CHAPTER IV

PROCEDURE

CHAPTER IV PROCEDURE PAGE NO

4.1 Introduction 110

4.2 Tools Used for the Measurement 110

4.2.1 Emotional Quotient Inventory 110

4.2.2 Thomas Armstrong Multiple Intelligence

Inventory

115

4.2.3 Academic Achievement 117

4.2.4 Personal Information Blank 117

4.3 Reliability of the Tool 118

4.4 Validity of the Tool 119

4.5 Sample Used for the Study 120

4.5.1 Techniques of Sampling 120

4.5.2 Size of the Sample 121

4.6 Data Collection Procedure 124

4.7 Scoring and Consolidation of Data 125

4.7.1 Scoring Scheme of Emotional

Intelligence Inventory

125

4.7.2 Scoring Scheme of Multiple Intelligence

Inventory

126

4.8 Processing of Data 127

4.9 Statistical Techniques Used for Analysis 128

4.10 Conclusion 128

INTRODUCTION

The purpose of this study is to explore the role and relationship

of Emotional Intelligence in the academic achievement of the higher

secondary students in the TamilNadu school system. Furthermore,

this study also attempted to focus on the degree of association of

Multiple Intelligence with the academic achievement of the higher

secondary students. The methodology of the study has been

described under the following heads;

a) Tools used for the measurement

b) Sample used for the study

c) Data collection procedures

d) Scoring and consolidation of data

e) Statistical techniques used for analysis.

4.2 TOOLS USED FOR THE MEASUREMENT

The selection of suitable tools is of vital importance for

successful research. Effectiveness of evaluation largely depends on

the accuracy of measurement. Accuracy of the measurement in turn

depends upon the precision of the instrument. The word „tool‟ is

defined as a means to collect evidences. In order to measure different

variables explained earlier, the investigator made careful selection of

standardized tools.

In the present study, investigator used two inventories and one

personal information blank for data collection.

4.2.1 EMOTIONAL QUOTIENT INVENTORY

Reuven Bar-On’s Emotional Quotient Inventory was used to

measure the Emotional Intelligence of students. BarOn developed

EQ-i after 17 years of research, and this inventory is the first

scientifically developed and validated measure of Emotional

Intelligence that reflects one's ability to deal with daily environmental

challenges and helps predict one's success in life, including

professional and personal pursuits.

Bar-On Emotional Quotient Inventory (EQ-i)

The EQ-i is a self-report measure of emotionally and socially

intelligent behavior that provides an estimate of emotional-social

intelligence.

It comprises 133 items in the form of short sentences and

employs a 5-point response scale with a textual response format

ranging from "very seldom or not true of me" (1) to "very often true of

me or true of me" (5). The EQ-i is suitable for individuals 17 years of

age and older.

It takes approximately 40 minutes to complete the inventory;

and it typically takes less time to complete the online version than

the paper-and-pencil version of the instrument.

The individual‟s responses render a total EQ score as well as

scores on the following 5 composite scales and 15 subscales:

¾ INTRAPERSONAL

o Self-Regard

o Emotional Self-Awareness

o Assertiveness

o Independence

o Self-Actualization

¾ INTERPERSONAL

o Empathy

o Social Responsibility

o Interpersonal Relationship

¾ STRESS MANAGEMENT

o Stress Tolerance

o Impulse Control

¾ ADAPTABILITY

o Reality Testing

o Flexibility

o Problem Solving

¾ GENERAL MOOD

o Optimism

o Happiness

The EQ-i includes the following four validity indicators:

¾ Omission Rate (number of omitted responses)

¾ Inconsistency Index (degree of response inconsistency)

¾ Positive Impression (tendency toward exaggerated positive

responding)

¾ Negative Impression (tendency toward exaggerated

negative responding)

This psychometric instrument has a built-in correction factor that

automatically adjusts the scale scores based on the Positive

Impression and Negative Impression scale scores. This is an

important feature for self-report measures in that it reduces the

distorting effects of social response bias (such as “faking good” and

“faking bad”), thereby, increasing the accuracy of the results

obtained.

The effectiveness of this component has been confirmed by the

fairly high degree of overall correlation (R=.69) between observer

ratings of the behavior assessed by the EQ-i and the scores of 185

individuals who completed this instrument.

THE FACTORIAL STRUCTURE OF THE BAR-ON MODEL

Factor analysis was applied to study the 15 factor structure of

the EQ-i to empirically evaluate the extent to which it is theoretically

valid.

After subjecting the initial inventory to factor analysis, both

exploratory and confirmatory Bar-On finally extracted a ten factor

structure consisting of 4 composite scales and 10 sub scales.

In the present study the researcher took these ten factors

structure to measure the Emotional Intelligence of the higher

secondary students. The tool used in the study is a self report

questionnaire, consists of sixty-six items, the individual‟s responses

render a total EQ score as well as scores on the following four

composite scales and ten subscales which measure ten different

components of Emotional Intelligence .

¾ INTRAPERSONAL

o Self-Regard

o Emotional Self-Awareness

o Assertiveness

¾ INTERPERSONAL

o Empathy

o Interpersonal Relationship

¾ STRESS MANAGEMENT

o Stress Tolerance

o Impulse Control

¾ ADAPTABILITY

o Reality Testing

o Flexibility

o Problem Solving

There are five response categories range from “never true”,

“seldom true”, “sometimes true”, “often true”, and “Always true”. The

number of items in each dimensions of the Emotional Quotient

Inventory is given below.

Table 1. Emotional Quotient Inventory-Distribution of Questions

Each Dimension

S.NO

DIMENSIONS

ITEM NUMBERS

1

Self regard

6,12*,21,27*,36*,43,51,56,64

2

Interpersonal Relationship

15,20,31,35*,50,55,63*

3

Impulse Control

7*,38*,44*,58*,65*

4

Problem Solving

1,9,14,23,29,46

5

Emotional Self Awareness

3,5,11*17*,25*,57*

6

Flexibility

8*,13*,22*,28,39,45*,52*,66*

7

Reality Testing

4,19*,26*,34*,42,48*

8

Stress tolerance

2,10,16,24*,32*,40,53,60*

9

Assertiveness

18,33*,41*,47,54*,62*

10

Empathy

30,37,49,59,61

* Negative items

The total score of all the sixty six items yield the total emotional

quotient score of a student. The Bar-On Emotional Quotient

Inventory is presented in Appendix-A

The Tamil version of this tool was administered among ten

students selected in the population. The tool was discussed item wise

with the students. During the interaction with the students, the

students‟ feedback regarding clarity, ambiguity and comprehensibility

of the items were obtained.

After making notification in the light of the feedback obtained,

the Tamil version of the tool was finalized. The Tamil version of the

Bar-On Emotional Quotient Inventory is presented in Appendix-B

4.2.2 THOMAS ARMSTRONG MULTIPLE INTELLIGENCE

INVENTORY

Multiple Intelligence inventory was developed by Thomas

Armstrong (Alexandria,Va.: Association for Supervision and

Curriculum Development, 2000) to measure the Multiple Intelligence.

This tool is scientifically developed and validated measure of Multiple

Intelligence. It has been suggested that there are at least eight

different types of intelligence.

Multiple Intelligence inventory assess the strengths and weakness of

the individual separately in each type of intelligence categorized. This tool is

self report questionnaire and consists of 80 items which measure eight

different dimensions of Multiple Intelligence namely

a) Verbal / Linguistic Intelligence

b) Logical / Mathematical Intelligence

c) Visual / Spatial Intelligence

d) Bodily / Kinesthetic Intelligence

e) Musical / Rhythmic Intelligence

f) Interpersonal Intelligence

g) Intrapersonal Intelligence

h) Naturalist Intelligence

There are five response categories ranging from “never true”,

“seldom true”, “sometimes true”, “often true”, and “Always true”. The

number of items in each dimensions of the Emotional Quotient

Inventory is given below.

Table 2. Multiple Intelligence inventory -Distribution of Questions

in Each Dimension

S.NO

DIMENSIONS

ITEM NUMBERS

1

Verbal / Linguistic Intelligence

1.1,1.2,1.3,1.4,1.5,1.6,1.7,

1.8,1.9,1.10

2

Logical / Mathematical Intelligence

2.1,2.2,2.3,2.4,2.5,2.6,2.7,

2.8,2.9,2.10

3

Visual / Spatial Intelligence

3.1,3.2,3.3,3.4,3.5,3.6,3.7,

3.8,3.9,3.10

4

Bodily / Kinesthetic Intelligence

4.1,4.2,4.3,4.4,4.5,4.6,4.7, 4.8,4.9,4.10

5

Musical / Rhythmic Intelligence

5.1,5.2,5.3,5.4,5.5,5.6,5.7,

5.8,5.9,5.10

6

Interpersonal Intelligence

6.1,6.2,6.3,6.4,6.5,6.6,6.7,

6.8,6.9,6.10

7

Intrapersonal Intelligence

7.1,7.2,7.3,7.4,7.5,7.6,7.7, 7.8,7.9,7.10

8

Naturalist Intelligence

8.1,8.2,8.3,8.4,8.5,8.6,8.7, 8.8,8.9,8.10

Each dimension consists of ten items in the Multiple

Intelligence inventory. The total score of all the eighty items yields the

total Multiple Intelligence score of a student. The Thomas Armstrong

Multiple Intelligence inventory is presented in Appendix-C.

The Tamil version of this tool was administered among ten

students selected in the population. The tool was discussed item wise

with the students. During the interaction with the students, the

students‟ feedback regarding clarity, ambiguity and comprehensibility

of the items were obtained. After making notification in the light of

the feedback obtained, the Tamil version of the tool was finalized.

The Tamil version of the Thomas Armstrong Multiple Intelligence

inventory is presented in Appendix-D.

4.2.3 ACADEMIC ACHIEVEMENT

Academic achievement is defined in this study as the

percentage of the marks attained by students in the Secondary

School Leaving Certificate (SSLC) examination (2006-2007). The data

were collected from the records of the respective schools. The SSLC

examination is conducted by the State Government of TamilNadu

through the Directorate of Government examinations. As it is

common examination of all the students and the data were collected

from the Government records. As such the data i.e., the marks

attained by students in the SSLC examination is considered valid and

reliable.

4.2.4 PERSONAL INFORMATION BLANK

The study also necessitated the measurement of the following

eleven independent variables for the exploration of group differences.

a) Sex

b) Family Size

c) Types of School

d) Locality

e) Group of Study

f) Father‟s Education

g) Mother‟s Education

h) Monthly Income of the Family

i) Community

j) Birth order and

k) Compositions of Children

The Personal information blank is presented in Appendix-E.

The data were collected through Personal information blank as

applicable to the sample. One fourth of the total sample was selected

randomly and the facts were also verified with the entries in the

school records. This vouchsafes the reliability and validity of the data.

4.3 RELIABILITY OF THE TOOL

Reliability is the extent to which a test is repeatable and yields

consistent scores. Reliability examines the internal consistency of the

instrument and its stability over time.

Reliability indicates the extent to which individual differences

in test scores are attributable to true differences in the characteristics

under consideration. The goal of estimating reliability (consistency) is

to determine how much of the variability in test scores is due to

measurement error and how much is due to variability in true scores.

There are two basic types of reliability that are traditionally

examined in test construction; the first is internal consistency

reliability, and the second is retest reliability or stability.

The two types of reliability carried out on the EQ-i were

internal consistency and retest reliability.

The reliability of the EQ-i has been examined by a number of

researchers over the past 20 years. A consensus of findings reveals

that the Bar-On conceptual and assessment model is consistent,

stable and reliable (Bar-On, 2004). More specifically, the overall

internal consistency coefficient of the EQ-i is 0.97 based on the North

American normative sample (Bar-On, 1997b).

Internal consistency is commonly measured as Cronbach's

Alpha (based on inter-item correlations) - between 0 (low) and 1

(high). The greater is the number of similar items, the greater is the

internal consistency. In the present study the investigator applied

Cronbach‟s alpha test for measuring the reliability for the Emotional

Intelligence tool as well as Multiple Intelligence tool through

Statistical Package for Social Sciences(SPSS) among 50 samples.

The following table 3 shows the reliability of the tools which are

used in the present study on Emotional Intelligence and Multiple

Intelligence.

Table 3. Reliability of the Tool

VARIABLE

NUMBER OF

SAMPLE

NUMBER OF

ITEMS

Cronbach’s

alpha

SCORE

Emotional

Intelligence

50

66

0.7481

Multiple

Intelligence

50

80

0.8966

These findings reveal that Cronbach‟s alpha score for the

Emotional Quotient Inventory is 0.7481 and for the Multiple

Intelligence inventory is 0.8966 which have high reliability.

4.4 VALIDITY OF THE TOOL

Validity is the extent to which a test measures what it is

supposed to measure. Validity is a subjective judgment made on the

basis of experience and empirical indicators.

Validity implies precise and exact results acquired from the

data collected. In technical terms, a measure can lead to a proper

and correct conclusion and result from a sample that can be taken as

a valid conclusion about the population.

The tools (Bar-On Emotional Quotient Inventory and the

Multiple Intelligence inventory) used in the present study are

standardized. As standardized tools these possess content validity

and construct validity are established by the author of the tools.

4.5 SAMPLE USED FOR THE STUDY

Population of the present study includes the entire XI standard

students in schools under different management in Namakkal

District.

4.5.1 TECHNIQUES OF SAMPLING

Sample is a small proportion of a population selected for

observation and analysis. According to Sukhia (1966) “A good sample

of population is the one within which restriction imposed by its size

will produce that characteristics of the population with the greatest

population accuracy”. It is not only difficult, but also rather

impossible to utilize the entire population for the study. Therefore a

sample of the whole population is taken for research studies.

The validity and reliability of the findings of a study is

determined largely by the selection of the sample on which the tools

for a data collection are administered.

The sample selected should represent the population in all its

diversity. In this study, the investigator selected pupils who are

studying in XI standard in Higher Secondary Schools in Namakkal

District.

Sampling technique in this study is Stratified random

sampling. Schools were selected based on proportional random

sampling technique; which is a method ensuring representation of

the population and avoids bias of sampling.

4.5.2 SIZE OF THE SAMPLE

The study was conducted in Namakkal District of Tamilnadu

State in India. The data for the study has been derived from a

representative sample of size 1300 obtained from standard XI

students attending the Higher Secondary Schools in Namakkal

District of TamilNadu in India.

The sample obtained using stratified random sampling

technique by giving proportional representation to aspects like sex,

place of residence, group of study, institutional type, socio

economic status etc. the following tables shows the details of the

samples.

Schools were selected adopting stratified random technique,

stratification being made on the basis of the management of

schools. Selection of the students in XI standard in the selected

schools was by census not by sampling. Thus to select the

respondents for the study sampling and census techniques were

adopted.

Table 4. Distribution of Sample with respect to Type of School

S.No Type of

School

Number

of Schools

Number

of Students

1 Government

Schools

12 722

2 Aided Schools 3 364

3 Unaided

Schools

2 214

Total samples 17 1300

Figure 2 given in the opposite page represents the distribution

of sample with respect to type of school.

Table 5. Distribution of Sample with respect to Gender, Locality,

Educational Qualification of Father, Educational

Qualification of Mother, Family Monthly Income,

Community, Family Size, Birth order, Composition of

Children, and Group of Study in XI Standard

S.

No.

Main

Variables

Sub-Variables

Numbe

r of Samples

1

Gender

Male 700

Female 600

Total 1300

2

Locality

Hill 100

Urban 165

Rural 1035

Total 1300

3

Educational

qualification of

the father

School

education

988

College 79

Illiterate 233

Total 1300

4

Educational

qualification of

the mother

School

education

872

college 35

Illiterate 393

S.

No.

Main

Variables

Sub-Variables

Numbe

r of Samples

Total 1300

5

Monthly Income

of the Family

Less than

Rs. 2,000

264

Rs. 2,000 to

5,000

701

More than

Rs.5,000

335

Total 1300

6

Community

BC 651

MBC 279

SC 277

ST 93

Total 1300

7

Family size

Up to 4

767

Above 4

members

533

Total 1300

8

Birth order First 618

Second 469

Third and above 213

S.

No.

Main

Variables

Sub-Variables

Numbe

r of Samples

Total 1300

9

Type of

school

Government 722

Aided by

Government

364

Unaided 214

Total 1300

1

0

Compositio

n of Children

All boys 282

All girls 139

Both 879

Total 1300

1

1

Group

studying in XI

standard

Mathematics 609

Science 184

Arts 418

Vocational 89

Tota

l

1300

4.6 DATA COLLECTION PROCEDURE

Collection of data involves the collection of relevant data to the

problem under study. For the present study, after selecting the

schools in the Namakkal District from where the sample is drawn,

the investigator contacted the head of the schools through the Chief

Educational Officer prior to the data collection for administering the

test. The investigator also informed the schools, the dates of

conducting the tests.

The investigator studied the basic literature relating to the

selected psychological tests, contained in the test manuals and other

references and acquainted himself with the testing procedures,

possible. eventualities etc., before commencing actual testing.

In administering the test, a uniform procedure was adopted in

all the selected schools. The investigator got help of the class teachers

in administering the tests.

The investigator gave a brief explanation of the objective and

scope of the study to the students and appealed to their conscious

involvement and co-operation. The tasks to be done in answering

each test were explained before each inventory was given. An interval

of 15 minutes was allowed in between two inventories. The samples

were instructed as follows.

“This inventory consists of series of statements which follows

five response categories. Read each item carefully and decided how it

describes you in the five point scale and indicate your choice by

encircling in the corresponding number in the questionnaire itself.

There is no correct and wrong answers .Work rapidly and give your

immediate response to each item”

test.

The following steps were invariably followed for conducting the

¾ Distribution of the inventories to the samples

¾ Clearing the doubts of the samples, giving instructions

regarding time limit, method of dealing with eventualities,

and filling up the personal information blank etc.,

¾ Explaining the general directions in filling up the five

response categories

¾ Making the students familiar with the five response

categories, and method of entering the responses.

¾ Giving 15 minutes intervals between testing of the Multiple

Intelligence inventory and the Emotional Intelligence

inventory.

¾ Collecting back the answered response sheets.

4.7 SCORING AND CONSOLIDATION OF DATA

4.7.1 SCORING SCHEME OF EMOTIONAL INTELLIGENCE

INVENTORY

Scoring of the response sheets was done as per the scoring

scheme. The total score of all the 66 items yield the total Emotional

Intelligence score of a student as per the responses given by the

sample. The responses given by the samples were calculated as per

the table 6.

TABLE 6. Scoring Pattern of Emotional Intelligence Inventory

.

NO

TYPE OF

ITEMS

SCORES FOR THE RESPONSES

NE

VE

R

TR

UE

SE

LD

OM

TR

UE

SO

ME

TIM

ES

TR

UE

OF

TE

N

TR

UE

ALW

AY

S

TR

UE

POSITIVE

ITEMS

0

1

2

3

4

NEGATIVE

ITEMS

4

3

2

1

0

4.7.2 SCORING SCHEME OF MULTIPLE INTELLIGENCE

INVENTORY

Scoring of the response sheets was done as per the scoring

scheme. The total score of all the 80 items yield the total Multiple

Intelligence score of a student as per the responses given by the

sample. The responses given by the samples were calculated as per

the table 7.

Table 7. Scoring Pattern of Multiple Intelligence Inventory

NUMBER OF

ITEMS IN THE

INVENTORY

SCORES FOR THE RESPONSES

NE

VE

R

TR

UE

SE

LD

OM

TR

UE

SO

ME

TIM

E

S T

RU

E

OF

TE

N

TR

UE

ALW

AY

S

TR

UE

80

QUESTIONS

0

1

2

3

4

The Multiple Intelligence inventory consists 80 test items

which is exclusively positive items.

All favorable statements were awarded and scored. The scores

obtained in the two inventories along with the personal data are

consolidated and tabulated on consolidation sheet for the purpose of

analysis.

The data collected were quantified following the scoring scheme

of the various tools administered and the scores of the individual

respondents on various variables were arrived at. The scores in the

case of different dimensions in Emotional Intelligence and Multiple

Intelligence and the demographic details like Sex, Locality, Types of

School, Community, Family Size, Group of Study, Father‟s

Education, Mother‟s Education, Monthly Income of the Family, Birth

Order, and Compositions of Children were entered separately.

The data was either in the numerical form or in the descriptive

form which again was indicated by number codes. Only those

students for whom complete data was available were retained for

analysis. The data (consolidated following a standard pattern with a

code number assigned for each inventory, etc.,) were hand entered by

the researcher from original evaluation forms and the data double

checked for input accuracy for computer data processing.

4.8 PROCESSING OF DATA

Statistical processing was done with computer assistance. Data

were analyzed utilizing descriptive statistics, correlation coefficients,

and stepwise multiple regression using Statistical Package for Social

Sciences (SPSS11.5 version) computer program for statistical

analysis.

The goal of descriptive statistics was to accurately portray data

from a variable. Descriptive statistics involves summarizing scores by

developing tabular or graphical representations. Descriptive statistics

involves measures of central tendency which are mean, median,

mode, and standard deviation.

Relationship between the independent variables (Emotional

Intelligence and Multiple Intelligence) and dependent variable

(academic achievement) was ascertained using the corresponding

scores obtained from the variables and tested the same through

Pearson product moment correlation coefficient statistics. Similarly,

data on the prediction variables were analyzed using Multiple

Regression Statistics. Inferential statistics were interpreted at the

significant level of 0.05.

4.9 STATISTICAL TECHNIQUES USED FOR ANALYSIS

Statistical analyses of the data were undertaken using

procedures appropriate for the purpose of the study. The study used

the following statistical techniques.

a) „t‟ test,

b) ANOVA followed by DUNCAN multiple ranged test,

c) „r‟ and „Chi‟ square tests for Correlation analysis and

association between variables and

d) „R‟ for multivariate analysis. Multiple regression was

conducted to evaluate to what extent Emotional Intelligence

and Multiple Intelligence skills predict the academic

achievement.

4.10 CONCLUSION

In this chapter the tools used for the measurement, sample

selected for the study, data collection procedures, scoring and

consolidation of data and statistical techniques used for analysis

were explained. The analysis and interpretation of the data are

discussed in the chapter V.