Chapter - 4

RESEARCH METHODOLOGY

4.1 Introduction

"Twinkle twinkle litter star

How I wonder what you are."

In the above well known nursery, rhyme the use of words `how' and `what'
essentially summarizes what research is. Research is nothing except an investigation of
finding solutions to the scientific and social problems, through a systematic analysis and
discussion. Research is concern with revealing truths. Methodology is a known as a
systematic theoretical analysis of the method used in a field of study. Thus, Research
Methodology systematically and logically shows path how the problem was solved.
Research Methodology helps to understand the plan and procedure used in research not
just the product of research.

This chapter discusses the research methodology adopted in the study. It also
deals with the plan and procedure that highlights the details of the work carried out by the
investigator, such as variable in the study, Research design followed by sampling
measuring instruments, procedure of data collection and the Statistical techniques used
for the analysis of data.

4.2 Variable of the study

Variables are defined as the measurable characteristics that varies. It may vary
from group to group person to person or even within one person over time. In the words
of Garret (1971) "The term veriable refers to attributes or qualities which exhibit
differences in magnitude and which vary along some dimensions." The present study
aimed to study academic achievement of senior secondary students in relation to their
general well being. Parents child relation and facebook usage. Therefore, the types of
variables, worked upon the study is described below :

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Criterion Variable

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 The criterion is the variable that the analysis predicted. This is a dependent
variable. The basic difference between dependent and criterion variable is only used in
non-experimental situations. In the study "Academic Achievement is treated as a criterion
variable.

Predictor Variables

The predictor variable is analogous to an independent variable and is used to

predict an outcome. One of the main difference between criterion and dependent variable
and predictor and independent variable is the concept of causation. In the present study
the following variables are treated as predictor variables

 General well being

 Parents child relationship
 Facebook usage

Demographic Variables

Demographic are characteristic or attributes of subjects that are collected to

describe the sample. In the present study the demographic variables are :

 Gender (Male-Female)
 Region (Urban – Rural)

Both the demographic variables are dichotomous variable in nature.

Fig 4.1

VARIABLES OF THE STUDY

Criterion Predictor Demographic

• Academicc •General Well being •Gender

Achievement
m •Parent Child
C Relation
n •Region
o
•Facebook
o usages

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4.3 Research Design

The present study is intended to study academic achievement in relation to

general well being, Parent Child Relationship and facebook usage. To meet the aim of the
study the variables were observed and analysed using various statistical techniques. As,
the investigator wanted to study academic achievement of senior secondary students in
relation to their general well being, parents child relationship and facebook usage in
detail, she adopted cross-section or correlational design as well as factorial design in her
study.

Cross sectional design or correlational design was applied to see the relationship
and its reliable prediction between –

1. Academic achievement and general well being

2. Academic achievement and parents child relationship
3. Academic achievement and facebook usages

To study the main and interaction effect of gender and region on academic
achievement, General well being, parents child relationship and facebook usage 2 x 2
factorial design was employed.

Fig. 4.2
Research Design in Present Study
 General • Gender
Wellbeing
• Region

• Gender
• Region

Facebook
• Gender
Usage
• Region
4.4 Population and Sample of the study

A population is a group of individual that has one or more characteristics in

common in the interest of the investigator. Students of Xth class of Haryana state
studying in session 2014-15 comprised the population of the study.

Stratified multistage random sampling was used in selecting the units for the
study. In the First stage 4 districts from the four division of Haryana were selected.
Sonepat was selected from Rohtak division, Sirsa was selected from Hisar division,
Gurgaon was selected from Gurgaon Division and Panckula was selected from Ambala
division.

Furthermore, lists of senior secondary schools of concern districts were drawn

from the website (www.schooleducationharyana.gov.in) . In order to attain a reasonable
stratification, 10 schools whereas 5 schools from rural area and 5 schools from urban
area were randomly selected as is presented in the diagram below :

Fig. 4.3 Sample of the Study

Samples

Sonepatt Sirsa Gurgaon h

Panchkula

10 10 10 1
10
Schools Schools Schools Schools

5 Urban 5 Rural U
5 Urban u
5 Rural 5 Ur ban
n 5 Rural 5 Urban 5 Rural

In the next stage 10 students per school (5 male & 5 female) were randomly
selected. Thus 400 students of Haryana comprise the sample of the study. Name of the
sample schools are given in Table 4.1
 Table 4.1 Name of the Sample Schools

S.No. District Name of the School Urban/rural

1. Jain Sr. Sec. Sec. School, Urban
Gohana

2. Saraswati Vidya Mandir, Urban

Sonepat

3. Navyug Public School, Urban

Sonepat

4. Sonepat Paramount Sr. Sec. School, Urban

Bibilan

5. Sir Chottu Ram Sr. Sec. Urban

School, Ratangarh

6. Saraswati Vidya Mandir Sr. Rural

Sec. School, Butana

7. Harsh Public Sr. Sec. Rural

School, Purkhas

8. Shiv Modern Sr. Sec. Rural

School, Kakroi

9. Swami Shardanand Sr. Sec. Rural

School, Barwasani

10. R.K. Sr. Sec. School, Rural

Gohana

11. Sarvodya Siksha Sadan Urban

SSS, Ellenabad

12. Grover S.S.S. Sirsa Urban

13. Vivekanand Bal Mandir, Urban

SSS, Sirsa
14. Arya Vidya Mandir SSS, Urban
Dabwali
Sirsa
15. Sawan Public S.S.S., Sirsa Urban

16. Holy Star Sr. Sec. Bupp. Rural

17. National Public Sr. Sec. Rural

School, Talwara Khurd

18. Saraswati Vidya Mandir Rural

S.S.S. Madhosinghana

19. Shri Guru Teg Bahadur Rural

SSS Patli Dabas

20. Sir Chottu Ram Jal SS Rural

Mohemadpuria

21. DS G.S.S.S. Dundahera Urban

22. GSSS Sarhaul Urban

23. Arya V.M. Sr. Sec. School, Urban

Sector -7

24. S.D .Sr. Sec. School Urban

Farurukh Nagar

25. CCA Sr. Sec. School, Urban

Gurgaon Birhera Mor

26. G.S.S.S. Bhondsi Rural

27. D.P.S. Sr. Sec. School Rural

Sidhrawali

28. Guru Dranacharya Sr. Sec. Rural

School, Bhongrola
29. Sardar Patel Sr. Sec. Rural
School, Jamalpur, Pataudi
 30. Bal Kalyan Sr. Sec. School Rural
Jamalpur

31. B.N. SSS Sec. 12A Urban

32. New India SSS Sec. 15 Urban

33. Stone Brook H/S Kalka Urban

34. Alpine SSS Bhuwana Urban

35. MVM SSS R/Rani Urban

36. Panchkula GSSS, Barwala Rural

37. Baba Kheta Nath, S.S.S. Rural

Sihma

38. A.B.M. S.S. School, Rural

Rambass

39. Arya S.S.S. Pal Rural

40. M.R. Public S.S.S. Rural

Mitterpura

The investigator took all the precautions to find a normally distributed

sample for the present study. A proper process was followed in collecting the data
so that the effect of intervening & extraneous factors on results may found to
minimum.

4.5 Measuring Instruments

Research output is directly influenced by the quality of to measuring tools.

Quality of a measuring tool decides the authenticity of research outcome
especially in social sciences where the human behaviour is unpredictable and
changeable. So a careful selection of tools is required for collecting the data.
During the reviewing of related literature many developed and standardized tools
were found. Then the investigator decided to pick up some already existed tools
and to develop Face Book Usages Scale as per to the requirement of the study,
these are

I. General well being scale by Kalia & Deswal for measuring general
wellbeing (2011).
II. Parents child relationship developed by Late Nalini Rao for assessment of
Parents child relationship (2007).
III. Details Marks Cards (DMC) of Board exams of Class X considered as an
indicator of academic achievement.
IV. Face Book Usage Scale -There was no facebook usage scale to measure
the facebook usage of the students in Indian context, so the investigate
developed it.
4.6 Tool Description

Description of the tools used in the study are given below :-

1. General Well being

2. Parent Child Relationship

3. Facebook Usage

1. Parent Child Relationship

Parent Child Relationship Scale contains 100 items categorized into ten
dimensions namely, protecting, symbolic punishment, rejecting, object
punishment, demanding, indifferent, symbolic reward, loving, object reward and
neglecting. Items of the scale are arranged in the same order as the dimensions
and they rotate in a cycle through the scale.

Table 4.2

Serial wise per Dimension item Number

Sr. Dimensions Serial wise item Number Total

No.

1. Protecting 1. 11,21, 31, 41,51,61,81,91 10

2. Symbolic 2. 12,22,32,42,52,62,72,82,92 10
Punishment

3. Rejecting 3. 13,23,33,43,53,63,73,83,93 10

4. Object Punishment 4. 14,24,34,44,54,64,74,84,94, 10

5. Demanding 5. 15,25,35,45,55,65,75,85,95 10

6. Indifferent 6. 16,26,36,46,56,66,76,86,96 10

7. Symbolic Reward 7. 17,27,37,47,57,67,77,87,97 10

8. Loving 8. 18,28,38,48,58,68,78,88,98 10
 9. Object Reward 9. 19,29,39,49,59,69,79,89,99 10

10. Neglecting 10. 20,30,40,50,60,70,80,90,100 10

Grand Total 100

Reliability and Validity

The test-retest-reliability coefficient ranged from .770 to .871 for boys

sample and .772 to .873 for the girls sample over the ten sub-scales. Table 1 gives
the summary of test-retest reliability coefficients. All the coefficients of
correlations are statistically significant at a level of confidence greater than .01.

Table 4.3

Test-retest Coefficients of Correlation on ten Parent-Child-Relationship

dimensions of `Father' and `Mother' Forms
Sr. Dimensions Father Form Mother Form
No.
Boys Girls Boys Girls

N=96 N=98 N=96 N=98

1. Protecting .871 .832 .873 .862

2. Symbolic Punishment .809 .840 .809 .790

3. Rejecting .816 .783 .811 .883

4. Object Punishment .864 .771 .850 .842

5. Demanding .784 .792 .821 .801

6. Indifferent .792 .770 .772 .824

 7. Symbolic Reward .782 .842 .786 .794

8. Loving .775 .813 .814 .789

9. Object Reward .807 .863 .802 .778

10. Neglecting .825 .871 .789 .804

Construct validity of the scales was attempted by correlating data from a

sample of ninety three secondary school students on the PCR scales with the data
obtained on Bronfenbrenner Parent Behaviour Questionnaire. Correlation
coefficient ranged from .289 to .578 and were found to be significant at .05 level
or above. All the coefficients of correlation ranging from .328 to .457 were
significant at .05 level or above.

The PCR scales were administered on different language sample groups

for establishing concurrent validity of the scales. All the correlation values are
found to be significant at .01 percent level of confidence. These results provide
ample credence to the statistics in reliability and validity of the PCR scales.

Table 4.4
Coefficients of Correlation on Hindi-English and Kannada-English
Forms of PCR Scales
PCR Scales Concurrent forms of PCR Scales

English- Hindi N=75 English – Kannada

N=78

marking preferences from 5,4,3,2,1 for both Father and Mother separately by the

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 1. Father-Form Ranged from .731 to Ranged from .732 to
.812 .784

2. Mother-Form Ranged from .688 to Ranged from .704 to

.721 .787

Scoring, Norms and Interpretation

The Scale is to be scored separately for both Mother & Father as per

marking preferences from 5,4,3,2,1 for both Father and Mother separately by the

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testee. On each page of the scale at the bottom there is space for recording the
total of the preferences of the child for Mother and Father separately for all 10
areas.

Page-wise totals be transferred on page 2 in the scoring table in

consumable booklet.

Since the scale has Five positive areas and Five negative areas, z-score
norms have been separately prepared for both types of areas. Z-scores norms have
been given for positive Five areas, and norms for interpretation of the z-scores
have been given to findout the level of positive areas relationship of the child with
mother/father.

Z-score norms for the Five negative areas for both mother & father have
been given, and norms for interpreatation of the z-score of have been given to
findout the level of negative areas relationship of the child with mother/father.
z-score norms for the total scale for both mother & father have been given
and in table 8 norms for interpretation and finding out the relationship levels of
the child with mother and father have been given.

The same may be recorded in the scoring table in consumable booklet.

Table 4.5

Z – Score Norms for PCRS Areas : (For Both Male and Female)

1. Protection 2. Indifference 3. Symbolic Reward 4. Loving 5. Object Reward

(for Both Mother and Father)

Mean : 32.50 SD : 7.70 N= 194

RAW z- RAW z- RAW z- RAW z-

Score score score score score score score score

11 -2.79 21 -1.49 31 -0.19 41 +1.10

12 -2.66 22 -1.36 32 -0.06 42 +1.23

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13 -2.53 23 -1.23 33 +0.06 43 +1.36

14 -2.40 24 -1.10 34 +0.19 44 +1.49

15 -2.27 25 -0.97 35 +0.32 45 +1.62

16 -2.14 26 -.0.84 36 +0.45 46 +1.75

17 -2.01 27 -0.71 37 +0.58 47 +1.88

18 -1.88 28 -0.58 38 +0.71 48 +2.01

19 -1.75 29 -0.45 39 +0.84 49 +2.14

20 -1.62 30 -0.32 40 +0.97 50 +2.27

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 Table 4.6

Norms for Interpretation of the Levels of PCRS Areas

z-Scores in Table

Sr. No. Range of z-score Grade level of parents child relationship

1 +2.01 and above A Extremely favourable

2 +1.26 to +2.00 B Highly favourable

3 +0.51 to +1.25 C Above average favourable

4 -0.50 to +0.50 D average favourable

5 -0.51 to -1.25 E below average favourable

6 -1.26 to -2.00 F unfavourable

7 -2.01 and below G Extremely unfavourable

Table 4.7

z-Score Norms for PCRS Areas : (For Both Male & Female)
1. Symbolic Punishment 2. Rejecting 3. Object Punishment 4. Demanding 5.
Neglecting (for Both Mother & Father)
Mean : 21.50 SD : 6.60 N= 194

RAW z- RAW z- RAW z- RAW z-

Score score score score score score score score

1 -3.10 11 -1.59 21 -0.07 31 +1.43

2 -2.95 12 -1.43 22 +0.07 32 +1.59

3 -2.80 13 -1.28 23 +0.22 33 +1.74

4 -2.65 14 -1.13 24 +0.37 34 +1.89

5 -2.50 15 -0.98 25 +0.53 35 +2.04

6 -2.34 16 -.0.83 26 +0.68 36 +2.19

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 7 -2.19 17 -0.68 27 +0.83 37 +2.34

8 -2.04 18 -0.53 28 +0.98 38 +2.50

9 -1.89 19 -0.37 29 +1.13 39 +2.65

10 -1.74 20 -0.22 30 +1.28 40 +2.80

Table 4.8
Norms for Interpretation of the levels of PCRS Areas
z-Score Norms in Table

Sr. No. Range of z-score Grade Levels of parent-child

relationship
1. +2.01 and above G Extremely negative

2.
+1.26 to +2.00 F Highly negative
3.
+0.51 to +1.25 E Above average negative
4.

5. -0.50 to +0.50 D Neutral

6.
-0.51 to -1.25 C Above average position
7.
-1.26 to -2.00 B Highly positive

-2.01 and below A Extremely positive

Table 4.9
Norms for Interpretation of Level of Parent-Child Relationship
(For Mother & Father)
Sr. No. Range of z-score Grade level of parents child realationship

1 +2.01 and above A Extremely cordial relationship

2 +1.26 to +2.00 B Very cordial relationship
3
+0.51 to +1.25 C Above average relationship
4
-0.50 to +0.50 D average relationship
5

6 -0.51 to -1.25 E below average relationship

7
-1.26 to -2.00 F unfavourable relationship

-2.01 and below G Extremely unfavourable relationship

2. General Well-Being Scale (GWBS)

The general well-being of adolescents in four dimensions i.e. physical

wellbeing, emotional well-being, social well-being and school well being, social
well-being and school well-being in Indian conditions. The nature of the
scale is verbal and paper-pencil test. The scale is acts as self-administering
individual as well as group test. The scale has Likert type format with each
statement rated on a five point scale ranging from `Strongly Disagree', `Disagree',
`Undecided', `Agree', `Strongly Agree'.

Scoring Procedure

General Well Being Scale is a self-reporting five point scale. Items of the
scale are in statement form followed by five alternatives. The student has to circle
one alternative against each statement. The scores to be awarded for different
alternatives are given in the following Table

Table 4.10
Scoring pattern for Positive and Negative items
Response Strongly disagree undecided Agree Strongly

Disagree agree
Positive item 1 2 3 4 5

Negative item 5 4 3 2 1

The maximum score for a positive item to be awarded is 5 and least is 1.

In case of negative items the scoring procedure is to be reversed.
Table 4.11
Distribution of items

Category Subscale Positive item Negative item Total

A Physical well- 1,2,3,4,5,6,10,11 7, 8, 9 11

being

B Emotional 22,23,24,25, 12,13,14,15,16 14

well-being
17,18,19,20

C Social well- 26,27,28,29,30,31,32 38,39,40,41 17

being
33,34,35,36,37,42

D School well- 51,52,53,54,55 43,44,45,46,47 13

 being
48,49,50

TOTAL 55

Construct Validity

The construct validity of the scale was worked out by calculating the
correlation of different subscales of the general well-being scale with total scale
score. The results of the computation of the correlation coefficients have been
presented in the Table.

Table 4.12
Coefficient of correlation of total scores with scores on four subscales
 Sub Scale PWB EWB SWB SWB

PWB -- .650** .677** .655**

EWB -- .679** .639**

SWB --- .715**

SWB ---

**Correlation is significant at the 0.01 level.

The correlations ranged from .639 to .715 and all the correlations are
significant at .01 level. These high significant correlations demonstrate that the
subscales have high validity.

Norms

The norms have been calculated on a sample of 400 students. Raw score
norms have been attempted gender-wise for interpretation of the results by
applying M+SD formula. The maximum score that one can obtain is 275 and
minimum is 55 on the General Well Being Scale. The following categories are
obtained on the basis of which a testee can be classified :

Table 4.13
Interpretation and Classification of raw scores of General Well-being Scale
Interpretation Range of score of male Range of scores for
females

High general well- being 231-275 226-275

Average general well 168-230 177-225
being

Low general well being Below 167 Below 176

Facebook Usage Scale

 Facebook Usage Scale was constructed and standardized by the
investigator himself. The description of Facebook Usages is provide in Chapter
III.

4.7 Procedure of Data Collection

After the selection and the development of measuring tools, the next step
is to collect the data. The investigator collected data through direct administration
of scales. This data collection technique is efficient and easier as the researcher, is
present himself where the tool is being administered, he has the opportunity to
explain the purpose, instructions and can immediately handle the queries and
other uncertainties.

Prior to data collection, the investigator personality visited the randomly

selected schools district wise. She requested to the concern school principals to
allow her to collect the data for her research work and asked for the DMCs of the
students selected randomly. After it, a rapport was established b/w the students
and the researcher. Students were made ensured about the privacy – of their
responses. Detailed information's and essential instructions and guidelines
provided to all the respondent, the aim of the survey was also explained to the
students also.

All scales were paper pencil based and the students were requested
mention the best suitable answer in their opinion. The data was collected in
classroom settings. On completion, the investigation collected the data from the
respondents, and before leaving the school collected DMCs of the respondents
also.

4.8 Scoring Procedure

Responses of the scales were scored as per the guidelines and norms given
in the manual of concern tool's manual, under the guidance of supervisior.

4.9 Statistical Techniques Employed

Without statistical value data is worthless. The analysis of data involves a

number of operations, which are performed with the purpose of summarizing the

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collected data & organizing them in such a manner that they will yield answer to
the questions in research. In the present study the data was analysed by SPSS 2.0
(latest version) package. The following statistical techniques were employed for
analysis the data

Descriptive Statistic – Mean, SD and percentage were worked out to

describe the nature of the data. In order to find out the relationship and its
prediction Product Moment Correlation and Regression were employed. To find
out the main and interaction effect of gender and residential background on
Academic Achievement, General wellbeing, Parent Child Relationship and
Facebook Usage 2 x 2 ANONA was applied. To represent the significant result
pictorially line Diagrams and Bar diagrams were plotted.

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