chapter-iii procedure and design of the...
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CHAPTER-III
PROCEDURE AND DESIGN OF THE STUDY
In the execution of the present study, Descriptive Survey Method was employed.
Descriptive studies are designed to obtain pertinent and precise information concerning
current status of phenomena and to draw valid general conclusions from the facts
discovered. They involve measurement, classification, analysis, comparison and
interpretation.
The present chapter deals with the plan including the details of methodology for the
present investigation in the form of its overall design, variables, description of the
sample, the tools used, scoring procedure, data collection and statistical techniques used.
3.1 Research Design
In order to find out Classroom Morale of Sr. Sec. School Students in relation to their
aspects of Locus of Control, levels of Intelligence and different aspects of Socio-
Economic Status, a factorial design involving three-way analysis of Variance, i.e., (2 X 2
X 2) has been employed in the study. Factorial design is usually employed to study the
effect of two or more independent variables operating simultaneously.
Research design also includes the research method, variables, population, sample and
tools used as described below.
3.2 Method of the Study
As the study is designed to acknowledge the present status of relationship of Classroom
Morale with all independent variables of the study, i.e., type of school, gender, locality,
locus of control, intelligence and socio-economic status. The Normative Survey method
was followed by the investigator in the present study, along variables.
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3.2.1 Variables of the Study
Dependent Variable
Classroom Morale
Independent Variables
Types of School- Govt. and Pvt. Schools
Gender - Male and Female
Locality -Rural and Urban
Different Dimensions of Locus of Control
External Locus of Control
Internal Locus of Control
Different Levels of Intelligence
High Intelligence
Low Intelligence
Different Aspects of Socio-Economic Status
Parental income (High & Low)
Parental Education (High & Low)
Parental Occupation (High & Low)
3.3 Population and Sampling
Research in invariably conducted by means of a sample drawn from the target population
on the basis of which generalizations are drawn and made applicable to the population as
a whole, as it is not possible to encompass the entire population. In the present study sr.
sec. school students, studying in different sr. sec. schools (Govt. and Pvt.) situated in the
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state of Haryana, formed the population and the investigator used the multi-stage random
sampling technique to select the subjects from the population. Haryana state was divided
into 21 districts from which 2 districts were picked up by using the lottery technique.
Thus, these two districts formed the sample of the study. A list of sr. sec. schools was
obtained from the website of Education Department, Haryana and 6 schools from each
district were selected at random making total schools to twelve as shown in the Table.
Table 3.1 Name of schools selected for sampling from each district
Name
of the
District
Name of the
School
No. of
Students
Name
of the
District
Name of the School No. of
Students
Sonepat Govt. Sr. Sec.
School, Model
Town, Sonepat.
60 Jhajjar Vaish Arya Kanya
Sr. Sec. School,
Bahadurgarh.
60
Sonepat Govt. Girls Sr. Sec.
School, Sonepat.
60 Jhajjar H. D. Sr. Sec.
School, Salhawas
(Jhajjar).
60
Sonepat Raunaq Public
School, Ganaur
60 Jhajjar Sarvodya Sr. Sec.
School, VPO-
Khanpur Khurd
(Jhajjar).
60
Sonepat Vivekananda
Public school,
Sonepat
60 Jhajjar K. H. M. Model
Happy Child Sr.
Sec. School,
Bahadurgarh
60
Sonepat S.D.M. School,
Sonepat.
60 Jhajjar Govt. Girls Sr. Sec.
School, VPO-
Dulhera (Jhajjar).
60
Sonepat J. P. Jain Sr. Sec.
School, Sonepat.
60 Jhajjar Govt. Sr. Sec.
School, VPO-
Kanonda (Jhajjar).
60
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The study was conducted on twelve schools and from each school sixty students of
twelfth class were taken as the sample of the study.
Sampling
To meet the requirement of (2 X 2 X 2) factorial design, the multi-stage random sampling
was used in selecting the sample. Initially 720 sr. sec. schools students of Haryana state
were chosen. Out of this, the responses of only 608 students could be taken for analysis,
as only two levels were taken into consideration in case of independent variables. As per
the requirement of the (2 X 2 X 2) cells (15 in each cell of the paradigm) the final sample
of 120 students was chosen.
3.4 Data Collection and Tools Used
The data was collected with the help of four tools, namely
Test of Morale (TOM) by Bhatnagar (1977).
Locus of Control Scale by Roma Pal (1983).
Samoohik Mansik Yogyata Pariksha (1/61) by Tandon (1975).
Socio Economic Status Scale (SESS) by Singh, Radheyshyam and Kumar (2007).
These tools suited the requirements of the study in hand, and had also been tested on the
touchstone of various test requirements of reliability, validity etc. by their authors. They
were preferred to be employed for collection of the data for the study.
3.4.1 General Data sheet for Demographic Variables
A General Data Sheet for demographic variables was developed and used by the
Investigator in this study.
In order to know the demographic characteristics of Sr. Sec. School Students the sheet
included the following aspects about every student;
Gender - Male and Female
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Age - In Years and Months
Locality - Rural and Urban
3.4.2 Test of Morale
This Test of Morale (TOM) was developed and standardized by Ambrish Kumar
Bhatnagar (1977) as part of his doctoral thesis. TOM is defined as a measurement of
school functioning as perceived by the students. It consists of ten dimensions. Each
dimension has ten items- five positive and five negative. In all the tool consists of 100
items, covering ten areas as follows:
1. Teaching Effectiveness
2. Freedom of Expression
3. Aspiration Level
4. Academic Emphasis
5. Academic Organization.
6. Group Cohesiveness
7. Teacher Pupil Relationship
8. Physical Facilities
9. Communication and
10. Support and Satisfaction.
Reliability and Validity
The reliability of TOM, as found by designer through Test-Retest-Method, coefficients
ranged from 0.72 to 0.87, indicating high consistency of scores.
Validation of the tool was difficult as no similar tool was available in Hindi. It was
thought more appropriate, therefore, to depend on the face validity of the tools.
Administration and Scoring of the tool is very easy and simple. Separate response
sheet has been prepared to write the responses for each statement given in the test.
Sufficient and clear instructions are given at the first page of the test. The respondents
are asked to indicate to what extent each statement of the test characterizes their school’s
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functioning; they are to encircle either ‘T’ or ‘F’ against each statement which one they
prefer more without fail. The test is administered in one sitting. Scoring is very simple.
All the encircled ‘T’s of positive items and ‘F’s of negative items are added. In the end,
the totals of all the ten dimensions are summed up. This is the morale score of the
respondent.
3.4.3 Locus of Control Scale
Locus of control scale was originally prepared by Roma Pal (1983). It consists of 35
pairs of items for the complex nature of locus control items related to need for
Achievement, Striving for Superiority, Competence, Personal Causation were selected.
The tool has two dimensions:
(1) Internal Locus of Control; and
(2) External Locus of Control.
Roma Pal adopted this scale testing it on a group of 400 college students of Agra city.
Test-Retest reliability was calculated on male and female, sample of 200 each, with an
interval of two months. The reliability co-efficient was found to be 0.78 for
undergraduate and 0.82 for postgraduate students (N was 100 each). For determination of
reliability of entire sample, the test-retest reliability coefficient was calculated by
Spearman Brown prophecy formula which worked out to be 0.80.
Validity of the Scale
The Validity of the scale was determined by the administration of English version of the
scale and Rotter’s I-E scale to a group of 100 post-graduate students of Agra with an
interval of two days. The validity coefficient was found to be 0.77. For checking the
validity of Hindi version of the scale, the Hindi version of the scale was again
administered to same 199 subjects and correlation coefficient was calculated with the
obtained scores previously on Rotter’s I-E scale. The validity coefficient was found to be
0.76.
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Administration
The test was available in both Hindi and English languages and each one has 35 pairs of
items. It is a self-administrating test but can be administered to a group. There is no time
limit; it requires 30 to 40 minutes to finish the whole scale.
Instructions
The standard instructions are printed on the front page, with the columns of general
informations required, which read thus:
“Some statements are given in this booklet, related to your views. Please go through
them carefully. There are two statements in a single item. Please tick (√) mark to only
one statement of each item. Please try to attempt all the items. There is no time limit but
still try your best to complete it at the earliest”.
Scoring
The scoring procedure of the present scale is very simple. Please give 2 marks to all
those items which are related to external (i.e. to all B, statements of itemNo.1, 4, 5, 6, 7,
8, 10, 13, 14, 15, 17, 18, 19, 20, 22, 23, 24, 25, 27, 30, 31, 32, 33, and all the A,
statements of item no. 2, 3, 9, 11, 12, 16, 21, 26, 28, 29, 33, 34, 35) and 1 marks to all
those items which are related to internal (i.e. to all the A, statements of item No. 1, 4, 5,
6, 7, 8, 10, 13, 14, 15, 17, 18, 19, 20, 22, 23, 24, 25, 27, 30, 31, 32, 33 and to all the B,
Statements of item No. 2, 3, 9, 11, 12, 16, 21, 26, 28, 29, 32, 34 and 35). Add all the
scores and make interpretation of the total obtained score of the subjects.
3.4.4 Samoohik Mansik Yogyata Pariksha (1/61)
The Test 1/61 form is a Hindi Translation of the Group Test of General Mental Ability
(20/52). It is named as Samoohik Mansik Yogyata Pariksha by R. K. Tandon (1975). It
is a spiral omnibus type of verbal group test containing 100 questions. Four to five
alternatives to the questions have been provided to make the scoring objective and fool-
proof. The hundred items have been distributed over nine subjects, namely, Number
series, Mathematical Instructions, Following Instructions, Vocabulary Similar,
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Vocabulary opposites, Classifications, Best Answers, Analogies and Reasoning. All the
items have been arranged in increasing order of difficulty. For practice ten additional
items have been provided in the beginning.
The test is meant for literates, of the Hindi areas, above 16 years. It is in use at several
educational and research institutes in India. Since 1962, the test has withstood quite a
couple of researches at Moradabad and outside, resulting in some valuable information
on its reliability and validity.
The test is in re-usable booklet form providing answer-sheets. It is simple in
administration and scoring besides its very moderate cost in use even on hundreds of
cases.
Sample
The test in its present form has been administered on more than 1500 students reading in
Moradabad town and outside it, belonging to classes from Intermediate to post-graduate.
However, for preparing norms, only 1428 cases have been considered consisting of
students of Arts, Science and B.Ed. Since the Scores of the test have been showing fairly
normal distribution, the applicability of the test on wider population is advocated.
Reliability
The Reliability of the Test has been calculated with the help of two methods namely,
split-half method and Kuder Richardson formula No. 20. With the first method, the
reliability coefficients range from .59 to .99 on different groups, giving an average of .91.
The other method yields a coefficient of .85. These values have been confirmed again
and again in several subsequent studies by Mishra(1971), Garg(1972), Mathur(1972),
Mehrotra(1972a) and Chadda(1973).
Validity
To get information regarding validity of the test, the form 1/61 has been correlated
against Samoohik Mansik Yogyata Pariksha (4/51) by Jalota, yielding a value of .60.
Further, a coefficient of .80 has been obtained by correlating it against its original form in
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English namely, Group Test of General Mental Ability (20/52) by Jalota and Tandon.
This test has also been correlated against college examination marks giving coefficients
from .23 to .79 on nine different sub-tests. In one study (Mehrotra 1972a), the whole test
gave a correlation of .57 against college examination marks of I and II year students.
Lastly, this test has been found highly saturated with ’g’ factor (Tyagi 1972, Chadda
1973). Thus, the present test is suitable for measuring general intelligence of college
adults.
Administration
The test 1/61 form is in a re-usable booklet form. The answers of the questions are given
on the answer-sheets prescribed for the purpose. The test proper is given for 20 minutes
only. Another 20 to 25 minutes are needed in explaining the objective of the test,
questions for practice, distributing and collecting answer sheets and filling up the
preliminaries. Hence, the test can be conveniently conducted in classrooms situations in
a period of 40 to 45 minutes. Besides, it can also be conducted on individuals at any
suitable place. The test should not be administered on large groups. A group of 30 to 40
students should be taken at a time. The examiner should see first that the examinees are
seated comfortably and that they have their pens or pencils for writing. It is always better
to go to the classrooms with one or two helpers, who may assist the examiner in
distributing and collecting test booklets and answer sheets and explaining the difficulties
in initial stages.
The examiner should start his work in the class with a brief introduction on testing. This
helps to establish rapport which in turn stimulates them to give free and full expression of
their abilities. After this the answer sheets should be distributed among the examinees,
giving one to each, who should be asked to fill up the preliminaries given on the top of
the answer sheet. As soon as the preliminary are completed test booklet should be
distributed while examinees should be asked not to open them unless told to do so. After
the distribution is complete, the booklets should be opened and the directions given
therein should be read out to the examinees. This should be followed by explaining all the
ten examples given for practice. The examiner should insure that the testees check the
answers given on the answer sheet. It should be emphasized that all answers be written on
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the answer sheets and that no writing work is done on the test booklets. After the
examinees should have understood clearly the mode of answering, and all of their doubts
have been removed, they should be asked to start their work while the examiner should
keep record of time.
The examiner should take frequent rounds in the class to ensure that there is no attempt to
imitate or cheat and that the examinees do not have difficulties in the procedure of
answering. If any question is difficult to their type of knowledge, they should be asked to
leave that question for the time being pending revision on completion in time. The
examinees should be least engaged in conversation while the work of answering is in
progress. As soon as ten minutes are complete, it should be announced “ten minutes
more” and after fifteen minutes, “five minutes more”. All the test booklets and answer
sheets should be collected soon after the watch strikes 20 minutes. No extra time should
be given to anyone.
Scoring
The answer sheets are scored with the help of stencil key prepared for this purpose. The
key contains digits showing correct answer to each question. The key should be placed
on the answer sheet in a manner that the question no. is properly covered and the answers
written on the sheet are tallied. Wrong answer should be crossed out, preferably with red
ink or pencil and one mark should be allotted to one correct answer. No marks are to be
given to skipped questions or wrong answers. The total of all the correct answers give
the total marks obtained by a subject. These marks all called raw scores.
Norms
For easy and meaningful interpretation of raw scores, three types of norms are provided
on the Tables-3.2 to 3.5. By consulting Table-3.2. raw scores can be interpreted either in
terms of Z- scores or T-scores or deviation I.Q. Table- 3.3. provides Centile norms from
which raw scores can be converted into percentiles. Thus, a raw score of 71 can be
converted into percentile of 99 explaining that the examinees are superior to 98 per cent
cases. Table no.3.4 gives descriptive grades directly from raw scores. For example, a raw
score of 78 indicates very superior intelligence in the Table-3.4.
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Thus, a raw score can be interpreted in any of the manners indicated above.
TABLE-3.2 Norms in Terms of Standard Scores
Raw
Scores
Z-
Scores
T-
Scores
Deviation
I.Q.
Raw
Scores
Z-
Scores
T-
Scores
Deviation
I.Q.
90 4.1 91 162 46 .4 54 106
88 3.9 89 159 44 .3 53 105
86 3.8 88 157 42 .1 51 102
84 3.6 86 154 40 -.1 49 98
82 3.4 84 151 38 -.3 47 95
80 3.3 83 149 36 -.4 46 94
78 3.2 81 147 34 -.6 44 91
76 3.1 79 144 32 -.8 42 88
74 2.9 78 142 30 -.9 41 86
72 2.8 76 139 28 -1.1 39 83
70 2.6 74 136 26 -1.3 37 80
68 2.3 73 135 24 -1.4 36 79
66 2.1 71 132 22 -1.6 34 76
64 1.9 69 129 20 -1.8 32 73
62 1.8 68 127 18 -1.9 31 71
60 1.6 66 124 16 -2.1 29 68
58 1.4 64 121 14 -2.3 27 65
56 1.3 63 120 12 -2.4 26 64
54 1.1 61 117 10 -2.6 24 61
52 .9 59 114 8 -2.8 22 58
50 .8 58 112 6 -2.9 21 56
48 .6 56 109 4 -3.0 20 55
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TABLE-3.3.
Centile Norms
Percentiles Raw Scores Percentiles Raw Scores Percentiles Raw Scores
100 90 70 47 30 35
99 71 68 46 28 34
98 68 66 46 26 33
97 65 64 45 24 33
96 63 62 44 22 32
95 62 60 44 20 31
94 60 58 43 18 30
93 59 56 42 16 30
92 59 54 42 14 29
91 58 52 41 12 28
90 57 50 41 10 26
88 55 48 40 9 25
86 54 46 39 8 25
84 53 44 39 7 24
82 52 42 38 6 24
80 51 40 38 5 22
78 50 38 37 4 21
76 49 36 36 3 20
74 48 34 36 2 18
72 48 32 35 1 15
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TABLE-3.4
7-Grade Norm
GRADE RAW SCORES DESCRIPTION
I 77 and Above Very Superior
II 65 to 77 Superior
III 53 to 65 Bright Average
IV 29 to 53 Average
V 17 to 29 Dull Average
VI 5 to 17 Inferior
VII Below 5 Very Inferior
3.4.5 Socio-Economic Status Scale (SESS)
Present SESS was developed in Hindi and English by Rajbir Singh, Radheyshyam and
Satish Kumar (2007) for both rural and urban people having allegiance to both areas.
First of all, items related to caste, family, education (of self), occupation, income,
possessions (material and/or monetary), land (agricultural/residential), participation in
social, political, religious and academic activities, house (own or rented), size of house,
etc. were framed. These were given to experts mainly university teachers from
Psychology, Sociology, Economics and Education for their expert opinion about the
suitability and relevance of the items for measuring SES. Their suggestions were
incorporated and the selected set contained 25 items.
Standardization Sample
The final draft of the scale was administered to 921 subjects from general population,
selected from Delhi, Haryana, Uttar Pradesh and Rajasthan states, following non-random
purposive Sampling procedure. Only adult subjects (18 years of age and above) from
rural as well as urban areas were selected. Though both male and female subjects from
varied educational and occupational background were included, yet there were more
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males (N=537) than females (N=384). Although the sample was predominantly from
educated class yet there were about 11% uneducated subjects in the sample, giving
adequate representation to people belonging to different castes, finally grouped in three
social classes i.e. general, other backward class and scheduled caste. To give
representation to a large number of households, only one member of a family was
included in the sample. Subjects included in the sample were from varied occupational
groups, viz., doctors, university and college teachers, school teachers, advocates,
businessmen, industrialist, serving and retired defense personnel and other state and
central government employees, craftsmen, laborers, etc. to ensure adequate representation
of people from different occupational backgrounds, drawn mainly from Hindi speaking
agricultural belt. Some of the subjects were from rural areas and working in urban areas
and vice-versa and some were such that they were having attachment and properties at
both the places. Sample description is given in Table-3.5.
Table-3.5 (Sample Characteristics)
N=921
Rural
Urban
457
464
Male
female
537
384
Social class
General
Other backward
classes
Scheduled caste
485
272
164
Educated
Uneducated
818
103
0ccupation
Labours
Farmers
Businessmen &
industrialists
School teachers
Retired defense
personnel
126
150
106
114
40
Small traders and
businessmen
Doctors, college and
university teacher
Working defense
personnel
Retired Servicemen
125
90
24
68
78
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Directions of Administration
Before giving the scale to the respondents the researcher should ensure that he/ she has
explained the purpose of testing and that this information will only be used for research
and academic purposes and shall not be used for any other purpose without their consent.
Establishment of rapport and suitable general testing conditions are prerequisite before
starting the testing. The respondent should be asked to read the instructions printed in the
questionnaire carefully. The following are few other precautions which should be
observed: Before collecting the scale, check that all the questions have been answered.
For un\educated and illiterate subjects the researchers/ investigators can read the
questions and fill in the information given them. Check that the subjects have filled in
the columns and general information about their age, sex, date, address, etc. This scale
can be administered individually to a single subject and to a group of 5-10 subjects at a
time.
Scale Format and Description
There are 25 statements in the scale. One item each for caste and occupation, two items
for family (type and size), one item for educational qualification of self and other
members. Four items related to monetary matters (i.e. income, savings, income tax and
deposits). One item was kept for entertainment expenses per month while four items
relate to housing (type and size). Item No.15 (real estate) is divided into three parts: (A)
agricultural land holding; (B) residential plots and their sizes; (C) shops and their
locations. In order to cover life areas, nine items related to social, religious, political and
academic participation. Item No.25 relates to household possessions (material and
livestock). Thus, items in the scale are related to caste / class, occupation, family,
education, income, housing, relational network and material and livestock possessions.
Score on item No. 5, 7, 14, 15 and 25 are additive whereas on rest of the item only single
score is given. The scoring procedure is described in the manual of the test.
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Psychometric Properties
Reliability
Coefficient of stability was calculated by test-retest method. One hundred subjects were
administered the SES scale twice after a gap of one year. The coefficient of stability was
found to be 0.653. Fifty subjects were administered the scale again after a gap of 30 days
and the coefficient of stability was 0.944. For internal consistency Cronbach alpha was
calculated on normalized (with a mean of 50 and SD 10) T scores (N=500) and found to
be 0.791.
Validity
To assess the validity to the questionnaire, manifold criteria were set. Firstly, 150
subjects were asked to rate their own SES on a three point scale: 1 indicates low SES; 2
indicates middle class SES; and 3 indicates high SES category. Secondly, the neighbors
and colleagues of the respondents were also asked to rate the respondents SES. Thus,
two types of criterion scores were available, i.e., self-ratings and others ratings. The
ratings were correlated with the obtained SES scores, the coefficient of correlation
between self and others rating was r = 0.98. Self-ratings correlated significantly with SES
scores, r = 0.55.
Thirdly, SES questionnaire of Singh and Saxena (1981) and present SES questionnaire
were administered to 50 subjects simultaneously and the score of both correlated
significantly to the tune of r = 0.689.
Fourthly, the factorial validity of the scale was also determined by factor analysis. Scores
of 500 subjects on SES scale were firstly transformed into normalized T-scale with a
mean of 50 and S.D. of 10. The normalized T-scores were, then, subjected to principal
component method of factor analysis with varimax rotation along with Kaiser
Normalization restricting to four factors. The four factors accounted 41.73 per cent of the
total variance with their Eigen values being greater than unity. Income, education,
entertainment expenses, occupation, location of house, income tax, own house and family
size loaded significantly (Table-3.6. rotated factor matrix) on the first factor. Fixed
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deposits, savings per month, material (household and livestock) possessions, income tax
and type of house significantly loaded on second factor. Size of house, land (agricultural
and residential) holding, membership of religious bodies, political parties, present / ex
MLA/ MLC/ MP, participation in educational activities, social participation, participation
in seminar / conferences loaded significantly on third factor. Four items relating to
political and religious participation loaded on the fourth factor. Social class, type of
family
(Joint / nuclear), however, did not load on any factor. The sorted factor matrix is given in
the Table-3.6., which lists the significant factor loadings (0.4) in decreasing order along
with the name of the items.
TABLE-3.6
Sorted Loaded Factor Matrix
Item
no.
Item Loading
s
Item
no.
Item Loadings
Factor-I Factor-III
6
5
10
2
13
7
14
4
Income
Education
Entertainment exp.
Occupation
Location of house
Income tax
Own house
Family size
0.74
0.70
0.79
0.67
0.63
0.57
0.48
0.43
12
15
21
19
16
23
18
24
Size of house
Land holdings
Member religious bodies
Member pol. parties
Present and ex MLA/MLC/MP
Participation in educational activities
Social/ political/religious and
academic participation
0.68
0.64
0.59
0.48
0.39
0.46
0.45
0.45
Factor-II Factor-IV
84
9
8
25
7
11
Fixed deposits
Savings per month
Possessions
Income tax
Type of house
0.79
0.79
0.50
0.49
0.33
17
22
20
19
Minister/ chairperson of board etc.
Pujari/Molvi etc.
Member local bodies
Member of pol. Parties
0.65
0.47
0.46
0.45
Norms
The scale was administered to 921 subjects and their mean, median, standard
deviation, skewness and kurtosis are as given in Table-3.7.
TABLE-3.7
Mean, Median, S.D., Skewness and Kurtosis of SES Scores or Rural (n= 457) and Urban
( n =464) and total sample (n =921)
Mean S.E. of
mean
Median S.D Min
.
Max. Ku S.E. of
ku
Sk S.E.
of sk
Rural
Urban
Total
58.98
83.96
71.56
1.09
1.61
1,06
55
82
67
23.42
34.68
32.15
21
20
20
168
264
264
2.29
4.34
4.51
0.23
0.23
0.16
1.21
1.39
1.48
0.11
0.11
0.08
The SES scores of the composite sample (N = 921) ranged from 20 to 264, with a mean
of 71.56 (SD = 32.15). The distribution was leptokurtic (Ku = 4.51, SE = 0.16) and
positively skewed (SK = 1.48, SE = 0.08). The SES scores of Urban subjects (n = 464)
ranged from 20 to 264 with a mean of 83.96 (SD = 34.68) and the distribution was
leptokurtic (Ku =4.34, SE = 0.23) and positively skewed (SK = 1.39, SE = 0.11)
Similarly the distribution of SES scores of rural subjects (n = 457) was also leptokurtic
(Ku = 2.29, SE = 0.23) and positively skewed (Sk = 1.21, SE = 0.11). The range of score
was 21-168 with a mean 58.98(SD = 23.42).
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Since the distribution deviated from the normal, raw scores were transformed into T
scores with a mean of 50 and SD of 10. Percentile were also calculated separately for the
composite (Table-3.8.), urban (Table-3.9.) and rural (Table-3.10.) samples. Any person
scoring 41 or below is classified in low and when scoring 101 and above is classified in
high SES category (Table 4). Separate sub-categories (i.e. lower, average and upper) are
also given for middle SES category, as these are frequently used by researches these
days. A person who scores between 42-56 on this scale, falls in lower middle class,
scoring between 57-76, in the average middle and between 77-100, in the upper middle
class categories (Table-3.8.).
TABLE-3.8
T-scores and percentile equivalents of SES raw scores of total sample (n = 921)
SES categories Raw scores T Percentile
Low SES
Middle SES
High SES
41 and below
42-56
57-76
77-100
101 and above
Below 40
40-46
47-53
54-60
61 and above
Below 17
17-36
37-62
63-84
85 and above
Table-3.9
T-scores and percentile equivalents of SES raw scores of Urban sample (n=464)
SES categories Raw scores T Percentile
Low SES
Middle SES
High SES
49 and below
50-70
71-89
90-113
114 and above
Below 40
40-46
47-53
54-60
61 and above
Below 17
17-36
37-63
64-86
87 and above
86
Table-3.10
T-scores and percentile equivalents of SES raw scores of Urban sample (n=457)
SES categories Raw scores T Percentile
Low SES
Middle SES
High SES
38 and below
38-47
48-63
64-80
81 and above
Below 40
40-46
47-53
54-60
61 and above
Below 17
17-36
37-62
63-83
84 and above
Normalized T-scores and percentiles were calculated separately for urban and rural
samples and are given in Table-3.9 and Table-3.10 respectively. For those who live in
small towns and nearby villages but work in towns and cities or vice-versa, composite
norms may be used. However, for those who live in big cities and metropolitan areas and
those who live and work in rural areas and villages, relevant urban and rural norms may
be used.
3.5 Collection of Data
The research tools were administered to 720 Sr. Sec. School students of Govt. and Public
schools. Before administering the tools, the investigator went to the randomly selected
12 different Sr. Sec. Schools, situated in Sonepat and Jhajjar districts of Haryana and
contacted their principals to obtain permission for collecting data from their Sr. Sec.
School students studying in XIIth class. After securing the necessary permission, the Sr.
Sec. School students were explained the objectives of the study and given the tools.
Clear instructions were given on the tools. The investigator interacted with the Sr. Sec.
School students and answered their queries.
After collecting the responses to each tool from all the Sr. Sec. School students , scoring
was done in accordance with the instructions given in the manual of each tool.
87
3.6 Statistical Analysis
The objectives of the study needed the use of analysis of variance as the major technique
of statistical analysis. It would allow for testing the significance in more than two means
and at the same time inclusion of the factors like demographic variables, socio-economic
status, locus of control and intelligence, thus permitting the testing of the significance of
interaction between the three factors. The F-ratio does not point out which ones or how
many means are significantly different. In order to locate the significance of difference,
further analysis is required. Hence, F-test was followed by ‘t’-test whenever the former
reached significance.
Keeping in view the objectives as well as the design of the study, the statistical
techniques mentioned below were used for analysis of data.
1. In order to know the nature of the data, Mean, Standard Deviation and t-value
were computed.
2. For finding out the effect of three independent variables, viz., Locus of Control,
Intelligence and Socio-Economic Status on the Classroom Morale of Sr. Sec.
School Students, three-way analysis of variance (2x2x2) factorial design was
used.
3. The analysis of variance was also supplemented by t-test in case of significance of
interactions.
4. 0.05 and 0.01 levels of significance were established.
3.7 The F-test
The analysis of variance known as F-test was devised by R.A. Fisher in 1923 for dividing
the variation observed in experimental situation into different parts each part assignable
to a known source, cause or factor. The F-test is an improvement over the t-test. The t-
test is used for ascertaining the significance of difference of two means, while F-test is
used for testing the significance of difference more than two means simultaneously. The
t-test evaluates the significance of difference between variance only, while F-test
examines analysis of variance associated with the design of experiments. If the main
effect is found to be significant, the conclusion drawn is that the independent variables
88
affect the dependent variable. On the basis of the significance of the interaction effects, it
is possible to know how a variable affects the dependent variable at different levels of
another independent variable. When the treatments consist of all possible different
combinations of one level from each factor, we have an equal number of observations for
each treatment; the experiment is described as a complete factorial experiment with equal
replications. For verification of null hypothesis and to determine the main effects as well
as 1st, 2nd and 3rd order interactions, the technique analysis of variance (ANOVA) has
been used.
3.8 The Factorial design (2 X 2 X 2) of Statistical Analysis
Table-3.11
A X B X C Factorial Design
(The 2 X 2 X 2 Factorial Design)
Demographic Variables(A)
INT
EL
LL
IGE
NC
E (
C)
A1 A2
INTERNAL
LOCUS OF
CONTROL
(B1)
EXTERNAL
LOCUS OF
CONTROL
(B2)
INTERNAL
LOCUS OF
CONTROL
(B1)
EXTERNAL
LOCUS OF
CONTROL
(B2)
HIGH
INTELLIGENCE
(C1)
A1B1C1
n=15
A1B2C1
n=15
A2B1C1
n=15
A2B2C1
n=15
LOW
INTELLIGENCE
(C2)
A1B1C2
n=15
A1B2C2
n=15
A2B1C2
n=15
A2B2C2
n=15