chief ministers girls cycle scheme-analysis of data ch 04

83

CHAPTER -IV

DATA ANALYSIS

4.1 INTRODUCTION

Data analysis is one of the important features of statistics. To find out the meaning of

data collected data is first arranged , classified , manipulated and summarized in order to get

the answers of the research questions. It helps to test the research hypothesis and give

research a statistical backbone. Analyzing of data involves both descriptive and inferential

statistics. In descriptive analysis the data are summarized and reduced to few meaningful

statistics. The purpose of analysis is to reduce data to intelligible and interpretable forms that

the relations of research can be studies and tested. The results obtained from the analysis of

the sample can be generalized on the population.

According to Stecher and Borko (2002), quantitative studies make it “possible to measure

the reactions of a great many people to a limited set of questions, thus facilitating comparison

and statistical aggregation of the data.”

In this research the researcher has collected data from 200 samples on the basis of

investigating instruments. Collected data have been arranged in tabulation form and analyzed

to get the inferences. After collecting the data they were processed and analyzed by the

investigator under the following headings:

1. Academic achievement of high school girls.

2. Motivation of girls.

3. Influence of motivation on academic achievement of girls.

4. Relationship between academic achievement and motivation of the girls.

84

4.2 ACADEMIC ACHIEVEMENT

HYPOTHESIS : 1

There is no significant difference between urban and rural girls in their academic

achievement.

TABLE No : 4.1

Habitation wise Distribution of the Sample

HABITATION No. of

GIRLS

MEAN S.D. T-RATIO LEVEL OF

SIGNIFICANCE

Urban 140 8.56 3.07 1.55 NS

Rural 60 7.88 3.03

( At 5% level of significance, the table value is 1.96)

It is inferred from the above table no.: 4.1 that there is no significant difference between

urban and rural girls in their academic achievement. This is shown in figure no: 4.1.

Figure No: 4.1

Habitation Wise Distribution of the Sample

0

50

100

150

Urban Rural

140

60

85

HYPOTHESIS No. : 02

There is no significant difference between pre-matric and post-matric education of girls’

father in their academic achievement.

TABLE NO: 4.2

Father’s Qualification-wise Distribution of the Sample

FATHER’S

QUALIFICATION

No. of

GIRLS

MEAN S.D. T-RATIO LEVEL OF

SIGNIFICANCE

PRE-MATRIC 60 7.13 2.67 0.21 NS

POST- MATRIC 140 8.85 3.11

( At 5% level of significance, the table value is 1.96)

It is inferred from the above table no.: 4.2 that there is no significant difference between pre-

matric and post-matric education of girls’ father in their academic achievement. This is

shown in Figure no:4.2.

Figure No: 4.2

Father's Qualification Wise Distribution of The Sample

0

20

40

60

80

100

120

140

Pre-Matric Post-Matric

60

140

86

HYPOTHESIS NO. -03

There is no significant difference in between pre-matric and post-matric education of girls’

mother in their academic achievement.

TABLE NO: 4.3

Mother’s Qualification wise Distribution Of The Sample

MOTHER’S

QUALIFICATION

No. of

GIRLS

MEAN S.D. T-RATIO LEVEL OF

SIGNIFICANCE

PRE-MATRIC 87 7.17 2.62 1.18 NS

POST- MATRIC 113 9.23 3.10

( At 5% level of significance, the table value is 1.96)

It is inferred from the above table no.: 4.3 that there is no significant difference in between

pre-matric and post-matric education of girls’ mother in their academic achievement. This is

shown in Figure no:4.3.

Figure no:4.3

Mother’s Qualification Wise Distribution Of The Sample

0

20

40

60

80

100

120

Pre-Matric Post-Matric

87113

87

HYPOTHESIS NO: 04

There is no significant difference between government and minority-aided school girls in

their academic achievement.

TABLE NO:4.4

School Wise Distribution of The Sample

Type of SCHOOL No. of

GIRLS

MEAN S.D. T-RATIO LEVEL OF

SIGNIFICANCE

MINORITY

AIDED SCHOOL

65 10.11 2.99 1.63 NS

GOVERNMENT

SCHOOL

135 8.42 11.26

( At 5% level of significance, the table value is 1.96)

It is inferred from the above table no: 4.4 that there is no significant difference in between

government and minority-aided school girls in their academic achievement. This is shown in

figure no: 4.4.

Figure No: 4.4

School wise Distribution of the Sample

0

50

100

150

Minority Aided

School

Government

School

65

135

88

HYPOTHESIS NO: 05

There is no significant difference in below Rs. 40000 and above Rs. 40000 annual income of

girls’ family in their academic achievement.

TABLE NO: 4.5

Income wise Distribution of the Sample

INCOME of the

FAMILY

(annually)

No. of

GIRLS

MEAN S.D. T-RATIO LEVEL OF

SIGNIFICANCE

BELOW Rs.40000 126 7.84 3.14 3.13 S

ABOVE Rs.40000 74 9.18 2.78

( At 5% level of significance, the table value is 1.96)

It is inferred from the above table no.: 4.5 that there is a significant difference in below Rs.

40000 and above Rs. 40000 annual income of girls’ family in their academic achievement.

While comparing the mean score of the income of the family below Rs.40000 (7.84) and

above Rs. 40000 (9.18) in their academic achievement, girls belonging to family having

above Rs. 40000 income are better in their academic achievement. This is shown in figure no:

4.5.

Figure No: 4.5

Income wise Distribution of the Sample

0

20

40

60

80

100

120

140

Below RS 40000 Above RS 40000

12674

89

4.3 MOTIVATION

HYPOTHESIS NO: 06

There is no significant difference between urban and rural girls in their motivation.

TABLE No : 4.6

Habitation wise Distribution of the Sample

HABITATION No. of

GIRLS

MEAN S.D. T-RATIO LEVEL OF

SIGNIFICANCE

Urban 125 144.29 17.71 0.43 NS

Rural 75 143.22 16.90

( At 5% level of significance, the table value is 1.96)

It is inferred from the above table no.: 4.6 that there is no significant difference between

urban and rural girls in their motivation. This is shown in figure no: 4.6.

Figure No: 4.6.

Habitation wise Distribution of the Sample

0

20

40

60

80

100

120

140

Urban Rural

12575

90

HYPOTHESIS NO: 07

There is no significant difference between pre-matric and post-matric education of girls’

father in their motivation.

TABLE NO: 4.7

Father's Qualification wise Distribution of the Sample

FATHER’S

QUALIFICATION

No. of

GIRLS

MEAN S.D. T-RATIO LEVEL OF

SIGNIFICANCE

PRE-MATRIC 53 144.40 23.71 0.74 NS

POST- MATRIC 147 143.54 15.28

( At 5% level of significance, the table value is 1.96)

It is inferred from the above table no.: 4.7 that there is no significant difference between pre-

matric and post-matric education of girls’ father in their motivation. This is shown in figure

no: 4.7.

Figure No: 4.7

Father's Qualification wise Distribution of the Sample

0

50

100

150

Pre-Matric Post- Matric

53

147

91

HYPOTHESIS NO: 08

There is no significant difference in between pre-matric and post-matric education of girls’

mother in their motivation.

TABLE NO: 4.8

Mother's Qualification wise Distribution of the Sample

MOTHER’S

QUALIFICATION

No. of

GIRLS

MEAN S.D. T-RATIO LEVEL OF

SIGNIFICANCE

PRE-MATRIC 109 144.30 91 0.07 NS

POST- MATRIC 91 144.14 18.21

( At 5% level of significance, the table value is 1.96)

It is inferred from the above table no.: 4.8 that there is no significant difference between pre-

matric and post-matric education of girls’ mother in their motivation. This is shown in the

figure no: 4.8.

Figure No: 4.8

Mother's Qualification wise Distribution of the Sample

80

85

90

95

100

105

110

Pre-Matric Post -Matric

109

91

92

HYPOTHESIS NO: 09

There is no significant difference between government and aided school girls in their

motivation.

TABLE NO: 4.9

School wise Distribution of the Sample

TYPE of

SCHOOL

No. of

GIRLS

MEAN S.D. T-RATIO LEVEL OF

SIGNIFICANCE

MINORITY

AIDED SCHOOL

65 139.48 15.97 2.88 S

GOVERNMENT

SCHOOL

135 146.52 16.64

( At 5% level of significance, the table value is 1.96)

It is inferred from the above table no.: 4.9 that there is a significant difference between pre-

matric and post-matric education of girls’ mother in their motivation. While comparing the

mean score of the types of school -minority aided school (139.48) and government school

(146.52) in their motivation, girls of government school are more motivated. This is shown

in figure no: 4.9.

Figure no: 4.9

School wise Distribution of the Sample

020406080

100120140

Minority Aided

School

Government

School

65

135

93

HYPOTHESIS NO: 10

There is no significant difference in below Rs. 40000 and above Rs. 40000 annual income of

girls’ family in their motivation.

TABLE NO: 4.10

Income wise Distribution of the Sample

INCOME of the

FAMILY

(annually)

No. of

GIRLS

MEAN S.D. T-RATIO LEVEL OF

SIGNIFICANCE

BELOW Rs.40000 126 144.06 17.01 0.18 NS

ABOVE Rs.40000 74 144.51 16.32

( At 5% level of significance, the table value is 1.96)

It is inferred from the above table no.: 4.10 that there is no significant difference in below Rs.

40000 and above Rs. 40000 annual income of girls’ family in their motivation. This is shown

in figure no: 4.10.

Figure no:4.10

Income wise Distribution of the Sample

0

20

40

60

80

100

120

140

Below RS 40000 Above RS 40000

126

74

94

4.4 RELATIONSHIP BETWEEN ACADEMIC ACHIEVEMENT AND

MOTIVATION

HYPOTHESIS No: 11

There is no significant relationship between academic achievement and motivation of urban

girls.

TABLE NO: 4.11

Relationship Between Academic Achievement and Motivation of Urban Girls

( At 5% level of significance and 138 df, the table value is 0.182)

It is inferred from the above table no.: 4.11 that there is a significant relationship between

academic achievement and motivation of urban girls.

ACADEMIC

ACHIEVEMENT

OF URBAN

GIRLS

MOTIVATION

OF URBAN

GIRLS

N r

LEVEL OF

SIGNIFICANCE

∑X ∑X2 ∑Y ∑Y

2 ∑XY

140 0.80 S

1194 11500 20264 2977180 172111

95

HYPOTHESIS No: 12

There is no significant relationship between academic achievement and motivation of rural

girls.

TABLE NO: 4.12

Relationship Between Academic Achievement and Motivation of Rural Girls

( At 5% level of significance and 58 df, the table value is 0.251)

It is inferred from the above table no.: 4.12 that there is no significant relationship between

academic achievement and motivation of rural girls.

ACADEMIC

ACHIEVEMENT

OF RURAL

GIRLS

MOTIVATION

OF RURAL

GIRLS

N r

LEVEL OF

SIGNIFICANCE

∑X ∑X2 ∑Y ∑Y

2 ∑XY

60 0.03 NS

471 4249 8582 123884 67441

96

HYPOTHESIS No: 13

There is no significant relationship between academic achievement and motivation of pre-

matric education of girls’ father.

TABLE NO:4.13

Relationship Between Academic Achievement and Motivation of Pre-Matric Education of

Girls’ Father

( At 5% level of significance and 58 df the table value is -0.251)

It is inferred from the above table no.: 4.13 that there is no significant relationship between

academic achievement and motivation of of pre-matric education of girls’ father.

ACADEMIC

ACHIEVEMENT

OF GIRLS

MOTIVATION

OF GIRLS

N r

LEVEL OF

SIGNIFICANCE

∑X ∑X2 ∑Y ∑Y

2 ∑XY

60 -0.12 NS

428 3464 8785 1308701 62299

97

HYPOTHESIS No: 14

There is no significant relationship between academic achievement and motivation of post -

matric education of girls’ father.

TABLE NO: 4.14

Relationship Between Academic Achievement and Motivation of Post -Matric Education of

Girls’ Father

( At 5% level of significance and 138 df the table value is 0.182)

It is inferred from the above table no.: 4.14 that there is no significant relationship between

academic achievement and motivation of post -matric education of girls’ father.

ACADEMIC

ACHIEVEMENT

OF GIRLS

MOTIVATION

OF GIRLS

N r

LEVEL OF

SIGNIFICANCE

∑X ∑X2 ∑Y ∑Y

2 ∑XY

140 0.001 NS

1239 12309 20061 2907363 177532

98

HYPOTHESIS No: 15

There is no significant relationship between academic achievement and motivation of pre-

matric education of girls’ mother.

TABLE NO: 4.15

Relationship Between Academic Achievement and Motivation of Pre-Matric Education of

Girls’ Mother

( At 5% level of significance and 85 df the table value -0.211)

It is inferred from the above table no.: 4.15 that there is a significant relationship between

academic achievement and motivation of pre-matric education of girls’ mother.

ACADEMIC

ACHIEVEMENT

OF GIRLS

MOTIVATION

OF GIRLS

N r

LEVEL OF

SIGNIFICANCE

∑X ∑X2 ∑Y ∑Y

2 ∑XY

87 -0.28 S

624 5070 12513 1827975 89353

99

HYPOTHESIS No: 16

There is no significant relationship between academic achievement and motivation of post -

matric education of girls’ mother.

TABLE NO: 4.16

Relationship Between Academic Achievement and Motivation of Post -Matric Education of

Girls’ Mother

( At 5% level of significance and 111 df the table value is 0.195)

It is inferred from the above table no.: 4.16 that there is no significant relationship between

academic achievement and motivation of post -matric education of girls’ mother.

ACADEMIC

ACHIEVEMENT

OF GIRLS

MOTIVATION

OF GIRLS

N r

LEVEL OF

SIGNIFICANCE

∑X ∑X2 ∑Y ∑Y

2 ∑XY

113 0 NS

1043 10703 16333 2388089 150840

100

HYPOTHESIS No: 17

There is no significant relationship between academic achievement and motivation of girls’

family in their family income being below Rs. 40000.

TABLE NO: 4.17

Relationship Between Academic Achievement and Motivation of Girls’ Family in their

Family Income being Below Rs. 40000

( At 5% level of significance and 124 df the table value is 0.175)

It is inferred from the above table no.: 4.17 that there is a significant relationship between

academic achievement and motivation of girls’ family in their family income being below Rs.

40000.

ACADEMIC

ACHIEVEMENT

OF GIRLS

MOTIVATION

OF GIRLS

N r

LEVEL OF

SIGNIFICANCE

∑X ∑X2 ∑Y ∑Y

2 ∑XY

126 0.28 S

988 8980 18152 2651198 140464

101

HYPOTHESIS No: 18

There is no significant relationship between academic achievement and motivation of girls’

family in their family income being above Rs. 40000.

TABLE NO: 4.18

Relationship Between Academic Achievement and Motivation of Girls’ Family in their

Family Income being Above Rs. 40000

( At 5% level of significance and 72 df the table value is -0.234)

It is inferred from the above table no.: 4.18 that there is no significant relationship between

academic achievement and motivation of girls’ family in their family income being above Rs.

40000.

ACADEMIC

ACHIEVEMENT

OF GIRLS

MOTIVATION

OF GIRLS

N r

LEVEL OF

SIGNIFICANCE

∑X ∑X2 ∑Y ∑Y

2 ∑XY

74 -0.08 NS

679 6793 10694 1564866 97856

102

HYPOTHESIS No: 19

There is no significant relationship between academic achievement and motivation of girls of

minority aided school

TABLE NO: 4.19

Relationship Between Academic Achievement and Motivation of Girls of Minority Aided

School

( At 5% level of significance and 63 df the table value is 0.244)

It is inferred from the above table no.: 4.19 that there is a significant relationship between

academic achievement and motivation of girls of minority aided school.

ACADEMIC

ACHIEVEMENT OF

GIRLS OF

MINORITY-AIDED

SCHOOL

MOTIVATION OF

GIRLS OF

MINORITY-AIDED

SCHOOL

N r

LEVEL OF

SIGNIFICANCE

∑X ∑X2 ∑Y ∑Y

2 ∑XY

65 0.38 S

657 7213 9066 1280826 91519

103

HYPOTHESIS No: 20

There is no significant relationship between academic achievement and motivation of girls of

government schools.

Table No: 4.20

Relationship Between Academic Achievement and Motivation of Girls of Government

Schools

( At 5% level of significance and 133 df the table value is -0.182)

It is inferred from the above table no.: 4.20 that there is no significant relationship between

academic achievement and motivation of girls of government schools.

ACADEMIC

ACHIEVEMENT OF

GIRLS OF

GOVERNMENT

SCHOOL

MOTIVATION OF

GIRLS OF

GOVERNMENT

SCHOOLS

N r

LEVEL OF

SIGNIFICANCE

∑X ∑X2 ∑Y ∑Y

2 ∑XY

135 -0.14 S

1010 8560 19780 2935238 147107

104

4.5 INFLUENCE OF MOTIVATION ON ACADEMIC ACHIEVEMENT

HYPOTHESIS No: 21

There is no significant influence of motivation on academic achievement of girls.

TABLE NO: 4.21

Influence of Motivation on Academic Achievement of Girls

( At 5% level of significance and 198 df the table value is -0.139)

It is inferred from the above table no.: 4.21 that there is a significant influence of motivation

on academic achievement of girls.

ACADEMIC

ACHIEVEMENT

OF GIRLS

MOTIVATION

OF GIRLS

N r

LEVEL OF

SIGNIFICANCE

∑X ∑X2 ∑Y ∑Y

2 ∑XY

200 -0.17 S

1667 15773 28846 4216064 238626