CHAPTER III METHODOLOGY AND DESIGN

3.1 NATURE OF DESCRIPTIVE RESEARCH Descriptive research studies are designed to obtain pertinent and precise information concerning the current status of phenomena and whenever possible to draw valid general conclusions from the facts discovered. They are restricted not only to fact finding but may often result in formulation of important principles of knowledge and solution of significant problems concerning local, state, national and international issues. Descriptive studies are more than just a collection of data; they involve measurement, classification, analysis, comparison and interpretation: of what exists with respect to variables or conditions in a situation; of what we want by identifying standards or norms with which to compare the present conditions or what experts consider to be desirable, and of how to achieve goals by exploring possible ways and means on the basis of the experience of others or the opinions of experts. 45

3.2 SURVEY METHOD Survey studies are conducted to collect detailed descriptions of existing phenomena with the intent of employing data to justify current conditions and practices or to make more intelligent plans for improving them. Their objective is not only to analyze, interpret, and report the status of an institution, group, or area in order to guide practice in the immediate future, but also to determine the adequacy of status by comparing it with established standards. Some surveys are confined to gather all three types of information: data concerning existing status comparison of existing status with the established status and standards, and means of improving the existing status; while others are limited to one or two of these types. 3.3 EX-POST-FACTO DESIGN The literal meaning of the phrase ex-post facto from what is done afterwards. In this method of research facts are observed and noted as to their differences and the antecedent conditions are analyzed respectively. The term 'ex-post-facto', was first used by Chapin and Greenwood to mean a quasi experiment in which an

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attempt is made to control independent variables by matching and symbolic means. Fred N. Kerlinger has defined "Ex-post facto research as a systematic empirical enquiry in which the scientist does not have direct control of independent variables because their manifestations have already occurred or because they are inherently not manipulatable. Inferences about relations among variables are made without direct invention from concomitant variation of independent and dependent variables." The logic of ex-post facto method is that analysis and empirical verification of variable "X" can be undertaken from the variable "Y" in a background manner. The researchers can proceed from the observed differences in "Y", to find out the possible causal factor. Kerlinger observed, "In ex-post facto research, direct control is not possible-neither experimental manipulation not random assignment can be used by researcher. Thus, the rationale of this method is that a conceptual structure be worked out for analyzing the facts and their relationships in accordance with their natural manipulation because many research questions in education do not lend themselves to experimental manipulation.

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3.4 SAMPLE The sample is confined to 300 teachers and 1500 students were taken from 15 Grant-in-Aid and 15 Self-Finance Secondary School Students. The selection of sample was done through random technique of sampling. The sample selection will be done in that manner that the sample represents the total Gujarat State and for this purpose 3 Grant-in-aid and 3 Self-Finance secondary schools were taken from North, South, East, West and Middle Gujarat. 3.5 SAMPLE DESIGN Particulars Grant-inaid 15 75 75 375 375 Self Finance 15 75 75 375 375 Total

No. of school No. of Male Teachers Female No. of Boys Students Girls

30 150 150 750 750

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Test and Tools Used For the Study Table shows the test and tools used for the present study. For Teachers 1 Personal Information Sheet 2 Achievement Motivation Robert Helmreich and Janet Spence 3 Study Habit Self Made Self Made

For Students 1 Personal Information Sheet 2 Achievement Motivation Achievement Motivation Test (ACMT) by V.P. Bhargava 3 Study Habit PSSHI Palsane & Sharma Study Habits Inventory by M.N. Palsane & Sadhana Sharma Self Made

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Brief Description of Tests and Tools Used FOR TEACHERS Personal Bio-Data Sheet The self made personal bio-data sheet was used for the study. It includes questions relating to subject's name, father's name, subject's age, sex, present designation, marital status, service experience, monthly family income, permanent residence, local residence and telephone number. It takes nearly 5 minutes to complete it. Achievement Motivation Test Although McClelland and his colleagues rely on TAT to measure need for achievement, other researches have developed methods requiring less time to administer and less expertise to interpret. One of these measures, developed by Robert Helmreich and Janet Spence, divides the need for achievement into three factors. The Work factor represents "the desire to work and to do a good job", the mastery factor reflects "a preference for difficult, challenging task or meeting internally prescribed standards of performance excellence". and the competitiveness factor describes, "the enjoyment of interpersonal competition and the desire to win" (Spence & Helmreich, 1983, p 41) see Appendix A1. (Copy of the tool).

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ADMINISTRATION OF TOOL After selecting the schools randomly out of total schools, the investigator personally visited all these Schools during their working sessions. The investigator developed personal rapport with the teachers of schools during their lunch break time and free period. After giving brief introduction of the tool on achievement motivation, investigator described the questionnaire and gave the instructions for filling up the questionnaire, which comprised of 19 items divided into three components. No time limit was imposed for filling up the questionnaire. After 30 minutes the papers were collected and investigator thanked the teachers for their co-operation. Same process was followed at all the selected schools. SCORING As per manual of the tool assessing your own personality (Achievement Motivation) Robert Helreich and Janet Spence, the rating on each item is done using the following scale: 1. Strongly Agree 2. Somewhat Agree 3. Neither Agree Nor Disagree 4. Somewhat Disagree 5. Strongly Disagree

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Table gives the whole picture of the tool used to collect the data. Table 3.1 Components of Achievement Motivation on 5 point scale S.No. Components Items Minimum Maximum Middle Score 1. 2. 3. Total Work Mastery Competitiveness Three 06 08 05 19 06 08 05 19 Score 30 40 25 95 Mark 18 24 15 57

Table shows that there are three components of achievement motivation i.e. work, mastery and competitiveness having six eight and five items respectively which are measured on 5 point scale. Study Habit Scale for Teachers The Study Habit Scale is constructed and standardized by researcher himself with the help of Dr. Ajay Kumar Chaudhary, Senior Lecturer, Department of Psychology, Government Meera Girls College, Udaipur. The scale consists of twenty questions, depending upon the results of pilot study and opinions of several psychologists, 30 questions in each of the study habit were finally selected out of 40 questions originally framed for each. Later on the

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basis of t value finally 20 items were found appropriate for the scale. The questions elicit answers on a 5 point continuum scale. Some of the questions indicate the presence of study habit when these are answered negatively, and are given scores accordingly. These negative answers imply social or interpersonal deprivations which are liable to give rise to less study habits. Most of the questions indicate the presence of study habit when these are answered positively, and are given scores accordingly. The positive answers show personal ability and reactive features. The scale was constructed through Likert Method of Scale Construction. On the basis of the responses obtained by 100 respondents (teachers) the upper group and lower group was ascertained. The t value was calculated for item selection. The t value obtained for each question (on 30 questions) is presented here in the following table:

Item No.

t value

Selected/ Rejected

Item No.

t value

Selected/ Rejected

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1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

2.32 2.15 1.23 0.89 3.00 2.19 1.99 1.98 1.55 2.01 0.99 2.35 0.98 3.06 1.55

Selected Selected Rejected Rejected Selected Selected Selected Selected Rejected Selected Rejected Selected Rejected Selected Rejected

16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

3.56 1.17 2.21 2.09 1.98 0.55 2.35 2.61 3.22 1.29 1.96 1.54 2.01 4.10 2.35

Selected Rejected Selected Selected Selected Rejected Selected Selected Selected Rejected Selected Rejected Selected Selected Selected

Mode of Administration Written application - The subject is supplied with a copy of the scale and is requested to read the instruction and act accordingly. Validity To find out their empirical validity, self-rating by the subjects were obtained on a five point scale as the certain is employed. This method is used because no other suitable criterion was available for the purpose. The correct use of this method required proper selection 54

of subjects. For rating their own feelings of study habit in a scale, the subjects were expected to know the purpose of study habit. They should be able to understand the scale, and judge their own study habit in reference to that. Therefore, teachers were selected as subjects. The subjects were consecutively given questionnaires to answer, and scales to rate their own study habits. Correlation coefficient was calculated to obtained to obtain the Validity Coefficients which is presented in table 3.2. Table 3.2 Validity Coefficients of Self Made Teachers Study Habit Scale Comparable test N Group Validity Coefficient Self-rating 60 Teachers 0.717

These are sufficiently high validity coefficient, significant above one percent level. Reliability Statistics of test-retest reliability was used for measuring consistency coefficients of study habit scale. For that, scale was administrated twice at the interval of three weeks to a group of eighty under-graduate and post-graduate students. The findings are given in Table 3.3 Table 3.3

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Reliability Coefficients of Study Habit Scale Tests Retest Interval Study Habit Scale 3 weeks 80 0.920 N Product moment reliability

These above figures indicate very high reliability coefficients. Such high reliability coefficients might be questioned, because in the field of psychological testing such is not a common occurrence. The group of subjects was drawn from 6 colleges and from both sexes. Heterogeneity itself apart from the test accuracy is known to effect the correlation coefficient (reliability in this case) in raising it to a certain extent. Therefore, when due allowance is made for the effect of heterogeneity, these high reliability coefficients might be accepted as reliable figures. Scoring Subjects are given scores according to the scoring schedules. The procedure that was followed for constructing scoring schedules is described below. Scoring The scoring key is given in table 3.4 & 3.5 for study habits respectively.

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Table 3.4 Scoring Schedule of Teachers Study Habit Scale Scores Question No. Very Much 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 1 5 1 5 1 1 1 5 5 5 5 5 5 5 5 5 5 5 2 4 2 4 2 2 2 4 4 4 4 4 4 4 4 4 4 4 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 4 2 4 2 4 4 4 2 2 2 2 2 2 2 2 2 2 2 Much Average Less Very Less 5 1 5 1 5 5 5 1 1 1 1 1 1 1 1 1 1 1

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19 20

5 5

4 4

3 3

2 2

1 1

Questions 1, 3, 5, 6 & 7 in the questionnaire are scored according to the schedule for negative answers only. Other questions are scored for positive answer. The maximum score obtainable is 100. Scores below 34 indicate very less study habits. Scores between 35 & 51 indicate Less Study Habits. Scores between 52 & 68 indicate Moderate Study Habits. Scores on and above 69 indicate Very Much Study Habits. Brief Description of Tests and Tools Used FOR STUDENTS Personal Bio-Data Sheet The self made personal bio-data sheet was used for the study. It includes questions relating to subject's name, father's name, subject's age, sex, father's occupation, mother's occupation, number of siblings, monthly family income, permanent residence, local residence, telephone number and type of family. It takes nearly 5 minutes to complete it. Achievement Motive Test

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The Achievement Motive Test (ACMT) is constructed and standardize by Dr. V. P. Bhargava of Agra in 1984. It is available at National Psychological Corporation, Agra. The test has 50 items. The present test is intended to measure N Ach score of the person. It is based on the lines following the pattern on Dr. Bishwanath Mukherji and the method of Sentence Completion Test. The test consists of 50 items of incomplete sentences (items) which are to be completed by the Ss by putting a check-mark on any one of the three alternative responses given against each items. The Ss are instructed about what they to do and are required to check the item by choosing one of the alternative responses which indicate his true feelings with respect to the point asked through a particular item. It is expected and believed that the subject while engaged in the process of checking the item would consider all the aspects which may be round-about him at that time. Thus, his check on the alternative responses (which he chooses so) would indicate his true feelings. In this way all the items are to be checked indicating his responses on the whole test. Another special feature of the test is that items are repeated more than once in order to know the level of consistency with which the subject is answering the test. Similar responses on similar test items indicate the consistency in responding to the test. This has been done so as to avoid the time-interval gap effect which is usually present where test retest is done allowing a time-gap. Care has been taken to cover as 59

many aspects as are conveniently permissible and possible from administration point of view. The usual time which is needed for administrating the test is 30 minutes, including the time needed for giving the instruction to the Ss. It is desirable that the test administrator while giving the test to the Ss should get them seated in such a way that they may not talk to each other or consult each other about the responses which they should check. This is sufficient to check the faking of responses which is usually happening when the test is being administrated in a group situation. The author feels that language variable influences cannot possibly be reduced. The construction of the test was done by following the procedure which was collection of items in Hindi from different sources (through experts in Hindi language and Psychology), pooling them and then selecting them according to the respective merits of the items. The similar procedure was followed for fixing the possible alternative responses which have similar competitive attraction value. In this the help given by the experts and consultants is thankful acknowledged. When a rough format of the test (with 75) items was ready a preliminary testing programme was carried on 35 subjects in order to check the administrative feasibility of the test and also to find out which of the items are not good and may be easily dropped (without loosing anything) in the test. The final draft was accepted after taking into consideration the reliability and validity of the test. The inter-consistency among the test items, the

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reliability of the responses and criterion validity was obtained which was high enough for accepting the test for use as a measure of Achievement Motivation. Reliabilities Test-retest reliability after an interval of one month : 0.87. By comparing the responses of similar items : 0.79. Considering the responses if they indicate to measure the same aspects for which they were intended to measure, it was found that they did so. Validation Indices The test was tried for having agreement with the criterion test of N Ach, and with educational achievement in various faculties. It was found that the test scores on this test and that with the testscores SCT of Dr. Bishwanath Mukherji had an agreement of .80 and with Educational Achievement Test (General) it had an agreement .75. Scoring The procedure for scoring is very simple. It can be done with the help of a scoring key. Each item indicating Achievement Motivation (N Ach) is given a score of 1 and the total score earned

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on all the items is the N. Ach Score. The scoring method is given in scoring key in table 3.5

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Table 3.5

miyfC/k izsj.kk ijh{k.k 'kkfCnd & ewY;kadu dqth ewY;kadu fof/k & izR;sd in ij vius iz;ksT; } kjk dk fpUg vafdr ns[kdj vki feyku djsa fd in esa fpUgkafdr izR;qkjksa ls fdrus feyrs gSaA feyus ij izfr in ,d vad fn;k tkuk gSaA dqy vadksa dk ;ksx gh ijh{k.k ij izkIr vad gksxkA d
1 2 3 4 5 6 7 8 9 10

[k

x
26 27 28 29 30 31 32 33 34 35

[k

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11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

36 37 38 39

40 41 42 43

44 45 46 47

48 49 50

Norms As a result of administering the Achievement Motivation Test (ACMT) on a sample of 600 college going students of Agra (300 Males and 300 Females) of the age range 16 to 22 years the category wise classification as percentile norms was done. The following table 3.6 presents the classification :-

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Table 3.6 Norms Table for Achievement Motive Test Category Boys High Above Average Average Below Average Low 23 & above 19-22 17-18 15-16 11-14 Scores Girls 23 & above 20-22 17-19 14-16 11-13

Low Category : Typifies subjects performance lower than ordinary one. Below Average : Refers subjects performance is simpler than

routine performance. Average : Refers to average performance nothing worth mentioning. Above Average : Refers performance superior than average one. Casual a appreciation is often done. High : Refers to outstanding performance worth appreciable and mentioning. Palsane & Sharma Study Habits Inventory (PSSHI)

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The Palsane & Sharma Study Habits Inventory was constructed and standardize by M.N. Palsane and Sadhana Sharma in 1989. It is available on National Psychological corporation, Agra. The test has 45 items. Description of each area of Study-habits The study of the individual cover mainly the reading habits, learning techniques, memory, time-schedule, physical conditions, examination, evaluation, etc. The following table 3.7 shows the items belonging to various areas.

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Table 3.7 Areas of Study Habits Inventory S.No Areas 1. 2. 3. 4. 5. 6. 7. 8. Budgeting time Physical condition Reading ability Note making Learning motivation Memory Taking examinations Health No. of Items 1, 2, 3, 4, 32 5, 6, 7, 8, 9, 43 10, 13, 14, 15, 16, 17, 22, 28 11, 18, 19 20, 21, 23, 24, 25, 40 12, 26, 27, 37 29, 30, 31, 33, 34, 35, 36, 38, 39, 42 41, 44, 45

Administration of the Inventory The inventory can be administered to individuals as well as in groups of 25 to 50. Still larger numbers can be handled with the help of assessment supervisors and the public address system (Loud Speakers). The subjects should be seated comfortably and as far as possible should not have a chance to talk to other students or glance at their answers. There should be good ventilation and light in the room.

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By explaining the purpose of the test, the supervisor should try to get full cooperation from the students. The inventory is selfadministering. All the instructions are printed on the front page of the inventory. The supervisor should read these out to the students and explain to them whatever is necessary. The following points should be emphasized : The results are useful only if the subjects give honest answers. The needed bio-data be filled on the first page of Inventory. The test administrator should see this personally. Although there is no timelimit, the subjects should complete the entire inventory within 20 to 25 minutes. The answer of the individuals will be kept confidential. If the subjects have any difficulty in understanding the meaning of the words or statements, the test administrator may be consulted. Scoring The procedure of scoring is quite simple. For Always or Mostly response, score of 2 is awarded, whereas 1 and 0 scores are to be given foe Sometimes or Never responses respectively. In case of statement Nos. 6, 9, 13, 15, 24, 26, 34, 36, 37, 41 & 42 the weightage of scoring is reversed and it is as 0, 1 and 2 for always, sometimes and never responses respectively. The maximum obtainable score is 90. Higher score indicates good study habits. Reliability 68

The reliability coefficient was found to be .88 by test retest method (with an interval of 4 weeks) on a sample of 200 male students of undergraduate classes. The reliability coefficient was found to be .67 with an interval of 3 months on a sample of 60 girls studying in intermediate classes. Using split half technique on 150 boys of intermediate and undergraduate classes, the coefficient of correlation was found to be .56 between odd and even items. Validity The Validity Coefficients indicate that the inventory has sufficiently high Validity with other similar inventors and allied Measures by other authors and have significant relationship with other variables which influence the study habits and academic performances. For research purposes, the inventory can be safely recommended for use with the sample for which has been prepared. The inventory, besides having a high face validity, has other validity Coefficients which are given in table 3.8.

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Table 3.8 Validity Coefficients of Study Habits Inventory Name Of Other Tests N Validity

Coefficient (a) With External Criterion (Similar type of Study Habit Inventories) 1. Study Habit Inventory - Mukhopadhyaya and 80 2. 3. 4. Sansanwal Test of Study Habits and Attitudes - C.P. 80 Mathur Study Habit Inventory - B.V. Patel Study Involvement Inventory Asha 80 80 .69 .67 .74 .83

Bhatnagar (b) With other Variable Measures 1. Verbal Achievement Motivation Test - V.P. 50 2. 3. 4. 5. Bhargava Scholastic Achievement (Total Marks in 50 Annual Examination) Level of Aspiration - Shah and Bhargava 50 Projective Test of Achievement Motivation - 50 P. Deo Reading Comprehension Test - Ahuja & 50 Ahuja

.46 .42 .58 .53 .76

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Norms The norms are decided on the percentile level and category obtained by students of both sexes studying from Intermediate to Postgraduate levels are given in Table 3.9 Table 3.9 Norms of Study Habits Inventory Percentile Level 100 90 80 75 (Q3) 70 60 50(Md.) 40 30 25(Q1) 20 10 Boys 75 74 64 62 61 60 59 57 55 54 53 50 N = 400 Mean = 59.74 Median = 59.21 S.D. = 6.40 Girls 78 73 68 67 65 64 63 60 58 57 56 53 300 63.80 63.02 6.60 E D Unsatisfactory Study Habits Very Unsatisfactory Study Habits C Average Habits Study B Good Study Habits Category Interpretation A Excellent Habits Study

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From the above table, the percentile level or position of a Student category of his performance and its interpretation can be made. 3.9 STATISTICAL TECHNIQUE USED For analysing the data collected, the mean & standard deviations were calculated and for testing the hypotheses, student t test was used. All the statistical analysis is conducted through

computer on SPSS (Statistical Software for Social Sciences, Version: 17.0). Wherever necessary data is presented through graphs.

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