ATTITUDE TOWARDS MODERNIZATION OF UNDER-GRADUATE STUDENTS: A STUDY

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1 ISSN IJAESS (2013) Vol.1, No.1, Research Article International Journal of Advancement in Education and Social Sciences ATTITUDE TOWARDS MODERNIZATION OF UNDER-GRADUATE STUDENTS: A STUDY Pooja Malik I*, Swati Gupta II & Anita Jan III I* GGIC, Kandhla, Muzaffarnagar, India, (poojamalik1122@gmail.com) AMU, Aligarh, India (gupta1987swati@gmail.com) III N.K.B.M.G.PG College, Chandausi, India, (jan56anita@gmail.com) ABSTRACT: The present study was conducted to assess the attitude of under-graduate students towards A sample of 200 under-graduate students was selected by using simple random sampling from different colleges, affiliated to C.C.S. University, Meerut. Attitude towards modernization was assessed by employing The Modernization Scale developed by R.S. Singh, A. N. Tripathi and R. Lal (1). Findings of the study revealed that choice of has no impact while gender affects the attitude of under-graduate students towards KEYWORDS: Attitude, Modernization INTRODUCTION: Education is the means that boosts up the pace of mankind movement towards development. It is the only way available for the society to transmit its valuable possessions from one generation to the other. Every society has its own accumulated knowledge, skills and a composite culture which it wants to generate in future generation and this task is completed through education. Men are not born modern but are made so by their life experiences. The term Modernization does not denote any philosophy or movement, but only symbolizes a process of change. In fact modernization is understood as a process which indicates the adoption of modern ways of life and values. Modernization refers to a model of an evolutionary traditional to a modern society. Modernity represents substantial break with traditional society. It refers to a cluster of new social, economical, political, religious and intellectual system which is totally different from the traditional system. Modernization is a comprehensive concept aimed at capturing and describing the transition of a society from medieval to modern culture. According to Rath (2), society whether viewed structurally or functionally, whether taken as multitude of socio-cultural and socio-economic forces, whether perceived as a matrix of psychosocial interactional processes is always passing through dynamic processes of change. Rustow and Ward (3) viewed modernization as a comprehensive process that involves a marked increased in geographical and social mobility, spread of secular, scientific and technical education, a transition from a scribed to achieved status increased in material standards of living and many related subsidiary phenomena. Advancement and development of a society depends upon the attitude of its people towards the acceptance of technology and willingness to change the style of life. It stands for progress beyond tradition. Though modernization has completely overdrawn the society and the lifestyles of people, yet a hypocritical attitude still prevails in their mind. Certain dogmatic problems such as caste system, religion, education of women, marriage, etc. still exists. In the present scenario where science and technology are advancing the old things and traditional thinking are being practiced. Thus there is a need of instructional approach at college level which emphasizes the development of thinking skills and processes as a means to achieve A number of researchers have investigated the occurrence of the phenomenon. The following paragraphs describe the work done in the area. Kalliath, R. P. (4) investigated individual modernity and its relation to the educational background and home environment. The major finding of the study brought out significant difference in the individual modernity of undergraduate and post graduate students. Post-graduate students were higher on individual modernity. Science and arts students were higher on individual modernity as compare to the commerce students and there was a significant difference in the home environment of different levels and types of students. Post-graduate students, students of science and arts were better off in this regard than under-graduate students. Singh, A. (5) studied the relationship of modernization with the academic achievement, intelligence and socioeconomic status of under-graduate students. The major findings suggested that the higher level of academic achievement, intelligence, and SES, the higher is the attitudinal level of The attitude of female undergraduates was far nearer to modernization as compared to their male counterparts. Under-graduates belonging to the

2 Malik et al./ International Journal of Advancement in Education and Social Sciences, Vol.1, No upper castes and schedule castes differ widely in their attitudes towards Hindu under-graduates have a much more modernized outlook than their Muslim counterparts. Kumar, Rishi (6) conducted a study on a sample of 200 students of Punjab University Patiala. The results of the study revealed significant gender difference in the area of education, politics, status of women, religion and sociocultural factors where female university scored significantly higher than their male counterparts. This means that university female have more favorable attitude towards modernization in the area of education, politics, status of woman, religion and socio-cultural status. Chaudhari, R. (7) explored significant difference in the attitude of male and female B.Ed. students. Learners belonging to urban areas were significantly higher in their attitude towards modernization than their counterparts living in rural areas. All the studies quoted above have investigated various aspects of the concept in relation to other demographic variables. Most of studies have investigated the relationship of modernization with socio-economic status while a few investigators studied the concept in relation to variables like age, education, living place etc. But none of the study has been conducted on under-graduate students belonging to science and arts to measure their attitude towards The present study is a humble attempt to find out and compare the attitude of under-graduate students belonging to science and arts s towards To carry out the study, the following objectives were formulated: 2. OBJECTIVES: (1) To find out the attitude of under-graduate students belonging to arts and science s towards (2) To find out the attitude of male and female under-graduate students belonging to arts towards (3) To find out the attitude of male and female under-graduate students belonging to science towards (4) To find out the attitude of male under-graduate students belonging to arts and science s towards (5) To find out the attitude of female under-graduate students belonging to arts and science s towards 3. HYPOTHESES OF THE STUDY: The hypotheses of this study are as follows: (1) There is no significant difference between the attitude of under-graduate students belonging to arts and science s towards (2) There is no significant difference between the attitude of male and female under-graduate students belonging to arts towards (3) There is no significant difference between the attitude of male and female under-graduate students belonging to science towards (4) There is no significant difference between the attitude of male under-graduate students belonging to arts and science s towards (5) There is no significant difference between the attitude of female under-graduate students belonging to arts and science s towards 4. RESEARCH METHODOLOGY: The sample consisted of 200 under graduate students including 100 males and 100 females. The subjects were selected by using simple random sampling technique from different colleges, affiliated to C.C.S. University Meerut. Attitude towards modernization was measured through a standardized scale developed by R.S. Singh, A.N. Tripathi and R. Lal (). The scale consists of 32 items in four sub areas. Two types of scores were obtained as area wise modernization and total score indicating overall Each sub area contains both types of items- positive and negative. The responses of each statement are in six point scale namely-extremely agree, strongly agree, disagree, strongly disagree and extremely disagree. The scores to be awarded for different categories of the items, it ranges from 1 to 6. To find out the scores of an individual, the sum of both negative and positive items are added. The sum of all items forms the total score of the respondents. After collecting the data, the results were drawn manually. The analysis was conducted at two levels. At the first level, basic statistics like measures of central tendencies were computed. At the second level, of difference between means was computed. The following tables and subsequent interpretation presents a detailed description of the analysis. 5. ANALYSIS: Objective 1: To find out the attitude of under-graduate students belonging to arts and science s towards

3 Malik et al./ International Journal of Advancement in Education and Social Sciences, Vol.1, No Group Number Mean s.d. S.E. t ratio Arts group Science group Level of Not sig. Table 1 Descriptive statistics related to the attitude of under-graduate students belonging to arts and science s towards modernization and of difference Table1 shows that the mean scores of undergraduate students belonging to arts and science s on attitude towards modernization are & respectively. The standard error of mean difference is and t value is.244 which is not significant. Although, the mean scores of under-graduate is higher than their counterparts of arts, which implies that the attitude of under-graduate is higher towards modernization than their counterparts of arts but t value shows that choice of has no impact on attitude towards modernization of under-graduate students belonging to science and arts s. Thus, the null hypothesis that There is no significant difference between the attitude of under-graduate students belonging to arts and science towards modernization is accepted and it can be concluded that slightly difference in the means of under-graduate students belonging to both of the s on attitude towards modernization is just by chance and choice of has no impact on attitude towards The figure I given below depicts the distribution of mean scores of under-graduate students belonging to science and arts s on the attitude towards Figure I: Distribution of mean scores of under-graduate students belonging to science and arts s on the attitude towards modernization Objective 2: to find out the attitude of male and female under-graduate students belonging to arts towards modernization Group Male undergraduate students of arts Female undergraduate students of arts Number Mean s.d. S.E. t ratio Level of Table II: Descriptive statistics related to male and female under-graduate students belonging to arts towards modernization It is clear from table II that the mean scores of male & female under-graduate students belonging to arts are & respectively. The standard error of mean difference is 3.17 and calculated t value is 2.73, which is significant at the required level. It shows that gender has significant impact on the attitude of under-graduate students towards modernization in relation to arts and the difference between the attitude of male and female undergraduate students towards modernization is not by chance. Thus, the hypothesis There is no significant difference between the attitude of male and female under-graduate students belonging to arts towards modernization is rejected. Further inspection of mean scores shows that female under-graduate students of arts scored higher

4 Malik et al./ International Journal of Advancement in Education and Social Sciences, Vol.1, No than their counterparts of same thus it can be concluded that female under-graduate students have more favorable attitude towards modernization than their counterparts. The figure II given below clearly depicts the distribution of mean scores of male and female under-graduate students belonging to arts on attitude towards Figure II: Distribution of mean scores of male and female under-graduate students belonging to arts on attitude towards modernization Objective 3: To find out the attitude of male and female under-graduate students belonging to science towards Group Number Mean s.d. S.E. t ratio Level of Male under-graduate Female under-graduate Table III: Descriptive statistics related to the attitude of male and female under-graduate students belonging to science towards modernization and of difference It is clear from the table III that the mean scores of male and female under-graduate students belonging to science are & respectively. The standard error of mean difference is 3.54 and t value is 4.52 which is significant. It shows that gender has a significant impact on the attitude of under-graduate students towards modernization in relation to science and the difference between the attitude of male and female under-graduate students is not by chance. Thus the hypothesis There is no significant difference between the attitude of male and female under-graduate students belonging to science towards modernization is rejected. By examining the table, it can be concluded that female under-graduate students scored higher on the attitude towards modernization than their male counterparts of same thus they have more favorable attitude towards modernization than their male counterparts. The figure III given below clearly depicts the distribution of mean scores of male and female under-graduate students belonging to science on attitude towards Figure III: Distribution of mean scores of male and female under-graduate students belonging to science on attitude towards modernization

5 Malik et al./ International Journal of Advancement in Education and Social Sciences, Vol.1, No Objective 4: to find out the attitude of male under-graduate students belonging to arts and science s towards Group Number Mean s.d. S.E. t ratio Level of Male under-graduate students of arts Male under-graduate Not sig. Table IV: Descriptive statistics related to the attitude of male under-graduate students belonging to arts and science s towards modernization and of difference It is clear from the table IV that the mean scores of male under-graduate students of arts is with s. d and the mean scores of male under-graduate is with s. d The standard error of mean difference is 3.68 and t value is.79 which is not significant. Although, the mean scores of male undergraduates belonging to science is higher than their counterparts of same, which implies that male undergraduates of science have more favorable attitude towards modernization than their counterparts of same. But t value (.79) shows that choice of contributes a little as far as the attitude of male under-graduates towards modernization is concerned and the negligible difference between mean is just by chance. Thus the hypothesis There is no significant difference between the attitude of male under-graduate students belonging to arts and science towards modernization is accepted. The figure IV given below depicts the distribution of mean scores of male under-graduate students belonging to arts and science s on attitude towards Figure IV: Distribution of mean scores of male under-graduate students belonging to arts and science s on attitude towards modernization Objective 5: to find out the attitude of female under-graduate students belonging to arts and science s towards Group Number Mean s.d. S.E. t ratio Level of Female under-graduate students of arts Female under-graduate Table V: Descriptive statistics related to the attitude of female under-graduate students belonging to arts and science s towards modernization and of difference`

6 Malik et al./ International Journal of Advancement in Education and Social Sciences, Vol.1, No The table V depicts that mean scores of arts female & science female undergraduate students are & respectively. The standard error of mean difference is 2.99 and t value is 3.42 which is significant. It shows that choice of has significant impact on the attitude of female under-graduates towards modernization and the difference between the mean scores is not by chance. Thus the hypothesis There is no significant difference between the attitude of female under-graduate students belonging to arts and science towards modernization is rejected. The difference is quite visible to say that science group female have more positive attitude than the arts group female towards The figure V given below depicts the distribution of mean scores of female under-graduate students belonging to arts and science s on attitude towards Figure V: Distribution of mean scores of female under-graduate students belonging to arts and science s on attitude towards modernization 6. RESULTS: The present study has resulted in a number of conclusions in relation to attitude towards modernization of under-graduates. 1. It has been found that choice of has non- significant effect on the attitude of under-graduate students belonging to science and arts s towards Therefore, it can be concluded that choice of contributes a little as far as attitude of under-graduates is concerned. 2. It has been found that gender has significant effect on the attitude of under-graduate students belonging to arts towards Therefore, it can be concluded that gender contributes a lot as far as the attitude of under-graduates towards modernization is concerned and female under-graduates of arts have more favorable attitude than their counterparts of same. 3. It has been found that gender has significant effect on the attitude of under-graduate students belonging to science towards Therefore, it can be safely concluded that gender contributes a lot as far as the attitude of under-graduates towards modernization is concerned and female under-graduates of science have more favorable attitude than their counterparts of same. 4. It has been found that choice of has non- significant effect on the attitude of under-graduate students towards modernization in relation to male gender. Therefore, it can be safely concluded that choice of contributes a little as far as the attitude of male under-graduates is concerned. 5. It has been found that choice of has significant effect on the attitude of under-graduate students towards modernization in relation to female gender. Therefore, it can be safely concluded that choice of contributes a lot as far as the attitude of female under-graduates is concerned. 7. DISCUSSION: The overall view of the study revealed non- significant effect of choice of on the attitude of under-graduate students towards However, gender has significant impact on it. Studies of modernization and modernity have contributed a lot to the enlargement and intensification to the substantive as well as theoretical concern of sociology and other social science theoretically; the modernization studies lead to enlargement to the social awareness in the social science. Directly or indirectly it added to the process of self-awareness in the developing nations in which most of such studies were addressed. Education plays an important role in the modernizing the people in a channelized manner as education is the both receiver and giver of social change. The present study has practical and theoretical implications. From the practical point of view, its results are significant for educational institutions. It is generally considered that education mould the character of the society. It enables the individual to partake fully in the development of the nation. It is therefore, the task of educational institution to spell

7 Malik et al./ International Journal of Advancement in Education and Social Sciences, Vol.1, No our clear cut aims and objectives of education and to plan the educational system in such a way that it fosters in the students to modify old values. The study has implications for teachers also. It is the teacher who actually presents the content of education to the students. He has a crucial role in developing the right kind of outlook and attitudes in the students. The teacher, therefore has to impart instruction in such a manner that it may develop in students self-concept, a rational outlook, scientific orientation, questioning mind and the capacity of making decisions for themselves. From the theoretical point of view, the study establishes that the education is not the sole factor that brings social change. Students from different localities and different socio-economic and socio-cultural background differ in the attitudes. Therefore, the educational program should be designed in such a way that it is conductive to bring desirable attitudinal change in order to bring modernization among all students irrespective to their social background. 8. REFERENCES: 1. Singh, R.P.,Tripathi, A.N.,& Ramjilal,1979, National psychological corporation,4/230,kacheri Ghat, Agra. 2. Rath R.,1973, Psycho-social problem of social changes. Bombay: Allied publications. 3. Rustow, D.A. & Ward, 1964, Political modernization in Japan and Turkey. Princeton university press, New Jersy. 4. Kalliath, R.P.,1988, A study of individual modernity and its relation to the educational background and the home environment. Ph. D., Edu. University of Bombay. 5. Singh, A., 1988, A study of relationship of modernization with academic achievement, intelligent and socio-economic status of under-graduate students. Ph. D., Edu. Avadh University. 6. Kumar, R., 2011, Gender difference in the attitude of university standards towards Journal of Education & Pedagogy, Vol.3, pg.no Chaudhari, R., 2012, A study of attitudes of B.Ed. trainees towards International Indexed & Refered Journal, Vol. 1, Issue 1.