CHAPTER IV

METHODOLOGY

o Method Adopted for the Study

o The Sample for the Study

D Tools Used for the Study

Validity and Reliability of the Tools Used

o Procedure Adopted for the Study

o Statistical Techniques Employed

o References

CHAPTER IV

Methodology

Methodology is the science of methods or principles of procedure

(Good, 1945). For the study of a problem, the investigator has to collect data which

are to be organised and analysed, to arrive at conclusions. This chapter describes the

method adopted for the study, the sample for the study, tools used for the study,

reliability and validity of the tools, procedure adopted for the study, and the statistical

techniques employed for analysis.

4.1 Method Adooted for the Study

The major purpose of the present study is to find out certain factors

influencing the optimum utilisation of teacher effectiveness in the primary schools.

The investigator presumes that utilisation of professional skills depends upon the

personal, psychological, institutional and sociological factors, which, in turn, have

relationship with their efficiency in teaching. Based on this assumption the following

hypotheses were formulated for the study.

Hypothesis 1

The factors that help the teachers for the use of their professional skills

can be located and classified.

Hypothesis 11

I'he factors that help for the optimum utilisation of teacher

effectiveness can bc identified.

122 - -- Methodology

Hypothesis Il l

She extraneous variables have no effect on the factors identified as

influenc~ng for maximum utilisation of teachers' professional efficiency.

Hypothesis IV

The factor structures extracted by factor analysis are helpful for the

optimum utilisation of teachers' professional efficiency.

Obiectives

Four hypotheses given in the preceding paragraph have to be tested for

their tenability. For testing those hypotheses, "the Experimental Method was found

not only unwieldy, but out of place as well. The data pertaining to the factors that

might help for the optimum utilisation of teacher effectiveness may be collected with

reference to the following objectives:

(1) 7'0 locate the factors said to be helping for the optimum utilisation of teacher

efSectivenrss.

(2) 7'0 select the most suitable factors that would help the teachers work

effectively.

(3) To classify the selected factors in different dimensions.

(4) To find o u t the extent to which the selected factors help the primary school

teachers utilise their skills in teaching.

(5) To identi& the factors that help the optimum utilisation of professional skills

of thc prlniarq school teachers

123 -- Methodology

(6) 1 0 tind out whether or not the identified factors are affected by certain

extraneous variables in the optimum utilisation of primary school teachers'

professional skills.

(7) To tind out the factor loadings of the variables under different dimensions

that intluence teacher effectiveness.

The hypotheses formulated envisage a well-defined method of research

for orderly arrangements of facts and principles to test them. A good method is thus a

blueprint for the study. A proper method for the study is inevitable, but its selection

depends on the nature of the problem that the investigation is dealing with and the

kind of data required for its solution. And a research design capable of providing the

data necessary for the solution of the problem is the offshoot of the method that the

investigator has selected for research.

Considering the nature of the data required, a descriptive design has

been opted for the study. The descriptive method attempts to determine the present

status of the phenomenon under investigation. It is concerned with conditions or

relationships that exist, practices that prevail, opinions that are held, processes that are

going on, affects that are being felt, and trends that are developing. Although it is

primarily concerned with the present, the design often considers past events and

intluences as they relate to the current condition (Best & Kahn, 1999).

A surwy will help the investigator to find out the factors under

personal, psychological, institutional and sociological dimensions, influencing the

optimum utilisation of effective teaching. Therefore, the investigator thought of

124 -- -

Methodology

adopting the survcy method to collect the data required to determine the validity of

the hypotheses torn~ulated for the study.

4.2 The Samole for the Study

The dependability of any study is determined to a great extent by the

selection of the sample on which the study is conducted. It is difficult to cover the

entire population for the study when it is very large. As an alternative, a small group

within the population is selected to form a sample for the study. The findings

obtained for the sample are extended to arrive at generalisations about the population.

The generalisations are valid only if the sample is selected so carefully as to represent

the populat~on

Sampling stands for the process by which a relatively small number of

individuals, objects or events are selected or analysed in order to find out something

about the entire population or universe from which it was selected (Cornwell, 1960).

Selection of sample should be based upon the purpose of investigation.

To make representation more reliable, stratified random sampling method was used in

selecting the sample Stratified sampling is a modified form of random sampling. It

is defined as a technique designed to ensure representativeness and to avoid bias

(Garrett, 1966, p.206) This is applicable when the population is composed of

subgroups or strata of different sizes.

1 he target population from which the samples were drawn for the

study was the entire population of the primary school teachers in Kerala. Their

number is veQ largc. So a representative sample of teachers of 186 primary schools

fiom all fourteen distsic~s of Kerala was selected by random sampling. Initially, a

total number of 500 primary school teachers were selected. Finally, the responses of

125 - -- --

Methodology

only 367 teachers could be taken for analysis, because the responses of others were

either unreliable or incomplete. A sample size of about 367 would yield results as

precise as it would be for the whole population, and also keep the error within five

percent level (Krech and Crutchfield, 1968).

'The details of the schools selected for the study are given below in Table 4.1.

Table 4.1

List of Schools of the Final Sample

Name ofschool District WU G/P .~ -~ ~ ~

1 Govt.U.P.S.. Ayroor Thiruvananthapuram R G

2 Govt.H.S., Navaikulam Thiruvananthapuram R G

3 Govt H.S.. fhanathumala Thiruvananthapuram R G

4 N.S.S Public School Thiruvananthapuram U P

5 Higher Secondary School, Trivandrum Thiruvananthapuram U G

6 St. Antony-s O.P.S., Valiathura Thiruvananthapuram R P

7 St. Mary's tI.S., Pattom Thiruvananthapuram U P

8 St:T'homas H.S.. Poonthura Thiruvananthapuram R P

9 St. Vincent H.S.. Kadamankulam Thiruvananthapuram R P

10. Jammath Id.l'.S.. Vallakkadavu Thiruvananthapuram R P

1 1 A P M , LiLl'S., I'avamba Kollam R P

12 Azakiyakavtl L..IJ.S., Sooranad Kollam R P

13 C.V.N.M.L.P.S., Thrikannamangal Kollam R P

14 C.S.I.V.H.S.hr the deaf, Valakom Kollam R P

1 5 Craven l..M.S.H.S., Kollam Kollam U P

16 1.G M I I \ . Manjakala Kollam R P

(table continues)

126 - - Methodology

Table 4.1 (continued)

Nume of school District WU G/P -- ---- ~~-~

17 K.G.V.G.U.P.S.,Kundara Kollam U P

18 l .~ttle Flower U.P.S., Kundara Kollam U P

19 I..P.S.. Mampuzha Kollam R P

20 M.N.IJ.I'.S., Nedumpaikulam Kollam U P

2 1 M.I S.S.L.P.S., Moongodu

22 M.1 H . S . Channappetta

23 M. I.G.H.S., Korrarakara

2 4 M.TH.S..Kundara

Kollam R P

Kollam R P

Kollam U P

Kollam U P

25 Mulackal. L.P.S., Thevalakara Kollam U P

26 P.S.P.M. U.P.S., Chavara Kollam U P

27 P.N.K.M.IJ .P.S., Kalavoor Kollam R P

28 S.M.H.S.S., Patharam Kollam U P

29 S N V .S.H.S., Theikkaruva Kollam R P

30 S.K.V.I-1.S.. Thrikkaanamangal Kollam R P

31 S.I.L.P.S., Mullikala Kollam R P

32 St. George l,.P.S., Kollam Kollam U P

33 St. Mary's H.S., Kottarakara Kollam U P

34 5 c 1 1' 5 . Valakom Kollam U P

35 (r.P S.. lrichavila Kollam R P

36 1 t) S . Peruman Kollam R P

37 c;ovt.l )'.S.. Thevalakara Kollam U G

(table continues)

127 Methodology

Table 4. I (continued)

Name ofschool District WU G/P ~ . -. .-

3 8 (iovt.1- V.H.S., Mynagapally Kollam R G

39 (iovt.1. I 'S. Mulavana Kollam R G

4 0 (;ovt.l..P.S.. Anchal Kollam U G

41 (;ovl. I own [J.P.S., Kottarakara Kollam U G

42 Govt.H.S.. Sadanandapuram Kollam R G

4 3 Cro~t L l P S . Panayil Kollam R G

4 4 <;ov~.l..P.S.. Palacode Kollam R G

45 Govt.lJ.P.S., Nedumancavu Kollam U G

4 6 C;ovt.L.P.S., Panayam North Kollam R G

4 7 ( h v l Welfare U.P.S., Anakulam Kollam R G

4 8 Govt. H S.. Ashtamudy Kollam R G

4 9 Govr.H.S., Kuzhimathicadu Kollam R G

50 Ciovt. Model L.P.S., Pattazhi Kollam R G

51 A.S.K.V 1I.P.S Pathanamthitta R P

52 A.M.M.H.S.S., Edayaranmula Pathanamthitta U P

5 3 Balavihar tmglish School Pathanamthitta U P

54 Atmananda memorial School, Chenganoor Pathanamthitta U P

55 I3.A.M.II.P.S.. Perumparakadavu Pathanamthitta R p

56 (:.M.S.I .I ' .S.. Keezhvaipur Pathanamthina U p

57 C ~ w l I I' \ Moor Pathanamth~tta U G

58 1 1 I 5 5 . Kdlanjoor Pathanamthina U G

(table continues)

128

-- - - - Methodology

Table 4.1 (col~tinued)

Name ofschool District WU G/P . . -. . ~ ~ -- -..

59 Govt. H.S., Chittar Pathanamthitta U G

60 Iloly Angels English Medium H.S., Adoor Pathanamthitta U P

61 Kunna~n Arayampara E.A&L.P.S., Kunnam Pathanamthitta R P

6 2 1. I'.G.S., Mannady Pathanamthitta R P

6 3 M. I.L.f'.S., Kalampala Pathanamthitta R P

64 M . f.I~..f'.S ., Pallampaley Pathanamthitta R P

6 5 M.T.L.P.S.. Onthekadu

66 M.'f.L.I'.S.. Njoozhoor

6 7 S.C.S.t1.S.S., Pathanamthitta

68 M.I'.H.S.. Vechuchira

69 N.M.L.P.S, Pathanamthitta

Pathanamthitta R P

Pathanamthitta R P

Pathanamthitta U P

Pathanamthitta R P

Pathanamthitta R P

70 S.C.S E.A & L.P.S., Tiruvalla Pathanamthitta U P

71 S.C'.S.H.S.S.,riruvalla Pathanamthitta U P

7 2 S.K.V.U.P.S.. Thanayil Pathanamthitta R P

73 T.M.G.fi.S., Peringanad Pathanamthitta R P

74 Bethany Ualikamadom Girls H.S., Alapuzha U P Nangiarkulangara

75 G.M.tl.S.Arnbalapuzha

76 NagaRaja Vilasam U.P.S., Veticode

7 7 N.S.S.H.S., Panavally

Alapuzha U G

Alapuzha R P

Alapuzha R P

7 8 St. Maw ' s L . P.S., Chambakulam Alapuzha R P

(table continues)

129 Methodology

I'able 4.1 (continued)

Nume of school District WU G/P - ~~- . - - ~ ~ ~~

79 K.E.English Medium School, Mannanam Kottayam U P

80 Lisieux I,.P.S. Konayam Kottayam U P

81 MTSeminary H.S.S. Kottayam Kottayam U P

82 St. Marys English Medium L.P.S., Kottayam Kottayam U P

83 Govt.H.W.L.I'.S. Appanchira Kottayam R G

84 Govt. H.S., I'hrickodithanam

85 St.Marys [J.P.S., Udayagiri

86 Vimala L.P.S., Vimalagiri

Kottayam R P

Idukki R P

ldukki R P

87 Crecent Public School, Aluva Eranakulam U P

88 Jyothi Nivas Public School, Aluva Eranakulam U P

89 L.F.H.S., Oonnukal Eranakulam U P

90 Nirmala English Medium School, Aluve Eranakulam U P

91 St. Ann's English Medium School, Aluva Eranakulam U P

92 Govt. H.S.Ayyankavu Eranakulam U G

93 Clelia Barbieri English medium school, Thrissur U P Wadakancherry

94 C.M.IJ.P.S., Tho~hiyoor Thrissur R P

95 Govt.1-I.S.,.Mullasery Thrissur R G

96 H.S.. Anthikad Thrissur R G

97 R.C.1J.P. Thoyakkavu Thrissur R P

98 K.S.R.V.Ii.S..Velar Thrissur R P

(table continues)

130 Methodology

- -

l ab l e 4. I (continued)

N~lrne ofschool District WU G/P .. . ~ ~. ~ ~. -

99 S.N.V.l~i.P.S.. Thrissur Thrissur U P

100 St. Franscis I I S for Boys, Mattom Thrissur u P

101 St. Johns L.P.S., Thrissur Thrissur U P

102 St.Josephs' L..P.S., Mullassery Thrissur R P

103 %Thomas G.P.S,, Engandiyur Thrissur R P

104 St. Xaviers H.S., Karandina Thrissur R P

105 V.R.A.M.M.H.S., Thaikkad South Thrissur R P

106 A.L..l'.S, Kanaiampinar Palakkad R P

107 A.S.M.M.H.S.,Alathur Palakkad R P

108 A.U.P.S., Moolamcode Palakkad R P

109 C.E.IJ.P.S., I'arudar Palakkad R P

1 10 N.U.P.S., Manappadom Palakkad R P

1 1 1 Govt.L..P.S.. Kadkurissi Palakkad R G

112 Govt [J.P.S.. Kanhirapuzha Palakkad R G

1 13 M.M.M.S.H.S. Koduvayoor Palakkad R P

1 14 Sarva-jana H.S.. Puthukode Palakkad R P

1 15 S.H.S, rhanneerkode Palakkad U P

1 16 S.V A.L.P.S.. Chembarangad Palakkad U P

117 T.M.D.I.i.P.S..Nattukal Palakkad U P

1 18 V V A l F' 4 . Muduthala Palakkad U P

1 19 A I P 5 . Bhoodan Colony Malappuram R P

(table continues)

131 Methodology

---

Table 4.1 (collt~~iued)

Name ofschool District R/U G/P . ~ .. ~~~ ~

120 A.M.L..P.S.. Chengara Malappuram R P

121 A.1L.P S , E~havathiruthy Malappuram R P

122 A.M.1 .P S., Nediyyinruppu Malappuram R P

123 A.M.1 ... P.S., Kandalapatta Malappuram R P

124 A.U.P.S., Nettikulam Malappuram R P

125 A.U.P.S .. Perumparamba Malappuram R P

126 A.M.II.P.S.. Tirur Malappuram U P

127 Al-lrshad English Medium School, Panthavoor Malappuram U P

I28 U.E.M.LJ.t'.S.. Ponnani Malappuram U P

129 C'.K.M.M.A.L.f'.S.,Panakkad Malappuram U P

130 G.L.P.S.. Kizhakkethala Malappuram U G

13 1 G.L.P.S.. Kanmanam Malappuram R G

132 (;.L.f'.S.. I'oolappadan

133 G.M.L.P.S., Cheruvannur

134 G.M.L.P.S., Manpuram

135 (;.I,.P.S.. ('herankuth

Malappuram U G

Malappuram R G

Malappuram R G

Malappuram R G

136 C;.M.I.j.PS.. lrumbuzhi Malappuram R G

137 (i. I'.l:.I'.S.. Munderi Malappuram R G

138 (J l J P S . Porhanur Malappuram U G

139 (i.1I.S.. Maranchery Malappuram U G

140 0 ti S . I'onnan~ Malappuram U G

(table continues)

132 Methodology

- - - --

Table 4.1 (cont~nued)

Name ofschoo[ District R/U G/P ~ ~~ -. ..

141 I.S.S.IJ.P.S..Malappuram Malappuram U P

142 [..I. English Medium School, Malappuram Malappuram U P

143 M. A.M I! .P.S., Malappuram Malappuram U P

144 M.1.II.P.S.. Ponnani Malappuram U P

145 M T ' S . U P . S . Nanammukku Malappuram R P

146 N S.S.U P S., Edakkara Malappuram R P

147 K.M.H.S., Melathur Malappuram R P

148 Avoor IJ.P.S., Vatakara Kozhikode U P

149 Cheekkonny M.L.P.S Kozhikode R P

150 Chelakkad L.P.S., Kozhikode Kozhikode R P

15 1 Chelakkad U.P.S., Kozhikode Kozhikode R P

152 I~evorkovil M.U.P.S Kozhikode R P

153 Edacheri C'cntral L.P.S Kozhikode U P

154 (i.U.P.S.. Vattoli Kozhikode U G

155 (;ovt.Ganapath for Boys Calicut Kozhikode U G

156 (iov1. H.S.S., Koduvally Kozhikode U G

157 Kalavikandy I..P.S., Kozhikode Kozhikode U P

158 K.A.M.IJ.P.S.. Vatakara Kozhikode [I P

159 K K.Kidauniemorial U.P.S., Kozhikode Kozhikode U P

160 Malayainma A.IJ.P.S Kozhikode R P

161 M U I , IiS . ('alicur Kozhikode lJ P

(table continues)

133 - - Methodology

Table 4. I (continued)

A'urne qfschool District R/U G/P - ~

162 Naduvalloor A.M.P.S Kozhikode u P

163 Nadavallor A.U.P.S Kozhikode U P

164 Navipetra North L.P.S., Calicut Kozhikode U P

165 N S S.[; P S.. Baypore Kozhikode U P

166 Navipena IJ.P.S., Vatakara Kozhikode U P

167 N.H.S.. Vattoli Kozhikode U P

168 J.B.S Vatakara (W) Kozhikode R P

169 A.I>.P 5. Kuttipuram Kozhikode R P

170 A.M.I.P.S., Puthurettam Kozhikode R P

171 S K K M.I. P.S., Kozhikode Kozhikode R P

172 G.H.S.. Kakkavayal Wynad R G

173 (i.H.S.S.. Meenagadi Wynad U G

174 (; L1 I' \ . Kolagappara Wynad R G

175 St. Sebastian L.P., Vazhavatta Wynad R P

176 A.L.I'.S.. I'oonamgode Kannur R P

177 A . l ~ . P . \ . . Kottakkanam Kannur R P

178 (i.N.li.l '. S.. Narikode Kannur U G

179 I!.P.S.. Kadannappalli Kannur R P

180 ll.l'.S.. Kelaloor Kannur R P

18 1 1 I' S . Kun~~athparamba Kannur R P

182 A \: 1 ' \ Ntlashar Kasargod R P

(table continues)

134 -- -- Methodology

Table 4.1 (cont~nued)

A'trme of school District WU G/P . ~- ~ ~ . ~. .~~~ ---. ~ ~ ---p.-..-....---..

183 4 . 1 1 . P . S . . Hovikana Kasargod R P

184 Gt-I.S. . Helar thayanur Kasargod R G

185 G.If.I'.S..Agasarahok Kasargod R G

186 St. I'hornas tl.S.S., Thomapuram Kasargod R P - - - -- - - - -

G-Government P-Private R-Rural U- Urban

leachers of the following types were included:

1) Adequately qualified and overqualified teachers,

2) Male and female teachers,

3) I'eachers of private and government schools,

4) 'Teachers of rural and urban schools,

The details of the break up of the final sample are given in Table 4.2. Table 4.2 Break-up of the Final Samule

Extruneous vuriubles .-

Group Number of teachers Torai

Academic Adequate qualification 204 qualification 367

Over-qualification 163

Gender Male

Female

Management of Government the school Private

1,ocality ol Rural the school llrban

135

-- - - -- Methodology

4.2.1 Criteria Used for Selecting the Extraneous Variables.

The review of the literature revealed that the factors influencing

effective tcaching is related to academic qualification, gender, management of the

school, and locality of the school of the subjects. The investigator decided to select

these factors as the extraneous variables of the study. Subsamples were formed on the

basis of these var~ables.

(i) Sample based on academic aualification

S.S.I..C/P.D.C with T.T.C was considered as adequate qualification of

teachers; those who possessed more than this level of qualification were considered as

overqualified teachers. These two groups formed the subsamples based on academic

qualification.

(ii) Sample based on vender

The subsamples, male teachers and female teachers, were selected on

the basis of the gender distinction of teachers.

(iii) Sample based on management of the school

reachers of government schools and private schools were considered

as the two subsamples based on management of the school.

(iv) Sample based on Localitv of the school

reachers of rural and urban schools were considered as the two

subsamples based on locality of the schools.

S~rlct. the study uses stratified random sampling, the members of the

sample were drawn at random from each of the strata. The investigator selected

samples frorn all the districts of Kerala.

136 Methodology

4.3 Tools Used for the Study

'I'he data required to test the hypotheses formulated for the study are to

be collected from the primary school teachers. The sample consists of 367 primary

school teachers selected from 186 schools of Kerala. The present study required data

regarding the factors under various dimensions that influence the optimum utilisation

of teacher effectiveness. The questionnaire items were prepared after surveying the

literature related to the area under study.

4.3.1 Ouestionnaire on Factors Influencine Optimum Utilisation of

Teacher Effectiveness.

The investigator frequently visited some primary schools in

Pathanamthitta and Kollam districts, to study all the different aspects of the factors

influencing effective teaching. The Heads of the institutions and the teachers gave

him all possible help, co-operation and guidance. The investigator also reviewed

relevant literature and research studies, located 80 factors which are supposed to

influence teachers' efficiency in teaching (Appendix A). All precautions suggested

by Barr, Davis and Johnson (1953) in preparing the questionnaire were taken. He

personally met ten experts and discussed with them the items prepared. The experts

were educators, Ph.D. holders, teachers and retired teachers, whose names are given

as Appendix E', From the factors located, the experts selected 64 to be rated by the

teachers for their influence on teaching efficiency (Appendix B).

In consultation with the research supervisor and experts, the selected

64 factors were given In the questionnaire under four different sections, viz., Personal

137 Methodology

1)imension. Psychological Dimension, Institutional Dimension, and Sociological

1)imension. I'he statements were simple in construction and easy to understand.

The questionnaire to the teachers was prepared in Malayalam in order

to get the maximum responses from the teachers. They were so constructed that all

needed information for the study could be obtained from the teachers. Instructions

were given as to how to answer the questions. The questionnaire in Malayalam

version and English version are given as Appendix C and Appendix D respectively.

The teachers were asked to indicate their responses about the factors

influencing effective teaching on a five-point scale viz., most helpful, moderately

helpful, less helpful, least helpful, and not helpful. For scoring these 5 categories of

responses, they were assigned five integers, viz., 5,4,3,2, and 1 respectively. The

distribution of factors under each dimension is presented in Table 4.3

Table 4.3 Number of Factors under Various Dimensions Influencing the Ovtimum Utilisation of Teacher Effectiveness

Area of factors Item numbers Number of items

1 . Personal dimension 1-16

2. Psychological dimension 1-15

3. Institutional dimension 1-21

4. Sociological dimension 1-12

Total

Sample items in each section are given below:

138 Methodology

. .

(a) Personal Dimension

(i) Reading habit

(ii) 'Teaching experience

(iii) Teaching ability

(iv) Accountability in teaching

(b) Psycholo~ical Dimension

(i) Satisfaction with the profession

(ii) Love and respect from students

(iii) Students' impressions about teaching

(iv) High marks scored by students in examinations

(c) Institutional Dimension

(i) Iliscipline of the school

(ii) Reputation of the school

(iii) Overall set-up of the school

(iv) Availability of audio-visual aids

(d) Socioloaical Dimension

(i) Inspection of school by authorities

(ii) Parent-teacher relationship

(iii) lielp from an advisory committee

(iv) Influence of public library

139 Methodology

-- -

4.3.1.1 Validitv and Reliability of the Tools Used

"Validity is that quality of the tools used or procedure that enables to

measure what it is supposed to measure", while "Reliability is a necessary but not

sufficient condition for validity" (Best & Kahn, 1999, p.208).

All the possible measures were adopted for the validity and reliability

of the tools used for this study. But it is not possible to adhere to statistical

procedures for measuring instruments like questionnaire, which need not be subjected

to Item Analysis. We cannot drop any statements on the basis that it is either difficult

or easy, because the investigator is assessing factors influencing the optimum

utilisation of teacher effectiveness. The factors influencing the optimum utilisation

are more important than the difficulty index of the statement selected. The statements

in the questionnaire are so simple that even a teacher of an average ability can easily

rate them. The investigator, therefore, relied mostly on nonstatistical procedures to

determine the reliability and validity of the questionnaire prepared by him.

An attempt was made to understand the major concepts/constmcts

relating to the Factors influencing effective teaching. Construct validity of a test may

be said to measure a 'theoretical construct or trait' (Anastasia, 1961, p.143). For

getting a general idea about the various concepts/constructs involved in the

identification of factors influencing teacher efficacy, the investigator interviewed the

educationists and experts in the field, reading relevant literature and several studies to

collect the essential factors influencing effective teaching. Many studies conducted in

the area oi teacher effectiveness, papers presented in seminars and symposia, course

materials oi the training given to the teachers, and reports of workshops had been

140

- - -- Methodology

much usctul to locate the factors conducive to the optimum utilisation of teaching.

While constructing the questionnaire for primary school teachers, all customary

precautions were observed, as closely as possible. Regarding the methods of

establishing the validity of a questionnaire, Mouly (1970) states, "At the most

elementary level, it is necessary for all the questionnaires to have content validity, i.e.,

a question must be related to the topic under investigation; there must be an adequate

coverage of the overall 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 questionnaire. "The criterion 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". (Best & Kahn, 1999, p.2 19). Utmost care was taken by

the investigator to see that the questionnaire used for the study had content validity

and construct validity

Since the statements cover all the relevant factors influencing effective

teaching, the questionnaire has face validity in assessing factors influencing the

optimum utilisation of teaching. The questionnaire was prepared in the mother

tongue of the teachers. i.e., Malayalam. The statements were constructed in such a

way that teachers in primary schools could understand them properly. Since the

statements were simple in style and unambiguous in meaning, they were able to

respond easily. l'he statements were tested for their clarity by administering the

questionnaire on a sample of 40 primary school teachers from Kollam and

Pathanamthitta districts. The description of the questionnaire provided earlier makes

it evident that the questionnaire has a coverage of almost all the important aspects to

141 --- Methodology

be included l'or a study of this type. The language used in the questionnaire was made

simple and precise so that it would be comprehensible to all the teachers, thereby

adding to the validity of the tools.

The responses of primary school teachers were collected by the

investigator by interviewing some of the teachers. The responses to the questionnaire

were given we~ghtage and the scores obtained by the teachers were considered as the

scores influencing the factors. Since scoring scheme was adopted for the

questionnaire. i t became obligatory to estimate the stability of the score. So the Test-

Retest method was adopted. After a lapse of 28 days, the same questionnaire was

administered on a random sample of 75 teachers from the original sample of 367

primary school teachers selected for the study. The results ensured the reliability of

the questionnaire. and the investigator conducted informal interviews with some of

the subjects for checking the reliability of the responses obtained through the

questionnaire. 'fhe coefficient of correlation between the scores of the first and

second administrations of the questionnaire was computed. It was found to be 0.84.

The reliability coefficient was significant at 0.01 level. The result shows that the

questionnaire used for the study was reliable because the scores were found stable.

Though it cannot be claimed that the procedures adopted for establishing the

validity and reliability of the tools are fool-proof, it can be safely defended that they

serve the purpose. Hence the tools and techniques used for the study can be

considered valid and reliable for the purpose.

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4.3.2 General Data Sheet.

A data sheet was prepared to collect from teachers the preliminary

information including extraneous variables. This information is very much needed to

determine the influence of extraneous variables such as adequately qualified- and

overqualified-teachers. tnale- and female-teachers, government- and private-school

teachers, rural- and urban-school teachers on factors influencing effective teaching.

The general data sheet is given as Appendix E.

4.4 Procedure Adopted for the Studv

In order to assess the factors influencing the optimum utilisation of

effective teaching, the investigator assumes that all teachers are effective in teaching.

During the train~ng of teachers, their skills in teaching are almost satisfactorily

developed. The content of the curriculum and the evaluation of their skills conducted

by the training institutes and the universities indicate that the above observation is not

baseless. Since the students who pass the T.T.C/B.Ed examination or an equivalent

examination are able to teach effectively. In other words, they are capable of

applying the principles they have learnt in the classroom.

I'he investigator approached the Heads of the institutions, and got their

co-operation ensured. The tools administered on the teachers were questionnaire on

factors influencing the optimum utilisation of effective teaching and general data

sheet of teachers 'l'he questionnaire for teachers was administered both personally

and by mail. 1<11suring valid responses from the subjects under study was the major

task during the data-gathering process. Out of the 500 copies of the questionnaire

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administered, only 423 were got back, despite reminders. Fifty-six were discarded for

practical reasons and the remaining 367 response sheets were used for the analysis.

On the whole, the steps adhered to in eliciting genuine responses from

the subjects helped the investigator feel confident about the procedures adopted for

getting valid information from the subjects under study.

fhe scores of the teachers were tabulated with other relevant data

relating to them on consolidated data sheets. Data entered contained scores on the

questionnaires and other information such as educational qualification, gender,

management of the school, and locality of the school which were converted into

suitable codes. The data were entered in such a way that they could be used for

computer dava processing.

4.5 Statistical Techniaues Emploved for Analysis of Data

The data collected for the study were analysed using the following

techniques and the entire statistical processing was done by the computer.

1. The important statistical measures pertaining to central tendency and

dispersion of the scores of the factors under different Dimensions were

calculated to study the nature of the scores.

2. Computation of percentages was made to identify the factors influencing

effective teaching. using the numerical cut-off points for each factor under the

various dimensions.

In order to identify the factors influencing the optimum utilisation of

teacher effectiveness. the investigator assumes that a factor should have the support of

144 Methodology

majority of teachers' and the score 70% and above (response categories viz., 'most

helpful'. 'moderately helpful' and 'less helpful' combined) of the total scores.

3. In order to determine the influence of extraneous variables like academic

qualification, gender, management of the school, and locality of the school, on

the Personal, Psychological, Institutional, and Sociological Dimensions,

Multiple Regression Analysis were computed (Retherford and Choe, 1993, pp.

27-37.62 I .

4. The technique of factor analysis was applied for the comparison of the factor

structures and factor loadings of four dimensions (Fruchter, 1967, pp. 79-99).

Factor analysis is a multivariate statistical method which is used for the

analysis of matrlces of correlation coefficients of a large number of variables. This

method is quite general and can be applied to correlation between variables of any

type. It concerns with interdependencies and discovery of structure among

interdependencies. The Principal Axes Method and Varimax Rotation (Fruchter,

1967) have been used for comparing the factor structures of four groups viz., Personal

Dimension, Psychological Dimension, Institutional Dimension, and Sociological

Dimension

Principal Axes Method

I'he present study adopted the principal axes method (Fruchter, 1967,

p.99) of factoring the correlation matrix because of the following reasons.

1. Each factor extracts the maximum amount of variance ( i t . , the sum of

squares 01' factor loadings is maximised on each factor) and gives the

srnallest possible residuals.

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2. I'hc correlation matrix is condensed into the smallest number of orthogonal

Fdctors by this method.

3. I'hr method gives a mathematically unique solution for a given table of

correlations.

After obtaining the factors, they were tested for significance using

Humphrey's rule and only significant factors were retained for final interpretation.

The rule is described below.

1 . Standard error of the product moment correlation coefficient is calculated on

the assumption of a null hypothesis r = 0. For product-moment 'r', this is

given bq

2. Product of the two highest loadings for each factor was worked out.

3 . Any factor in which the above product exceeded twice the standard error

(2 i J-N ) was retained as a significant factor, those factors for which the

products of the highest pairs of loadings are less than 2 / dx are left out as

not signilicanl

Varimax Rotation

Ihe significant factors were rotated using the well-known criteria of

'simple structure' and positive manifold (Fruchter, 1967, pp.79-80). Based on the

rotated values of the factors, the rotated factor matrix for each group was prepared.

fhe rotated lnctors are amenable to psychological interpretation. According to the

amount of. loading on the different variables suitable names are given to the factors.

146 Methodology

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Factor structures can be obtained either in orthogonal form (all factor vectors are

orthogonal to each other) or in the oblique form. The present study was conceived in

terms of orthogonal factors.

Interpretation of the Factors

I'he rotated factor matrices were interpreted using standard procedure.

The different variables with high loadings on the factor would give a clue to the

nature of the factor. Also, those variables on which there is low loadings can be of

help, in identitj.ing the nature of the factor, since it is possible to identify this factor as

being different from the content of these variables. A high negative of the loading on

a variable can also be of help in identifying the nature of a factor since it can identify

the factors as one which is the opposite of the construct represented by the variable.

I'he following conventions are used for identifying the factors:

1. Locate the group of variables on which the factor has the highest loadings

2. Locate the group of variables in which the factor has the lowest loadings

3. Examine the possibility of different factors becoming independent (because

of the orthogonality associated with the factors).

4. I'reat factor loadings whose values are greater than 0.30 as significant and

neglect other factor loadings as not significant.

In addition to the above, a few additional conventions are also

followed in determining the degree of presence of each variable in the factor.

(i) Factor loadings 0.90 and above - extremely high presence of the variable

(ii) Factor loadings from 0.70 to 0.89 -high presence of the variable

(iii) Factor loadings from 0.55 to 0.69 -considerable presence of the variable

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(iv) [Factor loadings from 0.40 to 0.54 - variable somewhat present.

(v) Factor loadings below 0.30 to 0.39 - variable present but low

(vi) Factor loadings below 0.30 - variable not present

Negative loadings are considered to indicate the negative of what is

represented by the variable in the factor. The details of the analysis in this context are

presented separately in the following sections:

The details of the analysis of data are given in the ensuing chapter.

I'he important findings are reported, and based on the findings of the

study, the tenability of the hypotheses is tested. The suggestions accrued from the

important findings of the study are given.

148 Methodology

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References

Anastasia. A. ( l 6 l ) . Psychological testing. New York: The Macmillan Company, p. 143.

Barr, A.S.. Davis. A.R., & Johnson, O.P. (1953). Educational research-An appraisal. New York: J .R. Lippincon Company, p.65.

Best, J.W., & Kahn, J.V. (1999). Research in education (Rev. ed.). New Delhi: Prentice-Hall of India Pvt Ltd., pp.208, 219.

Cornwell, E.G. (1960). Sampling methods. In Encyclopaedia of educational research. New York: Macmillan Company.

Fruchter, 13. (1967). Introduction to factor analysis. Princeton: D.Van Nostrand Co., pp. 79-99

Garrett, 11. E. (1966). Statistics in ps~chology and education. Bombay: Vakils, Feffer and Simons Pvt. Ltd., p.206.

Good, C.V. (Ed.). (1945). Dictionary of education. New York: McGraw Hill Book Company. lnc.

Krech, D.. & Crutchfield, R.S. (1968). Theorv and problems of social psychology. New York: McGraw Hill Book Company.

Mouly, G. J. (1970). The science of educational research. New York: Van Nostrand Reinhold Company.

Retherford, R.D., & Choe, K.M. (1993). Statistical models for causal analysis. New York: John Wiley & Sons Inc., pp.22-37,62.