Study on Attitude of Students Learning in Tamil of Secondary School Students

Abstract

The present study investigates the attitudes of secondary school students toward learning Tamil in Kanyakumari District, recognizing language as both a medium of instruction and a vital element of cultural identity. Attitude, comprising cognitive, affective, and behavioural components, influences student motivation, engagement, and achievement. While previous research has largely focused on adult learners and broader language policy, few studies have examined the perceptions of secondary school students toward regional languages in formal educational contexts. Using a descriptive survey method, an Attitude of Students Learning Scale was developed and validated by the investigator. A sample of 1,000 secondary school students was selected through simple random sampling. Data were analyzed using percentage analysis, t-test, ANOVA, and Chi-square test with SPSS software. The results revealed that the majority of students demonstrated a moderate level of attitude toward learning Tamil. Gender was not a significant factor, indicating equal exposure and experiences in Tamil learning across boys and girls. However, significant differences emerged with respect to school type, where government school students showed higher mean scores compared to aided and private schools, suggesting greater emphasis on Tamil instruction in government schools. Furthermore, the educational qualifications of Tamil teachers significantly influenced student attitudes, with higher qualifications associated with more positive learner perceptions. The findings highlight the importance of supportive pedagogy, qualified teachers, and enriched curricula in fostering positive attitudes toward Tamil. The study recommends learner-centred teaching practices, revised assessment methods, and greater opportunities for cultural engagement through Tamil to sustain students’ motivation and preserve the language for future generations.