The above table reveals that the computed‗t‘ value 0.81 is lesser than critical value 1.96 at 0.05 levels

and hence it is not significant. Consequently, the null hypothesis is accepted, and it can be said that there is no significant difference in the attitude towards human rights among the K-12 boys and girls students with respect to their high social competency.

Hypothesis 5

There will be no significant difference in the attitude of K-12 students towards human rights in relation to low social competency

Table 4: Differences of attitude towards human rights among K-12 students with respect to their low social competency

Category Number Mean Standard Deviation t value Remarks at 5% levels. Boys 150 28.88 3.64 1.42 Not Significant Girls 150 28.22 4.37

The above table reveals that the computed‗t‘ value 1.42 is lesser than critical value 1.96 at 0.05 levels and hence it is not significant. Consequently, the null hypothesis is accepted, and it can be said that there is no significant difference in the attitude towards human rights among the K-12 boys and girls students with respect to their low social competency.

Major findings:

 It was found that the male and female K-12 students differ significantly in their attitudes towards human rights.

 It was found that the urban and rural K-12 students differ significantly in their attitudes towards human rights. Students belonging to urban areas were significantly more aware than rural counter parts in terms of awareness regarding human rights commissions and its functions.

 It was found that the arts and science K-12 students differ significantly in their attitudes towards human rights. Students from arts streams were significantly more aware than science stream students

 It was found that the K-12 boys and girls students with high social competency do not differ significantly in their attitudes towards human rights.

 It was found that the K-12 boys and girls students with low social competency do not differ significantly in their attitudes towards human rights.

 It was found that students with high social competency are much aware about human rights education and its function than the students with low social competency.

Conclusion: The modern society all over the world is considered by tremendous growth in information and communication technology, liberalization and globalisation of the economy and continuous pursuit of gross materialism without caring for eternal human values, where rights of an individual are limited by his/her duty towards others. Materialistic values are slowly overcoming the spiritual and moral values of the society. The diverse information‘s accessed through media influences impressionistic minds of students and makes them to unaware of the responsibilities and human rights. Thus the present study concludes that the attitude towards human rights of K-12 students is in average level. Therefore there is a strong need to develop their human rights awareness level through various programmes which will help them to understand the human dignity, values and rights. So that students can able to analyse the forces which violates their rights and dignity. It was

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found that the K-12 students on selected gender, demographic factor and stream differ significantly in their attitudes towards human rights. K-12 boys and girls do not differ significantly with respect to their high social competency, and K-12 boys and girls do not differ significantly with respect to their low social competency.

Educational implication: Human rights education is of immense use in our present day society in which people of different castes, creeds, religion and cultures live together. Our constitution bestowed some rights and values that is respect for human dignity and social integrity. Young students should know or aware about the human rights. After the completion of their education they will enter into the society and will involve different social, political roles and responsibilities. Unless and until they would learn and know about human rights they cannot access them properly. That they can be used whenever there is discrimination on the grounds of sex, race, colour, descent, national or ethnic origin or religious belief or on the basis of class or caste systems in modern times. Though in many courses human rights is the part of the curriculum but it should be teach as a separate paper then only the students much aware of the human rights

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http://www.hurights.or.jp/archives/human_rights_education_in_asian_schools/section2/2005 /03 /

human-rights-education-in-schools-the-indian-experience.html.Retrived on Apr 09,2015

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