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INTRODUCTION
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CHAPTER I
I.1 INTRODUCTION
The word `stress` is defined by the Oxford Dictionary as "a state of affair
involving demand on physical or mental energy". A condition or circumstance (not
always adverse), which can disturb the normal physiological and psychological
functioning of an individual. In medical parlance `stress` is defined as a perturbation of
the body`s homeostasis. This demand on mind-body occurs when it tries to cope with
incessant changes in life. A `stress` condition seems `relative` in nature. Extreme stress
conditions, psychologists say, are detrimental to human health but in moderation stress is
normal and, in many cases, proves useful. Stress, nonetheless, is synonymous with
negative conditions. Today, with the rapid diversification of human activity, we come
face to face with numerous causes of stress and the symptoms of anxiety anddepression.
"Nothing gives one person so much advantage over another as to remain always
Cool and unruffled under all circumstances."
—Thomas Jefferson
Stress and anxiety in children and teenagers are just as prevalent as in adults.
Stressed out and negligent parents, high expectations in academic or other performances,
abused or deprived childhood, growing up tensions and demand for familial
responsibility are the main causes of childhood and teen stress. Parents, who are not
emotionally available for their children or lack positive coping mechanisms themselves,
often spur stress in their offspring.
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Stressed children show signs of emotional disabilities, aggressive behavior,
shyness, social phobia and often lack interest in otherwise enjoyable activities. Research
tells us that children, who are forced to live on prematurely adult levels, sometimes
become oppositional to following the parents` rules (or those of society). Such children
tend to respond to stressors with aggression And indignation.
Many teenagers tend to become nonconformists and fall prey to teenage
depression in response to a variety of growing up anxieties. However, stress induced
fears and anxiety in children adversely affect children`s performances at various levels.
In a challenging situation the brain prepares the body for defensive action—the
fight or flight response by releasing stress hormones, namely, cortisone and adrenaline.
These hormones raise the blood pressure and the body prepares to react to the situation.
With a concrete defensive action (fight response) the stress hormones in the blood get
used up, entailing reduced stress effects and symptoms of anxiety.
Stress can cause headaches, irritable bowel syndrome, eating disorder, allergies,
insomnia, backaches, frequent cold and fatigue to diseases such as hypertension, asthma,
diabetes, heart ailments and even cancer. In fact, Sanjay Chugh, a leading Indian
psychologist, says that 70 per cent to 90 per cent of adults visit primary care physicians
for stress-related problems. Scary enough. But where do we err?
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Stress is a normal physical response to events that make you feel threatened or
upset your balance in some way. When you sense danger – whether it’s real or imagined
– the body's defenses kick into high gear in a rapid, automatic process known as the
“fight-or-flight” reaction, or the stress response.
The stress response is the body’s way of protecting you. When working properly,
it helps you stay focused, energetic, and alert. In emergency situations, stress can save
your life – giving you extra strength to defend yourself, for example, or spurring you to
slam on the brakes to avoid an accident.
The stress response also helps you rise to meet challenges. Stress is what keeps
you on your toes during a presentation at work, sharpens your concentration when you’re
attempting the game-winning free throw, or drives you to study for an exam when you'd
rather be watching TV.
But beyond a certain point, stress stops being helpful and starts causing major
damage to your health, your mood, your productivity, your relationships, and your quality
of life.
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Things that influence your stress tolerance level
Your support network – A strong network of supportive friends and family
members is an enormous buffer against life’s stressors. On the flip side, the more
lonely and isolated you are, the greater your vulnerability to stress.
Your sense of control – If you have confidence in yourself and your ability to
influence events and persevere through challenges, it’s easier to take stress in
stride. People who are vulnerable to stress tend to feel like things are out of their
control.
Your attitude and outlook – Stress-hardy people have an optimistic attitude.
They tend to embrace challenges, have a strong sense of humor, accept that
change is a part of life, and believe in a higher power or purpose.
Your ability to deal with your emotions. You’re extremely vulnerable to stress
if you don’t know how to calm and soothe yourself when you’re feeling sad,
angry, or afraid. The ability to bring your emotions into balance helps you bounce
back from adversity.
Your knowledge and preparation – The more you know about a stressful
situation, including how long it will last and what to expect, the easier it is to
cope. For example, if you go into surgery with a realistic picture of what to expect
post-op, a painful recovery will be less traumatic than if you were expecting to
bounce back immediately.
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Physical Stressors
Excess anger
Sleep debt
Unrealistic beliefs
Excess/to little exercise
Health worries
Poor diet
Unrealistic expectations
Drug misuse
Excessive worrying
Alcohol misuse
Unhappy childhood
Excess heat
Unemployment
Excess caffeine
Financial problems
Excess cold
Perfectionism
Illness
Loneliness
Smoking
Low self esteem
Lack of relaxation
People pleasing
Surgery
Boredom
Chronic pain
Negative self talk
Personality
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Exams Excess noise
Stress affects each of the five dimensions of health: physical, mental, emotional,
social, and spiritual. Examples of "distressors" (negative stressors) that children and
adolescents may confront within these dimensions include: illness, injury, inadequate
nutrition, and low levels of physical fitness (physical dimension); pressures to excel in
academic and extracurricular activities, depression, and anxiety (mental/emotional
dimension); relational issues, peer pressure, and dysfunctional family lives (social
dimension); and inability to find purpose in life or to understand how individual lives
contribute to a much larger and grander universe (spiritual dimension).
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The study is also important since it may help identifying the nature of stress on
the students are identified. The parents and the schools has to concentrate on the students
about the issues of stress among them.
The stress response floods your body with chemicals that prepare you for “fight or
flight.” But while the stress response is helpful in true emergency situations where you
must be alert, it wears your body down when constantly activated.
The relaxation response brings your system back into balance: deepening your
breathing, reducing stress hormones, slowing down your heart rate and blood pressure,
and relaxing your muscles.
In addition to its calming physical effects, research shows that the relaxation
response also increases energy and focus, combats illness, relieves aches and pains,
heightens problem-solving abilities, and boosts motivation and productivity. Best of all –
with a little practice – anyone can reap these benefits.
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I.2 NEED FOR THE STUDY
The study is needed to find out what the reasons of stresses faced by the students
are and what are the problems faced due to the stress.
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Pain of any kind
Heart disease
Digestive problems
Sleep problems
Depression
Obesity
Autoimmune diseases
Primary Objective
The primary objective is to study on stress among the students of 12 th standard.
Secondary Objective
To study the level of satisfaction of the students about their higher education.
To know the responsibility of the parents regarding their children’s higher
education students.
To give suggestions to the parents and the schools about their stress.
I.5 RESEARCH METHODOLOGY
RESEARCH DESIGN
The research study is descriptive in nature. Describing the characteristics of a
particular individual or a group studies concerned with specific descriptive research
studies. This study on stress among +2 students is descriptive in nature.
SAMPLING DESIGN
POPULATION:
Here the population constitutes students of +2 higher secondary educations in
sulur.
SAMPLING TECHNIQUES
Simple Random sampling method was used to collect data from the
students.
SAMPLE UNIT:
Students in sulur.
SAMPLE SIZE
The number of samples selected from the population constitutes the sample
size. A sample size of 100 was taken.
SOURCES OF DATA
The Secondary Data were collected from magazines, schools and internet.
DATA COLLECTION METHOD
QUESTIONNAIRE
The questionnaire includes both open ended and closed ended questions
with multiple choices, Open-ended questions enable wide range of responses, and this
enables the respondent to express his views in his own words. However this is difficult
to tabulate and analyze.
PERCENTAGE ANALYSIS
This is a univariate analysis where the percentage of a particular factor with
different categories is calculated, in order to help one get fair idea regarding the sample
and thereby that of the population.
I.6 LIMITATIONS OF THE STUDY
CHAPTER-II
Review of the literature
CHAPTER-III
Profile of sulur
Profile of the institutions
CHAPTER-IV
Analysis and data interpretation of data
CHAPTER-V
Findings
Suggestion
Conclusion
BIBLIOGRAPHY
Chapter-II
Review of literature
CHAPTER II
it’s a question that has beguiled many prominent researchers of this era.
The term itself is amorphous and sustains the difficulty in discerning its meaning.
Definitions of stress range from metallurgical strain to one’s emotional wits end.
Although convergence on a common definition of stress is highly desirable, the
scientific community has not been able to do so. Instead, the research literature
reflects wide and divergent opinions concerning stress.
Stokes and Kite (2001) suggest that the term’s versatility (its range of
application), is its undoing as useful scientific term or concept, and they are not
alone in this assertion (Tepas & Price, 2001).Accordingly, stress can be viewed
as, “…an agent, circumstance, situation, or variable that disturbs the ‘normal’
functioning of the individual…stress [is also] seen as an effect—that is the disturbed
state itself…this bifurcation of meaning is arguably the most fundamental source of
the confusion surrounding the stress concept.” (p. 109). Stokes and Kite contend
that there are no psychological stressors in any absolute, objective sense.
In their review of the construct and its evolution, they assert that there are
two traditional models of psychological stress, stimulus-based and response-based.
The stimulus-based stress approach assumes certain conditions to be stressful and
dubs these stressors (i.e., workload, heat and cold, time pressure, etc.). Historically
this has resulted in researchers selecting such exogenous variables, applying them
experimentally, and concluding that the outcome witnessed was likely the result of
a “stress” manipulation. The approach is based on an engineering analogy
(mechanical stress and emotional strain) that Stokes and Kite contend is
inadequate. They argue that this model ignores individual differences, does not
evaluate circumstances, and leaves out emotion—we are not just machines that react
to environmental stimuli.
The response-based stress approach holds that stress is defined by the pattern
of responses (i.e.,behavioral, cognitive, and affective) that result from exposure to a
given stressor. In contrast to the stimulus-based approach, these variables can be
considered endogenous or coming from within the individual. This model has relied
heavily on the work of Yerkes and Dodson (1908) and later Selye (1956) and
found its emphasis in physiological dimensions (this evolution is described in more
detail in the following section).
Stokes and Kite (2001) suggested that physiological measures have failed to
provide a complete understanding of the human stress response and do not
necessarily equate to psychological stress, and thus a third approach to
understanding the human stress response has emerged—the transactional model.
Transactional models view stress as the interaction between the environment and
individual, emphasizing the role of the individual’s appraisal of situations in
shaping their responses. From the transactional approach, stress is defined as, “…the
result of a mismatch between individuals’ perceptions of the demands of the task
or situation and their perceptions of the resources for coping with them.” (p. 116).
The fundamental assumptions underlying this approach are discussed in greater
detail during a review of the cognitive appraisal literature.
There seem to be as many definitions of stress as there are stress researchers.
Adding to the difficulty in finding an adequate definition for stress is the fact that
the term is used in association with so many different constructs. For instance,
Tepas and Price (2001) suggested that stress is commonly connected to the
following concepts: adaptation, anxiety, arousal, burnout, coping, exertion,
exhaustion, exposure, fatigue, hardiness, mental load, repetitiveness, strain, stressor,
and tension. Given the formidable breadth of the domain it is not difficult to see why
stress as a construct has become unwieldy for most researchers.
While McGrath’s (1976) definition of stress provides a high-level concept of
stress, it says little if anything about how stress affects human performance. To do
so requires a theory of underlying mechanisms. Unfortunately, no unitary framework
has gained consensus by the scientific community. Instead, several theories have been
proposed and debated.
To understand how the scientific community first came to support arousal
theory we must go back to the turn of the twentieth century, specifically to the
work of Yerkes and Dodson (1908). Yerkes and Dodson examined mice involved in a
simple learning task. The task put before the mice was to learn to discern a white
from a black doorway and pathway (and to refrain from walking down the black
pathway). Thus performance was measured by how many attempts the mice made
prior to learning that exploring the dark pathway was not a good idea. Electric shock
was the aversive stimulus used to shape the animals’ behavior. Although it is unclear
as to how well these shocks were calibrated, different intensities of shock were used
to study the effect they had on the mice’s learning.
The results of this study suggested that when mice are shocked with high-
intensity electricity, they are quicker to go the other way, in this case through the
white doorway and down the white path, than when one uses low-intensity shocks.
This became the first Yerkes-Dodson principle, later becoming a “law” of performance.
Chapter-III
Profile of the institution &
SULUR
CHAPTER III
History
The history of Sulur dates back to about 2300 years ago; ancient coins dating
back to third century BC have been found at Sulur. During the ninth century AD,
Adithya Cholan introduced agriculture in Sulur. The Sulur Reservoir was constructed
during the reign of Adithya Chola. The Sulur pond was reconstructed in thirteenth
century AD during the rule of Sundra Pandian.
Sulur was called Suralur until the ninth century and from the ninth century to
fourteenth century it was called Ariyapirati Nallur, during the regime of Adithya Chola.
Until the eighteenth century it was called Sundrapandiya Nallur, during the regime of
Sundra Pandiyan. From eighteenth century it was called Suranur, which in due course
got transformed to Sulur.
There are several theories for this name; it may be for a type of sugar cane,
Sural, or for a previous ruler, Suranoor. The Megalithic pottery[sulur dish] dating back
to first century has been found in archeological digs at sulur and is currently in display
at the British Museum, London(No:1935.4-19.15). The inscriptions on the pottery
might even be from the harappa civilization.
Sulur has many cotton mills and provides employment to approximately 5,000
to 10,000 people from the surrounding area. Most of the people who cannot continue
their studies after school join these mills and the knitwear companies of Tirupur. The
local market (Sulur Sandhai) opens near the banks of Sulur river every Friday. People
from Sulur and from the nearby villages gather here and sell their vegetables and fruits.
The people of Sulur are known for their hospitality. The 'Pongal Vizha'
conducted in Sulur is very popular. This Pongal Vizha is conducted in "Anna
Kalaiarangam" which is the common stage in Sulur where all the get-togethers happen.
It is an annual event which encourages people from ages 6–60 to participate in a variety
of games/events. It serves as a platform to bring in hidden talents from young kids to
their grandparents.
The Sulur Panchayat board started functioning on 30 August 1892. The Sulur
police station came into existence in 1861 during the British rule. Until 1920, the police
station was near the girls' high school. After that it got shifted to Trichy road.The
Registrar Office opened on 1 January 1884. The Electricity board opened in Sulur on 1
November 1933, and the Telephone Exchange opened on 31 July 1961.The Sulur Post
Office was opened in June 1882. The Sulur Telegram Office opened on1 February 1948
in the today's post office.
Educational institutions
The current Govt Boys Higher Secondary School was founded in 1889 as
Thiruvengadanathar Upper Primary School. Over the course of many years, the school
has grown to the level of a higher secondary school. Its chronological progress is listed
below:
April 1925 - Taluk Board Higher Elementary School, June 1926 - Zilla Board
Middle School June 1938 - Union, Kalagam)Board Secondary School July 1962 -
(Union, Kalagam)Board Boys Secondary School January 1966 - Govt Boys Secondary
School July 1978 - Govt Boys Higher Secondary School.
The Girls high school started in July, 1962 with 224 students. Its inauguration was
attended by the then Chief Minister of Tamil Nadu, Mr. Bhaktavasalam.
All the colleges in Sulur are run by the RVS group (Rathnavel Subramaniam
group), including the 'RVS Arts and Science College','RVS Pharmacy college' and
'RVS B.Ed College'.
III.2 PROFILE OF THE INSTITUTIONS
III.2.1 INTRODUCTION
A school (from Greek σχολή (scholē), originally meaning "leisure", and also
"that in which leisure is employed", "school"), is an institution designed to allow and
encourage students (or "pupils") to learn, under the supervision of teachers. Most
countries have systems of formal education, which is commonly compulsory. In these
systems, students progress through a series of schools. The names for these schools
vary by country (discussed in the Regional section below), but generally include
primary school for young children and secondary school for teenagers who have
completed primary education.
In addition to these core schools, students in a given country may also have
access to and attend schools both before and after primary and secondary education.
Kindergarten or pre-school provide some schooling to very young children (typically
ages 3–5). University, vocational school, college or seminary may be available after (or
in lieu of) secondary school. A school may also be dedicated to one particular field,
such as a school of economics or a school of dance. Alternative schools may provide
nontraditional curriculum and methods.
There are also non-government schools, called private schools. Private schools
may be for children with special needs when the government does not supply for them;
religious, such as Christian schools, hawzas, yeshivas and others; or schools that have a
higher standard of education or seek to foster other personal achievements. Schools for
adults include institutions of corporate training and Military education and training.
In homeschooling and online schools, teaching and learning take place outside
of a traditional school building.
COMPONENTS OF MOST SCHOOLS
Schools are organized spaces purposed for teaching and learning. The classrooms,
where teachers teach and students learn, are of central importance, but typical schools
have many other areas which may include:
Cafeteria (Commons), dining hall or canteen where students eat lunch and often
breakfast and snacks.
Athletic field, playground, gym, and/or track place where students participating
in sports or physical education practice
Auditorium or hall where student theatrical and musical productions can be
staged and where all-school events such as assemblies are held
Office where the administrative work of the school is done
Library where students consult and check out books and magazines and often
use computers
Specialized classrooms including laboratories for science education
Computer labs where computer-based work is done and the internet accessed
Stress
Schools and their teachers have always been under pressure — for instance,
pressure to cover the curriculum, to perform well in comparison to other schools, and to
avoid the stigma of being "soft" or "spoiling" toward students. Forms of discipline, such
as control over when students will and will not speak, and normalized behaviour, such
as raising one's hand to speak, are imposed in the name of greater efficiency.
Practitioners of critical pedagogy point out that such disciplinary measures have no
positive effect on student learning; indeed, some would argue that disciplinary practices
actually detract from learning since they undermine students' individual dignity and
sense of self-worth, the latter occupying a more primary role in students' hierarchy of
needs.
Regional terms
India
Under the British rule in India, Christian missionaries from England, USA and
other countries established missionary and boarding schools throughout the country.
Later as these schools gained in popularity, more were started and some gained
prestige. These schools marked the beginning of modern schooling in India and the
syllabus and calendar they followed became the benchmark for schools in modern
India. Today most of the schools follow the missionary school model in terms of
tutoring, subject / syllabus, governance etc...with minor changes. Schools in India range
from schools with large campuses with thousands of students and hefty fees to schools
where children are taught under a tree with a small / no campus and are totally free of
cost. There are various boards of schools in India, namely Central Board for Secondary
Education (CBSE), Council for the Indian School Certificate Examinations (CISCE),
Madrasa Boards of various states, Matriculation Boards of various states, State Boards
of various boards, Anglo Indian Board, and so on. The typical syllabus today includes
Language(s), Mathematics, Science - Physics, Chemistry, Biology, Geography, History,
General Knowledge, Information Technology / Computer Science etc... Extra curricular
activities include physical education / sports and cultural activities like music,
choreography, painting, theater / drama etc...
.
III.2.2 R.V.S. MATRICULATION HR.SEC.SCHOOL
It’s a secular institution which admits children of all classes. Care is taken to
maintain an atmosphere of social equality.
With its serene and quiet surroundings and ample facilities, the School is an
abode of learning with pleasure.
The school provided eco friendly environment and peaceful learning atmosphere
for the students. Greenery all around is rare nowadays it may be called the
“Santhinikethan” at Sulur.
COURSES OFFERED:
The school started with KG section in the year 1985 with 20 children has now
blossomed into 1025 children as on today. First set of X –Standard passed out in the
year 1989 and in the same year. The school had been upgraded into higher secondary
school offering
ACADEMIC IMPROVEMENT :
Monthly tests are conducted from June to April for I to IX Standard, Cyclic
Tests for X and XII Standard are conducted on every Saturdays. Every student is
encouraged to take one project work in Science. Minimum pass mark for each subject is
40%. A “Star” is given to first rank students in every test and Terminal Examinations.
Pre.KG to UKG Grades are given according to their level of achievements. We have
special norms for judging their progress.
III.2.3 GOVT BOYS AND GIRLS HIGHER SECOUNDRY SCHOOL SULUR
The current Govt Boys Higher Secondary School was founded in 1889 as
Thiruvengadanathar Upper Primary School. Over the course of many years, the school
has grown to the level of a higher secondary school. Its chronological progress is listed
below:
April 1925 - Taluk Board Higher Elementary School, June 1926 - Zilla Board
Middle School June 1938 - Union, Kalagam)Board Secondary School July 1962 -
(Union, Kalagam)Board Boys Secondary School January 1966 - Govt Boys Secondary
School July 1978 - Govt Boys Higher Secondary School.
The Girls high school started in July, 1962 with 224 students. Its inauguration
was attended by the then Chief Minister of Tamil Nadu, Mr. Bhaktavasala
COURSES OFFERED:
The school started with 6 th section in the year 1889 with 20 children has now
blossomed into 986 children as on today. The school had been upgraded into higher
secondary school offering
It’s a secular institution which admits children of all classes. Care is taken to
maintain an atmosphere of social equality.
With its serene and quiet surroundings and ample facilities, the School is an
abode of learning with pleasure.
The school provided eco friendly environment and peaceful learning atmosphere
for the students. Greenery all around is rare nowadays it may be called
the“Santhinikethan” at Sulur.
COURSES OFFERED:
The school started with KG section in the year 1991 with 39 children has now
blossomed into 823 children as on today. First set of X –Standard passed out in the year
1995 and in the same year. The school had been upgraded into higher secondary school
offering
Chapter-IV
Data analysis and
interpretation
CHAPTER IV
The fourth Chapter describes the research methodology adapted and it includes
the research design, Sampling Design, and Data Analysis techniques. Data Analysis and
Interpretation is designed in this chapter.
DATA ANALYSIS
The purpose of research is to find out an answer for the problem. Analysis of data
helps to find out an answer for the problem. By analysis we mean the computation of
certain measures or indices along with searching for patterns of relationships that exist
among the data. Here data has been analyzed by using percentage analysis and
diagrams.
Formula,.
From the above mentioned formula accordingly the percentage is calculated, and
data interpretation is made by tabulation.
TABLE IV.1- NO OF MALE & FEMALE RESPONDENTS
ANALYSIS
This table indicates that there are more male respondents compared with female.
Total male respondents 64%.Total female respondents 36%.
ANALYSIS
This table indicates that 64% of students had chosen the groups according to
their wish. 20% of them are chosen the groups by their parent’s intension.16% of
students are chosen the group by their friend’s compulsion.
Most of the students had chosen the group according to their wish
CHART IV.2.1 INFLUENCE IN GROUP SELECTIONS
TABLE IV.3 CHOICE OF ALTERNATIVE GROUP
ANALYSIS
This table represents that 36% of respondents are telling that if they had chosen
any other group they can do better. 64% of respondents are satisfied with current group
itself.
About 64% of the respondents are been satisfied with their group at present.
TABLE IV.3.1 CHOICE OF ALTERNATIVE GROUP
TABLE IV.4 READING TIMING IN MORNING
ANALYSIS
This table indicates that 78% of respondents are reading in the morning at 4-
5am.12% of respondents are reading in the morning at 5-6am. 10% of respondents are
not reading in the morning.
ANALYSIS
This table indicates that 64% of respondents are reading in the night till 12
am.36% of respondents are reading in the night till 11 pm.10% of respondents are not
reading in the night.
ANALYSIS
This table indicates that 82% of students are going to tuition.18% of them are
not going to tuition.
1. Maths only 12 12
2. Science only 8 8
3. Science and maths 60 60
4. All subjects 2 2
5. No tuition 18 18
6. TOTAL 100 100
ANALYSIS
This table indicates that no of students are going to tuition .12% of the students
are going to maths tuition only.8% are going to science tuition only.60% of them are
going to both tuition. 18% of them are not going to tuition.
More no of students are going to tuition. Particularly for science and maths
tuition .
CHART IV.6.2 TUITION SUBJECTS
TABLE IV.7 ATTITUDES TOWARDS READING
1. Some times 62 62
2. Always 16 16
3. never 22 22
4. TOTAL 100 100
ANALYSIS
This table indicates that some of the students felt irritated when they are
reading.About 62% of students of them are feeling irritating some times.16% of them
are feeling irritating at all point of time.22% of them felt not irritated.
Some of the students about 62% are feeling irritating while they are reading.
CHART IV.7.1 ATTITUDES TOWARDS READING
TABLE IV.8 STUDENT’S ATTITUDE TOWARDS THEIR SYLLABUS
1. Easy 68 68
2. Tough 0 0
3. ok 32 32
4. TOTAL 100 100
ANALYSIS
This table indicates that about 68% of the students are satisfied with their
subject syllabus.32% of them are somewhat they are satisfied.
The respondent is stating that they are been satisfied with their syllabus. No one
where telling that syllabus was tough.
CHART IV.8.1 STUDENT’S ATTITUDE TOWARDS THEIR SYLLABUS
TABLE IV.9 EXTRACURRICULAR CLASSES
ANALYSIS
This table indicates that around 13% of students are going to for extracurricular
classes.And 87% of them are not going for any classes.
Even though the students secondary higher education some of the students
around 13% of students are going for extracurricular classes.
CHART IV.9.1 EXTRACURRICULAR CLASSES
TABLE IV.10 ATTITUDES TOWARDS SPECIAL CLASSES
ANALYSIS
This table indicates that some of the students around 50% of them having
special classes in weekends. And some of 25% them are having rarely classes.And 25%
of them not having classes.
1. Yes 78 78
2. No 22 22
ANALYSIS
This table indicates that some of the students of 78% are not satisfied with the
special class and thing that it is a burden for them. Also some of them are been satisfied
with the special class.
Special class for the students in the weekends are been not satisfied to the
students and they are thing that it is a burden for them.
CHART IV.11.1 STUDENT’S ATTITUDE TOWARDS THEIR SPECIAL CLASS
TABLE IV.12 TIMES SPENDING WITH THE PARENTS
ANALYSIS
This table indicates that Some of 56% of them rarely spend with their
parents.Some of 32% will get time to spent with their parents. And 22% of them are
not having enough time to spend with their parents .
Some of the students are not having enough time to spend with their parents.
And some will get time.
CHART IV.12.1 TIMES SPENDING WITH THE PARENTS
TABLE IV.13 FINANCIAL PROBLEM FOR THE STUDENTS
ANALYSIS
This table indicates that some of 13% of them are having some financial
problem. Some of 35% of them having financial problem. And 52% of them are not
having financial problem.
ANALYSIS
This table indicates that some of 33% of them are having their food. Some of
35% of them having food rarely .And 32% of them are not having food in the morning.
ANALYSIS
This table indicates that some of 82% of them understand what teacher teaches.
Some of 18% of them understand somewhat.
Around 100% of respondents most of the students are clear with their teacher
teach
CHART IV.15.1 ATTITUDE ON TEACHING METHODS
TABLE IV.16 CLEARING DOUBTS WITH TEACHERS
ANALYSIS
This table indicates that some of 73% of them understand what teacher teaches
and they will clear the doubts. Some of 18% of them understand somewhat and the
doubts.
The students of 73% will clear the doubts with the staff. And some of the them
are rarely clear the doubts.
CHRT IV.16.1CLEARING DOUBTS WITH TEACHERS
TABLE IV.17 UNDERSTANDING THE TEACHING LANGUAGES
SNO PARTICULARS NO OF PERCENTAGE(%)
RESPONDENTS
1. Some times 76 76
2. yes 24 24
3. No 0 0
4. TOTAL 100 100
ANALYSIS
This table indicates that 76% of students have some barriers while teaching in
English or tamil.24% can manage with their teacher’s language.
The students are having some barriers while teaching in English or Tamil
CHART IV.17.1 UNDERSTANDING THE TEACHING LANGUAGES
TABLE IV.18 ATTITUDE TOWARDS SCHOOL
ANALYSIS
This table indicates that some of the students about 12% had felt irritated and
angry while going to school. Some about 74% had felt rarely .And 14 % of students feel
often.
Some of the students felt irritated, angry and frustrated while going to school.
CHART IV.18.1 ATTITUDE TOWARDS SCHOOL
TABLE IV.19 REGARDING LEAVE TOWARDS STRESS
SNO PARTICULARS NO OF PERCENTAGE (%)
RESPONDENTS
1. Yes 18 18
2. No 82 82
3. TOTAL 100 100
ANALYSIS
This table indicates that some of 82% of students are not taken leave towards
stress.But some of 18% of respondents had taken leave towards stress.
ANALYSIS
This table indicates that Around16% of the students were feeling stressful for
going for tuition.24% of them were feeling reading in the morning & night is
stress.40% of them feeling special class are stressful for them.20% of them feeling that
class tests, revisions, assignments, homework etc... are stressful things.
Some of them are feeling stressful things as going tuition, special class, reading,
etc…
CHART IV.20.1 STRESS FULL THINGS
Chapter-v
Findings, suggestions &
conclusions
CHAPTER V
CONCLUSION, FINDINGS, SUGGESTIONS
V.1 FINDINGS
About 64% of the responses are male students.
Most of the students had chosen the group according to their wish. But even
though 20% of them are chosen the groups by their parent’s intension and 16%
About 64% of the responses are been satisfied with their group at present.
More no of students are going to tuition. Particularly for science and maths
Some of the students about 62% are feeling irritating while they are reading.
The responses are stating that they are been satisfied with their syllabus. No one
Even though the students secondary higher education some of the students
Some of the students are not having enough time to spend with their parents. And
Around 100% of responses 32 % of the students are having food in the morning
Around 100% of responses most of the students are clear with their teacher teach.
The students of 73% will clear the doubts with the staff. And some of the them
The students are having some barriers while teaching in English or Tamil
Some of the students felt irritated, angry and frustrated while going to school.
Some of them are feeling stressful things as going tuition, special class, reading,
etc…
aggressive behavior, shyness, social phobia and often lack interest in otherwise
enjoyable activities. Research tells us that children, who are forced to live on
prematurely adult levels, sometimes become oppositional to following the parents` rules
(or those of society). Such children tend to respond to stressors with aggression and
indignation.
V.2 SUGGESTIONS
First thing that parent should leave them independent while they are choosing
the group
Some of the students are feeling bad while studying in the group which are not
Some special care should be taken for maths and science subjects.
There should be relaxation time for the students after they come from school.
The teachers should teach according to the students language either in in English
or tamil
Reducing the tuition fee, because middle class or low class people can’t able to
pay
Some of the students are facing financial problem so there should be some
Teachers and parents should not continuously tell that read. It makes them
irritated.
Questioner
1. Name:
2. Address:
3. Gender:
A) Male B) Female
7. If you had chosen any other group whether you can do better?
A) YES B) NO
8. At what time you wake up in the morning for reading?
A) 4-5 am C)5-6 am D)no reading
17. Do you have financial problem for paying fee and for other things?
A) Sometimes B) mostly C) no.
24. Being a +2 student you won’t have much more time to spend, so what are the things
you had missed?
25. What are the things you sacrifices because of your studies?
26. While going to school do you ever feel irritated, angry, frustrated
A) Never B) Sometimes C) Often
27. Have you taken leave in past 12 months due to subject / studies stress?
A) Yes B) no.
If so how many days_______________________________
28. Which factor you think it is stress full for you?
A) Going To Tuition B)Reading In Morning C) Special Class D) other
if ,so specify
BIBILIOGRAPHY
BIBILIOGRAPHY
Websites
www.google.com
stress.about.com/.../studentstress/Students_and_Stress_Study_Habits_Organizat
ion_Skills_Stress_Help.htm
www.essortment.com › Family & Parenting
www.mystressmanagement.net/stress-management-for-students.html
http://en.wikipedia.org/wiki/Sulur
http://www.rvsgroup.com/rvsschool/web/index.htm
Books