1. 92 RESEARCH ANALYSIS AND EVALUATION
International Indexed & Refereed Research Journal, ISSN 0975-3486, (Print), E- ISSN -2320-5482, Aug- Oct, 2013 (Combind) VOL –V * ISSUE- 47-49
Research Paper— Education
Aug- Oct ,2013
Valuesplayanimportantroleinthelifeofanindividual.
The values of an individual are the chief determining
factor of his behavior. They are the parts of an
individual’s inner life expressed through his behavior.
These make our life meaningful and give us sense of
direction for our future course in life. Values make our
lives short relatively coherent. The influence our life
andworkandmakeourpersonalitywell.Differenttypes
of values like theoretical, social, political, aesthetic,
economic,etc.actasamotivationalforceinthebehavior
of an individual. Values determine the intensity and
continuityofaparticularhumanbehavior.Toknowthe
person is to know his values. No human action is
beyond the purview of value operation. Values are
evaluative attitudes and determinants of all human
behavior. Values are individual and social. Values are
distinguished as intrinsic or extrinsic, subjective or
impersonal.Societyservesasthemostpowerfulagency
in shaping the values. The norms of social system
serve as a guide to value system. Education provides
information which becomes bases for better and
appropriate decisions and ultimately results in stable
values.
Dr. Radhakrishnan has well stated the
importance of values in importing education. He says,
“Educationisnotlimitedtoimpartingofinformationor
training in skills, it has to give proper sense of values
to an educated person “. Teacher plays an important
role and develops desirable values in them. For this
purpose it is essential to know the value pattern of
teachers. The B.Ed. students who are the would be
teachers will join teachers as their profession.
Therefore,itistheneedoftimeofvaluepatternofB.Ed.
students, their effect on education system.
Statement of Thr Problem:
“A study of value pattern of B.Ed. students in relation
toeducationalqualification,faculty,sexandrural-urban
background”
Objectives of TheStudy:
Themainobjectivesofthestudywere:
1. To study the value pattern of B.Ed. students.
2. To compare the value patterns of male and female
B.Ed. students. 3. To compare the value pattern of
students having arts and science background. 4. To
study the value pattern of B.Ed. students having rural
A study of value pattern of B.Ed. students in relation to
educationalqualification,faculty,sex
andrural-urbanbackground
* Dr.Yudhister
*AssociateProfessor,R.L.S.CollegeofEducation,Sidhrawali(Gurgaon)
and urban background. 5. To study the value pattern
of B.Ed. students with graduation and post graduate
degrees.
Hypotheses:
1. There is no significant difference in value pattern of
male and female B.Ed. students with respect to ten
values*. 2. There is no significant difference in the
value pattern of B.Ed. students having rural and urban
background with respect to ten values*. 3. There is no
significantdifferenceinvaluepatternofB.Ed.students
with arts and science background with respect to ten
values*. 4.There is no significant difference in value
pattern of B.Ed. students having graduation and post-
graduation degree with to respect to ten values*. *Ten
values are religious, social, democratic, aesthetic,
economic, knowledge, hedonistic, power, family
prestige and health.
Sample:
The sample for the present study consisted of
100B.Ed.students(50girls&50boys).Thesamplewas
collected from 5 colleges of education which were
selected randomly from the list of colleges situated in
Gurgaon and Rewari Distt. only. Form the sampled
colleges, the responded were selected randomly from
artsandsciencegroups.Therespondentswereselected
from the following sampled college of education:
1.R.L.S. collegeofEducation, Sidhrawali2. Rao Neki
Ram Memorial College of Education, Turkapur
3. SatishPublicCollegeofEducation,Rewari4.R.B.S.
CollegeofEducation,Rewari 5.SardarPatelCollegeof
Education,Farrukhnagar.
ToolsUsed:
For the purpose of collection of the data the
personal value questionnaire (PVQ) constructed and
standardized by Shery & Verma was used.
Conclusions:
1. The B.Ed. students give first performance to social
values shows that they are not only theoretic but
also practical. The second preference was given to
family prestige. They gave third preference to
knowledge it means they have love for knowledge and
study. The forth preference was given to health value
and last preference was given to a esthetic values.
2. The male and female B.Ed. students differ
significantly in values related to social and democratic

2. 93RESEARCH ANALYSIS AND EVALUATION
International Indexed & Refereed Research Journal, ISSN 0975-3486, (Print), E- ISSN -2320-5482, Aug- Oct, 2013 (Combind) VOL –V * ISSUE- 47-49
aspects. Male students aremore democratic and social
ascomparedtofemale.Theydonotdiscriminateamong
persons on the basis of sex, language, relation, caste,
color, and race. 3. The B.Ed. students with rural and
urban backgrounddiffersignificantlyintheareaslike
religious, knowledge, health: The B.Ed. students with
ruralbackground havemorefaithingod,fear ofdivine
wrath, they act according the ethical code prescribed
in religiousbooks. The considerhealthfor keeping the
body in a fit state, the order of preference of values of
B.Ed. students with urban background is knowledge,
economic, hedonistic, social, power, family prestige,
health,aesthetic,democraticandreligious.4.TheB.Ed.
students having arts and science background differ
significantly in three in the values which are religious,
economicandknowledge.The B.Ed.studentswitharts
background are most religious as compared to science
students. The B.Ed. students with science background
have more desire for money and material gain. They
havemoreloveforknowledgeoftheoreticalprinciples
and have for. Discovery of truth. 5. The order of
preference of values of B.Ed. students with arts
backgroundisreligious,familyprestige,social,power,
knowledge, democratic, aesthetic and economic.
6. TheorderofpreferenceofvaluesofB.Ed.students
withP.G.degreeisknowledge,economic, democratic,
family prestige; social etc. the ninth and tenth rank
was given to hedonistic and religious value.7.The
hierarchy of values of B.Ed. students with graduation
degree only was knowledge, health, family prestige,
democratic,social,religious,aestheticand hedonistic.
8.The B.Ed. students with PG degree have more
democratic, economic values as compared to B.Ed.
students with graduation degree.
SuggestionForFurtherResearch
The study could not conduct on large sample due
to shortage ofresourcesand time. The investigator has
recommended the following suggestions for further
research.
1. The further study may be conducted to study the
value pattern of D.Ed students. 2. The further study
may be conducted top compare and study the value
pattern of teachers serving at different school levels.
3. The further study may be conducted to study the
value pattern of students of B.A./B.Sc./B.Com.Level.
4. The further study may be conducted to study the
value pattern other professional courses likes B.C.A.,
B.B.A.,M.B.A.,Law,etc.5.Thestudywasconfined to
asampleof100B.Ed.studentsselectedfromfivecolleges
of education; it may be conducted at large sample.6.
The study was conducted by using PVQ by sherry and
Verma. It may be conducted by using other tools for
comprehensive studyofvalues. 7.Further studies may
conduct to see the relationship between values and
occupations of different people. 8. The validation of
results of their study may be done by correlating the
results of this study with other study. 9. The cross
cultural studies of value pattern may be carried with
students with different culture through same tool,
modified andadopted fromaccording to need.10. The
present study was conducted to study value pattern of
B.Ed. students in relation to their rural urban
background, faculty, qualification etc.11. Further
studies may be conducted to see the relationship of
values of B.Ed. students with their religion, IQ, caste,
personality etc.
EducationalImplications:
The findings of the present study has a bearing for
the researchers, planners, administrators, counselors,
parents and guidance workers in such a way that needs
of the B.Ed. students having less desirable values may
betakenintoaccountbecausevaluesplananimportant
role in our life. Persons having different values have
different personality and characteristics. Values are
importantaspectofpersonalitywhichchangeandgrow
with the development and so is the case with
interpersonal relations of the individual.
The present study pointed to those teachers,
parents, educational planners who unscientifically
believe thatB.Ed. students with different background,
qualifications and sex differ significantly in all ten
categoriesvalues.Soitbecomesethicalandmoralduty
of teachers, counselors and curriculum planner that
whenever such students are to be guided or the are to
thesentsomeotherprofessionaltrainingoroccupation
of even for higher learning, their values must be taken
into consideration for their future adjustment also for
bettermentforsuchpeoplewhoaredirectlyorindirectly
concerned with future of students prospective. The
college authority should take such projects in hand
which bring colleges and community closer to each
other. These projects should be arranged wisely and
carefully.Socialworks,socialreformers,psychologists
and other people may be invited to colleges and B.Ed.
students should be given opportunities for
conversation with them.
1 Allport, ET, AL.: Patterns and growth in personality, Holt publishers, New York 1960.
2 Buch. M.B.: Second Survey of Research in Education 46, Hari Nagar, Gotri Road, Baroda.
3 Garret, Henry: Statistics in Psychology and Education, Vaklis Ferier and Simons Pvt. Ltd., Bombay.
4 Happua Wamy. B.: Advanced Educational Psychology, Sterlite Publisher Pvt. Ltd. New Delhi.
5 Sharma, R.P.: A comparative study of values of the Teachers in High and Higher Secondary School of Delhi, 1996.
6 Srivastava, Deepa: A comparative Study if Value Patterns of Secondary Teachers Working in Delhi and Haryana, 1996.
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