CHAPTER IV

METHODOLOGY

4.1 Variables of the Study

4.2 Tools Used for Measurement

4.3 Sample Used for the Study

4.4 Data Collection Procedure

4.5 Scoring and Consolidation of Data

4.6 Statistical Techniques Employed

4.7 Other Details Relating to the Desigr

METHODOLOGY

In order to study the personality correlates of Process Outcomes in

Basic Science of Upper Primary School Children, the following procedures are

adopted. The details of these procedures are briefly described below under

the following heads:

1. Variables of the study

11. Tools used for measurement

111. Sample used for the study

IV. Data collection procedure

V. Scoring and consolidation of data

VI. Statistical techniques employed.

4 .1 VARIABLES OF THE STUDY

The study has been designed mainly with Process Outcomes in Basic

Science as the major dependent variable and a set of personality variables as

the independent variables. The details relating to the variables of the study

are presented below:

4.1.1 Dependent Variable

Major dependent variable: Process Outcomes in Basic Science, which is

composed of the following four minor dependent variables:

Process I - Classifying : Imposing order and collecting objects and events.

Process I1 - Reasoning : Making decisions and judgements by thinking

clearly and logically.

Process Ill - Inferring : Making an explanation of an observation.

Process IV - Predicting : Making specific forecasts of what a future

obseivation will be.

4.1.2 Independent Variables

Five personality variables, treated as independent variables are given

below:

( a ) personal adjustment;

(b) social adjustment;

(c) examination anxiety;

(d) achievement motivation;

(e) science interest.

4.2 TOOLS USED FOR MEASUREMENT

The psychometric and other details relating to the tools used in -the

study are described below:

4.2.1 Test of Process Outcomes in Basic Science

The Test of Process Outcomes in Basic Science was developed and

standardised by the investigator in collaboration with her supervising teacher.

Process outcomes were operationalised on the basis of the theoretical models

developed by (a) the American Association for the Advancement of Science

(AAAS. 1968) and (b) Scientific Research Processes (Kerlinger, 1973). On the

basis of the classification of skills presented here and in consultation with

experts in science education, the investigator has finalised the Test of Process

Outcomes in Basic Science (for Upper Primary School Children).

4.2.1.1 Procedure

The procedures used for developing the test are summarised below.

4.2.1.1 .I Item heparation

Since the purpose of the present test was to measure Process Outcomes

in Basic Science of Upper Primary School Children, the items prepared were

from the areas of the syllabus of Basic Science of Upper Primary Schools of

the Kerala State. Twenty-five items each were pooled initially for the four

subcategories.

All the items were prepared by the investigator herself. These items

were subjected to scrutiny and criticism by a team of experts in science

education.

The draft test was pre-tried out for twelve students randomly selected

from Government Teachers' Training Institute, Ettumanoor in order to

understand the clarity of wording and directions of the test.

4.2.1.1.2 heparation of Draft Test

On the basis of the pre-try out, fifteen i t ~ m s each were selected for

process 11 (reasoning), process 111 (inferring), process IV (predicting) and

sixteen items for process I (classifying).

The two-way blueprint of the draft test showing the number of items

allotted to each process and content area of the Basic Science syllabus was

prepared. It is given in Appendix A.

The draft form of the test contained 61 multiple choice items with four

alternatives each. The content area in the Upper Primary Basic Science which

fall into seventeen chapters were analysed to identify the processes to be

tested. The content area of the Basic Science Curriculum and the number of

items set under each are given in the Table 2.

TABLE 2

Content Area of the Basic Science Syllabus and the Number of Items from Each in the Draft Test

Content area in the svllabus No. of items set

Growth and response to stimuli 4

Living things adapt themselves

Communicable diseases

Community sanitation

Food and deficiency diseases

Variety in organisms 4

Structure and functions of the living body 6

Atoms and molecules

Separation of substances

Changes around us

Motion and force

Work and energy

Shadows and eclipses

Universe

Air around us

Balance in nature 1

Life processes 6

Total 61

All the items were such as would measure a single defined process

outcome in Basic Science at the Upper Primary level. A minimum of fifteen

and a maximum of sixteen items were prepared for each process categoy.

The details regarding the number of items in each process and the item

numbers corresponding to each process in the draft test are presented in

Table 3.

TABLE 3

Number of Items in the Draft Test Classified into Process Categories

Process No. of items in the Item nos. in the catego y process catego y draft test

Classifying 16 1-16

Reasoning 15 17-31

Inferring 15 32-46

Predicting 15 47-61

Total 61 -

The draft items prepared were exposed to expert criticism. Specialists

in Science Education belonging to important Teacher Education Colleges,

Colleges of Science and University Departments of Education were consulted.

The draft test was criticised by the specialists. Modifications were made on the

basis of the suggestions made by the specialists and the final draft was

prepared.

The Test of Process Outcomes in Basic Science (draft form) containing

61 items with directions to the candidates was printed in a booklet form of

eight pages (vide Appendix B). Response sheet of the draft test is given as

Appendix C.

4.2.1.1.3 Administering the Drat? Test

The draft test was administered to a representative sample of 378

pupils studying in standard VII of thirteen schools of Kottayam District. The

testing was done during the academic year 1999-2000. The draft test was

administered by the investigator herself. Details of the schools seletted for the

draft test is given in Table 4. The test was administered without time limit.

Most of the students completed the test in about one hour. All the students

could complete the test in one hour and ten minutes.

TABLE 4

Details Regarding the Schools Selected for Draft Test

SI. No Narnc. of the school School Type of Type of No. of No, of Total location school management boys girls

1 Model Higher Secondary School, Kottayam Urban Co-edn. Govt. 6 7 13

2 Govt. Higher Secondary School, Pala Urban Co-edn. God. 8 8 16

Govt. High School, Vaikom

M. T. Seminary High School, Kottayam

St. Joseph's Girls High School, Kottayam

Holy Family High School, Kottayam

Govt. High School, Thottackad

Govt. High School, Kaduthuruthy

Govt. High School, Kumarakom

Our Lady of Lourdes, Uzhavoor

St. Joseph's High School, Vilakkumadan~

St. Paul's Girls High School, Vettimukal

Vande Matharam High School, Veliyannur

Urban

Urban

Urban

Urban

Rural

Rural

Rural

Rural

Rural

Rural

Rural

Co-edn.

Co-edn.

G ir Is

Co-edn.

Co-edn.

Co-edn.

Co-edn.

Co-edn.

Co-edn.

Girls

Co-edn.

Govt.

Private

Private

Private

Govt.

Govt.

Govt.

Private

Private

Private

Private

. .

--, 101 . .'. ~, t '. , , .. . . , . . ,

%,", ' . .I . 6 . . .', 5; ,. 4.2.1.1.4 Scoring . , , .~

.\-.--... ~ ~ C . .

_.-.. .... - ,. .. The response sheets were collected and separate punched scoring keys

were used to get the scores of process I (classifying), process I1 (reasoning),

process I11 (inferring) and process IV (predicting). Item analysis was done for

each sub-test treating it as a separate test. The answer sheets were scored by

giving one mark each for each correct answer. Sum of the scores for the 61

items were treated as the total score for the test. After rejecting incomplete

entries, 370 answer sheets were used for item analysis.

4.2.1.1.5 Item Analysis and Selection of Items in Lhe Final Test

For item analysis in respect of the sub-test on classifying, the answer

sheets were arranged in descending order of the aggregate scores obtained for

this sub-test. The top 27 per cent20f the answer sheets, i.e. the top 100 and

the bottom 27 percent, i.e. the bottom 100 answer sheets were used for

comparison. The number getting each item correct in the top group or Upper

group (U) and the number getting the same item correct in the bottom group

or Lower group (L) were identified.

Based on the procedure suggested by Ebel (1991), the indices of

discrimination and difficulty were calculated using the two following formulae.

Difficulty Index = -- u t L x l ~ ~ 2N

U - L Discrimination power = -- N

where U - Number of correct responses for any item in the upper group.

L - Number of correct responses for any item in the lower group.

2N - Sum of the number of papers in upper and lower groups.

Here N = 100. Since the top group stands for the upper 27 per cent of the

total group of 370. The numbers in the upper and lower groups were both

equals to 100.

The data relating the difficulty and discrimination power of each item

decided the final selection of items. Ebel (1991) suggested the following

criteria for item selection.

Index of discrimination Item evaluation --

0 40 and above Very good items

0.30 to 0.39

0.20 to 0.29

Below 0.19

Reasonably good items

Marginal items

Poor items

It was decided to select the items with high discriminating power from among

those with moderate discrimination powers. Most of the items selected have

discriminating power of 0.30 and above. But a few items with discriminating

power of 0.25 and above were also selected in order to see that equal number

of items could be obtained in all the four sub-tests.

Other things being equal, items of moderate difficulty (40-50-60

per cent passing) were preferred to those which were much easier or much

harder. Thus items which had their difficulty indices in the range 0.30 and

0.75 alone were considered.

Using this criterion, 12 items were selected from each sub-test. The

selected items were presented in the increasing order of difficulty within each

process category. The item analysis data is presented as Appendix D.

4.2.1.2 Illustrative Test Items

Some representative items of the tests are presented below. Four items

(one from each process) are presented together with the essential behavioural

details.

Here the student divides the objects or events into groups that have

some factors in common. He imposes an order and groups the objects which

have similar qualities or groups similar events together.

Amoeba, Euglena, Hydra, Coral, Paramecium, Sponge. Among these

Multicellular organisms

(A) Amoeba, Euglena, Hydra

(B) Hydra, Coral, Sponge

(C) Euglena, Hydra, Paramecium

(D) Coral, Paramecium, Sponge

Here from among the four choices the student has to select one, which

should be the correct answer. Among the six organisms listed, three are

unicellular and the other three are multicellular. Hydra, Coral, Sponge are the

rnulticellular organisms. If the student can classify organisms h e will select (B)

as correct answer.

Scoring: The correct answer (B) is assigned one mark.

4.2.1.2.2 Process If: Reasoning

Here the student is required to make decisions and judgements by

thinking clearly and logically. A child is able to give reasons on the basis of

logical thinking. In reasoning items furnished by recall, present observation or

both, are combined and examined to see what conclusion can be drawn from

the combination. It is specialised thinking which helps an individual to

explore mentally the cause and effect relationship of an event or solution of a

problem by adopting some well-organised systematic steps based on previous

experiences combined with present observation.

There is no photosynthesis in plants during night; the reason is

(A) roots cannot absorb water from soil during night

(B) absence of sunlight during night

(C ) chlorophyll in the leaves d o not function at night

(D) decrease in the amount of carbon dioxide during night

Here from among the fc ur choices the student has to select one which

should be the actual reason for the absence of photosynthesis during night.

If the child knows what are the essential materials for photosynthesis, he can

choose the correct answer. In each altemative one essential material for

photosynthesis is included. But the correct reason is given in the altemative

(B). Hence the statement (B), absence of sunlight during night. is the correct

answer.

Scoring: The correct answer (B) is assigned one score.

4.2.1.2.3 Process lll: Inferring

Here the student gathers as much information as possible. Then he

thinks critically about this information. He does not make a blind guess. H e

makes an inference which fits all the information he has at the time and giving

a clear explanation for his observation.

Fishes in an aquarium comes frequently to water surface. From this we

can infer that

(A) amount of dissolved oxygen decreases in water

(B) fishes respire atmospheric oxygen

(C) fishes react against light

(D) fishes change the direction of movement.

Fishes in an aquarium coming occasionally to water surface is a

common phenomenon, it is natural. But if the fish comes frequently to water

surface, there may be some serious problems. If the child understands the

problem and the correct inference for the problem, he will select the correct

answer (A).

Scoring: The correct answer (A) is assigned one mark.

4.2. I .2.4 Process I K Redieting

Here the student uses his present observations or measurements to

foretell or predict events in the future. This is the first step towards his

understanding and control over the environment. "We would expect older

primary children to predict in a more controlled scientific way" (Young, 1990).

When a lighted candle is closed with a glass jar,

(A) glass jar will burst

(B) glass jar will melt

(C) candle will burn very brightly

(D) candle will go out.

If the lighted candle is closed with a glass jar, the result can be predicted

by the older primary children in a more controlled scientific way. They can

foretell or predict the consequence in such cases. Fire needs air to burn and

air is necessary for burning. If the lighted candle is covered with a glass jar,

the candle will not get enough air; and it goes out. So from the answers, (D) is

the correct inference for the statement.

Scoring: Correct answer (D) is assigned one mark.

4.2.1.3 Test of Process Outcomes in Basic Science of Upper Primary School ChjJ&en

The final test named 'Test of Process Outcomes in Basic Science' of 48

items was developed in the above manner. The psychometric and other

details about the final test is presented in Table 5.

TABLE 5

Item Numbers in the Test of Process Outcomes in Basic Science

Sub processes Item no. in draft test Item no. in final test

Classifying 2 1

1 2

13 3

14 4

10 5

9 6

7 7

8 8

16 9

15 10

11 11

12 12

Reasoning

S u b processes -- Item no. in draft test Item no. in final test

Inferring 33 25 43 26 32 27 34 28 38 29 40 30 36 31 35 32 39 33 41 34 46 35 37 36

Predicting 53 37

Based on the time taken for the draft test the duration for the final test

of 48 items was fixed as 50 minutes.

The final test, viz. the 'Test of Process Outcomes in Basic Science' was

printed with suitable diretiions given in the front cover. The test formed a

booklet of seven pages. The specimen test is given in Appendix E and the

English translation of the final test is given in Appendix F. Response sheet for

the final test is given in Appendix G.

4.2.1.3.1 Validity and Reliability of the Test of Process Outcomes in Basic Science

Content validation was ensured through meticulous planning of the

test and satisfying the adequacy of sampling of test items by following the

standard theoretical models of the construct to be measured.

The precautions taken for representing the construct in the tests have

been already discussed, in reporting the procedures for construction. This is

indirect evidence of the construct validity of the test.

The experimental validity of the test was done by using two external

critieria: ( i ) With the average marks obtained by the students in three terminal

examinations. The students drawn for the study were from K.T.J.M. H.S.,

Idamattom: (ii) With the teacher rating in Basic Science as external criteria,

with the assumption that "teachers are in a position to evaluate individual

ability with some validity, because they observe their pupils over a long period

and are able to make inter-pupil comparisons" (Freeman, 1965). The sample

used for the purpose were drawn from Govt. High School, Ettumanoor and

St. Aloysius High School, N. Paravur.

The product-moment coefficient of correlation (Pearson's r) of scores

on each sub-test of 'process' and that on total process were separately

calculated. The correlation thus obtained is presented in Table 6.

TABLE 6

Validity Coefficients for Test of Process Outcomes in Basic Science (Final Test)

Validity coefficients with

Test Average marks obtained in

component Basic Science for three Teacher ratings in Basic terminal examinations Science (N = 50)

(N = 50)

Classifying 0.6463 0.6466

Reasoning

Inferring

Predicting 0.8460 0.6575

Process Total 0.6433 0.9225

4.2.1.3.1.2 Reliability

The reliability of the present test was worked out by using two methods.

i) Split-half method

The split-half reliability was worked out for the whole test as well as for

the component tests using Karl-Pearson's formula. The coefficient of

correlation corrected for shortening using Spearman Brown prophecy formula,

Where 'r%' is the reliability coefficient of the half test. It is presented in

TABLE 7

Reliability Coefficient by Split-Half Method and Corrected by Using Spearman-Brown Prophecy Formula for the Test of

Process Outcomes in Basic Science (N = 100)

Split-half reliability Test cornponent

Corrected reliability coefficient coefficient

Classifying

Reasoning

Inferring 0.9807 0.9902

Predicting 0.9741 0.9868

Process Total 0.9650 0.9822

b) Test-Retest Method

The reliability coefficient of the whole test and sub-tests were also

worked out by test-retest method. The test-retest time interval was three

weeks. The sample used for test-retest was the students studyir~g in the

standard VII of St. May's Girls High School, Athirampuzha.

The test-retest reliability coefficients were estimated separately for each

of the component processes as well as for the total process. The 'r's are

presented in Table 8.

TABLE 8

Test-Retest Reliability Coefficient of the Test of Process Outcomes in Basic Science (N = 35)

Test component Test-retest reliability coefficient Classifying 0.750

Reasoning 0.836

Inferring 0.653

Predicting 0.70

Process Total 0.80

The indices of validity and reliability reported here show that the Test

of Process Outcomes in Basic Science is a reasonably valid and reliable tool

for measuring Process Outcomes in Basic Science.

4.2.2 Personality Variables

The personality variables (treated as independent variables of .the

study) were measured using standardised scales. The standardisation

procedure adopted by the investigator for standardisation of the scales used in

the investigation of the personality variables is discussed below.

4.2.2.1 Procedure Adopted for Standardisation of Personality Measuring Scales

4.2.2.1.1 Administration of Draft Test

The draft form of each scale was administered to a representative

sample of 370 students studying in standard VII. The details of schools

included in the study are given in Table 4. The test was administered without

time limit.

4.2.2.1.2 Scoring

The response sheets were collected and scored by giving one mark

each for each correct answer. Sum of the scores for the whole items were

treated as the total score for the test.

4.2.2.2.3 Item analysis

The 370 sheets were arranged in the descending order of the total

scores. When there are ties students getting high scores in the first few items

were put at the top.

The test was item analysed by estimating the index of discrimination

based on the procedure suggested by Ebel (1991). The top 100 sheets and

bottom 100 sheets were used for comparison. The number of examinees

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

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

identified.

The discrimination power of each item was calculated using the i / .- I,

formula -- (N = 100). N

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

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

order of difficulty. The difficulty index of the items were calculated using the ( 1 i 1- formula -- x100.

2N

4.2.2.1.4 Validity and Reliability

Validity

Face validity of the scales was ensured by discussing these with

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

Content validity of the scales were ensured through meticulous planning

and satisfying the norms of sampling of the items by following the standard

theoretical models of the construct to be measured.

The items in each scale were selected based on the values of

discrimination power. This ensured item validity. The criterion (external)

validity of the tools were established by validating the scores of different

external criterias.

Reliability

The reliability of each 'scale' was worked out by using two methods:.

i) Test-Retest reliability were found out by a time interval of three weeks

in students of standard VII of St. Maty's Girls High School,

Athirampuzha (N = 35).

i i) Split-half reliability of the tests were worked out using Karl Pearson's

formula (N = 100). The reliability coefficients for each whole test were

calculated by Spearman Brown prophecy formula

The details of the 'scales' utilized for personality variables are given

below.

4.2.2.2 Personal Adjustment Scale for Upper Primary School Children

The Scale of Personal Adjustment was reconstructed and standardised

by the investigator for measuring the Personal Adjustment of Upper Primary

School Children. The original form of this scale was prepared and

standardised by Nair (1976), for secondary school children, modelled after the

well-known California Personality Inventory. There were 24 items in the scale

of Personal Adjustment prepared by Nair. All these items were re-worded by

the investigator so as to be easily understood by the upper primary school

children.

These items were subjected to scrutiny and expert criticism by the

psychology educators of various teacher education institutions. The items

were modified as per their suggestions and six more items were added to

measure-personal worth - item no. 25, 26, self-reliance - item no. 27, 28,

feeling of belonging - item no. 29, freedom from withdrawing tendency - item

no. 30, modelled after Kerala Socio-Personal Adjustment Scale prepared by

Nair (1970).

The sample item included in the Personal Adjustment Scale is given

below. Items are in the form of questions to which one has to make an 'yes'

or 'no' response.

Example: (I) Have you felt that your friends often cheat you in games?

(2) Do you feel that others (like you) enjoy greater freedom?

Thus a scale consisting of 30 items titled as Personal Adjustment Scale for

Upper Primaty School Children was prepared as draft test. This draft test was

pre-tried out for 12 students studying in Standard VII of Govt. T. T. I.,

Ettumanoor to understand the clarity of instructions, wordings of the test etc.

The draft form of 'Personal Adjustment Scale for Upper Primary School

Children' is given as Appendix H.

4.2.2.2.1 Standardisation of Personal Adjustment Scale for Upper Primary School Children

Standardisation procedure is illustrated in page nos. 112 and 113.

Items with discrimination power of 0.35 and above were selected with

the assumption that index of discrimination 0.3 and above are reasonably

good items (Ebel, 1991). The item analysis data is presented a s Appendix 1.

The seleded items were arranged in the increasing order of difficulty.

Using this criterion 24 items were selected for the final test. The Personal

Adjustment Scale for Upper Primary School Children is given as Appendix J.

4.2.2.2.2 Validity and Reliability

The criterion (external) validity of the tool was established by

validating it against the teacher rating of personal adjustment of students of

standard VII of St. Mary's Girls High School, Athirampuzha. TI e validity

coefficient was found to be 0.84 (N = 35). Face validity, content validity

and item validity of the scale were established as illustrated in page no. 114.

The test-retest reliability coefficient was estimated as 0.851 (N = 35).

The split-half relrability coefficient r , was obtained as 0.906 (N = 100) and

reliability coefficient for the whole test (r) was found to be 0.95 ( N = 100).

The validity and reliability coefficients of the tool show that it is a highly

valid and reliable tool for measuring Personal Adjustment of Upper Primary

School Children.

4.2.2.3 Social Adjustment Scale for Upper Primary . School Child-en

In this regard, the researcher carefully studied the Social Adjustment

Scale prepared by Nair (1976). There were 24 items in this scale of Social

Adjustment for Secondary School Children, modelled after the Social

Adjustment Category of California Test of Personality.

The investigator restructured the whole items and standardised them to

measure the Social Adjustment of Upper Primary Pupils. These items were

subjected to scrutiny and expert criticism by the psychology educators of

various teacher education institutions. The items were modified as per their

suggestions and six more items were added to measure social standards - item

no. 25. 26, school relations - item no. 27, 29> family relations - item no. 28,

freedom from antisocial tendencies - item no. 30, modelled after Kerala Socio

Personal Adjustment Scale prepared by Nair (1970).

Representative items of Social Adjustment Scale are given below

Example: (I) Is it hard for you to say of nice things to people when they

have done well?

( 2 ) DO you often feel that nobody at home cares for you?

Thus a scale consisting of 30 items was prepared. These items were pre-tried

out for 12 students studying in standard VII of Govt. T. T. I . , Ettumanoor to

the clarity of instructions, wordings etc. Thus 'Social Adjustment Scale for

Upper Primary School Children' - draft form was finalised. This scale is given

in Appendix K.

4.2.2.3.1 Standardisation of Social Adjustment Scale for Upper Primary School Children

Standardisation procedure is illustrated in page nos. 112 and 113

Items with discrimination power of 0.35 and above were selected with

the assumption that index of discrimination 0.3 and above are reasonably

good items (Ebel, 1991). The item analysis data is presented as Appendix L.

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

Using this criterion 24 items were selected for the final test. The Social

Adjustment Scale for Upper Primary School Children is given as Appendix M.

4.2.2.3.2 Validity and Reliability

The criterion (external) validity of the tool was established-by

validating it against the teacher rating of social adjustment of students of

standard VII of St. Mary's Girls High School, Athirampuzha. The validity

coefficient was found to be 0.6957 (N = 35). Face validity, content

validity and item validity of the scale were established as illustrated in page

no. 114.

The test-retest reliability coefficient was estimated as 0.72 (N = 35).

In split-half method, reliability coefficient, r, was obtained as 0.89

( N = 100) and r was found as 0.94 (N = 100).

The validity and reliability coefficients of the tool show that it is a highly

valid and reliable tool for measuring Social Adjustment of Upper Primary

School Children.

4.2.2.4 Examination Anxiety Scale for Upper Primary School Children

Kerala Examination Anxiety Scale has been standardised for the use of

Kerala secondary school children by Nair (1976). The theoretical format and

model of this scale is the well-known IPAT Anxiety Scale. It contains 30 items.

All these items were restructured and standardised by the investigator to

measure the Examination Anxiety of Upper Primary School Children. These

items were subjected to scrutiny and expert criticism by the psychology

educators of various teacher education institutions. The items were modified

as per their suggestions. These 30 items are in the form of statements,

intending to measure the subjects anxiety, aroused in testing conditions.

Special attention has been shown to empirically select components for

indicating test anxious behaviour under Kerala conditions in the scale.

Specimen items of the scale are given below.

1. I don't like teachers who give frequent class tests.

2. Sometimes I find it difficult to express things that I know well

The subject has to respond by choosing any one of the foliowing

alternations, Y (yes). U (undecided) and N (no) to be marked in the response

sheet. There is n o time limit for the scale.

Thus a scale consisting of 30 items titled as 'Examination Anxiety Scale

for Upper Primaly School Children' was prepared as draft test. This draft test

was pre-tried out for 12 students studying in standard VII of Govt. T. T. I . ,

Ettumanoor to understand the clarity of instructions and wordings of the test.

The draft form of Examination Anxiety Scale for Upper Primay School

Children is given as Appendix N.

4.2.2.4.1 Standardisation of Examination Anxiety Scale for Upper Primary School Children

Standardisation procedure is illustrated in page nos. 112 and 113.

Items with discrimination power of 0.28 and above were selected.

Using this criteria 24 items were selected for the final test. The selected items

were arranged in the increasing order of difficulty.

The item analysis data is presented in Appendix 0. The Examination

Anxiety Scale for Upper Primay School Children is given as Appendix P.

4.2.2.4.2 Validity and Reliability

Face validity, content validity and item validity of the scale were

established as illustrated in page no. 114. The criterion (external) validity

of the tool was established by the investigator by validating it against the total

achievement of students (K.T.J.M. H. S., Idamattom) in the first terminal

examination and marks obtained in the final examination of the previous

year. The validity coefficient of Examination Anxiety Scale was found to be

-0.28 (N = 58).

The test-retest reliability coefficient of this scale was found to be 0.72

(N = 35). In split-half method reliability coefficient r, was obtained as

0.969 (N = 100) and r was found as 0.985 (N = 100).

The validity and reliability coefficients of the tool show that it is a highly

valid and reliable tool for measuring Examination Anxiety of Upper Primary

School Children.

4.2.2.5 Achievement Motivation Scale for Upper Primary School Children

The Kerala Scale of Achievement Motivation. developed by Nair

(1976) contained sixty items in the form of statements and was standardised

to measure the level of achievement motivation among secondary school

pupils of Kerala.

The Scale of Achievement Motivation was restructured and

standardised by the investigator to measure the Achievement Motivation of

Upper Primary School Children. The 60 items prepared were exposed to

expert criticism by the psychology educators of various teacher education

institutes. The items were modified as per their suggestions and was pre-tried

out to 12 students studying in standard VII of Govt. T. T. I., Ettumanoor. The

items are in the form of statements. The subjects are to respond to the items

by marking e .her Y (yes), U (undecided) or N (no) on the response sheet

supplied. There is no time limit for the test. Two illustrative items of the scale

are given below.

1. What others think of me won't be an obstacle to my success in life.

2. 1 feel tired when I have to perform very important things.

These 6 0 items titled as 'Achievement Motivation Scale for Upper

Primary School Children' was finalised. The draft form of this scale is given in

Appendix Q.

4.2.2.5.1 Standardisation of Achievement Motivation Scale for Upper Primary School Children

Standardisation procedure is illustrated in page nos. 112 and 113

Items with discrimination power of 0.28 and above were selected. The

selected items were arranged in the increasing order of difficulty. Using this

criterion 40 items were selected for the final test. Item analysis data is

presented as Appendix R.

The Achievement Motivation Scale for Upper Primaly School Children

is given as Appendix S.

4.2.2.5.2 Validity and Refiability

Face validity, content validity and item validity of the scale were

established as illustrated in page no. 114. The criterion validity of the tool

was established by the investigator by validating it against the total marks

obtained in first terminal examination of students of standard VII of K . T . ~ M .

H. S.. Idamattom. The validity coefficient was found to be 0.914 (N = 58).

Test-retest reliability coefficient of the scale was found to be 0.821 (N = 35).

By split-half method reliability coefficient of the half tes (r,,J was obtained as

0.91 (N = 100) and correlation coefficient of the whole test ( r ) was obtained

as 0.953 (N = 100).

The validity and reliability coefficients of the test show that it is a highly

valid and reliable tool for measuring Achievement Motivation of Upper

Primary School Children.

4.2.2.6 Science Interest Inventory for Upper Primary School Children

The Science Interest Inventory was prepared and standardised by Nair

and Thomas (1971) for secondary school children. It contained 56 items

patterned on the Kuder lnterest Inventoy.

The investigator restructured the items in the Science Interest Inventory

to suit it for the upper primary school children and standardised it. The

curriculum of science has changed. Media, hobbies, physical environment

etc. have also changed. So the investigator felt the need of updating the

inventory to suit it for upper primary pupils.

Students and teachers of Govt. T. T. I., Ettumanoor and T. T. C.,

Idamattom helped the investigator to modify the items. These items were

subjected to scrutiny and expert criticism by the psychology and science

educators of various teacher education institutions. The items were

restructured and modified as per their suggestions.

Thus an inventory consisting of 56 items was prepared. This test was

pre-tried out for 12 students studying in Standard VII of Govt. T. T. I.

Ettumanoor to understand the clarity of instructions and wording of the test.

The Science lnterest Inventoy for Upper Primary School Children -

draft form - is given in Appendix T.

4.2.2.6.1 I//us&ation of Items and Scoring Procedure

Each item consists of a set of three statements representing different

interests, out of which one indicates interest in science. The three statements

in an item are in the form of possible activities in which a subject is free to

engage himself. Assuming all the three activities are within the means of the

subject, and that h e is free to choose one from among them, he is required to

make a selection of one activity which appeals most to him. If the selected

statement (activity) represents interest for science, the subject receives one

score for 'science interest'. If any other item is selected, a zero score is

assigned. The test is what may be described as a 'forced-choice' inventoy of

56 items or trials. Representative items of the inventoy are given below.

1 (a) Read the life history of Gandhiji

(b) Read the life history of Sree Narayana Guru

(c) Read the life history of Issac Newton

2 (a) Visit Taj Mahal

(b) Visit Factories

(c) Visit Holy places

Note: For the first item choice (c) represents interest in science. Similarly for

the second item choice (b) represents the science interest.

4.2.2.6.2 Standardisation of Science Interest Inventory for Upper Primary School Children

Standardisation procedure is illustrated in page nos. 112 and 113.

Items with discrimination power of 0.28 and above were selected. Item

analysis data is presented as Appendix U.

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

Using this criterion 48 items were selected for the final test. The specimen

inventory is given in Appendix V.

4.2.2.6.3 Validity and Reliability

The external validity of the tool was established by the investigator

by validating the scores of Science Interest Inventory against the average

marks obtained in three terminal examinations in science as external criterion

as 0.66 (N = 58). The sample used for the study is students studying in

standard VII of K.T.J.M. H.S., Idamattom. Content validity, face validity

and item validity of the inventory was established by the procedures

illustrated in page no. 114.

The reliability of the inventory was worked out by two methods.

Test-retest reliability coefficient was estimated as 0.931 ( N = 35).

Split-half reliability of the test was worked out. The value of r, was

obtained as 0.98 (N = 100). The reliability cqefficient of the whole test was

found to be 0.99 (N = 100).

The validity and reliability coefficients of the tool show that it is a

moderately valid and highly reliable tool to measure Science Interest of Upper

Primaty School Children.

4.2.3 Response Sheet

The response sheet for entry of responses of subjects in all personality

scales is prepared and it is given in Appendix W.

4.3 SAMPLE USED FOR THE STUDY

A good sample is one which will reproduce the characteristics of the

population. According to Ban Davis (19531, "the purpose of sampling

procedure is to obtain a sample which will reproduce the characteristics of the

population with the greatest possible accuracy."

The study was originally conceived with a population of Upper Primay

School Children, studying in standard V, VI and VII. The present study was

confined to pupils attending in standard VII during the academic year

1999-2000 of the selected schools of Kottayam and Ernakulam districts.

4.3.1 Size of the Sample

Krech and Crutchfield (1975) suggest that "a sample size of 500 would

yield good results which would keep the error at less than five percent level."

Accordingly the size of the sample is tentatively fixed as 600, with the

assumption that sample size of 600 would yield sufficiently large subsamples

wise Rural-Urban, Govt.-Private, Boys-Girls for the different types of analysis.

The size is considerably larger than what was suggested by social researchers

for similar studies. The special nature of the study required that one has to

h a w a larger basal sample. The statistical procedures intended to be used in

the study were considered the major deciding factor in fixing the size of the

sample for the present study. The standardisation of process skills, personality

variables and the final testing would require at least three sessions to be

administered. It was decided that the sample size should be manageable and

consisting of subjects willing to take the different test sessions. The test

sessions were set in such a way as to suit the convenience of the investigator.

There were possibilities of some students being absent in one or more of the

sittings. These would finally result in discarding some of the subjects from the

analysis. Further the question of representing the factors which will yield a

representative stratified sample had to be considered. Considering all these

factors it was decided to keep the basal sample of 600.

4.3.2 Method of Sampling

Proportionate stratified sampling technique was found to be best suited

to the study. Stratification helps to avoid bias and ensure greater

representation. This scheme is applicable when the population is composed

of subgroups or strata of different sizes (Garrett, 1981).

4.3.3 Factors Considered in the Selection of Sample

The widely accepted and the popular procedure for stratification

recommended for use by Indian social researchers for studying school children

was adopted for this purpose. According to this procedure, the most

satisfactory representative sample could be obtained if the representation is

given for the following basal variablek.

Male subjects-Female subjects

Rural subjects-Urban subjects

Government school subjects-Private school subjects

The details of break-up of the final sample based on sex, school

location and the type of school management is presented in Table 9.

TABLE 9

Break-up of the Final Sample Based on Sex, School Location and the Type of School Management

Government (331 , , Boys (100)

Private (67) Urban (200)

Government (33) Girls (100)

Private (671

Government (67) Boys (200)

Private (133) Rural (400)

Government (67) Girls (200)

Private (133)

The classes were so selected that against every class selected from a

Government school, two classes were chosen from Private schools, keeping in

mind the restrictions regarding sex, locale and type of management. The

break-up of the sample was kept in mind while taking all decisions relating to

testing.

4.4 DATA COLLECTION PROCEDURE

4.4.1 Arrangement for Testing

After finalising the sample size and the categories to be represented,

institutions to be tested etc., the investigator visited the individual institutions

where the tests were to be conducted. The investigator met the heads of the

schools and the teacher of the classes selected for testing and had discussions

with them. Their co-operation was sought and the objectives of the study and

the expected mode of help were explained to them.

The students who took the test were informed in advance the date, time

of testing and the content area from which testing was to be done. This

ensured standard perfonance. The investigator acquainted herself with

testing procedures before commencing the actual testing. The procedures

fixed for the tests were explained to the co-operating teacher of the schools in

advance. The investigator involved the teachers for conducting the testing,

although she was physically present and directed the entire set of activities.

4.4.2 Test Administration

The test session began with the investigator giving a short explanation

of the aim and scope of the study to the subjects. She explained to the

students the importance of the study, and appealed to them for their active

participation and co-operation. Ideal condition for administering the test was

ensured in respect of timing, seating, directions, invigilation, arrangements etc.

An interval of five minutes was allowed in between the tests. The rules and

procedures were strictly followed. Uniform procedures were observed in

administering the tests in different schools.

The examinees were given test booklets together with printed

instructions regarding the test. Response sheets were given and the method of

answering each test in the score sheet was demonstrated on the blackboard.

The investigator gave due emphasis to the time limits for the test of process

outcomes. But there was no time limit set for the administration of personality

tests. Care was taken to get the maximum of free and natural responses from

the children.

4.5 SCORING AND CONSOLIDATION OF DATA

Separate punched scoring sheets were used for scoring all the tests.

Scoring was done according to the directions given in the test manual and

following the conventional procedures. Some data sheets had to be

discarded, for e.g. incomplete data sheets, non-adherence to rules of testing

etc. Finally the investigator selected 600 subjects. Detail of the school wise

break-up of the final sample is presented in Table 10.

TABLE 1 0 Details of the School-wise Break-up of the Final Sample

-

Sl. No. Name of the school School Type of No. of No, of Total location management boys girls

.- . -

1 Govt. High School, Karappuzha Urban Co-edn. Govt. 33 - 33

2 Govt. High School for Girls, N. Parawr Urban Girls Govt. - 33 33

3 Govt. High School, Kudamaloor Rural Co-edn. Govt. 17 23 40

4 Govt. Girls High School, Ettumanoor Rural Girls Govt. - 17 17

5 Govt. Boys High School, Ettumanoor Rural Boys Govt. 24 - 24

6 Govt. T. T. I., Ettumanoor Rural Girls Govt. - 27 27

7 Govt. Higher Seconday School, Kanakkari Rural Co-edn. Govt. 26 - 26

8 Samooham High School, Perumpadanna Urban Boys Private 57 - 57

9 St. Aloysius High School, N. Paravur Urban Co-edn. Private 10 18 28

10 St. Ann's High School, Kottayam Urban Girls Private - 49 49

11 St. Aloysius Boys High School, Athirampuzha Rural Boys Private 62 - 62

12 Kuruvinakunnel Thommen Joseph Memorial High Rural Co-edn. Private 34 24 58 School, Idamattom

13 St. May's Girls High School, Athirampuzha Rural Girls Private - 38 38

14 Sacred Heart High School, Bharananganam Rural Girls Private - 38 38

15 Town Upper Primary School, Koduvanthanam Rural Co-edn. Private 37 33 70

Total 300 300 600 - W

0

The scores of all tests of the selected subjects and other data relating to

them were tabulated on a consolidated data sheet. For each variable one

column was provided. Hence five columns for process variables-classifying,

reasoning, inferring, predicting, process total, five columns for five personality

variables, one for sex, one for school location and the last column for type of

school management were set apart. The analysis has been based on the data

relating to the 600 subjects obtained as explained above.

4.6 STATISTICAL TECHNIQUES EMPLOYED

The objectives of the study and the hypotheses formulated for the study

suggested the use of the following statistical techniques for data analysis.

4.6.1 Two-tailed Test of Significance of the Difference Between Means for Large Independent Groups

For this to work out the t-values (also called the critical ratios) given by

the formula

M, = Mean test score for the first group

M, = Mean test score for the second group

and

SE,M,-M21 = The standard error of the difference between means M, and M,

SE,MI-M21 was calculated by the formula

where SEMI and SEM2 were the standard error of the mean scores MI and M,

respectively.

If N, and N, are the size of the samples under comparison and o, and

a,, their standard deviations,

The obtained t-value (critical ratio) was then treated as belonging to a

normal distribution. If the obtained t-value falls between -1.96 and +1.96,

the difference between means was treated as being not significant at 0.05

level. In this case. the difference was treated as the same as a zero difference.

If the t-value falls outside the interval 0.05 level, this means that the difference

was real and was greater than zero.

If the obtained t-value falls outside the interval +2.58. the difference

was treated as significant at 0.01 level, otherwise the difference was treated as

not significant at 0.01 level. A significant difference between means imply that

the difference was real and was different from zero. A non-significant

difference indicated that the difference between the means was not real and

indicated difference IS to be attributed to sampling errors.

4.6.2 Person's Product-moment Coefficient of Correlation

When a set of 'n' pair of scores for two continuous variables x and y are

given in the form of (x,. y,), (x,, y,), (x,, y,) . . . (x,, y,) the correlation between

the variables x and y represented as r,, is given by the following formula

where Cx = the sum of all x scores in the data

xy = the sum of all y scores in the data

2x2 = the sum of the squares of all the x scores in the data

Cy' = the sum of the squares of all the y scores in the data

Xxy = the sum of the produds of all the paired x and y values of the

data.

The obtained correlation coefficients were interpreted by means of the '

following approaches.

4.6.2.1 Test of Significance of the Correlations

This was done by checking whether the obtained correlation exceeded 1 1 - x 1.96 or - x 2.58 for significance at 0.05 level and 0.01 level fi f i respectively.

4.6.2.2 The 0.01 Confidence interval of 'r 's

The limits of the 0.01 confidence interval was estimated using the

formula ( r f 2.58 SEr), in which SEr, the standard error of r, was obtained

using the formula

I ,.' SEr = --

G i

r, being the obtained coefficient of correlation.

4.6.2.3 Verbal Descriptions

For interpreting the values of r, verbally, Garrett's (1981) classification

was used.

i.e. 'r' from 0.00 to k0.20 denotes indifferent or negligible relationship;

'r' from 0.20 to i0.40 denotes low correlation present but slight;

'r' from 0.40 to k0.70 denotes substantial or marked relationship;

'r' from 0.70 to k1.00 denotes high to very high relationship.

4.6.2.4 Percentage Variance (Fox, 1969)

This was estimated by finding out ? x 100, r, being the obtained

correlation coefficient.

4.6.3 Multiple Regression Equation

In order to examine the relationship between Process Outcomes .in

Basic Science and various independent variables a multiple regression

equation was formulated. The regression equation is

where x, - score of Personal Adjustment

x, - score of Social Adjustment

x, - score of Examination Anxiety

x, - score of Achievement Motivation

xi - score of Science Interest

Y - score of Process Outcomes in Basic Science

E - random disturbance term

a - is a constant

b, - regression coefficient of Personal Adjustment

b, - regression coefficient of Social Adjustment

b, - regression coefficient of Examination Anxiety

b, - regression coefficient of Achievement Motivation

b, - regression coefficient of Science Interest

a, b,, b,, b,, b, and b, are estimated using Ordinary Least Squares (OLS)

method.

4.7 OTHER DETAILS RELATING TO THE DESIGN

Procedure used for categorising the whole sample into groups based on

differing levels of Process Outcomes in Basic Science, viz. high achievers

(HA), average achievers (AA) and low achievers (IA).

The total sample was divided into three goups (HA, AA and LA) based

on the scores obtained for Process Outcomes in Basic Science, by the whole

sample. The following procedure was used for the division. The score of the

total sample of 600 subjects in Process Outcomes in Basic Science was use I

for calculating mean and standard deviation of the score distribution.

Assuming that M is the mean score and o. the standard deviation of the

600 scores of Process Outcomes in Basic Science, the groups were labelled as

below.

A subject whose score on Process Outcomes in Basic Science fell

between M k o was classified as an average-achiever (AA). A subject whose

score was below M - o was classified as a low-achiever (LA). A subject whose

score was above M + o was classified as a high-achiever (HA). In the present

study Mean (M) of process outcome scores in Basic Science for the total group

was 25.72 and standard deviation (o) was 6.78. Therefore, subjects whose

scores as Process Outcomes in Basic Science were 33 and above (rounded

value of M + o) were labelled as High Achievers (HA); those subjects whose

scores were less than 19 (rounded value of M - o) were classified as Low

Achievers (LA) and all others were treated as Average Achievers (AA).

The number of subjects so obtained in each of the three groups are

presented in Table 11.

TABLE 11

Number of Subjects Falling within the Three Groups Based on Process Outcomes in

Basic Science (HA-, AA- and LA-)

Process Outcomes Group Total No. of Subjects

High Achievers (HA) 103

Average Achievers (AA) 413

Low Achievers (LA) 84

Details of the analysis are presented in the next chapter.