MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY COLLEGE OF FOREIGN LANGUAGES DOAN TIEN HUU ADAPTING THE PROCESS - ORIENTED WRITING INSTRUCTION TO IMPROVE THE 12th - GRADE STUDENTS’ WRITING SKILLS: A CASE STUDY AT HUONG GIANG AND NAM DONG UPPER - SECONDARY SCHOOLS, NAM DONG DISTRICT - THUA THIEN HUE PROVINCE MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING HUE, 2014 MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY COLLEGE OF FOREIGN LANGUAGES DOAN TIEN HUU ADAPTING THE PROCESS - ORIENTED WRITING INSTRUCTION TO IMPROVE THE 12th - GRADE STUDENTS’ WRITING SKILLS: A CASE STUDY AT HUONG GIANG AND NAM DONG UPPER -SECONDARY SCHOOLS, NAM DONG DISTRICT THUA THIEN HUE PROVINCE MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 60.14.01.11 SUPERVISOR: HO THI KIEU OANH, Ph D HUE, 2014 i BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ ĐOÀN TIẾN HỮU ÁP DỤNG PHƯƠNG PHÁP DẠY HỌC VIẾT THEO ĐỊNH HƯỚNG TIẾN TRÌNH ĐỂ NÂNG CAO KỸ NĂNG VIẾT CHO HỌC SINH LỚP 12 TẠI TRƯỜNG TRUNG HỌC PHỔ THÔNG HƯƠNG GIANG VÀ TRƯỜNG TRUNG HỌC PHỔ THÔNG NAM ĐÔNG - HUYỆN NAM ĐÔNG - TỈNH THỪA THIÊN HUẾ LUẬN VĂN THẠC SĨ LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH MÃ SỐ: 60.14.01.11 NGƯỜI HƯỚNG DẪN KHOA HỌC: TS HỒ THỊ KIỀU OANH HUẾ, 2014 ii STATEMENT OF AUTHORSHIP I hereby acknowledge that this study is mine The data and findings discussed in the thesis are true, used with permission from associates and have not been published elsewhere Author Doan Tien Huu iii ABSTRACT The field of English language education has seen developments in writing pedagogy, moving from product-based to process-based and then to genre-based approaches In Vietnam, teaching secondary school students how to write in English is still lagging behind these growing developments Product-based approach (PBA) is commonly seen in English writing classes in Vietnamese upper-secondary schools Within that context of teaching and learning writing, this paper outlines the teachers’ perceptions, their knowledge on the POA and POA activities applied in the writing lessons Also, the study tried to investigate students’ perceptions on the POA strategy and the effectiveness of the POA implementation in English writing classes at high schools in Nam Dong District In addition, the study following a two-group pre-test and post-test design aimed to examine the effects of the process-oriented approach on students’ English writing performance Student participants were 200 12th-grade students at Huong Giang and Nam Dong upper-secondary schools and ten English teacher participants Student participants were involved in a POA intervention strategy with seven writing sessions, each session was taught every two weeks Three instruments were used to collect data: the questionnaire on teacher participants’ perceptions towards the writing process, the questionnaire on knowledge of the teacher participants about the POA, the questionnaire on student participants’ perceptions towards the writing process, the English writing tests, and the classroom observation on their test writing performance The data collected from the pre-questionnaires and post-questionnaires, and the pre-tests and post-tests They were computed and qualitatively and quantitatively analyzed by using Paired-Sample T-test, SPSS,Version 16.0.1 The results indicated the positive perceptions of English teachers and the POA activities used regularly by the teachers Most of the teachers have high-skill understandings and positive attitudes towards the new teaching approach Also, the findings identified a significant change in learners’ writing performance and their perceptions towards the writing process between the two groups after the study: student participants in the experimental group improved in their writing performance Moreover, there was a tightly relationship between students’ perceptions and their writing performance iv ACKNOWLEGEMENTS I would like to acknowledge and express my gratitude to my supervisor Dr Ho Thi Kieu Oanh for her insightful comments and constructive supervision throughout my research I also wish to thank all the staff members of the Department of Post graduate, Hue Foreign Languages University for providing me best conditions to fulfill my thesis I would like to acknowledge and express my appreciation to the administrators of Nam Dong and Huong Giang upper-secondary schools for their constant support and concerns while the work was in progress My special thanks are sent to English teachers in English Sub-Group at Huong Giang upper-secondary school and English teachers in English Group at Nam Dong upper-secondary school I would also like to thank my colleagues, Mrs Nguyen Thi Nhu Y at Nam Dong upper-secondary school and Mrs Nguyen Thi Oanh at Huong Giang upper-secondary school who have helped me with data collection for this study I also wish to give my thanks to the 12th-grade students at Nam Dong upper-secondary school and Huong Giang upper-secondary school who have actively participated in this research project Finally, my sincere thanks go to my family, my friends and especially my wife who encouraged and helped me to carry out this thesis v TABLE OF CONTENTS Content Pages SUB COVER PAGE i STATEMENT OF AUTHORSHIP iii ABSTRACT iv ACKNOWLEDGEMENTS .v TABLE OF CONTENTS vi LIST OF ABBREVIATIONS .xiii LIST OF TABLES xiv LIST OF FIGURES .xvi CHAPTER INTRODUCTION………………………………………………………………….… 1.1 Rationale………………………………………………………………………… 1.2 Aims and Objectives of the Study………………………………………………… 1.3 Scope of the Research……………………………………………………… ……… .3 1.4 Research Questions…………………………………………………………….…… 1.5 Significance of the Study……………………………………………………… … .3 1.6 Organization of the Study……………………………………………………… .4 1.7 Summary………………………………………………………………………… …… CHAPTER LITERATURE REVIEW AND THEORETICAL BACKGROUND……… …… 2.1 Literature Review…………………………………………………………… 2.1.1 Previous Studies Related to the Research………………………………… …… 2.1.2 Writing and Approaches of Teaching Writing…………………………… .8 2.1.2.1 What is Writing? 2.1.2.2 Some View Points of Writing……………………………….…………… 2.1.2.3 The Importance of Writing………………………………… 10 2.1.2.4 Approaches of Teaching Writing…………………………… 11 2.1.2.5 The View Points of the Product and Process Writing……… ………… 11 2.1.2.6 Product Approach………………………………………… … .12 2.2 Process - oriented Approach……………………………………………… … 13 vi 2.2.1 Theoretical Background of Process - oriented Approach……………… … .14 2.2.1.1 Definition of Process - Oriented Writing Instruction…………… … .14 2.2.1.2 The Process Approach to Teaching Writing…………………… 14 2.2.1.2.1 The Overview of the Writing Process…………………………… 14 2.2.1.2.2 The Perception of Writing as Process………………………… …16 2.2.1.2.3 Features of the Process Approach………………………………… 16 2.2.1.2.4 Stages in the Writing Process………………………………… 17 2.2.1.3 Process Models of Writing…………………………………………… …18 2.2.1.3.1 White and Arndt’s Writing Process Model……………………….… 18 2.2.1.3.2 Harmer’s Writing Process Model…………………………… … .19 2.2.1.3.3 Tribble’s Writing Process Model………………………………… .20 2.2.1.3.4 Seow’s Writing Process Model………………………………….… .20 2.2.2 Procedures for Process Approach Instruction…………………… …… … .21 2.2.2.1 Planning (Pre-writing)………………………………………… …… .21 2.2.2.2 Drafting………………………………………………………… … 22 2.2.2.3 Responding……………………………………………………… …… .22 2.2.2.4 Editing………………………………………………………… …… ….23 2.2.2.5 Evaluating…………………………………………………… …… 23 2.2.2.6 Post-writing………………………………………………… …….… .23 2.2.3 Process-oriented Writing Framework………………………………… 24 2.2.4 Advantages of the Process Approach………………… …………… … 26 2.2.5 Writing Performance…………………………………………… …26 2.2.5.1 Evaluation of Writing Performance……………………… ……… 27 2.2.5.2 Teaching Prompts…………………………… ………………… … ….28 2.2.5.3 Rating Scales Used for Assessment of Upper - Secondary School Students’ Written Products…………………………… ……………………….… 29 2.3 Concluding Remarks…………………………………… ………………………… 34 CHAPTER RESEARCH DESIGN AND METHODOLOGY………….……… 36 3.1 Description of Variables………………………………………………… … 36 3.1.1 Independent Variable………………………………………………… 36 3.1.2 Dependent Variables………………………………………………… …36 3.2 Research Design………………………………………………………… ………… 36 3.3 Participants…………………………………………… ………………… ……… 37 3.4 Background Information about English Teachers and Eight Classes at two Schools……………………………………………………………………….37 vii 3.5 The Programme………………………………… …….……… ……… …… 38 3.5.1 The Goals of Writing Instruction…………………………… ……………… 38 3.5.2 Advantages of Using Peer Evaluation in the ESL Writing Class… ……39 3.5.3 Lesson Plan .39 3.6 Instruments 43 3.6.1 Questionnaires on Teachers’ Perceptions 44 3.6.2 Questionnaires on Students’ Attitudes towards Learning English Writing Skill…… 44 3.6.3 Pre - Questionnaires on Students’ Perceptions of the Writing Process……… 44 3.6.4 Post - Questionnaires on Students’ Perceptions of the Writing Process……… 45 3.6.5 Pre -Tests and Post -Tests………… ……………………………… 45 3.6.6 Pre - Classroom Observation………………… ………………… 46 3.6.7 Post - Classroom Observation……………………………………………… 46 3.6.8 Pilot Phase………………………………………………………… …46 3.6.8.1 PilotTesting…………………………………………… …………… 46 3.6.8.2 Pre - Questionnaire Pilot……………………………… .… 48 3.7 Materials………………………………………………………………… ………… 48 3.8 Data Collection…………………………………………………………… ……… .49 3.9 Data Analysis……………………………………………………………… … ….49 3.10 Summary……………………………….……….…………………… ………………51 CHAPTER FINDINGS AND DISCUSSIONS………………………………………… … …… 52 4.1 Findings……………………………………………………………….…… ……… 53 4.1.1 The Teachers’ Attitudes towards the Process - oriented Approach (POA) Applicationin English Writing Classes……….……………………………… 53 4.1.2 The Reality of the POA Application in Teaching English Writing Skills for the 12th - Grade Students at Huong Giang and Nam Dong Upper - Secondary Schools…………………………………… 54 4.1.2.1 The Teachers’ Understandings of the POA Application in Teaching English Writing Skills……………………………………………… .…… 54 4.1.2.2 The Teachers’ Activities in the Implementation the POA Strategy in Writing Classrooms…………………………… ………… …… 55 4.1.2.3 The Students’ and Teachers’ Difficulties in Process - oriented Writing Classes………………… …………………………………… ………… 56 4.1.2.3.1 The Students’ Difficulties in Process - oriented English Writing Classes…………………………………………………………… 56 viii 4.1.2.3.2 The Teachers’ Difficulties in Applying the Process Approach in English Writing Classes……………………………………… …….… .58 4.1.3 The Students’ Perceptions of the POA before and after the POA Intervention…………………………… ……………………………… 59 4.1.3.1 The Students’ Attitudes towards Learning Writing in Context of English Writing Classes………………………………… ….…… … .59 4.1.3.2 The Students’ Perceptions of the POA Strategy before and after the POA Intervention……………… …………………………………… … 60 4.1.3.2.1 The Students’ Pre - stage Perceptions of the POA Strategy…….… …60 4.1.3.2.2 The Students’ Changes in Post - stage Perceptions of the POA Strategy…………………………………… ………………………… …62 4.1.3.3 The Students’ Changes in Their Perceptions of the POA Strategy After the POA Strategy……………… …… ………… …………… … .63 4.1.4 The Effectiveness of the Process - oriented Writing Strategy on the Students’ English Writing Performance before Adapting the POA Strategy and after Adapting the POA Strategy……………………………………………………65 4.1.4.1 The Control Group’s Written Test Performance without Adapting the POA Strategy……………………………………………………………… … 66 4.1.4.2 The Experimental Group’s Improvements in the Written Test Performance before and after Adapting the POA Strategy……………….…………………… …68 4.1.4.3 The Students’ Improvements in the Written Test Performance after Adapting the POA Strategy………………… …………… ………………… .70 4.1.4.4 The Pre - stage Relationship between the Students’ Perceptions towards the POA Strategy and their Written Test Performance… .………………… .73 4.1.4.5 The Post - stage Relationship between the Students’ Perceptions towards the POA Strategy and Their Written Test Performance……… ….…… …… 74 4.1.4.6 Comparison of the Pre - Observation and Post - Observation Results of the Experimental Group…………………………………….………………….… 74 4.2 Discussions……………………………………….……….………………… … .75 4.2.1 The Teachers’ Attitudes and Their Concepts towards the POA Application in English Writing Classes……………………………… ………………… ….… 75 4.2.2 The Reality of the POA Application in Teaching English Writing Skills for the 12th - grade Students at Huong Giang and Nam Dong Upper - Secondary Schools……………………………………………………………………… … 76 4.2.2.1 The Teachers’ Understandings of the POA and the Application of the POA Activities in Teaching English Writing Skills…… ……… …….… 76 ix B1.24 1.5 0.75 1.5 0.75 5.5 0.75 1.25 1.5 0.5 5.0 SUM 25.75 10.00 30.50 26.50 8.25 101.00 27.50 10.50 30.25 26.00 9.25 103.50 MEAN 1.073 4167 1.2708 1.1042 3438 4.2083 1.1458 4375 1.2604 1.0833 3854 4.3125 B4.1 1.5 0.25 1.5 0.5 0.25 4.0 1.25 0.25 1.5 0.5 4.5 B4.2 1.5 0.5 1.5 1 5.5 1.25 0.5 1.75 0.5 B4.3 1.5 0.5 1.5 4.5 1.25 0.25 1.5 1.5 4.5 B4.4 1.5 0.5 1.5 1.75 0.25 5.5 0.25 0.25 4.5 B4.5 0.5 1 0.5 0.5 0.5 1.25 0.25 3.5 B4.6 1.5 0.25 0.25 0.75 0.25 1.5 0.75 0.25 3.5 B4.7 0.5 0.5 1.5 0.25 0.25 0.25 1.5 0.25 B4.8 1.5 0.25 0.25 1.25 0.5 1.25 0.5 5.5 B4.9 0.5 0.25 1.5 0.25 3.5 0.5 0.75 1 0.25 3.5 B4.10 0.5 0.5 1.5 3.5 0.5 0.25 1 0.25 B4.11 0.5 0.75 1 0.25 3.5 1.25 0.5 1.5 1.25 0.5 B4.12 1.25 0.5 1.25 0.5 4.5 0.5 1.5 0.5 4.5 B4.13 1.75 0.5 1.5 1.25 0.5 5.5 2.25 0.5 1.25 1.0 B4.14 1.5 0.75 1.5 1.25 0.5 5.5 2.25 0.25 1 0.5 B4.15 1.5 0.25 0.5 0.25 2.5 1.5 0.5 1 0.5 4.5 B4.16 0.75 0.5 1 0.25 3.5 1.5 1.5 B4.17 1.75 0.5 1.5 1.25 0.5 5.5 1.75 0.25 1.5 0.5 B4.18 0.75 0.5 1.25 0.5 0.5 1.25 0.25 B4.19 0.5 0.5 1 0.5 3.5 0.5 1.5 0.5 4.5 B4.20 1.5 0.5 1.5 0.5 0.5 4.5 0.5 1.5 0.5 4.5 B4.21 1.5 0.5 0.5 5.5 1.5 0.75 1.5 0.75 5.5 B4.22 1.5 0.5 0.5 3.5 0.75 0.25 1.25 0.25 3.5 B4.23 0.5 1.25 1.25 0.5 4.5 1.25 0.5 1.5 1.25 0.5 SUM 26.75 10.25 29.25 22.50 7.75 96.50 26.75 9.25 31.25 26.00 9.25 102.50 MEAN 1.1630 4457 1.2717 9783 3370 4.1957 1.1630 4022 1.3587 1.1304 4022 4.4565 0.5 1.25 0.5 B1.1 1.25 0.5 LVI 0.5 1.5 0.5 0.5 B1.2 1.5 0.5 1.75 0.75 5.5 1.75 0.75 1.5 1 B1.3 1.5 0.75 1.25 1.5 0,5 1.75 0.5 1.5 1.5 0.25 5.5 B1.4 1.25 0.75 1.5 1.5 0.5 5.5 1.75 0.75 1.5 1.5 0.5 B1.5 0.75 0.5 1.5 1.25 0.5 4.5 1.5 0.5 1 0.5 4.5 B1.6 0.75 0,5 1.5 0.5 0.75 3.5 1.75 0.75 0.5 0.5 4.5 B1.7 0.5 0.5 1.5 0.5 0.5 3.5 1.5 0.5 1.5 0.5 0.5 4.5 B1.8 1.75 0.5 1.75 0.5 5.5 1.5 0.25 0.25 B1.9 0.75 0.5 1.25 0.5 1.5 0.5 1.5 1.25 0.25 B1.10 0.75 0.5 1.5 1.25 0.5 4.5 1.5 0.5 1.5 1.5 0.5 5.5 B1.11 1.75 0.75 1.5 0.5 5.5 0.75 1.5 0.25 4.5 B1.12 1.25 0.75 1.5 1.5 0.5 5.5 1.75 0.5 1.75 1.5 0.5 B1.13 1.5 0.75 1.5 1.5 0.75 1.75 0.5 1.25 1.5 0.5 5.5 B1.14 0.75 1.5 1.5 0.75 5.5 1.75 0.5 1.5 0.75 5.5 B1.15 1.25 0.5 0.75 0.5 0.5 3.5 1.5 0.25 0.75 0.5 0.5 3.5 B1.16 0.5 1 0.5 1.75 0.5 1 0.25 4.5 B1.17 1.5 0.75 1.5 1.25 0.5 5.5 1.5 0.75 1.5 1.25 0.5 5.5 B1.18 0.5 1.5 1.5 0.5 1.75 0.5 1.25 1.5 0.5 5.5 B1.19 0.5 1.5 0.5 4.5 1.5 0.5 1 0.5 4.5 B1.20 0.5 1.5 1.5 0.5 1.75 0.75 1.5 1.5 0.5 B1.21 1.75 0.5 1.75 0.5 5.5 1.75 0.5 1.25 0.5 B1.22 1.25 0.5 1.5 1.5 0.25 1.25 0.5 0.75 1.5 0.5 4.5 B1.23 1.5 0.5 1.5 0.5 0.5 4.5 1.5 0.25 1.5 0.25 0.5 B1.24 1.75 0.5 1.25 1.25 0.75 5.5 1.5 0.75 1.5 1.25 0.5 5.5 B1.25 1.5 0.75 1.5 1.25 0.5 5.5 1.75 0.5 1.25 0.5 0.5 4.5 B1.26 0.5 1.75 0.5 0.25 1.5 0.75 1.25 0.5 B1.27 0.75 0.75 0.5 1.75 0.5 1.5 1.25 0.5 5.5 SUM 33.75 15.25 38.75 29.00 13.75 130.50 43.50 14.75 36.50 28.75 MEAN 1.2500 5648 1.4352 1.0741 5093 4.8333 1.6111 5463 1.3519 1.0648 4815 5.0556 B2.1 1.75 1.5 0.25 5.5 LVII 1.75 0.75 1.5 13.00 136.50 0.5 5.5 B2.2 1.5 1.5 0.5 5.5 1.5 0.5 1.5 0.5 B2.3 1.75 0.75 1.75 0.25 5.5 0.75 1.25 0.5 5.5 B2.4 1.5 0.75 1.5 0.5 0.25 4.5 1.5 0.75 0.75 0.5 4.5 B2.5 1.5 0.5 1.25 1.5 0.25 0.75 0.75 0,5 4.5 B2.6 1.75 0.75 1.25 0.25 1.75 0.75 1.5 0.5 5.5 B2.7 1.75 0.75 0.5 1.5 0.5 B2.8 1.5 0.75 1.75 0.5 0.5 1.5 0.75 0.75 0.5 4.5 B2.9 1.75 0.75 1.25 0.25 1.75 0.5 0.75 0.5 4.5 B2.10 1.5 1.25 1.5 0.25 5.5 0.5 1 0.5 B2.11 1.5 1.25 1.5 0.75 0.5 5.5 1.75 0.75 1 0.25 B2.12 1.75 1.25 1.5 0.5 1.75 0.75 1.5 0.5 5.5 B2.13 1.5 0.75 1.5 0.75 0.5 0.5 1.5 0.5 5.5 B2.14 1.5 0.75 0.75 0.5 0.5 0.75 1.5 0.75 0.5 4.5 B2.15 1.5 0.5 1.5 0.5 0.75 1.5 0.25 5.5 B2.16 1.5 0.75 1.25 0.5 0.5 4.5 0.5 1.5 0.5 5.5 B2.17 0.75 1.25 0.5 0.5 1.5 0.25 1.5 0.75 0.5 4.5 B2.18 0.75 0.75 1.75 0.25 4.5 1.5 0.5 1.5 0.5 0.5 4.5 B2.19 1.25 1.5 1.25 0.5 5.5 1.25 0.25 1.25 0.75 0.5 B2.20 1.75 0.75 1.5 0.5 5.5 1.75 0.5 1.75 0.5 5.5 B2.21 1.75 0.75 1.75 0.25 5.5 1.75 0.5 1.5 0.75 0.5 B2.22 1.75 0.75 1.25 0.75 0.5 1.5 0.75 1.5 0.5 0.75 B2.23 0.75 0.75 1.25 1.25 0.5 4.5 0.5 1.5 0.75 0.25 B2.24 1.75 1.25 1.25 1.25 0.5 1.75 1.25 1.5 0.5 B2.25 1.75 1.25 1.5 0.5 1.5 1.5 1 0.5 5.5 B2.26 1.75 1.25 1.25 1.25 0.5 1.75 1.5 1.25 0.5 SUM 39.75 23.00 36.25 24.25 10.75 134.00 43.50 18.00 34.25 24.00 12.00 132.00 MEAN 1.5288 8846 1.3942 9327 4135 5.1538 1.6731 6923 1.3173 9231 4615 5.0769 LVIII APPENDIX 26 STATISTICS OF THE SECTION TEST RESULTS OF THE CONTROL GROUP Sections Stages Mean Std Deviation Std Error N Mean Section Section Section Section Section Total Pre-test 1.2600 44935 04494 100 Post-test 1.4125 44999 04500 100 Pre-test 5850 27803 02780 100 Post-test 5250 24231 02423 100 Pre-test 1.3475 32547 03255 100 Post-test 1.3225 31642 03164 100 Pre-test 1.0225 36600 03660 100 Post-test 1.0475 32313 03231 100 Pre-test 4050 22691 02269 100 Post-test 4350 20603 02060 100 Pre-test 4.6200 99015 09902 100 Post-test 4.7450 81183 08118 100 LIX APPENDIX 27 STATISTICS OF THE PRE AND POST-SECTION TEST RELATIONSHIPS OF THE CONTROL GROUP Paired Differences Test Stage Sections Relationship 95% Confidence Interval of the Std Difference Sig Std Error Deviation Mean Lower Section Pre-test – Post-test -.15250 39231 03923 -.23034 -.07466 -3.887 99 000 Section Pre-test – Post-test 06000 24131 02413 01212 10788 2.486 99 015 Section Pre-test – Post-test 02500 34359 03436 -.04318 09318 728 99 469 Section Pre-test – Post-test -.02500 30464 03046 -.08545 03545 -.821 99 414 Section Pre-test – Post-test -.03000 18559 01856 -.06683 00683 -1.616 99 109 -.24496 -.00504 -2.068 99 041 Mean Total Pre-test –Post-test -.12500 60459 06046 LX Upper t df (2-tailed) APPENDIX 28 THE TEST RESULTS OF THE EXPERIMENTAL GROUP EXPERIMENTAL GROUP PRE - TEST CODE POST - TEST S1 S2 S3 S4 S5 Total S1 S2 S3 S4 S5 Total (3.5ps) (1.5ps) (2.5ps) (1.5ps) (1.0p) (10 ps) (3.5ps) (1.5ps) (2.5ps) (1.5ps) (1.0p) (10 ps) B2.1 1.5 0.5 0.5 5.5 0.75 2.25 1.0 1.0 B2.2 0.75 1.5 0.25 4.5 1.5 0.5 2.0 1.5 1.0 6.5 B2.3 0.5 1.5 1.5 0.5 1.0 1.0 0.5 4.5 B2.4 1.5 0.5 1.5 0.5 1.5 1.0 0.5 B2.5 0.5 0.75 1.5 0.25 2.0 0.5 2.0 1.5 0.5 6.5 B2.6 0.5 1.5 1.5 0.5 2.0 1.0 0.5 5.5 B2.7 0,5 0.5 2.5 2.0 0.5 1.0 1.5 0.5 5.5 B2.8 0.5 1.5 0.5 3.5 1.5 0.5 2.0 2.0 0.5 6.5 B2.9 1.5 1.5 1.5 0.25 1.5 0.75 0.5 4.5 B2.10 0.75 1 0.25 1.5 0.5 2.0 1.0 0.5 5.5 B2.11 0.25 0.75 2.0 0.75 1.0 1.0 0.25 B2.12 1.5 1.5 0.5 5.5 2.0 0.75 1.75 1.5 0.5 B2.13 0.5 0.75 0.25 4.5 2.0 0.5 2.0 1.5 0.5 6.5 B2.14 1.5 0.5 0.5 0.5 0.5 3.5 1.5 1.0 0.5 0.5 4.5 B2.15 0.5 0.5 1 1.5 0.75 2.0 1.0 0.25 5.5 B2.16 1.5 0.25 1.75 0.5 0.5 4.5 1.5 0.5 2.0 1.5 0.5 B2.17 0.5 0.5 1.5 0.25 2.0 0.75 0.5 B2.18 0.5 0.25 0.25 1.5 0.5 2.0 1.0 0.5 5.5 B2.19 1.5 0.5 0.5 5.5 1.75 0.75 2.0 1.0 1.0 6.5 B2.20 1.75 0.75 1.5 0.5 5.5 0.5 2.0 1.5 0.5 6.5 B2.21 0.75 1.5 0.25 4.5 2.0 0.5 1.0 1.5 1.0 B2.22 1.5 0.5 1.5 0.5 1.75 0.75 2.25 1.0 0.75 6.5 B2.23 0.5 0.5 1 0.5 3.5 1.5 0.25 1.5 1.0 0.25 4.5 LXI B2.24 1.5 1 0.5 1.5 1.5 0.5 SUM 26.25 11.50 32.75 21.50 6.00 98.00 40.50 13.75 41.75 28.50 MEAN 1.0938 4792 1.3646 8958 2500 4.0833 1.6875 5729 1.7396 1.1875 5625 5.7708 6.5 13.50 138.50 B5.1 1.5 0.5 0.5 5.5 2.5 0.75 2.25 0.5 B5.2 0.75 1.5 0.25 4.5 2.5 0.75 1.75 1.5 0.5 B5.3 1.5 0.5 1.5 0.5 0.75 1.25 0.5 5.5 B5.4 1.25 0.5 1.5 0.5 0.25 0.5 1.5 0.5 5.5 B5.5 1.5 0.75 1.5 0.25 0.5 1.5 B5.6 1.5 0.5 1.5 0.5 2.5 0.75 1.25 0.5 B5.7 0.5 0.5 0.5 3.5 0.5 0.5 B5.8 0.5 1.5 0.5 0.5 1.75 0.75 0.5 B5.9 1.5 0.75 1.5 0.25 2.5 1.75 1.25 0.5 B5.10 0.75 1 0.25 2.5 0.5 0.5 6.5 B5.11 0.5 0.75 0.25 3.5 2.25 0.75 1.75 0.25 B5.12 1.5 0.75 1.5 0.75 5.5 0.75 1.75 1.5 0.5 6.5 B5.13 0.5 0.75 0.25 4.5 0.5 1.5 0.5 6.5 B5.14 1.5 0.5 0.5 0.75 0.25 3.5 0.75 1.75 1.5 0.5 6.5 B5.15 0.75 0.5 1 0.25 3.5 0.75 1.5 0.25 5.5 B5.16 1.5 0.25 1.75 1.5 0.5 5.5 2.5 0.75 1.75 1.5 0.5 B5.17 1.25 0.5 0.5 0.25 3.5 1.25 1.25 0.5 B5.18 1.5 0.25 0.25 2.5 0.75 1.5 1.25 0.5 6.5 B5.19 1.5 0.5 1.5 0.5 2.25 0.25 1 6.5 B5.20 1.75 0.75 1.5 1.5 0.5 2.5 0.5 1.5 0.5 B5.21 0.75 0.25 2 1.5 0.5 B5.22 1.5 0.5 0.5 5.5 2.5 0.75 0.75 B5.23 1.5 0.5 1 0.5 4.5 2.5 0.75 1.25 0.5 SUM 30.00 12.75 32.75 22.75 8.75 107.00 51.25 16.25 41.75 28.00 MEAN 1.3043 5543 1.4239 9891 3804 4.6522 2.2283 7065 1.8152 1.2174 5326 6.5000 0.75 1.5 0.75 B6.1 1.5 0.5 LXII 2.5 1.75 1.25 12.25 149.50 0.5 B6.2 1.5 0.75 1.75 1.25 0.75 2.75 1.25 1.75 1.25 0.5 7.5 B6.3 1.5 0.75 1.25 1.5 0,5 2.5 0.75 1.75 1.5 0,5 6.5 B6.4 1.5 0.5 1.5 1.5 0.5 5.5 2.5 1.75 1.25 0.5 B6.5 1.5 0.75 1.5 1.25 0.5 5.5 2.75 1.5 1.25 0.5 B6.6 1.5 0,75 1.5 0.75 0.75 4.5 2.25 1.75 0.75 0.75 6.5 B6.7 1.5 0.75 1.5 0.75 0.5 2.5 1.5 0.5 0.5 B6.8 1.75 0.5 1.75 0.5 5.5 1.75 1.75 0.5 B6.9 0.75 0.75 1.5 0.5 4.5 1.75 1.25 1.5 0.5 B6.10 0.75 0.5 1.5 1.25 0.5 4.5 1.75 1.5 1.25 0.5 B6.11 1.75 0.75 1.5 0.5 5.5 0.75 1.75 0.5 B6.12 1.25 0.75 1.5 1.5 0.5 5.5 0.5 1.5 1.5 0.5 B6.13 1.5 0.75 1.5 1.25 0.5 5.5 1.5 1.25 0.75 6.5 B6.14 0.75 1.5 1.25 0.5 1.5 1.25 0.75 6.5 B6.15 1.5 0.75 0.75 0.5 0.5 1.75 0.75 0.5 B6.16 0.5 1 0.5 0.75 1.75 0.5 B6.17 1.5 0.75 1.5 1.25 0.5 5.5 1.75 1.5 1.25 0.5 B6.18 0.5 1.5 1.5 0.5 1.5 0.75 1.5 1.25 0.5 5.5 B6.19 0.5 1.5 0.5 4.5 2.25 1.75 0.5 6.5 B6.20 1.75 0.5 1.5 1.25 0.5 5.5 2.5 1.25 1.75 1.5 0.5 7.5 B6.21 1.75 0.5 1.75 0.5 5.5 1.75 1.75 0.5 B6.22 1.5 0.5 1.5 1.25 0.25 1.75 1.75 1.25 0.25 B6.23 1.5 0.5 1.5 0.5 0.5 4.5 1.25 1.5 0.75 0.5 B6.24 1.75 0.75 1.25 1.25 0.5 5.5 1.25 1.25 1.25 0.75 6.5 B6.25 1.5 0.75 1.5 1.25 0.5 5.5 1.25 1.5 1.25 0.5 6.5 B6.26 1.5 0.5 1.75 0.5 0.25 4.5 1.75 1.75 0.75 0.25 5.5 SUM 36.50 16.00 38.25 28.25 54.25 26.00 42.25 29.00 13.00 164.50 MEAN 1.4038 6154 1.4712 1.0865 4808 5.0577 2.0865 1.0000 1.6250 1.1154 5000 6.3269 12.50 131.50 B3.1 1.5 1.75 0.25 5.5 2.5 1.25 1.25 0.5 7.5 B3.2 1.5 1.5 0.5 5.5 2.5 1.25 1.25 0.5 7.5 LXIII B3.3 1.5 1.75 0.25 5.5 1.5 0.5 B3.4 1.25 0.75 1.5 0.75 0.25 4.5 2.25 1.75 0.5 6.5 B3.5 1.25 0.75 1.25 1.5 0.25 2.25 1.5 0.25 B3.6 1.5 0.75 1.5 0.25 2.5 1.75 1.25 0.5 B3.7 1.5 1 0.5 2.5 1.25 1.5 1.25 0.5 B3.8 1.5 0.75 1.75 0.5 0.5 1.75 0.75 0.5 B3.9 1.5 0.75 1.5 0.25 1.75 0.25 B3.10 1.75 1.5 0.25 5.5 2.5 1.75 1.25 0.5 B3.11 1.75 1.5 0.75 0.5 5.5 2.25 1.5 1.25 0.5 6.5 B3.12 1.5 1.25 1.5 0.75 0.5 5.5 2.5 1.75 1.25 0.5 B3.13 1.5 0.75 1.5 0.75 0.5 2.5 0.75 1.5 1.25 0.5 6.5 B3.14 1.75 1 0.75 0.5 1.5 0.5 B3.15 1.5 0.5 1.5 0.5 2.5 0.75 1.25 0.5 B3.16 1.5 0.75 1.25 0.5 0.5 4.5 2.5 1.5 0.5 6.5 B3.17 1.5 0.75 1.25 0.5 0.5 4.5 2.5 1.5 0.5 6.5 B3.18 1.25 0.75 1.75 0.25 2.25 0.75 1.75 1.25 0.5 6.5 B3.19 1.5 1.5 0.5 5.5 2.5 1.75 1.25 0.5 B3.20 1.75 0.75 1.5 0.5 5.5 2.5 1.25 1.25 0.5 7.5 B3.21 1.5 1.75 0.25 5.5 2.5 1.75 0.25 6.5 B3.22 1.75 0.75 1.25 0.75 0.5 2.75 1.75 0.5 B3.23 1.5 0.75 1.5 1.25 0.5 5.5 2.5 1.75 1.25 0.5 B3.24 1.75 1.5 1.25 0.5 0.75 1.5 1.25 0.5 B3.25 1.5 1.5 0.5 5.5 2.5 1.25 1.75 0.5 B3.26 1.5 1.25 1.25 0.5 5.5 2.5 1.25 1.75 0.5 B3.27 1.5 1 0.5 2.5 1.25 1.75 0.5 SUM 41.25 24.00 39.00 25.00 11.25 140.50 64.25 27.75 46.00 30.25 MEAN 1.5278 8889 1.4444 9259 4167 5.2037 2.3796 1.0278 1.7037 1.1204 4722 6.7037 LXIV 12.75 181.00 APPENDIX 29 STATISTICS OF THE SECTION TEST RESULTS OF THE EXPERIMENTAL GROUP Paired Samples Statistics Sections Section Section Section Section Section Total Stages Mean N Std Std Error Deviation Mean Pre-test 1.3400 100 32668 03267 Post-test 2.1025 100 36944 03694 Pre-test 6425 100 25686 02569 Post-test 8375 100 26915 02692 Pre-test 1.4275 100 34687 03469 Post-test 1.7175 100 27674 02767 Pre-test 9750 100 27639 02764 Post-test 1.1575 100 25290 02529 Pre-test 3850 100 17915 01792 Post-test 5150 100 16598 01660 Pre-test 4.7700 100 80848 08085 Post-test 6.3350 100 69287 06929 LXV APPENDIX 30 STATISTICS OF THE PRE AND POST- SECTION TEST RELATIONSHIPS OF THE EXPERIMENTAL GROUP Paired Differences 95% Confidence Test Stage Relationship Interval of the Sections Std Mean Std Error Deviation Mean Sig Difference (2Lower Upper t df tailed) Section Pre-test – Post-test -.76250 36128 03613 -.83419 -.69081 -21.105 99 000 Section Pre-test – Post-test -.19500 26963 02696 -.24850 -.14150 -7.232 99 000 Section Pre-test – Post-test -.29000 37558 03756 -.36452 -.21548 -7.721 99 000 Section Pre-test – Post-test -.18250 29910 02991 -.24185 -.12315 -6.102 99 000 Section Pre-test – Post-test -.13000 20865 02087 -.17140 -.08860 -6.230 99 000 Pre-test – Post-test -1.56500 63824 06382 -1.69164 -1.43836 -24.521 99 000 Total LXVI APPENDIX 31 STATISTICS OF THE TEST RESULS OF THE CG AND EG Stages Test Sections Std Groups Mean Section Section PRE-TEST Section Section Section Total POST-TEST Section Section N Std Error Deviation Mean Control Group 1.2600 100 44935 04494 Experimental Group 1.3400 100 32668 03267 Control Group 5850 100 27803 02780 Experimental Group 6425 100 25686 02569 Control Group 1.3475 100 32547 03255 Experimental Group 1.4275 100 34687 03469 Control Group 1.0225 100 36600 03660 Experimental Group 9750 100 27639 02764 Control Group 4050 100 22691 02269 Experimental Group 3850 100 17915 01792 Control Group 4.6200 100 99015 09902 Experimental Group 4.7700 100 80848 08085 Control Group 1.4125 100 44999 04500 Experimental Group 2.1025 100 36944 03694 Control Group 5250 100 24231 02423 Experimental Group 8375 100 26915 02692 LXVII Section Section Section Total Control Group 1.3225 100 31642 03164 Experimental Group 1.7175 100 27674 02767 Control Group 1.0475 100 32313 03231 Experimental Group 1.1575 100 25290 02529 Control Group 4350 100 20603 02060 Experimental Group 5150 100 16598 01660 Control Group 4.7450 100 81183 08118 Experimental Group 6.3350 100 69287 06929 LXVIII APPENDIX 32 STATISTICS OF THE TEST RESULT RELATIONSHIPS BETWEEN THE CONTROL AND EXPERIMENTAL GROUPS Paired Differences 95% Confidence Stages Test Group Relationship Interval of the Sections Std Mean Section Control – Experimental Group Section Control – Experimental Group PRE-TEST Section Control – Experimental Group Section Control – Experimental Group Section Control – Experimental Group Total Control – Experimental Group Section Control – POST-TEST Experimental Group Section Control – Experimental Group Section Control – Experimental Group Sig Std Difference Error Deviation Mean Lower (2- Upper t df tailed) -.08000 46177 04618 -.17163 01163 -1.732 99 086 -.05750 24837 02484 -.10678 -.00822 -2.315 99 023 -.08000 44648 04465 -.16859 00859 -1.792 99 076 04750 42446 04245 -.03672 13172 1.119 99 266 02000 22664 02266 -.02497 06497 882 -.15000 1.06006 10601 -.36034 06034 -1.415 -.69000 52599 05260 -.31250 28064 02806 -.36818 -.25682 -11.135 -.39500 46896 04690 -.48805 -.30195 LXIX -.79437 -.58563 -13.118 -8.423 99 99 99 380 160 000 99 000 99 000 Section Control – Experimental Group Section Control – Experimental Group Total Control – Experimental Group -.11000 35590 03559 -.18062 -.03938 -3.091 -.08000 25839 02584 -.13127 -.02873 -3.096 -1.59000 94650 09465 -1.77781 -1.40219 -16.799 LXX 99 99 99 003 003 000