CHAPTER- III RESEARCH METHODOLOGY

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1 CHAPTER- III RESEARCH METHODOLOGY 3.1 Introduction 3.2 Statement of the Problem 3.3 Objectives 3.4 Hypotheses 3.5 Variables 3.6 Operational Definitions of Variables 3.7 Selection of the Sample 3.8 Research Design of the Sample 3.9 Tools 3.10 Statistical Analysis 3.11 Summary 90

2 3.1 Introduction A researcher has to do a plan before starting a research. This can save his time and resources. A researcher may use one or more methods to get facts regarding the topic of research. The research design takes into a notice the hypotheses testing the dependent and independent variables in the research. The hypotheses proposed in the research lead a researcher to conclusions. 3.2 Statement of the Problem The present investigation is planned with following statement of problem: The Comparative study between children of working and non-working mothers in relation to Family Relationship, Emotional Maturity and Achievement Motivation. 3.3 Objectives 1. To study the difference in various dimensions such as; acceptance, concentration and avoidance of family relationship of children of working and non-working mothers. 2. To study the gender difference in various dimensions such as; acceptance, concentration and avoidance of family relationship of children of working and nonworking mothers. 3. To study the difference in emotional maturity of children of working and nonworking mothers. 4. To study the gender difference in emotional maturity of children of working and nonworking mothers. 5. To study the difference in achievement motivation of children of working and nonworking mothers. 6. To study the gender difference in achievement motivation of children of working and non-working mothers. 91

3 3.4 Hypotheses According to review of literature and theoretical supposition, the researcher has proposed the following hypotheses. Those who have clear direction in previous research they are directional and some are null because of nonavailability of the direction in previous research. 1. Children of working mothers will have high acceptance as a component of family relationship than children of non-working mothers. 2. Children of working mothers will have high concentration as a component of family relationship than children of non-working mothers. 3. There will be no significant difference in avoidance as a component of family relationship of the children of working and non-working mothers. 4. Girls will have high acceptance as a component of family relationship than boys. 5. Boys will have high concentration as a component of family relationship than girls. 6. Girls will have high avoidance as a component of family relationship than boys. 7. Children of working mothers will have better emotional maturity than children of non-working mothers. 8. Girls will have better emotional maturity than boys. 9. Children of working mothers will have high achievement motivation as compare to children of non-working mothers. 10. Girls will have high achievement motivation as compare to boys. 3.5 Variables In this present research children of working mothers and non-working mothers (boys and girls) are independent variables and family relationship, emotional maturity and achievement motivation are dependent variables. 92

4 3.6 Operational Definitions of Variables The scores of variables are according to the manual of the test concerned and to know the meanings of variables, the researcher has given the operational definitions of variables. a) Family Relationship A Family is a group of people who are related to each other, especially parents and their children. In this study, those children who score above 34 from the test of family relationship inventory are called high acceptance as well as high concentration. On the other hand, those children who score below 21 are called low acceptance as well as high concentration. Also those children who score above 37 from the test of family relationship inventory are called high avoidance. On the other hand, those children score who below 11 are called low avoidance. All the scores are according to manual of the test concerned. b) Emotional maturity Emotional maturity is a process in which the personality is continuously striving for greater sense of emotional health, both intra-psychically and intra-personally. In this study, those children who score below 80 from the test of emotional maturity scale have better emotional maturity on the other hand those children who score above 240 have low emotional maturity. All the scores are according to manual of the test concerned. c) Achievement motivation As the need to perform well or the striving for success, and evidenced by persistence and effort in the face of difficulties, achievement motivation In this study, those children who score above 190 from the test of achievement motivation scale have high achievement motivation. On the other hand, those children who obtained below 86 have low achievement motivation. All the scores are according to manual of the test concerned. 93

5 d) Children of working mothers The children of age range between12 to 15 years and those mothers who are working in government or private sector and get regularly salary for their work are called children of working mothers. e) Children of Non-working mothers The children of age range between 12 to 15 years and those mothers who are housewives and don t work in government or private sectors are called children of nonworking mothers. The phrase non-working mothers is used in place of the phrase nonprofessional mothers. 3.7 Selection of the Sample In the present study, the researcher has selected 400 samples, out of them 200 were children of working mothers, boys (100) and girls (100) and 200 were children of non-working mothers, boys (100) and girls (100) the sample was selected from various Secondary Schools in Solapur city and Solapur district by purposive sampling method for each category. The researcher approached secondary school students and finally selected 100 samples from each group of age range year. Criteria of sample selection and procedure of data collection The researcher has personally approached secondary school teachers and discussed about the study conducted. Then approached students and finally selected 100 samples from each group of age range years. Initially, students were instructed to fill up the bio-data sheet and delivered the test one by one, given sufficient time for responding the test. Then response sheets were recollected from them. 94

6 Demographic details of the sample Sr.No Name of City/ Taluka Children of working mothers Children of nonworking mothers Boys Girls Boys Girls 1 Solapur City Akkalkot Barshi Karmala Madha Malshiras Mangalweda Mohol Pandharpur Sangola North Solapur South Solapur Total Research Design of the Sample: 2 x 2 Factorial designs were used A B Total A1 A2 B B Total

7 a) Total Number of Sample : 400 A = Children of Working and non-working mother. A1 = Children of working mother. A2 = Children of non-working mother. B = Type of Gender. B1 = Boys B2 = Girls. 3.9 Tools In Present research, the following tools were used for the data collection 1. Family Relationship Inventory (FRI) by G.P. Sherry and J. C. Sinha. (2011) 2. Emotional Maturity Scale (EMS) by Y. Singh & Mahesh Bhargava.(2012) 3. Achievement Motivation Scale by Pratibha Deo and Asha Mohan.(2011) a) Family Relationship Inventory (FRI) by G.P. Sherry and J. C. Sinha. Description of the inventory The final form of the inventory contains 150 items classified into three patterns of mother and father separately. The number of items measuring each pattern is given below. Acceptance Concentration Avoidance Father Mother Father Mother Father Mother FA MA FC MC FA MA

8 Norms for Interpretation of Raw Scores A high score in each area of the inventory indicates a high degree of ones feelings of his being Accepted, Concentrated and /or Avoided by his Mother/ Father or both parents. Reliability The test-retest reliability was determined on a sample of 100 intermediate students to whom the inventory was administered twice with an intervening period of three months. Means and S.D. of both test and retest situation were worked out and t values were also computed. The r values between the two situations were calculated as follows: All the obtained r values are moderately high. The means of the scores sample for the various scales changed very little over the test-retest period. Only one significant C. R. value is found and deviations remained generally unchanged from practical purposes from one occasion to the other. Validity Attempts were made to determine the validity of each item on the basis of the content analysis. However it was considered further necessary to test the validity of the inventory scale wise for which the following three methods were used Inter Correlations of Scales The correlations between three scales of the inventory were worked out to find out the extent of internal consistency. The r values were computed between three scales separately for mother, father and the whole group It appears that the two scales which are supposed to be diametrically opposed to each other are in inverse relationship in the above table. Fairly Significant negative r between Acceptance and Avoidance scales and insignificant r between the concentration and other scales the results of the present study not only agree with Roes (1957) hypothesis but also correspond to Brunken and Crites (1964) results. 97

9 Criterion Oriented Validity In order to test the validity of the inventory a sample of 200 students was selected. They were given Sabena s Personality Inventory. The underlying was that the adolescents who fell adjusted in home situations are those whose parents accept them as a fullfledged member of the family. Contrary to this maladjusted students will perceive their parents as neglecting them. The r between the three dimensions of FRI and home adjustment (Saxena Personality Inventory) were computed as below: M.A. F. A. Total M.C. F.C. Total M.V. F. V. Total Home Adjustment All the r values are significant at.01 Levels. The table shows that home adjustment is positively related with the parental acceptance and it relates negatively with the parental avoidance and concentration. Group Comparison There are evidences that parents of delinquents either neglect or reject their children. Considering this assumption, the inventory was administered to those delinquents who were declared by the juvenile courts under sections 3 and 5 U.P. children Act delinquent adolescents from three approved schools of U. P. were administered FRI individually and they were compared with normal students as regards to the perceived parental attitudes. Scoring of the test For the purpose of scoring, a scoring table is given on the first page of the inventory where all the three patterns of mothers and fathers are page-wise in six horizontal columns. For every true response one mark is to be given and the marks obtained by respondents are summed up area wise. 98

10 b) Emotional Maturity Scale (EMS): Dr. Yashvir Sing and Dr. Mahesh Bhargav Description and Scoring of the Test Emotional maturity scale has a total of 48 items under the five categories given below: Sr. No. Areas Total No. of Items a. Emotional Stability 10 b. Emotional Progression 10 c. Social Adjustment 10 d. Personality Integration 10 e Independence 08 Total 48 EMS is a self-reporting Five Point Scale. Items of the scale in question form demanding information for each in any of the five options mentioned below: The items are so stated that if the answer is very much a score of 5 is given; for much 4; for undecided 3; and for probably 2 and for negative answer of never a score of 1 is to be awarded. Therefore, total score on the scale is indicative of emotional maturity whereas the greater the total score on the scale is expressed in terms of emotional immaturity. Reliability The reliability of the scale was determined by: (1) Test-retest Method, and (2) Internal Consistency. 99

11 Test-retest Reliability The scale was measured for its test-retest reliability by administering upon a group of collegiate students (N=150) including male and female students aged years. The time interval between the two testing was that of six months. The product moment r between the two testing was.75. Internal Consistency The internal consistency of the scale was checked by calculating the coefficient of correlations between total scores and scores on each of the five areas. Table 1 given below, shows the values of internal consistency. Validity The scale was validated against external criteria, i.e., the Gha area of the adjustment inventory for college students by Sinha and singh. The inventory has Gha area measuring emotional adjustment of college students. The number of items of this area is twenty-one. Product moment correlation obtained between total scores on all twenty one Gha items and total scores on EMS was.64 (N=46). c) Achievement Motivation Scale (n-ach): Prof. Pratibha Deo and Dr. Asha Mohan Selection of the items Out of these 115 items, those which yielded negative or zero values were rejected outright. Rest of the items were selected on the basis of high correspondence between the item indices obtained through two above methods and secondly on the basis of content, so that each factor should be represented in the scale. at least by 2 or 3 items. Reliability of the Scale Test-retest method was applied to obtain the reliability coefficient of the scale. Taking different sets of sample; the administration of the scale was repeated on several occasions. The results are given below: 100

12 These coefficients of reliability are sufficiently high and the scale can be considered as reliable for use. Earlier, Entwistle (1968) for 24 items inventory obtained test-retest reliability coefficient of.83 with an interval of 2 months. Lynn (1969) found that his achievement motivation questionnaire correlated to the extent of.34 with the factor of Cattells 16 PF, as.16 with superage and.21 with surgency. Bending (1964) established the reliability coefficient of.68 for men and.62 for women for his factoranalytic scale of need achievement. Costello (1967) obtained assplit-half reliability coefficient of.82 for scale / and.73 for scale//. Smit (1973) computed a split-half reliability coefficient of.56 for his 10 items quick measure of achievement motivation. Taking into consideration these results, the present scale reliability coefficient by testretest method for the total group, as well as for the separate male and female groups, are very satisfactory and the scale can be taken as quite reliable for use. Validity of the Scale As far as the validity of the scale is concerned, in the first instance the item validity established by the high-low discrimination method was accepted as the validity of the whole measure. This scale was also used for used for validating the projective test of Achievement Motivation. The coefficient of correlation between the scale and the projective test was observed to be.54 which speaks for the validity of the scale also, the validity being of the concurrent nature. Finally, the scale scores were also correlated with the scores obtained by administering the Aberdeen Academic Motivation Inventory of Entwistle (1968) yielding a coefficient of correlation as.75 for a mixed sample of.93. This correlation is high enough to establish the validity of the scale. Regarding the r of.54 between the scale and the projective test, McClelland (1958) explains that selfdescriptive and projective measures. These explanations support the results of present scale of achievement motivation to be sufficiently valid for use for measuring achievement motivation. Scoring of scale One stencil keys is to be used for scoring, positive and negative items. A positive item carries the weights of 4, 3, 2, 1 and 0 for the categories of Always, Frequently, Sometimes, Rarely and Never respectively. The negative item is to be scored 0, 1, 2, 3, 101

13 and 4 for the same categories respectively that are given above. Separate keys for positive and negative items are provided. The total score is the summation of all the positive and negative items scores. The minimum score obtained can be 0 (zero) and the maximum can be 200, other scores ranging in between these limits Statistical Analysis The research data was analyzed statistically by using Mean, SD, and ANOVA. I. For interpretation of the result the statistical treatments such as component wise mean and SD were calculated for the children of working mothers and children of non-working mothers, boys and girls. II. ANOVA was calculated within the family relationship, emotional maturity and achievement motivation among children of working and non-working mother and whether it is modified by gender, if any Summary The detailed plan of the research incorporated in the present chapter. Objectives, hypotheses and relevant tools and measures mentioned here. Hypotheses were framed on the basis of previous literature. 102

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