Academic & Law Serials


Indian Journal of Social Research Vol.56 (4) (July - Aug, 2015) (699-705)


P Jaisridhar1, M Sankar2 and P Velusamy3
1, 2 & 3Assistant Professors, Department of Social Sciences
Vanavarayar Institute of Agriculture, Manakkadavu, Pollachi – 642103
Coimbatore, Tamil Nadu, India.


The objective of this study is to assess student’s attitude towards role-playing in agricultural sciences. For the purpose, an initiative was taken to develop an attitude scale using Likert’s summated rating method. 21 statements were selected by consulting the specialists and by reviewing literatures and were given to the non-sample students of B.Sc. Agriculture who were exposed to role-playing technique. Using Likert’s Summation formula, the t- value of each statement was analyzed. From the t- value, 8 statements were retained for the final scale. The reliability and validity of the scale indicates its precision and consistency of the results. This scale is the first of its kind and can be used in future to measure the attitude of the students of various disciplines towards role-playing with suitable modifications.

Key words: Role-playing, Likert’s summated rating scale development, Reliability and Validity


Role-playing is a product of ‘play’, ‘game’ and ‘simulation’. (Gabrielle McSharry, 2000). In the context of agriculture, role-playing is used as an instructional teaching and an experiential learning technique for the students to learn the issues and decisions of the past and how things might have been different in local community in a broader setting. Role-playing is not a stand-alone technique. They are embedded in learning strategy and contribute to the course objective (Ments, 1994). Various literatures defended that role-play activities strengthen student’s knowledge, their creativity, their values clarification skills and a variety of interpersonal skills identified in the curriculum outcomes. Though in many colleges and universities, role-playing is conducted for inducing learning interest among students, no research have been conducted yet to assess their attitude towards role-playing. Attitude can be defined as an organized predisposition to think, feel, perceive and behave towards cognitive object (Tripathi, 2008). Hence the present study was contemplated not only to develop and standardize a scale but also to measure whether role-playing is really an effective instructional teaching technique for the students that help them learn faster by their own.

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