METHODOLOGY - Shodhgangashodhganga.inflibnet.ac.in/bitstream/10603/6452/12/12... · 2015-12-04 ·...
Transcript of METHODOLOGY - Shodhgangashodhganga.inflibnet.ac.in/bitstream/10603/6452/12/12... · 2015-12-04 ·...
CHAPTER IV
METHODOLOGY
o Method Adopted for the Study
o The Sample for the Study
D Tools Used for the Study
Validity and Reliability of the Tools Used
o Procedure Adopted for the Study
o Statistical Techniques Employed
o References
CHAPTER IV
Methodology
Methodology is the science of methods or principles of procedure
(Good, 1945). For the study of a problem, the investigator has to collect data which
are to be organised and analysed, to arrive at conclusions. This chapter describes the
method adopted for the study, the sample for the study, tools used for the study,
reliability and validity of the tools, procedure adopted for the study, and the statistical
techniques employed for analysis.
4.1 Method Adooted for the Study
The major purpose of the present study is to find out certain factors
influencing the optimum utilisation of teacher effectiveness in the primary schools.
The investigator presumes that utilisation of professional skills depends upon the
personal, psychological, institutional and sociological factors, which, in turn, have
relationship with their efficiency in teaching. Based on this assumption the following
hypotheses were formulated for the study.
Hypothesis 1
The factors that help the teachers for the use of their professional skills
can be located and classified.
Hypothesis 11
I'he factors that help for the optimum utilisation of teacher
effectiveness can bc identified.
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Hypothesis Il l
She extraneous variables have no effect on the factors identified as
influenc~ng for maximum utilisation of teachers' professional efficiency.
Hypothesis IV
The factor structures extracted by factor analysis are helpful for the
optimum utilisation of teachers' professional efficiency.
Obiectives
Four hypotheses given in the preceding paragraph have to be tested for
their tenability. For testing those hypotheses, "the Experimental Method was found
not only unwieldy, but out of place as well. The data pertaining to the factors that
might help for the optimum utilisation of teacher effectiveness may be collected with
reference to the following objectives:
(1) 7'0 locate the factors said to be helping for the optimum utilisation of teacher
efSectivenrss.
(2) 7'0 select the most suitable factors that would help the teachers work
effectively.
(3) To classify the selected factors in different dimensions.
(4) To find o u t the extent to which the selected factors help the primary school
teachers utilise their skills in teaching.
(5) To identi& the factors that help the optimum utilisation of professional skills
of thc prlniarq school teachers
123 -- Methodology
(6) 1 0 tind out whether or not the identified factors are affected by certain
extraneous variables in the optimum utilisation of primary school teachers'
professional skills.
(7) To tind out the factor loadings of the variables under different dimensions
that intluence teacher effectiveness.
The hypotheses formulated envisage a well-defined method of research
for orderly arrangements of facts and principles to test them. A good method is thus a
blueprint for the study. A proper method for the study is inevitable, but its selection
depends on the nature of the problem that the investigation is dealing with and the
kind of data required for its solution. And a research design capable of providing the
data necessary for the solution of the problem is the offshoot of the method that the
investigator has selected for research.
Considering the nature of the data required, a descriptive design has
been opted for the study. The descriptive method attempts to determine the present
status of the phenomenon under investigation. It is concerned with conditions or
relationships that exist, practices that prevail, opinions that are held, processes that are
going on, affects that are being felt, and trends that are developing. Although it is
primarily concerned with the present, the design often considers past events and
intluences as they relate to the current condition (Best & Kahn, 1999).
A surwy will help the investigator to find out the factors under
personal, psychological, institutional and sociological dimensions, influencing the
optimum utilisation of effective teaching. Therefore, the investigator thought of
124 -- -
Methodology
adopting the survcy method to collect the data required to determine the validity of
the hypotheses torn~ulated for the study.
4.2 The Samole for the Study
The dependability of any study is determined to a great extent by the
selection of the sample on which the study is conducted. It is difficult to cover the
entire population for the study when it is very large. As an alternative, a small group
within the population is selected to form a sample for the study. The findings
obtained for the sample are extended to arrive at generalisations about the population.
The generalisations are valid only if the sample is selected so carefully as to represent
the populat~on
Sampling stands for the process by which a relatively small number of
individuals, objects or events are selected or analysed in order to find out something
about the entire population or universe from which it was selected (Cornwell, 1960).
Selection of sample should be based upon the purpose of investigation.
To make representation more reliable, stratified random sampling method was used in
selecting the sample Stratified sampling is a modified form of random sampling. It
is defined as a technique designed to ensure representativeness and to avoid bias
(Garrett, 1966, p.206) This is applicable when the population is composed of
subgroups or strata of different sizes.
1 he target population from which the samples were drawn for the
study was the entire population of the primary school teachers in Kerala. Their
number is veQ largc. So a representative sample of teachers of 186 primary schools
fiom all fourteen distsic~s of Kerala was selected by random sampling. Initially, a
total number of 500 primary school teachers were selected. Finally, the responses of
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Methodology
only 367 teachers could be taken for analysis, because the responses of others were
either unreliable or incomplete. A sample size of about 367 would yield results as
precise as it would be for the whole population, and also keep the error within five
percent level (Krech and Crutchfield, 1968).
'The details of the schools selected for the study are given below in Table 4.1.
Table 4.1
List of Schools of the Final Sample
Name ofschool District WU G/P .~ -~ ~ ~
1 Govt.U.P.S.. Ayroor Thiruvananthapuram R G
2 Govt.H.S., Navaikulam Thiruvananthapuram R G
3 Govt H.S.. fhanathumala Thiruvananthapuram R G
4 N.S.S Public School Thiruvananthapuram U P
5 Higher Secondary School, Trivandrum Thiruvananthapuram U G
6 St. Antony-s O.P.S., Valiathura Thiruvananthapuram R P
7 St. Mary's tI.S., Pattom Thiruvananthapuram U P
8 St:T'homas H.S.. Poonthura Thiruvananthapuram R P
9 St. Vincent H.S.. Kadamankulam Thiruvananthapuram R P
10. Jammath Id.l'.S.. Vallakkadavu Thiruvananthapuram R P
1 1 A P M , LiLl'S., I'avamba Kollam R P
12 Azakiyakavtl L..IJ.S., Sooranad Kollam R P
13 C.V.N.M.L.P.S., Thrikannamangal Kollam R P
14 C.S.I.V.H.S.hr the deaf, Valakom Kollam R P
1 5 Craven l..M.S.H.S., Kollam Kollam U P
16 1.G M I I \ . Manjakala Kollam R P
(table continues)
126 - - Methodology
Table 4.1 (continued)
Nume of school District WU G/P -- ---- ~~-~
17 K.G.V.G.U.P.S.,Kundara Kollam U P
18 l .~ttle Flower U.P.S., Kundara Kollam U P
19 I..P.S.. Mampuzha Kollam R P
20 M.N.IJ.I'.S., Nedumpaikulam Kollam U P
2 1 M.I S.S.L.P.S., Moongodu
22 M.1 H . S . Channappetta
23 M. I.G.H.S., Korrarakara
2 4 M.TH.S..Kundara
Kollam R P
Kollam R P
Kollam U P
Kollam U P
25 Mulackal. L.P.S., Thevalakara Kollam U P
26 P.S.P.M. U.P.S., Chavara Kollam U P
27 P.N.K.M.IJ .P.S., Kalavoor Kollam R P
28 S.M.H.S.S., Patharam Kollam U P
29 S N V .S.H.S., Theikkaruva Kollam R P
30 S.K.V.I-1.S.. Thrikkaanamangal Kollam R P
31 S.I.L.P.S., Mullikala Kollam R P
32 St. George l,.P.S., Kollam Kollam U P
33 St. Mary's H.S., Kottarakara Kollam U P
34 5 c 1 1' 5 . Valakom Kollam U P
35 (r.P S.. lrichavila Kollam R P
36 1 t) S . Peruman Kollam R P
37 c;ovt.l )'.S.. Thevalakara Kollam U G
(table continues)
127 Methodology
Table 4. I (continued)
Name ofschool District WU G/P ~ . -. .-
3 8 (iovt.1- V.H.S., Mynagapally Kollam R G
39 (iovt.1. I 'S. Mulavana Kollam R G
4 0 (;ovt.l..P.S.. Anchal Kollam U G
41 (;ovl. I own [J.P.S., Kottarakara Kollam U G
42 Govt.H.S.. Sadanandapuram Kollam R G
4 3 Cro~t L l P S . Panayil Kollam R G
4 4 <;ov~.l..P.S.. Palacode Kollam R G
45 Govt.lJ.P.S., Nedumancavu Kollam U G
4 6 C;ovt.L.P.S., Panayam North Kollam R G
4 7 ( h v l Welfare U.P.S., Anakulam Kollam R G
4 8 Govt. H S.. Ashtamudy Kollam R G
4 9 Govr.H.S., Kuzhimathicadu Kollam R G
50 Ciovt. Model L.P.S., Pattazhi Kollam R G
51 A.S.K.V 1I.P.S Pathanamthitta R P
52 A.M.M.H.S.S., Edayaranmula Pathanamthitta U P
5 3 Balavihar tmglish School Pathanamthitta U P
54 Atmananda memorial School, Chenganoor Pathanamthitta U P
55 I3.A.M.II.P.S.. Perumparakadavu Pathanamthitta R p
56 (:.M.S.I .I ' .S.. Keezhvaipur Pathanamthina U p
57 C ~ w l I I' \ Moor Pathanamth~tta U G
58 1 1 I 5 5 . Kdlanjoor Pathanamthina U G
(table continues)
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-- - - - Methodology
Table 4.1 (col~tinued)
Name ofschool District WU G/P . . -. . ~ ~ -- -..
59 Govt. H.S., Chittar Pathanamthitta U G
60 Iloly Angels English Medium H.S., Adoor Pathanamthitta U P
61 Kunna~n Arayampara E.A&L.P.S., Kunnam Pathanamthitta R P
6 2 1. I'.G.S., Mannady Pathanamthitta R P
6 3 M. I.L.f'.S., Kalampala Pathanamthitta R P
64 M . f.I~..f'.S ., Pallampaley Pathanamthitta R P
6 5 M.T.L.P.S.. Onthekadu
66 M.'f.L.I'.S.. Njoozhoor
6 7 S.C.S.t1.S.S., Pathanamthitta
68 M.I'.H.S.. Vechuchira
69 N.M.L.P.S, Pathanamthitta
Pathanamthitta R P
Pathanamthitta R P
Pathanamthitta U P
Pathanamthitta R P
Pathanamthitta R P
70 S.C.S E.A & L.P.S., Tiruvalla Pathanamthitta U P
71 S.C'.S.H.S.S.,riruvalla Pathanamthitta U P
7 2 S.K.V.U.P.S.. Thanayil Pathanamthitta R P
73 T.M.G.fi.S., Peringanad Pathanamthitta R P
74 Bethany Ualikamadom Girls H.S., Alapuzha U P Nangiarkulangara
75 G.M.tl.S.Arnbalapuzha
76 NagaRaja Vilasam U.P.S., Veticode
7 7 N.S.S.H.S., Panavally
Alapuzha U G
Alapuzha R P
Alapuzha R P
7 8 St. Maw ' s L . P.S., Chambakulam Alapuzha R P
(table continues)
129 Methodology
I'able 4.1 (continued)
Nume of school District WU G/P - ~~- . - - ~ ~ ~~
79 K.E.English Medium School, Mannanam Kottayam U P
80 Lisieux I,.P.S. Konayam Kottayam U P
81 MTSeminary H.S.S. Kottayam Kottayam U P
82 St. Marys English Medium L.P.S., Kottayam Kottayam U P
83 Govt.H.W.L.I'.S. Appanchira Kottayam R G
84 Govt. H.S., I'hrickodithanam
85 St.Marys [J.P.S., Udayagiri
86 Vimala L.P.S., Vimalagiri
Kottayam R P
Idukki R P
ldukki R P
87 Crecent Public School, Aluva Eranakulam U P
88 Jyothi Nivas Public School, Aluva Eranakulam U P
89 L.F.H.S., Oonnukal Eranakulam U P
90 Nirmala English Medium School, Aluve Eranakulam U P
91 St. Ann's English Medium School, Aluva Eranakulam U P
92 Govt. H.S.Ayyankavu Eranakulam U G
93 Clelia Barbieri English medium school, Thrissur U P Wadakancherry
94 C.M.IJ.P.S., Tho~hiyoor Thrissur R P
95 Govt.1-I.S.,.Mullasery Thrissur R G
96 H.S.. Anthikad Thrissur R G
97 R.C.1J.P. Thoyakkavu Thrissur R P
98 K.S.R.V.Ii.S..Velar Thrissur R P
(table continues)
130 Methodology
- -
l ab l e 4. I (continued)
N~lrne ofschool District WU G/P .. . ~ ~. ~ ~. -
99 S.N.V.l~i.P.S.. Thrissur Thrissur U P
100 St. Franscis I I S for Boys, Mattom Thrissur u P
101 St. Johns L.P.S., Thrissur Thrissur U P
102 St.Josephs' L..P.S., Mullassery Thrissur R P
103 %Thomas G.P.S,, Engandiyur Thrissur R P
104 St. Xaviers H.S., Karandina Thrissur R P
105 V.R.A.M.M.H.S., Thaikkad South Thrissur R P
106 A.L..l'.S, Kanaiampinar Palakkad R P
107 A.S.M.M.H.S.,Alathur Palakkad R P
108 A.U.P.S., Moolamcode Palakkad R P
109 C.E.IJ.P.S., I'arudar Palakkad R P
1 10 N.U.P.S., Manappadom Palakkad R P
1 1 1 Govt.L..P.S.. Kadkurissi Palakkad R G
112 Govt [J.P.S.. Kanhirapuzha Palakkad R G
1 13 M.M.M.S.H.S. Koduvayoor Palakkad R P
1 14 Sarva-jana H.S.. Puthukode Palakkad R P
1 15 S.H.S, rhanneerkode Palakkad U P
1 16 S.V A.L.P.S.. Chembarangad Palakkad U P
117 T.M.D.I.i.P.S..Nattukal Palakkad U P
1 18 V V A l F' 4 . Muduthala Palakkad U P
1 19 A I P 5 . Bhoodan Colony Malappuram R P
(table continues)
131 Methodology
---
Table 4.1 (collt~~iued)
Name ofschool District R/U G/P . ~ .. ~~~ ~
120 A.M.L..P.S.. Chengara Malappuram R P
121 A.1L.P S , E~havathiruthy Malappuram R P
122 A.M.1 .P S., Nediyyinruppu Malappuram R P
123 A.M.1 ... P.S., Kandalapatta Malappuram R P
124 A.U.P.S., Nettikulam Malappuram R P
125 A.U.P.S .. Perumparamba Malappuram R P
126 A.M.II.P.S.. Tirur Malappuram U P
127 Al-lrshad English Medium School, Panthavoor Malappuram U P
I28 U.E.M.LJ.t'.S.. Ponnani Malappuram U P
129 C'.K.M.M.A.L.f'.S.,Panakkad Malappuram U P
130 G.L.P.S.. Kizhakkethala Malappuram U G
13 1 G.L.P.S.. Kanmanam Malappuram R G
132 (;.L.f'.S.. I'oolappadan
133 G.M.L.P.S., Cheruvannur
134 G.M.L.P.S., Manpuram
135 (;.I,.P.S.. ('herankuth
Malappuram U G
Malappuram R G
Malappuram R G
Malappuram R G
136 C;.M.I.j.PS.. lrumbuzhi Malappuram R G
137 (i. I'.l:.I'.S.. Munderi Malappuram R G
138 (J l J P S . Porhanur Malappuram U G
139 (i.1I.S.. Maranchery Malappuram U G
140 0 ti S . I'onnan~ Malappuram U G
(table continues)
132 Methodology
- - - --
Table 4.1 (cont~nued)
Name ofschoo[ District R/U G/P ~ ~~ -. ..
141 I.S.S.IJ.P.S..Malappuram Malappuram U P
142 [..I. English Medium School, Malappuram Malappuram U P
143 M. A.M I! .P.S., Malappuram Malappuram U P
144 M.1.II.P.S.. Ponnani Malappuram U P
145 M T ' S . U P . S . Nanammukku Malappuram R P
146 N S.S.U P S., Edakkara Malappuram R P
147 K.M.H.S., Melathur Malappuram R P
148 Avoor IJ.P.S., Vatakara Kozhikode U P
149 Cheekkonny M.L.P.S Kozhikode R P
150 Chelakkad L.P.S., Kozhikode Kozhikode R P
15 1 Chelakkad U.P.S., Kozhikode Kozhikode R P
152 I~evorkovil M.U.P.S Kozhikode R P
153 Edacheri C'cntral L.P.S Kozhikode U P
154 (i.U.P.S.. Vattoli Kozhikode U G
155 (;ovt.Ganapath for Boys Calicut Kozhikode U G
156 (iov1. H.S.S., Koduvally Kozhikode U G
157 Kalavikandy I..P.S., Kozhikode Kozhikode U P
158 K.A.M.IJ.P.S.. Vatakara Kozhikode [I P
159 K K.Kidauniemorial U.P.S., Kozhikode Kozhikode U P
160 Malayainma A.IJ.P.S Kozhikode R P
161 M U I , IiS . ('alicur Kozhikode lJ P
(table continues)
133 - - Methodology
Table 4. I (continued)
A'urne qfschool District R/U G/P - ~
162 Naduvalloor A.M.P.S Kozhikode u P
163 Nadavallor A.U.P.S Kozhikode U P
164 Navipetra North L.P.S., Calicut Kozhikode U P
165 N S S.[; P S.. Baypore Kozhikode U P
166 Navipena IJ.P.S., Vatakara Kozhikode U P
167 N.H.S.. Vattoli Kozhikode U P
168 J.B.S Vatakara (W) Kozhikode R P
169 A.I>.P 5. Kuttipuram Kozhikode R P
170 A.M.I.P.S., Puthurettam Kozhikode R P
171 S K K M.I. P.S., Kozhikode Kozhikode R P
172 G.H.S.. Kakkavayal Wynad R G
173 (i.H.S.S.. Meenagadi Wynad U G
174 (; L1 I' \ . Kolagappara Wynad R G
175 St. Sebastian L.P., Vazhavatta Wynad R P
176 A.L.I'.S.. I'oonamgode Kannur R P
177 A . l ~ . P . \ . . Kottakkanam Kannur R P
178 (i.N.li.l '. S.. Narikode Kannur U G
179 I!.P.S.. Kadannappalli Kannur R P
180 ll.l'.S.. Kelaloor Kannur R P
18 1 1 I' S . Kun~~athparamba Kannur R P
182 A \: 1 ' \ Ntlashar Kasargod R P
(table continues)
134 -- -- Methodology
Table 4.1 (cont~nued)
A'trme of school District WU G/P . ~- ~ ~ . ~. .~~~ ---. ~ ~ ---p.-..-....---..
183 4 . 1 1 . P . S . . Hovikana Kasargod R P
184 Gt-I.S. . Helar thayanur Kasargod R G
185 G.If.I'.S..Agasarahok Kasargod R G
186 St. I'hornas tl.S.S., Thomapuram Kasargod R P - - - -- - - - -
G-Government P-Private R-Rural U- Urban
leachers of the following types were included:
1) Adequately qualified and overqualified teachers,
2) Male and female teachers,
3) I'eachers of private and government schools,
4) 'Teachers of rural and urban schools,
The details of the break up of the final sample are given in Table 4.2. Table 4.2 Break-up of the Final Samule
Extruneous vuriubles .-
Group Number of teachers Torai
Academic Adequate qualification 204 qualification 367
Over-qualification 163
Gender Male
Female
Management of Government the school Private
1,ocality ol Rural the school llrban
135
-- - - -- Methodology
4.2.1 Criteria Used for Selecting the Extraneous Variables.
The review of the literature revealed that the factors influencing
effective tcaching is related to academic qualification, gender, management of the
school, and locality of the school of the subjects. The investigator decided to select
these factors as the extraneous variables of the study. Subsamples were formed on the
basis of these var~ables.
(i) Sample based on academic aualification
S.S.I..C/P.D.C with T.T.C was considered as adequate qualification of
teachers; those who possessed more than this level of qualification were considered as
overqualified teachers. These two groups formed the subsamples based on academic
qualification.
(ii) Sample based on vender
The subsamples, male teachers and female teachers, were selected on
the basis of the gender distinction of teachers.
(iii) Sample based on management of the school
reachers of government schools and private schools were considered
as the two subsamples based on management of the school.
(iv) Sample based on Localitv of the school
reachers of rural and urban schools were considered as the two
subsamples based on locality of the schools.
S~rlct. the study uses stratified random sampling, the members of the
sample were drawn at random from each of the strata. The investigator selected
samples frorn all the districts of Kerala.
136 Methodology
4.3 Tools Used for the Study
'I'he data required to test the hypotheses formulated for the study are to
be collected from the primary school teachers. The sample consists of 367 primary
school teachers selected from 186 schools of Kerala. The present study required data
regarding the factors under various dimensions that influence the optimum utilisation
of teacher effectiveness. The questionnaire items were prepared after surveying the
literature related to the area under study.
4.3.1 Ouestionnaire on Factors Influencine Optimum Utilisation of
Teacher Effectiveness.
The investigator frequently visited some primary schools in
Pathanamthitta and Kollam districts, to study all the different aspects of the factors
influencing effective teaching. The Heads of the institutions and the teachers gave
him all possible help, co-operation and guidance. The investigator also reviewed
relevant literature and research studies, located 80 factors which are supposed to
influence teachers' efficiency in teaching (Appendix A). All precautions suggested
by Barr, Davis and Johnson (1953) in preparing the questionnaire were taken. He
personally met ten experts and discussed with them the items prepared. The experts
were educators, Ph.D. holders, teachers and retired teachers, whose names are given
as Appendix E', From the factors located, the experts selected 64 to be rated by the
teachers for their influence on teaching efficiency (Appendix B).
In consultation with the research supervisor and experts, the selected
64 factors were given In the questionnaire under four different sections, viz., Personal
137 Methodology
1)imension. Psychological Dimension, Institutional Dimension, and Sociological
1)imension. I'he statements were simple in construction and easy to understand.
The questionnaire to the teachers was prepared in Malayalam in order
to get the maximum responses from the teachers. They were so constructed that all
needed information for the study could be obtained from the teachers. Instructions
were given as to how to answer the questions. The questionnaire in Malayalam
version and English version are given as Appendix C and Appendix D respectively.
The teachers were asked to indicate their responses about the factors
influencing effective teaching on a five-point scale viz., most helpful, moderately
helpful, less helpful, least helpful, and not helpful. For scoring these 5 categories of
responses, they were assigned five integers, viz., 5,4,3,2, and 1 respectively. The
distribution of factors under each dimension is presented in Table 4.3
Table 4.3 Number of Factors under Various Dimensions Influencing the Ovtimum Utilisation of Teacher Effectiveness
Area of factors Item numbers Number of items
1 . Personal dimension 1-16
2. Psychological dimension 1-15
3. Institutional dimension 1-21
4. Sociological dimension 1-12
Total
Sample items in each section are given below:
138 Methodology
. .
(a) Personal Dimension
(i) Reading habit
(ii) 'Teaching experience
(iii) Teaching ability
(iv) Accountability in teaching
(b) Psycholo~ical Dimension
(i) Satisfaction with the profession
(ii) Love and respect from students
(iii) Students' impressions about teaching
(iv) High marks scored by students in examinations
(c) Institutional Dimension
(i) Iliscipline of the school
(ii) Reputation of the school
(iii) Overall set-up of the school
(iv) Availability of audio-visual aids
(d) Socioloaical Dimension
(i) Inspection of school by authorities
(ii) Parent-teacher relationship
(iii) lielp from an advisory committee
(iv) Influence of public library
139 Methodology
-- -
4.3.1.1 Validitv and Reliability of the Tools Used
"Validity is that quality of the tools used or procedure that enables to
measure what it is supposed to measure", while "Reliability is a necessary but not
sufficient condition for validity" (Best & Kahn, 1999, p.208).
All the possible measures were adopted for the validity and reliability
of the tools used for this study. But it is not possible to adhere to statistical
procedures for measuring instruments like questionnaire, which need not be subjected
to Item Analysis. We cannot drop any statements on the basis that it is either difficult
or easy, because the investigator is assessing factors influencing the optimum
utilisation of teacher effectiveness. The factors influencing the optimum utilisation
are more important than the difficulty index of the statement selected. The statements
in the questionnaire are so simple that even a teacher of an average ability can easily
rate them. The investigator, therefore, relied mostly on nonstatistical procedures to
determine the reliability and validity of the questionnaire prepared by him.
An attempt was made to understand the major concepts/constmcts
relating to the Factors influencing effective teaching. Construct validity of a test may
be said to measure a 'theoretical construct or trait' (Anastasia, 1961, p.143). For
getting a general idea about the various concepts/constructs involved in the
identification of factors influencing teacher efficacy, the investigator interviewed the
educationists and experts in the field, reading relevant literature and several studies to
collect the essential factors influencing effective teaching. Many studies conducted in
the area oi teacher effectiveness, papers presented in seminars and symposia, course
materials oi the training given to the teachers, and reports of workshops had been
140
- - -- Methodology
much usctul to locate the factors conducive to the optimum utilisation of teaching.
While constructing the questionnaire for primary school teachers, all customary
precautions were observed, as closely as possible. Regarding the methods of
establishing the validity of a questionnaire, Mouly (1970) states, "At the most
elementary level, it is necessary for all the questionnaires to have content validity, i.e.,
a question must be related to the topic under investigation; there must be an adequate
coverage of the overall topic; the questionnaire must be clear and unambiguous". Due
care was taken to meet these requirements of the tools, and efforts were made to
improve the items in the questionnaire. "The criterion of content validity is often
assessed by a panel of experts in the field who judge its adequacy, but there is no
numerical way to express it". (Best & Kahn, 1999, p.2 19). Utmost care was taken by
the investigator to see that the questionnaire used for the study had content validity
and construct validity
Since the statements cover all the relevant factors influencing effective
teaching, the questionnaire has face validity in assessing factors influencing the
optimum utilisation of teaching. The questionnaire was prepared in the mother
tongue of the teachers. i.e., Malayalam. The statements were constructed in such a
way that teachers in primary schools could understand them properly. Since the
statements were simple in style and unambiguous in meaning, they were able to
respond easily. l'he statements were tested for their clarity by administering the
questionnaire on a sample of 40 primary school teachers from Kollam and
Pathanamthitta districts. The description of the questionnaire provided earlier makes
it evident that the questionnaire has a coverage of almost all the important aspects to
141 --- Methodology
be included l'or a study of this type. The language used in the questionnaire was made
simple and precise so that it would be comprehensible to all the teachers, thereby
adding to the validity of the tools.
The responses of primary school teachers were collected by the
investigator by interviewing some of the teachers. The responses to the questionnaire
were given we~ghtage and the scores obtained by the teachers were considered as the
scores influencing the factors. Since scoring scheme was adopted for the
questionnaire. i t became obligatory to estimate the stability of the score. So the Test-
Retest method was adopted. After a lapse of 28 days, the same questionnaire was
administered on a random sample of 75 teachers from the original sample of 367
primary school teachers selected for the study. The results ensured the reliability of
the questionnaire. and the investigator conducted informal interviews with some of
the subjects for checking the reliability of the responses obtained through the
questionnaire. 'fhe coefficient of correlation between the scores of the first and
second administrations of the questionnaire was computed. It was found to be 0.84.
The reliability coefficient was significant at 0.01 level. The result shows that the
questionnaire used for the study was reliable because the scores were found stable.
Though it cannot be claimed that the procedures adopted for establishing the
validity and reliability of the tools are fool-proof, it can be safely defended that they
serve the purpose. Hence the tools and techniques used for the study can be
considered valid and reliable for the purpose.
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4.3.2 General Data Sheet.
A data sheet was prepared to collect from teachers the preliminary
information including extraneous variables. This information is very much needed to
determine the influence of extraneous variables such as adequately qualified- and
overqualified-teachers. tnale- and female-teachers, government- and private-school
teachers, rural- and urban-school teachers on factors influencing effective teaching.
The general data sheet is given as Appendix E.
4.4 Procedure Adopted for the Studv
In order to assess the factors influencing the optimum utilisation of
effective teaching, the investigator assumes that all teachers are effective in teaching.
During the train~ng of teachers, their skills in teaching are almost satisfactorily
developed. The content of the curriculum and the evaluation of their skills conducted
by the training institutes and the universities indicate that the above observation is not
baseless. Since the students who pass the T.T.C/B.Ed examination or an equivalent
examination are able to teach effectively. In other words, they are capable of
applying the principles they have learnt in the classroom.
I'he investigator approached the Heads of the institutions, and got their
co-operation ensured. The tools administered on the teachers were questionnaire on
factors influencing the optimum utilisation of effective teaching and general data
sheet of teachers 'l'he questionnaire for teachers was administered both personally
and by mail. 1<11suring valid responses from the subjects under study was the major
task during the data-gathering process. Out of the 500 copies of the questionnaire
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administered, only 423 were got back, despite reminders. Fifty-six were discarded for
practical reasons and the remaining 367 response sheets were used for the analysis.
On the whole, the steps adhered to in eliciting genuine responses from
the subjects helped the investigator feel confident about the procedures adopted for
getting valid information from the subjects under study.
fhe scores of the teachers were tabulated with other relevant data
relating to them on consolidated data sheets. Data entered contained scores on the
questionnaires and other information such as educational qualification, gender,
management of the school, and locality of the school which were converted into
suitable codes. The data were entered in such a way that they could be used for
computer dava processing.
4.5 Statistical Techniaues Emploved for Analysis of Data
The data collected for the study were analysed using the following
techniques and the entire statistical processing was done by the computer.
1. The important statistical measures pertaining to central tendency and
dispersion of the scores of the factors under different Dimensions were
calculated to study the nature of the scores.
2. Computation of percentages was made to identify the factors influencing
effective teaching. using the numerical cut-off points for each factor under the
various dimensions.
In order to identify the factors influencing the optimum utilisation of
teacher effectiveness. the investigator assumes that a factor should have the support of
144 Methodology
majority of teachers' and the score 70% and above (response categories viz., 'most
helpful'. 'moderately helpful' and 'less helpful' combined) of the total scores.
3. In order to determine the influence of extraneous variables like academic
qualification, gender, management of the school, and locality of the school, on
the Personal, Psychological, Institutional, and Sociological Dimensions,
Multiple Regression Analysis were computed (Retherford and Choe, 1993, pp.
27-37.62 I .
4. The technique of factor analysis was applied for the comparison of the factor
structures and factor loadings of four dimensions (Fruchter, 1967, pp. 79-99).
Factor analysis is a multivariate statistical method which is used for the
analysis of matrlces of correlation coefficients of a large number of variables. This
method is quite general and can be applied to correlation between variables of any
type. It concerns with interdependencies and discovery of structure among
interdependencies. The Principal Axes Method and Varimax Rotation (Fruchter,
1967) have been used for comparing the factor structures of four groups viz., Personal
Dimension, Psychological Dimension, Institutional Dimension, and Sociological
Dimension
Principal Axes Method
I'he present study adopted the principal axes method (Fruchter, 1967,
p.99) of factoring the correlation matrix because of the following reasons.
1. Each factor extracts the maximum amount of variance ( i t . , the sum of
squares 01' factor loadings is maximised on each factor) and gives the
srnallest possible residuals.
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2. I'hc correlation matrix is condensed into the smallest number of orthogonal
Fdctors by this method.
3. I'hr method gives a mathematically unique solution for a given table of
correlations.
After obtaining the factors, they were tested for significance using
Humphrey's rule and only significant factors were retained for final interpretation.
The rule is described below.
1 . Standard error of the product moment correlation coefficient is calculated on
the assumption of a null hypothesis r = 0. For product-moment 'r', this is
given bq
2. Product of the two highest loadings for each factor was worked out.
3 . Any factor in which the above product exceeded twice the standard error
(2 i J-N ) was retained as a significant factor, those factors for which the
products of the highest pairs of loadings are less than 2 / dx are left out as
not signilicanl
Varimax Rotation
Ihe significant factors were rotated using the well-known criteria of
'simple structure' and positive manifold (Fruchter, 1967, pp.79-80). Based on the
rotated values of the factors, the rotated factor matrix for each group was prepared.
fhe rotated lnctors are amenable to psychological interpretation. According to the
amount of. loading on the different variables suitable names are given to the factors.
146 Methodology
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Factor structures can be obtained either in orthogonal form (all factor vectors are
orthogonal to each other) or in the oblique form. The present study was conceived in
terms of orthogonal factors.
Interpretation of the Factors
I'he rotated factor matrices were interpreted using standard procedure.
The different variables with high loadings on the factor would give a clue to the
nature of the factor. Also, those variables on which there is low loadings can be of
help, in identitj.ing the nature of the factor, since it is possible to identify this factor as
being different from the content of these variables. A high negative of the loading on
a variable can also be of help in identifying the nature of a factor since it can identify
the factors as one which is the opposite of the construct represented by the variable.
I'he following conventions are used for identifying the factors:
1. Locate the group of variables on which the factor has the highest loadings
2. Locate the group of variables in which the factor has the lowest loadings
3. Examine the possibility of different factors becoming independent (because
of the orthogonality associated with the factors).
4. I'reat factor loadings whose values are greater than 0.30 as significant and
neglect other factor loadings as not significant.
In addition to the above, a few additional conventions are also
followed in determining the degree of presence of each variable in the factor.
(i) Factor loadings 0.90 and above - extremely high presence of the variable
(ii) Factor loadings from 0.70 to 0.89 -high presence of the variable
(iii) Factor loadings from 0.55 to 0.69 -considerable presence of the variable
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(iv) [Factor loadings from 0.40 to 0.54 - variable somewhat present.
(v) Factor loadings below 0.30 to 0.39 - variable present but low
(vi) Factor loadings below 0.30 - variable not present
Negative loadings are considered to indicate the negative of what is
represented by the variable in the factor. The details of the analysis in this context are
presented separately in the following sections:
The details of the analysis of data are given in the ensuing chapter.
I'he important findings are reported, and based on the findings of the
study, the tenability of the hypotheses is tested. The suggestions accrued from the
important findings of the study are given.
148 Methodology
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References
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Barr, A.S.. Davis. A.R., & Johnson, O.P. (1953). Educational research-An appraisal. New York: J .R. Lippincon Company, p.65.
Best, J.W., & Kahn, J.V. (1999). Research in education (Rev. ed.). New Delhi: Prentice-Hall of India Pvt Ltd., pp.208, 219.
Cornwell, E.G. (1960). Sampling methods. In Encyclopaedia of educational research. New York: Macmillan Company.
Fruchter, 13. (1967). Introduction to factor analysis. Princeton: D.Van Nostrand Co., pp. 79-99
Garrett, 11. E. (1966). Statistics in ps~chology and education. Bombay: Vakils, Feffer and Simons Pvt. Ltd., p.206.
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