CHAPTER 4

CHAPTER 4

4. DATA COLLECTION AND ANALYSIS

The data collected as per the method and procedure mentioned in the previous chapter are in the

form of raw data, which have no meaning unless they have properly analyzed and interpreted by

appropriate statistical technique so as t/o arrive at certain reliable and valid conclusion. It

involves the breaking up the complete factor into small parts and putting them into new

arrangement for the purpose of interpretation. So, it needs the application of some statistical

techniques in order to determine the inherent factors in meaning lying against the data collection.

Interpretation is the most important step in the total procedure of research. The researcher cannot

achieve his/her objective without the interpretation of the data collected with the help of tool

used in the study. In the present study such analysis and interpretation have been done to obtain

the results.

Hypothesis 1: There is no significant difference between the attitude of special educators

and General Teachers in terms of their, “Attitude towards teaching profession” at Primary

Level Schools

Table 4.1: Mean and Standard deviation of Total Teaching Attitude of Special Educators and

General Teachers in terms of their, “Attitude towards teaching profession” at Primary Level

Schools, with t-value and Significance

Mean Std. Deviation t-value Significance

Special Educator 214.63 13.37482

2.11 .05
General Teacher 162.97 20.41791

99
Figure 4.1 shows the Mean and Standard Deviation between the attitude towards teaching

profession for General Teachers and Special Educators at Primary Level. The attitude of Special

Educators is found to be much higher than General Teachers in case of Primary Level.

Figure 4.1

Table 4.1 shows the Mean and Standard Deviation between the attitude towards teaching

profession for General Teachers and Special Educators at Primary Level.

Since the calculated t-value is more than the Table value at 0.05 level of significance, means

Null hypothesis is rejected. It concludes that hypothesis there is no significant difference

between the attitude towards teaching profession of special educators and General Teachers at

Primary level is rejected.

Hypothesis 2: There is no significant difference between the attitude of special educators

and General Teachers in terms of their, “Attitude towards teaching profession” at

Secondary Level Schools

100
Table 4.2: Mean and Standard deviation of Attitude of Special Educators and General Teachers

in terms of their, “Attitude towards teaching profession” at Secondary Level Schools, with t-

value and Significance on Classroom Teaching

Mean Std. Deviation t-value Significance

Special Educator 234.13 12.48

1.50 .05
General Teacher 202.67 16.79

Figure 4.2 shows the Mean and Standard deviation of Attitude of Special Educators and General

Teachers in terms of their, “Attitude towards teaching profession” at Secondary Level Schools

Figure 4.2

Table 4.2 is showing Mean and Standard deviation of Teaching Attitude of Special Educators

and General Teachersin terms of their, “Attitude towards teaching profession” at Secondary

Level Schools. Teaching Attitude of Special Educators and General Teachers in terms of their,

101
“Attitude towards teaching profession” at Secondary Level Schools differed statistically

significantly at 0.05, with Special Educators scoring much higher as compared to General

Teachers.

The obtained t-score is less than the t-table value therefore the null hypothesis is accepted.

Therefore,there is no significant difference between the attitude of special educators and General

Teachers in terms of their, “Attitude towards teaching profession” at Secondary Level Schools

Hypothesis 3: There is no significant difference between the attitude of special educators

and General Teachers in terms of their, “Attitude towards teaching profession” at Sr.

Secondary Level Schools

Table 4.3: Mean and Standard deviation of Teaching Attitude of Special Educators and General

Teachers, with t-value and Significance on Classroom Teaching in terms of their, “Attitude

towards teaching profession” at Sr. Secondary Level Schools

Mean Std. Deviation t-value Significance

Special Educator 208.69 10.98

0.613 .05
General Teacher 198.27 12.19

Figure 4.3 shows the means and standard deviation of teaching Attitude of Special Educators

and General Teachers in terms of their, “Attitude towards teaching profession” at Sr. Secondary

Level Schools

102
 Figure 4.3

Table 4.3 is showing Mean and Standard deviation of Teaching Attitude of Special Educators

and General Teachers on Classroom Teaching. The obtained t-score is less than the t-table value

therefore the null hypothesis is accepted. Teaching Attitude of Special Educators and General

Teachers on Classroom Teaching differed statistically marginally at .05, with Special Educators

scoring slightly higher as compared to General Senior Secondary School Teachers.

Hypothesis 4: There is no significant difference between the attitude of special educators

and General Teachers in terms of their, “Attitude towards classroom teaching” at Primary

Level Schools

Table 4.4 shows the Mean and Standard Deviation for attitude of special educators and General

Teachers in terms of their, “Attitude towards classroom teaching” at Primary Level Schools

103
 Mean Std. Deviation t-value Significance

Special Educator 38.1067 4.88399

0.61 .05
General Teacher 33.9067 4.80758

Table 4.4 is showing Mean and Standard deviation of attitude towards classroom teaching at

Primary Level Schools of Special Educators and General Teachers. Teaching Attitude of Special

Educators and General Teachersattitude towards classroom teaching at Primary Level Schools

differed statistically significantly at .05, with Special Educators scoring much higher as

compared to General Teachers.

Figure 4.4

The obtained t-score is less than the t-table value therefore the null hypothesis is accepted. There

is no significant difference between the attitude of special educators and General Teachers in

terms of their, “Attitude towards classroom teaching” at Primary Level Schools.

104
Hypothesis 5: There is no significant difference between the attitude of special educators

and General Teachers in terms of their, “Attitude towards classroom teaching” at

Secondary Level Schools

Table 4.5: Mean and Standard deviation of attitude towards classroom teaching at Secondary

Level Schools of Special Educators and General Teachers, with t-value and Significance on

Educational Process

Mean Std. Deviation t-value Significance

Special Educator 45.8 4.69

2.44 .05
General Teacher 32.49 2.78

Figure 4.5 shows the Mean and Standard deviation of attitude towards classroom teaching at

Secondary Level Schools of Special Educators and General Teachers

Figure 4.5

Table 4.5 Showing Mean and Standard deviation of attitude towards classroom teaching at

105
Secondary Level Schools of Special Educators and General Teachers. Teaching attitude towards

classroom teaching at Secondary Level Schools of Special Educators and General Teachers on

Educational Process differed statistically significantly at .05, with Special Educators scoring

much higher as compared to General Teachers.

Since the calculated t-value is more than the Table value at 0.05 level of significance, means

Null hypothesis is rejected. It concludes that there is significant difference between the attitude

of special educators and General Teachers in terms of their, “Attitude towards classroom

teaching” at Secondary Level Schools is rejected.

Hypothesis 6: There is no significant difference between the attitude of special educators

and General Teachers in terms of their, “Attitude towards classroom teaching” at Sr.

Secondary Level Schools

Table 4.6: Mean and Standard deviation of attitude towards classroom teaching at Senior

Secondary Level Schools of Special Educators and General Teachers, with t-value and

Significance on Pupils

Group Mean Std. Deviation t-value Significance

Special Educator 36.4400 4.31916

0.36 .05
General Teacher 33.4933 6.94646

Figure 4.6 is showing Mean and Standard deviation of attitude towards classroom teaching at

Senior Secondary Level Schools of Special Educators and General Teachers. Teaching Attitude

attitude towards classroom teaching at Senior Secondary Level Schools of Special Educators and

106
General Teachers differed statistically marginally at .05, with Special Educators scoring much

higher as compared to General Teachers.

Figure 4.6

The obtained t-score is less than the t-table value therefore the null hypothesis is accepted. There

is no significant difference between the attitude of special educators and General Teachers in

terms of their, “Attitude towards classroom teaching” at Sr. Secondary Level Schools.

Hypothesis 7: There is no significant difference between the attitude of special educators

and General Teachers in terms of their, “Attitude towards child centred practices” at

Primary Level Schools

Table 4.7: Mean and Standard deviation of attitude towards child centred practices” at Primary

Level Schools of Special Educators and General Teachers, with t-value and Significance on

Teachers

107
Group Mean Std. Deviation t-value Significance

Special Educator 34.5867 4.83817

0.71 .05
General Teacher 28.1867 7.54212

Figure 4.7 is showing Mean and Standard deviation of attitude towards child centred practices at

Primary Level Schools of Special Educators and General Teachers.

Figure 4.7

Figure 4.7 is showing Mean and Standard deviation of attitude towards child centred practices at

Primary Level Schoolsof Special Educators and General Teachers on Teachers. Teaching

Attitude attitude towards child centred practices at Primary Level Schools of Special Educators

and General Teachers on Teachers differed statistically marginally at .05, with Special Educators

scoring much higher as compared to General Teachers.

The obtained t-score is less than the t-table value therefore the null hypothesis is accepted. There

is no significant difference between the attitude of special educators and General Teachers in

terms of their, “Attitude towards child centred practices” at Primary Level Schools.

108
Hypothesis 8: There is no significant difference between the attitude of special educators

and General Teachers in terms of their, “Attitude towards child centred practices” at

Secondary Level Schools

Table 4.8: Mean and Standard deviation of attitude towards child centred practices at Secondary

Level Schoolsof Special Educators and General Teachers, with t-value and Significance.

Mean Std. Deviation t-value Significance

Special Educator 29.763 2.460

2.15 .05
General Teacher 36.833 2.19

Table 4.8 Showing Mean and Standard deviation attitude towards child centred practices at

Secondary Level Schoolsof General Teaching Competence of Special Educators and General

Teachers. Attitude towards child centred practices at Secondary Level Schoolsof Special

Educators and General Teachers differed statistically significantly at .05, with General Teachers

scoring much lower as compared to Special Educators.

109
 Figure 4.8

Since the calculated t-value is more than the Table value at 0.05 level of significance, means

Null hypothesis is rejected. It concludes that there is significant difference between the attitude

of special educators and General Teachers in terms of their, “Attitude towards child centred

practices” at Secondary Level Schools.

Hypothesis 9: There is no significant difference between the attitude of special educators

and General Teachers in terms of their, “Attitude towards child centred practices” at Sr.

Secondary Level Schools

Table 4.9: Mean and Standard deviation of attitude towards child centred practices at Sr.

Secondary Level Schoolsof Special Educators and General Teachers, with t-value and

Significance

Group Mean Std. Deviation t-value Significance

Special Educator 23.9733 2.76060

2.977 0.05
General Teacher 22.7333 2.32107

Figure 4.9

110
Table 9 Showing Mean and Standard deviation of attitude towards child centred practices at Sr.

Secondary Level Schools of Special Educators and General Teachers on Planning. Attitude

towards child centred practices at Sr. Secondary Level Schoolsof Special Educators and General

Teachers differed statistically significantly at .05, with Special Educators scoring slightly higher

as compared to General Teachers.

The obtained t-score is less than the t-table value therefore the null hypothesis is accepted. There

is no significant difference between the attitude of special educators and General Teachers in

terms of their, “Attitude towards child centred practices” at Sr. Secondary Level Schools

Hypothesis 10: There is no significant difference between the attitude of special educators

and General Teachers in terms of their, “Attitude towards education process” at Primary

Level Schools

Table 4.10: Mean and Standard deviation of attitude towards education process at Primary

Level Schools of Special Educators and General Teachers, with t-value and Significance

Group Mean Std. Deviation t-value Significance

Special Educator 66.3600 6.98384

1.976 .05
General Teacher 64.0933 7.06758

111
 Figure 4.10

Figure 4.10 is showing Mean and Standard deviation of attitude towards education process at

Primary Level Schools of Special Educators and General Teachers. Attitude towards education

process at Primary Level Schools of Special Educators and General Teachers differed

statistically significantly at .05, with Special Educators scoring slightly higher as compared to

General Teachers.

The obtained t-score is less than the t-table value therefore the null hypothesis is accepted.There

is no significant difference between the attitude of special educators and General Teachers in

terms of their, “Attitude towards education process” at Primary Level Schools.

Hypothesis 11: There is no significant difference between the attitude of special educators

and General Teachers in terms of their, “Attitude towards education process” at

Secondary Level Schools

Table 4.11: Mean and Standard deviation of attitude towards education process” at Secondary

Level Schools of Special Educators and General Teachers, with t-value and Significance

112
Group Mean Std. Deviation t-value Significance

Special Educator 52.2400 1.19503

3.169 .05
General Teacher 51.5867 1.32638

Figure 4.11

Figure 4.11 is showing Mean and Standard deviation of attitude towards education process” at

Secondary Level Schools of Special Educators and General Teachers. Attitude towards education

process at Secondary Level Schools of Special Educators and General Teachers differed

statistically marginally at .05, with Special Educators scoring slightly higher as compared to

General Teachers.

The obtained t-score is less than the t-table value therefore the null hypothesis is accepted. There

is no significant difference between the attitude of special educators and General Teachers in

terms of their, “Attitude towards education process” at Secondary Level Schools.

113
Hypothesis 12: There is no significant difference between the attitude of special educators

and General Teachers in terms of their, “Attitude towards education process” at Sr.

Secondary Level Schools

Table 4.12: Mean and Standard deviation of attitude towards education process at Sr. Secondary

Level Schools of Special Educators and General Teachers, with t-value and Significance on

Evaluation

Group Mean Std. Deviation t-value Significance

Special Educator 57.4933 0.97777

8.91 .05
General Teacher 41.9333 1.45503

Figure 4.12

Figure 4.12 is showing Mean and Standard deviation of attitude towards education process at Sr.

Secondary Level Schools of Special Educators and General Teachers on Evaluation. General

Teaching Competence of Special Educators and General Teachers on Evaluation differed

statistically significantly at .05, with Special Educators scoring much higher as compared to

114
General Teachers.

The obtained t-score is greater than the t-table value therefore the null hypothesis is rejected.

There is significant difference between the attitude of special educators and General Teachers in

terms of their, “Attitude towards education process” at Sr. Secondary Level Schools.

Hypothesis 13: There is no significant difference between the attitude of special educators

and General Teachers in terms of their, “Attitude towards pupil” at Primary Level Schools

Table 4.13: Mean and Standard deviation of attitude towards pupil at Primary Level Schools of

Special Educators and General Teachers, with t-value and Significance

Mean Std. Deviation t-value Significance

Special Educator 78.8533 9.87

1.28 0.05
General Teacher 62.2533 8.40

Figure 4.13

Figure 4.13 is showing Mean and Standard deviation of attitude towards pupil at Primary Level

115
Schools of Special Educators and General Teachers at 0.05 level of significance, with Special

Educators scoring much higher as compared to General Teachers.

The obtained t-score is less than the t-table value therefore the null hypothesis is accepted. There

is no significant difference between the attitude of special educators and General Teachers in

terms of their, “Attitude towards pupil” at Primary Level Schools.

Hypothesis 14: There is no significant difference between the attitude of special educators

and General Teachers in terms of their, “Attitude towards pupil” at Secondary Level

Schools

Table 4.14: Mean and Standard deviation of attitude towards pupil at Secondary Level Schools

of Special Educators and General Teachers, with t-value and Significance

Mean Std. Deviation t-value Significance

Special Educator 67.65 5.72

0.963 0.05
General Teacher 62.25 8.41

Figure 4.14

116
Figure 4.14 is showing Mean and Standard deviation of attitude towards pupil at secondary

Level Schools of Special Educators and General Teachers. Attitude towards pupil at Secondary

Level Schools of Special Educators and General Teachers on Managerial differed statistically

significantly at .05, with Special Educators scoring much higher as compared to General

Teachers.

The obtained t-score is less than the t-table value therefore the null hypothesis is accepted. There

is no significant difference between the attitude of special educators and General Teachers in

terms of their, “Attitude towards pupil” at Secondary Level Schools.

Hypothesis 15: There is no significant difference between the attitude of special educators

and General Teachers in terms of their, “Attitude towards pupil” at Sr. Secondary Level

Schools

Table 4.15: Mean and Standard deviation of attitude towards pupil at Sr. Secondary Level

Schools of Special Educators and General Teachers, with t-value and Significance

Group Mean Std. Deviation t-value Significance

Special Educator 72.8533 6.04872

0.943 0.05
General Teacher 62.2533 9.40552

117
 Figure 4.15

Figure 4.15 is showing Mean and Standard deviation of attitude towards pupil at Sr. Secondary

Level Schools towards pupil at Primary Level Schools of Special Educators and General

Teachers on Managerial. General Teaching Competence of Special Educators and General

Teachers on Managerial differed statistically significantly at .05, with Special Educators scoring

much higher as compared to General Teachers on Managerial.

The obtained t-score is less than the t-table value therefore the null hypothesis is accepted. There

is no significant difference between the attitude of special educators and General Teachers in

terms of their, “Attitude towards pupil” at Senior Secondary Level Schools.

Hypothesis 16: There is no significant difference between the attitude of special educators

and General Teachers towards their teachers at Primary Level Schools

Table 4.16: Mean and Standard deviation of attitude towards their teachers at Primary Level

Schools of Special Educators and General Teachers, with t-value and Significance

118
 Mean Std. Deviation t-value Significance

Special Educator 182.5733 11.07

0.663 0.05
General Teacher 175.3353 9.12

Figure 4.16

Figure 4.16 is showing Mean and Standard deviation of attitude towards their teachers at Primary

Level Schools of Special Educators and General Teachers. General Teaching Competence of

Special Educators and General Teachers differed statistically significantly at .05, with Special

Educators scoring slightly higher as compared to General Teachers.

The obtained t-score is less than the t-table value therefore the null hypothesis is accepted. There

is no significant difference between the attitude of special educators and General Teachers in

terms of their teachers at Primary Level Schools.

Hypothesis 17: There is no significant difference between the attitude of special educators

and General Teachers in terms of their teachers at Secondary Level Schools

119
Table 4.17: Mean and Standard deviation of attitude towards their teachers at Secondary Level

Schools of Special Educators and General Teachers, with t-value and Significance

Mean Std. Deviation t-value Significance

Special Educator 162.7338 9.17

2.963 0.05
General Teacher 156.5563 7.82

Figure 4.17

Figure 4.17 Showing Mean and Standard deviation of attitude towards their teachers at

Secondary Level Schools of Special Educators and General Teachers. General Teaching

Competence of Special Educators and General Teachers on Managerial differed statistically

significantly at .05, with Special Educators scoring slightly higher as compared to General

Teachers.

The obtained t-score is less than the t-table value therefore the null hypothesis is accepted. There

is no significant difference between the attitude of special educators and General Teachers in

terms of their teachers at Secondary Level Schools.

120
Hypothesis 18: There is no significant difference between the attitude of special educators

and General Teachers in terms of their teachers at Sr. Secondary Level Schools

Table 4.18: Mean and Standard deviation of attitude towards their teachers at Sr. Secondary

Level Schools of Special Educators and General Teachers, with t-value and Significance

Mean Std. Deviation t-value Significance

Special Educator 187.0045 10.17

0.903 0.05
General Teacher 169.9802 9.89

Figure 4.18

Figure 4.18 is showing Mean and Standard deviation of attitude towards their teachers at Sr.

Secondary Level Schools of Special Educators and General Teachers. Attitude towards their

teachers of Special Educators and General Teachers on Managerial differed statistically

significantly at .05, with Special Educators scoring much higher as compared to General

Teachers.

121
The obtained t-score is less than the t-table value therefore the null hypothesis is accepted. There

is no significant difference between the attitude of special educators and General Teachers in

terms of their teachers at Sr. Secondary Level Schools.

Hypothesis 19: There is no significant difference between teaching competency of special

educators and General Teachers at primary level.

Table 4.19: Mean and Standard deviation of teaching competency of special educators and

General Teachers at primary level, with t-value and Significance

Mean Std. Deviation t-value Significance

Special Educator 107.45 14.67

0.74 0.05
General Teacher 119.78 11.49

Table 4.19 is showing Mean and Standard deviation of teaching competency of special educators

and General Teachers at primary level. General Teaching Competence of General Teachers is

marginally higher than that of Special Educators.

122
 Figure 4.19

Since the calculated t-value is less than the Table value at 0.05 level of significance, means Null

hypothesis is accepted. It concludes that hypothesis there is no significant difference between

teaching competency of special educators and General Teachers at primary level is accepted.

Hypothesis 20: There is no significant difference between competency of special educators

and General Teachers at secondary level.

Table 4.20: Mean and Standard deviation of teaching competency of special educators and

General Teachers at secondary level, with t-value and Significance

Mean Std. Deviation t-value Significance

Special Educator 112.56 11.17

0.25 0.05
General Teacher 116.82 10.89

123
Table 20 is showing Mean and Standard deviation of teaching competency of special educators

and General Teachers at Secondary level. General Teaching Competence of General Teachers is

marginally higher than that of Special Educators.

Figure 4.20

Since the calculated t-value is less than the Table value at 0.05 level of significance, means Null

hypothesis is accepted. It concludes that hypothesis there is no significant difference between

teaching competency of special educators and General Teachers at Secondary level is accepted.

Hypothesis 21: There is no significant difference between competency of special educators

and General Teachers at senior secondary level

Table 4.21: Mean and Standard deviation of teaching competency of special educators and

General Teachers at Sr. Secondary level, with t-value and Significance

Mean Std. Deviation t-value Significance

Special Educator 107.71 10.67

1.36 0.05
General Teacher 127.09 9.29

124
Table 4.21 is showing Mean and Standard deviation of teaching competency of special educators

and General Teachers at Senior Secondary level. General Teaching Competence of General

Teachers is marginally higher than that of Special Educators.

Figure 4.21

Since the calculated t-value is less than the Table value at 0.05 level of significance, means Null

hypothesis is accepted. It concludes that hypothesis there is no significant difference between

teaching competency of special educators and General Teachers at Senior Secondary level is

accepted.

125