1. The present study covers a large sample on the basis of which definite

conclusions can be drawn.

2. The Multi-Dimensional Assessment of Personality Series (MAPS)

Form-T, a standardised test of Indian version, has been used which

includes a wide variety of personality dimensions, which is more

suitable to Indian students.

3. For the Socio-Economic background of the students, a questionnaire was

framed by the investigator which takes into consideration the socio-

economic scenario of the state of Meghalaya.

4. The study intends to find out tribal and non-tribal differences (along with

sex and locale) in the academic achievement of students.

CHAPTER – III

RESEARCH DESIGN OF THE STUDY

3.0 Introduction:

The research design is the conceptual structure within which research is

conducted. It constitutes the blue print for the collection, measurement and

analysis of data. It is needed for the smooth sailing of the various research

operations involved in the study. Choosing design of the study basically

involves method of selecting sample and tools used. The present study has

been divided into the following heads:

(i) Population.

(ii) Sample.

(iii) Tools Used.

(iv) Data Collection.

(v) Statistical Techniques Used.

3.1 Population:

The present study is conducted on class X students but the population

consisted of class XI students as criteria of academic achievement was based

on the marks obtained in their previous Examination (i.e. class X). All the

students studying in Class XI of all the Schools and Colleges situated in East

Khasi Hills District constituted the population of the study. As per the list

obtained from the Directorate of Higher and Technical Education, Meghalaya,

the details of these schools and colleges are given below:

Table 3.1

Location and Management of Higher Secondary Schools/ Colleges

The total enrolment at class XI level in these schools and colleges is

approximately 6000.

3.2 Sample:

The sample for the present study consisted of 845 students studying in

Class XI who were selected randomly by giving fair representation to all types

of schools and Colleges. For selecting the sample of the students, first of all a

random sample of 20 schools and Colleges were selected out of 57 Schools

Location Management

Rural Urban

Higher Secondary

Schools

9

23 Government Schools

Deficit Schools

Adhoc Schools

Private School

2

9

13

8

Colleges 1 24 Deficit Colleges

Adhoc College

Private colleges

8

3

14

Total 10 47 57

and Colleges. Then, from these schools and Colleges, the sample of 845

students was selected randomly.

Table 3.2

List of Higher Secondary Schools/Colleges

Sl.

No.

Name of Schools/colleges Location Sex Total

Male Female

1 Government Boys Urban 51 51

2 Government Girls Urban 64 64

3 R.K.Mission Rural 31 25 56

4 Mawsynram Rural 19 39 58

5 Laban Boys Urban 61 61

6 Laban Girls Urban 26 26

7 St Paul Marbisu Rural 19 46 65

8 St John’s Sohra Rural 9 23 32

9 Smith H. S. Rural 7 24 31

10 StAnthony’s Pynursla Rural 14 19 33

11 Laitbah Rural 13 24 37

12 Good shepherd Rural 4 6 10

13 Nongspung Rural 10 7 17

14 St Edmund College Urban 48 24 72

15 Shillong commerce College Urban 55 26 81

16 Sohra College Rural 5 10 15

17 Bormanik College Urban 8 20 28

18 St Dominic College Urban 31 19 50

19 Alpine College Urban 22 14 36

20 Greater Mawlai College Urban 12 10 22

Total 419 426 845

3.3 Tools Used:

The following tools were used for the present:

I. Multi –Dimensional Assessment of Personality Series (MAPS) Form T.

designed and developed by M/S PSY-COM services, New Delhi (1996).

II. Ahuja’s Group Test of Intelligence (G.G.T.I) 13-17+

III. Socio-Economic background Questionnaire was constructed by the

investigator herself.

I. Multi –Dimensional Assessment of Personality Series (MAPS) Form T.

Designed and developed by M/s PSY-COM Services (1996)

(a) Description of the Test:

The Multi-Dimensional Assessment of Personality (MAP FORM-T) was

designed and developed by M/s PSY-COM Services which consists of 147

items with three alternate answers for each items. The test was basically

constructed to measure the dimensions of personality, which are objectively

determined through factors analytical method. For the purpose of the present

study, all the 20 personality dimensions were used and the psychological

descriptions of each dimension that were assessed in this test are given below:

(i) Adaptability (Ad) - this dimension refers to the ability to make

appropriate responses to changed or changing circumstances. Those

teenagers

who score high on Ad readily accept any beneficial change to meet the

environmental demands are said to be highly adaptable. Students scoring low

on Ad do not have a harmonious relationship in their environment and are

unable to obtain satisfaction for most of their needs. They usually fail to meet

the demands of their physical and social surroundings.

(ii) Academic Achievement (Am) - referred to as general intelligence,

dominance, imagination, radicalism, self-sufficiency and discipline. High scores

on dimension Am may be described as ambitious, overtly interested in their

position and realistically involved in various aspects of their school life. Low

scores on dimension Am indicate regressive behaviour, escapism and

unwillingness to accept responsibility. Feelings of failure may also tend to

decrease this score.

(iii) Boldness (Bo) – High scoring individuals on dimension Bo are typically

adventurous, bold and energetic with good insight. They enjoy being the focus

of attention in a group situation and face no problems with stage- fright. The

low scorers on the other hand reports to be intensely shy, slow and impeded

in expressing himself.

(iv) Competition (Co) – High scores on Co indicates that the teenager is self-

assertive, dominant and aggressive. Low Co individuals tend to be submissive,

mild, humble and accommodating.

(v) Creativity (Cr) – High scoring students on Cr is generally reserved and

critical thinkers. They tend to be independent, undemonstrative, and high on

scholastic and mental abilities. Low scorers on the other hand are dull,

emotionally less stable, and impatient and threat sensitive, but they are more

warm hearted and cheerful types.

(vi) Enthusiasm (En) – High scoring teenagers on dimension need not be

confused with depression. Low En simply indicates that the person is serious,

prudent and sober.

(vii) Excitability (Ex) – High Ex individual reports that he is a restless sleeper,

easily distracted from work by noise or intrinsic difficulty, is hurt and angry; if

not he is restricted or penalized for incorrect behaviour. Low scorers on the

other hand, are complacent, not easily jealous and unemotional in nature.

(viii) General Ability (Ga) – High scoring individuals’ on Ga have a greater

mental capacity to learn. They are insightful, fast- learning and intellectually

adaptable. They are also inclined to have more intellectual interests and show

better judgments in their observations. Low scoring individuals on Ga, on the

other hand, have a poor mental capacity to learn and are unable to handle

abstract problems. They tend to be less well organized and show poor

judgment in their observations.

(ix) Guilt- proneness (Gp) – The high Gp person feels over fatigued by

exciting situations, is unable to sleep through worrying, feels inadequate to

meet the rough, daily demands of life, is easily down- hearted and remorseful,

feels that people are not as moral as they should be, while those who are low

in guilt proneness are likely to perform better.

(x) Individualism (Id) – The high Id individual prefers to do things on his

own, is physically and intellectually obstructive, and thinks over his mistakes

repeatedly and how to avoid them. Low scorers on dimension Id, on the other

hand, are zestful and highly involved in group action. They may not come out

as group leaders but like to sink themselves in group activities. They are

vigorous and ready to accept common standards.

(xi) Innovation (In) – Teenagers with high score on this dimension tend

most frequently to be analytical, liberal and innovative than the low

innovative teenagers.

(xii) Leadership (Ld) – A person who scores high on dimension Ld has the

ability to direct and control the attitude or actions of others. High leadership

qualities consist of various other personality characteristics such as self-

confidence, controlled and strong will power. They are also adventurous and

responsive to people, determined and responsible, and are usually quick and

alert in their surroundings. Low scoring individuals on dimension Ld are

undependable, obstructive and prefer to be sound followers. They are group

dependent and impatient and are likely to escape when faced with

responsibility.

(xiii) Maturity (Ma) –The higher the Ma dimension score, the more

resources the individual has available to meet the challenge of the day. The

low Ma teenager is easily annoyed by things and people, is dissatisfied with

the world situation, his family, the restrictions of life, and his own health.

(xiv) Mental Health (Mh) – High scoring individuals on dimension Mh are in

a relatively enduring state in which they are well adjusted, have a zest for

living, and are attaining self- actualization or self- realization. The Mh

dimension consists of various other personality characteristics such as

emotional stability, impulsivity, self- security and low tension than the low

scorer in mental health.

(xv) Morality (Mo) – Teenagers who score high on this dimension tend to be

more persistent, more respectful of authority, and more conforming to the

standards of the group. Low score on Mo dimension is found among

institutionalized delinquents, associated with behaviour such as a showing off,

stealing, lying, and destruction of property and temper tantrums.

(xvi) Self-Control (Sc) –The high Sc teenager shows socially approved

character responses, behaviour control, persistence, foresight,

considerateness of others and conscientiousness. Low score on sc dimension

is a major contributor to the anxiety pattern and serves as an important

clinical sign, signalling the teenagers’ inability to keep his/ her emotions in

order.

(xvii) Sensitivity (Se) –High scores on this dimension include tender minded,

dependent, overprotected, fidgety, clinging, and insecurity among teenagers.

Low scores on dimension Se on the other hand, represents some sort of

tough, masculine, practical, mature, group- solidarity- generating, and realistic

temperamental dimension.

(xviii) Self- sufficiency (Ss) – High scoring individuals on this dimension

prefers to be alone. They do not need the support of groups. In describing

themselves, they prefer to work alone rather than with committees and are

good at problem solving. High scorers also appear to be related to success at

school, particularly at the upper educational levels. The low scorer may be

described as a person who is group dependent, who strongly values social

approval.

(xix) Social Warmth (Sw) – High Sw scorers are usually found to be very

warm hearted, personable, and easy to get along with. The low Sw person is

quite uncompromising, prefers things to people, likes to work alone, looks for

thinking quality in companionship and is introspective.

(xx) Tension (Tn) – High Tn scorers are irritated by small things, are short

tempered and may suffer from sleep disturbances. Extreme cases (sten 9-10)

involves being irrationally worried, tense, irritable, anxious, and in turmoil

than the low scorer in tension.

(b) Answer Sheet and Scoring Key:

The test provide answer sheet in one page. Scores for each question is

given with the help of the scoring key. All the raw scores for each dimension

are added and converted into Sten scores as per the norms, if necessary by

using the tables given in the manual. Scores less than three were considered

as low, between 4 and 6 as average and between 7 and 10 as high. However,

the raw scores can directly be used for further statistical analysis.

(c) Classification level of personality dimensions:

The manual has given the classification of personality dimension as

given below:

Classification level of personality dimensions

(d)

Administration of the Test:

The scale contains eight page booklets. Since it is a power test there is

no time limit and the average subject takes approximately 25 to30 minutes to

complete it. The front page contains the instruction for answering questions

with few examples. The Multi-Dimensional Assessment of Personality (MAP

FORM-T) can be administered both individually and in group.

(e) Standardisation:

The standardized of MAP-T is based on more than 2000 students tested

at more than 10 locations throughout the country. The sample included both

boys and girls in the age group of 12 to 18 years.

(f) Reliability:

The reliabilities of the MAP FORM-T were calculated by split-half

method ranging from 0.65 to 0.73 and test-retest method ranging from 0.64 to

0.74.

(g) Validity of the Test:

The validity co-efficient of the test has been determined by testing the

students. Various hypotheses formulated for the purpose were also tested with

Level Sten Scores

High Level Category 8 to10

Average Level Category 4 to 7

Low Level Category 1 to 3

the help of the t-value. Results obtained show the validity of the test was

acceptable.

(h) Norms:

The norms for both boys and girls were prepared separately. The basic

set of norms consists of Normal Adults and College Students.

II. Ahuja’s Group Test of Intelligence (G.G.T.I) 13-17+

(a) Description of the Test:

The test is meant for measuring the intelligence of pupils in the age

group 13 to 17 years and studying in ClassVIII to XI in English Medium

Secondary Schools. The test consists of the following seven sub-tests with 126

items.

Sl. No. Sub-Test Number of Items Time Limit

1 Classification 20 4 Minutes

2 Analogy 20 4 Minutes

3 Arithmetic Reasoning 6 4 Minutes

4 Vocabulary 40 4 Minutes

5 Comprehension 8 4 Minutes

6 Series 12 4 Minutes

7 Best Answers 20 4 Minutes

126 28 Minutes

There are eight sub-tests in the test booklet. The first one is an

additional test of very easy items. It serves the purpose of building morale in

the subjects.

(b) Answer Sheet and Scoring Key:

The Test provides answer sheet in four pages. A set of scoring

stencils has been provided.

(c) Administration of the Test:

The test may be administered in a regular classroom. For every test one

page has been devoted for instructions and practical examples. Directions for

taking the test are printed on the test booklet. Total time taken for the test is 28

minutes. Test booklets are reusable. Answers are to be marked on a separate

answer sheet provided.

(d) Reliability and Validity of the Test:

The test retest and split half reliability of the test is 0.84 and

0.95 respectively. The validity coefficient of the test with the school marks is

0.53, with the teacher's judgment it is 0.61 and with other test of intelligence

varied from 0.55 to 0.80.

(e) Norms:

The test manual provides age norms and grade norms for both boys

and girls separately. The deviation IQ's for the entire sample has also

been provided.

(f) Table of DIQ and its interpretation:

The manual has given the table of DIQ for different age group and

also its table of interpretation.

Table 3.3

Showing the interpretation of DIQ

III. Socio-Economic Background Questionnaire:

DIQ Classification

140 and above Very Superior

120-139 Superior

110-119 High Average

90-109 Normal or Average

80-89 Low Average

70-79 Borderline Defective

Below 70 Mentally Defective.

The Socio-Economic background Questionnaire was developed to elicit

information from class XI school and college students regarding the

educational qualification, the occupation and income of their parents. The

students have to put a tick mark in front of any one alternative .There was no

time limit for the questionnaire.

In developing this questionnaire the investigator first consulted with

the related literature, experts in the field and educators. From these sources

the investigator prepared a list which consists of the following three

components namely, Education, Occupation and Income. In the front page of

the questionnaire the student have to fill the information with regards to their

name, age, sex, class, section, roll no, school / college, address, areas (rural or

urban) and community ( tribal or non–tribal). SSLC examination division, total

marks and percentage. This page also provides necessary instruction. After

this it was circulated for an expert opinion among the university teachers of

education department of NEHU and senior teacher of education department

in different colleges including the B.Ed colleges. After they have given their

expert opinion and suggestions then the questionnaire was modified

accordingly.

The components of Socio-economic background Viz, Education,

Occupation and Income have the following items:

(a) Education

Educational qualifications:

a. Above graduate level.

b. Graduate level education (B.A, B. Sc, B.Com, etc).

c. Higher Secondary level (10 + 2).

d. High School / SSLC (Matriculation).

e. Below Middle School (i.e. VIIIth level).

f. Un- educated or illiterate.

(b) Occupation:

a) A–Grade Level - High Administrative (Gazetted) officer, University

Teacher (Lecturer, Reader, Professor) Principal, Doctor, Lawyer, Engineer,

Chief of Army staff (2nd Lieutenant, Lieutenant onwards), Chief of Naval staff

(Acting sub Lieutenant Sub Lieutenant onwards), Air Force (Pilot Officer, Flying

Officer, onwards). DGP, MPS, Auditor, Bank Manager, Managing Director of an

industrial or Vocational institution Manager of a Factory or firm, Political

Leaders (M.L.A, M.D.C, M.P, etc) Group A Employee.

b) B - Grade Level - Administrative (Non – Gazetted) Officer, Army Staff,

Naval Staff, Air Staff, Teacher of a High School or Higher Secondary School,

Research Assistant, Demonstrator, Chemist, Junior Engineer, Commission

Agent, Whole seller or Big–Shopkeeper/Big businessman. Group B Employee.

c) C-Grade Level - Clerk, Typist, Accountant, Laboratory Assistant,

Laboratory Technician, Primary or Middle School Teacher, Telephone

Operator, Proof Reader, Supervisor of a Factory or mine, Drafts-man, Police

Constable, Army Jawan etc. and Group C Employee.

d) D – Grade Level – Motor driver, Compositor, Mechanic, Carpenter,

Mason, Office- Peon, Factory labourer, Hawker or Mobile shopkeeper, Small

Businessman, Cleaner, Worker engages in Agriculture or other job or ordinary

mill or firm, Watchman, Gate-keeper, Domestic servant, Collie, etc. Group D

Employee.

(c) Income:

Monthly Income:

a. Above 20,000.

b. Between 15, 001 to 20,000.

c. Between 10,001 to 15,000.

d. Between 5, 001 to 10,000.

e. Below 5,000

3.4 Data Collection:

Before collecting the data the investigator first of all sought the

permission from the Principal of each schools and colleges to undertake the

study. With his consent, the investigator administered the tests to the class XI

students. Before the administration of the tests, the investigator met the

students to which the tests were to be administered and developed a rapport

with them. The subjects were requested to participate earnestly while

responding to the tests.

To make the investigation successful, efforts were made to impress the

students and they were told that there cooperation was most necessary in

this regard. The students were also assured that the responses will be kept

strictly confidential and will be used for research purposes only.

All the three tests were administered on the same day one after the

other

with a brief break in between. While administering the tests, instructions

were read out by the investigator and the illustrative examples were

explained to the students when required. It was made sure that all the

students had understood the instruction fully regarding the answering of the

tests and then they were asked to take the tests. A constant vigil was kept

over the class while the test administration was made to make sure that

everything went smoothly. The sequence followed in the administration of

the tests was Multi–Dimensional Assessment of Personality Series (MAPS)

Form T, Ahuja’s Group Test of Intelligence (G.G.T.I) 13-17+ and Socio-

Economic background Questionnaire. The entire administration took about

three hours per school/college to complete.

The marks obtained by the students in their previous examination (i.e.

SSLC) conducted by Meghalaya Board of School Education were used as data

for academic achievement.

3. 5 Statistical Techniques Used:

The present study has used the following statistical techniques:

(i) Mean, Median and Standard Deviation:

The following formula for calculating Mean, Median and Standard

Deviation is given below:

(a) Mean:

The following formula for calculating Mean is given below:

∑fx'

M = AM + X i

N

Where,

M = Mean.

AM = Assumed Mean.

N = Number.

∑= Sum of.

x'= Deviation.

f = Frequency.

i = Size of class intervals.

(b) Median:

The following formula for calculating Median is given below:

N F

Mdn = l 2 X i

Fm

Where,

l = Exact lower limit of the class intervals upon which the median lies.

N = one half the total number of scores.

F = some of the scores on all intervals below l.

Fm = Frequency within the intervals upon which the median falls.

i = Length of the class intervals.

(c) Standard Deviation:

The following formula for calculating Standard Deviation is given

below:

∑fx' 2

∑fx' 2

σ = i X

N N

Where,

σ =Standard Deviation.

i = Size of the class intervals.

∑= Sum of.

f = Frequency.

x' = Deviation.

N = Number.

(ii) Percentage was also used for calculation.

(iii) Skewness and Kurtosis:

The following formula for calculating Skewdness and Kurtosis is given

below:

3(Mean- Median)

Sk =

σ

P75 P25

Ku =

2(P90 P10)

(iv) Pearson Product- Moment Method:

The following formula for calculating r Pearson Product Moment is

given below:

N ∑ x'y' ― ∑ fx'. ∑ fy'

r = *N.∑x'2― (∑fx')2+ *N.∑y'2― (∑fy')2]

Where,

N= Number of cases in the sample.

f = Frequency of the score.

Y'= the deviation of variable Y from the assumed mean.

X'= the deviation of variable X from the assumed mean.

∑ = the summation.

fx'2 = Sum of the squares of all X value.

fy'2 = Sum of the squares of all Y value.

(v) Chi-Square:

The following formula for calculating Chi-Square is given below:

χ2 =∑ (fo – fe) 2

fe

Where,

fo = Observed frequency on some experiment.

fe = Expected frequency on some hypothesis.

(vi) Contingency Coefficient:

The following formula for calculating Contingency Coefficient is given

below:

C= χ2

N + χ2

Where,

χ2= Chi-Square.

N = Number.

(vii) Z – Value:

The following formula for calculating Z – Value is given below:

σD= σ12 σ2

2

N1 N2

Z = D/ σD

(viii) t-value:

The following formula for calculating t-value is given below:

σPooled = σ12 (N1-1) + σ2

2(N2-1)

(N1-1) + (N2-1)

σD = σPooled 1 1

N1 N2

t = D/ σD

CHAPTER – IV

ANALYSIS AND INTERPRETATION OF DATA

4.0 Introduction:

In the last chapter, the design of the study was discussed. As per the

design the data was collected by administering the various tools on a sample

of 845 students. This chapter presents the analysis and interpretation of data

keeping in view the objectives and hypotheses of the study as described in

chapter I. The analysis and interpretation of data has been discussed in the

following heads.