Raman Kumar Sharma/ Achievement of Students in the Subject Hindi and the Role of Schools

Raman Kumar Sharma

Assistant  Professor,

Ramgarhia College of Education, Phagwara

ABSTRACT

Language is a feature that distinguishes an individual from others. It is a tool to make social friendly relationship dependent, and to interact with others. Teaching of language is an essential task in education. It may be a mother tongue or Foreign language. Hindi is a national link language, that has brought all Indians together. This is the national language, known, and spoken by almost everyone in India. After India’s Independence the government decided that the official language of India will be Hindi, but the Indian constitution has declared that English can be used for official purposes. With advancement of time and technology, the modernization has gives provocation to English language, due to which, the status of Hindi is lagging behind. Due to westernization, people prefer to speak English and Hindi is not given that much due importance as it had in earlier times. Various studies and researches have been done on teaching Hindi, to make it an effective language. Only traditional methods are followed in Schools, and no practice and exercises are given to students to make them learn a sound language. So, the present study is an effort in the direction that students of which school (private, govt. and govt. aided) achieve low percentage of marks and why,and what remedial measures could be taken to improve.

Main Text

Language is an important aspect of everyone’s life. Language is a feature that distinguishes an individual from others.It is a tool makes  social friendly relationship dependent, and to interact with others. Teaching of language is an essential task in education. It may be a mother tongue or Foreign language. Language is a particular manner of expression and communication of thoughts and feeling through a system of arbitrary signals. As far as Hindi is concerned, it is the national language of India, but it is one of several languages spoken in different parts of the subcontinent. The proper term for the form of Hindi used in northern India is Hindustani, which is spoken in and around Delhi and borrows equally from other languages such as Urdu and Punjabi, Hindi though, is the most widely understood and spoken language in the region. It is written in Devnagiri Script, a left to right writing system with a very characteristic top line.

Aims of Teaching Hindi

Alberta Hindi Parishad was found in 1905 with the main objective of providing regular classes to teach Hindi systematically. Its aim is  :To preserve and promote Hindi language, To initiate and engage in activities and programs meant to enhance and popularize the use of Hindi Language, To provide forum for literary programs, drama and stage events, Public Speaking Session in Hindi, To organize and run Hindi language classes, To establish library of Hindi hand book and Reading from facility. The aim of teaching any language is to make a person communicate in a better way, with the help of four language skills, namely: Listening, Reading, Writing, Speaking.

Importance of Hindi Language

  • It is a national link language, that has brought all Indians together. As, this is the national language known, and spoken by almost everyone in India.
  • It is a key to knowledge: As many Scripts, ancient historical books, Novels and indispensable knowledgeable material is available in Hindi only.
  • Hindi stands third in the list of most widely spoken language in the world. It is in the list of widely spoken languages.
  • Hindi is used as a commercial language of Mauritius and Fiji.
  • National language is national body of the nation. Just as a body of human being comprises of physical body. Vital body, mental body, Casual body, in the similar manner, the human form of the nation also consists of five bodies in the following order land, citizen, language, culture and religion. Nation has language in its mental body. The nation projects its feeling through medium of language.
  • It is used as spoken language right from Nepal, Kabul-Kandahar till Dhaka.
  • It is official language of the union, Indian constitution declared in 1950.
  • Parliamentary Proceedings and laws may be conducted in Hindi.
  • Union Govt. is required by low to progressively use Hindi in its official work. In aggregately we can say that negligence of Hindi, would make a person lag behind many sectors.

Justification of Problem

  • The present World is the World of competition. There is crying need for nurturing creativity in every class room, we are living in an age of increasing dynamism.
  • Academic Achievement is one of the most important goals of education. The present era is an era of competition. In this rapidly changing society. Students are conscious about their achievements. At every step in life, academic record speaks for an individual.
  • Various studies and researches have been done on teaching Hindi, to make it an effective language. But there is a strong dissatisfaction among different educationists.
  • Only traditional methods are followed in School, and no practice and exercises are given to students to make them learn a sound language. The lecture method and dictation all together makes the teaching dull and boring leading to passivism of students, that effects their achievement scores for Hindi.

  Objectives

(i)      To compare the scores of achievement in Hindi, of students of Private Schools

(ii)      To compare the score of achievement in Hindi of students of govt. schools.

(iii)      To compare the scores of achievement in Hindi, of students of govt. aided schools.

(iv)   To compare the scores of achievement in Hindi of student of govt. And govt. aided schools.

(v)      To compare the scores of achievement in Hindi of students of govt. and private schools.

(vi)      To compare the scores of achievement in Hindi of students of private and Govt. aided schools.

 HYPOTHESES OF THE STUDY

(i)         There will be no significant difference in achievement scores in Hindi, of male and female students of private schools,

(ii)        There will be no significant difference in achievement scores in Hindi, of male and female students of Govt. Schools.

(iii)       There will be no significant difference in achievement scores in Hindi, of male and female students of Govt. aided schools.

(iv)       There will be no significant difference in achievement scores in Hindi, of student of private and govt. schools.

(v)        There will be no significant difference in achievement scores in Hindi, of students of Govt. and Govt. aided schools.

(vi)       There will be no significant difference in achievement scores in Hindi, of students of private and govt. aided schools.

Sample The present study was conducted on class IX students studying in Private, Govt. and Govt. aided School of Khanna City. The schools were affiliated to P.S.E.B. The sample comprised of 150 students out of which 75 were boys and 75 were girls.

Method and Procedure The present study was descriptive in nature. The design of the study was on the line of response based on questionnaire.

 Tools Written questionnaire prepared by investigator.

 Data Analysis Mean, standard Deviation and t-test was applied.   Delimitation of the Problem

(i)         The study was delimited to Hindi achievement only.

(ii)        The study was delimited to IX class only.

(iii)       The study was delimited to students of Khanna city only. (iv)       The study was delimited to 150 students only.

(v)        The study was delimited to Private Govt. and Govt. Aided Schools.

Statistical Techniques The investigator used Mean, Standard Deviations, Standard Error of Differences,Critical Ratio as statistical techniques for data interpretations.

ANALYSIS AND INTERPRETATION OF DATA

The data related to comparison of scores of Private, Govt. and Govt. aided Schools was analyzed with help of T-test. All the null hypotheses were proved to be true. The summary of results is given in the following table:

Table 1: Summary of t-test of scores of male and female of private school

Students Mean SD(s) SEDM CR Df Level of significant
Male 35.5 23.14 8.32 0.68 48 0.01=2.69
Female 29.8 34.6 0.05=2.02

From the table 1, it can be seen that t-value is is 0.68, with degree of freedom 48, which is not significant at 0.01 and 0.05 level, it indicates that our Null hypothesis, there is no  significant difference in achievement scores in Hindi of male and female students of private school is proved to be true

Table 2: Summary of scores of t-test for achievement of male and female Govt. School

Students Mean SD(s) SEDM CR Df Level of significant
Male 29.4 9.63 2.64 0.075 48 0.01=2.69
Female 29.6 9.10 0.05=2.02

From the table 2, it can be seen that t-value is 0.075 which is not significant at 0.01 and 0.05 level, so our null hypothesis, “There will be no significance difference in scores of achievement of male and female of Government school” is accepted.

 Table 3: Summary of scores of Achievement of male and female of Govt. Aided

Students Mean SD(s) SEDM CR Df Level of significant
Male 28.8 8.12 2.54 0 48 0.01=2.69
Female 28.8 9.80 0.05=2.02

From the table 3, it can be seen that t-value is 0, so null hypothesis, “there will be no significance difference in scores of achievement of male and female of Government aided school,” is accepted.

Table 4: Summary of scores of Achievement of  in Hindi of students of Govt. and  Govt. Aided Schools

Students Mean SD SEDM CR Df Level of significant
Govt. 28.42 12.64 2.50 0.16 48 0.01=1.99
Govt. Aided 28.8 12.43 0.05=2.63

From the table 4, it can be seen that t-value is 0.16, with degree of freedom 98, which is insignificant at both 0.01 and 0.05 level, therefore the null hypothesis, “there is no significant difference in scores of achievement of students of Government and Government aided schools,” is approved to be true.

Table 5: Summary of scores of Achievement in Hindi of students of Govt. and  Private Schools

Students Mean SD SEDM CR Df Level of significant
Govt. 28.4 12.64 2.59 0.38 98 0.01=1.99
Private 29.4 13.34 0.05=2.63

It is clear from the table 5 that t-value is 0.38 is insignificant at 0.01 and 0.05 level so hypothesis. “There is no significant difference in scores of achievement of students of Government and Private schools students,” is proved to be true.

Table 6: Summary of Scores of Achievement in Hindi of Students of Private and Government Aided Schools.

Students Mean SD SEDM CR Df Level of significant
Private 29.4 13.34 2.57 0.23 98 0.01=1.99
Govt. Aided 28.8 12.43 0.05=2.63

It can be seen in table 6, that t-value 0.23 is insignificant at 0.01 and 0.05 level, that’s why our null hypothesis “There is no significant difference in scores of Achievement in Hindi of students of private and Govt. Aided Schools” is accepted. Thus, all the null hypothesis are proved to be true.

Findings of the Study On the basis of the analysis of data, following are the findings:

  1. All the three types of school students were similar in achieving scores in Hindi.
  2. It can be said that Achievement in Hindi was independent of type of school-Government, Government Aided and private.
  3. It can be said that Achievement in Hindi was not an element that male and female should vary in scores.
  4. It can be said that Gender distinction is not considerable for variation or similarity of scores.

   Educational Implications FOR TEACHERS:

  • Use of equal treatment for both males and females which is un-considerable, should be used for maximum grasping of students.
  • Teacher should try to bring out innovations in the use of appropriate methods or techniques to teach Hindi like, Lecture, discussion, illustrations.
  • Teacher should use a variety of methods to teach in classroom.
  • Teacher should be innovative minded and should use different approaches in the light of different objectives.
  • Drills and practice should be given to bring out fluency in language.

For Administration:

  • Workshops and seminars should be organized for both pre-service and in service teachers to create awareness about use of different methods and techniques to teach Hindi.
  • Teachers should be provided proper training for utilization of resources and Aids available.
  • Proper A/V Aids, Multimedia should be provided to teach Hindi in regular classes
  • Teachers should be provided enough scope to teach and make understand their students about important of mother tongue.

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