Impact of Value Analysis Model of Teaching on Value Preferences of Secondary School Students

G Lokanadha Reddy; T C Thankachan; R Poornima

G Lokanadha Reddy Professor and Head, Dept. of Education, Dravidian University, Kuppam, Andhra Pradesh State, India
T C Thankachan Lecturer, St. Thomas College of Teacher Education, Pala, Kerala
R Poornima Assistant Professor, Krishna College of Education for Women, Vivekananda Educational Institutions for Women, Tiruchengode, Namakkal Dist., Tamilnadu State

Abstract

The need for values and value education has prominence at present because of fatality due to deterioration of human values. In our culturally plural society, education should foster universal and eternal values, oriented towards the unity and integrity of the nation and our people. Such value education should help to eliminate obscurantism, religious fanaticism, violence, superstitions and fatalism. In every individual, there is not one value but many and often in contradiction. When different values make claim on man at the same time and in the same situation, then he makes use of his own principle by which he has to choose the one and give secondary preference to the other or others. The investigator selected five major values for the present study, which are: human, social, aesthetic, religious and political values. The experimental method was carried out for a sample of 248 secondary school students. The tools used in this study are the comprehensive instructional material based on value analysis model of teaching, worksheet for this model, value priority scale. The major findings of the study revealed the comprehensive instructional material based on value analysis model of teaching has significant impact on the value preferences of secondary school students than activity oriented method of teaching.