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 - 2008Supervisor 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 4lThey 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 42includes 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 MethodsBut 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” 44Co- 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