Language IS ACTUALLY A WAY TO OBTAIN Communication

Language is a way to obtain communication. It is a mean through which thoughts, thoughts, and ideas between individuals are exchanged. You can find number of dialects which can be being spoken all around the world, but included in this all, there exists a language which is considered dominant all around the world. The language, which is being referred, is British language which is currently said to be a global terminology, as it is realized everywhere. In a few countries it has the status of mother tongue and far away it has been learnt as a second vocabulary in the universities.

McArthur (as cited in Sehajpreet 2011) claims "In the closing years of twentieth hundred years the English language has become a global resource. As such it generally does not owe its life or the cover of its substance to any land or group. "

According to Naveed (2012), there are many reasons which are accountable for the rapid pass on of English. For instance

It is a source of communication between your people with different cultures. They are able to use it as a unanimous source of information to talk to each other.

English is considered as the terms of research and technology. Folks who wish to gain understanding of these domains, it is considered that they ought to know English terms.

It is assumed that British is the indigenous terminology of internet, as people who know British can package well with internet.

English is known as to be the vocabulary of modern age. It is being used in various areas as current economic climate, e-commerce, medicine etc.

English is a compulsory demand for some authorities and private jobs.

Ghani (2003) has stated that in Pakistan, English is considered symbolic of high position. Watching English movies, listening English songs is a tendency more recently. In formal gathering, people want to speak in British, because the individuals who do not speak British they are considered old-fashioned.

Rahman (1996) states that parents power their children to use English in institution as well as at home and this is the truth, not only with the elite category but also the middle class households want their children to speak in British. Children of educated class are usually provided with an possibility to communicate in British in their colleges as well much like their parents. However, the children of illiterate category remain deprived of this opportunity. He has further mentioned the power and prestige attached with English terminology, and its own dominance on local languages in Pakistan. To conclude of this article, it has been stated that even the Islamic revivalists and under privileged Pakistani communities acknowledge the actual fact that English is a "language of empowerment in today's world. "

In present scenario, the problem is that there are lots of jobs available for many who have proficiency in English. Quite simply, the criterion to get a job is the effectiveness in English Terms. There are companies available to show English to prospects who want to learn. To get exclusive jobs people prefer to take admissions in these corporations to be proficient in British. Shamim has stated that (NEP, 2009) suggests that the teaching of British as a topic will be implemented from Level I and it will be the medium of instructions for Research and Mathematics from Quality IV onwards. However, now British is compulsory in every schools of Pakistan and admitting the actual fact of its importance its acceptance is increasing daily.

For the promotion of English terminology, this environment should be created where students should be motivated to learn British as a second language. As inspiration has a vital role in the forming of attitude and attitude has an effect upon student's successes. If an attitude is advantageous towards dialect, the students will be prepared to learn that will lead to interest and interest will motivate the students to strive hard for the success.

According to Dark brown (2000), negative attitude results disinterest and consequently a kid becomes inattentive. If a kid is not considering a terms, it is difficult for him to make any notable progress. He cannot be in a position to interpret properly and because of this will never be willing to discover that language. There is a strong romance between positive attitude and successful terms learning therefore students will have self-confidence and willingness to communicate in the mark language. On the other hand, negative attitude brings about decreased inspiration and therefore such students feel unwilling to talk to others.

Statement of the Problem

This research was created to investigate the frame of mind of students towards learning British at Secondary level.

Objectives of the Study

The objectives of the research are following

To know the frame of mind of students towards learning British at Secondary level.

To find the difference between your attitude of male and female students towards learning English at Extra level.

Research Questions

1. What is the frame of mind of students towards learning English at Secondary level?

2. What is the difference between your attitude of male and feminine students towards learning British at Extra level?

Significance of the Study

This research will be helpful in knowing the frame of mind of students towards learning English at Extra level, their willingness and readiness about learning British. This study will also look at the reasons of students' high and low accomplishments in English. It will also prove itself a tool in realizing that either students use effective tools for example, considerable options like, reading books, newspaper, viewing program's in English etc in order to improve their proficiency in English or not.

English, in Pakistan is recognized as an integral to success in almost all domains of life. This review will consider students' thoughts regarding the improvement, offers associated with adoption of English. Moreover, this study may show the thoughts, preference, disliking and beliefs of students towards learning English.

This study will need into consideration students' expressions, determination provided by the educator, classroom and institution environment and also the personal efforts created by students individually. It'll determine the factors which may highlight the reasons in the forming of positive and negative attitude towards learning and using English outside and inside the classroom, by using the things of the questionnaire. This research can be an help for the instructors, too. It will help them to know the feelings, preference and disliking of students. When teachers will be familiar with these factors, it may help them to adopt such strategies which can only help the students to beat their problems.

It can help the instructors to offer well with the students, make changes in their prolonged behavior to increase the performance of the students regarding learning and understanding of English. This research will demonstrate itself a source that may play a vital role in improving the interaction among professor and students and could help in bettering teaching learning situations by firmly taking into account the attitude of students.

Delimitation of the Study

Due to the limited resources, only the 10th class (man and girl) students were one of them review from 8 universities of Lahore city.

Operational definition

In this research frame of mind of the students was indicated by components of the questionnaire made up of the next components,







Dictionary definition of "Attitude"

"Attitude is the way that you think and experience someone or something; just how that you react towards someone or something that presents the method that you think and feel"(Turnbull, 2012, p. 3).


Literature Review

Attitude has a strong impact on how an individual behaves towards an object, organization, or a person. Parents, university, teacher and society have a particular influence in creating the attitude towards a specific thing. Thurston (1929) has described attitude as the total of man's inclination, emotions, risks and conviction about any specific subject. Karlinger (1973) believes that attitude is an crucial part of personality to think, to feel, and understand to react towards a particular referent and cognitive subject.

Attitude is very important because it makes a decision the behavior style of any person. Attitudes can be implicit and explicit. Implicit attitudes can be unconscious, about which we are not knowingly aware of, but in spite of the, they impact our beliefs and habits. Explicit attitudes are those about which we could consciously alert to and they plainly influence the way in which we act and imagine about any object. Bain (1927) is convinced that an attitude is the overt tendencies of an person which influences his status.

According to Jung (1921), frame of mind is readiness of the psyche to do something or behave in a certain way. Quite simply, it can be said that frame of mind affects the way in which a person believes or believes about any specific subject matter or object. Which thought process and behavior design is influenced by different interior and external factors.

Components of Attitude

Harrison (1976) has described three the different parts of frame of mind as under

Beliefs are what an individual considers as desirable and undesired.

Attitudes are related to our thoughts and both of these influence each other.

The frame of mind of a person is depicted through his actions which may be described as the overt action of any person shown through his actions.

However, Wenden (1991) has proposed a broader description of frame of mind. He has unveiled these terms with just a little change, but the theme is almost the same. He says that the term frame of mind includes three components as




Cognitive component is composed of the beliefs and ideas or ideas about the attitude thing. Rosenberg and Hovland (1969) have described that cognitions include perceptions, concepts, and beliefs about the object of the frame of mind these are often expressed by verbal questions. Ajzen (1988) categorised cognitive components into verbal and non-verbal reactions. Cognitive responses of your verbal mother nature are expressions of beliefs about an attitude object. He describes that cognitive reactions of your nonverbal kind cannot be easily assessed. The information about attitude, which is provided by such non verbal responses, is usually indirect. Baker (1992) keeps the belief that the cognitive component relates to thoughts and beliefs.

Affective component relates to the emotions and emotions which has towards an object, his liking or disliking, his interest and disinterest. Ajzen (1988) is convinced that affective reactions are related to the thoughts towards the attitude object. Expressions of admiration or disgust, understanding or disdain can be described as verbal affective responses. Alternatively, nonverbal affective responses are assumed to be indicated through facial expressions and other physical reactions. Baker (1992) shows that the affective part is related to the thoughts towards the prospective language, which can be love or hate for the vocabulary, a enthusiasm for the poetry of the target vocabulary, or an stress about learning it. Quite simply the affective part involves our organizations related to the mark words, and the bias and hatred in relation to the target terminology.

The behavioral component is related to one's consisting activities or behavioral intentions related to the object. Rosenberg and Hovland (1969) have identified the behavioral element in relation to a person's overt activities or verbal statements concerning behavior. This is the only component of attitude which is clear and noticeable because the cognitive and affective components can only be inferred.

Kinds of Attitude

There are three varieties of attitude

Positive Attitude is some sort of attitude that details the way in which the people action constantly with. It depicts how the people have a favorable thinking with regards to an object. BAD ATTITUDE is a kind of attitude which depicts how the people work inconsistently with. In other words a negative attitude represents the negative or unfavorable thinking or values related with an abject.

Neutral Attitude identifies a predicament where people feel themselves hesitant to have any definite decision and discover it difficult to make a choice either to go with something or not. With regards to positive attitude, folks have a good thinking from the attitude subject and understand and support every situation which is related to it. But with a poor frame of mind, a person will develop a sense of hatred and will display an unfavorable action. A neutral attitude displays the situation when people are supposed to be indecisive, either they are confused or reluctant to provide their opinion. In other words, a neutral attitude describes the thinking of the individuals when they do not support the two opposing edges.

Attitude Formation

Attitudes can be made from our activities. The processes by which attitudes are produced stay the same throughout our life. Although, with the duration of time, as we grow older, the attitudes which were learnt could become more technical and complicated. The attitudes which we already have could become more resistant and perhaps unable to change.

Attitudes are produced with the public environment, in which as a person we live. The home environment, friends, university, society and faith all these have a vital role in frame of mind formation. It is said that the earliest brokers through whom our behaviour are developed is our parents. Down the road, our world experience, connection and the impact of world also impact our attitudes. There are a few mental factors, too which play a substantial role in the formation of frame of mind. These factors are talked about below

Operant conditioning.

It relates to the voluntary replies. It will involve the behavioral component of attitude. In case the behaviors are reinforced, there's a tendency these reinforced habits will be repeated. Just as, behaviors are supposed to be halted when they are punished.

Direct education.

Direct instruction requires the adoption of attitudes which is immediately advised by the parents, schools, community, and friends. As well as the impact of religious beliefs is also involved in direct education.

Social learning.

It is related to the modeling and observation. If others are rewarded and receive understanding and applause because of their certain behavior, we have been reinforced. To obtain the same or even more appreciation we too, try to replicate or imitate that distinctive behavior.

Rational evaluation.

It is based on the careful research of information for, and against, a specific attitude. Quite simply, it will involve the careful and enthusiastic observation of the evidence so that, the right decision can be studied. (See Appendix)

Language Attitude

Language attitudes can be defined as the feelings that your people have with regards to their own terms or about the dialects of others (Crystal, 1992). Language frame of mind has a distinct value as compared to other behaviour in the sense that they are specifically related to vocabulary. It is normally assumed and thought that language behaviour are specifically related to the vocabulary itself, about the components of words as its variety, its audio system and phonetics and phonology, its framework, its semantic quality so on etc. But in truth, the term language frame of mind is applied and used by sociolinguists today relates to the view and our connection and affiliations towards the speakers of a particular and particular terminology.

Fasold (1984) has detailed that attitudes towards a terminology can be mirrored by the attitudes towards the members of various ethnic groups. Quite simply, our affiliations and our associations in regards to a particular language and its own speakers depict our behaviour towards that dialect. Language behaviour may change because of the change in the monetary situation of a country, either it is designed for the better or the worse, and therefore this changed financial situation may produce a different language attitude among its audio system or potential audio speakers.

The same change in vocabulary attitude plays its role in the choice of a spanish where the vocabulary status depends upon the needs. In case a foreign language attains a position through which it fulfills the financial as well as the educational needs of the people, people will choose it and will have an optimistic language attitude. On the other hand, if the people have a negative notion and feeling of hatred for the foreign language. Such people will own a negative dialect attitude.

Attitude and Motivation in L2 Learning

Garner (1985) that there surely is a close connection between the term attitude and motivation. Both of these terms are closely related to each other. He feels that dialects are related and concerned about the acquisition of skills or habit patterns which are the distinct characteristic of another social community. So, learning a words consists of the acquisition of the precise features of the prospective terms community. He feels that to a certain degree, the amount of success in second terms acquisition depends on the individual's frame of mind towards the target dialect community. He represents that the next language acquisition is an extended and tough process. He proposes that attitudes play a vital role in terminology learning as they have got an impact on determination. (Deci, Flaste 1995) discuss that educators accept this idea that students have individual learning styles. Just as they differ in their behaviour towards learning in general.

Gardner and Lambert (1972) have released two major clusters of motivation. Integrative desire is defined as when the desire to learn a vocabulary is to be part of a talk community. The exemplory case of the people who wish to be recognized with the community around them is the folks who immigrate to new countries to assimilate them with the new culture. For them, the purpose of language learning is using language for social conversation. This type of motivation is meant to create success in second vocabulary learning.

On the other palm, learners may be learning another language for practical purposes concerning complete the exam to get a good job, or even to get admission within an educational institution. This sort of motivation with regards to second language is recognized as Instrumental motivation. In some situations, it has been seen that the instrumental determination works as a power in deciding success in second language learning.

. Starks and Paltridge (1996) have stated that learning a vocabulary is tightly associated to the attitudes towards the language. Karahan (2007) has brought up the role of positive attitude in terms learning. He says that positive dialect attitude allows learner to get positive and favorable orientation towards learning British. Favorable attitudes play a very important role in dialect learning. They appear to affect the success of student's success immediately.

Ellis (2000) has talked about that positive attitudes towards the target language and its own speakers enhance the learning and leads the learners towards success in second language. On the other hand, negative attitudes impede students' learning and lead them towards failing or low degree of achievement. So, behaviour have an impact on the level of proficiency of individual learners. Once the learners have positive attitude, they experience success. As a result, their attitudes are reinforced and they are more determined to learn. Just as, the learners with bad attitude experience failure. As a result, their behaviour are strengthened by their low level of achievement.

Holmes (1992) says that the frame of mind that your people develop towards languages reflect their view and views related to the speaker systems of the languages, their functions and framework, to which they are associated. Brennecke (2000) has stated the partnership between vocabulary and frame of mind. He identifies that language is not only a combo of forms, habits and guidelines but is simultaneously associated with the interpersonal, subjective and objective world. Likewise, it holds the attitudes, habits and social characteristics of its speakers.

The Position of British in Pakistan

In Pakistani community different dialects co-exist. Language attitudes play a significant role in the lives of the speaker systems of these languages. In spite the existence of the local languages, English language loves an excellent and undeniable status in Pakistan. It is the terminology of education, rules, science, technology, Authorities. It has become a status mark, as the people who speak in British are believed to be well informed.

In Pakistan, English can be used as an official as well as a second dialect. However, it is a fact that it's not spoken by the majority of the population. A small but influentiol portion of the population talks this words. It can be used in government administration, law, the military, the higher education, business and mass media. (Baumgardner 1993).

Ghani (2003) has reviewed the status of British in Pakistan. It provides as a gateway to success, to help expand education and also to get a good job. It is named the terminology of higher education. It isn't the home terms of the population. In the higher and educated category of culture, it is spoken and is known as a status sign. It continues to play significant role in the commercial and inexpensive development of the united states.

Attitude of Pakistani Students towards Learning English

The reason behind the failure of language policies in Pakistan is that the students' behaviour to English dialect learning are mainly neglected. Therefore, it is important to review the attitudes of students, because if the learners have negative or unfavorable behaviour towards a focus on language, the implementation of language insurance plan is unlikely to be successful (Baker, 1992).

Siddiqui(2007) discusses today's circumstance in Pakistan. He suggests that every learner has to examine British as a compulsory subject up to Intermediate level. He further discusses that we now have a large variety of students who raise question about the presence of British as a compulsory subject.

In many conditions, the parents aren't informed and cannot understand the goal of learning British. Students usually believe that British is the 'privilege of the elitist school in support of the dazzling students have the ability to acquire it. There is a small range of students who comprehend the value of English as it is a passport to obtain a good job. A lot of the students prefer to learn English to get levels. However, they do not bother to try and learn the words skills. They want to rote memorize the content, because they consider it the ultimate way to pass the assessment. Rahman (1999), in his survey has found that almost all the students, like the 'deeni madrassahs' are willing to learn English. However, it appears that the reason behind learning English is instrumental for the coffee lover.

Factors Affecting Attitude towards Learning English

There are certain factors which is often attributed as to affect the frame of mind of students towards learning British.

Role of parents.

Siddique (2007) has described that parents should provide their children with a conductive atmosphere, that ought to be based mostly of equality and attention. Such atmosphere of love and attention provided by the parents helps the kid in acquiring self confidence. Parents play an important role in the education of these children. Their participation and encouragement can help a child excel. Parents will be the major socialization agencies who play a essential role in shaping children's behaviour towards vocabulary learning. Parents can even be actively mixed up in learning process and promote success by motivating children to study the foreign language, screen their performance and accurate blunders etc.

On the other side, if the parents aren't literate in the next language, their children remain deprived in conditions of the availability of interaction in another terminology at home. Keeping because the value of parent's participation in children improvement in second dialect learning Alberta Education stimulates parents to take an active role in the education of these children and provides resources to aid their involvement.

Role of personality characteristics in L2 learning.

Personality is known as an essential category of specific differences because the person is often judged depending on her/his personality. It is witnessed that different learners obtain different effectiveness in L2. Some learner obtains highly skills although some obtain low skills in second terms learning. Although circumstances are almost equivalent for all sorts of the learners, yet some of them show improvement in learning the mark language. The variance of inter specific can be accounted by learner inside factors.


Extroversion and introversion are personality characteristics that can effect terms learning in a good or negative way. It is believed that extroverts, who are sociable and available to other folks, are more lucrative in learning dialects than introverts, because they have significantly more contact with L2. Alternatively, well-organized and serious introverts are seen as better learners so far as the systematic review can be involved.


Anxiety is one of the essential aspect that influences the frame of mind of the learners

towards vocabulary learning. Matching toKrashen (1985) low degree of anxiety is better outfitted for success in second terms acquisition. While advanced of anxiety make a difference the filtration and form "mental block". And this mental block stops the source from being used for acquisition. It really is observed that anxious learners are unwilling to use any risk, while good learners are willing to take risk. Because of this good learners show good attitude towards vocabulary learning.


Age is known as a significant factor that impacts the frame of mind of learners towards words learning. Children are believed with the capacity of acquiring a new language swiftly and with little effort, as compared to adults. Old learners are indeed less likely than young children to master an L2. An study of studies relating age group to language acquisition shows that age distinctions reflect dissimilarities in the situation of learning rather than in capacity to learn(TODD, Marshall 2000).

Degree of instrumentality vs. integration.

It is supposed that the degree of instrumentality is also a a significant factor which effect the procedure of L2 learning. Once the learners are encouraged to learn another dialect for utilitarian purpose i. e. , to obtain a good job the level of success is supposed to be higher when compared with those who learn another language for integrative goal.

According to Gardner and Lambart (1972) when a vocabulary is learnt for utilitarian purpose, the success in second language is supposed to be lower than if it is learnt for the integrative goal but MeenakshiVerma claims that this claim seems to be doubtful as the instrumentally encouraged students are effectively learning British. The reason seems to be that the instrumental desire works as a push to get a good job.

Role of educator in L2 learning.

The role of instructor in impacting the attitudes of students cannot be falsified. A tutor plays a vital role for the students. He can provide as a facilitator, helpful information, a fellow tourist, an advisor etc. If the teacher does not provide sufficient contact with the target words, does not encourage the students, or does not provide them an possibility to communicate, such teacher demonstrates himself a risk for students. In such circumstances, if the pupil is asked to communicate, the threat of teacher may hinder students' progress.

According to Dornyei (2001) teacher should be seen as a central in motivating learners. Students need opportunity, encouragement and support for learning, it is the responsibility of the professor to arrange and deal with the classroom in such a way where learning can take place. Furthermore, additionally it is on the part of the teacher to create a tranquil and supportive atmosphere for learning because anxious students are improbable to develop motivation to learn. (Good &Brophy, 1994).

In short, frame of mind is "the total of your man's instinctions and feelings, prejudice or bias, preconceived notions, worries hazards and convictions about any specified topic" (Gardner, 1980). It could be described quite simply as a mirror by which the inner emotions, feelings, beliefs, liking, disliking can be depicted.

As they are the inner as well as the overt behaviors of individuals, they have a strong impact on decision making and finding the way for further progress. Inside the same point of view, an attitude towards learning a words depicts the way in which the learner feels about second terms. It illustrates the beliefs, in relation to the terminology which is being learnt.

An frame of mind can be inspired by parents, teachers as well as by the world including the religious beliefs. Our affiliations, our interest as well as our purpose behind learning L2, all play a essential role in building frame of mind towards learning a dialect. Having an assessment of the related books, it might be figured these factors have a strong effect on the values, liking and disliking of students and also have an impact on the overall success in the next vocabulary learning.

Role of gender.

Gender is a major factor in affecting the frame of mind towards learning British. It is assumed that the female students attitude toward learning English is positive than male students. Relating to Linn and Hyde (1989), young ladies show higher do it yourself- understanding in British than kids. Gardner and Lambert (1972) declare that girls have greater motivation plus more positive attitude towards English than boys, although variation between instrumental and integrative drive is ambiguous. This reality in addition has been explained by Dornyei and Clement (2001), as they state that girls score significantly higher than boys, on the basis of mentioned motivational sizes e. g. direct connection with L2 audio speakers, instrumentality and integrativaness.

Rationale of the Study

This study seeks to study the student's frame of mind towards learning English. It focuses on the partnership between students' attitude and their successes in English words. Within the light of the study, it is possible to put forward those factors like students attitude towards professors, curriculum, and teachers' methodologies that can be the sources of students' low achievements in exams or their disinterest in the language learning.

This study will show students positive or negative attitude towards learning British and their effectiveness in it. It will require into consideration students' experience and desire provided by the instructors. As the aim of this study is to investigate the student's frame of mind towards learning British language, it'll show that either students' would like to learn English for integrative or for instrumental goal. The present study was made to investigate the attitude of students towards learning British and to highlight the difference between the attitude of male and feminine students towards learning British at Extra level.



Research Design

This research was created to investigate the current status of the population under research related to their frame of mind towards learning British. It is a descriptive research which aims to acquire data in order to know the existing status of the population under study. The primary purpose of the research is to research the opinions, beliefs, and interests of the populace. Descriptive method is helpful in knowing the verity of the problems related to education. A descriptive analysis is designed to know the behaviour, thoughts, demographic information, condition and procedure (Gay, 1996)

So, the aforementioned described standards for descriptive research throws light on the actual fact that to learn the views and attitude of the populace, descriptive method is the most appropriate one. Present research is performed with the aid of survey. Through survey method, data can be gathered from respondents of the study which data can be accumulated with relation to one or more variables(Gay, 1996). In the present research, the attitude of students was assessed. At the same time, the difference in the attitude of male and female respondents was also considered.


Male and feminine students of 10th class Secondary colleges were the populace of the study study. Four kids and four young ladies schools have been decided on from Lahore on convenience basis since it was difficult for the researchers to deal with all the universities for data collection.


The required test size was 300. For this purpose, 38 students were decided on arbitrarily from the universities included in the inhabitants. (See Appendix)

The institutions where there were more than one portion of 10th class, areas were selected arbitrarily and from these areas students were preferred arbitrarily. So, multistage random sampling was used to select representative sample

Instrument of the Study

Gay (1996) suggests that descriptive data can be accumulated by making use of questionnaire study, interviews and observations. In the present research, the researchers have preferred questionnaire, as a musical instrument to gather information. The reason for using questionnaire is that the info was to be gathered from a huge sample size so, the researchers found it affordable to collect the info through questionnaire. Due to the large test size interviews were avoided.

Through questionnaire the data which is gathered is often numerical. Such data may easily be analyzed when compared with the qualitative one. There is absolutely no compulsion for the research workers to be there on the spot as it is compulsory for gathering information through interviews, where timely existence of the researcher is essential (Wilson & McLean, 1994). It could be summarized as, questionnaires are easy to investigate and simple to administer. So far as the interviews are worried, it is probable that sometimes the respondents may feel hesitant and does not supply the required or exact information.

Keeping all the strengths of using questionnaire, a questionnaire was made for the assortment of data. The topic of the study was given on top of the questionnaire. The aim of the research was also talked about below. The procedure that was used to size the replies of the respondents was Likertscale, a five point range which the reactions were placed and which ranged from strongly agree to strongly disagree. Response key was also given on the top to facilitate the respondents and save them from any sort of difficulty related to questionnaire.

The statements of the questionnaire were developed with regards to the beliefs, worth, liking, disliking, interest and disinterest of the respondents. While setting up the questionnaire, it was considered that only close finished statements would be used. It had been also considered that such claims should not be included that could hurt the emotions of the respondents at all. Their co-operation was regarded as of well worth importance.

The claims used to investigate the attitude of the population under study were 29. The determination of the individuals was also considered. All of the respondents were eager to give the required information. The research workers were present for discussion in case there is any difficulty.

Reliability of the Questionnaire

The planned sample size was larger. Keeping in view the probability of difficult or ambiguous claims, a pilot analysis was conducted with an inferior sample size. So that, if the respondents of pilot study may feel any difficulty then your questionnaire could be modified and improved upon for the actual data collection for the study study. It was taken into account that either the respondents are able to follow the instructions mentioned in the questionnaire or not. Ten students of Samman Ideal High School were chosen from 10th class as an example for pilot survey. During that review, it was discovered that the respondents did not feel any difficulty in filling up the questionnaire. Through pilot review, it was made sure that the questionnaire was easy to load and there were no ambiguous words which could mistake the respondents.

Cronbach alpha is typically the most popular reliability figures which is used to determin the reliability or average correlation in a review device (Cronbach, 1951). So, the trustworthiness of the questionnaire was also computed statistically and the co-efficient of Cronbach alpha was. 789 which is acceptable for educational studies like the present study.

Validity of the Questionnaire

To ensure the validity of the questionnaire, experts got it examined from two of the educationists in neuro-scientific education. After their final approval, researchers allocated them among the students of the course 10th for the assortment of the info.

Administration of the Questionnaire.

A questionnaire consisted of 29 questions was well prepared as the research tool for the study of study. 300 copies of questionnaire were allocated personally on the list of respondents. The research workers proven necessary instructions to the topics of the study. They were promised that their replies will be placed confidential to relieve them from almost any fear and pressure. Respondents were asked to learn the statements carefully and if indeed they feel any difficulty they can ask it widely from the experts. Students were asked to tick one option from each affirmation. Response key was presented with and the rating of key was also told the respondents. It was requested to provide response to each statement, nor leave any assertion unanswered. The members packed the questionnaire in the school room and came back it to the researcher on a single day. Their replies were analyzed for the interpretation of the info.

Data Analysis

The data accumulated from the sample was organized and was put in the proper execution of tables. Percentage and mean of each statement was presented with in the desk. This was accompanied by general evaluation by SPSS (version 15. 0) and interpretation of the statistical data. In the next chapter, statistical research of reactions has been presented with interpretation.

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