4.3 Students’ perception analysis of QtA strategy
4.3.2 Students’ perception of the queries in QtA
In order to gain more students’ understanding about the queries in QtA, the researcher asked 16 students’ in experimental class to rate their level of preference, familiarity, difficulty and interesting in 5-point Likert scale. The figure 4. .. below shows their opinion for 04 sub-items in this category.
Figure 4.3 Students’ perception of the queries in QtA
The results show that most of the students in the experimental class had excitement in QtA questions. Specifically, as many as 63% of the students agreed or fully agreed that they liked the queries in the QtA strategy, while 25% of the students surveyed did not comment on this statement. However, there are still a small number of students in the experimental class (13%) who disliked the problems in QtA strategy, and there are no students choosing
“Totally disagrees” with this question.
For the survey questions designed to collect students’ assessment of the difficulty of queries in QtA strategy, most of the experimental class students who participated in the survey thought that the queries in QtA are very difficult. Specifically, as many as 50% of the 16 experimental class students agreed with the statement that “the queries in QtA are very difficult”, and 19% of the respondents fully agreed with this statement. Among the 16 students in the experimental class, only 19% thought that the queries in QtA strategy were not very difficult. 13% of the survey participants did not comment on this question.
The third sub-item in this section aimed to collect students’ views on the attractiveness and interest of the questions in QtA strategy. The survey results in Figure 4.2 show that most experimental students found the queries in QtA very interesting. In particular, as many as 63% of the 16 experimental class students agreed or fully agreed with the statement that “the problems in QtA strategy are very interesting”. Even 13% disagreed with the above statement, while 6% disagreed at all. Around one fifth of the students in the experimental class did not express their opinions on the judgments related to the attractiveness and interest of the questions in QtA.
In terms of students’ evaluation of QtA queries relating to other conventional questions in the experimental class, the majority of students in the experimental class agreed that QtA queries are quite different from conventional questions. Specifically, as many as 50% of the 16 students in the experimental class agreed that the problems in QtA strategy were quite different from the conventional problems. Among them, 25% said they fully agreed, and the remaining 25% did not give an opinion. In particular, no student chooses to disagree to a degree and disagrees with this statement at all.
4.3.2 Students’ perception of discussion part in QtA strategy
To gather information about students’ perceptions of QtA teacher-student discussions, the researchers designed 07 survey sub-items. The following is the questionnaire of QtA teacher-student discussion in the experimental class.
Figure 4.4 Students’ perception of discussion part in QtA strategy
The fourth sub-item aimed to measure the students’ preference in the experimental class with the discussion between teachers and students in QtA strategy. The results in the chart show that most students in the experimental class expressed interest in the discussion between students and teachers in QtA strategy. Specifically, among the 16 experimental class students, as many as 69% agreed or fully agreed that they liked the discussion in QtA strategy (19% of them fully agreed). Only 13% said they didn’t really like this part of the QtA approach, while 19% of participants did not comment on the issue.
Sub-item 3.2 was designed by the researcher to measure the interest level of discussions in QtA. The results of the survey show remarkable level of interest in discussion.
Specifically, as many as 75% of the 16 experimental class students who totally agrees and agreed with the statement that the discussion in QtA is interesting. However, about 13% of the students in the experimental class expressed different views and about 13% of them did not give comment on this sub-item.
The next sub-item aimed to collect students’ assessment of the challenge in QtA discussion. Most of the students in experimental class admitted that the teacher-student discussion in QtA is very challenging. In detail, among 16 students in the experimental class, as many as 13 students (equivalent to 71%) agreed or fully agreed with the statement that the discussion in QtA created many challenges for learners. Only 6% of the students (equivalent to 1 student out of 16) thought that this part really does not show any challenge. Besides, 13% of the students who participated in the survey had no opinion on this question.
The third sub-item in this section aimed to get evaluation of students’ ability to follow discussion with teachers and other students in the experimental class. Most students in the experimental class found it difficult to follow the teacher-student discussion in QtA.
Particularly, 69% of the 16 students in the survey agreed or fully agreed with the statement
that this part of QtA is difficult for them to follow. Only one of the students in the experimental class (equivalent to 6.%) thought that he could easily follow the discussion of QtA strategy. In addition, 25% of the participants did not comment on this survey question.
In terms of discussing time, the participants seemed to have various opinions for sub- item 3.5.A majority of the students thought that the teacher-student discussion in QtA strategy is very time-consuming. Specifically, as many as 69% of the 16 students in the experimental class agreed or fully agreed with the view that the discussion in QtA strategy is lengthy. 6% (equivalent to one student) thought that the time for teachers and students to discuss in QtA is acceptable. And 25% of them refused to comment on this issue.
The last sub-item in this section intended to measure the relevance of the discussion in the QtA approach to students’ understanding of the text. Most students in the experimental class agreed that the discussion between students and teachers made it easier for them to understand the meaning of the text. Specifically, 25% of the students in the experimental class chose the answer “totally agree”, 62% chose the answer “agree”. While only 13% of the 16 students did not comment on this issue. In particular, no student chose to disagree or disagree in this statement.