CHAPTER III

METHOD
 CHAPTER III

METHOD

3.1 Design

The present study aimed at finding the effect of meditation on high school

children. Hence, it was decided to use both experimental and control groups in the

study. A modified Solomon’s four group design, in which all the four groups were

naturally occurring student groups, was conceived as it was found suitable to analyze

the effects of meditation thoroughly. Finding completely equal naturally occurring

student groups is almost impossible, and making the groups equal by selecting only

those subjects who would qualify for the equal groups would have put unwanted

influence on the students even before the study began. So, four naturally occurring

student groups of equal size were taken for the purpose of the study. Group 1, the

experimental group, was to receive experimental treatment and was to be subjected to

both pre- and post-tests. Group 2 the control group which was subjected to both pre-

and post-tests but no experimental treatment was given to the group. Group 3

received experimental treatment and was subjected to post test. Group 4 was to be

post tested only. All the four groups belonged to the same grade and were taken from

two schools belonging to the same town. The pre-test and post-test scores of the

groups were to be compared and contrasted to find the effect of meditation on the

subject’s characteristics under investigation.

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3.2 Sample

The sample comprised of 200 students, four groups of 50 students each, taken

from two Government high schools from Bargarh town in western Orissa. Bargarh

town is the administrative Head Quarters of the western Orissa district of the same

name. It is a municipality. According to 2011 India Census the western Orissa district

of Bargarh has a population of 1478833. The literacy rate is 75.16, which is higher

than the national and the state averages. The literacy rates for the males and females

of the district are 84.28 and 65.84 respectively. The district of Bargarh is a fast

developing one with leading agricultural productivity and accelerated industrial and

commercial activities. The district is the epicenter of one of the best handloom

productions in the country and is famous for its Sambalpuri sarees.

Bargarh town is an upcoming town full of industrial and commercial activity

to support the areas around it. The town presents its industrial side with cement,

sugar and more than 100 rice mills. Due to a network of irrigation facility round the

year and the fertile nature of land agricultural production is always abundant, for

which people live in a prosperous economic condition though like all other Indian

towns it has its own share of poverty too. The town may be considered a

quintessential Indian town.

The town has several educational facilities including several colleges for

technical, scientific and liberal studies. A national institute of textile technology was

recently set up here to give fillip to the handloom sector in the region as well as in the

country. There are several high schools. Some of them are managed by the private

bodies. As many as 12 high schools belong to the Government.

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 The entire sample was drawn from two Government high schools. They are

the George High School and the Government Girls’ High School. Both the high

schools are unisex schools, one boys’ high school and one girls’ high school. Since

they are both Government high schools the students attending them are from a cross

section of the population of the town. Students from almost all sections of the

population are represented in these schools. It was for this reason that the subjects

were drawn from these schools.

The sample consisted of 200 students, 100 boys and 100 girls, reading in class

IX. The schools from which the sample was taken were randomly drawn from among

the 12 Government high schools in Bargarh town. The average age of the subjects in

the study was 14 years. Most of the parents of the subjects were literate. Most of the

subjects belonged to economically sound families. Table 1 describes the sample.

Table 1
The sample
The group No. of boys No. of girls Total no Grade Average age of

subjects

Group 1 25 25 . 50 IX 14

Group-2 25 25 50 IX 14

Group-3 25 25 50 IX 14

Group-4 25 25 50 IX .14

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3.3 Tools and Techniques

As required by the study tools and techniques were used to measure

1. School examination scores,

2. Odia language ability,

3. Arithmetic ability,

4. Span of attention,

5. Memory, and

6. Personality characteristics of the subjects.

These tools and techniques were required for both pre-testing and post-testing

the subjects as envisaged in the design of the study.

3.3.1 School Examination scores

In order to measure level of academic achievement of the subject it was

decided to obtain information from different sources by using different tools and

techniques. It was thought appropriate to use school examination marks as one of the

indices for level of academic achievement as it is the school examination mark that

command the most respect. It was also decided to supplement the school examination

mark by constructing and using achievement test in two core school subjects i.e.

language (Odia) and mathematics. It was thought that a combination of all these

marks will become a strong index for the academic performance of the subjects.

Since all the subjects belong to grade-IX aggregate marks secured in the

school examination after grade-VIII were collected from the school records as a

measure of pre testing score for academic achievement of the subjects. Likewise,

aggregate mark secured by the subjects in the examination at the end of grade-IX

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were collected from school records to be used as a post testing score for academic

achievement of subjects.

3.3.2 Test in Odia

To supplement the school examination marks as an index of academic

achievement of subjects, a test in Odia was constructed and administered on the

subjects by the investigator. The test in Odia (Appendix-1) which is the mother

tongue of participants was prepared keeping in view measuring the language fluency,

vocabulary, and grammar of the subjects. The Odia test is a 47- item objective type

test consisting of multiple choice items as well as questions seeking very short

answers. To construct the test a total of 100 test items were initially prepared by the

investigator. This preliminary draft was refined and then the test was placed before

five subject experts and teachers of Odia for thorough scrutiny. From among all the

100 questions a total 47 questions were finally retained on the advice of the experts

and teachers. Thereafter the test was tried out on a group of 10 students to ascertain if

the test worked perfectly. The test posed no problems. The time limit of 45 minutes

was fixed to complete the test. The test carries 50marks and the scores of subjects can

vary between 0 and 50 marks.

3.3.3 Test in Arithmetic

The investigator constructed another achievement test in arithmetic

(Appendix-2). The arithmetic ability test was randomly selected from all the topics of

arithmetic text book appropriate for grade DC. A total 50 test items were initially

prepared and given to five subject experts and teachers for their opinion and approval.

After getting their opinion finally 21 test items carrying a total of 50 marks were

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retained for administration. The test in arithmetic was tried out on a group of 10

students and no problem was found. After the tryout the time to complete the test was

fixed for 45 minutes. The questions represent the topics such as HCF, LCM, time and

work, time and distance, profit and loss and interest.

3.3.4 Test of memory

To assess memory a delayed recall test was used. Russel (1979) considers this

to be a more difficult test of memory. The test material (Appendix-3) consists of

standard nonsense syllable of three letters, e.g. XOL, YIP which were selected from a

prepared list (Baddley, 1993). A total of 10 nonsense syllables were randomly taken

for administration. Exposure time for each syllable was five seconds. The correct

answer carry one mark and wrong answer a zero.

3.3.5 Span of attention

Span of attention is otherwise known as range of attention. It refers to the

amount of stimuli that one can attend in a single act of attention. The average span of

attention is about 5 to 7 digits and is less for meaningless words. Span of attention is

measured by an apparatus called tachistoscope. When visual stimulus is presented to

the subject with this apparatus, subject gets a very brief view of the stimulus. The

subject then has to respond by uttering the stimulus digit. .

Five sets of cards, four in each set were prepared. The first set had four cards

with a 3-digit number in each card. The second set had four cards each with a 4-digit

number. Likewise all the five sets of cards were prepared with each set of four cards

having 3-digit to 7-digit numbers. Hence, twenty cards in total were taken for the

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administration. On one side of each card one category of digits was written clearly in

visible size. The size of each digi: and the distance between each digit were kept

equal. All the cards were to be exposed for once only through the tachistoscope in a

random order. Span of attention is calculated by adding up the fractional values to the

basal value for correct responses. Basal value indicates the series of letters or digits

which are correctly attended to and prior to which the subject has not committed any

mistake. The fractional value is the score when the subject responds only a fraction of

the four digits correctly in a set of cards.

3.3.6 Test of personality

The personality of subjects was assessed using IPAT High School Personality

Questionnaire (HSPQ). There were many personality questionnaires. But this

questionnaire was selected for administration due to some strong reasons. First, this

test is age appropriate. No other questionnaire is directly related to high school

students. Secondly, any lay man can interpret the results. Thirdly, the test can be

machine scored to ensure accuracy while computer- based interpretation also provides

an in-depth analysis of the HSPQ profile in narrative form (Cattel et al., 1984) with

high values of reliability and validity. The Questionnaire can also be manually scored

accurately. Fourth, testing personality by source trait (simple structure) requires less

testing and administrative cost (Cattel and Butcher, 1968, P-327). Lastly, in order to

obtain a wide coverage of relevant personality traits the HSPQ was adopted. Besides,

the HSPQ is an internationally well known instrument.

The HSPQ was intended to measure 14 personality traits which Cattell

believed were required to describe personality at the adolescent age. A description of

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scale is presented in table 2. The HSPQ comprises of 142 questions. Every question

is corresponded by 3 choices. As the questions are based on personal choices, habits,

likes and dislikes, the subject is expected to choose one from among the three choices

that best suits him/her. After selecting the most appropriate choice the subject would

put a cross in the box from the three boxes against the corresponding number in the

answer sheet. The question booklet and answer sheet are separate.

Table 2

Personality factors measured in the HSPQ

FACTOR FACTOR NAME DESCRIPTION

LOW SCORE HIGH SCORE
A Warmth Cool reserved Warm, Outgoing
Impersonal Friendly
B Intelligence Concrete - Thinking Abstract - Thinking
Less Intelligent More intelligent
C Emotional stability Affected by feelings, Emotionally stable
Emotionally less stable Mature
D Excitability Phlegmatic, Excitable, Impatient,
Undemonstrative Demanding
E Dominance Submissive, Humble, Mild Dominant, Assertive,
Aggressive
F Cheerfulness Sober, restrained, Prudent Cheerful
enthusiastic,
impulsive
G Conformity Expedient, Disregards rules Conforming,
conscientious,
Moralistic
H Boldness Shy, Threat-sensitive, Bold, Venturesome,
Timid Uninhibited

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I Sensitivity Tough-minded, self-reliant Tender-minded,
sensitive
J Withdrawal Vigorous, goes readily with Withdrawn,guarded
Group
o Apprehension Self-assured, secure, self- Apprehensive, guilt-
Satisfied prone
Q2 Self sufficiency Group oriented, a joiner Self-Sufficient,
prefers own
decisions
Q3 Self discipline Undisciplined, self - Self-disciplined,
conflict, Lax controlled
Q4 Tension Relaxed, tranquil, Tense, Frustrated,
composed Overwrought

3.3.7 Procedure of administration

All necessary permissions were secured from both the schools which were to

participate in the study. The students in grade-IX of both the schools on which the

study is to be conducted were contacted in groups in their own class and a rapport was

established with them. All students in group-I i.e. the experimental group secured

consent from their parents to participate in the study. However, group-IV which was

to be post-tested only was contacted just before the post-test.

3.3.8. Pre-testing

Pre-testirtg was carried out for achievement test in Odia, achievement test in

arithmetic, test in memory, test in span attention, personality (HSPQ) on group 1 and

group 2. Last school examination scores for these two groups were also collected.

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 On the first day of pre-testing the subjects were told that this was a routine test

to assess their level of knowledge without preparation in different subjects. The

experimenter told the subjects that this test had nothing to do with their class

examinations. They would be told their scores personally after the entire experiment.

Their scores would not be revealed to anybody else. Therefore, they should not be

worried and appear the test honestly. They would be subsequently given a report of

their performance. They were not given further details about the study. Subjects of

group-1 and group 2 were seated in a large hall. They were seated approximately one

meter apart from each other to avoid distraction and interference.

3.3.8.1 Administration of achievement test in Odia

Achievement test in Odia which is in the form of test-cum-answer sheet was

distributed among the students. The students were requested to fill up the

identification data on the test. Then they were told that this was a test to measure their

language ability in Odia. They were also told they should feel comfortable and try to

perform at their best on the test. They were also told that the time limit for the test

was 45 minutes and maximum mark was 50. Then they were asked to start responding

the test. During the test, the investigator kept a close watch on the subject to prevent

any form of malpractice.

The investigator however, observed that the students were glad to appear the

. test and concentrated well so that they could achieve higher marks in the test. Though

the stipulated time to complete the test was 45 minutes, many students completed the

test within 35-40 minutes. The students completing the test before the time were

requested to go over their answers once again and revise any, if needed. After exactly

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45 minutes, all the answer scripts were collected from the respondents. The

experimenter thanked the subjects for their participation and allowed them to play for

30 minutes in the school play ground.

3.3.8.2 Administration of achievement test in Arithmetic

On completion of rest of 30 minutes the experimenter again called on the

subjects to take their seats and asked to appear another test. The test was in arithmetic

which comprises of 21 items. The question-cum-answer sheet was distributed among

the subjects. The students were instructed to fill up the identification data on the test.

They were told the maximum score and time limit. Then they were asked to start

responding the test. During the test, the investigator kept a close watch on the subjects

to prevent any form of noise, misconduct and mismanagement. They were asked to

write answer according to their own knowledge and not to ask anybody.

After 45 minutes the test booklet was collected. The subjects were again

thanked for their participation and co-operation. Again they were told that all of them

should turn up tomorrow and day after tomorrow as they would appear some other

interesting tests. Subjects were asked to return to their class room and study as usual.

The two tests, Test in Odia and Test in. Arithmetic completed peacefully in both the

schools.

3.3.8.3 Administration of Test in Memory

On the second day of pre-testing subjects were administered memory test. The

experimenter told the subjects that memory test was for assessment of their level of

remembrance. Standard test of Baddley was used to assess the verbal memory of

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subjects. The test material consists of 10 non-sense syllables selected randomly from

a prepared list. All the subjects were assessed at a time. They were seated

approximately a meter apart from each other. The test material in the form of slides

was projected on a projector. The subjects were allowed 5 seconds to read each slide.

After 10 slides had been projected on the projector, the subjects were allowed to relax

for five minutes. After the rest, subjects were asked to recall and write down the 10

test items shown to them within two minutes in the paper previously distributed

among them. They were instructed to write answer on their own knowledge and not to

disturb others. After exactly 2 minutes ajl the papers were collected and the subjects

were allowed to leave the room. After 30 minutes all the subjects again called open to

participate in another test.

3.3.8.4 Administration of Test in Span of Attention

After 30 minutes all the subjects again called open to participate in the test of

span of attention. The experimenter provided a blank piece of paper to all the subjects.

Five sets of digits from 3 to 7 and each category four cards were kept ready. Ten

graduate students in Psychology came to the school to conduct the experiment on the

request of the investigator. Ten Tachistoscopes were kept ready. Ten sets of digits

from 3 to 7 also kept ready. The subjects were seated one meter apart from each other.

They were requested to maintain silence. Ten student experimenters conducted the

experiments on ten students at a time. The subjects were directed to write down the

digits immediately after the exposure. The student experimenters presented 20 digits

randomly through the Tachistoscope. All the cards were presented once only.

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3.3.8.5 Administration of High School Personality Questionnaire (HSPQ)

The Odia version of High School personality questionnaire was administered

on the subjects. The questionnaire contains total 142 items. Subjects were not familiar

with this type of test. At first the questionnaire booklet was distributed among the

subjects. They were asked to read silently the instructions given on the first page of

the questionnaire. After 10 minutes, subjects were asked whether they properly

understood the instructions or not. They were encouraged to raise their doubt if any

regarding the test. The experimenter again clarified everything to the subjects and

then distributed the answer sheet. They were told to complete the questionnaire within

45 minutes to 1 hour. After 1 hour the question booklet as well as answer sheets were

collected from all the subjects. All the subjects were thanked for their co-operation.

3.3.9 Procedure of scoring

The Odia language test and Arithmetic ability test contained total 47 questions

and 40 questions respectively. In Odia language test 46 questions carry lmark each

and 1 question carry 4 marks. The question which carries 4 marks was intended to

measure the language skill creative imagination of the subjects. Arithmetic ability test

contained total 40 questions, out of which 30 questions carry 1 mark and the rest 10

questions carry 2 marks each. Correct answer of questions carrying 1 mark scored 1

and incorrect answers scored zero. The questions which carry 2 marks each was

intended to measure the analytical skill in and arithmetic. So the correct answers

awarded 1 or 2 according to the style of answer

So far as test of memory is concerned, each correct answer carried 1 mark

and wrong answer carried a zero. As the test consist of 10 nonsense syllables the

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maximum marks was 10. Span of attention of the subjects were calculated by adding

up the fractional values to the basal value for correct responses.

HSPQ was scored using the stencil scoring key provided with the manual and

questionnaire. All the questions in the questionnaire had three answers carrying zero,

one and two. The test was intended to measure 14 personality factors. The score of all

the factors range from 0-20. The 14 personality factors could be understood and

described from subjects score in each factor. The study used only the raw scores of

the HSPQ. The manual provides that when one is not dealing with individuals as such

but researching on general relations, in correlations or by examining the significance

of differences between means, etc. the calculations can just as readily be done with

raw scores (HSPQ Manual, p. 19).

3.4 Conduct of Experiment

After the pretesting in all the variables, the two experimental groups, group-1

and group-3, were given meditation training. The meditation program continued for

one academic session, from May 2008 to April 2009. Both the schools willingly

utilized one period of 45 minutes duration everyday for the meditation programme. In

girls high school the meditation programme took place at 3pm to 3.45pm and from

3.50 to 4.35pm at boy’s high school. The instructor who was hired to impart

meditation training to the subjects was yoga and meditation instructor in a

Government managed college. He has a diploma in yoga from Bihar School of Yoga.

The meditation class was held in sufficiently large halls of the two schools. As

the two schools were adjacent to each other, the instructor after completing the class

in girl’s high school reached in time to take the class in boy’s high school. The

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participants were asked to keep their stomach empty before and during meditation.

The halls where meditation classes were held had both natural light and artificial over

head lighting. Both halls were silent with no bad odor or no noise coming from

outside. The halls had fresh circulating air from four open windows. The participants

were supplied with yoga mats to sit on. There are a number of meditation techniques

that elicit similar physiological and psychological responses. The investigator, the

meditation instructor and Swami Tejomayanandaji who is an educationist, a seer and

an expert in yoga and meditation together finalized some meditational techniques

which were applicable as well as suitable to the participants. These were Yoga Nidra

and concentration meditation. Yoga Nidra is claimed to improve relaxation, enhance

imagination and constant homogenous awareness while concentration meditation is

thought to sharpen mental faculties.

The meditation training began with a brief introduction about the purpose of

the training and the benefits they are likely to get in future. The investigator told the

participants that in order to get the benefits of meditation one has to meditate every

day. In order to meditate every day they would learn first a suitable meditational

posture. The detailed instructions for meditation were given by the instructor. So far

as concentration meditation is concerned, subjects are instructed to practice OM

chanting under the supervision of the instructor. Details of the instructions given to

the subjects for yoganidra are at Appendix - 6.

3.5 Post-testing

After giving experimental treatment to the Group 1 and Group 3, the

investigator conducted a post-testing in all the variables taken for the study on all the

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subjects of both experimental and control groups. The test administration and scoring

procedure remained same as for the pre-tests.

The pretesting session, meditation training and post testing lasted for one

academic session. In addition to collection of data during the pre-testing and post­

testing, the investigator kept a diary of all the comments, feedbacks of the participants

as well as teachers in all the phases.

3.6 Plan for data analysis

Data collected through testing were to be analysed using descriptive and

inferential statistics. Means and standard deviations of all the groups were be

separately calculated for both the pre- and post-tests for all the variables. Necessary

inter-correlations among different variables were to be completed. It was decided to

apply ANOVA on all the variables to find the effects of experimental treatment.

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