Professional Documents
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METHODOLOGY
Introduction
Method Adopted
3.0 Introduction
adopted and statistical techniques used for the analysis of data are
find out whether one rnethcld of teaching is more effective than the
under the direct control of the experimenter who may vary it in any
desired way. The dependent variables are the conditions or
depends upon the type of the problem and each research tool is
(Best, 1992). For the purpose of the present study the following tools
1. Content Analysis
2. Questionnaire
3. Interview
7. Achievement Test
8. Retention test
(Best and Khan, 1995). In this study the questionnaire was used for
concerned topics.
3.3.3 Interview
awareness,
secondary level,
2. Scoring procedurt:
3. Pilot study
5. Item analysis
people are facing now a days. The investigator has done a thorough
were identified.
of experts in the field. Somc: items were deleted, some others were re-
edited in the light of the expert opinion. The number of items in the
draft test was thus reduced to eighty five. Considering the merits of
the multiple choice qilestic~ns,all the questions were prepared as
multiple choice.
and test the clarity in the item construction, a pilot test was
girls at plus two level. All necessary instructions were given in detail
before administering the test. After the pilot test, the test items of the
draft were limited tc) eighty two and were printed along with
studying in the final term 01' plus two classes. In selecting the sample
and type of the school A sincere effort was made to get correct data
booklets were collected back. The response sheets were scored with
(1991). The response sheets; of the 425 students were scored. For a
correct response, one score was allotted and for an incorrect answer
thus 388 answer sheets were obtained for analysis. The number was
every 22nd answer sheet). 'Iko extreme groups were separated from
the sample of 370, the students who scored the highest and who
scored the lowest. Thus the upper 100 (27% of the total group)
answer sheets having highest scores and the lower 100 answer
Items having the difficulty index ranges between 0.60 and 0.40
and above were selected. But few items having the DI 0.30 and the
order to give due impor-ct: to all areas. 50 items were thus selected
for the final test. The copy of the final environmental awareness test
is given as appendix no. nl. The copies of the response sheet and
difficult.
Altogether there are five sets (A, B, C, D and E), and each set
to choose the right answer from the four altematives. The score is
set.
Figure 3.1
SET A
Select the appropriate pattern from the six answer figures
Correct answer is 6
Figure 3.2
SET B
Select the appropriate pattern from the six answer figures
Correct answer is 2
Figure 3.3
SET C
Select the appropriate pattern from the six answer figures
Correct answer is 8
Figure 3.4
SET D
Select the appropriate pattern from the six answer figures
Correct answer is 3
Figure 3.5
SET E
Select the appr11prial:epattern from the six answer figures
Correct answer is 8
Reliability studies
Over forty studies dealing with the reliability of the SPM have
@) Reliability
0.93 with the higher values being associated with younger subjects
(under 30). For the age range under 30 the means score is 48 and
Marking
solved correctly when allowed to work quietly through the series from
each of the five sets, the score normally expected on each set for the
also given with the malrices. The copy of the score card is given a s
appendix VII.
guidelines.
The prepared learning modules contain the following
components.
1. Title
a s the pre-test
Biology text books of higher secondary classes and the feed back
issues, were selected for the p.reparation of the modules and are given
below.
3. Air pollution
4. Water pollution
7. Waste managemenl
9. Ozone depletion
2. Soil conservation
4. Energy resourcc:s
5. Mineral resources
6. Pollution
7. Air Pollution
8. Acid Rain
9. Water Pollution
1 1. Noise Pollution
pollution.
Capsule 8 - Acid Rain deals with acid rain, how acid rain occurs,
Plan.
Capsule 10 - Biomapification deals with biological magnification and
disease.
organic manure.
Capsule 14 - Pesticide pollution explains the ill effects of pesticide
controlled.
science areas. The topics for the learning modules are mainly selected
Table 3.1
Sl. No. of
Objectives Marks Percentage
No. Questions
1. Knowledge 10 12 24
2. Understanding 10 19 38
3. Application 12 14 28
4. Skill 1 5 10 .
Total 16 50 100
wo3
3.3.7 2.Weightage to Content
below.
Table 3.2
'Table 3.4
Weightage to Forms of Questions in the Achievement Test
questions, here the objective type, short answer type and essay type
are used. The number inside the brackets indicates the marks and
0 SA E 0 SA E 0 SA E 0 SA E
short answer type questions. l b o marks are given for the correct
for each answer is expected and it carries five marks each. Therefore
A retention test helps i:o find out the retention capacity of the
and in the words. The retention test evaluates how much of the
test sheets and the unfilled questionnaire response sheets, the final
selected.
The details of the sample selected for the survey is given in the
following table.
Table 3.6
Sample
Number Total
Type Sub m p l e
Male 1100
Sex 2200
Female 1100
Rural 1120
Locality 2200
U r - 1080
'l-Y~eof Govt. 1110
Management 2200
Private 1090
The list of schools frorn which the sample for the survey was
For the experiment the sample was taken from the Govt. Higher
has personal contact with this school and knows the school's
the school for the study. Onc: division was taken as the experimental
the Questionnaire was given to 480 students studying in the plus two
District.
3.5.1.2 Interview
opinion and experience for this study and sought their convenient
atmosphere and only covering the major areas essential for the study
explained, how the pupils have to fill up the details required in the
response sheet and also rhe method of marking their responses. Then
the test booklets were distributed. Time limit was observed wherever
sheets were collected aiong with the test booklets. The test was
marks from the school records. The collected scores were tabulated
and analysed.
3.5.2.2 Administration of Raven's Standard Progressive Matrices
Test
test booklets along with the score sheet. Before starting the test, as a
model, a sample item of each type test was explained to students and
explanation are given to each pupil to get clear idea about each test
along with the test booklets were collected back from the pupils. A
control groups before starting the experiment. The scores of this test
were collected from the ariswer sheets and used for statistical
analysis.
3.5.2.4 Administration of Environmental Awareness Test
under study. The test 1mokl1-tsand the score sheets are given to the
students. After the stipulated time (50 minutes) the score sheet and
purpose and nature of the s,tudy and thus the students got a clear
The students raised their doubts and the investigator clarified their
doubts. The investigator noticed that the students were very eager
and curious to read all the ci~psules.They observed the pictures very
carefully and did the ac1.ivities. The knowledge they obtained from the
learn more about the subject. The experimental group took four
on the basis of the prescribed text book. Four weeks time was used
for teaching these topics. The investigator cleared all the doubts
understanding about the areas taught. Care was taken to give equal
time and effort to the control group as was given to the experimental
group and to cover the same topic in the same day in both groups.
test was again given to both the experimental and control groups to
awareness. Every precautiorl was taken during the test and the
both the experimental and control groups on the same day. The
answer sheets were collected back and valued, using the prepared
The retention test was given after a period of two weeks to both
the experimental and control groups. The retention test is almost the
incomplete and invalid one,s, 400 response sheets were scored. The
selected. The scoring was done according to the direction given in the
to their attention. The data obtained through the interview was used
awareness test were tabulated, and used for statistical treatment. The
test and the retention test were scored and tabulated and used for
statistical analysis.
the teachers were andymd and the percentages were found out. The
they are not identical, as they are classroom intact groups and can be
considered only as similar but they are not equal in all respects. In a