Đưa ra những lời hướng dẫn hiệu quả trong các lớp học tiếng anh như một ngoại ngữ tại trường đại học ngoại ngữ huế

HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES FACULTY OF ENGLISH  NGUYEN THI THU PHUONG GIVING EFFECTIVE INSTRUCTIONS IN EFL CLASSES AT HUE UNIVERSITY OF FOREIGN LANGUAGES Submitted in partial fulfillment of the requirements for the degree of Bachelor of Arts Hue, Academic year 2016 - 2020 HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES FACULTY OF ENGLISH  NGUYEN THI THU PHUONG GIVING EFFECTIVE INSTRUCTIONS IN EFL CLASSES AT HUE UNIVERSITY OF FOREIGN LANGUAGES Submitted in partial fulfillment of the requirements for the degree of Bachelor of Arts SUPERVISOR: Assoc Prof TRUONG VIEN, Ph.D Hue, Academic year 2016 - 2020 ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHOA TIẾNG ANH  NGUYỄN THỊ THU PHƯƠNG NGHIÊN CỨU VỀ VIỆC ĐƯA RA LỜI HƯỚNG DẪN HIỆU QUẢ TRONG CÁC LỚP HỌC TIẾNG ANH NHƯ MỘT NGOẠI NGỮ TẠI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ HUẾ NGƯỜI HƯỚNG DẪN KHOA HỌC: PGS.TS TRƯƠNG VIÊN Huế, niên khóa 2016 - 2020 i STATEMENT OF ORIGINALITY This work has not previously been submitted for a degree or diploma in any college or university To the best of my knowledge, no material previously published or written by another one except where due reference is made in the thesis itself is contained In addition, I agree that the origin of my paper deposited in the library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the librarian or the care, loan or reproduction of the paper Date: ./ / Signature Nguyen Thi Thu Phuong ii ACKNOWLEDGEMENTS On the completion of this work, I wish to express my deepest gratitude to the help and support of many individuals I am highly grateful to all those who contributed This thesis would not have been completed without my supervisor, Dr Truong Vien, who gave me the benefit of his wisdom, advice and patience, who made valuable suggestions and careful critical comments that helped me to carry out this study I am also gratefully indebted to him for helping me know how to use SPSS for the statistical analysis of the data Besides, I would like to express my special sincere thanks to 40 lecturers who participated in my research as the direct participants Without their passionate participation and input, this survey could not have been successfully conducted Their cooperation, enthusiasm and support virtually made me touched and grateful Finally, I must express my truly love and profound gratitude to my beloved friends and family for supporting me wholeheartedly through the process of researching and writing this thesis iii ABSTRACT Giving instructions, especially giving effective instructions (GEI) has always been used in EFL classes for a variety of purposes It is an indispensable part of English language teaching-learning, which is necessary for EFL teachers to guide students and facilitate them in classroom activities There have been several studies all over the world concerning the impact of GEI in teaching English as a foreign language Nonetheless, so far in the context of Vietnam, there has been a few studies in the field of GEI This descriptive study therefore aims to investigate how EFL teachers perceive GEI, the techniques of GEI as well as to seek for possible challenges and suggestions for this issue The current study was conducted with the participation of 40 lecturers at Hue University of Foreign Languages Quantitative and qualitative data were collected via questionnaires and semi-structured interviews The findings showed that EFL teachers had very high perceptions towards GEI However, there remained a slight difference between their perceptions and application of GEI The study also addresses pedagogical implications and makes suggestions for enhancing the effectiveness of giving instructions Key words: Giving instructions, effectiveness, EFL teachers, perceptions, practice iv LIST OF FIGURES Figure 4.1 Mean scores of teachers‟ overall perceptions of GEI 29 v TABLE OF CONTENTS STATEMENT OF ORIGINALITY ii ACKNOWLEDGEMENTS iii ABSTRACT iv LIST OF FIGURES v TABLE OF CONTENTS vi LIST OF ABBREVIATIONS ix LIST OF TABLES x CHAPTER INTRODUCTION .1 1.1 Rationale 1.2 Research aims 1.3 Research questions 1.4 Significance of the study 1.5 Scope of the study 1.6 Organization of the thesis CHAPTER LITERATURE REVIEW 2.1 Theoretical backgrounds of giving effective instructions in EFL classes .5 2.1.1 Class management 2.1.2 Teacher talk 2.1.3 Giving instructions 2.2 Related studies on the use of giving effective instructions in EFL classes 15 2.3 Summary 18 CHAPTER 19 RESEARCH METHODOLOGY 19 3.1 Research design .19 3.2 Participants and research site 20 3.2.1 Participants for the questionnaires 20 vi 3.2.2 Participants for the semi-structured interviews 21 3.3 Research instruments .21 3.3.1 Questionnaires 22 3.3.2 Semi-structured interviews .23 3.4 Data collection procedures 25 3.4.1 Administering the pilot of the questionnaires 25 3.4.2 Administering the questionnaires 25 3.4.3 Administering the interviews 26 3.5 Data analysis procedures .26 3.5.1 Analysis of the questionnaires 26 3.5.2 Analysis of the semi-structured interviews 27 CHAPTER 28 RESULTS AND DISCUSSION .28 4.1 Findings from the questionnaires 28 4.1.1 Comparing total mean scores of seven clusters 29 4.1.2 Perception of the necessity of GEI 29 4.1.3 Perception of the common techniques of GEI 31 4.1.4 Perception of the general considerations of language for instruction 33 4.1.5 Pre-giving-instructions stage 35 4.1.6 While-giving-instructions stage 37 4.1.7 Post-giving-instructions stage 39 4.1.8 Challenges the teacher facing in giving instructions and some suggestions 41 4.2 Findings from the semi-structured interviews .42 4.2.1 Insights into the necessity of GEI 42 4.2.2 Insights into common techniques and the application of GEI 43 4.2.3 Insights into challenges in GEI and some suggestions 45 4.3 Discussion of the research results 47 4.3.1 Teachers‟ perceptions of the necessity of GEI 47 4.3.2 Teachers‟ perceptions of common techniques for GEI 48 vii 4.3.3 Teachers‟ perceptions of the general considerations of language for instruction 48 4.3.4 Teachers‟ perceptions of pre-giving-instructions stage 48 4.3.5 Teachers‟ perceptions of while-giving-instructions stage 48 4.3.6 Teachers‟ perceptions of post-giving-instructions stage 49 4.3.7 Teachers‟ perceptions of challenges in GEI and some suggestions .50 CHAPTER 51 CONCLUSIONS AND IMPLICATIONS 51 5.1 Summary of the major findings .51 5.2 Pedagogical implications .53 5.3 Limitations of present study 55 5.4 Suggestions for further study 55 REFERENCES 56 APPENDICES 60 QUESTIONNAIRE 60 INTERVIEW QUESTIONS (BOTH ENGLISH & VIETNAMESE) 68 INTERVIEW TRANSCRIPTIONS (in English) 69 RAW CALCULATIONS OF THE QUESTIONNAIRES 84 viii I: When you realize some students don't understand instruction, what you often do? T3: I often check student understanding after giving my instruction I'd say “now let me check your understanding What are you going to first? What are you going to next?” Something like that And then they can answer orally, and then I can make sure that they understand my instruction One suggestion to make give instruction effective in English Language Teaching is that inexperienced teacher should design a lesson plan with detail instructions If they cannot give instruction in a self-confident way, they can look at the lesson plan And read or just glance at the lesson plan, even experienced teachers, they should refer to the lesson plan in giving instruction So that I can make sure the task is understood correctly, by the students, and let them know it make sure that students can the task or activity in an effective way INTERVIEW - TEACHER Duration: 09 minutes 05 seconds I: Good afternoon, teachers, I'm going to film and conducting a research paper, even effective instruction in ESL classes at the University of Foreign Languages So, I have some questions to ask you to make the research paper, more clear Okay, so the first question is, you think that even effective instruction is important to the teacher? T4: Of course, it is important to the teacher, because when you give effective instructions, all students in your class can understand how to the exercises, how to the tasks, and they can effectively complete the task, without any difficulties or troubles 77 I: Yeah, thank you So, how is your application of giving effective instruction in reality and why? T4: I think first I will based on students‟ level of understanding because you know that in each class, there're strong students, but they also weak students, so I will give a help to based on the level of students to give a clear and simple instructions so that all of them can understand And also, I think it depends on some certain kinds of the task, because when you give instructions for the simple questions, or simple tasks, it's easy for you, and all the students can easily understand at first step, but with some tasks with vary activities that you have to give many types of instructions and specific steps to help them understand all of them I: Yeah And in terms of the method, in your opinion, which is the most effective method to guide students? We have step- by- step The second one is, saydo- check The next one is modeling And the last one, students recall T4: In my opinion, the most effective method to guide students is modeling, because you know that we have a quote that “mistakes make perfect”, so everyone can understand your instructions in the steps, but they may not really understand the way to do, or they may make mistakes, they can be confused with it But when you give a clear model, it is an example of the tasks that they will at first, and they can follow those steps, and through modeling, you can recognize students‟ mistakes in a task And you can help them check at first, to make sure that they won't make any mistakes in the other steps I: So, in your teaching experience, which method you use most of the time? T4: I mostly use modeling I: Thank you So, in your opinion, what factor that influences the effectiveness of giving effective instruction, the most? T4: it may be the teachers‟ way of giving pedagogical instructions, because you know that when you can clear and simple instructions, although students can understand and it will help her students avoid the mistakes and avoid the confusion in doing the task 78 I: Yeah, that's right And you meet any challenges when conducting giving instructions? T4: Yes, sometimes I have some difficulties such as I have said that the students‟ levels are different So, some of the weak students don't really understand so I have to spend much time explaining the game for them I: So what‟s the reason why when you realize some students not understand the instruction? You just use the way repeating the instruction or other techniques? T4: Besides explaining again for them I use other techniques For example, if I use, step by step but they still don't understand, I have to model for them because through the example they can easily understand that I: Have you ever forgot checking students‟ instructions? T4: Sometimes Yeah, because, you know, when we are in class, sometimes we cannot remember all the pedagogical implications in teaching I: So, based on your answer for the last question Do you think that the preparation instruction in the lesson plan is really important to the teacher to make their instruction more effective? T4: Certainly Because you know that the more specific details in the lesson plan we do, the more confident and clear of their instructions we can get in the class Because I usually give specific steps and instructions in the lesson plan And then once I write them, I can remember more clearly And in the long term, I can remember and follow all the steps in the class I: Yeah, I see, but you know, some people think that inexperienced teachers need to write down the instructions clearly and specifically in the lesson plan whereas others think that experienced teachers not need to that because they have been teaching English for several years So as an experienced teacher, what you think? T4: I think everything has two sides Although, of course, it is important for the inexperienced teachers because they don't have much experience and they are 79 the newbie in teaching So, they may be unconfident or sometimes nervous in class so they can forget some steps Therefore, if it's necessary, it's essential for them to write specific instructions, but also for experienced teachers, because everyone can make mistakes, right? Because sometimes we are tired, or sometimes we can lose our temper for some specific situations In fact, that may lead to our forgetting about the instruction, so it's important for both inexperienced and experienced teachers to write down specific instruction I: Yeah, thank you So, the last one The last question is you have any suggestions to make giving instruction effective in English Language Teaching? T4: I think the first one we should concern about is making clear and simple instructions to make sure that all the students in class can understand And the next one is to prepare some other types of instructions to replace it, to alter our previous type in case some which students don't understand For example, we can use modeling after making a say- do- check or after step-by- step if your students still don‟t understand Also, it is special for the inexperienced teachers to make clear and careful lesson plan so that they can remember the steps to the instruction I: And they can also look at the lesson plan if they forgot something T4: Yeah, I think it's not really shy for the teachers to look at that lesson plan Because it's important for us I: Okay, thank you so much for your cooperation Thank you! INTERVIEW - TEACHER Duration: 06 minutes 37 seconds I: The first question, you think that giving effective instruction is important to the teacher? T5: It is obviously important to the teacher, I believe 80 I: Yeah, so how is your application of giving effective instruction in reality and why? T5: I organize the steps of giving instructions well in my lesson plan together with teaching aids (slides, video, pictures, ) When I go to the class, I follow those steps and manage the class If the students are confused, I use Vietnamese to explain again But my English instructions are quite simple some students are rarely off track except for some weakest ones I: In your opinion, step- by- step, say- do- check, modeling and students recall Which is the most effective method to guide students? T5: I suppose the most effective method to guide students are both say-docheck and step-by-step because students have time to absorb instructions I use the approaches quite usually For step-by-step, the instructions are broken down to short, simple sentences For say-do-check, the teacher observes if all students act right or not after listen and watch what the teacher have just done I: So, in your teaching experience, which method you use most of the time? T5: I mostly use say-do-check for normal activities For the complex ones, I use step-by-step to simplify and break the instructions down I: What factor that influences the effectiveness of giving effective instruction the most? T5: Students almost stay the same every day From my observation and experience, I realized that students actively engage in the lesson that I prepare well, I instruct them smoothly On the other hand, they feel bored and confused if I am confused with my unplanned lesson Preparation is a key, as I said before I: Is there any challenges when conducting giving instructions? T5: Yes, sure Students are of various level so not all of them are able to understand my instructions at first Instead of asking the teacher, they turn to their peers for help Some of them take this chance to chit-chat so the class become noisy 81 and like a mess I have to talk louder to manage, it‟s always take me 3-5 minutes at the beginning of every classes I: So what happens if you realize some students not understand the instruction? T5: Besides explaining again, I often move around the class to give help However, I always check the class‟ understanding by asking concept check questions or ask someone to remind what the class need to right then I: Have you ever forgot checking students‟ instructions? T5: Sometimes, I confess For many reasons like the time limit, stress, I would say forgetting is inevitable I: Yeah So, the last one The last question is you have any suggestions to make giving instruction effective in English Language Teaching? T5: Make instruction as clear, short and simple as possible regardless of which level the students have If you don‟t know how to simplify the instruction, just study more and spend time for it I: Okay, thank you so much for your cooperation Thank you! INTERVIEW - TEACHER Duration: 05 minutes 12 seconds I: Do you think that giving effective instruction is important to the teacher? T6: Definitely yes It is important to the teacher to instruct students before get them to any activity or game or exercise so that they know clearly what they need to I: Yeah, so how is your application of giving effective instruction in reality and why? T6: I will think of what to say then write down my specific instructions for each activity in the lesson plan And I think it depends on the task since each task I instruct quite differently This is my tip, I always imagine what will happen if I 82 this, blah blah so I can prepare well for the lesson Preparation is a must Prepare well, perform well Based on the experience I gained for a long time, I can manage the class then I: In your opinion, step- by- step, say- do- check, modeling and students recall Which is the most effective method to guide students? T6: Step-by-step are the most effective method because students have time to absorb instructions I use signal words like First, second, next, etc to indicate the different stages of an activity would help make the instructions clear for the students I: So, in your teaching experience, which method you use most of the time? T6: I mostly use say-do-check for normal activities For the complex ones, I use step-by-step to simplify I: What factor that influences the effectiveness of giving effective instruction the most? T6: From my observation and experience, preparation is a key factor I: Is there any challenges when conducting giving instructions? T6: My big challenge is just lying on problematic hyperactive and weak students For these students, I make more efforts, time and care to help them I: So what happens if you realize some students not understand the instruction? T6: I often circulate the class to give students further help after giving their time signal, in case there are just a few students I never let more than 20% of the students be confused before they start any activity I: Have you ever forgot checking students‟ instructions? T6: Oh yeah sometimes but not often Back in time, I met this problem quite often at the first years working as a novice teacher Now it rarely happens I: Do you have any suggestions to make giving instruction effective in English Language Teaching? T6: Firstly, set up clearly what we want students to Secondly, try to simplify language use in giving instructions Next, let me see you can give models 83 or examples to illustrate what students are expected to Uhmmm…I think that‟s all that I can give you now I: Okay Thank you so much! APPENDIX RAW CALCULATIONS OF THE QUESTIONNAIRES Reliability Statistics Reliability of the questionnaire Reliability Statistics Cronbach's Alpha N of Items 811 42 Descriptive Statistics Descriptive Statistics of the questionnaire N Q1- NEC Q2- NEC Q3- NEC Q4- NEC Q5- CT Q6- CT Q7- CT Q8- CT Q9- CT Q10- CT Q11- GEN Q12- GEN Q13- GEN Q14- GEN Q15- GEN Q16- PRE Q17- PRE 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 Descriptive Statistics Minimum Maximum 5 5 5 5 5 5 5 5 84 Mean Std Deviation 4,58 ,636 4,42 ,675 4,28 ,784 4,35 ,662 4,27 ,716 4,27 ,716 3,93 ,764 3,93 ,888 3,80 ,758 3,78 ,947 3,47 1,012 3,80 ,758 4,02 ,733 3,50 1,086 2,90 1,128 4,18 ,594 4,13 ,607 Q18- PRE Q19- PRE Q20- PRE Q21- PRE Q22- WHI Q23- WHI Q24- WHI Q25- WHI Q26- WHI Q27- WHI Q28- WHI Q29- WHI Q30- WHI Q31- WHI Q32- POST Q33- POST Q34- POST Q35- POST Q36- DIF Q37- DIF Q38- DIF Q39- DIF Q40- DIF Q41- DIF Q42- DIF Valid N (listwise) 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 5 5 5 5 5 5 5 5 5 5 5 5 4,20 4,25 3,53 4,05 3,43 4,50 4,50 4,32 4,10 4,35 3,85 4,25 4,23 4,27 4,27 4,25 3,95 4,52 3,20 3,43 2,95 2,75 2,85 2,77 3,20 ,608 ,670 ,933 ,749 ,903 ,506 ,506 ,474 ,744 ,622 ,770 ,670 ,698 ,599 ,716 ,670 ,749 ,599 1,067 ,903 1,011 1,056 ,802 1,121 1,137 40 N NEC CT GEN PRE WHI POST DIF Valid N (listwise) 3 2 4 3 2 2 3 2 1 1 40 40 40 40 40 40 40 40 Descriptive Statistics Minimum Maximum 2,00 5,00 2,00 4,83 2,20 4,40 3,33 5,00 3,60 4,70 3,50 5,00 1,71 4,43 85 Mean Std Deviation 4,4063 ,54798 3,9958 ,48111 3,5400 ,55691 4,0542 ,35684 4,1800 ,29194 4,2500 ,37553 3,0214 ,76251 One Sample T-Test One Sample T-Test of the questionnaire One-Sample Statistics N Q1 Q2 Q3 Q4 NEC 40 40 40 40 40 Mean 4,58 4,43 4,28 4,35 4,4063 Std Deviation ,636 ,675 ,784 ,662 ,54798 Std Error Mean ,101 ,107 ,124 ,105 ,08664 One-Sample Test Test Value = Q1 Q2 Q3 Q4 NEC t 15,662 13,350 10,285 12,894 16,230 df 39 39 39 39 39 Sig (2tailed) ,000 ,000 ,000 ,000 ,000 Mean Difference 1,575 1,425 1,275 1,350 1,40625 One-Sample Statistics Std N Mean Deviation 40 4,28 ,716 40 4,28 ,716 40 3,93 ,764 40 3,93 ,888 40 3,80 ,758 40 3,78 ,947 40 3,9958 ,48111 Q5 Q6 Q7 Q8 Q9 Q10 CT t df Std Error Mean ,113 ,113 ,121 ,140 ,120 ,150 ,07607 One-Sample Test Test Value = Sig (2Mean tailed) Difference 86 95% Confidence Interval of the Difference Lower Upper 1,37 1,78 1,21 1,64 1,02 1,53 1,14 1,56 1,2310 1,5815 95% Confidence Interval of the Difference Q5 Q6 Q7 Q8 Q9 Q10 CT Q11 Q12 Q13 Q14 Q15 GEN 11,268 11,268 7,656 6,586 6,676 5,176 13,091 39 39 39 39 39 39 39 ,000 ,000 ,000 ,000 ,000 ,000 ,000 1,275 1,275 ,925 ,925 ,800 ,775 ,99583 One-Sample Statistics Std N Mean Deviation 40 3,48 1,012 40 3,80 ,758 40 4,03 ,733 40 3,50 1,086 40 2,90 1,128 40 3,5400 ,55691 Lower 1,05 1,05 ,68 ,64 ,56 ,47 ,8420 Upper 1,50 1,50 1,17 1,21 1,04 1,08 1,1497 Std Error Mean ,160 ,120 ,116 ,172 ,178 ,08806 One-Sample Test Test Value = Q11 Q12 Q13 Q14 Q15 GEN Q16 Q17 Q18 t 2,967 6,676 8,840 2,912 -,561 6,132 df 39 39 39 39 39 39 Sig (2tailed) ,005 ,000 ,000 ,006 ,578 ,000 Mean Difference ,475 ,800 1,025 ,500 -,100 ,54000 One-Sample Statistics Std N Mean Deviation 40 4,18 ,594 40 4,13 ,607 40 4,20 ,608 87 95% Confidence Interval of the Difference Lower Upper ,15 ,80 ,56 1,04 ,79 1,26 ,15 ,85 -,46 ,26 ,3619 ,7181 Std Error Mean ,094 ,096 ,096 Q19 Q20 Q21 PRE 40 40 40 40 4,25 3,53 4,05 4,0542 ,670 ,933 ,749 ,35684 ,106 ,148 ,118 ,05642 One-Sample Test Test Value = Q16 Q17 Q18 Q19 Q20 Q21 PRE t 12,504 11,720 12,490 11,802 3,557 8,862 18,684 df 39 39 39 39 39 39 39 Sig (2Mean tailed) Difference ,000 1,175 ,000 1,125 ,000 1,200 ,000 1,250 ,001 ,525 ,000 1,050 ,000 1,05417 95% Confidence Interval of the Difference Lower Upper ,98 1,37 ,93 1,32 1,01 1,39 1,04 1,46 ,23 ,82 ,81 1,29 ,9400 1,1683 One-Sample Statistics N Q22 Q23 Q24 Q25 Q26 Q27 Q28 Q29 Q30 Q31 WHI 40 40 40 40 40 40 40 40 40 40 40 Mean 3,43 4,50 4,50 4,33 4,10 4,35 3,85 4,25 4,23 4,28 4,1800 88 Std Deviation ,903 ,506 ,506 ,474 ,744 ,622 ,770 ,670 ,698 ,599 ,29194 Std Error Mean ,143 ,080 ,080 ,075 ,118 ,098 ,122 ,106 ,110 ,095 ,04616 One-Sample Test Test Value = Q22 Q23 Q24 Q25 Q26 Q27 Q28 Q29 Q30 Q31 WHI t 2,978 18,735 18,735 17,667 9,348 13,722 6,985 11,802 11,107 13,471 25,563 df 39 39 39 39 39 39 39 39 39 39 39 Sig (2Mean tailed) Difference ,005 ,425 ,000 1,500 ,000 1,500 ,000 1,325 ,000 1,100 ,000 1,350 ,000 ,850 ,000 1,250 ,000 1,225 ,000 1,275 ,000 1,18000 95% Confidence Interval of the Difference Lower Upper ,14 ,71 1,34 1,66 1,34 1,66 1,17 1,48 ,86 1,34 1,15 1,55 ,60 1,10 1,04 1,46 1,00 1,45 1,08 1,47 1,0866 1,2734 One-Sample Statistics N Q32 Q33 Q34 Q35 POST 40 40 40 40 40 Mean Std Deviation 4,28 ,716 4,25 ,670 3,95 ,749 4,53 ,599 4,2500 ,37553 Std Error Mean ,113 ,106 ,118 ,095 ,05938 One-Sample Test Test Value = Q32 Q33 Q34 Q35 t 11,268 11,802 8,018 16,112 df 39 39 39 39 Sig (2tailed) ,000 ,000 ,000 ,000 89 Mean Difference 1,275 1,250 ,950 1,525 95% Confidence Interval of the Difference Lower Upper 1,05 1,50 1,04 1,46 ,71 1,19 1,33 1,72 POST 21,052 N Q36 Q37 Q38 Q39 Q40 Q41 Q42 DIF 39 ,000 One-Sample Statistics Std Mean Deviation 40 3,20 1,067 40 3,43 ,903 40 2,95 1,011 40 2,75 1,056 40 2,85 ,802 40 2,78 1,121 40 3,20 1,137 40 3,0214 ,76251 1,25000 1,1299 1,3701 Std Error Mean ,169 ,143 ,160 ,167 ,127 ,177 ,180 ,12056 One-Sample Test Test Value = Q36 Q37 Q38 Q39 Q40 Q41 Q42 DIF NEC CT GEN PRE WHI POST DIF t 1,185 2,978 -,313 -1,497 -1,183 -1,270 1,113 ,178 df 39 39 39 39 39 39 39 39 Sig (2Mean tailed) Difference ,243 ,200 ,005 ,425 ,756 -,050 ,142 -,250 ,244 -,150 ,212 -,225 ,273 ,200 ,860 ,02143 95% Confidence Interval of the Difference Lower Upper -,14 ,54 ,14 ,71 -,37 ,27 -,59 ,09 -,41 ,11 -,58 ,13 -,16 ,56 -,2224 ,2653 One-Sample Statistics Std N Mean Deviation Std Error Mean 40 4,4063 ,54798 ,08664 40 3,9958 ,48111 ,07607 40 3,5400 ,55691 ,08806 40 4,0542 ,35684 ,05642 40 4,1800 ,29194 ,04616 40 4,2500 ,37553 ,05938 40 3,0214 ,76251 ,12056 90 One-Sample Test Test Value = NEC CT GEN PRE WHI POST DIF t 16,230 13,091 6,132 18,684 25,563 21,052 ,178 df 39 39 39 39 39 39 39 Sig (2tailed) ,000 ,000 ,000 ,000 ,000 ,000 ,860 91 Mean Difference 1,40625 ,99583 ,54000 1,05417 1,18000 1,25000 ,02143 95% Confidence Interval of the Difference Lower Upper 1,2310 1,5815 ,8420 1,1497 ,3619 ,7181 ,9400 1,1683 1,0866 1,2734 1,1299 1,3701 -,2224 ,2653