chapter ii plan and procedure of the studyshodhganga.inflibnet.ac.in/bitstream/10603/19575/4/chapter...

CHAPTER – II PLAN AND PROCEDURE OF THE STUDY

2. Introduction

The plan is an overall scheme or programme of research. It includes an outline of

what the investigators will do from writing the hypotheses and their operational

implications to the final analysis of data (Kerlinger, 2010).A well thought plan of action in

advance, followed by a systematic execution, brings out fruitful results. This helps the

researcher to proceed directly without confusing with the concomitant events. Anything to

be done properly must be planned beforehand. Research is not a haphazard task, but it

requires proceeding in a definite direction done with definite intention of taking a specific

problem and trying to find out solution in a scientific manner. In any scientific

investigation the accuracy of results depends upon the accuracy and reliability of the data.

The sanctity of data is the sheet anchor of any research work as it is the data to

which research owes its success. In a research study, the investigator has to describe the

technique he used for collection of data for his investigation. The reliability and validity of

the tools used and the method he adapted in drawing out the sample of the study is

required to be discussed. Also the researcher has to explain the procedure of

administrating the tools and their scoring. Finally it also includes determining the

techniques as to how the data has been analyzed and conclusions reached at.

This chapter is confined to the description of the plan and procedure under the

following steps:

Methodology

Population and Sample

Tools Used

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Procedure of Data Collection

Scoring Procedure

Statistical Techniques Used

2.1 Methodology

The researcher used Descriptive Survey Method for measurement, classification,

analysis, comparison and interpretation of data. Descriptive research involves collecting

data in order to test hypothesis or to answer questions concerning the current status of the

subject of the study (Gay, 1996).

It has following characteristics:

i. Involve hypotheses formulating and testing

ii. Use the logical method of inductive-deductive reasoning to arrive at generalizations.

iii. Often employ methods randomization so that error may be estimated when population

characteristics are inferred from observations of samples.

iv. Variables and procedures are described as accurately and complete as possible so that

the study can be replicated by other researchers.

Descriptive research may be classified into three subgroups i.e. survey studies,

inter-relational studies and developmental studies. The researcher selected the survey

research method. Survey research is a useful tool for educational fact-finding. An

administer, a board of education, or a staff of teacher can learn a great deal about a school

system or a community without contacting every child, every teacher and every citizen

(Kerlinger, 2010).

The present study utilizing descriptive survey method endeavours to analysis

learning styles in relation to emotional intelligence, self-concept and achievement

motivation of senior secondary school students in Himachal Pradesh.

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2.2 Population and Sample

The primary purpose of research is to discover principles that have universal

application, but to study a whole population to arrive at generalizations would be

impracticable, if not impossible. In order to make it practicability, the process of sample

plays a key role in the whole research work. Sampling, therefore, is the process of

selecting a few (a sample) from a bigger group (the sample population) to become the

basis for estimating or predicting prevalence of an unknown piece of information, situation

or outcome regarding the bigger group. As sample is the miniature part of the population,

it does not only save time, energy and money of the investigator but it also helps him to

study the problem in hand intensively. Moreover, study of some phenomena from the

population would lead to the collection of mass of data whose analysis would be slow and

tedious. The analysis of large quantity of data may involve a number of errors which

would make the study useless. The adequacy of the sample depends upon our knowledge

of the population as well as method used in drawing the sample and the fairness in the

sample can be secured by giving every member of the population a specifiable change of

appearing in it. The accuracy of the representation depends upon the size of the sample not

by the number of the members but number of independent selection made by them. The

size and procedure of selecting a sample for determining the validity of any research

study; a detail description of these has been given in the present chapter. The investigator

has tried as far as possible to take all possible care to ensure that the sample of the

research study becomes a true representative of the population under study.

A population may consist of persons, objects, attributes, qualities, behaviour of

people, answer to several of items of a test, the behaviour of inanimate objects such as

cites, families, opinions and the like. It is a well-defined group to which the researcher

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would like to generalize the result. In the present study, all the senior secondary school

students (academic session 2009-10) in Himachal Pradesh constituted the population.

A sample is the representative proportion of population. For the sample of the

present study, in the first phase, out of twelve districts in the Himachal Pradesh, five

districts were randomly selected. These districts were Shimla, Solon, Una, Kangra and

Hamirpur. In the second phase, twenty five Government senior secondary schools were

selected randomly (five senior secondary schools from each district) for the present study.

Further five hundred students of senior secondary school were selected on simple random

technique (twenty students from each school) for collection of data. The distributions of

the sample and name of the schools from which data were collected are given in figure No

6 and table No 2 respectively.

FIGURE NO 6

DISTRIBUTION OF THE SAMPLE

SENIOR SECONDARY SCHOOL STUDENTS OF HIMACHAL PRADESH

TOTAL = 500

Shimla Solon Una Kangra Hamirpur

5 Govt.Sen.

Sec

Schools

5 Govt.Sen.

Sec

Schools

5 Govt.Sen.

Sec

Schools

5 Govt.Sen.

Sec

Schools

5 Govt.Sen.

Sec

Schools

20 students

from each

school

20 students

from each

school

20 students

from each

school

20 students

from each

school

20 students

from each

school

72

TABLE NO – 2

NAMES AND NUMBERS OF SENIOR SECONDARY SCHOOL STUDENTS

FROM WHERE DATA WERE COLLECTED

Serial No Name of

Districts Name of the Senior Secondary Schools

No. of

Students

I

SHIMLA

1. Government Senior Secondary School,

Summer Hill.

20


Lalpani.

20


Phagli.

20


Boileauganj.

20

5. Government Boys Senior Secondary

School, Shimla.

20

II

SOLON


Kalhog.

20


Kandaghat.

20


Kanaid.

20


Mahadev.

20

5. Government Boys Senior Secondary School,

Solon.

20

III

UNA


Bhagaretu.

20


Dauladpur.

20


Hroli.

20

4. Government Girls Senior Secondary

School, Una.

20


School, Una.

20

73

IV

KANGRA


Kathog.

20


Sunhet.

20


Gahallaur.

20


Jawalamukhi.

20


Mahadev.

20

V

HAMIRPUR


Bhoranj.

20


School, Hamirpur.

20

3. Government Girls Senior Secondary

School, Hamirpur.

20


Dugha.

20

5. Government Senior Secondary School, Rail. 20

Total Five

Districts Twenty five Senior Secondary Schools 500

2.3 Tools Used

In order to collect data from the selected sample, following standardized tests were

used. Among these, Memletices Learning Styles Inventory was adopted by the researcher.

i. Memletices Learning Styles Inventory by Sean Whiteley (2003) was adopted by

researcher in Hindi version to measure learning styles (visual learning style, aural

learning style, verbal learning style, physical learning style, logical learning style, social

learning style and solitary learning style) of senior secondary school students.

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ii. Mangal Emotional Intelligence Inventory by S. K. Mangal and Shubhra Mangal (2004)

was used by the researcher to measure emotional intelligence of senior secondary school

students.

iii. Self-concept Questionnaire by Raj Kumar Saraswat (2007) was used by the researcher to

measure self-concept of senior secondary school students.

iv. Sharma Academic Achievement Motivation Test by T. R. Sharma (1984) was used by

the researcher to measure achievement motivation of senior secondary school students.

A brief description of tools as follows:

2.3.1 Memletices Learning Styles Inventory

The Memletices learning styles inventory was originally developed by Sean

Whiteley in 2003. This inventory was adopted in Hindi version by the researcher in 2008

to measure visual learning style, aural learning style, verbal learning style, physical

learning style, logical learning style, social learning style and solitary learning style of

senior secondary school students. This inventory was checked by language experts, subject

experts and technical experts. It recognized that each person prefers different learning

styles and techniques. Learning styles group common ways that people learn. Everyone

has mix of learning styles. Some people may find that they have dominant style of

learning, with for less use of other styles. Others may find that they use different styles in

different circumstances. By recognizing and understanding own learning styles, it improve

the speed and quality of learning. The learning styles inventory has helpful to discover the

individual‟s learning styles. In summery these styles are:

Visual Learning Style: Individual prefer to using picture, image and spatial

understanding in learning.

Aural Learning Style: Individual prefer to using sound and music in learning.

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Verbal Learning Style: Individual prefer to using words both in speech and writing in

learning.

Physical Learning Style: Individual prefer to using body, hands and sense of touch in

learning.

Logical Learning Style: Individual prefer to using logic, reasoning and systems in

learning.

Social Learning Style: Individual prefer to learn in groups or with other people in

learning.

Solitary Learning Style: Individual prefer to work alone and use self-study in

learning.

The items belong to visual learning style, aural learning style, verbal learning

style, physical learning style, logical learning style, social learning style and solitary

learning style has been given in table No 3.

TABLE NO 3

DIFFERENT ITEMS IN LEARNING STYLES INVENTORY REPRESENT AS

VISUAL LEARNING STYLE, AURAL LEARNING STYLE, VERBAL

LEARNING STYLE, PHYSICAL LEARNING STYLE, LOGICAL LEARNING

STYLE, SOCIAL LEARNING STYLE AND SOLITARY LEARNING STYLE.

Learning Styles Item Numbers

Visual Learning style 8 11 29 32 38 43 57 59 65 69

Aural Learning style 7 15 25 30 35 39 44 48 52 63

Verbal Learning style 3 21 28 33 42 47 51 55 60 66

Physical Learning style 19 24 26 34 36 45 53 56 61 68

Logical Learning style 2 4 16 22 31 41 49 58 64 70

Social Learning style 6 10 13 18 20 23 27 40 50 62

Solitary Learning style 1 5 9 12 14 17 37 46 54 67

2.3.1.1 Reliability of Memletices Learning Styles Inventory

The reliability of learning styles inventory was estimated by the researchers using

Split-half method. First, the test was divided (70 Items) into two equal halves, the first half

(35 Items) represented performance on the odd numbered items and other half (35 Items),

performance on the even numbers items. Then correlation co-efficient between the two

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sets of scores was calculated by applying Spearman Brown Formula. The reliability co-

efficient of the test was 0.907. For determining the total test reliability, researcher used

alpha_ KR- 21 formula and it was found that 0.9147.

2.3.1.2 Validity of Memletices Learning Styles Inventory

Content validity was calculated by the researcher for this test. For this purpose the

learning styles test was given to the experts in the field of psychology and education. They

were requested to read and judge the items. Finally the content validity of learning style

inventory was estimated by evaluating the relevance of the items in relation to

instructional objectives and actual subject matter studied.

2.3.1.3 Norm of Learning Styles Inventory

The norm of the learning styles was prepared by the researchers on the basis of one

hundred senior secondary school students belonging in Hamirpur district of Himachal

Pradesh. The norm was developed particularly for senior secondary school students

ranging from fifteen to eighteen year irrespective of gender of Arts, Science and

Commerce streams. The percentile norm was used by researcher to standardize the

learning styles inventory, which is followed in table No 4.

TABLE NO 4

PERCENTILE NORM OF LEARNING STYLES INVENTORY

Learning Styles Low Average High

Visual learning style Below 10 10.01-15.00 15.01 and above

Aural learning style Below 10 10.10-15.00 15.01 and above

Verbal learning style Below 8 8.01-14 14.01 and above

Physical learning style Below 10 10.01-16 16.01 and above

Logical learning style Below 10 10.01-16 16.01 and above

Social learning style Below 12.25 12.25-17 17.01 and above

Solitary learning style Below 11 11.01-16 16.01 and above

77

2.3.2 Mangal Emotional Intelligence Inventory

Mangal‟s emotional intelligence inventory was developed and standardized by

S. K. Mangal and Shubhra Mangal (2004). This test was intended to measure emotional

intelligence of sixteenth and above age group of school, college and university students, in

respect to four aspects of emotional intelligence namely, intra-personal awareness

(knowing about one‟s own emotions), inter-personal awareness ( knowing about other

emotions), intra-personal management (managing one‟s own emotions) and inter-personal

management ( managing other emotions). It has one hundred items, twenty five each from

the four areas to be answered by yes or no. while constructing items for each of these

areas, due care was taken to make use of the simple language and provide will-defined

purposeful statements to the respondents for the assessment of their emotional intelligence.

2.3.2.1 Reliability of Mangal Emotional Intelligence Inventory

The reliability of this inventory was examined through three different methods

namely, split-half method using Spearman-Brown prophecy formula, K-R formula (20)

and test-retest method (after a period of four weeks). The reliability coefficients derived

through these tests are given in the table No 5.

TABLE NO 5

RELIABILITY OF EMOTIONAL INTELLIGENCE INVENTORY

Methods Used N Reliability Coefficient

Split half 600 .89

K-R formula (20) 600 .90

Test-retest 200 .92

2.3.2.2 Validity of Mangal Emotional Intelligence Inventory

The validity of the emotional intelligence inventory has been established by

adopting two different approaches: factorial and criteria related approach.

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Factorial Approach: For adopting factorial approach inter-correlations among the four

areas of the inventory were calculated. The derived correctional matrix is presented in the

table No 6.

TABLE NO 6

CORRELATION MATRIX OF THE FOUR AREAS OF THE EMOTIONAL

INTELLIGENCE INVENTORY

(N = 600: 300 males and 300 females)

Intra

Personal

Awareness

Inter

Personal

Awareness

Intra

Personal

Management

Inter

Personal

Management

Intra

Personal

Awareness

- .716 .501 .437

Inter

Personal

Awareness

.716 - .452 .480

Intra

Personal

Management

.501 .452 - .476

Inter

Personal

Management

.437 .480 .476 -

Table no 6 reveals that correlations among four areas of inventory vary from .437

to .716 (after testing these correlations at the .01 level – 2 tailed, it was found that all were

significant). Thurston‟s centroid method of factor analysis was employed and after the

extraction of second centroid factor from the first residual matrix, it was amply proved that

the four areas of emotional intelligence inventory are quite interrelated and inter-

dependent among themselves.

Criterion related approach: Two different external measures used for criterion related

approach were (a) Adjustment Inventory for college students developed by A. K. P. Sinha

and R. P. Singh and (b) Emotional Maturity Scale developed by Yasvir Singh and Mahesh

Bhargava. In both these measures the lower scores tend to represent favorable result i.e.

good adjustment and higher level of emotional maturity while in the case of emotional

79

intelligence inventory it goes in the opposite direction i. e. providing lower level of

emotional intelligence.

The validity coefficients (the Product Moment Correlation coefficients obtained

between total scores on Emotional Intelligence Inventory and Adjustment Inventory as

well as Emotional Maturity Scale) obtained through these two measures has been given in

the table No 7.

TABLE NO 7

VALIDITY OF EMOTIONAL INTELLIGENCE INVENTORY

Measured Used Validity Coefficients

Adjustment inventory for college

students (N=400)

-0.662

Emotional maturity scale (N= 400) -0.613

2.3.3 Self-concept Questionnaire

The self-concept questionnaire was developed and standardized by Raj Kumar

Saraswat, 2008. Saraswat and Gaur described self-concept as “It is the individual‟s way of

looking at himself. It also signifies his way of thinking, feeling and behaving.” This test

was intended to measure self-concept of students belongs from ninth and tenth classes

ranging from fourteen to eighteen years of both sexes.

Self-concept is a dominant element in personality pattern, therefore, the

measurement of self-concept becomes essential. Adolescence is a period of life with its

own peculiar characteristic and problems. Hence for deep penetration into their

perceptions their own physical, social, temperamental, educational, moral and intellectual

spheres of self-concept need to be explored. As such, an attempt has been made in this

questionnaire for eliciting information regarding adolescent‟s perception and

characteristics.

80

The self-concept questionnaire provides six separate dimensions of self-concept,

viz. physical, social, intellectual, moral, educational and temperamental self-concept. It

also gives a total self-concept score. The operational definitions of self-concept

dimensions measured by this inventory are: physical- individuals view of their body,

health, physical appearance and strength, social- individual sense of worth in social

interaction, temperamental- individual view of their prevailing emotional state of

predominance of a particular kind of emotional reaction, educational- individual‟s view of

themselves in relation to school, teachers and extra-curricular activities, moral-

individual‟s estimation of their moral worth; right and wrong activities and intellectual-

individual‟s awareness of their intelligence and capacity of problem solving and

judgments. The table No 8 indicates item numbers included in different self-concept

dimensions.

TABLE NO 8

SELF-CONCEPT DIMENSIONS ALONG WITH THEIR ITEM NUMBERS

Self-concept

Dimensions

Code No Item Numbers

Physical A 2,3,9,20,22,27,29,31

Social B 1,8,21,37,40,43,46,48

Temperamental C 4,10,14,16,19,23,24,28

Educational D 5,13,15,17,25,26,30,32

Moral E 6,34,35,41,42,44,45,47

Intellectual F 7,11,12,18,33,36,38,39

The questionnaire contents forty-eight items. Each dimension contents eight items.

Each item is provided with five alternatives. Responses are obtained on the test booklet

itself. There is no time limit but generally twenty minutes have been found sufficient for

responding all the items.

2.3.3.1 Reliability of Self-concept Questionnaire

The reliability of the questionnaire was calculated by test-retest method and it was

found to be .91 for the total self-concept measure. Reliability coefficient of its various

dimensions varies from .67 to .88. The following table shows the test-retest reliability for

each dimension.

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TABLE NO 9

TEST-RETEST RELIABILITY OF THE SELF-CONCEPT QUESTIONNAIRE

Code

No

Self-concept Dimensions No of Items Reliability Coefficients

A Physical 8 .77

B Social 8 .83

C Temperamental 8 .79

D Educational 8 .88

E Moral 8 .67

F Intellectual 8 .79

Total 48 .91

2.3.3.2 Validity of Self-concept Questionnaire

Expert opinions were obtained to establish the validity of the questionnaire. 100

items were given to twenty five psychologists to classify the items into the category to

which it belongs. Items of highest agreement and not less than 80% of agreement were

selected. Thus the content and construct validity were established.

2.3.4 Sharma Academic Achievement Motivation Test

Sharma academic achievement motivation test was developed and standardized by

T. R. Sharma (1984). This test was intended to measured academic achievement

motivation of fifteenth and above students. This test has thirty-eight items, which was

divided as positive and negative items. For positive items one mark was awarded if

response (√) was given in A box and zero for B box. For negative items one mark was

awarded if response (√) was given in B box and zero for A box. The score of thirty three

or above represented as high achievement motivation and the score of twenty five or

below stated as low achievement motivation of students.

2.3.4.1 Reliability of Academic Achievement Motivation Test

The reliability of the achievement motivation test was determined by three

methods i.e. Split-half, Rational Equivalence and Test-Retest method. The reliability of

split-half method was established with the total N = 100. The score of odd items was 1355

and an even item was 1400. The reliability of split-half test was found to be 0.53 and

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whole test was 0.697. The reliability of rational equivalence method was found that r

=0.75. The reliability of test-retest method was found to be 0.795 for boys (298) and 0.80

for girls (301).

2.3.4.2 Validity of Academic Achievement Motivation Test

Three types of validities – content, criterion and construct, were established. The

item of the test was selected on the basis of pooled judgment of nearly forty exports in the

field of testing. This sufficed for content validity. For criterion validity, on the basis of

considered judgments of class teachers, twenty students; ten low on achievement

motivation and ten high on achievement motivation were administered this test under

standardization. Significant differences (t = 6.30) were found in the mean test-scores of the

two groups. For construct validity, SK Boys = -0.4315, SK Girls = -0.4189 and Ku Boys =

0.2280, Ku Girls = 0.3612 were represented normally distributed score in the test.

2.4 Procedure of Data Collection

The investigator visited the schools personally for the collection of necessary data.

The researcher took the prior permission of the Head teacher of the schools for data

collection and then discussed with heads of the respective schools and sought the

permission from them for data collection.

At the time of administration of the test, necessary steps were taken into

consideration. Necessary precautions were taken in such school. After being satisfied with

the arrangement, the investigator instructed the students to do assignment carefully. Before

the students attempted at the tests, instructions were made clear with regard to each test

used in the study. They were also informed that their academic career would not be

affected as it was only an exercise for research purpose and their responses would keep

strictly confidential.

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Then the tools were given to the students one after another but not simultaneously.

They were given sufficient time for answering the tests. The researcher was collected the

tools individually. Hence the researcher was given thanks to the students for attempting

the questions sincerely and thanks staffs for their co-operation in the school.

2.5 Scoring Procedure

2.5.1 Scoring Procedure of Memletices Learning Styles Inventory

The memletices learning styles inventory classified into seven categories. These

are visual learning style, aural learning style, verbal learning style, physical learning style,

logical learning style, social learning style and solitary learning style containing each ten

items. The total learning styles inventory was containing seventy items. Each item has

provided three alternatives i.e. Disagree (0), Agree (1), and Complete Agree (2) having

zero mark for disagree, one mark for agree and two marks for complete agree. The

summation of the scores of every item of each learning styles was represented as preferred

learning style of the individual. Same scoring procedure was applied for each item.

2.5.2 Scoring Procedure for Emotional Intelligence Inventory

The scoring procedure of this inventory has been done with the help of stencil. The

mode of response to each of the item of the inventory is in the form of a forced choice i. e.

either yes or no, indicating complete agreement or disagreement with the proposed

statement respectively. In the present emotional intelligence inventory the items having

the response „yes‟ and „no‟ are for the lack of emotional intelligence. Similarly, there are

an items having „no‟ response provides clue for the presence of emotional intelligence and

„yes‟ for its absence.

For scoring one mark is to be provided for the response indicating presence of

emotional intelligence and zero for the absence of emotional intelligence. The list of the

responses of the terms indicative of the presence or absence of emotional intelligence is

provided here in table No 10.

84

TABLE NO 10

SCORING SCHEME OF EMOTIONAL INTELLIGENCE INVENTORY

Items Mode of

Response

Score

Sr. no. of the items (where „yes‟ response shows presence of

intelligence)

6, 18, 19, 20, 23 to 25, 27 to 29, 31, 41 to 44, 51 to 56, 58 to

68, 70, 71, 73 to 76, 79 to 82, 84, 88 to 90, 96, 99

„Yes‟

„No‟

1

0

Sr. no. of the items (where „no‟ response shows presence of

intelligence)

1 to 5, 7 to 17, 21, 22, 26, 30, 32 to 40, 45 to 50, 57, 69, 72, 77,

78, 83, 85 to 87, 91 to 95, 97, 98, 100

„No‟

„Yes‟

1

0

2.5.3 Scoring Procedure of Self-concept Questionnaire

The respondent provided five alternatives to give his responses ranging from most

acceptable to least acceptable description of his self-concept. The alternatives or responses

are arranged in such a way that the scoring system of all the items was remaining the same

i.e. 5, 4, 3, 2, 1 whether the items are positive or negative. If the respondent put (√) mark

for first alternatives the score is five, for second alternative score is four, for third

alternative the score three, for fourth alternative the score is two and last alternative the

score is one. The summated score of all the forty-eight items provide the total self-concept

score of an individual. A high score on this inventory indicates a higher self-concept,

while a low score shows low self-concept.

2.5.4 Scoring Procedure of Academic Achievement Motivation Test

The Sharma academic achievement motivation test provide direct numerical score

indicating how much an individual is motivated in the field of academic achievement. The

score range from zero to thirty eight. There are no positive or negative items in the test.

There are thirty eight items in the test and in each item there are two alternatives are given

such as A and B. For each item award one mark if box A has been ticked in case of

items no 1, 3, 4, 6, 8, 10, 12, 13, 15, 16, 17, 18, 21, 25, 27, 31, 35, 36; 37 and if box B

has been ticked in case of items no 2, 5, 7, 9, 11, 14, 19, 20, 22, 23, 24, 26, 28, 29, 30, 32,

33, 34; 38.

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2.6 Statistical Techniques Used

Statistics is a mathematical technique or process of gathering, describing,

organizing, analyzing and interpreting numerical data. The statistical techniques are used

to give meaningful and considerable picture of whole data so that it could be easily

comprehended. It was employed to test the hypotheses of the study.

For the present study, the following statistical techniques were used for the

analysis and interpretation of data:

i. Range: The range was used to describe the difference between minimum and maximum

scores of each learning style of senior secondary school students.

ii. Mean: The mean value was computed to describe status of learning style of senior

secondary school students.

iii. Standard deviation: The standard deviation was used to know most reliable measure of

variability in each learning styles of senior secondary school students.

iv. Correlation: The Pearson correlation was used to describe magnitude and direction of

relationship between independent variables (emotional intelligence, self-concept and

achievement motivation) and dependent variable (Learning styles).

v. F-test: The Analysis of Variance (ANOVA) was used to find out interactional effect of

emotional intelligence, self-concept and achievement motivation (independent variables)

on learning styles (dependent variable) of senior secondary school students.

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