ATTITUDE OF COLLEGE TEACHERS
TOWARDS CO - EDUCATION
DISSERTATION SUBMITTED
To s
THE UNIVERSITY OF JAMMU
IN PARTIAL FULFILLMENT OF THE REQUIREMENTS
FOR THE DEGREE
OF
MASTERS OF EDUCATION
SUPERVISOR INVESTIGATOR
DR. RUPINDER KOUR NEHA VERMA
SR. LECTURER x M.ED STUDENT
ROLL NO: Ed - 19 /07
GOVT. POST GRADUATE COLLEGE OF EDUCATION
CANAL ROAD, JAMMU.
2007 - 2008Supervisor Investigator
Dr. Rupinder Kour Miss Neha
(Senior Lecturer)
SUMMARY
TOPIC: “A STUDY OF ATTITUDE OF COLLEGE TEACHERS TOWARDS
CO- EDUCATION”
THE PROBLEM
The term co-education may be defined as the education of both the sex
(boys and girls) together in the same class of an institution. We do not go to the
‘extreme view that in co- education, boys and girls, “Shall to taught the same
‘courses, at the same time, in the same place, by the same faculty, with the same
method and under the same regime’. This definition of coeducation is based on
the assumption that there are no intellectual differences between boys and girls.
But researchers have borne the tendency to the fact that boys and girls differ as
regard their role of physical development, mental development, interests,
aptitude character traits and general behaviour, their future role in the family and
society also differs considerably. Hence, coeducation cannot be accepted in the
‘extreme form of having the same curricula and methods. Co-education is no-co-
institution as we have in postgraduate institutions.
cording to the Education Commission's Report, “Co-education means the
lucation of boys and girls on a footing of equality in the same institution” This
lefinition of co-education states that there are equal opportunities of education
both the sexes rather than identical it is meant the opportunities according to
e needs of the students of both the sexes
4lThey may study some of the subjects like Home Science, Music, Art and
Painting, especially meant for girls and subjects like Agriculture, Technology and
Military science especially meant for the boys
MEANING AND CONCEPT OF ATTITUDE SCALE
Attitudes are inner feelings and beliefs of individual towards a particular
phenomenon. All parts has defined attitude as, “Mental and neutral state of
reactiveness organized through experience, exerting a directive or dynamic
influence upon the individuals response to all objects with it is related.
Experimental psychology to the conscious level and was considered as a
feeling element, with a blood of striving and excitement. Thurstone (1967)
derived his ideas in these words, “Attitude is the effect for or against
psychological object”. Sarnoff (1960) has given a short cut opinions about an
attitude that, “It is a disposition to react favorably or unfavorably to class or
object’
Attitudes have intellectual, biological, social and emotional components at
are derived from experience and experience determining influence upon
behaviour.
Kartz (1960) defines attitude as, “Predisposition of the individual to evaluate
some symbol or reject or aspect of his world in favorable manner”. Attitudes are
also related to prejudices. There are three important components of attitude:-
Cognitive, Affective and Behavioral. Cognitive
42includes a person's perceptions beliefs and stereotypes opinions are substitutes
for cognitive components
Affective components includes the vigorous, emotional feeling. Behavioral
component consists of the tendency to act or react to the object in certain ways
Attitude depends upon the environment in which the individual lives. It does not
develop abruptly. The development of attitude is a slow process.
Positive or favorable attitude decides the course of life, but person highly
infused with negative attitudes and favorable attitude show doubly for everything
His uncertainty based on such principles always enables him to look behind
There are times when it is useful for investigator to have information's concerning
individual attitudes towards general conditions of life.
ATTITUDE MEASUREMENT
Attitude scale may be classified according to the methods of the
constructive measuring devices such as the interview, priori scales,
psychological scale, sigma scales, master scale. These devices differ markedly
in their theoretical and practical adequacy. These methods or approaches can be
broadly divided into three categories.
1) Scaling
2) Rating
3) Indirect MethodsBut there are two classified scaling techniques which have been
extensively used in opinion and attitude search since early 1930's one is the
method of equal appearing interval associated with the name of LL, Thurstone
and the other method is summated ratings which is associated with the name of
Renis Likert and his co- workers. In this method item analysis procedure is
borrowed from test construction techniques. The item drawn up in the form of
question are attitude test, each item being given multiple response categories of
“Strongly Agree”, “ Agree’, “Indifferent”, “ Disagree” and “ Strongly Disagree”
‘The instrument is then administered to be a group of students. They are asked to
indicate their items which must express their feeling on those items. The
questionnaire is then score for each subject by assigning arbitrary categories of
each item in such a way that the highest weight age is always assigned to the
response that tends towards one end of attitude continue which the lowest
weightage is assigned to the opposite end
The following scheme was used for scoring the responses
Favorable Statements SA=5, A=4, 1=3, D=2, SD=I
Unfavorable statements SA=I, A=2, 1=3, D=4, SD=5
NEED OF THE STUDY
National committee on Women's Education remarks, ‘We have to keep in
mind that the economic advantage which co-education has to open separate
schools or colleges for girls. particularly in rural area where the required number
of girls might not be forthcoming. would mean extra financial burden and
unnecessary duplication which would be wasteful”
44Co- education is readymade solution for the problem of expansion of girls
education is no privilege of men only. The development of girls education should
be along with that of boys and if we insist on separate schools for girls, the gap
between the development of their education can never be engulfed. It is not
possible to start separate colleges in each village, where the number of girls will
be very small. They shall have to be admitted in boys colleges. It may be
desirable to have separate colleges on other grounds, the Boys College will have
to be thrown upon to girls in order to push up the cause of girls education
OBJECTIVES OF THE STUDY
(1) To study the differences in the attitude of college teachers towards
co-education.
42) To study the differences in the Attitude of Science and Arts teachers
towards co-education.
(3) To-study the joint influence of sex and two streams in their Attitude
towards co-education