12 - Chapter 3
12 - Chapter 3
12 - Chapter 3
METHODOLOGY
*3 Research Design
*:* Sample
*3 Tools
*:* Administration and Scoring
+3 Analysis o f the Data
METHODOLOGY
establish facts and reach new conclusion. Perhaps the words new conclusion
of:
2002).
Research Design
According to Kerlinger and Lee (2000) research design is the plan and
structure of investigation, conceived so as to obtain answer to research
research studies determine the frequency with which something occurs or its
with due concern for the economical completion of the research study
(Kothari, 1985).
The Sample
two learning disabled groups and one learning abled group. The learning
disabled subjects were selected from the clinics and special education centers
where these children were studying. The normal control group was selected
possibly from their blood relations of corresponding places. The total
strength of the sample was 80. The learning disabled group consist of 40
subjects and the non learning disabled group consist of 40 subjects. Selection
of the subjects to be included in the two groups was different. Subjects in the
clinical group were selected following the purposive or judgemental
sampling is that with the exercise of good judgement and appropriate strategy
one can handpick the cases to be included in the sample and thus develop
samples that are satisfactory in relation to one's research needs. A common
under the assumption that errors of judgement in the selection will tend to
counter balance each other (Wilkinson and Bhandarkar, 1982). Table. 3.1
TABLE 3.1
Distribution of the Sample
Total 24 56 80
subjects included in one of the group was based on the diagnosis made by the
criterion of the DSM IV, and also with the help of the class teacher where the
subject is studying. The researcher reaffirmed that this group did not receive
Methodology 158
included.
fiom the sample because learning deficit may be identified in children with
The selection was made fiom all the places fiom where the LD samples were
taken, possibly fiom their blood relations. These samples are thus matched
with those in the clinical groups with respect to age, sex and education.
to confirm that they did not have history of any major physical or
consistent a personal data sheet was used. The samples selected for the Non
subjects were taken kom every class inorder to control the effect of learning
TABLE 3.2
Age Wise Distribution of the Sample
S1.
Age in Years
Group
No. Girls Boys
TABLE 3.3
S]. Education
Group Boys Girls Total
No. level
4' std 7 1 8
Learning
1. 5~ std 12 5 17
Disabled
6' std 10 5 15
4' std 1 5 6
2. Learning abled 5' std 19 6 25
6' std 7 2 9
TABLE 3.4
Distribution of Religion in the Sample
Disability groups and Non Learning Disability group are more or less
In the present study as the fxst step data was collected focusing on
TOOLS
The following are the tools selected for assessing the variables under
the study.
1987) is used.
6. For assessing the language skill, a language test for children prepared
and medical background of the subject. The personal details regarding the
name, age, sex, education, academic performance etc.. . are included. The
etc.. . in the family are included. The informations are collected directly from
2. Draw-A-Man-Test
used. This is done to assure that the subject possess average intelligence
which is one of the criteria for learning disabled. Here the researcher used
revised and extended form of Draw-A man test by Pramila Phatak. The use
human body. The original scale included scoring of the major body parts and
their crude proportions. It was felt that in the advance concept of human
figure the inter location of various body parts and the sex of the figure are
inevitable. Hence a few more points were added to the original scale and a
list of 25 points was made. The following are the list of the major 25 scoring
points.
criteria in various studies. The correlation between the scale and the criterion
varies according to the nature of the external criterion. However all of them
Methodology 163
are in accordance with the expectation of accepting the validity of the scale.
The rank order CO-efficients (Rho) were calculated for 8 age groups
consisting of 9-5 1 students. They ranged from 0.18 to 0.84. The average 'r' is
calculated by using the Rho's. The Rho's were calculated for 10 groups
3. Digit Span
two categories, Digit Forward and Digit Backward. The present study
selected this test in the year 2000. Hale, Hoeppner and Fiorello (2002) has
also selected this tool for assessing attention which W h e r ensures the
4. Impulsivity Test
Test (MFF) was used. The original form consist of a series of twelve
pictures, each on a separate sheet, along with six variants of that picture. For
the present purpose a shorter form of Matching Familiar Figure Test was
solving task, the reflective children have been found to having longer
attention span and are less distractable. On the other hand impulsive children
spend little time in considering alternatives. They make quick and hasty
Methodology 164
This test consist of six items of the matching familiar figure and two tasks
involving motor control. All the items are drawing of figures and patterns.
The child is asked to select the picture that is exactly like the one at the top of
the sheet. The two measures obtained from this test are the time taken to
respond (the amount of time the child takes to make his choice) and the
number of errors.
5. Memory
Although the present study was initially designed in 2000. Later in 2002,
Hoerig, David and D' Arnato also emphasized the need to assess memory of LD
children. In order to assess the quality of memory of the subject, the investigator
developed a test that is simple enough to be used with children of any literacy
level. Twenty four common objects, made of wood, steel and plastics that are
appropriate method which was not attempted in this work due to limitation of
time.
with LD children scoring a significantly lower mean (LD mean = 5.03 and
Non LD mean = 12.23) than the Non LD (Table 4.5). This result establishes
the diagnostic validity of the test. Therefore this test is considered for use in
6. Language Test
the investigator devised a test to asses the language ability of the learning
disabled children. The test consists of two areas i.e., Reading and Writing.
The criteria used for the selection of the words, numbers and letters are given
below:
1) The possible words that are interchangeable with other letters were
identified.
by all the students in the class were selected from the Malayalam
Methodology 166
selected from 4" standard, it is assumed that children who pass class 3
Reading:
A B C D E F G H I J K L M
N O P Q R S T U V W X ~ Y Z
(2) Identified a list of Malayalarn and English words (9 each) that are
alphabets.
Play
home
on
cold
step
belt
was
top
Saw
(3) A list of nine numbers also selected which are given below
12 14
10 51
6 61
31 17
9
Writing:Inorder to identifjr the writing skill of learning disabled children, the
researcher identified 25 common Malayalam words from Malayalam
textbook prescribed for standard three, the previous standard from which the
subjects in the sample were promoted. This was done based on certain
criteria. Before identiQing the words, the investigator conducted a dictation
of 35 Malayalam words based on their textbook among the 3" standard Non
LD children. Among the 35 Malayalam words, 25 words which were
correctly written by all of them were selected. The words are given below.
Methodology 168
Reliability Validity
appropriate method which was not attempted in this work due to limitation of
time.
Reading mean = 12.88 and Writing mean = 12.49; NLD Reading mean=l .S0
and Writing mean = 2.17) than the Non LD children (Table 4.3).
Administration
The subject was seated comfortably in front of the table. After making
proper rapport, the personal data sheet was given to the subject and were
Scoring
The informations collected are used for the post hoc subgrouping of
the sample with regard to certain socio demographic factors and also for
Administration
proper rapport, a blank sheet of paper was given to the subject and the
want you to draw a picture of a full human figure in the space. I want to see
how nicely you can draw it. You can take as much time as you like, but if
you want to turn the sheet and use the backside, you have to tell me. When
you finish put the pencil down and raise your hand to indicate that you have
finished".
Scoring
The scoring of the human figure is simple for anyone who is capable
given in the manual along with their weightages and description of scoring
3) DIGIT SPAN
Administration
The two parts of the test is administered one after the other.
Digit Forward: The instruction for the subject was as follows; " I am going
to say some numbers. Listen carefully and when I have finished, repeat them
after me" (Wechsler, 1974). The digits were read out one per second with
clarity. If the subject repeated trial 'I' of a series successfully, then the next
Methodology 170
higher number in the same trial is used. If helshe failed then a second chance
is given in the same series of trial 11. If helshe failed on both the trials of a
Digit Backward: The instruction for the subject was as follows. "Now I am
going to say some more numbers, but this time I want you to say them
backwards" (Wechsler, 1974). An example was given and let the subject try.
If the subject failed in the trial I, trial I1 of the same series is given to
Scoring
in backward series with out error in trial I or 11. The highest score in digit
backward is '8'.
The total score for the Digit span is the sum of scores on digit forward
4) IMPULSIVITY TEST
Administration
Each child is individually tested using the picture materials. Seated the
subject comfortably infront of the table. After making proper rapport the
child is instructed, "find the picture that is exactly like the one at the top of
the page". The time take to make his selection and errors are recorded.
Methodology 17 1
The two tasks, involving fine motor control were used to assess motor
behaviour. For the first task the child is instructed to connect the dots inorder
to make a umbrella. For the second task the child is to draw a path for the
dog to run over to get his bone. A broken line has been drawn to show where
the path is, but the subject has to connect the dashes so that the dog can run
along the path.
Scoring
The recorded time taken to complete each task is the index. In addition
1. Accuracy of performance
2. Did the child appear to map out a plan of action before beginning
4. To what extent did the child appear tense and anxious. Combine
5 ) MEMORY
Administration
The subject was seated comfortably infi-ont of a table and rapport was
Scoring
6) LANGUAGE TEST
Administration
proper rapport the subject is instructed as follows: "I am going to show a list
words one by one in the order in which they were presented verbally.
Scoring
For the assessment of reading, the investigator shows the list already
prepared to each individual subject and asked them to read them aloud. The
number of miss spelled words or errors are taken as the score. As cited by
Reddy, Rmar and Kusuma (2002), Thomas et al, 1987; and Adams, 1990
than their non handicapped peers and have suggested that error analysis can
For hypotheses five to the tenth inter relationship between the studied
between the scores of the respective variables. The scores were also subjected
to Multiple Regression Analysis. But the results were not significant enough.
Hypotheses 11' and 12' intend to explore the role of certain socio-
demographic factors on LD. For verifying this, 't7-test was computed between
socio-demographic characteristics.
The results of the analysis are presented and discussed in the next
chapter.