Education endow individuals in dealing with stresses and

Education
plays a powerful role in building a good and powerful society. As a person
sharpens his mind with the use of knowledge, his consciousness develops and
mind becomes more logical.   He also able
to develops his skills. Young people are considered the major agents in their
own development, which means that they have the ability to create the
supportive relationships and communities they need to grow and succeed. In the
present scenario, students face many types of challenges regarding their studies
and life. As the present life style, skills become faint for example calculator
makes calculation easy so we escape from mind calculations. Due to dramatic
changes in global economies over the past five years have been matched with the
transformation in technology and these are all impacting on education, the
workplace and our home life. To cope with the
increasing pace and change of modern life, students need new life skills such
as the ability to deal with stress and frustration. Today’s students will have
many new jobs over the course of their lives, with associated pressures and the
need for flexibility. Dr. Joseph Oonyu(2010)  is conducted on “awareness and application of
life skills education in primary schools” The study established that, despite a
significant awareness of life skills among teachers and pupils, pupils in
schools near camps were more aware of life skills than pupils in schools far
from camps. The head teachers and teachers in schools far from camps were less
involved in the promotion of life skills than their counterparts in schools
near camps. Application of life skills also varied between pupils in schools
near camps and those far from camps. This is partly due to the less involvement
of head teachers and teachers, less utilization of xii structures such as
debating/writers clubs, guidance and counseling sessions. The study further
established that teachers do not have enough time, funds, lack life skills
materials, face cultural influence.  Life skills endow individuals in
dealing with stresses and pressures in life and equip them well with competence
to manage challenging situations. They enhance their coping resources and
personal and social competencies. National Research
Council,( 2001) Research has shown that
development of cognitive skills, such as the ability to stop and think
objectively about a disagreement with another person, can increase positive
interpersonal skills and reduce antisocial behaviour and the interpersonal
skill of effective communication is supported by the cognitive skills used to
process and interpret complex verbal and non-verbal massages and formulate and
express appropriate responses. As a psychological competence life skills
are different from other significant skills that individuals may have, such as
literacy, numerically, technical and livelihood skills. There are many skills in our life. But we are taking ten life skills
according to our test with examples of the life skills activity i.e. Decision
making, Problem solving, Critical thinking, Creative thinking, Effective Communication, Interpersonal relationships, Self-awareness, Empathy, Coping with emotion, and Coping with stress.

Statement of the Problem:

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“Attitude of college
students towards life skills.”

Objective of the Study:

•        
To study
and compare the life skill of undergraduate students on the basis of types of
institution.

•        
To study
and compare the life skill of undergraduate students on the basis of their
stream.

•        
To study
and compare the life skill of undergraduate students on the basis of their
gender.

 Hypotheses of the Study: 

•        
There will
be no significant difference among undergraduate students on the basis of types
of institution towards life skills.

•        
There will
be no significant difference among undergraduate students on the basis of their
stream towards life skills.

•        
There will
be no significant difference among undergraduate students on the basis of their
gender towards life skills.

Research Methodology & Sample:

The present study is based on the descriptive
Survey Method of research and a sample of 100 students selected from different
undergraduate courses on the basis of purposive random sampling from Rohtak
District, Haryana.

Tool
Used:

Life Skill Assessment
scale by Dr. Radha Krishnan Nair (2010).

Analysis
and interpretation of data:

Objective (1): To Study and Compare the Life
Skills basis of Types of Institution.

Table 1

Group

N

Mean

Sd

T-Value

Level of Significance

Remarks

Govt

50

 
324.46
 

 
27.04
 

3.11
 

2.60 at 0.01 Level

significant

Private

50

 
339.46
 

 
28.87
 

Interpretation:
It
is evident from the table 1 that the calculated ‘t’ value of life skills is 3.11
and tabulated value is 2.60 at 0.01 level of significance with 98 df.
Calculated ‘t’ value is greater than tabulated t-value, So the null hypothesis
‘There will be no significant difference among
undergraduate students on the basis of types of institution towards life
skills., is
rejected. Mean scores of Govt.
institution students is 324.46 whereas mean score of Private institution students
is 339.46.
It shows that private institution
students are having more life skills
rather than govt. institution students.

Objective (2) To study and compare the life skills on the basis of their stream

Table 2

Group

N

Mean

Sd

t-value

Level of Significance

Remark

science

50

 
322.68
 

 
23.65
 

 
0.04
 

1.98 at 0.05 Level

Not significant

arts

50

 
312.94
 

 
23.72
 

 

Interpretation:
It
is evident from the table 2 that the calculated ‘t’ value of life skills is 0.04
and tabulated value is 1.98 at 0.05 level of significance with 98 df.
Calculated ‘t’ value is less than tabulated t-value, So the null hypothesis
‘There will be no
significant difference among undergraduate students on the basis of types of
streams towards life skills., is accepted. From the above discussion we can say that there is
a no significant difference between life
skills of both streams students.

Objective 3: To Study and Compare the life skills on the basis of their gender

Table 3

Group

N

Mean

Sd

T-Value

Level of Significance

Result

Male

50

 
320.98
 

 
20.66
 

 
3.33
 

2.62 at 0.01 Level
 

Significant
 

Female

50

 
312.7
 

 
27.01
 

 

Interpretation:
It
is evident from the table 3 that the calculated ‘t’ value of life skills is 3.33
and tabulatedl value is 2.62 at 0.01 level of significance with 98 df.
Calculated ‘t’ value is greater than critical t-value, So the null hypothesis
‘There will be no
significant difference among undergraduate students on the basis of gender
towards life skills., is rejected. Mean score of male students is 320.98 whereas mean
scores of female students is 312.7. It shows that male
students are having more life skills rather
than counterparts.

 Conclusion:

The present study concluded that
male students are having more life
skills rather than female under graduation students. Private institution students are having more life skills rather than
govt. institution students.  On the other
hand there is
no difference between life skills on the basis of stream. Life skills and its
consequences could be either positive or negative. A proper understanding of such consequences along
with the causes could help to optimize the benefits and minimize its ill
effects. Hence it is very
crucial that efforts be made to help these individuals experience freedom but
on a right note and manner with proper guide and support. So, there is a
tremendous scope for the teachers and parents to work towards preventing
negative consequences of life skills as well as helping the victims overcome
their unpleasant experiences.

 

 

v  Good, C.V., Barr, A.S.  and Scates, D.E. (1941). The
Methodology of Educational Research. American
Journal of Sociology, 42(6) 958.


Khera,
S. & Khosla, S. (2012). A Study of Core Life Skills of Adolescents in
Relation to their Self Concept Developed through Yuva School Life Skill
Programme. International Journal of Social Science
& Interdisciplinary Research, 1(11), 115-125.