Research Proposal: 1.0 Statement of The Problem

RESEARCH PROPOSAL
1.0 STATEMENT OF THE PROBLEM
The word ‘Education’ makes it clear that the process of education is broad
based. At first this word was related to an original Latin word ‘Educatum’. The
word educatum is the combination of two words ‘E’ and ‘Duco’, meaning ‘out of’
and ‘to lead’ respectively. Hence the word educatum means to lead to the
outside from the inside. From its meaning it becomes clear that in education the
teacher does not give anything to the taught but helps him in developing his inner
potentialities. There are many mental potentialities inherent in the student. These
powers are recessive. The function of bringing them out and developing them is
performed through education. The word ‘education’ indicates that education is a
thing by which the inner powers of the students are developed.
MEANINGS
Assertiveness is the ability to express ones emotions and needs with

violating the rights of others. The term assertiveness is generally used to denote
confident behavior. Though this implication isn’t incorrect, yet it fails to
accurately depict what behaviorists mean by assertive behavior. In fact, just acting
in a confident way without understanding what assertiveness really means can do
more harm than good. For example, when two ‘confident’ speakers debate an
issue without the honest intention of empathetically listening to the other to
influence the decision, poor interpersonal communication, or harmful conflict, is
the equal outcome. Such behavior creates more problems than it helps to resolve.
Andrew Salter (1948) stated that non-assertive individuals with expressive

inhibitions lead unhappy lives. They generally experience a sense of emptiness
and a feeling of dissatisfaction. Researchers have identified and specified verbal
behavior that differentiates between assertive and non-assertive persons.
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2.0 TITLE OF STUDY
A STUDY ON ASSERTIVENESS IN RELATION TO ACADEMIC

ACHIEVEMENT AMONG HIGHER SECONDARY STUDENTS IN
THITTAKUDI TALUK.
3.0 SIGNIFICANCE OF THE STUDY
Fear and Anxiety are common emotional factors for students, all the
emotional factor are interrelated, if the level of other emotional factor (ex-anger)
increased the level of often emotional factors i.e. (Tension and pressure is also
increased) if the level of one emotional factor decreased (anger) the level of other
emotional factor (tension and pressure) is also decreased. If we should apply some
method of treatment to the stress or definitely we would see an identical growth
among them.
Too much of work load leads the students into a stressful life. Over stress
is poison for human being and destroy their life with in few days, because of this
stress may are planning to suicide falling ill leading aimless life and finally
destroy this whole life time, fear, anxiety , helplessness, frustration, anger,
inferiority complex, failures over expectation there are all cause of stress.
In higher secondary school they are suffering by this stress, by doing their
assignment, and other training works, there is two kind of stress one is positive
stress another is negative stress, stress has physical and emotional effects, as it can
make a person either positive or negative. A positive stressful influence exciting
perspective of an issue or a problem.
A negative influence can result in feelings of distrust, rejection, anger and

depression which in turn can lead to health problems including headaches,
stomach upset, rashes, ulcers, high blood pressure, heart diseases and strokes.
Stress can affect our relationship with others, Hence the problem in present study
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was stared as a study on stress management and achievement science, among the
higher secondary school students in Thittakudi Taluk.
4.0 REVIEW OF RELATED LITERATURE
Tripathi (2012)conducted a study on “Assertiveness and personality” The

present study investigates the differences in assertiveness and the ability to
discriminate assertiveness from aggressive and defensive/passive behavior and the
relation among them across Indian and Serbian cultures, besides exploring the
relationship between personality and assertiveness in both the cultures. Measures
of assertiveness, scale of discrimination among assertive, aggressive and passive
behavior and big five personality inventory were administered on Indian (N=108)
and Serbian (N=116) engineering students. Results indicated significant
difference in the assertive behavior of Indian and Serbian samples apart from
significant relationship between personality and assertiveness.
George P. (2010) conducted a study on “Effects of Assertiveness Training

and Expressive on Acculturative Stress in International Students”. This
randomized trial tested the effects of group assertiveness training, private
expressive writing, their combination, and a wait-list control on the acculturative
stress, affect, and health of 118 international students at an urban North American
University. Group assertiveness training was rated positively by students and led
to lower negative effect, whereas expressive writing was less well received and
led to higher homesickness and fear, but also to higher positive affect. The
combined intervention had no effects, perhaps because the 2 components negated
each other. He was concluded that group assertiveness training improves
emotional adjustment of international students but that expressive writing has
mixed effects and needs further development and study.
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Joseph C. (2010) conducted a study on “Assertiveness and Effective
Leadership” He discuss assertiveness in the workplace and its relationship to
organizational leadership and explored assertiveness and its relationship to leader
success or failure. He find out leaders with low levels of assertiveness may be
viewed as too passive while leaders who exhibit extremely assertive behavior can
be perceived as too hostile.
Albert (2009) conducted a study on “Transitional Services for

Youth with Developmental Disabilities: Living in College Dorms” This study
evaluates the impact of a college-based dormitory program on transitioning youth
with intellectual disabilities. Data were collected with semi structured interviews
from young adults with intellectual disabilities who participated in a college-based
residential program and their parents or guardians. Results indicate that the
experience of living away from home for the first time was in some ways
comparable to that of a typical college student. Improvement in life skills,
including awareness of personal goals, enhanced vocational goals, increased
maturity or assertiveness, was reported.
Gary R.Bond (2009) examined a study on “Assertive Community

Treatment for people with Severe Mental Illness: Critical Ingredients and Impact
on patients”. They found that ACT substantially reduces psychiatric hospital use,
increase housing stability, and moderately improves symptoms and subjective
quality of life. In addition, ACT is highly successful in engaging patients in
treatment. Research also suggests that the more closely case management
programs follow ACT principles, the better outcomes.
Kimberley A. Moore, Erin E (2009) conducted a study on “The

Relationship between Assertiveness and Social Anxiety in College Student”. She
found that the assertive individual have low levels of social anxiety.
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Kolb, Sharon M. (2009) examined a study on “Empowering Students
through Assertive Communication Strategies”. This article discusses five assertive
techniques that can be directly taught to students at home or in the classroom. The
scenarios presented as a model for role playing, can be modified as needed to
make teaching situations relevant for student levels and settings. Incidentally,
these strategies are excellent for personal safety and protective behaviors.
Mark (2009) examined a study on “Teaching Social Skills in a virtual

Environment: An Exploratory Study”. This article reported on an exploratory
study which examined the use of virtual environment technology as a tool to teach
elementary school children social skills. Small group interventions were assessed
to determine how the participants were measurably different on 7 different
dependent variables: problem behaviors, academic competence, cooperation,
assertiveness, responsibility, empathy, and self-control. The group intervention
created measurable positive changes on 4 of the dependent variables, including
problem behaviors, cooperation, responsibility, and self-control.
Parikh (2004) studied the relationship of cognitive style and academic

achievement of boys and girls and found that achievement was not related to
cognitive style; boys and girls do not differ in their cognitive style.
Zhang (2004) examined the nature of field independent-dependent

construct against academic achievement as well as thinking style as defined in
Sternberg’s theory of mental self government. Participants responded to the group
embedded figure test and the thinking style inventory. Student’s academic
achievement was examined in relation to field independent-dependent and
thinking style score. Major findings were that field independent-dependent and
thinking style construct were unrelated; particular thinking styles were related to
the students overall achievement in mathematics course.
5
Banerjee (2003) studied adjustment patterns and cognitive style of creative
and non creative students with the objective to explore the relationship between
cognitive style and creativity, and between adjustment and cognitive style by
taking a sample of 567 students and found that there was a significant correlation
between creativity and cognitive style and there was no significant difference in
the cognitive style of VII & VIII grade students; cognitive style and adjustment
patterns revealed no difference due to grades; field independent students made
better adjustment in home and school area.
5.0 HYPOTHESES
On the basis of the above objectives the following hypotheses have been
formulated:
1. There is no significant difference in assertiveness among higher secondary
students is high in nature.
2. There is no significant difference in academic achievement among higher
secondary students is high in nature.
3. There is no significant difference in assertiveness between male and female
higher secondary students.
4. There is no significant difference in academic achievement between male
and female higher secondary students.
5. There is no significant difference in assertiveness between rural and urban
higher secondary students.
6. There is no significant difference in academic achievement between rural
and urban higher secondary students.
7. There is no significant difference in assertiveness between nuclear family
and joint family higher secondary students.
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6.0 METHODS
Normative survey method is uses the term survey suggests the gathering of
evidence relating to current conditions. The term normative implies the
determination of normal or typical conditions. The normative study is used for the
type of research that proposes to ascertain what the normal or typical condition of
practice is at the present time. It brings into focus of our attention on existing
educational problems and also suggests the ways of meeting them. The survey
method facilities drawing generalizations about a large population on the basis of
studies of representative sample.
6.1 SUBJECTS
Due to the lack of time and resources available to the investigator, the
study has been limited to the following points;
1) The present study is confined only to a stratified random sample of 11 th

standard students in Thittakudi Taluk.
2) Only 300 students were involved in the study.
3) The present study is confined only to a few factors like gender, religion,
type of family, locality of school, type of management, parental
occupation, parental educational qualification, and parental income.
4) The half yearly marks have been scored by the students considered as
academic achievement.
6.2 PROCEDURE
Assertiveness scale was used Rathus (1967). This scale contains 30 items.
It includes four options that is Always, Often, Sometimes, Not at all.
The data were collected from 300 students of higher secondary schools
drawn from three schools at random.
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The following methods of analysis were used
 Mean
 Median
 Standard Deviation
 ‘t’-test
6.3 DATA ANALYSIS
In the present study, the investigator analysis the data by using the
following statistical techniques.
1. Descriptive analysis and
2. Differential analysis
DESCRIPTIVE ANALYSIS
It includes comparison of measures of central tendency such as the mean

and measure of variability such as standard deviation. The calculated values are
used to describe the properties of the difference sub-samples.
DIFFERENTIAL ANALYSIS
It contain the determines of the statistical significance of the difference

between group with reference to selected variables (ie. “t” test). The “t” test is a
numerical procedure that taken into accounts the difference between means of the
two sub groups. The size of the sample in each group. The size of the sample in
each group and amount of variation of spread present in scores. Thus the “t” test
is a technique to find out whether the difference of mean performance, of the two
groups in significant.

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RESEARCH PROPOSAL

1.0 STATEMENT OF THE PROBLEM

Assertiveness is the ability to express ones emotions and needs with

Andrew Salter (1948) stated that non-assertive individuals with expressive

A STUDY ON ASSERTIVENESS IN RELATION TO ACADEMIC

3.0 SIGNIFICANCE OF THE STUDY

A negative influence can result in feelings of distrust, rejection, anger and

4.0 REVIEW OF RELATED LITERATURE

Tripathi (2012)conducted a study on “Assertiveness and personality” The

George P. (2010) conducted a study on “Effects of Assertiveness Training

Albert (2009) conducted a study on “Transitional Services for

Gary R.Bond (2009) examined a study on “Assertive Community

Kimberley A. Moore, Erin E (2009) conducted a study on “The

Mark (2009) examined a study on “Teaching Social Skills in a virtual

Parikh (2004) studied the relationship of cognitive style and academic

Zhang (2004) examined the nature of field independent-dependent

1) The present study is confined only to a stratified random sample of 11 th

6.3 DATA ANALYSIS

It includes comparison of measures of central tendency such as the mean

It contain the determines of the statistical significance of the difference

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