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Two Factor Theory - Spearman Two factor theory of intelligence considers that intelligence consists of two factors : a general intelligence factor, G several specific factor, S The general factor G is considered as playing some part in almost all human activities, while there are some special types of activities which are associated with the S factor. For example, learning certain skills and crafts etc. Everybody has one G factor and many specific abilities or many S factors. In every type of activity, one S factor pertaining to that activity is necessarily involved while in all type of activities the necessity of G factor is felt. There are activities in which the G factor is relatively important and also such activities where it plays only a minor role. In cases of minor roles  the S factor plays prominent role. G factor can never be directly measured. It is measured indirectly by obtaining the correlation of many functions involving G. Spearman later added a grou

INTRODUCTION Kothari Education Commission, 1964-66,  was the sixth commission in the history of commission in India. The Five Years Plan, started after independence helped the growth of the country in many areas. However, the execution of these plans expresses the inherent weakness due to which the expected success was not being achieved. Education appeared to be one of areas which indicated many problems that needed our efforts for immediate solutions. The government was fully aware of the situation. To improve the educational set up the government constituted two commissions after independence. Radhakrishnan Commission , which dealt with university education and Secondary Education Commission, confined to secondary education only. The recommendations of these two commissions could not be succeeded in its full implementations. Consequently, the defects in the area of education persisted. In order to remove theses defects, the government had to appoint a new education commission

The Deficit Theory attempts to explain why certain disadvantaged students show a high failure rate in school. These students coming from socio-economically disadvantaged homes, show a lack of verbal stimulation and entered school without the necessary linguistic resources for success. These children, labelled verbally deficient may actually be highly competent language user, however they do not find themselves in situations where they are able to demonstrate their specific language competence. When a child is in the presence of an authority figure of a different social class, he or she tends to be more introverted. An important consideration for those working with high school students is to realize that one vernacular (language) is not inherently superior to another. Such understanding will enhance a students' desire to develop during there years of critical language growth. In an attempt to explain deficiencies in lower socioeconomic students’ success rate, some researc