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Chapter 4 Data Analysis and Interpretation
Chapter 4 Data Analysis and Interpretation
4.1: Introduction
Data analysis is a practice in which raw data is ordered and organized so that
useful information can be extracted from it. The process of organizing and
thinking about data is the key to understand what the data does and does not
contain.
In order to answer all the questions, some research studies need to include
both qualitative and quantitative methods.
Research Hypothesis:
Training programme of language skills enhances performance of at least 80%
of student teachers at least up to 80% marks (mastery level) in the post test of
A) Listening skills
B) Speaking skills
C) Reading skills
D) Writing skills
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Chapter IV Data Analysis and Interpretation
x² = ∑ (fo-fe )2
fe
Data analysis:
In the present research hypothesis (A) is “Training programme of language
skills enhances listening performance of at least 80% of student teachers at
least up to 80% marks (mastery level) in the post test of listening skills.”
The expected and observed performance is as shown in the table
Expected% 20 80
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Chapter IV Data Analysis and Interpretation
Observed % 0 100
20 80
Expected%
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Chapter IV Data Analysis and Interpretation
Observed % 0 100
20 80
Expected%
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Observed %
20 80
Expected%
In writing skill student teachers have not acquired the expected level so it is
necessary to test the hypothesis statistically
To test the above null hypothesis we need to apply chi square test.
Null Hypothesis:
Observed percentage of performance of student teachers in Writing skill
will not be significantly less than expected percentage (i.e. 80% of student
teachers will achieve 80% marks) at .01 level.
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Chapter IV Data Analysis and Interpretation
Conclusions:
x² value is less than P value hence the difference is significant in observed and
expected frequency of facts, here expected frequency for above 80% was 12
where as observed frequency is 7 for the same this is significantly lower than
expected hence null hypothesis is rejected but research hypothesis that In post
test 80% student teachers will acquire at least 80% mastery also is to be
rejected.
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Chapter IV Data Analysis and Interpretation
4. 3 Qualitative analysis
In the present research researcher has made an attempt to analyze and interpret
data (observations during the programme, students’ opinions about training
programme etc.) with the help of qualitative analysis.
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Chapter IV Data Analysis and Interpretation
Students’ opinions were analyzed skill wise and quantifications were used for
counting occurrences of opinions.
Change in attitude
Change in habit
Change in habit
Change in behavior
LISTENING SKILL
Conclusions:
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Chapter IV Data Analysis and Interpretation
Conclusions:
Listening practice helps Students to develop habit of careful listening.
It also develops confidence in them. They were eager to learn more.
Students listened to each and every word carefully and tried to recognize
the type of words.(12)
Students wrote correct answers.(12)
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Chapter IV Data Analysis and Interpretation
Conclusions:
At the time sentence stress orientation students were looking excited and
eager to know about sentence stress. (10)
Students said, “we were familiar with these types of stress but we were
never taught how to use recognize them how it affect meaning.”(4) Others
were agreeing with them.
Students wrote down everything about stress.
Students tried to understand stressed and unstressed words.(15)
Students could easily mark stressed and unstressed words. (4)
Students find it important for reading and speaking skill. (3) Others were
agreeing with them.
Conclusions:
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Chapter IV Data Analysis and Interpretation
Students were very alert and could give above 85% correct answers.(15)
Students follow instructions correctly and could recognize minute
differences also.(13)
Students confidently exchange their worksheets with their partners to
check it.
Students could write 18 correct answers out of 20. (13)
Students could write 20 correct answers out of 20.(2)
All the students were confident.
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Chapter IV Data Analysis and Interpretation
Conclusions:
Students were very alert and attentive while listening question words ,
sentences and instructions .(15)
Students were confident.(15)
Students could easily find out the vowels , consonants and diphthongs
.(15)
They could count prepositions while listening to the paragraph and write
correct no of prepositions.
Students could recognize falling rising intonation easily.
Students could follow instructions correctly.
Students could write correct answers of the questions based listened news
item, paragraph or conversation.
Conclusions:
Listening skill Orientation, practice and activities help student to master
listening skill.
SPEAKING SKILL
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Chapter IV Data Analysis and Interpretation
Students feel frightened and uneasy to speak in English for 3 minutes. (10)
Students could not speak even a single line confidently.(10)
Students could not speak a single grammatically correct sentence.(13)
Students have impact of mother tongue.(8)
Conclusions:
Students were not confident.
Students don’t know how construction expressions for communication.
Students have less vocabulary.
Conclusions:
Conclusions:
Students were eager to know about speaking skill, vowels diphthongs and
their articulation. (12)
Students Showed interest in speech act theory
Students tried to make sounds using knowledge of articulation.
Students on their own sit face to face and took help of their friends in their
practice.
Students tried to avoid impact of mother tongue by practicing articulation.
Conclusions:
Conclusions:
Activity about accents help students understand that English language is
different from Indian languages it has its own characteristics and it should
be learn without interference of mother tongue.
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Chapter IV Data Analysis and Interpretation
Conclusions:
Students realize importance of practice; they practice more until they
master the accent.
Students made list of action words (verbs) adverbs, prepositions. And also
make sentences using those words.
Students make sentences using substitution tables.
Students could speak fluently on certain topics.
They took part in simple conversations. After having grammatical
knowledge about tenses they could confidently construct sentences and use
them during the conversation.
Conclusions:
These activities help students to overcome their confusions about English
structures.
These activities help them to develop their vocabulary.
These activities help students to construct sentences and use passive
vocabulary actively.
These activities also help to build confidence.
Observations during speaking skill post test Q.1 Speech on one topic
Students were looking confident while speaking. (15)
Students were trying to be accurate and fluent.(15)
Students could easily speak in English for three minutes.(15)
Their sentences were grammatically correct.(15)
Vocabulary used was good.(15)
They tried to avoid impact of mother tongue and use received
pronunciations without hesitation.(15)
Their expressions gestures were proper.(15)
There was speech clarity and content relevance in their speech. (15)
86% Students have got more than 20 marks out of 25.(13)
13% Students have got 20 marks out of 25.(2)
These activities help students to master speaking skill.
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Conclusions:
Students were not confident.
Students could not express or take part in the conversation.
READING SKILL
Students were reading carefully first the paragraph and then turn to the
questions. They could find the answers of factual questions.(5)
Students could answer according questions. (5)
Students were not careful while reading. They were looking here and there
and at other students. (9)
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Chapter IV Data Analysis and Interpretation
Conclusions:
Students were eager to know about reading mechanism, sub skills of loud
reading and silent reading.
They ask questions in between, they also ask to explain again if they
couldn’t understand they ask to give examples.
They come with the examples and were looking very excited and eager to
know more.(5)
Students were happy to understand the basic knowledge about reading
mechanism and sub skills.
Students said, “Madam, we will practice using those techniques which will
definitely develop our reading.”
Students who have done M.A. in English know about some mechanisms
but their knowledge was only theoretical.(3)
Students told their experiences during school days about reading few of
them were as follows:
“Only few clever students were asked to read loudly in the class,
these students could read properly because they were given chances which
provide them practice.” (7) Others were agreeing with them.
“At the time of ‘chawadi vachan’ we used to bunk school.” (7)
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Conclusions:
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Conclusions:
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Conclusions:
Students first ask to repeat the sub skills which were explained during
orientation, they carefully understand the meaning of those skills.
Students mentioned that silent reading will be easy for them because they
have learned how to read meaningfully during loud reading practice.
Students read the passage twice. (7)
Students read the passage only once.(8)
Students could give answers of factual questions correctly.(14)
Students could give answers according to questions asked.
Students did scanning of all worksheets properly.
Students were reading passages carefully; they can tell central ideas and
also find comprehensive answers.
Students can paraphrase the passages correctly.(8)
Students could not paraphrase the passage they refer to dictionary to
understand the passages and then could paraphrase.(7)
Students could guess antonyms and synonyms correctly.(15)
Students could understand and comprehend the poems also.(15)
Conclusions:
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All the students were confident and willingly ready to read any passage.
No one was hesitating to come forward.
Students hold books properly.(15)
Students read with proper pronunciations.(15)
Students have mastered stress and intonations.(15)
Students read with proper expressions and gestures. (15)
Students were fluent and accurate while reading. (15)
Students could not avoid impact of mother tongue. (7)
All the students have got more than 21 marks out of 25.
Conclusions:
Loud reading skill program help students to master the sub skills and also
loud reading skill as a whole.
Observations during post test Q2 silent reading.
Conclusions:
Silent reading program help student to learn reading techniques (skimming
scanning paraphrasing and comprehending)
Silent reading program help students to master silent reading and its sub
skills.
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WRITING SKILL
Observations during writing skill pretest Q.3 note making using tree
diagram.
Students find it easy to make notes using tree diagram.(6)
Students don’t know what tree diagram is they made notes using
paragraphs. (4)
Students could not classify the main points and sub points.(10)
Students could not cover all the sub points.(13)
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Students know how to write official letter they were writing in proper
format.(9)
Subject matter of the letter was grammatically incorrect.(9)
Students don’t know how to write official letters they were writing it as an
informal letter. (6)
Matter of the letter was not presented properly.(15)
Sentence construction, spellings and grammar were incorrect. (15)
Observations during writing skill pretest Q.7 write detail news with
the help of headline given.
Students could write news properly with headline, dateline, lead paragraph
and short continuing paragraph.(4)
Students don’t know the meaning of headline, dateline, lead paragraph etc.
they wrote news as an essay. (11)
Their sentence construction, grammar, use of tenses was incorrect.
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Chapter IV Data Analysis and Interpretation
Over all observations during writing skill pretest and discussion after
pretest.
Students were not given proper guidelines and practice of writing skill.
Students were not able to write imaginary writing
They told that tenses and grammar taught during speaking skill help them
to construct proper sentences.(6)
Students told that “we have written answers of such questions during
H.S.C. but we have forgotten everything as we haven’t given practice.”
Essay writing is very difficult question for them.
Students could not write meaningful sentences correctly.
Students could not express their thoughts meaningfully
Out of 15 only 4 students could get more than 60% marks.
Students were curious to know about the meaning and nature of writing
skill.
They were excited to know the sub skills of writing skill.
Students said we can develop our writing skill if given practice and proper
guidelines.
Students told the researcher that in their school days very less time was
given for writing practice many times it was copy writing, teacher having
burden of syllabus always neglected writing skill part.
1. Copying
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Chapter IV Data Analysis and Interpretation
2. Substitution table
3. Dictation
4. Dictocomp
Students think over various rules for the use of auxiliaries in simple
present tense.(8)
They were discussing with their friends.(15)
Students tried to choose correct alternatives. (15)
Students told the researcher that rules of tenses taught and practice
given during speaking skill help them in this activity.(7)
7. Close procedure
a. Conversion
b. Combination
8. Guided composition
Students read the initial lines of the passage ‘visit to the fair’
carefully.(15)
Students discuss with their partners.(8)
Students first note down the events during fair.(15)
Students tried to cover all the ideas related to fair.(15)
Students discuss with the researcher how to write those ideas in
sentences, which tense can be used. (10)
They use their imagination and complete the paragraph. (8)
Each student has presented ideas about fair differently.(15)
Students told the researcher that the language skill training
program helped them to develop writing skill and they could write
imaginary writing also.
Students could express their ideas correctly.(7)
Students were very confident during this activity.
Students read the passage ‘my village’ carefully
Student could easily write the new topic on similar theme. (8)
c. Parallel writing
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Chapter IV Data Analysis and Interpretation
Students first read the points given and try to understand the
theme.(15)
Students combined the story using their imagination.(8)
Students could write parallel paragraph. They have less vocabulary
and sentence construction was wrong.(7)
Observations during writing skill post test Q.3 note making using tree
diagram.
Students find it easy to make notes using tree diagram.(10)
Students could classify the main points and sub points.(10)
Students could cover all the sub points.(13)
Students mentioned that note making techniques will help them to prepare
notes for their exam.(15)
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Chapter IV Data Analysis and Interpretation
Observations during writing skill post test Q.6 write an official letter.
Students know how to write official letter they were writing in proper
format.(15)
Students were trying to be grammatically correct.(9)
Matter of the letter was presented properly.(9)
Sentence construction, spellings and grammar were correct. (9)
Observations during writing skill post test Q.7 write detail news with
the help of headline given.
Students could write news properly with headline, dateline, lead paragraph
and short continuing paragraph.(10)
Their sentence construction, grammar, use of tenses was correct.(10)
Over all observations during writing skill post test and discussion
after post test.
Students were given guidelines and practice of writing skill during this
training programme.
But still students were not able to write imaginary writing.(7)
They told that tenses and grammar taught during speaking skill help them
to construct proper sentences.(6)
Essay writing is very difficult question for them.
Students could not write meaningful sentences correctly.
Students could not express their thoughts meaningfully
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Chapter IV Data Analysis and Interpretation
Out of 15 all the students have got 75% and more marks, 7 students could
get more than 80% marks 1 student could score 90% marks
Students told that they need more practice.(7)
Conclusions:
Writing skill programme should be improved so that at least 80% students
could get 80% marks.
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