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166

CHAPTER -V

ANALYSIS AND INTERPRETATION

5.1. INTRODUCTION

Analysis of data means studying the tabulated data in order to determine the

inherent facts or meanings. “Analysis of the data is an important as any other

components of the research process” Gays (1976). “Research data become

meaningful in the process of being analyzed and interpreted regardless of how well

the study is conducted, appropriate conclusions” Mouly (1964). It involves

breaking down existing complex factors into simpler parts together in new

arrangements for the purpose of interpretation. This serves the following main

functions, such as,

1. To reproduce the raw data meaningful

2. To test “hypothesis” or “Null hypothesis” whichever may be proved or

falsified.

3. To obtain significant results out of the data collected according to the

assumption of the samples and

4. To estimate the parameter whichever applicable.

The data collected by the investigator is tabulated and the interpretations are

given below.

5.2. IMPORTANCE AND USES OF DATA COLLECTION

Analyzing the data is very important part of research. It‟s a skilled work It

demands a deep and intensive knowledge on the part of the researcher about the

167

data to be analyzed. It‟s through systematic analysis that the important

characteristics which are hidden in the data are revealed and valid generalizations

are drawn. It‟s vivid that to bring out the hidden data in the study the systematic

analysis is essential. It is done systematically the study becomes worthwhile and

contributes something to the existing knowledge. Without analyzing the data

interpretation is impossible. True analysis leads to a correct interpretation. They

are interrelated the task of analysis incompletes without interpretation. In fact

analysis of data and interpretation of data are complementary to each other. The

end product of analysis is the setting up of certain general conclusions while the

interpretation deals with what these conclusions really mean. For a successful

study, the task of analysis and interpretation should be deigned before the data are

actually collected (Saravanavel , 2005).

A true data analysis is helpful to bring out newer facts. The researcher has to

see the fact from all angles. Larger divisions of material should be broken down

into smaller units and rearranged in new combinations to discover new factors and

relationships. Data should be studied from as mange angles as possible to find out

new and newer facts (Kulbir singh sidhu, 2006).

5.3. DESCRIPTIVE ANALYSIS

The scores obtained from processing data are classified according to variables

of the study and basic statistics are calculated. The description of basic data is

presented in this section.

168

Table -7 I Psychological Sex Role Orientation

Statistical values of Psychological sex role orientation

Boys Girls

Masculinity femininity Masculinity femininity

N 150 150 150 150

Mean 70.2533 42.7067 37.2267 70.4267

Std. Error of

Mean

.86105 .49873 .59469 .63106

Median 71.0000 43.0000 36.0000 70.0000

Mode 76.00 42.00 36.00 79.00

Std. Deviation 10.54564 6.10814 7.28347 7.72892

Skewness -.436 -.278 -.111 -.317

Kurtosis .053 .186 -.772 -.099

From the above table it is noted that Mean of Masculinity of Boys is higher

when compared to girls and Femininity mean of Girls is higher than boys. Boys

Masculinity, Boys femininity, girls femininity Mean, girls masculinity Median

mode does not lie in the same plane. Skewness of the variables are negatively

skewed, Kurtosis is platykurtic.

169

Table – 8 I .Occupational Aspiration

Statistical values of Occupational aspiration

Boys Girls

Idealistic

aspiration

Realistic

aspiration

Idealistic

aspiration

Realistic

aspiration

N 150 150 150 150

Mean 22.4133 25.1600 27.8933 28.4867

Std. Error of

Mean

.54335 .52012 .44381 .59774

Median 24.0000 25.0000 26.0000 28.5000

Mode 15.00(a) 35.00 25.00 35.00(a)

Std. Deviation 6.65465 6.37011 5.43559 7.32078

Skewness .274 .179 .181 .130

Kurtosis -.493 -.504 -.534 .285

From the above table it is noted that Mean of idealistic aspiration of girls is

higher when compared to boys and realistic aspiration mean of Girls is higher than

boys. Boys idealistic, Boys realistic, girls idealistic Mean, girls realistic Median

mode does not lie in the same plane, Skewness of the variables are positively

skewed, Kurtosis to the above data is Platykutic.

170

Table – 9 I Cooperation Competition

Statistical values of Cooperation Competition

Boys Girls

cooperation competition cooperation competition

N 150 150 150 150

Mean 19.3267 18.4667 19.8800 19.5600

Std. Error of Mean .39680 .39148 .41168 .42162

Median 19.0000 18.0000 20.0000 20.0000

Mode 17.00(a) 16.00(a) 23.00 24.00

Std. Deviation 4.85977 4.79467 5.04200 5.16374

Skewness .005 .234 -.177 -.102

Kurtosis -.971 -.870 -1.058 -1.145

From the above table it is noted that Mean of cooperation of girls is higher

when compared to boys and competitive mean of Girls is higher than boys. Boys

cooperation, Boys competition, girls cooperation, Mean, girls competition, Median

mode does not lie in the same plane. Boys cooperation and competition variables

are positively skewed, and girls cooperation and competition variables are

negatively skewed. Kurtosis to the above data is Platykutic.

171

Table – 10 IV Cultural Determination

Statistical values of Cultural Determination

Boys Girls

Cultural

conformity

Cultural

rebellion

Cultural

conformity

Cultural

rebellion

Mean 36.7800 32.3667 34.2400 30.3867

Std. Error of Mean .88945 .91980 .97736 .87382

Median 40.0000 30.0000 34.0000 28.5000

Mode 49.00 20.00 20.00(a) 21.00

Std. Deviation 10.89355 11.26521 11.97014 10.70206

Skewness -.349 .398 -.004 .395

Kurtosis -1.403 -1.304 -1.700 -1.214

From the above table it is noted that Mean of Boys cultural conformity and

cultural rebellion are higher when compared to Girls cultural conformity and

cultural rebellion. Boys cultural conformity, Boys cultural rebellion Mean, girls

cultural conformity, girls cultural rebellion, Mean, Median, mode does not lie in

the same plane. Skewness of the variables are positively skewed, Kurtosis to the

above data is Platykutic.

172

Table – 11 IV Students Learning Orientation

STATISTICAL VALUES OF LEARNING ORIENTATION – ST BOYS

PEDOL ADOL INJOL APAL INVOL EXOL SIGOL

N 150 150 150 150 150 150 150

Mean 22.9867 20.1267 22.1200 20.7733 21.7133 21.1133 21.2333

Std. Error of

Mean .32329 .43610 .42188 .33859 .38464 .37081 .37962

Median 23.0000 21.0000 24.0000 20.0000 23.5000 21.0000 20.0000

Mode 23.00 24.00 25.00 20.00 24.00 20.00(a) 18.00

Std. Deviation 3.95950 5.34111 5.16691 4.14688 4.71089 4.54144 4.64934

Skewness -.791 -.161 -.425 .007 -.384 .039 .140

Kurtosis .442 -1.381 -1.115 -.892 -1.059 -1.077 -1.332

Table – 12 Statistical values of Students Learning Orientation - ST Girls

PEDOL ADOL INJOL APAL INVOL EXOL SIGOL

N 150 150 150 150 150 150 150

Mean 21.9667 19.1800 20.7533 20.6533 21.7667 21.1733 21.4000

Std. Error of Mean .36483 .38682 .41954 .33297 .37820 .39297 .37411

Median 22.5000 19.0000 20.5000 20.0000 24.0000 20.0000 21.0000

Mode 20.00(a) 24.00 15.00 20.00 24.00 27.00 18.00

Std. Deviation 4.46826 4.73750 5.13827 4.07807 4.63198 4.81294 4.58184

Skewness -.391 -.008 -.089 .103 -.498 .053 .173

Kurtosis -.268 -1.421 -1.353 -1.025 -.944 -1.177 -1.369

173

From the above tables it is noted that Mean of ST Boys Personal

Development Orientation Learning (PEDOL) is higher when compared to ST girls,

ST Boys of Assessment Domination in Learning (ADOL) is higher when

compared to ST girls, ST Boys of Intrinsic orientation in Job getting and Learning

(INJOL) is higher when compared to ST girls, ST Boys of Apathy in Learning

(APAL) is higher when compared to ST girls, ST girls of Involvement in Learning

(INVOL) is higher when compared to ST boys, ST Girls of Extrinsic Orientation

in Learning (EXOL) is higher when compared to ST boys, and ST Girls of

Significant other orientation in Learning (SIGOL) is higher when compared to ST

boys.

ST Boys and ST Girls Median, Mode and Std. Error of Students Learning

Orientation does not lie in the same plane. ST Boys Apathy in Learning (APAL)

and Extrinsic Orientation in Learning (EXOL) are positively skewed, whereas

other Learning Orientation variables are negatively skewed.

ST Girls Apathy in Learning (APAL), Extrinsic Orientation in Learning

(EXOL) and Significant other Orientation in Learning (SIGOL) are positively

skewed, and other Learning Orientation variables are negatively skewed. Kurtosis

to the above data is Platykutic.

174

Table – 13 Educational Achievement of Scheduled Tribe Students

Statistical Values of Educational Achievement of ST Students

educational

achievement boys

educational

achievement girls

N 150 150

Mean 304.9467 310.4867

Std. Error of Mean 4.44715 5.23440

Median 310.0000 325.0000

Mode 327.00 324.00

Std. Deviation 54.46627 64.10800

Skewness -.137 -.403

Std. Error of Skewness .198 .198

Kurtosis -.879 -.974

Std. Error of Kurtosis .394 .394

From the above table it is noted that Mean of Scheduled Tribe Girls is

higher when compared to ST Boys in Educational Achievement. Scheduled Tribe

Boys Educational achievement Median, Mode, Std. Deviation does not lie in the

same plane, Skewness of the variables are negatively skewed, Kurtosis to the

above data is Platykurtic.

175

5.4. INFERENTIAL ANALYSIS

The formulated research hypotheses were statistically tested for null form of the

Hypotheses.

TESTING OF HYPOTHESES

Hypothesis 1

Scheduled Tribe boys have higher Masculinity than Femininity

Table - 14

Mean, Standard Deviation, Standard Error Mean and Calculated t-value of ST

Boys of Psychological Sex-Role Orientation

Psychological

Sex Role

orientation

N Mean S.D. Std.Error t-value p-value

Result

at 0.05

level

Masculinity 150 70.25 10.54 0.86105

27.884 0.00 Significant

Femininity 150 42.70 6.10 0.49873

From the above table it is noted that the calculated t- value 27.884 is greater

than table t-value 1.96 for 299 degrees of freedom at 0.05 level of significance.

The „null hypothesis that no difference exists‟ is not accepted. Hence the above

hypothesis “Scheduled Tribe boys have higher Masculinity than femininity” is

accepted.

CONCLUSION

It is concluded that Scheduled Tribe boys have higher Masculinity than

Femininity.

176

Hypothesis 2

Scheduled tribe girls have higher Femininity than Masculinity

Table - 15


Girls of Psychological Sex Role Orientation

Psychological

Sex Role

orientation

N Mean S.D. Std.Error t-value p-value

Result

at 0.05 level

Masculinity 150 37.22 7.28 0.59469


Femininity 150 70.42 7.73 0.63106


than tabulated t-value 1.96 for 299 degrees of freedom at 0.05 level of

significance. The „null hypothesis that no difference exists‟ is not accepted. Hence

the above hypothesis “Scheduled tribe girls have higher femininity than

Masculinity” is accepted.

CONCLUSION

It is concluded that Scheduled tribe girls have higher Femininity than Masculinity.

177

HYPOTHESIS 3

Scheduled Tribe boys differ from Scheduled Tribe girls in their idealistic

occupational aspiration.

Table - 16


Boys and Girls with respect to idealistic occupational aspiration

Gender N Mean S.D. Std.Error t-value p-value

Result

at 0.05

level

Boys 150 22.41 6.65 0.54335


Girls 150 27.89 5.43 0.44381




the above hypothesis “Scheduled Tribe boys differ from Scheduled Tribe girls

in their idealistic occupational aspiration” is accepted.

CONCLUSION

It is concluded that Scheduled Tribe boys differ from Scheduled Tribe

girls in their idealistic occupational aspiration. Schedule Tribe girls have

higher idealistic occupational aspiration than Scheduled Tribe boys.

178

Hypothesis 4

Scheduled Tribe boys differ from Scheduled Tribe girls in their realistic

occupational aspiration

Table - 17

Mean, Standard Deviation, Standard Error Mean and Calculated t-value of

ST Boys and Girls with respect to realistic occupational aspiration

Gender N Mean S.D. Std.Error t-value p-value

Result

at 0.05 level

Boys 150 25.16 6.37 0.52012


Girls 150 28.48 7.32 0.59774




the above hypothesis “Scheduled Tribe boys differ from Scheduled Tribe girls

in their realistic occupational aspiration” is accepted.

CONCLUSION

It is concluded that Scheduled Tribe boys differ from Scheduled Tribe girls in

their realistic occupational aspiration. Scheduled Tribe girls have higher

realistic Occupational Aspiration than Scheduled Tribe boys.

179

HYPOTHESIS 5

Scheduled Tribe boys and scheduled girls differ in their co-operation variable

Table - 18


boys and ST girls in Co operation variable

Gender N Mean S.D. Std.Error t-value

p-

value

Result at

0.05 level

Boys 150 19.33 4.86 .39680

0.968

0.334 Not

Significant Girls 150 19.88 5.04 .41168

From the above table it is noted that the calculated t- value 0.968 is less


significance. The „null hypothesis that no difference exists‟ is accepted. Hence the

above hypothesis “Scheduled Tribe boys and scheduled tribe girls differ in their

co-operation variable” is not accepted.

CONCLUSION

It is concluded that Scheduled Tribe boys and scheduled Tribe girls do not

differ in their co-operation variable.

180

HYPOTHESIS 6

Scheduled Tribe boys and scheduled girls differ in their competition disposition

Table - 19


boys and ST girls in competition disposition


p-

value

Result at

0.05 level

Boys 150 18.46 4.79 .39148

1.900

0.058 Not




significance. Hence the above hypothesis “Scheduled tribe boys and scheduled

girls differ in their competition variable” is not accepted.

CONCLUSION

It is concluded that Scheduled Tribe boys and scheduled Tribe girls do not

differ in their competition variable.

HYPOTHESIS 7

Scheduled Tribe boys differ from scheduled tribe girls in their cultural

conformity of cultural determination

181

Table - 20


boys and ST girls in cultural conformity of cultural determination


p-

value

Result at

0.05 level

Boys 150 36.78 10.89 0.88945

1.922

0.056 Not

Significant Girls 150 34.24 11.97 0.97736



significance. The „null hypothesis that no difference exists‟ is not accepted.

Hence the above hypothesis “Scheduled tribe boys differ from scheduled tribe

girls in their cultural conformity of cultural determination” is not accepted.

CONCLUSION

It is concluded that Scheduled tribe boys do not differ from scheduled tribe

girls in their cultural conformity of cultural determination.

182

HYPOTHESIS 8

Scheduled Tribe boys differ from scheduled tribe girls in their cultural rebellion of

cultural determination

Table - 21


boys and ST girls in cultural rebellion of cultural determination


p-

value

Result at

0.05 level

Boys 150 32.37 11.26 0.91980

1.561

0.120 Not

Significant Girls 150 30.38 10.70 0.87382



significance. The „null hypothesis that no difference exists‟ is not accepted.

Hence the above hypothesis “Scheduled Tribe boys differ from scheduled tribe

girls in their cultural rebellion of cultural determination” is not accepted.

CONCLUSION

It is concluded that Scheduled Tribe boys do not differ from scheduled tribe

girls in their cultural rebellion of cultural determination.

183

HYPOTHESIS 9

Scheduled Tribe boys and scheduled tribe girls differ in their personal

development orientation.

Table - 22


boys and Girls in personal development orientation


p-

value

Result at

0.05 level

Boys 150 22.99 3.96 .32329

2.092

0.037 Significant

Girls 150 21.97 4.47 .36483


than tabulated value 1.96 for 299 degrees of freedom at 0.05 level of significance.


hypothesis “Scheduled Tribe boys and scheduled tribe girls differ in their personal

development orientation” is accepted.

CONCLUSION

It is concluded that Scheduled tribe boys and scheduled tribe girls differ in

their personal development orientation. Scheduled Tribe boys are higher than

Scheduled Tribe girls in their personal development Orientation.

184

HYPOTHESIS 10

Scheduled Tribe boys and scheduled tribe girls differ in their Assessment

domination in learning.

Table - 23


boys and Girls in Assessment domination in learning


p-

value

Result at

0.05 level

Boys 150 20.13 5.34 .43610

1.624

0.105 Not



than tabulated value 1.96 for 299 degrees of freedom at 0.05 level of significance.


hypothesis “Scheduled tribe boys and scheduled tribe girls differ in their

Assessment domination in learning” is not accepted.

CONCLUSION

It is concluded that ST boys and girls are at equal level in their Assessment

domination in learning.

185

HYPOTHESIS 11

Scheduled Tribe boys and scheduled tribe girls differ in their intrinsic

orientation in job getting and Learning.

TABLE-24


boys and Girls in their intrinsic orientation in job getting and Learning


p-

value

Result at

0.05 level

Boys 150 22.12 5.17 .42188

2.297

0.022 Significant

Girls 150 20.75 5.14 .41954



significance.

The „null hypothesis that no difference exists‟ is accepted. Hence the above

hypothesis “Scheduled tribe boys and scheduled tribe girls differ in their intrinsic

orientation in job getting and learning” is accepted.

CONCLUSION

It is concluded that Scheduled tribe boys and scheduled tribe girls differ in

their intrinsic orientation in job getting and Learning. Scheduled Tribe boys are

higher in their intrinsic orientation in Job getting and learning.

186

HYPOTHESIS 12

Scheduled Tribe boys and scheduled tribe girls differ in their Apathy in learning.

Table- 25


boys and Girls in their Apathy in learning


p-

value

Result at

0.05 level

Boys 150 20.77 4.15 .33859

0.253

0.801 Not



than tabulated t-value 1.96 for 299degrees of freedom at 0.05 level of significance.


hypothesis “Scheduled Tribe boys and scheduled tribe girls differ in their Apathy

in learning” is not accepted.

Conclusion

It is concluded Scheduled tribe boys and scheduled tribe girls do not differ

in their Apathy in learning.

187

Hypothesis 13

Scheduled Tribe boys and scheduled tribe girls differ in their Involvement in

Learning.

Table - 26


boys and Girls in their Involvement in Learning


p-

value

Result at

0.05 level

Boys 150 21.71 4.71 .38464

0.09

0.921 Not


From the above table it is noted that the calculated t- value 0.09 is less than

tabulated t-value 1.96 for 299 degrees of freedom at 0.05 level of significance. The

„null hypothesis that no difference exists‟ is not accepted. Hence the above

hypothesis “Scheduled tribe boys and scheduled tribe girls differ in their

Involvement in Learning” is not accepted.

Conclusion


in their Involvement in Learning.

188

HYPOTHESIS 14

Scheduled tribe boys and scheduled tribe girls differ in their Extrinsic orientation

in Learning

Table - 27


boys and Girls in their Extrinsic orientation in Learning


p-

value

Result at

0.05 level

Boys 150 21.11 4.54 .37081

0.111

0.912 Not





the above hypothesis “Scheduled tribe boys and scheduled tribe girls differ in their

Extrinsic orientation in Learning” is not accepted.

CONCLUSION


in their Extrinsic orientation in Learning.

189

HYPOTHESIS 15

Scheduled Tribe boys and scheduled tribe girls differ in their Significant other

orientation in Learning.

Table - 28


boys and Girls in their Significant other orientation in Learning


p-

value

Result at

0.05 level

Boys 150 21.23 4.65 .37962

0.313

0.755 Not



than tabulated t-value for 299 degrees of freedom at 0.05 level of significance. The

„null hypothesis that no difference exists‟ is not accepted. Hence the above

hypothesis “Scheduled Tribe boys and scheduled tribe girls differ in their

Significant other orientation in Learning” is not accepted.

CONCLUSION


in their Significant other orientation in Learning.

190

HYPOTHESIS 16

Scheduled Tribe boys and scheduled tribe girls differ in their Educational

achievement.

Table - 29


Boys and Girls

Gender N Mean S.D. Std.Error t-value Result

Boys 150 304.9467 54.46627 4.44715

0.807

NS Girls 150 310.4867 64.10800 5.23440

** Significance at 0.05 level, NS- Not Significant



significance. Hence the above hypothesis “Scheduled Tribe boys and scheduled

tribe girls differ in their Educational achievement” is Not Significant.

CONCLUSION

It is concluded that Scheduled tribe boys and girls do not differ in their

educational achievement.

191

HYPOTHESIS 17

Significant correlation exists between masculinity and Educational achievement of

Scheduled Tribe boys

Table - 30

Correlation value of masculinity and Educational achievement of ST boys

Variable N r-value p-value Result at 0.05

level

Educational

Achievement

150

.155

0.058

Not Significant

Masculinity 150

From the above table it is noted that the calculated r- value 0.155 is which is

not significant at 0.05 level for 149 degrees of freedom. Hypothesis 17 is not

accepted.

CONCLUSION

There exists no significant correlation between masculinity and Educational

achievement of Scheduled tribe boys.

192

HYPOTHESIS 18

Significant correlation exists between Femininity and Educational achievement of

Scheduled tribe girls.

Table - 31

Correlation value of femininity and Educational achievement of ST girls


level

Educational

Achievement

150

.025

0.757

Not Significant

Femininity 150

From the above table it is noted that the calculated r- value 0.025 which is


accepted.

CONCLUSION

There exists no significant correlation between femininity and Educational

achievement of Scheduled tribe girls.

193

Hypothesis 19

Significant correlation exists between idealistic aspiration disposition and

Educational achievement of Scheduled Tribe boys.

Table - 32

Correlation value of idealistic aspiration and Educational Achievement of ST boys


level

Educational

Achievement

150

.030

0.716

Not Significant

Idealistic

aspiration

150



accepted.

Conclusion

There exists no significant correlation between idealistic aspiration disposition

and Educational achievement of Scheduled Tribe boys.

194

HYPOTHESIS 20

Significant correlation exists between idealistic aspiration disposition and

Educational achievement of Scheduled Tribe girls

Table - 33

Correlation value of idealistic aspiration and Educational Achievement of ST girls


level

Educational

Achievement

150

0.252

0.002

Significant

Idealistic

aspiration

150


significant at 0.05 level for 149 degrees of freedom. Hypothesis 20 is accepted

CONCLUSION

There exists significant correlation between idealistic aspiration disposition and

Educational achievement of Scheduled Tribe girls.

195

HYPOTHESIS 21

Significant correlation exists between realistic aspiration disposition and


Table - 34

Correlation value of realistic aspiration and Educational Achievement of ST boys


level

Educational

Achievement

150

.031

0.707

Not Significant

Realistic

aspiration

150



accepted.

CONCLUSION

There exists no significant correlation between realistic aspiration disposition and


196

HYPOTHESIS 22

Significant correlation exists between realistic aspiration disposition and


Table - 35

Correlation value of realistic aspiration and Educational Achievement of ST girls


level

Educational

Achievement

150

0.068

0.407

Not

Significant Realistic

aspiration

150



accepted.

CONCLUSION

There exists no significant correlation between realistic aspiration disposition and


197

HYPOTHESIS 23

Significant correlation exists between co-operative disposition and Educational

achievement of Scheduled Tribe boys.

Table - 36

Correlation value of co-operative disposition and Educational achievement of ST

boys


level

Educational

Achievement

150

.129

0.115

Not Significant

Co-operative

Disposition

150



accepted.

CONCLUSION

There exists no significant correlation between co-operative disposition and


198

HYPOTHESIS 24

Significant correlation exists between co-operative disposition jand Educational

achievement of Scheduled Tribe girls

Table - 37

Correlation value of co-operative disposition and Educational achievement of ST

girls


level

Educational

Achievement

150

.063

0.442

Not Significant

Co-operative

Disposition

150



accepted.

CONCLUSION

There exists no significant correlation between co-operative disposition and


199

HYPOTHESIS 25

Significant correlation exists between competition disposition and Educational


Table - 38

Correlation value of competition disposition and Educational achievement of ST

boys


level

Educational

Achievement

150

.054

0.514

Not Significant

Competition

Disposition

150



accepted.

CONCLUSION

There exists no significant correlation between competition disposition and


200

HYPOTHESIS 26

Significant correlation exists between competition disposition and Educational


Table – 3 9

Correlation value of competition disposition and Educational achievement of ST

girls


level

Educational

Achievement

150

.184

0.024

Significant

Competition

Disposition

150


significant at 0.05 level for 149 degrees of freedom. Hypothesis 26 is accepted.

CONCLUSION

There exists significant correlation between competition disposition and


201

HYPOTHESIS 27

Significant correlation exists between cultural conformity and Educational


Table - 40

Correlation value of cultural conformity and Educational achievement of ST boys


level

Educational

Achievement

150

0.169

0.039

Significant

Cultural

conformity

150


not significant at 0.05 level for 149 degrees of freedom. Hypothesis 27 is

accepted.

CONCLUSION

There exists significant correlation between cultural conformity and Educational


202

HYPOTHESIS 28

Significant correlation exists between cultural conformity and Educational


Table - 41

Correlation value of cultural conformity and Educational achievement of ST girls


level

Educational

Achievement

150

.215

0.008

Significant

Cultural

conformity

150



CONCLUSION

There exists significant correlation between cultural conformity and Educational

achievement of Scheduled Tribe girls.

203

HYPOTHESIS 29

Significant correlation exists between cultural rebellion and Educational


Table - 42

Correlation value of cultural rebellion and Educational achievement of ST boys


level

Educational

Achievement

150

0.016

0.843

Not Significant

Cultural

rebellion

150



accepted.

CONCLUSION

There exists no significant correlation between cultural rebellion and Educational


204

HYPOTHESIS 30

Significant correlation exists between cultural rebellion and Educational


Table - 43

Correlation value of cultural rebellion and Educational achievement of ST girls


level

Educational

Achievement

150

.192

0.019

Significant

Cultural

rebellion

150



CONCLUSION

There exists significant correlation between cultural rebellion and Educational


205

HYPOTHESIS 31

Significant correlation exists between personal development orientation and

educational achievement of scheduled tribe students.

Table - 44

Correlation value of educational achievement and personal development

orientation Scheduled Tribe students


level

Educational

Achievement

300

.091

0.116

Not

Significant Personal development

orientation

300

From the above table it is noted that the calculated r- value is 0.91 which is


accepted.

CONCLUSION

There exists no significant correlation between personal development

orientation and Educational achievement of scheduled tribe students.

206

HYPOTHESIS 32

Significant correlation exists between Assessment domination in Learning and

Educational achievement of scheduled tribe students.

Table - 45

Correlation value of Educational achievement and Assessment domination in

Learning of Scheduled Tribe Students


level

Educational

Achievement

300

.065

0.265

Not

Significant Assessment domination

in Learning

300

From the above table it is noted that the calculated r- value is .065 which is


accepted.

CONCLUSION

There exists no significant correlation between Assessment domination in

Learning and Educational achievement of scheduled tribe students.

207

HYPOTHESIS 33

Significant correlation exists between intrinsic orientation in job getting and

Learning and educational achievement of scheduled tribe students.

Table - 46

Correlation value of Educational Achievement and intrinsic orientation in job

getting and Learning of Scheduled Tribe Students


level

Educational

Achievement

300

.009

0.872

Not

Significant Intrinsic orientation in

job getting and Learning

300



accepted.

CONCLUSION

There exists no significant correlation between intrinsic orientation in job

getting and Learning and educational achievement of scheduled tribe students.

208

HYPOTHESIS 34

Significant correlation exists between Apathy in learning and educational

achievement of scheduled tribe students.

Table - 47

Correlation value of educational achievement and Apathy in learning of ST

Students


level

Educational

Achievement

300

.056

0.336

Not

Significant Intrinsic orientation in

job getting and Learning

300



accepted.

CONCLUSION

Therefore it is concluded that there exists no significant correlation between

Apathy in learning and educational achievement of scheduled tribe students.

209

HYPOTHESIS 35

Significant correlation exists between Involvement in Learning and educational

achievement of scheduled tribe students.

Table - 48

Correlation value of Educational achievement and Involvement in Learning of

Scheduled Tribe Student


level

Educational

Achievement

300

.089

0.125

Not

Significant Involvement in

Learning

300

From the above table it is noted that the calculated r- value .089 is which is


accepted.

CONCLUSION


Involvement in Learning and educational achievement of scheduled tribe students.

210

HYPOTHESIS 36

Significant correlation exists between Extrinsic orientation in Learning and

educational achievement of scheduled tribe students.

Table - 49

Correlation value of Educational achievement and extrinsic orientation in Learning

of Scheduled Tribe Students


level

Educational

Achievement

300

.099

0.087

Not

Significant Extrinsic orientation in

Learning

300

From the above table it is noted that the calculated r- value .099 is which is


accepted.

CONCLUSION


Extrinsic orientation in Learning and educational achievement of scheduled tribe

students.

211

HYPOTHESIS 37

Significant correlation exists between Significant other orientation in Learning

and educational achievement of scheduled tribe students.

Table - 50

Correlation value of Educational achievement and Significant other orientation in

Learning of Scheduled Tribe Students


level

Educational

Achievement

300

.010

0.982

Not

Significant Significant other

orientation in Learning

300



accepted.

CONCLUSION


Significant other orientation in Learning and educational achievement of

scheduled tribe students.

212

5.5. CALCULATION OF REGRESSION ANALYSIS

The investigator calculated the Regression Analysis for the following variables

and tabulated the findings. They are

1. Regression between idealistic aspiration and Educational achievement of

girls.

2. Regression between composition disposition and Educational achievement

of girls.

3. Regression between cultural conformity and Educational achievement of

girls.

4. Regression between cultural rebellion and Educational achievement of girls

and

5. Regression between cultural conformity and Educational achievement of

boys.

REGRESSION 1 TABLE - 51

Regression between idealistic aspiration and Educational achievement of girls

R R Square Adjusted R Square Std. Error of the Estimate

.252(a) .063 .057 62.25389

Sum of Squares df Mean Square F Sig.

Regression 38784.538 1 38784.538 10.008 .002(a)

Residual 573580.935 148 3875.547

Total 612365.473 149

CONCLUSION

From the above table it is noted that idealistic aspiration and Educational

achievement of girls is statistically correlated. Idealistic aspiration contributes 6%

for Educational achievement of girls.

213


Regression between Competition disposition and Educational achievement of girls

Model R R Square Adjusted R Square Std. Error of the Estimate

1 .184(a) .034 .027 63.22903


Regression 20674.798 1 20674.798 5.171 .024(a)

Residual 591690.676 148 3997.910

Total 612365.473 149

CONCLUSION

From the above table it is noted that Competition disposition and Educational

achievement of girls is statistically correlated. Competition disposition contributes

3% for Educational achievement of girls.

214


Regression between cultural conformity and Educational achievement of girls


.215(a) .046 .040 62.81752


Regression 28351.388 1 28351.388 7.185 .008(a)

Residual 584014.085 148 3946.041

Total 612365.473 149

CONCLUSION

From the above table it is noted that cultural conformity and Educational

achievement of girls is statistically correlated. Cultural conformity contributes 6%


215


Regression between Cultural rebellion and Educational achievement of girls


.192(a) .037 .030 63.13211


Regression 22487.332 1 22487.332 5.642 .019(a)

Residual 589878.141 148 3985.663

Total 612365.473 149

CONCLUSION

From the above table it is noted that cultural rebellion and Educational

achievement of girls is statistically correlated. Cultural rebellion contributes 4%


216


Regression between Cultural conformity and Educational achievement of boys


.169(a) .029 .022 53.86552


Regression 12598.465 1 12598.465 4.342 .039(a)

Residual 429421.108 148 2901.494

Total 442019.573 149

Conclusion

From the above table it is noted that cultural conformity and Educational

achievement of boys is statistically correlated. Cultural conformity contributes 3%

for Educational achievement of boys.

217

5.6 DISCUSSION - PSYCHOLOGICAL SEX ROLE ORIENTATION

It has been found in the study that Scheduled Tribe boys are high in

masculinity. The Scheduled Tribe girls are high in femininity. This sex role

orientation is a confirmation of their tribal culture and traditional beliefs of a

closed culture. The physical build up, strength and valor necessary for tribal

males in occupations like hunting, agriculture are associated with their

masculinity, where as the tribal females tending cattle, gathering forest

products and bearing and caring children along with household work are

associated with femininity roles. This finding is supported by the finding

reported by Rodney Cate and Alan I. Sugawara (1986) that high school male

students perceived themselves to be more physiologically competent than

females; males high on masculinity perceived themselves to be more

socially competent and to have higher general self esteem than those low on

masculinity.

The provision of Universalisation of education and availability of schools

in Tribal areas, have made achievement of Scheduled Tribe students above

average (mean scores 304.95 for Scheduled Tribe boys and mean score

310.49 for Scheduled Tribe girls) in Shervarayan hill range. According to

the present study, no significant correlation is found between masculinity

and educational achievement of Scheduled Tribe boys as well as Scheduled

Tribe girls.

218

The present finding has no support from the finding reported by

Narinderbal (1981) who found that the intention of females to go in for

higher education had nothing to do with their sex role attitude.

OCCUPATIONAL ASPIRATION

It is found in the present study that Scheduled Tribe boys are lower in

Idealistic Aspiration as well as Realistic Aspiration than the Scheduled tribe

girls.

The scholarship and special provisions to encourage tribal girls

education has effect their occupational aspiration concerning immediately on

completing studies or at their future age of attaining 30 years. This is not

found in the Scheduled Tribe boys who have relatively low occupational

aspiration.

It is found that when Scheduled Tribe boys are considered, idealistic

aspiration or realistic aspiration have no significant correlation with their

educational achievement. But in case of girls, significant correlation is

found with their idealistic aspiration whereas no significant correlation is

found between realistic aspiration with respective educational achievement.

Earlier research findings who serve partial support are: Khuwaid –

Ur-Rahman Khan (2006) reported that boys and girls studying in senior

secondary schools have almost the same occupational aspiration. High level

of occupational aspirations in Scheduled Tribe boys and girls (Annaraja and

Ponnambala Thiagarajan); Wendy Papper, 2007 reporting Australian High

219

School Students generally held higher occupational status aspirations;

Devroop Karendra (2012) reporting the student‟s aspired more prestigious

occupations but expected to be employed in occupations less prestigious

when considering realities in the job market.

It is noted in the present study that Idealistic Aspiration contributes 6

% for educational achievement of girls of Scheduled Tribe. It indicates that

their future orientation of occupation is reflection of educational

achievement.

COOPERATION- COMPETITION

It is found in the present study that Scheduled Tribe boys as well as

girls have almost same level of cooperation competition disposition and

hence no significant differences in this variable. No significant correlation

is found for Scheduled Tribe boys between cooperation and educational

achievement; competition and educational achievement and for Scheduled

Tribe girls between cooperation and educational achievement. But for

Scheduled Tribe girls a significant correlation is found between competition

and educational achievement.

The inner urge of Scheduled Tribe girls to compete with others or

with own self and achieve educationally is indicated which may not be

apparent in Scheduled Tribe boys.

Mark Van Vugt et al (2007) reported men responding more strongly

than women to intergroup threats, men cooperated in their group if their

220

group was competing with other groups. This is not supporting the present

finding.

The reported findings have emphasized cooperative learning among

students (Jeanne Gibbs 1987, Robert Slavin, 1995) not similar to present

finding. Also, Johnson, David W. (2000) „s finding that eight cooperative

learning methods had a significant positive impact on student achievement

is contrary to the finding of the present study.

Karen Swisher (1990)‟s finding that American Indian are schooled in

our atmosphere of individualism whereas many Indian children are raised in

atmosphere that stresses cooperation and de-emphasizes competition is also

not supporting the present findings.

CULTURAL DETERMINATION

It is found in the present study that Scheduled Tribe boys and

Scheduled Tribe girls have slightly higher cultural conformity than cultural

rebellion and when statistically tested the differences are not significant. No

significant correlations are found between cultural conformity and

educational achievement of Scheduled Tribe boys as well as Scheduled

Tribe girls, where as significant correlation is found for Scheduled Tribe

girls between cultural rebellion and educational achievement not found to be

significantly correlated between cultural rebellion and educational


221

This is rather in tune with traditional sex role orientation of

masculinity of Scheduled Tribe boys and femininity of Scheduled Tribe

girls. Inspite of modern trends in technology, educational development and

exposure to non-tribal environment , the scheduled tribe boys are confined in

their culture. Only Scheduled Tribe girls show slight rebellion as an affect

of education they received.

Narinderbal (1981) reported more conservative the female students

the more they were traditionally in sex role attitude; falies sorting high on

ego strength,were high on non-traditional sex role attitude are similar yet

different from the present findings. The finding of the present study

indicating cultural rebellion contribute 4% to the educational achievement of

scheduled tribe girls whereas cultural conformity contributes 6% to the

educational achievement of scheduled tribe girls.

STUDENT LEARNING ORIENTATION

It is found from the present study that Scheduled Tribe boys and Scheduled

Tribe girls are average in the seven components of student learning orientation

namely Personal Development Orientation Learning (PEDOL), Assessment

Domination in Learning (ADOL), Intrinsic Orientation in Job getting & Learning

(INJOL), Apathy in Learning (APAL) , Involvement in Learning (INVOL) ,

Extrinsic Orientation in Learning (EXOL) and Significant other orientation in

Learning (SIGOL). Significant differences an found in mean scores of ST boys

and ST girls , ST boys being higher than ST girls in PEDOL and INJOL. No

222

significant differences are found between ST boys and ST girls in ADOL, APAL,

INVOL, EXOL and SIGOL. The cognitive aspect of learning orientation with

reference to ST boys personal Development orientation to learning and intrinsic

orientation in job getting and learning others, media, teachers etc. This might be

the reason for ST boys being higher than ST girls. When relationship among

variables is considered no significant relationship is found between each

component of student learning orientation namely PEDOL, ADOL, INJOL,

APAL, INVOL, EXOL and SIGOL and educational achievement of schedule tribe

students.

5.7. SUMMARY

In this chapter descriptive and inferential analysis was presented. Differential and

Co relational nature of the analysis was discussed. The regression analysis reveals

the educational achievement do not depend on masculinity of boys, femininity of

girls, idealistic aspiration disposition of boys, realistic aspiration of boys, realistic

aspiration of girls, cooperative disposition of boys, cooperative disposition of girls,

competition disposition of boys, cultural rebellion of boys, PEDOL, ADOL,

INJOL, APAL, INV OL, EXOL, SIGOL and the educational achievement is

related with idealistic aspiration of girls, competition disposition of girls, cultural

conformity of girls, cultural rebellion of girls and cultural conformity of boys.

In the next chapter, summary of the study and implications of main findings

followed by recommendations and suggestions for further study.

5.1. introductionshodhganga.inflibnet.ac.in/bitstream/10603/65312/11/11_chapter 5.p… · from the...

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