ANALYSIS OF DATA, INTERPRETATION AND DISCUSSION OF …€¦ · ANALYSIS OF DATA, INTERPRETATION AND...

CHPATER-4

ANALYSIS OF DATA, INTERPRETATION AND

DISCUSSION OF RESULTS

4.1.0 INTRODUCTION

Collection of data merely presents a stock of facts unless it is analysed and

interpreted properly. The foremost task before the investigator, after the collection of

data, is its compilation and careful tabulation and then cautious analysis and

interpretation so that meaningful inferences could be drawn.

The rationale of the study along with objectives and hypotheses has been given

in the first chapter. The methodology followed in conducting the study has been given

in third chapter. The statistical techniques used for analyzing the data have already

been given. The present chapter is devoted to the presentation of the results and their

interpretation which has been done objective wise.

4.2.0 STUDY OF ACADEMIC ACHIEVEMENT OF STUDENTS OF

WORKING AND NON-WORKING MOTHERS

The first objective was, to study the difference in the Academic achievement

of students of working and non-working mothers. The data in this respect were

analysed with the help of t-test and the results are given in Table 4.1.

Table 4.1: Summary of N, Mean, SD, df, t-value for Academic achievement of

students of working and non-working mothers

Group N Mean SD df t-value

Students of Working Mothers 250 63.59 10.63

498 .38(NS)

Students of Non-Working Mothers 250 63.24 10.10

NS: Not significant

Analysis of Data, Interpretation and Discussion of Results

86

Academic achievement

63.59

63.24

63

63.1

63.2

63.3

63.4

63.5

63.6

63.7

Students of Working Mothers Students of Non-Working Mothers

Me

an

Sc

ore

s

Fig. 4.1 : Bar diagram showing Mean scores on Academic achievement of

students of working and non-working mothers.

It is observed from Table 4.1 that the Mean score of students of working mothers

is 63.59 with Standard Deviation 10.63 and the Mean score of students of non-working

mothers is 63.24 with Standard Deviation 10.10 on Academic achievement. The

calculated ‘t’ value is .38 which is less than table value even at .05 level. So, it is not

significant at .05 level. It indicates that there exists no significant difference between

students of working mothers and students of non-working mothers on Academic

achievement.

The reason behind no significant difference in Academic achievement of students

of working mothers and non-working mothers may be that in urban areas both working

and non-working mothers are conscious and aware about the importance of Academic

achievement for their children and they leave no stone unturned to direct their children to

be more involved in their studies. Moreover the other members of the family are also

concerned about the Academic achievement of their children. Further non-working

mothers are not essentially uneducated, they may in fact be very well educated too, and

can help their children in their study. Also in urban areas the families may be smaller and

nuclear so even the single earner families are in a better position to provide tuition,

coaching and other facilities to their children so that they may outshine in their Academic

achievement.

Hence on the basis of above results and discussion hypothesis no.1 that, there

exists no significant difference in Academic achievement of students of working and non-

working mothers is accepted here.


87

This finding of the present study is in agreement with some previous studies

Taori, 1986; Trivedi 1988 but at variance with some others Sultana, 1988; Srivastava,

1993; Saini 2005.

4.3.0: STUDY OF ACADEMIC ACHIEVEMENT OF BOYS AND GIRLS OF

WORKING MOTHERS

The second objective was, to study the difference in the Academic achievement of

boys and girls of working mothers. The data in this respect were analysed with the help

of t-test and the results are given in Table 4.2.

Table 4.2: Summary of N, Mean, SD, df, t-value for Academic achievement of boys

and girls of working mothers


Boys of Working Mothers 125 62.34 10.71

248 1.861(NS)

Girls of Working Mothers 125 64.83 10.44

NS: Not significant


62.34

64.83

61

62

63

64

65

66

Boys of Working Mothers Girls of Working Mothers

Me

an

Sc

ore

s

Fig. 4.2: Bar diagram showing Mean scores on Academic achievement of boys


It is found from Table 4.2 that the Mean Academic achievement score of boys of

working mothers is 62.34 with Standard Deviation 10.71 and Mean score of girls of


88

working mothers is 64.83 with Standard Deviation 10.44. The calculated ‘t’ value is

1.861, which is less than table value even at .05 level. So it is not significant at .05 level.

It indicates that there exists no significant difference between boys and girls of

working mothers on Academic achievement.

The reason behind no significant difference in Academic achievement of boys

and girls of working mothers may be that, education, employment and interaction

with people outside have opened the eyes of the working mothers and they do not

treat partially to boys and girls and provide equal facilities and opportunities to both

boys and girls to make them academically strong. Working mothers are generally well

informed and aware, they know the importance of Academic achievement for both

boys and girls. The education and status of parents also directs their children to be

more career conscious and which usually direct them to work hard. The presence of

working mothers i.e. women with work experience and career orientation in the home

have a positive impact on thinking about future, educational and vocational plans. The

children (both boys and girls) of these mothers have the opportunity for having

clearer perspective on these issues and hence they put equal efforts to be academically

sound.

Hence on the basis of above result, interpretation and discussion hypothesis

no.2 that there exists no significant difference in Academic achievement of boys and

girls of working mothers is accepted here.

This finding is in disagreement with the finding of Query and Kuruvilla, 1988

which illustrate of significant difference between male and female children of

working mothers.

4.4.0: STUDY OF ACADEMIC ACHIEVEMENT OF BOYS AND GIRLS OF

NON-WORKING MOTHERS

The third objective was, to study the difference in the Academic achievement

of boys and girls of non-working mothers. The data in this respect were analysed with

the help of t-test and the results are given in Table 4.3.


89

Table 4.3: Summary of N, Mean, SD, df and t-value for Academic achievement of

boys and girls of non-working mothers


Boys of Non-Working Mothers 125 61.18 10.35

248 3.275**

Girls of Non-Working Mothers 125 65.28 9.45

** significant at .01 level


61.18

65.28

59

60

61

62

63

64

65

66

Boys of Non-Working Mothers Girls of Non-Working Mothers

Me

an

Sc

ore

s

Fig. 4.3: Bar diagram showing Mean scores on Academic achievement of boys

and girls of non-working mothers

Table 4.3 shows that the Mean score of boys of non-working mothers on

Academic achievement is 61.18 with Standard Deviation 10.35 whereas it is 65.28 and

9.45 respectively for girls. The calculated t-value shown in the Table 4.3 is 3.275, which

is greater than table value at .01 level. So, it is significant at .01 level. It means that there

exists significant difference in the Academic achievement of boys and girls of non-

working mothers.

It is also clear from Table 4.3 that Mean Academic achievement score of girls of

non-working mothers is higher than the Mean Academic achievement score of boys of

non-working mothers, also represented by Bar diagram in Fig. 4.3. It indicates that girls

of non-working mothers are better in Academic achievement than the boys of non-

working mothers.

Probably the reasons for this result may be that girls are more career conscious

and they usually work hard as compared to boys. Since employment and economic


90

independence have assumed high prestige value in our society, this has led young girls to

work more diligently so that they may avail job opportunities with good qualifications

which their mother do not have.

Hence in the light of above results and discussion the hypothesis no.3 that there

exists no significant difference in Academic achievement of boys and girls of non-

working mothers is rejected here.

This result of the present study is in disagreement with the result of Query and

Kuruvilla, 1988 which supports the view that there is no significant difference in the

performance of male and female children of non-working mothers.

4.5.0: STUDY OF THEORETICAL VALUE OF STUDENTS OF WORKING AND

NON-WORKING MOTHERS

The objective no. 4 was, to study the difference in the Theoretical value of

students of working and non-working mothers. The data in this respect were analysed

with the help of t-test and the results are given in Table 4.4.

Table 4.4: Summary of N, Mean, SD, df and t-value for Theoretical value of




498 3.057**


** significant at .01 level

Theoretical value

41.82

40.65

40

40.5

41

41.5

42


Me

an

Sc

ore

s

Fig. 4.4: Bar diagram showing Mean scores on Theoretical value of students of

working and non-working mothers


91

It is evident from Table 4.4 that the Mean score of students of working mothers is

41.82 with Standard Deviation 4.18 and Mean score of students of non-working mothers

is 40.65 with Standard Deviation 4.42 on Theoretical value. The calculated t-value shown

in the Table 4.4 is 3.057, which is greater than the table value at .01 level. So, it is

significant at .01 level. It means there exists significant difference in Theoretical value of


It is also clear from the Table 4.3 that Mean Theoretical score of students of

working mothers is higher than that of students of non-working mothers, also represented

by Bar diagram is Fig. 4.4. It indicates that students of working mothers are better in

Theoretical value than the students of non-working mothers.

High Theoretical value of the students of working mothers may due to the fact

that working mothers have to make a balance between work and family life, for attaining

this they engage in different type of activities. Their life is busy. They do not have time to

waste in futile tasks i.e. they are very empirical and rational in their thinking. They take

every decision very intelligently and their chief aim in life is to order and systematize

their knowledge. They get themselves in touch with new practices in their routine life. So

their children also learn these qualities from them. On the other hand non-working

mothers spend most of the time in their household work and they do not get ample

opportunities to learn new practices and to update their knowledge as their counterparts,

working mothers, have. So they cannot help to their children to make them conversant

with new practices and knowledge.

Hence in the light of the above results and discussion the hypothesis no.4 that

there exists no significant difference in the Theoretical value of students of working and

non-working mothers is rejected here.

4.6.0. STUDY OF THEORETICAL VALUE OF BOYS AND GIRLS OF

WORKING MOTHERS

The objective no. 5 was, to study the difference in the Theoretical value of boys

and girls of working mothers. The data in this respect were analysed with the help of t-

test and the results are given in Table 4.5.


92

Table 4.5: Summary of N, Mean, SD, df and t-value for Theoretical value of boys




248 1.36(NS)


NS: Not significant

Theoretical value

41.46

42.18

41

41.2

41.4

41.6

41.8

42

42.2

42.4


Me

an

Sc

ore

s

Fig. 4.5: Bar diagram showing Mean scores on Theoretical value of boys and

girls of working mothers

Table 4.5 shows that the Mean score of boys of working mothers is 41.46 with

Standard Deviation 4.07 and Mean score of girls of working mothers is 42.18 with

Standard Deviation 4.27 on Theoretical value. The calculated t-value is 1.36 which is less

than the table value even at .05 level. So it is not significant at .05 level. It indicates that

there exists no significant difference between boys and girls of working mothers on

Theoretical value.

The reason behind no significant difference in Theoretical value of boys and girls

of working mothers may be that education, employment and interaction with the people

outside home have opened the eyes of the working mothers and they treat equally their

children without any gender bias. They guide and educate them equally so that they may

become more knowledgeable and decisive to make adjustment to new situations easily.

Also children of working mothers learn many new ideas from their mothers like how to


93

behave in various situations? How can they settle the difficult issues? etc. All these things

develop critical, empirical and rational thinking among the boys and girls of working

mothers.


exists no significant difference in Theoretical value of boys and girls of working mothers

is accepted here

4.7.0. STUDY OF THEORETICAL VALUE OF BOYS AND GIRLS OF NON-

WORKING MOTHERS

The objective no. 6 was, to study the Theoretical value of boys and girls of non-

working mothers. The data in this respect were analysed with the help of t-test and the

result are given in Table 4.6.

Table 4.6: Summary of N, Mean, SD, df and t-value for Theoretical Value of boys




248 4.01**


** Significant at .01 level

Theoretical value

39.56

41.74

3838.5

3939.5

4040.5

4141.5

42


Me

an

Sc

ore

s

Fig. 4.6: Bar diagram showing Mean scores on Theoretical Value of boys and

girls of non-working mothers


94

It is observed from Table 4.6 that Mean score of boys of non-working mothers is

39.56 with Standard Deviation 4.22 and Mean score of girls of non-working mothers is

41.74 with Standard Deviation 4.36 on Theoretical value. The calculated t-value is 4.01

which exceeds table value at .01 level. So it is significant and .01 level. It indicates that

there exists a significant difference between boys and girls of non-working mothers on

Theoretical value.

It is also clear from the Table 4.6 that Mean Theoretical value of girls of non-

working mothers is higher than that of boys of non-working mothers, also represented by

Bar diagram in Fig. 4.6. It indicates that girls of non-working mothers are better in

Theoretical value than boys of non-working mothers.

The reason for high Theoretical value of girls of non-working mothers may be

that girls are emotionally closer to their non-working mothers than the boys. Mothers

share new experiences with their girl child more and make them strong in critical and

rational thinking. They guide and teach them in various ways like formal talking,

examples of others, stories and describing the importance of various rituals.

Hence in the light of above results and discussion the hypothesis no.6 that there

exists no significant difference in the Theoretical value of boys and girls of non-working

mothers is rejected here.

4.8.0. STUDY OF ECONOMIC VALUE OF STUDENTS OF WORKING AND

NON-WORKING MOTHERS

The objective no.7 was, to study the difference in the Economic value of students

of working and non-working mothers. The data in this respect were analysed with the

help of t-test and the results are given in Table 4.7.

Table 4.7: Summary of N, Mean, SD, df and t-value for Economic value of students

of working and non-working mothers



498 2.08*


* Significant at .05 level


95

Economic value

39.68

40.56

39.2

39.4

39.6

39.8

40

40.2

40.4

40.6

40.8


Me

an

Sc

ore

s

Fig. 4.7: Bar diagram showing Mean scores on Economic value of students of

working and non - working mothers

It is evident from Table 4.7 that on Economic value Mean score of students of

working mothers is 39.68 with Standard Deviation 4.82 and Mean score of students of

non-working mothers on Economic value is 40.56 with Standard Deviation 4.65. The

calculated t-value is 2.08, which exceeds table value at .05 level and less than .01 level.

So it is significant at .05 level. It indicates that there exists significant difference in the

Economic value of students of working mothers and students of non-working mothers.

It is also clear from the Table that Mean Economic value score of students of non-

working mothers is higher than that of students of working mothers, also represented by

Bar diagram Fig. 4.7. It indicates that students of non-working mothers are better in

Economic value than the students of working mothers.

The reason for high Economic value of students of non-working mothers than

those of students of working mothers may be that students of non-working mothers do

not get fulfillment of most of their demands due to lack of money. On the other hand

students of working mothers get the fulfillment of their demands due the easier

availability of money, so students of non-working mothers realize the importance of

money in life.

Hence in the light of above results, interpretation and discussion the hypothesis

no.7 that there exists no significant difference in the Economic value of students of

working and non-working mothers is rejected here.


96

4.9.0. STUDY OF ECONOMIC VALUE OF BOYS AND GIRLS OF WORKING

MOTHERS

The objective no. 8 was, to study the difference in the Economic value of boys



Table 4.8: Summary of N, Mean, SD, df and t-value for Economic value of boys and




248 1.88(NS)


NS: Not significant

Economic value

40.25

39.1

38.5

39

39.5

40

40.5


Me

an

Sc

ore

s

Fig. 4.8: Bar diagram showing Mean scores on Economic value of boys and


It is found from Table 4.8 that on Economic value Mean score of boys of working

mother is 40.25 with Standard Deviation 4.94 and Mean score of girls of working

mothers is 39.10 with Standard Deviation 4.65. The calculated t-value is 1.88, which is

less than table value even at .05 level. So, it is not significant at .05 level. It indicates that

there exists no significant difference between boys and girls of working mothers on

Economic value.


97

The reason behind no significant difference on Economic value between boys and

girls of working mothers may be that education, employment and interaction with people

outside the home have opened the eyes of working mothers and familiarized them with

new settings. They take independent decisions for the welfare of their children. They do

not show any gender partiality in treatment towards their children and provide equal

facilities and opportunities to both for their proper growth.


exists no significant difference in the Economic value of boys and girls of working

mothers is accepted here.

4.10.0. STUDY OF ECONOMIC VALUE OF BOYS AND GIRLS OF NON-

WORKING MOTHERS

The objective no. 9 was, to study the difference in the Economic value of boys

and girls of non-working mothers. The data in this respect were analysed with the help of

t-test and the results are given in Table 4.9.

Table 4.9: Summary of N, Mean, SD, df and t-value for Economic value of boys and



Boys of Non-Working Mothers 125 41.04 4.67 248 1.65

(NS)


NS: Not significant

Economic value

40.25

39.15

38.5

39

39.5

40

40.5


Me

an

Sc

ore

s

Fig. 4.9: Bar diagram showing Mean scores on Economic value of boys and



98

It is found from Table 4.9 that Mean score of Economic value of boys of non-


non-working mothers is 40.07 with Standard Deviation 4.60. The calculated t-value is

1.65, which is less than table value even at .05 level. So, it is not significant at .05

level. It indicates that there exists no significant difference between boys and girls of

non-working mothers on Economic value.

The reason behind no significant difference on Economic value between boys

and girls of non-working mothers may be that in the modern set up non-working

mothers are more aware, sensible and open minded, they do not show any gender

partiality in their treatment towards them and provide equal facilities and

opportunities to them.

Hence on the basis of above results and discussion the hypothesis no.8 that,

there exists no significant difference in the Economic value of boys and girls of non-


4.11.0. STUDY OF AESTHETIC VALUE OF STUDENTS OF WORKING AND

NON-WORKING MOTHERS

The objective no. 10 was, to study the difference in the Aesthetic value of


with the help of t-test, and the results are given in Table 4.10.

Table 4.10: Summary of N, Mean, SD, df and t-value for Aesthetic value of




498 1.29(NS)


NS: Not significant


99

Aesthetic value

36.25

35.55

35.2

35.4

35.6

35.8

36

36.2

36.4


Me

an

Sc

ore

s

Fig. 4.10: Bar diagram showing Mean scores on Aesthetic value of students of


Table 4.10 shows that the Mean Aesthetic value score for students of working

mothers is 36.25 with Standard Deviation 5.88 and of students of non-working

mothers it is 35.55 with Standard Deviation 5.75. The calculated t-value came out to

be 1.29, which is less than table value even at .05 levels. So, it is not significant at .05

level. It indicates that there exists no significant difference between students of

working mothers and students of non-working mothers on Aesthetic value.

The reasons for no significant difference between the students of working

mothers and non-working mothers on Aesthetic value may be that in the present set

up students are exposed to modern culture, moreover media is playing a very

important role to make people conversant with new changes and fashions related to

art, craft, music, painting, T.V. programmes, architecture, etc. These changes attract

children of working and non-working mothers equally.

Hence on the basis of above results and discussion hypothesis no.10, that there

exists no significant difference in the Aesthetic value of students of working and non-

working is accepted here.

4.12.0. STUDY OF AESTHETIC VALUE OF BOYS AND GIRLS OF WORKING

MOTHERS

The objective no. 11 was, to study the difference in the Aesthetic value of boys




100

Table 4.11: Summary of N, Mean, SD, df and t-value for Aesthetic value of boys and




248 2.34*



Aesthetic value

37.09

35.36

34

34.5

35

35.5

36

36.5

37

37.5


Me

an

Sc

ore

s

Fig. 4.11: Bar diagram showing Mean scores on Aesthetic value of boys and


It is found from the Table 4.11 that Mean Aesthetic value score of boys of

working mothers is 37.09 with Standard Deviation 5.13 and of girls of working mothers it

is 35.36 with Standard Deviation 6.45. The calculated ‘t’ value comes out to be 2.34,

which is greater than table value at .05 level. So, it is significant at .05 level. It means

there exists significant difference in the Aesthetic value of boys and girls of working

mothers.

It is also clear from Table 4.11 that Mean Aesthetic value score of boys of

working mothers is higher than the Mean Aesthetic value score of girls of working

mothers, also represented by Bar diagram in Fig. 4.11. It indicates that boys of working

mothers are better in Aesthetic value than the girls of working mothers.

Probably the reasons for better Aesthetic value of boys of working mothers than

that of girls may be that, boys of working mothers are forward looking. They accept the


101

latest fashions, style and trends easily because their demands are fulfilled by their

working parents especially mothers. On the other hand girls are more reserved and quiet,

but it does not mean they are not attracted by latest changes, perhaps not as hastily as

boys.

Hence, in the light of the above results, interpretation and discussion the

hypothesis no.11 that there exists no significant difference in the Aesthetic value of boys

and girls of working mothers is rejected here.

4.13.0. STUDY OF AESTHETIC VALUE OF BOYS AND GIRLS OF NON-

WORKING MOTHERS

The objective no. 12 was, to study the difference in the Aesthetic value of boys

and girls of non-working mothers. The data in this respect were analysed with the help of

t-test and the results are given in Table 4.12.

Table 4.12: Summary of N, Mean, SD, df and t-value for Aesthetic value of boys and




248 2.97*



Aesthetic value

36.62

34.49

33

33.5

34

34.5

35

35.5

36

36.5

37


Me

an

Sc

ore

s

Fig. 4.12: Bar diagram showing Mean scores on Aesthetic value of boys and



102

Table 4.12 shows that the Mean score of Aesthetic value of boys of non-working

mothers is 36.62 with Standard Deviation 5.00 and of girls of non-working mothers it is

34.49 with Standard Deviation 6.25. The calculated t-value comes out to be 2.97, which

is greater than that of table value at .01 level. So, it is significant at .01 level. It means

there exists significant difference in the Aesthetic value of boys and girls of non-working

mothers.

It is also clear from Table 4.12 that Mean Aesthetic value score of boys of non-

working mothers is greater than Mean Aesthetic value scores of girls of non-working

mothers, also represented by Bar diagram in Fig. 4.12. It indicates that boys of non-

working mothers are better in Aesthetic value than girls of non-working mothers.

The reason behind low scores of girls of non-working mothers may be that girls

are comparatively reserved, quiet and shy in nature. They are more concerned with the

family customs, resources and restrictions. On the other hand boys are more extrovert and

forward looking and are more easily attracted by new trends, fashions and styles.

Hence on the basis of above results and discussion the hypothesis no.12 that there

exists no significant difference in the Aesthetic value of boys and girls of non-working


4.14.0. STUDY OF SOCIAL VALUE OF STUDENTS OF WORKING AND NON-

WORKING MOTHERS

The objective no. 13 was, to study the difference in the Social value of students of

working and non-working mothers. The data in this respect were analysed with the help


Table 4.13: Summary of N, Mean, SD, df and t-value for Social value of students of




498 4.76**




103

Social value

41

42.91

40

40.5

41

41.5

42

42.5

43

43.5


Me

an

Sc

ore

s

Fig. 4.13: Bar diagram showing Mean scores on Social value of students of


Table 4.13 shows that Mean score on Social value of students of working mothers

is 41.00 with Standard Deviation 4.71 whereas it is 42.91 and 4.27 respectively

respectively for students of non-working mothers. The calculated ‘t’ value shown in

Table 4.13 is 4.76, which is greater than table value at .01 level. So, it is significant at

.01 level. It means there exists a significant difference in the Social value of students of

working and non-working mothers.

It is also clear from the Table 4.13 that Mean Social value score of students of

non-working mothers is higher than Mean Social value score of students of non-working

mothers, also represented by Bar diagram in Fig. 4.13. It means that students of non-

working mothers are better in Social value than students of working mothers.

The reason behind lower Social value of students of working mothers than

students of non-working mothers may be that woman as a mother has a great role to play

in the development of Social value, but working women cannot pay proper attention to

their children due to lack of time and pressure of job. They have to leave their children in

order to attend official duties. In the absence of the mother the child feels lonely,

unwanted and this adversely affects his social behaviour. On the other hand children of

non-working mothers get in touch with their mothers for more time and learn many new

things which are helpful in the development of Social value.


104


there exists no difference in the Social value of students of working and non-working


4.15.0. STUDY OF SOCIAL VALUE OF BOYS AND GIRLS OF WORKING

MOTHERS

The objective no.14 was, to study the difference in the Social value of boys and

girls of working mothers. The data in this respect were analysed with the help of t-test,

and the results are given in Table 4.14.

Table 4.14: Summary of N, Mean, SD, df and t-value for Social value of boys and




248 5.23**



Social value

39.52

42.48

38

39

40

41

42

43


Me

an

Sc

ore

s

Fig. 4.14: Bar diagram showing Mean scores on Social value of boys and girls

of working mothers

It is observed from Table 4.14 that Mean score of boys of working mothers is

39.52 with Standard Deviation 4.65 and the Mean score of girls of working mothers is

42.48 with Standard Deviation 4.30 on Social value. The calculated ‘t’ value shown in


105

the Table 4.14 is 5.23, which is greater than table value at .01 level. So, it is significant at

.01 level. It means that exists significant difference in the Social value of boys and girls

of working mothers.

It is also clear from the Table 4.14 that Mean Social value score of girls of

working mothers is higher than the Mean Social value score of boys of working mothers,

also represented by Bar diagram h in Fig. 4.14. It means that girls of working mothers

are better in Social value than boys of working mothers.

The reason behind higher Social value of girls of working mothers than that of

boys may be that, girls are closer to their mothers and also help their mothers in

household work. Mothers share their experiences of life with them and form a loving tie

with them so that they may be able to approach the world positively. Mothers also

develop right type of ideals in their minds by the example of their own conduct with

family members, neighbours and other people. These things help the girls to develop

right type of Social value.

Hence in the light of the above results and discussion the hypothesis no.14, that

there exists no significant difference in the Social value of boys and girls of working


4.16.0. STUDY OF SOCIAL VALUE OF BOYS AND GIRLS OF NON-WORKING

MOTHERS

The objective no.15 was, to study the difference in the Social value of boys and

girls of non-working mothers. The data in this respect were analysed with the help of t-


Table 4.15: Summary of N, Mean, SD, df and t-value for Social value of boys and




248 .18(NS)


NS: Not significant


106

Social value

42.86

42.96

42.8

42.85

42.9

42.95

43


Me

an

Sc

ore

s

Fig. 4.15 Bar diagram showing Mean scores on Social value of boys and girls

of non-working mothers

It is observed from Table 4.15 that Mean Social value score of boys of non-

working mothers is 42.86 with Standard Deviation 4.20 and of girls it is 42.96 with

Standard Deviation 4.36. The calculated ‘t’ value shown in the Table 4.15 is .18, which is

less than table value even at .05 level. So it is not significant at .05 level. It means there

exists no significant difference in the Social value of boys and girls of non-working

mothers.

The reason for no difference in the Social values of boys and girls of non-working

mothers may be that mothers who stay at home have more time to interact with their

children (boys and girls) equally. They enforce more discipline and check the activities

of children time to time. Children can also approach their mothers at any time for the

solution of many of their problems. Children also learn many new things from the

conduct of their mothers. Mothers play an important role in the development of the

personality of their children. Many social patterns, habits, manners and attitudes are

taught by mothers which are very helpful for their children’s future life and the

development of Social value.

Hence, in the light of the above results and discussion hypothesis no.15 that there

exists no significant difference in the Social value of boys and girls of non-working

mothers is accepted here.


107

4.17.0. STUDY OF POLITICAL VALUE OF STUDENTS OF WORKING AND

NON-WORKING MOTHERS

The objective no.16 was, to study the difference in the Political value of students



Table 4.16: Summary of N, Mean, SD, df and t-value for Political value of students




498 1.53(NS)


NS: Not significant

Political value

41.78

41.12

40.6

40.8

41

41.2

41.4

41.6

41.8

42


Me

an

Sc

ore

s

Fig. 4.16: Bar diagram showing Mean scores on Political value of students of


It is found from Table 4.16 that the Mean score of students of working mothers

on Political value is 41.78 with Standard Deviation 4.70, and the Mean score of students

of non-working mothers is 41.12 with standard Deviation 5.05. The calculated ‘t’ value

shown in the Table 4.16 is 1.53, which is less than table value even at .05 level. So, it is

not significant at .05 level. It means that there exists no significant difference in the

Political value of students of working and non-working mothers.


108

The reasons for no significant difference in the Political value of students of

working and non-working mothers may be that irrespective of working status of mothers

students give equal importance to power, prestige, right, leadership, authority,

administration, democracy, judiciary, political leaders, international brotherhood etc.

They appreciate equally the positive and progressive role of leaders. They take interest to

strengthen their group or society etc.


there exists no significant difference in the Political value of students of working and

non-working mother is accepted here.

4.18.0. STUDY OF POLITICAL VALUE OF BOYS AND GIRLS OF WORKING

MOTHERS

The objective no. 17 was, to study the difference in the Political value of boys and

girls of working mothers. The data in this respect were analysed with the help of t-test

and the results are given in Table 4.17.

Table 4.17: Summary of N, Mean, SD, df and t-value for Political value of boys and




248 3.04**



Political value

42.67

40.9

40

40.5

41

41.5

42

42.5

43


Me

an

Sc

ore

s

Fig. 4.17: Bar diagram showing Mean scores on Political value of boys and girls

of working mothers


109

Table 4.17 shows that Mean score on political value of boys of working

mothers is 42.67 with Standard Deviation 4.52 whereas it is 40.90 and 4.73

respectively for girls of working mothers. The calculated ‘t’ value shown in the

Table 4.17 is 3.04, which is higher than table value at .01 level. So, it is significant

at .01 level. It means there exists significant difference in the Political value of

boys and girls of working mothers.

It is also clear from the Table 4.17 that Mean Political value score of boys of

working mother is higher than Mean Political value score of girls of working

mothers, also represented by Bar diagram in Fig. 4.17. It means that boys of

working mothers are better in Political value than girl of working mothers.

The reason behind lower Political value of girls of working mothers than

boys of working mothers may be that girls are comparatively submissive, quiet and

shy so they do not take much interest in political affairs. On the other hand boys by

their mental make-up are more compelling, muscular, persuasive and easily

attracted by leadership, prestige, power, political leaders etc. Also money and

resources play an important role in the development of confidence, further the

economic conditions of the families in which both the parents are working are

generally good. Hence boys of working mothers feel more secure in this regard.

Hence on the basis of above results, interpretation and discussion the

hypothesis no.17, that there exists no significant difference in the Political value of

boys and girls of working mothers is rejected here.

4.19.0. STUDY OF POLITICAL VALUE OF BOYS AND GIRLS OF NON-

WORKING MOTHERS

The objective no.18 was, to study the difference in the Political value of boys

and girls of non-working mothers. The data in this respect were analysed with the



110

Table 4.18: Summary of N, Mean, SD, df and t-value for Political value of boys




248 1.17(NS)


NS: Not significant

Political value

40.74

41.49

40.2

40.4

40.6

40.8

41

41.2

41.4

41.6


Me

an

Sc

ore

s

Fig. 4.18: Bar diagram showing Mean scores on Political value of boys and girls

of non-working mothers

Table 4.18 shows that Mean score on Political value of boys of non-working

mothers is 40.74 with Standard Deviation 5.08 whereas it is 41.49 and 5.01 respectively

for girls of non-working mothers. The calculated t-value shown in the Table 4.18 is 1.17,

which is less than table value even at .05 level. So, it is not significant at .05 level. It

means that there exists no significant difference in the Political value of boys and girls of

non-working mothers.

The reason behind no significant difference in Political value of boys and girls of

non-working mothers may be that in the families where mothers are non-working, parents

and children have more time to sit together and discuss the contemporary issues

regarding, politics, political leaders, rights, duties, power, prestige, and leadership etc and

on all these issues a consensus is reached, which helps to develop equal priorities, beliefs

and attitude towards political value in both boys and girls.


111

Hence in the light of the above results interpretation and discussion the hypothesis

no.18 that there exists no significant difference in the Political value of boys and girls of

non-working mothers is accepted here.

4.20.0. STUDY OF RELIGIOUS VALUE OF STUDENTS OF WORKING AND

NON-WORKING MOTHERS

The objective no.19 was, to study the difference in the Religious value of students



Table 4.19. Summary of N, Mean, SD, df and t-value for Religious value of students




498 .66(NS)


NS: Not significant

Religious value

39.49

39.22

39

39.1

39.2

39.3

39.4

39.5

39.6


Me

an

Sc

ore

s

Fig. 4.19: Bar diagram showing Mean scores on Religious value of students of


It is observed from Table 4.19 that the Mean score on Religious value of students

of working mothers is 39.49 with Standard Deviation 4.64 and the Mean score of

students of non-working mothers is 39.22 with Standard Deviation 4.76. The calculated

‘t’ value is .66, which is less than table value even at .05 level. So, it is not significant at

.05 level. It indicates that there is no significant difference in the Religious value of the



112

The reason behind no significant difference in Religious value of students of

working and non-working mothers may be that in both types of families i.e. of working

and non-working mothers equal importance is given to various religious conventions,

traditions and beliefs like celebration of festivals, celebration of birthdays of prophets,

respect for religious leaders, visit to temples, gurudwara’s and church, faith in god,

reading of religious books etc.

Hence in the light of the above results, interpretation and discussion the

hypothesis no.19 that there exists no significant difference in the Religious value of

students of working and non-working mothers is accepted here.

4.21.0. STUDY OF RELIGIOUS VALUE OF BOYS AND GIRLS OF WORKING

MOTHERS

The objective no.20 was, to study the difference in the Religious value of boys



Table 4.20. Summary of N, Mean, SD, df and t-value for Religious value of boys and




248 1.66(NS)


NS: Not significant

Religious value

39.01

39.98

38.5

39

39.5

40

40.5


Me

an

Sc

ore

s

Fig. 4.20: Bar diagram showing Mean scores on Religious value of boys and



113

Table 4.20 shows that Mean score of Religious value of boys of working

mothers is 39.01 with Standard Deviation 4.74 whereas it is 39.98 and 4.51

respectively for girls. The calculated t-value shown in Table 4.20 is 1.66, which is

less than table value even at .05 level. So, it is not significant at .05 level. It means

that there exists no significant difference in the Religious value of boys and girls of

working mothers.

The reason behind no significant difference in the Religious value of boys and

girls of working mothers may be that despite lesser time available to working mothers

to interact with their children, they are very rational in their thinking and try to

develop Religious value equally in their children irrespective of their sex.

Hence in the light of above results the hypothesis no.22 that there exists no

significant difference in the Religious value of boys and girls of working mothers is

accepted here.

4.22.0. STUDY OF RELIGIOUS VALUE OF BOYS AND GIRLS OF NON-

WORKING MOTHERS

The objective no. 21 was, to study the difference in the Religious value of

boys and girls of non-working mothers. The data in this respect were analysed with


Table 4.21: Summary of N, Mean, SD, df and t-value for Religious value of boys




248 .13(NS)


NS: Not significant


114

Religious value

39.18

39.26

39.14

39.16

39.18

39.2

39.22

39.24

39.26

39.28


Me

an

Sc

ore

s

Fig. 4.21: Bar diagram showing Mean scores on Religious value of boys and


It is observed from Table 4.21 that the Mean score of boys of non-working

mothers is 39.18 with Standard Deviation 4.87 and Mean score of girls of non-working

mothers is 39.26 with Standard Deviation 4.66 on Religious value. The calculated ‘t’

value is .13, which is less than the table value even at .05 level. So, it is not significant at

.05 level. It means there exists no significant difference in the Religious value of boys

and girls of non-working mothers.

The reason behind no significant difference in the Religious value of boys and

girls of non-working mothers may be that boys and girls receive equal type of religious

education from their mothers. Non-working mothers have more time to observe the

religious conventions and side by side they involve, equally, their family members in

these customs.


there exists no significant difference in the Religious value of boys and girls of non-


4.23.0. STUDY OF EMOTIONAL ADJUSTMENT OF STUDENTS OF WORKING

AND NON-WORKING MOTHERS

The objective no. 22 was, to study the difference in the Emotional adjustment of




115

Table 4.22: Summary of N, Mean, SD, df and t-value for Emotional adjustment of




498 1.437(NS)


NS: Not significant

Emotional adjustment

3.64

3.34

3.1

3.2

3.3

3.4

3.5

3.6

3.7


Me

an

Sc

ore

s

Fig. 4.22: Bar diagram showing Mean scores on Emotional adjustment of


It is observed from Table 4.22 that on Emotional adjustment the Mean score of

students of working mothers is 3.64 with Standard Deviation 2.50 and the Mean score of

students of non-working mothers is 3.34 with Standard Deviation 2.22. The calculated t-

value is 1.437, which is less than table value even at .05 level. So, it is not significant at

.05 level. It indicates that there exists no significant difference on Emotional adjustment

between the students of working mothers and students of non-working mothers .

The reason behind no significant difference on Emotional adjustment between the

students of working mothers and students of non-working mothers may be that mothers

irrespective of their working status i.e. either working or non-working pay attention to

their children equally. They take care of their children and protect them from various

emotional feelings like, inferiority, fear, frustration, hatred, excessive worry, anxiety etc.

which in return may be helpful for the emotional adjustment of their children.


116


there exists no significant difference in the Emotional adjustment of students of working

and non-working mothers is accepted here.

The present finding is in disagreement with the findings of Kaur, 1992 ; Barua

and Barua, 1999 which show significant difference in the Emotional adjustment of

children of working mothers and of non-working mothers.

4.24.0. STUDY OF EMOTIONAL ADJUSTMENT OF BOYS AND GIRLS OF

WORKING MOTHERS





boys and girls of working mothers



248 3.93**


** Significant at .01 level,


4.25

3.04

0

1

2

3

4

5


Me

an

Sc

ore

s

Fig. 4.23: Bar diagram showing Mean scores on Emotional adjustment of boys



117

Table 4.23 shows that the Mean scores of boys of working mothers on

emotional adjustment is 4.25 with Standard Deviation 2.65 whereas it is 3.04 and 2.19

respectively for girls. The calculated t-value shown in the Table 4.23 is 3.93, which

exceeds the table value at .01 level. So, it is significant at .01 level. It means that there

exists significant difference in the Emotional adjustment of boys and girls of working

mothers.

It is apparent from Table 4.23 that Mean Emotional adjustment score of boys of

working mothers is higher than the Mean Emotional adjustment score of girls of working

mothers, also represented by Bar diagram in Fig. 4.23. It implies that girls of working

mothers are better adjusted emotionally than boys of working mothers (According to the

test manual low score indicates good Emotional adjustment).

The reason behind better, Emotional adjustment of girls may be that, girls are

closer to their mothers, they generally have more time to share problems with their

mothers and get solution of those problems with motherly love and affection. On the

other hand boys of working mothers generally find comparatively less time to get in

touch with their mothers and many of their problems do not get solved which leads to

emotional disturbances.

Hence, in the light of the above results, interpretation and discussion the

hypothesis no. 23 that there exists no significant difference in the Emotional adjustment

of boys and girls of working mothers is rejected here.

The present finding is in disagreement with the findings of Jain and Jandu, 1998;

Barua and Barua, 1999 which show that no significant difference was there between boys

and girls of employed mothers on Emotional adjustment.

4.25.0: STUDY OF EMOTIONAL ADJUSTMENT OF BOYS AND GIRLS OF

NON-WORKING MOTHERS


boys and girls of non-working mothers. The data in this respect were analysed with the



118





248 3.23**


** Significant at .01 level.


3.78

2.9

0

1

2

3

4


Me

an

Sc

ore

s

Fig. 4.24: Bar diagram showing Mean scores on Emotional adjustment of boys


It is observed from Table 4.24 that the Mean score of boys of working

mothers is 3.78 with Standard Deviation 2.27 and the Mean score of girls of non-

working mothers is 2.90 with Standard Deviation 2.09 on Emotional adjustment. The

calculated ‘t’ value is 3.23, which exceeds table value at .01 level. So, it is significant

at .01 level. It indicates that there exists a significant difference in the Emotional

adjustment of boys and girls of non-working mothers.

It is further found from Table 4.24 that Mean Emotional adjustment score of

boys of non-working mothers is higher than the Mean Emotional adjustment score of

girls of non-working mothers, also represented by Bar diagram in Fig. 4.24. It implies

that girls of non-working mothers are better adjusted emotionally than boys of non-


119

working mothers (According to the test manual low score indicates good Emotional

adjustment).

The reason behind better Emotional adjustment of girls of non-working

mothers than that of boys may be that generally in our society girls spend most of

their times in homes as compared to boys, and the families where mothers are non-

working, girls have more time to remain in touch with their mothers. From them they

learn many new ways to control their emotions of fear, inferiority, intolerance,

anxiety, conflict and tension etc.

Hence in the light of the above results and discussion the hypothesis no. 24

that there exists no significant difference in the Emotional adjustment of boys and

girls of non- working mothers is rejected here.

This finding is in disagreement with the finding of Jain and Jandu, 1998

which shows no significant difference there between boys and girls of non-employed

mothers on Emotional adjustment, but in agreement with the finding of Barua and

Barua, 1999 which shows girls of non-working mothers were better adjusted

emotionally than boys.

4.26.0: STUDY OF SOCIAL ADJUSTMENT OF STUDENTS OF WORKING

AND NON- WORKING MOTHERS

The objective no. 25 was, to study the difference in the Social adjustment of



Table 4.25: Summary of N, Mean, SD, df and t-value for Social adjustment of




498 .71(NS)

Students of Non-working Mothers 250 6.29 2.37

NS: Not Significant


120

Social adjustment

6.45

6.29

6.2

6.25

6.3

6.35

6.4

6.45

6.5

Students of Working Mothers Students of Non-working Mothers

Me

an

Sc

ore

s

Fig. 4.25: Bar diagram showing Mean scores on Social adjustment of students of


Table 4.25 shows that the Mean score of students of working mothers on Social

adjustment is 6.45 with Standard Deviation 2.50 whereas it is 6.29 and 2.37 respectively

for students of non-working mothers. The calculated ‘t’ value shown in Table 4.25 is .71,

which is less than the table value even at .05 level So, it is not significant at .05 level. It

means that there exists no significant difference in the Social adjustment of students of


The reason for no significant difference in Social adjustment of students of

working and non-working mothers may be that all mothers irrespective of their working

status are equally concerned with the Social adjustment of their children. They train and

guide their children from time to time to make good relations with other family members,

neighbours, playmates, class fellows, teachers and other members of the society and keep

them away from antisocial activities.

Hence in the light of the above results and discussion the hypothesis no. 25 that

there exists no significant difference in the Social adjustment of student of working and

non-working mothers in accepted here.

The present finding is in disagreement with the findings of Barua and Barua, 1999

which shows there was significant difference between children of working and non-

working mothers on Social adjustment. Children of working mothers were better adjusted

socially than children of non-working mothers.


121

4.27.0: STUDY OF SOCIAL ADJUSTMENT OF BOYS AND GIRLS OF

WORKING MOTHERS

The objective no. 26 was, to study the difference in the Social adjustment of boys



Table 4.26: Summary of N, Mean, SD, df and t-value for Social adjustment of




248 1.32(NS)


NS: Not significant

Social adjustment

6.66

6.24

6

6.1

6.2

6.3

6.4

6.5

6.6

6.7


Me

an

Sc

ore

s

Fig. 4.26: Bar diagram showing Mean scores on Social adjustment of boys and


It is observed from Table 4.26 that the Mean score on Social adjustment of

boys of working mothers is 6.66 with Standard Deviation 2.70 and Mean score of

girls of working mothers is 6.24 with Standard Deviation 2.26. The calculated ‘t’

value is 1.32, which is less than the table value even at .05 level. So it is not

significant at .05 level. It means that there exists no significant difference in the

Social adjustment of boys and girls of working mothers.

The reason behind no significant difference between boys and girls of working

mothers on Social adjustment may be that working mothers come in contact with


122

different types of people in their daily life and they learn many new ways to deal with

these people in different situations. This makes them socially adjusted personalities.

Working mothers are also concerned with the social adjustment of their children.

They want that their children should also be socially adjusted personalities, so they

train them irrespective of their sex to deal with different types of situations and make

good relations with other people. Also boys and girls of working mothers learn many

ways of social adjustment from their mothers' conduct.


that there exists no significant difference in Social adjustment of boys and girls of


The present finding is in agreement with the finding of Jain and Jandu, 1998

which also shows that there was no significant difference between boys and girls of

employed mothers on Social adjustment.

4.28.0. STUDY OF SOCIAL ADJUSTMENT OF BOYS AND GIRLS OF NON -

WORKING MOTHERS

The objective no. 27 was, to study the difference in the Social adjustment of



Table 4.27: Summary of N, Mean, SD, df and t-value for Social adjustment of boys




248 1.53(NS)


NS = Not significant


123

Social adjustment

6.52

6.06

5.8

6

6.2

6.4

6.6


Me

an

Sc

ore

s

Fig. 4.27: Bar diagram showing Mean scores on Social adjustment of boys and


Table 4.27 shows that Mean score on Social adjustment for boys of non-working

mothers is 6.52 with Standard Deviation 2.59 and Mean score of girls is 6.06 with

Standard Deviation 2.11. The calculated ‘t’ value depicted in Table 4.27 is 1.53, which is

less than the table value even at .05 level. So, it is not significant at .05 level. It means

that there is no significant difference in the Social adjustment of boys and girls of non-

working mothers.

The reason for no significant difference in Social adjustment of boys and girls of

non-working mothers may be that, the sample of the study is from urban areas and in

urban areas mothers are generally more aware and conscious. They know the importance

of Social adjustment in life. So to develop their children (both boys and girls) as socially

mature persons they try to teach them how to establish mature relations with other

members of the family, neighbours, class fellows and other members of the society, and

to refrain them from engaging in antisocial activities.


there exists no significant difference in the Social adjustment of boys and girls of non-


This finding is in disagreement with the finding of Jain and Jandu, 1998 which

found significant difference between boys and girls of non-employed mothers on the area

of Social adjustment. Girls were better in social adjustment than boys.


124

4.29.0: STUDY OF EDUCATIONAL ADJUSTMENT OF STUDENTS OF

WORKING AND NON -WORKING MOTHERS

The objective no. 28 was, to study the difference in the Educational adjustment of



Table 4.28: Summary of N, Mean, SD, df and t-value for Educational adjustment of




498 .58(NS)


NS: Not significant

Educational adjustment

4.89

4.74

4.65

4.7

4.75

4.8

4.85

4.9

4.95


Me

an

Sc

ore

s

Fig. 4.28: Bar diagram showing Mean scores on Educational adjustment of


Table 4.28 shows that Mean score on Educational adjustment of students of

working mothers is 4.89 with Standard Deviation 3.06 and Mean score of students of

non-working mothers is 4.74 with Standard Deviation 2.69. The calculated t-value is .58,


indicates that on Educational adjustment there exists no significant difference between



125

The reason behind no significant difference between students of working and non-

working mothers on educational adjustment may be that the sample of the study is from

urban areas and mothers in urban areas are generally more aware and conscious about

educational progress of their children, they provide them with healthy and congenial

environment and economic resources for their educational adjustment. They also visit

schools regularly so as to know the performance of their children in academic, co-

curricular activities, their relations with teachers, class fellows and their weaknesses if

any.


there exists no significant difference in the Educational adjustment of students of working

and non-working mothers is accepted here.

This finding is in disagreement with the findings of Muni and Panigrahi, 1998;

Barua and Barua, 1999 which found significant difference in the Educational adjustment

of students of working and non-working mothers. Educational adjustment of children of

working mothers were better than children of non-working mothers.

4.30.0: STUDY OF EDUCATIONAL ADJUSTMENT OF BOYS AND GIRLS OF

WORKING MOTHERS

The objective no. 29 was, to study the difference in the Educational adjustment of



Table 4.29: Summary of N, Mean, SD, df and t-value for Educational adjustment of




248 6.71*


*Significant at .01 level.


126


6.08

3.7

0

1

2

3

4

5

6

7


Me

an

Sc

ore

s

Fig. 4.29: Bar diagram showing Mean scores on Educational adjustment of

boys and girls of working mothers.

It is observed from Table 4.29 that Mean score on Educational adjustment of boys

of working mothers is 6.08 with Standard Deviation 3.14 and Mean score of girls of

working mothers is 3.70 with Standard Deviation 2.45. The calculated ‘t’ value is 6.71,

which exceeds the table value at .01 level. So, it is significant at .01 level. It indicates that

there exists a significant difference between boys and girls of working mothers on

Educational adjustment.

It is clear from Table 4.29 that the Mean Educational adjustment score of boys of

working mothers is higher than Mean Educational adjustment score of girls of working

mothers, also represented by Bar diagram in Fig. 4.29. It indicates that girls of working

mothers are better adjusted educationally than boys of working mothers (According to the

test manual low score indicates good Educational adjustment).

The reason behind better Educational adjustment of girls of working mothers than

that of boys may be that girls are influenced by their mothers working life style and they

want to become like of their mothers. This is because girls are more competitive, career

conscious and usually work hard as compared to boys. They work more diligently so that

they could avail job opportunities with good qualification. For becoming good in

academic achievement they are more aware of good educational adjustment and like to

work hard, to participate in co-curricular activities, to have good relations with teachers,

to be regular in that studies, to learn their lessons, to work in time, to remain punctual of

school etc.


127

Hence in the light of the above results and discussion the hypothesis no 29 that

there exists no significant difference in the Educational adjustment of boys and girls of


This finding finds support from the study of Jain and Jandu, 1988 which

discovered significant difference between boys and girls of employed mothers on

Educational adjustment. Girls were better in Educational adjustment than boys.

4.31.0: STUDY OF EDUCATIONAL ADJUSTMENT OF BOYS AND GIRLS OF

NON-WORKING MOTHERS.

The objective no 30 was, to study the difference in the Educational adjustment of

boys and girls of non-working mothers. The data in this respect were analyzed with the

help of t–test and the results are given in Table 4.30

Table 4.30: Summary of N, Mean, S.D, df and t-value for Educational adjustment of



Boys of Non - Working Mothers 125 5.65 2.80

248 5.64**


**Significant at .01 level


5.65

3.84

0

1

2

3

4

5

6

Boys of Non - Working Mothers Girls of Non-Working Mothers

Me

an

Sc

ore

s

Fig 4.30: Bar diagram showing Mean scores on Educational adjustment of



128

It is observed from Table 4.30 that on Educational adjustment Mean score of

boys of non-working mothers is 5.65 with Standard Deviation 2.80 and Mean score

of girls is 3.84 with Standard Deviation 2.23. The calculated ‘t’ value is 5.64, which

exceeds the table value at .01 level. So, it is significant at .01 level. It indicates that

there exists a significant difference between boys and gir ls of non-working mothers

on Educational adjustment.

It is further found from Table 4.30 that the Mean Educational adjustment score

of boys of non-working mothers is higher than the Mean Educational adjustment

score of girls of non-working mothers, also represented by Bar diagram in Fig. 4.30.

It indicates that girls student of non-working mother are better adjusted educationally

than boys of non-working mothers (According to the test manual low score indicates

good Educational adjustment).

The reason behind better Educational adjustment of girls of non-working

mothers than boys may be that in our homes where mothers are non-working girls

generally have to face more restrictions than the boys. So, mostly tendencies of the

girls are that their performance should be perfect so that no one can make any

criticism. In education too they are very conscious and usually work harder than that

of boys. They do their work in time, respect and obey their teachers, co-operate with

their class fellows, participate in co-curricular activities, work hard and are regular in

their studies.


that there exists no significant difference in the Educational adjustment of boys and

girls of non-working mothers is rejected here.

This finding find support from the studies of Jain and Jandu, 1988; Barua and

Barua, 1999 which too illustrate that there was significant difference in the

Educational adjustment of boys and girls of non-working mothers. Girls of non-

working mothers were better in Educational adjustment than boys.


129

4.32.0. STUDY OF TOTAL ADJUSTMENT OF STUDENTS OF WORKING AND

NON-WORKING MOTHERS

The objective no. 31 was, to study the difference in the Total adjustment of



Table 4.31: Summary of N, Mean, SD, df and t-value for Total adjustment of

students of working and non -working mothers

Group N Mean SD Df t-value


498 1.17(NS)

Students of Non-working Mothers 250 14.38 5.27

NS: Not significant

Total adjustment

14.98

14.38

14

14.2

14.4

14.6

14.8

15

15.2

Students of Working Mothers Students of Non-working Mothers

Me

an

Sc

ore

s

Fig. 4.31: Bar diagram showing Mean scores on Total adjustment of students of


Table 4.31 shows that Mean score on Total adjustment of students of working

mothers is 14.98 with Standard Deviation 6.28 and Mean score of students of non-

working mothers is 14.38 with Standard Deviation 5.27. The calculated t-value is 1.17,


indicates that on Total adjustment there exists no significant difference between students

of working and non-working mothers.


130

The reason behind this no significant difference between student of working

and non-working mothers may be that our sample of study was from urban areas, and

mothers in urban areas whether working or non-working are generally more aware

and conscious of their children. They want to develop them as well adjusted

personalities, for this end they help and guide them to perform various tasks and

duties effectively in all circumstances. This helps the children to adjust socially,

emotionally and educationally.


that there exists no significant difference in the Total adjustment of students of

working and non-working mothers is accepted here.

This finding is in disagreement with the finding of Barua and Barua, 1999

which shows that there exists a significant difference in the adjustment of adolescents

of working and non-working mothers.

4.33.0: STUDY OF TOTAL ADJUSTMENT OF BOYS AND GIRLS OF

WORKING MOTHERS


boys and girls of working mothers. The data in this respect were analysed with the


Table 4.32: Summary of N, Mean, SD, df and t-value for Total adjustment of boys




248 5.32*


*Significant at .01 level.


131

Total adjustment

16.99

12.98

0

5

10

15

20


Me

an

Sc

ore

s

Fig. 4.32: Bar diagram showing Mean scores on Total adjustment of boys and


It is observed from Table 4.32 that on Total adjustment Mean score of boys of


working mothers is 12.98 with Standard Deviation 5.54. The calculated ‘t’ value

comes out to be 5.32, which exceeds the table value at .01 level. So, it is significant at

.01 level. It indicates that there exists a significant difference in the Total adjustment

of boys and girls of working mothers.

It is apparent from Table 4.32 that Mean Total adjustment score of boys of

working mothers is higher than Mean Total adjustment score of girls, also represented

by Bar diagram in Fig. 4.32. It implies that girls of working mothers are better in

Total adjustment than boys (According to the test manual low score indicates good

adjustment).

The reason behind the better Total adjustment of girls of working mothers than

boys of working mothers may be that as our sample is from urban areas, girls there

are generally more aware and conscious. They have more time to come in contact

with their mothers as compared to the boys. These girls when see the position of their

mother in the society and their ways to handle various situations in different

circumstances, they want to become like their mothers. So, they learn many new

methods and techniques from their mothers which help them in their better

adjustment.


132


that there exists no significant difference in the Total adjustment of boys and girls of


This finding is in disagreement with the findings of Barua and Barua, 1999;

Jain and Jandu, 1998 which show that there was no significant difference in the Total

adjustment of boys and girls of working mothers.

4.34.0: STUDY OF TOTAL ADJUSTMENT OF BOYS AND GIRLS OF NON -

WORKING MOTHERS




Table 4.33: Summary of N, Mean, SD, df and t-value for Total adjustment of boys

and girls of non- working mothers


Boys of Non-working Mothers 125 15.95 5.12

248 4.95**

Girls of Non-working Mothers 125 12.80 4.95

**Significant at .01 level.

Total adjustment

12.8

15.95

0

5

10

15

20

Boys of Non-working Mothers Girls of Non-working Mothers

Me

an

Sc

ore

s

Fig. 4.33: Bar diagram showing Mean scores on Total adjustment of boys and

girls of non-working mothers.


133

It is observed from Table 4.33 that on Total adjustment Mean score of boys of

non-working mothers in 15.95 with Standard Deviation 5.12 and Mean score of girls of

non- working mothers is 12.80 with Standard Deviation 4.95. The calculated ‘t’ value

comes out to be 4.95, which exceeds the table value at .01 level. So, it is significant at .01

level. It indicates that there exists significant difference in the Total adjustment of boys

and girls of non-working mothers.

It is obvious from Table 4.33 that Mean Total adjustment score of boys of non-

working mothers is higher than Mean Total adjustment score of girls of non-working

mothers, also represented by diagram in Fig. 4.33. It implies that girls of non-working

mothers are better in Total adjustment than boys (According to the test manual low score

indicates good adjustment).

The reason behind the better Total adjustment of girls of non-working mothers

than boys may be that in Indian society there are many restrictions on the activities of the

girls than that of the boys. In homes where mothers are non-working these restrictions are

more, but they try to adjust themselves in spite of these restrictions. This patience helps

them to adjust in different types of circumstances.

Hence in the light of above result and discussion the hypothesis no. 33 that there

exists no significant different in the Total adjustment of boys and girls of non-working


This result finds its support from the studies of Barua and Barua, 1999; Jain and

Jandu, 1998 which illustrate that, in case of non-working mothers, adjustment pattern of

boys and girls differs significantly. Girls of non-working mothers were better adjusted

than boys.

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