CHAPTER - III

DESIGN OF THE STUDY

CHAPTER III

DESIGN OF THE STUDY

3.0 Introduction

The most important task of a researcher is to decide about the research

design to be employed in conducting a study in a particular area. It is the structural

framework within which a study is conducted. It specifies the research method to

be followed and the data gathering tools and techniques to be used in the study. It

also specifies the procedure to be followed in collecting, tabulating and analyzing

data. In other words, it is a purposeful scheme of action proposed to be carried out

in a sequence during the research process. "A research design is the arrangement

of conditions for collection and analysis of data in a manner that aims to combine

relevance to the research purpose with economy in procedure". (Sellitiz, 1962,

p.50). The various aspects of the research design followed in the present study are

explained under different heads in the following pages.

3.1 The Research Method

Research methods are very important part of the research process. The

selection of an appropriate research method in investigating a research problem

depends upon the nature of the problem and the kind of data that the problem

entails. The present study was mainly intended to evaluate the centrally sponsored

scheme of vocationalisation of education at the Higher Secondary stage in Goa.

106

Therefore, descriptive evaluation survey method was followed in conducting the

present study,

Descriptive survey research can be divided into two broad categories viz.

quantitative and qualitative. In quantitative research, the data are in quantified

form and there are hypothesis/es to be tested statistically. Research is qualitative

when it is used to describe events, persons and so forth, scientifically without using

statistical techniques.

Evaluation is a process by which relevant data are collected and

transformed into information for decision-making. It is mainly concerned with

effectiveness of ideas, objects, events, individuals, processes, systems and so on.

Evaluation survey can be understood most simply as a descriptive survey with

some criteria measures available so that in addition to description, evaluative

judgment can be made about the research situation. It involves an in-depth

description of the programme in context and personal testimony of participants to

obtain meaningful data.

The objective of employing descriptive evaluative survey method in the

present investigation was not only to analyse, integrate and report the findings but

to suggest solutions to problems encountered in the field of vocational education at

the Higher Secondary stage in Goa.

3.2 Preparation of Paradigm of Criteria for Evaluation

Since it is an evaluative study, it was necessary to develop/prepare criteria

for evaluation. Therefore, a paradigm of criteria was prepared by the investigator

based on the documents on Centrally Sponsored Scheme of Vocationalisation of

Education (CSSVE) prepared by NCERT as well as NPE and its POA-1986 and

1992 keeping in mind the various aspects of CSSVE considered for evaluation.

After preparing the list of criteria, the same were given to the experts for their

suggestions. Based on the suggestions received from them, necessary changes

were made and final draft was prepared. The same is given in Table 3.2.1.

Table 3.2.1 : Paradigm of Criteria for Evaluation

Sr.No. Aspects Criterion for Evaluation 1 Appropriateness of Management: State Council of Vocational Education (SCVE)

Structure and Functions v Functions of SCVE • To prepare norms for the selection of institutions and collaborating. institutions

and for appointment of full time and part time teachers. • To develop norms for vocational courses in terms of equipment, raw materials and

contingent expenditure • To advise the state government regarding the constitution of district vocational

committees. • To periodically review the programme • To take measures for establishing correlation between employment opportunities (self

and wage) and vocational courses.

• To ensure timely appointment and placement of teachers. • To organize vocational guidance programmes and coordinate the placement of

students. • To supervise the vocational educational institutions. • To monitor the implantation of the programme. • To keep close liaison with state and national level agencies. • To perform functions expected to be performed by the state directorate.

- Directorate of Education (Vocational Wing) Functions of Vocational wing: • To provide secretariat support to the SCVE • To coordinate the state and district level committees. • To select institutions for offering vocational courses. • To arrange for deputation of teacher of in-service training courses.

- SIE/SCERT (Vocational Wing)

109

Sr.No. Aspects Criterion for Evaluation Functions: • To develop curricula and instructional materials in coordination with the Goa Board of

Secondary and Higher Secondary Education To conduct district vocational surveys.

• To organize in-service teacher-training programmes in collaboration with other expert institutions.

• To collaborate with RIE's Agricultural Universities ICAR institutions, secondary teachers training colleges, state departments concerned with various areas of development.

• To organize training, vocational guidance and placement activities. • To provide academic support to the state council of vocational education on matters of

policies and programmes.

Functions of Goa Board of Secondary and Higher Secondary Education • Preparation, modification and revision of syllabus • Granting affiliation • Evaluation and Certification

- District Vocational Educational Committee (DVEC)

Functions of DVEC • Promote and popularizes vocational education programme in the district. • Maintains links with the Directorate of Education, State Institute of Education and

government and non-governmental organisation in the District • Identifies vocational courses suited to local needs. • Identifies locations for vocational schools. • Facilitates on the job training and apprenticeship of vocational students. • Supervises institutions-industry linkages.

110

Sr.No. Aspects Criterion for Evaluation • Ensures recognition of vocational courses and subsequent placement of vocational

products. • Reviews the vocational education courses run in schools to ensure quality and continued

relevance.

- Management at School level. * Building up contact and linkages with community * Guidance and placement services * Follow-up.

2 Adequacy Of Financial Resources Sharing Pattern for Meeting Expenditure on Vocational Education Item Centre

(%) State (%)

Apprenticeship training 100 0 Evaluation & Monitoring 100 0 Distt. Vocational Surveys 100 0 Curriculum Development workshop 100 0 Instructional material development workshop 100 0 Text book development workshops 100 0 Resource persons — training courses 100 0 Instructional materials subsidy 100 0 Teacher training courses 100 0 Equipment to schools 100 0 Workshops/laboratory building 100 0 Vocational wing of Directorate of Education 50 50 District Vocational wing 50 50 SIE/SCERT Vocational wing 50 50 Vocational School Staff 75 25

111

Sr.No. Aspects Criterion for Evaluation

Raw Materials/ contingency 0 100 Vocational auidance 0 100 Examination and certification 0 100

Timely release of funds by the Central Government (MHRD) Making available the required funds by the state government for the vocational scheme as perceived by the officials of Directorate of Education, school principals and teachers. Adequacy of the funds provided for various items of expenditure as perceived by the officials in the Directorate of Education, principals and teachers. Adequacy of salary to part-time teachers as perceived by teachers and principals.

3 Achievement of Enrolment Target Ten percent by 1990 and 25 percent by 1995 as per NPE-1986 Ten percent by 1990 and 25 percent by 2000 as per the revised NPE-1992.

4 Enrolment Trends Increase in total enrolment over the years (1988-89 to 2002-03) Increase in enrolment of boys and girls separately over the years.

5. Appropriateness of Educational Qualifications and Experiences possessed by Teachers

(a) Full time teachers

Course/Subject 1. Office Secretaryship and Stenography

Essential Desirable Post Graduate in Commerce/Business Management/Business Administration with skills in Typewriting, office procedures and computers M.Com. with Advanced Accountancy and Auditing Or M.Com. with Advanced Accountancy and Auditing in B.Com. or CA/ICWA/ACS Masters degree in Computer Science/Application or equivalent or BE/B.Tech. in Computer Science or Post Graduate Diploma in Computer Science/Application with 3 years teaching/industrial experience

2. Accountancy and Auditing

3. Computer Technique

N.P.

N.P.

Not Prescribed (N.P.)

112

Course/Subject

Essential

Desirable 4. Maintenance and Repair of Electrical and Electronic Domestic Appliance 5. Insurance

6. Industrial Management

Three year Diploma in Electrical Engineering with 2 years experience in Maintenance and Repair Post Graduate in Commerce/Business Management with Insurance as a subject of study M.Com. having specialisation in Financial Management/Sales Management/Business Management having computer knowledge Or MNS/MBA/MFA

N.P.

N.P.

N.P.

Post Graduate Diploma in Nutrition Or Diploma in Hotel Management Degree in Mechanical Engineering/Automobile Engineering OR Diploma in Mechanical Engineering Automobile Engineering with two years experience M.Sc. in Textile & Clothing or B.Sc. with Textile Clothing or Diploma in Tailoring and Embroidery Post Graduate in Commerce/Business Management with Salesmanship and Marketing as a subject of study M.Sc. Horticulture/M.Sc. (Ag.) in Horticulture Or B.Sc. Horticulture with 3 years experience in Horticulture M.Sc. Horticulture/M.Sc. (Ag.) in Floriculture Or B.Sc. Floriculture with 3 years experience in Floriculture Bachelor's Degree in Home Science/Food Science and Technology/Bakery and Confectionary with at least 55 Confectionary

7. Catering and Restaurant Management

8. Automobile Engineering Technology

9. Commercial Garment Designing and Making

10. Marketing & Salesmanship

11. Horticulture

12. Floriculture

13. Bakery & Confectionary

N.P.

N.P.

N.P.

N.P.

N.P.

N.P.

1. Professional experience in Bakery &

113

Course/Subject

Essential

Desirable

14. Tourism and Travel Technique

15. Electronic Technology

(b) Part time teachers

percent marks Or Post Graduate degree in Foods and Nutrition/Food Science and Technology with at least 55 percent of marks M.A. Social Science (History & Geography)

Degree in Electronics Diploma in Electronics ITI in Electronics

2. Bachelor's degree in Education/ Vocational Education. Diploma in Travel & Tourism from recognized institute or Two years experience in Travel Agency/Hotel/Tourist Offices

N.P.

Course/Subject

Essential

Desirable 1. Office Secretaryship and Stenography

2. Accountancy and Auditing

3. Computer Technique

4. Maintenance and Repair of Electrical and Electronic Domestic Appliance

Expert from the practical field of typewriting, office procedures and computer with minimum 3 years of experience in office work and command over language of instruction Expert should be from an Account/Audit department of public or private organization/institute or the bank/corporate sector with minimum of 5 years experience in the field. Master degree in computer science/application or B.E./B.Tech. in Computer Science/Application or P.G.Dip. in Computer Science/Applications with 3 years teaching/industrial experience Practicing or retired professionals

N.P.

N.P.

N.P.

N.P.

114

Course/Subject

Essential

Desirable 5. Insurance

6. Industrial Management

7. Catering and Restaurant Management

8. Automobile Engineering Technology 9. Commercial Garment

Designing and Making 10. Marketing & Salesmanship

11. Horticulture 12. Floriculture

13. Bakery & Confectionary

14. Tourism and Travel Technique

15. Electronic Technology

Field experience working in a insurance having a Diploma with 5 years experience or Insurance manager executive with 3 years of experience Experts from marketing, sales, computer finance management field Diploma in Nutrition/Hotel Management with 3 years of experience or Persons working in restaurant with 5 years of experience Should be person working in industry/service station/garage Field experts from industry (dress designers, pattern makers, special machine operators) Field Experts working as salesman having diploma with 5 years experience Or sales manager with 3 years of experience B.Sc. Agriculture or 10+2 with horticulture vocational B.Sc. Agriculture Or 10+2 with Floriculture vocational - Education upto primary level - Capable of clear language - communication - At least 2 to 3 years of practical experience in professional bakery Experts from the field with 3 years of experience

Practicing or retired professional

N.P.

N.P.

N.P.

N.P.

N.P.

N.P.

N.P. N.P.

- Bakery and confectionary vocational pass out (10+2) - Baking experience in any standard bakery industry

N.P.

N.P.

115

Aspects Criterion for Evaluation 6 In-service Teacher Education Programme Orientation Programme for the newly recruited teachers

Subject specific refresher courses Workshops on specific topics Seminars/symposium Adequacy of the number of programmes conducted as perceived by teachers and Principals Willingness of teachers to participate as perceived by Principals

7 Adequacy of Teaching and Non Teaching staff Teaching staff: 2 Full time and 2 part time teachers per course Non teaching staff: one accountant, one LDC and one peon for a minimum of 3 courses Adequacy of the numbers of clerks, helpers/peons and technical staff as perceived by principal of vocational schools.

8 Adequacy of physical facilities Office room : adequate as perceived by Principal Staff room & classrooms as perceived by Principals & teachers Adequacy/availability as perceived by principals and teachers Store room: Adequacy/availability as perceived by Principals/Teachers Cupboards: Adequacy as perceived by principals and teachers.

9 Adequacy of plots, workshops/work shed and Plot, workshop/work shed: as prescribed in the NCERT guidelines and adequacy teaching learning materials/aids as perceived by the concerned teachers and principals

Teaching-learning materials/Aids: As prescribed in the guidelines prepared by NCERT course-wise (Since the list is very long it was decided not to present the same here. After preparing the list of teaching materials/aids, the same subject- wise lists were included in the Response Sheet on Teaching-Learning Aids/Equipment for Teachers which have been presented in Appendix-E)

10 Appropriateness of Evaluation System - Continuous internal assessment * Written test at the end of each unit * Two term end written examination in each class * One project in each term including viva voce in the project per subject * At least two practical in each term per subject to be assessed.

116

Sr.No. Aspects Criterion for Evaluation * One assignment in each term per subject * One oral test at the end of each term. - Final examination to be conducted by the GBSHSE at the end of Class-XII * Written examination * Practical * Oral test/Viva Voce - Weightage to both internal assessment and external examination for certification

41/4- in Class XII 11 Appropriateness of Organization of On-the-Job a) Planning

Training (OJT) Identification of the teacher coordinator - Community survey to determine job opportunities

Preparation of student profile and organisation profile Preparation of inventory of potential work/training station Criteria for selection of work/training station

• Awareness about objectives of OJT by the potential employer • Adequate equipment and appropriate work situation • Willingness to provide all possible facilities • Willingness to delegate supervision to competent employees • Ready to provide individualized attention • Physical location in relation to students place of residence and school • Willingness to provide incentives to trainees • Willingness to provide avenues for employment

b) Job allotment Procedure - Allotment of organisation as per student profile

Allotment of students to the right job Orientation to the students

- Distribution of handouts to students

117

Sr.No. Aspects Criterion for Evaluation c) Duration of OJT - As prescribed by NCERT

d) Instruction and Monitoring - Regular and punctual supervision by in plant supervisor - On the spot guidance by in plant supervisor - Use of checklists for assessment of performance of trainees. - Supervision by vocational teachers with regular intervals.

e) Evaluation Use of tools and techniques of evaluation such as quiz (twice) project report (as many as necessary) viva-voce, diary (daily to be shown and signed by the supervisor. Various skills and traits to be assessed include:

• Knowledge and application of fundamental principles and skills • Intellectual ability • Creativity and art of guestimation • Professional judgement • Problem solving ability • Ability to communicate • Initiative and self-reliance • Team work • Leadership • Punctuality and ability to meet deadlines f) Certification - Assessment by using two separate certificates depending on needs and relevance

of OJT - Qualitative details in the first certificate

118

Sr.No. Aspects Criterion for Evaluation - Rating sheet summarizing the assessment of student's professional personality

traits in the second. g) Budget for OJT - Provision for funds for transportation of students, lodging, stationery,

honorarium to in plant supervisors, TA & DA to teacher coordinator, raw materials

h) Feedback - Collection of feedback by teacher coordinator from workstation

Feedback from student using questionnaire 12 Apprenticeship Facilities No. of schools covered

No. of subjects covered Duration Stipend No. of students benefited.

13 Relevance of Vocational Courses in Goa Relevance as perceived by principals, teachers and graduates of the vocational stream Percentage of graduates getting employment Sector in which getting employment (government, private, self) Field of employment: same/different. Income per month Percentage of vocational stream graduates pursuing further studies in general stream

14 Problems of Graduates of the Vocational Stream Time taken in getting employment after completion of the course Percentage of unemployment Employment based on the courses studied after studying other courses. Percentage of graduates studied other courses Difficulties faced in getting admission into other courses. Monthly income/earnings

15 Attitude towards Vocational Courses Positive Attitude

1 1 7

3.3 Respondents

All the 39 Higher Secondary schools having vocational streams in the

state of Goa were included in the study. All the principals, teachers and students

in these schools in the academic year 2000-01 were the population of respondents.

The principals of all the Higher Secondary schools having vocational stream

participated in the first phase of the study. (The list of schools is given in

Appendix-A). One full time and one part time teacher from each vocational course

from each school was considered for the first phase of data collection from

teachers. The detail break up is given in Table 3.3.1.

Table 3.3.1: First Phase of Sample of Teachers

Sr.No. Course No. of Teachers 1. Office Secretaryship/Stenography 38 2. Computer Technique 20 3. Accountancy and Auditing 20 4. Electronic Technology 12 5. Automobile Engineering Technology 20 6. Maintenance and Repairs of Electrical and 20

Electronic Domestic Appliances 7. Bakery and Confectionary 04 8. Commercial Garment Designing and Making 30 9. Insurance 08 10. Floriculture 04 11. Marketing and Salesmanship 02 12. Catering and Restaurant Management 10 13. Horticulture 10 14. Tourism and Travel Technique 06 15. Industrial Management 02

TOTAL 206

To collect data relating to equipment/teaching-learning aids, both the full

time teachers of each course in each school were included. The detail break up of

the data producing sample of teachers is given in Table 3.3.2.

Table 3.3.2: Detail Distribution of Second Phase of Sample of Teachers

Sr. No

1.

2. 3. 4. 5.

6.

Course

Office Secretaryship/Stenography Computer Technique Accountancy and Auditing Electronic Technology Automobile Engineering Technology Maintenance and Repairs of

No. of schools offering the

course 19

10 10 06 10

10

No. of Teachers

38

20 20 12 20

20

Actual No. of

Respondents 19

10 10 06 10

10 Electrical and Electronic Domestic Appliances

7. Bakery and Confectionary 02 04 02 8. Commercial Garment 15 30 15

Designing and Making 9. Insurance 04 08 04 10. Floriculture 02 04 02 11. Marketing and Salesmanship 01 02 01 12. Catering and Restaurant 05 10 05

Management - 13. Horticulture 05 10 05

14. Tourism and Travel 03 06 03 Technique

15. Industrial Management 01 02 01 TOTAL 103 206 103*

* Since both the teachers of each course in each school were requested to fill in and return one questionnaire after mutual discussion, the actual number of respondents was reduced to one-half i.e. 103.

To collect data relating to Objective Nos. 15 and 16 of the study, the

students of Class XII of 21 vocational schools were considered. The schools were

selected in such a way that all the 15 vocational courses were offered in these

schools and at least in two schools each of the courses (except two courses) were

offered. The data producing sample consisted of 1001 students, out of which 523

were boys and 478 were girls. However, the number of students varied in the case

of some of the variables in objective No. 16 since some of the students did not

supply the required data relating to some of the variables.

121

Data were also collected by interviewing different categories of

respondents as specified in Table 3.3.3.

Table 3.3.3: Different Categories of Respondents Interviewed

Category of Respondents

Officials of Directorate of Education (Vocational Wing) Officials of GBSHSE Officials of SIE Inplant Supervisors Principals Vocational Stream Graduates Teachers (Full-Time) Teachers (Part-Time)

No.

3

3 1

30 31 110 55 30

Objectives for which data were collected

1, 2 & 6

1,2,6 & 10 1, 2 & 6 11 1, 2, 5, 6, 7, 10, 11, 12 11 2, 6 ,9, 10, 11 & 12 2, 6 ,9, 10, 11 & 12

For collection of data from the graduates of the vocational stream to collect

data relating to Objective Nos. 11, 13 and 14, a sample of graduates was selected.

After obtaining the names and addresses of the ex-students from the schools, a

sample of graduates of the year 1992, 1994, 1996, 1998 and 2000 was randomly

selected. The detail break up of the data producing sample is given in Table 3.3.4.

Table 3.3.4: Data Producing Sample of Vocational Stream Graduates

Year No. of Respondents

1992 70

1994 89

1996 85

1998 80

2000 85

Total 409

122

3.4 Sources of Data

Besides the respondents as specified in Section 3.3, data were also collected

from different sources as specified below.

1. School Records: marks obtained by the students at SSC (Class-X)

examination (for Objective No. 16).

2. Office Records of the Directorate of Education and Educational Statistics at

a Glance (different volumes) published by the Directorate of Education,

Govt. of Goa (for Objective Nos. 3 & 4).

3. Office Records of GBSHSE (for Objective Nos. 4, 6 & 10).

4. Certificates issued by the workstation/potential employer (for Objective

No. 11).

5. Office records of different colleges in Goa (regarding student enrolment) at

+3 (Objective No. 13 & 14).

6. Records of Employment Exchanges in Goa.

3.5 Data Gathering Tools

Data in any study are collected using appropriate data gathering tools and

techniques. These tools vary in design, administration and interpretation. A

researcher may either select the tools and techniques which are appropriate to

conduct his/her study from the available ones or construct/design his/her own

according to the purpose and nature of the data to be collected. In the present

study the following data gathering tools were used.

1. Questionnaire for Principals

2. Questionnaire for Teachers

123

3. Data Sheet on Teaching learning Aids/Equipment for Teachers

4. Questionnaire for students

5. Attitude Scale

6. Questionnaire for Graduates of the Vocational Stream

7. Information schedules to collect information from the office records

8. Interview Guides for officials of Directorate of Education (Vocational

Wing), GBSHSE, SIE, Principals, teachers, in plant supervisors and

graduates of the vocational stream

9. Observation Guide.

All the data gathering tools were developed by the investigator herself. The

detail description of the tools are given in the following pages. Before preparing

the items (questionnaire) for the tools, the researcher went through available

literature in the field to identify the different aspects/points needed to be included

in each tool. She also collected the views of different experts in the field.

3.5.1 Questionnaire for Principals

First of all, the investigator identified and listed the different aspects/sub-

aspects/specific points for inclusion in the questionnaire keeping in mind the nature

and type of data to be collected from the principals. Then a matrix was prepared

(Table 3.5.1). Most of the items (questionnaire) prepared were of short answer,

alternative response and multiple choice types. Only a few open ended but

restricted response type item were included. The investigator selected a panel of

four principals and administered to them personally the first draft of the

questionnaire with 23 items for their critical comments to improve upon the items

124

in the questionnaire. They were also requested to suggest for inclusion of new

items if necessary. Besides their written comments/suggestions, the investigator

also discussed with them to elicit their views on the appropriateness/relevance of

the items included in it. The necessary changes were made in the questionnaire

and the fmal draft of the questionnaire contained twenty one items with two parts.

In Part-A there were items relating to the school, vocational subjects offered in the

schools, educational and professional qualifications and experience of the

principals. Part B of the questionnaire contained twenty-one items. For some

item there were certain number of sub-items and alternatives. Item Nos. 1, 2, 3, 5,

6, 8, 9, 10, 19, 20 were related to the adequacy of institutional facilities in relation

to the curriculum. Item No. 4 and 7 were related to the availability of instructional

materials/equipment provided in relation to the curriculum. Item Nos. 11 and 12,

were related to adequacy of Administrative staff. Item No. 13 was relating to

teaching aids. These items were mainly of the alternative response (Yes/No) type

followed by open ended items and space was provided for writing brief responses.

Item No. 14 was related to the internal assessment in vocational courses and a

respondent is required to state in brief the detail procedure followed. Item No. 15

requires details relating to apprenticeship facilities. Item No. 16 referred to

employment prospects. Item No. 17 and 18 were relating to details about teachers

teaching in vocational stream. Item No. 19 and 20 were related to the adequacy of

computers and library facilities. Item No. 21 was relating to yearwise and

subjectwise enrolment and the number of students who appeared and passed. Class

XII fmal examination.

125

Table 3.5.1: Different Aspects and Sub Aspects included in the Questionnaire

Sr. Aspects

Sub-Aspects

Specification No.

1 General Information School, Subjects, Principal

2 Infrastructure facilities

3 Instructional Materials/equipment

4 Administrative & support staff

5 Collaborating Agency

6 Evaluation

7 Employment prospects

8 Personal details

9 Students

Teachers common room, classrooms, libraries, laboratories/workshop/ work shed/plots Raw materials, teaching aids, computers Accountant, clerks, helpers technical staff Apprenticeship facilities

Internal assessment

Course, students

Teachers

Enrolment, completion of course

Name, vocational subjects, educational and professional qualifications, teaching experience of the Principal Number, adequate/inadequate

Adequate/inadequate

Number, adequate/inadequate Course, duration, stipend Provision, detail procedures Subjects having better employment prospects, type: self, wage, both Name, nature of appointment, gender, qualifications, teaching experience Course wise & gender wise enrolment, sanctioned intake, no. of students passed.

Since the questionnaire was prepared keeping in mind the matrix

(Table 3.5.1) developed for the purpose as guide and the opinions of experts were

duly reflected in it, the questionnaire was thought to be a valid and reliable one for

the purpose of data collection for the study. A copy of the questionnaire is given in

Appendix B.

126

3.5.2 Questionnaire for Teachers

A questionnaire for teachers was developed by the investigator to collect

data relating to Objective Nos., 2, 6, 7, 10 and 13 of the study. After consultation

and discussion with experts, the researcher listed the different aspects points to be

covered in the questionnaire, a matrix was prepared (Table 3.5.2). The first draft

of the questionnaire having 20 items was prepared and the same was given to three

experts for their suggestions for improvement and the necessary changes were

made wherever necessary based on their suggestions. The first draft was also

administered to five teachers from different vocational streams to find out the

appropriateness of the items included. After making the necessary modifications

the final draft of the questionnaire was made ready. It has 17 items (questions).

Both open ended and closed fixed response type items were included. Most of the

items were of alternative response (Yes/No) type. Some of the alternative response

type items had open ended response type sub items. Item Nos. 1 to 7 are relating

to Gender, nature of appointment, educational and professional qualifications,

teaching experience, subjects taught etc. Item Nos. 8 and 9 require information

relating to emoluments of teachers. Item Nos. 10 and 11 referred to the workload

and course content. Item Nos. 12, 13 and 14 were relating to the perceptions of

teacher about relevance of the vocational courses. Item Nos. 15 referred to the

present scheme of examination and changes required in the same as perceived by

the teachers. Item No. 16 deals with difficulties if any faced by teachers in

teaching the vocational courses. Item No. 17 was relating to in-service teacher

education programmes.

127

A respondent is required to provide his/her response by putting ` ✓ ' in the

appropriate box in the case of alternative response (Yes/No) and multiple choice

type items. In the case of open ended response type items/sub-items, space was

provided to write the answer on the questionnaire. A copy of the questionnaire is

given in Appendix-C.

Table 3.5.2: Aspects/Sub-aspects/Specifications considered for Inclusions in the Questionnaire

Sr. Aspect

Specifications No. 1. General Information

2. Emoluments

3. Workload 4. Relevance of vocational courses

5. Evaluation

6. Teaching of vocational courses 7. In-service teacher education

programmes

Institution, name, under, nature of appointment, qualifications, course taught, training Salary per month, degree of satisfaction Adequacy Appropriateness to achieve the objective, competency of students, employment prospects Satisfaction of teachers, changes needed Difficulty faced Participation of teachers

3.5.3 Questionnaire for Students

After going through the relevant literature and discussions with experts and

keeping in mind the nature and type of data to be collected the different aspects to

be included in the questionnaire were identified. Then a matrix was prepared

(Table 3.5.3) and based on the matrix, a questionnaire was prepared. The first

draft of the questionnaire was given to three experts for their suggestions for

improvement. It was then administered informally to a few students of vocational

stream to find out the suitability of the items from the students' point of view.

128

Necessary changes were made in the draft by incorporating the suggestions of the

experts, some items were revised based on the feedback received from the

students. The fmal form of the questionnaire consisted of 19 items. Most of the

items prepared were of restricted response and multiple choice types. Some of the

items/sub-items were open ended but restricted response type. Item No. 1 to 11

were related to personal details of the students such as name, age, school, gender,

religion, caste, language background, place of residence. Item Nos. 12 to 16

related to details of parents, like income, educational qualifications of parents,

number of family members and number of siblings. Item No. 17 and 18 were

about age, income, educational qualifications of siblings. Item No. 19 requires the

respondents to supply details about assets (property/material wealth). This item

has two parts (A & B) and each part consists of several items/sub-items/questions.

A copy of the fmal form of the questionnaire is given in Appendix-D.

Table 3.5.3: Aspects/Sub Aspects/Specifications considered for Inclusion in the Questionnaire for Students

Sr.No. Aspects Sub -Aspects 1 Personal details Self(Students)

2 Parents Father Mother

3 Family Members Siblings

4 Assets Household items

Vehicle House

Land

Specifications Name, school, division, age, gender, religion, caste, marks obtained at Std. X, place of residence, language known Educational Qualifications, occupations No. of family members, education, occupation & income of siblings Fridge, TV, telephone, cooking gas, music systems, computer, mobile Scooter, Motorcycle, Car Ownership/Rented, No. of rooms Agriculture/Non-agriculture Area, price, income

1G7

3.5.4 Data Sheet on Teaching-learning Aids/Equipment for Teachers

A response sheet on teaching aids/equipment for each course separately

was prepared by the investigator to collect data relating to teachings

aids/equipment available in schools. Altogether 15 response sheets (one in each

vocational course) were developed. Two subject (vocational) teachers having at

least three years teaching experience from each subject were selected. They were

requested to examine the syllabus thoroughly and prepare a list of instructional

materials required to teach the concerned vocational subjects and to conduct

practical. A final list was prepared by combining the list prepared by the teachers

and the list of teaching/learning aids prepared by NCERT for each course

effectively. Then the prepared response sheets were given to them with the request

to study the same and suggest changes if necessary. Also they were requested to

provide the various information covering the laboratory facilities, workshops etc.

required for conducting practicals in the concerned subjects. The first draft of the

response sheets were given to a panel of experts and two subject teachers in each

subject for their suggestions for further improvement. After receiving their

suggestions necessary changes were made wherever necessary and the final draft

of the response sheets was made ready for data collection. The respondents were

required to put ( ✓ ) in the box against the teaching aid/equipment available to

teaching the theory component and for conducting practicum. They were also

required to write in the space provided in the second column the quantity/number

of the same and in the third column were required to mention whether the same is

adequate or inadequate by putting ` ✓ ' in the appropriate box.

130

Obviously the response sheets had content validity as was evident in the

manner in which they were developed. Copies of the response sheets are given in

Appendix-E.

3.5.5 Attitude towards Vocational Courses — A Scale.

The researcher after going through the relevant literature had informal

discussions individually with some experts in the field to elicit their views

regarding various points to be considered for inclusion in the attitude scale. Then

the items for the attitude scale were prepared. All the items are in statement form.

Both favourable as well as unfavourable statements were included. Altogether 28

items were prepared. The first draft of the attitude scale was given to three experts

for their suggestions for improvement in the scale and changes were made

wherever necessary keeping in mind the suggestions received. At this stage few

more items were added to the scale. The fmal form of the scale consists of 30

items. Each statement (item) is followed by five responses viz. :SA (Strongly

Agree); A (Agree); U (undecided); D (Disagree); and SD (Strongly Disagree). A

respondent is required to encircle the response which describes his feelings

appropriately. The attitude scale was also administered informally to 10 students

of vocational stream, to find out the suitability of the items in the attitude scale

from the respondents' (Students') point of view. Test-Retest reliability of the scale

was determined by administering and readministering the scale to a sample of 41

students. Also split-half reliability of the scale was determined. The observed test-

retest reliability coefficient and split-half reliability coefficient of the scale were

0.90 and 0.92 which were found significant and very high. A specimen copy of the

scale is given in Appendix-F.

131

3.5.6 Questionnaire for Graduates of the Vocational Stream

The investigator developed a questionnaire for persons who had passed +2

vocational courses. First of all the researcher had informal discussion individually

with some experts to elicit their responses regarding the various points to be

considered for inclusion in the questionnaire. Then a matrix was prepared (Table

3.5.4). Questions were prepared based on the matrix. The first draft of the

questionnaire was given to three experts for their suggestions for improvement.

After receiving their suggestions changes were made wherever necessary. The

questionnaire was also administered informally to five persons who had passed +2

(vocational stream) to find out the suitability of the questions/items in the

questionnaire from the respondents' point of view. Then the final form of the

questionnaire was made ready which contain 18 items. A respondent was required

to write in the space provided for open ended response type questions or put ` ✓ ' in

the applicable boxes provided for the purpose. Item. Nos. 1 to 3 were concerned

with information regarding the year of passing the +2 vocational course, the

vocational courses studied at +2 stage and the class/division obtained. Item No. 4

referred to the information about present as well as previous employment records.

Item No. 5 — 12 related to details about self-employment. Item no. 13 referred to

usefulness of the course in the present job, item No. 14 and 15 deal with

higher/further studies and difficulties encountered in getting admissions. Item nos.

16 and 17 were concerned with information regarding unemployment and reasons

for the same. Item No. 18 includes several questions relating to On-the-Job

Training Programme. Since the questionnaire was prepared keeping in mind the

purpose of the study and opinions of experts were reflected, the questionnaire was

1.52

thought to be valid and reliable. A specimen copy of the questionnaire is given in

Appendix-G.

Table 3.5.4 : Different Aspects and Specifications considered for inclusion in tir Questionnaire for Graduates

Sr. Aspects Sub-Aspects

Specifications No.

I General Information

2 Employment

Course studied. year of passing, class obtained

Wage Present or previous, govt/private, employment permanent/temporary, salary, year of

employment, nature of work Self employment Name of project, nature of work,

year of starting, source of finance, amount invested, difficulties faced, profit

Unemployment Reasons Course studied, reasons, difficulties faced Duration, facilities, effectiveness of OJT, inplant supervision, problems, drawbacks

3 Further Study

4 On-the-job training (OJT)

3.5.7 Information Schedules to collect Information from Office Records

The following information schedules were prepared and used to collect data

from various sources as mentioned in Section 3.4

a) Information Schedule for collection of Marks from School Records: A

copy of the information schedule is given in Appendix-H.

b) Information Schedule on Enrolment in Vocational and Academic Streams:

A schedule was prepared to collect data relating to year-wise enrolment of

students in both the streams from the office records of the Directorate of

Education and Education Statistics at a glance. A copy of the Schedule is

given in Appendix-I.

133

c) Information Schedule on Candidates registered and passed different

Vocational Courses: An information schedule was prepared to collect data

relating to number of students registered and passed different vocational

courses over the years from the office records of the GBSHSE. A copy of the

said schedule is enclosed in Appendix-J.

d) Information Schedule on Enrolment of students at +3 level in different

colleges: To collect data regarding enrolment of student of vocational and

general streams at the +3 stage in different colleges an information schedule

was prepared by the investigator. A copy of the same is given in Appendix-K.

e) Information Schedule on Registration in Employment Exchange: An

information schedule was prepared to collect data about the graduates of the

vocational streams registered in the employment exchange. A copy of the

schedule is given in Appendix —L.

f) Information Schedule on In-Service Teacher Education Programme: A

schedule prepared was used to collect data from the office records of the

GBSHSE. A copy of the schedule is given in Appendix-M.

3.5.8 Interview Guide

Data were also collected in the present study from different categories of

respondents as given in Table 3.3.4 by conducting interview. Since the interview

was mostly informational, conservational, no ready made questions were used.

Keeping in mind the data to be collected, a list of points was prepared in advance.

Questions were framed on the spot depending upon the requirements. The

interview guides prepared and used in the study are as follows:

a) Interview Guide for Officials of the Directorate of Education — Vocational

Wing (Appendix-N)

b) Interview Guide for Officials of GBSHSE (Appendix-0)

c) Interview Guide for Officials of SIE (Appendix-P)

d) Interview Guide for Inplant Supervisor (Appendix-Q)

e) Interview Guide for Principals (Appendix-R)

f) Interview Guide for Teachers (Appendix-S)

g) Interview Guide for Vocational Stream Graduates (Appendix-T)

3.5.9 Observation Guide

Direct observation was also one of the technique employed by the

investigator not only to supplement the data collected by the investigator but also

to collect first hand information relating to physical facilities of the institutions.

Though the investigator did not prepare observation schedule for the purpose, she

had listed in advance some of the aspects/points to be considered in making

observation. During observation the investigator noted down the significant points

observed and later on she prepared observation notes. A copy of the observation

guide is given in Appendix-U.

3.6 Data Collection Procedures

The detailed procedures followed in collecting data for the present study

are described in the following pages. Data were collected in seven phases as

follows:

135

Phase I: Administration of the Questionnaire to the Principals

In this phase, the questionnaire with a covering letter addressed to the

principals of the concerned +2 vocational Higher Secondary schools was either

mailed or hand-delivered by the researcher to the concerned authority. By hand-

delivering, the researcher made sure that the concerned authority had received the

questionnaire. She also spoke to the concerned principals for 20 minutes to half an

hour, and iaormed them of the nature of her study and its significance. The

questionnaire had a self addressed stamped envelope attached, and the researcher

requested the principals to mail the same back to her on completion, within a week

of its receipt.

After about two weeks, the researcher sent reminder to those who had not

sent back the filled in questionnaires. Then a second reminder was sent wherever

required after a gap of two weeks of the first reminder. The researcher received all

the 39 questionnaires which were either hand delivered or mailed and thus 100

percent response.

Phase II: Administration of Questionnaire to Teachers

The researcher visited the schools personally and distributed the

questionnaires to all the subject teachers in all the vocational Higher Secondary

schools. The teachers were requested to fill in the questionnaires and return the

same to the researcher using the self addressed stamped envelope. However, the

researcher visited many schools and collected the filled in questionnaire

personally. Few teachers did not return the questionnaire after repeated reminders.

136

Phase III: Administration of Response Sheet on Teaching-Learning Aids to

Teachers and Collection of Addresses of Ex-Students.

After obtaining permission from the principals, the investigator visited the

schools and administered the response sheets on teaching-learning aids to teachers.

A self-addressed stamped envelope was also handed over to each teacher with the

request to send the sheet by post using the same. Also during this period the

investigator completed the task of collecting the names and addresses of students

who had passed +2 examination (vocational stream) from the concerned Higher

Secondary schools in the year 1992, 1994, 1996, 1998 and 2000.

Phase IV: Administration of the Questionnaire and Attitude Scale to Students and

Observation

After obtaining prior permission of the principals the investigator visited

the schools. The attitude scale was administered to the students of Class XII

personally by the investigator. Then the questionnaire was administered after a

gap of one period. After explaining to the students the procedures for filling up of

the questionnaire, the students were told to take the questionnaire home to fill in

the same with the help of their parents/elders wherever necessary. After a gap of

one week the researcher visited the schools and collected the filled in

questionnaire. Also during this phase, observation of facilities was made by the

investigator.

Phase V: Collection of Data from the Graduates of Vocational Stream

The investigator explained the purpose of the questionnaire and

significance of the study on a covering letter, mailed the questionnaire along with a

137

self-addressed stamped envelope. Some of the respondents were not available at

the address given by the authorities concerned. The investigator communicated

over phone and obtained the required data whenever possible. Telephone interview

was conducted with many of the respondents.

Phase VI: Collection of Data from the Office Records

Data were collected from the different records of the Directorate of

Education, GBSHSE, Vocational Schools, Employment Exchanges and general

(Arts, Science and Commerce) Colleges.

Phase VII: Interview

Interview was conducted with different categories of respondents using the

interview guides as explained earlier.

3.7 Scoring/Coding and Tabulation/Organisation of Data/Information

In the present study, hand tabulation procedures was employed to tabulate

the data/information. The procedures followed in scoring/coding and

tabulation/organization of data collected using the tools and techniques are

discussed in the following pages.

A data table was developed by the investigator with the code number s and

names of all the 39 Higher Secondary (vocational) schools down the left hand

(vertical) margin. The names/numbers of items and sub-items were written

horizontally. From the questionnaire, data/information were entered school-wise

138

in to the table. There were three types of items, in terms of the method of recording

the response. Most of the items/sub-items required Yes/No response indicating the

presence or absence of the particular item/facility. Few items were of the open-

ended response type where space was provided for the respondent to record the

necessary information. For such items, the recorded information were directly

entered into the table. The same procedure was followed for questionnaire for

teachers, students and the graduates of the vocational stream. The data provided

by the teachers in the response sheet on teaching-learning aids were directly

tabulated in the form of tally and frequencies. The attitude scale contained 30

items, both favourable and unfavourable statements. Each statement had a

predetermined scale value as given in Table 3.7.1.

Table 3.7.1 : Score Value for Attitude Scale

Responses Rating Points

Positive Statement Negative Statement SA 5 1 A 4 2 U 3 3 D 2 4

SD 1 5

The sum total of the scores on all the items selected by a respondent was

considered his/her attitude score. After completing scoring for all subjects, the

scores were then tabulated keeping in mind the objectives of the study.

To determine the family economic status, the following procedures were

followed.

1. The assets possessed by the family was converted into rupees.

2. Then, the same was rated on a 7 point scale.

139

3. Similarly monthly income of each family member was rated on a 7 point

rating scale.

4. The rating points were added to obtain the family economic status score.

Data/Information collected employing interview/observation were also

organized properly after scrutinizing and editing the same and then they were used

for analysis.

3.8 Data Analysis Methods/Techniques

After scoring and organizing the data/information collected using different

tools/techniques, mentioned in the preceding section, analysis of the

data/information was done for each objective separately. From the data entered

into the master data sheet. Separate tables were prepared taking into consideration

the concerned objectives of the study. Both qualitative and quantitative data

analysis methods and techniques were used. The data analysis methods and

techniques employed in the present study are as follows:

I. Frequency and percentage analysis

2. Calculation of Mean

3. Content Analysis

4. Pearson Product Moment Method of Correlation (r)

5. t-test

6. One-way Analysis of Variance (ANOVA)

7. q-test.