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CHAPTER I11
METHODOLOGY
Chapter Preview
Introduction
Objectives of the Study
Method Adopted for the Study
Research Design
Tools and Techniques
Experiments Conducted
Statistical Techniques Applied
Reference
Chapter 111
METHODOLOGY
3.1.0 Chapter Preview
This chapter deals with the ll~ethodology of the study. Thc methodology is
qualitative while the data analysis is quantitative. Strategy depends on the focus of
the research and the main strategy for the present investigation is field study. The
effectiveness of the field study is evaluated through two experiments which are
independent of themselves. T h e aim of the field study is to provide the necessary
exposure to practical examples of facts, processes and interactions. Therefore, the
strategies include a combinat ion of theoretical and empirical methods. The method
adopted for the study, tllr experimental design, procedure and the statistical
techniques employed for the analysis of data are described under appropriate heads
and presented below.
3.11 Introduction
Problems of biodiversity depletion are an important and timely focus for
rcsearch and education, and they are being tackled urgently. To embark on an
integrated problem the widely cliscussed question is whether there is a need to
teach the new generation about the biodiversity and its loss and if there is, what
should be taught and how? Concern for conservation can emanate only from a
love for nature and an understanding of how nature works. I t is of paramount
importance to create this kind of love and concern for nature in young minds so
that they grow up with an awareness that would lead to action. This calls for an
environment-oriented bioscicnce cducation programme with live examples for better
understanding of our ecosystem making use of the most valuable infrastructure
provided by the botanic gardens of our country. Sincc the fundamental rationale
for the activity involves the use of environmental problems, , it is essential to
select a programme through the botanic garden which will accomplish the major
objective. In order to generate cffcctive environmental insight and to realize its
own role in the issue a practical approach involving learning by doing, problem-
solving, decision-making, etc, has been adopted in the main strategy. The purpose
is to advocatc a field work experience focused in such a way that the major
objectives of the study can be achieved more effectively and the information gained
should be of direct use in the construction of strategies for obtaining successful
results. Children can, not only formulate their own links between food and plants,
but also gain an insight into a dclicate interdependency that exists within and
between plants and animals. This methodology in fact will help a lot in creating
an interest in knowing the plants which are the key elements of the bio-diversity..
This method has the added value of being an exemplar of lesson planning which
could be extended to any field from forest to city parks.
3.1.2 Objectives of the Study
The scope of the study envisages the following objectives:
I . To identify the structure and potential of Botanic gardens for
environmental cducation.
2. To find out thc role of Botanic gardens in environmental education.
3. To study the scope of school syllabus in Botany for environmental
education.
4. To find out the effect of field visit to a Botanic garden on the skill
of the secondary school students in identifying different types of plants,
categorising them according to their use and economic importance.
5. To find out the effect of field visit to a Botanic garden in improving
students' knowledge and understanding of the varieties of plants and
their conservation within an environmental education framework.
6. To identify the role of Botanic gardens to supplement the knowledge
and understanding of the students gained from c1,assroom teaching.
7. To prepare an integrated ecological / environmental education Model
Action Plan for secondary school students in Kerala on the basis of
the findings of this research.
3.1.3 Method adopted for the study
According to Khoshoo (1984) almost every one today recognises the urgent
need for environmental education, hut whereas some have clear ideas about what
11ecds to be done, very few have the actual experience and the knowledge about
how such courses have to be successfully taught. Palmer and Neal (1994) do not
recommend any particular teaching style or approach to classroom organization in
environmental education rathcr, these are matters of individual schools and teachers
to decide. This view was supported by Bra~nwell (1993). He states that need for
education and thc nleans and resources available to education vary from place to
place that most programmes for education i11 botanic gardens must be specifically
designed to meet local mcans, requirements and social circumstances.
Rao and Reddy (1997) recommend that the methods used in environmental
education arc also those used in other types of instructions. That is to say, there
are no mysteries about methods of environmental education. However some methods
require special adaptation when applied to environmental education and certain
strategies such as the field study trip and comnlunity studies are considered essential
in environment teaching.
Harger and Troost (1995) propose field exercises to highlight and analyse
cnvironmcntal problems. Thc suggested method is to take a particular local problem
or a set of problems and to analyse them in detail in order to (1) make students
familiarise themsclvcs with the particular circumstances through their own efforts
(data collecting and analysis) and (2) help them gain an understanding which will
relate to the whole globe.
According to Nair (1989, p.92) the first step in any educational effort
related to natural habitats and conservation must be the creation of an interest in
knowing the plants and animals that constitute their natural environment. Most
children lack any curiosity to identify a bird, a plant or insect that they pass by.
Smith (1974) admits that there is much contraversy over the techniques
and methods that should he used while teaching in the out-of-doors. He suggests
one technique of teaching, which involves the strict identification and categorisation
of organisms and natural phcnolne~la.
Even with all the emphasis given to ecology and environment in recent
years in the school and college curricula, the infrastructure provided still remains
confined to theoretical knowledge on the subject. Much of learning that takes
place at the formal level is unfortunately textbook-and examination-oriented.
Thercfore this study aims at evolving experimental designs and methodologies for
the effective implementat ion of environmental education making use of botanical-
infrastructure in a botanic garden. Survey or experimentation excursion could be
more effective than lecture and demonstration methods. This would also require
flexibility in approach and curriculum at different places. (Saxena, 1999)
3.2.0 Research Design
The potential of botanic gardens as an outdoor learning centre is mainly
determined by the content they emphasize and the kind of activities they present.
Hence data collection consisted of a combination of theoretical and empirical
methods. Content analysis and experimental study which are the most exact and
difficult of all methods and most important from the strictly scientific point of
view are the major techniques o f research employed in the present study.
3.2.1 Structural Analysis of Botanic Gardens
In terms of the theoretical methods a historical investigation of the scientific
evidence for environmental education in botanic gardens of selected countries was
undertaken. This was combined with a structural analysis of national level botanic
gardens. On the basis of the first objective of the present study there is a pre-
requisite to identify the present status of plants and plant systems in these gardens.
To identify the dominating sector, the availability of plant systems is examined first
by analyzing the available secondary data. Several books in the areas of the plant
diversity and conservation aspects of botanic gardens were critically analy sed. Many
of the significant aspccts have been reported under chapter 1V. Though the above
analysis succeeded in establishing the nature and working of botanic gardens, more
details were not available with the above data. Therefore with a view to ascertain
the environmental education potential of botanic gardens, an empirical study was
undertaken. This empirical study aims at evolving experimental designs and
methodologies for thc effective implementation of environmental education making
use of the botanical infrastructure facility in Tropical Botanic Garden and Research
Institute (TBGRI). When the earlier analysis was able to ascertain the general
infrastructure facilities of each botanic garden, the analysis of the second set of
parameters provided a more clear picture of how a botanic garden can improve
the activity pattern of thc secondary school students, who constitute the major
target group of this study.
3.2.2 Content Analysis of the Textbook in Biology
As a pre-requisi te the content of the biology textbooks from Upper primary
to Secondary classes was analysrd in order to select different types of plants
which are culturally, socially and economically important. The analysis of such a
comprehensive data system helped to identify the names and economic importance
of the plants which were included in the text. The plants mentioned were checked
for their local relevance as well as their availability in TBGRl. This is done with
a view to understanding the extent of the occurrence of the explanation of plants
in the biology textbooks and as a basic supporting evidence for the experiment.This
is to find out how far these plants can be identified and documented according to
their economic importance by the students in a pre-demonstration and post-
demonstration scenarios. The main objective of this analysis is to find out the role
of botanic garden to supplement the knowledge and understanding gained from
classroom teaching or in otherwards to find out whether botanic garden can be
used as an extended laboratory of the school. 'The investigator in discussion with
the supervising teacher and other experts conducted the analysis of the biology
textbooks. This analysis also helped to design an integrated ecological /
environmental education Model Action Plan for secondary school children of the
state.
3.2.3 Experimental Design
The major aim of the study is to determine the potential of botanic gardens
for the environmental education / for the learning of Botany by the secondary
school students. A suitable design is necessary for the realization of this objective.
Since Botanic Gardens are not used by school authorities for the study of Botany,
a survey method cannot be adopted for the collection of data. Meanwhile, in
TBGRI there is a separate division to help tht: students to learn about the many
plants, the study of which has been envisaged in the school syllabus. The investigator
was a faculty member of this division earlier. So she planned in consultation with
her guide and scientists in TBGRl to conduct an experiment to study the potential
of the garden for environmental education. The experiment is based on the principle
that field study is more important than classroom teaching. The assumption is that
students can themselves discover facts and principles through direct experience
without formal teaching. According to Nation (1 997) naturalistic observation is a
research method that permits the investigator to collect information in a naturally
occurring environment. The importance of learning outdoors has in recent years
got prominence as one of the most effective strategies in the teaching/ learning
process. Hence one of our approaches selected was to conduct a plant identification
programme. Identifying and documenting the categories of plants is an important
facet of the environmental education, but it is very time-consuming. Even then
such a programme is an important factor among the visitors for conservation and
decision-making (Nair, 1989). Establishing this aspect is one of the major outcomes
of the present research programme.
Considering the nature of the topic an experimental (including emperical)
design has been opted for the study. One Group Pre-test-Post-test Design was
selected. According to Bcst & Kahn (1996), this design provides some improvement
over other designs, for the effects of the treatment are judged by the difference
between pre-test and thc post-test scores. No comparison with a control group is
provided. A comparison of the achievement of students through field visit and the
traditional classroom teaching is not feasible and it is beyond the scope of the
study. In other words, since a comparison of the strategy is out of place, the two
group design - with experiment and the control groups - is not essential. The
design selected was able to accommodate the testing of the effectiveness of field
study - a new instructional strategy. In the present study the effect of the strategy
was tested experimentally by a pre-test -post-test design. The independent variable
is the teaching strategy - field visit, and scores obtained on the test or the students'
performance is refcrred to as the dependent variable.
The observations from the plant identification programme led to, a second
experiment. It was done with a view to ascertain the knowledge and understanding
ability of the students about the utility of the different plant systems especially
medicinal plants. As this design being a very important parameter which determines
the understanding level of students in pre- and post-demonstration scenario, is
methodologically very important. The same test was used for pre- and post-testing.
3.2.4 Model Action Plan
Model action plan is the outcome of the analysis of the potentials of
botanic gardens in relation to the curricular and conservation aspects. It is developed
on the basis of the findings under study ancl is presented as a separate section in
the chapter of Analysis, as a major contribution of this research endeavour.
3.3.0 The Sample for the Study
The target population from which the sample was drawn for the study was
the entire population of IXth standard students of Thiruvananthapuram district.
The subjects for the s tudy consisted of representative samples. They consisted of
the students studying in standard IX in sclccted schools and the selection was
made by the schools themselves and was not subjected to the whims or bias (if
any) of the experirnentcr. The experiment was done in two stages and they are
independent by themselves. The two experiments were different both in the case
of sample and tools. This was to prove the efficacy of demonstration in the sense
that how a particular group of students reflects back on the performance in an
independant situation.
In the plant identification experiment the sample consisted of 50 students
of standard 1X from a rural school. This can be considered as an incidental
sampling because the selection was made by the school itself. Garrett (1981,
p.207) states that such causal groups rarely constitute random samples of any
definable population. But this sample takes account of various strata or criteria
like occupational and educational levels of parents, marks obtained in the terminal
cxarnination, etc. Students were of varying academic abilities. Since we are using
single group design, the incidental sampling is sufficient for the plant identification
experiment. This helped the investigator to find out whether the inherent learning
abilities and inabilities of students have any effect in understanding and imbibing
the facilities available in a botanic garden, which helps the students in integrating
the botanic garden-induced knowledge towards improving the environmental
knowledge and understanding.
In the second experiment samples were collected in such a way to distinguish
and identity the difference and variations among the rural-urban children in
understanding plants and their economic importance. Keeping this view in mind
students studying in urban and rural areas were selected equally for the experiment.
This categorization will help to understant1 and design curriculum and related
concept and content accordingly.
Sample for the second experiment is a small population (N=60) of the IXth
standard students of Thiruvanant hapuram district. The institutions chosen and the
school-wise breakup of the sample are given in Table (3.1)
Table 3.1: Schoolwise breakup of the sample
S1.No. Name of the school Management Std. No, of students Govt. Aided Unaided
1. Govt. Girls HS Cottonhill J IX 10
2. Carmel Girls HS Thiruvananthapuram J IX 10
3. Govt. GHS Peroorkada J 1X 10
4. SK VHS Nanniyode J IX 10
5. SN VHS Anadu J IX 10
6. Govt. HS Elavattom J IX 10
Table 3.2: Breakup of the sample of lXth standard students used for the study
Group Male .-
Female -
Total
Rural students 15 15 30
Urban students 0 30 30
Total 15 45 60
Since the target groups are different in both the experiments, each group
will have equal demonstration experimental opportunity and therefore the
accumulated demonstration effect of the exposure to botanic garden and botanic
infrastructure of the first experiment is not qcurnulated in the second experiment.
3.3.1 Tools and Techniques
The following tools and techniques were adopted for collecting necessary
data.
The investigator adopted a pre-test-post-test experimental design for testing
the effectiveness of botanic garden in environmental education. The main strategy
is field visit. Explanation, observation, discussion, independent study task,
discriminatioi~ learning are some of the teaching / learning techniques applied in
the field visit. The core of these activities is the selection of materials, the importance
of which cannot be over-emphasized. According to Dhand (1989), selection of
materials requires a great dcal of effort on the part of the investigator. Materials
selected should increase or at least maintain student's interest in the subject. Materials
are selected in a critical and judicious manner with a view that they should be
culture specific wherever possible and should fit into the existing curriculum.
In the pre-test as it happened to be a spontaneous and inadvertent exposure
and identification very common plants found more in the immediate environment
of the students like home premises, school compound, road side/ wasteland,
forest etc. wcrc sclccted. 10% of the plants were from forest areas but they
were also in some way or other familiar to the students. Plants classified
according to their habitat are presented ill (Table 3.3). Most common plants
were selected for the experiment in order to help the children to learn
about the environment in which he lives and grows, to assist him in C
appreciating it and to educate him to make use of the surroundings without
damaging it.
Table 3.3 : Classification of Plants according to its habitat (pre-test)
Habitat No -----
Percentage
Home premises 20 40
Roadside/wasteland 20 40
Forest 10 20
Total 50 100
But in the second phase in which demonstration and explanation were
given before identification more rare plants were selected. (Table 3.4) The idea of
adopting such a methodology was to know whether the students were able to
identify common plants without a demonstration and more rare plants after having
an effective demonstration and acquaintance with the help of botanic infrastructure
available in a botanic gardcn.
Table 3.4 : Plants classified according to its habitat (post-test)
Habitat No Percentage
Home premises 10 20
Wasteland 10 20
Forest plants 20 40
Rare plants 10 20
Total 50 100 4
Table 3.5: Plants classified according to its use (pretest)
Type of plant - -
No Percentage
Medicinal 35 70
Food / Fruit 8 16
Fodder 2 4
Fue 1 3 6
Spices 2 4
Total 50 100
Table 3.6: Plants classified according to its use (post-test)
Use -
No Percentage
Medicil~al 30 60
Frui t/Food 6 12
Fodder 4 8
Ornamental 4 8
Fuelnimber 4 8
Spices 2 4
Total 50 100
Random sampling was preferred in selecting the plants. This is particularly
done with a view to facilitate a multidimentional analysis rather than to particular
aspect or direction of investigation.
In both the pre-test and post-test the plants selected were dominated by
medicinal and other economically important plants. This methodology was selected
with a view to giving more importance to medicinal plants and to know how far
the students will bc able to ;dentify medicinal and other economically important
plants which can make a socio-economic impact in our lives. Another argument in
favour of this selection is that almost all the plants have some medicinal vaiue or
other economic importance. So a random selection of plants had more numbers of
medicinal and economically important plants (which ultimately benefit the target
!PUP) -
Sometimes there are two o r more local names or in other words one plant
is known by more than one name. If such a dispute arises more clarification is
sought from botanists of 'I'BGRI. Answer sheets were valued and marks were
tabulated.
3.3.2 Achievement Test
Since no achievement test for identifying the values of plants was available
the investigator constructed a test consisting of two sections. This was used to
assess the knowledge and understanding of students gained by visiting a botanic
garden.
The contcnt for the test was determined by taking into cosideration the
arcas of the subject of study and culture. i t . , items selected are relevant to the
existing education requirement and arc related to the socio-economic needs of the
community. During the planning stage hundrcd questions were prepared after
analysing the minimum levels of learning in the content areas. The content chosen
was analysed in the light of the different functional aspects of plants
A draft achievement test consisting of 60 multiple-choice items and 40
completion type items was prepared. Items were scruitiniscd by experts for C
suggestions and improvement. Modifications were made accordingly. The draft was
printed and necessary directions were given on the first page. No separate answer
sheets were provided. For tryout the test was administered to a group of students
who visited the botanic garden. The stude,nts' answers were examined with a
view to locating the changes needed in the test . The most difficult and
the easier ones are removed. The modified test consisting of 50 objective type
questions was administered to a sample of 60 students from six schools of
Thiruvananthapurarn district. Enough time was given to the students so as to
enable them to complete the test. One point credit was given for each
correct response.. The average time given was fifty minutes and it was fixed as
the time limit for the post-test. A sample test, and its scoring key are given in
Appendix.
3.3.3 Procedure Adopted for the Experiments
In general the aim of the present study is to find out how botanic garden
can be made an institutional establishment for making the pupils identify and
understand the different typcs of plants which are the key elements of the
biodiversity. For this, the study was conducted in two phases.
Pre-test : In the first phase about 50 common plants consisting of
ornamental, medicinal. food, fodder, fuel etc, which are usually growing in their
surroundings and seen by the students everyday were selected and exhibited. The
pupils had to identify the plant by writing the respective local name. After
identification a data sheet was given where they had to specify whether the particular
plant is medicinal, spice, fruit, ornamental, etc. Also they have to mention whether
the plant is available in their immediate surroundings or they are seeing it for the
first time.
This pre-test provides the investigator with valuable information about
students' progress and readiness to move on to new material. Another purpose is
to give students an idea of whether they are progressing or to realize their weakness
and to strengthen their skills before any fonnal evaluation is done. This will also
help to evaluate the knowledge and understanding the students are having already
about the ecosystem and its resource base.
Treatment phase - Field visit: In the second phase the same students
were taken to the botanic garden where they had got an exposure and acquaintance
with the plant systems. Live plants were denlonstrated and explained the economic
importance, therapeutic value of medicinal plants, their status i.e., rare, endangered
or endemic. This technique was used because a purposeful visit demands explanation.
Instructions were provided for active observation and recording. Crammer & Dennis
(l072) opine that during the early days in the field it probably will be necessary
to point out many pertinent factors to initiate the students into the concept of
close observation. As experience in the field is gained, the students will probably
become better observers.
Figure 3.1. A visit through the botanic garden
Figure 3.2. A student identifying a plant by smelling
Discussion among students with the teacher enhanced correct concept
formation. A student's mind flows with a never ending stream of questions like
why are plants important? Why are they essential to our survival? Why are some
plants kept in shady places? Why does Pitcher plant eat insects'? etc. Thus the field
visit offers many opportunities for student involment in scientific inquiry. Students
showed much interest and they were given enough time to acquaint themselves
with these plants. Students learned at their own pace and noted the different types
of lcaves, flowers, mode of reproduction especially vegetative. They were advised
to record in their notebook anything observed which might be important in their
studies. The technique being used must have the potential to enhance and enrich
learning experience. Students explore, experiment and create in their own search
for knowledge and skill. The investigator took an additional responsibility to instill
in them a successful learning experience. The field visit enabled the students to see
and understand the diversity of genetic makeup both within and among species.
Learning by memorization cannot be avoided. Students understand the concept of
conservation and sustainable utilisation through the observation and learning of the
concepts like reproduction, pollination, fertilisation and vegetative reproduction,
etc. Students appreciated the potential resource for food, medicine and industrial
material. This activity will help to develop positive attitude and conserving behavior
towards our natural environment. Bukinshiiw (1997), observes that within the
peaceful and beautiful surroundings of the garden the students will be highly
receptive to conservation education.
Post-test: 50 plants consisting of medicinal, food, spices, etc were selected
and exhibited for identification. In both the phases the plants were arranged on
tables, numbered and the students were allowed to move around to write the local
name in a separate sheet of paper. Data sheet was also provided for the formal
assessment. One aspect of the programme was that the participants identified the
plant by touching the material, smelling it or in some cases eating parts of the +
plants. Those activities helped the participants feel familiar with the plants and
with the garden environment and encouragetl them to return to the botanic garden
on further occasions.
The above methodology in fact helped significantly a lot to ascertain the
effectiveness of botanical infrastructure available in a botanic garden, especially in
the context of tropical ecological and environmental education, on students who
hitherto had no opportunity to make use of' botanic garden as an instrument for
enhancing botanic-oriented ecological education potential and opportunities.
In the second experiment also the methodology was the same. The same
achievement test was used for pre- and post-tests. The experimental methodology
and analysis helped in identifying the efficiency of botanic garden with a significant
degree of precision. The two experiments were independent by itself in the case
of sample and procedure. This analysis helped to provide empirical evidence to
prove that an awareness about the plants helped the students to understand a
holistic eco-ecologicai relationship between man and the natural system and ultimately
helped to identify an environment ally and economically compatible education system
for the students.
'The two experinleilts helped to observe alld identify more accurately
the many components of environment. These activities also helped to understand
the interrelationship and ir~terdependcnce between plants and ourselves. Such
irrvestigntions will hell) to act directly and intlirectly in a manner, which will ensure
the maintenance of a hrirmonious relationship between man and the world in which
he lives. A general data sheet was prepared and administered along with other
schedules. It was in the form of a questionnaire designed to obtain details regarding
the personal and social aspects of the students like gender, age, locality, parental
profession etc. (Data sheet is given as Appendix)
Richard (1993) observes that well contlucted special projects in environmental
education are empowering, involving and rewarding
3.3.4 Variables
In experimental studies the condition that is varied is referred to as the
independent variable and if the effect of the teaching strategy is measured by
means of achievement test then the achievement is referred to as the dependent
variable (Travers, 1964). In the present study the potential of botanic garden is to
be tested experimentally for its effectiveness as student achievement. Therefore the
independent variable(experimenta1 variable) is the teaching strategy. Student's
performance (achievement) is the dependent variable. The attribute variables could
not be altered by the experimenter though they had already been determined by
the investigater. It was decided not to include in this study these variables like
age, sex, race, etc. According to Best & Kahn (1996) such variables can be
excluded from the variable t be studied. Many variables are beyond the control
of the investigater or could not be controllet1 due to many constraints though they
might have an effect on the criterion variables. Some of these vairables are
motivation, anxiety, interest of the students, socio-economic status, home
environment, previous exposure to type of teaching, education of the parents,
academic ability of the subjects and the like. These remained uncontrolled during
the experiment.
3.4.0 Validity and Reliability of the Data-gathering Devices
Content validity: Content Analysis of the Biology textbook was done very
carefully. According to Best and Kahn (1089), Content Validity is based upon
careful examination of course textbooks, syllabus, objectives and the judgements of
subjectmatter specialists. The existence of content validity is often assessed by a
panel of experts in the field who judge its adequacy, but there is no numerical way
to express it. The above points were duly considered while making an attempt to
validate entirc procedure of content analysis of the biology textbooks and the help
of subject experts was sought, as and when required.
Experimental validity: An experiment has internal validity to the extent
that the factors that have been manipulated (independent variable) actually have a
genuine effect on the observed consequences (dependant variable) in the experimental
setting. Internal validity is very difficult to achieve in the nonlaboratory setting of
the behavioral experiment, where there are so many extraneous variables to attempt
to control. (Best &k Kahn, 1989) External validity is the extent to which the
variable relationships can bc generalized to othcr settings. other treatment variables,
other measurement variables anti other populations.
While constructing the achievement test all precautions to be taken in the
construction of a test was observed, as closely as possible. Regarding the methods
of establishing the validity of a questionnaire Mouly, (1963) states, "At the most
elementary level, it is necessary for all the questionnaire to have content validity
i.e., a question must be related to the topic under investigation, there must be an
adequate covcrage of the ovcr-all topic, the questionnaire must be clear and
unambiguous". Due care was taken to meet these requirements of the tools and
efforts were made to improve the items in the test. Ambiguous statements were
either removed or cleared and certain items were modified.
Teacher-made tests are designed for use with a specific group of persons.
Rel iabi l i ty and val id i ty are not usually established. However more
practical information may be derived from a teacher-made test than from a
standardized one because the test is given to the group for whom it was
designed and is interpreted by the teacher/ test maker. (Best & Kahn, 1989.
p. 213).
Green (1963, p 85) suggested that the teacher who constructs his tests to
fit his individual objective can expect higher validity from these tests than from
standardized tests which merely approximate his objectives if the deviation becomes
too great.
Curricular validity: In the curriculuni approach, which is actually a rational
approach, it is assumed that the curriculum in the specific field as represented by
textbooks, courses of s tudy, and expert opinion which is valid. The test content
was compared with the course of study to determine its validity. For a more
specific determination of curricular validity, a teacher, as the expert, examines his
course outline and his teaching objectives to determine the degree to which they
coincide with test content. (Green, 1963, p, 84).
In the present study, the investigator analysed all the textbooks in Botany
prescribed for Standards V to X. Though the environmental education is one of
the objectives it was not adequately treated in the curriculum.
Construct validity: There are facilities available in the surroundings and . ,
nearby places of the school for the study of a good number of plants which are
medicinal, rare and endangered. So, in this context, the investigator can extra
polate the curricular boundaries. The investigator has done it in this study, without
impinging the curricular validity. On the other had the extrapolation elaborated the
scope of validty.
The mental construct of the investigator who writes the test items determines
the construct validity of the test. Utmost care was taken in preparing the questions
so that the students should easily understand what the investigator intended. The
questions were made simple and straight in style.
Objectivity: The objectivity of a test affects both the validity and reliability
of it. In the achievement test prepared, inclusion of only objective type items
ensured objectivity. The test prepared by the investigator contained objective type
items.Objective tests have the most objective scoring, hence the greatest
reliability.(Green,l963, p 98) Scoring key was used for evaluation. It also ensured
objectivity.
Practicability: The practicability of a test is maintained by means of the
ease of administration, readiness of interpretation, economy in initial cost, probability
of securing materials, time required for scoring and analysing the results. The
prepared achievement test was easy to administer. It was economical, as it was
reusable, since the answer sheets were provided separately. Time needed for scoring
was limited as the window stencil method was adopted. Hence the test has good
practicability.
3.5.0. Statistical Techniques Employed for Analysis of Data
Scores obtained both from the pre-test and post-test were tabulated and
condensed into frequency tables and the following techniques were used for andysing
the data. The analysis has three parts.
The first part consists of the analysis of the World Botanic Gardens with
particular reference to Tropical Botanic Garden and Research Institute,
Thiruvananthapuram with a view to identifying the structure and potential of botanic
gardens and their role in environmental education.
In the second part, an analysis of the content of the biology textbooks
prescribed for standards V to X was conduted in order to identify the plants and
their economic importance which were included in the text.
The third part consisted of the experimental study. It has two sections (i)
Experiment 1, to find out thc effect of field visit on Students' skill in identifying
different types of plant and (ii) to find out tllc effect of the visit to botanic garden
with demonstration and discussion by investigator / staff on their achievement in
Botany.
Data from the experiments conducted were subjected to analysis using the
different statistical applications:
1. Computation of percentages
2. Statistical indices like mean, median, mode, range and standard
deviation.
3. Critical ratios.
Levels of significancehave been set at 0.01 level and 0.05 level for these
ratios to arrive at inferences.
Analysis was done under the following heads.
I. Analysis of the results of the plant identification experiment.
(i) Performance in the plant identification as a whole.
(a) Before the field visit.
(b) After the field visit.
(ii) Performance of the students in identifying medicinal plants including
spices.
(a) Before the field visit.
(b) After the field visit.
(iii) Comparison of the difference in performance of students in the
hvo tests (before and after the experiment).
(a) Toral plants.
(b) Medicinal plants and spices.
2. Analysis of the results of the Achievement Test.
(i) Pre- and P,ost-demonstration scenario.
(ii) Comparison of the difference in performance of students.
(a) Total studcnts.
(b) Rural and Urban.
The present methodology may not be foolproof and applicable for the
entire schbol and college students, but it certainly provides a base to develop more
sophisticated methodology and also brings out basic environmental information to
practice environmental / educational conservation. The above methodology, in fact,
helped significantly to ascertain the effectiveness of botanical infrastructure available
in a botanic garden, especially in the context of tropical ecological and environmental
education, on students who had hitherto had no opportunity in making use of
botanic garden as an instrument for enhancing botanic oriented environmental
ecological education potential and opportunities. On the whole this is a sincere
attempt to make children understand the complex problems of environment in the
simplest possible way without sacrificing the necesary scientific sophistication.
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