A STUDY ON STUDENTS ATTITUDE TOWARDS ARTS AND ENGINEERING

COLLEGES IN SALEM DISTRICT OF TAMIL NADU

C. Geetha1 and Dr. S. Mohan Prabhu2
1. Research Scholar, Department of Statistics, Periyar University, Salem, Tamil Nadu, India.
2. Assistant Professor and Head, Department of Statistics, Muthayammal College of Arts & Science College
(A Unit of VANETRA Group), Rasipuram, Namakkal, Tamil Nadu, India.

ABSTRACT
The aim of this study is to collect the student’s attitude towards higher education level
of arts and engineering colleges in Salem District. The purpose of the study is to explore
attitude of students in arts and engineering colleges. The study intends to measure the attitude
of students at the time of lecture, training programs, attending conference and the
misbehaviour of students which slows down the learning process etc. We used the statistical
tool like Garrett’s ranking test and chi-square analysis.

Key Words: Primary Data, Arts & Engineering Colleges, Attitude, Students, Higher
Education, Garrett’s Ranking Test and Chi-Square Analysis.

INTRODUCTION
Students attitude on learning determine their ability and willingness to learn. If
negative attitudes are not altered, a student is unlikely to continue his education beyond what
is required. Attitude is an idea charged with emotion which predisposes an action in
particular social situation (Antonak, 1998). The attitude of Students’ towards higher
education is a matter of debate and discourse. Personal attitudes are the major reason unable
to continue the higher education; and determine like place, family background, curiosity in
the study, friends, income, occupation, accommodation, illness, parenting support etc.
Similarly the students faced employment attitude such as own business, placement
opportunities, find the job immediately, get high salary etc. Students feel that seeking
admission to the post-graduate course is an extension of undergraduate course. Good teachers
have always tried to encourage positive attitudes and perceptions about learning. In a well-
run classroom, many of the ways they do so seem to be simply a part of the natural flow of
activity. But apparently transparent behaviors are usually the result of conscious decisions, of
teacher planning. Because attitudes and perceptions do play such an important role in
learning, teachers must clearly plan and carry out behaviors to ensure that they are reinforced.

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 OBJECTIVE

1. To determine the personal attitude towards the learning process.

2. To determine the students attitude towards the facilities.
3. To know the attitude of students towards arts and engineering colleges.

RESEARCH METHODOLOGY

The research methodology used for each research problem need to design by the researcher
accordingly. It comprises of series of steps designed and executed.

RESEARCH DESIGN

The researcher has adopted descriptive research design for this study .Descriptive research
design is a fact finding investigation with adequate information.

NON-PROBABILITY SAMPLING
Non-Probability sampling is a sampling technique where the samples are gathered in a
process that does not give all the individuals in the population equal chances of being
selected.

CONVENIENCE SAMPLING
Convenience sampling (also known as Availability Sampling) is a specific type of non-
probability sampling method that relies on data collection from problems members who are
conveniently available to participate in study.

SAMPLE SIZE
The Sample size is 1000.

DATA COLLECTION - PRIMARY DATA

These are data which are collected for the first time directly by the Researcher for the
Specific study undertaken by him. In this research primary data are collected directly from
the Respondents by use in Questionnaire.

SIMPLE PERCENTAGE METHOD

Percentage Analysis is the method to represent raw streams of data as a percentage (a part in
100%) for better understanding of collected data.

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 FORMULA PERCENTAGE ANALYSIS

Simple Percentage = (No of Respondents / Total No of Respondents) * 100

HENRY GARRETT RANKING

Garrett’s ranking technique to find out the most significant factor which influences
the respondent; Garrett’s ranking technique was used. As per this method, respondents have
been asked to assign the rank for all factors and the outcomes of such ranking have been
converted into score value with the help of the following

Garrett’s score conversion formula is

Percent Position = 100 (Rij - 0.5) / Nij
Where,
Rij – Rank given for the ith variable by the jth respondents
Nij – Number of variable ranked by jth respondents

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 Henry Garrett Ranking Method

Types
Factors of
Factors

Treats Students Respectfully 1 F1

Dress Code Restriction 2 F2

Answering the Student's Questions During the Lecture Kindly F3

Helps Students Outside the Class F4

Accepts Criticism from Students F5

Students Misbehavior Slows Down the Learning Process F6

Lab Facilities F7

Access to Internet Facilities F8

Library Books Utilized 4 F9

Industrial Visit/Training Programs Utilized 5 F10

Interested in Attending Seminars/Workshops/Conferences F11

Course Structure Based on Competitive Examination F12

Internal Assessment Feedback F13

Partiality in Examination Process F14

Stress Level F15

Toilet Facilities in Campus F16

Security/Safety in Campus 3 F17

Water Facilities F18

Canteen Facilities F19

Sports Facilities F20

Cleanliness of Campus F21

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 Statements F1 F2 F3 F4 F5 F6 F7 F8 F9 F10 F11
Strongly Agree -
341 341 266 262 186 201 278 235 318 340 268
Rank 1
Agree - Rank 2 377 370 401 363 402 349 374 340 372 352 419

Neutral - Rank 3 194 199 263 271 293 301 235 247 208 187 239
Strongly Disagree -
55 59 46 70 58 83 63 95 71 60 45
Rank 4
Disagree - Rank 5 33 31 24 34 61 66 50 83 31 61 28

Total 1000 1000 1000 1000 1000 1000 1000 1000 1000 1000 999

Statements F12 F13 F14 F15 F16 F17 F18 F19 F20 F21 Total

Strongly Agree -
268 237 220 181 265 326 318 238 302 305 5696
Rank 1

Agree - Rank 2 355 351 379 347 357 384 326 332 291 327 7568

Neutral - Rank 3 265 277 254 338 220 190 210 261 223 243 5118

Strongly Disagree -
73 87 85 75 100 66 81 99 118 77 1566
Rank 4

Disagree - Rank 5 38 48 62 59 58 34 65 70 66 44 1046

Total 999 1000 1000 1000 1000 1000 1000 1000 1000 996 20994

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 Table 1

  Rank 1 Rank 2 Rank 3 Rank 4 Rank 5

F1 341 377 194 55 33

F2 341 370 199 59 31

F3 266 401 263 46 24

F4 262 363 271 70 34

F5 186 402 293 58 61

F6 201 349 301 83 66

F7 278 374 235 63 50

F8 235 340 247 95 83

F9 318 372 208 71 31

F10 340 352 187 60 61

F11 268 419 239 45 28

F12 268 355 265 73 38

F13 237 351 277 87 48

F14 220 379 254 85 62

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F15 181 347 338 75 59

F16 265 357 220 100 58

F17 326 384 190 66 34

F18 318 326 210 81 65

F19 238 332 261 99 70

F20 302 291 223 118 66

F21 305 327 243 77 44

Table 2

Rank (Rij) 100 (Rij - 0.5) / Nj Percent Position

1 10 10

2 30 30

3 50 50

4 70 70

5 90 90

Note: Nj =5

Table 3
Percent
Position Value Garrett
Rank ( (Rij)
Value
/Calculated Value

1 10 75

2 30 60

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 3 50 50

4 70 40

5 90 26

Table 4

Factors Rank 1 * 75 Rank 2 * 60 Rank 3 * 50 Rank 4 * 40 Rank 5 * 26 Total

F1 25575 22620 9700 2200 858 60953

F2 25575 22200 9950 2360 806 60891

F3 19950 24060 13150 1840 624 59624

F4 19650 21780 13550 2800 884 58664

F5 13950 24120 14650 2320 1586 56626

F6 15075 20940 15050 3320 1716 56101

F7 20850 22440 11750 2520 1300 58860

F8 17625 20400 12350 3800 2158 56333

F9 23850 22320 10400 2840 806 60216

F10 25500 21120 9350 2400 1586 59956

F11 20100 25140 11950 1800 728 59718

F12 20100 21300 13250 2920 988 58558

F13 17775 21060 13850 3480 1248 57413

F14 16500 22740 12700 3400 1612 56952

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F15 13575 20820 16900 3000 1534 55829

F16 19875 21420 11000 4000 1508 57803

F17 24450 23040 9500 2640 884 60514

F18 23850 19560 10500 3240 1690 58840

F19 17850 19920 13050 3960 1820 56600

F20 22650 17460 11150 4720 1716 57696

F21 22875 19620 12150 3080 1144 58869

Table 5

Factors Total Average Score Rank

F1 60953 60.95 1

F2 60891 60.89 2

F3 59624 59.62 7

F4 58664 58.66 11

F5 56626 56.63 17

F6 56101 56.10 20

F7 58860 58.86 9

F8 56333 56.33 19

F9 60216 60.22 4

F10 59956 59.96 5

F11 59718 59.72 6

F12 58558 58.56 12

F13 57413 57.41 15

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 F14 56952 56.95 16

F15 55829 55.83 21

F16 57803 57.80 13

F17 60514 60.51 3

F18 58840 58.84 10

F19 56600 56.60 18

F20 57696 57.70 14

F21 58869 58.87 8

Factors Average
Factors
Code Score
F1 Treats Students Respectfully 60.95

F2 Dress Code Restriction 60.89

F17 Security/Safety in Campus 60.51

F9 Library Books Utilized 60.22

F10 Industrial Visit/Training Programs Utilized 59.96

F11 Interested in Attending Seminars/Workshops/Conferences 59.72

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 F3 Answering the Student's Questions During the Lecture Kindly 59.62

F21 Cleanliness of Campus 58.87

F7 Lab Facilities 58.86

F18 Water Facilities 58.84

F4 Helps Students Outside the Class 58.66

F12 Course Structure Based on Competitive Examination 58.56

F16 Toilet Facilities in Campus 57.80

F20 Sports Facilities 57.70

F13 Internal Assessment Feedback 57.41

F14 Partiality in Examination Process 56.95

F5 Accepts Criticism from Students 56.63

F19 Canteen Facilities 56.60

F8 Access to Internet Facilities 56.33

F6 Students Misbehavior Slows Down the Learning Process 56.10

F15 Stress Level 55.83

Result:

CHI-SQUARE TEST

The Chi-Square statistic is most commonly used to evaluate Tests of Independence

when using a cross tabulation (also known as a bivariate table).  Cross tabulation presents the
distributions of two categorical variables simultaneously, with the intersections of the
categories of the variables appearing in the cells of the table.  The Test of Independence
assesses whether an association exists between the two variables by comparing the observed
pattern of responses in the cells to the pattern that would be expected if the variables were
truly independent of each other.  Calculating the Chi-Square statistic and comparing it against
a critical value from the Chi-Square distribution allows the researcher to assess whether the
observed cell counts are significantly different from the expected cell counts.

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The calculation of the Chi-Square statistic is quite straight-forward and intuitive:

Where,
O  = The observed frequency (The Observed Counts in the Cells)
and
E = The expected frequency if no relationship existed between the variables.

Null Hypothesis (H0) : There is no relation between the statements and

factors.

Alternative Hypothesis (H1) : There is relation between the statements and

factors.

Degrees of Freedom (DF = df = d.f) = (r-1)(C-1) = (5-1)(21-1) = 80

Significance Level (Alpha = α) = 0.05 L.O.S

Chi-Square Calculated Value = 571.46 (By Using R Programming)

Chi-Square Table Value = 101.879 (By Statistical Table)

Decision = C.V > T.V

Null Hypothesis (H0) : Rejected

Alternative Hypothesis (H1) : Accepted

Result : The Chi-Square calculated value is greater than

the Chi-Square table value. So, We reject the

null hypothesis and accept alternative hypothesis

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 at 5% L.O.S. There is no relation between the

statements and factors.

CONCLUSION

REFERENCES

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