Effect of student’s Aptitudes of subject on their ...kangnamjoon.weebly.com/uploads/1/3/6/7/13673728/jnag… · Web viewEffect of student’s Aptitudes of subject on their perceptions

Effect of student’s Aptitudes of subject on their perceptions of learning Science integrated English lesson

Chapter Ⅰ Introduction

English is taught from the third grade (9 years old) of elementary school as a

mandatory subject and has got positive results in many aspects since 1997.

The aims of primary school English education are to increase the interests

and motivation of students to learn English and to develop basic

communicative competence (Korean Ministry of Education and Human

Resources Development, 2001). Since the seventh national curriculum, the

English instruction in elementary school in Korea had predominantly

focused on speaking and listening comprehension skills. Yet, the actual

English classroom realities in Korean elementary schools, teaching and

learning English remains as a critical challenge (Moon, 2005).

In the EFL context, English is learnt as a foreign language, and the learners

live in the contexts where they do not have to speak and listen to English for

everyday survival. Korean elementary learners in an EFL situation rarely

have opportunities to experience English outside of the classroom. Their

exposure to English is usually limited to classroom, with as little as two or

three class sessions per week. Furthermore, this limited exposure almost

consists of spoken language such as speaking and listening comprehension

practices that do not give Korean elementary learners chances to practice

English at home or outside of the classroom. Many learners cannot read

content materials because their English instruction often only includes basic

English conversational skills. Such skills often do not consider learners’

cognitive level and interests which often causes the learners to lose their 1

motivation. (Lee, 2007) The researches (Jung, 1999; Kim, 1999) emphasized

the need for adapting informative topics that motivate the learners’ interest

and participation in the lessons. Adapting a cross-curricular approach also

has been suggested as one of many ways for successful English education on

the Korean primary context (Eskey, 1997; Halliwell, 1992; Kim, 1999; Park,

2002; Tongue, 1991).

The classroom – learning environment causes a second difficulty. There are

typically more than 30 learners in one class in Gyeonggi Province in Korea,

with very different levels of English language competency. Due to large

number of learners and various levels of students, teachers are difficult to

teach English to them appropriately. Low level learners cannot understand

classes if teacher taught beyond their ability, while more advanced level

learners lose interest if the class is not challenging.

In spite of these difficulties, the importance of learning English has been

growing in our society, especially for young learners (Moon, 2005).

Therefore, considerable research on English teaching methods is required,

both to assist English teachers and learners. Recently, Content-Based

Instruction (CBI) is coming up as a new wave for English education in

Korea. According to Briton, Snow, and Wesche (1989), a recent surge of

research and material on CBI has given us new opportunities and challenges.

Looking at Park’s research (2004), some suggestions are provided for a

practical introduction of CBI education in the areas of a pre-or in-service

teacher training system, governmental assistance, and other practical issues;

deciding the starting grade and subjects for immersion(Kang, 2009).

However, there have been growing interests in content-based English

instruction in Korea, the actual and concrete teaching methods and 2

curriculum still remains unfamiliar to many teachers. For example, this

researcher assumed that students who are interested in English subject have

more positive perceptions towards studying English than students who are

interested in the other subjects. However, when this researcher taught SCBI

(science content based instruction) to the public elementary students in

Korea found different phenomena. Some of the students who are not

concentrated in normal English class rather eagerly participated in SCBI than

the other students. Thus, this researcher borrowed content-based language

curriculum that integrate science into English ((20 ,Kang) and examined

how students’ different subject aptitudes affected their perceptions and

achievement towards their learning English.

Chapter Ⅱ. Literature Review

2.1 CBI (Content Based Instruction)The focus of this research is on the contents of English. The contents have a

definite influence on students’ interest and motivation in learning English.

Contents – Based Instruction is an approach that emphasizes the importance

of content. Thus it can be said that this research is based on CBI.

2.1.1 The definition of CBI

Content-based instruction (CBI) refers to an approach to second language

teaching in which teaching is organized around the content or information

that students will acquire, rather than around a linguistic or other type of

syllabus. (Lee, 2007) Krahnke (1987) states that CBI is the teaching of

content or information in the language being learned with little or no direct 3

or explicit effort to teach the language itself, separately from the content

being taught.

According to Leaver and Stryker (1997), CBI implies the total integration of

language and content learning. It represents a significant departure from

traditional foreign language teaching methods in that language proficiency is

achieved by shifting the focus of instruction from the learning of language

per se to the learning of language through the study of content. CBI uses the

content in accordance with the language teaching to fuse them together to a

cohesive whole which is of use to the student.

2.1.2 CBI Models

CBI has started in Canada as a successful second language immersion

program. There are two different models of emersion; the adjunct and

sheltered language instruction, which were referred by Snow (1989). The

adjunct model is that content and language instruction have been integrated.

In the adjunct model, students enroll in a regular academic course; in

addition, they take a language course that is connected with the academic

course. Then, during the language class, the language teacher’s focus is on

helping students process the language in order to understand the academic

content presented by the subject teacher. The language teacher also helps

students to complete academic tasks such as writing term papers, improving

their note-taking abilities, and reading academic textbooks assigned by the

content teacher.

In sheltered-language instruction in a second language environment,

a second model of content based instruction has been caused. Both native

speakers and non-native speakers of a particular language follow a regular 4

academic curriculum. For classes with non-native speakers, however,

‘sheltered’ instruction is geared to students’ developing second language

proficiency. Sheltered-language instructors support their students through the

use of particular instructional techniques and materials. It offers the

significant advantage that second language students do not have to postpone

their academic study until their language control reaches a high level. It

follows that students are often highly motivated because they learning

content that is relevant to academic requirements of the programs in which

they are enrolled. To sum up, what all models of CBI in common is learning

both specific content and related language skills.

2.1.3 Positive Views of CBIIn theory, integrated English and content instruction has many benefits. First,

language acquisition is based on input is meaningful and understandable to

the learner. Such integration increases students’ interests with content and it

also provides a meaningful basis for understanding and acquiring new

language structures and patterns (Genesee, 1994; Krashen, 1989; Snow,

1989; Taylor,1983). Brinton, Snow, and Wesche (1989), in CBI, language

takes on its appropriate role as a vehicle for a accomplishing a set of content

goals. They researched that content-based classrooms may yield an increase

in intrinsic motivation and empowerment, since CBI class focuses on subject

matter that is important to their lives. Students are working with content that

is interesting and relevant, they forget that they are learning a language and

acquisition occurs in an almost incidental fashion.

Second, language cognition and social skills develop concurrently

among young learners. Language is a crucial medium that social and 5

cognitive development proceeds (Genesee, 1994). By learning core subjects

in English, learners can obtain core concepts and develop social skills. As

shown in Snow, and Wesche’s (1989) study, students are pointed beyond

transient extrinsic factors, like grades and tests, to their own competence and

autonomy as intelligent individuals capable of actually doing something with

their new language.

Third, the integration of English and content instruction emphasizes the

specificity of functional language use (Genesee, 1994). In other words, ‘In

content-based language teaching, the claim in a sense is that students get “

two for one”-both content knowledge and increased language proficiency’

(Wesche, 1993).

To sum up, unlike more traditional approaches to language teaching

which are based around the presentation and practice of grammatical forms

and lexis in decontextualized environment, CBI is an effective method of

combining meaningful, cognitively demanding language and content

learning within the context of authentic materials and tasks.

2.1.4 Content-based instruction in science Keenan (2004) found that English language learners seem to struggle less

with learning science content than they do with other content areas. She

believes that science is a non –threatening way for students learning English.

Students share their experience and knowledge of the world around them

without feeling that they have the “wrong” answer to a teacher-prompted

question. Moreover, science inquiry facilitates the language development.

Kessler and Quinn (1988) discussed the characteristics of science:

Science is generally defined as a set of concepts and relationships developed 6

through the processes of observation, identification, description,

experimental investigation, and theoretical explanation of natural

phenomena. Through scientific inquiry, students develop learning processes

inherent in thinking: observing, classifying, and finding space and time

relationships. Current approaches to science and second language education

based on research and classroom practice indicate a set of central notions for

relating science and ESL.

According to Lee (2007), the advantages of using science are as

follows. First, it provides a source of meaningful and relevant language

input, using hands – on materials and texts with extra linguistic devices

(diagrams, charts and pictures) to clarify meaning. Second, children’s

tendency toward natural curiosity will give positive affective conditions for

high motivation and low anxiety. Third, it gives extensive opportunities for

small group interactions in which students negotiate meanings and revise

comprehensible language input. Fourth, opportunities for heterogeneous

grouping with the role of peer tutor will alternate among students. Fifth,

students will have experience with a wide range of language functions as

well as extensive vocabulary development needed for school success. Sixth,

the integrating of all - listening, reading speaking, writing- modalities of

language use. Seventh, the use of prior cultural and educational experiences

will develop new concepts. Eight, literacy-related tasks will develop

cognitive and academic language proficiency. Nine, as a language

acquisition perspective, science gives a rich context for genuine language

use. Science can serve as a focal point around which oral language and

literacy in ESL can develop.

7

ChapterⅢ. Methodology

3.1 Research Questions

The main purpose of this study is to investigate how much students’

aptitudes of science or English subjects affect their perceptions and

achievement on SCBI (science content based instruction). To pursue this

field of research, this study posed the following two questions. They are

1) How do students of different aptitudes towards English or science

subjects, respond to studying science integrated English lessons?

2) How much improvement was noticed in the students’ content knowledge

once they completed studying science integrated English lessons?

3.2 Participants

The subjects in this research were fourth graders (9 years old) in three

classes at Dorim primary School. The number of students was 76 and they

have been studying English formally twice a week at school since one year

ago. The researcher is an English substitute teacher and has been teaching

English for 7 years at public elementary schools. However this researcher

met these participants for the first time in March of this year. The school is

located in Guri city, Gyeong Gi province in South Korea. The students’

economical backgrounds were middle - low or low classes. Thus, parents

were not fully involved in their children’s education so the students’ English

proficiencies are low compared to other areas in Gyeonggi province. All

students in fourth grade three classes were chosen. Some of students learned

English before third grade at private institutes. Most of students have studied

8

English since one year ago at school, 15 students studied more than 2 years

and only 11 students studied learning English over three years until this

March 2011. Thus, there were huge linguistic proficiency gaps between

students but most of them were beginners and none of them had lived in

English speaking countries. In this study, students were divided into some

groups according to their aptitude of different subjects. The reason was this

research studied students’ perceptions and content knowledge improvement

towards English subject based on their English or science subject aptitudes.

3.3 Research Design

3.3.1 OverviewThis study was conducted from March, 2011 to August, 2011. Table 3.1

below presents the detail procedures. Study of prior research and material

collections in the planning stage was important because they gave basic

directions to the research in the aspects of data collection and analysis.

Surveys were taken both before and after experimental lessons and

researcher’s observation was also analyzed in order to compare how

students’ different subject aptitudes affected their perceptions towards

learning English. Pre and post - test results were examined to measure how

much content knowledge improvement was noticed towards learning English

between before and after experimental lessons.

Experimental lessons contents were adopted from Yoyo Playtime science 2

(Kang, 2010) which were written by according to students’ appropriate

cognitive level. Experimental lesson plans were created by the researcher

considering the relation between students’ interests and lesson’s objectives.

9

They were implemented for eight periods twice a week from March 2011 to

April 2011. They were also filmed and observed for greater analysis of the

results. Table 3.1 shows the research procedure for experiment groups.

Table 3.1 Research procedures

Steps Period Procedures

Planning March, 2011

Selection of research topics and questions

Study of prior research and material

collections

Analysis of the 3rd grade science

curriculum

Design of lesson plan, evaluation of

materials

Acting

March, 2011

~

April, 2011

Execute pre – post surveys and analysis

Selection of Experiment groups

Implementation of lesson plans

Execute Observation and analysis

Execute post-test and post surveys

10

EvaluationMay, 2011 ~

July, 2011

Collection of data and analysis

Research questions testing and deduction of

conclusions and implications

Table3. 2 the Experimental Schedules

Steps Date Steps Date

Pre-survey 1 March, 3rd Experimental lesson 5 March, 21st

Pre-test 1 March, 3rd Experimental lesson 6

March, 24th

Experimental lesson 1 March, 7th Experimental lesson

7March,

28thExperimental lesson

2March,

10thExperimental lesson

8 March, 31st

Experimental lesson 3

March, 14th Post-survey 1 April, 4th

Experimental lesson 4

March, 17th Post –test 1 April, 4th

3.3.2 Pre-Survey Data Collection procedureThis pre-survey questions were modified from the original researchers’

survey questions by the researcher in order to understand students’ different

subject aptitudes and perceptions toward learning English (Moon, 2005, p62-

11

63 & Lee, 2007, p69-70). The questions were related to students’ aptitudes

about studying English or science. The first question was focused on the

students’ general perceptions about their normal English classes. Question 2-

6 asked about the students’ perception on English subject, meanwhile

question 7-11 asked the same about the science subject. The same questions

were asked for both subjects. (See appendix A). Students’ perception

questions were composed of how students participate during school English

class (2 questions), how they enjoy learning English at home or out of school

(2 questions), and how they will achieve their future occupation or hobbies

which will be connected to English (1question).

The questionnaire was adapted from Dillman (2000) which was a Closed-

ended questionnaire and designed to answer the 11 research questions. In

March 2011, after editing and proofreading, it was completed and conducted

by 76 fourth grade students in a public elementary school. The students

wrote their names on the survey and then checked the most suitable answer

for each question from number 2 to 11; this was then used to divide them

into groups based on their aptitudes of subject according to their answers. It

was created first in Korean then later translated into English to help the

students’ understand it more clearly.

The responses to the pre-survey (Q2-11) were used for two purposes.

Composing experimental groups (See Table 4.1) and analyzing participants’

learning English perceptions. The students who formed Group A were either

1) strongly agreed or 2) agreed with a minimum of three out of five English

(question 2-6) and science (question 7-11) aptitude related questions.

The students who formed Group B or C were either 1) strongly agreed or 2)

agreed with a minimum of three out of five English (question 2-6) or science 12

(question 7-11) aptitude related questions. The students who formed Group

D disagreed with a minimum of three out of five English (question 2-6) and

Science (question 7-11) aptitude related questions. For example if one

student answered 4 strongly agreed with English and 3 agreed with science,

he/she was included in Group A. When the 4 groups were formed, the

researcher used “like” as a criteria for students’ subject aptitude, that meant

the students chose either “strongly agree” or “agree” with a minimum of

three out of five English (question 2-6) and/or science (question 7-11)

aptitude related questions.

3.3.3 Pre-test Data collection procedureIn March 2011, before conducting the experimental lessons, the pre-test was

carried out to evaluate the participants’ English language ability and their

prior science contents knowledge. The researcher referred to the other study

(Kang, 2009) and then redesigned the pre-test 20 questions that contained

English language and science content questions. (Appendix B) They were

focused on written language questions because the pre-test was a paper test.

The science contents were two topics taken from their 3rd grade science

textbook using yoyo playtime science book 2 which the students had studied

the previous year. Its results were analyzed and compared according to the

groups of students’ subject aptitude.

3.3.4 Design lesson plans for experimental lessonsThis part is about how to design the experimental lessons and the procedures

to teach them. To find the proper topics related to the contents, the researcher

13

examined the yoyo playtime science 2 (20, Kang) which was a translated and

revised Korean 3rd grade science textbook for SCBI. The reason for

choosing the 3rd grade textbook was even though the participants were fourth

grade students but the experimental lessons were conducted in March of

2011 that was beginning of new semester. The researcher assumed the 3rd

grade textbook was more cognitively appropriate topic for them. Kang

(2005) states that a cognitively appropriate topic includes two aspects: ‘daily

and familiar’ and ‘informative’ topic. Thus, the cognitively appropriate topic

means a daily and familiar topic and as well as an informative one. In this

research focused on informative topic for appropriate topic therefore it was

applied in 2 units of the experimental lessons. Carmeron (2001) suggests

including the topics that are appropriate for their level of cognition. She

believes that children are interested, not only in easy and simple topics but

also in those that are complicated (like dinosaurs and evolution), difficult

(like how computers work), and abstract (like why people pollute their own

environment or commit crimes). The details of the experimental lesson

structures are as follows.

3.3.4.1Evaluation of 3rd grade Science text book using yoyo science2

The purpose of this research is to prove the effect of the students’ aptitude in

each subject on their perceptions and how much they achieve the content

knowledge through integrated science and English lessons.

In the experimental lessons, two topics from a 3rd grade science text

book using yoyo science 2 were used. The researcher selected these two

topics that have more interested and experimental contents than the other

topics. The researcher assumes that these two topics could arouse students’ 14

participation and curiosity to learning the English.

Table3. 3 The analyses of the contents of 3rd grade Science text book using

yoyo play time science2

Unit Topic (Content) Unit Topic (Content)

Unit 1 Matter Unit 7 Volume of Liquid

Unit 2 What Can a Magnet Pick up? Unit 8 Things under the Water

Unit 3 Animal Groups Unit 9 Adaptable Creatures

Unit 4 The Life Cycle of aButterfly Unit 10 Extinct Animals

Unit 5 Measuring Temperature Unit 11 Endangered Animals

Unit 6 Weather Unit 12 Separating mixtures

3.3.4.2 Organization lesson plans for experimental lessons

For the experimental lessons the researcher adopted and modified two units

from yoyo play time science 2. After examining the units target expressions,

dialogues and situations, the lesson plans were designed. The main goal of

the lesson plan is to help students learn the English expressions as chunks of

language rather than memorizing related vocabulary in each unit. Students’

interests were also considered in making students participate more actively in

the class. The researcher created various activities to give more opportunities

to students to help them understand in English in order to keep motivation

high. One unit was designed to be taught for 4 lessons, for each unit four

lesson plans were devised by the researcher following the main structure of

yoyo play time science 2 each unit. They were revised and followed the

model of CALA (Cognitive Academic Language Approach) which was 15

designed to integrate content and language and to teach learning strategy

(Chamot & O’ Malley, 1994). However, CALA model does not have the

procedure of production but has the procedure of self-evaluation in the

development. In this study, lesson plans were produced by the researcher

including the production procedure instead of self-evaluation procedure.

Students were taught and led by the teacher according to modified lesson

plans. Table 3.4 shows the model of this study lesson plans’ procedure.

Table 3.4 the model of this study lesson plans’ procedure.

Step Procedure Activities

Introduction Preparation

Greeting & Review

Elicit students’ prior knowledge

Check the learning point.

Development

PresentationPresent vocabulary and structures.

Present science sentences.

Practice Practice science sentences.

Production Presentation by participants.

Closing

EvaluationReflection on their learning.

Science game.

ExpansionGive feedback

Preview for next class.

Preparation stage

(Greeting & Review)

Before starting with SCBI the teacher can casually greet students in English

in order to naturally create a comfortable atmosphere and also to allow some 16

adjustment time period. The teacher can follow the greeting by a review and

reinforce what has been learnt from previous instruction. The review session

helps the learners to become comfortable by allowing them to recall the

previous materials.

(Elicit students’ prior knowledge)

The teacher can elicit students’ prior knowledge related to the today’s lesson.

If there is some time to formulate the learners’ background knowledge the

teacher should take this into consideration because prior knowledge can help

learners drive this class into new knowledge.

Check the learning point

The teacher asks learners what today’s learning point is which they seem to

recognize. When their prediction is close to the real learning point the

researcher can go to the next step, development step. The teacher can give

learners direct hints when they do not recognize the learning point. This

helps learners take part in the class actively.

Presentation Stage

(Present vocabulary and structures)

There are two different ways of presenting the vocabulary. The first involves

direct translation followed by drilling the second involves giving an

opportunity to infer what the vocabulary means. During the process of

guessing what the vocabulary means, learners have opportunity to be

familiar with that vocabulary and can remember it longer.

There are two different ways of guessing the meaning of the vocabulary,

which are ‘showing meaning visually’ and ‘giving examples’. The teachers 17

can show the meaning of the vocabulary by showing a real object and a

picture, and by meaning, using actions and facial expressions. The

vocabulary instruction can also be done through providing the learners with

an example as well as using the vocabulary within authentic context.

The teacher, however, should not spend the same amount of time and

care on presenting all new vocabulary. Some vocabulary will be more

important to learners than others. Adrian Doff (2003) distinguishes two types

of vocabulary. Some words are the words which learners will need to

understand and also use themselves. This is called active vocabulary. In

teaching active vocabulary, it is usually worth spending time giving

examples and asking questions, so that learners can really see how the word

is used. The other words are the words which teachers want learners to

understand (e.g. when reading a text), but which they will not need use

themselves. This is called passive vocabulary. To save time, it is often best to

present it quite quickly, with a simple example. If it appears as part of a text

or dialogue, teachers can often leave learners to guess the word from the

context.

The teacher can consider two different ways of presenting the structure

when the teacher wants to show the meaning of a structure. One way is

‘showing meaning visually’, and the other is ‘showing meaning through a

situation’. The simplest and clearest way to present a structure is often to

show it directly, using things the students can see: objects, the classroom,

yourself, the learners themselves and pictures. It is not always possible to

show the meaning of a structure visually, using what is in the class. Another

way of showing meaning is to think of a situation from outside the class, in

which the structure could naturally be used. The situation can be real or 18

imaginary.

(Present science phenomena sentences)

In the Korean classroom, learners’ English abilities vary greatly from

someone who can read and speak English to someone who cannot. Science

phenomena sentences should be presented with the help of a visual picture,

drawing, or if necessary, realia through written and spoken language. Science

phenomena sentences come from real situation related to the real life of

learners. This real situation can help learners encourage activating their prior

knowledge. Teacher can demonstrate how to solve science phenomena by

using learners’ experiences which include prior knowledge.

Practice Stage

To understand science phenomena learners are involved in the thinking

process of how to effectively recognize and find the formula of science

phenomena, science sentence by using their experiences which they have had

to understand science phenomena. Teacher, however, should read the

phenomena’s sentences one by one and repetitively because we have many

illiteracy learners in our class. Teacher should give a more detailed

explanation about the phenomenon that is written by English.

Production Stage

The learners are given an opportunity to solve science problems or tasks on

the white board and share them with the rest of classmates. At this time, the

learners are not only seeking to get the right answers but also they are

encouraged to provide explanation so as to illustrate their thinking process 19

and show how they derived to their answers.

Evaluation Stage

The learners are asked to reflect on what they have learned, how they learned

it by presenting key learning points. The teacher can provide worksheets to

check the day’s lesson and to give feedback. The teacher can design science

TPR (total physical response) to check learners’ understanding of the day’s

science content. For example, the teacher can ask learners to draw a solid

shape which learners have learnt.

Expansion Stage

At this stage first, the teacher can give assignments as feedback for learners

to review at home. Sometime assignments can give learners the time to

preview for the next class in order to establish prior knowledge that is related

to next class. Second, the last stage of the class is to introduce next class,

which will help encourage learners to preview and prepare for the next class

in order to beef up the effect of the learning.

3.3.4.3 Lesson plans for SCBI

The researcher who wants to try SCBI should incorporate the current

curriculum into language syllabus, furthermore should consider how to

satisfy the requirement of the current curriculum with insufficient language

ability of learners. The researcher sets the content objectives and the

language objectives in order to teach English through SCBI.

Content objectives refer to the science knowledge that learners

should understand. Language objectives state linguistic knowledge that 20

learners should understand and produce. Linguistic knowledge can be

divided into two parts such as for input and for output. Input linguistic

knowledge can be used for learners to take the teacher’s explaining about the

content and for learners to understand the science content in English. Output

linguistic knowledge can be used for learners to ask and answer a question

related to the lesson. Science sentences present key organization or science

formula such as main sentences about matter. E.g. Is _____ a _______? Yes,

it is. / No, it isn’t.

Learning –Teaching Activity consists of the various procedures such

as preparation, presentation, practice, production, the procedure of

production, and expansion as can be seen Table3.5 (See Appendix C for the

other lesson plans)

The teacher used the power-point, flash cards and realia in order to

present the vocabulary and structure to help explain the science sentences

effectively through visual material.

Table3.5 Unit1.Matter-1Period

Language objectives

Students are able to read and talk about the words and sentences below.Words of matter -liquid, solid, gas, milk, table, door, shape, size.Structure: Sentences about matter. Ex.: Is _____ a _______?

Yes, it is. / No, it isn’t.

Content objectives Students can distinguish liquids, solids and gases from matter.

21

Procedures 1. Introduction about matter. 2. Learn the main words and main sentences.3. Practice the main words and main sentences.4. Review & closing.

3.3.5 Post-survey Data collection procedureIn April 2011, the post-survey was implemented to investigate the 76

participants’ perceptions about learning the English language based on their

aptitudes on subjects after the experimental classes. The post-survey was

composed of the same as pre-survey question part which was focused on the

students’ English learning perceptions. It was first made in Korean then later

translated into English to help students’ understand. The responses to the

survey were analyzed and compared among 4 groups that was formed

according to the results of pre-survey. It was taken within a two week period.

3.3.6 Post -test Data collection procedureIn April 2011, after conducting the experimental lessons, the post-test

became operative to compare students’ content knowledge before and after

experimental lessons. The post-test questions were the same items as the pre-

test questions. It was composed of a multiple choice and categorical

questionnaire (Dillman, 2000). (See Appendix D) The test results were

analyzed and examined to see how much students improved content

knowledge of experiment lessons and compared among the participants’ four

groups.

22

3.3.7 Data AnalysisQuantitative analysis was performed to analyze the data in this study. Both

Surveys and the tests data were created by using Microsoft Excel file to

recognize the data using chart and graphs. Observation was analyzed based

on the Reformed Teaching Observation Protocol (RTOP)’s reference manual

(Michael Piburn and Daiyo Sawada, 2000). For the students’ subject

perceptions, the researcher analyzed word by word to investigate the

information.

3.3.8 Class observationFor better observation, the researcher set the students in groups according to

their subject aptitude. The researcher checked the reformed criteria (See

Table4.13) of students’ perceptions from the Reformed Teaching

Observation Protocol (RTOP)’s reference manual (Michael Piburn and

Daiyo Sawada, 2000) and as a teacher and participant observer, documented

participants’ attitudes focus on their spontaneous participation (Glesne and

Peshkin 1992). During the entire periods (for 8 lessons), one of experiment

classes was recorded. Each observation period lasted for 40 minutes.

ChapterⅣ. ResultsIn this chapter, the results of the research deduced from the pre and post

survey questions, the researcher’s observation of the classes and the pre and

post test questions were analyzed.

23

4.1 Research Questions

The purpose of this research is to see how much the students’ aptitudes of

Science or English subjects affect their achievement and perceptions on

SCBI (science content based instruction). To pursue this field of research,

this study posed the following two questions.

1) How do students of different aptitudes towards English or Science




To answer the first question, the pre and post surveys and the researcher’s

observations were taken into account. The latter question was solved through

the comparing the pre and post test results.

4.2The Results of the pre-survey

The pre-survey was carried out before the SCBI experimental lessons and it

was designed to examine the students’ perceptions about learning English

and the different aptitudes towards English or science.

Question1: Students’ general perceptions about English classes.

This question was focused on the students’ general perceptions about normal

English classes.

The students chose two answers from five options in question number 1 of

the survey. As is shown in the chart below 59 % of students had positive

perceptions and 41% of students expressed negative perceptions towards

studying English.24

Question 2-11: (Students’ aptitudes towards English & Science subjects)

The results of these questions were analyzed for two purposes. First, they

(Q2-11) were used to understand students’ aptitudes towards English or

science subjects; this helped to divide the students into different groups.

Second, some questions (Q2-6) were also used to figure out the participants’

perceptions on learning English in their normal English lessons. The results

of (Q7-11) were only used to divide the participants into groups according to

their English or science aptitudes.

According to the pre-survey results, 4 groups were formed as follows;

Group A consisted of 36 students who liked English and science. Group B

consisted of 9 students who liked English only. Group C consisted of 16

students who liked only science and Group D contained 15 students who

didn’t like both English and science. (See the table 4.1)

Table 4.1 the results as derived from questions number 2-11. (Experimental

groups)

Groupname

The students’ aptitude of subjects (Experimental

group)

Student numbers

Group A Students who liked English and science. 36

25

Group B Students who liked English only. 9

Group C Students who liked science only. 16

Group D Students who did not like English and science. 15

Total 76

According to the pre surveys results, Group A which liked both English and

science had the highest number of students (36 out of 76), Group B which

liked English only had the lowest number of students (9) while Group C and

D contained 16 and 15 respectively.

Question 2-6: Participants’ aptitudes towards learning English.

From these questions responses the participants showed different answers

like Table 4.2. Most of students in Groups A & B answered positively

whereas most of students in Groups C & D answered negatively towards

learning English perceptions.

Table 4.2 the results of 4 Groups aptitudes (perceptions) (%)Group

Perceptions Group A Group B Group C Group D Total(Average)

Expectation 100 100 13 7 55Participation 92 100 31 7 58Autonomy 83 33 6 0 31

26

Enjoyment 92 78 13 7 48Future Occupation 72 67 13 7 40Total(Average) 88 76 15 6 46

Question 2: The students who look forward to English class (Expectation)

63% of the students answered positively when asked this question. All the

students in Groups A and B answered positively whereas the vast majority of

students answered negatively in Groups C and D apart from 3 students.

These findings reflected their subject aptitudes and a huge contrast between

the groups.

Table 4.2 the results of question No. 2 Group Group A

Eng +Science

Group BEnglish

Group CScience

Group DNone

Total

Expec

Tation

Positive Ss

Number / total 36/36 9/9 2/16 1/15 48/76

% 100 100 13 7 (63)

※ the ( ) % number in total was derived from the total positive students’ numbers out of all 76 students.

※ the chart showed participants’ detailed responses about their perception of above question according to their groups.

Question 3: The students who participate more in English class than the 27

other subjects (Participation)

63% of the participants responded positively when asked this question.

Similar to their expected perception, between Group A & B and C & D

showed distinctly different responses. More than 92% of the students in

Group A and B and less than 31% of the students in Group C and D

answered positively. This result revealed their subject aptitudes.

Table 4.3 the results of the question No. 3 Group Group A

Eng +Science

Group BEnglish

Group CScience

Group DNone

Total

Partici

pation

Positive Ss

Number / total 33/36 9/9 5/16 1/15 48/76

% 92 100 31 7 (63)



Question 4: The students who prepare for English class by themselves

(Autonomy: Review& preview)

Only 45% of the participants had a positive perception. The responses of the

28

4 Groups’ showed significant diversity. 83% of the students in Group A, 33%

in Group B, 6% in Group C and 0% in Group D answered positively. There

is a huge contrast between Group A and D. Group B’s lower positive rate

was also irregular compare to the other perceptions. The finding is that the

students in all Groups except Group B indicated their subject aptitudes.

Table 4.4 the results of the question No.4 Group Group A

Eng +Science

Group BEnglish

Group CScience

Group DNone

Total

Auto

nomy

Positive Ss

Number / total 30/36 3/9 1/16 0/15 34/76

% 83 33 6 0 (45)



Question 5: The students who are interested in learning English through

various kinds of materials (Eg: books, audio & video materials, etc…).

(Enjoyment)

57% of the students had a positive perception. This result was also similar to 29

the other questions’ responses except their autonomy perception. There is a

big similarity between Group A & B and C & D. More than 78% of students

in Group A & B and less than 13% students in Group C & D answered

positively. The finding is that students strongly manifested their subject

aptitudes.


Eng +Science

Group BEnglish

Group CScience

Group DNone

Total

Enjoy

ment

Positive Ss

Number / total 33/36 7/9 2/16 1/15 43/76

% 92 78 13 7 (57)



Question 6: The students who would like theirs job or hobby to be related to

English in the future (Future occupation)

This question also produced a similar result as the above questions except

autonomy. There are different answers between Group A & B and C & D.

46% of the students had a positive perception. More than 67% of the 30

students in Group A & B and less than 13% of the students in Group C & D

showed positive perception. The results also reflected their subject aptitudes.


Eng +Science

Group BEnglish

Group CScience

Group DNone

Total

Future

occupa

tion

Positive Ss

Number / total 26/36 6/9 2/16 1/15 35/76

% 72 67 13 7 (46)


4.3The Results of the post-survey

The post-survey results showed how much students’ perceptions changed

after the experimental lessons towards Science integrated English lessons.

The results of the 4 groups were compared. Group A & B and C & D had a

tremendous contrast results. Almost all of the students in Group A and B did

not change their perceptions whereas; most of the students in Group C and D 31

changed their perceptions positively.

Question 1: The students who look forward to English class (Expectation)

81% of the students from all groups had a positive expectation. Some

students from groups A, C and D changed their perception after taking SCBI

classes. Each group showed very different results. From groups C and D

more than 56% changed their expectation from negative to positive and there

is no positive change in the students’ expectations from groups A and B.

Exceptionally, 11% of the students from Group A changed their positive

expectation to negative. The finding showed SCBI influenced students’

expectations positively especially students in Group C and D.

Table 4.8 the results of question No. 1 Group Group A

Eng +Science

Group BEnglish

Group CScience

Group DNone

Total

Ex

Pec

tati

on

Positive Ss

number (gap) /

total

32 (-4)/36 8 (0)/9 11(+9)/16 11(+10)/15 62(15)/76

Positive Ss% (gap

%)89( -11) 89 (0) 69(56 ) 73(67 ) 81(20 )

※ the gap of students number means that the differences of students number which changed their perception between pre and post- survey results.

Question 2: The students who participate in English class more than the other

classes (Participation)

87 % of the students had a positive perception result similar to the

expectation result. Groups A & B and C & D had huge contrast results.

There was an increase of more than 53% in the number of students who

‘agree’ from Groups C and D whereas from Groups A and B, there was only

32

an increase of 3% who ‘agree’ after SCBI classes was added. The 3%

increase in Groups A and B meant almost all of the students in those groups

continued to have a positive perception. Participants increased an average of

24% in students’ positive participation. The findings indicated that SCBI

showed that students changed positively or remained unchanged.


Eng +Science

Group BEnglish

Group CScience

Group DNone

Total76Ss / 100%

Partici

pation

Positive Ss

number (gap) /

total

34(+1)/36 9(0)/9 14(+9)/16 9 (+8)/15 66(18)/76

Positive Ss%

(gap %)94 (3) 100(0) 87(56) 60 (53) 87(24)


Question 3: The students who prepare for English class autonomously

(Autonomy: Review& preview)

62% of the participants had a positive perception. This result was similar to

58% of the students who answered about the future occupation perception.

The following students from each Group answered ‘agree’ after the SCBI

classes were conducted; 44% of the students in Group B, 31% in Group C,

20% in Group D and 3% in Group A improved. SCBI affected some

participants in all Groups together.

Table 4.10 the results of the question No.3

Group Group AEng

+Science

Group BEnglish

Group CScience

Group DNone

Total

33

Autonomy

Positive Ss

number (gap) /

total

31(+1)/36 7(+4)/9 6 (+5)/16 3 (+3)/15 47 (13)

Positive Ss%

(gap %)86(3) 78(44) 38(31) 20(20) 62(17)


Question 4: The students who are interested in learning English through

various kinds of materials (Eg: books, audio & video materials, etc…).

(Enjoyment)

This result also resembled the others except autonomy and future occupation

perception. 82% of the participants had a positive perception. There was a

big difference between Group A & B and C & D. There was only a 6%

increase in Group A & no students in Group B while, above 50% of the

students in Group C & D changed their enjoyment from negative to positive.

Almost all of students in Group A and B continued to have a positive

perception. SCBI had such an impact on students in Group C &D that they

changed their perception from negative to positive.

Table 4.11 the results of the question No. 4

Group Group AEng

+Science

Group

BEnglish

Group CScience

Group DNone

Total

Enjoyment

Positive Ss

number (gap) /

total

35(+2)/36 7(0)/9 11 (+9)/16 9 (+8)/15 62(19)/76

Positive Ss%

(gap %)97(6) 78(0) 69(56) 60(53) 82(25)

34


Question 5: The students who would like their job or hobby to be related to

English in the future (Future occupation)

58% of the students had a positive perception. No students in Group A, 11%

in Group B, 19% in Group C and 40% in Group D answered ‘agree’ after

SCBI classes was implemented. The finding is that some of the students in

all Groups except Group A changed their perception from negative to

positive.

Table 4.12 the results of the question No.5

Group Group AEng +Science

Group BEnglish

Group CScience

Group DNone

Total

Future

Occupa

tion

Positive Ss

number

(gap) / total 26(0)/36 7(+1)/9 4(+3)/16 7 (+6)/15 44 (10)/76

Positive Ss%

(gap %)72(0) 78 (11) 25(19) 47(40) 58(13)

※ the gap of students number means that the differences of students number which changed their perception between pre and post- survey results.4.4 The observation of the researcher

The results of the observation were checked by tally sheets

(http://www.ehow.com) on the criteria which were modified students’

perceptions from the Reformed Teaching Observation Protocol (RTOP)’s

reference manual (Michael Piburn and Daiyo Sawada, 2000).As is shown in

the chart below, these were students’ perceptions’ criteria.

35

http://www.ehow.com/

Table4. 13 the criteria list of the students’ perceptions

No Criteria Never0

Rarely1-5

Sometimes6-10

FrequentlyAbove 11

1Students actively responded toward the question using their content knowledge.

2Students actively expressed their own ideas to others. (Group discussion)

3 Students actively performed their experiments and presentation.

Different responses or participation rate towards different task or activities

were not taken into consideration. It is because this aspect would not match

with the research question.

4.4.1 Response to the teacher’s questions

This part focused on the degree of students’ responses to the teacher’s

questions. Particularly this observation was examined based on the “Unit1:

Matter” productive procedure. According to the observation data, (See

appendix C) most of the students responded more than sometimes. Almost of

all students in Group A & B answered more actively using their content

knowledge than the students in Group C & D. The finding indicated that the

students’ active responding reflected their content knowledge.

Table 4.14the degree of response to the teacher’s questions

No Criteria (Unit1: Matter)Neve

r0

Rarely

1-5

Sometimes

6-10

Frequently

Above 11

36

Task Making sentence with pictures

about matter.Group A : A Group B : BGroup C : C Group D : D

1Students actively responded toward the question using their content knowledge.

C, D A, B

4.4.2 Group task

In this part, the researcher examined the students’ task participation focusing

on the students’ expression of their own ideas to others. The results of the

observation (See appendix C) showed that most of the students except

students in Group D participated more than sometimes. Most of the students

in Group A, B and C more actively expressed their opinion than students in

Group D. This participation extremely affected their content knowledge

achievement during the experimental lessons.

Table 4.15 the degree of involvement in group task


r0

Rarely

1-5

Sometimes

6-10

Frequently

Above 11Task

Making the poster of “dividing matter into solids, liquids and gases”

Group A : A Group B : BGroup C : C Group D : D

1Students actively expressed their own ideas to others. (Group discussion)

D C A, B

37

4.4.3 Group presentation

This section focused on the level of students’ performance in group

presentations. According to the observation result, most of the students

actively performed more than sometimes. Most of students in Group A & B

were more actively engaged than Group C & D. This performance reflected

students’ English subject aptitude positively.

Table 4.16 the level of engagement in the experiment and presentation


r0

Rarely

1-5

Sometimes

6-10

Frequently

Above 11Task The presentation of

“Separating mixtures” Group A : A Group B : BGroup C : C Group D : D

1 Students actively performed their presentation.

C, D A, B,

4.5 Test

4.5.1The Pre-test result

As is mentioned in Chapter 3, the pre-test was composed of two topics from

the public elementary school third grade science contents using yoyo play

time science2. (See appendix D).

Their average score was 48 points. Group B who liked English reached 64

points. The other groups achieved similar low level results. Group A who

liked both English and science had 45 points, Group C who liked science

only had 42 points and Group D got a 38 point average. Between Group B

and the other Groups there was around a 20 point gap. (As can be seen Table

4.8)

38

Table4.17 Science integrated English pre -test results

Group Group A Group B Group C Group D Total (average)

Total Grade (Average) 45 64 42 38 47

4.5.2 The Post-test result & the comparison between the pre and post-

tests results

The post-test results were compared with the pre-test results. The post-test

average was 60.8 points. Group B got the highest achievement with 74.4

among them. Group A was second with 67.1 points. Group C achieved 56.6

points. The last Group D got 45 points. Group A improved by above 20

points and Group B & C increased by more than 10 points. Group D showed

a positive change with 7 points. Between the highest Group B and the lowest

D there was a 15 points gap. They increased by an average of 13.5 points.

Table4.18 Science integrated English post-test results

Group Group A Group B Group C Group D Total (average)

Total Grade (Average) 67.1 74.4 56.6 45 60.8

39

Table4.19 Science integrated English pre-test &post-test results

Group Group A Group B Group C Group D Average

pr

e

post pre post pr

e

post pre pos

t

pre post

Grade 45 67.1 64 74.

4 42 56.6 38 45 47.3 60.8

Gap 22.1 10.4 14.6 7 13.5

40

Chapter Ⅴ. Discussion

The result is discussed to address the embarked issues for the research. The

research questions are:

1) How do students of different aptitudes towards English or Science




5.1 Research Question 1

The surveys’ analysis and the results of observation revealed for the research

question 1. As reported in the pre- survey results, responses from these

students showed that the students were formed into 4 groups according to

their subjects’ aptitudes as follows; Group A consisted of 36 students who

liked English and science. Group B consisted of 9 students who liked

English only. Group C consisted of 16 students who liked only science and

Group D contained 15 students who didn’t like both English and science.

In depth, the majority were 36 students in Group A who liked both English

and science. The second was 16 students in Group C and next was 15

students in Group D. The last was 9 students in Group B. This means even

though most of the students had both English and science subjects’ aptitudes

but students who disliked both subjects also not less. The students who liked

science only were far more than the students who liked English only.

As showed in pre-survey result, there was a difference among four groups.

Most of students in Groups A and B had positive perceptions whereas most

of students in Groups C and D had negative perceptions towards learning

English. More than 90% students in Group A answered ‘agree’ to the pre 41

survey questions towards learning English perceptions except 83% towards

autonomy and

72% about future occupation perception. The students in Group B 100 100

33 78 67

Looking at the survey results of pre-survey to the post survey result, it

increased by an average of 19% students positively towards their 5

perceptions (post-survey question 1-5). As shown in Table 7-11, Group A &

B and C & D had extremely contrasting results. 45 % students in Group C &

D changed their perceptions positively whereas only a few students in Group

A & B altered positively. The reason for it maybe the students in Group A &

B already possessed positive perceptions toward learning English.

According to Table 4.7 (as can be seen below), the rate changes towards the

students 5 perceptions’ were different. The enjoyment & the participation

showed a high increase of 23% whereas the expectation & preparation

changed by around 17%. The future occupation showed the lowest improved

of 11%. In depth, SCBI strongly and positively affected students’ Enjoyment 42

and participation in group C & D more than students in Group A & B.

As shown in the results of observation, most of the students in Group A & B

participated in the experimental classes more actively than the students in

Group C & D.

First, most of the students in all Groups responded more than sometimes to

the teacher’s questions. Almost of all the students in Group A & B answered

more actively using their content knowledge than the students in Group C &

D. Second, most of students except students in Group D were involved more

than sometimes to the group task involvement. Most of students in 3 Groups

more actively expressed their own ideas to others than students in Group D.

Third, most of the students in all Groups engaged more than sometimes.

Almost all of the students in Group A & B were more actively engaged in

group experiments and presentations than most of the students in Group C &

D. The students in Group D only concentrated at the beginning of class,

when they saw the experimental instruments or special motivation tools but

shortly after they were easily distracted therefore they hardly participated in

the experimental classes. In depth, the finding of the researcher’s

observation indicated that students’ aptitudes were seriously related to

students’ participation perception and content knowledge of experimental

classes either positively or negatively.

5.2 Research Question 2

The tests analysis showed research question 2. As shown in chapter 4 Table

4. 19, the pre-test average score was 48 points. Group B who liked English

only, reached the highest score with 64 points and the other groups achieved 43

similar low level score of around 40 points.

Table 4.19 the results of pre and post-tests Group Group A Group B Group C Group D Average

pr

e

pos

t

pre pos

t

pr

e

pos

t

pre pos

t

pre post

Grade 45 67.1 64 74.

4 42 56.6 38 45 47.3 60.8

Gap 22.1 10.4 14.6 7 13.5

The researcher assumed the students who liked both English and science

would take the highest points than the other 3 Groups but the students in

Group B liked English only achieved highest points. Maybe the reason was

the students in Group B more liked English subject than the students in

Group A who liked both English and science. In addition, students’ subjects’

aptitudes might strongly reflected to the test results because the students in

Group B showed around 20 points higher than other Groups.

The students’ post-test results were average 60.8 points and improved

average 13.5 points. The students in all Groups increased their content

knowledge but Group A & B and C & D had a contrast results. The students

in Group A & B achieved higher around 70 points whereas the students in

Group C & D took around 50 points. In depth, the results indicated students’

subject aptitudes and their participation rate extremely affected the test

results. As shown in the results, the order of each group tests’ results was

very similar to the each group aptitudes’ order towards English subject and

their experimental class participation rate. The researcher inferred students

in Group A & B reached higher achievement than Group C & D was

seriously reflected students’ subject aptitudes.

44

Table 4.9 the results of the participation (%)

Group Group A Group B Group C Group D Total

Partici

pation

% 94 100 87 60 87Students

Nmber (gap)34(+1) 9(0) 14(+9) 9 (+8) 66(18)

Ⅵ. Conclusion

This research sought to examine how much student’s aptitudes of English or

science subjects affected their perceptions and achievement towards learning

English through science integrated English lessons.

According to the students’ aptitudes, 4 groups were formed like this;

Group A was 36 students who liked English and science. Group B was 9

students who liked English only. Group C was 16 students who liked only

science and Group D was 15students who didn’t like both English and

science. After they formed 4 groups, their perceptions which were based on

their expectation, participation, preparation, enjoyment and future

occupations’ towards learning English were investigated. The results of each

perception average showed that around 32 students (88%) in group A,

7stuents (75%) in Group B, 2students (13%) in Group C and 1student (5%)

in Group D had positive perceptions. (See Appendix A) The post-survey

results showed the changes of the students’ perceptions after the

experimental lessons. Almost of students in Group A & B did not change

their perceptions. However, the students in Group C & D changed their

perceptions positively a lot.

The results of the observation were checked on the criteria of students’

participation perceptions. First, about responding to the teacher’s questions,

45

almost of all students in Group A & B answered more actively using their

content knowledge than the students in Group C & D. Second, to the

students’ task involvement, most of students in 3 Groups more actively

expressed than students in Group D. Third, at the students’ engagement in

group experiment and presentation, most of students in Group A & B more

actively engaged in Group C & D. The finding, most of students in Group A

& B more actively participated than students in Group C & D.

The pre test average was 48 points. Group B who liked English only reached

the highest 64 points amongst other groups. The other groups achieved

similar low level results.

The post-test results were compared with the pre-test results. The post-test

average was 60.8 points. Group B got the highest achievement with 74.4.

Group A took the second grade 67.1 points. Group C achieved 56.6 points.

The last Group D got 45 points. Between the highest Group B and the lowest

D indicated 15 points gap. They increased average by 13.5 points.

46

References

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Careron, L. (2001). Teaching languages to young learners. Cambridge:

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learners Grades 4-8.In NCBE program information guide series, 11.

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pig11.htm.]Fink, B. (1995) The Lacanian subject: Between language and jouissance

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Based Instruction (CBI) and Suggestions for a CBI In-Service Course.

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http://www.ehow.com/how_7822067_use-tally-sheets.html

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How to Use Tally SheetsJennifer VanBaren started her professional online writing career in 2010. She taught college-level accounting, math and business classes for five years. Her writing highlights include publishing articles about music, business, gardening and home organization. She holds a Bachelor of Science in accounting and finance from St. Joseph's College in Rensselaer, Ind. By Jennifer VanBaren, eHow Contributor updated: January 20, 2011

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Tally sheets use check marks to track collected data. A tally sheet, also called a check sheet, is used as a form for collecting information through observation and counting. It is used to count how often something has happened or will happen or to count items. Tally sheets can be as simple as using a sheet of paper and pencil, or as complex as a computerized program. They are a simple and efficient way to collect, organize and analyze data. They are used to count many things including votes, inventory and survey results.

Difficulty: Moderate

Instructions

1.

o 1

Determine the problem or event to observe. A tally sheet can be used to track data on a specific event or problem. This issue must be defined before the data is collected. The tally sheet offers a way of collecting data in an organized manner.

o 2

Develop precise descriptions of what will be counted. A list of examples or descriptions should be created. Only information that you want included is listed. This also consists of determining how the information will be counted. The team creating the tally sheet should also give instructions to the data collectors as to how the data should be recorded and counted.

50

o 3

Decide how long the data will be collected for. Before beginning the data collection process, it should be determined when the information will begin to be collected, and how long it will be collected for.

o 4

Create the tally sheet. A tally sheet can be handwritten or done through a computer spreadsheet program. Either way, a tally sheet should include the data that is being observed and the possible descriptions of answers. For example, if the tally sheet is being used to collect information about all patients entering a clinic for one month, it might track age categories and reasons for the visit.

o 5

Begin the tally. In the clinic example, as patients enter the clinic, a short survey of each is conducted. A person who is 22 years old enters for cold-related reasons. The age bracket this person fits into, and the reason for the visit, is checked with a check mark or an "X."

If the tally sheet is being used to count an item or an event, each time the item is counted, a I is placed in the appropriate spot. After four have been counted, the tally sheet would read IIII. When the fifth one is counted, a diagonal line is placed through these four lines to indicate 5.

o 6

Complete the tally. A final tally will show how many people in each category visited the clinic for each specific reason listed on the sheet. The tally marks are counted and listed on a summary sheet in numerical form. The information is often further summarized by calculating percentages and other statistical information. The summarized data is then used to make decisions or projections.

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부록A 설문지 (실험학습 전)

안녕하세요? 이 설문지는 아동들의 영어와 과학 학습에 관한 설문조사입니다. 본인의 솔직한 답을 적어주시기 바랍니다. 또한 이 설문은 아동의 교육을 위한 본인의 논문 이외에는 사용하지 않을 것을 약속 드립니다. 감사합니다.

1. 영어에 대한 나의 생각은 무엇입니까? 2가지를 선택하세요.항 목 지겹다 어렵다 필요 없다 꼭 필요하다 재미있다 계

나의의견

문항번호

내 용매우

그렇다그렇다

그렇지않다

매우그렇지 않다

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2 나는 영어시간을 기다린다.

3영어시간에 다른 교과 시간

보다 더 적극적으로 참여한다

4 영어학습을 위해 예습이나 복습을 한다

5나는 스스로 교과서 외 다른 영어학습자료 (예:

책이나 인터넷 등)를 사용하며 시간을 보낸다.

6나는 미래에 영어와 관련된

직업이나 취미를 갖고 싶다.

7 나는 과학시간을 기다린다.

8과학시간에 다른 교과 시간

보다 더 적극적으로 참여한다

9 과학학습을 위해 예습이나 복습을 한다

10나는 스스로 교과서 외 다른 과학학습자료 (예:

책이나 인터넷 등)를 사용하며 시간을 보낸다.

11나는 미래에 과학과 관련된

직업이나 취미를 갖고 싶다.

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Appendix A Pre-survey

Table 4.1 the results of pre-survey (%)1. What do you think about English class? Please, choose two items. (Total)

Categories It is

boring.It is

difficult.

I don’tneed tostudy.

I shouldstudy English.

I aminterested in

English.Total

My opinion 12 29 0 32 27 100

Question No. Contents

Group

nameStrongly

agree Agree Disagree Strongly disagree Total

2

I look forward to English class.(Expectation)

Group A 7 29 0 0 36

Group B 1 8 0 0 9

Group C 0 2 12 2 16

Group D 0 1 12 2 15

Total 8 40 24 4 76

3

I participate in English class more than the other classes.(Participation)

Group A 6 27 3 0 36

Group B 2 7 0 0 9

Group C 0 5 11 0 16

Group D 0 1 13 1 15

Total 8 40 27 1 76

4

I prepare for English class by myself.(review& preview)(Preparation)

Group A 2 28 6 0 36

Group B 0 3 4 2 9

Group C 0 1 11 4 16

Group D 0 0 10 5 15

Total 2 32 31 11 76

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5

I enjoy reading, listening or watching English educational multimedia by myself.(Enjoyment)

Group A 13 20 2 1 36

Group B 3 4 0 2 9

Group C 0 2 8 6 16

Group D 0 1 10 4 15

Total 16 27 20 13 76

6

I would like my job or hobby to be related to English in the future.(Future Occupation)

Group A 6 20 8 2 36

Group B 3 3 2 1 9

Group C 1 1 9 5 16

Group D 0 1 10 4 15

Total 10 25 29 12 76

7 I look forward to science class.

Group A 16 5 15 0 36

Group B 2 1 6 0 9

Group C 5 11 0 0 16

Group D 0 2 11 2 15

Total 23 19 32 2 76

8I participate in science class more than the other classes.

Group A 9 9 17 1 36

Group B 1 2 5 1 9

Group C 6 10 0 0 16

Group D 0 1 12 2 15

Total 16 22 34 4 76

9I prepare for science class by myself.(review& preview)

Group A 7 14 15 0 36

Group B 0 0 7 2 9

Group C 4 5 7 0 16

Group D 0 0 11 4 15

Total 11 19 40 6 76

10

I enjoy reading, listening or watching science educational multimedia by myself.

Group A 7 12 14 3 36

Group B 0 1 6 2 9

Group C 4 8 1 3 16

Group D 0 0 11 4 15

Total 11 21 32 12 76

11I would like my job or hobby to be related to science in the future.

Group A 9 9 16 2 36

Group B 0 0 6 3 9

Group C 4 8 3 1 16

Group D 0 0 11 4 15

Total 13 17 36 10 76

The results of the Post-survey55

Table 4.14 the results of the students’ perceptions before & after

experimental lessons

Question No. Contents

Group

name

Strongly agree Agree Disagree Strongly

disagree Total

Befor

eAfte

r

Befor

e Afte

r

Befor

e Afte

r

Befor

e Afte

r

Befor

e Afte

r

1

I lookforward toEnglish class.

Grou

p A

7 6 29 26 0 3 0 1 36 36

Grou

p B

1 1 8 7 0 1 0 0 9 9

Grou

p C

0 0 2 11 12 5 2 0 16 16

Grou

p D

0 0 1 11 12 3 2 1 15 15

Tota

l

8 7 40 55 24 12 4 2 76 76

2

I participate in English class more than the other classes.

Grou

p A

6 7 27 27 3 2 0 0 36 36

Grou

p B

2 2 7 7 0 0 0 0 9 9

Grou

p C

0 0 5 14 11 2 0 0 16 16

Grou

p D

0 0 1 9 13 5 1 1 15 15

Tota

l

8 9 40 57 27 9 1 1 76 76

3

I prepare for English class by myself.(review& preview)

Grou

p A

2 3 28 28 6 5 0 0 36 36

Grou

p B

0 0 3 7 4 1 2 1 9 9

Grou

p C

0 0 1 6 11 9 4 1 16 16

Grou

p D

0 0 0 3 10 10 5 2 15 15

Tota

l

2 3 32 44 31 25 11 4 76 76

4 I enjoy Grou

p A

13 9 20 26 2 1 1 0 36 36

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reading, listening or watching English educational multimedia by myself.

Grou

p B

3 2 4 5 0 2 2 0 9 9

Grou

p C

0 3 2 8 8 1 6 4 16 16

Grou

p D

0 1 1 8 10 5 4 1 15 15

Tota

l

16 15 27 47 20 9 13 5 76 76

5

I would like my job or hobby to be related toEnglish in the future.

Grou

p A

6 5 20 21 8 8 2 2 36 36

Grou

p B

3 5 3 2 2 1 1 1 9 9

Grou

p C

1 0 1 4 9 7 5 5 16 16

Grou

p D

0 0 1 7 10 5 4 3 15 15

Tota

l

10 10 25 34 29 21 12 11 76 76

Pre /post test English & Science

4학년 Fourth grade ( )반 class 이름 name ( )

※ 다음 글을 읽고 알맞은 답을 고르세요.Read the sentences and choose the correct answer.

1. 다음 중 고체는 어느 것인가요? Which one is a solid? ------------------------------------( )① milk ② water ③ table ④ gas

2. 다음 중 고체의 특징은? Which one is a characteristic of solids? --------------------------------- ( )① It has a shape.

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② It has no shape.③ It has no size.④ It has no color.

3. 다음 중 액체는 어느 것인가요? Which one is a liquid? ------------------------------------( )① door ② milk ③ table ④ gas

4. 다음 중 액체의 특징은? Which one is a characteristic of liquids? --------------------------------- ( )① It has a shape.② It has no shape.③ It has a size.④ It has a sound.

5. 다음 중 기체는 어느 것 인가요? Which one is a gas? ------------------------------------( )① milk ② water ③ table ④ steam

6. 다음 중 기체의 특징은? Which one is a characteristic of gases? --------------------------------- ( )① It has a sound.② It has a shape.③ It has no size.④ It has a color.

7. 다음 중 혼합물이 아닌 것은? -------------- ( )Which one is not a mixture?

58

① Vegetable salad ② Fruit juice ③ Tofu ④ potatoes

8. 다음 중 과일 주스의 성분이 아닌 것은? -------------- ( )Which one is not in the Fruit juice?① Dressing ② Apple ③ Water ④ Carrot

※ 다음 문제를 읽고 참(T) 또는 거짓(F)로 표시하세요. (9 ~ 12 번까지)Look at these sentences carefully, and then indicate which one is True or False. (No.9 ~ 12)

9. Heat ice cream. It becomes a liquid. --------------- ( )10. Freeze water. It becomes a gas. --------------- ( )11. Freeze water. It becomes a solid. --------------- ( )12. Heat ice cream. It becomes a solid. --------------- ( )

※ 다음 문제를 읽고 보기에서 알맞은 단어를 선택하여 쓰세요. (13 ~ 16번) Choose the correct word to complete each sentence. (No. 13 ~ 16)13. How can I ( ) sand and salt?14. It ( ) a liquid. 15. Solid has a ( ). 16. ( ) has no size.

보기Ex. : milk becomes shape separate

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※ 관련이 있는 것끼리 선으로 연결하세요. (17~20)Match the words from column A to column B A B17. Sand and Salt · · Filter18. Tofu · · Apple 19. Fruit juice · · Beans20. Pebbles and sand · · Sift

Table3.5Unit1.Matter-2 period

Language

objectives

Students are able to read and talk about the sentences below.Structure: Sentences about matter. Ex.: Is _____ a _______?

Yes, it is. / No, it isn’t.It is a _________.It has a (no) _______.

Content objectives Students will distinguish liquids, solids and gases

from matter.

Students will be able to grasp the characteristics of

matter.

Procedures 1. Brainstorming and review. 2. Learn &Practice main sentences.3. Let’s chant.

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4. Closing & preview for next class.


Language

objectives

Students are able to read and talk about the sentences below.Words of matter – become, look at, freeze, heat

Structure: Sentences about matter. Ex.: Look at the _____!

Heat it! / Freeze it!It becomes a _________.

Content objectives Students will divide matter into liquids, solids and

gases.

Students will be able to distinguish the changes of

characteristics of matter.

Procedures 1. Brainstorming and Chant2. Learn main sentences. 3. Practice and present main sentences.4. Review and feedback.


Language

objectives

Students are able to express Unit 1 sentences various different ways.Structure: Sentences about matter. Ex.: Is _____ a _______?

Yes, it is. / No, it isn’t.It is a _________.It has a (no) _______.

Ex.: Look at the _____!Heat it! / Freeze it!It becomes a _________.

Content objectives Students will divide matter into liquids, solids and

gases.

61

Students will be able to grasp the characteristics of

matter.

Students will be able to distinguish the changes of

characteristics of matter.

Procedures 1. Brainstorming and Chant2. Practice main sentences3. Present main sentences. (Group work)4. Feedback and preview for next class.

Table3.8Unit2. Separating Mixtures-1PeriodLanguage objectives

Students are able to read and talk about the words.Words of separating mixtures:Mixture, lettuce, dressing, pebble, sift, filter, sand, vegetable salad, tofu, salt, separate

Content objectives Students will understand separating mixture words.Students can recognize what a mixture is.

Procedures 1. Introduction about mixtures. 2. Learn the main words. 3. Practice the main words. 4. Feedback & Closing.

Table3.9Unit2. Separating Mixtures-2PeriodLanguage objectives

Students are able to read and talk about the sentences and words below.Words of separating mixtures- Mixture, lettuce, dressing…Structure: Sentences about separating mixtures. Ex.: What is a mixture?

_________ _________ is a mixture.It’s a mixture of ______, _______, and

_________.

Content objectives Students will understand “what is a mixture?”62

Students can distinguish “what’s in the mixture?”

Procedures 1. Brainstorming about mixtures. 2. Learn the main sentences. 3. Practice the sentences.4. Evaluation &Reflection.

Table3.10Unit2. Separating Mixtures- 3PeriodLanguage objectives

Students are able to read and talk about the sentences below.Structure: Sentences about separating mixtures Ex.: _________ _________ is a mixture.

How can I separate _______ and ________?_________ it.

Content objectives Students can explain “what’s in the mixture?” Students can separate a mixture.

Procedures 1. Brainstorming & review about separating mixtures. 2. Learn & practice the main sentences.3. Let’s chant & presentation. 4. Closing.

Table3.11Unit2. Separating Mixtures- 4PeriodLanguage objectives

Students are able to express Unit 2 sentences in various different ways.

Structure: Sentences about separating mixtures. Ex.: What is a mixture?

_________ _________ is a mixture.It’s a mixture of ______, _______, and

_________.How can I separate _______,_______ and

________?_________ it.

Content objectives Students can separate the mixtures differently according to what is in the mixture.

Students can explain “what is in the mixture?” and “How can I separate a mixture?”

63

Procedures 1. Brainstorming.2. Practice the sentences.3. Present the sentences.4. Feedback & Closing.

Lesson plan 1 of SCBI (Science Content Based Instruction) 1-2/4* Topic: Matter* Target Age Group: grade 4

* Content Objects- Students will distinguish liquids, solids and gases from

matter.- Students will be able to grasp the characteristics of

matter.

* Language Objects- Words of matter (liquid, solid, gas, milk, table, door,

shape, size)- Structure: Sentences about matter. Ex.: Is _____ a _______?

Yes, it is. / No, it isn’t. It is a _________.It has a (no) _______.

* Process1) Brainstorm about matter. (5’)- Show some pictures together for a second. - Students write down what they see and say.- ex.: water, solid, pot, table, gas…etc.

64

2) Learn the main words (15’)- introduce main words with flash cards. Ex.: Liquid, solid, gas, milk, table, door, shape, size.

- match the pictures and the words Divide students into two teams.

3) Learn the main sentences. - Look at the realia in the classroom and follow the

teacher. (15’) Ex.: Is _____ a ________? Yes, it is. / No, it isn’t.

It has a (no) __________. / It’s a _______.

- Let’s chant. (30’)Listen to the chant.Let’s chant with motion all together. Divide students into two teams and then chant line by line

(take turns).Let’s change the lyrics.(The different matter is substituted for a door, milk and

steam). Divide children into four teams.

65

Each team makes their chant. Demonstrate their chant.

Knock, Knock, Knock!A door is a solid.It has a shape. It has a size.

Splash, Splash, Splash!Milk is a liquid.It has no shape.It has no size.Swoosh, Swoosh, Swoosh!Steam is a gas.It has no shape.It has no size.

- Match the given words with the pictures. (15’)Make a group of 4Ex.:

Steam is a ( ).

It ( ) no ( ).

It ( ) no size.

66

( ) is a liquid.

It has no shape.

It ( ) no ( ).

Is a ( ) a ( )?

( ), it is.It ( ) a

( ).It ( ) a (

).

Given words: Water, shape, size, rock, steam, gas, liquid, solid, has, yes

Lesson plan 1 of SCBI (Science Content Based Instruction) 3-4/4* Topic: Matter* Target Age Group: grade 4

* Content Objects- Students will divide matter into liquids, solids and gases.- Students will be able to grasp the characteristics of

matter.

* Language Objects67

- Words of matter (liquid, solid, gas, milk, table, door, shape, size)

- Structure: Sentences about matter. Ex.: _____ is a _______.

It is a _________.It has a (no) _______.

* Process1) Check class routine. (5’) Chant with motion.2) Explain how to divide matter into a gas, a solid and a liquid.

68

69

http://www.google.co.kr/imgres?imgurl=http://farm4.static.flickr.com/3041/2890492400_a5faab0d61.jpg&imgrefurl=http://www.flickr.com/groups/colouredlife/discuss/72157604118456873/&usg=__fUpkVCxFTI8Z1nDrp18Gk95N86s=&h=500&w=500&sz=165&hl=ko&start=102&zoom=1&itbs=1&tbnid=Bnijsj96wFNb4M:&tbnh=130&tbnw=130&prev=/images%3Fq%3Dhoney%26start%3D100%26hl%3Dko%26newwindow%3D1%26sa%3DN%26gbv%3D2%26ndsp%3D20%26tbs%3Disch:1&ei=ZPx5TbORB4e6sAO255WAAw%00%E5%A1%B9%EF%92%81%E1%B4%BB%E4%A1%BF%E2%B2%AF%E5%B6%82%E8%97%84%E6%8C%A7%00%00%EA%AE%A5

http://www.google.co.kr/imgres?imgurl=http://www.101-percent.com/images/1023.jpg&imgrefurl=http://www.101-percent.com/index.php%3Fmain_page%3Dproduct_info%26cPath%3D5%26products_id%3D63&usg=__xa7RPixI2ut2QitY7p_Dh6dqAq4=&h=337&w=337&sz=91&hl=ko&start=206&zoom=1&itbs=1&tbnid=_ve_R5CE0cUB8M:&tbnh=119&tbnw=119&prev=/images%3Fq%3Dchocolet%26start%3D200%26hl%3Dko%26newwindow%3D1%26sa%3DN%26gbv%3D2%26ndsp%3D20%26tbs%3Disch:1&ei=wv15TZLfC4WesQOAxaSAAw%00%E5%A1%B9%EF%92%81%E1%B4%BB%E4%A1%BF%E2%B2%AF%E5%B6%82%E8%97%84%E6%8C%A7%00%00%EA%AE%A5

http://www.google.co.kr/imgres?imgurl=http://4.bp.blogspot.com/_PCnd7Nxzz_8/TS3t6np-CeI/AAAAAAAAAoc/lz0bSau3Wnw/s1600/soup.jpg&imgrefurl=http://thebucklist.blogspot.com/2011/01/celebrate-national-soup-month.html&usg=__bA8PmTkzYYcLkFOvVXpSvGn3QF8=&h=404&w=500&sz=24&hl=ko&start=16&zoom=1&itbs=1&tbnid=ew9-mffLjdt-hM:&tbnh=105&tbnw=130&prev=/images%3Fq%3Dsoup%26hl%3Dko%26newwindow%3D1%26sa%3DG%26gbv%3D2%26tbs%3Disch:1&ei=-fd5TYbpBpP6sAPgpp2SAw%00%E5%A1%B9%EF%92%81%E1%B4%BB%E4%A1%BF%E2%B2%AF%E5%B6%82%E8%97%84%E6%8C%A7%00%00%EA%AE%A5

SmokeAirSteamChair

70

Snowman Water Milk Chocolate

SoupHoneyIce Juice

PencilDoorTableIce cream

Gas

Steam is a ( ).It ( ) no ( ).It ( ) no size.

71

Liquid

( ) is a liquid.It has no shape.It ( ) no ( ).

Solid

( ) is a solid.( ), it is.It ( ) a ( ).It ( ) a ( ).

Given words

Water, shape, size, rock, steam, gas, liquid, solid, has, yes

3) Students do paper work with group members. One group has 4 -5 members. Check what they do.4) Whisper game. Boys and girls (use words and sentences)

72

5) Chant with motion.

Lesson plan 3 of SCBI (Science Content Based Instruction) 1-2/4

* Topic: Separating mixtures* Target Age Group: grade 4

* Content Objects-Students will understand “what is a mixture?”-Students can distinguish “what’s in the mixture?”

* Language Objects- Words of separating mixtures. (Mixture, lettuce,

dressing…)- Structure: Sentences about separating mixtures. Ex.: what is a mixture?

_________ _________ is a mixture.It’s a mixture of ______, _______, and _________.Separate ________.

* Process1) Brainstorm about separating mixtures. (10’)-Students see the real vegetable salad and then think about the relationship between a mixture and its materials.

ex.: vegetable salad; lettuce, tomato and dressing.

2) Learn the main words (10’)- introduce main words with realias. Ex.: mixture, lettuce, dressing, separate, carrot, bean, Tofu,

salt.

- make sentences with new words. Make a group of 4.Ex.: Tofu is a mixture. Rabbit likes carrot. ...etc.

73

3) Learn the main sentences. (15’)-Students practice the main sentences following the

teacher.(Vegetable salad, fruit juice, Tofu one by one)

Ex.: what is a mixture?_________ _________ is a mixture.

It’s a mixture of ______, _______, and _________.Separate ________.

- Let’s act out and say main sentences. (25’)Make a group of 4.Make paper vegetable salad and separate them. (Each team can make different vegetable salad).Cut the color papers into tomato shape, lettuce shape and

dressing shape.Mix them and separate them with main sentences.Each team presents group by group.

Ex.:

What is a mixture?__________ _______ is a mixture.

It’s a mixture of __________, _______ and __________.Separate them.

-Let’s chant. (20’) Listen to the chant and then chant it all together.

Divide students into two teams and then chant line by line (take turns).

Tofu or fruit juice are substituted for salad. 74

Divide children into four teams.Demonstrate their chant (one team choose one mixture

from vegetable salad, fruit juice and Tofu).

Mixture, Mixture!What is a mixture?

Salad, Salad!Vegetable salad is a mixture.

It’s a mixture oftomatoes, lettuce, and dressing.

I hate tomatoes.Separate, Separate!I can separate them.

How? How?By hand, By hand!

Separate the tomatoes by hand.

,

Lesson plan 4 of SCBI (Science Content Based Instruction) 3-4/4

* Topic: Separating mixtures* Target Age Group: grade 4

75

* Content Objects-Students can separate “what’s in the mixture?”-Students can explain “what’s in the mixture?” and “how can they separate it?”

* Language Objects- Words of separating mixtures. (Sift, paper clips, rice …)- Structure: Sentences about separating mixtures. Ex.: How can I separate _______ and ________?

_________ it.* Process

1) Brainstorm about separating mixtures. (10’)Watch the video (Separation of Sand and Salt using Physical Properties/ Separation: Iron from Salt & Sand Mixture)Students can say about what they see.Ex.: sand, salt, magnetic, he separates iron …etc.

2) Learn the main words (10’)- Introduce main words with realias. Ex.: sand, pebble, paper clip, rice, iron, magnet, attract,

sift, filter, boil.

-Make the mixturesEx.: Mix sand, salt and pebbles.

Mix paper clip, rice and salt.

3) Learn the main sentences. (10’)-Students practice the main sentences looking at the

mixtures.

Ex.: How can I separate _______ and ________?_________ it.

- Let’s act out. (35’)Make a group of 4.Choose two or three materialsMix them.Separate them with talking main sentences.

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Each student writes down the appropriate answers.Students ask to the other group members and then

complete the chart.Ex.:

What’s in the mixture? How can you separate it?1.Sand, salt and pebbles By hand, filter2.3.4.

Demonstrate main sentences group by group.Ex.: Team 1Ss (A): What’s in the mixture?Ss (B): Pebbles, sand and salt.Ss (A): How can you separate it?Ss (B): By hand and filter it.

- Let’s do bingo game. (15’)Students write down new words in the bingo box.

Students do three bingos game following the teacher.Ex.:

Sand pebble Paper clipRice Iron MagneticSalt Water Filter

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Documents

Effect of student’s Aptitudes of subject on their ...kangnamjoon.weebly.com/uploads/1/3/6/7/13673728/jnag… · Web viewEffect of student’s Aptitudes of subject on their perceptions