CHAPTER IV

ANALYSIS AND INTERPRETATION

4.1 Introduction

Data analysis and interpretation is the process of assigning meaning to the collected

information and determining the conclusions, significance and implications of the

findings. It is an important and exciting step in the process of research. In all research

studies, analysis follows data collection. According to C.R.Kothari (1989), “The term

analysis refers to the computation of measures along with searching for patterns of

relationship that exist among data-groups”. Analysis involves estimating the values of

unknown parameters of the population and testing of hypotheses for drawing

inferences.

Hybrid learning (HL) is a novel educational model that incorporates both the

physical as well as the online learning system. Specifically, much wider application

platforms for HL model are the degree programs that are offered at different

universities. An important aspect of this model is that it is independent of the type of

degree or institute, and can be equally applied at any institute by having the

appropriate resources, and by following mandatory as well as the recommended set of

rules.

Title of the Present study is “Design and Evaluate Hybrid In-Service Training

Model (HIST): A Framework for In-Service Training Practice.” This study aimed to

design and evaluate the Hybrid In-Service Training Model (HIST) in an in-service
training on “skill of questioning” for secondary teachers. This has been studied that the

learning level of the teachers and their experience. Besides, this study to emphasize the

quality of training in minimized time period with the help of ICT.

4.2 Analysis and Interpretation of the data

The present study focused two types of analysis, which are to find out the level

of skill acquired by the teachers through the training in hybrid model and also ascertain

the effectiveness of Hybrid In-service Training Model in accessing training content by

the participants from own place, to attaining the required skills, explores required

content support, enabling space for reinforcement, affords meta-learning among the

teachers and minimize the time period of the training organized.

4.3 Comparisons of pre and post-test scores of the teachers in learning concept with

relate to gender

Investigator tends to find out the difference in scores obtained by the teachers on

learning content in the pre and post-test. To answer the research question 1 of the

present study, Comparisons of pre and post-test scores of the teachers has been made.

The following table and figure show the difference in scores of 50 teachers on

questioning skills were analyzed and interpreted as follows

 Table 4.1 show the comparison of mean and standard deviation of pre and post test

scores

N PRE-TEST SD POST-TEST
SD
MEAN MEAN

34.42 6.45
50 92.68 7.21

Figure 4.1 show the comparison of mean and standard deviation of pre and post test

scores

92.68
100

90

80

70

60

50 34.42

40

30

20

10

0
PRE-TEST POST-TEST

Findings
 The result indicated that post test scores of the teachers is higher than the protest.

It is interpreted that the training on skill of questioning transacted through missed

model is effective in all aspects and found that the teachers were involved in the process

enthusiastically.

4.3.1 Comparisons of pre and post-test scores of the teachers in learning

concept with relate to gender

Gender may influence in the perception and performance towards the required

process. This study aimed to spotlight any difference between Male and female teachers

in their learning concept delivered through HIST model. A comparison of post-test

scores of the male and female teachers has been made. The following table and figure

show the difference in scores of 50 teachers on questioning skills were analyzed and

interpreted as follows

Table 4.2 show the comparison of mean and standard deviation of male and female

teachers

SD
GENDER N MEAN
P* value
FEMALE 26 35.62 4.69 0.014
MALE 24 33.13 7.81

*0.01 level of significance

Figure 4.2 show the comparison of mean and standard deviation of male and female

teachers
 40 35.62
33.13
35

30

25
MEAN
20
SD
15
7.81
10
4.69
5

0
FEMALE MALE

Findings

The calculated value of the male and female teachers shown in the table 4.3, there

is no difference between male and female teachers in their performance in post test. It is

concluded that the performance of male and female teachers are same in post test in

HIST model training.

4.3.2 Comparisons of pre and post-test scores of the teachers in learning concept with

relate to locality of the teachers

Teachers from urban and rural location might have varied in their perception

towards ICT; the present study also aimed to establish if any difference in their

attainment of learning content given in the training. Comparisons of pre and post-test

scores of the teachers with relate to locality has been made. The following table and

figure show the difference in scores of 50 teachers (30 from Urban and 20 from rural

schools) on questioning skills were analyzed and interpreted as follows

 Table 4.3 show the comparison of mean and standard deviation of rural and urban

teachers

SD
LOCATION N MEAN
P* value
URBAN 30 37.21 3.92 0.011
RURAL 20 31.55 6.65

Figure 4.3 show the comparison of mean and standard deviation of rural and urban

teachers

40
37.21
35

30
31.55

25

20 MEAN
SD
15

10 3.92 6.65

5
SD
0

MEAN
URBAN
RURAL

Findings

The value given in the table 4.3 indicated that no such difference between rural

and urban school teachers in their performance in the post test of HIST model training.
It is clearly indicated that the teachers are performed same in the first model transaction

and acquiring the skills.

4.4 Analysis and interpretation of effectiveness of the HIST

To answer research question 2 of the present study i.e will HIST model be

effective in accessing training content by the participants from own place, to attaining

the required skills, explores required content support, enabling space for reinforcement

and affords meta-learning among the teachers? Teachers are requested to express their

opinions and suggestions on Hybrid In-Service Training Model in the following aspects.

 accessing training content from own place,

 attaining the required skills

 explores required content support,

 enabling space for reinforcement

 affords meta-learning among the participant

 minimizing the time consumption for training.

The interpretation of the reflections of the teachers of the experimental group

was carried out and the result obtained is as shown in table from 4.4 to

4.4.1 Analysis and interpretation of opinion of the teachers in accessing training

content from own place

 The responses of the teachers on hybrid in-service models facilitates the

accessing the training content from their own places by means of receiving the training

contents and information online- social websites such as Youtube, Whatsapp and

Facebook. The compatibility of the learning material was kept in mind while it was

preparing and made it successful in operation those materials. The reflection of the

teachers in accessing the learning material have analyzed in the following aspects

 Compatibility of learning content is good

 Availability of content more than three platforms is useful

 Content available in different formats makes easy to understand

 Multisensory approach – multimedia

Table 4.4 show the reflections of the teachers on effectiveness of HIST in accessing the

training content from their own place

Sl Statement Responses in %
no

S.A* % A* % D.A* %
(N) (N) (N)
Compatibility of learning
1 35 70% 14 28.00% 1 2.00%
content is good
Availability of content more
2 than three platforms is
31 62% 17 34.00% 2 4.00%
useful
Content available in
3 different formats makes easy
38 76% 10 20.00% 2 4.00%
to understand
 Content developed with
4 multisensory approach is
36 72% 13 26.00% 1 2.00%
effective
*S.A=Strongly Agree ; A=Agree ; D.A=Disagree

Findings

Table 4.4 show the reflections of the teachers on effectiveness of hist in accessing

the training content from their own place, in this the investigator as collected the

opinion from the teachers from the following aspects. Capability of learning content is

good; availability of content more than three platforms is useful, content available in

different formats makes easy to understand and content development with

multisensory approach is effective. Teachers expressed their opinion and strongly agree

and moderate in agree category. Very less people expressed disagree. It is interpreted

that the proposed HIST model help the teachers in accessing the content from their own

place is successful one. Mode of sending the content is also selected easy and

convenient manner so it is easy to manipulate the training content for the knowledge up

gradation and other academic learning activities.

Figure 4.4 show the reflections of the teachers on effectiveness of HIST in accessing the training content from their own

place

38
40 36
35
35 31

30

25

20 17
14 13
15
10
10

5 1 2 2 1

0
S.A* (N) A* (N) D.A* (N)

Compatibility of learning content is good

Availability of content more than three platforms is useful
Content available in different formats makes easy to understand
Content developed with multisensory approach is effective
4.4.2 Analysis and interpretation of opinion of the teachers in developing the skill

The aim of any training make the teachers to acquire the skills in the transacted

concept, the content prepared for using in HIST model has much importance given in to

make effective and would be more compatible in developing skills among the teachers.

The compatibility of the learning material was kept in mind while it was preparing and

made it successful in operation those materials. The reflection of the teachers in

accessing the learning material have analyzed in the following aspects

 Content deliberated in interactive manner

 Adequate example provided for each segment of the content

 Intuitive to elaborate the concept by the participants

 Unit evaluation given in effectiveness

Table 4.5 show the reflections of the teachers on effectiveness of HIST in developing the

skill

Sl Statement Responses in %
no S.A* % A* % D.A* %
(N) (N) (N)
Content deliberated in
1 36 72% 13 26.00% 1 2.00%
interactive manner
Adequate example provided
2 for each segment of the
38 76% 10 20.00% 2 4.00%
content
Intuitive to elaborate the
3 35 70% 14 28.00% 1 2.00%
concept by the participants
 Unit evaluation given in
4 31 62% 17 34.00% 2 4.00%
effectiveness
*S.A=Strongly Agree ; A=Agree ; D.A=Disagree

Findings

Table 4.5 indicated that the multimedia videos and other training materials used

in HIST approach were very effective in developing the skills among the teachers.

Teachers express their opinions online learning content given through HIST approach

in the following aspects success content in interactive manner, adequate example

provided for each segment of the content, intuitive to elaborate the concept by the

participants and unit evaluation given in effective manner. Majority of the teachers are

expressed positively as strongly agree it is meant that the content and the training

material provided in the first approach are very effective in these aspects.
 Figure 4.5 show the reflections of the teachers on effectiveness of HIST in developing the skill

76%
72% 70%
80%
62%
70%
60%
50%
34.00%
40% 28.00%
26.00%
30% 20.00%

20%
2.00% 4.00% 2.00% 4.00%
10%
SA
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4.4.3 Analysis and interpretation of opinion of the teachers in explore the required

content support

ICT and Teacher Professional Development: Teachers need specific professional

development opportunities in order to increase their ability to use ICT for formative

learning assessments, individualized instruction, accessing online resources, and for

fostering student interaction and collaboration. Such training in ICT should positively

impact teachers’ general attitudes towards ICT in the classroom, but it should also

provide specific guidance on ICT teaching and learning within each discipline. Without

this support, teachers tend to use ICT for skill-based applications, limiting student

academic thinking. To support teachers as they change their teaching, it is also essential

for education managers, supervisors, teacher educators, and decision makers to be

trained in ICT use. The reflection of the teachers in accessing the learning material have

analyzed in the following aspects

 Content given in adequate level

 Multi sensory mode has kept in all learning material

 Provided learning material embedded with required support

 Internet connectivity and other links has given in learning material for

further knowledge

Table 4.6 show the reflections of the teachers on effectiveness of HIST in explore the

required content support

 Sl Statement Responses in %
no S.A* A* D.A*
% % %
(N) (N) (N)
Content given in adequate 74.00 24.00
1 37 % 12 % 1 2.00%
level
Multi sensory mode has 70.00 30.00
2 35 % 15 % 0 0.00%
kept in all learning material
Provided learning material
3 embedded with required 64.00 36.00
support 32 % 18 % 0 0.00%

Internet connectivity and

other links has given in
4
learning material for further 74.51 23.53
knowledge 38 % 12 % 1 1.96%

*S.A=Strongly Agree ; A=Agree ; D.A=Disagree

Findings

Teachers reflects their opinions on Content given in adequate level, Multi

sensory mode has kept in all learning material, provided learning material embedded

with required support and Internet connectivity and other links has given in learning

material for further knowledge. Majority of the teachers are expressed positively as

strongly agree it is meant that the content and the training material provided in the first

approach are very effective in these aspects.

 Figure 4.6 show the reflections of the teachers on effectiveness of HIST in explore the required content support

Content given in adequate level

100.00%

74.00%

50.00%

Internet connectivity and other links has given in learning material for further knowledge 74.51% 0.00% 70.00% Multi sensory mode has kept in all learning material

64.00%
S.A* (N)
A* (N)
Provided learning material embedded with required support
D.A* (N)
4.4.4 Analysis and interpretation of opinion of the teachers in enabling space for

reinforcement

The existence of ICTs does not transform teacher practices in and of itself.

However, ICTs can enable teachers to transform their teacher practices, given a set of

enabling conditions. Teachers’ pedagogical practices and reasoning influence their uses

of ICT, and the nature of teacher ICT use impacts student achievement. The reflection of

the teachers in accessing the learning material and reinforcement aspects have analyzed

in the following aspects

 Learning material has cues for reinforcement

 Reinforcement is given positive

 Dragging and repeated reinforces avoided

 Multi sensory reinforces used for expand the knowledge on content

Table 4.7 show the reflections of the teachers on effectiveness of HIST in enabling space

for reinforcement

Sl Statement Responses in %
no S.A* % A* % D.A* %
(N) (N) (N)
Learning material has cues 34.00
1 33 66.00% 17 % 0 0.00%
for reinforcement
Reinforcement is given 30.00
2 34 68.00% 15 % 1 2.00%
positive
Dragging and repeated 26.00
3 36 72.00% 13 % 1 2.00%
reinforces avoided
 Multi sensory reinforces
4 used for expand the 36.00
knowledge on content 32 64.00% 18 % 0 0.00%

*S.A=Strongly Agree ; A=Agree ; D.A=Disagree

Findings

Positive opinion has received from the teachers in enabling space for

reinforcement in learning content has prepared for HIST approach. The reflection of the

teachers in accessing the learning material and reinforcement aspects have analyzed in

the following aspects such as learning material has cues for reinforcement,

reinforcement is given positive, dragging and repeated reinforces avoided and multi

sensory reinforces used for expand the knowledge on content. It is interpreted that the

learning content given in HIST that ensures the stimulus that follows and is contingent

upon a behavior and increases the probability of a behavior being repeated. Positive

reinforcement can increase the probability of not only desirable behavior.

Figure 4.7 show the reflections of the teachers on effectiveness of HIST in enabling space for reinforcement

80.00%
72.00%
68.00%
66.00%
70.00% 64.00%

60.00%

50.00%

36.00%
40.00% 34.00% S.A* (N)
30.00% A* (N)
26.00%
30.00% D.A* (N)

20.00%

10.00%
2.00% 2.00%
0.00% 0.00%
0.00%
4.4.5 Analysis and interpretation of opinion of the teachers in affords meta-learning

Meta-learning is a mixture of understanding, processes, and attitudes. It includes

the self-knowledge about how one learns, particularly an awareness of the learning

strategies and behaviors applicable to a learning context. It also includes ‘knowl- edge

of completion’, in which learners develop an appreciation of the knowledge that they

have gained and an understanding of how to use this knowledge. Meta-learning also

relates to learners’ attitudes, such as their belief that the way they self-regulate is the

best way for them, and that they have the capacities and skills to apply their

knowledge. The reflection of the teachers in Meta-learning material have analyzed in

the following aspects

 Enable learner to introspect on learning concept

 Ensure training and testing the content

 Interconnected examples provided in the content

 Multisensory approach of meta-learning

Table 4.8 show the reflections of the teachers on effectiveness of HIST in affords meta-

learning
 Sl Statement Responses in %
no S.A* % A* % D.A* %
(N) (N) (N)
Enable learner to introspect 28.00
1 35 70.00% 14 1 2.00%
on learning concept %

Ensure training and testing 38.00

2 31 62.00% 19 0 0.00%
the content %

Interconnected examples 24.00

3 37 74.00% 12 1 2.00%
provided in the content %

Multisensory approach of 36.00

4 32 64.00% 18 0 0.00%
meta-learning %

*S.A=Strongly Agree ; A=Agree ; D.A=Disagree

Findings

The reflection of the teachers in Meta-learning material have analyzed in the

following aspects such as enable learner to introspect on learning concept, ensure

training and testing the content, interconnected examples provided in the content and

multisensory approach of meta-learning. It is conclude that learning content have used

and approach of HIST model in the in-service training has given great positive impact.
 Figure 4.8 show the reflections of the teachers on effectiveness of HIST in affords meta-learning

80.00% 74.00%
70.00%

70.00% 64.00%
62.00%

60.00%

50.00%
38.00% S.A* (N)
36.00% A* (N)
40.00%
28.00%
D.A* (N)
30.00% 24.00%

20.00%

10.00% 2.00% 2.00%

0.00% 0.00%
0.00%
4.5 Conclusion

Hybrid online instruction is a cross between the traditional face-to-face

classroom format and online-only instruction. The premise behind hybrid instruction is

that it provides the benefits of personal interaction with the convenience and flexibility

of online assignments and discussions. While there has been significant research on

how students perceive this form of instruction, less exists on the impact of hybrid

instruction on student achievement. The current data is varied, with a majority of

studies showing increased achievement in the hybrid classroom compared to traditional

classrooms, but similar achievement to online courses. Since hybrid formats are

significantly varied in the percentage of time spent online, subject matters, student

populations, etc., it can be difficult to compare methods solely focused on achievement.

The purpose of this paper is to compare the advantages and disadvantages of hybrid

instruction to online and traditional formats from the lens of professor, i.e., what to do

and avoid in teaching a hybrid course, and ways of fostering student achievement.