CHAPTER-I

INTRODUCTION AND CONCEPTUAL FRAMEWORK

1.1 EDUCATION
Education is the process by which people acquire knowledge skills, habits,
values or attitudes. The world education is also used describe the results of the
educational process. Education should help people to become useful members of
society. It should also help them develop an appreciation of their cultural heritage and
live more satisfying lives. Education involves both learning and teaching. Sometimes,
people learn by teaching themselves. But they also learn with the help of the people
such as parents and teachers.
Education is also important because it helps people get more out of life. It
increases their knowledge and understanding of the world. It helps them acquire skills
that make life more interesting and enjoyable such as the skills needed to participate
in sport, print, a picture or play a musical instrument such as education becomes
increasingly important as a people gain more and more leisure time.
Accordingly to National Policy on Education (1986) education is fundamental
to all round development, material and spiritual. Education is the high way to derive
the maximum benefit from the assets already created by the economic and technical
development. Education needs to be planned meticulously and development with
great sensitivity. So as to make the best use of human being who is a positive assert
and a precious national resource. Education should provide scientific temper to sum
up education is a unique involvement in the present and the future
1.2 AIMS AND OBJECTIVES OF EDUCATION
Education should help the child to make his original contribution to the variant
whole of human life as full and as truly characteristic as his nature permits.
Individual aim of education does not deny or minimize the responsibility of
man to his fellow, for individual life cannot develop only in terms of his own nature
and that is social truly as self-regarding.
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No education is worth the name which does not inculcate the qualities
necessary for living graciously, harmoniously and efficiently with ones fellowmen.
Education for citizenship is the only education which deserves the name; that
other sort of training, which aims at the acquisition of wealth or bodily strength, or
mere cleverness apart from intelligence and justice, is mean and illiberal and not
worthy to be called education at all.
1.3

STRUCTURE OF EDUCATION IN INDIA

Indian Education Commissions Report (1964) mentions that education is a

powerful instrument of social, economic and political changes and therefore is to be,
related to the long term national aspiration and the short-term problems it is called
upon to face. Through education, the potentials of everyone are to be developed
instilling the feeling of ones social obligations.
Today education system in India can be divided into many stages.
1) Pre- primary- it contains children of 3-5 years of age studying in nursery, lower
kindergarten and upper kindergarten. At this stage student is given knowledge
about school life and taught to read and write some basic words.
2) Primary- it includes the age group of 6-11 years studying in classes from first to
faith.
3) Middle- it contains of children studying in classes from sixth to eight.
4) Secondary- it includes students studying in classes ninth and tenth.
5) Higher secondary-includes students studying in eleventh and twelfth classes.
6) Undergraduate- here, a student goes through higher education, which is completed
in college. This course may be according to the subject pursued by the student. For
medical student this stage is of four and half years plus one year of compulsory
internship, while a simple graduate degree can be attained in three years.
7) Postgraduate- after completing graduation may opt for post-graduation to further
add to his qualifications.
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1.3.1 Primary Education

Primary education covers standards one to eight. At this stage only, children
start going to formal education. Article 45 of Indian constitution gives much
importance to primary education. Universal and compulsory primary education as
envisaged in all citizens of the country should be educated compulsory up to a
minimum level of education. Hence, this is considered as the most important aspect of
schooling. The mother tongue should be the medium of instruction at the primary
stage. The stage in which 6 to 10 years old children begin their regular education is
called primary education. Reading and writing, arithmetic, science and social science
are learnt. According to the New Educational Policy of 1986 it was assured that
before the beginning of the 21st century, free and compulsory, quality education would
be given to each and every child below 14 years.
Policy for Primary Education
Its purpose should be to make students self- dependent and its curriculum
should consist of such subjects which may further these goals. Primary education
should be regarded as the instruction of the masses. It should be closely related to the
practical aspect of the masses. Primary education should be imparted through the
medium of mother tongue. Persons who have received primary education should be
given preference in service suitable for them. The government should extend more
patronage to primary education than before. The backward and tribal people should be
encouraged to receive the primary education in backward districts, especially in those
areas inhabited by aboriginal races, to be extended by the department of education
through liberal grant-in-aid.
1.3.2 Secondary Education
Secondary education is a big reservoir on which various agencies depend for
drawing their man power. The department of Engineering and Technology draws its
draftsmen and Mechanics from secondary schools. Elementary schools depend for
their teachers on secondary school products. Secondary education is the backbone of
the countrys entire educational programme.

It becomes necessary to study in depth and detail what was learnt in primary
education. Secondary education is the backbone of the countrys entire programme. It
gives desired direction to the nations power. The major objective is to create future
citizens with democratic values and to make them fit for higher education or
vocational education or for employment.
Dr.A.Lakshman Swami Mudaliar commission report says that the objectives
of education are the growth of democratic citizenship, vocational progress,
development of personality, training for leadership, recognizing of secondary
education, developing technical education, co-education, etc. The curriculum of this
stage includes two languages and three core subjects such as mathematics, science
and social science. Besides, arts, music, physical education, moral and religious
education are also given.
Aims of Secondary Education
The major aims of higher secondary education according to Kothari
Commission are:
(i)

Preparation for higher education and professional education.

(ii)

Strengthen the vocational stream of education, so that pupils coming out of

schools join the labor force and enhance its efficiency for productivity.

(iii)

Development of social and national integration, and consolidation of

democratic way of life.

(iv)

Striving to build character by cultivating social, moral and spiritual values.

(v)

Training in citizenship and rational thinking.

Objectives of Secondary Education

1. Development of qualities essential for creative citizenship
Co-curricular activities in secondary schools are the capacity for clear
thinking, the scientific attitude of mind, receptivity to new ideas, a respect for the
dignity and worth of every individual, the ability to live harmoniously with ones
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fellowmen through the cultivation of discipline, cooperation, social sensitiveness and

tolerance; and a sense of true patriotism.
2.

The promotion of vocational efficiency

This involves

not only the creation of a new attitude to work and an

appreciation of the dignity of manual labor but also the development of the students
technical skill and efficiency through greater emphasis on craft and productive work
and the diversification of courses at the secondary stage.
3.

Development of personality
This implies cultivation of the student literary, artistic and cultural interest for

a fuller development of their personalities.

4.

The training for leadership

The training of persons, who have, on completion of the secondary stage,

would be able to assume the responsibilities of leadership at the intermediate level.

Secondary education is a terminal point for majority of the students. Therefore, at the
end of the school education, each pupil must be able to enter into various professions
independently.
Curriculum in Secondary Education
The secondary education commission has discussed at length the secondary
education curriculum. First it pointed out the defects of the existing curriculum,
discussed in detail the principle of curriculum construction and finally the curriculum
of different stages of secondary school.
The secondary education commission has recommended some principles to be
followed in the construction of curriculum.
1. Principles of totality of experience
According to the secondary education commission, The curriculum does not
include only the academic subjects traditionally taught in the school but it includes the
totality of experiences that the pupil receives through manifold activities that go in the
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school, in the classroom, library, laboratory, workshop, playground and in numerous

informal contacts between teachers and pupils.
2. Principles of variety and elasticity
The curriculum should be elastic and include varieties of subjects and
activities to meet the needs of the various types of pupils. The curriculum should be
adapted to meet the needs and interests of the students.
3. Principles relating to community
Programme in the curriculum should relate to the community so that a child can feel
that he is an integral part of the local community. The curriculum should bring the
child and the community closer.
4. Principles of training for leisure
The curriculum should be designed to train the students not only for work but
also for leisure for this purpose there should be a number of activities-social,
aesthetic, sporting etc. which should be included in the curriculum. These activities
will train the students to use their leisure time properly.
5. Principles of integration and correlation
The curriculum should not be merely a bundle of subjects and activities. The
activities and subjects should be integrated and well correlated. The curriculum
should provide a broad field units having direct bearing on life.
1.3.3

Higher Secondary Education

The scheme comes after secondary education is for a period of two years

followed by three years of university education. In the modern Indian parlance, higher
secondary education means the education which comes after X standard. After
Kothari Education commission

(1964-66) recommendations were accepted, our

country opted for the uniform pattern of education i.e 10 + 2 + 3. In this the +2 level is
called higher secondary stage of education (classes XI and XII). In states like Tamil
Nadu, higher secondary schools offer five years of high school education (classes VI
to X) and two years of higher secondary education
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Aims of Higher Secondary Education

The major aims of higher secondary education according to Kothari Education
Commission are:
The students are prepared for higher education and professional education.
Higher secondary education will strengthen the vocational stream of education so that
pupils coming out of schools join the labor force and enhance its efficiency for
productivity. The pupils can be developing their social and national integration, and
consolidation of democratic way of life. It should be striving to build character by
cultivating social, moral and spiritual values. Then they would be training in
citizenship and rational thinking.
1.3.4 Higher Education
Higher education provides ideas and men to give shape to the future and
sustain other levels of education. It provides the historical and ideological perspective
to society. In addition, it supplies a wide range of increasingly sophisticated
manpower required in industry, agriculture, services and administration. The
importance of the role contribution of higher education in national development must
be fully recognized. Facilities of higher education may be expended through
correspondence courses, part time and own time studies and by permitting private
candidates to appear in university examinations. Great restraint should be exercised in
the establishment of new institutions. It is preferable that the duration of the undergraduate stage of higher education is three years. This may be followed by courses of
post graduate study and research.
1.4 ADOLESCENCE
The term Adolescence is derived from the Latin verb adolescore, which
means to grow into maturity. It is a biosocial transition between childhood and
adulthood. Puberty refers to the physical and sexual maturation of boys and girls.
Adolescence refers to the behavioral characteristics of this period that are influenced
by culture and physical change.

According to Stanley Hall Adolescence is a period of stress and strain, storm and
strife. (Dandapani, 2000)
It is transition from the dependency of childhood to the relative autonomy of
adulthood, roughly extending from 12 to 18 years of age.
1.

Physical development
Adolescence is a period of rapid physical growth. The endrocence glands

become quite an active and secrete hormones that contribute toward growth and
bodily structure. Between 12 and 14 girls grow faster than boys. However, boys,
outgrow girls beyond 14. One attains the maximum height around 16. Limbs grow
disproportionately and voice also changes. This results in a state of temporary
awkwardness because there is loss of physical poise.
2. Intellectual development
Adolescence is the period of maximum growth and development with regard
to mental functioning. Intelligence reaches climax during this period. Intellectual
power like logical thinking, abstract reasoning and concentration are almost
developed up to the end of this period. An adolescent learns to reason and seeks
answer to how and why of everything scientifically.
Hero worship is most prominent in this period. The area of interests is actually
widened. Adolescence is the age of action. According to the difference in tastes and
temperaments, nearly all adolescents have some or other hobbies and strong like and
dislikes for the world or nature man made things.
3. Emotional development
The emotional balance is once again disturbed in adolescence. An individual
once again experiences the violent and intense current of emotional experience. With
regard to emotional experiences, this is the period of intensive storm and stress. At no
stage this emotional energy is as strong and dangerous as in adolescence. It is very
difficult for an adolescent to exercise control over his emotion. The sudden
functioning of sexual glands and tremendous increase in physical energy makes him
restless. Moreover, adolescents are not consistent in their emotion. Emotions during
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this stage fluctuate very frequently and quickly. It makes moody. In a very short span
of time they could switch between being happy and extremely sad. So there is too
much uncertainty in the nature of their emotional state.
4.

Social development
In adolescence, the childs social development comes under the influence of

his interests, needs, sense of security or insecurity etc. In this stage, adolescent are
very sensitive towards their environment but at the same time, the adolescents social
development is also profoundly influenced by his physical growth. Week, sickly
disabled or handicapped adolescents tend to develop abnormalities and suffer from
maladjustment. Such children are usually shunned by other people, and his their
problems. In adolescent, the important features of social development can be outlined
as similarity of objectives, Social acceptability, sex drive, sociability.
1.5 INTELLIGENCE
The term intelligence is used to denote powers or capacities of individuals. It
differs from one individual to another and from one species to another in terms of the range
and depth of the problem. Intelligence is a sort of mental energy in the form of mental or
cognitive ability, available with an individual which enables one to handle his environment
in terms of adaptation to face novel situations as effectively as possible.
According to stern, Intelligence is a general capacity of an individual consciously
to adjust his thinking to new requirements. It is the general mental adaptability to new
problems and conditions of life. (Mangal, 2009). It is that most important variable that
affects schooling or performance on a job. It consists of interest, aptitude, attitude,
knowledge, skill, brightness, sharpness, cleverness aptness, speed quickness, etc. we can
access a persons intelligence in proportion to his ability to use his mental energy to handle
his problems and lead a happy and well-contended life.
Characteristic of Intelligence
The characteristic of intelligence are as follows:
I.

It is an ability of abstract thinking.

II.

It is a capacity to adjust new situation.

III.

It is a general mental adaptability.

IV.

It is an ability to relate diverse situations.

V.

It is the innate disposition and flexibility of mind.

VI.

It is a power of self- criticism or auto criticism.

VII.

It is an ability to learn from experience.

VIII.

It is an ability to carry on higher process of thoughts.

IX.

It is a perceptual ability or capacity or insight.

X.

It is an ability to solve problems.

Gardner wrote 'Frames of Mind: The Theory of Multiple Intelligences,' in

which he proposed the idea that there are seven different kinds of intelligence. In
1999, Gardner added one more Intelligence to his list, bringing the total to eight. They
are:
1. Logical/Mathematical Intelligence: includes logical thinking, the ability to
detect patterns, and mathematical abilities.
2. Musical Intelligence: includes the ability to detect and appreciate musical
patterns and pitches.
3. Linguistic intelligence: includes the ability to learn languages, use words to
accomplish goals, and expressive language.
4. Visual-spatial intelligence: includes the ability to recognize patterns across
spaces and use or manipulate the patterns.
5. Body/kinesthetic Intelligence: includes the ability to use the body effectively
to solve problems.
6. Interpersonal Intelligence: includes the ability to understand and relate to
others.
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7. Naturalistic intelligence: includes knowledge about your environment and an

appreciation for nature.
8. Intrapersonal Intelligence: includes understanding and appreciating one's
innermost feelings.
One can think of multiple intelligences as the ridges that make up a
fingerprint. That is, each person has a combination of the intelligences that is unique
to the individual. For example, a college basketball player may be skilled at scoring
points for his team (body/kinesthetic intelligence), but have trouble keeping up in his
statistics course (logical/mathematical intelligence).
1.6 INTRAPERSONAL INTELLIGENCE
Intrapersonal means existing or occurring within the individual self or mind.
Intrapersonal management is management with one self. Like when one can sometimes
think in his mind what to say and how to say before speaking. Intrapersonal management
refers to the management of ones thoughts, words and action in relation to the teaching
learning process. This type of intelligence consists of an individuals abilities to enable him
to know his self. It includes knowledge and understanding of ones own cognitive
strengths, styles and mental functioning, as well as ones feeling range of emotions and
skills to utilize ones fund of knowledge in practical situations. In brief, Intrapersonal
intelligence helps an individual to understand his own self by providing an insight into his
total behavior. What he feels thinks or does. It is therefore, said to be the most private of
the intelligences that a person possesses. On account of its secret and private nature, the
access to this type of intelligence in an individual is available only through self-expression,
i.e. Language, music, visual art and similar other forms of expression.
Intrapersonal intelligence or the individual has the keen understanding of one self.
It is their desires, strength, weakness and how to operate on the self model. They focus
inwards on feelings and dreams. They like working alone following their instincts as well
as pursuing their own interests and goals. They focus inward and may often be deemed
who marches to the beat of a different drummer. It is whom we are, what we are, and why
we are that they way. A strong intrapersonal intelligence can lead to self-esteem, self
enhancement, and strength of character that can be used to solve internal problems.

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1. Highly developed self-knowledge, defined as having accurate knowledge of

ones dreams, goals, strengths limitations, moods, anxieties, desires and
motivations.
2. The ability to act on the basis of knowledge, creating environments guiding
behavior and making decisions based on accurate picture of one self.
3. People that have intrapersonal intelligence know themselves well. They arent
into molds, and they make decisions based on what is right for themselves.
They possess as strong sense of it identify and purpose.
Students with a strong intrapersonal intelligence
1. They are comfortable with themselves.
2. Express strong like or dislike of particular activities. communicate
their feelings.
3. Sense their own strengths and weakness.
4.

Show confidence in their abilities.

5. Set realistic goals.

6. Make appropriate choices.
7. Follow their instincts.
8. Express a sense of justice and fairness.
9. Relate to others based on their sense of self.
Characteristics of the Intrapersonal Intelligence
I.
II.
III.

Understanding of self, of knowing who he/she is,

What he can do, which things to avoid, and
Which things to gravitate toward.

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IV.

Highly intuitive; inwardly motivated rather than needing external

rewards

V.

Sometimes learn through working alone and sometimes may shy away
from others

Sometimes those with intrapersonal intelligence are also very intuitive people.
Based on characteristics, there is what is known as certain intrapersonal intelligence
careers. These include psychology, philosophy, science, writing, theology, social
work, and law. In essence, any career type that allow for self-reflection and the
opportunity to work alone is suitable for such individual.
How to Improve Intrapersonal Intelligence
Whether apply the aforementioned traits on the career front or not, having a
high amount of self-reflection that promotes personal development, in that it enables
to take the right decisions and be self-motivated is always helpful in a lot ways.
Among the many multiple intelligence activities, there are some intrapersonal
intelligence activities that can resort to improve the levels of intrapersonal
intelligence.
1. Since one of the traits of such individuals is the desire to spend time
alone, doing so oneself should be of great help. Spending time where
will reflect on one self, the thoughts, and understand and analyze the
emotions will be one of that best ways to develop this trait.
2. Goal setting is another trait that can develop where start off by setting
smaller goals that are easily achievable. This will also enhance the selfmotivation. Then slowly set larger goals.
3. Understand the impact of events around oneself. Sometimes such
situations can cause great amounts of stress, so making an effort to
analyze the situation and work on relieving the stress will help.
4. Engage in activity that think will help allow for self reflection and
introspection. Yoga is one such great activity that will help in this
regard.
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5. Record the thoughts, feelings, emotion, and dreams, in a journal that

can reflect on later and help understand one better.
6. Spend some time meditating to connect with inner self. Start with a
short time, say 10 minutes, and slowly increase the time period spent
meditating.
7. Ensure that work to enhance the self-esteem by positive thinking, daily
affirmation and focusing on the achievements.
1.7

SELF CONFIDENCE:
Self-confidence is the belief that one can handle a certain situation correctly.

Self-confidence is knowing that one dont lack any of the necessary skills in order to
successfully complete task. This task could vary from a social activity like being able
to approach someone dont know, to a professional activity like the ability to complete
a certain task that ones work or business needs.
At the heart of building Self-confidence and becoming more confident of
uncertainity, our inability to control the world around us. One can build selfconfidence by not letting the feelings generated by uncertainly take over. One has a
built in system to protect us from danger-fight or flight what creates what one identify
as anxiety symptoms when threatened. Tolerate that feeling of anxiety; recognize that
uncertainty is a challenge than a threat. Once one starts to do that, then on the way to
building confidence and generally being more confident. Self-confidence people have
expectation that is realistic. Even when some of their expectations are not met, they
continue to be positive and to accept themselves. People who are not Self-confidence
depend excessively on the approval of others in order to feel good about them. They
tend to avoid taking risks because they fear failure. They generally do not expect to be
successful. They often put themselves down and tend to discount or ignore
compliments paid to them. By contrast, self- confidence people are willing to risk the
disapproval of others because they generally trust their own abilities. They tend to
accept themselves; they dont feel they have to conform in order to be accepted.
Self-confidence is not necessarily a general characteristic which pervades all
aspects of a persons life. Typically, individuals will have some areas of their lives
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where they feel quite confident, e.g. academics, athletics, while at all confident in
other areas, e.g. personal appearance, social relationships. Two main things contribute
to Self Confidence. Self-efficacy and self- esteem. One can gain a sense of selfefficacy when one sees himself mastering skills and achieving goals that matter in
those skill areas. This is the confidence that, if one self learn and work hard in a
particular area, one will succeed; and its this type of confidence that leads people to
accept difficult challenges, and persist in the face of setbacks.
This overlaps with the idea of self-esteem, which is a more general sense that
one can cope with whats going on in people lives, and that people have a right to be
happy. Partly, this comes from a feeling that the people around, which they may or
may not be able to control. However, it also comes from the sense that people are
behaving virtuously, that they are competent at what people do, and that people can
complete successfully when put their minds to it.
Some people believe that Self-confidence can be built with affirmation and
positive thinking. At mind tools, people believe that theres some truth in this, but
that its just as important to build self-confidence by setting and achieving goalsthere by building competence. Without this underlying competence, one doesnt have
Self Confidence people have shallow over confidence, with all of the issues, upset
and failure that this brings.
1.8 SIGNIFICANCE OF THE STUDY
Intrapersonal intelligence is the ability to know oneself and to appreciate ones
feelings, fears and motivations. Intrapersonal Intelligence helps the students to be
aware of themselves and to appreciate their own feelings. They therefore learn to
regulate their lives.
Self-confidence is an attitude which allows individuals to have positive yet
realistic views of themselves and their situation. Self-confident people trust their own
abilities have a general sense of control in their lives and believe that within reason
they will be able to do what they wish and plant and expect.
Education is the process for construct and buildup the behaviour of an
individual. Everyone should know about their own inner traits and potentialities. This
15

makes their life meaningful. This is the key to success and to make as intelligence
pupils. Especially adolescents are too sensitive in intrapersonal and Self-confidence.
Intrapersonal intelligence and Self-confidence both are take an important role in the
pupils mind. These are interrelated and inseparable, when the pupils are concentrates
in the particular lesson or subject. Because these two elements were essential need to
the students for take a more marks and good results in their studies. Intrapersonal
intelligence is the ability to know oneself and to ones own feeling and motivations.
Self-confidence is an attitude which allows individuals to have positive yet realistic
views of themselves and their new situations. When they became more selfconfidence they can make a successful manner in their studies. If they know about
their intrapersonal intelligence. They can easily deal with their emotions and they can
easily achieve their goal. So this study helps to give awareness and importance of
Intrapersonal Intelligence and Self-confidence among IX standard students.
1.9 STATEMENT OF THE TOPIC
Intrapersonal intelligence and Self-confidence of IX standard students
1.10 OPERATIONAL DEFINITIONS
The present study involves the following term which are defined as follows:

INTRAPERSONAL INTELLIGENCE
By the term Intrapersonal Intelligence the investigator means the ability to understand
to one self and effectively interact with others.
SELF CONFIDENCE
By the term Self-confidence the investigator means a feeling of trust in one's abilities,
qualities, and judgment.
IX STANDARD STUDENTS
Here the high school students refer to the IX standard high school students studying in
Sathankulam educational district.
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1.11 OBJECTIVITIES OF THE STUDY

1.11.1 General objectives
1. To find out the level of Intrapersonal Intelligence of high school students.
2. To find out the level of Self-confidence of high school students.
3. To find out the relationship between Intrapersonal Intelligence and Self-confidence
of the IX standard students.
1.11.2 Specific objectives
Intrapersonal Intelligence of IX Standard Students
1) To find out the level of Intrapersonal Intelligence of IX standard students
with respect to gender.
2) To find out the level of Intrapersonal Intelligence of IX standard students
with respect to Medium of instruction.
3) To find out level of Intrapersonal Intelligence of IX standard students
with respect to Locality of the school.
4) To find out the level of Intrapersonal Intelligence of IX standard students
with respect to nature of family.
5) To find out the significant difference between boys and girls IX standard
students in their Intrapersonal Intelligence.
6) To find out the significant difference between Tamil and English IX
standard students in their Intrapersonal Intelligence.
7) To find out the significant difference between urban and rural IX
standard students in their Intrapersonal Intelligence.
8) To find out the significant difference between days scholar and hostel IX
standard students in their Intrapersonal Intelligence.

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9) To find out the significant difference between nuclear and joint family
IX standard students in their Intrapersonal Intelligence.
10) To find out the significant difference between boys, girls and coeducation school IX standard students in their Intrapersonal Intelligence.
11) To find out the significant difference between government, private and
aided school IX standard students in their Intrapersonal Intelligence.
12) To find out the significant association between fathers education and
Intrapersonal Intelligence of IX standard students.
13) To find out the significant association between fathers occupation and
Intrapersonal Intelligence of IX standard students.
14) To find out the significant association between fathers monthly income
and Intrapersonal Intelligence of IX standard students.
15) To find out the significant association between mothers education and
Intrapersonal Intelligence of IX standard students.
16) To find out the significant association between mothers occupation and
Intrapersonal Intelligence of IX standard students.
17) To find out the significant association between mothers monthly income
and Intrapersonal Intelligence of IX standard students.
Self-confidence of IX standard Students
1. To find out the level of Self-confidence of IX standard students with
respect to gender.
2. To find out the level of Self-confidence of IX standard students with
respect to Medium of instruction.
3. To find out level of Self-confidence of IX standard students with respect
to Locality of the school.

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4. To find out the level of Self-confidence of IX standard students with

respect to nature of family.
5. To find out the significant difference between boys and girls IX standard
students in their Self-confidence.
6. To find out the significant difference between Tamil and English IX
standard students in their Self-confidence.
7. To find out the significant difference between urban and rural IX
standard students in their Self-confidence.
8. To find out the significant difference between days scholar and hostel IX
standard students in their Self-confidence.
9. To find out the significant difference between nuclear and joint family
IX standard students in their Self-confidence.
10. To find out the significant difference between boys, girls and coeducation school IX standard students in their Self-confidence.
11. To find out the significant difference between government, private and
aided school IX standard students in their Self-confidence.
12. To find out the significant association between fathers education and
Self-confidence of IX standard students.
13. To find out the significant association between fathers occupation and
Self-confidence of IX standard students.
14. To find out the significant association between fathers monthly income
and Self-confidence of IX standard students.
15. To find out the significant association between mothers education and
Self-confidence of IX standard students.
16. To find out the significant association between mothers occupation and
Self-confidence of IX standard students.

19

17. To find out the significant association between mothers monthly income
and Self-confidence of IX standard students.
Correlation between Intrapersonal Intelligence and Self-confidence
1. To find out the relationship between intrapersonal intelligence and
Self-confidence of IX standard boys students.
2. To find out the relationship between intrapersonal intelligence and
Self-confidence of IX standard girls students.
3. To find out the relationship between intrapersonal intelligence and
Self-confidence of IX standard urban students.
4. To find out the relationship between intrapersonal intelligence and
Self-confidence of IX standard rural students.
1.12 NULL HYPOTHESES
Intrapersonal Intelligence of IX standard students
1. There is no significant difference between boys and girls IX standard students
in their Intrapersonal Intelligence.
2. There is no significant difference between Tamil and English Medium IX
standard students in their Intrapersonal Intelligence.
3. There is no significant difference between urban and rural IX standard
students in their Intrapersonal Intelligence.
4. There is no significant difference between days scholar and hosteller IX
standard students in their Intrapersonal Intelligence.
5. There is no significant difference between nuclear and joint family IX standard
students in their Intrapersonal Intelligence.
6. There is no significant difference between boys, girls, and co-education IX
standard students in their Intrapersonal Intelligence.

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7. There is no significant difference between government, private, and aided IX

standard students in their Intrapersonal Intelligence.
8. There is no significant association between fathers education and
Intrapersonal Intelligence of IX standard students.
9. There is no significant association between fathers occupation and
Intrapersonal Intelligence of IX standard students.
10. There is no significant association between fathers monthly income and
intrapersonal Intelligence of IX standard students.
11. There is no significant association between mothers education and
Intrapersonal Intelligence of IX standard students.
12. There is significant association between mothers occupation and intrapersonal
intelligence of IX standard students.
13. There is no significant association between mothers monthly income and
Intrapersonal Intelligence of IX standard students.
Self-confidence of IX standard students
1. There is no significant difference between boys and girls IX standard students
in their Self-confidence.
2. There is no significant difference between Tamil and English medium IX
standard students in their Self-confidence.
3. There is no significant difference between urban and rural IX standard
students in their Self-confidence.
4. There is no significant difference between days scholar and hosteller IX
standard students in their Self-confidence.
5. There is no significant difference between nuclear and joint family IX standard
students in their Self-confidence.

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6. There is no significant difference between boys, girls, and co-education IX

standard students in their Self-confidence.
7. There is no significant difference between government, private and aided
school IX standard students in their Self-confidence.
8. There is no significant association between fathers education and Selfconfidence of IX standard students.
9. There is no significant association between fathers occupation and Selfconfidence of IX standard students.
10. There is no significant association between fathers monthly income and Selfconfidence of IX standard students.
11. There is no significant association between mothers education and Selfconfidence of IX standard students.
12. There is significant association between mothers occupation and Selfconfidence of IX standard students.
13. There is no significant association between mothers monthly income and
Self-confidence of IX standard students.
Correlation between Intrapersonal Intelligence and Self-confidence of IX standard
students
1. There is no significant relationship between Intrapersonal Intelligence and
Self-confidence of IX standard boys students.
2. There is no significant relationship between Intrapersonal Intelligence and
Self-confidence of IX standard girls students.
3. There is no significant relationship between Intrapersonal Intelligence and
Self-confidence of IX standard urban students.
4. There is no significant relationship between Intrapersonal Intelligence and
Self-confidence of IX standard rural students.

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1.13 POPULATION FOR THE STUDY

The population for the present study consists of the IX standard students studying
Sathankululam educational district.
1.14 SAMPLE
In this present study the investigator selected 300 IX standard students using simple
random technique
1.15 DELIMITATIONS
The following are the delimitations of the present study.
1. The present is confined to only IX standard students at Tuticorin district.
2. The sample for the study is limited to 300 IX standard students.
3. There is no dimension in the Intrapersonal Intelligence and Selfconfidence.

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