“Relationship between spiritual intelligence and academic achievement of student at standard VIII.

Classrooms are always filled with youngsters displaying a wide range of concerns and behavioral problems that often make learning in the classroom difficult and ineffective. Students are often found to suffer from poor self-awareness, low self-esteem, lack of motivation, little self-discipline, poor peer interaction, an inability to express feelings effectively, and sometimes, a significant amount of emotional pain such as feeling sad, unhappy, anxious, frustrated, and angry. students’ emotional competency which in turn improve their learning in the classroom.. Research findings indicate that there is linear negative relationship between students’ level of EQ and their level of negative affect towards specific school tasks, and positive linear relationship between EQ and academic achievement. Findings also indicate positive relationship between EQ and gender differences

INTRODUCTION

Education means a process, formal or informal, which helps to develop potentialities of human beings including their knowledge capabilities, behavior patterns and values.  Mahatma Gandhi explained education in these words; ‘By education I mean all round drawing out of the best in the child and main in body, mind and spirit’. Hence the essence of education lies in stimulating the growing generation with consistent, compelling and creative system of values, promoting cultural heritage both spiritual and material aspects of the community, to the tender souls so as to develop them in to civilized, creative emotionally balanced and productive members of a progressive society. Children learn many things when they grow up and hey teach many things to others. This process of learning and teaching begins with the creation of the world and it will go till the end of the world. The progress, welfare and prosperity of a nation mainly depend on a rapid, planned and sustained growth in the quality and extend of education.

          The theory of multiple intelligences proposed by Howard Gardner was ground breaking psychological research. But through Gardner’s taxonomy was brilliant and comprehensive, spiritual intelligence also needs to find a specific place. Spiritual intelligence is the ultimate intelligence which we address and solve problems of meaning and value. It is the intelligence with which we can place our actions and our vision and value. It allows us to dream and to strive. When relate to a learning content, the situation shows that spiritual intelligence is very much related to emotions and intellect in order to ensure a student to achieve a high mastery of academic subjects. A good and pure spiritual intelligence will cause one to have a deep desire to achieve a particular wish and this will encourage him or her to work hard to achieve his or her dreams. This situation will ensure the gaining process to go smoothly and become easier. Therefore, a student who wishes to master in his academic subjects should increase his or her level of spiritual intelligence. This could be done by always approaching God who creased us and purify our souls from all dilemmas. We should instill honesty, responsibility, cooperation and discipline in ourselves to overcome the problems we may face. With high spiritual intelligence, students could also solve all problems and avoid negative attitudes. Students are required to be smart in facing all the positive and negative influences from the environments. The ability to think well based on a high level of spiritual intelligence will encourage towards finding solutions to face environmental influences well.

STATEMENT OF THE PROBLEM

          The study is entitled as “Relationship between spiritual intelligence and academic achievement of student at standard VIII.

NEED AND SIGNIFICANCE OF THE STUDY

          Many people think that if an individual has a high level of intellect, the individual will have opportunity to achieve better success compared to those with low intellect. However there are cases where people with high intellect are left behind when compared to those who have low intellect.

          Perhaps the most vital and significant gifts a teacher can give a prospective student is to empower the student with the ability to create a meaning and a vision for new life. For this teachers should try to analyze the various dimensions of spiritual intelligence and incorporate it in the curriculum and real life situations.

          According to Bhagavad Gita ‘Spiritual intelligence is the nature of goodness which factually knows the propriety of things as well as the impropriety of things, duty and non duty, humility and sacrifice, fear and fearlessness, bondage and liberation.

          Spiritual intelligence is used to develop our learning and capacity for meaning lives in a wider, richer, meaning-giving context. Spiritual intelligence is the intelligence with which we can asses that one cause of action or one life. Path is more meaningful than other.

          High level of spiritual intelligence will also help students to control their laziness to study avoid all the other emotional disturbances which could lead to negative impacts in influencing their mastery of academic subjects. Hence spiritual intelligence is very much related to an individuals emotions and this could not be separated. High spiritual intelligence will also ensure a student to think logically and use his or her mind the best way possible. This could be seen when the student has a high motivation and self awareness. This will also directly encourage the students to study hard to excel not only in their studies but also in their life.

DEFINITIONS OF THE KEY TERMS.

1.     Spiritual intelligence.

Spiritual intelligence is the ‘adaptive use of spiritual information to facilitate everyday solving and goal attainment.

A measure of knowledge gained in formal education usually indicated by test score, grade point averages and degrees.

In the present study score of students in the test conducted by the investigator has taken by academic achievement of students.

METHODOLOGY

Methodology discuss the procedure and technique adopted for conducting the study in the present study ‘relationship b/w spiritual intelligence and accordance achievement’ considering the nature of the study it is proposed to conduct survey method for collection of data.

The methodology adopted in the present study is given under following headings.

1.     Variables

2.     Objectives

3.     Hypothesis

4.     Tools used for the study.

5.     Selection of the sample

6.     Procedure adopted for data collection

7.     Statistical techniques used for analysis of data

Variables

Dependent variable – Academic achievement

Independent variable – spiritual intelligence

Objectives of the study

To find out mean difference of relationship between spiritual intelligence and academic achievement among students. To find out the level of spiritual intelligence and academic achievements among students with eight standard.

Hypothesis

Their exists mean difference in spiritual intelligence and achievement with eight standard students.

Tools used for collection of data

Spiritual intelligence scale (adopted) scores of achievement test conducted by the investigation at the end of teaching practice period.

Selection of sample.

The investigator considered all the students (5) standard VIII during the year 2016-2017. The class was allotted by HM for teaching practice.

Procedure adopted for data collection

The investigator supplied the tool to Std.VIII necessary instruction were given for mark instruction for achievement in science the investigator considered the marks obtained in the achievement test considered test conducted by investigator at the end of teaching practice.

Analysis and interpretational data

The process of interpretation is a critical examination of the results of one analysis in the light of all the limitations of the data gathered. The data may be adequate valid and reliable to any extent but it does not source any purpose unless it is scientifically analysed.

The aim of the present research is to study the relationship between spiritual intelligence and academic achievement among students at secondary level. The sample selected consisted of VIII standard for the present investigation adopted the tool data collected through the administration of the tool were tabulated. They were analysed using statistical techniques in order to get a clear and meaningful picture of the sample. The investigator analysed the data on the basis of hypothesis to arrive at valid conclusion. The details of which are presented in the following headings.

Statistical analysis for achievement test

Raw scores

19, 10, 18, 22, 20, 19, 2, 8, 16, 13, 12, 14, 15

Lowest score = 2

Highest score= 22

Range = 22-2

                                                = 20

Size of the class=2

Class	Tally marks	Frequency
2-4	1	1
4-6	-	0
6-8	1	1
8-10	11	2
10-12	1	1
12-14	11	2
14-16	11	2
16-18	1	1
18-20	1	1
20-22	11	2
22-24	1	1
		N=13

Mean

Class	Frequency	Mid value xi	fx
2-4	1	3	3
4-6	0	5	0
6-8	1	7	7
8-10	2	9	18
10-12	1	11	11
12-14	2	13	26
14-16	2	15	30
16-18	1	17	17
18-20	2	19	38
20-22	1	21	21

                                                   

Arithmetic mean = 13.1538

             

STANDARD DEVIATION

Class	Frequency	Mid value x	D=x- assumed A.m	D= D       C	Fxd	di2	Fdi2
2-4	1	3	-16	-8	-8	64	64
4-6	0	5	-14	-7	0	49	0
6-8	1	7	-12	-6	-6	36	36
8-10	2	9	-10	-5	-10	60	60
10-12	1	11	-8	-4	-4	16	16
12-14	2	13	-6	-3	-6	18	18
14-16	2	15	-4	-2	-4	8	8
16-18	1	17	-2	-1	-1	1	1
18-20	2	19	0	0	0	0	0
20-22	1	21	2	1	1	1	1
					å fd = -38		åfd2 = 204

 

STANDARD DEVIATION= 5.34712

Statistical analysis for spiritual intelligence

Raw score

75, 85, 95, 54, 66, 43, 90, 74, 35, 95, 65, 78, 84

Lowest score = 35

Highest score            = 95

Range = 95-35

                                    = 60

Size of the class = 6

Class	Tally marks	Frequency
35-41	I	1
41-47	I	1
47-53	-	-
53-59	I	1
59-65	I	1
65-71	I	1
71-77	II	2
77-83	I	1
83-89	II	2
89-95	III	3
		N=13

Class	Frequency	Mid value xi	Fx
35-41	1	38	38
41-47	1	44	44
47-53	-	50	0
53-59	1	56	56
59-65	1	62	62
65-71	1	68	68
71-77	2	74	148
77-83	1	80	80
83-89	2	86	172
89-95	3	92	276
	Sf=13		Sfx=944

                        Arithmetic mean =   72.615

                                                    

Class	Frequency	Mid value ∞	D=x assumed A.M	D= D/       C	F xd	di*di	F*di*di
35-41	1	38	-54	-9	-9	81	81
41-47	1	44	-48	-8	-8	64	64
47-53	0	50	-42	-7	0	49	0
53-59	1	56	-36	-6	-6	36	36
59-65	1	62	-30	-5	-5	25	25
65-71	1	68	-24	-4	-4	16	16
71-77	2	74	-18	-3	-3	12	24
77-83	1	80	-12	-2	-2	4	4
83-89	2	86	-6	-1	-1	1	1
89-95	3	92	0	0	0	0	0

STANDARD DEVIATION     = 16.2393 

                                                                            

Variable	Number	Mean	Standard deviation
Spiritual intelligence	13	72.615	16.23
Achievement in science	13	13.1538	5.34

           

From the table it is seen that the mean and standard deviation of the variable achievement in science are 13.1538 and 5.34 mean and standard deviation of spiritual intelligence are 72.615 and 16.23

CONCLUSION

            Spiritual intelligence is the ability to act with wisdom and compassion maintaining  inner and outer peace regardless  to the circumstance. Students with high spiritual intelligence could maintain their peaceful centre and loving behavior under great stress. This will encourage them in performing their task. So there is a close relationship between spiritual intelligence and achievement. Teachers could bear in mind while dealing with the emotional problems of children’s  in the class room.

REFERENCE

Amar m, yosi (2007) the development of preliminary validation of the integrated spiritual intelligence scale (ISIS). Palo, Alto CA institute of transpersonal psychology)