A COMPARATIVE STUDY OF LIFE SKILL EDUCATION AWARENESS OF ADOLESCENT STUDENTS BETWEEN KALINGA INSTITU

International Journal of Mechanical and Production Engineering Research and Development (IJMPERD) ISSN (P): 2249–6890; ISSN (E): 2249–8001 Vol. 10, Issue 3, Jun 2020, 3507–3514 © TJPRC Pvt. Ltd.

A COMPARATIVE STUDY OF LIFE SKILL EDUCATION AWARENESS OF ADOLESCENT STUDENTS BETWEEN KALINGA INSTITUTE OF SOCIAL SCIENCE (KISS) STUDENTS AND THE STUDENTS OF BALASORE DISTRICT OF ODISHA RAGHUNATH MURMU & Dr. SUNITA ACHARYA Research Scholar, KIIT Deemed to be University, Bhubaneswar, Odisha, India Lecturer in Education, KISS Deemed to be University, Bhubaneswar, Odisha, India ABSTRACT Life skills require to face upcoming problems in life can be said as life skills whichis very essential to human beings. To lead a life in good way, human beings have to use the skills which will imbibe them in their whole life achievement with an adaptive and adjustment approach. The objectives of the study were (i) To assess life skill awareness of adolescents in Kalinga Institute of Social Sciences (ii) To assess life skill awareness of adolescents students of Balasore district of Odisha, and (iii) To compare life skill awareness of adolescent students between Kalinga Institute of Social Science and

Social Sciences of Bhubaneswar and secondary level students Balasore district of Odisha. The data were collected purposively due to highest range of students. Data was collected from two hundred students of secondary level (one hundred students from Kalinga Institute of Social Sciences, Bhubaneswar and one hundred students from Balaswar district of Odisha). ANOVA and “t” test was used for analysis of data.

KEYWORDS: Life Skill Education & Adolescent Students

Original Article

Balasore District of Odisha. The sample of the present study covers secondary level children of Kalinga Institute of

Received: Jun 02, 2020; Accepted: Jun 22, 2020; Published: Jun 30, 2020; Paper Id.: IJMPERDJUN2020334

INTRODUCTION Life skills require to face upcoming problems in life can be said as life skills which is very essential to human beings. To lead a life in good way, human beings have to use the skills which will imbibe them in their whole life achievement with an adaptive and adjustment approach. The World Health Organization (WHO, 1993) defines life skills as “the abilities for adaptive and positive behaviour that enable individuals to deal effectively with the demands and changes of everyday life”.UNESCO (2002) defines life skills as “psychological and inter-personal skills that help people make informed decisions, communicate effectively and develop the coping and selfmanagement skills needed for a healthy and productive life”.

Life skills are promoted by education, information, training and services and are indispensable prerequisites for empowerment which means ability and power to make choices in one’s personal and public life.

Promoting life skills approach involves participatory processes, creative thinking, self-awareness, planning and decision-making, problem-solving, team work, communication skills and coping with stress and emotions. Effective acquisition of life skill is a means to enhance one’s productivity, efficacy, self-esteem and self-confidence and to improve interpersonal relations.

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Ten Generic Life Skills Generic Life Skills include ten core skills. Based on its association and purpose, these ten core Life Skills- Interpersonal relations, Effective Communication; Thinking Skills-Critical thinking and Creative thinking; Negotiation Skills-DecisionMaking, Problem-Solving and Coping Skills- coping with Emotion and Coping with Stress. The ten generic life skills are outlined below: Self-Awareness Self-Awareness skill is considered as the mother of all life skills. Self-Awareness is all about recognizing oneself, his strengths, his weaknesses, his likes, his dislikes, his desires and his character as a whole. Self-awareness skills helps the students to aware individual recognize when they would be under pressure, stress, etc.

Empathy Empathy is a skill to understand what the other person feels. Empathy will help to make the communication even more effective. For a successful relationship, empathy is the key. Empathy will help the individual to accept others who may be very different from him. Thus, empathy helps in improving the social interaction and making it more fruitful. Empathy is one skill where students learns or understands the situation or condition of another person.

Critical Thinking Critical Thinking is a skill which deals with analysing information or action. Critical Thinking helps the individual to assess and recognise the various factors which directly and indirectly influence the student behaviour, attitude and perceptions, such as peer pressure, values, culture, media, etc.

Creative Thinking Creative Thinking is a skill which talks about being unique and different. It is a skill which talks about thinking out of the box. It is a skill which talks about doing things in a different way. Creative thinking is all about being different from others in every possible aspect, which helps to person to stand out of the crowd. It is about coming up with new ideas, concepts and perspectives.

Decision Making Decision Making is a skill about selecting from option from the available alternatives. Decision making ultimately facilitates the students to deal in a constructive manner with various decisions, which affect the students directly and indirectly. It is a process which gives grounding the students how to actively make decisions about various aspects relating to their professional or personal lives.

Problem Solving Problem Solving is a skill which helps the students to solve the individual facing problems with a positive mind set. If problems are not solved of a long time, students mentally and physically stress and in-turn lead to various problems in an individual life. Thus, possessing problem solving skills will help the students to lead a happy and stress less life.

Interpersonal Relationship Interpersonal Relationship is a skill which helps the student’s individual to relate and interact with a positive manner. It is a

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A Comparative Study of Life Skill Education Awareness of Adolescent Students Between Kalinga Institute of Social Science (KISS) Students and the Students of Balasore District of Odisha

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skill which helps the individual to become a better social being. Interpersonal Relationship is all about keeping good relationship will everyone who is around the individual and especially with whom he interacts on a regular basis.

Effective Communication Effective Communication is a skills being able to express the students effectively, in ways that are appropriate to the situation, both verbally and nonverbally. Effective Communication is all about the individual being able to express his desires and opinions in the most appropriate manner.

Coping with Emotions Coping with Emotions is a skill which deals with recognizing the emotions within the individual. It is about being aware of how emotions influence behaviour and how the individual is able to respond to the emotions effectively and appropriately.

Coping with Emotions is very essential because emotions like anger and sadness can have a negative effect on the health of the individual, if they are not handled appropriately. Coping with emotions facilitates a person to think clearly and helps him not to get carried away with their emotions, thus does not make him regret in the future.

Coping with Stress Coping with Stress is a skill which helps the students to identify his sources of stress, identify how it affects him and finally take actions to overcome them and keep them under control. If one does not learn the art of coping with Stress, it will have a very strong effect on one’s health.Life skills are often categorized different ways. Whichever way life skills are categorized, they call address similar issues. Some of the classifications include: •

Communication, relationship and decision making skills

•

Thinking, social and negotiation skill

•

Decision-making, interpersonal communication, values emotions, saying on and our future.

•

These are referred to as generic life skill; they help people deal effectively with the demands and

challenges of everyday life. Life skills are also applied to specific risk situation to prevent health demanding behaviour. The selection and emphasis on particular skill will depend on the specific risk behaviour. For example:-in a HIV prevention program, decision making is emphasized; in a care and support program with orphans, coping with emotions and stress is important. Emphasis does not mean choosing one life skill over another, as all life skills are important and interrelated. Life skill sometimes confused with skills such as findings a job, going to a police station or learning first aid. While these skills are important, they are not what are meant by life skills.

RATIONAL OF THE STUDY Life skills are the skills that mainly necessary for adolescence successful living in the society. Itincludes psychological capabilities and interpersonal skills that help youth to have good health. Human relation and good their life for their holistic and sustainable development.Life skills as a subject as their focus on the self-help and individual management, where the concern person is the central focus. Life skills contain a wide range of generic skills that are required by an individual to fulfil the demands place on students by environment. It helps adolescent to transit successfully from childhood to adult hood by healthy development of social and emotional skill. It helps in the development of social www.tjprc.org

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competence and problem solving skill, which is turn help adolescent to from their own identity weighing pros and cons of the situation.Acting as a mediator of problem behaviour, promoting positive social norms that can impact the adolescent health services, school and family, helping to different between hearing and listening and thus. Ensuring less development misconceptions or miscommunication regarding issues such as drugs, alcohol etc. and delaying that onset of the abuse of tobacco, alcohol and sex can be contributed to life skill education. It surely thus promotes the development of positive selfesteem and teaches anger control to young people.Since 2009 KISS with the supported of UNFPA, has been providing life skill Education (LSE) based adolescent reproduction and sexual health (ARSH). The ARSH education helps the student in many ways to lead to healthy life with knowledge and awareness on growing up process of different body parts, age appropriate knowledge RTI/STI, HIV/AIDS health and menstrual hygiene. Life skills education teaches the girls students how to led and good life and how to overcome different problems they face in life. Decision making helps to deal constructively with decisions aboutlives. This can have consequences for health if young people actively make decisions about their actions in relation to health by assessing the different options, and what effects different decisions may have.

Similarly, problem solving enables to deal constructively with problems in lives. Significant problems that are left unresolved can cause mental stress and give rise to accompanying physical strain. Creative thinking contributes to both decision making and problems solving by enablingto explore the available alternatives and various consequences of actions or non-action. It helps to look beyond direct experience, and even if no problem is identified, or no decision is to be made, creative thinking can help to respond adaptively and with flexibility to the situations ofdaily lives.

As life skill education plays an important role in handling adolescent students in self-awareness, making-decision, problem-solving, critical thinking, creative-thinking, and empathy, so it is necessary for the adolescent students in school and colleges. As most of the students in KISS are in adolescent stage, so it is required to know the awareness about the life skill education. Besides this life skill awareness not only is essential for the students of KISS, but also it required for the adolescent students studying in any educational institution. As there are lack of study related to life skill education so the researcher has taken interest to undertake the study in KISS and in Balasore district of Odisha

STATEMENT OF AIM The topic of the study is “A Comparative Study of Life Skill Education Awareness of Adolescent Students between Kalinga Institute of Social Science (KISS) Students and the Students of Balasore District of Odisha”.

OPERATIONAL DEFINITIONS •

Life Skill Education: The World Health Organization (WHO, 1993) defines life skills as “the abilities

for adaptive and positive behaviour that enable individuals to deal effectively with the demands and changes of everyday life”.

•

Adolescence:Adolescence is a transitional stage of physical and psychological development that

generally occurs during the period from puberty to the age of maturity. It also refers to the age group from 13 to 19 years.

OBJECTIVE OF THE STUDY •

To assess life skill awareness of adolescents in Kalinga Institute of Social Sciences.

•

To assess life skill awareness of adolescents students of Balasore district of Odisha.

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A Comparative Study of Life Skill Education Awareness of Adolescent Students Between Kalinga Institute of Social Science (KISS) Students and the Students of Balasore District of Odisha

•

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To compare life skill awareness of adolescent students between Kalinga Institute of Social Science and

Balasore District of Odisha.

Hypothesis of the Study •

Sex has significant difference in life skill awareness of adolescent students of KISS

•

Sex has significant difference in life skill awareness of adolescent students of Balasore district of Odisha

•

There exist significant differences in life skill awareness of adolescent students of KISS and Balasore

district of Odisha.

Sample The sample of the present study covers secondary level children of Kalinga Institute of Social Sciences of Bhubaneswar and secondary level students Balasore district of Odisha. The data were collected purposively due to highest range of students. As data was collected from two hundred students of secondary level (one hundred students from Kalinga Institute of Social Sciences, Bhubaneswar and one hundred students from Balaswar district of Odisha).

REVIEW OF LITERATURE A. G Hosderi (2012) conducted study on “Life Skill and Challenges of Life among Adolescents”. In his study he stated the importance of life skills for the adolescent students and how they can promote psychological competence. He found the usefulness of different types of life skills in adolescent stage, such as interpersonal skills, decision making, self-awareness, and cognitive, social, and moral skills.

S. Gupta, B. Sardesai and R. J. Solomon (2015) conducted a study on “Building Self-esteem among Adolescents through Life Skills Education”. The present aimed at to study (i) the self-esteem in adolescents and (ii) to examine how self-esteem is related to mental health indicators. The sample of the study comprises of 91 males and 63 females, a total of 154 adolescents. The sample was collected from three schools in Navi Mumbai. The Rosenberg SelfEsteem scale, Depression, Anxiety and Stress Scale (DASS) were used for collection of data. Findings of the study showed that 27.9 per cent of adolescents experienced low self-esteem, 69.5 per cent experienced normal self-esteem while only 3.6 per cent experienced high self-esteem. Introducing Life Skill Education can help in increasing self-esteem in adolescents and reduce mental health problems associated with adolescents. Life skills such as increasing confidence, non-blaming behaviour and awareness of personal strength can increase self-esteem.

S. Parveen, K. Jani and M. Mathur (2015) conducted a study on “An Assessment of knowledge of Life Skill Education among Adolescents of Government School”. The objective of the study was to assessment of life skill education by assessing their level of knowledge of life skill in adolescents of a Government co-educational secondary school at Jodhpur (Rajasthan). A total of 100 adolescents of girls (50) and boys (50) were participated in the study. Focused group discussion was used to collect the data. Findings of the study was 30 per cent adolescent had life skill scores above the mean, and was termed as having “high level” of life skills and 70 per centhad “low level” of life skills scores. Most of the teachers were not aware of the concept of life skills. Maternal education and family support were other important factors influencing the level of life skills in the adolescents.

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Table 1: Showing Comparison of Life Skill Education Awareness Skill Between KISS andBalasore Studentsat Secondary Level---T-Test Ten Core Skill of Std.Error Place N Mean SD LSE Mean KISS 100 38.05 4.428 .443 Self-Awareness Balasore 100 32.77 5.119 .512 KISS 100 35.77 4.479 .448 Empathy Balasore 100 34.61 4.383 .438 KISS 100 29.40 4.290 .429 Effective Communication Balasore 100 27.04 3.792 .379 KISS 100 35.79 3.785 .379 Interpersonal Relationship Balasore 100 34.42 4.584 .458 KISS 100 27.07 3.095 .310 Creative Thinking Balasore 100 25.69 3.829 .383 KISS 100 37.87 4.552 .455 Critical Thinking Balasore 100 34.90 4.756 .476 KISS 100 36.14 4.729 .473 Decision Making Balasore 100 32.61 5.183 .518 KISS 100 31.03 3.697 .370 Problem Solving Balasore 100 30.87 4.644 .464 KISS 100 33.50 3.902 .390 Coping with Emotion Balasore 100 31.91 4.619 .462 KISS 100 20.45 3.899 .390 Coping with Stress Balasore 100 20.32 3.533 .353

Ten Core Skill of LSE Self-awareness Empathy Effective Communication Interpersonal Relationship Creative Thinking Critical Thinking Decision Making Problem Solving Coping with Emotion Coping with Stress

t 7.802 1.851 4.122 2.304 2.803 4.512 5.031 .270 2.630 .247

df 198 198 198 198 198 198 198 198 198 198

Table 2 Sig.(2-tailed) .000 .066 .000 .022 .006 .000 .000 .788 .009 .805

Mean Difference 5.280 1.160 2.360 1.370 1.380 2.970 3.530 .160 1.590 .130

Std. Error Difference .677 .627 .573 .594 .492 .658 .702 .594 .605 .526

From Table 1 it is observed that the Mean value of self-awareness skill of KISS students is 38.05 which is more than their counterparts that is the students of Balasore district (M=32.77). The‘t’ value of self-awareness is 7.802 which is significant at .01 level. Thus, there exists a significant difference between the self-awareness skill of KISS students and Balasore district students at higher secondary level.

It is observed from the Table 1 that the Mean value of empathy skill of KISS students is 35.77 which is same with their counterparts that is students of Balasore district (M=34.61). The‘t’ value of empathy skill is 1.851 which is not significant at .05 level. Thus, there exists no significant difference between the empathy skill of KISS students and Balasore district students at higher secondary level.

From the Table 1 it is observed that the Mean value of effective communication skill is KISS students is 29.40 which is higher than their counterparts that is students ofBalasore district (Mean=27.04). The‘t’ value of effective communication skill is 4.122 which is significant at .01 level. Thus, there exists significant difference between the effective Impact Factor (JCC): 8.8746

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communication skill of KISS students and Balasore district students at higher secondary level.

The Mean value of interpersonal relationship skill of KISS students is 35.79, which is higher than the students of Balasore district (Mean=34.42).The‘t’ value of interpersonal relationship skill is 2.304 which is significant at .05 level.

Thus, there exists significant difference in the interpersonal relationship skill of KISS students and Balasore district students at higher secondary level.

From the Table 1 it is observed that the Mean value of creative thinking skill of KISS students is 27.07 which is higher than their counterparts that is students of Balasore district (Mean= 25.69).The‘t’ value of creative thinking skill is 2.803, which is significant at .01 level. Thus, there exists significant difference in the creative thinking skill of KISS students and Balasore district students at higher secondary level.

From the Table 1 it is observed that Mean value of critical thinking skill of KISS students is 37.87, which is higher than their counterparts that is students of Balasore district (Mean=34.90).The ‘t’ value of critical thinking skill is 4.512, which is significant at .01 level. Thus, there exists significant difference in the critical thinking skill of KISS students and Balasore district students at higher secondary level.

The Mean value of decision making skill of KISS students is 36.14, which is higher than the students of Balasore district (Mean=32.61). The‘t’ value of decision making skill is 5.031, which is significant at .01 level. Thus, there exists significant difference in the decision making skill of KISS students and Balasore district students at higher secondary level.

It is observed from the Table 1 that theMean value of problem solving skillof KISS students is 31.03, which is same withcounterparts that is the students of Balasore district (Mean=30.87). The‘t’ value of problem solving skill is .270, which is not significant at .05 level. Thus, there exists no significant difference in the problem solving skill of KISS students and Balasore district students at higher secondary level.

Form the Table 1 it is observed that the Mean value of coping with emotion skill of KISS students is 33.50 which is higher than the students of Balasore district (Mean=31.91). The‘t’ value of coping with emotion skill is 2.476, which is significant at .05 level. Thus, there exists significant difference in the coping with emotion skill of KISS students and Balasore students at higher secondary level.

It is observed from the Table 1 that the Mean value of coping with stress skill of KISS students is 20.45, which is same with the students of Balasore district (Mean=20.32). The‘t’ value of coping with stress is .247, which is not significant at .05 level. Thus, there exists no significant difference in the coping with stress skill of KISS students and Balasore students at higher secondary level.

CONCLUSIONS Form the above discussion, it is concluded that there exists significant difference in the self-awareness skill of KISS students and Balasore students. KISS students are having more self-awareness skill than the Balasore district students as they are taking always training on life skill education to develop their skill. There exists no significant difference in the empathy skill of KISS students and students of Balasore district. In effective communication skill there exists significant difference between KISS students and students of Balasore district. KISS students have more communication skill than the students of Balasore district, as they are getting more scope to develop their communication than the students of Balasore district. There exists significant difference in the interpersonal relationship skill of KISS students and students of

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Balasoredistrict. KISS students are having more interpersonal relationship skill than the students of Balasore district. There exists significant difference in the creative thinking skill of KISS students and students of Balasore district. KISS students are having more creative thinking skill than the students of Balasore district. There exists significant difference in the critical thinking skill of KISS students and students of Balasore district. KISS students are having more critical thinking skill than the Balasore district students. There exists significant difference in the decision making skill of KISS students and students of Balasore district. KISS students are having more decision making skill than the students of Balasore district. There exists no significant difference in the problem-solving skill of KISS students and students of Balasore district. KISS students are having same problem-solving skill with that of Balasore district. There exists significant difference in the coping with emotion skill of KISS students and students of Balasore district. KISS students are having more coping with emotion skill of than the students of Balasore district. There exists no significant difference in the coping with stress skill of KISS students and Balasore district students. KISS students are having similar coping with stress skill with the students of Balasore district. From the above, it can be concluded that KISS students has more life skill awareness skill than the student of Balasore district.

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