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CHAPTER - III

METHODOLOGY

3.01 INTRODUCTION

Research is a structured enquiry that utilizes acceptable scientific methodology

to solve problems and create new knowledge that is generally applicable. Scientific

methods consist of systematic observation, classification and interpretation of data.

Research is an organized and systematic way of finding answers to questions.

Research is organized because there is a structure or method in going about doing

research. It is a planned procedure, not a spontaneous one. It is focused and limited to

a specific scope. It is systematic because there is a definite set of procedures and steps

which we will follow. There are certain things in the research process which are

always done in order to get the most accurate results. Finding answers is the end of all

research whether it is the answer to a hypothesis or even a simple question Research is

successful when we find answers. Questions are central to research. If there is no

question, then answer is of no use. Research is focused on relevant, useful and

important questions. With out a question, Research has no focus drive or purpose.

Research methodology is a way to systematically solve the problem. It may be

understood as a science of studying how research is done scientifically. It is necessary

for the researcher to know not only the research methods/techniques but also the

methodology.

This chapter deals with the methods used for the study - population, sample,

tools used, description of the tools, administration of the tools and statistics used by the

investigator for analyzing the data collected.

According to John W. Best (2009), the systematic and objective analysis and

recording of controlled observations that lead to the development of generalizations,

principles, theories resulting in prediction possible ultimate control of environments.

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The success of any research depends largely upon the suitability of the method,

the tool and techniques used for the collection of data. The validity of the finding also

depends upon the methods and hence, methodology occupies a very important role in

any type of research.

3.02 RESEARCH METHODS

Research methods are very important in a research process. Method is a style of

conducting a research work, which is determined by the nature of the problem. Webster

defined methodology as “the science of method or arrangement”. Methodology is the

procedure or techniques, adopted in a research study. It has great importance in any

kind of research.

Research cannot carryout its function without a suitable method. The selection

of a method for research will depend upon the nature of the problem. As stated by

Louis Choen and Lawrence Manion (1989) “By methods, we mean, that range of

approaches used in educational research to gather data which are to be used as a basis

for interference and interpretation for explanation and prediction” (p.145).

There are basically five kinds of research methods in the field of educational

research. They are,

1. Historical method

2. Survey method

3. Experimental method

4. The case study method

5. The Genetic method

In any specific study, it is more common to apply any one of the above

methods.

3.03 METHOD USED FOR THE PRESENT STUDY

After reviewing the characteristics of the different methods of educational

research, the investigator had employed descriptive method using survey as a technique

for the present study. A survey is a systematic method of collecting data from a

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population of interest. It tends to be quantitative in nature and aims to collect

information from a sample of the population such that the results are representative of

the population with in a certain degree of error. The purpose of survey is to collect

quantitative information, usually through the use of a structure and standardized

questionnaire.

John W. Best (2000), says, “The survey method gathers data from a relatively

large number of cases at a particular time”. (P107)

STEPS INVOLVED IN SURVEY RESEARCH

Survey research involves the following steps:

• Determination of the study.

• Defining the problem to be studied

• Designing, constructing, doing pilot study and refining the survey

instrument

• Selection of representative sample.

• Administering the survey

• Analyzing, interpreting and communicating the results.

3.04 POPULATION FOR THE STUDY

The population for the present study was the higher secondary school students

in Tirunelveli District.

3.05 SAMPLE FOR THE STUDY

The investigator had used optimum allocation stratified technique for selecting

the sample from the population. The stratification had been done on the basis of class,

gender, religion, community, type of school, nature of school and residence.

The sample consists of 914 higher secondary students from 21 schools. The

sample distribution is given below.

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3.05.01 SCHOOL-WISE DISTRIBUTION OF TH SAMPLE

TABLE 3.01

SCHOOL-WISE DISTRIBUTION OF THE SAMPLE

S.No Name of the School Type of

School

Number

of

Students

Percentage

1. Amali Girls Higher Secondary School,

Vickramasingapuram. Aided 45 4.92

2. A.V.R.M.V. Matric School. Ambasamudram. Matriculation 15 1.64

3. Angelo Matric Higher Secondary school, Palayamkottai

Matriculation 25 2.74

4. Chatram Bharathi Higher Secondary School,

Kadayam. Aided 25 2.74

5. Child Jesus Higher Secondary School,

Palayamkottai. Aided 50 5.47

6. Christu Raja Higher Secondary School,

Palayamkottai Aided 25 2.74

7. Francis Xavier Matric Higher Secondary School,

Trunelveli. Matriculation 37 4.05

8. Government Higher Secondary School, Kalloor. Government 53 5.80

9. IIPE. Higher Secondary School. Tirunelveli Matriculation 35 3.83

10. Kamaraj Municipal Higher Secondary School, Pettai. Government 59 6.45

11. K.R. Government Higher Secondary School,

Reddiyar patti. Government 30 3.28

12. Merit Matriculation Higher Secondary School,

Vickramasingapuram. Matriculation 24 2.63

13. Municipal Girls Higher Secondary School, Pettai. Government 67 7.33

14. Municipal Girls Higher Secondary School,

Town. Tirunelveli 2. Government 90 9.85

15. Periyar Government. Higher Secondary School,

Cheranmahadevi Government 57 6.24

16. Sankar Higher Secondary School, Sankar Nagar. Aided 60 6.56

17. Schaffter Higher Secondary School, Tirunelveli

Town. Aided 30 3.28

18. Sri Jeyendra Higher secondary School, TIrunelveli. Matriculation 35 3.83

19. St. John’s Higher Secondary School, Palayamkottai. Aided 45 4.92

20. St.Mary’s Higher Secondary School,

Vickramasingapuram. Aided 47 5.14

21. Tilak Vidhyalaya Higher Secondary School,

Kallidaikurichi Aided 60 6.56

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3.05.02 BACKGROUND WISE SAMPLE DISTRIBUTION OF HIGHER

SECONDARY SCHOOLSTUDENTS

TABLE 3.02

DISTRIBUTION OF SAMPLE IN TERMS OF BACKGROUND VARIABLES

S.No Background Variable Category Number of

Students Percentage

1. Class XI 453 49.6

XII 461 50.4

2. Gender Male 278 30.4

Female 636 69.6

3. Group

Maths/Biology 307 33.6

Biology 134 14.7

Comp.Science 134 14.7

Arts 339 37.1

4. Religion

Hindu 698 76.4

Christian 109 11.9

Muslim 107 11.7

5. Community

FC 111 12.1

BC/MBC 699 76.5

SC/ST 104 11.4

6. Birth Order

First 423 46.3

Second 474 51.9

Third 17 1.9

7. Medium of Instruction Tamil 642 70.2

English 272 29.8

8. Type of School

Government 356 38.9

Aided 387 42.3

Matriculation 171 18.7

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S.No Background Variable Category Number of

Students Percentage

9. Nature of School

Boys 73 8.0

Girls 302 33.0

Co-Education 539 59.0

10. Father’s education

Illiterate 130 14.22

School 558 61.05

Higher Education 226 24.73

11. Mother’s education

Illiterate 183 20.02

School 576 63.02

Higher education 155 16.96

12. Father’s Occupation

Coolie 509 55.69

Private sector 244 26.69

Govt. Sector 161 17.61

13. Mother’s Employment

Status

Employed 280 30.63

Unemployed 634 69.37

14. Parents’ Income Per

Month

Below 10,000 568 62.14

10,001-20,000 255 27.90

Above 20,001 91 9.96

15. Residence Rural 489 53.5

Urban 425 46.5

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Table 3.03

Distribution of the sample in terms of class

Class Number of Sample Percentage

XI std 453 49.6

XII std 461 50.4

Total 914 100.00

Figure 3.01

Distribution of the sample in terms of class

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Table 3.04

Distribution of the sample in terms of gender

Gender Number of Sample Percentage

Male 278 30.4

Female 636 69.6

Total 914 100.00

Figure 3.02

Distribution of the sample in terms of gender

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Table 3.05

Distribution of the sample in terms of group

Group Number of Sample Percentage

Maths/Biology 307 33.6

Biology 134 14.7

Computer Science 134 14.7

Total 914 100.00

Figure 3.03

Distribution of the sample in terms of group

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Table 3.06

Distribution of the sample in terms of religion

Religion Number of Sample Percentage

Hindu 698 76.4

Christian 109 11.9

Muslim 107 11.7

Total 914 100.00

Figure 3.04

Distribution of the sample in terms of religion

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Table 3.07

Distribution of the sample in terms of community

Community Number of Sample Percentage

FC 111 12.1

BC/MBC 699 76.5

SC/ST 104 11.4

Total 914 100.00

Figure 3.05

Distribution of the sample in terms of community

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Table 3.08

Distribution of the sample in terms of birth order

Birth order Number of Sample Percentage

First 423 46.3

Second 474 51.9

Third 17 1.9

Total 914 100.00

Figure 3.06

Distribution of the sample in terms of birth order

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Table 3.09

Distribution of the sample in terms of medium of instruction

Medium Number of Sample Percentage

Tamil 642 70.2

English 272 29.8

Total 914 100.00

Figure 3.07

Distribution of the sample in terms of medium of instruction

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Table 3.10

Distribution of the sample in terms of type of school

Type of school Number of Sample Percentage

Government 356 38.9

Aided 387 42.3

Matriculation 171 18.7

Total 914 100.00

Figure 3.08

Distribution of the sample in terms of type of school

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Table 3.11

Distribution of the sample in terms of nature of school

Nature of school Number of Sample Percentage

Boys 73 8.0

Girls 302 33.0

Co-Education 539 59.0

Total 914 100.00

Figure 3.09

Distribution of the sample in terms of nature of school

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Table 3.12

Distribution of the sample in terms of residence

Residence Number of Sample Percentage

Rural 489 53.5

Urban 425 46.5

Total 914 100.00

Figure 3.10

Distribution of the sample in terms of residence

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3.06 TOOL CONSTRUCTION FOR THE PRESENT STUDY

Data are required to carry out any type of educational research because answer

to these research problems is sought on the basis of empirical data. Data can be

collected using readily available tools of those which are modified or developed by the

investigator. The investigator has to take important decisions regarding the selection of

appropriate tools for data collection. Many types of tools are available and each type

has its own characteristics and each should be considered for its appropriateness for

collecting certain kind of data on a selected research problem.

Usually in survey method, interview schedule, questionnaire, scale, test

inventory and observation schedule are used. As the questionnaire can be easily

administered and also the time and the effort consumed are less than interviews, the

questionnaire is widely used. So in the present study, the investigator used a

questionnaire for collecting data.

3.07 TOOLS USED

Various tools related to the factors of the present study have been surveyed by

the investigator. A careful study of these tools was done and after a thorough discussion

with the guide and the experts in the field of education, the investigator developed the

following tools.

The following tools are used for data collection.

1. Study Habits Inventory was developed and validated by the investigator.

(2010)

2. Parental support Inventory was developed and validated by the investigator.

(2010)

3. The investigator had taken the scores of Quarterly examination as academic

achievement.

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TOOL – I

Study habit inventory

Successful study habits help the students to become more self-sufficient in their

personal and professional lives. The different aspects considered under study habits

can be categorized briefly under three units:

i) Time management,

ii) Developing effective learning techniques and

iii) Effective test taking.

All of these unit components focus on measurable and observable learning

outcomes. Based upon these components, to learn the study habits of a student, many

dimensions are taken into account.

Fielden (2000) states that good study habits help the student in critical reflection

in skills outcomes such as selecting, analyzing and synthesizing.

Based on the informal discussions with some experienced headmasters and

efficient teachers, the investigator constructed an inventory with four responses under

different dimensions, each containing related statements.

Rationale of the Tool

The multi dimensional views on one’s study habits bring forth the totality in

one’s learning. So one’s study habits should be measured from different angles.

The different dimensions selected in the present study analyses at various levels of a

student’s study habits in total.

Dimension (1) Planning

Richard C. Yorkey (1982) points out “During your education, you may have to

study some subjects that do not interest you or that do not seem to have any value.

Nevertheless, they are subjects that must be studied and passed. It is helpful to realize,

as a matter of fact, that any subject is of interest and value”. (P. 1)

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Each subject is related to other subjects or to other times, places, problems and

purposes. Although the study schedule is broken into separate and individual courses,

one is not learning isolated information or ideas. A subject that does not seem

interesting in itself may be very interesting in relation to other subjects.

So, developing interest in a subject is by keeping an open mind towards it.

While starting, a subject should not be thought of as boring or difficult. Studying

regularly could maintain interest and concentration in a subject. Regular studying

demands a planning of subjects. A study plan should be established for each subject.

“You only live once - but if you work it right, once is enough” - Joe E. Lewis.

Some good study habits such as selecting ideal study time, length of time for each study

session, study and review at regular and frequent intervals, are related to study

efficiency.

One of the wisest, but most difficult rules of studying is to set a definite

schedule and then follow it. If one is really interested in studying well, one follows the

rule; plan the work and work the plan (Richard C. Yorkey, 1982, P.2).

L.N. Jewell (1989) says “If you are a student, you will have to make time for

studying, whatever the other demands on your time. Put it on your schedule” (P. 217).

Researchers find that distributed study time works better than massed study

time (Gagne and Rohwer, 1969, pp 381-418).

The point of scheduling study time is to get something accomplished, not to put

in so many hours of time just to say one did. One should be realistic and mark out

study periods of a length that match one’s concentration limits.

Dimension (2) Reading style

Reading is a very active process and a very complex activity just as writing is.

Adier and Van Doren say that the art of reading is the skill of catching every kind of

communication as well as possible and that the amount of the communicated stuff a

reader ‘catches’ generally depends on the amount of activity she or he puts into the

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process and upon the skill with which she or he executes the different mental acts

involved.

Reading style refers to the way of reading such as using dictionary, comparing

the ideas with real situation, seeking examples etc.,

Dimension (3) Note making

Good study habits depend on reading and the way students take notes. Blai,

Boris, Jr. (1993) says “as students continue their education, one of the most important

activities that must occupy their time is silent reading. To take good notes, a student

should be aware of and consciously practice some fundamental principles, focus

attention on the lecturer, make notes brief, learn to be exact, and listen for learning”

(Pp. 12, 1).

Robert A. Baron (1989) says “Taking notes on key points and reviewing these

later can be helpful to engage in active studying” (P. 39).

Dimension (4) General habits

This refers to the habits of preparation to the class, revision of lessons at home.

Dimension (5) Study attitude

Perloff (2008) defined attitudes as learned, global evaluations of a person, object,

place, or issue that influence thought and action.

According to Bem, attitudes are basic expressions of approval or disapproval,

favourability or unfavourability, or likes and dislikes.

Study attitude refers the likes and dislikes about the studies.

Dimension (6) Attitude towards examination

This refers to the method of preparation for the examination, the way which an

individual present the answer in the exam, nervous feeling about the exam etc.

Preparation of the Draft Tool

Based on the different dimensions discussed above, the investigator prepared s a

draft tool in the form of statements. The tool consisted of six major dimensions,

namely, Planning, Reading style, Note-making, general habits, Study attitude and

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attitude towards examination. Against each statement there were four options, namely

Always, Frequently, Sometimes and Never.

Establishing Validity

Validity of test or evaluation device can be defined as the degree to which the

test measures what it is intended to measure. (Aggarwal, 2000, p.266)

Content Validity

To find the content validity, the draft tool was given to experts in the field of

education for their comments and suggestions. Some items were reformulated and

refined on the basis of comments and suggestions given by them. Thus the content

validity of the tool was established.

Pilot study

The investigator sited five schools in Tirunelveli, explained to them the purpose

of the research tool and distributed the tool. The investigator got the help of teachers in

the schools in carrying out the pilot study. The sample for pilot study covered only 75

higher secondary students in Government, Aided and Matriculation schools in rural and

urban areas, both male and female students. So the sample was considered to be a well

distributed one. The total score of each respondent was calculated.

“Item reliability and item validity play a vital role in selecting items to form the

final tool.” (Borg and Gall (1979), P.235)

For refinement of the tool, Item validity was calculated. This is also known

internal validity of an instrument. This refers to the interconnectedness of different

items of the same tool.

The Study Habit Inventory has six dimensions. Each dimension consists of a

number of items. The sum of each dimension is calculated. Under each dimension, the

“r” value was calculated by correlating the individual item score and the corresponding

component score. The values are tabulated. The correlation coefficient at 5% level of

significance for degree of freedom of 73 is .232. (Aggarwal, 2000, P.344)

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TABLE 3.13

“r” VALUE FOR ITEMS IN THE DRAFT TOOL –STUDY HABITS INVENTORY

Item No. “r” value Item No. “r” value

1* 0.347 31* 0.456

2* 0.435 32 0.143

3* 0.534 33 0.105

4* 0.322 34* 0.527

5* 0.523 35* 0.481

6* 0.498 36* 0.365

7 0.135 37* 0.438

8* 0.263 38* 0.371

9 0.198 39* 0.276

10* 0.349 40* 0.332

11* 0.576 41* 0.439

12 0.022 42 0.003

13* 0.473 43 0.103

14* 0.327 44 0.165

15* 0.511 45* 0.327

16* 0.299 46 0.028

17* 0.32 47 0.129

18 0.102 48* 0.476

19* 0.525 49* 0.346

20 0.001 50* 0.567

21* 0.382 51* 0.584

22* 0.428 52* 0.386

23* 0.377 53 0.198

24 0.183 54 0.132

25* 0.372 55* 0.432

26* 0.521 56* 0.567

27* 0.398 57 0.098

28 0.196 58* 0.474

29* 0.343 59 0.023

30 0.023 60 0.128

*Items selected for the final tool

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After the item correlation, 20 items were deleted which do not have the “r”

value equal to or greater than the table value. A copy of draft tool is given in the

Appendix: II

The final tool consists of 40 items whose responses can be used to measure the

study habits of the individuals. The forty statements fall into six dimensions of study

habits. Against each statements there are four alternatives representing the four possible

ways. The respondent can choose any one of the four alternatives indicating how that

statement describes the respondent.

Distribution of items according to the dimensions of study habits are given in

the table below.

TABLE 3.14

DISTRIBUTION OF ITEMS ACCORDING TO THE DIMENSIONS

OF STUDY HABITS

S.No Dimensions Item Numbers

1. Planning 1 – 6

2. Reading style 7 – 17

3. Note making 18 – 23

4. General habits 24 – 27

5. Study attitudes 28 – 35

6. Attitude towards examination 36 – 40

Total 40

A copy of the validated tool is given in the Appendix: IV

The respondents were instructed to choose their degree of agreement to the

statement by putting a tick (√) against the spaces provided. The scores may vary from 4

to 1 for positive statement and reverse for negative statement.

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TABLE 3.15

DESCRIPTION OF THE ITEM IN THE STUDY HABIT INVENTORY

Nature of the

item Item number

No. of

items

Positive item 1,2,3,4,5,6,7,11,12,13,14,15,18,20,21,24,25,26,

29,30,31,34,35,36,37 25

Negative item 8,9,10,16,17,19,22,23,27,28,32,33,38,39,40 15

Total 40

TABLE 3.16

SCORING OF THE ITEMS IN THE STUDY HABIT INVENTORY

Response Positive item Negative item

Always 4 1

frequently 3 2

Some times 2 3

Never 1 4

The highest possible score is 160 and the lowest is 40. This is how a total of 40

items were structured on the basis of the dimensions to assess the study habits of higher

secondary students.

Establishing Reliability

The investigator randomly chose 75 higher secondary students from various

schools in Tirunelveli District. The prepared tool was given to those students. After

collecting, the inventory was scored by the investigator. The reliability coefficient is

computed by Split – half method. In split-method reliability is judged by dividing the

test items into two halves such as odd-numbered and even numbered items. The scores

on the two sets of items are compared to determine how consistently the students

performed across each set. (John W.Santrock, 2006, P492). The reliability was found

to be 0.76.

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TOOL II

Parental support Inventory

The investigator referred to a number of tools and weighed the merits and

demerits of various procedures for collecting data. There is no standard tool to study

the parental support of higher secondary students. So the investigator decided to

construct and validate a research tool to study the parental support of higher secondary

students for this study.

.Rationale of the Tool

The different dimensions selected in the present study depicting parental

support are described below.

Dimension (1) Moral support

Family communication is both a pillar and an index of family health that

surfaces in the storm and stress of adolescence. Adolescents must be given and feel real

freedom to discuss their problem with parents. Adolescents need encouragements in

the form of praise, expressed interest and rewarded effort. Verbal, non verbal, material

or other rewards given judiciously to children for their appreciable efforts, behaviour

and achievements can do wonders even among adolescents because the need for

approval is high among them. Nurturing, acculturation, education and cultural pride

become a form of involvement of parenting practices that support their children’s

academic development or success.

The traditional family values are harmony, filial piety, mutual obligation, hard

work, obedience and discipline. Children are expected to be loyal and to respect

parents and all elders. The parents passed their traditions through telling about

themselves to their children who welcomed these experiences. This helped the children

to be determined to succeed. The parent’s stories provide their children with social and

cultural tools to protect themselves. Culture shapes what parents believe and what

practices they employ to socialize their children for academic achievement.

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Dimension (2) Support in curricular activities

Parents have been identified as a critical force in their children’s education. The

parental support was positively related to students’ academic achievement. That is

when parents showed an interest in their child’s education by being actively involved,

students were more likely to seek challenging tasks, persist, and experience satisfaction

in their school work. (Gorizalez 2002)

Children whose parents are involved in their formal education have many

advantages. They have better grades, test scores, long term academic achievement,

attitudes and behaviour those with disinterested mothers and fathers. (Anne. T.

Henderson 1988).

Parents should ensure attendance at the Parent teacher Association (PTA)

meetings and school day of their child’s school. It should be considered as an

opportunity to demonstrate the importance of parent’s attachment to schooling and

academic achievement. Intermittent contacts with teachers serve a monitoring function

that allows receive feedback about their child’s academic performance, attitudes to

studies and self regulatory skills. The parents believe success in school depends

mostly on effort. Therefore, they encouraged hard work and participation in activities

related academic achievement. So the parents encouraged their children to spend more

time on school work.

Dimension (3) Support in co- curricular activities

The way children choose to spend their free time can affect their school

performance; it is not simply traditional in-class instruction that impact academic

achievement. “A study by the U.S. Department of Education revealed that students who

participate in co-curricular activities are three times more likely to have a grade point

average of 3.0 or better” than student who do not participate in co-curricular activities

(Stefhen & Scheben 2000) . In addition to co-curricular or extra curricular activities,

“Analysis revealed that regardless of student’s background and prior achievement,

various parenting volunteering, and home learning activities positively influenced

student grades”. (Simon 2001)

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Dimension (4) Support at home

Every parent is concerned with providing material facilities to their children and

ignoring the aspect of other facilities. It is a false notion among most parents that by

providing a child with fully furnished separate room and arranging some tuition for it,

their duty to help children in their studies is over. Studies show that successful children

have parents who create and maintain family routines (Clark 1988). Providing a happy

environment, encouraging the child to follow a fixed time table for studies, planning of

family activities, assignment of responsibilities in the family are all essential

components of structuring a conducive home environment. Parents should set a good

example before their children in all activities, which of course is the best thing they can

do for their children.

Dimension (5) Enrichment activities

Enrichment activities help students to learn new skills. Every day an hour’s

activity period, which is compulsory for students, revitalizes the students and prepare

them for the day ahead.

Parents must encourage their children to join in inter and Intra school

competitions. These competitions give an opportunity to the children not only to

participate, but in the process develop confidence in them.

Dimension (6) Support in community involvement

‘Service learning can and does have a positive impact on the Psychological,

social and intellectual development of adolescents who participate’. (Hinct and

Brancdill, 1999) Usually the services performed are related, in some way, to some

academic subject, but most forms of volunteer work and community service can be tied

to academics in one way or another. More and more studies found that increased

academic growth is the result when service is combined with intellectual content

(Hinck & Brandell, 1999). Parents should be extra vigilent in monitoring their

children’s out of school activities. Healthy concern should be shown by all parents not

only with regard to one’s own children but with regard to their friends also. Parents

should become acquainted with their child’s friends and influence their child’s choice

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of friends so as to reduce risk factors (Small 1990). It is a healthy attitude among

parents to accept the child’s friends, interact with them and their parents and make

occasional visit to their families so as to ensure a healthy circle and a soft boundary for

the adolescents to move around.

Preparation of the Draft Tool

Based on the different dimensions of parental support discussed above, the

investigator prepared a draft tool consisted of 76 statements. The tool consisted of six

major dimensions, namely, moral support, curricular activities, co- curricular activities,

enrichment activities, support at home and community involvement. The statements are

to be answered with five options namely strongly agree, agree, undecided, disagree and

strongly disagree.

Establishing validity

Validity refers to the appropriateness of the interpretation of the results of a test

or evaluation instrument for a given group of individuals, and not to the instrument

itself (Norman E. Grounlund and Robert L. Linn, 1990). It is known that every test is

constructed within a purpose, that is, to provide measures of a defined variable. Then it

is said that the test is valid.

Content Validity

Validity is that quality of a data-gathering instrument or procedure that enables

it to measure what it is supposed to measure (John W. Best and James V.Khan, 1989).

The draft tool was given to the students of St. John’s Higher Secondary school

students and some educated parents for their comments and suggestions. Some items

were reformulated and refined on the basis of the suggestions given by them. Some

items were deleted and some other items were included. Thus the content validity of the

tool was established.

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Pilot study

The investigator met Higher Secondary students of four schools in Tirunelveli

District and explained to them the purpose of the Inventory and distributed the tool.

The investigator got the help of teachers in the schools in distributing the tool. The

sample for pilot study covered only 75 higher secondary students in Government,

Aided and Matriculation schools in rural and urban areas, both male and female

students.

So the sample was considered to be a well distributed one. The total score of each

respondent was calculated.

For refinement of the tool, Item validity was calculated.

Item correlation

According to Borg and Gall (1979), “Item reliability and item validity play a

vital role in selecting items to form the final tool.” (P.235)

The parental support Inventory has six dimensions. Each dimension consists of

a number of items. The sum of each dimension is calculated. Under each dimension,

the “r” value is calculated by correlating the individual item score and the

corresponding component score. The values are tabulated. The correlation coefficient

at 5% level of significance for degree of freedom of 73 is 0.232. (Aggarwal, 2000,

P.344). After item correlation, 15 items were excluded. The items having “r” value

0.232 and above are taken as valid items. A copy of the draft tool is given in

Appendix: III

128

TABLE 3.17 “r” VALUE FOR ITEMS IN THE DRAFT TOOL -PARENTAL SUPPORT

QUESTIONNAIRE

Item No. “r” value

Item No. “r” value

Item No. “r” value

1* .410 26 .209 51 .003

2* .359 27 .168 52* .362

3* .298 28 .157 53 .154

4* .369 29* .268 54 .210

5* .558 30* .248 55 023

6* .247 31* .296 56* .325

7* .260 32* .365 57* .346

8* .301 33* .348 58* .358

9* .297 34* .347 59* .413

10* .420 35* .412 60* .422

11* .413 36* .420 61* .321

12 .162 37* .320 62* .296

13* 298 38* .490 63* .485

14* .513 39 .205 64 .225

15 .036 40* .365 65 .201

16 .298 41* .248 66* .269

17* .423 42* .385 67* .299

18* .287 43* .487 68* .038

19* .318 44* .335 69* .263

20* .416 45* .458 70* 289

21* .369 46* .349 71* 297

22 .057 47* .289 72* .294

23* .278 48* .369 73* .265

24* .289 49* .298 74* .318

25 .121 50 .213 75* .365

76* .467

* Items selected for the final tool.

129

TABLE 3.18

DIMENSIONS OF PARENTAL SUPPORT

S.No Dimensions Number of Statements

1. Moral support 1-10

2. Curricular activities 11-20

3. Co-curricular activities 21-30

4. Enrichment activities 31-40

5. Support at home 41-50

6. Community involvement 51-60

Total 60

A copy of validated tool is given in the Appendix V

Scoring Procedure

TABLE 3.19

SCORING PROCEDURE FOR RESPONSES (POSITIVE STATEMENTS) IN

PARENTAL SUPPORT INVENTORY

No. Response Scores

1. Strongly agree 5

2. Agree 4

3. Undecided 3

4. Disagree 2

5. Strongly disagree 1

The range of scores for parental support with relation to each dimension is

given below in table 3.20

130

TABLE 3.20

SCORING FOR PARENTAL SUPPORT INVENTORY

S.No Dimensions Range

1. Moral support 10 - 40

2. Curricular activities 10 - 40

3. Co-curricular activities 10 - 40

4. Enrichment activities 10 - 40

5. Support at home 10 - 40

6. Community involvement 10 - 40

The highest possible score is 240 and the lowest is 60. This is how a total of 60

items were structured on the basis of the dimensions to assess the parental support of

higher secondary students in relation to their academic achievement.

Establishing Reliability

The investigator randomly chose 75 higher secondary students from different

schools in Tirunelveli District. The prepared tool was given to those students. After

collecting, the inventory was scored by the investigator. The reliability coefficient is

computed by Split – half method. In split- half method, reliability is judged by dividing

the test items into two halves such as odd-numbered and even numbered items. The

scores on the two sets of items were compared to determine how consistently the

students performed across each set. (John W. Santrock, 2006, P492). The reliability

was found to be 0.73.

131

TABLE 3.21

LIST OF SCHOOLS FOR PILOT STUDY

S.No Name of the School Type of

School

No. of

Students

1. Sankar Higher Secondary School,

Sankar Nagar. Boys 20

2. St. Mary’s Higher Secondary School,

Vickramasingapuram. Co-Education 20

3. Francis Xavier Matric Higher Secondary School,

Trunelveli. Co-Education 15

4. Municipal Girls Higher Secondary school,

Tirunelveli. Girls 20

Total 75

3.08 STATISTICS USED

Statistical techniques are very essential for any research. It will help the

investigator to analyze and interpret the data. In the present investigation, the

following statistical measures are used.

Percentage Analysis

The formula used to calculate the percentage is as follows.

Percentage (%) = Number of cases X 100

Total Number of cases

High Level = The scores above mean + 1 standard deviation (σ)

Average Level = The scores between mean _+ 1 standard deviation(σ)

Low Level = The scores below mean – 1 standard deviation (σ)

132

‘t’ - Test

‘t’ test is used to find out the significant difference between the means of two

variable.

t =

2

2

2

1

2

1

21

NN

MM

σ+

σ

−Where,

M1 - Mean of first group

M2 - Mean of the second group

σ1 - S.D of the first group

σ2 - S.D of the second group

N1 - Number of cases in the first group

N2 - Number of cases in the second group

ANOVA

Analysis of variance has been used to find out the difference among variables.

F = groupswithinVariancesquareMean

groupsbetweenVariancesquareMean

SCHEFFE

In analysis of variance, if F is significant we can use the Scheffe’s test to see

which specific cell mean differs from which other specific cell mean. To do this we

calculate an F ratio for the difference between the means of two cells and then test the

significant of F value.

Calculate the standard error of the differences between two means

SEmi −mj = √¯ MSW [ 1/ni + 1/nj]

Then calculate the statistics S (for Scheffe)

Scheeffe = √ (K-1) F .05 (K-1,m)

Where,

133

K = The number of groups in the analysis of variance

F = Term is the 0.5 level F ratio obtained form F tables

ni = Number of scores in the first term

nj = Number of scores in the second term

MSW = with in groups mean square

Finally multiply the results

S x SEmi – mj (S.Francisca, 2004, P38 -39)

Chi-square

To find the association between variables, the Chi – square test has been used.

2

χ = E

)EO( 2−Σ

Where,

∑ = Sum of scores

O = Observed frequency

E = Expected frequency

Product Moment Correlation:

γ = 2222 )y(yN)x(xN

)y()x(xyN

Σ−ΣΣ−Σ

ΣΣ−Σ

Where,

N = Number of the scores

∑X = Sum of the X scores

∑Y = Sum of the Y scores

∑X2

= Sum of the X scores squared

∑Y2

= Sum of the Y scores squared

∑XY = Sum of product of X and Y scores