A Study of Level of Aspiration among Secondary School Students of Bellary District

INTRODUCTION

The term ŖLevel of educational aspirations,ŗ as used in this study, refers to the desires individuals have to attain some future state for themselves and smart class room activities are impacted or not for his studies. By this definition, the researcher assumes that some students attain higher educational levels to satisfy the desires of parents and significant others through academic and social integration into campus life. In the study by Sewell and Hauser (1980), it showed that menřs educational aspirations are more influenced by ability, by high school grades, and by the support and example of significant others. An aspiration is a strong desire for high achievement and it is influenced by family background, and the ways in which family interacts, communicates, and behaves. Cooper, Arkelin and Tiebert (1994) defined aspirations as hopes and ambitions that influenced by intrapersonal and interpersonal factors. In this study, aspiration is replicate of student hopes in term of educational attainment and influences of smart class room to attain the future goals and career after finishing their study.

The level of aspiration is an individualřs expectations or ambition. It refers to the estimate of oneřs future performance in a given task. According to Boyd (1952) ŖLevel of aspiration means an individualřs ambition in a dynamic situation that is it is an individualřs goals or expectation in regard to the goodness of his own future performance for a given taskŗ. Hoppe (1941) defines ŘAspirationř as Ŗa dynamic psychological factor which will operate in the production of feeling of success and failureŗ. Further aspiration is differentiated into realistic and idealistic as realistic levels do but idealistic do not have behavioural relevance (Stephenson, 1968). Therefore aspiration refers to the conscious desire and expectation of an individual coupled with the deliberate striving for the achievement of goal.

• Identify learning styles and how to relate them to achieve academic success. • Design a plan of action for increasing academic success. • Assess individual strengths and limitations in academic disciplines. • Identify ways in which decisions about education relate to other major life decisions.

1. To assess the level of aspiration of secondary school students.

mediums (Kannada and English) level of aspiration of secondary school students. 3. To study the interaction affects levels of (low and high) with types of management (Private, Government), location (rural and urban), gender (male and female) and mediums (Kannada and English) on Level of aspiration of students of secondary schools.

• Null hypothesis (H0): There is no significant difference between students of private and government secondary schools with respect to score Level of aspiration • Null hypothesis (H0): There is no significant difference between male and female students of secondary schools with respect to scores of Level of aspiration • Null hypothesis (H0): There is no significant difference between Kannada and English medium students of secondary schools with respect to score of Level of aspiration • Null hypothesis (H0): There is no significant difference between students of rural and urban secondary schools with respect to score of level of aspiration.

The investigator adopted the survey method of research as it is most suitable for the present study.

• The present study is connected with emotional intelligence, aspiration, home environment and behavioral pattern of students of secondary schools. Hence, main sample of the study would be students of secondary schools. A total of 480 students were selected in which, 240 each from government and private in rural (240) and urban (240) areas with Kannada and English medium schools.

For the present study following standardized tool were used. • Scale of level of aspiration present study the following statistical techniques were employed 1. Descriptive statistics 2. Differential statistics 3. Correlation Technique 4. Multiple linear Regression Technique 5. Path analysis.

■ The students of rural and urban secondary schools differ significantly with respect to aspiration scores (t=-4.1139, p<0.05) at 5% level of significance. Hence, the null hypothesis (H0) is rejected and alternative hypothesis (H1) is accepted. It means that, the students of urban secondary schools have significant higher aspiration scores as compared to students of rural secondary schools.

■ The male and female students of secondary schools differ significantly with respect to aspiration scores (t=-3.2848, p<0.05) at 5% level of significance. Hence, the null hypothesis (H0) is rejected and alternative hypothesis (H1) is accepted. It means that, the female students of secondary schools have significant higher aspiration scores as compared to male students of secondary schools.

■ The Kannada medium and English medium students of secondary schools do not differ significantly with respect to aspiration scores (t=-1.6079, p>0.05) at 5% level of significance. Hence, the null hypothesis (H0) is accepted and alternative hypothesis (H1) is rejected. It means that, the Kannada medium and English medium students of secondary schools have similar aspiration scores.

• The students of private and government secondary schools differ significantly with respect to aspiration scores • The students of kannada and English medium secondary schools differ significantly with respect to aspiration scores.

The above mentioned results of level of aspiration of secondary school students. The present study also realizes the necessity to investigate separately the educational aspiration, vocational aspiration, economic aspiration etc. secondary school students and factors determining them in order to have a

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