Research Proposal: 1.0 Statement of The Problem

RESEARCH PROPOSAL
1.0 STATEMENT OF THE PROBLEM

“The ink of science is more precious than the blood of martyrs” – An
Islamic saying.
Science is a way of exploring and explaining nature phenomena. It
provides us with a special window of the world that enables us to see in ways
we might not otherwise see and understand. Science therefore has become
highly important and ever more pervasive in human life. Modern science is an
extremely vast and highly imposing structure and this reflect the greatest
triumph of human mind all through the history. At the same time, its misuse
threatens greatly the very civilization that it had helped to evolve. It is
doubtful whether an attempt to look at it could be of any value without a
preliminary historical study of it. Those who try to understand the deeper
meaning of science and its connections with other disciplines of human
endeavour must know at least the broad outline of the history of its
development. However, historians have for a long time, been with history of
wars, politics, literature, society, etc., but had not turned their attention to trace
the events that shaped the origin, development, evaluation and achievements
of science. Hence history of science has hardly yet found its way into general
literature.
Science has now become a compulsory subject in the school curriculum,
because of it multifarious value to the individuals as well as to the society.
Science is a process of developing and cultivating the various powers, such as
physical, mental and moral. Science is a fundamental thing and so a child
develops interest towards it.
The word science is derived from the Latin word ‘scientia’ which means
leaning or knowing or skilled. It becomes common, especially in school
curriculum to restrict the usage of the world science to the study of the
physical and life science.
1
The branches of study that are now called as sciences once fell
under the heading of philosophy, an umbrella term that suggested the pursuit
of knowledge. As recently as the early 19 th century, physicists and chemists
were still referred as philosophers. Adam Smith, who organized the modern
study of economics, was known as a moral philosopher, rather than as an
economist. The word scientist was invented in 1840 by an English writer
William Whew ell. It came gradually to refer the natural science in contrast to
other branches of study that were not considered to use the scientific method.
2.0 TITLE OF STUDY

A STUDY ON SCIENTIFIC INTEREST AMONG HIGHER SECONDARY
STUDENTS AT CUDDALORE DISTRICT
3.0 SIGNIFICANCE OF THE STUDY
The hypotheses formulated in this study were tested against 0.05

level of significance for acceptance or rejection. Which reporting the findings
of the study the researcher should indicates the actual probability level
associated. With the findings, so that the researcher may use his /her own
judgment in deciding whether the null hypothesis should be rejected or
accepted. In the present study 0.05 level of significance has been taken.
4.0 REVIEW OF RELATED LITERATURE
Vasiliachristidou Received 24 November 2010 During the last

decadesstudents “science related interest, attitudes, and images of science and
scientists, and their differentiations according to aspects of students” voices
seem to be interrelated and to also affect students” achievement in science and
their relevant study and career aspiration. Moreover, school science and
teachers as well as popular science are considered as factors determining
2
student’svoices. This paper attempts a mapping of relevant literature in order
to highlights crucial outcomes and draw educational and research implications.
It is suggested that a comprehensive and integrated investigation of the voices
of students, of school science and teachers” and of popular science is required
in order to make informed, research based decisions on designing school
science curricula and teaching.
MizrapBulunuz(2007) Inquiry –based science instruction is education

reform. However there is little research examining how preserves elementary
teachers might be motivated to teach through inquiry. This quantitative study
was designed to examine the role of background experiences and inquiry.
Science methods,courses on interest in science and interest in teaching science.
The course included many activities and assignments at varying levels of
inquiry, designed to teach content and inquiry methods and to mode effective
teaching. The study involved analyses of surveys completed by students in the
course on their experiences with science before, during and at the end of the
course.
Descriptive and inferential analysis of background survey reveals that

participants with high and low initial interest in science differed significantly
on remembering abound out elementary school science and involvement in
science related activities in childhood, youth. Analysis of daily ratings of each
hands on activity on motivational qualities fun, interest, and learning
indicated that there were significant differences in motivational quality of the
activities by level of inquiry with higher levels of inquiry rated more
positively. Pre surveys indicated that participants increased Interest in science
and number of variables reflecting more positive feelings about science and
science teaching. Regression analysis found that the best predictors about
science and science teaching. Regression analysis found that the best
predicators for interest in teaching science were experiencing fun activities in
the science methods course followed by the interest participants brought to the
3
course. This study highlights the motivational aspects of the methods, course
in developing interest in science and interest I teaching science.
Paolicci, Judith Jean (2002) found that while students scores of

understanding did not differ by gender some significant differences were noted
on the student responses to statement about science. These variables predicts
membership to the lower or higher science interest groups, but could not
predict students career aspiration groups since, science interest of boys was
also found to be related to understanding these curricular changes may
positively affect all students.
Honour, Iyndacharmaine’s(1998) study investigated he intrinsic and

extrinsic factors which influence longitudinal science related academic
performance especially science in high school students. The variables, included
gender, self concept , task value, effort, parental support, school support, course
work, achievement and extra curricular activities. Girls are likely to enter the
biological sciencewhile males are more likely to enter the physical sciences and
the orientation towards subjects is correlated with high science interest.
Arian, Gretchen Wenass(1988) showed that the achievement in the

school subject, perceptions of those students towards science careers are the
factors that influence interest in a science career. The science image survey
described 350 freshmen high school students attitudes towards school science,
scientists and future science career interest measured by Likerttype and sematic
differential scales.
Cho, HyungSook(1997) established that the science teaching was some

what positive and their attitudes were associated with variables oriented in science
method, science workshop and personal science Interests. In early childhood
teacher’s positive or negative attitudes towards science teaching has a profound
impact.
4
5.0 HYPOTHESES
On the basis of the above objectives, the following null hypotheses have been
formulated:
 The level of scientific interest of the higher secondary students is high.
 There is no significant difference between higher secondary male and
female students in their scientific interest.
 There is no significant difference the scientific interest among higher
secondary students and the basis of their communities.
secondary students and the basis of their religions.
secondary students and the basis of their residence.
 There is no significant difference in the scientific interest of higher
secondary students based on their types of management.
secondary students based on their father’s occupation.
secondary students based on their mother’s occupation.
6.0 METHODS
The present study is aimed at finding out the scientific interest among
higher secondary school students. The normative survey method has been used.
The scientific interest scale constructed and standardised by Nellaiyappan has
been administered to random sample of 350 higher secondary school students.
The data had been subjected to statistical techniques like descriptive and
differential analysis
5
6.1 SUBJECTS
The Random sampling technique has bee used for the present study. The
sample included 350 higher secondary school students in two different school in
Cuddalore District. The distribution of the sample selected for the present
investigation.
6.2 PROCEDURE
The scientific interest inventory constructed by N.O Nellaiyappan

(1994) has been used for the present study. There is also a separate column in
the first page of the scale along with instruction where the students are asked
to give particulars like gender, locality of residency, community, religion, type
of school, mother’s and father’s occupations, father’s and mother’s
educational qualifications, family’s monthly income, and type of family.
The different aspects of the survey method followed by the investigator for
the present study are explained under the following heads:
1. The sample
2. Delimitation of the study
3. Tools used for the study
4. Data collection procedure
5. Scoring procedure
6. Statistical Techniques used
6
6.3 DATA ANALYSIS
Descriptive analysis involved calculation of the measures of central

tendency i.e. mean and standard deviation. These are useful to determine the
central techniques and dispersion of the variables selected for the study, the
computed values of the mean and standard deviation are used to describe the
properties of the particular samples and the descriptive statistics is used to
reduce the bulk of data to a manageable size.
Inferential analysis involves the most important step by which the
research is able to make the inferences involving the determination of the
statistical significance of difference between the groups. It involve the ‘t’ test
and ‘F’ test .they are used to determine whether the performance of two
groups is significantly related or not. These two statistical techniques were
employed to the hypotheses in the preset study and to draw meaningful
conclusion.

Research Proposal: 1.0 Statement of The Problem

Uploaded by

Copyright:

Available Formats

Research Proposal: 1.0 Statement of The Problem

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Research Proposal: 1.0 Statement of The Problem

Uploaded by

Copyright:

Available Formats

RESEARCH PROPOSAL

1.0 STATEMENT OF THE PROBLEM

2.0 TITLE OF STUDY

3.0 SIGNIFICANCE OF THE STUDY

The hypotheses formulated in this study were tested against 0.05

4.0 REVIEW OF RELATED LITERATURE

Vasiliachristidou Received 24 November 2010 During the last

MizrapBulunuz(2007) Inquiry –based science instruction is education

Descriptive and inferential analysis of background survey reveals that

Paolicci, Judith Jean (2002) found that while students scores of

Honour, Iyndacharmaine’s(1998) study investigated he intrinsic and

Arian, Gretchen Wenass(1988) showed that the achievement in the

Cho, HyungSook(1997) established that the science teaching was some

The scientific interest inventory constructed by N.O Nellaiyappan

Descriptive analysis involved calculation of the measures of central

You might also like