analysis hygiene

8/12/2019 Analysis Hygiene

1/32

CHAPTER IV

ANALYSIS AND INTERPRETATION

4.1. AN OVERVIEW

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).

t in!ol!es brea"ing do#n e$isting comple$ factors into simpler parts

together in ne# arrangements for the purpose of interpretation. %his ser!es

the follo#ing main functions& such as&

1. %o reproduce the ra# data to be meaningful

'. %o test hypothesis or ull hypothesis #hiche!er may be pro!ed

or dispro!ed.

. %o obtain significant results out of the data collected according to

the assumption of the respondents and

*. %o estimate the parameter #hiche!er applicable.

%he data collected by the researcher is tabulated and the

interpretations are gi!en as follo#s.


2/32

4.2. PERCENTAGE ANALYSIS

Table 4.1. Distribti!" !# res$!"%e"ts &it' res$e(t t! Ge"%er

+. o Gender umber of respondents ,ercentage

1 -ale 11 /10

' emale 99 *90

%otal ' 10

I"ter$retati!")

%he abo!e table *.1 sho#s that /10 of the respondents are male and

*90 of the respondents are female.


3/32

*i+re 4.1. Distribti!" !# res$!"%e"ts &it' res$e(t t! Ge"%er

51 49

0

10

20

30

40

50

60

70

80

90

100

Male Female

Male

Female


4/32

Table 2. Distribti!" !# res$!"%e"ts &it' res$e(t t! A+e

+. o Age umber of respondents ,ercentage

1 2elo# 1* years 17 /./0' Abo!e 1* years 9 *6./0

%otal ' 10

I"ter$retati!")

%he abo!e table *.' sho#s that /./0 (17) of the respondents are

belo# the age of 1* years and *6./0 (9) of the respondents are abo!e the

age of 1* years.

*i+re 2. Distribti!" !# res$!"%e"ts &it' res$e(t t! A+e


5/32

53.5

46.5

0

10

20

30

40

50

60

70

80

90

100

Be low 14 years Above 14 years

Below 14 years

Above 14 years


6/32

Table 4.,. Distribti!" !# res$!"%e"ts &it' res$e(t t! -e%i !#

I"str(ti!"

+. o -edium of nstruction umber of respondents ,ercentage

1 %amil 1/ 67./0

' 3nglish 6/ './0

%otal ' 10

I"ter$retati!" )

%he abo!e table *.. sho#s that the 67./0 (1/) of the respondents

are undergoing studies in %amil -edium and './0 (6/) of the

respondents are undergoing studies in 3nglish -edium.


7/32

*i+re 4.,. Distribti!" !# res$!"%e"ts &it' res$e(t t! -e%i !#

I"str(ti!"

67.5

32.5

0

10

20

30

40

50

60

70

80

90

100

Tamil Enlis!

Tamil

Enlis!


8/32

Table / 4.4 Distribti!" !# res$!"%e"ts &it' res$e(t t! L!(ati!" !#

s('!!l

+. o4ocation of

schoolumber of respondents ,ercentage

1 5ural 7 6./0

' rban 1'7 6./0

%otal ' 10

I"ter$retati!")

%he abo!e table *.* sho#s that 6./0 (1'7) of the respondents are

undergoing studies in urban areas and 6./0 (7) of the respondents are

undergoing studies in rural areas.


9/32

*i+re / 4.4 Distribti!" !# res$!"%e"ts &it' res$e(t t! L!(ati!" !#

s('!!l

36.5

63.5

0

10

20

30

40

50

60

70

80

90

100

"#ral $rban

"#ral

$rban


10/32

Table 4. 0. Distribti!" !# res$!"%e"ts &it' res$e(t t! t$e !# #ail

+. o %ype of family umber of respondents ,ercentage

1 uclear 11 6/./0' oint 69 *./0

%otal ' 10

I"ter$retati!")

%he abo!e table *./ sho#s that 6/./0 (11) of the respondents are

ha!ing nuclear type of family settings and *./0 (69) of the respondents

are ha!ing 8oint type of family settings.

*i+re 4. 0. Distribti!" !# res$!"%e"ts &it' res$e(t t! t$e !#

#ail


11/32

65.5

34.5

0

10

20

30

40

50

60

70

80

90

100

%#&lear 'oin(

%#&lear

'oin(


12/32

Table / 4. . Distribti!" !# res$!"%e"ts &it' res$e(t t! t$e !# s('!!l

+. o %ype of +chool umber of respondents ,ercentage

1 Go!ernment 7 /0' Aided 6/ './0

,ri!ate 6/ './0

%otal ' 10

I"ter$retati!")

%he abo!e table *.6 sho#s that /0 (7) of the respondents are

studying in go!ernment schools& follo#ed by './0 (6/) of the

respondents are studying in go!ernment aided and pri!ate schools each.

Gra$' / 4. . Distribti!" !# res$!"%e"ts &it' res$e(t t! t$e !#

s('!!l


13/32

70

65 65

0

10

20

30

40

50

60

70

80

90

100

)overnmen( Ai*e* +riva(e

)overnmen(

Ai*e*

+riva(e

Table 4. 3. Distribti!" !# res$!"%e"ts &it' res$e(t t! e%(ati!" !#

$are"ts


14/32

+. o 3ducation of parents umber of respondents ,ercentage

1 4iterate 1'9 6*./0

' lliterate 71 /./0

%otal ' 10

I"ter$retati!")

%he abo!e table *.7 sho#s that 6*./0 (1'9) of the respondents

parents are literate and /./0 (71) of the respondents parents are

illiterate.

*i+re 4. 3. Distribti!" !# res$!"%e"ts &it' res$e(t t! e%(ati!" !#

$are"ts


15/32

64.5

35.5

0

10

20

30

40

50

60

70

80

90

100

,i(era(e -lli(era(e

,i(era(e

-lli(era(e

Table / 4. . Distribti!" !# res$!"%e"ts &it' res$e(t t! !(($ati!" !#

$are"ts


16/32

+. o:ccupation of

parentsumber of respondents ,ercentage

1 ;aily


17/32

>1 ? %here is no significant difference bet#een the mean scores of

personal hygiene among the high school students in %irupur ;istrict #ith

respect to gender.

Table / 1 ) Statisti(al test !# si+"i#i(a"(e !# %i##ere"(e bet&ee" t'e

ea" s(!res !# $ers!"al '+ie"e a!"+ t'e 'i+' s('!!l st%e"ts i"

Tir$r Distri(t) +e"%er &ise.

Gender

o. of

respondents -ean +;

@alculated

t !alue

%able

Balue

+ignificance

at ./ 4e!el

-ale 11 * 16.1*.=7 1.96

ot

+ignificantemale 99 6 16.'1

I"ter$retati!")

%he obtained t !alue .=7 is lesser than the critical !alue of 1.96 at

./ le!el. %his indicates that there is no significant difference bet#een the

personal hygiene of male and female students in high school. >ence the

abo!e hypothesis is accepted.

t is concluded that there is no significant difference bet#een the

mean scores of personal hygiene among the high school students in

%irupur ;istrict #ith respect to gender.

H$!t'esis 2


18/32

>' ? %here is no significant difference bet#een the mean scores of


respect to age.


$ers!"al '+ie"e a!"+ t'e 'i+' s('!!l st%e"ts i" Tir$r Distri(t)

a+e / &ise.

Ageo. of

respondents-ean +;

@alculated

t !alue

%able

Balue

+ignificance

at ./ 4e!el

2elo#

1* yrs17 1 1*.9

1.* 1.96ot

+ignificantAbo!e

1* yrs9 * 1/.1'

I"ter$retati!")

%he obtained t !alue 1.* is lesser than the critical !alue of 1.96 at ./

le!el. %his indicates that there is no significant difference bet#een the


respect to age. >ence the abo!e hypothesis is accepted.

t is concluded that& there is no significant difference bet#een the


%irupur ;istrict #ith respect to age.

H$!t'esis ,


19/32

> ? %here is no significant difference bet#een the mean scores of


respect to -edium of nstruction.

Table / , ) Statisti(al test !# si+"i#i(a"(e !# %i##ere"(e bet&ee" t'e


Tir$r Distri(t) -e%i !# I"str(ti!" / &ise.

-edium

of

nstruction

o. of

respondents

-ean +;@alculated

t !alue

%able

Balue

+ignificance

at ./ 4e!el

%amil 1/ 6 1'.*1./ 1.96

ot

+ignificant3nglish 6/ / 1'.*6

I"ter$retati!")

%he obtained t !alue ./ is lesser than the critical !alue of 1.96 at

./ le!el. %his indicates that there is no significant difference bet#een the


respect to -edium of nstruction. >ence the abo!e hypothesis is accepted.

t is concluded that& there is no significant difference bet#een the


%irupur ;istrict #ith respect to -edium of nstruction.

H$!t'esis 4


20/32


21/32

>/ ? %here is no significant difference bet#een the mean scores of


respect to Go!ernment and ,ri!ate school.

Table / 0 ) Statisti(al tests !# si+"i#i(a"(e !# %i##ere"(e bet&ee" t'e


Tir$r Distri(t) G!5er"e"t a"% Pri5ate s('!!l

%ype of

school

o. of

respondents -ean +;

@alculated

t !alue

%able

Balue

+ignificance

at ./ 4e!elGo!t

school7 ' 1'.'*

'.= 1.96 +ignificant,ri!ate

+chool6/ = 17.'

I"ter$retati!")

%he obtained t !alue '.= is greater than the critical !alue of 1.96 at

./ le!el. %his indicates that there is a significant difference bet#een


respect to Go!ernment and ,ri!ate school. >ence the abo!e hypothesis is

not accepted.

%here is no significant difference bet#een the mean scores of


respect to Go!ernment and ,ri!ate school.

H$!t'esis


22/32

>6 ? %here is no significant difference in the mean scores of personal

hygiene among the high school students in %irupur ;istrict #ith respect to

location of residence.

Table / ) Statisti(al test !# si+"i#i(a"(e !# %i##ere"(e bet&ee" t'e


Tir$r Distri(t) l!(ati!" !# resi%e"(e &ise

4ocation

of

residence

o. of

respondents-ean +;

@alculated

t !alue

%able

Balue

+ignificance

at ./ 4e!el

5ural 7 1 1.6*.6 1.96 +ignificant

rban 1'7 9 17.1'

I"ter$retati!")

%he obtained t !alue .6 is greater than the critical !alue of 1.96

at ./ le!el. %his indicates that there is a significant difference bet#een


location of residence. >ence the abo!e hypothesis is not accepted.

t is concluded that& %here is a significant difference in the mean

scores of personal hygiene among the high school students in %irupur

;istrict #ith respect to location of residence.

H$!t'esis 3


23/32

>7 ? %here is no significant difference in the mean scores of personal


type of family.



Tir$r Distri(t) t$e !# #ail &ise.

%ype of

family

o. of

respondents -ean +;

@alculated

t !alue

%able

Balue

+ignificance

at ./ 4e!el

uclear 11 7 1.*61.6= 1.96

ot

+ignificantoint 69 * 11.1

I"ter$retati!")

%he obtained t !alue 1.6= is lesser than the critical !alue of 1.96 at ./

le!el. %his indicates that there is no significant difference bet#een the


respect to type of family. >ence the abo!e hypothesis is accepted.

t is concluded that there is no significant difference in the mean


;istrict #ith respect to type of family.

H$!t'esis


24/32

>= ? %here is no significant difference bet#een the mean scores of


respect to education of parents.

Table / ) Statisti(al tests !# si+"i#i(a"(e !# %i##ere"(e bet&ee" t'e


Tir$r Distri(t) $are"ts6s e%(ati!" &ise.

3ducation

of parents

o. of

respondents -ean +;

@alculated

t !alue

%able

Balue

+ignificance

at ./ 4e!el

4iterate 1'9 9 16.*'.** 1.96 +ignificant

lliterate 71 * 1'.''

I"ter$retati!")

%he obtained t !alue '.** is greater than the critical !alue of 1.96

at ./ le!el. %his indicates that there is a significant difference bet#een


respect to education of parents. >ence the abo!e hypothesis is not

accepted.

t is concluded that& there is a significant difference bet#een the mean


;istrict #ith respect to education of parents.

H$!t'esis 7


25/32

>9 ? %here is no significant difference bet#een the mean scores of


respect to occupation of the parents.

Table / 7 ) Statisti(al tests !# si+"i#i(a"(e !# %i##ere"(e bet&ee" t'e


Tir$r Distri(t) !(($ati!" !# $are"ts / &ise.

:ccupation

of parents

o. of

respondents-ean +;

@alculated

t !alue

%able

Balue

+ignificance

at ./ 4e!el

;aily

#ages91 6 1'.*/

1./9 1.96ot

+ignificant-onthly

salaried19 9 1*.11

I"ter$retati!")

%he obtained t !alue 1./9 is lesser than the critical !alue of 1.96 at

./ le!el. %his indicates that there is no significant difference bet#een


respect to occupation of the parents. >ence the abo!e hypothesis is

accepted.



respect to occupation of the parents.

CHAPTER V


26/32

*INDINGS8 S9GGESTIONS AND CONCL9SION

%his chapter includes the findings of the study. %hough the findings

brought out in this research #or" regarding personal hygiene among the

high school students in %irupur ;istrict is not the final one yet it has some

importance all o!er its content and !aluable points. %he findings are

summariCed as follo#s.

Statee"t !# t'e Pr!ble

A st% !# $ers!"al '+ie"e a!"+ t'e 'i+' s('!!l st%e"ts i"

Tir$r Distri(t

*i"%i"+s

a. Per(e"ta+e A"alsis

/10 of the respondents are male and *90 of the respondents are

female.

/./0 (17) of the respondents are belo# the age of 1* years and

*6./0 (9) of the respondents are abo!e the age of 1* years.

67./0 (1/) of the respondents are undergoing studies in %amil

-edium and './0 (6/) of the respondents are undergoing studies

in 3nglish -edium.

6./0 (1'7) of the respondents are undergoing studies in urban

areas and 6./0 (7) of the respondents are undergoing studies in

rural areas.


27/32

6/./0 (11) of the respondents are ha!ing nuclear type of family

settings and *./0 (69) of the respondents are ha!ing 8oint type of

family settings.

/0 (7) of the respondents are studying in go!ernment schools&

follo#ed by './0 (6/) of the respondents are studying in

go!ernment aided and pri!ate schools each.

6*./0 (1'9) of the respondents parents are literate and /./0 (71)

of the respondents parents are illiterate.

/*./0 (19) of the respondents parents are getting monthly salary

and */./0 (91) of the respondents parents are getting daily #ages.

b. Statisti(al A"alsis


personal hygiene among the high school students in %irupur ;istrict

#ith respect to gender.



#ith respect to age.



#ith respect to -edium of nstruction.


28/32



#ith respect to Go!ernment and Aided school.



#ith respect to Go!ernment and ,ri!ate school.

%here is a significant difference in the mean scores of personal

hygiene among the high school students in %irupur ;istrict #ith

respect to location of residence.

%here is no significant difference in the mean scores of personal

hygiene among the high school students in %irupur ;istrict #ith

respect to type of family.

%here is a significant difference bet#een the mean scores of


#ith respect to education of parents.



#ith respect to occupation of the parents.

S++esti!"s


29/32

A similar study can be conducted among higher secondary school

students in %irupur district.

A study related to a#areness of first aid can be conducted among

the students of high schools in %irupur ;istrict

A study related to health education can be conducted to among

high school students in %irupur ;istrict.

A comparati!e study related to a#areness of health education can

be conducted to secondary and higher secondary school

students.

Sar

As the transition ta"es place from an older child to a teen& there are

se!eral changes happening #ithin the human body. +#eat glands begin to

secrete an unpleasant odor as hormone le!els begin to fluctuate. %eenagers

#ill ha!e to #ear deodorant and sho#er daily in order to combat odor

le!els and be presentable to others. t is important for parents and teens to

ta"e the right steps #hen it comes to teenagers being able to maintain

proper personal hygiene.

Starti"+ Y!"+

:ne of the best #ays to get teens to de!elop good personal hygiene

habits is to start teaching them responsible body care at an early age. +ome


30/32

"ids donDt li"e to sho#er or bathe daily mainly because they are too busy

playing or spending time #ith friends and they donDt #ant to pull a#ay

from that. 3ncouraging bath time by implementing good smelling soaps&

body #ash and shampoos can help encourage cleanliness and ma"e bath

time something to loo" for#ard to. A special #ashcloth& brush can also

promote "ids into #anting to get cleaned up and establish an e!eryday

routine. -a"ing these tas"s routine #ill carry on into the teen years and

adulthood.

Pare"tal (!"tribti!" t! $ers!"al '+ie"e

Lear"i"+ #r! Obser5ati!"

Eids and teens learn from obser!ation. %his means parents should

also engage in regular& consistent personal hygiene practices. or girls&

#ashing& brushing and styling hair is important for moms to do in front of

their children. %a"ing the time to ta"e care #ill reflect upon your children.

>o# to trim nails& apply body lotion and brush teeth are all learned

beha!iors that many girls and teens obser!e from their mother or older

sisters. or boys& sha!ing and trimming side burns can be obser!ed from

male figures in the family.

Pr!5i%i"+ t'e Ri+'t T!!ls


31/32

:ne of the most important things a parent or caregi!er can do for

their teen is to pro!ide them #ith the right tools for hygiene. %his means

buying teenagers their o#n hygiene products. 5aCors& sha!ing cream&

deodorant& shampoos& perfumes& nail trimmers& scissors& s"in care lotion&

toothbrushes should be "ept in a con!enient location for teenagers to use

on a daily basis.

Establis'i"+ a R!ti"e

or teenagers& establishing a hygiene routine is important. %his

means trying to sho#er at the same time each day. +ome teenagers may

also #ant to ta"e a small bag #ith them so they can brush their teeth after

e!ery meal or sugary meals or apply deodorant as needed. Going to bed

around the same time each night #ill also help "eep hormone le!els

regulated& reducing the ris" of e$cessi!e s#eating and perspiration odor.

C!"(lsi!"

>ygiene is essentially ho# #e "eep our bodies clean and sanitary.

%he cleanliness aspect ser!es t#o functions. irst& being clean is necessary

to function socially. :ther people& adults in particular& e$pect that the

people they are interacting #ith #ill be clean. o person is an island& so

being able to deal #ith other people is an essential s"ill for teens and adults

ali"e. +econdly& being clean allo#s us to be sanitary ? maybe not


32/32

completely free of germs& but mostly free of the germs that are harmful.

Good hygiene then allo#s us to interact #ith other people and reduces our

ris" of catching a disease.

ygiene is no different. f one has a

reasonable routine for "eeping clean& teen #ill see this as normal beha!ior.

,eers also shape ho# teens beha!e.

>ygiene is not freuently an issue& but #hen it is& it can be a big

issue.

analysis hygiene

Documents