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KUVEMPU UNIVERSITY
Jnana Sahyadri
Attitude of Fist Year Intermediate Telugu Medium Students
towards English and Achievement in English.
Dissertation submitted in partial fulfillment of
requirements
for the degree of
MASTER OF EDUCATION
Investigator :
Purnachander Rao. N
Guide :
Dr. S.S. Patil
Department of P.G. Studies in Education, Kuvempu University
Jnana Sahyadri, Shankaraghatta
!" #
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KUVEMPU UNIVERSITY
Jnana Sahyadri
Attitude of Fist Year Intermediate Telugu Medium Students
towards English and Achievement in English.
Dissertation submitted in partial fulfillment of
requirements
for the degree of
MASTER OF EDUCATION
Investigator :
Purnachander Rao. N
Guide :
Dr. S.S. Patil
Department of P.G. Studies in Education, Kuvempu University
Jnana Sahyadri, Shankaraghatta
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!" #
Declaration
I hereby declare that the present dissertation entitled ATTITUDE OF
FIST YEAR INTERMEDIATE TELUGU MEDIUM STUDENTS
TOWARDS ENGLISH AND ACHIEVEMENT IN ENGLISH is the out
come of the original research work under taken and carried out by me for the
award of the Degree of Master of Education under the guidance of Dr. S.S.
Patil, Faculty Member, Department of P.. Studies in Education, !u"empu
#ni"ersity, Shankaraghatta.
I also declare that this dissertation has not been pre"iously formed, in any
way, the basis for the award of any Degree or diploma of this or any other
uni"ersities.
Purnachander $ao. %
Place & Shankaraghatta, M.Ed. Student
Date& '()'*((+ !u"empu #ni"ersity
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KUVEMPU UNIVERSITY
CERTIFICATE
his is to certify that the dissertation entitled ATTITUDE OF FIST
YEAR INTERMEDIATE TELUGU MEDIUM STUDENTS TOWARDS
ENGLISH AND ACHIEVEMENT IN ENGLISH is re-uired of research
work done by Mr. Purnachander $ao. % during the academic year *(('*((+
under my super"ision in partial fulfillment of the re-uirements for the Degree of
Master of Education, !u"empu #ni"ersity and that the dissertation has not been
submitted for the award of any other degree or diploma.
Place & Shankaraghatta uide &
Date& '()'*((+ Dr! S!S! Pa"i#
Fa$%#"y M&'(&rD&)"! *+ P!G! S"%di&, in Ed%$a"i*n
K%-&')% Uni-&r,i"y
Jnana Sahyadri
Shan.ara/ha""a
Dean &
Dr! H!0! Ha##adD&an *+ Ed%$a"i*n
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K%-&')% Uni-&r,i"y
Jnana Sahydri
ACKN!"ED#EMENT
It gi"es me immense pleasure to e/press my deep sense of gratitude to
my guide Dr! S!S! Pa"i#, Faculty Member, P.. Studies in Education, !u"empu
#ni"ersity, Shankaraghatta for his "aluable guidance suggestion and continuous
encouragement in channeli0ing my "iews towards the preparation of this
dissertation.
I con"ey my thanks to Dr! H!0! Ha##ad, Dean, P.. studies in Education,
!u"empu #ni"ersity for ha"ing permitted me to utili0e the a"ailable facilities in
the department to prepare this dissertation.
I offer my special thanks to Dr! U'ad&-i M!R!, Professor of
Psychology, Da"anagere for spending her "aluable time for guiding me in
preparing the attitude scale towards English.
I am "ery much indebted to Dr! C! G&&"ha, the HOD1 Mr!
Man1%na"h H!P., Mr,! Shan"ha N!R! and Mr! Ja/anna"h K! Dan/&y,
2ecturers, P.. studies in Education, !u"empu #ni"ersity, for their "aluable
guidance and encouragement from the beginning to end of this course of my
study and in the preparations of this dissertation.
I e/press my sincere thanks to Dr! Jaya))a H!S!, the faculty member,
P.. Studies in Education, !u"empu #ni"ersity for his "aluable suggestions
during the preparation of the dissertation.
I specially thank Mr! Srni-a, Pa,%#a, my classmate for full co'operation
during the entire academic year and assisting me for the dissertation work.
I lastly thank Mr! Kar"hi.of Pra"hi(ha Grah)i$,, M&da. for his neat
and precise computer typing and printing of this Dissertation.
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PURNACHANDER RAO! N
Place & Shankaraghatta
Date& '()'*((+
DEDICATED T T$E %E"&ED MEM%E'S
F MY FAMI"Y
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CONTENTS
1. Title Page
2. Declaration
3. Certificate
4. Acknowledgement
5. Content
!. "it of Ta#le
C$APT%R&' PA(% N).
Cha*ter + 1 ' ,ntroduction 1 - 1
Cha*ter + 2 ' Re/iew of Related "iterature 11 - 15
Cha*ter + 3 ' 0ethodolog 1! - 24
Cha*ter + 4 ' Anali and ,nter*retation of Data 25 - 3!
Cha*ter + 5 ' &ummar and concluion 3 - 45
i#liogra*h 4! - 4
A**endi
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LIST OF TABLES
S#!N*! Ta(#& N*! Na'& *+ "h& Ta(#& Pa/& N*!
2 3!2 Ta(#& ,h*4in/ "h& d&,i/n *+ "h& ,"%dy 256 3!6 Li," *+ C*##&/&, 62
3 3!3 6aria#le wie #reak-u* of the am*le 62
7 7!2 S"%d&n", A$hi&-&'&n" V8, A""i"%d& "*4ard, En/#i,h 69
: 7!6 A$hi&-&'&n" *+ G*-"! ,"%d&n", V8, P-"! C*##&/& ,"%d&n", 65
; 7!3 Attitude of (o/t. tudent 67 P/t. College tudent 6 P-"! C*##&/& S"%d&n",
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LIST OF APPENDI?
APPENDI
X
TITLEOFTHEAPPENDIX
I The scale of attitude towards English (Telugu Version)
II The scale of attitude towards English (English Version)
III Opinionnaire
IV Score Sheet
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INT'D(CTIN
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CHAPTER @ I
INTRODUCTION
1.1 ,NTR)D8CT,)N
1.2 $,&T)R,CA" AC9(R)8D ): %N(",&$ ,N ,ND,A
1.3 PR%&%NT &TAT8& ): %N(",&$ ,N C)""%(% AND &C$))" C8RR,C8"80
1.4 PR,NC,P"%& ): T%AC$,N( %N(",&$
1.5 AC$,%6%0%NT ,N %N(",&$
1.! ATT,T8D% T);ARD& %N(",&$
1. ATT,T8D% AND AC$,%6%0%NT&
1. $); ATT,T8D% $%"P& AC$,%6%0%NT
1.< N%%D AND ,0P)RTANC% ): T$% &T8D=
1.1 &C)P% ): T$% &T8D=
1.11 &TAT%0%NT ): T$% PR)"%0
1.12 )>%CT,6%& ): T$% &T8D=
1.13 $=P)T$%&%&
1.14 6AR,A"%& ): T$% &T8D=
1.15 D%:,N,T,)N ): T$% T%C$N,CA" T%R0&
1.1! ",0,TAT,)N& ): T$% &T8D=1.1 )R(AN,&AT,)N ): T$% &T8D=
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CHAPTER @ I
INTRODUCTION
1.1 INTRODUCTION
English is known as the lingua franca i.e. the link language of the world. 2earning
English is not a big problem for English 3 Medium students and for the well'to'do urban
people, but the situation is totally different for non 3 English medium students and to the
rural students. 4e often come across some statements like 5English is "ery difficult6, 5I ha"e
failed in English6, 5E/cept in English, I can score well in all other sub7ects6, etc.
he root cause of these problems may be many, in recent times it is well understood
that English is the key of success in the backdrop of globali0ation and increasing 7ob market
for those who are well "ersed in English. 8t times, some are getting good 7obs and salaries
7ust because of English without any recogni0ed uni"ersity degree. It has become "ery
common in the latest backdrop of 9usiness Process :utsourcing ;9.P.:.< and call centre 7obs
in metropolitan cities and increasing demand for the people with fluency in English. Further,
going abroad for -uality higher education too has become common and so learning and
mastering English has become "ital for not only for education, career and also for reaching
higher le"el in one6s life and e"en for getting li"elihood too.
=ence, it is a must for urban and rural pupils as well to gi"e more importance to
English than earlier. 4e ha"e achie"ed some success in this regard with the help of English 3
medium schools, colleges etc., but there are lots of mile stones to be crossed to reach the
desired le"els to meet today6s demands. =ence, de"eloping good and positi"e attitude
towards English among non'English medium and rural students has become a must for the
go"ernment and the pri"ate educational institutions as well.
1.2 HISTORICAL BACKGROUND OF ENGLSIH IN INDIA
It is a well known fact that English came to India with the arri"al of the 9ritish so did
in most parts of the world due the colonialism of the 9ritish. Slowly and steadily English has
become the most successful global language. 8s the rule of East India >ompany shifted to the
9ritish crown in India, English was gi"en a lot importance to meet their demands in trade andrule.
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12ord Macaulay6s Minute recorded on *nd February, ?@A proclaimed the official
language policy of the 9ritish go"ernment. It aimed at training the young men who would be
BIndian in blood and colour, but English in taste, in opinion, morals and intellect.C
Macaulay6s Minute was consolidated with 4ood6s famous Dispatch of ?@). Slowly English
medium education gained popularity in India. Despite the national feeling among the patriotic
Indians, English continued to occupy importance. he teaching methods, techni-ues of this
time were old traditional ones like rammar ranslation and Direct Method.
8fter the departure of the 9ritish from India, again the problem of official language
surfaced. Many supported =indi, but in the South especially amil %adu opposed it and
hence English has been gi"en the status of official language and has been gaining tremendous
popularity and importance. It is true that the standard of English declined after the
independence. o repair this damage Indian go"ernment set up so many commissions and
committees for good recommendations. he establishment of E2s, >IEF2, $IEs etc. are the
results of recommendations and go"ernment6s interest in spreading English and its
de"elopment to create competent Indians on par with international standards. 4e ha"e
achie"ed success to some e/tent and still there is a lot to be achie"ed and done in this regard.
Further, positi"e attitude towards English has to be de"eloped among non'English medium
students and in rural areas too.
1.3 PRESENT STATUS OF ENGLISH IN COLLEGES AND SCHOOLS
It is estimated that more than +( million people use English with fluency and
competency and the figure is steadily increasing since ?(. wo main reasons for the spread
of English 3 ;i< e/pansion of the 9ritish Empire in the ?thcentury and ;ii< emergence of the
#S8 as the leading economic power in the *(th
century. It is no wonder to say that English isdominant in e"ery single aspect of human life. =ence English deser"es "ery important
position in the modern world. he press, ad"ertising, broadcasting, motion pictures, transport,
communication, ad"ancement in science and technology and their related terminology,
political, academic, tra"el, education, media, international relations, using computers, SMS
though mobile phones etc. are largely dependant on English as a link language. =ence we can
also say that English is the language of de"elopment. 2et us now see the current position of
English in Indian schools and colleges.
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2
ENGLISHASASECONDLANGUAGE:
English in India is a -uestion of linguistic centralism while the other Indian languages
lead to linguistic regionalism. =ence English is a must for us as ours is a multilingual society.
o de"elop on par with today6s world, we need to learn English, and so we should not gi"e
way to political and regional segregation. So the solution is a need of co'e/istence of English
with Indian languages. It is known that English would promote national integration in India.
his led to the emergence of A language formula in ?+? at the >hief Ministers6 meeting. It
was proposed by the >89E in ?+. 9ased on the agreement at the meeting, English
emerged as the *nd language in India. he Education >ommission of ?+)'++ identified
English as a library language and recommended that English should begin from grade . he
following is the pattern of the three language formula&
G he first language ;2?< is introduced in the school from grade I to H. 2? is usually
mother tongue.
G he second language ;2*< is introduced at grade I, or I. It would be either the
state official language or the national language.
G he third language ;2A< is introduced simultaneously or immediately after the
introduction of the second language. he main ob7ecti"e of the study of 2A is to prepare the
students for all India mobility.
G 8t the college or Intermediate le"el it is a compulsory sub7ect as it is the pre 3
uni"ersity stage and also decisi"e point in one6s career or profession.
From the abo"e point of "iew, English is 2A i.e. third language, but because of its
growing demand importance it has become a second language.
1. PRICIPLES OF TEACHING ENGLISH
eaching and learning are inter'related. 2eaning, generally, is understood as ac-uiring
some information or skills and retaining it in the memory, sub7ect to forgetting. It is a change
in beha"iour that in"ol"es some practice and cogniti"e organi0ation. eaching, on the other
hand, facilitates learning. It guides the students1 so the understanding of how the students
learn determines the teaching styles i.e. the approach, methods and techni-ues that are to be
used. 9esides this, the process of teaching and also in"ol"es some philosophical and
psychological -uestions.
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8 theory of teaching should be in harmony with the sub7ect and the student despite
"arious constraints 3 physical, mental, economic or sociological. hus, a theory of teaching
should consider the opinions of linguistics, psychologists and educationists.
Sister disciplines like psychology, linguistics and sociology ha"e influenced the
methodology of teaching English. he rise of the cogniti"e psychology concept influenced
teaching and learning English in ?+(s.
he structural school of linguists belie"ed in the scientific principle of 5obser"ation6
of human languages and description of structural characteristics of language. ;2eonard
9loomfield et alonse-uently, the linguists ga"e importance to the nature of
communication, communicati"e competence, and interacti"e process of language learning.
hese trends focused on the notion of communicati"e competence which included not only
the grammatical competence of the speaker and the listener but also the psycholinguistic
competence, the sociolinguistic competence, knowledge and ability to use. his methodology
is centred on co'operati"e learning and de"elopment of self'esteem.
9ased on the abo"e approaches, methods and techni-ue, the teacher has to carefully
choose and try out in the classroom. =e has to understand the basic theoretical principles
in"ol"ed in each of these teaching and learning approaches and methods, and select the
appropriate one for the students.
8 few classroom implications for teaching and learning English based on the abo"e
studies.
8 language can easily be learnt by imitation and it is a habit forming process, a
process during which we ac-uire new habits. 3 Palmer.
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!
2earning a language means ac-uisition of certain skills of the language. 8s
English is a second language, certain amount of e/plicit teaching of rules should
precede the practice of the skills in the classroom. he teacher has to pro"ide
situations for this.
2anguage is primarily speech. herefore oral approach to language learning is the
shortest way to learn to read and write.
he unit of any language is a sentence. herefore the teacher should introduce all
his teaching items in complete sentences.
$ight attitude towards the language has to de"elop among students.
he impact of beha"ioural psychologists has gi"en way to the concept of
moti"ation. It is reali0ed as a "ery important principle in teaching and learning
English.
1.! ACHIEVE"ENT IN ENGLISH
In general terms, achie"ement refers to the scholastic or academic achie"ement of the
student at the end of an educational programme. he central focus of all formal educational
efforts is academic achie"ement on the part of the students.
he form achie"ement which is often nati"ely understood in terms of pupils6 scores
on a certain school test is a loose way of understanding the concept of achie"ement.
8chie"ement in English, precisely speaking, implies the specific learning outcomes namely
knowledge, understanding, skill and application. It is important to note that that achie"ement
in English is not an independent phenomenon. $ather it is directly influenced by a number of
factors some of which are personal to the indi"iduals while many others are located in the
en"ironment in which learning process take place.
It is of e/treme importance to educators in general and teachers in particular to know
why some students achie"e high in English while other achie"e low in the same school or
college en"ironment. $esearch studies on "arious correlates of achie"ement find personality
characteristics related to achie"ement. 8ttitude is such an important that correlates along with
se/, locality and other "ariables.
2!; ATTITUDE TOWARDS ENGLISH
8ttitudes are positi"e or negati"e feelings that in indi"idual holds about different
ob7ects, persons or ideas and are generally regarded as enduring through modifiable by
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"e/perience. 8ttitudes are also seen as pre 3 dispositional readiness to respond to certain
situations, persons, or ob7ects in a consistent manner which has been learned and has become
one6s typical mode or response. he degree of strength of a person6s attitude may "ary from
e/tremely positi"e through a gradation to e/tremely negati"e.
8ttitude denotes a person6s orientation to some ob7ects, or attitude referent. 8ll
attitudes ha"e a referent an ob7ect of thought when the ob7ect of attitude is importance to the
person, the e"aluation of the ob7ect produces an effecti"e or emotional reaction in that person.
Nat#r$ %& Attit#'$(:
8nderson ;?@?< has identified fi"e essential features of affecti"e characteristics.
hey are ?. Emotion, *. >onsistency, A. arget, ). Direction, . Intensity. he relationship of
these characteristics with attitude will be helpful to understand the nature of attitude.
2! E)%ti%*:Since attitude is an affecti"e characteristic, it in"ol"es a person6s feeling
and emotions. It is a comple/ collection of feelings, desires, fears, con"ictions,
pre7udices and other tendencies that ha"e gi"en a set or readiness to act on a person,
ob7ect or situation because of "aried e/periences.
6! C%*(i(t$*+,: 8ll parts cite consistency as an essential feature of attitudes. 8
reasonable degree of consistency of response is necessary before it can be inferred
that a person possesses an attitude.
3! Tar-$t: 8ll emotions and feelings are directed towards some target. 8ll parts ha"e
identified these targets as ob7ects and situations.
7! Dir$+ti%*: Direction is concerned with the positi"e or negati"e orientation of the
emotion or feeling towards the target. 8ll parts suggest the appropriate bipolar
ad7ecti"es for attitudes as fa"ourable and unfa"ourable.:! I*t$*(it,: Intensity refers to the degree or strength of the emotions or feelings
intensity related to the le"el or preparedness and the e/tent to which attitude
predisposes action.
1. ATTITUDE AND ACHIEVE"ENT
he operational definition of the term attitude concerns how the pupil reacts to
English. It is the organi0ed and consistent manner of thinking, feeling and responding. here
are brilliant ones who find the learning of English a pleasure as well as a fruitful "enture and
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#perform well in achie"ement test and come under the bracket of high achie"ers. here are, of
course, the a"erage students who manage to come to grips with the "arious problems with
some earnest effort while there are the low achie"ers who find it a dreary difficult sub7ect and
ha"e de"eloped fear of English. In the areas of spelling, writing grammatically correct
sentences, pronunciation etc. the low achie"ers find English "ery difficult. It is so especially
among %on 3 English Medium and among the rural.
1./ HO0 ATTITUDE HELPS ACHIEVE"ENT
horndike ;?@)'?)< stresses the point in B2aws of 2earningC that the learner
performs the task well if he has his attitude set in task.
8ttitude has A components a cogniti"e components, an affecti"e ;or emotional
components of like or dislike< and an action or conati"e beha"ioural habit, i.e. components of
readiness to respond. hus attitude are particular ways in which a person thinks, feels and
acts. 8ttitude ranges from strongly positi"e to strongly negati"e. 9y positi"e it meant that the
person in"ol"ed shows some tendency to approach the ob7ect towards which they ha"e a
positi"e attitude while negati"e refers to a per disposition to a"oid the ob7ect.
herefore, one6s attitude towards English would definitely ha"e some impact on his
learning and as a result would affect the performance and achie"ement.
1. NEED AND I"PORTANCE OF THE STUD
English in today6s world is the most important language to learn in order to pursue
studies as well as for success in career. 8nd so, it has to be introduced in primary stages for
non 3 English medium students with the help of well 3 trained teaching faculty both in
go"ernment and pri"ate schools and colleges and in urban and rural areas as well.
So a study regarding the achie"ement le"el at the Intermediate stage will be useful asit is the crossroads stage for pursuing higher education for settling in a career. >andidly
speaking, for employment abroad too English is a key. It will also help how and what type of
competing syllabi or curricula are to be set.
8s there are "arious negati"e beliefs about learning English among %on 3 English
Medium and rural students, the study will be interesting not only for awareness and also for
framing suitable curricula.
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$1.1 SCOPE OF THE STUD
he present study is confined to study achie"ement in English and its relationship
with good attitude towards English among first year Intermediate students of elugu Medium
in go"ernment and pri"ate college students in Medak town.
1.11 STATE"ENT OF THE PROBLE"
B8ttitude of Fist ear Intermediate elugu Medium Students towards English and
8chie"ement in English.C
1.12 OB4ECTIVES OF THE STUD
?. o identify the relationship between achie"ement in English and attitude towards
English of first year elugu medium students of Intermediate.
*. o identify the difference between achie"ement in English of go"ernment college
students and pri"ate college students of elugu Medium Intermediate.
A. o identify the difference between the attitude of go"ernment college students and
pri"ate college students of elugu Medium Intermediate towards English.
). o identify the difference between the achie"ement of go"ernment college boys
and pri"ate college boys of elugu Medium Intermediate in English.
. o identify the difference between the attitude towards English between
go"ernment college boys and pri"ate college boys of elugu Medium Intermediate.
+. o identify the difference between the achie"ement in English of go"ernment
college girls and pri"ate college girls of elugu Medium Intermediate.
. o identify the difference between the attitude of go"ernment college girls and
pri"ate college girls of elugu Medium Intermediate towards English.
@. o identify the difference between the achie"ement in English of boys and girls ofelugu Medium Intermediate.
. o identify the difference between the attitude of boys and girls of elugu Medium
Intermediate towards English.
1.13HPOTHESES
he following null hypotheses are constructed for the present study&
?. here is no significant relationship between achie"ement in English and attitude
towards English.
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%*. here is no significant difference between the achie"ement of go"ernment and
pri"ate college student in English.
A. here is no significant difference between the attitude of go"ernment and pri"ate
college students towards English.
). here is no significant difference between the achie"ement of go"ernment college
boys and pri"ate college boys in English.
. here is no significant difference between the go"ernment college boys and
pri"ate college boys in attitude towards English.
+. here is no significant difference between the achie"ement of go"ernment college
boys and pri"ate college boys in English.
. here is no significant difference between the attitude of go"ernment college girls
and pri"ate college girls towards English.
@. here is no significant difference between the achie"ement of boys and girls in
English.
. here is no significant difference between attitude of boys and girls towards
English.
1.1 VARIABLES OF THE STUD
1. ,nde*endent 6aria#le' 8ttitude towards English
2. De*endent 6aria#le' Performance of Intermediate first year elugu Medium students
in English.
1.1! OPERATIONAL DEFINITIONS OF TECHNICAL TER"S
1. Performance in %nglih' Performance means the display of intellect of the use of the
higher through process such as memory, perception of meaning or reasoning. 9ut for thepurpose of this study, operationally it means the achie"ement of students represented by the
scores obtained in the English in the pre'final e/aminations.
2. Attitude 'In the present study attitude towards English has been "iewed as students6 pre 3
dispositions towards English in the form of their likes and dislikes e/pressed on the gi"en
attitude scale.
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'E&IE! F 'E"A'ED
"ITE'AT('E
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CHAPTER @ II
REVIEW OF RELATED LITERATURE
1.1 ,NTR)D8CT,)N
1.2 R%6,%; ): R%"AT%D ",T%RAT8R%
1.3 C)NC"8&,)N
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CHAPTER @ II
REVIEW OF RELATED LITERATURE
2.1 INTRODUCTION
Significance of re"iew of related studies is a task that continuous throughout the
duration of theses. 9efore conducting an in"estigation, it is most essential for the researcher
to make studies made earlier which are connected with the topic on hand. his would enable
the in"estigator to ha"e a better understanding of his own and "arious factors connected with
study.
2.2 REVIE0 RELATED TO PRESENT STUD
8 brief re"iew of research done in areas related to the present in"estigation is
presented below.
?acharia;?< in his study on the impact of attitudes and interest on achie"ement of
secondary pupils in social studies found that there is high positi"e correction between
achie"ement and their attitude regarding social studies.
>oe*h ;?< in his study found that attitude towards science has a significance
correlation with achie"ement in chemistry at the pre 3 degree le"el.
&chofield ;?@*< studies the relationship between attitude and achie"ement in
connection with se/ of students, grade le"el, type of achie"ement test and time during school
year at which the measurements were taken. Findings indicated that obser"ed relationship
between attitude and achie"ements were significantly stronger in boys and girls.
Ca*ella;?@*< compared the relationship between the study habits and attitudes and
academic performance of ?(( undergraduates. he sur"ey of study habits and attitudes andacademic achie"ement test was administered and the score were obtained. It is concluded that
students attitudes determine the producti"ity of study time and academic achie"ement.
Nouhad ;?< and 6arghee ;?@)< obtained a significant positi"e relationship
between attitudes towards problem sol"ing and process out comes in 9iology.
Patel ;?@)< and udhe/ ;?(< found that pupils possessing a fa"ourable attitude
towards Mathematics were better in mathematical ability that those with less fa"ourable
towards science were higher achie"ers is physical and life sciences.
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19ohli and De/inder ;?@+< studied the effects of study habits and attitudes and
means of impro"ing habits and attitudes on the academic performance of bright
underachie"ers attending high school in >handigarh, India. *( e/perimental sub7ects were
chosen from A(( sub7ects administered tests of "erbal and non'"erbal intelligence. he tests
pro"ed that there is positi"e correlation among them.
Nion Carol and :rot Alan ;?(< e/amined the study habits and attitudes
in"entory and its implications for students6 success. De"eloped the study habits and attitudes
in"entory to in"estigate study skills, attitudes and other aspects of student beha"iour that
might be predicti"e of academic success. his too pro"ed that attitudes, study habits and
beha"iour were correlated.
9ellar (uta/ ;?A< studied the relationship between academic achie"ement and
study habits and educational attitudes. Sub7ects were )@ high achie"ing th, ?(th grade
students and *(( low achie"ing students. he studies found that there is a relation between
attitudes, study habits and academic achie"ement.
&undarara@an and Ra@aekhar ;?A< in"estigated the effecti"e teacher beha"iour
percei"ed by the students influence their attitude towards the sub7ects. he se/ of the students
and the locality of the school do not affect any significant difference in their attitude towards
the study of Mathematics. 9ut &ingh;?A< obser"ed that the students residing in industrial
and urban localities ha"e a more fa"rouable attitude towards Mathematics in comparison with
the students residing in the rural localities.
Patel ;?< reported that students possessing high attitude towards Mathematics
were found better in Mathematics ability than students possessing low attitude towards
Mathematics.
$oue;?< in"estigated the predicti"e relationship between initial students attitude,
college admission test scores years of high school Mathematics taken and subse-uentachie"ement in introductory college chemistry. $esult also indicated that initial attitudes were
significant predictors of student performance, possibly better than traditional measures.
o#;?@< and 0adha/an;?(< found that towards education and achie"ement in
Malayalam are significantly related.
,ndira ;?@< reported that the relation between attitude towards science and
achie"ement in physics is significant for low, a"erage and high intelligent groups.
1!
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Ra@ahekar &. ;*((?< Studies that B=igher secondary student6s achie"ement in
physics as related to their attitude towards the study of physics.C 8nd found that relationship
e/ists between achie"ement in physics and students attitude towards physics.
2.3 CONCLUSION
It has always been said that effecti"eness of teachers and school factors are most
responsible for achie"ement of students. 9ut ne"ertheless it has to be admitted that the
student factors like moti"ation, study habits, en"ironment condition and attitude e-ually play
a role in the achie"ement. herefore this study is planned where in an attempt is made on
in"estigate into the influencing factors like attitude, se/ and types of colleges and their effect
upon the achie"ement of students in English.
1"
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MET$D"#Y
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CHAPTER @ III
METHODOLOGY
1.1 0%T$)D ): R%&%ARC$
1.2 P)P8"AT,)N
1.3 &TAT%0%NT ): T$% PR)"%0
1.4 6AR,A"%& ): T$% &T8D=
1.5 )>%CT,6%& ): T$% &T8D=
1.! $=P)T$%&%&
1. T%C$N,CA" T%R0&
1. &A0P"%
1.< DATA (AT$%R,N( T))"&
1.1 AD0,N,&TRAT,)N ): T$% &CA"% ): ATT,T8D% T);ARD&
%N(",&$
1.11 &TAT,&T,CA" T%C$N,8%& 8&%D :)R ANA"=&,& ): DATA
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CHAPTER 6 III
"ETHODOLOG
Ta(#& @ 3!2 Ta(#& ,h*4in/ "h& d&,i/n *+ "h& ,"%dy
O(1&$"i-&, Na'& *+ "h&
Da"a
S*%r$&,
*+ Da"a
T**#, U,&d Sa')#& Da"a
$*##&$"i*n
)r*$&d%r&
Ana#y,i, *+ "h&
Da"a
1 To identif the relationship*etween achieve+ent inEnglish and attitudetowards English of firstear Telugu +ediu+students of Inter+ediate
2 To identif the difference*etween achieve+ent inEnglish of govern+entcollege students andprivate college students of
Telugu ,ediu+Inter+ediate
To identif the difference*etween the attitude ofgovern+ent collegestudents and privatecollege students of Telugu,ediu+ Inter+ediatetowards English
! To identif the difference*etween the achieve+entof govern+ent college*os and private college*os of Telugu ,ediu+Inter+ediate in English
" To identif the difference
*etween the att itudetowards English *etweengovern+ent college *osand private college *os ofTelugu ,ediu+Inter+ediate
# To identif the difference*etween the achieve+entin English of govern+entcollege girls and privatecollege girls of Telugu,ediu+ Inter+ediate
$ To identif the difference*etween the attitude ofgovern+ent college girlsand private college girls of
Telugu ,ediu+Inter+ediate towardsEnglish
% To identif the difference*etween the achieve+entin English of *os and girlsof Telugu ,ediu+Inter+ediate
& To identif the difference*etween the attitude of*os and girls of Telugu,ediu+ Inter+ediatetowards English
1 -tti tudetowardsEnglish. itsscore *asedon the scale2 The scoresof
-chieve+entin English ofthe pre/finale0a+inations
irst earInter+ediate Telugu,ediu+students of,edatown.
-ndhra3radesh
1 The Scale of-ttitude TowardsEnglish2 -chieve+entTest (3re/finalE0a+inations)
12%studentsfro+ !colleges
-+ongfour. twoare privateand theother twoare Govt
-d+inisteringThe Scale of
-ttitudeTowardsEnglish andcollecting+ars of thesa+ple fro+the colleges
inding out 4r5 valueie 6orrelation*etween theattitude towardsEnglish andachieve+ent inEnglish
4t5 test is used toidentif thedifference *etween
the varia*les ie*etween attitudesand achieve+entsin English
?@
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3.1 "ETHOD OF RESEARCH
he present study is a $*rra"i*n ,"%dywhich tries to study the influence of attitude
towards English o"er the achie"ement of the students in English. he study also intends to
find out the difference between girls and boys, go"ernment and pri"ate college students with
regard to achie"ement and attitude towards English. he study in nature of sur"ey where in
the "ariables like achie"ement, attitude towards English are sur"eyed and relationship
between these "ariables are studied.
3.2POPULATION
Population refers to any collection of specified group of human or non 3 human
entities, such as educational institutions geographical areas population may also be termed as
Buni"erseC.
3.3STATE"ENT OF THE PROBLE"
B8ttitude of Fist ear Intermediate elugu Medium Students towards English and
8chie"ement in English.C
3.VARIABLES OF THE STUD
Independent ariable 3 B8ttitude towards EnglishC
Dependent ariable 3 B8cademic 8chie"ement in EnglishC
3.!OB4ECTIVES OF THE STUD
?. here is no significant relationship between achie"ement in English and attitude
towards English.
*. here is no significant difference between the achie"ement of go"ernment and
pri"ate college student in English.
A. here is no significant difference between the attitude of go"ernment and pri"ate
college students towards English.
). here is no significant difference between the achie"ement of go"ernment college
boys and pri"ate college boys in English.
. here is no significant difference between the go"ernment college boys and pri"ate
college boys in attitude towards English.
+. here is no significant difference between the achie"ement of go"ernment college
boys and pri"ate college boys in English.
1&
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. here is no significant difference between the attitude of go"ernment college girls
and pri"ate college girls towards English.
@. here is no significant difference between the achie"ement of boys and girls in
English.
. here is no significant difference between attitude of boys and girls towards English.
3.5HPOTHESES
?. here is no significant relationship between achie"ement in English and attitude
towards English.
*. here is no significant difference between the achie"ement of go"ernment and pri"ate
college student in English.
A. here is no significant difference between the attitude of go"ernment and pri"ate
college students towards English.
). here is no significant difference between the achie"ement of go"ernment college
boys and pri"ate college boys in English.
. here is no significant difference between the go"ernment college boys and pri"ate
college boys in attitude towards English.
+. here is no significant difference between the achie"ement of go"ernment college
boys and pri"ate college boys in English.. here is no significant difference between the attitude of go"ernment college girls and
pri"ate college girls towards English.
@. here is no significant difference between the achie"ement of boys and girls in
English.
. here is no significant difference between attitude of boys and girls towards English.
3.TECHNICAL TER"S
3..1 ACADE"IC ACHIEVE"ENT
BIn the word of BEnglish and EnglishC 8cademic 8chie"ement is Bhe success in
bringing effort of the desired out.C
BDegree of le"el of success attained in same specified area or in general.C ;English 3
?@ P.%o. +ollege Pri"ate A* A* +)
*. Srini"asa Junior >ollege Pri"ate A* A* +)
A. irls6 >ollege o"ernment A* A*
). 9oys6 >ollege o"ernment A* A*
Ta#le + 3.3' 6aria#le wie #reak-u* of the am*le i a follow'
,ntermediate 1t=r. T70 tudent B12
o B!4 (irl B!4
(o/t. B32 P/t. B32 (o/t. B32 P/t. B32
21
3.DATA GATHERING TOOLS
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he tools used in the present study are&
?. he Scale of 8ttitude towards English.
*. 8cademic 8chie"ement scores are deri"ed on the basis of the marks obtained
by the students in the pre'final e/aminations of the current academic year.
3..1. DESCRIPTION OF THE TOOLS:
The &cale of Attitude toward %nglih:
8s there is no standardi0ed a"ailable to measure the attitude of students towards
English, the researcher de"eloped a scale of attitude towards English based on a standardised
attitude scale towards English. 8fter de"eloping the tool, the guide, two professors, Dr.
#made"i M.$. and Dr. =.S. Jayappa were consulted for content and face "alidity and needed
changes were also done. For further correction a pilot study was also conducted and needed
changes were done accordingly. 8s the study is intended to measure the attitude of elugu
Medium students the tool was translated into elugu.
o study the attitudes of the students towards English the scale is used.
8ll together there are )( items of which ?A are negati"e and * are positi"e
statements. Each statement has got a ) point rating on ) responses "i0. ,"r*n/#y a/r&&B a/r&&B
di,a/r&& and,"r*n/#y di,a/r&&. For each item the respondent is asked to tick one of the four
responses gi"en.
3..2 SCORING:
Each of the * positi"e items of the scale is assigned a weight ranging from )
;strongly agree< to ? ;strongly disagree
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he statistical techni-ues used for analysis of data are&
1. "EAN 9":
he mean is the sum of the separate scores of measures di"ided by their total number.
he Formula used for calculation of mean was
M 8rithmetic mean of scores
? Sum of Scores
N otal number of items
2. STANDARD DEVITATION 9SD:
It is the a"erage of the s-uared de"iations of the measures or scores from their mean is
known as the "ariance. he standard de"iation is the positi"e s-uare root of "ariance. he
formula used for the calculation of S.D. was
3. PEARSON;S PRODUCT "O"ENT CORRELATION:
>oefficient of correlation by Pearson6s product moment method was used to find out
the relationship between attitude towards English and academic achie"ement of the students.
>orrelation coefficient,
r
.
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01E 0ean of the firt grou*
02E 0ean of the econd grou*
&1E &tandard de/iation of the firt grou*
&2E &tandard de/iation of the econd grou*
N1ENum#er of tudent in the firt grou*
N2ENum#er of tudent in the econd grou*
2!
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ANA"YSISAND
INTE')'ETATIN F
DATA
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CHAPTER @ IV
ANALYSIS AND INTERPRETATION OF DATA
4.1 0%AN,N(
4.2 ANA"=&,& AND ,NT%RPR%TAT,)N
4.3 ,NT%RPR%TAT,)N ): AR D,A(RA0&
4.4 :,ND,N(& ): T$% &T8D=
CHAPTER @ IV
ANALYSIS AND INTERPRETATION OF DATA
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.1"EANING
8nalysis of the data means studying the organi0ed material in order to disco"er
inherent facts. he data are studied in as many possible angles as possible to e/plore the new
facts. 8nalysis re-uires an alert, fle/ible and open mind. It is worthwhile to prepare a plan of
analysis before actual collection of the data.
he following statistical techni-ues were used to test the hypothesis.
9y using 5t6 3 test techni-ue 3 difference in academic achie"ement in English and attitude
towards English between the means of all probable group comparisons,
F*r'%#a
Pearson6s Product Moment Method of co'efficient of correlation is used to compare
boys and girls6 attitude towards English and their academic achie"ement in English.
F*r'%#a rK
.2ANALSIS AND INTERPRETATION OF DATA
$=P)T$%&,& ' 1
Th&r& i, n* ,i/ni+i$an" ra"i*n,hi) (&"4&&n "h& a$hi&-&'&n" in En/#i,h and a""i"%d&
"*4ard, En/#i,h!
he "alue 5r6 was calculated in order to find out the relationship between achie"ement and
attitude towards English.
Ta(#& 7!2 S"%d&n", A$hi&-&'&n" V8, A""i"%d& "*4ard, En/#i,h
Varia(#&, M&an, Sa')#& C*rra"i*n
-a#%& r
Si/ni+i$an" #&-
A$hi&-&'&n" in En/#i,h 7;!36
265 =!2
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he abo"e table shows that the obtained 5r6 "alue is (.? which is more than the
table "alue ;of (.(< i.e. (.?). =ence the null hypothesis is re7ected. 8nd an alternati"e
hypothesis is formulated i.e. here is significant relationship in the achie"ement in English
and attitude towards English in ?styear elugu Medium Intermediate students.
he obtained 5r6 "alue (.? re"eals that there is positi"e correlation between the
attitude towards English and achie"ement in English of ? styear elugu Medium Intermediate
students.
HPOTHESIS : 2
Th&r& i, n* ,i/ni+i$an" di++&r&n$& (&"4&&n "h& a$hi&-&'&n" *+ /*-&rn'&n" $*##&/&
,"%d&n", and )ri-a"& $*##&/& ,"%d&n", in En/#i,h!
he mean, standard de"iation and 5t6 "alue are calculated in order to find out the significance
between achie"ement of go"ernment college student and pri"ate college students.
Ta(#& 7!6 A$hi&-&'&n" *+ G*-"! ,"%d&n", V8, P-"! C*##&/& ,"%d&n",
Varia(#&, Sa')#& ,i& '&an S"andard
d&-ia"i*n
" @ -a#%& Si/ni+i$an" #&-
=!=:
G*-"! S"%d&n", ;7 3=!7 22!95
P-"! ,"%d&n", ;7 ;6!63 2
Th& *("ain&d " -a#%& i, ,i/ni+i$an" a" "h& =!=: le/el!
In"&r)r&"a"i*n
he abo"e table shows that the obtained 5t6 "alue is .(+ which is more than the table "alue
;of (.(< i.e. ?.@. =ence the null hypothesis is re7ected. 8nd an alternati"e hypothesis is
formulated i.e. here is significant difference between the achie"ement of go"t. college
students and pri"ate college students of ?styear elugu Medium Intermediate students.
=ere the difference in the means A?.@A is in fa"our of pri"ate college students and it shows
that pri"ate college students achie"e more in English than go"t. college students.
HYPOTHESIS 3
Th&r& i, n* ,i/ni+i$an" di++&r&n$& (&"4&&n "h& a""i"%d& *+ G*-"! C*##&/& ,"%d&n", and
Pri-a"& C*##&/& ,"%d&n", "*4ard, En/#i,h!
2%
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he mean, standard de"iation and 5t6 "alue are calculated in order to find out the significance
between attitude of go"ernment college student and pri"ate college students.
Ta#le 4.3' Attitude of (o/t. tudent 67 P/t. College tudent
Varia(#&, Sa')#& ,i& '&an S"andard
d&-ia"i*n
" @ -a#%& Si/ni+i$an" #&-
=!=:
G*-"! S"%d&n", ;7 263!=9 27!;7; 2!;=; 2!P-"! 0*y, 36 :;!39 62!;andidly
speaking, for employment abroad too English is a key. It will also help how and what type of
competing syllabi or curricula are to be set.
8s there are "arious negati"e beliefs about learning English among %on 3 English
Medium and rural students, the study will be interesting not only for awareness and also for
framing suitable curricula.
&
S"a"&'&n" *+ "h& Pr*(#&'
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B8ttitude of Fist ear Intermediate elugu Medium Students towards English and
8chie"ement in English.C
:!6 OB4ECTIVES OF THE STUD
?. o identify the relationship between achie"ement in English and attitude towards
English of first year elugu medium students of Intermediate.
*. o identify the difference between achie"ement in English of go"ernment college
students and pri"ate college students of Intermediate.
A. o identify the difference between the attitude of go"ernment college students and
pri"ate college students of Intermediate towards English.
). o identify the difference between the achie"ement of go"ernment college boys
and pri"ate college boys of Intermediate in English.
. o identify the difference between the attitude towards English between
go"ernment college boys and pri"ate college boys of Intermediate.
+. o identify the difference between the achie"ement in English of go"ernment
college girls and pri"ate college girls of Intermediate.
. o identify the difference between the attitude of go"ernment college girls and
pri"ate college girls of Intermediate towards English.
@. o identify the difference between the achie"ement in English of boys and girls of
Intermediate.
. o identify the difference between the attitude of boys and girls of Intermediate
towards English.
Hy)*"h&,&,
?. here is no significant relationship between achie"ement in English and attitude
towards English.
*. here is no significant difference between the achie"ement of go"ernment and
pri"ate college student in English.
A. here is no significant difference between the attitude of go"ernment and pri"ate
college students towards English.
). here is no significant difference between the achie"ement of go"ernment college
boys and pri"ate college boys in English.
!'
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. here is no significant difference between the go"ernment college boys and
pri"ate college boys in attitude towards English.
+. here is no significant difference between the achie"ement of go"ernment college
boys and pri"ate college boys in English.
. here is no significant difference between the attitude of go"ernment college girls
and pri"ate college girls towards English.
@. here is no significant difference between the achie"ement of boys and girls in
English.
. here is no significant difference between attitude of boys and girls towards
English.
!.3 VARIABLES OF THE STUD
8 "ariable is the factor which is measured, obser"ed and manipulated by the research
in"estigator for the purpose of conducting research. wo "ariables are found in the research
problem.
1. Independent Variable 2. Dependant Variable
a. Independent ariable& It is a stimulus or input "ariable. It is a factor which is
measured, manipulated or selected by the e/perimenter to determine its relationship to
an obser"ed phenomenon.
In the present study 58ttitude towards English6 is the independent "ariable.
b. Dependant ariable& It is a response "ariable. It is a factor which is obser"ed and
measured to determine the effect of the independent "ariable.
In the present study 58chie"ement in English6 is the dependent "ariable.
!. DEFINITIONS OF THE TECHNICAL TER"S
Academic Achie/ement'
In the words of English the meaning of academic achie"ement is 5the success in
bringing effort to the desired end.6
5Degree for le"el of success attained in same specified area or in general.6 ;English
?@ P.%o. +ollege and pri"ate college
students.
A. here is no significant difference between the attitude towards English of ? styear
Intermediate elugu medium students of o"ernment >ollege and pri"ate college
students.
). here is significant difference between the achie"ement in English of ?st year
Intermediate elugu medium students of go"ernment college boys and pri"ate
college boys.
. here is significant difference in attitude towards English between the go"ernmentcollege boys and pri"ate college boys of ? st year Intermediate elugu medium
students.
+. here is significant difference in the achie"ement in English between the
go"ernment college girls and pri"ate college girls of ? styear Intermediate elugu
medium students.
. here is no significant difference in attitude towards English between the
go"ernment college girls and pri"ate college girls of ? styear Intermediate elugu
medium students.@. here is significant difference in the achie"ement in English between the boys and
girls of ?styear Intermediate elugu medium students.
. here is significant difference in the attitude towards between the boys and girls of
?styear Intermediate elugu medium students.
!.1 CONCLUSION
Success in education and career largely depends on the mastery o"er English from the
early stages in the backdrop of globali0ation, liberali0ation, and pri"ati0ation and e"en in thelatest trend of 9usiness Process :utsourcing. It is on the part the teachers and lecturers to
inculcate not only positi"e attitude towards English also good teaching to make pupils
achie"e well in English.
he present study re"ealed that there is positi"e correlation between the attitude
towards English and achie"ement in English.
!
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!.11 LI"ITATIONS OF THE STUD
?. he present study is restricted to first year Intermediate students of Medak town.
*. he study is limited to elugu medium students in Medak town.
A. 8cademic achie"ement of the students was taken from the college records insteadof gi"ing them a standardi0ed test.
). he study was included only ?*@ students.
. he study is also restricted to first year Intermediate students in English as a
compulsory sub7ect.
!.12 EDUCATIONAL I"PLICATIONS
In the "iew of the findings and conclusions drawn in this in"estigation the following
recommendations are made.
?. Pupils were aware of the importance of English which was shown by their scoring in
the attitude scale. Despite that most of the students especially in go"ernment colleges,
the achie"ement in English is considerably low and hence the lecturers ha"e to
implement more potential teaching methods to make the students score better.
*. 8ttitude towards English and achie"ement in English are positi"ely and significantly
correlated, hence teaching should inculcate fa"ourable attitude towards the mastery
o"er English by organi0ing debate, elocution competitions in English and by making
spoken English compulsory in the syllabus.
A. Positi"e attitude towards English has to be inculcated in the early stages like in high
school for better achie"ement in English.
). he lecturers of go"t. colleges ha"e to inculcate more positi"e attitude towards
English among students as their scores were lower than the pri"ate college students.
. he lecturers of both go"t. and pri"ate colleges ha"e to inculcate more positi"e
attitude towards English among boys as their scores were lower than girls.
!.13 SUGGESTIONS FOR FURTHER RESEARCH
?. he present study includes only ?*@ students of first year Intermediate elugu
Medium students. It may be e/tended to other educational le"els like degree and
high school le"els at district as well as state le"el.
*. he study can be e/tended to other sub7ects.
A. he present study is intended only to elugu Medium students. It may be
e/tended to other medium and a comparati"e study of different mediums can also
be done.
!!
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). he study can be conducted relating with type of school, residence, locality etc.
. Parents6 attitude and degree of in"ol"ement in their children6s day to day learning
and its relationship with their academic achie"ement in English.
+. he personality profile of the teachers of English and its relationship with pupils6
achie"ement and attitude towards English.
. 2ecturers6 attitude towards English and its influence on pupils6 achie"ement.
!"
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%I%"I#'A)$Y
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A))ENDI*
8/12/2019 Ready for Print (Desertation)
61/67
8/12/2019 Ready for Print (Desertation)
62/67
8/12/2019 Ready for Print (Desertation)
63/67
APPENDIX > IISCALE OF ATTITUDE TOWARDS ENGLISH
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INSTUCTIONS his scale consists of )( statements related to English. Each statement has four alternati"e responses 3 Strongly
8gree, 8gree, Disagree and Strongly Disagree. $ead each statement and decide how far the matter is true as far asyou are concerned.
Put 5?6 mark in the bo/ against the response you feel correct for each statement.
If you find that you ha"e marked wrong and want to change the response, put a round the ?and put again 5?6 in
the correct place.
Please do mark for e"ery statement.
8s there is no right or wrong answers, please gi"e your ob7ecti"e opinions.
N* S"a"&'&n" S"r*n/#y
A/r&&
A/r&& Di,a/r&& S"r*n/#y
Di,a/r&&
? English is the key of success in today6s world.
*I like to read articles columns related to English
from maga0ines newspapers.
A I feel so bored bothered o"er English classes.
) It is my pastime to read en7oy English literature.
I try to sol"e Jumble, >rossword Pu00les etcN to
impro"e my English.
+I like to help my friends to impro"e their English clear their doubts related to English.
4hen it comes to my turn only, I think of responding
to the lecturer6s -uestions in English classes.
@I don6t like to discuss difficult grammar aspects ofEnglish with my friends.
I am interested in impro"ing "ocabulary through
listening, speaking, reading writing.
?(I make my friends aware of the importance ofEnglish.
??It is allergic for me e"en to think about Englishespecially grammar.
?*I don6t like teachers who trouble us to use correctEnglish.
?AI like to collect articles and columns from maga0ines
and newspapers related to English.?)
English is a library language. ;many books are inEnglish only