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3.1 - THE RESEARCH DESIGN:

The focus of present investigation was to analyze the

relationship of School, Home and Temperament variables with the

absenteeism among senior secondary school students. This study
required the analysis of absenteeism in desired context. Therefore
normative survey method was used. The absenteeism was the
dependent variable. The school, home and temperament variables
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were taken up as independent variable. The sex of student was taken

up a moderator variable.
The sampling, descriptions of tools and statistical technique used
in the study have been presented in this chapter. The study was to be
conducted on the basis of sample.

3.2 - POPULATION OF THE STUDY:

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The population of the study was taken to be student of senior

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secondary school. The students studying in class XIth- XIIth in the age
group 16 – 18 years in the academic session 2012 -2013. The sample
was chosen from different senior secondary school of Nainital district
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of Uttarakhand.

3.3 - SAMPLE:
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Probably a concept is as fundamental to the conduct of research

and the interpretation of its results as is sampling. Barring the unusual
instances in which a complete census is taken, research is almost
invariably conducted by means of a sample on the basis of which
generalisations applicable to the population, from which the sample
was obtained, are researched ( Mouly, 1964).
Precision in sampling is particularly important. Sample must be
selected in complete compliance with the principles of sampling if it is to
have meaning for the population. Since most educational phenomena
consist of a large number of units, it is not always feasible to intervene,
test or observe each unit under controlled conditions. Sampling tools
solve this dilemma, for they help a researcher to select representative
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units from which he can gather data that permit her to draw inferences
about the nature of the entire population. The conclusion in any study is
formulated on the basis of sample observation. The precision of the
findings depends on the representativeness of the sample. A good
sample is unbiased and representative of whole population.
The objective of present investigation was to study absenteeism
among senior secondary school students. So a sample of senior

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secondary school students was taken up from 05 blocks of district
Nainital. Generally in educational researches cluster random sampling

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is used. The cluster involves complete count of the intact group.
In the present investigation cluster random sampling was used.
So, 07 schools from District Nainital were selected randomly. The
student of XIth & XIIth class in these school were included in the sample.
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The students who did not respond to research project were left. The
sample of 500 students (215 boys, 285 girls) was chosen up. The
structure of sample has been represented in Table-1.
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Table – 1
Structure of sample

S NAME OF NAME OF THE AGE GROUP OF THE AGE GROUP OF THE GRAND
. THE SCHOOL BOYS GIRLS TOTAL
N BLOCK 16+ 17+ 18+ T 16+ 17+ 18+ T

1 HALDWA GOVT. GIRLS

NI INTER
COLLEGE - - - - 35 54 14 103 103
HALDWANI
2 HALDWA GOVT. INTER
NI COLLEGE 12 28 09 49 13 38 16 67 116
KATHGHARIA
3 HALDWA H.N. INTER
NI COLLEGE 31 58 23 112 - - - - 112
HALDWANI
4 KOTABA GOVT GIRLS
GH INTER
COLLEGE - - - - 08 13 05 26 26
KALADHUNGI
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5 BETALGH GOVT GIRLS

AT INTER
COLLEGE - - -- - 14 28 11 53 53
BETALGHAT

6 BHIMTAL GOVT. INTER

COLLEGE 12 20 08 40 04 14 07 25 65
BAANANA
7 DHARI GOVT. INTER
COLLEGE
SUNDARKHAL
04 08 02 14 03 07 01 11 25

GRAND TOTAL 59 114 42 215 77 154 54 285 500

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100

80
103

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NO. OF GIRLS STUDENTS (AGE WISE)
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60 54 53

38
40 35
28 26 25
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14 13 16 14 13 14
20 11 11
8 7 7
5 4 3 1
0
Govt Girls Govt. Inter Govt Girls Govt Girls Govt. Inter Govt. Inter
Inter College College Inter College Inter College College College
Haldwani Kathgharia Betalghat Kaladhungi Baanana Sundarkhal

GIRLS 16+ GIRLS 17+ GIRLS 18+ TOTAL GIRLS

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120
112
FIGURE - 2
100 NO. OF BOYS (AGE WISE)

80

60 58 BOYS 16+
BOYS 17+
49
BOYS 18+

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40 40
31 TOTAL BOYS
28
23
20

0
H.N. Inter College
Haldwani
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12
09

Govt. Inter
College
12
20
08

Govt. Inter
College Baanana
04
08
02
Govt. Inter
College
14
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Kathgharia Sundarkhal

It may be noted from the table -1 that there were (215) boys and (285)
girls from class XIth & XIIth were selected in the sample. The age of the
selected students was between 16 to 18 years. The data were collected
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from these students with the help of selected tools. The description of
the tools has been provided here.

3.4 - TOOLS USED IN THE STUDY:

The investigator used Three tools for data collection.
3.4.1 – Home Environment Scale by (Dr) Vijaya Rani Dhoundiyal
3.4.2 – School Satisfaction Inventory by Meenakshi Sharma
3.4.3 – Dimensions of Temperament Scale by Chaddha & Chanda.

3.4.1- HOME ENVIRONMENT SCALE:

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This scale was prepared by Dr. (Mrs.) V.R. Dhoundiyal. On the

basis of expert opinion she selected seven important dimensions of
home environment. These dimension are (DI) Affection & Care, (D2)
Facilities, (D3) Parental Approval of Adolescent Activities, (D4)
Impartialities, (D5) Sharing of Ideas, Trust, Confidence and Decision
Making. (D6) Parental Support, Encouragement and (D7) Harmony
among Family Members. All items have been written in simple Hindi. It

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consist s of 18 items for affection & care, 11 items for facilities
dimension, 07 items for parental approval dimension, 07 items for

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impartialities, 14 items for ideas sharing dimension, 07 items for
parental encouragement and 10 items for harmony dimension of home
environment. In total there are 74 items. Each dimension has some
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positive items and some negative items. Each item has two alternatives
as True and False. A score of 01 and 00 was given to right and wrong
answer respectively.The split – half reliability of the test has been
mentioned as 0.79. The test-retest reliability for the whole test has been
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mentioned 0.70. The internal consistency of the scale was computed on

the basis of dimension and total scale correlation. These have been
reported in the manual and are sufficiently high. The concurrent validity
of this scale was established by using family relationship inventory of
G.P. Sherry and J.C. Sinha. The manual also provided the procedure
for scoring for each dimension.
Thus, it was considered convenient and useful tool to measure
the home environment of the students. The investigator used this in the
present study. The response sheet of this test has been provided in the
Appendix- A.
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3.4.2- SHARMA ADOLESCENTS SCHOOL SATISFACTION

INVENTORY (SASSI):

This inventory was prepared by Dr.(Mrs.) Meenakshi Sharma in

the year 1991. It measures the students’ satisfaction /dissatisfaction on
the basis of four sources or conditions surrounding the areas. These
are students themselves, teachers and teaching, curriculums and

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books and school plant organization, administration etc. There are 15

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items for each area in the scale. Each item is to be responded on
three-point scale. A weighted score of 3,1 and 0 is given to (yes), (?)
and (no) respectively. Thus, the obtained total score indicates student’s
satisfaction with the school. Higher the score, higher the satisfaction
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and vice versa. The split-half reliability of the test has been reported as
0.921. The test retest liability also mentioned as 0.27. The content
validity of this inventory was established by examining each item of the
test against its purpose. Validity with teacher’s rating has been
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mentioned as 0.72 in the manual. For the interpretation the raw scores
have been divided into four categories. This inventory is useful for
adolescent population.
Thus it was a convenient and widely used tool for school
satisfaction in students. The investigator used it in the present study. A
copy of this test has been provided in the Appendix – B.

3.4.3 - DIMENSION OF TEMPERAMENTAL SCALE:

This scale was prepared by N. K. Chadda and Sunanda

Chandana in 1984. On the basis of experts opinion, they selected
fifteen important dimension of temperament. These dimensions are
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Sociability, Ascendance, Secretiveness, Reflective, Impulsivity, Placid,

Accepting, Responsible, Vigorous, Co-operative, Persistence, Warmth,
Aggressiveness, Tolerance and Tough minded. It consisted of 12 items
for sociability, 09 items for reflective, 10 items for secretiveness, 10
items for reflective, 07 items for impulsivity, 11 items for placid, 06 items
for accepting, 09 items for responsible, 14 items for vigorous, 14 items
for co-operative, 08 items for persistence, 14 items for warmth, 10 items

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for aggressiveness, 11 items for tolerance and 07 items for tough
minded temperamental dimension. In total there are 152 items. Each

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dimension has some positive items and some negative items.A
weighted score of 1 and 0 was given to right and wrong response
respectively. The raw score was than converted into percentile score by
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the help of percentile table given in the manual. On the basis of a time
interval of 25 days the test – retest reliability for each dimension has
been reported to vary between 0.82 to 0.95. The test – retest reliability
for the whole test was founded to be 0.94. The split half reliability has
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been mentioned as 0.76 on the basis of even-odd items. The split-half

reliability on the basis of first and second has been mentioned as 0.79.
Two types of validity have been reported in the manual. Two
comparable groups of 100 subjects each in the age range of 15 to 18
years. The correlation between the two groups for all the validation was
found out to be 0.81. Empirical validity of the scale was found out by
taking Thorndike Dimension of temperament scale. Total score of this
scale was high & significantly correlated with Thorndike total score
(r-0.73, p<0.01). The other inter correlations also has been reported in
manual. The manual also provided the percentile rank on the basis of
raw score obtained by subjects.
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Thus, it was useful to measure the temperamental dimensions of

the students. The investigator used this in the present study. The book
let and response sheet of the test has been provided in the
Appendix-C.

3.5 - STATISTICAL TECHNIQUES USED:

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The main objective of this study was to analyze the relationship of
student’s characteristics with absenteeism. The scores of various

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students’ characteristics and absenteeism were obtained. The product
moment correlation were calculated between students characteristics
and absenteeism.
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rxy = N. Σ X . Y - Σ X. Σ Y
√ [N. Σ X2 – (Σ X)2] [ N. Σ Y2 – (Σ Y)2]
The relationship was also analyzed for boys and girls respectively. For
product moment correlation the following formula1 was used.
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Where,
rxy - Coefficient of correlation between the variable X and Y.
N - Size of sample

Σ X - Sum of Scores of X variable

Σ Y - Sum of Scores of Y variable

Σ X2 - Sum of the square of X variable

Σ Y2 - Sum of the square of Y variable

Σ X .Y - Sum of Product of X and Y variable

The significance of coefficient of correlation was tested at both

levels of significance. The correlation indicates only the association
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between the two variables. It does not differentiate between absentees

and regulars. In the present study the home environment, school
satisfaction and temperament factors of absentees and regular were to
be analyzed.
For this purpose the significance of difference between the

means of absentees and regulars was tested by t-test with the help of

following formula2.

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t=
m1 - m2

σD

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1&2
H.E. Garett (1971) Statistic in psychology 7 education. Vakil’s Feffer and Simons Pvt Ltd. P-143

σD = σ 12 + σ 22
√
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N1 N2

m1 = Mean of first group

m2 = Mean of Second group
σ1 = S.D. of first group
σ2 = S.D. of second group
N1 = Number of Subject in first group
N2 = Number of Subject in second group

The objective of this study was also to estimate the relative

contribution of home, school and temperament variable in predicting
absenteeism and to estimate multiple correlation co-efficient. For this
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purposed multivariate analysis was attempted. The step wise multiple

regression was done. It is a method of analysis the collective and
separate contribution of two or more independent variable to the
variation of dependent variable.
“Tests are performed at each step to determine the contribution of
each variable already in the equation if it were to enter last. It is thus
possible to discard a variable that was initially a good predictor.”

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(Kerlinger and Pedhazur, 1973)
This method seeks best set predictors. Variables are added or

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dropped according to the statistical significance of their contribution of
the prediction of criterion variable. Stepwise analysis was applied to
school, home and personality variable to estimate their effect on
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absenteeism.
Multiple correlations were also computed for predictor variables
in stepwise order. Regression co-efficient, S.E. regression co-efficient
and degree of freedom ratio were also computed. The significance of
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F-ratio for multiple correlation (R) was tested by using following

formula3.
R2 N-K-1
F = ------- X -----------
1 – R2 K

Where
R = Multiple correlation
K = Number of independents variables
N = Number of subjects
For df1 = K and df2-N-K-1
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The data collections have been reported in the following chapter.

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H.E. Garett (1971) Statistic in psychology 7 education. Vakil’s Feffer and Simons Pvt Ltd. P-143
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The data collection is the important process in any work to arrive

at the correct, proper decision about the hypothesis. In this chapter the
data collection of home environment, school satisfaction, temperament
and absence of student have been described.