RESEARCH METHOD COHEN ok

TABULATING DATA 465
Box 22.4
Student-related factors
Q11: Student-related factors
1-3: P1
4-6: P6
Students were shy and were afraid of losing face when they made mistakes in front of the class.
Students basically had no interest in learning anything, especially a foreign language.
Students had too many subjects to learn, andlearningEnglishwastoobookish.
There were too many other distractions such as surfing the Internet or going out with friends.
Chapter 22
7: F3 Students could not relate learning English to other thingstheylearnedatschool,sotheyhadno
interest.
Students’ language learning ability was poor and they feared learning English.
Students were allowed to repeat programmes, so they could become lazy and indifferent.
8: F3 Students spent too much time surfing the Internet.
Students put more time into science rather than language subjects.
9: F3 Students’ foundation was weak.
10-12: F5 Students lacked enthusiasm and ‘proper’learningattitudes.
Students had poor time management.
Students were afraid of losing face when they made mistakes in front of the class. They were shy as
well.
Students had no direction in their learning and they had no plan for their future. Therefore, they did
not learn well, especially a foreign language.
Students had many opportunities to enter universities, despite having a low standard of English.
in their learning and had limited incentive to learn
English well, as universities required only a low
standard of English.
Comment: there was a great variety of comments
here. There were degrees of agreement: the
teachers of the younger primary children agreed
with each other; the teachers of the older primary
children agreed with each other; and the teachers
of the older secondary children agreed with each
other. The teachers of the younger secondary
children raised different points from each other.
However, the four groups of teachers (younger
primary, older primary, younger secondary and
older secondary) raised different points from each
other.
For an example of the layout of tabulated
word-based data and supporting analysis see the
accompanying web site (http://www.routledge.
com/textbooks/9780415368780 – Chapter 22, file
22.1.doc).
Summary of the interview data
The issues that emerge from the interview data
are striking in several ways. What characterizes
the data is the widespread agreement of the
respondents on the issues. For example:
There was absolute unanimity in the responses
to questions 9, 12.
There was very considerable, though not
absolute, unanimity on question 11.
In addition to the unanimity already observed,
there was additional unanimity among the
primary teachers in respect of question 11.
In addition to the considerable, though not
absolute, unanimity already observed, there
was much unanimity among the primary
teachers concerning question 6.
Such a degree of unanimity gives considerable
power to the results, even though, because
of the sampling used, they cannot be said