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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 Nguyen Van Dinh ACKNOWLEDGEMENTS I would like to express my deep gratitude to all those who contributed to this thesis with their academic expertise, substantive help or emotional support First and foremost, I would like to express my special thanks to my supervisor, Assoc Prof Dr Truong Vien for his continued guidance, help, support and timely encouragement throughout the course of this study Dear Thầy Viên, thank you very much for helping me to see how to become an independent researcher Working with you, I have learnt a lot from your precise knowledge, your experiences in doing research and your professional working style This thesis would not have come successfully into existence without your invaluable insights, constructive comments and constant support I would also like to thank Dr Le Pham Hoai Huong, who read the research proposal of the current study and gave me encouraging comments My special thanks also go to Dr Pham Hoa Hiep, whose comments are always valuable in improving this painstaking research Next, I am deeply indebted to my classmates, who sent me valuable documents and relaxing stories in the long journey of this research Many thanks to the MA students of Hue College of Foreign Languages, Hue University and School of Education, Can Tho University who helped me to pilot the questionnaire and especially Classes MA 2006-2009, MA 2007-2010, MA 20082011 for their enthusiastic assistance and participation in this research Special thanks to Mr Nguyen Cao Phuc, ELT Specialist of Khanh Hoa Department of Education and Training for his help with proofreading the thesis Thereafter, never enough thanks to my beloved family, especially my wife, my parents and my youngest brother for their love, support and encouragement to complete my MA programme Hue University – College of Foreign Languages MA Thesis in Education TABLE OF CONTENTS Contents Pages SUB COVER PAGE STATEMENT OF AUTHORSHIP ACKNOWLEDGEMENTS TABLES OF CONTENTS LIST OF ABBREVIATIONS AND ACRONYMS LIST OF FIGURES AND TABLES ABSTRACT CHAPTER - INTRODUCTION 1.1 Rationale 1.2 Research aims 1.3 Research questions 1.4 Research significance 10 1.5 Research scope 10 1.6 Organization of the thesis 10 CHAPTER - LITERATURE REVIEW 12 2.1 Review of previous studies on SPSS used in research projects 12 2.2 Theoretical background 14 2.2.1 Data analysis in quantitative research 14 2.2.2 Data analysis in qualitative research 16 2.2.3 Data analysis in mixed methods research 19 2.2.4 Fundamentals of statistics 21 2.2.4.1 Descriptive statistics 21 2.2.4.2 Inferential statistics 21 2.2.4.3 Measurement scales 21 2.2.4.4 Measures of central tendency 21 Nguyen Van Dinh – MA Course 2008-2011 Hue University – College of Foreign Languages MA Thesis in Education 2.2.4.5 Measures of variability 22 2.2.4.6 Probability 22 2.2.4.7 Null hypothesis 23 2.2.4.8 Level of significance 23 2.2.4.9 t-test 23 2.2.4.10 Correlation analysis 23 2.2.5 Course design 24 2.2.5.1 Definitions of course design 24 2.2.5.2 Language-centred course design 24 2.2.5.3 Skills-centred course design 25 2.2.5.4 A learning-centred approach to course design 26 2.2.6 Syllabus design 28 2.2.6.1 Definitions of syllabus design 28 2.2.6.2 Types of syllabus 28 2.2.6.3 Components of a syllabus 29 2.2.6.4 Stages in designing a syllabus 29 2.3 Summary 30 CHAPTER - METHODOLOGY 31 3.1 Research approach 31 3.2 Participants 32 3.3 Materials and data for demonstration 33 3.3.1 Materials 33 3.3.2 Data for demonstration 34 3.4 Research instruments 34 3.4.1 Questionnaire 34 3.4.2 Questions for interview 36 3.5 Procedure of data collection 37 3.5.1 Administering the questionnaire 37 3.5.2 Administering the interview 37 Nguyen Van Dinh – MA Course 2008-2011 Hue University – College of Foreign Languages MA Thesis in Education CHAPTER - FINDINGS AND DISCUSSION 39 4.1 Questionnaires 39 4.1.1 Participants’ profile 39 4.1.2 Participants’ perception on SPSS software, general knowledge of the software and difficulties in using the software 39 4.1.2.1 Participants’ perception on SPSS software 40 4.1.2.2 Participants’ general knowledge of the software 40 4.1.2.3 Participants’ difficulties in using the software 41 4.1.3 Research design(s) chosen by participants for their research 41 4.1.4 Participants’ need of an SPSS course outline 43 4.1.5 Suggestions for the SPSS course outline for MA Students 44 4.2 Interviews 45 4.2.1 Participants’ opinions about MA students’ advantages when learning SPSS software 46 4.2.2 Participants’ opinions about MA students’ difficulties when using SPSS software 47 4.2.3 Participants’ suggestions for the SPSS course outline 47 4.3 Suggested course outline for using SPSS for MA students majoring in Theory and Methodology of ELT 49 4.4 Sample materials 57 4.4.1 Unit 1: Designing a study 57 4.4.2 Unit 6: Descriptive statistics 69 4.5 Summary 76 CHAPTER - CONCLUSION 77 5.1 Conclusions 77 5.2 Implications and suggestions 78 5.3 Limitations of the study 79 5.4 Further study 79 Nguyen Van Dinh – MA Course 2008-2011 Hue University – College of Foreign Languages MA Thesis in Education REFERENCES 80 APPENDICES P1 Appendix A: Statistical functions available in MS Excel 2003 P1 Appendix B: Questionnaire (Final version) P5 Appendix C: Questionnaire (Initial version) P11 Appendix D: Reliability analysis of the initial questionnaire P13 Appendix E: Questions for interview P15 Appendix F: Reliability analysis of the final questionnaire P16 Appendix G: Participants’ profile P18 Appendix H: A sample session plan P19 Appendix I: Raw data of the study P22 Nguyen Van Dinh – MA Course 2008-2011 Hue University – College of Foreign Languages MA Thesis in Education LIST OF ABBREVIATIONS AND ACRONYMS ANOVA : Analysis of Variance CTU : Can Tho University BA : Bachelor of Arts ELT : English Language Teaching ESP : English for Specific Purposes HUCFL : Hue University - College of Foreign Languages M : Mean MA : Master of Arts p : probability SD : Standard Deviation SPSS : Statistical Package for Social Sciences Nguyen Van Dinh – MA Course 2008-2011 Hue University – College of Foreign Languages MA Thesis in Education LISTS OF FIGURES AND TABLES List of Figures Page Figure 2.1: Linear sequence in quantitative research 14 Figure 2.2: Qualitative data analysis process 16 Figure 2.3: Data analysis in mixed methods research 20 Figure 2.4: A language-centred approach to course design 24 Figure 2.5: A skills-centred approach to course design 26 Figure 2.6: A learning-centred approach to course design .27 List of Tables Table 3.1: Summary of the clusters .36 Table 4.1: Mean score of participants’ perception on SPSS software 40 Table 4.2: Mean score of participants’ general knowledge of SPSS software .40 Table 4.3: Mean score of participants’ difficulties in using SPSS software 41 Table 4.4: Participants’ favourite research design(s) 42 Table 4.5: Number of research designs chosen by participants 43 Table 4.6: Participants’ need of an SPSS course outline 44 Table 4.7: Summary of participants’ suggestions for the SPSS course outline 45 Table 4.8: Interviewees’ IDs and mean scores of three clusters 46 Nguyen Van Dinh – MA Course 2008-2011 Hue University – College of Foreign Languages MA Thesis in Education ABSTRACT This thesis aims to investigate the needs for an SPSS course outline of MA students majoring in Theory and Methodology of ELT A course outline is then designed to meet their needs; sample materials for two units followed by sample session plans were built to support the course outline The data were collected by means of questionnaires and interviews Seventyfive questionnaires were delivered and returned, and nine interviews were conducted with two groups of participants: MA students at HUCFL and lecturers at CTU The findings of the study reveal that the MA students have positive perceptions of SPSS software as a tool for research data analysis and that their learning needs are various However, they all agree that a course outline for using SPSS for MA students majoring in Theory and Methodology of ELT is very necessary for their research purposes After taking many factors into consideration, a learning-centred course design for using SPSS is chosen The thesis also gives some implications and suggestions about the implementation of the SPSS course outline so that it can benefit researchers most Nguyen Van Dinh – MA Course 2008-2011 Hue University – College of Foreign Languages MA Thesis in Education CHAPTER ONE INTRODUCTION This chapter describes in detail the rationale of the research It also presents the research aims and the research questions The significance of the study and the organisation of the thesis are also included 1.1 Rationale Statistics plays a vital role in research It helps answer important research questions and it is the answers to such questions that “further our understanding of the field and provide a knowledge base for academic study” (Kerr, Hall, & Kozub, 2002, p.1) However, to many students, “the thought of completing a statistics subject, or using statistics in doing research, is a major source of stress and frustration” (Pallant, 2007, p viii) In search of proof for Pallant’s statement, the researcher spent much time reading the MA theses available at the library of HUCFL and noticed that most students from College of Foreign Languages, Hue University turned to Microsoft Office Excel and even Microsoft Office Word for help with data analysis and presentation, whereas their counterparts from School of Education, CTU used SPSS software for analysing their research data Simple as it might look, the use of Microsoft Excel functions for in-depth research data analysis is, from the researcher’s experience, time-consuming and, to some extent, unreliable as there are so many statistical functions (see Appendix A) with complicated syntaxes and researchers might fail to choose the right statistics which can be easily obtained by statistical software such as SPSS, STATA or SAS SPSS is a Windows-based programme that can be used to perform data entry and analysis and to create tables and graphs It is capable of handling large amounts of data and can perform beginning, intermediate, and advanced data analyses covered in the text and much more Nguyen Van Dinh – MA Course 2008-2011 PERSONAL INFORMATION Your name (optional): ………………………………………………………………… Sex: Male Female How long have you been learning English? years How many pieces of research have you done so far? Have you got a degree/certificate in computer science? Yes P10 No APPENDIX C: QUESTIONNAIRE (Initial version) The purpose of this survey is to collect data for a research entitled: “An Investigation into TESOL Researchers’ Use of SPSS Software for Analysing and Interpreting Research Data” Thank you for agreeing to this questionnaire For each question in this part, please tick () the box that is applicable to you using the following key KEY: 1: Strongly disagree, 2: Disagree, 3:Neutral, 4: Agree, 5: Strongly agree QUESTION 1 Statistics is an international language that only manipulates numbers I am interested in the SPSS Software because it is necessary for my research work Designing a good questionnaire is very important in analysing data collected SPSS helps make our research look more scientific and convincing It is necessary to understand purposes and characteristics of our research so as to design good questionnaire and make use of statistical technique(s) of SPSS Each piece of research has to define research instruments and ways of data analysis Such activities as starting SPSS, working with data files, using menus, dialogue boxes, closing SPSS are important in dealing with data analysis of our research I often forget the process of data analysis for a specific research design There are so many statistical techniques in SPSS that I misuse them 10 An understanding of creating a data file, entering data, screening data, and cleaning data will help sort out and settle down our data for analysis 11 I can use the menus and dialogues boxes quite well, but I have difficulty interpreting the result 12 The interpretation of statistical results depends heavily on producing high-quality quantitative data 13 Results of our research depend much on our qualitative analysis; quantitative analysis by SPSS plays only a secondary role in the quality of the research 14 I am confused about the scales of measurement in SPSS P11 15 Without a complete understanding of descriptive statistics, inferential statistics make very little sense 16 I have problems in computing, and recoding the variables 17 I not know how to increase the reliability of the questionnaire of my research 18 I learn SPSS just because of my curiosity, not because of my purposes of scientific research 19 I have problems in coding responses, which is very challenging 20 I not use SPSS for my data analysis because it is mathematical and complicated 21 I find it difficult to create categories and items in questionnaire for SPSS 22 In SPSS we have to distinguish different techniques of exploring relationships among variables and comparing groups 23 Our research design, whether descriptive or experimental, can be of great scientific significance by using SPSS 24 I meet with difficulty in reading and interpreting the results from SPSS 25 In SPSS, we have to understand each statistical technique and how to analyse and interpret data through this technique PERSONAL INFORMATION Sex: Male Female How long have you been teaching English? years How many pieces of research have you done so far? Have you got a degree/certificate in computer science? Yes No What are your suggestions for a course outline for MA students? _ _ _ _ P12 APPENDIX D: RELIABILITY ANALYSIS OF THE INITIAL QUESTIONNAIRE Reliability Statistics Cronbach's Alpha Cronbach's Alpha Based on Standardized Items 756 N of Items 747 25 Summary Item Statistics Mean Item Means Item Variances Minimum Maximum N of Items 3.536 1.867 4.467 25 853 171 2.410 25 Scale Statistics Mean Variance 88.40 Std Deviation 77.686 8.814 P13 N of Items 25 Item-Total Statistics Scale Mean if Item Deleted q1 q2 q3 q4 q5 q6 q7 q8 q9 q10 q11 q12 q13 q14 q15 q16 q17 q18 q19 q20 q21 q22 q23 q24 q25 84.53 84.73 84.00 84.13 83.93 84.47 85.07 85.60 84.67 84.67 84.47 84.93 85.53 85.07 85.20 85.20 85.20 86.53 84.87 85.80 84.60 84.87 84.80 84.33 84.40 Scale Variance if Corrected Item- Cronbach's Alpha Item Deleted Total Correlation if Item Deleted 56.981 77.495 77.000 77.124 83.067 83.124 84.924 71.543 71.238 68.810 72.695 58.924 74.124 63.210 67.171 67.457 64.600 86.695 63.695 82.457 71.400 71.838 71.171 70.810 70.543 P14 781 -.065 048 -.039 -.496 -.462 -.485 423 501 622 375 744 134 872 458 670 740 -.691 823 -.397 874 638 573 368 611 697 779 758 773 781 782 791 741 738 730 745 703 759 707 735 725 716 793 710 780 734 738 737 743 734 APPENDIX E: QUESTIONS FOR INTERVIEW I Questions for MA students at HUCFL What are the advantages MA students have when learning SPSS software? What are the difficulties MA students have when using SPSS software? What are your suggestions for a course outline for using SPSS for MA students majoring in Theory and Methodology of ELT? II Question for CTU lecturers Do you think a course outline for using SPSS is necessary for MA students majoring in Theory and Methodology of ELT? What should the course outline for using SPSS for MA students majoring in Theory and Methodology of ELT be like? P15 APPENDIX F: RELIABILITY ANALYSIS OF THE FINAL QUESTIONNAIRE Reliability Statistics Cronbach's Alpha Cronbach's Alpha Based on Standardized Items 793 N of Items 815 26 Summary Item Statistics Mean Item Means Item Variances Minimum Maximum Range N of Items 4.091 3.120 4.787 1.667 26 687 224 1.232 1.008 26 Scale Statistics Mean 106.36 Variance Std Deviation 75.179 8.671 P16 N of Items 26 Item-Total Statistics Scale Mean if Item Deleted Corrected ItemScale Variance Cronbach's Alpha if Total if Item Deleted Correlation Item Deleted q1 102.48 69.848 301 787 q2 101.93 69.658 430 782 q3 101.57 71.248 464 784 q4 102.00 69.703 434 782 q5 101.83 71.388 373 786 q6 102.12 74.702 004 799 q7 102.00 71.622 245 790 q8 102.88 66.675 435 780 q9 102.39 64.565 546 772 q10 102.55 69.981 332 786 q11 102.33 69.793 268 790 q12 101.57 71.248 464 784 q13 103.24 72.428 127 796 q14 102.75 67.030 397 782 q15 102.69 71.540 246 790 q16 102.57 67.626 383 783 q17 102.41 69.570 252 791 q18 101.95 69.943 406 783 q19 102.59 70.840 166 797 q20 102.03 70.270 387 784 q21 102.43 68.897 289 789 q22 101.57 71.248 464 784 q23 102.36 73.152 157 793 q24 102.27 68.982 324 786 q25 102.25 69.948 427 782 q26 102.24 70.266 407 783 P17 APPENDIX G: PARTICIPANTS’ PROFILE Participants’ gender Frequency Valid Missing Total Percent Valid Percent Cumulative Percent Male 13 17.3 17.6 17.6 Female 61 81.3 82.4 100.0 Total System 74 75 98.7 1.3 100.0 100.0 Participants’ teaching experience Cumulative Percent Valid Percent Percent Freq Valid to years 10.7 10.8 10.8 to 10 years 42 56.0 56.8 67.6 More than 10 years 24 32.0 32.4 100.0 74 75 98.7 1.3 100.0 100.0 Total Missing System Total Participants having certificate/degree in computer science Frequency Valid Missing Total Percent Valid Percent Cumulative Percent No 12 16.0 16.2 16.2 Yes 62 82.7 83.8 100.0 Total System 74 75 98.7 1.3 100.0 100.0 P18 APPENDIX H: A SAMPLE SESSION PLAN SESSION (3 beginning hours) : DESIGNING A STUDY I Aims: To help students (Ss) compare and contrast the research designs, understand the characteristics of the scales and design SPSS-based questionnaires II Objectives: By the end of the lesson, Ss will be able to tell the difference between research designs, decide on the measures and scales for variables, and design an SPSS-based questionnaire III Contents: Part : Planning the study Part : Choosing appropriate scales and measures Part : Designing an SPSS-based questionnaire Time 10 15 20 Procedure Aims Interaction PART 1: PLANNING THE STUDY Reviewing Get Ss List the research designs you involved in the Ss L know session Questioning What are the advantages and Get Ss to disadvantages between an compare and experiment, a survey and an contrast the observation? different types Why researchers always of research select more subjects than needed? designs Discussion Remind Ss to What makes a good research design? be careful when choosing a design L Ss SL Ss L Material Unit 1: Reading passage Unit 1: Reading passage Materials S S S Ss from Scientific Research Course P19 Time Procedure Aims Interaction Material PART : CHOOSING APPROPRIATE SCALES AND MEASURES Get Ss to 10 choose the Giving examples of scales Explaining 15 right scale for Unit 1: each variable Reading Help Ss realize passage the two What are reliability, Cronbach alpha value, and validity? L Ss L Ss parameters of + the scales Course reader 20 Discussion What are the factors affecting the quality of the research data? PART : DESIGNING AN SPSS-BASED QUESTIONNAIRE Help Ss to Ss L review the Completing the table different types Question types? S S S Ss of questions Unit 1: 10 Instructing How to code each type of questions Guide Ss how to code L Ss passage questions 3+ Help Ss with 10 Giving examples of questions to be avoided Long complex questions, double negatives, etc Course the art of designing clear, well-written questionnaire items P20 Reading reader Ss L Time Procedure Aims Give Ss a 15 Giving Ss time to practise chance to code writing questionnaire items questions by Interaction Material Individual Unit themselves Asking Ss to share ideas with friends Help Ss to learn from each other Part B: S S Practice S Ss IV Homework Assignment : Read Chapter : Research Designs, Data Collection Techniques, and Research Reports (Research in Education – A Conceptual Introduction by James H McMillan and Sally Schumacher) and send at least three questions about this chapter to the lecturer’s email Code the questionnaire in Unit Part C V Reflection P21 APPENDIX I : ID P 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 1 1 1 1 1 1 1 1 1 1 1 1 RAW DATA OF THE STUDY (File Needs_analysis.sav on CD) QQQQQQQQQ Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q PI PI PI PI 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27.1 27.2 27.3 27.4 27.5 28 5 4 4 4 4 4 4 4 4 5 4 1 1 1 0 0 0 5 5 5 4 5 5 5 4 5 5 5 5 5 5 5 5 4 5 5 5 5 5 5 5 4 5 4 4 4 5 5 5 5 4 5 5 5 5 5 5 5 4 4 5 5 5 5 4 4 4 4 5 3 4 4 4 4 5 5 5 5 3 3 3 3 3 5 5 3 5 3 3 5 5 5 3 5 4 4 5 4 3 4 4 4 5 5 3 3 5 5 3 5 5 5 5 5 5 5 4 5 5 5 5 3 4 3 3 3 4 5 5 3 3 3 5 5 5 4 4 4 4 4 4 4 4 4 4 5 3 5 3 3 5 5 5 3 3 5 5 3 5 3 3 5 5 5 5 5 4 5 5 5 4 5 5 5 5 3 5 3 5 5 5 5 P22 5 5 5 4 5 4 4 4 5 5 5 3 3 5 5 3 5 5 5 5 5 5 5 5 4 5 5 5 5 3 4 4 3 3 4 4 4 4 3 5 5 3 5 3 5 3 5 3 5 5 4 5 4 4 5 4 3 5 5 4 5 4 4 5 4 4 10 11 11 10 0 0 0 10 0 11 0 0 0 11 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 1 1 1 0 1 1 1 1 1 1 10 2 16 2 2 2 2 2 2 2 2 2 2 10 12 13 11 12 12 10 11 16 10 15 16 10 10 1 1 1 1 1 1 1 1 1 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 1 1 1 1 1 1 1 1 1 1 1 1 2 2 5 5 5 5 4 4 4 5 4 3 5 4 5 4 5 5 5 4 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 5 5 5 5 5 5 5 5 4 5 5 5 5 4 5 5 4 4 4 4 5 5 4 4 5 4 5 5 5 5 5 5 4 5 5 5 5 5 4 3 3 3 3 5 3 5 3 5 3 3 5 5 5 5 3 5 5 5 5 3 3 4 4 4 5 3 3 4 5 5 5 3 5 3 3 5 5 3 3 5 5 5 5 5 5 5 5 5 5 5 5 5 3 3 4 4 3 2 4 3 5 3 3 5 5 3 3 5 3 3 4 4 4 4 4 4 4 4 4 4 4 3 5 3 5 3 5 3 5 3 5 3 5 5 3 3 5 5 3 5 5 5 5 5 4 5 4 5 5 5 4 4 5 5 5 3 3 3 3 5 3 3 5 P23 5 5 5 5 4 4 5 5 5 5 4 5 5 3 3 5 3 5 5 3 3 5 5 5 5 5 5 5 5 5 5 5 5 5 4 4 4 4 5 4 5 4 4 4 4 4 4 5 5 5 3 5 5 5 5 5 3 3 4 4 5 4 4 5 4 4 4 3 3 4 4 5 4 4 5 4 4 4 3 3 3 6 10 5 10 10 10 0 10 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 1 1 1 1 1 1 1 1 1 1 1 1 2 2 2 1 2 2 2 2 2 1 2 2 2 9 10 13 10 10 10 11 10 1 10 13 10 10 11 10 10 1 2 1 1 1 1 1 2 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 2 2 2 2 2 2 2 2 2 2 3 3 2 2 3 3 5 3 4 5 5 5 4 5 5 5 5 5 5 3 4 3 4 4 3 4 5 4 5 4 4 4 5 4 4 5 5 4 4 4 5 4 4 5 3 3 5 5 5 5 5 3 2 2 3 3 3 5 3 3 3 3 3 3 3 5 5 3 4 4 4 4 4 5 5 3 3 3 3 5 5 5 4 5 5 5 5 5 5 3 2 4 3 3 2 4 3 5 3 3 3 3 3 3 4 3 4 3 4 4 3 3 3 3 3 5 3 5 5 3 3 5 5 5 3 3 3 5 3 4 5 5 3 3 3 3 5 3 P24 3 4 3 4 4 3 4 5 4 5 5 3 3 3 5 5 3 5 5 5 4 5 5 5 5 5 5 4 4 4 4 4 4 4 4 5 5 3 3 3 5 5 5 4 4 4 4 4 4 4 4 4 4 10 5 10 10 10 11 8 0 0 0 11 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 1 1 1 1 1 1 1 1 2 2 2 2 1 2 2 2 2 1 8 8 9 10 11 13 12 12 12 11 13 12 12 11 2 4 2 0 0 5 1 1 1 1 1 1 1 0 1
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