chapter v analysis and interpretation of...
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CHAPTER V ANALYSIS AND INTERPRETATION
OF EXPERIMENTAL AND SURVEY DATA
5.0 lntroductior~
5.1 Results Following From the Experimental Study
5.2 Results from Value Conflict Resolution Schedule
CHAPTER V ANALYSIS AND INTERPRETATION
OF EXPERIMENTAL AND SURVEY DATA
5.0 INTRODUCTION
The results of the analysis of .:he data collected in this study are presented in
two chapters. This chapter presents the data collected from the experimental
and survey method, which have been subjected to quantitative treatment.
The next chapter presents the data following from qualitative analysis -
literary discourse analysis ano historical exploration to enrich the model.
The analysis of data involves breaking down the complex tabulated material
into simpler parts and putting them together in new arrangements to
determine the inherent meanings and facts. A critical examination of the
results will lead to acceptance or rejection of the proposed hypotheses that
in turn will contribute to knowledge in the particular area. As stated in
chapter IV this study is guided by multiple objectives, and multiple
hypotheses. This plurality, especially in hypotheses calls for multiple
methodologies, ranging from historical through analytical to experimental.
In the first part of this chapter, the experimental data is presented, which is
interpreted through ANCOVA end t-test statistics. In the second part the data
from the questionnaire is presented. But the questionnaire is of an informal
nature (as done in many qualitative studies), meant to add insights about the
effectiveness of the use of JIM in an environmental issue context, to
supplement the experimental oata.
5.0.1. STATISTICAL TECHNlClUES
Since the sample selected for the present study was in the form of intact
classroom groups, having a slight difference in the mean of the pre test, it is . : difficult to ascertain whether the difference between the pre test and scores
post test scores resulted from the experimental factors or from extraneous
Analysis and Interpretation of fi perimental and Survey Data 148
variables. So it became necessary that the scores be analysed using the
technique of Analysis of Covariance (ANCOVA) for comparison.
The statistical techniques employed in the present study are listed below
1. Analysis of variance and analysis of covariance, followed by 't' test
were used to study whether there is any significant difference among
the treatment groups (JIM and CTM) with regard to achievement in
Malayalam -for the whole sample.
2. Analysis of variance and analysis of covariance followed by 't' test
were used to study whether there is any significant difference among
the treatment group (.JIM and CTM) with regard to achievement in
Malayalam -for various sub samples.
5.0.2 Analysis of the experimental data:
The effect of JIM in achievement of the students was tested for the total
sample as well as sub samples. The sub samples belong to the following
categories.
1. Sex: Boys and girls
2. Management: Governrnent and private
3. Locality: Urban and rural
The following are the categories of the statistical analysis:
5.1 RESULTS F-NG FRCH THE -AL STUDY
5.1.1 Summary of Analysis of variance (Total Sample)
The achievement test scores of the sample selected for the experimental
and control groups were subjected to analysis of variance to determine the
effectiveness of JIM over c;onventional textbook method. Total sum of
squares, mean square variance and F-ratios for the pre and post
achievement test scores of the experimental and control groups were
computed. Table 5.1 shows the data
Analysis and Interpretation of Ex,wrimental and Survey Data 149
Table No. 5.1
Fx = 0.29 Fy = 23.39
From Table F at .05 level = 3.86; F at . O l level = 6.69
Summary of Analysis of Variance of Pre and Post Achievement Test Scores of Experimental and Control Groups
The F ratios for the two sets of scores were tested for significance. The
table value of F for df =I1502 are 3.86 at 0.05 level and 6.69 at 0.01 level.
The obtained value of Fx is; 0.29 is not significant at 0.05 level and the
obtained value ofFy is 23.39 which is significant at 0.01 level.
5.1.2 Summary of Analysis of Covariance (Total sample)
SSx Source of variation MSy SSy .
d f
3
5869 9012 - 18 0
5872 9432
MSx
Among Means
With~n Groups
Total
1
502
503
Analysis and Interpretation of Erperimental and Survey Data 150
The total sums of squares and adjusted mean square variance for post-test
scores were computed. F ratio was calculated. The resultant data are
presented in table 5.2
Table No. 5.2
Summary of Analysis of Covariance of Pre and Post Achievement Test Scores of Experimental and Control Groups
Among Means
Within Groups
Fyx = 43.73 F at .05 bvel = 3.86 F at .O1 level = 6.69
The obtained value of F ratio s 43.73. It 1s significant at 0.01 level, since the
value at 0.01 level from the table is 6.69. This significant F ratio for the
adjusted post-test scores shows that the two final mean scores, viz., the final
mean score of the students ir the experimental group and that of the control
group differ significantly after they have been adjusted for difference in pre-
test scores.
The distribution of the pre tea: scores (Total sample) of the experimental and
control groups are shown on Graph 5.1
Analysis and Interpretation of Erperimental and Survey Data 151
Gnph. 6.1 Gnph ahowing Ule Pm tost Scams of Experimental and Contml Gmups
'" 1 ('rob1 Sample)
The distribution of the post test scores (Total sample) of the experimental
and control groups are shown on Graph 5.2
Gnph. 6. 2 Gnph ahowlng th. Port b.1 Scom of Experimental and Contml Groups
(rob1 Sample) '= 1
Analysis and Interpretation of Experimental and Survey Data 152
The striking rightward shift of the post-test graph of the experimental group
clearly illustrates the upwarcl shift of the scores as a result of the JIM
experiment. This is seen very clearly with reference to the mode as well as
the total pattern of the curves. Interestingly, there is a rightward shift in the
control group also along with a platykurtic formation to the right of the mode.
But whereas pretest frequency polygons of both groups are almost
overlapping, the superiority of the experimental group in post-test is
iconically displayed most clearly.
5.1.3 Adjusted Means of Post test (Total)
The adjusted means for post-.test scores of the students in the experimental
and control groups were computed using correlation and regression. The
results are shown in table 5.3
Table No. 5.3
Adjusted Means of Post-test Achievement Mean Scores of Students in Experimental and Control
Groups
From Table D df 11531
t at .05 level = 1.96 ; ta t .O1 level = 2.59
General Means
Adjusted means for post-test scores were tested for significance for df 11501.
The t value obtained was 4.24. The table value for significance for df 11'501
Mx
8.686508
8.52381
8.61
My
13.00397
11.17857
12.09
My.x (adjusted)
12.9
11.3
12.09
Analysis and Znterprelation of Ecperimental and Survey Data 153
is 1.96 at 0.05 level and 2.59 at 0.01 level. So the obtained value is
significant at 0.01 level (t =4.2!4; PC 0.01)
The significant t value leads to the conclusion that the two means differ
considerably. This implies ::hat the experimental and the control groups
differ significantly in their achievement.
The adjusted mean of post-test scores of the experimental group is greater
than that of the control group'. So it is obvious that experimental group is
better than the control group in achievement. It may therefore be inferred
that the students who learned through JIM have better achievement than
those who studied in the conventional textbook approach. In other words,
JIM is an effective method of instruction than the conventional method for
the student's achievement.
5.1.4 Summary of Analysis of Variance: Boys sub sample
The achievement scores of the boys in experimental and control groups
were subjected to analysis of variance to determine the effectiveness of JIM
over conventional method of instruction.
Total sum of squares, mean square variances and F ratios for the pre and
post-test achievement test scores of boys in the experimental and control
groups were computed. Table 5.4 shows the data.
Table No. 5.4 Summary of Analysis of variance of Pre and Post
Achievement Test Scores af Boys in Experimental and control groups
Source of variation I r f 1 ssx 1 S S ~ / MSX MSY -
Among Means
W~thin Groups
Total 1 251 1 5811 1 10952 I FX = -5.25 Fy = -3.38
Analysis and Interpretation of hxperimental and Survey Data 154
From Table F at .05 level = 3.88 F at .O1 level = 6.74
The F ratios for the two sets of scores were tested for significance. The
table value of F for df =I1250 are 3.88 at 0.05 level and 6.74 at 0.01 level.
The obtained value of Fx is -5.25, is not significant at 0.05 level and the
obtained value of Fy is -3.38 which is also not significant at 0.01 level.
5.1.5 Summary of Analysis of Covariance: Boys sub sample
The total sums of squares arid adjusted mean square variance for post-test
scores were computed. F ratio was calculated. The resultant data are
presented in table 5.5
Table No. 5.5 Summary of Analysis of Covariance of Pre and Post
'yx = 5.15 Fat .05 level = 3.88 F at . O l level
The obtained value of F ratio is 5.15. It is significant at 0.01 level, since the
value at 0.01 level from the table is 9. This significant F ratio for the
adjusted post-test scores shows that the two final mean scores, viz.. the final
mean score of the students in the experimental group and that of the control
group differ significantly after they have been adjusted for difference in pre-
test scores.
The distribution of the pre test scores (Boys Sub samples) of the
experimental and control groups are shown on Graph 5.3
Analysis and Interpretation of Eaperimental and Survey Data 155
Graph. 5.3 Graph showing the Ple test Scores of Boys in the
"1 ~xperiinental and Contml Groups
The distribution of the post test scores (Boys Sub sample) of the
experimental and control groups are shown on Graph 5.4
Graph . 5.4 Graph showing the Post 'est Scores of Boys in the Experimental and
Control Groups
80 7
Analysis and Inte?pretation of Experimental and Survey Data 156
Here too the two graphs of the boys' sub-sample pre- and post- test reveal
the same trends noticed with the graph pairs of the total sample: The clear
superiority of the shift of the experimental group's post-test graph in
comparison with control group's post-test shift is evident. When both the
graphs are read together even the control group shows a visible
improvement and a platykurtic: formation at the mode.
5.1.6 Adjusted means of Post test: Boys sub sample
The adjusted means for post-test scores of boys in the experimental and
control groups were computed using correlation and regression. The results
are shown in table 5.6
Table No. 5. 6 Data for adjusted means of Post-test
Scores of Boys in Experimental and Control Groups
Groups F T M T My La$;)]
General Means 8.38 / 11.94 / 11.94
From Table D df = 11249
t at .05 level =1.97 t at .O1 level = 2.59
Adjusted means for post-test scores of boys were tested for significance for
df =1/249. The t value obtained was 3.46. The table value for significance is
for df 11249 is 1.97 at 0.05 level and 2.59 at 0.01 level. So the obtained
value is significant at 0.01 level (t =3.46; Pc0.01)
The t indicates that there is a significant difference between the scores of the
boys taught through JIM and Conventional method. In other words, JIM was
more effective in boys than ce~nventional textbook approach
Analysis and Interprelation of E rperimental and Survey Data 157
5.1.7 Summary of Analysis of Variance: Girls sub samples
The achievement test scores of girls in experimental and control groups
were subjected to analysis of variance to determine the effectiveness of JIM
over Conventional Text book approach.
Total sum of squares, mean square variances and an F ratio for the pre and
post-test scores of girls in the experimental and control groups were
computed. The data is given in table 5.7
Table No. 5.7 Summary of Analysis of variance of Pre and Post
Achievement Test Scores of Girls in Experimental and control groups
The F ratios for the two sets of scores were tested for significance. The
table value of F for df =I1249 are 3.88 at 0.05 level and 6.74 at 0.01 level.
The obtained value of Fx is -6.42 is not significant level and the obtained
value of Fy is -7.78 which is not significant at 0.01 level also.
Among Means
Within Groups
FX = -6.42 Fy = -7.78
From Table F at .05 level = 3.88 F at .O1 level = 6.74
df
1
250
251
SSx
-136
5311
5175
SSy
-353
11355 .-
11002
-
MSx
- 136.3
21.2
-- MSY
-353.253
45.4 . .
-
Analysis and Interpretation of E cperimental and Survey Data -- 158
5.1. 8 Summary of Analysis of Covariance: Girls Sub samples
The total sums of squares and adjusted mean square variances for post-test
scores were computed. F ratio was calculated. The resultant data are
presented in table 5.8
Table No. 5.8 Summary of Analysis of Covariance of Pre and Post
Achievement Test Scores of Girls in Experimental and Control Groups
The obtained value of F ratio ,s 4.38, which is significant at 0.01 level. The F
value indicates that there is significant difference between mean scores of
students in experimental and c:ontrol group after they have been adjusted for
differences in pre test scores.
Source ssx variation Of 1 :': 36
Among Means
Within Groups 53'1
Total 5175
The distribution of the pre test scores (Girls Sub sample) of the experimental
and control groups are shown on Graph 5.5
Fyx =4.38 F at .05 level = 3.88 F at .O1 level = 6.74
ssy
-353
11355
11002
ssxy
-235.6
7148.6
6913
SSyx
34
1732.7
1766
MSyx
34
7
SDyx
2.64
Analysis and Interpretation of Experimental and Survey Data 159
Graph . 5.5 Graph showing the Pre test Score. of Glrla in the
Experinnental and Control Groups
" 1
The distribution of the post test scores (Girls Sub sample) of the experimental and control groups are shown on Graph 5.6
Graph. 5.6 Graph showing the Post test Scoras of Girls in the Experimental and
Control Groups
AM&S~S andlnterpretation ofhkperi~nental andsurvey Data -- 160
The comparison of the Experimental Group and Control Group graphs at the
post-test phase and reading of both the graphs together to check the pre- to
post shift pattern show the same trends with the girl subgroup performance
as seen in the case of the total sample as well as of the boys.
5.1.9 Adjusted Means of Post test: Girls Sub samples
The adjusted means of post-test scores of girls in experimental and control
groups were calculated usinci correlation and regression. The results are
given in Table 5.9
Table No. 5.9 Data for Adjusted Means of Post-test
Scores of Girls in Experimental 8 Control Groups
Groups ~ ~ ~ ~ ~ - ~ ~ ~ s ~ ~ -- --.-~~
EG 12.29508 12.5 -
CG 8.309859 11.14085 10.9
General Means 1 815 111.72 1 1172 1 From table D t at 0.05 level = 1.97 tat 0.01 level = 2.59 df 249
Adjusted means for post-test scores of boys were tested for significance for
df =1/249. The t value obtained was 3.42. The table value for significance is
for df 11249 is 1.97 at 0.05 level and 2.59 at 0.01 level. So the obtained
value is significant at 0.01 level (t =3.42; Pc0.01)
The t value indicates that there is a significant difference between the scores
of the girls taught through JIM and Conventional method. This indicates that
the achievement of girls taught by JIM is significantly higher than that of the
girls taught by conventional textbook approach. In other words, JIM was
Analysis and Interpretation of Experimental and Survey Data 161 --
more effective for both boys and girls than the conventional textbook
approach
The achievement test scores of the students of Govt. schools in
experimental and control groups were subjected to analysis of covariance to
determine the effectiveness of JIM over conventional textbook approach.
5.1.10 Sunmary of Analysis of Vatiance: Government S c M Students Sub samples
Total sum of squares, mean square variances and F ratio for the pre test
and post-test achievement scores of the students in Govt. School of the
experimental and control groups were computed. Table 5.10 shows the data.
Table No. 5.10 Summary of Analysis of variance of
Pre and Post Achievement Test Scores of Students in Government School in Experimental and Control Groups
Within Groups 4187 5612 125 167 -
Total 337 4213 5797 -
Fx = 2.10 Fy =11.07 From Table F at .05 level = 3.87 Fat .O1 level = 6.72
The F ratios for the two sets of scores were tested for significance. The
table value of F for df =I1336 are 3.87 at 0.05 level and 6.72 at 0.01 level.
The obtained value of Fx rs 2.10 is not significant at 0.05 level and the
obtained value of Fy is 11.0;', which is not significant at 0.01 level
Analysis and Interpretation of Erperimental and Survey Data - 162
51.11 Sunmary of Analysis ofcovariance: Government S c M Studenb Sub m p r e s The total sum of squares anci adjusted mean square variances for post-test
scores were computed. F ratio was calculated. The resultant data are
presented in table 5.11
Table No. 5.11 Summary of Analysis of Covariance of
Pre and Post Test Achievement Scores of Students In Government Schools in Experimental and Control Groups
Fyx = 12.02 F at .05 level = 3.87 F at .O1 level = 6.72
The obtained value of F ratio IS 12.02, which is significant at 0.01 levels. The
F value indicates that there is significant difference between mean scores of
students in government schc~ols in experimental and control groups after
they have been adjusted for differences in pre test scores.
Source SSx
Among Means
Total 336 4"1
The distribution of the pre test scores (Govt. school students sub sample) of
the experimental and control groups are shown on Graph 5.7
SSy
185
5612
5797
SSxy
695
3750
3820
SSyx
81
2252 9
2334
MSyx
81
SDyx I
2 59
1
.- I
Analysis and Interpretation of Erperimental and Survey Dutu 163
Graph .5. 7 Gnph showing the Pre tarit Scores of Government School Studenk in the
Experimental and Control Groups
The distribution of the post test scores (Govt.school students sample) of the
experimental and control groilps are shown on Graph 5.8
Graph. 6.8 Gnph showing the Post test Scons of Government School Students in the
E~perImentaI and Contml Groups
Analysis and Interpretation of hxperimental and Survey Data 164 --
The comparison of the EG and CG graphs of the Government school sub
sample at the post-test phase and reading together of both the graphs
together to check the pre- ts3 post shifl pattern show the same trends as
noted in the earlier three pairs of comparison. The EG has made significant
gain as a result of the experiment and even the CG has made a slight
improvement from pre- to post- test.
5.1.12 Adjusted means Post test: Government School Students Sub
samples
The adjusted means of post-test achievement scores of students in
government schools in experimental and control groups were calculated
using correlation and regression. The results are given in table 5. 12
Table No. 5.12 Data for adjusted means of Post test Achievement Scores of
Students in Government Schools in Experimental Control Groups
From Table D df 11335
t at .05 level = 1.97 at .O1 level = 2.59
Adjusted means for post-test: scores of were tested for significance for df
=11335. The t value obtained was 3.45. The table value for significance is
for df = 11335 is 1.97 at 0.05 level and 2.59 at 0.01 levels. So the obtained
value is significant at 0.01 level (t = 3.45; P c 0.01)
Analysis and Intetpretation of Experimental and Survey Data 165
The t value indicates that there is a significant difference between the
achievement scores of the s,tudents in government schools taught through
JIM and Conventional method. From this difference in t value, it is clear that
the achievement scores of students in government schools taught by JIM is
significantly higher than that of the students taught by conventional text book
approach. In other words, JIM was more effective for the students in
government schools than the conventional textbook approach.
5.1.13 Summary of Analysis of Variance: Private School Students Sub
samples
The achievement scores of experimental and control groups were subjected
to analysis of covariance to determine the effectiveness of JIM over
conventional textbook approai-h.
Total sum of squares, mean square variances and F ratio for the pre-test
and post-test achievement sc:ores of the students in private schools of the
experimental and control groups were computed. Table 5.13 shows the data.
Table No. 5.13 Summary of Analysis of Variance of
Pre and Post Achievement Test Scores of Students in Private Schools in Experimental and Control Groups
Fx = 1.72 Fy =: 13.03
From Table F at .05 level = 3.9 F at .O l level = 6.81
Source of variation
Among Means
Within Groups
Total $ If55 --
SSx
::I4
1631
SSy
266
3344
3610 --
MSx
16 9
98
- -
MSy
2656627
2 3 -
Analysis and Interpretation of E xperimental and Survey Data 166
The F ratios for the two sets of scores were tested for significance. The
table value of F for df =lllE4 are 3.9 at 0.05 level and 6.81 at 0.01 level.
The obtained value of Fx i!; 1.72 is not significant at 0.05 level and the
obtained value of Fy is 13.03, which is not significant at 0.01 level.
5.1.14 Summary of Analysis of Covariance: Private School Students
Sub samples
The total sum of squares and adjusted mean square variances for post-test
scores were computed. F ratio was calculated. The resultant data are
presented in table 5.14
Table No. 5.14 Summary of Analysis of Covariance
of Pre and Post Test Achievement Scores of Students in Private Schools in Experimental and Control Groups
- ~
Means
Within Groups 3.18
Total ---
Fyx = 41.16 F at .05 level = 3.9 F at .Ol level = 6.81
The obtained value of F ratio is 41.16, which is significant at 0.01 levels. The
F value indicates that there is significant difference between mean scores of
students in private schools in experimental and control groups after they
have been adjusted for differences in pre test scores.
The distribution of the pre test scores (Private school students sub sample)
of the experimental and control groups are shown on Graph 5.9
Analysis and Interpretation of Exlwrimental and Survey Data 167
Fig. 6. 9 Gnph showing me Pretest Scores of Prlrate School Students in the
Erperirn.ntal and Control Groups
" 1
The distribution of the post test scores (Private school students sub sample)
of the experimental and control groups are shown on Graph 5.10
Graph. 5.10 Gnph rhowlng the Post test Scores of Private School Students in the
Experimental and Control Groups
Analysis and Interpretation of Experimental and Survey Data 168
The comparison of the EG and CG pairs of the pre test and post test graph
for the Private school sub sample shows the same trends as seen with all
the earlier graphs. Here the difference is so marked that the iconic message
given by the graph is 'telling'.
5.1.15 Adjusted means of Post-test: Private School Students Sub
samples
The adjusted means of post-test achievement scores of students in private
schools in experimental and c:ontrol groups were calculated using correlation
and regression. The results are given in table 5.15
Table No. 5.15 Data for adjusted means of Post-test Achievement
Scores of Students in Private Schools in Experimental Control Groups
General Means
From Table D df 163
t at .05 level = 1.98 at .O1 level = 2.61
Adjusted means for post-test scores of were tested for significance for df
=1/163. The t value obtained was 3.52. The table value for significance is
for df = 11163 is 1.98 at 0.051 level and 2.61 at 0.01 levels. So the obtained
value is significant at 0.01 level (t =3.52; Pc0.01)
Analysis and Interpretation of fiperimental and Survey Data 169
The t value indicates that there is a significant difference between the
achievement swres of the students in private schools taught through JIM
and CTM. From this difference in t value, it is clear that the achievement
scores of students in private schools taught by JIM is significantly higher
than that of the students taught by conventional text book approach. In other
words, JIM was more effective for the students in private schools than the
conventional textbook approach.
5.1.16 Summary of Analysis of Variance: Urban School Students Sub
samples
Total sum of squares, mean square variances and F ratio for the pre-test
and post-test achievement swres of the students in private schools of the
experimental and control groups were computed. Table 5.16 shows the data.
Table No. 5.16 Summary of Analysis of Variance
of Pre and Post Achievement Test Scores of Students in Urban Schools in Experimental and Control Groups
- --
Source of vanation SSx SSy MSx
Among Means 166
Within Groups
Total 179 2495 3565
Fx =0.17 Fy = 8.71
From Table Fa t .05 level = 3.9 Fat .O1 level = 6.81
The F ratios for the two sets of scores were tested for significance. The
table value of F for df 11178 are 3.9 at 0.05 level and 6.81 at 0.01 level. The
obtained value of Fx is 0.17 is not significant at 0.05 level and the obtained
value of Fy is 8.71, which is 7ot significant at 0.01 level.
Analysis and Interprelation of Erperimental and Survey Data 170
5.1.17 Summary of Analysis of Covariance: Urban School Students Sub
samples
The total sum of squares ancl adjusted mean square variances for post-test
scores were computed. F ratio was calculated. The resultant data are
presented in table 5.17
Table No. 5.17
Summary of Analysis of Covariance of Pre and Post Test Achievement Scores of Students
in Urban Schools in Experimental and Control Groups
Fyx = 17.38 F at .05 level = 3.9 F at .Ol level = 6.81
variation
Among Means
Total
The obtained value of F ratio is 17.38, which is significant at 0.01 level. The
F value indicates that there is significant difference between mean scores of
students in urban schools in experimental and control groups after they have
been adjusted for differences in pre test scores.
The distribution of the pre tes scores (Urban school students sub sample) of
the experimental and control groups are shown on Graph 5.1 1
SSy
166
3399
3565
SSxy
20.2
2265.8
2286
SDyx
2.75
---
SSP MSyx I
131
1339.0
1470
131
8
-
Analysis and Interpretation of Elcperimental and Survey Data 171
Graph. 5.11 Gnph showing the Pretest Scores of Urban Students in the Experimental
and Control Groups
The distribution of the post test scores (Urban school students sub sample)
of the experimental and control groups are shown on Graph 5.12
Gnph. 5.12 Gnph showlng the Post test Scores of Urban Students in the Experimental
and Control Groups
Analysis and Interpretation of Experimental and Survey Data 172 -
The pairs of graphs with reference to the urban students tell the same
message as the earlier ones.
5.1.18 Adjusted Means of Post test: Urban School Students Sub
samples
The adjusted means of post test achievement scores of students in urban
schools in experimental and control groups were calculated using correlation
and regression. The results are given in table 5.18
Table No. 5.18 Data for adjusted means of Post-test Achievement
Scores of Students in Urban Schools in Experimental Control Groups
Experiment
Control Groups 9.17 1 1.74 11.9
General Means 9.28 12.71 12.71
df = 11177 From Table D t at .05 level = 1.98 ta t . O l level = 2.61
Adjusted means for post-test scores of were tested for significance for df
=11177. The t value obtained was 3.56. The table value for significance is
for df = 11177 is 1.98 at 0.05 level and 2.61 at 0.01 levels. So the obtained
value is significant at 0.01 level (t =3.56; Pc0.01)
The t value indicates that there is a significant difference between the
achievement scores of the students in urban schools taught through JIM and
Conventional method. From this difference in t value, it is clear that the
achievement scores of students in urban schools taught by JIM IS
Analysis and Interpretation of E cperimentul and Survey Data 173
significantly higher than that of the students taught by conventional text book
approach. In other words, JIM was more effective for the students in urban
schools than the conventional textbook approach.
5.1.19 Summary of Analysrs of Variance: Rural School Students Sub
samples
The total sum of squares and adjusted mean square variances for post-test
scores were computed. F ratio was calculated. The resultant data are
presented in table 5.19
Table No. 5.19 Summary of Analysis of variance
of Pre and Post Achievement Test Scores of Students in Rural Schools in Experimental and control groups 1 source of variation 1
df b~ 3 X y 1 MSx MSy -.
Among Means 13.4 38.71605
I Within Groups 1 322 6581 1 1 4 20.4 1 -- .- 1 Total 1323 16594 139161 1- I
Fx =0.66 Fy = 0.90
From Table F at .05 level = 3.87 F at .O1 level = 6.72
The F ratios for the two sets of scores were tested for significance. The
table value of F for df =I1322 are 3.87 at 0.05 level and 6.72 at 0.01 level.
The obtained value of Fx is 0.66 is not significant at 0.05 level and the
obtained value of Fy is 0.90, which is not significant at 0.01 level.
Analysis and Interpretation of Experimental and Survey Data -- 174
5.1.20 Summary of Analysis of Covariance: Rural School Students Sub
samples
The total sum of squares anc adjusted mean square variances for post-test
scores were computed. F ratio was calculated. The resultant data are
presented in table 5.20
Table No. 5.20 Summary of Analysis of Covariance of
Pre and Post Test Achievement Scores of Students
in Rural Schools in Experimental and Control Groups
Fyx = 19.11 F at .Or5 level = 3.87 F at .O1 level = 6.72
The obtained value of F ratio is 19.1 1, which is significant at 0.01 levels. The
F value indicates that there is significant difference between mean scores of
students in rural schools in experimental and control groups after they have
been adjusted for differences in pre test scores.
- ---
S D y x
... -~ --
2.54
The distribution of the pre test scores (Rural school students sub sample) of
the experimental and control groups are shown on Graph 5.13
3Jix variation
Among Means 1 -
WithinGroups 321 6581
322 65!34
-
S s x y
-22.8 . -
8812.1
8789
s s y
39 -
13878
13916
-. . -~
s s y x
-
124 .-~
2077.4
2201 -
tdFiyx
-
124
6
Analysis and Interpretation of E rperimental and Survey Data - 175
Graph shomng !he Pre test Scores of Rural Students In tne Exrenrnental and Control Groups
The distribution of the post test scores (Rural school students sample) of the
experimental and control groups are shown on Graph 5.14
Graph. 5.14 Graph showing the Pre test Scores of Rural Students in the
Experimental and Contml Groups
Analysis and Interpretation of Exllerimental and Survey Data -- 176
The pairs of graphs with reference to the rural student sample tell the same
message as the earlier ones.
5.1.21 Adjusted Means of Post test: Rural School Students Sub samples
The adjusted means of post-test achievement scores of students in rural
schools in experimental and control groups were calculated using correlation
and regression. The results are given in table 5.21
Table No. 5.21 Data for Adjusted Means of Post-test Achievement
Scores of Students in Rural Schools in Experimental Control Groups
Experiment
1 1 92 1 8.5 1 11.09 1 j0.6 4 Groups
-- General Means 8.14 11.70 11.70
From Table df = 11321
ta t .05 level = 1.97 ta t .(I1 level = 2.59
Adjusted means for post-test scores of were tested for significance for df
=11321. The t value obtained was 3.42. The table value for significance is
for df = 11321 is 1.97 at 0.05 level and 2.59 at 0.01 levels. So the obtained
value is significant at 0.01 level (t =3.42; Pc0.01)
The t value indicates that there is a significant difference between the
achievement scores of the students in rural schools taught through JIM and
Conventional method. From this difference in t value, it is clear that the
achievement scores of students in rural schools taught by JIM is significantly
higher than that of the students taught by conventional text book approach.
Analysis and Interpretation of Experimental and Survey Data 177
In other words, JIM was more effective for the students in rural schools than
the conventional textbook approach.
5.2 RESULTS FROM VALUE CONFLICT RESOLUTION SCHEDULE
5.2.0 Introduction
As stated in chapter IV the .esults following from value conflict resolution
schedule are intended to supplement the results of the experiment. The
experiment shows to what extent the students benefit by a series of lessons
applying JIM. But the relevartce of the JIM in the context of the rightful heirs
of the earth (bh17miyufe avak;UikaJ issue with reference to the objectives of
education, language education, introducing controversial issues etc. can
better be obtained by a judgement of those concerned in teaching.
The first part of schedule contains 40 items grouped into twelve categories
according to the relatedness of content. Each category contains two or
more related items. The item scores are presented in tables with two kinds
of mean scores presented against each. The first, Item Agreement Mean
Score (IAMS), represents the degree to which respondents agree with each
statement as it stands on a five-point scale, weighted as 5,4,3,2,1 for
Strongly Agree (SA), Agree :A), Undecided (U), Disagree (D) and Strongly
Disagree (SD). The intention is to get a judgement of experts1 teachers1
teacher trainees on the effectiveness1 acceptance etc. of the components of
the models as applied in the present episode and the direct and side effects
possible. The IAMS should he taken simply as an agreement index for each
item to be judged and interpreted as a discrete unit. In some cases the
multiple items in a group can be taken together to draw finer conclusions.
This will be discussed where necessary in category-wise discussions.
Analysis and Interpretation of Experimental and Survey Data 178
The second, Favourableness Indicator Mean Score (FIMS) is a score in
which reversed weightages as done in scoring Likert Scale items
(Weightage of 1 for SA, 2 for A, 3 for U, 4 for D and 5 for SD) are given to
items, which are unfavourable to progressive educational thinking. The
nature of the favourableness criterion will be explained while discussing the
category tables.
Favourableness of a statement (favourableness towards progressive
thinking) is indicated by plus (+) sign and unfavourableness by minus (-) sign
in the table. In some cases the nature of the item with reference to the
present context would be such that neither + nor - would be appropriate
such items would be left unmarked in terms of direction. The first column in
the table presents the serial number within the group of items (G.No.), the
second column presents the serial number in the Value Conflict Resolution
Schedule (Sch.No.), given for cross reference. The second part of the
schedule includes 15 items as plausible closures for "Situations like the
lesson bhlimiyute avakadikaj, which trigger Jurisprudential Inquiry Model".
The statements starting with (when ...) and the scores of the yeslno
responses were presented fcr the calculation of Chi square (~2) to ascertain
the level of significance.
5.2.1 General aims of Education:
We are not concerned about aims of education as such in presenting these
statements but about the progressiveness stance revealed in the responses.
The first two statements in Table 5.2.1 are concerned with rote-
memorisation and receptiveness to facts. The rationale in presenting them is
that if respondents from the teaching profession are very favourable to rote-
memorisation, a model like JIM or an environmentalist model like bhomiyure
avakadika] is not likely to be effective.
Analysis and Interpretation of E.qverirnenta1 and Survey Data - 179
Table No. 5.22 Statements regarding the general aims of education
G.No. Sch. ! 1 No. 1 Statements 1 IAMS / FIMS I --
The most important aim of memorise facts.
The effectiveness of in facing the complex
2 - The aim of good education is to receive the information that is taught by the teacher.
The first two numbers reprssent an unfavourable stance to progressive
education. Both get low IAMS (Item agreement mean score), and hence high
favourableness score. The third item relating to complexity gets a low
agreement cum favourableness score. Ability to deal with complexity is a
prerequisite for JIM as well a; the environmental episode.
1 i
4,12 ,
So far as fact-memorisation s concerned at least the overt expressed score
is favourable.
But the group is unfavourable to complexity, which could work against such
models.
The item affirming the importance of memorization of facts as the most
important aim of education gets a favourableness score (low agreement with
an educationally unsound objective) of 4.36. The second extolling
information-receptive leamir~g gets favourableness score 4.12. But the third
item, 'effectiveness of language learning is in facing complex problems of
Analysis and Interpretation of Experimental and Survey Data 180
life' gets a score of 2.40 for tboth IAMS and FIMS). It may be difficult to
understand why the two simple but negative statements yield high
favourableness scores. But relatively complex but positive statement gets a
score of 2.40, which suggests a slightly unfavourable attitude being less than
the neutral score of three (3). The purpose in introducing such items is that
readiness to face complex~ties faced in the language classes is a
precondition for the teachers' willingness to transact a complex model like
JIM. The low favourableness for this item contrasts sharply with the very
high scores for the first two items obtained through clearly disagreeing with
extolling rote-memory.
If the interpreter reads only the 'surface structure' of schedule responses
one would tend to agree witli the higher score statements, which are in a
majority. But the investigator is inclined to think that the slight
unfavourableness to the complex but positive third item represents the
reality more closely. This position is taken on the basis of a lot of
observations of teaching and a lot of discussion with teachers. Even in the
new curriculum very few teachers take the full challenge and use language
for facing the complex problems of life. If this stand is taken the very high
scores for the first two items - boldly disagreeing with rote memory items -
need to be accounted. The probable answer is that in the training colleges
and in much of in-service the students or the participants have learned to
memorize or agree that the memorization is not the most important aim of
education!
5.2.2 Aims of Language Education:
This group of items deal wi:h aims of language education, whereas earlier
we dealt with general Aims.
Analysis and Znterprerution of Experimental und Survey Data -- 181
Table No. 5.23 Statements Regarding the Objectives of Language Education
Statements G.No.
I 4 + Language learning in secondary I .94 schools should enable the students to analyze ar~d to evaluate the varied and complex aspects of life.
Sch. No,
cf the mother tongue must be an inspiration to find out the validity of opinions.
c~f the mother tongue promote the ability to examine difference ~f opinions.
FlMS
Table 5.2.2 includes four items strictly stating the objectives of language
learning on JIM line. All the four items present a modern point of view in
education and hence the agreement score is identical with the
favourableness score. These scores are quite low with a favourableness
score of 1.94, 1.90, 2.04 and 2.24 respectively. i.e., the positive items that
are complex or which denland from the teacher the ability to promote
student expression, analysis and examination of difference of opinions etc
get low score. These low %ores suggest clear unfavourableness towards
the readiness to face complexities, handling of difference of opinion and
Analysis and interpretation of Experimental and Survey Data 182
student's own thinking and expression as a pre-condition for the transaction
of complex JIM.
5.2.3 Languages vs. Social Studies in Integrated Treatment of Value
Education
Table No. 5.24 Languages vs. Social Studies
in Integrated Treatment of Value Education
G.No. Sch.No. Statements 1 IAMS 1 FIMS 1 I / I Value education is imparted 2.70
through languages at its best form.
developing value education
language and social studies is the most important arrangement for processing values.
In 5.2.3 we present a triad of items, which are different from what was
presented in earlier tables. Hence the logic of this triad formation should be
explained in some detail.
Here the three items form orle group - they form a dialectic. Social Studies
is generally preferred as the take-off subject for applying JIM. Sometimes
language is also used. When JIM takes off from Social Studies (social
issues) the content seems to come naturally within the domain. But in
analyzing the issues, values, value conflicts, etc, language competencies
come inextricably. If it takes off from language, the language competencies
come in as part of the 'inner domain' and social issues and value issues
Anabsis and Interpretation of &perimental and Survey Data 183
form the content which are the 'outer domain' operated through language. In
all effective practice there is no sharp distinction between the inner and outer
domains. They come in as an integrated whole. It is this integration which
could be the best supportive system for JIM.
In a set up, where the timetable is organized into separate subjects, it is
possible to take three positions in JIM.
1. Language is most suited for value education.
2. Social Studies is ideal for processing values.
3. The broad field combining of language and social studies is the most
important arrangement for processing values.
Each of the statements given above is positive in nature. But if analysed
dialectically, Language taken separately and Social studies taken separately
form the poles of dialectic and taking a complex of language-social studies
will be the resolution of the dialectic. A teacher attempting JIM from either
end must be willing to move nto the other and form a complex so that issue
analysis, value conflict discrimination expressing the points of view,
analyzing and criticizing the point of view can go on effectively. All the three
statements are positive ancl correct. But preference for a compound of
language and social studies in the view of investigator would be a better
facilitator for processing values, needed in JIM.
Hence the expectation that a higher agreement score for the dialectic item 3
lower score for items, 182 would form a favourable disposition for JIM. In
actual practice the language-social studies item (3) got a lower score (2.36),
(than either language - 2.70 or social studies - 2.62. This judgement on the
part of the teachers; teacher trainees and the experts cannot be counted as
a base in which JIM can be effectively transacted.
All the items have values below the neutral point of 3, which means that the
judges are information-transacting-prone than value-processing-prone, that
Analvsis and Interoretation o f fiuerimental and Suwev Data 1 84
itself seems to be a negative factor from the JIM point of view. But it is also
seen that the integration of language and social studies gets a clearly lower
score than the single subject (either Language or Social Studies) as
supporting system for JIM. So it can be concluded that the respondents
tend to support an isolative rather than integrative use of the two typical
subjects that can facilitate JIM. Hence in Table 5.2.3 Items 1 and 2 are
marked with a minus in brackets (-). Really they are not negative items, but
as compared to the integrative item 3, they come lower on a positivity scale.
Independent observations have revealed that the teaching climate in the
schools tends to be isolative rather than integrative, which could be stand in
the way of JIM.
5.2.4 Isolated Vs Environmental Language Learning
This is also a partially dialectical item. Teaching language in a focussed way,
isolated from the environmental context, participating in the environment
without drawing out the pedagogical outcomes, and teaching language in
close relation to the environrnental context. Out of the three possibilities in
the dialect, one item is given to the pure language dimension; two items are
given to the language-environment integration - one framed in the negative
and another in the positive mode in the wording.
Table No. 5.25 Isolated Vs Environmental Language Learning
I G.No. 1 Sch.No. Statements 1 IAMS / F IMS~
12 + posfie wording
To nurture the language, language classes are the best places.
Language education will come alive if it is related with environmental studies
The purity of language gets I ; 2.38 when environmental
are adopted. I
Analysis and Inrerprefation of Ecperimental and Survey Data 185
This is also an integrative triad but not quite amounting to a full dialectic as
in the previous case. Here the issue is that the language can be taught in
the pure isolative setting if necessary separated from context. The first item
represents that position. There are several progressive educators who take
the stand that language can be learned best in real context as a medium for
understanding or expressing the content of other subjects or confronting
environmental challenges, problems and potentialities. Items 2&3 represent
this integrative point of view; of these, items 2 is worded in the positive form
and 3 in the negative form.
The integrative item (No 2), worded in the positive form gets the highest
score among the three (3.02) - almost at the neutral point - neither for nor
against. The integrative item r No 3) worded negatively gets the lowest score
of 2.38. The isolated language teaching item also gets a low score, but it
comes in the middle (2.56).
The responses to the three kerns in this category give an indication which
can be helpful in promoting a progressive model. Focussing the mistakes in
transaction and criticising the model as a whole instead of the specific point
of a mistake can help to thwart progressive practices. Identifying the
successful aspects and reinforcing them will promote practices like JIM,
which can be fruitful, but requlre great skill to transact
5.2.5 Use of Controversy in Curriculum Transactions
This category is particularly inlportant in this study because it touches one of
the crucial dimensions identified as the essence of JIM by Joyce and Weil.
To be able to process JIM in the class the teacher must have the capacity to
judiciously introduce controversies in social values and in life, trigger a
debate round it and resolve them. If done effectively school learning in the
social family would reach the highest levels. But there are hazards involved
in it. If the teacher does not have the requisite skills, there can be crash-
landings. There can also be conservative opposition.
Analysis and Interpretation of Experimental and Survey Data 186
Table No. 5.26 Use of Controversy in Curriculum Transactions
- >m- Statements 1 I M S ~ FIMSJ
of the school is to approach the student perception of the contradictions in social values and helps to resolve them.
the inclusion ol: all controversial materials In forming curr~culum, school should avoid
School curriculum must face the controversies that are commonly found in life I 2 . 1 ~ i 2 . 1 ~ I
oppc~rtunities for analysing the found in society is an function of the curriculum.
~ ~ ~-
' I ' I 8
~~ -
Among the four items included in Table 5.2.5, the second item is a negative
statement, which gets icw agreement score, indicating the high
favourableness of 4.00. Bbt at the same time the other three items are
positive and yet get low agreement scores -2.38, 2.14, 1 . I 8 respectively.
Probably what the second item reflects is a freak response and probably the
subtle negativity has nor been understood.
5.2.6 Strategies to be Selected for Resolving Value Conflicts
This group consists of items which constitute the strategies for resolving
value conflict. There can be differences in the judges' perception about
these strategies, which is elicited. Among the different roles, pupils taking
different positions on social issues, taking the position of a lawyer and taking
the position of a judge are focused here.
Table No. 5.27
Analysis and Interpretation of Eq?erimental and Survey Data 187
Strategies to be Selected for Resolving Value Conflicts
Statements
It is a good learning strategy to train the students to take different positions in the social issues.
Table 5.2.6 consists of four positive items related to learning strategies
2
3
4
adopted for practising analysis of controversies. All of them are positive
educationally and all of them have low agreement score, which coincides
IAMS
1.68
with favourableness score: the students to take different positions in the
social issues (1.68); the student to take the role of a lawyer in sifting the
case from their point of view (2.08); the student must be able to take the role
FlMS
1.68
19 +
20 +
25 +
of a judge to weigh the merits. of all different points of view and come to the
right decision. (2.06) and
1
It is useful for the learning of the student to take the role of a lawyer in sifting the case from their point of view.
Finally the student must be able to take the role of a judge to weigh the merits of all different points of view and come to the right decision.
Presentation c~f multiple points of view about an issue helps to develop total perspective on complex issues.
Presentation of multiple points of view about an issue helps to develop total
perspective on complex issues. (2.28). This implies that the judges are
responding negatively to the higher level learning strategies even in the final
2.08
2.06
2.28
stage of high school classes. So it is clear that the respondents are not in
2.08
--
2.06
2.28
the position of adopting learning strategies on JIM line
AmijJsis and Interpretation of Experimental and Survey Data 188
5.2.7 Debate and Role-playing as Strategies for Teaching Social
Aspects
This group gives importance to debate (3 items) and role playing (one item)
as strategies for enhancing social learning. The third item covers role
playing. The other three cover debate.
Table No. 5.28 Debate and Role-playing as Strategies
For Teaching Social aspects
Statements
Debate as a method of training often compels a person to take a stance in which he doesn't believe.
Debates some times result in regular conflicts between pupils.
is necessary part of learning to 1 3.02
~- ~-. .
to refine each of the separate points of view and work out their
I 98
implications. I I -.~--
Among the four items included in the table 5.2.7, items 1 and 2 are negative
and 3 and 4 are positwe. The judgement scores on the first item, 'Debate as
a method of training often csmpels a person to take a stance in which he
doesn't believe' gets an almost neutral score (2.98). The second item,
'Debates some times result in regular conflicts between pupils' gets a
relatively low score (2.28). The third item, which covers role-play is almost
neutral (3.02): role-playing is a necessary strategy to learn new social
situations. But for the fourth positive item - Debates will help to refine each
of the separate points of view and work out their implications - gets a low
score of 1.98.
Analysis and Interpretation of Experimental and Survey Data 189
5.2.8 Subjects Suitable for Analysing Controversial Issues
In JIM usually social studies and languages, particularly literary criticism may
lend themselves to the condutl of JIM. In actual practice, more people seem
to have taken off for JIM study from social studies than from language.
When JIM takes of from Social Studies- social issues - the content seems to
come naturally within the domain. But in analysing the issues, values, value
conflicts, etc, literary criticism comes inextricably. Two positive and discrete
items were give to elicit which is more favoured
Table No. 5.29 Subjects Suitable for Analysing Controversial Issues
G. Sch . No. No. 1 Statements
Social studies is the most suitable subject 2.52 to take decisions by analysing controversial issues.
... Taw subject to criticiszs give training the most in decision appropriatT- making
on controversial issues. . - -
Both the items are structured positively and almost identically. Both get
somewhat low scores. Social studies gets a score of 2.52 and literature
scores 2.42 as suitable subject for dealing with controversial issues. We
cannot make much about the difference behveen the two subjects as
regards their suitability, because the difference is slight. But the fact that two
subjects which are accepted to be suitable for JIM getting relatively low
score is worthy of note. The obvious inference is hat the objection is not so
much to the subject for analysing or taking decisions on controversial issues
- a point that is crucial for JIM. This stand on the part of the judges is an
indicator against the pedagogic climate needed for effective transaction of
JIM.
Analysis and Interpretation of Experimental and Survey Data 190
5.2. (x)* Judgements regarding the issues implied in bhiimiyute
avak86ikal
At this point we make a short turn in the discourse. The groups so far
discusses deal with JIM as s ~ c h . Most of the items are drawn from ideas
that Joyce and Weil consider as relevant for JIM or extensions of such ideas.
The categories and items that follow are not drawn from JIM as such, but
from the episode for testing the effectiveness of JIM, viz., bhumiyute
avakaSika1. Hence the react~ons to these are reactions to specifics in the
context of the text, than to JIM general components. Analysis of the text
showed that the major issue triggered in the dialogue are extreme
environmentalism, taking the stand that all living beings have a right to live in
the biosphere, and that man does not necessarily have a right to dominate
over them. Another issue is about the nature of rights - a typical
jurisprudential key concept. 'The value conflict which triggers the debate is
between the right of man to a piece of territory as conferred by a legal
document and the right of the primordial inhabitants which have been living
there even before man originated on the earth. Another issue is whether a
man can kill or displace other beings in order to ensure his survival. Is it
possible to carry the concept of non-killing and non-violence to the extreme
and yet survive? Another issue that arises is the masculine versus feminine
discourse. So the next five categories follow from this analysis.
5.2.9 Extreme Environmentalist Values
The episode for testing JIM was bhumiyute avakissika] by Vaikom
Muhammad Basheer. The protagonist has bought a piece of land, secured
the legal documents for ownership, fenced it and is expecting to enjoy the
usufructs. But animals, birds and insects are found to eat the fruits and
destroy them and even invade the house. The protagonist's wife advises
protecting the inhabitants of the house and the plants from these predators,
if necessary, by killing these pests. But the man pleads on behalf of the
rights of 'The Rightful Heirs of the Earth' including the primordial inhabitants.
Analysis and Interpretation of Gperimental and Survey Data 191
Some positions relating to such extreme environmentalism are presented for
judgement. Here only the Item agreement mean scores are presented.
without further elaborations such as FIMS. Incidentally the validity of
selecting episodes like bhotriyute avakaSika1 for testing JIM could also be
checked indirectly.
Table No. 5.30 Extreme Environmentalist Values
Statements 1 IAMS 1 Conservation of environment including Bio- 1.66 Geosphere contributes a very important
Extreme environmentalism difficulties when subjected to reality tests.
Of the two items given in Table 5.2.9 the first one, "Conservation of
environment including Bio-Cieosphere contributes a very important public
issue" gets an item mean score of only 1.66. If this is a valid judgement, the
use of the episode selected in the present study can be questioned. But then
there is overwhelming amount of current documentation to justify the
investigator's selection. Sc~ch judgements may also reveal the need for
awareness creation among tne education profession.
The second item "Extremt? environmentalism will face difficulties when
subjected to reality tests" gets a somewhat low score but not far below the
neutral score. Such neutral score obtained by balancing of relatively high
and low score is a test that such items could trigger a needed debate.
Analysis and Interpretation of Erperimental and Survey Data 192
5.2.10 Masculine and Feminine Discourse
There are cases where the masculine versus feminine issue or the case for
raising the cause of the oppressed or exploited womanhood may trigger a
JIM debate. In the episode chosen such an issue does not come in overt
form. But it is interesting to note that the crucial dialogue in bhumiyute
avakaSikal takes place between a husband and wife. A close analysis of the
dialogue would reveal that t seems to be assumed that the man is the
guardian of certain values of very high values like altruism, universal love
etc., whereas the woman seems to be in charge of 'domestic' virtues. But
even when the man aspires to very exalted values, the invisible role of the
woman and the high dependence of the man on the woman can be revealed
if we look below the surface. Hence some items were included in the
schedule on this dimension to be followed up later in literary discourse
analysis.
Table No. 5.31 Masculine and Feminine Discourse
G. Sch. 1 NO. 1 NO. I Statements 1 IAMS /
Very often rnen are able to pose as idealistic heroes with respect to public issues because women bear the real burden at home.
When all the invisible roles played are also taken into account it will be seen that the idealism of the man would be helpless without much of it translated into action by the female.
It is not fair that common people often consider male representatives as idealistic heroes in issues like extreme environmentalism
The statements given above seem to represent a progressive feminist point
2.32
of view. They do not come out overtly in the dialogue analysed, but a
Analysis and Interpretation of Experimental and Survey Data 193
sensitive analyst of literature can see this in covert form, embedded in her
caring and protecting behaviour. At this point we just note the ratings. These
are worth following up in litera~y discourse analysis later.
All the three items are strongly pro-feministic of a 'tender' type. It is
interesting that the judges are not very much enthused about such points of
view. All of them have a score below the neutral point of 3.00 - ranging from
2.14 to 2.64.
5.2.11 Values on lndividual Ownership 8 Property Rights
The items in this group relate to property rights assured by a legal basis.
The whole story develops round the fact that insects, reptiles, rodents, birds
and other creatures do not respect these rights. They assert their primordial
rights.
Table No. 5.32 Values on lndividual Ownership 8 Property Rights
G. Sch. 1 No. I No. I Statements 1 IAMS 1 have equal right on earth.
The most rightful inhabitant on earth is
other being are equally legal rights of human
being on earth.
from unwarranted encroachment by other beings.
1.70
2.40
2.34
2.74
Analvsis and Interoretation of fioerimental and Survev Data 194
5. 2.12 Survival Versus Non-Violence
The value conflict involved here is whether a man can kill animals for the
sake of his survival. Much can be said on both sides. It is thus that the JIM
debate takes off and proceeds. Hence the investigator takes a neutral stand
about the progressiveness of an item when the debate takes place.
Table No. 5.33 Survival Versus Non-Violence
r - -- - - -
Judgements
Man can kill other creatures by using the same right, which is used for protecting his life and
-.
All the creatures are useful in some way.
1 3 1 39 1 Killing the animals for food is justifiable. / 2.38 1 1 4 1 40 1 Nobody can follow extreme non- violence. / 2.74 1
The statements cover both p in ts of view. It is interesting that the judges
are cautious in their judgement giving a kind of agreement level somewhat
below the neutral point.
5. 2.13 Situations in which JIM could be naturally triggered
Table 5. 34
Analysis andlnierpretation ofExperimenta1 and Survey Data 195
Situations in which JIM could be naturally triggered (Note: *" = significant at one percent level)
t I S $ bhiimiyute avakaSika1 which trigger Jurisprudential Inquiry
when facing the problems having value conflicts when acting as mediator in the complex problems being a citizen having legal 24
r t e m n t s
1 1 awakness -
- 1 8l 1 24 being a citizen with democratic I
- ( awareness I I
Yes
when doing analytical practices.
when taking the role of a keen I I examiner I I I I I
NO
I 66 39 3.471 nxsr 65 40 2.976 not sig 83 22 17.719 **
2 [""I level
87 18 22.67 '*
85 20 20.119 **
66 39 3.471 not sig reliaious controversies
constitutional rights
Fifteen items were presented as plausible closures for "Situations like the
lesson bhiimiyute avakaSikaj, which trigger Jurisprudential Inquiry Model" - (when). From the chi square (~2) values it is found that out of these fifteen
items 12 have 'Yes" resporlses significantly higher than "No". The other
Analysis and Interpretution of Erperimental and Survey Dda -- 196
three record "No' significant difference between frequency of affirmative and
negative responses. Here too over-cautiousness can be read in some of the
responses.
The analysis of the qualitative study is given in Chapter VI