CHAPTER-IV ANALYSIS AND INTERPRETATION OF...

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CHAPTER-IV

ANALYSIS AND INTERPRETATION OF DATA

“When the data has been obtained, it is necessary to organize that

for interpretation and presentation. Qualitative data may have to be

summarized and quantitative data may have to be treated statistically to

make their significance clear”

- Oliver R.A.C.

In the third chapter, design of the study, population, sampling

techniques and sample, tools used, procedure of data collection, scoring of

data and technique of analysis of data were discussed. After data collection

and analysis of data, main work of researcher is to present results and

interpretation of results in systematic and effective way. If collection of Data

and its analyses have done in proper way, but results have not presented

effectively, then the objective of Researcher will not be achieved fully and

effectively. Therefore, presentation of results in systematic and effectively

with proper interpretation, play significant role in any investigation.

In order to find out the individual effectiveness as well as the relative

effectiveness of Advance Organizer Model (AOM), Biological Science

Inquiry Model (BSIM) and Traditional Method (TM), the scores of pupils on

criterion measures were obtained after the treatment. Three equivalent

groups i.e. Advance Organizer Model (AOM) group, Biological Science

Inquiry Model (BSIM) group and Traditional Method (TM) group were

formed on the basis of equal Socio-Economic Status and Intelligence scores.

Randomly two groups have been categorized as experimental group and

other as control group. Through the proper method scholastic achievement

scores were obtained in Biology for all three groups formed. The complete

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row data have been shown in table enclosed in Annexures in the last of the

thesis.

ANALYSIS OF DATA :-

To analyze the data collected from the students of all three groups

taught through Advance Organizer Model, Biological Science Inquiry

Model, and Traditional Method, different statistical techniques such as

Mean, Standard Deviation have been used. Analysis of Variance (ANOVA)

technique followed by‘t’ test was also used to test the significant difference

between mean of two variables.

IV.1. COMPARISION OF SCHOLASTIC ACHIEVEMENT SCORES IN BIOLOGY OF STUDENTS TAUGHT THROUGH AOM, BSIM & TM

To test the first hypothesis that, “Significant difference would not be

observed on the scholastic achievement scores for three method of

instruction i.e. Advance Organizer Model (AOM), Biological Science Inquiry

Model (BSIM) and Traditional Method (TM)”, the degree of freedom (df),

sum of square, mean square and F-Ratio have been calculated. The

calculated values of required statistics is given in the following Table No.-

T.IV.1(i).

TABLE No. – T.IV.1(i)

SUMMARY OF F-TEST FOR COMPARING SCHOLASTIC ACHIEVEMENT IN BIOLOGY OF STUDENTS

TAUGHT THROUGH AOM, BSIM & TM

Source df Sum of Square

Mean square F-Value Level of

Significance Among Groups

3-1=2 3340.50 1670.25 F=55.86 .01 Sig.

Within Groups

240-3= 237 7087.07 29.90

SSt 240-1=239 10427.58 df = (2, 239)

F (2,239) = 2.99 at .05 level of significance and 4.60 at .01 level of significance

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Table No. – T.IV.1(i) reveals that the F-value of achievement in Biology for

secondary level students taught through Advanced Organizer Model (AOM),

Biological Science Inquiry Model (BSIM) and Traditional Model (TM) was found

to be 55.86 which is significant at 0.01 level of significance. Hence the proposed

hypothesis is rejected and it can be concluded that there is significant difference in

the mean scores of Scholastic Achievement of students in Biology. For inter

comparison between methods/models we have to apply t-test after Analysis of

Variance (ANOVA). The table for t-test is given below-

TABLE No. – T.IV.1(ii)

COMPARISON OF RELATIVE EFFECTIVENESS OF AOM, BSIM & TM ON SCHOLASTIC ACHIEVEMENT

IN BIOLOGY BY t-TEST

Groups N Mean S.D. S.EM

t-Ratio

Level of Significance

AOM

BSIM

80

80

35.53

39.98

5.78

5.14 0.864 5.15 .01 Sig.

AOM

TM

80

80

35.53

30.85

5.78

5.45 0.888 5.27 .01 Sig.

BSIM

TM

80

80

39.98

30.85

5.14

5.45 0.837 10.90 .01 Sig.

df = 158, (Table Value of “t” at 0.05 & 0.01 level of significance are 1.96 and 2.59 respectively)

It has been observed from Table No.-T.IV.1(ii) that there is a significant

difference between the mean scores on Scholastic Achievement in Biology of

AOM and BSIM group it means that Biological Science Inquiry Model (BSIM) is

more effective than Advance Organizer Model (AOM) in the field of Scholastic

Achievements in Biology. It is also clear from above table that AOM & BSIM are

more effective in comparison to TM on Scholastic Achievement in Biology.

The bar diagram of mean scores for Scholastic Achievement in Biology of

secondary school students are shown on next page, reveling more clear view about

the relative effectiveness of teaching models.

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IV.2. COMPARISION OF SCHOLASTIC ACHIEVEMENT IN BIOLOGY OF HIGH & LOW INTELLIGENT STUDENTS

To compare the Scholastic Achievements in Biology of High and

Low Intelligent students, F-Ratio/ANOVA has been calculated. Summary of

ANOVA is given in following Table No.–T.IV.2(i).

TABLE No.- T.IV.2(i)

SUMMARY OF F-TEST(ANOVA) FOR SCHOLASTIC ACHIEVEMENT IN BIOLOGY FOR HIGH & LOW

INTELIGENT STUDENTS


Mean Square F-Value Level of

Significance Among Group

3-1=2 4770.41 2385.20

F=101.43 .01 Sig. Within Group

240-3= 237 5573.16 23.51

Total 240-1=239 10343.58 df = (2,239)

F (2,239) = 2.99 at .05 level of significance and at .01 level of significance

Table No.–T.IV.2(i) shows that ‘F’ value for Scholastic Achievement

in Biology has been found 101.43 which is more than the table value at both

level of significant (0.01 & 0.05). Thus, the second null hypothesis,

“Significant difference would not be observed between the scholastic

achievement scores obtained by the students of two intelligence groups

(High & Low) taught through different method of teaching i.e. Advance

Organizer Model (AOM), Biological Science Inquiry Model (BSIM) and

Traditional Method(TM).”, has been rejected at both the level of

significance. It may be affirmed that the difference in the Achievements

scores in Biology have been existed between High and Low Intelligent

students taught through Advanced Organizer Model (AOM), Biological

Science Inquiry Model (BSIM) and Traditional Method (TM).

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To have a better picture of the fact a comparison is made between the

method/model on Scholastic Achievements in Biology by t-test as given in

the following Table No.-T.IV.2(ii) -


COMPARISON OF SCHOLASTIC ACHIEVEMENT IN BIOLOGY OF HIGH & LOW INTELLIGENT STUDENTS BY t-TEST

Groups N Mean S.D. S.EM t-Ratio


HIGH INTELLIGENT

LOW

INTELLIGENT

120

120

39.91

31.00

4.93

4.74

0.692

14.06

.01 Sig.


It is also observed from the above table that the calculated value of “t”

of both groups is more than its table value at both level of significance (i.e.

0.01 & 0.05). Thus, the null hypothesis “Significant difference would not be

observed between the scholastic achievement scores obtained from students

of two intelligence groups (High & Low) taught through different method of

teaching i.e. Advance Organizer Model (AOM), Biological Science Inquiry

Model (BSIM) and Traditional Method (TM)”, has been rejected at both level

of significance and concluded that High Intelligence group students achieve

better Achievements in Biology in comparison to Low Intelligence group

students.

The bar-diagram of mean scores for Scholastic Achievements in

Biology of High and Low Intelligent students are given on next page, gives

more clear view about relative comparison of Scholastic Achievements in

Biology. The graphical representation of the fact taking the category of

students having High and Low Intelligence on X-axis and mean scores of

Scholastic Achievements in Biology on Y- axis.

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IV.3. COMPARISION OF ACHIEVEMENT IN BIOLOGY OF HIG H & LOW SOCIO-ECONOMIC STATUS STUDENTS

To compare the scholastic achievements in Biology of High and Low

Socio-Economic Status students, ANOVA (F-Ratio) was calculated.

Summary of ANOVA (F-ratio) is given below in Table No. – T.IV.3(i) -


SUMMARY OF ANOVA (F-TEST) FOR ACHIEVEMENT IN BIOLOGY OF HIGH & LOW SOCIO-ECONOMIC

STATUS STUDENTS




3-1=2 1382.39 691.19 18.28 .01 Sig.

Within Group

240-3= 237 8961.18 37.81

Total 240-1=239 10343.58 df = (2,239)

F (2,239) = 2.99 at .05 level of significance and

4.60 at .01 level of significance

Table No.- T.IV.3(i) revels that the calculated value of ‘F’is 18.28

which is more than its table value at both level of significance (i.e. 0.01 &

0.05). Thus, the null hypothesis, “Significant difference would not be

observed between the Achievements of High & Low Socio-Economic Status

students taught through different teaching methods i.e. Advance Organizer

Model (AOM), Biological Science Inquiry Model (BSIM) and Traditional

Method (TM)”, has been rejected at both level of significance. From this

view, it is concluded that the significant difference in the Scholastic

Achievements in High and Low Socio-Economic Status students in Biology

has been found.

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To have a better picture of the fact a comparison is made between the

SES groups on Scholastic Achievements in Biology by t-test as given in

Table No.- T.IV.3(ii) -


COMPARISON OF SCHOLASTIC ACHIEVEMENT IN BIOLOGY OF HIGH & LOW SOCIO-ECONOMIC STATUS STUDENTS BY t-TEST

Groups N Mean S.D. S.EM t-Ratio Level of Significance

HIGH SES

LOW SES

120

120

37.85

33.05

6.01

6.25

1.53

3.13

.01 Sig.


It is observed from the above table that the calculated value of “t” is

more than its table value at 0.05 and 0.01 level of significance. Thus, the

constructed null hypothesis “Significant difference would not be observed

between the achievements of High & Low Socio-Economic Status students

taught through different teaching methods i.e. Advance Organizer Model

(AOM), Biological Science Inquiry Model (BSIM) and Traditional Method

(TM)” , has been rejected at both level of significance. From this view, it is

clear that there is significant difference in Scholoastic Achievements

between High and Low Socio-Economic Status students in Biology taught

through different teaching methods. It means all these methods (AOM,

BSIM & TM) of teaching are more effective for High SES group students in

comparison to Low SES group students.

The bar-diagram of mean scores for scholastic Achievements in

Biology of High and Low Socio-Economic Status group students are shown

in figure on next page gives its more clear view about relative comparison of

Achievements in Biology.

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IV.4. INTERACTIONAL EFFECT BETWEEN TWO LEVELS OF INTELLIGENCE (HIGH & LOW) AND DIFEERENT TEACHING METHODS (AOM, BSIM & T.M.) ON SCHOLASTIC ACHIEVEMENT IN BIOLOGY

To analyze the interactional effect between two level of Intelligence

(High & Low) and different Teaching Methods (AOM, BSIM & TM),

Analyses of Variances (ANOVA) has been used. The successive summary of

ANOVA is given below in following Table No. –T.IV.4(i) -


SUMMARY OF ANOVA (F-TEST) FOR INTERACTIONAL EFFECT BETWEEN TWO LEVEL OF INTELLIGANCE (HIGH & LOW)

AND DIFFERENT TEACHING METHODS (AOM, BSIM & TM)




3-1=2 8081.08 4040.54

F=408.13 .01 Sig. Within Group

240-3= 237 2346.5 9.90

Total 240-1=239 10427.58 df = (2,239)

F (2,239) = 2.99 at 0.05 level of significance and 4.60 at 0.01 level of significance

Table No.-T.IV.4(i) shows that “F” value for Scholastic Achievement

in Biology of students of High & Low Intelligence students taught through

different Teaching Methods (AOM, BSIM and TM) was found 408.13

which is more than its table value at both level of significance (i.e. 0.05 &

0.01). Thus, the constructed null hypothesis “There would not be significant

effect of interaction between two levels of Intelligence (High & Low) and

different teaching methods i.e. Advanced Organizer Model (AOM),

Biological Science Inquiry Model (BSIM) and Traditional Method (TM) on

the scholastic Achievements”, has been rejected at both the level of

significance. Hence, it may be confirmed that the significant effect of

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interaction lies between two levels of Intelligence (High and Low) and

different Teaching Methods (AOM, BSIM, TM).

To have a better picture of the fact, a comparison is made between

two levels of Intelligence (High & Low) and different Teaching

Methods/Models (AOM, BSIM & TM) on Scholastic Achievements in

Biology by t-test as follows-


COMPARISON OF RELATIVE EFFECTIVENESS OF SCHOLESTIC ACHIEVEMENT IN BIOLOGY OF HIGH & LOW INTELLIGENT

STUDENTS TAUGHT THROUGH DIFFERENT TEACHING METHODS (AOM, BSIM & TM) BY t-TEST

Groups N Mean S.D. S.EM

t-Ratio


AOMHI AOMLI

40 40

40.40 30.67

3.15 3.04

0.692 14.06 .01 Sig.

BSIMHI BSIMLI

40 40

44.30 35.67

2.70 2.85

0.620 13.92 .01 Sig.

TMHI TMLI

40 40

34.97 26.72

3.62 3.50

0.796 10.36 .01 Sig.

df = 78, (Table Value of “t” at 0.05 & 0.01 level of significance is 1.99 and 2.64 respectively)

It is clear from the above table that the calculated value of “t” is

significant at 0.01 level of significance. Hence, it has been concluded that all

teaching method (AOM, BSIM & TM) are more effective on High

Intelligence group students in comparison to Low Intelligence group

students for better scholastic achievement in Biology.

The bar- diagram of mean scores of scholastic Achievements of High

& Low level Intelligence students and different Teaching Methods (AOM,

BSIM and TM) are shown in figure on next page gives more clear view

about relative comparison of Achievements in Biology.

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IV.5. INTERACTIONAL EFFECT BETWEEN TWO LEVELS OF SOCIO-ECONOMIC STATUS (HIGH & LOW) AND DIFEERENT TEACHING METHODS (AOM, BSIM & TM) ON SCHOLASTIC ACHIEVEMENT IN BIOLOGY

To analyze the interactional effect between two level of Socio-Economic

Status (High & Low) of students and different teaching methods (AOM, BSIM &

TM), ANOVA has been used. Its complete summary is given in following Table

No. – T,IV.5(i) -


SUMMARY OF ANOVA (F-TEST) FOR INTERACTIONAL EFFECT BETWEEN TWO LEVEL OF SOCIO-ECONOMIC STATUS

(HIGH & LOW) AND DIFFERENT TEACHING METHODS (AOM, BSIM & TM)




3-1=2 4679.53 2339.76 96.48 .01 Sig.

Within Group

240-3= 237 5748.05 24.25

Total 240-1=239 10427.58 df = (2,239)


Table No.-T.IV.5(i) shows that ‘F’ value for scholastic achievement has

been found to be 96.48 which is more than its table value at both level of

significance (i.e. 0.05 & 0.01). Thus, the fifth null hypothesis, “There would not be

significant effect of interaction between two levels of Socio-Economic Status (High

& Low) and different teaching methods i.e. Advanced Organizer Model (AOM),

Biological Science Inquiry Model (BSIM) and Traditional Method (TM) on the

scholastic achievement.”, has been rejected at both the level of significance. It may

be affirmed that the significant effect of interaction has been lies in the scholastic

Achievements of two levels of Socio-Economic Status (High and Low) and

different Teaching Methods (AOM, BSIM & TM)

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To have a better picture of the fact a comparison is made with the help of t-

test, between the two levels of Socio-Economic Status and different teaching

method/model on Scholastic Achievements in Biology, given as in following

Table.


COMPARISON OF RELATIVE EFFECTIVENESS OF SCHOLESTIC ACHIEVEMENT OF HIGH & LOW SES STUDENTS IN BIOLOGY

TAUGHT THROUGH DIFFERENT TEACHING METHODS (AOM, BSIM & TM) BY t-TEST


AOMHSES

AOMLSES

40

40

37.92

33.12

5.50

5.02

1.17

4.10

0.01 Sig.

BSIMHSES

BSIMLSES

40

40

41.82

37.97

5.21

4.48

1.08

3.61

.01 Sig.

TMHSES

TMLSES

40

40

33.62

28.07

4.54

4.88

1.11

5.00

.01 Sig.


It is observed from the above table that significant difference has been

observed in the Scholastic Achievements of the students between High and

Low Socio-Economic Status students taught through Advance Organizer

Model (AOM), Biological Science Inquiry Model (BSIM) and Traditional

Method (TM). It means that all three methods of teaching are more effective

on High SES group students in comparison to Low SES group students for

better achievement in Biology.

The bar-diagram of mean scores for Science Achievement of High and

Low socio-economic group students taught through A.O.M., B.S.I.M. and

T.M. are shown in figure on next page gives more clear view about relative

comparison of science achievement.

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IV.6. INTERACTIONAL EFFECT BETWEEN TWO LEVELS OF INTELLIGENCE (HIGH & LOW), TWO LEVELS OF SOCIO-ECONOMIC STATUS (HIGH & LOW) AND DIFEERENT TEACHING METHODS (AOM, BSIM & TM) ON SCHOLASTIC ACHIEVEMENT IN BIOLOGY

To test the sixth null hypothesis that, “there would not be significant

effect of interaction between two levels of Intelligence (High & Low), two

levels of Socio-Economic Status (High & Low) and different teaching

methods i.e. Advanced Organizer Model (AOM), Biological Science Inquiry

Model (BSIM) and Traditional Method (TM) on the scholastic

achievement.”, the degree of freedom (df), sum of square, mean square and

‘F’ ratio was calculated. The statistical values are given below in Table No.-

T.IV.6(i)

TABLE No. - T.IV.6(i)

SUMMARY OF ANOVA (F-TEST) FOR INTERACTIONAL EFFECT BETWEEN TWO LEVEL OF INTELLIGENCE (HIGH & LOW)

TWO LEVEL OF SOCIO-ECONOMIC STATUS (HIGH & LOW) AND DIFFERENT

TEACHING METHODS (AOM, BSIM & TM)




3-1=2 9431.08 4715.54 F=1224.81 .01 Sig.

Within Group

240-3= 237 912.50 3.85

Total 240-1=239 10343.58 df = (2,239)


Table - T.IV.6(i) shows that F-Ratio is 1224.81 which is significant at

0.01 level of significance. Therefore, the null hypothesis has been rejected. It

means there is significant effect of interaction between two levels of

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Intelligence (High & Low), two levels of Socio-Economic Status (High &

Low) and different Teaching Methods/Models (AOM, BSIM & TM) with

respect to its scholastics achievements in Biology.

To have a clear view of the fact a comparison is made between the

Methods of Teaching (AOM, BSIM & TM), Socio-Economic Status (High

& Low) and Intelligence Level of the students (High & Low) in reference to

their scholastic Achievements in Biology by t-test -

TABLE No. - T.IV.6(ii)

INTELLIGENCE & SES WISE COMPARISON OF RELATIVE EFFECTIVENESS OF AOM, BSIM & TM ON

SCHOLASTICS ACHIEVEMENTS IN BIOLOGY BY t-TEST


AOMHSES (HI)

AOMHSES (LI)

20

20

43.00

32.85

1.77

2.18 0.63 16.11 .01 Sig.

BSIMHSES (HI)

BSIMHSES (LI)

20

20

46.60

37.05

1.39

2.43 0.62 15.40 .01 Sig.

AOMLSES (HI)

AOMLSES (LI)

20

20

37.75

28.50

1.58

2.06 0.58 15.95 .01 Sig.

BSIMLSES (HI)

BSIMLSES (LI)

20

20

42.00

33.95

1.41

2.25 0.59 13.64 .01 Sig.


The following inferences are drawn from the above table that -

1. Biological Science Inquiry Model (BSIM) has been found more

effective on High Intelligence of High SES Students in comparison to

Low Intelligence of Low SES Students for Scholastic Achievements

in Biology.

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2. Biological Science Inquiry Model is also more effective on High

Intelligence of Low SES Students in comparison to Low Intelligence

of Low SES for developing Scholastic Achievements in Biology.

3. Advance Organizer Model has been found more effective on High

Intelligence of High SES Students in comparison to Low Intelligence

of High SES Students for Scholastic Achievements in Biology.

4. Advance Organizer Model has also been found more effective on High

Intelligence Students having High SES in comparison to Low

Intelligence Students having Low SES for Scholastic Achievements in

Biology.

The bar-diagram of mean scores for Scholastic Achievement in

Biology of High and Low Intelligent students having High and Low Socio-

Economic Status taught through AOM, BSIM &TM are shown in figure on

next page gives more clear view about relative comparison of Achievements

scores in Biology. The graphical representation of the fact taking the

category of SES having High and Low Intelligence students taught through

these teaching methods on X-axis and mean scores of Aachievement scores

in Biology on Y- axis.

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