Nghiên cứu việc sử dụng các hoạt động ngoại khóa để thúc đẩy thực hành tiếng anh cho học sinh trung học cơ sở ở tỉnh quảng trị

MINISTRY OF EDUCATION AND TRAINING UNIVERSITY OF FOREIGN LANGUAGES, HUE UNIVERSITY NGUYEN THI GIANG AN INVESTIGATION INTO THE USE OF EXTRACURRICULAR ACTIVITIES TO PROMOTE ENGLISH PRACTICE FOR LOWER SECONDARY SCHOOL STUDENTS IN QUANG TRI PROVINCE MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING In partial fulfillment of the requirements for the degree of Master of Arts, Hue University of Foreign Language HUE, 2019 MINISTRY OF EDUCATION AND TRAINING UNIVERSITY OF FOREIGN LANGUAGES, HUE UNIVERSITY NGUYEN THI GIANG AN INVESTIGATION INTO THE USE OF EXTRACURRICULAR ACTIVITIES TO PROMOTE ENGLISH PRACTICE FOR LOWER SECONDARY SCHOOL STUDENTS IN QUANG TRI PROVINCE MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 8140111 SUPERVISOR: ASSOC.PROF.DR TRUONG VIEN HUE, 2019 BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ NGUYỄN THỊ GIANG NGHIÊN CỨU VIỆC SỬ DỤNG CÁC HOẠT ĐỘNG NGOẠI KHÓA ĐỂ THÚC ĐẨY THỰC HÀNH TIẾNG ANH CHO HỌC SINH TRUNG HỌC CƠ SỞ Ở TỈNH QUẢNG TRỊ LUẬN VĂN THẠC SĨ LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH MÃ SỐ: 8140111 NGƯỜI HƯỚNG DẪN KHOA HỌC: PGS.TS TRƯƠNG VIÊN HUẾ, 2019 STATEMENT OF ORIGINAL AUTHORSHIP The work contained in this thesis has not previously been submitted for a degree or diploma in any university I certify that, to the best of my knowledge and belief, my thesis contains no material previously published or written by another person except where due reference is made in this thesis itself Signed: Nguyễn Thị Giang Date: ./ ./ i ABSTRACT This paper aims to investigate the use of extracurricular activities (ECAs) to promote English practice for lower secondary school students in Quang Tri Instruments of the research include the questionnaire and the interview, which aim to collect both quantitative and qualitative data for the research The questionnaire is used to collect responses for teachers’ perceptions of the use of ECAs to promote students’ English practice, the reality of using ECAs to promote students’ practice and difficulties that teachers encountered in organizing ECAs The interview is carried out to gain in-depth ideas of the teachers and students in order to qualify the results found in the questionnaire The participants consist of 20 teachers and ten students at some lower secondary schools in Quang Tri province The findings reveal that teachers had high perceptions of using ECAs in promoting students’ English practice In terms of the reality of using ECAs, for most teachers and students, the most common ECAs often used are holding some games, listening to English songs and taking part in the English clubs Besides, the findings also point out that ECAs can be the most effective for improving speaking skills, listening skills and English vocabulary Thanks to the use of ECAs, teachers and students benefit in teaching and learning, especially, students interact with their friends and teachers more and are more confident in using the English language However, teachers have to face up with a lot of difficulties in organizing ECAs Among these difficulties, lack of time is the most common Another problem for both teachers and students is that students cannot find the balance between schools and ECAs To overcome these difficulties and make ECAs become more effective, there should be the close cooperation among teachers, students and the school administrators ii ACKNOWLEDGEMENTS In the process of choosing and conducting the research, I am fortunate enough to receive valuable assistance and support Sincerely, I would like to thank my supervisor Assoc Prof Dr Truong Vien for the warm and enthusiastic support throughout the study I am also deeply indebted to him for the experienced guidance and useful materials for the research My second thanks go to the lower secondary school teachers who participated in this research for their willingness to share valuable ideas and experience of the use of extracurricular activities through the questionnaires and the interviews Especially, I would like to send my big thanks to all my friends of the English MA class (2017-2019) for assisting and encouraging me during the thesis Finally, I would like to show my deep gratitude to my family members, especially my husband who has always been with me, gives me the mental support and encourages me to overcome a lot of difficulties to finish the thesis iii TABLE OF CONTENTS Page Statement of Original Authorship i Abstract ii Acknowledgement iii Tables of contents iv List of tables vii List of abbreviations viii CHAPTER 1: INTRODUCTION 1.1 Background 1.2 Rationale 1.3 Aims of the research 1.4 Significance of the research 1.5 Scope of the research 1.6 Research questions 1.7 Structure of the research CHAPTER 2: LITERATURE REVIEW 2.1 Theoretical Background 2.1.1 Definitions of Extracurricular Activities 2.1.2 Basic Principles of Extracurricular Activities 2.1.3 The Role of Extracurricular Activities in Language Teaching 2.1.3.1 Learner’s Motivation 2.1.3.2 Authentic Language Materials 2.1.3.3 Cultural Knowledge 2.1.3.4 Language Exposure 2.1.4 Some Extracurricular Activities 2.1.5 Difficulties in Conducting ECAs iv 2.2 Review of Previous Studies 10 2.3 Gaps of the Research 12 2.4 Chapter Summary 12 CHAPTER 3: METHODOLOGY 13 3.1 Research Approach 13 3.2 Participants 13 3.3 Data Collection Instruments 13 3.3.1 The Questionnaires 13 3.3.2 The Interviews 14 3.4 Data Collection Procedure 15 3.5 Data Analysis 15 3.6 Chapter Summary 16 CHAPTER 4: FINDINGS AND DISCUSSION 17 4.1 Findings 17 4.1.1 Teachers’ perceptions of the use of ECAs to promote English practice 18 4.1.1.1 Results from the questionnaire data 18 4.1.1.2 Results from the interview data 21 4.1.2 Extracurricular activities often used 25 4.1.2.1 Results from the questionnaire data 25 4.1.2.2 Results from the interview data 27 4.1.3 English skills and knowledge improved by extracurricular activities29 4.1.3.1 Results from the questionnaire data 29 4.1.3.2 Results from the interview data 31 4.1.4 Benefits of using extracurricular activities 32 4.1.4.1 Results from the questionnaire data 32 4.1.4.2 Results from the interview data 34 v 4.1.5 Difficulties in organizing extracurricular activities 35 4.1.5.1 Results from the questionnaire data 35 4.1.5.2 Results from the interview data 37 4.2 Discussion 39 4.3 Chapter summary 42 CHAPTER 5: IMPLICATIONS, LIMITATIONS AND RECOMMENDATIONS 43 5.1 Summary of the key findings 43 5.1.1 Lower secondary school teachers’ perceptions of the use of ECAs 43 5.1.2 The reality of using ECAs in promoting English practice for students by teachers 44 5.1.2.1 Extracurricular activities often used 44 5.1.2.2 English skills and knowledge improved by extracurricular activities 45 5.1.2.3 Benefits of using extracurricular activities 45 5.1.3 Difficulties in organizing extracurricular activities 45 5.2 Implications 46 5.2.1 For school administrators 46 5.2.2 For teachers 47 5.2.3 For students 48 5.3 Contributions of the research 48 5.4 Limitations of the research 49 5.5 Recommendations for further research 49 5.6 Conclusion 50 REFERENCES 51 APPENDICES 54 vi LIST OF TABLES Table 4.1 Reliability statistics 17 Table 4.2 The use of ECAs to promote English practice for lower secondary school students in Quang Tri province 18 Table 4.3 Teachers’ perceptions of the use of ECAs to promote English practice 19 Table 4.4 One-Sample Stastistic 19 Table 4.5 Teachers’ perceptions of the use of ECAs to promote English practice in detail 20 Table 4.6 Extracurricular activities often used 25 Table 4.7 Extracurricular activities often used in detail 26 Table 4.8 English skills and knowledge improved by extracurricular activities 30 Table 4.9 English skills and knowledge improved by extracurricular activities in detail 30 Table 4.10 Benefits of using extracurricular activities 32 Table 4.11 Benefits of using extracurricular activities in detail 33 Table 4.12 Difficulties in organizing extracurricular activities 35 Table 4.13 Difficulties in organizing extracurricular activities in detail 36 vii Ingram, D E., & O'Neill, S (1999) Cross-Cultural Attitudes as a Goal of Language Teaching in the Global Context Paper presented at the RELC Regional Seminar on Language in the Global Context: Implications for the Language Classroom, Singapore, pp 18-22 Kramsch, C (1993) Context and culture in language teaching Oxford University Press Krashen, S (1981) 'Formal and Informal Linguistic Environments in Language Acquisition and Language Learning.' In Second Language Acquisition and Second Language Learning Oxford: Pergamon, pp 40-50 Kirkpatrick, J.R (2012) Extracurricular Activities as means to improve English at a Thai University Asian EFL Journal Little, D (2009) Language learner autonomy and the European Language Portfolio: Two L2 English examples Language Teaching, 42(2), 222233 http://dx.doi.org/10.1017/S0261444808005636 Malley, A (1989) Self-access Oxford University Press Marsh, H., & K1eitman, S (2002) Extracurricular activities: The good, the bad, and the nonlinear [Electronic version] Harvard Educational Review, 72, pp 464-512 Morrow K (1977) Authentic Texts in ESP in English for Specific Purposes London, 1977 Nghia, Tran Le Huu (2017) Developing generic skills for students via extracurricular activities in Vietnamese universities: Practices and influential factors Journal of Teaching and Learning for Graduate Employability, (1), pp 22-39 Nunan, D (1988) The Learner-Centred Curriculum Cambridge University Press Nuttall C (1989) Teaching Reading Skills in a Foreign Language Oxford Pearson, N (2004) The idiosyncrasies of out-of-class language learning: A study of mainland Chinese students studying English at tertiary level in New Zealand Paper Presented at the Independent Learning Conference 2003, Melbourne, Australia Tenhouse, A M (2003) College Extracurricular Activities, Encyclopedia of Education 52 Thanasoulas, D (2000) What is learner autonomy and how can it be fostered? The Internet Journal, 6(11) Retrieved from http://iteslj.org/Articles/Thanasoulas-Autonomy.html Vanijdee, A (2003) Thai distance English learners and learner autonomy Open Learning, 18 (1), pp 75-84 Wan, A & Sarebah, W (2017) Extra-curricular Activities Affect Students to Develop Social Skills Elixir International Journal Yildiz, Y (2016) Impact of Language-Oriented Extracurricular Activities on Academic Achievement in Language Preparation Schools Journal of Education in Black Sea Region, (2), 161-171 Yusof, N (2017).Teachers' Attitudes towards the use of Extracurricular Activities in Enhancing Students' Speaking Skills International Journal of Academic Research in Progressive Education and Development, (3) 53 APPENDICES APPENDIX QUESTIONNAIRE FOR TEACHERS I am conducting a research paper for the fulfillment of a Master degree which is entitled “An investigation into the use of extracurricular activities to promote English practice for lower secondary school students in Quang Tri province " This questionnaire is designed to collect data for the research only, not for any other purposes The success of the research depends on your responses; therefore, your cooperation will be most appreciated I would be thankful if you give me your full attention and interest by reading the following questions carefully and answering with a circle [] on your choice or writing down your explanations whenever necessary PART I: Background Information Your name (not compulsory): …………………………………… Your age: Specify your gender: A Male B Female Teaching experience: …………………………………………… PART II: Questions Teachers’ perception of the use of extracurricular No activities to promote English practice The reality of practicing English by students at my school is good My students are given more opportunities to practice English I am trying to promote my students’ English practice outside the classroom In my opinion, extracurricular activities are good opportunities for students to achieve curricular goals I often encourage my students to engage in extracurricular activities My students’ attitudes are enthusiastic when taking part in extracurricular activities My students participate in extracurricular activities once a month The reality of English practice through engaging in Strongly disagree Disagree Neutral Agree Strongly agree 5 5 5 5 54 extracurricular activities is good Extra-curricular activities often used 10 11 Taking part in English clubs Watching English videos on the internet Watching English programs on TV Strongly disagree Disagree Neutral Agree Strongly agree 5 12 Listening to English songs 13 Writing emails in English 14 Reading English academic books, stories, novels, newspapers and magazines 15 Playing English games 5 16 17 Speaking English with native speakers Taking part in extra English classes 18 Online English learning 19 Participating in an English speaking message board or forum community 20 Studying in the library Strongly disagree Disagree Neutral Agree Strongly agree English skills and knowledge improved by extracurricular activities 21 Listening skills 22 Speaking skills 23 Reading skills 24 Writing skills 25 Knowledge of grammar 26 English vocabulary Strongly disagree Disagree Neutral Agree Strongly agree 5 27 28 29 Benefits of using extracurricular activities My students interact with their friends and teachers more My students improve their variety of skills at the same time My students participate in English activities more 55 positively 30 31 32 33 34 35 My students are more confident in using English My students’ English vocabulary is broadened My students increase their knowledge of grammar My students get better results in their studying My students experience situations where real language is used Extracurricular activities influence my students’ motivation and awareness Difficulties in organizing extracurricular activities 5 5 5 Strongly disagree Disagree Neutral Agree Strongly agree 36 Lack of time 37 Lack of facilities 5 5 5 38 39 40 41 42 Lack of interest from school authority Lack of documents on extracurricular activities It’s hard to choose suitable activities for the level and interest of students My students cannot find a balance between schools and extracurricular activities My students are not interested in extracurricular activities Thank you very much for your cooperation 56 APPENDIX QUESTIONS FOR INTERVIEW WITH TEACHERS (English version) This interview is to further the investigation into the use of extracurricular activities to promote English practice for lower secondary school students in Quang Tri province from teachers’ point of view What you think of the current state of your students’ English practice? What you often to help your students practice English? Do you often organize extracurricular activities to help your students practice English? If yes, How often? What you think about the role of extracurricular activities in promoting English practice for students? Why? Among those extracurricular activities, which is the most effective one? Why? According to you, can your students improve their English skills through extracurricular activities? What skills can be improved by them? Do you think your teaching gains a lot of benefits from using extracurricular activities? What are they? What problems you often encounter in organizing extracurricular activities? What should you to solve the problems that you encounter when conducting extracurricular activities to promote your students’ English practice? 10 What are your suggestions to make extracurricular activities more effectively? Thank you for your cooperation! 57 APPENDIX QUESTIONS FOR INTERVIEW WITH TEACHERS (Vietnamese version) CÂU HỎI PHỎNG VẤN DÀNH CHO GIÁO VIÊN Cuộc vấn thực để xúc tiến điều tra việc sử dụng hoạt động ngoại khóa để thúc đẩy thực hành tiếng Anh cho học sinh trung học sở tỉnh Quảng Trị theo quan điểm giáo viên Q Thầy/Cơ nghĩ thực trạng luyện tập Tiếng Anh học sinh nay? Q Thầy/Cơ thường làm để giúp học sinh thực hành Tiếng Anh? Q Thầy/Cơ có thường xuyên tổ chức hoạt động ngoại khóa để giúp học sinh thực hành Tiếng Anh khơng? Nếu có, thường xun nào? Q Thầy/Cơ nghĩ vai trị hoạt động ngoại khóa việc thúc đẩy thực hành Tiếng Anh cho học sinh? Vì sao? Trong số hoạt động đó, q Thầy/Cơ thấy hoạt động hiệu nhất? Vì sao? Theo q Thầy/Cơ, học sinh cải thiện kỹ Tiếng Anh thông qua hoạt động ngoại khơng? Kỹ cải thiện hoạt động này? Quý Thầy/Cơ có nghĩ việc giảng dạy đạt nhiều lợi ích từ hoạt động ngoại khóa khơng? Đó lợi ích gì? Q Thầy/Cơ thường gặp vấn đề tổ chức hoạt động ngoại khóa? Q Thầy/Cơ nên làm để giải vấn đề mà quý Thầy/Cô gặp phải tổ chức hoạt động ngoại khóa nhằm thúc đầy việc thực hành Tiếng Anh học sinh mình? 10 Q Thầy/Cơ có đề xuất để làm cho hoạt động ngoại khóa hiệu hơn? Xin chân thành cảm ơn hợp tác quý Thầy/Cô! 58 APPENDIX QUESTIONS FOR INTERVIEW WITH STUDENTS (English version) This interview is to further the investigation into the use of extracurricular activities to promote English practice for lower secondary school students in Quang Tri province from students’ point of view What you think of the current state of students’ English practice? How you often practice English? Do you often take part in extracurricular activities to practice English? If yes, How often? Which extracurricular activities you often take part in? Among those extracurricular activities, which activity is the most effective one? Why? According to you, can you improve your English skills through extracurricular activities? What skills can be improved by them? Do you think your English learning gains a lot of benefits from using extracurricular activities? What are they? What problems did you encounter in taking part in extracurricular activities? What did you to solve those problems? What are your suggestions to make extracurricular activities more effectively? Thank you for your cooperation! 59 APPENDIX QUESTIONS FOR INTERVIEW WITH STUDENTS (Vietnamese version) CÂU HỎI PHỎNG VẤN DÀNH CHO HỌC SINH Cuộc vấn thực để xúc tiến điều tra việc sử dụng hoạt động ngoại khóa để thúc đẩy thực hành tiếng Anh cho học sinh trung học sở tỉnh Quảng Trị theo quan điểm học sinh 11 Em nghĩ thực tế luyện tập Tiếng Anh học sinh nay? 12 Em thường luyện tập Tiếng Anh nào? 13 Em có thường xuyên tham gia vào hoạt động ngoại khóa để luyện tập Tiếng Anh khơng? Nếu có, thường xun nào? 14 Em thường tham gia vào hoạt động ngoại khóa nào? Trong số nhũng hoạt động đó, em thấy hoạt động hiệu nhất? Vì sao? 15 Theo em, em cải thiện kỹ Tiếng Anh thông qua hoạt động ngoại khơng? Kỹ cải thiện hoạt động này? 16 Em có nghĩ việc học Tiếng Anh em đạt nhiều lợi ích từ hoạt động ngoại khóa khơng? Đó lợi ích gì? 17 Em gặp phải vấn đề tham gia vào hoạt động ngoại khóa? Em làm để giải vấn đề đó? 18 Em có đề nghị để làm cho hoạt động ngoại khóa hiệu hơn? Cảm ơn hợp tác em! 60 APPENDIX Reliability Statistics ofPiloting Questionnaires Case Processing Summary N Cases % Valid 20 66.7 Excludeda 10 33.3 Total 30 100.0 a Listwise deletion based on all variables in the procedure Reliability Statistics Cronbach's Alpha N of Items 801 42 Reliability Statistics of Questionnaires Case Processing Summary N Cases % Valid 20 66.7 Excludeda 10 33.3 Total 30 100.0 a Listwise deletion based on all variables in the procedure Reliability Statistics Cronbach's Alpha N of Items 811 42 Item Statistics Mean Std Deviation N 1.Reality of practicing English is good 3.15 745 20 2.More opportunities to practice English 3.50 946 20 3.Promote students' English practice outside the classroom 4.25 639 20 4.ECAs are good opportunities to achieve curricular goals 4.25 550 20 5.Encourage students to engage in ECAs frequently 4.35 489 20 61 6.Students are enthusiastic in participating in ECAs 4.00 918 20 7.Students participate in ECAs once a month 3.35 988 20 8.Reality of English practice through ECAs is good 4.00 562 20 9.Taking part in English clubs 4.15 671 20 10.Watching English videos on the internet 3.90 718 20 11.Watching English programs on TV 3.35 813 20 12.Listening to English songs 4.20 696 20 13.Writing English emails 3.80 768 20 14.Reading English books, stories, novels, newspapers and magazines 3.50 1.000 20 15.Playing English games 4.30 657 20 16.Speaking English with native speakers 3.30 1.081 20 17.Taking part in extra English classes 4.00 562 20 18.Online English learning 3.55 759 20 19.Participating in English speaking message board or forum community 2.85 988 20 20.Studying in the library 3.50 946 20 21.Listening skills 4.00 649 20 22.Speaking skills 4.40 503 20 23.Reading skills 3.50 827 20 24.Writing skills 3.45 759 20 25.Knowledge of grammar 3.55 605 20 26.English vocabulary 4.25 550 20 27.Ss interact with friends and teachers more 4.30 470 20 28.Ss improve variety of skills at the same time 3.80 523 20 29.Ss participate in English activities more positively 4.10 641 20 30.Ss are more confident in using English 4.25 550 20 31.Ss' vocabulary is broadened 4.15 489 20 32.Ss increase knowledge of grammar 3.55 759 20 33.Ss get better results 3.80 616 20 34.Ss experience real situations 3.75 716 20 35.ECAs influence Ss' motivation and awareness 4.10 718 20 36.Lack of time 4.05 999 20 37.Lack of facilities 3.95 945 20 62 38.Lack of interest from school authority 3.00 1.298 20 39.Lack of documents on ECAs 3.20 1.105 20 40.Be hard to choose suitable activities 3.60 681 20 41.Ss can't find a balance between schools and ECAs 3.35 671 20 42.Ss aren't interested in ECAs 2.45 999 20 Item-Total Statistics Scale Mean if Item Deleted Scale Variance if Item Deleted Corrected ItemTotal Correlation Cronbach's Alpha if Item Deleted 1.Reality of practicing English is good 154.65 123.082 -.114 819 2.More opportunities to practice English 154.30 114.432 317 806 3.Promote students' English practice outside the classroom 153.55 113.839 550 801 4.ECAs are good opportunities to achieve curricular goals 153.55 121.313 011 813 5.Encourage students to engage in ECAs frequently 153.45 117.313 396 806 6.Students are enthusiastic in participating in ECAs 153.80 113.116 399 803 7.Students participate in ECAs once a month 154.45 117.418 157 812 8.Reality of English practice through ECAs is good 153.80 120.589 068 812 9.Taking part in English clubs 153.65 118.976 159 811 10.Watching English videos on the internet 153.90 119.674 099 812 11.Watching English programs on TV 154.45 119.208 106 813 12.Listening to English songs 153.60 118.884 157 811 13.Writing English emails 154.00 109.474 727 793 14.Reading books, stories, novels 154.30 116.116 215 810 15.Playing English games 153.50 119.421 132 811 16.Speaking English with native speakers 154.50 111.105 416 802 17.Taking part in extra English classes 153.80 117.853 293 807 18.Online English learning 154.25 114.197 430 803 19 Participating in English speaking message board or forum community 154.95 108.892 576 796 20.Studying in the library 154.30 113.800 349 805 63 21.Listening skills 153.80 112.905 611 799 22.Speaking skills 153.40 115.621 543 803 23.Reading skills 154.30 115.905 290 807 24.Writing skills 154.35 116.661 275 807 25.Knowledge of grammar 154.25 118.724 202 809 26.English vocabulary 153.55 115.629 492 803 27.Ss interact with friends and teachers more 153.50 116.895 456 805 28.Ss improve variety of skills at the same time 154.00 115.789 505 803 29.Ss participate in English activities more positively 153.70 115.905 394 805 30.Ss are more confident in using English 153.55 118.997 204 809 31.Ss' vocabulary is broadened 153.65 116.239 499 804 32.Ss increase knowledge of grammar 154.25 122.197 -.061 817 33.Ss get better results 154.00 118.421 220 809 34.Ss experience real situations 154.05 116.787 287 807 35.ECAs influence Ss' motivation and awareness 153.70 114.326 450 802 36.Lack of time 153.75 115.250 256 809 37.Lack of facilities 153.85 111.292 480 800 38.Lack of interest from school authority 154.80 110.063 367 805 39.Lack of documents on ECAs 154.60 111.621 381 804 40.Be hard to choose suitable activities 154.20 123.116 -.121 818 41.Ss can't find a balance between schools and ECAs 154.45 121.418 -.008 815 42.Ss aren't interested in ECAs 155.35 122.766 -.091 822 Scale Statistics Mean 157.80 Variance 121.747 Std Deviation N of Items 11.034 42 64 T-Test of Clusters T-Test One-Sample Statistics N Mean of Cluster Mean 20 Std Deviation 3.70 Std Error Mean 409 091 One-Sample Test Test Value = t df Sig (2-tailed) Mean Difference 95% Confidence Interval of the Difference Lower Mean of Cluster 7.661 19 000 700 51 One-Sample Test Test Value = 95% Confidence Interval of the Difference Upper Mean of Cluster 89 T-Test One-Sample Statistics N Mean of Cluster Mean 20 Std Deviation 3.86 Std Error Mean 437 098 One-Sample Test Test Value = t df Sig (2-tailed) Mean Difference 95% Confidence Interval of the Difference Lower Mean of Cluster 8.786 19 000 858 65 One-Sample Test Test Value = 95% Confidence Interval of the Difference Upper Mean of Cluster 1.06 65 T-Test One-Sample Statistics N Mean of Cluster Mean 20 Std Deviation 3.98 Std Error Mean 406 091 One-Sample Test Test Value = t df Sig (2-tailed) Mean Difference 95% Confidence Interval of the Difference Lower Mean of Cluster 10.781 19 000 978 79 One-Sample Test Test Value = 95% Confidence Interval of the Difference Upper Mean of Cluster 1.17 T-Test One-Sample Statistics N Mean of Cluster Mean 20 Std Deviation 3.37 Std Error Mean 581 130 One-Sample Test Test Value = t df Sig (2-tailed) Mean Difference 95% Confidence Interval of the Difference Lower Mean of Cluster 2.857 19 010 371 10 One-Sample Test Test Value = 95% Confidence Interval of the Difference Upper Mean of Cluster 64 66