RESEARCH ON STUDY HABITS AND ACHIEVEMENT OF BIOLOGY: 2017

The study habits and achievement of Higher Secondary School Biology students of Thiruvananthapuram District.”

METHODOLOY

Introduction

Methodology occupies a very important position in any kind of research, as the validity and reliability of the finding depend upon the methods adopted. The procedure adopted by the research worker for the realization of the objectives of the study is called methodology. The credibility obtained in research depends very much upon the credibility of the method used. Regarding the importance of the methodology, Barr(1960) says “ the vehicle of research cannot perform its function with out it, since it is methodology which lays out the way in which formal research is to be carried out and outline the detailed description of the research vehicle and procedure.” Various steps of the plan of attack to be adopted in solving a research problem. There are different kinds of methods and tools. The decision about the method and tools to be employed depend upon the nature of the study under investigation.

The methodology adopted for the study has been described under the following heads ;

1. Method used for the study.

2. Variable used for the study.

3. Sample selected for the study.

4. Tools used for data collection.

5. Collection and consolidation of data.

6. Statistical techniques employed for the analysis of data

Method Adopted For The Study

The aim of the present study is to find out the study habit and achievement of Higher Secondary school Biology Students. In the present study Normative Survey method was used for the collection of relevant data. According to John W. Best (1968), “ The normative survey method is concerned with the condition or relationship that exists, practices that prevail, views or attitudes that are hold process that are going on and the effect that are being felt or trends that are developing.”

A survey has been widely used in educational research for many years and continue to be used to gather information about prevailing conditions. Survey method is adopted by the investigator for conducting the present study. The survey method helps the investigator to determine the present trends and solves current practical problem. It gathers data from a relatively large sample. It suggests a course for future development and contribute to the advancement of knowledge. The survey method investigate phenomena in their natural settings.

Variables Used For The Study

Best & Khan (2008),” Variables are the conditions or characteristics that the experimenter manipulates control observes.”

The dependent variables are the conditions or characteristics that the experimenter manipulates or controls in his or her attempt to ascertain their relationship to observed phenomena. The development variables are the conditions or characteristics that appear, disappear or change as the experimenter introduces, removes or changes independence variables. The variables of the study were categories as follows ;

Dependent Variable

Achievement in Biology

Independent Variables

Following different dimensions of study habit were taken as the independent variables,

1. Time management

2. Concentration & memory

3. Studytids & Note taking skills

4. Test strategies & test anxiety

5. Motivation & attitude

6. Reading & selecting main idea

7. Writing skills

8. Study environment

9. Test taking and preparation skills.

Fig ; 3.1 Schematic representation of dependent and independent variables involved in this study.

Sample Selected For The Study

The most important study in the selection of the sample. It is imperative that a suitable representative of the population be selected to ensure validity for the results arrived at. The process of sampling makes it possible to draw valid inferences or generalizations on the basis of careful observations or manipulation of variables with in a relative small portion of the population (Best & Khan , 1995). The most important factor that determines the dependability of any research finding is the efficiency of the sample used for collecting the research data. The present study was conducted on a representative sample of 540 students of Xlth Standard selected by proportionate stratified random sampling technique. While selecting the sample due representation were given for the following categories of Higher secondary school population,

1. Sex of the student ( Boys,Girls )

2. Locality of the schools (Rural, urban)

3. Type of management of schools ( Private, Govt. & Unaided )

The details of the schools selected for the study and breakup of the sample of students are shown in Table 3.1 and 3.2 respectively.

Table :3.1

Details of the Schools Selected For The Study

Sl.No.	Name of The School	Private/Govt.	Urban/Rural	Boys/Girls	Total
1	Govt. H.S.S. Pettah Trivandrum	Govt.	Urban	Mixed	100
2	R.K.D.N.S.S. H.S.S Trivandrum	Aided	Urban	Mixed	50
3	St. Joseph’s H.S.S Trivandrum	Aided	Urban	Boys	47
4	Chinmaya Vidyalayam Trivandrum	Unaided	Urban	Mixed	43
5	Darsana H.S.S. Nedumangad,	Unaided	Rural	Mixed	100
6	N.S.S. H.S.S. Keshavadasapuram,	Aided	Urban	Mixed	50
7	Govt. H.S.S. Anavoor	Govt.	Rural	Mixed	20
8	Govt. Girls H.S.S. Nedumangad	Govt.	Rural	Girls	80
9	S.N.V. H.S.S. Anad	Aided	Rural	Mixed	50
Total					540

Table 3.2

Break up of the sample in terms of Gender , Locale and

Type of Management

Sample	Sub sample	Number	Total
Gender	Girls	290	540
Gender	Boys	250	540
Locale	Rural	250	540
Locale	Urban	290	540
Type of Management	Govt.	200	540
	Aided	197
	Unaided	143

Tools Used For Data Collection

For the present study the investigator required the collection of data relating to variables study habits and achievement in Biology. The following tools were used in the study ;

(1) Questionnaire relating to the study habits.

(2) An achievement test in Biology for XI standard students.

Description of Tools

Questionnaire on Study habits of Higher Secondary School Biology Students

Questionnaire relating to study habits was used to measure the study habits of Higher Secondary School students. The test covering the following dimensions of study habits.

1.Time management

2.Concentration & memory

3.Studytids & Note taking skills

4.Test strategies & test anxiety

5.Motivation & attitude

6.Reading & selecting main idea

7.Writing skills

8.Study environment

9.Test taking and preparation skills.

Development of Tools

The development and standardization of the tool include the following steps.

Collection of Statements

As a preliminary step for the preparation of the tool for the study the investigator went through the literature related to the area under investigation. Investigator googled the internet and referred the websites related to multiple intelligence and gathered ideas. A few statements were prepared, verified, analysed, categorized and modified to a test battery as per the suggestions of the guide. The test consists of 50 items representing the components of the study habits. All the item selected were arranged in a random order.

Screening of The Statements

The tool was then submitted to guide and experts to judge the suitability of the items. As per suggestions of the experts the draft form of the tool was then printed.

Sample For Tryout

After finalizing the format of the Questionnaire for study habits the investigator conducted a pilot study. The pilot study was administered in order to check the adequacy of the test and to find out the administrative difficulties. The test was administered to 60 Higher Secondary School students in Govt. H.S.S. Pettah, Trivandrum.

The Draft Tool And Its Administration.

The subjects were met in their classroom after obtaining permission from school authorities. The statements related to study habits were given into the tool. Each statement had 3 choices viz, Always, Sometimes, Often. Students were instructed to read each of the statements carefully and answer them by making a tick (ü) mark on the respective column for each statement of the questionnaire. Sufficient time was given to the students in order to respond properly.

Instruction For Scoring

The statements were rated on a three point scale. In case of an item depicting good study habits a score of three was given for a response always. A score of 2 & 1 was given for a response of often and some times respectively. For a statement depicting bad study habits, the score was assigned in reverse order that is 1,2,3 for always, often, sometimes respectively. Scoring was done with the scoring key provided in the manual. High score on the inventory indicates good study habits and vice versa.

Item Analysis

For the item analysis of the tool(study habit) the Anastasi and Urbina (2003). The procedure for item analysis were :-

Ø First the total answer scripts (60) were arranged in an ascending order on the basis of total scores obtained by the students.

Ø The upper 20 answer scripts were placed in the upper groups(U) the middle 20 answer scripts were placed in the middle group(M) and lower 20 answer scripts were placed in the lower group(L).

Ø The investigator tallied all the correct responses to each item given by students in three groups.

Ø The discriminative power of each item were found by subtracting the number of group from the answered it correctly in the lower group from the number answered it correctly in the upper group (U-L).

Ø Difficulty level of the item was obtained with the same data by adding the number of each item in all three criterion groups (U+M+L).

Table 3.3

Details of Item Analysis of Study Habit Test

Item No.	High U(20)	Medium M (20)	Low L (20)	U+M+L	U-L	Item Selected
1	18	10	13	41	5	Retained
2	15	17	11	43	4	Retained
3	19	11	10	40	9	Retained
4	10	19	4	33	6	Retained
5	13	15	7	35	6	Retained
6	20	10	15	45	5	Retained
7	19	11	9	39	10	Retained
8	17	10	13	40	4	Retained
9	18	12	10	40	8	Retained
10	11	10	7	28	4	Retained
11	17	13	8	38	9	Retained
12	18	12	12	42	6	Retained
13	7	5	4	16	3	Detained
14	10	14	5	29	5	Detained
15	9	15	5	29	4	Detained
16	17	10	15	42	2	Detained
17	13	10	5	28	8	Retained
18	16	8	8	32	8	Retained
19	20	16	15	51	5	Retained
20	17	16	11	44	6	Retained
21	16	8	9	33	7	Retained
22	17	11	11	39	6	Retained
23	19	16	15	50	4	Retained
24	18	12	10	40	8	Retained
25	16	13	10	39	6	Retained
26	19	15	12	46	7	Retained
27	19	9	10	38	9	Retained
28	20	14	6	40	12	Retained
29	15	16	15	46	5	Retained
30	15	10	10	35	5	Retained
31	12	10	8	30	4	Retained
32	14	10	9	33	5	Retained
33	19	10	10	39	9	Retained
34	19	18	15	52	4	Retained
35	17	10	10	37	7	Retained
36	15	18	5	38	10	Retained
37	18	16	13	47	5	Retained
38	11	10	6	27	5	Retained
39	12	11	7	30	5	Retained
40	14	15	8	37	6	Retained
41	18	10	12	40	6	Retained
42	15	10	8	33	7	Retained
43	14	9	14	37	0	Detained
44	18	14	6	38	12	Retained
45	17	13	9	39	8	Retained
46	18	20	20	58	-2	Detained
47	20	19	16	55	4	Retained
48	20	20	20	60	0	Detained
49	20	16	16	52	4	Retained
50	20	19	16	55	4	Retained
51	15	11	10	36	5	Retained
52	20	18	16	54	4	Retained
53	16	18	12	46	4	Retained

Note : Retained items were selected.

The values selected for the final test relating to U+M+L was 27-56 and there for U-L was 4 and above. Thus it was clear from Table 3.3 that items having average value were selected for inclusion in the final test. Thus out of 50 items 45 were selected for the final test and used for the study.

The number of items selected for each component of study habits and item numbers indicating the statements that measure each component are as show in the Table 3.4

Table 3.4

Items selected for each component of study habits and item numbers indicating the statements that measures each component.

Sl.No.	Components of Study Habit	Item Number Indicating The Component Study Habits
1	Time Management	1,2,3,4,5,6,7
2	Study Environment	8,9,10,11,12
3	Test Taking	14,15,17,18
4	Note Taking Skills	19,20,21,22,23
5	Test Strategies & Test Anxiety	24,25,26,27
6	Motivation & Attitude	28,29,30,31,32
7	Reading & Selecting Main Idea	33,34,35,36,37,38
8	Writing	39,40,41,42
9	Concentration & Memory	44,46,47,48
10	Study Aids & Note Taking	49,50, 51,52,53

Validity

The scale was found to having both face validity and content validity. The term face validity means that a test looks valid particularly to those who were in the field. The face validity of the present scale was determined by submitting it to a panel of experts. According to them the test can measure the components of study habits experienced by the subjects. Validity of the test is determined by correlating the total score of study habits on a sample of 60 students. The obtained correlation is…….

Reliability

Split half method was used to find out the reliability of the scale. This method had been generally found by researchers and there for odd even items were scored separately and these two sets of sores were when correlated showed the ‘r’ as……… When adopted the Spear man Brown formula for reliability coeffient of the whole test was found to be ……….This shows that scale possessed high reliability.

The test is found to be both reliable and valid for measuring study habits of standard XI in the Thiruvananthapuram district.

An Achievement Test In Biology for XI Standard Students

Achievement in Biology were measured using a test developed by the investigator in collaboration with her supervising teacher.

Procedure For The Construction & Standardisation of The Test

In the construction & standardisation of the test, the following steps were adopted;

1) Planning The Test

2) Preparing The Test Items

3) Establishing Validity And Reliability

1) Planning The Test

The test was intended to measure the achievement in Biology of XI standard students with this view a test of achievement in Biology was developed by the investigator in collaboration with her supervising teacher. Decision was taken to measure the instructional objectives Knowledge, Understanding & Application and giving equal weightage to each of them.

2) Preparing The Test Items

Preparation of the test involved in the area of objectives, content, form of questions and difficulty level. All the item were written in such a way that it would measure the specified achievement in biology. For doing this a careful study is made by referring the most widely used textbooks and the recommendations of the supervisor and the school teachers. Weightage to objectives, Content, Form of questions and difficulty level of items were decided and a blue print of the test was designed.

Table 3.5

Weightage To Instructional Objectives

Sl.No.	Objectives	Marks	% of Marks
1	Knowledge	14	28
2	Understanding	16	32
3	Application	20	40
Total		50	100

Weightage To Content

Weightage to each content are given on percentage basis according to the importance of the topic in Table 3.6.

Table 3.6

Weightage To Content

Sl.No.	Content	Marks	% of Marks
1	The Living World	6	12
2	Biological Classification	6	12
3	Plant Kingdom	9	18
4	Animal Kingdom	9	18
5	Morphology of Flowering Plants	11	22
6	Structural Organization in Plants	9	18
Total		50	100

Weightage to Form of Questions

In order to conduct an effective test the selection of appropriate form of question is inevitable. The questions selected for the test are multiple choice questions. Weightage to form of questions on percentage basis are given in Table 3.7.

Table 3.7.

Weightage to Form of Questions

Sl.No.	Form of Questions	No. of Questions	Marks	% of Marks
1	Multiple Choice Questions	50	50	100
Total		50	50	100

Weightage to Difficulty Level of Items

Difficulty level of an items refers to how easy or difficult the test is from the point of view of the testers. Proper weightage has been given to the level of difficulty of items so that the test may suit children of all levels. Weightage to the difficulty level of items on percentage basis are given in the Table 3.8

Table 3.8

Weightage to Difficulty Level of Items

Sl.No.	Difficulty level	Number of Questions	Marks	% of Marks
1	Easy	16	16	32
2	Average	24	24	48
3	Difficult	10	10	20
Total		50	50	100

Table 3.9

Blue Print of The Achievement Test

Objectives Content	Knowledge			Understanding			Application			Total
Objectives Content	E	A	D	E	A	D	E	A	D
The Living World	(2)2	(1)1			(1) 1	(1) 1		(1) 1			6
Biological Classification		(1)1	(2) 2	(1)1	(1)1				(1)1		6
Plant Kingdom	(2)2	(2)2	(1) 1	(1)1	(1)1	(1) 1		(1) 1			9
Animal Kingdom	(1)1	(1)1	(2) 2	(1)1	(1)1		(1)1	(1) 1	(1)1		9
Morphology of Flowering Plants	(1)1	(1)1	(1) 1	(2)2	(1)1	(2) 2	(1)1	(1) 1	(1)1		11
Structural organization in Animals	(1)1		(1) 1	(1)1	(2)2	(1) 1	(1)1	(2) 2			9
Total	7	6	7	6	7	5	3	6	3		50

Preparing the Test Item

When the instructional objectives and content for a standardized achievement test have been clearly formulated, the writing of the test items begins. The preparation of test item involves the writing of items that directly measure the instructional objectives and content given in the blue print.

The investigator prepared 50 questions for the achievement test under the guidance of the supervisor and experienced school teachers. All the questions are clear and written in simple language. The investigator also prepared a scoring key to make the scoring of answer paper easy.

Evaluating The Test

The validity, reliability, practicability and objectivity were established.

Validity

A test poses validity to the extent that it measures what it claims to measure. The scale was found to be having face validity, content validity and construct validity. The term face validity means that a test look valid particularly to those who were in the field , the face validity of the present scale was determined by submitting it to a panel of experts. The content and construct validities of the present test were ensured by giving representation to the prescribed content and also by ensuring that items were developed for each subset in terms of the instructional objectives. The statistical validity of the test were assessed by comparing the marks obtained for the test with an external criterion viz the marks obtained for the mid term examination. The validity coefficient obtained for the total test is

Reliability

Reliability refers to the consistency of measurement. That is how consistent test scores or other evaluation results are from one measurement to another. Here the split half method is employed to find out the reliability of the achievement test. The test is first divided into two equivalent halves and the correlation was found for these tests. The division had been done by separating the odd numbered item and even numbered item. Marks obtained by student for odd numbered item and even numbered item were found out separately. Then the correlation was found for this half tests by using Pearson’s Product moment correlation. Thus the reliability coeffient of the half test was obtained as …… The reliability of the whole test was estimated from the formula

2rɪ

r = (1+rɪ)

Where, rɪ = the reliability coeffient of the half test.

r = the reliability coeffient of the whole test.

The split half reliability coeffient of the whole class is ………..

Objectivity And Practicability of The Test

A test is said to be objective if it is free from the influence of subjective elements like personal bias, favoritism and the like. Since the present test contains only multiple choice questions there was no problem of subjectivity.

In the present test, simple and clear instructions are given for administrtering

the test and hence it is practical to use.

Collection And Consolidation of Data

The investigator acquired her self with the test manuals of the different test to be administered. She then obtained copies of the test booklets in adequate numbers. Space was provided in the test for entering the identification data and supplementary data regarding sex, locality of the school, nature of the school management, etc.

The achievement test as well as the questionnaire for students on study habit were administered in the schools selected by the investigator during forenoons. The investigator had made arrangements with the authorities of schools selected for testing. Then tentative break-up of institutions helped her to identify the specific schools to be covered to yield the required sample. The type of school, location, nature of school management and the class division to be tested, etc. were fixed before the commencement of testing. The co-operation of the principal and teachers of the school has helped the investigator to administer and to test the students.

The investigator administered the test to all the students with the help of the teachers of the respective institutions. The service of teachers were secured for helping the investigator in test administration. The students were given clear instructions as to the tasks expected of them , entering the general data, marking their responses in questionnaire on study habits , marking the correct options given for each questions. In the achievement test an answer sheet provided to them the time allotted for the achievement test ,etc. before the commencement of the test sessions. A short interval of ten to fifteen minutes was given between the questionnaire on study habit test and the achievement test. Time stipulation, methods of administration, etc were strictly observed.

The following steps were invariably followed for administering the test;

1) Distribution of the test booklets to the subjects together with printed, instructions regarding the test.

2) Explaining the general directions in the booklet.

3) Distribution of response sheets with institutions to filling them up.

4) Making the students familiar with the answer sheets made of entering responses, etc.

5) Clearing the doubts of subjects giving instructions regarding limit, method of dealing with eventualities, etc.

6) Strict adherence to the time limit in the case of achievement test.

7) Giving intervals between testing.

8) Collecting back the booklets and completed answer sheets corresponding to the each test.

Scoring of the answer sheets was done by the investigator following the procedure suggested in the respective test manuals. Scoring keys were used to expedite scoring. The scores obtained for the different test and other details were tabulated and consolidated on data sheet. Descriptive data like sex, location were entered in the sheets by making them with the help of appropriate numbers. The data collected were entered in such a way that they could be calculated manually. The calculation of correlation coefficients, critical ratios etc. were calculated.

Statistical Techniques Used For The Analysis Of Data

Statistical techniques helps a lot in the research work. The qualititative data can be quantified and these can be analysed and interpreted with the help of statistical techniques. The statistical techniques used in the present study are given bellow.

Narrative Statistics

Graphical representation, measures of central tendency like mean, measures of dispersion like standard deviation was used for the study to analyze and classify the data separately.

Conclusive Statistics

Conclusive statistics is something that helps the investigator to decide that all the informations collected were connected with the situation and can provide with necessary information. Various conclusive statistics like t-test, ANOVA, Duncan’s test and correlation analysis were used for the analysis of the data conclusively.

1.Mean

It is the simplest but most useful measure of central tendency. It is nothing but average. It is possible to depend as the sum of all the values of the items in a series divided by the number of items. It is represented by the symbol ‘M’ ( Mangal, 2009)

2. Standard Deviation

It is the square root of the average of the squares of the deviations of each score from the mean. It is regarded as the most stable and reliable measure of variability as it employ the means for its computation. Often called root mean square deviation and is denoted by the Greek letter sigma (Mangal, 2009).

3.Graph

The geometrical image of a set of data, which enables the investigator to think about a statistical problem in visual terms, pictorial representation of data is more effective than the representation in words. Graphical representation proves quite an effective and an economic device for the presentation, understanding statistical data (Mangal, 2009).

4.‘t’-Test

It is based on ‘t’ distribution and is considered as an appropriate test for judging the significance of a sample mean or for judging the significance of difference between the means of two samples in case of small samples. When population variance is not known, we use variance of the sample as an estimate of the population variance (Kothari, 1996).

5.‘F’-test

‘F’-test is based on f-distribution and is used to compare the variance of the two independent samples. This test is also used in the context of Analysis of Variance (ANOVA) for judging the significance of more than two sample means at one and the same time ( Kothari, 1996).

6. Coefficient of Correlation

Correlation is the tendency of two or more groups or series of items to vary together directly or inversely. Coefficient of Correlation is an algebraic method of measuring correlation. It is a numerical value shows the degree or the extent of correlation between two variables (Potti, 1997).

Thus the collected data were tabulated and codified. The codified data was analysed by using the above said statistical techniques for interpreting properly. The analysis and interpretation are discussed in the next chapter.

Statistical Equations

Mean

Mean = A+ ∑Fx × C

A = Assumed mean

N = Total no.of Scores

C = Class interval

F = frequency

X = Score

Standard Deviation

F = frequency

X = Score

N = Total no. of Scores

Pearson’s Product moment Coefficient of Correlation

The formula for finding the correlation coefficient is :

Where , r = Correlation coefficient

N = Size of the sample

= Sum of X scores

∑Y = Sum of Y scores

∑X² =Sum of squares of X score

∑Y² = Sum of squares of Y scores

∑XY = Sum of product of X & Y

Test of Significance for correlation and Interpretation of r

Correlation coefficients are interpreted by deciding whether the index is statistically significant or not. Test of significance for a correlation was applied against the null hypothesis. The method suggested by the Gilford was used for the purpose. The significance was tested by finding out whether the absolute value obtained r exceeds 1.96/√N or 2.58/√N for significance at 0.05 levels and 0.01 levels respectively. If the correlation is significant , the correlation was interpreted using the following techniques,

Verbal Interpretation

Correlation coefficient is given an accepted verbal description, depending upon the range with in which it falls. For this the verbal classification suggested by Garret was accepted.

r from 0.00 to ± 0.20 indifferent or negligible correlation

r from 0±0.20 to ±0.40 low correlation present but slight

r from 0±0.40 to ±0.70 substantial or marked relationship

r from 0±0.70 to ±1.00 high relationship

Test of Significance for Mean Difference

In order to compare the mean scores of each of the components like gender, locality, type school management , level of achievement of the data obtained had to be subjected to Test of Significance for Mean Difference. The ‘t’t test suggested by Guilford was used for this purpose. Accordingly, the standard error of the difference of means compared were obtained by the formula

S1 = Standard deviation of the first group

S2 = Standard deviation of the second group

N1 = Sample size of the first group

N2 = Sample size of the second group.

For a two tailed test if the ratio fall between -2.58 and 2.58 it is treated as not significant at 0.01 level, but treated as significant if the critical ratio fall outside the ±2.58. For any critical ratio which is not significant the noticed difference are treated as real, but caused by experimental errors.

Analysis of Covariance

The ANOVA is an effective way for finding the difference among two or more groups.

Step -1

a. Arrangement of table to find some initial values

b. Find ∑X1, ∑X2,…………………… grand sum ∑X

c. Find X1²,X2², X3²………….. and ∑X1², ∑X2², ∑X3²,…………..

d. Correction term C = (∑X)²/N, where N= total no. in all groups.

Step – 2

Calculation of total sum of squares around the general mean. It is calculated by using the formula.

St² =∑X² - C

Step -3

Calculation of between group sum of squares (Sb²)

Sb² = ∑X1²/n1+ ∑X2²/n2 + ………….. – C

Step -4

Calculation of with in group sum of squares

Sw² = St² - Sb²

Step -5

St² = N-1

Sb² = K -1

Sw² = N-K

Steps – 6

Calculation of ‘F’ ratio

Sl no:	Source of variance	df	Sum of Squares	Mean squares	F
1	Between groups	K-1	Sb²	Sb²/K-1
2	Within groups	N-K	Sw²	Sw²/N-K
	Total

F = Between group variance / With in group Variance

Step -7

Interpretation of ‘F’ ratio

The critical value of F ratio are found in a f table which indicate the critical value necessary to test the null hypothesis at selected levels of significance. If the groups differ significantly it is essential for further the analysis of data using one of the post hoc analysis.

Analysis And Interpretation

Introduction

Analysis and interpretation of data are two major steps in the process of research. Analysis is the heart of research report.

“ Analysis of data means studying the organized material in order to discover the inherent facts. The data are studied from as many as angles as possible to explore the new facts.” – ( Kaul )

Interpretation is as broad as research itself and is inseparably interwoven with many other research processes. Interpretation of data emphasizes the meaningful logical and critical examination of the facts obtained after analysis.

“ Interpretation means an adequate exposition of the true meaning of the material presented in terms of the purpose of the study being reported.” – ( F.L.Whitney )

The present study is aimed to find out the relationship between study habits and achievement of higher secondary school biology students of Thiruvananthapuram district. The present chapter deals with analysis and interpretation of data obtained in the context of the objectives of the study. Statistical analysis of the data has been done to test the tenability of the hypotheses.

4.1 Objectives of the Study

1. To prepare and validate a questionnaire for measuring the study habits of Higher Secondary School Biology Students.

2. To find out the relationship between study habit and achievement of Higher Secondary School Biology students of Thiruvananthapuram District.

3. To find out the difference between the study habits and achievement of Higher Secondary School Biology students of Thiruvananthapuram District, with regard to the Subsamples;

a. Gender ( Boys and Girls)

b. Locality ( Rural and Urban)

c. Type of Management of School ( Govt.,Aided and Unaided)

4. To compare the study habits of Higher Secondary School Students with respect to the levels of achievement (High, Average and Low achievers).

5. To find out the difference between study habits and achievement of Higher Secondary school biology students belonging to different family status.

4.2 Hypothesis of the Study

1. There is no significant relationship between study habits and achievement of Higher study habits and achievement of Higher Secondary School Biology students of Thiruvananthapuram District.

2. There is no significant difference in the mean scores of study habit and achievement of Higher Secondary school Biology students with regard to the subsamples;

a) Gender (Boys And Girls)

b) Locality (Rural and Urban)

c) Type of Management of School (Govt, Aided And Unaided)

3. There is no significant difference in the mean scores of study habits of Higher secondary school students and the level of achievement (High, Average and low achievers)

4. There is no significant difference between study habits and achievement of Higher Secondary School Biology students with respect to their family status.

4.3 Analysis And Interpretation of Data

The investigator used narrative statistics like graphical representation, mean, standard deviation and conclusive statistics like ‘t’-test, and ANOVA for the analysis of the data conclusively. The details of the analysis and discussion of results are given bellow ;

4.3.1 Comparison of the Total Study habit Score and Achievement Score.

In this subsection of analysis, the investigator tried to test the relationship between study habit and achievement of biology students and the summary is given in Table 4.1.

Table – 4.1

Summary of mean, standard deviation and ‘r’ of Study habit and Achievement.

Sl.No.	Elements	Mean	Standard deviation	‘r’value
1	Achievement	31.98	8.26	0.83
2	Study habits	96.58	24.60	0.83

From table 4.1 it is clear that the mean of achievement score of students in biology is 31.98 and that of study habit is 96.58. The standard deviation of achievement in biology is 8.26 and that of study habit is 24.6. The correlation coefficient between student’s achievement in biology and study habit in Biology is 0.83, ie, there is a strong positive correlation between students achievement in biology and their study habits.

4.3.2 Analysis of their significance of difference in the mean scores of study habit and achievement of Higher Secondary School Biology Students with regard to the variable – Gender

In this the investigator tried to find out the significance of difference between mean score in achievement and study habit of biology students with respect to the variable – Gender and the details are given in Table 4.2

Table 4.2

Summary of analysis of the significance of difference in the mean scores of study habit and achievement of Higher Secondary School Biology Students with regard to the variable – Gender [ Boys & Girls ]

Sl.No.	Sample	N	Mean	Standard deviation	‘t’ Value
1	Boys	250	33.29*	9.06	6.45
			102.4**	27.56
2	Girls	290	30.87*	7.34
			91.90**	20.68

* Mean Score of Achievement

** Mean Score of Study Habits

The ‘t’ value obtained for the mean difference in study habits and achievement of higher secondary school biology students with respect to the variable gender is significant at 0.01 level. The ‘t’ value computed for the mean difference is 6.45 which is greater than the table value 2.59 at 0.01 level of significance. So it can be concluded that there exist significant difference in the mean scores of the study habits and achievement of higher secondary school biology students with respect to the variable Gender. Hence the hypothesis formulated in thus context is rejected.

FIGURE. 4.1

Graphical Representation of Total Sample of Boys & Girls

4.3.3 Analysis of their significance of difference in the mean scores of study habit and achievement of Higher Secondary School Biology Students with regard to the variable – Locality

The investigator tried to find out the significance of difference between mean score in achievement and study habit of biology students with respect to the variable – Locality and the details are given in Table 4.3

Table 4.3

Summary of analysis of the significance of difference in the mean scores of study habit and achievement of Higher Secondary School Biology Students with regard to the variable – Locality [ Rural & Urban ]

Sl.No.	Sample	N	Mean	Standard deviation	‘t’ Value
1	Rural	250	30.47	7.05	1.93
			99.88	19.57
2	Urban	290	33.27	8.99
			101.49	27.33

The ‘t’ value obtained for the mean difference in study Habit and achievement of higher secondary school biology students with respect to the variable locality is not significant at 0.01 level. The computed ‘t’ value for the mean difference is 1.93 which is lesser than the table value( 2.59) at 0.01 level of significance. So it can be concluded that there exist no significant difference in the mean scores of study habit and achievement of Higher Secondary School Biology Students with regard to the variable – Locality. So the hypothesis in this context is accepted.

FIGURE. 4.2

Graphical Representation of Total Sample of Rural & Urban

4.3.4 Analysis of their significance of difference in the mean scores of study habit and achievement of Higher Secondary School Biology Students with regard to the variable –Type of Management of Schools.

Here the investigator tried to find out the significance of difference between mean scores in achievement and study habits with respect to the variable ‘Type of management of schools .‘ Analysis of Variance is a single test which makes possible to determine whether more than two means differ significantly or not. The result of ANOVA is presented in Table 4.4 & Table 4.5.

Table 4.4

Summary of Analysis of Variance of Achievement scores of pupils in different type of schools

Sl no:	Source of variance	df	Sum of Squares	Mean squares	F
1	Between groups	2	1179.69	589.85	8.90
2	Within groups	537	35609.31	66.31
	Total	539	36789

Table 4.5

Summary of Analysis of Variance of Study habit scores of pupils in different type of schools

Sl no:	Source of variance	df	Sum of Squares	Mean squares	F
1	Between groups	2	18403	9201.5	15.54
2	Within groups	537	317871	592
	Total	539	336274

The ‘F’ value is ( 6.64) is found to be significant at 0.01 level of significance and hence reject the hypothesis that , there exist no significant difference in the mean scores of study habits and achievement of biology students belonging to schools in different type of management of schools.

FIGURE. 4.3

Graphical Representation of Total Samples in Different Type of Schools

Govt. = 200, Aided = 197 Unaided = 143

4.3.5 Analysis of their significance of difference in the mean scores of study habit and achievement of Higher Secondary School Biology Students with regard to the their level achievement

In this investigator tried to find out the significance of difference between mean score in achievement and study habit of biology students with respect to the level of achievement. ANOVA is statistical technique used. The results are presented in Table 4.6 & Table 4.7

Table 4.6

Summary of Analysis of Variance of Achievement scores of pupils with respect to their level of achievement

Sl no:	Source of variance	df	Sum of Squares	Mean squares	F
1	Between groups	2	48025	24012	-26.63
2	Within groups	537	-28603	-53.26
	Total	539	19422

Table 4.7

Summary of Analysis of Variance of Study habit scores of pupils with respect to their level of Achievement

Sl no:	Source of variance	df	Sum of Squares	Mean squares	F
1	Between groups	2	252251	126125.5	883.48
2	Within groups	537	76661	142.76
	Total	539	328912

The ‘F’ value (910.11) is found to be significant at 0.01 level of significance and hence the hypothesis that there exists significance of difference in the mean scores of study habit and achievement of Higher Secondary School Biology Students with regard to the their level achievement is rejected.

FIGURE. 4.4

Graphical Representation of Total Samples on The Basis of Level Of Achievement

4.3.5 Analysis of their significance of difference in the mean scores of study habit and achievement of Higher Secondary School Biology Students with regard to the their level achievement

Table 4.6

Summary of Analysis of Variance of Achievement scores of pupils with respect to their level of achievement

Sl no:	Source of variance	df	Sum of Squares	Mean squares	F
1	Between groups	2	48025	24012	-26.63
2	Within groups	537	-28603	-53.26
	Total	539	19422

Table 4.7

Summary of Analysis of Variance of Study habit scores of pupils with respect to their level of Achievement

Sl no:	Source of variance	df	Sum of Squares	Mean squares	F
1	Between groups	2	252251	126125.5	883.48
2	Within groups	537	76661	142.76
	Total	539	328912

The ‘F’ value (910.11) is found to be significant at 0.01 level of significance and hence the hypothesis that there exists no significance of difference in the mean scores of study habit and achievement of Higher Secondary School Biology Students with regard to the their level achievement is rejected.

4.3.6 Analysis of their significance of difference in the mean scores of study habit and achievement of Higher Secondary School Biology Students with regard to the their Family status.

Here the investigator tried to find out the significance of difference between mean score in achievement and study habit of biology students with respect to the family status. ANOVA is statistical technique used. The results are presented in Table 4.8 & Table 4.9.

Table 4.8

Summary of Analysis of Variance of Achievement scores of pupils with respect to their family status

Sl no:	Source of variance	df	Sum of Squares	Mean squares	F
1	Between groups	2	30087.8	15043	1467
2	Within groups	537	10876	20.25
	Total	539	40963.8

Table 4.9

Summary of Analysis of Variance of Study habit scores of pupils with respect to their family status

Sl no:	Source of variance	df	Sum of Squares	Mean squares	F
1	Between groups	2	220308	110154	656.46
2	Within groups	537	90112	167.8
	Total	539	310420

The value of ‘F’ (910.11) is found to be significant at 0.01 level of significance and hence the hypothesis that there exists no significance of difference in the mean scores of study habit and achievement of Higher Secondary School Biology Students with regard to the their family status is rejected.

4.4 Tenability of Hypothesis

Based on the findings the hypotheses set for the study were examined and the details are given as follows.

Hypothesis - 1

There is no significant relationship between study habits and achievement of Higher study habits and achievement of Higher Secondary School Biology students of Thiruvananthapuram District.

The hypothesis states that there exists no significant relationship between study habits and achievement of Higher study habits and achievement of biology students. Results reveal that there exists strong positive correlation between study habits and achievement of biology students. Hence hypothesis fully rejected.

Hypotheses – 2

There is no significant difference in the mean scores of study habit and achievement of Higher Secondary school Biology students with regard to the subsamples;

d) Gender (Boys And Girls)

e) Locality (Rural and Urban)

f) Type of Management of School (Govt, Aided And Unaided)

The hypothesis states that there exists no significant relationship between study habits and achievement of Higher study habits and achievement of biology students with regard to the relevant sub samples based on gender, locality, and type of management of schools. Results shows that there exists significant difference in study habits and achievement of biology with regard to gender, and type of management of schools are rejected. And the result shows that that there exists no significant relationship between study habits and achievement of Higher study habits and achievement of biology students. Hence this is accepted

Hypothesis – 4

There is no significant difference in the mean scores of study habits of Higher secondary school students and the level of achievement (High, Average and low achievers)

This hypothesis indicates that there exist no significant relationship between study habits and achievement of Higher study habits and achievement of biology students with regard to Average , high and low achievers. After analyzing the relevant data , the investigator arrived at a conclusion that there exist significant difference in the mean scores of achievement and study habit of higher secondary school students with respect to variables such as high, average and low achievers. Hence the hypothesis is rejected

Hypothesis - 5

There is no significant difference between study habits and achievement of Higher Secondary School Biology students with respect to their family status.

The hypothesis states that there exists no significant difference between study habits and achievement of Higher Secondary School Biology students with respect to their family status. Results shows that there exist significant difference in the mean scores of study habit and achievement of students at higher secondary level. So the hypothesis is rejected.

Summary , Conclusion And Suggestions

This chapter gives a brief summary of the study, major findings and important conclusions tenability of hypothesis and that are arrived at the suggestions for further research made from the study.

Statement of the Problem

The study is entitled as “The study habits and achievement of Higher Secondary School Biology students of Thiruvananthapuram District.”

Variables of The Study

The study has been designed with study habits as independent variable and achievement in Biology as dependent variable.

Objectives of the study

1. To prepare and validate a questionnaire for measuring the study habits of Higher Secondary School Biology Students.

2. To find out the relationship between study habit and achievement of Higher Secondary School Biology students of Thiruvananthapuram District.

3. To find out the difference between the study habits and achievement of Higher Secondary School Biology students of Thiruvananthapuram District, with regard to the Subsamples;

a. Gender ( Boys and Girls)

b. Locality ( Rural and Urban)

c. Type of Management of School ( Govt.,Aided and Unaided)

3. To compare the study habits of Higher Secondary School Students with respect to the levels of achievement (High, Average and Low achievers).

4. To find out the difference between study habits and achievement of Higher Secondary school biology students belonging to different family status.

Hypotheses of The Study

1. There is no significant relationship between study habits and achievement of Higher study habits and achievement of Higher Secondary School Biology students of Thiruvananthapuram District.

2. There is no significant difference in the mean scores of study habit and achievement of Higher Secondary school Biology students with regard to the subsamples;

3. Gender (Boys And Girls)

4. Locality (Rural and Urban)

5. Type of Management of School (Govt, Aided And Unaided)

4. There is no significant difference in the mean scores of study habits of Higher secondary school students and the level of achievement (High, Average and low achievers)

5. There is no significant difference between study habits and achievement of Higher Secondary School Biology students with respect to their family status.

Method Used For The Study

The investigator has adopted a normative survey method to conduct the study.

Sample Selected For The Study

The study will be conducted on a representative sample of 540 Higher Secondary School Students attending Standard X in the school of Kerala selected from nine schools in Thiruvananthapuram district. Proportionate stratified sampling technique with adequate representation given to categories like gender, rural urban , government, aided and unaided difference have been used in obtaining in the sample.

Tools Used For The Study

The tools used for the study are ;

1. Questionnaire for study habits

2. An achievement test in Biology

Scope And Delimitations of the Study.

The investigator observed maximum precautions to make the study as prices and objective as possible. However the investigator could identify a few limitation which are:

1. The study was confined to Thiruvananthapuram district due to limitations in time.

2. Only certain study habits were tested towards Biology.

3. Even though XIth and XIIth standards comprise Higher Secondary School stage in Kerala, in the present study only XI standard students were taken as representative sample.

4. Due to lack of time the sample size was limited to 600.

However it is hoped that inspite of these limitations the findings of the study will be useful to educators, teachers, parents and students in deciding upon a wholesome programme that will facilitate better teaching- learning process.

Statistical Teqniques used for The Study

The analysis of the study was done using the following statistical techniques ;

1. Mean 2. Standard deviation

3. Graphical representation 4. ‘t’-test

5. ANOVA 6. Coefficient of correlation

Major Findings

Major findings of the present study are summarized and presented below:

Ø There exists very strong positive correlation between the study habit and achievement of higher secondary school biology students of Thiruvananthapuram district.

Ø There exist significant difference in the mean scores of the study habits and achievement of higher secondary school biology students with respect to the variable Gender.

Ø There is significant difference in the mean scores of study habit and achievement of Higher Secondary School Biology Students with regard to the variable – Locality.

Ø The study habit and achievement of higher secondary school vary significantly under the didifferent type of management of schools.

Ø There exists significant difference in the mean scores of study habit and achievement of Higher Secondary School Biology Students with regard to the their level achievement.

Ø There exists significance of difference in the mean scores of study habit and achievement of Higher Secondary School Biology Students with regard to the their family status.

Implications of The Study

The conclusions of the present study have certain implications for developing and improving educational practices of the today. The study reveals the associations between achievement in biology and the study habits. Since all these are important from the point of view of educational practices. The teachers must identify all the type of study habits in their students. Teachers should consider all type of intelligence as equally important. The children in their environment should be encouraged to search and find the knowledge. The academic learning and psychological adjustment are intrinsically related. Learning occurs only when the child is free from fears and anxieties.

The present study reveal the existence of direct positive relationship between the achievement in biology and the study habits of the students. Thus having a proper study habit is the one of the important factor in learning science. Absence of proper study habits may result in comparatively less achievement in biology. The learning of science can be made more meaningful by making it more process oriented. This can be accomplished by creating awareness in students as well as their parents about importance of proper study habit and the relation it is having with the achievement.

The various dimensions of study habits viz, home environment and planning of work reading and note taking, planning of subjects, habits of conclusion, preparation for examinations, time managements, general habits and attitudes Social and total adjustments. School environment also had a significant positive relationship with the achievement. This indicate the necessity of having a properly planned study habit giving due importance to each of its dimensions. By proper analyzing study habits of individual students, the teachers in collaboration with the parents cam improve the study habits.

The study habit components, preparation for examinations note taking and leading , school environment and habits of concentrations best predicts the achievement in biology. These factors should be given stress while planning the study habits to improve the achievement.

Suggestions For Further Research

Based on the conclusions derived some suggestions are given so that more studies may be conducted on the following areas ;

1. The present study was confined to a representative sample of higher secondary school pupils. It is there fore suggested that similar studies can be conducted in lower primary , upper primary , secondary and vocational higher secondary levels.

2. Similar studies can be conducted in other subjects also.

3. A more comprehensive study habit inventory can be developed.

4. Influence of other personality and socio-family variables on the achievement can be studied.

5. The study can be conducted to find out the influence of socio- psychological variations on biology achievement.

6. Since the study was confined to representative sample of Trivandrum district only, it is suggested to replicate the similar studies to other district of Kerala.

Conclusion

The above findings have led to arrive at varied conclusions regarding the present study. The study revealed that all components of study habits are closely related in biology.

· There existed negligible or indifferent correlation between study habits and achievement in biology of students at higher secondary level for the whole sample and relevant sub samples – boys, rural group, aided school and unaided school students. Not significant at girls, urban group, Govt. school students,

· There is no significant difference between boys and girls at higher secondary level and their study habits.

· There existed no significant difference between boys and girls at higher secondary level in their level of achievement in biology.

· There is no significant difference between rural and urban at higher secondary level in their study habits.

· There existed significant difference between rural and urban at higher secondary level in their achievement in biology.

· There existed significant difference among govt. , aided and unaided at higher secondary school students in their study habits.

· There existed no significant difference among govt. , aided and unaided at higher secondary school students in their achievement in biology.

RESEARCH ON STUDY HABITS AND ACHIEVEMENT OF BIOLOGY

Saturday, 18 February 2017

The study habits and achievement of Higher Secondary School Biology students of Thiruvananthapuram District.