3.1 METHOD SELECTED FOR THE STUDY
3.2 DESIGN
3.3 VARIABLES OF THE STUDY
3.4 TOOLS AND MATERIALS USED
3.5 DESCRIPTION OF TOOLS
3.6 THE SAMPLE SELECTED
3.7 COLLECTION OF DATA
3.8 STATISTICAL METHODS USED
METHODOLOGY
Research methods are of utmost importance in a research
process. They describe the various steps of the plan of attack to be
adopted in solving the research problem, such as the manner in which
the problem is formulated, the definition of terms, the choice of
subjects for investigation, the validation of data-gathering tools,
collection of data, analysis and interpretation of data and the process of
inferences and generalizations. (Koul, 1996).
The selection of a method and the specific design within that
method appropriate to the research problem will depend upon the
nature of the problem and upon the kind of data.
3.1 METHOD SELECTED FOR THE STUDY
Since the aim of the study is to find out the effect of activity-
oriented method in small and large groups in the achievement of
biology at the secondary level, the experimental method was found to
be the best method to conduct the research.
Experimentation or experimental research differs from
descriptive studies in which the researcher has some degree of control
over the variables involved and the conditions under which the
variables are observed. Experimental method provides much control
and therefore establishes a systematic and logical association between
manipulated factors and observed effects.
46
chapter 3 - -- Netliodobgj
Campbell and Stanley (1963) are of the opinion that "the
experiment is the only means of settling disputes regarding educational
practice, the only way of verifying educational improvements, and the
only way of establishing a cumulative tradition in which improvements
can be introduced without the danger of a faddish discard of old
wisdom in favour of inferior novelties."
3.2 DESIGN
An experimental design to the researcher is what a blueprint is
to an architect. It provides the researcher an opportunity for
comparisons required by the hypotheses of the experiment and enables
him to make a meaningful interpretation of the results of the study
with the help of statistical analysis of the data.
The design selected for the present study is "Non-equivalent pre
test - post test designn. Although there are 3 groups in this study (one
control and two experimental groups), at a time comparisons are made
between two groups only. The groups are compared in the following
pattern to compare the performance of each group in achievement and
retention tests.
(i) Experiment group I & Control group
(ii) Experiment group I1 8r Control group
(iii) Experiment group I & Experimental group 11
Chapter3 !Metltocib&y
3.3 VARIABLES IN THE STUDY C
'Something that can change in value and can be measured is a
variable. It can be an aspect of an experimental situation or a
characteristic that changes in different individuals'. For an
experimental study there are independent variables and dependant
variables.
3.3.1 I n d e u e n d e n t variable
The variable, which is manipulated by the experimenter or the
variable, which is suspected of being the cause in the experiment is
called independent variable.
In this experiment the teaching method is the
independent variable. The three strategies of independent variable
selected by the investigator in this study are activity-oriented method-I
activity-oriented method-I1 and conventional text book approach. The
control group is subjected to conventional textbook approach while the
other groups, i.e. the experimental groups are taught in the activity-
oriented methods. Experimental group-I is given individual and small
group activities and Experimental group-I1 is given large group
activities.
3.3.2 De~endant variable
The dependant variable is the condition or characteristic that
appears, disappears or changes as the experimenter introduces,
removes or changes independent variable. The variable that is
48
C h p ~ 3 Metliodob~y
dependent on something is called dependent variable. The dependant
variable is measured before and after the manipulation of the
independent variable.
The dependant variable used in this study is the achievement. It
is measured by administering an achievement test after introducing the
three strategies in the three different groups. The achievement of
students in control and experimental groups (in total and objective-
wise) are taken into account. The achievement (Total and objective-
wise) is also considered to compare the retention of the three groups.
To measure retention, the achievement test is administered about 3
weeks after administering the post achievement test.
3.4 TOOLS AND MATERIAIS USED
(i) Lesson transcripts for Experimental group-I based on individual
and small group activities.
(ii) Activity sheets for Experimental group-I
(iii) Instruction cards for Experimental group-I
(iv) Lesson transcripts for Exp.gp.-I1 based on large group activities.
(v) Other materials mentioned in the lesson transcripts like
apparatus, specimens, microscopes etc.
(vi) Achievement test
(vii) Non-verbal test of intellige~lce (Raven's Standard Progressive
Matrices).
Chpter 3 %ethodolbay
(viii) Socio-Economic Status scale (An adapted version of SES scale
prepared by Kuppuswami et al and modified later).
3.5 DESCRIPTION OF TOOLS AND MATERIALS
LESSON TRANSCRIPTS
The Exp.gps.4 and I1 were taught using Activity-oriented
method I and I1 respectively. For this lesson transcripts were prepared
which were purely based on activity-oriented approach. Lesson
transcripts with individual and small group activities were used to
teach Exp.gp-I and lesson transcripts with large group activities were
used to teach Exp.gp.-11. The topic 'Transport in Organisms' was taught
with the aid of 20 lesson transcripts.
Lesson transcripts for Exp.gp-I and I1 were finalized after discussing
with many experts. The valuable suggestions of many eminent
educationists helped a lot in making the lesson transcripts purely
activity-oriented. The list of persons consulted is given in appendix-15.
DPEP which was introduced in our state (Kerala) is also based on
student activities.
Hoder & Stoughton (1990, 1992), Young (lggo), Ratho &
Prakash (1996) and Kennedy (1997) describes various activities with
examples which can be given in classroom situations. Lesson
transcripts for Exp.Gps.-I and I1 wcre prepared by following the
description given by Young and Kennedy
3.5.1 LESSON TRANSCRIPTS FOR EXPERIMENTAL
GROUP-I
The students in Exp.gp.-I were taught by activity-oriented
method-I (in which only individual and small group activities were
given). Students were given individual activities as far as possible. But
in some situations where costly apparatus was necessary, the students
were divided into small groups and one apparatus was given for a
group of 3 to 4 students. For teaching some lessons, microscopes were
necessary. Since the number of microscopes was limited, students were
grouped into small sections. But the observations were recorded
individually by providing activity sheets and instructions cards to each
student.
3.5.1.1 Descri~tion of lesson transcri~ts ~ r e ~ a r e d
The first lesson transcript was to explain translocation. The
investigator used real specimens to locate xylem and phloem. The
students were shown cross-sections of root, stem and leaf and were
asked to identify xylem, phloem and root hairs. They themselves
identified vascular bundles and confirmed its presence in all parts of
plants. Slides were shown under microscope. Activity sheets 1 and 2
were used.
The second lesson transcript explains the function of root hairs
and how it helps in absorption of water and minerals. Activity sheets
were also used.
The third and fourth lesson transcripts were about osmosis. In
the third lesson transcript, activity sheets and a specimen instruction
card was given to each student. The aim, apparatus, procedure, control
and hints were given in the instruction card. The student should fill the
columns - 'observation', 'inference' and 'conclusion' themselves.
The fourth lesson transcript begins after arranging the
experiment and keeping it undisturbed for observation. The students
are given Activity sheet - V which has two figures to mark the change
in water level as observed by them. The activity sheet also has 8
multiple choice questions, which helps the students to understand the
process of osmosis clearly and to clarify their doubts.
Lesson transcript-5 is about the absorption of water and
minerals by root hairs by the process of osmosis where the cell
membrane of root hairs acts as semi-permeable membrane.
Lesson transcript-6 is about root pressure, which the student
studies on hislher own with the help of an experiment and specimen
instruction card-11.
Lesson transcript-7 deals with suction force which the student
studies with the help of activity sheet-VI.
Lesson transcript-8 concentrates on capillary force which the
student learns with the help of suitable diagrammatic representations
and activity sheet-VII (which compares all the processes like osniosis.
root pressure, suction force and capillary force).
Chpter 3 N e t l i o d o l b ~
Lesson transcript-9 is about absorption of mineral salts by
diffusion and active absorption. Students understand the term
diffusion by doing suitable experiments and giving examples to the
process. Activity sheet-VIII is also provided.
Lesson transcript-lo gives an idea about transport in animals.
The students find the difference between the ways of elimination of
waste products in uni-cellular and multi-cellular organisms. They
locate the organs in the circulatory system. (Appropriate pictures and
diagrams are given).
Lesson transcripts-11 and 12 deal with circulatory system in man
and human blood and plasma composition, which the students learn
with the help of suitable pictures and activity sheet-IX.
Lesson transcripts-13, 14 and 15 are about blood corpuscles
(R.B.C and W.B.C) and blood platelets and their number in blood,
appearance, size, shape, movement, their origin, destruction, life span
and functions. The student finds the different types of cells under the
microscope in the blood smear prepared by the teacher. Activity sheet-
X and suitable pictures and diagrams are employed. The students
themselves compare the blood corpuscles and platelets with the help of
a chart, which they fill up themselves.
Lesson transcript-16 is about functions of blood which the
st~~dents can say by themselves by attending other classes taken by the
investigator and with the help of activity sheet-XI.
Chapter 3 NetWob~y
Lesson transcript-17 is about blood clotting. 'The investigator
used activity sheet-XI1 for this purpose.
Lesson transcripts-18, 19 and 20 were about the structure and
functions of the human heart which was taught with the aid of suitable
pictures, models and activity sheets.
A sample of the lesson transcript used (Lesson transcript-I) is
given in appendix-I.
A brief description about the activity sheet and instruction card
is given below:
3.5.1.2 Activitv sheets
Activity sheets are given to students of Exp.gp.-I to encourage
self activity. In each lesson transcript more than two activity sheets
were used.
Finagrin and Ingram (1998) explain the use of work sheets to
teach Biology. These work sheets can also be used for assessment
purpose. A sample of 8 worksheets is explained by the authors.
The activity sheets prepared by the investigator are based on the
work sheets described by Finagrin & Ingram (1998). Each activity sheet
given by the investigator starts with simple questions and activities
which are based on the previous knowledge of the students and then
proceeds to new facts. The students learned through activities iike
doing experiments, obsel-ving real specimens. recording the
observations and making conclusio~~s. 'l'lic conclusions given by the
Chapter3 Netliodolbgy
students are the new facts which were to be learnt. Since the activity
sheet itself helps for necessary assessments, no separate column was
given for 'Evaluation' in the lesson transcripts for Exp.gp.-I. One
activity sheet (Activity sheet-V used in the fourth lesson transcript) is
given here as example.
Date: ACTMTY SHEET-V
QUESTION-I
The figure given below is a diagrammatic representation of the
experimental setup for osmosis. Label the parts in the first
figure and draw what happened to the liquid level in the thistle
funnel (after the experiment) in the second figure.
Figure I
Figure I1
Mark the correct answer from the choices
QUESTION-:! Egg membrane is a ---.....--..-.-----
U impermeable membrane
rl semi-permeable membrane
Lj permeable membrane
QUESTION-3
The concentration of water molecules is higher in the -------------------
beaker
thistle funnel
egg membrane
QUESTION-4
The concentration of water molecules is lower in the solution in the thistle funnel because -------------------
0 thistle funnel is small
thistle funnel is inverted
thistle funnel contains sugar solution which consists of sugar
molecules and water molecules
QUESTION-5
The water in the beaker contains more concentration of water because
beaker contains only water molecules
1 beaker contains sugar molecules
beaker is bigger than thistle funnel
QUESTION-6
The liquid level in the thistle funnel rises up because -----------------
1~1 water molecules from sugar solution passes into the beaker
57
; , water molecules from the water in the beaker passes into the thistle
funnel
I! water vapour in the air condenses
QUESTION-7
Osmosis can take place when there is a -------------------
Semi-permeable membrane between the region of higher
concentration of water and lower concentration of water
U impermeable membrane between the region of higher concentration
of water and lower concentration of water
0 permeable membrane between the region of higher concentration of
water and lower concentration of water
QUESTION-8
During osmosis water molecules diffuse from a region of -----------
lower concentration of water to a region of higher concentration of
water through a semi-permeable membrane
higher concentration of water to a region of lower concentration of
water through a semi-permeable membrane
u any concentration of water through a semi-permeable membrane
QUESTION-9
Mark the condition under which osmosis takes place
sugar solution and salt solution separated by an impermeable
membrane
sugar solution and water taken in t\vo test tubes
water with higher concentration of water molecules and lower
concentration of water molt:cules (any solntion) separated by a semi-
permcablc memhranc
QUESTION-lo
Give a definition for osmosis in your own words
3.5.1.3 Instruction Cards
Instruction cards are given to students of Exp.gp-I to do
experiments and arrange experimental setup by the students. The
Instructions Cards along with the apparatus were given to each
student. In some cases a single apparatus was used by a small group of
students. But the written activities and observations were made
independently. Because the study was conducted in itandard VIII, the
investigator had to give guidance and support to students since they
were not familiar with laboratory work. One Instruction Card
(Instruction Card-I used in lesson transcript-111) is given here.
SPECIMEN INSTRUCTION CARD-I
AIM : To demonstrate osmosis
APPARATUS : A beaker with water, thistle funnel and stand,
sugar solution, egg membrane
PROCEDURE : Tie the egg membrane tight to cover the mouth of
the thistle funnel. The arrangement should be airtight. Fill the thistle
funnel with a strong solution of sugar up to a little above the neck.
Mark the level of the solution in the thistle funnel. Clamp the funnel
immersed in water in a beaker. Keep the apparatus undisturbed for
sometime.
INFERENCE' ' ___________________---------------------.-------.----------------
CONCLUSION : -----.--------.----------...--------...-.---------..----------.--
CONTROL : Repeat the experiment by filling the thistle funnel
with water. Observe what happens.
PRECAUTIONS :The egg membrane should be separated with great
care. The egg membrane should be tied tightly to
the mouth of the thistle funnel.
HINTS : Note the change in the level of water in
the thistle funnel and record your observations.
C 4 t n 3 Methdhlbtgl
3.5.2 LESSON TRANSCRIPTS FOR EXPERIMENTAL
GROUP-I1
Experimental group-I1 was taught in activity-oriented method-
I1 where only large group activities were given. These include activities
which are given by teachers in ordinary classes while teaching through
conventional textbook approach. Here one activity is given to the whole
class. It is not possible to check whether each student in the class takes
part in the activities given to the whole class. Some of the students who
are taking part in the activities may be doing so after understanding the
facts and concepts. Such students will get a clearer picture about the
content matter when activities are given along with conventional text
book approach. But some other students may be taking part in the
activities without understanding even the basic principles behind it.
Such students will gain nothing by participating in the activities given
by the teacher. This is the main drawback of 'large group activities'.
. The investigator has prepared lesson transcripts for the
Experimental Group - 11. There was no individualization. Activity
sheets and other accessories, which were given to the first experimental
group to encourage individual activities, were not given in this class.
The investigator used charts, the blackboard and some other teaching
aids. The experimental setup was shown to the whole class. In this class
the student participation was less when compared to Exp.Gp.-I. The
activities given included demonstrations by the teacher, observing
charts, blackboard diagrams etc. The student activities were
61
Chapter3 Methdolbgy
minimized. One or two students representing the whole class
participated with the teacher and helped the teacher in various
activities given to the whole class. The rest of the students got the
chance only to observe. A sample of lesson transcript used (Lesson
transcript-1) is given in appendix-2. The content of each lesson
transcript prepared for experimental group-I1 was same as the lesson
transcript prepared for experimental group-I.
Lesson transcri~ts of control erou~ - The control group was
taught through the 4 column lesson transcripts used in the
conventional textbook approach.
3.5.3 OTHER MATERIALS USED
Apart from Activity sheets and Instruction cards other materials
used to conduct classes include apparatus and chemicals to conduct
experiments, slides, specimens, models, pictures and diagrams for
Exp.gp.-I. To conduct classes for Exp.gp.-I1 pictures, models, and
charts were used. Students in Exp.gp.-[ were conducting experiments
while students in Exp.gp.-I1 were observing the evperiments and
arriving at conclusions.
3.5.4 ACHIEVEMENT TEST
To prepare the draft achievement test, the inyestigator set a
question papcr with n~ax i~r~um ol~jective type questions from the unit,
62
Chapter3 ~ttK~l%G?gy
"Transport in organisms" of Standard VIII Biology text. From these
questions 40 questions were selected with the help of experts to
prepare the draft test.
3.5.4.1 Pre~aration of draft test
Only objective type questions were selected for the draft test to
make the test objective to the fullest extent. The design and blue print
were also prepared for the draft test to ensure face validity and content
validity. The content was divided into 11 units. There were l o questions
(25%) under knowledge level, 13 questions (32.5%) in understanding
level and 17 questions (42.5 %) in application level. There were 10 easy
questions (25%), 20 average questions (50%) and l o difficult questions
(25%). The questions were divided into easy, average and difficult after
administering the draft test and the divisions of questions are based on
the analysis of answer sheets of 370 students who participated in the
draft test.
The question paper of the draft test. the answer key and the answer
sheet given to the students are given in appendix-6, 7 and 8
respectively. The blue print of the draft test is given as appendix-9.
The content-wise analysis of the draft test is given in the table,
'Weightage to content' in appendix-lo.
The objective-wise analysis of the draft test is given in the table,
'Weightage to Objectives' in appendix-11 and the table 'Weightage to
difficulty level' in appendix-12.
63
Chapter 3 Nethodolbgy
3.5.4.1.1 Administration of the draft test
370 pupils of Standard VIII were selected for the pilot study.
There were 168 students from K.S Abraham Memorial Higher
Secondary School, 105 students from Cotton Hill Girls' Higher
Secondary School and 97 students from Sri Vidyadhiraja Vidyamandir.
The question paper with 40 questions was given to these students in
the third term when the portions for that academic year were
completed. The answer sheets of 370 students from the above schools
were analyzed.
Even though more application level questions (17 questions)
were given in the draft test, only 11 could be selected for the
achievement test after item analysis.
a: The response sheets were collected and scored by giving one
mark for each correct answer. Sum of the scores for the whole items
were treated as the total score of the test.
3.5.4.1.2 Item analvsis
The 370 answer sheets were arranged in the descending
order of the total scores. When there are ties, students getting high
scores in the first few items were put at the top.
The test was item analyzed by estimating the index of
discrimination based on the procedure suggested by Ehel (1991). 'The
top 27% answer sheets (loo answer sheets) and bottom 27% sheets
Chapter 3 -- Netbdolbgy
(100 answer sheets) were used for comparison. The number of
examinees getting the same item correct in the top group (U) and the
number of examinees getting the same item correct in the bottom
group (L) was identified.
(a) Discriminating power
The discriminating power of each item was calculated
using the formula: U-L (N = loo)
N
The data relating to its discrimination power of each item decided the
final selection of items.
(b) Difficultv Index
The selected items were arranged in the increasing order of difficulty.
The difficulty index of the items were calculated
using the formula : U+L 2N
Items having difficulty index between 0.25 and 0.75 and discriminating
power above 0.25 were selected. The details are given in appendix-13.
3.5.4.2 Final Achievement test
The achicvcment test prepared by the investigator was based on
the unit, "Transport in organisms" of standard VIII. The final test
comprises of 25 objective questions which should be answered in 25
minutes. Maximum marks wen: 25 (one mark for each question). The
instructions for the students were given in the first page. All the
questions were multiple choice questior~s tvith four alternatives. The
Chapter 3 Metliodology
first 9 questions were given as 'Fill in the blanks'. The next 9 questions
were under 'choose the correct answer'. Question 19 and 20 were 'name
the following'. Question 21 was to give reasons and 22 to say true or
false. Questions 23, 24 and 25 were based on diagrams. A separate
answer sheet was given. Answers were to be marked by shading the
circle corresponding to the correct answer. The question paper, answer
sheet and the scoring key of the Achievement test are given in
appendices-3,4 and 5 respectively.
(a) Weightaee to content
The achievement test was based on the unit, "Transport in
organisms" which includes Translocation in plants, Osmosis and other
forces, human blood and structure of human.heart. The content was
divided into 8 sections to prepare the question paper and to give
adequate coverage to content. The weightage to content was finalized
after discussing with experienced biology teachers of the Schools.
Table No.-3.1 gives the weightage to content.
Chapter 3 Metliocibb~
TABLE 3.1 WEIGHTAGE TO CONTENT
(b) Weightage to Obiectives
Three objectives - Knowledge, Understanding and Application
of the Cognitive domain were tested in the Achievement test. The
questions in the Achievement test were based on these three objectives.
Of the 25 questions 6 were in 'knowledge' objective (24%), 8 in
'understanding' level (32%) and 11 questions were in 'application' level
(44%). Since the method used w-as activity-oriented method, more
application level questions were included. More questions under the
objective 'application' were given in the draft test also (17 questions).
But 6 of them had to be removed in the process of standardization.
Weightage given to objectives in the achievement test is given as Table
3.2 shown below.
TABLE 3.2
WEIGHTAGE TO OBJECTIVES
4,6,7,9,13,14
Application 25 --
(c) Weivhtage to Difficulty level
The questions were divided into easy, average and difficult
based on the results of analysis of students' answer sheets in the draft
test. 60% of the questions (15 questions) were included as average
questions while 5 questions (20%) were easy questions. The remaining
5 questions (20%) were difficult questions. Weightage to difficulty level
of the achievement test is given in Table 3.3 below.
TABLE 3.3 WEIGHTAGE TO DIFFICULTY LEVEL
/ No 1 CONTENT 1 . TOTAL I QUESTION I TOTAL No. OF ( % 1 I No. r--
( QUESTIONS 1 I I Easv 6 5 I 20
(d) Blue ~ r i n t
Blue print prepared by the investigator is three dimensional.
However a slight modification in the blue print is made by the
68
Cliapter 3 Netr5odology
investigator by adding the difficulty-level. Since all the questions in the
achievement test were objective-type, the columns denoting objective,
short answer and essay was unnecessary as far as this achievement test
is concerned. So these columns were changed into easy, average and
difficult to incorporate the difficulty-level of each question. The
weightage given to each objective and content, the difficulty-level of
each question and marks are specified in the blue print. Blue print of
the achievement test is given in Table-3.4.
* The number inside the bracket denotes the question number and the number outside the bracket denotes the mark. Each question carries one mark.
TABLE-3.4 BLUE PRINT OF THE ACHIEVEMENT TEST
TOTAL
4
2
1 I I
4
I
7 1 i
4
25
r / No UNDERSTANDING
Objective type KNOWLEDGE Objective type
I . Transpon in Plants - - I
Easy
+ / Circulatory system i r l
/ Man (7) I .-
6. ! Human blood I L -~i--~
I I i ' ! Blood corpuscles I ,
I . ~~~
St!-ucture of human heart
~~
TOTAL ~. ~
APPLICATION Objective type
OIP
Easy
(2) i
(25)1
( 5 ) i
3
Difficult Easy
GRAND TOTAL -I-- 6 8
Average
(6) I
(16) i
(13) i
(9) 1
(15) I
6
Average Difficult
(14) I
1
11
Average (17) 1
(23) I
(3) I
I
(21) 1
(22) I
5
i 2 . osmosis !
i I ! 4 -
I
3 . ; Absorption of minerals ~ ~~.. E L s p o n in animals ~
Difficult
I
(8) 1
(19) I
(24) I
3
(10) 1 1 -
( I I ) I i I
chapter i - Meth(id111ig~
3.5.4.3 Reliabilitv and validitv of achievement test
(a) Reliabilit?l of the test
Reliability of the test is usually expressed by a coefficient of
correlation which is called reliability coefficient. Two methods used by
the investigator to determine the reliability of the test is given below:
(i) S~lit-half method
The reliability of the test was established by split-half method.
Split-half method is the method of splitting the test into two halves and
finding the correlation between the two halves. All odd number items
may constitute one test and even number items the second test. The
answer sheets of go students studying in VIII.M, VII1.E and VII1.F of
Cotton Hill Girls' Higher Secondary School were used for the purpose.
The scores of two halves were correlated and the reliability of the test
was 0.76.
(ii) Test - Re-test method
In the Test - Re-test method the same test is administered twice
to the same group of students within 'a short interval. The two test
scores thus obtained are used to determine reliability coefficient. In this
study, a delayed achievement test was administered to all the three
groups to check the retention. The total marks obtained in the post-test
and retention tests were correlated to establish reliability of the test.
The correlation coefficient obtained was 0.645.
Cliapter 3 Mufl;odolbgy
(b) Validity of the test
(i) Face validity and Content validity
The face validity and content validity of the test was assured
while preparing the blue print and giving adequate weightage to content
and objectives. The opinion of experts in this field was taken into
consideration while preparing the test and necessary modifications
were made according to their suggestions.
(ii) Empirical or Statistical validity
Empirical or statistical validity of the test was calculated by
correlating the scores of the test with marks of a recently conducted test
obtained from the school (Ebel and Frisbie, 1991).
The coefficient of correlation obtained was 0.61:
3.5.5 RETENTION TEST
A delayed achievement test was used as the retention test. The
retention test was given 3 weeks after post-test. The answer sheet and
question paper were the same as post-test.
3.5.6 INTELLIGENCE TEST
To check the intelIigence of the students, a non-verbal
intelligence test, ie. the Standard Progressive Matrices prepared by
Raven, 1938 was used. The Standard Progressive Matrices has five sets
A, B, C, D and E. Each set has 12 questions. The five sets provide five
72
Chapter? Methodolbgy
opportunities for grasping the method and five progressive assessments
of a person's capacity for intellectual activity. Each problem in the scale
is really the "mother" or "source" of a system of thought - hence the
name "Progressive Matrices". The scale has a re-test reliability varying
with age from 0.83 to 0.93.
To record the answers a record form is available with Matrices.
The standard record form is arranged so that it can be quickly and
accurately marked by superimposing a stencil marking key which is also
given with the Matrices.
The standard Progressive Matrices with 60 problems, guide to
the Standard Progressive Matrices, answer form and key, available in
the Dept. of Psychology, University of Kerala, were made use of.
3.5.7 SOCIO-ECONOMIC STATUS SCALE
A copy of the Socio-Economic status scale used by the
investigator is given below. The personal data sheet given to student is
given in appendix-14.
MEASUREMENT OF SOCIO-ECONOMIC STATUS
Many Socio-economic status scales are available for measuring
the socio-economic status of subjects. A socio-economic status scale was
pepared on the basis of the needed data for the present study with
reference to the scales developed by Kuppuswamy (1902), Nair (1970),
Pillai (1973), Jaganadhan Nair (1974), Sivadasan (1975), and Krishna
73
Chapter 3 NethodoCogy
Iyer (1977). The scale used by the researcher is an adapted version,
modified according to the pay scales existing at the time of
administration of the tool. Here, the socio-economic status of a student
is measured in terms of three variables viz. education, occupation and
income of parents.
Education: Classification and Weifitage
On the basis of education, people were classified into seven
categories. For people with professional or post-graduate degrees a
score of ten is given. In the case of people with bachelor's degree like
BA, B.Sc., a score of eight; for people with education up to higher
secondary or pre-degree five score; for people who have studied up to
S.S.L.C, four score; people who have studied up to middle school
(Standard VII), a score of two; people who have completed lower
primary, a score of one; and people who are illiterate is given zero score.
Occu~ation: Classification and Weightage
People were classified into six categories on occupational basis as
high professional, semi-professional, skilled, semi-skilled, unskilled and
unemployed.
Chapter 3 %fethodolbgy
Hieh Professionals
This group consists of individuals who have very high education
and are engaged in decision making process, laying down policies and
executing them like doctors, engineers, lawyers, principals of
colleges, readers, professors, bank managers, business executives,
university officials, heads of research organizations, heads of
departments of government, big land holders, secretaries and assistant
secretaries to government, state or district level officers, chief executive
of quasi-governmental body etc. For this category a weightage of 10
score is given.
Semi-Professionals
This group consists of occupations which require college
education. Here job is of routine nature. This group includes lecturers,
chemists, teachers, officers at sub-district level, public health workers,
superintendent of any government office, contractors, sub-inspector of
police, excise inspector, sub-registrars. For this category a weightage of
8 score is given.
Skilled Workers
This group consists of workers who have a long period of training
in complicated tasks. Mechanics, fitters, electricians, drivers, painters,
photographers, masons, carpenters, document writers, vakil-clerks,
Chapter 3 WethodoCogy
head constables of police and village officers can be included in this
category. A weightage of 7 score is given for this category.
Semi-skilled Workers
This group includes occupations which require some training on
the part of the persons-shop keepers, attenders, farmers, small scale
merchants, and police constables come under this category. The
weightage given to this category is a score of 4.
Unskilled Workers
All persons who are doing work which involves neither education
nor training belong to the unskilled group. The watchman, labourer,
peon and coolie belong to this category. A score of 2 is given for this
category.
Unem~loved
The unemployed includes persons who are unemployed
irrespective of their education or training. Zero weightage is given to
this category.
Income: Classification and Weightape
On the basis of monthly income also, people were classified into
six categories. For the group having monthly income Rs.8,ooo/- and
above, a score of lo is given. For the group having monthly income in
the range of Rs.q35i/- to Rs.8,ooo/-, a score of 8; for the group having
Chapter i Wethodofogy
monthly income in the range of IZs.3451/- to Rs.4350/-, a score of 6; for
a group having monthly income in the range of Rs.2601/- to Rs.3450/-,
a score of 4; for the group having monthly income in the range of
Rs.i75i/- to Rs.26001-, a score of 2 is given. For the group having
monthly income of h. l750/- and below, a score of 1 is given. The
weightage given to the various categories are consolidated and
presented in Table-3.5.
Com~utation of Socio-Economic Status (SES) of the families of students
Full weightage is given to the head of the family/father/mother.
Half the credit is given to the other parent. If the elder sister/brother's
education, occupation or income is higher than that of parents', one
point weightage is given and a maximum of two points if both the sister
and brother are higher in education, occupation or income. If the sister
or brother is unmarried or staying with the family after marriage a one
point weightage is given.
The total of the scores obtained for the three dimensions of
socio-economic status designated above yielded a composite score for
each member. The sum of the composite score obtained for all the
members in the family was taken as the socio-economic status of the
family. This maximum score of 48 is fixed for a student as the socio-
economic status score of his family.
77
Chapter 3 Nethodolbgy
WEIGHTAGE GIVEN TO ITEMS IN THE SOCIO-ECONOMIC STATUS SCALE --
7 I Illiterate I 0 1 I I
3.6 SAMPLE SELECTED
The population or the Universe from which the
sample is selected consists of all secondary school students in Kerala
following the state syllabus. To select the sample and to standardize the
achievement test, students were selected from the following schools:
I. Sri Vidhyadhiraja Vidya Mandir, Vellayambalam,
Thiruvananthapuram.
2. K. S Abraham Memorial Higher Secondary School, Thirumala,
Thiruvananthapuram
78
Chapter 3 - %fetliodoCogy
3. Government Girls' Higher Secondary School, Cotton Hill,
Thiruvananthapuram
The sample used for standardizing the achievement test and to find the
reliability of the test is given below in Tables 3.6 and 3.7.
TABLE-3.6
SAMPLE SPLIT-UP FOR DRAFT TEST
Cotton Hill, Tvm.
TABLE-3.7
SAMPLE SPLIT-UP TO FIND RELIABILITY BY SPLIT-HALF METHOD
Cotton Hill, Tvm.
S a m ~ l e selected for the study
The study was conductetf in standard VIII classes. The Schools
selected were Sri. Vidyadhiraja Vidya Mandir and K.S Abraham
Chapter 3 Nethodology
Memorial Higher Secondary School. Three divisions of the same school
were selected as Exp.group-I, Exp.group-I1 and Control group. The
sample consisted of 212 students. By removing absentees in pre-tests
and post-tests, the total number of students included in the study was
205.
TABLE-3.8
SAMPLE SPLIT-UP FOR THIS STUDY
/ No. I Group I Instruction method 1 No. of
"4...4,...&"
1.
?
Following are the major steps in the data collection:
1. Administration of the pre-test to all 3 classes
2. Conducting classes for experimental group-I giving maximum
individualized activities to the students.
3. Conducting classes for experimental group I1 giving only large
group activities
i.
3.
4. Conducting classes for control group by conventional textbook
approach.
Exp.Gp.-I
E..- c- T T
3.7 COLLECTION OF DATA
GAp.up-11
Control group
Activity-oriented method-I (Individual & small group activities) Activity-oriented method-I1 (large group
SLU"S1.13
67
7n activities)
Conventional textbook approach
I"
68
Chapter 3 Nethodobgy
5. Administration of post-test to all 3 classes after experimental
treatments
6. Administration of retention-test after 3 weeks for the 3 groups.
7. Administration of non-verbal intelligence test (Raven's Standard
Progressive Matrices).
8. Collection of other details like socio-economic status, previous
exam marks etc.
3.7.1 Administration of Pre-test to two ex~erimental moups and the control m o u ~
The achievement test with 25 questions was given as pre-test.
The pre-test was given to students of all the three groups before
experimental treatments. The score of the pre-test was tabulated (in
total and also based on three objectives - Knowledge, Understanding
and Application). The total and objective-wise scores of pre-test was
necessary for the Analysis of Co-variance.
3.7.2 Conducting classes for two ex~erimental moups and control proup
Three VIII standard divisions from the same school were
selected for the study. For example, in the study conducted in Sri
Vidhyadhiraja Vidyamandir, Thiru~~ananthapuram, VIII-A was the
Exp.Gp.-I, VIII-C the Exp.Gp.-I1 and VIII-D the Control Group.
Chapter 3 %fethodology
The Exp.Gp.-I was taught through activity-oriented method-I.
The apparatus, specimens, activity sheets etc. were provided by the
investigator. The classes were lively and students were very co-
operative. The method helped to increase the interest and curiosity of
students. The teachers of the school especially Biology teachers
rendered good help to conduct the classes.
The Exp.Gp.-I1 was taught by activity-oriented method-11. The
activities were given to the whole class. There was no individualization.
The activities include observing charts, diagrams, interpretation of the
chart by one or two students from the whole class (who were selected
randomly by the teacher), observing the experimental setup and
demonstrations by the teacher.
The control group was taught by the conventional textbook
approach.
The unit, "Transport in organisms" was taken in all the three
classes and the investigator handled all the three classes.
3.7.3 Administration of Post-n test
After teaching the 3 classes in three different strategies, the post-
test was administered. The total and objective-!vise scores of the three
groups in this achieveinent test were found out.
A delayed post-test was '~drninistered to check the retention of
Cliapter 3 Methodohgy
the three groups of students. The retention test was administered after
a gap of about 3 weeks (25 days after administering the post test). The
retention test scores (Total and objective-wise) was tabulated.
3.7.4 Administration of intelligence test
A non-verbal intelligence test (Raven's Standard Progressive
Matrices) was used. The average intelligence test score obtained was
51.0439 and standard deviation was 3.7394. The upper and lower limits
were 54.7833 and 47.3045 respectively. The two experimental groups
were divided into High, Average and Low intelligent groups to check the
effectiveness of each method in each level of intelligence. The
intelligence test was administered for the two experimental groups only.
3.7.5 Administration of S.E.S
Each of the two experimental groups was divided into high,
average and low sections based on the S.E.S to study the effectiveness of
each method in various levels of S.E.S. The average score for S.E.S was
28.6902 with standard deviation 7.5814. The upper and lower limits
were 36.2716 and 21.1088 respectively.
Chapter 3 Nethodohgy
3.7.6 Phases of the studv
The following chart presents the phases of the study.
(Exp. Gp. - I) Administers teaches the topic giving Pre-test 3 individual & small group 3 Post test 3 Retention
activities test
(Exp. Cp. - 11)
Total and objective-wise marks of the post-test (Achievement test) of
the three groups were compared. Likewise total and objective-wise
marks of Retention test of the three groups were also compared. The
objectives selected by the investigator were knowledge, understanding
and application. Total marks in the post-test were compared on the
basis of Intelligence and SES. Each experimental group was divided on
the basis of intelligence and SES to study the effect of intelligence and
SES when activity-oriented method-I and I1 are used. The figure shown
in the following page picturizes the division.
Administers teaches the topic Pre-test 3 giving large group 3 Post test 3 Retention
Activities only test
(Control Cp.) Administers teaches the topic Pre-test 3 through conventional 3 Post test 3 Retention
textbook approach test
Chapter 3 Netliodolbgy
3.8 STATISTICAL METHODS USED
The pre-test scores and post-test scores of the two experimental
groups and the control group (total and objective-wise scores) were
compared using the statistical technique of Analysis of Covariance
(ANCOVA).
The total and objective-wise post-test scores of Exp.gp.-1 and
Exp.gp.-I1 is compared to the total and objective-wise scores of control
group separately. Likewise Exp.gp.-I is compared to Exp.gp.-11.
The total and objective-wise scores of post-test and retention test
of the three groups were also compared to check the retention capacity
of the three groups of students. Comparisons were made between
Exp. Group - I Exp. Group - II
High Average Low intelligence intelligence intelligence
Chapter 3 %fetliodoG~gy
Exp.gp-I and Control group, Exp.gp.-I1 and Control group and Exp.gp.-
I and I1 using ANCOVA.
Each experimental group is divided into High, Average and Low
on the basis of intelligence. Comparisons were made between total post-
test scores of three divisions of Exp.gp-I as follows:
(i) High intelligent students and average intelligent students
(ii) Average intelligent students and low intelligent students
(iii) High intelligent students and low intelligent students
Similarly the three divisions of Exp.gp-I1 were also compared. For this
ANCOVA using three groups (Garret, 1981, p.296) is used.
Each experimentaltgroup is also divided into three on the basis of
SES score. The total post-test scores of High, Average and Low divisions
of Exp.gp-I (based on SES) were compared. The three divisions of
Exp.gp-I1 were also compared with each other on the basis of total post-
test score. Here also ANCOVA using three groups was applied.
For all the calculations Analysis of Covariance was used since it
is considered to be the best statistical technique as it equates pre-
experimental status of the groups.
"Covariance analysis is especially useful to experimental
psychologists when for various reasons it is impossible or quite difficult
to equate control and experimental groups at the start: a situation,
which often obtains in actual experiments. Through covariance analysis
86
Chapter 3 methodobgy
one is able to effect adjustments in final or terminal scores which will
allow for differences in some initial variables." (Garret & Woodworth,
1981).
The details of the data analysis are given in the next chapter.