International Journal Advances in Social Science and Humanities
Available online at: www.ijassh.com
RESEARCH ARTICLE
Value Education through Indian Animation Stories and its Impact
on Life Skills and Gender Equity of School going Adolescents of
other Backward Classes
Rathore Manisha*, Mishra Ram Rajesh
School of Studies in Continuing Education, Vikram University, Ujjain, India.
*Corresponding Authors: Email: [email protected]
Abstract
The school going OBC adolescent students face problems due to our traditional caste system. The impact of caste based discrimination is seen in poor academic achievements and performances along with psychological worry and problems. They score poor marks and most of them have emotional problems such as tension, frustration, mental block, inferiority feelings and distortion of self identity and self esteem which poses threat to their mental health. They need guidance which will help them in developing their personality, self awareness, empathy, coping with strong emotions. The value education is the best way to shape their personality and to overcome the problems they face in getting school education. Value education is important at every point of life. In present paper two dimensions of value education has been chosen viz. life skills and gender equity. Nowadays animation is widely used in school to teach all the subjects. Therefore animated movies were taken to teach value education as innovative approach to study its impact on OBC adolescents. Present paper describes use of animated stories in value education and its impact on school going OBC adolescents in matter of their life skill and gender equity. Findings of the study showed positive impact of animated stories on OBC adolescent’s life skills and understanding of gender equity.
Keywords: Value education, Indian animation stories, Other backward class, Adolescent, Life skills, and
Gender equity.
Introduction
India is the country of diversity. The Indian society is characterized by the multiplicity of religions, a variety of regional cultures and the caste system. The caste was originated in India on the basis of functional division of labour. However in course of time these divisions between various sections became very rigid. A big disadvantage of the caste system in India came as the untouchables and other backward classes. However, after the Scheduled Castes were listed as a separate category, the term Backward Classes started to be used in two senses: one, as the group of all communities that needed preferential treatment, and two, as castes low in the socio-economic hierarchy, but not as low as the untouchables [1].The term backwardness has not been defined
during their studies. A specific pattern between academic performance and caste is observed by many researchers. Access to productive resources, particularly education and skills remain closely associated with caste. Children from lower castes continue to be educationally disadvantaged compared to children from the upper caste [4].
Average academic performance is associated with majority of OBC students, while high and good performance is associated with general category students. The lower income of the family, caste, affiliation to rural background and specific occupation of father are more responsible for the discrimination perception among the OBC students while pursuing education. This is significantly responsible for mental health related problems in OBC adolescents. Though Indian constitution has several provisions to
protect all kinds of discrimination,
reservation and other welfare schemes are provided by Government but these people are targeted and victimized by caste laden comments because of availing these benefits.
As Swami Vivekananda stated, "The only way to bring about the leveling of caste is to appropriate the culture, the education which is the strength of higher caste. We want that education by which character is formed, strength of mind is increased, intellect is expanded and by which one can stand on one's own feet” (The Complete Works of Swami Vivekananda/Volume 3). Therefore a comprehensive value education program at school level to teach OBC adolescents is the key to overcome the problems arises due to discrimination.
Literature Review
Dubal K, Punia S, Goyal R studied on life stress and coping styles among adolescent girls. The study assessed the level of adolescent’s stress and coping strategies among higher secondary girls of Hyderabad and Hisar. The findings of the study revealed that majority of the adolescents had moderate or low level of coping in confrontive coping, distancing, escape avoidance, painful problem solving and positive appraisal. Adolescents from
Hyderabad frequently used positive methods of coping than Hisar students. Reasons attributed for their differences that adolescents from Hyderabad city were more independent in their decision due to the cultural differences and educational status of the parents [5].
Jena PC Studied on the value conflict among school going tribal adolescents to their decision making ability. The study assessed the difference in value conflict among school going tribal adolescent boys and girls, rural and urban adolescent boys and girls with respect to their decision making ability. The findings of the study revealed that there was significance difference in value conflict. Among tribal boys and girls that was not found in rural and urban boys and girls in relation to their decision making ability. This showed struggle in value system among tribal students because of the caste systems [6].
Choudhary S, Mehta B studied on life skill education for the economically backward adolescent boys and girls: an intervention program to provide life skill education to school going adolescents who are from economically disadvantaged background and belong to tribal community. The findings of the study revealed that the program helped and empowered adolescents to understand better insight of their physical changes, build self confidence and gender related issues. Though the program was able to achieve information and knowledge gain, the required modifications/changes in attitude and behavior, especially in the areas like gender socialization, which are deep rooted would require continuous efforts [7].
Parvathy V, Renjith R Pillai studied on impact of life skills education on adolescents in rural school. The study assessed the knowledge of life skills among adolescents and the impact of life skills education training on their knowledge level. The study had revealed significant impact of life skills education training on adolescents [8].
findings revealed that the experimental group had expressed a favorable attitude towards the Interactive Multimedia CD-based learning courseware [9].
Another study conducted by Rosen Y who studied the effect of an animation based online learning environment on transfer of knowledge and on motivation for science and technology learning. The study assessed the effect of animation on transfer of knowledge and motivation for science and technology learning. The finding of the study revealed that students changed their perception of science and technology learning as a result of teaching with integrated animations [10].
Objectives of the Study
To Study impact of Indian animation stories in value education in comparison with traditional teaching methods.
To study impact of Indian animation stories on the life skills of high school adolescents of other backward classes.
To study impact of Indian animation stories on the understanding of gender equity by high school adolescent of other backward classes.
Methodology
Population
The population of the study consisted of students of high school from three schools of different boards in Ujjain city.
Sample
For the purpose of study students of 9th and
10th Class from three high schools were
selected randomly. A total sample of 300 students has been collected. Out of 300 sample students 120 students were girls and 180 students were boys and 100 students from each school were selected.
Method
For present study experimental method was used for the study. Campbell and Stanley’s experimental design was followed. The pretest post test equivalent group design was used.
Procedure
For the purpose of study, 300 high school students of three schools in Ujjain, India has been chosen as the Universe of the study with the population including ninth and tenth standard students. The students were randomly assigned to experimental and control group. The experiment group was taught the value education through Indian animation stories. The control group was, taught the same concept by traditional method. The data was collected through questionnaire developed and administered by the researcher.
Tool Used
The tool used for the sample included (i) Life skill questionnaire, (ii) Gender equity questionnaire. It had covered detail of the name, class, gender, religion, caste and category. The difference between means scores was subjected to a test of statistical significance. The t test was applied for test of significance.
Operational Definition of the Term
Used Value Education
The term value education refers to "The education of children about the values" Value education is taken as subject who is taught in schools.
Indian Animation Stories
Animated stories based on Indian mythology and epics like Panchtantra, Jataka Tales,
Ramayana, Bhagvad Geeta and
Mahabharata etc.
Other Backward Classes
The OBCs are other than SCs and STs, and who are also socially and educationally backward in comparison to other advanced section of the Society [11].
Life Skills
with the demands and challenges of everyday life" [12].
Gender Equity
"Gender equity means fairness of treatment for women and men, according to their respective needs. This may include equal treatment, or treatment that is different but which is considered equivalent in terms of
right, benefits, obligations and
opportunities" [13].
Adolescents
For the purpose of this study a student boy or girl studying in high school in any recognized or private school is considered as adolescent.
Need and Justification of the Study
The study was undertaken because of universal importance given to adolescents. Majority of the adolescents of OBC have been traditionally, historically deprived of socioeconomic opportunities and educational rights. The impact of caste based discrimination is seen in poor academic achievements and performances along with emotional problems such as tension, frustration, isolation, humiliation and distortion of self-identity and self-esteem among OBC adolescents. The education is the essential element for the assurance of
development socially and economically. Here value education plays an important role. It is essentially a matter of educating the feeling and emotion. Therefore, we need social reform through value education dealing specifically with human values. Hence two dimensions of value education were selected viz. life skill and gender
equity.
Life skills enable individual to translate knowledge and attitudes in actual abilities. Acquisition and application of life skills influence the way we feel, are influenced and are perceived by others. They therefore help in promotion of mental, physical and social well being, (CBSE and WHO 1994).
Therefore Indian animation stories were taken as teaching aid to inculcate the value which would help OBC students in developing their personality self awareness, empathy and coping with strong emotions.
Findings
Impact of Indian animated stories on the understanding of gender equity and life skills of OBC adolescents were examined. The tables given below present means, SD and t- values of the same.
Table 1: Showing mean, S.D. and t scores of control group (n=100)
S. No. Test Pre Test Mean Post Test Pre Test S.D. Post Test t scores
1 Life Skill 65.82 68 9.79 13.36 1.32
2 Gender Equity 62 63 16.66 14.35 .113
Table 2: showing mean, S.D. and t scores of experimental group (n=100)
S.No. Test Pre Test Mean Post Test Pre Test S.D. Post Test t scores
1 Life Skill 65.8 74 9.79 16.24 4.55
2 Gender Equity 62.5 65.8 11.5 18.63 1.36
As it can be seen from the Table- 1 &2 above, mean scores were 74 in post test for life skill in experimental group which is higher than post test (68) in control group.
the control group for life skills and gender equity showed that there was no significant difference in both the tests i.e. pre and post. But in experimental group, the t-scores for life skills (t=4.55) showed significant difference at.05 level and there is no significant difference in gender equity (t=1.36) in pre and post tests. Higher mean values showed higher effectiveness of animation stories.
Conclusion
Life skill education and knowledge of gender equity is must for all students especially the OBC adolescents which help them to deal effectively with life's challenges. Present study demonstrated influential effect of Indian animation stories on OBC student's life skills and understanding of gender equity. This result is also supported by few researches such as Rosen Y, [10], this study revealed that the use of animated movies was found to have positive effect on students. Barak and Dori, [14], Dori and
Belcher [15] found that the animations can be employed for enhancing the transitions from abstract to concrete mental operations. The study done by Babu, R, Vimala [16] on
impact of multimedia methods in
accountancy learning at higher secondary level also supports the above results which revealed positive effect of multimedia methods in accountancy learning in students. In light of positive results
described in this research, it is
recommended to encourage teachers from both value education and all the disciplines to integrate the use of animated movies, along with other educational activities. Life skill training is an efficacious tool for empowering the youth to act responsibly, take initiative and take control, (CBSE). Life skill education promotes the development of positive self esteem and teaches anger control, which is the need of OBC adolescents. So along with life skill education other aspects of value education are the only mean which can give to OBC adolescents the right direction [20].
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