A Study Of The Impact Of Classroom Attendance Of Student-Teachers On Their Moral Values

Abstract

India is currently undergoing a phase of rapid social, cultural, and educational transformation. In this period of transition, traditional moral values such as honesty, discipline, responsibility, respect, and social harmony are gradually declining, while individualism, materialism, and moral indifference are increasing. Education has always been regarded as a powerful means of nurturing moral values and shaping the character of individuals. The primary objective of education is not only the transmission of knowledge but also the development of a morally sound, socially responsible, and emotionally balanced human being. In this context, teacher education plays a crucial role, as student-teachers are future educators who significantly influence the moral development of the next generation.

  Classroom attendance is an essential component of the teaching–learning process. Regular classroom attendance provides opportunities for interaction, value-based discussions, role modeling, discipline, and exposure to ethical behavior. However, irregular attendance may result in weakened academic engagement and limited exposure to moral and social learning experiences. The present study aims to examine the impact of classroom attendance of student-teachers on their moral values, highlighting the importance of consistent participation in classroom activities for moral development.

  The study adopted a descriptive survey method to collect data from student-teachers enrolled in government and private teacher education institutions in Raipur district of Chhattisgarh. A sample of 200 student-teachers, consisting of equal numbers of male and female participants, was selected for the study. The Moral Values Inventory developed by Dr. Surabhi Agrawal was used as the research tool to measure the moral values of student-teachers. Statistical techniques such as mean, standard deviation, and F-test were employed to analyze the collected data.

  The findings of the study reveal a significant difference in the moral values of student-teachers based on their classroom attendance. The calculated F-value was found to be greater than the table value at the 0.05 level of significance, leading to the rejection of the null hypothesis. This indicates that classroom attendance has a significant impact on the moral values of student-teachers. Student-teachers with higher classroom attendance demonstrated better moral development compared to those with normal or lower attendance.

  The study concludes that regular classroom attendance positively influences the moral values of student-teachers by fostering discipline, responsibility, social interaction, and ethical understanding. The findings emphasize the need to strengthen attendance policies, integrate moral education into teacher training programs, and utilize both classroom teaching and digital platforms for moral development. The study holds educational significance for teacher educators, institutions, and policymakers aiming to promote value-based education and holistic development in teacher education.