parent’s restrain attitude towards girls’ studying

“Parent’s Restrain Attitude towards Girls’ Studying at Secondary School Level in Gulbarga City: A Scenario of Changing

Gender Role”

Dr Sushma H.B

INTRODUCTION

During the age of Vedas (2500-500BC) status of women was parallel to men, their existed no fundamental distinction between the genders, as they were inseparable souls with a natural affinity.

This trend gradually changed during the period of Brahmans (1500BC-500) worsening the relationship during the period of srutis (AD500-1800).

In Indian culture girls are always discriminated with boys and our society has gone to an extent of branding girl child as weaker sex.

Though, the year 1990 was observed, as the year of Girl Child globally, women’s status differed from region to region and country to country with their respective practices.

Due to modernisation Women education has been given a lot of priority in India just like men to bring some positive changes in the social and economic status of the country.

In fact girls’ are still imposed by many restrain through discriminative, movemental, educational and expressional by their parents.

OBJECTIVES OF THE STUDY

01.To study the difference of parent’s discriminative restrain on Kannada and English medium girls’ studying at secondary school level.

02. To study the difference of parent’s expressional restrain on Kannada and English medium girls’ studying at secondary school level.

03. To study the difference of parent’s movemental restrain on Kannada and English medium girls’ studying at secondary school level.

04. To study the difference of parent’s educational restrain on Kannada and English medium girls’ studying at secondary school level.

HYPOTHESES

1. There would be significant difference of parent’s discriminative restrain on Kannada and English medium girls’ studying at secondary school level.

02. There would be significant difference of parent’s expressional restrain on Kannada and English medium girls’ studying at secondary school level.

03. There would be significant difference of parent’s movemental restrain on Kannada and English medium girls’ studying at secondary school level.

04. There would be significant difference of parent’s educational restrain on Kannada and English medium girls’ studying at secondary school level.

METHOD AND PROCEDURE OF THE STUDY

Descriptive survey method was adopted for the study. Investigator personally visited the schools after obtaining the permission from the head of the school, made a personal contact with the students in the classroom, explained the purpose of the visit, importance of their sincere response and the procedure to fill the questionnaire, standardized questionnaire were distributed among students and was collected back.

POPULATION AND SAMPLESSample for this study consist of 180 girls’ studying in 8th to 10th class at secondary school level of Kalaburgi city were randomly drawn for this study.

SAMPLE DESIGN

Sl

N0

Class Kannada

Medium

English

Medium

Total

01 8th 32 27 59

02 9th 31 25 56

03 10th 27 38 65

Total 90 90 180

VARIABLES OF THE STUDY

1. Independent Variable:

(a) Parents Restrain

1I. Dependent Variable:

Kannada and English medium girls'.

STATISTICAL TECHNIQUES

Student “t” test: This technique is used to find out the significance of the mean

difference between Kannada and English medium girls’ studying at secondary school

level. Analysis was done with SPSS 19.

ANALYSIS AND INTERPRETATION

Table 01: Shows Mean score. Standard deviation and “t”value of patents discriminative restrain on Kannada and English medium girls’ studying at secondary school level.

The above table shows the parents discriminative restraints of Kannada medium (N=90) mean value 13.733 and standard deviation 1.6947 is higher compared to that parents discriminative restraint of English medium (N=90) mean value 12.8778 and standard deviation 1.5566, and calculated “t” value is 3.5270 is greater than the table value 3.291. This signifies that the, discriminative restrain imposed by parents on Kannada medium girls’ are more than the English medium girls’. Therefore the hypotheses state above can be restate as, There is significant difference in parent’s discriminative restrain on Kannada and English medium girls’ studying at secondary school level.

Variable Medium N Mean

score

Standard

Deviation

“t”

Value

Parents

Discriminative

Restrain

Kannada 90 13.733 1.6947 t= 3.5270***

English 90 12.8778 1.5566

Note: *** =Significance at 0.001 Level.

Table 02: Shows Mean score. Standard deviation and “t”value of patents expressional restrain on Kannada and English medium girls’ studying at secondary school level.

The above table shows the parents expressional restrain of Kannada medium (N=90) mean value 12.5444 and standard deviation 1.6295 is higher compared to that parents discriminative restraint of English medium (N=90) mean value 11.5000 and standard deviation 1.4476, and calculated “t” value is 4.546 is greater than the table value 3.291. This signifies that the, expressional restrain imposed by parents on Kannada medium girls’ are more than the English medium girls’. Therefore the hypotheses state above can be restate as, There is significant difference in parent’s expressional restrain on Kannada and English medium girls’ studying at secondary school level.

Variable Medium N Mean

score

Standard

Deviation

“t”

Value

ParentsExpressional

Restrain

Kannada 90 12.5444 1.6295t= 4.546***

English 90 11.5000 1.4476


Table 03: Shows Mean score. Standard deviation and “t” value of patents movemental restrain on Kannada and English medium girls’ studying at secondary school level.

The above table shows the parents movemental restrain of Kannada medium (N=90) mean value 19.4778 and standard deviation 1.9501 is higher compared to that parents discriminative restraint of English medium (N=90) mean value 18.1000 and standard deviation2.5793, and calculated “t” value is 4.0423 is greater than the table value 3.291. This signifies that the, movemental restrain imposed by parents on Kannada medium girls’ are more than the English medium girls’. Therefore the hypotheses state above can be restate as, There is significant difference in parent’s movemental restrain on Kannada and English medium girls’ studying at secondary school level.

Variable Medium N Meanscore

StandardDeviation

“t”

Value

ParentsMovemental

Restrain

Kannada 90 19.4778 1.9501

t=4.0423***

English 90 18.1000

2.5793


Table 04: Shows Mean score. Standard deviation and “t”value of patents educational restrain on Kannada and English medium girls’ studying at secondary school level.

The above table shows the parents educational restrain of Kannada medium (N=90) mean value 7.1778 and standard deviation 1.0340 is higher compared to that parents discriminative restraint of English medium (N=90) mean value 6.4667 and standard deviation0.7220, and calculated “t” value is 5.3492 is greater than the table value 3.291.

This signifies that the, educational restrain imposed by parents on Kannada medium girls’ are more than the English medium girls’. Therefore the hypotheses state above can be restate as,

There is significant difference in parent’s educational restrain on Kannada and English medium girls’ studying at secondary school level.

Variable Medium N Meanscore

StandardDeviation

“t”

Value

ParentsEducational

RestrainKannada 90 7.1778 1.0340

t=5.3492***

English 90 6.4667 0.7220


FINDINGS:

01. There is significant difference in parent’s discriminative restrain on Kannada and

English medium girls’ studying at secondary school level.

02. There is significant difference in parent’s expressional restrain on Kannada and


03. There is significant difference in parent’s movemental restrain on Kannada and


04. There is significant difference in parent’s educational restrain on Kannada and


SUGGESTION AND CONCLUSION

During the life span of an individual even at secondary school level, girls are prone

to be highly influenced by restrain imposed by parents upon them. Such influence may act as

positive or negative which in term may effect negatively on academic growth, weakens

psychological and emotional makeup of girl child.

By this findings one can realize that how important to reducing and removing the

restrain that will impede the girl child overall adjustment, knowledge and skill attainment and

personality development.

Therefore it is necessary that such understanding would help the teachers, parents and

the counselor to design the curriculum, guidance programme to suit Kannada and English

medium girls to overcome obstacles.