A COMPARITIVE STUDY OF ANXIETY OF XI CLASS STUDENTS OF COMMERCE AND SCIENCE STREAM

Scholarly Research Journal for Interdisciplinary Studies, Online ISSN 2278-8808, SJIF 2016 = 6.17, www.srjis.com UGC Approved Sr. No.49366, JAN-FEB 2018, VOL- 5/43 https://doi.org/10.21922/srjis.v5i43.11258 A COMPARITIVE STUDY OF ANXIETY OF XI CLASS STUDENTS OF COMMERCE AND SCIENCE STREAM Geeta Singh1, Ph.D. & Dileep Kumar Singh2 Associate Professor K.R.P.G College Mathura. U.P.

The study investigates the anxiety of XI class students of commerce and science stream. The sample of the study consists 800 students from Mathura district of U.P. survey method was used for collection of data. The result of the study reveals that there is significant difference (0.01 level) between and anxiety level of students of commerce and science stream. Keywords: Anxiety, XI class, students. Scholarly Research Journal's is licensed Based on a work at www.srjis.com

INTRODUCTION Anxiety is a special variety of fear experience in response to anticipates threat to self esteem. It is a subjective experience of the individual which means the painful and unconsciousness of mind. Anxiety like its Latin origin “ AN xieties “ commonly connotes an experience of verifying blends of uncertainty agitation and dread ( Eyesnk ). It is the experience of tension that result from real or imaginary threats to ones security to great extent i.e. reduces the efficiency of the individuals in satisfying their need disturbed interpersonal relations and produces confusion in thinking. Individuals with low anxiety levels perform better than those with high anxiety. High level an anxiety describes behavior patterns and perception associated with a lack of objectivity and heightened or exaggerated concern about performance on test. Students with high levels of anxiety may have a distorted view of the expectations of others and they may suffer low self esteems. Students with low score on this scale probably do not suffer excessive anxiety over school work and may perform well as a result. Every low score might indicate a problem if the student is not taking work seriously and grades are suffering ( Wood 1994 ).

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LITERATURE REVIEW: A number of studies have been conducted an anxiety. Few previous studies have been presented below. P. Prakash (1977) compared the anxiety in adolescent boys at different levels of social economics status intelligence. The study revealed that higher the socio- economic status lower the anxiety was found among adolescents boys and higher the level of intelligence. In adolescent boys lower the anxiety among them. Trivedi R.M. (1995) Studied the problem entitled, “Anxiety and Academic Achievement of undergraduate students.” The study showed that the low anxiety subject were better than the high anxiety subjects in performance an Anagram performance test. Bryme (2000). Studied anxiety depression and coping strategies in adolescents. Results suggested that males parents significant decrease of anxiety and fear in 12ᵗ ͪ grades instead of girls who show increase in anxiety and by this time both males and females use different caring strategies in order to deal with fear and anxiety. Dordinejad, Hakim, Ashouri Dehghani Zeinali, Daghighe & Bohami (2011) revealed that test anxiety has negative effect on students acamemic performance. Thilagavathe, T. (1990) studied the problem entitled “Academic achievement in relation to intelligence to creativity and anxiety.” Study revealed that the high achievers belonged to the low level of anxiety group and low achievers groups. Anxiety has only a negative interference on academic achievement. Swami Priyakant, M. (1989) a study of the adjustment, anxiety, self concept and intelligence of orpham students living in orphanages as compared to normal students Ph. D. Edu. Saurastra University. Study revealed that orphan students were more anxious than normal students. Normal students were better adjustment than orphan students. Normal students were adjusted than orphan students. OBJECTIVE OF THE STUDY: The main objective of the study is: (1)

To make a comparative study of the anxiety of the boys of XI class children of

commerce and science stream.

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(2)

To make a comparative study of the anxiety of the boys of XI class commerce and

science stream. (3)

To make a comparative study of the anxiety of the girls of XI class commerce and

science stream. HYPOTHESIS: The following null hypotheses are found: (1)

There is no significant difference between the anxiety of XI class students of

commerce and science stream. (2)

The XI class boys of commerce and science stream do not differ significantly in their

anxiety. (3)

The XI class girls of commerce and science stream do not differ significantly in their

anxiety. DELIMITATION OF THE STUDY: The study will be delimited in the following manner: (1)

800 students of XI class (both girls and boys) from public school were taken for

study. (2)

The study was delimited in terms of stream only commerce and science stream were

taken into consideration. (3)

The study was delimited in terms of area Mathura, District of (U.P.)

(4)

The study was limited to only one variable anxiety.

METHOD AND SAMPLE DESIGN: The study was conducted under the descriptive survey method. The populations of the study is all the XI class students of commerce and science stream in Mathura District of U.P. For the study 800 sample was selected on the basis of stratified random sampling method. TOOLS FOR DATA COLLECTION: To study the level of anxiety of the students of XI class commerce and science stream. The investigator has used Sinhaâ€™s Comparative Anxiety Test by A.K.P. Sinha and L.N.K. Sinha.The reliability efficient of the test was 0.92.

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RESULT AND DISCUSSION: (1)

There is no significant difference in the anxiety of XI class students of commerce and science stream. Stream N Variable Anxiety Commerce 400 Science 400

Mean

S.D.

t-value

r

Remark

42.30 31.48

12.81 15.62

10.71** 0.593** Positive highly significant

Table -1 shows that coefficient of commerce students with students of science stream are 0.593**. This result shows that the level of anxiety of both stream students was found in similar pattern (2) The XI class boys of commerce and science stream do not differ significantly in their anxiety. Variable Stream N Anxiety Commerce 200 Science 200

Mean 42.08 31.15

S.D. 12.86 15.78

t-value 7.59**

r Remark 00.225** Positive highly significant

Table -2 shows that the coefficient of correlation of anxiety level of XI commerce students with XI class students of science stream r = 0.225**. The result shows that the level of anxiety of boy students of both stream were found positively correlated. (3) The XI class girls of commerce and science stream do not differ significantly in their anxiety. Variable Stream N Anxiety Commerce 200 Science 200

Mean 42.53 31.82

S.D. 12.82 15.44

t-value 7.54**

r 0.969**

Remark Positive high significant

Table-3 shows that r = 0.969. This reveals that the anxiety level of girl’s students of commerce stream is higher than the girl’s students of science stream. This shows that anxiety level of girls students of both stream were found positively correlated. MAJOR FINDING: (1)

There is positive significant differences (0.01level) in the anxiety level of XI class

students of commerce and science stream. Thus null hypothesis is rejected. (2)

There is positive significant different (0.01 level) in the anxiety level of XI class boy

students of commerce and science stream null hypothesis is rejected (3)

There is positive significant different (0.01 level) in the anxiety level of XI class girl

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CONCLUSION: (1)

Level of anxiety of students (boys and girl) of commerce stream is higher than

students of science stream. (2)

Boys (commerce stream) showed higher level of anxiety then boys (science stream).

(3)

Girls of (commerce stream) showed higher level of anxiety than girls students

(science stream). EDUCATIONAL EMPLICATIONS: (1)

School should allow the students to opt particular branch of study on the basis of their

interest aptitude and attitude towards study. It will enhance their learning ability. (2)

School and parents should aware their children to take particular branch as per their

desire regarding the scope and objectives of different branch of study and help them to choose right branch of study for their career. (3)

Parents should not compel their children to take particular branch as per their desire.

Might must be give equal attention in terms of providing facilities and finance to different branch of study. (4)

Subject teachers should teach students good study abilities and self management skills

and try to motivate them towards their subject and career. (5)

School should create an atmosphere of acceptance that allows the students autonomy

and the opportunity to learn competencies. (6)

School management should provide special counseling regarding their career and

scope in commerce field. So that they could realize the importance of their subjects and career. (7)

NCERT should carry out inspections of schools which are imparting education in

different streams to observe whether they are following all norms guidelines or not. (8)

Schools which are providing education for commerce and science stream at higher

secondary stage should provide favorable atmosphere to commerce stream students without any partiality which will enhance their self esteem and reduce anxiety level. Student with high self esteem and low anxiety will be able to score more academically and achieve their objective successfully. Student with high self esteemed and low anxiety will be able to secure more academically and achieve their objective successfully.

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Commerce teachers should aware the students regarding the objectives of subject and relate their knowledge with real life situation. (9)

Yoga and different stress relaxation techniques be included in curriculum activities.

REFERENCE: Prakash, P. (1977). “A study of Anxiety in Adolescent boys at different level of socio – economic status and intelligence.” Jr. of Education and Psychology. vol. No. 3. Thilagawathy, T. (1990). “ Academic Achievement in Relation to Intelligence” Creativity and Anxiety. New Delhi. Swami, Priyakant M. (1990). “A study of the adjustment, Anxiety, Self concept and Intelligence of orphan students” 5ᵗ ͪ Survey of Education Research by M.B. Buch Vol :2, Ph.D., Edu., Saurastra Univ. Trivedi, R.M. (1995). “Anxiety level and Academic Achievement of undergraduate students”. Experiments in Education. Vol. 23(3), P.P.47-51 Bryme, B. (2000). Relationship between anxieties, fear self concept and coping strategies. Journal of educational psychological Vol. (137), 201-215.

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