Vol. 2 No 10, October 2014

Research Reaction & Resolution
International Journal of All Academic Research
ISSN: 2321-7421
Volume 2
Peer Reviewed, Referred & Indexed Journal
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Mrs. Ruby Sharma
Master Rameshwar Dutt Sharma Educational and Charitable Trust (Regd.)
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October 2014
Research Reaction & Resolution
Vol 2, No. 10
ABOUT THE JOURNAL
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Vol 2, No. 10
Editorial Board
Patron
Co-Patron
Prof. Dr. R. Thirumalaisamy
Prof. M. S. Chauhan
Kurukshetra University, Kurukshetra,
Emeritus Professor,
Department of Physical Education,
Haryana, India
Alagappa University, TN
Former (Founder) First Vice Chancellor,
TNPESU, Chennai, TamilNadu, India
Editor in Chief
Mrs. Ruby Sharma
Advisory Board
Referee’s Board
Dr. Chia Hua Kuo (Taiwan)
Catarina Isabel N. G. Abrantes (Portugal)
Dr. Essam Eldin Shaaban A. H (Egypt)
Dr. Yousra Al-Sinani (Oman)
Dr. Wenna B. Damulo (Philipines)
Dr. V. P. Singh (India)
Dr. Dilip T. Jaiswal (India)
Dr. Inder Mohan Datta (India)
Dr. Nagendra Sharma (India)
Dr. J. K. Thakur (India)
Dr. Mahesh Chand Sharma (India)
Dr. Kaukab Azeem (Saudi Arab)
Dr. D. Maniazhagu (India)
Dr. Fulchand M. Nirwan (India)
Dr. Shubhangi Vinay Lautre (India)
Dr. S. B. Sharma (India)
All correspondence related to the Journal should be addressed to:Mrs. Ruby Sharma (Editor)
Research Reaction and Resolution (3R)
C/o Master Rameshwar Dutt Sharma Educational and Charitable Trust (Regd.),
C-84, LIG Flats, Ashok Vihar Phase IV, Delhi 110052,
Ph: 011-47061258, 09990803469, 09868910376,
Website: http://www.mrdsect.org/3r.html, Email: [email protected]
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Research Reaction & Resolution
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Editorial
It is matter of great pleasure that the October issue of second volume of Research
Reaction and Resolution is going to be issued on time with the warm welcome by the
contributors, authors from all the corners of the country, who have shown a great interest in
starting this international research journal.
After the editorial board scrutinizes & agrees to the research papers standard then
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would be highly appreciable if we receive the original & updated work.
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I am thankful to one and all for their support for the Journal.
Ruby Sharma
Editor in Chief
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Vol 2, No. 10
CONTENTS
S No
Title
Subject
Page
No
1.
EDUCATION AT MARKET PLACE: PRESENT STATUS OF
COMMERCIALIZATION IN INDIA
Jyoti,
Education
1-9
2.
A COMPARATIVE STUDY OF YOGA AND ACUPRESSURE ON LOWER BACK PAIN
Ashish Tomar, Dr. S. K. Sharma
Physical
Education
10- 12
3.
EFFECT OF PRANAYAMA ON SELECTED RESPIRATORY
PARAMETERS
Dr. P. Karthikeyan
Physical
Education
13-15
4.
ofj"B ekè;fed fo|ky; ds yM+dksa vkSj yM+fd;ska ds 'kkjhfjd ,oa 'kjhj
fØ;kRed pjksa dk nkSM+&dwn izn'kZu ds lEcU/k esa rqyukRed vè;;u
Physical
Education
16-19
Yoga &
Astrology
20-22
jktJh, Mk-ftrsUnzk dqekj Bkdqj
5.
EFFECTS OF PRAYANAMA, SURYANAMASKAR AND
COMBINATION
OF
PRANAYAMA
AND
SURYANAMASKAR PRACTICES ON AVERAGE FITNESS
AMONG SCHOOL STUDENTS
Sanjay Kumar Bhatia, Dr. Inder Mohan Datta
viii
EDUCATION AT MARKET PLACE: PRESENT STATUS OF
COMMERCIALIZATION IN INDIA
Jyoti, Research Scholar (Education), Sai Nath University, Ranchi(Jharkhand)
ABSTRACT
Ancient India was renowned for the concept of Gurukuls where the guru would teach his
shishya everything. Fundamental purpose of education is the same at all times in all places. In the
present paper, the concept of commercialization of education , its effects at school and higher level
is explored by the author.
Key words: Education , Commercialization of education , Fundamental right ,
1. INTRODUCTION :
“Vidhya vihinh pashuh” (Bhartrihari) devoid of education we are mere beasts
(Epictetus) said only the educated are free “ sa vidya ya vimuktaya” (Mahabharat).
Nothing gives us such an unfailing insight as education. From the vedic age, the central
conception of the Indians has been that, education is the source of illumination giving us a
correct path in the various spheres of life. So was the importance of education that in order
to be called a human being one must be educated. Aristotle was asked how much educated
men we superior to the uneducated “As much “ said he” as the living are to the dead.”
It trans figures the human personality into a pattern of perfection through a synthetic
process of the development of the body. The enrichment of the mind , the sublimation of the
emotions and the illumination of the spirit. An old Sanskrit adage states: “That is education
which leads to librations” Librations from ignorance which shrouds the mind; Libration
from superstition which paralyses effort , libration from which blind the vision of the truth.
The entire ancient history is full of evidences to prove that education was given as a
charity, free of cost and a pious obligation of the academics and a part of Raj Dharma.
Stipulation for free education was vehemently condemned in ancient India. Importance of
educational institutions was recognized as:
Victories are gained, peace is preserved, progress is achieved, civilization is built up
and history is made not on the battle fields, where ghastly murders are committed in the
name of patriotism. Not in the councils chambers where insipid speeches are spun out in the
name of debate , not even in factories whee are manufactured novel instruments to struggle
life but in educational institutions which are the seed beds of culture, where children in
whose hands quiver the destinies of the future, are trained. From their ranks will come out
when they grow up, statesmen and soldiers, patriots and philosophers , who will determine
the progress of the land.( by justice Mohan)
Unfortunately, now these seed beds of culture i.e educational institutions are being
equated with industrial enterprises. The Mahabharat observes: “Janami Dharmam na ca me
pravrttih, Janamy adharmamna na ca me nivrttih” “I know the right but I do not adopt it, I
know the wrong but I cannot of abstain from it. These lines of Mahabharat well explains the
dilemma of our educational planning that inspite of education being a fundamental right. It’s
privatization and commercailisation has become inevitable.
1.1
CONCEPT OF COMMERCIALISATION OF EDUCATION
“The act of making something into a business run for profit”(Tejaswani,A)
To render commercial, make a matter of trade or the subject to commercialism. To
commercial or business methods to , or to make use of or exploit mainly for profit,
Research Reaction & Resolution
Vol 2, No. 10
especially at the expense of quality or to imbue with commercialism.
(http://www.investopedia.com/terms/c/commercialization)
Commercialization is the process or cycle of introducing a new product or
production method into the market. The actual launch of a new product is the final stage of
new product development, and the one where the most money will have to be spent for
advertising, sales promotion, and other marketing efforts.(Oxford dictionary)
Commercialization is the process by which both places at educational institutions
and educational courses/qualifications are sold directly to those customers. This “selling”
can involve everything from parental choice of schools to actual direct payments – as in
student fees, employer funding of university courses etc. And of course, there’s also the
“commodification” of the labour power of that workforce again.
Thus the word commercialization shows the profit as the main motive behind any
activity. Since educational institutions are considered as non- profit making bodies and
cannot enter into sale of the services produced by them ,funds for their manage have
necessarily to come from sources other than the receivers of education i.e students.
Educational institutions alongwith supplying the needs of individual consumer i.e students
impart a kind of training and skill which is socially useful and economically productive.
Precisely for this reason, education is categoried by education planners as a “merit want" or
a good which is useful to the society along with its usefulness to the individual receiver.
This being so ,financing of education has along been the responsibility of society as well so
to some extent of the individual receiver of education.
Thus if there is sale of services or profit motive behind imparting of education or
funds come mainly from the receivers of education. We can easily say that there is
commercialistion of education.
1.2
HISTORICAL BACKGROUND
In India since ancient time education has been working like a pendulum between
vidya- dana and dana-vidya.The free education or a natural flow took education and in
particular the educational institutions to the ever rising heights of excellence but this long
culture in Indian tradition was polluted in view of population explosion and industrial
implosion. The changing scenario of education has brought in the education a
commercialized approach. Thus the educational shops started coming up at first in those
parts of the country which were more industrially developed and gradually this disease
spread throughout the country. Today those states or places which were untouched by
commercialization of education through law and this attempt the highest legislative
authority of india parliament is also moving in this direction once commercialization of
education starts it will have wider ramification on the status and quality of the people of
india and, in particular the education of this country. If education has to be sold at the
Bania’s or Marwadi shops,then one can understand the fate of education and its effect on
literacy drive in India.
1.2.1
AT VEDIC PERIOD:
In south,the Ennayiram temple colleges supplied free boarding and ration allowed
per head. Each vedic student received about one seer of rice per day and this quantity was
sufficient for the daily meals. He also received annually an allowance of about one eighth
tola of gold ,which was probably intended to cover the clothing expenses.
1.2.2
AT MEDIAVAL
Society which had frowned upon the practice of charging regular fees as a
mercenary and unworthy procedure used to succeed in getting ample support for the cause
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of education by appealing to the religious and charitable instincts of the public. Vidya –dana
or a gift ,possessing a higher religious afficacy than even the gift of land.Religion had a
great hold over the public mind in ancient times and this spiritual exaltation of Vidya-dana
secured so wide and ample response to became possible to impart fee education to all poor
students, wishing to derive its benefit.
1.2.3 PAYMENT OF FEES
Stipulation for fees was vehemently condemned in ancient india. No student could
be refused admission even by private teacher simply because he was to poor to pay any fees.
It is interesting to note that there existed a similar prejudice against the charging of
fees in ancient Greece for a long time.Neither Socrates nor Plato charged any fees.
Jatakas show that rich person like merchants and prince’s used to send the whole
amount of school fees in advance when they used to send their son’s to taksh-shila.
Bhisma also had paid drone his honoraiun in advance before he had started the
education of Kaurava prince’s(Mahabharat).
2.
PRESENT SYSTEM AT SCHOOLS
The notion of a public school is confusing one.They are cropping up all over the
country like shops with hefty tuition fees, arbitrary selection procedure and demands of
donations, educating the child seems to the farthest thing on their minds. A middle class
parents is made to shell out Rs. 1500-2000 every month to educate their child in a good
school which in effect means a public school. In the guise of doing service to society, they
have become money spinning institutions. Educating children is a profitable business just
like any other shop.
According to survey,india has the largest number of children out of school between
the age group of 4-16.Out of every hundred child who join class one barely 35 complete
class fifth: 28% of schools have either one or no teacher and 35% schools have no drinking
water or toilets.
In contrast to this, there are the marble floored swank, high rise buildings of the so
called elitist schools which spends crores of rupees on constructing the buildings alone.
These buildings resembles five star hotels and offer the same facilities at exorbitant fees.
Many unscrupulous elements with a motive to earn money, become active with the
arrival of the season. A few semi- literate teachers are employed, charged hefty sums as
tuition fees, constructing swimming pool, computer fees and building funds. Most of the
schools lack basic amenities like play grounds, proper lights, and black board. An honest
profession of teaching has been transformed into a money making endeavor by these cash
hungry sharks.
The fleecing begins at admission time when the schools make a cool sum through
over priced admission forms. Because of the risk factor involved parents are compelled to
fill up more than one form but still there is no surety of admission .It has been experienced
that a father spents more than rupees 10,000 on admission forms alone but still may not be
able to get their son admitted to any school in Delhi because he could not arrange for
donations or get the right contacts.
2.1
Risks of commercializing education:
Children are now bombarded at school with wall advertisements, daily television
commercials, promotional samples, school fund-raising schemes, contests requiring students
to claim prizes at local franchises, internet banner advertisements on every website seen at
school, and large printed advertisements distributed to children to use as book covers.
Commercialism of education is inherently damaging for the development of children and
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ultimately for the future of democracy. The damage to children’s development falls into
three general categories –physical, psycho-social, and intellectual. A brief look at these
three areas shows why education must become commercial-free.
2.1.1
Physical Development
Schools promote sales of soft drinks containing high levels of sugar and caffeine. Their
‘empty calories’ can take the place of nutritionally valuable food or lead to weight gain. The
foods and beverages advertised and sold to children at school present added risks for
obesity, diabetes, bone fracture, cardiovascular disease, and dental caries.
2.1.2
Psycho-Social Development
Advertising is designed to create a sense of insecurity -- which can only be relieved by
buying. Clearasil give distorted images about identity and interpersonal relationships to both
girls and boys.
2.1.3
Intellectual Development
The clutter of advertising throughout the school environment does more than distract
children from reflecting on important lessons and focusing on necessary skills. The subtext
of all ads is that problems are best solved by spending money.
3.
COMMERCIALIZATION AT HIGHER LEVEL
Higher Education has become a commodity that is something to be produced,
packaged, sold, traded, outsourced, franchised, and consumed. The “marketization” of
Higher Education is at the root of this “commodization” and redefines its nature by
transforming it from a collective public good to a private investment. In consequence,
universities suffer from a series of disadvantages; in their organization, management and
governance; in their relations with society at large and in particular their own students who
have no become clients or consumers; and in their financial relations with the state.
Rapid globalization affects all aspects of society, including the status of higher
education in society, and how education is delivered and received. As technological
innovations “relentlessly compress the world in space and time and our economies become
rapidly impelled into the highly competitive environments of global markets, educational
institutions are being challenged to follow suit.” The same globalizing trends mean that
higher education is “drifting into a market-oriented system” and is increasingly being seen
as a “commercial product to be bought and sold like any other commodity.
( Pradip Bhattacharya, “Urbanization, Globalization and Consumerism,” (2003),
Professional education is the process of instruction, aimed at the all round
development of students. Higher education is becoming more and more competitive,
gasping for breath during a time when India is aiming to become the shining star of the
emerging world economy. India has about 367 University level institutions including 20
Central Universities, 217 State Universities, 104 Deemed Universities and 5 institutions
established under State Legislation, 13 Institutes of National Importance established under
Central legislation and 6 Private Universities. In terms of number of students, Indian higher
education and research sector is the third largest in the world. Very few universities in India
have made their way in the recent International ranking of the top 200 universities of the
world, except the IIT Kanpur ranked at 29, University of Delhi at 130, IIT Chennai ranked
at 132 and followed by Anna University at 200.
3.1
Status of MBA & Engineering College
We can easily give the example of flourishing MBA colleges across India where
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average annual fees is around 5-10 lakh rupees; however, the facilities provided by these
colleges are much below average levels. Most of these colleges remain more interested in
making good bucks than providing quality education to students. Every year, number of
students going for higher professional education is increasing in India and therefore, good
opportunity exists for all these colleges to make money by offering such courses. Same
condition do prevail in other professional colleges in India.
In many cases, situations even become worse and students feel cheated at the end of
courses. However, in India this trend has full support of our government because many big
political leaders and industrialists are running these colleges. Therefore, they easily get the
required certificates to run these colleges without providing proper educational
infrastructure. At the end, we can say that for these people education has today become an
option to make money only than providing quality education to students.
However, recently a new trend has started in India of making money by selling
education and now top institutes like IIM Ahmadabad are also becoming part of this mad
race. Few days back, IIMA top business school in India increased it’s annually fee by 300%.
Soon IIM Bangalore also followed this trend and in future, we can hope similar response
from many other IIMs and various universities in India. If all this is allowed to happen then
time is not away when getting higher education will become a distinct dream in India .
Institutes like IIM get huge amount of grants and subsides from state and national
government, now if they are increasing fee in this manner then what we can expect from
other private colleges. Today, India desperately need educated youth for maintaining a top
position in world, however, by making education beyond the reach of common people, we
are only create dark future for millions of youth and India.
3.1.1 Quantity output but where's the quality?
Large amount of MBAs and engineers especially in the software field are available
in India and the not-so-MBA-type jobs that they are forced to do. We call it 'Forced' because
they are less skilled for the high end jobs but better connected than the section of people
who should ideally be doing that job.
This is the flip side of the high growth in professional education in India, which is
characterized by the mushrooming of engineering and management institutions all across
the country. Although AICTE pats their backs with an approval, they have only created
quantity of approved institutions, and not quality in the name of higher education. In which
case, every child deserving or not has an opportunity to become an engineer or an MBA, the
fact still remains the same that, such institutions do little to create quality engineers or
managers.
When a Bachelors degree was seen as sufficient in the past even a MBA degree falls
short these days. There is a lot of stereotyping done in today's professional education system
–in most of the engineering colleges in India; you can graduate as a software engineer
without having to write a single line of code. There is a huge gap between the elite
institutions and colleges in villages, towns and even in cities.
3.1.2
The Nature of Competition
The Rat Race for achievement of chasing the dreams of society and family leads the
student into wasting the opportunity to realize their own real interest and talents. A survey
conducted by NOVONOUS showed that 80 respondents (Graduates) wanted to do an MBA
after they completed a year or two in job because MBA increases the prospects of a higher
paying job. Around 43 respondents aspired to work with reputed organizations and about 22
respondents opted for an engineering/management course since there was no scope for other
fields in India. Baring a few respondents, most of them had lack of inclination towards
management/engineering but still wanted to do an MBA, simply because they want to get a
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degree and fancy designation. These students are equally clueless so as to what kind of job
they would want to take up after completing their studies.
Exhibit 1.1- Responses and attitudes of B.E/B.Tech/MBA aspirants about professional
education Source: NOVONOUS Insights
Many B–schools claim being centers of excellence and charge huge fees and this is
true for State aided or controlled (IIM included), university affiliated private or autonomous
institutes alike, and new private universities. It is unfortunate that even Employers don't
have any idea about this and they blindly support some B schools and pay heavy salaries
while leaving out lesser known but well managed institutes that work hard to provide quality
education and have good students available for employment. Employers must also do more
research and patronize good schools by their own research. It will pay them well for this
exercise. More over students must have a right mindset why they want to opt for any
professional education.
The main reason why students are not attuned to making decisions as per their
interest levels is due to commercialization of management training. Today management and
technical education (B.E/B Tech) in India is sold and not imparted. B schools harp on their
ability to get the best placements available in the market for their students and students are
ready to pay exorbitant fees for grabbing a seat in such prestigious institutes. The adverse
effect of this practice is that most of the students who seek for an MBA degree do so for the
placements their B school provides.
Finally, another issue deals with the ethics and value system inculcated by B schools
in their graduates. B schools and engineering colleges today predominantly focus on results
rather than the process to attain them. The Indian education value system proves
incompatible for long term success although efficacious for short-term glory. Students today
whether from an elite big B school or mediocre management institute want a luxurious life
style, with a MNC setup and high end office amenities provided by the company which
employ's them. The survey conducted about student attitude towards learning and
expectations from the organization which employees them are immense. However, students
need to question themselves if they deserve this job and whether they can justify the roles
and responsibility that the job demands.
3.2
STATUS OF MEDICAL COLLEGES
Indian medical education system has seen rapid growth in the last two decades.
Private medical colleges now account for more than half of the 270 medical colleges in
2009. This unregulated unequal growth brings two issues to focus: the failing quality of
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Research Reaction & Resolution
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medical education and implementing effective solutions to address an artificial faculty
shortage due to faculty mal-distribution. The menace posed by the unfettered
merchandisation of medical education has to be controlled and efforts should be made by
the Government to ensure maintenance of standards and check the unplanned growth of
substandard medical colleges and substandard education norms in universities or their
constituent medical colleges. Since Indian Independence, MCI nor the University Grants
Commission nor the constituent universities including the health sciences universities have
never attempted to grade medical colleges as per their quality standards hence in the absence
of health education quality standards, the student output from recent, hurriedly established
recent science institutions is definitely substandard.
British India had just 19 medical schools with an output of 1200 doctors (10). By
1965, there were 86 medical colleges in India with only a few private colleges (7) The
college total increased to 112 by 1980 (at a rate of 30%), to 143 in next decade (rate of
growth of 28%) and since 1990 over past 18 years the number has increased to 271, an
increase of 90% compared with the figure in 1990 (7).
Today, there are 271 medical colleges out of which about 31,000 medical graduates
pass out every year and private sector medical colleges have grown to account for more than
half of all medical education institutions in India (13).(Instances)
4.
THE BENEFITS OF COMMERCIALIZED HIGHER EDUCATION
DEGREES
1: Students are treated with more respect. At a commercialized school, the student is the
customer; that is why private schools still thrived back when they were thrice or more the
price of state schools. The most horrific student experiences come from a university’s sense
of entitlement, that they owe nothing to the student that helps fund them.
2: Students receive a better product, or education. Commercialized education means that
schools are competing more than ever for whole can provide quality education at a
reasonable price. Like any other market, this healthy competition is a benefit to the buyer, or
in this case, the student.
3: Students of different ages and backgrounds will study together. The enmeshing of private
schools, public schools, and the costs associated with each means that students of all walks
of life will start attending both forms of education. Higher education degree options that
once were mostly available to male, upper class citizens will become more available to other
students; and higher education degrees that once were only pursued by adult learners will be
pursued by all ages.
4: Students will have more say over the educational system. Since commercialized
education means that students are paying more for education than the government, the
direction of education will lie more in the hands of students and teachers and less in the
hands of government officials only interested in a process.
5.Private schooling in India is demand-driven. Parents choose private education because
they believe they provide better education and future opportunities for their children than
the government schools. Supply-side factors have little statistical relationship to private
schools; private schools exist because parents demand them.
6.Better education:Private schools not only provide better education but they also do it in a
more cost-effective manner than government schools. Also, private schools are accountable
and responsive to parents: for example, they offer English-medium schooling that parents
prefer.
7.Rural private schools:Tired of teacher absenteeism and lack of accountability in
government schools, both the rich and the poor are increasingly rejecting free government
schools and choosing to pay for education in fee-charging private schools. The Annual
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Research Reaction & Resolution
Vol 2, No. 10
Status of Education Report (ASER) 2009 shows that close to 22 percent of children in rural
India attend private schools. This number is much higher in urban areas. In the metros, at
least half of the children are in private schools and in states like Punjab and Haryana, 70
percent are in non-state schools. More than a third of India’s children, a conservative
estimate, now study in private schools and that the number is rising by the day.
So how is it that the poor can afford these private schools? Most of these children
study, not in elite schools, but in budget private schools in poor neighborhoods. These
schools some recognized and some not, charge an average monthly fee of Rs 70-150 in rural
areas, and up to Rs 350 even in highly expensive metros. Budget private schools are the
fastest growing segment in India’s education eco-system.
8. Minimal or practically no political intervention –less interference of the government in
management
9. It may update the curriculum according to market needs thus making higher education
relevant. It will also avoid wastage of resources and will put higher education on the path of
cost reduction. It will inculcate skills oriented education.
10. It may put more emphasis on vocationalisation and job oriented courses. There will be a
global market for the students.
5.
THE DRAWBACKS OF COMMERCIALIZED HIGHER EDUCATION
DEGREES
1: The traditional educational subjects are downgraded in the name of occupationallysound degree options. In commercialized learning, higher education degrees focus more on
the job role they fulfill and less on the traditional academics, such as sciences and liberal
arts. This isn’t necessarily a bad thing for you, the online learner, if you’re going to school
to acquire a degree for a new job opportunity.
2: The pursuit of knowledge is not considered as much of a community source. When state
schools become more expensive and compete with for-profit schools, this means that
knowledge–pursued and created–isn’t available to the lower classes. Student loans and
grants help fix this problem, however.
3: Schools are there to make money. As education becomes commercial, there’s no denying
the purpose of the higher education degree: for schools to make money. For-profit schools
are based on financial gain and, while this grants benefits to the student such as customer
respect, it also means that students will not be attending universities that exist solely for
academia.
4: Education is simply more expensive. There’s no avoiding the fact education is more
expensive than it used to be a decade ago. Private colleges seem more affordable — after
all, they’re not much different from the price tag of state universities these days — but the
education industry is spiking its costs across the board as commercialism comes into the
picture.
5: Education is heading in an unknown direction. Since the commercialization is relatively
knew, it makes predicting the direction of education less predictable.
Overall it can be concluded that , there can be some steps which government and individual
can take to overcome the effect of commercialization of education…
1) Foreign and NRI student should be encouraged to study in india. It will help the
country to earn considerable amounts of foreign exchange. Foreign students pay
higher fees ,which may be used to subsidized the fees of Indian students and to offer
free seats to to the poorest Indian students.
2) Atleast 6% of GNP for education should be provided ,which has not been so far
provided.
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Research Reaction & Resolution
Vol 2, No. 10
3) The fee increased should be appropriately linked to atleast the cost of recurring
expenditure and levels of income of the parents of the beneficiary.
4) Urgent need to work in co-ordination between different groups to sort out fees,
admission procedure and quality of education.
5) Checking of Brands like horlicks, bournvita,cartoon network etc which have high
focus on school activities.
6) Reviewing Advertising space being sold even on notebooks,stationery etc
7) Number of foreign schools/colleges entering india.
8) Strict actions plan for unaffiliated school/colleges.
6.
REFERENCES
1. Ansari,T.(2009).”A textbook example of what’s wrong with education”.
2. Bennis ,W.(1990).”American education and corporations:the free market
goes to school.Newyork : Garland Publishing.
3. Mccarthy,M.M.(1995).”Private investment in public education: Boon or
boondoggle? Journal of school leadership,5(1),(4-21).
4. Government of india.(1986).National Policy on Education,New
Delhi:MHRD Department of Education
5. Dubey,A.(1987).Commercialisation of education in India: APH
Publishing,New Delhi.Retrived from www.google .com
6. Sharma,V.(2011).Investment and commodification of higher education: New
Delhi
9
Research Reaction & Resolution
Vol 2, No. 10
A COMPARATIVE STUDY OF YOGA AND ACU-PRESSURE ON
LOWER BACK PAIN
Ashish Tomar, Ph.D. Scholar, Mewar University, Gangrar, Chittorgarh, Rajasthan
Dr. S. K. Sharma, Asso. Prof., Deptt. of Phy. Edu. SGSU, Gandhinagar, Gujarat
ABSTRACT
For this study 300 men patients suffering from lower back pain of Roorkee district of
Uttarakhand were selected as subjects at random from various Yogic Centers, Massage
Centers and Acu-pressure clinics and their age was 18 to 60 years. They were divided into
three groups namely Yoga group, Acu-pressure group and Controle group. The first and
second groups underwent treatments through yoga (asanas & pranayama) and Acu-pressure
(Points in the spinal) respectively for six weeks. It is concluded from the findings of this
study that all types of training groups relieves lower back pain.
KEY WORDS: Yoga, Acu-Pressure, Lower Back Pain
INTRODUCTION
The International Paris Task Force on back pain confirmed that the apparently
contradictory results can be partially explained by lack of uniformity in the measurements of
physical activity and by the wide range of populations studied (e.g., athletes and nonathletes). Recognizing evidence for different effects of occupational and non-occupational
activities on LBP, the task force recommended the use of measurements that differentiate
between three types of activity: activities of daily living, occupational activities, and
recreational and sport-related activities, because these may not be associated with LBP in
the same way. Following the task force recommendations, and because of the paucity of
information regarding physical activity in a general population and methodological flaws in
most previous studies in this area, we chose to investigate Yoga and Acu-pressure among all
adults of a defined community (non-athletes) and their relation to LBP prevalence and
severity.
METHODOLOGY
The investigator employed random sampling method300 men patients suffering from
lower back pain of Roorkee district of Uttarakhand were selected as subjects at random from
various Yogic Centers, Massage Centers and Acu-pressure clinics and their age was 18 to
60 years. They were divided into three groups namely Yoga group, Acu-pressure group and
Controle group. The first and second groups underwent treatments through yoga (asanas &
pranayama) and Acu-pressure (Points in the spinal) respectively for six weeks. The pre and
posttest were taken for all the subjects before and after the treatment respectively.
RESULTS & DISCUSSIONS
The following tables illustrate the statistical results of the comparative study of Yoga
and Acu-Pressure on lower back pain.
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Research Reaction & Resolution
Vol 2, No. 10
TABLE – I
COMPUTATION OF ANALYSIS OF COVARIANCE OF PRE-TEST, POST-TEST
AND ADJUSTED POST-TEST ON LOWER BACK PAIN OF THREE
EXPERIMENTAL GROUPS
(Scores in Points)
Test
Ex
Ex
Ex
Source
Sum of df
Mean
FI
II
III
of
Squares
Squares value
Variance
Pre-test 12.75 12.35 13.33 Between 30.32
2
10.11
0.36
Mean
within
2103.78 297
27.68
Post-test 15.75 15.63 14.10 Between 531.65
2
177.22
4.07*
Mean
Within
3349.45 297
44.07
Adjusted 15.67 15.89 13.52 Between 484.89
2
161.63
6.94*
Post-test
Within
1747.75 296
23.30
Mean
3.00 3.28 0.77
gain
F (2, 297) = 2.74 and F (2, 296) =2.74. * Significant
RESULTS OF LOWER BACK PAIN
Table I shows the analyzed data on Lower Back Pain
The pre-test means of Sit and reach were 12.75 for Yogic practices group, 12.35 for
Acu pressure group, 13.33 for Control group. As the obtained F-ratio 0.36 was lesser than
the table F-ratio 2.74, the pre test was significant at 0.05 level of confidence for the degrees
of freedom 2 and 297.
The post-test means were 15.70 for Yogic practices group, 15.63 Acu pressure group
and 14.10 for control group. As the obtained F-ratio 4.07 was greater than the table F-ratio
2.74, the post-test was significant at 0.05 level of confidence for the degrees of freedom 2
and 297.
The adjusted post-test means were 15.67 for Yogic practices group, 15.89 for Acu
pressure group and 13.52 for control group. As the obtained F-ratio 6.94 was greater than
the table F-ratio 2.74, the post-test was significant at 0.05 level of confidence for the degrees
of freedom 2 and 296.
The mean gain of yogic practices, Acu pressure group and control group were 3.00,
3.28, and 0.77 respectively.
The Table I (A) shows the Scheffe’s post-hoc test results. The ordered adjusted final
mean differences for Lower Back Pain of experimental groups I, II and III were tested for
significance against Scheffe’s post – hoc F-ratio.
TABLE - I (A)
ADJUSTED FINAL MEAN DIFFERENCE ON LOWER BACK PAIN TEST OF
FOUR EXPERIMENTAL GROUPS IN ANALYSIS OF COVARIANCE AND
SCHEFFE’S POST – HOC TEST
Ex – I
Ex – II
Ex – III
M.D.
CI
15.67
15.89
0.22
2.13
15.67
13.52
2.15
2.13*
15.89
13.52
2.38
2.13*
* Significant
The mean difference between experimental group I and II, I and III, II and III, were
0.22, 2.15 and 2.38, respectively. The mean difference 0.22 was seen to be less than the
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Research Reaction & Resolution
Vol 2, No. 10
confident interval value of 2.13 in the following comparison I and II. Hence the above
comparison was not significant.
The mean difference 2.15 and 2.38 were seen to be higher than the confident interval
value of 2.13 in the following comparison I and III,
and II and III. Hence the above
comparisons were significant.
Hence the paired mean difference was not significant at 0.05 level of confidence
with degrees of freedom 2 and 296.
From the above findings, it could be observed that the level of relief in Lower Back
Pain is increased significantly due to six week training of yogic practices, and Acu Pressure
Treatments.
The results were a clear indication that the level of relief in Lower back pain is
increased by Acu pressure treatments is greater than the yogic practices.
This study revealed that all types of training groups relieve lower back pain. The
finding is however in conformity with previous studies reported by Jain and Abbott (2006)
on Lower Back Pain.
CONCLUSIONS
Within the limitation of the present study, the following conclusions were drawn:
1. It is concluded from the findings of this study that the level of relief in Lower
Back Pain is increased significantly due to six week training of yogic practices,
and Acu Pressure Treatments.
2. It is concluded from the findings of this study that the level of relief in Lower
back pain is increased by Acu pressure treatments is greater than the yogic
practices.
3. It is concluded from the findings of this study that all types of training groups
relieves lower back pain.
References

Bell (1983) Championship Thinking, Englewood Cliffs, New Jersey, Prentice Hall,
Inc, P.50.

Bucher, Charles A. and Deborah A. Wuest (1983), Foundation of Physical
Education and Sports: London, The C.V.Mosby Company.

Bucker and Lewellyn. (1984) Psychology of Coaching: Theory and Application,
New Jersey; Prentice Hall.

Clarke, David H. and H. Harison Clarke (1984) Research Process in Physical
Education, New Jersey; Prentice Hall.

Clelland, (1971) The Effect of Resultant Achievement Motivation on the
Efficiency of Motor Performance, New York, Van Nostrand Perinhold Company,
P.35.

Costal and Morgan (1972) The Psychomotor Domain Movement Behavior,
Philadelphia Lea and Feigner P:21.
12
Research Reaction & Resolution
Vol 2, No. 10
EFFECT OF PRANAYAMA ON SELECTED RESPIRATORY
PARAMETERS
Dr. P. Karthikeyan, Assistant Profesor, Department of Physical Education and Sports
Sciences, Annamalai University.
ABSTRACT
The purpose of the study was to find out the effect of pranayama on selected
respiratory parameters. To achieve this purpose of the study, thirty students studying in the
department of physical education and sports sciences, Annamalai University, Annamalai
Nagar, Chidambaram, Tamil Nadu, and India were selected as subjects at random. The
selected subjects were divided into two equal groups of 15 subjects each, such as pranayama
group and control group. The group I underwent pranayama practice for three days per
week for twelve weeks. Group II acted as control who did not participate any special
training programmes apart from their regular physical education activities as per their
curriculum. Among respiratory parameters, the following variables such as breath holding
time and vital capacity were selected as criterion variables. All the subjects of two groups
were tested on criterion variables by using holding the breath for long time and wet Spiro
meter respectively at prior to and immediately after the training programme. The analysis
of covariance was used to analyze the significant difference, if any between the groups. The
level of significance to test the ‘F’ ratio obtained by the analysis of covariance was tested
.05 level of confidence, which was considered as an appropriate. The results of the study
revealed that there was a significant difference between pranayama group and control group
on selected respiratory parameters namely Breath Holding Time and Vital Capacity. And
also it was found that there was a significant improvement on selected respiratory
parameters due to pranayama practice.
INTRODUCTION
Yoga asanas (postures) and breathing deal with the physical body, but due to their
effect on the brain, they also affect the mind.
All the wonders of modern science will not bring happiness, peace of mind, health or
a long life. Although wonders have been achieved in our external environment – space
travel, computers, etc.- our internal environment has been neglected. Thousands of years
ago the ancient yogis turned their minds inwards and discovered their true nature. This
allowed them to work out a system of body and breathing exercises which results in vitality,
rejuvenation and peace of mind.
METHODOLOGY
The purpose of the study was to find out the effect of pranayama on selected
respiratory parameters. To achieve this purpose of the study, thirty students studying in the
department of physical education and sports sciences, Annamalai University, Annamalai
Nagar, Chidambaram, Tamil Nadu, and India were selected as subjects at random. The
selected subjects were divided into two equal groups of 15 subjects each, such as pranayama
group and control group. The group I underwent pranayama practice for three days per
week for twelve weeks. Group II acted as control who did not participate any special
training programmes apart from their regular physical education activities as per their
curriculum. Among respiratory parameters, the following variables such as breath holding
time and vital capacity were selected as criterion variables. All the subjects of two groups
were tested on criterion variables by using holding the breath for long time and wet Spiro
meter respectively at prior to and immediately after the training programme. The analysis
13
Research Reaction & Resolution
Vol 2, No. 10
of covariance was used to analyze the significant difference, if any between the groups. The
level of significance to test the ‘F’ ratio obtained by the analysis of covariance was tested
.05 level of confidence, which was considered as an appropriate.
TRAINING PROGRAMME
The pranayama group underwent pranayama practice for three days per week for
twelve weeks. Training was given in the morning session. The training session includes to
practicing Kapalabhathi, a Kriya to cleanse the respiratory track, before doing pranayama.
Every day the workout lasted for 45 to 60 minutes approximately. The subjects underwent
pranayama practice under the strict supervision of the investigator. During experimental
period control group did not participate in any of the special training.
ANALYSIS OF THE DATA
The influence of pranayama practice on each criterion variables were analyzed
separately and presented below.
The analysis of covariance on Breath Holding Time of the pre and post test scores of
pranayama group and control group have been analyzed and presented in Table I.
TABLE I
ANALYSIS OF COVARIANCE OF THE DATA ON BREATH HOLDING TIME OF
PRE AND POST TESTS SCORES OF PRANAYAMA GROUP AND CONTROL
GROUPS
TEST PRANAYAMA CONTROL SOURCE
SUM
MEAN
OBTAINED
GROUP
GROUP
OF
OF
DF SQUARES ‘F’ RATIO
VARIANCE SQUARES
PRE TEST
MEAN 40.0
BETWEEN
40.47
1.64
1
1.64
1.16
S.D
WITHIN
1.21
1.09
39.73
28 1.42
POST TEST
BETWEEN
MEAN 43.4
40.67
56.04
1
56.04
47.49*
WITHIN
S.D
1.02
1.08
32.93
28 1.18
ADJUSTED POST TEST
BETWEEN
68.76
1
68.76
MEAN 44.69
41.6
191.0*
WITHIN
9.78
27 0.36
*Significant at .05 level of confidence.
(The table values required for significance at .05 level of confidence for 1 and 28 and 1 and
27 are 4.20 and 4.21 respectively).
The table I show that the adjusted post-test means of pranayama practice group and
control group on Breath Holding Time are 44.69 and 41.61 respectively. The obtained ‘F’
ratio of 191.0 for adjusted post test means is greater than the table value of 4.21 for df 1 and
27 required for significance at .05 level of confidence on Breath Holding Time. The results
of the study indicated that there was a significant difference between the adjusted post-test
means of pranayama group and control group on Breath Holding Time.
The analysis of covariance on Vital Capacity of the pre and post test scores of
pranayama group and control group have been analyzed and presented in Table II.
14
Research Reaction & Resolution
Vol 2, No. 10
TABLE I
ANALYSIS OF COVARIANCE OF THE DATA ON BREATH HOLDING TIME OF
PRE AND POST TESTS SCORES OF PRANAYAMA GROUP AND CONTROL
GROUPS
TEST PRANAYAMA CONTROL SOURCE
SUM
MEAN
OBTAINED
GROUP
GROUP
OF
OF
DF SQUARES ‘F’ RATIO
VARIANCE SQUARES
PRE TEST
MEAN 202.47
BETWEEN
202.73
0.53
1
0.53
0.38
S.D
WITHIN
1.09
1.18
38.67
28 1.38
POST TEST
BETWEEN
MEAN 205.67
202.87
58.8
1
58.8
42.30*
WITHIN
S.D
1.08
1.20
39.04
28 1.39
ADJUSTED POST TEST
BETWEEN
58.98
1
58.98
MEAN 205.78
202.76
41.83*
WITHIN
38.17
27 1.41
*Significant at .05 level of confidence.
(The table values required for significance at .05 level of confidence for 1 and 28 and 1 and
27 are 4.20 and 4.21 respectively).
The table II show that the adjusted post-test means of pranayama practice group and
control group on Vital Capacity are 205.78 and 202.76 respectively. The obtained ‘F’ ratio
of 41.83 for adjusted post test means is greater than the table value of 4.21 for df 1 and 27
required for significance at .05 level of confidence on Vital Capacity. The results of the
study indicated that there was a significant difference between the adjusted post-test means
of pranayama group and control group on Vital Capacity.
RESULTS
1. There was a significant difference between pranayama group and control group on
Breath Holding Time and Vital Capacity.
2. There was a significant improvement on selected respiratory parameters due to
pranayama practice.
REFERENCES







Clarke, Harrison, H. David Clarke, Application of Measurement to Physical
Education. New Jersy, Englewood Cliffs: The Prentice Hall Inc., 1945.
Dee Pakjan, Principles of Physical Education. Delhi: Khelsahiya Kendra, 2000.
Hockey, Robert, Physical Fitness : The Pathway to Healthful Living. St. Louis,
Missouri: Mosby-year book, Inc.,1993.
Howley, Edward T. B. Donfranks, Health Fitness Instructors Hand Book. U.S.A:
ABC Publishers, 1997.
Iyengar, B.K.S. (1991). Light on Yoga, Gopsons Papers Ltd., Nodia, India.
Joshi,K.S. (1992)Yogic Pranayama - Breathing for Long Life and Good Health,
(New Delhi: Orient Paper Backs,), p. 14.
Sharma, P.D. (1984), Yogasana and Pranayama for Health Bombay, India:
Navneet Publication, pp. 10-11.
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Research Reaction & Resolution
Vol 2, No. 10
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gS
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2-
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A
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d &1
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A
17
Research Reaction & Resolution
Vol 2, No. 10
l kj . kh Øeka
d &1
y M+
d sar Fkk y M+
fd ; ksad h ukM+
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Group
N
Mean
S.D.
t-ratio
yMd
+ sa
200
70-00
5-84
4-01*
yMf+d; k¡
200
74-75
5-85
Significant at 0.05 Level
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d sarFkk
18
Research Reaction & Resolution
Vol 2, No. 10
yM+
fd; ksa dh ukM+
h nj ds eè; esa l kFkZ
d va
r j ugha i k; k x; k gS
A v r%
i fjdYi uk ^^yM+
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A
la
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ph
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j euksfoKku esa l ka
f[ ; dh** ubZ fnYyh]
dY; k.kh i fCy' kl Z
] X; kjgok¡ l a
Ldj.k] ( 2003)
 cksu] t kW
u MCY; w
0 ^^fn v kVZv kW
i Q v kfi Q
fl , sfVa
x Li ksVZ
l **] bxyoq
M
fDyÝl ] , u0, l 0 i zsUVkl gkW
y ] v kbZ
0, u0l h0] ( 1968)
 Dy kd Z
] , p0 gfj l u ^^, Dyhd' ku vkW
i Q est jeS
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fi t hdy , t w
d s'ku** bxyow
M fDyÝl ] U;wt l hZ
] fi za
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y ] buDyso]
( 1978)
 Dy ksfd a
x] y q
l s^^, u bUosfLVxs'ku v kW
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x i zksxzke
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fjl pZbu gsYFk] fi Q
yhdy , t q
d s'ku , .M fjfozQ
; s'ku] okY; w
e 5] ( 1963)
 Msfol ] v ky hZ
u] gq
d hu ^^bi sQ
DV v kW
i QJh fl ysDVsM odZbUVsul hVh Vªsfua
x
i zksxzke dkfMZ
; ksajsLi hjsVjh fi Q
Vusl**] fMt jVs'ku , oa LVw
MsUV bUVjus'kuy]
( 1973)
 fi Q
fj a
xj ] ekxZ
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; ksjsfLi jsVjh i W
j kfeVj
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x bu ; a
x , MYV
fi Q
ew
Yl **] Mst jVs'ku v CLVªsDV~
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;w
j sUl **] Mst jVs'ku , CLVªsDVl ~bUVjus'kuy] okY; w
e&33] ( 1973)
19
Research Reaction & Resolution
Vol 2, No. 10
EFFECTS OF PRAYANAMA, SURYANAMASKAR AND
COMBINATION OF PRANAYAMA AND SURYANAMASKAR
PRACTICES ON AVERAGE FITNESS AMONG SCHOOL STUDENTS
Sanjay Kumar Bhatia, Ph. D. Scholar, Mewar University, Chittorgarh, Raj.
Dr. Inder Mohan Datta,
Delhi,
Asso. Prof., Swami Shraddhanand College, Delhi University,
ABSTRACT
Pranayama and Surya Namaskar plays vital role in up keeping the Average fitness
components of human beings. There are a number of methods to improve the Average
fitness. Pranayama and Surya namaskar are some of the popular methods used by the man
kind from centuries. The researcher has selected Cardio Respiratory Endurance as Average
Variable and collected data from two hundred school boys studying in D. A. V. Public
School, Ashok Vihar, Delhi. The selected students were divided into four equal groups and
training was given for eight weeks. It was find out from the study that there was significant
difference among the experimental groups on Average fitness such as namely cardio
respiratory endurance among school students.
Key Word: Cardio Respiratory Endurance, School, Health
INTRODUCTION
During the last decade we have discovered that good health is no longer a matter of
chance, but rather a matter of choice. If you choose to take responsibility for your health by
exercising regularly and by consistently adopting other positive life style habits, you can not
only promote better health, but also you can decrease your risk of disease, disability and
premature death.
The lack of agreement regarding the concept of Average fitness basically centers on
whether or not items involving skill and ability should be include in such a battery. Some
authors list only the relatively basic elements, such as strength, muscular endurance and
cardiovascular endurance. Other builds from this base and includes items of agility,
flexibility, power, balance, speed and neuromuscular coordination.
HYPOTHESIS
On the basis of the literature reviewed, the research findings, expert
opinion and the scholar’s own understanding of the problem. The following
hypothesis were drawn for this study,
1. It is hypothesized that there will be significant difference among the
experimental groups on Average fitness namely cardio-respiratory
endurance among school students.
2. It is hypothesized that there will be significant improvement on
selected criterion variables namely cardio respiratory endurance
among school students.
METHODOLOGY
The pre and post test random group design was used as experimental design in which
two hundred subjects will be divided into four groups. Each group consists of fifty subjects.
Experimental Group I underwent pranayama practices, Experimental Group II underwent
20
Research Reaction & Resolution
Vol 2, No. 10
Suryanamaskar practice, Experimental Group III underwent combined training group of
Pranayama and Suryanamaskar practice for five days per week for eight weeks of training
period, and Group IV acted as control who did not participate any special training program
apart from their regular curricular activities.
ANALYSIS OF THE DATA
The influence of isolated and combined effects of pranayama and surya namaskar
practices in respect of cardio respiratory endurance was analyzed and presented below.
The analysis of covariance on cardio respiratory endurance of the pre and post test
scores of pranayama, surya namaskar practice and combined (Pranayama and Surya
Namaskar practices) effects group and control group have been analyzed and presented in
Table I.
TABLE - I
THE DATA ON CARDIO RESPIRATORY ENDURANCE OF PRE AND POST TESTS
SCORES
Ex
Ex
Ex
Ex
Obtained
Test
Group
Group
Group Group
SV
SS
df
MS
‘F’ Ratio
I
II
III
IV
Pre Test
Mean 1278.00 1280.00 1293.33 1290.67 Between
2618.33
3
872.78
0.06
S.D.
92.25
107.70
89.19
150.40 Within
760266.67
196 13576.19
Post Test
Mean 1374.67 1380.00 1536.67 1296.67 Between
455420.0
3 151806.67
10.45*
S.D.
88.61
107.70
117.57
144.76 Within
813440.00
196 14525.71
Adjusted Post Test
Between
433539.69
3 144513.23
Mean 1794.65 1798.06 1941.88 1720.00
73.59*
Within
108000.84
195
1963.65
* Significant at .05 level of confidence.
The table I shows that the pre-test mean values on Cardio Respiratory Endurance of
Group A, B, C and D are 1278.00, 1280.00, 1293.33 and 1290.67 respectively. The
obtained “F” ratio of 0.06 for pre-test scores is less than the table value of 2.776 for df 3 and
196 required for significance at .05 level of confidence on Cardio Respiratory Endurance.
The post-test mean values on Cardio Respiratory Endurance of, Group A, B, C and
D are 1374.67, 1380.00, 1536.67 and 1296.67 respectively. The obtained “F” ratio of 10.45
for post test scores is more than the table value of 2.776 for df 3 and 196 required for
significance at .05 level of confidence on Cardio Respiratory Endurance.
The adjusted post-test means of Cardio Respiratory Endurance Group A, B, C and D
are 1794.65, 1798.06, 1941.88 and 1720.00 respectively on Cardio Respiratory Endurance.
The obtained “F” ratio of 73.59 for adjusted post-test means is more than the table value of
2.78 for df 3 and 195 required for significance at .05 level of confidence on Cardio
Respiratory Endurance.
The results of the study indicated that there was a significant difference between the
adjusted post-test means of Group A, B, C and D on Cardio Respiratory Endurance.
Since, four groups were compared, whenever the obtained ‘F’ ratio for adjusted post
test was found to be significant, the Scheffe’s test to find out the paired mean differences
and it was presented in Table I (a).
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Research Reaction & Resolution
Vol 2, No. 10
TABLE - I (a)
THE SCHEFFE’S TEST FOR THE DIFFERENCES BETWEEN PAIRED MEANS
ON CARDIO RESPIRATORY ENDURANCE
Group A
Group B
Group C
Group D
M. D.
C. I. Value
1794.65
1798.06
3.41
46.67
1794.65
1941.88
147.23*
46.67
1794.65
1720.00
74.65*
46.67
1798.06
1941.88
143.82*
46.67
1798.06
1720.00
78.06*
46.67
1941.88
1720.00
221.88*
46.67
* Significant at .05 level of confidence.
The table I(a) shows that the mean difference values between Group A,B,C and D on
Cardio Respiratory Endurance 147.23, 74.65, 143.82, 78.06, and 221.88 which were greater
than the confidence interval value 46.67 required for significance at .05 level of confidence.
The results of this study showed that there was a significant difference exist between
Group A and C, A and D, B and C, B and D and C and D on Cardio Respiratory Endurance.
CONCLUSION
From the findings of the study it is concluded that there was significant difference
among the experimental groups on Average fitness such as namely cardio respiratory
endurance among school students. The results of the study showed that there was a
significant difference among Pranayama group, surya namaskar group, combined effect
group and control group on cardio respiratory endurance among school students. Hence, the
researcher’s first hypothesis was accepted.
From the findings of the study it is concluded that there would be significant
improvement on cardio respiratory endurance among school students due to combined effect
group of pranayama and surya namaskar group.
From the findings of the study it is concluded that there was a significant
improvement on cardio respiratory endurance due to Pranayama and surya namaskar group
and combined effect group. Hence, the researcher’s second hypothesis was also accepted.
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22

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