CHAPTER III

METHODOLOGY

3.1 INTRODUCTION
Research is considered to be more formal, systematic and intensive process of
carrying out the scientific method of analysis. In this scientific era, all of us are in
many ways consumer of research results and we can use them intelligently, provided
we are able to judge the adequacy of the methodology by which they have been
obtained. The theory of methodology helps the user of research results to appraise
them and empower him to take rational decisions. Methodology is the logic of
implementing scientific methods in the studies of reality. It is the application of
scientific methods for decision making process in scientific research. It contains the
standards and principles employed to guide the choice, structure, process and use of
methods.
Research methodology is a scientific and systematic way to solve research
problems. It comprises the theoretical frame works and concepts in which approaches
and methods are situated; they provide the rationale and justification (intellectual,
epistemological and ethical) for the methods that are selected and the ways in which
they are used. (Stieres & Antoniou, 2004) According to Kaufmanns statement
research methodology is the theory of correct scientific decisions. Daly (2003)
describes methodology in two fold ways, in one way it is a set of rules and logical
structures which allow the researcher to proceed in a systematic way; on the other
hand, it is a form of communication, where conventions allow the researcher to
organize ideas and provide a language for communicating ideas with peers.

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In educational research, methodology of a study is the totality of the

procedures followed by the investigator to make it scientific and valid to the extent
possible. It refers to the theory of getting knowledge; to the consolidation of
knowledge about whatever it is that is being researched is obtained. It involves the
systematic procedures by which the researcher starts from the initial identification of
the problem to its final conclusions. In research methodology, researcher always tries
to explore the investigation systematically and find out all the answers till conclusion.
As such, it is very crucial that the success of any research depends on the method
adopted and techniques employed for data collection and analysis.
This chapter includes the details related to the methodology and the
procedures followed in the present study. The details have been discussed under the
headings of research design, population and sample, description of the tools used and
procedure for data collection and statistical procedures adopted for the analysis of the
study.
Considering the relevance and importance of emotional intelligence, creativity
and school adjustment in enhancing the achievement of students and the shortage of
studies in India and abroad, the investigator selected these as the main variables of the
study. The details of the research design selected for the study is provided in the
following paragraphs.
3.2 RESEARCH DESIGN OF THE STUDY
Research Design provides the conceptual structure within which research is
conducted. The objective of research design is to provide for the collection of relevant
evidence with minimal effort. According to Kerlinger Research design is the plan,
structure and strategy of investigation conceived so as to obtain answers to research
questions and to control variance. A flexible research design provides opportunity

96

for considering many different aspects of a problem and minimizes bias and
maximises the reliability of the data collected and analyzed.
The investigator selected normative survey as the method for the present
study. For the collection of data regarding peoples attitudes, behavioural patterns and
experiences, the social scientists business researchers and many others use normative
survey as a most authentic tool. The descriptive or normative survey is that method of
investigation which attempts to describe and interpret what exists at present in the
form of conditions, practices, trends, effects, attitudes and beliefs.
The present study aims to find out the influence of emotional intelligence,
creativity and school adjustment on academic achievement of secondary school
students of northern Kerala with regard to gender, locale and type of management.
The design to the study is illustrated in the following Figure 3.1 given below.

Academic Achievement

School
Adjustment

Creativity

Emotional Intelligence

Figure 3.1: Design of the Study: An Illustration

Kerala which was the first State to have achieved universal literacy holds
prominent position in the school education venture of the country. Kerala is one
among the states that have achieved the eight millennium development goals set by
UNESCO. The investigator selected the northern region of Kerala for the present
study.

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The details of the districts selected from Northern Kerala which were the
sources of data are enlisted below in the Figure 3.2.

Palakkad
Wayanad

Kozhikode
Northern
Kerala

Malappuram

Kannur

Figure 3.2: The Selected Districts in Northern Kerala

Figure 3.2 illustrates the five districts selected for the present study. The
investigator decided to take four schools from each of the selected districts, giving
due representation of the factors such as gender, locale and type of management.
In the present study investigator includes northern Kerala as the region for the
study. There are five districts in northern Kerala viz; Kasargode, Kannur, Kozhikode,
Malappuram and Wayanad.
3.3 POPULATION AND SAMPLE OF THE STUDY
A population contains all the units of a set. A sample is a subset of units taken
from the population. Samples can be drawn using procedures that ensure they are
representative of the population. The population under the study is the secondary
school students of Northern Kerala. Further it was decided to take a representative
sample of the population. To fit the representativeness in the sample selection, the
investigator had to decide three major aspects of sampling viz., techniques of

98

sampling, factors to be considered for selecting the sample and the size of the
intended sample.
3.3.1 Method used for Sampling
The sample is chosen from the population and is used to represent the
population. Researchers use sampling techniques to select the sample that will give a
representative view of the whole. As the population of the present study consists of
large number of pupils belonging to different strata, based on the gender of the pupils,
locality of the schools and type of management of the schools the investigator adopted
stratified sampling method. Stratified sampling method is a type of probability
sampling which selects members of the sample proportionally from each
subpopulation or stratum. Each strata of the population is represented in the sample in
the same progression they have in the population. Hence the technique applied is
proportionate stratified random sampling.
3.3.2 Factors Considered for Selecting the Sample
The study was confined to northern Kerala. The districts included in
Northern Kerala are Kasargod, Kannur, Wayanad, Kozhikode, and Malappuram. For
convenience investigator decided to select the secondary school students from all the
five districts Northern Kerala. The following factors were also taken into
consideration while selecting the sample.
1) Gender of the pupils
2) Urban/Rural Area Schools.
3) Type of Management of Schools
The above mentioned aspects were considered to ensure adequate
representation for the different strata. The decisions regarding the proportionate
representation for categories were made based on the statistics published by

99

Directorate of Public Instruction (DPI), Government of Kerala. For classifying the

schools, the estimated ratios (roughly taken) were as follows.
Boys: Girls 1:1
Rural: urban 2:1
Government/Private aided 2:3
Based on the ratio fixed as above, the investigator prepared the tentative
break-up of the sample for the present study. The number of total sample to be
included in the study was done considering the number in the population, procedures
of tool administration, time available etc.
3.3.3 Sample
The secondary school students consist of students studying in tenth, ninth and
eighth grade, in the state of Kerala. So the researcher determined to gather data from a
sample representing the three grades for the ease of administration of the tools and
other procedures. Thus the investigator decided to consider only the ninth class
students as a representative sample for the present study. The details of the sample
were presented below.
The final sample of the study consisted of six hundred and fourteen students.
The stratas such as gender, locale and type of management were also considered and
due representations were given for those aspects. The total Six hundred and fourteen
respondents include boys, girls, urban area, rural area, government and aided school
students. The details of the total obtained sample in various districts are given in the
following Table 3.1.

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Table 3.1: Districtwise breakup of the obtained sample

Sl.No.

District

Total number in the

obtained sample

Kasargode

127

Kannur

122

Wayanad

117

Kozhikode

119

Malappuram

129

Total

614

Table 3.1 shows the breakup of the total obtained sample in districts. For the
present study data was also collected considering the factors of gender, locale and
type of management. Breakup of the sample on the basis of gender, locale and type of
management and the distribution of the final sub sample under different strata are
given in the Tables 3.2 and 3.3.
Table 3.2: Breakup of the sample on the basis of gender, locale and type of
management
Sl.No.
1

Strata

Number of Students

Boys

301

Girls

313

Urban

318

Rural

296

Government

312

Aided

302

101

Total

614

Kasargode

Kannur

Kozhikode

Wayanad

Malappurm

1.Kasargode GHSS
2.Belluru GHSS
3.Kasargode BEMHS
4.Edner HHSIBS GHSS
1.Govt Brennen
2.GHSS Koothuparmba
3.MMHSS Newmahi
4.K.Rajas Vengad
1.GHSS westhill
2.Ghss Pottasseri
3.Savio HSS
4.SN HSS Chelannur
1.GHSS Vythiri
2.GHSS Thariode
3.Nirmala HSS Thariode
4.Assumption HSS SB
1.GHSS Kavannur
2.GHSS Irumbuzhi
3.MSP HSS
4.SM HSS Pariyapurm

TOTAL

17
14 31
31
16
15
31 31
16
16 30
32
17
20
37
35
16
15 30
31
16
15
29 29
15
15 30
30
12
13
25
25
14
14 28
28
16
15
31 31
15
15 30
30
13
16
29
29
16
15 31
31
14
14
28 28
15
15 30
30
15
16
31
30
14
19 34
34
15 18
33 33
17 17 35
35
15 14
29
29
301 313 308 296 312 302

Total

Aided

Government

Rural

Urban

Name of the School

Girls

Name of
the District

Boys

Sl.No.

Table 3.3: Distribution of the final sample

127

122

117

119

129
614

3.4 TOOLS USED IN THE STUDY

To carry out the research the researcher must gather data to test the
hypotheses. The tools employ distinctive ways of describing and quantifying data. For
the present study the investigator used the following tools. The details of the tools
used for the study are presented in the following sections.
3.4.1 Emotional Intelligence Scale developed by Anukool Hyde and Upinder Das
(1995)
3.4.2 PassiUsha Test of Creative Problem Solving (1996)
3.4.3 Adjustment Inventory for School Students by AKP Sinha and RP Singh (1993)
3.4.4 Achievement Test constructed by KSTA for students of Class Nine
3.4.5 Personal Information Schedule prepared by the Investigator
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The details of the above mentioned three categories of tools and the procedure
adopted for establishing validity and reliability of all the three sets of measures have
been discussed in the following sections.
3.4.1 Emotional Intelligence Scale made by Anukool Hyde and Upinder Das,
1995
Emotional Intelligence involves the ability to perceive accurately, appraise,
and express emotions; the ability to access and /or generate feelings when they
facilitate thoughts; the ability to understand emotions and emotional knowledge and
intellectual growth. Emotional Intelligence Scale developed by Anukool Hyde and
Upinder Das in 1995. The scale consists of ten factors namely, self awareness,
empathy, self motivation, emotional stability, managing relations, integrity, self
development, value orientation, commitment and altruistic behaviour. The emotional
intelligence scale consisted of thirty five items. Table 3.4 contains the details of factor
wise items along with their serial numbers.
Table 3.4: Factorwise items serial number of Emotional Intelligence Scale
Sl.No.

Factor

Item Serial Number

Total

Self Awareness

6,12,18,29

Empathy

9,10,15,20,25

Self motivation

2,4,7,8,31,34

Emotional stability

14,19,26,28

Managing relations

1,5,11,17

Integrity

16,27,32

Self development

30,33

Value orientation

21,22

Commitment

23,24

Altruistic behaviour

3,13

Total Items

34

103

3.4.1.1 Reliability
The author reported the reliability of the scale as follows. The reliability of the
scale was determined by calculating reliability coefficients on a sample of two
hundred subjects. The split half reliability coefficient was found to be 0.88.
3.4.1.2 Validity
The procedure of establishing the validity was reported. Besides face validity
as all items were related to the variables under focus; the scale has high content
validity. It is evident from the assessment of judges and experts that items of the scale
are directly related to the concept of emotional intelligence. In order to find out the
validity from the coefficient of reliability (Garret, 1981), the reliability index was
calculated, which indicated high validity on account of being 0.93.
3.4.1.3 Uses of the scale
The scale can be used for research and survey purposes. It can also be used for
individual assessment. It can be self administered and does not require the services of
a highly trained tester. It is eminently suitable for groups as well as individual testing.
3.4.1.4 Instructions for the administration and scoring of the scale
i.

The instructions provided on the response sheet are sufficient for the questions
that are asked.

ii.

No time limit should be given for completing the scale. However the respondents
should complete it in about ten minutes.

iii.

Responses should be checked as early as possible. The responses should be kept

confidential.

iv.

It should be emphasized that there is no right or wrong answers to the statements.

The statements are designed to understand the differences in individual reactions
to various situations. The scale is meant to know the difference between the
individuals and not meant to rank them as good or bad.
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v.

No questions should be left unanswered.

vi.

It is not desirable to tell the subjects the exact purpose for which the scale is being
used.

vii.

Each item or statement should be scored five for strongly agree, four for agree,
three for neutral, two for disagree and one for strongly disagree.
Translation of the tool into Malayalam
In most of the government schools of Kerala the medium of instruction is
Malayalam. So the investigator translated the tool into Malayalam. The translated tool
was given to four language experts for validation. They were requested to look
critically into the tool keeping in mind the following aspects

Suitability and accuracy of the Language used.

Grammar
The experts suggested grammatical suggestions and substitute words for few

items. The Content and face validity have been established by seeking expert
opinions. Test-retest reliability has been obtained by correlating the scores scored by
one hundred and fifty students. Validity coefficients in the range of 0.30 to 0.40 are
commonly considered high (Kaplan & Saccuzzo, 2009). It has been suggested that
reliability estimates in the range of 0.70 to 0.80 are good enough for the research
(Kaplan & Saccuzzo, 2009). The reliability coefficient obtained for the translated tool
Emotional Intelligence Scale developed by Anukool Hyde and Upinder Das is 0.6648.
3.4.1.5 Norms of the scale
Norms of the scale are available on a sample of two hundred subjects. The
norms can be regarded as reference points for interpreting the emotional intelligence
scores. Individuals with high score can be considered to have high level of emotional

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intelligence and are likely to be the high performers. Table 3.5 shows the norms for
the interpretation of row scores.
For the convenience of the present study, the investigator developed the norms
of the scale on a sample of one hundred subjects. The arithmetic mean and standard
deviation of the scores of emotional intelligence of hundred students were calculated
and three groups were formed accordingly viz. high emotional intelligence, normal
emotional intelligence and low emotional intelligence. The norms for the
interpretation of the emotional intelligence scores are presented in the Table 3.5 given
below.
Table 3.5: Classification of the interpretation of row scores
Scores

Interpretations

151 and above

High Emotional Intelligence

120 150

Normal Emotional Intelligence

119 and below

Low Emotional Intelligence

The norms can be regarded as reference points for interpreting the emotional
intelligence scores. Individuals with high score can be considered to have high level
of emotional intelligence and are likely to be the high performers. For the present
study students who score more than one hundred and fifty one can be considered
to have high level of emotional intelligence. The students who score less than
one hundred and nineteen are said to have low level of emotional intelligence. The
students who score between one hundred and twenty and one hundred and fifty are
considered to have average level of emotional intelligence.
3.4.2 PassiUsha Test of Creative Problem Solving (PUTCPS)
The PassiUsha Test of Creative Problem Solving (PUTCPS) is the developed
form of measuring creative problem solving ability. It is developed for the purpose of

106

measuring creative problem solving of school children and also adult. It measures
development of thinking skills creative, critical and integrative thinking. Various
steps in the construction of the PassiUsha Test of Creative Problem Solving
(PUTCPS) are presented under the captions of item analysis and scoring.
3.4.2.1 Item analysis
The responses were scored for originality and elaboration. The scoring
procedure is given in later paragraphs. The purpose of item analysis was to select the
useful items from those included in the first draft, through Kellys upper lower 27%
item discrimination index.
3.4.2.2 Scoring
The responses were nonverbal or in drawings form. These responses were
scored for originality and elaboration on the lines of TTCT and PTC scoring system.
Originality was assessed on the basis of commonness of responses for which a three
point scale from zero to two was developed. Wrong responses were scored zero, the
right and more common responses were scored one, and exceptionally good and
original responses were scored two. Level of commonness is decided by the
frequency of occurrence of a particular response in a particular group. Greater the
frequency of occurrence in the relevant groups more is the commonness and lower is
the score on originality, and vice versa. Elaboration is the ability to give minute
details and work out plans and refinements, implement and sell solutions.
3.4.2.3 Reliability
Reliability of the PassiUsha Test of Creative Problem Solving (PUTCPS)
was established through test- retest method. For establishing the reliability, the test
was administered to fifty two students in class IX of Guru Govind Singh Khalsa
School, Jabalpur. The reliability coefficient of PUTCPS for the total score is 0.85.

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The test-retest reliability of the PUTCPS was found to be high. The PUTCPS was
found reliable for practical purposes of conducting academic studies and research
investigations.
3.4.2.4 Validity
Concurrent validity method was employed to validate the PassiUsha Test of
Creative Problem Solving (PUTCPS). For this purpose a sample of seventy students
of class IX from Sacred Heart Convent School, Trichur was employed. The
correlation coefficient on PUTCPS was found to be r = 0.40. In the light of the
present validity results, the PassiUsha Test of Creative Problem Solving (PUTCPS)
can be claimed as a valid tool.
3.4.2.5 Administration of the PUTCPS
The PassiUsha Test of Creative Problem Solving (PUTCPS)included seven
items and they are nonverbal in nature. The test can be administered individually
as well as in convenient groups of about thirty subjects at a time. The time limit is
forty minutes. The PUTCPS can be used with children and adults for measuring their
creative problem solving ability. Also the PassiUsha Test of Creative Problem
Solving (PUTCPS) is a valuable tool with a use that ranges from small children to
people in high profession such as judges, negotiators and ambassadors.
Translation of the tool into Malayalam
In most of the government schools of Kerala the medium of instruction is
Malayalam. So the investigator translated the tool into Malayalam. The translated tool
was given to four language experts for validation. They were requested to look
critically into the tool keeping in mind the following aspects

Suitability and accuracy of the language used.

Grammar

108

The experts suggested grammatical suggestions and substitute words for few
items. The Content and face validity have been established by seeking expert
opinions. Test-retest reliability has been obtained by correlating the scores obtained
from one hundred and fifty students. Validity coefficients in the range of 0.30 to 0.40
are commonly considered high (Kaplan & Saccuzzo, 2009). It has been suggested that
reliability estimates in the range of 0.70 to 0.80 are good enough for the research
(Kaplan & Saccuzzo, 2009). The reliability coefficient obtained for the translated tool
titled PassiUsha Test of Creative Problem Solving is 0.68.
3.4.2.6 Norms of the scale
The investigator found difficult to get a representative sample to test on
creativity for setting norms because of the peculiar nature of the variable. Therefore
investigator has been considered quartiles as the norms for interpretation. The
Table 3.6 shows the determination of quartiles of the distribution.
Table 3.6: Determination of quartiles
Class intervals

0-3

10

10

4-7

240

250

8-11

285

535

12-15

79

614

Table 3.9 shows that, Q1 = 6.4, Q2 = 8.81 and Q3 = 10.96. This reveals that
twenty five percentage of the scores falls below six, fifty percentage of the scores lie
below nine and seventy five percentage of the scores on creativity falls below eleven.
From these values the investigator fixes the norms for the interpretation of scores on
creativity.

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3.4.3 Adjustment Inventory for School Students (AISS)

The Adjustment Inventory is designed for use with school students of India.
The inventor seeks to segregate well adjusted secondary school students of age group
14-15 years from poorly adjusted students in the three areas of adjustment
emotional, social and educational. The Adjustment Inventory for School Students by
AKP Sinha and RP Singh consisted of sixty items in three adjustment areas such as
emotional, social and educational areas. Table 3.7 shows the area wise item and serial
number of the Adjustment Inventory.
Table 3.7: Areawise items and serial number
Sl.No.

Adjustment Areas

Emotional

Social

Educational

Item Sl.No.
1,4,7,10,13,16,19,22,25,28,31,34,37,40,43,
46,49,52,55,58,
2,5,8,11,14,17,20,23,26,29,32,35,38,41,44,
47,50,53,56,59
3,6,9,12,15,18,21,24,27,30,33,36,39,42,45,
48,51,54,57,60
Total

Total
20
20
20
60

3.4.3.1 Reliability of AISS

Coefficient of reliability was determined by i) Split Half Method ii) Test
Retests Method and iii) K.R formula-20. Table 3.8 gives the reliability coefficients of
the total tests and of sub tests by different methods.
Table 3.8: Reliability coefficients of the inventory
Sl.No.

Method Used

Emotional

Social

Educational

Total

Split Half Method

0.94

0.93

0.96

0.95

Test Retest Method

0.96

0.90

0.93

0.93

K.R formula-20

0.92

0.92

0.96

0.94

3.4.3.2 Validity of AISS

In item-analysis validity coefficients were determined for each item by biserial
correlation method and only such items were retained which yielded biserial

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correlation with both the criteria i) Total scores and ii) Area score. Significant
level being 0.001. Intercorrelations among the three areas of the inventory were
calculated. The correlation matrix is presented in Table 3.9.
Table 3.9: Correlation matrix of the three areas
Sl.No.

Adjustment Areas

II

III

Emotional

20

19

Social

20

24

Educational

19

24

The inventory was also validated by correlating inventory scores with ratings
by the hostel superintendent. This was done on the data of sixty pupils living in the
hostel of Patna Collegiate Multipurpose Higher Secondary School. The Hostel
Superintendent rated the pupils on a five point scale, namely, Excellent, Good,
Average, Poor and Very Poor in respect of their adjustments. The Product Moment
Coefficient of Correlation between inventory scores and superiendents ratings was
obtained to be 0.51.
3.4.3.3 Scoring procedure
Inventory is scored by hand only. For any answer indicative of adjustment
zero is given, otherwise a score of one is awarded. Table 3.10 shows the key response
indicative of lack of adjustment.
The inventory is designed to be an aid in counseling school students of age
group 14-18 years whose personal problems pertain to any of the three areas included
in the test. The use of letters A, B and C corresponding to emotional adjustment,
social adjustment and educational adjustment enables the test user to discover readily
questions relating to each measure. The total score indicates the general adjustment
status.

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Table 3.10: Indicative of lack of adjustment areawise

Emotional
Response
indicative of
Item No.
lack of
adjustment
1
Yes
4
Yes
7
Yes
10
Yes
13
Yes
16
Yes
19
Yes
22
Yes
25
Yes
28
Yes
31
Yes
34
Yes
37
Yes
40
Yes
43
Yes
46
Yes
49
Yes
52
Yes
55
Yes
58
Yes

Social
Response
indicative of
Item No.
lack of
adjustment
2
Yes
5
Yes
8
Yes
11
No
14
Yes
17
No
20
No
23
No
26
No
29
Yes
32
No
35
Yes
38
No
41
No
44
No
47
Yes
50
No
53
No
56
No
59
No

Educational
Response
indicative of
Item No.
lack of
adjustment
3
Yes
6
Yes
9
Yes
12
No
15
Yes
18
No
21
Yes
24
No
27
Yes
30
No
33
No
36
Yes
39
Yes
42
Yes
45
Yes
48
No
51
No
54
No
57
No
60
No

Translation of the tool into Malayalam

In most of the government schools of Kerala the medium of instruction is
Malayalam. So the investigator translated the tool into Malayalam. The translated tool
was given to four language experts for validation. They were requested to look
critically into the tool keeping in mind the following aspects

Suitability and accuracy of the Language used

Grammar
The experts suggested grammatical suggestions and substitute words for few

items. The Content and face validity have been established by seeking expert
opinions. Test-retest reliability has been obtained by correlating the scores scored by
one hundred and fifty students. Validity coefficients in the range of 0.30 to 0.40 are

112

commonly considered high (Kaplan & Saccuzzo, 2009). It has been suggested that
reliability estimates in the range of 0.70 to 0.80 are good enough for the research
(Kaplan & Saccuzzo, 2009). The reliability coefficient obtained for the translated tool
titled Adjustment Inventory for School Students by AKP Sinha and RP Singh is
0.623.
3.4.3.4 Norms of the scale
Norms for the interpretation of scores were computed for both males and
females of all the three areas (Emotional, Social and Educational) of adjustment
separately as also for the whole inventory. The subjects are classified into five
categories in accordance with the row scores obtained by them on the inventory. The
five different categories of adjustment are A which stands for excellent, B which
stands for good, C which stands for average, D which stands for unsatisfactory and
E which stands for very unsatisfactory adjustments. Table 3.11 presents the
classification of adjustment for the total scores.
Table 3.11: Classification of adjustment in terms of categories
Category

Range of the Scores

Description

Male

Female

5 & below

5 & below

Excellent

Good

6 12

6 14

Average

13- 21

15- 22

Unsatisfactory

22-30

23-31

Very unsatisfactory

31 & above

32 & above

3.4.4 Achievement Test

For the purpose of studying the influence of Emotional Intelligence, Creativity
and School adjustment on academic achievement of secondary school students the
investigator needed the information regarding academic achievement of students. For

113

this investigator decided to collect the marks of the final examination of class nine
from the school records. The school authorities conducted the test and the question
paper was prepared by the Kerala State Teachers Association (KSTA). The
investigator also decided to convert the row scores on achievement test into z scores
for the analysis of data
3.4.5 Personal Information Schedule prepared by the Investigator
A Personal Information Schedule was prepared by the Investigator which
includes all the personal informations regarding the students needed for the present
study. The Personal Information Schedule is included on the Appendix one.
3.5 PROCEDURAL DETAILS OF THE STUDY
The present study was conducted using survey method. Surveys are methods
of gathering informations from a sample, which represents a portion of the
population being studied. A sample of total number of six hundred and fourteen
students of class nine of the selected schools of Kasargode, Kannur, Wayanad,
Kozhikode and Malappuram was selected for the present study. For obtaining such a
sample, responses from six hundred and fourteen students were collected. A uniform
procedure was followed for the collection of data. The data collection was carried out
in four phases as follows:
Phase one: For the collection of data, the researcher has taken secondary schools of
Northern Kerala in the first stage. Researcher collected the details regarding the
schools from the Education Department authorities of each district. From the list of
secondary schools, four schools were selected from each district. The selection of
schools was done through proportionate sampling method considering the factors of
gender, locale and type of management. Considering the percentage of students in
each category, the sample was drawn. Simple random sampling method was used for
the selection of the representative sample.
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Phase Two: The investigator visited the schools personally from where the sample
for the study was selected and met the head of the institutions. A letter of
recommendation was given to the head of the institutions for the data collection. The
purpose of the study was explained to them and obtained the permission to administer
the tool on the students of class nine on a suitable day. The data collection started in
January 2012 and completed in March 2012. The scores on the achievement test was
collected from the school records after the publishing of results.
Phase Three: After obtaining the necessary permission from the school authorities,
test was administered to the selected divisions of class nine. The divisions were
selected on random basis. Separate printed booklets containing emotional intelligence,
creativity and school adjustment were constructed. Tests were designed in such a way
to mark the responses against each item in the test form itself. So no separate response
sheets were provided. After writing the preliminary informations like name, class,
gender, school etc students marked their responses in the space provided. Though the
items in the test were self explanatory, necessary directions for responding the test
items were given separately. Students had taken an average time of one and a half
hour for the completion of the test. The school authorities teachers and students
provided all the necessary arrangements for the collection of data.
Phase Four: The investigator sorted out the scoring sheets and makes it sure that all
answer sheets were completed. The answer sheets were scored according to the
scoring key. Some students marked their responses not as directed in the test. Six
hundred and thirty answer sheets were considered for the present study. After
avoiding this sort of improper and incomplete response set, the actual sample obtained
for the study was six hundred and fourteen.

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3.5.1 Statistical Techniques used for Analysis of the Data

The total sample was classified into various subgroups based on the basal
variables of the study. On the basis of gender, the sample was classified into boys and
girls. The whole group was divided into government and aided schools on the basis of
management category of students. The total sample was also classified on the basis of
locale viz., urban area and rural area students.
Using various statistical techniques, with the help of SPSS package
(16th version) the data for the whole sample and various sub samples were analysed.
The statistical techniques used for the purpose of analysis are described below.
A. Descriptive Statistics
For knowing the nature of distribution of the scores and characteristics of data
and in summarising and interpreting the salient features of the data, the investigator
used descriptive statistics such as:

Arithmetic mean

Median

Mode

Standard deviation,

Skewness

Kurtosis

B. Inferential Statistics

Product moment correlation r was used for finding the relationship between
emotional intelligence, creativity and school adjustment on academic
achievement.

t test was used for finding the significance of relationship between various
categories such as gender, locale and type of management of schools.

Regression analysis was used to find the prediction of variables.

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3.6 CONCLUSION
This chapter includes the details related to the methodology and the
procedures followed in the present study. The details have been discussed under the
headings of research design, population, sample, description of the tool used,
procedures of data collection and the statistical techniques adopted. The data had been
entered into the computer and tabulation was done. Analysis and interpretation of the
data is presented in the next chapter.

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