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SURVEY ANALYSIS
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by Gngr
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Experiencing Descriptive Statistics Research Which one is more advantageous for methodology classes: experienced teachers or unexperienced teachers? For experienced teachers, beliefs might interfere with methodology. Trained teachers are more aware.
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___ Audiolingual approach ___ Cognitive approach ___ Communicative language teaching ___ Community language learning ___ Content-based teaching ___Grammar-translation approach ___ Natural approach ___ Silent Way ___ Situational language teaching ___ Suggostopedia ___ Task-based language teaching ___ Total physical response ___ Whole language approach
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SELECTEDRESPONSE ITEMS
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LIKERT SCALE
Likert Scale are generally used for getting respondent views judgments opinions about almost any aspect of language learning.
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Compiling and Analyzing Data Descriptive Statistics are used to characterize or describe a set of numbers in terms of central tendency and to show how the numbers disperse, or vary around the center. 8/29/12
25 32 29
M F M
2 7 5
10 18 14
2 3 3
4 3 4
3 2 2
4 4 1
3 3 3
3 2 4
2 out of 3 said Disagree. (2/3 Raw Frequency) %66.6 of the groups says Disagree for the 3rd question. (Percentage) %66.6 say Disagree and %33.3 say Agree = %99.9 The difference between %99.9 and %100 is 8/29/12 rounding error.
25 32 29
M F M
2 7 5
10 18 14
2 3 3
4 3 4
3 2 2
4 4 1
3 3 3
3 2 4
Pie Chart
Histogram
12 10 8 6 4 2 0
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Central Tendency
Mean (Average) : 24+25+26+28+28 / 5 = 26.2 Mode : 28 (because it occurs most frequently. Sometimes there may be bimodals and trimodals, too.)
Ages 24 25 26 28 28
Media n
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Central Tendency
Example: Find mean, mode and meridian for the sample below!
Ages 24 25 26 28 30 30 32 32 34
Dispersion
Dispersion is the degree to which the individual numbers vary away from the central tendency. 27 28 29 29 29 31 Ages 24 26 26 The Low-High: 24-32 The Range: 32 - 24 + 1 = 9 (High-Low+1 = R) The Standard deviation: differences of all scores from the mean 8/29/12
32
Dispersion
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We have a set of ages from 22 to 82. The mean is 52 and standart deviation is 10. 8/29/12 expect certain percentages We
Survey
Surveys are procedures used to gather and describe the characteristics, attitudes, views, opinions, and so forth of students, teachers, administrators or any other people who are important to a study.
Survey
OPEN RESPONSE ITEMS - Form filling - Short answers
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A Good Survey
Clear and qualified items Clear objectives to do survey Get feedback from your colleagues
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A Good Survey
The things to avoid: 1. Overly long items 2. Unclear and ambiguous items 3. Negative items 4. Incomplete Items 5. Overlapping choices in items 6. Items across two pages 7. Double-barreled items (address more than one issue) 8. Loaded word items (Naturally, obviously) 9. Absolute word items (always, never, all, every) 8/29/12 10. Leading items
A Good Survey
The things to avoid: 12. Embarrassing items (sexually explicit words) 12. Biased items (race, religion, gender, ethnicity) 13. Items at the wrong level of the language 14. Items that respondents are incompetent to answer 15. Assuming that everyone has an answer to all items 16. Makings respondents answer items that dont apply 8/29/12 17. Irrelevant items
Surveys are used for developing curriculum components such as need analysis and program evaluation. Surveys may also be used for obtaining information about teachers teaching/learning beliefs or investigating attitudes towards language teacher training programs. Surveys may ask for opinions of 8/29/12
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perspectives. Several assumptions on this approach: 1. It is possible to get a sense of what terms like knowledge systems, attitudes, values and experience mean and how they are different or similar. 2. It is possible to assess these beliefs and belief systems in individual teachers. 3. Teaching behaviors can be observed 8/29/12 matches-mismatches can be and
As a conclusion: 5. Teachers whose beliefs and teaching behaviors in accord will be well-matched, will be more effective teachers, and will have more successful students than those teachers for whom beliefs and behaviors are in conflict.
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Significance of Descriptive Research on Teacher Learning (Gow and Beliefs Teacher Beliefs about
Kember 1993) A quantitative increase in knowledge Material committed to memory The acquisition of material which can be used in practice The abstraction of meaning A process aimed at understanding reality Some form of personal change
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1. 2. 3.
4. 5. 6.
Significance of Descriptive Research on Teacher Learners (Meighan Beliefs Teacher Beliefs about
and Meighan 1990) Resisters Receptacles Raw material Clients Partners Individual explorers Democratic explorers
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1. 2. 3. 4. 5. 6. 7.
1. 2. 3. 4. 5. 6. 7. 8.
9.
1989) Patience High IQ Warmth Creativity Ability to be humorous Commitment to teaching Good grades in college Ability to relate to different kinds of people 8/29/12 Organizational skills
Significance of Descriptive Research on Teacher Teaching (Weinstein Beliefs Teacher Beliefs about
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