Verma, Nidhi. (2016). Coherence and influence of home, school and modernization on value preference of higher secondary school students. Unpublished. Ph.D., Education. Savitribaiphule University of Pune.

Objectives of the Study 1. To study and compare the value preference of higher secondary school students with respect to gender, religion, caste, medium of instruction, and type of school. 2. To study the value preferences of Parents of higher secondary school students. 3. To study the value preferences of Teachers of higher secondary school students. 4. To study and compare the value preference of higher secondary school students, their parents and teachers 5. To study the attitude of higher secondary school students towards modernization with respect to gender, religion, caste, medium of instruction, and type of school. 6. To study the extent to which the value preference of higher secondary school students is influenced by the value preference of their parents and teachers. 7. To study the extent to which the value preference of higher secondary school students is influenced by their attitude towards modernization. 8. To suggest measures that could help parents, teachers and school administration to establish coherence in values as well as promote desirable values among higher secondary school students.Hypotheses: 1. There is a significant difference in the value preference of higher secondary school students with respect to gender. 2. There is a significant difference in the value preference of the higher secondary school students representing different religion. 3. There is a significant difference in the value preference of the higher secondary school students representing different caste. 4. There is a significant difference in the value preference of higher secondary school students with respect to Medium of instruction. 5. There is a significant difference in the value preference of higher secondary school students with respect to type of school management. 6. There is a significant difference in the value preference among higher secondary school students, their parents and teachers. 7. Value preference of higher secondary school students are significantly influenced by the value preference of their parents and teachers. 8. Value preference of higher secondary school students are significantly influenced by their attitude towards modernization.

The population selected for the present study was higher secondary school students studying in Pune City. There are one hundred eighty higher secondary schools in Pune city as per Maharashtra board website (https://mahahsscboard.maharashtra.gov.in). Out of these, 15 schools were selected randomly for the present study, among which 8 were English medium and 7 were Marathi medium schools. Within the 15 selected schools, students from XI standard of a section were selected from each school. The sample size of the students was 712. The sample size of XI class teachers was 83 and parents were 133.Keeping in view the objectives of the study, the following two standardized tools were administered on respondents to collect data for the present study. 1. Study of Values Test (Ojha & Bhargava, 2010) (Measures six values - theoretical, economic, aesthetic, social, political, and religious) 2. Comprehensive Modernization Inventory (Ahluwalia & Kalia, 2010) (It measures the change in attitudes of students in seven areas - education, parent-child relations, politics, status of women, marriage, religion, and socio culture). The tool was further translated and validated for Marathi medium schools to Marathi language with the help of experts.The current research is descriptive and the research method adopted is survey method.The descriptive data was analyzed using frequency and percentages. Further to test the hypothesis statistically, t-test and ANOVA were adopted. Both the tests enabled to find significant difference between different groups. Multiple regression was adopted to measure the influence of different factors on the values of students. 

Summary of the Findings: Values Preferences Total Students (a) Higher secondary school students of Pune city have shown ‘average’ inclinations towards all the values except aesthetic value, for which their inclination is seen as poor. (b) Further, a significant number of students have also shown ‘high’ inclinations towards theoretic, economic, social and political value, while ‘very poor’ trend towards religious and aesthetic values. Male Students (a) Male students have shown ‘average’ inclinations towards all the values namely; theoretic, economic, social, political, religious and aesthetic values. (b) Significant numbers of students have also shown ‘high’ inclinations towards theoretic, economic, and social values while in aesthetic and religious values ‘poor’ inclinations have been noticed. Female Students (a) Female students have shown ‘high’ preference for theoretic and social value and ‘average’ preference in economic and political values and ‘poor’ inclinations in aesthetic and religious values. (b) In theoretic, economic, social, and political values a significant number of students have also shown ‘high’ inclination whereas ‘average’ and ‘very poor’ inclinations for aesthetic and religious values. Male and Female Students (a) Male and female students have shown minimum disparity with respect to theoretic and economic values respectively. (b) However, with respect to aesthetic, social, political, and religious values more variations have been noticed. (c) Male and female students differ significantly with respect to economic, aesthetic, social, political, and religious values. (d) There is no significant difference between the male and female students with regard to theoretic value. Hindu Students (a) Hindu students have ‘average’ preferences in theoretic, economic, social, political and religious values. However, they have shown ‘poor’ preference in aesthetic value. (b) Significant numbers of Hindu students have also shown ‘high’ preference towards theoretic, economic and political values, ‘high’ as well as ‘very high’ preferences in social value while ‘average’ inclination towards aesthetic value and ‘poor’ inclination towards religious value. Buddhist Students (a) Buddhist students have shown ‘average’ trend with respect to five values namely; theoretic, economic, social, political, and religious values, whereas their trend is ‘poor’ in aesthetic value. 

From the findings and above discussion of the study, the following implications have been derived. 1. To promote healthy social relationship in the classroom, teachers need to be encouraged to use cooperative learning strategies, collaborative group exercises, and group work during teaching learning process. 2. Schools can also organize various activities like field trip to historical place or monument, to make students aware about Indian history and heritage. 3. Activities that promote students towards environment awareness, read, write and other fine arts such as singing, dance, art and craft exhibition, folk dance festivals can be conducted to promote the aesthetic values among the students. Schools must be encouraged to celebrate festivals of all the religions and conduct events of national importance. 4. Other social activities such as visit to a nearby locality or village which has under-privileged population can be promoted by school to enhance interaction with their society. During this visit, voluntary activities like teaching, seminar and raising awareness on social issues like superstition, women education, gender bias and health can be conducted. 5. To promote writing and reading skills among students, the schools can initiate reading libraries, different reading groups, creative writing clubs, film appreciation and critics clubs and photography clubs. Schools can also maintain journals/magazines to publish student’s writings. 6. The school can organize activities such as blood donation camp, awareness programme regarding some issues where community can also be requested to involve and participate. This promotes oneness among both the groups and provides them an opportunity to share and work together. 7. School personnel need to communicate effectively and regularly with parents and a common platform should be developed between school and home to facilitate communication, sharing so that there is no discrepancy in the values that are taught at home and school. 8. Regular in service training should be provided to the teachers from time to time to enhance the development of appropriate values among them. 9. Each school must prioritise values which require immediate attention according to the values highlighted in the curriculum and constant efforts should be made to evaluate them from time to time. 10. Educationist and researchers should evaluate prevailing curriculum regularly to ensure the availability of content required for the development of all the value.

Keyword(s): Moral and Value Education