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CHAPTER-IV
ANALYSIS AND INTERPRETATION OF DATA
“When the data has been obtained, it is necessary to organize that
for interpretation and presentation. Qualitative data may have to be
summarized and quantitative data may have to be treated statistically to
make their significance clear”
- Oliver R.A.C.
In the third chapter, design of the study, population, sampling
techniques and sample, tools used, procedure of data collection, scoring of
data and technique of analysis of data were discussed. After data collection
and analysis of data, main work of researcher is to present results and
interpretation of results in systematic and effective way. If collection of Data
and its analyses have done in proper way, but results have not presented
effectively, then the objective of Researcher will not be achieved fully and
effectively. Therefore, presentation of results in systematic and effectively
with proper interpretation, play significant role in any investigation.
In order to find out the individual effectiveness as well as the relative
effectiveness of Advance Organizer Model (AOM), Biological Science
Inquiry Model (BSIM) and Traditional Method (TM), the scores of pupils on
criterion measures were obtained after the treatment. Three equivalent
groups i.e. Advance Organizer Model (AOM) group, Biological Science
Inquiry Model (BSIM) group and Traditional Method (TM) group were
formed on the basis of equal Socio-Economic Status and Intelligence scores.
Randomly two groups have been categorized as experimental group and
other as control group. Through the proper method scholastic achievement
scores were obtained in Biology for all three groups formed. The complete
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row data have been shown in table enclosed in Annexures in the last of the
thesis.
ANALYSIS OF DATA :-
To analyze the data collected from the students of all three groups
taught through Advance Organizer Model, Biological Science Inquiry
Model, and Traditional Method, different statistical techniques such as
Mean, Standard Deviation have been used. Analysis of Variance (ANOVA)
technique followed by‘t’ test was also used to test the significant difference
between mean of two variables.
IV.1. COMPARISION OF SCHOLASTIC ACHIEVEMENT SCORES IN BIOLOGY OF STUDENTS TAUGHT THROUGH AOM, BSIM & TM
To test the first hypothesis that, “Significant difference would not be
observed on the scholastic achievement scores for three method of
instruction i.e. Advance Organizer Model (AOM), Biological Science Inquiry
Model (BSIM) and Traditional Method (TM)”, the degree of freedom (df),
sum of square, mean square and F-Ratio have been calculated. The
calculated values of required statistics is given in the following Table No.-
T.IV.1(i).
TABLE No. – T.IV.1(i)
SUMMARY OF F-TEST FOR COMPARING SCHOLASTIC ACHIEVEMENT IN BIOLOGY OF STUDENTS
TAUGHT THROUGH AOM, BSIM & TM
Source df Sum of Square
Mean square F-Value Level of
Significance Among Groups
3-1=2 3340.50 1670.25 F=55.86 .01 Sig.
Within Groups
240-3= 237 7087.07 29.90
SSt 240-1=239 10427.58 df = (2, 239)
F (2,239) = 2.99 at .05 level of significance and 4.60 at .01 level of significance
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Table No. – T.IV.1(i) reveals that the F-value of achievement in Biology for
secondary level students taught through Advanced Organizer Model (AOM),
Biological Science Inquiry Model (BSIM) and Traditional Model (TM) was found
to be 55.86 which is significant at 0.01 level of significance. Hence the proposed
hypothesis is rejected and it can be concluded that there is significant difference in
the mean scores of Scholastic Achievement of students in Biology. For inter
comparison between methods/models we have to apply t-test after Analysis of
Variance (ANOVA). The table for t-test is given below-
TABLE No. – T.IV.1(ii)
COMPARISON OF RELATIVE EFFECTIVENESS OF AOM, BSIM & TM ON SCHOLASTIC ACHIEVEMENT
IN BIOLOGY BY t-TEST
Groups N Mean S.D. S.EM
t-Ratio
Level of Significance
AOM
BSIM
80
80
35.53
39.98
5.78
5.14 0.864 5.15 .01 Sig.
AOM
TM
80
80
35.53
30.85
5.78
5.45 0.888 5.27 .01 Sig.
BSIM
TM
80
80
39.98
30.85
5.14
5.45 0.837 10.90 .01 Sig.
df = 158, (Table Value of “t” at 0.05 & 0.01 level of significance are 1.96 and 2.59 respectively)
It has been observed from Table No.-T.IV.1(ii) that there is a significant
difference between the mean scores on Scholastic Achievement in Biology of
AOM and BSIM group it means that Biological Science Inquiry Model (BSIM) is
more effective than Advance Organizer Model (AOM) in the field of Scholastic
Achievements in Biology. It is also clear from above table that AOM & BSIM are
more effective in comparison to TM on Scholastic Achievement in Biology.
The bar diagram of mean scores for Scholastic Achievement in Biology of
secondary school students are shown on next page, reveling more clear view about
the relative effectiveness of teaching models.
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90
IV.2. COMPARISION OF SCHOLASTIC ACHIEVEMENT IN BIOLOGY OF HIGH & LOW INTELLIGENT STUDENTS
To compare the Scholastic Achievements in Biology of High and
Low Intelligent students, F-Ratio/ANOVA has been calculated. Summary of
ANOVA is given in following Table No.–T.IV.2(i).
TABLE No.- T.IV.2(i)
SUMMARY OF F-TEST(ANOVA) FOR SCHOLASTIC ACHIEVEMENT IN BIOLOGY FOR HIGH & LOW
INTELIGENT STUDENTS
Source df Sum of Square
Mean Square F-Value Level of
Significance Among Group
3-1=2 4770.41 2385.20
F=101.43 .01 Sig. Within Group
240-3= 237 5573.16 23.51
Total 240-1=239 10343.58 df = (2,239)
F (2,239) = 2.99 at .05 level of significance and at .01 level of significance
Table No.–T.IV.2(i) shows that ‘F’ value for Scholastic Achievement
in Biology has been found 101.43 which is more than the table value at both
level of significant (0.01 & 0.05). Thus, the second null hypothesis,
“Significant difference would not be observed between the scholastic
achievement scores obtained by the students of two intelligence groups
(High & Low) taught through different method of teaching i.e. Advance
Organizer Model (AOM), Biological Science Inquiry Model (BSIM) and
Traditional Method(TM).”, has been rejected at both the level of
significance. It may be affirmed that the difference in the Achievements
scores in Biology have been existed between High and Low Intelligent
students taught through Advanced Organizer Model (AOM), Biological
Science Inquiry Model (BSIM) and Traditional Method (TM).
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To have a better picture of the fact a comparison is made between the
method/model on Scholastic Achievements in Biology by t-test as given in
the following Table No.-T.IV.2(ii) -
TABLE No. – T.IV.2(ii)
COMPARISON OF SCHOLASTIC ACHIEVEMENT IN BIOLOGY OF HIGH & LOW INTELLIGENT STUDENTS BY t-TEST
Groups N Mean S.D. S.EM t-Ratio
Level of Significance
HIGH INTELLIGENT
LOW
INTELLIGENT
120
120
39.91
31.00
4.93
4.74
0.692
14.06
.01 Sig.
df = 238, (Table Value of “t” at 0.05 & 0.01 level of significance are 1.99 and 2.64 respectively)
It is also observed from the above table that the calculated value of “t”
of both groups is more than its table value at both level of significance (i.e.
0.01 & 0.05). Thus, the null hypothesis “Significant difference would not be
observed between the scholastic achievement scores obtained from students
of two intelligence groups (High & Low) taught through different method of
teaching i.e. Advance Organizer Model (AOM), Biological Science Inquiry
Model (BSIM) and Traditional Method (TM)”, has been rejected at both level
of significance and concluded that High Intelligence group students achieve
better Achievements in Biology in comparison to Low Intelligence group
students.
The bar-diagram of mean scores for Scholastic Achievements in
Biology of High and Low Intelligent students are given on next page, gives
more clear view about relative comparison of Scholastic Achievements in
Biology. The graphical representation of the fact taking the category of
students having High and Low Intelligence on X-axis and mean scores of
Scholastic Achievements in Biology on Y- axis.
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93
IV.3. COMPARISION OF ACHIEVEMENT IN BIOLOGY OF HIG H & LOW SOCIO-ECONOMIC STATUS STUDENTS
To compare the scholastic achievements in Biology of High and Low
Socio-Economic Status students, ANOVA (F-Ratio) was calculated.
Summary of ANOVA (F-ratio) is given below in Table No. – T.IV.3(i) -
TABLE No.- T.IV.3(i)
SUMMARY OF ANOVA (F-TEST) FOR ACHIEVEMENT IN BIOLOGY OF HIGH & LOW SOCIO-ECONOMIC
STATUS STUDENTS
Source df Sum of Square
Mean Square F-Value Level of
Significance Among Group
3-1=2 1382.39 691.19 18.28 .01 Sig.
Within Group
240-3= 237 8961.18 37.81
Total 240-1=239 10343.58 df = (2,239)
F (2,239) = 2.99 at .05 level of significance and
4.60 at .01 level of significance
Table No.- T.IV.3(i) revels that the calculated value of ‘F’is 18.28
which is more than its table value at both level of significance (i.e. 0.01 &
0.05). Thus, the null hypothesis, “Significant difference would not be
observed between the Achievements of High & Low Socio-Economic Status
students taught through different teaching methods i.e. Advance Organizer
Model (AOM), Biological Science Inquiry Model (BSIM) and Traditional
Method (TM)”, has been rejected at both level of significance. From this
view, it is concluded that the significant difference in the Scholastic
Achievements in High and Low Socio-Economic Status students in Biology
has been found.
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To have a better picture of the fact a comparison is made between the
SES groups on Scholastic Achievements in Biology by t-test as given in
Table No.- T.IV.3(ii) -
TABLE No. – T.IV.3(ii)
COMPARISON OF SCHOLASTIC ACHIEVEMENT IN BIOLOGY OF HIGH & LOW SOCIO-ECONOMIC STATUS STUDENTS BY t-TEST
Groups N Mean S.D. S.EM t-Ratio Level of Significance
HIGH SES
LOW SES
120
120
37.85
33.05
6.01
6.25
1.53
3.13
.01 Sig.
df = 238, (Table Value of “t” at 0.05 & 0.01 level of significance are 1.99 and 2.64 respectively)
It is observed from the above table that the calculated value of “t” is
more than its table value at 0.05 and 0.01 level of significance. Thus, the
constructed null hypothesis “Significant difference would not be observed
between the achievements of High & Low Socio-Economic Status students
taught through different teaching methods i.e. Advance Organizer Model
(AOM), Biological Science Inquiry Model (BSIM) and Traditional Method
(TM)” , has been rejected at both level of significance. From this view, it is
clear that there is significant difference in Scholoastic Achievements
between High and Low Socio-Economic Status students in Biology taught
through different teaching methods. It means all these methods (AOM,
BSIM & TM) of teaching are more effective for High SES group students in
comparison to Low SES group students.
The bar-diagram of mean scores for scholastic Achievements in
Biology of High and Low Socio-Economic Status group students are shown
in figure on next page gives its more clear view about relative comparison of
Achievements in Biology.
95
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IV.4. INTERACTIONAL EFFECT BETWEEN TWO LEVELS OF INTELLIGENCE (HIGH & LOW) AND DIFEERENT TEACHING METHODS (AOM, BSIM & T.M.) ON SCHOLASTIC ACHIEVEMENT IN BIOLOGY
To analyze the interactional effect between two level of Intelligence
(High & Low) and different Teaching Methods (AOM, BSIM & TM),
Analyses of Variances (ANOVA) has been used. The successive summary of
ANOVA is given below in following Table No. –T.IV.4(i) -
TABLE No.- T.IV.4(i)
SUMMARY OF ANOVA (F-TEST) FOR INTERACTIONAL EFFECT BETWEEN TWO LEVEL OF INTELLIGANCE (HIGH & LOW)
AND DIFFERENT TEACHING METHODS (AOM, BSIM & TM)
Source df Sum of Square
Mean Square F-Value Level of
Significance Among Group
3-1=2 8081.08 4040.54
F=408.13 .01 Sig. Within Group
240-3= 237 2346.5 9.90
Total 240-1=239 10427.58 df = (2,239)
F (2,239) = 2.99 at 0.05 level of significance and 4.60 at 0.01 level of significance
Table No.-T.IV.4(i) shows that “F” value for Scholastic Achievement
in Biology of students of High & Low Intelligence students taught through
different Teaching Methods (AOM, BSIM and TM) was found 408.13
which is more than its table value at both level of significance (i.e. 0.05 &
0.01). Thus, the constructed null hypothesis “There would not be significant
effect of interaction between two levels of Intelligence (High & Low) and
different teaching methods i.e. Advanced Organizer Model (AOM),
Biological Science Inquiry Model (BSIM) and Traditional Method (TM) on
the scholastic Achievements”, has been rejected at both the level of
significance. Hence, it may be confirmed that the significant effect of
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interaction lies between two levels of Intelligence (High and Low) and
different Teaching Methods (AOM, BSIM, TM).
To have a better picture of the fact, a comparison is made between
two levels of Intelligence (High & Low) and different Teaching
Methods/Models (AOM, BSIM & TM) on Scholastic Achievements in
Biology by t-test as follows-
TABLE No. – T.IV.4(ii)
COMPARISON OF RELATIVE EFFECTIVENESS OF SCHOLESTIC ACHIEVEMENT IN BIOLOGY OF HIGH & LOW INTELLIGENT
STUDENTS TAUGHT THROUGH DIFFERENT TEACHING METHODS (AOM, BSIM & TM) BY t-TEST
Groups N Mean S.D. S.EM
t-Ratio
Level of Significance
AOMHI AOMLI
40 40
40.40 30.67
3.15 3.04
0.692 14.06 .01 Sig.
BSIMHI BSIMLI
40 40
44.30 35.67
2.70 2.85
0.620 13.92 .01 Sig.
TMHI TMLI
40 40
34.97 26.72
3.62 3.50
0.796 10.36 .01 Sig.
df = 78, (Table Value of “t” at 0.05 & 0.01 level of significance is 1.99 and 2.64 respectively)
It is clear from the above table that the calculated value of “t” is
significant at 0.01 level of significance. Hence, it has been concluded that all
teaching method (AOM, BSIM & TM) are more effective on High
Intelligence group students in comparison to Low Intelligence group
students for better scholastic achievement in Biology.
The bar- diagram of mean scores of scholastic Achievements of High
& Low level Intelligence students and different Teaching Methods (AOM,
BSIM and TM) are shown in figure on next page gives more clear view
about relative comparison of Achievements in Biology.
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99
IV.5. INTERACTIONAL EFFECT BETWEEN TWO LEVELS OF SOCIO-ECONOMIC STATUS (HIGH & LOW) AND DIFEERENT TEACHING METHODS (AOM, BSIM & TM) ON SCHOLASTIC ACHIEVEMENT IN BIOLOGY
To analyze the interactional effect between two level of Socio-Economic
Status (High & Low) of students and different teaching methods (AOM, BSIM &
TM), ANOVA has been used. Its complete summary is given in following Table
No. – T,IV.5(i) -
TABLE No.- T.IV.5(i)
SUMMARY OF ANOVA (F-TEST) FOR INTERACTIONAL EFFECT BETWEEN TWO LEVEL OF SOCIO-ECONOMIC STATUS
(HIGH & LOW) AND DIFFERENT TEACHING METHODS (AOM, BSIM & TM)
Source df Sum of Square
Mean Square F-Value Level of
Significance Among Group
3-1=2 4679.53 2339.76 96.48 .01 Sig.
Within Group
240-3= 237 5748.05 24.25
Total 240-1=239 10427.58 df = (2,239)
F (2,239) = 2.99 at .05 level of significance and 4.60 at .01 level of significance
Table No.-T.IV.5(i) shows that ‘F’ value for scholastic achievement has
been found to be 96.48 which is more than its table value at both level of
significance (i.e. 0.05 & 0.01). Thus, the fifth null hypothesis, “There would not be
significant effect of interaction between two levels of Socio-Economic Status (High
& Low) and different teaching methods i.e. Advanced Organizer Model (AOM),
Biological Science Inquiry Model (BSIM) and Traditional Method (TM) on the
scholastic achievement.”, has been rejected at both the level of significance. It may
be affirmed that the significant effect of interaction has been lies in the scholastic
Achievements of two levels of Socio-Economic Status (High and Low) and
different Teaching Methods (AOM, BSIM & TM)
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To have a better picture of the fact a comparison is made with the help of t-
test, between the two levels of Socio-Economic Status and different teaching
method/model on Scholastic Achievements in Biology, given as in following
Table.
TABLE No. – T.IV.5(ii)
COMPARISON OF RELATIVE EFFECTIVENESS OF SCHOLESTIC ACHIEVEMENT OF HIGH & LOW SES STUDENTS IN BIOLOGY
TAUGHT THROUGH DIFFERENT TEACHING METHODS (AOM, BSIM & TM) BY t-TEST
Groups N Mean S.D. S.EM t-Ratio Level of Significance
AOMHSES
AOMLSES
40
40
37.92
33.12
5.50
5.02
1.17
4.10
0.01 Sig.
BSIMHSES
BSIMLSES
40
40
41.82
37.97
5.21
4.48
1.08
3.61
.01 Sig.
TMHSES
TMLSES
40
40
33.62
28.07
4.54
4.88
1.11
5.00
.01 Sig.
df = 78, (Table Value of “t” at 0.05 & 0.01 level of significance is 1.99 and 2.64 respectively)
It is observed from the above table that significant difference has been
observed in the Scholastic Achievements of the students between High and
Low Socio-Economic Status students taught through Advance Organizer
Model (AOM), Biological Science Inquiry Model (BSIM) and Traditional
Method (TM). It means that all three methods of teaching are more effective
on High SES group students in comparison to Low SES group students for
better achievement in Biology.
The bar-diagram of mean scores for Science Achievement of High and
Low socio-economic group students taught through A.O.M., B.S.I.M. and
T.M. are shown in figure on next page gives more clear view about relative
comparison of science achievement.
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IV.6. INTERACTIONAL EFFECT BETWEEN TWO LEVELS OF INTELLIGENCE (HIGH & LOW), TWO LEVELS OF SOCIO-ECONOMIC STATUS (HIGH & LOW) AND DIFEERENT TEACHING METHODS (AOM, BSIM & TM) ON SCHOLASTIC ACHIEVEMENT IN BIOLOGY
To test the sixth null hypothesis that, “there would not be significant
effect of interaction between two levels of Intelligence (High & Low), two
levels of Socio-Economic Status (High & Low) and different teaching
methods i.e. Advanced Organizer Model (AOM), Biological Science Inquiry
Model (BSIM) and Traditional Method (TM) on the scholastic
achievement.”, the degree of freedom (df), sum of square, mean square and
‘F’ ratio was calculated. The statistical values are given below in Table No.-
T.IV.6(i)
TABLE No. - T.IV.6(i)
SUMMARY OF ANOVA (F-TEST) FOR INTERACTIONAL EFFECT BETWEEN TWO LEVEL OF INTELLIGENCE (HIGH & LOW)
TWO LEVEL OF SOCIO-ECONOMIC STATUS (HIGH & LOW) AND DIFFERENT
TEACHING METHODS (AOM, BSIM & TM)
Source df Sum of Square
Mean Square F-Value Level of
Significance Among Group
3-1=2 9431.08 4715.54 F=1224.81 .01 Sig.
Within Group
240-3= 237 912.50 3.85
Total 240-1=239 10343.58 df = (2,239)
F (2,239) = 2.99 at .05 level of significance and 4.60 at .01 level of significance
Table - T.IV.6(i) shows that F-Ratio is 1224.81 which is significant at
0.01 level of significance. Therefore, the null hypothesis has been rejected. It
means there is significant effect of interaction between two levels of
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Intelligence (High & Low), two levels of Socio-Economic Status (High &
Low) and different Teaching Methods/Models (AOM, BSIM & TM) with
respect to its scholastics achievements in Biology.
To have a clear view of the fact a comparison is made between the
Methods of Teaching (AOM, BSIM & TM), Socio-Economic Status (High
& Low) and Intelligence Level of the students (High & Low) in reference to
their scholastic Achievements in Biology by t-test -
TABLE No. - T.IV.6(ii)
INTELLIGENCE & SES WISE COMPARISON OF RELATIVE EFFECTIVENESS OF AOM, BSIM & TM ON
SCHOLASTICS ACHIEVEMENTS IN BIOLOGY BY t-TEST
Groups N Mean S.D. S.EM t-Ratio Level of Significance
AOMHSES (HI)
AOMHSES (LI)
20
20
43.00
32.85
1.77
2.18 0.63 16.11 .01 Sig.
BSIMHSES (HI)
BSIMHSES (LI)
20
20
46.60
37.05
1.39
2.43 0.62 15.40 .01 Sig.
AOMLSES (HI)
AOMLSES (LI)
20
20
37.75
28.50
1.58
2.06 0.58 15.95 .01 Sig.
BSIMLSES (HI)
BSIMLSES (LI)
20
20
42.00
33.95
1.41
2.25 0.59 13.64 .01 Sig.
df = 38, (Table Value of “t” at 0.05 & 0.01 level of significance is 2.02 and 2.71 respectively)
The following inferences are drawn from the above table that -
1. Biological Science Inquiry Model (BSIM) has been found more
effective on High Intelligence of High SES Students in comparison to
Low Intelligence of Low SES Students for Scholastic Achievements
in Biology.
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2. Biological Science Inquiry Model is also more effective on High
Intelligence of Low SES Students in comparison to Low Intelligence
of Low SES for developing Scholastic Achievements in Biology.
3. Advance Organizer Model has been found more effective on High
Intelligence of High SES Students in comparison to Low Intelligence
of High SES Students for Scholastic Achievements in Biology.
4. Advance Organizer Model has also been found more effective on High
Intelligence Students having High SES in comparison to Low
Intelligence Students having Low SES for Scholastic Achievements in
Biology.
The bar-diagram of mean scores for Scholastic Achievement in
Biology of High and Low Intelligent students having High and Low Socio-
Economic Status taught through AOM, BSIM &TM are shown in figure on
next page gives more clear view about relative comparison of Achievements
scores in Biology. The graphical representation of the fact taking the
category of SES having High and Low Intelligence students taught through
these teaching methods on X-axis and mean scores of Aachievement scores
in Biology on Y- axis.
105