STUDY HABITS AND ACHIEVEMENT IN HISTORY OF
HIGHER SECONDARY STUDENTS
Dissertation submitted to Tamil Nadu Teachers Education University in partial
fulfillment of the requirement for the award of the degree of
Master of Education
Researcher
K. KARIKRISHNAN
UNDER THE GUIDANCE OF
Mr.T.Karunakaran, M.Sc.,M.Ed.,
Assistant Professor, A.K.T. Memorial College of Education,
Neelamangalam, Kallakurichi – 606 202
A.K.T. MEMORIAL COLLEGE OF EDUCATION
NEELAMANGALAM, KALLAKURICHI
VILLUPURAM DISTRICT– 606 202
MAY - 2018
DECLARATION
I, K. KARIKRISHNAN, do hereby declare that the dissertation entitled
“STUDY HABITS AND ACHIEVEMENT IN HISTORY OF HIGHER
SECONDARY STUDENTS” submitted for the award of the degree of Master of
Education is my original and independent research work, and that it has not
previously formed the basis for the award of any degree, diploma, associateship,
fellowship or any other similar title.
Place: K. KARIKRISHNAN
Date:
CERTIFICATE
It is certified that this dissertation entitled, STUDY HABITS AND
ACHIEVEMENT IN HISTORY OF HIGHER SECONDARY STUDENTS”
submitted for the award of the degree of Master of Education by K. KARIKRISHNAN is an
original and independent research work carried out by her under my guidance and supervision,
and this work has not previously formed the basis for the award of any degree, diploma,
associateship, fellowship or any other similar title.
Place: Supervisor
Date:
ACKNOWLEDGEMENTS
Wholeheartedly I record my gratitude to my guide XXXXXXXXXXXX, Principal i/c.
for his keen, affectionate and infallible guidance which has enabled me to see the timely
production of this masterpiece.
I register my sincere thanks to the college management, faculty members of AKT
Memorial college of Education, Neelamangalam, Kallakurichi, Villupuram district– 606 202 for
their continuous guidance to carry out the investigation successfully.
I express my sincere thanks to the Headmasters / Principals, Staff members and students
of the high schools in Villupuram District for their kind help and co-operation in data collection,
without which, the investigation might not have been a reality.
I thank all my friends for their timely help during my dissertation work.
K. KARIKRISHNAN
CONTENTS
S. No Page
TITLE
No
CHAPTER I
INTRODUCTION AND CONCEPTUAL FRAMEWORK 1-25
1.1 1
Education
1.2 Conceptual framework 2
1.2.1 2
Higher secondary education
1.3 2
Objectives of higher secondary education
1.4 Importance of higher secondary education 3
1.5 curriculum of higher secondary education 3
1.6 4
Pattern of education system in India
1.7 4
Significance of higher secondary education
1.8 Psychological development of the higher secondary
5
student
1.9 7
Study
1.10
12
Study habits
1.11 12
study habits meaning
1.12 13
studying habits & skills
1.13
13
characteristics of study habits
1.14
14
importance of study habits
1.15 how to cultivate a good study habits 14
1.16 academic achievement 15
1.17 factors affecting achievement 15
1.18
16
significance of the study
1.19 17
title of the problem
1.20
17
definition of operational terms
1.21 18
Objectives
1.22 Null hypothesis 18
1.23 20
Delimitations of the study
CHAPTER II
REVIEW OF RELATED LITERATURE 21-72
2.1 Introduction 21
2.2 definitions 21
2.2 Meaning of the related study 21
2.3 purpose of the review 22
2.4 objectives of related literature 23
2.5 significance of the review 23
2.6 Indian studies 25
2.7 studies abroad 38
2.8 Critical review 52
CHAPTER III
RESEARCH METHODOLOGY 54-88
3.1 Introduction 54
3.2 56
Methods of educational research
3.3
Method used for the study 56
3.4 58
Method used for the study
3.5 58
Samples for the study
3.6 58
Distribution of the sample
3.7 66
Tools used for this study
3.8 Tools preparation 66
3.9 Scoring procedure 66
3.10 Establishing validity 66
3.11 Establishing reliability 68
3.12 Administration of the tool 68
3.13 68
Statistical techniques used
3.14 Conclusion 72
CHAPTER IV
ANALYSIS OF DATA 73-91
4.1 Introduction 73
CHAPTER V
FINDINGS, INTERPRETATIONS, RECOMMENDATIONS
92-99
AND SUGGESTIONS
5.1 Introduction 92
5.2 Finding 93
5.3 Interpretation
5.4 Educational implications 96
5.5 Recommendations 97
5.6 Suggestions for further research 98
BIBLIOGRAPHY
APPENDIX
LIST OF TABLES
Table Page
TITLE
No. No.
3.1 School-wise distribution of the sample 59
3.2 sex-wise-distribution of the data 60
3.3
locality of the school --wise distribution of the sample 61
3.4 Type of school wise distribution of the sample 62
3.5 Nature of school --wise distribution of the sample 63
3.6 structure of the family 64
3.7 Medium --wise distribution of the sample 65
Significant difference between boys and girls of XI standard
4.1 74
students in their Verbal reasoning ability with respect to sex.
Significant difference between urban and rural of XI standard
4.2 students in their Verbal reasoning ability with respect to location of 77
school students.
significant difference among Government, Government aided and
4.3 self-finance of XI standard students in their Verbal reasoning 78
ability with respect to type of school..
Significant difference among boys, girls and coeducation of XI
4.4 standard students in their verbal reasoning ability with respect to 79
nature of school.
Significant difference between nuclear and joint family of XI
4.5
standard students in their Verbal reasoning ability with respect to 80
structure of family.
significant difference between Tamil medium and English medium
4.6 of XI standard students in their Verbal reasoning ability with 82
respect to medium of instruction.
4.7 significant difference between boys and girls of XI standard 84
students in their achievement in English with respect to sex.
significant difference between urban and rural of XI standard
4.8 students in their achievement in English with respect to location of 85
school students.
significant difference among Government, Government aided and
4.9 self-finance of XI standard students in their achievement in 86
English with respect to type of school..
Significant difference among boys, girls and coeducation of XI
4.10 standard students in their achievement in English with respect to 88
nature of school.
Significant difference between nuclear and joint family of XI
4.11 standard students in their achievement in English with respect to 89
structure of family.
significant difference between Tamil medium and English medium
4.12 of XI standard students in their achievement in English with 90
respect to medium of instruction
LIST OF FIGURES
Fig.
Title Page No.
No.
3.1 sex-wise-distribution of the data 59
3.2 locality of the school --wise distribution of the sample 60
Type of school wise distribution of the sample 61
3.3
3.4 Nature of school --wise distribution of the sample 62
3.5 structure of the family 63
3.6 Medium --wise distribution of the sample 64
Significant difference between boys and girls of XI standard 75
4.1
students in their Verbal reasoning ability with respect to sex.
Significant difference between urban and rural of XI standard
4.2 students in their Verbal reasoning ability with respect to 77
location of school students.
Significant difference between nuclear and joint family of XI
4.3 standard students in their Verbal reasoning ability with respect 81
to structure of family.
Significant difference between Tamil medium and English
4.4 medium of XI standard students in their Verbal reasoning 83
ability with respect to medium of instruction.
Significant difference among Government, Government aided
4.6
and self-finance of XI standard students in their achievement 87
in English with respect to type of school..
4.7 significant difference between Tamil medium and English
medium of XI standard students in their achievement in 90
English with respect to medium of instruction
BIBLIOGRAPHY
BOOKS
Aggarwal, Y.P. (2000),Statistical Methods, Sterling Publishers Pvt.Ltd., New Delhi .
Best, John W. & Khan James V. (1989)Research Methodology, Prentice Hall of India Pvt
Ltd., New Delhi.
Bhatia, K.K. & Narang C.L. (2007), Philosophical and sociological bases of Education,
Tandon Publications, Ludhiana.
Bornstein, Marc H & Michael E. Lamb (1999),Development Psychology; An
Advanced Textbook, Lawrence Erlbaum Associates Publications, London.
Chauhan S.S. (1999), Advanced Educational Pshychology, Vikas Publishing House
Pvt. Ltd., New Delhi
Crow, Lester D. & Alice Crow (2007), Educational Psychology, Sureject Publications, Delhi
- 7.
Hurlock, Elizabeth B. (2006), Child Growth and Development. Tata Mc Grow - Hill
Publishing Company Ltd.,New Delhi.
Kothari, C.R. (1989),Research Methodology : Methods and Delhi Techniques,
Wiley Eastern Ltd., New Delhi.
Koul, Lokesh (2007), Methodology of Educational Research,Vikas Publishing House,
Pvt. Ltd., New Delhi, Methodology of Research in Social Science.
Krishnaswami O.R. and Ranganatham, M. (2007), Himalaya Publishing House, Bombay.
Kundu. C.L. and Tutoo, D.N.(2000),Educational Psychology, Sterling Publishers Pvt.
Ltd., New Delhi.
Mangal S.K. (2007),Advanced Educational Psychology Prentice Hall of India, Pvt. Ltd.,
New Delhi.
Mangal S.K. (2005),Educational Pshychology, Tandon Publications, ludhinana.
Parameswaran, E.G. & Beena, C,An Invitation to Psychology, Neelkamal Publications
Pvt. Ltd., New Delhi
Shaffer, David R. & Katherine Kipp (1996),Development Psychology; Chilldhood and
Adolescence Books/ Cole Publishing Company., Pacific Groere(USA).
Sharma R.A (2007) Loyal , Research Fundamentals of Educatinal Book Depot, Meerut
Sidhu, K.S. (1999),Methodology of Research in Education Sterling Publishers Pvt.
Ltd., New Delhi
Yadav & Yadav, Education in Emerging Indian Society,Tandon Publications, Ludhiana.
JOURNALS
Babu and Punithambal(2003), conducted study on “Attitude of students towards study and
Achievement in commerce” .
Dani, (2007) conducted a study on scientific attitude and cognitive styles of higher secondary
students
Elakiya, Mary lily Pushpam (2010) conducted a study on the scientific attitude of IX
standard students in Coimbatore district.
Jyotikagupter and Manmohan (2006) conducted a study on study habits in relation to type
of school and sex at secondary stage”.
Jamur, k.k (1961) made a research work on ‘investigation of some psychological factors
underlying the study habits of college students.
Jain S.K (1967) conducted the study habits and academic achievement in Uttarpradesh.
Kulshrestha, Pradeep Kumar, (2000) conducted a study on The effect of school
Environment on Adjustment, study habit and Achievement of High school students.
Lawrence, Arul A. S (2014) conducted a study on Relationship between Study Habits and
Test Anxiety of Higher Secondary Students
Moorthy (2009) conducted a study on “Study habits and achievement of IX standard
students in Namakkal District.
Nancy and Sheeba (2005) conducted a study on “The relationship of different dimensions of
study habits with process outcome in Biology of IX standard students”.
Ngailiankim Caroline, (2006) conducted a study on Investigation into the Attitude and
Prema, Alphonse Raj (2004), conducted a study on “Creativity among high school students
in relation to their attitude towards science Research .
Rajendran Sand Raj (2005) Conducted a study on “Influence of parents education on the
study habits of high school students”.
Shajwal B.R (1980) “investigation into study habits of college students
Saxana S.K. (1981) ‘Self concept, study habits and school Attitude as correlates of socio,
economic status an cultural setting in different divisions and Failures of High school students
of Kanpur district’.
Sing.S Rohilkhand, University (2004) conducted a study on Creative thinking in relation to
level of Aspiration, field Dependence/Independence and study habits among scheduled casts
and scheduled tribes students.
Shapher Nagappapanchalingappa (2004), conducted a study on “Self confidence, Anxiety,
study habits and mathematics achievement of under achievers at secondary level”.
Sobha (2008) conducted study on “Study skills and academic achievement of intellectually
superior students at high secondary level”.
Nimavathi, Gnanadevan (2009) conducted study on “Developing study habits through
multimedia program”.
Seenivasan, Hariharan (2009) conducted a study on “Study habits of VIII standard students
in relation to their achievement in mathematics.
FOREIGN JOURNAL
Atwell, beverly arelen, edi, d., (1989) the effect of learning style of native americans
achievemtn in acaademc subject areas in montana tribal college
Brooks, Katharine, Stroup, Ed, (1989), the relationship between learning style, learning
strategy an achievement in freshman liberal arts students.
Daniel Stricker, David Weibel, (2010), conducted a study on “Efficient learning using a
Virtual Learning Environment in a University class”.
Enrlish Mark Edward (2000) conducted a study on “The Tran Theoretical model of
change. Application to college students study habits.
Gamze Sezgin Selcuk, Mehmet Sahin (2010), conducted a study on “The Effects of leaning
strategy Instruction on Achievement, Attitude, and Achievement Motivation”.
Ozsoy, Gokhan (2009) conducted a study on Metacognition, Study Habits and Attitudes
study on this study is conducted to investigate the relationship between fifth grade students'
metacognition levels, and their study habits and attitudes.
Mulen, Steven, Keith, (2000), conducted a study on “A study of the difference is study
habits and Attitudes between college students participating in an experimental learning
programme using portfolio in Experimental leaning”.
Medo mary Anne, (2000). Conducted a study on the status of High school students learning
strategies what students do when they read to acquire knowledge.
Mungai, Anne Mary Njeri Michigan, state university (2007) conducted a study on An
investigation of the study habits of female students (higher and low achiever) in Rural
Primary schools in Murang District Kenya
Ndakwah and Ernestine Ajame (2006) conducted a study on “Gender difference in tenth
grade students’ attitudes toward science the effect of school type”.
Odiri, Onoshakpokaiye E (2015) conducted a study on Relationship of Study Habits with
Mathematics Achievement.
Olutola, Adekunle (2016) Conducted a study on Assessment of Social Media Utilization
and Study Habit of Students of Tertiary Institutions in Katsina State.
RAO (1985) has studied the relationship of intelligence, study habits, attitude of pupil
towards school and socio – economic status with academic achievement.
Snodgrass, Rosemary Blacked (1985) a study of locus of control, achievement motivation
and knowledge and use of study skills as factors influencing academic performance in
academically talented college students
Sinha (1970) found only small difference between high achievers and low achievers on the
variable of parental occupation and no difference on parental income and educational level.
Yu, Darwin D (2011) conducted a study on How Much Do Study Habits, Skills, and
Attitudes Affect Student Performance in Introductory College Accounting Courses
Background
INTERNATIONAL ABSTRACTS
1. Dissertation Abstracts International Vol:54,No:5,April 2001.
2. Dissertation Abstracts International Vol:50,No:4,March 1991.
3. Dissertation Abstracts International Vol:55,No:3,Feb 2000.
4. Dissertation Abstracts International Vol:60,No:8,Feb 2005.
5. Dissertation Abstracts International Vol:64,No:2,July 2000.
6. Dissertation Abstracts International Vol:52,No:5,April 1994.
7. Dissertation Abstracts International Vol:69,No:6,April 2005.
8. Dissertation Abstracts International Vol:57,No:9,Feb 2006.
9. Dissertation Abstracts International Vol:63,No:11,August 2001.
10. Dissertation Abstracts International Vol:55,No:4,May 2006.
11. Dissertation Abstracts International Vol:62,No:10,Seb 1993.
12. Dissertation Abstracts International Vol:68,No:8,April 2007.
13. Dissertation Abstracts International Vol:65,No:7,Seb 2007.
APPENDIX-1
A.K.T. MEMORIAL COLLEGE OF EDUCATION, NEELAMANGALAM,
KALLAKURICHI, VILLUPURAM DISTRICT– 606 202
Dear Teachers,
I am doing M.Ed., in A.K.T. Memorial College of Education, Neelamangalam,
Kallakurichi, Villupuram District– 606 202. I am collecting data pertinent to my research work
entitled “STUDY HABITS AND ACHIEVEMENT IN HISTORY OF HIGHER
SECONDARY STUDENTS.”. Please spare your valuable time and furnish the necessary
information. I assure you that information will be kept strictly confidential and used for my
research purpose only.
Yours Sincerely,
GENERAL INFORMATION.
(Put a tick (√) mark in the appropriate box)
1. Name of the Student :
2. Sex : Male / Female
3. Location of Student : Rural / Urban
4. Type of the School :Govt. / Aided/Self-fiancé
5..Nature of the School :Boys / Girls / Co- education
6. Structure of the Family : Nuclear / Joint
7. Medium : Tamil/English
APPENDIX: 2
STUDY HABITS TOOL
Some times
Always
Plan the Work in Home Environment
Rarely
Never
often
S.No
1. Prepare a time-table to study at home.
2. I Study according to the Time-Table.
3. I learn properly in the class room.
4. I learn all the lessons before going to school and I learn all the lessons
that taught in the class regularly.
5. I have joined in the special coaching class foe studying.
6. I learn amidst my relative’s conversation, radio sound, play, guest.
7. I can’t learn while engaging myself in house hole activities.
8 While studying I note down all the important areas.
9. I use dictionary to find out the meaning of the new words.
10. I give more concentration for learn new words.
11. I take brief notes while the teacher taking class.
12. Clear my doubts by asking questions to the concerned subjects teacher.
13. While taking hints in the class I leave some important points.
14. I use only the guide rather than the text book.
15. While learning I use to underline important points.
PLAN THE LESSONS
16. Give more concentration to difficult lesson.
17. I spend more time to study the subject in which I have got poor marks.
18. I give priority to study the difficult portion.
19. I study the same lesson for a long time.
20. I like to learn the subject which like most.
Sl.No
Plan the Work in Home Environment
CONCENTRATION OF MIND;
21.. I study carefully with full concentration.
22. I feel that I don’t study well.
23. My mind is distracted while studying.
24. Even though I understand and study I am not able to remember.
PREPARE FOR THE EXAM
25. I am afraid of exams.
26. During the examination I study till midnight.
27. I go through the important hints before the exam.
28. I won’t Study the question which was previously asked.
COMMON HABITS AND INTEREST
29. After understanding I memorize the definitions, formulas, and proverbs.
30. I discuss the lessons with my friends.
31. I write while studying.
32. I study aloud.
33. I compare the content of the subject of one lesson with another lesson.
34. I think deeply about the lesson studied.
35. I go through previous chapter while pass on the next chapter.
36. I try remember the chapter after I studied.
SCHOOL SURROUDINGS
37. I spend my leisure time by studying.
38. I prepare the important messages from the library books.
39. I read newspaper and books.
40. I participate in the discussion in the class room.
APPENDIX : 3
gbg;G gof;f Kiwfs; (STUDY HABITS TOOL)
fPNo gbg;G gof;f Kiwfs; njhlHghd 40 thf;fpaq;fs;
nfhLf;fg;gl;Ls;sd. mit xt;nthd;wpw;Fk; vg;nghOJk;> mbf;fb>
rpyrkaq;fspy;> vg;nghOjhtJ> vg;nghOJk; ,y;iy vd Ie;J msTNfhy;fs;
nfhLf;fg;gl;Ls;sd. xt;nthU thf;fpaj;ijAk; gbj;J cq;fspd; fUj;Jf;fis
mjw;nfd nfhLf;fg;gl;Ls;s tpil Fwpf;Fk; gbtj;jpy; (√) Fwpapl;L
fhl;Lk;gb Nfl;Lf;nfhs;fpNwd;.
t.v thf;fpaq;fs;
tPl;L #o;epiyapy; gbf;Fk; Ntiy jpl;lkpLjy
1. tPl;by; gbg;gjw;nfd jdpahff; fhy ml;ltiz jahH nra;fpNwd.;
2. fhy ml;ltizapd;gb gbf;fpNwd;.
3. tFg;giwapy; Kiwahf fy;tp gapy;fpNwd;.
4. gs;spf;F nry;Yk; Kd; midj;Jg; ghlq;fisAk; gbf;fpNwd;. NkYk;> tFg;giwapy;
elj;jg;gl;lijAk; gbf;fpNwd;.
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10. Gjpa nrhw;fis fw;Wf; nfhs;s mjpf ftdk; nrYj;JfpNwd;.
11. ehd; gbf;Fk; nghOJ Vw;gLk; re;Njfq;fis ghlj;njhlHGila Mrphpahplk; Nfl;L
njhpe;J nfhs;fpNwd;.
12. gbf;Fk; NghJ cs;s ,lHghLfis Fiwj;Jf; nfhs;fpNwd;.
13. tFg;giwapy; Fwpg;G vLf;Fk; nghOJ rpyKf;fpakhd jfty;fis tpl;LtpLfpNwd;.
14. ehd; gbg;gjw;F Fwpg;ig kl;LNk gad;gLj;JfpNwd;.
15. gbf;Fk; nghOJ ehd; Kf;fpakhd thHj;ijfSf;F mbf;Nfhbl;Lg; gbf;fpNwd;.
ghlj;ij jpl;lkpLjy;
16. fbdkhd ghlg;gFjpf;F mjpf ftdk; nrYj;JfpNwd;.
t.v thf;fpaq;fs;
17. Fiwthd kjpg;ngz; ngw;w ghlj;ijg; gbf;f mjpf Neuk; nrytopf;fpNwd
18. fbdkhd gFjpfis gbg;gjw;F Kjyplk; nfhLf;fpNwd;.
19. XNu ghlj;ij mjpf Neuk; gbf;fpNwd;.
20. ehd; tpUk;Gk; ghlj;ij mjpfk; tpUk;gp gbf;fpNwd;.
ftdf; Ftpg;G
21. ehd; ghlq;fis ftdj;JlDk; mf;fiwAlDk; gbf;fpNwd;.
22. ehd; ed;whf gbg;gjhf vdf;F Njhd;wtpy;iy.
23. gbf;Fk; nghOJ vdJ rpe;jid jpirjpUk;GfpwJ.
24. ehd; Ghpe;J nfhz;L gbj;jhYk; vd;dhy; epidtpy; itj;J nfhs;s Kbtjpy;iy.
NjHTf;F jahH Mjy;
25. vdf;F NjHit vOJtjw;Fg; gakhf ,Uf;fpwJ.
26. NjHT ehl;fspy; ehd; es;spuT tiu gbf;fpNwd;.
27. ehd; Kf;fpa Fwpg;Gfis NjHTf;F nry;Yk; Kd; xUKiw ghHf;fpNwd;.
28. Vw;fdNt> Nfl;fg;gl;l tpdhf;fis ehd; kPz;Lk; gbf;f khl;Nld;.
nghJthd gof;ftof;fq;fs; ftdq;fs;
29. ghlq;fisg; Ghpe;J nfhz;l gpwNf> ehd; tiuaiwfs;> #j;jpuq;;fs; gonkhopfs;
Nghd;wtw;iw kdg;ghlk;; nra;fpNwd;.
30. ehd; ghlq;fisg; gw;wp vdJ ez;gHfSld; fye;JiuahLfpNwd;.
31. gbf;Fk; nghOJ vOJfpd;w NtiyiaAk; nra;fpNwd;.
32. ehd; rj;jkhf gbf;fpNwd;
33. xU ghlj;jpd; nghUis kw;nwhU ghlg; nghUNshL xg;gpl;L ghHf;fpNwd;.
34. gbj;j ghlj;ijg; gw;wp Mokhf rpe;jpf;fpNwd;.
35. mLj;j ghlj;jpw;F nry;Yk; NghJ Kjypy; elj;jpa ghlj;ij kPz;Lk; xUKiw gbf;fpNwd;.
36. gbj;J Kbj;j gpwF ghlj;ij epidT $w Kw;gLfpNwd;.
gs;sp Rw;Wr; #oy;
37 ehd; vdJ nghOJ Nghf;F Neuj;ij gbg;gpw;fhfr; nryT nra;fpNwd;
.
38 ehd; Kf;fpakhd jfty;fis E}yfj;jpypUe;J ngWfpNwd;.
.
39 ehd; nra;jpj; jhs;fisAk; gpwE}y;fisAk; gbf;fpNwd;
.
40 tFg;giwapy; eilngWk; fye;Jiuahly;fspy; gq;F nfhs;fpNwd;
.
APPENDIX -4
ANSWER KEY
Item No. Always often Some times Rarely Never
1 0 1 2 3 4
2 0 1 2 3 4
3 0 1 2 3 4
4 0 1 2 3 4
5 0 1 2 3 4
6 0 1 2 3 4
7 4 3 2 1 0
8 0 1 2 3 4
9 0 1 2 3 4
10 0 1 2 3 4
11 0 1 2 3 4
12 0 1 2 3 4
13 4 3 2 1 0
14 4 3 2 1 0
15 0 1 2 3 4
16 0 1 2 3 4
17 0 1 2 3 4
18 0 1 2 3 4
19 4 3 2 1 0
20 0 1 2 3 4
21 0 1 2 3 4
22 4 3 2 1 0
23 4 3 2 1 0
24 4 3 2 1 0
25 4 3 2 1 0
26 4 3 2 1 0
27 0 1 2 3 4
28 4 3 2 1 0
29 0 1 2 3 4
30 0 1 2 3 4
31 0 1 2 3 4
32 4 3 2 1 0
33 0 1 2 3 4
34 0 1 2 3 4
35 0 1 2 3 4
36 0 1 2 3 4
37 0 1 2 3 4
38 0 1 2 3 4
39 0 1 2 3 4
40 0 1 2 3 4
