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CHAPTER IV
METHODOLOGY
1.0 Method Adopted
2.0 Design Selec1:ed
3.0 Sample Selected for the Study
4.0 Tools and Materials Used for the Collection
of Data
5.0 Data Collection Procedures
6.0 Statistical Techniques Used for Analysis
Research methods are of utmost importance in a research process.
They describe various :steps evolved in the plan of attack to be adopted in
solving a research problem, such as the manner in which the problems are
formulated, the definition of terms, the choice of subjects for investigation,
the validation of data-gathering tools, the collection, analysis and
interpretation of data, arid the processes of inference and generalizations.
The selection of a method and specific design within that method
appropriate to investigate a research problem will depend upon the nature of
the problem and upon the kind of data that the problem entails. A pre-
planned and well-described method will provide the researcher a scientific
and feasible plan for attacking and solving the problem under investigation.
Here, it has been described under the following major heads:
1.0 Method Adopted
2.0 Design Selected
3.0 Sample Selected for the Study
4.0 Tools and Materials used for the Collection of Data
5.0 Data Collection Procedures
6.0 Statistical Techniclues used for Analysis
1.0 Method Adopted
Since Inquiry is a new approach to be used in the learning of History,
this has to be tested experimentally. Therefore experimental method, the
most important, strictly from the scientific point of view, was adopted to
compare the effectiveness of the Inquiry Approach with that of the
Conventional Textbook Approach. Experimental method is a systematic and
logical method of hypothesis testing under carefully controlled conditions. It
helps to find out whether one method of teaching is more effective than the
other.
2.0 Design Selected
An experimental design is the blue print of the procedures that enable
the researcher to test the hypotheses. In the present study the 'Pre test-Post
test Non-Equivalent Group Design' was used. This design is often used in
classroom experiments when experimental and control groups are such
naturally assembled groups as intact classes, which may be similar (Best,
1999). Hence, without disturbing the natural settings of the classrooms,
intact class groups, which are normally non-equated, were selected for the
study. These non-equivalent class groups were statistically equated by
applying appropriate statistical techniques.
2.1 Variables
The independent and dependent variables involved in the study are given in table 4.
TABLE 4 VtiRlABLES OF THE STUDY
I I I
I Independent variables I Dependent variables I
3.0 Sample Selected for the Study
Inquiry Approach Conventional Textbook Approach
The population consisted of secondary school pupils of Kerala
following State Syllabus. Keeping in view the experimental nature of the
study and its demands and limitations, the investigator decided to select six
IX' standard classes, two each from Government V.H.S.S Maradu,
Tripunithura, Government B.H.S Tripunithura and Model G.H.S Tripunithura,
Ernakulam District. Among 6 classes selected, one each from three schools
was selected as experinlental group and the other three as control group. A
group of 270 students. from the six classes was treated as sample. By
Achievement Attitude Value
removing the absentees either in pre-tests or post-tests, the sample size was
reduced to 240.
4.0 Tools and Materials used for the Collection of Data
Tools and materials erriployed for the present study were the following:
4.1 Lesson Transcripts and Supplementary Learning Materials
4.2 An Achievement Test
4.3 Attitude Scale
4.4 Value Scale
4.5 Intelligence Scale
4.6 Socio - Economic Status Scale
DESCRIPTION OF TOOLS
4.1 Lesson Transcripts
As the Inquiry Approach in learning History is a new approach in the
field, the preparation of' lesson transcripts was a challenging task. This
Approach is usually used only in subjects like Science, Maths etc. The
investigator has adopted the Inquiry Approach in teaching-learning process
of History. The investigator, by reading several inquiry models of lessons
used in other subjects like Physics, Chemistry and Biology, prepared lessons
in History following Inquiry Approach. The format for the lessons was
prepared by referring to several models of teaching, which gave emphasis on
critical thinking and research skills apart from knowledge and
comprehension.
The investigator has read a lot of books related to Inquiry Approach
and collected necessary information regarding the selection of the course
content, determination of the objectives and the preparation of the lesson
transcripts of Inquiry ]Model. The steps followed for the preparation of the
lesson transcripts are given under different heads as follows:
4.1.1 Preparation o ~ f Lesson Transcripts
The process of scientific inquiry is the underlying aim of inquiry
learning and learning, how to learn is its essence. The Inquiry Approach
involves three group:; of objectives; attitudes and values, the development
and testing of hypol.heses, and a variety of knowledge objectives. Thus
Inquiry Approach a i m at the attainment of higher objectives of learning or
education (Dhand, 1992).
Keeping in view all these qualities of the Inquiry Approach, the
investigator prepared lesson transcripts based on the prescribed History
syllabus of standard I:Y.
(a) Choosing: the Course Content
For an experiment, it is essential to select a convenient topic. Some
topics cannot be taught through Inquiry Approach. One major chapter 'The
Cultural Heritage 0.f India' from the History curriculum of standard IX
was selected. Since the content of this chapter is apt for learning through
Inquiry, the Chapter vvas divided into 20 learning topics and based on them
20 lesson transcripts were prepared. The chapter is divided into 20
sequentially arranged learning topics as follows: The Land and the People,
Unity in Diversity, Indus Valley Civilization, The Aryans, The Vedas, The
Epic Period, Buddhism, Jainism, Indian Culture Abroad, Culture During
Harsha Period, Sree Sankara, Ramanuja, Contact Between Hindu and
Muslim Cultures, Art and Architecture, Language and Literature, The
Dravidians, Music, Dance, Science and Technology and Philosophy and
Learning. In-depth analysis of the content by identifying the terms, facts,
concepts, principles etl:. was done. These 20 lessons are to be handled in two
periods of 90 minute:^ duration each. Part 'A' of the lesson transcripts
contains content, wh~ch is again divided into 4 or 5 different leaming
concepts. These concepts are considered as hypotheses to be tested rather
than the facts to be learned. A format for the preparation of lesson transcripts
based on the Inquiry Approach was prepared in consultation with experts in
the field and guide. Using this format the investigator prepared 20 lesson
transcripts based on the prescribed History syllabus.
(b) Details of P're-requisites,.
After the administration of the pre- achievement test, the students in
the experimental group were given practice in writing about the history of
their family, development of public institutions, monuments (e.g., Hill
Palace Museum, Tripunithura), political organizations, people's beliefs,
customs, life styles, methods of farming, local developments etc. in their
surroundings. They pn:pared brief reports about the given topics and
presented them for simple discussions. Part 'B' of the lesson transcripts
shows the details of the pre-requisites of each topic.
(c) Deciding the Teaching Objectives
Learning topics are set up to achieve pre-determined objectives
classified as ideas (knowledge and comprehension), skills, attitudes and
values. Part 'C 'of the lesson transcripts consists of the objectives of
leaming History like knowledge, comprehension, research skills and critical
thinking under the category of cognitive domain and attitudes and values
under the affective domain, based on 'The Table of Specifications for
Selected Social Studies' put forward by Bloom (1971). Table of
Specifications for each learning topic was prepared based on the guidelines
suggested by Bloom tlrough his 'Handbook on Formative and Summative
Evaluation of Student Learning'. Each of 20 learning topics was analysed in
terms of the cognitive and affective operations, the student was expected to
perform for the attainment of specific objectives-which are the key elements
of the Inquiry Approach.
(d) Specific Objectives of the Lesson
Part 'D' of the ..esson transcripts consists of the specific objectives,
which are to be developed by learning a particular topic. The specific
behavioural objectives are different in different learning topics or it varies
from topic to topic. Th': more precise the specific objectives, the easier the
evaluation task become:;.
(e) Teaching jMaterials
A rigid classification of source materials is not always possible and
practicable. Some type of data may be primary sources for some purposes
and secondary sources for another (Koul, 1993). The teaching materials
consist of primary and secondary sources from which the students derive
conclusions. The type of data selected largely determines the particular skills
to be exercised during a lesson. For example, locating important places on
the globe or map, interpreting cartoons, charts, tables, reading the
supplementary learning materials for the main idea, reading library books,
articles etc. on different public issues and writing the report based on it.
( f ) Introduction
In the introductory part, the students were presented with a puzzling
situation. The lessons were frequently 'won' or 'lost' in the first five
minutes of presentation. The investigator took special pains to plan for
effective initial motivation. This took the form of an anecdote pertaining to
the aim, a striking statement with which the class took issue, a newspaper
item linking a current event with the aim, two quotations presenting
contrasting view points on the problem issue that is the aim, an intriguing
and amusing political cartoon which elicits pupils' responses related to the
aim, or, used most frecluently, incidents related directly to the experience of
the students themselves, having a bearing on, and leading up to, a solution to
the problem aimed.
(g) Presentation and Lesson Development
In inquiry learning, the emphasis is on problem solving through
reflective thinking. So the students proceed through stages like identifying a
problem, hypothesizing a solution, testing the hypothesis, drawing
conclusions and applying conclusions to new situations (Dhand, 1992).
As students conducted their inquiry, the investigator distributed the
supplementary learning material for the responses. The lesson transcripts
have two parts. Part I of each concept in the lesson transcripts is followed
by several lower level questions. The students were asked to respond first to
these questions to make sure that they understood and interpreted the data
and they were in agreement to at least the literal meaning of the data. Part I1
of each concept in the ',esson transcripts is supported by a series of inquiry
questions, which helpecl them to develop higher level of thinking and also to
test the hypotheses and draw conclusions. For example, while discussing the
topic, Unity in Diversity, the investigator elicited the information about the
varieties of land, racial types, languages, religions etc. or the 'what we
know' from the students by hsking lower level questions. But what really
was important and intriguing for the student was the 'How do you know that
there exists unity in Intlia in the midst of its diversity?
To enhance inquiry learning, the investigator helped the students to
select an appropriate way of gathering data by reading library books,
autobiographical works and supplementary learning materials, by visiting
places, conducting interviews with scholars, parents etc. and also through
teaching materials used in the class, and applying problem solving, critical
thinking, and decision-making strategies to achieve expected or unexpected
outcomes and evaluate the effectiveness of processes and outcomes.
Learning outcomes art: mentioned in Part I1 of the lesson transcripts against
Inquiry questions. Ttms the investigator helped the students to connect
History with the scientific method. Students learned to apply the method to
all learning topics whi;:e coming to understand their content.
(h) Supplementary Learning Materials
As the library facilities were not developed in the schools selected,
the investigator had to take a great effort to prepare supplementary learning
materials for each of the 20 learning topics to help the students of the
experimental group to derive conclusions based on a problem.
The investigator prepared supplementary learning materials related to
learning topics and these were distributed among the experimental group for
providing data when appropriate. This was necessary for successful inquiry
learning. These were taken from the textbooks (NCERT) and books
pertaining to the respec:tive subjects (Dev, 1997: Sharma, 1995).
The prepared lesson transcripts were shown to the experts in the field
of History and Education and necessary modifications were done in the
content and in the format. The specimen of the format is given in Appendix-A.
TIze Mechanics of Questioning
'Building one':; own structure by examining alternatives' is what
Bruner (1971) defines as discovery or inquiry. As questions for inquiry must
be developed within this framework, the investigator strived to select,
organize and present :subject matter with the greatest transfer value.
The investigaror formulated pivotal questions in advance and wrote
them into the lesson transcripts. Additional questions were framed in ternls
of student responses or in terms of pivotal questions and discussions. But
pivotal questions planned in advance gave direction and thrust to the lesson
and helped to accomplish the lesson objectives. Questions concerned with
Inquiry Approach contain two concepts i.e., i) call for alternatives and ii)
involve decision making on the part of the students (Dhand, 1992).
Questions based on tiis framework encouraged students to identify issues,
state hypotheses and then clarify, probe and resolve conflicting ideas and
positions.
Steps in Quesi.ioning
Inquiry sequence of questioning was followed by the investigator,
which was broken down into the following four steps (Dohkin, 1985).
i) The investigator asked questions that encouraged the students to give
their opinion, hypotheses or positions relating to the problem at hand.
ii) The students responded to the investigator's open-ended questions by
offering their own opinions. The students spontaneously supported their
positions and challenged fellow students to do likewise which led them
to ask one another for justification.
iii) The investigator requested probing and clarification.
iv) The students probed and tested out hypotheses and positions.
The purpose of inquiry questioning was to induce students to engage
in higher level thinking to analyze, synthesize and evaluate. In some cases,
these cognitive levels were achieved immediately.
Check List
The investigator considered the checklist for self-evaluation
(Dobkin, 1985) and also for evaluating the validity of inquiry questions. The
format is given in Appendix-K.
(I) Assignment
The lesson transcripts have an assignment that partly reviews the
previous lesson and partly anticipates the new lesson. The thought
provoking questions, with options for pupil-initiated projects going beyond
the mere answering of questions, were included for e.g., Preparing an
independent report on a public issue. The chief purpose of such assignments
was to bridge the gap between one lesson and the next, there by facilitating
the teaching-learning process.
Time Allotment
The investigator through the Inquiry Approach taught the experimental
group and Conventional Textbook Approach was followed to teach the
control group. The students of the experimental group had to spend more
time on the learning topics. The time allotted for indoor and outdoor
learn~ng for both the corltrol group and experimental group is given in table 5.
TABLE 5
TIME ALLOTMENT FOR LEARNING ONE TOPIC
Activities of Pypils
Method of Groups
Teaching
Conventional
Control Textbook Approach
All the students participated actively in the discussion, which was
conducted after the presentation of the problem. They solved the problems
by themselves through a careful search. Supplementary learning materials
helped them to arrive at conclusions based on the problem. Students
prepared brief reports 3n the research conducted and submitted at the end of
each learning topics. A form for writing the report (Dobkin, 1985) was
distributed among the students for this purpose. It is given in Appendix- L
Indoor Learning
90 minutes
45 minutes
Outdoor Learning
More than 2 hrs
------
Pupils' Resporrses
A number of questions were included in the lesson transcripts for
which the students had to give answer while proceeding with the Inquiry
Approach. During the discussion, the student probed the other student's
position. In some cases, the students identified the problem differently from
that anticipated by the investigator and stated it somewhat differently than
the investigator.
Teacher's Role
Crucial to inquiry learning is the teacher's skill in keeping the lesson
in focus, providing new data when needed, maintaining an orderly
discussion, improvising questions involving all the students, and performing
many acts that are necessary for successful learning. Careful planning in
providing achievable goals, stimulating data, and well-conceived questions
is vital to the production of an environment in which these skills can thrive.
The teacher must be pn:pared to stimulate, guide and direct the discussion.
The role of the teacher is that of the motivator, monitor, advisor,
disciplinarian, referrer ;and counsellor. The investigator could achieve all
these qualities of inquir). learning in the classroom.
4.2 Achievement Test in History
The investigator developed and standardized an achievement test in
History for standard IX. In the present study the achievement test was
constructed to
evaluate the instructional methods adopted.
grade the pupils in telms of their achievement.
assess entry behaviour and criterion behaviour by treating achievement test
as pre-test and post-test respectively.
4.2.1 Preparation and Standardization of the
Achievement Test
(i) Choosing the Course Content
One major chapter of standard IX History cumculum 'The Cultural
Heritage of India' was divided into 20 sequentially arranged leaming
topics. The achievement test was prepared based on all the 20 leaming
topics.
(ii) Deciding the Teachikrg Objectives
This test was constructed keeping in view the objectives-knowledge,
comprehension, research skills and critical thinking in the cognitive domain
(Bloom, 1971).
(iii) Preparatiort of Table o f Specifications
In order to ensure content validity of the test, the investigator
prepared a two dimensional table of specifications and discussed with
History teachers in different colleges and schools and also with teacher
educators. Bloom (1971) pointed out that several cells in the matrix might be
empty (E) and the specific behaviour for that particular content is not an
objective of the course. Generally, it is not possible to evaluate the students
on the total matrix in one summative test. The table could assist in the
formulation of appropnate instructional objectives. A frame of the table of
specifications for all the 20 learning topics is given in table 6.
(iv) Preparatiorl of Test Zterns for Draft Tesl
Objective type test items are more economical, time saving, reusable
and tend to possess higher score reliability and content validity. Keeping this
in view the investigator selected only objective type test items. Since the test
preparation demanded tast experience in the field, with the support and help
of experts, the investigator was able to prepare multiple-choice items in the
subject area. The items were arranged according to their increasing order of
difficulty. A question paper consisting of 60 multiple-choice items was
prepared with necessary directions in the introductory part.
TABLE 6
TABLE OF SPECIFICATIONS FOR SELECTED SOCIAL STUDIES (Bloom, 1 9 7 1 ) BEHAVIOUR
Unit: The Cultural Heritage of lndla
(v) T y out ofthe Drafr' Test
The try out of the draft test for item analysis was conducted on a
sample of 185 pupils of standard IX. Enough time was given to enable all
the students to complete the test. The scoring was done according to the
scoring key prepared for this purpose. Sample split up for the try out is given
in table 7.
TABLE 7
SAMPLE SPLIT UP FOR THE TRY OUT
(vi) Itefts Analysis
The process of item analysis helped to identify items with high
discriminating power and optimum difficulty level. The quality of each item
was determined by ana1,yzing two important characteristics of the items such
as difficulty index and discriminating power. Kelly's method (Kelly, 1939)
S1. No. School Number of pupils
40
34
36
38
37
185
V.H.S.S, Mangayil, Tripunithura
2
3
4
5
B.H.S, Tripunithura
Government Model G.H.S, Tripunithura
S.N.D.P. H.S.S, Poothotta.
Government HXS, Chottanikkara
Total
was used to calculate the difficulty index and discriminating power. Based
on the scores obtained, response sheets of the students were arranged in
descending order from the highest to the lowest. The responses of the top
scoring 27 percent of sheets and the bottom scoring 27 percent were used for
item analysis. Items having difficulty index between 0.20 and 0.80 and
discriminating power above 0.20 were selected for the final test.
(vii) Preparatiott of tlre Final Test
The final test was prepared based on a blue print by giving due
weightage to content, objectives and difficulty level. Based on the highest
discriminating power and optimum difficulty index, the best 32 items were
selected for the final t,:st. The final test consisted of 32 objective type test
items carrying the total of 50 marks.
a. Weiglttage to Co~rtettt
Mehren and Lehrnann (1973) clearly stated that 'there is no hard and
fast rule that can be prt:scribed for the teacher to determine the weights to be
assigned to various cells in the table of specifications, experience is his best
resource'. Therefore in consultation with the experienced History teachers in
Secondary Schools, the investigator decided the weightage to be given to
each content, and, accordingly prepared the test. The break up is provided in
table 8.
TABLE 8
WEIGHTAGE TO CONTENT
I 1 I The Land and the people ( 17,22,25,27 ( 4 ( 8 ( 16 (
Content
/ 2 1 Unity in Diversity 1 8,19,31 / 3 / 5 1 10 1 / 3 1 Indus Valley Civilization 1 20,21 1 2 1 4 1 8 1
Question number
( 4 ( The Aryans / 26 1 1 1 2 4 1 / 5 1 The Vedas 1 6 1 1 1 1 1 2 1
Number of questions
/ 6 ( The Epic Period 1 1 6 1 1 1 2 1 4 1 / 7 ( Buddhism / 7 2 8 1 2 3 6 1
Marks
/ 10 1 Culture during HarshaPeriod 1 2,13 1 2 1 2 1 4 1
Percentage
1 1 1 1 Sree Sankara 1 3 2 1 1 1 2 4 1 1 12 1 Ramanuja 1 l 5 1 I 1 2 1 4 1
Contact between Hinciu and Muslim cultures
29 1 2 4
18 1 2 4
b. Weightage to 0bjec.tives
The weightage given to the instructional objectives such as
Knowledge, Comprehension, Research Skills and Critical Thinking is
presented in table 9.
TABLE 9
WEIGHTAGE TO OBJECTIVES
Objectives Question Number of number Questions Marks Percentage
Knowledge 1 - 6 6 6 12
Research Skills 115-231:1::l:z1 Critical Thinking 24 - 32
Total 1-32 32 50 100
Inqui~y involves higher level thinking which gives emphasis on
Research Skills and Cxitical Thinking (Dhand, 1992). Since the test is
purported to have higher level of objective based test items, more weightage
was given to the objectives, Research Skills and Critical Thinking.
c. Weightage to Type of'Questions
As objective type tests provide scope for greater sampling of content
and more objective scoring, the investigator selected 32 multiple choice test
d. Weightage to Di,rficrrlty level
Weightage given to easy, average as well as difficult questions are
given in table 10. The copy of the Achievement Test, Answer Sheet and
Scoring Key are given in Appendix M, 0 and P respectively.
TABLE 10
WEIGHTAGE TO DIFFICULTY LEVEL
Number 1 1 D i l u l l y level 1 fq,,est ions 1 Marks Percentage
The Blue Print was prepared with weightage given to content,
subunits, objectives and type of questions. It is given in table 11.
Difficult
Total
e. Scoring
The final test consisted of 32 objective type test items carrying the
total of 50 marks. The questions from 1 to 14 cany one mark each.
Considering the difficulty level, the questions from 15 to 32 were given 2
marks each. Necessary instructions were given at appropriate places in the
question paper. Separate answer sheet was provided to the students. The
time duration of the test was decided to be 60 minutes.
8
14
10
32
8
22
20
50
16
44
40
100
TABLE 11 BLUE PRINT
Ige Comprehension Researchskik Critical
Thinking
2 (4) 4
1 ( 2 ) 2 1
2
The Number outside the i~racket indicates number of questions.
The Number inside the bracket indicates marks.
(viii) Reliability and Validitj~ of tlre Acltfevetnent Test
The reliability and validity of the achievement test was assessed
before it was used for the final data collection.
a. Reliability of the Test
The reliability of the test was established by using split-half method.
A sample of 80 pupils :studying in two divisions of standard IX was used for
the purpose. Here the odd numbered items were treated as one half of the
test and scored separately and the even numbered items were treated as
another half and scored. The scores of the halves were correlated and the
reliability of the test was found to be 0.78.
b. Content Validity
The test was conducted keeping in view the weightage given for
content area and objectives on one hand and expert's comments and
opinions on the other. It was treated as a valid test.
c. Emnpirical or Statis.tica1 Validity
The empirical 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 1991). The co-efficient correlation obtained was 0.68. This
value ensures the empirical validity of the test.
4.3 Attitude Scale
The 'Table of' Specifications for Selected Social Studies' (Table 6)
put forward by Bloom (1971) was followed by the investigator to test the
objectives of learning History i.e., Attitudes and Values, which come under
affective domain.
An over all affective goals in the social studies teachings are
Attitudes for Desirable Intellectual Behaviour (L and M), Attitudes for
Desirable Social Behaviour (N-P) and Values for Desirable Democratic
Behaviour (Q).
Attitudes for Desirable Intellectual Behaviour include two specific
traits i.e., scientific approach to human behaviour and humanitarian outlook
on the behaviour of others. Scientific approach to human behaviour (L)
would encompass a spectrum of attitudes such as belief in the natural
causation of personal and social behaviour; the strong likelihood of multiple
rather than single causes of social behaviour; and objectivity, open-
mindedness, relativism, skepticism and precision in collecting and
interpreting data. Humanitarian outlook on the behaviour of others (M)
includes two basic quialities-empathy and tolerance.
Attitudes for :Desirable Social Behaviour can be divided into three
overarching categories-awareness and interest, acceptance of responsibility
and involvement.
Measurentetrt of Attitudes
Several techniques are available for measuring attitudes. The
following measuring device assumes that subjective attitudes can be
measured by qualitative techniques, so that each student's affective response
can be presented by some riumerical score.
The investigator followed Likert Scale (1932), which was made up of
a series of opinion statements about some issue. The statements were
divided into positive and negative expressions of an attitude towards some
issues. Students were asked to indicate on a five-point scale whether or not
they agree with each statement. 'Strongly Agree' with a favourable
statement would receive a score of 5, so would 'Strongly Disagree' with an
unfavourable statement.
4.4. Value Scale
The activist commitment to positions on social problem leads us to
the final behaviour category of the social studies i.e., Desirable Basic
Democratic Values. Values are affective in their nature but cognitive in their
development because they must be rationally attained to be democratic. The
primary objective of History teaching is that students will assume a cluster
of Desirable Basic Democratic Values after a critical analysis of an
argument's pros and con.
, , , , . d .
f J
.. . . r-,' The student's values can be determined thr~;'&&gh~iqu~s~,/~
-. - - appropriate to attitudinal evaluation and their basis through techniques
appropriate to critical analysis. These values are many but some of the key
elements are freedom of speech, press and religion; the dignity, equality and
brotherhood of man; and the right of the majority to prevail and the minority
to be respected (Bloom, 1971).
Measurement of Values
A scaling device was used by the investigator to explore students'
values. The investigator employed a value scale that permitted students to
indicate their positioris on certain issues. The students are asked to indicate
on a five-point scale whether or not they agree with each statement. Strongly
Agree with a favourable statement would receive a score of 5, so would
Strongly Disagree wit9 an unfavourable statement.
4.4.1 Construction, and Finalization of Attitude and
Value Scales
(a) Deciding the Obiectives
The Attitude Scale was prepared based on the following objectives:
To evaluate the attitudes developed in an area of learning and children's
probable behaviour :
i. Desirable Intellectual Behaviour, such as scientific approach to
human behaviour and humanitarian outlook on the behaviour of others
ii. Desirable Social I3ehaviour-awareness and interest, acceptance of
responsibility and involvement.
To evaluate the instructional methods adopted.
To grade the pupils in terms of their attitudes.
To assess entry behaviour and criterion behaviour by treating Attitude
Scale as pre-test and post-test respectively.
Value Scale was conslmcted to,
judge the pupils' Basic Democratic Values, that are developed by
learning History.
evaluate the instructional methods adopted.
grade the pupils in terms of their values
assess entry behavlour and criterion behaviour by treating Value Scale as
pre-test and post-~:est respectively.
(b) Collecting and Edifing Statements
A large number of statements, which express varying degrees of
intensity of feeling or opinion towards some issues, are collected. They are
collected by making an extensive study of the literature, by consulting
experts, research workers, professors of History and Political Science in well
known colleges, teachers and guide. Some of the statements are collected
from authoritative books (Basu, 1997). It is important that the statements
express definite favourableness or unfavourableness to certain issues. The
investigator took a lot of effort to select statements that are believed to cover
the entire range of the effective scale of interest. After the statements have
been gathered, they are edited, keeping in view the criterion suggested by
Bloom (1971). Ten positive and negative statements were selected for each
scale.
4.4.2 Procedure Adopted for Standardization of
Attitude ancl Value Scales
(a) Administration ofDraft test
The draft fonn of each scale was administered to a representative
sample of 185 students studying in std IX. The details of schools included in
the study are given in table 7. The test was administered without setting any
time limit.
(6) Scorii~g
The response sheets were collected and scored by giving maximum
score of 5 for each positive response. Sum of the scores for the whole item
were treated as the total score for the scales.
(c) Zteiit Aizalysis
The 185 sheet!; were arranged in the descending order of the total
scores. The test was item analyzed by estimating the index of discrimination
based on the procedure suggested by Ebel (1991). The top 50 sheets and
bottom 50 sheets were used for comparison. The number of examinees
getting the same iterr correct in the top group (U) and the number of
examinees getting the same item correct in the bottom group (L) were
identified. The discrimination power of each item was calculated using the
formula.
The data to its discrimination power of each item decided the final
selection of items. The selected items were arranged in the increasing order
of difficulty. The difficulty index of the items was calculated using the
formula,
2N
Validity and Reliability of the Attitude and Value Scales
(d) Validity
Face validity of the scales was ensured by discussing these with
experts in the fields of test construction and evaluation and with teachers.
The evidence relating to the validity of the scales is provided in terms of
construct validity. The scales possess a reasonable degree of construct
validity, since the items have been prepared using item used in established
scales and the theorei.ical basis used for constructing the scale. The con
current validity of the scales has been established by correlating the attitude
and value sco!:s of the scales with an adapted version of a standardized
scale. The correlation was as high as 0.66 for attitude scale (n = 80) and 0.71
( n = 80) for value scal~:.
(e) Reliability
The reliability of each 'scale' has been established by split-half
method. The split-half reliability co- efficient score obtained for attitude
scale was 0.81 (n=80). The split-half reliability co-efficient score for the
value scale was 0.82 (n = 80).
The details of the 'scales' utilized for measuring the attitudes and
values are given below.
4.4.3 Description of the Final Attitude Scale and Value Scale
After the standardization procedure, the investigator prepared an
Attitude Scale consisting of 10 statements and a Value Scale consisting of
10 statements. There are an equal number of favourable and unfavourable
statements in both the: Attitude and Value Scales. Each item or statement in
the Attitude Scale anti the Value Scale are followed by five responses, one
of which is checked by the subjects. The responses indicating degree of
strength of attitude and values are; Strongly Agree (SA), Agree (A),
Undecided (UD), Disagree (D) or Strongly Disagree (SD). Arbitrary scoring
weights of 5,4,3,2 and 1 are used for SA, A, UD, D and SD for the
statements favouring a point of view. On the other hand, the scoring weights
of 1,2,3,4 and 5 are used for the respective responses for statements
opposing this point of view. An individual's score on the Attitude Scale and
Value Scale is the s lm of his ratings on all items i.e., 10 statements of each
scale. The total scar(: is fixed as '50' for each scale.
Attitude Scale and Value Scale were administered after one week of
the post-achievement test and on the same day. Twenty minutes were
allotted for the administration of each scale. Necessary instructions were
given in the booklet at appropriate places. A specimen of the Attitude Scale
and Value Scale is given in Appendix Q and S. The objectives on which the
Attitude Scale and Value Scale based are given in table 12 and table 13
respectively.
TABLE 12
WEIGHTAGE TO THE OBJECTIVES IN THE AlTITUDE SCALE IN HISTORY FOR STD IX
I Objectives No Statement Total Number Number of statements
Scientific approach 1 5
to human behaviour 2 20
7 5
Humanitarian 2 5 2 20
behaviour of others 6 5
Awareness and 3 5 2 20
8 5
Acceptance of 4 5 2 20
responsibility 9 5
5
I
Involvement
100 Total 10
5
10
50
2 5
5 20
4. 5 Intelligence Scale
To check the intelligence of experimental group and to find out the
effectiveness of the Inquiry Approach on pupils of different levels of
intelligence, a Non-Verbal Intelligence Test -The Standard Progressive
Matrices (Raven, 15138) was used. The Standard Progressive Matrices has
five sets A, B, C, D & E. Each set provides five opportunities for grasping
the method and five progressive assessments of a person's capacity for
intellectual activity. 'The scale has a re-test reliability varying with age from
0.83 to 0.93.
TABLE 13
No
1
2
3
4
5
6
WEIGHTAGE TO THE OBJECTIVES IN THE VALUE SCALE IN HISTORY FOR STD 1X
Objectives
Freedom of speech
Freedom of religion
Equality
The right of the majority to prevail and the minority to be respected
Freedom from exploitation
Freedom to move anywhere
Total
To record the answers, a record form is available with matrices. The
standard record foml is arranged so that it can be quickly and accurately
marked by super imposing a stencil-marking key, which is also given with
the matrices. The St.~ndard Progressive Matrices with 60 problems guide to
the Standard Progressive Matrices, answer form and key were made
available from the Dzpart~nent of Psychology, University of Kerala.
4.6 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
prepared on the basis of the needed data for the present study with reference
to the scales developed by Kuppuswamy(l962), Nair(1970), Pillai(1973),
Jaganathan Nair (1074), Sivadasan (1975) and Krishna Iyer(1977). The
scale used by the researcher is an adapted version, by modifying according
to the pay scales existing at the time of administration of the tool (Appendix-U).
Here, the socio- economic status of a student is measured in terms of three
variables viz. education, occupation and income of parents.
Education: Classt$~cation arid Weiglrtage
On the basis of education, people were classified into seven
categories. People with a professional or post-graduate degree, and above,
score ten. In the case of people with bachelor's degree like B.A., B.Sc., a
score of eight; for people with education up to higher secondary or pre-
degree, a score of five : for people who have studied up to S.S.L.C, score
four ; 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 have been given a zero score.
Occupation: C1;assification and Weightage
People were classified into six categories on occupational basis as
high professionals, semi-professionals, skilled, semi-skilled,unskilled and
unemployed.
High Professiornals
This group consists of individuals who have very high education and
are engaged in decision-making processes and in laying down policies in
executing them. 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 ten score is given.
Semi-Professionals
This group consists of occupations, which require college education.
Their 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-inspectors of police, excise
inspectors, sub-registrars. For this category a weightage of eight 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, head
constable of police and village officers can be included in this category. A
weightage of seven score is given for this category.
Semi-skilled 'Workers
This group includes occupations which require some training on the
part of the persons-sllop keepers, attenders, farmers, small scale merchants,
and police constables come under this category. The weightage given to this
category is a score of four.
Unskilled Wo'rkers
All persons who are doing work which involves neither education
nor training belong to the unskilled group. The watchman, labourer, peon
and coolie belong this category. A score of two is given for this category.
Unemployed
The unemployed includes persons who are unemployed irrespective
of their education or training. Zero weightage is given to this category.
Income: Classification and Weightage
On the basis of ~nonthly income also, people were classified into six
categories. For the group having monthly income above Rs.80001-, a score
of ten is given. For tne group having monthly income in the range of
Rs.43511- to Rs.80001-., a score of eight; for the group having monthly
income in the range of Rs.34511- to Rs.43501-, a score of six; for the group
having monthly income in the range of Rs.26011- to 34501-,a score of four;
for the group having monthly income in the range of Rs. 175 1/- to Rs.26001-,
a score of two; for the people having monthly income below Rs.17501-,a
score of one is given. The weightages given to the various categories are
presented in the consolidated form in table 14.
TABLE 14
WEIGHTAGE GIVEN TO ITEMS IN THE SOCIO-ECONOMIC STATUS SCALE
Computation of Socio Economic Status (SES) of
the Families of Students
Full weightage is :<iven to the head of the family/father/mother. Half
the credit is given to the other parent. If the elder sisterlbrother'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 1:he socio-economic status of the family. Thus a
maximum score of 48 is fixed for a student as the socio-economic status
score of his family.
5.0 Data Collection Procedures
After finalizing the sample and tools to be used, the investigator
approached the authority of the schools to seek the permission for conducting
the study. The investigator met the Heads of the schools and class teachers
and had discussions with them; their co-operation was hence assured. One
week after the administration of the post-achievement test, Attitude and
Value Scales were administered. The data collection was carried out through
three phases namely,
i) Pre-testing
ii) Treatment
iii) Post-testing
5.1 Phases of the Study
The study included three phases. Pre-testing was the first phase.
In this phase, Intelligence, Socio-Economic Status, Achievement,
Attitudes and Values of experimental group and Achievement, Attitudes
and Values of control group were tested. The second phase was the
treatment phase.
TABLE 15
Phases of the Study
Experimental Group
Intelligence Socio-Economic Status Achievemeilt Attitudes
Control Group
Achievement
Attitudes
Values
topics based on the
/ Attitudes / Attitudes I
Teaching 20 topics based on the
Inquiry Approach Conventional Textbook
Approach
Achievement
The experimental and control groups were taught twenty topics of a major
Values
chapter ' The Cultural Heritage of India' of History cumculum of Std M.
Values
Post-testing was the third phase. In this phase, the students were tested on
achievement, attitudes and values. The three phases of the study are
summarized in the table 15.
5.1 - 1 Collection of Data During Pre-testing Phase
The investigator obtained copies of the test booklets and the answer
sheets in the final fo:m in adequate numbers. All the other tests, except the
Intelligence and SES were administered before and after the treatment stage
as pre and post-tests to both the groups. The Intelligence and SES scales
were administered only to experimental group to find out the effectiveness
of the Inquiry Approach on the performance of the students belonging to
different levels of Intelligence and SES.
The investigator gave a short explanation of the aim and scope of the
study to the subjects and appealed to their conscious participation and co-
operation. The tasks implied in answering each test was explained before
each test was given. The rules and procedures prescribed for the different
type of tests in the manuals were strictly followed.
The following steps were invariably followed for administering tests.
i) Distribution of the test booklets to the subjects together with printed
instructions regarding the test.
ii) Explaining the general directions in the booklet.
iii) Distribution of answer sheets with instructions on how to fill it.
iv) Making studen]: familiar with the answer sheet, mode of entering
responses etc.
v) Clearing the doubts of subjects, giving instructions regarding time
limit, methods of dealing with eventualities etc.
vi) Strict adherence to the time limit in the case of speed test, directions
not to disfigure the booklets etc.
vii) Collecting back the test booklets and response sheets.
The investigator took two weeks to administer all the tests. Pre-test
on achievement, attitude and value was administered to assess the entry
behaviour of the p~pil:j.
5.1.2 Treatment Phase
The experiment was conducted in normal classroom setting. Twenty
lessons transcripts based on the Inquiry Approach were developed to teach
the experimental group. The control group was taught by Conventional
Textbook Approach. The investigator herself taught both the experimental
and control groups. The investigator gave explanations and assistance
whenever necessary and the students of the experimental group took a lot of
time to complete the learning of one topic. At the end of each learning
topics, a discussion cli~ss was conducted to come to a conclusion based on
the data collected, and tested by the students.
5.1.3 Post-Testing Phase
Prior information regarding the date on which the Achievement Test,
Attitude Scale and Value Scale were to be administered was given to both
the experimental and control groups. The post-tests were administered to
both the groups and answer sheets were collected and scored.
6.0 Statistical Techniques Adopted
The Pre-test scores and post-test scores of the experimental and
control groups were consolidated for statistical analysis. Since the aim of the
study was to determine the effectiveness of the Inquiry Approach over the
Conventional Textbook Approach of teaching, it was necessary to find out
whether there is any :significant difference between the two mean scores.
The experiments were done using intact, non-equated class groups. Analysis
of Co-Variance (ANCOVA) is a method that enables the researcher to
equate the pre-experimental status of the groups in terms of relevant known
variables. Difference in initial status of the groups can be removed
statistically so that they can be compared as though their initial status had
been equated. Thus the investigator decided to adopt the technique of
ANCOVA for sharper experimental comparison of performance between
experimental and control groups. The details of the analysis of data using
relevant statistical methods have been compiled in the next chapter.
EOC3a