CHAPTER IV

METHODOLOGY

1.0 Method Adopted

2.0 Design Selec1:ed

3.0 Sample Selected for the Study

4.0 Tools and Materials Used for the Collection

of Data

5.0 Data Collection Procedures

6.0 Statistical Techniques Used for Analysis

Research methods are of utmost importance in a research process.

They describe various :steps evolved in the plan of attack to be adopted in

solving a research problem, such as the manner in which the problems are

formulated, the definition of terms, the choice of subjects for investigation,

the validation of data-gathering tools, the collection, analysis and

interpretation of data, arid the processes of inference and generalizations.

The selection of a method and specific design within that method

appropriate to investigate a research problem will depend upon the nature of

the problem and upon the kind of data that the problem entails. A pre-

planned and well-described method will provide the researcher a scientific

and feasible plan for attacking and solving the problem under investigation.

Here, it has been described under the following major heads:

1.0 Method Adopted

2.0 Design Selected

3.0 Sample Selected for the Study

4.0 Tools and Materials used for the Collection of Data

5.0 Data Collection Procedures

6.0 Statistical Techniclues used for Analysis

1.0 Method Adopted

Since Inquiry is a new approach to be used in the learning of History,

this has to be tested experimentally. Therefore experimental method, the

most important, strictly from the scientific point of view, was adopted to

compare the effectiveness of the Inquiry Approach with that of the

Conventional Textbook Approach. Experimental method is a systematic and

logical method of hypothesis testing under carefully controlled conditions. It

helps to find out whether one method of teaching is more effective than the

other.

2.0 Design Selected

An experimental design is the blue print of the procedures that enable

the researcher to test the hypotheses. In the present study the 'Pre test-Post

test Non-Equivalent Group Design' was used. This design is often used in

classroom experiments when experimental and control groups are such

naturally assembled groups as intact classes, which may be similar (Best,

1999). Hence, without disturbing the natural settings of the classrooms,

intact class groups, which are normally non-equated, were selected for the

study. These non-equivalent class groups were statistically equated by

applying appropriate statistical techniques.

2.1 Variables

The independent and dependent variables involved in the study are given in table 4.

TABLE 4 VtiRlABLES OF THE STUDY

I I I

I Independent variables I Dependent variables I

3.0 Sample Selected for the Study

Inquiry Approach Conventional Textbook Approach

The population consisted of secondary school pupils of Kerala

following State Syllabus. Keeping in view the experimental nature of the

study and its demands and limitations, the investigator decided to select six

IX' standard classes, two each from Government V.H.S.S Maradu,

Tripunithura, Government B.H.S Tripunithura and Model G.H.S Tripunithura,

Ernakulam District. Among 6 classes selected, one each from three schools

was selected as experinlental group and the other three as control group. A

group of 270 students. from the six classes was treated as sample. By

Achievement Attitude Value

removing the absentees either in pre-tests or post-tests, the sample size was

reduced to 240.

4.0 Tools and Materials used for the Collection of Data

Tools and materials erriployed for the present study were the following:

4.1 Lesson Transcripts and Supplementary Learning Materials

4.2 An Achievement Test

4.3 Attitude Scale

4.4 Value Scale

4.5 Intelligence Scale

4.6 Socio - Economic Status Scale

DESCRIPTION OF TOOLS

4.1 Lesson Transcripts

As the Inquiry Approach in learning History is a new approach in the

field, the preparation of' lesson transcripts was a challenging task. This

Approach is usually used only in subjects like Science, Maths etc. The

investigator has adopted the Inquiry Approach in teaching-learning process

of History. The investigator, by reading several inquiry models of lessons

used in other subjects like Physics, Chemistry and Biology, prepared lessons

in History following Inquiry Approach. The format for the lessons was

prepared by referring to several models of teaching, which gave emphasis on

critical thinking and research skills apart from knowledge and

comprehension.

The investigator has read a lot of books related to Inquiry Approach

and collected necessary information regarding the selection of the course

content, determination of the objectives and the preparation of the lesson

transcripts of Inquiry ]Model. The steps followed for the preparation of the

lesson transcripts are given under different heads as follows:

4.1.1 Preparation o ~ f Lesson Transcripts

The process of scientific inquiry is the underlying aim of inquiry

learning and learning, how to learn is its essence. The Inquiry Approach

involves three group:; of objectives; attitudes and values, the development

and testing of hypol.heses, and a variety of knowledge objectives. Thus

Inquiry Approach a i m at the attainment of higher objectives of learning or

education (Dhand, 1992).

Keeping in view all these qualities of the Inquiry Approach, the

investigator prepared lesson transcripts based on the prescribed History

syllabus of standard I:Y.

(a) Choosing: the Course Content

For an experiment, it is essential to select a convenient topic. Some

topics cannot be taught through Inquiry Approach. One major chapter 'The

Cultural Heritage 0.f India' from the History curriculum of standard IX

was selected. Since the content of this chapter is apt for learning through

Inquiry, the Chapter vvas divided into 20 learning topics and based on them

20 lesson transcripts were prepared. The chapter is divided into 20

sequentially arranged learning topics as follows: The Land and the People,

Unity in Diversity, Indus Valley Civilization, The Aryans, The Vedas, The

Epic Period, Buddhism, Jainism, Indian Culture Abroad, Culture During

Harsha Period, Sree Sankara, Ramanuja, Contact Between Hindu and

Muslim Cultures, Art and Architecture, Language and Literature, The

Dravidians, Music, Dance, Science and Technology and Philosophy and

Learning. In-depth analysis of the content by identifying the terms, facts,

concepts, principles etl:. was done. These 20 lessons are to be handled in two

periods of 90 minute:^ duration each. Part 'A' of the lesson transcripts

contains content, wh~ch is again divided into 4 or 5 different leaming

concepts. These concepts are considered as hypotheses to be tested rather

than the facts to be learned. A format for the preparation of lesson transcripts

based on the Inquiry Approach was prepared in consultation with experts in

the field and guide. Using this format the investigator prepared 20 lesson

transcripts based on the prescribed History syllabus.

(b) Details of P're-requisites,.

After the administration of the pre- achievement test, the students in

the experimental group were given practice in writing about the history of

their family, development of public institutions, monuments (e.g., Hill

Palace Museum, Tripunithura), political organizations, people's beliefs,

customs, life styles, methods of farming, local developments etc. in their

surroundings. They pn:pared brief reports about the given topics and

presented them for simple discussions. Part 'B' of the lesson transcripts

shows the details of the pre-requisites of each topic.

(c) Deciding the Teaching Objectives

Learning topics are set up to achieve pre-determined objectives

classified as ideas (knowledge and comprehension), skills, attitudes and

values. Part 'C 'of the lesson transcripts consists of the objectives of

leaming History like knowledge, comprehension, research skills and critical

thinking under the category of cognitive domain and attitudes and values

under the affective domain, based on 'The Table of Specifications for

Selected Social Studies' put forward by Bloom (1971). Table of

Specifications for each learning topic was prepared based on the guidelines

suggested by Bloom tlrough his 'Handbook on Formative and Summative

Evaluation of Student Learning'. Each of 20 learning topics was analysed in

terms of the cognitive and affective operations, the student was expected to

perform for the attainment of specific objectives-which are the key elements

of the Inquiry Approach.

(d) Specific Objectives of the Lesson

Part 'D' of the ..esson transcripts consists of the specific objectives,

which are to be developed by learning a particular topic. The specific

behavioural objectives are different in different learning topics or it varies

from topic to topic. Th': more precise the specific objectives, the easier the

evaluation task become:;.

(e) Teaching jMaterials

A rigid classification of source materials is not always possible and

practicable. Some type of data may be primary sources for some purposes

and secondary sources for another (Koul, 1993). The teaching materials

consist of primary and secondary sources from which the students derive

conclusions. The type of data selected largely determines the particular skills

to be exercised during a lesson. For example, locating important places on

the globe or map, interpreting cartoons, charts, tables, reading the

supplementary learning materials for the main idea, reading library books,

articles etc. on different public issues and writing the report based on it.

( f ) Introduction

In the introductory part, the students were presented with a puzzling

situation. The lessons were frequently 'won' or 'lost' in the first five

minutes of presentation. The investigator took special pains to plan for

effective initial motivation. This took the form of an anecdote pertaining to

the aim, a striking statement with which the class took issue, a newspaper

item linking a current event with the aim, two quotations presenting

contrasting view points on the problem issue that is the aim, an intriguing

and amusing political cartoon which elicits pupils' responses related to the

aim, or, used most frecluently, incidents related directly to the experience of

the students themselves, having a bearing on, and leading up to, a solution to

the problem aimed.

(g) Presentation and Lesson Development

In inquiry learning, the emphasis is on problem solving through

reflective thinking. So the students proceed through stages like identifying a

problem, hypothesizing a solution, testing the hypothesis, drawing

conclusions and applying conclusions to new situations (Dhand, 1992).

As students conducted their inquiry, the investigator distributed the

supplementary learning material for the responses. The lesson transcripts

have two parts. Part I of each concept in the lesson transcripts is followed

by several lower level questions. The students were asked to respond first to

these questions to make sure that they understood and interpreted the data

and they were in agreement to at least the literal meaning of the data. Part I1

of each concept in the ',esson transcripts is supported by a series of inquiry

questions, which helpecl them to develop higher level of thinking and also to

test the hypotheses and draw conclusions. For example, while discussing the

topic, Unity in Diversity, the investigator elicited the information about the

varieties of land, racial types, languages, religions etc. or the 'what we

know' from the students by hsking lower level questions. But what really

was important and intriguing for the student was the 'How do you know that

there exists unity in Intlia in the midst of its diversity?

To enhance inquiry learning, the investigator helped the students to

select an appropriate way of gathering data by reading library books,

autobiographical works and supplementary learning materials, by visiting

places, conducting interviews with scholars, parents etc. and also through

teaching materials used in the class, and applying problem solving, critical

thinking, and decision-making strategies to achieve expected or unexpected

outcomes and evaluate the effectiveness of processes and outcomes.

Learning outcomes art: mentioned in Part I1 of the lesson transcripts against

Inquiry questions. Ttms the investigator helped the students to connect

History with the scientific method. Students learned to apply the method to

all learning topics whi;:e coming to understand their content.

(h) Supplementary Learning Materials

As the library facilities were not developed in the schools selected,

the investigator had to take a great effort to prepare supplementary learning

materials for each of the 20 learning topics to help the students of the

experimental group to derive conclusions based on a problem.

The investigator prepared supplementary learning materials related to

learning topics and these were distributed among the experimental group for

providing data when appropriate. This was necessary for successful inquiry

learning. These were taken from the textbooks (NCERT) and books

pertaining to the respec:tive subjects (Dev, 1997: Sharma, 1995).

The prepared lesson transcripts were shown to the experts in the field

of History and Education and necessary modifications were done in the

content and in the format. The specimen of the format is given in Appendix-A.

TIze Mechanics of Questioning

'Building one':; own structure by examining alternatives' is what

Bruner (1971) defines as discovery or inquiry. As questions for inquiry must

be developed within this framework, the investigator strived to select,

organize and present :subject matter with the greatest transfer value.

The investigaror formulated pivotal questions in advance and wrote

them into the lesson transcripts. Additional questions were framed in ternls

of student responses or in terms of pivotal questions and discussions. But

pivotal questions planned in advance gave direction and thrust to the lesson

and helped to accomplish the lesson objectives. Questions concerned with

Inquiry Approach contain two concepts i.e., i) call for alternatives and ii)

involve decision making on the part of the students (Dhand, 1992).

Questions based on tiis framework encouraged students to identify issues,

state hypotheses and then clarify, probe and resolve conflicting ideas and

positions.

Steps in Quesi.ioning

Inquiry sequence of questioning was followed by the investigator,

which was broken down into the following four steps (Dohkin, 1985).

i) The investigator asked questions that encouraged the students to give

their opinion, hypotheses or positions relating to the problem at hand.

ii) The students responded to the investigator's open-ended questions by

offering their own opinions. The students spontaneously supported their

positions and challenged fellow students to do likewise which led them

to ask one another for justification.

iii) The investigator requested probing and clarification.

iv) The students probed and tested out hypotheses and positions.

The purpose of inquiry questioning was to induce students to engage

in higher level thinking to analyze, synthesize and evaluate. In some cases,

these cognitive levels were achieved immediately.

Check List

The investigator considered the checklist for self-evaluation

(Dobkin, 1985) and also for evaluating the validity of inquiry questions. The

format is given in Appendix-K.

(I) Assignment

The lesson transcripts have an assignment that partly reviews the

previous lesson and partly anticipates the new lesson. The thought

provoking questions, with options for pupil-initiated projects going beyond

the mere answering of questions, were included for e.g., Preparing an

independent report on a public issue. The chief purpose of such assignments

was to bridge the gap between one lesson and the next, there by facilitating

the teaching-learning process.

Time Allotment

The investigator through the Inquiry Approach taught the experimental

group and Conventional Textbook Approach was followed to teach the

control group. The students of the experimental group had to spend more

time on the learning topics. The time allotted for indoor and outdoor

learn~ng for both the corltrol group and experimental group is given in table 5.

TABLE 5

TIME ALLOTMENT FOR LEARNING ONE TOPIC

Activities of Pypils

Method of Groups

Teaching

Conventional

Control Textbook Approach

All the students participated actively in the discussion, which was

conducted after the presentation of the problem. They solved the problems

by themselves through a careful search. Supplementary learning materials

helped them to arrive at conclusions based on the problem. Students

prepared brief reports 3n the research conducted and submitted at the end of

each learning topics. A form for writing the report (Dobkin, 1985) was

distributed among the students for this purpose. It is given in Appendix- L

Indoor Learning

90 minutes

45 minutes

Outdoor Learning

More than 2 hrs

------

Pupils' Resporrses

A number of questions were included in the lesson transcripts for

which the students had to give answer while proceeding with the Inquiry

Approach. During the discussion, the student probed the other student's

position. In some cases, the students identified the problem differently from

that anticipated by the investigator and stated it somewhat differently than

the investigator.

Teacher's Role

Crucial to inquiry learning is the teacher's skill in keeping the lesson

in focus, providing new data when needed, maintaining an orderly

discussion, improvising questions involving all the students, and performing

many acts that are necessary for successful learning. Careful planning in

providing achievable goals, stimulating data, and well-conceived questions

is vital to the production of an environment in which these skills can thrive.

The teacher must be pn:pared to stimulate, guide and direct the discussion.

The role of the teacher is that of the motivator, monitor, advisor,

disciplinarian, referrer ;and counsellor. The investigator could achieve all

these qualities of inquir). learning in the classroom.

4.2 Achievement Test in History

The investigator developed and standardized an achievement test in

History for standard IX. In the present study the achievement test was

constructed to

evaluate the instructional methods adopted.

grade the pupils in telms of their achievement.

assess entry behaviour and criterion behaviour by treating achievement test

as pre-test and post-test respectively.

4.2.1 Preparation and Standardization of the

Achievement Test

(i) Choosing the Course Content

One major chapter of standard IX History cumculum 'The Cultural

Heritage of India' was divided into 20 sequentially arranged leaming

topics. The achievement test was prepared based on all the 20 leaming

topics.

(ii) Deciding the Teachikrg Objectives

This test was constructed keeping in view the objectives-knowledge,

comprehension, research skills and critical thinking in the cognitive domain

(Bloom, 1971).

(iii) Preparatiort of Table o f Specifications

In order to ensure content validity of the test, the investigator

prepared a two dimensional table of specifications and discussed with

History teachers in different colleges and schools and also with teacher

educators. Bloom (1971) pointed out that several cells in the matrix might be

empty (E) and the specific behaviour for that particular content is not an

objective of the course. Generally, it is not possible to evaluate the students

on the total matrix in one summative test. The table could assist in the

formulation of appropnate instructional objectives. A frame of the table of

specifications for all the 20 learning topics is given in table 6.

(iv) Preparatiorl of Test Zterns for Draft Tesl

Objective type test items are more economical, time saving, reusable

and tend to possess higher score reliability and content validity. Keeping this

in view the investigator selected only objective type test items. Since the test

preparation demanded tast experience in the field, with the support and help

of experts, the investigator was able to prepare multiple-choice items in the

subject area. The items were arranged according to their increasing order of

difficulty. A question paper consisting of 60 multiple-choice items was

prepared with necessary directions in the introductory part.

TABLE 6

TABLE OF SPECIFICATIONS FOR SELECTED SOCIAL STUDIES (Bloom, 1 9 7 1 ) BEHAVIOUR

Unit: The Cultural Heritage of lndla

(v) T y out ofthe Drafr' Test

The try out of the draft test for item analysis was conducted on a

sample of 185 pupils of standard IX. Enough time was given to enable all

the students to complete the test. The scoring was done according to the

scoring key prepared for this purpose. Sample split up for the try out is given

in table 7.

TABLE 7

SAMPLE SPLIT UP FOR THE TRY OUT

(vi) Itefts Analysis

The process of item analysis helped to identify items with high

discriminating power and optimum difficulty level. The quality of each item

was determined by ana1,yzing two important characteristics of the items such

as difficulty index and discriminating power. Kelly's method (Kelly, 1939)

S1. No. School Number of pupils

40

34

36

38

37

185

V.H.S.S, Mangayil, Tripunithura

2

3

4

5

B.H.S, Tripunithura

Government Model G.H.S, Tripunithura

S.N.D.P. H.S.S, Poothotta.

Government HXS, Chottanikkara

Total

was used to calculate the difficulty index and discriminating power. Based

on the scores obtained, response sheets of the students were arranged in

descending order from the highest to the lowest. The responses of the top

scoring 27 percent of sheets and the bottom scoring 27 percent were used for

item analysis. Items having difficulty index between 0.20 and 0.80 and

discriminating power above 0.20 were selected for the final test.

(vii) Preparatiott of tlre Final Test

The final test was prepared based on a blue print by giving due

weightage to content, objectives and difficulty level. Based on the highest

discriminating power and optimum difficulty index, the best 32 items were

selected for the final t,:st. The final test consisted of 32 objective type test

items carrying the total of 50 marks.

a. Weiglttage to Co~rtettt

Mehren and Lehrnann (1973) clearly stated that 'there is no hard and

fast rule that can be prt:scribed for the teacher to determine the weights to be

assigned to various cells in the table of specifications, experience is his best

resource'. Therefore in consultation with the experienced History teachers in

Secondary Schools, the investigator decided the weightage to be given to

each content, and, accordingly prepared the test. The break up is provided in

table 8.

TABLE 8

WEIGHTAGE TO CONTENT

I 1 I The Land and the people ( 17,22,25,27 ( 4 ( 8 ( 16 (

Content

/ 2 1 Unity in Diversity 1 8,19,31 / 3 / 5 1 10 1 / 3 1 Indus Valley Civilization 1 20,21 1 2 1 4 1 8 1

Question number

( 4 ( The Aryans / 26 1 1 1 2 4 1 / 5 1 The Vedas 1 6 1 1 1 1 1 2 1

Number of questions

/ 6 ( The Epic Period 1 1 6 1 1 1 2 1 4 1 / 7 ( Buddhism / 7 2 8 1 2 3 6 1

Marks

/ 10 1 Culture during HarshaPeriod 1 2,13 1 2 1 2 1 4 1

Percentage

1 1 1 1 Sree Sankara 1 3 2 1 1 1 2 4 1 1 12 1 Ramanuja 1 l 5 1 I 1 2 1 4 1

Contact between Hinciu and Muslim cultures

29 1 2 4

18 1 2 4

b. Weightage to 0bjec.tives

The weightage given to the instructional objectives such as

Knowledge, Comprehension, Research Skills and Critical Thinking is

presented in table 9.

TABLE 9

WEIGHTAGE TO OBJECTIVES

Objectives Question Number of number Questions Marks Percentage

Knowledge 1 - 6 6 6 12

Research Skills 115-231:1::l:z1 Critical Thinking 24 - 32

Total 1-32 32 50 100

Inqui~y involves higher level thinking which gives emphasis on

Research Skills and Cxitical Thinking (Dhand, 1992). Since the test is

purported to have higher level of objective based test items, more weightage

was given to the objectives, Research Skills and Critical Thinking.

c. Weightage to Type of'Questions

As objective type tests provide scope for greater sampling of content

and more objective scoring, the investigator selected 32 multiple choice test

d. Weightage to Di,rficrrlty level

Weightage given to easy, average as well as difficult questions are

given in table 10. The copy of the Achievement Test, Answer Sheet and

Scoring Key are given in Appendix M, 0 and P respectively.

TABLE 10

WEIGHTAGE TO DIFFICULTY LEVEL

Number 1 1 D i l u l l y level 1 fq,,est ions 1 Marks Percentage

The Blue Print was prepared with weightage given to content,

subunits, objectives and type of questions. It is given in table 11.

Difficult

Total

e. Scoring

The final test consisted of 32 objective type test items carrying the

total of 50 marks. The questions from 1 to 14 cany one mark each.

Considering the difficulty level, the questions from 15 to 32 were given 2

marks each. Necessary instructions were given at appropriate places in the

question paper. Separate answer sheet was provided to the students. The

time duration of the test was decided to be 60 minutes.

8

14

10

32

8

22

20

50

16

44

40

100

TABLE 11 BLUE PRINT

Ige Comprehension Researchskik Critical

Thinking

2 (4) 4

1 ( 2 ) 2 1

2

The Number outside the i~racket indicates number of questions.

The Number inside the bracket indicates marks.

(viii) Reliability and Validitj~ of tlre Acltfevetnent Test

The reliability and validity of the achievement test was assessed

before it was used for the final data collection.

a. Reliability of the Test

The reliability of the test was established by using split-half method.

A sample of 80 pupils :studying in two divisions of standard IX was used for

the purpose. Here the odd numbered items were treated as one half of the

test and scored separately and the even numbered items were treated as

another half and scored. The scores of the halves were correlated and the

reliability of the test was found to be 0.78.

b. Content Validity

The test was conducted keeping in view the weightage given for

content area and objectives on one hand and expert's comments and

opinions on the other. It was treated as a valid test.

c. Emnpirical or Statis.tica1 Validity

The empirical validity of the test was calculated by correlating the

scores of the test with marks of a recently conducted test obtained from the

school (Ebel 1991). The co-efficient correlation obtained was 0.68. This

value ensures the empirical validity of the test.

4.3 Attitude Scale

The 'Table of' Specifications for Selected Social Studies' (Table 6)

put forward by Bloom (1971) was followed by the investigator to test the

objectives of learning History i.e., Attitudes and Values, which come under

affective domain.

An over all affective goals in the social studies teachings are

Attitudes for Desirable Intellectual Behaviour (L and M), Attitudes for

Desirable Social Behaviour (N-P) and Values for Desirable Democratic

Behaviour (Q).

Attitudes for Desirable Intellectual Behaviour include two specific

traits i.e., scientific approach to human behaviour and humanitarian outlook

on the behaviour of others. Scientific approach to human behaviour (L)

would encompass a spectrum of attitudes such as belief in the natural

causation of personal and social behaviour; the strong likelihood of multiple

rather than single causes of social behaviour; and objectivity, open-

mindedness, relativism, skepticism and precision in collecting and

interpreting data. Humanitarian outlook on the behaviour of others (M)

includes two basic quialities-empathy and tolerance.

Attitudes for :Desirable Social Behaviour can be divided into three

overarching categories-awareness and interest, acceptance of responsibility

and involvement.

Measurentetrt of Attitudes

Several techniques are available for measuring attitudes. The

following measuring device assumes that subjective attitudes can be

measured by qualitative techniques, so that each student's affective response

can be presented by some riumerical score.

The investigator followed Likert Scale (1932), which was made up of

a series of opinion statements about some issue. The statements were

divided into positive and negative expressions of an attitude towards some

issues. Students were asked to indicate on a five-point scale whether or not

they agree with each statement. 'Strongly Agree' with a favourable

statement would receive a score of 5, so would 'Strongly Disagree' with an

unfavourable statement.

4.4. Value Scale

The activist commitment to positions on social problem leads us to

the final behaviour category of the social studies i.e., Desirable Basic

Democratic Values. Values are affective in their nature but cognitive in their

development because they must be rationally attained to be democratic. The

primary objective of History teaching is that students will assume a cluster

of Desirable Basic Democratic Values after a critical analysis of an

argument's pros and con.

, , , , . d .

f J

.. . . r-,' The student's values can be determined thr~;'&&gh~iqu~s~,/~

-. - - appropriate to attitudinal evaluation and their basis through techniques

appropriate to critical analysis. These values are many but some of the key

elements are freedom of speech, press and religion; the dignity, equality and

brotherhood of man; and the right of the majority to prevail and the minority

to be respected (Bloom, 1971).

Measurement of Values

A scaling device was used by the investigator to explore students'

values. The investigator employed a value scale that permitted students to

indicate their positioris on certain issues. The students are asked to indicate

on a five-point scale whether or not they agree with each statement. Strongly

Agree with a favourable statement would receive a score of 5, so would

Strongly Disagree wit9 an unfavourable statement.

4.4.1 Construction, and Finalization of Attitude and

Value Scales

(a) Deciding the Obiectives

The Attitude Scale was prepared based on the following objectives:

To evaluate the attitudes developed in an area of learning and children's

probable behaviour :

i. Desirable Intellectual Behaviour, such as scientific approach to

human behaviour and humanitarian outlook on the behaviour of others

ii. Desirable Social I3ehaviour-awareness and interest, acceptance of

responsibility and involvement.

To evaluate the instructional methods adopted.

To grade the pupils in terms of their attitudes.

To assess entry behaviour and criterion behaviour by treating Attitude

Scale as pre-test and post-test respectively.

Value Scale was conslmcted to,

judge the pupils' Basic Democratic Values, that are developed by

learning History.

evaluate the instructional methods adopted.

grade the pupils in terms of their values

assess entry behavlour and criterion behaviour by treating Value Scale as

pre-test and post-~:est respectively.

(b) Collecting and Edifing Statements

A large number of statements, which express varying degrees of

intensity of feeling or opinion towards some issues, are collected. They are

collected by making an extensive study of the literature, by consulting

experts, research workers, professors of History and Political Science in well

known colleges, teachers and guide. Some of the statements are collected

from authoritative books (Basu, 1997). It is important that the statements

express definite favourableness or unfavourableness to certain issues. The

investigator took a lot of effort to select statements that are believed to cover

the entire range of the effective scale of interest. After the statements have

been gathered, they are edited, keeping in view the criterion suggested by

Bloom (1971). Ten positive and negative statements were selected for each

scale.

4.4.2 Procedure Adopted for Standardization of

Attitude ancl Value Scales

(a) Administration ofDraft test

The draft fonn of each scale was administered to a representative

sample of 185 students studying in std IX. The details of schools included in

the study are given in table 7. The test was administered without setting any

time limit.

(6) Scorii~g

The response sheets were collected and scored by giving maximum

score of 5 for each positive response. Sum of the scores for the whole item

were treated as the total score for the scales.

(c) Zteiit Aizalysis

The 185 sheet!; were arranged in the descending order of the total

scores. The test was item analyzed by estimating the index of discrimination

based on the procedure suggested by Ebel (1991). The top 50 sheets and

bottom 50 sheets were used for comparison. The number of examinees

getting the same iterr correct in the top group (U) and the number of

examinees getting the same item correct in the bottom group (L) were

identified. The discrimination power of each item was calculated using the

formula.

The data to its discrimination power of each item decided the final

selection of items. The selected items were arranged in the increasing order

of difficulty. The difficulty index of the items was calculated using the

formula,

2N

Validity and Reliability of the Attitude and Value Scales

(d) Validity

Face validity of the scales was ensured by discussing these with

experts in the fields of test construction and evaluation and with teachers.

The evidence relating to the validity of the scales is provided in terms of

construct validity. The scales possess a reasonable degree of construct

validity, since the items have been prepared using item used in established

scales and the theorei.ical basis used for constructing the scale. The con

current validity of the scales has been established by correlating the attitude

and value sco!:s of the scales with an adapted version of a standardized

scale. The correlation was as high as 0.66 for attitude scale (n = 80) and 0.71

( n = 80) for value scal~:.

(e) Reliability

The reliability of each 'scale' has been established by split-half

method. The split-half reliability co- efficient score obtained for attitude

scale was 0.81 (n=80). The split-half reliability co-efficient score for the

value scale was 0.82 (n = 80).

The details of the 'scales' utilized for measuring the attitudes and

values are given below.

4.4.3 Description of the Final Attitude Scale and Value Scale

After the standardization procedure, the investigator prepared an

Attitude Scale consisting of 10 statements and a Value Scale consisting of

10 statements. There are an equal number of favourable and unfavourable

statements in both the: Attitude and Value Scales. Each item or statement in

the Attitude Scale anti the Value Scale are followed by five responses, one

of which is checked by the subjects. The responses indicating degree of

strength of attitude and values are; Strongly Agree (SA), Agree (A),

Undecided (UD), Disagree (D) or Strongly Disagree (SD). Arbitrary scoring

weights of 5,4,3,2 and 1 are used for SA, A, UD, D and SD for the

statements favouring a point of view. On the other hand, the scoring weights

of 1,2,3,4 and 5 are used for the respective responses for statements

opposing this point of view. An individual's score on the Attitude Scale and

Value Scale is the s lm of his ratings on all items i.e., 10 statements of each

scale. The total scar(: is fixed as '50' for each scale.

Attitude Scale and Value Scale were administered after one week of

the post-achievement test and on the same day. Twenty minutes were

allotted for the administration of each scale. Necessary instructions were

given in the booklet at appropriate places. A specimen of the Attitude Scale

and Value Scale is given in Appendix Q and S. The objectives on which the

Attitude Scale and Value Scale based are given in table 12 and table 13

respectively.

TABLE 12

WEIGHTAGE TO THE OBJECTIVES IN THE AlTITUDE SCALE IN HISTORY FOR STD IX

I Objectives No Statement Total Number Number of statements

Scientific approach 1 5

to human behaviour 2 20

7 5

Humanitarian 2 5 2 20

behaviour of others 6 5

Awareness and 3 5 2 20

8 5

Acceptance of 4 5 2 20

responsibility 9 5

5

I

Involvement

100 Total 10

5

10

50

2 5

5 20

4. 5 Intelligence Scale

To check the intelligence of experimental group and to find out the

effectiveness of the Inquiry Approach on pupils of different levels of

intelligence, a Non-Verbal Intelligence Test -The Standard Progressive

Matrices (Raven, 15138) was used. The Standard Progressive Matrices has

five sets A, B, C, D & E. Each set provides five opportunities for grasping

the method and five progressive assessments of a person's capacity for

intellectual activity. 'The scale has a re-test reliability varying with age from

0.83 to 0.93.

TABLE 13

No

1

2

3

4

5

6

WEIGHTAGE TO THE OBJECTIVES IN THE VALUE SCALE IN HISTORY FOR STD 1X

Objectives

Freedom of speech

Freedom of religion

Equality

The right of the majority to prevail and the minority to be respected

Freedom from exploitation

Freedom to move anywhere

Total

To record the answers, a record form is available with matrices. The

standard record foml is arranged so that it can be quickly and accurately

marked by super imposing a stencil-marking key, which is also given with

the matrices. The St.~ndard Progressive Matrices with 60 problems guide to

the Standard Progressive Matrices, answer form and key were made

available from the Dzpart~nent of Psychology, University of Kerala.

4.6 Measurement of Socio - Economic Status

Many Socio-Economic Status Scales are available for measuring the

socio- economic status of subjects. A socio-economic status scale was

prepared on the basis of the needed data for the present study with reference

to the scales developed by Kuppuswamy(l962), Nair(1970), Pillai(1973),

Jaganathan Nair (1074), Sivadasan (1975) and Krishna Iyer(1977). The

scale used by the researcher is an adapted version, by modifying according

to the pay scales existing at the time of administration of the tool (Appendix-U).

Here, the socio- economic status of a student is measured in terms of three

variables viz. education, occupation and income of parents.

Education: Classt$~cation arid Weiglrtage

On the basis of education, people were classified into seven

categories. People with a professional or post-graduate degree, and above,

score ten. In the case of people with bachelor's degree like B.A., B.Sc., a

score of eight; for people with education up to higher secondary or pre-

degree, a score of five : for people who have studied up to S.S.L.C, score

four ; people who have studied up to middle school (Standard VII), a score

of two; people who have completed lower primary, a score of one; and

people who are illiterate have been given a zero score.

Occupation: C1;assification and Weightage

People were classified into six categories on occupational basis as

high professionals, semi-professionals, skilled, semi-skilled,unskilled and

unemployed.

High Professiornals

This group consists of individuals who have very high education and

are engaged in decision-making processes and in laying down policies in

executing them. Doctors, engineers, lawyers, principals of colleges, readers,

professors, bank managers, business executives, university officials, heads

of research organizations, heads of departments of government, big land

holders, secretaries and assistant secretaries to government, state or district

level officers, chief executive of quasi-governmental body etc. For this

category a weightage of ten score is given.

Semi-Professionals

This group consists of occupations, which require college education.

Their job is of routine nature. This group includes lecturers, chemists,

teachers, officers at sub-district level, public health workers, superintendent

of any government office, contractors, sub-inspectors of police, excise

inspectors, sub-registrars. For this category a weightage of eight score is

given.

Skilled Workers

This group consists of workers who have a long period of training in

complicated tasks. Mechanics, fitters, electricians, drivers, painters,

photographers, masons, carpenters, document writers, vakil-clerks, head

constable of police and village officers can be included in this category. A

weightage of seven score is given for this category.

Semi-skilled 'Workers

This group includes occupations which require some training on the

part of the persons-sllop keepers, attenders, farmers, small scale merchants,

and police constables come under this category. The weightage given to this

category is a score of four.

Unskilled Wo'rkers

All persons who are doing work which involves neither education

nor training belong to the unskilled group. The watchman, labourer, peon

and coolie belong this category. A score of two is given for this category.

Unemployed

The unemployed includes persons who are unemployed irrespective

of their education or training. Zero weightage is given to this category.

Income: Classification and Weightage

On the basis of ~nonthly income also, people were classified into six

categories. For the group having monthly income above Rs.80001-, a score

of ten is given. For tne group having monthly income in the range of

Rs.43511- to Rs.80001-., a score of eight; for the group having monthly

income in the range of Rs.34511- to Rs.43501-, a score of six; for the group

having monthly income in the range of Rs.26011- to 34501-,a score of four;

for the group having monthly income in the range of Rs. 175 1/- to Rs.26001-,

a score of two; for the people having monthly income below Rs.17501-,a

score of one is given. The weightages given to the various categories are

presented in the consolidated form in table 14.

TABLE 14

WEIGHTAGE GIVEN TO ITEMS IN THE SOCIO-ECONOMIC STATUS SCALE

Computation of Socio Economic Status (SES) of

the Families of Students

Full weightage is :<iven to the head of the family/father/mother. Half

the credit is given to the other parent. If the elder sisterlbrother's education,

occupation or income is higher than that of parents', one point weightage is

given and a maximum of two points, if both the sister and brother are higher

in education, occupation or income. If the sister or brother is unmarried or

staying with the family after marriage, a one point weightage is given.

The total of the scores obtained for the three dimensions of socio-

economic status designated above yielded a composite score for each

member. The sum of the composite score obtained for all the members in the

family was taken as 1:he socio-economic status of the family. Thus a

maximum score of 48 is fixed for a student as the socio-economic status

score of his family.

5.0 Data Collection Procedures

After finalizing the sample and tools to be used, the investigator

approached the authority of the schools to seek the permission for conducting

the study. The investigator met the Heads of the schools and class teachers

and had discussions with them; their co-operation was hence assured. One

week after the administration of the post-achievement test, Attitude and

Value Scales were administered. The data collection was carried out through

three phases namely,

i) Pre-testing

ii) Treatment

iii) Post-testing

5.1 Phases of the Study

The study included three phases. Pre-testing was the first phase.

In this phase, Intelligence, Socio-Economic Status, Achievement,

Attitudes and Values of experimental group and Achievement, Attitudes

and Values of control group were tested. The second phase was the

treatment phase.

TABLE 15

Phases of the Study

Experimental Group

Intelligence Socio-Economic Status Achievemeilt Attitudes

Control Group

Achievement

Attitudes

Values

topics based on the

/ Attitudes / Attitudes I

Teaching 20 topics based on the

Inquiry Approach Conventional Textbook

Approach

Achievement

The experimental and control groups were taught twenty topics of a major

Values

chapter ' The Cultural Heritage of India' of History cumculum of Std M.

Values

Post-testing was the third phase. In this phase, the students were tested on

achievement, attitudes and values. The three phases of the study are

summarized in the table 15.

5.1 - 1 Collection of Data During Pre-testing Phase

The investigator obtained copies of the test booklets and the answer

sheets in the final fo:m in adequate numbers. All the other tests, except the

Intelligence and SES were administered before and after the treatment stage

as pre and post-tests to both the groups. The Intelligence and SES scales

were administered only to experimental group to find out the effectiveness

of the Inquiry Approach on the performance of the students belonging to

different levels of Intelligence and SES.

The investigator gave a short explanation of the aim and scope of the

study to the subjects and appealed to their conscious participation and co-

operation. The tasks implied in answering each test was explained before

each test was given. The rules and procedures prescribed for the different

type of tests in the manuals were strictly followed.

The following steps were invariably followed for administering tests.

i) Distribution of the test booklets to the subjects together with printed

instructions regarding the test.

ii) Explaining the general directions in the booklet.

iii) Distribution of answer sheets with instructions on how to fill it.

iv) Making studen]: familiar with the answer sheet, mode of entering

responses etc.

v) Clearing the doubts of subjects, giving instructions regarding time

limit, methods of dealing with eventualities etc.

vi) Strict adherence to the time limit in the case of speed test, directions

not to disfigure the booklets etc.

vii) Collecting back the test booklets and response sheets.

The investigator took two weeks to administer all the tests. Pre-test

on achievement, attitude and value was administered to assess the entry

behaviour of the p~pil:j.

5.1.2 Treatment Phase

The experiment was conducted in normal classroom setting. Twenty

lessons transcripts based on the Inquiry Approach were developed to teach

the experimental group. The control group was taught by Conventional

Textbook Approach. The investigator herself taught both the experimental

and control groups. The investigator gave explanations and assistance

whenever necessary and the students of the experimental group took a lot of

time to complete the learning of one topic. At the end of each learning

topics, a discussion cli~ss was conducted to come to a conclusion based on

the data collected, and tested by the students.

5.1.3 Post-Testing Phase

Prior information regarding the date on which the Achievement Test,

Attitude Scale and Value Scale were to be administered was given to both

the experimental and control groups. The post-tests were administered to

both the groups and answer sheets were collected and scored.

6.0 Statistical Techniques Adopted

The Pre-test scores and post-test scores of the experimental and

control groups were consolidated for statistical analysis. Since the aim of the

study was to determine the effectiveness of the Inquiry Approach over the

Conventional Textbook Approach of teaching, it was necessary to find out

whether there is any :significant difference between the two mean scores.

The experiments were done using intact, non-equated class groups. Analysis

of Co-Variance (ANCOVA) is a method that enables the researcher to

equate the pre-experimental status of the groups in terms of relevant known

variables. Difference in initial status of the groups can be removed

statistically so that they can be compared as though their initial status had

been equated. Thus the investigator decided to adopt the technique of

ANCOVA for sharper experimental comparison of performance between

experimental and control groups. The details of the analysis of data using

relevant statistical methods have been compiled in the next chapter.

EOC3a