CHAPTER IV

PROCEDURE
CHAPTER IV PROCEDURE PAGE
NO

4.1 Introduction 110

4.2 Tools Used for the Measurement 110

4.2.1 Emotional Quotient Inventory 110

4.2.2 Thomas Armstrong Multiple Intelligence 115

Inventory

4.2.3 Academic Achievement 117

4.2.4 Personal Information Blank 117

4.3 Reliability of the Tool 118

4.4 Validity of the Tool 119

4.5 Sample Used for the Study 120

4.5.1 Techniques of Sampling 120

4.5.2 Size of the Sample 121

4.6 Data Collection Procedure 124

4.7 Scoring and Consolidation of Data 125

4.7.1 Scoring Scheme of Emotional 125

Intelligence Inventory

4.7.2 Scoring Scheme of Multiple Intelligence 126

Inventory

4.8 Processing of Data 127

4.9 Statistical Techniques Used for Analysis 128

4.10 Conclusion 128

 INTRODUCTION
The purpose of this study is to explore the role and relationship
of Emotional Intelligence in the academic achievement of the higher
secondary students in the TamilNadu school system. Furthermore,
this study also attempted to focus on the degree of association of
Multiple Intelligence with the academic achievement of the higher
secondary students. The methodology of the study has been
described under the following heads;
a) Tools used for the measurement
b) Sample used for the study
c) Data collection procedures
d) Scoring and consolidation of data
e) Statistical techniques used for analysis.

4.2 TOOLS USED FOR THE MEASUREMENT

The selection of suitable tools is of vital importance for

successful research. Effectiveness of evaluation largely depends on
the accuracy of measurement. Accuracy of the measurement in turn
depends upon the precision of the instrument. The word „tool‟ is
defined as a means to collect evidences. In order to measure different
variables explained earlier, the investigator made careful selection of
standardized tools.

In the present study, investigator used two inventories and one

personal information blank for data collection.

4.2.1 EMOTIONAL QUOTIENT INVENTORY

Reuven Bar-On’s Emotional Quotient Inventory was used to

measure the Emotional Intelligence of students. BarOn developed
EQ-i after 17 years of research, and this inventory is the first
scientifically developed and validated measure of Emotional
Intelligence that reflects one's ability to deal with daily environmental
challenges and helps predict one's success in life, including
professional and personal pursuits.

Bar-On Emotional Quotient Inventory (EQ-i)

The EQ-i is a self-report measure of emotionally and socially
intelligent behavior that provides an estimate of emotional-social
intelligence.

It comprises 133 items in the form of short sentences and

employs a 5-point response scale with a textual response format
ranging from "very seldom or not true of me" (1) to "very often true of
me or true of me" (5). The EQ-i is suitable for individuals 17 years of
age and older.

It takes approximately 40 minutes to complete the inventory;

and it typically takes less time to complete the online version than
the paper-and-pencil version of the instrument.

The individual‟s responses render a total EQ score as well as

scores on the following 5 composite scales and 15 subscales:

¾ INTRAPERSONAL

o Self-Regard
o Emotional Self-Awareness
o Assertiveness
o Independence
o Self-Actualization

¾ INTERPERSONAL

o Empathy
o Social Responsibility
o Interpersonal Relationship
 ¾ STRESS MANAGEMENT

o Stress Tolerance
o Impulse Control

¾ ADAPTABILITY

o Reality Testing
o Flexibility
o Problem Solving

¾ GENERAL MOOD

o Optimism
o Happiness

The EQ-i includes the following four validity indicators:

¾ Omission Rate (number of omitted responses)

¾ Inconsistency Index (degree of response inconsistency)

¾ Positive Impression (tendency toward exaggerated positive

responding)

¾ Negative Impression (tendency toward exaggerated

negative responding)

This psychometric instrument has a built-in correction factor that

automatically adjusts the scale scores based on the Positive
Impression and Negative Impression scale scores. This is an
important feature for self-report measures in that it reduces the
distorting effects of social response bias (such as “faking good” and
“faking bad”), thereby, increasing the accuracy of the results
obtained.
 The effectiveness of this component has been confirmed by the
fairly high degree of overall correlation (R=.69) between observer
ratings of the behavior assessed by the EQ-i and the scores of 185
individuals who completed this instrument.

THE FACTORIAL STRUCTURE OF THE BAR-ON MODEL

Factor analysis was applied to study the 15 factor structure of
the EQ-i to empirically evaluate the extent to which it is theoretically
valid.
After subjecting the initial inventory to factor analysis, both
exploratory and confirmatory Bar-On finally extracted a ten factor
structure consisting of 4 composite scales and 10 sub scales.
In the present study the researcher took these ten factors
structure to measure the Emotional Intelligence of the higher
secondary students. The tool used in the study is a self report
questionnaire, consists of sixty-six items, the individual‟s responses
render a total EQ score as well as scores on the following four
composite scales and ten subscales which measure ten different
components of Emotional Intelligence .

¾ INTRAPERSONAL

o Self-Regard
o Emotional Self-Awareness
o Assertiveness

¾ INTERPERSONAL

o Empathy
o Interpersonal Relationship
 ¾ STRESS MANAGEMENT

o Stress Tolerance
o Impulse Control

¾ ADAPTABILITY

o Reality Testing
o Flexibility
o Problem Solving

There are five response categories range from “never true”,

“seldom true”, “sometimes true”, “often true”, and “Always true”. The
number of items in each dimensions of the Emotional Quotient
Inventory is given below.

Table 1. Emotional Quotient Inventory-Distribution of Questions

Each Dimension

S.NO DIMENSIONS ITEM NUMBERS

1 Self regard 6,12*,21,27*,36*,43,51,56,64

2 Interpersonal Relationship 15,20,31,35*,50,55,63*

3 Impulse Control 7*,38*,44*,58*,65*

4 Problem Solving 1,9,14,23,29,46

5 Emotional Self Awareness 3,5,11*17*,25*,57*

6 Flexibility 8*,13*,22*,28,39,45*,52*,66*

7 Reality Testing 4,19*,26*,34*,42,48*

8 Stress tolerance 2,10,16,24*,32*,40,53,60*

9 Assertiveness 18,33*,41*,47,54*,62*

10 Empathy 30,37,49,59,61

* Negative items
 The total score of all the sixty six items yield the total emotional
quotient score of a student. The Bar-On Emotional Quotient
Inventory is presented in Appendix-A

The Tamil version of this tool was administered among ten

students selected in the population. The tool was discussed item wise
with the students. During the interaction with the students, the
students‟ feedback regarding clarity, ambiguity and comprehensibility
of the items were obtained.

After making notification in the light of the feedback obtained,

the Tamil version of the tool was finalized. The Tamil version of the
Bar-On Emotional Quotient Inventory is presented in Appendix-B

4.2.2 THOMAS ARMSTRONG MULTIPLE INTELLIGENCE

INVENTORY

Multiple Intelligence inventory was developed by Thomas

Armstrong (Alexandria,Va.: Association for Supervision and
Curriculum Development, 2000) to measure the Multiple Intelligence.
This tool is scientifically developed and validated measure of Multiple
Intelligence. It has been suggested that there are at least eight
different types of intelligence.

Multiple Intelligence inventory assess the strengths and weakness of

the individual separately in each type of intelligence categorized. This tool is
self report questionnaire and consists of 80 items which measure eight
different dimensions of Multiple Intelligence namely

a) Verbal / Linguistic Intelligence

b) Logical / Mathematical Intelligence
c) Visual / Spatial Intelligence
d) Bodily / Kinesthetic Intelligence
e) Musical / Rhythmic Intelligence
 f) Interpersonal Intelligence
g) Intrapersonal Intelligence
h) Naturalist Intelligence

There are five response categories ranging from “never true”,

“seldom true”, “sometimes true”, “often true”, and “Always true”. The
number of items in each dimensions of the Emotional Quotient
Inventory is given below.
Table 2. Multiple Intelligence inventory -Distribution of Questions
in Each Dimension

S.NO DIMENSIONS ITEM NUMBERS

1 Verbal / Linguistic Intelligence 1.1,1.2,1.3,1.4,1.5,1.6,1.7,

1.8,1.9,1.10
Logical / Mathematical Intelligence 2.1,2.2,2.3,2.4,2.5,2.6,2.7,
2
2.8,2.9,2.10

3 Visual / Spatial Intelligence 3.1,3.2,3.3,3.4,3.5,3.6,3.7,

3.8,3.9,3.10
Bodily / Kinesthetic Intelligence 4.1,4.2,4.3,4.4,4.5,4.6,4.7,
4 4.8,4.9,4.10

5 Musical / Rhythmic Intelligence 5.1,5.2,5.3,5.4,5.5,5.6,5.7,

5.8,5.9,5.10

6 Interpersonal Intelligence 6.1,6.2,6.3,6.4,6.5,6.6,6.7,

6.8,6.9,6.10
Intrapersonal Intelligence 7.1,7.2,7.3,7.4,7.5,7.6,7.7,
7
7.8,7.9,7.10

Naturalist Intelligence 8.1,8.2,8.3,8.4,8.5,8.6,8.7,

8
8.8,8.9,8.10

Each dimension consists of ten items in the Multiple

Intelligence inventory. The total score of all the eighty items yields the
total Multiple Intelligence score of a student. The Thomas Armstrong
Multiple Intelligence inventory is presented in Appendix-C.
 The Tamil version of this tool was administered among ten
students selected in the population. The tool was discussed item wise
with the students. During the interaction with the students, the
students‟ feedback regarding clarity, ambiguity and comprehensibility
of the items were obtained. After making notification in the light of
the feedback obtained, the Tamil version of the tool was finalized.
The Tamil version of the Thomas Armstrong Multiple Intelligence
inventory is presented in Appendix-D.
4.2.3 ACADEMIC ACHIEVEMENT

Academic achievement is defined in this study as the

percentage of the marks attained by students in the Secondary
School Leaving Certificate (SSLC) examination (2006-2007). The data
were collected from the records of the respective schools. The SSLC
examination is conducted by the State Government of TamilNadu
through the Directorate of Government examinations. As it is
common examination of all the students and the data were collected
from the Government records. As such the data i.e., the marks
attained by students in the SSLC examination is considered valid and
reliable.

4.2.4 PERSONAL INFORMATION BLANK

The study also necessitated the measurement of the following
eleven independent variables for the exploration of group differences.
a) Sex
b) Family Size
c) Types of School
d) Locality
e) Group of Study
f) Father‟s Education
g) Mother‟s Education
h) Monthly Income of the Family
 i) Community
j) Birth order and
k) Compositions of Children

The Personal information blank is presented in Appendix-E.

The data were collected through Personal information blank as

applicable to the sample. One fourth of the total sample was selected
randomly and the facts were also verified with the entries in the
school records. This vouchsafes the reliability and validity of the data.

4.3 RELIABILITY OF THE TOOL

Reliability is the extent to which a test is repeatable and yields

consistent scores. Reliability examines the internal consistency of the
instrument and its stability over time.

Reliability indicates the extent to which individual differences

in test scores are attributable to true differences in the characteristics
under consideration. The goal of estimating reliability (consistency) is
to determine how much of the variability in test scores is due to
measurement error and how much is due to variability in true scores.

There are two basic types of reliability that are traditionally

examined in test construction; the first is internal consistency
reliability, and the second is retest reliability or stability.

The two types of reliability carried out on the EQ-i were

internal consistency and retest reliability.

The reliability of the EQ-i has been examined by a number of

researchers over the past 20 years. A consensus of findings reveals
that the Bar-On conceptual and assessment model is consistent,
stable and reliable (Bar-On, 2004). More specifically, the overall
internal consistency coefficient of the EQ-i is 0.97 based on the North
American normative sample (Bar-On, 1997b).

Internal consistency is commonly measured as Cronbach's

Alpha (based on inter-item correlations) - between 0 (low) and 1
(high). The greater is the number of similar items, the greater is the
internal consistency. In the present study the investigator applied
Cronbach‟s alpha test for measuring the reliability for the Emotional
Intelligence tool as well as Multiple Intelligence tool through
Statistical Package for Social Sciences(SPSS) among 50 samples.

The following table 3 shows the reliability of the tools which are
used in the present study on Emotional Intelligence and Multiple
Intelligence.

Table 3. Reliability of the Tool

Cronbach’s
NUMBER OF NUMBER OF
VARIABLE alpha
SAMPLE ITEMS
SCORE

Emotional
50 66 0.7481
Intelligence

Multiple
50 80 0.8966
Intelligence

These findings reveal that Cronbach‟s alpha score for the

Emotional Quotient Inventory is 0.7481 and for the Multiple
Intelligence inventory is 0.8966 which have high reliability.
 4.4 VALIDITY OF THE TOOL

Validity is the extent to which a test measures what it is

supposed to measure. Validity is a subjective judgment made on the
basis of experience and empirical indicators.

Validity implies precise and exact results acquired from the

data collected. In technical terms, a measure can lead to a proper
and correct conclusion and result from a sample that can be taken as
a valid conclusion about the population.

The tools (Bar-On Emotional Quotient Inventory and the

Multiple Intelligence inventory) used in the present study are
standardized. As standardized tools these possess content validity
and construct validity are established by the author of the tools.

4.5 SAMPLE USED FOR THE STUDY

Population of the present study includes the entire XI standard

students in schools under different management in Namakkal
District.

4.5.1 TECHNIQUES OF SAMPLING

Sample is a small proportion of a population selected for

observation and analysis. According to Sukhia (1966) “A good sample
of population is the one within which restriction imposed by its size
will produce that characteristics of the population with the greatest
population accuracy”. It is not only difficult, but also rather
impossible to utilize the entire population for the study. Therefore a
sample of the whole population is taken for research studies.

The validity and reliability of the findings of a study is

determined largely by the selection of the sample on which the tools
for a data collection are administered.
 The sample selected should represent the population in all its
diversity. In this study, the investigator selected pupils who are
studying in XI standard in Higher Secondary Schools in Namakkal
District.

Sampling technique in this study is Stratified random

sampling. Schools were selected based on proportional random
sampling technique; which is a method ensuring representation of
the population and avoids bias of sampling.

4.5.2 SIZE OF THE SAMPLE

The study was conducted in Namakkal District of Tamilnadu

State in India. The data for the study has been derived from a
representative sample of size 1300 obtained from standard XI
students attending the Higher Secondary Schools in Namakkal
District of TamilNadu in India.

The sample obtained using stratified random sampling

technique by giving proportional representation to aspects like sex,
place of residence, group of study, institutional type, socio
economic status etc. the following tables shows the details of the
samples.

Schools were selected adopting stratified random technique,

stratification being made on the basis of the management of
schools. Selection of the students in XI standard in the selected
schools was by census not by sampling. Thus to select the
respondents for the study sampling and census techniques were
adopted.
Table 4. Distribution of Sample with respect to Type of School

S.No Type of Number Number

School of Schools of Students

1 Government 12 722
Schools

2 Aided Schools 3 364

3 Unaided 2 214
Schools

Total samples 17 1300

Figure 2 given in the opposite page represents the distribution

of sample with respect to type of school.
Table 5. Distribution of Sample with respect to Gender, Locality,
Educational Qualification of Father, Educational
Qualification of Mother, Family Monthly Income,
Community, Family Size, Birth order, Composition of
Children, and Group of Study in XI Standard

S. Main Numbe
Sub-Variables
No. Variables r of Samples

Male 700

1 Female 600
Gender
Total 1300

Hill 100

Urban 165

Locality Rural 1035

2
Total 1300

School
988
education
Educational
qualification of College 79

3 the father
Illiterate 233

Total 1300

Educational School
872
4 qualification of education
the mother
college 35

Illiterate 393
 S. Main Numbe
Sub-Variables
No. Variables r of Samples

Total 1300

Less than
264
Rs. 2,000

Rs. 2,000 to
701
Monthly Income 5,000
5
of the Family More than
335
Rs.5,000

Total 1300

BC 651

MBC 279

Community SC 277
6
ST 93

Total 1300

Up to 4 767

Above 4
Family size 533
7 members

Total 1300

Birth order First 618

Second 469
8
Third and above 213
 S. Main Numbe
Sub-Variables
No. Variables r of Samples

Total 1300

Government 722

Aided by
Type of 364
9 Government
school
Unaided 214

Total 1300

All boys 282

1 All girls 139

Compositio
0 Both 879
n of Children

Total 1300

Mathematics 609

Group Science 184

1
studying in XI
1 Arts 418
standard

Vocational 89

Tota
1300
l

4.6 DATA COLLECTION PROCEDURE

Collection of data involves the collection of relevant data to the

problem under study. For the present study, after selecting the
schools in the Namakkal District from where the sample is drawn,
the investigator contacted the head of the schools through the Chief
Educational Officer prior to the data collection for administering the
test. The investigator also informed the schools, the dates of
conducting the tests.

The investigator studied the basic literature relating to the

selected psychological tests, contained in the test manuals and other
references and acquainted himself with the testing procedures,
possible. eventualities etc., before commencing actual testing.

In administering the test, a uniform procedure was adopted in

all the selected schools. The investigator got help of the class teachers
in administering the tests.

The investigator gave a brief explanation of the objective and

scope of the study to the students and appealed to their conscious
involvement and co-operation. The tasks to be done in answering
each test were explained before each inventory was given. An interval
of 15 minutes was allowed in between two inventories. The samples
were instructed as follows.

“This inventory consists of series of statements which follows

five response categories. Read each item carefully and decided how it
describes you in the five point scale and indicate your choice by
encircling in the corresponding number in the questionnaire itself.
There is no correct and wrong answers .Work rapidly and give your
immediate response to each item”

The following steps were invariably followed for conducting the

test.

¾ Distribution of the inventories to the samples

¾ Clearing the doubts of the samples, giving instructions

regarding time limit, method of dealing with eventualities,
and filling up the personal information blank etc.,
 ¾ Explaining the general directions in filling up the five
response categories

¾ Making the students familiar with the five response

categories, and method of entering the responses.

¾ Giving 15 minutes intervals between testing of the Multiple

Intelligence inventory and the Emotional Intelligence
inventory.

¾ Collecting back the answered response sheets.

4.7 SCORING AND CONSOLIDATION OF DATA

4.7.1 SCORING SCHEME OF EMOTIONAL INTELLIGENCE

INVENTORY

Scoring of the response sheets was done as per the scoring

scheme. The total score of all the 66 items yield the total Emotional
Intelligence score of a student as per the responses given by the
sample. The responses given by the samples were calculated as per
the table 6.

TABLE 6. Scoring Pattern of Emotional Intelligence Inventory

SCORES FOR THE RESPONSES

SOMETIMES

. TYPE OF
ITEMS
SELDOM

ALWAYS

NO
NEVER

OFTEN
TRUE

TRUE

TRUE

TRUE

TRUE

POSITIVE 0 1 2 3 4
ITEMS

NEGATIVE
4 3 2 1 0
ITEMS
 4.7.2 SCORING SCHEME OF MULTIPLE INTELLIGENCE
INVENTORY
Scoring of the response sheets was done as per the scoring
scheme. The total score of all the 80 items yield the total Multiple
Intelligence score of a student as per the responses given by the
sample. The responses given by the samples were calculated as per
the table 7.
Table 7. Scoring Pattern of Multiple Intelligence Inventory

SCORES FOR THE RESPONSES

NUMBER OF

SOMETIME
ITEMS IN THE SELDOM

ALWAYS
S TRUE
NEVER

OFTEN
INVENTORY
TRUE

TRUE

TRUE

TRUE
80
0 1 2 3 4
QUESTIONS

The Multiple Intelligence inventory consists 80 test items

which is exclusively positive items.

All favorable statements were awarded and scored. The scores

obtained in the two inventories along with the personal data are
consolidated and tabulated on consolidation sheet for the purpose of
analysis.

The data collected were quantified following the scoring scheme

of the various tools administered and the scores of the individual
respondents on various variables were arrived at. The scores in the
case of different dimensions in Emotional Intelligence and Multiple
Intelligence and the demographic details like Sex, Locality, Types of
School, Community, Family Size, Group of Study, Father‟s
Education, Mother‟s Education, Monthly Income of the Family, Birth
Order, and Compositions of Children were entered separately.
 The data was either in the numerical form or in the descriptive
form which again was indicated by number codes. Only those
students for whom complete data was available were retained for
analysis. The data (consolidated following a standard pattern with a
code number assigned for each inventory, etc.,) were hand entered by
the researcher from original evaluation forms and the data double
checked for input accuracy for computer data processing.

4.8 PROCESSING OF DATA

Statistical processing was done with computer assistance. Data

were analyzed utilizing descriptive statistics, correlation coefficients,
and stepwise multiple regression using Statistical Package for Social
Sciences (SPSS11.5 version) computer program for statistical
analysis.

The goal of descriptive statistics was to accurately portray data

from a variable. Descriptive statistics involves summarizing scores by
developing tabular or graphical representations. Descriptive statistics
involves measures of central tendency which are mean, median,
mode, and standard deviation.

Relationship between the independent variables (Emotional

Intelligence and Multiple Intelligence) and dependent variable
(academic achievement) was ascertained using the corresponding
scores obtained from the variables and tested the same through
Pearson product moment correlation coefficient statistics. Similarly,
data on the prediction variables were analyzed using Multiple
Regression Statistics. Inferential statistics were interpreted at the
significant level of 0.05.
4.9 STATISTICAL TECHNIQUES USED FOR ANALYSIS

Statistical analyses of the data were undertaken using

procedures appropriate for the purpose of the study. The study used
the following statistical techniques.

a) „t‟ test,

b) ANOVA followed by DUNCAN multiple ranged test,

c) „r‟ and „Chi‟ square tests for Correlation analysis and

association between variables and

d) „R‟ for multivariate analysis. Multiple regression was

conducted to evaluate to what extent Emotional Intelligence
and Multiple Intelligence skills predict the academic
achievement.

4.10 CONCLUSION

In this chapter the tools used for the measurement, sample

selected for the study, data collection procedures, scoring and
consolidation of data and statistical techniques used for analysis
were explained. The analysis and interpretation of the data are
discussed in the chapter V.