DESCRIPTIVE STATISTICS Asl alt balk stilini dzenlemek iin tklatn RESEARCH

SURVEY ANALYSIS

8/29/12

by Gngr

8/29/12

Why do we need survey?

In order to understand, how things are really operating in our own, personal environment, in our classroom or other language setting. To describe the abilities, performances and other characteristics of the learners, teachers and administrators. 8/29/12

Experiencing Descriptive Statistics Research Which one is more advantageous for methodology classes: experienced teachers or unexperienced teachers? For experienced teachers, beliefs might interfere with methodology. Trained teachers are more aware.

8/29/12

8/29/12

___ Audiolingual approach ___ Cognitive approach ___ Communicative language teaching ___ Community language learning ___ Content-based teaching ___Grammar-translation approach ___ Natural approach ___ Silent Way ___ Situational language teaching ___ Suggostopedia ___ Task-based language teaching ___ Total physical response ___ Whole language approach

Language Teaching Beliefs

Language Teaching Beliefs

8/29/12

Learner and Teacher Beliefs

OPEN-RESPONSE ITEMS

SELECTEDRESPONSE ITEMS

8/29/12

LIKERT SCALE

Likert Scale are generally used for getting respondent views judgments opinions about almost any aspect of language learning.

Language Teaching Beliefs

8/29/12

Compiling and Analyzing Data Descriptive Statistics are used to characterize or describe a set of numbers in terms of central tendency and to show how the numbers disperse, or vary around the center. 8/29/12

Compiling and Analyzing Data

Name Age Years Years Teaching Studying Gender Language Languages 1 2 3 4 5 6

Fatih Mary Tom

25 32 29

M F M

2 7 5

10 18 14

2 3 3

4 3 4

3 2 2

4 4 1

3 3 3

3 2 4

2 out of 3 said Disagree. (2/3 Raw Frequency) %66.6 of the groups says Disagree for the 3rd question. (Percentage) %66.6 say Disagree and %33.3 say Agree = %99.9 The difference between %99.9 and %100 is 8/29/12 rounding error.

Graphical Display of Data

Name Age Years Years Teaching Studying Gender Language Languages 1 2 3 4 5 6

Fatih Mary Tom

25 32 29

M F M

2 7 5

10 18 14

2 3 3

4 3 4

3 2 2

4 4 1

3 3 3

3 2 4

Pie Chart

Histogram
12 10 8 6 4 2 0

8/29/12

Central Tendency
Mean (Average) : 24+25+26+28+28 / 5 = 26.2 Mode : 28 (because it occurs most frequently. Sometimes there may be bimodals and trimodals, too.)
Ages 24 25 26 28 28

Media n
8/29/12

Central Tendency
Example: Find mean, mode and meridian for the sample below!
Ages 24 25 26 28 30 30 32 32 34

Mean: 24+25+26+28+30+30+32+32+34 / 9 =29 Mode: 30 and 32 (Bimodal) Median: 30

8/29/12

Dispersion
Dispersion is the degree to which the individual numbers vary away from the central tendency. 27 28 29 29 29 31 Ages 24 26 26 The Low-High: 24-32 The Range: 32 - 24 + 1 = 9 (High-Low+1 = R) The Standard deviation: differences of all scores from the mean 8/29/12

32

Dispersion

The standard deviation:

8/29/12

Normal Distribution (Bell Curve)

We have a set of ages from 22 to 82. The mean is 52 and standart deviation is 10. 8/29/12 expect certain percentages We

Survey

Surveys are procedures used to gather and describe the characteristics, attitudes, views, opinions, and so forth of students, teachers, administrators or any other people who are important to a study.

Interviews: face-to-face, on the 8/29/12 phone, may be used for groups

Survey
OPEN RESPONSE ITEMS - Form filling - Short answers

CLOSED-RESPONSE ITEMS - Multiple-choice - Yes-No - Ranking

8/29/12

A Good Survey

Clear and qualified items Clear objectives to do survey Get feedback from your colleagues

8/29/12

A Good Survey
The things to avoid: 1. Overly long items 2. Unclear and ambiguous items 3. Negative items 4. Incomplete Items 5. Overlapping choices in items 6. Items across two pages 7. Double-barreled items (address more than one issue) 8. Loaded word items (Naturally, obviously) 9. Absolute word items (always, never, all, every) 8/29/12 10. Leading items

A Good Survey
The things to avoid: 12. Embarrassing items (sexually explicit words) 12. Biased items (race, religion, gender, ethnicity) 13. Items at the wrong level of the language 14. Items that respondents are incompetent to answer 15. Assuming that everyone has an answer to all items 16. Makings respondents answer items that dont apply 8/29/12 17. Irrelevant items

Surveys are used for developing curriculum components such as need analysis and program evaluation. Surveys may also be used for obtaining information about teachers teaching/learning beliefs or investigating attitudes towards language teacher training programs. Surveys may ask for opinions of 8/29/12

Interpreting Descriptive Research

Interpreting Descriptive Research

8/29/12

Interpreting Descriptive Research

8/29/12

Interpreting Descriptive Research

8/29/12

Significance of Descriptive Research on Teacher Beliefs

Is teaching influenced by the beliefs of its practitioners? Why are teachers so influenced by their belief system rather than by training, texts or methods?

The answer is dealing with illstructured and entangled domains. 8/29/12

perspectives. Several assumptions on this approach: 1. It is possible to get a sense of what terms like knowledge systems, attitudes, values and experience mean and how they are different or similar. 2. It is possible to assess these beliefs and belief systems in individual teachers. 3. Teaching behaviors can be observed 8/29/12 matches-mismatches can be and

Significance of Descriptive Research on Teacher Beliefs Beliefs refer to various teacher

As a conclusion: 5. Teachers whose beliefs and teaching behaviors in accord will be well-matched, will be more effective teachers, and will have more successful students than those teachers for whom beliefs and behaviors are in conflict.

Significance of Descriptive Research on Teacher Beliefs

8/29/12

Significance of Descriptive Research on Teacher Learning (Gow and Beliefs Teacher Beliefs about
Kember 1993) A quantitative increase in knowledge Material committed to memory The acquisition of material which can be used in practice The abstraction of meaning A process aimed at understanding reality Some form of personal change
8/29/12

1. 2. 3.

4. 5. 6.

Significance of Descriptive Research on Teacher Learners (Meighan Beliefs Teacher Beliefs about
and Meighan 1990) Resisters Receptacles Raw material Clients Partners Individual explorers Democratic explorers
8/29/12

1. 2. 3. 4. 5. 6. 7.

1. 2. 3. 4. 5. 6. 7. 8.

9.

1989) Patience High IQ Warmth Creativity Ability to be humorous Commitment to teaching Good grades in college Ability to relate to different kinds of people 8/29/12 Organizational skills

Significance of Descriptive Research on Teacher Teaching (Weinstein Beliefs Teacher Beliefs about

Thanks for your patience and listening to me.

8/29/12