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International Journal
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Learning, Teaching
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p-ISSN: 1694-2493
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Vol.15 No.2
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VOLUME 15 NUMBER 2 February 2016
Table of Contents
The Development and Factor Structure of the Faculty Perceptions of Statistics (FPS) Scale ........................................ 1
Laura Taylor, Kirsten Doehler and Jessalyn Smith
Teachers who Attract or Repel: A Glimpse at Student Expectations of their Tertiary-Level Teachers .................... 21
Dr Stephen Joseph
The Effects of Goal Type, Learning Interest, and Task Difficulty on Learning English Words ................................ 32
Pengcheng Zhang and Zhe Wang, Olusola Adesope
An ICT Approach for Implementing Emerging Technologies for Teaching and Learning in Low Resource
Communities: Lessons Learnt from Namibia .................................................................................................................. 47
Shehu M and Jere N.R
Descriptive Study on Grade 2 Pupils Relationship Behavior and School Adjustment As Perceived By Teachers:
The Case of Jimma Zone, Oromia ...................................................................................................................................... 65
Fisseha Mikre and Nasser Aba-Milki
The Magnitude of Teacher Expectation Effects: Differences in Students, Teachers and Contexts ............................ 76
Zheng Li
Principles and Practices of ESP Course DesignA Case Study of a University of Science and Technology .......... 94
Chin-Ling Lee
Students Attitudes and English Language Performance in Secondary Schools in Tanzania ................................. 117
Gilman Jackson Nyamubi, Ph.D
1
Jessalyn Smith
Pacific Metrics
Monterey, CA, USA
1. Introduction
In light of the widespread teaching and use of statistics, it is important to
understand the perceptions towards statistics held by faculty in other disciplines
since they serve as role models to their students. Faculty perceptions and use of
statistics could have a significant impact on students perceptions and uses of
statistics.
Statistics Scale (Wise, 1985); the Statistics Anxiety Rating Scale (Cruise, Cash, &
Bolton, 1985); the Survey of Attitudes Towards Statistics (Schau, Stevens,
Dauphinee, & Del Vecchio, 1995); and the Mathematics and Statistics
Perceptions Scale (Cherney & Cooney, 2005). These instruments focus on
understanding how statistics is viewed by students, and often include questions
related to whether students believe that statistics is useful in daily life. Previous
research has led to many important findings on students attitudes toward
statistics, including an entire special issue of the Statistics Education Research
Journal devoted to the topic (Schau, Miller, & Petocz, 2012). Findings related to
student attitudes indicate a correlation between students attitudes and
academic gain (Emmiolu & Capa-Aydin, 2012). Additionally, Cherney and
Cooney (2005) state that there is a significant, positive correlation between
statistics attitudes and students final grades. These results are important due to
the potential for faculty attitudes to impact students attitudes toward statistics.
However, Shaughnessy (2007) states there has been very little research into []
teachers beliefs and attitudes toward statistics (p. 1001) as quoted in Eichler
(2010). The only previous research the authors have found on the topic of
faculty perceptions toward statistics were the Faculty Attitudes Toward
Statistics scale (Hassad & Coxon, 2007) and the Teaching of Introductory
Statistics Scale (Hassad, 2011). However, Hassad focused on perceptions of
faculty who teach statistics in behavior science programs and/or health
programs. Based on the authors knowledge, there is no survey which considers
attitudes of all faculty towards the discipline of statistics, a field utilized by
many other disciplines. Additionally, Hassads Teaching of Introductory
Statistics Scale focused on pedagogical aspects of teaching statistics, which are
not considered in this research. Hassad (2013) has also developed the Attitude
Toward Technology Integrations Scale, which measures attitudes of statistics
instructors. In addition, Hassad (2015) has surveyed statistics instructors about
the extent to which they teach statistical literacy and highlights discrepancies
between what is actually taught and what instructors intend to teach.
students who exit out of introductory statistics and enter their classes to use
statistics. Therefore, a symbiotic relationship exists between statistics
departments and client disciplines whereby statistics courses prepare students to
be successful in their major area of study. Faculty attitudes and perceptions are
an important area of research, particularly outside of mathematics and statistics
departments, since statistics is widely taught and utilized by faculty across many
client disciplines (Sterling, Rosenbaum, & Weinkam, 1995; Carlson, 2002; Switzer
& Horton, 2007; Doehler, Taylor, & Smith, 2013). Indeed, Eichler (2010) states
that future research should investigate the teachers attitudes towards statistics
in more countries involving more representative samples of ordinary teachers
(p. 4). The research presented here considers individuals teaching statistics
within many other disciplines. Therefore, it helps to fill a gap in the literature.
Since statistics is utilized and taught by faculty in a large number of disciplines,
it is imperative to also consider how faculty perceive statistics. If instructors
have a poor attitude towards statistics and its usefulness, they could prevent
statistics from being a positive experience for their students. Garfield, Hogg,
Schau, and Whittinghill (2002) state that our courses should attempt to build
strong positive attitudes towards statistics [] to increase their chances of using
statistics after they leave our courses (p. 3). It seems logical that if this is a goal,
then instructors and other individuals who influence students should also have
strong positive attitudes towards statistics. Zieffler et al. (2008) recognize the
need for instructors to help students have a positive learning experience when
studying statistics. They also state that learning of statistics could increase if
students attitudes toward the discipline improved. Therefore, student learning
of statistics may increase when positive attitudes towards the discipline are
displayed by faculty. Although this likely applies more so to faculty teaching
statistics within any discipline, this may also apply to faculty who do not
actually teach statistics. For example, if a student taking an introductory
statistics class overhears a professor in another discipline saying that doing
statistics is too hard for him/her, this could negatively impact the students
learning.
2. Methodology
The Faculty Perceptions of Statistics (FPS) survey items were developed by the
authors to be similar in intent to those in the aforementioned student attitude
scales. Modifications and adjustments were made to a few items from student
attitude scales so that the instructor was the intended audience. Many items
were crafted based on characteristics which the authors believed would impact
faculty attitudes. Question items in the FPS were intended to cover aspects of
To examine the underlying relationship between the survey items, HCA with
complete linkage was used. Clusters were identified using a dendrogram and
descriptive statistics. The best solution presented seven unique clusters of
items, each having moderate to high reliability. During the initial analysis, one
original survey item (General_D) was dropped from the final solution due to
lack of fit. Specifically, the item had very little variability among respondents
and did not fit with any of the clusters found in the solution. This brought the
final FPS scale to 32 items. The sizes of the clusters ranged from three to seven
items. The unique traits that underlie each cluster are as follows: (1) comfort
with statistics, (2) general statistics in teaching, (3) student expectations with
statistics and success in a statistics course, (4) statistical literacy, (5) use of
statistics in own research or scholarship, (6) using statistics as part of an effective
teaching practice, and (7) benefits of statistics to a students training. Note that
the cluster information can be found in Table 1 with abbreviated cluster titles.
Figure 1 shows the dendrogram for the final solution with the seven clusters or
scales. For each of the clusters identified in the analysis, summary statistics are
reported in Table 2. There was little variance in the responses on the Comfort,
Expectations, and Effective Teaching scales. The highest variances were
observed on the General Teaching andCluster
Scholarship
Dendrogram scales.
1.2
1.1
1.0
0.9
General_A
General_I
General_F
General_G
Research_D
Teaching_B
Teaching_H
0.8
General_B
General_C
Height
Education_H
Teaching_A
General_D
Education_C
Education_D
Education_F
Research_B
General_H
Education_A
Education_B
Teaching_G
Research_I
Teaching_E
0.7
Research_E
Education_G
Education_E
Research_A
Research_C
Teaching_F
Research_F
0.6
Research_G
Research_H
0.5
Teaching_C
Teaching_D
Table 3: Cronbachs alpha (diagonal) for each cluster and the inter-cluster
correlations.
Cluster/Scale 1 2 3 4 5 6 7
1Comfort 0.85
2General Teaching 0.78 0.92
3Expectations 0.36 0.49 0.58
4Statistical Literacy 0.66 0.61 0.37 0.80
5Scholarship 0.56 0.54 0.41 0.53 0.88
6Effective Teaching 0.36 0.54 0.36 0.48 0.45 0.60
7Benefits 0.45 0.53 0.49 0.54 0.60 0.45 0.87
3. Results
The following section describes the demographics of the sample used in the
cluster analysis. Additionally, to gain a better understanding of the differences
in perception of statistics among various demographics, the findings from the
cluster analysis were used to determine if there were identifiable differences
between any demographic subgroups. This was carried out using simultaneous
confidence intervals which were generated using Fishers LSD adjustment to
control the family-wise type I error rate at 0.05. The following sections highlight
some of the more interesting differences detected, but for brevity, all significant
differences are not highlighted.
3.1. Demographics
There were 674 respondents from seven universities and colleges in the United
States who answered all of the original 33 Likert scale items considered. The
participant pool was fairly even between females (51%) and males (49%).
Approximately 85% of respondents had taken a statistics class. Of these
individuals, about 82% had taken their most recent statistics class at the
graduate level. The mean and median of the number of years taught by
respondents were 13.3 and 10 years, respectively. The corresponding standard
deviation was 10.5 years.
Almost 31% of respondents indicated that they use statistics or teach statistical
methods in their classes frequently or almost all of the time, while 32%
stated that they use statistics occasionally in their teaching. The remaining 37%
of respondents reported using statistics rarely or never in their teaching. A
Sum scores were calculated for each scale to measure statistics attitudes and
were combined to calculate an overall sum score. Table 5 contains summary
statistics for average overall sum scores and averages for each of the seven scale
sum scores for each demographic category.
Table 5: Summary statistics of sum scores for major demographics reported as mean
(standard deviation).
Expectations
Scholarship
Statistical
Teaching
Teaching
Effective
Comfort
Literacy
Benefits
General
Overall
7
Previous statistics coursework
No (n=101) 104.4 (21.1) 9.5 (2.9) 11.4 (5.4) 9.0 (2.4) 25.3 (3.4) 21.5 (7.2) 9.8 (2.9) 17.9 (4.3)
Yes (n=573) 128.7 (18.8) 12.4 (2.6) 17.4 (5.7) 10.3 (2.3) 27.9 (3.0) 28.8 (5.3) 11.2 (2.5) 20.8 (3.5)
Most recent statistics coursework
Graduate (n=471) 132.4 (15.6) 12.8 (2.3) 18.3 (5.3) 10.5 (2.2) 28.3 (2.6) 29.8 (4.4) 11.6 (2.1) 21.2 (3.2)
Undergraduate/HS (n=101) 111.4 (22.3) 10.3 (3.0) 13.4 (6.0) 9.5 (2.5) 25.9 (3.7) 24.1 (6.6) 9.3 (3.2) 18.9 (4.0)
Highest Degree
Bachelors (n=9) 122.6 (16.6) 11.3 (2.2) 15.4 (5.7) 9.9 (2.3) 27.1 (2.8) 28.4 (2.7) 9.8 (3.8) 20.6 (3.2)
Masters (n=132) 116.1 (21.2) 10.5 (2.9) 13.5 (6.0) 9.5 (2.2) 26.1 (3.9) 26.5 (5.5) 10.2 (3.2) 19.7 (3.7)
Ph.D. (486) 128.2 (20.6) 12.5 (2.6) 17.7 (5.7) 10.3 (2.3) 28.0 (2.9) 27.9 (6.5) 11.3 (2.4) 20.6 (3.9)
Professional (n=38) 118.7 (16.0) 10.2 (2.6) 12.8 (4.9) 9.9 (2.5) 26.3 (3.1) 28.7 (5.2) 10.9 (2.4) 19.9 (2.8)
Other (n=9) 117.9 (17.4) 11.4 (2.2) 13.6 (5.7) 10.0 (2.8) 25.9 (2.8) 28.2 (5.7) 8.8 (3.8) 20.0 (3.5)
Teaching Experience
0-5 (n=199) 123.8 (20.7) 11.6 (2.8) 15.8 (6.0) 9.8 (2.3) 27.3 (3.3) 28.4 (5.7) 10.8 (2.8) 20.1 (3.8)
6-10 (n=137) 124.9 (21.9) 11.7 (3.0) 16.4 (6.3) 10.0 (2.2) 27.6 (3.0) 27.6 (6.6) 11.4 (2.5) 20.2 (4.2)
11-19 (n=149) 126.0 (21.8) 12.5 (2.5) 17.0 (6.0) 10.1 (2.6) 27.7 (3.1) 27.4 (6.5) 10.9 (2.9) 20.3 (4.1)
20-29 (n=107) 124.7 (20.1) 11.9 (2.8) 16.7 (5.8) 10.4 (2.2) 27.2 (3.5) 27.0 (6.3) 11.0 (2.4) 20.4 (3.3)
30+ (n=72) 129.5 (19.2) 12.5 (2.9) 18.0 (5.9) 10.6 (2.3) 28.1 (2.6) 27.8 (5.9) 11.2 (2.2) 21.4 (2.7)
Position
Administrator (n=18) 126.4 (17.4) 12.2 (2.3) 16.6 (5.7) 10.6 (2.4) 27.0 (3.8) 27.7 (5.9) 11.2 (2.3) 21.3 (2.8)
Assistant Professor (n=174) 127.3 (19.6) 12.1 (2.7) 16.9 (5.8) 10.0 (2.4) 27.9 (2.8) 28.7 (6.2) 11.2 (2.3) 20.4 (3.9)
Associate Professor (n=172) 126.9 (21.0) 12.3 (2.6) 16.8 (6.0) 10.2 (2.3) 27.8 (3.4) 27.9 (6.2) 11.2 (2.5) 20.6 (3.7)
Professor (n=136) 128.0 (20.9) 12.3 (2.9) 17.8 (5.9) 10.6 (2.3) 28.0 (2.2) 27.5 (6.6) 11.1 (2.3) 20.7 (3.6)
Teaching (n=143) 117.3 (22.8) 10.9 (3.0) 14.4 (6.3) 9.7 (2.3) 26.2 (3.9) 26.4 (5.9) 10.3 (3.1) 19.6 (4.1)
Other (n=31) 124.9 (15.0) 12.0 (2.6) 16.9 (5.6) 9.5 (2.4) 27.7 (2.3) 28.1 (4.8) 10.6 (3.1) 20.2 (2.6)
Discipline
Arts (n=29) 98.6 (18.2) 9.5 (2.7) 10.3 (4.7) 8.2 (2.1) 24.2 (3.7) 21.8 (5.6) 8.0 (2.6) 16.5 (4.3)
Business/Manage. (n=59) 130.8 (15.7) 12.6 (2.2) 18.3 (5.5) 10.1 (2.1) 28.3 (3.7) 29.2 (4.2) 10.9 (2.3) 21.4 (3.2)
Communications (n=28) 119.9 (18.0) 11.9 (2.5) 14.8 (5.5) 8.8 (1.9) 27.4 (2.5) 26.0 (5.6) 11.4 (2.1) 19.7 (3.5)
Education (n=65) 123.6 (17.4) 11.7 (2.6) 15.5 (5.5) 9.8 (2.2) 27.4 (3.4) 27.9 (5.6) 11.4 (2.3) 20.0 (3.0)
Health/Medicine (n=110) 128.8 (14.3) 11.7 (2.6) 16.3 (5.3) 10.9 (2.0) 27.5 (2.4) 30.3 (3.4) 11.6 (2.4) 20.6 (2.9)
Humanities (n=76) 98.9 (22.1) 9.2 (3.2) 10.0 (5.0) 8.1 (2.2) 24.6 (3.6) 20.7 (7.2) 9.0 (3.4) 17.2 (4.5)
Professional Fields (n=26) 124.3 (19.2) 11.4 (2.6) 15.4 (5.6) 10.3 (2.7) 26.7 (3.6) 28.5 (5.5) 11.1 (2.9) 20.9 (2.7)
STEMS (n=139) 131.5 (17.8) 12.8 (2.3) 19.4 (4.9) 11.0 (2.0) 28.4 (2.7) 27.9 (6.1) 11.1 (2.4) 20.9 (3.7)
Social/Behav. Sci. (n=138) 134.9 (16.5) 13.2 (2.3) 18.9 (5.3) 10.5 (2.3) 28.7 (2.1) 30.0 (5.0) 11.8 (1.9) 21.8 (3.2)
Vocational/Technical (n=4) 131.3 (7.6) 12.5 (0.6) 17.5 (3.9) 10.0 (1.6) 28.3 (0.5) 29.5 (3.3) 12.3 (1.5) 21.3 (1.5)
Sex
Female (n=337) 123.0 (21.6) 11.5 (2.9) 15.4 (6.1) 10.0 (2.5) 27.1 (3.4) 27.9 (6.0) 11.0 (2.7) 20.1 (3.8)
Male (n=326) 127.3 (20.2) 12.4 (2.7) 17.6 (5.8) 10.2 (2.2) 28.0 (2.6) 27.5 (6.4) 11.0 (2.5) 20.6 (3.7)
School type
Private (n=250) 122.6 (24.3) 11.6 (3.1) 16.4 (6.6) 10.2 (2.4) 27.3 (3.4) 26.0 (7.0) 11.0 (2.6) 20.2 (4.0)
Public (n=424) 126.6 (18.7) 12.2 (2.6) 16.6 (5.7) 10.1 (2.3) 27.6 (3.1) 28.7 (5.4) 11.0 (2.7) 20.4 (3.6)
Use of Statistics
Almost all of the time (n=55) 145.2 (7.0) 14.3 (1.3) 23.7 (1.8) 11.3 (1.9) 29.6 (0.7) 30.8 (3.5) 12.4 (1.9) 23.1 (2.4)
Frequently (n=152) 139.8 (13.8) 13.5 (1.9) 21.3 (3.8) 11.2 (2.1) 28.8 (3.1) 30.4 (4.7) 12.3 (2.0) 22.3 (3.3)
Occasionally (n=218) 127.7 (14.8) 12.4 (2.1) 17.0 (4.6) 10.2 (2.0) 28.0 (2.2) 28.5 (5.0) 11.4 (2.1) 20.2 (3.3)
Rarely (n=168) 114.9 (18.3) 10.6 (2.9) 12.8 (4.5) 9.4 (2.5) 26.5 (3.2) 25.9 (6.3) 10.3 (2.4) 19.3 (3.6)
Never (n=81) 98.0 (18.9) 8.9 (2.7) 9.1 (4.1) 8.3 (2.2) 24.4 (3.7) 22.1 (7.4) 7.8 (2.9) 17.5 (4.1)
Other degree (higher on average by 8.7, 12.6, and 12.2, respectively). While
there was no significant difference detected between overall scores for those
with a Ph.D. compared to a Bachelors degree, it is worthwhile to note that the
sample size for Bachelors degree was nine. It is also of interest to note that there
are no significant differences detected between Bachelors degrees and any other
degree overall or on any scale. Individuals with a Ph.D. degree scored
significantly higher than individuals with a Masters degree across all scales
(higher on average by 2.1, 4.4, 0.7, 1.9, 1.4, 1.2, and 1.0, respectively for scales 1
7). Additionally, in all scales except Expectations and Scholarship, respondents
with a Ph.D. scored significantly higher than individuals who selected Other
for their highest degree (higher on average by 2.1, 4.7, 1.8, 1.3, and 1.3,
respectively for scales 12, 4, and 67).
Figure 4: Sum scores based on highest degree (Bachelors, Masters, Ph.D., Professional
Degree, Other).
Figure 5: Sum scores based on teaching experience (0-5, 6-10, 11-19, 20-29, 30+ years).
3.5. Position
Figure 6 provides boxplots of sum scores for position type. There was a
difference detected in the overall average score based on position type (F5,668 =
5.3, p < 0.0001). Full professors, associate professors, and assistant professors
scored higher overall than individuals on non-professorial teaching tracks by
10.7, 9.6, and 10.0 points, respectively, on average. Similarly, full professors,
associate professors, and assistant professors scored significantly higher than
individuals in non-professorial teaching positions for the Comfort, General
Teaching, Statistical Literacy, and Effective Teaching scales. On the
Expectations scale, full professors scored significantly higher on average than
assistant professors, individuals in non-professorial teaching positions, and
individuals in the Other category by 0.5, 0.9, and 1.1 points, respectively. On
the Expectations, Scholarship, and Benefits scales, associate professors scored
significantly higher on average than individuals in non-professorial teaching
positions, by 0.5, 1.5, and 1.0 points, respectively. Note that among the assistant,
associate, and full professors, the only significant difference detected was a
higher score on the Expectations scale for full professors compared to assistant
professors, with an average difference of 0.5 points.
3.6. Discipline
Participants were asked to identify their discipline from one of the following
fields: Arts, Business/Management, Communications, Education,
Health/Medicine, Humanities, Professional Fields, STEMS, Social/Behavioral
Sciences, and Vocational/Technical Fields. Boxplots of overall sum scores by
discipline are given in Figure 7 and for each scale in Figure 8. All comparisons
were made for the overall sum scores and the seven scale sum scores among all
disciplines with the exception of Vocational/Technical Fields which had only
four respondents. There was a difference in overall scores detected based on
discipline (F8,661 = 39.5, p < 0.0001).
As seen in Table 5, the lowest average sum score overall and for each of the
clusters was associated with either the Arts or Humanities. The highest overall
sum score was attributed to the Social/Behavioral Sciences, which also yielded
the highest average sum score in four of the scales: Comfort, Statistical Literacy,
Effective Teaching, and Benefits scales. The highest average sum score for the
In general, fewer differences were detected on the Effective Teaching scale, and
the most differences were detected on the General Teaching scale. Each
discipline was compared with the remaining eight disciplines across the seven
scales and across overall sum scores for a total of 64 pairwise comparisons.
Professional Fields had the least number of significant pairwise differences
detected among these comparisons with a total of 22 significant differences
detected. Both Arts and Humanities had the most significant pairwise
differences when compared to other disciplines with a total number of 52
significant pairwise differences detected. There were six or seven significant
differences detected on each scale and in the overall sum scores for both Arts
and Humanities. The only pairs of disciplines that were not significantly
different from each other overall or across any scales were (1) Arts and
Humanities and (2) Health/Medicine and Professional Fields. The following
pairs of disciplines were significantly different from each other in overall sum
scores and on every scale were Arts with (1) Business/Management, (2)
Education, (3) Health/Medicine, (4) STEMS, and (5) Social/Behavioral Science
and Humanities with the same disciplines as Arts.
3.7. Sex
Boxplots of sum scores by sex are given in Figure 9. There was a difference in
average sum scores between males and females (F1,661 = 7.1, p = 0.0080) with
male respondents scoring significantly higher overall than female respondents
by between 1.1 and 7.5 points. In addition, scores on the Comfort, General
Teaching, and Statistical Literacy scales were also significantly higher for males
(higher on average by 0.9, 2.2, and 0.9, respectively for scales 12 and 4). The
Expectations, Scholarship, Effective Teaching, and Benefits scales showed no
significant differences between females and males.
sum scores based on use of statistics (F4,669 = 136.8, p < 0.0001). Specifically,
average sum scores increased as the frequency of statistics usage increased from
Never, Rarely, Occasionally, Frequently, and Almost all of the time.
The average overall sum scores were 98.0, 114.9, 127.7, 139.8, and 145.2,
respectively. Significant pairwise differences were detected between all use of
statistics response categories in overall sum scores and in the sum scores for the
Comfort and General Teaching scales. For the remaining scales, all pairwise
differences of sum scores were significantly different with the exception of the
Almost all of the time and Frequently response categories, for which no
significant differences were detected.
Figure 11: Sum scores based on the use of statistics (Almost all of the time, Frequently,
Occasionally, Rarely, Never).
4. Discussion
Not surprisingly, a comparison of sum scores based on demographics indicated
that the presence of previous statistics coursework is an indicator of the
importance for which faculty have towards the discipline of statistics. This
appeared higher with graduate level statistical coursework compared to lower
levels of coursework in statistics. In addition, the level of academic
achievement held some importance on the sum scores overall and across scales
with Ph.D. respondents scoring consistently and significantly higher than
individuals with a Masters degree. The type of position provided some
indication on sum scores. In particular, individuals on the professorial track
tended to have higher scores. Scores varied greatly across disciplines with
Humanities and Arts having scores significantly lower than other fields. Male
respondents had significantly higher scores on some but not all scales. Based on
the results, private colleges and universities have a significantly higher overall
sum score. However, these results may be associated with whether an
institution is considered to be a Research I, liberal arts, or other type of school.
As expected, a higher frequency of teaching statistics is associated with a
significantly higher average statistics attitude scores. Based on the results, there
was not a relationship detected between overall sum scores and years of
teaching experience. Initially this was somewhat surprising, since it is likely that
more experience teaching is positively correlated with more exposure to
statistics. However, with statistics being a relatively new and rapidly growing
discipline, it is possible that younger faculty and instructors utilize statistics
more and therefore also have positive attitudes towards the discipline and its
usefulness.
While the current study includes responses from seven colleges and universities,
the responses were collected through online surveys for convenience. As is the
norm, participation was voluntarily. Although this type of sampling method is
common in many studies, it is possible that respondents were more likely to be
interested in statistics, resulting in more positive attitudes. In an effort to reduce
possible biases and encourage more individuals to respond, participants at six of
the seven schools were eligible to enter a drawing to win one of multiple $20 gift
cards that were available. The number of responses obtained also appeared to
be related to how the email with the survey link was distributed. For example,
at some schools the survey was sent by a contact individual, while at other
schools the survey link was sent out via a forwarded email. In general larger
schools tended to yield more responses. Varying response rates among
institutions could have impacted the demographic characteristics of our sample.
5. Conclusion
Little to no research exists measuring the attitudes of faculty across all
disciplines towards statistics. The Faculty Perceptions of Statistics (FPS) scale
introduces a survey of 32 Likert scale items to measure these attitudes. Based on
the results of the hierarchical cluster analysis, it is clear that there are some
underlying constructs related to the views that faculty or academic department
members have towards the use and importance of statistics. The analysis
indicates seven scales: Comfort, General Teaching, Expectations, Statistical
Literacy, Scholarship, Effective Teaching, and Benefits. This study is an initial
exploration into the area of faculty attitudes and shows promise with
Cronbachs alpha values ranging from 0.58 to 0.92 for the different clusters
identified. Based on these results, differences in cluster sum scores were
detected among demographic groups. Many of the differences were not
surprising. For example, having statistical experience tended to lead to increases
in sum scores. There was a lot of variability in sum scores among the
disciplines, with Arts and Humanities having the lowest sum scores both overall
and for all clusters. Somewhat surprisingly, there did not appear to be a
relationship between years taught and attitudes towards statistics based on sum
scores.
The FPS instrument would benefit from further refinement, and additionally, a
cross-validation study and invariance testing should be conducted in order to
see if the clusters found are generalizable. It would also be beneficial to
administer the FPS scale survey across a wider variety of institutions such as
community colleges.
The FPS scale and the findings presented in this paper are an initial step into
examining the interwoven attitudes of faculty and students. Previous literature
indicates a strong relationship between students attitudes and academic success
in statistics courses (Emmiolu & Capa-Aydin, 2012; Cherney & Cooney, 2005).
References
Dr Stephen Joseph
Centre for Education Programmes, The University of Trinidad and Tobago
Valsayn Campus, Old Southern Main Road, Curepe, Trinidad and Tobago
Introduction
University students generally welcome the opportunity to choose their lecturers.
However, some professors become self-conscious when only a few individuals
select their courses while the majority of students gravitate to other instructors.
Increasingly, students are expecting more of their tertiary-level teachers in terms
of pedagogical competence, discipline competence, and endearing personal
characteristics.
In their study on the best and worst university instructors, Fortson and Brown
(1998) found that the best instructors were those who used a variety of teaching
methods and good course organization. Poor course organization was the
characteristic that most influenced students choice of their worst instructors.
Other studies identified favourite teachers as those who possessed sound
content knowledge and pedagogical skills as opposed to professors who
focussed more on research rather than teaching (Tam, Heng, & Jiang, 2009).
Similar studies identified effective communication, enthusiasm, well-organized
lessons, and sound knowledge as top qualities of effective university teachers
(Malik & Bashir, 2015; Singh, Pai, Sinha, Kaur, Soe & Barua, 2013; Al-
Mohaimeed, 2015).
Student conceptions of the ideal or most effective teacher fall into three major
categories: (1) knowledge of the subject taught (2) personal qualities (3)
knowledge of teaching and learning (Arnon & Reichel, 2007; Crawford &
Bradshaw, 1968; Witcher, Onwuegbuzie & Minor, 2001; Douna, Kyridis, Zagkos,
Ziontaki, & Pandis, 2015; Obermiller, Ruppert, & Atwood, 2012; Slate, La Prairie,
Schulte, & Onwuegbuzie, 2011; Epting, Zinn, Buskist & Buskist, 2004; Korte,
Lavin & Davies, 2013).
Studies have shown that excellent professors also tend to exhibit specific
personal characteristics beyond instructional practices. Gurung and Vespia
(2007) posit that professors should not think just about preparation for lectures
but also about preparation for being in the classroom (p.9). Findings of these
studies also revealed that students generally enjoyed the teaching and learning
process better when lecturers were friendly and accommodating, interacted well
with students, and paid attention to personal grooming. McLean (2001)
concurred that personal qualities were more important to students than other
technical aspects of the job such as well-organized lesson plans and lectures.
Students also expect their instructors to have a good sense of humour, maintain
interesting class sessions, as well as demonstrate caring and concern for students
(Fortson & Brown, 1998; Strage, 2008; Feldman, 1998; Goa & Liu, 2013).
Since the education process can also be considered as a social process, students
expect their instructors to go beyond traditional roles of lecturing to embrace
more social aspects of learning (Giroux, 1988). Therefore, more is demanded of
the teachers time outside of the formal classroom setting for consultation and
feedback on students performance.
3. What teacher characteristics turn off students most from their tertiary-
level teachers?
Methodology
Participants
A random sample of 401 students was selected to participate in the study. These
respondents were both full-time and part-time students enrolled in the
University of Trinidad and Tobago Bachelor of Education programme at three
campuses located in the northern and southern parts of Trinidad and well as
Tobago.
Instrument
This study utilized a survey instrument with 20 items covering three objectives
arising from the research questions outlined above. Using a 5-point Likert-type
scale, respondents were required to express their opinions regarding what they
expect of their tertiary-level teachers. The instrument was pilot-tested and
feedback from that activity was used to improve the instrument before formally
distributing the questionnaires to the research sample. Cronbachs alpha was
used to measure internal consistency or reliability for 6 of the items used in the
Likert scale. The result was .847, which indicates a high level of internal
consistency for the items used in the scale.
Results
Four hundred and one (401) undergraduate students participated in a survey
which required them to share their expectations of their professors. These
participants were located in the north (40.1%) and south (42.4%) of Trinidad as
well as Tobago (17.5%). As shown in Table 1, the majority of participants, 72.3%,
(n= 290) were females, while 27.7%, (n= 111) were males.
Frequency analysis of the data also revealed that the majority of the
respondents, 64.3% (n=258) were part-time students, while 32.4% (n=130)
engaged in full-time studies. Table 1 also shows a distribution of students
according to the year of study in the undergraduate programme.
Demographic N (%)
Geographic Location
North 161 (40.1)
South 170 (42.4)
Tobago 70 (17.5)
Total 401 (100)
Gender
Male 111 (27.7)
Female 290 (72.3)
Status
Part-time 130 (32.4)
Full-time 258 (64.3)
Missing 13 (3)
Level
Year I 56 (14)
Year II 131 (32.7)
Year III 115 (28.7)
Year IV 85 (21.2)
Missing 14 (3.5)
Pedagogical Expectations
Use of Set high
appropriate standards for
Demographic Find out how I learn best
teaching/learni teaching and
ng methods learning
Level
46/56 53/56 55/56
Year I
Year II 105/131 125/131 125/131
Year III 100/115 111/115 111/115
Year IV 71/85 79/85 77/85
Total 322/387 368/387 368/387
Discipline Competence
I expect my I expect my
I except my teacher
teacher to use teacher to
to always keep up-
Demographic to-date with
appropriate provide prompt
assessment feedback on my
content knowledge
methods assignments
Level
54/56 55/56 54/56
Year I
Year II 127/131 127/131 125/131
Year III 114/115 114/115 111/115
Year IV 79/85 82/85 76/85
Total 374/387 378/387 366/387
Status
250/258 251/258 243/257
Part-time
124/130 128/130 123/130
Full-time
374/388 379/388 366/388
Total
Status
Part-time 61 154 34 249
Full-time 12 99 17 128
Participants indicated similar responses when asked about their teachers ability
conduct fair assessment. The data presented in Table 4b show that 64.5% of the
respondents had moderate confidence, while 19.3% indicated no confidence, and
16.3% said that they had complete confidence in their teachers ability to conduct
fair assessment of their work.
Status
Part-time 53 154 44 251
Full-time 20 91 18 129
When asked about their professors ability to effectively model what good
teaching is all about, only 12.6% indicated complete confidence, while the
majority (64.6%) reported moderate confidence and 23.2% indicated that they
had no confidence at all in their professors ability to act as good models of
classroom teaching. This information is illustrated in Table 4c below.
Status
Part-time 66 156 27 249
Full-time 21 89 20 130
Participants were asked to rank the most important characteristics they expect
professors to possess in the teaching/learning context. As shown in Table 5,
participants listed professionalism; dedication to teaching; preparedness for
class; strong ethical values; and caring/understanding as the top five
characteristics they expect teachers to possess. The five least important
characteristics were charisma; sociability; ability to use technology; well-dressed;
and enthusiasm.
1. Professionalism
2. Dedicated to teaching
3. Always prepared for class
4. Strong ethical values
5. Caring/understanding
6. Positive attitude
7. Engage students in class
8. Ability to relate well to students
9. Fairness in assessments
10. Fun/interesting
11. Enthusiasm
12. Well-dressed
13. Ability to use technology
14. Sociability
15. Charisma
Participants of the study were also to list three things that either attracted them
or turned them off from their professors. As shown in Table 6, 44.2% of the
respondents indicated caring as the number one quality that attracted them to
their teachers; 36.2% indicated professionalism; and 33.7% listed teaching style.
Unprofessionalism was the major turn off as reported by 41.1% of the
respondents; while 40.7% of the participants identified aggressive behaviour;
and 27.7% listed lack of concern for students as other characteristics that they
disliked most in professors.
The final two questions in the survey explored how students regarded teachers
who challenged them to think critically as opposed to those who graded easily.
Analysis of the data revealed that 85% of the respondents showed preference to
those teachers who challenged them to think critically. Only 15% of the
participants indicated preference for teachers who graded easily.
Discussion
This study examined student expectations of their tertiary-level teachers on
three levels: (i) pedagogical competence; (ii) discipline competence; and (iii)
teacher characteristics.
Pedagogical competence
Discipline competence
Results of the study revealed that the majority of participants (97%) expect their
professors to always keep abreast with the latest developments in their field.
Students also expect their teachers to use appropriate assessment methods as
well as provide prompt feedback on student assignments. These findings are
consistent with other studies that emphasize the importance of subject mastery
as an indicator of teacher competence (Arnon & Reichel, 2007; Roberts, 1981).
Teacher characteristics
Participants of the study listed the five most important teacher characteristics as
professionalism; dedication to teaching; preparedness for class; strong ethical
values; and caring/understanding. The five least important qualities were
charisma; sociability; ability to use technology; well-dressed; and enthusiasm.
Student responses were consistent when asked to indicate the things that either
attract or repel students from their professors. Again we see teacher
professionalism and caring emerging as important characteristics that attract
students to their tertiary-level teachers. These findings are somewhat different
from similar studies conducted by Gurung and Vespia (2007), and McLean
(2001) who found that students learned more and liked the class better when
teachers were well-dressed, good-looking and approachable. In this study, well-
dressed teachers were not as important to students as those who demonstrated
professionalism and caring for the welfare of students.
Concluding Comments
Professors generally set high standards for their students in terms of critical
thinking and problem-solving skills; classroom management and leadership
skills as well as reflective teaching skills. In like manner, students have high
expectations of their tertiary-level teachers. This study revealed that students
expect their teachers to be competent not only in content delivery, but also as
2016 The author and IJLTER.ORG. All rights reserved.
30
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Pengcheng Zhang
Nantong University
Nantong, China
Introduction
The topic of Goal-setting has become an underlying component of the
research on academic motivation (van Dam, 2014). Goal-setting theory
was formulated on the basis of Ryans (1970) belief that conscious goals
influence action, which through four mechanisms. Specifically, goals are
directive (Rothkopf & Billington, 1979), energizing (Bandura & Cervone,
1983); also, goals affect persistence (LaPorte & Nath, 1976) and lead to the
active use of task-relevant knowledge, skills, and strategies (Wood &
Locke, 1990). The primary interest of industrial-organizational
Goal-setting theory maintains that the goal itself has an incentive effect,
which can turn peoples needs into motivation, make people's
behavior accord with a planned direction, and contrast the results of their
own behavior to the established goal to assess the discrepancy and fill the
gap between them timely so that the goals can be achieved ultimately
(Cao & Liu, 2011). Since the mid-1980s, many attempts have been made
to distinguish between mastery goals (aiming to develop and gain ones
competence) and performance goals (aiming to demonstrate ones
competence relative to others) (e.g., Ames & Archer, 1988; Nicholls, 1984;
Preenen, van Vianen, & De Pater, 2014). Later, researchers began to
realize that approach-avoidance was also a primary distinction that
deserved a core position in the conceptualization and classification of goal
types (Elliot, 1999; Pintrich, 2000a). According to these researchers,
approach goals were directed toward positive or desirable events,
whereas avoidance goals were aimed at avoiding negative or undesirable
events. Therefore, adding the goal valence dimension to the theory
allows both mastery and performance goals to be framed in either an
approach manner or an avoidant manner (Senko & Hulleman, 2013),
leading to four specific goal types, which are mastery-approach,
performance-approach, mastery-avoidance, and performance-avoidance
goals. The mastery-approach goal is a goal orientation improving
individuals own ability as a pursuit of learning through cultivating
the sensitivity of individual perception and the autonomy of behavior and
emphasizing on the close relationship between learning and growth (see
Dysvik & Kuvaas, 2010). The mastery-avoidance goal is a goal orientation
that individuals actively adopt various measures trying to evade any
performances of their own imbecility as a pursuit of learning (Madjar,
Kaplan, & Weinstock, 2011). The performance-approach goal is a goal
orientation that individuals try best to demonstrate their ability and
expect to get a positive evaluation on the ability from others as a pursuit
of learning (Roussel, Elliot, & Feltman, 2011). The performance-
avoidance goal is a goal orientation that individuals try to evade the
comparison with others which displays their imbecility or negative
evaluations by others on their own ability as a pursuit of learning (Smillie,
2008; Law, Elliot, & Murayama, 2012). Building on the 2 2 goal
framework, much research has emerged examining the role of each goal
type in learning performance (e.g., Cury et al, 2006; Elliot & Murayama,
2008; Murayama et al., 2011).
Goal setting has become one of the most important motivational factors
believed to influence achievement (Elliot, 2005; Anderman et al, 2006;
Kaplan & Maehr, 2007). At the same time, a robust body of studies (Ryan
& La Guardia, 1999; Renninger, 2000; Hidi, 2006) in the field of interest
Method
Participants and Design
Two hundred and forty students (124 girls and 116 boys) from 20 classes
of 11 middle schools in China participated in the formal study.
Participants mean age was 14.5 years (SD = 0.82). All participants were
Chinese and most of them had learned English as the second language for
3 years. A 3 (learning interest) by 4 (goal type) by 3 (task difficulty)
mixed experimental design was used, in which both learning interest and
goal type were between-subjects variables whereas task difficulty was a
within-subjects variable. Participants in each interest condition were
randomly assigned to one of the four goal-type conditions.
Materials
Learning material was a sheet where English words were presented. All
the words were classified into three categories according to three
difficulty levels (high, medium, and low), with each category consisting
of 40 words. The difficulty level was determined by the length of words.
Specifically, words composed of eight letters were considered as high-
difficulty (e.g., abidance); words of six letters (e.g., castle) were
considered as medium-difficulty; and words of four letters (e.g., lava)
were considered as low-difficulty.
Measures
Students mid-term scores were used as a pretest measure. A one-way
analysis of variance (ANOVA) showed no significant differences among
the conditions.
Procedure
Before the formal experiment was carried out, we recruited 800 students
randomly from 11 middle schools in Shanghai to complete a survey
regarding learning interest about six main subjects including politics,
geography, Chinese, English, mathematics, and history. The participants
rated on a 7-point Likert-scale ranging from 1 (not interested at all) to 7
(very much interested). Responses of 1-2 indicated weak learning interest;
3-5 indicated medium learning interest; and 6-7 indicated strong learning
interest. Eight hundred questionnaires were distributed and 767
questionnaires were collected. According to the results of the survey,
students interest in learning English was comparatively evenly
distributed on three levels, which were strong, medium, and weak.
Therefore, English words as learning material were selected in the present
study.
Results
Main Effects
Before we analyzed the data, all variables were examined for assumptions
of parametric data. No univariate or multivariate outliers were identified
(Tabachnick & Fidell, 2012). Given that the assumption of sphericity was
violated based upon the Mauchlys test resulting in the variations across
different conditions (high difficulty, medium difficulty, and low difficulty)
that are not similar, the Greenhouse-Geisser correction was employed to
produce a valid F-ratio (Field, 2013).
Interactions
The results of univariate tests showed that generally, there was no
significant interaction among learning interest, goal type, and task
difficulty on achievement, F (12, 228) = 1.04, p = .413, partial eta squared
= .027. In addition, the interaction effect between learning interest and
goal types in between-subjects was not significant, F (6, 228) = 1.94, p
= .075, partial eta squared = .049. The interaction effect was also not
significant between learning interest and task difficulty, F (5, 228) = 1.27, p
= .24, partial eta squared = .011. However, a significant interaction effect
(see Figure 1) was detected between goal type and task difficulty, F (6, 228)
= 18.70, p < .001, partial eta squared = .198.
We specifically focused on the goal type task difficulty relation given its
significant interaction. The analysis of simple effect revealed that, with
high difficulty, the descending order of achievement for each different
goal type was: mastery-approach goal, performance-approach goal,
performance-avoidance goal, and mastery-avoidance goal. Using Tukeys
honestly significantly difference (HSD) post-hoc test with alpha less
than .05, it was found that there was no significant difference between the
performance-approach goal and the performance-avoidance goal (p > .05).
For the remaining contrasts, significant differences were detected. The
analysis of simple effect with moderate difficulty portrayed the
descending order for each different goal type as: performance-approach
goal, mastery-approach goal, performance-avoidance goal, and mastery-
avoidance goal. The HSD test showed that there was no difference
between the performance-approach goal and the mastery-approach goal
or between the performance-avoidance goal and the mastery-avoidance
goal (both ps > .05), whereas there were significant differences for the
remaining contrasts. With low difficulty, the descending order for each
different goal type was: mastery-avoidance goal, performance-avoidance
goal, mastery-approach goal, and performance-approach goal. The HSD
test showed that there was no significant difference between the mastery-
Goal types
90.00
Masteryapproach goal
Masteryavoidance goal
Achievements
85.00
Performance-approach goal
80.00
Performance-avoidance goal
75.00
70.00
65.00
60.00
Discussion
One important aim of the present study was to examine the main effect of
learning interest. As hypothesized, this study demonstrated that the
main effect of the learning interest was statistically significant. That is,
the interest effect is independent of other factors (e.g., goals and task
difficulty in this study), which can be interpreted as: the stronger the
learning interest is, the better the performance is expected. The result is
consistent with findings from previous research (Hidi, 2000; Van Yperen,
2003; Harackiewicz & Hulleman, 2010). From the perspective of
emotional psychologists (Smith, Sansone, & White, 2007; Renninger, 2009),
serving cognitively and emotionally, interest is considered to be
underlying intrinsically motivated behavior and central to the
amplification and direction of attention and thus increases cognitive
engagement and promotes understanding.
As expected, we found that when the level of task difficulty was high, the
individuals setting mastery-approach goal outperformed those who had
other goal orientations. It is possible that the mastery-approach goal is
closely related to individuals self-improvement and growth. In order to
develop their competence and/or task mastery, individuals tend to
consider the task of high difficulty as an opportunity to improve, which
enables them to concentrate on the task and engage in learning activities
For the low-difficulty task, however, we found that those setting the
mastery-avoidance or performance-avoidance goal outperformed those
who set the mastery-approach or performance-approach goal. In other
words, regardless of that the individual prefers to gain their own mastery
or compares their competence with others, the avoidance of undesired
consequences serves as a primary drive of effortful involvement in
learning activities when the difficulty level of the task is low. Although
the finding is in contrast to some other research revealing avoidance goals
have a hindering effect on learning (Bartels & Magun-Jackson, 2009;
Brodish, & Devine, 2009; Luo et al, 2011; Bong, Hwang, Noh, & Kim,
2014), it may be the case that given the task is of low difficult, the
tendency of avoidance will not lead to the overloading effect from the
approach-avoidance conflict. As per mastery-approach goals, individuals
dont hold the belief that completing an easy task is beneficial enough to
assist them in gaining competence or mastery. Hence, when they are in a
learning environment shaped by mastery-approach goals, their attention
may be distracted, which can harm performance. Likewise, they tend to
validity and further elucidate the relation between task difficulty and goal
types.
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Introduction
The international community emphasizes the role of education in bringing about
sustainable socio-economic development. For instance, Goal 2 of the United
Research objectives:
The objective of this paper was to propose an ICT approach that could be used
in introducing new technology in Namibia. This could be achieved by
determining the key actors and factors that will play a role in the successful
implementation of e-readers in Namibian educational institutions.
Technology in education
Namibia has shown progress when it comes to mobile application development
even though not necessarily in learning (Stork & Calandro, 2011). The
directorate of examinations together with local mobile operators introduced a
system whereby grade 10 and 12 students get their examination results via text
messages. This system works on any type of phone; one only needs to send a
SMS to a provided SMS line. In similar projects, SchoolNet Namibia offers local
hands-on ICT deployment, training and support (Ballantyne, 2004). It is an
organization that was established in February 2000 to empower youth through
the internet and provide sustainable, low-cost internet-based solutions to all
Namibian schools.
In cases where ICTs have been introduced in the education sector, there are still
common challenges experienced such as underutilization of ICTs and poor ICT
implementation strategies. Implementing e-readers in Namibian schools was
proposed. The benefits of e-readers include portability, low energy
consumption, increased capacity for educational content storage at no extra
weight, low price and Wi-Fi connectivity. E-Readers can be utilized in Namibias
education sector to solve some current problems, especially the lack of teaching
& learning materials. This study, therefore, aimed to assess the readiness of the
Namibian academic community at large to the deployment of e-readers in
schools and tertiary institutions, as well as to outline appropriate
implementation strategies for successful e-reader integration into Namibian
schools.
Main theories considered
Learning is the result of experience having a permanent change on our behavior
(Huitt, 2013). With educators regularly considering the use of use new curricula,
teaching methods and assessments, separating the wheat from the chaff when it
comes to the assessment of these methods necessitates a grounded
understanding of the foundational theories that teaching is based upon, such as
how students learn and what they should learn (Wilson & Peterson, 2006). There
are several schools of thought related to this issue, each espousing its own
assumptions, principles and methods. An overview of these theories is
presented next (Huitt, 2013).
Table 3: Theories of learning and their principles, adapted from Huitt (2013)
Theory Principles
Define goals and break them down into sub-objectives
Behavioral Interact with the material (take notes)
Rewards for accomplishing objectives
Pay attention in class and during study.
Information Processing Identify major terms and concepts before studying.
Try to apply concepts you learn
Relate your learning to your life
Humanistic Be comfortable while learning; avoid stress
Make the study and learning process fun
Relate new material to concepts youve already
Cognitive
encountered before
Constructivism
Try to work, learn and study with another student
Group study
Social Learning, Social
Set concept-learning goals
Constructivism &
Develop the best methods of learning and studying, and
Social Cognition
learn from others
Connect with knowledge bases and other inquirers.
Connectivism
Produce knowledge, do not just consume it
The theories assisted in understanding how ICTs could be integrated into the
teaching and learning process in Namibian schools. We note, however, that the
introduction of technology into the classroom requires certain considerations to
be made. Wilson, Zygouris-Coe & Cardullo (2014) introduce to us the concepts of
deep learning and deep trouble, defining deep learning as using knowledge and
skills in ways that prepare students for real life and deep trouble as what happens
in classrooms that adopt technologies without a plan, purpose, teacher
professional development, and a school culture that neither embraces nor
supports teaching and learning with technology (Wilson et al., 2014).
Study approach
Being a body of research primarily concerned with the introduction of new
technological tools into the education sphere, it was most appropriate that it be
conducted under the umbrella of design-based research. Furthermore, due to its
relatively novel status within the Namibian education sphere, it was likewise apt
that any and all data collected should be analysed through a combination of
Classic and Constructivist Grounded Theory. Both the Design-Based Research
(DBR) approach and the underpinning analytic foundation of Grounded Theory
were applied in this study. A non-exhaustive description of DBR follows in the
next section.
Sample Selection
For the purposes of this study, three schools were selected within the urban
areas, two of which are government schools and one of which is a private school.
The reason for this was to provide a balanced point of view with regards to
ownership and usage experience of e-readers and similar devices in general, as
private school children are significantly likelier to have owned and used an iPad
before, thus skewing the data.
Questionnaires
A total of one hundred and fifty (150) questionnaires were handed out to
students in these three schools via their teachers, with whom a previous faculty
affiliation existed. All the questionnaires were returned within two weeks of the
hand-out date. The teachers handed out the questionnaires to their students
during class times, and themselves filled in their own specially made version of
the questionnaire (Teachers Questionnaire). The grades of the students range
from Grade 8 to Grade 10, with ages falling between 11 and 17+. We present
descriptive statistics on these demographics, as well as their answers to the most
pertinent questions.
Interviews
Three separate interviews were conducted with three different key actors in the
education arena. All interviews were recorded using a voice recorder. The first
interview was with the pioneer of an iPad study tool program at one of the
leading schools in Windhoek. The second was with the head librarian at the
same school who introduced an online e-book platform to the school to allow
students to read books without having to physically go to the library. The third
interview was with a senior staff member at one of Namibias leading publishing
companies, NPH (Namibian Publishing House). All interviews contained
broad ranges of questions designed to elicit, inter alia, the number of years they
have currently worked in their respective fields, their thoughts on the reading
culture in Namibia, the challenges they have faced in their respective initiatives
and their thoughts on the future of e-reading and e-readers in Namibian
classrooms.
Data analysis
The questionnaire data was entered and sorted using Microsoft Excel
spreadsheet software, while the interview recordings were transcribed with the
help of Microsoft Windows Media Player software. The quantitative data was
analyzed using simple statistical analysis. Percentages were derived from the
number of students (or teachers) who took a certain point of view as a part of the
total. Agreements and emphatic agreements (Agree and Strongly Agree)
were counted as a combined metric; therefore, if 50% of the students agreed on a
view, and a separate 25% of the students strongly agreed on the same view, then
the view was calculated as having a combined total of 75% of the respondents in
agreement of that view. The same process applied for disagreements and
emphatic disagreements.
In terms of analyzing the interview data, thematic summaries were first noted
down and categorized accordingly so that main ideas and themes could emerge.
These summaries allowed us to notice broad differences and similarities in
challenges being faced in the respective fields. Further review of the literature
combined with iterative analysis of the collected data consisted the process of
developing codes, the next step in the Grounded Theory data analysis paradigm.
Exploring emerging concepts and themes in the data and searching for
potentially disconfirming evidence that could have gone against the findings
were further steps that we took during data analysis (Kraft, et al., 2014). Data
analysis in this research was carried out using Grounded Theory. This method
allows themes, issues and important topics to emerge from the data through
iterative analysis of said data; these topics then form the basis for subsequent
analysis (Glaser & Strauss, 1967).
Study findings
Following below are the major findings that were culled from the second study.
The results are divided into two sections, based on whether the results were
students or teachers.
STUDENTS
Teachers
From a sample of 11 teachers, 6 of them had taught for more than 11 years each.
The majority (63%) had never owned a tablet phone/device before, but all the
teachers had a PC or laptop for their use at home. Only one teacher out of
eleven had ever owned an e-reader.
lessons were more interactive (save for one who remained neutral).
Furthermore, all of them (save for two neutral respondents) believed that
teaching would be easier if it was done through digital devices such as iPads.
To further corroborate the views of the students, every last one of the teachers
believed that kids would learn faster if they could immediately look up
difficult terms, phrases or concepts online while reading their school books,
and that kids should have internet access on such devices.
Assertions
54%
KIDS WOULD BE DISTRACTED WITH E-READERS
27%
TEACHING WOULD BE EASIER IF DONE ON A DIGITAL 18%
DEVICE 82%
STUDENTS WOULD FOCUS MORE IF LESSONS WERE 0%
MORE INTERACTIVE 100%
64%
I AM FAMILIAR WITH E-READERS
27%
STUDENTS GET BORED WITH READING BOOKS IN 27%
CLASS 54%
18%
BOOKS USED TO TEACH AREN'T ENGAGING ENOUGH
63%
Disagree Agree
would not be bored (of e-readers), they would enjoy it. Less paper, less usage
of exercise and textbooks. Would be ideal.
due to the relatively high tuition fees that they charge. Learners from low
socio-economic backgrounds, however, have challenges in buying books,
stationery and even basic amenities like healthy, balanced meals.
Logistical and regulatory challenges delay service delivery Publishers
in the country serve to accomplish several objectives. One of these is to
deliver quality, context-relevant textbooks in designated languages to
schools in the country. These tasks are however dependent on the
backing and support of the relevant government bodies within the
country. Regulatory delays in syllabus approvals for school-taught
subjects inevitably lead to printing delays on the publishers end. This all
cumulatively means that students receive their prescribed school
textbooks later than usual, resulting in an inadequate number of study
materials for all students.
Implementing e-readers would be prohibitively expensive
Furthermore, the funding model that would be required to acquire e-
readers (ostensibly to improve the reading skills for every student in
every school in Namibia) would run up a bill that does not justify
abandoning the poor state of the current reading culture status quo.
From their point of view, the interviewee felt that the money that would
be spent on such an e-reader initiative could be better channeled towards
solving the tangible, urgent problems that we currently face in our
education sector.
The Namibian consumer market is not yet ready Moreover, the
consumer market in Namibia, from a publishers point of view, is not
conducive to the sale and use of e-readers, due to high rates of
unemployment among the ranks of the parents who would be the buyers
of such devices. With time, they think, the situation might improve to the
point where having an e-reader is no longer a luxury, but a necessity.
These roles can play a central role within a larger implementation framework. It
is evident from the findings that different factions have different views on the
viability and strategy of e-reader implementation in the country.
Summary of findings
Findings clearly show a huge gap between the different stakeholders, i.e.,
learners, teachers and publishers. There are a couple challenges which could be
social, economic, and technical and ownership of ICT devices that may affect
implementation of emerging technologies. Namibia has different cultural
backgrounds and many official languages with a population of just over 2
million people. These differences certainly affect implementation of new
technologies. However, as technology changes there is need to be innovative and
design a strategy that will enable ICT integration in Namibian schools. Hence,
the proposed plan in Figure 7.
Stakeholder
engagement
- Students
- Teachers
Monitoring & - Publishers
Evaluation - Schools
- Stakeholder feedback - Content Providers
- Regular review against
ICT Infrastructure
long-term goals Hardware/Software
- Networking structure
- Content creation
Namibian ICT
- Emerging trends
Integration
Framework
The proposed plan is based on the findings from the two studies and
observations on the current ICT state in Namibian schools. A brief description of
the major components of the ICT integration plan is given below:
Stakeholder Engagement Stakeholders are one of the key factors of this
framework. A far from exhaustive list of this subset would include:
Students, Teachers, School Administrations, Publishers and Content
Providers. These stakeholders would need to come together to forge a
path forward.
ICT Infrastructure This includes the physical and non-physical aspects.
The physical aspect entails the underlying hardware structures, such as
the requisite electricity grid coverage and the terrestrial wiring of
broadband cables to enable internet connection. Computers, storage
devices, electronic tablets fall under here as well. The non-physical aspect
of the infrastructure subset deals with the intangible, such as software
provisions for the e-readers, cloud storage for schools, and creating
language-localized educational material.
New Business Models ICT investments are capital-intensive, and it is
necessary to have an accurate grasp of estimated costs and expected
Conclusion
The proposed implementation plan requires the establishment of a committee
that will be responsible for driving e-reader deployment in Namibian
classrooms. This committee should consist of people from different backgrounds
who are committed to seeing the proposed idea through. From the findings, it is
clear that this will require working together and engaging a lot of stakeholders.
The committee will need to comprise of relevant stakeholders from the
education sector, as well as from ancillary sectors such as social services, health,
sports and culture, the arts and others. The committee will need an established
mandate on that covers several facets:
implementation of e-reader deployment
identification of high-need institutions within the country
establishment of supplier, partner and donor relationships with regard to
the e-readers and other required resources
ongoing feedback solicitation on the effectiveness of the program, and
long-term scaling of the deployment initiative
In this paper we have focused on the findings from the two studies that could
assist in identifying the views of the Namibian participants, as well as in
designing an ICT strategy. We started out by first looking at the challenges being
faced by schools in developing countries, followed by a brief overview of the
Namibian education system. This was to allow us to understand the root
problems being faced by students and educators alike. A summary of core
teaching theories followed, enabling us to put into the context the
methodological approach chosen for this study. This approach was described,
together with the intervention used. The analysis was performed, and the results
extracted from the data. We discovered that, while interest in the deployment of
e-readers is high (as we expected), the actual execution could face some
challenges, and these were summarized. These findings then properly informed
our proposed strategy for implementing our tentative idea: that of e-reader
References
Introduction
Several developmental theories assert the significant role teacher-pupil
relationship play in leading to a range of positive academic and social outcomes
(Wentzel, 2009). According to Bergin and Bergin (2009: p141), a childs school
success can be influenced by the type of affection he/she has with parents at
home and teachers in the school environment. The same authors assert the
importance of early relationship in predicting the long-term well-being of the
child.
There is also a general conviction to the critical nature of early years in human
development. Research evidence show the quality of relationships to be linked
with the childs school adjustment behavior at present and in the future
(Hughes, Gleason, & Zhang, 2005: p305). In fact, the correlations between quality
early relationship and later school work are strong and persistent. The
relationship is more evident in the areas of academics and social success (Hamre
& Pianta, 2001: p636). Kennedy and Kennedy (2004) indicated the presence of
strong conviction on the significance of high quality early affiliation on
childrens school adjustment. OConner (2007) also indicated the contribution of
high quality relations for childrens academic success. From this, one can make
an assumption that childrens relationship behavior influence academic
achievement through the encouragement of active learning and class activities
(Patrick, Mantzicopoulos, Samarapungavan, & French, 2008).
Teacher-Child Relationships
Research findings showed positive relations between teacherlearner interaction
and their school performance and adjustment (McCormick, O'Connor, Cappella
& McClowry, 2013). Relationships are the arenas for socialization, development
of communication skills and the regulation of emotions for children (Driscoll &
Pianta, 2010). A secure and close type of relationship not only predicts school
adjustment but also crucial to the development of later successful relationship.
Children adjust well if they feel their relationship is emotionally supportive
(Wentzel, 2009: p309). On the other hand, if they feel threatened, anxious or
uncertain, they fail to adjust well at school. The role of school teachers is not
only to facilitate for knowledge acquisition but also socialize the children to form
trusting relationships with others.
Child-Adjustment at School
A well-adjusted child at school shows more behaviors of independence,
creativity, active involvement in school work and less irritable behaviors.
Kington (2013: p117) asserts higher levels of school adjustment and competence
to have bases from positive teacher-pupil relationships and negative
relationships to predict less promising path for childrens future. Child-
adjustment at school correlates with the relationship behavior of significant
others such as the school teacher. For instance, Patrick, et al (2008: p126) and
Furrer and Skinner (2003: p149) claim that having a relationship with ones
teacher characterized by closeness, absence of conflict or dependency increases
the chance of pupil motivation and achievement at school. On the other hand,
children with anxious, avoidant and negative relations with teachers often show
adjustment difficulties. For instance, children who are identified by
dysfunctional and angry dependent relationship behaviors likely show more
conduct problems, limited cognitive competence and learning difficulties. In
fact, children with different relationship patterns with teachers vary in school
adjustment behavior.
Children who often show positive relations exhibit better habits in various
school works. There are researcher evidences which report the social adaptation
advantages of early relationship behavior of children (Hamre & Pianta, 2001:
p626). The teachers perception and care for the childs emotional needs plays a
salient role to predict learning and the development of social skills. Teachers are
expected to examine the classroom environment in such a way that children are
treated well and cared for. In the words of Malecki and Demaray (2003: p249)
emotionally supportive tendencies of teachers relate to the childrens academic
success to a great extent. As a result of this, the influences of relationship
behaviors on school adjustment should receive the highest recognition to be
investigated so that to pave the ways for intervention schemes in case of
problematic adjustment patterns. Because, improving the quality of teacher-
pupil relationship starting from kindergarten and early grades can have salient
contributions to the effectiveness of schools (Pianta, Hamre, & Allen, 2012:
p336).
Research Methods
This study followed a cross-sectional survey design that was helpful to collect
data on grade 2 self-contained classroom teachers perceptions of childrens
relationship behaviors and the corresponding adjustment at school. Twenty six
grade 2 self-contained teachers from four Districts of Jimma Zone filled out the
adapted teacher-child relationship scale a seminal work of Pianta and Steinberg
(1992) and the school adjustment scale by Barbara (1975) for a total of 446
children. Before the actual data collection, the two instruments were checked for
content validity to examine whether they can reliably measure the intended
variables in the study. A pilot-test of both instruments by five teachers for
twelve children each resulted in an internal consistency reliability coefficient of
0.76 for the teacher-child relationship scale and o.69 for the childs school
adjustment scale (which can be judged as moderate).
The data for the main study were collected on separate days for the two scales.
The twenty six grade two self-contained teachers filled out the teacher-child
relationship scale for an average of eighteen children each. After two weeks,
they again filled out the school adjustment scale for the children to whom they
filled the teacher-child relationship scale. The time gap in filling out the two
scales helped to decrease the chance of bias and maximize the return rate of the
scales. The responses were based on a 5 point Likert scale ranging from
definitely does not apply (1) up to definitely apply (1) to the child yielded a
range of scores from 21 to 105 for the teacher-child relationship scale and from
19 to 95 for the school adjustment scale, respectively. In both types of scales
relatively high scores show positive and relatively low scores show negative
outcomes in the measured variable. After assigning numerical values to both
types of measured variables (N= 446, Female= 218 & Males=228) the Wards
method of cluster analysis was done for the teacher-child relationship behavior
scores.
Results
The Wards hierarchical cluster analysis method carried out on the raw scores of
child relationship behavior obtained from 446 sampled children resulted into
three distinct teachers perceptions of the pupils relationship behaviors as
perceived by their self-contained classroom teachers. This method works by
iteration of the scores to reach to the final cluster solution, where the researchers
chose the clustering with the least error variance grouping. After checking the
cluster solutions for 3, 4, 5 and 6 groups, the minimum error variance was found
to be for the cluster solution of 3 groups. Therefore, the researchers decided the
three cluster solution to report the results. Table 1 below shows the number of
observations (n), mean scores (X) and standard deviations (SD) of the different
relationship behaviors.
The one way ANOVA that assumed homogeneity within the same cluster case
was carried out on the three clusters of pupils relationship behaviors as
perceived by their teachers (see table 2). The Levens test for inequality of
variances among the three groups also confirmed the presence of significance
variations on the pupils relationship behavior perceptions of the teachers for the
three distinct clusters.
Table 2: ANOVA Summary for the three pupil relationship behavior types
Variations SS df MS F-ratio
Between groups 29 999.72 2 14999.36 309.52**
Within groups 21564.86 444 48.46
Total 51459.58
** P< 0.01
Table 3: Number of observations, mean score and standard deviation in the school
adjustment behavior
Cluster case Observations(n) % Mean Standard
Score(X) Deviation(SD)
Positively involved 156 34.97 90.47 5.11
Functional average 182 40.81 77.96 4.86
Negatively involved 108 24.22 62.38 4.52
Table 3 above shows the three groups of pupils adjustment situations at school,
where the well-adjusted are (n=156), moderately adjusted (n=182), and poorly
adjusted (n=108).
On the other hand, one way ANOVA was conducted on school adjustment
scores for children grouped in the different relationship patterns as perceived by
their teachers (see table 4).As shown in the table, the F-statistic resulting from
the one-way analysis of variance revealed the presence of statistically significant
variation (F=223.65, df (2/444), P<0.01) in their school adjustments. This result
showed statistically significant difference in the school adjustment scores where
the positively involved receiving high scores, which show better adjustment in
the school environment to benefit from academic learning and social
competence. Furthermore, Pearson Product Moment Correlation that assumes
both relationship and school adjustment behaviors of children as continuous
variables computed & shown in table 5 below.
Table 5: The correlation between pupils relationship and school adjustment scores
No Case N Pearson Correlation Coefficient
1 Whole group 446 0.83 **
2 Positively involved 156 0.74**
3 Functional average 182 0.58*
4 Negatively involved 108 0.42*
** P< 0.01
* P< 0.05
Discussion
Current researches are showing the significant role of relationship behaviors to
childrens school adjustment and academic performance. Driscoll and Pianta
(2010: p40) witnessed the presence of evidence in support of the link between
pupils school adjustment and the importance of teacher-pupil relations in the
early elementary school years. As Murray-Harvey (2010:p104) avers, compared
to the relationships with family and peers, teacher-pupil relationship exerts the
strongest influence on academic, social and emotional outcomes. The salience of
According to the perceptions of teachers, grade two pupils in the present study
were classified into three distinct relationship clusters as of children with
positive involvement (secure, affectionate and warm), positive but moderate
involvement (functional average group) and negative involvement (conflicting,
avoidant and dependent) respectively. Similar results about teacher-child
relationship behaviors at Kindergarten level were already reported in several
studies (Driscoll & Pianta, 2010). The teachers perceptions clearly revealed those
children in the positively involved relationship cluster are often characterized by
close and warm relationship behaviors. Most of the teachers reported to
experience a warm, secure and a relatively affectionate relationship with the
children. Moreover, relationship items indicating conflict and dependency are
rated the lowest among these children. The moderately positively involved
childrens relationship behavior was reported to be in mid-way between positive
and negative experiences. The children who are characterized to have negative
relationship patterns with their teachers often show conflicting, avoidant and
dependent relationship patterns (Bergin & Bergin, 2009).
On the other hand, the study finding revealed the presence of a strong
association between childrens relationship behavior as perceived by the
teachers and the school adjustment scores. The more the child is positively
involved his/her relationship with the teacher, the more he/she will likely to
experience successful and competent adjustment behaviors in the school
environment. On the other hand, when teachers perceive positive relationships,
they tend to exert more effort to guide and to teach, and the pupils in turn
develop trust and motivated to succeed (Driscoll & Pianta, 2010: p40).
Furthermore, the well-adjusted children outperform their class mates in
academic competence, peer relationship, maturity and also language
development. For instance, a study by McCormick et al (2003: p611) reported a
valid prediction of high quality teacher-pupil affiliations at Kindergarten level
and in first grade Mathematics achievement.
For the insecure children, there are conditions in the environment which create
frustrations leading to personal inadequacies, feelings of inferiority, rejection by
teachers, parents or peers. In many respects, these conditions happen to relate to
conflicting and dependency oriented patterns of child relationship behavior.
Hence, caregivers and teachers at the early periods of life would need to be
sensitive and skillful to identify patterns of early childhood relationship
behaviours as this may facilitate to early intervention and the devising of
copying strategies when the child grow up. Thus, teachers would be able to
foster positive relationships, which are predictors of pupils academic success,
active engagement and enthusiasm about learning (Reyes, Brackett, Rivers,
White & Salovey, 2012: p701).
Conclusion
Childhood social environments can have association with certain developmental
outcomes such as adjustment at school and learning competence. For instance,
teacher-child relationship behavior associates with the childs social, emotional
and academic development outcomes. As this study showed significant
variations exist in the way school teachers perceive the pupils relationship
behavior. These significant variations in the relationship behavior are also
strongly linked to the pupils adjustment in the school environment.
Recommendations
Early life social processes particularly childhood relationships behavior with
significant others have great implications for school adjustment and other
desirable developmental outcomes. Consequently, it is essential to note down
the fact that significant influence of social processes in childrens adjustment,
learning and development. Therefore, the following recommendations are
forwarded:
Teachers at the early grade levels need to get refreshment training in how
to identify childrens relationship behavior and approach the children by
considering social and emotional tendencies.
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Zheng Li
College of International Studies,
Southwest University,
Chongqing, China
Introduction
With the publication of Pygmalion in the Classroom (Rosenthal & Jacobson,
1968), the self-fulfilling prophecy theory was acknowledged within educational
psychology. In the classic Pygmalion experiment, it seemed that the students
(randomly selected) whose teachers were induced to hold high expectations for
tended to show greater gains in IQ than control group students one and two
years later. The Pygmalion study immediately provoked extremely
controversial reactions. Advocates accepted the findings enthusiastically and
praised the study as the key to eliminating educational and social inequalities
(see Spitz, 1999; Wineburg, 1987 for reviews). However, among some
researchers studying educational psychology and intelligence, the experiment
generated a storm of criticism (see Spitz, 1999 for a review). After a large
number of replication studies examining teacher expectation effects (TEEs) on
students IQ, academic and social outcomes in both laboratory settings and real
classrooms (see reviews by Brophy & Good, 1974; Hall & Merkel, 1985; Spitz,
1999), the debate came to an end, as Rosenthals series of meta-analyses finally
demonstrated the existence of TEEs (Rosenthal, 1968, 1974, 1976, 1985; Rosenthal
& Rubin, 1978; Rosenthal & Rubin, 1971). The meta-analyses examined studies
of interpersonal expectancy effects in laboratory and everyday situations, and
revealed that overall 3440% of the previous expectation effect studies had
reported significant self-fulfilling prophecy effects, with the percentage of
positive results being slightly higher in the classroom studies than in
laboratories. These data and other reviews (e.g., Brophy, 1983; Jussim & Harber,
2005; Raudenbush, 1984) have supported the existence of TEEs and the concept
that teachers initial expectations increase the probability of students conforming
to meet the teachers perceptions and predictions.
Though it has been acknowledged that self-fulfilling effects of teacher
expectations do exist, there have been concerns about the strength of TEEs in
naturalistic classrooms. Some research argued that the magnitude of TEEs was
relatively small. For example, Brophy and Good (1974) reported that the effects
of teacher expectancies averagely contributed to only 510% differences per
student on academic achievement, and Cooper and Good also stated that there
was relatively little evidence in favour of sizeable self-fulfilling effects of teacher
expectations (Cooper, 1979; Cooper & Good, 1983). However, researchers have
also contended that stronger TEEs may be found in particular classrooms (e.g.,
Raudenbush, 1984), suggesting that the magnitude of TEEs varied by different
teachers, students, classrooms or other circumstances.
TEEs, especially negative expectancy effects, than other student groups, for
instance Caucasian children. In New Zealand, researchers (Rubie-Davies,
Hattie, & Hamilton, 2006) have also reported that Mori students were more
subject to unfavourable TEEs than other ethnic groups. More recently, one
study about children from kindergarten to sixth grade in Europe (Speybroeck et
al., 2012) documented differing associations between teacher expectations and
student mathematics achievement for ethnic minority and majority children, and
the findings showed TEEs seemed to be somewhat stronger for ethnic majority
students ( = .16) than for ethnic minority students ( = .11). Generally,
previous research has concluded that expectancy effects are more powerful
among students who are from ethnic minority groups. The latest research
(Jacoby-Senghor, Sinclair, & Shelton, 2016) has also provided evidence that
teachers biased expectations may predict black students underperformance. In
most cases, ethnic minority students may be particularly likely to suffer negative
self-fulfilling prophecy effects of teacher expectations.
expectations in first grade and students high school performance at age 15; the
findings suggested a significant interaction between teacher expectations and
student family income, with stronger TEEs on mathematics, reading
comprehension, word knowledge and verbal reasoning scores of children from
relatively poorer families. Findings have consistently shown that students from
lower SES families may be more susceptible to expectancy effects and therefore
more likely to conform to what their teachers expected.
Student gender
Previous studies have shown that female students may be more vulnerable to
teachers stereotyped expectations in mathematics, especially when they
themselves have incorporated this stereotype into their own views (Eccles &
Hoffman, 1984; Eccles & Jacobs, 1986; Meece, Parsons, Kaczala, & Goff, 1982).
However, Jussim and colleagues (1996) conducted a study which examined
nearly 2000 students in seventh-grade mathematics classes, and documented that
girls scores were not significantly affected by teacher expectations for their talent
more than boys were; the predictive effects of teacher expectations on both boys
and girls later scores in mathematics were comparatively small (.10 to .20).
Hinnant and colleagues work (2009) found that first-grade teachers expectations
were consistently related to ethnic minority boys reading scores in their
third-grade, but not to ethnic minority girls. A more recent study (Wood,
Kurtz-Costes, & Copping, 2011) into African American students found that for
boys, but not girls, educational attainment expectations made a significant
contribution to their post-secondary progress, with eleventh-grade teacher
expectations predicting college attendance one year after high school graduation.
An investigation (Karwowski, Gralewski, & Szumski, 2015) revealed that the
relationship between teachers expectations of student creativity and students
creative self-perception was markedly stronger for female students and males.
It seemed that student gender generally was reported as a moderator of TEEs.
However, the gender moderator functioned in a complicated manner; it seemed
to interact with some other variables, like subject and student ethnicity.
Student age
It has been commonly acknowledged that student age works as a moderator of
the TEEs mechanism, which indicates that stronger TEEs may occur for children
at earlier ages. In the classic Pygmalion study, Rosenthal and Jacobson (1968)
evidenced that students of younger ages would be more likely to be affected by
TEEs than older students. Later studies confirmed that assumption (e.g.,
Kuklinski & Weinstein, 2001; Weinstein, Marshall, Sharp, & Botkin, 1987; West &
Anderson, 1976). For example, Kuklinski and Weinsteins study (2001) reported
a significant age-related decline in the impacts of teacher expectations on student
future achievement, and this outcome may suggest that TEEs tend to magnify
childrens performance gap in the early grades but gradually diminish in later
grades.
(Madon et al., 1997). When students desire to initiate friendly social interactions
with teachers, they are more likely to conform to what their expect from them
(Snyder, 1992).
provided about the two imaginary children). In fact, the two pictures were
reproduced from a test manual and the drawing created by the so-called high
SES child had a test manual score three points higher than the one by the
low-SES child. The differences between the scores given to the two children
by the subjects (minus the three-point objective difference) were interpreted as
the scorers susceptibility to biasing information. Unbiased teachers were not
easily influenced by social status information in grading students assignments,
but highly biased teachers assigned notably higher scores to high SES students
than to students with low SES.
In a series of experimental studies conducted among physical education
pre-service teachers (Babad, 1979; Babad et al., 1982a, 1982b; Babad & Inbar, 1981),
Babad and colleagues reported stable distributions of bias scores for the student
teachers, with one sixth of the subjects scoring the drawings objectively, half
mildly biased, and one fourth highly biased (Babad, 1998). Substantial
differences were found between unbiased and highly biased individuals.
Although highly biased teachers, not the unbiased ones, were more likely to
describe themselves as over-reasonable, highly objective, logically reasoned, and
unbiased (Babad, 1979), they used more dogmatic statements in written analyses
of educational events and manifested more dogmatic behaviours, while no-bias
teachers behaved towards students in a more democratic, balanced, flexible, and
open manner (Babad & Inbar, 1981). Highly biased teachers held more strongly
expressed political views (Babad, 1979) and educational beliefs (Babad, 1985)
and exaggerated much more the achievement difference between high
expectation students and low expectation students (Babad, 1998). Unbiased
teachers perceived and predicted more accurately the differences between
students, while highly biased teachers treated different students with different
degrees of friendliness, different motivational strategies, and different degrees of
criticism (Babad et al., 1982a). Highly biased teachers demonstrated more
nonverbal leakage indicating expectation and affect cues towards their
classrooms than unbiased teachers (Babad, Bernieri, & Rosenthal, 1989a, 1989b).
Most importantly, teachers differing susceptibility to biasing information may
lead to varying probability of generating TEEs (Babad, 2009). Highly biased
teachers created more substantial negative expectancy effects on their students
than unbiased teachers (Babad, 1985; Babad et al., 1982a). The series of studies
by Babad and colleagues (Babad, 1979, 1985; Babad et al., 1989a, 1989b; Babad et
al., 1982a, 1982b; Babad & Inbar, 1981(Babad, 2009)) demonstrated teachers
susceptibility to biasing information and their subsequent differential treatment
towards students. Limitations of their studies were that the participants were
not in-service teachers but student teachers, the studies mainly focused on a
single subject, physical education, and scorers expectation biases were
manipulated by the experimenters rather than naturally occurring.
month into the school year, teachers were asked to predict their students
academic achievement at the end of the year on a seven-point scale. These
predicting scores were compared with students actual running records at the
beginning of the year. According to the differences between teachers prediction
and students actual performance, teachers were identified as high or low
expectation teachers who had expectations that were significantly either above or
below students actual achievement. Data were reanalysed and showed that
teachers expectations were pervasive for all the students in the identical
classroom. When teachers had high expectations for the high achieving
students, they were likely to have similarly high expectations for the average and
low achieving students in the same class; likewise the low expectation teachers
held uniformly low expectations for all achievement levels.
Through teacher interviews, and classroom observations, Rubie-Davies found
that high expectation teachers and low expectation teachers differed greatly in
their pedagogical beliefs and instructional practices (Rubie-Davies et al., 2012),
provided varying learning opportunities, and created a diverse socioemotional
climate in classrooms (Rubie-Davies, 2004, 2007, 2008a, 2008b). After one school
year, students with high expectation teachers made markedly more academic
gains than the peers with low expectation teachers did (Rubie-Davies, 2004, 2007,
2008a). In addition, students self-perceptions in both academic and
non-academic areas were also found to be associated with teachers class-level
expectations (Rubie-Davies, 2004, 2006, 2008a). Although no statistically
significant differences in student self-perceptions were identified at the
beginning of the school year, statistically significant differences were found at the
end of the school year, because the self-perceptions of students with low
expectation teachers declined substantially after one school year. Rubie-Davies
work about teachers uniform expectations for the overall class, and the effects on
the overall class outcomes added weight to the argument that TEEs may be a
function of individual differences in teachers, especially in their beliefs
(Rubie-Davies et al., 2012). Her work identified the teachers who were more
likely to enact expectancy effects on the whole class, and suggested possible
mechanisms for such effects. However, a larger sample size is needed to enable
generalisation of the results. Further, Rubie-Davies studies were conducted in
reading and physical education courses in elementary schools, which left other
subjects and school levels unexplored.
Transitional situations
A meta-analysis completed by Raudenbush (1984) showed that the strongest
TEEs tended to take place in the first, second and seventh grades. Larger effects
of teacher expactancies have also been reported for adult trainees in a military
programme (Eden & Shani, 1982). It seemed that these findings denied a
moderating function of age, but they suggested moderation effects of situational
factors (Jussim, Smith, Madon, & Palumbo, 1998). People, even adults, may be
more vulnerable to self-fulfilling effects of interpersonal expectancy when they
were transferring to new and unfamiliar situations (Weinstein & McKown, 1998).
When people engage in major transitions, they may have unclear and weakened
self-perceptions, which may increase the likelihood of expectancy effects (Jussim
et al., 1998). Results from other findings also consistently show that when
students are in transition phases, such as entering a new school level, they are
more likely to behave in ways that confirm teacher expectations (Jussim, 1986;
Swann & Ely, 1984; Li, 2014).
Ability grouping
Grouping students refers to segregating students into different groups or classes
according to their abilities. Grouping, in the eyes of students and teachers,
represents institutional justification for believing that students are different in IQ
or academic potential (Jussim et al., 1998). Thus grouping may lead to more
rigid teacher expectations. Also, compared with students who are not grouped,
students in ability groups appear to be more susceptible to labelling effects,
which are more likely to provoke self-fulfilling prophecy effects or perceptual
biases of teacher expectations (Eccles & Wigfield, 1985; Hall & Merkel, 1985;
Jussim, 1986, 1990; Palardy, 1969). Self-fulfilling effects of teacher expectations
have been found to be strongest among students in the low ability groups when
teachers use within-class grouping (A. E. Smith et al., 1998). Poor quality
instruction (Jussim et al., 1998), reduced teacher effort (Evertson, 1982) and
limited learning opportunities (Slavin, 1993) for students in low-ability groups
may restrain student academic gains considerably. Some studies (e.g., Kelly &
Carbonaro, 2012; Weinstein, 2002) have also discussed TEEs on students who are
placed in higher groups. Teachers may hold higher expectations for students in
higher groups, and placement in higher ability groups may provide students
with increased learning opportunities and lead to greater academic gains over
time. In addition, it has been argued that TEEs may be stronger for intact
groups than for individuals in the classroom (Brophy, 1983; Jussim & Fleming,
1996; Rubie-Davies, 2008a). Group-level expectancy effects are anticipated to be
more powerful because students may function as a member of a group more than
an individual, a false belief about a group may be more credible and more
difficult to disconfirm, and teachers spend more time addressing the classes or
groups as a whole than addressing their students individually (A. E. Smith et al.,
1998).
Class/group size
TEEs may be more likely to happen in classrooms or groups with larger numbers
of students than in smaller classrooms or groups. This is because teachers in
larger classrooms or groups are busier and more occupied, and therefore more
susceptible to biases or rigid expectations (Brophy, 1983; M. L. Smith, 1980). On
the other hand, teachers in smaller classrooms or groups show less differential
attitudes to students and even put in more effort to compensate for low
expectation students (Weinstein, 1976). In addition, with limited resources in
larger classrooms or groups, such as computers, laboratories, and athletic
facilities, teachers may find it more difficult to manage instructional practice, and
thus be more subject to perceptual biases and self-fulfilling expectancy effects
(Rosenthal & Rubin, 1971).
The review showed that individual differences in teacher, students and contexts
may strengthen or weaken expectancy effects to a significant degree. That is to
say, TEEs could possibly be modified by shaping and altering teachers and
students beliefs and behaviours and some contextual factors.
More importance should be attached to the teacher role in generating expectancy
effects, because research highlighting the teacher factor has been
comparatively scarce and has become the latest focus in the related field. Apart
from what has been reviewed above, some studies have also shed lights on the
teachers role in producing TEEs. For example, a study in Singapore (Ker, 2016)
reported that students achievement in mathematics was more likely to vary in
line with their teachers beliefs and expectations. Another investigation into
Mexican American students (Wentzel, Russell, & Baker, 2016) found that teacher
variables were significantly predicting student academic outcomes.
Professional development programmes for pre-service and in-service teachers
could be planned to enhance teachers expectations and modify their behaviours
in instructing and interacting with their students. However, caution should be
taken because teacher expectations are not isolated but interrelated with other
teacher variables for example teacher beliefs and self-efficacy. Teachers may
modify their beliefs and behaviours to build a more positive instructional and
socioemotional environment and more and better opportunities for student
learning, which may lead to substantial academic gains by their students.
Hence, how to distinguish different types of teachers seems worthwhile.
Teachers expectations may be functions of some characteristics, such as some
demographic features, and pedagogical beliefs and self-efficacy; and these could
be identified by large-scale empirical studies in the future.
In addition, very little research has been done to investigate the contextual
moderators of teacher expectation effect, compared with studies of teachers and
students in the mechanism. Contextual factors should not be neglected and
merit more attention. For example, the impact of curriculum area has not
been fully explored in the expectancy field. It can be anticipated that TEEs
would be more salient in some classrooms because of the features of particular
subjects. What is worth noting is the institutional settings. For instance, TEEs
have been seldom studied in tertiary institutions. In future research, to enhance
student academic gains and to achieve educational equality, there is a need to
explore closely all variables for promoting positive expectancy effects and
eliminating negative expectation effects.
Acknowledgement:
This article was supported by the Southwest University Teaching Reform Fund
[2015JY062]
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Chin-Ling Lee
National Taichung University of Science and Technology
Taiwan, R.O.C.
Introduction
The international business world is a complicated field with a number of exotic
cultures which makes the teaching approach on international trade and business
transactions more challenging. Given the concept of the global economy, it is
inevitable to provide students with a comprehensive but professional English
relevant courses in order to meet the needs of international business operation.
As long as presenting clear objectives and understanding what students expect
of, a feasible and practical English for Specific Purposes (ESP) course design
would be carried out for a successful and particular business English teaching.
Research Purposes
ESP courses are widely provided in higher education in Taiwan. The most
common ones are business English, technical English, or major-based courses for
specific purposes. It should be appropriate for the purposes to share the newest
developments and advances in knowledge and practice of international business
to cope with the global environment. It is for the purpose of sharing the teaching
experience and exchanging relevant information on business English course
design, the study is focused on a case study on business English courses, in term
of investigating the learners needs and requirements to help them adjust to their
further academic study or future business career.
Questions of Research
Research questions are accordingly illustrated on the basis of the purposes of the
present study as follows:
1. What English language skills do the students perceive that they will need the
most in their future work?
2. Do the perceived needs of ESP differ among students by gender?
3. Do the perceived needs of ESP differ between English major and Non-English
major students?
4. Do the perceived needs of ESP differ among the variety of the students
English proficiency levels?
5. Do the perceived needs of ESP differ among expected future jobs of the
students?
Definition of Terms
1. English for specific purposes (ESP): The foundation of ESP is an approach to
ELT to meet learner need and it is an approach to language teaching in
which all decisions as to content and method are based on the learners
reason for learning (Hutchinson & Waters, 2001).
2. Needs analysis: A needs analysis of ESP course is usually referring to not
only an indispensable process of clustering information on the requirement
of the students, but also a basis of a curriculum development for general
English courses or English for Specific Purposes (ESP) to satisfy the needs of
a particular group of students (Iwaii et al., 1999). In the study, the analysis of
needs is an approach on processing statistically descriptive data collected
from the students responses to a questionnaire of needs analysis adopted
from Balint (2010).
Literature Review
This literature review consists of three sections: one to define the needs analysis,
the other to indicate the needs analysis in ESP curriculum development, and
another to explore the current state of ESP course design in Taiwan.
What is ESP?
As for the more focus on the question What is ESP? the greater details
might come out to explain its discrepancy from English Language Teaching
(ELT), either EFL or ESL. Although people think ESP is all but essentially
language-centered approaches for the particular learners to gear up with
particular or professional knowledge of specific subjects through the process of
English learning, the learning processes of ESP is not much different from those
of general English. Except for the various content of learning, ESP could as well
be used in the learning of any kind of English. Therefore, ESP must be seen as
an approach not as a product as what Hutchinson and Waters (2001) indicate,
which illustrates that ESP is a learner-centered approach to English learning.
The fundamental of needs analysis for ESP is first to define the situation or
premises in which the learners will use English and practice their profession,
and then the relevant instruction is aligned accordingly. Consequently, teachers
of ESP courses provide authentic and specific language in their students needs
to succeed in future career.
Needs analysis
The overview of needs analysis in language teaching has depicted its history,
theoretical foundation, and approaches. Needs analysis is also regarded as
demand or requirement needs, which has become a necessary and important
stage of course design for either general English course or English for Specific
Purposes (ESP) course(West, 1994). Learners needs has been the principle of the
curriculum development of ESP. As defined by Johns and Dudley-Evans (1991),
it can be regarded as what field the learners will practice English in the future.
Studies on learner needs focused on the needs analysis and needs
assessment, including the survey about students backgrounds and goals, as
well as interviewing the faculty (Johns, 1981; Howorwittz, 1986). The more
learner needs are clear, the more the objectives are expressed and the ESP course
easily becomes successful (Theeb, H., & Albakrawi, M. (2013).
Since needs analysis has become a prerequisite and necessary condition, it is also
expounded as a guidance of course design or an evaluation of the students
existing perceptions of needs. Although experienced teachers may ask students
directly to understand what they expect of the class in the very beginning, a
well-aligned needs analysis involve just much more than that. Needs analysis
can help teacher gather information to find out how much the students already
know and what they still need to learn. Pourshahian et. al. (2012) concluded the
results of previous studies and suggested the needs analysis should be to learn
what aspects of language the learners need to study, what degree they need to
study and why the learners study language. Berwick (1989) stated the
administration of needs analysis can help course designer realize the
discrepancy between a current state of learners language skills and a desired
future state. Generally speaking, the previous studies on needs analysis usually
focus on collecting data on the perspectives of learners' wants, needs and
expectation in terms of attitudes, beliefs and viewpoints. Furthermore, detailed
information about all contextual factors like learning materials, aids, and
environment are included into a more comprehensive needs analysis (Boroujeni
& Fard, 2013).
Method
The present study investigated the perspectives and perception on the needs of
ESP courses among students in a technological university. The information of
the demographic part was as follows; 257 three-year students including 62 males
and 195 females voluntarily participated in this study; 105 were English majors
and 152 were non-English majors; their English proficiency level range was
between elementary to advanced ones; 158 of the participants expected English
related jobs as their future career, whereas 99 of them chose non-English related
ones, including, and 62 males, 195 females.
A Six-point Likert scales questionnaire by Balint (2010) was adopted to find out
the needs of Taiwanese college students from the language point of view. The
questionnaire was distributed to 257 respondents. The questionnaire consisted of
two parts; one was the demographic part for personal information and the other
was questionnaire items for the perceived language skill needs. The origin
English version was translated into Chinese to prevent students from
misunderstanding the question items. A pilot test with 52 second-year students
was implemented to check for each item wording and the construction of the
questionnaire. The formal questionnaire consisted of 35 five-point Liker scale
items. Both item analysis and reliability were processed to support the construct
validity of research instrument. The Cronbachs alpha reliability of the
instrument was .92. The questionnaire was scrutinized by two English teachers
to gain the content and face validity.
The formal questionnaire was distributed to the students to collect the data.
Descriptive, t-test and ANOVA statistic via SPSS statistic software package for
19. I think general English instruction (Everyday conversational English and 75.8
20. travel English) is useful for my future English language needs.
21. Among the three types of English instruction, I would like to take the 56.4
22. ESP/work-related English
Table 3 Descriptive statistic of mean scores of four English skills by gender difference
Moreover, the perceived needs or importance of four language skills showed the
highest each at the advanced level and the lowest at the elementary level.
Students at elementary level held highest needs on listening skill (M= 4.19) and
lowest on speaking (M= 3.87), at intermediate level (M=4.33 for listening,
M=4.08 for reading, at the intermediate-high level (M= 4.39 for listening, M=4.06
for writing), and at the advanced level (M=4.85 for listening, M= 4.50 for
reading)
General Linear Model was employed to examine whether or not there were
significant differences on four language skills needs by students different
English proficiency levels. The statistics analysis of the multivariate test showed
significant with the Pillais Trace value at .131 (F = 2.30, p= .03 < .05) for the
unequal groups. After processing the post hoc test, the findings showed that
students at elementary level held significant difference to intermediate and
intermediate-high levels on interest in English learning. According to Table 4,
the results indicated that students at higher English proficiency level held higher
interest in English learning. Moreover, students at elementary level held
significant difference to intermediate levels on English speaking needs.
According to Table 4, the result stated that students at higher English
proficiency level held much more needs on English speaking skill.
Table 5 The multiple comparison of different English proficiency level by Scheffe test
Mean Std. Error Sig.
Difference
(I-J)
Dependent (I) Level (J) Level
Variable
Interest inElementary Intermediate -.2983 6.517E-02 .000
English
Intermediate-high -.4503 .1420 .020
Advanced -.5146 .2295 .173
Intermediate Elementary .2983 6.517E-02 .000
Intermediate-high -.1520 .1420 .766
Advanced -.2162 .2295 .828
Intermediate- Elementary .4503 .1420 .020
high
Intermediate .1520 .1420 .766
Advanced -6.4286E-02 .2619 .996
Advanced Elementary .5146 .2295 .173
Intermediate .2162 .2295 .828
Intermediate-high 6.429E-02 .2619 .996
Reading needs Elementary Intermediate -.1429 8.334E-02 .403
Intermediate-high -.1912 .1816 .775
Advanced -.5602 .2935 .305
Intermediate Elementary .1429 8.334E-02 .403
Intermediate-high -4.8319E-02 .1816 .995
Advanced -.4174 .2935 .569
Intermediate- Elementary .1912 .1816 .775
high
Intermediate 4.832E-02 .1816 .995
Advanced -.3690 .3349 .750
Advanced Elementary .5602 .2935 .305
Intermediate .4174 .2935 .569
Intermediate-high .3690 .3349 .750
Listening needs Elementary Intermediate -.1345 7.542E-02 .367
Intermediate-high -.1975 .1644 .696
Advanced -.6518 .2656 .113
Intermediate Elementary .1345 7.542E-02 .367
Intermediate-high -6.3025E-02 .1644 .986
Advanced -.5173 .2656 .287
Intermediate- Elementary .1975 .1644 .696
high
Intermediate 6.303E-02 .1644 .986
Advanced -.4543 .3031 .524
Advanced Elementary .6518 .2656 .113
Conclusions
The present study was aimed to measure the perceived needs of four
English skills and interest in English learning from the students of a
technological university. The major findings depicted the needs perception held
by the students were at very high level, indicating students realized that four
English skills were all important and needed to be much improved to help with
employment advantage or the future job performance. Still, more than half of the
students did not expect to obtain English-related jobs after graduation, which
may indicate their view of current situation of traditional industries in Taiwan.
And students at higher proficiency level held more interest in English learning
than those at lower level, which showed the importance of motivation and the
inspiration of learning achievement. Last but not least important, among four
language skill needs, listening skill was the most need one, followed by writing
skill, and these findings could be presented as a useful suggestion to English
teachers that students think and perceive that the productive skills need to be
much more improved.
References
Balint, M. (2010). Assessing students perceived language needs in a needs analysis.
Retrieved November 2012 from http://www.paaljapan.
org/resources/proceedings/ PAAL9/pdf/BalintMartin.pdf.
Benesch, S. (1996). Needs analysis and curriculum development in EAP: An example of a
critical approach. TESOL Quarterly, 30(4), 723-737.
Berwick, R. (1989). Needs assessment in language programming: From theory to practice.
In R. K. Johnson (Ed), The second language curriculum, 48-62. Cambridge:
Cambridge University Press.
Boroujeni, S. A., & Fard, F. M. (2013). A needs analysis of English for specific purposes
(ESP) course for adoption of communicative language teaching. International
Journal of Humanities and Social Science Invention, 2(6), 35-44.
Far, M. M. (2008). On the relationship between ESP & EGP: A general perspective.
English for Specific Purposes World, 1(17), 1-11.
Hutchinson, T., & Waters, A. (2001). English for specific purposes (16the Ed). UK:
Cambridge University Press.
Iwai, T. Kondo, K., Limm, S. J. D., Ray, E. G., Shimizu, H., and Brown, J. D. (1999).
Japanese language needs analysis. Available at
http://www.nflrc.hawaii.edu/Networks/NW13/NW13.pdf.
Pourshahian, B., Gholami, R., Vaseghi, R., & Kalajahi, S. A. (2012). Needs of an ESL
context: A case study of Iranian graduate students. World Applied Sciences Journal,
17(7), 870-873.
Theeb, H., & Albakrawi, M. (2013). Needs analysis of the English language secondary
hotel students in Jordan. International Journal of English Language Teaching, 1(1),
13-23.
West, R. (1994). Needs analysis in language teaching. Language Teaching, 27(1), 1-19.
Ismail Marzuki
Faculty of Teacher Training and Education, University of Muhammadiyah Gresik,
Jl. Sumatera 101 GKB, Randu Agung, Gresik, Indonesia.
E-mail ilmailmarzuki@yahoo.co.id
Introduction
A Language skill plays an important role in human life, because all
areas of life need it. Based on the index survey of language skills (especially
reading) of the population of Indonesia is in position of 39 in the world rank.
This reality is an irony given the importance of th language skills for
communication in the world. Lack of language skills, according to Muslim
(2011), is due to many factors, including: curriculum, teachers, students,
infrastructure, and the government as policy maker. Another problem worsens
this condition is that the common practices of conventional learning and
teacher-centered (not student centered), too many numbers of students in a
class, and too many administrative tasks of teachers.
Therefore, we need innovations to go out of this problem by
innovations in learning. To learn the language cannot be separated from the
four aspects of language skills: listening, speaking, reading, and writing.
Writing is one of the four language skills in which it essentially is an attempt to
convey messages, ideas, and feelings to others through graphic symbols or texts
Research Method
This research is a classroom action research which is conducted in the
classroom of "Morning" first semester of the department of Elementary School
Teacher at University of Muhammadiyah Gresik with the subjects of 45 students
of class "A". The research also involved two fellows of faculty members and
observers. Specific Learning Outcome (CPK) which is the target of the research is
the students are able to write according to the standard rules of writing papers.
Designs of this study are: Reflection at the beginning planning actions 1
implementation of measures 1 and observation reflection and evaluation 1
plan of action 2 implementation of actions 2 and observation reflection and
evaluation 2 plan of actions 3 implementation of actions 3 and observation
reflection and evaluation 3. The procedures of the research are: planning
action, implementation of action of learning, plan of recording, and analysis of
data.
The analysis model is the strategy developed by Miles and Huberman,
whose activities include 3 things done simultaneously: (1) data reduction, (2)
presentation of data, and (3) conclusion / verification. After the data were
analyzed, the results were used as reflections conducted at each end of the cycle.
In addition to discussing the shortcomings of action, reflection is also addressed
at all stages of the research process. Results of reflection will be used as input for
improvement in the preparation of an action plan in the next cycle.
The data used is the result of observation and reflection of the impact of
action. Results of observation are all recorded related to the attitude and student
response to the actions of researchers. The action impact is a skill that is achieved
by the students as a result of actions taken by researchers. Results are included
in the group impact studying of this action. Data from the study was then
assessed and classified based on the established criteria. Data were obtained
through two ways: through observation in the classroom and by measuring
student learning outcomes.
Student results are seen from the quality of their writing products. Data
shows that in writing cover there are 67% of the students get a good value,
33% sufficient, and no student whose value is fair. Writing the
aknowledgement, 73% students are good, 25% adequate, and 2% fair. Writing
background, 73% students are good, 18% sufficient and 9% lfair. Writing
formulation of the problem 18% of students are good, 22% adequate, and 60%
fair. To facilitate a comprehensive analysis, the data is presented in graphical
form as follows:
60
Good
40 Middle
Low
20
0
Design Cover Writing Writing Backround Writing Statement
Acknowledgment of the Study of Problem
Cycle 2
The material of cycle 2 is writing background and writing the problem
formulation. This material has actually been in cycle 1, but because the results
are not satisfactory and many students who have not completed are decided
to repeat cycle 2. This cycle was held on monday, November 30, 2015 at 12:30
to 14:30. Standard assessment is the same as in the first cycle with three
categories: good, sufficient, and fair or low. Description of the assessment
standard can be seen in table 4.2.
investigated
To write Formulation of the Formulation of Formulation of the
problem problem is the problem is problem is
statement according to the according to the according to the
theme, the meaning theme, the theme, the meaning
of the sentence is meaning of the of the sentence is
clear and precise phrase is clear, less clear and
but the precise.
formulation is
less precise.
Data from the study shows that 84% of students get good grades, 11%
adequate, and 5% fair for the writing background. Meanwhile writing
formulation of the problem shows that 82% of students get good grades, 9%
adequate, and 9% fair. To facilitate the analysis, the data above are presented
in graphical form as follows
100
80
Good
60
Middle
40
Low
20
0
Writing Backround Writing Statement
of the Study of Problem
The graph above shows that over 80% of the students have been able to write
background and formulation of the problem well which means they have
been completed.
Cycle 3
Skills to be achieved in this cycle are the student able to: 1) quote well; 2
write with correct systematics; 3) write a list of references properly. The
actions of cycle 3 was held on Monday, December 7, 2015 at 12:30 to 14:30.
This skill of assessment standards is grouped into three categories: good,
sufficient, and fair. Description of the assessment standards can be seen in the
following table:
Based on data from study it is found that: 60% of students in citing are good,
40% sufficient, and no fair value. For systematics of writing 80% of students
are good, 16% sufficient, and 4% fair. Meanwhile writing the list of reference,
all the students get good value. The display of total learning outcomes of this
cycle can be observed in the following graph:
Results of this study, therefore, have been consistent with what has been
done by previous researchs (Moore, 2012; Rtmann & Kipper, 2011), especially
Mart (2013) who also have tested the direct instruction in which this strategy has
a positive impact not only on student writing skills but also the ability of oral
communication.
The successful use of direct instruction is also the case in the
development of the ability of students' reading (Kamps, Greenwood, Wills,
Veerkamp, & Kaufman, 2008; Crowe, Connor, & Petscher 2009; Stockard, 2010)
where direct instruction in this regard has been given a boost to students to get a
better reading scores so as to encourage the spirit of learning which is further
improved.
This study not only supports the improvement of reading skills of
students but also even help improve math skills (Stockard: 2010).
Thus the use of proven direct-instruction can be used to help increase
students' ability both in terms of cognitive, psychomotor, and good critical
thinking in reading, oral communication, even in writing academic papers.
Conclusion
The conclusions can be made as follows:
1. Using the three cycles, teaching strategy using direct instruction has a
positive effect on students' ability to write the cover, introduction,
background, systematic of writing, and a list of references, where all the
points are indispensable in preparing a good paper. The results show
that the students have been able to write a paper representatively
supported by improving the quality of paper that has been collected.
2. Thus, this research concludes that the model of direct teaching can
improve students' writing ability
Based on the results of the study, the researcher wants to make
suggestions as follows:
References
Heuboeck, A. (2009). Some Aspects of Coherence, Genre and Rhetorical Structure and
Their Integration in a Generic Model of Text. Language Studies Working
Papers. Vol. 1, 35-45.
Kamps, D., Abbott, M., Greenwood, C., Wills, H., Veerkamp, M., & Kaufman, J. (2008).
Effects of smallgroup reading instruction and curriculum differences
for students most at risk in kindergarten: Two-year results for
secondary- and tertiary-level interventions. Journal of Learning
Disabilities,41(2), 101-114.
Kristianto, H. Cara membuat makalah yang baik dan benar. http:// hengki kristianto
ateng.blogspot.com. diakses tanggal 4 Mei 2015.
Mart, Cagri T. (2013). The Direct-Method: A Good Start to Teach Oral Language.
International Journal of Academic Research in Business and Social Sciences
November, Vol. 3, (11).
Moore, David, W. (2012). Direct Instruction: Targeted Strategies for Student Success.
Retrieved on January 16, 2016, from
http://ngl.cengage.com/assets/downloads/inside_pro0000000029/a
m_moore_direct_instr_seb21_0414a.pdf
Mulyasa. (2010). Praktik Penelitian Tindakan Kelas. Bandung: Remaja Rosda Karya.
Mulyati, Y. (2002). Pendidikan Bahasa dan sastra Indonesia di Kelas Tinggi. Jakarta:
Universitas Terbuka.
Onwuegbuzie, Anthony J., Leech , Nancy L.& Collins, Kathleen M. T. (2012). Qualitative
Analysis Techniques for the Review of the Literature. The Qualitative
Report 2012 Volume 17, Article 56, 1-28,
http://www.nova.edu/ssss/QR/QR17/onwuegbuzie.pdf
Prabowo. (2011). Metodologi Penelitian (Sains dan Pendidikan Sains). Surabaya: Unesa
University Press.
Rtmann, T. & Kipper H. (2011). Teaching Strategies for Direct and Indirect Instruction
in Teaching Engineering. 14th International Conference on Interactive
Collaborative Learning (ICL2011) . 2123 September 2011, Pieany,
Slovakia, Retrieved from http://oaji.net/articles/2014/457-
1408435110.pdf.
INTRODUCTION
difficult. Primary school education in all public schools is derived through the
medium of Kiswahili. Pupils learn English as a subject.
English language has, at various levels of use, historically been changing its role
and status. It was both the national and the official language throughout British
rule in Tanganyika (1918-1961). According to Rubagumya (1999), this served the
interests of the colonial administration, which needed to communicate with all
locals in one language-Kiswahili, and with the metropolis and business
community in English. In the 1960s, the political agenda for Tanzania was
disengagement from neo-colonialism and the building of a self-reliant society
(Rubagumya, ibid.). Currently English is needed in Tanzania in order to have
regional and international relationships, as it facilitates communication, and this
language is more vital in this era of globalisation of information, technology and
commerce.
Despite the fact that English is taught in Tanzanian schools from the primary
school level, the majority of secondary school students are performing poorly in
national examinations (Mkumbo, 2012). This poor performance may be
explained by the fact that learning a foreign language effectively is associated
with learners attitudes and the utilitarian need to learn it (Nyamubi, 2003). In
this way, factors such as learners academic advancement or career aspirations in
life may shape their attitudes towards and performance in the language.
In this frame of reference, this study was formulated to sift how students
attitudes to the English language explain their performance in the subject. The
study explored the trend of students performance in English.
RELATED LITERATURE
Different people have defined differently the concept of attitude. To begin with,
Anold (2005) defines attitude as either mental readiness or implicit
predispositions that exert some general or consistent influence on a fairly large
class of evaluative responses, which are usually directed towards some objects,
events or persons. Ewen (2003) on the other hand, defines attitude as a mental
and neural state of readiness organised through experience, exerting a directive
or dynamic influence upon the individuals response to all objects and situations
with which it is related.
Attitudes and motivation differ in that while attitudes are learners feelings of
approval or disapproval to learn the target language (Mapunda, 2013),
motivation to learn language is an extent to which an individual strives to learn
the target language because of a desire to learn the language and satisfaction
experienced in the activity of learning (Ushida, 2005). In this, a motivated learner
is eager to learn the language, expand efforts to learn it, and to sustain the
learning activity. This encourages language retention, fluency, need for
achievement and improved strategies to increase students language
comprehension levels (Wilkinson, 2015). According to Ushida (2005), motivation
mediates the relationship between language attitudes and language
achievement. The current study, however, examined the role students language
Gardner (1985) argues that second language learners with positive attitudes
towards the target language learn more effectively than those who do not have
such positive attitudes. He explains that learners language attitudes predict
students degree of success in terms of linguistic outcomes in learning the target
language.
METHODOLOGY
Morogoro, like other regions, catered for the education of the local people from
both urban and rural areas around the country. Schools in the area had varying
characteristics in terms of student composition, which were essential aspects that
explained students attitudes towards English language learning in relation to
their performance in the language.
The population of this study included secondary school students and teachers in
Mvomero and Morogoro Urban districts. Six secondary schools were selected,
that is, three schools from urban and the other three from rural areas.
Specifically, the target population included Forms One and Four students and
their teachers of English.
Form One students were involved in the study because they had just completed
primary education where majority of them, particularly from public primary
schools, had been learning all subjects, except English, in Kiswahili.
Additionally, because the language of instruction in primary schools is
Kiswahili, with exception of English medium primary schools, it was important
to find out how the change to English as the language of instruction in
secondary schools could explain students attitudes to the English language.
Form Four students on the other hand were involved in the study because, at
their level, the English language syllabus content for ordinary level was
supposed to have been covered by the learners. Additionally, Form Four
students would have more immediate needs for the language for higher studies
or employment, and that would adequately gauge students attitudes to learn
English.
Teachers of English were involved in the study, as they were the important
input in the teaching-learning process. Their views on students attitudes to
learning English were considered important to the study. Teachers provided
information that was useful for analysing and discussing the findings.
The sample comprised 450 students, that is, 230 males and 220 females. Their
ages ranged from 12 to 17 years. In the selected schools, all Forms One and Four
students had an equal chance of being involved in the study. Thus, the sample
was 276 and 174 for Forms One and Four, respectively. Again, the sample can be
categorised as 280 students from urban secondary schools and 170 from rural
schools. Permission to access schools in the study area was obtained from
relevant authorities and institutions, and all participants agreed to participate in
the study.
The selection of teacher respondents who participated in the study from each
school was through the purposive sampling technique, which was utilised to
deliberately choose respondents in accordance with the data that was intended
to be collected. Thus Forms One and Four teachers of English from each school
were included in the study on the merit of their duties.
Student respondents, on the other hand, were selected by randomly picking one
stream in each Form in every school that had more than one stream. Since
streaming in Tanzanias secondary schools is not based on ability, it was
reasoned that, whichever stream was picked, it would provide a fairly
representative sample of all students in that level. In schools where there was
only one stream, there was no choice but to pick that stream. The number of
students in each stream ranged from 25 to 65.
Two data collection instruments were used in this study. These were
questionnaires and achievement tests. Questionnaires, which included
attitudinal rating scales, were twofold: one for students and the other for
teachers. The Students questionnaire was designed to elicit their personal data,
and their attitude to the English language. The standardised instrument for
measuring individual students attitudes towards a language they learn was
adopted from Krashen (1981). However, these items were modified to suit the
Tanzanian situation, and in particular, in the context of English language
learning at the secondary school level. The instrument had 15 items for interest
attitudes sub scale and 10 items for the utilitarian attitudes sub-scale.
The achievement tests in both Forms One and Four were administered to
students so as to ascertain their performance in English. There were two tests;
one for Form One and the other for Form Four. They were both curriculum-
based as they covered the content as stipulated in the respective syllabi. Both
tests consisted of three sections, comprehension, composition and structure or
grammar. The whole achievement test was marked out of 100. The marking of
both tests was based on a marking scheme. The tests were marked by the
researcher and two independent teachers of English. The scores obtained in both
tests measured students performance.
The students questionnaire and the achievement tests were administered by the
researcher with the help of the teachers of English in each school. Questionnaires
were distributed to each respondent, and enough time was given to respond to
the questionnaire. Respondents completed a questionnaire at their schools in the
presence of a researcher. Assistance was provided, as needed, to help in reading
and understanding the survey items. Achievement tests were administered to
students a day after they had filled in the questionnaire. Time for the test in both
classes was one hour, which was enough for respondents to complete all test
questions. As for teachers, questionnaires were distributed to each respondent
by the researcher. The time and day for collection were set.
Furthermore, a pilot study was conducted prior administering the survey. This
was done to find out whether any of the items were ambiguous to ascertain
applicability, relevance and usefulness of research tools. The pilot study also
served as a means to find out the internal consistency or reliability as well as the
validity of the questionnaire, which was found to be of fairly good quality, with
a reliability coefficient of 0.89. The main study was done in July-August, 2015.
Data were entered and analysed using SPSS for windows (version 21) following
IBM guidelines. Cross tabulation was performed to obtain frequencies, means
and percentages of students responses on their attitudes towards English. An
independent t-test was performed to explore the variations among respondents
in terms of gender, class and school location. Pearsons correlations were
calculated to examine the strength and direction of the relationship between the
variables.
RESULTS
Strongly Strongly
Category Agree Agree Disagree Disagree Mean SD t p
N % N % N % N %
Gender Male 124 53.92 91 39.59 9 3.91 6 2.61 27.23 5.257
Female 96 43.62 86 39.09 27 12.28 11 5.0 29.64 5.176 1.255 0.072
Class Form I 143 51.82 113 40.94 12 4.35 8 2.89 29.14 5.484
Form 76 43.68 66 37.93 21 12.07 11 6.32 27.26 2.218 1.725 0.081
IV
School Rural 84 49.41 74 43.53 8 4,71 4 2.35 26.82 4.361
Location Urban 156 55.71 98 35.01 17 6.07 9 3.21 2.84 4.372 0.865 0.377
TOTAL 228 50.66 171 38.0 34 9.5 17 3.77 27.82 4.478 1.657 0.172
As regards gender, the data showed that more male students, 93.4 percent, than
female students, 82.7 percent, showed that English was more interesting and
preferable than most other subjects in the curriculum. The difference however,
was not statistically significant when an independent t-test was conducted. It
yielded the following results: male students mean = 27.23, standard deviation =
5.257, female students means = 27.23, standard deviation = 5.176, t (450) = 1.255,
p = 0.072.
In terms of students class level, the data revealed that students positive
interests in learning English is stronger when they at the lower classes. It was
shown that Form One students (mean= 29.14, standard deviation = 5.484), that
is, 256 students out of 276, held an opinion that English should be used to teach
all other subjects in the curriculum to all students at all levels of the countrys
education system. Form Four students, on the other hand, held this opinion by
81.6 percent, with a mean of 27.26, and a standard deviation of 4.218 among
them. Results indicated that the difference between the two groups was not
statistically significant, given the t-test results: t (450) = 1.725, p=0.081.
In terms of school location, the data showed that there were no significant
statistical differences between students studying in ruralbased schools
(mean=26.82, standard deviation=4.361) and those in urban secondary schools
(means = 26.84, standard deviation = 4.372) as regards to their interest attitudes
to learn English. Students in both categories indicated that they used English
language more frequently in their interactions and that English as a schools
subject was not difficult to learn. The independent t-test results t (450) = 0.865,
p=0.377, indicated the absence of statistically significant variation between
students from the two locations.
Furthermore, the study sought to find out students utilitarian attitudes to learn
English. These kinds of attitudes reflected their perceived usefulness of the
language when learning it at school as well as after school value of English.
Table 2 summarises the results.
Strongly Strongly
Category Agree Agree Disagree Disagree Mean SD t p
N % N % N % N %
Gender Male 112 48.69 106 46.09 7 3,04 5 2.18 23.97 4.972
Female 111 50,45 86 39.09 14 6.37 9 4.09 21.86 4.821 1.446 0.071
Class Form I 118 42.75 118 42.75 26 9.43 14 5.07 24.29 4.721
Form 87 50.0 65 37.36 14 8.05 8 4.59 23.96 4.683 1.253 0.014*
IV
School Rural 84 49.42 62 36.47 15 8.82 9 5.29 26.73 4.128
Location Urban 121 43.21 143 51.07 11 3.93 5 1.79 26.84 4.239 1.568 0.096
TOTAL 246 54.66 162 36.0 32 7.11 10 2.23 24.61 4.371 1.469 0.069
The study revealed that secondary school students had strong utilitarian
attitudes towards learning English, that is, benefits learners expect to get after
learning the language.
In terms of gender, majority of students, both males (94.7 percent) and female
(89.5 percent) agreed that English was the subject worth learning in schools
because it helped them to learn better the other subjects taught through the
medium of English. The t-test results indicated absence of statistically significant
differences between male students (mean= 23.97, standard deviation = 4.972)
and female students (mean = 21.86, standard deviation = 4.821) at t (450) = 1.446,
p=0.071.
Teachers were asked their opinions on the learning of English among secondary
school students in Tanzania. They revealed that students liked to learn English
to the extent that they were ready to attend paid private tuition sessions in order
to succeed and advance in other subjects. Furthermore, teachers revealed that
students liked debating in English and to be taught all subjects through the
medium of English. The majority of teachers were of the opinion that students
utilitarian attitude to learning English was prompted by the need to advance to
further studies. Table 3 summarises the results.
The results showed that in Form One, in the comprehension section, the average
score was 13.95, out of 30, with male students getting a higher mean score than
female students, which was 15.09 and 12.87, respectively. Performance in
English structure was better than the other sections, with a mean score of 21.77,
the male students with a mean score of 23.18, while the female students score
was 20.43. However, the results in the composition section showed the lowest
mean score of 12.25. In all, the total test average score was 47.65.
The scales, strongly agree, agree, disagree and strongly disagree were
assigned weighted scores whose sum was used as an index for attitude, while
students scores in the achievement tests were used as the dependent variable.
Table 6: Correlation between Test Scores and Students Attitudes towards English
Language Learning
The results in Table 6 show that there was evidence in support of the aspect that
students performance in English was positively related to the attitudes they
have to learning English. Thus, in Form One, the performance in the whole test
yielded a positive correlation of 0.331, while in Form Four it was 0.344.
Moreover, when the three sections of the test were correlated with students
attitudes to learning English, all yielded positive correlation coefficients. The
English structure section had the highest correlation coefficients across both
attitude categories compared with the other two sections, while composition
yielded the lowest but positive correlation coefficients.
DISCUSSION
The findings show that students have very strong and positive attitudes towards
English language because it is the basis for further studies and it provides them
with an opportunity to communicate with other people inside and outside the
country. Similar findings were reached by Rubagumya (1993), who noted that
the majority of students in Dar es Salaam Region secondary schools had positive
attitudes to the English language. In this way, students positive attitude to
English is enhanced when they know that success in English goes hand-in-hand
with their doing well at school.
The findings further indicate that students agree that they are very interested in
learning English and that they like the language as it could help them learn other
subjects better. Similar results were achieved by Kapoli (2001), who found that
students awareness that knowing English is a prerequisite for doing well at
school impels them to strive to learn the language. Thus, when learners find
satisfaction with their English language learning, they will feel motivated to
learn the language and be more likely to form habits of reading English books
(Chien and Yu, 2015). Students positive attitude to English is a requirement for
positive classroom interaction, which in turn facilitates language learning.
Thus, despite the fact that Kiswahili their national language, very few students
would like the language to be adopted as the medium of instruction in
secondary schools. This corroborates Perssons (2013) findings that although
several of the students in Tanzania secondary schools struggle with the
vocabulary and the pronunciation, they feel that English is the path to higher
education and a good job. These are contributing factors to the fact that the
majority of students prefer English as their language of instruction in secondary
school, to their own national language, Kiswahili. This attitude is very clearly
related to a feeling that English is of great importance in the modern world and
that knowledge of the language would be of assistance to students
opportunities for career advancement, which help them to improve
academically and linguistically (Close, 2015).
It can be inferred from the findings that the English language no longer has the
connotation that it is the language of colonialists, as Yahya-Othman (1990)
noted, but rather, it is regarded as an international language for wider
communication across the world. This is in line with Moodys (1992) observation
that, in most East and Southern African countries, English has became an
important means of communication, not only as a medium of instruction in
schools, but also for informal social communication. English indeed has a
functional utility in the Tanzanian education system in that it meets learners
immediate usage and practical needs. Knowledge in the English language, for
example, provides students an opportunity to communicate with people both
inside and outside the country (Nyamubi, 2003).
English has a high status and a major role as an international language for wider
communication in the media, education, trade, science and technology. Graddol
(1997) also agrees that the use of English is important in such aspects as books,
newspapers, airports, air traffic control, international business, academic
conferences, international sporting competitions, pop music and advertising. In
this way, English provides a window for the discernment of the world and it
gives the opportunity for the young to meet challenges of the pluralistic world.
One of the findings that emerged from this study is concerned with gender
differences in students attitudes towards a foreign language. Female students
have consistently stronger positive attitudes of both an interest and utilitarian
nature towards English than male students do. Nyamubis study (ibid.) found a
smaller difference between genders in that more girls than boys felt that they
should use English as the language of instruction in all subjects. The reasons for
the differences are presumably located in the socio-cultural behaviours of the
two sexes (Kidenyi and Getui, 2011) with girls more inclined to like the arts
subjects while boys go for the sciences and mathematics.
In terms of students class level, the findings show that, while Form One
students interest attitudes were more positive than those of Form Four students,
in the aspect of utilitarian attitudes Form Four students displayed a more
positive inclination towards learning English than Form One students. This can
be explained by the fact that Form Four students, who were about to complete
their education at that level, have more functional attitudes towards the English
language as they perceive it to be of more immediate value to them for either job
opportunities or further education. Similarly, Ntawigira (2005) found that
secondary school students in Rwanda are aware of the benefits of English in the
national and international milieu.
The trends in the labour market have changed in Tanzania. Unlike in the past,
current trends show that there has been a big increase in jobs requiring good
communication skills in English language and sound knowledge of information
technology (Chien and Yu, 2015). It has become necessary now for job seekers to
prove their mastery of this language. In this way, students are likely to become
proficient in their knowledge of English language through increasing
occupational options and trade opportunities with outside societies in a way that
will benefit individuals and society. Nyamubis (2003) study revealed that
knowledge of the English language increases students chance of getting
employment and/or helps them in their future studies.
On the other hand, Form One students, who had just started their secondary
school education, did not see the immediate relevance of the utilitarian aspect of
the language, but rather they focused more on developing an interest in English,
which they wished they could speak more and better. In a similar vein, Heller
and Martin-Jones (2001) observe that language is important as one way in which
knowledge is constructed and displayed as a means of gaining or controlling
access to other resources.
Students greatly differ in terms of their mastery of the English language. This is
reflected in the scores in the given tests, showing that students performance is
good in both Forms One and Four. However, standard deviations, which
indicate how students differ in terms of performance, are high, meaning that
some students scored higher marks while others had lower scores. The main
reason for this lies in individual abilities (Persson, 2013).
The results generally show that students in both Forms performed better in
English structure than in comprehension and composition. It was noted that
English structure was the area in the syllabus that was given higher priority in
terms of teaching time than other sections (Nyamubi, 2003). Composition, which
was poorly performed in both Forms One and Four, received little attention in
terms of teaching time, with teachers claiming to have little time left for marking
(ibid). Teachers reported that they had very heavy teaching load.
It will be recalled that students in both classes also performed poorly in the
composition section. One of the factors that cause students failure in English is
the lack of writing exercises because teachers are more interested in teaching the
grammar of the language at the expense of comprehension and composition,
due to the heavy teaching load or to the easiness of teaching different sections of
the syllabus. Supporting this argument, Kapoli (2001) observes that the reasons
for concentrating on the teaching of English structure emanates from the English
language syllabus, which concentrates more on the manipulation of grammatical
structures, without any reference to the way in which the language is used by
learners as a system of symbols.
However, from the teachers perspective, the failure to provide writing exercises
is caused by overcrowded classes. Additionally, the teachers indicated that
heavy teaching loads, which resulted out of English language teachers shortage
to meet the demand of the increased number of students, contributes to a great
extent to the lack of effective teaching by most teachers. They are of the opinion
that the increased workload has reduced their readiness to attend to individual
students academically. Unlike teachers of most other subjects, teachers of
English need to provide and mark students written work regularly, in order to
facilitate their progress in the language, and thus foster their interest in learning
it (Kapoli, 2001).
Regarding students attitudes towards learning the English language, they have
strong and positive attitudes towards the language. English is found to be of
great importance in the modern world as it is the means of both local and
international communication. The findings show a positive correlation between
students attitudes to English and their performance in the subject. The attitude
to the language is an essential factor in the overall process of learning.
Based on these findings, the following measures are recommended: First, there is
need to improve the teaching of English in secondary schools, capitalising on the
strong positive attitudes towards it and the high motivation for learning the
language. Second, care should be exercised in any attempt to change English as
the medium of instruction in secondary schools as students favoured it as the
language of communication in secondary schools. It is important that the choice
of a language of instruction should take into account the learners expectations
of it.
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