Life skills need assessment among tribal students at secondary level

Asian Journal of Social Sciences & Humanities Vol. 5(3) August 2016__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Copyright © 2016 Leena and Luna International, Chikusei-shi, Japan.
7 | P a g e (株) リナアンドルナインターナショナル, 筑西市,日本
ISSN: 2186-8492, ISSN: 2186-8484 Print
www.ajssh. leena-luna.co.jp
LIFE SKILLS NEED ASSESSMENT AMONG TRIBAL STUDENTS AT
SECONDARY LEVEL
Bhawani Shankar Gadatia1
, Ramakanta Mohalik2
1
Research Scholar, Utkal University, Bhubaneswar, 2
Assistant Professor, Regional Institute of
Education, (NCERT) Bhubaneswar, Odisha, INDIA.
1
bhawanigadatia@gmail.com, 2
ramakantamohalik@rediffmail.com
ABSTRACT
Present study aimed to examine life skills training needs of tribal students at
secondary level. The survey method was applied with sample of 88secondary tribal
students and 22 teachers of Ekalabya Model School. Self-developed life skills needs
assessment check list for students and Life skills needs assessment check list for
teachers were used for data collection. The data were analyzed by using frequency
and percentage. The majority of the responses of students and teachers indicated that
tribal students required life skills education especially self-awareness, effective
communication, interpersonal relation etc. The result of the present study has obvious
implications for parents, teachers, and counselor for planning, organizing, and
implementing life skills education in tribal area.
Keywords: Life Skills, Tribal Students
INTRODUCTION
Rapidly changing social, moral, ethical and religious values have influenced certain 'life
styles' in the present society especially among the adolescence. Almost 30 percent of children
and adolescents experience a diagnosable psychological disorder during their life, and it
might that 70 to 80 percent of them didn‟t receive suitable intervention. These disturbances
usually make dramatic dysfunctions in school, home, and family performances which
ultimately may influence educational drop out; and sometimes these problems act as a gate
for delinquent behaviours in society (Evans,Mullett,Frans,2005). Adolescent boys and girls
face many changes and challenges during these important growing up years. This is also the
age when their personalities are being shaped along with development of personal and social
skills. It is important to equip the adolescents with the necessary skills to adopt these changes
and deal effectively with the demands and challenges of everyday life.
Education for life skills has started all over the world at school level in order to prevent
psychological diseases and social abnormalities. All most in all countries school is a place
where students, teachers and school workers spend many hours in their lives. During this
period programmes of education and health can have more effect because students are in their
dynamic period of life i.e., childhood and adolescence. In addition to academic activities
schools have been providing resources for the development of student‟s psychological health
which can be obtained through life skills education. So, schools should emphasize on the
provisions and maintenance of child‟s psychological health and take necessary action in order
to fulfill the objectives of education; all round development, rather than only concentrating on
increase of marks in school subjects.
It seems necessary to instruct life skills to adolescents because it improves individual mental
health. Life skills to adolescent‟s education has been known as a preventing programme in
the world. Life skills are cognitive, emotional and practical abilities which are vital for
success in life. Life necessities determine the aims of these skills (World Health

ISSN: 2186-8492, ISSN: 2186-8484 Print
www.ajssh.leena-luna.co.jp
Leena and Luna International, Chikusei-shi, Japan. Copyright © 2016
(株) リナアンドルナインターナショナル, 筑西市,日本 P a g e | 8
Organization, 1994).Life skills help young people navigate the challenges of everyday life. It
enables them to develop into healthy, responsible, and productive adults. Life skills are
“abilities for adoptive and positive behaviour that enable an individual to deal effectively
with the demands and challenges of everyday life” WHO (1994).
Life skill or skill for psychosocial competence is the reflection of affective skill of an
individual. The cognitive skill based on the assimilated information and knowledge, the
socio-cultural environment, the value system and beliefs all play a role in the development of
life skills. Although life skills differ from vocational training, or livelihood skill
(Psychomotor competence) that enable a person to earn a living, some have envisaged life
skills as competence and actual behaviours. Life skills can be innumerable, some of the
important life skills are self-awareness, empathy, interpersonal relationship skill, effective
communication, decision making, problem solving, critical thinking, creative thinking,
coping with stress and coping with emotions. These skills help to develop psychosocial
competence and empower young people to have control over what they do.
The adolescence of today face many more choices and demands than ever before. Dealing
with academic competition, handling family responsibilities, transcending daily life conflicts,
dealing with peer pressure, preparing for future roles, making crucial carrier choices on the
one hand provide them with greater independence but on the other hand can also lead to
greater conflict and frustration, thus affecting their psychosocial well-being. It is essential to
help the adolescence acquire enduring self-esteem, inquiring habits of mind, reliable human
relationships, a sense of belonging in a valued group, and a feeling of usefulness. Adolescents
need a basis for making informed, deliberate decisions, especially on matters that have major
consequences, such as educational and occupational futures and human relations (Hechinger,
1992).
For the students to enter the community of responsible adults prepared for a diversity of
social roles, they must possess critical thinking and problem solving skills along with
effective coping resources and personal and social competencies. The most direct
interventions for the promotion of psychosocial competence in the young people can be done
by teaching of life skills in a supportive learning environment (WHO, 1994). It will not only
help promote the well-being of the student, but also contribute to national health and future of
our nation.
Despite remarkable worldwide progress in the field of diagnostics, curative and preventive
aspects of health and psychological disorder still there are people living in relative isolation,
in natural surroundings, maintaining a socio-cultural distance from others. Owing to their
unique traditional life ways, the concept of health and wellbeing of tribal people also differs
from the rest of the population in many ways.
A tribe is a segmental organization. It is composed of a number of equivalent, unspecialized
multifamily groups, each the structural duplicate of the other: a tribe is a congregate of equal
kin group blocs (Sukant & Surendra, 2008). A tribe may be seen as a sub-group of the
society. The members of a tribe live in a common territory and have a common dialect which
is the prime means of communication. Each tribe has a uniform social organization and
possesses cultural homogeneity. The tribal population is characterized by a heterogeneous
cultural pattern with variegated economic conditions and activities depending largely on
ecology. There are also wide variations in psychological, cultural, social, economic and
political background of various tribal groups. In a country like India there is a large number

ISSN: 2186-8492, ISSN: 2186-8484 Print
of tribes which because of historical and sociological reasons have stayed away from the
mainstream.
India is a homeland of a large number of tribal populations. In India, the tribal form a
significant section of the population, because they constitute 8.14% of the total population
and have distinct cultures, dialects and economic pursuits in different ecological settings.
There are over 500 tribes (with many overlapping communities in more than one State) as
notified under article 342 of the Constitution of India, spread over different States and Union
Territories of the country. Odisha occupies a special position in the tribal map of India. It is
regarded as the homeland of the tribal having a total tribal population of about 81, 45,081,
which is 22.21 percent of the State‟s total population according to Census 2011. The state has
the 3rd highest tribal population in the entire country, which accounts for roughly 11 percent
of the total tribal population of India. According to the provision of the Indian Constitution
there are 62 communities listed as STs in Orissa. More than 80 percent of them live in
designated scheduled areas. There are 13 sections of these tribes in the state identified as
Primitive Tribes, who are very primitive in nature from the cultural and technological
standpoints. (Orissa Development Report, 2002). Many special programmes and policies
have been implemented for economic and educational development of scheduled cast.
The stress faced by tribal student in such a current situation is enormous. There is an urgent
need to provide tribal youth with a new set of ways and systems to deal with the demands of
life. Since the 'individual' rather than the 'system' is recognized as the basic unit of the
society, it is essential that the tribal youth be helped to develop skills inherently to handle a
wide variety of choices, changes and stressors. Therefore, it becomes vital to prepare the
individual at younger stage to face these changes and mature into a person prepared to face
the challenges of adult life. They need abilities-skills to face the demands of everyday life.
Life skills equip tribal students in facing these changes with a positive outlook.
RATIONALE OF THE STUDY
It is vital to equip the tribal adolescents with necessary life skills to broaden their horizon,
understand and adopt those traditional beliefs which are rational and practical and become
gender sensitive so as to be a part of the national development through the building better
society. If the future generation becomes more aware and sensitive, it will better equip them
to stop the ill practices and beliefs prevalent in the tribal society. There is a need to identify
the life skills needs of tribal students as a starting point. By identifying such needs, then it
will be possible to develop life skills education programs that address them directly and also
provide important information for further development. Surveying students‟ needs has
multiple benefits (Nicholas, 2002). Among these benefits are: (a) their usefulness in
developing large and small group programs focused on the expressed student needs
especially, (b) it is an efficient method of identifying student concerns, and (c) to aid in the
training and preparation. Various studies have been conducted on life skills across the world.
Findings of these studies are Rahmati et al. (2010) reported that life skills instruction affects
social adjustment positively. Gharamaleki et al. (2010) reported that life skills training effects
on decreasing mental disorders symptoms especially anxiety, depression and stress of
students suspected to the mental disorder. Muafi et al (2010) reported life skills training
influence self-efficacy, self-esteem, life interest and role behaviour for unemployed youth.
Sobhigharamaki and Rajabee (2010), Eslaminasab et al.(2011), found that life skills
instruction affects mental health and self-esteem of adolescents positively. Esmaeilinasab et
al. (2011) found that life skills training lead to significant increase of self-esteem in study
group. Golestan et al. (2011) found lack of life skills significantly raises the risk of relapse

ISSN: 2186-8492, ISSN: 2186-8484 Print
among adolescents. Maryam et al. (2011) found that life skills training lead to significant
increase of self-esteem in the study group. Khera and Kosla (2012) found positive co-relation
between Core Affective Life Skill and Self Concept of adolescents. Malik et al.
(2012)reported that life skill training significantly decrease academic anxiety and increase
adjustment level of students. Fallahchai (2012)reported that life skills training improve the
life skills and academic achievement. Also, not significant different between male and female
students in the score of life skills and academic achievement observed. Gomes and Marques
(2013) reported that students who received the life skill intervention reported having more
developmental experiences related to life skills, greater life satisfaction and a stronger
tendency to be optimistic. Prajina and Premsingh (2015) found that the life skills and
academic achievement are positively correlated.
From the above discussion it can be clearly said that life skills training is very helpful in
different aspects of life. Unlike the importance of life skills training, there is paucity of
research investigation among Indian students. Due to paucity of research in this area in India
in general and tribal students of Odisha, there is urgent need of research in order to develop
the life skills of tribal children. Therefore it is important to identify the life skills relevant to
tribal students. This would give insight to explore life skills needs assessment among tribal
students at secondary level.
OBJECTIVES
1. To examine the life skills training needs at secondary level as perceived by
schedule tribe students.
2. To examine the life skills training needs for schedule tribe students at secondary
level as perceived by teachers.
RESEARCH METHDOLOGY
The survey method was employed to find out life skills needs among tribal students. The
sample for this study consists of 88 secondary school tribal students and 22 secondary school
teachers, selected randomly from 11 Ekalabya Model School of Odisha. From each school, 8
students (4 boys and 4 girls) and 2 teachers were selected.
Self-developed life skills needs assessment check list for students and teachers were used to
ascertain life skills needs among tribal students. The check lists consists of 60 and 56 items
respectively covering ten life skills namely self-awareness, empathy, problem solving,
decision making, effective communication, interpersonal relation, coping with emotion,
coping with stress, critical thinking, creative thinking. The content validity of both the
checklist was ensured by taking comments of experts from the department of education and
psychology. The split half reliability co-efficient of both the check list were calculated and
found to be 0.80 and 0.78 respectively. The collected data were analyzed by using percentage
and accordingly interpretation was made.
DATA ANALYSIS AND INTERPRETATION
The first objective of the study was to examine the life skills training needs among tribal
students at secondary level. For this investigator calculated frequency and percentage of
response of students, which is given in the table-1.

ISSN: 2186-8492, ISSN: 2186-8484 Print
Table 1. Life Skills Needs of Tribal Students as Perceived by them
Life Skills N Percentage
Self-awareness 74 84.09
Effective communication 71 80.68
Coping with stress 70 79.54
Interpersonal relation 69 78.40
Decision making 53 60.22
Critical thinking 51 57.95
Problem solving 50 56.81
Creative thinking 48 54.54
Empathy 45 51.13
Coping with emotions 45 51.13
The table-1 indicates 84.09% of students express that they need training in developing self
awareness, 80.68% in developing communication skills, 79.54 for coping with stress, 78.4%
for interpersonal relationship, 60.22% for decision making, 57.95% for critical thinking,
56.81% for problem solving, 54.54% for developing creative thinking, 51.13% for
developing empathy and coping with emotions. It can be said that above 80% of students
opined that they need training in self awareness and effective communication, above 78% of
students need training in coping with stress and interpersonal relation and above 55% of
students need training in decision making, problem solving and critical thinking. The
response of the students is graphically presented in figure-1.
Figure 1. Percentage of Students Need Training in Different Life Skills
84.09 80.68 79.54 78.4
60.22 57.95 56.81 54.54 51.13 51.13
0
10
20
30
40
50
60
70
80
90

ISSN: 2186-8492, ISSN: 2186-8484 Print
The second objective of the study was to examine the life skills training needs of tribal
students at secondary level as perceived by teachers. For this investigator calculated
frequency and percentage of response of teachers, which is presented in table-2.
Table 2. Life Skills Needs of Tribal Students as Perceived by Teachers
Life Skills N Percentage
Decision making 19 86.34
Effective communication 17 77.27
Coping with stress 16 72.72
Self-awareness 15 68.18
Interpersonal relation 15 68.18
Coping with emotions 14 63.63
Critical thinking 14 63.63
Problem solving 13 59.09
Creative thinking 12 54.54
Empathy 11 50
Table 2 reveals that 86.34% of teachers feel students need training in decision making,
77.27% of students need training in effective communication, 72.72% of students need
training in coping with stress, 68.18% of students need training in self-awareness and
interpersonal relation, 63.63% of students need training in coping with emotions and critical
thinking, 59.09% of students need training in problem solving, 54.54% of students need
training in creative thinking and 50% of students need training in empathy. It can be
concluded that teachers feel that tribal students should give training in decision making,
effective communication, coping with stress, self-awareness, interpersonal relation and
coping with emotions. The response of students on needs of life skills is presented in figure 2.
Fig.2. Percentage of Teachers Response for Students Need Life Skills Training
86.34
77.27 72.72 68.18 68.18 63.63 63.63 59.09 54.54 50
0
10
20
30
40
50
60
70
80
90
100

ISSN: 2186-8492, ISSN: 2186-8484 Print
The investigator also compared the opinion of students and teachers regarding need for life
skills training of tribal students, which is presented in table-3.
Table 3. Comparison of Students and Teachers Response on Life Skills Training
Life Skills
Percentage of
Students
Percentage of
Teachers
Self-awareness 84.09 68.18
Effective communication 80.68 77.27
Coping with stress 79.54 72.72
Interpersonal relation 78.4 68.18
Decision making 60.22 86.34
Critical thinking 57.95 63.63
Problem solving 56.81 59.09
Creative thinking 54.54 54.54
Empathy 51.13 50
Coping with emotions 51.13 63.63
The table-3 indicates difference of opinion between students and teachers regarding life skills
training needs of tribal students. Majority of students (above 80%) feel training in self-
awareness and effective communication but majority of teachers feel that decision making
and effective communication. It can be said that both teachers and students agreed for
training on life skills such as effective communication, coping with stress and interpersonal
relation. Comparison of students and teachers response on life skills trainingis presented in
figure-3.
Fig 3. Percentage of Students and Teachers Response on Life Skills Training
0
10
20
30
40
50
60
70
80
90
100
Percentage of Students
Percentage of Teachers

ISSN: 2186-8492, ISSN: 2186-8484 Print
MAJOR FINDINGS
 80% of students opined that they need training in self-awareness and effective
communication, above 78% of students need training in coping with stress and
interpersonal relation and above 55% of students need training in decision
making, problem solving and critical thinking.
 Majority of teachers feel that tribal students may give training in decision
making, effective communication, coping with stress, self-awareness,
interpersonal relation and coping with emotions.
 Both teachers and students agreed for training on life skills such as effective
communication, coping with stress and interpersonal relation for tribal students.
EDUCATIONAL IMPLICATIONS
The result of the present study has obvious implications for both educational theory and
practice. The present study will enable the teachers and parents to identify life skills needs
among tribal students at secondary level with the help of „Life Skills need assessment check
list for students and teachers‟ constructed by the researcher himself. The appropriate
identification will help the teachers and parents to plan the right remedial measures. Teachers
play a significant role in the development of children thus teacher must be trained in life
skills so that they can help the students in developing life skills. For this life skills education
must be placed in pre-service curriculum. Findings of the present study will useful for
planning, organizing, and implementing life skills education in tribal area. An important
implication of the present findings is the establishment and development of life skills
education for tribal students. Since the results indicate that tribal students may require help in
addressing various life skills needs, then it is important for the government to institute
programmes in schools that will address the needs of students appropriately. The result of the
study is beneficial for counselors to guide tribal students in developing good self-esteem and
adjustment, so that it may improve their quality of life reduce their depression, anxiety, and
stress related problems.

ISSN: 2186-8492, ISSN: 2186-8484 Print
REFERENCES
[1]. Evens, T., Mullet, N., & Frans, J. (2005). Analysis of the Family Life Education
Pattern in Suicide. Journal of affect disordaug, 81(2), 133-139.
[2]. Eslaminasab, M., MalekMohamadi, D., Ghiasvand, Z., & Bahrami, S. (2011).
Effectiveness of Life Skills Training on Increasing Self-esteem of High School
Students. Procedia Social and Behavioural Sciences,30, 1043-1047.
[3]. Golestan,S., Namayandeh, H., & Anjomshoa A. (2011). The Influence of Life Skills
with Respect to Self-Help Approach on Relapse Prevention in Iranian Adolescents
Opiate Addicts. Journal of American Science, 7(6), 198-202.
[4]. Gomes, A. R., & Marques, B. (2013). Life Skills in Educational Contexts: Testing the
Effects of an Intervention Programme. Educational Studies.39(2), 156- 166.
[5]. Govt. of India. (2002). Orissa Development Report-2002. Planning Commission,
Government of India, New Delhi.
[6]. Hechinger, J. (1992). Fateful Choices. New York:Hill &Wang.
[7]. Khera, S., &Khosla, S. (2012). A Study of Core Life Skills of Adolescents in Relation
totheir Self Concept Developed through Yuva School Life Skill Programme.
International Journal of Social Science & Interdisciplinary Research 1 (11), 115-125.
[8]. Malik, A., Ananda M., Karamvir, & Batra, A. (2012).Effect of Life Skill Training on
Academic Anxiety, Adjustment and Self Esteem Levels in Early Adolescence.
Journal of the Indian Academy of Applied Psychology. 38 (1),188-192.
[9]. Maryam, E., Davoud M. M., Zahra, G. &Somayeh, B. (2011). Effectiveness of Life
Skills Training on Increasing Self-esteem of High School Students. Procedia
SocialBehavioural Science. 30, 1043-7
[10]. Muafi, A. S. H., & Gusaptono, H. (2010). The Role of Life Skills Training on Self-
Efficacy, Self Esteem, Life Interest, and Role Behaviour for Unemployed
Youth.Global Journal of Management and Business Research, 10, 132-139.
[11]. Nicholas, L. J. (2002). South African First-year Students‟ Counselling Needs
andPreferred Counselling Sources. International Journal for Advancement of
Counselling, 24, 289-295.
[12]. Prajina. P.V., Godwin. J., & Premsingh., A Study on Life Skills In Relation to the
Academic Achievements of Tribal Children. International Journal of Recent
Scientific Research. 6 (8), 5722-5724.
[13]. Rahmati, B., Adibrad, N., Tahmasian, K., & Salehsedghpour, B. (2010). The
Effectiveness of Life Skill Training on Social Adjustment in Children. Procedia
Social and Behavioural Sciences 5, 870–874.
[14]. Sobhi Gharamaleki, N., &Rajabi, S. (2010). Efficacy of Life Skills Training on
Increase of Mental Health and Self Esteem of the Students. Procedia Social and
Behavioural Sciences,5, 1818–1822.
[15]. Sukant & Soumendra.(2008). Indian Tribes and the Mainstream. Rawat: Jaipur.
[16]. World Health Organization (1994). The Development and Dissemination of Life
Skills Education: An Overview. Geneva: Division of Mental Health, World Health
Organization.

Life skills need assessment among tribal students at secondary level

More Related Content

What's hot (20)

Similar to Life skills need assessment among tribal students at secondary level (20)

More from Ramakanta Mohalik (20)

Recently uploaded (20)

Life skills need assessment among tribal students at secondary level