Self concept and academic achievement of Kashmiri and Pakthooni ...

75 Wudpecker J. Edu. Res.
the statement "I am lazy" is a self-assessment that
contributes to the self-concept. However, the statement "I
am tired" would not be part of someone's self-concept,
since being tired is a temporary state and a more
objective judgment. A person's self-concept may change
with time as reassessment occurs, which in extreme
cases can lead to identity crises.
The Afghans came to the valley of Kashmir 200 - 250
years ago. A sizeable number of them came to India
before and during the Mughal rule and entered Kashmir
during time of Ahmad Shah Durrani, around A. D. 1753.
They belong to various clans and had settled in different
parts of the valley. The prominent Afghan clans of the
present day, Kashmir are Yousuf Zai, Khankal, Afridi,
Swati Malik, Durrani and Qais. They are popularly known
as Khans by the local population, but they prefer to be
known as Pakhtoons. Over a period of time, various
batches of Immigrant Afghans settled in the upper
reaches of the valley of Kashmir with a view to occupy
the virgin lands with abundance of water. Now the Afghan
settlements have grown in size and have become fullfledged
state subjects since 1947. The Afghans
(Pakhtoons), especially in rural areas, still maintain their
indigenous identity.
The Afghans (Pakhtoons) initially came to Kashmir
during the time of Ahmad Shah Durraini, and thereafter
in batches due to intertribal feudes in their home land
creating insecure conditions. Later on it was Maharaja
Gulab Singh, the Ruler of Kashmir, who offered them
employment, opportunities, especially for guarding the
frontiers and granted them land and Jagirs and allowed
them to settle in colonies of their choice.
Objectives of the study
The following objectives has been formulated for the
present investigation.
1. To study Self-Concept of Kashmiri and Pakhtooni
students.
2. To study the Academic Achievement of Kashmiri
and Pakhtooni Students.
3. To Compare Kashmiri and Pakhtooni Students
on self concept.
4. To compare Kashmiri and Pakhtooni Students on
academic achievement.
Hypotheses
The following hypotheses were formulated for the present
investigation.
1. There is significant difference between Kashmiri
and Pakhtooni Students on Self-Concept.
2. There is significant difference between Kashmiri
and Pakhtooni Students on Academic Achievement.
Sample
The sample for the present study consisted of 100 secondary
school students (50 Kashmiri and 50 Pakhtooni) selected
randomly from the different schools of district Ganderbal (Table
1).
TOOLS USED
The data for the present study was collected with the help
of the self concept inventory (Real Self and Ideal Self) by
Sagar and Sharma.
PROCEDURE
In order to collect the information the investigator visited
various secondary school students of district Ganderbal. The
investigator administered mental health battery to 100
students (50 Kashmiri and 50 Pakhtooni students) pursuing
their education in different schools of district Ganderbal to
assess their self concept and academic achievement.
The academic achievement of previous two years of the
sample subjects were collected from the official
records of the respective schools.
Statistical treatment
The data collected was subjected to the following
statistical treatment.
Mean, S.D, t-test.
ANALYSIS AND INTERPRETATION OF THE DATA
The table 1.1 shows the mean comparison of Kashmiri
and Pakhtooni school students on Ideal self dimension of
self concept inventory. The calculated t-value (3.37) is
greater than the tabulated t-value at 0.01 level of
significance, which depicts that there is significance
difference between Kashmiri and Pakhtooni students on
Ideal self of Self concept inventory. The above result
clarifies that Kashmiri students have better Ideal self
than Pakhtooni Students
The table 1.2 shows the mean comparison of Kashmiri
and Pakhtooni school students on real self dimension of
self concept inventory. The calculated t-value (4.5) is
greater than the tabulated t-value at 0.01 level of
significance, which depicts that there is significance
difference between Kashmiri and Pakhtooni students on
Real self of Self concept inventory. The above result
clarifies that Kashmiri students have better Real self than
Pakhtooni Students.
Table 1.3 shows the mean comparison of Kashmiri and
Pakhtooni school students on Self Concept inventory.
The calculated t-value (3.94) is greater than the tabulated