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RESEARCH METHODOLOGYRESEARCH METHODOLOGYRESEARCH METHODOLOGYRESEARCH METHODOLOGY
3.1. Introduction: 3.1. Introduction: 3.1. Introduction: 3.1. Introduction:
The present chapter describes a brief description of the
methodology used for conducting the study. The findings of a research
study are accepted by the scholars in a discipline, essentially because
of the methodology adopted by the study. By methods, we mean that
range of approaches used in educational research to gather data which
are to be used as a basis for inference and interpretation, for
explanation and prediction (cohen, 1990). The methodology section
provides a road map of what was done and why. In this way, the reader
understands how the data and was collected data analysed. The
methodology section also provides a rationale as to why specific
empirical methods are being applied (polansky and waller, 2005)
Scientific reporting of methodology presumes that the details of
the procedure adopted (especially if it is an empirical study using
quantitative data) are adequately reported in terms of the design, tools
used for collecting the data, the details of the sample used for the
collection of data and details of statistical procedures used for dealing
with the collected data, to be supported by the details relating to the
procedure used for data collection and analysis. These are reported in
the present chapter with all essential details.
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3.3.3.3.2222. Nature of Educational Research:. Nature of Educational Research:. Nature of Educational Research:. Nature of Educational Research:
Educational research is considered to be a “prominent key” which
is essential to the opening up of new doors and vistas in education.
Educational research must be aimed at finding solutions to unsolved
problems; at devising new media to meet certain functional needs which
have never been met before; at finding better process and contents that
there currently are in vogue.
3.3.3.3.3333. Research Design. Research Design. Research Design. Research Design::::
The type of research undertaken by the investigator was
exploratory in nature. It is a descriptive survey method of research. The
word ‘survey’ has been derived from the two words ‘sure’ and ‘veer’
which means ‘over’ and ‘see’ respectively. Descriptive survey tells us
‘what is’. This has a very wide scope. It describes and interprets what
exists at present. According to John W. Best, descriptive survey
research is concerned with condition or relationship that exist; practice
that prevail; beliefs points of view, or attitude that are held; process that
are going on; effects that are being built; or trends that are developing.
The investigator followed the survey method of the descriptive
research. It involves a clearly defined imaginative planning, careful
analysis and interpretation of data gathered and logical reporting on the
investigation. To carry out the research of this type for collection of
data, for testing the hypothesis and for arriving at certain conclusions, it
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is necessary to choose the technique and the proper tools to the
employed. Each data gathering device has both merits and limitation.
For this investigation the questionnaire had been considered as a
suitable tool for the collection of data.
3.3.3.3.4444. Population and Sampling Procedures. Population and Sampling Procedures. Population and Sampling Procedures. Population and Sampling Procedures::::
Population [universe] represents the entire mass of observation
which is the present group from which a sample is to be formed. A
sample is a small proportion of a population selected for observation or
individuals of population which is selected for representing the
population. By observing the characteristics of the sample, one can
make certain inferences about the characteristics of the population from
which it is drawn. The sample observation provides only an estimate of
the population characteristics.
In the present study, Functionaries, Parents and teachers from
rural, urban and tribal areas of Krishna district are taken as population.
The scholar adopted stratified random sampling technique to obtain the
sample. Schools were selected on the basis of simple random sampling
procedure. Altogether 40 schools from four mandas of Nuzvid,
Gudiwada, Pedana and Ibrahimpatnam of Krishna district were
randomly selected for the study. Sample comprised of 200 Teachers, 70
Functionaries and 160 Parents and Community Members selected from
primary schools of Krishna district.
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The investigator personally met the Teachers, Functionaries, and
Parents and Community Members who are selected through sampling.
A brief orientation is given before distributing the tool to the sample and
necessary instructions were given. No time limit is kept for answering
the tool. Most of the Teachers, Functionaries, Parents and Community
Members took half an hour to answer the tool.
Table Table Table Table 3.13.13.13.1. Sampled Respondents. Sampled Respondents. Sampled Respondents. Sampled Respondents
TeachersTeachersTeachersTeachers Functionaries Functionaries Functionaries Functionaries Parents & Parents & Parents & Parents & community community community community MeMeMeMembersmbersmbersmbers
SSSS.No.No.No.No MandalMandalMandalMandal
MMMM FFFF TotalTotalTotalTotal MMMM FFFF TotalTotalTotalTotal MMMM FFFF TotalTotalTotalTotal
GGGGrandrandrandrand TotalTotalTotalTotal
1 Nuzvid 20 30 50 23 4 27 24 16 40 117
2 Gudiwada 20 30 50 14 3 17 16 24 40 107
3 Pedana 20 30 50 8 5 13 24 16 40 103
4. Ibrahimpatnam 25 25 50 11 2 13 28 12 40 103
TotalTotalTotalTotal 85858585 115115115115 200 56565656 14141414 70 92929292 68686868 160 430
M= Male F=Female
Teachers:Teachers:Teachers:Teachers:
Table Table Table Table 3.23.23.23.2. Variable wise Distribution of the sample teachers. Variable wise Distribution of the sample teachers. Variable wise Distribution of the sample teachers. Variable wise Distribution of the sample teachers
S. NoS. NoS. NoS. No Variable GenderGenderGenderGender FrequencyFrequencyFrequencyFrequency Total Total Total Total
Nuzvidu 50
Gudiwada 50
Pedana 50 1. Mandal
Ibrahimpatnam 50
200
Below 35 38
35 to 45 102 2. Age
Above 45 60
200
3. Sex Male 85 200
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Female 115
Rural 167
Urban 22 4. Locality
Semi-Urban 11
200
SGT 158 5. Designation
Head Master 42 200
Below 5 years 23
6-10 years 49
11-15 years 81
16-20 years 23
6. Teaching Experience
Above 20 years 24
200
UG 12
Degree 152 7. Academic Qualification
PG 36
200
TTC,/D.Ed., 40
B.Ed., 153 8. Professional Qualification
M.Ed., 7
200
1st Class 13
2nd Class 69
3rd Class 44
4th Class 40
9. Classes handled
5th Class 34
200
MPP 174 10. Management
Aided (Municipal) 26 200
Functionaries:Functionaries:Functionaries:Functionaries:
Table Table Table Table 3.33.33.33.3. Variable wise Distribution of the samples. Variable wise Distribution of the samples. Variable wise Distribution of the samples. Variable wise Distribution of the samples
S. NoS. NoS. NoS. No VariableVariableVariableVariable CategoryCategoryCategoryCategory FrequencyFrequencyFrequencyFrequency TotalTotalTotalTotal Nuzvid 27 Gudivada 17 Pedana 13
1. Mandal
Ibrahimpatnam 13
70
Below 35 years 6 35 to 45 years 25 2. Age Above 45 years 39
70
Male 56 3.
Sex Female 14
70
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Rural 53 Urban 13 4. Locality Municipal 4
70
MEO 4 MRP 15 School Complex Chairman 18 School Complex Secretary 18
5. Designation
CRP 15
70
Below 5 years 4 6-10 years 8 11-15 years 19 16-20 years 14
6. Experience
above 20 years 25
70
B.A., 11 BSC., 21 M.A., 32
7. Academic Qualification
M.Sc., 6
70
B.Ed., 64 8.
Professional Qualification M.Ed., 6
70
MPP 50 9. Management
Aided (Municipal) 20 70
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Parents and Community MembersParents and Community MembersParents and Community MembersParents and Community Members::::
Table Table Table Table 3.43.43.43.4. Variable wise Distribution of the samples. Variable wise Distribution of the samples. Variable wise Distribution of the samples. Variable wise Distribution of the samples
S. NoS. NoS. NoS. No VariableVariableVariableVariable CategoryCategoryCategoryCategory FrequencyFrequencyFrequencyFrequency Total Total Total Total Nuzvid 40 Gudivada 40 Pedana 40
1. Mandal
Ibrahimpatnam 40
160
Below 30 years 99 30 to 40 years 56 2. Age above 40 years 5
160
Male 92 3. Sex
Female 68 160
Rural 145 Urban 5 4. Locality Municipal 10
160
SMC Member 142 5. Member
SMC Vice-Chairman 18 160
OC 39 BC 54 SC 57
6. Category
ST 10
160
Illiterate 19 Primary Education 17 Secondary Education 89
7. Qualification
Higher Education 35
160
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3.3.3.3.5555. The Research Tools. The Research Tools. The Research Tools. The Research Tools::::
According to John W. Best, (1983) each research tool is
appropriate in a given situation to accomplish a particular purpose.
Each data-gathering device has its own merits and hazards or
limitations. The instruments that are employed to gather new facts or to
explore new fields are called as ‘tool’. It is of vital importance to select
suitable instruments or tools. Different tools are suitable for selecting
`different types of data. The investigator may use any one or more of the
tools in combination for this purpose. There are two types of tools called
standardized tool and non-standardized tools (tools prepared by the
investigator). The progress of mankind depends upon well-conducted
research progress. Well-conducted research programmes postulate
sufficient, reliable and valid facts. Such facts are obtained through a
systematic procedure, which involves various devices. Each research
tool is appropriate in a given situation to accomplish a particular
purpose.
Since the present investigation is related to the opinion of the
Functionaries, parents and eachers regarding the Impact of Rajiv Vidya
Mission (SSA) programme for quality education in primary schools of
Krishna district of Andhra Pradesh State, an ‘opinionnaire’ was
constructed and administered to find out the perceptions of Teachers
Functionaries, and parents and Community members.
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3.3.3.3.6666. Opini. Opini. Opini. Opinionnaireonnaireonnaireonnaire::::
Generally, in descriptive study, an ‘Opinionnaire’ is constructed
as a better research tool for collecting data. An information form that
attempts to measure the attitude or belief of an individual is known as
an opinionnaire. Though the terms, ‘opinion’ and ‘attitude’ appear to be
synonymous, there is a clear distinction between the two. ‘Attitude’ is
what a person feels or believes in. It is the inner feeling of an individual
which is difficult, if not impossible, to describe and measure. On the
other hand, ‘Opinion’ is what a person says or speaks out on certain
aspects of the issue under consideration. It is the outward expression
of an attitude held by an individual. The attitude of an individual can be
inferred or estimated from his/her statements of opinion. An
opinionnaire is defined as a special form of inquiry used by the
educational researchers to collect the opinion of a sample of population
on certain facts or factors relating to the problem under investigation.
Researchers must depend on what people ‘say’, taking for granted that
it is their belief or feeling. Through the use of questions or by getting
their expressed reaction to statements on a given subject, a sample of
their opinion can be obtained. From these statements of opinion, one
may infer or estimate their attitude – what they really believe in. The
description and measurement of opinion may, in many instances, be
closely related to people’s real feelings or attitudes. Keeping these
things in mind, Psychologists and sociologists have explored an
interesting area of research, basing their data on people’s expressed
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opinions. Laboriously prepared, skillfully constructed, properly worded,
politely fore-worded, adequately publicized, neatly and clearly printed,
scientifically classified and intelligently generalized opinionnaire serves
as an important tool of research. Keeping the above keynote in mind,
three opinionnaires were constructed, one for the Teachers,
Functionaries, parents and community members to find out the
preliminary information about the Impact of Rajiv Vidya Mission (SSA)
Programme for quality education in Primary Schools of Krishna district
in Andhra Pradesh state. To help the respondents understand the
concept of opinionnaires and respond effectively; the opinionnaires
were prepared in Telugu language (regional language).
Keeping in view the characteristics and guidelines for construction
and also its advantages the investigator adopted the rating scale for
finding out the perceptions of Teachers, Functionaries, and parents and
Community members respectively towards Impact of Rajiv Vidya
Mission (SSA) Programme for quality education in Primary Schools of
Krishna District in Andhra Pradesh state and for testing the hypothesis.
3.3.3.3.7777. Construction of the too. Construction of the too. Construction of the too. Construction of the toollll::::
The present investigation is intended to study the Impact of Rajiv
Vidya Mission (SSA) Programme for quality education in Primary
Schools of Krishna District in Andhra Pradesh state. After going through
various previous investigations and research articles in journals and
periodicals and some of the research papers published on the subject
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matter, the investigator has presented research problem into Impact of
Rajiv Vidya Mission (SSA) Programme for quality education in Primary
Schools of Krishna District in Andhra Pradesh state. The investigator
had developed and adopted the tools as given in the annexure to collect
the opinions.
3.3.3.3.8888. Standardization of the Tool: Validity and Reliability. Standardization of the Tool: Validity and Reliability. Standardization of the Tool: Validity and Reliability. Standardization of the Tool: Validity and Reliability::::
Three opinionnaires were constructed, one for the Functionaries,
one for the Parents and the other for teachers. The pilot testing was
done on a randomly selected 30 teachers and 20 Functionaries and 30
Parents and Community members from the Krishna district. The data
was analyzed by using SPSS and the reliability test was calculated. Item
Analysis was carried out to find out the difficulty level and discrimination
power of each of the items. The reliability coefficient of the tools was
calculated using split half method and found to be 0.76, 0.68 and 0.82.
The items which are unanswered by all Functionaries, Parents and
teachers and which were marked “undecided” or left blank by all were
omitted. The items with poor discriminating value were also deleted.
After deleting those items, the research tools were validated (by five
subject experts from the department of education, A.U) for the content
and to construct validity. The items which were identified as vague or
unclear were removed. The final tool for students hence comprised of
an opinionnaire with a provision for finding out the personal data, school
data and 65 statements for Teachers, 42 statements for Functionaries
and 22 statements for Parents and Community members, relating to
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“Impact of Rajiv Vidya Mission (SSA) Programme for quality education
in Primary Schools of Krishna District in Andhra Pradesh state. Each of
the statement was followed by five options
Strongly Agree, Agree, Undecided, Disagree and Strongly Disagree.
The tools were finalized and used for data collection.
3.3.3.3.9999. Item Validity. Item Validity. Item Validity. Item Validity::::
Garrett says that “Chi–Square test provides a method of
comparing the observed frequencies with the theoretical frequencies
that are to be expected. The difference between the observed and
expected frequencies are squared and divided by the expected number
in each case to get −2x value. Thus, −
2x test was used to test item
validity. Item analysis carried out for each item is depicted
in tables 3.5, 3.6, and 3.7. Once the items were standardized, the data
collecting tools were administered (distributed) to the respondents to
gather the required data.
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Table 3.Table 3.Table 3.Table 3.5555 : Item Analysis (Chi : Item Analysis (Chi : Item Analysis (Chi : Item Analysis (Chi----Square test) for Square test) for Square test) for Square test) for TeachersTeachersTeachersTeachers tool tool tool tool
Item No.Item No.Item No.Item No. ChiChiChiChi----SquareSquareSquareSquare
valuevaluevaluevalue pppp----valuevaluevaluevalue Item No.Item No.Item No.Item No.
ChiChiChiChi----Square Square Square Square valuevaluevaluevalue
pppp----valuevaluevaluevalue
Q1 18.53** 0.00 Q36 24.67** 0.00 Q2 26.60** 0.00 Q37 16.20** 0.00 Q3 19.87** 0.00 Q38 12.60** 0.00 Q4 9.80* 0.01 Q39 14.27** 0.00 Q5 26.60** 0.00 Q40 16.40** 0.00 Q6 13.33** 0.00 Q41 22.80** 0.00 Q7 39.60** 0.00 Q42 29.20** 0.00 Q8 18.33** 0.00 Q43 16.20** 0.00 Q9 13.33** 0.00 Q44 23.40** 0.00 Q10 10.27** 0.02 Q45 12.20** 0.00 Q11 17.33** 0.00 Q46 10.40* 0.01 Q12 18.53** 0.00 Q47 26.80** 0.00 Q13 19.87** 0.00 Q48 23.60** 0.00 Q14 14.60** 0.00 Q49 17.33** 0.00 Q15 12.93** 0.00 Q50 20.60** 0.00 Q16 7.40* 0.03 Q51 13.40** 0.00 Q17 16.20** 0.00 Q52 12.13** 0.00 Q18 12.20** 0.00 Q53 24.93** 0.00 Q19 12.60** 0.00 Q54 12.60** 0.00 Q20 27.33** 0.00 Q55 19.87** 0.00 Q21 27.33** 0.00 Q56 12.20** 0.00 Q22 33.67** 0.00 Q57 14.60** 0.00 Q23 11.33* 0.01 Q58 12.20** 0.00 Q24 16.46** 0.00 Q59 19.33** 0.00 Q25 30.33** 0.00 Q60 25.67** 0.00 Q26 24.93** 0.00 Q61 12.60** 0.00 Q27 12.80** 0.00 Q62 13.40** 0.00 Q28 12.67** 0.00 Q63 9.60* 0.02 Q29 20.93** 0.00 Q64 16.40** 0.00 Q30 15.48** 0.00 Q65 11.40* 0.01 Q31 16.13** 0.00 Q32 12.20** 0.00 Q33 20.60** 0.00 Q34 24.93** 0.00 Q35 23.40** 0.00
**Significant at 0.01 level and *Significant at 0.05 level
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Table 3.Table 3.Table 3.Table 3.6666 : Item Analysis (Chi : Item Analysis (Chi : Item Analysis (Chi : Item Analysis (Chi----Square test) for Functionaries toolSquare test) for Functionaries toolSquare test) for Functionaries toolSquare test) for Functionaries tool
Item No. Chi-Square value p-value
Q1 17.06** 0.00
Q2 20.16** 0.00
Q3 23.52** 0.00
Q4 23.52** 0.00
Q5 24.06** 0.00
Q6 18.19** 0.00
Q7 45.35** 0.00
Q8 87.23** 0.00
Q9 17.06** 0.00
Q10 14.00* 0.01
Q11 14.23** 0.00
Q12 36.06** 0.00
Q13 51.45** 0.00
Q14 45.35** 0.00
Q15 17.06** 0.00
Q16 17.06** 0.00
Q17 17.06** 0.00
Q18 20.16** 0.00
Q19 20.16** 0.00
Q20 11.65** 0.00
Q21 25.03** 0.00
Q22 18.26** 0.00
Q23 51.97** 0.00
Q24 70.55** 0.00
Q25 35.68** 0.00
Q26 7.26* 0.01
Q27 23.52** 0.00
Q28 23.52** 0.00
Q29 11.65** 0.00
Q30 63.84** 0.00
Q31 28.19** 0.00
Q32 40.32** 0.00
Q33 70.55** 0.00
Q34 70.55** 0.00
Q35 63.84** 0.00
Q36 21.10** 0.00
Q37 36.06** 0.00
Q38 40.52 0.00
Q39 45.35** 0.00
Q40 17.06** 0.00
Q41 40.52** 0.00
Q42 40.52** 0.00
**Significant at 0.01 level and *Significant at 0.05 level
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Table 3.Table 3.Table 3.Table 3.7777 : Item Analysis (Chi : Item Analysis (Chi : Item Analysis (Chi : Item Analysis (Chi----Square test) for Square test) for Square test) for Square test) for ParentsParentsParentsParents and Community and Community and Community and Community Members Members Members Members tooltooltooltool
Item No.Item No.Item No.Item No. ChiChiChiChi----Square valueSquare valueSquare valueSquare value pppp----valuevaluevaluevalue
Q1 30.86** 0.00
Q2 13.76** 0.00
Q3 13.76** 0.00
Q4 13.86** 0.00
Q5 17.43** 0.00
Q6 12.00** 0.00
Q7 26.00** 0.00
Q8 30.86** 0.00
Q9 15.76** 0.00
Q10 10.71* 0.01
Q11 12.33** 0.00
Q12 15.76** 0.00
Q13 15.76** 0.00
Q14 10.05* 0.01
Q15 10.43* 0.01
Q16 10.05* 0.01
Q17 13.76** 0.00
Q18 26.00** 0.00
Q19 17.43** 0.00
Q20 14.33** 0.00
Q21 29.86** 0.00
Q22 10.29* 0.01
**Significant at 0.01 level and *Significant at 0.05 level
3.13.13.13.10000. Scoring procedure. Scoring procedure. Scoring procedure. Scoring procedure::::
The schedules contain a total of 65 items for Teachers, 42 items
for Functionaries 22 items for Parents and Community Members. The
respondents were required to indicate their opinion by marking one of
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the following five alternative responses given against the statements.
The five alternative responses were Strongly Agree (SA), Agree (A),
Undecided (UD), Disagree (D) and Strongly Disagree (SD).
Each scale (alternative) was coded as 1, 2, 3, 4 and 5.
Accordingly, Strongly Agree (SA) =1; Agree (A) = 2; Undecided (UD) =3,
Disagree (D) =4 and Strongly Disagree (SD) = 5; were used. The
alternative responses of negative items are credited with 5, 4, 3, 2, 1
points respectively from unfavorable end to favorable end. The weighted
scores were tabulated for each individual and his/her total score was
calculated for each.
3.3.3.3.11111111. Variables of the Study. Variables of the Study. Variables of the Study. Variables of the Study::::
Prior to the identification of the variables of the present study, tttthe
investigator went through review of the available and related literatures
from books, journals, periodicals, internet websites and research
papers. Accordingly, the following independent and dependent
variables were selected for the study.
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3.3.3.3.12121212. Ind. Ind. Ind. Independent Variablesependent Variablesependent Variablesependent Variables::::
3.3.3.3.12121212....1111. Independent Variables for Teachers. Independent Variables for Teachers. Independent Variables for Teachers. Independent Variables for Teachers::::
1. Sex (Male / Female)
2. Age (Below 35 / 35 to 45 / Above 45years)
3. Locality (Rural / Urban / Municipality)
4. Designation (Head Master/ Secondary Grade Teacher)
5. General Qualification (UG / Degree / PG)
6. Professional Qualification ( D.Ed.,/B.Ed.,/M.Ed.,)
7. Teaching Experience ( Below 6 / 6-10 / 11- 16 / 16- 20/ Above
20 years)
8. Management ( Government / MPP / Aided)
3.3.3.3.12121212....2222. Independent Variables for . Independent Variables for . Independent Variables for . Independent Variables for FunctionariesFunctionariesFunctionariesFunctionaries::::
1. Gender (Male / Female)
2. Age (Below 35 / 35 to 45 / Above 45years)
3. Locality (Rural / Urban / Semi-Urban)
4. Designation (School Complex Chairman/ School Complex
Secretary / CRP)
5. Teaching Experience (Below 6 / 6-10 / 10-15 /16-20/ above 20)
6. Academic Qualification (B.A.,/B.Sc.,/M.A./M.Sc.,)
7. Professional Qualification (B.Ed., / M.Ed.,)
8. School Management (MPP / Municipality)
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3.3.3.3.12121212....3333. Independent Variables for . Independent Variables for . Independent Variables for . Independent Variables for Parents and CommunityParents and CommunityParents and CommunityParents and Community Members: Members: Members: Members:
1. Sex (Male / Female)
2. Age (Below 30 / 30 to 40 / Above 40years)
3. Locality (Rural / Urban / Municipal)
4. Member (SMC Vice-Chairman / SMC Member/ Community
Member)
5. Category (OC / BC / SC / ST)
6. Qualification (Illiterate / Primary / Secondary/ Higher)
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3.13.3.13.3.13.3.13. Description of the study AreaDescription of the study AreaDescription of the study AreaDescription of the study Area::::
Fig.1: Map of IndiaFig.1: Map of IndiaFig.1: Map of IndiaFig.1: Map of India
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Fig. 2: Map of Andhra Pradesh Fig. 2: Map of Andhra Pradesh Fig. 2: Map of Andhra Pradesh Fig. 2: Map of Andhra Pradesh
157
3.13.13.13.14444.... Profile of KrishProfile of KrishProfile of KrishProfile of Krishna districtna districtna districtna district ::::
The Krishna District is situated in the east of Andhra Pradesh,
India. The borders of this district are West Godavari district in the East,
Bay of Bengal in the South, Guntur and Nalgonda districts in the West
and Khammam district in the North directions. The total area is 8,727
square kilometers and its Head Quarters is at Machilipatnam.
The global location of Krishna District is between15o 43' N and
17o 10' N Latitude and 80o 0' and 81o 33' of E Longitude. The population
of Krishna District is 4,181,071 persons. Among the total population, the
males are 2,116,018 in number while females are 2,065,053 in number.
The sex ratio is 961 females per 1000 males. As per census 2011 the
literacy rate of Krishna District is 74.37 percent in which the male
literacy is 79.13 percent whereas the female literacy is 69.62 and stood
and second place in Andhra Pradesh state, in literacy rate.
The district is named after the River Krishna and the Barrage built
on the river at Vijayawada is the Chief Irrigation Source to the District.
The district of Krishna is endowed with a rich variety of soils and it
occupies an important place in agriculture, which is the most important
occupation, and Paddy is the main food crop produced.
Machilipatnam is the capital of Krishna District, is a famous port
being a sea coast. Cottage industries like Kalankari dying and making
rolled in gold ornaments of export quality are in great demand till date.
158
Vijayawada is the heart of Krishna District and plays a key role in
the state politics. On top of everything, it is a huge business center with
famous thermal power station. Kondapalli is a small town near Vijawada
is famous for the strong fort built by Sri Krishna Devaraya on the hillock
which is popularly called ‘Khillah’ world famous wooden toys are made
in this place and exported through co-operative societies. Kuchipudi is
noted for the origin of one of the Indian Classical dance forms,
kuchipudi. Many famous classical dancers still present this.
Nuzivid and Ramanakkapeta are small towns, are world famous
for mango crop and variety of mangos are exported from the gardens
directly to abroad. Educationally Nuzivid is well developed with many
schools and colleges and very prominently Andhra Pradesh
International Institute of Information Technology (APIIIT).
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Fig. 3 : Map of Krishna DistrictFig. 3 : Map of Krishna DistrictFig. 3 : Map of Krishna DistrictFig. 3 : Map of Krishna District
160
3.13.13.13.15555.... Statistical Techniques UsedStatistical Techniques UsedStatistical Techniques UsedStatistical Techniques Used : : : :
As the present study is both qualitative and quantitative in nature;
the collected data was analyzed by using both qualitative and
quantitative techniques. Quantitative data was analyzed with the simple
statistical techniques. The investigation has been carried out by the
descriptive statistical analysis, such as calculating measures of central
tendency like mean and calculating measures of dispersion like
standard deviation. For testing the null hypothesis, ‘t’- test and analysis
of variance have been used by the investigator. The t-test was used to
test the null hypotheses when the data was correlated from matched
groups. Analysis of variance (ANOVA) with Scheffe’s Post Hoc Test (if
ANOVA is significant) was used to find out the effect, if any, of the
variables studied. The investigator used correlation for studying the
relationships of variables, T-test to test the significant difference
between two means and ANOVA to test the significance of difference
among variables. The data was coded and prepared for analysis using
the statistical package for social sciences (SPSS) programme; and
based on the analysis of data; relevant summary, conclusions and
recommendations were made about the study.
161
3.16. 3.16. 3.16. 3.16. ConclusionConclusionConclusionConclusion:::: The statistical techniques used were decided by the objectives of
the study. This meant assessing the statistical property of different
variables and calculation of statistical indices necessary for assessing
the impact of Rajiv Vidya Mission (SSA) for Quality Education in Primary
Schools were studied.