A Study of Curiosity Dimension of Entrepreneur Skill Enhancement in Secondary School Students

Volume 4, Issue 10, October – 2019 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
SECTOR 4, AIROLI. NAVI MUMBAI- 400708
A Study of Curiosity Dimension of

Entrepreneur Skill Enhancement in
Secondary School Students
______________________________________________________________
ACTION RESEARCH
2017-2019
GUIDE: INVESTIGATOR:
Asst. Prof. BHAVNA PANCHAL VARSHA TIWARI
MCT’s COLLEGE OF EDUCATION ROLL NO. - 24
AND RESEARCH B.Ed (2017-2019)
IJISRT19OCT1899 www.ijisrt.com 681

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DECLARATION
I hereby declare that the project bearing the title “A STUDY OF CURIOSITY DIMENSION OF
ENTREPRENEUR SKILL ENHANCEMENT IN SECONDARY SCHOOL STUDENTS’’ is completed by
me under the guidance of Asst. Prof.Bhavna Panchal lecturer of MCT’s college of education and research.
This is my original work.
Investigator:
Ms. Varsha Tiwari
Roll No. 24

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CERTIFICATE
This is to certify that Miss Varsha Omprakash Tiwari has successfully completed the project report
titled “A STUDY OF CURIOSITY DIMENSION OF ENTREPRENEUR SKILL ENHANCEMENT IN
SECONDARY SCHOOL STUDENTS’’ during the academic year of B.Ed 2017-2019 under the guidance of
Asst. Prof. Bhavna Panchal. She has put the sincere efforts in collecting the data.
Guide: Principal:
Prof. Bhavna Panchal Dr. Savita Sable
MCT’s College of MCT’s College of
Education and Research Education and Research

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ACKNOWLEDGEMENT
Any accomplishments require the efforts of many Students and this work is also done with the co-operation
of many Secondary section Students.
I wish to express my hearty thanks to Asst. Prof. Bhavna Panchal my research guide for her valuable
guidance, without which the project work will not have been completed.
I wish to express my hearty thanks to Dr. Savita Sable, Principal of MCT’s College of Education and
Research Airoli, Navi Mumbai for giving me an opportunity to undertake the project with all academic
freedom.
Investigator:
Miss Varsha Omprakash Tiwari

Roll No. – 24

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NO. CONTENT PAGE NO.
CHAPTER-1 INTRODUCTION
1.1 Introduction of the study
1.2 Importance of the study
1.3 Background of study
1.4 Statement of the problem
1.5 Conceptual definition
1.6 Operational definition
1.7 Objectives of the study
1.8 Delimitation of the study
CHAPTER-2 RESEARCH DESIGN
2.1 Introduction of the research design
2.2 Methodology of the study
2.3 Sampling procedure
2.4 Data gathering tool
2.5 Preparation the tool
2.6 conclusion
CHAPTER- 3 DATA ANALYSIS AND INTERPRETATION
3.1 Introduction of the analysis
3.2 Data analysis and interpretation for each item
3.3 Overall data table
CHAPTER-4 CONCLUSION AND SUGGESTIONS
4.1 Introduction
4.2 Finding
4.3 Suggestion
4-4 Conclusion
4.5 Appendix
4.6 Bibliography

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Chapter 1
INTRODUCTION
1.1 Introduction of the study

1.2 Importance of the study
1.3 Background of the study
1.4 Statement of the problem
1.5 Conceptual Definition
1.6 Operational Definition
1.7 Objectives of the study
1.8 Delimitations of the study
1.1 INTRODUCTION
A study of Curiosity dimension of Entrepreneur Skill Enhancement in Secondary School student in
vocational education and training is frequently associated with changes in educational design, teaching
practices, continuous professional training for teachers, and the ways how schools are organized and connected
to their surrounding world. Changes always cause a sense of uncertainty and disturbance among those
concerned by the changes and the change agents. This is a natural reaction. Appropriation to any change,
whether imposed or volunteered, creates issues – in other words change enablers and barriers – which need to
be identified and dealt with timely and effectively.
Curiosity dimension of Entrepreneur Skill Enhancement in Secondary education students education

programmes in secondary school change their career aspirations, ambitions for jobs and interest in taking up
further education. In the study ‘The effects of education and training in entrepreneurship’ in Sweden, a higher
percentage of students taking part in an entrepreneurship programmes started university level programmes
compared to the control group.  Curiosity dimension of Entrepreneur Skill Enhancement in Secondary
education students interviewed for the Evaluation of Enterprise Education strengthened their confidence and
acted as a trigger to subsequently build up their capabilities and develop higher aspirations for life.

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1.2 IMPORTANCE OF THE STUDY
The study of curiosity dimension of entrepreneur skill enhancement in secondary school student help to
develop self – efficiency, risk – taking and locus of control.
The study help positive impact on young student to improved their ability to achieve objectives, cope with
problems, deal with change, do business planning, start up a company, build business relationship and network
innovate, spot opportunities and evaluate ideas.
The study help to develop competencies among the student such as the capacity to exploit an opportunity
and to develop business ideas, persuasiveness or leadership, team work, persistence, self-organization,
delegation of tasks, meeting deadline, and how to deal with problems and find solutions.
1.2 BACKGROUND OF THE STUDY

We all want to be happy; according to the Dalai Lama, it is “the very purpose of our life. “Yet despite the
incredible advancement of modern-day technology and society, few of us are happy. Students happiness index
is low as many research suggest, Perhaps this is because the majority of Students time is spent in unsatisfying
work, repetitive daily routines, and a burden to perform better. But one don’t have to settle for unhappy lives.
We’re all capable of achieving happiness and more meaning in life if we adopt the right attitudes and behaviors.
Perhaps the most important attitude is curiosity. Curiosity — a state of active interest or genuinely wanting to
know more about something — allows you to embrace unfamiliar circumstances, giving you a greater
opportunity to experience discovery and joy. Indeed, studies show that life is better when you’re curious.
1.4 STATEMENT OF AIM

“A Study on the Curiosity dimension of Entrepreneur Skill Enhancement in Secondary School
Students”
1.5 CONCEPTUAL DEFINATION
Entrepreneurship:
An entrepreneurship skill is a willingness to take risks that other people are not.

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Curiosity:
Is a quality related to inquisitive thinking such as exploration, investigation and learning.
Secondary School Students:

Secondary school is defined as a school intermediate between elementary school and college and
usually offering general, technical, vocational, or of college-preparatory courses.
OPERATIONAL DEFINITION
Curiosity:-
For the purpose of present study, the term Curiosity is defined to denote the behavior or emotion of being
curious, in regard to the desire to gain knowledge or information. Curiosity as a behavior and emotion is
attributed over millennia as the driving force behind not only human development, but developments in science,
language, and industry.
Entrepreneurship:-
Entrepreneur creates business plans and then is known to have the ability to combine land, labour and
capital into a venture that will ultimately make an economic profit.
Secondary school students :-

Secondary School is the next step from Primary School. For the purpose of the study the term
secondary school is operationally defined as student from 5 th std to 10 th std.
1.7 OBJECTIVES OF THE STUDY

 To study Curiosity dimension of Entrepreneur skill among secondary school student.
 To recognize emerging challenges for secondary school students to strengthen their capabilities through
Curiosity dimension of Entrepreneur skill.
 To study the attitude of secondary school student towards Curiosity skill.
 To prepare a suggestive plan to strengthen student’s attitude through Curiosity dimension of Entrepreneur
skill.

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1.8 DELIMITATION OF STUDY
 The study is delimited to the students of secondary school only and does not consider teachers of primary,
pre-primary and secondary levels.
 The study is delimited only in English Medium Higher secondary schools and does not include Hindi,
Marathi and the other medium schools.
 The study is delimited to the secondary schools in Navi Mumbai schools outside the limits of out of Navi
Mumbai are not included.
 The study does not include aided or municipal schools.

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Chapter 2
RESEARCH DESIGN
2.1 Introduction of research design

2.2 Methodology of the study
2.3 Sampling procedure
2.4 Data Gathering Tool
2.5 Preparation the tool
2.6 Conclusion
2.1 INTRODUCTION OF RESEARCH DESIGN

Research design is planning stages of research which is usually made logically visualizing its practicability.
Selection of Research Designing includes four components:
 Research Methods
 Sample Design Technique
 Research Tools
 Construction To Kiplinger asserts that “Research Design has two basic purposes”:
 To provide answer to research questions.
 To control the variance.
Definition:
Research Design is the “Blue Print” of the study. The design of a study defines the study type and sub-type
research question, hypotheses, independent and dependent variables and if applicable, data collection methods
and statistical analysis plan.
2.2 METHODOLOGY OF THE STUDY

For collecting data there are many methodologies used. Methodology refers to technique adopted by the
researcher in order to achieve the goal. These methodologies are historical method, experimental method,
survey method, etc. To carry out any research data must be gathered with the help of which hypothesis can be
drawn. For the research topic, A Study on the Curiosity dimension of Entrepreneur Skill enhancement in
secondary school students, the methodology used is Survey Method.

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Survey Method
Survey method is used to describe and explain the behavior of relatively large amount of people by a
questionnaire.
It is defined as a procedure in which data is systematically collected from a sample of population through
some form of direct solicitation such as face to face interview. Survey method is the only method where data is
collected more easily, less costly as compared to other methods.
There are four stages in this method:

 Selecting the topic to be studied.
 Choosing the sample.
 Tools that are used for collecting.
 Analysis of collected data.
The method used for this topic is also survey method as it helps in collecting data from large group on their
opinion about a topic in less time and at less cost.
2.3 SAMPLING PROCEDURE

Sampling is a procedure in which relatively small number of individuals or measures of individuals of
object prevents are selected and analyzed in order to find out something about the entire population from which
it was selected. Hence, the process of sampling makes it possible to draw valid inference on the basis of careful
observation within relatively small portion of the population.
Sampling may be of following types namely:

 Simple random sampling
 Systematic sampling
 Stratified sampling
 Cluster sampling

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Simple Random Sampling:
All the samples are provided with questionnaire, which is the basis of data analysis. Researcher has used
opinion of sample where the secondary students of State Board are free to answer their opinion by putting a tick
mark on any of the options available to them – Strongly agree, Agree, Strongly disagree, Disagree.
Selection of Sample:
Lindquist (EF) (1970) defines sample as, “Any number of population that has been selected to represent the
population”. 60 samples of boys and girls were collected from secondary school students. The questionnaire is
attached to the appendix.
Sr.no Name of the school Sample Size

1 Smt Sushiladevi Deshmukh Vidyalaya. 60
2.4 DATA-GATHERING TOOL

The tool used in the research study is questionnaire.
Questionnaire:
Questionnaire is a printed form, which has set of questions provided with space filling for responses. It is
formed, prepared and distributed to secure responses. It is that form of enquiry, which contains systematically
compiled and organized series of questions that are to be sent to sample. Keeping in mind the dimension of
Resilience skill, the questionnaire was set. There were total 25 questions and out of that 3 questions were
negative and remaining 22 were positive. The samples were asked to tick on either, Strongly agree, Agree,
Strongly disagree, Disagree, as per each question.
2.5 PREPARATION OF THE TOOL

The questionnaire was prepared on the curisoity dimension of Entrepreneur Skill enhancement in
secondary school students.
2.6 CONCLUSION
The collection of data was done by the students of smt sushiladevi deshmukh vidyalaya. The students
answered the questions by ticking on the answer of their opinion. The result was analyzed through frequency
method for each question and then the difference of opinion was presented with a pie diagram and interpretation
was done for each question.

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Chapter 3
ANALYSIS OF THE DATA
3.1 Introduction of the analysis

3.2 Data analysis and Interpretation for each item
3.3 Overall data table
3.1 INTRODUCTION OF THE ANALYSIS

Data was obtained through the scales applied to the secondary school students in term of 2018-19 academic
year. The obtained data was analyzed in three processes. Comprehensive explanations regarding these processes
were given below:
A. First process: Data collection tools were graded according to the four point scale prior to the statistical
analysis.
B. Second process: Analysis of the data collected was done by finding out the frequency per question for all
students.
C. Third process: Percentage was calculated as per the frequency found for each question.
3.2 DATA ANALYSIS AND INTERPRETATION FOR EACH ITEM
1. I am a person who is ready to take responsibility
STRONGLY STRONGLY
OPTION AGREE DISAGREE
AGREE DISAGREE
SCORE 27 21 11 1
PERCENTAGE 45 35 18 2

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SCORE
STRONGLY AGREE AGREE STRONGLY DISAGREE DISAGREE
2%
18%
45%
35%
Analysis: From the above pie chart, we can see total 27 students (45%) selected Strongly agree, 21 students
(35%) selected Agree, 11 students (18%) select Strongly disagree and 1 student (2%) select Disagree to this
statement.
Interpretation: From the above pie chart, we can analyze that majority of the students are ready to take
responsibility where 2% are not.
Conclusion: From the above, we can conclude that most of the students are always ready for responsibility.
2. I don’t start something without a clear vision and plan of life.
STRONGLY STRONGLY
AGREE DISAGREE
SCORE 20 24 14 2

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SCORE
3%
23% 34%
40%
(40%) selected Agree, 14 students (23%) select Strongly disagree and 2 students (3%) select Disagree to this
statement.
Interpretation: From the above pie chart, we can analyze that majority of them do not stout start anything
without clear vision & plan of life. and very few of them not.
Conclusion: From the above, we can conclude that most of the students want to clear vision & of life.
3. I believe that ‘failure’ is just a learning opportunity
STRONGLY STRONGLY
AGREE DISAGREE
SCORE 21 23 16 0

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SCORE
0%
27%
35%
38%
Analysis: : From the above pie chart, we can see total 21 students (35%) selected Strongly agree, 23 students
statement.
Interpretation: From the above pie chart, we can analyze that majority of the student believe that failure is just
learning opportunity.
Conclusion: From the above, we can conclude that most of the students know that failure is just a learning
opportunity.
4. I am able to adopt new circumstances and work according to it.
STRONGLY STRONGLY
AGREE DISAGREE
SCORE 16 25 14 5

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SCORE
8%
27%
23%
42%
Analysis: : From the above pie chart, we can see total 16 students (27%) selected Strongly agree, 25students
statement.
Interpretation: From the above we can analyze that majority of the students believe in adopt new
circumstances and work according to it. whereas some of them not.
Conclusion: From the above, we can conclude that most of the students are able to adopt new circumstances
and work according to it.
5. I am the kind of person to see the glass as half empty instead of half full.
STRONGLY STRONGLY
AGREE DISAGREE
SCORE 19 24 11 6

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SCORE
10%
32%
18%
40%
statement.
Interpretation: From the above pie chart, we can analyze that majority of the students see the glass as half
empty instead of half full but some of them are not.
Conclusion: From the above, we can conclude that most of the students see the things in their own perspectives.
6. I would like to take risk in business.
STERONGLY STRONGLY
AGREE DISAGREE
SCORE 12 25 21 2

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SCORE
3%
20%
35%
42%
statement.
Interpretation: From the above pie chart, we can analyze that majority of the students like to take risk in
business but some of them not.
Conclusion: From the above, we can conclude that most of the students like to take risk in business problems
and try to succeed.
7. I don’t give up even in the face of difficulty.
STRONGLY STRONGLY
AGREE DISAGREE
SCORE 14 25 18 3

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SCORE
5%
23%
30%
42%
statement.
Interpretation: From the above pie chart, we can analyze that majority of the student do not give up in the face
of difficulty some of them not.
Conclusion: From the above, we can conclude that most of the students believe in optimist and never give up.
8. I do not upset when I receive negative feedback
STRONGLY STRONGLY
AGREE DISAGREE
SCORE 24 21 11 4

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SCORE
7%
18%
40%
35%
statement.
Interpretation: From the above pie chart, we can analyze that majority of the students do not upset when they
receive negative feedback where some of them upset get negative feedback.
Conclusion: From the above, we can conclude that most of the students stay in positive in every situation.
9. Mistakes and failures make me so depressed that I cannot learn from them.
STRONGLY STRONGLY
AGREE DISAGREE
SCORE 14 23 22 1

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SCORE
2%
23%
37%
38%
(38%) selected agree, 22 students (37%) select strongly disagree and 1 student (2%) select disagree to this
statement.
Interpretation: From the above pie chart, we can analyze that majority them believe that mistakes and failure
make them depressed and they can not learn from them and some of them do not believe in.
Conclusion: From the above, we can conclude that most of the students do not learn from their mistakes.
10. I encourage the original ideas of people around me.
STRONGLY STRONGLY
AGREE DISAGREE
SCORE 13 27 17 3

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SCORE
5%
22%
28%
45%
Analysis: : From the above pie chart, we can see total 13 students (22%) selected strongly agree, 27 students
statement.
Interpretation: From the above pie chart, we can analyze that majority of the students encourage the ideas of
people around them where some of them are not.
Conclusion: From the above, we can conclude that most of the students like to respect each others ideas and
thoughts.
11. I like to discuss the alternate critical solution to problem.
STRONGLY STRONGLY
AGREE DISAGREE
SCORE 29 15 10 6

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SCORE
10%
17%
48%
25%
statement.
Interpretation: From the above pie chart, we can analyze that majority of them like to discuss the alternate
critical solution to problems and some of are not.
Conclusion: From the above, we can conclude that most of the students believe in problem solving.
12. While reading something new, I am more likely to remember the main ideas.
STRONGLY STRONGLY
AGREE DISAGREE
SCORE 11 19 16 14

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SCORE
18%
32%
23%
27%
statement.
Interpretation: From the above pie chart, we can analyze that there is a mixed respond on reading something
new , they more likely to remember the main ideas.
Conclusion: From the above, we can conclude that most of the students like to remember new ideas form while
they read something new.
13. While making plans for the future actions, I prefer to use paper-pencil..
STRONGLY STRONGLY
AGREE DISAGREE
SCORE 3 25 13 19

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SCORE
5%
32% 41%
22%
statement.
Interpretation: From the above pie chart, we can analyze that majority of them use paper – pencil while
making plan for future action and some of them are not.
Conclusion: From the above, we can conclude that most of the students use paper – pencil while making plan
for future action .
14. I enjoy learning about subjects that are unfamiliar to me.
STRONGLY STRONGLY
AGREE DISAGREE
SCORE 16 32 12 0

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SCORE
0%
20%
27%
53%
statement.
Interpretation: From the above pie chart, we can analyze that most of them enjoy learning about subject that
are unfamiliar to them.
Conclusion: From the above, we can conclude that most of the students interested in learning new things that
not related to their subject.
15. I like to learn about the habits of others.
STRONGLY STRONGLY
AGREE DISAGREE
SCORE 15 26 16 3

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SCORE
5%
25%
27%
43%
(43%) selected Agree, 16 students (27%) select Strongly disagree and 3 student (5%) select disagree to this
statement.
Interpretation: From the above pie chart, we can analyze that majority of them like to learn habits of others
where some of them are not.
Conclusion: From the above, we can conclude that most of them like to learn habits of others.
16. I am curious to learn new aspects.
STRONGLY STRONGLY
AGREE DISAGREE
SCORE 16 26 16 2

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SCORE
3%
27%
27%
43%
(43%) selected agree, 16 students (27%) select strongly disagree and 2 student (3%) select Disagree to this
statement.
Interpretation: From the above pie chart, we can analyze that most of them curious to learn new aspects where
some of them are not.
Conclusion: From the above, we can conclude that most of the students like to learn new aspect.
17. When other people are having a conversation, I like to find out what it is about.
STRONGLY STRONGLY
AGREE DISAGREE
SCORE 19 21 15 5

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SCORE
8%
32%
25%
35%
statement.
Interpretation: From the above pie chart, we can analyze that most of the students like to find out the reason
about the conversation.
Conclusion: From the above, we can conclude that most of the students like to find out the reason about the
conversation.
18. I explore new things.
STRONGLY STRONGLY
AGREE DISAGREE
SCORE 14 16 19 11

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SCORE
18%
23%
32%
27%
statement.
Interpretation: From the above pie chart, we can analyze that equal response of the students on exploring new
things.
Conclusion: From the above, we can conclude that the student like and dislike on exploring new things.
19. I am interested in other entrepreneur’s interest.
STRONGLY STRONGLY
AGREE DISAGREE
SCORE 31 13 15 1

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SCORE
2%
25%
51%
22%
(22%) selected agree, 15 students (25%) select Strongly disagree and 1 student (2%) select disagree to this
statement.
Interpretation: From the above pie chart, we can analyze that most of the students are interested in other
entrepreneur's interest.
Conclusion: From the above, we can conclude that most of the students interested in other entrepreneurs
interest.
20. I must have information about marketing.
STRONGLY STRONGLY
AGREE DISAGREE
SCORE 16 26 16 2

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SCORE
3%
27%
27%
43%
(43%) selected agree, 16 students (27%) select Strongly disagree and 2 student (3%) select disagree to this
statement.
Interpretation: From the above pie chart, we can analyze that most of the students believe that they must have
information about marketing.
Conclusion: From the above, we can conclude that most of the student believe that they must have information
about marketing.
21. I spent most of my time thinking about company improvement.
STRONGLY STRONGLY
AGREE DISAGREE
SCORE 17 28 14 1

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SCORE
2%
23% 28%
47%
(47%) selected agree, 14 students (23%) select Strongly disagree and 1 student (2%) select Disagree to this
statement.
Interpretation: From the above pie chart, we can analyze that most of the students spent most of the time
thinking about company improvement.
Conclusion: From the above, we can conclude that most of the students spent most of the time thinking about
company improvement.
22. I encourage me to look for solutions.
STRONGLY STRONGLY
AGREE DISAGREE
SCORE 10 18 17 15

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SCORE
17%
30%
25%
28%
statement.
Interpretation: From the above pie chart we can analyze that most of the students believe in encourage
themselves for the solution.
Conclusion: From the above, we can conclude that most of the students believe in encourage themselves for the
solution.
23. When I have some free time, I spent it researching new business.
STRONGLY STRONGLY
AGREE DISAGREE
SCORE 15 28 14 3

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SCORE
5%
25%
23%
47%
statement.
Interpretation: From the above pie chart, we can analyze that majority of the students like to utilize their free
time in researching new business.
Conclusion: From the above, we can conclude that most of the students more interested in utilize their free time
in researching new business.
24. I spend most of time to search potential for business.
STRONGLY STRONGLY
AGREE DISAGREE
SCORE 37 20 3 0

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SCORE
0%
5%
33%
62%
statement.
Interpretation: From the above pie chart, we can analyze that most of the students like to spend most of time to
search potential for business.
Conclusion: From the above, we can conclude that most of the students like to spend most of time to search
potential for business.
25. I am able to create added value from my observations of the environment.
STRONGLY STRONGLY
AGREE DISAGREE
SCORE 13 29 15 3

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SCORE
5%
22%
25%
48%
statement.
Interpretation: From the above pie chart, we can analyze that majority of the students able to create added
value from their observations of the environment .
Conclusion: From the above, we can conclude that most of the students able to create added value from their
observations of the environment .

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3.3 FINAL OVERALL DATA TABLE
Questio AGRE AGREE( STRONGL STRONGL DISAGRE DISAGRE STRONGL STRONGLY

n E %) Y AGREE Y E E (%) Y DISAGREE(
AGREE(% DISAGRE %)
) E
1 27 45% 21 35% 11 18% 1 2%
2 20 34% 24 40% 14 23% 2 3%
3 21 35% 23 38% 16 27% 0 0
4 16 27% 25 42% 14 23% 5 8%
5 19 32% 24 40% 11 18% 6 10%
6 12 20% 25 42% 21 35% 2 3%
7 14 23% 25 42% 18 30% 3 5%
8 24 40% 21 35% 11 18% 4 7%
9 14 23% 23 38% 22 37% 1 2%
10 13 22% 27 45% 17 28% 3 5%
11 29 48% 15 25% 10 17% 6 10%
12 11 32% 19 27% 16 23% 14 18%
13 3 41% 25 22% 13 32% 19 5%
14 16 27% 32 53% 12 20% 0 0%
15 15 25% 26 43% 16 27% 3 5%
16 16 27% 26 43% 16 27% 2 3%
17 19 32% 21 35% 15 25% 5 8%
18 14 23% 16 27% 19 32% 11 18%
19 31 51% 13 22% 15 25% 1 2%
20 16 27% 26 43% 16 27% 2 3%
21 17 28% 28 47% 14 23% 1 2%
22 10 30% 18 28% 17 25% 15 17%
23 15 25% 28 47% 14 23% 3 5%
24 37 62% 20 33% 3 5% 0 0%
25 13 22% 29 48% 15 25% 3 5%

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Chapter 4
CONCLUSIONS AND SUGGESTIONS
4.1 Introduction
4.2 Findings
4.3 Suggestion
4.4 Conclusion
4.5 Appendix
4.6 Bibliography
4.1 INTRODUCTION
The study documented the available information and after analyzing the data the following results were
obtained.
 Maximum students want to ask a lot of question

 Most of the students try to study object that are puzzling and unusual.
 Most of the students ensure that their schools reputation is not spoiled by their behavior or activity.
 Maximum students able to recover from losses and setback.
 Many students are willing to study things that are easy.
 Most of the students consider it important to attend classes regularly.
 Many students want to know how things work
 Most of the students do not see themselves as judgmental.
 Almost all the students have a good curiosity.
4.2 FINDINGS OF THE STUDY

 From the study we can conclude that most of the students are curious about the future..
 They avoid complex situation in life
 They participate in all the activities which benefit the reputation of school.
 They try to solve problems.
 They can express themselves freely asking a lot question

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4.3 SUGGESTIONS
For Teachers:
 Teacher must talk about everything in class
 Children should be encouraged to do their daily assignments and check if their work is up to date.
 Students should be encouraged to participate in maximum school activities.
 Teacher should instruct the students to follow all the rules and regulations.
 Teacher should be cooperative with the students and see to it that work is done on time.
 Teacher can help to develop a curiosity.
 Teacher must show trust in the students.
For Students:
 A child should clear all his doubt in classroom..
 Students should not get irritated when their peer or classmates approach them for help.
 Students should take responsibility of their learning

ISSN No:-2456-2165
CONCLUSION
Curiosity is an important trait of a genius. I don’t think you can find an intellectual giant who is not a
curious person. Thomas Edison, Leonardo da Vinci, Albert Einstein, Richard Feynman, they are all curious
characters. Richard Feynman was especially known for his adventures which came from his curiosity.
From the above findings of 60 students of State board, students have in them the spirit to follow the instinct
and remain dedicated toward their work for the benefit of school. They would do their best to take useful action
that are important for the success of school and make their school proud and this possible through curious
nature of the child.

ISSN No:-2456-2165
APPENDIX
 Questionnaire
QUESTIONNAIRE FOR HIGHER SECONDARY STUDENTS

The Curiosity dimension of Entrepreneur Skill enhancement in secondary school students
REFERENCES
 Internet Resources:
[1]. http://www.lifehack.org/articles/productivity/4-reasons-why-curiosity-is-important-and-how-to-develop-
it.html
[2]. https://psychcentral.com/blog/archives/2015/05/26/the-importance-of-developing-curiosity/
[3]. www.andersonuniversity.edu/sites/default/files/.../importance-of-being-curious.pdf
https://www.researchgate.net/publication/252370481_ THE_STUDY OF ENTREPRENEURSHIP
[4]. https://www.jstor.org/stable/1258039
[5]. http://shodhganga.inflibnet.ac.in/bitstream/10603/6752/4/05_chapter%201.pdf
[6]. https://en.wikipedia.org/wiki/entrepreneurship skill
[7]. https://www.merriam-webster.com/dictionary/secondary%20school
[8]. http://www.desheng-school.com/curiosity

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Volume 4, Issue 10, October – 2019 International Journal of Innovative Science and Research Technology

SECTOR 4, AIROLI. NAVI MUMBAI- 400708

A Study of Curiosity Dimension of

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This is my original work.

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Miss Varsha Omprakash Tiwari

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NO. CONTENT PAGE NO.

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1.1 Introduction of the study

Curiosity dimension of Entrepreneur Skill Enhancement in Secondary education students education

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1.2 BACKGROUND OF THE STUDY

1.4 STATEMENT OF AIM

1.5 CONCEPTUAL DEFINATION

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Secondary School Students:

Secondary school students :-

1.7 OBJECTIVES OF THE STUDY

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2.1 Introduction of research design

2.1 INTRODUCTION OF RESEARCH DESIGN

2.2 METHODOLOGY OF THE STUDY

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There are four stages in this method:

2.3 SAMPLING PROCEDURE

Sampling may be of following types namely:

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Sr.no Name of the school Sample Size

2.4 DATA-GATHERING TOOL

2.5 PREPARATION OF THE TOOL

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3.1 Introduction of the analysis

3.1 INTRODUCTION OF THE ANALYSIS

3.2 DATA ANALYSIS AND INTERPRETATION FOR EACH ITEM

1. I am a person who is ready to take responsibility

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3. I believe that ‘failure’ is just a learning opportunity

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4. I am able to adopt new circumstances and work according to it.

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6. I would like to take risk in business.

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7. I don’t give up even in the face of difficulty.

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8. I do not upset when I receive negative feedback

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10. I encourage the original ideas of people around me.

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11. I like to discuss the alternate critical solution to problem.

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14. I enjoy learning about subjects that are unfamiliar to me.

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15. I like to learn about the habits of others.

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16. I am curious to learn new aspects.