CHAPTER V

ANALYSIS AND INTERPRETATION

ANA1,YSLS AND INrl'ERPRETATION OF DATA

; \ i iaiy~i\ .~riJ iJ,ii..i,siorl I - all extensive and comprehensive process

1111ilnt1cil I,) idcnlll'! thc t~r~lcslyitlg 11!1iercnt relationship amot;,g viirious factors.

' l c I I I [lie ~ I C I C I I I s~tldy is to find OLJI 11,e effect of certain

1 1 r t \ ' : II .I .I~,~c:. 1,'1!:1~.1y: tt~ti.Iii~etlcr ( V I ) . socio-economic status (Vz) and

. , : I I I L I L ~ C , I ( ~ I I I I I ~ , I ~ W , L I . I - Ical-lri~ig I : I . I ~ I I s I I I . I ~ ~ L I : I ~ C ( V 3 ) :IIICI ccrtain instilution-

I C ~ I \ ~ r r i i l I . ~~~~rr . t tc l io~i ; i i slrslegies (V4), library facilities (Vs) and co-

C L I I . I - I C L I ~ . L I I I I ij~~:lish (V,. t oil thc basic latiguagc skills in English viz..

I I I l . I . \ ~ ~ L ~ , I I ~ I I , ~ 11.5~1. re:i~ii112 (12Si) and w,r i t i~~g !I-S~,) of the secondary

I ~ ! ;1111111~ . l i ! ~ , . I I L I l I I ~ L I C ~ I I c I ~ I ' L I I to r c ~ i i s e the extcnt to

\ \ l i~cli I I I C pii1'1l , I I I L ! i ~ ~ \ i ~ ~ ~ ~ t i o n r r ! : t ~ c i i i i ~ ~ t ~ r ~ influence the acquisi[ion of the basic

I I I ~ s k i I I I I I i t t l ;I[ secoltda~-y levt-I.

I'lie < I , ~ I . I I C / ; L I I I I ~ ! ( $ 1 111e P I I I I I I related variables: V I , V? slid V3 were collected

I)! i ~~ l~~r i i i i s~c~ i l l : : ;I \t;it~ilaiili\cci teil of intclli,oence, a socio-economic scale and an

I a r ~ r l the invi,htigator. The data pertailning to the institution-

rclirretl ~ ' a c t o ~ , b4 . \:;, atld V6 \vcre obtained using an observation schedule for

. . rcacher, W I I O Iian~lle L:llglish ;it ~econdal-y level, 21 semi-structured interview

ichedulc fur l l i ~ : S ~ : I I O I I I lbrariatis or the teachers in charge of the library, and a

i ~ l i ~ ~ ~ k l ~ ~ i for , I I : JCIII \ to f'ilitl otii tlleir participation and not>-participation in co-

C L I I I . ~ C I I I . I ~ I IC! , \ ilich , I I Llll~lisi~. all ol' which \ /ere prepared by the investigator. The

I I I , I 1 1 t ~ r i i s e c ~ e l i s e L'~ng~tnge Ability Test

Battery in E11glis11 cunsistrilg of four individual tests viz., test of listening, test of

bpeaking tcst of reading and tcst of wr~ting.

Hypotheses

The \tud) was focused on two major hypotheses. The hypotheses

formulated arc:

1 . There exlhts significant correlatio~i bctween the pupil-dated factors viz.,

intelligcncc, socio-ccont~~nic status and attitude of pupils towards learning

English i~inguage and [lie basic language skills in English viz., listening,

speaking, read~ng and wriring.

2. There exists significant correlation between the institution-related factors viz., l

instructional strategies, l~brnry facilities and CO-curricular activities in English

and the babic language sk~lls in English.

Summary of the analysis done

The data obtained \\ere grouped into two major sections and a few sub-

sections for statistical analyhis. They are:

Sectioit I

Correlation between the pupil-related factors V,, V2 and V j and total language skills in English in the whole sample and in the relevant sub-samples

I ) Pearson's product moment coefficient of correlation 'r' between the three pupil

related factor5 V). V* and 11.1 and total language skills in English was calculated

for the whole sample anil sub-samples.

i i ) Pearson'i product monicnt coefficient of correlation 'r' between the pupil-

related factors V , , V> and 'V3 and each of the basic language skills in English -

LSI, LS:. LS! and LSJ - was calculated for the whole sample.

iii)Partial correlation between eacti of the pupil-related lactors and the total

language skills in Englisn when the other variables were partialled singly and in

combination 111 the whole sample and in the relevant sub-samples.

iv)Partial correlation bet'*een each of the pupil-related factors V[, V2 and V, and

each of the basic language skills in English -LSI, LS2, LS:i and LS4 - when the

other variables werc partialled out singly and in combi~~ation in the whole

\,J Multiple corr-clation ' l < ' between [he pupil-related factors V ] , V2 and V3 and the

total language skills 111 E.nglish was calculated for the whole sample and sub-

samples.

\~i)Multiplc correlation ' K ' between the pupil-related factors VI , V2 and V3 and

each of the bas~c language skills in English - LSI, LS2, LS, and LS4 - was

calculated for the whole, ;rmple

Section I I

Correlation between the institution-related factors VJ, V g arid Vs and the total language skills in English

I . Rank Order Correlation between the institution-related factors V4, V5 and V.5 and

the total language ski!l\ In English was calculated.

i i . Rank Order Correlation between the institution-related factors V4, VS and VG

and Indi\,tdual Language Skills - L~stening, Speaking, Reading and Writing - in

English was calculated 1 1 1 the wholc sample.

1)etails of the analysis

Stat~sticai constant, of the distribution of the scores in the basic language

skills - in the total and individual - ill English are given in the table 8.

Table 8

Statistical Constants of the Distribution of the Scores in the Basic Language Skillstotal and Individual

-- Variables N o of Total Statistical Values

samplc score constants Total skills 500 1 00 Mean 42.134

S.D. 9.866

Ind~vidual sk~lls Listcn~ng 500 75 I Mean 10.842

S.D. 10.293

Speaking

Reading

Writing

25 Mean 7.844 S.D 9.595

1-5 Mean 7.844 S.D. 10.51 1

25 Mean 13.03 S.D. 1 1.058

-- The mean values indicate that the performance of the students in the test of

Generalised Language Abii~iy Test Battery 1s average for the total skills and for the

~ndividual skills

i. Correlation between the pupil-related factors V,, V2 and V3 and the total language skills in English the whole sample and in the relevant sub-samples

This section deals with the relationship between V1, V 2 and V, and the

basic language skills in English in the whole sample and in the relevant sub-

samples. Pearson's product -1noment cocificient of correlation 'r ' has been used to

dcterminc i h ~ \ relationship .]'he level of significance has also been determined. The

data and the lehults arc prescrlted in t~rblc 9

Table 9

of Correlation between the pupil ~ ~ l ~ ~ ~ d variables v 1, V2 and V, and the l'angaa@ Skills in English in the whole s ~ ~ ~ , ~ and

Relevant Sub-samples

-

--\.._

i lrltelligencc V , and total s k r l l s SES and V, <rnd the total .,kill!,

[ Attitude V3 and the total skills - i

i I 15d

Intelligence V, and total skiils SES and the total skills 0.54 13 0.01

Attitude and the total skills 0.3377 0.01 0.3713 0.01

Sub-sample girls 1.50

Intelligence and the total skilis SES and the total skills

0.5097 0.01 0.4403 0.01 0.4966 0.01

Sub-sample mixed 200

0.5395 0.01 0.2141 0.01 0.3880 0.01

Sub-sample rural 250

Intelligence and the total skill.; 0.4997 SES and the total skills 0.01

0.2717 0.01 0.3352 0.01

Sub-sample urban

l Intelligence and the total k i l l s , SES and the total skills Attitude and thc total skills

Sample

rota1 Sarnple 500

Sub-samples boys

'r' value

0.501 ;S 0.2945 0.3845

Level of Significance

0.01 0.01 0.01

Figure 4.1

Graphic Representation of the Relationship between the Pupil-related Variables - V,, V* and V,, and the Total Skills

Intelligence V1 SES and V2 and Altitude V3 and and total skills the total skllls the total skills

The \.iluc of 'r ' oht.liiied for intelligence and the total language skills in

English in the whole sample. and in the hub-samples were found significant at 0.01

level. The cocl'ficient of i:o:-relation it?dicates that there is significant positive

correlation het\reer~ inteliigence and the rota1 language skills (r = 0.5018). The 'r'

value obtained ibr SES anti the total skills in the whole sample and in the sub-

samples were lound ro be s~gnificant at 0.01 level. The coefficient correlation

indicates that there 1s significanl posiri\,c correlation between SES and the total

language skills iri English (r=0.2945). The value of 'r' obtained for attitude of pupils

towards learning English and the total language skills in the whole sample and in the

iub-samples were found to be significant at 0.01 level. The coefficient of

correlation indicates thal thew is significant positive correlation between attitude

and the total Inriguage skills (r-3U.3835).

The results >h\,\\' that tl~erc i b i~i~il 'orm [narked relationship between

il~~elligence and 111c bdsic 1:lngiiagc skills it1 English in the whole sample and in thc

rclcvant sub-s;iriil~lcs. l'hcrc i h col-relation bc~wecn SES and the basic language skills

! : I i:ngii?,il i l l t l i i : \ \ l ; , ,ie Saili,i!c .ind in I I i t releviint sub-samples, but the relationship

I.. l i i ) ~ as higli I \ t l i ; i ! hi : t \vr~,: i ~iltelligeiicc and the basic languagr skills in English.

i I C I C is a:LIill i.orli,iil<)n I ) < , wren ;!ltlt~ri!e aircl Lhe basic language skills in English

I 3 1 1 1 lie c.orrcl;iioii I . i i l i r ~ l ~ , I;isiicr t11ii11 tllat o l SI:S and the total 1;unguage skills in

i l s h I l l I I cl in the \ub-sali-iplcs, cxcept in the sub-sample, girls.

!I> this sub-sariipie iriclc c s i \ ~ ( ;I niarke~l col-relation between atti!.ude and the basic

i;lnguagc skill\ in tl~!clihh. From the above analysis it beco'mes evident that

I I C I I ~ C I C is I s ,?~~ilicarli . oi-l.elat~. ui skill development in E1:iglish language of

, :x i~ idary sclii~cll p:ipii\. ,\.iililde ~ o ~ v u r d s learning English f'orlns the second

::~:s~~late i l l thi\ sril~l,. . Soci'1 :cononlic status also influences the development of the

i-:.,ic language skill.. 111 ti11::~\11, but tllc infl~ielicc is not as high as intelligence and

~ i i c basic lang!i;ig:. ' h . l l / \ . . I I : ; atlitudc :tiiil ( h i basic language skills in English in the

~ . \ ! ~ r ~ l e saniple .incl ~ I I ~ - S ; ' ~ I ~ ~ I C \ .

.l'lic rc,ult\ .lie ;ip~~Ii,:aI-!le i l l t i i i population since the sample taken for the

\1!1t1y is conip,iratl:~.ly I L I I ; iind tlir 5;inlple is drawn at random giving equal

r ~ ~ ~ l - o e n c a ~ i o r i : U gLwsraphi,:.,. tlivision\ the state.

S ~ I Y : , I I ~ : ! ~ , t i ~ l : V I I into the factors relating to

L ; ; lde rac l i i eve~i~ i '~~~ . : l 1 ! C , I I . , , riiat ~~nii~~iachieverncii t was re!arcil to poor reading,

iocabuiur) ;IIIL! spi.1 I 111g

In thc iluti! cor1duc1i.d hy Sreenlvasan (1969) the resulls indicate that score:;

on language ai,ll~t\ rcst ant.] ,cl.~olastic ,~chievement were found 10 have significant

I c o s r l ~ l i ~ ~ ~ r= 0.ti:.

U;~rc. . I I I ~ I :\nanc! I ,,. 74) re~ioric<: I l i ~ 1 t lcarliing of language skills is one of

th i . \,ariablcs. \ \ l r i c t, ilete~i:,.i,!c academic achievclllent

Dcsci~lbing [lie inrp~lrlance of language across the curriculum as a strategy to

rrcngthen lniiguage clevelopnicnt Marland (1977) comments that "if a school

devotes thougtit and time to assisting language development, learning in all areas

will be helpeii: it ' attention I!; given to language in the content and skill subjects,

Iniiguage de~eloprnent will be ;assisted powerfully by the context and purpose of

those subject\

Joscph (1979) says t;111 ;l11 the lnilguuges are not given adequate emphasis in

. . 'issroorn tcchniq~ce and t l i i i t \:erha1 ;ih~lity was the most important single factor

cotitributing to success ~n sclic~ol

. . .Rubiri ( 0 ga \ i~ a transparent schematic representation of the 'four

language rnodch and describc,J in detail a variety of activities, which can stimulate

active listening

It is \tgnihcant to iiotice that a study conducted by Victoria (1993) .at

doctoral level concludeti thi11 the socio-economic factors exert significant influence

on certain basic language shills viz., spelling, vocabulary reading comprehension,

listening cornp~.ehens~ori, specd in hand writing and quality of handwriting. The

correlation cotfficicnt obtairri:d between the education, occupatitrn and income of

p;irents and thc selectcd lar~gi~age skills in English were found to be significant at

0.05 level.

ii. Correlation between the pupil related variables VI,V2 and V3 and the

individual language skills - I S [ , LS2, LS3 and 1,s 4 in the whole sample

Relationship betweeii the pupil related variables V], V2 and V3 and each'of

the basic languagc skills in t'.ng,lish - l.SI, LS2 LS3 and LS4 - has also been found

sing Pei~rson's product inornent coefficient of correlation. The level of

significance t ~ f tile 'I-' val:izs was a1511 determined. The data and results of the

obtained rel~tr~onship are g l \ c n in table i0

Table 10

Coefficient of Correlatiu~~ between the Pupil Related Variables V1,Vz and V3 and I S I , l,Sz, ),S3 and I S 4 in the Whole Sample = 500

'r' values

l 0 7454

Figure 4.2

Graphic Mepresentatiun of the Relationship between the Pupil-related '

Variables - V, , V* and V,, and the Individual Language Skills LSI- Listening

f

0.8

0.6

0.4

0.2

0 V1 and LS1 V2 and LS1 V3 and LS1

Figure 4.3

Graphic. Representation of the Relationship between the Pupil-related Variables - V , , V, and V3. ,and the Individual Language Skills LS2 - Speaking

1

0 8

0.6

0.4

0.2

0 V1 and LS1 V2 and LSI V3 and LSl

Figure 4.4

Graphic Representation of the Relationship between the Pupil-related Variables - V,, V2 and V,, and the Individual Language Skills LS3 - Reading

1

V1 and LSl V2 and LSl V3 and LS1

Figure 4.5

Graphic l<epre.*entatio~n of the Relationship between the Pupil-related Variables - V,, Vz and V3. ;tnd the lndividual Language Skills LS4 - Writing

V1 and LS1 V2 and LSl V3 and LS1

The value of 'r ' obtai~ied ibr intelligence and the individual language skill:

listening in (lie wholc sampli: was found to be significant at 0.01 level. The

coefficient i)i corrclatiotl 1rld1cate.5 t i i i ~ t there is significant positive correlation

between inrcliigencc and li.tening (r=U.7454).

The value of 'r' o t~ ra~~ led for SES and listening in the whole sample was

found to br significant at O O l ievel. The coefficient of correlation shows that there

is significanr posiii\,e corrcl,:~tion between SES and listening (r=0.3946), but the

cor-!-elation is riot \c!-) nigh ;is that of intelligence and listening.

Thc v ~ ~ l u e of' ' r - ' obtii~ned for attitude and listening in the whole sample was

Sound to he >i:,.nificonr a1 (L01 level. The coefficient of correlation indicates that

there is h~gtl significant pxitive corl-elation between attitude and listening

(r=0.9139).

These iesuits intlicarc that the!-e I . marked relationship between intelligence

;ind listening aiid attitude arrij li:itening in the whole sample. There is correlation

hctween SES alld l~stening, I , L I . ~ the relat~onship is not as high as that of the other

two.

From rlic above analy:;is it bccoliles obvious that altitude is a significant

correlate of listening ikill dc~eloprnenr In English language of secondary school

~xtpiis. Intellige~~ce torlrl\ thc \ccoiid crjrrci;tte in this study socio-economic status is

;iIso a determinant ol'the devclopnient of listening skill in English, but the influence

of SES is not scen as high as tliiit exerted by attitude and intelligence. It is peculiar to

notice that the urder of hiernrcny of relationship changed here with intelligence and

listening and attitude and listening when compared to intelligence and basic

language skills and attitude and basic language skills.

Goodman et al., ( 1987) ass,ert that it is important that schools plan listening

and talking experiences for all childl-en. Chiidren develop oral fluency when they use

lisrening and speaking tor reicvant and l'unctional reasons. When children are

;ic~ively in~olvril i r i ::ettirig and giving meaning, they learn language by using it with

peers, reacher\ and olher ildults i n the classroom.

To Nor~i~;iii (1900) when cti~ldren are encouraged to listen and talk with

peers about whai i h i , y at-c reading and studying they canexplore concepts, try out

theories, or t:xpres\ i~pinioi? tentatively, and receive immediatz response.

'rhe value , l S ~l~tained for- intelligence and speaking in the whole sample

\ \ ; I found 1 0 he \~g~~rl'icarii at (1.01 1evi.I. The coefficient of correlation indicates that

there is significai~~ poirrivc corrcl:~tion bctween intelligence and speaking

I 1=0.6865).

The value OI 'r' ob~ained for SES and speaking in the whole sample was

1'c:ilnd to be signilic.ini at 0 0 1 level. 'She coefficient of correlation indicates that

there is signil~cant ]lusitlve correlation between SES and speaking (~0 .3962) . but

thc correlation is not JS higl! ;is that of intelligence and speaking.

The ' r val~li. obtaiiid for attitude and speaking is significant at 0.01 level,

in the whole samplc. The ioefficient of correlation indicates that there is high

\ignificant positive ilot-~-clatio~~ h(:tweeti attitude and speaking, which is even higher

than that of intelligence and sp'caking.

Thc resitlts ~eveal thiir thcre is marked relationship between intelligenceand

speaking, and attitude arid speaking, whet-e the second correlation is high. There is

correlation between SES and speaking. but not as high as the other two.

Front the above analysis it can be inferred that attitude is a significant

correlate of speaking skill de\~zlopment in English language of secondary school

pupils. Intelligence forms the sccond correlate in this study. Socio-economic status

also exerts it% influence on the dev~?lopment of speaking in English but the influence

i1wi.s not seer11 10 l)e ;IS high as that ~f the othcr two.

Bwnca ( 19701 louni! ;ha.[ infor~ll;!l 'exploratory' language plays a major role

111 ii~oving pup~ls [ ( I \ \ ~ r t l u ~ i i i c r s r ~ n d i ~ ~ ~ slid appreciatior~ of curriculum based ideas.

Groail) ( l ? i X ? _ ) der11ons';rated SII-ong relationship between two types of oral

English 1:inyuaze tests ; I I I < I various measures of language use and school

performance.

To Rub111 (1'190) a ;gt,od classroo~n should not besilent. Kt should be one in

\\ hich childrell's iilc:ts arc Ix~.~rd, respccizd, encouraged and shared.

MIIICI i 1')')-li te1n;li h , < [hat w ~ t l ~ i ~ u t good oral language skills a child usually

l,. . . . ~onsidcral>le c:~!lr~.ulty ~ r l t l i listening, reading, writing and spelling skills.

Dugdale , 11196) ,leaks o l iirterac~ive learning for spoken language

i~cvclopmcnl

Griffin ( l 1 ) % ) concluded l'ron~ his study that there were considerable

\,L~riation in chililrcn's n;~riative and reading comprehension skill, and general

iiarrative sk~ll ua, signiii~antly associated with reading con~prehension ability

( I - ~ 0 . 2 7 ; P<O.Ol ) .

The t'aluc o! .r' c,l,l;~ined for intelligence and reading is significant at 0.01

lcvel. The ct~el'fic~ci~t ot 01-I-elation ~ndicares that there is :significant positive

c,lr~-elation bc~wee~i rcadir~;! ar~ti intelliycnce (r=0.6484).

.The value of 'r' obtained l'or SES and reading in the whole sample is

significant ar 0.01 level. I'hc coeffic~ent of correlation is indicative of having a

positive trend bet~vcen S I S and reading (r=0.353 1).

The value of 'S' i~btained for attitude and reading in the whole sample is

fignificant iir 0.01 lcvel. f l i c coefl'icicnt of correlation signifies that there is high

positive correlatio~i ~ C ~ W C C I I ;irtitude and reading (r=0.897)

T t ~ e results indii,atc that there is marked relationship between attitude and

reading and intelligrnce and reading where the first correlation is high.

From the above analysis i t is revealed that attitude exerts a significant

positive influence un thc dcvelopmcnt of reading skill in English. Intelligence and

SES form tile second and rhlrd correlates in this study respectively.

MilreJ.9 ( 1'169) study on a comparison of word recognition skill, reading

comprehension arid total icatiing score of inner city and out city transfer children

brought forth sig~l~licant c~~rrclatioil licyond 0.01 level except between transfer and

inner city i'li~ldren i t i cor r~~~~-cI~ens io i~ .

Kapper (1970) f w n d that reading comprehension was positively related to

l ) reading atlitudc 2 I depcndellce 3) anuiety, reading readiness, ;academic motivation

to attitude [awards learn~n:; English quality of classroom teaching and the socio-

economic staius 01' p.u.enl\

Goodman I 1'973) ren~nrked t h ; i ~ children make use of linguistic resources

xuch as semalitli' ( v ,yntactii. cues i n order to decipher unfamiliar words.

l'erfktti arid Hogaboarn (19751 stated that decoding skills are central to

satisfacto~ry I-cadin;! i ievelup~~~cnt.

klucl. of [tic ?viilc!ice for all interactive compensatory model of reading

Stanoviteh ( 1980) zonles froin iexperln~i-nts, which have examined romantic context,

effects of i t i n good and potir readers. 7'he advantage found for .words presented in

contexts kno\rn as serrlantic i'acilitation effect has been shown ro be greater for poor

readers than tor gooil readeli.

To Dugdale 19961 rcadinp ipe~cd foster5 comprehension.

'l'he balue 01' 'r' obtairled for intelligence and writing i n the whole sample

was found to be significant at 0.01 lelcl. The coefficient of correlation indicates that

there is significant positive (:orrelation between intelligence and writing (r=0.6764).

Thc 'r' valiie obta~ned for SES and writing was found to be significant at

0.01 level. She coeffieieril of correlation indicates that there is significant positive

correlation hctween SES and writing ir=0.3926).

'She value of 'r' for attitude and writing for the whole sample was found to

bc significant at 0.01 le\i,l . The coclficient of correlation is indicative of high

positive correlation betwer.1 attitude and wi-iting (r=0.8779).

The result\ obta~tt-rl reveal that thcrc is marked relationship between

attitude atid ~ r i t i n g . and ~iitclligence :riid writing where the first relationship is high.

There is correlatior~ between SES and writing, but the relationship is not as high as

the other two.

Frvm the above ;ii~alysis it is cvident that the influence of attitude to learn

English is high on the de\t.lopmenl of writing skill in English. Intelligence also is a

significant correlate of the clecelopment of writing skill in English, but the extent is a

bit low to attitude arid wrtlin;!. SES also influence the development of writing skill

in English. ln all the co~rclations computed between pupil related factors and

individu;~l language skill5 at.itudc i~ id ica~es a [narked uniform high relationship.

Hence i t forms a vel-y sign~ficvnt correlate in the study.

From the tiumber of studies conducted by Langer and Applebex (1987) the

finding emanated here I ) the more tllc content is manipulated the more it is likely to

he rerncnihered. 2 ) The cltects U! writing tasks are greater for the particular

informalion focused up011 d,.~ring the WI-iting. 3) The writing tasks differ in the

breadth of information dl-awn upon and on the depth of processing of information

[hat they e\.olie

Ahhutosh ct al (IO97i conducred a study to improve English composition of

standard VlII students usin;; word processor. The study came up with the result that

the logical sequenc~ng of icrltences and paragraphs, page format and neatness of

i\rltlng call he impioved tiii-oi.yh word processing.

111, a) Parr~al corrclation t)ct\vccn cacl~ of the pupil related vat-iables V[, V2 and V3

the rot;il langu:lgc skl l~s In Engliil~ when the other variables were partialled out

hingly and i n comb~natio~i in rile whole sample and in the sub-samples.

"It has been ni11ict:d that "the correlation between two variables is

sometime5 rnisleadirlg a ~ i ~ l lilay be crroneous if there is little or no correlation

between the variables 0 t h ~ : ~ Ihan that brought about by their common dependence

upon a thil-d variable (01 ie\!eral val-~ables)" Garrett (1981 p. 403). In such cases

partial correlation I S often itscl'ul i n analysis wllere the effect of some variables may

be kept constant. Parti:ll correlation determines the relationship between two

variables or two sets of \ariables when the influence of other variable or variables

have been eliminated or partialled out. Therefore, partial corrclation technique has

been employed in this stiidy in ordcr to eliminate the influence of the independent

variables one by one on tlie hasic language skills in English (total) and on each of

the four hahic lansuage skill!, in Engl~sh. Consequently a Inore reliable result of the

relationship between thc pupils rel:~icd variables and the basic language skills is

obtained.

This scction is divided into two sub sections: subsection a) describes the

lil-st order part~al correlat~orl where orle variable in partialled out and sub section b)

describes the second order partial corl-clation where two variables were partialled

out. Data and result5 of the p,.irt~al correlation is given in tables.

Notations given in the tat)le a re

r l is the basic 1angu;gc skill5

rz i~itcllige~icc

r3 socio-economii .ianls

I-, a i t ~ ~ u d e o i pupil\ towards learning English

Thus r12 is linear ' r ' betuceli the baslc language skills and intelligence

S , , I S linear be t~~ee l l the basic language skills and SES

r14 is lineal- ' r ' b e t~ iee i~ the bas~c language skills and attitude

r 1 2 ,? is partial correlation bct\ieen the hasic language skills and intelligence when

SES is kept constant

r 1 2 33 is partial correlation between the basic language skills anti intelligence when

the effect of SES ar~d atticc~de is kept constant

'I'able 11

First Order Partial Correlation between the Independent Variables and the Total Language Skills in English in the Whole Sample and in the Sub-

.. - Samples. Variables Sample Partial 'r' value

W hole sample

-.. - n=50U

112.3 0.4335 .~ ---

r l L 4 0.3490 -~ -

r~ 1.2 0.0938 0.1670 1 \ 1 4 ---

114.2 -0.001 7 0.3047 r 1 1 3

Sub-sample Boys N= 150

0.4548 1 1 2 . 3 , 0.4266

1 1 2.4 ..

Level of significance

0.01 0.0 1

0.01

0.01

0.01 0.01 -

The value of fil-sr order partial correlation (r 12.3) for the whole sample

(0.4335). sub-samples: boys (0.45481, girls (0.3667) mixed (0.5396), rural (0,4377)

and urban (0.4021 ) were i13~1nd significant at 0.01 level. The results indicate that

there is significant positive: correlation between basic language skills in English and

intelligence when the influence of SES is eliminated. The linear 'r' between the

total language skllls an~d intelligence and individual language skills and

intelligence were also stable 2nd significant at 0.1 level. (Table 1 1 )

'The value of first order partial correlation (r12.4) for the whole sample

(0.3490) sub-samples: buys (0.4266), girls (0.2014), mixed (0.3746), rural (0.397)

and urban (0.3083) were found significant at 0.01 level. The results indicate that

there is signiticarit positive correlation between basic language skills and

intelligence. when the influence of attitude is kept constant. The linear 'r' between

the language skills and in~elligence substantiate the same. The first order partial

correlation (Table l l ) ( r l :.?) for the whole sample (0.0928) , sub-samples: boys

(0.0775), girls (0.2396). mixed (0.0345) , rural (0.0457) and urban (0.1276) were

found to be lower than tlic zcro order and hence insignificant (except in the sub-

samples gil-Is, where the values are or significant at 0.01 level) and urban the value

is above zero but not signific;lnt.

The results indicate that there is significant relationship between the

language skills and SES ivhcn the influence of intelligence was eliminated except

in the sub-samples g~r l s at1'3. urban. I t 1s important to note that in the calculation of

linear 'r' (table 9) betwee11 total language skills and SES and 'r' between

individual language skills and SES, the values obtained were lower compared to

the other inclependent var~tibles.

Thc value of first order partial correlation r13 .~ for the whole sample (0.167),

sub-samples. boys (0.21), girls (0.2039), mixed (0.0939), rural (0.1544) and urban

(0.1709) were found significant except in the sub-sample boys at 0.01 level and

mixed where the correlation was not significant. The results leads to the inference

that the irlfluerlcc of SES oil the b a i c development of basic language skills is not

very signlficallt (2s show11 hy the co-efficient of correlation too) when the influence

of attitude was kepi col,tartt. On the other hand attitude showed a high positive

relationsh~p with language skills in the computation of coefficient of correlation.

The value of fir.\\ order partial correlation r 14,.2 for the whole sample'(-

0.0017), sub-sanlples: boys (-0.009). girls (0.1539), mixed (-0.0727), rural (-0.064)

and urban 10.05561 wel-e found negative and not significant except in the girls

sample. Tlie results indicate that there is only negligible negative correlation

between the basic language \kills in English and attitude towards learning English

when the intervening inll~rence of intelligence is kept constant. In the sub-sample

girls where there i \ a pos~live correlatron but not significant and in the urban sample

the correlalion is positivc but found to be lower than zero order correlation

coefficient. Her~cc i t is not significani. But the coefficient correlation between the

language skills and attitutli was positlye and significant.

The first 01-der p;l~lial correlati~jn value r14.3 for the whole samples (0.3047)

sub-samples: boys (0,26571, girls (0.3689), mixed (0.343), rural (0.2547) and urban

(0.0997) were found to be significant at 0.01 levels. The result leads to drawthe

inference that thei-e is s~gl~iiicant positive correlation between the basic language

skills and attitude when lhi. intervening influence of SES was kept constant.

In this context the partial correlation of language skills with attitude and

SES by eliminating intt:lligence might reveal the actual influence of the

independerit variables.

All the part~al correl;ition coefficient was found significant at 0.01 level

except in the case where islrelligencc was partialled out. Hence i t be concluded that

intelligence lormb a s i g n ~ t i i a ~ ~ t cos~elaie of'the skill development in English.

Second Order I'artial Correlation between the Independent Variables and Total Language Skills in English

Sub-\;~mple boys v= l i n I

Val.tablci

r12.31 0.5027 0.01 rl? 24 .. - 0.0796

-0.0181 Sub-\ample girls

X.= 150

r12 34 0.2338 0.01 rli 21 0.2363 0.01 rt? 23 0.1476

Sub-sarnp;e mixed

N =250

0.0529 -0694

Sub-sarnple Urban

--

~ I Z 3.1 - rl??? r1423

The second ordei partial correlation value r12.34 in the whole sample

Sample

(,0.4898), hub-samples: I w y s (0.5027), girls (0.2338), mixed (0.6641). rural

(0.53051. ust>an 10.4006) ;~vc.t~e foutiti and significant at 0.01 level. The results

Partial 'r' value Level of

indicate that the relalionsliip between basic language skills and intelligence is stable

and significant i n a11 the iascs.

The second ordel partial correlation r13.2~ in the whole sample (0.095), sub-

samples: boys (0.0796). girls (0.2363) mixed (0.0439), rural (0.0529) and urban

(0.1236) \\ere not sigrlilicant except in sub-sample: girls. The value of r13.24

obtained indicates that the relationship between language skills and SES is not

significant in all tile caszh except in ihe sub-sample girls. Here it is significant at

0.01 level.

'The second order parlial corl-elation value r14.23 in the whole sample (-

0.01 l6), sub-samples: ho ji (-0.018 1 ). girls (0.1476), mixed (-0.078), rural (-

0.0694) and urban (0.0438) .were found unstable and not significant except in the

girls sample. It i \ posi t~ie hut nor hignificant and in the urban sample too it is

positive but below zcro oi-iler and herice not significant.

'The results show that the reiat~onship between the basic: language skills and

attitude is inverse and not s;ignificant i n all cases except in the sub-sample girls and

urban i t is positive hut no1 significant. when the effect of SES and intelligence was

kept co~?sta~it.

In al l the cconil i)r(Ier pal-tial correlation the values are positive when

intelligence and SES w a piirtiallcd out from the relationship of total language

skills and attitude. all thc villues showed negative indication except in the sub-

sample girls and UI-ban.

IV a) Partial correlation hctween each of th~~pupil-related variables V I , V2 and V3

and each 01' the four bas~c language skills LSI, LS2, LS,, L,S4 when the other

variables at-e partialled oui ;ingly and in combination in the whole sample.

T h i section is also divided into two sub-sections: sub-section 'a' gives the

details of thc firsr order paitial correlat~on, where one variable is partialled ou: and

sub-section 'b' gives the details of second order partial correlation where two

variables ai-c partialled o u l . Data and results of the partial correlation are given in

tables

I'able 13 First Order Partial Corr.elation between the Independent Variables and each

of the Basic 1.anguage Skills in English LS,, LSZ, LS3, LS4

rI:' J

l

---W-

r l l l

r14 2

r 1 2 i

t e - 'Kiting LS,

1'17 1

I 1'14 2 -- - r 1 4 .G --

0.8814

0.6374 0.0026 -0.0078

0.01

0.01

0.2666 0.7599 0.8679

0.01 0.01 0.0 1

'Thc value obtaincil tor first order p2,rtial correlation (r12.3) in the whole

sample (0.6927), nvas foiind significant at 0.01 level. The inference is that the

relation between 1i;tenin~ and intelligence, eliminating the influence of SES is

positive and significant. 'l'l~e .value obrained for first order partial correlation ~ 1 2 . 4 in

the whole sample (0.15651 \vas found significant at 0.01 level. The inference is that

there is significant re1:itionship between listening and intelligence when the

influence o f attitudc was ciniinated. There is a decline in the value. When attitude

was eliminated fron~ the scla~ionship of listening and intelligence.

'I'hc value obtaincil l'or first order partial correlation r 1 3 ~ in the whole

sample (0.1091) was f0~1r.d significant at 0.05 level. The inference is that the

relationship between lisrening and SES is positive and significant, when the

influence of intell~gence N;I\ partialled out. The value obtained for first order

partial corrzlation r 1 , 4 in tlle whole sample (0.0814) was not found significant. The

inferencz I \ that thc relariL)n betweell listening and SES is not significant, when the

influence of attitude wa\ partialled out. The relationship did not mark much

difference v.-hen intelligence and att~rude were separately kept constant.

'rllc valuc obtainei! l u r the lil- \ t order partial correlation, r14.2 in the whole

p X ) ; I I I I ~ I ~ C I I I t 0 . 1 I C V C I . The infcn:ncc is t h a ~ there is

high, posillvc and signific;~nt relatiori betwcen listening and attitude by eliminating

the influence of inlelligen~c.

T h c value obtaincii for the f i r h t order partial correlation r143 (0.8978) was

found significant ;it 0.01 Icvel. Thc inference is that the relationship between

listening linil attitude is htghl:~ significant; when the influence of SES was partialled

out. The relationsh~p is s(1111cwhat stable in this study.

'I'able 14

Second Order I'artial Correlation between the Independent Variables

The second order [lartial col.rclation r12.34 in the whole sample (0.4984) was

found sigliificant ; I t 0.01 lcvcl. The result indicates that the relation ship between

listening and iniel11:encc 1,; 51gnificati~ when the influence of SES and attitude was

pal-tialled L ) L I I .

The value ohtaineil for secorid order partial correlation rl?.?a (0.0741) in the

whole satnl~le W;I\ not r'ou~~,d sigiiiklcant. The finding is tha t relation between

listening arid SES 1s not 51gi1rTicailr ib11en the iniluence of intclligence and attitude

was kept constarlt

The seconil order partial correlation r14,23 was found highly significant at

0.01 level The fiiiding is h a t the ~seiation between listening and attitude is strong

when the lntesvcnlng ~ntlucl-~ce of irirelligence and SES was partialled out. This

selationshrp 1s ~ O L I I I L I S I ~ . O I I ~ ri i the b l u d y .

' 1 ' 1 1 ~ second order 1:arlial corsclation rlz,, in the whole sample(O.ll02) was

found not hignificunt . ' I k finding is that the relation between speaking and

and each of the four Basic Language Skills in English LS,, LS2, LS3, LS4. Variables Indlvldu,ll language skill I Partial 'r' value I Level of

lntclligcncc is uli\table 2nd not significant when the influence of SES and attitude

was elimiiiated.

The secontl order ~pa~tial correlation r l j .2~ in the whole sample (0.1666) was

found significant at 0.01 levcl. The inference is that the relation between speakipg

and SES is ,ignit~iant by cli~ninating the influence of intelligence and attitude.

Thc secol~il c)!-del 11:11.~ial correiation r14 23 in the whole sample (0.8065) was

found sig~~ificant at 0.01 Ic.vel. The result indicate that there is strong, positive

correlatio~i betwecii spe~ikini: and i ~ t t ~ ~ u d e when the influence: of intelligence and

SES war held cunslant.

Thc seconcl order partial coi.rclation between reading and intelligence in the

whole sample (-OJ139) \ \as found negative but significant. The indication is that

there is an I I I ~ C I - s e rclatic,~! be~ween reading and intelligence when the influence was

SES and attiiud? \\;I\ elii~!~n;~lcd.

The ~scvilii order jiilrt~al COI-rel;~tion ( ~ 1 ~ ~ 4 ) in the whole sample (0.397) was

found s~gn~l~car i t ;i t 0.01 it:vel. The Inference is that there is significant positive

relationship betwccii readii~g and SES by eliminating the influence of intelligence

and attituuc.

'I'hc heconti urdci- p.~rtial correl~i~ion in the whole sample (0.769) was

found highli sign~iicant :it 0.01 level. The result indicate that there is strong

positive corrclatioii betwceii reading ~irid attitude when the influence of intelligence

and SES was held ctrnstaiir

Thc bccont! order partial correlation ( r 1 ~ . ~ 4 ) in the whole sample (0.1075)

was foui~d s ~ ~ n ~ f i c a i ~ t at I.).i)j level, The result leads to the finding that there exists

some relalioi~ship betwecri writing and intelligence when the effect of SES and

auitude i r a i jpar[iallcd oul

Tllr s ~ ~ i l ~ i ordci partial correlation (r13.24) in the wllole sample (0.0397)

was found not h~gnificant. The rc\ult indicates that there is only an inverse

relationsh~l) b e t ~ c c n writing and SES when the influence of intelligence and

attitude \\a\ kept constaill. I t is significant to note that the relationship of writings

and SES was I'oiiii~l un!f.:~.bli: and nor significant when intelligence was partialled

out (-0.0078).

The secon~i order partial correlation r14.23 in the whole sample (0.769) was

positively \ignlficaiit O . O i level. Thv finding is that there e:tists strong positive

I-elationship bclwecil wr1111ig and atrlcude by holding the influence of intelligence

and SES ctlnhtalii

I t ii signilicant 1 1 ) iiote that there exists a strong relationship between each

individual languagc skill.: li:,tening, pecking, reading and writing and attitude in

[he first 01-der part~iil coi~elation an11 second order partial correlation where the

other pupil ~clateti tariablcs ivere par-;i!ialled out. (Table 13). When the coefficient

of correlation bctwccn thi, ;)upil relureti variables and individual language skills was

calculated attitude formuii the most s~gnificant correlate of skill development .in

English Iangua~e.

Anotiier h~gnifica~lt i~nding 1s !hat when the influence of intelligence was

eliminated from thc col-[-cl,~tion betwccn total skills and attitude all the partial 'r'

values indicated an inverse relationship except in the sub-samples girls and urban,

where the values arc nor :significant. The above relationship in individual skills,

~ndicate a steady increase and :l11 the values are highly significan.t.

V . Multiple correlation bct'deen the jlupil-related variables and the total language

skills in English In thc wnole sariiplc and the relevant sub-satr~ples.

A\ 1nd1carrJ by the hypothes~j one, one of the main intentions of the study

is to find out the extent of ~.rlationsh~p between pupil-related factors and the basic

language skills i n Englisn, the cunlulative effect of pupil-related factors on the

tlevelopmelit ol ldnguage ,k~l l in Engllsh was cdlculared using Multiple correlation

! R ) . Thih corrclsl~on eslxc!,ses to 111ler-col-rclation between variables. The pupil-

related indi.periiIi.~ir var-~,~bl~-s are combined in such a way as to obtain the

maximum possibic corrrlatl:~n with iiie dependent variable. ?'he result is that the

accuracy of predicr~on is i;re;tter. Mulliple col-I-elation calculated would determine

how much of the ioral \ X I ia~ion i n the depcndent variable-basic language skills in

English-could he csplair~crl by all the pupil-related dependent variables, V, , VZ, and

V, acting rogethc~

Data and I-esults t ) , ' h,lultiple correlation along with its standard error are

given in table l5

Table 15 V. Multiple Correlation between the Independent Variables a n d the Total

Language Skills in I<l\glish in the Whole Sample and the Relevant Sub- Samples.

7- -.-W

Variables Samples R Value \Vhole sample

-. - N=500

. . . 0.5084 0.0332

Sutl-samples Boys

- N=150

- 0.5455

-- 0.03 15 Su11-samples Girls

N=150 0.5635 0.0306

SLI~.-s ;~mple Mixed

0.5442

- 0.03 15

Level of significance

0.01

0.01

0.01

r -- I 1 Sub-sample Rural I I I

11. liitell~gc.r~ce

111. SES

IV. Artitutlc

The cocf'ficient df M ~ ~ l ~ i p l e corl-elation (R 1.234) for the whole sample (0.5084)

sub-samplei. boys (0.5455'1, girls (0,5635). mixed (0.5442), rnral (0.5049), urban

(0.4839) were all t'ound significant at 0.01 level.

The res~iltb ~ndicate thlrt ,111 the pupil-related variables selected for the study -

intelligence soc~o-econoliiic !;tatus and attitude - exert a cumulative influence on

the devclopmer~t of languiigc. skills in English of Secondary school pupils. The

multiplc co~relar~oil vali~ch itre highci than all the coefficient of correlation between

each pupil-related iariablcs and the total basic language skills in English except

that of irltelligence and ic~t i l l languagc skills

V , intelligence and total lai~guage skills VzSES arid total language skills V, Attitude anti total language skills For the u hole za~iiple

L , dnd 1.S \ 2 'ill* l S

L' ; and LS 111 che sub-sam~)le boys

L I dnd L5 L ? and L> V ? and LS In the \uh sample g ~ r l s

\ ' ! and LS L'? and LS Vj and 1.S In che sub-samplc mixed

V , and LS V? anti L.5 V , and LS 111 the iuh-samplc ~ . ~ ! r a l

V , anti 1-S V ? and LS L', and LS 111 the hub-samplc urban

Intcllige~icc sho*ccl the higllcst correlation in the linear coefficient of

correlatioli.

A scud) by C'heria~~ ,11988) with the basic language skills in English and

ach ieve~nen~ i n eight sut,jcct lreas at pre-degree level obtained a multiple 'R' value

significant tor all subject arez~s.

Table 16

VI. hlultiple Correlation between the Independent Variables and each of the Four Basic Language Skills in English LS,, LS2, LS3, LS4

The coefflcienr ( I I Multiple C:orrelation (Rlz3',) for the whole sample with

individual language skilla and the pupil related variables Vl,V2 and V,; for

listening (0.9200) 1'01. spe:i<ii-~g (0.9053), for reading (0.9037) and writing (0.8822)

\\.ere all fouiid sigliificar~t a t 0.01 le\cl.

-- 'The individual

V;irial~les

The finding emergej from the obtained result is that the pupil related

variables: ~ntelligei~ce, hocio-economic status and attitude exert a cumulative

influence 0 1 ; the developi~lenl of the individdal language skills, listening speaking

reading and writing. The n~ultiple cor~t-elation coefficient values are all higher to the

R value

coefficient ill col-relation ' I - ' values he~ween each of the individual skills and each

of the pupil-related variahit:~.

Level of

'r' between

significance

0.01

0.01

0.01

0.01

r- language skills in English

Variables V , and LSI

IListenln~

RI 233 !Qeaki rig SEit Ri 234 Reading

. ... .

234 Writing

V? and LS I

0.9200 0.0068 0.9053 0.0080 0.9037 0.0082 0.8822 0.0099

V? and LS I

'r ' values Level of significance 0.7454 0.01

0.3946 0.01

0.9 l99 0.01

V I and LS.

Vzand LS?

Vxand LS2

Viand LS?

Vzand LS,

Vjand LS3

Vi and 1,s.~

Viand LS,

V ~ a n d LS,

A11 thc correlation coefficienrs calc~ilated indicate that the pupil related

variables - intell~gcnce soc~o-economic status and attitude have significant and

correlalion with total language skills and individual skills except in a few cases of

partialling. Hence a genc:ral interpl-ctation can be made thal, these pupil-related

variables arc significant correlates of basic language skills in English.

In the calculation ,of' correlation between institution-related variables and

basic language skills i n I:iiglich a diilerent technique - rank orcler correlation - was

adopted as the sample usi:d for thc collection of data is different in nature and

quantity.

VII. Rank Ordcr correlai~vt~ between Irldeperrdent variables V,, Vs, V6 and the basic

language skills in Englisll

Tlie purpose of thi, section is to describe the analysis of the institution -

related factors viz. rnstri~ct~or~al stralcgies V,,, library facilities 'VS and CO-curricular

activities V,, in English vt' secondary school students. The sample selected for

instructional strategies, i \ ten teachers handling English in the ninth standard

ivhose cla\\e\ were observe'J using an observation schedule. In order to study the

library facilities tcrl sch<)vls, in which the other tools were administered, were taken

using a serrii-structured interview schedule. A check list was prepared and given to

the studenr sample to cullcct information regarding the participation and non-

participation of student.: i n i:o-curricular activities in English. The mean value of

the score5 ..In the checki~.it was uscd for the computation. Thus the sample and

scores on institution-reli~red variable were entirely different from that of pupil-

related variables. Thc r;cc:Ires on the ten observation schedule ten interview

schedule, i O O chccklisr ithe rnean value of each school was taken) were ranked

against thc mean value ol the scores on the generalised Language Ability Test in

English (total bas~c language skills i n English) in section V11 a and the same scores

on indeperlderit vai-rablei V j . VS anti Vg were ranked against the scores on each

skill listenir~y LSI . >peakrr~g .L&, reading LS3 and writing LS4 separately in section

V11 b. 'Shell the iwrl-elatiilr~ betweei~ tile independent variables Vq, Vs and V6 and

the bas~c 1~ngu;tge sk~ll \ total and the four individual skills separately were

'She data ant i result:; of the rank ordel- correlation is given in table and table.

1 able 17 \I1 a Hank Order Correlation betwee11 the Institution-Related Factors and the

total i,angu:~~ge Skill\ in English in the whole sample. saTILm-l Instructional strategies V4 and total skills Librar Facilities V5

--p

0.2485

Cocurricualr Activities 10 groups 0.5334

kV6I-- Id The 1' value obtained tor instructional strategies and the total skills (0.3031)

library iacrlrties anti the icjral language skills (0.2485) and CO curricular activities

and the total skills (0.511-1) were found nol. significant. The result indicated that

there i \ n o hignificant ~clat;onship between instructional strategies and the total

language skills 111 Eng11.h. library iacilities and total language skills and co-

curricular activitic\ in Lnglish ancl the total language skill:; in English, in the

populatiori from n'liich the samples are drawn.

'I'able 18 V11 b. Kank Order Correlation between the Institution-related Factors and the Indi\ idual Language skill - Listening in English in the whole sample.

Variables Listening and V4 L.istening and V5 0.3637 Listening and V 6 0.2061

I The p value obtalned for listening and V4 (0.2), listening and VS (0.3637)

listening and V6 (0.1061 I \+)ere founts not significant

'The results indicale lhat therc is no association between the individual

language skill-l~stening nr~d instruct~onal strategies, listening and library facilities,

a listening and co curriculal- n~ztivitieh In English,

Table 19

Kank Order Correlation between the lnstitution - Related Factors and the individual Language slcill - speaking in the whole sample.

Level of Si nificance F T r i a ~ e s --TTTl S eakin and V4 S eakin 7 an3 V5

..-F 0.2122

Speaking anJ V6 0.2 122

-p-...- A rou :,

The 11 V ~ U C obtali?ed for speaking and V4 (0.2546), speaking and V5

(02122) anti hpeak~ng and \l(, 10.2122) were not found significant,

' f h c l'itidtlrg crni.l~etl is th;~t the devclopmctlt of individual language skill

:speaking I:, t i c ~ t a\\oci:~tcd ,with thc tnstitution-related variab~les viz. instructional

strategies. Iibrzir) lacililic:, and co curricular activities in Engli:;h

'Table 20 Rank Order Correlation between the institution-Related Factors and the

indi\idual l a n g ~ ~ a g e skill - Reading in the whole sample.

'Thc 'p \ d u e I ~ ~ J I red tot lead~ng and V4 (0.2546), reading and VS

- --

Reading artd V4 0.2546 Ileadin and V5 0.2 122 Reading at13 V6 0.2122

(0.2122) and. rcail~ng ;it,cI (0.2127) wet-e not found significant. The result lead

Level of Significance

to the fintiir~g that he cic\.eiopment of the individual language skill reading is not

~nfluenceil h) ths ~nsttt i~t~<~n-related variables: instructional strategies library

facilitieh an3 co curricula^- acrivities i n English

I t I S strik~lig to ri~mtice that speaking and reading indiscate same degree of

correlat~ot~ ~ ~ t t h the lang~t,~gc skllls

'I'able 21 Rank order cor re la t io~~ between the institution-related factors and the

indi\idual 1:lnpuage skill-writing in the whole sample.

T ~ L . .p' value ohtattled for wrlring and Vq (0.3273) writing and VS (0.4061)

and writing a11d V,, (U.3570) were nor iound significant.

Variable 0.3273 0.406 l

Writings and V6 0.3576

level of significance

F I O I I I thc ~esul ts ltir investigator w i v e s at the finding that the development

of the indii idual language !skill - wl-iting - is not associated with the institution-

relared factor. ~nstructii~nal strategic\, library facilities and CO curricular activities

in English In thz populat~c!n 1rom which the samples is drawn.

Tenability of the I- lypothes~s

The hypotheses ioimnlated Sol- the present study are:

Thc hyporhcsis \\':re rewritten into null hypothesis to suit the logic of

statistical ailalysi> ' , . ..piobabilities !'or accepting or rejecting a statement of no

difference (..I- no I-clation\hip can readily be determined through the mathematics of

stalisrical analysis. Muellcr. ( 1992). Hypotheses rewritten are:

Hypothesis l

Theie exist\ no \ign~licant cor~elat~on'between the pupil related factors viz.,

intelligence socio-ci-onoiri~c :;tatus and attitude of pupil's towards learning English

and the baiic lai~guagc 4.ilis in English viz., listening, speaking, reading and

The pupil rclate~l 'actors intelligence, socio-economic status and attitude

towards lea~nirig 1?1lglisl1 asc significant correlates of skill development in English

languagc ol' xconiiary scli(~ol pupils.

When the t'earsoii's product rnorncnt coefficient of correlation 'r' was

calculated between the pdpil related factors and total skills in the whole sample and

in the sub-\ample\. boys. girls, mixed, rural and urban the 'r' values obtained were

significant ai 0.01 level (tal)le 9).

Wheii thc Pear~on 'a product-rnon~ent coefficient of correlation was

calculated bctweell the piil?il related val-iables and the individual the language skills

all the 'r' \ a l u c were tourl{.j to be s~gnificant at 0.01 level in the whole sample

(table 10)

Whcn the iclati.ii' ii?lluence of the pupil related factors on the total skills

was calc~rlated by partialling out the effect of each variable, alrnost all the partial 'r'

values were sign~tieant nr lD.Cl I level (tables 11, 12, 13 and 14).

7'11~ miilr~plt, 'R . ' values for pupil-related variables arid the total language

skills l i l ~ - . 2 , are 1gnifii.ant at 0.01 level in the whole sample and sub-samples.

(Table l5 ;

Tllc nl~iltiplc ' I < ' \i~lues for pupil-related variables and the individual

language \ k i l l L L I I L ~ the {,i~pjl-related iactorz. were found significant at 0.01

level irl tllc wholr \ample i71';lble i f ) )

All the above reults substan~iate the findings.

Fierice hypvthe+is one is pioved to be true and tenable, and the null

hyptrthes~\ is rqccied.

Hypothesis 11

Tt~cse cxlyrh no prlsiflve col-relation between the institution-related variables

instrucrioil;\l \cl-accgles. 1hbr;lr.y facil~ties and co curricular activities and the basic

language \kills in Engliili i l i the wliole sample.

l'licre i s 11o significant corsciation bctween the instirution-related factors-

instructio~;al str;~tegieh. library facili~ies and co curricular activities.

Th-reforc the institution related factors - instructional strategies , library

facilities ;ind co-(.urric~~iar activitics are not associated with the development of

basic lang~ragc sk~lls in English i n 1111: whoie sample.

' f h c ~ e i h no higniiicnri~ correlaliun beiween the institution-related factors and

the individual language sk~l l s - listen~ng speaking, reading and writing in the whole

sample.

The ~ibove I-csulth >~.~hstantiate the findings.

fIeni:r the n ~ ~ l l hypi)thesis is accepted.

. . I hc ~ ' i n d l ~ i ~ \ t h a ~ ?lrierged froln the above seven major sections of analysis

are noted I I I the lvll(?win; ,:h;~pter.

CIIAPTER V1

CONCLUSION AND SUGGESTIONS

Conclusions

Educational implications

Suggestions for further research