To examine the effect of meditation on attention regulation, academic performance and scientific thinking among secondary school students by experimental method of research.
Sample of the study consisted of 268 students of class IX from four secondary schools of Agra. The study was conducted separately in each school. Out of these 268 students, 134 students belong to experimental group and 134 students belong to control group. There were 91 U.P. Board students and 43 C.B.S.E. Board students in each group. There were 90 boys and 44 girls in each group.
Parallel forms of Star Counting Test constructed by De Jong & Das Smaal, Parallel forms of test of scientific thinking, Verbal Intelligence Test constructed by R. K. Ojha and K. Ray Choudhury were used.
Experimental method of research was adopted with non-randomized Pre test - Post test Control Group. Quasi experimental design was used in the present study.
Data was analysed with the help of mean,S.D and t-test..
(i) The calculated t-value between the pre and post test scores of attention regulation of control group is 1.53 which is insignificant at 0.05 level indicating that there was no significant improvement in the post test scores of control group. The computed t-value between the pre and post test scores of attention regulation of experimental group is 10.79 which is significant at 0.01 level, indicating that students of experimental group improved their attention regulation after meditation practice. (ii) The t- value between pre and post academic performance scores of control group is 1.32 which is insignificant at 0.05 level and the t- value between the pre and post academic performance scores of experimental group is 6.92 which is significant at 0.01 level indicating that students of experimental group improved their academic performance after meditation practice. (iii) The t- value between the means of pre and post test scores of scientific thinking of control group is 1.96 which is insignificant at 0.05 level. The t- value between pre and post test means of scientific thinking of experimental group is 8.06 which is significant at 0.01 level. It is evident from this finding that there was no improvement in the scores of control group and there is statistically significant improvement in the scores of experimental group. It can be inferred from this finding that the improvement in the scientific thinking of experimental group is merely due to the practice of meditation.
Keyword(s): Meditation , Attention Regulation, Academic Performance , Scientific Thinking, Secondary school students , Spiritual Education