chapter v analysis and interpretation of...

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


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 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



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


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 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


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



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


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


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 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



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


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


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



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


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)


Graph. 5.10 Gnph rhowlng the Post test Scores of Private School Students in the

Experimental and Control Groups


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



Analysis and Interpretation of fiperimental and Survey Data 169


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


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


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



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


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)


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


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






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



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




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



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


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


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


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






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.


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.


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


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.


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.


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.


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.


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


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

chapter v analysis and interpretation of...

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