Grammar education “in Dutch” - Ghent University Library...6 1 INTRODUCTION Lately, a lot has been written and even more has been spoken about grammar education as a result of the

Faculteit Letteren & Wijsbegeerte

Lea Siebens

Grammar education “in Dutch”

An attitude study among students in

their final year of secondary education

Masterproef voorgedragen tot het behalen van de graad van

Master in de Meertalige Communicatie

2015

Promotor Prof. Dr. Filip Devos

Vakgroep Vertalen Tolken Communicatie

2

Acknowledgements

The realisation of my master’s dissertation would not have been possible without the help of

certain people. Therefore, I would like to thank all people who supported me during my studies

and, more specifically, during the writing of this dissertation.

Moreover, I would like to express my sincere gratitude to Prof. Dr. Filip Devos for his

supervision and advice throughout the process of writing this dissertation. I am most grateful

for the time and effort he invested in this work.

Finally, I would like to thank all students who were willing to participate in my survey. Their

contribution has been indispensable for conducting this research.

3

Table of contents

1 INTRODUCTION .............................................................................................................................. 6

2 STATE OF THE ART ....................................................................................................................... 8

2.1 GRAMMATICAL KNOWLEDGE STUDENTS ......................................................................... 8

2.2 ATTITUDE TEACHERS .............................................................................................................. 8

2.2.1 Attitude Teachers Secondary Education................................................................................. 8

2.2.2 Attitude Teachers Primary Education..................................................................................... 9

2.2.3 Criticism Masquiller and Lippens (2013) ............................................................................. 10

2.2.4 Alignment between Primary and Secondary Education ....................................................... 10

2.3 ATTITUDE STUDENTS ............................................................................................................ 12

3 RESEARCH ...................................................................................................................................... 13

3.1 RESEARCH QUESTIONS ......................................................................................................... 13

3.2 ASSUMPTIONS ON THE OUTCOME OF THE RESEARCH ................................................ 14

3.2.1 Research Question 1 ............................................................................................................. 14





3.3 RESEARCH SETTING .............................................................................................................. 17

3.4 RESEARCH RESULTS .............................................................................................................. 18

3.4.1 Research Question 1: “Do students in their final year of secondary education think grammar

education is useful?” ..................................................................................................................... 18


education in Dutch is useful to master other aspects of Dutch and learn foreign languages?” ..... 21

3.4.3 Research Question 3: “Do students in their final year of secondary education like grammar

education Dutch? Why (not)?” ...................................................................................................... 23

3.4.4 Research Question 4: “Do students in their final year of secondary education think they are

able to parse and determine word classes correctly?” ................................................................... 26

3.4.5 Research Question 5: “Are there any differences between…” ............................................. 27

4 CONCLUSION ...................................................................................................................... 52

5 BIBLIOGRAPHY .................................................................................................................. 55

6 APPENDIX ............................................................................................................................ 56

4

List of tables and graphs

Table 1: General data survey ................................................................................................................. 18

Graph 1: Do you think grammar education in Dutch is useful? ............................................................ 19

Graph 2: Do you think grammar education is useful during other language courses?......................... 20

Graph 3: Do you think grammar education is important compared to other aspects of the Dutch

learning plan? ........................................................................................................................................ 20

Graph 4: Do you think grammar education in Dutch is useful to master other aspects of Dutch? ...... 22

Graph 5: Do you think grammar education in Dutch is useful to learn foreign languages? ................. 22

Graph 6: Do you like Dutch grammar? .................................................................................................. 24

Graph 7: Why do you dislike Dutch grammar? ..................................................................................... 24

Graph 8: Why do you like Dutch grammar? .......................................................................................... 25

Graph 9: Do you think you are able to parse sentences correctly? ...................................................... 26

Graph 10: Do you think you are you able to determine word classes correctly? ................................. 27

Graph 11: Do you think grammar education in Dutch is useful? Men vs. women ............................... 28

Graph 12: Do you think grammar education is useful during other language courses? Men vs. women

............................................................................................................................................................... 28


learning plan? Men vs. women ............................................................................................................. 29

Graph 14: Do you think grammar education in Dutch is useful to master other aspects of Dutch? Men

vs. women ............................................................................................................................................. 30

Graph 15: Do you think grammar education in Dutch is useful to learn foreign languages? Men vs.

women ................................................................................................................................................... 30

Graph 16: Do you like Dutch grammar education? Men vs. women .................................................... 31

Graph 17: Why do you dislike Dutch grammar? Men vs. women ........................................................ 32

Graph 18: Why do you like Dutch grammar? Men vs. women ............................................................. 32

Graph 19: Do you think you are you able to parse sentences correctly? Men vs. women.................. 33

Graph 20: Do you think you are able to determine word classes correctly? Men vs. women ............. 33

Graph 21: Do you think grammar education in Dutch is useful? ASO vs. non-ASO students ............... 34

Graph 22: Do you think grammar education during other language courses is useful? ASO vs. non-

ASO students ......................................................................................................................................... 34


learning plan? ASO vs. non-ASO students ............................................................................................. 35

Graph 24: Do you think grammar education in Dutch is useful to master other aspects of Dutch? ASO

vs. non-ASO students ............................................................................................................................ 35

Graph 25: Do you think grammar education in Dutch is useful to learn foreign languages? ASO vs.

non-ASO students .................................................................................................................................. 36

Graph 26: Do you like Dutch grammar? ASO vs. non-ASO students ..................................................... 36

Graph 27: Why do you dislike Dutch grammar? ASO vs. non-ASO students ........................................ 37

Graph 28: Why do you like Dutch grammar? ASO vs. non-ASO students ............................................. 37

Graph 29: Do you think you are able to parse sentences correctly? ASO vs. non-ASO students ......... 38

Graph 30: Do you think you are able to determine word classes correctly? ASO vs. non-ASO students

............................................................................................................................................................... 39

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Graph 31: Do you think grammar education in Dutch is useful? Latin vs. non-Latin students ............. 40

Graph 32: Do you think grammar education during other language courses is useful? Latin vs. non-

Latins students ...................................................................................................................................... 40


learning plan? Latin vs. non-Latin students ........................................................................................... 41

Graph 34: Do you think grammar education in Dutch is useful to master other aspects of Dutch? Latin

vs. non-Latin students ........................................................................................................................... 41

Graph 35: Do you think grammar education in Dutch is useful to learn foreign languages? Latin vs.

non-Latin students ................................................................................................................................ 42

Graph 36: Do you like Dutch grammar? Latin vs. non-Latin students .................................................. 42

Graph 37: Why do you dislike Dutch grammar? Latin vs. non-Latin students ...................................... 43

Graph 38: Why do you like Dutch grammar? Latin vs. non-Latin students .......................................... 43

Graph 39: Do you think you are able to parse sentences correctly? Latin vs. non-Latin students ....... 44

Graph 40: Do you think you are able to determine word classes correctly? Latin vs. non-Latin

students ................................................................................................................................................. 44

Graph 41: Do you think grammar education in Dutch is useful? Future language vs. non-language

students ................................................................................................................................................. 45

Graph 42: Do you think grammar education during other language courses is useful? Future language

vs. non-language students .................................................................................................................... 46


learning plan? Future language vs. non-language students ................................................................. 47

Graph 44: Do you think grammar education in Dutch is useful to master other aspects of Dutch?

Future language vs. non-language students ......................................................................................... 47

Graph 45: Do you think grammar education in Dutch is useful to learn foreign languages? Future

language vs. non-language students ..................................................................................................... 48

Graph 46: Do you like Dutch grammar? Future language vs. non-language students ......................... 48

Graph 47: Why do you dislike Dutch grammar? Future language vs. non-language students ............. 49

Graph 48: why do you like Dutch grammar? Future language vs. non-language students .................. 49

Graph 49: Do you think you are able to parse sentences correctly? Future language vs. non-language

students ................................................................................................................................................. 50

Graph 50: Do you think you are able to determine word classes correctly? Future language vs. non-

language students ................................................................................................................................. 50

6

1 INTRODUCTION

Lately, a lot has been written and even more has been spoken about grammar education as a

result of the renewal of the final attainment levels for Dutch in September 2010. Even before

this renewal, Van Vooren (2008) already tested the grammatical knowledge of Dutch among

students in their final year of secondary education in Flanders (ASO1) and the Netherlands

(VWO2). In general, her research proved that, except for Latin students, the final attainment

levels are not or hardly reached neither in Flanders nor in the Netherlands. However, grammar

education has disappeared to the background in the current learning plan and the emphasis lays

on language skills instead of language knowledge. This measure divides advocates and

opponents and, therefore, several researchers carried out a study into the attitude of teachers

(and students) towards grammar education in Dutch.

Cappelle (2011) and Vleminckx (2012) conducted a survey among teachers of Dutch in primary

and secondary education respectively concerning their attitude towards grammar education.

Devos (2012) summarized Cappelle’s and Vleminckx’ studies. Masquillier and Lippens (2013),

responsible for the learning plans of the “Vlaams Verbond van het Katholiek Basisonderwijs”

(VVKBaO3) and “Vlaams Verbond van het Katholiek Secundair Onderwijs” (VVKSO4),

responded to Devos’ summary and criticized the way Cappelle and Vleminckx carried out their

attitude studies. Taking into account Masquiller and Lippens’ (2013) criticism on the attitude

studies of Cappelle (2011) and Vleminckx (2012), Dekeyser (2014) researched whether

teachers in the sixth year of Catholic primary education and teachers of Dutch in the first year

of Catholic secondary education agree with their statement that the learning plans for Dutch in

primary and secondary Catholic education are aligned sufficiently. Pelgrims (2012) also carried

out an inquiry among teachers in the final year of primary education and teachers of Dutch in

the first degree of secondary education. In contrast to Dekeyser (2014), Pelgrims did not

concentrate on Catholic education only. Furthermore, Pelgrims’ research was not limited to the

instruction of Dutch, including Dutch grammar, but aimed to obtain a more general idea on the

transition from primary to secondary education. Furthermore, Pelgrims dedicated a limited part

of her research to the attitude of students in the first year of secondary education. Finally,

Siebens (2014) carried out an exploratory study into the attitude of ASO students in the first

1 General Secondary Education: Students receive a profound theoretical basis, which prepares them for higher education or university 2 Pre-university Education: Similar to ASO education in Flanders 3 Flemish Union of Primary Catholic Education 4 Flemish Union of Secondary Catholic Education

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year of secondary education, more specifically among Latin and mathematics-language

students, towards grammar education and the transition from primary to secondary education.

A rough sketch of the former researches is given in chapter 2.

However, the researches that have been carried out into the attitude of students towards

grammar education are, so far, rather limited and small-scaled. Furthermore, both Pelgrims

(2012) and Siebens (2014) focused on students in their first year of secondary education. This

study, on the contrary, tries to provide insight into the attitude of students in their final year of

secondary education regarding grammar education in Dutch. We tried to provide an answer to

following questions: “Do students in their final year of secondary education think grammar

education in Dutch and other language courses is useful?”, “Do they take the view Dutch

grammar is useful to master other aspects of Dutch or to learn foreign languages?” “Do they

like Dutch grammar education? Why (not)?” and “Do they argue to be good at parsing and

determining word classes?” Finally, we also researched whether there are significant

differences between men and women, ASO and non-ASO students, Latin and non-Latin

students and future language and non-language students. To formulate an answer to the above

research questions, we conducted a survey among students in their final year of secondary

education. The most important results of our research are discussed in section 3.4. Finally, a

conclusion is drawn in chapter 4.

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2 STATE OF THE ART

2.1 GRAMMATICAL KNOWLEDGE STUDENTS

Van Vooren (2008) tested the grammatical knowledge of Dutch among 359 students in their

final year of secondary education in Flanders (ASO) and the Netherlands (VWO). The students

had to complete a Dutch grammar and spelling test containing four grammatical subdivisions:

parsing, spelling of words, spelling of verbs and word classes. The test was made up of

questions reflecting the final attainment levels for Dutch. Moreover, the test was composed of

existing exam questions and exercises from handbooks and judged by teachers as realistic. The

research variables were men versus women, Latin versus non-Latin students, Flanders versus

the Netherlands and college versus athenaeum. The test disclosed the following results.

The final attainment levels for Dutch were only reached for the spelling of words and the

spelling of verbs, both in Flanders and the Netherlands. On the whole, the spelling of words

caused the least problems whereas students had difficulties with parsing and the determination

of word classes. Most mistakes occurred when students had to determine verbs, conjunctions,

interjections and adverbs. On average, women scored slightly higher than men, especially in

the areas spelling of verbs and parsing. Regarding word classes and spelling of words, men and

women scored almost identically. Overall, Latin students scored considerably higher than non-

Latin students. Furthermore, Flemish students scored higher than students from the Netherlands

in the areas spelling of verbs and especially parsing. Students from the Netherlands, on the

contrary, had better scores regarding the spelling of words and the determination of world

classes. Concerning the last variable, students in colleges and athenaeums scored similarly. In

general, this research proved that, except for Latin students, the final attainment levels are not

or hardly reached neither in Flanders nor in the Netherlands. (Devos, 2008)

2.2 ATTITUDE TEACHERS

2.2.1 Attitude Teachers Secondary Education

Cappelle (2011) conducted a survey of 255 Flemish secondary teachers of Dutch in order to

research their attitude towards grammar education. This research tried to provide an answer to

questions such as: “Do Flemish teachers of Dutch feel that their pupils are underperforming in

Dutch grammar and spelling?” “Do Flemish teachers believe there is a decline in language

knowledge among their students?” The results were analysed according to the following

research variables: men versus women, experienced versus inexperienced teachers, ASO versus

9

non-ASO and the different degrees of secondary education. The outcome of the research was

the following.

Flemish teachers of Dutch in secondary education are rather pessimistic about their students’

grammatical level as something over half of the teachers state that their level is ‘bad’ to ‘very

bad’. Regarding the students’ level of spelling, the teachers are slightly more positive. These

results are in line with Van Vooren’s research. The teachers believe that their students perform

well when it comes to oral and written communication. Remarkably, more than three quarters

of the questioned teachers feel that the general language level has declined during the last years.

Nearly half of the respondents claim that the learning plans for Dutch does not pay enough

attention to grammar education. Moreover, 35% of the teachers feel limited because of these

learning plans. In contrast, slightly more than half of the teachers indicate to be satisfied with

the handbooks for Dutch. Compared to men, women have a slightly more negative attitude

towards their students’ spelling. Men, however, declare to be in favour of more grammar

lessons. In general, experienced teachers are more negative concerning their students’ grammar

knowledge than inexperienced teachers. Moreover, ASO teachers seem to find grammar more

important than their non-ASO colleagues and ASO students are said to perform better than non-

ASO students. Nevertheless, the decline in language knowledge is thought to be worse among

ASO-students. The questioned teachers also argue that the decline in language knowledge is

worse among students in first degree, which makes the question arise whether primary and

secondary education are aligned correctly. (Devos, 2012)

2.2.2 Attitude Teachers Primary Education

Vleminckx (2012) carried out a survey of 318 Flemish teachers in primary education examining

their attitude towards grammar education. This research mainly focused on learning plans and

methods and the variables were men versus women, experienced versus inexperienced teachers

and the three final school years of primary education. The research revealed the following

results.

No less than three quarters of the questioned teachers believe that their students’ general level

of language knowledge has declined during the last years, which is in line with Cappelle’s

research (2011). The research also shows that teachers want more grammar lessons than the

learning plan for Dutch prescribes. Moreover, almost three quarters of the respondents are not

in favour of the decreasing attention regarding grammar in the current learning plan.

Remarkably, the measure is mainly disapproved of by teachers with more than 5-10 years of

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experience. In contrast, teachers with more than 30 years of experience are slightly more

positive. No less than 80 % of the teachers claim that the learning plans for Dutch grammar in

primary and secondary education are not aligned sufficiently. Finally, the overwhelming

majority of the respondents state that Dutch grammar is insufficiently connected with the

learning plan for French and that students do not get the basics to learn foreign languages.

(Devos, 2012)

2.2.3 Criticism Masquiller and Lippens (2013)

Devos (2012) summarized the results from cappelle’s (2011) and Vleminckx’ (2012) research.

Masquillier and Lippens (2013), responsible for the learning plans of the VVKBaO and

VVKSO, responded to this article and criticized the way Cappelle and Vleminckx carried out

their attitude studies.

First of all, there are several educational networks in Flanders. It is not clear to which

educational network the respondents belong, therefore, it is difficult to draw conclusions for the

learning plans of all educational networks. Vleminckx addressed 2141 schools but only 318

teachers participated in the research, which is less than 1%. Moreover, some of Vleminckx’

survey questions have a suggestive tone, such as “Do you agree that the current learning plan

spends less attention to grammar?” Another point of criticism is that the researches do not take

into account whether the teachers have actually read the learning plans they are expressing their

opinion about. Furthermore, the respondents do not have the possibility to give an example or

to motivate their answers. In short, Masquillier and Lippens claim that the studies only reveal

the teachers’ opinions and not the facts. They are convinced that the learning plans of primary

and secondary Catholic education are aligned correctly.

2.2.4 Alignment between Primary and Secondary Education

Taking into account Masquiller and Lippens’ (2013) criticism on the attitude studies of

Cappelle (2011) and Vleminckx (2012), Dekeyser (2014) researched whether teachers in the

sixth year of Catholic primary education and teachers of Dutch in the first year of Catholic

secondary education agree with their statement that the learning plans for Dutch in primary and

secondary Catholic education are aligned sufficiently. Dekeyser (2014) conducted two surveys,

one among teachers in the sixth year of Catholic primary education and one among teachers of

Dutch in the first year of Catholic secondary education, in order to be able to confirm or

disprove Masquiller and Lippens’ statement. The study revealed the following results.

11

The majority of the questioned teachers, both in primary and secondary education, state to be

familiar with their own learning plan for Dutch. However, 80% of the teachers in primary

education admit to be ‘unfamiliar’ with the Dutch learning plan of secondary education. On the

contrary, 62% of the teachers in secondary education claim to be ‘familiar’ to ‘very familiar’

with the Dutch learning plan of primary education. In terms of the new learning plan, most

teachers share the opinion that the current learning plan is ‘feasible’ to ‘very feasible’.

Nonetheless, more than half of the teachers believe that the Dutch learning aims for grammar

do not prepare their students sufficiently to learn foreign languages. Furthermore, almost half

of the teachers in primary education and more than half of the teachers in secondary education

are not satisfied with the balance between language skills and language knowledge and,

therefore, want to spend more lessons on grammar. Remarkably, there is little to no interaction

between teachers in primary and secondary schools. Moreover, the majority of teachers in

primary education do not know what teachers in secondary education expect from their

students. Finally, 47% of the teachers in primary education and 53% of the teachers in

secondary education claim there is no alignment between the Dutch learning plans for grammar

in primary and secondary education. Consequently, Masquiller and Lippens’ (2013) statement

can be disproved.

Pelgrims (2012, p.78-82) also carried out a survey among 107 teachers in the sixth year of

primary education and 58 teachers in the first degree of secondary education. In contrast to

Dekeyser (2014), Pelgrims did not concentrate on Catholic education only. Furthermore,

Pelgrims’ research was not limited to the instruction of Dutch, including Dutch grammar, but

aimed to obtain a more general idea on the transition from primary to secondary education. The

study disclosed the following relevant results:

No less than 67% of the teachers in primary education indicated they expected difficulties

regarding the transition to secondary education, especially for the subjects Dutch and French.

Only 59% of these teachers argued that the learning plans for Dutch in primary and secondary

education are attuned sufficiently. Moreover, more than half of the teachers, both in primary

and secondary education, claimed there is a gap between primary and secondary education

concerning the subject Dutch. Even more teachers felt there is a general gap between both levels

of education.

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2.3 ATTITUDE STUDENTS

Pelgrims (2012, p.82-84) dedicated a limited part of her research to the attitude of students in

the first year of secondary education and came to the conclusion that almost 80% of the

respondents do not struggle with the transition from primary to secondary education concerning

the subject Dutch. This is in not in line with Pelgrims’ findings that almost 70% of the teachers

in primary education expect difficulties. Although large part of the students do not seem to have

difficulties with the transition to secondary education, 43% of the students do experience a gap

between primary and secondary education.

Siebens (2014) carried out an exploratory study into the attitude of ASO students in their first

year of secondary education, more specifically among 73 Latin and mathematics-language

students, towards grammar education and the transition from primary to secondary education.

The research revealed the following results.

Most students think it is ‘useful’ (48%) to ‘very useful’ (15%) to pay attention to grammar

during the subject Dutch and even more students argue it is important during other language

subjects such as English, French, German and Latin. Moreover, the majority of the respondents

indicate that their grammar knowledge of Dutch is ‘useful’ to ‘very useful’ for other language

subjects. More than half of the questioned students state that the subject matter of primary

education is revised in secondary education and that the learning plans are attuned. In contrast

to Pelgrims’ research, only 26% of the respondents indicate they do not experience difficulties

concerning the subject Dutch. Moreover, almost half of the students say that, from time to time,

they have had difficulties with the transition from primary to secondary education.

13

3 RESEARCH

3.1 RESEARCH QUESTIONS

The researches that have been carried out into the attitude of students towards grammar

education are, so far, rather limited and small-scaled. Moreover, both Pelgrims (2012) and

Siebens (2014) focused on students in the first year of secondary education. Our study tries to

provide insight into the attitude of the students in their final year of secondary education

regarding grammar education and tries to provide an answer to the following research

questions:

1) Do students in their final year of secondary education think grammar education (i.e.

parsing and the determination of word classes)…

a. Dutch is useful?

b. French, German, Latin or English is useful?

c. Dutch is more, less or equally important compared to other aspects of the Dutch

learning plan such as oral communication, written communication, literature and

spelling?

2) Do students in their final year of secondary education take the view that grammar

education Dutch is useful

a. to master other aspects of Dutch such as spelling, literature, oral communication or

written communication?

b. to learn foreign languages?

3) Do students in their final year of secondary education like grammar education Dutch?

Why (not)?

4) Do students in their final year of secondary education think they are able to parse and

determine word classes correctly?

5) Are there any significant differences in opinion between:

a. Men and women

b. ASO and non-ASO students

c. Latin and non-Latin students

d. Students who are thinking of taking language studies in tertiary education and

students who are not

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3.2 ASSUMPTIONS ON THE OUTCOME OF THE RESEARCH

Based on the available literature, some assumptions can be made on the outcome of the research.

3.2.1 Research Question 1

a. Taalpeil (2007, p. 55) carried out an investigation into the attitude of teachers, adults

and students towards the education of the subject Dutch in Flanders, the Netherlands

and Surinam. An inquiry was conducted of 275 Flemish students in their penultimate

year of secondary education. The students indicated grammar as the third most useful

aspect of Dutch, after spelling and debating.

Moreover, the research results of Siebens (2014) showed that students in their first year

of secondary education think grammar education is useful. Most students believe it is

useful (48%) or very useful (15%) to pay attention to grammar education during the

subject Dutch. 23% of the respondents have a neutral attitude and only a few students

take the view that it is a little bit useful (10%) or not useful at all (1%).

Although these researches are carried out among students in their first and penultimate

year of secondary education and Siebens’ research is rather small-scaled, it can be

assumed that students in their final year of secondary education share the same view.

b. According to Siebens (2014) students are even more positive about grammar education

regarding language subjects such as French, German, English or Latin. Almost three

quarters think it is useful to very useful, 21% of the students do not express an opinion

on this matter, only a small part (5%) argues it is a little useful and no one indicates it

is not useful at all.

Although this research focuses on students in their first year of secondary education and

is rather small-scaled, it can be assumed that students in their final year of secondary

education share the same view.

15

c. The research results of Taalpeil (2007, p. 55) showed that Flemish students in their

penultimate year of secondary education indicate grammar as the third most useful

aspect of Dutch, after spelling and debating.

Although the inquiry has been conducted of students in their penultimate year of

secondary education, it can be assumed that students in their final year of secondary

education have the same opinion and, thus, think that grammar is, in general, equally

important to or more important than other aspects of Dutch.


a. There is no literature that can predict whether students in their final year of secondary

education take the view that grammar education is useful to master other aspects of

Dutch.

b. The research conducted by Siebens (2014) showed that the majority of the respondents

argue that their grammar knowledge of Dutch is useful (36%) to very useful (19%) for

other language subjects.

Although this research focuses on students in their first year of secondary education and

is rather small-scaled, it can be assumed that students in their final year of secondary

education share the same view.


According to Van Vooren’s research (2008), Flemish students in their final year of secondary

education are underperforming in the grammatical part of Dutch language, both in parsing and

the determination of word classes. Based on the idea that people do not like to do something

they are not good at, it could be assumed that the students will indicate that they do not like

grammar education.


Devos and Van Vooren (2015) carried out a correlative study on language and non-language

students’ metacognitive aspects of spelling. The informants were asked to complete two

spelling test, a dictation exercise and a correction text. Afterwards, they were asked to fill in an

attitude questionnaire. The research results revealed that the students’ metacognitive knowledge

16

corresponds with their spelling performance. In conclusion, students seem to be able to judge

their strengths and weaknesses.

According to Van Vooren’s research (2008), Flemish students in their final year of secondary

education are underperforming in the grammatical part of Dutch language, both in parsing and

the determination of word classes.

Based on the assumption that students are able to judge their strengths and weaknesses, it can

be assumed that the respondents will indicate that they are not performing well concerning

parsing and the determination of word classes.


a. Van Vooren’s research (2008) showed that, on average, women scored slightly higher

than men on the grammar test. Therefore, it can be assumed that women will have a

more positive attitude concerning research question 3 and 4. There is no literature that

can predict whether there is a difference in opinion between men and women concerning

research question 1 and 2.

b. There is no literature that can predict whether there is a difference in opinion between

ASO and non-ASO students. However, the learning plans for ASO education prescribes

higher expectations than the learning plans for non-ASO education. Therefore, it can be

assumed that ASO students will have a more positive judgement regarding research

question 4.

c. The research conducted by Van Vooren (2008) showed that Latin students scored

remarkably higher than non-Latin students on the grammar test. Moreover, Latin

students need their grammar knowledge of Dutch during Latin lessons. Therefore, it can

be assumed that they will express a more positive attitude regarding research questions

1a, 2b, 3 and 4. There is no literature that can predict whether there is a difference in

opinion between Latin and non-Latin students concerning research questions 1b, 1c and

2a.

d. There is no literature that can predict whether there is a difference in opinion between

students who are thinking of taking language studies in tertiary education and students

17

who are not. Nevertheless, most students who want to take language studies are talented

in languages and, therefore, probably grammar. Devos and Van Vooren’s correlative

study (2015) on language and non-language students’ metacognitive aspects of spelling,

for example, revealed that language students score 10% better than non-language

students. For that reason, it can be assumed that future language students will express a

more positive judgment regarding research question 4. Based on the idea that people

like to do something they are good at, it could be assumed that students who are thinking

of taking language studies in tertiary education will be more positive regarding research

question 3.

3.3 RESEARCH SETTING

In order to obtain a general opinion of Flemish students in their final year of secondary

education and to be able to formulate an answer to the above research questions (see 3.1), we

composed a survey5 focusing on the students’ attitude towards Dutch grammar education. As

many students write their thesis on subjects related to secondary education and need the help

of schools, it was hard to find schools that were prepared to participate in our study. Therefore,

we decided to address personal contacts: family members who are employed in the educational

sector, family and acquaintances (of friends), secondary schools I went to myself, etc. The

survey was distributed electronically using ‘Qualtrics’ as to be able to process the results easily,

for which we used Excel. The deadline for this survey was set on the 13th of May to gather as

much answers as possible. In total, 186 students answered our survey. The table below shows

the general composition of the respondents.

5 See appendix

18

General data survey

Gender Male Female

65 121

Educational Network Government-provided

education

Catholic education

50 136

Type of Education ASO Non-ASO

147 39

ASO… Latin Non-Latin

50 97

Studies in Tertiary Education Language studies Non-language studies

37 149

Table 1: General data survey

3.4 RESEARCH RESULTS

Based on the research described in 3.3, an answer is given to each of the five research questions

mentioned in 3.1. In order to maintain a clear overview each question is answered separately.

Moreover, the results are given in percentages as to be easily interpretable. A short conclusion

is given for each research question.


education is useful?”

In order to be able to answer this research question, the students were asked the following

questions:

1a. On a scale from 0-10, to what extent do you think it is useful to pay attention to

grammar education (i.e. parsing and the determination of word classes) in Dutch?

1b. On a scale from 0-10, to what extent do you think it is useful to pay attention to

grammar education during other language courses such as French, English, Latin or

German?

19

1c. Do you think grammar education in Dutch is more, less or equally important

compared to other aspects of the Dutch learning plan such as oral communication,

written communication, literature or spelling?

For the first two questions, the students could indicate a score from 0 to 10, 0 meaning ‘not

useful at all’ and 10 meaning ‘very useful’. For the third question we provided three possible

answers: ‘more important’, ‘less important’ or ‘equally important’. The different questions are

discussed separately in order to maintain a clear overview.

3.4.1.1 On a scale from 0-10, to what extent do you think it is useful to pay attention to

grammar education (i.e. parsing and the determination of word classes) in Dutch?

Graph 1: Do you think grammar education in Dutch is useful?

Graph 1 indicates that almost three quarters of the students (72%) give a score from 6 to 10,

meaning that they think grammar education in Dutch is useful. 12% of the students express a

neutral opinion and only 16% give a score between 0 and 4, meaning that they argue grammar

education in Dutch is not useful.

4%

1%3% 3%

5%

12% 11%

24%

16%

11% 10%

0%

5%

10%

15%

20%

25%

0 1 2 3 4 5 6 7 8 9 10

20

3.4.1.2 On a scale from 0-10, to what extent do you think it is useful to pay attention to

grammar education during other language courses such as French, English, Latin or

German?

Graph 2: Do you think grammar education is useful during other language courses?

Graph 2 shows that no less than 82% of the students indicate a score from 6 to 10, which means

that they find grammar education in language courses such as German, Latin, French and

English is useful. More than half of the students (52%) even argue grammar education in

language courses is very useful and give a score from 8 to 10. Only 9% of the students indicate

it is not useful and another 9% express a neutral opinion.

3.4.1.3 Do you think grammar education in Dutch is more, less or equally important

compared to other aspects of the Dutch learning plan such as oral communication, written

communication, literature or spelling?

Graph 3: Do you think grammar education is important compared to other aspects of the Dutch learning plan?

According the graph 3, 65% of the students take the view that grammar education in Dutch is

equally important as other aspects of the Dutch learning plan such as oral communication,

2%0% 1%

3% 3%

9% 10%

20%

33%

10%9%

0%

5%

10%

15%

20%

25%

30%

35%

0 1 2 3 4 5 6 7 8 9 10

9%

65%

26%More important

Equally important

Less important

21

written communication, literature or spelling. Only 9% argue that it is more important and

slightly more than a quarter of the students (26%) think it is less important.

3.4.1.4 Conclusion Research Question 1

The majority of the students indicate that grammar education is useful both in Dutch and other

language courses. When comparing graph 2 to graph 1, it can be said that students think

grammar education is even ‘very useful’ during language courses. Moreover, most students

take the view that grammar education is equally important as other aspects of the Dutch learning

plan. Based on graph 1, 2 and 3, it can be concluded that students in their final year of secondary

education believe grammar education is useful. These results are in line with the assumptions

made in 3.2.1. Concerning question 1c, however, more students were expected to answer ‘more

important’.


education in Dutch is useful to master other aspects of Dutch and learn foreign languages?”

As to be able to give an answer to this research question, the respondents were asked the

following questions:

2a. On a scale from 0-10, to what extent do you think grammar education in Dutch is

useful to master other aspects of Dutch such as literature, spelling, oral communication

or written communication?

2b. On a scale from 0-10, to what extent do you think grammar education in Dutch is

useful to learn foreign languages?

The students could indicate a score from 0 to 10, 0 meaning ‘not useful at all’ and 10 meaning

‘very useful’. The different questions are discussed separately so as to maintain a clear

overview.

22

3.4.2.1 On a scale from 0-10, to what extent do you think grammar education in Dutch is

useful to master other aspects of Dutch such as literature, spelling, oral communication and

written communication?

Graph 4: Do you think grammar education in Dutch is useful to master other aspects of Dutch?

As can be seen in graph 4, almost three quarters of the questioned students (73%) give a score

between 6 and 10, which means that they state grammar education in Dutch is useful to master

other aspects of Dutch. Moreover, 33% claim it is ‘very useful’ and indicate a score from 8 to

10. Only 16% of the students indicate a score between 0 and 4, meaning that they think grammar

education is not useful to master other aspects of Dutch. Moreover, only 7% claim it is not

useful at all and give a score between 0 and 2. 15% have a neutral opinion regarding this

question.

3.4.2.2 On a scale from 0-10, to what extent do you think grammar education in Dutch is

useful to learn foreign languages?

Graph 5: Do you think grammar education in Dutch is useful to learn foreign languages?

Looking at graph 5, we can see that slightly more than half of the students (57%) indicate a

score between 6 and 10, which means that they take the view grammar education is useful to

learn foreign languages. Furthermore, almost a quarter of the respondents (24%) find it ‘very

2% 1%4% 3% 3%

15%

10%

30%

21%

7%5%

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5%

10%

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25%

30%

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0 1 2 3 4 5 6 7 8 9 10

23

useful’ and give a score from 8 to 10. 21% declare grammar education is not useful to learn

foreign languages and another 22% give a neutral score. One out of ten students argue it is not

useful at all.


The results of question 2b are in line with the assumptions made in 3.2.2. The majority of the

respondents indeed argue that their grammar knowledge of Dutch is ‘useful’ to ‘very useful’ to

learn foreign languages. Concerning question 2a, even more students seem to find that their

grammar knowledge of Dutch is ‘useful’ to very useful’ to master other aspects of Dutch such

as oral communication, written communication, spelling and literature. In conclusion, it can be

said that students in their final year of secondary education take the view grammar education

in Dutch is useful to master other aspects of Dutch and learn foreign languages.

3.4.3 Research Question 3: “Do students in their final year of secondary education like grammar

education Dutch? Why (not)?”

To be able to answer this research question, the students were asked the following questions:

3a. On a scale from 0-10, to what extent do you like Dutch grammar?

3b. If you indicated a score from 0 to 4, why do you not like Dutch grammar?

3c. If you indicated a score from 6 to 10, why do you like Dutch grammar?

For the first question, the students could indicate a score from 0 to 10, 0 meaning ‘I dislike it’

and 10 meaning ‘I like it very much’. For the second question we provided eight possible

answers: ‘the teacher does not explain it very well’, ‘the teacher explains it in a boring way’,

‘the terminology is ambiguous’, ‘the subject material is too detailed’, ‘it is not useful’, ‘the

textbook is unclear’, ‘we do not have a textbook’ or ‘I am not good at grammar’. For the third

question we provided five possible answers: ‘the teacher explains it well’, ‘the teacher explains

it in a fun way’, ‘it is useful’, ‘we have a clear textbook’, or ‘I am good at grammar’.

Concerning the second and third questions, the students were able to choose multiple answers

or add an answer of their own. The different questions are discussed separately in order to

maintain a clear overview.

24

3.4.3.1 On a scale from 0-10, to what extent do you like Dutch grammar?

Graph 6: Do you like Dutch grammar?

Graph 6 clearly shows that the opinions on this question are divided. On the one hand 41% of

the students give a score from 0 to 4, which means that they like Dutch grammar. On the other

hand 46% indicate a score from 6 to 10, meaning that they dislike Dutch grammar. The other

students (13%) express a neutral opinion.

3.4.3.2 If you indicated a score from 0-4, why do you not like Dutch grammar?

Graph 7: Why do you dislike Dutch grammar?

Looking at graph 7, we can see that the main reason (27%) why students dislike Dutch grammar

is the fact that the teacher explains it in a boring way. The second main reason (18%) is that it

8%

3%

6%

13%

11%

13%

16% 16%

8%

5%

2%

0%

2%

4%

6%

8%

10%

12%

14%

16%

18%

0 1 2 3 4 5 6 7 8 9 10

6%

27%

8%

12%

18%

6%

1%

14%

9%

0%

5%

10%

15%

20%

25%

30%

25

is not useful and the third main reason (12%) is that the subject matter is too detailed. Moreover,

9% indicate other reasons for disliking Dutch grammar such as: “In my opinion, grammar is

definitely not the most fun part of a language. It does not matter if it concerns Dutch, French,

English, Latin or Greek grammar. Everyone prefers literature or culture to parsing a sentence.

However, that does not mean that grammar is less necessary. I do not like cleaning my room

either, but the effort is necessary to have a clean room. It is the same for languages. Before you

are able to interpret literature or write fluent texts you need to control the grammar of a

language”, “I think it is more useful to lay the emphasis on language skills instead of language

knowledge” or “It is not the teacher’s fault…grammar is just boring”.

3.4.3.3 If you indicated a score from 6-10, why do you like Dutch grammar?

Graph 8: Why do you like Dutch grammar?

The results from graph 8 are clear: almost half of the students (48%) declare they like Dutch

grammar because it is useful. Slightly more than a quarter of the students (29%) indicate they

like Dutch grammar because they are good at it and the third main reason (11%) is that the

teacher explains it well.


The results of question 3a are not completely in line with the assumptions made in 3.2.3. Based

on Van Vooren’s research (2008) we assumed that the majority of the students would indicate

they do not like Dutch grammar. However, the opinions are divided. Only 46% state they dislike

Dutch grammar whereas 41% indicate they do like grammar education. The main reasons for

disliking Dutch grammar are that the teacher explains it in a boring way and the fact that they

11%6%

48%

4%

29%

3%

0%

10%

20%

30%

40%

50%

60%

The teacherexplains it

well

The teacherexplains it in

a fun way

It is useful We have aclear

textbook

I am good atgrammar

Otherreason?

26

think it is not useful. The main reasons for liking Dutch grammar are the fact that the students

believe it is useful and that they are good at it.

3.4.4 Research Question 4: “Do students in their final year of secondary education think they are

able to parse and determine word classes correctly?”

As to be able to give an answer to this research question, the respondents were asked the

following questions:

4a. On a scale from 0-10, to what extent do you think you are able to parse (subject,

direct object, indirect object) sentences correctly?

4b. On a scale from 0-10, to what extent do you think you are able to determine word

classes (noun, adverb, pronoun) correctly?

The students could indicate a score from 0 to 10, 0 meaning ‘not good at it at all’ and 10 meaning

‘very good at it’. The different questions are discussed separately to maintain a clear overview.

3.4.4.1 On a scale from 0-10, to what extent do you think you are able to parse sentences

correctly?

Graph 9: Do you think you are able to parse sentences correctly?

The results from graph 9 are clear: No less than 85% of the students indicate a score between 6

and 10, meaning that they take the view they are able to parse sentences correctly. Moreover,

almost 60% even give a score between 8 and 10, which means they declare to be very good at

parsing sentences. Only 8% of the questioned students seem to find they are not able to parse

sentences correctly and 7% take a neutral position.

1% 0%2% 2%

4%

7% 8%

19%

24%22%

13%

0%

5%

10%

15%

20%

25%

0 1 2 3 4 5 6 7 8 9 10

27

3.4.4.2 On a scale from 0-10, to what extent do you think you are able to determine word

classes correctly?

Graph 10: Do you think you are you able to determine word classes correctly?

Graph 10 proves that the vast majority of the students (83%) give themselves a score between

6 and 10, which indicates that the students believe to be able to determine word classes

correctly. Furthermore, almost half of the students (49%) give a score from 8 to 10, meaning

they think to be very good at determining word classes. Only 10% of the respondents take the

view they are not able to determine word classes correctly and 7% express a neutral opinion.


The results of questions 4a and 4b are in contrast with the assumptions made in 3.2.4. Based on

Devos and Van Vooren (2015) and Van Vooren (2008) we assumed that the students would

indicate that they are not performing well concerning parsing and the determination of word

classes. However, the vast majority of the questioned students feel they are able to determine

word classes correctly. The results concerning the parsing of sentences are even higher. In

conclusion, it can be stated that students in their final year of secondary education seem to think

they are able to parse and determine word classes correctly.

3.4.5 Research Question 5: “Are there any differences between…”

5a. Men and women

5b. ASO and non-ASO students

5c. Latin and non-Latin students

5d. Future language and non-language students

For each of these four fields, a similar outline is used. All research questions are discussed

again, focusing on the difference between the two mentioned groups. The graphs where we

1% 0%3% 3% 3%

7%

13%

21%24%

15%

11%

0%

5%

10%

15%

20%

25%

0 1 2 3 4 5 6 7 8 9 10

28

noticed little or no differences are added but not discussed elaborately. Finally, a short

conclusion is given.

3.4.5.1 Men versus women

Do students in their final year of secondary education think grammar education is useful?

Graph 11: Do you think grammar education in Dutch is useful? Men vs. women

Graph 11 indicates that male students are clearly more pessimistic about the usefulness of

grammar education Dutch than female students. We can see that 31% of the male students

indicate a score between 0 and 4, meaning they state grammar education Dutch is not useful.

14% of the men even give a score between 0 and 2, which means they believe grammar

education Dutch is not useful at all. We can see that only 7% of the female students share the

opinion that grammar education is not useful and 3% believe it is not useful at all. A vast

majority of the women (79%) indicate a score from 6 to 10, taking the view that grammar

education Dutch is useful and 41% of the women even give a score from 8 to 10, meaning they

feel grammar education is very useful. The graph shows that the results for male students are

lower: 60% feel it is useful and 29% think it is very useful.

Graph 12: Do you think grammar education is useful during other language courses? Men vs. women

0%

5%

10%

15%

20%

25%

30%

0 1 2 3 4 5 6 7 8 9 10

Male

Female

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20%

25%

30%

35%

40%

0 1 2 3 4 5 6 7 8 9 10

Male

Female

29

As can be seen in graph 12, male students are also more negative about the usefulness of

grammar education in language courses such as German, French, Latin and English than female

students. 15% of the male students indicate a score between 0 and 4, meaning that they state

grammar education in language courses is not useful and 6% of the men give a score from 0 to

2, which means they think it is not useful at all. Concerning the female students, 5% argue it is

not useful and only 1% believe it is not useful at all. However, almost three quarters (72%) of

the men indicate a score between 6 and 10, taking the view that grammar education in language

courses is useful. Almost half of the male students (45%) indicate a score from 8 to 10, stating

that grammar education in language courses is very useful. We can see that a vast majority of

the female students (88%) share the opinion that grammar education in language courses is

useful and more than the half (56%) believe it is even very useful.

Graph 13: Do you think grammar education is important compared to other aspects of the Dutch learning plan? Men vs. women

Looking at graph 13, we can see that the results for this question are similar for male and female

students. The majority of the students find grammar is equally important as other aspects of

Dutch such as oral communication, written communication, literature and spelling. About a

quarter of the students believe it is less important and around a tenth think it is more important.

0%

20%

40%

60%

80%

More important Equally important Less important

Male

Female

30

Do students in their final year of secondary education think grammar education in Dutch is useful

to master other aspects of Dutch and learn foreign languages?

Graph 14: Do you think grammar education in Dutch is useful to master other aspects of Dutch? Men vs. women

According to graph 14, female students clearly have a more positive attitude towards the

usefulness of Dutch grammar to master other aspects of Dutch such as oral communication,

written communication, spelling or literature. As can be seen, no less than 78% of the female

students give a score between 6 and 10, indicating that they feel Dutch grammar is useful to

master other aspects of Dutch. 37% of the women indicate a score from 8 to 10, meaning they

think Dutch grammar is even very useful to master other aspects of Dutch. Regarding the male

students, 62% state it is useful and a quarter take the view it is very useful. Almost a quarter

(22%) claim it is not useful and 14% declare it is not useful at all, whereas this is only 9% and

3%, respectively, for the female students.

Graph 15: Do you think grammar education in Dutch is useful to learn foreign languages? Men vs. women

Graph 15 proves that female students are also more positive about the usefulness of Dutch

grammar to learn foreign languages than male students. 64% of the women give a score between

6 and 10, which indicates they claim Dutch grammar is useful to learn foreign languages.

Slightly more than a quarter (26%) of the female students indicate a score from 8 to 10, meaning

0%

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31

they declare Dutch grammar is very useful to learn foreign languages. Concerning the male

students almost half (46%) of them believe it is useful and 18% state it is very useful. 28% of

the men indicate a score from 0 to 4, which means they claim Dutch grammar is not useful to

learn foreign languages. 18% of the male students even give a score between 0 and 2, taking

the view it is not useful at all, whereas this is only 17% and 5%, respectively, for the female

students.

Do students in their final year of secondary education like grammar education in Dutch? Why

(not)?

Graph 16: Do you like Dutch grammar education? Men vs. women

The results from graph 16 are clear: female students like Dutch grammar more than male

students. Slightly more than half of the women (53%) indicate a score between 6 and 10, which

means they like Dutch grammar. Furthermore, 17% of the female students even give a score

from 8 to 10, indicating they like Dutch grammar very much. Most male students, on the

contrary, give a score between 0 and 4, meaning they dislike Dutch grammar. 26% of the men

even give a score from 0 to 2, which indicates they dislike it very much.

0%

5%

10%

15%

20%

25%

0 1 2 3 4 5 6 7 8 9 10

Male

Female

32

Graph 17: Why do you dislike Dutch grammar? Men vs. women

Graph 18: Why do you like Dutch grammar? Men vs. women

According to graphs 17 and 18, the main reasons why male and female students like or dislike

Dutch grammar are almost the same. Both men and women dislike grammar education in Dutch

because the teacher explains it in a boring way, the fact that it is not useful and their lack of

talent for grammar. Female students also indicate ‘the subject material is too detailed’ as a main

reason. Furthermore, both male and female students like grammar education in Dutch because

it is useful and the fact that they are good at it.

0%

5%

10%

15%

20%

25%

30%

Male

Female

0%

10%

20%

30%

40%

50%

60%

Theteacher

explains itwell

Theteacher

explains itin a fun

way

It is useful We have aclear

textbook

I am goodat

grammar

Otherreason?

Male

Female

33

Do students in their final year of secondary education think they are able to parse and determine

word classes correctly?

Graph 19: Do you think you are you able to parse sentences correctly? Men vs. women

Graph 20: Do you think you are able to determine word classes correctly? Men vs. women

Graphs 19 and 20 clearly demonstrate that male and female students have a similar opinion

towards these research questions. In general, the female students express a slightly more

positive opinion. A vast majority of both the male and female students claim they are good at

parsing and the determination of word classes. 62% of the women and 54% of the men give a

score between 8 and 10, which means they even believe to be very good at parsing sentences.

Concerning the determination of word classes, less male students (45%) and female students

(52%) indicate to be very good at it.

Conclusion

The results for this field comply with the assumptions made in 3.2.5. Female students are indeed

slightly more positive about their ability to parse and determine word classes correctly.

Moreover, women seem to like grammar education in Dutch slightly more than male students.

Both male and female students indicate the same reasons for liking or disliking Dutch grammar.

Women, however, add the reason ‘the subject material is too detailed’ to the main reasons for

disliking it. Concerning research questions 1 and 2, female students are more positive about the

usefulness of grammar education in Dutch and other language courses than male students.

0%

5%

10%

15%

20%

25%

30%

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Male

Female

34

Furthermore, women express a more positive attitude towards the usefulness of Dutch grammar

to master other aspects of Dutch and learn foreign languages.

3.4.5.2 ASO versus non-ASO students


Graph 21: Do you think grammar education in Dutch is useful? ASO vs. non-ASO students

Graph 21 proves that ASO students are clearly more positive regarding the usefulness of Dutch

grammar than non-ASO students. No less than 78% of the ASO students give a score between

6 and 10, taking the view that grammar education is useful, whereas only 44% of the non-ASO

students share this opinion. The graph also shows that 33% of the non-ASO student indicate a

score from 0 to 4, meaning that they believe grammar education is not useful, while only 14%

of the ASO students take this point of view.

Graph 22: Do you think grammar education during other language courses is useful? ASO vs. non-ASO students

Looking at graph 22, we can see that ASO students are also more positive concerning the

usefulness of grammar education in language courses such as German, French, Latin and

English. The vast majority of ASO students (87%) indicate a score between 6 and 10, which

means they state grammar education in language courses is useful. More than half of the ASO

students (55%) give a score from 8 and 10, taking the view that grammar education in language

0%

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10%

15%

20%

25%

30%

0 1 2 3 4 5 6 7 8 9 10

ASO

NON-ASO

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0 1 2 3 4 5 6 7 8 9 10

ASO

NON-ASO

35

courses is even very useful. Regarding the non-ASO students, 64% claim it is useful and 41%

declare it is very useful.

Graph 23: Do you think grammar education is important compared to other aspects of the Dutch learning plan? ASO vs. non-ASO students

Graph 23 indicates that the majority of both ASO (63%) and non-ASO (74%) students state

grammar is equally important as other aspects of Dutch such as oral communication, written

communication, literature and spelling. However, more ASO (29%) than non-ASO (15%)

students think grammar is less important than other aspects of Dutch.



Graph 24: Do you think grammar education in Dutch is useful to master other aspects of Dutch? ASO vs. non-ASO students

According the graph 24, ASO and non-ASO students express a similar opinion towards this

research question. On the whole, non-ASO students have a slightly more negative attitude than

ASO students towards the usefulness of Dutch grammar to master other aspects of Dutch such

as oral communication, written communication, spelling and literature. A vast majority of both

ASO and non-ASO students declare Dutch grammar is useful to master other aspects of Dutch.

0%

20%

40%

60%

80%

Moreimportant

Equallyimportant

Less important

ASO

NON-ASO

0%

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40%

0 1 2 3 4 5 6 7 8 9 10

ASO

NON-ASO

36

Graph 25: Do you think grammar education in Dutch is useful to learn foreign languages? ASO vs. non-ASO students

Graph 25 demonstrates that ASO and non-ASO students also have a similar opinion towards

this research question. In general, ASO students express a slightly more positive attitude than

non-ASO students towards the usefulness of Dutch grammar to learn foreign languages. More

than half of both ASO and non-ASO students claim Dutch grammar is useful to learn foreign

languages.


(not)?

Graph 26: Do you like Dutch grammar? ASO vs. non-ASO students

Looking at graph 26, we can see that ASO and non-ASO students express a similar opinion

towards this research question. In general, ASO students seem to like Dutch grammar slightly

more than non-ASO students. Almost half of the ASO students (47%) and 42% of the non-ASO

students indicate a score between 6 and 10, meaning that they like Dutch grammar. However,

39% of the ASO students and 49% of the non-ASO students give a score from 0 to 4, indicating

that they believe Dutch grammar is not useful.

0%

5%

10%

15%

20%

25%

30%

0 1 2 3 4 5 6 7 8 9 10

ASO

NON-ASO

0%

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ASO

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37

Graph 27: Why do you dislike Dutch grammar? ASO vs. non-ASO students

Graph 28: Why do you like Dutch grammar? ASO vs. non-ASO students

Graphs 27 and 28 prove that the main reasons for which ASO and non-ASO students like or

dislike Dutch grammar are quite similar. Both ASO and non-ASO students dislike grammar

education in Dutch because the teacher explains it in a boring way, the fact that it is not useful

and their lack of talent for grammar. Non-ASO students also indicate ‘the subject material is

0%

5%

10%

15%

20%

25%

30%

35%

ASO

NON-ASO

0%

10%

20%

30%

40%

50%

60%

Theteacher

explains itwell

Theteacher

explains itin a fun

way

It is useful We havea clear

textbook

I am goodat

grammar

Otherreason?

ASO

NON-ASO

38

too detailed’ as a main reason. Furthermore, both ASO and non-ASO students like grammar

education in Dutch because it is useful and the fact that they are good at it.



Graph 29: Do you think you are able to parse sentences correctly? ASO vs. non-ASO students

The results from graph 29 are clear: ASO students are clearly more convinced they are able to

parse sentences correctly than non-ASO students. No less than 88% of the ASO students

indicate a score from 6 to 10, taking the view they are good at parsing sentences. 65% of the

ASO students even give a score between 8 and 10, which means they believe to be very good

at it. On the contrary, 18% of the non-ASO students indicate a score between 0 and 4, stating

they are not good at parsing sentences. However, almost three quarters (74%) of the non-ASO

students declare to be good at parsing and 38% claim to be very good at it.

0%

5%

10%

15%

20%

25%

30%

0 1 2 3 4 5 6 7 8 9 10

ASO

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39

Graph 30: Do you think you are able to determine word classes correctly? ASO vs. non-ASO students

Graph 30 clearly shows that ASO students are also more convinced than non-ASO students

they are able to determine word classes correctly. No less than 87% of the ASO students give

a score between 6 and 10, indicating they think to be good at determining word classes. Slightly

more than half of the ASO students (54%) even indicate a score from 8 to 10, which means they

declare to be very good at it. On the contrary, 21% of the non-ASO students give a score from

6 and 10, taking the view they are not good at determining word classes. Nevertheless, 69% of

the non-ASO students feel they are good it determining word classes and 31% even declare to

be very good at it.

Conclusion

The results for this field are in line with the assumptions made in 3.2.5. ASO students are indeed

more positive about their ability to parse and determine word classes correctly. Regarding

research questions 1 and 2, ASO students are clearly more convinced of the usefulness of

grammar education in Dutch and other language courses than non-ASO students. Moreover,

ASO students express a more positive attitude about the usefulness of Dutch grammar to master

other aspects of Dutch and learn foreign languages. Concerning research question 3, ASO and

non-ASO students seem to express a similar opinion.

0%

5%

10%

15%

20%

25%

30%

0 1 2 3 4 5 6 7 8 9 10

ASO

NON-ASO

40

3.4.5.3 Latin versus non-Latin students


Graph 31: Do you think grammar education in Dutch is useful? Latin vs. non-Latin students

According to graph 31, Latin and non-Latin students have a similar opinion about the usefulness

of Dutch grammar. 78% of both Latin and non-Latin students indicate a score between 6 and

10, meaning they believe Dutch grammar is useful. Slightly more Latin students (44%) than

non-Latin students (36%) give a score from 8 to 10, which means they think grammar education

in Dutch is even very useful.

Graph 32: Do you think grammar education during other language courses is useful? Latin vs. non-Latins students

Looking at graph 32, we can see that Latin students are clearly more positive than non-Latin

students about the usefulness of grammar education in language courses such as German,

French, English and Latin. Almost all Latin students (98%) give a score between 6 and 10,

taking the view that grammar education in language courses is useful. Moreover, slightly more

than three quarters of the Latin students indicate a score from 8 to 10, meaning they claim it is

0%

5%

10%

15%

20%

25%

30%

35%

0 1 2 3 4 5 6 7 8 9 10

Latin

Non-Latin

0%

10%

20%

30%

40%

50%

60%

0 1 2 3 4 5 6 7 8 9 10

Latin

Non-Latin

41

even very useful. Regarding the non-Latin students, the vast majority (88%) declare it is useful

and 44% feel it is very useful.

Graph 33: Do you think grammar education is important compared to other aspects of the Dutch learning plan? Latin vs. non-Latin students

Graph 33 shows that Latin and non-Latin express an almost identical opinion regarding this

question. The majority of the students feel grammar is equally important as other aspects of

Dutch such as oral communication, written communication, literature and spelling. About a

quarter of the students think it is less important and around a tenth state it is more important.



Graph 34: Do you think grammar education in Dutch is useful to master other aspects of Dutch? Latin vs. non-Latin students

0%

10%

20%

30%

40%

50%

60%

70%

Moreimportant

Equallyimportant

Less important

Latin

Non-Latin

0%

10%

20%

30%

40%

50%

0 1 2 3 4 5 6 7 8 9 10

Latin

Non-Latin

42

Graph 35: Do you think grammar education in Dutch is useful to learn foreign languages? Latin vs. non-Latin students

Graphs 34 and graph 35 demonstrate that Latin and non-Latin students have a similar opinion

about the usefulness of Dutch grammar to master other aspects of Dutch and learn foreign

languages. The majority of both Latin (80%) and non-Latin students (70%) argue Dutch

grammar is useful to master other aspects of Dutch and about a third indicate it is very useful.

Regarding the usefulness of Dutch grammar to learn foreign languages, 66% of the Latin

students and 56% of the non-Latin students believe it is useful and about a quarter state it is

very useful.


(not)?

Graph 36: Do you like Dutch grammar? Latin vs. non-Latin students

Graph 36 proves that more Latin (54%) than non-Latin students (43%) indicate a score from 6

to 10, which means they like grammar education in Dutch. However, more non-Latin (18%)

than Latin students (8%) indicate a score between 8 and 10, indicating they like Dutch grammar

very much. On the other hand, 21% of the non-Latin students give a score from 0 to 2, meaning

they dislike it very much, whereas this is only 10% for the Latin students.

0%

5%

10%

15%

20%

25%

30%

0 1 2 3 4 5 6 7 8 9 10

Latin

Non-Latin

0%

5%

10%

15%

20%

25%

30%

0 1 2 3 4 5 6 7 8 9 10

Latin

Non-Latin

43

Graph 37: Why do you dislike Dutch grammar? Latin vs. non-Latin students

Graph 38: Why do you like Dutch grammar? Latin vs. non-Latin students

Graph 37 demonstrates that the main reason why Latin and non-Latin students dislike grammar

education is different. Non-Latin students indicate ‘the teacher explains it in a boring way’ as

the main reason, while Latin students prefer giving another reason than the ones we offered: ‘I

prefer the other aspects of Dutch’, ‘In my opinion, language skills are more important than

language knowledge’, ‘We have never paid much attention to it’, etc. Moreover, non-Latin

students indicate ‘I am not good at it’ as the second main reason, while only a small part of the

0%

5%

10%

15%

20%

25%

30%

Latin

Non-Latin

0%5%

10%15%20%25%30%35%40%45%50%

Theteacherexplainsit well

Theteacherexplains

it in afun way

It isuseful

We havea clear

textbook

I amgood at

grammar

Otherreason?

Latin

Non-Latin

44

Latin students indicate this reason. Graph 38 proves that Latin and non-Latin students do like

Dutch grammar for the same reasons: ‘it is useful’ and ‘I am good at it’.



Graph 39: Do you think you are able to parse sentences correctly? Latin vs. non-Latin students

The results from graph 39 are clear: Latin students are clearly more convinced they are able to

parse sentences correctly than non-Latin students. Almost all Latin students (96%) give a score

from 6 to 10, which means they believe to be good at parsing. Slightly more than three quarters

of the Latin students (78%) indicate a score between 8 and 10, taking the view they are very

good at it. Moreover, not a single Latin student indicates a score lower than 5, meaning that

none of the Latin students state to be bad at parsing. Regarding the non-Latin students, 85%

declare to be good at parsing sentences and 58% think to be very good at it.

Graph 40: Do you think you are able to determine word classes correctly? Latin vs. non-Latin students

Graph 40 clearly shows that Latin students are also more convinced than non-Latin students

that they are able to determine word classes correctly. Almost all Latin students (98%) give a

score from 6 to 10, meaning they state to be good at determining word classes. Moreover, no

0%

10%

20%

30%

40%

0 1 2 3 4 5 6 7 8 9 10

Latin

Non-Latin

0%

5%

10%

15%

20%

25%

30%

35%

0 1 2 3 4 5 6 7 8 9 10

Latin

Non-Latin

45

less than 78% of the Latin students indicate a score between 8 and 10, taking the view they are

even very good at it. Almost no Latin students believe to be bad at determining word classes.

Concerning non-Latin students, 81% claim to good at determining word classes and 42% argue

to be very good at it.

Conclusion

The results for this field partially comply with the assumptions made in 3.2.5. Latin and non-

Latin students have a similar opinion towards the usefulness of Dutch grammar and the

usefulness of Dutch grammar to learn foreign languages, which is not in line with our

assumptions. The results for research questions 3 and 4, on the other hand, do comply with the

assumptions. More Latin students than non-Latin students are convinced they are good at

parsing and determining word classes correctly. Moreover, Latin students like grammar

education in Dutch more than non-Latin students. However, more non-Latin students like Dutch

grammar very much. Concerning research question 1b, Latin students are clearly more positive

about the usefulness of grammar education in language courses. Latin and non-Latin students

express a similar opinion regarding research questions 1c and 2a. Both groups believe grammar

is equally important to other aspects of Dutch and state grammar education in Dutch is useful

to master other aspects of Dutch.

3.4.5.4 Future language students versus future non-language students


Graph 41: Do you think grammar education in Dutch is useful? Future language vs. non-language students

0%

5%

10%

15%

20%

25%

30%

35%

0 1 2 3 4 5 6 7 8 9 10

Language studies intertiary education

no language studies intertiary education

46

Graph 41 shows that students who are thinking of taking language studies in tertiary education

(81%) are slightly more convinced that grammar education is useful compared to students who

are not thinking of taking language studies (70%). Moreover, 41% of the future language

students and 36% of the future non-language students believe grammar education Dutch is very

useful.

Graph 42: Do you think grammar education during other language courses is useful? Future language vs. non-language students

According to graph 42 almost all future language students (95%) and no less than 79% of the

future non-language students state grammar education in language courses such as German,

Latin, French and English is useful. Slightly more than three quarters (76%) of the students who

are thinking of taking language studies in tertiary education find grammar education in language

courses is very useful. On the contrary, only 46% of the students who are not thinking of taking

language studies share that opinion.

0%

5%

10%

15%

20%

25%

30%

35%

40%

0 1 2 3 4 5 6 7 8 9 10

Language studies interiary education

No language studies intertiary education

47

Graph 43: Do you think grammar education is important compared to other aspects of the Dutch learning plan? Future language vs. non-language students

Graph 43 indicates that future language students and future non-language students have a

similar opinion towards this research question. The majority of both groups state grammar is

equally important as other aspects of Dutch such as oral communication, written

communication, literature and spelling. About a quarter of both future language and non-

language students believe it is less important and slightly more future non-language students

claim it is more important.



Graph 44: Do you think grammar education in Dutch is useful to master other aspects of Dutch? Future language vs. non-language students

10%

26%

0%

10%

20%

30%

40%

50%

60%

70%

80%

More important Equallyimportant

Less important



0%

5%

10%

15%

20%

25%

30%

35%

40%

0 1 2 3 4 5 6 7 8 9 10


No language studiesin tertiary education

48

As can be seen in graph 44, future language students (86%) are clearly more convinced than

future non-language students (68%) about the usefulness of Dutch grammar to master other

aspects of Dutch such as oral communication, written communication, spelling and literature.

86% of the future language students give a score from 6 to 10, meaning that they argue grammar

education in Dutch is useful to master other aspects of Dutch. Moreover, 41% of the future

language students indicate a score between 8 and 10, which means that they think it is even

very useful. Regarding future non-language students 68% and 31%, respectively, share this

opinion.

Graph 45: Do you think grammar education in Dutch is useful to learn foreign languages? Future language vs. non-language students

Graph 45 demonstrates that future language and non-language students have the same opinion

regarding this research question. Slightly more than half of both groups indicate a score between

6 and 10, which means they think Dutch grammar is useful to learn foreign languages. 35% of

the future language students and 21% of the future non-language students even give a number

from 8 and 10, meaning that they believe it is very useful.


(not)?

Graph 46: Do you like Dutch grammar? Future language vs. non-language students

0%

5%

10%

15%

20%

25%

30%

0 1 2 3 4 5 6 7 8 9 10



0%

5%

10%

15%

20%

25%

0 1 2 3 4 5 6 7 8 9 10

language studies intertiary education


49

Again, graph 46 shows that there are little differences between future language and non-

language students regarding this research question. In general, future languages students seem

to like grammar education in Dutch slightly more than future non-language students. Slightly

more than half of the future language students give a number between 6 and 10, indicating they

like grammar education in Dutch. 44% of the future non-language students share this opinion.

Graph 47: Why do you dislike Dutch grammar? Future language vs. non-language students

Graph 48: why do you like Dutch grammar? Future language vs. non-language students

0%

5%

10%

15%

20%

25%

30%

Language studies in tertiaryeducation

No language studies in tertiaryeducation

0%

10%

20%

30%

40%

50%

60%

Theteacherexplainsit well

Theteacherexplains

it in a funway

It isuseful

We havea clear

textbook

I amgood at

grammar

Otherreason?

Language studies in tertiaryeducation


50

According to graphs 47 and 48, the main reasons why future language and non-language

students (dis)like grammar education in Dutch are the same. Both future language and non-

language students dislike grammar education in Dutch because the teacher explains it in a

boring way, the fact that it is not useful and their lack of talent for grammar. Furthermore, they

like grammar education in Dutch because it is useful and the fact that they are good at it.



Graph 49: Do you think you are able to parse sentences correctly? Future language vs. non-language students

Graph 50: Do you think you are able to determine word classes correctly? Future language vs. non-language students

Graphs 49 and 50 prove that future language and non-language students express a similar

opinion regarding their ability to parse and determine word classes correctly. A vast majority

of both groups take the view they are good at parsing and determining word classes.

Conclusion

The results for this field do not comply at all with the assumptions made in 3.2.5. Future

language and non-language students seem to like grammar education in Dutch as much and

share the same opinion about their ability to parse and determine word classes correctly.

Concerning research questions 2b, about the usefulness of Dutch grammar to learn foreign

languages, future language and non-language students also same the share opinion. However,

0%

5%

10%

15%

20%

25%

30%

0 1 2 3 4 5 6 7 8 9 10



0%

5%

10%

15%

20%

25%

30%

0 1 2 3 4 5 6 7 8 9 10

Language studies interiary education

No language studiesin tertiaryeducation

51

future language students are more convinced about the usefulness of Dutch to master other

aspects of Dutch. Regarding research question 1, future language students are more convinced

about the usefulness of grammar education in Dutch and other language courses.

52

4 CONCLUSION

This research aimed to gain more insight into the attitude of students in their final year of

secondary education towards grammar education in Dutch. Therefore, we tried to provide an

answer to the following research questions: “Do students in their final year of secondary

education think grammar education in Dutch and other language courses is useful?”, “Do they

take the view Dutch grammar is useful to master other aspects of Dutch or to learn foreign

languages?” “Do they like Dutch grammar education? Why (not)?” and “Do they argue to be

good at parsing and determining word classes?” Finally, we also researched whether there are

significant differences between men and women, ASO and non-ASO students, Latin and non-

Latin students and future language and non-language students. Our study revealed the following

significant results.

The majority of the questioned students believe grammar education is useful both in Dutch and

other language courses. Regarding grammar education in language courses, the students even

take the view it is ‘very useful’. Moreover, most students argue that grammar education is

equally important as other aspects of the Dutch learning plan. The majority of the respondents

also state that their grammar knowledge of Dutch is ‘useful’ to ‘very useful’ to learn foreign

languages. Even more students seem to find that their grammar knowledge of Dutch is ‘useful’

to very useful’ to master other aspects of Dutch such as oral communication, written

communication, spelling and literature. Concerning the research question whether the students

like Dutch grammar education, the opinions are divided. 46% state they dislike Dutch grammar

whereas 41% indicate they do like grammar education. The main reasons for disliking Dutch

grammar are that the teacher explains it in a boring way and the fact that they think it is not

useful. The main reasons for liking Dutch grammar are the fact that the students believe it is

useful and that they are good at it. When asked about their ability to parse sentences and

determine word classes correctly, the students expressed a quite positive attitude. The vast

majority of the students indicate they feel to be able to determine word classes correctly and

even more students declare they are able to parse sentences correctly.

53

- Male versus female students

Female students are slightly more positive about the usefulness of grammar education in Dutch

and other language courses and the usefulness of Dutch grammar to master other aspects of

Dutch and learn foreign languages. Moreover, women seem to like grammar education in Dutch

slightly more than male students and believe they are better at parsing and determining word

classes correctly. Both male and female students indicate the same reasons for liking or

disliking Dutch grammar. Women, however, add the reason ‘the subject material is too detailed’

to the main reasons for disliking it.

- ASO versus non-ASO students

ASO students are more positive about their ability to parse and determine word classes

correctly. ASO students are clearly more convinced of the usefulness of grammar education in

Dutch and other language courses than non-ASO students. Moreover, ASO students express a

more positive attitude about the usefulness of Dutch grammar to master other aspects of Dutch

and learn foreign languages. ASO and non-ASO students express a similar opinion towards the

question whether they like grammar education in Dutch.

- Latin versus non-Latin students

Latin and non-Latin students have a similar opinion towards the usefulness of grammar

education in Dutch, the importance of grammar compared to other aspects of Dutch and the

usefulness of Dutch grammar to master other aspects of Dutch and learn foreign languages.

Nevertheless, Latin students are clearly more positive about the usefulness of grammar

education in language courses. Moreover, more Latin students than non-Latin students are

convinced they are good at parsing and determining word classes correctly. Latin students like

grammar education in Dutch more than non-Latin students. However, more non-Latin students

like Dutch grammar very much.

- Future language versus non-language students

Future language and non-language students seem to like grammar education in Dutch as much

and share the same opinion about their ability to parse and determine word classes correctly.

About the usefulness of Dutch grammar to learn foreign languages, future language and non-

language students also same the share opinion. However, future language students are more

convinced about the usefulness of Dutch to master other aspects of Dutch. Furthermore, future

language students are more convinced about the usefulness of grammar education in Dutch and

other language courses.

54

Limitations and possibilities of this research:

The results of this study give an idea of the attitude of students in their final year of secondary

education towards grammar education in Dutch. However, it ought to be mentioned that only a

small part of the Flemish students participated in our survey. Moreover, we tried to sketch the

general attitude of students in their final year of secondary education. A more detailed research

per branch of education, per research question, etc. would probably result into more accurate

findings. Nevertheless, this study provides a solid basis for further research. It would, for

example, be interesting to compare the differences and similarities between the students’ and

teachers’ attitude.

55

5 BIBLIOGRAPHY

Cappelle, P. (2011). Dutch grammar in secondary education: a research about the attitude of

Flemish teachers of Dutch towards grammar education. Unpublished Master’s thesis.

University College Ghent: Faculty Applied Linguistics.

Dekeyser, E. (2014). Alignment between grammar in the Dutch language curricula of primary

and secondary education. An attitude study among teachers of Dutch. Unpublished

Master’s thesis. Ghent University: Faculty of Arts and Philosophy.

Devos, F. (2012). Grammatica in het Vlaamse lager en secundair onderwijs: een verkennend

attitude-onderzoek bij leerkrachten. Over taal, 51 (5), 134-137.

Devos, F. & Van Vooren V. (2015). A correlative study on language and non-language

students’ metacognitive aspects of spelling. INTED 2015 Proceedings CD. Madrid:

IATED, 2798-2803.

Masquillier, B. & Lippens, M. (2013). Grammatica in het Vlaams lager en secundair

katholiekonderwijs: een verhaal van samenhang en continuïteit. Over Taal, 52(5), 129-

131

Nederlandse Taalunie. (2007). Onderwijs Nederlands in Nederland, Vlaanderen en Suriname.

Retrieved from

http://taalunieversum.org/sites/tuv/files/downloads/taalpeilonderzoek_2007.pdf

Pelgrims, L. (2012). Continuïteit of kloof tussen het basisonderwijs en het secundair

onderwijs? Een sprong in het ongekende…katholieke Hogeschool Leuven –

Departement Lerarenopleiding Heverlee. Retrieved from

http://www.scriptiebank.be/sites/default/files/webform/scriptie/AFSTUDEERPROJEC

T%20-%20PAPER.pdf

Siebens, L. (2014). Het vak Nederlands in de overgang van het basis- naar het secundair

onderwijs: een verkennend attitudeonderzoek bij leerlingen. Unpublished bachelor’s

dissertation. Ghent University: Faculty of Arts and Philosophy.

Van Vooren, V. (2008). Grammar education ‘in Dutch’. Study of the Dutch grammar level in

the final year of secondary education in Flanders and the Netherlands. Unpublished

Master’s thesis. University College Ghent: Faculty Applied Linguistics.

Van Vooren, V. & Devos, F. (2008). Grammaticaonderwijs: het oude zeer. Over taal, 47 (4),

90-92.

Vleminckx, M. (2012). Nederlandse grammatica in het lager onderwijs. Een kritische kijk op

het hedendaagse grammaticaonderwijs. Unpublished bachelor’s dissertation.

University College of Ghent: Faculty Applied Linguistics.

56

6 APPENDIX

Personalia

Geslacht ᴑ Jongen

ᴑ Meisje

Onderwijsnet ᴑ Gemeenschapsonderwijs

ᴑ Katholiek onderwijs

Onderwijsvorm ᴑ ASO ◊ Zonder Latijn

◊ Met Latijn

ᴑ TSO

ᴑ KSO

ᴑ BSO

ᴑ Andere

Denk je eraan om talen te gaan studeren in het hoger onderwijs? ᴑ Ja

ᴑ Nee

1. In welke mate vind je het nuttig om aandacht te besteden aan grammatica (woordsoorten en

zinsontleding) in het vak Nederlands? (Duid aan op een schaal van 0-10)

2. In welke mate vind je het nuttig om aandacht te besteden aan grammatica tijdens andere

taalvakken zoals Frans, Duits, Latijn of Engels? (Duid aan op een schaal van 0-10)

3. Vind je Nederlandse grammatica belangrijker dan, even belangrijk als of minder belangrijk dan

andere aspecten van het vak Nederlands zoals spreken, schrijven, literatuur en spelling?

ᴑ Belangrijker

ᴑ Even belangrijk

ᴑ Minder belangrijk

4. In welke mate denk je dat grammaticaonderwijs Nederlands belangrijk is om andere aspecten

van het vak Nederlands zoals spreken, schrijven, literatuur en spelling beter onder de knie te

krijgen? (Duid aan op een schaal van 0-10)

5. In welke mate denk je dat grammaticaonderwijs Nederlands belangrijk is om vreemde talen onder

de knie te krijgen? (Duid aan op een schaal van 0-10)

6. In welke mate ben je in staat om zinsfuncties (zoals onderwerp, lijdend voorwerp, bijwoordelijke

bepaling) correct te benoemen? (Duid aan op een schaal van 0-10)

7. In welke mate ben je in staat om woordsoorten (zoals zelfstandig naamwoord, bijwoord,

voornaamwoord) correct te benoemen? (Duid aan op een schaal van 0-10)

8. In welke mate doe je graag Nederlandse grammatica? (Duid aan op een schaal van 0-10)

57

9. Indien je een score hebt gegeven tussen 0-5, waarom doe je het niet graag? (Meerdere antwoorden

mogelijk)

ᴑ De leerkracht legt het niet goed uit

ᴑ De leerkracht brengt het op een saaie manier

ᴑ De terminologie is niet eenduidig

ᴑ De leerstof is te uitgebreid

ᴑ Ik zie er het nut niet van in

ᴑ Het handboek is onduidelijk

ᴑ We hebben geen handboek

ᴑ Ik ben er niet goed in

ᴑ Andere reden: …

10. Indien je een score hebt gegeven tussen 5-10, waarom doe je het graag? (Meerdere antwoorden

mogelijk)

ᴑ De leerkracht legt het goed uit

ᴑ De leerkracht brengt het op een leuke manier

ᴑ Het is nuttig

ᴑ We hebben een goed/duidelijk handboek

ᴑ Ik ben er goed in

ᴑ Andere reden: …

Hartelijk dank voor je medewerking!

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