a study of the relationship between - mahatma gandhi university

A STUDY OF THE RELATIONSHIP BETWEEN INTELLIGENCE, SCIENTIFIC CREATIVITY,

ACHIEVEMENT MOTIVATION, HOME ENVIRONMENT AND ACHIEVEMENT

IN SCIENCE OF HIGHER SECONDARY SCHOOL PUPILS OF KERALA

ROSAMMA PHILIP M.Sc., M.Ed. Senior Lecturer in Physical Science

Mount Tabor Training College Pathanapuram

SUBMITTED THESIS

FOR THE DOCTOR OF PHILOSOPHY

IN EDUCATION

SCHOOL OF PEDAGOGICAL SCIENCES MAHATMA GANDHI UNIVERSITY

KOTTAYAM, KERALA c 2007

DECLARATION

I , ROSAMMA PHILIP. do hereby declare that this thesis

"A STUDY OF THE RELATIONSHIP BETWEEN INTELLIGENCE, SCIENTIFIC

CREATIVITY, ACHIEVEMENT MOTIVATION, HOME ENVIRONMENT AND

ACHIEVEMENT IN SCIENCE OF HIGHER SECONDARY SCHOOL PUPILS OF

KERALA" Is an original work done by me for the award of the degree of

Doctor of Philosophy in the faculty of Education. I also declare that this

thesis or any part of it has not been submitted by me for the award of a

degree, diploma. title or recognition before,

Kottayam 6 b - ja. 2007

Dr. P.M. JALEEL Former Professor & Director,

School of Pedagogical Sciences, Mahatma Gandhi University, Kottayam.

J.P. No. 30, Thycaud P.O..

Thiruvanant hap uram.

This is to certify that this thesis "A STUDY OF THE RELATIONSHIP

BETWEEN INTELLIGENCE, SCIENTIFIC CREATIVITY, ACHIEVEMENT

MOTIVATION, HOME ENVIRONMENT AND ACHIEVEMENT IN SCIENCE OF

HIGHER SECONDARY SCHOOL PUPILS OF KERALA" is a genuine and

bonafide research work carried out by Ms. Rosamma Philip under my

supervision and guidance 4 0 be submitted for the award of the degree of

Doctor of Philosophy in the Faculty of Education, Mahatma Gandhi

University, Kottayarn, Kerala.

Kottayam 03.~0- 2007

Dr. P.M. JALEEL (Supervising Teacher)

ACKNOWLEDGEMENT The investigator wishes to place on record her deep indebtedness to a large number of institutions and individuals for the contributions they extended to her in the execution of the present study. Though it is impossible to acknowledge all of them by names, special mention is made here to the key scaffolders who supported a lot for the successful completion of the study.

The investigator expresses immense thankfulness to Dr. P .M Jaleel, Former Director of School of Pedagogical Sciences, Mahatma Gandhi University for the inspiring guidance and sustaining encouragement during the period of the study.

The investigator is deeply indebted to Dr.P.Viswanadhan Nair, Professor and Head of the Department of Education, University of Kerala, who laid the indelible base for the present study. A great deal of gratitude is owed to the distinguished thinkers Dr. Vedamoni Manuel and Dr. A. Sukumaran Nair who contributed for the preliminary phase of the study.

The investigator expresses her sincere gratitude to Dr. P. J. Jacob, Director, School of Pedagogical Sciences for the timely assistance in refreshing and refining the work. The cordial support provided by each and every member of the staff of School of Pedagogical Sciences is to be acknowledged. Her thanks are due to the Librarian Mr. A. T. Anilkumar for the services rendered at all stages of the study.

The investigator is highly obliged to Dr. Teresa Susan, Department of Education, University of Kerala for inspiriting and energising the investigator with ineffable affection.

The investigator extends her profound gratitude to Fr. K. A. Abraham, Manager and members of the Mount Tabor Family for their encouragement. The investigator is indebted to principals and teachers of various schools for giving necessary arrangements for the conduct of the study.

The investigator appreciates Capital Computer Centre for their professional competency in data analysis, typing and binding of the thesis.

The investigator expresses her affection to her husband Josy Sebastian and kids Russel, Russo and Bappu who are the real motivators of her accomplishments.

The investigator remembers three beloved Souls in Heaven who departed from her home during the course of this study.

Above all the investigator bows her head before the Holy Spirit that empowers her miraculously.

Rosamma Philip

List of Tables

List of Figures

List of Appendices

No. Chapter Page

I , INTRODUCTION 1-20

12. REVlEW OF RELATED STUDIES 21 -43

Ill. METHODOLOGY 44-91

IV. A NA LYSZS AND DISCUSSZONS 92-294

V. SUMMARY, FINDINGS AND CONCLUSlONS 295-323

- -

BIBLIOGRAPHY

APPENDICES

LIST OF TABLES

Table No.

3.1

3.2

3.3

3.4

3#5

3.6

3.7

3.8

Factors, Tests and Descriptions of Guilford's Creativity Test

Tasks, Tests and Descriptions of Minnesota Test of Creativity

Details regarding the ltems in the Scientific Creativity Test (Draft Test)

Details of the Schools Selected for the Tryout

Scoring Scheme for Originality

Time Limit for Scientific Creativity Test

Details regarding the Items in the Scientific Creativity Test (Final Test)

Inter correlation among Fluency, Flexibility, Originality and Scientific Creativity

Split-half Reliability Coefficients of Subtests of Verbal Intelligence

Validity Coefficients of Subtests of Verbal Intelligence

Break-up of the Final Sample

Statistical lndices and the Results of the 7'-tests for High Achievement- Average Achievement Groups (Total)

Statistical lndices and the Results af the '1'-tests for Average Achievement- tow Achievement Groups (Total)

Statistical Indices and the Results of the ?'-tests for High Achievement- Low Achievement Groups (Total)

Statistical lndices and the Results of the 't'-tests for High Achievement- Average Achievement Groups (Boys)

Statistical lndices and the Results of the 'tl-tests for Average Achievement-Low Achievement Groups (Boys)

Statistical lndices and the Results of the 't'-tests for High Achievement- Low Achievement Groups (Boys)

Statistical Indices and the Results of the 7'-tests for High Achievement- Average Achievement Groups (Girls)

Page No,

48-50

5 1-52

61

63

6 5

68

69

Statistical lndices and the Results of Ihe 'I1-tests for Average Achievement-Low Achievement Groups (Girls)

Statistical lndices and the Results of the 't'-tests for High Achievement- Law Achievement Groups (Girls)

Statistical lndices and the Results of the It'-tests for High Achievement- Average Achievement Groups (Rural)

Slatistical lndices and the Results of the 't'-tests for Average Achievement-Low Achievement Groups (Rural)

Statistical lndices and the Results of the 'tl-tests for High Achievement- Low Achievement Groups (Rural)

Statistical lndices and the Results of the 't'-tests for High Achievement- Average Achievement Groups (Urban)

Statistical Indices and the Results of the 'tl-tests for Average Achievement-Low Achievement Groups (Urban)

Statistical lndices and the Results of the It'-tests for High Achievement- Low Achievement Groups (Urban)

Statistical lndices and the Results of the It'-tests for High Achievement- Average Achievement Groups (Government)

Statistical lndices and the Results of the 'tf-tests for Average Achievement-Low Achievement Groups (Government)

Statistical lndices and the Results of the 'ti-tests for High Achievement- Low Achievement Groups (Government

Statistical lndices and the Results of the 't'-tests for High Achievement- Average Achievement Groups (Private)

Statistical lndices and the Results of the It'-tests for Average Achievement-Low Achievement Groups (Private)

Statistical lndices and the Results of the 't'-tests for High Achievement- Low Achievement Groups (Private)

Product Moment Coefficients of Correlation of Achievement in Science and Verbal Intelligence for the Total Sample and Subsamples

Product Moment Coefficients of Correlation of Achievement in Science and Non-verbal Intelligence for the Total Sample and Subsamples

Product Moment Coefficients of Correlation of Achievement in Science and lntelligence (Total) for the Total Sample and Subsamples

Product Moment Coefficients of Correlation of Achievement in Science and Fluency for the Total Sample and Subsamples

Product Moment Coefficients of Correlation of Achievement in Science and Flexibility for the Total Sample and Subsamples

Product Moment Coefficients of Correlation of Achievement in Science and Originality for the Total Sample and Subsamples

Product Moment Coefficients of Correlation of Achievement in Science and Verbal Scientific Creativity for the Total Sample and Subsamples

Prduct Moment Coefficients of Comiabn of Achievement in Science and Non-verbal Scientific Creativity for the Total Sample and Subsamples

Product Moment Coefficients of Correlation of Achievement in Science and Scientific Creativity (Total) for the Total Sample and Subsamples

Product Moment Coefficients of Correlation of Achievement in Science and Achievement Motivation for the Total Sample and Subsamples

Product Moment Coefficients of Correlation of Achievement in Science and Home Environment for the Total Sample and Subsamples

Product Moment Coefficients of Correlation of Verbal lntelligence and Fluency for the Total Sample and Subsamples

Product Moment Coefficients of Correlation of Verbal Intelligence and Flexibility for the Totaf Sample and Subsamples

Product Moment Coefficients of Correlation of Verbal lntelligence and Originality for the Total Sample and Subsamples

Product Moment Coefficients of Correlation of Verbal lntelligence and Verbal Scientific Creativity for the Total Sample and Subsamples

Product Moment Coefficients of Correlation of Verbal lntelligence and Non-verbal Scientific Creativity for the Tota! Sample and Subsamples

Product Moment Coefficients of Correlation of Verbal Intelligence and Scientific Creativity (Total) for the Total Sample and Subsamples

Product Moment Coefficients of Correlation of Non-verbal Intelligence and Fluency for the Total Sample and Subsamples

Product Moment Coefficients of Correlation of Non-verbal lntelligence and Flexibility for the Total Sample and Subsamples

Product Moment Coefficients of Correlation of Non-verbal Intelligence and Originality for the Total Sample and Subsamples

Product Moment Coefficients of Correlation of Non-verbal Intelligence and Verbal Scientific Creativity for the Total Sample and Subsamples

Product Moment Coefficients of Correlation of Non-verbal Intelligence and Non-verbal Scientific Creativity for the Total Sample and Subsampies

Product Moment Coefficients of Correlation of Non-verbal lntelligence and Scientific Creativity (Total) for the Total Sample and Subsamples

Product Moment Coefficients of Correlation of lntelligence (Total) and Fluency for the Total Sample and Subsamples

Product Moment Coefficients of Correlation of lntelligence (Total) and Flexibility for the Total Sample and Subsamples

Product Moment Coefficients of Correlation of lntelligence (Total) and Originality for the Total Sample and Subsamples

Product Moment Coefficients of Correlation of Intelligence (Total) and Verbal Scientific Creativity for the Total Sample and Subsamples

Product Moment Coefficients of Correlation of lntelligence (Total) and Non-verbal Scientific Creativity for the Total Sample and Subsamples

Product Moment Coefficients of Correlation of lntelligence (Total) and Scientific Creativity (Total) for the Total Sample and Subsamples

Product Moment Coefficients of Correlation of Verbal Intelligence and Achievement Motivation for the Total Sample and Subsamples

Product Moment Coefficients of Correlation of Non-verbal Intelligence and Achievement Motivation for the Total Sample and Subsamples

Product Moment Coefficients of Correlation of Intelligence (Total) and Achievement Motivation for the Total Sample and Subsamples

Product Moment Coefficients of Correlation of Verbal Intelligence and Home Environment for the Total Sample and Subsamples

Product Moment Coefficients of Correlation of Non-verbal Intelligence and Home Environment for the Total Sample and Subsamples

Product Moment Coefficients of Correlation of Intelligence (Total) and Home Environment for the Total Sample and Subsamples

Product Moment Coefficients of Correlation of Fluency and Achievement Motivation for the Total Sample and Subsamples

Product Moment Coefficients of Correlation of Flexibility and Achievement Motivation for the Total Sample and Subsampies

Product Moment Coefficients of Correlation of Originality and Achievement Motivation for the Total Sample and Subsamples

Product Moment Coefficients of Correlation of Verbal Scientific Creativity Achievement Motivation for the Total Sample and Subsamples

Product Moment Coefficients of Correlation of Non-verbal Scientific Creativity and Achievement Motivation for the Total Sample and Subsamples

Product Moment Coefficients of Correlation of Scientific Creativity and Achievement Motivation for the Total Sample and Subsamples

Product Moment Coefficients of Correlation of Fhency and Home Environment for the Total Sample and Subsamples

Product Moment Coefficients of Correlation of Flexibility and Home Environment for the Total Sample and Subsamples

Product Moment Coefficients of Correlation of Originality and Home Environment for the Total Sample and Subsamples

Product Moment Coefficients of Correlation of Verbal Scientific Creativity and Home Environment for the Total Sample and Su bsamples

4.67 Product Moment Coefficients of Correlation of Non-verbal Scientific Creativity and Home Environment for the Total Sample and Subsamples 281

4.68 Product Moment Coefficients of Correlation of Scientific Creativity and Home Environment for the Total Sample and Subsampies 284

4.69 Product Moment Coefficients of Correlation of Achievement Motivation and Home Environment for the Total Sample and Subsamples 287

4.70 Mean and Standard Deviation 290

4,71 inter correlations of the Variables 290

LIST OF FIGURES Figure No. Page No.

4.1 Mean Verbal Intelligence Scores of High, Average and Low 99 Achievement Groups (Total Sample)

4.2 Mean Non-verbal intelligence Scores of High, Average and Low 100 Achievement Groups (Total Sample)

4.3 Mean Intelligence (Total) Scores of High, Average and Low 101 Achievement Groups (Total Sample)

4.4 Mean Fluency Scores of High, Average and Low Achievement Groups 102 (Total Sample)

4.5 Mean Flexibility Scores of High, Average and Low Achievement Groups 103 (Total Sample)

4.6 Mean Originality Scores of High, Average and Low Achievement 104 Groups (Total Sample)

4.7 Mean Verbal Scientific Creativity Scores of High, Average and Low 105 Achievement Groups (Total Sample)

4.8 Mean Non-verbal Scientific Creativity Scores of High, Average and Low 106 Achievement Groups (Total Sample)

4.9 Mean Scientific Creativity (Total) Scores of High, Average and Low 107 Achievement Groups (Total Sample)

4.10 Mean Achievement Motivation Scores of High, Average and Low 108 Achievement Groups (Total Sample)

4.1 1, Mean Home Environment Scores of High, Average and Low 109 Achievement Groups (Total Sample)

LIST OF APPENDICES

Appendix A: Test of Scientific Creativity for Higher Secondary School

Students (Draft)

Appendix 8: Dl and DP for Test of Scientific Creativity for Higher Secondary

School Students

Appendix C:Test of Scientific Creativity for Higher Secondary School

Students (Final)

Appendix D: Kerala University Group Test of Intelligence

Appendix E: Kerala Scale of Achievement Motivation

Appendix F: Home Environment Inventory (Draft)

Appendix G: Dl and DP of Home Environment Inventory

Appendix H: Home Environment Inventory (Final)

Appendix 1: List of Schools

Appendix J: List of Experts

CHAPTER I

INTRODUCTION

Introduction

Science Education

Importance of Science Education at Higher Secondar~ Level

Certain Correlates of Science Achievement

Need and Significance of the Study

Statement of the Problem and Definition of Key Terms

Variables of the Study

Objectives of the Study

Hypotheses

Methodology in Brief

Scope and Limitations of the Study

Organisation of the Report

CHAPTER l

INTRODUCTION

I ..1 INTRODUCTION

"Youth must be made to understand the beauty of doing

Science, the pleasure of doing Science and the ultimate bliss

of Science that improve the qualify of life of humankind."

(Dr. A.P.J. Abdul Kalamj

Today, India has become one of the strongest countries in the world in

terms of scientific manpower in capability and maturity. We are in a position

not only to understand technologies that we may borrow but also to create our

own technologies with extensive scientific inputs of indigenous origin. Now

Science and Technology acts as an important contribution to National

development and societal transformation.

In a world where power is determined by nation's share of the world

knowledge, it is impartant for India to become a continuous innovator and

creator of scientific knowledge. The science that we do today must have

creativity, foresight and vision for it to be the centre of technology that we

develop tomorrow for the competitive world. So, we must take the message

and mission of successful scientists to youth so that they can understand the

ways of contributing to the growth of the nation through careers in science.

2 Introduction

1.2 SCIENCE EDUCATION

The rapid expansion of knowledge in different branches of science and

its consequent impact on the daily life of people have set educationists of all

the advanced countries to think about the position of Science Education in

schools. Brownski (1 9761, a distinguished scientist and humanist, defines

Science as the organisation of our knowledge in such a way that it commands

or makes possible the explanation of more of the hidden potential found in the

individual and in the environment. So, the unique potentialities of the child

should be preserved and enriched by science education.

In every school, there are certain students who may become creative

scientists. An important objective of science education is to locate and

nurture these talented learners so that they may be directed to intellectually

stimulating researchers and thus provide the nation with future scientists. The

reflective thinking capabilities of children must be sharpened through the

learning strategies of science. Thus, science education become one of the

best vehicles to foster intellectual potentialities and independent thinking of

individuals.

1.3 IMPORTANCE OF SCIENCE EDUCATION AT HIGHER SECONDARY LEVEL

In India, approximately seven million students appear for the plus two

examination every year, and more than three million of them are from the

science stream. In Kerala State, the annual intake of students in Higher

Secondary Schools is more than 1,50,000 from the year 2000 onwards. The

strength of Higher Secondary School students goes on increasing each year.

3 Introduction

The admission records af Directorate of Higher Secondary Education, Kerala

shows that number of students who join the Science group is three times

more than that of Humanities and Commerce. Enrolment in Science group

has raised steadily over the years.

It is an emerging trend that young students select Physics and

Chemistry courses because of these subjects' potentialities for job

opportunities. As a prerequisite for attending entrance examinations of many

professions, they choose science group willy-nilly. As a result,

commercialisation of learning takes place and vested interest groups try to

disfigure science curriculum for entrance-oriented coaching. So, after higher

secondary stage, students assume and feel that science is a mere collection

of information. Rote rnemorisation of scientific facts devoid of meaningful

understanding of it influences negatively on the thinking capacities of the

learners. So, the science teaching especially Physical Science teaching in

Higher Secondary classes has to be redefined with broader perspectives.

In this context, science instruction at Higher Secondary level should

aim at the following behavioural changes.

> To prepare young learners to enter scientific professions and

occupations.

i To prepare future scientists and technologists.

i To develop scientific research skills that are appropriate to meet the

needs of professional training in science.

4 Introduction

> To develop the ability to identify and use scientific knowledge

appropriately to make wise choices.

b To make judicious critical judgements about the reliability and

accuracy of information that is passed off as scientifically based.

i To use required scientific knowledge constructively.

To generate knowledge and enhance intellectual capability.

i. To solve problems encountered in their professional and personal

lives effectively.

I .4 CERTAIN CORRELATES OF ACHIEVEMENT IN SClENCE

The academic achievement of an individual depends on variables of

cognitive, affective and social-familial fields. Some of these variables are

described below.

1.4.1 Intelligence

Traditionally, intelligence was defined in terms of ability to do abstract

reasoning, ability to learn and ability to adapt in novel situations. The recent

views of intelligence recognise active role of an intelligent person in terms of

shaping and selecting an environment according to his or her choice.

Gardner (1983) proposed the theory of Multiple Intelligence consisting

of eight intelligences; Linguistic, Logical-mathematical, Spatial, Musical,

Bodily-kinesthetic, Interpersonal, lntrapersonal and Naturalistic Intelligences.

All the individuals do not possess them in equal proportion. The particular

situation or the context decides the prominence of one type of intelligence

over the others.

Sternberg (1985) proposed componential, experiential and contextual

sub theories of intelligence. Componential intelligence is concerned with

components of mental functioning involved in cognitive tasks that underlie

vocabulary, knowledge, insight and analogies. Experiential and contextual

intelligence add creativity and practicality, respectively to the understanding of

intelligence.

Das, Naglieri and Kirby (1994) proposed the information processing

approach of intelligence, Intelligence includes Planning, Attention,

Simultaneous and Successive processes (PASS Model).

According to the Indian view, an intelligent person shows the following

four competencies:

J Cognitive competence such as sensitivity to context, comprehension,

discrimination, problem solving and effective communication.

J Social competence such as following social norms, service to elders,

obedience, helping the needy, showing concern for the environment.

J Entrepreneurial competence such as hard work, commitment,

vigilance, goal-directed behaviour.

J Emotional competence such as control of emotions, honesty,

politeness, realistic self-appraisal, good conduct.

This type of intelligence is termed as Integral Intelligence.

Even though the expression of Intelligence is not limited to any

particular activity and domain or context, it is a manifestation of cognitive

ability with reference to one's academic achievement. The scientific

6 introduction

vocabulary and scientific knowledge acquired by a person has direct link with

one's intelligence. To get good achievement in science subjects, one has to

think creatively, reason abstractly, make inference form data and understand

relationship. These factors of Achievement in Science have close association

with intelligence. Thus, Achievement in Science is an indicator of cognitive

ability.

1.4.2 Scientific Creativity

Sternberg (1985) proposes that creativity is one type of intelligence.

The creative intelligence is the ability to go beyond the given data to generate

novel and interesting ideas. Thus, creativity is the higher order intelligence

that helps a person to translate ideas into practical accomplishments.

Guilford (1967) presented the intellectual factors of creativity on his

investigations. These are:

(i) Fluency (word fluency, ideational fluency, associational fluency and

expressional fluency)

(ii) Flexibility (spontaneous flexibility and adaptive flexibility)

(iii) Originality

(iv) Elaboration

(v) Redefinition

(vi) Sensitivity to problems

Thus, many factors of intelligence and creativity overlap each other and

these are interdependent also. Hence, a test of creativity measures creativity

as well as intelligence since creative abilities are intellectual components.

7 Introduction

When creativity is specifically directed to science, it reflects the scientific

temper.

It is found that arts students show a bias towards convergent thinking

ability (Hudson, 1966; Mackay and Camerson, 1968; Filed and Polle, 1970).

Webster and Walker (1981) showed that science students have not performed

as well as non-science students on tests of divergent thinking simply because

the questions asked were related to non-scientific topics. It has not been an

established fact that creativity generates regardless of content matter area

and with reference to achievement in science, scientific creativity has its

significance.

If science is to be developed as a creative subject, the creative spirit of

children should be identified and stimulated. Creative people in science are

problem seekers and problem solvers. So Scientific Creativity enhances the

problem solving capacity and critical thinking of learners.

Scientific creativity includes processes that promote planning,

producing and generating original scientific contributions. According to Cole

(1970), this process engages the learner to acquire, organise, generalise,

utilise and construct information creatively. In effect, Scientific Processes are

equal to Scientific Creativity. Both scientific process and scientific creativity

facilitate better meta cognitive skills and problem solving abilities. So, when

we analyse the Achievement in Science of a learner, it is imperative that his

scientifically creative talents are to be assessed.

8 introduction

1.4.3 Achievement Motivation

Achievement Motivation refers to the striving to perform difficult task as

well as possible. Murray (1938) identified Achievement motivation along with

the physiological and psychological needs contributing to personality

development and achievement. According to Expectancy-value Theory of

Achievement Motivation of Atkinson (1978), behaviour of a learner depends

on how much individuals value a particular outcome and their expectation of

attaining that outcome as a result of performing that behaviour.

The contemporary theory of Achievement Motivation proposed by

Eccles (1 983) and Wigfield (1 994) shows how t he students' cognitive process

and perceptions of their environment works in an achievement situation

Students' initial motivation beliefs centre on Task specific self-concepts

which are the students' perceptions of their ability. Perceptions of task

difficulty is another important factor. The overall value of any task depends on

its attainment value, interest value and utility value. The individual's

perceptions concerning the likelihood of success at the task is known as

expectancy. Research shows that higher expectancies for success are

positively related to various forms of achievement behaviour (Bandura, 1986;

Eccles, 1983; Wigfield, 1994).

DeCharms (1976) put forward the idea of Achievement Motivation

training that aims to help students to develop thoughts and behaviour typical

of learners high in Achievement motivation. Following activities are included

in Achievement Motivation training to make better academic performance.

*:+ Development of self-concept

*:* Realistic goal setting

43 Achievement motivation thinking

*:+ Personal responsibility training

*3 Development of concrete plans to accomplish goals

Q Evaluation of goal progress.

Thus, Achievement Motivation training is to be integrated with regular

classroom content, rather than include it as an activity with special content.

Creative students usually generate their own goals; they are self-

regulating and self-monitoring. Understanding the true self is important for

achievement of a learner and creativity will be possible only when the

individual is with one's self. Haywood et al. (1992) suggested that each

individual has scope for intellectual development if he possess achievement

motive. So, studying the achievement of an individual in relation to

Intelligence and Creativity would be more meaningful if it peruse the

achievement motive also.

1.4.4 Home Environment

Home is the first institution which is responsible for the education of the

child and parents are the first educators. Home environment includes the

conditions, forces, and external stimuli at home which impinge upon the

individual. The physical, social as well as intellectual environment of the

home is a reinforcing force which shapes the individuals.

10 Introduction

Educational and cultural level of parents, parental attitude towards

education, value orientation of the family members, and socio-economic

status of the family normally affect the achievement of every child. All the

above mentioned factors have significant impact on the intellectual

development, creative potentialities and achievement motive of children.

Parental characteristics associated with higher rates of divergent

production in children are

+:+ low degree of punishment in the home

4:. low pressure for conformity

*:+ absence of intrusiveness

*:+ emotional support for the child

*:* self-acceptance

(McCandless, 1973)

Bloom (1964) in detailed analysis of Wolf's (1963) work, gives a list of

thirteen process variables that can be used to describe the interactions

between parents and children in so far as intellectual development is

concerned.

A. Press for achievement motivation

1 . Nature of intellectual expectations of child

2. Nature of intellectual aspirations for child

3, Amount of information about child's intellectual development

4. Nature of rewards for intellectual development

9 1 Introduction

6. Press for language development

5. Emphasis on use of language in a variety of situations.

6. Opportunities provided for enlarging vocabulary

7. Emphasis on correctness of usage

8. Quality of language models available

C. Provision for general learning

9. Opportunities provided for learning in the home

10. Opportunities provided for learning outside the home

11. Availability of learning supplies

12. Availability of books

73. Nature and amount of assistance provided to facilitate learning in a

variety of situations.

Thus, Home Environment is a crucial component that influences the

academic achievement, intellectual development, creative capacities and

achievement motivation of an individual. So, parents might well help their

children to achieve higher achievements through monitoring their children's

learning tasks.

1.5 NEED AND SIGNIFICANCE OF THE STUDY

Academic achievement is the prime concern of psychologists,

educators, learners as well as parents. Achievement in Science is of key

importance at the Higher Secondary level since it provides a base for higher

studies which is inevitable for admissions of various medical and engineering

professions. So, achievement in science at this stage has to be scrutinised.

Almost all recently generated science teaching strategies insist the

importance of developing the creative talents of the learners concerned.

Review of related literature shows that achievement in science

depends mainly on three learner characteristics.

1. Cognitive variables like Intelligence, Aptitude, Creativity, Problem

Solving skills and so on.

2. Motivational variables like achievement motivation, self-concept, self-

efficacy, self-monitoring, self-monitoring and self-regulation.

3. Environmental variables like Home Environment, class atmosphere,

peer group, socio-cultural and similar variables.

Research suggest that the right cerebral hemisphere is involved in

visual, non-verbal, spatial, divergent and intuitive thinking. Left cerebral

hemisphere is involved in verbal, logical and convergent thinking. The right

brain works more with creativity whereas the left brain works more with

intelligence. Vast majority of school activities focus an the convergent

functions dominated by the left side of the brain (Caine and Caine, 1997;

Jansen, 1998). To teach most effectively to either side of the brain, we must

balance outcomes and learning experiences to involve both sides whenever

possible (Baker and Martin, 1998). Intelligence and creativity are two

correlating variables that influence the scholastic performance. In relation to

achievement in science, creativity in science is more consequential than

general creativity.

73 Introducbon

The great scientists Edisan and Einstein had no remarkable school

records even though they were intelligent and creative human beings. The

accomplishments of such renowned scientists were generated from their self-

motivation. Thus, achievement motivation provide an explanation for the

resourceful nature of an individual and the way he uses these resources to

achieve higher level of excellence. But it rarely manifests itself uniformly

across different achievement domains. Students typically show greater

motivation to perform well in some subjects than others (Schunk, 1996).

Since the achievement motive varies with the domain, how well such a global

trait predicts achievement in science is questionable. Learners' cognitive and

behavioural aspects cannot be treated individually because they are

overlapping components (Sappand Farrell, 1994). These factors have strong

causative roots of environmental nature. Parents have both a right and

responsibility to be directly involved in their children's education. Family play

a complementary role to the cognitive approaches of the classroom, by

providing the bridge between cognitive skills and everyday life activities

(Heywood, 1993). Parental pressure to perform well is more crucial a t the

higher secondary level. Determining which parental behaviours are most

influential that encourage achievement strivings are complicated and research

has yielded conflicting findings (Weiner, 1992).

Thus, on the strength of the theories and related literature on the topic,

it has been assumed that studying the Achievement in Science at Higher

Secondary level is significant with reference to Intelligence, Scientific

14 Introduction

Creativity, Achievement Motivation and Home Environment. The analysis of

the above mentioned cognitive, motivational and familial variables may open

many new horizons to make educators and learners to think and act in terms

of optimism and achievement and to pave the way towards progress and

prosperity.

1.6 STATEMENT OF THE PROBLEM AND DEFINITION OF KEY TERMS

The problem taken up for the present study is entitled as "A STUDY

OF THE RELATIONSHIP BETWEEN INTELLIGENCE, SCIENTlFjC

CREATIVITY, ACHIEVEMENT MOTIVATION, HOME ENVIRONMENT AND

ACHIEVEMENT IN SCIENCE OF HIGHER SECONDARY SCHOOL PUPILS

OF KERALA. "

The key terms used in the study are defined below.

( i ) Relationship

In a simple relationship study, researchers obtain two scores for each

subject and then use the pairs of scores to calculate a correlation coefficient.

Coefficient of Correlation is a single number that tells us to what extent

two things are related; to what extent variations in one variable are

accompanied by changes in the other.

(ii) Intelligence

Intelligence comprises the mental abilities necessary for adaptation to,

as well as shaping and selection of any environmental context (Sternberg,

1 997).

15 introduction

( i i i ) Scientific Creativity

The term stands for various aspects of divergent thinking ability in

science (as defined by Guilford and his associates), estimated through its

accepted characteristics, viz., measures of fluency, flexibility and originality

and obtained using standardised test of Scientific Creativity.

(iv) Achievement Motivation

it is the need for achievement. It refers to the striving to perform

difficult tasks as well as possible (Schunk, 1996).

It is the restless driving energy aimed at achieving excellence, getting

ahead, improving past records, doing things faster, better, more efficiently and

finding unique situations to difficult problems.

(v) Home Environment

It includes things, events and people in the real world in and around the

family of t he child that he might perceive or that might have some effect on

him. In the present study, Home Environment means physical, cultural and

emotional environment of the home.

(vi ) Achievement in Science

The term refers standard performance in science of the students in the

group under consideration for the annual examination. The variable

Achievement in Science as used in the study measure t h e important curricular

outcomes of Physics and Chemistry. The achievement levels of students are

expressed in terms of total scores obtained for Physics and Chemistry in the

Standard XI annual examination.

(vi i) Higher Secondary School

The term higher secondary refers to the fourth stage of school

education in Kerala. It consists of pupils in standard XI and XII.

1.7 VARIABLES OF THE STUDY

The study has been designed with Achievement in Science as the

dependent variable and the following independent variables:

(1 ) Intelligence

(2) Scientific Creativity

(3) Achievement Motivation

(4) Home Environment

1.8 OBJECTIVES OF THE STUDY

The major objectives of the study are stated as follows:

'I. To compare the three achievement groups in pairs (High-Average,

Average-Low and High-Low) in respect of each of the independent

variables (Intelligence, Scientific Creativity, Achievement Motivation and

Home Environment) for the total sample and sub samples based on

gender, place of residence and nature of the institution.

2. To find out the relationship between the independent variables

(Intelligence, Scientific Creativity, Achievement Motivation and Home

Environment) for the Total sample and sub samples based on gender,

place of residence, nature of the institution and achievement levels.

3. To find out the relationship between each of the independent variables


Environment) and Achievement in Science for the total sample and sub

samples based on gender, place of residence, nature of the institution and

achievement levels.

4. To develop a multiple regression equation to predict the Achievement in

Science using best predictors selected from the independent variables.

5. To find out the combined effect of the predictor variables on Achievement

in Science,

1.9 HYPOTHESES

The study has been designed to test the following hypotheses:

1. Each of the independent variables selected will discriminate between

students of various achievement levels for the total sample and sub

samples.

2. There will be significant relationship between the selected independent

variables when each variable is correlated with the other for the total

sampk and subsamples.

3. There will be significant relationship between each of the selected

independent variables and Achievement in Science for the total sample

and sub samples.

4 . Achievement in Science can be predicted in.terms of the highly correlating

independent variables which are chosen as best predictors.

5. The combined effect of the predictor variables on Achievement in Science

will be significant.

1.10 METHODOLOGY IN BRIEF

1.1 0.1 Sample

The study was conducted on a sample of 1120 Standard XI1 students

from four districts of Kerala.

1.10.2 Tool

The investigator developed the following tools:

I. Test of Scientific Creativity for Higher Secondary school students

2. Home Environment Inventory

Other tools used for the study are:

1. Verbal Group Test of Intelligence

2. Raven's progressive Matrices Test

3. Achievement Motivation Scale

1.1 0.3 Statistical Techniques Used

(i) Two-tailed test of significance of the difference between means;

(ii) Pearson's Product Moment Coefficient of Correlation;

(iii) Multiple Regression Equation;

(iv) Multiple Coefficient of Correlation

1 .I 1 SCOPE AND LlMlTATlONS OF THE STUDY

The theoretical base for selection of variables has stated in earlier

contexts. The present study attempts to identify the effect of Intelligence,

Scientific Creativity, Achievement Motivation and Home Environment on

Achievement in Science. The findings of the study may stimulate the

teachers, parents and students to redefine their approaches towards science

19 intraduction

teaching, science learning and Achievement in Science. When scientific

concepts are transacted through creative strategies, learning becomes a

pleasant experience for learners and it enhances academic achievement.

The study emphasises the role of teachers as well as parents in channelising

the achievement motive of young learners for better performance

Major limitations of the study are the following:

i The operational definition of Achievement in Science is confined to

the scares of theory examination; skills for performing science

experiments are not taken into consideration. The Achievement in

Science is limited to achievement in Physics and Chemistry since

these two subjects are of prime importance for various science

groups.

(ii) The concept of Scientific Creativity has been confined to three

components only. The other factors like elaboration, redefinition and

sensitivity to problems were excluded considering practical limitations.

(iii) Due to paucity of time and other inconveniences, selection of

independent variables was limited.

(iv) The sample for t he study is selected only from four districts of Kerala,

assuming that this represents the total population of Kerala

1.12 ORGANISATION OF THE REPORT

The report has been organised into five chapters.

Chapter 1 contains the rationale for selecting the present problem, the

significance of the variables selected, .statement of objectives and

20 Introduction

hypotheses, brief outline of the methodology and discussion on scope and

limitations of the study.

Chapter 1 1 provides a review of related literature.

Chapter Ill provides a description of the design of the study which gives

an account of the methodology in detail.

Chapter IV gives the analysis of the data collected and interpretation of

the findings.

Chapter V offers a brief summary of the study, conclusions,

educational implications of the findings and suggestions for further research.

CHAPTER II

REVIEW OF RELATED STUDIES

Studies related to Intelligence. Creativity and Academic Achievement

Studies related to Achievement Motivation and Academic Achievement

Studies related to Home Environment and Academic Achievement

Studies related to Intelligence, Creativity and Achievement Motivation

Studies related to Intelligence. Creativity and Home Environment

Studies related to Scientific Creativity

Major Trends Indicated by the Review

CHAPTER ll

REVIEW OF RELATED STUDIES

A systematic canvass of t h e related studies is the means of

determining whether the proposed study unnecessarily duplicates some

earlier investigation. The knowledge secured from such reading in terms of

sources, procedures and results represents essential orientation for definition

of the problem, selection of method and interpretation of findings.

The review of related studies has been conducted including the four

experimental variables, viz., Intelligence, Scientific Creativity, Achievement

Motivation and Home Environment as related to Academic Achievement and

their interrelations.

The review of related studies are organised under the following heads:

2.1. Studies related to Intelligence, Creativity and Academic Achievement

2.2. Studies related to Achievement Motivation and Academic Achievement

2.3. Studies related to Home Environment and Academic Achievement

2.4. Studies related to Inteiligence, Creativity and Achievement Motivation

2.5. Studies related to Intelligence, Creativity and Home Environment

2.6. Studies related to Scientific Creativity

22 Review of Related Studies

2.1 STUDIES RELATED TO INTELLIGENCE, CREATIVITY AND ACADEMIC

ACHIEVEMENT

Achievement of an individual depends to a great extent an his

intellectual characteristics and the creative abilities. The following studies

revealed the relationship between Intelligence, Creativity and Achievement.

Wright (1985) conducted a factor analytic study of intelligence and

achievement. Scores in the Wechsler Intelligence Scale for Children

(Revised) and the Wide Range Achievement Test were collected from 160

children (9-12 years). The four factors identified were verbal comprehension,

numerical, written language and pedormance. The results indicated a

functional overlap of the variables studied.

Brar (1986) found the influence of intelligence was significant on t he

performance of students. It was also found that high creative girls and low

creative girls scored higher than high creative boys and low creative boys

respectively.

Olesky-Ojikutu (1986) found that intelligence had a significant positive

correlation with all the five creativity sub-scores.

Sumangala (1986) found that there was significant relationship

between creativity and verbal intelligence, and between creativity and non-

verbal intelligence.

Nair (1987) found that certain cognitive variables, namely verbal

classification, proverbs, verbal intelligence, non-verbal intelligence and


number series differed between high creative underachievers and low creative

underachievers.

Trimurthy (1987) found that students with high I.Q. were more creative

than students with low I.Q. in verbal Creative Thinking Ability (CTA),

Gakhar, Paramjit and Pushpa (1989) found that there was significant

difference in fluency, flexibility and total creativity among s t u d e n t s of high,

average and low intelligence groups and there was no significant difference in

originality among s tudents of high, average a n d law intelligence groups.

Patel (7990) found that there was significant, positive but low

correlation between creativity and two groups of intellectuals.

Gill (1991) found that high intelligent subjects scores higher on

originality than low intelligent subjects irrespective of training strategies,

whereas fluency, flexibility and creative problem solving skill totals were not

affected by levels of intelligence.

Jaswal and Jerath (1991) found that for pupils in the high intelligence

group, there was no significant correlation between intelligence and creativity.

For pupils in the low intelligence group, intelligence was related to verbal and

total creativity but not to figural creativity.

Sreekala ( I 99.l) found that the relation between intelligence, creativity

and achievement was significant.

Srivastava and Thomas (1991) found that there was positive

relationship between intelligence and creativity.


Narramore (1992) found that low correlation existed between creativity

and intelligence.

Ajitha (q992) explored the association between creativity, intelligence

and achievement in English. The study showed that (i) the relationship

between creativity and achievement was significant (r = 0.2216) for whole

sample.

Raj (1994) concluded that there was positive correlation among the

variables, viz., fluency, flexibility, originality and verbal and non-verbal

intelligence. The fange of correlation between variables of creativity, on the

one hand, and the variables of intelligence, on the other, was between +0.219

and +0.287.

George (1994) made a study of the mathematical creativity of

secondary school pupils in relation to their intelligence and mathematics

achievement. The study showed that mathematical creativity was significantly

correlated with intelligence and mathematics achievement.

Pillai and Kumar (1996) designed a study to find out the magnitude of

direct, indirect and casual relationship of intelligence, cognitive style and

approaches to studying on achievement in Biology of Standard IX pupils.

They found that among the three variables, intelligence shows the maximum

total effect on achievement in secondary school Biology.

Jayalekshmi (2000) found a significant correlation between

achievement in problem solving in science and intelligence {r = 0.627).


Sabeena (2000) reported that there was positive and significant

relation between verbal comprehension, numerical reasoning, spatial ability

and achievement in Chemistry.

George (2000) conducted a study on correlates of mathematical

creativity. The study showed that (i) there was positive and significant

relationship between verbal mathematical creativity and verbal intelligence

(r = 0.4797); (ii) there was positive and significant relationship between non-

verbal mathematical creativity and nan-verbal intelligence ( r = 0.5953).

Kumari (2002) conducted a study on the effect of verbal and non-verbal

intelligence on process outcomes in science of secondary school children.

The study found that verbal intelligence, non-verbal intelligence and total

intelligence were closely related with process outcomes in science.

2.2 STUDIES RELATED TO ACHIEVEMENT MOTIVATION AND ACADEMIC

ACHlEVEMENT

Ahluwalia (1985) found a significant and positive relationship between

achievement motivation and scholastic performance.

Raghava (1985) conducted a study of achievement motivation

development in the pupils of ninth standard with various socio-economic

levels and arrived at the following conclusions:

(i) The achievement motivation development course resulted in a positive

gain in the immediate performance of pupils;

(ii) The training course resulted in improved achievement at the S.S.L.C.

examination;

26 Re view of Related Studies

Ghoash (1985) studied the achievement of the students in Chemistry

and investigated the determinants of achievement in Chemistry. He found

that there was a positive correlation between the scores in Achievement Test

in Chemistry and Achievement Motivation Test.

Geetha (1985) found a significant relationship between Achievement

Motivation and Biology Achievement.

Natesan and Seeta (1986) conducted a study to find the relationship

between achievement motivation and achievement. A sample of 60 students,

30 high achievers and 30 low achievers from Standard XI1 was selected. The

results showed that (i) the high achievers have high achievement motivation

scores when compared to the low achievers; (ii) the critical ratio revealed that

there was significant difference between high achievers and low achievers

with regard to need for achievement scores; (iii) there was significant positive

correlation between achievement motivation and academic achievement.

Oliver and Simpson (1988) found that effective behaviour in classroom

are strongly related to achievement and the effective constructs like

motivation, interests, etc., could be successfully used to predict achievement.

Snadgrass (7989) found significant positive correlation between

achievement motivation and grade point average.

Biggs (1989) studied the relationship of achievement motivation and

achievement of emotionally and behaviourally handicapped children. The

study found that controlling intelligence, there was no significant relationship

between achievement motivation and achievement.

27 Review of Rela fed Sfudies

Lee's (1989) study showed that there existed positive correlation

between achievement motivation a n d achievement in science.

Suciati (1990) studied the effect of motivation on academic

achievement in a distance education setting. The concept of motivation was

measured by three factors: academic self-concept expectancy and value of

success. The study showed a positive and significant relationship between

motivation and achievement.

John (1991) investigated the effects of a specific goal setting procedure

on three dependent variables, achievement, perception of self-efficacy and

goal setting accuracy. There were three experimental groups. Students in

the goal setting conference group were hypothesised to show higher

academic achievement. The students of this group showed statistically

significant higher achievement.

Wang (1991) studied the relationship between achievement motivation,

goal acceptance and goal difficulty on task performance. The study used

Locke's goal setting theory and Atkinson's achievement motivation theory to

examine the effects of achievement motivation. Effect of achievement

motivation on task performance was significant.

Yeh (1991) conducted a study to find out the relationship of academic

achievement to the variables of achievement motivation, study habits and

intellectual development. The important finding of the study was that a weak

but positive correlation was found between achievement motivation and

academic achievement.


Lewis (1991) found that achievement motivation influenced academic

achievement positively.

Sundararajan and Gnana Guru (1992) found that there was no

significant relationship between achievement motivation and achievement.

Wolf (1993) examined the effects of anxiety and motivation on test

performance. The study showed that motivation to perform on a test is

directly influenced by the consequence of the level of performance

Gardner (-1993) studied t h e relationship between self-esteem and

academic motivation for higher education and he analysed the perception and

expectations of students relating to significant others in their roles as

motivators of students for academic achievement. The results showed

significant relationship between motivation and academic achievement.

Neibur (1994) found tha t there is significant relationship between

school-student academic orientation, intrinsic motivation and grade point

average.

Manijeh's (1994) study showed that there was significant relationship

between children's Academic Intrinsic Motivation Inventory scores and

children's school grades.

Abouserle (1 995) showed that students' personality trait in general and

their self-esteem and achievement motivation in particular have substantial

influence on their approaches to study and levels of knowledge processing.

Eppfer and Harju (1997) compared traditional and non-traditional

college students with respect to their learning goats and achievement goal


and found that the group differed inversely on variables related to

achievement.

Jayalekshmi (2000) conducted a study of achievement facilitating

variables affecting the problem solving ability of girls in higher secondary

schools of Kerala. The coefficient of correlation between achievement

motivation a n d achievement was found to be significant for the total sample

( r = 0.577), rural ( r = 0.432), urban (r = 0.579). government (r = 0 5 2 7 ) and

private (0.72). All these relationships were significant at 0.01 level.

Lan (2002) found that motivational forces enhanced achievement and

they were the strongest predictors of student's commitment to science.

Riley (2002) conducted a study on elementary school students'

academic motivation. The study found that teacher's perception of students '

motivation was mediated by student performance.

Nancy (2003) conducted a study on the degree of association between

achievement motivation and cognitive ability in chemistry of high school

students. The s tudy revealed that for t h e whole sample, t h e relationship

between n-ach and cognitive ability was significant at 0.01 level. In the case

of subsamples for girls, the relationship was significant at 0.05 level.

2.3 STUDIES RELATED TO HOME ENVIRONMENT AND ACADEMIC

ACHIEVEMENT

The parent is the first teacher and the teacher is the second parent.

The role of parents and family in the development of cognitive abilities and

social competence in children has been well proved. The researches

3 0 Review of Related Studies

reported here seek to identify those aspects of family environment which

deeply influence student's achievement.

Jagannadhan (1986) has studied on home environment and academic

achievement. The result showed that home environment has got strong

association with academic achievement. In the prediction of academic

achievement, home environment of children played a significant role.

Soto (1986) examined the difference in the home environment between

high achieving and low achieving children. Statistical analyses revealed

significant differences in home environment between high and low achieving

students.

Ekeoha (I 986) found that home environment is an important correlate

of achievement in science. Analysis of the home background component

variables indicated that possession of books in the home had a significant

effect on achievement in science.

Pillai (1987) found that greater number of underachievers were

associated with large family.

Lethakumari (1987) conducted a study on the environmental factors

and achievement in social science. It was found that the group under study

differ significantly with respect to family climate. A significant proportion

(76%) of the high achievers had happy parental relationship. The high and

low achievers under study differ significantly with respect to adequacy of

facilities for learning. Here also, 80% of the high achievers had adequate

facilities for learning.

3 1 Review of Related Studies

Topper (1989) examined the relationship between the levels of parental

environment in a pilot program entitled parents and children together. The

study suggested that there was a relationship between parental involvement

and child's academic achievement.

Chaman (1990) studied the impact of parent child relation on

achievement of pre-degree students. She found that there was no significant

relationship between parent child relations and achievement. The high and

low achievers were identical with respect to their relationship to parents.

Harris (7991) in his study showed that parent involvement in academic

home work and academic achievement were not significantly correlated.

Sanchez (1991) has studied parental support and academic

achievement. The study showed that academic achievement was a

combination of student ability, parent beliefs, and parent support for

education.

Blanchard (1991) in his study showed that within the home setting of

low socio-economic African American families, boys and girls were not

provided with good support by their parents for academic achievement.

Lee's (19991) study showed that home environment and educational

achievement had low correlation.

Srivastava (1991) found that families of high achievers were more

structured and organised and they exercised more controls and had a set of

rules and procedures to be followed by its members.


Marope (1992) has studied the determinants of academic achievement

and found that home support was an important factor that determines

achievement.

Ajitha (1992) showed that the relationship between home environment

and achievement was negligible. For the whole sample, the relation between

home environment and achievement was negative but for three subsamples.

rural government and private the relation was significant.

Keating (1992) found that there was a positive relationship between

family income level and student's science grades.

Youn's (1993) study investigated the relationship between home

environment, self-efficacy and academic achievement of 89 Asian American

students. The study showed that family income and self efficacy were

positively related with academic achievement.

Robinson (1994) has studied the effect of certain selected variables on

achievement. Analysis of the data indicated significant relationships between

achievement scores and the predictor variables of family type and date of

birth,

Barker (1994) conducted a study on selected factors related to

academic achievement of developmental introductory algebra students at the

two year college level. The study revealed that there was a significant

relationship between the annual income and academic achievement and also

the percent of college expenses paid by the employer on academic

achievement.


Rekha (1994) conducted a study to examine the relationship between

home environment and achievement in science of lower primary school. The

results showed that

(i) Parental involvement and parental help to solve doubts were factors

that determine the achievement in science;

(ii) Home learning facility, availability of books, parental discussion on

educational problems of children and parental attention to educational

problems of children were not factors that determine the achievement

in science.

Sayfried (1994) studied the factors associated with academic success

of students and the data showed that the family environment had no direct or

indirect effect on grade point average.

Al Shahany (1995) explored the relationship of selected variables to

biology achievement of secondary school students. The results of the study

revealed that student antecedent variables namely home environment and

prior knowledge seemed to correlate highly with biology achievement.

Reju (1997) conducted a study on achievement in science as related to

sc ience attitude, science interest and home learning facility of upper primary

school pupils. The major finding of t he study showed that achievement in

science and home learning facility was not significantly related.

Jacob (1998) conducted a study on selected variables associated with

achievement in chemistry of vocational higher secondary school students.

The findings of the study were as follows:


The coefficient of correlation between home environment and

achievement in chemistry for the total sample (r = 0.509), boys (0.4651, girls

(r = 0.468), rural (r = 0.487), urban (r = 0.531), government (r = 0.716) and

private ( r 0.364). All the obtained relationships were positive and significant

which proved that home environment and achievement in science was closely

associated.

Smith and Hausafus (I 998) found the relationship of family support and

ethnic minority students' achievement in science and mathematics. The study

found that family support was strongly associated with science and

mathematics achievement.

Mashile (1999) has studied the psychological and social factors related

to physical achievement in science and attitude of secondary school students.

The results of the study indicated that home environment and motivation had

the greatest total contributions to physical achievement in science.

Heastie (2001) conducted a study of the relationships and difference

on self-regulated learning, parental involvement in home work and academic

achievement among high school students in Rural West Virginia. The study

found that there was no statistically significant positive relationship between

parental involvement and academic achievement.

Antony (2003) found that Family Climate and Academic Achievement

were significantly correlated. For the total sample, the coefficient of

correlation obtained was 0.674-

35 Rewe w of Related Studies

Netto (2004) in his study on influence of Home Environment and

Achievement Motivation on Academic Achievement of Fishermen Students at

Higher Secondary Level found that Home Environment and Achievement

Motivation were highly influencing variables of Academic achievement.

2.4 STUDIES RELATED TO INTELLIGENCE, CREATIVITY AND

ACHIEVEMENT MOTIVATION

Sujatha and Yasodhara (1986) in a comparative study of some

educational variables of STISC students, found that SCIST students were low

in their academic achievement and achievement motivation. Achievement

motivation and socio-economic status were found to be independent of each

other. Significant relationship was found between achievement motivation

and type of school.

Tripati's (1 986) study on achievement motivation found that

achievement motivation of boys and girls was highly correlated with

intelligence.

Fatmi (1986) found that social background, sex, religious background

and caste status influenced achievement motivation. The area of residence

and socio-economic status were important determinants of achievement

motivation. Family type had little to do and ordinal position had almost

nothing to do with achievement motivation.

Rajagopalan's (I 988) study on creativity and achievement motivation

showed that there was a significant positive correlation between achievement

36 Review of Related Sfudies

motivation and creativity. It was concluded that classroom climate and

intelligence had significant effect on creativity scores.

Archer's (1990) study showed that there was significant relationship

between achievement motivation and creativity.

Johnkutty (1 990) found that one among the personality variables which

discriminate between high creative and low creative pair was achievement

motivation. The other variables were social adjustment, personal adjustment,

general anxiety, examination anxiety, school relations, social standards,

community relations, family relations, social skills, self-reliance and sense of

personal freedom.

Petrick (2002) in the study on early adolescents motivation during

science investigation examined evidences of students motivational beliefs and

goal orientation. Achievement Motivation appeared most strongiy related to

increased understanding of Science.

Hancock (2003) in the study on Co operative learning and Peer

Orientation Effects on Motivation and Achievement found that the students

with high peer orientation were significantly more motivated to learn than

students with low peer orientation.

Joseph (2004) in his study on Relationship of Achievement Motivation

and Level of Aspiration with Achievement in Social Science found that both

the variables, Achievement Motivation and Level of Aspiration have significant

effect on Academic Achievement.


Ambily (2005) in the study on relationship of Creativity and Intelligence

with reading Comprehension in English found that Creativity and Intelligence

were significantly related to reading comprehension in English.

Sindhu (2005) in the study of relationship among creativity. Classroom

Adjustment and Academic Achievement of Students at Higher Secondary

Level found that Creativity and Achievement were closely related variables.

2-5 STUDIES RELATED TO INTELLIGENCE, CREATIVITY AND HOME

ENVIRONMENT

Bharadwaj (1985) reported that age, sex and intelligence affected the

creativity components and that the discerned facts would provide a better

future in the domain of creativity along with better guidelines to the

adolescent's future perspectives.

Brar (1986) found that high-creative girls and low-creative girls scored

higher than high creative boys and low creative boys respectively. It was also

found that the influence of intelligence a n d socio-economic s ta tus on the

performance of students was significant.

Nair (1987) in a comparative study of certain cognitive, affective and

social variables which discriminate between high and low creative

underachievers in secondary school science, found that the following familial

variables are capable af discriminating the different groups of creative

subjects.

(i) Father's educational a n d family cultural level

(ii) Family environment

38 Review of Related Stud~es

(iii) SES, father's income level, father's occupational level and family

acceptance of education.

Moni (1990) found that variables like family ~ncome level, family

occupation level and socio-economic status were capable enough to

discriminate between high creative and low creative pupils.

Kamaini (1991) found that those children who lived with their families

scored more in creative assessment. The unfavourable, depressed and non-

stimulating conditions of the home for the destitute children inhibited their

creative potentiality.

Srivastava and Thomas (1991) conducted a study of the effect of sex,

age, birth order and intelligence on creativity of pre-school children. There

was a positive relationship among intelligence and creativity and also the birth

order was found to be positively correlated with creative ability. As the

children grew older, it was observed, their creative ability also increased,

based on the opportunities and facilities available.

Biller (1993) conducted a study on the impact of parental involvement

in child development, intelligence and creativity. The study supparted the

view that the fathers have a significant role in the proper development of

intelligence and creativity of children.

Renrulli (1995) found that the parents have a crucial role in stimulating

children's creativity and intelligence.


Jyothimol (2003) in the study on the relationship among home learning

environment, classroom learning environment and creativity found that home

learning environment and creativity were closely associated variables.

2.6 STUDIES RELATED TO SCIENTIFIC CREATIVITY

Yawalkar (1985) investigated a study on development of some

personality correlates of scientific creativity. The study was aimed at

investigating the efficiency of two creative teaching techniques, viz., bionics

and morphological correlates analysis conducive to develop some personality

correlates of scientific creativity. The personality variables under study were

(i) self-reliance, (ii) dominance, (iii) emotional stability, (iv) venturesome, (v)

super ego strength.

Misra (1986) conducted a study on effect of home and school

environments on scientific creativity. The major findings showed that boys do

not differ significantly from girls with respect to inquisitiveness which is an

aspect of scientific creativity. However, girls excel boys in three aspects, viz.,

fluency, flexibility and originality. All the significant relations among the

variables seemed to be tied with verbal intelligence, non-verbal intelligence

and socio-economic status.

Sukla and Sharma (1987) administered a Scientific Creativity Scale in

330 urban, rural and refugee students in the middle school to test for fluency,

flexibility and originality. The results indicated that the lowest scores came

from tribal pupils and rural pupils scored higher in fluency than the refugees.


Baby (1989) found that relation between science learning environment

and divergent thinking in science was positive. There was no significant

difference based on sex in the relation between science learning environment

and divergent thinking in science.

There was significant difference for the rural urban subsample when

the science learning environment and divergent thinking in science were

correlated.

Gregor (1991) conducted a study to understand creativity, creative

personality and the productively creative scientist. Attempt was to understand

and utilise personality measures which are valid and effective, for identifying,

significantly predicting and selecting creative talent.

Anilkumar (1 992) studied the relationship between creativity in science

and certain demographic variables of secondary school pupils. The study

showed that there exists a significant relationship between each of the

component of creativity in science and total creativity in science with each of

the demographic variables, viz., sex, locale and socio-economic status.

Asmali ('l994) conducted a study to find out the relationship between

achievement in science, science interest, scientific attitude, process outcomes

in science and scientific creativity of secondary school pupils. The correlation

coefficient of achievement in science and scientific creativity was found to be

0.3012 (total), 0.2781 (boys), 0.3227 (girls), 0.3740 (rural) and 0.2195 (urban).

For all samples, the coefficients were significant at 0.01 level.

Sansanwal and Deepika (1 997) found that


i male and female students did not differ significantly in scientific

creativity;

(ii) Interaction between standard and sex did not have any significant

influence on scientific creativity; and

(iii) Scientific creativity scores of students belonging to high and low

levels of intelligence did not differ significantly.

Sreejaya (1 998) conducted a study on scientific creativity in relation to

intelligence of degree students. The major objectives were (i) to estimate the

degree of association between scientific creativity and intelligence; (ii) to

zstimate the degree of association between each of the components of

s1:ientific creativity and the four components of intelligence; (iii) to compare

thl? three intelligence pairs (H-A, A-L, H-I).

The coefficient of correlation between scientific creativity and

intellillence was found to be 0.7035 (total), 0.2987 (boys), 0.2832 (girls),

0.5984 (rura!), 0.6219 (urban), 0.6668 (physics optional group), 0.3630

(chemistr r optional group), 0.3901 (zoology optional group) and 0.4330

(botany 01 ltional group). For all samples, the coefficients were significant at

0.01 level.

Haneeshia (2001) conducted a comparative study of scientific creativity

of pupils in DPEP and non-DPEP schools in the State of Kerala. The study

found that the two groups differ significantly with respect to fluency (CR =

4.27), flexibility (CR = 2.02), originality (CR = 2.07) and total creativity (CR = 4.56).


2.7 MAJOR TRENDS INDICATED BY THE REVIEW

The review of studies mentioned so far, gives a perspective of the

empirical works done in the area. The major implications derived from the

related studies are presented below.

(i) Most of the studies in achievement in science have been conducted

in relation to cognitive variables. Studies showing the combined

effect of cognitive, affective and familial variables are very few:

( i i ) Studies on achievement in science in relation to scientific creativity

and intelligence are very rare;

(iii) A vast majority of the reported studies on achievement have been

done in relation to intelligence and general creativity. Achievement in

science and scientific creativity has not correlated by considering the

effects of other affective and social variables;

(iv) Many studies explored the relationship between achievement and

home environment. The family variables like dependence-

independence, birth order, family size, etc, have been studied by

western researchers. Home environment has been studied by

analysing the physical environment of the home. Many emotional

factors of the home which are significant for t he achievement of an

adolescent student has not been considered in earlier studies;

(v) Scientific creativity with its components, viz., fluency, flexibility and

originality and verbal and non-verbal forms of intelligence and

43 Review of Related Sfudies

scientific creativity correlating with achievement in science have not

been studied earlier;

(vi) The review of above-mentioned studies does not enable to draw a

generalised conclusion regarding the effect of achievement in science

related variables. Some of the studies show a significant relationship

between the selected variables whereas some studies clearly indicate

that the relationship is not significant.

The review of related studies provides supporting evidences for the

present study by revealing t he results of those works. Simultaneously, the

drawbacks observed stimulate the investigator for a more systematic and

adequate study in the above field.

CHAPTER I11

METHODOLOGY

Method Adopted for the Study

Variables of the Study

Tools Used for Measurement

Sample Used for the Study

Collection of Data

Statistical Techniques Employed

CHAPTER ill

METHODOLOGY

The hypotheses set for the study suggested the procedure to be

adopted for conducting the study. The details of the procedure adopted are

briefly described below under the following heads:

3.1 Method adopted for the study

3.2 Variables of the study

3.3 Tools used for measurement

3.4 Sample used for the study

3.5 Collection of data

3.6 Statistical techniques employed

3.1 METHOD ADOPTED FOR THE STUDY

The present study aims at studying the association between

Achievement in Science and certain other variables. So the Normative

Survey method was found suitable for the collection of data as it has the

following characteristics:

(i) It gathers data from a relatively large number of cases;

(ii) It is cross sectional, mostly for what exists type;

(iii) It is concerned with generalised statistics of the whole population or a

sample;

(iv) It involves clearly defined problems and definite objectives

45 Methodology

jv) It provides information useful to the solution of current practical

problems.

(vi) It suggests the cause af future development.

3.2 VARIABLES OF THE STUDY

In research works, independent variables are manipulated by

researcher and measures changes in dependent variables (8urns, 2000).

In the present study, the dependent variable is Achievement in

Science, Independent variables are:

1. Intelligence

2. Scientific Creativity

3. Achievement Motivation

4. Home Environment

3.3 TOOLS USED FOR MEASUREMENT

A number of standardised psychological and educational tests were

coltected for measuring the different variables. Certain criteria were set up for

selecting the tools. They are:

(i) The tool should be standardised for the population in question;

(ii) The tools should yield valid and reliable measures of the variables in

question;

(iii) The tool should be in the regional language, which is the medium of

instruction in mast of the schools in the State;

(iv) The tool should be a group test so that a reasonably large number of ' -+

pupils can be tested at a time and

46 Methodology

(v) The tool should be provided with standardised instruction for

administration and scoring.

Thus, the following tools were selected for the present study.

1. Test of Scientific Creativity for Higher Secondary School students

2. Kerala University Group Test of Intelligence for Adults

3. Raven's Progressive Matrices Test

4. Kerala scale of Achievement Motivation, and

5. Home Environment Inventory

The psychometric descriptions and other relevant details of the above

tools are presented below.

3.3.1 Measurement of Scientific Creativity

Scientific: Creativity test

An apt tool for measuring the Scientific Creativity of Higher Secondary

School pupils with due weightage to verbal and figural Scientific Creativity

was not available. So, the investigator decided to prepare a Test of Scientific

Creativity.

A standardised test has high validity and reliability and it provides

norms for various groups. Standardisation is defined by Waren (I 934, p.261)

as the establishment of fixed or standardised procedure in giving and scoring

of tests, as well as the establishment of adequate age, grade, race or other

norms.

Therefore, it was decided to construct a standardised test on Scientific

Creativity for Higher Secondary School Science students.

47 Methodology

The important steps in the construction and standardisation of the test

are:

(1) Planning the test

(2) Preparing the test

(3) Trying out the test and

(4) Evaluating the test

Planning the Test

"Good test do not just happen nor are they the result of a few moments

of high inspiration and exaltation. On the contrary, the process is calm,

deliberate and time consuming." (Ross and Stanley, 1 954, p. 140).

The investigator went through several books and journals in Science,

Psychology, Education, Evaluation and Research Methodology and other

such materials to find out details regarding test construction. The investigator

also met many experts in the field. The Creativity Test of Guilford and the

Minnesota Test of Creativity were referred and selected as the base for the

preparation of the present test. Details of the above tests are given below.

Guilford's Test of Creativity

The following factors and tasks summarise Guilford's theory

concerning the measurement of creative thinking abilities (Torrance, 1962, pp.

30-31).

48 Methodology

Table 3.1

Factors, Tests and Descriptions of Guilford's Creativity Test

Windmill Alternations - lndicate the number of alternations form the illusion to another while observing shadow of rotating rectangular blade (Thurstone)

-

Sensitivity to problems (seeing defects, needs, deficiencies, seeing the Odd, the unusual, seeing what must be done)

Figural Spontaneous Flexibility

I

Retinal-Rivalry Reversals - Indicate the number of reversals when a blue field is presented, stereoscopically to one eye and a yellow field to the other eye (Thurstone)

Tests and Descriptions .-."-

Apparatus Test - Suggest two improvements a appliance.

Seeing Problems - List problems that might arise in connection with common objects.

Seeing Deficiencies - Point out the way in which a described plan or activity is faulty.

,--.A-

Cube Fluctuations - lndicate the number of changes in perspective of ambiguous cube (Thurstone)

1- -. .&.,-

Factor --

I [kt----

1 1

4 ; Word Fluency

1 3. I

Match Problems II - lndicate three or four different patterns of a specific number of matches that can be removed to leave a specified number of triangles and squares.

Figural Adaptive Flexibility

a Match Problems 111 - lndicate several different patterns of matches that can be removed to leave a specific number of squares.

Planning Air Manoeuvres - Select the most direct in 'Sky Writing' letter combinations (USAF)

-- -- -. - Tests and Descriptions

Suffixes W-l - Write words ending with a specific suffix (ETS)

Prefixes W-2 - Write wards beginning with a specified prefix (ETS)

First and last letters W-3 - Write words beginning and ending with a specified letter (ETS)

49 Methodology

- Factor -

5 1 Expressional Fluency I

1 6. 1 Ideational Fluency

Tests and Descriptions A

Expressional Fluency - Write four word sentences when the first letter of each is given

Simile Interpretations - Complete sentence that states an analogous idea

Word Arrangements - Write sentences I containing four specified words

----- -- Topics IF-1 - Write as many ideas as possible about a given topic (ETS)

Theme IF-2 - Write as many words as possible about a given topic (ETs) i

I

Thing Categories IF-3 - List the name of 'things that are round or that could be called round' 1 Ideational Fluency -Write names of things fitting / 1 k o a d classes. - .-- i Brick Uses -Write a variety of uses for a brick i

Associations IV - Produce a word tat can be associated with two given words

Semantic Spontaneous Flexibility

Associational Fluency

l

Associational Fluency I - Write synonyms for given words

a Plot Titles (Clever) - Write clever title for story plots

Symbol Production - Produce symbols to represent activities and objects I

Alternate Uses - List different peculiar uses for common objects

Controlled Associations - Write as many synonyms as possible for each given word

Simile Insertion -Write adjectival completion for a simile.

Figure Production Add to given lines to ' produce a meaningful figure. Score is based on number of details drawn

.- - L -- - .- ..

10. Semantic Elaboration ---k a Consequences (remote) - List remote

consequences of certain changes

Planning Elaboration - Fill in as many details as necessary to make a briefly outlined activity work

50 Methodology

- No.

! 'I,

Factor T----- Figural Redefinition (Defining or perceiving in a way different from the usual, established or intended way, use, etc.

--

Tests and Descriptions i Concealed Figures CF-1 - lndicate which of four complex geometrical figures contains a given geometrical figure (ETS)

I I

s Penetration of Camouflage - Locate faces ( hidden in pictures (USAF) i Hidden pictures - Find human or animal pictures hidden in a scene, as rapidly as possible (Thurstone)

which of the five figures is hidden in a given figure

-* I Symbolic Redefinition

Camouflaged words - Find the name of the sport or game concealed in a sentence 1

I

Object Synthesis - Name an object that could I be made by combining two specified objects

Semantic Redefinition

Picture Gestalt - lndicate which object in a photograph will serve a specified purpose. J

Word Transformation - lndicate new divisions between letters in a new series of words forming 1 phrase, to make a new series of words. i Gestalt Transformation - lndicate which of t;J five listed objects has a part that will serve a 1 specified purpose I

The Minnesota Test of Creativity

The Minnesota Test developed by Torrance and his colleagues

(Torrance, 1962) is a widely used one. The test in this battery are described

below.

Table 3.2

Tasks, Tests and Descriptions of Minnesota Test of Creativity

A- -- - "-I --- Tasks rts and ~ e s c r i ~ t i o n s -- -- -- -

incomplete Figure Task - Six incomplete / i Non Verbal Tasks figures are given. Add lines and complete I I figures using stimulus figures I

Picture Construction Task - Construct a [ picture that includes the given shape I Circles and Square Task - Two printed forms with 35 squares in one and 42 circles in the other. Sketch figures with circles and squares as the main element 1

I Creative Design Task - Construct designs using the given circles, strips of colours,

-- - -- questions about

Verbal Tasks be answered Verbal Stimuli by looking at the picture. Then make

guesses about the possible causes.

Product improvement Tasks - Four objects (toys) are given. Give suggestions for its improvement.

Consequences - List the consequences of an improbable theme.

Verbal Tasks using Verbal Stimuli

Just Suppose - Subject is confronted with an 1 improbable situation; predict the possible outcomes. !

Unusual Uses - Objects are given. List the most unusual uses of it.

-

Unusual uses - Give the unusual uses of tin, =an or books

Impossible Task - List as many impossible tasks as they can think of.

Situations - Suggestions on what needs to be done in specific situations

Common Problems - Two common situations; give the problems that might arise in connection with these situations

a Improvements - Suggest two improvements on three appliances -- I -- --- -- - - - - ,

Methodology

I- ---- - Situation task for

oral administration in the primary grades

Cow Jumping Problem - Think of the consequences when cow jumped over the moon (primary grades)

Imaginative Stores - Write a story on any topic involving animals or persons with

--- - "--

Selection of Tasks to Assess Scientific Creativity

Based on the above tests, the investigator took decisions regarding the

components of scientific Creativity to be included in the test. The major

components identified by Guilford (fluency, flexibility, originality, elaboration

and redefinition and sensitivity to problems) were selected.

Then decisions about the content to be selected, form of items and

length of the test were taken. Content of the test is based on the scientific

awareness that we expect frorn a higher secondary school student. It

includes concepts of physics, chemistry and biology in verbal and figural

forms.

Shce the test is aimed to measure t h e divergent thinking ability, open-

ended questions are formed and the respondent can reply in his own words

allowing several possible correct responses.

In addition to Scientific Creativity Test, four other tools are to be

administered to the same sample to collect data far the present study.

Generally, adolescent students are not patient enough to attend longer written

tests. It is found that the shorter the tests, the higher the number of subjects

Methodology

completing the test. Taking these assumptions into consideration, it was

decided to construct a test for 90 minutes (including the time for giving

instructions) which would serve the purpose of measuring Scientific Creativity

of Higher Secondary School pupils.

For higher secondary classes, the medium of instruction is English. So

the test was prepared in English. However, the respondents are allowed to

answer in the mother tongue (Malayalam) whenever they feel difficulty in

answering in English.

Preparing the Test

The test items were prepared based on the following principles:

The items selected should be

suitable for the cognitive level of the Higher Secondary School

Students

related to the physical and social environment of the learners

r motivating for imaginative insights

helpful for promoting critical thinking skills

easily scorable

presented in unambiguous terms

accessible to learners with minimum instruction

simple and of proper length to avoid fatigue and boredom.

Thus, a careful scrutiny of the items with regard to language, length,

clarity and accuracy was done with the help of the Supervising Teacher.

The items selected were grouped into five major parts. They are:

Part A - Fluency

B - Flexibility

C - Originality

D Elaboration and Redefinition

E - Sensitivity to Problem

Description of the Tasks and Test ifems

A brief description of the tasks and test items is given below.

Part A - Fluency

Word Fluency: Prefixes

This is a direct adaptation of Guilford's Word Fluency: Prefixes W-2.

Here, the examinee has to write down as many scientific words as he can

which begin with a specified prefix.

An example for the item IS given below.

Write as many scientific words as possible beginning with In.. .

Ans; Induction, Inertia, Incubation, Insulator

Word Fluency - Suffixes

This is a direct adaptation of Guilford's Word Fluency Suffixes W-I.

The subject has to write as marly scientific words as he can which end with

the specified suffix. The emphasis here is on fluency (i.e., the seer number of

responses) while the subject who can write unusual words will probably be

given score for originality.

An illustration of an item is given below. Write as many words as possible associated with science ending in . . .ance

Ans: Resistance, Inductance, Reactance, Valance

55 Methodology

Ideational Fluency: Topics IF-I and Topics IF-2

This is mostly on the lines of Guilford's Ideational Fluency: Topics IF-I

and IF-2. The tasks in this test are designed to measure fluency in terms of

rate of generation of ideas. Instructions emphasise sheer number of

responses produced rather than their quality. Unusual responses will tend to

increase with the total number of responses produced.

Example of an item is as follows;

Give maximum number of examples for household chemicals.

Associational Fluency: Associations

This is an adaptation of Guilford's Associational Fluency: Associations

IV, in which the subject has to produce a word that could be associated with

two given words. Associational fluency as measured by the test pertains to

the completion of relationship in distinction with ideational fluency which

involves generation of ideas. Associational fluency measures the ability of an

individual to associate terms fluently.

An illustration of the items would be:

Write as many compounds as possible by combining the elements Sulphur

and Oxygen.

Part B - Flexibility

Semantic S p on faneous Flexibility: Alternate Uses

This is a modification of Guilford's Alternate Uses Test intended to

measure semantic spontaneous flexibility. The subject is required to write as

many usual and unusual applications of the given concept.

56 Methodology

Example for this task is given below.

Write down as many usual and unusual uses of 'Water'

Figural Adaptive Flexibility: Match Problems

This is a modified form of Guilford's Figural Adaptive Flexibility: Match

Problems. This means changes of some kind - changes in the interpretation

of the task, approach or strategy or in possible solution. The examinee must

produce the shifts or changes in meaning and so come up with novel,

unusual, clever or farfetched ideas. Match problems are based upon the

common game forming patterns with match sticks.

The examinee is to form as many chemical symbols as possible using

sticks by rearranging or taking away the match sticks of the given symbol.

Figure given A : T( N . . . . Part C - Originality

Novelty: Remote Consequences

It s an adaptation of Guilford's originality. Remote consequences

intended to measure a subjects' originality in imagining the consequences of

certain unusual situations. Each item starts with a highly improbable universal

event, and the subject has to imagine and then write the consequences

making as many guesses as he can, of the occurrence of that event. The test

is based on free play of imagination and originality.

An illustrative item is given below.

57 Methodology

Qn: What would happen if the Sun loses its light?

Ans: No light; No rain, No plants, No solar energy . . . ......

Novelty: Picture Completion

This test has been taken from Torrance's Minnesota tests. Here, the

subject is asked to sketch some designs related to science by making

additions to an incomplete figure given and to give suitable title to the new

drawing. The sketches are expected to be original and different from one

another.

A sample item is given below.

Incomplete figure Completed figures

Novelty: Plot Titles

This is a modified version of Guilford's Plot Titles (clever). The

subjects are asked to write clever scientific titles for the cartoons.

Novelty: Imaginative Stories

This is taken from Torrance's Minnesota Test of Creativity, Verbal

Tasks using Verbal Stimuli: Imaginative Stories. Here, the subject is asked to

write imaginative stories on scientific topics given.

Example for the task is given below.

Write an interesting story about Talking Viruses.

58 Methodology

Novelty: Just Suppose

This is derived from Torrance's Minnesota Test of Creativity: Just

Suppose. The subject is confronted with a problematic situation and they are

asked to make suggestions to solve the confusion.


You meet a group of people in a remote village who believe that using

medicines for diseases is a sin against their God. What would you do to

change their attitude?

Multiplicity: Identification and illustration

This task require the subject to identify the objectslitems given and

make the appropriate illustrations. The items are presented in figural form.

Multiplicity: Suggestions

Here, the subjects are asked to assume that they are provided with

certain objects. They have to make suggestions about procedures of actions

with the available objects. Those giving unusual suggestions would get more

scores for Originality.

An example of the task is given below.

What would you do if you get 'a flower'

Multiplicity: Multipie Grouping

This task consists of iterr~s to test whether there is ability to produce

multiple classes. The subject has to group the items to categories and to

write name of the categories also. An example is given below.

Arrange the elements to different groups. Name the group.

59 Methodology

Aluminium Calcium Carbon Chlorine Copper Helium

Answer: Gases-, Chlorine, Helium

Metals+ Aluminium, Copper

Part D - Elaboration and Redefinition

figural Redefinition: Concealed Phenomena

This is a modified form of Guilford's' Figural Redefinition: Concealed

Figures CF-1. Redefinition involves the changing of functions or uses of parts

of one unit and giving them new functions or uses in some new unit. The

subject has to recognise the scientific concept concealed in the given pictures

which helps him to redefine the figure scientifically.

Symbolic Redefinition: Camouflaged Words

This is a modified version of Guilford's Symbolic Redefinition:

Camouflaged Words. This is a word search puzzle in science. The subject is

required to find the scientist in the given puzzle. Thus, his ability to redefine

meaningless symbols to meaningful terms is to be counted as creative talent.

Semantic Redefinition: Object Synthesis

This is a modified form of Guilford's Semantic Redefinition: Object

Synthesis. Redefinition means the ability to perceive in a way different from

the established way., A semantic test require the examinee do find new

meanings to the details given. The subject has to make proper alterations for

the given figure to redefine it to a meaningful pattern.

Methodology

Semantic Elaboration: Figure Production

This task is directly taken from Guilford's Semantic Elaboration: Figure

Production. Elaboration means giving more details about a simple concept.

Score is based on number of details drawn.

An example is mentioned below.

Make a drawing an 'Science a bliss or a curse.'

Part E- Sensitivity to Problems

Sensitivity to Problems: Seeing Deficiencies

This is an adaptation of Guilford's Sensitivity to Problem: seeing

Deficiencies, This task is to point out the way in which a described activity is

faulty.


Point out the problems due to the following activity

Paddy fields are levelled for constructing buildings.

Sensitivity to Problems; Seeing Problems

This is directly adapted from Guilford's Sensitivity to Problems: Seeing

Problems. Here, the subject is to list problems that might arise in connection

with common objects.

Example for this task is given below.

What problems may arise due to the use of 'soft drinks'?

Sensitivity to Pro biems: Apparatus Test

This is directly adapted from Guilford's Sensitivity to Problems:

Apparatus Test. The subject is required to suggest improvements to the

- Methodology

common appliances. The suggestions are expected to be interesting and

unusual and need not be practicable in t he acceptable sense of t he term.

Example for this item is given below.

Suggest improvements for Mobile phone.

Details of the items selected for each task is presented in Table 3.3.

Table 3.3

Details regarding the Items in the Scientific Creativity Test (Draft Test)

1 r-- PART - - la----- Component I--- -+ .---

---- --- -

Factor Tasks

World Fluency Prefixes -- -- Suffixes l i t I Fluency -

Ideational Fluency Topics IF-) Topics IF-2 I

I Associational Fluency Associations -- -- Semantic Spontaneous

-- I -- -

Flexibility 1 Figural Adaptive - -- Flexibility Match Problems

Remote Consequences Picture Completion

Novelty Plot Titles

I

I C Originality

----- --- Imaginative Stories ------I 4 Just Suppose

Multiplicity

Figural Redefinition

Symbolic Redefinition Semantic Redefinition Semantic Elaboration

Sensitivity ta Problems

I I I

I I I I

I ( Elaboration I D 1

and 1 ~edefinitlon I I

2 1

1- - --

!

------

Sensitivity to Problems

Total

Identification and Illustration - - --

-- -

--

1 Suggestions ---

---A 3 --

Multiple Grouping Concealed Phenomena a

---- Camouflaged - Word -- r I

Object Synthesis r 7- -I ---- I

Figure Production 7- -7 - - - I Seeing Deficiencies Seeing Problems Apparatus Test

--I-:-- -- 1 3 3

84 --

All the general instructions about the test, explaining clearly the nature

of the test and what is expected of the subjects, were given on the facing

sheet. Then specific instructions along with illustrative examples were given

clearly at the beginning of each type of item. The test material was printed as

a booklet. Separate answer sheets were prepared. Copy of the draft test is

given as Appendix A.

Tryout

Tryout of the test is ta select good items for the final form of the test

and to know exactly how the test will function in actual use. The tryout is to

serve the following purposes:

(i) To fix a suitable time limit for each part.

(ii) To examine the adequacy and clarity of the instructions and the

effectiveness of the items given.

(iii) To decide the improvements in the test administration procedure.

(iv) To eliminate items, if any, for which the average frequency count of

responses is very low, because it is essential that the items should be

capable of arousing large number of responses easily.

(v) To decide the extent of space for answering.

Sample for Tryout

A representative sample of 620 pupils of Higher Secondary Schools of

Kollam, Kottayam and Pathanamthitta districts were chosen for trying out the

test. In selecting the sample, care was taken to give representation to

63 Me thodology

gender, locality, and nature of the school (government/private). Details

regarding the schools selected for the tryout are given in Table 3 .4 .

Table 3.4

Details of the Schools Selected for the Tryout

Administration of the Test

After obtaining permission from t h e heads of the institutions, the date

Name of School r--

Govt. H.S.S., Kalanjoor, Pathanamthitta

Govt. H.S.S., Koodal, Pathanamthitta

Govt. H.S.S., Kottarakkara, Kollam.

and time for the test was fixed. The investigator administered the test with t he

BoysfGirlsl Mixed

Mixed

Mixed

Mixed

Mixed

Boys

-.-

Mixed

Mixed

Girls

Mixed

1 4 I 1

1 5.

I I ( 6. I

P----

i 7

8.

9.

help of the science teachers of the schools.

1 lo' 1 Pathanap;=; Kol!am. 1 Mixed

---

Govt. H.S.S., Changanassery, Kottayam. St. Berchmanns H.S.S., Changanassery, KO ttayam.

St. Johns H.S,S., Nedumkunnam, Kottayam.

St. Teresa's H.S.S., Changanassery, Kottayam.

St. Joseph's H.S.S., Changanassery, Kattayam. Govt. H.S.S., Punalur, Koliam. St. Stephen's H.S.S.,

Rural/ Urban

Rural

Rural

Urban

Urban

--

Rural

Rural

.-

Urban

Urban

Urban

- Govt.1 No of Private B~~~

i Govt.

Govt. 52

24

Govt.

Pvt.

-

Pvt. 22 47

- - -

Pvt 0

Govt.

Rural Pvt. 28 23 --

64 Methodology

Emotional climate of the class is of much significance when a creativity

tool is administered. Students would express their imaginative ideas freely if

there exists a friendly atmosphere in the classroom. Hence, a non-

threatening, relaxed and game like environment was organised by means of a

free and humorous approach. Thus, a good rapport was established before

the commencement of the test

The following steps were followed for administering the test:

(i) Distribution of the test booklets to the subjects.

(ii) Explaining the general instructions in the booklet.

(iii) Distribution of the answer sheets with necessary instructions.

(iv) Making the students familiar with the examples given and directing

them to answer all the items accordingly.

(v) Provide enough time to complete the test.

(vi) Clearing the doubts of subjects.

{vii) Collecting back the booklets and response sheets.

Scoring

A scoring scheme was prepared by scoring the items for Fluency,

Flexibility and Originality.

Scoring Scheme for Fluency

An individual score for fluency was determined by counting the total

number of right relevant and unrepeated responses. One point credit was

given to each response. Thus, the total score for fluency for each item was

found out.

Scoring Scheme for Flexibility

Flexibility in Scientific Creativity is represented by the ability to solve

scientific problems through different approaches. These approaches are

classified into categories and the nature of categories varied form subtest to

subtest. One score is assigned for each category if at least one response

came under it. No additional score is assigned for more than one response in

a category.

Scoring Scheme for Originalify

Originality means the uniqueness of responses. It is based on different

degree of uncommonness. The scores vary from four to zero as given in

Table 3.3. The score thus obtained for each item is summed up to get the

total score for Originality.

The sum of the scores for Fluency, Flexibility and Originality gives the

scores of Scientific Creativity. The scores for verbal items give the scores of

Verbal Scientific Creativity and that for figural items given the scores of Non-

Verbal scientific Creativity.

Table 3.5

Scoring Scheme for Originality ----

Grouping in terms of Uncommonness of -- - Responses given by less than 1% in the sample

Responses given by 1 % to 2% in the sample

Responses given by 2% to 5% in the sample - --L---J 2 Responses given by 5% to 12% in the sample ---- J ' l

I (v) / Responses given by 12Y0 and more in the sample 1 0 ,

66 Methodology

Scoring Process

The scoring process was time consuming since each item had to be

scored three times as mentioned below.

(i) Number of responses were counted and fluency score was assigned.

( i i ) Categorisation of the responses examined and flexibility score was

assigned.

(iii) Uncommon nature of the responses was examined and originality

score was assigned.

A score sheet was prepared for entering the scores of Fluency,

Flexibility, Originality, Verbal Scientific Creativity, Non-verbal Scientific

Creativity and Total Scientific Creativity.

ltem Analysis

Item analysis refers to the application of statistical techniques to

assess two characteristics of items, their difficulty and the extent to which they

are correlated with other measures (Wood, 1960, p.81).

ltem analysis helps the investigator to make a test valid and reliable.

Validity and reliability can both be improved through the selection and revision

of items. Other things being equal, a longer test would be more valid and

reliable than a shorter test. However, when a test is shortened by eliminating

the least satisfactory items, the shorter version will be more valid and reliable.

Gulliksen (1 9501, Guilford (1 9541, Garrett (1 959) and Edward (1 969)

have favoured employing item analysis for improving the reliability and validity

of tests. Item analysis primarily concerns with item difficulty and item

67 Methodology

discrimination. Item difficulty was taken in terms of the proportion of

individuals completing the item successfully and item discrimination index

refers to the degree to which it differentiates between those obtaining high

scores and those obtaining low scores on the test.

In the construction of the present test of Scientific Creativity, item

difficulty could not be determined in the conventional way because the items

in the tests of Scientific Creativity demanded responses of divergent nature.

So, the method suggested by Edward (1969) was followed for item analysis.

The responses were scored using the scoring scheme. The scores

obtained for each item and the total scores for each individual were marked.

On the basis of the total scores obtained, the scores of 590 response sheets

were arranged in the descending order of marks. Remaining papers were

incomplete and rejected. Then the top 160 papers (27%) and bottom 160

papers were identified as papers of upper and lower criterion groups. Then 't'

value was calculated using the formula

V n (n-I) where

- - XH - Mean score of an item for the high group

- x L - - Mean score of an item for t h e low group

n - - number of cases

Those items for which significant differences were noticed are selected

for the final test. Items yielding the highest critical ratios were given

preferences.

Preparation of the Final Test

The better discriminating items were selected for the final test. Thus, a

total number of 52 items were selected.

The format of the final test was exactly the same as the one used for

the draft test. Sufficient number of copies of the final test was made ready for

the final administration. Separate answer sheets were also printed. Copy of

the final test is given as Appendix C.

Time Limit far the Final Test

The time limit for each part was fixed as given in Table 3.6.

Table 3.6

Time Limit for Scientific Creativity Test

Part

I Total 1 83

The details regarding the tasks, the number of items selected and the

time allotted for each for the final test are given in Table 3.7

Methodology

Table 3.7

Details regarding the Items in me Scientific Creativity ~ e s t (Final teat) I-.

Part

1 A

component

Fluency

Factor

World Fluency

Ideational Fluency

I I I

I Flexlbil~ty

Associational Fluency Semantic Spontaneous Flex~bility Figural Adaptive Flexibility

Novelty

Multiplicity

F~gural Redefinition Symbolic Redefinition Semantic Redefinition Semantic Elaboration

Sensitivity to Problems

I I

I C

t I

Tasks

Prefixes S Mixes

Topics IF-l

Originality

-.---

Items minutes 2 ---- -

2 ---- Topics IF-2

Associations

Alternatives

I 1 D 1 and ) Redefinition

C E Sensitivity

to Problems

I-- - Total - - -

2 4 - 4 8 - -

2 4

---- - - I Match Problems i 1 - i 1

.---.-L

Remote Consequences Picture Completion Plot Titles Imaginative Stories

- -- -

2 - -

2 -

2

2

Just Suppose Identification and illustration Suggestions 2 -- -- Multiple Grouping 7

Concealed Phenomena Camouflaged Word 5

Object

-.

4 - -

2

6

Synthesis Figure Production

4 1 4 - - 1 1

1 1

5 1 Seeing Deficiencies 2

--- Seeing Problems 2 - Apparatus Test

-- - 52

70 Methodology

Evaluating the Test

Evaluating the test means checking the most important requirements of

a test in terms of Validity and Reliability.

Validity

The validity of a test concerns what the test measures and how will it

does so. The trait measured by a given test can be defined only through an

examination of the objective sources of information and empirical operations

utilised in establishing the validity (Anastasi, 1997, p. 11 3).

The test possess construct validity to a reasonably high degree due to

the theory used in the development of the test, tasks included, selection of

discriminating items, etc.

Evidence in terms of the internal consistency of the components of

Scientific Creativity has been examined for the sample for tryout. The

components have been found to be correlated positively and significantly with

one another. Each of the components correlates considerably with the Total

Scientific Creativity Test scores, the coefficients vary from 0.6543 to 0.8123,

the average correlation being 0.76391. The details are presented below in

Table 3.8

7 1 Methodology

Table 3.8

Inter correlation among Fluency, Flexibility,

Originality and Scientific Creativity

X2 - Flexibiiity X4 - Scientific Creativity

The above table shows that all the correlations are positive and

1.000

0.7342

0.6543

I---- X 4 0.7814

significant, thus it justifies the selection of Fluency, Flexibility and Originality

as the Scientific Creativity components for the study.

Xi - Fluency X3 - Originality

x2

1.000

0.6981

0.8123

Reliability

.---.

-- - + . - - .- -1 +

1 .OOO A

0.7540

A reliable measure is one that provides consistent and stable

indications of the characteristic being investigated (Anderson et al., 1976,

p.325).

The reliability of the present test was established using test-retest

method. The test-retest time was one month. The test-retest reliability

coefficient was found to be 0.83. This value of obtained 'r' shows that the test

is a reliable one.

Thus, it may be concluded that since the test has sufficient validity and

reliability, the prepared tool is apt for measuring Scientific Creativity of Higher

Secondary Pupils.

72 Methodology

3.3.2 Measurement of Intelligence

Intelligence Test

To measure the lntelligence of Higher Secondary school pupils, two

procedures were adopted using two tools.

3.3.2.1 Verbal Test of lntelligence

3.3.2.2 Nan-verbal Test of lntelligence

3.3.2. f Verbal Test of Intelligence

To measure the verbal intelligence of the subjects, the investigator

selected an available tool, Kerala University Group Test of lntelligence for

Adults.

Kerala University Group Test of lntelligence for Adults (Revised Version)

This test was designed by Anandavalliamma for measuring the

General lntelligence of Adults. The test contains five subtests as Verbal

Analogy, Verbal Classification, Numerical Reasoning, Letter Matrices and

Spatial Reasoning. The total time for the test is 40 minutes.

Of t h e five subtests, four are in the verbal form and last subtest is in

figural form. Since the present study envisages t he use of a separate Non-

verbal lntelligence test, the fifth subtest was not used for measuring the

Verbal Intelligence, since it was in non-verbal form.

The illustrative items of the subtests are given below.

Subtest I - Verbal Analogy

This items presents three words in a particular order. The examinee is

required to infer a missing fourth word in the sequence from the three words

73 Methodology

given. The first two words in the sequence are related to each other in a

particular way. The implied relation has to be found out and applied to the

third word in order to find out the missing fourth ward.

Example:

1. Dog: Animal : : Crow : ... . . . . . . . . . . . .

(a) Fly; (b) Black (c) Wings (d) Bird

1. Blood: Red ; : Sky : ...............

(a) Cloud; (b) Blue (c) Air (d) Sun

Subtest II: Verbal Classification

Each item of this test contains five wards. Four of these words can be

grouped together on the basis of some relationship or principle, while one

word will 'stand out', or will not fit into the group. The task is to find out the

word which does not belong to the group.

Example:

? . (a) Lion (b) Crow (c) Cat (4 Dog (e) Cow

2 . (a) Chair fb) Table (c) Man (d) Desk (e) Shelf

Subtest I l l : Numerical Reasoninq

Each item consists of a sequence of numbers, formed according to

some particular rule. One of the numbers in t he sequence is missing. The

task is to examine the given numbers, find out the rule which the numbers in

the sequence follow, and use this rule to guess the missing number. The

correct answer has to be identified from the given four alternatives.

74 Methodology

Examples:

(a) 11 (b)10 ( ~ 1 9 (dl 12

Subtest IV: Letter Matrices

In each item, there are nine cells arranged in three rows and three

columns. Eight of these cells are filled with letters of English alphabet. while

the bottom right-hand corner cell is empty. The task is to find out the letter or

letters which will complete the design. Four alternatives are given from which

the correct answer has to be selected.

(a) s. (b) T. (C) R (Dl f' (a) EF (b) GH (C) EF (d) A6

Validity and Reliability

The reported validity of the test is as follows. With Raven's

Progressive Matrices Test as external criterion, the correlation coefficient

75 Me thodoiogy

obtained was 0.760 which shows that the test is a reasonably good test for

measuring the Intelligence.

The reported reliability of the test estimated by split-half method is as

follows. The split-half coefficient for the whole test is 0.890, Verbal Analogy =

0.775, Verbal Classification = 0.650, Numerical Reasoning = 0.650, Letter

Matrices = 0.820 and Spatial Reasoning = 0.717. These reliability coefficients

are significant which shows that the test is reliable.

The investigator established the validity and reliability of the test to

select this tool for the present study.

Split half method was employed to find out the reliability of the test. A

sample of 350 Higher Secondary School students (selected from the sample

for tryout of Scientific Creativity test) were subjected to the Intelligence Test.

The test scores were divided to two halves. The first set of scores represent

scores for the odd number of items 7 , 3, 5, etc and the second set of scores

present scores on the even number of items 2, 4, 6, etc. Self correlation of

the half tests was found out and then the reliability coefficient of the whole test

was estimated by Spearman-Brown Prophecy formula (Garrett, 2004, p.339).

The value of reliability coefficient thus obtained for the subtests are

given in Table 3.9.

76 Methodology

Table 3.9

Split-half Reliability Coefficients of Subtests of Verbal lntelligence

The test has been validated against the marks obtained for class X as

external criterion. The validity coefficients obtained are given in Table 3.10.

--, -.-

Reliability Coefficient

0.82

0.84 - - . -. - -.

0.80 , .-

0.87 - - .- -- . . .

I I

0.89 - -I - . . -..-

SI.No. Subtests

Verbal Classification

Numerical Reasoning

Table 3.10

4. I.--- 1-,. 5.

Validity Coefficients of Subtests of Verbal lntelligence

Letter Matrices ----- -.

Whole Test - p-

SI.No. 1 Subtests

I 1 3. / Numerical Reasoning 1 0.72 1

- I. C.-- 2. I--.

1 4, [Letter Matrices 0.72 1 --- -

Reliability Coefficient

1 5. 1 Whole Test 1 0.69 1

I- -- .-

Verbal Analogy

Verbal Classification

The details provided above reveal that the selected Test of lntelligence

0.67 I

0.58 - -1 - -. . - - , . - 4

is reasonably good for measuring Verbal lntelligence of Higher secondary

School students.

3.3.2.2 Non-verbal Test of lntelligence

Non-verbal Test of lntelligence is used to measure the non-verbal

intelligence related to figural perceptions. The investigator selected Raven's

77 Me thodology

progressive Matrices Test for measuring the non-verbal intelligence of higher

secondary students.

Raven's Progressive Matrices Sets A, B, C, D and E

This is a non-verbal group test for measuring 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

figures completing each system of relation presented, and thus develop a

systematic method of reasoning (Raven, 1960, p.1).

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

each set, the first problem is as nearly as possible self-evident. The problems

which follow become progressively more difficult. The order of the tests

provides the standard training in the method working. The five sets provide

five opportunities for grasping the method and give progressive assessments

of a person's capacity for intellectual activity. Part of a figure is removed in

each item and a number of alternatives (six for the first two sets A and B and

eight for the last three sets C, D and E) are given from which the correct

answer has to be chosen.

These tests are intended to evaluate the person's ability to discern and

utilise a logical relationship presented by non-verbal materials. The problem

requires, in varying degrees, analytical and integrating operations of the kind

called 'insight through visual survey1. Each problem in the scale is the source

of a system of thought and hence the name 'progressive matrices'. The scale

is intended to cover the whole range of intellectual development from the time

78 Methodology

a child is able to grasp the idea of finding a missing piece to complete a

pattern and to be sufficiently long to assess a person's maximum capacity to

form comparison and reason by analogy without being unduly exhausting or

unwieldy.

As reported by Raven, the test has a retest reliability varying from 0.83

to 0.93. It correlates 0.86 with the Terman-Merrill Scale and has been found

to have a 'g ' saturation of 0.82.

This test is a popular measure used in Indian schools. This tool is of

good standard items and it may be used for Higher Secondary School

students to measure their Intelligence.

The investigator employed test-retest method to find out the reliability

of the test. The test was administered to 350 students of Standard XI and

retest was conducted after one month. The test-retest reliability coefficient

was found to be 0.89. So, t he test is a reliable one.

The test has been validated against the marks obtained for class X as

external criterion. The validity coefficient obtained is 0.71.

The test is reasonably reliable and valid to measure the Non-verbal

Intelligence of Higher Secondary School students.

3.3.3 Measurement of Achievement Motivation

3.3.3.1 Achievement Motivation Scale

To assess the Achievement Motivation of the sample, a tool was

selected namely Kerala Scale of Achievement Motivation. Though the tool

was prepared in 1976, the items of the scale have still relevance with regard

79 Methodology

to the motivational implications of Higher Secondary School students. The

investigator felt that the statements included in the scale would b e more

meaningful for adolescent students than secondary school students. Each

statement has a direct link with the achievement-oriented thoughts of an

adolescent. So, the Kerala Scale of Achievement Motivation was chosen to

assess the Achievement Motivation of Higher Secondary School students.

3.3.3.2 Kerafa Scale of Achievement Motivation

The scale developed by Nair (1976) has 60 items in the form of

statements intended to measure the Achievement Motivation of subjects.

The subjects are to respond to the items by marking either Y (Yes), U

(Undecided) or N (No) on the response sheet supplied. Each Y responses

carries one credit. There is no time limit for the test.

Example of a statement is given below.

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

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


The reported validity coefficients with school marks as external criterion

were found to be 0.38 (N = 47, standard VIII), 0.44 (N = 38, standard IX and

0.39 (N = 42, standard X). The established reliability of the scale was 0.73

(N = 56).

To apply the scale with Higher Secondary School students, the

investigator examined its validity and reliability. The test-retest reliability

80 Me thodology

coefficient obtained is 0.79 (N = 350). When the scale was validated against

the final examination marks of class X, the validity coefficient obtained is 0.40.

The details provided above indicate that the Kerala Scale of

Achievement Motivation is a reasonably good tool to assess the Achievement

Motivation of Higher Secondary School students.

3.3.4 Measurement of Home Environment

3.3.4.7 Home Environment hventory

Higher Secondary school period being the most crucial stage that

forces a students to interact positively and negatively with his home, t he

physical and emotional set up of the home is to be analysed. The investigator

went through the available tools for measuring Home Environment of

students. It was found that the major aspects of a home that influences

higher secondary school students were not considered in those tests. So, the

investigator constructed a tool by incorporating the theoretical rnodel adopted

in the existing tools.

Development of Tool

Following tools helped the investigator for the preparation of the

present tool. (a) Minnesota Counselling Inventory, (b) Family Climate

Inventory, (c) Family Integration Inventory (d) Family Environment Index

Inventory. The investigator got many opportunities to interact with Higher

Secondary School students and their parents during counselling sessions

specially arranged by the Parent Teacher Associations (PTA) of various

schools. Major components of the home that directly influence the

8 1 Methodology

achievement of Higher Secondary School students were identified and these

were grouped to six categories as given below.

1. Physical Facilities for Learning

1 1 . Guidance for Learning

111. Socio-cultural Environment of the Home

IV. Family Cohesion

V. Value Orientation of the Home Members

VI. Emotional Support

I . Physical facilities for Learning

As far as Higher secondary School science students are concerned,

certain basic facilities are essential for effective learning. Facilities like

scientific calculator, computer, internet, etc. are helpful for promoting learning.

This section deals with physical facilities available at home. Two

representative items are given below.

Following facilities that promotes learning are available in my home.

Always Sometimes Never

1. Computer

2. internet

II. Guidance for Learning

Proper encouragement for learning is essential during the adolescent

stage. Even though enough physical facilities are present, it is true that

children try to misuse television, computer, internet, etc. So, proper guidance

and support from the family members is necessary for Academic

82 Methodology

Achievement. Whenever the students feel confused in academic and

personal problems they need timely help. Example for this item is given

below.

My family members provide the following helps.


(1) Clear doubts in various subjects

(2) Tuition for difficult subjects

I l l . Socio-cultural Environment of the Home

The cultural and social conditions of the family has definite influence on

the academic achievement of a student. The quarrelling parents, noisy

neighbourhood, disorganised home relations, poverty, etc. affects the

intellectual progress of an individual adversely. An adolescent living in

deprived and impoverished conditions of life lacks the basic stimulation and

motivation to learn. If the cultural demands and social expectations of the

family is conducive for learning, it paves the way for good scholastic

achievement of children.

Illustrative items are as follows:

Fallowing situations of my home make problems that negatively affecting my

studies.


1. Economic backwardness .

2 . Noisy surrounding

83 Methodology

IV. Family Cohesion

A good family where exist cordial relationship can provide the child a

congenial atmosphere for learning. The adolescent members of such family

find themselves to cope up with difficult situations. Thus, a healthy

relationship between the family members is preferable for acquiring academic

excellence. The degree of family cohesion experienced by the student as a

member of the family is measured here.

Examples of items are:

Following occasions are present in my home:


I. Praying together

2. Conducting picnics

V. Value Orientation

The value system prevailing in the home is an essential component in

modelling the personality of adolescents and in monitoring achievements.

The negative values shown by parents are a major cause of crime and

delinquency among adolescents. If children are exposed to good values at

home, they are motivated to follow up what they observe at home.

During Higher Secondary stage, the students have a tendency to

experiment with many social evils and so special care is to be taken for

directing them in the proper channel. This pafl of the test measures the

extent of value orientation they absorb from home.

Examples for test items are given below.

84 Methodology

My parents provide encouragement for me t o do the following activities:


1. Helping the poor

2. Reading good books


It is obvious that the adolescent students have many emotional

problems and difficulties. The emotional inability and maladjustment causes

too many failures during this developmental stage. The nature of discipline at

home, expression of love by family members, approval for success, etc. have

great influence upon the emotional intelligence of the child. Presence of a

relaxed atmosphere is necessary for proper emotional development.

Excessive pressure for study, sarcasm or ridicule by parents, inhumane

punishments a n d rejection should be avoided in the home since these may

hurt the feelings of an adolescent student. This part of the test is to measure

the extent of emotional protection and support provided by the home.

Example for test items is given below.

Following situations are present in my home:


1 . Expression of love and happiness

2. Console in a grief or depression

Scoring

The items in the inventory are arranged in the form of a rating scale.

The response to each item is made by putting a tick mark against the relevant

8 5 Methodology

rating point. The items are scored by assigning scores 0, 1, 2 to tick marks

Never. Sometimes and Always respectively. Negative items will be scored in

the reverse order. The score for Home Environment is the sum total of all the

scores obtained.

Selection of Items in the Inventory

The items for Home Environment Inventory were selected on the basis

of the six categories described earlier. Initially. the investigator prepared 75

items for the inventory. The most suitable and relevant items were selected

by seven experts in the field of Sociology, Education and Psychology.

A tryout of the inventory was administered on the same sample used

for the tryout of Scientific Creativity Test. Response sheets of 590 students

were collected. The upper and lower groups (160 each) identified were

analysed for selecting the best items.

For every item, number of students who gave the relevant responses in

the upper group and number of students who gave the relevant responses in

the lower group were noted. The discriminating power was calculated using

the formula

U - L Discriminating Power - - Where

N U = the number of students who gave relevant responses in the upper group

L = the number of students who gave relevant responses in the lower group

N = Number of students in each group.

86 Methodology

Those yielding highest discriminating power were selected for the final

tool.


The construct validity and concurrent validity have been assured in

terms of the definition and representation given to the concept under

measurement.

The scores of the inventoly for a sample of 350 Standard XI students

were correlated with the final examination marks of class X. A correlation of

0.72 is obtained.

The split-half reliability coefficient obtained is 0.79. These details show

that the inventory is a reasonably valid and reliable instrument for measuring

the Home Environment of Higher Secondary School students.

3.3.5 Measurement of Achievement in Science

In the present study, Achievement in Science denotes Achievement in

Physical Science. The scores obtained for Physics and Chemistry for the

annual examination of Standard XI were collected. These scores were then

converted to standard scores by changing raw scores to derived scores.

Here, the raw scares were converted to T-scores using the equation

l O ( X - M ) T = + 50 where

X - - raw score

- M - Arithmetic mean of raw score

D - - Standard deviation of raw scores

87 Methodology

3.4 SAMPLE USED FOR THE STUDY

The population for the present study is pupils attending Standard XI1 in

the Higher Secondary Schools of Kerala. Treating this as the reference

population, the sample was fixed by taking into consideration, the following

factors:

3.4.1 Size of the Sample

3.4.2 Techniques of Sampling

3.4.3 Factors to be represented in the Sample

3.4.1 Size of the Sample

An optimum sample is one which fulfils the requirements of efficiency,

representativeness, reliability and flexibility. The sample should be small

enough to avoid unnecessary expenses and large enough to avoid intolerable

sampling error.

According to Krech and Crutchfield (1948, p.298), a sample of 500 will

give just about as precise results a study as it will be for the whole population.

In this study, a sample of 1200 Higher Secondary School students

were selected.

3.4.2 Techniques of Sampling

if a population from which a sample is to be drawn does not constitute

a homogenous group, stratified sampling technique is generally applied in

order to obtain a representative sample (Kothari, 1998, p.62). So, stratified

sampling was used to get representative sample of Higher Secondary School

students.

88 Methodology

3.4.3 Factors to be represented

Due representation is to be given to the basic factors which would

possibly influence the performance of pupils. As such, it was decided to give

representation to the following categories in the sample selection.

(a) Boy, girls

(b) Pupils studying in Rural schools, Urban schools

(c) Pupils studying in Government schools, Private schools

On the basis of above considerations, it was decided to confine the

study to 1200 standard XI1 students of Higher Secondary schools. This

sample was selected from four districts of Kerala, namely Kattayam,

Pathanamthitta, Kollam and Alappuzha.

Table 3.7 1 shows the break-up of the final sample.

Table 3.1 1

Break-up of the Final Sample ---- -- -- - -- A A -. - - r BOYS 1 Girls [ T h a n Lovernmentj Private]

Details regarding the schools selected for t h e final test are given in

Appendix 1 .

89 Methodology

3.5 COLLECTION OF DATA

After finalising the sample and tools to be used, the investigator met

the Heads of the schools and the teachers and had discussions with them.

Dates and time was fixed and most of the teachers allotted the whole

afternoon periods for the administration of the tools.

Uniform procedures were followed in al the schools selected. This

include the following aspects:

(i) Distribution of the answer sheets to the subjects with instructions for

filling them up.

(ii) Distribution of the test booklets together with printed instructions

regarding the test.

(iii) Explaining the general instructions in the booklet.

(iv) f amiliarising the subjects with the answer sheets, method of entering

responses, etc.

(v) Clearing the doubts of subjects, giving instructions regarding time-

limit, methods of dealing with eventualities, etc.

(vi) Strict adherence to the time limit prescribed in the test booklet.

(vii) Giving directions not to disfigure the test booklets

(viii) Giving intervals between tests.

(ix) Collecting back the test booklets and answer sheets

90 Methodology

3.5.1 Scoring

The response sheets of all the tests were scored as per the scoring

scheme of the test described earlier along with each test. Scoring was a

lengthy process for the Scientific Creativity Test compared to other tests

3-52 Consolidation of Data

All the relevant data relating to each pupil (Sex, Management of t h e

Institution. Locality, test scores in each test, etc.) were entered separately in

corresponding rows and columns of specially designed papers. The data was

entered in such a way that they could be used for computer data processing.

A total of 4224 answer sheets were obtained. From this, 64 answer

sheets were incomplete and a few failed to attend all the tests, Eliminating

these, data pertaining to 1120 sample were used for analysis.

3.5.3 Selection of High Achievement Group (HA), Average Achievement

Group (AA) and Low Achievement Group (LA)

Based on the scores in the Achievement in Science, the subjects were

grouped into three, viz., High, Average and Low. The Mean M and Standard

Deviation o of the distribution of scores on Achievement in Science for the

whole sample was determined. The subjects whose scores were at or above

M + ~ / 2 were grouped as High group and those scores were at or below

M-a12 were grouped as Low. Those subjects whose scores were in between

M - of2 and M + 012 were grouped as Average.

9 1 Methodology

3.6 STATISTICAL TECHNIQUES USED

The objectives of the study and specific hypotheses to be tested

suggest the use of the following techniques for analysis.

I. Two-tailed test of significance of the difference between means for

large independent groups (Critical Ratio) to compare the three

Achievement groups HA, AA and LA taken in pairs (HA-AA, AA-LA

and HA-LA) with respect to each independent variables.

2. Pearson's Product Moment Coefficient of Correlation to find the

relationship among the variables.

3. Multiple Regression Equation to predict Achievement in Science

using the best predictors of Achievement.

4. Multiple Coefficient of Correlation to find out t he combined effect of

predictor variables on Achievement in Science.

CHAPTER IV

ANALYSIS OF DATA

Comparative Analysis

Correlation Analysis

Prediction of Achievement in Science from the Multiple Regression Equation

CHAPTER IV

ANALYSIS OF DATA

Analysis of the data have been done as per the objectives of the study.

The details of the analysis are given below.

4.1 COMPARATIVE ANALYSIS

Comparison of the mean scores of the three achievement groups, viz.,

High achievement group, Average achievement group and Low achievement

groups with respect to each of the independent variables has been done by

means of 't' test.

4.1.1 Comparison of Selected Independent Variables with respect to

Different Achievement level for the Total Sample and Relevant

Subsamples

Here, the total sample was categorised separately on the basis of their

achievement in science. The comparable groups were put to test of

significance of difference between means for large independent groups.

Two-tailed test of significance of difference between means was

applied separately for each of the independent variables, to decide whether

an independent variable will discriminate between the compared groups or

not. The obtained 't' value is then treated as belonging to a normal

distribution. If the obtained 't' value falls outside the interval f 1.96, then the

difference is treated as significant at 0.05 level. If the obtained 't' value falls

outside the interval +2.58, the difference is said to be significant at 0.01 level.

93 Analysis of Data

4.1 .I .I Comparison of the High and Average Achievement Groups (Total)

The statistical data used and the results of the tests of significance for

the independent variables are given in Table 4. I.

Table 4.7

Statistical Indices and the Results of the %'-tests for High

Achievement-Average Achievement Groups (Total) -

High A 7 -'--I

(i) Table 4.1 indicates that ten variables are capable of discriminating

Achievement SI. No.

1.

2.

3.

4.

5.

6.

7

8.

9.

10.

1 1 -

between HA-AA groups. The discriminating variables in the order of

Achievement

importance are:

"*shows significance af 0.01 level

Variables

Verbal Intelligence

Non-verbal l ntelligence

Intelligence (Total)

Fluency

Flexibility

Originality

Verbal Scientific Creativity

Non-verbal Scientific Creativity

Scientific Creativity (Total)

Achievement Motivation

Home Environment

I Non-verbal scientific Creativity (CR = 15.1 0)

2. Intelligence (Total) (CR = 10.97)

3. Scientific Creativity (Total) (CR = j0.56)

Group (HA) (N = 353)

Mean MI

50.65

40.32

91.79

81.57

30.48

20.20

108.04

23.21

132.25

43.45

106.65

Critical Ratio

5.94**

5.17**

10.97**

10.02""

9.34**

4.35**

8.41 **

7 6.10**

10.56**

1 59

SD GI

17.01

14.47

20.47

17.40

27 -80

12.92

37.24

9.24

43.41

94

24.32

Group (AA) (N = 41 6)

Mean M2

41.96

34.89

76.95

68.98

18.79

16.24

89.41

14.06

103.66

42.42

SD n2

16.36

14.56

16.32

17.31

9.56

8.56

20.1 7

7.21

28.76

8.32 - 93.48 19.58L8.17"

94 Analysis of Data

4. Fluency (CR = 10.02)

5. Flexibility (CR = 9.34)

6. Verbal Scientific Creativity (CR = 8.41)

7. Home Environment (CR = 8.17)

8. Verbal Intelligence (CR = 5.94)

9. Non-verbal Intelligence (CR = 5.17)

10, Originality (CR = 4.35)

(ii) All these differences are significant well beyond 0.01 level. It means that

the mean scores of the High Achievement Group and Average

Achievement Groups differ significantly. The difference in mean scores

is not significant for Achievement Motivation (CR = 1.59; p > 0.05). It

means that the High Achievement Group and Average Achievement

Group do not differ significantly in their Achievement Motivation

4.1.1.2 Comparison of the Average and Low Achievement Groups (Total)


the independent variables are given in Table 4.2.

95 Analysis of Data

Table 4.2

Statistical Indices and the Results of the ?'-tests for Avenge

(i) Table 4.2 indicates that all the variables except Achievement Motivation,

Achievemen t-Low Achievement Groups (Total)

are capable of discriminating between AA-LA groups. The discriminating

SI. No.

I .

2 ,

3.

4.

5.

6.

7 .

8.

9.

10.

1 I

**shows

variables in the order of importance are:

9 . Verbal scientific Creativity (CR = 14.91)

Variables

Verbal Intelligence

Non-verbal Intelligence


Fluency

Flexibility

Originality



Scientific


Home Environment significance at 0.01 level

2. Scientific Creativity (Total) (CR = 11 -79)



Average Achievement Group (AA) (N = 416)

5. Fluency

Mean M r

41.96

34.89

76.95

68.98

18.79

16.24

89.41

14.06

42.42

93.48

(CR = 10.19)

critical Ratio

---

6.58**

6.22**

10.22"*

10.19**

10.89*" ,--

6.81** .--,-

q4.91*" -- ---

9.15**

SD 0 9

16.36

14.56

16.32

17.31

9.56

8.56

20.17

7.2 1

cr....r.,.~~~8110~T 8.32

19.58

-- Low

Achievement Group (LA) (N = 351)

6. Non-verbal Scientific Creativity (CR = 9.7 5)

Mean M2

34.35

28.85

64.47

56.65

-12.26

12.19

69.96

9.82

SO a 2

15.59

12.32

17.26

j6.14

7.0

7.9

16.45 --

5.61

42.06

80.16

:,* 8.21 -- 22.14 8.75**

--,

96 Analysis of Data

7. Home Environment {CR = 8.75)

8. Originality (CR = 6.81)

9 Verbal Intelligence (CR = 6.58)



the mean scores of the Average Achievement Group and Low

Achievement Groups differ significantly. The difference in mean scores

is not significant for Achievement Motivation (CR = 0.60; p 3 0.05). It

means that the Average and Low Achievement Groups do not differ

significantly in their Achievement Motivation.

4.1.1.3 Comparison of the High and Low Achievement Groups (Total)



97 Analysis of Data

Table 4.3

Statistical Indices and the Results of the 't'-tests for High

Achievement-Low Achievement Groups (Total)

High -1 Achievement Achievement

No. s'* 1 Variables

1 1 Mean 1 SD 1 Mean 1 SD 1 I


-. 1 / Verbal Intelligence 1 50.65 1 17.01 1 34.35 1 15.59 1 13.25**

-.

t

Group (LA) (N = 351 )

Critical Ratio

2.

3,

4.

5.

6.

7.

8.

9.

10.

(i) Table 4.3 indicates that all the variables except Achievement Motivation,

are capable of discriminating between HA-LA groups. The discriminating


1. Scientific Creativity (Total) (CR = 23.25)

2. Fluency (CR = 19.70)

3. Non-verbal Scientific Creativity (CR = 19.32)


5. Verbal scientific Creativity (CR = 77.56)




Fluency

Flexibility

Originality



1 I



Home Environment 1 106.65 / 24.32 /

40.32

91.79

81.57

30.48

20.20

1 08.04

23.2 1

**shows significance at 0.07 level

132.25

43.45

14.47

20.47

17.40

21.80

12.92

37.24

9.24

43.41

94

28.85

64.47

56.65

12.26

12.19

69.96

9.82

81.10

42.06

12.32 -

17.26 -- 16.14

7.0

7.9

16.45

5.61

?1.33** ..

19.15"" - -

19.70** ..

13.68""

9.93**

1 7.56** - 19.32**

-

24.22

8.2f

-

23.25**

1 55

98 Analysis of Data


8. Verbal intelligence (CR = 13.25)



( i i ) All these differences are significant well beyond 0.07 level. It means that

the mean scores of the High Achievement Group and Low Achievement

Groups differ significantly with respect to the above-mentioned variables.

The difference in mean scores is not significant for Achievement:

Motivation (CR = 1.55; p > 0.05). It means that the High and Low

Achievement Groups do not differ significantly in their Achievement

Motivation.

The graphical representation of the components of Intelligence and

Intelligence (Total), components of Scientific Creativity and Scientific

Creativity (Total), Achievement Motivation and Home Environment scores of

the High, Average and Low Achievement groups of the total sample are given

in Fig. 4.1 to 4.1 I respectively.

Fig. 4-1 yaMvwmi--HHliglft,awandLw

-OfiD;UPBIr9hl-IPk?

Fig. 4.2 Mean Non-verbal Intelligence Scores of High, Average and

Low Achievement Groups (Total Sample)

A m - Low AGhirmrrr

Achievement Groups

FEg, 4 3 b a n I n b l l m POW) Smmm d High, Awagp and L w

--Ir--1

Low Achievers

Fig. 4.5 Mean Flexibility Sums of High, Average and LMW

Achlevmmnt Oroups (Total Sample)

4verage Achievers Low Achievers

Fig. 4.7 Mean Verbal Scientific Creativity Scores of High, Average

and Low Achievement Groups (Total Sample)

0.00- , I

High Achievers Average Achievers Low Achievers

Achievement Groups

High Achievers Average Achievers L w Achievers Achievement Groups

m- -- LowkphSvmr m e -

110 Analysis of Data

4.1 .I .4 Comparison of the High and Average Achievement Groups (Boys)

The statistical data used and the results of the 'tl-test of significance for


Table 4.4

Statistical Indices and the Res Its of the 't'-tests for High Ip Ach ievement-Average ~chievernent Groups (Boys)

7 A v e r s g e ) l ent Achievement

SI. No. Variables

Grou (HA) Group (AA)

I 1 (N =I4S1 I (N = 224 ) 1 '::,I Mean SD Mean So

MI Ql M2 1. Verbal Intelligence 56.54 13.21 41 -96 12.28

discriminating between HA-AA gr ups. The discriminating variables in t

8.

9.

10.

11.

the order of importance are:

1. Scientific Creativity (Total) ' (CR = 19.29)

Non-verbal scient. ~reat i i i t~

Scientific Creativity (Total) Achievement Motivation

Home Environment

2 . Non-verbal Scientific Creativity (CR = 16.53)

"*shows significance at 0.01 level *shows significance at 0.05 level (i) Table 4.4 shows that all the


eleven variables are capable of

37.4A

147.08

44.21 108.82


10.02

28.00

5.30

16.22

1 8.72

92.90

42.26 -

95.04 '!I ,Ti 23.56 19.29**

9.18 -- 1.97*

16.32 7.95**

Analysis of Data





9. Fluency (CR = 7.57)


11. Achievement Motivation (CR = 1.97)

(ii) All these differences except that of Achievement Motivation are

significant well beyond 0.01 level. The difference is significant at 0.05

level for Achievement Motivation (CR = 1.97; p < 0.05). This indicates

that the mean scores of the High and Average Achievement groups of

boys differ significantly with respect of each of the eleven variables.

4.1.1.5 Comparison of the Average and Low Achievement Groups (Boys)

The statistical data used and the results of the 't'-test of significance for

the independent variables is given in Table 4.5.


Table 4.5

Statistical Indices and the Results of the 't'-tests for Average

Achievement-Low Achievement Groups (Boys)

1 1 Average 1 Low 1 I 1 ( Achievement 1 Achievement 1 1

MI 6 1 M2 0 2

Verbal Intelligence 41.96 12.28 30.68 12.46 9.21**

SI. No. Variables Group (AA) Group (LA) Critical

N = 224 N = 188 Ratio

4 1 Fluency

2. - ". 3.

Non-verba! Intelligence 35.46 10.23 24.48

Intelligence (Total) 77.49 14.32 56.24

**shows significance at 0.01 (eve1

5.

6.

7.

8.

9.

10.

1 1.

(i) Table 4.5 shows that all variables, except Achievement Motivation, are

capable of discriminating between AA-LA groups. The discriminating


I. Intelligence (Total) (CR = 12.89)








9. Scientific Creativity (CR = 3.89)

Flexibility - Originality





Home Environment

19.85

17.46

75.04

18.72

92.90

42.26

95.04

10.69

11.71

16.69

1 1.45

23.56

9.18

16.32

13.55

12.97

70.21

1 3.42

83.74

41.67

80.07

7.92

9.04

14.56

9.21

24.03

8.08

12.20

6.86** -, -

4.39**

3.14**

5.21** - 3.89**

0.69

-1



(ii) All these differences except that of Achievement Motivation are

significant well beyond 0.01 level. It shows that the mean scores of the

Average and tow Achievement groups of boys differ significantly with

respect to each of the above ten variables. The difference is not

significant for Achievement Motivation. This shows that Average and

Low Achievement groups of boys do not differ significantly in

Achievement Motivation.

4.1,1.6 Comparison of the High and Low Achievement Groups (Boys)

The statistical data used and the results of the 7'-test of significance for

the independent variables is given in Table 4.6.

Table 4.6

Statistical Indices and the Results of the 'tY-tests for High

Achievement-tow Achievement Groups (Boys)

S1. No. Variables

1 7 . ( Verbal Scientific Creativity 1 1 10.23 1 40.21 ) 70.21 ) 14.56 1 1 1.42** 1


1.

2.

3.

4.

5.

6.

Mean MI

critical Ratio

SD Dl

Group (LA) (N = 7 88)

Verbal Intelligence



Fluency

Flexibility

Originality

8.

9.

10.

Mean M2

SD Qz

56.54

47.57

103.29

84.43

36.42

23.23




13.21

12.23

20.76

17.33

24.48

13.87

37.4 1

147.08

44.21

11.

30.68 12.46 18 75""

24.48 11.61 17.46**

56.24 18.40 21.54**

57.22 14.27 15.32**

d3.55

12.97 9.04 7.73**

**shows significance at 0.01 level 108.82 Home Environment

10.02

16.22

13.42

28.00

5.30

80.07

9.21

83.74

41.67

22.43**

12.20 17.81** - .

24.03 -- 8.08

21.75** --

2.61** -- ..

7 14 Analysis of Data

(i) Table 4.6 shows that all the eleven variables are capable of

discriminating between AA-LA groups of boys. The discriminating

variables in the descending order are:


2. Scientific creativity (Total) {CR = 21 -75)

3, Intelligence (Total) (CR = 21 -54)




7. Fluency (CR = 15.32)

8. Verbal Scientific Creativity (CR = I 1.42)



+I 1. Achievement Motivation (CR = 2.61)

(ii) All these differences are significant well beyond 0.01 level. It shows that

the mean scores of the High and Low Achievement groups of boys differ

significantly with respect to each of the above eleven variables.

4.1 -1.7 Comparison of the High and Average Achievement Groups (Girls)




Table 4.7


Ac hievement-Average Achievement Groups (Girls)

Varia btes

**shows significance at 0.01 level "shows significance at 0.05 level

(I) Table 4.7 shows that nine variables are capable of discriminating

SI. No.

1

2.

3,

4.

5. -

between HA-AA groups. The discriminating variables in the order of

importance are:

I. Verbal Intelligence (CR = I 1.20)





".

Critical Ratio

1120""

4 03**

547**

4 17**

4.77**

Verbal Intelligence



Fluency

Flexibility

Average Achievement Group IAA) (N = 192)

6. Originality 16.02 10.47 15.30 11.14 0.66

7. Verbal Scientific Creativity 90.58

Mean M2

41.96

35.46

77.49

67.95

17.62

8.

9 - -

10.

11.

High Achievement

' Group (HA) (N = 208)

SD 0 2

13.80

12.14

18.32

15.1 2

10.19

Mean MI

57.56

42.45

99.89

74.06

23.38


Scientific Creativity (Total) - - - - - - - - - - - . - -. .


Home Environment

SD a1

14.40

11.85

22.11

14.10

13.74 ----

1 3.06

103.64

42.73

103.44

9.77

31 -87

5.10

17.23

1 1 . I 2

95.04

42.24

92.90

6.49

31.91 -- . 6.58

"-

15.74

2.36*

2 69** - - - - 0.83

. - 6 51"* --





9. Non-verbal scientific Creativity (CR = 2.36)

(ii) The differences obtained are significant at 0.01 level except for Non-

verbal Scientific Creativity. The difference is significant at 0.05 level for

this variable, This means that the mean scores of the High and Average

groups of Girls differ significantly with respect to each of the above nine

variables.

(iii) Variables which do not discriminate between HA-AA groups of Girls are

I Achievement Motivation (CR = 0.83; p > 0.05)

2. Originality (CR = 0.66; p > 0.05)

These differences are not significant. It means that the mean scores of

High and Average Achievement groups of Girls do not differ significantly with

respect to Achievement Motivation and Originality.

4.1 .I .8 Comparison of the Average-Low Achievement Groups (Girls)

The statistical data used and the results of the t-test of significance for



Table 4.8

Statistical indices and the Results of the 'tY-tests for Average

(i) Table 4.8 shows that all the variables except Achievement Motivation are

Achievement-Low Achievement Groups (Girls)

capable of discriminating between AA-LA groups of Girls. The

SI. No.

1

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

**shows

discriminating variables in the order of importance are:

7 . Intelligence (Total) (CR = 10.55)

Variables

- Verbal Intelligence



Fluency

Flexibility

Originality





Home Environment

significance at 0.01 level






Mean MI

4j.96

35.46

77.49

67.95

17.62

15.30

84.36

1 1.12

95.'04

42.24

92.90

6 . Home Environment (CR = 6.69)

Critical Ratio

7.64"*

8.75**

10.55**

6.71**

7 46** --.-

3 91**

7.06**

SD (51

13.80

12.14

18.32

15.12

40.19

11.14

18.23

6.49

31.91

6.58

15.74

- Low

Achievement Group (LA) (N = 163)

Mean M2

30.68

24.48

58.24

56.15

11.14

11.52

70.22

SD (32

13.90

13.08

19.40

17.62

5.89

6.83

19.26

7.77

78.81

41.62

80.23

24.21 5.44**

6.31

- --




9. Scientific Creativity {Total) (CR = 5.44)


(ii) All t h e s e differences are significant well beyond 0.01 level. It indicates

that t h e mean scores of the Average and Low groups of Girls differ

significantly with respect to each of the above ten variables. The

difference is not significant for Achievement Motivation (CR = 1.32; p >

0.05). It indicates that Average and Low Achievement Groups of Girls

are almost identical with respect to their Achievement Motivation.

4.1.1.9 Comparison of the High-Low Achievement Groups [Girls)

The statistical data used and the results of the t-test of significance for



Table 4.9

Statistical Indices and the Results of the 'tY-tests for

(i) Table 4.9 shows that all the variables except Achievement Motivation are

High Achievement-Low Achievement Groups (Girls)

capable of discriminating between HA-LA groups of Girls. The

Sf. No.

1.

2.

3.

4.

5.

6.

7 .

8.

9.

10.

I I

**shows



Variables

Verbal Intelligence



Fluency

F Iexibiiity

Originality





Home Environment





High Achievement Group (HA) (N = 208)

5 . Fluency (CR = 10.59)

Mean MI

57.56

42.45

99.89

74.06

23.36

16.02

90.58

1 3.06

103.64

42.73

103.44


------

Critical Ratio

- 18.19**

13.68""

20.22"* ---

10.59** .-- 10.31**

4.99*' -

9.05*" --- --

7.30** ,- -

8.53"'

1.82

12.13"" -.

SD 0 1

14.40

11.85

22.1 1

'l4.10

13.74

10.47

24.06

9.77

31.87

5.10

17.23

--- Low

Achievement Group (LA) (N = 163 )

Mean M2

30.68

24.48

56.24

56.15

1 .14

11.52

70.22

7.77

78.81

41.62

80.23

Sf3 G2

13.90

13.08

19.40

17.62

5.89

6.83

19.26 -- 3.26

24.21

6.31

19.36




9. Non-verbal Scientific Creativity (CR 7.30)



the mean scores of the High and Low groups of Girls differ significantly

with respect to each of the above-mentioned variables. The difference is

not significant for Achievement Motivation (CR = 9 -62; p > 0.05). It

indicates that the mean scores of High and Low Achievement Groups of

Girls do not differ with respect to their Achievement Motivation.

4.1.1.10 Comparison of the High and Average Achievement Groups (Rural)

The statistical data used and the results of the 7'-test of significance for



Table 4.10

Statistical Indices and the Results of the 'Y-tests for High

Achievement-Average Achievement Groups (Rural)

Variables (N = 'l60) (N = 240) Ratio


7

2.

3.

4 .

5.

6.

7.

8.

9.

10.

11.

discriminating between High and Average Achievement groups of Rural

subjects. The discriminating variables in the order of importance are:

**shows significance af 0.01 level

- Verbal Intelligence

Non-verbal intelligence


Fluency

Flexibility

Originality





Home Environment

1. Fluency

2. Non-verbal Scientific Creativity

Mean MI

47.52 -

44.12

94.22

81.28

30.04

21.32

I 10.56

24.21

132.64

42.86

98.79

3. Scientific Creativity (Total)

4. Intelligence (Total)

SD at

11.92

12.42

22.41

17.66

23.09

16.70

41.04

9.76

46.26

5.46

18.36

5. Non-verbal Intelligence

(CR = 13.83)

Mean MZ

39.72

34.54

72.56

66.73

77.68

15.50

87.7 7

12.04

99.92

40.42

84.56

(CR = 13.67)

(CR = 12.23)

SD uz -

14.46

1.1.39 - f 8.78

19.06

10.60

12.75

17.59

6.88

37.02

7.74

(CR = 10.09)

5 89** --- .

7.80** -4 .----

10.09**

13.83"*

6.34**

3.74**

6.80""

13.67""

12.23*"

3.69**

(CR = 7.80)

1 7 . 7 1 1 7.70'* J --

6 Home Environment (CR = 7.70)






1 1. Achievement Motivation (CR = 3.69)


the mean scores of the High and Average groups of Rural subjects differ

significantly with respect to each of the above eleven variables.

4.1. .?I Comparison of the Average and Low Achievement Groups (Rural)

The statistical data used and the results of t h e ?'-test of significance for

the independent variables are given in Table 4.1 I.


Table 4.1 1


Ac hievement-Low Achievement Groups (Rural)

Variables

Average Ac hievernent

1 1 1 Mean 1 SD 1 Mean 1 SD 1 I

Low I---/ Achievement

1.

2.

3.

4.

5.

6.

7.

8.

1. 1 Home Environment 1 84.56 ( 17.71 ( 75.27 I 17.39 1 5.09** _] ,- -

**shows significance at 0.0 I level

Verbal Intelligence

Creativity (Total)

(i) Table 4.1 1 shows that all the variables except Achievement Motivation



Fluency

Flexibility

Originality



are capable of discriminating between AA-LA groups of Rural subjects.

MI

39.72

99.92

40.42

The discriminating variables in the order of importance are:

34.54

72.56

66.73

17.68

15.50

87.17

12.04

1, Intelligence (Total) (CR = 11 -29)

0 1

14.46

37.02

7.74

2, Verbal Scientific Creativity (CR = 10.14)

M2

28.94

I 1.39

'l8.78

19.06

d0.60

12.75

17.59

6.88 I

7923 1 ry 6,5:;* { 39.12


23.40 12.21 8.87** - -

49.78 19.68 11.29**

55.54 16.95 6.03*"

12.29 7.30

11.41 7.82 -- 69.43 16.24 10.14""

9.2 1

4. Non-verbal intelligence (CR = 8.87)



7 . Flexibility (CR = 5.93)




(ii) All the above differences are significant well beyond 0.01 level. It shows

that the mean scores of Average and Low Achievement groups of Rural

subjects differ significantly with respect to each of the above-mentioned

variables. The difference is not significant for Achievement Motivation

(CR = 1.73; p > 0.05). It shows that the mean scores of Average and

Low Achievement groups of Rural subjects do not differ significantly with

respect to Achievement Motivation.

4.1.1.12 Comparison of the High and Low Achievement Groups (Rural)




Table 4.1 2


Achievement-Low Achievement Groups (Rural)

No. I 7--

Variables

High Achievement

-

Achievement Group (HA)

(N = 160)

2. 1 Non-verbal Intelligence 1 44.12 1 12.42 1 23.40 1 12.21 [ 14.78**

Mean MI

47.52

Group (LA) (N = 149)


Critical Ratio

SD GI

11.92

3.

4.

5.

6.

7 .

8.

9.

10.

11.

discriminating between AA-LA groups of Rural subjects. The

Mean SD M2

28.94 10.50


**shows significance at 0.0 I level


Fluency

Flexibility

Originality


Non-vetbat Scientific Creativity



Home Environment



94.22

81.28

30.04

21.32

1 10.56

24.2 1

132.64

42.86

98.79



22.41

'l7.66

23.09

16.70

41.04

9.76

46.26

5.46

18.36

5. Fluency (CR = 13.07)

6. Scientific Creativity

49.78

55.54

12.29

11.41

69.43

9.21

79.23

39.12

75.27

(CR 12.73)

19.68

'l6.95

7.30

7.82

16.24

6.78

25.1 1

6.85

17.39 --

18.55**

13.07** -

9.24**

6.75**

1 1.73**

15.78**

12.73** ,. -

5.28** -- 11.56"" -

I26 Analysis of Data


8. Home Environment (CR = 11 56)


7 0. Originality (CR = 6.75)

11. Achievement Motivation {CR = 5.28)

( i i ) All the differences are significant well beyond 0.01 level. It indicates that

the mean scores of High and Average Achievement groups of Rural

subjects differ significantly with respect to the above eleven variables.

4.1 .I -13 Comparison of the High and Average Achievement Groups (Urban)



Analysis of Data

Table 4.13

Statistical indices and the Results of the ?'-tests for High

i Table 4.13 shows that all the variables except Achievement Motivation

Achievement-Average Achievement Groups (Urban)

are capable of discriminating between the HA-AA groups of Urban

SI. No.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

7 1.



**shows significance at 0. O f level

Variables

Verbal Intelligence



Fluency - -

Flexibility

Originality

Verbal Scientific Creativity -- Non-verbal Scientific Creat'iity



Home Env~ronment

2. Non-verbal intelligence (CR = 7.34)




5. Fluency

Mean MI

54.21

45.85

98.14

81.69

30.67

19.72

109.64

22.31

132.08

43.71

108.07

(CR = 6.84)

-1 Critical Ratio

6.19""

7 34**

7 68**

6.75**

644*' -- -

2 83**

6.55""

6.91"*

6.84*"

1.38

SO

11.74

15.95

22.76

17.32

21.26

10.88

35.39

9.36

42.21

5.37

18.6

--- Average

Achievement Group IAA) (N = 176)

(CR = 6.75)

1 0 0 . 4 6 k ~ t 4 ~ ] -- - --

Mean M2

45.34

35.16

81.22

70.75

19.66

16.52

90.21

16.04

106.58

42.88

6 . Verbal Scientific creativity (CR = 6.55)

--.

SO 6 2

15.36

11.89

19.54

7372

10.52

10 81

20.14

8.06

28.68

6.09





1 0. Originality (CR = 2.83)


the mean scores of High and Average Achievement groups of Urban

subjects differ significantly with respect to the above-mentioned

variables. The difference is not significant for the variable Achievement

Motivation

(CR = 1.38; p 0.05). This indicates that the High and Average

Achievement groups of Urban subjects do not differ significantly with

respect to their Achievement Motivation.

4. I. 1 .I 4 Comparison of the Average and Low Achievement Groups (Urban)




Table 4.14


Achievement-Low Achievement Groups (Urban)

No. 1 Variables

I A ~ ~ . " ~ ~ ~ n t 1 Achievement 1 1 ( Mean 1 SD ) Mean ] SD [ 1

Group (AA) (N = 176)

1. 1 Verbal Intelligence 1 45.34 1 15.36 1 35.41 1 15.83 1 6.18*' 1 TINOR-verbal Intelligence i 35.16 i 11.89 j 27.12 / ~ i 1 - 6 . 2 9 . ~ 1

Group (LA) (N = 202)

Flexibility 19.66 10.52 12.19 6.23 -- -- Originality 16.52 10.87 14.d8 7.99

Critical Ratio

7. Verbal Scientific Creativity 90.21 20.14 72.92

8. Non-verbal Scientific Creativity 16.04 8.06 1 2.34 5.93

9. Scientific Creativity (Total) 106.58 28.68 85.86

10. Achievement Motivation 42.88 6.09 39.82

1 I. Home Environment 900.46 17.3 92.60

**shows significance at 0. O? level *shows significance at 0.05 level


discriminating between the AA-LA groups of Urban subjects. The








6 . Non-verbal Intelligence (CR = 6.29)

7 . Verbal Intelligence (CR = 6.18)

8. Non-verbal Scientific Creativity {CR = 5.02)


10, Home Environment (CR = 4.22)


{ i i ) All these differences are significant well beyond 0,01 level except the

mean difference for Achievement Motivation. The difference is

significant at 0.05 level for Achievement Motivation (CR = 2.36; p <

0.05). This indicates that the mean scores of Average and Low

Achievement groups of Urban subjects differ significantly with respect to

all the eleven variables.

4.1.1 . I 5 Comparison of the High and Low Achievement Groups (Urban)

The statistical data used and the results of the ?'-test of significance for

the independent variables are given in Table 4.1 5.

131 Analysis of Dafa

Table 4.15


Achievement-low Achievement Groups (Urban)

Variables

High Achievement

Low Achievement

I Group (HA) (N = 193)

I

- - -1 1

Group (LA) Critical IN = fO2I 1 Ratio 1 -

Mean

I I I 1 I

**shows significance at 0.01 level

SD

1. - 2.

3.

4.

5.


discriminating between the HA-LA groups of Urban subjects. The


7 . Intelligence (Total) (CR = 18.72)

2. Fluency (CR = 14.16)





MI GI , 1 Verbal Intelligence



Fluency

Flexibility

Originality





1 1. Home Environment

54.21

45.85

98.14

81.69

30.67

19.72

109.64

22.31

132.08

43.71

108.07

11.74

15.95

22.76

17.32

21.26

10.88

35.39

9.36

42.21

5.37

18.6

35.41

27.12

63.96

59.48

12.19

14.18

72.92

12.34

85.86

39.82

92.60

15.83 - 12.93

19.54

13.53

6.23

13.45**

12.79** --

18.72**

14.16**

11.61**

7.99 5 . 7 s "

16.32 1 3-14""

5.93

21.17

7.06

18.91 8.19""







( i i ) All the above differences are significant well beyond 0.01 level. It

indicates that the mean scores of High and Low Achievement groups of

Urban subjects differ significantly with respect to the above eleven

variables.

4.1.1.16. Comparison of the High and Average Achievement Groups

(Government)




Table 4.16

Statistical Indices and the Results of the "'--tests for High

Achievement-Average Achievement Groups (Government)

-1--- No. =I. 1 Varia hles

Mean SD Mean SD

3. Intelligence (Total) 96.58 23.46 77.42 18.56 8.62**

4. Fluency 86.14 18.94 72.55 18.81 6.94**

5. Flexibility


6. Originality 20.07 12.31 18.42 13.93

7. Verbal Scientific Creatrvity 110.08 22.34 91.21 20.48 8.45** - -- 8. Non-verbal Scientific Creativity 27.43 I 1.09 19.82 8.64

. - . - - - - - 9. Scientific Creativity (Total) 137.64 45.38 I 10.73 38.48 6.1 I**

10. Achievement Motivation 42.76 6.13 40.29 8.98 3. 7 7**

11. Home Environment 106.25 26.60 91.37 21.80 5.84"'

**shows significance af 0. O f level

(i) Table 4.16 shows that all the variables except Originality are capable of

Group (AA) (N = 21 0)

discriminating between the HA-AA groups of Government school

Critical Ratio


I . InteHigence (Total) (CR = 8.62)




5 . Fluency (CR = 6.94)



7. Scientific Creativity (Total) (CR = 6.1 1)




(ii) All these differences are significant well beyond 0.07 level. It indicates

that the mean scores of High and Average Achievement groups of

Government subjects differ significantly with respect to the above the

variables. The difference is not significant for Originality (CR = 1.22;

p > 0.05). It shows that the mean scores of High and Average

Achievement groups are almost identical with respect to their Originality.

4.1.1.17 Comparison of the Average and Low Achievement Groups

(Government)


the independent variables are given in Table 4.1 7.

135 Analysts of Data

Table 4.1 7


(i) Table 4.17 shows that all the variables except Achievement Motivation

Achievement-Low Achievement Groups (Government)

are capable of discriminating between t he AA-LA groups of Government

St. No.

I .

2.

3.

4.

5.

6 .

7.

8.

9.

10.

11.

**shows

school subjects. The discriminating variables in the order of importance

are:

Variables

Verbal Intelligence - Non-verbal intelligence


Fluency

Flexibility

Originality


Non-verbal Scientfic Creativity



Home Environment


I. Verbal Scientific Creativity (CR = 10.63)

2, Intelligence (Total)

3. Flexibility



Mean M I 43.56

34.09

77.42

72.55

20.42

18.42

94.21

19.82

110.73

40.29

91.37

(CR = 10.42)

Critical Ratio

- -'I -.

7.7"*

8.0IW* ---- 10.42**

-------- .

7.25** -- -

8.39** -- -

4.14** - -,-

10.63**

6,14**

8.07"*

0.83 --- 5.08*" - - - , - -

SD at

13.94

12.86

18.56

18.81

11.61

13.93

20.46

8.64

38.48

8.98

21.80

Low Achievement Group (LA) (N = 158)

(CR = 8.39)

Mean Mz

32.94

23.88

56.64

58.82

12.65

12.60

70.66

d4.21

84.06

40.22

80.52

(CR = 8.07)

SD 132

12.42

11.74

19.21

17.35 - 6.98

7.22

16.59

8.71

24.70

7.28

19.09 -



6 . Verbal Intelligence (CR = 7.70)



9. Hame Environment (CR = 5.08)



that the mean scores of Average and Low Achievement groups of

Government subjects differ significantly with respect to the above the

variables. The mean difference is not significant for the variable

Achievement Motivation. It shows that the mean scores of Average and

Low Achievement group of Government subjects do not differ

significantly with respect to their Achievement Motivation.

4.1.1.18 Comparison of the High and Low Achievement Groups

(Government)

The statistical data used and the results of the ?'-test of significance far


137 Analysis of Dafa

Table 4.18


Achievement-Low Achievement Groups (Government)

i High Achievement Achievement

No. S I - 1 Variables Group (HA)

- -

(i) Table 4.18 shows that all the variables are capable of discriminating

1.

2.

3.

4.

5.

between the HA-LA groups of Government school subjects. The


1 . Verbal Scientific Creativity (CR = 18.12)

1 Mean


SO a1

14.52

13.49

23.46

18.94

20.91

Verbal Intelligence



Fluency

Flexibility

originality

7. Verbal Scientific Creativity




11 Home Environment


"*shows significance at 0.04 level

72.3,

22.34

1 1.09

45.38

6.13

26.60

M 1

52.96

43.79

96.58

86.14

31.43

20.07

1 10.08

27.43

f 37.64

42.76

106.25

4. Fluency (CR = 13.57)

Mean Mz

32.94

23.88

56.64

58.82

12.65


12.60

70.66

14.21

84.06

40.22

80.52


SD (52

12.42

11.74

19.21

17.35

6.98

7.02**

14.20**

16.83**

13.57**

10.98**

7.22

16.59

8.7 1

24.70

7.28

19.09 -- 6.7*:1

18.12**

I 1.98**

73.32""

- 7 57**

10.06**






1 I. Originality (CR = 6.72)


that the mean scores of High and Low Achievement groups of

Government school subjects differ significantly with respect to all the

eleven variables.

4 1 .I 9 Comparison of the High and Average Achievement Groups

(Private)



139 - Analysis of Data

Table 4.19

Statistical Indices and the Results ofthe 'P-tests for High

( i ) Table 4.19 shows that all the eleven variables are capable of

Achievement-Average Achievement Groups (Private)

discriminating between the HA-AA groups of Private school subjects.

Sl. No.

---.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

1 1.

**shows

The discriminating variables in the order of importance are:


Variables

Verbal Intelligence

Nan-verbal Intelligence


Fluency

Flexibility

Originality





Home Environment significance at 0.01 level

2. Fluency (CR = 10.73)




Mean MI

53.46

45.94

98.92

79.71

30.10

20.25

107.42

22.67

130.06

43.73

106.82

5. Intelligence (Total)

Critical . Ratio

--- 5.35**

6.29**

8.23** -----

10.73** -- -

7.72%"

6.28*" -- 9.87** ---

7 4.07*"

10.42**

4.20**

4.59** .----

SO 0 1

16.76

15.33

24.32

16.42

22.18

j3.18

24.21

9.59

42.48

8.06

28.20

Average Achievement Group (AA) {N = 206)

(CR = 8.23)

Mean M2

44.23

35.91

79.32

64.37

16.69

13.43

84.86

1 1 -0.1

94.50

40.71

96.27

6 . Flexibility

SD a2

17.32

16.23

22.63

11.06 ..-.

8.70

7.09

20.69

6.30

19.09

5.84

14.70

(CR = 7.72)

140 - Analysis of Data

7 . Non-verbal Intelligence (CR = 6.29)




11, Achievement Motivation (CR = 4.20)

(ii) All these differences are significant well beyond 0.01 level. It shows that

the mean scores of High and Average Achievement groups of Private

school subjects differ significantly with respect to the above eleven

variables.

4.1.1.20 Comparison of the Average and Low Achievement Groups

(Private)




Table 4.20

Statistical Indices and the Results of the 9'-tests for Average

Achievement-Low Achievement Groups (Private)

r 1---


SI. No.

- 1.

2.

3,

discriminating between the Average and Low Achievement groups of

Private school subjects. The discriminating variables in the order of

Variables

Verbal Intelligence


lntelligence(Total)

importance are:

Fluency

Flexibility

Originality

Scientific Creativity


(Total)

1, lntelligence (Total) (CR = 13.31)


**shows significance at 0.01 level *shows significance at 0.05 level

Group (AA) (N = 206)


Mean M1

44.23

35.91

79.32

64.37

16.69

13.43

84.86

1 1.01

94.50

40.71

96.21

4. Fluency

Critical Ratio

4.02**

7.48'"

13.31**

SD fl1

17.32

16.23

22.63

11.06

8.70

7.09

20.69

6.30

19.09

5.84

14.70

Group(LA) (N = 193)

(CR = 8.62)

8.62**

6.30**

2.25' ': 10.86**

3.12**

8.14**

6.49"' -,

9.38**

Mean Mz -

37.64

25.26

62.26

53.57

SO n2

'l5.36

12.04

18.96

13.73

11.71

11.61

66.24

9.36

76.90

36.62

79.64

7.02

8.88

12.89

4.08

22.94

6.69

19.99









(ii) All the differences are significant well beyond 0.01 level except for

originality. The mean difference for originality is significant only at 0.05

level (CR = 2.25; p 4 0.05). This shows that the mean scores of Average

and Low Achievement groups of Private school subjects differ

significantly with respect to the above eleven variables.

4.1.'l.21 Comparison of the High and Low Achievement Groups

(Private)

The statistical data used and the results of the 'ti-test of significance for

the independent variables are given in Table 4.21


Table 4.21

Statistical indices and the Results of the 't'-tesl for High

Ac hievement-Low Achievement Groups (Private)

1 Achievement High I Achievement

Variables

( i ) Table 4.21 shows that all the eleven variables are capable of

discriminating between the High and Low Achievement groups of Private

school subjects. The discriminating variables in the order of importance

are:


2. Nun-verbal Scientific Creativity (CR = j7.46)

3. Fluency (CR = 16.78)

4, Intelligence (Total) (CR = 76.32)







t 0. Verbal Intelligence (CR = 9.57)


(ii) All these differences are significant well beyond 0.01 level. This

indicates that the mean scores of High and Low Achievement groups of

Private school subjects differ significantly with respect to the above

eleven variables.

4.2 CORRELATION ANALYSIS

The 't'-tests discussed above are evidences of the direct or indirect

relationship between the variables. Confirmatory evidences of these

associations are desirable to interpret the obtained findings of 'tZ-tests with

greater confidence. Accordingly, the extent and nature of the association

between the select experimental variables has been worked out using the Karl

Pearson's Product Moment Correlation Method.

The correlations were scrutinised for significance against the null

hypothesis (r = 0). It was examined to see whether the obtained 'r's could be

treated as significant. The absolute value of ' r ' should exceed I/& x 2.58 for

significance at 0.01 level and I / dN x 1.96 for significance at 0.05 level.

Hence, the limits obtained are as follows:


(i) For the Total sample (N = ? 720), limit for significance at 0.01 level is

0.0770 and at 0.05 level is 0.0585.

( i i ) For Boys (N = 557), limit for significance at 0.01 level is 0.q094 and at

0.05 level is 0.0830.

(iii) For Girls (N = 563), limit for significance at 0.01 level is 0.1087 and at

0.05 level is 0.0826.

(iv) For Rural sample (N = 571), limit for significance at 0.01 level is

0.1 101 and at 0.05 level is 0.0820.

(v) For Urban sample (N = 549), limit for significance at 0.01 level is

0.1079 and at 0.05 level is 0.0836.

(vi) For Government school sample (N = 535), limit for significance at

0.01 level is 0.1115 and at 0.05 level is 0.0847.

(vii) For Private school sample (N = 585), limit for significance at 0.01

level is 0.1067 at 0.0j level and at 0.05 level is 0.081.

(viii) For High Achievement group (N = 353), limit for significance at 0.01

level is 0.1373 and at 0.05 level is 0.1043.

(ix) For Average Achievement group (N = 416), limit for significance at

0.01 level is 0.1265 and at 0.05 level is 0.0960.

(x) For Low Achievement group (N = 351), limit for significance at 0.01

level is 0.1377 and at 0.05 level is 0.1046.

The Q.O1 confidence intervat denotes the interval outside which the

population 'r' would lie at the specified level of probability, viz., 0.01 level. The

0.01 confidence interval of 'r' is r& 2.58 SEr, which means that the probability


of 0.02 that the population 'r' falls outside the interval r + 2.58 SEr and the

probability is 0.99 that it lies within this interval.

The percentage variance (showing the overlap of the two variables) is

a n index that is helpful in understanding the extent of association between the

variables. It gives an indication of the amount of overlap of a variablg with the

other variable in respect of its total variance. The percentage variance

common to the two variables is given by ? x 100.

Correlation analysis is done under the following heads:

4.2.1 Coefficients of Correlation between Achievement in Science and

lndependent Variables

4.2.2 Coefficients of Correlation between tndependent Variables

4.2.1 Coefficients of Correlation between Achievement in Science and

Independent Variables

The relationship between Achievement in Science and Independent

variables namely, Intelligence, Scientific Creativity, Achievement Motivation

and Home Environment are discussed here.

4.2.1.4 Relationship between Achievement in Science and Intelligence

The relationship between Achievement in Science and Verbal

Intelligence, Non-verbal intelligence and intelligence are given in the following

tables:

I. Relationship between Achievement in Science and Verbal Intelligence

Table 4.22 shows the correlations between Achievement in Science

a n d Verbal Intelligence for the Total sample and relevant subsamples.


Table 4.22

Product Moment Coefficients of Correlation of Achievement in Science

and Verbal Intelligence for the Total Sample and Subsamples

-.

Confidence 1 . 1 Sample / Correlation / SEI I of ,r, Variance I Percentage I

Table 4.22 shows that the coefficients of correlation obtained are as

follows:

( i ) Total Sample

The coefficient of correlation obtained is 0.5235. It is significant at 0.0A

level and the 0.01 confidence interval is from 0.4696 to 0.5794.

( i i ) Boys

The coefficient of correlation obtained is 0.5468. It is significant at 0.01

level and t h e 0.01 confidence interval is from 0.4701 to 0.6234.

(iii) Girls


level and the 0.0q confidence interval is from 0.3349 to 0.51 32.

I .

2.

3.

4.

5.

6.

7.

8.

9.

10.

**indicates significance at 0.07 level

- Total - Boys

Girls

Rural

Urban

Government

Private

High Ach. Group

Average Ach. Group

Low Ach. Group

0.5235**

0.5468**

0.4241 *"

0.5126**

0.5108**

0.451 0**

0.5321 **

0.3108**

0.2614**

0.2516**

0.02j 7

0.0297

0,0345

0.0309

0.0315

0.0344

0.0296

0.0480

0.0457

0.0498

. -

0.4676 to 0.05794 ,

0.4701 to 0.6234

0.3349 to 0.5132

0.4329 to 0.5922

0.4295 to 0.5921

0.3622 to 0.5398

0.4577 to 0.6085

0.1868to0.4348

0.1436 to 0.3792

.----

27.40 -----

29.89 - 17.99

- 26.28

26.09

20.34

28.31 --- 9.66

6.83

0.1226 to 0.3804- 6 3 3 -

'148 Analysis of Data

(iv) Rural Subjects


level and the 0.01 confidence intewal is from 0.4329 to 0.5922.

(v) Urban Subjects



(vi) Government School Subjects

The coefficient of correlation obtained is 0.451 0. It is significant at 0.01


(vii) Private School Subjects



(viii) High Achievement Group



(ix) Average Achievement Group



(x) Low Achievement Group


level and the 0.0q confidence interval is from 0.1226 to 0.3805.

The following results show that Verbal Intelligence has a determining

influence on one's Achievement in Science:


Interpretations

(a) For all samples, the coefficients of correlation obtained are significant

at 0.04 level.

fb) The coefficients of correlation obtained are in the range of 0.2516 to

0.5468. The correlation is substantial or marked for the Total sample

and subsamples of Boys, Girls, Rural, Urban, Government and

Private school subjects. The correlation is low for the three

achievement groups.

(G) All the obtained 'r' values are positive showing that any increase or

decrease in verbal intelligence will be followed by a corresponding

increase or decrease in Achievement in Science.

(d) The 0.02 confidence interval show the probable range of the

corresponding population values.

(e) Considering the correlations are caused by common elements in both

the variables as indicated by common shared variances, it may be

said that nearly 27 percent of the variance of Achievement in Science

is attributable to the variance in Verbal Intelligence of the subjects. In

terms of common shared variance, the maximum overlap of

Achievement in Science with Verbal Intelligence is about 30 percent

while t he minimum overlap is nearly 6 percent.


2. Relationship between Achievement in Science and Non-verbal

Intelligence

Table 4.23 shows t h e correlations between Achievement in Science

and Non-verbal Intelligence for the Total sample and relevant subsamples.

Table 4.23


and Non-verbal Intelligence for the Total Sample and Subsamples

Correlation 'r'


follows:

(i) Total Sample

The coefficient of correlation obtained is 0.3241. It is significant: at 0.0?


1.

2.

3.

4.

5.

6.

7. - 8. - 9.

10.

SET Interval of 'r' Variance

**indicates significance at 0.01 le vet

Total

Boys

Girls

Ruraf

Urban

Government

Private

High Ach. Group - Average Ach, Group - Low Ach. Group

0.324 1 **

0.381 5**

0.2916** -

0.0267

0.0362

0.0386

0.2785** 7.76

0.2889 to 0.3931:

0.2884 to 0.4749

0.1921 to 0.391 1

0.32 02**

0.3051**

0.3312** -- 0.281 9** - 0.201 1**

0.1914**

10.50

14.55 --

8.50 ---

0.0386

0.0392

0.0368

0.0489

0.0489

0.0514

0.21:07 to 0.4091 .

0.2039 to 0.4063

0.2362 to 0.4262

0.1555 to 0.4083

0.1555 to 0.4083

- 9.62

9.31 - 10.97

---

7.95 --- --

7.95 -----

0.0587 to 0 . 3 2 4 1 1 3.66 1


( i i ) Boys



(iii) Girls


level and the 0.01 confidence interval is from 0.1921 to 0.391 I.

(iv) Rural Subjects


level and the 0.01 confidence interval is from 6.1789 to 0.3781

(v) Urban Subjects












152 Analvsis of Data







Interpretations

The following results show that there is considerable relationship

between Non-verbal Intelligence and Achievement in Science:


at 0.01 level.

(b) The coefficients of correlation obtained are in the range of 0.1914 to

0.381 5. The correlation may be described as low for all samples.

(c) All the obtained 'r' values are positive showing that any increase or

decrease in Non-verbal intelligence will be followed by a

corresponding increase or decrease in Achievement in Science.



(e) The percentage variance shared between the variables is 10.5%.

That is nearly 11 percent of the variance of Achievement in Science

is attributable to the variance in Non-verbal Intelligence of the

subjects. In terms of common shared variance, the maximum overlap


of Achievement in Science with Non-verbal Intelligence is nearly 15

percent while the minimum overlap is nearly 4 percent.

3. Relationship between Achievement in Science and Intelligence (Total)


and Intelligence (Total) for We 'total sample and relevant subsamples.

Table 4.24


and lntelligence (Total) for the Total Sample and Subsamples

1 , 1 sample 1 orr relation 'r' Confidence / Percentage / I / interval of 'rY Variance


1

2

3.

4.

5.

6.

7.

8.

9.

10.

follows:


Total

Boys

Girls

Rural

Urban

Government

Private

High Ach. Group

Average Ach. Group

Low Ach. Group

- 0 4614**

0.521 2**

0.401 5**

0.481 5*'

0.421 2"*

0.4983**

0.42 16**

0.307 2**

0.2814**

0.2238**

0.0235

0.0309

0.0354

0.0321

0.0351

0.0325

0.0339

0.0484

0.0451

0.0507

0.4007 to ,5221 -- 0.4416 to ,6008

0.3103 to .4927

0.3986 to .5644

0.3306 to .5118

0.4144 to ,5821

0.0339 to ,5093

0.1763 to ,4261

0.1 649 to ,3979

0.0929 to .3546 A

------ 21.28

27.16 - ---

16 12

23.18

17.74

24.83

17.77

9.07

7.91

5.01 6- --

1 54 Analvsis of Data

(i) Total Sample


level and the 0.01 confidence intervat is from 0.4007 to 0.5221.

(ii) Boys


level and the 0.01 confidence interval is from 0.441 6 to 0.6008.

(iii) Girls



(iv) Rural Subjects



(v) Urban Subjects


level and the 0.01 confidence interval is from 0.3306 to 0.51 18.




(vi i) Private School Subjects






level and the 0.01 confidence interval is from 0. i 763 to 0.4261.




(x) LowAchievementGroup



Interpretations

The following results show that Intelligence has a determining influence

on one's Achievement in Science:

{a) For all samples, the coefficients of correlation obtained are significant

at 0.01 level.


0.521 2. The correlation is substantial or marked for the Total sample

and subsamples of Boys, Girls, Rural, Urban, Government and

Private school subjects. The correlation is low for the three

achievement groups.


decrease in Intelligence will be followed by a corresponding increase

or decrease in Achievement in Science.




(e) The percentage variance shared between the variables is nearly 21

percent. That means 21 percent of the variance of Achievement in

Science is attributable to the variance in Intelligence of the subjects.

The maximum overall of Achievement in Science with Intelligence is

nearly 27 percent while the minimum overlap is 5 percent.

4.2.1.2 Relationship between Achievement in Science and Scientific

Creativity

The relationship between Achievement in Science and Scientific

Creativity is given under the following tables:

1 . Relationship between Achievement in Science and Fluency


and Fluency for the Total sample and relevant subsamples.

Table 4.25


and Fluency for the Total Sample and Subsamples

No. 1 Sample Correlation 'r'

2.

3.

4.

5.

1 + 3 8 1 8 * * i 1 1°F 1 9. Average Ach. Group 0.0418 0.2737 to ,4899

10. Low Ach. Group 13.18 1 8** 0.0516 0.0487 to ,3149 3.31

sEr

0.0242

0.0352

0.0347

0.0354

0.0370

**indicates significance at 0.0 1 level

Boys

Girls

Rural -- Urban

Confidence interval of

0.4330 to ,4976

0.3216 to ,5030

0.331 9 to -51 07

0.3022 to ,4848

0.2687 to .4597

--

0.41 23**

0.421 3**

13.3935**

0.3642**

Percentage Variance

18.93

16.99

. - 17.75

15.48

13.26



follows:

(i) Total Sample



(ii) Boys

The c~efficient of correlation obtained is 0.4123. It is significant at 0.01


(iii) Girls



(iv) Rural Subjects

The coefficient of correlation obtained is 0.3935. It is significant at 0 .0 j


(v) Urban Subjects




The coefficient of correlation obtained is 0.4245, It is significant at 0.01




level and the 0.01 confidence interval is-from 0.3325 to 0.5081.









The coefficient of correlation obtained is 0.1 81 8. It is significant at 0.01

level and the 0.01 confidence interval is from 0.0487 to Q.3149.

Interpretations

The following results show that Achievement in Science and Fluency

are closely associated variables:


at 0.01 level.



and subsamples of Boys, Girls, Government and Private school

subjects. The correlation may be described as low or slight for

subsamples of Rural, Urban, High and Average Achievement groups.

For Low Achievement group, the correlation is negligible,

(c) All the obtained ' r ' values are positive showing that any increase or

decrease in fluency will be followed by a corresponding increase or

decrease in Achievement in Science.


(d) The 0.01 confidence intervals show the probable range of the



percent. That means 19 percent of the variance of Achievement in

Science is attributable to the variance in Fluency of the subjects. The

maximum overlap of Achievement in Science with Fluency is 18.93

percent and the minimum overlap is about 3 percent

2. Relationship between Achievement in Science and Flexibility


and Flexibility for the Total sample and relevant subsamples.

Table 4.26


and Flexibility for the Total Sample and Subsamples

Sample Correlation ( SEr 1 Confidence Interval of 'r'

" indicates significance at 0.05 level

3.

4.

5.

6.

7.

8.

9.

10.

**indicates significance at 0. b 1 level

Girls

Rural

Urban

Government

Private

High Ach. Group

Average Ach. Group

Low Ach. Group

0.421 3"*

0.3935**

0.41 38"*

0.4244**

0.41 08"*

0.4242**

0.2218**

0.1108*

0.0347

0.0354

0.0354

0.0354

0.0344

0.0436

0.0466

0.0527

0.3319 to 0.5107

0.3022 to 0.4848

0.3225 to 0.5051

0.3329 to 0.51 59

0.3221 to 0.4995

0.31 16 to 0.5368 --.

0.1015to0.3421

-0.0251 to 0.2468

17.75

15.48

17.12

18.01

16.87 --

17.99

4.97

1.23



follows:

(i) Total Sample


level and the 0.01 confidence interval is from 0.3462 to 04744.

(ii) Boys



(iii) Girls



(iv) Rural Subjects



(v) Urban Subjects
















(x) Low AchievementGroup

The coefficient of correlation obtained is 0.1 108. It is significant at 0,05

level and the 0.05 confidence interval is from -0.0251 to 0.2468.

Interpretations

The following results show that there is close relationship between

Achievement in Science and Flexibility:

(a) The coefficients of correlation obtained are significant at 0.01 level for

all samples except for the Low Achievement group.

(b) The coefficients of correlation obtained are in the range of 0,1108 to


and subsamples of Boys, Girls, Urban, Government and Private

school and for the High Achievement group. The correlation is low

for the Average Achievement group and negligible for the Low

Achievement group.


decrease in Flexibility will be followed by a corresponding increase or

decrease in Achievement in Science.





percent. That means nearly 17 percent of the variance of

Achievement in Science is attributable to the variance in one's

Flexibility. In terms of common shared variance, the maximum

overlap of Achievement in Science with Flexibility is nearly 18 percent

and minimum overlap is about percent.

3. Relationship between Achievement in Science and Originality


and Originality for the Total sample and relevant subsamples.

Table 4.27


and Originality for the Total Sample and Subsamples

Confidence 1 . Sample / Correlation Y I SEI I "tenra of 'r, 1 I

1. I Total 0.3235** I 0.2545 to 0.3925 / 10.47

* indicates significance at 0.05 level

2.

3.

4.

5.

6.

7 .

0.1 120* 1.25

**indicates significance at 0.0 I level

Boys

Girls

Rural

Urban

Government

Private

0.3232**

0.3835**

0.3074**

0.301 8**

0.3925**

0.3851**

0.0379

0.0359

0.0380

0.0888

0.0366

0.0352

0.2253 to 0.421 1

0.2908 to 0.4762

0.2032 to 0.3996

0.2017 to 0.4019

0.2981 to 0.4869

0.2942 to 0.4759

-- 10.45

14.71

9.08

9.1 1

15.41 p- -

14.83



foliows:

(i) Total Sample



(ii) Boys



(iii) Girls

The coefficient of correlation obtained is 0.3835. It is significant at 0.0-l


(iv) Rural Subjects



(v) Urban Subjects



















Interpretations


between Achievement in Science and Originality:


all sample except for the Low Achievement group.

(b) The coefficients of correlation obtained are in the range of 0.1 120 to

0.3925. The correlation may be described as low or slight for all

samples.


decrease in Originality will be followed by a corresponding increase

or decrease in Achievement in Science.



165 Analysjs of Data

(e ) The percentage variance shared between the variables is nearly

about 10 percent. That means about '10 percent of the variance of

Achievement in Science is to be attributed to the variance in one's

Originality. In terms of common shared variance, the maximum

overlap of Achievement in Science with Originality is about 15

percent and the minimum overlap is about percent.

4. Relationship between Achievement in Science and Verbal Scientific

Creativity


and Verbal Scientific Creativity for the Total sample and relevant subsarnples.

Table 4.28


and Verbal Scientific Creativity for the Total Sample and Subsamples

Sample No.

1.

- 2.

3.

4.

5.

6.

Correlation 'r'

7. Private 0.4312** 0.0337 0.3444 to 0.5180 18.59

- -----

-- -

Total

Boys

Girls

Rural ----

Urban

Government

SEr

0.4732**

0.41 12**

0.4032**

0.4833**

0.41 1 1 **

0.4618**

Confidence of ir, Variance

16.91

16.26 -----

23.35

J

0.0232

0.0352

0.0353

0.0321

0.4134 to 0.5330 - 0.3204 to 0.5020

0.3121 to 0.4943

0.4005 to 0.5661

0.0355

0.0340

0.3159 to 0.5026

0.3740 to 0.5496

16.90

21.33



follows:

(i) Total Sample



(ii) Boys



(iii) Girls



(iv) Rural Subjects



(v) Urban Subjects

















The coefficient of correlation obtained is 0.1032. It is not significant at

any level.

Interpretations

The following results show that there is close association between

Achievement in Science and Verbal Scientific Creativity:


all sample except far the Low Achievement group. The obtained 'r'

value is not significant for the Low Achievement group.


0.4833. The relationship may be described as substantial or marked

for all samples except for the Average and Low Achievement groups.

The correlation is negligible for the Average and Low Achievement

groups.


decrease in Verbal Creativity will be followed by a corresponding





(e) The percentage variance shared between the variables is about 22

percent. That means about 22 percent of the variance of


Verbal Creativity. In terms of common shared variance, the

maximum overlap of Achievement in Science with Verbal Scientific

Creativity is about 23 percent and the minimum overlap is about I

percent.

5. Relationship between Achievement in Science and Non-verbal



and Non-verbal Scientific Creativity for the Total sample and relevant

subsarnples.

Table 4.29

Product Moment Coefficients of Correlation of Achievement in Science and

Non-verbal Scientific Creativity for the Total Sample and Subsamples

SI. No.

1.

2

3.

4.

5.

6. -- 7.

8.

9.

10.

Sample


Total

Boys

Giris

Rural

Urban

Government

Pr~vate

High Ach. Group

Average Ach. Group

Low Ach. Group

Correlation 'r'

0.32 18**

0.2832"*

0.3831**

0.3737""

0.3832**

0.3200**

0.21 62**

0.221 O**

0.1912**

0.1820**

SE r Confidence j---[ Percentage Interval of 'r' Variance

0.0267

0.0389

0.0359

0.0360

0.0364

0.0388

0.0394

0.0506

0.0472

0.0516

0.2528 to 0.3908

0.1826 to 0.3838

0.2903 to 0.4759

0.2808to0.4666

0.2893 to 0.4771

0.2199 to 0.4201

0.1 145 to 0.31 79

0.0904 to 0.3516

0.0693 to 0.3131

0.0489 to 0.3151

10.35 - -. 8.02

14.67 --

- . 73.97

14.68

1.02

4.67

- 4.88

3.66 -- 3.31

A



follows:

i ) Total Sample



(ii) Boys



{ i i i ) Girls

The coefficient of correlation obtained is 0.3831. If is significant at 0.01

level and t he 0.0? confidence interval is from 0.2903 to 0.4759.

(iv) Rural Subjects



(v) Urban Subjects

The coefficient of correlation obtained is 0.3832. It is signifi~ant at 0.01







level and the 0.01 confidence interval is from 0. I 145 to 0.3 179,







level and the 0.01 confidence interval is from 0.0693 to 0.31 3 1.




Interpretations


between Achievement in Science and Non-verbal Scientific Creativity:

(a) The coefficients of correlation obtained are significant at 0.01 level.


0.3832. The relationship between the variables may be described as

low.


decrease in Non-verbal Creativity will be followed by a corresponding




(e) The percentage variance shared between the variables is about A0

percent. This shows that 10 percent of the variance of Achievement

j7? Analysis of Data

in Science is to be attributed to the variance in one's Non-verbal

Scientific Creativity. In terms of common shared variance, the

maximum overlap of Achievement in Science with Non-verbal

Scientific Creativity is about 15 percent and the minimum overlap is

roughly 3 percent

6. Relationship between Achievement in Science and Scientific

Creativity (Total)


and Scientific Creativity (Total) for the Total sample and relevant subsamples.

Table 4.30


and Scientific Creativity (Total) for the Total Sample and Subsamples


follows:

- -

St. No.

1.

2.

3.

4.

5.

6.

---.

-

Sample

Total

Boys - Girls

Rural -

Urban

Government

Correlation r'

0,4832""

0.4258**

0.4532**

0.4701""

0.4452**

0.4839**

SEr

0.0229

0.0347

0.0335

0.0326

0.0342

0.0331

Confidence Interval of 'r'

0.4241 to 0.5423

Percentage I Variance

- 23.35

0.3363 to 0.5153

0.3668 to 0.5396

0.3859 to 0.5542

0.3569 to 0.5335

0.3985 to 0.5693

18.13

20.54

22.09 - . .- 19.82

--- 23.41


(i) Total Sample



( i i ) Boys



(iii) Girls

The coefficient of correlation obtained is 0,4532. It is significant at 0.01


(iv) Rural Subjects



(v) Urban Subjects








leve! and the 0.03 confidence interval is from 0.3573 to 0.5287.



The coeftcient of correlation obtained is 0.3832. It is significant at 0.01






The coefficient of correlation obtained is 0.d039. It is not significant at

any level.

Interpretations

The following results show that Achievement in Science is closely

associated Scientific Creativity (Total):


all samples except for the Low Achievement group. The obtained 'r'

value is not significant for the Low Achievement group.


0.4839. The relationship may be described as substantial or marked

for the Total sample, Boys, Girls, Rural, Urban, Government and

Private school subjects. The relationship is low or slight for the High

and Average Achievement groups. The 'r' is negligible for the Low

Achievement group.



decrease in Scientific Creativity will be followed by a corresponding




(e) The percentage variance shared between the variables is about

23,35 percent. That means, about 23 percent of the variance of



maximum overlap of Achievement in Science with Scientific Creativity

(Total) is 23.41 percent and the minimum overlap is about 1 percent.

4.2.1.3 Relationship between Achievement in Science and



and Achievement Motivation for the Total sample and relevant subsamples.

175 Analys~s of Data

Table 4.31


and Achievement Motivation for the Total Sample and Subsamples

*indicates significance at 0.05 level

SI. No. 1. -- 2. - 3.

4 .

5.

6.

7 .

8.

9.

10.


follows:


-----

Sample

Total

Boys

Girls

Rural

Urban

Government

Private

High Ach. Group

Average Ach. Group

LOW Ach. Group

(i) Total Sample


Correlation 'rr

0.181 8""

0.1921**

0.1664**

0.1312**

0.1415"*

O.q325**

0.1 145**

0.2012**

0.1215*

0.1093*


(ii) Boys

SEr

0.0289

0.0408

0.0409

0.041 I

0.0418

0.0425

0.0408

0.051 1

0.0483

0.0527

The coefficient of correlation obtained is 0.2921. It is significant at 0.0j


--- Confidence Interval of 'r'

0.1073 to 0.2563

0.0868 to 0.2974

0.0607 to 0.2721

0.0251 to 0.2373

0.0336 to 0.2494

0.0229 to 0.2421

0.0092 to 0.2197

0.0694 to 0.3329 -.

-0.0031 to 0.2461 - -0.0266t00.2452

--

--.

Percentage Variance

3.30

3.69

2.77

1.72

2.00 --

---

1.48

- 1.19 -- -

1 76 Analysis of Dafa

(iii) Girls



(iv) Rural Subjects



(v) Urban Subjects













The coefficient of correlation obtained is 0.1215. It is significant at 0.05 I



(x) LowAchievementGroup



Interpretations

The following results show that there is low relationship between

Achievement in Science and Achievement Motivation:


all samples except for the Average and Low Achievement group. The

'r' values of Average and Low Achievement groups are significant at

0.05 level.


0.201 2. The relationship may be described as very low.


decrease in Achievement Motivation will be followed by a

corresponding increase or decrease in Achievement in Science.




percent. That means, nearly 4 percent of the variance of


Achievement Motivation. In terms of common shared variance, the

maximum overlap of Achievement in Science with Achievement

Motivation is 3.69 percent and the minimum overlap is about 1 percent.


4.2.1.4 Relationship between Achievement in Science and Home Environment


and Home Environment for the Total sample and relevant subsamples.

Table 4.32


and Home Environment for the Total Sample and Subsamples

( 1. 1 Total 1 0.4814"* 1 0.0229 1 0.4222 to 0.5406 1 23.17 1 Sample


Correlation 'r'

2.

3.

4.

5.

6.

7.

8.

9.

10.

follows:

(i) Total Sample

SEr

**indicafes significance at 0.01 level

Boys

Girls

Rural

Urban

Government

Private

High Ach. Group

Average Ach. Group

Low Ach. Group


Interval of 'r' Variance


0.5018**

0.4210**

0.5120"*

0.4012""

0.4245""

0.4819**

0.5314**

0.4215**

0.4930""

(ii) Boys


0.0317

0.0347

0.0309

0.0358

0.0354

0.0317

0.0382

0.0403

0.0404


0.4200 to 0.5836

0.331 5 to 0.5105

0.4323 to 0.591 7

0.3088 to 0.4936 .--

0.331 to 0.5159

0.4000 to 0.5638

0.4329 to 0.6299

0.3175to0.5255

0.3888 to 0.5972 .-*

25.18 - .-

17.72

26.21

16.09

18.02

23.22

28.24

17.77

24.30 J


(iii) Girls


level and the 0.01 confidence interval is from 0.331 5 to 0.51 05.

(iv) Rural Subjects


level and the 0.01 confidence interval is from 0.4323 to 0.591 7 .

(v) Urban Subjects





level and t he 0.01 confidence interval is from 0.3331 to 0.5159.






level and t he 0.01 confidence interval is from 0.4329 to 0.6299.



level and the 0.01 confidence interval is from 0.3175 to 0.5255,





Interpretations

The following results show that Home Environment has a determining

influence on one's Achievement in Science:


all samples.



substantial or marked.


decrease in Home Environment will be followed by a corresponding

increase OF decrease in Achievement in Science.



(e ) The percentage variance shared between the variables is about

23.17 percent. That means, nearly 23 percent of the variance of


Home Environment. In terms of common shared variance, the

maximum overlap of Achievement in Science with Home Environment

is about 28 percent and the minimum overlap is about 16 percent.

181 AnaIysis of Data

4.2.2 Relationship between independent Variables

The relationship between the variables Intelligence, Scientific

Creativity, Achievement Motivation and Home Environment are discussed

below.

4.2.2.1 Relationship between Intelligence and Scientific Creativity

The relationship between lntelligence and scientific Creativity are given

in the following tables:

1. Relationship between Verbal lntelligence and Fluency

Table 4.33 shows the correlations of Verbal lntelligence and Fluency

for the Total sample and relevant subsamples.

Table 4.33

Product Moment Coefficients of Correlation of Verbal lntelligence


Sf. No.

4. 1 Rural 1 0.4030'* 1 0.0351 1 0.3126 to 0.4934 ( 16.24 (

1.

2.

3.

5. 1 Urban 1 0.3989** 10.03591 0.3063to0.4915 ( 15.91 1

Sample

Total

Boys

Girls

9. / Average Ach Group ( 0.3108" 1 0.0443 1 0.1 965 to 0.4251 1 9.66 1

6.

7 .

8.

10. 1 Cow Ach Group I 0.2018** 1 0.0512 1 0.0697 to 0.3339 1 4.07 1 -- .-


Correlation 'r'

0.441 8**

0.4201**

0.4190**

SEr Confidence Interval of 'r'

Government

Private

High Ach. Group

Variance

0.0240

0.0349

0.0347

0.4312**

0.4203**

0.2815**

0.3798 to 0.5038

0.3301 to 0.5101

0.3294 to 0.5086

19.52

17.65

17.56

0.0352

0.0340

0.0490

0.3186to0.5220 18.59

0.3325 to 0.5081 17.67 --

0.1551 to 0.4079 7.92



fallows:

(i) Total Sample



(ii) Boys



(iii) Girls

The coefftcient of correlation obtained is 0.4190. It is significant at 0.0d


(iv) Rural Subjects


jevel and the 0.01 confidence interval is from 0.3126 to 0.4934.

(v) Urban Subjects














The coeficient of correlation obtained is 0.3108. It is significant at 0.01





interpretations

The following results show that Verbal Intelligence has close

relationship with Fluency:

{a) The coefficients of correlation obtained are significant at 0.07 level for

all samples.


0.441 8. The relationship between the variables may be described as

substantial or marked for the Total sample and subsamples of Boys,

Girls, Rural, Government and Private schools.


decrease in Fluency will be attended by a corresponding increase or

decrease in Verbal Intelligence.



I 84 Analysis of Data

(e) The percentage variance shared between the variables is 19.52

percent. That is, roughly 20 percent of t h e variance of Verbal

lntelligence is to be attributed to the variance in one's Fluency. In

terms of common shared variance, the maximum overlap between

the variables is about 20 percent and minimum overlap is about 4

percent.

2. Relationship between Verbal lntelligence and Flexibility

Table 4.34 shows the correlations of Verbal lntelligence and Flexibility


Table 4.34

Product Moment Coefficients of Correlation of Verbal Intelligence


Sample No.

1 5. 1 Urban 1 0.3833** 1 0.0364 1 0.2894 to 0.4772 1 14.69 1

- 1. - 2.

3.

4.

Correlation &rr


Total

Boys

Girls

Rural

6.

7 .

8.

9.

10.

follows:

SEr I Confidence [ G & n t a g e

Interval of 'r' Variance 1 0.3832"*

0.4008**

0.3737**

0.3555**

**indicates significance af 0.01 level

Government

Private

High Ach. Group

Average Ach. Group

Low Ach. Group

0.0255

0.0356

0.0363

0.0366

0.3257**

0.3992"*

0.2302**

0.2814"*

0.221 2"*

0.31 79 to 0.4484

0.3090 to 0.4926

0.2802 to 0.4672 -- 0.261 2 to 0.4498

0.0386

0.0348

0.0504

0.0451

0.0508

'-1

0.2259 to 0.4254

0.3095 to 0.4889

0.1 002 to 0.3602

0.1649 to 0.3979

0.21 06 to 0.35%-- --

10.61

15.94

5.29

7.92

-4891


(i) Total Sample



(ii) Boys



( i i i ) Girls

The coefficient of correlation obtained is 0.3737. tt is significant at 0.01


(iv) Rural Subjects



(v) Urban Subjects



(vi) Government School Sub~ects









level and the O.O? confidence interval is from 0.1002 to 0.3602.


The coefficient of correlation obtained is 0.2814. It is significant at 0.0q





Interpretations

The following results show that Verbal Intelligence and Flexibility are

related to some extent:


at 0.01 level.


0.4008. The relationship between the variables may be explained as

low or slight.


decrease in Flexibility will be attended by a corresponding increase or





(e) The percentage variance shared between the variables is about I 5

percent. That shows that about 15 percent of the variance of Verbal

Intelligence is to be attributed to the variance in one's Flexibility. In

terms of common shared variance, the maximum overlap of Verbal

Intelligence with Flexibility is 16 percent and minimum overlap is

nearly 5 percent.

3. Relationship between Verbal Intelligence and Originality

Table 4.35 shows the correlations of Verbal Intelligence and Originality

for the Total sample and relevant subsarnples.

Table 4.35



'Id 1 Sample Correlation 1 SEr 1 Confidence Percentage

No. Interval of 'r' Variance

1 1 Total 1 0.2892** 1 0.0294 1 0.2186 to 0.3598 1 8.36 1 2. 1 Boys 1 0.3014** ] 0.0385 I 0.2020 to 0.4008 1 9.08 1

5 1 Urban 1 0.2212** 0.04061 0.1165to0.3259 1 4.89 1

3.

4.

6. 1 Government / 0.2019** 1 0.0415 1 0.049 to 0.3089 1 4.08 1 1 7. 1 Private 1 0.1998" 1 0.0397 1 0.0974 to 0.3022 1 3.99 1

Girls

Rural

1 8. 1 High Ach. Group 1 0.1814'* 1 0.0515 / 0.0486 to 0.3142 1 3.29 1

0.2009**

0.2230""


9.

follows:

0.0404

0.0398

**indicates significance at 0.0 1 level * M i c a tes significance at 0.05 level

Average Ach. Group

Low Ach. Group

0.0966 to 0.3052

0.1204to0.3256

4.03

4.97

0.2012**

0.1213*

0.0470

0.0526

0.0798 to 0.3225

0.0182to0.2244 . , . . - .- -


(i) Total Sample



( i i ) Boys



(iii) Girls



(iv) Rural Subjects



{v) Urban Subjects





level and the 0.01 confidence intetval is from 0.0949 to 0.3089.



level and the 0.01 confidence interval is from 0.0974 to 0.3022. -











Interpretations

The following results show that there exists slight relationship between

Verbal Intelligence and Originality:

(a) The coefficients of correlation obtained for all samples are significant

at 0.01 level except for the Low Achievement group, whose 'r' is

significant at: 0.05 level.

{b) The coefficients of correlation obtained are in the range of 0.A213 to


low or slight.


decrease in originality will be followed by a corresponding increase or






percent, which means 8 percent of the variance in the Verbat

Intelligence is to be attributed to the variance in one's Originality. In

terms of common shared variance, the maximum overlap of Verbal

Intelligence with Originality is about 9 percent and minimum overlap

is 1.47 percent.

4. Relationship between Verbal Intelligence and Verbal Scientific

Creativity

Table 4.36 shows the correlations of Verbal Intelligence and Verbal

Scientific Creativity for the Total sample and relevant subsamples.

Table 4.36

Product Moment Coefficients of Correlation of Verbal Intelligence and

Verbal Scientific Creativity for the Total Sample and Subsamples

Sample Correlation I SEr 1 Confidence Interval of 'rY I Percentage Variance I

I 1. 1 Total 1 0.401 2** 1 0.0251 1 0.3365 to 0.4659 1 16.09 1 1 2. I Boys / 0.41 80" 1 0.0349 1 0.3278 to 0.5082 1 17.47 1

1 5 , 1 Urban 1 0.421 2** 1 0.0351 1 0.3306 to 0.51 18 1 17.74 1

3.

4.

1 9. / Average Ach. Group 1 0.401 2'* / 0.041 1 1 0.2951 to 0.5073 1 16.09 1

Girls

Rural

6.

7.

8.

( 1 q Loow Ach. Group 1 0.2324"' / 0.0505 10.1021 to 0.3626 1 5.40 1 , - - . . . . . . , -.



0.3919**

0.3985**

Government

Private

High Ach. Group

follows:

0.0357

0.0352

0.3812**

0.3785**

0.3923**

0.2999 to

0.3077 to 0.4893 15.88

0.0369

0.0354

0.0450

0.2859 to 0.4765

0.2871 to 0.4699

0.2761 to 0.5085

14.53

14.33

15.39


(i) Total Sample


level and the 0.01 confidence internal is from 0.3365 to 0.4659.

(ii) Boys



(iii) Girls



(iv) Rural Subjects



(v) Urban Subjects



















Interpretations

The following results show that there is considerable association

between Verbal Intelligence and Verbal Scientific Creativity:


at 0.01 level.



low or slight.


decrease in Verbal Scientific Creativity will be followed by a

corresponding increase or decrease in Verbal Intelligence.




(e) The percentage variance shared between the variables is about

roughly 16 percent. That shows, about 16 percent of the variance of

Verbal Intelligence is to be attributed to the variance in one's Verbal


maximum overlap between the variables is nearly 18 percent and

minimum overlap is 5 percent.

5. Relationship between Verbal IntelJigence and Non-verbal Scientific

Creativity

Table 4.37 shows the correlations of Verbal Intelligence and Non-

verbal Creativity for the Total sample and relevant subsamples.

Table 4.37


Nowverbal Scientific Creativity for the Total Sample and Subsamples


SI. No.

1.

2.

3.

4.

5.

Sample

Total

Boys

Girls

Rural

Urban

0.2904**

0.2495**

0.301 4""

0.321 0**

0.2985**

Correlation 'r'

0.3208**

0.3215**

Q.2903**

0.2852**

0.321 2'"

8.43 -

6.23 --- 9.08 --- 10.30

-- - -- 8.91

0.0396

0.0388

0.0484

0.0439

0.0486

- Percentage

Variance

10.29

10.34

8.42

8.13

10.32 -.

0.1883 to 0.3925

0.1494 to 0.3495

0.1766 to 0.4262 - 0.2075 to 0.4344

0.1731 to 0.4239

SEr

0.0268

0.0379

0.0386

0.0384

0.0383


0.2516 to 0.3899

0.2235 to 0.4195

0.1907 to 0.3899

0.1860to0.3844

0.2224 to 0.41 99

1 94 Analys~s of Data


follows:

(i) Total Sample

The coefficient of correlation obtained is 0.3208. It is significant at 001


(ii) Boys



(iii) Girls



(iv) Rural Subjects

The coefficient of correfation.obtained is 0.2852. It is significant at 0.01


(v) Urban Subjects



















Interpretations

The following results show that relationship between Verbal

Intelligence and Non-verbal Scientific Creativity is considerable:


all samples.



low or slight.


decrease in Non-verbal Creativity will be followed by a corresponding

increase or decrease in Verbal Intelligence.





percent. This means, 10 percent of the variance of Verbal

lntelligence is to be attributed to the variance in one's Non-verbal


maximum overlap of Verbal lntelligence with Non-verbal Scientific

Creativity is 10 percent and minimum overlap is about 8 percent.

6. Relationship between Verbal Intelligence and Scientific Creativity

(Total)

Table 4.38 shows the correlations of Verbal lntelligence and Creativity

(Total) for the Total sample and relevant subsamples.

Table 4.38


Scientific Creativity (Total) for the Total Sample and Subsamples

SI. No.

1.

2.

3.

4.

5

6

7 .

8

9.

1 0.


Sample

Total

Boys

Girls

Rural

Urban

Government

Private .-

High Ach. Group

Average Ach. Group

Low Ach. Group

Correlation 'rr

0.4200*"

0.41 39**

0.3928**

0.4232**

0.41 lo** 0.4018**

0.3799'*

0.3982**

0.3818""

0.2727**

0.0246 ---- 0.0351

0.0356

0.0344

0.0355

0.0363

0.0354

0.0448

0.0419

0.0494


0.3565 to 0.4835

0.3233 to 0.5045

0.3008 to 0.4848

0.3346 to 0.51 18

0.31 95 to 0.5025

0.3083 to 0.4953

~arcenta- is Variance

17.64

17.13

15.43

17.90

16.89 -- 16 74

0.2886 to 0.471 2

-. 0.1452 to 0.4002 7 44 -. --


Table 4.38 shows that the coeficients of correlation obtained are as

follows:

(i) TotalSample



(ii) Boys



(iii) Girls



(iv) Rural Subjects


level and the 0.0 1 confidence interval is from 0.3346 to 0.5 1 18.

(v) Urban Subjects


level and the 0.0t confidence interval is from 0.3195 to 0.5025.

















l nterpretations

The above results show that Verbal Intelligence and Scientific

Creativity are closely related variables.


all samples.



substantial or marked for the Total sample and subsamples of Boys,

Rural, Urban and Government schools. The relationship is low for

subsamples of Girls, Private schools and High, Average and Low

Achievement groups.


decrease in Creativity (Total) will be followed by a corresponding





(e) The percentage variance shared between t he variables is nearly 18

percent. This means, 18 percent of the variance of Verbal

lntelligence is to be attributed to the variance in one's Scientific

Creativity. In terms of common shared variance, the maximum

overlap between the variables is 18 percent and minimum overlap is

about 7 percent.

7. Relationship between Non-verbal Intelligence and Fluency

Table 4.39 shows the correlations of Non-verbal lntelligence and

Fluency for the Total sample and relevant subsamples.

Table 4.39

Product Moment Coefficients of Correlation of Non-verbal Intelligence


SI. NO.

1.

2.

3.

4 .

5.

6.

Sample

0.3737""

0.2031**

0.2212**

0.1878""

Total

Boys

Girls ----A

Rural

Urban

Government

Correlation 'rr

**indicates significance at 0.0 1 Ie vel

0.0356

0.0510

0.0466

0.0516

0.3835**

0.401Zn*

0.3732**

0.3985"'

0.3642**

0.351 8**

0.2819 to 0.4655 13.97 --- --

0.1076to0.3348

0.1009 to 0.341 5 - 0.0487to0.3149 3.31

----

SEr

0.0255

0.0356

0.363

0.0352

0.0370

0.0379


Percentage -7 Variance

0.3177 to 0.4493

0.3095to0.4929

0.2796 to 0.4668

0.3077 to 0.4893

0.2687 to 0.4597

0.2541 to 0.4495

14.70 -

16.09 - -

13.93 - 5.88

13.26 --- 12.38



follows:

(i) Total Sample



( i i ) Boys

The coefkient of correlation obtained is 0.4012. It is significant at 0.01


(iii) Girls



(iv) Rural Subjects



(v) Urban Subjects











The coefficient of correlation obtained is 0.2031 . It is significant at 0.01






The coefficient of correlation obtained is 0.A 818. It is significant at 0.01


Interpretations

The following results show that there exists considerable relationship

between Non-verbal Intelligence and Fluency:


all samples.


0.401 2. The relationship between the variables may be considered

as low or slight.

(c) All the obtained coefficients of correlation are positive showing that

any increase or decrease in Fluency will be followed by a

corresponding increase or decrease in Non-verbal Intelligence.




(e) The percentage variance obtained shows that nearly 15 percent of

the variance of Non-verbal lntelligence is attributable to t he variance

in Fluency. In terms of common shared variance, the maximum

overlap between the variables is nearly 16 percent and minimum

overlap is about 3 percent.

8. Relationship between Non-verbal lntelligence and Flexibility

Table 4.40 shows the correlations of Non-verbal Intelligence and

Flexibility for the Total sample and relevant subsamples.

Table 4.40




follows:

SI. No.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.


Sample

Total

Boys

Girls

Rural

Urban

Government

Private

High Ach. Group

Average Ach. Group

Low Ach. Group

Correlation 'r'

0.3732**

0.3523**

0.3414**

0.3018*"

0.3812**

0.3212**

0.3008**

0.220**

0.1815**

0.1421**

SEr

0.0257

0.0371

0.0372

0.0380

0.0365

0.0383

0.0376

0.0506

0.0474

0.0523


0.3068 to 0.4395

0.2565 to 0.4481

0.2453 to 0.4375

0.2037 to 0.3999 - .

0.2871 to 0.4753 -- 0.2224 to 0.4199

0.2038 to 0.3978

0.0893 to 0.3507 - 0.0592 to 0.3038

0.0072 to 0.2770

Percentage Variance

- 13.92

12.41

11.66

9.1 1 ---

--- 14.53

10.32

-

2.02


( i ) Total Sample



(ii) Boys



(iii) Girls



(iv) Rural Subjects



(v) Urban Subjects

The coefficient af correlation obtained is 0.3812. It is significant at 0.01










The coefficient of correlation obtained is 0.220. It is signifi~ant at 0.01




level and the 0.0-l confidence interval is from 0.0592 to 0.3038.


The coefficient of correlation obtained is 0.q421. It is significant at 0.01

level and t he 0.0t confidence interval is from 0.0072 to 0.2770.

Interpretations


between Non-verbal Intelligence and Flexibility:


all samples.



low or slight for all samples except for two subsamples (AA and LA

groups). The relationship between the variables is negligible for the

Average Achievement group and Low Achievement group.


any increase or decrease in Flexibility will be attended by a






the variance of Non-verbal Intelligence is attributable to the variance

in Flexibility. In terms of common shared variance, the maximum


overlap is roughly 2 percent.

9. Relationship between Non-verbal Intelligence and Originality


Originality for the Total sample and relevant subsamples.

Table 4.41



3. 1 Girls

SI. No.

7 .

2.

1 4. 1 Rural 1 0.2952** 1 0.0382 1 0. I966 to 0.3938 1 8.71 1

Sample

Total

Boys

1 9. 1 Average Ach. Group 1 0.1614** 1 0.0478 1 0.0382 to 0.2846 1 2.60 (

5.

6.

7. - 8.

10. Low Ach. Group 0.1332' / 0.0524 / 0.0304 to 0 . 2 3 5 c 1.77 -, - .

**indicates significance at 0.0 1 Ie vel


Percentage Variance

8.88

7.61

Urban

Government

Private

High Ach. Group


0.2278 to 0.3682

0.1748 to 0.3768

Correlation 'r'

0.2980**

0.2758**

SEr

0.0272

0.0391

0.271 0""

0.2200**

0.1235*

0.2802**

0.0395

0.041 1

0.0381

0.0524

0.1689 to 0.3730

0.1 138 to 0.3261

0.1819 to 0.3785

0.0207 to 0.2262



follows:

(i) Total Sample



( i i ) Boys



( i i i ) Girls



(iv) Rural Subjects



(v) Urban Subjects









Analysis of Data










lnterpretatians

The following results show that Non-verbal Intelligence and Originality

are related to some extent:


all samples except for the subsamples of High Achievement and Low

Achievement groups.

{b) The coefficients of correlation obtained are in the range of 0.1235 to

0.2980. For the Total sample and subsamples of Boys, Girls, Rural,

urban, Government and Private schools, the coefficients of

correlation are low or slight. For the three Achievement groups (HA,

AA and LA groups), t he 'r' values obtained are negligible or

indifferent.


(c) All the obtained 'r ' values are positive showing that a n y increase or

decrease in Originality will be followed by a corresponding increase

or decrease in Non-verbal Intelligence.



je) The percentage variance obtained shows that nearly 9 percent of the

variance af Non-verbal Intelligence is attributable to the variance in

originality. In terms of common shared variance, the maximum


overlap is nearly 2 percent.

10. Relationship between Non-verbal Intelligence and Verbal Scientific

Creativity


Verbal Scientific Creativity for the Total sample and relevant subsamples.

Table 4.42


and Verbal Scientific Creativity for the Total Sample and Subsamples

SI. No.

1

2.

3.

4.

5.

Sample

6.

7

8.

9.

10.

Total

Boys

Girls

Rural

Urban


Government

Private

High Ach. Group

Average Ach. Group

Low Ach. Group

Correlation r'

0.3735**

0.31 12**

0.3032**

0.3833**

0.31 1 I**

SEr Confidence Interval d 'r'

0.361 8**

0.3312**

0.3012**

0.2001 "*

0.1032

Percentage Variance

0.0257

0.0383

0.0383

0.0357

0.0385

0.0376

0.0368

0.0484

0.0470

0.1828 to 0.4395

0.21 25 to 0.4099

0.2045 to 0.4019

0.291 2 to 0.4754 . 0.21 16 to 0.4106

13.93

9.68 -- 9.19

14.69 ---- 9.68

0.2649 to 0.4587

0.2362to0.4262

0.1763 to 0.4261

0,0787 to 0.3215

.- 7 3.09

10.97

9 07 1

--- 4.0

--- 1.07 - i - A



follows:

(i) Total Sample



(ii) Boys



(iii) Girls



(iv) Rural Subjects



(v) Urban Subjects


















any level.

Interpretations

The following results show that there exists low relationship between

Non-verbal Intelligence and Verbal Scientific Creativity:

(a) The coefficient of correlation obtained is not significant for Low

Achievement group. For all other samples, the obtained 'r' values are

significant at 0.01 level.

{b) The significant coefficients of correlation obtained are in the range of

0.2001 to 0.3883. The relationship between the variables may be

described as low or slight.


any increase or decrease in Non-verbal Intelligence will be followed

by a corresponding change in Verbal Scientific Creativity.





the variance in Non-verbal Intelligence is attributable to the variance

in one's Verbal Scientific Creativity. In terms of common shared

variance, the maximum overlap is nearly 15 percent and the minimum

overlap is 1.07 percent.

1 1 Relationship between Non-verbal lntelligence and Non-verbal


Table 4.43 shows the correlations of Non-verbal Intelligence and Non-

verbal scientific Creativity for the Total sample and relevant subsamples.

Table 4.43

Product Moment Coefficients of Correlation of Non-verbal Intelligence and



follows:

( i ) Total Sample

Percentage ) Variance

10.36

8.02

13.92

10.47

10.24

4.67

4.88

3.66

3.31

- 1 .OO


*"indicates significance at 0.0 1 level


SEr

0.0268

0.0389

0.0363

0.0375

0.0383

0.041 2

0.0506

0.0472

0.0515

Correlation 'r' -

0.3218**

0.2832**

0.3731**

0.3235**

0.3200**

0,2162**

0.2210**

0.1912""

0.1 820"" ------ , 0.1009

Sl. No.

7 .

2.

3.

4.

5.

6.

7 .

8.

9

90.


0.2527 to 0.3909

0.1828 to 0.3836

0.2795 to 0.4666

0.2268 to 0.420 1

0.221 1 to 0.4188

0.1099 to 0.3225

0.0904 to 0.3516

0.079 to 0.3131

0.0491 to 0.3148

-

Sample

Total

Boys

Girls

Rural

Urban

Government

Private

High Ach. Group

Average Ach. Group

Low Ach. Group


( i i ) Boys



(iii) Girls


level and the 0.0? confidence interval is from 0.2795 to 0.4666.

(iv) Rural Subjects



(v) Urban Subjects











level and the 0.01 confidence interval is from 0.079 ta 0.3131.







any level.

Interpretations

The following results show that there exists a low relationship between

Non-verbal Intelligence and Non-verbal Scientific Creativity:

(a) The coefficient of correlation obtained is not significant for Low

Achievement group. For all other samples, the obtained 'r' values are

significant at 0.0A level.

(b) The significant coefficients of correlation obtained are in the range of

0.1820 to 0.3731. The relationship between the variables may be

described as low or slight.


any increase or decrease in Non-verbal Scientific Creativity will be

followed by a corresponding change in Non-verbal Intelligence.




the variance of Non-verbal Intelligence is attributable to the variance

in one's Non-verbal Scientific Creativity. In terms of common shared


variance, the maximum overlap between the variables is nearly 14

percent and minimum overlap is 1 percent.

12. Relationship between Non-verbal Intelligence and Scientific

Creativity (Total)


Scientific Creativity (Total) for the Total sample and relevant subsamples.

Table 4.44


and Scientific Creativity (Total) for the Total Sample and Subsamples


Table 4.44 shows that t h e coefficients of correlation obtained are as

follows:

(i) Total Sample




( i i ) Boys

The coefticient of correlation obtained is 0.3983. It is significant at 0.01


(iii) Girls



(iv) Rural Subjects



(v) Urban Subjects



















Interpretations


between Non-verbal Intelligence and Scientific Creativity:


all samples.


0.3983. The relationship can be explained as low or slight.


decrease in Scientific Creativity will be followed by a corresponding

increase or decrease in Non-verbal Intelligence.



(e) The percentage variance obtained shows that about 12 percent of the

variance of Non-verbal Intelligence is attributable to the variance in


maximum overlap between the variables is nearly 16 percent and the

minimum overlap is about 4 percent.


13. Relationship between Intelligence (Total) and Fluency

Table 4.45 shows the correlation of Intelligence (Total) and Fluency for

the Total sample and relevant subsamples.

Table 4.45

Product Moment CoeMciente of Correlation of Intelligence (Total)

and Fluency for the Total Sample and Subsamples - 1 - Sample Correlation Confidence


'rr

I .

2.

3.

4.

5.

6.

7.

8.

9.

10.

follows:

fi) Total Sample



( i i ) Boys


SEr

**indicates significance at 0.0 f level

Total

Boys

Girls - Rural

Urban

Government - Private

High Ach. Group

Average Ach Group

Low Ach. Group

level and the 0.01 confidence interval is from 0.3343 to 0.51 11

lnterval of 'r7

0.3983**

0.4212**

0.3985**

0.3214**

0.3483**

0.3880**

0.4200**

0.2212'"

01835"

O.1919*"

0.0251

0.0349

0.0355

0.0375

0.0375

0.0367

0.0341

0.0506

0.0474

0.0514

0.3334 to 0.4632

0.3313ta0.5111

0.3070 to 0.4899 ----

45.86

17.74

15.88

0.2246 to 0.4182 10.33

0.251 5 to 0.4451 12.13

0.2932 to 0.4828 95.05

0.3321 to 0.5079 17.64

0.0905 to 0.3518

0.0613 to 0.3057

0.0593 to 0.3245 3.68 - ---

218 Analysis d Data

(iii) Girls



(iv) Rural Subjects



(v) Urban Subjects


level and the 0.01 confrdence interval is from 0.2515 to 0.4451.




(vii) Private School Subj'ects






( i x ) Average Achievement Group



21 9 Anafysis of Data

(x) LOW Achievement Group



Interpretations

The following results show that Intelligence (Total) and Fluency are

closely related variables:

(a) The coefficients of correlations obtained are significant at 0.01 level

for all samples.



substantial or marked for the subsamples Boys and private school

subjects. For all other samples, the relationship may be considered

as low or slight.

(c) All the coefficients of correlation obtained are positive showing that

any increase or decrease in Fluency will be followed by a

corresponding increase or decrease in Intelligence (total) and vice

versa.




the variance of Intelligence (Total) is attributable to the variance in

one's Fluency. In terms of common shared variance, the maximum

220 Analysls of Dafa

overlap between the variables is about 18 percent and minimum


14. Relationship between Intelligence (Total) and Flexibility

Table 4.46 shows the correlation of Intelligence (Total) and Flexibility


Table 4.46

Product Moment Coefficients of Correlation of Intelligence (Total)


7 1 Sample cornlation SEr


No. I 'rr I. - 2.

3.

4.

5.

6.

7 .

8.

9.

10.

follows:


(i) Total Sample


Total

Boys

Girls

Rural

Urban

Government

Private

High Ach. Group

Average Ach. Group

Low Ach. Group



0.3751 **

0.3853**

0.3920k*

0.3432**

0.4014**

0.3725**

0.3835**

0.201 8"'

0.2012**

0.2004**

0.0257

0.0361

0.0357

0.0369

0.0358

0.0372

0.0353

0.051 0

0.0470

0.0512

0.3089 to 0.441 3

0.2922 to 0.4784

0.2999 to 0.4840

0.2479 to 0.4385

0.3090 to 0.4938

0.2764 to 0.4686

0.2935 to 0.4745

0.0700 to 0.3335

0.0798 to 0.3226

0.0682 to 0.3326 --

14.07

14.85

15.37

11 78 ----

16.11

13.88

74.70

4.07

Ti 402 j

--


( i i ) Boys


level and the 0.01 confidence internal is from 0.2922 to 0.4784.

(iii) Girls



(iv) Rural Subjects



(v) Urban Subjects















level and the 0.0A confidence intenral is from 0.0798 to 0.3226.

( x ) Low Achievement Group

The coefficient of t:orrelation obtained is 0.2004. It is significant at 0.01


Interpretations

The following results show that the relationship between Intelligence

(Total) and Flexibility can be considered as low:


for all samples.



low or slight.


any increase or decrease in Flexibility will be followed by a

corresponding increase or decrease in Intelligence (total).



(e) The percentage variance obtained shows that 14 percent of the

variance of Intelligence (Total) is attributable to the variance in

Flexibility. In terms of common shared variance, the maximum


overlap is 4 percent.


15. Relationship between Intelligence (Total) and Originality

Table 4.47 shows the correlation of Intelligence (Total) and Originality

of the Total sample and relevant subsamples.

Table 4.47

Product Moment Coefficients of Correlation of Intelligence (Total)

and Originality for the Tobl Sample and Subsamples

'I. I Sample Correlation I SEr I Confidence No. Interval of 'r'

1.

2.

3.


Total

Boys

Girls 7.99

4.

5.

6.

7 .

8.

9.

10.

follows:

(i) Total Sample

**indicates significance at 0.0 1 level *indicates significance at 0.05 level

Rural

Urban

Government

Private

High Ach. Group

Average Ach. Group

Low Ach. Group



0.2751 **

0.3012**

0.282**

0.2428**

0.1815""

0.1737**

0.1089'

(ii) Boys


0.0387

0.0388

0.0398

0.0390

0.0575

0.0475

0.0527


0.1753 to 0.3749

0.201 1 to 0.4013

0.1793 to 0.3847

0.1424 to 0.3432

0.0487 to 0.3143

0.0510 to 0.2964

0.0052 to 0.2123

7.57

9.07 - - . -. - - -

7.95

5.89 --- 3.29

3.01

1.19 .- . . - , -


[iii) Girls



(iv) Rural Subjects

The coefficient of correlation obtained is 0.2751, It is significant at 0.01


(v) Urban Subjects


level and the 0.01 confidence interval is from 0.202 I to 0.4013.





The coefficient of correlation obtained is 0.2428. It is significant at 0.0?

level and the 0.01 confidencie interval is from 0.1424 to 0.3432


The coefficient of correlation obtained is 0.1 81 5, it is significant at 0.01





( x ) Low AchievementGroup




Interpretations

The following results show that lntelligence (Total) is influenced by

Originality to a little extent:


except for one subsample. The coefficient of correlation obtained for

Low Achievement group is significant at 0.05 level.

(b) The obtained coefficients of correlation are in the range of 0.7089 to


low or slight.


any increase or decrease in Originality will be followed by a

corresponding illcrease or decrease in Intelligence (total).




variance of Intelligence (Total) is attributable to the variance of

Originality. In terms of common shared variance, the maximum


overlap is about '1 percent.

76. Relationship between Intelligence (Total) and Verbal Scientific

Creativity

Table 4.48 shows the correlation of Intelligence (Total) and Verbal

Scientific Creativity for the Total sample and relevant subsamples.


Table 4.48

Product Moment Coefficients of Correlation of Intelligence (Total) and

Verbal Scientific Creativity for the Total Sample and Subsamples

.-



follows:

( i ) Total Sample



(ii) Boys

The coefficient of conhelation obtained is 0.3725. It is significant at 0.01


(iii) Girls

The coefficient of correlation obtained is 0.3251. !t is significant at 0.07

level and the 0.0? confidence interval is from 0.2298 to 0.4224.


(iv) Rural Subjects



(v) Urban Subjects






[vii) Private School Subjects













Interpretations

The following results show that there exists a low relationship between

Intelligence (Total) and Verbal Scientific Creativity:

(a) All the obtained coefficients of correlation are significant at 0.01 level.



low or slight.


any increase or decrease in Verbal Scientific Creativity will be

attended by a corresponding increase or decrease in lntelligence

(total).

(d) The 0.01 confider~ce intervals show the probable range of the




one's Verbal Scientific Creativity. In terms of common shared

variance, the maxirnum overlap between the variables is nearly 16

percent and minimum overlap is about 4 percent.

17. Relationship between lntelligence (Total) and Non-verbal Scientific

Creativity

Table 4.49 shows the correlation of lntelligence (Total) and Non-verbal

Scientific Creativity for the Total sample and relevant subsarnples.


Table 4.49




Percentage Variance

Sample

1.

2.

3.

4.

-, 5.

6.

7.

8.

9.

10.

follows:


(i) Total Sample


Total

Boys

Girls

Rural

Urban

Government

Private

High Ach. Group

Average Ach. Group

Low Ach. Group


level and the 0.01 confiderlee interval is from 0.3353 to 0.4649.

0.4001 **

0.4103**

0.3831 **

0.3685**

0.4012**

0.3921**

0.3039**

0.3832**

0.2002**

0.1779**

(ii) Boys


- 0.0251

0.0352

0.0359

0.0362

0.0358

0.0366

0.0375

0.0454

0.0471

0.0517


(iii) Girts

.-

0.3353 to 0.4649

0.3494 to 0.5012

0.2903 to 0.4759

0.2752 to 0.4618

0.3088 to 0.4936

0.2977 to 0.4865 .-

0.2072 to 0.4007

0.2660 to 0.5004

0.0788 to 0.321 6

0.0445to0.3113


--

16.0 .q 76.68

13.58

16.09

. ' 5 3 7 . ~ 9.24 . - - - A .

14.68

3.16



(iv) Rural Subjects



(v) Urban Subjects






(vii) Private Schoof Subjects













Interpretations


between Intelligence (Total) and Non-verbal Scientific Creativity:

(a) All coefficients of correlation obtained are significant at 0.01 level for

all samples.

{b) The coefficients of correlation obtained are in the range of 0.1789 to


low or slight for all samples except for Boys. The relationship is

substantial or marked for Boys.


any increase or decrease in Non-verbal Scientific Creativity will be

attended by a corresponding change in Intelligence (total).



(e) The percentage variance obtained shows that 16 percent of the

variance of Intelligence (Total) is attributable to the variance in one's

Non-verbal Scientific Creativity. In terms of common shared

variance, the maximum overlap between the variables is nearly 17


18. Relationship between Intelligence (Total) and Scientific Creativity

(Total)

Table 4.50 shows the correlation of Intelligence (Total) and Scientific

Creativity (Total) for the Total sample and relevant subsamples.


Table 4.50



Scientific Creativity (Total) for the Total Sample and Subsamples

follows:

Correlation 'rr

0.4'l85**

0.410ZW*

0.4012**

0.3739**

0.3985**

0.3851""

0.3918"*

0.2304**

0.1984**

0.1795**

(i) Total Sample


*"indicates significance at 0.0 1 level

SEr

0.0246

0.0352

0.0354

0.0359

0.0359

0.0368

0.0349

0.0504

0.0471

0.0517


(ii) Boys



(iii) Girls




0.3549 to 0.4821

0.3913 to 0.507 1

0.3099 to 0.4924

0.281 0 to 0.4667

0.3058 to 0.491 1

0.2901 to 0.4801

0.2991to0.4821

0.1004to0.3604

0.0769 to 0.3199

0.0463to0.3128

percentage Variance

17.51 7 16.83

16.09 ,--

13.98 -.---

15.88

14.83

15.35

5.31 --- 3.94

3.22


(iv) Rural Subjects



(v) Urban Subjects


level and the 0.0? confidence interval is from 0.3058 to 0.491 1.



level and t h e 0.01 confiderice interval is from 0.2901 to 0.4801


The coefficient of correlation obtained is 0.3918. Jt is significant at 0.01







level and the 0.01 confidence interval is from 0.0769 to 0.31 99:





Interpretations

The following results show that Intelligence (Total) and Scientific

Creativity are closely associated variables:

(a) All coefficients of correlation obtained are significant a t 0.01 level for

all samples.

(b) The coefficients of correlation are in the range of 0.1795 to 0.4185.

The relationship between the variables may be described as

substantial or marked for Total sample and Boys. For all other

subsamples, the relationship may be described as low ar slight.


any increase or decrease in Scientific Creativity will be followed by a






one's Scientific Creativity. In terms of common shared variance, the


minimum overlap is about 3 percent.

4.2.2.2 Relationship between Intelligence and Achievement Motivation

The relationship between Intelligence and Achievement Motivation is

discussed under the following the tables:


9. Relationship between Verbal intelligence and Achievement

Motivation

Table 4.51 shows the correlations of Verbal Intelligence and

Achievement Motivation for the Total sample and relevant subsamples.

Table 4.51

Product Moment Coefficients of Correlation of Verbal intelligence



Sf. No.

1 .

2.

3.

4.

5.

6.

7 .

8.

9.

10.

Table 4.51 shows that t h e coefficients of correlation obtained are as

follows:


Sample

Total

Boys

Girls

Rural

Urban

Government

Private A-.

High Ach. Group

Average Ach. Group

{i) Total Sample

The coefficient of correlation obtained is 0.1 j38. It is significant at 0.0?


Low Ach. Group I 0.0124

Correlation 'rr

0.1 138**

0.1123**

0.1081**

0.1030"

0.1051"

0.1212**

0.1 181*

0.0981

0.11 02*

0.02

SEr

0.0294

0.0418

0.41 7

0.041 7

0.0422

0.0426

0.0408

0.0527

0.484


0.0377 to 0.1898

0.0045 to 0.2202

0.0264 to 0.1 897

0.0264 to 0.1897

0.0223 to 0.1878

0.01 13 to 0.231 7

----- Percentage

Variance

4.29

1.26

1.17

1.17 -.--

-- 1.10

1.47

0.0382 to 0.1980

0.0153 to 0.2051


(ii) Boys

The coefficient of correlation obtained is 0.1 123. It is significant at 0.0-l


(iii) Girls



(iv) Rural Subjects


level and the 0.05 confidenc:e interval is from 0.021 8 to 0.1842.

(v) Urban Subjects


level and the 0.05 confidence interval is from 0.0223 to 0.?878.









any level.







any level.

Interpretations

The following results indicate a very slight association between Verbal

Intelligence and Achievement Motivation:

(a) The cueficients of correlation obtained are significant at 0.01 level for

the Total sample and subsamples of Boys and Government schools.

The 'r's are significant at 0.05 level for subsamples of Girls, Rural,

Urban, Private schools and Average Achievement groups. The

obtained 'r's are not significant for High and Low Achievement

groups.

(b) The coefficients of correlation obtained are in the range of 0.0d24 to

0.1 181. The relationship between the variables may be considered

as very low.



corresponding increase or decrease in Verbal Intelligence.

Id) The 0.01 confidence intervals show the probable range of the



(e) The obtained percentage variance shows that only 'I percent of the

variance of Verbal Intelligence is attributable to the variance in one's


4.2.3.8 Relationship between Non-verbal Intelligence and Achievement

Motivation



Table 4.52



[ T I curmIatiO n 'r' SEr Interval confidencq-1 of 'r' Variance

k+!!*---+--;;+--j ----/-

**indicates significance at 0. O? level

1 .

2.

3.

4.

5.

6 .

7 .

8.


fallows:

Total

Boys

Girls

Rural

Urban

Government

Private

High Ach. Group

0.1432*"

0.1200°*

0.1332**

0.1185**

0.1312**

0.1451**

0.1504"*

0.101 I

0.0293

0.0418

0.0414

0.0413

0.0419

0.0423

0.0404

0.0653 to 0.2187

0.01 23 to 0.2277

0.0264 to 0.2400

0.0121to0.2249

0.0229to0.2394

0.0359 to 0.2543

0.0461 to 0.2546 ----

--- .--tq --

.--.-- 2.11

2.26

--,=-] - -- - -- - /


(i) Total Sample



(ii) Boys



(iii) Girls



(iv) Rural Subjects



(v) Urban Subjects











The coefficient of correlation obtained is 0.101 1. It is not significant at

any level.



any level.



any level.

Interpretations

The following results show that there is negligible relationship between

Non-verbal Intelligence and Achievement Motivation.

(a) The coefficients of correlation obtained are not significant for the

three Achievement groups (HA, AA and 14 groups). The obtained 'r'

values are significant at 0.01 level for all other samples.

{b) The significant coefficients of correlation are in the range of 0.1 I85 to

0.1504. The relationship between the variables is to be considered

as very low.




(d) The 0.0q confidence intervals show the probable range of the



(e) The obtained percentage variance shows that only 2 percent of the

variance of Achievement Motivation is attributable to the variance in


3. Relationship between Intelligence (Total) and Achievement

Motivation

Table 4.53 shows the correlation of Intelligence (Total) and


Tabfe 4.53


Achievement Motivation for the Total Sample and Subsamples

SI.


1. - -

2.

3.

4.

5.

- 6.

7.

8.

9.

70.

follows:

Sample

**indicates significance at 0.W level

Total

Boys

Girls -- Rural

Urban

Government

Private

High Ach. Group

Average Ach. Group

Low Ach. Group

Correlation Variance I No.

0.1214""

0.1 198"* - 0.121 1""

0.1 185**

0.1203**

0.1312""

0. I 385**

0.1002

0.0933

0.0223

SEr *rl Interval of 'r'

0.0294

0.0418

0.0415

0.041 3

0.0421

0.0425

0.0406

Confidence Percentage 1

0.0454 to 0.1974

0.0121 to 0.2275

1.47

1.44 -- .

0.0143 to 0.2285

0.0120 to 0.2249

0.0118to0.2288

0.021 6 to 0.2408

0.0339 to 0.2431

1.47 ---- . .- ---

I .40

I .45

1.72 --.-

I .92

1 .O

0.87

0.05


(i) Total Sample



(ii) Boys



(iii) Girls



(iv) Rural Subjects



(v) Urban Subjects







The coefficient of correlation obtained is 0.1385- It is significant at 0.09


243 Analysrs of Data



any level.



any level.



any level.

Interpretations

The following results show that the relationship between Intelligence

(total) and Achievement Motivation is low:


the Total sample and subsamples of Boys, Girls, Rural, Urban,

Government and Private schools. The obtained 'r's are not significant

for the three Achievement groups (HA, AA and LA groups).


0.7 185 to 0.q385. Though these ' r ' values are negligible, their

significance shows that there exists a true relationship between the

two variables.

(c) All the 'r's are positive showing that any increase or decrease in

Achievement Motivation will be attended by a corresponding increase

or decrease in Intelligence (total).




(e) The percentage variance obtained shows that only 1.92 percent of

the variance of Achievement Motivation is attributable to the variance

in one's lntelligence (total).

4.2.2.3 Relationship between lntelligence and Home Environment

The relationship between Intelligence and Home Environment is

discussed under the following tables:

1. Relationship between Verbal Intelligence and Home Environment

Table 4.54 shows the correlations of Verbal Intelligence and Home

Environment for the Total sample and relevant subsamples.

Table 4.54



SI. No.

-. I.

2.

3

- 4.

5.

6.

7 .

8.

9.

- 10.

**indicates significance at 0. Of level

Sample

Total

Boys

Girls

Rural

Urban

Government

Private ----- High Ach. Group

--

Average Ach. Group - - --

Low Ach. Group

Correlation 'rr

0.2385**

0.2203**

0.211 A * "

0.2432**

0.2208**

0.2191""

0.2083*"

U.2?21**

0.21 21**

0.2994"

sEr Confidence percentage Interval of 'r' Variance

---- 0.0282 0.1658 to 0.31 12

0.0403 0.1 163 to 0.3243 - 0.0403 0.1072 to 0.3749

0.0394 0.1416 to 0.3448 5.91 --- 0.0406 0.1 161 to 0.3255 4.88

0.04j2 0.1129 to 0.3253 4.80 ---/---

0.0396 0.1063 to 0.31 03 - 4 34 - - -- -- - - - 0.0508 0.0809 to 0.3432

.-- - 0.0508 0.0809 to 0.3432

0.0486 0.1 740 to 0.4248 8.96



follows:

( i ) Total Sample



(ii) Boys



(iii) Girls

The coefficient of correlation obtained is 0.2 1 I I . It is significant at 0.01


(iv) Rural Subjects



(v) Urban Subjects



















Interpretations

The following results show that Verbal Intelligence and Home

Environment are related to some extent;


at 0.01 level.


0.2994. The relationship between the variables can be considered as

low or slight.




(d) The 0.0? confidence intervals show the probable range of the


(e) The percentage variance obtained shows Mat nearly 6 percent of the

var~ance of Verbal lntelligence is attributable to the variance in one's

in Home Environment of the subjects. In terms of common shared

variance, the maximum overlap of Verbal lntelligence with Home

Environment is nearly 9 percent and minimum overlap is nearly 4 percent.

2. Relationship between Non-verbal lntelligence and Home

Environment

Table 4.55 shows the correlations of Non-verbal Intelligence Home


Table 4.55



Sample Confidence No. Interval of 'r' Variance



follows:


fi) Total Sample



(ii) Boys



(iii) Girls



(iv) Rural Subjects



(v) Urban Subjects



















I nterpretatians

The following results show that Non-verbal Intelligence is slightly

influenced by Home Environment:

(a) The coefficients of correlation obtained for the High Achievement and

Average Achievement groups are significant at 0.05 level. All other

'r's are significant at 0.01 level.


0.2281. The relationship between the variables is low or slight.



increase or decrease in Non-verbal Intelligence.




(e) The obtained percentage variance shows that nearly 5 percent of the

variance of Non-verbal lntelligence is attributable to the variance in



minimum overlap is about I percent.

3. Relationship between Intelligence (Total) and Home Environment

Table 4.56 shows the correlation of Intelligence (Total) and Home


Table 4.56

Product Moment Coefficients of Correlation of lntelligence (Total) and


follows:

(i) Total Sample



Home Environment for the Total Sample and Subsamples

SI. No.

1

2.

3. -.

4.

. . 5.

6.

7 .

8.

9.

10.

**indicates significance a f 0.0 1 level

Sample

Total

Boys

Girls

Rural

Urban

Government

Private

High Ach. Group

Average Ach. Group

Low Ach. Group

Correlation 'r'

0.208OW*

0.21 32**

0.2191*"

0.2322**

0.2085**

0.2131**

0.2048**

0.1883**

0.1713**

0.2431**

SEr

0.0286

0.0404

0.0404

0.0396

0.0408

0.0413

0.0396

0.051 3

0.0475

0.0502

Confidence interval of 'ry

0.1342 to 0.281 8

0.1089 to 0.31 75

0.1 156 to 0.3226

Percentage Variance

4.33

4.55 -.

4.80

0.1300 to 0.3343

0.1269 to 0.31 38

0.1066 to 0.3196

0.1026 to 0.3069

0.0558 to 0.3208

5.39

4.35

4.54

4.19

3.55 .-

0.0485 to 0.2941

0.1 136 to 0.3726

2.93 - - - -.

5.91


( i i ) Boys



(iii) Girls



(iv) Rural Subjects



(v) Urban Subjects










The coefficient of correlation obtained is 0.1883. It is significant at 0 .0 j








level and the 0.01 confidence interval is from 0.1 1 36 to 0.3726.

Interpretations

The following results show that Intelligence (Total) and Home

Environment are associated variables:


all samples.


The relationship between the variables may be described as low or

slight.

( c ) All the obtained coefficients of correlation are positive showing that

any increase or decrease in Home Environment will be followed by a





variance of Intelligence (Total) is attributable to the variance in one's



maximum overlap between the variables is about 5 percent and

minimum overlap is nearly 3 percent.

4.2.2.4 The relationship between Scientific Creativity and Achievement

Motivation

The relationship between Scientific Creativity and Achievement

Motivation is give under the following tables:

i . Relationship between Fluency and Achievement Motivation

Table 4.57 shows the correlations of Fluency and Achievement

Motivation for t h e Total sample and relevant subsamples.

Table 4.57

Product Moment Coefficients of Correlation of Fluency and

Achievement Motivation far the Total Sample and Subsamples

Sample Correlation / 9Er 1 Confidence Interval of 'r'

10. 1 Low Ach. Group / 0.7614" / 0.0519 ( 0.0047 to 0.2955 1 2.60


- 1. - 2.

3.

1 4.

5.

6

7 .

8.

9.


follows:

- Total

Boys

Girls

Rural

Urban

Government

Private

High Ach. Group

Average Ach. Group

0.1818""

0.1921**

0.1664**

0.1312""

0.141 5**

0.1 325**

0.1145**

0.2014**

0.1818**

0.0289

0.0408

0.0409

0.041 1

0.0418

0.0425

0.0366

0.0516

0.0474

0.1073 to 0.2563

0.0868to0.2974

0.0607 to 0.2721

0.0251 ta 0.2373

0.0336 to 0 2494

-- 3.30 -1

~@q 1 72 - - -

2.0 ---- --

0.0229 to 0.2421 I 76 - --

0.0200 to 0.2089

0.0697 to 0.3331 4.06

0.0593 to 0.3039 3.20


(i) Total Sample



(ii) Boys



(iii) Girls



(iv) Rural Subjects



(v) Urban Subjects















level. The 0.01 confidence interval is from 0.0593 to 0.3093.




Interpretations

The following results show that there exists a very low relationship

between Fluency and Achievement Motivation:


all samples.

(b) The coefficients of correlation obtained are in the range of 0.1 145 to

0.2014. Though the values of 'r' are negligible, their significance

indicate that there exists a true relationship between the two

variables.


any increase or decrease in Achievement Motivation will be followed

by a corresponding slight change in one's Fluency.

(d) The 0.01 confidence intervals show the probability of the




variance of Fluency is attributable to Achievement Motivation. In

terms of common shared variance, the maximum overlap is nearly 4


2. Relationship between Flexibility and Achievement Motivation

Table 4.58 shows the correlations of Flexibility and Achievement

Motivation for the Total sample and relevant subsamples.

Table 4.58

Product Moment Coefficients of Correlation of Flexibility and



follows:

Variance

7.39

1.47 ---

-- I .06

0.96

0.66


0.021 9 to 0.2747

0.0137 to 0.2291

0.0213to0.1848

0.0169 to 0.1793

SEr

0.0374

0.0417

0.0417

0.0414

0.0424

0.0179 to 0.1857 1.04 - 0.0177 to 0.1783

0.0663 to --.

0.0286 to 0.21 78 -. -- - -

-

Correlation 'r'

0.11 83**

0.1214**

0.1031*

0.0981*

0.0814

SI. No.

1.

2.

3.

4.

5.

**indicates significance at 0.01 level *indicates significance at 0.05 level

0.0428

0.0409

0.051 1

0.0483

0.0533

Sample

Total

Boys

Girls

Rural

Urban

0.-7018*

0.0980"

0.1982**

0.1232'

0.0201

6 , Government

7 . Private

8. High Ach. Group

9.

10.

--- Average Ach. Group

Low Ach. Group

257 Analysfs of Data

(i) Total Sample



(ii) Boys



(iii) Girls



(iv) Rural Subjects



(v) Urban Subjects


any level.



level and the 0.05 confidence interval is from 0.0179 to 0.1 857 b













any level.

Interpretations

The following results show that the relationship between Flexibility and

Achievement Motivation is very low:


the Total sample, Boys and High Achievement group. The

coefficients of correlation obtained are significant at 0.05 level for

Girls, Rural, Government, Private and for High Achievement group.

The obtained correlation is not significant for Urban subjects and Low

Achievement group.


The relationship between the variables may be described as

negligible


(c) The coefficients of correlation obtained are positive showing that any

increase or decrease in Achievement Motivation will be attended by a

corresponding slight change in Flexibility and vice versa.



(e) The percentage variance obtained shows that only 4 percent of the

variance of Flexibility is attributable to the variance in one's


3. Relationship between Originality and Achievement Motivation

Table 4.59 shows the correlations of Originality and Achievement

Motivation for the Total sample and relevant subsamples

Table 4.59

Product Moment Coefficients of Correlation of Originality and


SI-No. -- 1

2.

3. - 4.

5.

6.

7.

8.

9.

10.

Sample .-

Total

Boys

Girls

Rural

Urban

Government

Private

High Ach. Group

Average Ach. Group

Low Ach. Group

Correlation 'r'

0.0312

0.0224

0.01 55

0.0121

0.0283

0.0192

0.0214

0.1012

0.0932

0.0221 J


From the table, it is evident that none of the coefficients of correlation

are significant. The obtained 'r' values are negligible. This indicates that

there is no relationship between Originality and Achievement Motivation.

4. Relationship between Verbat Scientific Creativity and Achievement

Motivation

Table 4.60 shows the correlations of Verbal Scientific Creativity and

Achievement Motivation for the Total sample and relevant subsamples

Table 4.60

Product Moment Coefficients of Correlation of Verbal Scientific

Creativity Achievement Motivation for the Total Sample and Subsamples

I I I I I

1. 1 Total 1 0.1057*' 10.0417 1 0.0291 to0.1811 / 1.10

Sample NO.

3. 1 Girls / 0.1 138" 1 0.0416 1 0.0065 to 0.221 1 L 1.29

4. 1 Rural / 0.1238** 1 0.0412 1 0.0175 to 0.2301 1 ? .53

5. ( Urban 1 0.1032* [0.0422[ 0.0056to0.2121 1 1.06

Percentage Variance -1 Correlation

'rl


SEr

6.

7 .

8 - .

9.

10.

follows:

Confidence Interval of 'rl

**indicates significance at 0.01 level *indicates significance at 0.05 level

Government

Private

High Ach. Group

Average Ach. Group

Low Ach. Group

0.1081*

0.1 180"*

0.0981

0.1231"

0.1032

0.0427

0.0407

0.0527

0.0482

0.0528

0.0021to0.2183

0.0129 to 0.2231 -,--

- ,. .

0.0013 to 0.2475

--

1.16

1.39

- 0 96

0.15 . - -

1.06 .


(i) Total Sample


level and t h e 0.01 confidence interval is from 0.0291 to 0.181 1 .

(ii) Boys



( i i i ) Girls



(iv) Rural Subjects



(v) Urban Subjects


level and the 0.05 confidence. interval is from 0.0056 to 0.2 12 I.


The coefficient of correlation obtained is 0.1081. it is significant at 0.05




level and t h e 0.01 confidence interval is from 0.01 29 to 0.223 1.




any level.


The coefficient of correlation obtained is 0.1 231 . It is significant at 0.05

level. The 0.05 confidence interval is from 0.001 3 to 0.2475.


The coefficient of correlation obtained is 0.1032, It is not significant at

any level.

Interpretations

The following results show that there exists a very low relationship

between Verbal Scientific Creativity and Achievement Motivation:


the Total sample and subsamples of Boys, Girls, Rural and Private

schools. The obtained 'r's are significant at 0.05 level for subsamples

of Urban, Government schools and Average Achievement group.

The obtained 'r's are not significant for High and Low Achievement

groups.


0.1 032 to 0.1238. Even though the 'r' values are negligible, its

significance indicate a very low association between the variables.


(c) All the coefficients of correlation are positive showing that any

increase in Achievement Motivation will be followed by a

corresponding slight change in Verbal Scientific Creativity



(e) The percentage variance obtained shows that only I percent of

Verbal Scientific Creativity is attributable to the variance in one's


5. Relationship between Non-verbal Scientific Creativity and


Table 4.61 shows the correlations of Non-verbal Scientific Creativity

and Achievement Motivation for the Total sample and relevant subsamples.

Table 4.61

Product Moment Coefficients of Correlation of Non-verbal Scientific Creativity


No.

1. "-

2.

3.

4.

5.

6.

7.

8.

9.

*indicates significance at 0.05 le vei

Sample

1 10. / Low Ach. Group

Total

Boys -.

Girls

Rural --

Urban

Government

Private

High Ach. Group

Average Ach. Group

0.0333 1 0.0533 1 1 0.11

Correlation 'rr

**indicates significance a f 0.0 7 level


0.0814**

0.0332

0.0723

0.0812

0.0987*

0.0884*

0.0704

0.1014

0.081 3

0.0296

0.0423

0.041 6

0.0414

0.0423

0.0429

0.041 1

0.525

0.0485

0.0050 to 0.1578

-

-

0.01 02 to 0.2080

0.0223 to 0.1990

.

-- 0.66 ---

-. .. 0.1 1

.-

.- 0.52

.-

0.66

0.97

-. .. 0.78

- 0.49

1.24

7.03



follows:

(i) Total Sample



(ii) Boys


any level.

(iii) Girls


any level.

(iv) Rural Subjects


any level..

(v) Urban Subjects








any level.




any level.



any level.



any level.

Interpretations

The following results show that the relationship between Non-verbal

Scientific Creativity and Achievement Motivation is very low:


the Total sample. The obtained 'r's are significant at 0.05 level for

subsamples of Urban and Government schools. The obtained 'r's are

not significant for Boys, Girls, Rural and Private school subjects and

for the three Achievement groups (HA, AA and LA groups).

(b) The significant coefficients of correlation are in the range of 0.0814 to

0.j014. The obtained 'r' values are too small to be considered.

6. Relationship between Scientific Creativity (Total) and Achievement

Motivation

Table 4.62 shows the correlations of Scientific Creativity and



Table 4.62

Product Moment Coefficients of Correlation of Scientific Creativity and

Achievement Motivation for the Total Sample and Subsamples .- - - - - -. - - - - - -- .-

SI. Sample Correlation Confidence Percentage 'r' interval of 'r' Variance

-- 0.1 185"" 0.0294 0.0427 to 0.1943

0.1018" 0.0263 0.0141 to 0.2095 - - -

3. Girls 0.0985* 0.0417 0.0167 to 0.2061 0.97 ---- -- - - -- .- .-

0.0801 0.0406 1.22 - - -. . . - - - - - .

-- 0.1075* 0.0422 0.001 3 to 0.21 63

- - -- 6. Government 0.0428 0.01 10 to 0.2098 ---- -- - -- 0.0994" -- -- . - - -- 0.99

.- - 7 . Private -- --

0.1022* -

0.0407 0.0028 to 2072 - --- 1 49 .- --

8. High Ach. Group 0.0803 0.0529 - - 0.64

.

Average Ach. Group -- - -

0. 1010* 0.0485 0.0241 to 0.2261 1.02 - -- - - -- - -

0.1001 0.0526 1 .OO 2 .- - .

**indicaf es significance3-0. 0 1 level 'indicates significance at 0.05 level


follows:

( i ) Total Sample


level and the 0.01 confidence interval is from 0.0427 to 0.1 943

(ii) Boys



(iii) Girls




(iv) Rural Subjects


any level.

(v) Urban Subjects





level. The 0.05 confidence interval is from 0.01 10 to 0.2098.






any level.



level and the 0.05 confidence interval is from 0.0241 to 0.226 j.

{x) Low Achievement Group


any level.


Interpretations

The following results show that there is very low relationship between

Scientific Creativity (Total) and Achievement Motivation:


the Total sample only. The obtained 'r's are significant at 0.05 level

for Boys, Girls, Urban, Government and Private school subjects and

for average achievement group, The obtained 'r's are not significant

for Rural subjects and two Achievement groups (HA, and LA groups).


0.0985 to 0.1 185. The 'r' values are too smalt to be considered.

4.2.2.5 Relationship between Scientific Creativity and Home Environment

The relationship between Scientific Creativity and Home Environment

is given under the following tables:

1. Relationship between Fluency and Home Environment

Table 4.63 shows the correlations of Fluency and Home Environment

for the Total sample and relevant subsamptes.

269 Anafysis of Data

Table 4.63

Product Moment Coefficients of Correlation of Fluency and Home


Environment for the Tobl Sample and Subsamples

follows:

( i ) Total Sample

Sample


Correlation 'ry

0.2843**

0.2525**

0.2323**

0.2203**

0.2012**

0.21 14*"

0.2245**

0.2048"*

0.2185**

2 .

-/

3.

4 .

5.

6.

7.

8.

9.


Boys ,-

Girls

Rural

Urban

Government

Private

High Ach. Group

Average Ach. Group

(ii) Boys

SEr

0.0275

0.0397

0.0399

0.0398

0.0415

0.041 3

0.0393

0.0509

0.0466 - 1 0.


**indicates significance at 0.01 level 0.0579 to 0.3234

level and the 0.01 confidence interval is from O.150q to 0.3549.


0.21 34 to 0.3552

3.64 - --

Low Ach. Group

(iii) Girls

Percentage Variance

8.08 I


0.1907**


0.1 501 to 0.3549

0.1294 to 0.3351

0.1 176 to 0.3230

0.0839 to 0.3184

0.0964 to 0.3264

0.1232 to 0.3258

0.0732 to 0.3364

0.0980 to 0.3389

0.0514

, 6.38 1 -- -

-. 5.39

4.85

4.05

4.47

5.04

4.19

4.77 ---


(iv) Rural Subjects



(v) Urban Subjects

The coefficient af correlation obtained is 0.2012. It is significant at 0.01














(x) Low AchievernentGroup




Interpretations

The following results show that there exists a considerable relationship

between Fluency and Home Environment:


all samples.


0,2843, The relationship between the variables may be described as

low or slight.


an increase or decrease in one variable will be followed by a

corresponding change in the other variable.




variance of Fluency is attributable to the variance in one's Home

Environment. In terms of common shared variance, the maximum


overlap is nearly 4 percent.

2. Relationship between Flexibility and Home Environment

Table 4.64 shows the correlations of Flexibility and Home Environment



Table 4.64

Product Moment Coefficients of Correlation of Flexibility and


Sample Correlation / SEr 1 Confidence interval of 'rY / P;z,"AE:e I

1. Total

2. Boys

1 7 . 1 Private 1 0.2083** 10.03951 0.1063to0.3103 1 4.34 1

3.

4.

5.

6.

1 8. 1 High Ach. Group / 0.2102" / 0.0508 1 0.0789 to 0.3414 1 4.42 1

0.2385**

0.2203**

Girls

Rural

Urban

Government


follows:

(i) Total Sample



(ii) Boys



(iii) Girls



0.0282

0.0403

9.

10.

0.221 1 "*

0.2432**

0.2208""

0.2191**

0.1658 to 0.31 12

0.1 163 to 0.3243


Average Ach. Group

Low Ach. Group

- - . , . - -. 4.85

0.0400

0.0394

0.0406

0.0412

0.11 21**

0.1882""

0.1 176 to 0.3245

0.141 6 to 0.3448

0.1 161 to 0.3255

0.1129to0.3253

4.89

5.91 - - -- ,- .- 4.88

4.80

0.0484

0.051 5

0.01 28 to 0.2370 1.26 [ -. . - -..l

0.0554 to 0.3210 3.54 1 - -. -


(iv) Rural Subjects



(v) Urban Subjects




The coefficient of correlation obtained is 0.21 91 . It is significant at 0.01




tevel and the 0.01 confidence interval is from 0.1 063 to 0.3103.



level and the 0.0q confidence interval is from 0.0789 to 0.3414.






tevel and the 0.01 confidence interval is from 0.0554 to 0.321 0.


Interpretations

The following results show the existence of a true relationship between

Flexibility and Home Environment:


all samples.


0,2432. The relationship between the variables is described as low

or slight.

(c) The coefficients of correlation obtained are positive for all samples

showing that any increase or decrease in Home Environment will be

attended by a corresponding increase or decrease in Scientific

Creativity.

{d) The 0.01 confidence intervals show the probable range of the


(e) The percentage variance obtained shows that nearly 6 percent of the

variance of Flexibility is attributable to the variance in one's Home



overlap is about I percent.

3. Relationship between Originality and Home Environment

Table 4.65 shows the correlations of Originality and Home Environment



Table 4.65

Product Moment Coefficients of Correla-tion of Originality and Home

Environment for the Total Sample and Subsamples

5. 1 Urban 1 0.1 185"" 1 0.0421 1 0.0099 to 0.2270 1 1.40 1

Sample "...-- 2. Boys

3. Girls

4. Rural

'indicates significance at 0.0 5 level

Correlation 'r'

0.1 235*"

0.1 173**

0.1081*

0.1325""

6.

7.

8

9.

10.


follows:

SEr

0.0293

0.041 8

0.0416

0.041 1

**indicates significance at 0.0 1 /e vel

Government

Private

High Ach. Group

Average Ach. Group

Low Ach. Group

(i) Total Sample



0.0478 to 0.1992

0.0095 to 0.2251

0.0264 to 0.1897

0.0264 to 0.2385

0.1421**

0.1210*

0.0814

0.1021*

0.1031


Variance

1 52

1.76 -

(ii) Boys

0.0423

0.0406

0.0532

0.0485

0.0528


0.0329 to 0.2513

0.0412 to 0.2008

0.0071 to 0.1971


(iii) Girls




(iv) Rural Subjects



(v) Urban Subjects





level and the 0.0j confidence interval is from 0.0329 to 0.2513.






any level.





The coefficient of correlation obtained is 0.1031, It is not significant at

any level.


Interpretations

The following results show that there is very low relationship between

Originality and Home Environment:


the Total sample and subsamples of Bays, Rural, Urban and

Government schools. The obtained 'r's are significant at 0.05 level

for Girls, Private school subjects and Average Achievement group.

The obtained 'r's are not significant for High and Low Achievement

groups.

(b) Thesignificant coefficientsofcorrelation are in the rangeof 0.1021 to

0.1325. Though the 'r' values are negligible, its significance indicate

a very low association between the variables.

(c) The coefficients of correlation are positive showing that any increase

or decrease in Home Environment will be followed by a

corresponding slight change in Originality.



(e) The percentage variance obtained shows that only 2 percent of the

variance of Originality is to be attributed to the variance in one's

Home Environment.


4. Relationship between Verbal Scientific Creativity and Home

Environment

Table 4.66 shows the correlations of Verbal Scientific Creativity and

Home Environment for the Total sample and relevant subsamples.

Table 4.66

Product Moment Coefficients of Correlation of Verbal Scientific

Creativity and Home Environment for the Total Sample and Subsamples

5. Urban 0.2085** 0.0408 0.1032 to 0.3138 4.35 .

6 Government 0.2100** 0.0413 0.1035 to 0.3165

7. Private 0.2084** 0.0395 0.2065 to 0.3103

8. High Ach. Group 0.1883** 0.0513 0.0559 to 0.3207

9. Average Ach. Group 0.21 15"" 0.0468 0.0907 to 0.3323 4.47 -- --

10. Low Ach. Group 0.2121"" 0.0509 0.0806 to 0.3436 .-

4.49 .-

""indicates significance at 0.0 1 level

SI. No.

1.

2. - 3.

4.


follows:

(i) Total Sample



Sample

Total

Boys

Girls

Rural

Correlation ' rt

0.2080**

0.21 32**

0.21 91 **

0.2322**

0.0404

0.0404

0.0401

0.0396

Confidence interval of 'rl

0.1344 to 0.2815

0.1089 to 0.3175

0.1 156 to 0.3266 -

0.1 300 to 0.3343

Percentage Variance

-.

4.33

4.54

4.80 --

5.39


( i i ) Boys



(iii) Girls



(iv) Rural Subjects



(v) Urban Subjects














The coeficient of correlation obtained is 0.21 15. It is significant at 0.01





I nterpretationa

The following results indicate that there is considerable relationship

between Verbal Scientific Creativity and Home Environment:

(a) The coeficients of correlation obtained are significant at 0.01 level for

all samples.


2322. The relationship between the variables can be explained as

low or slight.

(G) All the coefficients of correlation are positive showing that any

increase in Home Environment will cause a corresponding change in

one's Verbal Scientific Creativity.




variance of Verbal Scientific Creativity is attributable to the variance

in one's Home Environment. In terms of common shared variance,


the maximum overlap between the variables is nearly 5 percent and

minimum overlap is nearly 4 percent.

5. Relationship between Non-verbal Scientific Creativity and Home

Environment

Table 4.67 shows the correlations of Non-verbal Scientific Creativity

and Home Environment for the Total sample and relevant subsamples.

Table 4.67

Product Moment Coefficients of Correlation of Non-verbal Scientific

Creativity and Home Environment for the Total Sample and Subsamples

Sample Correlation I SEr I Confidence Percentage Interval of 'r' Variance

I

1. Total 0.2012"* 0.0286 0.1274 to 0.2749 4 05 .- -

2. Boys 0.1985** 0.0407 0.0934 to 0.3035

3. Girls 0.2121** 0.0402 0.1083 to 0.3159 - -- -- - 4. Rural 0.1873** 0.0403 0.0831 to 0.291 4

-- -- - - - - - - . - 5. Urban 0.177** 0.0413 0.071 1 to 0.2843 --

6. Government 0.2100"* 0.0412 0.1035to0.3165 4 41 - -- --

7. Private 0.1985** 0.0397 0.061 to 0.3009 - 3 94

8. High Ach. Group 0.1735** 0.0516 0.0404 to 0.3066 3.01 - - 9. Average Ach. Group 0.1235* 0.0483 0.001 1 to 0.2481 7 53

.- -- -

10. Low Ach. Group 0.1 105* 0.0527 0.255 to 0.2465 1.22 .- -

**indicates significance af 0.0? level ' *indicates significance at 0.05 le vet


follows:

( i ) Total Sample




( i i ) Boys



( i i i ) Girls


level and the 0.01 confidence intetval is from 0.1083 to 0.3159.

(iv) Rural Subjects



(v) Urban Subjects


level. The 0.0j confidence interval is from 0.071 1 to 0.2843.



level. The 0.01 confidence interval is from 0.1 035 to 0.31 65.














Interpretations

The following results show that there exists low relationship between

Non-verbal Scientific Creativity and Home Environment:


all sample except for the two Achievement groups {AA and LA

groups). The obtained 'r's are significant at 0.05 level for Average

and Low Achievement groups.

(b) The coefficients of correlation are in the range 0.7 105 to 0.2 121. The

relationship between the variables may be described as low or slight.

(c) All the coefficients of correlation are positive showing that any

increase or decrease in Home Environment will be followed by a

corresponding slight change in Non-verbal Scientific Creativity.



(e) The percentage variance obtained shows that about 4% of the

variance of Non-verbal Scientific Creativity is to attributable to one's

Home Environment.


6. Relationship between Scientific Creativity (Total) and Home

Environment

Table 4.68 shows the correlations of Scientific Creativity and Home

Environment for the Total sample and relevant subsarnples.

Table 4.68

Product Moment Coefficients of Correlation of Scientific Creativity and



follows:

SI. No.

1.

2

3

4.

5.

6. - -

7.

8,

9.

10.

( i ) Total Sample



-

Sample -- --

Total

Boys ---- ..

Girls

Rural

Urban

Government

Private -- High Ach. Group

Average Ach. Group

Low Ach. Group


periEitage Variance

4 5

4.33 . -.

3 90 - - - - . - - -. . - - - -

4.89

3 28 -

3.78 . . -- - - - -

3.17 --.- -

3.56 .

4 07

4 58


0.1 390 to 0.2858

0.1036 to 0.31 27 --

0.0938 to 0.3029 - - . - - - - - - -. -.

0.1 185 to 0.3239

0.0747 to 0.2877

0.0871 to 0.3015 -.

0.0749 to 0.281 3

0.0564 to 0.321 2 -

0.0805 to 0.3231

0.0905 to 0.3523

Correlation lrr

0.2124**

0.2081""

0.1983**

0.221 2**

0.181 2**

0.1943""

0.1781**

0.1888**

-- 0.201 8**

0.2214**

SEr

0.0285

0.0405

0.0405

0.0398

0.041 3

0.0416

0.0399

0.051 3

0.0470

0.0508


( i i ) Boys

The coefftcient of correlation obtained is 0.2081. It is significant at 0.01

level and the 0.0? confidence interval is from 0.1036 to 0.3 127.

(iii) Girls


level and the 0.01 confidence interval is from 0.0938 ta 0.3027.

(iv) Rural Subjects



(v) Urban Subjects

The coefficient of correlation obtained is 0.1812. It is significant at 0.0-l




level. The 0.01 confidence interval is from 0.0871 to 0.301 5.


The coefficient of correlation obtained is 0.q781. It is significant at 0.01







The coefficient of correlation obtained is 0.201 8, It is significant at 0.01





Interpretations

The following results show the existence of a considerable relationship

between Scientific Creativity and Home Environment:


all samples.

{b) The obtained 'r' values are in the range 0.1812 to 0.2214. The

relationship between the variables is low or slight.

(c) The coefficients of correlation obtained are positive showing that any

increase or decrease in Home Environment will be followed by a

corresponding increase in Scientific Creativity and vice versa.




variance of Scientific Creativity is to attributable to one's Home





4.2.2.6 Relationship between Achievement Motivation and Home Environment

Table 4.69 shows the correlations of Achievement Motivation and

Home Environment for the Total sample and relevant subsamples.

Table 4.69 Product Moment Coefficients of Correlation of Achievement Motivation



follows:

- --- SI. No.

1.

2.

3.

4.

5.

6.

7.

8.

9. . .- I 0.

(i) Total Sample


any level.

*jndjcates significance at 0.05 level

---

Sample

Total -- -

Boys --

Girls

Rural - Urban

Government

Pr~vate

High Ach Group

Average Ach Group -"-- tow Ach. Group

(ii) Boys


any level.

Correlation 'r'

0.0765

0.0428

0.081 8

0.0915*

0.0523

0.0993*

0.081 2*

0. I01 8 -- 0.0718

0.0983

SEr

0.0296

0.0423

0.041 9

0.041 5

0.0426

0.0428

0.041 0

0.0526

0.0487

0.0529


--

"-

-- Percentage Variance --- -

--- - 0 18 - - -

- -- 0.01 56 to 0.1986

0.01 1 1 to 0.2097

0.0245 to 0.1869

--- .

0.67 -

0.83 -- - -

. . 0 27 -

0 99 -.

0.66 -- -

1.036 - - -

0.97


(iii) Girls


any level.

(iv) Rural Subjects


level. The 0.05 level confidence interval is from 0.0156 to 0.1986.

(v) Urban Subjects


any level.



level. The 0.05 confidence interval is from 0.01 1 I to 0.2097.






a n y level.



any level.




any level.

Interpretations

The following results indicate that the relationship between

Achievement Motivation and Home Environment is negligible:


Rural, Government and Private school subsamples. The obtained 'r's

are not significant for the Total sample, Boys, Girls, Urban subjects

and for the three Achievement groups (HA, AA and LA groups).


0.0812 to 0.0993. The 'r' values are negligible or indifferent.

4.3 PREDICTION OF ACHIEVEMENT IN SCIENCE FROM THE MULTIPLE

REGRESSION EQUATION

To develop a Multiple Regression Equation for predicting the criterion

variable, viz., Achievement in Science, the best predictor variables are to be

isolated. The Correlation analysis clearly indicates that Achievement in

Science is closely associated with Intelligence, Scientific Creativity and Home

Environment whereas the influence of Achievement Motivation is less. So the

variables Intelligence, Scientific Creativity and Home Environment are

selected as the best predictor variables.

The Regression Equation has been developed by the following

procedures:

290 Analysts of Data

Criterion variable to be predicted XI - - Achievement in Science

Predictor variables X2 - - Intelligence

x3 - - Scientific Creativity

x4 - - Home Environment

The statistical indices relating to these variables are given below

Table 4.70

Mean and Standard Deviation

Table 4.71

Inter correlations of the Variables

SI.No.

1.

2 .

3.

4.

First Order Partial Correlations

- 0.3259 - r123 - r23.1 - 0.251 8

r132 = 0.36 rz4.1 = -0.2589

Variables

Achievement in Science

Intelligence


Home Environment

SI.No.

1.

2,

3.

4.

Mean

Mi - Mz

M3

M4

Variables

Achievement in Science

Intelligence


Home Environment

SD

61

0 2

~3

[34 ..-d

I

(. . . ..)

2

0.4614

(. . . . .I

3

0.4832

0.4185

(.....>

4

0.4814

0.2132

0.2124 -, .-

(.....)


Second Order Partial Correlations

Third Order Partial Standard Deviations

Partial Regression Coefficients

b12.34 - - 0.021

b13 244 - - 0.020

b14.32 - - 0.030

4.3.1 The Regression Equation

The general Regression equation of the criterion variable X1 in terms of

the Predictor variables X2, X3, and X4 in the deviation form is

x1 - - 612.34 X2 + b13.24 X3 + b14.23 X4 (Garrett, p.412)

This equation in the score form is

XI - M1 = b12.34 (X2-Mz) + b13.24 (X3 - M3) + b14.23 (X4 - M4)


This is simplified as

XI = b12.34 X2 + b13,24 X3 + b14,23 X4 + K whose is a constant

Substituting the values in the above equation of the score form, the

equation is

This equation helps us to predict Achievement in Science from known

values of X2 (Intelligence), X3 (Scientific Creativity) and X4 (Home

Environment).

4.3.2 The Coefficient of Multiple Correlation

The Multiple Coefficient of correlation 'R' of the variable XI in relation

with variables X2, X3 and Xa is given by

The value of 'R' shows that there is a very high association between XI

and X2, X3' X4 combined using the weights given in the prediction equation

4.3.3 The Standard Error of Multiple R

Standard error of 'R' is given by


R - - Multiple Coefficient of correlation

N - - Sample size

m - - Number of variables being correlated

Here, R = 0.66; N = 1120; m = 4

This SER = 0.02

The 0.99 confidence interval for the population R is 0.66 t 2.58 x .02,

i.e., from 0.61 to 0.71. This shows that the coefficient of Multiple Correlation

obtained is highly significant.

4.3.4 Multiple R in terms of P Coefficients

~~1 (234) gives the proportion of the variance of the criterion measure

(XI) attributable to the joint action of the variables X2, X3 and &. In terms of p

coefficients and the zero order r's.

Where P12.34, P13.24 and P14.23 are the partial regression coefficients.

G4 - - - P ~ 4 . 2 3 b14.23- - 0.38

0 1

Thus,

So that RI (234) - 0.66 -


This shows that 44% of t h e variance of Achievement in Science can be

attributed to the differences in the predictor variables, viz., Intelligence,

Scientific Creativity and Home Environment. More specifically,

t2% is t he contribution of Intelligence

t4% is the contribution of Scientific Creativity and

18% is the contribution of Home Environment to the variance in

Achievement in Science.

The remaining 56% of the variance of Achievement in Science can be

attributed to variables not included in this study.

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

Study in Retrospect

Summary of Findings

Tenability of Hypotheses

Implications

Suggestions for Further Research

CHAPTER V

CONCLUSlONS AND SUGGESTIONS

The present study was undertaken to study the relationship between

Intelligence, Scientific Creativity, Achievement Motivation, Home Environment

and Achievement in science of Higher Secondary School Pupils of Kerala.

The summary of the procedure adopted for the study, findings, implications

and suggestions are briefly discussed below.

5.1 STUDY fN RETROSPECT

5.1 .I Objectives of the Study

The major objectives of the study were stated as follows:

1. To compare the three achievement groups in pairs (High-Average,

Average-Low and High-Law) in respect of each of the independent

variables (Intelligence, Scientific Creativity, Achievement Motivation and

Home Environment) for the total sample and sub samples based on

gender, place of residence and nature of the institution.

2. To find out the relationship between the independent variables


Environment) for the Total sample and sub samples based on gender,

place of residence, nature of the institution and achievement levels.

3. To find out the relationship between each of the independent variables


Environment) and Achievement in Science for the total sample and sub

296 Conclusions and Suggestions

samples based on gender, place of residence, nature of the institution and

achievement levels.

4. To develop a multiple regression equation to predict the Achievement in

Science using best predictors selected from the independent variables.

5. To find out the combined effect of the predictor variables on Achievement

in Science.

5.1.2 Hypotheses

1. Each of the independent variables selected will discriminate between

students of various achievement levels for the total sample and sub

samples.

2. There will be significant relationship between the selected independent

variables when each variable is correlated with the other for the total

sample and subsamples.

3. There will be significant relationship between each of the selected

independent variables and Achievement in Science for the total sample

and sub samples.

4. Achievement in Science can be predicted in terms of the highly correlating

independent variables which are chosen as best predictors.

5- The combined effect of the predictor variables on Achievement in Science

will be significant.

5.1.3 Method Adopted

The investigator adopted Survey Method for the present study.

297 Conclusions and Suggesttons

5.1.4 Sample

The study was conducted on a sample of 1120 Higher Secondary

School students.

5.1.5 Tools

The investigator developed the following Tools:

( i ) Test of Scientific Creativity for Higher Secondary School Students.

(ii) Home Environment Inventory

Other tools used for the study were

(i) Verbal Group test of Intelligence

(ii) Raven's Progressive Matrices test

(iii) Achievement Motivation Scale

5.1.6 Statistical Techniques Used

(i) Two tailed test of significance of the difference between means

(ii) Pearson's product moment Coefficient of Correlation

(iii) Multiple regression equation

(iv) Multiple correlation coefficient

5.2 SUMMARY OF FINDINGS

The important findings of the study have been presented as follows:

5.2.1 Findings based on Comparative studies

5.2.2 Findings based on Correlational studies


5.2.1. Findings based on Comparative Studies

5.2.2 -1 . Comparison of HA- AA Pair

Total sample

1. The variables Intelligence, Scientific Creativity, and Home Environment

clearly discriminated the HA -AA pair well beyond 0.01 level.

Achievement Motivation could not discriminate the pair (CR=1.59,

p=-0.05).

2. The components of Intelligence namely, Verbal Intelligence and Non

verbal Intelligence, and the components of Scientific Creativity namely,

Fluency, Flexibility, Originality, Verbal Scientific Creativity and Non

verbal Scientific Creativity discriminated the HA -AA pair.

Sub samples

1. The variables Intelligence, Scientific Creativity, Achievement Motivation

and Home Environment clearly discriminated the HA -AA pair of Boys,

Rural, Government and Private school sub samples. Achievement

Motivation could not discriminate the HA -AA pair of Girls, (CR=0.83,

pB0.05) and Urban school (CR=t -38, p0.05) sub samples




verbal Scientific Creativity discriminated the HA -AA pair of Boys, Girls,

Rural Urban, and Private school sub samples. Originality could not


discriminate the HA -AA pair of Government school sub sample

(CR=t .22, pz0.05)

5.2.1.2. Comparison of AA- LA pair

Total sample


clearly discriminated the AA- LA pair well beyond 0.01 level.

Achievement Motivation could not discriminate the pair (CR=0.60,

p>0.05)

2. The components of lntelligence namely, Verbal Intelligence and Non



verbal Scientific Creativity discriminated the AA- LA pair

Sub samples

1 . The variables Intelligence, Scientific Creativity, Achievement Motivation

and Home Environment clearly discriminated the AA- LA pair of Rural,

Urban and Private school sub samples. Achievement Motivation could

not discriminate the AA- LA pair of Boys (CR=0.69, p>0.05), Girls

(CR=1.32, p>0.05) and Government school (CR=0.83, p>0.05) sub

samples.






Rural, Urban, Government and Private school sub samples

5.2.1.3. Comparison of HA- LA pair

Total sample


clearly discriminated the HA- LA pair well beyond 0.01 level.

Achievement Motivation could not discriminate t he pair (CR= I .55,

p>0.05)




verbal Scientific Creativity discriminated the HA- LA pair

Sub samples

I . The variables Intelligence, Scientific Creativity, Achievement Motivation

and Home Environment clearly discriminated the HA- LA pair of Boys,

Rural, Urban, Government and Private school sub samples.

Achievement Motivation could not discriminate the HA-LA pair of Girls

(CR=1.82, pN.05).





Rural, Urban, Government and Private school sub samples.


5.2.2 Findings based on Correlational Studies.

5.2.2.1 Findings Based on Simple Correlations

A. RELATIONSHIP BETWEEN ACHIEVEMENT IN SCIENCE AND

INDEPENDENT VARIABLES

I. Relationship between Achievement in Science and Intelligence

1 The relationship between Achievement in Science and Intelligence is

positive and significant at 0.01 level for the Total sample (r=0.4614),

Boys (r=0.5212), Girls {r=0.4015) Rural (r=0.4815), Urban (r=0.4212),

Government (r=0.4983), Private (r=0.42 16), High Achievement

(r=0.3012), Average Achievement (r=0.2814), and Low Achievement

(.r=0.2238) sub samples.

2. The relationship between Achievement in Science and Verbal

Intelligence is positive and significant for the Total sample (r=0.5235),

Boys (r=0.5468), Girls (r=0.4241) Rural (r=0.5126), Urban (r=0.5108),

Government (r=0.451 Q), Private (r=0.5321), High Achievement

(r=0.3108), Average Achievement (r=0.2614), and Low Achievement

(r=0.2516) sub samples

3. The relationship between Achievement in Science and Non Verbal

Intelligence is positive and significant for the Total sample (r=0.3241),

Boys (r=0.3815), Girls (r=0.2916) Rural (r=0.2785), Urban (r=O. 3102),

Government (r=0.3051), Private (r=0.3312), High Achievement

(r=0.2819), Average Achievement (r=0.201 I ) , and Low Achievement



11. Relationship between Achievement in Science and Scientific

Creativity

I. The relationship between Achievement in Science and Scientific

Creativity is positive and significant at 0.01 level for the Total sample

(r=0.4832), Boys (r=0.4258), Girls (r=0.4532) Rural (r=0.4701), Urban

(r=0.4451), Government (r=0.4839), Private (r=0.4430), High

Achievement (r=0.3832) and Average Achievement (r=0.2121) sub

samples

The relationship is positive but not significant for the Low Achievement

(r=0.1039) sub sample.

2. The relationship between Achievement in Science and Fluency is



Government (r=0.4245), Private (r=O.4203), High Achievement

(r=0.301 O), Average Achievement (r=0.3818) and Low Achievement

(r=0.1818) sub samples.

3. The relationship between Achievement in Science and Flexibility is


Boys (r=0.4000), Girls (r=0.42 13) Rural (r=0.3935), Urban (r=0.4138),

Government (r=O .4244), Private (r=0.4 108), High Achievement

(r=0.4242) and Average Achievement (r=0.22 18) sub samples

The relationship is positive and significant at 0.05 level for the Low

Achievement (r=O. 1 108) sub sample.


4. The relationship between Achievement in Science and Originality is



Government (r=0.3925), Private (r=0.3851), High Achievement (r=0.2914)

and Average Achievement (~0.1814) sub samples.


Achievement (r=0.1120) sub sample.

5. The relationship between Achievement in Science and Verbal Scientific



r = 4 I I, Government (r=0.4618), Private (r=0.4312), High

Achievement (r=0.4012) and Average Achievement (r=0.2001) sub

samples.


(r-0.1032) sub sample.

6. The relationship between Achievement in Science and Non Verbal

Scientific Creativity is positive and significant at 0.01 level for the Total

sample (r=0.3218), Boys (r=0.2832), Girls (r=0.3831), Rural (r=0.3737),

Urban (r=0.3832), Government (r=0.3200), Private (r=0.2162), High

Achievement (r=0.2210), Average Achievement (r=O. 191 2) and Low

Achievement (r=O.1820) sub samples.


I l l . Relationship between Achievement in Science and Achievement

Motivation

The relationship between Achievement in Science and Achievement

Motivation is positive and significant at 0.01 level for the Total sample

(r=0.1818), Boys (r=0.?921), Girls (~0.1664) Rural (r=0.1312), Urban (1=0.1415),

Government (r=0.1325), Private (r=O.t 145) and High Achievement (r=0.207 2)

sub samples.

The relationship is positive and significant at 0.05 level for the Average

Achievement(r=O.t215) and Low Achievement (r=O.l093) sub samples.

IV. Relationship between Achievement in Science and Home

Environment

The relationship between Achievement in Science and Home

Environment is positive and significant at 0.07 level for the Total sample

(r=0.4814), Boys (r=0.5018), Girls (r=0.42 10) Rural (r=0.5120), Urban

(r=0.4012), Government (r=0.4245), Private (r=0.4819), High Achievement

(r=0.5314), Average Achievement (r=0.4215) and Low Achievement


8. RELATIONSHIP BETWEEN INDEPENDENT VARIABLES

. Relationship between Intelligence and Scientific Creativity

1. The relationship between Intelligence and Scientific Creativity is positive

and significant at 0.01 level for the Total sample (r=0.4185), Boys

(r=0.4102), Girls (~0.4012) Rural (~0.37391, Urban (r=0.3985), Government


(r=0.3851), Private (r=0.3918), High Achievement (r=0.2304), Average

Achievement (r=O. 1984) and Low Achievement (r=O. 1795) sub samples.

2. The relationship between Intelligence and Fluency is positive and

significant at 0.01 level for the Total sample (r=0.3983), Boys (r=0.4212),

Girls (r=0.3985) Rural (r=0.3214), Urban (r=0.3483), Government

(r=0.3880), Private (r=0.4200), High Achievement (r=Q.22 12), Average

Achievement (r=O. 1835) and Low Achievement (r=O. I 91 9) sub samples.

3. The relationship between Intelligence and Flexibility is positive and




Achievement (r=0.201 I) and Low Achievement (r=0.2004) sub samples.

4. The relationship between Intelligence and Originality is positive and


Girls (~0 .2828 ) Rural (r=0.2751), Urban (r=0.3012), Government

(r=0.282), Private (r=0.2428), High Achievement (r=0.1815) and Average

Achievement (r=0.1737) sub samples.


Achievement {r=O. 1089) sub sample.

5. The relationship between Intelligence and Verbal Scientific Creativity is


Boys (r=0.3725), Girls (r=0.3251), Rural (r=0.3014), Urban (r=0.3812),





6. The relationship between lntelligence and Non Verbal Scientific




Achievement (r=0.3832), Average Achievement (r=0.2002) and Low


7 The relationship between Verbal Intelligence and Scientific Creativity is



Government (r=0.4018), Private (r=O. 3799), High Achievement



8. The relationship between Verbal intelligence and Fluency is positive and

significant at 0.01 level for the Total sample (r=0.44j8), Boys (r=0.4201),



Achievement (r=0.3108) and Low Achievement (r=0.2018) sub samples

9. The relationship between Verbal Intelligence and Flexibility is positive


(~0.4008), Girls (r=0.3737) Rural (r=0.3555), Urban (~0.3833), Government


(r=O. 3257), Private (r=0.3992), High Achievement (r=0.2302), Average

Achievement (r=0.2814) and Low Achievement (r=0.2212) sub samples.

70. The relationship between Verbal Intelligence and Originality is positive


(r=0.3014), Girls (r=0.2009) Rural (r=0.2230), Urban (r=0.2212),

Government (r=0.2019), Private (r=O. 7 998), High Achievement

(r=O. 1814) and Average Achievement (r=0.2012) sub samples.


Achievement (r=O. 121 3) sub sample.

11. The relationship between Verbal Intelligence and Verbal Scientific


(r=0.4012), Boys (r=0.4180), Girls (r=0.3919), Rural (r=0.3985), Urban


Achievement (r=0.3923), Average Achievement (r=0.4012) and Low


12. The relationship between Verbal Intelligence and Non Verbal Scientific



(r-0.3212), Government (r=0.2904), Private (r=0.2495), High Achievement

(t=O. 301 41, Average Achievement (r=0.3210) and Low Achievement

(~0.2985) sub samples.

13. The relationship between Non Verbal Intelligence and Scientific


308 Condusions and Suggestions


(r-0.3531), Government (r=0.3612), Private (~0.3601), High Achievement



14. The relationship between Non Verbal Intelligence and Fluency is positive


(r=0,4012), Girls (r=0.3732) Rural (r=0.3985), Urban (r=0.3642),



(r=O. 181 8) sub samples.

15. The relationship between Non Verbal Intelligence and Flexibility is


Boys (r=0.3523), Girls (r=0.3414) Rural (r=0.3018), Urban (r=0.387 2),

Government (r=0.3212), Private (r=0.3008), High Achievement (r=0.220),

Average Achievement (~0 .1815 ) and Low Achievement (r=O. 1421) sub

samples.

16. The relationship between Non Verbal Intelligence and Originality is

positive and significant at 0.0? level for the Total sample (r=0.2980),

Boys (r=0.2758), Girls (~0.2632) Rural (r=0.2952), Urban (r=0.2710),

Government (r=0.2200), Private (r=0.2802), and Average Achievement

{r=0. -1614) sub samples.

The relationship is positive and significant at 0.05 level for High

Achievement (r=O. 1235) and Low Achievement (r=O. 1332) sub samples.


17. The relationship between Non Verbal Intelligence and Verbal Scientific


(r=0.3735), Boys (r=0.3112), Girls (r=0.3032), Rural (r=0.3833), urban

(r=O.311 I), Government (r=0.3618), Private (r=0.33 121, High Achievement

(r=0.3012) and Average Achievement (r=0.4012) sub samples


(r=Q. 1032) sub sample.

18. The relationship between Non Verbal intelligence and Non Verbal

Scientific Creativity is positive and significant at 0.01 level for the Total

sample (r=0.3218), Boys (r=0.2832), Girls (r=0.373t) Rural (r=0.3235),

Urban (r=0.3200), Government (1=0.2162), Private (r=0.221 O), High Achievement

(r=0.1912) and Average Achievement (r=0.1820). The relationship is

positive but not significant for the Low Achievement (r=0.1009) sub

sample.

I I Relationship between Intelligence and Achievement Motivation

1. The relationship between Intelligence and Achievement Motivation is

positive and significant at 0.01 level for the Total sample (r=0.12q4),


Government (r=O. 131 2) and Private (r=O.1385) sub samples.

The relationship is positive but not significant for the High Achievement

(r=O. 1002), Average Achievement (r=0.0933) and Low Achievement



2. The relationship between Verbal Intelligence and Achievement


(r=0.1138), Boys (r=O. t 123), Girls (r=0.1081) and Government(r=O.l212)

sub samples.

The relationship is positive and significant at 0.05 level for Rural

(r=0.1030), Urban (r=0.1051), Private (r=0.1181) and Average Achievement

(r=0.1102) sub samples,

The relationship is positive but not significant for the High Achievement

(r=0.098 I ) , and Low Achievement (r=0.0124) sub samples.

3. The relationship between Non Verbal Intelligence and Achievement


(r=0.1432), Boys (r=0.1200), Girls (r=0.1332) Rural (r=O. 1 185), Urban

(r=0.1312), Government (r=0.1451) and Private (r=0.1504) sub samples.

The relationship is positive but nut significant for the High Achievement

r = O . O ) Average Achievement (r=0.0783) and Low Achievement

(r=0.02 18) sub samples.

Ill. Relationship between Intelligence and Home Environment

1. The relationship between lntelligence and Home Environment is positive

and significant at 0.01 level for the Total sample jr=0.2080), Boys

(r=0.2132), Girls (r=0.2191), Rural (r=0.2322), Urban (r=0.2085),


(r=O. 1883), Average Achievement (r=0.1713) and Low Achievement


31 1 Conclusions and Suggestions

2. The relationship between Verbal Intelligence and Home Environment is




(r=0.2 12 'I), Average Achievement (r=O. 1 882) and Low Achievement


3. The relationship between Non Verbal Intelligence and Home

Environment is positive and significant at 0.01 level for the Total sample

(r=0.2142), Boys (r=0.2083), Girls (r=0.228d) Rural (r=0.1985), Urban

(r=0.2099), Government (r=0.2120), Private (r=0.2030), and Average


The relationship is positive and significant at 0.05 level for High

Achievement (r=O. 1083), and Low Achievement (r=O. 1 232) sub samples.

IV. Relationship between Scientific Creativity and Achievement

Motivation

1 The relationship between Scientific Creativity and Achievement

Motivation is positive and significant at 0.01 level for the Total

sample(r=O. I 1 85).

The relationship is positive and significant at 0.05 level for Boys

(r=0.10-l8), Girls (r=0.0985), Urban (r=0.1075), Government (r=0.0994),

Private (r=0.1022) and Average Achievement (r=0.1010) sub samples.

The relationship is positive but not significant for Rural (r=0.0801), High

Achievement (r=0.0803) and Low Achievement (r=0.1001) sub samples.


2. The relationship between Fluency and Achievement Motivation is


Boys (r=0.1921), Girls (r=0.1664), Rural (r=0.1312), Urban (r=0.1415),

Government (r=O. I 325). Private (r=0. I 145), High Achievement

(r=0.2014), Average Achievement (~0.1816) and Low Achievement

(r=O. 1614) sub samples.

3. The relationship between Flexibility and Achievement Motivation is

positive and significant at 0.01 level for the Total sample (r=0.-?183),

Boys (r=O. 7214) and High Achievement (r=O.I 982) sub samples.

The relationship is positive and significant at 0.05 level for Girls

(r=0.1031), Rural (r=0.0981), Government (~0.7018) and Private (r=O.0980)

and Average Achievement(r=O. 1232) sub samples.

The relationship is positive but not significant for Urban(r=0.0814) and

Low Achievement (r=0.0201) sub samples.

4. The relationship between Originality and Achievement Motivation is

positive but not significant for the Total sample and sub samples.

5. The relationship between Verbal Scientific Creativity and Achievement


(r=O. 1057), Boys (r=0.1212), Girls (r=O. 11 38), and Rural (r=0.1238) sub

samples.

The relationship is positive and significant at 0.05 level for Urban

(r=0. '10321, Government (r=0.1081) and Average Achievement (r=0.1231) sub

samples.


The relationship is positive but not significant for High Achievement

(r=0.0981) and Low Achievement (r=O.1032) sub samples.

6. The relationship between Non Verbal Scientific Creativity and

Achievement Motivation is positive and significant at 0.01 level for the

Total sample(r=0.0814).

The relationship is positive and significant at 0.05 level for Urban

(r=0.0987) and Government (r=0.0884) sub samples.

The relationship is positive but not significant for Boys, Girls, Rural, and

Private and for the three Achievement Groups sub samples.

V. Refationship between Scientific Creativity and Home Environment

1. The relationship between Scientific Creativity and Home Environment is


Boys (r=0.2081), Girls (r=0.1983), Rural (~0 .2212 )~ Urban (r=0.1812),


{r=0.1888), Average Achievement (r=0.2018) and Low Achievement


2. The relationship between Fluency and Home Environment is positive and

significant at 0.01 level for the Total sample {r=0.2843), Boys (r=0.2525),


(r=O. 2 1 141, Private (r=0.2245), High Achievement (r=0.2048), Average

Achievement (r=0.2185) and Low Achievement (r=O. 1907) sub samples.

3. The relationship between Flexibility and Home Environment is positive

and significant at 0.0? level for the Total sample (r=0.2385), Boys

3 14 Conc/usions and Suggestions

(r=0.2203), Girls (r=0.2211), Rural (r=0.2432), Urban (r=0.2208),

Government (r=0 -21 91), Private (r=0.2083), High Achievement

(r=0.2102), Average Achievement (~0.1121) and Low Achievement

(r=O.I 882) sub samples.

4. The relationship between Originality and Home Environment is positive


(r=O. 1 173), Girls (r=0.1081), Rural (r=0.1325), Urban (r=O. 1 185), and

Government (r=0.1421) sub samples.

The relationship is positive and significant at 0.05 level for Girls

(r=O. 1081), Private (r=0.12 10) and Average Achievement(r=O. 1021) sub

samples.

The relationship is not significant for High Achievement (r=0.0814) and

Low Achievement (r=0.1031) sub samples.

5. The relationship between Verbal Scientific Creativity and Home

Environment is positive and significant at 0.01 level for Total sample

(r=0.2080), Boys (r=0.2132), Girls (r=0.2191), and Rural (r=0.2322),

Urban (r=0.2085), Government (r=0.21 QO), Private(r=0.2084), High

Achievement ( ~ 0 . 7 883), Average Achievement (r=0.21 f 5) and Low


6. The relationship between Non Verbal Scientific Creativity and Home

Environment is positive and significant at 0.01 level for Total sample



(r=0.177), Government (r=0.2100), Private (~0.1985) and High Achievement


The relationship is positive and significant at 0.05 level for Average

Achievement (r=O. 1235) and Law Achievement (r=0.1105) sub samples.

VI. Relationship between Achievement Motivation and Home

Environment

The relationship between Achievement Motivation and Home

Environment is positive but not significant for Total sample (r=0.0765), Boys

(r=0.0428), Girls (r=0.0819), Urban (r=0.0523), High Achievement (r=0.1018),

Average Achievement fr=0.0718) and Low Achievement (r=0.0983) sub

samples.

The relationship is positive and significant at 0.05 level for Rural

(r=0.0915), Government (r=0.0993) and Private (r=0.0812) sub samples.

5.2.2.2. Findings based on Multiple Correlations

1. The Multiple correlation coefficients obtained is positive and significant

(R=0.66) for the Total sample.

2. Nearly 44% of variance of Achievement in Science can be attributed to

differences in the predictor variables namely ., Intelligence, Scientific

Creativity and Home Environment.

The relative influence of each independent variable to the variance of

criterion variable. Achievement in Science is as follows.

12% is the contribution of Intelligence.

14% is the contribution of Scientific Creativity.


18% is the contribution of Home Environment.

This shows that Home Environment is the most influencing factor of

Achievement in Science.

The remaining 56% of t h e variance of Achievement in Science can be

attributed to variables not included in this study.

5.2.2.3. The Regression Equation

Considering Achievement in Science as the criterion variable(X1) and

Intelligence((Xz), Scientific Creativity(X3) and Home Environment(X4) as the

predictor variables Multiple Regression Equation was found out as

XI = 0.02 Xz + 0.02 X3 + 0.03 X4 + 28.44 - This equation helps us to predict Achievement in Science from known

values of X p (Intelligence, X3 (Scientific Creativity) and X4 (Home

Environment).

5.3 CONCLUSIONS

The major conclusions of the study drawn from the findings are given


clearly discriminated the High, Average and Low achievement groups.

So these variables have significant association with Achievement in

Science.

The correaltional studies indicate that Intelligence, Scientific Creativity,

and Home Environment have close relationship with Achievement in Science.


2. Achievement Motivation do not discriminate the three achievement

groups. Thus the High, Average and Low achievement groups do not

differ significantly in their mean scores of Achievement Motivation.

The correlational studies show that there exist very low relationship

between Achievement Motivation and Achievement in Science of Higher

Secondary School Students.

3. The components of Intelligence namely, Verbal lntelligence and Non

verbal Intelligence are equally important variables in discriminating the

High, Average and Low achievement groups when taken in pairs. So

Verbal lntelligence and Non verbal Intelligence are associated with

Achievement in Science. The correlational studies confirm the high

relationship of Achievement in Science with Verbal lntelligence and Non

verbal Intelligence.

4. The components of Scientific Creativity namely, Verbal Scientific

Creativity and Non verbal Scientific Creativity have similar effect in

discriminating the High, Average and Low achievement groups. So

Verbal Scientific Creativity and Non Verbal Scientific Creativity are

associated with Achievement in Science

The correlational studies imply that the relationship of Achievement in

Science with Verbal Scientific Creativity and Non verbal Scientific Creativity is

very high.

5. The components of Scientific Creativity namely, Fluency, Flexibility and

Originality discriminated the High, Average and Low achievement groups


when taken in pairs. Among these variables Fluency discriminated the

three groups more and Originality less. This shows that Fluency is the

prime component of Scientific Creativity that influences the Achievement

in Science.

The correlational studies show that Fluency, Flexibility and Originality

have high relationship with Achievement in Science.

6 . Intelligence and Scientific Creativity are closely related variables. The

components of lntelligence namely, Verbal lntelligence and Non verbal

Intelligence, and the components of Scientific Creativity namely, Fluency,

Flexibility, Originality, Verbal Scientific Creativity and Non verbal

Scientific Creativity are mutually related variables.

7. Achievement Motivation has a very low association with Intelligence

whereas its influence on Scientific Creativity and Home Environment is

negligible.

8. Home Environment has significant influence on lntelligence and

Scientific Creativity. Conducive Home Environment will foster the

Intelligence and Scientific Creativity of a learner.

9. From the known values of Intelligence, Scientific Creativity and Home

Environment Achievement in Science can be predicted using the

developed Regression Equation.

10. The combined effect of Intelligence, Scientific Creativity and Home

Environment on Achievement in Science is very high and Home


Environment is the most influencing factor of Achievement in Science of

Higher Secondary School Students.

5.4 TENABILITY OF HYPOTHESES

The study provides sufficient evidence to decide the validity of the

hypotheses set for. An attempt has been made to examine the validity of the

hypotheses.

1. Tenability of Hypothesis I

The three achievement groups (HA, AA and HL) differ significantly with

respect to the selected independent variables for the total sample. The

variable Achievement Motivation does not discriminate the three groups of a

few sub samples. So Hypothesis 1 is mostly substantiated.

2. Tenability of Hypothesis ll

When independent variables were correlated with each other,

Achievement Motivation has negligible relationship with Scientific Creativity

and Home Environment. All other independent variables have significant

positive relationship with each other. So Hypothesis I l is mostly substantiated.

3. Tenability of Hypothesis III

There is significant relationship between each of the independent

variables and Achievement in Science for the total sample and sub samples.

except for two cases. So Hypothesis Ill is mostly substantiated.

4. Tenability of Hypothesis IV

Achievement in science can be predicted with the help of t h e Multiple

Regression Equation developed. So Hypothesis IV is wholly substantiated.

320 Conclusions and Suggesfions

5. Tenability of Hypothesis V

The multiple correlation coefficient obtained is significant. So

Hypothesis V is wholly substantiated.

5.4 IMPLICATIONS

The study revealed the interactive effect among the variables

Intelligence, Scientific Creativity, Achievement Motivation, Home Environment

and Achievement in Science. Since all these variables are important, the

present study indicates certain factors to be borne in mind while we train and

nurture our children. The implications revealed by the study are given below.

5.4.1 Implications for Teachers

- Verbal Intelligence and Nonverbal Intelligence develop through

reasoning, critical thinking and problem solving. So Science teaching

must be aimed at the development of higher order thinking skills

- Provide opportunities for children to express their ideas through verbal

as well as nonverbal media.

- 'create' should be taken as a major objective of Science Teaching

- Promote divergent thinking and originality of ideas.

- Understanding the home environment of the learner is a pre requisite

for effective teaching.

- Emotional stress is a major cause for cognitive decline and low

achievement. So teachers must render comfortable emotional

atmosphere for students.

Conclusions and Suggestions

- Establishing a cordial relationship with parents of students' and timely

interactions with them may help students to cope with many difficulties.

Help learners to set realistic goals and motivate them to achieve their

goals.

- Use positive reinforcers for developing proper achievement behaviour.

- Promate Achievement Motivation by combining strong hope for

success with low fear of failure.

- Proper guidance and counselling facilities can be provided to solve the

problems and render help for the needy students.

5.4.2 Implications for Parents

Encourage children's critical questioning and divergent thinking habits.

Discuss daily life situations with children to help them to draw right

conclusions and decisions.

Develop awareness that examination result is not the only criteria for

assessing children.

Their creative potentialities are to be reinforced.

Emotional support is the most important factor to be provided at home.

Provide tension free and emotionally relaxed home atmosphere for

children.

Inculcate good values in children through proper interactions.

Help children to face failures successfully.

Develop positive attitude among children to boost their self concept.


- Harsh punishments, sarcastic comments and negative attitudes are to

be avoided to develop good self-concept and achievement motivation.

5.4.3 Implications for Students

- Good reading skill, writing skill and vocabulary skills are to be

developed for verbal intelligence and creative expression of ideas.

- Present imaginative ideas through verbal as well as nonverbal paths

- Think for novelty and originality.

- Elaborate and extend the thought process.

- Accept the home environment with all its limitations and try to

overcome the deficiencies of the home environment.

- Set realistic goals and plan to achieve the goal.

- Motivation added with hard work is the key component of success in

life.

5.5 SUGGESTIONS FOR FURTHER RESEARCH

On the basis of the findings of t h e present study, the investigator would

like to suggest the following areas for further research.

( i ) The present study was confined to the Verbal and Non verbal

components of Intelligence. More comprehensive studies on the

interaction of components of Multiple Intelligence with cognitive and

affective variables may be conducted.

(ii) Scientific Creativity with a wider variety of creative measures like

elaboration spontaneity etc., and its effect on Achievement may be

studied


(iii) The Achievement in Science for Higher Secondary school students

can be measured in terns of written tests as well as practical tests.

(iv) The effect of more number of cognitive, affective and social variables

on performance of the students may be conducted.

(v) Replication of the study may be conducted -in other subject areas

also.

(vi) More studies related to the impact of Home Environment on

Personality development and Achievement is to be conducted.

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APPENDICES

Appendix A

TEST OF SCIENTIFIC CREATIVITY

FOR

Dr. P.M. Jaleel

and

Rosamma Philip

HIGHER SECONDARY SCHOOL STUDENTS (DRAFT TEST)

School of Pedagogical Sciences

Mahatma Gandhi Universiq

INSTRUCTIONS

I This test is specially prepared to assess your creative abilities. You can

1 express your ideas freely without the fear of being evaluated as right or wrong.

Read the instructions for each questions. See the model questions and

give your responses within the allotted time. When you write the answers, try to

/ give as many uncommon answers as possible.

PART A

IJI.

IV.

v.

VT.

Write as many scientific words as possible starting with following letters. ........................ Model Qn. En

............................ Ans : induction, inertia, infrared, Insulator (8 minutes) ..... ........ 1. Photo ........ 2. Con ...... 3.Efectro 4. Re

Write as many scientific words as possible ending with following letters. Mode1 Qn. ............................ ance

Ans. Reactance, Resistance, Impedance, Valance. ............. ............ .......... 1. ......... scope 2. tion 3. ity 4. meter (8 minutes)

Give maximum number of answers for the following 1. Simple machines we use in daily life 2. House hold chernicaIs (8 minutes) 3. Medicinal plants around us 4. Acids in our food.

Write your views about the following topics. 1 . Plastics 2. Fast food 3. Computers 4. Fever (8 minutes)

Write as many words as possible that have connection with the following words. Model Qn. - Atom Molecule (8 minutes) Ans: Atomic weight, proton, molecule, mass number 1. Light Lens 2. Hormone gland 3. Virus Bacteria 4. Heat temperature

Find the similarities between the following pairs. Model Qn. - Hydrogen Oxygen Ans: Gases, Present in the atmosphere, Components of water (8 minutes) 1. Silver Copper 2. Water oil 3. Snail Snake 4. Millipede Worm

PART B Some materials are given below. Give the usual and unusual scientific uses of the materials.

Model Qn. Water Ans: Drinking, Washing and diluting acids, making pastes ............. I . Sugar 2. Leaves 3. Tomato 4. Oil (8 minutes)

By rearranging or taking away the match sticks of the following symbol make as many chemical Symbols as possible.

Ans. --------------------- (3 minutes)

PART C

I. imagine the consequences of the following events. Write down your rcspunses Model Qn: - Sun loses its light Am:- No rain, No animals, No plants, NO day and night. .. . . . . . . . . . . . . (8 minutes) 1 . Acceleration due to gravity is absent. 2. Atoms are visible 3. Plants have no leaves 4. Animals can talk.

I 1 Some diagrams are given below. Making use of it, draw various objects or instruments related to science. (8 minutes)

ModelQn. 0 Ani. @ @ Orbit, Transistor

1 . 1 2.C 3. "d

I I 1 Write scientific titles for the following cartoons (4 minutes) I

All the medicines and procedures we use are 100% natural. Even for injecting we arc planting to use mosquitoes instead of syringes.

1V. Write interesting and imaginary stories about the following topics 1 . Talking viruses. ( I 2 minutes) 2. VisibIe electricity 3. Water as fuel in vehicles 4. Newton is alive

V. Read the following situations and give your suggestions. (6 minutes)

(1) Many rare phenomena are taking place in your surroundings. Colourful rains, disappearing wells, sudden changes for plants and leaves. How would you help a group of iIliterate people of a remote place who are frightened of these events?

(2) You meet a group of people who believe that using medicines for disease ism a sin against their God. What would you do to change their attitude?

Vl. (1) During night a science laboratory is a strange place. Pictures oSsome instruments are taken when lights are out. Recognize the instruments and mention its use. (4 minutes)

(2) The beaks of Flamingo, Parrot, Stilt, Hummingbird, Pariah kite, Pelicoi~ are shown in the sketches. Identify the beaks and name the bird having such a beak.

(3) The sketches show some of the work we often do. Of the four simple machines pulley, liver, inclined Plane, screw-Identify which is being utilized in each figure?

VII. What would you do if you get the following objects? (4 minutes)

I . A cell 2. A shoe flower 3. A magnet 4. An egg

VIII. ( 1 ) Some elements are given below. Arrange them to different groups. Write the criteria of grouping. Eg. Gases - oxygen, Hydrogen, Nitrogen, helium.. . .. . . . . . . . (4 minutes) Aluminium, Calcium Carbon, Chlorine, Copper, Helium, Hydrogen, Iron, Lead, Magnesium, Mercury. Nitrogen, Oxygen, Phosphorous, Potassium, Silicon, Silver, Sodium, 'Tin Uranium, Radium.

(2) Some phenomena are given below. Classify them to different groups. Write the criteria of grouping.

Refraction, Surface tension, Buoyancy, Reflection, Viscosity, Gravity, inertia. Spectrum, Bulk modulas, Dispersion, Capillarity, Mirage, Interference. Friction.

PART D

I . Observe the changes from state 1 to state 2 in the following illustrations. Find the scientific cause of the change (4 minutes)

Give the definition of the scientific phenomena cartoons

1 I on the basis of the following

Find out he names of scientists in the given words by rearranging the alphabets. I AHRICEMSED 2. ENHIR EBCEUQELR 3. NISETENI TREBLA 4. MESAJ TAWT 5. BORETE LEYOB 6. HE,LARCS WARDIN 7. ISLOU RESTUPA 8. RESTCOP LEOUJ

A scientific mistake has crept in the following drawings. Detect the scientific fallacy ( 5 minutes)

Make a drawing of your imagination on the topic 'Science a bliss or curse' (4 minutes)

PART E

Certain problems and their solutions are given betow. Check whether these solutions will produce certain other probfems. (5 minutes)

For convenience mare vehicles are used. Paddy fields are levelled for construction of buildings. Artificial colours arc used for making food attractive. What problems may arise due to the continuous use of following things. (1) Soft drinks (2) Mobile phone (3) Computer (5 minutes)

Suggest improvements for the following things. Suggestions are expected to be interesting and unusual, need not be practical. Model Qn :- Thermometer A n s . should measure, any high temp, should be able to measure time also.. . .

( 5 minutes) Telephone 2. Mobile phone 3. Writing ink

Appendix B

Dl and DP for Test of Scientific Creativity for Higher Secondary Students

Part 6 1.

Part A 1. I I . 111.

If.

SI.No. - 1. *2.

- 3.

-- .. "4.

Part C

Dl 0.87 0.48 0.89 0.52

DP 0.18 0.39 0.17 0.29

SI.No. 1 . *2. 3. *4.

Dl 0.93 0.47

DP 0.10 0.38

SI.No. 1. *2.

0.87 0.18

D I DP 0.44 0.49

*3. 4. 0.52

0.42 0.35 0.5 0.29

Part E 1. 11. Ill.

JSI.N~.~ -DI~DP~x,.N~. I 1 D ~ O J D ~ -TDP I

Part D 1.

L~I-oTT~TTF~R TG /-;c2;- 1 - - - - - .

0.48 0.37 .- 0.89 0.10 0.58 0.41

-- - --

*indicates selected items

-- - - _ ___ If. - 111. -- DP

0.32

0.30 0.37

0.19

SI.No. * 1 .

"2.

*3.

4. .-

SI.No. Dl -- *I.

"2. -- "3.

4. - -----

-- -

Dl 0.48

0.61

0.49 0.93

0.63

0.51 0.48

0.21

-

-

-

--

- *6. 0.63 0.39 - -- - -- 7. 0.48 0.33

8. 0.23 0.18 ---

DP 0.37

0.32

0.42

0.1?

SI.No. Dl DP -- *I. 0.73 0.31

-

2. 0.13 0.10

*3. 0.54 0.41 -- -

4. 0.91

*5. 0.63 0.39 - --

Appendix C

TEST OF SCIENTIFIC CREATIVITY

FOR

I HIGHER SECONDARY SCHOOL STUDENTS

(FINAL TEST)

Dr. P.M. Jaleel

and

Rosamma Philip

School of Pedagogical Sciences

Mahatma Gandhi University

Kottayam

INSTRUCTIONS

This test is specially prepared to assess your creative abilities. You can

express your ideas freely without the fear of being evaluated as right or wrong.

Read the instructions for each questions. See the model questions and

give your responses within the allotted time. When you write the answers, try to

give as many uncommon answers as possible.

PART A

1. Write as many scientific words as possible starting with following letters. .................... Model Qn. In .,,.

Ans : induction, inertia, infrared, Insulator ............................. (4 minutes) I.. Con ...... 2. Re ........

11. Write as many scientific words as possible ending with following Ietlers. Model Qn. ............................ ance Ans. Reactance, Resistance, Impedance, Valance. 1 ........... ..tion 2.. ............. meter (4 minules)

111. Give maximum number of answers for the following 1.. House hold chemicals (4 minutes) 2. Medicinal plants around us

IV. Writc your views about the following topics. 1. Fast food 2. Fever (4 minutes)

V. Write as many words as possible that have connection with the following words. Model Qn. - Atom Molecule (4 minutes) Ans: Atomic weight, proton, molecule, mass number 1. Light Lens 2. Hormone gland

VI. Find the similarities between the following pairs. Model Qn. - Hydrogen Oxygen Ans: Gases, Present in the atmosphere, Components of water (4 minutes) 1 . Silver Copper 2.. Snail Snake

PART B

I . Some materials are given below. Give the usual and unusual scientific uses of the materials.

Model Qn. Water ............. Arts: Drinking, Washing and diluting acids, making pastes

I.. Leaves 2. Tomato (4 minutes)

11. By re arranging or taking away the match sticks of he following symbol make as many chemical Symbols as possible.

Ans . --------------------- (3 minutes)

PART C

I. Imagine the consequences of the following events. Write down your responses Model Qn: - Sun loses its light

V

Ans:- No rain, No animals, No plants, No day and night ............. . (4 minutes)

1 . Plants have no leaves 2. Animals can talk,

11. Some diagrams are given below. Making use of it, draw various objects or instruments related to science. (4 minutes)

Model Qn. 0 hi. @ @) Orbit, Transistor

I C 2.. '-'.-,' 111. Write scientific titles for the following cartoons (2 minutes)

C I

All the medicines and proccdures we use are 100% naturai. Even for injecting we are planting to use mosquitoes instead oi' syringes.

IV. Write interesting and imaginary stories about the following topics (6 minutes)

- 1 . Water as fuel in vehicles 2. Newton is alive

V . Read the following situations and give your suggestions. (6 minutes)

( 1) Many rare phenomena are taking place in your surroundings. Colourful rains, disappearing wells, sudden changes for plants and leaves. How would you help a group of illiterate people of a remote place who are frightened of these events?

VI. ( I ) During night a science laboratory is a strange place, Pictures of some instruments are taken when lights are out. Recognize the instruments and mention its use. (4 minutes)

(2) The beaks of Flamingo, Parrot, Stilt, Hummingbird, Pariah kite, Pelicon are shown in the sketches. Identify the beaks and name the bird having such a beak.

(3) The sketches show some of the work we often do. Of the four simple machines pulley, liver, inclined Plane, screw-identify which is being utilized in each figure?

VI I . What would you do if you get the following objects? (2 minutes)

I . A shoe flower 2. An egg

VII1. Some phenomena are given below. Classify them to different groups. Write the criteria of grouping. (2 minutes)

Kefraction, Surface tension, Buoyancy, Re,flection, Viscosity, Gravity, inertia. Spectrum, Bulk modulas, Dispersion, Capillarity, Mirage, Interference, Friction.

PART D

I . Observe the changes horn state 1 to state 2 in the following illustrations. Find the scientific cause of the change (4 minutes)

11. Give the definition of the scientific phenomena on the basis of the following cartoons

2

111. Find out he names of scientists in the given words by rearranging the alphabets. 1 AHRICEMSED 2. NISETENI TREBLA (2 minutes) 3. BORETE LEYOB 4. ISLOU RESTUPA 5 . HELARCS WARDJN

IV A scientific mistake has crept in the following drawings. Detect the scientific fallacy

(4 minutes)

V. Make a drawing of your imagination on the topic 'Science a bliss or curse' (5 minutes)

PART E

I. Certain problems and their solutions are given below. Check whether these solutions will produce certain other problems. (3 minutes)

(1) Paddy fields are levelled for construc,tion of buildings. (2) Artificial colours are used for making food attractive.

II. What problems may arise due to the continuous use of following things. (I) Soft drinks (3 minutes) (2) Mobile phone

111. Suggest improvements for the following things. Suggestions are expected io be interesting and unusual, need not be practical. Model Qn :- Thennometer Ans. Should measure any high temp, should be able to measure time also.. . .

(3rninutes) (1) Mobile phone (2) Writing ink

Appendix D

KERALA UNIVERSITY GROUP TEST OF INTELLIGENCE

GENERAL INSTRUCTIONS

This test is designed to measure your general mental ability. There are

four types of problems in this test. You have twenty problems under each type.

Mark your answers only in the answer sheet given and not on the test booklet.

(Turn the page only when you are asked to)

Time: 10 mls TEST I

Find out the relation between the first two words. Apply this relation to the third word and find out the missing fourth word.

I . Book: Library: : Medicine : ------ (A. Doctor B. Hospital C. Treatment D. Disease)

2.Cat : Kitten: : Dog : ------ (A. Child B.Lamp C. Calf D.Puppy)

3 .Lion :Roar : :Dog : ------ (A. Bite &Bark C. Tail D.Animal )

4,Blacksmith : Iron: : Carpenter : ------ (A. Wood B.Najl C. Hammer D. F~lrniturc )

5. Police: Thief : : Doctor : ------ (A. Money B.Medicine C.Police Station D. Patient )

6.Finger : Hand: : Toe : ------ (A.Shoe B.Heel C. Foot D. Knee)

7.C'hair: Sitting: : Bicycle : ---- (A.Riding 0. Running C. Travelling D. Stec I )

8 . ice : Water ::Water : ------ (A-River B. Cold C. Thirst D. Steam)

9.Snake : Bite : : Knife : --- (A. Cut B. Iron C. Sharp D. Blade)

10. I-Iop : Frog : : craw[ : ------ (A.Snake B. (iropund C. animal D. Bird)

1 1 . Book: Author: : Statue : ----- (A. Model B. Sculptor C.Man D. Marble)

12. Woman: Bahy: ; Cow : ----- (A. Grass B. C:hild C.Calf D.Ox)

13 .Electric fan: Electric current: :.Engine (A. Smoke B. Motion C. .Fuel D.Whee1 )

I4Kingdom :King: : Republic: ------- (AnDemocracy B. Province C.Governer D.President )

15,RuIing: King: : Republic : ------- (A. Book B. Cheateness C. Scholor D. School )

16 Bird: Feather: : Fish : ------ (A. Scale 13. Tail C. Beak D. Mouth)

17.Big: Small: : Hope: -------- (A. Faith B. Despair C.Glory D. Sorrow )

I8.Con fusion: Order: : War : --------- (A. Guns B. Army C. Peace D.'Thunder )

I9.Affection : Friend: : Hatred: -------- (A. Happieness B.Quarrel C. Foe D. Fight)

20.Fi1-e : Heat : : Flower :----------- (A. Plant B. Fragrance C. Petal D, Leaf )

Time: 10 mls TEST I1

Find out the word which does not belong to the group

1 . A. Iran B. Nail C. Copper D. Brass E. Silver

2. A .Rnd io B. Thermometer C. Tape Recorder D. Gramophone E. I'oud Speaker

3 . A. Big B. Small C. Sweet D. Iiot I<. Cold

4 A. Triangle 0. Square C. Quadrilateral D. Circle E. Rectangle

5 . A. Almost €3. Perhaps C. Probably D. Possibly E. Never

6 . A. Worm B. Lizard C. Snake D. Rat E. Crow

7 . A. Jug B. Plate C. Coffee 0. Cup E. Dish

8. A. Button B. Toe C. Finger D. Head E. Arn~

9. A. Tiger B. Cow C. Lion D. Dog F,. Bear

10. A. Mug B. Jar C. Bucket D. Basket E Pot

I I . A. Rope B. Stick C. Chain D. String E. Wire

12. A .Mars B. Moon C. Venus D. Mercury F.. Jupiter

13. A. Happiness B. Sorrow C . Affection D. Quickness E. Hatred

14. A. Hindi B. Malayalam C. Telugu D. Punjabi E. English

1 5. A. Tapioca B. Sugar cane C. Beetroot D. Ground nut E. Carrot

16. A. Butterfly B. Moth C. Owl D. Aero plane E . Eagle

17. A .Calk B. Teak C. Lotus D. Tamarind E. Olive

18 A. Lincoln B. Kennedy C. Rajendraprasad D .Nazar E. Jawaharlal Nehru

19. A. Animal B. Bird C . Mammal D. Elephant E. btsect

20. A .Microscope B. Spectacle C. Telescope D.Binoculars I! . Television

Tinze: I0 rnis

TEST XI1

Find out the missing number

(A.1/8 B . t / 6 C. 1 / 1 2 D . 1/10)

(A. 16/48 B. 16/32 C.12/48 D. 12/36)

3 (A. / B. 3 C. 4 D.4 }

(A. 17 B. 20 C.16 D. 19)

(A. 39 B. 40 C. 43 D. 44 )

(A. 10 R. 9 (2.16 D . 2 1 )

(A) 3 % 8. 2 3/5 C. 3 4/5 D. 4 3/4 )

(A. 2/4 B.2 /3 C.4/3 U . 1 ! 3 )

(A. 34 B. 45 C. 46 I?. 4 7 )

(A.500 B.250 C.200 D. 50)

(A. 10 B. 9 C. 8 D . 5 )

( A 15 B . I ~ c . 22 n. 23 )

(A. 14 B.15 C.16 TI. 17)

(A. 37 R . 33 C. 36 n. 3s )

(A. 18 B. 19 C . 20 D.24 )

( A. 39 B. 48 C. 114 D. 120)

(A. L/z B. I/3 C.1/6 D. I )

(A. 32 B. 16 C . 12 U.6 )

( A . 9 6 B . 6 9 C:. 6 1 D. 16)

(A. 23 B.22 C. 3 D.1)

TEST IV

Find out the missing letten to complete the design.

I (a.G 6.1 c.N d.K Z.(aEFb CFc DFd CE) 3.(aA b D cE dG ) 4.(aP b Fc Gd N)

5.(aVH b PRc SEd RD) 6(.a QRb OPc QPd PO) 7.(a D b Jc G d L) 8.a(AP b CQc CAd BR)

pJ%j - R- zj" 9 . (aEbHc F d P ) lO.(aF b Jc I d K ) l l .(aI b M c N d E ) 12.(aXW bVRc SXdNO)

EFG GF E Eiz 15.(aKlb CDEc FG dLK) 16.(aG bE cO dF)

1 7 (aObYcSdX) 18(.aJK bLNcLM dMM)19.(aQR bOPc POP dPQ) 2O.aM M A C AA (d) AA A A A

Response Sheet

Appendix E

KERALA SCALE OF ACHIEVEMENT MOTIVATION Dr. A. Sukumaran Nair

'OF.

'6Z

'82

'LZ

'9 2

32

'VZ

'EZ

'ZZ

'12

'02

'61

'81

' LL

'91

'SL

-1'1

Appendix F

HOME ENVIRONMENT 1NVENTORY (Draft)

Dr. P.M. JaleeI and

Rosamma Philip

School of Pedagogical Sciences, Mahatma Gandhi University, Kottayam

2001 Please put your responses in the separate response sheet provided to you by putting (x) mark in the appropriate column against each item.

I. Physical Facilities for Learning

Following facilities are available at my home for supporting my studies.

Telephone Television Computer Internet Radio News Paper Science Magazines Light, fan Table chair Audio/Video recorders Scientific Calculator Text guides, Question bank.. Question bank Well equipped Room

Always Sometimes Ncver

11. Guidance for Learning

My family members provide guidance for my studies in the following ways.

I . Clearing my doubts Always Sometimes Nevcr 2. Arranging tuition for difficult subjects 3. Helping for project works and assignments 4. Checking my class notes 5 . Special care during examination time 6. Orientation for Entrance examination coaching 7 . Interacting with teachers and classmates

8. Motivating for systematic study 9. Developing good Study Habit 10. Assistance from experts 1 I . Encouragement for attending Career Guidance classes 12. Directions for the proper use of media

111. Socio Cultural Environment

Following situations of my home create problems for my studies.

Economic backwardness Always Sometimes Never Lack of nutritious food Quarrelling of family members Loud noises from nearby places Unnecessary interferences from neighbours Ignorance of family members Physical/mental ill health of members Non-hygienic surroundings Constant working of television Bad habits of elder members Negative attitude towards education Crowded surroundings Superstitious beliefs Frequent natural calamities

IV. Family Cohesion

Following opportunities are present at my home. Always Sometimes Never

Gathering of family members in special. occasions Conducting family tours and picnics Visiting relatives' houses Visit to devotional places General discussion on family matters Participation in socio-cultural programmes Strong interpersonal relationship Mutual support and help Solving problems arnicabIy Daily family prayer Self effort of members for the family


My family members encourage me for the following activities: Always Sometimes Never

1. Helping the poor 2. Caring old-aged people 3. Participating in social activities 4. Reading Holy books 5. Cleaning the surroundings 6. Protecting the environment 7 . Obeying rules and regulations 8 . Responding honestly 9. Wearing neat dresses 10. Developing good manners 1 1. Hard work and sincere efforts 12. Respecting others

VI, Emotional Support

1 feel that following situations are present at my home. Always Sometimes Never

I . Complete presence of my parents 2. Awareness of my strengths and weaknesses 3. Expression of love and affection 4. Freedom of opinion 5 . Listening to each other 6. Appreciation for small successes 7. Empathetic Approach 8. Avoiding sarcastic comments 9. Sharing of problems 10. Consolation in failures I 1. Accepting my individuality 12. Directions for future

Response Sheet

Always Sometimes Never 1. 2. -- 3 .

Appendix G

Difficulty Index and Discriminating Power of Items of Home

Environment Inventory for Higher Secondary Students

I. SI.No.

*I . - *2. --

"3. "4. *5. 6. 7.

- 8.

- -- 9.

*lo. *-It. *12.

IV. -

--- Dl

0.70 0.52 0.55 0.68 0.50 0.93 0.20 0.93 0.93 0.52 0.42 0.49

--_-____

- If. Ill. --- - - - - - -- - DP SI.No. Dl DP Sl.No. D I DP - - - - - - - - 0.26 *I . 0.57 0.30 *l. 0.51 0.32 - - - - - - -, - - - . 0.29 *2. 0.61 0.30 *2. 0.61 0.22 0.23 "3. 0.51 0.33 *3.

-- 0.70 0.20 -- -

0.32 *4. 0.50 0.31 *4. 0.49 0.31 0.39 *5. 0.49 0.28 5. -. 0.21 0.20 -- 0.10 6. 0.81 0.03 6 . 0.79 0.12 0.41 "7. 0.47 0.39 7. 0.82--- 0.14 -- P - L- .- -- - 0.21 "8. 0.62 0.28 *8. 0.48 0.30 -- --A - 0.02 9. 0.91 0.02 *9. 0.48 0.30 --- - -- - 0.31 10. 0.78 0.14 * lo. 0.52 0.32 - - - - - 0.26 11. 0.23 0.21 11. 0.41 0 1 2 --- - - - - 0.25 *12. 0.51 0.39 '1 2. 0.43 0.19 ---

0.32 ~ - - 0 3 9 - - -

---- - -- .-

v. - VI. --- - DP Sl-No.

* l . -- - *2.

"3. - -- *4.

Dl 0.62 0.51 0.51 0.51

DP 0.28 0.39 0.39 0.39

*5. -- 6.

0.35 - 0.21

SI.No.

0.59 0.83

Dl DP

0.43 0.20

0.51 0.39 11. - -- 0.91 0.01 11.

12.

*l. *2. 3. "4.

0.50 0.91 0.69 0.85 0.21 0.28

0.71 0.70 0.24 0.79

*5. 6.

0.28 0.26 0.20 0.31

SI.No.

*indicates selected items

0.79 0.70

-- Dl -

0.30 0.08 0.31 0.12 0.18 0 . 1 7 -

* I . - 2. 3. *4.

0.49 "7. 8. *9. *I 0. 11. *12.

0.31 0.29

0.28 --

--- 0.28 -- 0.51

- -- --

5. 6. - -

0.50 ----

0.21 ---- 0.52

-/ - .- 0.18 0.33 - --- -- -

-.

0.39 -- -.

0.18 -- - - 0.31 - -- -

0.15 0.55 0.67 0.18

0.10 0.23 0.31 -- - - 0.15

0.78 0 3 1

0.62 --- 0.30 - - -

Appendix H

HOME ENVIRONMENT INVENTORY (Final)

Dr. P.M. Jaleel and

Rosamma Philip

School of Pedagogical Sciences, Mahatma Gandhi University, Kottayam

2001 Please put your responses in the separate response sheet provided to you by putting (x) mark in the appropriate column against each item.

I. Physical Facilities for Learning

Following facilities are available at my home for supporting my studies.

Telephone Always Sometimes Never Television Computer Internet Radio Audio/Video recorders Scientific Calculator Text guides, Question bank.. Well equipped Room

11. Guidance for Learning

My family members provide guidance for my studies in the following ways.

Clearing my doubts Always Sometimes Never Arranging tuition for difficult subjects Helping for project works and assignments Checking my class notes Special care during examination time Motivating for systematic study Directions for the proper use of media Interacting with teachers and classmates

111. Socio Cultural Environment

Following situations of my home create problems for my studies.

Economic backwardness Lack of nutritious food Quarrelling of family members Loud noises from nearby places Nan-hygienic surroundings Constant working of television Bad habits of elder members Superstitious beliefs Frequent natural calamities


IV. Family Cohesion

Following opportunities are present at my home. Always Sometimes Never

1. Gathering of family members in special occasions 2. Conducting family tours and picnics 3. Visiting relatives' houses 4. Visit to devotional places 5 . General discussion on family matters 6 . Participation in socio-cultural programmes 7. Mutual support and help 8. Daily family prayer


My farnily members encourage me for the following activities Always Sometimes Nevcr

1. Helping the poor 2. Caring old-aged people 3. Reading Holy books 4. Cleaning the surroundings 5 . Protecting the environment 6. Obeying rules and regulations 7. Wearing neat dresses 8. Respecting others


I feel that following situations are present at my home. Always Sometimes Never

1 . Complete presence of my parents 2. Expression of love and affection 3. Freedom of opinion 4. Appreciation far small successes 5 . Empathetic Approach 6 . Sharing of problems 7. Consolation in failures 8. Directions for future

Response Sheet

I.

- .. .

1. 2. -- 3. 4. 5 . 6 .

I 7.


-,-

I . .----

2. 3. 4. 5 . 6. 7 . 8.

Always Sometimes Never ---

Appendix l

LIST QF SCHOOLS

Govt Higher Secondary School, Kalanjoor, Pathanamthitta.

Govt Higher Secondary School, Koodal, Pathanam thitta.

Govt. Higher Secondary School, Kottarakkara, Kollam.

Govt. Higher Secondary School, Nedumkunnam , Kottayam.

Govt Higher Secondary School, Changanassery, Kottayam.

Govt Higher Secondary School, Aryadu Alappuzha.

Govt. Higher Secondary School, Punalur. Kollam.

St Joseph's Higher Secondary School, Changanassery, Kottayam.

St John's Higher Secondary School, Nedumkunnam , Kottayam.

St Stephen's Higher Secondary School, Pathanapuram, Kollam.

Mount Tabor Higher Secondary School, Pathanapuram, Kollarn.

St. Alosiyous Higher Secondary School, Edathua, Aiappuzha.

St. Teresa's Higher Secondary School, Vazhappally ,Kottayam.

ST. Peter's Higher Secondary School, Kurumpanadam, ,Kottayam.

Appendix J LIST OF EXPERTS

Dr. Sunny Skariah, Reader, Mount Tabor Training College, Pathanapuram.

Dr. Sam V. Daniel, Reader, Mount Tabor Training College, Pathanapuram.

Dr. Jeo Maria, Principal, Assumption Community College, Changanassery.

Dr. Rouble Raj, Professor, St. Berchrnannls College, Changanassery

Mrs. Grace Lal, Counsellor, Family Apostolate, Changanassery

Dr. Jaya Cherian Head, Department of Social Sciences, Virnala College,

Trissur.

Mr. Binulal K.R.,M.Phil. Sutdent, University of Madras.

Mrs. Veena Kuriakose, Sub Editor, Manorama News.

Mr Francis A., Research Scholar in Chemistry, University of Kerala,

Karivattorn.

a study of the relationship between - mahatma gandhi university

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