REPORT ON

PSYCHOLOGY
TOOL
VARIABLE : STUDY
HABITS

TOOL : RATING
SCALE

SUBMITTED BY
ANU THOMAS

1
 MATHEMATICS
PEDAGOGI
B.Ed PROGRAMME
2015-2017

INDEX
Sl.No. CONTENTS PAGE NO.
1 INTRODUCTION

2 COLLECTION OF DATA

3 METHODOLOGY

4 ANALYSIS AND
INTERPRETATION
5 STATISTICAL ANALYSIS

6 CONCLUSION AND
SUGGESTIONS
APPENDIX
7

2
 INTRODUCTION
Study means hard work and is usually

associated with school work, study is applicable to

other situations in life other than academic work. Most

students do not know how to study probably because

they are not aware of what technique to apply in the

study situation or they study at odd items and in odd

places. Effective study cannot be acquired without the

application of reading, note-taking, time- consideration,

organizing material in study and choosing a good study

environment among others.

Effective study habits are a very important

part of the learning process. Good study habits are all

about keeping to a daily routine and giving all subjects

equal. Study habits are the essence of a dynamic

personality. A proper study habits enables an individual

to reach a good harvest in future. The present society,

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where the principle of struggle for existence and

survival of the fittest exist.

COLLECTION OF DATA
The study was conducted on a sample of
20 students in the same class. I was conducted
this study on the 9th standard students. The study
was based on study habits at classroom. The
instrument was administered on each of the
supervision of their teachers, each question was
read out and explained to the students, students
were made to answer each question as honestly
as possible and the questionnaire was collected
immediately scoring was strictly based on the
scoring manual provided by the author. This
study examined the usefulness of imbibing in the
students habit as a means of enhancing their
academic performance.

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 METHODOLOGY
In this rating scale, which deals with study
habits at classroom. Five response are provided for
each statement. They are Always(A), Often(O),
Sometimes(S), Rarely(R) and Never(N). Statement read
each students and mark their response.

Scoring was strictly based on the scoring manual

provided by the author. There are both positive and
negative statement. The rating scale is different for
negative statement and positive statement. 15
statements are included in the tool. The negative
statements are 7,19 and 23

RATING SCALE OF POSITIVE STATEMENT

A O S R N
4 3 2 1 0

RATING SCALE OF NEGATIVE STATEMENT

5
A O S R N
0 1 2 3 4

In the case of study habit at classroom the total

score above 45 the pupil have above study habit and
the normal study habit has score between 30 to 45 and
the below study habit has lessthan 30.

ANALYSIS AND INTERPRETATION

OF DATA
Analysis and interpretation of data
was based on the information collected from the
students

STUDY HABIT AT CLASSROOM

Sl.No. Group / Category of No. of
students students
1 Above 1
2 Average / normal 11
3 Below 8

After analysing the response of 20 students it is

noted that students have above study habit,
normal study habit and below study habit. But
most of the students possess the normal study
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habit. Only one student possess above study
habit. From this analysis we can understood the
students have no proper study habit

STATISTICAL ANALYSIS
MARK LIST
No. NAME OUT OF 50 PERCENTA
GE
1 Annmariya Sanoj 26 52
2 Anila 31 62
3 Aswathy 31 62
4 Anitta 27 54
5 Liya 29 58
6 Sneha George 37 74
7 Surya 24 48
8 Akash Vinod 33 66
9 Akhil Raj 36 72
10 Albin 27 54
11 Arun 42 84
12 Jois Bose 33 66
13 Johnson 32 64
14 Febin George 31 62
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15 Jees Vincent 32 64
16 Felix John 37 74
17 Anandan Manoj 24 48
18 Neethu George 24 48
19 Ciril Mathew 46 92
20 Suraj Suresh 24 48

RAW DATA
26,31,31,27,29,37,24,33,36,27,42,33,32,31,
32,37,24,24,46,24

FREQUENCY TABLE
CLASS TALLY MARK FREQUENCY
20-25 1111 4
25-30 1111 4
30-35 1111111 7
35-40 111 3
40-45 1 1
45-50 1 1
TOTAL 20

MEASURES OF CENTRAL
TENDENCY
Class Frequen Mid x fx Cumulat
cy ive
(f) frequen
cy
20-25 4 22.5 90 4
25-30 4 27.5 110 8

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30-35 7 32.5 227.5 15
35-40 3 37.5 112.5 18
40-45 1 42.5 42.5 19
45-50 1 47.5 47.5 20
Total 20 630

MEAN
fx
Mean = N

630
= 20 = 31.5

Mean = 31.5

MEDIAN
N
l +( F )
2
Median = fm
xi

l = lower limit of the median class

N = total frequency
F = sum of frequency below lower limit of
median class
fm = frequency of the median class
I = width of class interval
Median class = 30-35
fm
Here, l=30 N=20 F=8 =7 i=5

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 20
30+( 8)
Median = 2
5
7

=30+1.42
=31.42
Median = 31.42

MODE
Mode = 3median - 2mean
=3(31.42)-2(31.5)
=94.26-63
=31.26
Mode = 31.26
Mean = 31.5
Median = 31.42
Mode = 31.26

MEASURES OF
DISPERSION
Standard Deviation
Assumed mean x =32.5
Class Freque Mid x x i x d
,
d
,2
d
,2
d ,= f f
i
ncy
20-25 4 22.5 -2 -8 4 16
25-30 4 27.5 -1 -4 1 4
10
30-35 7 32.5 0 0 0 0
35-40 3 37.5 1 3 1 3
40-45 1 42.5 2 2 4 4
45-50 1 47.5 3 3 9 9
Total 20 -4 36

f d ,2 2
N
S.D = i f d ,2
N

4 2

20
=5 36

20

=5 1.8(0.2)2

=5 1.80.04

=5 1.76

=5X1.326
=6.63
Standard deviation = 6.63

MEAN DEVIATION
Class f x fx |d| f |d| C.F
20-25 4 22.5 90 9 36 4
25-30 4 27.5 110 4 16 8
30-35 7 32.5 227.5 1 7 15
35-40 3 37.5 112.5 6 18 18
40-45 1 42.5 42.5 11 11 19
45-50 1 47.5 47.5 16 16 20

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Total 20 630 47 104

|d| x
fx 630
= |xx| = N = 20 = 31.5

xx
f

Mean deviation =

104
= 20 = 5.2

Mean deviation =5.2

RANGE
Range = Highest mark Lowest mark
= 46-24
=22
Range =22

QUERTILE DEVIATION

Q3 Q1
Quartile deviation = 2

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 N th
Q1
class = size of ( 4 item

20 th

= size of ( 4 item

=5th item

Q1 class = 25-30
N
( F )
Q1 l1 4
= + f1
i

N
l1 f1
=25 4 =5 F=4 I =5 =4

(54)
Q1 5
=25+ 4

=25+1.25
=26.25
Q1 =26.25

N th
Q3
class = size of 3( 4 item

= size of (3X5)item
=15th item

Q3 class = 30-35

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 N
(3( )F )
Q3 l3 4
= + f3
i

3N
l3 f3
= 30 4 = 15 F =8 =7 I =5

(158)
Q3 5
= 30+ 7

=30+5
=35
Q3 =35

Q3 Q1
Quartile deviation = 2

3526.25
= 2

=4.375
Quartile deviation =4.375

STANDARD DEVIATION = 6.63

MEAN DEVIATION =5.2

QUARTILE DEVIATION =4.375

RANGE =22

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 GRAPHICAL REPRESENTATION OF FREQUENCY
DISTRIBUTION

1.HISTOGRAM
2.FREQUENCY POLYGON
3.FREQQENCY CURVE
4. OGIVES

Class Frequen Mid x Lower Great Upper Less

cy bound er bound than
than C.F
C.F
20-25 4 22.5 20 20 25 4
25-30 4 27.5 25 16 30 8
30-35 7 32.5 30 12 35 15
35-40 3 37.5 35 5 40 18
40-45 1 42.5 40 2 45 19
45-50 1 47.5 45 1 50 20

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 CONCLUSION

On the basis of the findings of this study the

following conclusions were drawn
Lack of proper study habit is one of the root
causes of our dwindling educational standard
The difference in the study habit are
attributed to the fact that students do not
know how to study and those that manage to
study do not adopt effective study methods.
May students do not study just for the
interest of studying

SUGGESTION

Parents should always check their works at

home to ensure that they study more often
than not. Also provide study materials such
as textbook, notes etc.
Teacher should motivate students on their
study because students must be motivated
before they can study effectively
Appropriate learning situations should be
provided both at classroom and home

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APPENDIX

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