CHAPTER IV

METHODOLOGY

The cluality of a study depends upon the selection of

suitable methods and tools for investigation. A pre-planned and well-

designed n~ethodology will provide the researcher a scientific and

feasible plan for solving the problems under analysis. I t will help the

investigator to explore different trends in the field and adequately

measure them so a>, to satisfy the requirement of the investigation. In

this chapter the design of the study. population. sampling. development

of tools and procedures are discussed.

This s t ~ ~ d y is entitled 'Effectiveness of In-service Training

Programmes for Teachers and Headmaster by D I E T S ' .

4.1 DESIGN OF THE STUDY

The decision about the method depends upon the nature of

the problem selected and the kind of data necessary for its solution.

These data can be gathered from surveys of the population. But at

times. the survey may describe a limited population which is under

consideration.

The normalive survey method \ \as used in this study. I t is

one of the most commonly used method to solve educational problems.

I t is the method of investigation that attempts to describe and interpret

what exist in the present. in the form of conditions. practices.

processes. trends. effects attitudes and believes. No category of

educational research is more widely used than the type variously known

as survey. the normative survey. status and descriptive research. This

method of classification includes a variet!. of specific techniques and

procedures. The o t~jec t ive of the normative survey would suggest the

relevant aspects of this kind of study. The word .survey' indicates the

gathering of the data relevant to the current situation. The word

normative is used because surveys are frequently made for the purpose

of ascertaining the normal or typical condition or practice.

. ~ I his sludy attempts to analyses the effectiveness o f in-

service training for primary teachers and Headmasters organised by

DIETS. The effecliveness is derived in terms of the present status of

training program!mes and their output. In order to ascertain the training

output and the merhod o f training. a large number of data have to be

collected and analysed. S o normative survey method has been found

suitable t'or this stu.dy.

4.2 POPULATION

Primary teachers. Headmasters of primary schools and the

members of DIET faculty i n the State form the population of this study.

Primar) teachers and Headmasters consist of both who attended in-

service training and who did not attended the training programme.

[>IET facull! mcmbers include lecturer. senior lecturers and principals

of DIETS.

4.3 S A M P L E

By using random sampling technique 784 teachers. 210

Headmasters and 36 members of DIET faculty were taken as sample for

this stud!. The sample of Teacher population includes teachers from

Government school:; and private schools. male and female. rural and

urban teachers. The sample of population from DIETS includes 6

principals. 15 senior lecturers and 15 lecturers.

The following districts were selected for the present study:

( 1 ) Kollam ( 2 ) A.lappuzha ( 3 ) Pathanamthitta ( 4 ) Ernakulam ( 5 )

Thrissur ( 6 ) Kannur (Appendix X ) . Among the districts Kollam.

Thrissur and Kannur represents south. middle and northern part of the

state respectivel:y. Alappuzha was selected as a costal district.

Pathanamthitta represents hilly district. Ernakulam stands for a

corporation area. Details of the sample selected are shown i n Table I

to 5 . 'The sample selected for class obser\.ation and school observation

from teachers and headmasters participared in in-service training and

not participated were more or less same in experience. educational

qualification and exposure.

4.4 TOOLS USE[) FOR THIS STUDY

Factual material unknown so far are necessary for ever!.

study. They can be obtained from man!. sources. direct o r indirect. I t

is necessar! to aclopt a s).stematic procedure to collect the essential

data. Relevant data having adequate quality and quantity should be

collected. They should be sufficient. reliable and valid.

Tlre major fools used for llris Study:

( I ) Questionnaire ( A ) to collect data from teachers who have

attended the in-service training programmes in the IFIC faculty

of l)IEI's.

( 7 ) Questionnaire (9) to collect data from teachers who ha\.e

attended the in-service training programme in the CMDE faculty

of DIETS.

( 3 ) Questionnaire ( C ) - to collect data from teachers who have

attended the 1.n-service training programme in the W.E faculty of

DlEl ' s .

( 4 ) Questionnaire I D ) to collect data from teachers who have

attended the in-service training programme in the E.T. faculty of

DIETS.

( 5 ) Questionnaire ( E ) to collect data from Headmasters who have

attend the in-,service training progranimc in the P & M tBculty o f

DlEl-s .

( 6 ) Inter\ ir \ r s'chedule to members of DIET faculty

( 7 ) Obsc.r\atior~ Schedule ( A ) (Tra ining) for observing the training

programme:; of IFIC. ET. WE. CMDE. P & M . faculties of DIET.

(8 ) Observation Schedule (8) (Class ) for evaluating. class room

practices of both teachers who have undergone in-service training

at DIET' and not.

(9) Observation Schedule ( C ) (School) for observing the intluence of

P&M training to both Headmasters who have undergone the

training programme.

Preparation and t)evelopment of Tools

In the present study three types of tools \ v e x used. They

are questionnaire. observation schedule and interview schedule.

Questionnaire

A questionnaire is a device consisting of a series of

questions dealing with certain ps!.chological. social and educational

topic(s) given to an individual or a group of individuals with the

objective of oblaining data with regard to the problems under

investigation. I t is a device for securing answers to a series of

questions by using a form ivhich the respondent fills up b!. himself:

Questionnaire is a systematic cornpilarion of questions that are

administered to a sample ot' population from whom information is

desired required.

In the present study f i i e t),pes o f questionnaires were used

for col lect ing da ta . First four for teachers who have attended training

programmes in four faculties o f DIETS (Quest ionnaire A. B.C. and D )

and other for ileadn-lasters participated in the training programmes on

Planning and Management (Quest ionnaire E ) . Each faculty of DIET is

organizing course:$ with different character and content . S o the

questionnaires administered among the teachers differed according to

the nature of the training programme.

'I'here are three parts in each t!.pe of questionnaire - Part A.

B and C . Both open and closed ended quest ions were used in each

questionnaire.

A. Persottul data

I t aimecl at collecting the personal and general data

regarding the teachers - a n d Headmasters \vho attended in-service

training programmes organised by DIEl ' s . Items like name. age.

designation. educational qualifications. teaching experience. location o f

school etc . were included in this part.

B. Areas included in in-service training programme arrd its

effectiveness

l h i s part is aimed at the analysis of the effectiveness of

each area of training in terms of presentation. practicability and

development of teaching competency. Depending upon the content area

of each training programme of each facult!. separate questionnaires

were used to collect data

Areas covered in each questionnaire

( I ) I n Service Programmes, Field Irtterociiori and Iririovaliort Co-

ordiriafiori ( I F I C )

Actio~n research

Activity oriented Approach

Arts education

Compensatory education

Conct:pt of District Primar? Education programme

Concept of Minimum Levels of Learning

Conci:pt of operation blackboard programme

Concept of Pre-requisite

Continuous and comprehensive Evaluation

Educa.tional Technology

Environmental Based Approach

Health Education

Integrated Approach

Learner Centred Approach

Modern Educational Psychology

Multigrade Teaching

Object i \ ,e Based Instruction

Physical Education

Planning of Lesson (preparation of lesson plan)

Population Education

Prepa~:ation of low cost teaching Aids

Presentation of Demonstration Classes

3 l ' roc~.ss Orientcd Approach

7 4 ) Role of Projects in the Learning.

3 5 ) Role of Socict! in Educalion

2 6 ) Role o f work Experience in Educat ion

2 7 ) Scientific Anal!.sis o f Lesson

2 8 ) Speci,al Education

2 9 ) Teaching o f Basic Science (En\ i ronrnenta l Science I )

30) Teaching of English

3 l ) Teaching o f llitidi

3 2 ) I c a c h i n p o f Mathematics 7 - ) Teaching o f mother tongue

3 4 ) I'eachin!? at' Social Science ( E n v i r o n m e n ~ a l Sc ience 1 1 ) > - 7 ) \.;11uc education

I 1 Curriculunr Meterrd Developn~ertt itrrcl Evoluriott (CMDE)

A c t i ~ i t v based lI\.aluation

Aims and objectives of E\.aluation

.4rial>?,is of existing Curriculum

Anal!sis of Text books

Continuu'us and Comprehens i \ e t!valuation

Core Curriculum

Diagnosis and Remediation

I:ormati\ e f f \ . a I ~ ~ a t i o n

Hidden Curriculum

1mport;lnce of' Co-curricular :\ctivities

I ,ocall\ specil'ied and tlesiblt: Curr iculum

National Curr iculum Frame\\ork

I'reparation of' I.esson ['Ian

I'reparation of' Question Bank

I'reparation of' I c a c h c r ' s I landbook

1 6 ) ['reparation of work book

1 7 ) Surn rna t i~e 1:vaIuation

18) 'l.ool>. and 'l '~.chniques of e ta lua t ion related to non-

cognitive domain

1 9 ) I i )o ls and Techniques of llvaluation relative to c o ~ n i t i v c

domain

111. W o r k Experience ( W . E . )

Formation of tvork experience club

Ldcntification ol' locally re le lanl \cork experience area and

i t ' s triiining

In~pleinentat ion o f the concept of' ' l .earning b\. Doing' in

teaching

ImporiLance of \ fo rk experience in Education

Orsanisarion of \ fo rk espericncc

Planning and implementation o f Hobbies related to \ ~ . o r k

experience

Planning and implementation of school h lg ienic

propramrne ..

I'rlrcticing of different kinds of craft tvork

Preparation o f co-curricular activities

Preparation ol 'hand\vritten niapazine and \\-all nelrspaper

Preparation of lo\\ cost leachins aids

t'repara.rion of work experience k i t

I'rcparation of year plan for u o r k esperience programme

Relatio~n betmt.cn work experience and other academic

s u b j e c ~ s

1V. Educational Technology (E.T.)

I ) Computer assisted instruction

2 ) Concept of educational technology

3 ) Ilramutisation as a teaching learning strateg)'

1) Indi\ idualised instruction

5 ) Instruction using audio-visual aids

6 ) Instruction using puppetr).

7 ) Integrated learning

8 ) Micro teaching

9 Models of teaching

10) Multigrade teaching

1 1 ) Need artd importance of educational technology

I ) Preparation of audio. video lessons

13 ) Preparation of handwritten magazine. wall newspaper.

1 1 ) Preparation of low cost teaching aids

1 5 ) P rogran~med instruction

1 6 ) Role plat as a teaching learning strategy

17) Team teaching

V. Planning and Management ( P & M )

I ) Academic management

7 ) .4ction research

3 ) ('lass Inspection

Class S~ lp r rv i s ion

C'ontli,ct Management

Guidance & Counselling

l n s t i t ~ ~ t i o n a l planning

1.eadership quality

Motivational Management

Offic~: Management

0rganis.ation o f school coniples

Personnel Management

Problems and Remediation in primary education

I'upiis' \velfarc activities

Relation betbveen school and society

School Management

1 7 ) l ' rachers ' \vrllhre activities

C. Details regarding Course Evaluation and Resource Support

Questions relevant to the mode of course monitoring and

evaluation. t'ield interaction and resource support provided by DIETS to

the trained teachi:rs were included in this part.

Part A and C of all questionnaires \\ere same. But Part H

of the questionnaire differs in terms of the faculty where the teacher or

headmaster had beem trained.

The process o f developing questionnaire

The time schedule and modules o f Training Programme

conducted b!. DIETS were examined. References \ rere made wherever

required to collect details about in-ser \ ice training programmes. from

the U[tr:L' su ide l ine . The investigator collected inf'ormation on the

functions and structures of DIET- faculties also From the guideline.

Consultation has been carried out with DIET faculty members and

educational experts . (Appendix XI). The directions g i \ e n from SCERT

and NC1,K.I for LIIE1'S in connection \vith in-service training

programmes \ \e re scrutinised. Personal experiences in organising in-

service training programmes as a DIET faculty member has been of

advantage in developing the questionnaires. A draft questionnaire \vas

prepared and given ro the txperrs for their comments. A tryout of

Questionnaire \vas carried out with 20 teachers o f Chenganur

Municipalit! to evaluate the validity. reliability and practicability of

the tool. Appropriate modifications icere effected on the basis o f feed

back t'rom the abovc processes. Approach. style. content. structure and

answering pattern \ \e re modiiied according to the results obtained from

the tryout. Thus the investi_gator arrived at the final shape of

questionnaire after one more consultation \rith experts. which was used

for the present s tudy. Thc questionnaires were finalised by further

examination ~ l n d con:sultations (Appendices I. 1 1 . 111. IV & V )

Interview Schedule

Intervieiv is a process of communication or interaction in

between the inter\.iewee and the inter \ ie\vers which facilitates the

required inl'ormation viabl! in a face-to-lhce situation. In the present

study. interxietv \vas used as a tool for ga ther ins data required for the

study hy the researcher. A structured inrer\.ieh was conducted among

14 DIET faculty members on individual basis. A series of questions

were prepared b! the investigator in consultation with educational

experts . I 'hirty-five questions were taken for the try out . Eight

questions seemed not effective to elicit the opinion o f faculty members.

They were replaced b). new questions relevant to the contest and

objectives of the study. The number of qucstions \vas limited to 23 b!

considerins the expected outcome. The tool was finalized after the

above modifications on the basis o f tr! out in seven facult!. members at

Chengannur DIET. in Alappuzha district. The tool was again examined

by the experts before and finalisation.

The interview schedulc comprises t\vo parts. A & B (Appendix

V I ) .

A. Persorrul doto

'The personal int'ormation about the interviewee's. the DIET

faculty members are included in this parts. The information regarding

the name. age. educational qualifications. period of service etc. are

some of the items.

B. Derails about fu~zcrioning of DIETS

In this part questions were asked to collect information

about the method of identifhing training needs. planning and

implementation ot' in-service training programme. Infrastructure

facilities available artd utilized in DIE-I-s. problems and hindrances in

conducting in-ser\.ice training. strategies and techniques of training.

resource support. course evaluation. field interaction. action research

and suggestions for further improvement \sere appropriately included.

Observation Schedule

Observation is a process i n which one or more persons

observe what is occurring in the real-life situation. and they classif!.

and record pertinent things according to some planned scheme.

Observation as a research technique needs expertise and proper

direction. I t is neither haphazard nor unplanned. As a data gathering

device. direct obserkation may also make an important contribution to

descriptive research. In research the process of' observation has to be

systematic. So the observation has to he made on the basis of a

prepared schedulc

I n the present stud! three ohser\.ation schedules \\ere used

to collect data. f h e ? are ( 1 ) Obser\at ion schedule ( A ) (-].raining)

( 2 ) Observation schedule ( B ) (C lass ) ( 3 ) Observation schedule ( C )

(Schoo l ) (Appendices VII. VIII & 1x1.

All the observation schedules \ rere prepared after

consultation and reference. The Obser \a t ion Schedule A (Tra in ing)

\vas administered in to training programmes as tryout conducted by

DIET. Alappuzha. Chengannur. Two training programmes of each

facult! was taken for observation. Some changes have been made in

observation schedule according to the k e d back of tryout. For

example. ' the discipline of teachers during training time' was included

for obser\ .a t ion. This \ \ a s not practicable to yield any objective

f indins. The oh:ser\,ation of .sharing of classroom experience' \+as

added to the observation schedule. Thus the observation schedule-A

was modif ied. I t was finalised after necessary consultations.

The Observation Schedule-H (Class ) and the Observation

Schedule-C ( schc~o l ) were prepared separately. These obser\.ation

schedules \\:ere tried out at schools of Mulakuzha Panchayat in

Alappuzha districl.. They were finalised after a second round discussion

with experts .

Observation Schedule-A (Training)

O h s c r ~ a t i o n schedule ( [ r a i n i n g ) has two parts - A and H.

A. Drruils of D I E T

I 'his part conlprises the nanlc of 1)IEl'. name o f the facult\.

details of trainees. number o f participants and related data.

B. Details of Training Process

This par1 includes the infrastructural facilities available i n

the DIET5 for training purpose and the utilization of the facilities.

Training activiries and it 's level. the competency of trainers. strategies

and techniques etc. were also included.

I'his schedule \ \as de\eloped b\ referring books related to

the in - sen ice training and other orientation programmes. Consultations

were also made with the experts in the corresponding field. Man!.

training sessions \ v e r ~ .ohserved to e\ .ol \ .e genuine techniques for

effect i ie in-scr\iee training.

Observation Schedule-B (Class)

[ - h i s obstr\:ation schedule also contains two parts - Part A

and B.

A. It?formorion regurding t h e ieaclter

This part includes the personal information regarding the

teacher and the nature of the school. The items included are name of

teacher. name of school. place and location. class. subject. number of

students and details :regarding the in-service training attended by the

reacher. f h e above data were collecred from Headmaster hefore

observation

B. Fur,ctiotrittg 0 ] ~ S ~ h o o 1

I h i s part includes the infrasrructural facili t ies available in

the classroom. ~ i ~ e t h o d o f transaction applied. activities organised etc.

I h e Observation Schedule-B (Class ) was prepared in

consultation with the experts . 'The investigator himself has visited 12

schools as a member of DIET facult! to find out effective class room

strategies for promoting meaningful learning. Some reference materials

\<ere also used to find out innovati\:e class room practices exper in ien~ed

by educationists.

Observation Schedule-C (School)

It also includes [ \so parts-A & B.

A. Genrrcrl Itrformufion

'1-he items included are name of the school. district. name

of headmaster. number of pupils and the derails regarding the training

obtained b! the Headmaster. 'The a b o i e data were collected from

school records befol-e observation.

B. Platinirig and Managemetit it1 Scliool Futictioning

This part includes the functioning of the school related to

the learning ac t iv i~ies . adopted other activities related to the da). to day

functionins of the !jc11001 and details of records maintained.

I h e School Obser\.ation Schedule \vas developed in

cunsultat i<~n with headmasters. teachers and other educational experts

including I!ducatinnal Officers. The Cio\ernment directions gi\.en by

educational authorities were also referred

Other sources of gathering data

The investigator collected data from other sources like

SCERT. DIET related to the objectives and purposes of the stud?.

4.5 PROCEDlJKE O F DATA C O L L E C T I O N

All the tools \ \e re administered in a systematic manner.

The investisator \.isited -six DIETS in the months of August. September

and October 1997. for observing in-service training programmes

because most of the training programmes. were scheduled during these

months. Having sra!;ed in each I>lETs for t \ \o weeks. the investigator

himself observed the training process directl!. A full day observation

has been made for each faculty's training. During the period.

interviews with D8IE:T faculty members \ \e re also conducted. The

questionnaire to teachers and lleadmastcrs \ \e re distributed to all

participants at the linic of ' their conlpletion of training. T\\ent! pcrccnt

of the questionnaires were collected on the spot. after the completion.

40 percent of que:stionnaircs were collected by post (through self

addressed srampecl envelops lo teachers). 'The remaining questionnaires

were collected at the time of school \ i s i t . A second round visit \vas

also madc i n the month of November 1997. to cover the training

programmes of certain faculties. ~ v h i c h were conducted later.

After the completion of visit to DIETS. the investigator

carried out a school visit programme during the months of December

1997. Januar!. Februar!. and March 1998 thr class observation. The

classes conducted by the teachers ( \ r h o have attended in-service

training progranime and who havc not at tended) were observed

separatel? to ascertain the mode and qualit! of their teaching. The

service of I > I E T falculty members & District Resource Persons ( D R P )

were also used for observing the classes in some districts. An attempt

was made to make the resource person to be aware of the objectives of '

class observation fcrr this purpose. They \\ere specially trained b ? the

investigator to collect data i n a scientific manner. During this time the

planning and management efficiency 01' the Headmasters were also

ohserved b> using separate obser\.ation schedule. Both categories of

schools ha\ ins t leadn~asters who ha\ c and ha1.e not attended training

were obsrr t ed.

Time Schedu le f o r Collect ion of Data

Preparation o f l ~ o o l s 1997. March. April Ma!

Tr\ out 1997. June-Jul!.

Finalisation of' tools 1997 Jul)

Administration of Tools

Obsercation Schedule-A Questionnaire ( t raining 1997. August. September. I n e Schedule October and November

O h s r r \ a t i o r ~ Schedule-B (Class)

-

1997. December Observation Schedule-C (School) 1998 January.

February and March

4.6 TREATME.NT OF DATA

The data collected mere enrered in a register. For

tabulation. Thc: data were analysed using appropriate statistical

techniques by using computer. in consultation \\ ith experts

Formula used for finding critical ratio

Critical ratios between percentages of sub-groups were

calculated using the formula suggested by Garrett (1977) .

Where. N I P I + N2P2

I' - - -- N I + T i 2

Q - - I00 - P:

N 1 - 1 otcil sample of the first group

- - N z -l otal sample of the second group

PI .. - Percentage of the first group:

- PL - Percentage of the second group.

P - - Percentage of the combined groups

D A T A AT A G L A N C E

Table 1

Details regarding the respondents to the Questionnaire- Faculty Wise

I

S1.No. 1 Category 1 (No.&% i l F I C -,---__- !

S E X

-

i AGE 28--37 2 . --

( I n )ears) I

I 38-47 ( 19 I 1-

CMDE

3 7 - 143

--

I I -/

78 -/

5 7

I ~ A I R . S C . I I 17 ; I3 TTC 1

1 ':::' 1 6 5 1 77 1 70 1 6 7 ~ l o 3 ~ 1 1 FIDI'CA~IIONAL -- 1

W E

53

127

13

7 8

47

PDC. TTC 54 42 5 1 58 27

ET

61

121

5

68

58

/ ': 1 QI~AI , I I~ ICATION ---

P M

63

117

? -

28

58

(Table contd ... ) . ,

I !

Catcgor:y ( N O . & % ) / lrlc C M D E / W E 1 ET P M I

~ - - +. + ~.b I I

2 4 30 42

, 27 36 80 .

! C'iZTEGORY L P S A 108 124 118 108 116 2 . ..-

( 1 l E S I ~ ; N ~ i ~ ~ l O N ) IJPS.4 , 65 50 57 1 60 59 --~~ ~

I !

1.OCA1 ION

I 7

95 99 79 h~1;\NA<iF,MENI'

PRIVA.1.17 ) 7 i 00 85 83 106 -.

'Table 2

District wise and Faculty wise Distribution of Respondents (Questionnaire)

2 . ' Pathammthitta 0 30 1 31 'i 50 1 1 151 1 1-~ i - - - F i 3. 1 Alappuzha 30 i 30 I 30 I 30

_T_. - t-------- +---&&-

1 Faculties

/ lFlC CMDL / W.L. L . ( P b M : 1 I

I 30

I. - _ . --

6 . Kat~r~ur I 32

I I I Total 182 I 180

Total

153

References

1 . Amcrican I's>choIogicaI Association ( 1 9 x 3 ) . Etlticul Prirtciples irt

111e Corrduct of reseurclt n~itlt Humart Pnrticipant.~.

Washington D . C . : APA. p. 187.

2 . Rest. Sohn. M'. and James V . Kahn ( 1 9 9 6 ) . Research in Educafiorr

(7" ' 1:dition:l. Ne\\ Ilelhi: I'rentice llall of India. pp. 107-1 I S .

198-204.

3 D e ~ a l . O . S . ( 1999) . In-ser \ ice Education-Search for Models.

Erfucufioo of Truckers. Sarrc Experience. UNESCO. NCTE

1)ocurnen~. Y e n Delhi: pp. 14.3- 149.

4 . Garrett . I . I 7 Statistics irt P s ~ ~ c l ~ o l o g y and Erlucutiort.

Domba): 'v'akils. I-effer and Simons I'vt. Ltd. p.235.

5 Sukhia. S.1'. et a l . ( 1966) . Elenterrts of Educationnl Researclr.

I3omhah: :21lied I'ublishcrs 1'11. I.td.. p. 166.

ANALYSIS AND INTERPRETATION

i FUNCTIONS OF DIET

J I N F R A S T R U C T U R U FACILITIES

AVAILABLE AND UTILZSED IN T H E DIETS

J EFFECTIVENESS OF TRAINING

PROGRAMMES CONDUCTED BY EACH

FACULTY OF DIET$'

PROBLEMS AND HINDRANCES IN

OHGANISING T H E IN-SERVICE TRAINING

-1 INFLUENCE OF IN-SERVICE TRAINING IN

CLASSROOM PRACTICES

i T H E INFLUENCE OF IN-SERVICE TRAINING

PROGRAMMES ON HEADMASTERS IN T H E

A R E A OF PLANNING AND MANAGEMENT

J SUGGESTIONS FOR STRENGTHENING OF

T H E IN-SERVICE TRAINING BY FACULTY

MEMBERS OF DIETS