COGNITIVE STYLE, STUDY INVOLVEMENT AND THE ACADEMIC

ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS

CHAPTER – III

RESEARCH METHODLOGY

3.1 INTRODUCTION

„Research‟ is composed of two words „re‟ and „search‟, means to search again or to

search for new facts or to modify older ones in any branch of knowledge. Research is the

systematic attempt to obtain answers to meaningful questions about phenomena (or) events

through the application of scientific procedures. It is actually a voyage of discovery. Research is

thus an original contribution to the existing stock of knowledge making for its advancement.

According to John W. Best (1963), „Research is defined as the systematic and objective analysis

and recording of controlled observations that may lead to the development of generalizations,

principles (or) theories, resulting in prediction and possibly ultimate control of events‟.

Methods are procedures; an investigator follows in attempting to achieve the goals of the

study. They describe the various steps of the plan of attack to be adopted in solving a research

problem such as the manners in which the problems are formulated, the definition of terms, the

choice of subjects for investigation, the validation of the data gathering tools, the collection,

analysis and interpretation of data and process of inferences and generalizations.

Arvil S. Barr points out, „Educational research methods can be categorized on the basis of end

results, data gathering techniques, method of data processing, degree of control exercised,

approach, source of the data, and a number of other considerations‟.

The primary aim of Research methodology is the collection of facts about certain definite

aspects of a community in order to obtain scientific and well-ordered information. For this

purpose the investigator makes use of various techniques to gather information from a selected

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group of members of an economy. The collected data has both qualitative and quantitative

aspects. Prior to understanding investigation the aim and purpose of investigation is well defined

and established.

Research Methodology is away to systematically solve the research problem. It may be

understood as a science of studying how research is done scientifically. Research methodology

has many dimensions and research methods do constitute a part of there search methodology.

The study of research methodology gives the student the necessary training in gathering material

and arranging or card indexing them, participation in the techniques for the collection of data

appropriate to particular problems, in the use of statistics, questionnaires and controlled

experimentation and inreceiving evidences, sorting it out and interpreting it (C.R.Kothari,2011).

3.2 METHOD USED IN THE STUDY

Methods play an important role in any research activity and proper selection of method is

very important. Survey method was selected for the present study as this method is most suitable

for this type of study. The selection of suitable method and its proper administration are of vital

importance for the success of research in any field. According to John W Best (2006), "The

survey is extensive and cross - sectional dealing with a relatively large number of case at a

particular time and yielding statistics that are abstracted from particular cases.

The major purpose of survey method in a research is to describe the problem or

phenomenon, but many surveys go beyond a mere description of the existing situation. The

survey method gathers data from a relatively large number of cases at a particular time. It is not

concerned with the statistics that result when data are abstracted from a number of individual

cases. It is essentially cross - sectional (John W Best, 2006).

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 The investigator has adopted the survey method of research to find out the “COGNITIVE

STYLE, STUDY INVOLVEMENT AND THE ACADEMIC ACHIEVEMENT OF

SECONDARY SCHOOL STUDENTS”. It is concerned with the present and attempts are made

to find out the present position of the phenomena, which is being investigated. This process

involves description, recording, analyzing and interpreting, conditions that exist. According to

John W. Best (1977), “the survey is extensive and cross-sectional dealing with relatively large

number of cases at a particular time and yielding statistics that are abstract from particular

cases”.

3.3 STEPS IN SURVEY METHOD

The methodology of survey research involves series of steps. They are given as follows:

1. Planning

It involves the defining of the problem and development of survey design. The variables

included in the research study are operationally defined.

2. Development and application of sampling plans

The sample survey research gives much importance to this step. The sampling must be

conducted in such a manner that valid inferences can be drawn of the population and to any sub-

population.

3. Construction of research tool

The research tool questionnaire and interview schedule are carefully selected. Pilot study

is made to arrange the items.

4. Data Collection

This involves conducting interviews and administering test questionnaires, inventories of

observation schedule.

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5. Translation of Data

Depending upon the extensiveness of the survey data and upon the nature of material

collected, the handling of data usually takes initial tabulation, construction of category systems

as necessary and technical preparation for analysis.

6. Analysis

Various approaches are used to analyze the data obtained. The approaches are designed to

direct the phenomena in to their constituent parts with a view to obtain greater insight into

specified aspects. The statistical analysis of data is principally based on counts of numbers of

units that fall into different classes and subclasses. Basic summary table can then be compiled

more critical analysis can now be applied to the data.

7. Conclusion and Reporting

After collecting and analyzing the data, the researchers have to accomplish the task of

drawing inferences followed by reporting. It is only through interpretation that the research can

expose relations and processes that come under his findings research report is considered a major

component of the research study, the research task remains incomplete till the report has been

presented or written.

3.4 VARIABLES OF THE STUDY

Variables are the properties or characteristics of some event, object or a person that can

take on different values or amounts. Variables are things that should be measure, control or

manipulate in a research. In a research, this term refers to the measurable characteristics,

qualities, traits or attributes of a particular individual, object or situation being studied. They

differ in many respects, most notably in the role they are given in there search and in the type of

measures that can be applied to them.

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 Independent variables are manipulated or controlled or changes. Dependent Variables are

the outcome variables and are the variables for which the researchers calculate statistics. The

variable which changes on account of the change in the account of independent variable is

known as dependent variable. The present study consists of cognitive style, study involvement

and academic achievement of Secondary Students. In this investigation the variables cognitive

style, study involvement are the independent variable and academic achievement of Secondary

school Students is dependent variable.

3.5 POPULATION OF THE STUDY

A population is any group of individuals that have one or more characteristics in common

that are of interest to the researcher. The population may be all the individuals of a particular

type or a more restricted part of the group. The population is defined as a group of individuals

with at least one common characteristic that distinguishes that group from other individuals

(Bansal M, 2006). Population for this present study is the secondary school students in Namakkal

district.

3.6 SAMPLING

A sample is a small proportion of the population that is selected for observation and

analysis. By observing the characteristics of the sample, one can make certain inferences about

the characteristics of the population from which it is drawn. Samples are chosen in a

systematically random way, so that chance or the operation of probability is utilized. The term

sample refers to the subgroup, and the term population refers to the entire group from which the

sample was drawn (John W Best, 2006). In this study, the investigator adopted stratified random

sampling method.

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3.6.1 Stratified Random Sampling

At times it is advisable to subdivide the population into smaller homogeneous group to

get more accurate representation. If the population from which a sample is to be drawn does not

constitute a homogenous group, then stratified sampling is used. In this, the population is

stratified into a number of non - overlapping sub populations or strata and samples are selected

from each stratum. If the random sampling is made use for selection of samples from strata, then

it is termed as stratified random sampling (John W Best, 2006).

The data in a domain is split into various classes in the basis of their characteristics and

immediately thereafter certain items are selected from those classes. It is suitable in those cases

in which data has sub data having special characteristics. The satisfaction is made on the basis of

the special attributes. In this investigator's stratification is done on the basis of sex, area of living,

medium of instruction, nature of the family, type of institution, religion, community, father's

qualification, father's occupation, mother's qualification, mother's occupation, parental income,

total marks obtained in Half - yearly examination.

3.6.2 Sample for the present study

In this study, the investigator adopted stratified random sampling method. This technique

is generally applied in order to obtain representative sample. Under stratified random sample the

population is divided into several sub populations that are individually more homogeneous than

the total population and then we select items from each stratum to constitute a sample. For the

final study, thirteen schools five government, four corporation, and four private schools were

randomly selected. The schools were selected from Namakkal district. The schools chosen are

co- educational in nature. 320 secondary school students were selected as the sample for the

present study, out of these 320 students, 180 are male and 140 are female high school students.

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 Table 3.1

Sample for the present study

S. No School Locality No of Boys No of Girls Total

1 School-1 Rural 15 10 25

2 School-2 Rural 10 10 20

3 School-3 Rural 20 10 30

4 School-4 Rural 15 10 25

5 School-5 Rural 15 10 25

6 School-6 Rural 15 10 25

7 School-7 Urban 15 10 25

8 School-8 Urban 10 20 30

9 School-9 Urban 15 10 25

10 School-10 Urban 10 10 20

11 School-11 Urban 15 10 25

12 School-12 Urban 15 10 25

13 School-13 Urban 10 10 20

Total 180 140 320

3.7 TOOL FOR THE STUDY

The devices or instrument that helps the researcher to gather data are called as tools. Each

tool is particularly appropriate for certain sources of data. There are a great variety of such tools.

The most particularly used tools in education.

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3.7.1 Questionnaire

The questionnaire as an instrument of research of research was first designed by Horace

Man in 1847 (Bhavnagar, 2007). The general category of inquiry forms includes data - gathering

instruments through which responds answer questions or responds to statements in writing. A

questionnaire is used when factual information is desired. Questionnaire is one of the most used

and probably most criticized data gathering devices. John Best classified it as closed form and

open form. Closed form of questionnaire is also called as restricted form. This form of

questionnaires provide for items making a 'yes' or 'no' short response, or checking an item from a

list ofsuggested responses. Open form of questionnaire is also called as few responses. Provides

a more adequate picture of how the respondent feels about a topic and what means to him

(Aggarwal, 1991).

3.8 DESCRIPTION OF THE TOOLS

3.8.1 Tool: Cognitive Style Inventory (CSI)

By keeping the various objectives of the present study, the investigator has necessitated

the development of the following tools for the data collection. Cognitive Style Inventory (CSI):

Developed and validated by investigator.

3.8.2 Preparation of the Draft tool: Cognitive Style Inventory (CSI)

Cognitive Style Inventory (CSI) is a self-report which measures the ways of thinking,

judging, remembering, storing information, decision making and believing in interpersonal

relationship. To ensure the suitability the investigator has modified and validated this inventory

for this study.

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3.8.3 Tool: Study Involvement Scale

To measure the Study Involvement of secondary school students, the investigator

developed a Study Involvement Scale. To ensure the suitability of the tool, it was validated by

the investigator.

3.8.4 Preparation of the Draft tool: Study Involvement Scale

For preparing Study involvement scale, the investigator has gone through some

standardized tool, journals and internet. The investigator prepared a self-made tool which

included 39 statements without dimensions. These items were given to experts in the field of

education.

3.9 PILOT STUDY

Pilot study is preliminary study conducted on a limited scale before the original studies

are carried in order to gain some primary information. The preliminary survey on study is

necessary in order to determine whether the proposal study is feasible or not it is used to identify

the weak or defective items and to reveal the needed improvement also to determine the

difficulty level of each individual item.

The pilot study helps the investigator to access whether the tool is realistic. It is also

useful to determine what resources are needed for a planned study. In order to test the

effectiveness of the tool and standardize, the tool developed, a pilot study was conducted. It also

helps to determine to have relevant items for the final study (Saravanavel, 2012).

Factual material or data unknown is essential for every study. The data can be obtained

from many sources, directly or indirectly. Relevant data should be collected using a systematic

procedure. Various devices are used to collect data. These devices or instruments employed in

the collection of date are called tools. The tool adopted by the investigator is rating scale with

48
personal data. In the present study, the investigator used cognitive style inventory, study

involvement scale and personal data sheet for collecting the data. The investigator used self -

made tool.

For cognitive style inventory, the tool consists of three main dimensions like Leadership,

Self directions and Decision making. All the 62 items are provided with the five points scale

having Strongly Disagree, Disagree, Undecided, Agree, Strongly Agree. There are both positive

and negative statements. The investigator has items both in English and Tamil to facilitate the

understanding.

For study involvement scale, the tool doesn‟t consists any dimensions. All the 57 items

are provided with the three points scale having Agree, Undecided, Disagree. There are both

positive and negative statements. The investigator has items both in English and Tamil to

facilitate the understanding.

Respondents are classified according to the following interpretation. A respondent who

rates high on the systematic scale and low on the intuitive scale is identified as having systematic

style. Respondent who rates low on systematic scale and high on intuitive scale is designated as a

person having intuitive style.

3.10 ESTABLISHING VALIDITY AND RELIABILITY

3.10.1 Cognitive Style Inventory

Content validity is defined as the extent to which a set of items is relevant and

representative of the concerned domain content. To establish content validity the tool was

submitted to the guide and selected experts. It was asked to check whether the meaning,

language and expression of each item were clear, simple and appropriate to the right direction

and to locate those items which were ambiguous, not clear and irrelevant. In accordance with

their suggestions and opinions, the investigator deleted some items and modified a few. The

49
finalized tool contains 40 items. Thus the content validity was established. A copy of draft

cognitive style inventory is given as Appendix- I.

The investigator used test-re test method for establishing reliability of the cognitive style

Inventory. The investigator randomly selected 50 higher secondary students from different

school in Namakkal District. The tool consisted of 40 items and was administered to them. The

responses were collected and were scored by the investigator. After fifteen days the same tool

was administered to the same respondents. Their responses were scored. The correlation

coefficient was obtained for the two sets of scores. The correlation coefficient was computed to

be 0.86. This reliability coefficient was found to be significant at 0.05% level of significance. So

it can be inferred on the basis of the reliability coefficient that the scale is reliable. Thus the

reliability of the tool was established. A copy of final cognitive style inventory is given as

Appendix – I.

3.10.2 Study Involvement Scale

Content validity is defined as the extent to which a set of items is relevant and

representative of the concerned domain content (Anastasi, 1968). To establish content validity

the tool was submitted to the guide and selected experts. It was asked to check whether the

meaning, language and expression of each item were clear, simple and appropriate to the right

direction and to locate those items which were ambiguous, not clear and irrelevant. In

accordance with their suggestions and opinions, the investigator deleted some items and

modified a few. The finalized tool contains 39 items. Thus the content validity was

established. A copy of draft cognitive style inventory is given as Appendix- I.

In the present study the investigator used test - retest method for establishing reliability

of the study involvement scale. The tool consisting of 33 items was administered randomly to

50
the selected 100 higher secondary students. The responses collected from the students were

scored by the investigator. After fifteen days the same tool was administered to the same

respondents. Their responses were scored. The correlation coefficient was obtained for the two

sets of scores. The correlation coefficient was computed to be 0.75. This reliability coefficient

was found to be significant at 0.05% level of significance. So it can be inferred on the basis of

the reliability coefficient that the scale is reliable. Thus the reliability of the tool was

established. A copy of final cognitive style inventory is given as Appendix – I.

3.11 ITEM ANALYSIS

A preliminary study was constructed to rectify the mistakes of the tool. The main aim of

the pilot study is to remove the items that are not suitable. For this purpose item analysis helps to

select items for the final study.

The pilot study questions were scored. Based on the total scores the questionnaires were

arranged in descending order. Top 27% of the questionnaire was -taken and the samples of these

questions are considered as the 'Upper Group' and similarly 27% of the questionnaire from the

bottom were also selected and considered as the 'Lower Group'. Each statement was then

analyzed and scoring was done for each item in questionnaire for upper and lower group. From

these t-values are calculated for each item by using the formula.

3.11.1 Cognitive Style Inventory

TABLE 3.2

Item No ‘r’ value Remark

1 0.59 Accepted
2 0.59 Revised& added
3 0.57 Accepted

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4 0.56 Removed
5 0.56 Accepted
6 0.41 Accepted
7 0.38 Removed
8 0.57 Accepted
9 0.48 Accepted
10 0.8 Removed
11 0.48 Accepted
12 0.44 Accepted
13 0.59 Removed
14 0.52 Accepted
15 0.37 Accepted
16 0.41 Accepted
17 0.5 Accepted
18 0.57 Removed
19 0.3 Accepted
20 0.59 Accepted
21 0.59 Accepted
22 0.68 Removed
23 0.57 Accepted
24 0.78 Revised& added
25 0.54 Accepted
26 0.39 Accepted
27 0.38 Removed
28 0.5 Accepted
29 0.52 Accepted
30 0.59 Accepted
31 0.69 Removed
32 0.78 Accepted

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33 0.52 Accepted
34 0.57 Removed
35 0.67 Accepted
36 0.65 Accepted
37 0.59 Removed
38 0.33 Accepted
39 0.37 Accepted
40 0.72 Accepted
41 0.57 Removed
42 0.65 Accepted
43 0.76 Accepted
44 0.39 Revised& added
45 0.39 Accepted
46 0.31 Accepted
47 0.67 Removed
48 0.53 Accepted
49 0.39 Removed
50 0.37 Accepted
51 0.32 Accepted
52 0.57 Removed
53 0.25 Accepted
54 0.69 Removed
55 0.74 Accepted
56 0.38 Accepted
57 0.74 Accepted
58 0.36 Removed
59 0.57 Accepted
60 0.39 Revised& added

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After the item analysis, 20 items were removed and 5 items were revised. Finally the cognitive

style scale contained 40 items (Appendix-I).

3.11.2 Study Involvement Scale

TABLE 3.3

Item No ‘r’ value Remark

1 0.59 Accepted

2 0.59 Revised& added

3 0.57 Accepted

4 0.56 Removed

5 0.56 Accepted

6 0.41 Accepted

7 0.38 Removed

8 0.57 Accepted

9 0.48 Accepted

10 0.8 Removed

11 0.48 Accepted

12 0.44 Accepted

13 0.59 Removed

14 0.52 Accepted

15 0.37 Accepted

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16 0.41 Accepted

17 0.5 Accepted

18 0.57 Removed

19 0.3 Accepted

20 0.59 Accepted

21 0.59 Accepted

22 0.68 Removed

23 0.57 Accepted

24 0.78 Revised& added

25 0.54 Accepted

26 0.39 Accepted

27 0.38 Removed

28 0.5 Accepted

29 0.52 Accepted

30 0.59 Accepted

31 0.69 Removed

32 0.78 Accepted

33 0.52 Accepted

34 0.57 Removed

35 0.67 Accepted

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36 0.65 Accepted

37 0.59 Removed

38 0.33 Accepted

39 0.37 Accepted

40 0.72 Accepted

41 0.57 Removed

42 0.65 Accepted

43 0.76 Accepted

44 0.39 Revised& added

45 0.39 Accepted

46 0.31 Accepted

47 0.67 Removed

48 0.53 Accepted

49 0.39 Removed

50 0.37 Accepted

51 0.32 Accepted

52 0.57 Removed

53 0.25 Accepted

54 0.69 Removed

55 0.74 Accepted

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 56 0.38 Accepted

57 0.74 Accepted

After the item analysis, 18 items were removed and 5 items were revised. Finally the cognitive

style scale contained 39 items (Appendix I).

3.12 TOOL FOR THE FINAL STUDY - SCALE

The constructed final tool was used to analyses Study Involvement of Secondary

Students. In this study, the investigator has used the following:

1. Personal Data Sheet

2. Cognitive Style Inventory

3. Study Involvement Scale

4. For measuring the academic achievement of Secondary School students

Students (10th level) total marks in half - yearly examination was taken.

3.12.1 Dimensions of cognitive style

Dimensions of cognitive style were developed as a result of early studies conducted by

Witkin, et al; (1954 and 1962). These studies resulted in a single dimension of cognitive style
with two extremes. The two extremes were described in general terms by Keen (1973);
Mikenney & Keen (1974).

TABLE 3.4

ITEM DISTRIBUTION OF COGNITIVE STYLE INVENTORY

Sl. No Dimensions of cognitive style Assessing Items

1 Systematic style 1-10

2 Intuitive style 11-20

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 3 Integrated style 21-30

4 Undifferentiated style 31-40

3.13 SCORING PROCEDURE

3.13.1 Cognitive Style Inventory

Cognitive Style Inventory (CSI) is a self-report research tool which gives an estimate of

cognitive style of an individual in a five point Likert format. Five response categories are:

Strongly disagree; Disagree; Undecided; Agree; Strongly agree. As the CSI is a bio - dimensional

measure of systematic style and intuitive style considering of 20 items each; the minimum and

maximum score for each dimension range between 40 - 100.

TABLE 3.5

THE SCORING OF THE ITEMS OF COGNITIVE STYLE INVENTORY

Responses Score

Strongly Disagree 1

Disagree 2

Undecided 3

Agree 4

Strongly Agree 5
3.13.2 Study Involvement scale

Each of the items in this scale was responded on a three point scale. The choices

given to the respondents are Agree, Undecided, Disagree. An individual I may get a lowest

score of 33 and the possibility of the highest score 99.

The scoring procedure is given in the following table

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 Table3.6

Scoring of Study Involvement Scale

Response Positive Scoring Negative Scoring

Agree 3 1

Undecided 2 2

Disagree 1 3

3.14 ADMINISTRATION OF THE TOOL

The finalized tools were administered to higher secondary students from different

school in Namakkal, Karur and Erode districts affiliated to Tamil Nadu School Education,

Tamilnadu State After getting permission from the heads of the institution. The responses of

the student were collected and scored as per the weightage assigned to each tool.

3.15 STATISTICAL TECHNIQUES USED

Statistical techniques are very essential for any research. It will help the investigator

to analyze and interpret the data. In the present investigation, the following statistical

measures are used.

a) PERCENTAGE ANALYSIS

The formula used to calculate the percentage is as follows.

Number of cases X 100

Percentage (%) =

Total Number of cases

High Level = The scores above mean + 1 standard deviation (σ)

Average Level = The scores between mean + 1 standard deviation (σ)

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 Low Level = The scores below mean – 1standard deviation (σ)

b) ‘t’- TEST

„t‟ test is used to find out the significant difference between the means of two

variable.

M1 2

t = 12 2 2

N1 N2
Where,

M1 - Mean of first group

M2 - Mean of the second group

σ1 - S.D of the first group

σ2 - S.D of the second group

N1 - Number of cases in the first group

N2 - Number of cases in the second group

c) ANOVA

Analysis of variance has been used to find out the difference among variables.

Mean square Variance between groups F=

Mean square Variance within groups

d) CHI-SQUARE

To find the association between variables, the Chi–square test has been used.

 2

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 = E

Where,

= Sum of scores

O = Observed frequency

E = Expected frequency

e) PRODUCT MOMENT CORRELATION:

𝑁∑𝑋𝑌−(∑𝑋)(∑𝑌)
=

√𝑁∑𝑋2−(∑𝑋)2√𝑁∑𝑌2−(∑𝑌)2

Where,

N = Number of the scores

= Sum of the X scores

= Sum of the Y scores

2
= Sum of the X scores squared
2
= Sum of the Y scores squared

= Sum of product of X and Y scores

f) MULTIPLE CORRELATIONS

Multiple correlations is used for estimating the inter – correlations among

independent variables as well as to their correlations with the dependent variables. The

coefficient of multiple correlation indicates the strength of relationship between one variable

(independent variable) and two or more others (dependent variables) taken together

(Aggarwal, Y.P, 2000).

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3.16 CONCLUSION

This chapter outlines the design of the present study, the procedure followed and the

nature of the sample. It describes the hypotheses to be tested, the tools used and the methods

of administration and scoring. The method of investigation designed and followed is found

to be quite appropriate and effective of the present study. The ensuing chapter deals with

analysis of data.

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