A handbook for Exploratory Action Research


A. ______% of students definitely enjoy speaking English in class. B


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A Handbook for Exploratory Action Research

A. ______% of students definitely enjoy speaking
English in class.
B. ______% of students think it’s important to speak 
English.
C. ______% would like to speak English in future.
Now think about the following three questions (A–C):
A. What does this data tell us about the students?
B. What doesn’t it tell us?
C. What question(s) might you now want to ask
Daniela’s students?
Commentary
If you look at the information that Daniela collected through 
the questionnaire, you will notice that it is mainly 
represented in the form of numbers and percentages.
This is what we call quantitative data, i.e. information in the 
form of numbers, statistics or percentages, and it helps you 
understand how common or uncommon a situation is. In 
other words, it helps you answer questions like How many? 
or How often? 
Questions 1–3 above are typical ‘quantitative questions’.
As an English teacher you will probably have noticed that 
they are also yes/no questions, so they provide a limited 
range of answers. Other common quantitative questions 
start with ‘How much…?’, ‘How many…?’, ‘How long…?’, 
‘When…?’, etc. Of course, we can also collect quantitative 
data without asking any questions. For example, you could 
get a colleague to observe your lesson and to count how 
many times you do different things. This would also provide 
quantitative data.
1
Oxford English Dictionary
1. Do you like or enjoy speaking English in class?
Yes, I do:
20
More or less:
13
No, I don’t:
5
2. Is it important to you to speak English?
Yes, it is:
32
Not sure:
3
No, it isn’t:
5
3. Would you like to speak English in future?
Yes, I would:
30
Not sure:
3
No, I wouldn’t:
3



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