A study to assess the level of concentration in reading, writing and listening skills among school children in selected schools at Madurai

The researcher did a study on “A study to assess the level of concentration in reading, writing and listening skills among school children in selected schools at Madurai”. Research hypotheses were formulated and review of literature was prepared relevant to the study. The conceptual framework adopted for this study was based on the Health Promotion Model by Nola J. Pender (1996).The research design was descriptive design in nature. The selected populations were the children those were studying 4th standard between the ages 9 & 10 years in Tamil medium. The tool used for data collection were structured interview schedule to collect the demographic data and observational rating scale to assess the level of concentration in reading, writing and listening skills among school children. The tool and learning module were validated by experts and which were found reliable. After establishing the feasibility through pilot study, the main study was conducted in CSI Primary School, Pasumalai, CSI Primary School, South Gate, Jothi Middle School, Thirupparankundram and Capron Hall School, Madurai. A total of 80 samples were included in the study using Simple Random Sampling Technique - Lottery method. Data collection was done by using structured interview schedule and observational rating scale. The validated learning module was distributed to improve the level of concentration in reading, writing and listening skills among school children. The collected data were tabulated, analyzed and interpreted by using descriptive and inferential statistics. The findings of the study were revealed that the level of concentration in reading skills mean score was 30.89 and standard deviation was 8.09; the level of concentration in writing skills mean score was 20.33 and standard deviation was 4.96 and the level of concentration in listening skills mean score was 20.25 and standard deviation was 6.28. There was a positive correlation (r = 0.653, p < 0.001 level) between the level of concentration in reading and writing skills among school children. There was a positive correlation (r = 0.561, p < 0.001 level) between the level of concentration in listening and reading skills among school children and there was a positive correlation (r = 0.529, p < 0.001 level ) between the level of concentration in listening and writing skills among school children. There was a highly significant association between the level of concentration in reading skills and academic performance of the child (x2=36.87) and there was a significant association between the level of concentration in reading skills and mother’s education (x2= 12.33) and mother’s occupation (x2=8.21). There was a highly significant association between the level of concentration in writing skills and academic performance of the child (x2= 24.74). There was a highly significant association between the level of concentration in listening skills and academic performance of the child (x2= 27.49) and there was a significant association between the level of concentration in listening skills and area of living of the child (x2= 7.05)