Chapter – III - Shodhgangashodhganga.inflibnet.ac.in/bitstream/10603/44149/11/11_chapter 3.pdf · Chapter – III Methodology 3.2 Aim of the Study . 3.3 Objectives of the Study

72

Chapter – III

Methodology

73

3.1 Introduction

Chapter – III Methodology

3.2 Aim of the Study

3.3 Objectives of the Study

3.4 Hypotheses

3.5 Sample

3.6 Tools

3.6.1 Parenting Style and Dimension Questionnaire (PSDQ)

3.6.2 Parental Involvement Scale (PIS)

3.6.3 Socio-Economic Status Scale (SESS)

3.6.4 Academic Performance

3.7 Variables

3.7.1 Independent Variables

3.7.2 Dependant Variables

3.8 Operational Definitions

3.8.1 Parenting

3.8.2 Parenting Styles

3.8.3 Authoritative Parenting

3.8.4 Authoritarian Parenting

3.8.5 Permissive Parenting

74

3.8.6 Parental Involvement

3.8.7 Home Involvement

3.8.8 School Involvement

3.8.9 Psychological Autonomy

3.8.10 Socio-Economic Status

3.9 Design

3.10 Procedure

3.11 Statistical Inference of Data

75

3.1 Introduction

Every science is based on its research methodology. Social science

uses different methodology for different raising problems. The result of

the research is based on the accuracy of the research methodology. The

researcher can get the valid results only when the methodology is valid.

In the present era nothing is possible without planning. The human being

becomes more active to find new facts and truth. So it is important to do

perfect research planning which saves time, money and energy. It is easy

to understand many things with common sense but perhaps that

knowledge is biased and incomplete, so scientific research is necessary.

In this developing era, research is very important step for rapid

development.

In common parlance research refers to a search for knowledge.

Research is a careful investigation or inquiry especially through search

for facts in any branch of knowledge. (Oxford Learner’s Dictionary)

According to Redman and Mory Research is a systematized effort to gain

new knowledge.

The purpose of the present investigation was to study the effect of

area, socio-economic status and parent’s education on the development of

parenting styles and parental involvement and to determine how specific

parenting style and parental involvement can affect child’s academic

performance.

The variables selected for the investigation had various

dimensions. The dimensions for parenting styles were authoritative,

authoritarian and permissive. Parental involvement comprised home,

school and psychology autonomy.

76

Based on the review of the literature and also keeping in the view

the various dimensions, the following objectives and hypotheses were

formulated.

3.2 Aim of the Study

Parent’s residential area, their education and socio-economic status

play crucial role in the development of various parenting styles and

parental involvement. The main aim of the present study is to investigate

the effect of area, socio-economic status and parent’s education on the

development of parenting styles and parental involvement and to

determine how specific parenting style and parental involvement can

affect child’s academic performance.

3.3 Objectives of the Study

The major objectives of the study were as follow:

1. To determine the role parent’s education on the development of

specific parenting styles.

2. To study the impact of Socio-Economic status on the development

of parenting styles.

3. To find out the significant role of area on the development on

certain parenting styles.

4. To study the effect of parent’s education on the level of parental

involvement.

5. To examine and analyze the impact of Socio-Economic –Status in

the development of parental involvement.

6. To find out the significant role of area for the development of

parental involvement.

7. To find out correlation between particular parenting style and


77

8. To find out the effect of various parenting styles on children’s

academic performance.

9. To find out the effect of parental involvement on children’s

academic performance.

3.4 Hypotheses

The hypotheses of the study were as follow.

1. There will be no significant difference among various groups of

parents having certain educational level on authoritative parenting

style.

2. There will be no significant difference among various group

parents having certain socio-economic status on authoritative

parenting style.

3. There will be no significant difference between urban and rural

parents on authoritative parenting style.

4. There will be no significant difference among various interactions

of parental education, SES and area with regard to authoritative

parenting style.


parents having certain educational level on authoritarian parenting

style.


parents having certain socio-economic status on authoritarian

parenting style.


parents on authoritarian parenting style.

78


of parental education, SES and area with regard to authoritarian

parenting style.


parents having certain educational level on permissive parenting

style.


parents having certain socio-economic status on permissive

parenting style.


parents on permissive parenting style.


of parental education, SES and area with regard to permissive

parenting style.


parents having certain educational level on parent’s home

involvement.


parents having certain socio-economic status on parent’s home

involvement.


parents on parent’s home involvement.


of parental education, SES and area with regard to parent’s home

involvement.


parents having certain educational level on parent’s school

involvement.

79


parents having certain socio-economic status on parent’s school

involvement.


parents on parent’s school involvement.


of parental education, SES and area with regard to parent’s school

involvement.


parents having certain educational level on parent’s psychological

autonomy.


parents having certain socio-economic status on parent’s

psychological autonomy.


parents on parent’s psychological autonomy.


of parental education, SES and area with regard to parent’s

psychological autonomy.


parents having certain educational level on parent’s total

involvement.


parents having certain socio-economic status on parent’s total

involvement.


parents on parent’s total involvement.

80


of parental education, SES and area with regard to parent’s total

involvement.

29. There will be no correlation between particular parenting style and


30. There will be no correlation between various parenting styles and

children’s academic performance.

31. There will be no correlation between various parental involvements

and children’s academic performance.

3.5 Sample

It is not easy to collect the data from the wide geographic area so

researcher peek the representative sample and collect the data. This

representative sample is one in which the distribution of the scores in the

sample closely parallels that of the population. Various techniques have

been devised for obtaining a sample which will be representative of its

population (Garrett, 1969). The present aim of this study is to find out the

effect of demographic factors on the development of parenting styles and

parental involvement and to determine its effect on children’s academic

achievement. As per the aim, in this study, 720 parents whose children

were studying in primary or secondary school were selected by ‘Random

Sampling Method’ through various parts of North Gujarat, Gujarat State,

India. The sample was selected from the age range from 18 to 50 years.

Random Sampling means researcher relies upon the certain method

of selection to provide an unbiased cross selection of the larger group or

population. The criteria for randomness in a sample are met when every

individual in the population or supply has the same chance of being

chosen for the sample and when the selection of one individual or thing in

81

no way influences the choice of another. This type of sampling is also

known as ‘Chance Sampling’ or ‘Probability Sampling’ where each and

every item of the population has an equal chance of inclusion of the

sample and each one of the possible samples, in case of finite universe,

has the same probability of being selected. (Kothari, 2011).

3.6 Tools

The following tools were used in this study:

3.6.1 Parenting Style and Dimension Questionnaire (PSDQ)

(Robinson et al, 2001)

To measure various parenting styles, the Gujarati standardized

version of PSDQ (Dhila et al. 2011) was used. Parenting Style and

Dimension Questionnaire (PSDQ) includes 32 items forming three

patterns of Parenting: authoritative, authoritarian and permissive.

Parenting behavior reflected in each item using a 5-point scale anchored

by 1 (never) to 5 (always). This yields a self- report measure and a

spouse- report measure for authoritative, authoritarian and permissive

parenting for mothers and for fathers. The PSDQ is reliable and valid

measure that is widely used by psychologists. The Cronbach’s alpha for

primary factors was found to be 0.91 (authoritative), 0.86 (authoritarian)

and 0.75 (permissive) (Robinson et al., 2001). In this study Gujarati

version of P.S.D.Q. was used for collecting the data. The original English

version of P.S.D.Q is shown in Appendix No. – IV and in the Gujarati

version of P.S.D.Q is shown in Appendix No. – I.

82

3.6.2 Parental Involvement Scale (PIS)

3.6.2.1 Development of Parental Involvement Scale (PIS)

The investigator made efforts to get a scale measuring parental

involvement, there was no such scale available in Gujarati language,

investigator aimed first to construct a standardized tool of such parental

involvement scale in Gujarati language. Three major aspects of parental

involvement relevant to present study were selected and items were

constructed. The involvement aspects of this study are as under:

Home Involvement

School Involvement

Psychological Autonomy

An attempt was made by the investigator to construct the items. It

was difficult to task to frame statements or items without having a sound

scientific base. Hence, in the beginning Sentence Completion Test (SCT)

was evolved. It was consisted of fifty incomplete capsules or phrases

pertaining to the selected three involvement aspects as mentioned above

and was given a sample of 200 parents. On the basis of relevancy of their

responses, a list of 115 items was prepared and it was given to the five

experts associated in the field of psychology, sociology and education for

scrutinizing the relevance of the statements and language ambiguity if

any. Forty five items were found irrelevant and hence they were dropped

for the pilot study.

3.6.2.2 Pilot Study

Thus, a pilot form consisting seventy items was prepared on Likert

type scale distributed over three aspects (with minimum twenty five in

each aspect) in all to be responded on a three point scale – Never,

83

Sometimes and Always. The pilot form was administered to 300 parents

including both sexes. Out of 300 forms, incomplete forms were dropped

and 275 forms were selected for item analysis.

Two criterion groups i.e. 27% of upper scores and 27% of lower

scores were taken for item analysis. The items depicting discriminative

value of 0.32 and above were finally selected for the Parental

Involvement Scale. In all seventy items showing discrimination between

the two groups were obtained for the final form of the scale of parental

involvement towards the three involvement aspects.

3.6.2.3 Standardization of the Parental Involvement Scale (PIS)

With the adequate process of item analysis, seventy items were

obtained. The final form consisted of twenty seven items out of seventy

items with ten items in two aspects and seven items in one aspect as

shown in Appendix No. – II (Gujarati version) and its English version in

Appendix No. - V. The justification for keeping seven to ten numbers of

items for each involvement aspects, was make it more convenient for the

respondents to avoid factor of fatigue.

To record responses, a record sheet was devised with three

response categories i.e. Never, Sometimes and Always with specific

column boxes at the right side of the form after each items.

(A) Reliability

The final form was administered to 200 parents. The subjects were

asked to indicate their level of involvement on three point scale by

marking tick (√) under the category they think adequate. For favoring

items scoring was from 1 to 3 (Never to Always). The scores for each

subject were computed. Split- half reliability (odd-even method) was

84

calculated and after Spearmen- Brown’s correlation was found to be r=

0.81 for the total sore. This demonstrated high reliability of the scale.

(B) Validity

1. Face or Content Validity

This type of validity demonstrated by 100% agreement among the

four judges regarding relevance of the items content to the involvement

being measured by the scale.

2. Concurrent Validity

In order to determine concurrent validity, the scores from each sub-scale

were correlated with the scores on the total scale. These value have been

given in the Table – A. The correlation ranged from 0.82 to 0.90.

Table – A

Correlation of the Sub-Scale Score with Total Scale Scores

Sub- Scales Pearson r

Home Involvement 0.87

School Involvement 0.90

Psychological Autonomy 0.82

3.6.2.4 Scoring Procedure and Interpretation for PIS

The Parental Involvement Scale has been adapted in the form of

Likert’s scale, to be responded of three point scale from Never to Always.

Two of three involvement aspects mentioned earlier, contains ten items

and one aspect contains seven items. The scores obtained by the subject

on all the items of the aspects were totaled up separately for each aspect

for each subject. The total maximum score for each subject will be eighty

85

one and the minimum will be twenty seven. For the Home involvement

and School Involvement aspects there are ten items in each aspect and the

maximum score will be thirty and the minimum score will be ten. For the

aspect of Psychological Autonomy there are seven items and the

maximum score will be twenty one and the minimum score will be seven.

Section – I (HI): Home Involvement

This section includes statements regarding parents’ involvement in

the activities of their children at home. Parents’ opinions regarding their

involvement with their children like shopping with children, time

spending on holiday, favorite T.V programs and future plan etc. are

includes in this section. The high score indicates high involvement of

parents in their children’s home activities and low score indicates low

involvement of parents. The maximum score of this section will be thirty

and minimum will be ten.

Section – II (SI): School Involvement

This section includes statements regarding parents’ involvement in the

activities of their children at school. Parents’ opinions regarding their

involvement with their children like attending parents meeting regularly,

knowing the names of teachers, discussion about children’s learning

problems, children’s participation in co curricular activities etc. are

includes in this section. The high score indicates high involvement of

parents in their children’s school activities and low score indicates low

involvement of parents. The maximum score of this section will be thirty

and minimum will be ten.

86

Section – III (PA): Psychological Autonomy

This section includes statements about how much freedom for taking

decisions, importance of child’s opinion, and friendliness of parents with

children and discussion about child’s personal problems etc. The high

score indicates high psychological autonomy and low score indicates low

psychological autonomy of parents. The maximum score of this section

will be twenty one and minimum will be seven.

3.6.3 Socio-Economic Status Scale: (SESS) (Bhardwaj, 2006)

Socio-Economic Status was measured with the help of SES scale

constructed by R. L. Bhardwaj (2006). The present scale holds good

equally in both urban and rural areas. The present scale of socio –

Economic Status has been developed for literate people. It can be

administered on illiterate people also, but only by personal interviews.

The scale covers seven areas to provide the desired information regarding

‘Socio-Economic Status’ of the individual in society. It gives us three-

rank-values i.e. area rank value, item rank value and alternative rank

value. With these three rank values we can calculate the proportion rank

scale value and their determined weighted scores for each item. The form

of the sale regarding area, item and alternative can be understood easily

with the help of Table – B.

87

Table - B

Showing Area, Items and Alternative on SES Scale

Sr. No. Area Items Alternative

1

2

3

4

5

6

7

Social

Family

Education

Profession

Doctors

College Principals

Administrators

Forces (4)

Officers

Lawyers

Teachers

Writers

Business Personnel

Artists

Engineers

Leaders

Managers

Farmers

Miscellaneous

Total Assets

Monthly Income

Caste

2

4

7

15

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

5 for each item

5 for each item

0

-

4

3

3

4

1

1

3

3

5

3

2

3

2

3

4

6

6

3

88

The subjects were asked to give responses for father, mother and

him/herself (case) separately in the scale.

3.6.3.1 Reliability and Validity

The reliability of the test of the revised scale has been calculated by

test re-test method. The correlation between two scores was calculated by

Spearman – Brown formula. The following reliability coefficient

correlations were found in seven areas and of the sale as a whole.

Table – C (As Manual)

Showing Reliability Coefficient Correlation of SES Scale

Sr. No. Area

Coefficient of Correlation

Original Scale

(N = 100) Revised Scale

1

2

3

4

5

6

7

8

Family

Social

Education

Profession

Total assets

Monthly Income

Caste

Scale (as a whole)

0.72

0.68

0.82

0.70

0.67

0.73

0.92

0.76

0.76

0.69

0.86

0.74

0.69

0.74

0.94

0.76

The content validity of the revised scale, since areas and the item

are solely based on research proven items is high and promising.

89

3.6.3.2 Administration

It is a self administrating scale. The tester should discuss here the

desired purpose and should explain the description and instructions of the

test. The instructions should be read loudly by the tester. The taste can be

started only after clear understanding has been established. There is no

time limit for the testees to record the responses in the scale. Ordinarily

an individual takes about ten to fifteen minuts to record his/her responses.

3.6.3.3 Scoring

Scoring of the test is very easy and of a quantitative type. Scoring

key provides the weightage score for each item. Every alternative of any

of the items has only one weighted score which will serve to provide the

score if any ticked mark (√) is present in the horizontal plane for father,

mother and case. The scoring key has to be placed vertically between the

two assigned points on the test. The separate score for each area are then

to be totaled vertically. These totals of the scores for each separate area

are thereafter to be put in big boxes provided at the vertical end of each

area for father, mother and case.

The same process of scoring has to be followed in respect of each

page of the scale.

3.6.3.4 Analysis

For analysis of different types of statuses or the desired status of

the study the researcher have to be converted the area wise total of

weighted scores for father, mother and case Z- scores, which are given at

mean fifty and of standard deviation 10. The scale was in Hindi

(Appendix No.- VI) and in this study Gujarati version of SESS (Appendix

No. – III) was applied for collecting the data.

90

3.6.4 Academic Performance

To determine the academic performance of the child the result of

past two annual examinations was considered as academic performance.

The results were taken from the parents after verifying the school

progress report card of the children.

3.7 Variables

The aim of this study is to find out the role of demographic factors such

as parent’s education, area and Socio-economic status on the

development of parenting styles and parental involvement. For this

particular study variables were as follow:

3.7.1 Independent Variables

I. Parents Education

i. Up to Primary

ii. Up to Secondary

iii. Graduate and Above

II. Socio-Economic Status

i. Upper Lower

ii. Middle

iii. Upper Middle

III. Area

i. Urban

ii. Rural

91

3.7.2 Dependant Variables

I. Parenting Styles

i. Authoritative

ii. Authoritarian

iii. Permissive

II. Parental Involvement

i. Home

ii. School

iii. Psychological Autonomy

III. Academic performance

3.8 Operational Definitions

3.8.1 Parenting

Parenting is a performing a role of a parent by care-giving,

nurturance and protection of the child by a natural or substitute parent.

The parent supports the child by exercising authority and through

consistent, empathic, appropriate behavior in response to the child’s

needs. Parenting differs from child rearing. In the child rearing emphasis

is on the act of training or bringing up the children and the interaction

between the parents and child, while parenting emphasizes the

responsibilities and qualities of exemplary behavior of the parent.

92

3.8.2 Parenting Styles

Parenting styles are the manner in which parents rear their children.

Parenting is a complex activity that includes many specific behaviors that

work individually and together to influence child outcomes.

3.8.3 Authoritative Parenting

Authoritative parenting is a parenting trait characterized by warm, open

communication but also firm control. (Holden, 2010) It is a pattern of

child rearing in which parents exercise considerable power but also

respond to the child’s point of view and reasonable demands. Parents

following this pattern set rules of conduct and are fairly demanding but

also encourage the child’s independence and self-expression.

3.8.4 Authoritarian Parenting

Authoritarian parenting is a parenting trait characterized by strict

control, low levels of communication, and law level of warmth. (Holden,

2010) Authoritarian parenting style focused on excessive rules, rigid

belief systems and the expectation of unquestioned obedience.

3.8.5 Permissive parenting

Permissive parenting is a parenting trait characterized by parents

who are warm and loving but fail to control or expect mature behavior

from their children. (Holden, 2010) It is parenting style in which parents

try not to assert their authority and impose few restrictions or demands on

their children.

3.8.6 Parental Involvement

The term “parental involvement” means the participation of parents

in regular, two-way, meaningful communication involving student

93

academic learning and other school activities, including ensuring, parents

play an integral role in assisting their child’s learning, parents are

encouraged to be actively involved in their child’s education at school,

parents are full partners in their child’s education and are included, as

appropriate, in decision-making and on advisory committees to assist in

the education of their child and the carrying out of other activities, such

as those described in section 1118 of the ESEA. Section 9101(32), ESEA.

3.8.7 Home Involvement

Home Involvement means parents’ involvement in the activities of

their children at home. Parents’ active participation regarding their

involvement with their children like shopping with children, time

spending on holiday, watching favorite T.V programs with children and

discussion about future plan etc. are included in home involvement.

3.8.8 School Involvement

School Involvement means parents’ involvement in the activities of

their children at school. Parents’ active participation regarding their

involvement with their children like attending parents meeting regularly,

knowing the names of teachers, discussion about children’s learning

problems, children’s participation in co curricular activities etc. are

included in school involvement.

3.8.9 Psychological Autonomy

Psychological Autonomy is about how much freedom parents can

give to their children for taking decisions themselves, they how much

give importance of child’s opinion and friendliness of parents with

children and their discussion about child’s personal problems etc. are

included in Psychological autonomy.

94

3.8.10 Socio-Economic Status

Socio-Economic Status is an economical and sociological

combined total measure of a person’s work experience and of an

individual’s economic and social position relatives to others based on

income, education and occupation. (Pingale, 2012) The ‘Socio-Economic

Status’ is obviously a blending of the two statuses as Social and

Economical. Though none of the two can exist without each other yet

they are distinctively different. ‘Socio-Economic Status’ appears to be the

resultant of the position of an individual in a society by virtue of a

complex fusion of both of them, which often do not run parallel to each

other in their own areas. This intermingling takes place in an unidentified

and curious manner eventually to present an indicator to ‘Socio-

Economic Status’. (Bharadwaj, 2006).

95

3.9 Design

To conduct the research a 3 x 3 x 2 factorial Design was used for

collecting and analyzing the data:

Variables Education- A

Total

SES- B

Area- C

Up to

Primary(A1)

Up to

Secondary(A2)

Up to

Graduate

&

Above(A3)

Upper

Lower(B1)

Urban(C1) 40 40 40 120

Rural(C2) 40 40 40 120

Middle(B2) Urban(C1) 40 40 40 120

Rural(C2) 40 40 40 120

Upper

Middle(B3)

Urban(C1) 40 40 40 120

Rural(C2) 40 40 40 120

Total 240 240 240 720

Where:

A = Education

A1 = Up to Primary (240)

A2 = Up to Secondary (240

A3 = Up to Graduate & above (240)

96

B = Socio-Economic Status

B1 = Upper Lower (240)

B2 = Middle (240)

B3 = Upper Middle (240)

C = Area

C1 = Urban (360)

C2 = Rural (360)

3.10 Procedure

In this study, 720 parents whose children were studying in primary

or secondary school were contacted through various parts of North

Gujarat, Gujarat State, India. The sample was selected from the age range

from 18 to 50 years. After giving them proper instructions, they were

administered Gujarati translated Socio-Economic Status Scale {SESS}

(Bhardwaj et. al., 1998), the Gujarati standardized version of Parenting

Styles and Dimensions Questionnaire {PSDQ- Robinson et. al., 2001}

(Dhila et. al., 2011) and Parental Involvement Scale (Dhila et.al., 2011).

To determine the academic performance of their children the

results of past two annual examinations were considered. The results

were taken from the parents after verifying the school progress report

card of the children.

3.11 Statistical Inference of Data

The obtained data of 720 subjects was analyzed with statistical

techniques of Analysis of variance (ANOVA) and subsequent Least

Significant Difference (LSD) and Correlation. The latest version of

97

statistical package (SPSS) was used to calculate statistical techniques and

to analyze the data. All these results of statistical analysis have been

presented in various figures and tables and are discussed in the next

chapter on Results and Discussion.

Documents

Chapter – III - Shodhgangashodhganga.inflibnet.ac.in/bitstream/10603/44149/11/11_chapter 3.pdf · Chapter – III Methodology 3.2 Aim of the Study . 3.3 Objectives of the Study