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CHAPTER 111
METHODOLOGY
Method Adopted for the Study
Tools Used for the Study
Population and Sample
Consolidation and Processing of Data
Statistical Techniques Adopted
References
CHAPTER Ill
METHODOLOGY
"Educational research methods can be categorised on the basis
of end results or goals, data gathering technique, method of data processing,
degree of control exercised, approach, source of the data, and a number of
other cons~derations" (Barr, 1960). In order to tackle any problem, the proper
method or methods should be selected in advance. "The decision about the
method depends upon the nature of the problem selected and the kind of data
necessary for its solution" (Sukhia, 1974). The validity and the reliability of the
findings depend upon the method adopted and hence methodology occupies
a very important place in any type of research.
3.1 METHOD ADOPTED FOR THE STUDY
Since this study attempts to bring out relevant details from
students, teachers and parents regarding various practices adopted and
expected outcomes of the systems of internal assessment in educational
institutions. Normative Survey method was found appropriate for this study.
The Normative Survey Method
While historical studies search, describe and interpret what
existed in the past, there are other kinds of investigations which study,
describe and interpret what exists at present. The literature of such
investigations includes expressions like 'Descriptive Survey'. 'Normative
45 . Methodology
Survey' IS generally used for the type of research that attempts to find out that
normal or typical condition or practice at the present time.
The normative survey is the most commonly used approach to
solve educational problems. It is followed in studying local as well as state,
national and international aspects of education. It involves interpretation,
comparison, measurement, classification and generalisation all directed
towards a proper understanding and solution of significant educational
problems. The type of information the normative survey method procures is in
wide demand and is capable of rendering important service because
(Sen, 1968):
It determines the present trends and solves current practical problems
It secures historical perspective through a series of cross-sectional
pictures of similar conditions at different times
It suggests the course of future developments
It helps to fashion many of the tools with which we do research
It contributes to the advancement of knowledge
It provides the background and data from which many more refined
laboratory or controlled studies of casual relations aremade.
3.2 TOOLS USED FOR THE STUDY
A suitable research tool contributes to the validity of the findings
of any research study. The success of any research study depends largely on
46 Methodology
the nature of tools used. Factual materials unknown so far are necessary for
every study. They can be obtained from any sources, direct or indirect. It is
necessary to adopt a systematic procedure to collect essential data.
For collecting new and unknown data required for the study of
any problem, various devices are made use of and the selection of such
devices is of vital importance for any successful research. Different and
appropriate tools are to be used for collecting various kinds of information for
assorted purpose. The researcher uses one or more of the tools in
combination for this purpose.
Since it is necessary for the study to gather the needed
information from students and teachers regarding the nature and practice of
internal assessment at present, two questionnaires were prepared, one for
teachers and another for students. An opinionnaire was also prepared,
common for students, teachers and the parents of those students studying in
those educational institutions where the system of internal assessment is
practised.
The Questionnaire
A questionnaire is a "data gathering instrument, through which
respondents answer question or respond to statements in writing" (Best and
Kahn, 1996) It is a device for securing factual information about existing
conditions. Questionnaire administered personally to the respondents have a
number of advantages Best and Kahn (1996) remarks, ?he person
47 Methodology
administering the instrument has an opportunity to establish rapport, explain
the purpose of the study and explain the meaning of items that may not be
clear".
A questionnaire is used when factual information is desired.
When opinions rather than facts are desired, an opinionnaire or attitude scale
is used. When questionnaires are administered to groups of individuals, they
have got a number of advantages The person who administers the tool has
an opportunity to establish rapport, explain the purpose of the study, and
explain the meaning of items that may not be clear. Anyhow, individuals who
have the desired information cannot always be contacted personally without
spending a great deal of time and money for travel. It is in such situations that
the mailed questionnaire becomes useful. The careful preparation of a good
questionnaire takes a great amount of time and hard work.
Mainly two types of items are included in the questionnaire.
'Closed type' and 'Open type'. Closed type items are easy and take little time
to respond to. They keep the respondent on the subject and are relatively
objective.
At the same time, 'open type' items call for a free response in
the respondent's own words. Moreover, no clues are provided here.
Cons~dering the benefits of both these types, a combination of
these two types of items was used in the questionnaire prepared for this
investigation
48 - -~ - - Methodology
Then the investigator met experts in the field of internal
assessment, college teachers and students where the system of internal
assessment is practised and discussed the problem with them. These
discussions helped the ~nvestigator to modify the items and further to prepare
suitable items for the questionnaire. Thus two draft questionnaires, one
consisting of 30 items for students and another consisting of 32 items for
teachers were prepared. They were submitted to experts in the field for
getting their suggestions for improvement. Moreover, teachers in those
institutions where the system of internal assessment is practised and students
were interviewed in this regard and their opinions were also noted. According
to their suggestions, some items were modified and some others were
rejected. Thus the final form of the questionnaires was prepared with 20
items in Part A and 5 secttons in Part B for the teachers' questionnaire and 20
items in Part A and 6 sections in Part B for the students' questionnaire. The
final form of the questionnaire to teachers and students are given in
Appendix I and II respectively.
Questionnaire for Teachers
The final form of the questionnaire for teachers consists of two
parts. Part A and Part 6. Part A of the questionnaire consists 20 items which
seeks the op~nion of teachers regarding the various aspects of internal
assessment Teachers' opinion regarding the present system of assessment
is collected through the first four items in this questionnaire. The items 5 to 10
49 - -- - - - -- . - Methodology
try to find out their choice towards the system of internal assessment. The
personlpersons suitable for making internal assessment are measured
through the terns 11 and 12.
The items 13 to 17 intend to measure the qualities of internal
assessment when it IS implemented. The items 18 to 20 try to find out from
among teachers whether the system had got any negative characteristics.
Part B consists of 5 sections to elicit the views of teachers on
the percentage of marks to be given for internal assessment and external
examination, the personlpersons entitled to do the assessment, their
suggestions for making the system of internal assessment more reliable and
acceptable, the aspects to be considered to assess the students internally,
and finally on their opinion about the extent of consideration for taking these
aspects for internal assessment.
Questionnaire for Students
The questionnaire for students also consists of two parts- Part A
and Part B In Part A 20 items were included. Items 1 to 3 were included to
study the oplnion of students regarding the conventional system of
examination 'The purpose of including items 4 to 6 was to find out their
preference towards the implementation of internal assessment. ltems 7 to 10
were included in the questionnaire to test the opinions of students regarding
some qualities of internal assessment. ltems 11 to 14 envisage the opinion of
students regarding their own teachers evaluating them, ltems 15 to 20 take
50 -- -- . Methodology
into conslderatron the feasibility of the system of internal assessment in
educational ~nstitutions
In part B of the questionnaire consisting of 6 sections, the first
one seeks the opin~on from stuaents regarding the nature of scholastic
assessment The second item seeks the opinion of students about the
percentage of marks to be given to internal assessment as well as external
examination. The third item in this section tries to find out the personlpersons
to be entrusted with the duty of internal assessment in educational institutions.
The fourth item envisages the choice of students on aspects to be considered
for internal assessment. The last two sections (V and VI) seek from the
students their arguments for and against the system of internal assessment in
educational institutions.
Administration of the Questionnaire for Teachers and Students
The investigator personally visited the different educational
institutions selected for the study. met the teachers and students and
explained to them the purpose of the study. Then the questionnaires were
distributed to them and after answering they were collected back. Ninety
seven questionnaires were given to the teachers personally and 35 of them
were posted. Out of the 114 quest~onnaires which were returned. 104 were
selected after careful scrutiny. The students' questionnaires were
administered in person. A total of 376 questionnaires were distributed among
students and 312 questionnaires which were complete in every respect were
selected.
51 Methodology
Opinionnaire for Teachers, Students and Parents
An information form that tries to measure the attitude or belief of
an individual is known as opinionnaire (Best and Kahn, 1997). Even
behaviour itself cannot always be a true indication of attitude. Even though
there is no clear method of describing and measuring attitude, the description
and measurement of opinion, in majority of instances, may be closely related
to people's feelings or attitudes.
As a preliminary step for making the opinionnaire, a list of 62
statements on the various aspects of internal assessment was prepared and it
was submitted to experts for necessary modification (The list of experts
selected for the study is given in Appendix V). Based on their suggestions,
some items were modified and some were deleted. An opinionnaire for pilot
study consisting of 42 statements was prepared (Appendix Ill). This was
administered to a sample of 402 teachers, students and parents. The
respondents were requested to answer each item in terms of their
agreementldisagreernent by putting a tick mark in any one of the five
columns, strongly agree, agree, undecided, disagree and strongly disagree.
The answer sheets were then collected and scoring was done.
For scoring the opinionnaire, a score of 5, 4, 3, 2, and 1 was
given to category SA, A U, D, and SD for a positive statement and a score of
I , 2, 3, 4, and 5 was given to the category SA, A, U, D and SD for a negative
statement.
52 ~ -- Methodology
ltem Analysis
ltem analysis was done to select suitable items for the final
opinionnaire,
The total score obtained for each respondent
(parentlteacheristudent) was calc~~lated and the response sheets were
arranged in the order of magnitude of the total scores. Then the highest 27
percent and the lowest 27 percent were taken out for analysis since 27
percent provides the best compromise between two desirable and
inconsistent aims - (i) to make extreme groups as large as possible and (ii) to
make extreme groups as different as possible.
Out of the 402 response sheets obtained, 370 response sheets
were selected for item analysis. The 370 response sheets were arranged in
the descending order of the total scores. The top 27 percent (the top 100)
and the bottom 27 percent (the bottom 100) response sheets from each
section were used as extreme groups for item analysis. The scores obtained
for each item in these extreme groups were used for calculating the
discriminating power of each item. The discriminating power was obtained by
calculating the critical ratio 't' using the formula (Edwards, 1957, p.153).
53 . - -. --. -- - - Methodology
(Edwards, 1957, p.153) where - XH = the score for a given individual for a given statement in the high group
XH = the mean score of the high group for a given statement - XL = score of a given individual for a given statement in the low group
XL = the mean scores of the low group for a given statement
n = number of subjects in the criterion group
The 't' values calculated for the items in the opinionnaire are
presented in Table 3.1
54 ..... . .- Methodology
Table 3.1
't' value calculated for the items in the Opinionnaire
't' value ltem Number Number 't' value
Number :
~- ~~ .
13. 6.71' ~
14. 5 05" ~- ~ L ~ - ~ ~.
-0.88 42. * indicates selected items
For the preparation of the final opinionnaire, items with 't' value
equal to or greater than 1.75 were selected as the value of 't' which is a
measure of the extent to which a given statement differentiates between the
high and low group. In the present study, 30 items having 't' values greater
1.75 were selected from the opinionnaire for final administration
55 - - Methodology
Reliability of the Opinionnaire
In the present study, the reliability coefficient of the opinionnaire
for teachers, students and parents was calculated using split-half method.
The scores obtained for odd and even numbered items in the attitude scale
were calculated and the coeff~c~ent of correlation 'r' between two sets of
scores was calculated using Pearson's Product Moment Coefficient of
Correlation (Garrett, 1976).
Cx'y' Cx Cy r - - .- -
N
ox' cy'
r - - correlation coefficient
cy = correlation in units of interval for the y-variable
CX - - correlation in units of interval for the x-variable
ox1 = standard deviation of the x variable
uy' = standard deviation of the y variable
N - - Number of cases in the sample
The reliability coefficient of the whole test was computed using
Spearman-Brown Prophecy formula
2 r K - -
I +r Where R = Reliability coefficient of the whole test
r = Reliability coefficient of the half test
56 - Methodology
The reliability coefficient of the opinionnaire was found to be
0.72. This ~nd~cates that the opinionnaire is highly reliable.
Validity.
"Validity is that quality of the tools used or procedure that
enables to measure what it is supposed to measure" (Best & Kahn, 1999).
Validity of a tool lies mainly in the procedure adopted for constructing it. The
opinionnaire was constructed by taking care to cover all the aspects relating
to internal assessment. Moreover, it was submitted to experts for necessary
modification and the draft scale was item analysed and only the items which
have the required discriminating power have been selected. Thus, the
opinionnaire can be considered valid and reliable.
Administration of the Final Form of the Opinionnaire for Teachers,
Students and Parents
The final form of the opinionnaire consisting of 30 items was
administered to teachers (N = 278), students (N = 435) and parents (N = 122).
From these, 264 opinionnaires were collected back from teachers, 418 from
students and 11 1 from parents. Out of these, 254 opinionnaires of teachers.
406 of students and 102 of parents were selected as the final sample which
were complete in every respect. For this, 20 educational institutions were
selected where the system of internal assessment is practised from Revenue
districts of Kerala, namely, Thiruvananthapuram, Kottayam. Ernakulam,
Thrissur and Kozhikode. The districts selected for the study included south,
57 -. .~ - Methodology
north and the middle area of Kerala state. The institutions selected included
Medical colleges, Engineering colleges, Polytechnics, Paramedical institutions
and Teacher education institutions (training colleges). The final form of the
opinionnaire 1s given in Appendix IV
3.3 POPULATION AND SAMPLE
Population
Population in statistics means, the entire set of entities or events
that are relevant to the subject of enquiry. Usually the characteristics of the
population have to be inferred from sample (Rowntree, 1981). The population
for the present study consists of the teachers and students of the educational
institutions of Kerala where the system of internal assessment is being
practised. A representative sample of parents whose children are studying in
that category of educational institutions which is mentioned elsewhere is also
included in this study.
Sample
Sample is the representative group of the population. Walker
and Lev (1965) pointed out that the decisions as to the number of cases and
that methods by which they shall be collected, is a crucial one because the
scope for generalisation depends on how satisfactorily this problem is solved.
Hence, the problem of proper sampling in terms of propriety of
representativeness was considered w~th all its seriousness.
58 -- Methodology
Sampling is an integral part of the research where the method
adopted is survey. Sampling stands for the process by which relatively small
number of ind~viduals or measures of individuals, objects or events are
selected or analysed in order to find out something about the entire population
or universe from which it was selected.
"A good sample of a population is the one which would
reproduce the characteristics of the population within great accuracy" (Cornell,
1960). In the present study, the theories of sampling were followed to get a
true representative sample of the population under study. According to
Cochran (1 959:) "in every branch of science we lack resources to study more
than a frequent of the phenomena that might advance our knowledge".
To obtain a sample representative of its population, different
techniques have been employed. Random sampling, stratified sampling,
individual sarnpling and purposive sarnpling are only few of them.
Random sampling is a device in which every single unit of the
population has an equal chance of being selected. Stratified sampling
ensures representativeness in selecting a sample from a population
composed of subgroups of different types. Stratified sampling was found
suitable for this study
The population of this study includes all the students studying in
those educational institutions of Kerala where the system of internal
assessment is followed the parents of those students who study in such
59 -- - -
Methodology
institutions and the teachers who are teaching in these institutions. A sample
of 406 students, 254 teachers and 102 parents were selected for the
administration of the opinionnaire and a sample of 104 teachers and 312
students were selected for the questionnaire by the stratified sampling
procedure from Thiruvananthapuram, Kottayam, Ernakulam, Thrissur and
Kozhikode districts for the study. Students (both male and female) pursuing
different courses of study in different types of educational institutions were
adequately represented in the sample. Due representation was given to
teachers of both sex working in different types of institutions as well as
adequate representation was also given to parentslguardians of the students
studying in such institutions. Due representation was also given to
government, a~ded and unaided institutions as well as educational institutions
situated in rural and urban areas. The list of institutions selected for the study
is given as Appendix I.
The details of sample selected for the study is given below:
Sample Details of Teachers' and Students' Questionnaire
Details of the sample selected to administer the questionnaires
for students and teachers are given in Table 3.2.
60 -- - -- - Methodology
Table 3.2
Details of the Questionnaire for Teachers and Students
Distributed, Collected and Selected
' t - , Tr~vandrum
Kottayam
, . ~~~~~ ~
I 1 Kozh~kode , ~ - - ~ ~ ~
i
i I Total 1 I-.-- ~
- -- - -.
Teachers students- T-- ~otal- - l
The course category wise details of sample of questionnaire
selected is glven below
61 Methodology
Table 3.3
Course Category wise Details o f Sample o f
Questionnaire for Teachers and Students
I I I Course categorv I I
6 14 22 65
14 ~.
15 6 25 18 54
12 12 7 24 20 48 ..
17 15 4 15 5 20 17 67
- ~
TVM - Thiruvananthapuram; KTM - Kottayam; EKM - Ernakulam; TCR- Thrissur; KZKD- Kozhikode
The break up of the sample based on locality and management
of all institutions selected for the questionnaire for teachers and students are
given below:
62 -- Methodology
Table 3.4
Break up of the Sample based Locality and Management and Sex
I . ; Teachers
Sample for the Opinionnaire to Teachers, Students and Parents
The details of the sample of the opinionnaire for teachers,
students are parents are given in the following tables:
63 Methodology
Table 3.5
Sample Details of Opinionnaire Distributed, Collected and Selected
7 - - -
1 Teachers-7-St- Parents Total
42 39 24 21 20
Total
The course category wise details of sample of opinionnaire
selected is given below.
-
Methodology
65 -- Methodology
The break up of the sample selected based on locality and
management of the institution for the opinionnaire to teachers, students are
parents are given below:
Table 3.7
Break up of the Sample of Opinionnaire
based on Locality, Management and Sex
I Trivandrum
1 Kottayam
I
i No. Respondents 1 Urban Rural 1 Govt 1 Aided I Unaided &I
Ernakulam 2. t~p-
1, ~. - ~ -,~ ~ ~~
Students , . . . .. -
i 3 Parents
*, .. 1 Teachers
- Students
1. -
66 . ~
1 3 Parents 13
Thrissur ) 2.
Teachers
31
59
11
24
59
5
Students
Parents
Teachers
64
131
24
38
66
11
Students
Parents
Kozhikode
Parents 20
I
-
9
31
5
1 Total-Teachers ( 127 / 127 / 209 1 19 1 26 1 9 6 1 158 1
29
62
14
26
52
10
-
-
-
14
28
2
1 Total -Students 1 215 1 9 1 1 3 2 0 / 45 / 41 1168 1 238 1
35
69
10
35
73
8
1 Total -Parents 1 6 3 / 39 1 8 2 1 1 2 1 8 1 5 4 1 48 1
The representation of the sample based on institution is given
below:
67 Methodology
3.4 CONSOLIDATION AND PROCESSING OF DATA
The respondents of the questionnaires and opinionnaire were
classified on the basis of sex, locality (rural or urban) and management of the
institutions - government, private and unaided. The data collected were
tabulated and subjected to statistical analysis using appropriate statistical
techniques.
3.5 STATISTICAL TECHNIQUES ADOPTED
The major statistical techniques adopted in the present study
are the following (Garrett, 1976):
1. Chi-square test of significance to find out the significance of difference
in the responses of teachers and students. The formula is:
X 2 = Z
in which
f, = frequency of occurrence of observed facts
f, = expected frequency of occurrence
The difference between observed and expected frequencies are
squared and divided by the expected number in each case, and the sum of
these quotients is XZ.
2. Two-ta~led test of srgnificance for difference between percentage to
find out whether the teachers and students differ significantly based on
subsamples
68 Methodology
Where.
- N?Pi+ NZPZ
P - -- -
- N1+ N2 Q - 100 - P;
N 1 - - Total sample of the first group
N 2 - - Total sample of the second group
PI - - Percentage of the first group;
p2 - - Percentage of the second group.
3. Two-tailed test of significance for difference between means to find out
whether there is any significant difference in the opinion of teachers,
students and parents.
Where M , - arithmetic mean of the first group - - M2 - arithmetic mean of the second group -
CT I - Standard deviation of the first group
- m2 - Standard deviation of the second group
N 1 - - Total number of the first group
N2 - - Total number of the second group.
69 - Methodology
References
1. Barr, A.S., Davis, R.A., and Johnson, V. (1953). Educational research and appraisal. New York J.B. Lippincott Company, p.65.
2. Barr, Arvil, S. (1960). Research method. Encyclopaedia of education research. New York: Macmillan, pp. 1160-1 166.
3. Best, J.W., & Kahn, J.V. (1999). Research in education flh ed.). New Delhi: Prentice-Hall of India Private Limited.
4 . Cochran, William G . (1959). Sampling techniques. Bombay: Asia Publishing House, p.1.
5 Cornell, Francis G (1960). Sampling method. New York: Macmillan, p 1181
6. Edwards, Allen L. (1957). Techniques of attitude scale construction. New York: Appleton-Century Crofts, Inc.
7. Garrett, H. E (1 976). Statistics in psychology and education. Bombay: Vakils. Feffer and Simons Ltd.
8. Rowntree, Dereck (1981). A dictionary of education. London: Harper and Row Publishers.
9. Sen, A K. (1968) Models of educational evaluation and their applications. New York. UN Centre for Development Planning.
10. Sukhia, S.P., Mehrotra, P.V., and Mehrotra, R.N. (1974). Elements of educational research. New Delhi: Allied Publishers Pvt. Ltd., pp. 190-191.
11. Walker. H.M., and Lev, Joseph (1965). Statistical inference. Calcutta: Oxford and IBH Publishing Company.