispersion, percentages, correlation etc. Thus, statistical analysis from

part of survey analysis. According to Johan Galtung defines the two phases of research

operations as under a) Processing of data refers to concentrating, recasting and dealing with data

such that they becomes as amenable to analysis as possible. b) Analysis of data for Galtung,

may be considered as having a reference to the process of viewing the data in the light of

hypothesis or research questions, as also, the prevailing theories and drawing conclusion that

will make some contribution in the matter of theory formulation or modification. (Bhandarkar

et al, 2007)

39
 In the words to Goode, Barr and Scates write, Analysis is a process which enters into

research in one form or another from the very beginning. It may be fair to say that research

consists in general of two larger steps- the gathering of data, and the analysis of these data, but

no amount of analysis can validly extract from the data factors which are not present. (Santosh

Gupta, 2010)

4.2. DESCRIPTIVE AND INFERENTIAL ANALYSIS

Descriptive statistics analysis limits generalization to the particular group of individuals

observed. No conclusions are extended beyond this group, and any similarity to those outside

the group cannot be assumed. The data describe one group and that group only. Much simple

action research involves describe analysis and provides valuable information about the nature of

a particular group of individuals.

Under descriptive statistics mean, median, mode, standard deviation are calculated for

the 244 sample. Data are collected on demographic variables are process and summary of the

statistical details are presented in table below.

Table: 4.1

Descriptive Statistics

Mean 63.46

Median 64

Mode 65

Standard deviation 6.635

Maximum 83

Minimum 42

40
 The mean, median and mode value for Personality Traits of secondary level students were

found to respectively. In addition, value obtained for standard deviation found to be

respectively.

4.2.1. INFERENTIAL ANALYSIS

Inferential statistical analysis always involves the process of sampling and the

selection of a small group assumed to be related to the population from which it is drawn. The

small group is known as the sample and the large group is the population. Drawing conclusions

about populations based on observations of samples is the purpose of inferential analysis.

Inferential statistics enables the investigator to make inference about population based

on observations of sample. It involves the process of sampling, the selection of a small group

(John W. Best, 2006). The primary purpose of research is to discover principles that have

universal application. In this investigation t test, ANOVA ( F- test ) and chi-square test are

used for the analysis.

4.3. LEVEL TESTING

Table - 4.2

LEVEL OF PERSONALITY TRAITS OF SECONDARY LEVEL STUDENTS

High Moderate Low

Level

No % No % No %

Personality
44 18.0 159 65.2 41 16.8
Traits

41
 It is inferred from the above table that18.0 % of secondary level students are showing

high level, 65.2 % of them are showing moderate level and 16.8 % of them are showing low

level of personality traits.

Table - 4.3

LEVEL OF ACHIEVEMENT IN MATHEMATICS OF SECONDARY LEVEL

STUDENTS

High Moderate Low

Level

No % No % No %

Achievement

in 67 27.5 124 50.8 53 21.7

Mathematics

It is inferred from the above table that 27.5 % of secondary level students are showing

high level, 50.8 % of them are showing moderate level and 21.7 % of them are showing low

level of Achievement in Mathematics.

42
4.4. HYPOTHESES TESTING

Null Hypothesis-1

There is no significant difference between male and female secondary level students in

their personality traits.

Table: 4.4

Difference in Personality Traits: Gender

Calculated
Gender N Mean SD Table value Remarks
t value

Male 128 63.20 5.828

Not
Significant
0.654 1.97

Female 116 63.76 7.44

From the above table it is inferred that, there is no difference in the mean value of

personality traits scores between the male and female secondary level students.

43
 The calculated t value (0.654) is less than that of the table value (1.97), at 5% level of

significance. Therefore, the null hypothesis is accepted.

Thus, there is no significant difference between male and female secondary level

students in their personality traits.

Null Hypothesis-2

There is no significant difference between urban and rural secondary level students in

their personality traits.

Table: 4.5

Difference in Personality Traits: Locality of the school

Calculated
Gender N Mean SD Table value Remarks
t value

Urban 60 64.53 6.456

Not
Significant
1.466 1.97

Rural 184 63.11 6.673

The calculated t value (1.466) is less than that of the table value, at 5% level of

significant. Therefore, the null hypothesis is accepted.

Thus, there is no significant difference between rural and urban secondary level

students in their personality traits.

44
 Null Hypothesis-3

There is no significant difference between Tamil and English medium secondary level

students in their personality traits.

Table: 4.6

Difference in Personality Traits : Medium of study

Calculated
Gender N Mean SD Table value Remarks
t value

English 61 63.92 5.951

Not
Significant
0.653 1.97

Tamil 183 63.31 6.857

From the above table it is inferred that, there is no difference in the mean value of

Personality Trait scores between Tamil and English medium secondary level students.

The calculated t value (0.663) is less than that of the table value (1.97), at 5% level of

significance. Therefore, the null hypothesis is accepted.

Thus, there is no significant difference between Tamil and English medium

secondary level students in their personality traits.

45
Null Hypothesis-4

There is no significant difference among first, middle and last order secondary level

students in their personality traits.

Table: 4.7

Difference in Personality Traits : Birth Order

Birth order N Mean Standard deviation

First 102 64.35 6.204

Middle 97 62.45 6.842

Last 45 63.62 6.968

From the above table it is inferred that, there is a difference in the mean value of

personality traits scores among first order, second order and last order secondary level students.

The mean score of first order secondary level students is higher than that of the mean score of

middle order and last order secondary level students.

46
 In order to find out whether the difference in mean is significant, F test was

applied. The following table gives the results of F test with reference to the Birth order.

Table: 4.8

Difference in Personality Traits: ANOVA: Birth Order

Source of Sum of df Mean Table

F-
variance squares Square Value Remarks
value
variance

Between 180.755 2 90.377

Groups 2.071 3.00

Not

significant
Within 10517.668 241 43.643

Groups

From the above the table, it is inferred that the calculated F value (2.071) is less

than that of the table value (3.00), at 5% level of significance. Therefore, the null

hypothesis is accepted.

Thus, there is no significant difference among first, middle and last order

47
secondary level students in their personality traits.

Null Hypothesis-5

There is no significant difference among government, aided, corporation and

private school secondary level students in their personality traits.

Table: 4.9

Difference in Personality Traits: Type of school

Type of school N Mean Standard deviation

Government 91 62.65 7.065

Government aided 63 63.71 6.868

Corporation 29 64.52 6.116

Private 61 63.92 5.951

From the above table it is inferred that, there is a difference in the mean value of

personality trait scores among type of school government, government aided, corporation

and private secondary level students. The mean score of corporation school students is

higher than that of the mean score of government, government aided and private school

secondary level students.

48
 In order to find out whether the difference in mean is significant, F test was

applied. The following table gives the results of f test with reference to the type of school.

Table: 4.10

Difference in Personality Traits: ANOVA: Type of school

Source of Sum of df Mean Table

F-
variance squares Square Value Remarks
value
variance

Between 109.232 3 36.411

Groups 2.071 3.00

Not

significant
Within 10589.436 240 44.123

Groups

From the above the table, it is inferred that the calculated F value (2.071) is less

than that of the table value (3.00), at 5% level of significance. Therefore, the null

hypothesis is accepted.

49
 Thus, there is no significant difference among government, aided, corporation

and private school secondary level students in their personality traits.

Null Hypothesis-6

There is no significant association between fathers qualification of secondary level

students and their personality traits.

TABLE 4:11

ASSOCIATION BETWEEN FAMILY FATHERS QUALIFICATION

OF SECONDARY LEVEL STUDENTS AND THEIR

PERSONALITY TRAITS

Calculated Remarks at
VARIABLE df Table value
Chi-square value 5% level

Not
Fathers Qualification 4 4.829 9.49
Significant

(At 5% level of significance the table value of 2 is 9.49 )

From the above table, it is inferred that there is no significant association between

fathers qualification of secondary level students and their personality traits. The calculated chi-

square value is (4.829) less than the table value (9.49) at 5% level of significance. Hence the

null hypothesis is accepted.

Hence, there is no significant association between fathers qualification of secondary

level students and their personality traits.

50
Null Hypothesis-7

There is no significant association between mothers qualification of secondary level

students and their personality traits.

TABLE 4:12

ASSOCIATION BETWEEN MOTHERS QUALIFICATION

OF SECONDARY LEVEL STUDENTS AND THEIR

PERSONALITY TRAITS

Calculated Remarks at
VARIABLE df Table value
Chi-square value 5% level

Not
Mothers Qualification 4 19.817 9.49
Significant

(At 5% level of significance the table value of 2 is 9.49)

From the above table, it is inferred that there is a significant association between

mothers qualification of secondary level students and their personality traits.

The calculated chi-square value is (19.817) more than the table value (9.49) at 5% level

of significance. Hence the null hypothesis is rejected.

Hence, there is a significant association between mothers qualification of

secondary level students and their personality traits.

51
Null Hypothesis-8

There is no significant association between fathers occupation of secondary level

students and their personality traits.

TABLE 4:13

ASSOCIATION BETWEEN FATHERS OCCUPATION

OF SECONDARY LEVEL STUDENTS AND THEIR

PERSONALITY TRAITS

Calculated Remarks at
VARIABLE df Table value
Chi-square value 5% level

Not
Fathers Occupation 6 6.952 12.59
Significant

(At 5% level of significance the table value of 2 is 12.59)

From the above table, it is inferred that there is no significant association between

fathers occupation of secondary level students and their personality traits.

The calculated chi-square value is (6.952) less than the table value (12.59) at 5% level of

significance. Hence the null hypothesis is accepted.

Hence, there is no significant difference association between fathers occupation of

secondary level in their personality traits.

52
Null Hypothesis-9

There is no significant association between mothers occupation of secondary level

students and their personality traits.

TABLE 4:14

ASSOCIATION BETWEEN MOTHERS OCCUPATION

OF SECONDARY LEVEL STUDENTS AND THEIR

PERSONALITY TRAITS

Calculated Remarks at
VARIABLE df Table value
Chi-square value 5% level

Not
Mothers Occupation 6 3.793 12.59
Significant

(At 5% level of significance the table value of 2 is 12.59)

From the above table, it is inferred that there is no significant association between

mothers occupation of secondary level students and their personality traits.

The calculated chi-square value is (3.793) less than the table value (12.59 ) at 5% level

of significance. Hence the null hypothesis is accepted.

Hence, there is no significant difference association between mothers occupation of

secondary level and their personality traits.

53
Null hypothesis 10

There is no significant association between Family Annual Income of Secondary level

Students and their Personality traits.

TABLE 4:15

ASSOCIATION BETWEEN FAMILY ANNUAL INCOME

OF SECONDARY LEVEL STUDENTS AND THEIR

PERSONALITY TRAITS

Calculated Remarks at
VARIABLE df Table value
Chi-square value 5% level

FAMILY ANNUAL Not

2 4.577 5.99
INCOME Significant

(At 5% level of significance the table value of 2 is 5.99)

From the above table, it is inferred that there is no significant association between
Family Annual Income of Secondary level Students and their Personality traits.

The calculated chi-square value is (4.577) less than the table value ( 5.99 ) at 5% level

of significance. Hence the null hypothesis is accepted.

Therefore, there is no significant association between family annual income of

higher secondary students and their Personality traits.

54
Null Hypothesis-11

There is no significant impact of personality traits of secondary level students on their

achievement in Mathematics.

TABLE: 4.16

IMPACT OF PERSONALITY TRAITS OF SECONDARY LEVEL STUDENTS

ON THEIR ACHIEVEMENT IN MATHEMATICS

VARIABLES x y x2 y2 df r Table

Value value

Personality

traits and

achievement 15845 15917 993425 1124593 242 0.134 0.088

in Mathmatics

For 242 degrees of freedom that the calculated value (0.134) is more than that of the

table value (0.088) at 5% level of significance.

It inferred from the above table that there is a significant impact of personality traits of

secondary level students on their achievement in Mathematics. Hence, the null hypothesis is

rejected.

Thus there is a significant impact of personality traits of secondary level students

on their achievement in Mathematics.

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4.5. CONCLUTION

Thus, this chapter deals with the analysis and interpretation of collected data that will

provide the generalization in the descriptive analysis and drawing conclusions in the inferential

analysis. Findings and suggestions will be discussed in the next chapter.

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 CHAPTER V

SUMMARY AND FINDINGS

5.1. INTRODUCTION

This chapter presents findings and interpretations obtained on the basis of statistical

analysis of data. This chapter concludes with a discussion about the suggestion and

recommendations that can be derived from the present study.

5.2. STAEMENT OF THE PROBLEM

Impact of Personality traits of secondary level students on their achievement in

Mathematics

5.3. METHOD OF THE STUDY

The investigator selected the problem for the present study is concerned with survey method.

The term survey is used for the technique of investigation by a direct observation of a

phenomena or systematic gathering of data from population by applying personal contact. The

term survey and status suggest the gathering of evidence, relating to prevailing conditions. It is

one of widely used method.

5.4. SAMPLE FOR THE STUDY

The investigator selected 244 secondary level students from the population as a sample.

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5.5. TOOLS FOR THE STUDY

The tool selected for the present study was Mahesh Bhargava Dimensional Personality

Inventory, constructed in the year 1981. This scale has 60 items.

5.6. FINDINGS

1. It is inferred that18.0 % of secondary level students are showing high level, 65.2 % of

them are showing moderate level and 16.8 % of them are showing low level of

personality traits.

2. It is inferred that 27.5 % of secondary level students are showing high level, 50.8 % of

them are showing moderate level and 21.7 % of them are showing low level of

Achievement in Mathematics.

3. According to t test, from the table 4.4, the calculated t value (0.654) is less than that

of the table value (1.97), at 5% level of significance. Thus, there is no significant

difference between male and female secondary level students in their personality traits.

4. From the table 4.5, the calculated t value (1.466) is less than that of the table value, at

5% level of significant. Thus, there is no significant difference between rural and urban

secondary level students in their personality traits.

5. From the table 4.6, it is inferred that, there is no difference in the mean value of

Personality Trait scores between Tamil and English medium secondary level students.

The calculated t value (0.663) is less than that of the table value (1.97), at 5% level of

significance. Therefore, the null hypothesis is accepted. Thus, there is no significant

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 difference between Tamil and English medium secondary level students in their

personality traits.

6. According to ANOVA, from the table 4.7, it is inferred that the calculated F value

(2.071) is less than that of the table value (3.00), at 5% level of significance. Therefore,

the null hypothesis is accepted. Thus, there is no significant difference among first,

middle and last order secondary level students in their personality traits.

7. According to ANOVA, from the table 4.8, it is inferred that the calculated F value

(2.071) is less than that of the table value (3.00), at 5% level of significance. Therefore,

the null hypothesis is accepted. Thus, there is no significant difference among

government, aided, corporation and private school secondary level students in their

personality traits.

8. According to Chi square test, it is inferred that there is no significant association

between fathers qualification of secondary level students and their personality traits.

The calculated chi-square value is (4.829) less than the table value (9.49) at 5% level of

significance. Hence, there is no significant association between fathers qualification of

secondary level students and their personality traits.

9. According to Chi square test, it is inferred that there is a significant association

between mothers qualification of secondary level students and their personality

traits.The calculated chi-square value is (19.817) more than the table value (9.49) at 5%

level of significance. Hence, there is a significant association between mothers

qualification of secondary level students and their personality traits.

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 10. According to Chi square test, it is inferred that there is no significant association

between fathers occupation of secondary level students and their personality traits.The

calculated chi-square value is (6.952) less than the table value (12.59) at 5% level of

significance.Hence, there is no significant difference association between fathers

occupation of secondary level in their personality trait.

11. According to Chi square test, it is inferred that there is no significant association

between mothers occupation of secondary level students and their personality traits.The

calculated chi-square value is (3.793) less than the table value (12.59 ) at 5% level of

significance. Hence, there is no significant difference association between mothers

occupation of secondary level and their personality traits.

12. According to Chi square test, it is inferred that there is no significant association

between Family Annual Income of Secondary level Students and their Personality

traits.The calculated chi-square value is (4.577) less than the table value ( 5.99 ) at 5%

level of significance. Therefore, there is no significant association between family

annual income of higher secondary students and their Personality traits.

13. It inferred from the table 4.16 that there is a significant impact of personality traits of

secondary level students on their achievement in Mathematics. Hence, the null

hypothesis is rejected. Thus there is a significant impact of personality traits of

secondary level on their achievement in Mathematics.

5.7 DISCUSSION

In the results of the personality traits , this investigation is contrary to the study

on Personality in Relation to Blood Groups & Gender of Adolescents, conducted by Cano,

Francisco and Berbn (2009) . this study is similar to the findings of the study conducted by

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Wuyuing Dub et al (2001) on five-factor personality measure in Chinese university students:

effects of one-child Policy?. It showed that annual family income was not significantly related

to personality in the two groups, and birth-order position was not related to personality in the

students with siblings. According to Gupta and Joshi (2009) have conducted a study on

personality in relation to blood groups and gender of adolescents to the study found that there is

significant genders different are found in the personality of adolescent boys & girls. Girls are

found to be more responsible. It showed that, contrary to result to this research.

More over according to Sravanthi and Sarada Devi (2009) have conducted a study on

Personality Development of Adolescents. Boys significant difference had high personality

development in all the divisions compound to girls. Girls had scored high in morality,

sensitivity, social and tension. It also showed that, contrary to result to this research.

According to the correlation studies Azizi Yahaya et al (2009) has conducted a study on

relationship between self concepts and personality and students academic performance in

selected secondary schools. Pearson correlations analysis showed that there were no significant

correlation between dimension of self-concept and personality with students academic

achievement.

The investigator found that there is a significant impact of personality traits of secondary

level students on their achievement in Mathematics. This may be due to the fact that secondary

level students arithmetic skill influences their personality traits. So, training in arithmetic skill

is very essential for students all round development.

5.8. RECOMMENDATIONS

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 1. The secondary level students are more global thinking they could easily adapt to any

situations. So, necessary arrangement should be needed to develop their personality

traits.

2. There must be a lot of social interaction sessions should be arranged among

secondary level students. They should be encourage to cooperating well with their

peers, sharing ideas, socially precise and be emotionally stable to improve their

personality traits and mathematical studies also.

3. Particularly the home environment plays a great role in the development of childs

personality. The parents are placed most important in their wards role. So, parents

may take part in personality development of the child and their life situation.

4. Parents should encourage their children to attend for personality development

programme.

5. Educational management should arrange special classes for developing mathematical

skill.

5.9. SUGGESTIONS FOR THE FUTHER REASERCH

1. Relationship between personality traits and emotional intelligence among adolescence.

2. A study of personality among higher secondary students.

3. Comparative study of personality traits and attitude among primary school teachers.

4. Impact of personality traits and academic achievement on social maturity of high school

students.

5. Personality traits and behavioral patterns of college students.

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5.10. CONCLUTION

Personality Traits are more important for the individuals to develop their carrier.

The family and school environment is creating good personality traits among students.

Mathematical ability sharpens the students thinking capacity and their ability. A good

behavioral change has made the children more cheerful to achieve a good academic record.

Hence the personality traits influence the achievement in Mathematical skill which is very

necessary for the individuals life - long progress.

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