Quantitative Research Methodology Assignment 2 [PDF]

Zitiervorschau

QUANTITATIVE RESEARCH METHODOLOGY (HMEF5093) Assignment 2 A Research Proposal to a Quantitative Research

Sobeeha Abdul Latheef S1400131

Academic Achievement, Gender & Socioeconomic Status: Their Relation to Students’ Self Esteem

Introduction Extensive research on the concept of self-esteem has recognised the important role of high self- esteem for people of all ages. The development of human abilities and skills are increased through high self- esteem. Self-esteem can be defined as the assessment of one’s own self. This self-assessment maybe either positive or negative. It specifies the degree to which an individual believes himself or herself to be competent in different roles of life. (Naderi, Abdullah, Aizan, Sharir, & Kumar, 2009). The relationship between self-esteem and academic achievement have received much attention as self-esteem has been recognized as an important factor for students in their academic achievement (Zhi, 2014). Studies conducted to investigate the relationship between self-esteem and academic achievement found that high self-esteem increases academic achievement. However, some researchers have also found there is no significant influence between self-esteem and academic achievement (Naderi, et.al, 2009). A number of studies have investigated the relationship between self-esteem and gender. It is believed that there is a direct association between the self-esteem and gender. These studies indicate there is a significant difference in self-esteem between males and females. Once again there are researches conducted that showed that there is no gender differences in students' level of self-esteem (Rafei, 2008). Research shows that socioeconomic status of students has a clear influence on their development of self-esteem. These studies suggest that socioeconomic status to be significantly related to self-esteem. In general, students with higher socioeconomic status have a higher self-esteem than those form a lower socioeconomic status (Wood, 2010). The purpose of this research is to study the relationship between students’ level of self-esteem and their academic achievement. The study also aims to investigate the relationship between students’ level of self-esteem and gender and its relation with their socioeconomic status.

Research questions and Hypotheses

2

Based on the objectives of the study described in the introduction, the following research questions will be addressed in the study. 1. What is the relationship between students’ level of self-esteem and their academic achievement? 2. What is the effect of students’ gender and their socioeconomic status on their level of self-esteem? Based on the research questions and literature review, the research is to be directed by the following null hypotheses and alternate hypotheses.

Null hypotheses 1. The correlation between students’ level of self-esteem and their academic achievement is negative and not significant. 2. The correlation between students’ level of self-esteem and their socioeconomic status is negative and not significant. 3. The correlation between students’ level of self-esteem and their gender is negative and not significant.

Alternate Hypotheses 1. There is a positive and significant correlation between students’ level of self-esteem and their academic achievement. 2. There is a positive and significant correlation between students’ level of self-esteem and their socioeconomic status. 3. There is a positive and significant correlation between students’ level of self-esteem and their gender.

Methodology Research design

3

The research design used for this study is an explanatory correlational design. In explanatory correlational design the relationship between two or more variables are investigated and the extent to which the variables are related is investigated. Only one sample will be used and variables will not be manipulated. Correlational statistical test will determine the strength of the relationship and the direction of the correlation (Correlational Research, n.d.). In this study a single sample of 15-17 year old students studying in five different schools will be used. The correlation between their self-esteem in relation to their academic achievement, gender and socioeconomic status will be investigated.

Population and Sample The target population of the study is all 15-17 year old students in government secondary schools of the capital city of Republic of Maldives, Male’. This target population will be narrowed down to 15-17 year old students in five government secondary schools in Male’. These five schools will be systemically selected to ensure similarity between this accessible population and the target population. These five schools selected consists of one all girls’ school, one all boys’ school and three co-ed schools. The accessible population consists of all 15-17 year old students in these five schools. From this accessible population, students those who are living with one or both of the parents will be identified. Since socioeconomic status is a variable that is investigated in this study, identification of students living with parents and guardians or caretakers is important. If this factor is not taken into account it may decrease the external validity of the study as the socioeconomic status of the guardian or care taker may not be the same as the student. The sample for the study will be obtained from the students identified as living with their parents. An appropriate sample size will be calculated from this population using 95% confidence level and a confidence interval of +/- 5. The sample will be selected using a simple random method. The students’ name will be ordered in alphabetical order and every third name will be selected from this list to be included in the study. Instrumentation

4

A self-esteem scale will be used to determine students’ level of self-esteem (appendix 1). It consists of 20 items scored on a four-point Likert scale from ‘Strongly disagree’ (1) to ‘Strongly agree’ (4). The highest self-esteem score for the scale is 80 and the lowest is 20. The scale has equal number of positive and negative items. Two commonly used self-esteem scales are used for the development of the scale used in the study. Ten items of the Rosenberg self-esteem scale and another 10 items form the Coppersmith Self Esteem Inventory. The items are used as it is or is slightly modified form the original item. The validity and the reliability of both these scales are high. (Thomas & Dr Raj, 1982). To establish the reliability and the validity of the scale adopted for this study, the instrument will be pre tested using a small group of students and the Cronbach’s alpha was will be measured.

A Questionnaire consisting of 12 items is used to measure the socioeconomic status of the students (appendix 2). The highest score that could be obtained for the questionnaire is 53 and the lowest score is 3. The items used in the questionnaire is adopted from the questionnaire used by Aggarwal, Bhasin, Sharma, Chhabra, Aggarwal, & Rajouraalso (2005) in their study titled A New Instrument (Scale) for Measuring the Socioeconomic Status of a Family :Preliminary Study. Once again the socioeconomic status questionnaire that will be used in this study will be tested for its reliability and validity. Their academic achievement will be measured using the subject average marks of their last school examinations.

Research Procedure The participants will be given the self-esteem scale to measure the level of their self-esteems. The parents of the participants will be asked to complete the questionnaire on socioeconomic status. Participants will be categorized into two groups, on the basis of their score on the self-esteem scale. Participants with self-esteem scores ranging from 20 to 40 will be considered as having 5

low levels of self-esteem and those with self-esteem scores ranging from 41- 80 will be considered as high levels of self-esteem. Participants will be categorized into another two groups, related to their subject average marks. Participants with subject average marks ranging from 0 to 50 will be considered as low academic achievers and those who have subject average marks ranging from 51- 100 will be considered high academic achievers. Participants will also be categorized depending on their gender. Males for one group and females for the other group. Another category where the participants will be divided is on the basis of their socioeconomic status. From the scores obtained from the socioeconomic status questionnaire, participants will be divided into students with high socioeconomic status and students with low socioeconomic status. The high socioeconomic status group has a score ranging from 53-26 and the low socioeconomic status group has a score ranging from 25-3.

Framework of data analysis The data obtained from the investigation will be analysed using two statistical techniques: Pearson’s and a t-test. Pearson’s correlation is used to measure the linear relationship between two set of data (Statistics How To, n.d.). An independent t-test is used to measure the significant difference between the means of two unrelated groups (Statistics Tutorial, n.d.). The extent of relation between self-esteem and academic achievement, gender and socioeconomic will be obtained by using Pearson r. The significance of the correlation coefficient will be determined. The value of the coefficient will indicate whether there is negative or positive correlation between students’ level of self-esteem and their academic achievement, gender and their socioeconomic status (Statistics How To, n.d.).

6

Two extreme groups of the participants will be formed on the basis of subject average marks, gender and socioeconomic scores. Significant difference between the high academic achievers group and the low academic achievers group will be calculated for the variable selfesteem using an independent t-test. The significant difference between the males and females and low socioeconomic group and high socioeconomic group will also be calculated using the same technique. The results of the t-tests will show if there is a significant difference between the self-esteem levels of these extreme groups. (Statistics Tutorial, n.d.).

7

References Aggarwal, O.P., Bhasin, S.K., Sharma, A.K., Chhabra, P., Aggarwal, K., & Rajoura, O.P. (2005). A New Instrument (Scale) for Measuring the Socioeconomic Status of a Family: Preliminary Study. Indian Journal of Community Medicine. Retrieved from http://medind.nic.in/iaj/t05/i4/iajt05i4p111.pdf Correlational Research. (n.d.). Retrieved December 15, 2014 from https://www.aea267.k12.ia.us/system/assets/uploads/files/1470/correlationalresearch.pdf Naderi, H., Abdullah, R., Aizan, H.T., Sharir, J., & Kumar, V. (2009). Self Esteem, Gender and Academic Achievement of Undergraduate Students. American Journal of Scientific Research. Retrieved from http://www.eurojournals.com/ajsr.htm Rafei, S. E. (2008). The Relationship between Self-Esteem and Gender, Grade Level and Academic Achievement, in Secondary Schools’ Classes in Lebanon. Retrieved from https://lra.le.ac.uk/bitstream/2381/7583/1/2%203The%20Relationship%20between%20Self %5B1%5D.pdf Rosenberg Self-Esteem Scale. (n.d.) Retrieved December 2, 2014 from www.yorku.ca/rokada/psyctest/rosenbrg.pdf Statistics How To. (n.d.). Retrieved December 15, 2014 from http://www.statisticshowto.com/what-is-the-pearson-correlation-coefficient/ Statistics Tutorial. (n.d.). Retrieved December 15, 2014 from http://www.gla.ac.uk/sums/users/narjis/stroke/indept1.html Thomas, I., & Dr Raj H.S.S (1982). Self-Esteem and Academic Achievement: A Study on: Ninth Grade Students. JOURNAL OF THE INSTITUTE OF EDUCATIONAL RESEARCH. Retrieved from). https://www.academia.edu/6231834/Self esteem_and_Academic_Achievement_A_study_on_Ninth_Grade_Students Wood, M.(2010). Social Class and Self-Esteem. Academia.edu. Retrieved from https://www.academia.edu/1511865/Social_Class_and_Self_Esteem Zhi, A.C.H. (2014). Understanding Our Students: Does High Self-Esteem Produce Good Academic Achievement among Undergraduate. IMPACT: IJRHAL. Retrieved from www.impactjournals.us

8

Appendix 1 (Self- Esteem Scale) The scale is a 20 item Likert scale with items answered on a four point scale - from strongly agree to strongly disagree. Instructions: Below is a list of statements dealing with your general feelings about yourself. If you strongly agree, circle SA. If you agree with the statement, circle A. If you disagree, circle D. If you strongly disagree, circle SD. 1*

There are lot of things about myself I would change if I could.

SA

D

SD

SD

2*

I give in easily.

SA

A

D

SD

3

On the whole, I am satisfied with myself.

SA

A

D

SD

4*

I am often sorry for the things I do.

SA

A

D

SD

5*

At times, I think I am no good at all.

SA

A

D

SD

6

I feel that I have a number of good qualities.

SA

A

D

SD

SA

A

D

SD

SA

A

D

SD

7 8

I am able to do things as well as most other people. I feel comfortable to share my opinions to others

9*

I feel I do not have much to be proud of.

SA

A

D

SD

10

I can make my own decisions and stick to it

SA

A

D

SD

11 *

I certainly feel useless at times.

SA

A

D

SD

12

I feel that I’m a person of worth, at least on an equal plane with others.

SA

A

D

SD

13

I can understand myself.

SA

A

D

SD

14 *

I wish I could have more respect for myself.

SA

A

D

SD

15

People usually listen to and accept my ideas

SA

A

D

SD

16 *

All in all, I am inclined to feel that I am a failure.

SA

A

D

SD

17

I am popular with people of my own age.

SA

A

D

SD

18 *

I do not like to be around people

SA

A

D

SD

19

I take a positive attitude toward myself.

SA

A

D

SD

20 *

I feel that people cannot depend on me

SA

A

D

SD

9

Scoring: SA=3, A=2, D=1, SD=0. Items with an asterisk are reverse scored, that is, SA=0, A=1, D=2, SD=3. Appendix 2 (Items used in Questionnaire to Measure Socioeconomic Status) Q 1. Monthly per capita income from all sources (total monthly income /no. of family members) 1. >50000 2. 20000-49999 3. 10000-19999 4. 5000-9999 5. 2500-4999 6. 1000-2499

6 5 4 3 2 1

Q 2. Education of either husband or wife who is more educated among them 1. Professional qualification with technical degrees or diplomas e.g. Doctor, Eng. CA, MBA, etc. 2. Post-graduation (non-technical incl. Ph.D.) 3. Graduation from secondary school 4. Primary pass 5. Just literate but no schooling 6. Illiterate

5 4 3 2 1 0

Q 3. Occupation of husband, otherwise wife. 1. Service in central/State/Public undertakings or Owner of a company employing >20 persons or self employed professional Doctors, CAs, Eng. Etc. 2. Service in Private sector or independent business employing 2-20 persons 3. Service at shops, home, transport, own cultivation of land 4. Self employed e.g. shops, petty business with income >5000 5. Self employed with income 6

5 4 3 2 1 0

Q 9. Facility of some essentials in the family 1. Both tap water supply and electricity 2. Only one of above two is present 3. None is present

2 1 0

11

Q10. Education of children (in relation to head of the family) Note: Exclude under 5 children for this item. A child applicable here is one who is 5 years or above. 1. All children going/ever gone to school/college 2. >50% children ever gone/going to school/college 3. < 50% children ever gone/going to school/college 4. No child ever gone/going to school/college

3 2 1 0

Q. 11. Members of family gone abroad in last three years (official or personal) 1. Whole family 2. Only husband and wife 3. Only 1 family member 4. None

3 2 1 0

Q 12. Employment of a domestic servant at home 1. Employed >2 full time servants on salary for domestic work 2. Employed only 1 full time servant on salary for domestic work 4. Employed 1-2 part time servants on salary for domestic work 5. Employed no servants for domestic work

3 2 1 0

12