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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 one‟s 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 Commission‟s 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 one‟s 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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and Mechanics from secondary schools. Elementary schools depend for their teachers on secondary school products. free and compulsory. Policy for Primary Education Its purpose should be to make students self.2 Secondary Education Secondary education is a big reservoir on which various agencies depend for drawing their man power. especially in those areas inhabited by aboriginal races. 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. The department of Engineering and Technology draws its draftsmen. According to the New Educational Policy of 1986 it was assured that before the beginning of the 21st century.1. 3 . Universal and compulsory primary education as envisaged in all citizens of the country should be educated compulsory up to a minimum level of education. At this stage only. It should be closely related to the practical aspect of the masses.3. quality education would be given to each and every child below 14 years. Secondary education is the backbone of the country‟s entire educational programme. this is considered as the most important aspect of schooling.dependent and its curriculum should consist of such subjects which may further these goals. 1. Persons who have received primary education should be given preference in service suitable for them. Article 45 of Indian constitution gives much importance to primary education. Reading and writing. The backward and tribal people should be encouraged to receive the primary education in backward districts. The government should extend more patronage to primary education than before. to be extended by the department of education through liberal grant-in-aid. Primary education should be imparted through the medium of mother tongue.1 Primary Education Primary education covers standards one to eight. science and social science are learnt. arithmetic. Hence. children start going to formal education. Primary education should be regarded as the instruction of the masses.3.

moral and spiritual values. moral and religious education are also given. so that pupils coming out of schools join the labor force and enhance its efficiency for productivity. Aims of Secondary Education The major aims of higher secondary education according to Kothari Commission are: (i) Preparation for higher education and professional education. (v) Training in citizenship and rational thinking. arts. recognizing of secondary education. (iii) Development of social and national integration. physical education. music. Development of qualities essential for creative citizenship Co-curricular activities in secondary schools are the capacity for clear thinking. and consolidation of democratic way of life. the ability to live harmoniously with one‟s 4 . development of personality. (ii) Strengthen the vocational stream of education. the scientific attitude of mind.It becomes necessary to study in depth and detail what was learnt in primary education. developing technical education. co-education. It gives desired direction to the nation‟s power. Secondary education is the backbone of the country‟s entire programme. The curriculum of this stage includes two languages and three core subjects such as mathematics. a respect for the dignity and worth of every individual. Objectives of Secondary Education 1. 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. (iv) Striving to build character by cultivating social. training for leadership. receptivity to new ideas. science and social science. vocational progress. Dr.A. etc. Besides.Lakshman Swami Mudaliar commission report says that the objectives of education are the growth of democratic citizenship.

fellowmen through the cultivation of discipline. The training for leadership The training of persons. would be able to assume the responsibilities of leadership at the intermediate level. cooperation. “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 5 . Secondary education is a terminal point for majority of the students. and a sense of true patriotism. Development of personality This implies cultivation of the student literary. artistic and cultural interest for a fuller development of their personalities. at the end of the school education. discussed in detail the principle of curriculum construction and finally the curriculum of different stages of secondary school. 4. 3. social sensitiveness and tolerance. The secondary education commission has recommended some principles to be followed in the construction of curriculum. 1. 2. Principles of totality of experience According to the secondary education commission. First it pointed out the defects of the existing curriculum. Curriculum in Secondary Education The secondary education commission has discussed at length the secondary education curriculum. 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 student‟s technical skill and efficiency through greater emphasis on craft and productive work and the diversification of courses at the secondary stage. each pupil must be able to enter into various professions independently. on completion of the secondary stage. who have. Therefore.

our country opted for the uniform pattern of education i.” 2. In the modern Indian parlance. sporting etc. which should be included in the curriculum. library. The activities and subjects should be integrated and well correlated.e 10 + 2 + 3. 3. The curriculum should provide a „broad field‟ units having direct bearing on life. laboratory.3 Higher Secondary Education The scheme comes after secondary education is for a period of two years followed by three years of university education.3. The curriculum should bring the child and the community closer. workshop. Principles of integration and correlation The curriculum should not be merely a bundle of subjects and activities. 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. higher secondary schools offer five years of high school education (classes VI to X) and two years of higher secondary education 6 . In states like Tamil Nadu. 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. In this the +2 level is called higher secondary stage of education (classes XI and XII).school. playground and in numerous informal contacts between teachers and pupils. 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. These activities will train the students to use their leisure time properly. higher secondary education means the education which comes after X standard. After Kothari Education commission (1964-66) recommendations were accepted. aesthetic. in the classroom. 5. The curriculum should be adapted to meet the needs and interests of the students. 1. 4.

Then they would be training in citizenship and rational thinking. Adolescence refers to the behavioral characteristics of this period that are influenced by culture and physical change. It should be striving to build character by cultivating social.4 ADOLESCENCE The term Adolescence is derived from the Latin verb „adolescore‟. it supplies a wide range of increasingly sophisticated manpower required in industry.4 Higher Education Higher education provides ideas and men to give shape to the future and sustain other levels of education. The importance of the role contribution of higher education in national development must be fully recognized. and consolidation of democratic way of life. 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. 1. services and administration.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. It provides the historical and ideological perspective to society. 1. It is preferable that the duration of the undergraduate stage of higher education is three years.3. This may be followed by courses of post graduate study and research. Great restraint should be exercised in the establishment of new institutions. agriculture. Facilities of higher education may be expended through correspondence courses. which means “to grow into maturity”. Puberty refers to the physical and sexual maturation of boys and girls. In addition. It is a biosocial transition between childhood and adulthood. moral and spiritual values. The pupils can be developing their social and national integration. 7 . part time and own time studies and by permitting private candidates to appear in university examinations.

One attains the maximum height around 16. Emotions during 8 . This results in a state of temporary awkwardness because there is loss of physical poise. (Dandapani. 3. Adolescence is the age of action. The area of interests is actually widened. storm and strife”.According to Stanley Hall “Adolescence is a period of stress and strain. According to the difference in tastes and temperaments. Moreover. The endrocence glands become quite an active and secrete hormones that contribute toward growth and bodily structure. An individual once again experiences the violent and intense current of emotional experience. Limbs grow disproportionately and voice also changes. 2. However. At no stage this emotional energy is as strong and dangerous as in adolescence. outgrow girls beyond 14. adolescents are not consistent in their emotion. boys. this is the period of intensive storm and stress. Intellectual power like logical thinking. nearly all adolescents have some or other hobbies and strong like and dislikes for the world or nature man made things. It is very difficult for an adolescent to exercise control over his emotion. Hero worship is most prominent in this period. roughly extending from 12 to 18 years of age. Emotional development The emotional balance is once again disturbed in adolescence. The sudden functioning of sexual glands and tremendous increase in physical energy makes him restless. Between 12 and 14 girls grow faster than boys. Intellectual development Adolescence is the period of maximum growth and development with regard to mental functioning. abstract reasoning and concentration are almost developed up to the end of this period. Intelligence reaches climax during this period. 1. 2000) It is transition from the dependency of childhood to the relative autonomy of adulthood. With regard to emotional experiences. An adolescent learns to reason and seeks answer to „how and why‟ of everything scientifically. Physical development Adolescence is a period of rapid physical growth.

brightness. sex drive. 2009). needs. It is the general mental adaptability to new problems and conditions of life. Intelligence is a general capacity of an individual consciously to adjust his thinking to new requirements. etc. Social acceptability. cleverness aptness. skill. It differs from one individual to another and from one species to another in terms of the range and depth of the problem. sense of security or insecurity etc. 4. the adolescents social development is also profoundly influenced by his physical growth. aptitude. the important features of social development can be outlined as similarity of objectives. adolescent are very sensitive towards their environment but at the same time. It consists of interest. sickly disabled or handicapped adolescents tend to develop abnormalities and suffer from maladjustment.this stage fluctuate very frequently and quickly. sharpness. Such children are usually shunned by other people. ( Mangal.5 INTELLIGENCE The term intelligence is used to denote powers or capacities of individuals. and his their problems. we can access a person‟s intelligence in proportion to his ability to use his mental energy to handle his problems and lead a happy and well-contended life. the child‟s social development comes under the influence of his interests. According to stern. 1. Week. It is an ability of abstract thinking. 9 . In adolescent. speed quickness. In a very short span of time they could switch between being happy and extremely sad. Characteristic of Intelligence The characteristic of intelligence are as follows: I. It makes moody. available with an individual which enables one to handle his environment in terms of adaptation to face novel situations as effectively as possible. So there is too much uncertainty in the nature of their emotional state. It is that most important variable that affects schooling or performance on a job. Intelligence is a sort of mental energy in the form of mental or cognitive ability. In this stage. knowledge. attitude. sociability. Social development In adolescence.

Musical Intelligence: includes the ability to detect and appreciate musical patterns and pitches. IX. 4. It is an ability to carry on higher process of thoughts. In 1999. Interpersonal Intelligence: includes the ability to understand and relate to others. V. bringing the total to eight. 5. VII. 2. 10 . IV.II. It is a power of self. III. VIII. and expressive language.criticism or auto –criticism. 3. It is a capacity to adjust new situation. Visual-spatial intelligence: includes the ability to recognize patterns across spaces and use or manipulate the patterns. 6. They are: 1. and mathematical abilities. Gardner wrote 'Frames of Mind: The Theory of Multiple Intelligences. Logical/Mathematical Intelligence: includes logical thinking. Gardner added one more Intelligence to his list. It is the innate disposition and flexibility of mind. It is an ability to relate diverse situations. Linguistic intelligence: includes the ability to learn languages. It is an ability to solve problems.' in which he proposed the idea that there are seven different kinds of intelligence. the ability to detect patterns. It is an ability to learn from experience. use words to accomplish goals. Body/kinesthetic Intelligence: includes the ability to use the body effectively to solve problems. It is a perceptual ability or capacity or insight. X. It is a general mental adaptability. VI.

visual art and similar other forms of expression.7. Intrapersonal intelligence or the individual has the keen understanding of one self. 1. Intrapersonal management refers to the management of one‟s thoughts. music. One can think of multiple intelligences as the ridges that make up a fingerprint. a college basketball player may be skilled at scoring points for his team (body/kinesthetic intelligence). 8. words and action in relation to the teaching learning process. styles and mental functioning. each person has a combination of the intelligences that is unique to the individual. It is whom we are. Like when one can sometimes think in his mind what to say and how to say before speaking. strength. It is therefore. and strength of character that can be used to solve internal problems. On account of its secret and private nature. That is. Intrapersonal management is management with one self. Language. as well as one‟s feeling range of emotions and skills to utilize one‟s fund of knowledge in practical situations. Intrapersonal intelligence helps an individual to understand his own self by providing an insight into his total behavior. i. In brief. 11 . They focus inwards on feelings and dreams. A strong intrapersonal intelligence can lead to self-esteem. and why we are that they way. What he feels.6 INTRAPERSONAL INTELLIGENCE Intrapersonal means existing or occurring within the individual self or mind. For example.e. This type of intelligence consists of an individual‟s abilities to enable him to know his self. They focus inward and may often be deemed who marches to the beat of a different drummer. Naturalistic intelligence: includes knowledge about your environment and an appreciation for nature. Intrapersonal Intelligence: includes understanding and appreciating one's innermost feelings. the access to this type of intelligence in an individual is available only through self-expression. what we are. thinks or does. but have trouble keeping up in his statistics course (logical/mathematical intelligence). It includes knowledge and understanding of one‟s own cognitive strengths. It is their desires. They like working alone following their instincts as well as pursuing their own interests and goals. weakness and how to operate on the self model. said to be the most private of the intelligences that a person possesses. self enhancement.

Sense their own strengths and weakness. which things to avoid. of knowing who he/she is. 2. III. creating environments guiding behavior and making decisions based on accurate picture of one self. 7. II. goals. Characteristics of the Intrapersonal Intelligence I. communicate their feelings. Show confidence in their abilities. defined as having accurate knowledge of one‟s dreams. People that have intrapersonal intelligence know themselves well. Follow their instincts. Make appropriate choices. moods. What he can do. Set realistic goals. 2. strengths limitations. They aren‟t into molds. Highly developed self-knowledge. anxieties. 8. Students with a strong intrapersonal intelligence 1. 4. 9. desires and motivations. 3. The ability to act on the basis of knowledge. 5. Understanding of self.1. 3. and Which things to gravitate toward. They possess as strong sense of it identify and purpose. Express a sense of justice and fairness. Express strong like or dislike of particular activities. 6. Relate to others based on their sense of self. They are comfortable with themselves. and they make decisions based on what is right for themselves. 12 .

Then slowly set larger goals. and understand and analyze the emotions will be one of that best ways to develop this trait. there is what is known as certain intrapersonal intelligence careers. there are some intrapersonal intelligence activities that can resort to improve the levels of intrapersonal intelligence. 13 . philosophy. 1. and law. writing. in that it enables to take the right decisions and be self-motivated is always helpful in a lot ways. These include psychology. doing so oneself should be of great help. Since one of the traits of such individuals is the desire to spend time alone. 4. any career type that allow for self-reflection and the opportunity to work alone is suitable for such individual.IV. social work. theology. In essence. Sometimes such situations can cause great amounts of stress. Among the many multiple intelligence activities. 3. How to Improve Intrapersonal Intelligence Whether apply the aforementioned traits on the career front or not. Based on characteristics. Yoga is one such great activity that will help in this regard. inwardly motivated rather than needing external rewards V. 2. science. This will also enhance the selfmotivation. Highly intuitive. Understand the impact of events around oneself. so making an effort to analyze the situation and work on relieving the stress will help. having a high amount of self-reflection that promotes personal development. Sometimes learn through working alone and sometimes may shy away from others Sometimes those with intrapersonal intelligence are also very intuitive people. Spending time where will reflect on one self. Goal setting is another trait that can develop where start off by setting smaller goals that are easily achievable. Engage in activity that think will help allow for self –reflection and introspection. the thoughts.

in a journal that can reflect on later and help understand one better. they continue to be positive and to accept themselves. Record the thoughts. Ensure that work to enhance the self-esteem by positive thinking. Self-confidence is not necessarily a general characteristic which pervades all aspects of a person‟s life. One has a built in system to protect us from danger-fight or flight what creates what one identify as anxiety symptoms when threatened. and dreams. Once one starts to do that. to a professional activity like the ability to complete a certain task that one‟s work or business needs. emotion. They tend to avoid taking risks because they fear failure.7 SELF CONFIDENCE: Self-confidence is the belief that one can handle a certain situation correctly. 6. Self-confidence people have expectation that is realistic. say 10 minutes. they don‟t feel they have to conform in order to be accepted. Typically. By contrast. Tolerate that feeling of anxiety. 7. They generally do not expect to be successful. feelings. Self-confidence is knowing that one don‟t lack any of the necessary skills in order to successfully complete task. recognize that uncertainty is a challenge than a threat. Even when some of their expectations are not met.5. This task could vary from a social activity like being able to approach someone don‟t know. and slowly increase the time period spent meditating.confidence people are willing to risk the disapproval of others because they generally trust their own abilities. daily affirmation and focusing on the achievements. our inability to control the world around us. then on the way to building confidence and generally being more confident. Spend some time meditating to connect with inner self. Start with a short time. One can build selfconfidence by not letting the feelings generated by uncertainly take over. self. At the heart of building Self-confidence and becoming more confident of uncertainity. individuals will have some areas of their lives 14 . They tend to accept themselves. 1. They often put themselves down and tend to discount or ignore compliments paid to them. People who are not Self-confidence depend excessively on the approval of others in order to feel good about them.

athletics. people believe that there‟s some truth in this. Self-efficacy and self. Without this underlying competence. one doesn‟t have Self Confidence people have shallow over confidence. and that people have a right to be happy. Everyone should know about their own inner traits and potentialities. social relationships. which is a more general sense that one can cope with what‟s going on in people lives. it also comes from the sense that people are behaving virtuously. At mind tools. Education is the process for construct and buildup the behaviour of an individual. if one self learn and work hard in a particular area. with all of the issues. that they are competent at what people do. 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. upset and failure that this brings. this comes from a feeling that the people around. Two main things contribute to Self Confidence. and persist in the face of setbacks. fears and motivations. and it‟s this type of confidence that leads people to accept difficult challenges. e. This 15 . e. However. Some people believe that Self-confidence can be built with affirmation and positive thinking. 1. personal appearance. which they may or may not be able to control. academics. Intrapersonal Intelligence helps the students to be aware of themselves and to appreciate their own feelings. but that it‟s just as important to build self-confidence by setting and achieving goalsthere by building competence.g. while at all confident in other areas.where they feel quite confident.8 SIGNIFICANCE OF THE STUDY Intrapersonal intelligence is the ability to know oneself and to appreciate one‟s feelings. This overlaps with the idea of self-esteem. Self-confidence is an attitude which allows individuals to have positive yet realistic views of themselves and their situation. They therefore learn to regulate their lives. one will succeed. and that people can complete successfully when put their minds to it. Partly. 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.esteem.g.

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. Especially adolescents are too sensitive in intrapersonal and Self-confidence. Self-confidence is an attitude which allows individuals to have positive yet realistic views of themselves and their new situations. If they know about their intrapersonal intelligence. Intrapersonal intelligence and Self-confidence both are take an important role in the pupils mind. Intrapersonal intelligence is the ability to know oneself and to one‟s own feeling and motivations.makes their life meaningful. These are interrelated and inseparable. 16 . When they became more selfconfidence they can make a successful manner in their studies. So this study helps to give awareness and importance of Intrapersonal Intelligence and Self-confidence among IX standard students. SELF CONFIDENCE By the term Self-confidence the investigator means a feeling of trust in one's abilities. and judgment. qualities. This is the key to success and to make as intelligence pupils. They can easily deal with their emotions and they can easily achieve their goal.9 STATEMENT OF THE TOPIC Intrapersonal intelligence and Self-confidence of IX standard students 1. when the pupils are concentrates in the particular lesson or subject. 1. Because these two elements were essential need to the students for take a more marks and good results in their studies. IX STANDARD STUDENTS Here the high school students refer to the IX standard high school students studying in Sathankulam educational district.

1. To find out the relationship between Intrapersonal Intelligence and Self-confidence of the IX standard students. 17 . To find out the level of Self-confidence of high school students. 8) To find out the significant difference between days scholar and hostel IX standard students in their Intrapersonal Intelligence.1 General objectives 1. 2) To find out the level of Intrapersonal Intelligence of IX standard students with respect to Medium of instruction. To find out the level of Intrapersonal Intelligence of high school students. 3. 4) To find out the level of Intrapersonal Intelligence of IX standard students with respect to nature of family.11.1. 5) To find out the significant difference between boys and girls IX standard students in their Intrapersonal Intelligence. 2.2 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.11. 7) To find out the significant difference between urban and rural 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.11 OBJECTIVITIES OF THE STUDY 1. 3) To find out level of Intrapersonal Intelligence of IX standard students with respect to Locality of the school.

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

To find out the significant difference between nuclear and joint family IX standard students in their Self-confidence. To find out the significant difference between boys and girls IX standard students in their Self-confidence. 5. To find out the level of Self-confidence of IX standard students with respect to nature of family. 9. 11. girls and coeducation school IX standard students in their Self-confidence. 12. To find out the significant difference between days scholar and hostel IX standard students in their Self-confidence. 15. 16. 8. 14.4. To find out the significant association between mother‟s‟ occupation and Self-confidence of IX standard students. To find out the significant association between mother‟s education and Self-confidence of IX standard students. 13. To find out the significant association between father‟s monthly income and Self-confidence of IX standard students. To find out the significant difference between boys. To find out the significant difference between government. To find out the significant association between father‟s occupation and Self-confidence of IX standard students. 10. 7. To find out the significant difference between urban and rural IX standard students in their Self-confidence. private and aided school 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. 19 . To find out the significant association between father‟s education and Self-confidence of IX standard students.

There is no significant difference between days scholar and hosteller IX standard students in their Intrapersonal Intelligence. 5. To find out the relationship between intrapersonal intelligence and Self-confidence of IX standard girls students.12 NULL HYPOTHESES Intrapersonal Intelligence of IX standard students 1.17. 20 . To find out the significant association between mother‟s monthly income and Self-confidence of IX standard students. 6. 4. Correlation between Intrapersonal Intelligence and Self-confidence 1. There is no significant difference between boys and girls IX standard students in their Intrapersonal Intelligence. There is no significant difference between Tamil and English Medium IX standard students in their Intrapersonal Intelligence. 3. There is no significant difference between boys. 2. To find out the relationship between intrapersonal intelligence and Self-confidence of IX standard urban students. To find out the relationship between intrapersonal intelligence and Self-confidence of IX standard rural students. 4. There is no significant difference between urban and rural IX standard students in their Intrapersonal Intelligence. 3. To find out the relationship between intrapersonal intelligence and Self-confidence of IX standard boys students. There is no significant difference between nuclear and joint family IX standard students in their Intrapersonal Intelligence. girls. and co-education IX standard students in their Intrapersonal Intelligence. 2. 1.

There is no significant association between mother‟s monthly income and Intrapersonal Intelligence of IX standard students. There is no significant difference between days scholar and hosteller IX standard students in their Self-confidence. There is no significant association between father‟s monthly income and intrapersonal Intelligence of IX standard students. 10. There is significant association between mother‟s occupation and intrapersonal intelligence of IX standard students. 8. 4. private. 9. 11. 12. and aided IX standard students in their Intrapersonal Intelligence. There is no significant difference between Tamil and English medium IX standard students in their Self-confidence. 5. 3. There is no significant difference between urban and rural IX standard students in their Self-confidence. There is no significant association between mother‟s education and Intrapersonal Intelligence of IX standard students. There is no significant association between father‟s occupation and Intrapersonal Intelligence of IX standard students. 21 . There is no significant difference between boys and girls IX standard students in their Self-confidence. Self-confidence of IX standard students 1. 13.7. There is no significant difference between government. There is no significant association between father‟s education and Intrapersonal Intelligence of IX standard students. There is no significant difference between nuclear and joint family IX standard students in their Self-confidence. 2.

There is no significant association between mother‟s education and Selfconfidence of IX standard students. There is no significant relationship between Intrapersonal Intelligence and Self-confidence of IX standard urban students. 2. 22 . There is no significant difference between boys. There is no significant association between mother‟s monthly income and Self-confidence of IX standard students. There is no significant relationship between Intrapersonal Intelligence and Self-confidence of IX standard rural students.6. There is no significant difference between government. There is no significant relationship between Intrapersonal Intelligence and Self-confidence of IX standard girls students. 13. private and aided school IX standard students in their Self-confidence. 3. girls. 11. 8. There is no significant association between father‟s education and Selfconfidence of IX standard students. 12. Correlation between Intrapersonal Intelligence and Self-confidence of IX standard students 1. and co-education IX standard students in their Self-confidence. 10. There is significant association between mother‟s occupation and Selfconfidence of IX standard students. There is no significant association between father‟s occupation and Selfconfidence of IX standard students. 9. There is no significant relationship between Intrapersonal Intelligence and Self-confidence of IX standard boys students. 7. 4. There is no significant association between father‟s monthly income and Selfconfidence of IX standard students.

13 POPULATION FOR THE STUDY The population for the present study consists of the IX standard students studying Sathankululam educational district.1. 2.14 SAMPLE In this present study the investigator selected 300 IX standard students using simple random technique 1. 3.15 DELIMITATIONS The following are the delimitations of the present study. The sample for the study is limited to 300 IX standard students. There is no dimension in the Intrapersonal Intelligence and Selfconfidence. 23 . 1. The present is confined to only IX standard students at Tuticorin district. 1.