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Educational Research <strong>and</strong> Essays Vol. 1(5), pp. 074 - 078, November 2012<br />

Available online at http://www.wudpeckerresearchjournals.org<br />

2012 Wudpecker Research Journals<br />

ISSN 2315-7267<br />

Review<br />

<strong>Self</strong> <strong>concept</strong> <strong>and</strong> <strong>academic</strong> <strong>achievement</strong> <strong>of</strong> <strong>Kashmiri</strong><br />

<strong>and</strong> <strong>Pakthooni</strong> students<br />

Shabir Ahmad Bhat<br />

Faculty <strong>of</strong> Education, University <strong>of</strong> Kashmir, India. showkat80ahmad@gmail.com. Tel: +919906442010.<br />

Accepted 14 September 2012<br />

The study was conducted to examine the self <strong>concept</strong> <strong>and</strong> <strong>academic</strong> <strong>achievement</strong> <strong>of</strong> two ethnic groups<br />

viz; <strong>Kashmiri</strong> <strong>and</strong> Pakhtooni. The sample for the study consisted <strong>of</strong> 100 secondary school students (50<br />

<strong>Kashmiri</strong> <strong>and</strong> 50 Pakhtooni). The investigator used Sagar Sharma <strong>Self</strong> Concept Inventory to collect the<br />

data. The data collected was subjected to various statistical treatments like mean, S.D. <strong>and</strong> t-test. After<br />

analyzing the data it has been found that <strong>Kashmiri</strong> students possessed better self <strong>concept</strong> <strong>and</strong><br />

<strong>academic</strong> <strong>achievement</strong> than the Pakhtooni students.<br />

Key words: <strong>Self</strong> <strong>concept</strong>, <strong>academic</strong> <strong>achievement</strong>, <strong>Kashmiri</strong>, Pakhtooni, students.<br />

INTRODUCTION<br />

The world has entered in a phase <strong>of</strong> history <strong>of</strong> which<br />

changes are an essential feature, but change that is<br />

radically different from that experienced in the past.<br />

Beyond the geopolitical <strong>and</strong> political upheavals <strong>of</strong> the last<br />

ten years or so which have pr<strong>of</strong>oundly altered the<br />

international political seen, this change is civilizational in<br />

scope. Everything is changing. The very nature <strong>of</strong> work is<br />

changing with the intellectual element continuously<br />

increasing while the manual element decreases. This<br />

change leads to a change in the need for skills in the<br />

different categories <strong>of</strong> the working population, <strong>and</strong><br />

creates a need for occupational <strong>and</strong> social mobility <strong>and</strong><br />

lifelong education <strong>and</strong> training<br />

The evaluation <strong>of</strong> society has been amazing <strong>and</strong> has<br />

proceeded by many steps. From the agricultural society<br />

to industrialization, the post industrial society, the<br />

information society, <strong>and</strong> last the knowledge society. The<br />

interacting control for people has changed dramatically.<br />

From the village to the nation, to the continent, to the<br />

whole world, that characterizes the knowledge society.<br />

Education has assumed a place <strong>of</strong> paramount<br />

importance in modem society which is becoming more<br />

scientific <strong>and</strong> technological. It is now regarded as a<br />

potent instrument <strong>of</strong> rapid <strong>and</strong> effective development<br />

through which the st<strong>and</strong>ard <strong>of</strong> a people, their prosperity<br />

<strong>and</strong> security can be considerably improved.<br />

Light is to darkness <strong>and</strong> knowledge is to ignorance.<br />

Education brings knowledge <strong>and</strong> it is a necessary part <strong>of</strong><br />

human development. A society is known for development<br />

by the level <strong>of</strong> education <strong>of</strong> the people. Social order is<br />

possible through underst<strong>and</strong>ing the dynamics <strong>of</strong> sociopolitical<br />

frame <strong>of</strong> a society that can be reflected by<br />

education. Economic growth due to scientific <strong>and</strong><br />

technological advancements <strong>and</strong> industrial development<br />

<strong>and</strong> agricultural abundance is possible with education.<br />

<strong>Self</strong>-<strong>concept</strong> also called self-construction, selfidentity<br />

or self-Perspective is a multi-dimensional<br />

construct that refers to an individual's perception <strong>of</strong> "self"<br />

in relation to any number <strong>of</strong> characteristics, such as<br />

<strong>academic</strong>s (<strong>and</strong> non<strong>academic</strong>’s), gender roles <strong>and</strong><br />

sexuality, racial identity, <strong>and</strong> many others. Each <strong>of</strong> these<br />

characteristics is a research domain (i.e. Academic <strong>Self</strong>-<br />

Concept) within the larger spectrum <strong>of</strong> self-<strong>concept</strong><br />

although no characteristics exist in isolation as one’s self<strong>concept</strong><br />

is a collection <strong>of</strong> beliefs about oneself. While<br />

closely related with self-<strong>concept</strong> clarity (which "refers to<br />

the extent to which self-knowledge is clearly <strong>and</strong><br />

confidently defined, internally consistent, <strong>and</strong> temporally<br />

stable"), it presupposes but is distinguishable from selfawareness,<br />

which is simply an individual's awareness <strong>of</strong><br />

their self. It is also more general than self-esteem, which<br />

is the purely evaluative element <strong>of</strong> the self-<strong>concept</strong>.<br />

The self-<strong>concept</strong> is an internal model which comprises<br />

self-assessments. Features assessed include but are not<br />

limited to: personality, skills <strong>and</strong> abilities, occupation(s)<br />

<strong>and</strong> hobbies, physical characteristics, etc. For example,


75 Wudpecker J. Edu. Res.<br />

the statement "I am lazy" is a self-assessment that<br />

contributes to the self-<strong>concept</strong>. However, the statement "I<br />

am tired" would not be part <strong>of</strong> someone's self-<strong>concept</strong>,<br />

since being tired is a temporary state <strong>and</strong> a more<br />

objective judgment. A person's self-<strong>concept</strong> may change<br />

with time as reassessment occurs, which in extreme<br />

cases can lead to identity crises.<br />

The Afghans came to the valley <strong>of</strong> Kashmir 200 - 250<br />

years ago. A sizeable number <strong>of</strong> them came to India<br />

before <strong>and</strong> during the Mughal rule <strong>and</strong> entered Kashmir<br />

during time <strong>of</strong> Ahmad Shah Durrani, around A. D. 1753.<br />

They belong to various clans <strong>and</strong> had settled in different<br />

parts <strong>of</strong> the valley. The prominent Afghan clans <strong>of</strong> the<br />

present day, Kashmir are Yousuf Zai, Khankal, Afridi,<br />

Swati Malik, Durrani <strong>and</strong> Qais. They are popularly known<br />

as Khans by the local population, but they prefer to be<br />

known as Pakhtoons. Over a period <strong>of</strong> time, various<br />

batches <strong>of</strong> Immigrant Afghans settled in the upper<br />

reaches <strong>of</strong> the valley <strong>of</strong> Kashmir with a view to occupy<br />

the virgin l<strong>and</strong>s with abundance <strong>of</strong> water. Now the Afghan<br />

settlements have grown in size <strong>and</strong> have become fullfledged<br />

state subjects since 1947. The Afghans<br />

(Pakhtoons), especially in rural areas, still maintain their<br />

indigenous identity.<br />

The Afghans (Pakhtoons) initially came to Kashmir<br />

during the time <strong>of</strong> Ahmad Shah Durraini, <strong>and</strong> thereafter<br />

in batches due to intertribal feudes in their home l<strong>and</strong><br />

creating insecure conditions. Later on it was Maharaja<br />

Gulab Singh, the Ruler <strong>of</strong> Kashmir, who <strong>of</strong>fered them<br />

employment, opportunities, especially for guarding the<br />

frontiers <strong>and</strong> granted them l<strong>and</strong> <strong>and</strong> Jagirs <strong>and</strong> allowed<br />

them to settle in colonies <strong>of</strong> their choice.<br />

Objectives <strong>of</strong> the study<br />

The following objectives has been formulated for the<br />

present investigation.<br />

1. To study <strong>Self</strong>-Concept <strong>of</strong> <strong>Kashmiri</strong> <strong>and</strong> Pakhtooni<br />

students.<br />

2. To study the Academic Achievement <strong>of</strong> <strong>Kashmiri</strong><br />

<strong>and</strong> Pakhtooni Students.<br />

3. To Compare <strong>Kashmiri</strong> <strong>and</strong> Pakhtooni Students<br />

on self <strong>concept</strong>.<br />

4. To compare <strong>Kashmiri</strong> <strong>and</strong> Pakhtooni Students on<br />

<strong>academic</strong> <strong>achievement</strong>.<br />

Hypotheses<br />

The following hypotheses were formulated for the present<br />

investigation.<br />

1. There is significant difference between <strong>Kashmiri</strong><br />

<strong>and</strong> Pakhtooni Students on <strong>Self</strong>-Concept.<br />

2. There is significant difference between <strong>Kashmiri</strong><br />

<strong>and</strong> Pakhtooni Students on Academic Achievement.<br />

Sample<br />

The sample for the present study consisted <strong>of</strong> 100 secondary<br />

school students (50 <strong>Kashmiri</strong> <strong>and</strong> 50 Pakhtooni) selected<br />

r<strong>and</strong>omly from the different schools <strong>of</strong> district G<strong>and</strong>erbal (Table<br />

1).<br />

TOOLS USED<br />

The data for the present study was collected with the help<br />

<strong>of</strong> the self <strong>concept</strong> inventory (Real <strong>Self</strong> <strong>and</strong> Ideal <strong>Self</strong>) by<br />

Sagar <strong>and</strong> Sharma.<br />

PROCEDURE<br />

In order to collect the information the investigator visited<br />

various secondary school students <strong>of</strong> district G<strong>and</strong>erbal. The<br />

investigator administered mental health battery to 100<br />

students (50 <strong>Kashmiri</strong> <strong>and</strong> 50 Pakhtooni students) pursuing<br />

their education in different schools <strong>of</strong> district G<strong>and</strong>erbal to<br />

assess their self <strong>concept</strong> <strong>and</strong> <strong>academic</strong> <strong>achievement</strong>.<br />

The <strong>academic</strong> <strong>achievement</strong> <strong>of</strong> previous two years <strong>of</strong> the<br />

sample subjects were collected from the <strong>of</strong>ficial<br />

records <strong>of</strong> the respective schools.<br />

Statistical treatment<br />

The data collected was subjected to the following<br />

statistical treatment.<br />

Mean, S.D, t-test.<br />

ANALYSIS AND INTERPRETATION OF THE DATA<br />

The table 1.1 shows the mean comparison <strong>of</strong> <strong>Kashmiri</strong><br />

<strong>and</strong> Pakhtooni school students on Ideal self dimension <strong>of</strong><br />

self <strong>concept</strong> inventory. The calculated t-value (3.37) is<br />

greater than the tabulated t-value at 0.01 level <strong>of</strong><br />

significance, which depicts that there is significance<br />

difference between <strong>Kashmiri</strong> <strong>and</strong> Pakhtooni students on<br />

Ideal self <strong>of</strong> <strong>Self</strong> <strong>concept</strong> inventory. The above result<br />

clarifies that <strong>Kashmiri</strong> students have better Ideal self<br />

than Pakhtooni Students<br />

The table 1.2 shows the mean comparison <strong>of</strong> <strong>Kashmiri</strong><br />

<strong>and</strong> Pakhtooni school students on real self dimension <strong>of</strong><br />

self <strong>concept</strong> inventory. The calculated t-value (4.5) is<br />

greater than the tabulated t-value at 0.01 level <strong>of</strong><br />

significance, which depicts that there is significance<br />

difference between <strong>Kashmiri</strong> <strong>and</strong> Pakhtooni students on<br />

Real self <strong>of</strong> <strong>Self</strong> <strong>concept</strong> inventory. The above result<br />

clarifies that <strong>Kashmiri</strong> students have better Real self than<br />

Pakhtooni Students.<br />

Table 1.3 shows the mean comparison <strong>of</strong> <strong>Kashmiri</strong> <strong>and</strong><br />

Pakhtooni school students on <strong>Self</strong> Concept inventory.<br />

The calculated t-value (3.94) is greater than the tabulated


169<br />

168<br />

167<br />

166<br />

165<br />

164<br />

163<br />

162<br />

Table 1:The breakup <strong>of</strong> the sample are as under:<br />

Group N Total<br />

<strong>Kashmiri</strong> Students 50 50<br />

Pakhtooni Students 50 50<br />

Total 100<br />

Table 1.1: Showing the mean comparison <strong>of</strong> <strong>Kashmiri</strong> <strong>and</strong> Pakhtooni<br />

Students on Ideal <strong>Self</strong> Dimension <strong>of</strong> <strong>Self</strong> <strong>concept</strong> (N= 50 in each group).<br />

Group<br />

<strong>Kashmiri</strong><br />

Pakhtooni<br />

N<br />

50<br />

50<br />

Mean<br />

165<br />

162<br />

S.D<br />

5.4<br />

3.2<br />

t- value<br />

3.37<br />

Level <strong>of</strong> Significance<br />

Significant at 0.01 Level<br />

Table 1.2: Showing the mean comparison <strong>of</strong> <strong>Kashmiri</strong> <strong>and</strong> Pakhtooni<br />

Students on Real <strong>Self</strong> Dimension <strong>of</strong> <strong>Self</strong> <strong>concept</strong> Inventory (N= 50 in each<br />

group).<br />

Group<br />

<strong>Kashmiri</strong><br />

Pakhtooni<br />

N<br />

50<br />

50<br />

Mean<br />

167<br />

163<br />

S.D<br />

4.47<br />

4.40<br />

t- value<br />

4.5<br />

Level <strong>of</strong> Significance<br />

Significant at 0.01 Level<br />

Table 1.3: Showing the mean comparison <strong>of</strong> <strong>Kashmiri</strong> <strong>and</strong> Pakhtooni<br />

Students on <strong>Self</strong> <strong>concept</strong> (N= 50 in each group).<br />

Group<br />

<strong>Kashmiri</strong><br />

Pakhtooni<br />

N<br />

50<br />

50<br />

168<br />

Mean<br />

168<br />

164.5<br />

S.D<br />

4.816<br />

4.024<br />

Figure 1. Mean comparison on self <strong>concept</strong>.<br />

t- value<br />

3.94<br />

Level <strong>of</strong> Significance<br />

Significant at 0.01 Level<br />

164.5<br />

<strong>Kashmiri</strong> Pakhtooni<br />

Mean<br />

Bhat 76


77 Wudpecker J. Edu. Res.<br />

Table 1.4: Showing the mean comparison <strong>of</strong> <strong>Kashmiri</strong> <strong>and</strong> Pakhtooni<br />

students on <strong>academic</strong> Achievement (N= 50 in each group).<br />

Group<br />

<strong>Kashmiri</strong><br />

Pakhtooni<br />

N<br />

50<br />

50<br />

Mean<br />

57.06<br />

46.01<br />

S.D<br />

7.8<br />

6.25<br />

t-value<br />

7.81<br />

Figure 2. Mean comparison on <strong>academic</strong> achivement.<br />

t-value at 0.01 level <strong>of</strong> significance, which depicts that<br />

there is significance difference between <strong>Kashmiri</strong> <strong>and</strong><br />

Pakhtooni students on <strong>Self</strong> Concept Inventory. The<br />

above result clarifies that <strong>Kashmiri</strong> students have better<br />

<strong>Self</strong> Concept than Pakhtooni Students.<br />

In the light <strong>of</strong> above results, the hypotheses No. 1<br />

which reads as “There is significant difference between<br />

<strong>Kashmiri</strong> <strong>and</strong> Pakhtooni students on self <strong>concept</strong>” st<strong>and</strong>s<br />

accepted. (Figure 1)<br />

The table 1.4 shows the mean comparison <strong>of</strong> <strong>Kashmiri</strong><br />

<strong>and</strong> Pakhtooni students on <strong>academic</strong> <strong>achievement</strong>. The<br />

calculated t- value (7.81) is greater than the tabulated t-<br />

value <strong>and</strong> the difference was found to be significant at<br />

0.01 level. The above table revels that the <strong>Kashmiri</strong><br />

students show better <strong>academic</strong> <strong>achievement</strong> than the<br />

Pakhtooni Students.<br />

In light <strong>of</strong> the above discussion, the hypotheses No.2<br />

which reads as, “There is a significant difference between<br />

<strong>Kashmiri</strong> <strong>and</strong> Pakhtooni students on Academic<br />

<strong>achievement</strong>” st<strong>and</strong>s accepted. (Figure 2).<br />

MAJOR FINDINGS<br />

60<br />

50<br />

40<br />

30<br />

20<br />

10<br />

0<br />

57.06<br />

The following are some <strong>of</strong> the conclusions drawn from the<br />

present study.<br />

Level <strong>of</strong> significance<br />

0.01 Level<br />

46.01<br />

<strong>Kashmiri</strong> Pakhtooni<br />

1. It has been found that <strong>Kashmiri</strong> <strong>and</strong> Pakhtooni<br />

students differ significantly on ideal self dimension <strong>of</strong> <strong>Self</strong><br />

Concept inventory. The <strong>Kashmiri</strong> students were found to have<br />

better ideal self than the Pakhtooni students.<br />

2. It has been found that <strong>Kashmiri</strong> <strong>and</strong> Pakhtooni<br />

students differ significantly on real self dimension <strong>of</strong> <strong>Self</strong><br />

Concept Inventory. The <strong>Kashmiri</strong> students were found to have<br />

better real self than Pakhtooni students.<br />

3. It has been found that <strong>Kashmiri</strong> <strong>and</strong> Pakhtooni<br />

students differ significantly on overall dimensions <strong>of</strong> <strong>Self</strong><br />

Concept Inventory. The <strong>Kashmiri</strong> students were found have<br />

better self <strong>concept</strong> than the Pakhtooni students.<br />

4. It has been found that <strong>Kashmiri</strong> <strong>and</strong> Pakhtooni<br />

students differ significant on <strong>academic</strong> <strong>achievement</strong>.<br />

<strong>Kashmiri</strong> secondary students were found to have better<br />

<strong>academic</strong> <strong>achievement</strong> than Pakhtooni students.<br />

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