“A COMPARITIVE STUDY ON SOCIALIZATION AMONG

SECONDARY SENIOR STUDENTS BETWEEN CO-EDUCATIONAL

SCHOOLS AND NON CO-EDUCATIONAL SCHOOLS OF RANGA
REDDY DISTRICT”

A proposal submitted for the partial fulfillment of M.Ed Degree

Venkata Sabitha Darisi

Roll no:2485-18-709-039
M.Ed (2018-2020)

Research Supervisior and Guide

SREEVI S NAIR M.A., M.Ed., SET

MALLA REDDY COLLEGE OF TEACHER EDUCATION(M.Ed)

Affiliated to Osmania University,Hyderabad.
 CONTENTS

S.NO CONTENTS PAGE NO.

CHAPTER-I
1.0 Introduction of the topic
1.1 Theoretical background of the study
1.2 Need and significance of the study
1.3 Statement of the problem
1.4 Objectives of the study
1.5 Operational definitions
1.6 Limitations of the study
CHAPTER-II
2.0 Introduction
2.1.0 Research reviews
2.1.1 Foreign studies
2.1.2 Indian studies
2.2.0 Critical appraisal of reviews
2.3.0 Rationale of the study
CHAPTER-III
3.0 Introduction
3.1.0 Research method
3.2.0 Research design
3.3.0 Objectives of the study
3.4.0 Hypothesis of the study
3.5.0 Variables
3.6.0 Population
3.7.0 Sample
3.8.0 Sampling technique
3.9.0 Tools of the study
3.9.1 Description of the tool
3.9.2 Scoring procedure
3.9.3 Pilot study
3.9.4 Reliability & validity of the tool
3.10.0 Data collection
3.11.0 Statistical techniques
CONCLUSION
 CHAPTER-I

INTRODUCTION

1.0 Introduction to the topic

socialization is the process of internalizing the norms and ideologies of society. Socialization

encompasses both learning and teaching and is thus "the means by which social and cultural

continuity are attained". Socialization is strongly connected to developmental psychology.

Definition of Socialization
The process beginning during childhood by which individuals acquire the values, habits,

and attitudes of a society.

Types of Socialization
Generally socialization is of five types

Primary socialization
Secondary socialization
Developmental socialization.
Anticipatory socialization
Resocialization

Role of socialization
The role of socialization is to acquaint individuals with the norms of a given social group or

society. It prepares individuals to participate in a group by illustrating the expectations of that

group. Socialization is very important for children, who begin the process at home with family,

and continue it at school.

Socialization Agencies
Socialization occurs throughout our life, but some of the most important socialization occurs

in childhood. So, let's talk about the most influential agents of socialization. These are the people

or groups responsible for our socialization during childhood - including family, school, peers,

and mass media.

The act of adapting behavior to the norms of a culture or society. Socialization can also

mean going out and meeting people or hanging out with friends. The word socialization can

mean "the process of making social."

The role of socialization is to acquaint individuals with the norms of a given social group

or society. It prepares individuals to participate in a group by illustrating the expectations of that

group. Socialization is very important for children, who begin the process at home with family,

and continue it at school.

Agencies of Socialisation: Family, School, Peer Groups and Mass Media!

In general, it may be said that the total society is the agency for socialisation and that each
person with whom one comes into contact and interact is in some way an agent of socialisation.

Socialisation is found in all interactions but the most influential interaction occurs in particular
groups which are referred to as agencies of socialisation.

The oblivious beginning of the process for the new-born child is-his immediate family group, but

this is soon extended to many other groups. Other than the family, the most important are the
schools, the peer groups (friends circle) and the mass media.
THE FAMILY

The family is the primary agency of socialisation. It is here that the child develops an initial

sense of self and habit-training—eating, sleeping etc. To a very large extent, the indoctrination of

the child, whether in primitive or modem complex society, occurs within the circle of the

primary family group. The child’s first human relationships are with the immediate members of
his family—mother or nurse, siblings, father and other close relatives.

The family is the primary agency of socialisation. It is here that the child develops an initial

sense of self and habit-training—eating, sleeping etc. To a very large extent, the indoctrination of

the child, whether in primitive or modem complex society, occurs within the circle of the

primary family group. The child’s first human relationships are with the immediate members of
his family—mother or nurse, siblings, father and other close relatives.

Here, he experiences love, cooperation, authority, direction and protection. Language (a

particular dialect) is also learnt from family in childhood. People’s perceptions of behaviour
appropriate of their sex are the result of socialisation and major part of this is learnt in the family.

As the primary agents of childhood socialisation, parents play a critical role in guiding children

into their gender roles deemed appropriate in a society. They continue to teach gender role
behaviour either consciously or unconsciously, throughout childhood. Families also teach

children values they will hold throughout life. They frequently adopt their parents’ attitudes not
only about work but also about the importance of education, patriotism and religion.

School

After family the educational institutions take over the charge of socialisation. In some societies

(simple non-literate societies), socialisation takes place almost entirely within the family but in
highly complex societies children are also socialised by the educational system. Schools not only
teach reading, writing and other basic skills, they also teach students to develop themselves, to

discipline themselves, to cooperate with others, to obey rules and to test their achievements
through competition.

Schools teach sets of expectations about the work, profession or occupations they will follow

when they mature. Schools have the formal responsibility of imparting knowledge in those

disciplines which are most central to adult functioning in our society. It has been said that

learning at home is on a personal, emotional level, whereas learning at school is basically

intellectual.

PEER Group

Besides the world of family and school fellows, the peer group (the people of their own age and

similar social status) and playmates highly influence the process of socialisation. In the peer

group, the young child learns to confirm to the accepted ways of a group and to appreciate the

fact that social life is based on rules. Peer group becomes significant others in the terminology of

G.H. Mead for the young child. Peer group socialisation has been increasing day by day these
days.

Young people today spend considerable time with one another outside home and family. Young
people living in cities or suburbs and who have access to automobiles spend a great deal of time

together away from their families. Studies show that they create their own unique sub-cultures—

the college campus culture, the drug culture, motorcycle cults, athletic group culture etc. Peer
groups serve a valuable function by assisting the transition to adult responsibilities.

Teenagers imitate their friends in part because the peer group maintains a meaningful system of

rewards and punishments. The group may encourage a young person to follow pursuits that
society considers admirable.
On the other hand, the group may encourage someone to violate the culture’s norms and values

by driving recklessly, shoplifting, stealing automobiles, engaging in acts of vandalism and the

like. Some studies of deviant behaviour show that the peer group influence to cultivate behaviour
patterns is more than the family.

Why do some youths select peer groups which generally support the socially approved adult

values while others choose peer groups which are at war with adult society? The choice seems to

be related to self-image. Perhaps, this dictum works—”seeing- is behaving”. How do we see

ourselves is how we behave.

The habitual delinquent sees himself as unloved, unworthy, unable, unaccepted and

unappreciated. He joins with other such deprived youths in a delinquent peer group which

reinforces and sanctions his resentful and aggressive behaviour. The law-abiding youth sees

himself as loved, worthy, able, accepted and appreciated. He joins with other such youths in a
conforming peer group which reinforces socially approved behaviour.

Mass Media

From early forms of print technology to electronic communication (radio, TV, etc.), the media is

playing a central role in shaping the personality of the individuals. Since the last century,

technological innovations such as radio, motion pictures, recorded music and television have
become important agents of socialisation.

Television, in particular, is a critical force in the socialisation of children almost all over the new

world. According to a study conducted in America, the average young person (between the ages

of 6 and 18) spends more time watching the ‘tube’ (15,000 to 16,000 hours) than studying in

school. Apart from sleeping, watching television is the most time-consuming activity of young
people.
Another part of the process of socialization is cognitive development. Cognitive development

refers to the development of thinking, knowing, perceiving, judging, and reasoning. Children

develop these abilities through things occurring around them. According to Piaget’s theory

Cognitive intelligence develops in stages. In Piaget’s theory there are four stages; the

sensorimotor stage, the preoperational stage, the concrete operational stage, and the formal

operational stage The sensorimotor stage begins at birth and ends around age two. During this

stage the children learns how to coordinate body movements with thoughts. They learn that they

are separate from other objects, and can cause things to happen. The second stage is the
preoperational stage. This stage starts around age two and ends around age seven. In this stage

the children learns to associate symbols and language with objects. Children see everything

through their own view point. During this stage children are very self-centered. The third stage,

the stage of concrete operations, starts around age eight and ends around age twelve. In this

stage children learn to solve problems and reason using physical objects. The fourth and final

stage is the Formal operation stage. This stage begins around age thirteen and continues into

adulthood. In this stage individuals begin to reason without using physical objects or symbols.

They learn to make a hypothesis to solve a problem. All of these stages make up cognitive
development children who have been socially isolated.

The socialization of young children is very important. During the first few years of children’s

live, children interacts only with a few different people, mostly family. Everything children see

and hear leaves an impression on them. In this time children learn to walk, learn talk, develop

the ability to have a relationship, and start developing personality. A very important part of

socialization is role taking. The first step in role taking is the preparatory stage. The Preparatory

stage is also known as the imitation stage. This stage begins shortly after the first year of life. In

this stage children imitate things happening around them, including sounds and physical

movement, but do not understand what they are imitating. Around age three or four children
begin the play stage. In the play stage children start to take the role of one person at a time
(Chapter 4: Socialization). Children pretend to be a mother, father, police officer, firefighter,

teacher, doctor, or someone the children know or see; most likely someone the children look up

to. In this stage children imitate being someone else by doing things they think that person

would do. The third and final stage of developing role taking is the game stage. The game stage

generally starts around age six. In the game stage children imitate the roles of several others at

the same time. In the game stage the children learns to play sports and participate in group

activities that require them to have some idea of what other people expect from them. In this
stage the children understands the roles of multiple people at the same time.

1.2 Need and significance of the study

This study is to be carried out to know how socialization on students Socialization is the process

of learning how to become part of a culture. Through socialization one learns the culture’s

language, their role in life, and what is expected from them. Socialization is a very important

process in the forming of personality. Socialization occurs when one interacts with other

people. Socialization allows all individuals in a community to develop very similar values,

norms, and beliefs (O’Neil, 2009). Socialization is a lifelong process, though the early stages of

socialization are crucial (Shepard, 2009, p. 90). Without Socialization a person will develop
different physical and mental disabilities. Socialization is a very important life process.

1.3 STATEMENT OF THE PROBLEM

“A COMPARITIVE STUDY ON SOCIALIZATION AMONG

SECONDARY SENIOR STUDENTS BETWEEN CO-EDUCATIONAL
SCHOOLS AND NON CO-EDUCATIONAL SCHOOLS OF RANGA REDDY
DISTRICT”.

1.4 OBJECTIVES OF THE STUDY

The present study intended to study the following objectives

1. To compare the socialization among secondary senior students in co-educational and

non-co –educational schools with respect to their gender

2. To compare the socialization among secondary senior students in co-educational and

non-co –educational schools with respect to their locality

3. To compare the socialization among secondary senior students in co-educational and

non-co –educational schools with respect to their institutions.

1.5 OPERATIONAL DEFINATIONS

 SOCIALIZATION - the process of learning to behave in a way that is acceptable to

society.

 CO-EDUCATIONAL SCHOOLS – Mixed-sex education, also known as mixed-

gender education, co-education or coeducation (abbreviated to co-ed or coed), is a system

of education where males and females are educated together.

 NON-CO-EDUCATIONAL SCHOOLS : Education should be done in segregated basis on

the gender wise.

1.6 LIMITATIONS OF THE STUDY

The present study is based on data collected from district Rangareddy.

1. This study will be conducted on Socializatiion on secondary senior students among

co-educational schools.

2. This study will be conducted on Secondary senior students among non

co- educational students.

3. This study will be conducted in Rangareddy District.

CHAPTER-II

REVIEW OF RELATED LITERATURE

2.0 INTRODUCTION

In the previous chapter ,the researcher has presented the introduction pertaining to

socialization among secondary senior students in coeducational schools and non-

coeducational schools..

In this chapter ,researcher presents the review of researches and reviews of related literature

to the problem of the study.

2.1.0 RESEARCH REVIEW
The review of research literature pertaining to the problem on socialization among secondary

senior students in co-educational and non –co educational schools.

2.1.1 FOREIGN STUDIES

Socialization is the the process of learning to behave in a way that is acceptable to society."pre-

school starts the process of socialization.

1.KP Langton, MK Jennings(2003) a study the political socialization of American

pre- adults argues that the elementary Although numerous studies of adults suggest that the

schools and other socializing agents fall Among many alternative mea- sures of interest

available in the interview protocols. Changes in a wide variety of outcomes

during this critical sophomore-to-senior period were nearly unaffected by school type. Changes

in many of these outcomes were related to sex, but these sex differences were also nearly

unaffected by school type. Interpretations of this study contradict those of earlier studies that

were also based on large nationally representative data bases, but the differences were apparently

explicable in terms of methodological problems identified in the earlier studies.

2.JL MENSINGER (1970) a study on the Disordered eating, adherence to the superwoman

ideal, and gender socialization in coeducational and single-sex school environments. According

to Bronfenbrenner's bioecological paradigm, human development occurs as an ongoing process

between the biologically determined yet malleable individuals and their immediate social
contexts. Contexts are embedded in systematically larger social structures exerting forces that

interact reciprocally with the individuals behaving within them. Using this theoretical

framework, the gendered social climates of 11 schools are examined as potential predictors of

disordered eating patterns among 866 female students. The School Gender Socialization Scale

(SGSS) is adopted to quantify dominant social norms experienced by female students with

respect to the fulfillment of a variety of gender related roles. Six underlying dimensions of the

SGSS are combined to create an index of the female students' perceived level of conflicting

gender role prescriptions within their school's social environment

3.AB Erarsian,B Rankin(1990) conducted a study Gender Role Attitudes of Female

Single-Sex and Coeducational High Schools This study examines the relationship between

school type and gender role attitudes among 295 female high school seniors attending four

high schools, two single-sex and two coeducational. The schools are located in Istanbul,

Turkey, where a recent proposal to establish a system of girls’ schools has sparked a lively

public debate about the advantages of single-sex schooling as a means of addressing the

problem of lower female educational attainment. The main research question is whether the

gender composition of schools has an impact on gender role attitudes, which we operationalize

as attitudes toward gender roles in three domains: Family life, work life, and social life.

Statistical analysis based on multiple regression show that, net of family background

characteristics, students attending single-sex schools have more egalitarian attitudes toward

family life roles than coeducational students, but school type does not matter for work and

social life role attitudes. The socioeconomic composition of schools is also important, with
students attending schools in the high socioeconomic status (SES) neighborhood having more

egalitarian views on gender roles in family and social life.

4.Wayne K Hoy Richard Rees(2007) conducts a study on The Bureaucratic

Socialization of Student Teachers classrooms and school demands are at time contrast at

the ideal images of the teacher role which often fostered during formal preparation.

5.LH EHMAN(1974) conducted a study on The American school in the Political

Socialization Process suggest that the teacher is viewed as a more important socializing agent

by compositionof schools has been studied for its relation to political socialization outcomes

6.RR Rodgers,U Bronfenbrenner(2000) conducted a study of Standards of Social

Behavior Among School Children in Four Cultures systems de socialisation, dans le place don

rationalized peer collective as a means of socialization and socialization Since we have

frequently found significant differences among schools or classrooms.

7.VE Lee, AS Bryk(1986) conducted single sex education was viewed as a barrier to

successful adolescent cross-sex socialization .When viewed against the total variation naturally

occurring among schools, the estimated single sex education is One obvious possibility is some

set of differences between coeducational and single sex education. Compared the effects of

single-sex and coeducational secondary schooling, using a random sample of 1,807 students in

75 Catholic high schools, 45 of which were single-sex institutions, drawn from the dataset of
High School and Beyond study conducted by the National Opinion Research Center (1980).

Whether concerning academic achievement, achievement gains, educational aspirations, locus of

control, sex-role stereotyping, or attitudes and behaviors related to academics, results indicate

that single-sex schools deliver specific advantages to their students, especially female students.

In the recent focus on American secondary education, the relation between school organization

and students' academic performance had been looked at critically.

8.P Carpenter,M Hayden(1999) conducted a study on Girls' Academic Achievements:

Single-Sex Versus Coeducational Schools concentrates on the effect of parens occupational

status,

teachers encouragement for further study .and high school curriculum on girls academic

achievement in girls school and co educational school.

9.H Brutsaert(2007) conducted a study on Gender‐role identity and perceived peer group
acceptance among early adolescents in Belgian mixed and single‐sex schools is the association

between early adolescents’ gender‐role identity and sense of peer group acceptance, and how this

association may vary as a function of the gender context of the school. Two indicators of

gender‐role identity were included in the analysis: in one measure the items reflect features of

masculine and feminine stereotypes, the other measures assertiveness in classroom situations.

Support for the context framework was provided for boys only and then solely with regard to the

first indicator; that is, boys highly endorsing feminine‐typed behaviours were found to

experience lower levels of acceptance from peers in single‐sex schools but not in coeducational
schools. As for assertiveness, it was found that highly assertive girls as well as boys report higher

levels of peer acceptance, regardless of the gender context of the school.

10.EJ Trickett(2003) a study on Toward a Social-Ecological Conception of Adolescent

Socialization: Normative Data on Contrasting Types of Public School a rationale for regarding

the school as and important socialization setting, these which assess the level of involvement and

support among students and between students and these three parameters. The present study

compares and contrasts the normative classroom environments of 5 types of public schools:

urban, rural, suburban, vocational, and alternative. The Classroom Environment Scale (CES), a

9-dimension instrument which assesses the perceived.

11.PC Lepore, JR Warren(1975) a study on A Comparison of Single-Sex and

Coeducational Catholic Secondary Schooling: Evidence From the National Educational

Longitudinal Study of 1988 deals with the Three questions were addressed using data from the

National Educational Longitudinal Study of 1988. First, are there differences between single-sex

and coeducational Catholic secondary school students in academic and social psychological

outcomes? Second, do these differences especially favor young women in single-sex schools?

Third, can student pre-enrollment differences account for apparent sector effects ?

12.Marsh Herbet W(2008) a study on Effects of attending single-sex and coeducational

high schools on achievement, attitudes, behaviors, and sex differences.The purposes of the

present investigation were to compare the effects of single-sex and coed high schools on

achievements, attitudes and behaviors and to determine whether attending single-sex schools
affected well-established sex differences in these variables. Subjects were 2,332 Catholic high

school students attending one of 47 single-sex or 33 coed schools included in the nationally

representative High School and Beyond (HSB) study. The effects of school type, sex, and their

interaction on senior year outcomes and postsecondary activities were examined after controlling

for variables measured during the sophomore year. Changes in a wide variety of outcomes

during this critical sophomore-to-senior period were nearly unaffected by school type. Changes

in many of these outcomes were related to sex, but these sex differences were also nearly

unaffected by school type. Interpretations of this study contradict those of earlier studies that

were also based on large nationally representative data bases, but the differences were apparently

explicable in terms of methodological problems identified in the earlier studies.

13. JL Kapferer(1980) a study on Socialization and the Symbolic Order of the School
the Comparatively little research in western education has focused upon the way in which ritual

and ceremonial practices achieve their effects in the socialization process. This paper, in

analyzing two private secondary school rituals, essays a partial answer to two questions: Why do

private schools appear to be so much more successful than state schools in committing their

clientele to the advancement of the school project and in socializing students into acceptance of

and support for the culture of the school? And what is the socializing role of ritual practice in

such schools.

2.1.2 INDIAN STUDIES

1. Anjana Prusty(2007) study was conducted on psycho social correlates of suicidalideation

among college students students easily become susceptible to hopeless and depression based on
various factors like, difficult to adjust, lack of confidence, feelings of inadequacy, work pressure,

and assignments.

2.Shoba v(1970) study was conducted on psycho social correlates of academic achievement
adolescent students focusing on psychological and social correlates of academic achievement

and the educational programs to enhance academic performance has become essential. Thus the

present study assumes significance in emphasizing the educational programs offered by schools

for the child and parent to work together to establish a closer bond and educating the teachers to

know what factors they should watch in for in students and how to approach them. This will help

in identifying the deviant behavior, aggressive nature and symptoms of depression to create a

positive learning environment to enhance academic achievement among the adolescents.

3.Abdul Rasak C(2011) study was on inequality in accessing higher education and social
capital among backwardclass students of Kerala is carried out to examine the level of inequality,

faced by backward class students who accessed professional, paramedical and general courses of

higher education. It is also intended by the study to find out the level of social capital possessed

by backward class students who accessed professional, paramedical and general courses of

higher education .

4.S NAGARAJA(2002) study was conducted on Reading habit among the secondary school
students in mysore district All the stakeholders of the school education, the school management,

the school teachers, the school librarian, the authorities on school education, the policy maker,

the school education departments of the state and central governments and the parents have to

come together and work for the common and noble cause of the promotion of the reading habit
of the school students. To quote the precious and thought provoking words of Francis Bacon:

“Reading maketh a full man, conference a ready man and writing an exact man.

5.Mahesha S J(1976) study was conducted on effect of social constructivist strategies on

achievement in geography and group cohesiveness among secondary school students Students do

need to interact, to have discussions, to enquire into issues and solve problems, but the

translation of Social Constructivism into classroom practice has tended to treat learners as little

more than functionaries who complete the activities required of them and acquire or construct the

particular aspects of objective knowledge. Teachers have to adapt their teaching practices in

ways that take into account the agency of the learner in the construction of knowledge, but such

changes have not also been rooted in changing understandings of Geographical knowledge.

Morgan (2006) describes this as a ‘final reflection of the world’ stance to Geographical

knowledge, where the main concern has been ‘what we know’ but not ‘how we know’ and where

knowledge is stripped of its development. Teachers have thus tended to conceive Geography as a

static body of objective knowledge which requires little, if any justification. In other words when

subject knowledge is considered the emphasis is on the content of that knowledge but not the

character of that knowledge.

6.Meenu Yadav(2011) study was conducted on study of academic achievement of senior

secondary students in relation to their emotional intelligence and family relationship showed that

the academic achievement of urban senior secondary school students in relation to their High and

Low Emotional Intelligence differ significantly. Significant positive correlation was found

between academic achievement and emotional intelligence of senior secondary school students.

So it could be concluded that senior secondary school students have better academic

achievement if they have more emotional intelligence.

7.Shalini Devi(1996) study was conducted on Adjustment self confidence and academic
anxiety of secondary senior school students in relation to their life skills Thus, there is a need of

integrating life skills in the curriculum of schools as well as colleges and more emphasis should

be given to the senior secondary school students. Research studies show that development of life

skills in the students have increased their academic achievement, reduced the academic anxiety

and developed their self-confidence. Life skills help in creating an environment of peace. High

level of life skill helps in becoming good citizen and productive worker. It helps in reducing the

antisocial activities and suicidal attempts. Life skills reduce the stress and Academic Anxiety,

help in controlling the emotions and making the right decisions in life. Hence, the educators and

planners have an important responsibility to give proper direction to education.

8. Monika(1984) study was conducted on study of stress management among secondary

senior students in relation to parental involvement ego strength and level of aspiration deals with

Stress Management of senior secondary students may be compared with secondary level and

college level students.

9. M. Basakaran(1973) study was conducted on influence of psycho social factors on study

habits and academic achievement of higher secondary students concentrates on self

concept,anxiety,home environment,occupational desire and socio-economic status.

10.Amarpali(2006) study was conducted on academic interests and habits in relation to

creativity among secondary school In education, creativity plays a key role to solve the problems

of mankind. Creativity is a unique gift of nature; a highly valued human quality which has been

known for a long time to have its influence on scientific, technological and artistic spheres of
human activity. The rapidly changing demands and challenges existing in the world today have

almost necessarily been accompanied by creative expression and contributions from talented

persons. Creativity is the key to education, and the solution of mankind’s problems. It is an

important factor in leadership in any field. The present day scientific and technological progress

has been made possible through creativity. Music, painting, poetry and other forms of art that

give us not only pleasure and joy, but also lend a new meaning of life, are all products of

creativity.

11. Donna Lalnunfeli(1971) study was To prevent the students from AIDS, STI’s and
other related diseases, sex abuse, sex exploitation and pre-marital sex. To guide the students in

the right path and help them choose the right way of living for their future. To reduce early

marriage, unwanted pregnancy and abortion.

12. Roya Sherafat(2008) study was on effect of critical thinking study habits and self
esteem on academic achievement among secondary and senior secondary students Does Critical

Thinking affect Academic Achievement among secondary and senior secondary schools

students. Do study habits affect Academic Achievement among secondary and senior secondary

school students.

2.2.0 Critical Appraisal of reviews

It was observed that some research was done on socialization between secondary school students

of co-educational and non-co-educational schools and now my study going to discuss the key
areas more in broader sense of understanding their academic achievements and intelligence.

2.3.0 Rationale of the Study

 Critical analysis of researches reviewed is revealed that the Socialization among

secondary senior students in co-educational and non co-educational students is yet to be studied

in depth and is studied to be with relevance of demographic variables and in particular

geographic area.

Hence the present study is unique and different in its own way from the studies those have been

already discussed earlier.

CHAPTER-III

METHODOLOGY

3.0 INTRODUCTION

In the preceding chapters, introduction to the problem under investigation and its Significance

has been discussed extensively. Further the objectives of the study and the limitations of the

study were elaborately specified. The researcher has presented the review of researches and

review of related literature to the problem under study.

This chapter is developed to present the design of the study, the procedure going to use,

objectives hypothesis variables operational definition population sample, sampling technique,

tools of research, administration of the

3.1.0 RESEARCH METHOD

There are different methods of educational research that are commonly used the choice of
methodology is largely dependent on the objectives of the study and the strategy adopted to
achieve them. In the present investigation “Survey Method’’ will be adopted by the researcher
to investigate into intended area of the study.

3.2.0 RESEARCH DESIGN

The diagram below showing the research design of the present study:

Study

socialization

Survey on 200
students

Co- Non-co-
education education
al al

Gender Locality Institution

Male female Rural Urban Government Private

3.3.0 OBJECTIVES OF THE STUDY

The present study intended to study the following objectives

1. To compare the socialization among secondary senior students in co-educational non-

co–educational schools with respect to their gender

2. To compare the socialization among secondary senior students in co-educational and

non-co –educational schools with respect to their locality

3. To compare te socialization among secondary senior students in co-educational and non

co-educational schools with respect to their institutions.

3.4.0 HYPOTHESIS OF THE STUDY

1. There is significant difference in socialization of students of co-educational and non
co-educational students with respect to their gender.

2. There is significant difference in socialization of students of co-educational and non-

co-educational students with respect to their locality.

3. There is significant difference in socialization of students of coeducational and non-co-

educational students with respect to their institutions.

3.5.0 VARIABLES

Dependent variable Independent variable Demographic variable

1.Gender
Socialization Co-educational a. Male
Non-co-educational b. Female
2.Management
a. Government
b. Private
3. Locality
a. Rural
b. Urban
3.6.0 POPULATION
To collect pertinent data needed for the study, the researcher is going to consider secondary
senior school students of co-educational and non-co-educational schools in Rangareddy district.

3.7.0 SAMPLE
200 secondary senior students of co-educational schoola and 100 secondary senior students of

unisex schools separately for boys and girls

3.8.0 SAMPLING TECHNIQUE

Survey technique will be adopted to draw representative sample from the population of the
study.

3.9.0 TOOLS OF THE STUDY

A self-developed (researcher developed) tool will be used to collect required data from the
representative sample by following pre - determined method of research.

3.9.1 DESCRIPTION OF THE TOOL

• The Tool consists of 30-40 questions to elicit the information regarding the present study.

• Proper scoring procedure will be adopted for the present study.

3.9.2 SCORING PROCEDURE

Using Multiple correlation technique to analyse the scoring procedure
3.9.3 PILOT STUDY

3.9.4 RELIABILITY AND VALIDITY OF THE TOOL

The researcher has selected standardized tools for the present study for which the reliability
and the validity were already established. As no change were made in the tools, the researcher
conducted the study taking into consideration the reliability and the validity given by the tool
constructor.

3.10.0 DATA COLLECTION

After getting permission from the selected institutions the investigator will be administered the
research tool on representative sample

3.11.0 STATISTICAL TECHNIQUES

Suitable statistical techniques will be employed to analyze data collected.

Conclusion

This study is based on socialization among secondary senior students of co-

educatiional and non-co-educational schools in ranga reddy district .