Abstract
Our society is faced with grave peril of value deterioration. Crimes in all areas of life are rampant and there is dissatisfaction amongst people. Therefore, it is important to tackle this hazard urgently and seize its growth. There is a pressing need for appropriate educational action to meet this challenge. Value education has been strongly emphasized. Value education is a deliberate programme that works towards the development of values, building holistic individuals. One way in which values can be taught in schools is through developing a module for teachers in Social Science integrated with values. The objectives of the study were to develop, implement and study the effectiveness of the module for teaching Social Science in terms of conceptual knowledge and perception of values of Equality and Peace. The research design was Quasi-experimental in nature. Convenience sampling technique was followed to select the sample which consisted of 30 students from class IX of two schools of Vadodara city thereby forming the experimental and control group. Achievement test, Value Knowledge test, and Perception scale were constructed and administered to gather the data. The study was conducted in five phases. Mean, SD, Mann-Whitney U-test was used for data analysis. The findings revealed that the module developed for teachers for the inculcation of values in students through the teaching of Social Science was effective as the students had a higher conceptual knowledge and a higher perception of the values of Equality and Peace.
Highlights
Man cannot live in seclusion, he needs a society to live in and share various aspects of his life with others
The module developed for teachers for inculcation of values in the students through teaching of social science was effective
The null hypothesis i.e. “there will be no significant difference between the mean gain scores of the students of control and experimental group of class IX in the perception of the value peace”, was rejected
Summary
Man cannot live in seclusion, he needs a society to live in and share various aspects of his life with others. A society bereft of such values can only be chaotic and anarchic. A general sense of contentment was prevalent and moksha was the aim of life (Dhankar, 2010). New inventions and discoveries brought change into the fabric of our society and from moksha to bhoga became the center of life. The society has started valuing materialistic life more than ever and what is valued more by society is propagated through education and today education has become a means to achieve material gains in life (Saiyidain, 1965). Values seem to have less significance in our education today. Cognitive realm is being more developed than the affective realm, resulting in value descent
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