chapter - iiishodhganga.inflibnet.ac.in/bitstream/10603/55123/10/10...chapter - iii method and...

CHAPTER - III

METHOD AND PROCEDURE OF THE STUDY

3.1 The sample

3.2 Sociometric Techniques and their Description

3.3 Free expression Drawings and Paintings: Their Description, Scoring & Interpretation

3.4 The Profile

3.5 Description of Intelligence Test and Its Scoring

3.1 The Sample

Most of the educational phenomena consist of a large number of units. It

would be impracticable, if not impossible, to test, to interview or observe each unit of

the population under controlled conditions in order to arrive at principles having

universal validity. Some populations are so large that their study v»ould be expensive

in terms of time, money, effort and manpower. Therefore, a definite process is

adopted by which a relatively small number of individuals or measures of individuals,

objects or event is selected and analysed in order to find out something about the

entire population from which it was selected. This process is known as sampling.

Sampling helps us to reduce expenditure, save time and energy, permit measurement

of greater scope, or produce greater precision and accuracy. Sampling procedures

provide generalizations on the basis of a relatively small portion of the population.

Thus,, the representative proportion of the population is called a 'sample'.

In the present study accessible population comprised of the adolescent boys of

IX & X classes in the age range of 12to 19 years from 4 randomly selected districts of

Western U.P. namely Agra, Aligarh, Badaun and Bareilly.

A pool of 2000 students for the conduct of sociometric study was taken from

IX & X classes of four randomly selected schools in each selected district of Western

U.P. The structure of sample (pool) is presented from Table 3A.10 to 3A.13. Out of

this pool the final sample for the study was taken to be 400 (100 from each of the four

sociometric groups of populars, neglectees, rejectees & isolates).

47

Table 3A.10

Structure of the Sample

Name of the District: Agra

S.No. Name of the SchooyCoUege

1. Chitragupt Higher Secondary School, Agra. Chitragupt Higher Secondary School, Agra. Chitragupt Higher Secondary School, Agra. Chitragupt Higher Secondary School, Agra.

2. National Model Hr. Sec. School, Mau Road, Agra National Model Hr. Sec. School, Mau Road, Agra National Model Hr. Sec. School, Mau Road, Agra National Model Hr. Sec. School, Mau Road, Agra

3. Govt. Inter College, Shahganj, Agra Govt. Inter College, Shahganj, Agra Govt. Inter College, Shahganj, Agra Govt. Inter College, Shahganj, Agra

4. D.A.V. Inter College, Motikatra, Agra D.A.V. Inter College, Motikatra, Agra D.A.V. Inter College, Motikatra, Agra D.A.V. Inter College, Motikatra, Agra

Total Students of Agra District

Class

IX

IX

X

X

IX

IX

X

X

IX

IX

X

X

IX

IX

X

X

(Pool)

Section

A

B

A

B

A

B

A

B

A

B

A

B

A

B

A

B

Sample Size

30

35

30

34

29

30

34

30

30

32

30

29

30

30

31

36

500

Table 3A.11

48

Name of the District: Aligarh

S.No. Name of the School/College Class Section Sample Size

1. Naurangi Lai Govt. Inter College, Aligarh Naurangi Lai Govt. Inter College, Aligarh Naurangi Lai Govt. Inter College, Aligarh Naurangi Lai Govt. Inter College, Aligarh

2. D.A.V. Inter College, Aligarh D.A.V. Inter College, Aligarh D.A.V. Inter College, Aligarh D.A.V. Inter College, Aligarh

3. Babulal Jain Inter College, Aligarh Babulal Jain Inter College, Aligarh Babulal Jain Inter College, Aligarh Babulal Jain Inter College, Aligarh

4. S.T. High School, A.M.U., Aligarh S.T. High School, A.M.U., Aligarh S.T. High School, A.M.U., Aligarh S.T. High School, A.M.U., Aligarh

IX

IX

X

X

IX IX X X

IX

IX

X

X

IX

IX

X

X

A 28

B

A

B

A B A B

A

B

A

B

Ai

B

A,

B

35

30

35

32 30 28 36

32

28

26

36

32

34

36

30

Total Students of Aligarh District 508

Table 3A.12

49

Name of the District: Badaun

S.No. Name of the School/College

1. S.K. Inter College, Badaun S.K. Inter College, Badaun S.K. Inter College, Badaun S.K. Inter College, Badaun

2. H.S. Islamia Inter College, Badaun H.S. Islamia Inter College, Badaun H.S. Islamia Inter College, Badaun H.S. Islamia Inter College, Badaun

3. Govt. Inter College, Badaun Govt. Inter College, Badaun Govt. Inter College, Badaun Govt. Inter College, Badaun

4. Rukim Singh Vedic Inter College, Badaun Rukim Singh Vedic Inter College, Badaun Rukim Singh Vedic Inter College, Badaun Rukim Singh Vedic Inter College, Badaun

Total Students of Badaun District

Class

IX IX X X

IX

IX

X

X

IX IX X X

IX

IX

X

X

Section

A B A B

A

B

A

B

A B A B

A

B

A

B

Sample Size

30 35 28 32

35

36

30

32

34 30 26 25

30

30

28

31

492

50

Table 3A.13

Name of the District: Bareilly

S.No.

1.

2.

J .

4.

Name of the School/College

F.R. Islamia Inter College, Bareilly F.R. Islamia Inter College, Bareilly F.R. Islamia Inter College, Bareilly F.R. Islamia Inter College, Bareilly

Manohar Bhushan Inter College, Bareilly Manohar Bhushan Inter College. Bareilly Manohar Bhushan Inter College. Bareilly Manohar Bhushan Inter College. Bareilly

Vishnu Inter College, Bareilly Vishnu Inter College, Bareilly Vishnu Inter College, Bareilly Vishnu Inter College, Bareilly

Gulab Rai Inter College, Bareilly Gulab Rai Inter College, Bareilly Gulab Rai Inter College, Bareilly Gulab Rai Inter College, Bareilly

Total Students of Bareilly District

Class

IX

IX

X

X

IX

IX

X

X

IX IX X X

IX

IX

X

X

Section

A

B

A

B

A

B

A

B

A B A B

A

B

A

B

Sample Size

30

34

28

36

30

33

30

35

30 24 30 31

30

30

33

36

500

Grand Total of all the four districts, viz., Agra, Aligarh, Badaun and Bareilly = 2000.

51

The sociometric questionnaire with tliree criteria and tliree choices was given

to these 2000 students. Out of this pool 731 sociometrically categorized populars,

neglectees, rejectees and isolates were found out. They are presented in the Table

3A.20 to 3A.23. The students who had received 15 and more choices on the

sociometric scale were put under 'popular (star)' category. The students who had

received 1 to 3 choices were put under the group of 'Neglectees'. The third group was

of the students who had received 3 or more rejections were put under rejectees

category. The fourth group comprised of the students who had neither received any

choice nor any rejection, were put under 'isolates' category. In this study three choices

have been allotted to each sociometric criterion in view of the studies of Moreno

(1942), Northway (1942), Bonney (1953, 1955) who strongly recommended the use of

three choices for each sociometric criterion. In this study weightage is also not given

to first, second and third choices.

Rationale for Not Giving Weightage to First, Second and Third Choices in the

Study:

There is a question whether the differential weightage should be given to, first,

second and third choices in a sociometric nomination setup. Northway (1952) worked

on this problem and he assigned arbitrary weightage to the various choice levels. For

example, with three choices the first choice would be given a value of three points, the

second choice two points and the third choice one point. This is based on the

assumption that a first choice has a more social significance and therefore, should be

counted more. Although this assumption may have some validity, it should be pointed

out that there is no experimental evidence to justify any particular system of

weightage and assigning arbitrary weightage, is therefore, a dubious practice.

Gronlund (1959) Thus, contends-that, until evidence is presented to justify the

assigning of weightage to sociometric choices, it is suggested that each choice be

given a value of one regardless of level of choice. In the present study also no

weightage is given to first, second and third choices. Each choice is given a value of

one regardless of level of choices. So, no distinction has been made between first,

second and third choice when summarizing the choices received. Such weightage has

not been assigned by the investigator, in view of the findings of Bjerstedt (1956) and

52

Gronlund (1959). In the next pages 731 sociometrically categorized populars,

neglectees, rejectees and isolates are being presented from Table 3A.20 to 3A.23.

Table 3A.20

Sociometric Categorization out of the sample pool

Name of the District: Agra

School/College Class Section Sample Categories

Chitragupt Hr.Sec. IX School, Agra.

Chitragupt Hr.Sec. IX B School, Agra.

Chitragupt Hr.Sec. X School, Agra.

Chitragupt Hr.Sec. X B School, Agra.

National Model Hr. IX Sec. School, Mau Road, Agra

National Model Hr. IX B Sec. School, Mau Road, Agra

National Model Hr. X A Sec. School, Mau Road, Agra

Populars Neglectees Rejectees Isolates







2 (Roll No. 5,11) 2(8,28) 4(1,9,15,26) 2(3,21)

: 2(11,18) • 2(20,34) . 4(3,6,17,28) : 3(2,14,30)

3(4,17,27) 2(16,28) 4(6,12,23,29) 2(3,25)

3(7,13,18) 2(11,24) 3(10,22,32) 3(3,30,34)

2(1,16) 2(22,25) 5(4,10,17,27,29) 1(11)

3(1,20,29) 2(4,25) 4(3,12,23,28) 2(8,27)

5(1,4,6,10,25) 2(23,32) 3(11,20,28) 2(5,12)

National Model Hr. X B Populars 2(14,19)

53

Sec. School, Mau Road, Agra

Govt. Inter College, Shahganj, Agra




D.A.V.Inter College, Moti Katra, Agra




IX

IX

X

X

IX

IX

X

X

A

B

A

B

A

B

A

B

Neglectees : Rejectees : Isolates :

Populars : Neglectees : Rejectees :

Isolates :

Populars : Neglectees : Rejectees :

Isolates







2(3,26) 4(8,16,27,30) 2(9,20)

3(1,19,30) 3(3,20,28) 5(5,9,11,22,29) 2(6,26)

4(1,5,8,16) 2(11,31) 3(7,22,29) 1(14)

3(16,25,29) 2(7,18) 4(9,23,26,30) 2(2,28)

3(5,11,21) 2(10,27) 4(2,13,26,29) 1(14)

3(9,19,25) 2(12,27) 4(7,14,21,28)

: 2(6,22)

: 2(4,21) : 2(9,28) : 5(2,12,19,25,30) : 2(5,29)

: 2(13,26) : 2(9,22) : 5(4J2,15,25,28) : 2(14,31)

: 3(5,21,29) : 2(9,27) : 3(16,25,35) : 2(2,31)

Table 3A.21

54

Name of the District: Aligarh


Naurangilal Govt. Inter College. Aligarh

Naurangilal Govt. Inter College, Aligarh

Naurangilal Go\'t. Inter College. Aligarh

Naurangilal Govt. Inter College, Aligarh

D.A.V. Inter College, Aligarh



IX A


IX

X

X

IX

IX

X

B

A

B

A

B

A

B







Populars

Neglectees Rejectees Isolates


2(3,12) 2(14,24) 2(11,28) 4(1,5,21,26)

2(8,27) 2(4,32) 4(14,15,24,34) 2(2,20)

2(1,18) 2(5,24)

5(2,11,26,28,29) 1(27)

4(8,14,21,34) 2(19,33) 4(1,17,26,35) 2(13,30)

3(4,6,25) 2(3,22) 3(15,19,29)

• 1(7)

3(1,4,13) 2(15,24) 3(10,19,26) 2(5,27)

6(1,5,12,16, 23,27) 3(6,18,24)

4(7,14,21,26) 3(2,13,25)

2(1,36) 2(7,22)

5(4,13,21,28,33) 1(19)

55

Babulal Jain Inter College, Aligarh



IX A

S.T.High School A.M.U., Aligarh



IX

X

Babulal Jain Inter X College, Aligarh

IX

IX

X

S.T.High School X A.M.U., Aligarh

B

A

B

B

B









3(6,8,25) 2(13,29) 4(3,10,20,31) 1(12)

5(5,6,10,22,28) 3(2,17,21) 4(1,8,16,25) 4(4,12,19,27)

2(2,21) 5(9,12,13,23,26) 2(11,15) 1(7)

4(5,11,15,25) 2(3,33)

5(2,9,20,23,36) 2(11,29)

3(4,9,26) 2(8,21) 3(5,17,27) 2(10,29)

3(6,15,27) 2(4,21) 2(9,29) 2(7,34)

3(1,5,36) 2(4,30) 4(2,15,22,34) 2(6,26)

4(5,11,13,21) 3(14,17,25) 4(4,7,19,28) 2(10,29)

56

Name of the District

School/College

S.K. Inter College, Badaun




H.S. Islamia Inter College, Badaun




Budaun

Class

IX

IX

X

X

IX

IX

X

X

Table 3A.22

Section

A

B

A

B

A

B

A

B

Sample Categories


Populars


Populars Neglectees

Rejectees Isolates





Populars Neglectees Rejectees Isolates :

: 4(1,7,11,19) : 4(17,27) : 3(2,26,30)

3(15,20,29)

6(1,4,8,9, 17,21) 4(11,18,24,2)

• 3(5,19,31) 2(2,34)

3(1,7,21) 5(6,12,19, 26,28)

: 2(4.15) 1(3)

5(1,9,12,15,21) 4(3,6,14,28)

4(7,23, 30,32) 1(31)

• 3(13,15,29) 2(5,33) 3(18,24,32) 2(11,21)

3(5,16,27) 2(7,33)

4(13,17,30,35) 1(28)

2(11,16) 2(5,23) 3(13,21,24) 3(10,19,30)

2(4,10) 2(13,26) 4(12,20,23,30) 2(3,17)

57

Govt. Inter College, Badaun




Rukum Singh Vedic Inter College, Badaun




IX

IX

X

X

IX

IX

X

X

A

B

A

B

A

B

A

B





Populars Neglectees Rejectees

Isolates


Isolates



2(1,24) 2(5,16)

5(2,14,20,32,34) 1(27)

2(9,15) 2(7,25) 4(1,13,21,26) 1(19)

3(11,18,24) 2(15,23) 3(12,19,26) 2(2,25)

4(1,7,17,23) 3(2,12,20) 4(3,14,15,25) 2(4,22)

3(1,5,19) 2(8,20) 5(7,11,13,22, 22,28) 2(2,21)

2(14,21) 2(18,28) 5(6,10,19, 22,27) 3(3,26,30)

3(1,11,22) 2(8,16) 3(13,19,28) 2(3,15)

2(7,10) 2(8,30) 3(12,21,24) 2(2,28)

58

Table 3A.23

Name of the District: Bareillv


F.R. Islamia Inter IX A College, Bareilly

F.R. Islamia Inter IX B College, Bareilly

F.R. Islamia Inter X College, Bareilly

F.R. Islamia Inter X B College, Bareilly

Manohar Bhushan IX A Inter College Bareilly

Manohar Bhushan IX B Inter College, Bareilly

Manohar Bhushan X Inter College, Bareilly

Manohar Bhushan X B Inter College, Bareilly






Populars Neglectees

Rejectees • Isolates :

Populars Neglectees : Rejectees : Isolates

Populars : Neglectees : Rejectees : Isolates :

: 4(2,5,10,17) : 4(8,21,23,30) •• 3(3,14,24) : 3(1,11,25)

: 3(9,17,28) : 2(12,22) : 3(7,23,31)

1(5)

: 2(6,20) • 2(11,24) . 3(7,15,27) : 2(1,18)

2(2,12) . 3(9,22,33) . 3(6,18,35)

3(4,16,25)

3(1,8,16) 3(4,21,29) 3(11,25,30) 2(3,19)

4(9,13,19,22) 7(6,8,15,16,21, 25,29) 4(7,23,28,30) 6(1,14,17,26,33)

3(2,7,17) 2(12,20) 3(9,14,26) 1(28)

2(15,29) 2(9,25) 3(4,21,33) 1(12)

Vishnu Inter IX Populars 3(1,16,19)

59

College,Bareilly

Vishnu Inter College, Bareilly



Gulab Rai Inter College, Bareilly

Gulab Rai Inter College,Bareilly



IX B

X A

X B

IX A

IX B

X

X B

Neglectees : Rejectees : Isolates :


Populars : Neglectees • Rejectees : Isolates



Populars

Neglectees Rejectees

Isolates



2(7,23) 2(11,26) 2(3,29)

4(1,3,9,18) 3(5,16,21) 4(6,10,17,20) 4(2,7,12,23)

3(10,15,19) 4(6,9,16,29) 4(7,13,22,27) 1(11)

4(4,12,15,18) 4(2,13,19,28) 3(9,23,31) 2(1,25)

4(7,14,19,26) 4(3,11,23,29) 5(9,18,21,22,30)

: 3(1,16,25)

: 6(1,5,12,18, 22,27)

: 3(4,10,21) : 9(3,7,9,14,15,

20,24,26,29) : 2(2,23)

: 3(5,23,26) : 2(8,21) : 3(13,30,33) : 3(1,11,32)

: 3(6,17,25) : 2(10,22,32) : 3(13,27,35) : 2(19,33)

Out of these sociometrically categorized students (Populars - 198, Neglectees - 162, Rejectees - 240 and Isolates - 131) random sampling was done and following number of students were taken as a final sample: 400 students (Populars - 100, Neglectees -100, Rejectees - 100 and Isolates - 100). They are being presented in the coming pages from Table 3A.30 to 3A. 33.

60

Table 3A.30

Structure of the Final Sample (District Wise) District: Agra

School Class Section Sample Categories

Chitragupt Hr.Sec. IX School, Agra

Chitragupt Hr.Sec. IX B School, Agra

Chitragupt Hr.Sec. X A School, Agra

Chitragupt Hr.Sec. X B School, Agra

National Model IX Hr. Sec. School, Mau Road, Agra

National Model IX B Hr. Sec. School, Mau Road, Agra,

National Model X Hr. Sec. School, Mau Road, Agra

National Model X B Hr. Sec. School, Mau Road, Agra



Isolates



Isolates


Populars Neglectees Rejectees Isolates :

Populars : Neglectees Rejectees : Isolates :


: R.Nos. 5,11 : 28 : 9 : 3

: 11,18 : 20,34 : 28 : 2

: 4,17 • 16 : 6,29 : J

18 11,24 10,32 13,34

1,16 22,25 4,29 11

1,20 4,25 28 8,27

10 32 11,28 5,12

19 23 30 9,20

61

Govt. Inter College Shahganj, Agra



Govt.Inter College Shahganj, Agra

D.A.V.Inter College Motikatra, Agra




IX

IX

X

X

IX

IX

X

X

A

B

A

B

A

B

A

B





Isolates


Isolates




1,30 28 9,29 6,26

16 11 7,29 14

16,29 7,18 9,30 2,28

11 10,27 2 14

9,25 12,27 7 6,22

4 9 2,19 5,29

13,26 9,22 12,25 14

21 9,27 16 2,31

Table 3A.31

62

District: Aiigarh


Naurangilal Govt. IX A Inter College, Aiigarh

Naurangilal Govt. IX B Inter College, Aiigarh

Naurangilal Govt. X Inter College, Aiigarh

Naurangilal Govt. X B Inter College, Aiigarh

D.A.V. Inter IX College, Aiigarh.

A

D.A.V. Inter IX B College, Aiigarh.

D.A.V. Inter X A College, Aiigarh.

D.A.V. Inter X B College, Aiigarh.







Isolates


Isolates


3,12, 24

. 11,28 26

: 8,27 • 4,32

14 2,20

• 18 24 2,29 27

8 19,33 1 13,30

6,25 3 19,29 7

4,13 15,24 26 5,27

12 18,24 26 2,25

1 22 13,33 19

63

Babulal Jain Inter IX A College. Aligarh.

Babulal Jain Inter IX B College, Aligarh.

Babulal Jain Inter X College, Aligarh.

Babulal Jain Inter X B College, Aligarh.

S.T. High School IX A.M.U., Aligarh.

S.T. High School IX B A.M.U., Aligarh.

S.T. High School X A, A.M.U., Aligai-h.

S.T. High School X B A.M.U., Aligarh.


Isolates








8,25 13,29 20 12

6,22 21 16,25 4,19,27

2 : 23

11 7

25 . 3,33 • 20,36

29

4,9 8,21 5,17 10,29

15,27 21 9 7,34

5,36 4,30 2,34 6,26

21 14,25 7,28 10

Table 3A.32

64

District: Badaun


S.K.Inter College, IX A Badaun

S.K.Inter College, IX B Badaun

S.K.Inter College, X A Badaun

S.K.Inter College, X B Badaun

H.S. Islamia Inter IX A College, Badaun

H.S. Islamia Inter IX B College, Badaun

H.S. Islamia Inter X College, Badaun

H.S. Islamia Inter X B College, Badaun

Govt. Inter IX College, Badaun








Populars Neglectees Rejectees : Isolates

Populars Neglectees :

• 7,11 17,27 2,26 20,29

. 17,21 : 11 : 19

2,34

7 19 4

: 3

12 6,14 7,23 31

13,15,29 23 32 11,21

27 7,33 13,35 0

16 23 24 10,19,30

10 13,26 12,30 17

1,24 5

65

Govt. Inter IX B College, Badaun

Govt. Inter X College, Badaun

Govt. Inter X B College, Badaun

Rukum Singh Vedic IX Inter College, Badaun

Rukum Singh Vedic IX B Inter College, Badaun

Rukum Singh Vedic X Inter College, Badaun

Rukum Singh Vedic X B Inter College, Badaun

Rejectees : Isolates :


Populars : Neglectees : Rejectees : Isolates






2,32 27

15 7 13,26 14,29

11,18 15,23 12 2,25

17 12,20 3 4,22

1,5,19 8,20 11,28 0

14.21 18,28 6,27 3,26,30

1 8,16 13,26

• 3,15

10 8

• 24 28

(>e

Table 3A.33

District: Bareilly


F.R. Islamia Inter IX College, Bareilly

F.R. Islamia Inter IX College, Bareilly



Manohar Bhushan IX Inter College, Bareilly

Manohar Bhushan IX Inter College, Bareilly

Manohar Bhushan X Inter College, Bareilly

Manohar Bhushan Inter College, Bareilly

X

B

B

A

B

B









10,17 21,30 3,24 1

17,28 12 31 5

20 11,24 15,27 1,18

12 9 35 4,16,25

8,16 4 11,20 19

9,19 6 28 1,17

17 12,20 9,26

. 28

29 . 9,25

4 12

Vislinu Inter College, IX Populars 1,16

67

Bare illy

Vislinu Inter College, Bareilly

Vislinu Inter College, Bareilly

Vislmu Inter College, Bareilly


Gulab Rai Inter College, Bareilly.



IX

X

X

IX

IX

X

X

B

A

B

A

B

A

B









7,23 11,26 3,29

9,18 21 20 2,23

19 6,29 22,27 11

18 2 31 1,25

7,26 11 9,30 1

1,12,27 4,10 20,29 2,23

26 21 13 11

17 10,22,32 13,35 19,33

68

3.2 The Sociometric Technique and their Description:

The term sociometry is defined as the measurement of the social relationships that

exist among the member of a group (Moreno, 1934). Sociometric Techniques attempt to

describe attractions or repulsions between group members by asking them to indicate

whom they would select or reject in various situations. These are used to identify the

various types of group positions like populars above average, below average, neglectees,

rejectees and isolates. The main instrument was termed as Sociometric Test by the

Originator of Sociometry, i.e., Moreno, 1934. However it is not a test in the usual sense

of the term, as there are no right or wrong answers. Whatever is true of ourself is the right

response.

Besides, being highly accurate, the technique has added value of being easy in

preparation, simple in use and speed in administration. It simply asks members to choose

from among themselves companions or partners for some specific activity or occasion

that is real to them and also to name those whom they would like least to have as

companions or partners for that activity. Following questions are included in the

sociometric questionnaire used for present study:

(i) If you are asked to shift in some other class, to whom three students of your class

would you like to take with you?

(ii) Which three students of your class would you like to play with during interval or

recess?

(iii) You would have wanted to do some activities of your choice. With whom three

students of your class would you like to do these activities?

(iv) Name any one student of your class with whom you would not like to do any

activity.

3.2.1 Constructing a Sociomatrix

The Sociomatrix has been constructed by the following steps:

1. A large sheet of squared papers has been taken which contains at least ten squares

or more (both vertically & horizontally) than the number of students in the class.

2. In the left hand margin down in the rows the names of all the male students

according to their roll numbers will be written.

3. The roll nos. of student have been written in the same number as in the rows in

the columns across the top margin of the table.

69

4. The diagonal joining tlie upper left hand corner and the lower point right hand

comers of the matrix has been drawn. The line passes through the squares that

contain number of choices, because students do not choose themselves on the

Sociometric tool. The diagonal helps in knowing the mutual choices.

At the bottom, the rows are used for summarizing information on number of

choices received; rejections and mutual choices received from the other students have

also been recorded.

3.2.2 Basis for Tabulating the Data

First of all completed questionnaires are arranged in serial order, begirming with

R.No. 1. Then they are tabulated one by on. The choices are to be recorded in the first

row meant for R.No. 1 by entering in the vertical column, which indicates that such and

such R.No. has been chosen as the first choice on criterion I again as the first choice on

criterion II & III. Then second choice on criterion I, II & III. Then again third choice on

criterion I, II and III. Then rejection of R.No. 1 as indicated by placing a 'x' in the column.

Thus,, looking across the table from R.No. 1 to last, the choices and rejections will be

readily apparent. The use of symbol 'x' for rejection prevents confusion with positive

choices. The squares of students who are not choosen at all by a student will be left blank.

The sample Sociomatrix has been given in the figure 3Bl.

Chosen 1 2 40

Choosers :

1

2

3

40

Choices Received .... Total Choices Category Rejections Received

Figure 3^

70

3.2.3 Basis for Analysing the Data

The Sociomatrix can provide a wide range of information, which can be

readily obtained from it.

(i) Sociometric Status Score

The choices received by a student are obtained by counting each entry made in

each student's vertical column as one, regardless of whether the choice is given as 1,2

or 3. These totals are entered in the row, labelled: 'Totals on each criterion at the

bottom of matrix table'. Summing the three totals in each column the (overall)

Sociometric status score is obtained.

(ii) Sociometric Categories

The status can then be classified into six Sociometric categories - Popular,

Above average. Average, Below average, Neglectees and Isolate, based on the

Sociometric status score they received.

Bronfenbrenner (1945) worked out critical Sociometric status scores for

verifying numbers of choices with upto 3 Sociometric criteria. In the Sociometric

analysis, three criteria and three Sociometric choices were used. The lower limit,

which identifies neglectees, was three or less choices: the upper limit, which identifies

populars, was fifteen or more choices. The average number of choices was nine. Thus,

the students could be classified into the following different sociometric categories

based on the choices they received on the sociometric questioimaire.

Table 3B.1

Category No. of Choices Received

Popular 15 and above

Above average 10 to 14

Average 9

Below average 4 to 8

Neglectees 1 to 3

Isolates 0

71

3.2.4 Understanding Group Structure Sociogram

Sociogram is the oldest, the best known and the most striking method for

presenting the sociometric results vividly in visual v̂ 'ays. It displays the information

tabulated in sociomatrix pictorially. It is a picture of underlying social structure of

group and the relation of a group member to the group as a whole. A code in first

decided as follows:

1 zo

Here 1 is the R.No. of the student and

20 is the No. of choices received.

3.2.5 Drawing and Plotting the Sociogram

The target diagram is constructed thirough the following steps:

(i) On a large piece of squared paper four concentric squares are drawn at equal

distances apart,

(ii) The numbers along this line below each square are written to indicate the

choice levels for each of the concentric squares are obtained from values.

Thus,, for 3 choices and 3 criteria students receiving fifteen or more choices on

the sociometric questionnaire (populars) would be placed in the small square

in the centre of the diagram. The students receiving 3 or less choices

(neglectees) would be placed in the outer gallery of the diagram. The below

average and above average category students would be placed in the middle

two galleries according to the no. of choices received and the average category

students of the side of squares be placed on the sides of the outer most squares.

The sample choice sociogram is given on the next page.

72

CHOICE SOCIOGRAM

Fig. 3B.2

Note

1. Square represents for a boy candidate.

2. The above no. represents the R.No. of the student.

3. The lower no. represents the No. of choices received by a student.

73

3.3 FREE EXPRESSION DRAWINGS AND PAINTINGS THEIR

DESCRIPTION AND SCORING

This section deals with the different measures of personality and the report on

a total for ascertaining the free-expression drawings and paintings as prepared by

Mathur (1973) for the purpose of measuring the personality patterns.

The section has been further divided into three parts. Part I deals with the

different measures of personality and rationale behind them; reasons for free

expression drawings & paintings, getting the drawings & paintings prepared by four

groups of students viz. Populars, Neglectees, Rejectees and Isolates, selecting the

drawing-painting material, giving it to the students & spot preparation of the drawings

& paintings. Part II deals with the definitions of components, scorecard for measuring

the drawing-painting code of marking, essential minimum of drawing-painting

components and groups of components. Part III deals with the bases of interpreting the

drawings & paintings, explanation of the items introduced in the present study,

Interpretation blank, the profile, plotting the profile, staine grades, and the norms.

PARTI

For the measurement of personality patterns various instruments have been

devised in recent years. Personality testing, however, is yet in its formation years and

more research is being carried out towards constructing and improving such tools,

(i) Direct Method or Inventories,

(ii) Indirect Method or Projective Techniques.

3.3.1 Direct Method or Inventories

Personality inventories are like interest inventories requiring the subjects to

self-report on their personality patterns. The individuals check responses to certain

questions or statements designed to measure certain personality traits or tendencies

possessing many of the characteristics of enquiry forms like questionnaire & rating

scale they can be considered tests only to the extent that they are carefully

standardized & yield quantitative measures.

74

3.3.2 Projective Technique or Indirect Method

Somewhat FREE From limitations of personality inventories are the projective

techniques. By using these techniques the individual unconsciously projects his

personality through his responses to given situations. Rorschach's Ink Blot Test

(1921), T.A.T. (1949), Kinget's Drawing Completion Test (1952), Mathur's Free-

Expression Drawings Test (1973), Murayama's Mind Image Drawing Test (2002) are

all projective techniques where, in reaction to vague visual pictures or symbols,

individuals project their own personalities.

3.3.4 Rationale Behind the Projective Techniques

The rationale of projective tecliniques is to make the individual organize a

series of unstructured situations, or objects in some way. One of the main defects in

the subjective & objective techniques is that they do not clearly study the unconscious

mind of the individual. Every individual possesses urges, wishes, desires, aptitudes

and emotions. Thus, to evaluate the personality without taking into consideration

these unconscious motives and urges will give only one-sided picture of the

personality. Thus, projective technique is the most suitable technique to study

conscious as well as unconscious mind of the individual.

Kinget (1952) has expressed her views about this technique as follows:

"Uniquely free from the many influences, drawings yield data, which distort

verbal communications. Their language is completely free and independent of the

misleading facts operating both consciously and unconsciously in the spoken or

written words, for the communication transmitted by them is not recognised by the

subject and Thus, escapes the vigilance of his mind."

3.3.5 Why Free-Expression Drawings and Paintings

It has been observed that the children's expression gets retarded when thelT

sphere and scope of work is restricted. Then they are influenced and obstructed by the

instructions and are not able to put their minds completely in the drawings. The

drawings so drawn by them will ihus, reflect more the instructor's views than the

children's ovwi. Therefore, with regard to the use of material, time, technique and topic

to be drawn - the child should be made to feel free to use at his ovm discretion.

75

The purpose of this study is to understand the child himself through his own

drawings, it is evident to make the child feel free; what he himself wants to paint, how

he paints and the time he takes in completing the drawings. It is considered necessary

for exploiting the child's' potentialities and enabling him to project himself in his own

work.

3.3.6 Getting The Drawings and Paintings Prepared

As referred by Viktor (1961) that "experience with drawing material showed,

that care should be exercised in the selection of art material — Give the child enough

art material and he will find his way of expression."

The following "Art Material" was therefore selected and was given to the

children for making the drawings:

Colours

Three elementary colours viz. Red, Yellow and Blue were selected and for

preparing new colours, Black and White colours were also provided so that all

varieties of colours and shades could be developed by them by mixing these colours.

Painting Brushes

Three pointed round sable hair, brushes No. 1,3,6 were selected. The rationale

behind it was that No. 1 brush could be used for very thin lines. No. 3 for giving

colour to small areas and No. 6 for covering large areas and maintaining the evenness.

Papers

White drawing paper was selected and the size of the each paper was kept as

10"xlO".

Supplying the Material

The material supplied for each of the subjects was :

(a) 10 drawing sheets (10"xlO" each)

(b) 3 painting brushes - No. 1, 3, 6.

(c) 1 Bottle each of Red, Yellow, Blue, White and Black colour.

Instructions for Drawings

The following instructions were given to the subject students for the drawings-

paintings:

76

(a) With the given art material paint whatever you want at your free will on these

10 drawing sheets.

(b) Don't get help from others.

(c) Don't trace the drawings-paintings.

(d) You can use an)' colour and can also mix the given colours and make new

colours of your liking.

(e) Write the serial number on the drawings in the order you paint them.

3.3.7 Spot Preparation of Drawings & Paintings

In order to eliminate the possibility of cheating or getting help from other

sources the investigator exercised the control over the students by asking them to

prepare the drawings on the spot and paint them in his presence. No time limit was set

for this. The students were asked to complete 10 drawings by taking their own time.

The process was completed in two sittings of 2 hours each in one school. However

some of the students located in S.T. High School, A.M.U., Aligarh completed the

entire process in 3 sittings of 2 hours each.

PART II

After collecting ten 'free expression' drawings & paintings from each of the

400 students of all the four groups under investigation that is 'ten' sets of each group

namely popular, neglectees, rejectees and isolates, were analysed on the basis of some

components which were originally used by Kinget (1952) and they were later on re

arranged by Mathur (1973) for his study.

3.3.8 Deflnitions of the Components

The definitions of the components given here are in the order of the

components arranged in the scoring card developed for the purpose of analysing the

drawings.

Definitions

(1) Nature : The following aspects of nature are taken into consideration :

(a) Animate : Pertains to the existence of a figure anWorUny life e.g. human,̂ ^

animals, birds, fish etc., drawn in their original or in a symbolicforrn ilTthe^ra:wingsv'

(b) Inanimate : Refers to an isolated representation of a leaf, a'TloiId7 water,

plants, to man made objects like houses, table etc., shown in a drawing where life

form is not depicted.

(c) Physiognomy : Pertains to all indices contained in drawings of the human

figure which inform the onlooker about whom it is, that the portrait figure is, about its

sex, age, occupation and character. Physiognomy also applies to animal figures where

characteristics are expressed or emphasized properly and attributed to certain animals.

(d) Atmosphere : Concerns to depicting of surrounding in animate or inanimate

drawings. Atmosphere pertains specially to the ways of inanimate nature, but it is also

inherent in certain human situations and scenes, in representations of objects and even

sometimes in abstract drawings.

2. Objects :

(a) Utility : Refers to all man-made reality, except ornaments, ranging from the

simplest items like nails, cups, books, boxes, tools, to the biggest and the most

complex such as engines, bridges, buildings etc.

(b) Ornamental: Pertains to all concrete objects serving the purpose of personal

adornment like jewels, bows, ruffles or that of interior decorations.

3. Style

Refers to stylistic features of any kind, appearing in drawings of buildings,

furniture and non-decorative objects. Style is to objects, what 'Physiognomy' is to

'animate nature'.

4. Movement

Movement may be encountered in non-objective, cosmic, mechanical action

and human activity. Any thing drawn giving the impression of movement like lines,

drawn in wave like formation, scribbles cloud, water, rays of sun, human or animal

figure doing some activity, leaning forward, backwards, side-ways, jumping,

ascending lines, lightening, fire, smoke etc., are to be recorded as 'Movement.'

5. Coverage

(a) Full : Pertains to a moderate degree of balance between the background and

drawings. Background may be taken as the size of the paper, and when a proportionate

78

and balancing ratio is maintained between it and the drawing if comes under 'full'

coverage.

(b) Empty or Scant: Refers to scarce or no inner structuring or detailing. Empty

drawings are broadly spreading, covering little of the space of the background, and

leaving most of the area uncovered.

(c) Constricted : Concerns generally with small drawings in which the whole is

not proportionate to the size of the stimulus (drawing paper) and appears shrunken to

one side of the stimulus leaving major portion unused.

6. Organisation

Indicates the various ways and degrees to which the actual structure of the

object is depicted. The abstract drawings refer to the logical planning involved in the

arrangement of elements, lines and surfaces, making up such drawings. Minor forms

of surface elaboration, occurring in representational as well as in abstract drawings

have also been scored for organisation.

7. Detail

Pertains to the representation of organs or parts of objects, living or man-

made. It does not apply to abstract designs.

8. Lines :

The lines drawn in the drawing are :

(a) Curved : Supple, free flowing line in spiral, circles, or arches, which is

continuous and unbroken at various places as in the case of dotted lines, to be

recorded under curved lines.

(b) Straight : Refers to perfectly straight lines drawn either horizontally or

vertically or at any angle and are continuous.

(c) Strong : Pertains to dark and deep imprint of lines, under both curved and

straight and even broken lines. - -

(d) Soft : Refers to the range of moderately soft, delicate lines to the extremely

weak and faint lines.

9. Fantasy

(a) Fancy : Concerns the fancy coloured reality in content matter to fairy-tale

matter, mythical figures and free fancy drawings emerging into representational and

non-representational drawings.

79

(b) Symbolism : Refers to the representation of values, ideas and ideals and not to

the intellectual or mathematical signs considered under Abstraction in

Representational drawings. Symbolic drawings are those in which values, ideas and

ideals are represented and some media are used for representing them, that is, signs,

lines, structure of objects. As 'Bindi' on the forehead of a woman -- the symbolic form

of bird, sun, moon, clouds, vapour coming out of the cup, musical instruments etc. are

to be recorded as symbolic expression.

10. Abstract

(a) Symmetric : Concerns the complexity and aesthetic value of patterns with

schematic appearance and logical significance and control.

(b) Casual : Refers to loose, informal, sometimes stylish and sometimes slightly

negligent stroke, which may enhance or impair the drawings.

(c) Smooth : Refers to evenness of colour applied in shading with neatness and in

an orderly manner.

(d) Thick : Refers to application of colour in a thick gaud way, mostly uneven and

lacking fineness and neatness in application.

11. Colour

(i) Base Colours (Red, Blue, Yellow)

(a) Dark Shade : (Red, Blue, Yellow and Black) Thick application of the above

mentioned colours giving impression of deepness in the application. But scoring is to

be done only once.

(b) Light Shade : Light shade of the (red, blue & yellow) base colours. The

subject may use only one colour or all the 3 colours. Here also scoring is to be done

only once.

(ii) Mixed Colours : New colours prepared with the help of base colours and

white and black colours.

(a) Dark Shade : New colours prepared with the help of the above mentioned

base colours but they are applied in deep shades. Scoring is to be done only once, even

if the number of mixed colours in dark shades is more, than one mixed colour.

(b) Light Shades : New colours prepared by the subjects with the help of the

above mentioned colours, but the application of colour is in light shades, scoring is to

80

be done only once, even if more than one mixed colour has been applied in the

drawing.

12. Scribbles

Refers to response, which is made up of haphazard, disorderly, scrawling,

criss-cross lines of confused shadowy forms. Objectively regarded, scribbles are

completely non-representational, but comments from the subject may sometimes

reveal that they are intended to represent something, or that he attaches a certain

meaning to them. In such cases, scribbles are scored additionally for other criteria

such as animate nature, inanimate nature, movement or symbolism.

Scribbles may be divided into 3 Sub-divisions as:

(a) Motor Scribblings are characterized by violent scrawls and wild criss-

crossings.

(b) Aesthetic Scribblings have a softer, less fomented, wild and sometimes

graceful appearance and

(c) Symbolic Scribblings denote tendency towards objective organisation and

meaning.

13. Schematism

Drawings prepared with something concrete in the mind of the artist, having a

particular variety of nature content characterised by its rectilinear or geometric

content. Over sketchy drawings or those featuring merely an outline also fall under

this category.

3.3.9 Scoring Procedure

The scoring procedure adopted for the purpose was:

Step-I

(i) To score each drawing separately on scoring card developed by Mathur (1973)

on all the 32 variables,

(ii) The presence of any variable in the drawing, a sign (V) was to be put in the

column of the Sr. No. of drawing in the row of the variable,

(iii) It was decided to score only the presence of the component of, variable, and not

to score the frequency of occurrence of the variable in one drawing. Therefore,

when a particular variable was present, whatever might be the number of

occurrences, it was scored only once.

81

Step-II

After all the 10 drawings had been scored on all the 32 components, the scores

on each component for 10 drawings & paintings were totaled row wise. This total

gave the frequency of presence of any particular component in 10 drawings &

paintings of the subject. For example, subject X had drawn human/animal/bird/fish

figure(s) in his drawings, Serial No.- 1,4,6 and 8. While scoring these drawings

separately, in their column in the row of Animate nature, a sign (V) was put. When the

total was done row-wise in the row of Animate nature, the total was 4, i.e. in X's

drawings, the component 'Animate nature' had occurred four-times in ten drawings

drawn by him.

The scorecard developed on the basis of the above-mentioned components has

been given on the next page.

82

SCORE CARD FOR

"FREE EXPRESSION DRAWINGS & PAINTINGS"

Name. School/College.

Age. City.

Criteria DRAWINGS 1 2 3 4 5 6 7 8 9 10

Total

I NATURE 1. Animate 2. Inanimate 3. Piiysiognomy 4. .Atmospiiere

II O] 5. Utilit)' 6. Ornamental 7. St̂ •ie 8. Movement

SJEC1 rs

V COVERAGE 9. Full 10. Empty 11. Constricted 12. Organization 13. Detail

VIII LINES 14. Curved 15. Straight 16. Strong 17. Soft

IX FANTASY 18. Fancy 19. Svmbolism

X ABSTRACT 20. S\mmetric 21. Asymmetric 22. Technical

XI STROKE 23. Careful 24. Casual 25. Smooth 26.Thick

XIICOLOI 27. Base colours

Dark 28. Liaht 29.Mixed colours

Dark 30. Liaht 31.Scribbles 32. Schematism

JR

83

PART III

3.3.10 Basis of Interpretations of Drawings and Paintings

Kinget (1952) had prepared a personality schema for interpreting drawings &

paintings. This schema is based on four-dimensional schema, composed of

traditionally and will (actively) also split each of these functions into two, more or less

opposite in characteristic aspects. The schema, Thus, formulated by Kinget is given

below:

Kinget's Personality Schema

(1) Emotion (a)

(b)

(2) Imagination (a)

(b)

(3) Intellect (a)

(b)

(4) Activity (a)

(b)

Outgoing (Open)

Seclusive

Combinative

Creative

Practical

Speculative

Dynamic

Controlled

This study was planned to bring the scores achieved by the subjects on their

drawings on the personality scheme. (The present researcher has also accepted the

same scheme as given by Kinget (1952) for his study).

3.3.11 Explanation of the items introduced in the Present Scheme

The explanation of the items given below follows broadly the pattern given by

Kinget.

1. Emotion : The aspects of emotion outgoing and seclusive correspond-

approximately to what is called extroversion and introversion.

The outgoing individual is oriented towards the external world and associates

easily with people. He is generally amiable, cheerful, easy going and free from

tensions. His attention and interests are versatile but fluctuating.

84

The Seclusive individual is oriented not so much to the surrounding visible

world as to the reflection of it, within himself. He is sensitive. He is proving to

withdraw and to resort to a world of dreams, of speculation or spirituality.

2. Imagination : The combining type of people draws its material directly from

the surroundings, organizes it according to objective standards and produces forms

which fit into the world of sensorial experience.

The creative kind of imagination is characterized by the looseness of its

contact with visible reality and by its preference for abstract constructs or for symbols

of an emotional, philosophical or mystical sort.

3. Intellect : The individual with practical intellect operates principally by

perception & observation and is characterised by clear consciousness, orderly thinking

and directness of expression.

The Speculative type of individual prefers principles to facts, reasoning to

observation and theory to practical.

4. Activity : The dynamic kind of activity includes all forms degrees of driving

energy from more mobility to impulsiveness. The individual with dynamic activity

easily enters into new enterprises, is self-confident, daring & enthusiastic and has a

great amount of energy.

The controlled typQ, on the other hand, is characterised by firmness of decision

and consistency of behaviour.

3.3.12 Interpretation Blank

Contents of the Interpretation Blank showing the COMPOSITION of the

groups of variables as correlated with the components of the schema is given in Table

3C.1 on the next page.

Emotion:

Imagination:

Intellect:

Activity:

85

TABLE 3C.1

Interpretation Blank

Outgoing Animate nature, Physiognomy, curved lines,

Symmetric Abstraction, careful & smooth

strokes.

Seclusive Atmosphere, soft lines, symbolism. Asymmetric,

Abstraction, Thick stroke. Scribbles &

schematism.

Combinative Physiognomy, Ornamental objects, style,

organisation and symmetric abstraction.

Creative Movement, Fancy, Asymmetric, Abstraction,

Colour base Colour, Dark & Mixed Colour dark.

Practical Objects-both utility and ornamental, detail.

Speculative Organisation, Technical Abstraction.

Dynamic Animate, Nature, Full coverage, strong lines,

Thick Stroke, Colour: Base Colour-Dark, Mixed

Colour-Dark.

Controlled Empty and constricted coverage. Colour: Base

Colour-Light, Mixed Colour-Light.

The order of succession of the variables as grouped on the interpretation blank,

corresponds to the order in which they appear on the scoring blank. - - - -

3.3.13 How the Interpretation Blank has been used

After scoring the drawings on the scoring scheme (as already given) a row

wise total was obtained for each of the 32 variables. After that, in accordance with

interpretation blank against each of the criterion mentioned there in, the total of the

variables obtained was written.

86

Then the total of each of tlie criterion was recorded in the small box provided

at tlie bottom right hand comer of each of the criterion column. The total gave the

score as achieved by an individual for that particular criterion.

After the scores for each individual were obtained for each criterion, the next

step taken was to see the norms, so that a profile could be prepared.

3.4 The Profile

The profile to measure the personality pattern has been prepared on Nine-point

scale-stanine (as given in Table 3C.3).

The stanines are given in the first column of the profile with stanine IX at the

top and the stanine I at the bottom. The profile has been divided into 8 equal parts,

each part allotted to each of the 8 criteria.

When scoring of the drawings has been done and a row wise total for each of

the 32 variables has been obtained. These scores have been brought forward on the

Interpretation and Analysis sheet, which is given at the top of the profile. Thus,

Emotion, Imagination, Intellect & Activity. Each of these has further been split into

two sub-parts. Each of these 8 criteria has one or more variables out of 32 variables

studied. The scores of variables have been placed against proper variable in the

column of each criterion and a sum total of every criterion has been obtained by

adding the scores of all the variables in the column of each criterion.

This total is the score for each of the criterion.

3.4.1 Plotting the Profile

For plotting the profile, the scorer converted these scores into stanine grades,

according to the norms for each criterion given in Table 3C.3. The plotting in the

profile was done in the middle of the row of the stanines in the appropriate column of-

the criteria.

87

3.4.2 What are Stanine Grades?

Stanine grades are the grades of a Nine-point standard scale having mean of 5

and a standard deviation of 2.

This scale is divided into 9 parts. The stanine I is the lowest & stanine IX is

the highest point. The scale can also be converted into a 5 point measuring scale as

follows:

Stanine IX

Stanine VII & VIII

Stanine IV, V, VI

Stanine II & III

Stanine I

High

Above Average

Average

Below Average

Low

The Norms : For a better discrimination and reliable results in prediction the General

Norms prepared by Mathur (1973) is given in Table 3C.3.

88

TABLE 3C.2

ANALYSIS OF DRAWINGS

EMOTION

OPEN

Animate

Physiognomy

Curved Symmetric

CarefUl Smooth

Total

,

SECLUSIVE

Atmosphere

Soft Sj'mboiism

Asymmetric Thicic

Scribbles Schematism

IMAGINATION

COMBINATIVE

Physiognomy

Ornamental

Style Organization Symmetric

ACTIVITY

Dynamic

Animate

Full

Strong

Thick

Colour

(i) Dark(B)

(ii) Dark(M)

Total

Controlled

Empty Constricted

Straight

Smooth

Colours

(i)LiglU(B)

(ii) Light (M)

CREATIVE

Movement

Fancy

Asymmetric

Colours

Dark(B)

Dark(M)

I

PRACTICAL

Utility

Ornamental

Detail

NTELLECT

SPECULATIVE

Organization

Technical

P R O F I L E

Stanine

IX

VIII

VII

VI

V

IV

III

II

I

High

Above

Average

AV

ER

A

GE

Below

Average

Low

EMOTION Open Secl

-

IMAGINATION Comb Great

INTELLECT Pract Specu

ACTIVITY Dyna Contr

89

TABLE 3C.3

Criterion

Stanines

iX

VIII

VII

VI

V

IV

ill

II

I

Stanine Grade Norms (Genera:

Emotion

Open

52+

47-51

42-46

37-41

32-36

28-31

23-27

16-22

0-15

Seclu-sive

46+

42-45

39-41

36-38

33-35

31-32

28-30

25-27

0-24

Imaginat

Combinative

40 +

37-39

34-36

J 1 - j J

28-30

25-27

19-24

12-18

0-11

ion

Creative

33 +

30-32

28-29

26-27

24-25

22-23

20-21

18-19

0-17

Inte

Practical

23 +

20-22

17-19

14-16

12-13

9-11

6-8

4-5

0-3

I)

llect

Speculative

19+

17-18

16

14-15

12-13

10-11

9

6-8

0-5

Activity

Dynamic

45 +

41-44

38-40

34-37

31-33

29-30

26-28

23-25

0-22

Contro lied

36+

33-35

30-32

27-29

24-26

22-23

20-21

16-19

0-15

3.4.3 Interpretation of the Profile

The profile will be interpreted in respect of the relationship between the

stanine grades and the personality between the stanine grades & the personality

characteristics (emotion, Imagination, Intellect & activity). Stanine IX will represent

high score, stanines VII & VIII above average, Stanines, IV, V & VII average, stanine

II & III below average and stanine I low score on the personality patterns under study.

The characteristic of 'emotion' has been further sub-divided into open and

seclusive, while the dimension of Imagination deals with two sub-divisions

'combining' and 'creative'. The Intellect of 'practical' and speculative. The dimension

of'Activity' has been split up into 'Dynamic' and 'Controlled' components.

The profile will be interpreted in the light of the evidence available on a

continuous from low to high on all the 8 characteristics of personality on the stanine

grades.

90

3.5. Description of Intelligence Test

In the present study, intelligence of the students has been measured through

Raven's Standard Progressive Matrices (1958), which has been described below:

Standard Progressive Matrices (1958) is a test of a person's capacity at the time

of the test to apprehend meaningless figures presented for his observation, see the

relations between them, conceive the nature of the figure completing each system of

relations presented, and, by so doing, develop a systematic method of reasoning.

The scale consists of 60 problems divided into five sets of 12. In each set of

the first problem is as nearly as possible self-evident. The problems, which follow,

become progressively more difficult. The order of the tests provides five opportunities

for grasping the method and five progressive assessments of a person's capacity for

intellectual activity. To ensure sustained interest and freedom from fatigue, the figures

in each problem are boldly presented, accurately drawn and as far as possible, pleasing

to intellectual development from the time a child is able to grasp the idea of findings a

missing piece to complete a pattern, and to be sufficiently long to assess a person's

maximum capacity to form comparisons and reasons by analogy without being

indulge exhausting unwidys.

Everyone, whatever his age is given exactly the same series of problems in the

same order and is asked to work at his own speed without interruption, from the

beginning to the end of the scale. The order of the problem provides the standard

training in the method of working. A person's total score provides an index of his

intellectual capacity, whatever his nationality or education. The contribution, which

each of the five sets makes to the total provides a means of assessing the consistency

of the estimate and the psychological significance of discrepancies in the test results.

By itself it is not a test of "general intelligence" and it is always a mistake to

describe it as such. Each problem in the scale is really the "mother" or "source" of a

system of thought-hence the name "Progressive Matrices". The scale has a retest

reliability varying, with age, from 0.83 to 0.93. It correlates 0.86 with the Terman-

Merill scale.

Material Required: The following materials were required for the test:

1. A set of test books;

2. A record form and pencil;

91

3. Answer key

Procedure: The following procedure was used to conduct the intelligence test:

The students were seated comfortably and sufficiently apart to prevent

cheating. A test book, a record form and a pencil were given to each student.

Necessary instructions were given to the students and some examples were

also explained so as to ensure that the students grasped the way of dealing with the

questions thoroughly.

The supervision was strict enough to make sure that there was no cheating at

all.

For evaluation of the answer-scripts, one mark was given for each correct

answer. The key for correct answers has been given in Appendix-6. The percentile

rank and grading of the students was done according to the manual, which has been

given in Appendix 7 & 8 respectively.

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