CHAPTER-V

SUMMARY, CONCLUSION,
LIMITATIONS AND
RECOMMENDATIONS

5.1 SUMMARY

5.2 CONCLUSION

5.3 LIMITATIONS AND RECOMMANDATIONS

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 CHAPTER- V
SUMMARY, CONCLUSIONS,
LIMITATIONS AND RECOMMENDATIONS

5.1 SUMMARY

Language is an important factor in an interpersonal relationship.

(Ganguly 1996) Linguistic indices provide an individual or a group with
identity that varied according to personality of the individual or of the
group concerned. "The fundamental quality of one's voice. the phonetic
pattern of speech, and relative smoothness of articulation. the length and
build of the sentences, the character and range of the vocabulary, the
scholastic consistency of the words used. the readiness with which the
words respond to the requirements of the social environments. in
particular the suitability of one's language to the language habits of thc
persons addressed - all these are too many complex indicators of thc
personality." (Spair 1957). In the light of the above view the impOliance
of the language will be studied in the present investigation through levcl
of creativity, anxiety and adjustment scales.

Language is viewed to be an instrument for social interaction

it engaged people in the net work of an activity which yields data for
social scientists to study the contours of social conduct of the individual
to speak it. Knowingly or unknowingly we all are having a grip of
western culture. The western culture can also be seen in our education
system. Most of the school students are having their education in that
language on which they have a very loose grip. As a result students is

219
mugging the concepts of his subject in place of understanding the same.
On the other side student \vho is having education in his mother tongue or
local language will understand the concept in a better way.

The term creativity is closely connected with creative thinking. A

creative thinker, whether artist, scientist or inventor is trying to achieve
something new. He may be trying to solve a particular problem, or trying
to express an idea in novel ways, or trying to achieve new and pleasing
combinations of forms, Color or word sounds. The idea often seems to
"bubble up" in a seemingly spontaneous manner. This sort of thinking is
similar to insight, and it seems likely that the ideas rise to consciousness
after much unconscious rearrangement of symbols. The steps involved in
the thinking of outstanding creative thinkers are have been studied
through interviews, questionnaires and introspection. (\Vallas 1926)
Though each has his own way of thinking, and this depends somewhat on
the kinds of problems to be solved. Such thinking seems to have a
recurrIng pattern. The steps in creative thinking are preparation,
incubation, illumination, evaluation and revision.

Adjustment refers to the process of accommodating onesel r to

circumstances, and more particularly to the satisfaction of needs or
motives under various circumstances. An environment barrier may
frustrate a person attracted to a positive goal. Then he has to make
adjustments with that barrier person who overcomes that pm1icular
barrier have good adjustment. \Ve all use defence mechanisms to protect
ourselves against anxiety and fear, and certain ones are more used by
some people those others.

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 Freud considered anxiety as the outcome of contlict between the id
and ego. Karen Horney considers anxiety, to arise fonn social influences
in the development of the child, rather than the conflict between
biological motives and the ego or super ego. According to Horney, basic
anxiety is first aroused in the child by any social situation, which tends to
make the child fearful. It can be instigated by threats or domination by the
parent, by tension and contlict between the parents by being required to
do too much, by being mistrusted, by criticism, coldness, ofindifTerences,
and so on. Once anxiety is aroused, the child attempts to alleviate it by
trial-and-error behaviour, as any organism might try to solve a problem.

The basic aim of present investigation is that to study the intluence

of role of medium in the development of child's personality by uSll1g
creativity, anxiety and adjustment scales.

Renu Singh and vivek bhargavas (1995) studies results reveal that
the student have displayed significantly positive attitudes towards the
learning of mother tongue. R. Srivastawa and Srivastawa (1979) have
reported that Hindi - English bilinguals scored higher than monolingual
and trilingual on creativity. A.K.Gupta (1976-77), in an effort to identify
the environmental factors in creativity, has listed a variety of home,
school and other social conditions that are considered congen ial lor the
development. Creativity does not significant relationship with sex, has
been reported by Dharmagadan, 1981; Gakhar, I 974; Gupta,1979; and
Raina, 1971; on the other hand, Rawat and Agarwal (1977) have reported
that up to the age of 13 years Boys score higher on creativity than girls,
but after 13 years the relationship is reversed. Non-significant differences
between the members of the two sexes with regard to their creative

221
perfonnance. This suggests that sex and creativity are independent of
each other Shamshad Hussain, (1995). Boys were found to be more
creative than the girls, Sweta Agarwal and Suman Agarwal, (1999).

Nair and Babu (1977) found that the creative groups IS

characterized by social and feeling of inadequacy in personal and
educational matters, while the non creative group evidence general
inadequacy, but better school Adjustment and feeling of social service.
There are two separate studies G.S.Gupta (1982) N.C.P.Sinha and
M.Sharma (1978) in which the cOITelation between Adjustment and
creativity was studied, but no consistent relationship was reported.
Bhagia (1966) studied found that the girls exceed boys significantly in
their adjustment to general environment and organizational aspect of the
school. The adjustment of the male students is better than that of the
female students, Patel, K. (1997).

Gakhar and Luthra (1974) found anxiety to be unrelated to

creativity. K.N.Sharma (1982) found anxiety and originality to be
unrelated. Ruebush( 1963) has observed that girls have higher anxiety
than boys. Sex differences in school anxiety have been reported by
Phillips, (1966) and Dale, (1969). Ansari and Krishna (1974); Singh
(1972); reported more anxiety in boys than girls. In a study of Japanese

children Iwawaki et al (1967) found no sex difference in the anxiety

scores of nine year old boys and girls. In this country also Gokul Nathan
(1971); Hundal and Kaur (1974); Sinha and Shinha (1976); Varma ( 1975)

and Sinha (1975) have shown that there are no signiticant sex difference
in anxiety.

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 The purpose of the present research is a comparative study of level
of creativity, adjustment and anxiety among English, Gujarati and Hindi
medium school students.

With reference to the above problem malll objectives of the

study were summed as given below. All the objectives had been studied
from Gujarat State. 1),To study the level of creativity of English, Gujarati
and Hindi medium school students of both sexes.2),To study the level of
adjustment of English, Gujarati and Hind medium school students of both
sexes.3 ),To study the level of anxiety (academic) of English, Gujarati and
Hindi medium school students of both sexes.

The problem can be further spelled out as follows: ( 1) What is the

level of creativity among English, Gujarati and Hindi medium school
students of both sexes? (2) What is the difference in the adjustment
among English, Gujarati and Hindi medium school students of both
sexes? (3) What is the le\'el of anxiety (academic) among English,
Gujarati and Hindi medium school students of both sexes'? (4) What is the
relationship between creativity, school adjustment and academic anxiety
among English, Gujarati and Hindi medium school students of both

sexes'?

The following Hypothesis have been formulated: (1) There is no

difference between English. Gujarati and Hindi medium school students
of both sexes on the level of creativity. (2) There is difference between
English, Gujarati and Hindi medium school students of both sexes on the
level of adjustment. (3) There is ditTerenee between English, Gujarati and
Hindi medium school students of both sexes on the level of anxiety. (4)

223
There is correlation between creativity, adjustment and anxiety among
English, Gujarati and Hindi medium school students of both sexes.

Many experiment designs would satisfy the objectives of this

research but factorial design would satisfy all the sundry objectives orthe
researcher. There are also drawbacks of the factorial design In

considering the cost and large number of sample size required for
investigation. The present study was not possible experimentally because
of the nature of investigation. The variable like sex and medium of
instruction can be studied through co-relation field type of research. The
present research is multi-dimensional study. Hence, every core must
taken in preparing and executing the plan to arrive at definite and valid
conclusions. In the present research work::: x 3 factorial design is used, in
which two level of sexes (boys and girls) and three level of medium of
instruction (English, Gujarati and Hindi) are taken as a set of independent
variable, whereas score on creativity, adjustment and academic anxiety
were considered dependent variables. A comparison among English
medium boys and girls, Gujarati medium boys and girls and Hindi
medium boys and girls has revealed the degree of change in the level of
creativity, adjustment and academic anxiety.

With the help of random sample of 750 English medium, Gujarati

medium and Hindi medium school students of both sex were selected. For
the final study 600 sample were selected (incomplete profiles of the
subjects were rejected) ft'om the random sample i.e. 200 English medium,
200 Gujarati medium and 200 Hindi mediums. Sample has been
categorized as under:

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 -

Medium of Sex ,

instruction Boys Girls Total ri

---
ENGLISH 100 100 200
GUJARATI 100 100 200

HINDI 100 100 200

TOTAL 300 300 600

Tools used:

The following tools were used in the present research work (I)
Nonverbal test of creativity scale by 8aqer Mehdi (1973), (2) School
Adjustment Inventory by Singh and Sinha (1993), (3) Academic Anxiety
Scale for children by Singh and Gupta, (1986).

The investigator personally approached the different schools from

Gujarat state. Pre-selection of the school was done. Permission was taken
from the principals of different schools. One period was allotted when the
test was to be administered to the subjects. Each subject was asked to
finish the test on same day. In this way 3 tests were given for 3 days
consequently so that the subject may not get fatigued or it may not
interfere with the studies. On the first day non-verbal creativity test was
given and it took about 45-60 minutes to complete the task. Second days
school adjustment inventory was given and it took 20-25 minutes to
finish the task. Lastly Academic anxiety scale was given and it took about
10-15 minutes to complete the task.

225
 Bhavnaqar University
Lihr,lry,
BHAVNAGAR.

Scoring of the obtained data was done with the help of manuals
available for the test in the present study. The data had been arranged in
respective tables according to the statistical test applied. These scores
were subjected to adequate statistical techniques for analysis; (a) Analysis
variance in order to study the contribution of two independent variable of
Sex and Medium of instruction, i. e., to examine their main and
interaction effects on Elaboration, Originality, Total Creativity (which are
sub scale of Creativity), Adjustment and Anxiety (Academic). (b)Least
significant Difference (LSD) gap-test in order to examine the significant
difference between any two specific means of subgroups of one variable
at anyone level of the other variable (i.e .. simple effect). (c) t-test in
order to examine the significant difference among all the different
medium of instruction. (d) Product moment correlation technique in order
to examine the patterns of relationship among difterent variables of each
group.

Boys and girls are do not di ffer signi ficantly on Elaboration. Sex
do not eftect on Elaboration. English, Gujarati and Hindi medium school
students group are ditfer significantly on Elaboration. Gujarati medium
school student have found more ability on Elaboration than other two
groups. Interaction eftect between Sex x Medium of instruction have
found significant on Elaboration. Sex x Medium of instruction etfects on
Elaboration.

Boys and girls are do not differ significantly on Originality. Sex do

not eftect on Originality. English, Gujarati and Hindi medium school
students group are differ significantly on Originality. Gujarati mcdium
school student have found more ability on Elaboration than other two

226
groups. Interaction effect between Sex x Medium of instruction have
found significant on Originality. Sex x Medium of instruction efTects on
Originality.

Boys and girls are do not differ significantly on Total Creativity.

Sex do not effect on Elaboration. English. Gujarati and Hindi medium
school students group are differ significantly on Total Creativity. Gujarati
medium school student have found more ability on Total Creativity than
other two groups. Interaction effect between Sex x Medium of instruction
have found significant on Total Creativity. Sex x Medium of instruction
effects on Total Creativity.

Boys and girls are differ significantly on Adjustment. Girls have

shown better Adjustment than boys. English. Gujarati and Hindi medium
school students group are differ significantly on Adjustment. Gujarati and
Hindi medium school student have shown better Adjustment than English
medium school student. Interaction etTect between Sex x Medium of
instruction have found not significant on Adjustment. Sex x Medium of
instruction not affects on Adjustment.

Boys and girls are differ significantly on Anxiety (Academic).

Girls have shown higher Anxiety (Academic) than boys. English.
Gujarati and Hindi medium school students group are differ significantly
on Anxiety (Academic). English medium school student have shO\vn
higher Anxiety (Academic) than Gujarati and Hindi medium school
student. Interaction effect between Sex x Medium of instruction have
found not significant on Anxiety (Academic). Sex x Medium of
instruction not affects on Anxiety (Academic).

227
 Girls from English medium school group have found high
academic anxiety. Girls from Gujarati medium school group have found
more ability to elaboration, total creativity and high academic anxiety.
Girls from Hindi medium school group have found better adjustment.

For English medium boys significant and positive relationship is

found between elaboration and originality, elaboration and total creativity
and originality and total creativity. For Gujarati medium boys significant
and positive relationship is found between elaboration and originality,
elaboration and total creativity and originality and total creativity but
significant and negative relationship is found between elaboration and
adjustment, originality and adjustment and total creativity and
adjustment. For Hindi medium boys significant and positive relationship
is found between elaboration and originality, elaboration and total
creativity and originality and total creativity. For English medium girls
signilicant and positive relationship is found between elaboration and
originality, elaboration and total creativity and originality and total
creativity but significant and negative relationship is found between
elaboration and adjustment, originality and adjustment and total creativity
and adjustment. For Gujarati medium girls significant and positive
relationship is found between elaboration and originality, elaboration and
total creativity and originality and total creativity but significant and
negative relationship is found between elaboration and adiustment.
originality and adjustment and total creativity and adjustment. For Hindi
medium girls significant and positive relationship is found between
elaboration and originality. elaboration and total creativity and originality
and total creativity. For English medium students signiticant and positive
relationship is found between elaboration and originality. elaboration and

228
total creativitv and originality and total creativity but significant and
negative relationship is found between elaboration and adjustment.
originality and adjustment and total creativity and adjustment. For
Gujarati medium students signiticant and positive relationship is found
between elaboration and originality, elaboration and total creativity and
originality and total creativity but significant and negative relationship is
found between elaboration and adjustment, originality and adjustment
and total creativity and adjustment. For Hindi medium students
significant and positive relationship is found between elaboration and
originality, elaboration and total creativity and originality and total
creativity.

5.2 CONCLUSION:

I. (i) Boys and girls are do not differ signiticantly on Elaboration. Sex do
not effect on Elaboration.

(ii) English, Gujarati and Hindi medium school students group are
differ signiticantly on Elaboration. Gujarati medium school student
have found more ability on Elaboration than other two groups.

(iii) Interaction effect between Sex x Medium of instruction have found

signiticant on Elaboration. Sex x Medium of instruction effects on
Elaboration.

2. (i) Boys and girls are do not differ significantly on Originality. Sex do
not effect on Originality.

229
 (ii) English, Gujarati and Hindi medium school students group are
differ significantly on Originality. Gujarati medium school student
have found more ability on Elaboration than other two groups.

(iii) Interaction effect between Sex x Medium of instruction have found

significant on Originality. Sex x Medium of instruction effects on
Originality.

3. (i) Boys and girls are do not differ significantly on Total Creativity.
Sex do not effect on Elaboration.

(ii) English, Gujarati and Hindi medium school students group are
ditTer significantly on Total Creativity. Gujarati medium school
student have found more ability on Total Creativity than other two
groups.

(iii) Interaction effect bet\veen Sex x Medium of instruction have found

significant on Total Creativity. Sex x Medium of instruction effects
on Total Creativity.

4. (i) Boys and girls are ditTer significantly on Adjustment. Girls have
shown better Adjustment than boys.

(ii) English. Gujarati and Hindi medium school students group are
differ significantly on Adjustment. Gujarati and Hindi medium
school student have shown better Adjustment than English medium
school student.

230
 (iii) Interaction effect between Sex x Medium of instruction have found
not significant on Adjustment. Sex x Medium of instruction not
af'txts on Adjustment.

5. (i) B:lyS and girls are differ significantly on Anxiety (Academic). Girls
have shown higher Anxiety (Academic) than boys.

(ii) English, Gujarati and Hindi medium school students group are
ditTer significantly on Anxiety (Academic). English medium
school student have shown higher Anxiety (Academic) than
Glljarati and Hindi medium school student.

(iii) II teraction effect between Sex x Medium of instruction have found

n), significant on Anxiety (Academic). Sex x Medium of
instruction not affects on Anxiety (Academic).

6. (i) Girls from English medium school group have found high academic
anxiety.

(ii) Girls from Gujarati medium school group have found more ability
to elaboration, total creativity and high academic anxiety.

(iii) (,iris from Hindi medium school group have found better
adjustment.

7. (i) For English medium boys signiticant and positive relationship is

found between elaboration and originality, elaboration and total
creativity and originality and total creativity.

231
 (ii) Fer Gujarati medium boys significant and positive relationship is
f0und between elaboration and originality, elaboration and total
c.;ativity and originality and total creativity but significant and
negative relationship is found between elaboration and 1djustment,
originality and adjustment and total creativity and adjustment.

(iii) For Hindi medium boys significant and positive relationship is

f(lund between elaboration and originality, elaboration and total
er<>ativity and originality and total creativity.

(iv) F,r English medium girls significant and positive relationship is

fc.lIld between elaboration and originality, elaboration and total
creativity and originality and total creativity but sigr.ificant and
nt:gative relationship is found between elaboration and adjustment.
originality and adjustment and total creativity and adjustment.

(v) Fer Gujarati medium girls signiticant and positive relationship is

fO'lIld between elaboration and originality, elaboration and total
creativity and originality and total creativity but significant and
n< gative relationship is found between elaboration and adjustment.
(ll.ginality and adjustment and total creativity and adjustment.

(vi) For Hindi medium girls significant and positive relationship is

found between elaboration and originality, elaboration and total
creativity and originality and total creativity.

(vii) Fer English medium students significant and positive relationship

is found between elaboration and originality, elaboration and total

232
 cr :ativitv'" and originalitv'" and total creativitv but signiticant and
'-- .; '--

n 'iSative relationship is found between elaboration and adjustment.

originality and adjustment and total creativity and adjustment.

(viii) For Gujarati medium students significant and positive relationship

is found between elaboration and originality, elaboration and total
creativity and originality and total creativity but signiticant and
negative relationship is found between elaboration and adjustment.
or:ginality and adjustment and total creativity and adjustment.

(ix) Fc" Hindi medium students significant and positive relationship is

found between elaboration and originality, elaboration and total
creativity and originality and total creativity.

5.3 LIMITATIONS AND RECOMMENDATIONS

Findings of the investigation indicates that if anybody wants to

know th,! role of language in the development of personality he or she
should tdke the mother tongue as a medium of instruction. A comparison
of moth r tongue, national language and foreign language will give clear
picture about the significant of language in the development of
personal it).

Apart from this cross sectional sample technique can be used so

that we will be able to have more accurate and wider applications of
findings.

233
 II: the present investigation the variables taken for 3tudy were
creativity, adjustment and academic anxiety but it is suggested that some
more variables should be taken for any further research to make it more
effective. These variables may include curiosity, security-insecurity.
family ('nvironment, classroom environment, self-concept. intelligence
etc.

It is also suggested that matching of sample in respect to their IQ

level wid give more signiticant picture of language in the development of
curiosity level, creativity level and other personality attributes.

Acquisition of skills to learn language can be studied by using a

sample of those students who had their primary education in mother
::1nguag" or national language and then they shifted to foreign language.
Their ac:.demic performance of both the sessions can be compared which
will giv~ a support to the hypothesis that learning of skills of one
languag: will help to learn the skills of second language.

The investigator apart from present investigation also IIlterviewed

some of the parents of the sample. On the basis of her experience and
observation in respect to parent child interaction she asked the parents to
incorporate into their everyday lives. The following suggestions:

Show your child love and affection.

Never compare the child with other children.

E sure your child receives nine to ten hours of sleep each night.

Schedule regular health check-ups for your child.

234
 8havl1:1g,,( University
Lil::tary,
8HAVNAGAR.

N(~ver expect beyond the capacity of the child.

- T 'ke an active role in your child's education.

Dedicate 10 to 60 minutes a day to your child's homework.

Set high, but realistic expectations for your child.

Engage your child in cultural arts activities.

E"sure your child participates In one hour of physical activity

daily.

G ,ve your child time for creative play.

235