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# chief ministers girls cycle scheme-analysis of data ch 04

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Chief Minister Girls Cycle Scheme

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### chief ministers girls cycle scheme-analysis of data ch 04

1. 1. CHAPTER -IV DATA ANALYSIS4.1 INTRODUCTION Data analysis is one of the important features of statistics. To find out the meaning ofdata collected data is first arranged , classified , manipulated and summarized in order to getthe answers of the research questions. It helps to test the research hypothesis and giveresearch a statistical backbone. Analyzing of data involves both descriptive and inferentialstatistics. In descriptive analysis the data are summarized and reduced to few meaningfulstatistics. The purpose of analysis is to reduce data to intelligible and interpretable forms thatthe relations of research can be studies and tested. The results obtained from the analysis ofthe sample can be generalized on the population. According to Stecher and Borko (2002), quantitative studies make it “possible to measurethe reactions of a great many people to a limited set of questions, thus facilitating comparisonand statistical aggregation of the data.” In this research the researcher has collected data from 200 samples on the basis ofinvestigating instruments. Collected data have been arranged in tabulation form and analyzedto get the inferences. After collecting the data they were processed and analyzed by theinvestigator under the following headings: 1. Academic achievement of high school girls. 2. Motivation of girls. 3. Influence of motivation on academic achievement of girls. 4. Relationship between academic achievement and motivation of the girls. 83
2. 2. 4.2 ACADEMIC ACHIEVEMENTHYPOTHESIS : 1There is no significant difference between urban and rural girls in their academicachievement. TABLE No : 4.1 Habitation wise Distribution of the SampleHABITATION No. of MEAN S.D. T-RATIO LEVEL OF GIRLS SIGNIFICANCEUrban 140 8.56 3.07 1.55 NSRural 60 7.88 3.03 ( At 5% level of significance, the table value is 1.96)It is inferred from the above table no.: 4.1 that there is no significant difference betweenurban and rural girls in their academic achievement. This is shown in figure no: 4.1. Figure No: 4.1 Habitation Wise Distribution of the Sample 150 100 140 50 60 0 Urban Rural 84
3. 3. HYPOTHESIS No. : 02There is no significant difference between pre-matric and post-matric education of girls’father in their academic achievement. TABLE NO: 4.2 Father’s Qualification-wise Distribution of the SampleFATHER’S No. of MEAN S.D. T-RATIO LEVEL OFQUALIFICATION GIRLS SIGNIFICANCEPRE-MATRIC 60 7.13 2.67 0.21 NSPOST- MATRIC 140 8.85 3.11 ( At 5% level of significance, the table value is 1.96)It is inferred from the above table no.: 4.2 that there is no significant difference between pre-matric and post-matric education of girls’ father in their academic achievement. This isshown in Figure no:4.2. Figure No: 4.2 Fathers Qualification Wise Distribution of The Sample 140 120 100 80 140 60 40 60 20 0 Pre-Matric Post-Matric 85
4. 4. HYPOTHESIS NO. -03There is no significant difference in between pre-matric and post-matric education of girls’mother in their academic achievement. TABLE NO: 4.3 Mother’s Qualification wise Distribution Of The SampleMOTHER’S No. of MEAN S.D. T-RATIO LEVEL OFQUALIFICATION GIRLS SIGNIFICANCEPRE-MATRIC 87 7.17 2.62 1.18 NSPOST- MATRIC 113 9.23 3.10 ( At 5% level of significance, the table value is 1.96)It is inferred from the above table no.: 4.3 that there is no significant difference in betweenpre-matric and post-matric education of girls’ mother in their academic achievement. This isshown in Figure no:4.3. Figure no:4.3 Mother’s Qualification Wise Distribution Of The Sample 120 100 80 60 113 87 40 20 0 Pre-Matric Post-Matric 86
5. 5. HYPOTHESIS NO: 04There is no significant difference between government and minority-aided school girls intheir academic achievement. TABLE NO:4.4 School Wise Distribution of The SampleType of SCHOOL No. of MEAN S.D. T-RATIO LEVEL OF GIRLS SIGNIFICANCEMINORITY 65 10.11 2.99 1.63 NSAIDED SCHOOLGOVERNMENT 135 8.42 11.26SCHOOL ( At 5% level of significance, the table value is 1.96)It is inferred from the above table no: 4.4 that there is no significant difference in betweengovernment and minority-aided school girls in their academic achievement. This is shown infigure no: 4.4. Figure No: 4.4 School wise Distribution of the Sample 150 100 135 50 65 0 Minority Aided Government School School 87
6. 6. HYPOTHESIS NO: 05There is no significant difference in below Rs. 40000 and above Rs. 40000 annual income ofgirls’ family in their academic achievement. TABLE NO: 4.5 Income wise Distribution of the SampleINCOME of the No. of MEAN S.D. T-RATIO LEVEL OFFAMILY GIRLS SIGNIFICANCE(annually)BELOW Rs.40000 126 7.84 3.14 3.13 SABOVE Rs.40000 74 9.18 2.78 ( At 5% level of significance, the table value is 1.96)It is inferred from the above table no.: 4.5 that there is a significant difference in below Rs.40000 and above Rs. 40000 annual income of girls’ family in their academic achievement.While comparing the mean score of the income of the family below Rs.40000 (7.84) andabove Rs. 40000 (9.18) in their academic achievement, girls belonging to family havingabove Rs. 40000 income are better in their academic achievement. This is shown in figure no:4.5. Figure No: 4.5 Income wise Distribution of the Sample 140 120 100 80 60 126 40 74 20 0 Below RS 40000 Above RS 40000 88
7. 7. 4.3 MOTIVATIONHYPOTHESIS NO: 06There is no significant difference between urban and rural girls in their motivation. TABLE No : 4.6 Habitation wise Distribution of the SampleHABITATION No. of MEAN S.D. T-RATIO LEVEL OF GIRLS SIGNIFICANCEUrban 125 144.29 17.71 0.43 NSRural 75 143.22 16.90 ( At 5% level of significance, the table value is 1.96)It is inferred from the above table no.: 4.6 that there is no significant difference betweenurban and rural girls in their motivation. This is shown in figure no: 4.6. Figure No: 4.6. Habitation wise Distribution of the Sample 140 120 100 80 60 125 40 75 20 0 Urban Rural 89
8. 8. HYPOTHESIS NO: 07There is no significant difference between pre-matric and post-matric education of girls’father in their motivation. TABLE NO: 4.7 Fathers Qualification wise Distribution of the SampleFATHER’S No. of MEAN S.D. T-RATIO LEVEL OFQUALIFICATION GIRLS SIGNIFICANCEPRE-MATRIC 53 144.40 23.71 0.74 NSPOST- MATRIC 147 143.54 15.28 ( At 5% level of significance, the table value is 1.96)It is inferred from the above table no.: 4.7 that there is no significant difference between pre-matric and post-matric education of girls’ father in their motivation. This is shown in figureno: 4.7. Figure No: 4.7 Fathers Qualification wise Distribution of the Sample 150 100 147 50 53 0 Pre-Matric Post- Matric 90
9. 9. HYPOTHESIS NO: 08There is no significant difference in between pre-matric and post-matric education of girls’mother in their motivation. TABLE NO: 4.8 Mothers Qualification wise Distribution of the SampleMOTHER’S No. of MEAN S.D. T-RATIO LEVEL OFQUALIFICATION GIRLS SIGNIFICANCEPRE-MATRIC 109 144.30 91 0.07 NSPOST- MATRIC 91 144.14 18.21 ( At 5% level of significance, the table value is 1.96)It is inferred from the above table no.: 4.8 that there is no significant difference between pre-matric and post-matric education of girls’ mother in their motivation. This is shown in thefigure no: 4.8. Figure No: 4.8 Mothers Qualification wise Distribution of the Sample 110 105 100 95 109 90 85 91 80 Pre-Matric Post -Matric 91
10. 10. HYPOTHESIS NO: 09There is no significant difference between government and aided school girls in theirmotivation. TABLE NO: 4.9 School wise Distribution of the SampleTYPE of No. of MEAN S.D. T-RATIO LEVEL OFSCHOOL GIRLS SIGNIFICANCEMINORITY 65 139.48 15.97 2.88 SAIDED SCHOOLGOVERNMENT 135 146.52 16.64SCHOOL ( At 5% level of significance, the table value is 1.96)It is inferred from the above table no.: 4.9 that there is a significant difference between pre-matric and post-matric education of girls’ mother in their motivation. While comparing themean score of the types of school -minority aided school (139.48) and government school(146.52) in their motivation, girls of government school are more motivated. This is shownin figure no: 4.9. Figure no: 4.9 School wise Distribution of the Sample 140 120 100 80 135 60 40 65 20 0 Minority Aided Government School School 92
11. 11. HYPOTHESIS NO: 10There is no significant difference in below Rs. 40000 and above Rs. 40000 annual income ofgirls’ family in their motivation. TABLE NO: 4.10 Income wise Distribution of the SampleINCOME of the No. of MEAN S.D. T-RATIO LEVEL OFFAMILY GIRLS SIGNIFICANCE(annually)BELOW Rs.40000 126 144.06 17.01 0.18 NSABOVE Rs.40000 74 144.51 16.32 ( At 5% level of significance, the table value is 1.96)It is inferred from the above table no.: 4.10 that there is no significant difference in below Rs.40000 and above Rs. 40000 annual income of girls’ family in their motivation. This is shownin figure no: 4.10. Figure no:4.10 Income wise Distribution of the Sample 140 120 100 80 126 60 40 74 20 0 Below RS 40000 Above RS 40000 93
12. 12. 4.4 RELATIONSHIP BETWEEN ACADEMIC ACHIEVEMENT ANDMOTIVATIONHYPOTHESIS No: 11There is no significant relationship between academic achievement and motivation of urbangirls. TABLE NO: 4.11 Relationship Between Academic Achievement and Motivation of Urban Girls ACADEMIC MOTIVATION LEVEL OF ACHIEVEMENT OF URBAN SIGNIFICANCE N r OF URBAN GIRLS GIRLS ∑X ∑X2 ∑Y ∑Y2 ∑XY 140 0.80 S 1194 11500 20264 2977180 172111 ( At 5% level of significance and 138 df, the table value is 0.182)It is inferred from the above table no.: 4.11 that there is a significant relationship betweenacademic achievement and motivation of urban girls. 94
13. 13. HYPOTHESIS No: 12There is no significant relationship between academic achievement and motivation of ruralgirls. TABLE NO: 4.12 Relationship Between Academic Achievement and Motivation of Rural Girls ACADEMIC MOTIVATION LEVEL OF ACHIEVEMENT OF RURAL SIGNIFICANCE OF RURAL GIRLS N r GIRLS ∑X ∑X2 ∑Y ∑Y2 ∑XY 60 0.03 NS 471 4249 8582 123884 67441 ( At 5% level of significance and 58 df, the table value is 0.251)It is inferred from the above table no.: 4.12 that there is no significant relationship betweenacademic achievement and motivation of rural girls. 95
14. 14. HYPOTHESIS No: 13There is no significant relationship between academic achievement and motivation of pre-matric education of girls’ father. TABLE NO:4.13 Relationship Between Academic Achievement and Motivation of Pre-Matric Education of Girls’ Father ACADEMIC MOTIVATION LEVEL OF ACHIEVEMENT OF GIRLS N r SIGNIFICANCE OF GIRLS ∑X ∑X2 ∑Y ∑Y2 ∑XY 60 -0.12 NS 428 3464 8785 1308701 62299 ( At 5% level of significance and 58 df the table value is -0.251)It is inferred from the above table no.: 4.13 that there is no significant relationship betweenacademic achievement and motivation of of pre-matric education of girls’ father. 96
15. 15. HYPOTHESIS No: 14There is no significant relationship between academic achievement and motivation of post -matric education of girls’ father. TABLE NO: 4.14Relationship Between Academic Achievement and Motivation of Post -Matric Education of Girls’ Father ACADEMIC MOTIVATION LEVEL OF ACHIEVEMENT OF GIRLS N r SIGNIFICANCE OF GIRLS ∑X ∑X2 ∑Y ∑Y2 ∑XY 140 0.001 NS 1239 12309 20061 2907363 177532 ( At 5% level of significance and 138 df the table value is 0.182)It is inferred from the above table no.: 4.14 that there is no significant relationship betweenacademic achievement and motivation of post -matric education of girls’ father. 97
16. 16. HYPOTHESIS No: 15There is no significant relationship between academic achievement and motivation of pre-matric education of girls’ mother. TABLE NO: 4.15 Relationship Between Academic Achievement and Motivation of Pre-Matric Education of Girls’ Mother ACADEMIC MOTIVATION LEVEL OF ACHIEVEMENT OF GIRLS N r SIGNIFICANCE OF GIRLS ∑X ∑X2 ∑Y ∑Y2 ∑XY 87 -0.28 S 624 5070 12513 1827975 89353 ( At 5% level of significance and 85 df the table value -0.211)It is inferred from the above table no.: 4.15 that there is a significant relationship betweenacademic achievement and motivation of pre-matric education of girls’ mother. 98
17. 17. HYPOTHESIS No: 16There is no significant relationship between academic achievement and motivation of post -matric education of girls’ mother. TABLE NO: 4.16Relationship Between Academic Achievement and Motivation of Post -Matric Education of Girls’ Mother ACADEMIC MOTIVATION LEVEL OF ACHIEVEMENT OF GIRLS N r SIGNIFICANCE OF GIRLS ∑X ∑X2 ∑Y ∑Y2 ∑XY 113 0 NS 1043 10703 16333 2388089 150840 ( At 5% level of significance and 111 df the table value is 0.195)It is inferred from the above table no.: 4.16 that there is no significant relationship betweenacademic achievement and motivation of post -matric education of girls’ mother. 99
18. 18. HYPOTHESIS No: 17There is no significant relationship between academic achievement and motivation of girls’family in their family income being below Rs. 40000. TABLE NO: 4.17 Relationship Between Academic Achievement and Motivation of Girls’ Family in their Family Income being Below Rs. 40000 ACADEMIC MOTIVATION LEVEL OF ACHIEVEMENT OF GIRLS N r SIGNIFICANCE OF GIRLS ∑X ∑X2 ∑Y ∑Y2 ∑XY 126 0.28 S 988 8980 18152 2651198 140464 ( At 5% level of significance and 124 df the table value is 0.175)It is inferred from the above table no.: 4.17 that there is a significant relationship betweenacademic achievement and motivation of girls’ family in their family income being below Rs.40000. 100
19. 19. HYPOTHESIS No: 18There is no significant relationship between academic achievement and motivation of girls’family in their family income being above Rs. 40000. TABLE NO: 4.18 Relationship Between Academic Achievement and Motivation of Girls’ Family in their Family Income being Above Rs. 40000 ACADEMIC MOTIVATION LEVEL OF ACHIEVEMENT OF GIRLS N r SIGNIFICANCE OF GIRLS ∑X ∑X2 ∑Y ∑Y2 ∑XY 74 -0.08 NS 679 6793 10694 1564866 97856 ( At 5% level of significance and 72 df the table value is -0.234)It is inferred from the above table no.: 4.18 that there is no significant relationship betweenacademic achievement and motivation of girls’ family in their family income being above Rs.40000. 101
20. 20. HYPOTHESIS No: 19 There is no significant relationship between academic achievement and motivation of girls of minority aided school TABLE NO: 4.19 Relationship Between Academic Achievement and Motivation of Girls of Minority Aided SchoolACADEMIC MOTIVATION OF LEVEL OFACHIEVEMENT OF GIRLS OF SIGNIFICANCEGIRLS OF MINORITY-AIDED N rMINORITY-AIDED SCHOOLSCHOOL∑X ∑X2 ∑Y ∑Y2 ∑XY 65 0.38 S657 7213 9066 1280826 91519 ( At 5% level of significance and 63 df the table value is 0.244) It is inferred from the above table no.: 4.19 that there is a significant relationship between academic achievement and motivation of girls of minority aided school. 102
21. 21. HYPOTHESIS No: 20 There is no significant relationship between academic achievement and motivation of girls of government schools. Table No: 4.20 Relationship Between Academic Achievement and Motivation of Girls of Government SchoolsACADEMIC MOTIVATION OF LEVEL OFACHIEVEMENT OF GIRLS OF SIGNIFICANCEGIRLS OF GOVERNMENT N rGOVERNMENT SCHOOLSSCHOOL∑X ∑X2 ∑Y ∑Y2 ∑XY 135 -0.14 S1010 8560 19780 2935238 147107 ( At 5% level of significance and 133 df the table value is -0.182) It is inferred from the above table no.: 4.20 that there is no significant relationship between academic achievement and motivation of girls of government schools. 103
22. 22. 4.5 INFLUENCE OF MOTIVATION ON ACADEMIC ACHIEVEMENTHYPOTHESIS No: 21There is no significant influence of motivation on academic achievement of girls. TABLE NO: 4.21 Influence of Motivation on Academic Achievement of Girls ACADEMIC MOTIVATION LEVEL OF ACHIEVEMENT OF GIRLS N r SIGNIFICANCE OF GIRLS ∑X ∑X2 ∑Y ∑Y2 ∑XY 200 -0.17 S 1667 15773 28846 4216064 238626 ( At 5% level of significance and 198 df the table value is -0.139)It is inferred from the above table no.: 4.21 that there is a significant influence of motivationon academic achievement of girls. 104