CHAPTER -III RESEARCH DESIGN

In previous chapter namely review of related research studies,

an attempt was made to review research studies related to personality

factors, teaching competency and emotional intelligence. It included

research studies conducted in India and abroad. Actually review of the

earlier studies helped and guided the researcher at every step of the

study i.e. in deciding the research methodology of the study, in the

selection of the sample more precisely, in deciding sample size and

sampling method, in the selection and using the appropriate statistical

techniques to analyse the data of the present study. The review of the

study guided the researcher in overcoming weaknesses of earlier

studies and including strengths of earlier studies in present one.

The chapter in hand is an attempt to describe research method

and procedure used to achieve objectives of the study, population on

which research findings would be generalised, method of selecting

sample and determination of sample size on which study was

conducted, description of research tools used in the study to collect the

data and finally the statistical techniques used for the analysis of data.

In order to investigate something, unknown in any of the type of

research, data must be obtained to reach certain conclusions. A

method is a systematic and standardized procedure for the fulfillment

of some specific purpose. Observation, description and the analysis of

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what happens under certain circumstances are the elements of all

research methods.

J.W. Best (1981) stated "to carry out any of the types of

research investigation, the data are gathered with which the hypothesis

may be tested. A great variety of methods and procedures have been

developed to aid in the acquisition of data. These tools are of many

kinds and employ distinctive ways of describing and qualifying the

data. Each is particularly appropriate for certain sources of data,

yielding information of the kind and in the form that would be most

effectively used."

There is probably too much dependence up on single method of

inquiry, because each data gathering procedure or device has its own

particular weakness or bias, advantage lies on using multiple methods,

supplementing one with others to counteract bias and generate more

adequate data. Students of research should familiarize themselves with

each of these tools of research and attempt to develop skill in their use

and sensitivity to their effectiveness in specific situation.

All researchers in the field of educational research generally

follow one or a combination of the following methods of research–

1. Historic Research

2. Descriptive Research

(i) Survey method

(ii) Case study

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(iii) Genetic Study

(iv) Follow up study

3. Experimental Research

(i) Laboratory experiments

(ii) Field experiments

(iii) Field Studies

(iv) Survey Research

METHOD OF RESEARCH:

Selection of an appropriate research methodology for a

particular research study depends on insight and understanding of the

research scholar of research methods. Method depends on nature of

the problem undertaken for the study.

In case of the problem related to present status of phenomenon

Ex-post Facto survey method of research is applied to realize the

objectives of the present study.

In present study the problem has been stated as: "A Study of

Effect of Personality Factors and Emotional Intelligence of Pupil

Teachers on their Teaching Competency".

It is obvious from the title of the study that the problem is

neither related to history, nor philosophy, nor cause and effect, it is

concerned with present status of a phenomenon i.e. personality factors,

emotional intelligence and teaching competency of the pupil teachers.

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Therefore, historical, philosophical and experimental method of

research did not serve the purpose of the study and these methods

were found unfit for the study. Ex-post Facto Survey method of

research which is used in the problems related to the present status of

phenomenon was found suiTable for the present study. Thus Ex-post

Facto survey method of research was applied in present study.

POPULATION OF THE STUDY:

Population, in research stands for universe or well-defined

group of persons on whom research finding can be generalized. More

precisely, it can be said that population is that group of people from

which sample of study is selected. In present study pupil teachers

studying in self-financed and Govt. aided institutions or colleges

affiliated to C.C.S. University, Meerut constituted the population.

SAMPLE OF THE STUDY:

It is very difficult, if not impossible to collect data from each

individual of the population. It also needs a lot of money, time and

resources. Therefore to overcome such problem, concept of sample was

developed by earlier research scientists. Sample stands for small portion

of population which represents the population. Therefore, findings of

research study conducted on small portion but representative portion of

the population can be generalised on the population. In present study

total 998 (Nine hundred ninety eight) pupil teachers in all, formed

the sample of the study.

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Total 398 (Three hundred ninety eight) pupil teachers were

selected from the Govt. aided teacher education departments of Six

aided colleges and 600 (Six hundred) from six self-financed

institutions. This sample includes male as well as female pupil teachers

of two kinds of institutions, rural and urban as well. Sample of the study

was selected by simple random method by lottery system.

SAMPLING METHOD:

Simple random sampling method was used to select the

sample of the study. At first, out of eight (08) Govt.-aided colleges

imparting teacher education, i.e., running B.Ed. course affiliated to

C.C.S. University, Meerut total six (06) were selected randomly using

lottery method. Similarly out of Two hundred sixty (260) self-financed

institutions imparting teacher education i.e., B.Ed. course affiliated to

C.C.S. University, Meerut only six (06) institutions were selected

randomly using lottery method. From each teacher education

college/institution all the pupil teachers who participated in teaching

practice of teaching skill were included in the sample of the study.

Thus, total three hundred ninety eight (398) pupil teachers from

teacher education (B.Ed.) departments of six aided colleges and Six

hundred (600) pupil teachers from self-financed institutions were

selected finally and thus total Nine hundred ninety eight (998) B.Ed.

students or pupil teachers finally formed the sample of the present

study. All the institutes or colleges which are situated in rural area

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have been considered as rural and which are situated in urban area

have been considered as urban and the pupil teachers studying in the

institutions or colleges situated in urban area have been considered as

urban pupil teacher and the pupil teachers studying in the institute

situated in rural area have been considered rural pupil teacher so. Total

102 (One hundred two) male students and 126 (One hundred twenty

six) female students studying to in Govt. aided colleges situated in

urban area and 125 (One hundred twenty five) male and 45 (Forty

five) female pupil teachers are in Govt. aided colleges situated in rural

area. 62 (sixty two) male pupil teachers and 138 (One hundred thirty

eight) female pupil teachers are studying in self-financed institutions

situated in urban area and 205 (two hundred five) male teachers as

well as 195 (one hundred ninety five) female pupil teachers are

studying in self-financed institutions situated in rural area.

Thus, total 330 (three hundred) thirty male and 240 (Two

hundred forty) female pupil teachers total 570 (five hundred seventy)

are from rural area and 164 male and 264 (one hundred sixty four)

female i.e., total 428 (four hundred twenty eight) pupil teachers are

from urban area which have been shown in Table 3.1 to 3.4.

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Table 3.1

Organization of sample from aided colleges

S. No.

Name of Aided College Location No. of Male Pupil

Teachers

No. of Female Pupil

Teachers

Total

1. Meerut College, Meerut Urban 31 21 52

2. D.J. College Baraut (Baghpat) Rural 77 35 112

3. C.S.S.S. (PG) College Machhra (Meerut) Rural 48 10 58

4. VMLG College, Ghazibad Urban — 75 75

5. DAV College, Muzaffarnagar Urban 41 20 61

6. NAS (PG) College, Meerut Urban 30 10 40

TOTAL 227 171 398

Table 3.2

Organization of Sample of Self-financed Institutions

S. No.

Name of Self-financed Institutions Location No. of Male Pupil

Teachers

No. of Female Pupil

Teachers

Total

1. Rama Devi Kanya Mahavidyalaya Noida Urban — 100 100

2. Noida College of Physical Education, Dhoom Manikpur, Dadri Rural 45 55 100

3. Saraswati College of Professional Studies, Kazipura Ghaziabad Rural 57 43 100

4. Hari Institute of Education, Vill. Ranheri, Nakud (Saharanpur) Rural 50 50 100

5. D.A.V. College, Kharkhauda (Meerut) Rural 53 47 100

6. Shadilal College of Education, Sardhana Road, Meerut Urban 62 38 100

TOTAL 267 333 600

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Table 3.3

Total Sample at a Glance

S. No. Sex of the Pupil

Teachers

Type of the Institution Total

Govt. Aided Colleges

Self-financed Institutions

1. Male 227 267 494

2. Female 171 333 504

Total 398 600 998

Table 3.4

Area wise and Sex wise Details of the Total Data at a Glance

S. No. Sex Rural Urban Total

1. Male 331 163 494

2. Female 240 264 504

Total 571 427 998

TOOLS USED IN THE STUDY:

Following standardized tools were used to collect data of the

study.

1. I.E.I. developed by P.F. Aziz and Dr. (Mrs.) Rekha Gupta

2. E.I.S. developed by Anukool Hyde, Sanjyot Pethe and Upinder

Dhar

3. G.T.C.S. by B.K. Passi & Mrs. M.S. Lalitha

1. Introversion Extroversion Inventory (I.E.I.) has been developed

by Dr. P.F. Aziz and Dr. (Mrs.) Rekha Gupta and published by

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National Psychological Corporation, 4/230, Kacheri Ghat, Agra is ued

to estimate the personality and classifying in introvert or extrovert or

Ambivert type of personality contains total 60 items – 30 pertaining to

an introvert's characteristics and 30 to an extrovert's characteristics.

Each has to be answered in 'yes' or 'no' response.

The test has been standardized on a sample of 792 individuals

consisting of students, teachers, doctors, lawyers, engineers, business

men and housewives etc.

Reliability: The reliability was determined on a sample of 361 male

and female subject by the test-retest method after an interval of 15 to

20 days. Table gives the retest reliability coefficient, index or

reliability and standard error of measurement. Standard error of

measurement was found to be 4.50 indicating that the true scores did

not deviate too greatly from their true values.

Reliability of the Inventory

Method N R Index of Reliability SEmeas Test-retest 391 .91 .95 4.50

Validity: Cross validation was carried out on a sample of 288

individuals. The criterion related validity was determined by

correlating the scores obtained on the inventory with the scores

obtained by the subject on the Neymann Kohlstedt introversion-

Extroversion Test. The validity coefficient obtained is .95, which is

significant beyond .01 level.

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Instructions for Administration:

1. It is a self-administering inventory. Through it may be

administered on groups of reasonable sizes, it can also be used

individually.

2. There is no fixed time limit. Ordinarily an individual takes 10 to 15

minutes.

3. It should be duly emphasized that all items have to be answered

either in the positive or in the negative in 'Yes' or 'No' and that no

statement must be skipped.

Scoring of the test:

Scoring: Scoring system is very easy. Extrovert responses are

considered to be correct. One mark is awarded for each correct

response. The correct responses are shown in Table 2 on page 6 of

manual of the test. After checking the responses of the subject's score

is calculated by the following formula:

Score obtained = No. of correct responses – No. of incorrect responses

The subject obtains a plus score when the No. of correct responses

exceeds that of the incorrect ones; he gets a minus score when the No.

of incorrect responses exceeds that of the correct ones. If the subject's

score ranges between –15 and +15 he is said to be an ambivert. If the

subjects score is above +15 he is said to be an extrovert; and if the

score is below –15 he is said to be an introvert.

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Score Range Interpretation

Below – 15

–15 and +14

Above +15

Introvert

Ambivert

Extrovert

2. Emotional Intelligence Scale (EIS-HPD)

Emotional Intelligence scale has been constructed by Mr.

Anukool Hyde, Sanjyot Pethe and Upinder Dhar and has been

published by National Psychological Corporation, 4/230, Kacheri

Ghat, Agra consists of 34 test items, it is five point scale. Each test

item has five alteration on which a subject has to put tick mark on any

one from strongly agree to strongly disagree.

The test is used to measure emotional intelligence. The test

measures ten factors of the emotional intelligence, namely, A-Self-

awareness, B- Empathy, C-Self-motivation, D-Emotional stability, E-

Managing relations, F-Integrity, G-Self-development, H-Value

orientation, I-Commitment, J-Altruistic behaviour. The below Table

shown the factor wise items serial number

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Factor wise Items Serial Number

S.No. Factor Item Serial Number Total

A Self-awareness 6, 12, 18, 29 4

B Empathy 9, 10, 15, 20, 25 5

C Self-motivation 2, 4, 7, 8, 31, 34 6

D Emotional stability 14, 19, 26, 28 4

E Managing relations 1, 5, 11, 17 4

F Integrity 16, 27, 32 3

G Self-development 30, 33 2

H Value Orientation 21, 22 2

I Commitment 23, 14 2

J Altruistic behavior 3, 13 2

Total 34

Reliability: The reliability of the scale was determined by calculating

reliability coefficient on a sample of 200 subjects. The split-half

reliability coefficient was found to be 0.88.

Validity: Besides face validity, as all items were related to the

variable under focus, the scale has high content validity. It is evident

from the assessment of judges / experts that items of the scale are

directly related to the concept of Emotional Intelligence. In order to

find out the validity from the coefficient of reliability (Garrett, 1981),

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the reliability index was calculated, which indicated high validity on

account of being 0.93.

Factors of Emotional Intelligence: The scale was administered on

200 executives and the scores obtained were subjected to factor

analysis and terr factors were identified (Table 3). These are self

awareness, empathy, self motivation, emotional stability, managing

relations, integrity, self development, value orientation, commitment

and altruistic behaviour.

(A) Self-awareness is being aware of oneself and is measured by

items 6, 12, 18, 29. These items are "I can continue to do what believe

in even under severe criticism", "I have my priorities clear", "I believe

in myself" and "I have built rapport and made and maintained personal

friendships with work associates." This factor is the strongest and

explains 26.8 percent variance and has a total factor load of 2.77. The

correlation of this factor with total score is 0.66.

(B) Empathy is feeling and understanding the other person and is

measured by items 9, 10, 15, 20 and 25. These are "I pay attention to

the worries and concerns of others", "I can listen to someone without

the urge to say something", "I try to see the other person's point of

view", "I can stay focused under pressure, and "I am able to handle

multiple demands." This factor explains 7.3 percent variance with a

total factor load of 3.11. The correlation of the factor with total score

is 0.70.

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(C) Self motivation is being motivated internally and is measured by

2, 4, 7, 8, 31 and 34. These items are "People tell me that I am an

inspiration for them", "I am able to make intelligent decisions using a

healthy balance of emotions and reason", "I am able to assess the

situation and then behave", "I can concentrate on the task at hand

inspite of disturbances", "I think feelings should be managed", and "I

believe that happiness is an attitude". This factor accounts for 6.3

percent variance and a total factor load of is 3.28. Its correlation with

total score is 0.77.

(D) Emotional stability is measured by items 14, 19, 26 and 28.

These are "I do not mix unnecessary emotions with issues at hand", "I

am able to stay composed in both good and bad situations", I am

conformable and open to novel ideas and new information, and "I am

persistent in pursuing goals despite obstacles and setbacks". This

factor explains 6.0 percent variance with a total factor toad of 2.51.

The correlation of this factor with total score is 0.75.

(E) Managing relations is measured by 1, 5, 11 and 17. The

statements that measure this factor are "I can encourage others to work

even when things are not favourable", "I do not depend on others'

encouragement to do my work well", "I-am perceived as friendly and

outgoing", and "I can see the brighter side of any situation". This

factor explains 5.3 percent variance with a total factor load of 2.38.

The correlation of this factor with total score is 0.67.

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(F) Integrity is measured by items 16, 27 and 32. "I can stand up for

my beliefs", "I pursue goals beyond what is required of me", and "I am

aware of my weaknesses" are the statements that measure this factor.

This factor explains 4.6 percent variance with a total factor load of

1.88.

(G) Self-development is measured by items 30 and 33 which are "I

am able to identify and separate my emotions" and "I feel that I must

develop myself even when my job does not demand it" and explains

4.1 percent variance with a total load of 1.37.

(H) Value orientation is measured by items 21, 22. The statements

are "I am able to maintain the standards of honesty and integrity", and

"I am able to confront unethical actions in others" and explains 4.1

percent variance with a total factor load of 1.29.

(I) Commitment is measured by the items 23 and 24. "I am able to

meet commitments and keep promises", and "I am organized and

careful in my work" measure this factor. This factor accounts for 3.6

percent variance with a total factor load of 1.39.

(J) Altruistic behaviour is mChapter-easured by the items 3 and 13.

The items are "I am able to encourage people to take initiative", and "I

can handle conflicts around me". It explains 3.0 percent variance with

a total factor load of 1.3.

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Scoring of the Test Items:

As per the instruction given in manual of the each item or

statement should be scored 5 for strongly agree and 4 agree, 3 for

neutral, 2 for disagree and 1 for strongly disagree. If the subject has

scored 85 and above the subject has high level of Emotional

Intelligence. Normal likely emotional intelligence if he scores 52-84

and if he scores below 51 then the subject has low level of emotional

intelligence.

Score Level of Emotional Intelligence

85 and above High

52-84 Normal

51 and below Low

3. General Teaching Competency Scale (GTCS): The term teaching

has been defined in different ways, 'Competency' also has been

debaTable term. Thus the lack of clarity and agreement about the

concept of teaching competence has made its measurement difficult.

Of course, the various teacher institutions have their own tools for

assessing teaching competency of student teachers, but there has been

no agreement and clarity about such tools. There is no standardized

tool in India for measuring teaching competency of teachers/student

teachers except the General Teaching Competency Scale

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constructed by B.K. Passi and Mrs. M.S. Lalitha (1994). This

provides a measure of teaching competency.

Description of GTCS:

There are 21 items related to 21 teaching skills which

encompass the entire teaching-learning process in the class-room.

Teacher can be put under 15 different teaching skills. They are related

to 15 major aspect of class-room teaching namely, Introducing a

lesson, Fluency in questioning, Probing Question, Explanation,

Stimulus Variation, Reinforcement, Students Participation, pacing

Lesson, Interaction, Black-Board Writing, Closure Home Assignment,

Evaluating and Class-room Management. The items are such that they

are centered around teacher class-room behaviour in relation to Pupil

behaviour. The various teaching skills included are related to

objectives of the lesson, content selection, Content Organization

Selection of audiovisual materials (Planning Skills) introducing the

lesson, fluency of questions, use of probing questions, explaining,

illustrating with examples, stimulus variation, use of silence and non-

verbal cues, increasing pupil participation, Pacing use of Black board,

achieving closure giving assignment, classroom evaluation, diagnosis

of Pupil difficulties, recognising attending behaviour and maintaining

classroom discipline. The GTCS is a 7-points rating scale measuring

the use of skill by the teacher in the classroom corresponding to each

item ranging from '1' for 'not at all' to '7' for 'very much'. This

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distribution of the various items related to the different classification

of teaching skills is given in Table 3.5.

Table 3.5

Classification of Teaching Skills

S.No. Classification of teaching skills

No. of Items

Sr. No. of Items

1. 2. 3. 4. 5.

Planning Presentation Closing Evaluation Managerial

04 11 02 02 02

01 to 04 05 to 15 16 to 17 18 to 19 20 to 21

21

Reliability of the Scale: This scale has been used for doctoral

research (Joshi, 1977; Passi, 1977) and the reported inter-observer

reliability coefficient's range from 0.85 to 0.91. Inter-observe

reliability can be better established when the observers train

themselves for using the General Teaching Competency Scale.

Validity of the Scale: The Scale has content validity since at every

stage of its development, discussions were held with teachers and

teacher educators with regard to the different teaching skills included

and their behavioural components.

The scale has factorial validity established by Rama (1979) in

her doctoral study on factorial structure of teaching competencies

among secondary school teachers.

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Administration: The administration of general teaching competency

scale (GTCS) means the observation of teaching method of B.Ed.

Pupil teacher by the investigator. As the teacher began to teach the

subject in the class the investigator took his seat at the back in the

classroom for observation. At the end of teaching period, the

investigator gave him ratings on GTCS against all the 21 items. The

scale was thus administered on 200 Pupil teachers (general caste, OBC

& SC) of Govt. aided institutions and also 300 pupil teachers (general

caste, OBC & SC) of Self-financed institutions and data were thus

collected on a sample of 500 pupils teacher (general caste, OBC &

SC) of Govt. aided and self-financed teacher education institutions.

Scoring: The sum of the rating against all the 21 items constitutes the

score on General Teaching Competency (GTC Score) of the pupil

teacher being observed. The maximum score possible is 147 and the

minimum is 21. So the scoring is done by adding the ratings on the

GTC scale against all the items given by the investigator after

observation of teaching process.

COLLECTION AND ORGANIZATION OF DATA:

First of all the researcher met personally with the principals and

heads of the department of education of the colleges or institutions

which were selected randomly. Then he collected the list of the pupil

teachers (students of B.Ed. session 2010-11) and asked the dates and

venue or school for the teaching practice.

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The researcher reached the school on the fixed dates where the

teaching practice was going on.

PROCESS OF DATA COLLECTION

First the each and every pupil teacher was observed by the

researcher himself and marked the concerned point on GTCS. Then in

the afternoon after the completion of teaching practice EIS-HPD and

I.E.I. were also administered on such all the pupil teachers whose

lessons were observed by the researcher himself..

All the three tests were evaluated/scoring was done in the

evening after the completion of the work.

Finally a Table was prepared by the researcher himself as the

data for the present study. Thus, the data for the purpose was

collected.

STATISTICAL TECHNIQUE:

Test of significance namely 'F' test and 't' tests were applied to

analyse the data of the present study. The formulae used for the

purpose has been given below:

t M M

1 2

12

22

~

N N

df = (N1 – 1) + (N2 – 2)

Where M1 = Mean of the first group

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M2 = Mean of the second group

1 = SD of the first group

2 = SD of the second group N1 = Number of the students in first group N2 = Number of the students in second group df = Degree of freedom

F Mean Square among the groupsMean Square Within the group

df = (N1 –1) + (N2 – 1), (No. of Groups – 1)