A COMPARATIVE STUDY OF THE LEARNING PROCESS AND SOCIO-EMOTIONAL ADJUSTMENT OF GRADE 10 STUDENTS IN GOVERNMENT AND PRIVATE SCHOOLS IN FARIDABAD DISTRICT.
फरीदाबाद जिले के सरकारी और निजी स्कूलों में कक्षा 10 के छात्रों की सीखने की प्रक्रिया और सामाजिक-भावनात्मक समायोजन का तुलनात्मक अध्ययन
DOI:
https://doi.org/10.29121/shodhkosh.v5.i1.2024.6490Keywords:
Learning Process, Socio-Emotional Adjustment, Grade 10 Students, Government Schools, Private SchoolsAbstract [English]
The objective of the present study is to examine the differences in learning process and socio-emotional adjustment between grade 10 students studying in government and private schools in Faridabad district. The secondary school stage is a crucial transitional phase where learners develop essential study habits, cognitive strategies, and socio-emotional competencies that significantly influence their academic success and overall well-being. Using a comparative research design, data were collected from a representative sample of grade 10 students using standardized instruments to assess learning styles and adjustment levels. The findings are expected to reveal differences between government and private school students in terms of academic attitudes, peer relationships, emotional regulation, and adaptability to the school environment. The study further seeks to explore whether school type (government versus private) significantly impacts students' learning outcomes and socio-emotional development. The results of this study may provide valuable insights to educators, policymakers, and parents in developing effective teaching strategies, supportive learning environments, and promoting student well-being in different types of schools.
Abstract [Hindi]
वर्तमान अध्ययन का उद्देश्य फरीदाबाद जिले के सरकारी और निजी स्कूलों में पढ़ने वाले कक्षा 10 के छात्रों के बीच सीखने की प्रक्रिया और सामाजिक-भावनात्मक समायोजन में अंतर की जाँच करना है। माध्यमिक विद्यालय चरण एक महत्वपूर्ण संक्रमणकालीन चरण है जहाँ शिक्षार्थी आवश्यक अध्ययन आदतें, संज्ञानात्मक रणनीतियाँ और सामाजिक-भावनात्मक दक्षताएँ विकसित करते हैं जो उनकी शैक्षणिक सफलता और समग्र कल्याण को महत्वपूर्ण रूप से प्रभावित करती हैं। तुलनात्मक शोध डिज़ाइन का उपयोग करते हुए, कक्षा 10 के छात्रों के प्रतिनिधि नमूने से मानकीकृत उपकरणों के माध्यम से सीखने की शैलियों, और समायोजन स्तरों का आकलन करने के लिए डेटा एकत्र किया गया था। निष्कर्षों से शैक्षणिक दृष्टिकोण, सहकर्मी संबंधों, भावनात्मक विनियमन और स्कूल के वातावरण के अनुकूल होने के संदर्भ में सरकारी और निजी स्कूल के छात्रों के बीच भिन्नताओं को उजागर करने की उम्मीद है। अध्ययन आगे यह पता लगाने का प्रयास करता है कि क्या स्कूल का प्रकार (सरकारी बनाम निजी) छात्रों के सीखने के परिणामों और सामाजिक-भावनात्मक विकास को महत्वपूर्ण रूप से प्रभावित करता है। इस अध्ययन के परिणाम शिक्षकों, नीति निर्माताओं और अभिभावकों को प्रभावी शिक्षण रणनीतियों, सहायक शिक्षण वातावरण और विभिन्न प्रकार के स्कूलों में छात्र कल्याण को बढ़ावा देने में मूल्यवान अंतर्दृष्टि प्रदान कर सकते हैं।
References
Bokenkamp, V. J. (2019). Exploring teacher perceptions of student learning styles and their impact on reading comprehension [Doctoral dissertation, ProQuest Dissertations Publishing].
Crites, G. (2010). A case study of reasons for school dropout. Acta Didactica Nepocensia, 3(4), 25–34.
Duncan, T., & McKeachie, W. (2010). A questionnaire to build motivated learning strategies.
Lau, W. W. F., & Yuen, A. H. K. (2010). Gender differences in learning styles: Nurturing a gender- and style-sensitive computer science classroom. Australasian Journal of Educational Technology, 26(7), 1090–1103.
Mock, K. L. (2020). Personality type, self-efficacy, and learning style preference: A quantitative study of ninth-grade students in Missouri [Doctoral dissertation, Lindenwood University, School of Education].
Naqvi, A., & Naqvi, F. (2017). A study on learning styles, gender, and academic performance of postgraduate management students in India. International Journal of Economics and Management Sciences, 6(1), 1–16.
Phongploenpis, S., & Samart, N. (2018). The relationship between personality types and cognitive learning styles. International Journal of Management and Applied Science, 4(12), 26–30.
Pujy, R. P. N., & Ahmed, A. R. (2016). Learning styles of MBTI personality types in history learning in higher education. Scientific Journal of PPI-UKM, 3(6), 289–295.
Srinidhi, S., & Helena, T. (2017). Learning styles based on the research of Fernald, Keller, Orton, Gillingham, Stillman, Montessori, and Neil D. Fleming. Educational Journal for Innovative Research in Multidisciplinary Fields, 3(4), 17–25.
Tomlinson, C. A. (2017). How to Differentiate Instruction in Educationally Diverse Classrooms (3rd ed.). Alexandria, VA: USA.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Kiran Kumari, Poonam Gaud
This work is licensed under a Creative Commons Attribution 4.0 International License.
With the licence CC-BY, authors retain the copyright, allowing anyone to download, reuse, re-print, modify, distribute, and/or copy their contribution. The work must be properly attributed to its author.
It is not necessary to ask for further permission from the author or journal board.
This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.
