CHAPTER-IV
DATA ANALYSIS AND INTERPRETATION
4.1 INTRODUCTION
In descriptive research, data analysis is considered as the most essential
aspect. It is a systematic analysis through which the features of the data are revealed
and valid generalization are arrived at (Pattan Chetty et.a1,1986). Analysis of data
involves tabulation of data in order to determine its inherent facts and at the same
time, it breaks down the complex factors into simpler parts and keeps the part
together in new arrangements for the part together in new arrangements for the
purpose of interpretation (Saranavel 1989). Interpretation is an extremely important
and useful branch of science of statistics because it makes possible the use of
collected data. Statistical facts have by themselves have no utility but interpretation
makes it possible to utilize the collected data in various fields of activity. The
usefulness of collected data or information lies in its proper interpretation
(Elhance1972)
4.2 STATISTICAL TECHNIQUES
The following statistical techniques were applied to analyse and interpret the
collected data
Percentage Anaysis
Descriptive analysis
Differential Analysis
Correlation analysis
1
PERCENTAGE ANAYSIS
In the study, the investigator used percentage analysis to find out the level of
difficulties encountered by stress management and metacognition among B.Ed
students.
DESCRIPTIVE ANALYSIS:
Descriptive statistical analysis relates to the development of certain indices from
the raw data. Main focus is to describe the data. The analysis limits generalizations
to the particular group of individuals observed. No conclusions are extended beyond
this group and any similarity to those outside the group cannot be assumed.
The most commonly used measures are:
Measures of central tendency or averages
Measures of variability or dispersion
Measures of relative position
Measures of relationship
For this study the investigator used mean and standard deviation.
Mean
The mean of the distribution is commonly understood as the arithmetic
average. The arithmetic average which is also called the arithmetic mean or simply
mean is the quantity obtained by dividing the sum of the values of the items in a
variable by their number. In this average, all items are treated alike each item being
considered only once.
2
∑X
X=
N
Where
X- Mean
∑- Sign of summation
X – score
N- Number of items
Arithmetic mean from a frequency distribution
In this method, the midpoint of any class interval is taken as assumed mean
and deviations in terms of class intervals are from this interval of assumed mean.
Proper algebraic signs are put down with the deviation. The Algebraic sum is
multiplied by the class interval and it is divided by number of cases.
∑fd
Mean = AM ± xi
N
Where
AM- Assumed mean
∑ - sign of summation
D – Deviation
f- Frequency
N- Number of items
i – Length of class interval
3
Standard Deviation
Standard Deviation may be defined as the square root of the sum of the
squares of the deviations calculated from each item. The standard deviation is by far
the most important and most widely used index of variability. It makes complete use
of information on variability contained in the data and is much more meaningful.
Standard Deviation = ∑d2
N
In the case of frequency distribution
SD= ∑fd2 ∑fd *i
N N
Where
i – Length of class interval
fd-Multiplication of f and assumed deviation
fd2 – Multiplication of f and square of assumed deviation
N- Number of scores
Differential Analysis
The differential Analysis is attempted to find out whether the scores of
one assessment differ from the set of scores within one variable. This can be
observed by comparing the mean scores that were obtained in the different
assessment of the same variable or among different variables. In this study the
paired sample ‘t’ assessment was applied. The Paired sample ‘t’ assessment is
used to determine whether there is a significant difference between the average
values of different conditions.
4
‘t’ test
‘t’ test is based on ‘t’ distribution and is a sample mean (or) judging the
significance of difference between the means of the sample in case of small samples
when population variance is not known. In case of two samples paired ‘t’ test is used
for judging the significance of the mean of difference between the two related
samples. It judges the significance of the coefficient of simple and partial
correlation.
The relevant statistical test is calculated from the sample data and then it is
compared with its probable value based on ‘t’ distribution at a specified level of
significance for concerning degrees of freedom for accepting (or) rejecting the null
hypothesis (Ho)
This test applies only in case of small samples when population variance is
not known.
M1 –M2
t=
S12 + S22
N1 N2
Where
M1 –highest mean value
M2 – lowest mean value
S1-SD for highest mean value
S2 – SD for lowest mean value
N1 – Highest mean value case
N2 – Lowest mean value case
5
CORRELATION
Correlation is the relationship between two or more paired variables,
between two or more sets of data. The degrees of relationship may be measured and
presented by the coefficient of correlation. This coefficient may be identified by the
symbol ‘r’.
THE PRODUCT MOMENT CORRELATION
Karl Pearson’s product moment coefficient of correlation can be computed by
using the definitional formula,
Where X and Y are raw scores for each variables.
Coefficients of correlations are indices ranging over a scale. This extends
from -1 to +1. A positive correlation indicates that large amount of that one variable
tends to accompany large amounts of the others.
A negative correlation indicates that small amounts of the other. A zero
correlation indicates to consistent relationship. In most actual problems, calculated
‘r’ is to be interpreted as ‘high’ or ‘low’ depending in general upon how close they
are to 1.00.
6
Table 4.1
Stress Management Item wise
Item No. Mean SD
1. 3.85 1.14
2. 3.82 0.95
3. 2.87 1.22
4. 3.20 1.15
5. 3.57 1.19
6. 3.17 1.21
7. 3.10 1.49
8. 2.47 1.26
9. 2.92 1.22
10. 3.47 1.37
Fig 4.1
Item wise Mean, SD scores of Stress management
7
Table 4. 2
Metacognition Item wise
Item No. Mean SD Mean SD
1. 0.95 0.22 16. 0.85 0.36
2. 0.87 0.33 17. 0.90 0.30
3. 0.80 0.40 18. 0.87 0.33
4. 0.75 0.43 19. 1.00 0.00
5. 0.92 0.26 20. 0.82 0.38
6. 0.95 0.22 21. 0.77 0.42
7. 0.65 0.48 22. 0.77 0.42
8. 1.00 0.00 23. 0.82 0.38
9. 0.57 0.50 24. 0.65 0.48
10. 0.80 0.40 25. 0.87 0.33
11. 0.85 0.36 26. 0.82 0.38
12. 0.85 0.36 27. 0.70 0.46
13. 0.95 0.22 28. 0.92 0.26
14. 0.72 0.45 29. 0.95 0.22
15. 0.75 0.43 30. 0.90 0.30
Fig.4.2 Item wise Mean, SD scores of Metacognition
8
Table 4.3
Distribution of percentage scores indicates the level of stress management
among B.Ed. students
Sl.No. Category Percentage
1. Overall 32.50%
The above table reveal that the of level of stress management among B.Ed
students is found to be 32.50%.It is concluded that the level of the stress
management among B.Ed students is found to be average level.
FINDING
The level of Stress management among B.Ed students is found to be
average level (i.e. 32.50%)
Table 4.4
Distribution of percentage scores indicates the level of metacogntion among
B.Ed. students
9
Sl.No. Category Percentage
1. Overall 25.05%
The above table reveal that the of level of metacogntion among B.Ed
students is found to be 25.05%.It is concluded that the level of the metacogntion
among B.Ed students is found to be average level.
FINDING
The level of meta cognition among B.Ed students is found to be average
level (i.e. 25.05%)
TESTING OF HYPOTHESIS
There is no significant difference between the stress management and the
metacognition level of B.Ed students.
Table -4.5
10
The table shows the Mean, Standard Deviation and t-value between the stress
management and the metacognition level of B.Ed students.
Level of
“t”
S.No. Variables N Mean SD significance
value
Stress significant at
1 40 32.47 5.34
Management 8.04 0.05% level
2 Metacognition 40 25.05 3.69
Since the calculated t value of 8.04 is greater than the table value of 1.99 at
0.05% levels. There is significant difference between mean scores of stress
management and metacogntion among B.Ed students.
Thus the formulated hypothesis there is significant difference between
stress management and metacognition among B.Ed students and hence the research
hypothesis is rejected.
FINDING
There is significant difference between stress management and
metacognition among B.Ed students.
11
Fig 4.3
The Mean, Standard Deviation and t-value between the stress management and
the metacognition level of B.Ed students
CORRELATION
Table 4.6
There is no significant relationship between metacognition and stress
management
12
Level of
Variables N “r” Value
significance
Stress management significant at 0.05
80 0.20
and Metacognition level
From the above table, it is inferred that the obtained ‘r’ value between
stress management and metacognition is 0.20 and is greater than the critical value
at 0.05 level. There is positive correlation between stress management and
metacognition among B.Ed students..
4.3 FINDINGS OF THE STUDY
1. The level of Stress management among B.Ed students is found to be
average level (i.e. 32.50%)
2. The level of meta cognition among B.Ed students is found to be average
level (i.e. 25.05%)
3. The calculated t value of 8.04 is greater than the table value of 1.99 at 0.05%
levels. There is significant difference between mean scores of stress
management and metacogntion among B.Ed students.
4. The obtained ‘r’ value between stress management and metacognition is
0.20 and is greater than the critical value at 0.05 level. There is positive
correlation between stress management and metacognition among B.Ed
students.
4.4 CONCLUSION
The chapter had explained the various statistical analysis and interpretation
of the results. Descriptive analysis was made to find out the mean and standard
13
deviation of the variables of the study. This chapter on analysis and interpretation of
data gives a through insight into the quantitative aspect of research. It also provides
scope for findings and suggestions which has been interpreted using statistical
techniques. The next chapter provides the summary and findings of the present study
including suggestions for further research studies along with conclusions of the
study.
14
