CHAPTER V ANALYSIS AND INTERPRETATION OF...
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CHAPTER V
ANALYSIS AND INTERPRETATION OF DATA 5.1 INTRODUCTION
In pursuance of the objectives of the study the obtained data were tabulated,
classified and analyzed to yield meaningful interpretation of results which may
eventually lead to significant findings of the study. One of the major objectives of
the study was to develop an instructional package on human rights education for
the secondary school teacher trainees. This has been described in Chapter IV. The
present chapter has been devoted to analyze and interpret the data to find out and
the effectiveness of the instructional package in developing human rights
awareness in the secondary school teacher trainees and secondary school students
in the context of the objectives and hypothesis of the study.
The analysis and interpretation of the results of the study have been
presented in two parts. In the first part, the effectiveness of instructional package
on human rights education among the secondary school teacher trainees have been
examined and interpreted. In the second part of the analysis the effect of
transaction of integrated lessons by the teacher trainees on the awareness of human
rights among the secondary school students were assessed.
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PART 1
5.2 EFFECTIVENESS OF THE INSTRUCTIONAL PACKAGE ON HUMAN RIGHTS EDUCATION (IPHRE) WITH RESPECT TO THE AWARENESS ON HUMAN RIGHTS AMONG THE SECONDARY SCHOOL TEACHER TRAINEES
An attempt has been made in this part of the analysis to find the
effectiveness of the instructional package on human rights education with respect
to the secondary school teacher trainee’s awareness on human rights.
Objective 2: To study the effectiveness of the instructional package on human rights education with respect to the secondary school teacher trainees awareness on human rights.
Hypothesis 1: The instructional package on human rights education is
effective in developing awareness of human rights among the secondary school teacher trainees
5.2.1 Pre-test of Human Rights Awareness among the Secondary School
Teacher Trainees in the Experimental and Control Groups
The investigator administered human rights awareness test among the
secondary school teacher trainees in the experimental and control groups to check
their initial awareness of human rights before transacting the instructional package
on human rights education. The results of the analysis of which have been
presented in the following paragraphs. Table 5.1 provides the descriptive statistics
of the pre-test scores for the secondary school teacher trainees.
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Table 5.1: Descriptive statistics of pre-test scores for the teacher trainees in the experimental and control groups
Sl.No. Statistics Experimental
Group Control Group
1 Minimum Score 6 7
2 Maximum Score 31 32
3 Mean 16.77 17.33
4 Median 17.0 17.0
5 Mode 17.0 17.0
6 Standard Deviation 7.42 5.24
7 Skewness 0.34 0.19
8 Kurtosis -0.59 0.43
The maximum score of the human right awareness test was 40. From the
above table it is clear that the arithmetic mean of the experimental group is 16.77,
the obtained median and mode values are 17, and the standard deviation is 7.42.
The skewness for the scores is 0.342 with the Kurtosis of -0.59 for the
experimental group.
In the control group, arithmetic mean for the teacher trainees is 17.33, the
obtained median and mode values are 17. The standard deviation is 5.24. The
skewness for the scores is 0.19 with the Kurtosis of 0.43. The median values of the
experimental and control groups shows that 50% of the teacher trainees got scores
above 17.
The pre-test scores of the teacher trainees in the experimental and control
groups were compared by testing the significance of difference between the means
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of the two groups based on the mean and standard deviation scores of the
experimental and control groups. The data and result of the test of significance are
given in Table 5.2.
Table 5.2: Results of ‘t’ test for mean pre-test scores of the teacher trainees in the experimental and control groups
Group No. of
trainees Mean
Standard Deviation
‘t’ value
Experimental Group
94 16.77 7.42
Control Group 98 17.33 5.24 0.59ns
(ns-not significant)
From the above table, it is evident that the obtained ‘t’ value is 0.59 which
is not significant at 0.05 level. From this it is clear that the teacher trainees in the
experimental and control groups do not differ significantly in their initial
awareness on human rights, i.e. before transacting the instructional package. Thus
the teacher trainees in the two groups are more or less same with regards to their
awareness on human rights.
5.2.2 Post-test of Human Rights Awareness among the Secondary School
Teacher Trainees in the Experimental and Control Groups
After the administration of the pre-test, the investigator has began the
treatment and given the instructional package on human rights education to the
teacher trainees in the experimental group. The instructional package was
transacted to each teacher trainee. After learning of the instructional package for a
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period of one month, a post-test on human rights awareness was administered for
the teacher trainees in the experimental group.
In the case of teacher trainees in the control group no treatment was
provided. Four weeks after the pre-test, a post-test was also administered to the
control group. An analysis of the obtained data is presented in Table 5.3.
Table 5.3: Descriptive statistics of the post-test scores of the teacher trainees in the experimental and control groups
Sl.No. Statistics Experimental
group Control group
1 Minimum Score 14 8
2 Maximum Score 38 32
3 Mean 30.14 18.77
4 Median 30.0 19.0
5 Mode 29.0 19.0
6 Standard Deviation 5.95 5.69
7 Skewness -0.81 -0.04
8 Kurtosis -0.34 -0.10
The maximum score of the human right awareness test was 40. From the
above table it is clear that the arithmetic mean of the experimental group is 30.14,
the obtained median and mode values are 30 and 29 respectively. The median
value show that 50% of the teacher trainees got scores above 30. The values of
standard deviation is 5.95. The skewness for the scores is - 0.81 with the kurtosis
of -0.34.
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For the teacher trainees in the control group the arithmetic mean obtained is
18.77, the obtained median and mode values were 19. The median value show that
50% of the teacher trainees got scores above 19. The obtained value of standard
deviation is 5.69. The skewness for the scores is - 0.04 with the kurtosis of -0.1.
For the purpose of the statistical analysis the above hypothesis is restated in
null form as,
Null Hypothesis: There is no significant difference in the adjusted mean scores of
human right awareness of secondary school teacher trainees of experimental and
control group after the transaction of the instructional package on human right
education, considering the human right awareness pre-test score as a covariate.
The analysis of the pre-test scores of teacher trainees in the experimental
and control groups showed that they do not differ significantly in the initial
awareness on human rights. But the two groups selected for the present study were
non-equivalent groups. Even though the difference in pre-test is statistically not
significant, it cannot be conclusively states that, the teacher trainees in the two
groups differ significantly in their awareness in the post-test, by simply comparing
post-test scores of the two groups. In this context, it became necessary to analyse
the data by using the statistical technique called Analysis of Co-variance
(ANCOVA) in which the difference in the initial status of the two groups can be
removed statistically and can be compared.
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The pre-test and post-test scores of the experimental and control group were
subjected to the statistical technique of Analysis of Co-variance to determine the
effectiveness of instructional package on human rights education. The summary of
Analysis of Covariance of pre-test and post-test scores of teacher trainees in
experimental and control groups are given in Table 5.4.
Table 5.4: Summary of ANCOVA of pre-test and post-test HRA scores of teacher trainees in Experimental and Control Groups
Sources of Variance df SSx SSy SSxy SSyx MSyx Fy.x
Among the groups 1 14.51 6205.86 64027.1 599636.6 599636.6
Within the groups 189 7783.86 6434.80 68085.39 589108 3116.97
Total 190 7798.37 12640.67 4058.33 10528.68
192.37**
(** significant at 0.01 level)
From the above table it is evident that, the adjusted F value is 192.37,
which is significant at 0.01 level with df=1/189. It indicates that the adjusted mean
scores of human right awareness among the secondary school teacher trainees in
the experimental and control group differs significantly after the transaction of the
instructional package on human right education, considering the human right
awareness pre-test score as a covariate. Thus the null hypothesis that, there is no
significant difference in the adjusted mean scores of human right awareness of
secondary school teacher trainees in the experimental and control group after the
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transaction of the instructional package on human right education, considering the
human right awareness pre-test score as a covariate is rejected.
In order to know which group’s adjusted mean scores of human right
awareness differs significantly, the data were further analyzed with the help of
t-test and the results are given in the Table 5.5.
Table 5.5: Adjusted mean scores and ‘t’ value of the teacher trainees in the experimental and control groups on HRA
Group Adjusted
mean Adjusted
S.E N ‘t’ value
Experimental 30.03 0.47 94
Control 18.86 0.47 98 17.59**
(** significant at 0.01 level)
From the above table, it is evident that the ‘t’ value is 17.59 which is
significant at 0.01 level. It shows that, the adjusted mean score of the experimental
group, 30.03 is significantly higher than that of the control group which is 18.86.
It can be seen that there is a significant difference between human rights
awareness of experimental group teacher trainees before and after the transaction
of the instructional package. The difference is in favour of scores on human rights
awareness after the transaction of the instructional package. The teacher trainees in
the experimental group have better performance in human rights awareness after
the transaction of the instructional package. So the directional hypothesis can be
accepted. Thus it can be concluded that, the instructional package on human rights
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education was very effective in developing awareness of human rights among the
secondary school teacher trainees.
The graphical representation of the human rights awareness test scores of
teacher trainees in the experimental and control groups are given in Figure 5.1.
Figure 5.1: Graphical Representation of the human rights awareness test scores of teacher trainees in the experimental and control groups
5.3 BACKGROUND CHARACTERISTICS OF SECONDARY SCHOOL
TEACHER TRAINEES AND HUMAN RIGHTS AWARENESS
This part of the analysis facilitates to know to what extent the experimental
group teachers trainees taken in pairs based on their gender are aware of human
rights after transacting the instructional package.
Objective 3: To find out the secondary school teacher trainees awareness on human rights with respect to their gender, qualification, and discipline of study after transaction of the instructional package.
Hypothesis 2: The secondary school teacher trainees’ awareness on human
rights may vary with respect to their gender, qualification and discipline of study after transacting the instructional package.
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5.3.1 Human Rights Awareness Vs. Gender of the Secondary School Teacher
Trainees
The teacher trainees were classified based on their gender (male and
female). This part of the analysis facilitates to know to what extent the teacher
trainees taken in pairs based on their gender are aware of human rights after
transacting the instructional package.
Sub-Hypothesis 2.1: The secondary school teacher trainees’ awareness on human rights may vary with respect to their gender after transacting the instructional package.
Based on the mean and standard deviation scores of the awareness test, the
significant difference between the mean scores was calculated. Data and results of
test of significant difference between means of awareness test scores of teacher
trainees (male and female) on human rights after the transaction of the
instructional package are presented in Table 5.6.
Table 5.6: Results of ‘t’ test for the mean scores of HRA among teacher trainees based on their gender (Male and Female)
(ns-not significant)
Post-test Scores Gender No. of trainees
Mean SD ‘t’ value
Male 22 29.55 6.61
Female 72 30.31 5.77
Total 94 30.13 5.95
0.48ns
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From the table it is revealed that the ‘t’ value is 0.48 for the awareness test
scores of teacher trainees (male and female) on human rights, which is not
significant at 0.05 level. This implies that there is no significant difference in
human rights awareness between male and female teacher trainees after
transacting the instructional package on human rights education. It means that the
directional hypothesis is rejected.
Hence it can be concluded that there is no difference in human rights
awareness between the male and female teacher after the transaction of the
instructional package on human rights education. The graphical representation of
Mean awareness test scores of teacher trainees (male and female) after transacting
the instructional package on human rights education (IPHRE) are given in
Figure 5.2.
Figure 5.2: The graphical representation of the mean awareness test scores of teacher trainees (male and female) after transacting the IPHRE
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5.3.2 Human Rights Awareness Vs Qualification (Post Graduation and
Graduation) of the Secondary School Teacher Trainees
The teacher trainees were classified based on their academic qualifications,
such as post graduates and graduates. This part of the analysis facilitates to know
to what extent the teacher trainees taken in pairs based on their qualification are
aware of human rights after transacting the instructional package.
Sub-Hypothesis 2.2: The secondary school teacher trainees’ awareness on human rights may vary with respect to their qualification (post graduation and graduation) after transacting the instructional package.
Data and results of test of significant of the difference between means of
human rights awareness test scores of teacher trainees (post graduation and
graduation) on human rights are presented in the Table 5.7.
Table 5.7: Results of ‘t’ test for the mean scores of HRA among teacher trainees based on their qualification (post graduation and graduation)
Post-test scores Qualification No. of
trainees Mean SD ‘t’ value
Post Graduation 40 30.87 5.98
Graduation 54 29.59 5.92
Total 94 30.13 5.95
1.03ns
(ns-not significant)
From the table it is revealed that the ‘t’ value is 1.03 for the awareness test
scores of teacher trainees (Post graduates and Graduates) on human rights
awareness, which is not significant at 0.05 level. This implies that there is no
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significant difference in human rights awareness between post graduates and
graduates teacher trainees after transacting the instructional package. It means that
the directional hypothesis is rejected.
Hence it can be concluded that there is no difference in human rights
awareness between the post graduate and graduate teacher trainees after the
transaction of the instructional package on human rights education. The graphical
representation of mean awareness test scores of teacher trainees (Post graduates
and Graduates) is given in Figure 5.3.
Figure 5.3: The graphical representation of the mean awareness test scores of teacher trainees (Post graduates and Graduates) after transacting the IPHRE
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5.3.3 Human Rights Awareness Vs Discipline of Study (Science and Arts) of
the Secondary School Teacher Trainees
The teacher trainees were classified based on their discipline of study, such
as Science and Arts disciplines. This part of the analysis facilitates to know to
what extent the teacher trainees taken in pairs based on their discipline are aware
of human rights after transacting the instructional package.
Sub-Hypothesis 2.3: The secondary school teacher trainees’ awareness on human rights may vary with respect to their discipline of study (Science and Arts) after transacting the instructional package.
Data and results of test of significant of the difference between means of
post-test scores of teacher trainees (Science and Arts disciplines) on human rights
awareness are presented in the Table 5.8.
Table 5.8: Results of ‘t’ test for the mean scores of HRA among teacher trainees based on their discipline of study (Science and Arts)
Post-test scores Discipline of study No. of
trainees Mean SD ‘t’ value
Science 43 29.26 6.44
Arts 51 30.88 5.46
Total 94 30.13 5.95
1.30ns
(ns-not significant)
From the table it is revealed that the ‘t’ value is 1.30 for the awareness test
scores of teacher trainees from Science and Arts disciplines on human rights,
which is not significant at 0.05 level. This implies that there is no significant
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difference in human rights awareness between the teacher trainees from Science
and Arts disciplines after transacting the instructional package. It means that the
directional hypothesis is rejected.
Hence it can be concluded that there is no difference in human rights
awareness between the teacher trainees from Science and Arts disciplines after
transacting the instructional package. The graphical representation of the
awareness test scores of teacher trainees from Science and Arts discipline are
given in Figure 5.4.
Figure 5.4: Graphical representation of the awareness test scores of teacher trainees from Science and Arts disciplines after transacting the IPHRE
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PART 2
5.4 TRANSFER EFFECT OF THE HUMAN RIGHTS AWARENESS
AMONG THE SECONDARY SCHOOL STUDENTS
This part of the analysis facilitates to know the effect of the transaction of
integrated lessons by the teacher trainees on the awareness of human rights among
the secondary school students.
Objective 4: To study the transfer effect of the human rights awareness of the teacher trainees to the secondary school students through integrated approach.
Hypothesis 3: The instructional package on human rights education is
effective in developing awareness of human rights among the secondary school students after its transaction through the teacher trainees.
5.4.1 Pre-test of Human Rights Awareness among the Secondary School
Students in the Experimental and Control Groups
The investigator administered human rights awareness test among the
secondary school students in the experimental and control groups to check their
initial awareness of human rights before the transaction of integrated lessons by
the teacher trainees. The results of the analysis of which have been presented in
the following paragraphs. Table 5.9 provides the descriptive statistics of the pre-
test scores for the secondary school students.
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Table 5.9: Descriptive statistics of pre-test scores for the secondary school students in the experimental and control groups
Sl.No. Statistics Experimental
Group Control Group
1 Minimum Score 7 7
2 Maximum Score 22 22
3 Mean 13.48 12.96
4 Median 13 13
5 Mode 13 13
6 Standard Deviation 3.46 3.27
7 Skewness 0.39 0.48
8 Kurtosis 0.18 0.10
The maximum score of the human rights awareness test was 30. From the
above table it is clear that the arithmetic mean of the experimental group is 13.48,
the obtained median and mode values are 13, and the standard deviation is 3.46.
The skewness for the scores is 0.39 with the Kurtosis of 0.18 for the experimental
group.
In the control group, arithmetic mean for the secondary school students is
12.96, the obtained median and mode values are 13. The standard deviation is
3.27. The skewness for the scores is 0.48 with the Kurtosis of 0.10. The median
values of the experimental and control groups shows that 50% of the teacher
trainees got scores above 13.
The pre-test scores of the secondary school students in the experimental
and control groups were compared by testing the significance of difference
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between the means of the two groups based on the mean and standard deviation
scores. The data and result of the test of significance are given in Table 5.10.
Table 5.10: Results of ‘t’ test for the mean pre-test scores of the secondary school students in the experimental and control groups
Group No. of
students Mean
Standard Deviation
‘t’ value
Experimental Group
220 13.48 3.46
Control Group 212 12.96 3.27
1.60ns
(ns- not significant)
From the above table, it is evident that the obtained ‘t’ value is 1.60 which
is not significant at 0.05 level. From this it is clear that the secondary school
students in the experimental and control groups do not differ significantly in their
initial awareness on human rights, i.e. before the transaction of the integrated
lessons by the teacher trainees. Thus the secondary school students in the two
groups are more or less same with regards to their awareness on human rights.
5.4.2 Post-test of Human Rights Awareness among Secondary School
Students in the Experimental and Control Groups
After the administration of the pre-test, the teacher trainees have transacted
the human rights concepts to the secondary school students in the experimental
group through integrated approach. After the transaction of lessons by the trainees
for a period of six weeks, a post-test on human rights awareness was administered
for the students in the experimental group.
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In the case of secondary school students in the control group no treatment
was provided. Six weeks after the pre-test a post-test was also administered to the
control group. An analysis of the obtained data is presented in Table 5.11.
Table 5.11: Descriptive statistics of the post-test scores for the secondary school students in the experimental and control groups
Sl.No. Statistics Experimental
group Control group
1 Minimum Score 9 7
2 Maximum Score 30 23
3 Mean 21.05 13.25
4 Median 21 13
5 Mode 21 13
6 Standard Deviation 4.50 3.55
7 Skewness -0.31 0.44
8 Kurtosis 0.41 0.35
The maximum score of the awareness test for the secondary school students
was 30. From the above table it is clear that the arithmetic mean of the
experimental group is 21.05, the obtained median and mode values are 21, and the
standard deviation is 4.50. The skewness for the scores is -0.31 with the Kurtosis
of 0.41 for the experimental group.
In the control group, arithmetic mean for the secondary school students is
13.25, the obtained median and mode values are 13. The standard deviation is
3.55. The skewness for the scores is 0.44 with the Kurtosis of 0.35.
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For the purpose of the statistical analysis the above hypothesis is restated in
null form as,
Null Hypothesis: There is no significant difference in the adjusted mean scores of
human right awareness of secondary school students of experimental and control
group after its transaction through the teacher trainees, considering the human
right awareness pre-test score as a covariate.
The analysis of the pre-test scores of in the experimental and control groups
of secondary school students showed that they do not differ significantly in the
initial awareness on human rights.
The two groups selected for the present study were non-equivalent groups.
Even though the difference in pre-test is statistically not significant, it cannot be
conclusively states that, the secondary school students in the two groups differ
significantly in their awareness in the post-test, by simply comparing post-test
scores of the two groups. In this context, it became necessary to analyse the data
by using the statistical technique called Analysis of Co-variance (ANCOVA) in
which the difference in the initial status of the two groups can be removed
statistically and can be compared.
The pre-test and post-test scores of the secondary school students in the
experimental and control group were subjected to the statistical technique of
Analysis of Co-variance to determine the effect of integrated lessons transacted by
the teacher trainees. The summary of Analysis of Covariance of pre-test and
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post-test scores of secondary school students in experimental and control groups
are given in Table 5.12.
Table 5.12: Summary of ANCOVA of pre-test and post-test scores of secondary school students in Experimental and Control Groups
Sources of Variance df SSx SSy SSxy SSyx MSyx Fy.x
Among the groups 1 8.03 12145.05 44309.7 201571.1 201571.1
Within the groups 429 16248.47 6688.76 56885.11 192463 448.63
Total 430 16259.5 18833.81 12575.4 394034.1
449.30**
(** significant at 0.01 level)
From the above table it is evident that, the adjusted F value is 449.30,
which is significant at 0.01 level with df=1/429. It indicates that the adjusted mean
scores of human right awareness of secondary school students of experimental and
control group differs significantly after the transaction of the lessons by the
teacher trainees considering the human right awareness pre-test score as a
covariate.
Thus the null hypothesis that, there is no significant difference in the
adjusted mean scores of human right awareness of secondary school students of
experimental and control group after the transaction of lessons by the teacher
trainees, considering the human right awareness pre-test score as a covariate is
rejected. In order to know which group’s adjusted mean scores of human right
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awareness differs significantly, the data were further analyzed with the help of t-
test and the results are given below in the table 5.13.
Table 5.13: Adjusted mean and ‘t’ value of the secondary school students in the experimental and control groups
Group Adjusted
mean Adjusted
S.E N ‘t’ value
Experimental 20.69 0.22 220
Control 13.45 0.22 212 18.60**
(** significant at 0.01 level)
From the above table, it is evident that the ‘t’ value is 18.60 which is
significant at 0.01 level. It shows that, the adjusted mean score of the experimental
group, 20.69 is significantly higher than that of the control group which is 13.45.
Thus it can be concluded that the experimental group had improved their human
right awareness through the transaction of lessons by the teacher trainees after
learning the instructional package.
That means the improvement in human rights awareness among the
secondary school students in the experimental group is the transfer effect of
instructional package on human rights education through the instruction imparted
by the teacher trainees. The graphical representation of the human rights
awareness test scores of secondary school students in the experimental and control
groups are given in Figure 5.5.
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Figure 5.5: Graphical Representation of the human rights awareness test scores of secondary school students in the experimental and control groups
5.5 MICRO ANALYSIS OF SECONDARY SCHOOL STUDENTS’
AWARENESS ON HUMAN RIGHTS AFTER THE TRANSACTION
OF INTEGRATED LESSONS BY THE TEACHER TRAINEES
Considering secondary school students background information’s such as
gender (boy and girl), community (tribe and non-tribe) and type of school
(Government and Private) the investigator conducted a micro analysis of human
rights awareness among the secondary school students, which is given below:
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5.5.1 Secondary School Students’ Awareness on Human Rights with
Respect to their Gender
Sub-hypothesis 3.1: The secondary school students’ awareness on human rights may vary with respect to their gender after the transaction of integrated lessons by the teacher trainees.
In order to answer the above hypothesis, based on the mean and standard
deviation scores of the awareness test, the significant difference between the mean
scores was calculated. Data and results of test of significant difference between
means of awareness test scores of secondary school students (Boy and Girl) on
human rights after the transaction of integrated lessons by the teacher trainees are
presented in Table 5.14.
Table 5.14: Results of ‘t’ test for the mean awareness test scores of secondary school students with respect to their gender
Gender No. of
Students Mean
Standard Deviation
‘t’ value
Boys 106 21.41 4.34
Girls 114 20.69 4.72
Total 220 21.05 4.54
1.18ns
(ns-not significant)
From the table it is revealed that the ‘t’ value is 1.18 for the awareness test
scores of secondary school students (boys and girls) on human rights after the
transaction of integrated lessons by the teacher trainees, which is not significant at
0.05 level. This implies that there is no significant difference in human rights
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awareness between boy and girl secondary school students after the transaction of
integrated lessons by the teacher trainees.
Thus the sub hypothesis stated above is rejected. The finding of the above
result is confirmed by the findings reported by Meghana (2003). The results of her
research showed that there is no significant difference in human rights awareness
among secondary school students with reference to their gender (boys and girls).
The graphical representation of the mean scores of secondary school students
(boys and girls) after the transaction of integrated lessons by teacher trainees are
given in Figure 5.6.
Figure 5.6: Graphical representation of the human rights awareness of secondary school students with respect to gender
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5.5.2 Secondary School Students’ Awareness on Human Rights with Respect
to their Community (Tribe and Non tribe)
Sub-hypothesis 3.2: The secondary school students’ awareness on human rights may vary with respect to their community (Tribe and Non tribe) after the transaction of integrated lessons by the teacher trainees.
In order to answer the above hypothesis, based on the mean and standard
deviation scores of the awareness test, the significant difference between the mean
scores was calculated. Data and results of test of significant difference between
means of awareness test scores of secondary school students (Tribe and Non-tribe)
on human rights after the transaction of integrated lessons by the teacher trainees
are presented in Table 5.15.
Table 5.15: Results of ‘t’ test for the mean awareness test scores of secondary school students with respect to their community (Tribe and Non tribe)
Community No. of
Students Mean
Standard Deviation
‘t’ value
Tribe 47 20.34 4.34
Non tribe 173 21.24 4.58
Total 220 21.05 4.54
1.25ns
(ns-not significant)
From the table it is revealed that the ‘t’ value is 1.25 for the awareness test
scores of secondary school students (tribe and non-tribe) on human rights after the
transaction of integrated lessons by the teacher trainees, which is not significant at
0.05 level. This implies that there is no significant difference in human rights
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awareness between tribe and non-tribe secondary school students after the
transaction of integrated lessons by the teacher trainees.
Thus the sub hypothesis stated above is rejected. The findings reported by
Chandran (2002), in his study showed that there is significant difference in human
rights awareness among secondary school students with reference to their
community (Tribe and Non tribe). It can be concluded the transaction of lessons
by teacher trainees helped the tribe students to raise their awareness on human
rights near to the non tribe students.
The graphical representation of post-test scores of secondary school
students (Tribe and Non tribe) after the transaction of integrated lessons by teacher
trainees are given in Figure 5.7.
Figure 5.7: Graphical representation of the human rights awareness of secondary school students with respect to their community (Tribe and Non tribe)
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5.5.3 Secondary School Students’ Awareness on Human Rights with
Respect to their Type of School (Government and Private)
Sub-hypothesis 3.3: The secondary school students’ awareness on human rights may vary with respect to their type of school (Government and Private) after the transaction of lessons by the teacher trainees.
In order to answer the above hypothesis, based on the mean and standard
deviation scores of the awareness test, the significant difference between the mean
scores was calculated. Data and results of test of significant difference between
means of awareness test scores of secondary school students (Government and
Private) on human rights after the transaction of the integrated lessons by the
teacher trainees are presented in Table 5.16.
Table 5.16: Results of ‘t’ test for the mean post-test scores of secondary school students with their type of school (Government and Private)
Type of school No. of
Students Mean
Standard Deviation
‘t’ value
Government 120 21.25 4.34
Private 100 20.85 4.77
Total 220 21.05 4.54
0.59ns
(ns-not significant)
From the table it is revealed that the ‘t’ value is 0.59 for the awareness test
scores of secondary school students from (Government and Private) schools, on
human rights after the transaction of integrated lessons by the teacher trainees,
which is not significant at 0.05 level. This implies that there is no significant
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difference in human rights awareness between students from Government
and Private schools after the transaction of integrated lessons by the teacher
trainees.
Thus the sub hypothesis stated above is rejected. The finding of the above
result is confirmed by the findings reported by same investigator, Kumar (2009).
The results of the research showed that there is no significant difference in human
rights awareness among secondary school students with reference to their type of
school (Government and Private). Graphical representation of the awareness test
scores of secondary school students with their type of school (Government and
Private) is shown in figure 5.8.
Figure 5.8: Graphical representation of the human rights awareness of secondary school students with respect to their type of school (Government and Private)
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5.6 DISCUSSION
The present study was focusing the effectiveness of an instructional
package on human rights with reference to the secondary school teacher trainees’
awareness on human rights, which in turn were studied with respect to the
secondary school students’ awareness on human rights with the transaction made
by the secondary school teacher trainees.
In order to develop the instructional package, the investigator reviewed the
literature and documents to find out the scope for the integration of human right
concepts in secondary teacher education programme. The study conducted by the
same investigator at M.Phil. level directed towards the development of the
package. The M.Phil. study was focusing on the awareness level of the secondary
school students’ on human rights. The findings of the study revealed that, level of
awareness of the secondary school students were not satisfactory. While
considering the importance of human right awareness in an era of social and
gender equality focusing the wellness of the society. It was clear from these
findings that, if human right components are included in the pre-service or
in-service programme of teacher education, it may equip the teachers with the
required competencies to transact the human right components. If the same is
provided in the pre-service training, the teacher trainees will get enough
opportunity to practice in their internship and transfer the same in their daily
teaching learning processes.
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Keeping these as a rationale and the reviews made, the investigator
prepared a framework for the instructional package. Since the instructional
package was to address the secondary school teacher trainees’, considering their
level of awareness, it was decided to prepare the material in a self instructional
mode.
The instructional package was introduced highlighting the importance of
human rights and its relevance to include in the teaching learning process. There
were 6 units, each units presented with objectives, content, unit end evaluation and
check your progress questions. The content validation of the package was done
with the help experts in the field. Tests on human right awareness for secondary
school teacher trainees and human right awareness test for secondary school
students were developed by the investigator in order to study the effectiveness of
the package.
Later, the investigator provided chances to the experimental group of
teacher trainees to have exposure to the instructional package, after giving the
pre-test for both experimental and control group. The study adopted quasi
experimental design with intact group for experimental and control groups. After a
stipulated duration of time, a post-test was administered for both the groups. Then
five teacher trainees were selected based on their performance competency and
human right awareness, for transacting human right concepts for the secondary
school students through an integrated approach.
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Dhillon (2006) suggested human rights education for school curriculum. By
stressing the need for human rights education, he pointed out that it is the only
guarantee of demonstrating our commitment to human dignity, and promotion of
world peace and prosperity for all. In secondary schools there are many
opportunities for debates and the give and take of well-argued discussion. History,
geography and civics lessons provide a host of opportunities for organizing
interdisciplinary explanations and promoting discussion. Thus by keeping the
earlier studies and documents like NCF 2005, the human right concepts were
transacted to the students through an integrated approach. Then the difference in
their awareness on human rights was found out.
It could be seen that there was a significant difference between human
rights awareness of experimental and control group teacher trainees. The
difference was in favour of scores on human rights awareness after the transaction
of the instructional package. Hence it could be concluded that the teacher trainees
in the experimental group have better performance in human rights awareness
after the transaction of the instructional package. The high mean value of the
awareness test indicated an increased awareness on human rights which could be
attributed to the influence of the instructional package on human rights education.
But while considering the influence of gender, discipline, qualification of the
teacher trainees in their human right awareness, it was found that there are no
influences of these variables in the awareness of human rights.
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While studying the awareness of secondary school students, the adjusted
mean score of the experimental group, 20.69 was significantly higher than that of
the control group which is 13.45. Thus it could be concluded that the experimental
group had improved their human right awareness through the transaction of
lessons by the teacher trainees after learning the instructional package. The
variables such as community of the students, gender and type of school were not
showing any influence in their human right awareness. Thus the transaction of
lessons by the teacher trainees influenced the human right awareness of the
students where the human right concepts are transacted through an integrated
approach. The increment in awareness of the students may lead to a conclusion
that, they were not overburdened with new topics or subject, but the required
human right components were given to them through their respective school
subjects. Thus it is evident that, in order to enhance the students’ human right
awareness integrated approach is the best way, which is supported by many of the
studies (Panda 2004). In the words of Jose Ayala Lasso, the former UN high
commissioner of human rights, “the objective of all human right educational
activity should be to teach the common language of humanity”. Human right
should not be one subject of education, but should permeate all aspects of
education in all forms (Sen, 1998).
5.7 CONCLUSION
Thus, it can be concluded that, there is a need for conscious attempts from
the educational stakeholders to include the components of human rights in all
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levels of education in order to have a better learned society. Sensitized teachers
and students towards all types of violations and harassments are the need of the
hour. The global campaign towards the right to education should be strengthened
by including different components such as human rights, gender equality,
education for all, child rights etc. But the major concern should be of involved and
joyful learning for all.
The main finding of the study, their educational implications and
suggestions for further research are summarised in the following chapter.