1. CHAPTER-III
METHODOLOGY
3.1 INTRODUCTION
Research in common parlance refers to a search for knowledge. One can also define
research as a scientific and systematic search for pertinent information on a specific topic. In
fact, research is an art of scientific investigation. Research methodology is a way to
systematically solve the research problem. It may be understood as a science of studying how
research is done scientifically. Researchers also need to understand the assumptions
underlying various techniques and they need to know the criteria by which they can decide
that certain techniques and procedures will be applicable to their research problem and others
will not. All this means that it is necessary for the researcher to design his methodology for
his problem as the same may differ from problem to problem. Research methodologies
answers questions related with Why a research study has been undertaken, how the research
problem has been defined, in what way and why the hypothesis has been formulated, what
data have been collected and what particular method has been adopted, why particular
technique of analysing data has been used and a host of similar other questions are usually
answered when we talk of research methodology concerning a research problem or study.
Thus, when we talk of research methodology we not only talk of the research methods but
also consider the logic behind the methods we use in the context of our research study and
explain the reason for using a particular method or technique.
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2. 3.2 METHOD USED FOR THE STUDY
The researcher has adopted survey method in this research work to study the effect of
Chief Minister’s Cycle Scheme on the academic achievement and motivation of high school
girls. The data was collected from Muzaffarpur district of Bihar. There are advantages in
using survey method as it not only helps in quantitative data collection over a large
geographical area in a limited time period but it gives research an objective point of view.
3.3 LOCATION OF THE PRESENT STUDY
The location of the present study is at Muzaffarpur district ( Appendix No. ? ).
Muzaffapur lies in the north of Bihar. The district is bounded by the East Champaran,
Sitamarhi, Vaishali, Saran, Darbhanga and Samastipur districts . It has won international
encomiums for its delicious Shahi species. The geographical location of Muzaffarpur
is 26°7′N 85°24′E. As of the 2011 India census, Muzaffarpur had a population of 3,746,714.
Males constituted 54% (1951466) of the population and females 46% (1795248). Thirteen
percent of the population was under 6 years of age.
In the field of education Muzaffarpur has a literacy rate of 60%, close to the national average
of 74%. Male literacy was 62%, and female literacy was 57%.
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3. Figure no: 3.1
MAP OF MUZAFFARPUR
(Source –www.travelindia-guide.com)
3.4 Population of the Study
The sample of the present study was 10th standard girls of government schools of
Muzaffarpur district ( Appendix no.-2) who were benefitted under MBCY.
3.5 Sample for the Study
The researcher collected data from 200 high school girls studying in government
schools of Muzaffarpur district. For collection of the data the researcher used convenient
sampling method. The data was collected from four schools- Prabhat Tara High School,
Chapman Girls’ High School, B.B. Collegiate School, and Sarai Sayed Ali Girls High
School.
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4. 3.6 DISCRIPTION OF THE SAMPLE
Table no : 3.1
School-Wise Distribution of the Sample
S.no NAME OF THE SCHOOL No. of PERCENTAGE
STUDENTS
1 Prabhat Tara High School 65 32.5
2 Chapman Girls’ High School 45 22.5
3 B.B. Collegiate School 50 25
4 Sarai Sayed Ali Girls High 40 20
School
TOTAL 200 100
It is inferred from the table: 3.1 that the sample is homogenously distributed. Chapman Girls’
High School, B.B. Collegiate School, Sarai Sayed Ali Girls High School are government
school , whereas Prabhat Tara High School is a missionary aided school. Hence more than
65% of data is collected from government school. This is shown in the figure given below.
Figure no : 3.2
School-wise Distribution of the Sample
Prabhat Tara High School
20%
32%
Chapman Girls’ High School
25%
B.B. Collegiate School
23%
Sarai Sayed Ali Girls High
School
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5. Table no : 3.2
Habitation-Wise Distribution of the Sample
HABITATION No. OF STUDENTS PERCENTAGE
Rural 60 30
Urban 140 70
Total 200 100
It is inferred from the table: 3.2 that 30% of the population is taken from the rural area and
70% from the urban area. This is shown in the figure given below.
Figure no :3.3
Habitation-wise Distribution of the Sample
30%
Rural
70% Urban
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6. Table no : 3.3
Father’s Qualification-wise Distribution of the Sample
QUALIFICATION No. OF STUDENTS PERCENTAGE
Pre-matric 60 30
Post-matric 140 70
Total 200 100
It is inferred from the table no: 3.3 that fathers of 70% students have passed their matric and
fathers of 30% students are below matric. This is shown in the figure No. 3.4 below.
Figure no: 3.4
Father’s Qualification-wise Distribution of the Sample
30%
Pre-matric
70% Post-matric
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7. Table no : 3.4
Mother’s Qualification-wise Distribution Of The Sample
QUALIFICATION No. OF STUDENTS PERCENTAGE
Pre-matric 87 43.5
Post-matric 113 56.5
Total 200 100
It is inferred from the table no.: 3.4 that mothers of 56.5% students have passed their matric
and mothers of 43.5% students are below matric. This is shown in the figure given below.
Figure no : 3.5
Mother’s Qualification-wise distribution of the Sample
43%
57% Pre-matric
Post-matric
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8. Table no : 3.5
Family Income-Wise Distribution Of The Sample
INCOME No. OF STUDENTS PERCENTAGE
(ANNUALLY)
Below Rs.40000 126 63
Above Rs. 40000 74 37
Total 200 100
It can be inferred from the above table no: 3.5 that 63% of students belong to low income
group and 37% of students belong to high income group. This is shown in the figure given
below.
Figure no :3.6
Income-wise Distribution of the Sample
37%
Below Rs.40000
Above Rs. 40000
63%
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9. 3.7 TOOLS USED FOR THE STUDY
Research tool can be defined as the instrument in the hands of researchers to measure
what they indent to in their study. One of the most important components of a research design
is the research instruments because they gather or collect data or information. These research
instruments or tools are ways of gathering data. Without them, data would be impossible to
put in hand of the researcher.
For collecting the data the researcher has to use appropriate tool that will serve her
purpose for data collection. In this research, the researcher used questionnaire and
administered an achievement test to collect data from the sample. The data was collected by
survey method.
3.8 THE QUESTIONNAIRE
A set of carefully designed questions given in exactly the same form to a group of
people in order to collect data about the research problem in which the researcher is
interested. List of a research or survey questions asked to respondents, and designed to
extract specific information. It serves four basic purpose:
(1) To collect the appropriate data
(2) To make data comparable and amenable to analysis
(3) To minimize bias in formulating and asking question
(4) To make questions engaging and varied.
There are two forms of questionnaire :
A. Closed form / Closed-ended.
B. Open form / Open-ended.
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10. To collect data from the sample, the researcher used administered Multi-Subject
Achievement Test and used questionnaire for motivation of girls towards C.M. cycle scheme.
3.9 MULTI-SUBJECT ACHIEVEMENT TEST
A multi-subject achievement test constructed and standardised by Amrita Singh
(2012), M.ED. scholar, St. Xavier’s College Of Education, Patna ; was used to find academic
achievement of 9th standard girls. This inventory has 17 questions from various subjects –
English, Hindi, Mathematics, Science, Social Sciences. This inventory was used as it was
standardised on the students of government school and it is based on the syllabus of Bihar
Board. Hence the reliability of this test is very high. For the validity of the test the researcher
consulted the experts of St. Xavier’s College of Education in the field of education and as
suggested by them the inventory was used in its present form.
3.10 QUESTIONNAIRE FOR MOTIVATION OF GIRLS TOWARDS
MBCY
To find out the motivation among girls towards the school, their studies and to know
the prospective of girls towards MBCY; a close-ended questionnaire was prepared and
standardised by the researcher. For this the researcher consulted the experts of St. Xavier’s
College of Education and took their advice in preparing the questionnaire. The questionnaire
consisted 35 items related with different dimensions of motivation. The validity of the
questionnaire was determined by the experts review. The reliability of the questionnaire was
found by item analysis. The dimensions of motivation questionnaire are as follows:
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11. Table 3.6
Dimensions of Motivation Questionnaire
S.no DIMENSIONS No. of ITEMS
1 SCHOOL ATTENDANCE 7
2 ACADEMICS AND CO-CURRICULAR ACTIVITIES 6
3 PROSPECTIVE OF GIRLS TOWARDS C.M. CYCLE 6
SCHEME
4 MOBILTY OF GIRLS 9
5 SOCIAL CHANGE 7
TOTAL 35
3.11 ADMINISTRATION OF THE TEST
The multi-subject inventory was given to the sample of 200 students. The students were
asked to tick the answer which they thought was correct. Ample time was given to them for
this. For each correct answer 1 marks was given and the sum of the marks of each students
was taken for the data analysis.
Each of the items of motivation questionnaire was rated on a five point scale. The options
were strongly agree, agree, undecided, disagree and strongly disagree. The respondents were
asked to respond to the extent of agreement or disagreement of the content. The scoring
procedure of the motivation scale is given in the table:
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12. Table 3.7
Scoring of Motivation Questionnaire
S.No OPINION SCORE
1. TOTALLY AGREE 5
2. AGREE 4
3. UNDECIDED 3
4. DISAGREE 2
5. TOTALLY DISAGREE 1
3.12 STATISTICAL TECHNIQUES ADOPTED
The major statistical techniques adopted in the present study are the following :
Mean
It is defined as the arithmetic mean. It is the average of the data . The formula is:
𝑋𝑖
Mean=
𝑁
Where,
Xi=Value of the ith term
=Symbol of summation
N=total number of items
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13. Standard Deviation
The square root of the variance is called the root mean square deviation or standard
deviation. The formula is:
1
= 𝑁𝑥 2 − (X)2
𝑁
Where,
X=Score obtained from the tool
N=total number of items
T-test
T-test is employed to find out the significance difference between the mean of the different
variables for different sub groups
|𝑀1− 𝑀2 |
t –ratio = .
2
1 2
2
−
𝑁1 𝑁2
Where,
𝑁1 = total number of items in first group
𝑁2 = total number of items in second group
𝑀1 = Mean of the first group
𝑀2 = Mean of the second group
 1 = Standard deviation of the first group
2
 2 = Standard deviation of the second group
2
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14. Pearson’s Product Moment Correlation (r):
Pearson’s Product Moment Correlation is used for determining the reliability coefficient and
also for ascertaining the inter-relationship among adjustment and various dimensions of
emotional intelligence. The formula for finding r is :
𝑁 𝑋𝑌−  𝑋  𝑌
r=
𝑁 𝑋 2 −  𝑋 2 𝑁 𝑌 2 −  𝑌 2
Where,
N = Total number of respondents
X = The raw score of first
Y = The raw score of second group
r = Pearson’s Product Moment Correlation Coefficient
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