3.1 METHOD SELECTED FOR THE STUDY

3.2 DESIGN

3.3 VARIABLES OF THE STUDY

3.4 TOOLS AND MATERIALS USED

3.5 DESCRIPTION OF TOOLS

3.6 THE SAMPLE SELECTED

3.7 COLLECTION OF DATA

3.8 STATISTICAL METHODS USED

METHODOLOGY

Research methods are of utmost importance in a research

process. They describe the various steps of the plan of attack to be

adopted in solving the research problem, such as the manner in which

the problem is formulated, the definition of terms, the choice of

subjects for investigation, the validation of data-gathering tools,

collection of data, analysis and interpretation of data and the process of

inferences and generalizations. (Koul, 1996).

The selection of a method and the specific design within that

method appropriate to the research problem will depend upon the

nature of the problem and upon the kind of data.

3.1 METHOD SELECTED FOR THE STUDY

Since the aim of the study is to find out the effect of activity-

oriented method in small and large groups in the achievement of

biology at the secondary level, the experimental method was found to

be the best method to conduct the research.

Experimentation or experimental research differs from

descriptive studies in which the researcher has some degree of control

over the variables involved and the conditions under which the

variables are observed. Experimental method provides much control

and therefore establishes a systematic and logical association between

manipulated factors and observed effects.

46

chapter 3 - -- Netliodobgj

Campbell and Stanley (1963) are of the opinion that "the

experiment is the only means of settling disputes regarding educational

practice, the only way of verifying educational improvements, and the

only way of establishing a cumulative tradition in which improvements

can be introduced without the danger of a faddish discard of old

wisdom in favour of inferior novelties."

3.2 DESIGN

An experimental design to the researcher is what a blueprint is

to an architect. It provides the researcher an opportunity for

comparisons required by the hypotheses of the experiment and enables

him to make a meaningful interpretation of the results of the study

with the help of statistical analysis of the data.

The design selected for the present study is "Non-equivalent pre

test - post test designn. Although there are 3 groups in this study (one

control and two experimental groups), at a time comparisons are made

between two groups only. The groups are compared in the following

pattern to compare the performance of each group in achievement and

retention tests.

(i) Experiment group I & Control group

(ii) Experiment group I1 8r Control group

(iii) Experiment group I & Experimental group 11

Chapter3 !Metltocib&y

3.3 VARIABLES IN THE STUDY C

'Something that can change in value and can be measured is a

variable. It can be an aspect of an experimental situation or a

characteristic that changes in different individuals'. For an

experimental study there are independent variables and dependant

variables.

3.3.1 I n d e u e n d e n t variable

The variable, which is manipulated by the experimenter or the

variable, which is suspected of being the cause in the experiment is

called independent variable.

In this experiment the teaching method is the

independent variable. The three strategies of independent variable

selected by the investigator in this study are activity-oriented method-I

activity-oriented method-I1 and conventional text book approach. The

control group is subjected to conventional textbook approach while the

other groups, i.e. the experimental groups are taught in the activity-

oriented methods. Experimental group-I is given individual and small

group activities and Experimental group-I1 is given large group

activities.

3.3.2 De~endant variable

The dependant variable is the condition or characteristic that

appears, disappears or changes as the experimenter introduces,

removes or changes independent variable. The variable that is

48

C h p ~ 3 Metliodob~y

dependent on something is called dependent variable. The dependant

variable is measured before and after the manipulation of the

independent variable.

The dependant variable used in this study is the achievement. It

is measured by administering an achievement test after introducing the

three strategies in the three different groups. The achievement of

students in control and experimental groups (in total and objective-

wise) are taken into account. The achievement (Total and objective-

wise) is also considered to compare the retention of the three groups.

To measure retention, the achievement test is administered about 3

weeks after administering the post achievement test.

3.4 TOOLS AND MATERIAIS USED

(i) Lesson transcripts for Experimental group-I based on individual

and small group activities.

(ii) Activity sheets for Experimental group-I

(iii) Instruction cards for Experimental group-I

(iv) Lesson transcripts for Exp.gp.-I1 based on large group activities.

(v) Other materials mentioned in the lesson transcripts like

apparatus, specimens, microscopes etc.

(vi) Achievement test

(vii) Non-verbal test of intellige~lce (Raven's Standard Progressive

Matrices).

Chpter 3 %ethodolbay

(viii) Socio-Economic Status scale (An adapted version of SES scale

prepared by Kuppuswami et al and modified later).

3.5 DESCRIPTION OF TOOLS AND MATERIALS

LESSON TRANSCRIPTS

The Exp.gps.4 and I1 were taught using Activity-oriented

method I and I1 respectively. For this lesson transcripts were prepared

which were purely based on activity-oriented approach. Lesson

transcripts with individual and small group activities were used to

teach Exp.gp-I and lesson transcripts with large group activities were

used to teach Exp.gp.-11. The topic 'Transport in Organisms' was taught

with the aid of 20 lesson transcripts.

Lesson transcripts for Exp.gp-I and I1 were finalized after discussing

with many experts. The valuable suggestions of many eminent

educationists helped a lot in making the lesson transcripts purely

activity-oriented. The list of persons consulted is given in appendix-15.

DPEP which was introduced in our state (Kerala) is also based on

student activities.

Hoder & Stoughton (1990, 1992), Young (lggo), Ratho &

Prakash (1996) and Kennedy (1997) describes various activities with

examples which can be given in classroom situations. Lesson

transcripts for Exp.Gps.-I and I1 wcre prepared by following the

description given by Young and Kennedy

3.5.1 LESSON TRANSCRIPTS FOR EXPERIMENTAL

GROUP-I

The students in Exp.gp.-I were taught by activity-oriented

method-I (in which only individual and small group activities were

given). Students were given individual activities as far as possible. But

in some situations where costly apparatus was necessary, the students

were divided into small groups and one apparatus was given for a

group of 3 to 4 students. For teaching some lessons, microscopes were

necessary. Since the number of microscopes was limited, students were

grouped into small sections. But the observations were recorded

individually by providing activity sheets and instructions cards to each

student.

3.5.1.1 Descri~tion of lesson transcri~ts ~ r e ~ a r e d

The first lesson transcript was to explain translocation. The

investigator used real specimens to locate xylem and phloem. The

students were shown cross-sections of root, stem and leaf and were

asked to identify xylem, phloem and root hairs. They themselves

identified vascular bundles and confirmed its presence in all parts of

plants. Slides were shown under microscope. Activity sheets 1 and 2

were used.

The second lesson transcript explains the function of root hairs

and how it helps in absorption of water and minerals. Activity sheets

were also used.

The third and fourth lesson transcripts were about osmosis. In

the third lesson transcript, activity sheets and a specimen instruction

card was given to each student. The aim, apparatus, procedure, control

and hints were given in the instruction card. The student should fill the

columns - 'observation', 'inference' and 'conclusion' themselves.

The fourth lesson transcript begins after arranging the

experiment and keeping it undisturbed for observation. The students

are given Activity sheet - V which has two figures to mark the change

in water level as observed by them. The activity sheet also has 8

multiple choice questions, which helps the students to understand the

process of osmosis clearly and to clarify their doubts.

Lesson transcript-5 is about the absorption of water and

minerals by root hairs by the process of osmosis where the cell

membrane of root hairs acts as semi-permeable membrane.

Lesson transcript-6 is about root pressure, which the student

studies on hislher own with the help of an experiment and specimen

instruction card-11.

Lesson transcript-7 deals with suction force which the student

studies with the help of activity sheet-VI.

Lesson transcript-8 concentrates on capillary force which the

student learns with the help of suitable diagrammatic representations

and activity sheet-VII (which compares all the processes like osniosis.

root pressure, suction force and capillary force).

Chpter 3 N e t l i o d o l b ~

Lesson transcript-9 is about absorption of mineral salts by

diffusion and active absorption. Students understand the term

diffusion by doing suitable experiments and giving examples to the

process. Activity sheet-VIII is also provided.

Lesson transcript-lo gives an idea about transport in animals.

The students find the difference between the ways of elimination of

waste products in uni-cellular and multi-cellular organisms. They

locate the organs in the circulatory system. (Appropriate pictures and

diagrams are given).

Lesson transcripts-11 and 12 deal with circulatory system in man

and human blood and plasma composition, which the students learn

with the help of suitable pictures and activity sheet-IX.

Lesson transcripts-13, 14 and 15 are about blood corpuscles

(R.B.C and W.B.C) and blood platelets and their number in blood,

appearance, size, shape, movement, their origin, destruction, life span

and functions. The student finds the different types of cells under the

microscope in the blood smear prepared by the teacher. Activity sheet-

X and suitable pictures and diagrams are employed. The students

themselves compare the blood corpuscles and platelets with the help of

a chart, which they fill up themselves.

Lesson transcript-16 is about functions of blood which the

st~~dents can say by themselves by attending other classes taken by the

investigator and with the help of activity sheet-XI.

Chapter 3 NetWob~y

Lesson transcript-17 is about blood clotting. 'The investigator

used activity sheet-XI1 for this purpose.

Lesson transcripts-18, 19 and 20 were about the structure and

functions of the human heart which was taught with the aid of suitable

pictures, models and activity sheets.

A sample of the lesson transcript used (Lesson transcript-I) is

given in appendix-I.

A brief description about the activity sheet and instruction card

is given below:

3.5.1.2 Activitv sheets

Activity sheets are given to students of Exp.gp.-I to encourage

self activity. In each lesson transcript more than two activity sheets

were used.

Finagrin and Ingram (1998) explain the use of work sheets to

teach Biology. These work sheets can also be used for assessment

purpose. A sample of 8 worksheets is explained by the authors.

The activity sheets prepared by the investigator are based on the

work sheets described by Finagrin & Ingram (1998). Each activity sheet

given by the investigator starts with simple questions and activities

which are based on the previous knowledge of the students and then

proceeds to new facts. The students learned through activities iike

doing experiments, obsel-ving real specimens. recording the

observations and making conclusio~~s. 'l'lic conclusions given by the

Chapter3 Netliodolbgy

students are the new facts which were to be learnt. Since the activity

sheet itself helps for necessary assessments, no separate column was

given for 'Evaluation' in the lesson transcripts for Exp.gp.-I. One

activity sheet (Activity sheet-V used in the fourth lesson transcript) is

given here as example.

Date: ACTMTY SHEET-V

QUESTION-I

The figure given below is a diagrammatic representation of the

experimental setup for osmosis. Label the parts in the first

figure and draw what happened to the liquid level in the thistle

funnel (after the experiment) in the second figure.

Figure I

Figure I1

Mark the correct answer from the choices

QUESTION-:! Egg membrane is a ---.....--..-.-----

U impermeable membrane

rl semi-permeable membrane

Lj permeable membrane

QUESTION-3

The concentration of water molecules is higher in the -------------------

beaker

thistle funnel

egg membrane

QUESTION-4

The concentration of water molecules is lower in the solution in the thistle funnel because -------------------

0 thistle funnel is small

thistle funnel is inverted

thistle funnel contains sugar solution which consists of sugar

molecules and water molecules

QUESTION-5

The water in the beaker contains more concentration of water because

beaker contains only water molecules

1 beaker contains sugar molecules

beaker is bigger than thistle funnel

QUESTION-6

The liquid level in the thistle funnel rises up because -----------------

1~1 water molecules from sugar solution passes into the beaker

57

; , water molecules from the water in the beaker passes into the thistle

funnel

I! water vapour in the air condenses

QUESTION-7

Osmosis can take place when there is a -------------------

Semi-permeable membrane between the region of higher

concentration of water and lower concentration of water

U impermeable membrane between the region of higher concentration

of water and lower concentration of water

0 permeable membrane between the region of higher concentration of

water and lower concentration of water

QUESTION-8

During osmosis water molecules diffuse from a region of -----------

lower concentration of water to a region of higher concentration of

water through a semi-permeable membrane

higher concentration of water to a region of lower concentration of

water through a semi-permeable membrane

u any concentration of water through a semi-permeable membrane

QUESTION-9

Mark the condition under which osmosis takes place

sugar solution and salt solution separated by an impermeable

membrane

sugar solution and water taken in t\vo test tubes

water with higher concentration of water molecules and lower

concentration of water molt:cules (any solntion) separated by a semi-

permcablc memhranc

QUESTION-lo

Give a definition for osmosis in your own words

3.5.1.3 Instruction Cards

Instruction cards are given to students of Exp.gp-I to do

experiments and arrange experimental setup by the students. The

Instructions Cards along with the apparatus were given to each

student. In some cases a single apparatus was used by a small group of

students. But the written activities and observations were made

independently. Because the study was conducted in itandard VIII, the

investigator had to give guidance and support to students since they

were not familiar with laboratory work. One Instruction Card

(Instruction Card-I used in lesson transcript-111) is given here.

SPECIMEN INSTRUCTION CARD-I

AIM : To demonstrate osmosis

APPARATUS : A beaker with water, thistle funnel and stand,

sugar solution, egg membrane

PROCEDURE : Tie the egg membrane tight to cover the mouth of

the thistle funnel. The arrangement should be airtight. Fill the thistle

funnel with a strong solution of sugar up to a little above the neck.

Mark the level of the solution in the thistle funnel. Clamp the funnel

immersed in water in a beaker. Keep the apparatus undisturbed for

sometime.

INFERENCE' ' ___________________---------------------.-------.----------------

CONCLUSION : -----.--------.----------...--------...-.---------..----------.--

CONTROL : Repeat the experiment by filling the thistle funnel

with water. Observe what happens.

PRECAUTIONS :The egg membrane should be separated with great

care. The egg membrane should be tied tightly to

the mouth of the thistle funnel.

HINTS : Note the change in the level of water in

the thistle funnel and record your observations.

C 4 t n 3 Methdhlbtgl

3.5.2 LESSON TRANSCRIPTS FOR EXPERIMENTAL

GROUP-I1

Experimental group-I1 was taught in activity-oriented method-

I1 where only large group activities were given. These include activities

which are given by teachers in ordinary classes while teaching through

conventional textbook approach. Here one activity is given to the whole

class. It is not possible to check whether each student in the class takes

part in the activities given to the whole class. Some of the students who

are taking part in the activities may be doing so after understanding the

facts and concepts. Such students will get a clearer picture about the

content matter when activities are given along with conventional text

book approach. But some other students may be taking part in the

activities without understanding even the basic principles behind it.

Such students will gain nothing by participating in the activities given

by the teacher. This is the main drawback of 'large group activities'.

. The investigator has prepared lesson transcripts for the

Experimental Group - 11. There was no individualization. Activity

sheets and other accessories, which were given to the first experimental

group to encourage individual activities, were not given in this class.

The investigator used charts, the blackboard and some other teaching

aids. The experimental setup was shown to the whole class. In this class

the student participation was less when compared to Exp.Gp.-I. The

activities given included demonstrations by the teacher, observing

charts, blackboard diagrams etc. The student activities were

61

Chapter3 Methdolbgy

minimized. One or two students representing the whole class

participated with the teacher and helped the teacher in various

activities given to the whole class. The rest of the students got the

chance only to observe. A sample of lesson transcript used (Lesson

transcript-1) is given in appendix-2. The content of each lesson

transcript prepared for experimental group-I1 was same as the lesson

transcript prepared for experimental group-I.

Lesson transcri~ts of control erou~ - The control group was

taught through the 4 column lesson transcripts used in the

conventional textbook approach.

3.5.3 OTHER MATERIALS USED

Apart from Activity sheets and Instruction cards other materials

used to conduct classes include apparatus and chemicals to conduct

experiments, slides, specimens, models, pictures and diagrams for

Exp.gp.-I. To conduct classes for Exp.gp.-I1 pictures, models, and

charts were used. Students in Exp.gp.-[ were conducting experiments

while students in Exp.gp.-I1 were observing the evperiments and

arriving at conclusions.

3.5.4 ACHIEVEMENT TEST

To prepare the draft achievement test, the inyestigator set a

question papcr with n~ax i~r~um ol~jective type questions from the unit,

62

Chapter3 ~ttK~l%G?gy

"Transport in organisms" of Standard VIII Biology text. From these

questions 40 questions were selected with the help of experts to

prepare the draft test.

3.5.4.1 Pre~aration of draft test

Only objective type questions were selected for the draft test to

make the test objective to the fullest extent. The design and blue print

were also prepared for the draft test to ensure face validity and content

validity. The content was divided into 11 units. There were l o questions

(25%) under knowledge level, 13 questions (32.5%) in understanding

level and 17 questions (42.5 %) in application level. There were 10 easy

questions (25%), 20 average questions (50%) and l o difficult questions

(25%). The questions were divided into easy, average and difficult after

administering the draft test and the divisions of questions are based on

the analysis of answer sheets of 370 students who participated in the

draft test.

The question paper of the draft test. the answer key and the answer

sheet given to the students are given in appendix-6, 7 and 8

respectively. The blue print of the draft test is given as appendix-9.

The content-wise analysis of the draft test is given in the table,

'Weightage to content' in appendix-lo.

The objective-wise analysis of the draft test is given in the table,

'Weightage to Objectives' in appendix-11 and the table 'Weightage to

difficulty level' in appendix-12.

63

Chapter 3 Nethodolbgy

3.5.4.1.1 Administration of the draft test

370 pupils of Standard VIII were selected for the pilot study.

There were 168 students from K.S Abraham Memorial Higher

Secondary School, 105 students from Cotton Hill Girls' Higher

Secondary School and 97 students from Sri Vidyadhiraja Vidyamandir.

The question paper with 40 questions was given to these students in

the third term when the portions for that academic year were

completed. The answer sheets of 370 students from the above schools

were analyzed.

Even though more application level questions (17 questions)

were given in the draft test, only 11 could be selected for the

achievement test after item analysis.

a: The response sheets were collected and scored by giving one

mark for each correct answer. Sum of the scores for the whole items

were treated as the total score of the test.

3.5.4.1.2 Item analvsis

The 370 answer sheets were arranged in the descending

order of the total scores. When there are ties, students getting high

scores in the first few items were put at the top.

The test was item analyzed by estimating the index of

discrimination based on the procedure suggested by Ehel (1991). 'The

top 27% answer sheets (loo answer sheets) and bottom 27% sheets

Chapter 3 -- Netbdolbgy

(100 answer sheets) were used for comparison. The number of

examinees getting the same item correct in the top group (U) and the

number of examinees getting the same item correct in the bottom

group (L) was identified.

(a) Discriminating power

The discriminating power of each item was calculated

using the formula: U-L (N = loo)

N

The data relating to its discrimination power of each item decided the

final selection of items.

(b) Difficultv Index

The selected items were arranged in the increasing order of difficulty.

The difficulty index of the items were calculated

using the formula : U+L 2N

Items having difficulty index between 0.25 and 0.75 and discriminating

power above 0.25 were selected. The details are given in appendix-13.

3.5.4.2 Final Achievement test

The achicvcment test prepared by the investigator was based on

the unit, "Transport in organisms" of standard VIII. The final test

comprises of 25 objective questions which should be answered in 25

minutes. Maximum marks wen: 25 (one mark for each question). The

instructions for the students were given in the first page. All the

questions were multiple choice questior~s tvith four alternatives. The

Chapter 3 Metliodology

first 9 questions were given as 'Fill in the blanks'. The next 9 questions

were under 'choose the correct answer'. Question 19 and 20 were 'name

the following'. Question 21 was to give reasons and 22 to say true or

false. Questions 23, 24 and 25 were based on diagrams. A separate

answer sheet was given. Answers were to be marked by shading the

circle corresponding to the correct answer. The question paper, answer

sheet and the scoring key of the Achievement test are given in

appendices-3,4 and 5 respectively.

(a) Weightaee to content

The achievement test was based on the unit, "Transport in

organisms" which includes Translocation in plants, Osmosis and other

forces, human blood and structure of human.heart. The content was

divided into 8 sections to prepare the question paper and to give

adequate coverage to content. The weightage to content was finalized

after discussing with experienced biology teachers of the Schools.

Table No.-3.1 gives the weightage to content.

Chapter 3 Metliocibb~

TABLE 3.1 WEIGHTAGE TO CONTENT

(b) Weightage to Obiectives

Three objectives - Knowledge, Understanding and Application

of the Cognitive domain were tested in the Achievement test. The

questions in the Achievement test were based on these three objectives.

Of the 25 questions 6 were in 'knowledge' objective (24%), 8 in

'understanding' level (32%) and 11 questions were in 'application' level

(44%). Since the method used w-as activity-oriented method, more

application level questions were included. More questions under the

objective 'application' were given in the draft test also (17 questions).

But 6 of them had to be removed in the process of standardization.

Weightage given to objectives in the achievement test is given as Table

3.2 shown below.

TABLE 3.2

WEIGHTAGE TO OBJECTIVES

4,6,7,9,13,14

Application 25 --

(c) Weivhtage to Difficulty level

The questions were divided into easy, average and difficult

based on the results of analysis of students' answer sheets in the draft

test. 60% of the questions (15 questions) were included as average

questions while 5 questions (20%) were easy questions. The remaining

5 questions (20%) were difficult questions. Weightage to difficulty level

of the achievement test is given in Table 3.3 below.

TABLE 3.3 WEIGHTAGE TO DIFFICULTY LEVEL

/ No 1 CONTENT 1 . TOTAL I QUESTION I TOTAL No. OF ( % 1 I No. r--

( QUESTIONS 1 I I Easv 6 5 I 20

(d) Blue ~ r i n t

Blue print prepared by the investigator is three dimensional.

However a slight modification in the blue print is made by the

68

Cliapter 3 Netr5odology

investigator by adding the difficulty-level. Since all the questions in the

achievement test were objective-type, the columns denoting objective,

short answer and essay was unnecessary as far as this achievement test

is concerned. So these columns were changed into easy, average and

difficult to incorporate the difficulty-level of each question. The

weightage given to each objective and content, the difficulty-level of

each question and marks are specified in the blue print. Blue print of

the achievement test is given in Table-3.4.

* The number inside the bracket denotes the question number and the number outside the bracket denotes the mark. Each question carries one mark.

TABLE-3.4 BLUE PRINT OF THE ACHIEVEMENT TEST

TOTAL

4

2

1 I I

4

I

7 1 i

4

25

r / No UNDERSTANDING

Objective type KNOWLEDGE Objective type

I . Transpon in Plants - - I

Easy

+ / Circulatory system i r l

/ Man (7) I .-

6. ! Human blood I L -~i--~

I I i ' ! Blood corpuscles I ,

I . ~~~

St!-ucture of human heart

~~

TOTAL ~. ~

APPLICATION Objective type

OIP

Easy

(2) i

(25)1

( 5 ) i

3

Difficult Easy

GRAND TOTAL -I-- 6 8

Average

(6) I

(16) i

(13) i

(9) 1

(15) I

6

Average Difficult

(14) I

1

11

Average (17) 1

(23) I

(3) I

I

(21) 1

(22) I

5

i 2 . osmosis !

i I ! 4 -

I

3 . ; Absorption of minerals ~ ~~.. E L s p o n in animals ~

Difficult

I

(8) 1

(19) I

(24) I

3

(10) 1 1 -

( I I ) I i I

chapter i - Meth(id111ig~

3.5.4.3 Reliabilitv and validitv of achievement test

(a) Reliabilit?l of the test

Reliability of the test is usually expressed by a coefficient of

correlation which is called reliability coefficient. Two methods used by

the investigator to determine the reliability of the test is given below:

(i) S~lit-half method

The reliability of the test was established by split-half method.

Split-half method is the method of splitting the test into two halves and

finding the correlation between the two halves. All odd number items

may constitute one test and even number items the second test. The

answer sheets of go students studying in VIII.M, VII1.E and VII1.F of

Cotton Hill Girls' Higher Secondary School were used for the purpose.

The scores of two halves were correlated and the reliability of the test

was 0.76.

(ii) Test - Re-test method

In the Test - Re-test method the same test is administered twice

to the same group of students within 'a short interval. The two test

scores thus obtained are used to determine reliability coefficient. In this

study, a delayed achievement test was administered to all the three

groups to check the retention. The total marks obtained in the post-test

and retention tests were correlated to establish reliability of the test.

The correlation coefficient obtained was 0.645.

Cliapter 3 Mufl;odolbgy

(b) Validity of the test

(i) Face validity and Content validity

The face validity and content validity of the test was assured

while preparing the blue print and giving adequate weightage to content

and objectives. The opinion of experts in this field was taken into

consideration while preparing the test and necessary modifications

were made according to their suggestions.

(ii) Empirical or Statistical validity

Empirical or statistical validity of the test was calculated by

correlating the scores of the test with marks of a recently conducted test

obtained from the school (Ebel and Frisbie, 1991).

The coefficient of correlation obtained was 0.61:

3.5.5 RETENTION TEST

A delayed achievement test was used as the retention test. The

retention test was given 3 weeks after post-test. The answer sheet and

question paper were the same as post-test.

3.5.6 INTELLIGENCE TEST

To check the intelIigence of the students, a non-verbal

intelligence test, ie. the Standard Progressive Matrices prepared by

Raven, 1938 was used. The Standard Progressive Matrices has five sets

A, B, C, D and E. Each set has 12 questions. The five sets provide five

72

Chapter? Methodolbgy

opportunities for grasping the method and five progressive assessments

of a person's capacity for intellectual activity. Each problem in the scale

is really the "mother" or "source" of a system of thought - hence the

name "Progressive Matrices". The scale has a re-test reliability varying

with age from 0.83 to 0.93.

To record the answers a record form is available with Matrices.

The standard record form is arranged so that it can be quickly and

accurately marked by superimposing a stencil marking key which is also

given with the Matrices.

The standard Progressive Matrices with 60 problems, guide to

the Standard Progressive Matrices, answer form and key, available in

the Dept. of Psychology, University of Kerala, were made use of.

3.5.7 SOCIO-ECONOMIC STATUS SCALE

A copy of the Socio-Economic status scale used by the

investigator is given below. The personal data sheet given to student is

given in appendix-14.

MEASUREMENT OF SOCIO-ECONOMIC STATUS

Many Socio-economic status scales are available for measuring

the socio-economic status of subjects. A socio-economic status scale was

pepared on the basis of the needed data for the present study with

reference to the scales developed by Kuppuswamy (1902), Nair (1970),

Pillai (1973), Jaganadhan Nair (1974), Sivadasan (1975), and Krishna

73

Chapter 3 NethodoCogy

Iyer (1977). The scale used by the researcher is an adapted version,

modified according to the pay scales existing at the time of

administration of the tool. Here, the socio-economic status of a student

is measured in terms of three variables viz. education, occupation and

income of parents.

Education: Classification and Weifitage

On the basis of education, people were classified into seven

categories. For people with professional or post-graduate degrees a

score of ten is given. In the case of people with bachelor's degree like

BA, B.Sc., a score of eight; for people with education up to higher

secondary or pre-degree five score; for people who have studied up to

S.S.L.C, four score; people who have studied up to middle school

(Standard VII), a score of two; people who have completed lower

primary, a score of one; and people who are illiterate is given zero score.

Occu~ation: Classification and Weightage

People were classified into six categories on occupational basis as

high professional, semi-professional, skilled, semi-skilled, unskilled and

unemployed.

Chapter 3 %fethodolbgy

Hieh Professionals

This group consists of individuals who have very high education

and are engaged in decision making process, laying down policies and

executing them like doctors, engineers, lawyers, principals of

colleges, readers, professors, bank managers, business executives,

university officials, heads of research organizations, heads of

departments of government, big land holders, secretaries and assistant

secretaries to government, state or district level officers, chief executive

of quasi-governmental body etc. For this category a weightage of 10

score is given.

Semi-Professionals

This group consists of occupations which require college

education. Here job is of routine nature. This group includes lecturers,

chemists, teachers, officers at sub-district level, public health workers,

superintendent of any government office, contractors, sub-inspector of

police, excise inspector, sub-registrars. For this category a weightage of

8 score is given.

Skilled Workers

This group consists of workers who have a long period of training

in complicated tasks. Mechanics, fitters, electricians, drivers, painters,

photographers, masons, carpenters, document writers, vakil-clerks,

Chapter 3 WethodoCogy

head constables of police and village officers can be included in this

category. A weightage of 7 score is given for this category.

Semi-skilled Workers

This group includes occupations which require some training on

the part of the persons-shop keepers, attenders, farmers, small scale

merchants, and police constables come under this category. The

weightage given to this category is a score of 4.

Unskilled Workers

All persons who are doing work which involves neither education

nor training belong to the unskilled group. The watchman, labourer,

peon and coolie belong to this category. A score of 2 is given for this

category.

Unem~loved

The unemployed includes persons who are unemployed

irrespective of their education or training. Zero weightage is given to

this category.

Income: Classification and Weightape

On the basis of monthly income also, people were classified into

six categories. For the group having monthly income Rs.8,ooo/- and

above, a score of lo is given. For the group having monthly income in

the range of Rs.q35i/- to Rs.8,ooo/-, a score of 8; for the group having

Chapter i Wethodofogy

monthly income in the range of IZs.3451/- to Rs.4350/-, a score of 6; for

a group having monthly income in the range of Rs.2601/- to Rs.3450/-,

a score of 4; for the group having monthly income in the range of

Rs.i75i/- to Rs.26001-, a score of 2 is given. For the group having

monthly income of h. l750/- and below, a score of 1 is given. The

weightage given to the various categories are consolidated and

presented in Table-3.5.

Com~utation of Socio-Economic Status (SES) of the families of students

Full weightage is given to the head of the family/father/mother.

Half the credit is given to the other parent. If the elder sister/brother's

education, occupation or income is higher than that of parents', one

point weightage is given and a maximum of two points if both the sister

and brother are higher in education, occupation or income. If the sister

or brother is unmarried or staying with the family after marriage a one

point weightage is given.

The total of the scores obtained for the three dimensions of

socio-economic status designated above yielded a composite score for

each member. The sum of the composite score obtained for all the

members in the family was taken as the socio-economic status of the

family. This maximum score of 48 is fixed for a student as the socio-

economic status score of his family.

77

Chapter 3 Nethodolbgy

WEIGHTAGE GIVEN TO ITEMS IN THE SOCIO-ECONOMIC STATUS SCALE --

7 I Illiterate I 0 1 I I

3.6 SAMPLE SELECTED

The population or the Universe from which the

sample is selected consists of all secondary school students in Kerala

following the state syllabus. To select the sample and to standardize the

achievement test, students were selected from the following schools:

I. Sri Vidhyadhiraja Vidya Mandir, Vellayambalam,

Thiruvananthapuram.

2. K. S Abraham Memorial Higher Secondary School, Thirumala,

Thiruvananthapuram

78

Chapter 3 - %fetliodoCogy

3. Government Girls' Higher Secondary School, Cotton Hill,

Thiruvananthapuram

The sample used for standardizing the achievement test and to find the

reliability of the test is given below in Tables 3.6 and 3.7.

TABLE-3.6

SAMPLE SPLIT-UP FOR DRAFT TEST

Cotton Hill, Tvm.

TABLE-3.7

SAMPLE SPLIT-UP TO FIND RELIABILITY BY SPLIT-HALF METHOD

Cotton Hill, Tvm.

S a m ~ l e selected for the study

The study was conductetf in standard VIII classes. The Schools

selected were Sri. Vidyadhiraja Vidya Mandir and K.S Abraham

Chapter 3 Nethodology

Memorial Higher Secondary School. Three divisions of the same school

were selected as Exp.group-I, Exp.group-I1 and Control group. The

sample consisted of 212 students. By removing absentees in pre-tests

and post-tests, the total number of students included in the study was

205.

TABLE-3.8

SAMPLE SPLIT-UP FOR THIS STUDY

/ No. I Group I Instruction method 1 No. of

"4...4,...&"

1.

?

Following are the major steps in the data collection:

1. Administration of the pre-test to all 3 classes

2. Conducting classes for experimental group-I giving maximum

individualized activities to the students.

3. Conducting classes for experimental group I1 giving only large

group activities

i.

3.

4. Conducting classes for control group by conventional textbook

approach.

Exp.Gp.-I

E..- c- T T

3.7 COLLECTION OF DATA

GAp.up-11

Control group

Activity-oriented method-I (Individual & small group activities) Activity-oriented method-I1 (large group

SLU"S1.13

67

7n activities)

Conventional textbook approach

I"

68

Chapter 3 Nethodobgy

5. Administration of post-test to all 3 classes after experimental

treatments

6. Administration of retention-test after 3 weeks for the 3 groups.

7. Administration of non-verbal intelligence test (Raven's Standard

Progressive Matrices).

8. Collection of other details like socio-economic status, previous

exam marks etc.

3.7.1 Administration of Pre-test to two ex~erimental moups and the control m o u ~

The achievement test with 25 questions was given as pre-test.

The pre-test was given to students of all the three groups before

experimental treatments. The score of the pre-test was tabulated (in

total and also based on three objectives - Knowledge, Understanding

and Application). The total and objective-wise scores of pre-test was

necessary for the Analysis of Co-variance.

3.7.2 Conducting classes for two ex~erimental moups and control proup

Three VIII standard divisions from the same school were

selected for the study. For example, in the study conducted in Sri

Vidhyadhiraja Vidyamandir, Thiru~~ananthapuram, VIII-A was the

Exp.Gp.-I, VIII-C the Exp.Gp.-I1 and VIII-D the Control Group.

Chapter 3 %fethodology

The Exp.Gp.-I was taught through activity-oriented method-I.

The apparatus, specimens, activity sheets etc. were provided by the

investigator. The classes were lively and students were very co-

operative. The method helped to increase the interest and curiosity of

students. The teachers of the school especially Biology teachers

rendered good help to conduct the classes.

The Exp.Gp.-I1 was taught by activity-oriented method-11. The

activities were given to the whole class. There was no individualization.

The activities include observing charts, diagrams, interpretation of the

chart by one or two students from the whole class (who were selected

randomly by the teacher), observing the experimental setup and

demonstrations by the teacher.

The control group was taught by the conventional textbook

approach.

The unit, "Transport in organisms" was taken in all the three

classes and the investigator handled all the three classes.

3.7.3 Administration of Post-n test

After teaching the 3 classes in three different strategies, the post-

test was administered. The total and objective-!vise scores of the three

groups in this achieveinent test were found out.

A delayed post-test was '~drninistered to check the retention of

Cliapter 3 Methodohgy

the three groups of students. The retention test was administered after

a gap of about 3 weeks (25 days after administering the post test). The

retention test scores (Total and objective-wise) was tabulated.

3.7.4 Administration of intelligence test

A non-verbal intelligence test (Raven's Standard Progressive

Matrices) was used. The average intelligence test score obtained was

51.0439 and standard deviation was 3.7394. The upper and lower limits

were 54.7833 and 47.3045 respectively. The two experimental groups

were divided into High, Average and Low intelligent groups to check the

effectiveness of each method in each level of intelligence. The

intelligence test was administered for the two experimental groups only.

3.7.5 Administration of S.E.S

Each of the two experimental groups was divided into high,

average and low sections based on the S.E.S to study the effectiveness of

each method in various levels of S.E.S. The average score for S.E.S was

28.6902 with standard deviation 7.5814. The upper and lower limits

were 36.2716 and 21.1088 respectively.

Chapter 3 Nethodohgy

3.7.6 Phases of the studv

The following chart presents the phases of the study.

(Exp. Gp. - I) Administers teaches the topic giving Pre-test 3 individual & small group 3 Post test 3 Retention

activities test

(Exp. Cp. - 11)

Total and objective-wise marks of the post-test (Achievement test) of

the three groups were compared. Likewise total and objective-wise

marks of Retention test of the three groups were also compared. The

objectives selected by the investigator were knowledge, understanding

and application. Total marks in the post-test were compared on the

basis of Intelligence and SES. Each experimental group was divided on

the basis of intelligence and SES to study the effect of intelligence and

SES when activity-oriented method-I and I1 are used. The figure shown

in the following page picturizes the division.

Administers teaches the topic Pre-test 3 giving large group 3 Post test 3 Retention

Activities only test

(Control Cp.) Administers teaches the topic Pre-test 3 through conventional 3 Post test 3 Retention

textbook approach test

Chapter 3 Netliodolbgy

3.8 STATISTICAL METHODS USED

The pre-test scores and post-test scores of the two experimental

groups and the control group (total and objective-wise scores) were

compared using the statistical technique of Analysis of Covariance

(ANCOVA).

The total and objective-wise post-test scores of Exp.gp.-1 and

Exp.gp.-I1 is compared to the total and objective-wise scores of control

group separately. Likewise Exp.gp.-I is compared to Exp.gp.-11.

The total and objective-wise scores of post-test and retention test

of the three groups were also compared to check the retention capacity

of the three groups of students. Comparisons were made between

Exp. Group - I Exp. Group - II

High Average Low intelligence intelligence intelligence

Chapter 3 %fetliodoG~gy

Exp.gp-I and Control group, Exp.gp.-I1 and Control group and Exp.gp.-

I and I1 using ANCOVA.

Each experimental group is divided into High, Average and Low

on the basis of intelligence. Comparisons were made between total post-

test scores of three divisions of Exp.gp-I as follows:

(i) High intelligent students and average intelligent students

(ii) Average intelligent students and low intelligent students

(iii) High intelligent students and low intelligent students

Similarly the three divisions of Exp.gp-I1 were also compared. For this

ANCOVA using three groups (Garret, 1981, p.296) is used.

Each experimentaltgroup is also divided into three on the basis of

SES score. The total post-test scores of High, Average and Low divisions

of Exp.gp-I (based on SES) were compared. The three divisions of

Exp.gp-I1 were also compared with each other on the basis of total post-

test score. Here also ANCOVA using three groups was applied.

For all the calculations Analysis of Covariance was used since it

is considered to be the best statistical technique as it equates pre-

experimental status of the groups.

"Covariance analysis is especially useful to experimental

psychologists when for various reasons it is impossible or quite difficult

to equate control and experimental groups at the start: a situation,

which often obtains in actual experiments. Through covariance analysis

86

Chapter 3 methodobgy

one is able to effect adjustments in final or terminal scores which will

allow for differences in some initial variables." (Garret & Woodworth,

1981).

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