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A Study on Listening Skill and Achievement in Educational Psychology of

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INTERNATIONAL JOURNAL OF SPECIAL EDUCATION Vol.37, No.3, 2022

A Study on Listening Skill and Achievement in Educational Psychology of

Bachelor of Education Students
Dr. M. Rengaraj
Former Principal, Faculty of Education&Director Admission
Dr .M.G.R. Educational and Research Institute, University
Maduravoyal,Chennai- 600 095

Dr. V. Anuradha
Asst.Prof., Faculty of Education,
Dean, Admission (Bihar,West Bengal & Assam)
Dr.M.G.R. Educational and Research, Institute, Chennai-95.

Ms.A.Thangam
Research Scholar & Asst. Prof., Department .of English,
Dr .M.G.R. Educational and Research Institute, Chennai-95

Manisha Sharma. K ,
Research Scholar & Asst. Prof., Department .of English,
Dr .M.G.R. Educational and Research Institute, Chennai-95

Abstract:

The researcher aims to find out the significant relationship between listening skill and
achievement in Educational Psychology. The data collected with regard to listening skill and
achievement in Educational Psychology of B.Ed. students were analyzed with reference to the
objectives and hypotheses of the study subjected to the following statistical analysis namely
Correlation Analyses, Differential Analyses. From differential analysis, there is significant
difference in Listening skill regarding communities and among universities and there is
significant difference in achievement in Educational Psychology regarding communities and
among universities. On the other hand, from differential analysis, there is no significant
difference in Listening skill in Educational Psychology regarding sex and there is no significant
difference in Achievement in Educational Psychology regarding sex.

Keywords:Listening Skill, achievement, Educational Psychology, Correlation Analyses,

Differential Analyses

Introduction:

The study is related to listening skill and achievement in educational psychology of B.Ed.
Students.Achievement is the individual output. It is the actual performances on a given test at a
given time. Achievement tests are usually used to determine the degree of mastery of subject

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matter content or skills. However, the score on an intelligence test, which attempts to measure
mental ability, is of necessity to measure the past learning or by definition of a measure of
achievement. In other words, complete separation of pupils, ability and achievement is not
possible in test situations.

Achievement test is used to measure the achievement of student‟s in a subject. In the words of
Water “Achievement test is an useful aid for diagnosing a student‟s specific learning needs, for
identifying his relative strengths and weaknesses for studying his progress, and for predicting his
success in a particular curriculum. It has become necessary for the teacher to obtain knowledge
of psychology in order to add to his professional skills. A teacher can make a significant
contribution to the development of children only when one poses the skill to initiate the process
of learning in children based on psychologicalprinciples. The main aim of education is to modify
the behavior of individual for the whole of the life. In modern age, psychology has changed the
views of the individuals regarding education. In olden times, education was given to the child
without considering his abilities and interests. Total concept of old education has been changed.
Plato has rightly said, a good teacher must know the pupils nature as well as their interest. It is
essential for the teacher to obtain knowledge of the mental, physical and emotional development,
interest, aptitude and capacity of the students. If one lacks knowledge of the general or average
psychological condition of the class it is difficult to succeed in the objectives. If a profound
scholar begins to teach primary class through the medium of abstract lectures, it will be no more
than fertile waist of efforts, because at the primary level, children have a natural tendency to
learn more efficiently through concrete objects. Hence it is necessary for the teacher to
understand the behavior of children in order to perform the task better;and understand the
development at stages of behavior and then arrange the materials for the lesson accordingly the
the knowledge of this idea will be provided to the teacher by psychology alone.

Listening is a skill that can be learned and improved upon no matter one‟s age, gender,
education, or previous skill level. Like any other skills, if it is allowed to go unused, it will
atrophy. By closely observing what good listeners do and how they do it, one can sharpen their
own listening skills. Most good listeners know what they do and are typically willing to share
their methods with interested others. Good listeners stand out in a crowd; employers, teachers,
friends and others cherish them. Improving listening skill is never a waste of time; the benefits of
listening improvement are tangible and vital to success and self-worth.

At the time of Administering Listening inventory and Achievement test in Educational

Psychology, the students were not interested in answering them. So the investigator took special
interest and motivated them by means of informing the importance which helped to collect the
data without difficulty.

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Research Problem:

1. The study aims to find out whether there is a significant relationship between listening
skill and achievement in Educational Psychology of B.Ed students.
2. It is to find out whether there is any difference among communities, religions and sex in
relation to listening skill as well as achievement in Educational Psychology of B.Ed
students.

Objectives:

1. To find out the relationship between listening skill and achievement in Educational
Psychology of B.Ed students.
2. To find out the relationship between listening skill and achievement in Educational
Psychology in boys and girls.
3. To find out the relationship between listening skill and achievement in Educational
Psychology among different communities.
4. To find out the relationship between listening skill and achievement in Educational
Psychology among different religions.
5. To find out the difference between boys and girls in listening skill and achievement in
Educational Psychology.
6. To find out the differences among different communities in listening skill as well as
achievement in Educational Psychology.
7. To find out the differences among different religions in listening skill as well as
achievement in Educational Psychology.

Hypothesis:

1. There is no significant relationship between listening skill and achievement in

Educational Psychology of B.Ed students.
2. There is no significant relationship between listening skill and achievement in
Educational Psychology in boys and girls.
3. There is no significant relationship between listening skill and achievement in
Educational Psychology among different communities.
4. There is no significant relationship between listening skill and achievement in
Educational Psychology among different religions.
5. There is no significant difference between boys and girls in listening skill and
achievement in Educational Psychology.
6. There is no significant difference among different communities in listening skill as well
as achievement in Educational Psychology.
7. There is no significant difference among different religions in listening skill as well as
achievement in Educational Psychology.

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INTERNATIONAL JOURNAL OF SPECIAL EDUCATION Vol.37, No.3, 2022

Review of literature:

Grice (1975) argued that spoken interaction is a co-operative endeavour and the speaker and the
listener must share the burden of making the meaning clear. This means that the spoken doesn‟t
need to make everything explicit, but can assume that the listener will try to inter what speaking
is intending to convey. Similarly the can assume that the speaker, is intending to convey
something and will try to inter what that is.

Angelo Oakesshott (1977) found evident that proficient subject wear able to process the sound
quickly and derive meaning from what they were hearing, whereas weaker subject has to spend
so much time on basis linguistic analysis that they had no time for interpretation of the meaning.
She concludes, the process that takes place with the nature – speaker in a matter of, Milliseconds
may occur over a longer period of time which the less proficiency L2 speaker.

Templeton (1997) claimed that reliability was high, as were correlation with other listening
tests. He suggests that such a test takes little administrate time, and that item in is easy. The only
problem being the technical problem of making the recording. He concludes the above
experiments seem to suggest it. (i.e. the listening close test) has high validity on both theoretical
and practical grade.

Aitken (1978) His taxonomy goes beyond basic linguistics, processing and takes into account a
variety of skills which are concerned of with relating the basic linguistics process to the wider
communication situation. He does not claim that there constitute a complete description of the
skills used in listening, but he does claim that the skill needed to process and comprehend speech
include at least the following

1. Understanding the syntactic patterns.

2. Understanding the flow of stressed and unstressed sounds.
3. Identify the speaker‟s purpose.
4. Recognizing the speaker‟s attitude to the Listener and the subject of their discussion.

Bond and Garnes (1980) found that listeners usually understand the prosodic feature of woods,
even when they did not catch the actual sounds.

Henning et al (1983) claim that the listening recall had better reliability better discrimination
and better validity than the other sections on a battery of test, and they recommended is for lower
– Level listening.

Richards (1983) asserts that listening purposes vary according to whether learners are involved
in television or micro skills would be require for each of them.

Anderson-Hsieh and Koehler (1988) found that the stronger the accent, the lower the listening
comprehension. It seems reasonable to suppose that it generally takes L2 learners much longer to
adjust to a new accent that the native speakers.

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The question of whether and to what extend, the listening shares background knowledge with the
speaker is of particular concern in second – Language situation where the inter-Locators will
often come from very difficult background. Indeed long (1990) found the schemata could hinder
as well as help listening of Spanish a second language.

Buck(1992) and bae and Bachman (1998) have established by statistical means that there is no
considerable overlap between listening and reading ability,while both also have unique aspects.

Buck (1992) explored the technique and found it reliable: It had good construct validity in that, it
was more closely related to other tests of listening than to tests of reading that used a similar
format.

Chiang and Dunkel (1992) found that added redundancy benefited higher ability students more
than lower ability students, and Dunkel and Davi‟s (1994) found that the theoretical signal cues
did not aid comprehension.

Griffiths (1992) looked at the effects of three speech rates (127 w.p.m., 188 w.p.m., 250 w.p.m.)
on the comprehension of second-Languages speakers and concluded that comprehension was
significantly better at the slowest speed rate and worse at the higher rate.

Freedle abd Kostin (1994) have examined the sub- skills and involved in processing a variety of
multiple chance test items and comparison of the listening sub-skills (Freedle and Kostin (1999)
with the reading sub skills (Freedle and Kosting 1994) support a similar coclution of supporting
each other.

Tawoza and Allison (1994) found that students have difficulty following more complex
discourse structures. However it is possible that lecture with the more complex structure also
imposed a greater cognitive load on the listeners Brown (1995) has argued that cognitive load is
one of the most important determinant of difficult in listening.

Lynch (1998) suggests that it may increase motivation and attention, levels and comprehension
of gist, but that it probably has little effects on understanding delete and there is no firm evidence
that it increases long-term retention.

Overall review:

Though some studies indicate listening as the by-product of teaching psychology, a majority of
the studies consider it as equally important as knowledge aspect of psychology education. There
is a general agreement among investigators that a person who has psychological point of view
has open mindedness and a desire for accurate knowledge and believes that the solutions of the
problem will come through the use of verified knowledge. They believe that achievement test is
an useful aid for diagnosing a students‟ specific learning needs, for identifying his/her relative
strengths and weaknesses, for studying and for predicting his success in a particular curriculum
and the remedial teaching strategy to be followed. The above review done by the investigator

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INTERNATIONAL JOURNAL OF SPECIAL EDUCATION Vol.37, No.3, 2022

really shows a research gap in this area and hence the present study is an attempt to fill this
research gap.

Research Design:

A research design is to the investigator as a blue print is to an architect. Settles et.al (1963)
defined research design as “The arrangement of conditions for collection and analysis of data in
a manner that aims to combine relevance to research purposes with the structure and extract,
dependable answers to the questions raised by problem and hypotheses.” The study cannot be
evaluated unless its procedures are reported in sufficient details to make such an evaluation
possible. The nature of the problems determines what basic designs in most appropriate and how
the design should be tailored to meet the needs of the investigation.

The study is based on Expo-facto research design. Kerlinger(1973) defined as a systematic

empirical enquiry in which scientists does not have direct control over the independent variables.
Because their manifestation have already occurred and are inherently not influence able,
inferences about relation among variables are made without direct intervention on independent
variables. In the present study Expo-facto research design has been used as most suitable for
analysis. Based on dependent and independent variables the analysis is carried out.

Tools Used:

The following tools were used in the present study

1. Personal data developed by the investigator and the supervisor

2. Listening Skill ( Independent Variable) Inventory developed by Gleense & Pood
3. Achievement in Educational Psychology questionnairedeveloped by the investigator and
the supervisor

Sample:

The sample for investigation is selected from the population of 300 students in various B.Ed.
College from Tamil Nadu. The Sample drawn from the population is 300 from Bharathidasan
University and Madras University in Tamil Nadu.

Distribution of the Sample

Variables Category Total (No.)

Gender Boys 200
Girls 100
Community OC 30
BC 108
MBC 124
SC/ST 38
Religion Hindu 262

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INTERNATIONAL JOURNAL OF SPECIAL EDUCATION Vol.37, No.3, 2022

Muslim 24
Christian 14
Type of Institution Government 150
Self-Finance 150
Branch of Study Arts 154
Science 146
University Bharathidasan University 150
Madras University 150

Statistical Techniques Used:

The relationship between listening skill and achievement in Educational Psychology is found by
method of correlation. The difference between the variables is found by the method of„t‟ test.

Statistical Techniques used

Analysis Statistical Technique Variables Sub- Sample

Differential Analysis „t‟ test Listening Skill and Whole Sample- Boys,
Achievement in Girls, Hindus,
Educational Muslims, Christians,
Psychology Forward Class,
Backward Class, most
Backward Class,
Scheduled Caste and
scheduled Tribe, type
of Institution, branch
of Study, University
Correlation Analysis „r‟ test.( Karl Pearson Listening Skill vss Whole Sample- Boys,
product moment Achievement in Girls, Hindus,
correlation) Educational Muslims, Christians,
Psychology Forward Class,
Backward Class, most
Backward Class,
Scheduled Caste and
scheduled Tribe, type
of Institution, branch
of Study, University

Reliability:

Reliability is the consistency of a good tool, yielding same results in measuring whatever it
measures.

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INTERNATIONAL JOURNAL OF SPECIAL EDUCATION Vol.37, No.3, 2022

Test- Retest Method

S. Variables N R Level of
No. Significance
1. Listening Skill 20 0.81 0.01
2. Achievement in Educational 20 0.73 0.01
Psychology

It is seen that their value was highly significant and the result of the test is relied. Validity of the
test is established with the help of experts, Professors and Colleagues of the same field.

Scoring:

The questionnaire consists of 75 questions. Among those 15 were like statements standardized
by Gleen and Pood- the Listening inventory. Each correct response carries 1 mark and 0 for
incorrect responses. Finally the listening skill raw scores are summed up according to the
conversation procedure. Then the achievement test consists of 60 standardized questions. Each
correct response carries 1 mark and incorrect response carries 0 marks.

Final Study:

From the selected population of 300 students chosen by random sampling method test conducted
in co-education B.Ed. Colleges where boys and girls are studying. The researcher in person
distributed the questionnaire and collected responses carefully by giving the instructions that has
to be followed while filling up the questionnaire. At the beginning the personal information were
asked and to complete the questionnaire it took nearly 1 hour and 15 minutes.

Major Findings:

In the present study the data collected with regard to listening skill and achievement in
Educational Psychology of B.Ed. Students were analyzed with reference to the objectives and
hypothesis of the study. The data have been subjected to the following statistical analysis namely
Correlation Analyses, Differential Analyses. From differential analysis there is significant
difference in Listening skill regarding communities – Forward class and Scheduled cast &
Scheduled Tribe, Backward and Most Backward Class, Backward Caste and Scheduled caste &
Scheduled Tribe, Most Backward Caste and Scheduled Caste Scheduled Tribe and among
universities – Bharathidasan and Madras University and there is significant difference in
achievement in Educational Psychology regarding communities – Forward Class and Backward
Class, Forward Class and Scheduled Caste & Scheduled Tribe, Backward Class and Scheduled
Caste & Scheduled Tribe and among universities – Bharathidasan University and Madras
University. On the other hand from differential analysis there is no significant difference in
Listening skill regarding sex as a whole, boys, girls, forward Class and Backward Class, Forward
Class and Most Backward Class, Hindu and Muslim, Hindu and Christian, Muslim and

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INTERNATIONAL JOURNAL OF SPECIAL EDUCATION Vol.37, No.3, 2022

Christian, Government and Self - finance, Science and Arts and there is no significant difference
in Achievement in Educational Psychology regarding sex as a whole, boys, girls, Forward Class
and Most Backward Class, Backward and Most Backward Class, Hindu and Muslim, Hindu and
Christian, Muslim and Christian, Government and self – finance, Science and Arts.

Limitation of the Study:

 The sample for the study is not a statewide sample but confined to selected 300 students
of four B.Ed. college in Bharathidasan University and Madras University.
 Listening skill Inventory constructed by Gleen and Pood alone is used.
 Achievement in Educational Psychology constructed only by investigator is used.
 The Karl Pearson- correlation co-efficient and t-test are used.
 The study has been confined to B.Ed. students alone.

Conclusion:

In this study the researcher aims to find out the significant relationship between Listening skill
and achievement in educational Psychology. It is concluded that there is significant relationship
between listening skill and Achievement in Educational Psychology regarding sex as a whole,
boys and girls separately, among communities Backward Class, Most Backward Class among
religions – Hindu, Muslims and among type of Institutions – Government, Self finance and
among branch of study – science and Arts and among university Bharathidasan University,
Madras University.It is concluded that there is no significant relationship between Listening skill
and achievement in Educational Psychology regarding communities – Forward class, scheduled
Cast Scheduled Tribe and among religions – Hindu and Muslim, Hindu and Christian, Muslim
and Christian.

Recommendations:

 Achievement in Educational Psychology can be done with some other psychological

variables.
 The sample may be taken from other colleges also.
 Listening skill can be done with some other academic subjects like Tamil, English,
Maths, Physics, Chemistry etc.,
 This study can be extended for further demographic variables like family income,
parential education, and locality.

Suggestions:

At the time of administering Listening inventory and achievement test in Educational psychology
the students were not interested in answering them. So the investigator took special care and
motivated them. Hence it made them fill the questionnaire easily and quickly.

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INTERNATIONAL JOURNAL OF SPECIAL EDUCATION Vol.37, No.3, 2022

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