March 25, 2016
Frustration Level of High School Students among Their Gender
The present study aimed to assess the Frustration level of high school students among their gender in relation to their Montessori and Traditional method of education. It was hypothesized that male and female high school students of Montessori education and Traditional education have significant difference on Frustration level. In order to verify the above hypotheses a sample of 120 students were selected from high schools which offer education with Montessori (N=60) and Traditional methods (N=60) include equally male and female students. To measure variable the Frustration scale was used which is developed and standardized by Chauhan & Tiwari (1999). This scale administered individually on the subjects. The data were subjected to ‘t’ analyses and the major findings of the study revealed that following are dawn: 1. The male and female students of Montessori education obtained ‘t’ value is 0.80, which is not significant level. 2. The male and female students of Traditional education obtained ‘t’ value is 2.19, which is significant at 0.05 level. 3. There is no significant difference between the male students of Montessori and Traditional education. The obtained ‘t’ value is 1.11, which is not significant level. 4. There is significant difference between female high school students of Montessori and Traditional education. The obtained ‘t’ value is 2.98, which is highly significant at 0.01 level.
This is an Open Access Research distributed under the terms of the Creative Commons Attribution License (www.creativecommons.org/licenses/by/2.0), which permits
unrestricted use, distribution, and reproduction in any Medium, provided the original work is properly cited.
© 2016 I M Patil, S Kumara
How to cite this article:
M Patil, S Kumara. (2016). Frustration Level of High School Students among Their Gender. International Journal of Indian Psychology 3 (2), DOI: 10.25215/0302.137, DIP: 18.01.137/20160302
January 29, 2016;
February 24, 2016;
March 25, 2016
Volume 03, Issue 2, January-March, 2016