Dissertation submitted In partial fulfillment of the requirement for the award of the degree of. Of the Tamil Nadu Teacher Education University

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1 INFLUENCE OF MATHEMATICS TEXTBOOK LAYOUT IN MATHEMATICS LEARNING ABILITY OF 8 TH STANDARD STUDENTS IN GOVERNMENT AIDED AND CORPORATION SCHOOLS Dissertation submitted In partial fulfillment of the requirement for the award of the degree of MASTER OF EDUCATION Of the Tamil Nadu Teacher Education University Investigated By NICHOLAS GEORGE J Reg. No.: MD015 Under the Guidance of Dr. Rm. Thirunavukkarasu, PPG College of Education Coimbatore

2 CERTIFICATE This is to certify that the dissertation entitled Influence of Mathematics Textbook Layout in Mathematics Learning Ability of 8 th Standard Students in Government Aided and Corporation Schools is a bonafied record of the work done by NICHOLAS GEORGE J (Reg. No.: MD015) under my supervision and guidance during the academic year in partial fulfillment of the requirements for the award of degree of Master of Education in P.P.G. College of Education of Tamil Nadu Teacher Education University. The dissertation has not been formed the basis for the award of any Degree / Diploma / Associateship / Fellowship or the similar title to any Candidate of any University. Station: Saravanampatti Date : Guide Dr. Rm. Thirunavukkarasu, M.A., M.Ed., A.M.A., M.Phil., Ph.D., Dip. in Kannada, Lecturer in P.P.G. College of Education, Coimbatore Principal Dr. Jebakani Selvaraj M.A., M.Ed., Ph.D., P.P.G. College of Education, Coimbatore

3 DECLARATION I hereby declare that the dissertation entitled Influence of Mathematics Textbook Layout in Mathematics Learning Ability of 8 th Standard Students in Government Aided and Corporation Schools is a bonafied record of original project work done by me in P.P.G. College of Education of Tamil Nadu Teacher Education University, under the supervision and guidance of Dr. Rm. Thirunavukkarasu, M.A., M.Ed., A.M.A., M.Phil., Ph.D., Dip. in Kannada. I also declare that this dissertation has not submitted to any university or institution for the award of any Degree / Diploma / Associateship / Fellowship. Station: Saravanampatti Date : Nicholas George J Guide

4 ACKNOWLEDGEMENT. I can do all things through Him who strengthens me. This divine note takes my gratitude to my almighty god for making me to study this course and thank him for giving me an opportunity to meet kind persons who helped me a lot throughout my course of dissertation work. Words are not adequate when I begin to thank all those who have helped me in the preparation of this dissertation work. I take this opportunity to express my sincere thanks and gratitude to Dr. Jebakani Selvaraj M.A., M.Ed., Ph.D., Principal of P.P.G. College of Education for having permitted me to take up this topic. I express my sincere thanks to my guide Dr. Rm. Thirunavukkarasu, M.A., M.Ed., A.M.A., M.Phil., Ph.D., Dip. in Kannada, for his supervision and guidance. It could not have been possible for me to bring out this work successful without his guidance. I also thank him for his immense help during the course of the investigation. I thank the Heads of Schools, Teachers and the Pupils who helped me in this investigation. I also thank my parents, family members and friends for their help and kind co-operation in this study. Nicholas George J

5 CONTENTS 1. Introduction of the Problem Introduction Education Psychology Educational Psychology Learning Ability Mathematics Textbook The Problem on Study Plan of the Thesis Conclusion Review of Literature Introduction Importance of Related Literature Related Literature Conclusion Methodology of Study Introduction Hypothesis of Study Method of Study Objectives of the Study Design of the Study Questionnaire Opinionnaire Achievement Test Tool Construction Characteristics of Mathematics Textbook... 29

6 3.11. Sampling Techniques Conclusion Data Analysis and Interpretation Introduction Organization of data Analysis of data Interpretation of Data Conclusion Summary of the Study Introduction Introduction of the Problem Objectives of the Study Limitations of Study Hypothesis of Study Method of Study Sampling Techniques Analysis of data Results and Findings Discussions and Suggestions Scope of the Study Recommendations for further Study Conclusion APPENDIX I: Questionnaire (English & Tamil version)..i APPENDIX II: List of Schools viii Bibliography...ix

7 LIST OF TABLES Table 3.1- Sample Distribution of 8 th Standard Students in Coimbatore Table 4.1- Influence of Mathematics Textbook Layout in Government Aided and Corporation Schools Table Learning Ability in Government Aided and Corporation Schools Table 4.3 Influence of Mathematics Textbook Layout in Urban and Rural Area Schools Table 4.4 Learning Ability in Urban and Rural Areas Table 4.5 Influence of Mathematics Textbook Layout among Boys and Girls Table 4.6 Learning Ability among Boys and Girls Table Influence of Textbook Layout and Learning Ability in Government Aided Schools Table Influence of Textbook Layout and Learning Ability in Corporation Schools Table Influence of Textbook Layout and Learning Ability in Urban Area Schools Table Influence of Textbook Layout and Learning Ability in Rural Area Schools Table Influence of Textbook Layout and Learning Ability in Boys Table Influence of Textbook Layout and Learning Ability in Girls Table 5.1 Correlation coefficient between Influence of Textbook Layout and Learning Ability... 72

8 LIST OF FIGURES Figure 3.1 Sample Distribution of Students in Aided and Corporation Schools Figure Sample Distribution of Students in Urban and Rural Areas Figure Sample Distribution of Boys and Girls Figure 4.1 Means based on Management of School Figure 4.2 Means based on Management of School Figure Means based on Location of School Figure Means based on Location of School Figure 4.5 Means based on Gender Figure 4.6 Means based on Gender Figure 4.7 Relationship in Government Aided Schools Figure 4.8 Relationship in Corporation Schools Figure 4.9 Relationship in Urban Area Schools Figure 4.10 Relationship in Rural Area Schools Figure 4.11 Relationship in Boys Figure 4.12 Relationship in Girls Figure 5.1 Relation between Influence of Textbook Layout & Learning Ability... 73

9 Chapter I Introduction of the Problem

10 1. Introduction of the Problem 1.1. Introduction Mathematics is a subject, unlike other subjects, deals directly with the behaviour of the students. As a subject, it concerns with solving of problems logically and sequentially. This may also be a reason to call it as Queen of all sciences. Such a majestic subject should be taken utmost care on teaching the students. The aids to assist the teaching should be selected and designed carefully. Those aids, such as Text-books should motivate the students to solve problems of their own. This will enhance creativity and ability to learn and solve or tackle any sort of problem Education Education is acquainting oneself with advanced knowledge from what one knew earlier. The origin of the Education is from the Latin word Educare means to lead out or to bring forth. It implies that through organized questions, the knowledge, understanding and the potentialities of children have to be brought out; it is not pouring in knowledge assuming that children are like empty vessels. i The above quote reveals the truth that bringing out something what a student has inside will only give the student an advanced knowledge or a chance to learn new concepts. Gandhi says, Education is drawing out the best in child and man-body, mind and spirit. The same concept is stressed by

11 Swami Vivekananda as, Education is the manifestation of the perfection that is already in man. Thus, the objective of Education is to bring out the abilities, capacities and potentialities in an individual. And the learning aids should be designed to suit the objective of Education Importance of Education (i) Education takes place when new ideas combine with the old ones. It maintains an intellectual order, sequence and continuity of old ideas to enhance learning new ones. (ii) Education leads to experimentation, the discovery of new truths and use of new truths to further education. (iii) It transmits the culture of one generation to other. (iv) It is visualized as a process of self realization and emancipation. (v) It modifies the behaviour of the learner. (vi) It develops the personality of the child through behaviour modification. Thus, Education is life and life is education.

12 1.3. Psychology Psychology is a scientific study of behaviour and mental process. Etymologically, psychology is derived from the Greek words psyche means soul and logus means science or knowledge. Thus it is a study of soul, later defined as a study of behaviour and mental activities. It is defined as the science that systematically studies and attempts to explain observable behaviour and the relationship to unseen mental processes (experiences) that go on inside the organism and to external events in the environment. ii The behaviour and mind are studied by observation, description and experimental investigation to gather the information. The collected information are then organized and analyzed to reach at as a solution to a problem. Thus, psychology is a systematic and consistent description and interpretation of behaviour with a view to control and predict. iii 1.4. Educational Psychology Educational Psychology is the psychology of one, subject to educational situations. It is defined as the branch of psychology which is concerned with psychological researches as applied to any or all aspects of educational processes and practices. It is in relation to problems like learning, teaching and training. iv According to Kolesnik, Educational Psychology tries to solve different problems faced in educational process by applying the principles and laws of psychology to make education more effective and efficient.

13 Thus the study of classroom climate, techniques used for behaviour modification, teaching learning process, instruction methods and materials will help give an effective and efficient education Learning Ability Learning Ability means the ability to gain knowledge on something. The term learning ability consists of two words: (i) learn means gain knowledge of or skill in, by study, practice or being taught and learning means advanced knowledge gained by careful study and (ii) ability means power of mind to do things, cleverness of mind. Learning ability seems to be a function of intelligence. The outer surface layer of the cerebrum called the cerebral cortex appears to be directly involved in learning. v This means that the ability to learn directly based on the nature of intelligence. Intelligence, according to Wechsler, is the aggregate or global capacity of an individual to act purposefully, to think rationally and to deal effectively with the environment. vi This reveals a truth that learning originates from purpose, abstract thinking and adjustment to the environment. Adding credit to Wechsler s thought, H.C. Lindgren suggests that the subject matter of educational psychology revolves around three areas:

14 (i) Learner includes the study of abilities, needs, life goals, self-concept, etc., of the individual. (ii) Learning process includes the nature, process and factors of learning. (iii) Learning situation includes factors as classroom management, discipline, techniques for teaching exceptional children, guidance and counseling, etc. vii So it is evident that the individual is able to learn when one have the purpose to learn and when the situation or environment supports to learn (of course learning process being a criterion in creating the situation). Let us now discuss the factor involved in generating a purpose to learn and creating a situation to support learning Motivation Motivation is the basic activity for creating interest. Various means such as aids, relationships, historical references, anecdotes, possible applications, games can be adopted to motivate. Kelley says, Motivation is the central factor in the effective management of the process of learning. Some types of motivation must be present in all learning. viii Motivation originates from a Latin word moveers means to move. It is the process of arousing movement in the organization. This movement is produced and regulated through the release of energy within the tissues. It is the process of arousing, maintaining and controlling interest in a goal directed pattern of behaviour. These activating forces may be termed as needs, drives

15 or motives. ix According to Crow and Crow, Motivation is considered with the arousal of the interest in learning and to the extent is basic to learning. x Such factors xi that are related to learning situations are: (i) Nature of the subject-matter meant. (ii) Method of presenting the learning materials. (iii) Opportunities available to relate, manipulate and verify the present learning with those previously learnt. Thus in addition to the above factors, aesthetic character should be used to energize the activating forces to promote learning experience Mathematics Textbook Etymologically, the term Mathematics is derived from two Greek words Manthanein which means learning and Techne which means an art or technique. Therefore Mathematics means the art of learning related to disciplines or faculties. Some more definitions by some authors: xii (i) Bacon says, Mathematics is the gateway and key to all sciences. (ii) Bertrand Russel says, Mathematics is a subject identical with logic. (iii) Courant and Robin says, Mathematics is an expression of human mind.

16 It is now clear that no other subject is apt than Mathematics to study the behaviour of a human being. So such Mathematical aids should be designed well to motivate or activate the above said forces. Textbook is the major source for effective teaching and learning. Therefore it is not only a source for supplying information and facts, but also should enable the students to understand and appreciate the concepts and principles and their relevance in our day-to-day life. A Mathematics Textbook should thus stimulate reflective thinking and develop problem solving ability among students. Sakuntala Devi promptly says, Anyone can be a Mathematician.. I insist that any person with average intelligence can master the science of Mathematics with proper guidance and training. xiii This proper guide should be a Mathematics Textbook Importance of Mathematics Curriculum destination. Curriculum is a plan to be executed to reach a certain goal or Derek Rowntree says, Curriculum is the total structure of ideas and activities developed by an educational institution to meet the needs of students and to achieve educational aims. The aim of the education is to develop and improve the behaviour in students. Mathematics curriculum forms an important part of the school curriculum. The Indian Education Commission (1966) emphasized the importance of Mathematics in the school curriculum in the view of the importance of quantification and the advent of automation in the scientific and industrial revolution.

17 (i) Develop Mathematical skills in students to lead a fruitful life in the modern and technologically advanced society. (ii) Mathematical knowledge is useful for students in their day-to-day life. (iii) Mathematical skills will help students in taking up a good number of vocations. (iv) Learning Mathematics contributes towards individual and national development. Thus, Mathematics curriculum forms a basis for entire education Learning Mathematics To learn Mathematics in a traditional school environment, the student must be able to read Mathematics. Reading is not a natural phenomenon. It is a skill that must be learned. No one is born with the ability to read Mathematics but one can gain that ability in a traditional reading programme. Mathematics Textbooks are written in a style completely different from other Textbooks. The student must learn to read that style of presentation. Thus, the Textbook layout is a criterion in learning Mathematics The Problem on Study Many students have problem in learning Mathematics. They are not interested in working with Mathematics. A reason is got from the verdict of Sakuntala Devi. Anyone can be a Mathematician provided they are given

18 proper guidance and training. The teacher and the Textbook Layout are thus responsible. This fact states the problem Influence of Mathematics Textbook Layout in Mathematics Learning Ability of 8 th Standard Students in Government - Aided and Corporation Schools. The students of 8th Standard are selected as this stage is the beginning of adolescence. Stanley Hall called this period as, period of storm and stress. The level of abstract thinking increases. Retention and recall improves. One becomes reasonably objective. These make them critical thinkers. They begin to develop an attitude of expressing what they feel. Rose stresses it as, what he feels, he feels it very strongly and when he reacts, he reacts vigourously. Thus the study on 8 th Standard Students will produce diverse thoughts on a concept. It is appropriate to study them to get the right responses of attraction, appearance, aesthetic character, order, etc Objectives of the Study The general objective of the study is to investigate the influence of Mathematics Textbook Layout in Mathematics Learning Ability of 8 th Standard Students in Government-Aided and Corporation schools of Coimbatore. The specific objectives of the study for analysis and interpretation process are delineated as:

19 (i) To find out the level of Mathematics Learning Ability in 8 th Standard Students. (ii) To find out the level of influence of Mathematics Textbook Layout in 8 th Standard Students. (iii) To find out the relationship between the Influence of Mathematics Textbook Layout and Mathematics Learning Ability of 8 th Standard Students with respect to some independent variables like type of school management, location of school, gender, etc Limitations of Study Maximum care is taken to make the study reliable. However some limitations are unavoidable. (i) The study is confined to Coimbatore Educational District of Tamilnadu. (ii) The type of schools taken for study is restricted to Government-Aided and Corporation Schools with due concern of time available with the investigator. (iii) The sample is restricted to 300 students with due concern of time and funds available with the investigator. (iv) The sample is taken among 8 th standard students on considering their age and maturity.

20 (v) The design of study is limited to survey since the study is related to collection of facts and information Plan of the Thesis The thesis consists of five chapters: Chapter I deals with the introduction of the problem, its components, statement of the problem, objectives and limitations of the study and the plan of the thesis. Chapter II deals with the review of the related literatures concerned with the problem. Chapter III deals with the design of study that consists hypothesis of study, variables considered in the study, method of study followed, construction of the tool, selection of samples and the statistical techniques applied. Chapter IV deals with the analysis and the interpretation of the data using statistical techniques. Chapter V deals with the summary of the findings, discussion on the results and recommendations for further study.

21 1.9. Conclusion The background of the problem of study is dealt in this chapter. The problem is introduced and the limitations and objectives of the problem are explained. Chapter II deals with the review of related literature.

22 Chapter II Review of Literature

23 2. Review of Literature 2.1. Introduction Extensive critical reading in a field makes the investigator familiar with the accumulated facts in the field. It also serves as a guide for not selecting the problem that has already been investigated. xiv The study of related literature will also help the individual to find new possibilities in the field. It gives an idea to the investigator about the techniques and procedures for adoption in research study. A critical study of the research may reveal errors, imperfections that may mislead or make the findings inconclusive. In this chapter, let us discuss the importance of review of literature, the abstracts and results related to our research study all over the world Importance of Related Literature i) It serves as a guide to select or not to select a problem. ii) It gives a broad look on the field of study. iii) It gives an idea to proceed in the field of research. iv) It sometimes suggest to study a new problem.

24 2.3. Related Literature Studies Abroad 1. Stephen P. Heyneman, Joseph P. Farrell and Manuel A. Sepulveda Stuardo (1978) conducted a study on Textbooks and Achievement. This paper investigated the relationship between textbook availability and academic achievement. The results of the paper are: i) There is a significant positive correlation of textbook availability over achievement among students. ii) There is a significant positive correlation of textbook availability over achievement among schools. iii) The correlation between textbook availability and achievement varies with socio-economic status. 2. Xin Ma (1999), presented a paper on The relationship between anxiety towards Mathematics and Achievement in Mathematics. The study was conducted on elementary and secondary students. The results of the paper are: i) There is a negative correlation for the relationship between anxiety and achievement in Mathematics.

25 ii) The relationship is consistent across gender, grade, ethnic groups, year of publication, instruments measuring anxiety. iii) The relationship differs significantly among instruments measuring anxiety and types of publication. iv) Researchers using standardized achievement tests report relationship of significantly smaller magnitude than researchers using Mathematics teachers grades and researcher - made achievement tests. v) Published studies indicate a significantly smaller magnitude of relationship than unpublished studies. vi) There is no significant interaction effect among key variables such as gender, grade and ethnicity. 3. Jana Holsanova, Nils Holmberg and Kenneth Holmqvist [c 2008] presented a paper on Reading information graphics The role of spatial contiguity and dual attentional guidance. In a naturalistic newspaper reading study, two pairs of information graphics have been designed to study the effect of (a) the spatial contiguity principle and (b) the dual scripting principle by means of eye tracking measurements. The results of the study are:

26 i) The different spatial layouts have a significant effect on reader s eye movement behaviour. ii) Reading of information is significantly enhanced by a serial format, resulting from dual attentional guidance. iii) The integrated and serial formats not only attract readers initial attention but also sustain the readers interest. iv) The integrated and serial formats promote a longer and deeper processing of the complex material. These results play an important contribution to the study of the cognitive processes involved in text-picture integration and offer relevant insights about attentional guidance in printed media, computer based instructional materials and textbook design Studies in India 1. A dissertation on The correlative study of the interest in Mathematics of the students of Standard XI to their Achievement in Mathematics submitted to Government College of Education for Women Coimbatore, on Apr The investigator prepared an interest inventory based on the factors related to Mathematics: (a) Content in Mathematics.

27 (b) Expectation from the subject Mathematics. (c) Club activity in Mathematics. (d) Teaching methods in Mathematics. (e) Applications of Mathematics in life. (f) Emotional aspects of students towards Mathematics. The results are: i) There is a high relation between the scores of interest inventory and achievement scores. ii) The interest of students of standard XI in Mathematics need not depend on the educational background of their parents. iii) There is a significant difference among students from different areas in levels of interest. iv) Boys show more interest in Mathematics subject than Girls. v) Students study habit scores and interest inventory scores are highly positive correlated. 2. A dissertation on A study of relationship between study habits and science achievements of IX standard students in secondary schools submitted to Government College of Education for Women Coimbatore, on Nov

28 The investigator used a rating scale for study habits in study. The results are: i) High achievers had better study habits than under achievers. ii) There is no significant difference between boys and girls in case of high achievers. iii) There is no significant difference between boys and girls in case of under achievers. iv) There is no significant difference between Government, Aided and Corporation school students in under achievers. v) There is a positive correlation between study habit and science achievement Conclusion Chapter II contains a review of literature related to the topic of the research problem. The variables in previous research studies are analyzed well atmost for getting objective results. Having presented the review, the investigator presents the methodology of the study in Chapter III.

29 Chapter III Methodology of Study

30 3. Methodology of Study 3.1. Introduction It is necessary to design a research as soon as the investigator finds a problem for study. According to Claire Selltiz (1962), A research design is the arrangement of conditions for collection and analysis of data in a manner that aims to combine relevance to the research purpose with economy in procedure. xv The origin of the problem, the components related to the problem in the view of the investigator, the statement of the problem, limitations of the study and its objectives are well explained in Chapter I. A review of the related literature was given in Chapter II. The hypothesis, the variables concerned for study, research method of study, construction of tool and the sample used for the study are dealt with, by the investigator in this chapter Hypothesis of Study The problem of study is Influence of Mathematics Textbook Layout in Mathematics Learning Ability of 8 th Standard Students at Government Aided and Corporation Schools.

31 study. The hypotheses of study are framed based on the objectives of the i) There is no significant difference between the influence of Mathematics Textbook Layout among the students of Government Aided and Corporation Schools. ii) There is no significant difference between the Mathematics Learning Ability among the students of Government Aided and Corporation Schools. iii) There is no significant difference between the influence of Mathematics Textbook Layout among the students of Urban and Rural Areas. iv) There is no significant difference between the Mathematics Learning Ability among the students of Urban and Rural Areas. v) There is no significant difference between the influence of Mathematics Textbook Layout among Boys and Girls. vi) There is no significant difference between the Mathematics Learning Ability among Boys and Girls. vii) There is no significant relationship between the influence of Mathematics Textbook Layout and the Learning Ability of students in Government Aided Schools.

32 viii) There is no significant relationship between the influence of Mathematics Textbook Layout and the Mathematics Learning Ability of students in Corporation Schools. ix) There is no significant relationship between the influence of Mathematics Textbook Layout and the Mathematics Learning Ability of students in Urban Area Schools. x) There is no significant relationship between the influence of Mathematics Textbook Layout and the Mathematics Learning Ability of students in Rural Area Schools. xi) There is no significant relationship between the influence of Mathematics Textbook Layout and the Mathematics Learning Ability of School Boys. xii) There is no significant relationship between the influence of Mathematics Textbook Layout and the Mathematics Learning Ability of School Girls Variables There are two types of variables used by the investigator in this research study. Independent Variables The investigator considers the variables like type of school management, location of the school, gender as independent variables in the study. Dependent Variables The investigator plans to study the influence of Mathematics Textbook Layout in Learning Ability of students. Thus, the

33 influence of Mathematics Textbook Layout and Learning Ability are considered as dependent variables Method of Study There is no common approach for research study. However we classify the approach or method of study based on its process. Historical Approach: This study describes what was. The process in this study involves investigating, recording, analyzing and interpreting the events of the past and in anticipating the future. Descriptive Approach: This study describes what is. The process in this study involves the description, recording, analyzing and interpreting the events that exist now in discovering the cause and effects of the event. Experimental Approach: This study describes what will be when certain variables are controlled or manipulated in the field of research. Philosophical Approach: This study is concerned with a rational understanding and interpretation of facts Survey Method The survey method that follows the descriptive approach in research is called Descriptive Survey method or Normative Survey method. Normative Survey methods are concerned with the existing conditions or relations, prevailing practices, beliefs, attitudes, etc., on-going processes and the emerging trends. So it is also called as status studies or trend analysis. This

34 method is not mere collection of data, but it is the interpretation of data to draw generalizations. These studies employ any or all the methods of collecting data like observation, interview, questionnaire and scaling techniques. And these should be carefully planned and designed to avoid bias and prejudice. The major steps involved in descriptive method are: i) Formulating the objectives of the study. ii) Designing the methods of data collection. iii) Selecting the appropriate sample. iv) Collecting and checking the data. v) Analysis of data. vi) Drawing generalizations and interpretation of data Objectives of the Study i) To find out the level of Mathematics Learning Ability in 8 th Standard Students. ii) To find out the level of Influence of Mathematics Textbook Layout in 8 th Standard Students.

35 iii) To find out the level of relationship between the influence of Mathematics Textbook Layout and the Mathematics Learning Ability of 8 th Standard Students Design of the Study The factual data that is unknown and essential for the study can be obtained either from direct or indirect sources. There are various devices to collect those data. Those devices are called tools. Some of them are: Questionnaire, Schedule, Check list, Rating Scale, Score Card, Opinionnaire or Attitude Scale, Interview, Observation, Achievement Test, Aptitude test and Intelligence Test Criteria for Selection of the Tool The following criteria should govern the selection of the tool. Validity: A tool possesses validity to the extent that it measures what it claims to measure. Logical validity means that the test actually measures for which it is designed. Empirical validity is the purposefulness of the tool for which it is designed. Reliability: A tool is reliable to the extent that it measures accurately and consistently from one time to other. Objectivity: A tool should give a clear scoring of the performance. Economy: A tool should be administrated in a short period of time to gain the cooperation of the respondents.

36 Interest: A tool that is interesting encourages and helps to gain the cooperation of the respondent Questionnaire Barr, Davis and Johnson defines questionnaire as, a systematic compilation of questions that are submitted to a sampling of population from which information is desired. xvi It is a set of questions seeking information both qualitative and quantitative. It should encourage the respondent to answer completely. There are two forms of questionnaire: Restricted Questionnaire It is a closed form of questionnaire. It provides a chance for making a Yes or No, a short response or just a check from a list of suggested responses. Unrestricted Questionnaire It is an open end form of questionnaire. It is also known as free-response form which provides chance for greater depth of response Opinionnaire When opinion rather than facts are desired, the research tool used is an opinionnaire or attitude scale. Attitude denotes inner feelings or beliefs of an individual whereas opinion denotes the individuals thinking about the phenomenon. One of the popular techniques in opinionnaire is Likert method. The statements are designed so that the definite favourable and unfavourable statements are approximately equal in number. A number of trial tests are

37 conducted. The statements that correlate with all the tests should be retained and others are eliminated Achievement Test This psychological test measures the level of performance of an individual or a group, after a period of instruction or training Tool Construction A tool should measure the fact for what it is constructed. Every test thus, should be a standardized one. Hence, a standard tool should be reliable, valid, objective, economic and practical or feasible Reliability of the Tool Reliability refers to the consistency in which a test measures. Inspite of methods like Test-retest method, Parallel form method and Rational Equivalence method, Split Half technique is used by the investigator to evaluate reliability of the test. The tool is divided into two halves one with odd numbered items and other with even numbered items. The correlation between these two sets of items gives the measure of reliability of the two halves (r HH ). Then Spearman Brown formula is applied to find the reliability of the full test.

38 r tt = 2r HH 1+r HH Validity of the Tool The test is valid if it meets the purpose for which it was designed. There are different types of validity namely: face validity, content validity, construct validity, concurrent validity, predictive validity and factorial validity. The index of reliability is sometimes taken as a measure of validity. r 1 = r tt The investigator plans to test the Mathematics Learning Ability and the influence of Mathematics Textbook Layout in students. It is evident that perfect learning makes an individual to achieve high scores in school examinations. Thus, Learning Ability can be evaluated by Achievement test. In order to test the Influence of Mathematics Textbook Layout, the investigator constructs a tool based on the characteristics of a good Mathematics Textbook and then standardizes it Characteristics of Mathematics Textbook The qualities of a good Mathematics Textbook is classified as: xvii

39 1. Physical Features: (a) The paper used in the textbook should be of superior quality. (b) It should have quality printing and the binding of the book should be strong and durable. (c) The printing should be bold and easily readable. (d) It should have an appealing and attractive cover page. (e) The printing length should not give pressure to the eye movement. 2. Content: (a) The textbook should be written according to the prescribed syllabus. (b) It should be in accordance with the aims and objectives of teaching Mathematics in that particular class. (c) The content presented in the Textbook should be accurate and upto-date. (d) The contents of the Textbook should have a direct, practical and social utility value.

40 (e) Oral Mathematics should find its due place in the Textbook. (f) The answers given at the end of each section should be correct. 3. Organization: (a) It should meet the needs of the students of varying abilities, interests and attitudes. (b) There should be provision for revision, practice and review. (c) The Textbook should be related to the real life environments of the learner. (d) The subject matter in the Textbook should be carefully organized with reference to original as well as psychological considerations to make teaching effective. (e) The content should be organized in increasing order of difficulty. It should relate present knowledge with the past and the future. (f) The content should foster right attitude towards self study and creativity. (g) It should improve study habits.

41 4. Language: (a) The language used should be simple and easily understandable by students. (b) The style and vocabulary should suit the age group of students. (c) The terms and symbols used must be internationally accepted. (d) All the terms, concepts and principles used should be clearly and accurately stated and defined. 5. Exercises and Examples: (a) The subject matter must be attractive and interesting with appropriate examples, pictures, diagrams and figures. (b) The diagrams used should be easily recognizable and geometric constructions should be in proportion with the measurements. (c) The examples should be accurate, clear and appropriate. (d) It should provide adequate number of problems related to daily life that are to be solved by students. (e) It should also contain some difficult problems to challenge gifted students. (f) There should be well graded exercises given at the end.

42 An opinionnaire related to Textbook Layout is created with the help of the above characteristics. The five point rating scale is used to give chance to express the opinion of the respondents. The obtained tool duly investigated by experts, is then subjected to item analysis through discriminating power and difficulty index. Thus a tool with 45 statements is finalized. It is then checked for reliability and validity. The investigator thus got a standardized tool to measure the influence of Mathematics Textbook Layout of students Sampling Techniques The method of selecting a portion of the population for study to draw conclusion about the population is called sampling. Sampling may be defined as, the selection of part of an aggregate or totality, on the basis of which a judgement or inference about the aggregate or totality is made. xviii Of the available sampling techniques in the field, the investigator uses the Stratified Random Sampling technique. The samples are collected from 3 Government Aided Schools and 2 Corporation Schools. Of which, 1 Government Aided School and 1 Corporation School is located in Urban Area and; 2 Government Aided Schools and 1 Corporation School is located in Rural Area. There were 300 students in total. The obtained population of students is divided into a number of strata based on: i) Their gender boys and girls. ii) The area of location of the school urban and rural.

43 iii) The management of school Government Aided and Corporation. Table Sample Distribution of 8 th Standard Students in Coimbatore School Area Urban Rural Total Stratum Government Aided Corporation Total Boys Girls Boys Girls Boys Girls Stratum The sample is distributed as given in Table 3.1. The graphical representation of the stratum is given below.

44 Figure 3.1 SAMPLE DISTRIBUTION OF STUDENTS IN GOVERNMENT-AIDED AND CORPORATION SCHOOLS CORPORATION % GOVERNMENT-AIDED % Figure 3.2 SAMPLE DISTRIBUTION OF STUDENTS IN RURAL AND URBAN AREA SCHOOLS RURAL % URBAN %

45 Figure 3.3 SAMPLE DISTRIBUTION OF BOYS AND GIRLS GIRLS % BOYS % The study is continued by analyzing the collected data in terms of the strata designed by the investigator Conclusion The hypothesis of study, research method, construction of tool and sampling technique applied are dealt with in this chapter. investigator. Chapter IV deals with the analysis of the data that is collected by the

46 Chapter IV Data Analysis and Interpretation

47 4. Data Analysis and Interpretation 3.1. Introduction Having collected all the data essential for the study with the help of tools and methods, the next step is to organize, analyze and interpret the data. The hypothesis of the study, its objectives, method and tools used for the study and the sampling techniques involved are described in the previous chapter. the data. This chapter deals with the organization, analysis and interpretation of 3.2. Organization of data The data thus collected through standardized tools are called raw data. These data are to be edited, classified and tabulated under various categories. The categories are designed on the basis of the purpose of the study for which the data are collected.

48 3.3. Analysis of data The analysis of the data are presented to find, i) the level of Influence of Mathematics Textbook Layout and the level of Mathematics Learning Ability of 8 th standard students in Government Aided and Corporation Schools. ii) the Influence of Mathematics Textbook Layout in Mathematics Learning Ability in respect of gender, location of the school and management of the school Descriptive Analysis The data are collected from 300 students and the Learning Ability and Influence of Textbook Layout scores are tabulated on the basis of gender, location of the school and management of the school Differential Analysis The maximum and minimum scores one can score in Learning Ability are 100 and 0. The maximum and minimum scores of Influence of Textbook Layout are 225 and 45. The differences on the Influence of Textbook Layout and Learning Ability in various categories are studied on the basis of their means. The investigator tests the significant difference between the categories by Students t test.

49 The level of relationship between the two primary variables in the study is analyzed by using Spearman s Rank Correlation Formula Interpretation of Data The process of interpretation is essentially one of stating what the results convey, says Carter V. Good. xix Influence of Mathematics Textbook Layout among the students of Government Aided and Corporation Schools Null Hypothesis 1: There is no significant difference between the Influence of Mathematics Textbook Layout among the students of Government Aided and Corporation Schools. Table 4.1- Influence of Mathematics Textbook Layout in Government Aided and Corporation Schools SCHOOL SAMPLE MEAN SD t at 5% level Government Aided Corporation Table 4.1 shows that Influence of Textbook Layout in Corporation School students is better than in Government Aided School students. It is evident through the following graphical representation.

50 Figure 4.4 Means based on Management of School MEAN OF TEXTBOOK LAYOUT SCORES IN GOVERNMENT-AIDED AND CORPORATION SCHOOLS MEAN GOVERNMENT AIDED SCHOOL CORPORATION Thus there is a difference in the Influence of Mathematics Textbook Layout in the students of Government Aided and Corporation Schools. To find whether the difference is significant, the scores are tested for significance using Students t test. Table 4.1 shows that the calculated t value is which is greater than the tabulated value 1.96 at 5% level of significance. Hence, the null hypothesis, There is no significant difference between the Influence of Mathematics Textbook Layout among the students of Government Aided and Corporation Schools is rejected. Therefore, the Influence of Mathematics Textbook Layout is more in the students of Corporation Schools than Government Aided Schools.

51 3.4.4 Learning Ability among the students of Government Aided and Corporation Schools Null Hypothesis 2: There is no significant difference between the Mathematics Learning Ability among the students of Government Aided and Corporation Schools. Table Learning Ability in Government Aided and Corporation Schools SCHOOL SAMPLE MEAN SD t at 5% level Government Aided Corporation Table 4.2 shows that Mathematics Learning Ability has no much difference in students of Government Aided and Corporation Schools. It is evident through the following graphical representation.

52 Figure 4.5 Means based on Management of School MEAN OF LEARNING ABILITY SCORES IN GOVERNMENT-AIDED AND CORPORATION SCHOOLS MEAN GOVERNMENT-AIDED SCHOOL CORPORATION Thus there is a no much difference in the Mathematics Learning Ability of Government Aided and Corporation School students. To find whether the difference is significant, the scores are tested for significance using Students t test. Table 4.2 shows that the calculated t value is which is lesser than the tabulated value 1.96 at 5% level of significance. Hence, the null hypothesis, There is no significant difference between the Mathematics Learning Ability among the students of Government Aided and Corporation Schools is accepted. Therefore, there is no difference between the Mathematics Learning Ability of the students of Government Aided and Corporation Schools.

53 3.4.5 Influence of Mathematics Textbook Layout among the students of Urban and Rural Areas Null Hypothesis 3: There is no significant difference between the Influence of Mathematics Textbook Layout among the students of Urban and Rural Areas. Table 4.3 Influence of Mathematics Textbook Layout in Urban and Rural Area Schools AREA SAMPLE MEAN SD t at 5% level Urban Rural Table 4.3 shows that Influence of Mathematics Textbook Layout in Corporation School students is better than in Government Aided School students. It is evident through the following graphical representation.

54 Figure Means based on Location of School MEAN OF TEXTBOOK-LAYOUT SCORES IN URBAN AND RURAL AREA SCHOOLS TEXT-BOOK LAYOUT URBAN LOCALITY RURAL Thus there is no much difference in the Influence of Mathematics Textbook Layout in the students of Urban and Rural Area Schools. To find whether the difference is significant, the scores are tested for significance using Students t test. Table 4.3 shows that the calculated t value is which is lesser than the tabulated value 1.96 at 5% level of significance. Hence, the null hypothesis, There is no significant difference between the Influence of Mathematics Textbook Layout among the students of Urban and Rural Areas is accepted. Therefore, there is no difference in the Influence of Mathematics Textbook Layout in the students of Urban and Rural Area Schools.

55 3.4.6 Learning Ability among the students of Urban and Rural Areas Null Hypothesis 4: There is no significant difference between the Mathematics Learning Ability among the students of Urban and Rural Areas. Table 4.4 Learning Ability in Urban and Rural Areas AREA SAMPLE MEAN SD t at 5% level Urban Rural Table 4.4 shows that Learning Ability has no much difference in students of Urban and Rural Area Schools. It is evident through the following graphical representation. Figure Means based on Location of School MEAN OF LEARNING ABILITY SCORES IN URBAN AND RURAL AREA SCHOOLS LEARNING ABILITY URBAN LOCALITY RURAL

56 Thus there is a no difference in the Mathematics Learning Ability of Government Aided and Corporation School students. To find whether the difference is significant, the scores are tested for significance using Students t test. Table 4.4 shows that the calculated t value is which is lesser than the tabulated value 1.96 at 5% level of significance. Hence, the null hypothesis, There is no significant difference between the Mathematics Learning Ability among the students of Urban and Rural Areas is accepted. Therefore, there is no difference between the Mathematics Learning Ability of the students of Urban and Rural Area Schools Influence of Mathematics Textbook Layout among Boys and Girls Null Hypothesis 5: There is no significant difference between the Influence of Mathematics Textbook Layout among Boys and Girls. Table 4.5 Influence of Mathematics Textbook Layout among Boys and Girls GENDER SAMPLE MEAN SD t at 5% level Boys Girls

57 Table 4.5 shows that Influence of Mathematics Textbook Layout in Girls is better than in Boys. It is evident through the following graphical representation. Figure 4.5 Means based on Gender MEAN OF TEXT-BOOK LAYOUT SCORES OF BOYS AND GIRLS TEXT-BOOK LAYOUT BOYS GENDER GIRLS Thus there is a difference in the Influence of Mathematics Textbook Layout in Boys and Girls. To find whether the difference is significant, the scores are tested for significance using Students t test. Table 4.5 shows that the calculated t value is which is greater than the tabulated value 1.96 at 5% level of significance. Hence, the null hypothesis, There is no significant difference between the influence of Mathematics Textbook Layout among Boys and Girls is rejected.

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