CHAPTER 111

METHODOLOGY

Introduction

Method Adopted

Variables of the Study

Tools and Techni.quesUsed

Sample for the Study

Data Collection Yrocedure

Scoring and Consolidation of Data

Statistical Techn.iquesUsed for Analysis

 -
METHODOLOGY
- 76

3.0 Introduction

Methodology of investigation is the core of every research work

and the success of all research studies depends on the methodology

adopted and the tools and techniques employed. Research methods

describe the various steps ,of the plan of attack to be adopted in

solving the research problem, such as the manner in which the

problem is formulated, the c,efinition of terms, the choice of subjects

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

data, analysis and iaterpretation of data and the process of

inferences and generalizations (Koul, 1996).The details of the method

adopted, variables selected, tools used, sample selected, procedure

adopted and statistical techniques used for the analysis of data are

described under appropriate heads and are presented below.

3.1 Methods Adopted

A s the present study was intended to prepare and test leaning

modules in Environmentid Science, Survey and Experimental

methods were adopted. The primary goal of the survey is the

investigation of the present status or phenomena. In the present

study survey method is used to identify the facilities available and

activities conducted m the schools for enhancing environmental

awareness of higher secondary students and to understand their level

of awareness with respec:t to the environmental issues. The

experimental method is a systematic and logical method of

hypothesis testing under carefully controlled conditions. It helps to

find out whether one rnethcld of teaching is more effective than the

other or not. The experimental method is used to test the

effectiveness of the lezming modules prepared. The research design

adopted for the experiment was pre-test, post-test parallel group

design (Best, 1995). In this design, the experimental group receives

the treatment condition and both experimental and control groups

were measured and c:omp.wed on the independent variables for

testing the significance of th,t difference.

3.2 Variables of the Study

The study was intended to prepare learning modules in

environmental science a n to determine their effectiveness in

comparison with the conventional textbook oriented method of

teaching. A s such, the independent variables happen to be the two

techniques of teaching viz. nodular approach and text-book oriented

approach. The independent variables are the conditions or

characteristics that the experimenter manipulates or controls in his

attempt to ascertain their relationship to observed phenomena. It is

under the direct control of the experimenter who may vary it in any
desired way. The dependent variables are the conditions or

characteristics that appear, disappear or change a s the experimenter

introduces, removes or changes independent variables (Best, 1995).

In the present study the Environmental Awareness of higher

secondary students and their Achievement in Environmental Science

areas are taken a s the dependent variables. The control variables

considered for experimentation were previous year achievement,

general mental ability of the students, basic environmental

awareness, sex, age, teacher factor and length of instruction.

3.3 Tools and Techniques Used

Selection of suitable [nstruments or tools is also of vital

importance in every research study. The use of the particular tools

depends upon the type of the problem and each research tool is

appropriate in a given situakion to accomplish a particular purpose

(Best, 1992). For the purpose of the present study the following tools

and techniques were used.

1. Content Analysis

2. Questionnaire

3. Interview

4. Environmental Awareness Test (EAT)

5. Raven's Standard Progressive Matrices Test (SPM)

 6. Learning Modules prepared

7. Achievement Test

8. Retention test

The details regarding the preparation of tools and techniques

employed for the present study are outlined below.

3.3.1 Content Analysis

Content analysis enc:ompasses a group of techniques,

concerned with the analysis of records already in existence. A s a part

of the analysis of the higher secondary school curriculum that deals

with the environmental scien,:e areas, the investigator analyzed the

plus two curriculum to find o ~the

~ environmental
t issues and aspects

that are included in it.

The details of content analysis done are presented in chapter

Questionnaire is a sys~:ematiccompilation of questions to a

sampling population fiom which information is desired. A

questionnaire is a data gathering instrument, through which

respondents answer questions or respond to statements in writing

(Best and Khan, 1995). In this study the questionnaire was used for

collecting data regarding the facilities available and activities

conducted in the higher secondary schools for enhancing

environmental awareness among students.

The questionnairt: wa:; prepared after the review of related

literature and a thorough analysis of the relevant text books of higher

secondary classes. The investigator had consultation with experts in

the field of environmental science, education and also had discussion

with higher secondary scl~ool teachers who are handling the

concerned topics.

The questionnaire has two sections a s shown below:

Part A : General information about the student and the school

Part B : Facilities available and activities conducted in the school for

enhancing environm,ental awareness.

A copy of the questionnaire is given a s Appendix I.

3.3.3 Interview

Interview is a proce:is of communication or interaction in

between the interviewee and the interviewer which facilitates the

required information viably in a face to face situation. In the present

study the investigator used the interview technique to collect

information from the teachc:rs handling environmental science areas

at higher secondary level. Am interview schedule was prepared by the

investigator to gather the required information from the teachers

handling environmental :science areas at higher secondary level.

The major areas covered while conducting the interview are:

+ The necessity of making e~~vironmental

education effective,

+ Facilities available in the school for enhancing environmental

awareness,

+ The extend of envilanmt:ntal awareness of students at higher

secondary level,

+ The availability and usage of audio-visual aids in higher

secondary schools for tea'zhing environmental science areas,

+ The availability of books and journals related to environmental

science,

+ Participation of student:; in activities like science club, nature

club, environmental programme etc,

+ Participation of students in nature camps and field trips,

+ Participation of students in seminars, discussion etc,

+ The opinion of teacher:: regarding the human intervention in

creating imbalance of nature.

+ The necessity of protectirlg our environment from destruction.

The interview scbedult: is given as Appendix 11.

3.3.4 Environmental Awareness Test (EAT)

An Environmental Awareness Test was prepared and

administered to understand the environmental awareness of higher

secondary schools stuclents. A comprehensive study of the review of

related literature helped the investigator in selecting various

environmental issues that ;we significant at present. The test was

constructed and stantiardixd after considering suggestions from

experts in the concerned field.

The steps followetl in the construction of the test are described

under the following heads.

1. Preparation of the test

2. Scoring procedurt:

3. Pilot study

4. Try out of the test

5. Item analysis

6. Finalisation of the test, and

7. Validity and Reliability of the test

The details of these steps are given below

3.3.4.1 Preparation of the test

Before constructing the environmental awareness test the

investigator considered ma.ny of the environmental issues that the

people are facing now a days. The investigator has done a thorough

review of related literature and also consulted many experts in the

field and had long disc:ussions with the workers of several

environmental orgar1isati'~ns and editors of environmental

publications. The syllabus of higher secondary school biology was

also reviewed and finidly some thrust areas of environmental issues

were identified.

While identifying the thrust areas utmost care was given to

identify the issues mostly relevant at present. The major areas

identified for the preparation of the Environmental Awareness Test

(EAT) were Natural resources and conservation, Forest conservation

and management, Air Pollur.ion, Water Pollution, Soil Pollution, Waste

Management, Green house effect, Ozone depletion, Species

interaction and Biodiversity.

Ninety test items wen: prepared and were scrutinized by a team

of experts in the field. Somc: items were deleted, some others were re-

edited in the light of the expert opinion. The number of items in the

draft test was thus reduced to eighty five. Considering the merits of
the multiple choice qilestic~ns,all the questions were prepared as

multiple choice.

3.3.4.2 Scoring Procedure

For each question four probable distractors had been given.

One mark is given to each correct answer. Separate response sheet

was given to each student.

3.3.4.3 Pilot Test

To know about the time needed for answering the questions

and test the clarity in the item construction, a pilot test was

administered to thirty pupils comprising of fifteen boys and fifteen

girls at plus two level. All necessary instructions were given in detail

before administering the test. After the pilot test, the test items of the

draft were limited tc) eighty two and were printed along with

necessary instructions Separate response sheets were also printed. A

copy of the draft test is given as Appendix 111.

3.3.4.4 Try out of the Test

The draft test was administered on a sample of 425 students

studying in the final term 01' plus two classes. In selecting the sample

care was taken to give due representation to sex of sample, locality

and type of the school A sincere effort was made to get correct data

by administering the test.

 After the prescribed time limit, the response sheets and test

booklets were collected back. The response sheets were scored with

the help of the previously prepared scoring key.

3.3.4.5 Item Analysis

Item analysis was done using the method suggested by Ebel

(1991). The response sheets; of the 425 students were scored. For a

correct response, one score was allotted and for an incorrect answer

no score was given. Incomplete response sheets were deleted and

thus 388 answer sheets were obtained for analysis. The number was

again reduced to 370 by rejecting 12 answer sheets (by rejecting

every 22nd answer sheet). 'Iko extreme groups were separated from

the sample of 370, the students who scored the highest and who

scored the lowest. Thus the upper 100 (27% of the total group)

answer sheets having highest scores and the lower 100 answer

sheets having lowest scores were selected.

The number of pupils marking the correct answer for a n item

in the high achieving and low achieving groups was counted.

Discrimination power was calculated using the formula.

and the difficulty index was calculated using the formula

where 'U' is the number of c,orrect responses in the upper group, L is

the number of correct responses in the lower group and N is the

number of subjects in lmth t.he groups.

3.3.4.6 Finalization of the Environmental Awareness Test

Items having the difficulty index ranges between 0.60 and 0.40

and above were selected. But few items having the DI 0.30 and the

discriminating power between 0.20 and 0.30 were also chosen in

order to give due impor-ct: to all areas. 50 items were thus selected

for the final test. The copy of the final environmental awareness test

is given as appendix no. nl. The copies of the response sheet and

scoring key of the envircnmental awareness test are given as

Appendices V and VI.

3.3.4.7 Validity and Reliability of the Test

The validity of the tes.t was established by correlating the test

scores with school marks. The validity coefficient was computed by

Pearson's Product Moment Method, and has got validity (r=0.835,

N=80)when calculated on a sample of eighty students.

Reliability of a test i ~its

, trust-worthiness or its consistency.

The reliability of Environmc:ntal Awareness Test was found out by

test-retest method with a time interval of nine days for thirty

students. The coefficient of correlation between the scores of two

tests was calculated using Pearson's product moment method.

Coefficient of correlation was found to be 0.77 (N=30)which shows

that the test is reliable to :neasure environmental awareness of the

plus two level students.

3.3.5 Raven's Standard Rogrecisive Matrices Test (SPM)

For comparing the general mental ability of the experimental

and control groups, the Raven's Standard Progressive Matrices Test

was adopted. The details of the test are given below.

The Standard Progressive Matrices or SPM, is a test of a

person's capacity at the timc: of test to apprehend meaningless figures

presented for his observation, see the relations between them,

conceive the nature of the figure, completing each system of relations

presented and by so doing, develops a systematic method of

reasoning. The scale consists of 60 problems divided into five sets of

12 each. In each set the first problem is a s nearly a s possible self-

evident. The problems which follow become progressively more

difficult.

The order of the items provides the standard training in the

method of working. The five sets provide five opportunities for

grasping the method and five progressive assessment of a person's

capacity for intellectual activity. To ensure sustained interest and

freedom from fatigue, the figure in each problems are boldly

presented, actually drawn and as far as possible, pleasing to look at.

Altogether there are five sets (A, B, C, D and E), and each set

consists of twelve figures. So the scale consists of a total of 60

problems. In each problem the upper part is a pattern with a bit

missing. Four altematives are given as answers. The subject is asked

to choose the right answer from the four altematives. The score is

given to each correct response. A n example is given below from each

set.
 Figure 3.1
SET A
Select the appropriate pattern from the six answer figures

which fit into the missing part of the question figure.

Correct answer is 6

Figure 3.2
SET B
Select the appropriate pattern from the six answer figures

which fit into the missing part of the question figure.

Correct answer is 2
 Figure 3.3
SET C
Select the appropriate pattern from the six answer figures

which fit into the missing part of the question figure.

Correct answer is 8

Figure 3.4
SET D
Select the appropriate pattern from the six answer figures

which fit into the missing part of the question figure.

Correct answer is 3
 Figure 3.5
SET E
Select the appr11prial:epattern from the six answer figures

which fit into the missing part of the question figure.

Correct answer is 8

Reliability studies

Over forty studies dealing with the reliability of the SPM have

been reported in the literature. They cover 9 wide age-ranges.

Since SPM is a homogenous test, one would expect a high

correlation to emerge wit.h split-half method of reliability. The

majority of studies giving consistency data report correlations of a t

least 0.90 with a model valut: of 0.9 1.

(a) Internal Consistency

The concept of' internal consistency adopted for the Progressive

Matrices is that which has informed tests constructed in the Rasch,

a s distinct from the e f;~ctor-analytictradition.

Since Standard I?-ogrc:ssive Matrices is a homogenous test, one

would expect a high correlation to emerge with split-half measures of

reliability. The majority of studies giving consistency data report

correlations of a t least 0.90 with a model value of 0.91

@) Reliability

The studies on Standard Progressive Matrices, Raven (1948)

and Fouids and Raven (194,5)found reliabilities ranging from 0.83 to

0.93 with the higher values being associated with younger subjects

(under 30). For the age range under 30 the means score is 48 and

retest reliability is 0.93.

Marking

A person's score on the scale is the total number of problems

solved correctly when allowed to work quietly through the series from

the beginning to the end. I3y subtracting from a person's score on

each of the five sets, the score normally expected on each set for the

same total score on the :=ale, the consistency of work can be

assessed. A copy of the sccsre card of Raven's Standard Progressive

Matrices is given as Appendix VII.

 To record the answers a record form is available with Matrices.

The standard record form is arranged so that it can be quickly and

accurately marked by superimposing a stencil marking key which is

also given with the malrices. The copy of the score card is given a s

appendix VII.

3.3.6 Learning Module8

Learning module is a. self-learning package, which contains

everything needed for self-instruction. In the learning module

learning is aimed a t individual learning styles. For the preparation of

the learning modules in Ehvironmental Science, the investigator

made a thorough review of the related literature and studied carefully

the higher secondary school curriculum that covers the

environmental science areas and also consulted experts in this area.

Since learning modules 'in Environmental Science for higher

secondary school students; were not available, the investigator

prepared modules in this topic following the UNESCO (1978)

guidelines.
 The prepared learning modules contain the following

components.

1. Title

2. Introduction: The introtluction gives an idea about the target

population for whom tht: module is prepared.

3. Overview: The overview presents the main theme of the module

4. Instructions to the learners: Instructions to the learners a s how

to proceed and what he has to do is present in the modules.

5. Re-test: In the present modules the achievement test is used

a s the pre-test

6. Objectives: The expected learning outcomes in terms of

behaviourd objectives are presented under this part.

7. Learning activities: Tht: learning activities are provided in a

planned and sequenced manner on the basis of the entry

behaviour and needs of the learners.

8. Formative tests: At the end of each capsule evaluation

questions are provided fbr self-check.

9. Summative evaluation: The summative evaluation was done by

giving the prepared achxevement test a s post-test.

Areas Selected

Based on the environ~nentalscience areas included in the

Biology text books of higher secondary classes and the feed back

from the environmental awareness test administered, the investigator

fuced the environmental science areas for the preparation of the

learning modules. Suggestior~sfrom experts in the field were also

sought in this regard. Thus ten areas of environmental aspects and

issues, were selected for the p.reparation of the modules and are given

below.

1. Natural resources and c~3nservation

2. Forest conservatior~and management

3. Air pollution

4. Water pollution

5. Noise pollution, Radiation

6. Soil pollution, Pesticide pollution

7. Waste managemenl

8. Global warming and Green house effect

9. Ozone depletion

10. Species interaction and I3iodiversity

The modules prepared on the basis of these environmental

issues includes twenty capsules and are given below:

Topics selected (20 Capsules)

1. Natural resources and conservation.

2. Soil conservation

3. Forest conservation and management

4. Energy resourcc:s

5. Mineral resources

6. Pollution

7. Air Pollution

8. Acid Rain

9. Water Pollution

10. Bio magnification

1 1. Noise Pollution

12. Radiation Pollution

13. Soil Pollution

14. Pesticide Pollution

15. Waste Management

16. Global environment;d change

17. Green house effect

18. Ozone depletion

19. Species interaction

20. Bio diversity

 -
Modules in Environmental ,Science contents in each capsule

Capsule 1 - Natural resources and conservation was prepared to

make the pupils understand the renewable and non

renewable natural resources, to identify the various

renewable and non-renewable natural resources, to

suggest measures for protecting and conserving natural

resources and to identify the need for preventing

unlimited extraction of non-renewable resources.

Capsule 2 - Soil conservation helps to understand how soil erosion

occurs, to identify the soil conservation techniques, to

understand the effects of soil erosjon.

Capsule 3 - Forest comervation and management explains the

functiorls of forests and causes of deforestation, helps to

suggest way:; of forest conservation. It helps the students

to identify the importance of social forestry.

Capsule 4 - Energy resources h marine resources helps the pupils

to understand the different kinds of energy resources and

to identify the non-renewable and renewable energy

resources. This capsule also helps to identify energy

plantation and the marine resources.

Capsule 5 - Mineral resources - This capsule will help the pupil to

understand the metallic and non-metallic minerals and

examine the c~msequencesof mining. It also helps to

identify the means of mineral conservation, and explains

the forest and vvild life laws.

Capsule 6 - Pollution explains the kinds of pollution and pollutants.

It helps to identify how air gets polluted, and to

differentiate natural pollution and anthropogenic

pollution.

Capsule 7 - Air pollution - This capsule helps the pupils to

understand the concepts of air pollution and the kinds of

air pollutants. Explains the primary air pollutants and

secondary air pollutants, and photochemical smog.

Capsule 8 - Acid Rain deals with acid rain, how acid rain occurs,

effects of acid r.ain, and the control measures of acid rain.

Capsule 9 - Water pollatian explains water pollution, sources of

water pollution, water pollutants, effects of water

pollution. It helps to identify the various rivers that are

polluted by man's activity, explains the Ganga Action

Plan.
Capsule 10 - Biomapification deals with biological magnification and

eutrophication, explains the control measures of water

pollution and discusses the different steps in Effluent

Treatment Plant, identify the reasons for the minarnata

disease.

Capsule 11 - N o h pollution helps to identify the various sources of

sound pollutiorl and also deals with how sound pollution

affects human health and it gives the suggestions to

control sound pollution.

Capsule 12 - Radiation pollution helps to identify radioactive

pollution and various sources of radio-active pollution.

Explains how radioactive pollution affects plants,

animals and hu!man beings.

Capsule 13 - 8011 pollution explains the soil pollution and soil

pollutants, after effects of soil mining. Deals with

measures for c:ontrolling soil pollution, deals with the

conversion of biodegradable municipal wastes into

organic manure.
Capsule 14 - Pesticide pollution explains the ill effects of pesticide

pollution, the different insecticides and their bad effects

on human beings, and how the uses of pesticides can be

controlled.

Capsule 15 - Waste management helps the students to understand

the different t ~ p e sof wastes, identify the ways by which

the wastes can be managed, explains how the

biodegradable waste is recycled, and the ways by which

waste cart be nianaged.

Capsule 16 - Global environmental change. This capsule helps to

identify the green house gases, and explain the green

house effect, deals with global warming and sources of

gases respontiible for global warming, explains the

consequences of global warming.

Capsule 17 - Green house effect explains carbondioxide fertilization

and the possible effects of global warming, consequences

of increase in sea-level and also deals with how global

warming affects food production.

Capsule 18 - Ozone depletion deals with ozone umbrella, identify the

functions of o:mne layer, explains reasons for ozone hole

formation and the gases responsible for ozone depletion,

 explairls the, consequences of ozone depletion.

Capsule 19 - Species interaction, helps to understand the interaction

among species, to identify the two types of species

interaction, positive and negative.

Capsule 20 - Biodiversity helps to understand the types of

biodiversity, identify the causes of biodiversity, lists the

extinct organisms, and the organisms on the verge of

extincfion, identify the features of biodiversity

The learning module prepared is given chapter IV.

3.3.7 Achievement Test

The present study airned at understanding the effectiveness of

the prepared learning modules on achievement in environmental

science areas. The topics for the learning modules are mainly selected

from the higher secondary Biology curriculum. The achievement test

was prepared mainly based on the environmental topics included in

the Biology cumculum at higher secondary level.

In the preparation of the achievement test, due weightage was

given to the objectives, content, difficulty level and form of questions.

The test items are based on the category of objectives - Knowledge,

Understanding, Application and Skill. The prepared achievement test

was shown to teachers handling Environmental Science at higher

secondary level and experts in the field of education, and

environmental science. Ba.sed on their suggestions necessary

changes were made in the form and number of questions. A copy of

the achievement test is given a s Appendix IX.

The details regarding the weightages given to objectives,

content, form of questions, difficulty level of questions, details of blue

print and the way of scoring are given below.

3.3.7.1 Weightage to Objectives

The weightage given to different categories of objectives in the

achievement test are given below.

Table 3.1

Weightage to Objectives in the Achievement Test

Sl. No. of
Objectives Marks Percentage
No. Questions

1. Knowledge 10 12 24

2. Understanding 10 19 38

3. Application 12 14 28

4. Skill 1 5 10 .

Total 16 50 100
 wo3
3.3.7 2.Weightage to Content

Due weightages were given to each module. The content of the

environmental science area was divided to 10 modules or units. The

detailed description of the weightage given to each module is given

below.

Table 3.2

Weightage to Content in the Achievement Test

Sl. Units Marks Percentage

No.
1. Natural resources and conservation 4 8
2. Forest conservation and management 4 8
3. Air pollution -4 8
4. Water pollution 4 8

5. Noise pollution and radi~ationpollution 6 12

6. Soil pollution, pesticide:^ pollution 6 12
7. Waste management 4 8
8. Global change & Green house effect 7 14
9. Ozone depletion 7 14
10. Species interactiori and biodiversity 4 8
Total 50 100

3.3.7.3. Weightage to MfRcdty Level in the Achievement Test

In the Achievement test, the weightages given to difficulty level

are presented below.

 'Cable 3.3

Weightage to Difficulty Level in the Achievement Test

Sl. No. Marlcs Percentage

10 20
26 52
Difficult 14 28
Totall
-- 50 100

3.3.7. 4. Weightage to Form of Questions

The weightages given to the form of question in the

achievement test are presented below

'Table 3.4
Weightage to Forms of Questions in the Achievement Test

61. No. Marks Percentage

22 44
Short a n s w m x 18 36 -
10 20
50 100

3.3.7. 5. Blue Print of the Achievement Test

Blue print is a three dimensional chart showing content,

objectives and the form of questions. Among the different forms of

questions, here the objective type, short answer type and essay type

are used. The number inside the brackets indicates the marks and

the number outside the bracket indicates the number of questions.

The blue print is given in Table 3.5.

 Table 3.5
Blueprint of the Achievement Test

Knowledge Understanding Application Skill Total

0 SA E 0 SA E 0 SA E 0 SA E

Natural resources @I2 (a2 4

and conservation
Forest (2P 4
I I
conservation 8a
management
- --
3.3.7.6 Scoring of the Achievement Test

The Achievement Test consists of three sections. The first

section consists of 20 multiple choice item questions. For each

correct answer one mark is given. The second section consists of 10

short answer type questions. l b o marks are given for the correct

answer. Question 31 and 32 are essay type. Minimum ten sentences

for each answer is expected and it carries five marks each. Therefore

there were 32 questions carrying 50 marks.

The scoring key and marking scheme is given as Appendix X.

3.3.8. Retention Test

A retention test helps i:o find out the retention capacity of the

subjects. The retention test prepared in this study is almost equal to

the achievement test with respect to the weightage to objectives,

content, and form of questio'ns. There is slight change in the order

and in the words. The retention test evaluates how much of the

presented material the learner can remember.

A copy of the Retention test is given a s Appendix XI.

3.4 Sample for the Study

3.4.1 8unpk for the Survejr

The sample for the survey comprises of students and teachers

from 20 Higher Secondary Sc:hools in Pathanamthitta District, Kerala

State, selected on the basis of proportionate random sampling

technique. A sample of 2280 students studying in the final term of

the plus two classes were selected for giving Environmental

Awareness Test. Among this sample, questionnaire was given to 480

students. After eliminating the incomplete environmental awareness

test sheets and the unfilled questionnaire response sheets, the final

sample became 2200 and 400 respectively. For conducting the

interview, 40 teachers from these 20 Higher Secondary Schools were

selected.

Care was taken to give due representation to the sex of the

students, locality and type of management.

For the survey and ex~eriment,separate sample were selected.

The details of the sample selected for the survey is given in the

following table.

Table 3.6

Details of sample aelected for survey

Sample
Number Total
Type Sub m p l e
Male 1100
Sex 2200
Female 1100
Rural 1120
Locality 2200
U r - 1080
'l-Y~eof Govt. 1110
Management 2200
Private 1090
 The list of schools frorn which the sample for the survey was

taken is given a s Appendix XI.

3.4.2 Sample for the Experimental Study

For the experiment the sample was taken from the Govt. Higher

Secondary School, Kadapra, l'athanamthitta District. The investigator

has personal contact with this school and knows the school's

atmosphere, students' socio-economic background and co-operative

mentality of the authorilries.

A final sample of 120 students of standard XI1 (Two divisions of

60 each) was selected. The investigator selected two divisions from

the school for the study. Onc: division was taken as the experimental

group and the other division as the control group.

3.5 Data Collection Procedure

The procedure adopted for the collection of data is given under

the following heads.

1. Collection of Data for the survey

2. Collection of data for the experiment

3.5.1 Collection of data for the eurwy

The data collection was done by the investigator himself. He

made necessary arrangements with the heads of the institutions by

seeking permission and fixing up the time schedule for administering

the different tools. In aclministering the tests, a uniform procedure

was adopted in all the schools selected.

3.5.1.1 Administration of the questionnaire for understanding

the facilities available and activities conducted in the schools.

For understanding the facilities available and activities

conducted in the schools for enhancing environmental awareness,

the Questionnaire was given to 480 students studying in the plus two

classes in the selected Higher Secondary chools in Pathanamthitta

District.

3.5.1.2 Interview

Interview was conducted with 40 Biology teachers working in

the selected 20 Higher Secondary Schools who were handling

environmental science areas. The investigator contacted these

teachers prior to the interview, and informed the importance of their

opinion and experience for this study and sought their convenient

time for the interview. The interview was conducted in a cordial

atmosphere and only covering the major areas essential for the study

and thus the interview became a semi-structured one.

3.5.1.3 Administration of Environmental Awareness Test

The Environmental Awareness Test was administered to a total

of 2280 students studying in 20 higher secondary schools. First the

response sheets were given to each student. Then the investigator

explained, how the pupils have to fill up the details required in the

response sheet and also rhe method of marking their responses. Then

the test booklets were distributed. Time limit was observed wherever

necessary. After the stipu1att:d time of fifty minutes the response

sheets were collected aiong with the test booklets. The test was

administered to the whole sam.ple in the same manner.

3.5.2 Collection of Data for t.he Experiment

Permission to conduct the experiment was secured in advance

from the Principal of the Govt. Higher Secondary School, Kadapra

Pathanamthitta Districl., Kerala. The procedure adopted in

conducting the experiment is given below.

3.5.2.1 Collection of Rrevious year achievement scores

In order to compare the two groups (experimental and control

groups) the investigator col1t:cted the previous year achievement

marks from the school records. The collected scores were tabulated

and analysed.
3.5.2.2 Administration of Raven's Standard Progressive Matrices

Test

The General Mental Ability Test (Raven's Standard Progressive

Matrices Test) was administered to both the experimental and control

groups before starting the experiment. The students were provided by

test booklets along with the score sheet. Before starting the test, as a

model, a sample item of each type test was explained to students and

answered by the investigat~x himself. Sufficient instruction and

explanation are given to each pupil to get clear idea about each test

item. They were allowecl to mswer by themselves a s per the given

instructions. After the stipul:%tedtime (40 minutes) the score sheets

along with the test booklets were collected back from the pupils. A

sample score card is given as Appendix VII.

3.5.2.3 Administration of the Re-test

The achievement test, prepared on the topics under

environmental science was administered to the experimental and

control groups before starting the experiment. The scores of this test

were collected from the ariswer sheets and used for statistical

analysis.
3.5.2.4 Administration of Environmental Awareness Test

On the next day the standardized Environmental Awareness

Test was administered to the students (experimental and control

groups) to know their basic environmental awareness and also to

know whether there is any significant difference in the environmental

awareness of both these groups. Necessary instructions with regard

to the Environmental Awarl-ness Test were given to the students

under study. The test 1mokl1-tsand the score sheets are given to the

students. After the stipulated time (50 minutes) the score sheet and

the test booklet are col1c:cted back.

3.5.2. 5 Learning by the experimental group

After administering thr: Raven's Standard Progressive Matrices

test, pre-test and environmental awareness test, the experimental

group was given the prepared learning modules on the topic-

Environmental science. The investigator then explained about the

purpose and nature of the s,tudy and thus the students got a clear

idea of what is to 'be done. The investigator supervised the

experimental group and they learnt the material by themselves.

The modules consist of twenty capsules and each capsule

contains the key concepts, objectives of the capsule, the content to

the learned, observation, results, inference, exercise, enrichment

programme and remedial measures. Each capsule is provided with

sufficient pictures and explarlations.

After learning each capsule there was a session for discussion.

The students raised their doubts and the investigator clarified their

doubts. The investigator noticed that the students were very eager

and curious to read all the ci~psules.They observed the pictures very

carefully and did the ac1.ivities. The knowledge they obtained from the

learning modules about the 1:nvironmental issues motivated them to

learn more about the subject. The experimental group took four

weeks time to learn the ]nodules.

3.5.2.6 Learning by the control group

The control group w a s taught the same topics by the

investigator himself using conventional lesson transcripts prepared

on the basis of the prescribed text book. Four weeks time was used

for teaching these topics. The investigator cleared all the doubts

raised by the students in order to enable them to get good

understanding about the areas taught. Care was taken to give equal

time and effort to the control group as was given to the experimental

group and to cover the same topic in the same day in both groups.

Model Lesson transcripts based on text book oriented approach

is given as Appendices VIII.

3.5.3 Post-test Administereci

After completing the treatment, the environmental awareness

test was again given to both the experimental and control groups to

know whether there is. any enhancement in their environmental

awareness. Every precautiorl was taken during the test and the

response sheets were collected back after the stipulated time.

The achievement test was again administered as post-test to

both the experimental and control groups on the same day. The

answer sheets were collected back and valued, using the prepared

scoring key and marking scheme.

3.5.4 Retention test administered

The retention test was given after a period of two weeks to both

the experimental and control groups. The retention test is almost the

same a s the achievement test given as post-test with small changes

in the order of questions. The marks are analyzed to test whether

there is any significant difference between the experimental and

control groups with respect 1.0 their retention capacity.

3.6 Scoring and Consolidation of Data

The response sheets of the questionnaire given to students

were collected. Out of 480 response sheets, after rejecting the

incomplete and invalid one,s, 400 response sheets were scored. The

answer sheets of Environmental Awareness Test were collected and

after eliminating the incomplete ones, 2200 answer sheets were

selected. The scoring was done according to the direction given in the

Environmental Awareness Test. The scores of the different tests and

other data were tabulated and consolidated keeping in view of the

important sub samples obtained, viz, boys-girls, rural-urban, and

government-private students. The tabulated data was used for

further analysis of the study.

The responses of the teachers during interview were recorded

appropriately then and there without creating them any disturbance

to their attention. The data obtained through the interview was used

for further analysis.

In the experimental study, the scores of the previous year

achievement, general mental ability test, pre-test and environmental

awareness test were tabulated, and used for statistical treatment. The

post-test scores of the environmental awareness test, achievement

test and the retention test were scored and tabulated and used for

statistical analysis.

3.7 Statistid Techniques U s e d for Analysis

The responses given by the different categories of respondents

viz. teachers, students etc. were treated separately. The response of

the teachers were andymd and the percentages were found out. The

critical ratio was fourid out for comparing the environmental

awareness and academic achievement of experimental and control

groups. Though the experimental and control groups are compared,

they are not identical, as they are classroom intact groups and can be

considered only as similar but they are not equal in all respects. In a

classroom situation it is very difficult to equate the groups with

respect to all the control variables. Only to conduct the experiment,

the classroom intact group were equated as far as possible. To rectify

these drawbacks. Analysis of Co-variance (ANCOVA) (Garret, 1981).

was used to find out the effectiveness of the learning modules.

For all the calculations, Analysis of Co-variance was used since

it is considered to be the best statistical technique as it equates the

pre-experimental status of th,: groups.