CHAPTER NO 01 1.1 INTRODUCTION: . CLEANLINESS: Cleanliness is the absence of dirt, including dust, stains, bad smells and garbage. Purposes of cleanliness include health, beauty, absence of offensive odor, avoidance of shame, and to avoid the spreading of dirt and contaminants to oneself and others. CLEANLINESS means different things to different people.Cleanliness is sometimes claimed to be the means of prevention and cure of almost all kinds of diseases. Health Departments are often required to spend a great deal of time and money on municipal housekeeping such as street cleaning and collection of refuse. Expense of this kind should not be charged up to health work as there is very slight chance that disease can be prevented in this way. On the other hand, cleanliness in the form of pure water, pasteurized milk from inspected dairies, fresh food from sanitary kitchens and stores—handled by people free from communicable disease—all have a real effect upon the public health. Personal cleanliness is very much a matter of personal choice. There are certain social standards that most of us prefer to measure up to, but small habits are those most likely to affect health. Keeping the hands clean probably does more to promote our own health and prevent spreading disease to others than all the other types of personal cleanliness put together. Children can be directed toward the clean hands habit with effective results from an early age. standards of cleanliness are not the same around the world, and people grow up with varying concepts of cleanliness. In times past, a clean, well-ordered school environment in many countries helped students develop good habits of cleanliness.
1
Today, some school grounds are so full of litter and debris that they resemble a garbage dump more than a place to play or exercise. And what about the classroom? Darren, a janitor in an Australian high school, observed: "Now we see filth in the classroom as well." Some students take the instruction "Pick it up" or "Clean it up" to mean that they are being punished. The problem is that some teachers do use cleaning as a means of punishment. Consequently, maintaining a clean environment is no longer a matter of personal importance. "I don't clean the shower—I clean myself," said one man. "At least, if my house is dirty, I'm clean." Cleanliness, however, is much more than outward appearance. It is an allembracing ethic of sound living. It is also a state of mind and heart that involves our morals and worship. Personality means characteristics and appearance of a person - pattern of thought, feeling, behaviour, communication ability and physical features. A child inherits many personality traits from its parents. Personality of a person takes its basic formation in the beginning period of childhood. Its experiences in the family and the society are very crucial. Friends, teachers and the environment of school have their own positive or negative impact. Adults need to be very careful while rearing a child because deep scars on the psychology of a child may have permanent marks. To develop positive thinking in the child parents must relate to each other in a positive way. With the help of good training a child or an adult can learn communication skills, different subjects, driving or computer operating.
Similarly a training in
personality development enhances the general as well as unique traits (characteristics which differentiate one from others) of a person. A teacher of personality development helps a person to get positive thought pattern, gain confidence, improve behaviour, learn better communication and develop a healthy physique. A body burdened with this or that disease may win pity of others but it is very difficulty for that person to maintain attraction in his personality for a long time. A
2
healthy and smart look is absolutely essential to attract others. And if you work on it you can easily attain it. Take exercise regularly, play games or go for a morning walk - whatever suits your body and psychology.
Eat balanced diet. It will
strengthen the immune system of your body - keeping you healthy and fit Health is commonly thought of as the absence of disease, and indeed it is difficult to discuss one without the other. Equally problematic is the consideration of the health of the body apart from the state of the mind or the spirit, because historically the topics were closely connected, especially before the seventeenth century. Even with these difficulties in mind, it is still possible to focus on certain notions about the health of the human body as a natural state and about how this natural state could be restored or maintained. Health is clearly a complex, multidimensional concept. Personal or individual health is largely subjective. It is possible to be physically robust, to be "the picture of good health," and yet have serious mental or emotional impairment. Conversely, an individual can be profoundly disabled physically yet have an intact mind and be emotionally well-adjusted. So while many facets of health can be identified, the assessment or measurement of individual health must take them all into account. Economists can derive a single number—the net worth or gross domestic product—as a measure of the economic status of an individual or a nation. But there is no comparable one-dimensional measurement scale for the health of an individual, much less a nation. At best, public health professionals can create community or national profiles using crude health indicators like life expectancy; infant mortality rates; death or sickness rates from specific causes like cancer, heart disease, suicide, and homicide; or surrogate measurements such as use of drugs, (prescribed or over-the-counter) and spells of hospital care. Health is, ultimately, poorly defined and difficult to measure, despite impressive efforts by epidemiologists, vital statisticians, social scientists, and political economists. The dramatic differences in levels of health among the nations of the world only challenge public health professionals to pursue global health standards.
3
At the beginning of the twenty-first century the principal causes of premature death and departures from good health were violence, including violent armed conflict; smoking-related disease; automobile accidents; and overindulgence in high-calorie foods that are ill-suited to modern, sedentary lifestyles. All of these are ultimately associated with human behavior, which is greatly determined by values. Only by adopting values that support a healthy lifestyle can people improve their overall health. Health is the general condition of a person in all aspects. It is also a level of functional and/or metabolic efficiency of an organism, often implicit"a state of complete physical, mental, and social well-being and not merely the absence of disease or infirmity"ly human.In 1986, the WHO, in the Ottawa Charter for Health Promotion, said that health is "a resource for everyday life, not the objective of living. Health is a positive concept emphasizing social and personal resources, as well as physical capacities." Classification systems such as the WHO Family of International Classifications (WHO-FIC), which is composed of the International Classification of Functioning, Disability, and Health (ICF) and the International Classification of Diseases (ICD) also define health. Overall health is achieved through a combination of physical, mental, emotional, and social well-being, which, together is commonly referred to as the Health Triangle an automatic pattern of behavior in reaction to a specific situation; may be inherited or acquired through frequent repetition; "owls have nocturnal habits"; "she had a habit twirling the ends of her hair"; "long use had hardened him to it" he complex of all the attributes--behavioral, temperamental, emotional and mental-that characterize a unique individual; "their different reactions reflected their very different personalities"; "it is his nature to help others" the inherent complex of attributes that determines a persons moral and ethical actions and reactions; "education has for its object the formation of character"- Herbert Spencer.
1.2: SIGNIFICENCE OF THE STUDY: The aim of this study was to investigate the impact of cleanliness habits on the 4
personality of students. Purpose of this study was to investigate that the students not come physically clean. this study lots of advantage to parents, teachers, and students. this particular research is necessary as it studies the cleanliness habits of students of students and what are the healthier habits and how effective healthy habits developed among students and what’s impact of healthy habits on students personality, how they make balance personality . This study facilitates the students, teachers, parents. School should have organize the cleanliness day and motivate the students through the books, programs, and activities. School must have design health programs for the health/personality development. The present study was directed only towards an investigation and to find out the impact of cleanliness habits on the personality of students of secondary school level district mirpurkhas.
1.3 OBJECTIVES OF THE STUDY: The objectives of this research are: 1. To find out the impact of cleanliness on students personality 2. To examine the affect of cleanliness on students achievement 3. To give knowledge to the teachers to develop cleanliness habits among students. 4. Too suggest the measure to improve the cleanliness habits in the Schools
1.4 LIMITATIONS OF THE STUDY: This research thesis is limited to government girls high secondary schools of mirpurkhas sindh, Pakistan. The work aims at getting the knowledge about the
5
impact of cleanliness habits on the personality of students at Govt. girls secondary schools 60 questionnaire with 18 questions for Students and 10 questionnaire with 13 questions for the teachers were distributed among the students and teachers for this research work.
DEFINITIONS OF THE TERMS USED HABIT: An acquired behavior pattern regularly followed until it has become almost involuntary: the habit of looking both ways before crossing the street.
CLEAN: Without dirt or other impurities; unsoiled Make clean by removing dirt, filth, or unwanted substances from; "Clean the stove!"; "The dentist cleaned my teeth"
CLEANLINESS: The state of being clean, or the practice of keeping things clean, Cleanliness is the absence of dirt, including dust, stains, bad smells and garbage.
PERSONALITY: The complex of all the attributes--behavioral, temperamental, emotional and mental--that characterize a unique individual; "their different reactions reflected their very different personalities"; "it is his nature to help others"
CHAPTER NO 02 2.1 REVIEW OF THE LITERATURE The prophet Isaiah recorded a vision in which angels described the Creator 6
with the words “Holy, holy, holy.” This description emphasizes God’s superlative purity and cleanness. That being the case, God requires that all his servants be holy, clean. “You must be holy, because I am holy,” There is no doubt that those early efforts to teach cleanliness did help improve people's living conditions. And rightly so, for cleanliness is a quality that belongs to and originated with the holy and clean God, Jehovah. He teaches us to benefit ourselves by becoming holy and clean in all our ways. (www.watchtower.org/e/20020201/article_02.htm) Jehovah God is exemplary in this respect. Cleanliness, as well as his other invisible qualities, is clearly seen in God's visible creation. We observe that the creation itself causes no lasting pollution. The earth with its many ecological cycles is a self-cleaning marvel, and it is designed for clean, healthful living. Such clean work could come only from a clean-minded Designer. We can deduce from this, therefore, that worshipers of God should be clean in all aspects of their life. The prophet Isaiah speaks of “the Way of Holiness.” And he adds the sobering thought that “the unclean one will not pas over it.” Yes , cultivating good habits of cleanliness now gives strong evidence of our faith in God promise that he will soon establish a clean paradise earth. Purity is half of the faith (Hadith), reported by Abu Malik Ash-ari, Muslim. Prophet Muhammad (PBUH) also stressed the importance of regular bath, ablutions and the use of a toothbrush. This is all the more remarkable in an environment where water was at a premium. Cleanliness and personal hygiene are maintained as part of religious devotion and as part of daily routine. Islam requires Muslims to remain clean and develop habits of cleanliness. (www.watchtower.org/e/20020201/article_02.htm) Classroom cleanliness affects the ability of students to learn, a BYU professor reported in a recent national study titled "Cleanliness and Learning in Higher Education."
7
Jeffery L. Campbell, chair of the Facilities Management Department in the School of Technology, and Alan S. Bigger, Association of Physical Plant Administrators of Universities and Colleges president and director of facilities at Earlham College, completed the survey through the Center for Facilities Research at APPA and co-sponsored by the International Sanitary Supply Association. APPA is a national association that promotes leadership in educational facilities and ISSA is the worldwide cleaning industry association. They found a correlation between the cleanliness of a school's facilities and students' academic achievement. The research reveals that cleanliness is ranked as the fourth most important building element to impact personal learning. The top three elements were noise, air temperature and lighting. Students responded saying classrooms, libraries and personal study spaces are the most effective learning places. Among the findings, Campbell and Bigger found that 88 percent of the almost 1,500 students surveyed said the lack of cleanliness becomes a distraction at APPA's Level 3, which is rated as casual inattention and Level 4, moderate dinginess. Approximately 84 percent of the students surveyed said they desire APPA Level 1, orderly spotlessness, or Level 2, ordinary tidiness, for a good learning environment. Level 5 is unkempt neglect. Bob Smith, a junior from Orem, majoring in computer science, was a janitor at an elementary school and was responsible for making sure the school was clean. "It was our job to make sure that yesterday's broken piñata didn't get in the way of today's arithmetic," Smith said. "After seeing some of those classrooms I can see how learning could have been affected." A majority, 80 percent, of the students admitted they should be involved in keeping campus buildings clean. Approximately 78 percent reported that cleanliness has an impact on their health. They said that a lack of cleanliness 8
affects allergies, spreads germs, increases bug and rodent infestations and promotes higher stress levels. (nn.byu.edu/story.cfm/68991) 2.2 The History of Cleanliness
While the meaning of all the virtues has changed overtime, the application of the virtue of cleanliness has perhaps fluctuated the most. We would probably be grossed out by Franklin’s standard of cleanliness, and today’s standard would likely have disturbed him. Historically and up through the present day, ideas of what constitutes “cleanliness” has varied greatly. For an ancient Egyptian or Babylonian, cleanliness meant showering with water from aqueducts or simply from servants pouring water on you. A soap made from ashes and animal fat was used. The Greeks created the first plumbed-in showers, and citizens showered outside at various spigots scattered throughout their cities. For an ancient Roman cleanliness meant rubbing his body with oil and dust and then adding a layer of perspiration from a day of work or play. After he had built up a sufficient patina of bodily soil, he’d have someone scrape it off with a rake-like instrument. Next he would take a series of baths-first lukewarm, then hot, then cold. This would all occur in public at a local bathhouse, a swinging place where he’d hang out for several hours. Soap was not typically involved in any part of the process. For early Christians, cleanliness was not next to godliness. In fact, the dirtier you were, the more virtuous you were assumed to be. Cleanliness was considered a sinful luxury and thus monks and nuns who cared more for God than their earthly tabernacles avoided bathing to show their dedication to a holy life. For Europeans in the centuries after the coming of the Black Death, cleanliness meant anything but a bath. To observers during the plague, it
9
seemed that people often became stricken with the disease after using the bathhouse. The theory was advanced that bathing opened your pores and thus let in disease. A layer of dirt and odor was thought to stave off infection. Bathing became avoided like, well, the plague. It would not be until the 17th century when bathing would slowly come back into vogue. Even then, for a gentlemen in 17th century France, cleanliness meant the frequent changing of his linen shirt. It was believed that linen had a special wicking power that pulled dirt and impurities from the body like a magnet. Changing one’s shirt was thought to be as effective as a good scrubbing in the bath. Frequent bathing and showering would not become popular until the mid1800’s when the discovery of germs was coupled with advancements in indoor plumbing and shower technology. But it would really be the purveyors of hygienic products that would continually up the ante of what cleanliness truly meant. As advertising became more prevalent in the early 1900’s, the producers of soap, deodorant, and toothpaste set out to convince a new generation of Americans of problems they never knew existed. For example, it was Listerine’s advertising team, not dentists, who came up with the term “chronic halitosis” to describe bad breath. Whereas as bad breath had previously been thought of as a part of life, it then became a dangerous disease to be cured and eradicated. Likewise, toothpaste manufacturers made the frightening discovery of “film on teeth,” a phenomenon that had once gone completely unnoticed. The cure of course was daily and religious tooth brushing. Advertisements warned potential customers that any kind of bodily odor could spell a premature social death.
2.3 Strategies for staying healthy: Achieving health and remaining healthy is an
10
ongoing process. Effective strategies for staying healthy and improving one's health include the following elements: Personal health depends partially on the social structure of one's life. The maintenance of strong social relationships is linked to good health conditions, longevity, productivity, and a positive attitude. This is due to the fact that positive social interaction as viewed by the participant increases many chemical levels in the brain which are linked to personality and intelligence traits. Hygiene is the practice of keeping the body clean to prevent infection and illness, and the avoidance of contact with infectious agents. Hygiene practices include bathing, brushing and flossing teeth, washing hands especially before eating, washing food before it is eaten, cleaning food preparation utensils and surfaces before and after preparing meals, and many others. This may help prevent infection and illness. By cleaning the body, dead skin cells are washed away with the germs, reducing their chance of entering the body. THOSE WEEKLY girl scout meetings always began with us reciting our vows. "To be clean in thought, word, and deed," I would say carelessly, eager to begin our project or camping excursion. FFor children being raised in Krsna consciousness, cleanliness isn't an abstract ideal but an important part of a progressive spiritual life. Though spiritual purity is the first concern, physical and mental cleanliness also count. In fact, they are usually symptoms of one's consciousness, and a clean body and mind help develop a clean consciousness, or Krsna consciousness. 2.4 Clean Body, Mind, Intelligence
We should teach our children that cleanliness is essential for good health. Most parents teach their children some hygiene, but devotee children do things that require special cleanliness, such as visiting the temple, eating krsna-prasadam, or preparing food to offer to Krsna. For mental cleanliness, or mental purity, our children should learn how to avoid
11
envious, hateful, deceitful, and selfish thoughts. They need to know how to deal with such thoughts, which enter the mind despite all precautions. We must also teach children to guard against mental speculation, by teaching them that philosophical and spiritual truths must be supported by Vedic literature. And since thoughts and words are closely related, our children should practice pleasing, helpful, and truthful speech. As for purity of intelligence, we want our children to learn to use their intelligence to help themselves and others make spiritual progress, rather than-to increase material illusion. The ultimate purity is unadulterated love for Krsna, free from personal desire and flowing unhindered like a mighty river to the sea. If our children gain such cleanliness of soul, their cleanliness will be revolutionary. 2.5 Teaching Cleanliness
The two best ways to teach our children any kind of cleanliness are by our own example and by helping them form early habits. For example, the longer we wait to teach our children to wash their hands and mouth after eating, the longer they have to form a habit of uncleanliness. No matter what we do, they will form habits—clean or unclean. So we should start teaching about cleanliness as soon as they can understand. When we help our child start a habit early, the child comes to see the behavior or attitude as normal, as simply part of life. To get the child to practice cleanliness will then be fairly easy. For example, if we bathe our child every morning from a young age, the child will naturally pick up the habit of early-morning bathing. When to introduce a particular item of cleanliness depends on the age and needs of the child. An overall guideline is that the child must be physically and mentally capable of the cleanliness routine. For example, until a child
12
gets all his baby teeth, teaching him not to put his hand in his mouth is unreasonable. But we can teach even a young child to wash after eating, simply by always washing the child's hands and mouth after meals. Gradually, the child can do this without our assistance. Children of two or three can start learning to keep their personal environment clean and organized. Parents can help put things away and clean up inevitable messes. A four-year-old can have regular cleaning duties, though these should be easy and take little time. By the time a child is ten, he or she should be naturally clean and organized. Here's how I teach a child of eight to clean and organize his or her room. First, we put everything away neatly in its place. Not having too much clutter makes the job easier. If clothes, books, or toys are not stored neatly, the child has to keep at it until the area "passes inspection." Then the child and I clean the surfaces, as the child learns which rag and cleaner to use on each surface. I teach the child to clean every surface regularly, including small ledges on walls, doors, and windows. We then look for dirt. Are there smudges around the light switches or door knobs? Has the ceiling been collecting cobwebs? Finally, we sweep and mop the floor together. A child will gradually be able to do more and more cleaning without my assistance, although someone experienced in cleaning must always inspect, and sometimes re-inspect, before the cleaning is finished. Besides the daily routine, to have one or two designated days a week for full-scale cleaning is helpful. In our household, cleaning on such days is a family festival, where we play tapes of lively devotional music and clean with great enthusiasm. Children should learn that the home isn't the only place to keep clean. We should teach our children that a brahminical person leaves a place cleaner than he found it. We can practice applying this principle with our children when eating at highway picnic areas, or when staying overnight in temples, hotels, or friends' houses. Our children also need to learn the reasons behind the different items of
13
cleanliness. Otherwise, rules will seem just that—simply rules, ritualized formulas developed traditionally for reasons that no longer apply or never did. 2.6 Protecting Purity
Parents can nurture the mental, intellectual, and spiritual purity of a very young child simply by controlling what he or she is exposed to. But a growing child gradually meets with influences beyond the family, and even beyond the community of friends and relatives. Children who come with us shopping, preaching, and on other excursions into society at large, as they should, will confront an increasingly impure world. How important, then, that we show a joyful strictness as we clean our homes, bodies, words, minds, and hearts as an offering of love to Krsna. As the child imitates adult standards of cleanliness and purity, he or she will find such happiness in Krsna consciousness that there will seem no greater gain. Impure thoughts and actions will then be seen as what they are—dirty and disgusting. Children clean in body, mind, intelligence, and soul can become real brahmanas. Even a small number of people who have achieved purity in their childhood can transform society. our character is a collection of our habits, and habits have a powerful role in our lives. habits consist of knowledge, skill, and desire. knowledge allows us to know what to do,skill gives us the ability to know how to do it, and desire is the motivation to do it. 1.
Dependence: The paradigm under which we are born, rely upon others
to take care of us.
14
2.
Independence: the paradigm under which we can make our own
decisions and take care of ourselves. 3.
Independence: the paradigm under which we cooperate to achieve
something that cannot be achieved independently. Measuring cleanliness can foster feelings of respect among students and the staff responsible for keeping schools clean and healthful. Many students think custodians are hired to pick up after them. And sometimes adult workers voice similarly negative impressions: “These kids act like animals.” What can education institutions do about this negative and improper thinking? Surveys and wellness teams Student attitudes about custodians rarely are surveyed in middle and high schools, but it is a good idea. Included in the curriculum of a health class, a survey may prompt great discussion and some change. A survey easily could include questions about custodians and their role in ensuring healthful schools. A five-to-seven-person school-hygiene and wellness team or committee could be set up with custodians, students, a teacher, an administrator, and even a parent or two. Every school district in the nation has a wellness policy, so such teams or committees easily would fall within the purview of the “other school-based activity” requirement of this policy. Keating has served as a teacher, governmental liaison, school board member and self-employed educator during his 40-year education career. He founded Project CLEAN (Citizens, Learners, and Educators Against Neglect), a multi-year effort to improve school restrooms worldwide. (visit http://project-clean.com.)
15
Parents optimistically believe their children wash their hands with soap and water 68 percent of the time after using the school restroom, according to a national survey conducted by Bradley Corporation. Bradley's first Healthy Hand Washing Survey also determined that the spread of the H1N1 virus hasn't changed the majority of American adults' hand-washing habits, as 54 percent of the 1,020 respondents said they “wash their hands no more or less frequently” in public restrooms as a result of the virus. Overall, 87 percent of respondents said they did wash their hands after using public lavatories, but other responses indicated that some may have exaggerated how often they actually did the job correctly. When asked if they had also used soap, the numbers declined only slightly, to 86 percent; yet 55 percent of the group admitted on occasion they've simply rinsed, without using soap. 2.7 Health Precautions: 1.
A worker with an illness such as a cold, cough or infection, or other
communicable disease, cuts or burns could easily contaminate food. If you are sick, do not go to work. 2.
If you have an open sore, boil or other skin eruption, advise your
supervisor so you can be assigned to a non-food area. A worker who has been exposed to an infectious disease should consult with a doctor before returning to work. 3.
Some persons may appear healthy but still harbor bacteria that can
contaminate food. These people are called "carriers." Carriers should not handle food, just as a person with a known, visible illness should not handle food. Health examinations can help determine if persons are "carriers" of communicable diseases such as typhoid.
16
2.8 Personal Cleanliness Habits: 1.
Bathe daily. The skin harbors germs, and the pores trap them in.
Wear clean underwear and work clothes. 2.
Brush your teeth after eating.
3.
Shampoo your hair as necessary to keep it clean and healthy. Wear
hair in a simple, easy-to-manage style. 4.
Keep fingernails clean, well-trimmed and free of nail polish.
5.
Avoid excessive makeup and perfume.
6.
Dress properly for the job. Change from your street clothes and wear
a clean uniform or washable work clothes every day. If you wear an apron, change it when it gets soiled. 7.
Wear clean, low-heeled, properly fitting shoes with nonskid soles
(preferably uniform-type shoes). The heel and toe should be completely enclosed for sanitation and safety reasons. DO NOT WEAR TENNIS SHOES, BEDROOM SLIPPERS, OR SANDALS. 8.
Wear a hairnet or cap which completely covers the hairline. Hair
spray should not be used as a substitute for a hairnet. Avoid hairpins or barrettes (they might slip out). Men or boys with short hair should wear caps; if hair is long, they should also wear hairnets. Do not touch your hair while working. 9.
Do not wear jewelry other than unadorned wedding bands. This is a
precaution primarily for sanitary reasons, but it also protects the worker and the jewelry.
17
Other Basic and General Work Habits: 1.
Do not smoke or chew gum in food storage, preparation, serving,
dining or clean up areas. 2.
Do not cough or sneeze near food. This results in millions of germs
contaminating food, work areas, equipment and coworkers. Use disposable tissues as needed and throw used ones away. Wash your hands after using a tissue. Do not carry used handkerchiefs or tissues in your pocket. 3.
Do not use hairspray or file nails, apply makeup or comb hair in
foodservice areas. 4.
Wash your hands:
A.Before beginning work and before beginning each food handling operation. B. After visit to toilet (this is imperative). C. After touching face or hair. D. After handling non-food items. E. After smoking. 5. Scrub one hand against the other; it gets the trapped dirt and grime out. Use handwashing basins rather than preparation or dishwashing sinks. Disposable towels should be supplied for drying hands. (Do not dry hands on dish towels, aprons or uniforms.) Turn off the water with the towel. As you wash, do not lean against the basin. You may transmit germs. 6. Obtain physical examinations as required 7. In the event you must wipe perspiration from your face, use a paper
18
towel, not a kitchen towel. Dispose of the towel and wash your hands.
CHAPTER NO: 03 Methodology of the study 3.1 Research Design: The purpose of descriptive research is to describe current situation about the healthy habits of students, without being influenced by the research or investigator.
19
3.2 Population: It has a particular importance in a research study for testing hypothesis every researcher selects a population. The population of this study is comprised of 10 teachers and 60 students of 3 government schools of mirpurkhas.
3.3 Data Analysis: Techniques like percentages, charts, tables, figures, Microsoft excel, were used to analyze the data.
3.4
Sampling Procedure: There are total 25 schools for girls in area 3 schools them are taken as sample through multistage cluster sampling. Because of less time and resources I chose this type of sampling.
3.5 Sampling: In the present study, 10 teachers and 60 students from the following schools have been taken as a sample:
SAMPLE: S.NO. Name of the school 1) 2) 3)
Government girl’s high secondary school mirpurkhas. Government girl’s high secondary school bhansingabad, mirpurkhas Government shah walliallah school, mirpurkhas.
20
NO. Of Teachers
NO. Of Students
04 03
25 20
03
15
Total Grand 10
60
3.6 Tools of Research:
For the proposed study, the structured questionnaire will be adopted. The CLOSED FORM QUESTIONNAIRE as it calls for short restricted checked responses. It requires answer only in “Yes” “No” “I can not say”. The questionnaire consists of 31 questions relevant to the topic. It was distributed among the teachers and students. All the 10 teachers and 60 students were able to answer the question.
CHAPTER NO: 04 PRESENTATION AND INTERPRETATION OF THEDATA:
PRESENTATION AND ANALYSIS OF DATA:
To make the students more comprehensive the researchers conduct the questionnaire upon 10 Government teachers and 60 students are studying in different schools and interpret there responses are under:
21
ANALYSIS OF QUESTIONNAIRE OF TEACHERS Q.01- Do you like clean students? Yes 70%
No 0%
Don’t know 10%
Other 20%
Total 10
70% teachers say yes they like clean students and 20% teachers say we like all students And 10% teachers have no idea. Q.02- Do all students in your class come in neat and clean uniform? Yes 40%
No 60%
Don’t know 0%
Other 0%
Total 10
40% teachers say yes students come clean regularly and 60% replying no they are not come perfect every day.
Q.03- Do you celebrate the cleanliness day? Yes 40%
No 50%
Don’t know 10%
Other 0%
Total 10
40% teachers say we celebrate the cleanliness day but 50% disagree to celebrating this day and 10% teachers have no idea.
Q.04- Do all students take part in the cleanliness day per year? Yes 50%
No 40%
Don’t know 10%
22
Other 0%
Total 10
50% teacher say yes, 40% say no they not take part in cleanliness day and 10% teachers have no idea about this event. Q.05- What type of students avoids to take part in cleanliness day? Clean 45%
Dirty 30%
none 0%
All 25%
Total 10
45% teachers say clean students avoid taking part 30% say dirty students not take part in this event and 25% teachers say all type of students avoid taking part in this day. Q.06- Do students without cleanliness show confidence? Yes 20%
No 40%
Don’t know 30%
Other 10%
Total 10
20% teacher say yes they show their confidence 40% say no and 30% say we have no idea 10% teacher give different argues.
Q.07- Do the students feel hesitation without cleanliness? Yes 60%
No 30%
Don’t know 10%
Other 0%
Total 10
60% teachers say yes students feel hesitation and 30% teachers say no cleanliness not effect on students confidence 10% teachers say don’t know.
Q.08- Clean students take more part in school activities? Yes
No
Don’t know
23
Other
Total
70%
10%
20%
0%
10
70% teachers say yes clean students take more part and 10% say no they don’t want to take part and 20% teachers say we don’t know. Q.09- Clean students are more confident as compare to unclean students? Yes 70%
No 10%
Don’t know 05%
Other 15%
Total 10
70% teachers say yes clean students more confident, 10% teachers disagree, and 05% teachers say don’t know, 30% teachers have different thinking about this question.
Q.10- Is cleanliness impact on students personality? Yes 70%
No 0%
Don’t know 20%
Other 10%
Total 10
70% teachers agree that cleanliness have major impact on personality 20% say don’t know and 10% give different answers. Q.11- Do you take care of class cleanliness? Yes 70%
No 10%
Don’t know 0%
Other 20%
Total 10
70% teachers say yes they take care of class cleanliness, 10% say no and 20% teachers give different answers. Q.12- Do you providing the daily cleanliness report to parents? Yes 40%
No 60%
Don’t know 0%
24
Other 0%
Total 10
40% say yes they daily report to students parents and 60% say no they are not report to the parents.
Q.13- Do the cleanliness impact on student’s achievement? Yes 60%
No 20%
Don’t know 0%
Other 20%
Total 10
60% teachers say yes cleanliness impact on student’s achievement, 20% say no it not impact on students achievement, and 20% give different answers.
STATISTICAL PRESENTATION OF THE QUESTIONNAIRE OF TEACHER
25
YES
NO
DON’T KNOW OTHERS
ANALYSIS OF QUESTIONNAIRE OF STUDENTS Q.01- Do you like cleanliness habits?
26
Q#13
Q#12
Q#11
Q#10
Q#9
Q#8
Q#7
Q#6
Q#5
Q#4
Q#3
Q#2
Q#1
80 70 60 50 40 30 20 10 0
Yes 70%
No 20%
Don’t know 10%
Other 0%
Total 60
70% students favor of the statement 20% agents to the statement 1o% student have no idea. Q.02- Do you wash your hands thrives a day? Yes 30%
No 70%
Don’t know 0%
Other 0%
Total 60
30% students favor of the statement 70% agents to the statement 0% student have no idea.
Q.03- Do you wear clean/washed uniform and polish shoes every day?
Yes 25%
No 40%
Don’t know 35%
Other 0%
Total 60
25% students favor of the statement 40% agents to the statement 35% student have no idea.
Q.04- Do you cut the nails every week? Yes 30%
No 50%
Don’t know 20%
Other 0%
Total 60
30% students favor of the statement 50% agents to the statement 20% student have no idea. Q.05- Do you use tooth brush every morning? Yes 30%
No 60%
Don’t know 0%
27
Other 10%
Total 60
30% student’s favor of the statement 60% agents to the statement 0% student has no idea and 10% give different answers.
Q.06- Do you clean your teeth before you go to bed? Yes 15%
No 70%
Don’t know 0%
Other 15%
Total 60
15% students favor of the statement 70% agents to the statement 0% student have no idea and 15% students give different answers. Q.07- Do your school organize cleanliness day? Yes 15%
No 65%
Don’t know 05%
Other 15%
Total 60
15% students favor of the statement 65% agents to the statement 05% student have no idea and 15% students give different answers.
Q.08- Do you take part in cleanliness day? Yes 60%
No 40%
Don’t know 0%
Other 0%
Total 60
60% students favor of the statement 40% agents to the statement 0% student have no idea
Q.09- Do you avoid to take part in cleanliness day? Yes 60%
No 30%
Don’t know 0%
28
Other 10%
Total 60
60% students favor of the statement 30% agents to the statement 0% student have no idea and 10% students give different answers.
Q.10- Do the teachers check out the cleanliness in class room? Yes 36%
No 44%
Don’t know 10%
Other 10%
Total 60
36% students favor of the statement 44% agents to the statement 10% student have no idea and 10% students give different answers. Q.11- Do you hesitate in class because of uncleanness? Yes 66%
No 21%
Don’t know 13%
Other 0%
Total 60
66% students favor of the statement 21% agents to the statement 13% student have no idea. Q.12- Is cleanliness enhances your confidence? Yes 50%
No 20%
Don’t know 25%
Other 05%
Total 60
50% students favor of the statement 20% agents to the statement 25% student have no idea and 05% students give different answers. Q.13- Do teachers come to the class well prepared? Yes 60%
No 20%
Don’t know 0%
Other 20%
Total 60
60% students favor of the statement 20% agents to the statement 0% student have no idea and 20% students give different answers. Q.14- What type of students take part more in school activities? clean 45%
dirty 20%
none 0% 29
All 35%
Total 60
45% students favor of the statement 20% agents to the statement 0% student have no idea and 35% students give different answers. Q.15- Do cleanliness impact on your results? Yes 40%
No 20%
Don’t know 40%
Other 0%
Total 60
40% students favor of the statement 20% agents to the statement 40% student have no idea. Q.16- Is cleanliness an effective way of keeping fit? Yes 65%
No 15%
Don’t know 20%
Other 0%
Total 60
65% students favor of the statement 15% agents to the statement 20% student have no idea.
Q.17- Does the cleanliness impact on your health? Yes 83%
No 09%
Don’t know 08%
Other 0%
Total 60
83% students favor of the statement 09% agents to the statement 08% student have no idea.
STATISTICAL PRESENTATION OF THE QUESTIONNAIRE
30
OF STUDENTS
100 80 60 40 20 Q#1 Q#2 Q#3 Q#4 Q#5 Q#6 Q#7 Q#8 Q#9 Q#10 Q#11 Q#12 Q#13 Q#14 Q#15 Q#16 Q#17
0
Y E S N O D O N ’T K N O WO TH E R S
CHAPTER NO.05
FINDINGS, SUMMARY & SUGGESTIONS
31
5.1 FINDINGS
Students are not taking interest in school cleanliness because
teachers do not motivate them.
Teacher does not give attention on student’s cleanliness due to over
crowed class.
Students also do not come properly clean.
Students have lots of problem because of uncleanness they can not
perform properly in classes and lots of health problems are affecting on their personality.
Majority of students avoid to take part in school activates.
Uncleanness descries the confidence of students.
Only 25% students come with clean uniform and polished shoes
School management is not organizing properly cleanliness day.
5.2 CONCLUSION:
32
The purpose of writing this thesis was to study the problem of impact of cleanliness habits on the personality of students, because students are not com cleanly especially at secondary level. It conclude that the class room cleanness affect the ability of students learning, this study conclude that the cleanliness has an impact on students health and their personality because of cleanliness they feel become a confident. Cleanliness has major impact on students achievement this study conclude that the clean students take more part in schools activities Students not come clean and in net regularly It concludes that the cleanliness enhances the personality of students because of un cleanliness they feel shame and they can not perform their duties and their confidence decries day by day. Students come with dirty uniform and they have no any healthy habits of healthy personality. Students are not washing their hands properly they are not eat in a good manner that’s why these things effect on their health and they can not take attention on their studies and also other activities.
33
5.3 SUGGESTIONS: There must be organized the cleanliness day in school every week. At least 10 mints management should allow the class teacher to cheek out cleanliness of students every day. Teacher should take care of class cleanliness. Teacher should be well dressed. Programs on health issues should be organized once a year. School cleanliness is not only the job of the caretakers. It is everyone’s job Students are expected to keep their class rooms Students should also keep the school grounds clean.
UNIVERSITY OF SINDH 34
FACULTY OF EDUCATION ELSA KAZI CAMPUS HYD:
Name of teacher: --------------------Class: --------------------------------School Name: ----------------------------------ANALYSIS OF QUESTIONNAIRE OF TEACHERS Q.01- Do you like clean students? Yes
No
Don’t know
Other
Q.02- Do all students in your class come in neat and clean uniform? Yes
No
Don’t know
Other
Q.03- Do you celebrate the cleanliness day? Yes
No
Don’t know
Other
Q.04- Do all students take part in the cleanliness day per year? Yes
No
Don’t know
Other
Q.05- What type of students avoids to take part in cleanliness day?
35
Clean
Dirty
none
All
Q.06- Do students without cleanliness show confidence? Yes
No
Don’t know
Other
Q.07- Do the students feel hesitation without cleanliness? Yes
No
Don’t know
Other
Q.08- Clean students take more part in school activities? Yes
No
Don’t know
Other
Q.09- Clean students are more confident as compare to unclean students? Yes
No
Don’t know
Other
Q.10- Is cleanliness impact on students personality? Yes
No
Don’t know
Other
Q.11- Do you take care of class cleanliness? Yes
No
Don’t know
Other
Q.12- Do you providing the daily cleanliness report to parents? Yes
No
Don’t know
Other
Q.13- Do the cleanliness impact on student’s achievement? Yes
No
Don’t know
Other
UNIVERSITY OF SINDH
36
FACULTY OF EDUCATION ELSA KAZI CAMPUS HYD:
Name of teacher: --------------------Class: --------------------------------School Name: ----------------------------------ANALYSIS OF QUESTIONNAIRE OF STUDENTS Q.01- Do you like cleanliness habits? Yes
No
Don’t know
Other
Q.02- Do you wash your hands thrives a day? Yes
No
Don’t know
Other
Q.03- Do you wear clean/washed uniform and polish shoes every day? Yes
No
Don’t know
Other
Don’t know
Other
Q.05- Do you use tooth brush every morning? Yes No Don’t know
Other
Q.04- Do you cut the nails every week? Yes
No
Q.06- Do you clean your teeth before you go to bed? Yes
No
Don’t know
Other
Q.07- Do your school organize cleanliness day? Yes
No
Don’t know
Other
Q.08- Do you take part in cleanliness day? Yes
No
Don’t know
Q.09- Do you avoid to take part in cleanliness day? 37
Other
Yes
No
Don’t know
Other
Q.10- Do the teachers check out the cleanliness in class room? Yes
No
Don’t know
Other
Q.11- Do you hesitate in class because of uncleanness? Yes
No
Don’t know
Other
Q.12- Is cleanliness enhances your confidence? Yes
No
Don’t know
Other
Q.13- Do teachers come to the class well prepared? Yes
No
Don’t know
Other
Q.14- What type of students take part more in school activities? Yes
No
Don’t know
Other
Q.15- Do cleanliness impact on your results? Yes
No
Don’t know
Other
Q.16- Is cleanliness an effective way of keeping fit? Yes
No
Don’t know
Other
Q.17- Does the cleanliness impact on your health? Yes
No
Don’t know
Other
LIST OF GOVERNMENT GIRLS SCHOOLS 38
MIRPURKHAS, SINDH
1. Government girl’s High Secondary school Mirpurkhas. 2. Government girl’s High Secondary school Bhansingabad, Mirpurkhas 3. Government Shah Walliallah School, Mirpurkhas.
REFERENCES: 1. Sidney M. Jourard (1974) HEALTHY PERSONALITY an Approach From
39
Viewpoint of Humanistic Psychology. Macmillan Publishing Co., Inc. 2. Dr. R. GAMLIN (1948) EDUCATION AND HEALTH. James nisbet and CO., LTD. landon, W.I 3. http://www.wilsonmar.com/1clean.htm#Habits
4. http://eclkc.ohs.acf.hhs.gov/hslc/ecdh/Health/Environmental%20Health%20and %20Safety/Environmental%20Healthy%20and%20Safety%20Program %20Staff/health_fts_11119_032806.html 5. 209.200.69.140/downloads/.../JPP.../Onslow%20Wellness%20Policy.pd 6. digital.library.ksu.edu.sa/V1M177R101.pdf 7. http://www.jstor.org/pss/2136937 8. http://teach.valdosta.edu/whuitt/col/affsys/valuesga.html 9. http://artofmanliness.com/2008/05/04/the-virtuous-life-cleanliness/ 10. http://www.thekeytoislam.com/en/islam-and/cleanliness.shtml
40
