accurate copy of thesis wid title page

THE ROLE OF UNIVERSITY EDUCATION IN BUILDING PERSONALITY AMONG PUNJAB

UNIVERSITY STUDENTS

A Thesis Submitted to the Department of Sociology, Institute of Social and Cultural Studies,

University of the Punjab, Lahore in Partial Fulfillment of the Requirements for the Degree of

Master’s in Sociology

By

Muhammad AliMuhammad SafdarMuhammad Ashraf

SESSION 2008-2010

Biographical Sketch

The researcher Muhammad Ali was born to Muhammad Iqbal in village Khai Bodla,

Tehsil and District Bahawal Nagar. He did his Graduation from Government Degree

College Bahawal Nagar. The researcher Muhammad Safdar was born to Muhammad

Khan in village Bachian Wali, Tehsil Minchan Abad, and District Bahawal Nagar. He did

his Graduation Government Degree College Minchan Abad. The researcher Muhammad

Ashraf was born to Muhammad Anwar in Tehsil Pindi Bhatian, District Hafiz Abad.

These researchers joined the “Institute of Social and Cultural Studies” University of the

Punjab Lahore in Session 2008-2010 in M.Sc. Sociology Program.

Abstract

The present research is done to find the relationship between the role of university

education and development of personality of the students. The study has been conducted

within the framework of Learning Theories that are Behaviorism, Cognitivism, and

Constructivism. The hypothesis of the present research is “The role of university

education in developing personality among Punjab university students.

The universe of the present research is University of the Punjab Lahore. The researchers

collected the data from the thirteen faculties of the university. The respondents were of

B.A/ B.Sc/ B.com Honors, and M.A / M.Sc students who have spent at least one year of

their course of study because they can give meaningful justification of the impact of

university education on their personalities. The researchers used Systematic Sampling

and Structured Interview Schedule to collect data. After data collection “Data Sheet” was

prepared and Cross Tabulation was done. Chi-Square Test was used to test the

relationship between the university education and the personality development of the

students. The value of Chi-Square Test was 0.000 which was less than the level of

significance 0.05. So the alternative hypothesis was accepted and proved that there is

relationship between the independent and dependent variables.

Acknowledgments

The researchers feel pleasure to express their great gratitude to their respectable research

advisor Muhammad Farooq, for his valuable suggestions, thought provoking guidance,

tolerance and endurance during the process of present research. His encouragement

served as a source of inspiration to work enthusiastically for this research. The

researchers had the same feelings for their friends Zafar Kashmiri, Syed Auwn

Muhammad, Ahmed Riaz, who were always helpful to them.

The researchers are especially thankful to Dr.Riffat Munawar whose thought provoking

guidance helped them to accomplish the theoretical framework of their research.

The researchers are also obliged to the ISCS Staff; and especially the library staff

including Mushtaq Ahmed Kashmiri, Waqas, and Babar for their kind cooperation.

Chapter Contents Page

1. INTRODUCTION 09Statement of the problem 12

Significance 13Objectives of the study 14

2. LITERATURE REVIEW 153. THEORETICAL FRAMEWORK 19

4. METHODOLOGY 22

Universe 22Sampling 23Tool for data collection 24Construction of Questionnaire 25Pre-testing and finalization of Questionnaire 26Data collection and field experience 26Scoring 26

5. HYPOTHESIS’S CONCEPTULIZATION 30AND OPERATIONALIZATION OF THE CONCEPTS

Hypothesis 30

Variables 30Indicators of Independent variable

30Indicators of dependent variable 31Conceptualization 31Operationalization 32

6. GENERAL FINIDINGS OF THE STUDY 36

7. TESTING OF HYPOTHESIS 54

8. SUMMARY, CONCLUSION AND SUGGESTIONS 58

Summary 57Conclusion 59Suggestions 60

REFERENCES 61QUESTIONNAIRE 64

Sr. List of Tables Page

1 Distribution of respondents with regard to their gender. 36

2 Distribution of respondents with regard to their age. 37

3 Distribution of respondents with regard to their university education level. 37

4 Distribution of respondents with respect to their opinion about change in

dressing style after joining the university 38

.

5 Distribution of respondents with regard to their Opinion about change in

hair style after joining the university. 38

6 Distribution of respondents with regard to their opinion about change in

gestures during presentation after joining the university. 39

7 Distribution of respondents with regard to their Opinion about change in

postures during presentation after joining the university 39

8 Distribution of respondents with regard to their opinion about inspiration

from other university fellows 40

9 Distribution of respondents with regard to their Opinion about building

of self-esteem after joining the university 40

10 Distribution of respondents with regard to their opinion about consistency

comes in personality after joining the university 41

11 Distribution of respondents with regard to their Opinion about University

education creates leadership qualities in Students 41

12 Distribution of respondents with regard to their opinion about university

education generates and enhances tendency of tolerance learning in

Students 42


education enhances decision making power of students 42


education enhances self presentation of students 43

15 Distribution of respondents with regard to their opinion about change in

communication style after joining the university 43

16 Distribution of respondents with regard to their opinion about improvement

in way of talking after joining the university 44


education enhances confidence of speaking of students 44


education helps in removing hesitation of talking confidently of students 45

19 Distribution of respondents with regard to their opinion about frequently

used language by university students 45

20 Distribution of respondents with regard to their opinion about use of

English Language in everyday life does matter with personality building

of students 46

21 Distribution of respondents with regard to their opinion about

university education encourages use of English language in everyday

life of students. 46

22 Distribution of respondents with regard to their opinion about English

Language as a good academic tool to flourish communication ability

of students. 47

23 Distribution of respondents with regard to their opinion about becoming

more formal in communication after joining the university 47

24 Distribution of respondents with regard to their opinion about progressive

change in behaving style of students after joining the university

Distribution of respondents with regard to their opinion about university

education improves politeness in behaviour of students 48


education improves politeness in behaviour of students 48


education makes students cooperative person 49


education enhances judging patterns of students 49


education creates systematic way of analysis in students 49

29 Distribution of respondents with regard to their opinion about in what

ways university education creates systematic way of analysis in students 50

30 Distribution of respondents with regard to their opinion about students

learns much more about cooperation, compromising, analysis in

team work 51


education improves social relations of students 52


education reshapes and unfolds inner capabilities of students 53


education has a significant role in building personality of the students 53

CHAPTER 1

Introduction

The traditional functions of universities are teaching and research. In its teaching

activities, universities provide the professional training for high-level jobs, as well as the

education necessary for the development of the personality. University research increased

the body of theoretical knowledge as well as its application to practical problems.

As Webster said:

“Education is the act or process of providing with knowledge, skills, competence

or usually desirable qualities of behavior or character of being so provided especially by a

formal course of study, institution or training.”

Education “the social institution through which society provides its members with

important knowledge, including basic facts, job skills, and cultural norms and values”.

The main function of education is socialization of the members of society. It is a very

important social institution as it plays a role of backbone in building nations of the

society. The role of university education is very important in building and enhancing

personalities of the students. It provides a higher level of education which defines the

careers of the students. As it gives educated youths to its nation.

“The quality of life for people and societies everywhere can be improved by

realizing the ideal of a quality education for all.”

Source: UNESCO Associated Schools.

.

Education plays an important role in making a nation strong and powerful. It unites and

integrates people. Education directly affects the development of a country and in this

criteria, education gains more importance and, of course, education wakes up conscience

and makes one realize that social evils definitely eat into the rituals of a society.

Illiteracy, on the other hand, is a curse and all problems in developing countries revolve

around this central problem. This problem of illiteracy in Pakistan is much more severe

and gigantic. The literacy rate in Pakistan remained among the lowest in Asia and the

world.

According to the census 1998, the total population of fifteen plus (15+) age group is 72.3

million (male 37.65 % and female 34.73 %) and overall literacy rate is 43% (male

553.73%, female 29%).

“United nation development program (UNDP) figures included in its report of

2002 state that Pakistan’s average annual expenditure on education, as a percentage of

GNP, stood at 2.7% over the decade. This was a decline from the 3.1% spent on average

during the 1988s and again represented one of the lowest investment in education in the

world. According to the economic survey for the year 2003, expenditure on education

had shown a declining trend since 1996 and for the current fiscal year a more 32% of

GDP had been allocated for education”. (State of Human Rights 2002:311)

We have in Pakistan, the rate of increase population is 3% but increase in literacy rate is

only 0.7% in one year. Pakistan is placed at the 138th in the ladder of 182 countries with

reference to literacy.

Our current research has been conducted one of the leading and major universities of

Asia that is “University of the Punjab Lahore”. It has great contribution in serving a huge

number of educated people to our society which are working in different private and

Government sectors all over the Pakistan and overseas. As the current Vice-Chancellor

Prof. Dr. Mujahid Kamran says:

“The University of the Punjab enjoys a respectable position as a seat of learning

amongst the reputed universities of the world on account of its rich cultural heritage and

accessible opportunities being provided to a multitude of our youth for attaining quality

education at an affordable cost. It is indeed a matter of great satisfaction for me to note

that significant improvement has been made in the sphere of imparting higher education

at the University. Innovative research in various new disciplines and new scientific

courses has recently been introduced which will greatly help to cultivate an atmosphere

essential for acquiring a high academic standard.

It is commendable that the University of the Punjab has created a modern infrastructure

to make it possible for students to update their knowledge in various scientific disciplines

since modern technology has become an essential vehicle of rapid progress. At the same

time, the University has been quite successful in maintaining a balance between modern

trends in education and its old traditions. As a Vice-Chancellor, I am confident that

efforts to excel in the field of higher education and the inculcation of moral values in the

students at the University Campus will continue in future with a great zeal”.

The researchers also want to describe what is personality development? it can be defined

as “Personality development is the development of the organized pattern of behaviors and

attitudes that makes a person distinctive. Personality development occurs by the ongoing

interaction of temperament, character, and environment”.

Almost everyday we describe and assess the personalities of the people around us.

Whether we realize it or not, these daily musings on how and why people behave as they

do are similar to what personality psychologists do.

A brief definition would be that “personality is made up of the characteristic patterns of

thoughts, feelings and behaviors that make a person unique. In addition to this,

personality arises from within the individual and remains fairly consistent throughout

life.”

The definition of personality also includes enduring characteristics and adaptations:

“Personality consists of enduring, distinctive thoughts, emotions, and behaviour that

characterize the way an individual adapts to the world”.

Some theorists believe that biological and genetic factors are responsible; others argue

that life experiences are more important. Some theorists claim that the way we think

about ourselves is the key to understanding personality, while others stress that the way

we behave toward each other is more important (Friedman & Schustack, 1999).

Some of the fundamental characteristics of personality include consistency, psychological

and physiological processes, impact behaviors and actions, and multiple expressions.

Consistency means “There is generally a recognizable order and regularity to behaviors.

Essentially, people act in the same ways or similar ways in a variety of situations”.

Psychological and physiological processes mean “Personality is a psychological

construct, but research suggests that it is also influenced by biological processes”.

Impact behaviors and actions mean “Personality does not just influence how we move

and respond in our environment; it also causes us to act in certain ways”. And Multiple

Expressions mean “Personality is displayed in more than just behavior. It can also be

seen in out thoughts, feelings, close relationships and other social interactions”

Statement of the Problem:

As educated and enlightened men and women would be best suited in resolving issues

and to participate in nation building. It is very difficult to decide which one is basic and

more significant but “Education” is the nucleus around which gathers all the forces of

progress and development in a country. It is a pillar on which rests the growth and

development of a nation.

The purpose of personality development is as follows:

To increase self-awareness - This will help you in forming motivated and

committed behavior.

To observe the different personalities and their behavioral traits - leading to the

mutually beneficial use of those differences

To achieve meaningful, measurable results through the work that would improve

the ability to work constructively with one another.

To achieve perfect co-ordination and improved teamwork, would improve

student’s ability to work in harmonization with one another.

To improve interpersonal and communication skills, would bolster students’

ability to work fast and efficiently with one another.

To learn conflict management techniques via experience, that would improve

students’ decision-making ability during crisis management.

To tap and/or boost the natural strengths and talents, in order to explore them to

derive maximum effect.

To boost the latent inner ability to explore leadership qualities. The ability to

make realistic plans and take steps to carry them out.

Skills in communication and problem solving. The capacity to manage strong

feelings and impulses while dealing with critical situation.

Personality development comprises of simultaneous efforts to improve every part

of personal, business and spiritual life.

There are many scientific and sociological studies have been conducted in the area of

development of personality but perhaps no study has yet been conducted about the role of

university education in developing personality of the students. Consequently this study is

focused upon the personality development of the students of the University of the Punjab

Lahore.

Sociological Significance:

The Hypothesis formulated for the present research is “The Role of University Education

in building personality among Punjab University Students”.

There is no sociological study have been conducted in the University of the Punjab

Lahore about the topic taken. The aim behind the present research is to study the role of

university education in developing personality of the students. For this purpose the

researchers have introduced some indicators of personality building which are enhanced

and developed after joining the university. These are Personality Traits (Appearance,

Self Esteem, and Consistency in Personality, Leadership Qualities, Tolerance Learning,

Decision Making Power and Self Presentation), Communication Learning, Behavior,

Systematic Learning Techniques, Group Work Learning, and Reshaping of Inner

Capabilities.

The researchers claim that these personality indicators described above are enhanced and

changed after joining the university. The present study will fill the research gap in this

particular area. The present may also be helpful to parents who do not encourage higher

education of their children especially of their daughters. It will also be very interesting to

students’ community as it unveils the sociological importance of the university education.

OBJECTIVES OF THE RESEARCH:

The Objectives of Our Research is to check out whether University Education creates,

reshapes, builds and enhances the following concepts or not in the personalities among

Punjab University students.

Self Presentation .

Leadership Qualities.

Systematic Learning Techniques

Reshaping of Inner Capabilities

CHAPTER 2

Review of the Relevant Literature

The important of review of literature lies in the fact that it high-lights the background of

the problem to be studied. It also provides further orientation about the problem and

eliminates possibility of unnecessary duplication of efforts.

There is no research available which directly relates to the present study, thus in the

present chapter an attempt has been made to review the studies which are partly to the

present research.

Sadiq (1986) conducted a study on “The impact of Housewives Education on their

rate of Fertility”. The hypothesis formulated for this research was “The Higher the Level

of Education of Females, the Lower the Rate of their Fertility”.

The research was conducted witch the framework of the theory of “Demographic

Regulation” by Bogue. The study was conducted on the housewives of the area of

Defence Society Lahore.

A Sample of 100 housewives was drawn. The researcher came to the conclusion that

higher education of females was negatively associated with the rate of fertility of women.

Firdaus (1985) conducted a study on “The level of education and vertical

mobility”. The hypothesis formulated for this research was “The higher the level of

education, the more the vertical mobility”. The study was conducted within the

framework of “Functional theory of Stratification” by Davis & Moore.

The universe for the study consisted of male Govt. employees residing in the area of

Wahdat Colony, Lahore. A sample of 100 respondents was drawn. The researcher

reached to the conclusion that there was a significant relationship between the level of

education and vertical mobility.

Ahmed (1985) conducted a study on the “Impact of education on the family

patterns of old Lahories”. The hypothesis of the study was “Higher the education, more

the positive attitude towards nuclear family pattern”.

The researcher was conducted within the framework of Learner’s theory of

modernization. The universe for the present study consisted of the respondents who had

been married for five years and were educated at least up to primary level. A sample of

86 respondents was taken. The researcher came to the conclusion that there was no strong

association between two variables that is education and attitude towards nuclear family

system.

Shaimoona Masood (1990) conducted a research on “Role of education in

creating awareness among women about environment pollution, it causes and effects”.

The hypothesis of the present study was “The higher the level of education of females,

the more their awareness about environmental pollution”.

The universe selected for the present study consisted of females who were above 21 years

of age and were the residents of main Saman Abad, main Krishan Nagar, Old Anarkali,

Sadat Park, and Dholan Wal. A sample of 100 respondents was drawn through systematic

random sampling. Interview schedule was used as a tool for data collection. After the

data collection, Gamma was applied to test the association between independent and

dependent variables. The calculated Gamma value was 0.98, which showed that there

was a high positive association between both the variables i.e., “Level of education and

level of awareness about environmental pollution”.

Muhammad Abu Bakkar (2009) conducted a study on “Impact of education on the

perceived severity of illness and self medication”. The hypothesis of the study was “More

the perceived severity of the illness, lesser will be self medication”. The universe is

comprised of all the governmental level High, Middle and Primary Schools of both the

boys and girls in town Farooq Abad and its suburb Saucha Sauda (Tehsil & District

Sheikhu Pura). A sample of 50 respondents was chosen by using the technique of simple

random sampling from the six selected schools of the above mentioned universe. Self

administrative questionnaire was used as a tool for data collection. The relationship

between perceived severity of illness and self medication was tested by using Chi-square

Test. The value of Chi-square Test led to the acceptance of null hypothesis in spite of the

research hypothesis. So it was concluded that the life chances, like economic conditions

and residential backgrounds are more effective than education in the perception,

interpretation and choice of health care system.

Hamid Ali (2009) conducted a research on “Discriminatory attitude among

parents in household resource allocation and role of education in human capital

investment”. The hypothesis of the study was “Low level of education of parents, the

higher the discriminatory attitude towards gender”. “Parents do not discriminate based on

sex of their children while investing in their human capital development”. The universe

comprised of the parents resident of rural areas of Jhelum, Toba-Tek-Singh, and Sheikhu

Pura. By Quota sampling 80 respondents were chosen in which 40 were males and 40

were females.

Only those respondents were interviewed who had at least one daughter and one son. The

findings of presents study supported the hypothesis. To see the relationship between the

level of education and the discrimination attitude towards gender, Chi-square Test was

applied. The result of the Chi-square test led to the acceptance of research hypothesis.

During the data collection, it was noticed that majority of un-educated parents had more

discriminatory attitude towards gender.

McKay and Kamber (1999) argue that quality control measures in isolation may

have limited impact if not accompanied by appropriate educational development

initiatives. Governments have been aware of the problems and constraints within the

education sector; however no administration has been able to make significant long-

lasting reforms to the system.

( Ralph G.Lewis, Douglas H.Smith, Total Quality in Higher Education.

Umm-e-Kalsoom Sial (2005) conducted a research on “Level of education of lady

councilors and its impact on their political participation”. The main objective of the

research was to check that how education of the lady councilors effect their working

efficiency and active political participation in local government system. The universe of

the present study consisted of two towns of Lahore district. Sixty women councilors

interviewed. A partially structured and partially unstructured and partially unstructured

interview schedule as developed for data collection. After collecting and analyzing the

data, it showed that there was a significant relationship between level of education of

lady councilors and their political participation in the local government. Results indicated

that women councilors who have the higher level of education, they are more empowered

and involved in decision-making process.

CHAPTER 3

THEORETICAL FRAMEWORK

The present research is conducted with in the framework of learning theories In

psychology and education, learning is commonly defined as a process that brings together

cognitive, emotional, and environmental influences and experiences for acquiring,

enhancing, or making changes in one's knowledge, skills, values, and world views

(Illeris, 2000; Ormorod, 1995).

There are three main categories of learning theories.

1. Behaviorism ,

2. Cognitivism , and

3. Constructivism .

Behaviorism focuses only on the objectively observable aspects of learning.

Cognitive theories look beyond behavior to explain brain-based learning. And

constructivism views learning as a process in which the learner actively constructs or

builds new ideas or concepts.

1. Behaviorism:

Behaviorism as a theory was primarily developed by B. F. Skinner. It loosely

encompasses the work of people like Edward Thorndike, Tolman, Guthrie, and Hull.

What characterizes these investigators are their underlying assumptions about the process

of learning. In essence, three basic assumptions are held to be true. First, learning is

manifested by a change in behavior. Second, the environment shapes behavior. And

third, the principles of contiguity (how close in time two events must be for a bond to be

formed) and reinforcement (any means of increasing the likelihood that an event will be

repeated) are central to explaining the learning process. For behaviorism, learning is the

attainment of new behavior through conditioning.

There are two types of possible conditioning:

a. Classical conditioning

b. Operant conditioning

2. Cognitivism:

Gestalt psychologists proposed looking at the patterns rather than isolated events. Gestalt

views of learning have been incorporated into what have come to be labeled cognitive

theories. Two key assumptions underlie this cognitive approach: (1) that the memory

system is an active organized processor of information and (2) that prior knowledge plays

an important role in learning. Cognitive theories look beyond behavior to explain brain-

based learning. Cognitivists consider how human memory works to promote learning.

For example, the physiological processes of sorting and encoding information and events

into short term memory and long term memory are important to educators working under

the cognitive theory. The major difference between gestaltists and behaviorists is the

locus of control over the learning activity: the individual learner is more key to gestaltists

than the environment that behaviorists emphasize.

3. Constructivism:

Constructivism views learning as a process in which the learner actively constructs or

builds new ideas or concepts based upon current and past knowledge or experience. In

other words, "learning involves constructing one's own knowledge from one's own

experiences." Constructivist learning, therefore, is a very personal attempt, whereby

internalized concepts, rules, and general principles may consequently be applied in a

practical real-world context. This is also known as social constructivism.

Social constructivists posit that knowledge is constructed when individuals engage

socially in talk and activity about shared problems or tasks. Learning is seen as the

process by which individuals are introduced to a culture by more skilled

members"(Driver et al., 1994) Constructivism itself has many variations, such as Active

learning, discovery learning, and knowledge building. Regardless of the variety,

constructivism promotes a student's free exploration within a given framework or

structure. The teacher acts as a facilitator who encourages students to discover principles

for themselves and to construct knowledge by working to solve realistic problems.

Aspects of constructivism can be found in self-directed learning, transformational

learning, experiential learning, situated cognition, and reflective practice and religious

practice.

Justification:

The researchers applied learning theories with the present research because the present

study is linked with learning process. Students remain in the process of learning

throughout their life course and the time period they spend in universities is one of their

learning periods. As Behaviorism focuses only on the objectively observable aspects of

learning. It means behaviors are modified and changed by observable factors and the

objectives of the present research also claims that personality is developed and enhanced

by academic environment of the university. Personality factors which are enhanced

include appearance, communication, self presentation, analysis learning techniques, and

leadership qualities etc.

Cognitive theories focus on brain-based learning. It is linked with the present study as

systematic learning techniques are always brain-based learning and it is one of the

present research objectives.

And Constructivism views learning as a process in which the learner actively constructs

or builds new ideas or concepts. It is linked with the present research as self presentation

is constructed and modified by the academic environment of the university.

CHAPTER 4

METHODOLOGY

Methodology or research design is the science of doing something systematically and

objectively. This process involves making decisions about many practical details on

doing the research project. This chapter gives a clarification of taking this study into the

empirical regions from theoretical grounds.

Universe:

A universe or population is a specific pool of cases that researches want to study. All the

persons who are concerned for the research are called unit of analysis. Thus the sampled

population should include all persons having ability to respond meaningfully to research

questions derives by the researchers. The universe for the present research comprised of

University of the Punjab Lahore. The universe consists of thirteen faculties as follows:

1. Faculty of Arts and Humanities.

2. Faculty of Behavioral & Social Sciences.

3. Faculty of Commerce.

4. Faculty of Economics & Management Sciences

5. Faculty of Education.

6. Faculty of Engineering & Technology.

7. Faculty of Islamic Studies.

8. Faculty of Law.

9. Faculty of Life Sciences.

10. Faculty of Medicine and Dentistry.

11. Faculty of Oriental Learning.

12. Faculty of Pharmacy.

13. Faculty of Science.

Justification:

The universe for the present study was selected on the following basis:

1. The above mentioned universe was selected because it was in easy access of the

researchers and convenient to collect data.

2. The researchers selected it because the research hypothesis is entirely based on

the study of University of the Punjab students.

3. Another reason to select this universe is that no research has been done on this

topic and this university.

4. The researchers selected it d because of its vital role in producing huge number of

educated persons each year as compared to other universities of the country.

5.

Sampling Technique:

Sampling is a process of systematically selecting cases for inclusion in a research project.

It is a power full and effective technique with wide applications beyond social research. It

enable us to get sufficient from a relatively few respondents to describe characteristics of

whole population. After specifying the universe, the next step in conducting a research is

to draw a sample. Since it is difficult to manage the pool of all cases, the researches

measure variables on the smaller set cases and generalize results accurately to all cases.

The question arises, how is it possible to use few cases for the generalization of so many.

Actually the research is not based on tricks or magic but on logical statistical reasoning

that has been testing repeatedly with empirical evidence.

For the present study, researchers used Systematic Sampling. It is a simple random

sampling with a shortcut for random selection. The first step is to number each element in

the sampling frame. Instead of using a list of random numbers, a researcher calculates a

sampling interval. The sampling interval tells the researcher how to select elements in the

frame before selecting one for the sample.

In the present study sample size was 100 respondents. These were selected by using

systematic sampling technique.

Tool for Data Collection:

Selection of technique for data collection is an important factor to get comprehensive

result for the present research. There are some tool for collecting the data like interview

schedule, interview guide, questionnaire construction and focus group discussion. The

tool used for present research was interview schedule as it seemed to be most appropriate

data collecting tool.

The researchers adopted this technique of data collection on the following grounds:

1. The researchers used interview schedule because the aim of research was to

collect comprehensive but brief information on all aspects of the personality

development.

2. The researchers used interview schedule because information might be obtained

in structural observation, pre-arranged questions could be recorded and

complexity and confusion of the question can be removed.

3. It might be helpful to researchers to realize responses are genuine and accurate.

4. Another positive point of using interview schedule was that it might ensure high

response rate.

5. Respondents of the present research were both male and female and of LLB,

BBA, B.Com Honors, B.Sc. Honors and M.A/M.Sc.

The researchers used structured questionnaire in the present study (closed-ended

questions were used). The language of questionnaire was English.

Construction of Questionnaire:

A good questionnaire forms an integrated whole. The researcher weaves questions

together so they flow smoothly. He or she includes introductory remarks and instructions

for clarification and measures each variable with one or more survey questions. The

principles of question writing are illustrated n the 10 things to avoid when writing survey

questions.

1. Avoid jargon, slang, and abbreviations.

2. Avoid ambiguity, confusion, and vagueness.

3. Avoid emotional language and prestige bias.

4. Avoid double-barreled questions.

5. Avoid leading questions.

6. Avoid asking questions that are beyond respondent’s capabilities.

7. Avoid false premises.

8. Avoid asking about distant future intentions.

9. Avoid double negatives.

10. Avoid overlapping or unbalanced response categories.

In the present study researchers have introduced 9 sections of questions. The first section

consists of Demographic section in which researchers asked about student’s name, sex,

age, department, degree/ program, semester and medium of schooling. The other sections

comprised of 35 questions for the measurement of dependent variables. All the questions

are in written in very easy language and according to research ethics. All questions are

close ended according to the demand of the present study and to save the respondents’

time.

Pre-Testing and Finalization of Questionnaire:

The researchers have done pre-testing of questionnaire before starting their research in

the field. By doing this, researchers have come to know some drawbacks and ambiguities

in the questionnaire. After pre-testing, they removed the expected some unnecessary

things and questions and amended their questionnaire in a smooth flow and easy form

and gave it a proper form and finalized it.

Data Collection and Field Experience:

The researchers went to the selected universe for the purpose of data collection. The

whole procedure of data collection was done in the span of one week. The researchers,

when went to field, most of the students responded positively. There were few students

who did not cooperate and denied to give time. The researchers had to collect data from

the whole university both from Allama Iqbal Campus and Quaid-e-Azam Campus. The

researchers chose the morning time to collect data because most of the programs are

limited up to morning time. The researchers also noted that some respondents enjoyed

and appreciated the research topic

Scoring:

Scoring of the responses obtained from the respondents is done for the statistical

manipulation of data. The main scoring scheme formulated in the questionnaire is Likert

Scale coding used in almost all questions except for one or two questions.

Scoring Scheme for Independent Variable:

In order to measure the independent variable researchers constructed one question only

that is University Education Level.

Independent variable:

Level of University education:

Level of University Education Score

B.A (Honors) / L.L.B 1

B.B.A 2

B.Com (Honors) 3

B.Sc. (Honors) 4

M.A / M.Sc 5

Scoring Scheme for Dependent Variable:

There are eight sections comprising of 30 questions of dependent variables like

communication learning, behavior / attitude, systematic learning techniques, group work

learning reshaping of inner capabilities, enhance social relations etc.

Response categories Score

Not at all 1

To some extent 2

To great extent 3

(Q no 1,2,3,4,5,7,8,9,10,13,14,21,22,24,27)


Strongly disagree 1

Disagree 2

Neutral 3

Agree 4

Strongly agree 5

(Q no 11,12,15,17,18,19,23,25,28,29,30)


Native language 1

Urdu-Native mix 2

Urdu 3

Urdu-English mix 4

English 5

(Q no 16)


No 0

Yes 1

(Q no 20)

Statistical Test:

Chi-Square Test was applied to measure the association between the independent and

dependent variables i.e. role of education and personality development.

Cramer V was applied to measure the association between the role of university

education and personality development.

Computation:

All required computations made by SPSS (Statistical Package for Social Sciences).

CHAPTER 5

HYPOTHESIS’S CONCEPTULIZATION

AND OPERATIONALIZATION

Hypothesis:

The hypothesis of the present study is as follows:

“The Role of University Education in Building Personality among Punjab University

Students”

By university education researchers mean “the education of B.A Honors, L.L.B, B.B.A,

B.Com Honors, B.Sc Honors, and M.A / M.Sc. The researchers mainly focused at

positive responses of M.A / M.Sc. students of different departments of the University of

the Punjab Lahore. And the “Personality development is the development of the

organized pattern of behaviors and attitudes that makes a person distinctive. Personality

development occurs by the ongoing interaction of temperament, character, and

environment”. It means the development of different personality traits like in

communication, self presentation, analysis learning and reshaping of inner capabilities of

the students.

Variables:

There are two types of variables taken in the present research are independent and

dependent variables. These are given below:

Indicators of Independent variable:

The independent variable taken in the present research is the “University Education Level

of the students”.

Indicators of Dependent variables:

The independent variables taken in the present study are personality development traits

like appearance, communication, self presentation, analysis learning and reshaping of

inner capabilities of the students.

Conceptualization:

The below stated description of the concepts used in the hypothesis will provide a

broader understanding of the dependent and independent variables.

University:

A university is an institution of higher education and research, which grants academic

degrees in a variety of subjects. A university is a corporation that provides both

undergraduate education and postgraduate education. The word university is derived from

the Latin universitas magistrorum et scholarium, roughly meaning "community of

teachers and scholars."

Education:

Education is the act or process of providing with knowledge, skills, competence or

usually desirable qualities of behavior or character of being so provided especially by a

formal course of study, institution or training.

Personality:

Personality is made up of the characteristic patterns of thoughts, feelings and behaviors

that make a person unique. In addition to this, personality arises from within the

individual and remains fairly consistent throughout life.

OPERATIONALIZATION

The following may be levels for measuring the level of education.

Level of University Education Score

B.A (Honors) / L.L.B 1

B.B.A 2

B.Com (Honors) 3

B.Sc. (Honors) 4

M.A / M.Sc 5

In the above scoring scheme B.A (Honors) / L.L.B and B.B.A, B.Com (Honors) are taken

as low level of education in scoring criteria and B.Sc. (Honors) is considered as middle

level education and M.A / M.Sc. is taken as High level of education in scoring criteria of

measurement of independent variable.

Indicators of Dependent variables:

Following must be the areas of measuring dependent variables.

Appearance:

The act or fact of appearing, as to the eye or mind or before the public: the

unannounced appearance of dinner guests; the last appearance of

Caruso in Aïda; her first appearance at a stockholders' meeting.

OR

The state, condition, manner, or style in which a person or object appears; outward look

or aspect: a table of antique

Consistency:

A degree of density, firmness, viscosity, etc.: The liquid has the consistency of

cream.

Steadfast adherence to the same principles, course, form, etc.: There is

consistency in his pattern of behavior.

Agreement, harmony, or compatibility, esp. correspondence or uniformity among

the parts of a complex thing: consistency of colors throughout the house.

Leadership:

The ability to manage or direct others.

Examples:

We think he has certain leadership qualities.

Under his leadership the party went from strength to strength.

Tolerance:

A fair, objective, and permissive attitude toward those whose opinions, practices, race,

religion, nationality, etc., differ from one's own; freedom from bigotry.

Self Presentation:

Self-presentation is defined as the attempt to control self-relevant images before real or

imagined others.

OR

“The way in which a person behaves in a given social situation”

Communication:

The exchange of information between people, e.g. by means of speaking, writing, or

using a common system of signs or behaviour.

OR

A spoken or written piece of information

Behavior:

“The way that somebody acts, especially towards other people”

Examples: Local people complained about the behaviour of the football fans. • His

behaviour towards her was quite natural.

Attitude:

“Evaluative statements or judgments concerning objects, people, or events”.

Example What is the government’s attitude to the problem?

Analysis:

A close examination of the parts or elements of something

Examples Job analysis • to make an analysis of the sales or a sales analysis • to carry out

an analysis of the market potential

Teamwork:

Working together as a group.

Capability:

Capability is the ability to perform actions. As it applies to human capital, capability is

the sum of expertise and capacity.

CHAPTER 6

GENERAL FINIDINGS OF THE STUDY

This chapter serves two purposes, it gives comprehensive view of the sample

characteristics and secondly the behavior patterns of respondents, relevant to present

research.

Sample Characteristics:

Gender:

Distribution of respondents with regard to their gender.

Table 1

Out of total respondents 65 % were male and 35% were female.

Category. Frequency Percent

Male 65 65.0

Female 35 35.0

Total 100 100.0

Age:

Distribution of respondents with regard to their age:

.

Table 2

Out of total respondents the students who were in age group between 15 to 20 were 21%,

and who were in age group between21 to 25 were 77%, and those were in between 26 to

30 were 1%.

University Education Level:

Distribution of respondents with regard to their university education level:

Table 1

Table 3

Out of total respondents 5% were L.L.B, 6% were B.B.A, 7% were B.Com Honors, and

11% were B.Sc.Honors, and 71% were of M.A/M.Sc students.

Category Frequency Percent

15 to 20 21 21.0

21 to 25 77 77.0

26 to 30 1 1.0

23 1 1.0

Total 100 100.0

Education Level Frequency Percent

B.A / L.L.B 5 5.0

B.B.A 6 6.0

B.Com Honors 7 7.0

B.Sc.Honors 11 11.0

M.A / M.Sc 71 71.0

Total 100 100.0

Change in dressing style:

Distribution of respondents with respect to their opinion about change in dressing style

after joining the university.

Table 4

The above table reveals that 24% of respondents gave the zero response in this manner

and 48% of respondents gave the response to some extent and in the last 28%

respondents gave the response to great extent.

Change in hair style:

Distribution of respondents with regard to their Opinion about change in hair style after

joining the university.

Table.5




Response


Not at all 24 24.0

To some extent 48 48.0

To great extent 28 28.0

Total 100 100.0

Response


Not at all. 54 54.0


To great extent. 11 11.0

Total 100 100.0

Change in gestures during presentation:

Distribution of respondents with regard to their opinion about change in gestures during

presentation after joining the university.

Table 6

The above table reveals that 25 % of respondents gave the zero response in this manner



Change in postures during presentation:

Distribution of respondents with regard to their Opinion about change in postures during

presentation after joining the university

Table 7




Response


Not at all. 25 25.0



Total 100 100.0

Response


Not at all. 43 43.0



Total 100 100.0

Opinion about inspiration:

Distribution of respondents with regard to their opinion about inspiration from other

university fellows:

Table 8




Opinion about building of self esteem:

Distribution of respondents with regard to their Opinion about building of self-esteem

after joining the university:

Table 9




Response


Not at all. 30 30.0

To some extent. 46 46.0


Total 100 100.0

Response Category Frequency Percent

No Effect. 11 11.0

Moderate Level. 52 52.0

High Level. 37 37.0

Total 100 100.0

Opinion about consistency:

Distribution of respondents with regard to their opinion about consistency comes in

personality after joining the university:

Table.10




Opinion about leadership qualities:

Distribution of respondents with regard to their Opinion about University education

creates leadership qualities in Students:

Table11




Response Category Frequency Percent

Not at all. 11 11.0



Total 100 100.0

Response


Not at all. 10 10.0



Total 100 100.0

Opinion about tolerance learning:

Distribution of respondents with regard to their opinion about university education

generates and enhances tendency of tolerance learning in students:

Table 12

The above table reveals that 9% of respondents gave the zero response in this manner and

40% of respondents gave the response to some extent and in the last 51% respondents

gave the response to great extent.

Opinion about enhancement of decision making:


enhances decision making power of students:

Table.13




Response


Not at all. 9 9.0



Total 100 100.0

Response


Not at all. 7 7.0



Total 100 100.0

Opinion about self presentation:


enhances self presentation of students:

Table 14

The above table reveals that 2% of respondents were neutral, 17% were agree and 81%

were strongly agree in this manner.

Opinion about communication style:

Distribution of respondents with regard to their opinion about change in communication

style after joining the university:

Table.15

The above table reveals that 1% of respondents were strongly disagree, 6% were

disagree, 18% were neutral, 52% were agree and 23% were strongly agree in this manner.

Response


Neutral 2 2.0

Agree 17 17.0

Strongly agree. 81 81.0

Total 100 100.0

Response


Strongly disagree 1 1.0

Disagree 6 6.0

Neutral 18 18.0

Agree 52 52.0


Total 100 100.0

Opinion about way of talking:

Distribution of respondents with regard to their opinion about improvement in way of

talking after joining the university:

Table 16




Opinion about confidence of speaking:


enhances confidence of speaking of students:

Table 17




Response


Not at all. 6 6.0



Total 100 100.0

Response


Not at all. 1 1.0



Total 100 100.0

Opinion about removing hesitation of talking:

Distribution of respondents with regard to their opinion about university education helps

in removing hesitation of talking confidently of students:

Table18

The above table reveals that 2% of respondents were disagree, 7%were neutral, 64%

were agree and 27% were strongly agree in this manner.

Opinion about frequently used language:

Distribution of respondents with regard to their opinion about frequently used language

by university students:

Table 19

The above table reveals that 4% of respondents use native language, 12% use Urdu-

native mix, 15% use Urdu, 65% use Urdu-English mix and 4% use English language.

Response


Disagree 2 2.0

Neutral 7 7.0

Agree 64 64.0


Total 100 100.0

Response


Native Language 4 4.0

Urdu-Native Mix 12 12.0

Urdu 15 15.0

Urdu-English Mix 65 65.0

English 4 4.0

Total 100 100.0

Opinion about use of English Language:

Distribution of respondents with regard to their opinion about use of English Language in

everyday life does matter with personality building of students:

Table20


disagree, 16% were neutral, 38% have agree response and 31% were strongly agree in

this manner.

Opinion about use of English language in everyday life of students:


encourages use of English language in everyday life of students:

Table21


disagree, 21% were neutral, 53% were agree and 16% percent were strongly agree.

Response



Disagree 12 12.0

Neutral 16 16.0

Agree 38 38.0


Total 100 100.0

Response



Disagree 9 9.0

Neutral 21 21.0

Agree 53 53.0


Total 100 100.0

Opinion about English Language as a good academic tool:

Distribution of respondents with regard to their opinion about English Language as a

good academic tool to flourish communication ability of students:

Table22

The above table reveals that 5% of respondents were strongly agree, 10% were disagree,

17% were neutral, 44% were agree and 24% were strongly agree.

Opinion about becoming more formal in communication:

Distribution of respondents with regard to their opinion about becoming more formal in

communication after joining the university:

Table23


and 68% of respondents gave the response of yes.

Response Category. Frequency Percent

Strongly disagree. 5 5.0

Disagree 10 10.0

Neutral 17 17.0

Agree 44 44.0


Total 100 100.0

Response


No 32 32.0

Yes 68 68.0

Total 100 100.0

Opinion about progressive change in behaving style:

Distribution of respondents with regard to their opinion about progressive change in

behaving style of students after joining the university:

Table24


62% of respondents gave the response to some extent and in the last 31 % respondents


Opinion about improvement in politeness in behaviour:


improves politeness in behaviour of students:

Table25




Response


Not at all. 7 7.0



Total 100 100.0

Response


Not at all. 21 21.0



Total 100 100.0

Opinion about cooperation learning:

Distribution of respondents with regard to their opinion about university education makes

students cooperative person:

Table25

The above table reveals that 1% of respondents were strongly disagree, 4%were disagree,

19%were neutral, 55% were agree and 21% were strongly agree.

Opinion about judging patterns:


enhances judging patterns of students:

Table.26




Response



Disagree 4 4.0

Neutral 19 19.0

Agree 55 55.0

Strongly agree 21 21.0

Total 100 100.0

Response


Not at all 4 4.0



Total 100 100.0

Opinion about systematic way of analysis:


creates systematic way of analysis in students:

Table27

The above table reveals that 3% of respondents were disagree in this manner and 27%

were neutral, 57% were agree, and 13% were of strongly agree response

Opinion about how students learn systematic analysis:

Distribution of respondents with regard to their opinion about in what ways university

education creates systematic way of analysis in students:

Table28

The above table reveals that 3% of respondents gave response of report writing in this

manner, 29% of respondents gave the response of academic writing, 15 % respondents

Response


Disagree 3 3.0

Neutral 27 27.0

Agree 57 57.0


Total 100 100.0

Response Category. Frequency Percent

By report writing 3 3.0

By academic discussions 29 29.0

By attending

seminars/conferences15 15.0

Any other 12 12.0

All above 41 41.0

Total 100 100.0

gave the response of attending seminars, 12% were in favor of any other option, and 41%

were in favor of all asked response category.

Opinion about team work learning:

Distribution of respondents with regard to their opinion about students learns much more

about cooperation, compromising, analysis in team work:

Table29




Response


Not at all 5 5.0



Total 100 100.0

Opinion about improvement in social relations:


improves social relations of students:

Table.30

The above table reveals that 3% of respondents strongly disagree in this manner and 4%

of respondents were disagree, 19% respondents were neutral, 48% were agree and 26%

were strongly agree.

Response



Disagree 4 4.0

Neutral 19 19.0

Agree 48 48.0


Total 100 100.0

Opinion about reshaping of inner capabilities of students:

Distribution of respondents with regard to their Opinion about University Education

reshapes and unfolds inner capabilities of students:

Table.31

The above table reveals that 1% of respondents gave the strongly disagree response in

this manner and 3% of respondents gave the response of disagree and 8% respondents

gave the response of neutral, 11% were agree, and 77% were strongly agree

Opinion about the role of university education:

Distribution of respondents with regard to their Opinion about University Education has a

significant role in building personality of the students:

Table.32

The above table reveals that 5% of respondents gave the neutral response in this manner

and 41% of respondents gave the response of agree and in the last 54% respondents gave

the response of strongly agree.

Response


Strongly Disagree 1 1.0

Disagree 3 3.0

Neutral 8 8.0

Agree 11 11.0

Strongly Agree 77 77.0

Total 100 100.0

Response

category Frequency Percent

Neutral 5 5.0

Agree 41 41.0

Strongly Agree 54 54.0

Total 100 100.0

CHAPTER 7

TESTING OF HYPOTHESIS

Hypothesis formulated for the present research is as follows:

“The role of university education in developing personality among Punjab University

students”

It was assumed that there might be some relationship between university education and

personality development.

Chi-Square Test was applied to test the hypothesis.

The formula of Chi-Square Test is:

Before applying the statistical test the researchers formulated the null hypothesis Ho and

alternative hypothesis H1.

Ho The university education does not build personality of the students.

H1 The university education builds personality of the students.

In the present study, the researchers denote personality building with the variable “self

presentation”. The researchers did cross tabulation between university education level

and self presentation of students to test the hypothesis by using Chi-Square Test. They

also did cross tabulation between university education level and variable “reshaping of

inner capabilities”.

The researchers set the following standard to apply Chi-Square Test:

Level of significance (α) = 0.05 or 5%

Degree of freedom (D.F) = 8

In the above table the p-value of Chi-Square Test is 0.000 which is less than the level of

significance which is 0.05. It shows that the two variables are associated and significant.

So we reject our null hypothesis Ho and accept the alternative hypothesis H1. So there is

a relationship between university education and personality development. Now the

researchers give the strength of relationship between the independent and dependent

variables. As the table of cross tabulation is of 3 by 3 order, so the researchers will give

the association by using Cramer’s V.

Chi-Square Tests

Value df

Asymp. Sig. (2-

sided)

Pearson Chi-Square 85.072a 8 .000

Likelihood Ratio 65.575 8 .000

N of Valid Cases 100

a. 11 cells (73.3%) have expected count less than 5. The minimum

expected count is .10.

Symmetric Measures

Value Approx. Sig.

Nominal by Nominal Phi .922 .000

Cramer's V .652 .000


In the above table the value of Cramer’s V is 0.652. This value shows that there is strong

relationship between the dependent and independent variables of the current research

hypothesis.

Second cross tabulation:

Level of significance (α) = 0.05 or 5%

Degree of freedom (D.F) = 8

Chi-Square Tests

Value df

Asymp. Sig. (2-

sided)

Pearson Chi-Square 81.977a 16 .000

Likelihood Ratio 68.387 16 .000


a. 20 cells (80.0%) have expected count less than 5. The minimum

expected count is .05.

In the above table the p-value of Chi-Square Test is 0.000 which is less than the level of

significance which is 0.05. It shows that the two variables are associated and significant.

So we reject our null hypothesis Ho and accept the alternative hypothesis H1. So there is

a relationship between university education and personality development. Now the

researchers give the strength of relationship between the independent and dependent

variables. As the table of cross tabulation is of 3 by 3 order, so the researchers will give

the association by using Cramer’s V.

Symmetric Measures

Value Approx. Sig.

Nominal by Nominal Phi .905 .000

Cramer's V .453 .000


In the above table the value of Cramer’s V is 0.453. This value shows that there is

moderate relationship between the dependent and independent variables of the current

research hypothesis.

CHAPTER 8

SUMMARY, CONCLUSION AND SUGGESTIONS

SUMMARY:

The purpose of present research was to find the relationship between the role of

university education and development of personality of the students. The study was

conducted within the framework of Learning Theories that are Behaviorism,

Cognitivism, and Constructivism. The hypothesis of the present research was “The role

of university education in developing personality among Punjab university students.

The universe of the present research was University of the Punjab Lahore. The

researchers collected the data from the thirteen faculties of the university. The

respondents were of B.A/ B.Sc/ B.com Honors, and M.A / M.Sc students which have

spent at least one year of their course of study because they can give meaningful

justification of the impact of university education on their personalities. The researchers

used Systematic Sampling and Structured Interview Schedule to collect data. After data

collection “data sheet” was prepared and cross tabulation was done. Chi-square test was

used to test the relationship between the university education and the personality

development of the students.

CONCLUSION:

After the analysis of the whole data, the researchers have come to the following

conclusions:

I. There was a strong relationship between the university education and the

development of personality.

II. The M.A/ M.Sc students gave more positive responses as compared to other

programs students. Because they are at more mature level and can easily observed

the changes come in their personality with the increase of knowledge and

experience.

III. The B.A and B.Sc students also showed positive attitude towards the present

research topic.

IV. Almost 80% of the respondents showed that the personality of a student is really

developed, reshaped and enhanced in the academic environment of the university.

V. The present research is also useful for parents who do not favor the higher

education especially university education of their daughters.

VI. The researchers came to know that “University of the Punjab is playing a vital and

very important role in developing personality of the students.

Suggestions:

I. The present study was conducted in the University of the Punjab Lahore. The

researchers suggest that the same study can be conducted on other universities of

Pakistan.

II. The results of present study showed that universities are playing important roles

in developing personalities of the students. So the researchers suggest that

universities should focus more on manners and discipline issues of the students.

III. The researchers suggest that other studies can also be conducted on other

personality figures.

IV. The researchers suggest that other academic activities of students can also be

studied like “the writing approaches of university students” etc.

V. The present research is done on majority of male respondents and sample size of

100 respondents. The researchers suggest that another study can be conducted by

taking equal number of males and females respondents and by increasing sample

size of respondents.

VI. A comprehensive study can also be done by making comparison of roles of

colleges and universities in developing personality of the students.

References

Ahmed, Israr 1985. “Impact of education on the family patterns of old Lahorities.” An

unpublished M.A. Thesis, Lahore: Institute of social and cultural studies, University of

the Punjab.

Abubakkar, Muhammad 2009. “Impact of education on the perceived severity of illness

and self medication.” An unpublished M.A. Thesis, Lahore: Institute of social and

cultural studies, University of the Punjab.

Ali, Hamid 2009. “Discriminatory attitude among parents in household resource

allocation and role of education in human capital investment”. An unpublished M.A.

Thesis, Lahore: Institute of social and cultural studies, University of the Punjab.

Firdaus, Nuzhat 1985. “The level of education and vertical mobility.” An unpublished

M.A. Thesis, Lahore: Institute of social and cultural studies, University of the Punjab.

Macionis, John J.(2008). Sociology. (11th ed).

Masood, Shamoona 1990. “ Role of education in creating awareness among women about

environmental pollution, its causes and effects.” An unpublished M.A. Thesis, Lahore:

Institute of social and cultural studies, University of the Punjab.

Neuman, W.Lawrence (2008).Social Research Methods. Second impression. ( 6th ed).

Rashtriya Printers.

Sadiq, Razia 1986. “The impact of housewives education on their rate of fertility”. An

unpublished M.A. Thesis, Lahore: Institute of social and cultural studies, University of

the Punjab.

Sial, Umme-Kalsoom 2005. “Level of education of lady counselors and its impact on

their political participation.” An unpublished M.A. Thesis, Lahore: Institute of social and

cultural studies, University of the Punjab.

Wehmeier, Sally. (2000). Oxford Advanced Learner’s Dictionary. (6th ed). Oxford

University Press.

Web References:

AACAP and David Pruitt. Your Child: Emotional, Behavioral, and Cognitive

Development from Infancy through Pre-Adolescence. New York: Harper Collins, 1998.

AACAP and David Pruitt. Your Adolescent: Emotional, Behavioral, and Cognitive

Development from Early Adolescence through the Teen Years. New York: Harper

Collins. (Sep. 2010).

Dictionary online

(http://dictionary.reference.com/browse/Consistency. (Sep. 2010)

Dictionary online

http://dictionary.reference.com/browse/Tolerance.(Sep. 2010)

English dictionary

http://www.englishdefined.com/definition/teamwork.(Sep. 2010)

http://www.englishdefined.com/definition/teamwork

http://dictionary.reference.com/browse/Tolerance

http://dictionary.reference.com/browse/Consistency

Eric.Ed.Com

http://www.eric.ed.gov/ERICWebPortal. (Sep. 2010)

English dictionary http://www.englishdefined.com/definition/leadership . (Sep. 2010)

Media dictionary online.

http://www.mediadictionary.com/definition/communication. (Sep. 2010)

Media dictionary online.

(http://www.mediadictionary.com/definition/self-presentation.(Sep. 2010)

Psychology.com

http://psychology.about.com/od/overviewofpersonality/a/persondef. (Sep. 2010)

Wikipedia, the free encyclopedia.

http://en.wikipedia.org/wiki/Learning_theory_(education). (Sep. 2010)

Wikipedia, the free encyclopedia.

http://en.wikipedia.org/wiki/University. (Sep. 2010)

http://en.wikipedia.org/wiki/University

http://en.wikipedia.org/wiki/Learning_theory_(education)

http://psychology.about.com/od/overviewofpersonality/a/persondef

http://www.mediadictionary.com/definition/communication

http://www.englishdefined.com/definition/leadership

Questionnaire

The Role of University Education in Building Personality

among Punjab University Students

Research AdvisorFarooq Ahmad

Researchers Institute of Social & Cultural StudiesMuhammad Ali University of the Punjab, Muhammad Safdar Quad-e-Azam Campus, Lahore.Muhammad Ashraf

Demographic Section

Question ID:

Student Name:

Gender:

Age:

Department:

Degree Program: (L.L.B/B.A / B.Com/ B.Sc Honors MA/M.Sc)

Semester:

Medium of schooling: (English, Urdu, etc)

Section -1: Personality Traits

I: Appearance

1: Do you think that there is change in your dressing style during course presentations

after joining the University?

1. Not at all.2. To some extent.3. To great extent.

2: Do you think that there is change in your hair style during course presentations after joining the University?

1. Not at all.

2. To some extent.3. To great extent.

3: Do you think that there is change in your gestures (facial expressions) during course presentations after joining the University?

1. Not at all.


4: Do you think that there is change in your postures (standing style) during course presentations after joining the University?

1. Not at all.


5: Did you get inspired from other University fellows?

1. Not at all.


II: Self Esteem

6: Do you think that University Environment builds the Self Esteem of student’s up to?1. No Effect.

2. Moderate Level.3. High Level

III: Consistency in Personality

7: Do you think that the academic environment of University has made you a consistent person?

1. Not at all.


IV: Leadership Qualities

8: Do you agree that University Academic Environment creates leadership qualities in students?

1. Not at all.


V: Tolerance Learning

9: Do you agree that University Education generates and enhances the tendency of tolerance among students of different areas, backgrounds and linguistic features?

1. Not at all.


VI: Enhance Decision Making Power

10: Do you believe that University Education enables a student to reach at a proper decision on the basis of people, events or things?

1. Not at all.


VII: Self Presentation 11: Do you believe that University Education enhances self presentation of students by participating in class presentations, other curriculum activities like sports, speech competitions, performing drama skits, attending seminars etc?

1. Strongly disagree.

2. Disagree3. Neutral4. Agree5. Strongly agree.

Section -2: Communication Learning

12: Do you think that there is change in your communication style after joining the University?

1. Strongly Disagree.2. Disagree.3. Neutral.4. Agree.5. Strongly Agree.

13: Do you think that there is improvement in your way of talking after joining the University?

1. Not at all.


14: Do you agree that University Education contribute in enhancing your confidence of speaking?

1. Not at all.


15: Do you agree that University Education helped in removing your hesitation of talking confidently?

1. Strongly Disagree.2. Disagree.

3. Neutral.4. Agree.5. Strongly Agree.

16: What kind of language you frequently use in your communication?

1. Native Language.2. Urdu-Native Mix.3. Urdu.4. Urdu-English Mix.5. English.

17: Do you agree that the use of English language in every day life does matter with personality building of students especially in University environment?


18: Do you think that University Education encourages the use of English language in everyday life of students?


19: Do you think that English is a good academic tool to flourish the communication ability of a student?


20: Have you become more formal in your communication after joining the University?

0. No.1. Yes.

Section-3: Behavior / Attitude

21: Do you think that is there any progressive change in your behaving style after joining the University?


22: Do you agree that University Education improved politeness in your behavior?


23: Do you agree that University Education has made you a cooperative person?


24: Do you agree that University Education enhanced your judging patterns about people, events or things after joining the University?


Section -4: Systematic Learning Techniques

25: Do you really think that University education created systematic way of analysis about people, events or things and society with logical reasoning?


26: In what ways University Education created systematic way of analysis in your personality?

1. By report writing.2. By academic discussions.3. By attending seminars/conferences.4. Any other.5. All above.

Section -5: Group Work Learning

27: Do you believe that students learn much more about cooperation, tolerance, patience, compromising, analysis etc during team or group work tasks?


Section -6: Enhance Social Relations

28: Have your social relations improved and have you become more social after joining the University?


Section -7: Reshaping Of Inner Capabilities

29: Do you agree that getting education in University reshapes and unfolds inner capabilities of students in a more productive way to make them proper functional member of the society?


Section -8: Conclusive Question

30. Do you believe that University Education has a significant role in building personality of the students?


Thank you for the Cooperation.

accurate copy of thesis wid title page

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