CHAPTER 111

METHODOLOGY

Method Adopted for the Study

Tools Used for the Study
Population and Sample
Consolidation and Processing of Data
Statistical Techniques Adopted
References

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 CHAPTER Ill

METHODOLOGY

"Educational research methods can be categorised on the basis

of end results or goals, data gathering technique, method of data processing,

degree of control exercised, approach, source of the data, and a number of

other cons~derations"(Barr, 1960). In order to tackle any problem, the proper

method or methods should be selected in advance. "The decision about the

method depends upon the nature of the problem selected and the kind of data

necessary for its solution" (Sukhia, 1974). The validity and the reliability of the

findings depend upon the method adopted and hence methodology occupies

a very important place in any type of research.

3.1 METHOD ADOPTED FOR THE STUDY

Since this study attempts to bring out relevant details from

students, teachers and parents regarding various practices adopted and

expected outcomes of the systems of internal assessment in educational

institutions. Normative Survey method was found appropriate for this study.

The Normative Survey Method

While historical studies search, describe and interpret what

existed in the past, there are other kinds of investigations which study,

describe and interpret what exists at present. The literature of such

investigations includes expressions like 'Descriptive Survey'. 'Normative

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. Methodology

Survey' IS generally used for the type of research that attempts to find out that

normal or typical condition or practice at the present time.

The normative survey is the most commonly used approach to

solve educational problems. It is followed in studying local as well as state,

national and international aspects of education. It involves interpretation,

comparison, measurement, classification and generalisation all directed

towards a proper understanding and solution of significant educational

problems. The type of information the normative survey method procures is in

wide demand and is capable of rendering important service because

(Sen, 1968):

It determines the present trends and solves current practical problems

It secures historical perspective through a series of cross-sectional

pictures of similar conditions at different times

It suggests the course of future developments

It helps to fashion many of the tools with which we do research

It contributes to the advancement of knowledge

It provides the background and data from which many more refined

laboratory or controlled studies of casual relations aremade.

3.2 TOOLS USED FOR THE STUDY

A suitable research tool contributes to the validity of the findings

of any research study. The success of any research study depends largely on

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Methodology

the nature of tools used. Factual materials unknown so far are necessary for

every study. They can be obtained from any sources, direct or indirect. It is

necessary to adopt a systematic procedure to collect essential data.

For collecting new and unknown data required for the study of

any problem, various devices are made use of and the selection of such

devices is of vital importance for any successful research. Different and

appropriate tools are to be used for collecting various kinds of information for

assorted purpose. The researcher uses one or more of the tools in

combination for this purpose.

Since it is necessary for the study to gather the needed

information from students and teachers regarding the nature and practice of

internal assessment at present, two questionnaires were prepared, one for

teachers and another for students. An opinionnaire was also prepared,

common for students, teachers and the parents of those students studying in

those educational institutions where the system of internal assessment is

practised.

The Questionnaire

A questionnaire is a "data gathering instrument, through which

respondents answer question or respond to statements in writing" (Best and

Kahn, 1996) It is a device for securing factual information about existing

conditions. Questionnaire administered personally to the respondents have a

number of advantages Best and Kahn (1996) remarks, ?he person

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Methodology

administering the instrument has an opportunity to establish rapport, explain

the purpose of the study and explain the meaning of items that may not be

clear".

A questionnaire is used when factual information is desired.

When opinions rather than facts are desired, an opinionnaire or attitude scale

is used. When questionnaires are administered to groups of individuals, they

have got a number of advantages The person who administers the tool has

an opportunity to establish rapport, explain the purpose of the study, and

explain the meaning of items that may not be clear. Anyhow, individuals who

have the desired information cannot always be contacted personally without

spending a great deal of time and money for travel. It is in such situations that

the mailed questionnaire becomes useful. The careful preparation of a good

questionnaire takes a great amount of time and hard work.

Mainly two types of items are included in the questionnaire.

'Closed type' and 'Open type'. Closed type items are easy and take little time

to respond to. They keep the respondent on the subject and are relatively

objective.

At the same time, 'open type' items call for a free response in

the respondent's own words. Moreover, no clues are provided here.

Cons~deringthe benefits of both these types, a combination of

these two types of items was used in the questionnaire prepared for this

investigation

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- -~ - - Methodology

Then the investigator met experts in the field of internal

assessment, college teachers and students where the system of internal

assessment is practised and discussed the problem with them. These

discussions helped the ~nvestigatorto modify the items and further to prepare

suitable items for the questionnaire. Thus two draft questionnaires, one

consisting of 30 items for students and another consisting of 32 items for

teachers were prepared. They were submitted to experts in the field for

getting their suggestions for improvement. Moreover, teachers in those

institutions where the system of internal assessment is practised and students

were interviewed in this regard and their opinions were also noted. According

to their suggestions, some items were modified and some others were

rejected. Thus the final form of the questionnaires was prepared with 20

items in Part A and 5 secttons in Part B for the teachers' questionnaire and 20

items in Part A and 6 sections in Part B for the students' questionnaire. The

final form of the questionnaire to teachers and students are given in

Appendix I and II respectively.

Questionnaire for Teachers

The final form of the questionnaire for teachers consists of two

parts. Part A and Part 6. Part A of the questionnaire consists 20 items which

seeks the op~nion of teachers regarding the various aspects of internal

assessment Teachers' opinion regarding the present system of assessment

is collected through the first four items in this questionnaire. The items 5 to 10

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Methodology

try to find out their choice towards the system of internal assessment. The

personlpersons suitable for making internal assessment are measured

through the terns 11 and 12.

The items 13 to 17 intend to measure the qualities of internal

assessment when it IS implemented. The items 18 to 20 try to find out from

among teachers whether the system had got any negative characteristics.

Part B consists of 5 sections to elicit the views of teachers on

the percentage of marks to be given for internal assessment and external

examination, the personlpersons entitled to do the assessment, their

suggestions for making the system of internal assessment more reliable and

acceptable, the aspects to be considered to assess the students internally,

and finally on their opinion about the extent of consideration for taking these

aspects for internal assessment.

Questionnaire for Students

The questionnaire for students also consists of two parts- Part A

and Part B In Part A 20 items were included. Items 1 to 3 were included to

study the oplnion of students regarding the conventional system of

examination 'The purpose of including items 4 to 6 was to find out their

preference towards the implementation of internal assessment. ltems 7 to 10

were included in the questionnaire to test the opinions of students regarding

some qualities of internal assessment. ltems 11 to 14 envisage the opinion of

students regarding their own teachers evaluating them, ltems 15 to 20 take

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-- -- . Methodology

into conslderatron the feasibility of the system of internal assessment in

educational ~nstitutions

In part B of the questionnaire consisting of 6 sections, the first

one seeks the opin~onfrom stuaents regarding the nature of scholastic

assessment The second item seeks the opinion of students about the

percentage of marks to be given to internal assessment as well as external

examination. The third item in this section tries to find out the personlpersons

to be entrusted with the duty of internal assessment in educational institutions.

The fourth item envisages the choice of students on aspects to be considered

for internal assessment. The last two sections (V and VI) seek from the

students their arguments for and against the system of internal assessment in

educational institutions.

Administration of the Questionnaire for Teachers and Students

The investigator personally visited the different educational

institutions selected for the study. met the teachers and students and

explained to them the purpose of the study. Then the questionnaires were

distributed to them and after answering they were collected back. Ninety

seven questionnaires were given to the teachers personally and 35 of them

were posted. Out of the 114 quest~onnaireswhich were returned. 104 were

selected after careful scrutiny. The students' questionnaires were

administered in person. A total of 376 questionnaires were distributed among

students and 312 questionnaires which were complete in every respect were

selected.

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Methodology

Opinionnaire for Teachers, Students and Parents

An information form that tries to measure the attitude or belief of

an individual is known as opinionnaire (Best and Kahn, 1997). Even

behaviour itself cannot always be a true indication of attitude. Even though

there is no clear method of describing and measuring attitude, the description

and measurement of opinion, in majority of instances, may be closely related

to people's feelings or attitudes.

As a preliminary step for making the opinionnaire, a list of 62

statements on the various aspects of internal assessment was prepared and it

was submitted to experts for necessary modification (The list of experts

selected for the study is given in Appendix V). Based on their suggestions,

some items were modified and some were deleted. An opinionnaire for pilot

study consisting of 42 statements was prepared (Appendix Ill). This was

administered to a sample of 402 teachers, students and parents. The

respondents were requested to answer each item in terms of their

agreementldisagreernent by putting a tick mark in any one of the five

columns, strongly agree, agree, undecided, disagree and strongly disagree.

The answer sheets were then collected and scoring was done.

For scoring the opinionnaire, a score of 5, 4, 3, 2, and 1 was

given to category SA, A U, D, and SD for a positive statement and a score of

I , 2, 3, 4, and 5 was given to the category SA, A, U, D and SD for a negative

statement.

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Methodology

ltem Analysis

ltem analysis was done to select suitable items for the final

opinionnaire,

The total score obtained for each respondent

(parentlteacheristudent) was calc~~lated

and the response sheets were

arranged in the order of magnitude of the total scores. Then the highest 27

percent and the lowest 27 percent were taken out for analysis since 27

percent provides the best compromise between two desirable and

inconsistent aims - (i) to make extreme groups as large as possible and (ii) to

make extreme groups as different as possible.

Out of the 402 response sheets obtained, 370 response sheets

were selected for item analysis. The 370 response sheets were arranged in

the descending order of the total scores. The top 27 percent (the top 100)

and the bottom 27 percent (the bottom 100) response sheets from each

section were used as extreme groups for item analysis. The scores obtained

for each item in these extreme groups were used for calculating the

discriminating power of each item. The discriminating power was obtained by

calculating the critical ratio 't' using the formula (Edwards, 1957, p.153).

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-. --. -- Methodology

(Edwards, 1957, p.153) where

-
XH = the score for a given individual for a given statement in the high group

XH = the mean score of the high group for a given statement

-
XL = score of a given individual for a given statement in the low group

XL = the mean scores of the low group for a given statement

n = number of subjects in the criterion group

The 't' values calculated for the items in the opinionnaire are

presented in Table 3.1

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..... ..- Methodology

Table 3.1

't' value calculated for the items in the Opinionnaire

ltem
't' value 't' value
Number : Number Number

~- ~~ .
13. 6.71'
~

14. 5 05" -0.88 42.

~- ~ L ~ - ~ ~.
* indicates selected items

For the preparation of the final opinionnaire, items with 't' value

equal to or greater than 1.75 were selected as the value of 't' which is a

measure of the extent to which a given statement differentiates between the

high and low group. In the present study, 30 items having 't' values greater

1.75 were selected from the opinionnaire for final administration

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- - Methodology

Reliability of the Opinionnaire

In the present study, the reliability coefficient of the opinionnaire

for teachers, students and parents was calculated using split-half method.

The scores obtained for odd and even numbered items in the attitude scale

were calculated and the coeff~c~ent

of correlation 'r' between two sets of

scores was calculated using Pearson's Product Moment Coefficient of

Correlation (Garrett, 1976).

Cx'y' Cx Cy
r - -
. -
N

ox' cy'
-
- correlation coefficient
r

cy = correlation in units of interval for the y-variable

-
-
CX correlation in units of interval for the x-variable

ox1 = standard deviation of the x variable

uy' = standard deviation of the y variable

N - Number of cases in the sample

The reliability coefficient of the whole test was computed using

Spearman-Brown Prophecy formula

2r
K -
I +r
Where R = Reliability coefficient of the whole test

r= Reliability coefficient of the half test

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- Methodology

The reliability coefficient of the opinionnaire was found to be

0.72. This ~nd~cates

that the opinionnaire is highly reliable.

Validity.

"Validity is that quality of the tools used or procedure that

enables to measure what it is supposed to measure" (Best & Kahn, 1999).

Validity of a tool lies mainly in the procedure adopted for constructing it. The

opinionnaire was constructed by taking care to cover all the aspects relating

to internal assessment. Moreover, it was submitted to experts for necessary

modification and the draft scale was item analysed and only the items which

have the required discriminating power have been selected. Thus, the

opinionnaire can be considered valid and reliable.

Administration of the Final Form of the Opinionnaire for Teachers,

Students and Parents

The final form of the opinionnaire consisting of 30 items was

administered to teachers (N = 278), students (N = 435) and parents (N = 122).

From these, 264 opinionnaires were collected back from teachers, 418 from

students and 11 1 from parents. Out of these, 254 opinionnaires of teachers.

406 of students and 102 of parents were selected as the final sample which

were complete in every respect. For this, 20 educational institutions were

selected where the system of internal assessment is practised from Revenue

districts of Kerala, namely, Thiruvananthapuram, Kottayam. Ernakulam,

Thrissur and Kozhikode. The districts selected for the study included south,

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.~ Methodology

north and the middle area of Kerala state. The institutions selected included

Medical colleges, Engineering colleges, Polytechnics, Paramedical institutions

and Teacher education institutions (training colleges). The final form of the

opinionnaire 1s given in Appendix IV

3.3 POPULATION AND SAMPLE

Population

Population in statistics means, the entire set of entities or events

that are relevant to the subject of enquiry. Usually the characteristics of the

population have to be inferred from sample (Rowntree, 1981). The population

for the present study consists of the teachers and students of the educational

institutions of Kerala where the system of internal assessment is being

practised. A representative sample of parents whose children are studying in

that category of educational institutions which is mentioned elsewhere is also

included in this study.

Sample

Sample is the representative group of the population. Walker

and Lev (1965) pointed out that the decisions as to the number of cases and

that methods by which they shall be collected, is a crucial one because the

scope for generalisation depends on how satisfactorily this problem is solved.

Hence, the problem of proper sampling in terms of propriety of

representativeness was considered w~thall its seriousness.

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-- Methodology

Sampling is an integral part of the research where the method

adopted is survey. Sampling stands for the process by which relatively small

number of ind~vidualsor measures 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.

"A good sample of a population is the one which would

reproduce the characteristics of the population within great accuracy" (Cornell,

1960). In the present study, the theories of sampling were followed to get a

true representative sample of the population under study. According to

Cochran (1959:) "in every branch of science we lack resources to study more

than a frequent of the phenomena that might advance our knowledge".

To obtain a sample representative of its population, different

techniques have been employed. Random sampling, stratified sampling,

individual sarnpling and purposive sarnpling are only few of them.

Random sampling is a device in which every single unit of the

population has an equal chance of being selected. Stratified sampling

ensures representativeness in selecting a sample from a population

composed of subgroups of different types. Stratified sampling was found

suitable for this study

The population of this study includes all the students studying in

those educational institutions of Kerala where the system of internal

assessment is followed the parents of those students who study in such

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Methodology

institutions and the teachers who are teaching in these institutions. A sample

of 406 students, 254 teachers and 102 parents were selected for the

administration of the opinionnaire and a sample of 104 teachers and 312

students were selected for the questionnaire by the stratified sampling

procedure from Thiruvananthapuram, Kottayam, Ernakulam, Thrissur and

Kozhikode districts for the study. Students (both male and female) pursuing

different courses of study in different types of educational institutions were

adequately represented in the sample. Due representation was given to

teachers of both sex working in different types of institutions as well as

adequate representation was also given to parentslguardians of the students

studying in such institutions. Due representation was also given to

government, a~dedand unaided institutions as well as educational institutions

situated in rural and urban areas. The list of institutions selected for the study

is given as Appendix I.

The details of sample selected for the study is given below:

Sample Details of Teachers' and Students' Questionnaire

Details of the sample selected to administer the questionnaires

for students and teachers are given in Table 3.2.

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Table 3.2

Details of the Questionnaire for Teachers and Students

Distributed, Collected and Selected

-- -.

T--
- -

Teachers students- ~otal--l

' t -
, Tr~vandrum

Kottayam

, . ~~~~~ ~

I 1 Kozh~kode
,~--~
i
~ ~

i I Total
1 I-.-- ~

The course category wise details of sample of questionnaire

selected is glven below

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Methodology

Table 3.3

Course Category wise Details o f Sample o f

Questionnaire for Teachers and Students

I I I Course categorv I I

6 14 22 65

14 15 6 25 18 54
~.

12 12 7 24 20 48
.
17 15 4 15 5 20 17 67

- ~

TVM - Thiruvananthapuram; KTM - Kottayam; EKM - Ernakulam; TCR-

Thrissur; KZKD- Kozhikode

The break up of the sample based on locality and management

of all institutions selected for the questionnaire for teachers and students are

given below:

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-- Methodology

Table 3.4

Break up of the Sample based Locality and Management and Sex

I. ; Teachers

Sample for the Opinionnaire to Teachers, Students and Parents

The details of the sample of the opinionnaire for teachers,

students are parents are given in the following tables:

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Methodology

Table 3.5

Sample Details of Opinionnaire Distributed, Collected and Selected

-
7 - -

1 Teachers-7-St- Parents Total

42 39 24 21 20

Total

The course category wise details of sample of opinionnaire

selected is given below.

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Methodology
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-- Methodology

The break up of the sample selected based o n locality and

management of the institution for the opinionnaire to teachers, students are
parents are given below:
Table 3.7
Break up of the Sample of Opinionnaire
based on Locality, Management and Sex

I
1
Respondents Urban Rural Govt Aided Unaided 1 1 I &I
I Trivandrum
1,
i

,i 3.
No.

- ~ -,~ ~ ~~

Students
.. . -
~.
31
59
64
131
-
I
-
-
-
29
62
35
69
Parents 11 24 14 10
1 Teachers 24 38 9 14 26 35
1 Kottayam
1.
*,
-
-
.. Students 66
.~
59 66 31 28 52 73
1 3 Parents 13 5 11 5 2 10 8
Teachers
Ernakulam
t~p- 2. Students
Parents
Teachers
Thrissur ) 2. Students
Parents

Kozhikode
Parents 20

1 Total-Teachers ( 127 / 127 / 209 1 19 1 26 196 1 158 1

1 Total -Students 1 215 1 9 1 1 3 2 0 / 45 / 41 1168 1 238 1
1 Total -Parents 1 6 3 / 39 182 1 1 2 1 8 1541 48 1

The representation of the sample based on institution is given

below:

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Methodology

3.4 CONSOLIDATION AND PROCESSING OF DATA

The respondents of the questionnaires and opinionnaire were

classified on the basis of sex, locality (rural or urban) and management of the

institutions - government, private and unaided. The data collected were

tabulated and subjected to statistical analysis using appropriate statistical

techniques.

3.5 STATISTICAL TECHNIQUES ADOPTED

The major statistical techniques adopted in the present study

are the following (Garrett, 1976):

1. Chi-square test of significance to find out the significance of difference

in the responses of teachers and students. The formula is:

X2 =Z

in which

,f = frequency of occurrence of observed facts

f, = expected frequency of occurrence

The difference between observed and expected frequencies are

squared and divided by the expected number in each case, and the sum of

these quotients is X Z .

2. Two-ta~ledtest of srgnificance for difference between percentage to

find out whether the teachers and students differ significantly based on
subsamples

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Methodology

Where.
N?Pi+ NZPZ
P -
- -- -
N1+ N2
Q -- 100 - P;
N1 - Total sample of the first group
N2 - Total sample of the second group
PI
- Percentage of the first group;
- Percentage of the second group.
p2

3. Two-tailed test of significance for difference between means to find out

whether there is any significant difference in the opinion of teachers,
students and parents.

Where M, -- arithmetic mean of the first group

M2 -- arithmetic mean of the second group
CT I
- Standard deviation of the first group

m2 -- Standard deviation of the second group

- Total number of the first group
N1
N2 -
- Total number of the second group.

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References

1. Barr, A.S., Davis, R.A., and Johnson, V. (1953). Educational research

and appraisal. New York J.B. Lippincott Company, p.65.
2. Barr, Arvil, S. (1960). Research method. Encyclopaedia of education
research. New York: Macmillan, pp. 1160-1166.
3. Best, J.W., & Kahn, J.V. (1999). Research in education flhed.). New
Delhi: Prentice-Hall of India Private Limited.
4. Cochran, William G . (1959). Sampling techniques. Bombay: Asia
Publishing House, p.1.
5 Cornell, Francis G (1960). Sampling method. New York: Macmillan,
p 1181
6. Edwards, Allen L. (1957). Techniques of attitude scale construction.
New York: Appleton-Century Crofts, Inc.
7. Garrett, H. E (1976). Statistics in psychology and education. Bombay:
Vakils. Feffer and Simons Ltd.
8. Rowntree, Dereck (1981). A dictionary of education. London: Harper
and Row Publishers.
9. Sen, A K. (1968) Models of educational evaluation and their
applications. New York. UN Centre for Development Planning.
10. Sukhia, S.P., Mehrotra, P.V., and Mehrotra, R.N. (1974). Elements of
educational research. New Delhi: Allied Publishers Pvt. Ltd., pp.
190-191.
11. Walker. H.M., and Lev, Joseph (1965). Statistical inference. Calcutta:
Oxford and IBH Publishing Company.

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