INTRODUCTION Adolescence is an important phase of transit ion, characterized by dramatic changes in physiological, social, emotional and cognitive aspects; which lays for future success in directions including not only academics but also different skills. Self-concept is the nature and organization of beliefs about one's self. Adolescence is a period of life during which self-concept takes its shape. Self-concept is theorized to be multi-dimensional, such as physical, emotional, social and many other aspects of themselves. During this period adolescents develop some skills that will help them to grow into a caring and responsible citizen. World Health Organization (WHO) has dened life skills as,"the abilities for adoptive and positive behaviour that enable individuals to deal effectively with the demands and challenges of everyday 1life”. So, life skills are those essential abilities that help to grow competencies and mental power to face everyday challenges in realities. Life-skills education is an educational motivation that has spread in several countries since it was introduced in mid-1980, thus showing its effectiveness. Comprehensive life skills programmes developed in England, Canada, Australia and the United States have spread to over 30 countries. In our country, most of the 2 initiatives have come from NGO's sector. Life skills based programmes are not yet adopted in policy level as government initiative though it is coming up as simple initiatives from the 4part of Central Board of Secondary Education. So, this study was planned to be conducted in the school under West Bengal Council of Higher Secondary Education where such interventions are not so far observed in published form. OBJECTIVES 1. To assess the self-concept among the adolescents. 2. To measure the existing knowledge on Life Skills of the adolescents . 3. To evaluate the effect of Life skills education Programme in terms of gain in post-test knowledge score. 4. To nd out the association between self concept of adolescents and the demographic variables: age, gender, religion, type of family, standard of education of parents, occupation of parents, area of living and order of birth. 5. To nd out the association between pre-test life skills knowledge of adolescents and the demographic variables: age, gender, religion, type of family, standard of education of parents, occupation of parents, area of living and order of birth. 6. To nd out the association between self concept and pre- test life skills knowledge of adolescents. METHODOLOGY A pre-experimental Single group pre-test post-test research study was conducted at selected school of Kolkata among 350 adolescents, studying class IX, X and XI, by using non- probability purposive sampling technique. The inclusion criteria were to include the willing participants, adolescents present with parental written informed consent forms and both t hboys and girls. Study duration was one month(7 thJanuary,2019-7 February,2019). The study synopsis was approved by the Institutional Ethics Committee of Apollo Gleneagles Hospital, Kolkata. Permission from selected school authority (Ramkumar Kamala Vidyalaya, Kolkata) was received. Demographic data were collected from participants by Background information, Self-concept assessed by standardised tool-Self-concept Questionnaire by Dr. Saraswat,84, on rst day; Knowledge on Life skills assessed before on rst day and after conducting Education programme on Life skills on ninth day by Structured Knowledge questionnaire and. The content validity was 100 % A STUDY TO ASSESS SELF-CONCEPT AND EFFECT OF LIFE SKILLS EDUCATION PROGRAMME ON KNOWLEDGE AMONG ADOLESCENTS OF A SELECTED SCHOOL IN KOLKATA Original Research Paper Ms. Manasi Ghoshal Assistant Professor, B. M. BIRLA COLLEGE OF NURSING, KOLKATA, WEST BENGAL. X 1GJRA - GLOBAL JOURNAL FOR RESEARCH ANALYSIS Nursing KEYWORDS : Self-concept, Life Skills, Adolescents VOLUME-9, ISSUE-2, FEBRUARY-2020 • PRINT ISSN No. 2277 - 8160 • DOI : 10.36106/gjra Prof. Ratna Biswas* Principal, Apollo Gleneagles Nursing College, Kolkata, West Bengal. *Corresponding Author Mrs. Nirupama Roy Associate Professor, Apollo Gleneagles Nursing College, Kolkata, West Bengal. A pre-experimental research study was conducted to assess the self-concept and effect of life skills education programme on knowledge among adolescents of a selected school in Kolkata. The study objectives were to assess self-concept and existing knowledge on life skills among selected adolescents and develop, validate a structured education programme on life skills and evaluate effect of that programme in terms of knowledge gain. . The conceptual framework was based on Stufebeam's CIPP evaluation model. METHODOLOGY: Non probability purposive sampling technique was used to select 350 adolescents. Data were collected through self-concept questionnaire and structured knowledge questionnaire on life skills. RESULT: The major ndings of the study showed that most of the adolescents had above average self- concept level (78%). The mean, median of the post test knowledge score (14) were found to be higher than that of mean, median of pre-test knowledge score on life skills (7.33, 7) and the computed 't' value (44.399) was found statistically signicant at 0.001 level of signicance, [df (349 )= 3.29 ]. The chi square test showed that there is statistically signicant association with the Self-concept with the demographic variable Age, Gender, Type of Family, Religion, Fathers' Occupation and Area of Living, Birth order but no association was found between self-concept and educational status of father and occupation of mother. The ndings also showed that pre-test life skills knowledge was strongly associate with age, gender, type of family, area of living and birth order but no association with religion, parental educational status, and parental occupation. The self-concept and pre-test life skills knowledge was found strongly associated. CONCLUSION: The study was concluded with few recommendations to replicate on different settings, population and can be implicated in the eld of nursing education, nursing practice, nursing administration and nursing research. ABSTRACT 2 X GJRA - GLOBAL JOURNAL FOR RESEARCH ANALYSIS and as per suggestions of ve experts, some items were modied with structured knowledge questionnaire on Life skills. Reliability of Self-concept questionnaire was done by test-retest method and it was found 0.89. Reliability coefcient of Structured questionnaire on life skills was 0.87, calculated by test-retest method. A planned and structured Life skills education programme among adolescents was implied separately among 9th, 10th & 11th standards by using Lecture method, group discussion method, multiple role play sessions and brain storming sessions with the help of Power point presentation and Chart in Bengali Language throughout 45 minutes teaching-learning session on second day. RESULT In this research study, participants were different classes; from class IX, class X, class XI respectively. Table 1: Frequency percentage distribution of the sample characteristics n=350 Data presented in the Table 1 revealed that most of the adolescents (52%) were aged 13years to 15 years. The data also revealed that most (54.6%) of the adolescents were male. Data also showed that majority of the adolescent school going children (50%) were from joint family. Data further showed that majority (60.9%) of the adolescent school going children were from Hindu family. Data showed that most of the fathers (39%) had completed higher secondary level of education whereas most of the mothers (44%) had completed secondary level of education. Most of the fathers' occupation were Business (42.90%) whereas most of the mothers were housewife (56%).Majority of adolescents were from Semi-urban area (35.40%) and most (55.4%) of the adolescents were rst born by birth. Figure 1: Distribution of raw Self-concept scores From the Figure 1, it is revealed that most of the adolescents had Above Average Self-concept (78%) followed by Average Self-concept 12% and High Self-concept 10%, whereas no adolescent scored in below average self concept (0%) and low self-concept (0%). Figure 2: Rader diagram showing frequency percentage distribution of Self-concept scores according to domain Data presented in Figure 2 showed that most of the adolescents scored Above average self-concept level 60.60%, followed by Average self-concept 29.40% and High self- concept 9.40%. 0.60% adolescents scored Below average self- concept and no adolescent scored Low self-concept in the Physical dimension; most of the adolescents scored Above average self-concept level 62.90%, followed by Average self- concept 22.20% and High self-concept 14.90%. No adolescents scored Below average and Low self-concept in the Social dimension; most of the adolescents scored Above average self-concept level (63%), followed by Average self- concept 23.60% and High self-concept 12.50%. Few adolescents scored Below average self-concept level (0.90%). No adolescents scored Low self-concept in the Tempera mental dimension; most of the adolescents scored Above average self-concept level 50.90%, followed by Average self- concept 25.90% and High self-concept 23.20%. No adolescents scored Below average and Low self-concept in the Educational dimension. Most of the adolescents scored Above average self-concept level 55.70%, followed by Average self-concept 37.40% and High self-concept 6.90%. No adolescents scored Below average and Low self-concept in the Moral dimension. Frequency percentage of adolescents in VOLUME-9, ISSUE-2, FEBRUARY-2020 • PRINT ISSN No. 2277 - 8160 • DOI : 10.36106/gjra Variables Frequency(f) Percentage (%) 1. Age a. 13 years to 15 years b. 16 years to 18 years 182 168 52 48 2. Gender a. Boy b. Girl 191 159 54.6 45.4 3. Type of Family a. Nuclear b. Joint c. Extended 151 175 24 43.1 50 6.9 4. Religion a. Hindu b. Muslim c. Others 213 137 0 60.9 39.1 0 5. Educational Status of Father a. Illiterate b. Primary c. Secondary d. Higher Secondary e. Graduate 14 95 71 137 33 4 27.1 20.3 39.1 9.4 6. Educational status of Mother a. Illiterate b. Primary c. Secondary d. Higher Secondary e. Graduate 24 139 153 34 0 6.9 39.7 43.7 9.7 0 7. Occupation of Father a. Service b. Business c. Homemaker d. Labour e. Any other 96 150 24 64 16 27.4 42.9 6.9 18.3 4.6 8. Occupation of Mother a. Service b. Business c. Housewife d. Labour e. Any other 38 44 196 42 30 10.9 12.6 56 12 8.6 9. Area of living a. Urban b. Semi-urban c. Rural 120 124 106 34.3 35.4 30.3 10. Birth order a. First born b. Second born c. More 194 120 36 55.4 34.3 10.3 high self-concept were 7.70%, in average self-concept were 25.40%, in above average self-concept were 66.60%, in Below average self-concept were 0.30%, whereas no adolescents scored in low average self-concept (0%). Figure 3: Frequency percentage distribution of self-concept scores according to Age Data presented in Figure 3 showed that, most of the adolescents of age group of 13 to 15 years (76.92%) and 16 to 18 years (79.17%) had Above average self-concept. 12.09% adolescents of age group of 13 to 15 years had Average self- concept, whereas 11.31% adolescents of age group of 16 to 18 years had the Average self-concept. In High self-concept, frequency percentage of adolescents of age group of 13 to 15 years was 10.99%, whereas frequency percentage of adolescents of age group of 16 to 18 years was 9.52%. Data also showed that no adolescents of both age groups had Below average self-concept and Low self-concept. Figure 4: Frequency percentage distribution of Self-concept according to Gender FrequencyData presented in Figure 4 showed that, most of the Boys (78.01%) and Girls (77.99%) was scored in Above average self-concept. 10.47% Boys and 10.06% Girls had High self-concept and 11.52% Boys and 11.95% Girls had Average self-concept. Data also showed that no Boys and Girls had Below average self- concept and Low self-concept. Figure 5: Frequency polygon showing mean pre-test and mean post-test knowledge cores on Life skills Figure 5 depicted the frequency polygon of the pre-test and mean post- test knowledge scores of 350 adolescents. In the frequency curve the pre-test mean and median lies close to each other and the post- test mean and median lies at the same position. It further showed that the post-test frequency polygon lies to the right side of the pre-test frequency polygon, indicating a higher score range. In the frequency polygon of pre-test knowledge scores the mean (7.33) and median (7) lie close to each other and the mean lie at the right side of the median, indicated that the scores were positively skewed (+0.33). In the (%)frequency polygon of post-test knowledge scores are not skewed (0). The gure also shows that in the pre-test 159 adolescents' score was within the range of 6-8 and 99 adolescents' score was within range of 9-11 whereas in post- test out of 350 adolescents, 164 scored in the range of 12-14 and 136 scored within the range of 15-17 respectively. So, it is evident that the post-test scores of most of the participants fall beyond the pre-test scores, which indicate that there was a considerable gain in knowledge scores after the adminis tration of Life skills education programme. Figure 6: Bar diagram showing the mean percentage of pre- test and post-test knowledge scores on Life skills KEY: Are I is Concept of Life Skills, Area II is Core Elements of Life Skills and Area III is Importance of Life skills education. The data presented in the gure 20 , showed that the mean percentage of pre-test knowledge scores ranged from 37 %- 39 % between the Area III and I, whereas mean percentage of post-test scores ranged from 66.4 % - 90% between the Area III and I. In Area I, mean percentage of pre-test knowledge scores was 39% whereas mean percentage of pre-test knowledge scores was 90%. In the Area II, mean percentage of pre-test knowledge scores was 37.8% and mean percentage of pre-test knowledge score was 67%. In the Area III, pre-test mean percentage score was 37% and post-test mean percentage score was 66.4%. So, the revealed data showed that the adolescents' knowledge gain was highest in the Area I, i.e. Concept of Life skills. Table 2: Mean, Mean difference, SD ,'t' value of pre-test and D post-test knowledge scores on Life skills of adolescents 't' value with df (349) =3.29, p<0.001 level of signicance, * signicant Data presented in the table 2 revealed that the post-tests mean (14) is higher than the pre-test mean (7.33) with the mean difference of 6.637. The standard deviation of pre-test life skills knowledge score and post-test knowledge score are respectively ±2.32 and ±2.087 with standard difference of 0.235. Paired 't' test was calculated to nd out the effect of Life skills education programme. The computed 't' value (44.399) is signicantly greater than the critical region 't' value (3.29) at 0.001 level of signicance. So the mean difference is true and X 3GJRA - GLOBAL JOURNAL FOR RESEARCH ANALYSIS VOLUME-9, ISSUE-2, FEBRUARY-2020 • PRINT ISSN No. 2277 - 8160 • DOI : 10.36106/gjra Knowledge score on life skills Mean Mean difference Standard deviation SDD 't' value Pre-test knowledge scores 7.33 6.637 ±2.322 0.235 44.399* Post-test knowledge scores 14 ±2.087 not by chance. Hence, the null hypothesis is rejected and research hypothesis is retained indicating there was signicant gain of knowledge score among the adolescents after administering Life Skills education Programme. Table 3: Association of Self-concept scores with Demo graphic variables n=350 P˂ 0.05, * signicant From the table 3 it is observed that the obtained chi square value is less than the table value for the variable educational status of father, occupation of mother respectively. So, it can be inferred that adolescents' self-concept is not associated with educational status of father and occupation of mother. There is statistically signicant association with the Self- concept score with each of the demographic variable Age, Gender, Type of Family, Religion, Occupation of Father and Area of Living, Birth order, as the calculated chi square is greater than table value of chi square at 5% level of signicance. Table 4: Association of pre-test knowledge scores on life skills with demographic variables n=350 VOLUME-9, ISSUE-2, FEBRUARY-2020 • PRINT ISSN No. 2277 - 8160 • DOI : 10.36106/gjra 4 X GJRA - GLOBAL JOURNAL FOR RESEARCH ANALYSIS Variables Self concept score Calcula ted χ2 df χ2 (table value) ≤ median (169) >median (169) 1. Age (in Years) a. 13 To 15 71 91 4.60* 1 3.84 b. 16 To 18 104 84 2. Gender a. Boys 77 99 5.53* 1 3.84 b. Girls 98 76 3. Type of Family a. Nuclear b. Joint 82 84 69 81 8.70* 2 5.99 c. Extended 9 25 4. Religion a. Hindu 96 117 5.289* 1 3.84 b. Muslim 79 58 5. Educational Status of Father a. Illiterate 4 10 b. Primary 49 46 2.776 4 9.49 c. Secondary 36 35 d. Higher Secondary 70 67 e. Graduate & more 16 17 6. Educational Status of Mother a. Illiterate 12 12 b. Primary 74 65 1.021 4 9.49 c. Secondary 73 80 d. Higher Secondary 16 18 e. Graduate & more 0 0 7. Occupation of Father a. Service 49 57 21 44 4 47 93 3 20 12 b. Business c. Home Maker 35.182* 4 9.49 d. Labour e. Any Other 8. Occupation of Mother a. Service b. Business c. House Wife d. Labour e. Any Other 25 19 91 26 14 13 25 105 16 16 8.122 4 9.49 9. Area of Living a. Urban b. semi Urban c. Rural 57 47 71 63 77 35 19.784* 2 5.99 10. Birth Order a. First born b. Second Born c. More 92 66 17 102 40 32 11.5* 2 5.99 Variables Pre-test knowledge scores on Life skills Calculated χ2 df χ2 (table value) ≤ median (7) >median (7) 1.Age (in years) a. 13 To 15 103 79 5.230* 1 3.84 b. 16 To 18 115 53 2.Gender a. Boys 110 81 3.944* 1 3.84 b. Girls 108 51 3.Type of Family a. Nuclear 87 64 6.84* 2 5.99 b. Joint 114 51 c. Extended 17 17 4.Religion a. Hindu 126 87 2.271 1 3.84 b. Muslim 92 45 5.Educational Status of Father a. Illiterate 7 7 b. Primary 53 42 7.499 4 9.49 c. Secondary 41 30 d. Higher Secondary 97 40 e. Graduate & more 20 13 6.Educational Status of Mother a. Illiterate 12 12 5.490 3 7.81 b. Primary 80 59 c. Secondary 105 48 d. Higher 21 13 Variables Pre-test knowledge scores on Life skills Calculatedχ2 df χ2 (Table value) ≤median (7) �median (7) 7. Occupation of Father a. Service b. Business c. Home Maker d. Labour e. Any Other 54 96 18 38 12 42 54 6 26 4 4.660 4 9.49 8. Occupation of Mother a. Service b. Business c. House Wife d. Labour e. Any Other 21 24 129 24 20 17 20 67 18 10 3.678 4 9.49 From the table 4 it is observed that the obtained chi square value is less than the table value for the variable religion, educational status of father, educational status of mother, occupation of father, occupation of mother respectively. So, it can be inferred that pre-test knowledge scores on life skills of adolescents is not associated with religion, educational status of father, educational status of mother, occupation of father and occupation of mother. There is statistically signicant association with the pre-test knowledge scores on Life skills with each of the demographic variable-Age, gender, Type of Family, Area of Living and Birth order, as the calculated chi square is greater than table value of chi square at 5% level of signicance. Table 5: Chi square test of association between Self-concept score and pre-test knowledge score on Life skills of adolescents. P˂ 0.001, * signicant Data presented in Table 5 showed that there was association between pre-test knowledge scores on Life skills before administering Life skills education programme and Self- concept scores of the adolescents asevident from calculated chi square value (30.703) which was more than the table value(10.83) at 0.001 level of signicance. Hence the null hypothesis was rejected, research hypothesis retained. Thus it can be concluded that adolescents who had higher life skills knowledge, also had higher self-concept. Hence, Life Skills knowledge certainly helps to improve their self-concept. DISCUSSION: This study showed that most of the adolescents had Above average self-concept(78%) followed by Average Concept (14%) and High Self-concept (10%). Most of the adolescents had Above average Self- concept on Physical domain (60.6 %), Social domain (62.9%), Temperamental domain (63%),Educational domain (50.9%), Moral domain (55.7 %) and Intellectual domain (66.6%).The ndings of the present study was supported by another study conducted by Bharathi T A, Sreedevi P. to assess the self-concept by using Self- concept scale of Saraswat (1984) among 40 adolescents of twin cities of Hydrabad, Telengana state. The ndings of the study revealed that higher percentage of adolescents had above average levels of self-concept in dimension of temperamental (85), intellectual (77.5), physical (60) and social (52.5). About 47.5% of adolescents equally had high and above average self-concept in education and 57.5 % of adolescents had high moral self-concept. Adolescents overall self-concept was found as 27.5 % in high and 72.5% had 3above average. In this study, Mean post test knowledge score (14) was higher than the mean pre-test score (7.33) on Life skills. The mean and median of knowledge score was same in the post test (14). Standard deviation of pre-test and post-test was ±2.322 and ±2.087 respectively which indicates that the post-test knowledge score was less dispersed than the pre-test knowledge score. Mean percentage of pre-test knowledge score ranged from 37%- 39% where as post-test knowledge score ranged from 66.4%-90%. Modied gain in the area of Concept of Life skills, core elements of life skills and Importance of Life skills were 83.60%, 46.95% and 46.67% respectively. So the adolescent's life skills knowledge was gained more than 40% in all area. In this study, mean difference of pre and post test knowledge score on Life skills was 6.67. It was found to be statistically signicant as evident from the calculated 't' value 44.399 at 0.001 level of signicance. So it was concluded that life skills education programme was effective in gaining knowledge on life skills among adolescents. These ndings of the present study was supported by a study conducted by Parvathy V., Renjith R P. on impact of life skills education on adolescents in rural school, Kerala among 57 students (Control group 30, experimental group 27) to assess existing knowledge on Life skills and impact of Life skills education programme among them. There was signicant knowledge gain through Life skills education programme. 7 This study showed that there was statistically signicant association with the Self-concept score with the demographic variable Age, Gender, Type of Family, Religion, Occupation of Father and Area of Living, Birth order, as the calculated chi square was greater than table value of chi square at 5% level of signicance whereas the obtained chi square value was less than the table value for the variable educational status of father, occupation of mother respectively. So, it can be inferred that adolescents' self-concept was not associated with educational status of father and occupation of mother. This ndings were supported by a study conducted by Anuradha K. Among 100 students (50 boys and 50 girls) studying in 9th standard high schools in Tirupati town to assess the life skills and self-concept along with to nd out the association of self- concept and life skills. Signicant association was observed between the self-concept scores and family income whereas there was no signicant association between self-concept and gender, type of family, parental educational status. 6 In this study there was statistically signicant association with the Self-concept score with the demographic variable Age, Gender, Type of Family, Area of Living and Birth order, as the calculated chi square was greater than table value of chi square at 5% level of signicance whereas the obtained chi square value was less than the table value for the variable religion, educational status of father, educational status of mother, occupation of father, occupation of mother respectively. So, it can be inferred that pre-test life skills knowledge of adolescents was not associated with religion, educational status of father, educational status of mother, occupation of father and occupation of mother. This result was supported by a study conducted by Arati C. with the objective to nd out the inuence of personal variables on core affective life skills of adolescents among 292 adolescents in KVR Govt. College. In this study, order of birth, family income had signicant inuence on interpersonalrelationship dimension of life skills of adolescents. 8 In this study there was association between Life skills knowledge scores before administering Life skills education programme and Self-concept scores of the adolescents as evident from calculated chi square value (30.703) which was more than the table value(10.83) at 0.001 level of signicance. This result was supported by a study conducted by Anuradha K. on life skills and self concept of adolescents to assess the X 5GJRA - GLOBAL JOURNAL FOR RESEARCH ANALYSIS VOLUME-9, ISSUE-2, FEBRUARY-2020 • PRINT ISSN No. 2277 - 8160 • DOI : 10.36106/gjra 9. Area of Living a. Urban b. semi Urban c. Rural 67 82 69 53 32 47 7.03* 2 5.99 10. Birth Order sta. 1 born ndb. 2 Born c. More 112 84 22 82 37 13 8.68* 2 5.99 SL No. Self- concept Life Skills Knowledge Score Total df Calcul ated 2χ Value Table value of χ2 ≤Median (7) (7)Median > 1. ≤Median (169) 120 61 181 1 30.703 * 10.83 2. (169) Median> 62 107 169 Total 182 168 350 life skills and self-concept along with to nd out the association of self-concept and life skills among 100 students(50 boys and 50 girls) studying in 9th standard high schools in Tirupati town. Signicant strong association was found between the life skills scores and self-concept scores of sample. 6 CONCLUSION: By the ndings of the present study, it can be concluded that most of the students had above average level of self-concept. This study also indicated that Life skills education programme was effective in term of knowledge gain of the adolescents. This study also concluded that Self-concept and life skills were strongly associated with each other. Thus, The Life skills education programme will help the adolescents to enhance their psychosocial competencies for a successful adulthood. CONFLICT OF INTEREST: None REFERENCES: 1. World Health Organization. Maternal, newborn, child and adolescent health.Available from: www.who.int/maternal-child adolescent/t opic /ad olescence/dev/en 2. World Health Organization (WHO). Life skills Education for children and adolescents in schools. Programme on Mental Health; Geneva, 1997. Available from: https://who.int/iris/handle/10665/63552 3. Bharati A T, Sreesevi P. A study on the self-concept of adolescents. International Journal of Science and Research. 2016 October; 5 (10):512-516. Available from: http://www.semanticscholar.org/paper/680873ee8c5168827 4. Life Skills Education, CBSE, viewed 30 November 2012. Available from: www.cbse.nic.in/cce/life_skills_cce.pdf 5. SEARO. Child and Adolescent health and development: Adolescent health and development. Strategic directions for improving adolescent health in South-East Asia Region, 2018-2022. Available from: www.adolescent heal th.indd-world health organization.pdf 6. Anuradha K. Life skills and self-concept of adolescents. International Journal of Science and Research. 2014 November; 3(11): 600-604.Available from: https://www.ijsr.net>archive 7. Parvathy V, Pillai R R. Impact of life skills education on adolescents in Rural school. International Journal of Advanced Research. 2015 February; 3(2): 788- 794. Available from: https://www.rtesearchgate.net>publication 8. Arati C. Inuence of personal variables on core affective life skills of adolescents. Research Journal of family, Community and consumer sciences. 2016 April; 4(4): 1-6. Available from: https://www.isca.in>ISCA-RJFCCS-2016- 004 6 X GJRA - GLOBAL JOURNAL FOR RESEARCH ANALYSIS VOLUME-9, ISSUE-2, FEBRUARY-2020 • PRINT ISSN No. 2277 - 8160 • DOI : 10.36106/gjra