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CHAPTER-III

METHODOLOGY

3.1 INTRODUCTION

Research in common parlance refers to a search for knowledge. One can also define

research as a scientific and systematic search for pertinent information on a specific topic. In

fact, research is an art of scientific investigation. Research methodology is a way to

systematically solve the research problem. It may be understood as a science of studying how

research is done scientifically. Researchers also need to understand the assumptions

underlying various techniques and they need to know the criteria by which they can decide

that certain techniques and procedures will be applicable to their research problem and others

will not. All this means that it is necessary for the researcher to design his methodology for

his problem as the same may differ from problem to problem. Research methodologies

answers questions related with Why a research study has been undertaken, how the research

problem has been defined, in what way and why the hypothesis has been formulated, what

data have been collected and what particular method has been adopted, why particular

technique of analysing data has been used and a host of similar other questions are usually

answered when we talk of research methodology concerning a research problem or study.

Thus, when we talk of research methodology we not only talk of the research methods but

also consider the logic behind the methods we use in the context of our research study and

explain the reason for using a particular method or technique.

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3.2 METHOD USED FOR THE STUDY

The researcher has adopted survey method in this research work to study the effect of

Chief Minister’s Cycle Scheme on the academic achievement and motivation of high school

girls. The data was collected from Muzaffarpur district of Bihar. There are advantages in

using survey method as it not only helps in quantitative data collection over a large

geographical area in a limited time period but it gives research an objective point of view.

3.3 LOCATION OF THE PRESENT STUDY

The location of the present study is at Muzaffarpur district ( Appendix No. ? ).

Muzaffapur lies in the north of Bihar. The district is bounded by the East Champaran,

Sitamarhi, Vaishali, Saran, Darbhanga and Samastipur districts . It has won international

encomiums for its delicious Shahi species. The geographical location of Muzaffarpur

is 26°7′N 85°24′E. As of the 2011 India census, Muzaffarpur had a population of 3,746,714.

Males constituted 54% (1951466) of the population and females 46% (1795248). Thirteen

percent of the population was under 6 years of age.

In the field of education Muzaffarpur has a literacy rate of 60%, close to the national average

of 74%. Male literacy was 62%, and female literacy was 57%.

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Figure no: 3.1

MAP OF MUZAFFARPUR

(Source –www.travelindia-guide.com)

3.4 Population of the Study

The sample of the present study was 10th

standard girls of government schools of

Muzaffarpur district ( Appendix no.-2) who were benefitted under MBCY.

3.5 Sample for the Study

The researcher collected data from 200 high school girls studying in government

schools of Muzaffarpur district. For collection of the data the researcher used convenient

sampling method. The data was collected from four schools- Prabhat Tara High School,

Chapman Girls’ High School, B.B. Collegiate School, and Sarai Sayed Ali Girls High

School.

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3.6 DISCRIPTION OF THE SAMPLE

Table no : 3.1

School-Wise Distribution of the Sample

S.no NAME OF THE SCHOOL No. of

STUDENTS

PERCENTAGE

1 Prabhat Tara High School 65 32.5

2 Chapman Girls’ High School 45 22.5

3 B.B. Collegiate School 50 25

4 Sarai Sayed Ali Girls High

School

40 20

TOTAL 200 100

It is inferred from the table: 3.1 that the sample is homogenously distributed. Chapman Girls’

High School, B.B. Collegiate School, Sarai Sayed Ali Girls High School are government

school , whereas Prabhat Tara High School is a missionary aided school. Hence more than

65% of data is collected from government school. This is shown in the figure given below.

Figure no : 3.2

School-wise Distribution of the Sample

32%

23%

25%

20%Prabhat Tara High School

Chapman Girls’ High School

B.B. Collegiate School

Sarai Sayed Ali Girls High School

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Table no : 3.2

Habitation-Wise Distribution of the Sample

HABITATION No. OF STUDENTS PERCENTAGE

Rural 60 30

Urban 140 70

Total 200 100

It is inferred from the table: 3.2 that 30% of the population is taken from the rural area and

70% from the urban area. This is shown in the figure given below.

Figure no :3.3

Habitation-wise Distribution of the Sample

30%

70%

Rural

Urban

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Table no : 3.3

Father’s Qualification-wise Distribution of the Sample

QUALIFICATION No. OF STUDENTS PERCENTAGE

Pre-matric 60 30

Post-matric 140 70

Total 200 100

It is inferred from the table no: 3.3 that fathers of 70% students have passed their matric and

fathers of 30% students are below matric. This is shown in the figure No. 3.4 below.

Figure no: 3.4

Father’s Qualification-wise Distribution of the Sample

30%

70%

Pre-matric

Post-matric

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Table no : 3.4

Mother’s Qualification-wise Distribution Of The Sample

QUALIFICATION No. OF STUDENTS PERCENTAGE

Pre-matric 87 43.5

Post-matric 113 56.5

Total 200 100

It is inferred from the table no.: 3.4 that mothers of 56.5% students have passed their matric

and mothers of 43.5% students are below matric. This is shown in the figure given below.

Figure no : 3.5

Mother’s Qualification-wise distribution of the Sample

43%

57% Pre-matric

Post-matric

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Table no : 3.5

Family Income-Wise Distribution Of The Sample

INCOME

(ANNUALLY)

No. OF STUDENTS PERCENTAGE

Below Rs.40000 126 63

Above Rs. 40000 74 37

Total 200 100

It can be inferred from the above table no: 3.5 that 63% of students belong to low income

group and 37% of students belong to high income group. This is shown in the figure given

below.

Figure no :3.6

Income-wise Distribution of the Sample

63%

37%Below Rs.40000

Above Rs. 40000

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3.7 TOOLS USED FOR THE STUDY

Research tool can be defined as the instrument in the hands of researchers to measure

what they indent to in their study. One of the most important components of a research design

is the research instruments because they gather or collect data or information. These research

instruments or tools are ways of gathering data. Without them, data would be impossible to

put in hand of the researcher.

For collecting the data the researcher has to use appropriate tool that will serve her

purpose for data collection. In this research, the researcher used questionnaire and

administered an achievement test to collect data from the sample. The data was collected by

survey method.

3.8 THE QUESTIONNAIRE

A set of carefully designed questions given in exactly the same form to a group of

people in order to collect data about the research problem in which the researcher is

interested. List of a research or survey questions asked to respondents, and designed to

extract specific information. It serves four basic purpose:

(1) To collect the appropriate data

(2) To make data comparable and amenable to analysis

(3) To minimize bias in formulating and asking question

(4) To make questions engaging and varied.

There are two forms of questionnaire :

A. Closed form / Closed-ended.

B. Open form / Open-ended.

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To collect data from the sample, the researcher used administered Multi-Subject

Achievement Test and used questionnaire for motivation of girls towards C.M. cycle scheme.

3.9 MULTI-SUBJECT ACHIEVEMENT TEST

A multi-subject achievement test constructed and standardised by Amrita Singh

(2012), M.ED. scholar, St. Xavier’s College Of Education, Patna ; was used to find academic

achievement of 9th standard girls. This inventory has 17 questions from various subjects –

English, Hindi, Mathematics, Science, Social Sciences. This inventory was used as it was

standardised on the students of government school and it is based on the syllabus of Bihar

Board. Hence the reliability of this test is very high. For the validity of the test the researcher

consulted the experts of St. Xavier’s College of Education in the field of education and as

suggested by them the inventory was used in its present form.

3.10 QUESTIONNAIRE FOR MOTIVATION OF GIRLS TOWARDS

MBCY

To find out the motivation among girls towards the school, their studies and to know

the prospective of girls towards MBCY; a close-ended questionnaire was prepared and

standardised by the researcher. For this the researcher consulted the experts of St. Xavier’s

College of Education and took their advice in preparing the questionnaire. The questionnaire

consisted 35 items related with different dimensions of motivation. The validity of the

questionnaire was determined by the experts review. The reliability of the questionnaire was

found by item analysis. The dimensions of motivation questionnaire are as follows:

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Table 3.6

Dimensions of Motivation Questionnaire

S.no DIMENSIONS No. of ITEMS

1 SCHOOL ATTENDANCE 7

2 ACADEMICS AND CO-CURRICULAR ACTIVITIES 6

3 PROSPECTIVE OF GIRLS TOWARDS C.M. CYCLE

SCHEME

6

4 MOBILTY OF GIRLS 9

5 SOCIAL CHANGE 7

TOTAL 35

3.11 ADMINISTRATION OF THE TEST

The multi-subject inventory was given to the sample of 200 students. The students were

asked to tick the answer which they thought was correct. Ample time was given to them for

this. For each correct answer 1 marks was given and the sum of the marks of each students

was taken for the data analysis.

Each of the items of motivation questionnaire was rated on a five point scale. The options

were strongly agree, agree, undecided, disagree and strongly disagree. The respondents were

asked to respond to the extent of agreement or disagreement of the content. The scoring

procedure of the motivation scale is given in the table:

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Table 3.7

Scoring of Motivation Questionnaire

S.No OPINION SCORE

1. TOTALLY AGREE 5

2. AGREE 4

3. UNDECIDED 3

4. DISAGREE 2

5. TOTALLY DISAGREE 1

3.12 STATISTICAL TECHNIQUES ADOPTED

The major statistical techniques adopted in the present study are the following :

Mean

It is defined as the arithmetic mean. It is the average of the data . The formula is:

Mean= 𝑋𝑖

𝑁

Where,

Xi=Value of the ith

term

=Symbol of summation

N=total number of items

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Standard Deviation

The square root of the variance is called the root mean square deviation or standard

deviation. The formula is:

= 1

𝑁 𝑁𝑥2 − (X)2

Where,

X=Score obtained from the tool

N=total number of items

T-test

T-test is employed to find out the significance difference between the mean of the different

variables for different sub groups

t –ratio = |𝑀1−𝑀2|

1

2

𝑁1−

22

𝑁2

.

Where,

𝑁1= total number of items in first group

𝑁2= total number of items in second group

𝑀1 = Mean of the first group

𝑀2= Mean of the second group

12= Standard deviation of the first group

22 = Standard deviation of the second group

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Pearson’s Product Moment Correlation (r):

Pearson’s Product Moment Correlation is used for determining the reliability coefficient and

also for ascertaining the inter-relationship among adjustment and various dimensions of

emotional intelligence. The formula for finding r is :

r = 𝑁𝑋𝑌− 𝑋 𝑌

𝑁𝑋2− 𝑋 2 𝑁𝑌2− 𝑌 2

Where,

N = Total number of respondents

X = The raw score of first

Y = The raw score of second group

r = Pearson’s Product Moment Correlation Coefficient