Vol 5, No 06 (2017)

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Sohel Rana Sarkar, Dr. Abhijit GuhaIJSRE Volume 05 Issue 06 June 2017 Page 6657

Volume||5||Issue||06||June-2017||Pages-6657-6666||ISSN(e):2321-7545 Website: http://ijsae.in

Index Copernicus Value- 56.65 DOI: http://dx.doi.org/10.18535/ijsre/v5i06.20

The present status of Interpersonal Management skill of Secondary level school

students

Authors

Sohel Rana Sarkar1, Dr. Abhijit Guha2 1

JRF, Ramakrishna Mission Sikshanamandira, Belur Math, India 2

Associate Proffesor, Ramakrishna Mission Sikshanamandira, Belur Math, India Email- [email protected], [email protected]

ABSTRACT

Interpersonal management of students is the necessary management skill required to communicate and interact with their parents, classmates, teachers, peer groups. Well develop interpersonal management skills may help in peaceful and balanced communication among the students. Interpersonal management skills of students describe how they interact with others, whether in a formal or informal settings. It is considered to refer to a student’s ability to maintain an amiable environment with another while efficiently completing that which is required in their role. The interpersonal management of students may identify by their ability of listening skill, managing emotions, verbal communication, working in team, personal maintenance etc.

The present researchers make the quest of study to know the present situation of interpersonal management skills of secondary school students. A quantitative descriptive survey done on 689 randamised sample which analyzed through SPSS.

Key words: Interpersonal Management, Adjustment, Students

INTRODUCTION

Interpersonal skills are the life skills we use every day when we communicate and interact with other people, both individually and in groups.

Interpersonal skills are those which help a person communicate well. As the name says interpersonal, it means when the communication takes place between two individuals, then the communication is said to be interpersonal. The communication can take place in any form like verbally, non verbally, through gestures, through eye moments, different postures and so on. In order to make interpersonal communication successful both the people must have a common interest in field of experience. Without the same field of experience, the interpersonal communication won‟t take place. In order to develop excellent interpersonal skills, one must follow the given points:

Try to talk to as many people as you can. This is necessary because, the more you will talk to people, the more you will come to know about the knack of knowing and talking, hence the interpersonal skills will be improved.

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Sohel Rana Sarkar, Dr. Abhijit GuhaIJSRE Volume 05 Issue 06 June 2017 Page 6658 the knack of knowing and talking, hence the interpersonal skills will be improved. Try to understand the interest and field of the individuals. This is also very important because unless you understand people, you will not come to know about them. The more you try and understand the background of the people, their interest and the foundation, the more easy will it be for you to communicate.

Emargence of the study

When it comes to „what makes a good student‟, this is considered to be the most important thing. As no individual can become a student unless he or she is not able to communicate well. A student is required to share his or her thinking, questioning, experience with the teachers, classmates, peers, pararents etc which demands interaction. More the interaction, more will be the successful communication. The student is not a complete student without best interpersonal skills including communication skills. Even if a student has good quality of itellect, but sometimes s/he is not able to achieve the highest extend of learning, then he or she is not considered a good student. So, every student is required to have interpersonal skills. That why the present researchers make the quest of study to know the present situation of interpersonal management skills of secondary school students of west Bengal

OBJECTIVE

 O1- To study and compare the students‟ interpersonal management skill under different categories i.e. Sex (Boy, Girl), Location of school (Urban, Rural), Student‟s Parents education (under Matric, Matric/HS, graduation/above graduation), Institution types (Non RKM schools under WBBSE, Non RKM schools under WBBME, RKM schools under WBBSE)

Hypotheses

 H013- There would be no significant difference between boy and girl students in their mean scores of interpersonal management.

 H014- There would be no significant difference between urban & rural students in their mean scores of interpersonal management.

 H015- There would be no significant difference between urban boy & rural boy students in their mean scores of interpersonal management.

 H016- There would be no significant difference between urban girl & rural girl students in their mean scores of interpersonal management.

 H017- There would be no significant difference among student of different parental education levels in their mean scores of interpersonal management.

 H018- There would be no significant difference among the students in their scores of interpersonal management under different institute type.

DELIMITATION OF THE STUDY

1. The present delimited to only interpersonal management skills of students.

2. The present study delimited to four categorical variables as Sex (Boy, Girl), Location of school (Urban, Rural), Student‟s Parental education (under Matric, Matric/HS, graduation/above graduation) and Institution types (Non RKM schools under WBBSE, Non RKM schools under WBBME, RKM schools under WBBSE).

3. The present study delimited to only Bengali medium schools of west Bengal.

4. The present study delimited to the sample only from schools under WBBSE, WBBME and RK Mission.

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LITERATURE REVIEW

Variables Selected studies

Interrelationships, social relations, Family relationship and emotional intelligence

Vickers, et al. (2014), Maria, A., & Garcia, A. (2013), Bhatia, G. (2012).

Adjustment, Emotional Intelligence and Adjustment

Kumar, A., & Thapar, V. (2015), Bharvad, M. B. (2015), Paramanik, J., Saha, B., & Mondal, B. C. (2014), Patel, H. T. (2013),

Rajeswari, S., & Eljo, J.O.J.G. (2013), Jdaitawi et al. (2012)

Emotional Intelligence and

Academic

Achievement, Achievement Motivation

Nasir, M., & Masrur, R. (2010), Shipley , N.L., Jackson , M.J., & Segrest, S.L. (2012), Kumar, V.V., Manju , M., & Maheshwari, N. (2013).

Emotional Intelligence and Self Esteem

Bibi , S., Saqlain, S., & Mussawar, B. (2016).

Research gaps

From the above systematic review of literature some knowledge gaps were found and as following –

a. A negligible amount of research has found at national and international level to measure interpersonal management of students either individually or in a combination.

b. No proper research has found at state level, i.e. in the context of West Bengal, to measure the Interpersonal management of students

Design of the study

This study was done trough descriptive survey study i.e. it was a quantitative and descriptive study. IMSSS (Interpersonal Management of School Student Scale) had been analyzed quantitatively.

Variables

Major variables:

 Interpersonal management

Categorical variables: Sex

 Boy

 Girl

Location of school

 Urban (schools under municipality or corporation)

 Rural (schools under gram panchayat )

Students’ Parental education.

 Students whose parents have Under Matric qualification

 Students whose parents have Matric or Higher Secondary qualification

 Students whose parents have Graduate and above qualification

Institution types

 Non RKM schools under West Bengal Board of Secondary Education (Further represent as WBBSE schools)

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 RKM schools under West Bengal Board of Secondary Education (Further represent as RKM schools)

Sample and Sampling procedure

To constitute the sample, at first three types of schools (under WBBSE, WBBME as well as RKM) were randomly selected on the bases of diverse characteristics of West Bengal from all the districts (Except Kalimpong: no Bengali medium school founded). The students selected from boys and co-ed schools under urban (municipality or corporation) and rural (panchayat) areas. Among 703 samples 24 samples were removed due to outlier, remain 679 secondary school students under WBBSE, WBBME and RKM schools were selected as sample for the study. The sample has randomness in nature.

Sample stucture_ Interpersonal Management of Students

Ge nde r B oy Gir l L oc ati on of s chool ur ba n rur al P ar ental educ ati ona l status Unde r matr ic M atr ic /

higher seconda

r y Gr adua t e and above Ins ti tut ion

type _WB

B S E W B B M

E RKM

IS

S

ION

390 289 172 507 253 246 180 273 199 207

P er ce nt 57. 4 42. 6 P er ce nt 25. 3 74. 7 P er ce nt 37. 3 36. 2 26. 5 P er ce nt 37. 3 36. 2 26. 5 T otal

679 Total 679 Total 679 Total 679

Tools:

Interpersonal Management Scale for school student (IMSSS)

The scale would be constructed by the investigator. The categories of responses would be likert type i.e. strongly agree, agree, disagree, strongly disagree and 4, 3, 2, 1 would be the respective scores awarded for the responses. Some item would be negative in nature and the scoring would be done in reverse order.

Validity and reliability of the tools

For the validity and reliability of the IMSS scale the researcher formulated item pool of 53 items. To check the content validity of the items expert rating was done. The experts were asked to rate each item with respect to three categories viz. perfectly suitable, nearly suitable and not suitable. Three experts were selected for the rating purpose. The researcher rejected those items which were rated as not suitable by any one of the expert or which were rated as nearly suitable by any two of them. Through this process, the researcher got 43 items for this IMSS scale.

Reliability of the scale was computed by using Cronbach‟s Alpha through SPSS 22.0 version and was found .735 and it has a good alpha value and it was acceptable.

Interpersonal Management Scale for school student

Reliability Scale Statistics

Cronbach's Alpha N of Items Mean Variance Std. Deviation N of Items

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Data is nearly normal distribution

Findings

Fate of

hypotheses Statistical Test

Major Variable

Categories for

comparison Findings

H013 Rejected „t‟ Test

INT E R P E R S ON AL M AN AG E M E NT OF S T UD E NT S

Sex (Boys Vs Girls) Significently Different

(Boys>Girls) H014 Not

Rejected „t‟ Test

Location of school (Urban Vs Rural)

Not Significently Different (Urban>Rural)

H015 Not

Rejected „t‟ Test

Urban boys Vs Rural boys

Not Significently Different (Urban boys<Rural boys)

H016 Rejected „t‟ Test

Urban girls Vs Rural girls

Significently Different (Urban

girls>Rural girls)

H017 Rejected

ANOVA

Student‟s Parental

education (under Matric, Matric/HS,

graduation/above graduation)

Significently Different

Further „t‟ Test Promoted

under Matric Vs

Matric/HS

Significently Different (under

Matric<Matric/HS)

under Matric Vs

graduation/above graduation

Significently Different (under

Matric<graduation/above graduation)

Matric/HS, Vs

graduation/above

(Matric/HS<graduation/above

Data recieved from Interpersonal Management Scale for school student (IMSSS)

Descriptives Statistic Std. Error

Mean 133.464 .4370

95% Confidence Interval for Mean Lower Bound 132.606

Upper Bound 134.322

5% Trimmed Mean 133.540

Median 134.000

Variance 129.689

Std. Deviation 11.3881

Minimum 101.0

Maximum 162.0

Range 61.0

Interquartile Range 17.0

Skewness -.070 .094

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graduation graduation)

H018 Rejected

ANOVA

Institution types

(Schools under

WBBSE, WBBME,

RKM)

Further „t‟ Test Promoted

Schools under WBBSE Vs WBBME

Significently Different (Schools under WBBSE>WBBME)

Schools under WBBSE Vs RKM

Significently Different (Schools under WBBSE<RKM)

Schools under WBBME Vs RKM

Significently Different (Schools under WBBME<RKM)

Discussions related to the interpersonal management of students:

1. The mean score of IMSSS among 679 students of west Bengal was found 133.464(mean score 133.464 ÷ scale item no 43 = 3.103 which fall into strongly agree category in concern scale), which is above the average (score ranged from 43 to 172). Thus, from the statistics it may assume that school students of west Bengal shows a moderate positive interpersonal management.

Rajeswari & Eljo (2013) stated that majority (71 percent) of the respondents has low level of emotional adjustment and only (29 percent) of the respondents have high level of emotional adjustment, which represent the contrary of the present result.

2. The boy students are significantly different from girl students in respect to their interpersonal management. The mean score of Boys student (134.964) of IMSSS was higher than the Girls student (131.439). It means that boy student possesses more positive interpersonal management than the girl student.

The present research finding consistent with earlier study of academic research on psychological gender differences which has shown that while women use communication as a tool to enhance social connections and create relationships, men use language to exert dominance and achieve tangible outcomes (Leaper, 1991; Maltz & Borker, 1982; Wood, 1996; Mason, 1994). Baslow & Rubenfield (2003) found that the gender differences across communication styles. Kumar & Patil (2006) revealed that there is significant difference between emotional intelligence of male and female student teachers. Patel (2013) stated that gender had significantly effect on students EQ at 0.01 levels. Reddy (2014) predicted that “there would be significant impact of Gender on emotional intelligence among degree college students”. But some other research also present contrary results- Rajeswari & Eljo (2013) presented that there is no significant difference between the gender and the level of emotional adjustment (z = 1.124, P> 0.05) of the respondents. The findings of this study is consistent with the study made by Winga Maureen(2011) who revealed that there is no significant difference between gender and school adjustment of the adolescent students where mean scores male was 42.1505 and Female was 43.2710.

The probable reason may be the boy students use communication as a tool to enhance social connections and create relationships, boy students are overall more expressive and normal in conversation, boy students value their independence, they view conversations as a way to establish and maintain the relationships. On the other hand, girl students to offer unnecessary discussions of interpersonal problems, girl students are also typically known to have a less clear focus on their relationships and end their individual identities, they strive to be more social in their interactions with others.

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Sohel Rana Sarkar, Dr. Abhijit GuhaIJSRE Volume 05 Issue 06 June 2017 Page 6663 (133.245). It means that urban student possesses more positive interpersonal management than the rural student.

Rajeswari & Eljo (2013) indicated that there is no significant difference between the domicile and the level of emotional adjustment (z = 1.175, P>0.05) which is the conformity of present finding. 4. The urban boy students are not significantly different from rural boy students in respect to their

interpersonal management. The interpersonal management mean score of urban boy student (134.129) of IMSSS was slightly higher than the rural boy student (135.318). It means that urban boy student possesses more positive interpersonal management than the rural boy student may be because of the urban boy students are more extrovert and smart to deal with others.

5. The urban girl students are significantly different from rural girl students in respect to their interpersonal management. The interpersonal management mean score of urban girl student (134.071) of IMSSS was higher than the rural girl student (130.807). It means that urban girl student possesses more positive interpersonal management than the rural girl student because may be the rural girl shyer and reserved, and more probably they love to stay in home in maximum time.

6. There is significant difference among the groups (Students whose parents are Under Matric, Students whose parents are Matric or Higher Secondary and Students whose parents are Graduate or above qualified) in respect to their interpersonal management.

a. Students whose parents are Under Matric qualified are significantly different from Students whose parents are Matric or Higher Secondary qualified in respect to their interpersonal management. The mean score of Students whose parents are Matric or Higher Secondary qualified (132.976) of IMSSS was higher than the Students whose parents are Under Matric qualified (130.178). It means that Students whose parents are Matric or Higher Secondary qualified possesses more positive interpersonal management than the Students whose parents are Under Matric qualified.

b. Students whose parents are Under Matric qualified are significantly different from Students whose parents are graduate or above qualified in respect to their interpersonal management. The mean score of Students whose parents are graduate or above qualified (138.750) of IMSSS was higher than the Students whose parents are Under Matric qualified (130.178). It means that Students whose parents are graduate or above qualified possesses more positive interpersonal management than the Students whose parents are Under Matric qualified.

c. The Students whose parents are Matric or higher secondary qualified are significantly different from Students whose parents are graduate or above qualified in respect to their interpersonal management. The mean score of Students whose parents are graduate or above qualified (138.750) of IMSSS was higher than the Students whose parents are Matric/higher secondary qualified (132.976). It means that Students whose parents are graduate or above qualified possesses more positive interpersonal management than the Students whose parents are Matric/higher secondary qualified.

A study published by researchers at North Carolina State University, Brigham Young University and the University of California-Irvine, finds that the parental involvement- checking homework, attending school meetings and events, discussing school activities at home- has a more powerful influence on students‟ any performance than anything about the school the students attend which represent the present research finding. So, government should take more concern of parental education to promote the interpersonal management skills of students because the present research shows 73% parents are in metric/higher secondary or below matric (10th standard) qualified.

7. There is significant difference among the groups (WBBSE schools, WBBME schools and RKM schools) in respect to their interpersonal management.

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Sohel Rana Sarkar, Dr. Abhijit GuhaIJSRE Volume 05 Issue 06 June 2017 Page 6664 (132.670) of IMSSS was higher than the Students of WBBME school (129.246). It means that Students of WBBSE school possesses more positive interpersonal management than the Students of WBBME school.

b. The Students of WBBSE School are significantly different from students of RK Mission School in respect to their interpersonal management. The mean score of Students of RKM school (138.565) of IMSSS was higher than the Students of WBBSE school (132.670). It means that Students of RKM school possesses more positive interpersonal management than the Students of WBBSE school.

c. The Students of WBBME School are significantly different from students of RK Mission School in respect to their interpersonal management. The mean score of Students of RKM school (138.565) of IMSSS was higher than the Students of WBBME school (129.246). It means that Students of RKM school possesses more positive interpersonal management than the Students of WBBME school.

Schools under Ramakrishna Mission posses best in interpersonal management skill of students in west Bengal may be for some positive reseon like; the students under the RKM school are flexible towards its inmates irrespective of cast, creed and religion. The RKM also prove a positive ambiance with very affectionate student teacher, student student relationship etc.

Educational implication related to the interpersonal management of students:

The present study has educational implication with respect to the interpersonal management of students in West Bengal as follows:

1. Students, parents, teachers and policy maker will know and understand about the present status of the interpersonal management of in West Bengal.

2. The study helps to know the difference between the boy student and girl student in respect to their interpersonal management skill.

3. The study helps to know the difference between the urban girl students and rural girl students in respect to their interpersonal management skill.

4. The study helps to know the difference among the groups of students‟ interpersonal management skill concern to their parental educational qualification. Here, the student having parents of higher educational qualification promotes higher score on interpersonal management skill. So, it helps to understand the impact of parents‟ higher educational qualification, which play a important factor to their child. Hence, the government could give more emphasis to educate the illiterate or below qualified parents through promoting adult education.

5. The study helps to know the difference among student on their interpersonal management skill concern to their types of schools (WBBSE schools, WBBME schools and RKM schools). Here, the student studying in Ramakrishna Mission School achieved higher score on interpersonal management skill. So, it helps to understand the impact of Ramakrishna Mission School, which play an important factor to their student. Hence, the government could give more emphasis to promote Ramakrishna Mission Schools as the model school in West Bengal.

CONCLUSION

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Sohel Rana Sarkar, Dr. Abhijit GuhaIJSRE Volume 05 Issue 06 June 2017 Page 6665 the interpersonal management skill. Hence, the government could give more emphasis to promote both- student‟s parental educational qualified through adult education and Ramakrishna Mission Schools as the model school in West Bengal to achieve the more positive result which will promote more positive interpersonal management skill of students in India.

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