CHAPTER III

METHODOLOGY

The method and procedure of research study are bound up with

its purpose, as they provide a framework with which the goals of

research are to be achieved. The selection of the method depends upon

the nature of the problem selected. Early in the planning stage of

research project, investigator weighs the merits of various procedures

for collecting evidence. After determining which approach yields the

form and kind of data necessary to test hypothesis adequately. The

investigator examines the available tools and select the one that is

most appropriate for the purpose. The main aim of the study is to find

the relationship between emotional intelligence and mental health of

Adolescents. The following method and procedure were used to arrive

at the conclusions of the present study.

3.1 RESEARCH DESIGN OF THE STUDY

The present study falls under the domain of Descriptive research

as it intends to study the relationship between emotional intelligence

and mental health of Secondary students. The descriptive method is

undoubtedly, being the most popular and most widely used research

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method in education. The method requires sample for conduct of the
study with certain research tools for conducting the study.

3.2 SELECTION OF SAMPLE

A sample of 300 secondary school students were selected at random

from private and public schools of Sangrur. The total number of schools

selected were six for collecting sample.

Distribution of sample is presented in following chart.

Sample (300)

The school wise and sex wise distribution of the schools is given in the

table 3.1 below 150 Females

150 Males

75 Science 40 75 Arts 75 Science

75 Arts
 TABLE 3.1

LIST OF SCHOOLS

S. Name of the School No. of No. of Total

No. Boys Girls

1. Lord Rama High School 50 50 100

2. Arya Senior Secondary School 40 40 80

3. Govt. Senior Secondary School, Naruana 30 20 50

4. Govt. Senior Secondary School,Gary Bhuttar 20 20 40

5. M.H.R Senior Secondary School 10 20 30

3.3 TOOLS

In order to collect the relevant data, the following tools were used.

· In order to measure emotional intelligence Mangal Emotional

Intelligence Inventory (MEII) by Dr. S.K. Mangal and Mrs. Subhdra

Mangal, 2004.

· In order to measure mental health Mental Health Check List

(MHC) by Parmod Kumar, 1992.

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 3.3.1.DESCRIPTION OF TOOLS

3.3.1.1-Emotional Intelligence Inventory by Dr. S.K. Mangal and

Mrs. Mangal.

Emotional Intelligence Inventory has been designed for use with

Hindi and English knowing 16 + years age of school, college and

university students for the measurement of their emotional intelligence

(total as well as separately )in respect of four areas or aspects of

emotional intelligence namely, Intra- personal Awareness (Knowing

about one's own emotions) Inter-personal Awareness(Knowing about

others emotions),Intra-personal Management(Managing one's own

emotions) and Inter-personal Management(Managing others emotions)

respectively.

TABLE 3.2

AREAS OR ASPECTS OF MEII

S. No Area/Aspect No. of Items

( a ) Intra-personal awareness(own emotions) 25

( b ) Inter-personal awareness(others emotions) 25

( c ) Intra —personal management(own emotions) 25

( d ) Inter-personal management(others emotions) 25

Total no. of Items

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 It has 100 items, 25 each from the four areas to be answered as

yes or no. While constructing items for each of these areas due care

was taken to make use of the simple language and provide well-defined

purposeful statements to the respondents for the assessment of their

emotional intelligence.

In the beginning a list of 180 items was prepared. The list was

presented to a group of 5 judges and only those items were retained

which the judges were unanimous on their retention. It lead to the

elimination of 30 items out of 180. The remaining 150 were subjected

to item analysis.

RELIABILITY

Reliability of the inventory was examined through three different

methods, namely

(i) Split half method using spearman - Brown prophecy formula.

(ii) K-R formula

(iii) Test- Retest method

The reliability coefficients derived through these tests are given in the

following table 3.3

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 TABLE 3.3
Reliability Coefficients

Method used Number (N) Reliability coefficient

Split half 600 0.89

K-R formula 600 0.90
Test-Retest 200 0.92

VALIDITY

The correlations among the four areas o the inventory vary from

0.437 to 0.716 (after testing these correlations at the 0.01 level - two

tailed, it was found that all were significant)

Table 3.4
Classification of Emotional Intelligence in terms of categories

Range of scores
Categories Description
A Female Male

B Very good 88 86 above 90 86 above

C Good 75-87 77-89

D 61-74 63-76
Average
48-60 49-62
E
4786 low 48 86 low
F

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TIME REQUIREMENT

Students were required to complete the test in 30-40 minutes.

SCORING

This test contained 100 items. For the purpose of determining the

emotional intelligence of the students, the answer sheets were scored

according to instructions given in manual. The mode of response to each of

the item of the inventory is in the form of a forced choice i.e., yes or no

indicating complete agreement or disagreement with the proposed statement

respectively. In the present emotional intelligence inventory thus there are

item where the response 'yes' is indicative of the presence of emotional

intelligence and 'no' for the lack of emotional intelligence. Similarly, there

are items where 'no' response provides clue for the presence of emotional

intelligence and 'yes' for its absence.

For scoring one mark is to be the provided for the response

indicating the presence of emotional intelligence and zero for the

absence of emotional intelligence.

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 TABLE 3.5

SCORING SCHEME OF EMOTIONAL INTELLIGENCE INVENTORY

Items Mode of Score

Response
S.No. of items ( where 'yes' response
YES 1
shows presence of intelligence)

6,18,19,20,23 to 25,27 to 29,31,41 to 44, NO 0

51 to 56, 58 to 68, 70,73 to76, 79 to 82,

84,88 to 90, 96, 99

S.No. of items (where `no' response

YES 1
shows presence of intelligence) l to 5, 7 to

17,21,22,26,30,32 to 40, 45 to 50, 57, 69, NO 0

72, 77, 78, 83, 85 to 87, 91 to 95, 97, 98,

100.

INSTRUCTIONS FOR ADMINISTRATION

A sample of 300 students was involved in the present

investigation. The investigator obtained the authority letter from the

Head of Institution. The researcher visited the private and public

schools of Sangrur region for the collection of desired data. The senior

secondary students were selected randomly from the selected schools

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and they were seated in a separate room. It was ensured that there

was no outside distraction. The purpose of bringing them in

separated room was clearly explained and they were acquainted with

the tests. Necessary instructions as given in the manual were read out

to them. Ensuring that students have followed the instructions and

were ready to give the test, the investigator administered the test one

by one. The test of emotional intelligence was initially administered.

The students were given booklet containing questions along with

answer sheet. They had to fill the answers for emotional intelligence.

They were instructed that the scale comprised of 100 items. They

were given 30-40 minutes to complete the test.

INTERPRETATION OF SUBJECT'S SCORES

The presence of emotional intelligence scores are based on the

number of correct response i.e. presence of emotional intelligence. A

higher score of the individual on the right response shows higher level

of emotional intelligence and lesser score on right response shows

lower level of emotional intelligence.

3.3.1.2 Mental Health check list by Parmod Kumar

Mental health check list is developed with Parmod Kumar. Mental

health check-list measures pre-illness mental conditions of the

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 person. MHC consists of 11 items 6 mental and 5 somatic, presented

in a four point rating format.MHC has been developed with a view to

provide a handy tool for identifying person with poor mental health

and indeed of psycho diagnostic help.

RELIABILITY

The spilt-half reliability, correlating the odd-even items (applying

the Spearman-Brown Formula for doubling the test length), has been

found to be0.70 (N=30) with an index of reliability of 0.83.

The test-retest reliability has also been studied. It has been found

to be 0.65 (N=30) with an index of reliability of 0.81. The retest was

given with a time interval of two weeks.

Table 3.6

Showing split half and test retest reliability indices

Indicates N r-Value Index of liability

Split Half 30 0.70 0.83

Re-Test 30 0.65 0.81

VALIDITY

The face validity of the mental health check -list appears to be

fairly high as items were prepared by asking teachers of psychology to

list all such symptoms which, according to them, showed low mental

health. The content validity was adequately assured as only

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those
symptoms which showed 100 percent agreement amongst the judges

regarding their relevance to the study of mental health were selected.

Of these, only those items which gave a fairly high discrimination

value, i.e. 0.30 or above, following item-analysis were finally included

in the checklist.

INSRUCTIONS FOR ADMINISTRATION

They were given mental health checklist after 10 minutes. The

checklist is self administering in nature. In group -administration the

instruction given in the test booklet may be read aloud by the

researcher in order to facilitate starting at time. There is no fixed time

limit. Ordinary an individual takes 20 to 30 minutes to complete the

inventory. Before administering the test, students were briefly

introduced with the objectives of the study and the imperative need of

subjectivity in their responses to the items. The investigator asked the

students to read the instructions carefully and remove their doubts if

any. Then students were asked to write the answers in appropriate

columns. They were also told that they have to mark the answer of each

and every item of the booklet. Proper supervision was ensured

with the help of the school

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 SCORING

Mental health check-list consists of 11 items 6 mental and 5

somatic, presented in a 4- point rating format. A numerical value of 1, 2,3

and 4 is assigned to the 4-reponse categories, i.e. for 'Rarely', 'At times',

'Often' and 'Always', respectively. The total score varies from 11 to 44,

showing the highest to the lowest (poorest) mental health status

of the person.

3.4 STATISTICAL TECHNIQUES USED

In order to test the hypothesis formulated for the present study,

the scores obtained from different tests were subjected to statistical

analysis and interpretation. the following procedure were used to

analyse the data:

3.4.1 DESCRIPTIVE STATISTICS

· Raw scores were tabulated and analysed

· Mean scores, median and standard deviation

3.4.2 INFERENTIAL STATISTICS

· t-test was applied to determine the significance of difference

between mean scores of males and females Secondary

students.

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