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RESEARCH METHODOLOGYRESEARCH METHODOLOGYRESEARCH METHODOLOGYRESEARCH METHODOLOGY

3.1. Introduction: 3.1. Introduction: 3.1. Introduction: 3.1. Introduction:

The present chapter describes a brief description of the

methodology used for conducting the study. The findings of a research

study are accepted by the scholars in a discipline, essentially because

of the methodology adopted by the study. By methods, we mean that

range of approaches used in educational research to gather data which

are to be used as a basis for inference and interpretation, for

explanation and prediction (cohen, 1990). The methodology section

provides a road map of what was done and why. In this way, the reader

understands how the data and was collected data analysed. The

methodology section also provides a rationale as to why specific

empirical methods are being applied (polansky and waller, 2005)

Scientific reporting of methodology presumes that the details of

the procedure adopted (especially if it is an empirical study using

quantitative data) are adequately reported in terms of the design, tools

used for collecting the data, the details of the sample used for the

collection of data and details of statistical procedures used for dealing

with the collected data, to be supported by the details relating to the

procedure used for data collection and analysis. These are reported in

the present chapter with all essential details.

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3.3.3.3.2222. Nature of Educational Research:. Nature of Educational Research:. Nature of Educational Research:. Nature of Educational Research:

Educational research is considered to be a “prominent key” which

is essential to the opening up of new doors and vistas in education.

Educational research must be aimed at finding solutions to unsolved

problems; at devising new media to meet certain functional needs which

have never been met before; at finding better process and contents that

there currently are in vogue.

3.3.3.3.3333. Research Design. Research Design. Research Design. Research Design::::

The type of research undertaken by the investigator was

exploratory in nature. It is a descriptive survey method of research. The

word ‘survey’ has been derived from the two words ‘sure’ and ‘veer’

which means ‘over’ and ‘see’ respectively. Descriptive survey tells us

‘what is’. This has a very wide scope. It describes and interprets what

exists at present. According to John W. Best, descriptive survey

research is concerned with condition or relationship that exist; practice

that prevail; beliefs points of view, or attitude that are held; process that

are going on; effects that are being built; or trends that are developing.

The investigator followed the survey method of the descriptive

research. It involves a clearly defined imaginative planning, careful

analysis and interpretation of data gathered and logical reporting on the

investigation. To carry out the research of this type for collection of

data, for testing the hypothesis and for arriving at certain conclusions, it

139

is necessary to choose the technique and the proper tools to the

employed. Each data gathering device has both merits and limitation.

For this investigation the questionnaire had been considered as a

suitable tool for the collection of data.

3.3.3.3.4444. Population and Sampling Procedures. Population and Sampling Procedures. Population and Sampling Procedures. Population and Sampling Procedures::::

Population [universe] represents the entire mass of observation

which is the present group from which a sample is to be formed. A

sample is a small proportion of a population selected for observation or

individuals of population which is selected for representing the

population. By observing the characteristics of the sample, one can

make certain inferences about the characteristics of the population from

which it is drawn. The sample observation provides only an estimate of

the population characteristics.

In the present study, Functionaries, Parents and teachers from

rural, urban and tribal areas of Krishna district are taken as population.

The scholar adopted stratified random sampling technique to obtain the

sample. Schools were selected on the basis of simple random sampling

procedure. Altogether 40 schools from four mandas of Nuzvid,

Gudiwada, Pedana and Ibrahimpatnam of Krishna district were

randomly selected for the study. Sample comprised of 200 Teachers, 70

Functionaries and 160 Parents and Community Members selected from

primary schools of Krishna district.

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The investigator personally met the Teachers, Functionaries, and

Parents and Community Members who are selected through sampling.

A brief orientation is given before distributing the tool to the sample and

necessary instructions were given. No time limit is kept for answering

the tool. Most of the Teachers, Functionaries, Parents and Community

Members took half an hour to answer the tool.

Table Table Table Table 3.13.13.13.1. Sampled Respondents. Sampled Respondents. Sampled Respondents. Sampled Respondents

TeachersTeachersTeachersTeachers Functionaries Functionaries Functionaries Functionaries Parents & Parents & Parents & Parents & community community community community MeMeMeMembersmbersmbersmbers

SSSS.No.No.No.No MandalMandalMandalMandal

MMMM FFFF TotalTotalTotalTotal MMMM FFFF TotalTotalTotalTotal MMMM FFFF TotalTotalTotalTotal

GGGGrandrandrandrand TotalTotalTotalTotal

1 Nuzvid 20 30 50 23 4 27 24 16 40 117

2 Gudiwada 20 30 50 14 3 17 16 24 40 107

3 Pedana 20 30 50 8 5 13 24 16 40 103

4. Ibrahimpatnam 25 25 50 11 2 13 28 12 40 103

TotalTotalTotalTotal 85858585 115115115115 200 56565656 14141414 70 92929292 68686868 160 430

M= Male F=Female

Teachers:Teachers:Teachers:Teachers:

Table Table Table Table 3.23.23.23.2. Variable wise Distribution of the sample teachers. Variable wise Distribution of the sample teachers. Variable wise Distribution of the sample teachers. Variable wise Distribution of the sample teachers

S. NoS. NoS. NoS. No Variable GenderGenderGenderGender FrequencyFrequencyFrequencyFrequency Total Total Total Total

Nuzvidu 50

Gudiwada 50

Pedana 50 1. Mandal

Ibrahimpatnam 50

200

Below 35 38

35 to 45 102 2. Age

Above 45 60

200

3. Sex Male 85 200

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Female 115

Rural 167

Urban 22 4. Locality

Semi-Urban 11

200

SGT 158 5. Designation

Head Master 42 200

Below 5 years 23

6-10 years 49

11-15 years 81

16-20 years 23

6. Teaching Experience

Above 20 years 24

200

UG 12

Degree 152 7. Academic Qualification

PG 36

200

TTC,/D.Ed., 40

B.Ed., 153 8. Professional Qualification

M.Ed., 7

200

1st Class 13

2nd Class 69

3rd Class 44

4th Class 40

9. Classes handled

5th Class 34

200

MPP 174 10. Management

Aided (Municipal) 26 200

Functionaries:Functionaries:Functionaries:Functionaries:

Table Table Table Table 3.33.33.33.3. Variable wise Distribution of the samples. Variable wise Distribution of the samples. Variable wise Distribution of the samples. Variable wise Distribution of the samples

S. NoS. NoS. NoS. No VariableVariableVariableVariable CategoryCategoryCategoryCategory FrequencyFrequencyFrequencyFrequency TotalTotalTotalTotal Nuzvid 27 Gudivada 17 Pedana 13

1. Mandal

Ibrahimpatnam 13

70

Below 35 years 6 35 to 45 years 25 2. Age Above 45 years 39

70

Male 56 3.

Sex Female 14

70

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Rural 53 Urban 13 4. Locality Municipal 4

70

MEO 4 MRP 15 School Complex Chairman 18 School Complex Secretary 18

5. Designation

CRP 15

70

Below 5 years 4 6-10 years 8 11-15 years 19 16-20 years 14

6. Experience

above 20 years 25

70

B.A., 11 BSC., 21 M.A., 32

7. Academic Qualification

M.Sc., 6

70

B.Ed., 64 8.

Professional Qualification M.Ed., 6

70

MPP 50 9. Management

Aided (Municipal) 20 70

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Parents and Community MembersParents and Community MembersParents and Community MembersParents and Community Members::::

Table Table Table Table 3.43.43.43.4. Variable wise Distribution of the samples. Variable wise Distribution of the samples. Variable wise Distribution of the samples. Variable wise Distribution of the samples

S. NoS. NoS. NoS. No VariableVariableVariableVariable CategoryCategoryCategoryCategory FrequencyFrequencyFrequencyFrequency Total Total Total Total Nuzvid 40 Gudivada 40 Pedana 40

1. Mandal

Ibrahimpatnam 40

160

Below 30 years 99 30 to 40 years 56 2. Age above 40 years 5

160

Male 92 3. Sex

Female 68 160

Rural 145 Urban 5 4. Locality Municipal 10

160

SMC Member 142 5. Member

SMC Vice-Chairman 18 160

OC 39 BC 54 SC 57

6. Category

ST 10

160

Illiterate 19 Primary Education 17 Secondary Education 89

7. Qualification

Higher Education 35

160

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3.3.3.3.5555. The Research Tools. The Research Tools. The Research Tools. The Research Tools::::

According to John W. Best, (1983) each research tool is

appropriate in a given situation to accomplish a particular purpose.

Each data-gathering device has its own merits and hazards or

limitations. The instruments that are employed to gather new facts or to

explore new fields are called as ‘tool’. It is of vital importance to select

suitable instruments or tools. Different tools are suitable for selecting

`different types of data. The investigator may use any one or more of the

tools in combination for this purpose. There are two types of tools called

standardized tool and non-standardized tools (tools prepared by the

investigator). The progress of mankind depends upon well-conducted

research progress. Well-conducted research programmes postulate

sufficient, reliable and valid facts. Such facts are obtained through a

systematic procedure, which involves various devices. Each research

tool is appropriate in a given situation to accomplish a particular

purpose.

Since the present investigation is related to the opinion of the

Functionaries, parents and eachers regarding the Impact of Rajiv Vidya

Mission (SSA) programme for quality education in primary schools of

Krishna district of Andhra Pradesh State, an ‘opinionnaire’ was

constructed and administered to find out the perceptions of Teachers

Functionaries, and parents and Community members.

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3.3.3.3.6666. Opini. Opini. Opini. Opinionnaireonnaireonnaireonnaire::::

Generally, in descriptive study, an ‘Opinionnaire’ is constructed

as a better research tool for collecting data. An information form that

attempts to measure the attitude or belief of an individual is known as

an opinionnaire. Though the terms, ‘opinion’ and ‘attitude’ appear to be

synonymous, there is a clear distinction between the two. ‘Attitude’ is

what a person feels or believes in. It is the inner feeling of an individual

which is difficult, if not impossible, to describe and measure. On the

other hand, ‘Opinion’ is what a person says or speaks out on certain

aspects of the issue under consideration. It is the outward expression

of an attitude held by an individual. The attitude of an individual can be

inferred or estimated from his/her statements of opinion. An

opinionnaire is defined as a special form of inquiry used by the

educational researchers to collect the opinion of a sample of population

on certain facts or factors relating to the problem under investigation.

Researchers must depend on what people ‘say’, taking for granted that

it is their belief or feeling. Through the use of questions or by getting

their expressed reaction to statements on a given subject, a sample of

their opinion can be obtained. From these statements of opinion, one

may infer or estimate their attitude – what they really believe in. The

description and measurement of opinion may, in many instances, be

closely related to people’s real feelings or attitudes. Keeping these

things in mind, Psychologists and sociologists have explored an

interesting area of research, basing their data on people’s expressed

146

opinions. Laboriously prepared, skillfully constructed, properly worded,

politely fore-worded, adequately publicized, neatly and clearly printed,

scientifically classified and intelligently generalized opinionnaire serves

as an important tool of research. Keeping the above keynote in mind,

three opinionnaires were constructed, one for the Teachers,

Functionaries, parents and community members to find out the

preliminary information about the Impact of Rajiv Vidya Mission (SSA)

Programme for quality education in Primary Schools of Krishna district

in Andhra Pradesh state. To help the respondents understand the

concept of opinionnaires and respond effectively; the opinionnaires

were prepared in Telugu language (regional language).

Keeping in view the characteristics and guidelines for construction

and also its advantages the investigator adopted the rating scale for

finding out the perceptions of Teachers, Functionaries, and parents and

Community members respectively towards Impact of Rajiv Vidya

Mission (SSA) Programme for quality education in Primary Schools of

Krishna District in Andhra Pradesh state and for testing the hypothesis.

3.3.3.3.7777. Construction of the too. Construction of the too. Construction of the too. Construction of the toollll::::

The present investigation is intended to study the Impact of Rajiv

Vidya Mission (SSA) Programme for quality education in Primary

Schools of Krishna District in Andhra Pradesh state. After going through

various previous investigations and research articles in journals and

periodicals and some of the research papers published on the subject

147

matter, the investigator has presented research problem into Impact of

Rajiv Vidya Mission (SSA) Programme for quality education in Primary

Schools of Krishna District in Andhra Pradesh state. The investigator

had developed and adopted the tools as given in the annexure to collect

the opinions.

3.3.3.3.8888. Standardization of the Tool: Validity and Reliability. Standardization of the Tool: Validity and Reliability. Standardization of the Tool: Validity and Reliability. Standardization of the Tool: Validity and Reliability::::

Three opinionnaires were constructed, one for the Functionaries,

one for the Parents and the other for teachers. The pilot testing was

done on a randomly selected 30 teachers and 20 Functionaries and 30

Parents and Community members from the Krishna district. The data

was analyzed by using SPSS and the reliability test was calculated. Item

Analysis was carried out to find out the difficulty level and discrimination

power of each of the items. The reliability coefficient of the tools was

calculated using split half method and found to be 0.76, 0.68 and 0.82.

The items which are unanswered by all Functionaries, Parents and

teachers and which were marked “undecided” or left blank by all were

omitted. The items with poor discriminating value were also deleted.

After deleting those items, the research tools were validated (by five

subject experts from the department of education, A.U) for the content

and to construct validity. The items which were identified as vague or

unclear were removed. The final tool for students hence comprised of

an opinionnaire with a provision for finding out the personal data, school

data and 65 statements for Teachers, 42 statements for Functionaries

and 22 statements for Parents and Community members, relating to

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“Impact of Rajiv Vidya Mission (SSA) Programme for quality education

in Primary Schools of Krishna District in Andhra Pradesh state. Each of

the statement was followed by five options

Strongly Agree, Agree, Undecided, Disagree and Strongly Disagree.

The tools were finalized and used for data collection.

3.3.3.3.9999. Item Validity. Item Validity. Item Validity. Item Validity::::

Garrett says that “Chi–Square test provides a method of

comparing the observed frequencies with the theoretical frequencies

that are to be expected. The difference between the observed and

expected frequencies are squared and divided by the expected number

in each case to get −2x value. Thus, −

2x test was used to test item

validity. Item analysis carried out for each item is depicted

in tables 3.5, 3.6, and 3.7. Once the items were standardized, the data

collecting tools were administered (distributed) to the respondents to

gather the required data.

149

Table 3.Table 3.Table 3.Table 3.5555 : Item Analysis (Chi : Item Analysis (Chi : Item Analysis (Chi : Item Analysis (Chi----Square test) for Square test) for Square test) for Square test) for TeachersTeachersTeachersTeachers tool tool tool tool

Item No.Item No.Item No.Item No. ChiChiChiChi----SquareSquareSquareSquare

valuevaluevaluevalue pppp----valuevaluevaluevalue Item No.Item No.Item No.Item No.

ChiChiChiChi----Square Square Square Square valuevaluevaluevalue

pppp----valuevaluevaluevalue

Q1 18.53** 0.00 Q36 24.67** 0.00 Q2 26.60** 0.00 Q37 16.20** 0.00 Q3 19.87** 0.00 Q38 12.60** 0.00 Q4 9.80* 0.01 Q39 14.27** 0.00 Q5 26.60** 0.00 Q40 16.40** 0.00 Q6 13.33** 0.00 Q41 22.80** 0.00 Q7 39.60** 0.00 Q42 29.20** 0.00 Q8 18.33** 0.00 Q43 16.20** 0.00 Q9 13.33** 0.00 Q44 23.40** 0.00 Q10 10.27** 0.02 Q45 12.20** 0.00 Q11 17.33** 0.00 Q46 10.40* 0.01 Q12 18.53** 0.00 Q47 26.80** 0.00 Q13 19.87** 0.00 Q48 23.60** 0.00 Q14 14.60** 0.00 Q49 17.33** 0.00 Q15 12.93** 0.00 Q50 20.60** 0.00 Q16 7.40* 0.03 Q51 13.40** 0.00 Q17 16.20** 0.00 Q52 12.13** 0.00 Q18 12.20** 0.00 Q53 24.93** 0.00 Q19 12.60** 0.00 Q54 12.60** 0.00 Q20 27.33** 0.00 Q55 19.87** 0.00 Q21 27.33** 0.00 Q56 12.20** 0.00 Q22 33.67** 0.00 Q57 14.60** 0.00 Q23 11.33* 0.01 Q58 12.20** 0.00 Q24 16.46** 0.00 Q59 19.33** 0.00 Q25 30.33** 0.00 Q60 25.67** 0.00 Q26 24.93** 0.00 Q61 12.60** 0.00 Q27 12.80** 0.00 Q62 13.40** 0.00 Q28 12.67** 0.00 Q63 9.60* 0.02 Q29 20.93** 0.00 Q64 16.40** 0.00 Q30 15.48** 0.00 Q65 11.40* 0.01 Q31 16.13** 0.00 Q32 12.20** 0.00 Q33 20.60** 0.00 Q34 24.93** 0.00 Q35 23.40** 0.00

**Significant at 0.01 level and *Significant at 0.05 level

150

Table 3.Table 3.Table 3.Table 3.6666 : Item Analysis (Chi : Item Analysis (Chi : Item Analysis (Chi : Item Analysis (Chi----Square test) for Functionaries toolSquare test) for Functionaries toolSquare test) for Functionaries toolSquare test) for Functionaries tool

Item No. Chi-Square value p-value

Q1 17.06** 0.00

Q2 20.16** 0.00

Q3 23.52** 0.00

Q4 23.52** 0.00

Q5 24.06** 0.00

Q6 18.19** 0.00

Q7 45.35** 0.00

Q8 87.23** 0.00

Q9 17.06** 0.00

Q10 14.00* 0.01

Q11 14.23** 0.00

Q12 36.06** 0.00

Q13 51.45** 0.00

Q14 45.35** 0.00

Q15 17.06** 0.00

Q16 17.06** 0.00

Q17 17.06** 0.00

Q18 20.16** 0.00

Q19 20.16** 0.00

Q20 11.65** 0.00

Q21 25.03** 0.00

Q22 18.26** 0.00

Q23 51.97** 0.00

Q24 70.55** 0.00

Q25 35.68** 0.00

Q26 7.26* 0.01

Q27 23.52** 0.00

Q28 23.52** 0.00

Q29 11.65** 0.00

Q30 63.84** 0.00

Q31 28.19** 0.00

Q32 40.32** 0.00

Q33 70.55** 0.00

Q34 70.55** 0.00

Q35 63.84** 0.00

Q36 21.10** 0.00

Q37 36.06** 0.00

Q38 40.52 0.00

Q39 45.35** 0.00

Q40 17.06** 0.00

Q41 40.52** 0.00

Q42 40.52** 0.00

**Significant at 0.01 level and *Significant at 0.05 level

151

Table 3.Table 3.Table 3.Table 3.7777 : Item Analysis (Chi : Item Analysis (Chi : Item Analysis (Chi : Item Analysis (Chi----Square test) for Square test) for Square test) for Square test) for ParentsParentsParentsParents and Community and Community and Community and Community Members Members Members Members tooltooltooltool

Item No.Item No.Item No.Item No. ChiChiChiChi----Square valueSquare valueSquare valueSquare value pppp----valuevaluevaluevalue

Q1 30.86** 0.00

Q2 13.76** 0.00

Q3 13.76** 0.00

Q4 13.86** 0.00

Q5 17.43** 0.00

Q6 12.00** 0.00

Q7 26.00** 0.00

Q8 30.86** 0.00

Q9 15.76** 0.00

Q10 10.71* 0.01

Q11 12.33** 0.00

Q12 15.76** 0.00

Q13 15.76** 0.00

Q14 10.05* 0.01

Q15 10.43* 0.01

Q16 10.05* 0.01

Q17 13.76** 0.00

Q18 26.00** 0.00

Q19 17.43** 0.00

Q20 14.33** 0.00

Q21 29.86** 0.00

Q22 10.29* 0.01

**Significant at 0.01 level and *Significant at 0.05 level

3.13.13.13.10000. Scoring procedure. Scoring procedure. Scoring procedure. Scoring procedure::::

The schedules contain a total of 65 items for Teachers, 42 items

for Functionaries 22 items for Parents and Community Members. The

respondents were required to indicate their opinion by marking one of

152

the following five alternative responses given against the statements.

The five alternative responses were Strongly Agree (SA), Agree (A),

Undecided (UD), Disagree (D) and Strongly Disagree (SD).

Each scale (alternative) was coded as 1, 2, 3, 4 and 5.

Accordingly, Strongly Agree (SA) =1; Agree (A) = 2; Undecided (UD) =3,

Disagree (D) =4 and Strongly Disagree (SD) = 5; were used. The

alternative responses of negative items are credited with 5, 4, 3, 2, 1

points respectively from unfavorable end to favorable end. The weighted

scores were tabulated for each individual and his/her total score was

calculated for each.

3.3.3.3.11111111. Variables of the Study. Variables of the Study. Variables of the Study. Variables of the Study::::

Prior to the identification of the variables of the present study, tttthe

investigator went through review of the available and related literatures

from books, journals, periodicals, internet websites and research

papers. Accordingly, the following independent and dependent

variables were selected for the study.

153

3.3.3.3.12121212. Ind. Ind. Ind. Independent Variablesependent Variablesependent Variablesependent Variables::::

3.3.3.3.12121212....1111. Independent Variables for Teachers. Independent Variables for Teachers. Independent Variables for Teachers. Independent Variables for Teachers::::

1. Sex (Male / Female)

2. Age (Below 35 / 35 to 45 / Above 45years)

3. Locality (Rural / Urban / Municipality)

4. Designation (Head Master/ Secondary Grade Teacher)

5. General Qualification (UG / Degree / PG)

6. Professional Qualification ( D.Ed.,/B.Ed.,/M.Ed.,)

7. Teaching Experience ( Below 6 / 6-10 / 11- 16 / 16- 20/ Above

20 years)

8. Management ( Government / MPP / Aided)

3.3.3.3.12121212....2222. Independent Variables for . Independent Variables for . Independent Variables for . Independent Variables for FunctionariesFunctionariesFunctionariesFunctionaries::::

1. Gender (Male / Female)

2. Age (Below 35 / 35 to 45 / Above 45years)

3. Locality (Rural / Urban / Semi-Urban)

4. Designation (School Complex Chairman/ School Complex

Secretary / CRP)

5. Teaching Experience (Below 6 / 6-10 / 10-15 /16-20/ above 20)

6. Academic Qualification (B.A.,/B.Sc.,/M.A./M.Sc.,)

7. Professional Qualification (B.Ed., / M.Ed.,)

8. School Management (MPP / Municipality)

154

3.3.3.3.12121212....3333. Independent Variables for . Independent Variables for . Independent Variables for . Independent Variables for Parents and CommunityParents and CommunityParents and CommunityParents and Community Members: Members: Members: Members:

1. Sex (Male / Female)

2. Age (Below 30 / 30 to 40 / Above 40years)

3. Locality (Rural / Urban / Municipal)

4. Member (SMC Vice-Chairman / SMC Member/ Community

Member)

5. Category (OC / BC / SC / ST)

6. Qualification (Illiterate / Primary / Secondary/ Higher)

155

3.13.3.13.3.13.3.13. Description of the study AreaDescription of the study AreaDescription of the study AreaDescription of the study Area::::

Fig.1: Map of IndiaFig.1: Map of IndiaFig.1: Map of IndiaFig.1: Map of India

156

Fig. 2: Map of Andhra Pradesh Fig. 2: Map of Andhra Pradesh Fig. 2: Map of Andhra Pradesh Fig. 2: Map of Andhra Pradesh

157

3.13.13.13.14444.... Profile of KrishProfile of KrishProfile of KrishProfile of Krishna districtna districtna districtna district ::::

The Krishna District is situated in the east of Andhra Pradesh,

India. The borders of this district are West Godavari district in the East,

Bay of Bengal in the South, Guntur and Nalgonda districts in the West

and Khammam district in the North directions. The total area is 8,727

square kilometers and its Head Quarters is at Machilipatnam.

The global location of Krishna District is between15o 43' N and

17o 10' N Latitude and 80o 0' and 81o 33' of E Longitude. The population

of Krishna District is 4,181,071 persons. Among the total population, the

males are 2,116,018 in number while females are 2,065,053 in number.

The sex ratio is 961 females per 1000 males. As per census 2011 the

literacy rate of Krishna District is 74.37 percent in which the male

literacy is 79.13 percent whereas the female literacy is 69.62 and stood

and second place in Andhra Pradesh state, in literacy rate.

The district is named after the River Krishna and the Barrage built

on the river at Vijayawada is the Chief Irrigation Source to the District.

The district of Krishna is endowed with a rich variety of soils and it

occupies an important place in agriculture, which is the most important

occupation, and Paddy is the main food crop produced.

Machilipatnam is the capital of Krishna District, is a famous port

being a sea coast. Cottage industries like Kalankari dying and making

rolled in gold ornaments of export quality are in great demand till date.

158

Vijayawada is the heart of Krishna District and plays a key role in

the state politics. On top of everything, it is a huge business center with

famous thermal power station. Kondapalli is a small town near Vijawada

is famous for the strong fort built by Sri Krishna Devaraya on the hillock

which is popularly called ‘Khillah’ world famous wooden toys are made

in this place and exported through co-operative societies. Kuchipudi is

noted for the origin of one of the Indian Classical dance forms,

kuchipudi. Many famous classical dancers still present this.

Nuzivid and Ramanakkapeta are small towns, are world famous

for mango crop and variety of mangos are exported from the gardens

directly to abroad. Educationally Nuzivid is well developed with many

schools and colleges and very prominently Andhra Pradesh

International Institute of Information Technology (APIIIT).

159

Fig. 3 : Map of Krishna DistrictFig. 3 : Map of Krishna DistrictFig. 3 : Map of Krishna DistrictFig. 3 : Map of Krishna District

160

3.13.13.13.15555.... Statistical Techniques UsedStatistical Techniques UsedStatistical Techniques UsedStatistical Techniques Used : : : :

As the present study is both qualitative and quantitative in nature;

the collected data was analyzed by using both qualitative and

quantitative techniques. Quantitative data was analyzed with the simple

statistical techniques. The investigation has been carried out by the

descriptive statistical analysis, such as calculating measures of central

tendency like mean and calculating measures of dispersion like

standard deviation. For testing the null hypothesis, ‘t’- test and analysis

of variance have been used by the investigator. The t-test was used to

test the null hypotheses when the data was correlated from matched

groups. Analysis of variance (ANOVA) with Scheffe’s Post Hoc Test (if

ANOVA is significant) was used to find out the effect, if any, of the

variables studied. The investigator used correlation for studying the

relationships of variables, T-test to test the significant difference

between two means and ANOVA to test the significance of difference

among variables. The data was coded and prepared for analysis using

the statistical package for social sciences (SPSS) programme; and

based on the analysis of data; relevant summary, conclusions and

recommendations were made about the study.

161

3.16. 3.16. 3.16. 3.16. ConclusionConclusionConclusionConclusion:::: The statistical techniques used were decided by the objectives of

the study. This meant assessing the statistical property of different

variables and calculation of statistical indices necessary for assessing

the impact of Rajiv Vidya Mission (SSA) for Quality Education in Primary

Schools were studied.