Chapter - iii

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 METHODOLOGY

- Research Design

- Instrumentation

- Selection of Samples

- Pilot Study

- Method of Establishing Reliability of the Computer-Assisted Exercise

- Confidence for Communication and Evolving Time Schedule

- Data Collection for the Main Study

- Statistical Analysis

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 METHODOLOGY

The present chapter deals with the planning of the research. It contains details about the research

design, tools used, sample selection, pilot study, reliability, data collection and statistical

analysis.

The procedures used in the study are described under the following headings:

1. Research Design

2. Instrumentation

3. Selection of Sample

4. Pilot study

5. Reliability of the Computer-Assisted Exercise

6. Confidence for communication and evolving Time schedule

7. Data collection of main sample.

8. Statistical analysis

RESEARCH DESIGN

Randomized Two-Group Design

A Research Design is an integral part of the research process. A research design directs the

research action and helps to rationalize the use of time and resources. It helps to introduce a

systematic approach to the research operation which enables the researcher to foresee and

prevent errors, bias and distortions. Social inquiry follows a well constructed design

(Sarantakos, S. 2005). The research design used in the present investigation is the pre-test-post-

test control-group design. The subjects are drawn randomly from the Population. The two

groups are of equal in number. One group is designated as experimental group and the other as

control group. Both groups are given the letter cancellation test for attention and Binet-Kamat

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 test for memory, reasoning and language and the results are obtained. Later on, the experimental

group is given the computer-assisted exercise training but the control group is kept away. After

the training, both groups are given the same test again and the results are obtained and compared

(Raja Manickam, M, 2004).

INSTRUMENTATION

1. Social – demographic proforma

2. Binet-Kamat Intelligence Test for memory, reasoning and language (Kamat V. V, 1967)

3. Letter Cancellation Test for Attention (Talland, G., 1965)

4. Computer- Assisted Exercises for attention, memory, reasoning and language (Indumathi,

K. & Syed Fathima, M. A., 2012)

SOCIO-DEMOGRAPHIC PROFORMA

The socio-demographic proforma consists of the name, domicile, date of birth, age, sex,

order of birth, number of children in the family, name and occupation of the parents, monthly

income of the family, family type and the name of the school.

BINET-KAMAT INTELLIGENCE TEST

The Binet-Kamat Scale of Intelligence is the Indian adaptation of the 1934 version of Stanford-

Binet Scale of Intelligence. This is a standardized test that assesses intelligence and cognitive

abilities in children and adults aged three to twenty two. This intelligence scale assessed the

child's skills in nine domains: language, meaningful memory, non-meaningful memory,

conceptual thinking, verbal reasoning, non-verbal reasoning, numerical reasoning, visuomotor

coordination and social intelligence. The Binet-Kamat also scores fifteen sub tests including

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 vocabulary, comprehension, verbal absurdities, pattern analysis, matrices, paper folding and

cutting, copying, quantitative, number series, equation building, memory for sentences, memory

for digits, memory for objects, and bead memory. All test subjects take an initial vocabulary test,

which along with the subject's age, determines the number and level of subtests to be

administered. Total testing time is forty five to ninety minutes, depending on the subject's age

and the number of subtests given. Raw scores are based on the number of items answered, and

are converted into a standard age score corresponding to age group, similar to an IQ measure.

Procedure

The responses of the subject will be recorded on a separate Recording Sheet of Binet-Kamat

Intelligence Test after entering the particulars of the subject. The various age levels, ranging

from three to twenty two years, are placed horizontally. The test item and alternate item are

placed vertically. It is an individual test. The tests are specific to each age level. Administration

of the test is started at three age level and terminated at the age level, where he/she fails in all the

item of the particular age levels. The alternate item will be administered once the subject fails in

main test items. The passing of a specific test items recorded with a notation of “+” or “V”;

failing of a specific test items recorded with the notation of “-“ or “X”. The Binet-Kamat

Intelligence test consists of seventy eight main test items and 21 alternate test items. There are

six test items at each level. The number of alternate test items at each level ranges from one to

three. The test items are administered from three years until one gets a basal age. Basal age is the

age level where the subject has passed the all the items and processing till he/she reaches

terminal age. Terminal age is the age level where he/she fails in all the items. It usually takes

forty minutes to complete the test. The Binet-Kamat Scale of Intelligence is depicted in the

Appendix.

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 Scoring

Basal age, terminal age and mental age will be calculated separately. Mental age, after

calculating the subject’s basal age, additional two months credit will be given to each test items

passed subsequently till he/she reaches terminal age.

Scores will be converted into Intellectual Quotient, using the following conventional formula,

IQ = (Mental Age / Actual Age) x 100

All calculations unit will keep in terms of months.

TALLAND LETTER CANCELLATION

Talland Letter Cancellation (TLC; Talland, G 1965), a paper and pencil test of perceptual –motor

speed/accuracy with tasks of varying levels of complexity. It is used to measure the ability to

“focus” attention and screen out distractions. In each trial, the participant scans rows of upper-

and lower case letters to find and cross out as many of an assigned target as possible in sixty

seconds. Either single or double separate the letters. On trails one and two, capitals participants

draw a line through all capital letters. During trails three and four, spaces (participants draw a

line through the letters immediately before and after each double space, ignoring the letter’s

case). On trails five and six (both), participants cross out both types of targets previously

assigned (i.e. capitals and spaces). Scores include mean number of hits, false alarms and errors

of omission. The letter cancellation test retest reliability was found (r = 0.781, p = 0.002).

Talland Letter Cancellation Test is depicted in the Appendix.

Procedure

CAPS: First sheet (start with ur) “In this test, children are asked to look for the capital letters and

mark each one with a slash. Go across the lines, from left to right, one after the other, making

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 the capital letters as quickly as possible. They are asked not to miss any”. They have to stop

after sixty seconds.

Second Sheet (start with wb) children are asked to do same thing on the sheet as they did

on the last one; mark all capital letters”. Stop after sixty seconds.

SPACES: Third sheet (starts with Oa) “This time, children have to look for the double spaces,

and mark the letter that precedes and the one that follows the double space”. Stop after sixty

seconds.

Fourth sheet (starts with t o) “This is another sheet to which to look for the double spaces.

Children have to mark before and after the double space, just the way they did on the last page.

Have to stop after 60 seconds;

BOTH: Fifth sheet (starts with u S) “Now they have to do both tasks at once; have to mark the

capital letters as well as the letters before and after double spaces. Stop after sixty seconds.

Sixth sheet (start with U d) “This is the last sheet, just like the one before. Children have

to mark the capital letters and the letters before and after the double spaces. Stop after sixty

seconds.

Scoring

There are thirty six letters per line, ten of which are capital letters; there are four double spaces

per line. The number correct is the number of letters correctly marked. (Scoring templates are

helpful especially for the third task. One can use transparency sheets and a special marking pen

to indicate correct answers).

COMPUTER-ASSISTED EXERCISE

The Computer-Assisted Exercise based on the Human – Environment/Technology Interaction

Application is developed by the researcher. The technical support for the Computer-Assisted

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 Exercise is obtained from trained software development professionals. The application is

developed in windows environment. The application size is 135 MB. There are twenty games

incorporated in the program, each program has its individual program loop. Programs are

developed by using DOT NET, ADOBE PHOTOSHOP.CS3, MICROSOFT VISUAL STUDIO

and ADOBE FLASH WITH JAVA SCRIPT.

PSGCAS COMPUTER-ASSISTED EXERCISE is a suite of computerized

cognitive and reading program that develops the essential cognitive skills viz., attention,

memory, reasoning and language. The exercise is presented in the form of game to make the

children who participated in the study more enjoyable. Each part of the exercise is designed to

address on certain areas of brain functioning. Four cognitive skills are included in the present

Computer-Assisted Exercise. They are attention, memory, reasoning and language. Attention

includes auditory attention (four minutes), hierarchical attention (four minutes), perception of

sound (four minutes), perceptual attention and discrimination (four minutes) and visual attention

and discrimination (four minutes); memory includes compensatory memory (four minutes),

remembering the names (four minutes), visual pair memory (twelve minutes), visual pattern

memory (four minutes and memory for direction (four minutes); reasoning includes logical

thinking (four minutes), category naming and completion (four minutes), deductive reasoning

(four minutes), conditional statement (four minutes) and picture arrangement (twelve minutes);

and language includes spelling and word finding (four minutes), sentence completion (four

minutes), reading comprehension (four minutes), word association (four minutes) and fill in the

blanks (four minutes). It is designed with an increasing order of difficulty. Fi2. Diagrammatic

representation of the Computer Assisted Exercise.

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 It is a time-bound exercise. It takes one hour and thirty six minutes. Once the time

exceeds, will skip to the next and treated as wrong

Cognition refers to the sustained and focused attention, divided attention,

perception and discrimination, working memory, short-term memory, following direction, visual

recall and associate learning, long-term memory, logical thinking, deductive reasoning and

problem solving. Language: Decoding, phonics, vocabulary, reading comprehension,

organization, autonomic word recognition phonological memory and letter correspondence.

Attention

Attention focuses mainly on focused and divided attention. Learning capabilities of a person

starts with visual attention, perceiving the reason behind and discrimination. The overall program

contains visual scanning, processing speed and concentration. Attention includes auditory

attention, hierarchical attention, perception of sound, perceptual attention and discrimination and

visual attention and discrimination.

1. Program 1

Auditory attention: The computer displays four different geometric shapes with four

different colors and instructs the participant to select the appropriate color and then

assign it to a specified geometric form.

2. Program 2

Hierarchical attention: The hierarchical attention involves four levels with three

statements each. In the first level, four shapes are presented. The computer flashes the

color randomly in the first shape and when the color appears for the second time,

theparticipant has to select the shape the matches the color. In the second level, the

computer flashes the single color and participant have to identify the number of times the

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 Auditory Attention (4mins)

Hierarchical Attention (4mins)

Sample
Attention
(20 mins) Perception of Sound (4mins)

Perceptual Attention &

Discrimination (4mins)
Control Group Experimental Group

Visual Attention &

Discrimination (4mins)
Pre-test Pre-test

Compensatory Memory (4mins)

No Intervention Computer Assisted Memory

Exercises (1hour 36mins) Remembering Names (4mins)
(28 mins)

Visual pair Memory (12mins)

Post-test
Post-test
Visual Pattern Memory (4mins)

Memory for Direction (4mins)

No Improvement
Improvement in
Attention, Memory, Logical Thinking (4mins)
Reasoning & Language

Category Naming &

Reasoning Completion (4mins)
(28 mins)

Deductive Reasoning (4mins)

Conditional Statement (4mins)

Picture Arrangement (12 mins)

Spelling & Word Finding

(4mins)

Sentence Completion (4mins)

Language
(20 mins)
Reading Comprehension (4mins)

Words for Association (4mins)

Fill in the Blanks (4mins)

Fig 2. Diagrammatic representation of the Computer-Assisted Exercise

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 color flashed. In the third level, the participant has to focus on two shapes and in the

fourth level, has to focus on three shapes.

3. Program 3

Perception of sound: There are four different tones presented along with the picture and

the participants have to identify the specific tone that fits the picture.

4. Program 4

Perceptual attention and discrimination: The computer presents the target picture

along with four other pictures and the participants have to select the similar picture that

matches the target picture. In the oddity paradigm, the computer displays the four

pictures and the participants have to select the odd one which does not belong to that

category. There are twelve statements: first six statements are in the similarity form and

the remaining six are in the odd form.

5. Program 5

Visual attention and discrimination: The computer presents different colors in the form

of letter and box. The computer instructs verbally and orally to the participant to select

the specific colored letter and the box. In each, a simple concept is presented with

competing stimuli as distraction.

Memory

Memory focuses on associate learning, spatial memory, short-term memory and long-term

memory, following directions and visual recall. Memory includes compensatory memory,

remembering the names, visual pair memory and visual pattern memory and memory for

direction.

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 1. Program 6

Compensatory memory: There are four levels with three statements each. In the first

level, the computer presents the picture and the participants have to identify the

appropriate answer with the help of multiple options. In the second level, names are

displayed below to identify the picture. In the third level, objects are flashed randomly

on the monitor and the participant must recall and indicate the object from the screen. In

the fourth level, objects must be indicated in a sequential manner.

2. Program 7

Remembering the names: The computer flash the number of images with their names in

a random manner for 15 seconds. Again the images will be displayed without the names.

The participants must recall and reproduce the names of the images.

3. Program 8

Visual pair memory: The participant quickly scans for the set of images to determine

which pair of images match before the blocks hide, then the participant must indicate the

right pair. The block starts with four contains two set of images and increases when the

difficulty increase.

4. Program 9

Visual pattern memory: Patterns are placed at random locations in a grid on the monitor

and the participant must recall the location in which the pattern was displayed. Difficulty

can be set in pattern from three to five.

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 5. Program 10

Memory for direction: There are twenty four blocks and the words are displayed in

some of the blocks while the remaining are not filled in. The participants must follow the

direction as to how the words are instructed verbally by the computer.

Reasoning

Reasoning involves logical thinking, conceptual and deductive reasoning. The reasoning

program includes logical thinking, category naming and completion, deductive reasoning,

conditional statement and picture arrangement.

1. Program 11

Logical thinking: There is a 3 by 5 grid with colors and numbers assigned into the

blocks. The computer instructs verbally and orally. The participant must think and place

the word in the correct location.

2. Program 12

Category naming and completion: The computer first displays a list of words belonging

to the category of the statement. Once the participants identifies the category title, the

second list of words will display. The participant must identify and complete the naming

to proceed for the next level.

3. Program 13

Deductive reasoning: There are twelve problems and each problem has a set of rules that

describes a category of words. Once the participant identifies the words through

inferences, the computer displays another set of words with the question “which item

belong to the category”.

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 4. Program 14

Conditional statement: A hierarchy of conditional statements is presented both visually

and auditorily. The computer presents the sentence with five different aspects viz..,

simple conditional, negative conditional, conditional conjunctive and negative / positive

conditional conjunctive. The participant must respond to the instruction “if sun is in box

12 click rain otherwise click clouds”.

5. Program 15

Picture arrangement: The computer presents the image in a shuffled manner.

Participants must rearrange the image to form a perfect picture.

Language

Language includes spelling and word finding, sentence completion, reading comprehension,

word association and fill-in-the-blanks.

1. Program 16

Spelling and word finding: The computer displays the picture with the blanks and the

keyboard letters in the right side of the monitor. The participant must identify the picture

and complete the blank.

2. Program 17

Sentence completion: An open phrase is displayed on the top of the screen and the

participant must select the word that finishes the phrase from the choices listed.

3. Program 18

Reading comprehension: The computer displays the gap between the words with the

hint. The participant must identify the correct letter with the hint to make a noun.

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 4. Program 19

Word association: The computer presents a word and the participant must recognize an

associated word in the list of words.

5. Program 20

Fill-in-the-blanks: The computer displays an incomplete sentence with the three options

below. The participant must select the correct option that completes the sentence.

Scoring

The response format for the computer-assisted exercise is valid by number of correct

responses. “Correct” (1) and “incorrect” (0). Higher the score shows improvement in specific

program.

SELECTION OF THE SPECIAL SCHOOLS

Psychological experiments make use of subjects. In general, it is not the subjects themselves that

interest us, but rather what we learn concerning the population of individuals that they represent.

A large number of statistical manuals insist on the necessity in order to accomplish the idea of

working with representative sample of subjects drawn from the population of interest (Abdi, H et

al., 2009). The sampling frame for the present study consists of all the special schools situated

in Chennai district. Data on Special schools available with Commisionerate for the welfare of

the differently abled, a State Resource cum Training Center (SRTC) maintains data pertaining to

the special schools. Thirty eight special schools that include learning disability are situated in

Chennai district. (The list of the Special Schools obtained from SRTC is depicted in Appendix).

After getting the details, the researcher contacted the Heads of the Institutions to obtain the

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 information regarding the number of learning disability children studying in these special

schools. In order to classify the children under various categories of learning disability, the

Development Screening Test, Vineland Social Maturity Scale and Wechsler’s Intelligence scale

for children (Indian adaptation) are administered to the children with the help of the facilitators

of the concerned schools. The children are classified as mild and moderate mental retardation,

Learning disability with mild mental retardation, learning disability with moderate mental

retardation, learning disability with attention deficit hyper activity disorder and Specific learning

disabilities. From the above classification, nine hundred learning disability students are

identified as the population for the present sample.

SELECTION OF SAMPLE OF DYSLEXIC CHILDREN IN THE SPECIAL SCHOOL

In order to have a fair representation, it is decided to include only the schools which have more

than thirty children with the age group of nine to sixteen years. As the present study is intending

to use PSGCAS COMPUTER-ASSISTED EXERCISE, the schools with computer facilities are

chosen (maximum of seven computers). The sample constitutes eight special schools which

include two hundred and seventy five children. Even though one of the special school (S.No.3

given in the Appendix) fulfill the criterion included in the sampling, the investigator was not

permitted to carry out the intervention. In the present study with the help of Dyslexic Screening

Test, two hundred and thirty are screened as dyslexic children. From the two hundred and thirty,

thirty are not able to understand the content of the Computer-Assisted Exercise when

explanations are given about the exercise. The dyslexic children of each school are taken, which

comprised of a total of two hundred. Among them, one hundred children constitute the

experimental group and one hundred children constitute the control group.

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 PILOT STUDY

A pilot study is undertaken before proceeding with the main study. The pilot study

ensured control of non-sampling error and enhancement of ‘Local Control’ in experimental

design (Fisher, 1947)

The objectives of the pilot study includes the following:

- Ascertaining the reliability of the Computer-Assisted Exercise for the variables a) Attention

Skills, b) Memory Skills, c) Cognitive Reasoning Skills and d) Language skills.

- Reinforcing the confidence in the present investigation for establishing rapport with the

samples and communicating the instructions and directions effectively to the samples and

obtaining true responses of the samples evolving a time and cost schedule to complete the

final study by estimating the basis of time and cost to be spent in collecting data in the

pilot study.

Pilot Study Sample

Social proforma are given to a group of fifty dyslexic children. After receiving the information,

Binet-Kamat Test for Intelligence and Talland Letter Cancellation test are administered. They

are divided into twenty five each as experimental group and control group. The control group is

asked to continue only with the usual training whereas the experimental group is given the

special training. Since the dyslexic children are having problem with reading, they are

segregated into batches. The instructions are given and they are assisted in working Computer-

Assisted Exercise and the scores are recorded carefully. Their doubts are cleared then and there.

Only after a batch completed answering, the next batch is called. Likewise the datas are

collected personally from all the dyslexic children. The Computer-Assisted Exercise is

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 developed on the basis of Human – Environment/Technology Interaction Application. It consists

of twenty exercises which are used in the study as an intervention tool. The number of training

session is one hour and thirty six minutes for three months. Once the three months intervention

is completed, again Binet-Kamat Test for Intelligence and Talland Letter Cancellation test are

administered as post-test for the experimental group and the control group after three months of

intervention.

METHOD OF ESTABLISHING RELIABILITY OF THE COMPUTER-ASSISTED

EXERCISE

After the items have been validated and the necessary modifications are carried out, the

subjects are selected based on simple random sampling technique. The present researcher

approached the special schools in Chennai and after explaining the purpose of the research,

permission is obtained to meet the subjects in person. The subjects are met in person and assured

of the confidentiality of the responses. They are requested to respond to the Computer-Assisted

Exercise as the purpose is to validate the present Computer-Assisted Exercise. The Computer-

Assisted Exercise is distributed to sixty subjects in the age group of nine to sixteen years.

RELIABILITY OF THE COMPUTER-ASSISTED EXERCISE

Cronbach’s Alpha

The Cronbach’s alpha is the most widely used index for determining internal consistency

(Kerlinger, 1986). It has been generally accepted that in the early stages of the research on

hypothesized measure of construct, reliabilities of 0.50 or higher are needed, while for widely

used scales, the reliabilities should not be 0.6 (Nunnally, 1978).

The Cronboch’s alpha reliability coefficients are given in Table 1

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 The Reliability coefficients of attention, memory, reasoning and language skills

S.No Name of the instruments Reliability coefficient

Variable Dimension Dimension Overall
Score Score
Auditory Attention 0.866
Hierarchical Attention 0.699
1. Attention

Perception of Sound 0.765

0.816
Perceptual Attention & Discrimination 0.764
Visual Attention &Discrimination 0.722
Compensatory Memory 0.712
Remembering Names 0.805
2. Memory Visual Pair Memory 0.731 0.816
Visual Pattern Memory 0.776
Memory for Direction 0.805
Logical Thinking 0.826
3. Reasoning Category Naming and Completion 0.807
Deductive Reasoning 0.807
Conditional Statement 0.639
Picture Arrangement 0.887 0.883

Spelling and Word Finding 0.896

4. Sentence Completion 0.549
Language Reading Comprehension 0.862

Words for Association 0.690

0.851
Fill in the Blanks 0.828

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 As seen in the Table 1, all subscale of alpha coefficients exceeds 0.5 and all the reliability are

nearly high. The reasoning skill has the highest reliability coefficient of 0.883. The language

skill has the reliability coefficient of 0.851 and the reliability coefficient of attention and memory

is found to be 0.816. The high alpha value in all four subscales confirms the homogeneity of the

items comprising them, and indicates acceptable level of reliability.

CONFIDENCE FOR COMMUNICATION AND EVOLVING TIME SCHEDULE

The qualitative data collected during the pilot study included verbal and non-verbal cues

of communication and expressions by the Subjects. The comments, the involvement and

cooperation of the Subjects convinced the investigator that the Subjects are adequately involved

with the investigator to freely and frankly respond to the computer-Assisted Exercise as

intervention. The experience gained in the field work stood in assurance to the investigator and

reinforced the confidence in furthering the investigation.

Data on the time taken by the Subjects to respond to the instruments in the pilot study are

presented in table 2. It takes around one hour and thirty six minutes to respond the intervention

with the help of Computer-Assisted Exercise.

Table 2: The time taken (in minutes) by the Subjects to respond to the instruments in the

pilot study

S.No Name of the Instrument Mean (in mts) SD (in mts)

1. Attention 10.10 0.921

2. Memory 12.68 3.117

3. Reasoning 17.86 3.176

4. Language 8.53 2.774

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 DATA COLLECTION FOR THE MAIN STUDY

As already been stated in the previous section in this chapter eight special schools are identified

and included in the sample employed in the main investigations. The eight special schools are

formally approached for obtaining the necessary permissions to conduct the investigation in their

schools to collect data from their children.

The main sample of eight special schools having two hundred and seventy five children is taken

for investigation. After finding the Computer-Assisted Exercise’s reliability in the present

population, the process of conducting the main study is started. In the course of data collection,

as per the procedure of pilot study, two hundred children with specific learning disability

(dyslexic) constituted the final sample. The administration of the instruments is conducted at the

special schools included in the investigation ( Sample Photographs of the investigator collecting

data is depicted in Appendix). The procedures followed in administering the instruments and the

process of intervention are the same as those followed in the pilot study. The data collection has

taken six months. After the data collection, the scores are recorded carefully and results are

obtained and the analysis is done using SPSS.

STATISTICAL ANALYSIS

The data obtained from the Subjects included in the main study using the instruments

are scored and tabulated into a master table. The analyses of the data undertaken in the study

include computation of descriptive statistics, inter-correlation between the variables, mean,

standard deviation, t-test, analysis of variance. The details of these analyses and their results are

presented in the next chapter.

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 END NOTES

Fisher, R. A. (1947). A theory of Leadership effectiveness. New York, McGraw Hill.

Herve, Abdi. , Betty, Edelman. , Dominque, Valentin. , & Jay W. Dowling (2009), Experimental

Design and Analysis for Psychology. Oxford University Press Inc., New York.

Kamat, V. V. (1967). Measuring intelligence of Indian children. 4th edition. Oxford

University press.

Kerlinger, F. (1986). Foundations of Behavioral Research, 3rd edn. New York: Holt, Rinehart,

and Winston.

Nunnally, J. C. (1978). Psychometric theory (2nd ed.). New York: McGRaw-Hill.

Raja Manickam, M. (2004) Experimental Psychology with Advanced Experiments, Vol 1,

Concept Publishing Company, New Delhi – 110059.

Sarantakos, S. (2005). Social Research (3rd edn.) Palmgrove Macmillan Ltd. St. Martin’s Press.

Talland, G. (1965). Letter cancellation Test. Academic Press. NewYork.

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