The Importance Of Data Analysis In Research

“Analysis of data is as important as any other component of the research process” says Guy (1976). To provide interpretable results, the data gathered must be organized and examined carefully. The planning of the research must include definite direction for the treatment of the data, since much of the success of data analysis tests on the ability in the choice of appropriate method for the analysis. This chapter deals with the statistical analysis of the data with reference to the hypotheses. Interpretation are also made to account for the results. The choice of the statistical techniques for the data analysis is largely determined by the research hypotheses to be tested. The tools are scored by the investigator by using

Thus the ‘F’ test is used to determine whether the performance of three groups is significant or not. In order to find out the relationship between the dependent variable and other independent used , the investigator calculated correlations. The investigator used the product moment co-efficient of correlation which is designated by the letter ‘r’. In order to find out the interactive effect of all the independent variables on the dependent variable, the investigator applied multivariate technique, the liner multiple correlation were calculated to find out the strongest and weakest association of independent variables on dependent variable. The above statistical techniques were employed to test the hypotheses framed for the present study and to reach meaningful conclusions.

4.2 Statistical Methods Used in the Present Study In the present study, the investigator followed the following statistical procedures to analysis the data and to arrive at meaningful

Marital Status and Teacher Effectiveness The mean scores of married and unmarried on teacher effectiveness are found to be 251.13 and 246.42. The mean scores of both married and unmarried teachers are in between value 243 to 345. Therefore, it is inferred that both married and unmarried teachers have high teacher effectiveness.

4.4.5. Age and Teacher Effectiveness The mean scores of teachers with age below 30 years, 30-40 years and 40 years and above on teacher effectiveness are found to be 255.04, 250.72 and 246.97. The mean scores of teachers with age below 30 years, 30-40 years and 40 years and above have high teacher effectiveness.

4.4.6. Type of Management and Teacher Effectiveness The mean scores of government and private unaided training college teachers on teacher effectiveness are found to be 250.91. and 249.75. The mean scores of government, private aided and private unaided teachers are in between value 243 to 345. Therefore, it is inferred that among government, private aided and private unaided teachers have high teacher effectiveness.

4.4.7. Level of Teaching and Teacher