KEMENTERIAN AGAMA

INSTITUT AGAMA ISLAM NEGERI PALANGKA RAYA

JURUSAN PENDIDIKAN BAHASA
PRODI TADRIS BAHASA INGGRIS
SEMESTER GANJIL TA 2023/ 2024
Alamat Jl. G. Obos Komplek Islamic Centre Telp. (0536) 3239447/3226356 Fax 3222105 . Palangka Raya
Kalimantan Tengah 73112

FINAL TEST

Course : QUANTITATIVE Semester/Class : 5A

Credit : 2 SKS Time : 100 minutes
Instructor : Sabarun, M. Pd. Room : MIPA 3.1

Instruction
a. Fill the blank bellow referring to your research project
Topic Research gap Reasons to choose the Problems
topic
Online Platform as a The lack of quantitative Because in modern era, What is the
Learning Strategies. analyses that measure education must adapt impact of the use
the effectiveness of and utilize technology. of online learning
online learning tools on This topic could be the platforms on
academic achievement. answer. Moreover, English language
technology have other performance
advantages like among high
flexibility, accessibility school students,
and could fulfill and how can this
different learning style. impact be
quantitatively
analyzed to
inform effective
language
education
strategies?
Research questions Research objectives Significance of the study Novelty
Are there statistically Assess the relationship Understanding the The study
significant differences in between the high school correlation between introduces a
standardized test scores students' utilization of online learning platform quantitative
between students who using online learning usage and English approach to
utilize online learning platforms for English language performance analyze the
platforms and those who language learning and can contribute to the impact of online
only depend on their academic enhancement of learning
traditional classroom performance in the student learning platforms on
instruction? subject. outcomes. The study English language
may help teachers proficiency. By
identify effective employing
strategies to utilize statistical
online resources for methods, the
improved language research aims to
proficiency among high provide a strong,
school students. measurable
evidence to add
on the existing
quantitative
studies in this
field.
Theory Conceptual framework Variables Hypothesis
This research was using This research was using Independent Variables: The combination
Community of Inquiry Community of Inquiry a) Social Presence of increased
(Col) Framework as a (CoI) Framework. (SP): social presence,
main theory. Definition: The extent to cognitive
This conceptual which online learning presence, and
The CoI Framework, framework visually platforms facilitate teaching
developed by Garrison, represents the social interaction and a presence on
Anderson, and Archer, is relationships between sense of community online learning
often used in the context key components and among high school platforms, along
of online and blended variables in the study. students. with consistent
learning environments. It The CoI framework serves and effective
focuses on the social, as the theoretical Indicators: Discussion platform usage,
cognitive, and teaching foundation, highlighting forums, collaborative will result in
presence in the learning the interconnected assignments, virtual significant
process. nature of social, communication tools. improvements in
cognitive, and teaching high school
By grounding this study in elements in the online b) Cognitive English language
the Community of Inquiry learning environment. Presence (CP): performance,
framework, this theory Online learning platform Definition: The degree considering about
could also provide a usage is positioned as a to which online learning the moderating
theoretical foundation for mediating factor, platforms support the effects of
understanding how the influencing the construction of meaning demographic and
social, cognitive, and relationship between CoI and understanding of socioeconomic
teaching dimensions of components and English language factors.
online learning platforms language performance. content.
interact to influence Additionally,
English language demographic and Indicators: Interactive
performance in high socioeconomic factors exercises, multimedia
school students. are acknowledged as content, language
potential moderators learning activities.
affecting the overall
impact. c) Teaching
Presence (TP):
Definition: The level of
teacher involvement,
guidance, and feedback
within online learning
platforms.

Indicators: Teacher
interactions, feedback
mechanisms,
instructional design.

d) Online Learning
Platform Usage
(OLPU):
Definition: The
frequency and extent of
high school students'
utilization of online
learning platforms for
English language
learning.

Indicators: Time spent

on platforms, frequency
of logins, engagement
with platform features.

Moderating Variables:

a) Demographic
Factors (DF):
Definition:
Characteristics such as
age, gender, and
ethnicity that may
influence the
relationship between
CoI components and
language performance.

Indicators: Age, gender,

ethnicity.

b) Socioeconomic
Factors (SEF):
Definition: Economic
and social factors,
including access to
technology and parental
 involvement, that may
moderate the impact of
online learning
platforms.

Indicators: Access to
technology, parental
involvement,
socioeconomic status.

Dependent Variables:

a) English
Language
Performance
(ELP):
Definition: The
academic performance
of high school students
in English language
courses, including
performance in
assessments and
standardized test
scores.

Mediating Variable:
a) Online Learning
Platform Usage
(OLPU):
Definition: The
frequency and extent of
platform utilization that
mediates the
relationship between
CoI components (SP, CP,
TP) and English
language performance
(ELP).
Scope of research Operational definition of Design of the study Time
key terms
 Educational  Social Presence Type of Study: Months 1-2:
Level: (SP): The study will employ a Planning
The level of social Quantitative Research
The study focuses interaction and Design to analyze Define research
exclusively on high school engagement facilitated by numerical data and questions and
students (grades 9-12). online learning platforms, establish statistical objectives and
measured by the relationships between Design study and
  English Language
Courses:
The research specifically
examines the impact of
online learning platforms
on English language
performance in high
school English courses.
 Type of Online
Learning
Platforms:
The study includes a
diverse range of online
learning platforms, such
as learning management
systems, language
learning apps, and
interactive educational
websites.
 Community of
Inquiry
Framework:
The research utilizes the
Community of Inquiry
(CoI) Framework as the
theoretical foundation for
analyzing the impact of
online learning platforms.
 Quantitative
Analysis:
The study employs a
quantitative research
design, utilizing statistical
methods for data
analysis. Qualitative
methods are not within
the scope of this
research.
frequency of participation variables. prepare ethical
in discussion forums, documentation.
collaborative Utilize a Quasi-
assignments, and the use Experimental Design: Months 3-4:
of virtual communication Recruitment and
tools. Reasoning: This design Baseline
allows for the
 Cognitive comparison of groups Recruit
Presence (CP): (students using online participants and
learning platforms vs. collect baseline
The extent to which those not using them) data.
online learning platforms without random
support the construction assignment, given the Months 5-8:
of meaning and practical constraints and Implementation
understanding of English ethical considerations in and Ongoing Data
language content, an educational setting. Collection
assessed through the
analysis of participation Implement online
in interactive exercises, Sampling: platforms and
engagement with Collect ongoing
multimedia content, and Population: High school data and monitor
completion of language students (grades 9-12) usage.
learning activities. from diverse geographic
locations. Months 9-10:
 Teaching Midpoint Analysis
Presence (TP): Sampling Method:
Stratified Random Analyze data and
The degree of teacher Sampling based on make
involvement, guidance, geographical regions adjustments.
and feedback within and school sizes to
online learning platforms, ensure representation. Months 11-12:
evaluated by examining Final Data
teacher interactions, the Collection
presence of feedback
mechanisms, and the Complete data
effectiveness of collection and
instructional design. conduct
comprehensive
 Online Learning analysis.
Platform Usage
(OLPU): Months 13-14:
The frequency and extent Interpretation
of high school students' and
utilization of online Recommendation
learning platforms for s
English language learning, Interpret findings
quantified by the total and develop
time spent on platforms, recommendation
the frequency of logins, s.
and the level of
engagement with Months 15-16:
platform features. Reporting and
Dissemination
 Demographic
Factors (DF): Compile report
and prepare
Characteristics such as manuscripts.
age, gender, and ethnicity Submit to
that may influence the stakeholders and
relationship between CoI journals.
components and
language performance. Months 17-20:
Age is measured in years, Finalization,
gender is categorized as Submission, and
male or female, and Follow-Up
ethnicity is categorized Finalize reports
based on self-reported and manuscripts.
identification. Submit to
relevant
 Socioeconomic channels.
Factors (SEF): Conduct follow-
up activities.
Economic and social
factors, including access Months 21-24:
to technology and Conclusion and
parental involvement, Reflection
that may moderate the
impact of online learning Reflect on the
platforms. Access to research process.
technology is measured Disseminate
by the availability of outcomes.
devices, and parental Conclude the
involvement is assessed project with a
through self-reporting on final report.
the frequency of parental
engagement in the
learning process.

 English Language
Performance
(ELP):

The academic
performance of high
school students in English
language courses,
 including performance in
assessments and
standardized test scores.
Performance is quantified
using grades obtained in
English courses and
standardized test scores.

 Mediating
Variable: Online
Learning Platform
Usage (OLPU):

The frequency and

extent of online learning
platform utilization that
mediates the relationship
between CoI components
(SP, CP, TP) and English
language performance
(ELP). It is measured as
the product of the
frequency of platform
usage and the level of
engagement with
platform features.
Research site Data collection procedure instruments Statistical analysis
(Garrison et al., 2010) Define Variables: Section 1: Descriptive
Demographic Statistics:
Garrison, D. R., Anderson, Identify the key variables, Information
T., & Archer, W. such as English Compute
(2010). The first performance scores, Section 2: Online descriptive
decade of the online learning platform Learning Platform Usage statistics for key
community of usage, and any relevant variables,
inquiry framework: demographic factors. Section 3: English including mean,
A retrospective. Performance median, standard
Internet and Higher Sampling Method: deviation, and
Education, 13(1–2), Section 4: Study Habits range. Examine
5–9. Determine the target and Preferences the distribution of
https://doi.org/10.1 population (e.g., high English
016/j.iheduc.2009.1 school students) and Section 5: Overall performance
0.003 choose a representative Reflection scores and online
sample. Use a stratified learning platform
sampling technique if usage.
needed to ensure
diversity. Correlation
Analysis:
Informed Consent:
 Calculate Pearson
Develop a consent form correlation
explaining the purpose of coefficients to
the study, the data assess the
collection process, and bivariate
confidentiality. Obtain relationship
written consent from between online
participants or their legal learning platform
guardians. usage and English
performance.
Data Sources: Explore
correlations with
Gather performance data demographic
from school records or variables if
standardized test scores. applicable.
Obtain information on
online learning platform Regression
usage, possibly through Analysis:
surveys or platform usage
logs. Perform multiple
regression
Data Analysis: analysis to
examine the
Utilize statistical tools for relationship
quantitative analysis, between online
such as regression learning platform
analysis, to examine the usage and English
relationship between performance
online learning platform while controlling
usage and English for relevant
performance. demographic
factors (e.g.,
Data Validation: grade, age).Use
English
Cross-verify data entries performance
for accuracy and scores as the
consistency.Handle dependent
missing or incomplete variable and
data appropriately. online learning
platform usage as
the independent
variable.

Model
Assumptions:

Check
assumptions of
regression
analysis, including
linearity,
independence of
residuals,
homoscedasticity,
and normality of
residuals.
Transform
variables if
needed to meet
assumptions.Inter
pretation of

Coefficients:

Interpret the
coefficients of the
regression model,
focusing on the
relationship
between online
learning platform
usage and
changes in English
performance.
Consider the
significance of
coefficients and
their practical
implications.

Model Fit and

Variance
Explained:

Assess the overall

fit of the
regression model
using metrics
such as R-
squared. Evaluate
how much
variance in
English
performance
scores is
explained by
online learning
platform usage.

Subgroup
Analysis:

Conduct
subgroup
analyses if
relevant (e.g.,
comparing
different grade
levels or age
groups). Explore
whether the
impact of online
learning
platforms varies
across subgroups.

Sensitivity
Analysis:
Conduct
sensitivity
analyses to test
the robustness of
findings by
making variations
in model
specifications.
Assess the
stability of results
under different
conditions.

Limitations and
Generalization:

Acknowledge any
limitations of the
statistical
analysis, such as
potential
confounding
variables or
biases. Discuss
the
generalizability of
 findings to the
broader high
school
population.

Conclusion:

Summarize the
key findings from
the statistical
analysis. Relate
the results back
to the research
questions and
objectives.
Title
“The Impact of Online Learning Platforms on English Language Performance in High
School: A Quantitative Analysis”

a. Create a framework of your study above using mind map

This is an example