ANALYSIS AND INTERPRETATION OF DATA
CHAPTER–IV
ANALYSIS AND INTERPRETATION OF DATA
Analysis and interpretation of the data is the heart of the
research report. The whole work of research is based on the data and
information collected from the proposed sample. It clarifies the
significant part of research. The facts are pointed out, explained and
elaborated in a systematic form with in the set frame of the
investigation to arrive at generalizations and conclusions. The analysis
of data means that the huge amount of data is converted into a
meaningful unit and its interpretation means that what is the
meaning and massage conveying from this meaning unit in context to
our study. By analysis of data we mean the computation of certain
measures along with searching for patterns of relationship that exits
among the data groups. Analysis and interpretation of data means
studying the tabulated material in order to determine inherent facts.
The data is studied from as many angles as possible to explore the
new facts. Analysis requires an alert, flexible and open-mind attitude.
It involves breaking down existing complex factors into simple parts
and putting parts together in new arrangement for the purpose of
interpretation i.e. verification of hypothesis and getting answers to the
research questions. Good, Barr and Scates write, “Analysis is a
process which enters into research in one form or another from the
very beginning. It means categorizing, ordering, manipulating, and
summarizing of data, to obtain answers to research questions. It
makes the raw data meaningful.”
Interpretation refers to the process of drawing inferences from
collected data. Interpretation is a very important step in the total
procedure of research. Interpretation is a process by which the factors
that seem to explain what has been observed by research study can
be better understood. It helps the researcher to understand the
abstract principles that underlines the findings. It also provides ideas
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ANALYSIS AND INTERPRETATION OF DATA
about the future research study. This chapter presents the statistical
treatment of the collected data from the selected sample. Analysis and
interpretation of the obtained data were made by keeping in mind the
objectives of the study. The descriptions of calculation and results
obtained have been systematically presented in this chapter.
4.1
DISTRIBUTION
OF
EMOTIONAL
COMPETENCE
SCORES
Before presenting the actual analysis of data and discussion of
results pertaining to the hypotheses formulated in the present study,
it was deemed desirable to describe the nature of distribution of
emotional competence scores of senior secondary school students so
as to ensure that whether the condition of basic assumptions
necessary for statistical techniques used herein was fulfilled. Hence,
for verifying the normality of distribution of emotional competence
scores, values of mean, median, mode, standard deviation, skewness
and kurtosis were calculated and are presented in table 4.1.
TABLE 4.1
Frequency Distribution of Emotional Competence Scores of
Senior Secondary School Students (N=2000)
Class-Interval
Frequency
Cumulative
Frequency
124-130
117-123
110-116
103-109
96-102
89-95
82-88
75-81
68-74
61-67
Total
Mean Median
94.71
94.04
27
146
254
223
271
381
256
231
140
71
2000
Mode
S.D.
92.70
15.44
2000
1973
1827
1573
1350
1079
698
442
211
71
Cumulative
Frequency
Percentage
100
98.65
91.35
78.65
67.50
53.95
34.90
22.10
10.55
3.55
Skewness
+0.130
Kurtosis
O.303
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ANALYSIS AND INTERPRETATION OF DATA
Table 4.1 shows the values of mean and median of emotional
competence scores of senior secondary school students as 94.71 and
94.04 respectively, which are quite proximate to each other. The value
of standard deviation is 15.44. Further, the value of skewness is
+0.130 which shows that the curve is positively skewed. In addition to
this, the value of kurtosis for the frequency distribution of emotional
competence scores of senior secondary school students was calculated
to be 0.303 which indicates that the curve is platykurtic in nature.
Further the sampled students were classified into following
three groups i.e. competent, average and incompetent on the basis of
their emotional competence scores by using the T-scores derived from
Z-scores related to emotional competence as under.

Students whose range of emotional competence T-score was 60
and above were categorized as competent group.

Students whose range of emotional competence T-score falls
between 40 to 59 were categorized as average group

Students whose range of emotional competence T-score was 39
and below were categorized as incompetent group
The skewness and kurtosis in respect of distribution of
emotional competence scores is diagrammatically presented in figure
4.1.
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ANALYSIS AND INTERPRETATION OF DATA
FIGURE 4.1
Frequency Distribution Curve of Emotional Competence Scores of
Senior Secondary School Students (N=2000)
400
381
350
Frequency
300
250
231
200
50
271
223
150
100
256
254
140
71
146
0
27
Class-Interval
Hence, it may be inferred that the distribution of emotional
competence scores of senior secondary school students is nearly
normal and thus, parametric test can be applied on the same.
4.2 DISTRIBUTION OF SAMPLE ACCORDING TO LEVEL
OF EMOTIONAL COMPETENCE
The gender-wise distribution of the students at different levels of
emotional competence is given in table 4.2.
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ANALYSIS AND INTERPRETATION OF DATA
TABLE 4.2
Gender-wise distribution of the students at different levels of
emotional competence
Emotional
Competence
Level
Gender
Total
Male
Female
Number %age Number %age Number
%age
Competent
211
10.55
128
6.4
339
16.95
Average
650
32.50
693
34.65
1343
67.15
Incompetent
163
8.15
155
7.75
318
15.90
Total
1024
51.20
976
48.80
2000
100
It is evident from the table 4.2 that a large majority of senior
secondary
competence
school
students
level,
whereas
(67.15)
the
possess
percentage
average
of
emotional
students
having
competent and incompetent emotional competence level was 16.95
and 15.90 respectively. Hence, it may be interpreted from the above
finding that only a small percentage of senior secondary school
students are emotionally competent. The table 4.2 further revealed
that a greater percentage of male senior secondary school students
(10.55%) are emotionally competent than their female counterparts
(6.4%). The percentage of male and female senior secondary school
students having average emotional competence is 32.50 and 34.65
respectively, which indicates that an equal percentage of senior
secondary
school
students
have
moderate
level
of
emotional
competence. The percentage of male senior secondary school students
having incompetent level of emotional competence (8.15%) is little
higher than female senior secondary school students (7.75%).
Therefore, from the above analysis it is evident that a large
majority of students studying in senior secondary schools have
moderate emotional competence level and the percentage of the
students having competent and incompetent emotional competence
level is very less i.e. less than 20%.
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ANALYSIS AND INTERPRETATION OF DATA
4.3 DISTRIBUTION OF SAMPLE ACCORDING TO LEVEL
OF SELF-ESTEEM
The gender-wise distribution of the students at different levels of
self-esteem is given in table 4.3.
TABLE 4.3
Gender-wise distribution of the students at different levels of
Self-Esteem
Self-Esteem
Level
Gender
Male
Total
Female
Number %age Number %age Number
%age
Positive
612
30.6
569
28.45
1181
59.05
Balanced
87
4.35
85
4.25
172
8.60
Negative
325
16.25
322
16.10
647
32.35
Total
1024
51.20
976
48.80
2000
100
Table 4.3 shows that a large majority of senior secondary school
students (59.05%) possess positive self-esteem and the percentage of
students having balanced self-esteem is only 8.60%. A good majority
of
adolescents
(32.35%)
studying
in
government
and
private
institutions in different streams have negative self-esteem. The
percentage of male students having positive self-esteem is little higher
than female students and their percentage was 30.6% and 28.45%
respectively. The table 4.2 also indicates that an almost equal
percentage of male and female senior secondary school students
possess negative self-esteem and their percentage was 16.25% and
16.10% respectively.
Only a few percentages of senior secondary
school students (8.60%) have balanced self-esteem. The percentage of
male and female senior secondary school students having balanced
self-esteem was 4.35% and 4.25% respectively.
Hence, from the above results it is clear that a majority of senior
secondary school students have positive self-esteem and the number
of students having balanced self esteem is less than 10%. A good
171
ANALYSIS AND INTERPRETATION OF DATA
majority of senior secondary school students (32.35%) have negative
self-esteem.
4.4 AGGRESSION AMONG MALE AND FEMALE SENIOR
SECONDARY
SCHOOL
STUDENTS
AT
DIFFERENT
LEVELS OF EMOTIONAL COMPETENCE
To study the aggression among male and female senior
secondary school students at different levels of their emotional
competence, the statistical technique of analysis of variance (two
ways) was applied. The variable i.e. emotional competence was
considered at three levels viz. competent, average and incompetent
group. The sample was divided into three categories on the basis of
their emotional competence scores by adopting the procedure
mentioned in the manual of Emotional Competence Scale.
After this, the three groups were made equal in terms of total
number of students in each group by using „Random Numbers Table.‟
In order to study gender-wise aggression among senior secondary
school students at different levels of emotional competence, means of
aggression scores were computed which are given in table 4.4.
TABLE 4.4
Means of Aggression Scores of Male and Female Senior Secondary
School Students at Different Levels of Emotional Competence
Means of Aggression Scores
Level of Emotional
Competence
Competent
Average
Incompetent
Total
Male
191.12
193.87
186.72
190.57
Female
193.17
196.33
196.78
195.43
192.15
195.10
191.75
193.00
Gender
Total
To check out the significance of the difference in the means of
aggression scores among senior secondary school students at different
levels of their emotional competence, Analysis of Variance (two way)
was employed. The summary of results is given in table 4.5.
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ANALYSIS AND INTERPRETATION OF DATA
TABLE 4.5
Summary of the Results of Analysis of Variance (two-way)
Sr.
No.
Source of Variation
Sum of
Squares
df
Mean
Square
Variance
FRatio
1.
Gender (A)
5347.03
1
5347.03
7.51**
2.
Emotional
Competence (B)
2020.32
2
1010.16
1.41NS
3.
Interaction (AXB)
3077.27
2
1538.63
2.16NS
4.
Within Means
640604.38
900
711.78
5.
Total
651049.00
905
** Significant at 0.01 level of significance
NS Not Significant at 0.05 level of significance
4.4.1 MAIN EFFECTS
4.4.1 (a) GENDER (A):
Table 4.5 indicates „F‟ value for the main effect of gender on
aggression among senior secondary school students as 7.51 which is
greater than the table value (6.66) at 0.01 level of significance, for df
1/900. Hence, the Hypothesis No. 1 that, “There will be significant
gender-wise difference in aggressive behaviour of senior secondary
school students” was accepted.
Therefore, it may be interpreted that there is significant gender
differences in aggression among senior secondary school students.
Female senior secondary school students have significantly higher
mean of aggression scores (195.43) than their male counterpart
(190.57) and hence reflecting a higher level of aggression than male
students.
4.4.1(b) EMOTIONAL COMPETENCE (B):
The computed value of „F‟ for the main effect of emotional
competence on aggression among senior secondary school students
irrespective of their gender was came out to be 1.41 which is less than
173
ANALYSIS AND INTERPRETATION OF DATA
the table value (3.00) at 0.05 level of significance, for df 2/900.
Hence, the Hypothesis No.2 that, “There will be significant difference
in aggressive behaviour of senior secondary school students at
different levels of their emotional competence” was rejected.
Therefore, it may be concluded that senior secondary school
students having different levels of emotional competence did not differ
significantly with respect to their aggression.
4.4.2 INTERACTIONAL EFFECT
(GENDER x EMOTIONAL COMPETENCE):
The obtained value of „F‟ for the interactional effect of gender
and emotional competence on aggression among senior secondary
school students was came out to be 2.16 which is less than the table
value (3.00) at 0.05 level of significance, for df 2/900.
Hence, the Hypothesis No. 3 that, “Gender and level of
emotional competence will interact significantly with regard to their
combined influence on aggressive behaviour of senior secondary
school students” was rejected.
According to Edwards (1971, p. 210), it may be interpreted that
the magnitude of the difference in the means of aggression scores of
male and female senior secondary school students at different levels
of emotional competence (i.e. competent, average & incompetent) were
almost the same.
4.5 AGGRESSION AMONG MALE AND FEMALE SENIOR
SECONDARY
SCHOOL
STUDENTS
AT
DIFFERENT
LEVELS OF SELF-ESTEEM
To study the aggression among senior secondary school
students at different levels of their self-esteem, the statistical
technique of analysis of variance (two way) was applied. The variable
i.e. self-esteem was divided into three levels viz. positive-self,
174
ANALYSIS AND INTERPRETATION OF DATA
balanced-self and negative-self as per the manual of self-esteem
inventory. The sample was divided into three categories on the basis of
their self-esteem scores.
After this, the three groups were made equal in terms of total
number of students in each group by using „Random Numbers Table.‟
In order to study the gender-wise aggression among senior secondary
school students at different levels of self-esteem, means of aggression
scores were computed which are given in table 4.6.
Table 4.6
Means of Aggression Scores of Male and Female Senior Secondary
School Students at Different Levels of Self-Esteem
Level of Selfesteem
Means of Aggression Scores
PositiveSelf
NegativeSelf
Balanced-Self
Total
Male
189.40
192.18
193.64
191.74
Female
195.35
198.89
199.57
197.94
Total
192.37
195.54
196.61
194.84
Gender
To find out the significance of the difference in the means of
aggression scores of students at different levels of their self-esteem,
Analysis of Variance (two way) was employed. The summary of results
is given in table 4.7.
Table 4.7
Summary of the Results of Analysis of Variance (two-way)
Sr.
No.
Source of
Variation
Sum of
Squares
df
Mean
Square
Variance
FRatio
1.
Gender (A)
4894.91
1
4894.91
6.40*
2.
Self-esteem (B)
1648.96
2
824.48
1.07
NS
3.
Interaction (AXB)
16.57
2
8.28
0.01
NS
4.
Within Means
385127.02
504
764.14
5.
Total
391687.46
509
Not Significant at 0.05 level of significance
significance
NS
175
*Significant at 0.05 level of
ANALYSIS AND INTERPRETATION OF DATA
4.5.1 MAIN EFFECTS
4.5.1 (a) GENDER (A):
Table 4.7 depicts that the „F‟ value for the main effect of gender
on aggression among senior secondary school students as 6.40 which
is greater than the table value (3.86) at 0.05 level of significance, for df
1/504.
Hence, It may be interpreted that female senior secondary
school students have significantly higher mean of aggression scores
(197.94) than their male counterpart (191.74).
4.5.1 (b) SELF-ESTEEM (B):
The computed value of „F‟ for the main effect of self-esteem on
aggression among senior secondary school students irrespective of
their gender came out to be 1.07 which is less than the table value
(3.01) at 0.05 level of significance, for df 2/504.
Hence, the
Hypothesis No.4 that, “There will be significant difference in
aggressive behaviour of senior secondary school students at different
levels of their self-esteem” was rejected.
Therefore, it may be concluded that senior secondary school
students having positive, negative and balanced self-esteem did not
differ significantly with respect to their aggression. Senior secondary
school students having positive, negative and balanced self-esteem
possess more or less the same level of average aggression.
4.5.2 INTERACTIONAL EFFECT
(GENDER x SELF-ESTEEM):
The obtained value of „F‟ for the interactional effect of gender
and self-esteem on aggression among senior secondary school
students came out to be 0.01 which is very less than the table value
(3.01) at 0.05 level of significance, for df 2/504.
176
ANALYSIS AND INTERPRETATION OF DATA
Hence, the Hypothesis No.5 that, “Gender and level of selfesteem will interact significantly with regard to their combined
influence
on
aggressive
behaviour
of
senior
secondary
school
students” was rejected.
According to Edwards (1971, p. 210), it may be interpreted that
the magnitude of the difference in the means of aggression scores of
male and female senior secondary school students at different levels
of self-esteem (i.e. positive, negative and balanced) were almost the
same.
4.6 AGGRESSION AMONG SENIOR SECONDARY SCHOOL
STUDENTS BELONGING TO NUCLEAR AND JOINT TYPE
OF FAMILIES AT DIFFERENT LEVELS OF EMOTIONAL
COMPETENCE
The means of aggression scores of students belonging to nuclear
and joint type of families at different levels of emotional competence
are given in table 4.8.
TABLE 4.8
Means of Aggression Scores of Senior Secondary School Students
belonging to Nuclear and Joint Type of Families at Different
Levels of Emotional Competence
Means of Aggression Scores
Level of Emotional
Competence
Competent
Average
Incompetent
Total
Nuclear
192.76
196.93
190.81
193.50
Joint
193.08
194.00
193.32
193.47
Total
192.92
195.47
192.06
193.48
Family Type
Further, in order to study the main effects and interactional
effect of level of emotional competence and family type on aggression
among senior secondary school students, the statistical technique of
177
ANALYSIS AND INTERPRETATION OF DATA
Analysis of Variance (Two Way) was employed. The summary of the
results is given in Table 4.9
TABLE 4.9
Summary of the Results of Analysis of Variance (two-way)
Sr.
No.
Source of Variation
Sum of
Squares
df
Mean
Square
F- Ratio
Variance
1.
Family Type (A)
0.20
1
0.0002
0.20
NS
2.
Emotional
Competence (B)
1541.74
2
770.87
1.05 NS
3.
Interaction (AXB)
920.94
2
460.47
0.62 NS
4.
Within Means
536311.52 732
5.
Total
538774.40 737
NS
732.66
Not Significant at 0.05 level of significance
4.6.1 MAIN EFFECTS
4.6.1 (a) FAMILY TYPE (A):
The calculated value of „F‟ for the main effect of family type on
aggression among senior secondary school students was came out to
be 0.0002 which is much less than the table value (3.86) even at 0.05
level of significance, for df 1/732. Hence, the Hypothesis No.6 that,
“There
will
be
significant
family-wise
difference
in
aggressive
behaviour of senior secondary school students” was rejected.
So, it may be inferred that aggression among senior secondary
school students is more or less the same irrespective of their family
type.
4.6.1 (b) EMOTIONAL COMPETENCE (B):
The computed value of „F‟ for the main effect of emotional
competence on aggression among senior secondary school students
irrespective of their family type was came out to be 1.05 which is less
178
ANALYSIS AND INTERPRETATION OF DATA
than the table value (3.86) at 0.05 level of significance, for df 2/732.
This result also supports the previous results and it can be inferred
that there is no significant difference in the aggression among senior
secondary school students at different levels of their emotional
competence.
4.6.2 INTERACTIONAL EFFECT
(FAMILY TYPE x EMOTIONAL COMPETENCE):
The obtained value of „F‟ for the interactional effect of family
type
and
emotional
competence
on
aggression
among
senior
secondary school students was came out to be 0.62 which is less than
the table value (3.86) at 0.05 level of significance, for df 2/732.
Hence, the Hypothesis No. 7 that, “Family and level of emotional
competence will interact significantly with regard to their combined
influence
on
aggressive
behaviour
of
senior
secondary
school
students” was rejected.
According to Edwards (1971, p. 210), it may be interpreted that
there are approximately the same difference in the means of
aggression scores among senior secondary school students belonging
to nuclear and joint families regardless to different levels of emotional
competence.
4.7 AGGRESSION AMONG SENIOR SECONDARY SCHOOL
STUDENTS BELONGING TO NUCLEAR AND JOINT TYPE
OF FAMILIES AT DIFFERENT LEVELS OF SELF-ESTEEM
The means of aggression scores of students belonging to nuclear
and joint type of families at different levels of self-esteem are given in
table 4.10.
179
ANALYSIS AND INTERPRETATION OF DATA
Table 4.10
Means of Aggression Scores of Senior Secondary School Students
belonging to Nuclear and Joint Type of Families at Different
Levels of Self-Esteem
Means of Aggression Scores
Level of SelfEsteem
PositiveSelf
Family Type
NegativeSelf
BalancedSelf
Total
Nuclear
192.61
192.81
196.90
194.11
Joint
195.87
190.84
197.19
194.63
Total
194.24
191.83
197.05
194.37
Further, in order to study the main effect and interactional
effect of family type and level of self-esteem on aggression among
senior secondary school students, the statistical technique of Analysis
of Variance (two way) was employed. The summary of the results is
given in table 4.11.
Table 4.11
Summary of the Results of Analysis of Variance (two-way)
Sr.
No.
Source of
Variation
Sum of
Squares
df
Mean
Square
Variance
F- Ratio
1.
Family Type(A))
35.79
1
35.79
0.04NS
2.
Self-esteem (B)
2348.62
2
1174.31
1.61NS
3.
Interaction
(AXB)
589.71
2
294.85
0.40NS
4.
Within Means
371988.89
510
729.38
5.
Total
374963.01
515
NS
Not Significant at 0.05 level of significance
180
ANALYSIS AND INTERPRETATION OF DATA
4.7.1 MAIN EFFECTS
4.7.1 (a) FAMILY TYPE (A):
The calculated value of „F‟ for the main effect of family type on
aggression among senior secondary school students was came out to
be 0.04 which is much less than the table value (3.86) at 0.05 level of
significance, for df 1/510. So, it may be inferred that aggression
among senior secondary school students is more or less the same
irrespective of their family type.
4.7.1 (b) SELF-ESTEEM (B)
The computed value of „F‟ for the main effect of self-esteem on
aggression among senior secondary school students, irrespective of
their family type came out to be 1.61 which is less than the table
value (3.01) even at 0.05 level of significance, for df 2/510. This result
also supports the previous results and it can be inferred that there is
no significant difference in the aggression among senior secondary
school students at different levels of their self-esteem.
4.7.2 INTERACTIONAL EFFECT
(TYPE OF FAMILY x SELF-ESTEEM)
The obtained value of „F‟ for the interactional effect of family
type and self-esteem on aggression among senior secondary school
students was came out to be 0.40 which is less than the table value
(3.01) at 0.05 level of significance, for df 2/510.
Hence, the
Hypothesis No.8 that, “Family and level of self-esteem will interact
significantly with regard to their combined influence on aggressive
behaviour of senior secondary school students” was not accepted.
According to Edwards (1971, p. 210), it may be interpreted that
there are approximately the same difference in the means of
aggression scores of senior secondary school students belonging to
nuclear and joint families regardless to different levels of self-esteem.
181
ANALYSIS AND INTERPRETATION OF DATA
4.8 AGGRESSION AMONG SENIOR SECONDARY SCHOOL
STUDENTS STUDYING IN SCIENCE AND ARTS STREAMS
AT DIFFERENT LEVELS OF EMOTIONAL COMPETENCE
The means of aggression scores of students studying in science and
arts stream at different levels of emotional competence are given in
table 4.12.
TABLE 4.12
Means of Aggression Scores of Senior Secondary School Students
Studying in Science and Arts Stream at Different Levels of
Emotional Competence
Means of Aggression Scores
Level of Emotional
Competence
Stream of
studies
Competent
Average
Incompetent
Total
Science
Arts
Total
196.19
189.40
192.80
200.34
192.01
196.18
191.19
192.40
191.80
195.91
191.27
193.59
Further, in order to study the main effects and interactional
effect of stream and level of emotional competence on aggression
among senior secondary school students, the statistical technique of
Analysis of Variance (two way) was employed. The summary of the
results is given in Table 4.13.
TABLE 4.13
Summary of the Results of Analysis of Variance (two-way)
Sr.
No.
Source of Variation
Sum of
Squares
df
1.
2.
Stream of Studies (A)
Emotional
Competence (B)
Interaction (AXB)
Within Means
Total
4228.85
2802.24
1
2
3.
4.
5.
3549.32
2
607222.05 792
617802.46 797
*Significant at 0.05 level of significance
NS Not significant at 0.05 level of significance
182
Mean
Square
Variance
4228.85
1401.12
1774.66
766.69
FRatio
5.51*
1.82 NS
2.31 NS
ANALYSIS AND INTERPRETATION OF DATA
4.8.1 MAIN EFFECTS
4.8.1 (a) STREAM OF STUDIES (A):
The calculated value of „F‟ for the main effect of stream of
studies on aggression among senior secondary school students was
came out to be 5.51 which is more than the table value (3.85) at 0.05
level of significance, for df 1/792. Hence, the Hypothesis No. 9 that,
“There will be significant stream-wise difference in
aggressive
behaviour of senior secondary school students” was accepted.
It may be interpreted that senior secondary school students
studying in science stream have significantly higher mean of
aggression scores (195.91) than the students studying in arts stream
(191.27).
4.8.1 (b) EMOTIONAL COMPETENCE (B):
The computed value of „F‟ for the main effect of emotional
competence on aggression among senior secondary school students,
irrespective of their stream was came out to be 1.82 which is less than
the table value (3.00) at 0.05 level of significance, for df 2/792. This
indicates that emotional competence did not affect the aggression
among senior secondary school students as already discussed.
4.8.2 INTERACTIONAL EFFECT
(STREAM OF STUDIES x EMOTIONAL COMPETENCE):
The obtained value of „F‟ for the interactional effect of stream
and emotional competence on aggression among senior secondary
school students was came out to be 2.31 which is less than the table
value (3.00) at 0.05 level of significance, for df 2/792.
Hence the
Hypothesis No. 10 that, “ Stream and level of emotional competence
will interact significantly with regard to their combined influence on
aggressive behaviour of senior secondary school students” was not
accepted.
183
ANALYSIS AND INTERPRETATION OF DATA
According to Edwards (1971, p. 210), it may be interpreted that
the magnitude of the difference in the means of aggression scores of
senior secondary school students studying in science and arts
streams at different levels of emotional competence (i.e. competent,
average & incompetent) were almost the same.
4.9 AGGRESSION AMONG SENIOR SECONDARY SCHOOL
STUDENTS STUDYING IN SCIENCE AND ARTS STREAMS
AT DIFFERENT LEVELS OF SELF-ESTEEM
The means of aggression scores of senior secondary school
students studying in science and arts streams at different levels of
self-esteem are given in table 4.14.
Table 4.14
Means of Aggression Scores of Senior Secondary School Students
Studying in Science and Arts Streams at Different Levels of SelfEsteem
Level of
Means of Aggression Scores
Self-esteem
Positive Self
NegativeSelf
BalancedSelf
Total
Science
196.27
200.84
197.08
198.07
Arts
191.48
185.75
195.78
191.00
Total
193.87
193.30
196.43
194.54
Stream of
Studies
Further, in order to study the main effects and interactional
effect of stream of studies and level of self-esteem on aggression
among senior secondary school students, the statistical technique of
Analysis of Variance (two way) was employed. The summary of the
results is given in table 4.15.
184
ANALYSIS AND INTERPRETATION OF DATA
Table 4.15
Summary of the Results of Analysis of Variance (two-way)
Sr.
No.
Source of
Variation
Sum of
Squares
df
Mean Square
Variance
FRatio
1.
Stream of
Studies (A)
5911.97
1
5911.57
8.52**
2.
Self-esteem (B)
878.74
2
439.37
0.63 NS
3.
Interaction
(AXB)
4057.10
2
2028.55
2.92 NS
4.
Within Means
324711.93
468
693.82
5.
Total
335559.74
473
** Significant at 0.01 level of significance
NS Not Significant at 0.05 level of significance
4.9.1 MAIN EFFECTS
4.9.1 (a) STREAM OF STUDIES (A):
The calculated value of „F‟ for the main effect of stream of
studies on aggression among senior secondary school students was
came out to be 8.52 which is greater than the table value (6.69) at
0.01 level of significance, for df 1/468. This result also supports the
previous results and it can be inferred that there is significant
difference in the aggression among senior secondary school students
studying in science and arts streams.
Senior secondary school students studying in science stream
have significantly higher mean of aggression scores (198.07) than the
students studying in arts stream (191.00).
4.9.1 (b) SELF-ESTEEM (B)
The computed value of „F‟ for the main effect of self-esteem on
aggression among senior secondary school students, irrespective of
their stream of study was came out to be 0.63 which is less than the
table value (3.01) even at 0.05 level of significance, for df 2/468. This
185
ANALYSIS AND INTERPRETATION OF DATA
result also supports the previous results and it can be inferred that
there is no significant difference in the aggression among senior
secondary school students at different levels of their self-esteem.
4.9.2 INTERACTIONAL EFFECT
(STREAM OF STUDIES x SELF-ESTEEM)
The obtained value of „F‟ for the interactional effect of stream of
studies and self-esteem on aggression among senior secondary school
students was came out to be 2.92 which is less than the table value
(3.01) at 0.05 level of significance, for df 2/468.
Hence, the Hypothesis No.11 that, “Stream and level of selfesteem will interact significantly with regard to their combined
influence
on
aggressive
behaviour
of
senior
secondary
school
students” was rejected.
According to Edwards (1971, p. 210), it may be interpreted that
the magnitude of the difference in the means of aggression scores of
senior secondary school students studying in science and arts
streams at different levels of self-esteem (i.e. positive, negative and
balanced) were almost the same.
4.10 AGRESSION AMONG SENIOR SECONDARY SCHOOL
STUDENTS STUDYING IN GOVERNMENT AND PRIVATE
INSTITUTIONS AT DIFFERENT LEVELS OF EMOTIONAL
COMPETENCE
The means of aggression scores of students studying in
government and private institutions at different levels of emotional
competence are given in table 4.16.
186
ANALYSIS AND INTERPRETATION OF DATA
TABLE 4.16
Means of Aggression Scores of Senior Secondary School Students
Studying in Govt. and Private Institutions at Different Levels of
Emotional Competence
Means of Aggression Scores
Level of Emotional
Competence
Competent
Average
Incompetent
Total
Government
198.58
194.73
193.32
195.54
Private
200.91
214.41
209.64
208.32
Total
199.74
204.57
201.48
201.93
Institution
Type
Further, in order to study the main effects and interactional
effect of institution type and emotional competence on aggression
among senior secondary school students, the statistical technique of
Analysis of Variance (two way) was employed. The summary of the
results is given in table 4.17.
TABLE 4.17
Summary of the Results of Analysis of Variance (two-way)
Sr.
No.
Source of
Variation
Sum of
Squares
df
Mean
Square
Variance
FRatio
15426.97
1
15426.97
4.34*
1.
Institution
Type(A)
2.
Emotional
Competence (B)
6162.92
2
3081.46
0.86 NS
3.
Interaction (AXB)
5614.77
2
2807.38
0.79 NS
4.
Within Means
3191793.89
900
3546.43
5.
Total
3218998.55
905
*Significant at 0.05 level of significance
NS Not Significant at 0.05 level of significance
187
ANALYSIS AND INTERPRETATION OF DATA
4.10.1 MAIN EFFECTS
4.10.1 (a) TYPE OF INSTITUTION (A):
The calculated value of „F‟ for the main effect of institution type
on aggression among senior secondary school students came out to be
4.34 which is higher than the table value (3.85) at 0.05 level of
significance, for df 1/900.
Hence, the Hypothesis No. 12 that,
“There will be significant institution-wise difference in aggressive
behaviour of senior secondary school students” was accepted.
Therefore, it may be interpreted that there is significant
institution-wise difference in mean scores of aggression among senior
secondary
school
students.
Senior
secondary
school
students
studying in private institutions were found to be more aggressive than
senior secondary school students studying in government institutions.
4.10.1 (b) EMOTIONAL COMPETENCE (B):
The computed value of „F‟ for the main effect of emotional
competence on aggression among senior secondary school students,
irrespective of their institution type was came out to be 0.86 which is
less than the table value (3.00) at 0.05 level of significance, for df
2/900. This indicates that emotional competence did not affects the
aggression among senior secondary school students as already
discussed.
4.10.2 INTERACTIONAL EFFECT
(TYPE OF INSTITUTION x EMOTIONAL COMPETENCE):
The obtained value of „F‟ for the interactional effect of institution
type
and
emotional
competence
on
aggression
among
senior
secondary school students was came out to be 0.79 which is less than
the table value (3.00) at 0.05 level of significance, for df 2/900.
Hence, the Hypothesis No. 13 that, “Type of institution and
level of emotional competence will interact significantly with regard to
188
ANALYSIS AND INTERPRETATION OF DATA
their combined influence on aggressive behaviour of senior secondary
school students” was rejected.
According to Edwards (1971, p. 210), it may be interpreted that
the magnitude of the difference in the means of aggression scores of
senior secondary school students studying in government and private
institutions at different levels of emotional competence (i.e. competent,
average and incompetent) were almost the same.
4.11
AGGRESSION
AMONG
SENIOR
SECONDARY
SCHOOL STUDENTS STUDYING IN GOVERNMENT AND
PRIVATE INSTITUTIONS AT DIFFERENT LEVELS OF
SELF-ESTEEM
The means of aggression scores of students studying in
government and private institutions at different levels of self-esteem
are given in table 4.18.
Table 4.18
Means of Aggression Scores of Senior Secondary School Students
Studying in Government and Private Institutions at Different
Levels of Self-esteem
Level of
Self-esteem
Institution
Type
Means of Aggression Scores
Positive
Self
Negative
Self
BalancedSelf
Total
Government
196.21
193.77
192.00
193.99
Private
196.25
192.64
203.98
197.62
Total
196.23
193.20
197.99
195.81
Further, in order to study the main effects and interactional
effect of institution type and self-esteem on aggression among senior
secondary school students, the statistical technique of Analysis of
Variance (two way) was employed. The summary of the results is given
in table 4.19.
189
ANALYSIS AND INTERPRETATION OF DATA
Table 4.19
Summary of the Results of Analysis of Variance (two-way)
Sr.
No.
Source of
Variation
Sum of
Squares
df
Mean
Square
Variance
FRatio
1.
Institution Type
(A)
2874.02
1
2874.02
3.91*
2.
Self-esteem (B)
1968.45
2
984.22
1.34 NS
3.
Interaction (AXB)
4228.62
2
2114.31
2.88 NS
4.
Within Means
365122.87
498
733.17
5.
Total
374193.96
503
* Significant at 0.05 level of significance
NS Not Significant at 0.05 level of significance
4.11.1 MAIN EFFECTS
4.11.1 (a) TYPE OF INSTITUTION (A):
The calculated value of „F‟ for the main effect of institution type
on aggression among senior secondary school students was came out
to be 3.91 which is greater than the table value (3.86) at 0.05 level of
significance, for df 1/498.
This result also supports the previous results and it can be
inferred that there is significant difference in the aggression among
senior secondary school students studying in government and private
institutions. Senior secondary school students studying in private
institutions are more aggressive than the students studying in
government schools.
4.11.1 (b) SELF-ESTEEM (B):
The computed value of „F‟ for the main effect of self-esteem on
aggression among senior secondary school students, irrespective of
their institution type came out to be 1.34 which is less than the table
value (3.01) even at 0.05 level of significance, for df 2/498. This result
also supports the previous results and it can be inferred that there is
190
ANALYSIS AND INTERPRETATION OF DATA
no significant difference in the aggression among senior secondary
school students at different levels of their self-esteem.
4.11.2 INTERACTIONAL EFFECT
(TYPE OF INSTITUTION x SELF-ESTEEM)
The obtained value of „F‟ for the interactional effect of institution
type and self-esteem on aggression among senior secondary school
students was came out to be 2.88 which is less than the table value
(3.01) at 0.05 level of significance, for df 2/498. Hence the Hypothesis
No.14 that, “Type of institution and level of self-esteem will interact
significantly with regard to their combined influence on aggressive
behaviour of senior secondary school students” was rejected.
According to Edwards (1971, p. 210), it may be interpreted that
the magnitude of the difference in the means of aggression scores of
senior secondary school students studying in government and private
institutions at different levels of self-esteem (i.e. positive, negative and
balanced) were almost the same.
4.12 DISCUSSION OF RESULTS
This section provides the discussion of results of the present
study in the light of research hypothesis formulated for testing.
Hypothesis-I
The first hypothesis was that “There will be significant genderwise difference in aggressive behaviour of senior secondary school
students”. The finding of the study reported gender-wise significant
difference
in
aggressive
behaviour
of
senior
secondary
school
students. Therefore, the first hypothesis was accepted. Female
students exhibited higher level of aggression than male students. The
finding gets support from the study by Kumar (2012) and Sood (2012)
. But, the research studies conducted by Srivastava (1988), Arunima
(1990), Munroe et al. (2000), Zeichner et al. (2003), Rana (2007), Das
191
ANALYSIS AND INTERPRETATION OF DATA
(2008), Devi (2012) and Kumar and Malik (2012) did not support the
present finding. They reported male a higher aggressive than females.
However, Goyal and Gupta (2009), Kumar (2011) and Rana (2011) in
their studies did not found any significant difference in the aggression
level of male and female students. The finding of the present study
can be understood in terms of the changing sex role of female in
modern era. The decline of the values in our society may be
responsible for increasing aggression among female students. Also the
increasing acid attacks and rape cases may be one reason for
behaving female in an aggressive way as they feel insecure away from
the home.
Hypothesis-II
Second hypothesis stated “There will be significant difference in
aggressive behaviour of senior secondary school students at different
levels of their emotional competence”. The findings revealed that there
was no significant difference in aggressive behaviour of senior
secondary school students at different levels of their emotional
competence. Hence, the second hypothesis was not accepted. Rana
(2011) and Kumar (2012) also found no significant difference in
aggression among students at different levels of their emotional
competence.
Hypothesis-III
It was stated that “Gender and level of emotional competence
will interact significantly with regard to their combined influence on
aggressive behaviour of senior secondary school students”. The finding
of the study indicated no significant interaction between gender and
emotional competence with regard to their combined influence on
aggressive behaviour of senior secondary school students. Therefore,
this hypothesis was not accepted. The result was also supported by
Rana (2011) and Kumar (2012).
192
ANALYSIS AND INTERPRETATION OF DATA
Hypothesis-IV
This hypothesis stipulated that “There will be significant
difference in aggressive behaviour of senior secondary school students
at different levels of their self-esteem”. The empirical data did not
came to rescue the above hypothesis. The finding of the present study
is supported by Kumar (2011) and Kumar & Kumar (2012) who also
found that aggressive behaviour of senior secondary school students
did not differ significantly at different levels of their self-esteem.
Hypothesis-V
Hypothesis-V stated that “Gender and level of self-esteem will
interact significantly with regard to their combined influence on
aggressive behaviour of senior secondary school students”. The finding
of the study indicated no significant interaction between gender and
level of self-esteem with regard to their combined influence on
aggressive behaviour of senior secondary school students. Hence, the
hypothesis was not accepted. Kumar (2011) also found no significant
interaction between gender and level of self-esteem with regard to
their combined influence on aggression among students.
Hypothesis-VI
It was stated that “There will be significant family-wise
difference in the aggressive behaviour of senior secondary school
students”. The finding revealed no family-wise significant difference in
the aggressive behaviour of senior secondary school students. That is
why the hypothesis was not accepted. The result of the present study
was also supported by Rana (2011), Kumar (2011) and Sood (2012).
Hypothesis-VII
Hypothesis-VII stated that “Family and level of emotional
competence will interact significantly with regard to their combined
influence
on
aggressive
behaviour
of
senior
secondary
school
students”. The finding of the study indicated that there was no
193
ANALYSIS AND INTERPRETATION OF DATA
significant interaction between family type and level of emotional
competence with regard to their combined influence on aggressive
behaviour of senior secondary school students. Therefore, the
hypothesis was not accepted. The result of the study was also
supported by Rana (2011).
Hypothesis-VIII
This hypothesis stipulated that “Family and level of self-esteem
will interact significantly with regard to their combined influence on
aggressive behaviour of senior secondary school students”. The finding
revealed no significant interaction between family type and level of
self-esteem with regard to their combined influence on aggressive
behaviour of senior secondary school students. Hence, this hypothesis
was also not accepted. Kumar (2011) also found that level of selfesteem and family did not interact significantly with regard to their
combined influence on aggressive behaviour of senior secondary
school students.
Hypothesis-IX
Hypothesis-IX stated that “There will be significant stream-wise
difference in the aggressive behaviour of senior secondary school
students”. The hypothesis was accepted as the result of the present
study also revealed stream-wise significant difference in the aggressive
behaviour of senior secondary school students. Senior secondary
school students studying in science stream exhibited significantly
higher mean of aggression scores than the students studying in arts
stream. The result of the present study was also supported by Kumar
(2011), Kumar (2012) and Kumar & Kumar (2012).
Hypothesis-X
It was stated that “Stream and level of emotional competence
will interact significantly with regard to their combined influence on
aggressive behaviour of senior secondary school students”. The finding
194
ANALYSIS AND INTERPRETATION OF DATA
of the study indicated no interaction between stream and level of
emotional competence with regard to their combined influence on
aggressive behaviour of senior secondary school students. The result
was also supported by Rana (2011) and Kumar (2012). Therefore, this
hypothesis was not accepted.
Hypothesis-XI
Hypothesis-XI stated that “Stream and level of self-esteem will
interact significantly with regard to their combined influence on
aggressive behaviour of senior secondary school students”. The finding
of the present study indicated no significant interaction between
stream and level of self-esteem with regard to their combined
influence
on
aggressive
behaviour
of
senior
secondary
school
students. Therefore, this hypothesis was also not accepted. Kumar
(2011) and Kumar & Kumar (2012) also supported the finding of the
study.
Hypothesis-XII
Hypothesis-XII stated that “There will be significant institutionwise difference in the aggressive behaviour of senior secondary school
students”. The result of the present study also revealed institutionwise significant difference in the aggressive behaviour of senior
secondary school students. Therefore, the hypothesis was accepted.
Senior secondary school students studying in private institutions were
found to be more aggressive than the students studying in
government institutions. Kumar (2011), Devi (2012), Kumar (2012)
and Kumar & Kumar (2012) also found that the students studying in
private institutions were highly aggressive than the students studying
in government institutions.
Hypothesis-XIII
Hypothesis-XIII stated that “Type of institution and level of
emotional competence will interact significantly with regard to their
195
ANALYSIS AND INTERPRETATION OF DATA
combined influence on aggressive behaviour of senior secondary
school students”. The finding of the present study indicated no
significant interaction between institution type and level emotional
competence with regard to their combined influence on aggressive
behaviour of senior secondary school students.
Therefore, this
hypothesis was not accepted The result of the present study was also
supported by Rana (2011) and Kumar (2012).
Hypothesis-XIV
Hypothesis-XIV stated that “Type of institution and level of selfesteem will interact significantly with regard to their combined
influence
on
aggressive
behaviour
of
senior
secondary
school
students”. The finding revealed no significant interaction between
institution type and level self-esteem with regard to their combined
influence
on
aggressive
behaviour
of
senior
secondary
school
students. Therefore, this hypothesis was also not accepted. Kumar
(2011) and Kumar & Kumar (2012) also found no significant
interaction between institution type and level self-esteem with regard
to their combined influence on aggressive behaviour of senior
secondary school students.
196