MANUAL FOR Dr. T. S. Sodhi reas Head Department of Education and Community Service Punjabi University PATIALA (Pb.) NATIONAL PSYCHOLOGICAL CORPORATION, AGRAa INTRODUCTION Purpose Attitude are important phenomena in the field of education. It is one of the fundamental responsibilities of the educationists to develop positive attitudes among educands towards socially desirable goals. In order to assess the degree of change that is occurring in the attitude of students it is essential that some standardised tools be prepared. Without such instruments it won't be possibie to carry out any worthwhile research in attitudinal changes. Such tools will be of great use not only to educationists but also to the social agents, psychologists and administrators. The author, who had studied the attitudinal differences in students of the secular and the religious institutions in connection with his doctoral thesis, decided to standardise the tools. It was first published in 1974. During the last one decade it has been extensively used to conduct research studies in the field of sociology, psychology and education at MA., M. Ed. and M. Phil. level. However, due to different types of changes in the area, there was a need that it should be revised and new norms prepared for it. So, it was done and after modifying some of the items adding some more, processing it for item analysis and preparing fresh norms in 1983. These scales have been successfully used ina number of studies by the M.Ed. and M. Phil. students for the conduct of their research projects and found quite useful and appropriate. Development of Attitude Seale The author started with thirty items in each area of the attitude. In compiling the statement he avoided factual statements, statements which could be interpreted in more than one way, statements likely to be endorsed similarly be everyone and statements in compound sentences. The statements were discussed personally with the experts in the field of education, psychology and sociology. On their recommendation, the language of a few was also changed. The items were subjected to item analyses. Item Analysis It was done on the basis of first tryout. The discriminating power of each item was calculated by applying the formula : Ru RI Me ULI stands for ‘upper lower index’‘in the discriminating power, Ru stands for students giving right answers in upper 27% lot and Rl for students giving right answer in lower 27% lot. In this context, right answer means the answer which tallies with the value of41 Manual for SAS-ST ‘Yes’ in the scoring sheet and ‘f’ stands for the number of examines in each group. The items having discriminating power of less than 2 were eliminated. The following numbers to items remained in the final draft. TABLE 1 Sr. No. Area of Attitude Scale No. of Items L Attitude towards Teachers and Parents 42 ul, __| Attitude towards Discipline 10 uw. Attitude towards Life and Humanity 19 Iv. | Attitude towards Country 10 v.__| Attitude towards Religion 20 Total 1 Administration The students are comfortably seated in a well-lighted classroom under normal conditions. It should be made clear to them that their performance in the scales will in no way effect their achievements nor their image in the school nor with the parents. The results would be used only for the improvement of educational policy, conduct of research or change of syllabi. These results in no case will be given to the parents, teachers or heads of institutions. In India, high school students are generally not familiar with psychological tools. They ate to be fully acquainted with the manner of responding to the scales before these are administered to them. The following procedure is suggested for the administration of the scales : It is always better to give the instructions in local language. It is not essential that exactly the same words as are being put down below in oral instructions to the students, should be used. Instead, the spitit of the instructions is to be followed so that one may be sure that each students understands what he is to do and how he is to answer the items. When all the students are seated, you should say to them : “We shall now give you the booklets. You are requested not to open it till tell you to do so. Also please do not write anything on the booklet” Then distribute the booklets to the students and watch that the students do not turn over the pages. In case someone is trying to do so, he should be checked politely. Each student should be provided with an answer-sheet. It should be made clear to them that they are to use that sheet for giving their answers against the area of the attitude in the column which carries the numbers of the item.IEEE EEE Manual for SAS-sT|5 After that, the students should be told to fil in the columns on answer sheet. This should be supervised and help rendered wherever necessary. The instructions should be given : “Open the cover page. On the page 3 the general instructions about the scales and how to fill in the answers are given. You should read them silently while | will read them aloud”. In order to be sure that the students have understood the instructions, which you have read aloud the following oral instructions should follow : “In every item of the scale one statement is given and you can have three kinds of feelings about each item. You may either agree with the statements or disagree with it or you may be indifferent to the opinion given in it i.e., neither in favour nor against it or uncertain -e., not sure of your opinion. In case you agree with the statement, then on the answer sheet you are to go to the area of the attitude given on it and in front of the item number on it out of the three responses given iie., Yes ?, No, you should encircle Yes. In case you do not agree with the opinion, then you should encircle No. If you are indifferent or uncertain you should encircle sign of ? You are to encircle only one out of the three alternatives given in front of each item. No item is to be left undone. You may take your own time. Generally, students are able to complete all the scales within 45 minutes”. While telling all this, write down three responses on the blackboard and encircle them as you explain their meaning. In order to make the things clear, attempt one example on the blackboard and say : “Now we will attempt one example on the blackboard and indicate the response”. On the balackboard write down : Even when the teacher is unreasonable, he should be obeyed. (Yes | ? | No) “if you agree with the statement, then encircle the word Yes. If you are uncertain or do not want to comment upon it, them encircle ? In case you think that when the teacher is unreasonable he should not be respected then you should encircle word No. on the answer sheet’. Now you may tell the students that in case they want to change their reply on a second thought they should put a cross (x) on the first encircled word and encircle the other word they think is the correct reply. Ask the students if they have any doubt about the method of attempting the item of the scale and remove their difficulties. Finally, tell them to get ready with their pens and to begin when you say “Start”. When they are ready, say “Start”, After a few minutes, walk in the class and see if each student is entering his answers in the correct way. In case one is not, explain again. Be sure that silence is maintained. Every student should be given enough time to finish the work.SS 6 | Manual for SAS-sT Scoring The answer-sheets have been designed for hand scoring, Table 2 is providing the Score value of ‘Yes’ responses and served as scoring key. For each area only the value of ‘Yes’ has been given as + or -, against each item. If the value shown for the item is Positive and (i) the student has marked ‘Yes’ is this response, given him + 1; (i) if he has. marked ‘No’ give him ~ 1, (ii) if he has marked sign of ‘7’, give him (0). Conversely if the value shown for an item on the scoring key is negative and the (/) student has responded ‘Yes’ give him —1. (i) if he has marked ‘No’ give him + 1. (il) In case he has encircled sign of ‘2’ give him (0) in this case too. When you have scored one scale add the scores of items algebraically and that will be the score of the individual. Thus each individual will get five separate scores on the five scales. These should be recorded on back page of the answer sheet printed thereon. The scoring key have been given in the Table 2. TABLE 2 The Scoring Key (Based on The Value of Yes Response) Sr. | Area | sr. [ Area [ Sr. | Area | Sr | Area] Sr] Area No. I No. u No. i No. v No. wv 1 “i 1 a 1 1 1 4 1 +1 2 EI 2 =i 2 = 2 “i 2 4 3 4 3 a 3 + 3 t + 3 =i 4 + 4 a 4 #4 4 = 4 + 5 “i 5 + 5 =i 5 -1 5 4 6 4 6 HH 6 =i 6 + 6 + 7 = 7 a 7 Hi 7 +4 7 4 é 4 8 + 3 =i 8 =i 6 =i 2 =i 9 a 9 4 9 +4 3 = 70 + 40 =i 70 = wo | 10 + 1 +4 11 + 1 +1 2 = 2 a 2 + 13 +1 3 -1 4 a 14 + 15 = 15 +1 | 16 + 16 H 7 4 7 +1 48 = 18 + 19 = 19 a 20 “iManual for SAS-ST| 7 RELIABILITY AND VALIDITY For finding out the reliability and validity of the measures taken by the instruments a random selection of scores of about one-tenth students in the total sample i.e, of 300 students to be exact, was taken, Reliability These 300 students were administered the scales after a month again and the correlation between the scores in the first and second test in the different areas of the scales gave the test-retest co-efficients of reliability each of the five areas. These have been recorded in Table 3 below : TABLE 3 Co-efficient of | Co-efficient of Validity | Average of Sr. test-retest with co-efficient Area No. Reliability after of Validity one month T P F 1. | Attitude toward Teachers O72 055 | 0.52 | 0.50 0.50 and Parents | Ul. [Attitude towards Disci- 0.80" 070 | 0.73 | 074 0.70 pline I, [Attitude towards Life and 0.85" 070 | 070 | 079 0.79 Humanity Iv. [Attitude towards Country 0.80" 050 | 0.72 | 073 0.70 V. | Attitude towards Religion 0.86" 065 | 0.70 | 0.70 0.70) * Significant at 0.01 level of significance. T = Teachers, P = Parents, F = Friend Note: 1. For all kinds of enquires about these scales, please refer to the author. 2. The author will be obliged to have your comments on these scales. 3. In case somebody uses these scales for research, the author will be glad to have the scores from the researchers. Validity For validity of each scale three external criteria were taken one by one : (a) Opinion of teachers, (0) Opinion of parents, andss — 8 | Manual for SAS-sT (C) Opinion of an intimate friend. These opinions were got recorded on a seven point rating scale, the numerical value Of the points ranking from 0 to 6. The scale scores in each area were correlated with the three rating scores separately and thus three validity co-etficients were computed by the Pearson's Product-Moment Method for each scale area. The results have been recorded in Table 3 above. The average of the three co-efficients computed after making Fisher's Z-transformations have been given. NORMS Development of national norms for these attitude scales was not contemplated. The author is in favour of local norms because the homogeneity of the group for whom the norms are meant is a vital condition. When the norm group is composed of several sub- groups which vary widely from one another, then this condition remains unfulfilled. itis significant that even in U.S.A. where it is comparatively easier to develop national Norms, the trend is strongly towards the use of regional and local norms for attitude scales. Regional Norms Percentile rank norms for the region extending over Punjab, Haryana, Chandigarh and Himachal Pradesh area have been prepared. Besides norms for the total group, Separate norms for “boys” and “girls” for “rural” and “urban” students of this region have been prepared. The test was administered to a total number of 3,000 students of 60 schools Of the area. The answer scripts were scored and percentile rank norms for the total Population were calculated. Separate norms for rural students who numbered 1,400 in the total sample for urban students who were 1,600 in number were also prepared. The {ofal sample of 3,000 students who also divided sex-wise and separate norms for boys and girls were computed. The total number of boys in the sample was 1,500 and of the Girls also 1,500. In the norm tables the percentile rank norms have been given correct upto the whole number, but wherever two or more raw scores were going to have the same whole number percentile ranks, their percentile ranks have been given correct upto the first decimal place in order to show their separate statuses, Norms for finding out the level of attitude for all the Five Areas for converting PR have been given in Table 9.Manual for SAS-ST|9 PARTI Attitude towards Teachers and Parents TABLE 4 Percentile Rank Norms of Students of Punjab, Haryana, Himachal Pradesh and Chandigarh. Score Total Group Boys Girls Rural Urban Saterte N=3000 N=1500 N= 1500 N=1400 N=1600 4 P, P, P, Py P, 3 Pa Py P, Py 2 Ps Ps By F, Py ~ P; BP, P, P, PB, 0 Pio P, Py Pio 1 Pos Pas Py Pre Pris 2 Pog Pos Par Pag 3 Poo Pas Pos Pas 4 Pos Pao Pag Psa 6 2. Pog Poy Peg 7 Poo Pao P Pr Peo 8 Ry Pay Pog Pas Pag 9 Pog Poa Pos Pos Pos 10 Pos Por Por Poe 11 Poe Poo Poo Poo 12 Prop Pico Pus Pico Pico101 Manual for SAS-sT PART-II Attitude towards Discipline TABLE 5 Percentile Rank Norms of Students of Punjab, Haryana, Himachal Pradesh and Chandigarh. Z Score Total Group Boys Girls Rural Urban eniens N= 3000 N=1500 N= 1500 N=1400 N= 1600 4 P, Py P, PB, Py 4 P. Py P, P, P, 4 P, P, Py P, P, 3 Ps Bs Py Py P, 2 PS P. Ps Ps “1 Ps. P, P, Pig Pin 9 Pus Pia Pis Pe Pas [ Poa Pop Pow Pop 2 Pog Ps Py Pup 3 Py Pig Pay Pog 4 Pos Peg Poy Pee Pa, 5 Pog Pos Ps Pos 6 FS Peg Pes 7 Pap Po, Pop Pog 6 Po Pos Por Por 9 Pag Pop Pap Res 10. Pi00 P00 Poo P00 PooManual for SAS-sT| 11 PART-Ilt Attitude towards Life and Humanity TABLE 6 Percentile Rank Norms of Students of Punjab, Haryana, Himachal Pradesh and Chandigarh. Scoreot | TotalGroup | Boys Girls Rural Urban Students; N=3000 N= 1500 N= 1500 N=1400 | N= 1600 6 Py Py Py P, Py 5 PY P, P, P. Py oi Py Pa P, Py PL 3 Ps Ps P, P, Pp, 2 PS wR P, Ps P, = Py P, Py Pug Py a Pio Py Pay Pre Pig 1 Pre Pre Pro Pop Pie 2 Pos Po Pop Poy Pog E Pa Peo Pag Pog Pag 4 Pog Peo Pog Pus Pag 5 Pay Pus Pay Psp Pee 6 Pes Peo Peo Peo Pay 7 Peg Pez Pog Pes Per 8 Pes Pre Pos Pos Pig 2 Pos Pos Pre Py Pre 10 Fr, Pog By Peg Pep n Pig Pay Pos Pes, Pos 12 Pug Pog Peg Pog, Poy 13 Poo Pop Pog Pog Pog 4 Pag Pog Poy Pa Pop 6 Pgg Pog Pog Pog Pog 16 Pos Pop Pog Pop Pos 7 Pay Pog Poy Pog Poy 8 Pog, Pog Pop Pog Pog. 19 Poo. Proo Poo P00 PiscoSse 12 | Manual for SAS-st PART-IV Attitude towards Country TABLE 7 Percentile Rank Norms of Students of Punjab, Haryana, Himachal Pradesh and Chandigarh. a Total Group Boys Girls Rural Urban Students N=3000 N= 1500 N= 1500 N= 1400 N= 1600 3 P, P, Py Py P, 4 Py P, P, P, P, 3 P, P, P, P, P, 2 Pig P, P, P, Py Pos P5 Pio Py Ps ° Pes, Ps Pig Pi Py 1 Po Py Pog P, 13 2 Pag Py Py Pag Rie a Peg Poy Psy Peo Pay 4 Bug Py Pog Pog Poy 5 Pag Pos Py Pay Pys 6 Poy Poy Pog Pog 7 Poy Pyy Pop Po Pig 8 Px Py Py Pop Pao 9 Pog Peg Pos Pop Pop 10 Pro Poo Poo P00 PooManual for SAS-sT113 PART-V Attitude towards Religion TABLE 8 Percentile Rank Norms of Students of Punjab, Haryana, Himachal Pradesh and Chandigarh. m7 Score of | Total Group Boys Girls Rural Urban Students: N=3000 N=1500 N=1500 N= 1400 N= 1600 -12 Pos Po Py Py Py a“ Por Py Py Py Be —10 Py Po Po 6 Po Po. 5 2 PL Py Po, 8 Po Po, 8 3s Py Po P, Po 5 P, 7 P, P, Py Po, 8 Py 5 6 Py Py Ps P, Py 8 s Pug P, PS Py PL 4 Pa P, Py P, Ps 3 Pay Pp, Py Ps Py 2 Pog P; Pag Py Py a Pos Py Pay Pay Pia eo Pee Pro Pro Poa Pas 1 Pep Pie Pog Pip Pog 2 Peg Pop Pog Pop Pap 3 Poo Por P, cy Poo Pas = Pos Pog Pag Pay Peo 5 Poy Po Pes Pas, Ps 6 Pog Posy Pos Peg Pes a 7 Pog Peg Pos Peg Poy 8 Peo Pa, Pay Poo Pog 9 Pop Poy Peo Py P, 74 iN 10 Pos Pep Per Pee Peo n Pog Pog Poo Pay Pop 12 Poss Pag Pog Pep. Pos 13 Poy, 4 Pos Pos, Pog Por 4 Pog Poy Poy Pop Pog 5 Pog, 6 Pos Poy, 5 ‘ Peg Pog, 5 16 Pos, 9 Pee. 7 Por, 8 Pog Pog, 8 7 Poo Pog Peg Poy Pog 18 Poo, 5 Poo. s Peo Pog Pog, S | 19 Poa 8 Peo. 8 Peo: 5 Pog Prog: 7 20 Poo P00 Poo P00 Fio0Ss 141 Manual for SAS-sr TABLE 9 Norms for Level of Attitude (For all Five Areas) St.No. | Range of Percentile Grade Level of Attitude 1. |Po, and above A Extremely Favourable 2. | Pyg to Pay B Highly Favourable 3. ]Py, toP,, 6 Above Average Favourable 4, |Pyy to Peg D Average/Moderate | 5. [Pog to Pig E Unfavourabie 6 [P,, to Py, F Highly Unfavourable 7. |P,) and below G Extremely Unfavourable | REFERENCES Akhtar A., Sharma O.P. and Bhatt M.S. (2019) Religiosity Scale. Agra : National Psychological Corporation. Allen, L. Edwards (1957). Techniques of Attitude Scale Construction. New York, Appleton Century Crofts Inc. Batman, Milard M. and Jonson, Joseph. S. (1968). The Effect of Religious Background on Modes of Handling Anger. The Journal of Social Psychology, 133-141, Bedi, C.S. (1974). Intelligence and Psychological Tests. Ludhiana : Kalyani Publishers. Bhargava, M. (2015). Modern Psychological Testing and Measurmrnt. (Hindi) Agra : H. P. Bhargava Book House. Bhusan, L. |. (2009). Religiousity Scale. Agra : National Psychological Corporation. Breon, W.E. Jr. Personality Correlates of Certain Religious Belief, Journal of Consulting Psychology, (56).