Three ways to motivate the students at Banking Academy - Bacninh branch in English speaking activities

VIETNAM NATIONAL UNIVERSITY, HANOI University of languages and international studies FACULTY OF POST-GRADUATE STUDIES  NGUYỄN MINH HỒNG THREE WAYS TO MOTIVATE THE STUDENTS AT BANKING ACADEMY-BACNINH BRANCH IN ENGLISH SPEAKING ACTIVITIES BA CÁCH TẠO HỨNG THÚ CHO SINH VIÊN HỌC VIỆN NGÂN HÀNG-PHÂN VIỆN BẮC NINH TRONG CÁC HOẠT ĐỘNG NÓI TIẾNG ANH M.A Minor Programme Thesis Field: English Teaching Methodology Code: 60 14 10 HANOI - 2010 VIETNAM NATIONAL UNIVERSITY, HANOI University of languages and international studies FACULTY OF POST-GRADUATE STUDIES  NGUYỄN MINH HỒNG THREE WAYS TO MOTIVATE THE STUDENTS AT BANKING ACADEMY-BACNINH BRANCH IN ENGLISH SPEAKING ACTIVITIES BA CÁCH TẠO HỨNG THÚ CHO SINH VIÊN HỌC VIỆN NGÂN HÀNG-PHÂN VIỆN BẮC NINH TRONG CÁC HOẠT ĐỘNG NÓI TIẾNG ANH M.A Minor Programme Thesis Field: English Teaching Methodology Code: 60 14 10 Supervisor: Dr Hoàng Thị Xuân Hoa HANOI - 2010 iv TABLE OF CONTENTS DECLARATION i ABSTRACT ii ACKNOWLEDGEMENTS iii TABLE OF CONTENTS iv LIST OF CHARTS vi PART ONE: INTRODUCTION 1 Background to the study Aims of the study Research questions Significance of the study Scope of the study Research method Outline of the thesis PART TWO: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Speaking 1.1.1 Definitions of speaking 1.1.2 The importance of speaking 1.1.3 Accuracy or fluency in the teaching of speaking 1.1.4 Phases to teach speaking 1.1.5 Common speaking activities 1.1.6 Problems with speaking activities 1.2 Motivation 10 1.2.1 Definitions of motivation 10 1.2.2 Types of motivation in foreign language learning 11 1.2.3 The importance of motivation in foreign language learning and teaching 12 1.3 Strategies for motivating students in speaking activities 13 1.4 Previous studies 17 CHAPTER 2: METHODOLOGY 2.1 An action research 19 2 Research questions 19 v 2.3 Description of the subjects 19 The action research procedure 20 Description of Data Collection Instruments 22 2.5.1 Questionnaires 22 2.5.2 Observations 23 CHAPTER 3: DATA ANALYSIS AND DISCUSSIONS 24 3.1 Data collected from preliminary investigation stage 24 3.1.1 Data collected from questionnaire 24 3.1.2 Data collected from observation sheets 26 3.2 Intervention 28 3.2.1 The aims of the intervention 28 3.2.2 The intervention procedure 29 3.3 Data collected from the intervention stage 31 3.3.1 Data collected from Observation sheets 31 3.3.2 Data collected from Questionnaire 33 3.4 Evaluation 36 3.4.1 Comparisons 36 3.4.2 Summary 38 PART THREE: CONCLUSION 41 Review of the study 41 Pedagogical implications 41 Limitations and suggestions for further research 43 REFERENCES 44 APPENDICES APPENDIX 1: Questionnaire I APPENDIX 2: Questionnaire II APPENDIX 3: Observation sheet – Overall class motivation III APPENDIX 4: Observation sheet – Students’ on-task behavior IV APPENDIX 5: Action plan implementation VI APPENDIX 6: A sample of intervention plan VII APPENDIX 7: Data on overall class motivation XI APPENDIX 8: Data on the students’ on-task/off-task behavior XII vi LIST OF CHARTS Chart 1: Students’ reasons for learning English speaking 24 Chart 2: Students’ attitude towards learning English speaking 25 Chart 3: Students' frequency of unwillingness to speak English in class 25 Chart 4: Factors leading to the students' low motivation in English speaking activities 26 Chart 5: Overall class motivation phase 27 Chart 6: Students' times on-task/off-task behavior phase 28 Chart 7: Overall class motivation phase 31 Chart 8: Students’ times on-task/ off-task behavior phase 32 Chart 9: Students’ opinions about the teachers’ helping them set their own achievable goals 33 Chart 10: Students’ opinions about the teachers’ use of various speaking activities 34 Chart 11: Students’ opinions about the teachers’ use of rewards for success 35 Chart 12: Students’ attitude towards the teaching in the intervention stage 35 Chart 13: Overall class motivation before and after the intervention 37 Chart 14: Students’ times on-task/off-task before and after the intervention 37 -1- part one: Introduction Background to the study Theoretical perspective Together with the trend of globalization, English is used more and more widely in international settings Therefore, the ability to communicate in English is very important Speaking plays an essential role because without it, communication cannot take place directly between people However, speaking is generally considered the most difficult to learn among the four skills in English language learning In order to teach the students English speaking so that they become more interested in and maintain their interest in speaking learning, when it is not seen as important for their immediate needs other than to pass the oral exams, teachers have to find creative ways to teach and increase students’ motivation to learn Being concerned with what a teacher can to enhance student motivation in English speaking activities, a number of interesting and applicable ideas has been found Among them are useful strategies from Bligh (1971), Sass (1989), Ames and Ames (1991), Harris (1991), Dornyei (2001), Oxford and Shearin (1994): capitalize on students’ existing needs, help students set achievable goals for themselves, give clear explanation, create a comfortable atmosphere, vary teaching activities and methods, make learning visual, increase students’ self- confidence, promote cooperative learning, make students active participants in speaking activities, respond to students’ work and reward success Teachers should know how to use these strategies so as to increase students’ motivation in English speaking activities Therefore, this action research attempts to explore the problems of the students in speaking activities and to find out the most useful strategies in the researcher’s own teaching context English speaking teaching and learning at Banking Academy-Bacninh Branch Banking Academy-Bacninh Branch is a vocational school which trains students in Banking and Accounting operations Its English language teaching and learning program is implemented in the first term of the students’ first year The students are taught general English with New Headway Elementary (Liz & John Soars, 2000) in the time span of 120 forty-five minute class periods With 12 parallel classes, teaching is basically synchronized -2- across classes; that is, all the teachers are required to teach the same textbook and go through the same materials at more or less the same pace Each class is composed of students at mixed abilities During five years of teaching at Banking Academy-Bacninh Branch, the researcher often found many of my students were low motivated in class There were always students absent from class, and even for those who came to class, some of them did not participate in the activities, some of them pretended to participate in but in fact they chatted with others in Vietnamese, some just listened to others speaking but say nothing, some of them even dozed off, etc Later, after the investigation, the researcher realized that many of them were low motivated as they did not have achievable goals for themselves, the activities in the class were monotonous, the teacher did not create a comfortable atmosphere for them to speak and they were afraid of making mistakes and being laughed at by their classmates Being aware of the importance of English speaking, motivation and motivational strategies in English speaking, and bearing in mind the context of teaching and learning speaking at Banking Academy-Bacninh Branch, the researcher conducted this action research on the use of three strategies: helping students set achievable goals, varying speaking activities and using rewards for success with the aims at motivating the students in English speaking activities Aims of the study This research was an attempt to motivate the students at Banking Academy-Bacninh Branch in English speaking activities by using three strategies: helping students set achievable goals, varying speaking activities and using rewards for success In order to achieve this aim, the specific objectives of the study are: - Finding out the causes of the students’ low motivation in English speaking activities in order to have proper intervention to motivate them - Examining whether the teacher’s intervention consisting of the three changes: helping students set achievable goals, varying speaking activities and using rewards for success could motivate the students in English speaking activities or not Research questions With the above objectives, the research questions are: -3- What are the causes of the students’ low motivation in English speaking activities? Can the teacher’s intervention consisting of the three changes: helping students set achievable goals, varying speaking activities and using rewards for success motivate the students in English speaking activities? If yes, to what extent? Significance of the study It is hoped that the study will identify the main causes of the students' low motivation in speaking activities at Banking Academy-Bacninh Branch In addition, by doing this action research, the researcher can evaluate the use of the three changes - helping students set achievable goals, varying speaking activities and using rewards for success - in her classes And this would provide the teachers with guidance and assistance to boost students' motivation in learning to speak English Students will find it more useful and interesting in their learning and spend more time on this specific skill The study will give us convincing information about the great value of the combination of the three changes in increasing learners' motivation Scope of the study The research was conducted on the students at Banking Academy-Bacninh Branch Due to the limitation of time, the researcher only focused on the use of the three changes in class K43B in the first term, in which the researcher taught as a teacher, as K43B can be the representative of all the classes at Banking Academy-Bacninh Branch Research method The method employed in this study is an action research, with the use of two instruments: observations and questionnaires All comments, remarks, recommendations and conclusion are based on the data analysis Action research has proved to be the best choice for this study as the study was aimed at motivating the students to take part in speaking activities within a certain context The combination of different instruments used in this research would help to gain reliable data and help the researcher have a close investigation into the problems that the students were having Outline of the thesis The study consists of three parts: the introduction, the development and the conclusion -4- The first part, “Introduction”, presents background to the study, aims of the study, research questions, significance of the study, scope of the study, research method, and outline of the thesis The second part, “Development” comprises chapters: Chapter 1, LITERATURE REVIEW, presents relevant theoretical basis for the study, relating to speaking learning and teaching in language classroom, motivation, motivational strategies in speaking class and presents previous studies relating to the field Chapter 2, METHODOLOGY, provides the readers with the definitions of the action research, the data collection instruments Detailed information about the research procedure and the participants of the study is also presented Chapter 3, DATA ANALYSIS AND DISCUSSIONS, analyzes the data collected from the preliminary investigation stage to form the hypothesis of the study An intervention plan is worked out and implemented The data from the intervention stage are collected and analyzed to make an evaluation of the effectiveness of the intervention The last part, “Conclusion”, reviews the study, gives out pedagogical implications, presents the limitations of the study and gives suggestions for further study in the same field -5- PART TWO: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Speaking 1.1.1 Definitions of speaking Speaking, as Bygate (1987) defines, involves not only the use of the right sounds in the patterns of rhythm and intonation, but also the choice of words and inflections in the right order to convey the right meaning Speaking, a productive skill, is known to have two main types of conversation namely dialogue and monologue, which are rather different In monologue, you give uninterrupted oral presentation while in dialogue you interact with one or more other speakers for transactional and international purposes It is noticeable from the two productive language skills that speaking is different from writing in both processing conditions and reciprocity conditions “First, spoken language is affected by the time limitations, and the associated problems of planning, memory, and production under pressure Second, it is reciprocal activity, which has a crucial effect on the kinds of decisions to be made.” (Bygate, 1987: 11-12) 1.1.2 The importance of speaking In social contexts, social roles are likely to be taken by those who learn and know how to speak, but not by those who not have this skill In language learning, speaking plays an utmost important role among the four language skills (listening, reading, speaking and writing) since it helps to identify who knows or does not know a language Pattison (1992) confirms that when people mention knowing or learning a language, they actually mean that they are able to speak the language It cannot be denied that speaking deserves as much attention as or even more attention than written skill In order to carry out many of the most basic transactions, it is necessary for learners to speak with confidence 1.1.3 Accuracy or fluency in the teaching of speaking Accuracy in language teaching involves the correct use of vocabulary, grammar and pronunciation In controlled and guided activities, accuracy is usually the focus and the teacher makes it clear from feedback that accuracy is important Ongoing correction is - 44 - REFERENCES Ames, R and Ames, C (1991) Motivation and Effective Teaching Educational Values and Cognitive Instruction: Implications for Reform Hillsdale: L.Erlbaum and Associates Ausubel, D.P (1998) Educational Psychology: A Cognitive View New York: Holt, Rinehart and Winston Bligh, D A (1971) What’s the Use of Lecturing? Devon, England: Teaching Services Centre, University of Exeter Brown, H D (1994) Teaching by Principles Englewood Cliff NJ: Prentice Hall Burns (1999) Collaborative Action Research for Language Teacher Cambridge: Cambridge University Press Bygate, M (1987) Speaking Oxford: Longman Byrne, D (1988) Focus on the Classroom Hongkong: Modern English Publications Caroll, J B (1962) The Prediction of Success in Intensive foreign Language training: Training research and education Pittsburgh: The University of Pittsburgh Press Cohen, L & Manion, L (1994) Research Method in Education London: Croom Helm 10 Crookes, G & Schmidt, R W (1991) Motivation: Reopening the research agenda Language Learning, Vol 41 (4) 469-512 11 Dornyei, Z (2001) Motivational Strategies in the Language Classroom Cambridge: Cambridge University Press 12 Ellis, R (1994) The Study of Second Language Acquisition Oxford: Oxford University Press 13 Gardner, R C, & Lambert, W (1972) Attitudes and Motivation in Second Language Learning Rowley MA: Newbury House 14 Gardner, R C (1985) Social Psychology and Language Learning: The Role of Attitude and Motivation London: Edward Arnold 15 Harris, R (1991) Some Ideas for Motivating Students Available online: www.virtualsalt.com 16 Ha Thi Lan (2003) Effect of Communicative Activities of Pair Work and Group Work on Students’ Motivation on Speaking Unpublished MA thesis HUFS - 45 - 17 Hoang Thi Ngan (2006) Motivating Students to Speak at Gia Loc Senior Secondary School Unpublished MA thesis VNU-ULIS 18 Kemmis, S & Mc Taggart, R (1988) The Action Research Planner 3rd ed Geelong, Victoria: Deakin University Press 19 Kessler, C (1992) Cooperative Language Learning: A teacher’s resource book Englewood Cliffs, NJ: Regents-Prentice Hall 20 Labonde, R N (1982) Second Language Acquisition: A causal Analysis Unpubliced MA thesis, University of Western Ontario, London 21 Lepper, M R (1998) Motivational Considerations in the Study of Instruction Cognition and Instruction 5, 22 Lightbrown, P M and Spada, N (1999) How languages are learned Oxford: Oxford University Press 23 Nunan, D (1992) Research Method in Language Learning Cambridge: Cambridge University Press 24 Oxford, R L and Shearin, J (1994) Language learning motivation: Expanding the theoretical framework The Modern Language Journal, 78, p.19 25 Pattison, P (1992) Developing Communication Skills Cambridge: Cambridge University Press 26 Peacock, M (1997) The Effect of Authentic Materials on the Motivation of EFL Learners ELT Journal Vol 51/2 April 1997, 144-156 Oxford University Press 27 Sass, E J (1989) Motivation in the College Classroom: What students tell us? Teaching of Psychology, 16(2), 86-88 28 Soars, John & Liz (2000) New Headway – Elementary Oxford: Oxford University Press 29 Ur, P (1996) A Course in Language Teaching Cambridge: Cambridge University Press 30 Wallace, M J (2001) Action Research for Language Teachers United Kingdom: Cambridge University Press 31 Wang, Xiaoying (2007) Three Ways to Motivate Chinese Students in EFL Listening Classes Asian EFL Journal Vol.17, January 2007 I APPENDIX 1: QUESTIONNAIRE This questionnaire is designed for my research into motivation in speaking activities in the classroom Your answer is used for research purposes only Thank you for your cooperation! Why you learn English speaking? (You can tick more than one answer.) A English speaking is necessary for my future job B English speaking is compulsory at our school C I am interested in English speaking skill D I want to be able to communicate in English E Others: How important is English speaking skill to you? A Very B Rather C Little D Not at all Do you feel unwilling to speak English in class? A Yes, always B Yes, usually C Yes, sometimes D No, I speak whenever I am told to E No, I always seek for chances to speak in class What factor(s) make(s) you unwilling to speak English in class? (You can tick more than one answer.) A Being not interested in English speaking B Learning goal is not to communicate in English C Being afraid of making mistakes and being laughed at by my classmates D Being afraid of making mistakes and being criticized by my teacher E My teacher’s unenthusiasm in English speaking classes F Poor physical conditions (classroom size, desks, tables, lights, boards, etc.) G Unrelaxed atmosphere in the classroom H Monotonous speaking activities I Others: E Don’t mind II APPENDIX 2: QUESTIONNAIRE This questionnaire is intended to have your attitude towards and assessment of the three strategies used by your teacher in English speaking activities in the last three lessons Your assessment is anonymous (you don’t have to write down your name) and used for research purpose only Thank you for your cooperation! Instructions: For items 1, 2, 3, you can choose more than one answer For item 4, please choose only one answer The teacher’s helping me set achievable goals in speaking activities A made my study more purposeful B made me more confident C made me bored D was useless E other ideas: The teacher’s use of various speaking activities A made me interested B created a pleasant atmosphere C made me feel complicated D made me difficult to follow E other ideas: The teacher’s use of rewards in speaking activities A made me more confident B encouraged me to make more effort C created a relaxed atmosphere D created intense competition among us E other ideas: In general, I like the teaching in the last six speaking lessons A Strongly disagree B Disagree C Don’t mind D Agree E Strongly agree III APPENDIX 3: OBSERVATION SHEET - OVERALL CLASS MOTIVATION (Adapted from Peacock, 1997) Observer: Date: Teacher: Class: No of students present: Time: 45 minutes Material: Headway Elementary Unit: Observation focus: Levels of students' motivation generated by the tasks is average mark for any one item Instructions: a This sheet is for observing the class as a whole, not individual student b Complete this sheet when the lesson is drawing to a close c Circle ONE number of each statement below d Add final comments after the lesson at the bottom of the sheet if you wish Mark how involved in the activities the students are Not very involved very involved Mark the levels of students’ concentration on the activities Low high very much The students are enjoying the activities Not really The students are paying persistent attention to the activities Not really very much Mark the students’ activity level (effort/ intensity of application) Low high The students find the speaking activities interesting Not really very much The speaking activities are challenging for the students Not really very much The speaking activities are appropriate for the students Not really very much IV APPENDIX 4: OBSERVATION SHEET – STUDENTS’ ON-TASK BEHAVIOR (Adapted from Hopkins, 1985) Observer: Teacher: Dates: Time of class: Number of students present: Level: Elementary Categories: = student on-task; = student off-task On-task: participate in the speaking activities Off-task: not participate in the speaking activities Instructions: - This observation is designed to measure levels of students’ motivation - Do not participate in the lesson Place yourself in an unobtrusive position in the classroom - Start the observation when the students have been working for minutes - Observe students one by one Identify students by name - Every five seconds, write down the category best describing the observed students' activity at that moment, then pass on the next students - Write the numbers in sequence down the observation sheet - Continue until all students have been observed 12 times, then complete Observation sheet V Student number 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 Scan number 10 11 12 VI APPENDIX 5: ACTION PLAN IMPLEMENTATION WEEKS UNITS 7 INTERVENTION Help the students set achievable goals Varying speaking activities - Picture card activity “Spot the differences” (group-work) - Information Gap Activity “Interviewing” (pair-work) Reward success 8 Help the students set achievable goals Varying speaking activities - Picture card activity “Twenty questions” (pair-work) - Role-play (pair-work) - Tell a story (individual) Reward success 9 Help the students set achievable goals Varying speaking activities - Picture card activity “Kim’s game” (group-work) - Picture card activity “The lost twin” (pair-work) Reward success 10 10 Help the students set achievable goals Varying speaking activities - Picture card activity “Spot the differences” (pair-work) - Role-play (pair-work) - Problem-solving “Make decision” (group-work) 11 11 Help the students set achievable goals Varying speaking activities - Game “Who is it?” (whole class) - Picture card activity “Spot the differences” (pair-work) - Describing pictures (group-work) Reward success 12 12 Help the students set achievable goals Varying speaking activities - Role-play (pair-work) - Problem-solving (group-work) Reward success VII APPENDIX 6: A SAMPLE OF INTERVENTION PLAN UNIT 11: (Speaking) * Aims: Using the three changes - helping students set achievable goals, varying speaking activities and using rewards for success - to motivate the students in English speaking activities * Types of speaking activities used in the unit: Activities Time - Game “Who is it?” whole class minutes - Picture card activity “Spot the differences” pair-work 10 minutes - Describing pictures group-work 10 minutes * Procedure: Helping students set achievable goals - Teacher helps the students set their own achievable goals to make their learning more purposeful and make them more confident to speak The objective of the lessons is: At the end of the lesson, the students can describe people orally, using the Present Continuous Tense, verbs denoting on-going actions, nouns of clothes, adjectives of colours and adjectives describing parts of the body - Teacher first states the objective of the lessons, and then gives out some specific goals for the students to choose: Speak very fluently Speak fluently Speak very accurately Speak accurately Use the Present Continuous Tense correctly Use most of the verbs denoting on-going actions Use some of the verbs denoting on-going actions learnt in the unit Use most of the nouns of clothes VIII Use some of the nouns of clothes learnt in the unit Use most of the adjectives of colours and adjectives describing parts of the body Use some of the adjectives of colours and adjectives describing parts of the body Can express their ideas naturally Can speak with some mistakes - Teacher lets the students spend some minutes to choose suitable goals they think they can attain The best students in the class may set the goal of speaking both very accurately and fluently while some students at low level may choose much more easy-attained goals such as they can speak some sentences using the Present Continuous Tense, with or verbs denoting on-going actions, or nouns of clothes, or adjectives of colours and or adjectives describing parts of the body and can make some mistakes - After the students set their goals, teacher encourages them to try their best to attain the goals Varying speaking activities and rewarding success - Teacher uses interesting activities which are different from what have been used before + Game “Who is it?” (Whole class – minutes) T chooses someone in the classroom, but doesn’t say who The whole class ask yes/no questions to find out who it is For example: Is it a girl? - Yes, it is Is she sitting near the window? - No, she isn’t Has she got black hair? - Yes, she is Is she wearing white T-shirt? - Yes, she is The questioner who finds out the student that the teacher asks about first will be the winner and will be rewarded a story book in English (or will be rewarded with a high mark) + Picture card activity “Spot the differences” (Pair-work – 10 minutes) Teacher photocopies the pictures (as illustrated on page X) enough for half of the class to have picture A and the other half to have picture B Teacher divides the class into pairs One student in each pair is given picture A and the other is given picture B Each IX student in a pair looks at his/her picture and doesn’t show the picture to their partner There are ten differences in picture A and picture B Each pair has to talk about the pictures to find them The pair of students who find the ten differences first will be asked to talk in front of the whole class If they speak well enough, each of them will be rewarded a small picture book of English (or will be rewarded with a high mark) + Describing pictures (Group work – 10 minutes) Teacher divides the class into groups and gives each group a photo of one person Each group has to discuss to describe the person After minutes, teacher asks anyone in any group to describe the person If s/he speaks well, s/he will be rewarded with an English picture card (or will be rewarded with a high mark) - Note: Teacher introduces about the rewards at the beginning of each activity and introduces which criteria to consider who will be rewarded, what rewards will be given and should give clear instruction for each activity X XI APPENDIX 7: THE DATA ON OVERALL CLASS MOTIVATION Data interpretation keys: Level of students’ motivation generated by speaking activities was observed in terms of items is average mark for any item For example: in Lesson 4, mark is given to students’ involvement in the speaking activities This means that the students were not very involved in the speaking activities Table 1: The data on the overall class motivation collected during the lessons Lessons Observed items Students’ involvement in the speaking activities Students’ concentration on the speaking activities Students’ enjoyment of the activities to the activities Students’ activity level Students’ degree of interest in the activities Degree of challenge of the activities Degree of appropriateness of the activities Total mark (40 is highest) Mark Students’ persistent attention L4 L5 L6 L7 L8 L8 L10 L11 L12 2 4 4 3 4 4 5 5 5 2 3 4 4 2 3 3 4 3 4 4 4 3 3 4 3 4 4 18 20 19 27 28 30 32 33 36 XII APPENDIX 8: THE DATA ON THE STUDENTS’ ON-TASK/OFF-TASK BEHAVIOR Data interpretation keys: Each student was scanned 12 times The more engaged on the speaking activities, the higher the number of times scanned to be on-task one could gain For example: in Lesson 4, students had times scanned to be on-task out of 12 times scanned This means that those students were engaged on the speaking activities during one fourth of the time given for the activities Table 2: The data on the students’ on-task/off-task behavior collected during the first three lessons No of Total times Times on- students scanned task 32 384 167 43.5% 217 56.5% 32 384 176 45.5% 208 54.2% 32 384 168 43.8% 216 56.2% Lesson Percentage Times offtask Percentage Table 3: The data on the students’ on-task/off-task behavior collected during the last six lessons No of Total times Times on- students scanned task 32 384 232 60.4% 152 39.6% 32 384 243 63.3% 141 36.7% 32 384 262 68.2% 122 31.8% 10 32 384 271 70.6% 113 29.4% 11 32 384 306 79.7% 78 20.3% 12 32 384 332 86.5% 52 13.5% Lesson Percentage Times offtask Percentage XIII