METHOD AND PROCEDURE - Shodhgangashodhganga.inflibnet.ac.in/bitstream/10603/19571/1/chapter...

METHOD AND PROCEDURE

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CHAPTER-III


Research method is of utmost importance in a research process,

because research is not an existing bag of techniques. It is not a

fishing expedition or an encyclopedic gathering of assorted facts.

Research methodology involves the systematic procedures by which a

researcher starts from the initial identification of the problem to its

final conclusions. The role of methodology is to carry on the research

work in a scientific and valid manner. Research refers to a systematic

attempt to gain a better understanding of the educational process,

generally with a view to improve its efficiency. It is a purposeful

investigation. Research needs a particular method to be adopted by

the researcher, keeping in view the type and nature of the problem. An

appropriate research method describes the various steps of the plan of

action to be adopted in solving a research problem. It facilitates the

researcher in the choice of data gathering tools, the collection,

analysis and interpretation of data, and the process of drawing

inferences and generalizations. “If the scholar cannot clearly describe

his method, the chances are that it is too vague and general to yield

him satisfactory results” (Hillway, 1964).

The present study was designed to study the aggression among

secondary school students in relation to their emotional competence,

self-esteem and certain demographic variables. Present chapter

embodies the descriptions of methodology and procedure adopted in

conducting the present study. More specifically, it presents the

description of research method, population, sample and sampling,

variables, structure, research design, tools used, data collection and

scoring, classification of subjects, data organization, tabulation and

statistical techniques used.


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3.1 RESEARCH METHOD

For conducting any research it becomes inevitable to select the

appropriate research method. Depending upon the objectives of the

study the descriptive survey method of research deemed appropriate

and suitable and was used in the study. The descriptive survey

method of research is the most popular and widely used research

method in education. A descriptive study describes and interprets

what is. It is concerned with conditions or relationships that exits,

opinions that are held, processes that are going on, effects that are

evident or trends that are developing. It is primarily concerned with

the present, although it often considers past events and influence as

they relate to current conditions.

Descriptive research studies are designed to obtain pertinent

and precise information concerning the current status of phenomena

and whenever possible, to draw valid general conclusions from the

facts discovered without making any interference or control over the

situation. Such type of studies are restricted not only to fact finding

but may often result in the formulation of important principles of

knowledge and solution of significant problems concerning local,

state, national and international issues. Descriptive studies are more

than just a collection of data; they involve measurement,

classification, analysis, comparison and interpretation. They differ

from other type of researches in purpose and scope. Descriptive

studies involve events that have already taken place and are related to

present conditions. According to Ary et al. (1972) “Descriptive research

studies are designed to obtain information concerning the current

status of phenomena. They are directed towards determining the

nature of a situation as it is found in experimental research. Their aim

is to describe “what exists” with respect to variables or conditions in a

situation”. It helps to explain the educational process in terms of


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conditions or relationships that exist; points of view of students,

teachers, parents and experts; phenomena that are going on, effects

that are evident, or trends that are developing. Presently, descriptive

survey is the only means through which aggression among secondary

school students in relation to their emotional competence, self-esteem

and other variables can be obtained. Therefore, in the execution of the

present study descriptive survey method of research was employed.

Descriptive surveys investigate phenomena in their natural setting.

Such surveys, however, provide information useful to the solution of

problems, making future improvements and at times provide data to

form the basis of research of a more fundamental nature.

3.2 VARIABLES STRUCTURE

In general, variables are those which vary or change from

person to person or situation to situation or variables are the

conditions or characteristics that the experimenter manipulates,

controls or observes. A variable can be defined as an attribute in

which individuals differ among themselves. Variables can be classified

in two main categories to the way they are used in the research. These

categories are: i) Independent Variables and ii) Dependent Variables.

An independent variable is the presumed cause of the dependent

variable, the presumed effect. The independent variable is the

antecedent; the dependent is the consequent. The independent

variables are the conditions or characteristics that the experimenter

manipulates or controls in his or her attempts to ascertain their

relationship to observed phenomena. The dependent variables are the

conditions or characteristics that appear, disappear or change as the

experimenter introduces removes or changes independent variables.

In the present study, aggression was considered dependent variable

and emotional competence, self-esteem, gender, stream, family type

and type of institution as independent variables.


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3.3 POPULATION

Most of the educational phenomena consist of a large number of

units. It would be impracticable if not impossible; to test, to interview

or observe each unit of the population under controlled conditions in

order to arrive at principles having universal validity. Some

populations are so large that their study would be expensive in terms

of time, money, effort and manpower. A population is any group of

individuals that have one or more characteristics in common that are

of interest to the researcher. The population may be all the individuals

of a particular type, or a more restricted part of that group (Best and

Kahn, 2009). A population may refer to any collection of specified

group of human beings or of non-human entities such as objects,

educational institutions, time units and geographical areas, price of

wheat or salaries drawn by individuals. A population can be finite or

infinite. Kempthorne (1961) has distinguished between

“experimentally accessible population” and “target population”. The

former is the population of the subject i.e. available to the researcher

for his study. The target population is the total group of subjects

about whom the researchers is empirically attempting to learn

something. Population of the present study comprised all 10+2 class

students studying in senior secondary schools of Himachal Pradesh

3.4 SAMPLING

After defining a population and listing all the units, a researcher

selects a sample of units from the list. A good sample must be as

nearly representative of the entire population as possible. Sampling is

the process by which a relatively small number of individuals or

measures of individuals, objects or events are selected and analyzed in

order to find out something about the entire population or the target

population from which it was selected. Sampling is the basis of any


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scientific investigation. Sampling has been increasingly used in

education to ascertain information necessary in answering certain

questions about a specific population. A sample is a portion of a

population which is selected for the purpose of study or investigation.

The essential requirement of any sample is that it is a representative

as possible of the population from which it has been drawn. The scope

of generalization of the findings depends on the representation of

sample. A good sample is marked by three characteristics i.e. freedom

from bias, representativeness and adequacy in terms of its size. A

sample is small proportion of a population selected for observation

and analysis. By observing the characteristics of the sample, one can

make certain inferences about the characteristics of population from

which it is drawn (Young, 1968). Cocharan (1972) has pointed out the

following advantages that accrue from using sample rather than the

entire population. (a) Reduced cost (b) Greater speed (c) Greater scope

(d) Greater accuracy. According to Mouly (1964) sampling is both

necessary and advantageous. Taking a completely census is generally

both costly and difficult; in many cases it is completely impossible.

What is not so clearly recognized by a Layman, who feels that one

takes a sample when he cannot get a complete census? In an

interview study, for example, sampling not only saves money but also

permits greater care and controlled to be asserted, it allows for better

training and coordination among the interviewers; it permits greater

depth in interviewing; it allows the interviews to be conducted in a

relatively short time so that the distorting effects of the passage of

time are minimized; it also permits greater depth in analysis and

greater accuracy in processing.

There are two basic requirements of good sample- its

representativeness and its adequacy. If information from sample data

is to be generalized to population, it is essential that sample should be


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represented of that population. In the strict sense of the term a

representative the sample would be a miniature or replica ideally in all

respects of the population from which it has been drawn. A good

sample not only needs to be representative, it needs also to be

adequate or of sufficient size to allow confidence in the stability of its

characteristics. Sampling procedure can be broadly classified in to two

categories: (a) probability sampling (b) non-probability sampling. The

probability sampling procedure are based on random selection as the

fundamental elements of control permit the specification of the

precession that can be obtained and size of the sample required for

that purpose. On the other hand, non-probability sampling

procedures are based on the judgement of the investigator as the most

important element of control. The guiding principles of non-probability

sampling procedures are the availability of the subject, the personal

judgement of the investigator and convenience carrying out survey.

Young (1968) has suggested three criteria for selecting sampling

or constructing a sampling design.

(a) A measurable or known probability sampling technique should

be used so that risk of errors in the sample estimate can be

controlled, the degree of confidence that can be placed in the

published figures can be pointed out and whether sufficient

resources are available to get results from the sample with the

reliability required, can be determined in advance.

(b) Simple, straight-forward and workable method adapted to

available facilities and personnel should be used.

(c) An attempt should be made to achieve maximum reliability of

results for each dollar spent. Striking at an optimum balance

between expenditure and a maximum of reliable information

should be the guiding principle.


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In the present investigation, a representative sample of 2000

students studying in 10+2 class was drawn randomly from Mandi,

Kangra and Solan districts of Himachal Pradesh. For this purpose

multistage random sampling technique was used because the work in

the hand was a large scale inquiry covering large area in the State of

Himachal Pradesh. The multistage random sampling procedure has

the advantage that the frame of second stage units is necessary only

for the selected first stage units. Likewise, the frame of third stage

units is necessary only for the selected second stage units. The

procedure is quite flexible and it permits the use of different selection

procedures in different stages. In the present study sampling was

done in two stages.

STAGE-I

In the first phase, out of twelve districts of Himachal Pradesh,

three districts namely Mandi, Kangra and Solan were selected

randomly by the draw of lots. For the selection of the schools, lists of

government and private senior secondary schools (Educational Blocks

wise) were obtained from the Deputy Director Office of the concerned

district.

STAGE-II

In the second phase, from the selected three districts, 3

educational blocks from each district were selected randomly by the

draw of lots and 6 senior secondary schools (3 government and 3

private) from each block were selected and finally, a proportionate

sample of 54 government and private senior secondary schools (27

each) were selected by making use of random numbers table. The

description of the sample is given in table 3.1.


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Table 3.1 Description of the Sample

Sr. No.

District Educational Block

Name of School No. of Students Total

Male Female

1.

Mandi

Balh

Govt. Senior Secondary School Bhangrotu

30 32 62

Govt. Senior Secondary School Galma

9 13 22

Govt. Senior Secondary School

Gurukotha

22 25 47

Modern Public Senior Secondary school Ratti*

14 15 29

Rajeev Public Senior Secondary school Soyara*

11 12 23

Rajeev Gandhi Memorial Senior Secondary school Meramasit*

18 20 38

Dharampur-2

Govt. Senior Secondary School Baroti

17 14 31

Govt. Senior Secondary School Dharmpur

31 22 53

Govt. Senior Secondary School Kamlah Fort

25 28 53

Nav Jyoti Senior Secondary

School Sidhpur*

13 14 27

Saraswati Vidya Mandir Dharampur*

15 16 31

Modern Public Senior Secondary School Gaddidhar*

19 21 40

Sadar-1

Govt. Senior Secondary School Nagwain

29 28 57

Govt. Senior Secondary School Pandoh

30 21 51

Govt. Senior Secondary School Kehanwal

23 23 46

Himachal Public Senior Secondary School Panarsa*

17 15 32

Arunodaya Senior Secondary

School Mandi*

21 17 38

Anglo Sanskrit Senior Secondary School Nela*

16 14 30

2.

Kangra

Baijnath

Govt. Senior Secondary School Baijnath

24 18 42

Govt. Senior Secondary School Sansal

20 23 43

Govt. Senior Secondary School Gadiara

26 19 45

Binwa Public Senior Secondary School Baijnath*

20 24 44

Learn Well Senior Secondary

School Bir*

17 14 31

Pt. Amar Nath SD Senior

Secondary School Baijnath*

18 22 40

Chadhiar

Govt. Senior Secondary School Chadhiar

21 20 41

Govt. Senior Secondary School Bhullana

18 15 33

Govt. Senior Secondary School Majhera

16 19 35


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Him Sai Jyoti Public Senior Secondary School Majhera*

13 14 27

Gitanjali Diamod Public Senior Secondary School Tamber*

11 10 21

Him Public Senior Secondary School Chaddhiar*

19 22 41

Panchrukhi

Govt. Senior Secondary School Banuri

30 22 52

Govt. Senior Secondary School Palampur

21 20 41

Govt. Senior Secondary School

Rajpur

17 17 34

Green View Senior Secondary School Bundla*

16 14 30

Crescent Public Senior Secondary School Banuri*

20 19 39

Shanti Niketan Senior Secondary School Holta Tanda*

12 15 27

3.

Solan

Dharampur

Govt. Senior Secondary School Parwanoo

17 14 31

Govt. Senior Secondary School Dharampur

24 19 43

Govt. Senior Secondary School Kanda

26 21 47

National Public Senior

Secondary School Parwanoo*

17 23 40

Saraswati Niketan Senior Secondary School Nalwa*

13 13 26

Hiteshi Public Senior Secondary School Patta Brawari*

21 18 39

Kandaghat

Govt. Senior Secondary School Kandaghat

23 23 46

Govt. Senior Secondary School Syri

12 09 21

Govt. Senior Secondary School Oachh Ghat

14 07 21

Bharti Public Senior Secondary School Mihani*

18 18 36

S.V.N. Public Senior Secondary

School Syri*

16 14 30

Him Adarsh Public Senior Secondary School Mamligh*

17 16 33

Nalagarh

Govt. Senior Secondary School Baha

19 20 39

Govt. Senior Secondary School Ratwari

14 17 31

Govt. Senior Secondary School Panjehra

21 15 36

Shining Star Public Senior Secondary School Panjehra*

16 16 32

BVN Senior Secondary School Nalagarh*

23 19 42

Royal Public Senior Secondary

School Baruna*

14 17 31

Total 3 Districts

9 Blocks 54 Schools 1024 976 2000

*indicating private institution.


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Details of the structure of the samples are given in table 3.2, 3.3

and 3.4 as ahead:

Table 3.2

Structure of the Sample In terms of Stream

Stream No. of Students

Science 1019

Arts 981

Total 2000

Table 3.3 Structure of the Sample In terms of Family Type

Family Type No. of Students

Nuclear 1070

Joint 930

Total 2000

Table 3.4 Structure of the Sample In terms of Type of School

Type of School No. of Students

Government 1103

Private 897

Total 2000

3.5 RESEARCH TOOLS USED

The selection of suitable tools is of vital importance for

successful research. The success of any research endeavor is largely

dependent upon the tools which are used for the data collection. The

research study requires relevant data from many sources direct or

indirect. The data should be adequate in quantity and quality and

reliable and valid. Tools are the means of data collection, suitability

appropriateness, relevance, reliability; validity and language are the

main criteria which serve the basis for selection of research tools.


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Bennett (1976) suggests that at least five factors should be

taken into account when selecting the tools for data collection.

They are mentioned as follows:

i) Reliability: A test is reliable to the extent that it measures

whatever it is measuring consistently. How reliable is the

measuring instrument and how does its reliability compare with

other possible instruments for measuring the same attribute?

ii) Validity: In general, a test is valid if it measures what it claims

to measure. What evidence is there that the measuring

instrument does provide a good assessment of an attribute, as

defined by the investigator?

iii) Time to Administer: How long does the measuring instrument

take to administration and is there sufficient time to use it

within the confines of the study?

iv) Expertise Required: Does the investigator require special

expertise in order to use the instrument or can it be used with

standard instructions by anybody?

v) Administration Procedures: What biases are likely to be

introduced into the subject‟s responses depending on the

administration procedures employed and situation in which the

instrument is used?

Keeping in view the above-mentioned criteria, for the collection

of data in the present study, the investigator used following research

tools.

Aggression Scale developed by Dr. G.P. Mathur and Dr. Raj

Kumari Bhatnagar.

Emotional Competence Scale developed by Dr. Harish Sharma

and Dr. Rajiv Lochan Bhardwaj.


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Self-Esteem Inventory developed by M.S. Prasad and G.P.

Thakur.

Brief Description of each tool is given below:-

3.5.1 AGGRESSION SCALE

Aggression scale was developed by Dr. G.P. Mathur and Dr. Raj

Kumari Bhatnagar. This scale is used to study the level of aggression

in any age group (above 14 years). Aggression is a disorganizing

emotional response. It is due to frustration based on emotional

disturbance and hostility. Environment is a cogent factor in arousing

aggression. The latter, once aroused, may lead to hostile and

destructive bahaviour. It is, in a sense, manifestation of a self-

assertive disposition and use of some kind of force. If the aggressor‟s

responses are evoked by stimuli in the situation quite often, he would

show impulsive or expressive acts of behaviour. He may hurt his

victim. Besides environmental cues eliciting impulsive aggressive

responses, painful experiences and aversive events, in general, give

rise to specific arousal. A person does not have to be angry to behave

aggressively. Under unwonted circumstances, more excitement may

lead to aggression. Arousal from various sources might provoke

aggressive reactions to aggressive stimuli in the environment. It is also

possible that an aroused person might interpret his arousal as anger

and then act accordingly. Aggression has a greater probability of being

repeated when it is reinforced. Reinforcement of aggression can also

increase a person‟s reactivity to aggressive stimuli in the environment.

When a person attacks another person, especially when he is not

angry, he has probably been reinforced for aggression in the past and

expects rewards again. When aggression eliminates pain, it is

reinforced. Restoring one‟s self-esteem through successful relation is

also an important reward for aggression. It cannot be concluded that

aggressive act reflects aggressive value. Sometimes and in certain

situation, aggression as a motive may not be the precipitating cause of

our behaviour. Finally, the aversive conditions of lower class life are


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probably more important determinants of high rates of aggression or

violence than are the values regarding the desirability of aggression.

Aggression scale is prepared to study the level of aggression.

This aggression scale consists of 55 statements. Each statement

describes different forms of individual‟s aggression in different

situations. It is a Likert type 5 point scale. In this scale, statements

are in two forms i.e. positive and negative.

Reliability of Aggression Scale

Reliability co-efficient of Aggression Scale was calculated by

„Test-Retest Reliability‟ method. To assess the reliability of statements,

300 males and 300 females of urban areas have been re-administered

the scale. Reliability coefficient was .88 in males and .81 in case of

females.

Validity of Aggression Scale:

To obtain concurrent validity co-efficient of aggression scale, the

scale was compared with “statements in questionnaire of aggression”

borrowed from Murray. Validity is .80 in males and .78 in females.

3.5.2 EMOTIONAL COMPETENCE SCALE

Emotional Competence Scale has been developed and

standardized by Dr. H. C. Sharma and Dr. R. L. Bhardwaj. This scale

contained thirty (30) items (in Hindi Language), with five alternatives.

To achieve and maintain a feeling of adequacy, the individual

has to acquire a few workable assumptions about the world, where

need for competence emerges as most of the fundamental motive of

life, because we survive through competence, grow through

competence and actualize ourselves through competence (Allport,

1961). The motivation towards competence is evident even in early

playful and investigatory behaviour of children, which they seek in

social realm and as close as any other need to sum up the growth of


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the personality. Doing a thing is quite different from doing it well,

where one can produce the type of effects, one desires, may be termed

as competence. It also refers to the mastering of abilities to do a task,

sufficiency of means for living, easy circumstances or, in ethical

sense, a right to take cognizance which specifies the process of

observation, comprehension, explanation, exploration and

manipulation of the experiences more objectively with the fullest use

of an individual‟s normal capabilities. What turns doing anything into

doing it well is essentially a display of competence and whenever this

aspect of personality is related to emotions, it shall be deemed as

emotional situations effectively. The motivation to be emotionally

competent is concerned more with product of abilities rather than

their sheer exercise and works as a constructive force in shaping the

individuals behaviour while inefficiencies may cause serious

consequences in the dynamics of human behaviour. Emotional

competence as an efficiency to deal effectively with several dissociable

but related process is a blending of five competencies and for the

development of EC-Scale these five competences were selected:

1. Adequate Depth of Feeling (ADF)

2. Adequate Expression and Control of Emotions (AECE)

3. Ability to Function with Emotions (AFE)

4. Ability to Cope with Problems Emotions (ACPE)

5. Enhancement of Positive Emotions (EPE)

At the first instance, fifty experts were asked to provide well

suited items for measuring emotional competencies separately and

objectively. Responses given by these experts were consolidated and

scale value was determined to each item separately. On the basis of

these values, fifteen items were selected to be of higher scale value to

measure each emotional competence with a provision of five

alternative responses. This preliminary form of the scale was


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administered on a sample 100 students to determine the emotional

competencies score separately. Co-efficient of correlations was

computed between item scores and competency score on a sample of

sixty students. Only those items were selected which show a very high

co-efficient of correlation between item score and competency score.

The careful analysis of correlations so obtained indicates that six

items may be selected easily to measure each competency quite

meaningfully and exclusively. The final form of the scale has 30 items

to measure five emotional competencies where each competency could

measure by six items selected for the purpose. It was again

administered to a sample of 200 students and competency scores were

determined. Coefficients of correlations were again computed to have a

check on competency scores and total score of the scale. All the five

correlations along with total were found to be also high.

Finally the scale has 30 items to measure these emotional

competencies. These thirty items for five different competencies in the

scale along with their item numbers are shown in table 3.5.

TABLE 3.5

Corresponding Item Numbers of Five Competencies in the Scale

Sr. No.

Description Item No.

1. Adequate Depth of Feeling (ADF) 1,6,11,16,21,26

2. Adequate Expression and Control of

Emotions (AECE)

2,7,12,17,22,27

3. Ability to Function with Emotions (AFE) 3,8,13,18,23,28

4. Ability to Cope with Problems Emotions (ACPE)

4,9,14,19,24,29

5. Enhancement of Positive Emotions (EPE) 5,10,15,20,25,30

The reliability of the scale has been derived by employing two

methods viz., test-retest and split-half method. The obtained co-

efficient of reliability are enumerated as under in Table 3.6.


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TABLE 3.6 Coefficient of Reliability (N=100) of Emotional Competence Scale

Method

Emotional Competencies

Total EC

A

ADF

B

AECE

C

AFE

D

ACPE

E

EPE

Test-Retest (Interval 21 days)

.78 .85 .87 .75 .90 .74

Split-Half .71 .79 .82 .77 .81 .76

The validity of this scale has been determined with factor „A‟ and

„L‟ of 16 personality factor questionnaire and found to be .64 and .69

respectively. Emotional Competence Scale is a five- point scale based

on the lines of Likert having five alternatives to each item. Scoring of

these five alternatives follow a system of 1, 2, 3, 4 and 5 from upper to

lower end i.e.1 score to strongly disagree, 2 score to disagree, 3 score

to neutral, 4 score to agree and 5 score to strongly agree. The item

wise scores are to be transferred the table given ahead of the scale to

obtain different competencies scores. The addition of the item scores

horizontally will provide scores are to be converted into Z-scores with

the help of Table 3.7 given as ahead. The addition of converted Z-

scores for five competencies vertically will provide the score for

emotional competence.

TABLE 3.7 RAW SCORES AND THEIR CORRESPONDING Z-SCORES

RAW SCORES

A(ADF) B(AECE) C(AE) D(ACPE) E(EPE)

4 25 21 20 …….. 18

5 27 23 22 …….. 20

6 29 25 24 27 22

7 31 27 27 29 24

8 33 29 29 31 26


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9 35 31 31 33 28

10 37 33 33 34 31

11 39 35 35 37 33

12 42 37 37 39 37

13 44 39 39 41 38

14 47 41 41 43 39

15 48 44 43 45 43

16 50 46 45 47 44

17 52 48 47 49 46

18 54 50 49 50 48

19 56 52 51 52 50

20 58 54 53 54 52

21 60 56 55 56 54

22 63 58 57 58 56

23 65 60 59 60 58

24 67 62 61 62 61

25 69 63 63 64 63

26 71 66 65 66 65

27 73 68 67 68 67

28 75 70 69 70 69

29 77 72 71 72 71

30 79 74 74 74 73

Easy and meaningful interpretation shall be made with the use

of T- scores derived from scores related to emotional competence and

its competencies are give in Table 3.8.


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TABLE 3.8 NORMS FOR EMOTIONAL COMPETENCE

Range of T- Score Category

70 and above Highly competent

60-69 Competent

40-59 Average

30-39 Incompetent

29 and below Highly incompetent

Since, in the present study the researcher needed the total

emotional competence scores. Therefore, for using the above

mentioned norms, the researcher has changed the raw scores into Z-

Scores and then into T-Scores by using the following formula:

Z= (X-M)/S.D. and T= 50+10Z

Where, X= Raw Scores

S.D. = Standard Deviation of Test Score

M= Means of Test Scores

Z= Standard Score

The raw scores, Z- scores and T- scores of emotional

competence is given in table 3.9.


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TABLE 3.9 CONVERSION OF EMOTIONAL COMPETENCE RAW SCORES INTO

Z-SCORES AND T-SCORES

Raw Score

Z-score

T-Score

Raw Score

Z-score

T-Score

Raw Score

Z-score

T-Score

61 -2.18 28.2 84 -0.69 43.1 107 0.79 57.9

62 -2.11 28.9 85 -0.62 43.8 108 0.86 58.6

63 -2.05 29.5 86 -0.56 44.4 109 0.92 59.2

64 -1.98 30.2 87 -0.49 45.1 110 0.99 59.9

65 -1.92 30.8 88 -0.43 45.7 111 1.05 60.5

66 -1.85 31.5 89 -0.36 46.4 112 1.11 61.1

67 -1.79 32.1 90 -0.30 47.0 113 1.18 61.8

68 -1.72 32.8 91 -0.24 47.6 114 1.24 62.4

69 -1.66 33.4 92 -0.17 48.3 115 1.31 63.1

70 -1.60 34.0 93 -0.11 48.9 116 1.37 63.7

71 -1.53 34.7 94 -0.04 49.6 117 1.44 64.4

72 -1.47 35.3 95 0.01 50.1 118 1.50 65.0

73 -1.40 36.0 96 0.08 50.8 119 1.57 65.7

74 -1.34 36.6 97 0.14 51.4 120 1.63 66.3

75 -1.27 37.3 98 0.21 52.1 121 1.70 67.0

76 -1.21 37.9 99 0.27 52.7 122 1.76 67.6

77 -1.14 38.6 100 0.34 53.4 123 1.83 68.3

78 -1.08 39.2 101 0.40 54.0 124 1.89 68.9

79 -1.01 39.9 102 0.47 54.7 125 1.96 69.6

80 -0.95 40.5 103 0.53 55.3 126 2.02 70.2

81 -0.88 41.2 104 0.60 56.0 127 2.09 70.9

82 -0.82 41.8 105 0.66 56.6

83 -0.75 42.5 106 0.73 57.3

According to the norms of the emotional competence scale only

0.50% of the students fall in the highly incompetent group and 0.25%

of the students fall in highly competent group. Therefore, the

researcher has taken only three categories of the emotional

competence which are given in table 3.10.


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TABLE 3.10 CATEGORIES OF EMOTIONAL COMPETENCE

Range of T- Score Category

60 and above Competent

40-59 Average

39 and below Incompetent

3.5.3 SELF-ESTEEM INVENTORY

Self-esteem inventory has been constructed and standardized

by M.S. Prasad and G.P. Thakur. Self-esteem is a concept that a

person has regarding his own self which consists of any evaluation

that he makes of himself or whatever feelings he has about himself. In

fact, what a person thinks about himself comprises the attitudes and

feelings that he has about himself. This inventory takes in account

personally-perceived self and socially-perceived self. For the section of

the items, 65 items representing self of the individual in Hindi

language were framed on the basis of literature on the subject and

consulting teachers of Psychology and other disciplines. These items

were written in univocal sentences. The statements were submitted to

ten judges-six male and four female teachers of Psychology. They were

requested to be very critical while assessing statements representing

the self of the individual. Ten sets of statements were prepared and

submitted to the judges separately for their opinion. Finally, 30 items

were selected for inclusion in the final list on which six or more judges

had agreed. With a view to assessing personally-perceived self and

socially-perceived self it was decided to have two identical sets of

statements having different instructions for the two sets. The two sets

of the inventory were administered to a sample of 400 students. Split-

half reliability co-efficients were calculated for both the sets of

inventory which came out to be .82 and .78 for personally-perceived

self and socially-perceived self respectively. Of the 400 students, 150

students were administered the two sets of the inventory again after a

gap of six weeks for evaluating re-test reliability co-efficient. Re-test


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reliability co-efficient were found for both the tests were .69 and .66

respectively for personally-perceived self and socially-perceived self.

First part of the inventory is related to the particular statements

which in our opinion is most suitable in our case. Second part of the

inventory also have the same set of statements, on the last occasion

we rated our self on the basis of our personal opinion, related to the

statements but this time we have to rate our self on the basis of our

idea about what others think of our self on those statements. This

inventory was divided in two parts with 30 items in each. Each

statement has seven point answer scale from completely true to

completely false. Of the thirty items, seventeen are socially desirable

and thirteen are socially undesirable. The item No. 1, 3, 4, 5, 7, 8, 10,

12, 13, 15, 17, 20, 23, 24, 26, 27 and 30 are socially desirable. The

item No. 2, 6, 9, 11, 14, 16, 18, 19, 21, 22, 25, 28 and 29 are socially

undesirable items. The items which are socially desirable would get 7

score if answered completely true and 1 if answered completely false.

Other intermediate answers would get scores accordingly. The socially

undesirable items would be scored in opposite manner, i.e. the

completely false point would get 7 scores and completely true would 1

score. An individual who has taken both the sets of the inventory will

have two scores-one for the personally-perceived self and other for the

socially-perceived self. Therefore, there are three possibilities-

personally-perceived score may be higher than the socially perceived

score; personally-perceived score may be lower than the socially-

perceived score, and; there may not be difference between the two.

One who falls in the first category, i.e., personally-perceived score

higher than the socially-perceived score may be termed as person

having positive self, others who fall in the second category, i.e.,

socially-perceived score higher than the personally-perceived score

may be termed as persons having negative self and persons falling in

the third category may be supposed to have a balanced self-esteem.


162

3.6 PROCEDURE FOR DATA COLLECTION

The researcher collected the data personally. Before the

administration of the tools, the permission from the heads of the

institutions randomly selected for the purpose of the study was

sought. After taking the permission of the head, the researcher

introduced himself to the students and established rapport with them.

Then, aggression scale was distributed to the selected students. The

students were imparted necessary instructions regarding filling

general information about them in the inventory. They were asked to

put a tick mark (√) in the category in which they think to be most

appropriate for each item. Then, the researcher distributed emotional

competence scale and asked the students to fill required information

in the scale. They were asked to put a tick mark (√) in the category in

which they think to be most appropriate for each item. When the two

scales were filled by all the students then, the researcher distributed

self-esteem inventory and asked the students to fill required

information in the inventory. They were asked to put a tick mark (√) in

the category in which they think to be most appropriate for each item.

The students were given required time to complete the inventories and

after that, the researcher took all the three inventories back from the

students and punch them together in a set. After the collection of

aggression scales, emotional competence and self-esteem inventories,

all the tools were scored by employing the scoring procedure

mentioned in the manual of the tools accordingly. Here, it is important

to mention that when the tools were administered on the students, no

school teacher was present with the researcher which helped in

getting reliable and original information.

3.7 PROCEDURE FOR SCORING

The scoring was done according to the procedure as given in the

manual of the tools. The obtained scores were recorded for the further

analysis.


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3.7.1 AGGRESSION SCALE

The answering of Aggression Scale was based on Five Point

Scale. The tester was asked only to tick the category that he/she liked

or will. Since in this scale all the 55 statements was in two forms i.e.

positive and negative. 30 statements were in positive form and 25

statements in negative form. Tick (√) „very much‟ category, if you liked

very much the think mentioned in particular item and the same

procedure applied for others. In aggression scale for positive form of

statements, scores were given as 5, 4, 3, 2, 1 for strongly accepted,

accepted, undecided, disagree and strongly disagree. Whereas in

negative form of statements, scores were given as 1, 2, 3, 4, 5 for

strongly accepted, accepted, undecided, disagree and strongly

disagree. The total number of answers constituted the final score.

3.7.2 EMOTIONAL COMPETENCE SCALE

It was a five-point scale based on the lines of Likert having five

alternatives to each item. Scoring of these five alternatives followed a

system of 1, 2, 3, 4 and 5 from upper to lower end i.e.1 score to

strongly disagree, 2 score to disagree, 3 score to neutral, 4 score to

agree and 5 score to strongly agree.

3.7.3 SELF-ESTEEM INVENTORY

Self-esteem inventory was divided in two parts with 30 items in

each. With a view to assessing personally perceived self and socially

perceived self, it was decided to have into identical sets of statements

having different instruction for the two sets. Of the thirty items,

seventeen were socially desirable and thirteen were socially

undesirable. The item No. 1, 3, 4, 5, 7, 8, 10, 12, 13, 15, 17, 20, 23,

24, 26, 27 and 30 are socially desirable. The item No. 2, 6, 9, 11, 14,

16, 18, 19, 21, 22, 25, 28 and 29 are socially undesirable items. The

items which are socially desirable would get 7 score if answered

completely true and 1 if answered completely false. Other intermediate

answers would get scores accordingly. The socially undesirable items


164

would be scored in opposite manner, i.e. the completely false point

would get 7 scores and completely true would 1 score. An individual

who has taken both the sets of the inventory will have two scores-one

for the personally-perceived self and other for the socially-perceived

self. Therefore, there are three possibilities- personally-perceived score

may be higher than the socially perceived score; personally-perceived

score may be lower than the socially-perceived score, and; there may

not be difference between the two. One who falls in the first category,

i.e., personally-perceived score higher than the socially-perceived

score may be termed as person having positive self, others who fall in

the second category, i.e., socially-perceived score higher than the

personally-perceived score may be termed as persons having negative

self and persons falling in the third category may be supposed to have

a balanced self-esteem.

Further the sampled students were categorized into following

three groups i.e. positive self, negative self and balanced self.

The group of students whose personally perceived score is

higher than the socially perceived score was termed as positive

self-esteem group.

The group of students whose socially perceived score is higher

than the personally perceived score was termed as negative self-

esteem group.

The group of students whose socially perceived score is equal to

the personally perceived score was termed as balanced self-

esteem group.

3.8 STATISTICAL TECHNIQUES USED

In order to study the distribution of emotional competence

scores of senior secondary school students, descriptive statistics like

mean, median, mode, S.D., skewness and kurtosis was used. In order


165

to study the distribution of sample according to the level of emotional

competence and self-esteem percentage analysis was used.

For studying the main effects of gender, family type, stream of

study and institution type and level of emotional competence and their

interactional effect on aggression among secondary school students,

the statistical technique of analysis of variance (two ways) was used.

Also, for studying the main effects of gender, family type, stream of

study and institution type and level of self-esteem and their

interactional effect on aggression among secondary school students,

the statistical technique of analysis of variance (two ways) was used.

The obtained values of „F‟ ratios were interpreted by comparing them

with the „F‟ tables at 0.05 and 0.01 levels of significance. Before

employing these techniques, the groups were made equal in terms of

number of students by using „Random Numbers Table‟. Here, it is

important to mention that when the „Random Numbers Table‟ was

used to make the equal groups, the sample size (numbers of students)

in each group was reduced.

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