DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
chief ministers girls cycle scheme-analysis of data ch 04
1. 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.
83
2. 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 MEAN S.D. T-RATIO LEVEL OF
GIRLS 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
150
100
140
50
60
0
Urban Rural
84
3. 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 No. of MEAN S.D. T-RATIO LEVEL OF
QUALIFICATION GIRLS 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
140
120
100
80 140
60
40 60
20
0
Pre-Matric Post-Matric
85
4. 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 No. of MEAN S.D. T-RATIO LEVEL OF
QUALIFICATION GIRLS 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
120
100
80
60 113
87
40
20
0
Pre-Matric Post-Matric
86
5. 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 MEAN S.D. T-RATIO LEVEL OF
GIRLS SIGNIFICANCE
MINORITY 65 10.11 2.99 1.63 NS
AIDED SCHOOL
GOVERNMENT 135 8.42 11.26
SCHOOL
( 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
150
100
135
50
65
0
Minority Aided Government
School School
87
6. 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 No. of MEAN S.D. T-RATIO LEVEL OF
FAMILY GIRLS SIGNIFICANCE
(annually)
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
140
120
100
80
60
126
40 74
20
0
Below RS 40000 Above RS 40000
88
7. 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 MEAN S.D. T-RATIO LEVEL OF
GIRLS 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
140
120
100
80
60
125
40 75
20
0
Urban Rural
89
8. 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 No. of MEAN S.D. T-RATIO LEVEL OF
QUALIFICATION GIRLS 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
150
100
147
50
53
0
Pre-Matric Post- Matric
90
9. 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 No. of MEAN S.D. T-RATIO LEVEL OF
QUALIFICATION GIRLS 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
110
105
100
95 109
90
85
91
80
Pre-Matric Post -Matric
91
10. 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 No. of MEAN S.D. T-RATIO LEVEL OF
SCHOOL GIRLS SIGNIFICANCE
MINORITY 65 139.48 15.97 2.88 S
AIDED SCHOOL
GOVERNMENT 135 146.52 16.64
SCHOOL
( 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
140
120
100
80 135
60
40 65
20
0
Minority Aided Government
School School
92
11. 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 No. of MEAN S.D. T-RATIO LEVEL OF
FAMILY GIRLS SIGNIFICANCE
(annually)
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
140
120
100
80
126
60
40 74
20
0
Below RS 40000 Above RS 40000
93
12. 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
ACADEMIC MOTIVATION LEVEL OF
ACHIEVEMENT OF URBAN SIGNIFICANCE
N r
OF URBAN GIRLS
GIRLS
∑X ∑X2 ∑Y ∑Y2 ∑XY
140 0.80 S
1194 11500 20264 2977180 172111
( 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.
94
13. 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
ACADEMIC MOTIVATION LEVEL OF
ACHIEVEMENT OF RURAL SIGNIFICANCE
OF RURAL GIRLS N r
GIRLS
∑X ∑X2 ∑Y ∑Y2 ∑XY
60 0.03 NS
471 4249 8582 123884 67441
( 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.
95
14. 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
ACADEMIC MOTIVATION LEVEL OF
ACHIEVEMENT OF GIRLS N r SIGNIFICANCE
OF GIRLS
∑X ∑X2 ∑Y ∑Y2 ∑XY
60 -0.12 NS
428 3464 8785 1308701 62299
( 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.
96
15. 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
ACADEMIC MOTIVATION LEVEL OF
ACHIEVEMENT OF GIRLS N r SIGNIFICANCE
OF GIRLS
∑X ∑X2 ∑Y ∑Y2 ∑XY
140 0.001 NS
1239 12309 20061 2907363 177532
( 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.
97
16. 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
ACADEMIC MOTIVATION LEVEL OF
ACHIEVEMENT OF GIRLS N r SIGNIFICANCE
OF GIRLS
∑X ∑X2 ∑Y ∑Y2 ∑XY
87 -0.28 S
624 5070 12513 1827975 89353
( 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.
98
17. 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
ACADEMIC MOTIVATION LEVEL OF
ACHIEVEMENT OF GIRLS N r SIGNIFICANCE
OF GIRLS
∑X ∑X2 ∑Y ∑Y2 ∑XY
113 0 NS
1043 10703 16333 2388089 150840
( 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.
99
18. 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
ACADEMIC MOTIVATION LEVEL OF
ACHIEVEMENT OF GIRLS N r SIGNIFICANCE
OF GIRLS
∑X ∑X2 ∑Y ∑Y2 ∑XY
126 0.28 S
988 8980 18152 2651198 140464
( 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.
100
19. 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
ACADEMIC MOTIVATION LEVEL OF
ACHIEVEMENT OF GIRLS N r SIGNIFICANCE
OF GIRLS
∑X ∑X2 ∑Y ∑Y2 ∑XY
74 -0.08 NS
679 6793 10694 1564866 97856
( 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.
101
20. 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
ACADEMIC MOTIVATION OF LEVEL OF
ACHIEVEMENT OF GIRLS OF SIGNIFICANCE
GIRLS OF MINORITY-AIDED N r
MINORITY-AIDED SCHOOL
SCHOOL
∑X ∑X2 ∑Y ∑Y2 ∑XY
65 0.38 S
657 7213 9066 1280826 91519
( 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.
102
21. 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
ACADEMIC MOTIVATION OF LEVEL OF
ACHIEVEMENT OF GIRLS OF SIGNIFICANCE
GIRLS OF GOVERNMENT N r
GOVERNMENT SCHOOLS
SCHOOL
∑X ∑X2 ∑Y ∑Y2 ∑XY
135 -0.14 S
1010 8560 19780 2935238 147107
( 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.
103
22. 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
ACADEMIC MOTIVATION LEVEL OF
ACHIEVEMENT OF GIRLS N r SIGNIFICANCE
OF GIRLS
∑X ∑X2 ∑Y ∑Y2 ∑XY
200 -0.17 S
1667 15773 28846 4216064 238626
( 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.
104