Tiềm năng sử dụng con rối như trợ lý ngôn ngữ trong việc giảng dạy tiếng anh cho học sinh tại một số trường tiểu học ở huế

MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY COLLEGE OF FOREIGN LANGUAGES DOAN NGOC AI PHUONG THE POTENTIALS FOR USING PUPPETS AS LANGUAGE ASSISTANTS IN TEACHING ENGLISH TO YOUNG LEARNERS AT SOME PRIMARY SCHOOLS IN HUE FIELD OF STUDY: THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 60.14.10 MA THESIS IN EDUCATION SUPERVISOR: Assoc Prof Dr.TRUONG VIEN HUE, 2012 BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ ĐẠI HỌC NGOẠI NGỮ ĐOÀN NGỌC ÁI PHƯƠNG TIỀM NĂNG SỬ DỤNG CON RỐI NHƯ TRỢ LÝ NGÔN NGỮ TRONG VIỆC GIẢNG DẠY TIẾNG ANH CHO HỌC SINH TẠI MỘT SỐ TRƯỜNG TIỂU HỌC Ở HUẾ CHUYÊN NGÀNH: LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC TIẾNG ANH MÃ SỐ: 60.14.10 LUẬN VĂN THẠC SỸ GIÁO DỤC NGƯỜI HƯỚNG DẪN KHOA HỌC: PGS.TS.TRƯƠNG VIÊN HUẾ, 2012 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 Ngoc Ai Phuong J would like to express my deepest gratitude to A/Prof,Dr Truong Vien, my supervisor, for his patient guidance, enthusiastic encouragement and useful critiques at every stage of the development of this study J would also like to express my sincere thanks to all the college librarians for their enthusiasms Also, I am indebted to all the teachers and students in Vinh Ninh, Thuan Hoa, Tran Quoc Toan, Truong An and Phuoc Vinh Primary schools for providing me with the most favorable conditions to collect the needed data My grateful thanks are also extended to Ms Hoang Thi Khanh Tam for her precious advice, and Ms Nguyen Thi Hai Yen for her assistance in keeping my progress on schedule Finally and always, my heartfelt thanks go to my family and my beloved friends whose support is indispensable for the fulfillment of my thesis TABLE OF CONTENTS Contents Pages SUB COVER PAGE SUB COVER PAGE STATEMENT OF AUTHORSHIP ACKNOWLEDGEMENTS TABLE OF CONTENTS LIST OF TABLES LIST OF CHARTS .5 ABSTRACT Chapter INTRODUCTION 1.1 Rationale 1.2 Research topic, aims and questions 1.3 Research scope 1.4 Significance of the study 1.5 Organization of the research 10 Chapter LITERATURE REVIEW 11 2.1 Who are „Young Learners‟ (YLs)? 11 2.1.1 Characteristics of YLs 11 2.1.2 How YLs learn a language .12 2.2 Why use puppets in teaching English to YLs? .14 2.2.1.What is a „puppet‟? 14 2.2.2 Types of puppets often used in the classrooms 14 2.2.3 Benefits of using puppets in teaching English to YLs .18 2.2.4 Activities we can conduct with puppets 21 2.3 Previous studies on the use of puppetry in teaching English to young learners 22 Chapter METHODOLOGY 26 3.1 Participants 26 3.1.1 Overall description of Primary teachers of English as participants 26 3.1.2 Overall description of Primary pupils as participants 29 3.2 Methods of study 30 3.2.1 Hypotheses .30 3.2.2 Data collection 30 3.2.2.1 Sample modeling: 31 3.2.2.2 Questionnaire: 31 3.2.2.3 Interviews: 34 3.2.3 Data analysis .34 Chapter FINDINGS AND DISCUSSION 36 4.1 Teachers‟ perceptions of using puppets as language assistants 36 4.1.1 Based on questionnaires 36 4.1.1.1 Teachers‟ attitudes towards the benefits of using puppets as language assistants in teaching English to Primary pupils .36 4.1.1.2 Teachers‟ views on the application of this technique 38 4.1.1.3 Teachers‟ preferences to possible areas of the application of this technique as language assistants .40 4.1.1.4 Teachers‟ reflection on the reality and some drawbacks of using puppets as language assistants 41 4.1.1.5 Teachers‟ suggestions 44 4.1.1.6 Teachers‟ perception according to Age Group 46 4.1.1.7 Teachers‟ perceptions according to Work Experience Group 47 4.1.2 Based on interviews 49 4.1.2.1 Frequency of using puppets in teaching English and the most commonly used type of puppets .49 4.1.2.3 Further opinions about possible areas of the application of puppetry, disadvantages of using puppets and suggestions 50 4.2 Pupils‟ perceptions of the uses of puppets as language assistants 52 4.2.1 Pupils‟ attitudes towards the benefits of puppets in learning English 52 4.2.2 Pupils‟ views on the application of this technique 53 4.2.3 Pupils‟ preferences to possible areas of the application of this technique 54 4.2.4 Pupils‟ reflection on the reality of using puppets as language assistants 55 4.2.5 Pupils‟ preferences to certain types of puppets 56 4.2.6 Pupils‟ perceptions according to Gender 58 Chapter CONCLUSION AND IMPLICATIONS 59 5.1 Summary of the study .59 5.2 Implications 61 5.3 Limitations of the study 63 5.4 Further research 63 REFERENCES 65 APPENDICES LIST OF TABLES Table 3.1 Age Group of teachers Table Work Experience Group of teachers Table 3.3 Gender of pupils Table 3.4 Description of questionnaire for teachers Table 3.5 Description of questionnaire for pupils Table 4.1 Results of Cluster – Teachers‟ attitudes towards the benefits of using puppets Table 4.2 Results of Cluster 2- Teachers‟ views on the application of this technique Table 4.3 Results of Cluster - Teachers‟ preferences to possible areas of the application of this technique Table 4.4 Results of Cluster 4- Reality & some drawbacks of using puppets Table 4.5 Results of Cluster 5-Teachers‟ suggestions Table 4.6 Means of all Clusters Table 4.7 Teachers‟ perceptions according to Age Group Table 4.8 Teachers‟ perceptions according to Work Experience Group Table 4.9 Pupils‟ attitudes towards the benefits of puppets in learning English Table 4.10 Pupils‟ view on the application of this technique Table 4.11 Pupils‟ preferences to possible areas of the application of this technique Table 4.12 Pupils‟ reflection on the reality of using puppets as language assistants Table 4.14 Means of all Clusters Table 4.13 Pupils‟ preferences to certain types of puppets Table 4.15 Pupils‟ perceptions according to Gender LIST OF CHARTS Chart 3.1 Age Group of teachers Chart 3.2 Work Experience Group of teachers Chart 3.3 Gender of pupils Chart 4.1 Using puppets sounds interesting Chart 4.2 Using puppets to teach English is possible to carry out in my classroom Chart 4.3 I have been trained & successful in using puppets Chart 4.4 Means of all Clusters Chart 4.5 Teachers‟ perceptions according to Age Group Chart 4.6 Teachers‟ perceptions according to Work Experience Group Chart 4.7 I like this technique Chart 4.8 I rarely see this technique in my class Chart 4.9 Mean of all Clusters Chart 4.10 Pupils‟ perceptions according to Gender ABSTRACT This thesis aimed to study the potentials for using puppets as language assistants in teaching English to young learners at some Primary school in Hue The research investigated into (1) the perceptions of teachers and pupils on using puppets as language assistants, (2) how feasible it is to apply the technique of using puppets in real-life classrooms The subjects of this thesis were 20 Primary teachers of English and 220 Primary pupils In terms of methodology, questionnaire and interview were chosen as the main instruments All data was analyzed thanks to SPSS As a result, the findings indicated that although both teachers and pupils had positive attitudes towards the use of puppets, there were a certain number of disadvantages waiting for satisfactory solutions 21.Làm tập luyện Viết tiếng Anh Hồn tồn khơng đồng ý Khơng đồng ý Khơng có ý kiến Đồng ý Hồn tồn đồng ý Khơng đồng ý Khơng có ý kiến Đồng ý Hồn tồn đồng ý Khơng đồng ý Khơng có ý kiến Đồng ý Hồn tồn đồng ý Khơng đồng ý Khơng có ý kiến Đồng ý Hồn tồn đồng ý 22.Dạy hát Hồn tồn khơng đồng ý 23.Phát phần thưởng q Hồn tồn khơng đồng ý 24 Hoạt động khác Hồn tồn khơng đồng ý Ý kiến khác em: ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… APPENDIX Reliability of teachers‟ questionnaire (piloted) Reliability statistics Cronbach's Alpha N of Items 834 30 Case Processing Summary N Cases Valid Excludeda Total % 10 100.0 0 10 100.0 a Listwise deletion based on all variables in the procedure Item Statistics Mean if have chance, like to use various types of Std Deviation N 3.50 707 10 using P sounds interesting 4.00 1.247 10 trained to use, but have few opportunities to 2.20 632 10 there should be more training workshops 4.20 1.033 10 too strange, never hear of it 2.40 843 10 using P creates a child-friendly atmosphere 3.90 568 10 still difficult to apply, despite training 2.50 972 10 P increase interaction between teachers (Ts) & 4.00 667 10 Chn can develop their learning styles 3.70 675 10 T have more opportunities to use English 3.80 919 10 a waste of time & money 2.00 943 10 necessary that Ts' careful preparation of what to 4.20 632 10 possible to carry out in my classroom 3.20 632 10 trained, and successful in using this technique 2.40 516 10 Students (Ss) will be distracted if I apply it 1.70 949 10 puppets (P) apply children (Chn) naturally say before using puppets Our school lacks facilities 4.00 816 10 hear of it, but not yet trained 4.20 919 10 P can be used as language assistants 4.20 789 10 if hard to get puppets, create our own ones 3.70 949 10 hardly ever apply this technique 1.70 675 10 Ss will feel excited & contribute more 4.30 823 10 give instructions 3.70 675 10 use as a signal to announce the next activity/start 4.00 943 10 play language games 4.20 1.135 10 story-telling 4.40 843 10 conduct short dialogues/drills 3.60 516 10 carry out some writing tasks 3.00 471 10 teach songs/chants/rhymes 4.10 738 10 give rewards 3.60 843 10 other areas 2.90 568 10 an activity Item-Total Statistics if have chance, like to use various Scale Mean if Item Scale Variance if Corrected Item- Cronbach's Alpha if Deleted Item Deleted Total Correlation Item Deleted 99.80 92.844 620 822 using P sounds interesting 99.30 82.011 807 807 trained to use, but have few 101.10 98.100 263 832 99.10 85.433 801 810 100.90 104.544 -.201 848 99.40 93.378 737 821 100.80 109.956 -.447 859 99.30 91.122 803 817 99.60 96.489 365 829 types of puppets (P) opportunities to apply there should be more training workshops too strange, never hear of it using P creates a child-friendly atmosphere still difficult to apply, despite training P increase interaction between teachers (Ts) & children (Chn) Chn can develop their learning styles T have more opportunities to use 99.50 89.389 665 817 a waste of time & money 101.30 116.456 -.764 869 necessary that Ts' careful 99.10 93.878 613 823 100.10 94.100 594 824 100.90 106.767 -.491 847 101.60 100.267 033 842 Our school lacks facilities 99.30 94.900 391 828 hear of it, but not yet trained 99.10 98.100 156 837 P can be used as language 99.10 88.767 834 813 99.60 91.156 537 822 hardly ever apply this technique 101.60 107.378 -.432 850 Ss will feel excited & contribute 99.00 87.111 911 810 give instructions 99.60 94.489 522 825 use as a signal to announce the 99.30 87.122 783 812 play language games 99.10 81.433 931 802 story-telling 98.90 90.544 656 819 conduct short dialogues/drills 99.70 102.456 -.089 839 carry out some writing tasks 100.30 96.011 601 826 teach songs/chants/rhymes 99.20 94.844 445 827 give rewards 99.70 96.456 279 832 100.40 104.267 -.242 843 English naturally preparation of what to say before using puppets possible to carry out in my classroom trained, and successful in using this technique Students (Ss) will be distracted if I apply it assistants if hard to get puppets, create our own ones more next activity/start an activity other areas APPENDIX Reliability of teachers‟ questionnaire (in reality) Case Processing Summary N Cases % Valid Excludeda Total 20 100.0 0 20 100.0 a Listwise deletion based on all variables in the procedure Reliability Statistics N of Cronbach's Alpha Items 712 30 Item Statistics Mean Std Deviation N if have chance, like to use various types of puppets (P) 3.40 1.046 20 using P sounds interesting 4.15 988 20 trained to use, but have few opportunities to apply 2.50 1.100 20 there should be more training workshops 4.20 768 20 too strange, never hear of it 2.25 910 20 using P creates a child-friendly atmosphere 3.85 745 20 still difficult to apply, despite training 2.95 1.146 20 P increase interaction between teachers (Ts) & children 3.70 923 20 Chn can develop their learning styles 3.65 875 20 T have more opportunities to use English naturally 3.50 1.100 20 a waste of time & money 2.10 968 20 necessary that Ts' careful preparation of what to say before 4.10 641 20 3.35 671 20 (Chn) using puppets possible to carry out in my classroom trained, and successful in using this technique 2.30 657 20 Students (Ss) will be distracted if I apply it 1.60 821 20 Our school lacks facilities 3.80 951 20 hear of it, but not yet trained 3.20 1.361 20 P can be used as language assistants 4.10 788 20 if hard to get puppets, create our own ones 3.65 875 20 will never apply this technique 1.95 826 20 Ss will feel excited & contribute more 4.05 686 20 give instructions 3.35 813 20 use as a signal to announce the next activity/start an activity 3.50 1.192 20 play language games 3.95 999 20 story-telling 4.15 933 20 conduct short dialogues/drills 3.75 639 20 carry out some writing tasks 2.85 671 20 teach songs/chants/rhymes 3.65 988 20 give rewards 3.80 768 20 other areas 2.75 786 20 Item-Total Statistics if have chance, like to use various Scale Mean if Item Scale Variance if Corrected Item- Cronbach's Alpha if Deleted Item Deleted Total Correlation Item Deleted 96.70 75.379 130 713 using P sounds interesting 95.95 68.050 601 676 trained to use, but have few 97.60 75.726 099 716 95.90 72.411 446 692 too strange, never hear of it 97.85 79.082 -.067 725 using P creates a child-friendly 96.25 71.671 524 688 97.15 88.555 -.512 763 96.40 71.937 386 694 types of puppets (P) opportunities to apply there should be more training workshops atmosphere still difficult to apply, despite training P increase interaction between teachers (Ts) & children (Chn) Chn can develop their learning 96.45 72.155 398 694 96.60 67.937 534 679 a waste of time & money 98.00 87.684 -.540 756 necessary that Ts' careful 96.00 72.105 580 688 96.75 77.355 087 713 97.80 81.011 -.221 727 98.50 79.526 -.093 724 Our school lacks facilities 96.30 74.958 180 708 hear of it, but not yet trained 96.90 70.516 283 702 P can be used as language 96.00 71.684 489 689 96.45 72.997 339 698 will never apply this technique 98.15 84.555 -.422 743 Ss will feel excited & contribute 96.05 69.103 811 674 give instructions 96.75 69.566 635 679 use as a signal to announce the 96.60 64.253 689 662 play language games 96.15 66.661 685 669 story-telling 95.95 67.418 688 671 conduct short dialogues/drills 96.35 81.503 -.267 728 carry out some writing tasks 97.25 73.355 437 695 teach songs/chants/rhymes 96.45 72.261 333 697 give rewards 96.30 76.958 095 713 other areas 97.35 75.503 198 707 styles T have more opportunities to use English naturally preparation of what to say before using puppets possible to carry out in my classroom trained, and successful in using this technique Students (Ss) will be distracted if I apply it assistants if hard to get puppets, create our own ones more next activity/start an activity APPENDIX Means of Teachers‟ Questionnaire Descriptive Statistics N Minimum Maximum Mean Std Deviation Mean of Cluster 20 2.83 4.67 3.8083 54148 Mean of Cluster 20 2.20 3.80 3.1600 36476 Mean of Cluster 20 2.33 4.33 3.5278 47261 Mean of Cluster 20 2.00 3.29 2.5357 28899 Mean of Cluster 20 2.67 4.67 3.9833 53503 Valid N (listwise) 20 Report Age Group 1.00 Mean 3.9583 3.5000 3.3333 2.3929 4.0833 4 4 Std Deviation 31549 38297 68493 35714 41944 Mean 3.8500 3.0600 3.6556 2.5143 4.1333 10 10 10 10 10 Std Deviation 60067 34059 41059 22537 63246 Mean 3.6389 3.1000 3.4444 2.6667 3.6667 6 6 Std Deviation 59082 30332 43885 33401 55777 Mean 3.8083 3.1600 3.5278 2.5357 3.9833 20 20 20 20 20 54148 36476 47261 28899 58714 N 2.00 N 3.00 N Total Mean of Cluster Mean of Cluster Mean of Cluster Mean of Cluster Mean of Cluster N Std Deviation Report W.E Group 1.00 Mean 3.9583 3.5000 3.3333 2.3929 4.0833 4 4 Std Deviation 31549 38297 68493 35714 41944 Mean 3.8750 3.1500 3.6389 2.5000 3.9167 4 4 Std Deviation 59900 19149 50816 35952 91793 Mean 3.9524 3.0857 3.7778 2.5714 4.0952 7 7 Std Deviation 47837 19518 19245 11664 56811 Mean 3.4333 3.0000 3.2444 2.6286 3.8000 5 5 Std Deviation 68313 52915 44721 38598 55777 Mean 3.8083 3.1600 3.5278 2.5357 3.9833 20 20 20 20 20 54148 36476 47261 28899 58714 N 2.00 N 3.00 N 4.00 N Total Mean of Cluster Mean of Cluster Mean of Cluster Mean of Cluster Mean of Cluster N Std Deviation APPENDIX Reliability of Students‟ questionnaires (piloted) Case Processing Summary N Cases Valid % 10 100.0 0 10 100.0 Excludeda Total a Listwise deletion based on all variables in the procedure Reliability Statistics Cronbach's Alpha N of Items 728 24 Item Statistics Mean Std Deviation N This helps me feel more excited & contribute more 3.40 1.075 10 I've never seen this in class 3.70 1.059 10 This helps me like to learn English more 3.90 1.287 10 I think it's feasible 3.30 949 10 Talking to Ps makes me more confident 3.70 949 10 Normal, as Ps often appear in my class 2.20 789 10 I like this 4.10 994 10 I hope to learn with Ps as much as possible 4.30 823 10 The class will be more friendly 4.30 823 10 My teacher sometimes does so 2.00 943 10 I find it fun & interesting 4.10 876 10 Stick puppets 3.10 1.101 10 String puppets 3.60 1.265 10 Finger puppets 4.50 850 10 Hand puppets 4.10 738 10 Give instructions 3.80 789 10 Using as a signal of the next activity/start an activity 4.10 994 10 Playing language games 4.40 699 10 Story-telling 4.20 789 10 Conducting short drills 3.70 949 10 Carrying out writing tasks 4.40 843 10 Teaching songs/rhymes/chants 4.20 789 10 Giving rewards 4.00 816 10 Other areas 2.40 699 10 APPENDIX Reliability of Students‟ Questionnaire (in reality) Case Processing Summary N Cases % Valid Excludeda Total 220 99.5 221 100.0 a Listwise deletion based on all variables in the procedure Reliability Statistics Cronbach's Alpha N of Items 656 24 Item Statistics Mean Std Deviation N This helps me feel more excited & contribute more 3.96 838 220 I rarely see it in my class 3.80 870 220 This helps me like to learn English more 3.86 965 220 I think it's feasible 3.45 877 220 Talking to Ps makes me more confident 3.16 860 220 Nothing special, as Ps often appear in my class 1.96 698 220 Great, I like this 4.31 767 220 I hope to learn with Ps as much as possible 4.02 758 220 The class will be more friendly 3.84 751 220 My teacher sometimes does so 2.37 815 220 I find it fun & interesting 4.16 844 220 Stick puppets 3.07 924 220 String puppets 3.83 1.105 220 Finger puppets 4.00 1.018 220 Hand puppets 3.92 1.068 220 Give instructions 3.72 965 220 Using as a signal of the next activity/start an activity 4.00 802 220 Playing language games 4.31 719 220 Story-telling 4.06 871 220 Conducting short drills 3.36 796 220 Carrying out writing tasks 3.93 849 220 Teaching songs/rhymes/chants 4.20 671 220 Giving rewards 3.99 731 220 Other areas 2.45 656 220 Item-Total Statistics Scale Mean Scale Corrected Item- Cronbach's if Item Variance if Total Alpha if Item Deleted Item Deleted Correlation Deleted This helps me feel more excited & contribute more 83.77 44.688 124 656 I rarely see it in my class 83.94 47.042 -.085 676 This helps me like to learn English more 83.87 40.614 426 622 I think it's feasible 84.29 44.700 112 657 Talking to Ps makes me more confident 84.57 42.018 361 632 Nothing special, as Ps often appear in my class 85.78 49.115 -.289 686 Great, I like this 83.43 41.707 452 625 I hope to learn with Ps as much as possible 83.72 39.336 722 599 The class will be more friendly 83.90 40.633 583 613 My teacher sometimes does so 85.36 43.109 281 640 I find it fun & interesting 83.57 42.931 283 640 Stick puppets 84.66 41.695 355 631 String puppets 83.91 41.992 249 644 Finger puppets 83.74 44.083 123 658 Hand puppets 83.81 43.002 188 651 Give instructions 84.01 44.050 140 655 Using as a signal of the next activity/start an activity 83.73 44.626 141 654 Playing language games 83.42 44.492 184 650 Story-telling 83.68 42.457 314 637 Conducting short drills 84.37 44.902 117 656 Carrying out writing tasks 83.80 44.213 163 652 Teaching songs/rhymes/chants 83.54 43.437 327 638 Giving rewards 83.75 44.526 176 650 Item-Total Statistics Scale Mean Scale Corrected Item- Cronbach's if Item Variance if Total Alpha if Item Deleted Item Deleted Correlation Deleted This helps me feel more excited & contribute more 83.77 44.688 124 656 I rarely see it in my class 83.94 47.042 -.085 676 This helps me like to learn English more 83.87 40.614 426 622 I think it's feasible 84.29 44.700 112 657 Talking to Ps makes me more confident 84.57 42.018 361 632 Nothing special, as Ps often appear in my class 85.78 49.115 -.289 686 Great, I like this 83.43 41.707 452 625 I hope to learn with Ps as much as possible 83.72 39.336 722 599 The class will be more friendly 83.90 40.633 583 613 My teacher sometimes does so 85.36 43.109 281 640 I find it fun & interesting 83.57 42.931 283 640 Stick puppets 84.66 41.695 355 631 String puppets 83.91 41.992 249 644 Finger puppets 83.74 44.083 123 658 Hand puppets 83.81 43.002 188 651 Give instructions 84.01 44.050 140 655 Using as a signal of the next activity/start an activity 83.73 44.626 141 654 Playing language games 83.42 44.492 184 650 Story-telling 83.68 42.457 314 637 Conducting short drills 84.37 44.902 117 656 Carrying out writing tasks 83.80 44.213 163 652 Teaching songs/rhymes/chants 83.54 43.437 327 638 Giving rewards 83.75 44.526 176 650 Other areas 85.29 47.148 -.089 670 APPENDIX Means of Students‟ Questionnaire Descriptive Statistics N Minimum Maximum Mean Std Deviation Mean of Cluster 220 2.25 4.75 3.7080 55383 Mean of Cluster 220 2.00 5.00 3.9841 49631 Mean of Cluster 220 2.00 3.67 2.7091 39301 Mean of Cluster4 220 2.44 4.44 3.7848 31562 Mean of Cluster5 220 2.00 4.75 3.7080 55640 Valid N (listwise) 220 Case Processing Summary Cases Included N Excluded Percent N Total Percent N Percent Mean of Cluster * Gender 220 100.0% 0% 220 100.0% Mean of Cluster * Gender 220 100.0% 0% 220 100.0% Mean of Cluster * Gender 220 100.0% 0% 220 100.0% Mean of Cluster4 * Gender 220 100.0% 0% 220 100.0% Mean of Cluster5 * Gender 220 100.0% 0% 220 100.0% Gender Male Mean Mean of Mean of Mean of Cluster Cluster Cluster Cluster4 Cluster5 3.9375 2.6571 3.7981 3.6250 104 104 104 104 104 Std Deviation 56590 53147 40879 33199 58708 Mean 3.8276 4.0259 2.7557 3.7730 3.7823 116 116 116 116 116 Std Deviation 51648 46083 37393 30115 51870 Mean 3.7080 3.9841 2.7091 3.7848 3.7080 220 220 220 220 220 55383 49631 39301 31562 55640 N Total Mean of 3.5745 N Female Mean of N Std Deviation