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CHAPTER - III
METHODOLOGY
3.01 INTRODUCTION
Research is a structured enquiry that utilizes acceptable scientific methodology
to solve problems and create new knowledge that is generally applicable. Scientific
methods consist of systematic observation, classification and interpretation of data.
Research is an organized and systematic way of finding answers to questions.
Research is organized because there is a structure or method in going about doing
research. It is a planned procedure, not a spontaneous one. It is focused and limited to
a specific scope. It is systematic because there is a definite set of procedures and steps
which we will follow. There are certain things in the research process which are
always done in order to get the most accurate results. Finding answers is the end of all
research whether it is the answer to a hypothesis or even a simple question Research is
successful when we find answers. Questions are central to research. If there is no
question, then answer is of no use. Research is focused on relevant, useful and
important questions. With out a question, Research has no focus drive or purpose.
Research methodology is a way to systematically solve the problem. It may be
understood as a science of studying how research is done scientifically. It is necessary
for the researcher to know not only the research methods/techniques but also the
methodology.
This chapter deals with the methods used for the study - population, sample,
tools used, description of the tools, administration of the tools and statistics used by the
investigator for analyzing the data collected.
According to John W. Best (2009), the systematic and objective analysis and
recording of controlled observations that lead to the development of generalizations,
principles, theories resulting in prediction possible ultimate control of environments.
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The success of any research depends largely upon the suitability of the method,
the tool and techniques used for the collection of data. The validity of the finding also
depends upon the methods and hence, methodology occupies a very important role in
any type of research.
3.02 RESEARCH METHODS
Research methods are very important in a research process. Method is a style of
conducting a research work, which is determined by the nature of the problem. Webster
defined methodology as “the science of method or arrangement”. Methodology is the
procedure or techniques, adopted in a research study. It has great importance in any
kind of research.
Research cannot carryout its function without a suitable method. The selection
of a method for research will depend upon the nature of the problem. As stated by
Louis Choen and Lawrence Manion (1989) “By methods, we mean, that range of
approaches used in educational research to gather data which are to be used as a basis
for interference and interpretation for explanation and prediction” (p.145).
There are basically five kinds of research methods in the field of educational
research. They are,
1. Historical method
2. Survey method
3. Experimental method
4. The case study method
5. The Genetic method
In any specific study, it is more common to apply any one of the above
methods.
3.03 METHOD USED FOR THE PRESENT STUDY
After reviewing the characteristics of the different methods of educational
research, the investigator had employed descriptive method using survey as a technique
for the present study. A survey is a systematic method of collecting data from a
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population of interest. It tends to be quantitative in nature and aims to collect
information from a sample of the population such that the results are representative of
the population with in a certain degree of error. The purpose of survey is to collect
quantitative information, usually through the use of a structure and standardized
questionnaire.
John W. Best (2000), says, “The survey method gathers data from a relatively
large number of cases at a particular time”. (P107)
STEPS INVOLVED IN SURVEY RESEARCH
Survey research involves the following steps:
• Determination of the study.
• Defining the problem to be studied
• Designing, constructing, doing pilot study and refining the survey
instrument
• Selection of representative sample.
• Administering the survey
• Analyzing, interpreting and communicating the results.
3.04 POPULATION FOR THE STUDY
The population for the present study was the higher secondary school students
in Tirunelveli District.
3.05 SAMPLE FOR THE STUDY
The investigator had used optimum allocation stratified technique for selecting
the sample from the population. The stratification had been done on the basis of class,
gender, religion, community, type of school, nature of school and residence.
The sample consists of 914 higher secondary students from 21 schools. The
sample distribution is given below.
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3.05.01 SCHOOL-WISE DISTRIBUTION OF TH SAMPLE
TABLE 3.01
SCHOOL-WISE DISTRIBUTION OF THE SAMPLE
S.No Name of the School Type of
School
Number
of
Students
Percentage
1. Amali Girls Higher Secondary School,
Vickramasingapuram. Aided 45 4.92
2. A.V.R.M.V. Matric School. Ambasamudram. Matriculation 15 1.64
3. Angelo Matric Higher Secondary school, Palayamkottai
Matriculation 25 2.74
4. Chatram Bharathi Higher Secondary School,
Kadayam. Aided 25 2.74
5. Child Jesus Higher Secondary School,
Palayamkottai. Aided 50 5.47
6. Christu Raja Higher Secondary School,
Palayamkottai Aided 25 2.74
7. Francis Xavier Matric Higher Secondary School,
Trunelveli. Matriculation 37 4.05
8. Government Higher Secondary School, Kalloor. Government 53 5.80
9. IIPE. Higher Secondary School. Tirunelveli Matriculation 35 3.83
10. Kamaraj Municipal Higher Secondary School, Pettai. Government 59 6.45
11. K.R. Government Higher Secondary School,
Reddiyar patti. Government 30 3.28
12. Merit Matriculation Higher Secondary School,
Vickramasingapuram. Matriculation 24 2.63
13. Municipal Girls Higher Secondary School, Pettai. Government 67 7.33
14. Municipal Girls Higher Secondary School,
Town. Tirunelveli 2. Government 90 9.85
15. Periyar Government. Higher Secondary School,
Cheranmahadevi Government 57 6.24
16. Sankar Higher Secondary School, Sankar Nagar. Aided 60 6.56
17. Schaffter Higher Secondary School, Tirunelveli
Town. Aided 30 3.28
18. Sri Jeyendra Higher secondary School, TIrunelveli. Matriculation 35 3.83
19. St. John’s Higher Secondary School, Palayamkottai. Aided 45 4.92
20. St.Mary’s Higher Secondary School,
Vickramasingapuram. Aided 47 5.14
21. Tilak Vidhyalaya Higher Secondary School,
Kallidaikurichi Aided 60 6.56
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3.05.02 BACKGROUND WISE SAMPLE DISTRIBUTION OF HIGHER
SECONDARY SCHOOLSTUDENTS
TABLE 3.02
DISTRIBUTION OF SAMPLE IN TERMS OF BACKGROUND VARIABLES
S.No Background Variable Category Number of
Students Percentage
1. Class XI 453 49.6
XII 461 50.4
2. Gender Male 278 30.4
Female 636 69.6
3. Group
Maths/Biology 307 33.6
Biology 134 14.7
Comp.Science 134 14.7
Arts 339 37.1
4. Religion
Hindu 698 76.4
Christian 109 11.9
Muslim 107 11.7
5. Community
FC 111 12.1
BC/MBC 699 76.5
SC/ST 104 11.4
6. Birth Order
First 423 46.3
Second 474 51.9
Third 17 1.9
7. Medium of Instruction Tamil 642 70.2
English 272 29.8
8. Type of School
Government 356 38.9
Aided 387 42.3
Matriculation 171 18.7
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S.No Background Variable Category Number of
Students Percentage
9. Nature of School
Boys 73 8.0
Girls 302 33.0
Co-Education 539 59.0
10. Father’s education
Illiterate 130 14.22
School 558 61.05
Higher Education 226 24.73
11. Mother’s education
Illiterate 183 20.02
School 576 63.02
Higher education 155 16.96
12. Father’s Occupation
Coolie 509 55.69
Private sector 244 26.69
Govt. Sector 161 17.61
13. Mother’s Employment
Status
Employed 280 30.63
Unemployed 634 69.37
14. Parents’ Income Per
Month
Below 10,000 568 62.14
10,001-20,000 255 27.90
Above 20,001 91 9.96
15. Residence Rural 489 53.5
Urban 425 46.5
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Table 3.03
Distribution of the sample in terms of class
Class Number of Sample Percentage
XI std 453 49.6
XII std 461 50.4
Total 914 100.00
Figure 3.01
Distribution of the sample in terms of class
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Table 3.04
Distribution of the sample in terms of gender
Gender Number of Sample Percentage
Male 278 30.4
Female 636 69.6
Total 914 100.00
Figure 3.02
Distribution of the sample in terms of gender
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Table 3.05
Distribution of the sample in terms of group
Group Number of Sample Percentage
Maths/Biology 307 33.6
Biology 134 14.7
Computer Science 134 14.7
Total 914 100.00
Figure 3.03
Distribution of the sample in terms of group
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Table 3.06
Distribution of the sample in terms of religion
Religion Number of Sample Percentage
Hindu 698 76.4
Christian 109 11.9
Muslim 107 11.7
Total 914 100.00
Figure 3.04
Distribution of the sample in terms of religion
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Table 3.07
Distribution of the sample in terms of community
Community Number of Sample Percentage
FC 111 12.1
BC/MBC 699 76.5
SC/ST 104 11.4
Total 914 100.00
Figure 3.05
Distribution of the sample in terms of community
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Table 3.08
Distribution of the sample in terms of birth order
Birth order Number of Sample Percentage
First 423 46.3
Second 474 51.9
Third 17 1.9
Total 914 100.00
Figure 3.06
Distribution of the sample in terms of birth order
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Table 3.09
Distribution of the sample in terms of medium of instruction
Medium Number of Sample Percentage
Tamil 642 70.2
English 272 29.8
Total 914 100.00
Figure 3.07
Distribution of the sample in terms of medium of instruction
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Table 3.10
Distribution of the sample in terms of type of school
Type of school Number of Sample Percentage
Government 356 38.9
Aided 387 42.3
Matriculation 171 18.7
Total 914 100.00
Figure 3.08
Distribution of the sample in terms of type of school
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Table 3.11
Distribution of the sample in terms of nature of school
Nature of school Number of Sample Percentage
Boys 73 8.0
Girls 302 33.0
Co-Education 539 59.0
Total 914 100.00
Figure 3.09
Distribution of the sample in terms of nature of school
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Table 3.12
Distribution of the sample in terms of residence
Residence Number of Sample Percentage
Rural 489 53.5
Urban 425 46.5
Total 914 100.00
Figure 3.10
Distribution of the sample in terms of residence
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3.06 TOOL CONSTRUCTION FOR THE PRESENT STUDY
Data are required to carry out any type of educational research because answer
to these research problems is sought on the basis of empirical data. Data can be
collected using readily available tools of those which are modified or developed by the
investigator. The investigator has to take important decisions regarding the selection of
appropriate tools for data collection. Many types of tools are available and each type
has its own characteristics and each should be considered for its appropriateness for
collecting certain kind of data on a selected research problem.
Usually in survey method, interview schedule, questionnaire, scale, test
inventory and observation schedule are used. As the questionnaire can be easily
administered and also the time and the effort consumed are less than interviews, the
questionnaire is widely used. So in the present study, the investigator used a
questionnaire for collecting data.
3.07 TOOLS USED
Various tools related to the factors of the present study have been surveyed by
the investigator. A careful study of these tools was done and after a thorough discussion
with the guide and the experts in the field of education, the investigator developed the
following tools.
The following tools are used for data collection.
1. Study Habits Inventory was developed and validated by the investigator.
(2010)
2. Parental support Inventory was developed and validated by the investigator.
(2010)
3. The investigator had taken the scores of Quarterly examination as academic
achievement.
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TOOL – I
Study habit inventory
Successful study habits help the students to become more self-sufficient in their
personal and professional lives. The different aspects considered under study habits
can be categorized briefly under three units:
i) Time management,
ii) Developing effective learning techniques and
iii) Effective test taking.
All of these unit components focus on measurable and observable learning
outcomes. Based upon these components, to learn the study habits of a student, many
dimensions are taken into account.
Fielden (2000) states that good study habits help the student in critical reflection
in skills outcomes such as selecting, analyzing and synthesizing.
Based on the informal discussions with some experienced headmasters and
efficient teachers, the investigator constructed an inventory with four responses under
different dimensions, each containing related statements.
Rationale of the Tool
The multi dimensional views on one’s study habits bring forth the totality in
one’s learning. So one’s study habits should be measured from different angles.
The different dimensions selected in the present study analyses at various levels of a
student’s study habits in total.
Dimension (1) Planning
Richard C. Yorkey (1982) points out “During your education, you may have to
study some subjects that do not interest you or that do not seem to have any value.
Nevertheless, they are subjects that must be studied and passed. It is helpful to realize,
as a matter of fact, that any subject is of interest and value”. (P. 1)
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Each subject is related to other subjects or to other times, places, problems and
purposes. Although the study schedule is broken into separate and individual courses,
one is not learning isolated information or ideas. A subject that does not seem
interesting in itself may be very interesting in relation to other subjects.
So, developing interest in a subject is by keeping an open mind towards it.
While starting, a subject should not be thought of as boring or difficult. Studying
regularly could maintain interest and concentration in a subject. Regular studying
demands a planning of subjects. A study plan should be established for each subject.
“You only live once - but if you work it right, once is enough” - Joe E. Lewis.
Some good study habits such as selecting ideal study time, length of time for each study
session, study and review at regular and frequent intervals, are related to study
efficiency.
One of the wisest, but most difficult rules of studying is to set a definite
schedule and then follow it. If one is really interested in studying well, one follows the
rule; plan the work and work the plan (Richard C. Yorkey, 1982, P.2).
L.N. Jewell (1989) says “If you are a student, you will have to make time for
studying, whatever the other demands on your time. Put it on your schedule” (P. 217).
Researchers find that distributed study time works better than massed study
time (Gagne and Rohwer, 1969, pp 381-418).
The point of scheduling study time is to get something accomplished, not to put
in so many hours of time just to say one did. One should be realistic and mark out
study periods of a length that match one’s concentration limits.
Dimension (2) Reading style
Reading is a very active process and a very complex activity just as writing is.
Adier and Van Doren say that the art of reading is the skill of catching every kind of
communication as well as possible and that the amount of the communicated stuff a
reader ‘catches’ generally depends on the amount of activity she or he puts into the
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process and upon the skill with which she or he executes the different mental acts
involved.
Reading style refers to the way of reading such as using dictionary, comparing
the ideas with real situation, seeking examples etc.,
Dimension (3) Note making
Good study habits depend on reading and the way students take notes. Blai,
Boris, Jr. (1993) says “as students continue their education, one of the most important
activities that must occupy their time is silent reading. To take good notes, a student
should be aware of and consciously practice some fundamental principles, focus
attention on the lecturer, make notes brief, learn to be exact, and listen for learning”
(Pp. 12, 1).
Robert A. Baron (1989) says “Taking notes on key points and reviewing these
later can be helpful to engage in active studying” (P. 39).
Dimension (4) General habits
This refers to the habits of preparation to the class, revision of lessons at home.
Dimension (5) Study attitude
Perloff (2008) defined attitudes as learned, global evaluations of a person, object,
place, or issue that influence thought and action.
According to Bem, attitudes are basic expressions of approval or disapproval,
favourability or unfavourability, or likes and dislikes.
Study attitude refers the likes and dislikes about the studies.
Dimension (6) Attitude towards examination
This refers to the method of preparation for the examination, the way which an
individual present the answer in the exam, nervous feeling about the exam etc.
Preparation of the Draft Tool
Based on the different dimensions discussed above, the investigator prepared s a
draft tool in the form of statements. The tool consisted of six major dimensions,
namely, Planning, Reading style, Note-making, general habits, Study attitude and
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attitude towards examination. Against each statement there were four options, namely
Always, Frequently, Sometimes and Never.
Establishing Validity
Validity of test or evaluation device can be defined as the degree to which the
test measures what it is intended to measure. (Aggarwal, 2000, p.266)
Content Validity
To find the content validity, the draft tool was given to experts in the field of
education for their comments and suggestions. Some items were reformulated and
refined on the basis of comments and suggestions given by them. Thus the content
validity of the tool was established.
Pilot study
The investigator sited five schools in Tirunelveli, explained to them the purpose
of the research tool and distributed the tool. The investigator got the help of teachers in
the schools in carrying out the pilot study. The sample for pilot study covered only 75
higher secondary students in Government, Aided and Matriculation schools in rural and
urban areas, both male and female students. So the sample was considered to be a well
distributed one. The total score of each respondent was calculated.
“Item reliability and item validity play a vital role in selecting items to form the
final tool.” (Borg and Gall (1979), P.235)
For refinement of the tool, Item validity was calculated. This is also known
internal validity of an instrument. This refers to the interconnectedness of different
items of the same tool.
The Study Habit Inventory has six dimensions. Each dimension consists of a
number of items. The sum of each dimension is calculated. Under each dimension, the
“r” value was calculated by correlating the individual item score and the corresponding
component score. The values are tabulated. The correlation coefficient at 5% level of
significance for degree of freedom of 73 is .232. (Aggarwal, 2000, P.344)
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TABLE 3.13
“r” VALUE FOR ITEMS IN THE DRAFT TOOL –STUDY HABITS INVENTORY
Item No. “r” value Item No. “r” value
1* 0.347 31* 0.456
2* 0.435 32 0.143
3* 0.534 33 0.105
4* 0.322 34* 0.527
5* 0.523 35* 0.481
6* 0.498 36* 0.365
7 0.135 37* 0.438
8* 0.263 38* 0.371
9 0.198 39* 0.276
10* 0.349 40* 0.332
11* 0.576 41* 0.439
12 0.022 42 0.003
13* 0.473 43 0.103
14* 0.327 44 0.165
15* 0.511 45* 0.327
16* 0.299 46 0.028
17* 0.32 47 0.129
18 0.102 48* 0.476
19* 0.525 49* 0.346
20 0.001 50* 0.567
21* 0.382 51* 0.584
22* 0.428 52* 0.386
23* 0.377 53 0.198
24 0.183 54 0.132
25* 0.372 55* 0.432
26* 0.521 56* 0.567
27* 0.398 57 0.098
28 0.196 58* 0.474
29* 0.343 59 0.023
30 0.023 60 0.128
*Items selected for the final tool
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After the item correlation, 20 items were deleted which do not have the “r”
value equal to or greater than the table value. A copy of draft tool is given in the
Appendix: II
The final tool consists of 40 items whose responses can be used to measure the
study habits of the individuals. The forty statements fall into six dimensions of study
habits. Against each statements there are four alternatives representing the four possible
ways. The respondent can choose any one of the four alternatives indicating how that
statement describes the respondent.
Distribution of items according to the dimensions of study habits are given in
the table below.
TABLE 3.14
DISTRIBUTION OF ITEMS ACCORDING TO THE DIMENSIONS
OF STUDY HABITS
S.No Dimensions Item Numbers
1. Planning 1 – 6
2. Reading style 7 – 17
3. Note making 18 – 23
4. General habits 24 – 27
5. Study attitudes 28 – 35
6. Attitude towards examination 36 – 40
Total 40
A copy of the validated tool is given in the Appendix: IV
The respondents were instructed to choose their degree of agreement to the
statement by putting a tick (√) against the spaces provided. The scores may vary from 4
to 1 for positive statement and reverse for negative statement.
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TABLE 3.15
DESCRIPTION OF THE ITEM IN THE STUDY HABIT INVENTORY
Nature of the
item Item number
No. of
items
Positive item 1,2,3,4,5,6,7,11,12,13,14,15,18,20,21,24,25,26,
29,30,31,34,35,36,37 25
Negative item 8,9,10,16,17,19,22,23,27,28,32,33,38,39,40 15
Total 40
TABLE 3.16
SCORING OF THE ITEMS IN THE STUDY HABIT INVENTORY
Response Positive item Negative item
Always 4 1
frequently 3 2
Some times 2 3
Never 1 4
The highest possible score is 160 and the lowest is 40. This is how a total of 40
items were structured on the basis of the dimensions to assess the study habits of higher
secondary students.
Establishing Reliability
The investigator randomly chose 75 higher secondary students from various
schools in Tirunelveli District. The prepared tool was given to those students. After
collecting, the inventory was scored by the investigator. The reliability coefficient is
computed by Split – half method. In split-method reliability is judged by dividing the
test items into two halves such as odd-numbered and even numbered items. The scores
on the two sets of items are compared to determine how consistently the students
performed across each set. (John W.Santrock, 2006, P492). The reliability was found
to be 0.76.
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TOOL II
Parental support Inventory
The investigator referred to a number of tools and weighed the merits and
demerits of various procedures for collecting data. There is no standard tool to study
the parental support of higher secondary students. So the investigator decided to
construct and validate a research tool to study the parental support of higher secondary
students for this study.
.Rationale of the Tool
The different dimensions selected in the present study depicting parental
support are described below.
Dimension (1) Moral support
Family communication is both a pillar and an index of family health that
surfaces in the storm and stress of adolescence. Adolescents must be given and feel real
freedom to discuss their problem with parents. Adolescents need encouragements in
the form of praise, expressed interest and rewarded effort. Verbal, non verbal, material
or other rewards given judiciously to children for their appreciable efforts, behaviour
and achievements can do wonders even among adolescents because the need for
approval is high among them. Nurturing, acculturation, education and cultural pride
become a form of involvement of parenting practices that support their children’s
academic development or success.
The traditional family values are harmony, filial piety, mutual obligation, hard
work, obedience and discipline. Children are expected to be loyal and to respect
parents and all elders. The parents passed their traditions through telling about
themselves to their children who welcomed these experiences. This helped the children
to be determined to succeed. The parent’s stories provide their children with social and
cultural tools to protect themselves. Culture shapes what parents believe and what
practices they employ to socialize their children for academic achievement.
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Dimension (2) Support in curricular activities
Parents have been identified as a critical force in their children’s education. The
parental support was positively related to students’ academic achievement. That is
when parents showed an interest in their child’s education by being actively involved,
students were more likely to seek challenging tasks, persist, and experience satisfaction
in their school work. (Gorizalez 2002)
Children whose parents are involved in their formal education have many
advantages. They have better grades, test scores, long term academic achievement,
attitudes and behaviour those with disinterested mothers and fathers. (Anne. T.
Henderson 1988).
Parents should ensure attendance at the Parent teacher Association (PTA)
meetings and school day of their child’s school. It should be considered as an
opportunity to demonstrate the importance of parent’s attachment to schooling and
academic achievement. Intermittent contacts with teachers serve a monitoring function
that allows receive feedback about their child’s academic performance, attitudes to
studies and self regulatory skills. The parents believe success in school depends
mostly on effort. Therefore, they encouraged hard work and participation in activities
related academic achievement. So the parents encouraged their children to spend more
time on school work.
Dimension (3) Support in co- curricular activities
The way children choose to spend their free time can affect their school
performance; it is not simply traditional in-class instruction that impact academic
achievement. “A study by the U.S. Department of Education revealed that students who
participate in co-curricular activities are three times more likely to have a grade point
average of 3.0 or better” than student who do not participate in co-curricular activities
(Stefhen & Scheben 2000) . In addition to co-curricular or extra curricular activities,
“Analysis revealed that regardless of student’s background and prior achievement,
various parenting volunteering, and home learning activities positively influenced
student grades”. (Simon 2001)
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Dimension (4) Support at home
Every parent is concerned with providing material facilities to their children and
ignoring the aspect of other facilities. It is a false notion among most parents that by
providing a child with fully furnished separate room and arranging some tuition for it,
their duty to help children in their studies is over. Studies show that successful children
have parents who create and maintain family routines (Clark 1988). Providing a happy
environment, encouraging the child to follow a fixed time table for studies, planning of
family activities, assignment of responsibilities in the family are all essential
components of structuring a conducive home environment. Parents should set a good
example before their children in all activities, which of course is the best thing they can
do for their children.
Dimension (5) Enrichment activities
Enrichment activities help students to learn new skills. Every day an hour’s
activity period, which is compulsory for students, revitalizes the students and prepare
them for the day ahead.
Parents must encourage their children to join in inter and Intra school
competitions. These competitions give an opportunity to the children not only to
participate, but in the process develop confidence in them.
Dimension (6) Support in community involvement
‘Service learning can and does have a positive impact on the Psychological,
social and intellectual development of adolescents who participate’. (Hinct and
Brancdill, 1999) Usually the services performed are related, in some way, to some
academic subject, but most forms of volunteer work and community service can be tied
to academics in one way or another. More and more studies found that increased
academic growth is the result when service is combined with intellectual content
(Hinck & Brandell, 1999). Parents should be extra vigilent in monitoring their
children’s out of school activities. Healthy concern should be shown by all parents not
only with regard to one’s own children but with regard to their friends also. Parents
should become acquainted with their child’s friends and influence their child’s choice
126
of friends so as to reduce risk factors (Small 1990). It is a healthy attitude among
parents to accept the child’s friends, interact with them and their parents and make
occasional visit to their families so as to ensure a healthy circle and a soft boundary for
the adolescents to move around.
Preparation of the Draft Tool
Based on the different dimensions of parental support discussed above, the
investigator prepared a draft tool consisted of 76 statements. The tool consisted of six
major dimensions, namely, moral support, curricular activities, co- curricular activities,
enrichment activities, support at home and community involvement. The statements are
to be answered with five options namely strongly agree, agree, undecided, disagree and
strongly disagree.
Establishing validity
Validity refers to the appropriateness of the interpretation of the results of a test
or evaluation instrument for a given group of individuals, and not to the instrument
itself (Norman E. Grounlund and Robert L. Linn, 1990). It is known that every test is
constructed within a purpose, that is, to provide measures of a defined variable. Then it
is said that the test is valid.
Content Validity
Validity is that quality of a data-gathering instrument or procedure that enables
it to measure what it is supposed to measure (John W. Best and James V.Khan, 1989).
The draft tool was given to the students of St. John’s Higher Secondary school
students and some educated parents for their comments and suggestions. Some items
were reformulated and refined on the basis of the suggestions given by them. Some
items were deleted and some other items were included. Thus the content validity of the
tool was established.
127
Pilot study
The investigator met Higher Secondary students of four schools in Tirunelveli
District and explained to them the purpose of the Inventory and distributed the tool.
The investigator got the help of teachers in the schools in distributing the tool. The
sample for pilot study covered only 75 higher secondary students in Government,
Aided and Matriculation schools in rural and urban areas, both male and female
students.
So the sample was considered to be a well distributed one. The total score of each
respondent was calculated.
For refinement of the tool, Item validity was calculated.
Item correlation
According to Borg and Gall (1979), “Item reliability and item validity play a
vital role in selecting items to form the final tool.” (P.235)
The parental support Inventory has six dimensions. Each dimension consists of
a number of items. The sum of each dimension is calculated. Under each dimension,
the “r” value is calculated by correlating the individual item score and the
corresponding component score. The values are tabulated. The correlation coefficient
at 5% level of significance for degree of freedom of 73 is 0.232. (Aggarwal, 2000,
P.344). After item correlation, 15 items were excluded. The items having “r” value
0.232 and above are taken as valid items. A copy of the draft tool is given in
Appendix: III
128
TABLE 3.17 “r” VALUE FOR ITEMS IN THE DRAFT TOOL -PARENTAL SUPPORT
QUESTIONNAIRE
Item No. “r” value
Item No. “r” value
Item No. “r” value
1* .410 26 .209 51 .003
2* .359 27 .168 52* .362
3* .298 28 .157 53 .154
4* .369 29* .268 54 .210
5* .558 30* .248 55 023
6* .247 31* .296 56* .325
7* .260 32* .365 57* .346
8* .301 33* .348 58* .358
9* .297 34* .347 59* .413
10* .420 35* .412 60* .422
11* .413 36* .420 61* .321
12 .162 37* .320 62* .296
13* 298 38* .490 63* .485
14* .513 39 .205 64 .225
15 .036 40* .365 65 .201
16 .298 41* .248 66* .269
17* .423 42* .385 67* .299
18* .287 43* .487 68* .038
19* .318 44* .335 69* .263
20* .416 45* .458 70* 289
21* .369 46* .349 71* 297
22 .057 47* .289 72* .294
23* .278 48* .369 73* .265
24* .289 49* .298 74* .318
25 .121 50 .213 75* .365
76* .467
* Items selected for the final tool.
129
TABLE 3.18
DIMENSIONS OF PARENTAL SUPPORT
S.No Dimensions Number of Statements
1. Moral support 1-10
2. Curricular activities 11-20
3. Co-curricular activities 21-30
4. Enrichment activities 31-40
5. Support at home 41-50
6. Community involvement 51-60
Total 60
A copy of validated tool is given in the Appendix V
Scoring Procedure
TABLE 3.19
SCORING PROCEDURE FOR RESPONSES (POSITIVE STATEMENTS) IN
PARENTAL SUPPORT INVENTORY
No. Response Scores
1. Strongly agree 5
2. Agree 4
3. Undecided 3
4. Disagree 2
5. Strongly disagree 1
The range of scores for parental support with relation to each dimension is
given below in table 3.20
130
TABLE 3.20
SCORING FOR PARENTAL SUPPORT INVENTORY
S.No Dimensions Range
1. Moral support 10 - 40
2. Curricular activities 10 - 40
3. Co-curricular activities 10 - 40
4. Enrichment activities 10 - 40
5. Support at home 10 - 40
6. Community involvement 10 - 40
The highest possible score is 240 and the lowest is 60. This is how a total of 60
items were structured on the basis of the dimensions to assess the parental support of
higher secondary students in relation to their academic achievement.
Establishing Reliability
The investigator randomly chose 75 higher secondary students from different
schools in Tirunelveli District. The prepared tool was given to those students. After
collecting, the inventory was scored by the investigator. The reliability coefficient is
computed by Split – half method. In split- half method, reliability is judged by dividing
the test items into two halves such as odd-numbered and even numbered items. The
scores on the two sets of items were compared to determine how consistently the
students performed across each set. (John W. Santrock, 2006, P492). The reliability
was found to be 0.73.
131
TABLE 3.21
LIST OF SCHOOLS FOR PILOT STUDY
S.No Name of the School Type of
School
No. of
Students
1. Sankar Higher Secondary School,
Sankar Nagar. Boys 20
2. St. Mary’s Higher Secondary School,
Vickramasingapuram. Co-Education 20
3. Francis Xavier Matric Higher Secondary School,
Trunelveli. Co-Education 15
4. Municipal Girls Higher Secondary school,
Tirunelveli. Girls 20
Total 75
3.08 STATISTICS USED
Statistical techniques are very essential for any research. It will help the
investigator to analyze and interpret the data. In the present investigation, the
following statistical measures are used.
Percentage Analysis
The formula used to calculate the percentage is as follows.
Percentage (%) = Number of cases X 100
Total Number of cases
High Level = The scores above mean + 1 standard deviation (σ)
Average Level = The scores between mean _+ 1 standard deviation(σ)
Low Level = The scores below mean – 1 standard deviation (σ)
132
‘t’ - Test
‘t’ test is used to find out the significant difference between the means of two
variable.
t =
2
2
2
1
2
1
21
NN
MM
σ+
σ
−Where,
M1 - Mean of first group
M2 - Mean of the second group
σ1 - S.D of the first group
σ2 - S.D of the second group
N1 - Number of cases in the first group
N2 - Number of cases in the second group
ANOVA
Analysis of variance has been used to find out the difference among variables.
F = groupswithinVariancesquareMean
groupsbetweenVariancesquareMean
SCHEFFE
In analysis of variance, if F is significant we can use the Scheffe’s test to see
which specific cell mean differs from which other specific cell mean. To do this we
calculate an F ratio for the difference between the means of two cells and then test the
significant of F value.
Calculate the standard error of the differences between two means
SEmi −mj = √¯ MSW [ 1/ni + 1/nj]
Then calculate the statistics S (for Scheffe)
Scheeffe = √ (K-1) F .05 (K-1,m)
Where,
133
K = The number of groups in the analysis of variance
F = Term is the 0.5 level F ratio obtained form F tables
ni = Number of scores in the first term
nj = Number of scores in the second term
MSW = with in groups mean square
Finally multiply the results
S x SEmi – mj (S.Francisca, 2004, P38 -39)
Chi-square
To find the association between variables, the Chi – square test has been used.
2
χ = E
)EO( 2−Σ
Where,
∑ = Sum of scores
O = Observed frequency
E = Expected frequency
Product Moment Correlation:
γ = 2222 )y(yN)x(xN
)y()x(xyN
Σ−ΣΣ−Σ
ΣΣ−Σ
Where,
N = Number of the scores
∑X = Sum of the X scores
∑Y = Sum of the Y scores
∑X2
= Sum of the X scores squared
∑Y2
= Sum of the Y scores squared
∑XY = Sum of product of X and Y scores