A Study on Skills for Everyday Living Among Higher Secondary Students in Relation to Parental Educational Qualification
Authors-V. Rozorio Vinoth, S. Karthiyayini
Keyword-Skills for Everyday Living, Problem Solving Skills, Decision Making Skills, Critical Thinking skills, Goal Setting Skills, Communication Skills.
Abstract-Skills for everyday living are essential skills that a person should possess to live a successful and productive life in this world. Adolescence is an important stage of one’s life. It is the stage in which habits and sentiments are formed, values are learned and the foundation for becoming a self-actualized individual is laid. This study precisely was an attempt to investigate the Skills for everyday living present in the adolescent students of the Higher Secondary class. The study of the Skills for everyday living of the Higher Secondary students in relation to their parental qualification was taken up to find out about the Skills for everyday living of the students.
Vocabulary Development Across Three Languages and Students’ Responses to Multilingual Teaching
Authors-Grace Sangkim, Dr. Kabita Kumari
Keyword-Vocabulary Acquisition, Language Learning, Multilingual Education, Multilingual Teaching.
Abstract-The present study investigates the connection between vocabulary development in three languages and the students’ responses to multilingual teaching. The sample consisted of 30 students from Classes IX and X at Kendriya Vidyalaya, Lamka, Northeast India, as part of a larger research initiative dealing with multilingual education in accordance with National Education Policy (NEP) 2020. The study attempted to find out the impact of the different languages on the students’ vocabulary acquisition, understanding, and overall language skill. By using a descriptive-correlational research design, the study evaluates the vocabulary skills of the students in their mother tongue, English, and Hindi, and the connection between the students’ assessment of multilingual teaching and their vocabulary knowledge. The results showed that there were differences in vocabulary proficiency among the three languages, with the students scoring highest in their mother tongue . Students’ opinions about the multilingual approach were related to their vocabulary achievement in a significant and positive manner. Additionally, there was a significant difference in vocabulary performance between different levels of perception, implying that learner perceptions that are positive can be a facilitative factor in vocabulary learning in multilingual settings.
Effect of Self Efficacy of Higher Secondary Students on Academic Performance
Authors-P. Janet Sujatha1, S. Karthiyayini
Keyword-Self efficacy and Academic Performance.
Abstract-The present study was aimed to investigate the effect of self-efficacy on academic performance of higher secondary school students. This research was carried out on the research question that if there is any significant relationship between self-efficacy and academic performance. In this study, survey method was carried out on 280 higher secondary first year students studying in Chengalpattu District chosen through stratified random sampling technique. The data were collected and assessed using the self-efficacy scale developed and standardized by Dr.G.P. Mathur and Dr. Rajkumari Bhatnagar. To analyze the data t-test and correlation coefficient was used. The result revealed that there is positive influence of self-efficacy on academic performance.
A Study on Welfare Measures for Bank Employees in The Public Sector Bank in Tiruchirappalli
Authors-K. Beema Rao
Keyword-Welfare Measures, Bank Employees, Public Sector Bank
Abstract-- Employee welfare plays a crucial role in enhancing job satisfaction, productivity, and organizational loyalty, especially in service-oriented sectors such as banking. The study is conducted by the welfare measures for public sector bank employees in Tiru-chchirappalli. The sample size was collected from 150 sample of the respondents and the statistical tools used in Frequency table and chi square test.
Doi-[https://doi.org/10.5281/zenodo.18159949]
Blame Culture and its Effects on Organizational Productivity A Case Study of MCPEE Limited
Authors-M. O. O. Ifesemen, Dr Dulari Rajput
Keyword-SEO / digital marketing, Research / academic papers, Writing / content creation, Something else entirely.
Abstract-This research critically examines the pervasive effects of blame culture on organisa-tional productivity, using Mcpee Limited—a production-oriented company based in Southern Nigeria—as a case study. The study explores how blame culture is embed-ded within the operational and social fabric of the company and investigates its im-pact on employee behaviour, work procedures, and overall organizational perfor-mance. This research investigates the pervasive effects of blame culture on organisa-tional productivity, using Mcpee Limited, a production-oriented firm in Southern Nigeria, as a case study. The study aims to explore how blame culture is embedded within the company’s operational and social environment and its influence on em-ployee behaviour, work procedures, and overall productivity. An inductive research approach with a descriptive design was adopted, employing a mixed- methods data collection strategy. Quantitative data were gathered through questionnaires adminis-tered to 314 employees across varied departments, while qualitative insights were obtained from 80 department heads and supervisors via in-depth interviews. This triangulation enabled a comprehensive understanding of how blame culture perme-ates the organization and affects its functioning. The findings reveal that blame cul-ture cultivates a tense and insecure workplace, where employees avoid assuming responsibility for mistakes due to fear of punitive consequences. This environment suppresses risk-taking and innovation, thereby constraining the organization’s ability to adapt and improve continuously. Several factors perpetuate this culture, including rigid procedural frameworks that restrict employee discretion, entrenched favoritism and nepotism, and ineffective recognition and reward systems that fail to engage or motivate staff adequately. Moreover, blame culture fosters demotivation, learned helplessness, micromanagement, and erodes employee empowerment, trust, and cooperation. Managers, concerned about protecting their reputations, frequently shift blame downward instead of promoting accountability, resulting in excessive bureau-cracy and decreased employee engagement. To counteract these detrimental effects, the study recommends shifting organizational culture from blame-oriented to ac-countability-focused. This transformation calls for promoting fairness and meritocra-cy by eliminating favouritism, encouraging teamwork and collaboration aligned with shared goals, and streamlining work processes to reduce unnecessary rigidity. Em-powering employees to exercise discretion, creativity, and problem- solving initiative without fear of unjust repercussions is emphasized as critical for fostering innovation and boosting productivity. The study concludes that blame culture significantly un-dermines organizational productivity by creating a fearful and rigid work environ-ment. It recommends transforming the culture from blame-oriented to accountabil-ity-focused by promoting fairness, teamwork, flexible work practices, and problem-solving approaches. Empowering employees to take initiative without fear of unjust punishment and recognizing their contributions can foster innovation and enhance productivity. These findings offer valuable insights for organizations seeking to culti-vate a positive, supportive, and accountable workplace culture conducive to sus-tained performance improvement.
Doi-[https://doi.org/10.5281/zenodo.18171404]
Teaching Strategies and Math Anxiety of Intermediate Pupils of Eugenio S. Daza Pilot Elementary School
Authors-Khatleen Ann J. Accion, Corazon C. Guarino
Keyword-Teaching Strategies; Mathematics Anxiety; Intermediate Pupils; Mathematics Education, Elementary School
Abstract-This study investigated the relationship between teaching strategies and the level of mathematics anxiety among intermediate pupils of Eugenio S. Daza Pilot Elementary School. Specifically, it aimed to identify the teaching strategies commonly employed by mathematics teachers and determine the extent of math anxiety experienced by pupils in terms of learning activities, classroom participation, and assessment situations. The descriptive-correlational research design was utilized, with data gathered through survey questionnaires administered to selected intermediate pupils. Results revealed that student-centered teaching strategies such as collaborative learning, use of instructional materials, and interactive activities were frequently employed by teachers. The findings further indicated that pupils generally experienced a moderate level of mathematics anxiety. Statistical analysis showed a significant relationship between teaching strategies and pupils’ math anxiety, suggesting that effective and engaging instructional approaches contribute to reduced anxiety in mathematics learning. The study concludes that the use of varied, learner-centered teaching strategies can help create a supportive learning environment and lessen math anxiety among intermediate pupils. Recommendations include continuous teacher training and the integration of interactive and engaging instructional methods to improve pupils’ attitudes toward mathematics.
Doi-[https://zenodo.org/records/18220398]