Posted at 10.27.2018
This chapter reveals an objective examination and dialogue of the findings generated in the research. This Chapter studies on the results that emerge from this research.
The teachers I have interviewed conveyed their views regarding competition and there is a general consensus among them that academic institutions and colleges will be the places where competition is most dominant. 60% of educators fervently feel that competition at college prepares students for the complexities of the modern world. Without competition students would get a misleading conception of the actual world is actually like. They might misunderstand that there is no need to be more assiduous than others since everybody would be getting the same rewards anyhow.
When an atmosphere of competition prevails in universities, students develop the frame of mind of "well, I didn't do so well upon this test but next time I'll make more initiatives and do better". Academia enjoys competition because there is the need for education to make an adaptive and adaptable labor force in the ever-changing modern world.
When asked about the reasons why competition shouldn't be eliminated, almost all of 60% of instructors came with the theory that eradicating competition from universities would imply not realizing good or excellent performance, and that might be conveying a message to students never to bother attempting because they will not win if they gain or lose. And the losers would be getting the note that they do not have to try because they're not going to have their emotions hurt and they'll not have to cope with any sort of losing feelings whatever they do.
One professor affirmed that "Not grading students would be unfair to students who work very difficult to become proficient or to become competent and skillful. Their efforts would not be paid off".
Hence, getting rid of competition is viewed as an unwise attempt at ensuring that no one's self-esteem gets crushed. Self-esteem is believed to be enhanced by attaining small 'victories', and that is where competition serves an objective. "The proper medication dosage of competition can help to spur students to do more than they knew they were capable of", a professor stated.
Teachers agreed that the thoughts experienced by students who meet constant discouragement could be mind-boggling and stressful to them but, with every goal comes challenging. Moreover, the professors dispute that the increasing competitiveness is believed to be the product of the meritocratic system and at exactly the same time it actualizes the worth of meritocracy. While the competitive education pushes the future 'elite' with their limitations, it also keeps almost every other students on their toes.
The left over 40% of teachers did agree that competition is becoming part of day-to-day life yet they presented dissimilar views regarding the price of competition. It had been argued that competition is useless and damaging and it causes 'acidic attitudes' between rivalling students. This debate goes in brand with Kohn's (1987) affirmation that competition breeds an atmosphere of hostility. One professor said that if we sit back and echo, competition can be quite 'arbitrary'. She was insinuating that if we make an effort to think a lot broader, we may reflect on the problem of what is a good life. It really is affirmed by the instructor that the goodness of people's lives shouldn't be measured by their rates or titles. It was firmly argued that instead of encouraging competition, there is certainly the necessity for teachers to train students to understand the blessings in their lives and understand how serious those blessings are in order that they do not only link themselves to being successful or even to more status and prestige. As rightly pointed out by a professor, "There is certainly more alive than just being the 'first' or the 'best' always and we should not let simply a title drive the complete identity creation process". Here, Gandhi's rejection of competition and his emphasis on other areas of life like assistance, common love and service to others seem very relevant.
COMPETITION AND MOTIVATION
As depicted in the pie chart, only 36% of the students in the test population reinforced competition. Matching to them, competition performs a constructive role by stimulating them to understand how to be the best of the bests, thus enhancing learning process. It is said by the learners that since 'everyone cannot succeed a reward or a scholarship by the end of the academic 12 months', competition serves as a powerful stimulating factor which promotes enormous work and maintains 'high criteria'. In the focus group interview, it was said that the goal of competition is to generate winners and losers and this is the way the education system aims to reward achievement, induce effort and evaluate students' progress. These findings comply with Lawrence's (2004) arguments that competition motivates energetic learning and increase students' motivation.
Students claim that they certainly their homework, analysis hard for examinations and exams, and work with weeks on jobs not because they wish to learn but because the competitive atmosphere motivates them to do so. When asked to indicate the complete factor that continues them determined to thrive, they stated about being successful scholarships, being rated at countrywide level, getting teacher's appreciation and prizes. It really is noteworthy that what makes the reward desirable is the fact that lots of students are vying for the same rewards.
Here, it could be seen that learners are extrinsically determined since they strive for the rating and their target transfer from learning and mastery of topics and skills to performance with regards to others, in order to gain the scholarships.
Furthermore, it was remarked that the competitive mother nature of education and tests encourage not only them but also family and teachers who provide them with academics, financial support, as well as create conducive environment for analysis. Another valuable thought that students have shared is that without competition, learning would be an emotionless process. From competition emanates enjoyment and eagerness to constantly improve. Students mentioned that your competition that prevails within the institution prompts those to acknowledge their faults, weaknesses, their areas of advancements and also find creative ways to find out more on the various content.
COMPETITION RESULTING IN GROWTH
Students put forward that with the competition and pressure, they give the best of themselves and achieve good marks, which eventually give them a feeling of victory and fulfillment. If there was no competition, students would simply be content with their marks or their work instead of taking pleasure in it. These data again correspond to Lawrence's (2004) viewpoints and Fulu's (2007) claim that the outlying outcomes of competition are that students' gain gratitude for his or her learning; their drive and self-esteem are increased.
According to findings from questionnaires and concentration group interview, it can be said that allowing students to feel discouraged, downcast and stressed but also triumphant and successful can help them develop and prepare them for real life, where they might experiences these emotions often. It is a very big responsibility of the education system to engage students in the later events they will face in their lives.
COMPETITION RESULTING IN MORE CREATIVITY
With competition in education, students should become more imaginative in order to stand out off their fellow students. If students aren't in a competitive environment, they might be content to have similar ideas. Alternatively, competitive environments lead students to exploit their specific strengths and intelligences, whether it is linguistic, kinesthetic, or musical, in order to find their creative side that would allow them to grow into more strong individuals. The commitment of students to provide more efforts in their learning process while in a competitive setting up complements what Fasli and Michalakopoulos (2005) have submit.
COMPETITION AND UNSCRUPULOUS BEHAVIOR
Data generated from the students and professors shows that the bond between competitive education, the system of examinations and stress seems to be a next to truism. Some students candidly admitted that competition places very much importance to academic achievement that in order to carry the brunt of the ordeal, they often holiday resort to cheating. Other competitive tactics include concealing one's own goals and passions, being hostile, denigrating or challenging others, criticizing, bullying or verbal aggressiveness. Techniques that are being used to cope with competition are definitely unscrupulous which is where competition can be seen to get slid into a dangerous scenario. And this is when competition can prove to be more threatening than helpful as the environment that is created will not give scheduled importance to basic ideals such as kindness, compassion and sincerity. These attributes are being less and less embodied in career pursuits and in personal relationships while selfish and arrogant habits of patterns are glorified. These findings adhere to Gandhi's arguments about how exactly competition breeds egoism and immorality.
The most students (64%) who participated in the concentration group interview and questionnaires did not favor competition, yet 55% still employed in a competition with the friends. This is illustrated in the pie chart below. The reasons which were given for such an option are presented later on.
REASONS Mentioned FOR ENGAGING IN 'SELF-COMPETITION'
It will probably be worth talking about here that 45% compete with themselves because it allowed them to remain centered in the objective of being informed; if they're ranked well, they would be happy but their goal is not to win a scholarship. Their goal is never to sustain any sort of accolade also to improve their self-image. These were rather focused towards mastery and the training process. They experience a feeling of satisfaction when they feel they may have learnt something new every day. For them, schooling is focused on learning, growing and the chance to find out more, and do much better than their last performance. They seek not to outdo others but to boost their own performance and mastery. These learners can be said to be intrinsically motivated. They think that they would make themselves unpleasant if they made comparisons with others. Real enjoyment and satisfaction is said to be found in discovering and realizing one's own products and talents alternatively than concentrating on others' successes. The students affirmed that competition inhibits individuals from developing a self-acceptance and it renders people unable to do simple and humble activities such as being nice to others or coming to the service of others. It promotes them to end up like everyone else or much better than everyone else and students cannot be themselves.
Another important reason the students supported 'self-competition' is the actual fact that this induces them to create a goal which paves the best way to a certain degree of commitment and self-discipline. However, setting an objective does not automatically take success. As explained by the students, sometimes they actually achieve their goal; other times they do not get the marks or the markings that they were expecting. Students believe that this is what makes self-competition healthy - competition is healthy when it's not only about receiving but also learning how to approach disappointment or loss. Hence, 'self-competition' provides students with the space to experience thoughts of triumph, and discouragement which eventually enhances the learning environment.
COMPETITION AND RELATIONSHIPS
The 55% of students who are against competition but nonetheless competing to win a scholarship laid emphasis how competition ruptures interactions. They would favor their mates to "cooperate and work together". On their behalf, competition represents an activity in which individuals immediately or indirectly try to destroy or damage other parties in order to obtain a desired prize. The associations that competition fosters aren't built on a mutual interest to interact. Rather, these human relationships may well contain issues and students contending often try to avoid interaction. Students relate their own connection with peer relationships to be hostile.
One learner favoring competition related how she experienced a 'invisible' mental non-violent type of competition with her best ally to 'establish' to the last mentioned that she could perform better and she worked well extra hard to guarantee the downfall of the comparative other. Despite the fact that the 'invisible' conflict brings about better performance, the college student admitted that the success was at the trouble of moral values and healthy peer relationships and sound mentality. Competitive habit can therefore often run the gamut of upsetting, unseemly, unethical action.
Based on the assertion of students that competition has a hazardous effect on romantic relationships, it could be said that the discussion made by Johnson and Johnson (1989) is very relevant. Competition does indeed act as a stumbling block in improving interactions among students and this hinders healthy learning and healthy attitudes.
A great number of students accounted for the negative implications of competition by emphasizing on the value of other aspects of our lives. Their point is that it is a very good thing that people respect success in their career as important because they want to uphold a good standard of living, especially when they will be forming a family. That striving for success is powered by the idea to support to the best of their ability their family or family members in the foreseeable future. However, this pursue causes them to go into a competitive competition to succeed and this kicks them further and further off their family and forging human relationships becomes a difficult task. The thing that has been done for the sake of their future family becomes the drive that currently can take them away from their kin. The students stressed on the value of individuals love, human contact.
COMPETITION AND STRESS
The overheated competition for scholarships affects students even more than I thought. There may be anecdotal information that obtaining a scholarship or grant requires great sacrifice, which include "focus on homework much longer on weekends because private tuitions needed lots of time during weekdays", "watch less TV, have less sleeping in order to spare plenty of time for the learning", "burning the midnight oil", "staying at home during third term and cram for exams". Concisely, students spent almost all their time whetting their competitive border for the exams. The experience of 1 scholar who participated in the target group interview is a testimony compared to that lifestyle. While in key school, she was required to work hard for 2-3 time each day before she could sign up for a star supplementary university. There also, she needed to achieve highly because as students of a superstar college, bullying and teasing were looking forward to a low achiever.
Some of the students who are really into winning declare that they do not enjoy the winning because they're always questioning themselves about "what should I do to keep on winning?" This can be explained by the fact that they have a tendency to determine themselves by the status and title that they carry. However, the ongoing tension of determining how to maintain the positioning and prominence eventually takes away the pleasure of the laurels.
As an outcome these competitive learners are usually more prone to a range of stress-related ailments in the long-run. Issues such as efforts of suicide, anxiety attacks, lack of creativity, poor physical health insurance and undue stress on elitism and college ranking are diagnosed by the students as products of an competitive education system.
Students mentioned that they had to constantly ensure a steadiness in the time they necessary for perfecting their knowledge. What I presume the students were alluding here's that the preparation to be laureates or rated after laureates is agonizing and the self-sacrifice is great. This endeavors to pinpoint the source that compelled students to soak up knowledge rather than having a more enjoyable time. Furthermore, the emphasis is also put on cognitive skill that is learning. Competition makes schooling and teaching only exam-oriented, a system in which instructors and students cannot afford to lose whenever in making the teaching-learning process a 'fun activity'. Classes become teacher-centered, subject-centered and the affective domain is disregarded.
Certain students will probably compete in virtually all activities, and they will feel threatened and upset if they find themselves lagging behind. One astonishing yet very interesting aspect provided in the questionnaire is the fact students even be competitive on the number of friends they have got on the Facebook page.