CHAPTER-III METHODOLOGY. Moral Values that exist among the higher secondary students in Chennai City. The

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1 85 CHAPTER-III METHODOLOGY 3.0 OVERVIEW The methodology followed in the present study is described in this chapter. The present study is a Normative Survey Research aimed to measure the Moral Values that exist among the higher secondary students in Chennai City. The design followed in the present investigation has been discussed in the present chapter under sub captions like identification of values for higher secondary students, the design of the study, size of the Sample, population of the study, identification of values, the Tools used, development of the Tool, administering the Tool and collection of data have been reported in the present chapter. 3.1 DESIGN OF THE STUDY Drawing the Research Design of the study is very much helpful for a researcher to do his research effectively. It is a kind of blue print which helps an investigator to have a clear idea about his research study well in advance. It saves the time and energy of the investigator and directs him towards the goal and accomplishes in appropriate time. The design of the study is presented in the following schematic representation of the Survey design in the following table 3.1.

2 86 Table 3.1 Schematic representation of the Survey Design S.No Type Sources 1 Nature of the Research Normative Survey 2 Variables i. Moral Values ii. Academic Achievement iii. School Climate iv. Home Environment i. Sex ii. Parent s Educational Qualification iii. Parent s Profession iv. Parent s monthly income v. Type of Management vi. Type of Schools vii. Major Subject Groups v. Socio-Economic Status 3 Tools used i. Investigator Developed Tool ii. Standardized Tool i. Test for Moral Values among School Students i. School environment Inventory ii. Home Environment Inventory 4 Sampling Technique Stratified Random Sampling Technique 5 Size of the Sample School Students studying in standard XI from 20 schools 6 Sub-Classification a) School Climate i. High School Climate Students ii. Moderate School Climate Students iii. Low School Climate Students b) Home Environment i. High Home Environment ii. Moderate Home Environment iii. Low Home Environment c) Moral Values i. High Moral Values ii. Moderate Moral Values iii. Low Moral Values d) Type of Schools i. Anglo-Indian Students ii. C.B.S.E. Students iii. Matriculation Students iv. State Board Students e) Sex i. Male ii. Female Statistical Technique used Average, Standard Deviation, t test and Correlation Co-efficient r.

3 87

4 88 From the table 3.1 and figure 3.1 shows that the present study belongs to Normative Survey research. The Variables used in the study are Moral Values, Academic Achievement, Organizational Climate School Climate, Home Environment and Socio-Economic Status are Sex, Parent s Profession, Parent s Educational Qualification, parent s monthly income, Type of Management, Type of School and Major Subject groups, (under each variable 3 components were selected) The Tool used in the study is a Questionnaire developed by the investigator to measure the Moral Values is Test among School Students and two Standardized Tools used to measure School Environment Inventory and Home Environment Inventory. In this study Stratified Random Sampling Technique was followed and the data were collected from 1446 School Students from 20 Higher Secondary and 4 different Types of School Board such as, Anglo-Indian students =90, C.B.S.E. students = 267, State Board students = 477, Male Students = 810 and Female students= 636. These Boards includes Government, Aided and Selffinancing Schools in Chennai City. The City used were Average, Standard Deviation and t test and Correlation Co-efficient r. 3.2 OBJECTIVES OF THE STUDY The major objective of the study is to find out the influence of Organizational Climate on the prevalence of Moral Values existing among the Higher Secondary students in Chennai city. The specific objectives of the study are i. To find out the level on the prevalence of Moral Values among the Higher Secondary students in Chennai city.

5 89 ii. To find out the level on the prevalence of Moral Values and Academic Achievement among Students with respect to different classification of School Climate in the Higher Secondary Schools in Chennai city. iii. To find out the level of prevalence of Moral Values and Academic Achievement on different classification of Home Environment among the Higher Secondary Students in Chennai city. iv. To find out the level of selected Components of Moral Values on different classification of School Climate and Home Environment among the higher secondary students. v. To find out the level of Moral Values and Academic Achievement among the higher secondary students based on different level of Organisational Climate with respect to the Demographic Variables, such as; Sex, Parent s Education, Parent s Profession, Parent s Monthly Income, Types of Management, Types of Schools and Major Subject Groups. vi. To find out the correlation between the level of Moral Values and Academic Achievement with respect to Organisational Climate and Demographic Variables among the Higher Secondary students in Chennai city. 3.4 HYPOTHESES OF THE STUDY The following hypotheses were formulated to realize the above objectives i. There is no significant difference in the Mean of Moral Values among the Higher Secondary Students in Chennai city.

6 90 ii. There is no significant difference in the Mean Value of Moral Values and Academic Achievement on different School Climate among Higher Secondary Students in Chennai city. iii. There is no significant difference in the Mean Value of Moral Values and Academic Achievement on different Home Environment among Higher Secondary students in Chennai city. iv. There is no significant difference in the Mean Value for the components of Moral Value on different level of School Climate and Home Environment among Higher Secondary Students in Chennai city. v. There is no significant difference in the Mean Value of Moral Values and Academic Achievement among different level of Organizational Climate with the respect to demographic variables. vi. There is no significant difference in the Correlation between Demographic Variables and Moral Values and Achievement among the Higher Secondary Students in Chennai city. 3.5 STATEMENT OF THE PROBLEM This research endeavors to study Influence of Organisational Climate on the Prevalence of Moral Values among the Higher Secondary Students in Chennai City

7 OPERATIONAL DEFINITION OF THE KEY TERMS The selected topic of the research is Influence of Organisational Climate on the Prevalence of Moral Values among the Higher Secondary Students in Chennai City. The operational definitions of the key items are given below along with dictionary meaning. The important terms in the statement of the problem are Influence, Organisational Climate, Moral Values and Higher Secondary Students. a. Influence Dictionary Definition The power to produce an effect. The ability to affect someone s character or beliefs or actions. Influence Operational Definition There are different kinds of situations/incidents/activities/atmosphere/stimulation which influence different kinds of values. In the present study, school environment and home environment are taken into account to assist/ consider them as influence to develop different Moral Values among the Higher Secondary Students. b. Organisational Climate Dictionary Definition Organisational Climate is created by the interaction with one another of the organization components, namely culture, structure, system, leadership behavior and psychological needs of the members of the organization. School Climate and Home Environment brings about modification of behavior of their pupils in desired direction. The school and home perceived as being positive, safe, and nurturing environments for children to inculcate Moral Values and have better academic

8 92 achievements. Teacher s behavior, Learning Environment, and Parent s behavior as a whole can help or hinder in dynamic ways. Organizational Climate Operational Definition In the present study organizational climate is considered to be the School Environment and Home Environment, where it plays a vital role to impart moral values to children. c. Moral Values Dictionary Definition It concerned with the goodness and badness of human character or with the principles of what is right and wrong in conduct or standards considered valuable or important in life. Moral Values Operational Definition In the present study, Moral Values consists of Personal, Academic, Social, Aesthetic, Humanitarian and Religious Values. Under these six components, each component consists of two values. All together there are twelve values as follows: Simplicity, Self-Discipline, Responsibility, Curiosity, Service, Co-operation, Honesty, Tolerance, Brotherhood, Compassion, Faith in God and Forgiveness. d. Higher Secondary Students Dictionary Definition In Indian educational system, a student undergoes ten years of schooling. After this, a student should undergo two years of academic program in order to join the college program/degree. These two years of academic program is called Higher Secondary level. It includes XI and XII standards.

9 93 Higher Secondary Students Operational Definition In the present study, the term Higher Secondary Students refers the first year students of Higher Secondary program. e. Academic Achievements- Operational Definition Academic Achievement refers to how the students learn their academic such as Language, Mathematics, Science, Commerce and Social Science are found the test paper achievements. f. Chennai City Operational Definition Chennai is one of the four metropolitan cities in India, Chennai is the capital of Tamilnadu state, which is one of the states in India. In Chennai city in the year there were four hundred and sixty schools and thirty one thousand four hundred and sixty eight students of higher secondary and had a population of 3.4 million people according to the 2001census.

10 POPULATION OF THE STUDY The total number of Higher Secondary students studying in Chennai city is the population of the study. The details of the same are presented in the following table 3.2. Table 3.2 Population of the study is given below in detail. Name of the Management, Number of Higher Secondary Schools and Number of 11th standard students S. No. Type of Management No. of No. of Schools students 1 Government Corporation Adi dravidian welfare Aided Unaided Matriculation Anglo-Indian Indian certificate secondary Education (I.C.S.E) 9 Central Board Secondary Education(C.B.S.E) 10 Special School Total Table 3.2 presents the population of the present study. There are 460 Higher Secondary Schools in Chennai City in the year Chennai City had a population of 3.4 million in the 2001 census. There are different Types of Management whereby Schools are run. There are 21 Government Schools with 1162 students, 27 corporation Schools with 1148 students, 2 Adi dravidian Welfare Schools with 80 students, 97 fully Aided Schools with 3886 students, 31 Selffinancing State Board Schools with 1547, 209 Matriculation self financing Schools with 15,473 students, 16 Partially Aided Anglo-Indian School with 1964 students, 3 Indian Certificate Secondary Education Schools with 126 students, 52 Central

11 95 Board Secondary Education Schools with 6046 students and 2 special school with 36 students. The investigator has taken only English Medium of Higher Secondary students. 3.8 SAMPLE OF THE STUDY Based on the stratified Random Sampling Technique, the investigator selected 20 schools. The name of the board, the type of management and the strength of the students are given below in table 3.3 Table3.3 Size of the sample selected for the study is given below in detail. Name of the Boards, Number of Schools and Number of Samples Selected S. No Name of the Board No. of Schools Co- Edn Boys Girls Type of Management No. of Schools No. of Students 1 Anglo-Indian Partly Aided C.B.S.E Private/Aid 3/ Matriculation Private State Board Aided Government Corporation Total

12 96

13 97 From the table 3.3 and figure 3.2 it is understood that the total students selected as Sample of the study are 1446 students out of which 810 are Male Students and 636 are female students. Among the total Sample 852 students belong to private school (self financing Schools), 403 students belong to government Aided Schools and 191 students to government Schools. 20 Schools were selected for the study out of which 10 were private (self-finance) Schools, 6 were government Aided Schools and 4 were government Schools. 20 Schools were selected for the study out of which 11 Schools were co-education, 5 Schools were boy s Schools and 4 Schools were girl s Schools. From the Total Sample 1446 students, out of which 90 students belong to Anglo-Indian school, 26 students belong to C.B.S.E. Schools, 612 students belong to Matriculation and 477 students belong to TamilNadu State Board Schools. From the total Sample of school 20, out of which 2 Schools belong to Anglo-Indian, 4 Schools belong to C.B.S.E., 7 Schools belong to Matriculation and 7 Schools belong to Tamil Nadu State Board Selection of the Sample By fulfilling Stratified Random Sampling Technique, the sample was selected from the each category. The different category of the sample from different type of institutions is given in the table 3.4.

14 98 Table 3.4 Name of the Higher Secondary Schools and Number of the Sample selected S. Name of the Schools Male Female Total No 1 Alagappa Matriculation Hr.Sec.School, Purasawalkam, Chennai-84 2 Anitha MethodistMatriculationHigher Secondary School, Vepery, Chennai-7 3 Bethel Matriculation Higher Secondary School, Velechery, Chenai-7 4 Church of South India BainsMatriculationHigher Secondary School, Kilpauk, Chennai-10 5 M.Ct.MuthaiahMatriculationHigher Secondary School, Kilpauk,Chennai-10 6 Sathiya Mariculation Higher Secondary school, Vepery, Chennai-7 7 Seventh-Day Adventist MatriculationHigher Secondary School, Vepery, Chennai-7 8 Besant Arundale Senior Secondary School, Tiruvanmiyur, Chennai-41 9 Bharatiya Vidya Bhavan s Rajaji Vidyashram,Kilpauk, Chennai Kola Saraswathi Vaishnav Senior Secondary School, Kilpauk,Chennai The Hindu Senior Secondary School Indra Nagar, Adyar, Chennai Corporation Boys Higher Secondary School, Chennai Corporation Boys Higher secondary School, Chennai Corporation Girls Higher secondary, Vepery, Chennai Evangelical Luthern Mission Fabricious Higher Secondary School, Chennai Presidency Girls Higher Secondary School, Egmore- Chennai-8 17 Sir. M.Ct.Muthaiah Chettiar Higher Secondary School, Purasawalkam, Chennai Tamil Evangelical Lutheren Church Magdalene, Girls Higher Secondary School, Purasawalkam, Chennai St.Joseph s Anglo Indian Boys Hr. Secondary, Vepery, Chennai-7 20 St.Matthias Anglo Indian Higher Secondary School, Vepery, Chennai

15 99 The I category of schools are Matriculation Schools from S.No. 01 to 07 in which there are 07 Schools with 612 students. In gender wise there are 260 Male Students and 332 Female Students. All 7 Schools are Self-financing Schools. The II categories of Schools are C.B.S.E. from S.No. 08 to 11 in which there are 4 are Schools with 267 students among them 4 are co-education Schools, in which there are 148 Male Students and 119 female students. The III category of Schools is Tamilnadu State Board Schools from S.No. 12 to 18 in which there are 7 Schools with 477 students. In gender wise there are 337 Male Students and 100 Female Students. The IV category of Schools is Anglo-Indian Schools from S.No.19 and 20 in which there are 2 Schools with 90 students. In gender wise there are 74 Male Students and 16 Female students. 3.9 TOOLS USED For the present study three types of Tools were used. For collecting responses regarding Moral Values among School Students, the investigator could not identify any suitable Tool in the present context. Therefore, it was decided to develop a Tool named Test for Moral Values among School Students (TMVSS). Two other Standardized Tools used in this study were School Environment Inventory (SEI) and Home Environment Inventory (HEI) Development of TMVSS and its Items The Tool TMVSS had six sub-components and under these there were 12 values. The development of the Tool TMVSS was based on these criterion

16 100 values. The criteria for identifying values for School Students are given under Table 3.5 The investigator further started interviewing the teachers and experts in the field of education. They were asked to state what they meant by each of the selected value terms, in as many ways as they could. At the time of such interview, whenever the investigator was struck with an idea, it was immediately noted down and made use of in developing situational test item. The investigator structured 100 situational test items in the first instant by keeping that each value should have at least minimum five situational test items which were properly screened by the investigator. Then they were edited on the basis of the criteria of relevancy of a particular value to be assessed. These situational test items were discussed informally with a few more psychologists, sociologists, and educationalist. A brief analysis of the interviews conducted was done. Based on this, only those items were selected which is 50. Thus, after reviewing the item pool, 50 items were deleted and 50 items were retained. The investigator decided to have only three minimum and 6 maximum situational test item for each value. Thus, the revised draft of the Tool TMVSS consisted of 50 situational test items for 12 values under 6 sub Classifications, which had four alternatives in each item. Then, the investigator sought the suggestions from language experts on the adequacy and unambiguous nature of the test items. The correct answer for each test item was determined on the basis of value according to its functional definitions. From the administration of the test, it was found that to read, to understand and to respond to each situational test items the respondents had to

17 101 spend less than one minute each. For the completion of the test which consisted of 50 situations test items, normally, it has taken forty minutes. For 12 values, the investigator has selected 50 situations items Identification of Values for the tool For the construction of the Tool, namely Test for Moral Values among School Students, the investigator had to finalize the list of values to be included under TMVSS. In order to identify the values, the investigator followed the following steps. In order to develop a list of values the investigator started studying more on values both common and specific. The investigator lists some values and approached various Professionals like educationalist, teachers, religious leaders, doctors, engineers and lawyers to identify some common values as a model for School Students for this research. An open check list was prepared to help the respondents to come out with a comprehensive list of values expected and required values for Higher Secondary Students. Out of 22, 12 Values had frequencies of more than one. The preliminary list of the Moral Values for School Students was 22 values; Self confidence, self Discipline, Simplicity, Creativity, Respect for learning, Responsibility, Curiosity, Service, Co-operation, Honesty, Patience, Tolerance, Loyalty, Charity, Brotherhood, Truth, Love, Compassion, Patriotism, Faith in God, Forgiveness and zest for life. The final list of values expected for Higher Secondary School Students which consisted of 12 values is given below. Simplicity, Self-Discipline, Responsibility, Curiosity, Service, Co-operation,

18 102 Honesty, Tolerance, Brotherhood, Compassion, Faith in God and Forgiveness. In order to classify the values identified, the investigator consulted various literatures and experts in the field of education and philosophy. It was noted that various persons used different terminology for almost the same values. Table 3.5 List of Values expected for school students under different classification S.No. Values No. items included Total items A Personal Values Simplicity Self-discipline B Academic Values Responsibility Curiosity C Social Values Service Co-operation D Aesthetic Values Honesty Tolerance E Humanitarian Values Brotherhood Compassion F Religious Values Faith in God Forgiveness Total 50 50

19 103 The above Table 3.5 shows that there are six components of Moral Values under this each component have two values. It also revealed that the number of items included in the Questionnaire and its total items Determining the suitable items of TMVSS For developing the format of TMVSS, the investigator made a thorough study of the various Moral Values among School Students in the present context. It was decided to construct a suitable Tool and validate it for assessing the Moral Values among School Students. Among the available Tools for measuring values, some of them were rating scales; some others were having other forms of questioning like true or false etc. The investigator first had informal talks with the students, teachers and experts in the field of education and made a thorough Survey of other value scales available. Since the present study was to assess the Moral Values among School Students, it was strongly felt that the indirect way of collecting data from higher secondary students can be adopted by using situational test items for assessing the Moral Values among School Students. It was decided that the situational test items should depict the values for which the respondents had to express their preferences. Moreover, it was also decided that the format of the two Moral Values were of forced-choice type with multiple choice alternatives. Each situational test items had four alternatives, out of which only one alternative was the correct answer.

20 Pilot Study The preliminary draft was neatly typed and administered on the selected students. The 30 students undergoing class XI were selected as Sample for the pilot study and the study was conducted. They took around 80 minutes to complete a Questionnaire. Ultimately the total number of 100 items was reduced to 50 items for the final study. The 50 items were selected for the present study Validity and Reliability of TMVSS The final draft of the Test for Moral Values among School Students was neatly typed and was shown to the expert in the field in Chennai Teacher Educational Institute. They carefully scrutinized the Questionnaires and gave their valuable suggestions. The investigator made modifications in the Questionnaire as per the valid suggestion of the experts. It was considered that TMVSS had sufficient validity. The reliability of the Test for TMVSS was established by split-half method. The Questionnaire was administered to the 119 School Students of XI Standard, which consist of 60 Boys, 59 Girls among 5 Schools situated in Chennai City. The r value found out the Mean scores of Moral Values among the Boys and Girls of the School Students. As the calculated r value is found to be 0.86, it is understood that the developed TMVSS Questionnaire is highly reliable.

21 Scoring the responses to Tmvss Items The scoring for the Tool TMVSS was simple. Since there was only one key response given out of four alternatives, one score was given to the correct answer. Thus, the maximum score possible for the Tool TMVSS was 50. Table 3.6 Numbers of Items included under Different Situations S. No. Type of Situations No. of items included Scores 1 Family situation Classroom situation School situation Social situation Total From the Table 3.6, it was noticed that out of 50 situational test items selected, there are 7 family situations, 14 classroom situations, 7 school situations and 22 social situations. Table 3.7 Values with Operational Definition, Item No and It s Correct Answer S.No. Values Item No. and it s correct answer 1 Simplicity (plainness in manners or way of life) 1. c 2. b 2 Self-Disciple ( Having definite rules and regulations to which no exemption is allowed in one s life and work) 3 Responsibility ( commitment to the given assignment and trust worthy) 3. a 4. d 5. c 6. c 7. c 8. c 9. c 10. d 11. b 12. a

22 106 4 Curiosity (A personal interest to know, to develop ability, to find, to understand new concepts. Dedication to explosion of the knowledge) 5 Service (An individual takes note of the welfare of others in and out side school and serve them) 6 Co-Operation (It implies sharing of resources and acting together for a common goal) 7 Honesty (Free from deception, reputation, creditable, marked by integrity and just, faithful in allegiance to one s affaire) 8 Tolerance( it means acceptance and interaction with diverse groups and individual, appreciate difference; help oneself to use differences for the welfare of the total group; bring uniqueness of human qualities in various forms. Paying respect, honor, regard and politeness towards others religious faiths) 13. c 14. b 15. c 16. a 17. b 18. a 19. d 20. a 21. c 22. a 23. a 24. a 25. c 26. b 27. a 28. b 29. b 30. a 31. a 32. b 33. a 34. b 9 Brotherhood (A sense of brotherhood implies the inherent worthiness of all people, it ensures the practice of human equality, and it encourages the implementation of social justice in day to day life.) 10 Compassion (Realizing the particular needs and requirements of the individuals as well as society, express the sympathetic well as society, express the sympathetic feeling in action for welfare) 11 Faith in God (Having belief, loyalty and faith in God in all normal and critical situations of one s life which cannot be disturbed by storms and temptations. Exercising his or her faith in God depending or trusting in God for anything.) 12 Forgiveness (It is an expression of the experience of God s forgiveness, doing the same to others. It is not tolerance but a kind of love to others.) 35. b 36. d 37. c 38. b 39. b 40. c 41. a 42. a 43. b 44. a 45. a 46. c 47. d 48. a 49. c 50. b

23 107 The Table 3.6 presents number of values and its operation definitions in the first column and the item number in the Questionnaire and its right answer in the second column. There are 12 values and 50 question items and its correct answer Standardized Tools There are two standardized tools used by the investigator namely Home Environment Inventory and School Environment Inventory Description of Home Environment Inventory The Home Environment inventory is a standardized tool to measure the psycho-social Climate of home as perceived by children. It provides a measure of the quality and the cognitive, emotional and social support that has been available to the child within the home. HEI has 100 items belonging to ten dimensions of Home Environment. The ten dimensions are- (A) Control, (B) Protectiveness, (C) Punishment, (D) Conformity, (E) Social Isolation, (F) Reward, (G) Deprivation of Privileges, (H) Nurturance, (I) Rejection, and (J) Permissiveness. Each dimension has ten items belonging to it. The instrument requires pupils to tell the frequency with which a particular parent-child interaction behavior has been observed by them in their homes, i.e., he/she is requested to tell whether a particular parental behavior (as mentioned in an item) Occurs-Mostly, usually, seldom or very less.

24 Validity and Reliability of HEI Home Environment Inventory has been found to possess content validity as measured with the help of views expressed by judges criterion related validity in analysis. The Home Environment Inventory was administered to 113 students (54 boys and 59 girls) studying in intermediate classes of five Schools. Split half reliabilities were worked out separately for all the ten dimensions of Home Environment. The reliability of the Tool was established by the split-half method. The scales had reliability from to Scoring Responses to HEI The responses are to be given on the booklet itself. There are five cells against every item of the inventory. Each cell indicates the frequency of occurrence of a particular behavior. The cells belong to five responses namely, Mostly, Often, Sometimes, Least and Never. The dimensions to which a particular item belongs are indicated by alphabets near the serial number of the items. Assign 4 marks to Mostly, 3 marks to Often, 2 marks to Sometimes, 1 mark to Least, and zero mark to Never responses. No answer is right or wrong for any behavior.

25 Description of School Environment Inventory The School Environment Inventory is a standardized tool designed to measure the psycho-social Climate of Schools as perceived by the pupils. It provides a measure of the quality and quantity of the cognitive, emotional and social support that has been available to the students during their school life in terms of teacher-pupil interactions. SEI has items belonging to six dimensions of the School environment. The six dimensions are- (A) Creative Stimulation, (B) Cognitive Encouragement, (C) Acceptance, (D) Permissiveness, (E) Rejection and (F) Control. Twenty items belong to the Creative Stimulation dimension while each of the remaining five dimensions has ten items belonging to it. The instrument requires pupils to tell the frequency with which a particular teacher pupil interaction behavior is expressed in his or her school i.e. he/she is requested to tell whether a particular teacher- behavior (as mentioned in an item) occurs- Always, Often, Sometimes, Rarely and Never Validity and Reliability of SEI School environment Inventory has been found to possess content validity as measured with the help of views expressed by judges. Because of the lack of appropriate external criteria, criterion-related validity could not be established. During its short history, the inventory has been used in four research

26 110 studies. The School environment Inventory was administered to 113 students (54 boys and 59 girls) studying in intermediate classes of five Schools situated in City areas of Agra and Manipur. The reliability of the Tool was established by the splithalf method. The reliability of SEI was found as to Scoring the Responses to SEI The responses are to be given on the booklet itself, against each item of the inventory five alternatives are given in forms of cells indicating the intensity of the responses. Assign 4 marks to Always, 3 marks to Often 2 marks to sometimes 1 mark to Rarely and zero to Never responses. The particular item belongs are indicated by alphabets near the Serial No. No answer is right or wrong for any behavior ADMINISTERING THE TOOL The developed Tool by the investigator (i) Test for Moral Values among School Students and two Standardized Tools used in this study (ii) School environment Inventory (iii) Home Environment Inventory were administered to the 1446 students based on the stratification of sampling Technique. The investigator instructed the students to read all the statements carefully and to put tick mark near the options as per their view. The investigator visited the Schools twice to collect data and collect the filled Questionnaires. The investigator scored all the Questionnaires following the necessary scoring method. The following scoring method mentioned in the caption , & were adopted.

27 STATISTICAL MEASURES USED IN THE STUDY After scoring the filled in TMVSS, SEI and HEI Questionnaires, a master Table was prepared by plotting the scores. Different statistical measures were used in the study for finding out solutions to the problems which are briefed as below. (i) Descriptive Analysis- Mean and Standard Deviation were used to analyze. (ii) Inferential Analysis t test to analyze the significant difference and (iii) Correlation Co-efficient r to find out the significant relationships between Mean Average Scores of Moral Values and Academic Achievement and between School Environment and Home Environment COLLECTION OF DATA The tool used for collection of data for the present study was Test for Moral Values among School Students to find out the Moral Values and administered among the School Students. The present study is to find out the influence of Organizational Climate upon the School Students. The investigator used two Standardized Tools, namely School Environment Inventory and Home Environment Inventory. In order to collect data, the investigator decided to approach the higher secondary students. At the appointed time i.e., around the second week of July in the academic year , the investigator personally visited the selected Schools and got permission from the respective school principals and approached

28 112 the students concerned to get their responses through the TMVSS, HEI and SEI. All the principals, Headmasters were willing to co-operate with the investigator. Academic Achievement of School students was collected from the concerned class teachers/ Headmasters. In one academic year, the students will have 3 terminal examinations. Student s total Marks were collected from first terminal examination for their Academic Achievement. Their total marks were collected and considered for their Academic Achievement LIMITATIONS OF THE STUDY The limitations of the study are: i. The Investigator confined his study with only 1446 samples from 20 Higher Secondary schools. ii. Only 3 Tools were used to collect data, namely Test for Moral Values among school, School Environment Inventory and Home Environment Inventory. iii. The investigator conducted the study with only 7 demographic variables and they were used under which 3 components were selected, except sex, such as Sex; - Male and Female. iv. Only English Medium Students were selected for the study. v. The study was conducted with the 11 th standard higher secondary level at Chennai city. The forthcoming chapter deals with the Analysis of Data