A Study On Relationship Between Decision Making Dimensions Among Low And High Altruistic Science Learners

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Mrs. Y. Elin Shibi, Dr. S. Devasahayam Selvakumar2


The education, students are involved in as a whole, should have validating, meaningful opportunities to make choices about their own learning. Opportunities for decision making should involve students in solving real problems and making substantial decisions to promote critical thinking skills. Depending on the problem, the ability to choose the right choice is a matter of decision making. Understanding the individual decision making process is more important. In reality, schools socialize spaces that can foster “powers of character” including empathy, altruism, and social equity. In addition, individual practicing altruistic activities may not only minimize peer rejection, but also improve peer relationship. Altruistic behaviour plays an important role in the personal development of the students. The study was purposed to measure the levels and relationship between Decision making with its dimensions among low and high altruistic science learners with respect to types of educational institutions. Descriptive survey method was used for this study. A casual comparative method was used to find out the differences between the low and high altruistic science learners. The population for the present study consisted of science students studying 11th and 12th standards in Chennai and Kanchipuram Districts. From the population, the investigator selected 952 students of 11th and 12th grade science stream students. The top and bottom 27% of the sample with high and low scores in the Altruistic Behaviour Inventory were considered as high and low altruistic science learners. Hence in the present study, there were 257 students each in high and low altruistic group of students. The result indicated that the levels of Decision making and its dimensions among low and high Altruistic Science Learners are moderate in nature. Moreover, the high altruistic science learners studying in government aided schools are found better in their decision-making and in all the dimensions, except Spontaneous decision-making than low altruistic science learners from government aided schools.  Discussion, interpretation and Educational implication of this study are mentioned.

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