CHAPTER 4

METHODOLOGY

4.1

METHODS ADOPTED FOR THE STUDY

4.2

TOOLS AND TECHNIQUES USED IN THE STUDY

4.3

SAMPLE SELECTED

4.4

EXPERIMENTAL DESIGN

4.5

EXPERIMENTAL PROCEDURE

4.6

STATISTICAL TECHNIQUES EMPLOYED

METHODOLOGY

According to Wiles (1972), a research Methodology accounts (i) What is

studied (ii) the subjects involved (iii) method of collecting data (iv) method of
drawing conclusion.

Research Methodology is a way to systematically solve the research

problems. It may be understood; as a science of studying how research done
scientifically. Methodology is generalization of technique and a concretization of
philosophy. It refers to the procedure adopted by the research worker in conducting
an investigation. It is the norms by which procedure and techniques are selected
and articulated. Methodology for the basis for the technique or method and tool for
the collecting, organic and interpreting the data.

According to Koul (1993) A preplanned and well described met will provide
the researcher a scientific and feasible plan for attacking solving the problem for
investigation.

A suitable method helps the researcher to explore the diverse stands of the
study and adequately measure them so as to satisfy the requirement and thus it is a
means to an end.

According to Best and Khan (2005) the machinery of the methodology

occupies a very important position in any kind of research. The vehicles of any kind
of research cannot perform its function without it; since it is to be carried out; and
outlines the deleted description of the research variable procedure.

The major objective of the present study is to find out the effectiveness of Six
Thinking Hats Strategy in Learning English of Secondary Level Students.

Details regarding the methodology adopted in this study are given below:

4.1

Method adopted

4.2

Tools and Techniques

4.3

Sample selected

4.4

Experimental design

4.5

Experimental procedure

4.5

Statistical techniques employed

The details regarding the above mentioned aspects are given below.

4.1

METHOD ADOPTED FOR THE STUDY

The investigator adopted Experimental cum survey method. The

Experimental method was used to study the effectiveness of Six Thinking Hats
Strategy in learning English at Secondary Level.

Campell and Stanley )1963) says : The Experiment is the only means for
setting disputes regarding educational practice; the only way of establishing a
cumulative tradition; and only way of verifying educational improvement in which
improvement can be introduced without the danger of a faddish discard of old
wisdom in favor of interior novelties. The survey method was used to collect the
responses of teachers regarding the extent of the use, practicability, and suitability
of the strategy, practical difficulties, advantages, reason for not using the Six
Thinking Hats Strategy for learning English Language at Secondary School Level.

4.2

TOOLS AND TECHNIQUES USED FOR THE STUDY

4.2.1 Instructional material based on Six Thinking Hats Strategy for teaching
in Std IX based on Short Story and Grammar.
4.2.2 Achievement Test in English based on Short Story and Grammar was
administered to IX standard students in Experimental Group (N = 35) and Control
Group (N = 35).
4.2.3 Rating scale for teachers to rate the suitability and practicability of Six
Thinking Hats Strategy in Learning English at Secondary School Level was
administered to English teachers (N = 100).
4.2.4 Questionnaire was administered to Secondary School English teachers
(N = 100).
4.2.5 Socio Economic Status Scale was administered to Std IX students in
Experimental Group.
4.2.6 Free Response Sheets were distributed to class IX students
(Experimental Group) to get their feedback about the class.

4.2.2. Achievement test in English

The investigator prepared an achievement test in English and administered

on Std IX students who were placed under experimental group and control group in
order to assess the effectiveness of Six Thinking Hats Strategy over activity method.
The achievement test consists of 33 questions. The questions are from unit 1,
subunit The Tattered Blanket (short story) and Grammar (relative pronoun).

The achievement test consists of objective type questions, very short answer
and short answer type questions. The time allotted was 2 hours. Maximum marks
was 50; the same achievement test was used as pre-test (to assess the entry
behavior of the students) and post test (to assess the terminal behavior of the
students).

The details regarding the achievement test are given under the following
heads;
I.

Design of the test

a. Weightage to objectives When the test was prepared, due weightage
was given to the objectives namely knowledge understanding,
application and skill.
Table 4.1 Weightage to objectives

No.
1
2
3
4

Objectives

Marks

Percenta
ge

Knowledge
Understanding
Application
Skill(creative)
Total

b. Weightage to content
When the test was prepared due weightage was given to each topic of
the content. The main unit was divided into 2 topics. A detailed

description of weightage given to each type is presented in the table

4.2

Table 4.2 Weightage to contents

No.
1
2
3
4
5
6

Contents

Marks

Percenta
ge

Relative Pronoun
Vocabulary
Spelling Correction
Sentence Creation from Jumbled
Words
Short Story Comprehension
Discourse Construction
Total

c. Weightage to difficulty level

The investigator included such type of questions in the achievement
test to cater the bright, the average and the dulls. Based on the
difficulty level of questions, the items in the test were classified into
three levels. They are easy, average and difficult. Proper weightage
was given to each difficulty level of question in the achievement test.
The weightage of the difficulty level is shown in table 4.3.
Table 4.3 Weightage to difficulty level

No.
1
2
3

Level of questions

Marks

Percenta
ge

Easy
Average
Difficult
Total

d. Weightage to form of questions

Based on the form of questions, the items in the test were classified
into three levels. They are objectives type, very short answer and short
answer. A detailed description is given in table 4.4

Table 4.4 Weightage to form of questions

II.

No.

Form of Questions

1
2
3

Objective Type
Very Short Answer
Short Answer
Total

Marks

Percenta
ge

Blue print of achievement test

A three dimensional chart, the blueprint, specifying the content
covered by the test in relation to the weightage assigned for different
objectives , difficulty level and forms of questions was prepared by the
investigator and is shown in table 4.5. The number outside the bracket
indicates the marks for each question and number inside the bracket
indicates number of questions.
Table 4.5 Blue Print

O- Objective, VSA Very Short Answer, SA - Short Answer

4.2.3 Rating Scale for Secondary School English Teachers

A rating scale was prepared by the investigator and administered to
100 English teachers at Secondary level.
(Appendix II) The rating scale contained two items which were meant to test the
views of teachers regarding the following aspects.
i)
The suitability of Six Thinking Hats Strategy for learning English at
Secondary level.
ii)
The practicability of Six Thinking Hats Strategy for training English at
Secondary level

The respondents were asked to indicate their opinion by putting a tick mark in
any of the columns namely GE (Great Extent), SE ( Some Extent) and NA( Not at
All) provided.

4.2.4 Questionnaire for Secondary School English Teachers

A questionnaire was prepared by the investigator and administered to

100 teachers teaching English at Secondary level.
(Appendix III) The questions were meant to test the views of teachers regarding the
following aspects
i)
ii)
iii)
iv)
v)

The use of Six Thinking Hats Strategy for teaching English at Secondary
level .
Reasons for not using Six Thinking Hats Strategy
The advantages of Six Thinking Hats Strategy
The suggestions for the effective use of Six Thinking Hats Strategy
The suitability of Six Thinking Hats Strategy to attain objectives of
teaching English at Secondary level.

4.2.5 Free Response Schedule for Students

A free response schedule was prepared and administered to the
students to collect the advantages of Cognitive Development Model (Appendix IV)
4.2.6 Socio Economic Status Scale for Students

A socio economic status scale was prepared and administered to the

students (Appendix V). It was designed to obtain details regarding the personal,
social, educational and economic aspects of the students.

4.3

Sample Selected for the Study

i)

Sample selected for Experimental study.

The details of the sample selected for experimental study are given in
table 4.7

Name of the school

B.H.H.S Mavelikara

Type of Teaching
Six Thinking Hats
Strategy
Activity Method

Gender
Male Female

Number of
Students

22

13

35

20

15

35

4.3.2 Sample Selected for the Survey Study

The details regarding the sample selected for the survey study are
given below

4.4

Experimental Design

In this study the investigator adopted Pre-Test, Post-Test and parallel

group design.

Table 4.2
Sl No.
1
2
3

Sample selected for the survey study

Name of the School
Budhanoor HSS
Chunakkara HSS
Kayamkulam HSS for Boys

No.of
Teachers
2
3
2

4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29

Kayamkulam HSS for Girls

Kunnam HSS
Mavelikara HSS for Girls
Mavelikara VHSS
Puliyoor Panchayat HS
Pathiyoor Panchayat HS
Bharanikavu PopePier XI HSS
Cheriyanad SVHS
Chennithala MHS for Boys
Chennithala MHS for Girls
Cheriyanad DB HSS
Cheriyanad SN Trust
Chettikulangara HSS
Kattanam CMSHS
Kayamkulam NRPM HSS
Kodukulanji JMHS
Koipally Karanma HS
Koipally Karanma NSS HS
Kurathikad NSS HS
Mannar NSB HSS
Mavelikara Bishop Hodges
Pullikanaku NSHS
Thamarakulam VVHSS
Thajhakkara NSS HS
Vallikunnam AGR MHSS
Mattom St John's HSS

2
2
2
2
3
3
4
4
3
3
5
4
3
6
4
4
4
4
3
3
4
2
6
3
4
5

4.5

Experimental Procedure Adopted

In this study Six Thinking Hats and Activity method were taken as
independent variables. The achievement in English was taken as dependent
variable. The investigator selected one school from Alappuzha district for the
experimental study. Two divisions of the same school were chosen. One group
consists of 35 students was selected as the experimental group and another
consisting of 35 students were selected as control group. The experimental group
was taught using Six Thinking Hats Strategy and Control group using Activity
method. The procedure adopted can be described in the following heads.
4.5.1 Pre-Test
Achievement test in English was administered to two groups. Six
Thinking Hats group (Experimental Group) and Activity method group (Control
Group) before teaching.
4.5.2 Expositions Experimental Teaching
The experimental group was taught using Six Thinking Hats Strategy.
4.5.3 Exposition to Activity Method
The Control group was taught using the activity method by the
investigator.
4.5.4 Post-Test
After the completion of the lessons, on achievement test was
administered by the investigator for both Experimental and Control group. The
same achievement test was used as Pre-test and Post-Test.
4.6

Statistical Techniques Used

To the tenability of the hypothesis formulated for the present study the
following statistical techniques were employed.
1. ANOVA and ANCOVA were used to test whether there is significant difference
between Experimental and Control group with regard to achievement scores
in English.
2. Test of significance for difference between means of achievement scores of
subsamples of Six Thinking Hats group calculated was used to study whether
there is any significant difference between the means of subsamples under
study.

3. Test of significance for difference between percentage was used to study

whether there is any significant difference between the response regarding
the use of Six Thinking Hats Strategy.