International Journal of Business and Economy (IJBEC) eISSN: 2682-8359 | Vol. 5 No. 2 [June 2023]
Journal website: http://myjms.mohe.gov.my/index.php/ijbec
A QUANTITATIVE RESEARCH ON FACTORS
AFFECTING ENGLISH CLASSES EFFICIENCY IN HIGH SCHOOL, CHINA
Wei Ying1, Chandramalar Munusami2*, Nurhafizah Zainal3 and Siti Aishah Hussin4
1 2 3 4 Faculty of Business, Hospitality and Humanities, Nilai University, Nilai, MALAYSIA
*Corresponding author: [email protected]
Article Information:
Article history:
Received date : 31 May 2023 Revised date : 1 June 2023 Accepted date : 4 June 2023 Published date : 5 June 2023 To cite this document:
Ying. W., Munusami, C., Zainal, N., &
Hussin, S. A. (2023). A
QUANTITATIVE RESEARCH ON FACTORS AFFECTING ENGLISH CLASSES EFFICIENCY IN HIGH SCHOOL, CHINA. International Journal of Business and Economy, 5(2), 69-80.
Abstract: In many nations, English is a common language. In the course of globalization, nations like China that are keen to secure a significant position in the market even make an effort to cultivate more foreign professionals in a variety of sectors who are fluent in English through education to support the continued growth of the national economy. However, due to a number of elements that will influence our ability to learn and use a second language, Chinese people may find it challenging to do so. This research aims to study the three types of methods: richness in teaching materials, interaction of students in the classroom and in-class exercises that influence the efficiency of English classes in 5 Xiuning High Schools in China. The study will use quantitative research to examine the impact of different methods on English class efficiency in five Xiuning High Schools. Primary data collection is carried out and information is gathered using structured questionnaires. The result findings showed that all 3 methods are positively statistical significance with English class efficiency in Xiuning High Schools, China.
The independent variable richness of teaching materials (t=5.997; p=0.000), interaction of students in the classroom (t=6.488, p=0.000) and in-class exercises (t=3.509, p=0.001) where all 3 methods below the significance level (α≤ 0.05), indicates that all 3 hypotheses are accepted.
Keywords: English Classes Efficiency, Richness of Teaching Materials, Interaction of Students in the Classroom.
1. Introduction
In the twenty-first century with the growth of globalization, English has evolved into an essential basic skill for cross-cultural communication. Many individuals, especially students, are keen to learn a second language, with learning English being one of them, as a result of the increasing chances for international cooperation and intercultural dialogue brought about by the incredible pace of globalization. In the course of globalization, nations like China that are keen to secure a significant position in the market even make an effort to cultivate more foreign professionals in a variety of sectors who are fluent in English through education to support the continued growth of the national economy. However, due to a number of elements that will influence our ability to learn and use a second language, Chinese people may find it challenging to do so.In both formal and informal educational contexts, acquiring a language other than one's mother tongue is referred to as "second language acquisition". Learners can master the language and utilize it correctly by becoming more proficient in the second language relevant concepts and usage skills (Sun, 2019).
Learning a language is a conscious process that is typically accomplished in a set environment, mostly a classroom. Instead of emphasizing actual usage when learning a language, people tend to concentrate on the rules of the language and the deliberate acquisition of systematic understanding of pronunciation, vocabulary, and grammar. People are never able to communicate successfully upon receiving this type of education. Thus, it is important to identify the methods that can influence English class efficiency. Students are unable to speak English in class because it is their second language and is only taught in the latter year of education. This is because students are used to their mother tongue language and learning a foreign language becomes difficult at this age. This may be the reason why students perform poorly in school. One of the most difficult problems in China's educational system has always been teaching English. Although English language education in China schools has gotten better recently, students still need to improve in order to reach the level of language proficiency they should have. Also, one of the factors contributing to this disparity may be the traditional teaching methods and strategies used for this subject. Teaching methods are crucial for enhancing the educational and learning process, particularly when learning English as the foreign language in China (Aram, 2022). As such, teaching methods are a valuable source of information for students in foreign-language courses and this may demand the use of innovative technological assistants during teaching.
2. Literature Review
English has expanded its range from being a common language to having a worldwide reach in the globalised world of multilingual societies due to the global education system. English has today greatly evolved into a crucial language serving populations all over the world while maintaining a dominant linguistic position. Due to its rising popularity, it has significantly become a crucial demand of modern academics and an imperial tool for fostering global learning activities. With its foreign relevance, this academic language in particular has had a dramatic impact on cross-cultural barriers (Zhao and Shang, 2022).
The ability to grasp English is a key factor in determining an individual's success, and a positive self-concept is crucial in determining how open-minded they are to learning new things. The learners' good self-concept in English enables them to exhibit a positive work attitude. The learners evaluate their proficiency in a foreign language by determining where they need to develop because of their English self-concept. This fundamental idea of analysing one's
perceptions of one's strengths and limitations in English encourages the young learner to accept one's own self-concept as a powerful instrument for advancing the study of other languages (Liu, 2019). Perhaps learning English necessitates that students become fluent speakers, expressing these phenomena as a key factor influencing the learning process. With the help of their teachers, the students are able to recognise the importance of English as a factor in academic success (Sidhu, 2018).
2.1 Teaching Methods
The term "teaching methods" refers to a diverse range of instructional approaches, techniques, strategies, or procedures that educators use to promote learning. It is preferable to use teaching strategies that allow students to actively participate in their education as opposed to those that treat them as passive consumers of knowledge. When the teaching strategies used are not in line with the learners' preferred learning preferences, discomfort develops and obstructs the learning process, which makes it harder to acquire the desired English knowledge. The usage of teaching methods should take the learner's preferred learning preferences into consideration and balance them with less effective but nonetheless extensively used learning methods. The more specific definition of "teaching method" refers to the selection and organization of curricular components as well as the numerous ways in which they are presented to the study (Audrey and Kafwa, 2008).
It is not surprising that extensive research is done to identify the teaching strategies that aid education in attaining its goals given the emphasis on education as a means of achieving both personal and societal success around the world. Although education touches on a wide range of topics, including educational policy, the organization of education, financial systems, and school leadership, there appears to be widespread consensus that teaching is ultimately the most crucial aspect in guaranteeing the success of educational systems (Hirsh et al., 2022). Many studies using various theoretical points of departure have focused on the best ways to organize teaching. Reviews of the efficiency or suitability of various teaching methods have thus become more and more accessible. Thus, this study aims to identify the methods that can influence English classes efficiency in Xiuning High School in providing information and insights to the studies.
2.2 Richness of Teaching Materials
Teaching materials are one of the key components of educational technology. Teaching materials can be thought of from a didactic perspective as didactically tailored items that the teacher can employ during the teaching process. The students who are learning from the materials or reviewing their knowledge, these materials are learning materials or learning sources. Effective teaching tools are thought to aid instructors in achieving their objectives for both teaching and learning, even though they can never totally replace a teacher. Among the instructional tools needed for effective social studies teaching and learning include the blackboard, designs, charts, graphs, diagrams, sketches, infographics, animations, presentations, multimedia presentations, radio, and television (Tuimur et al., 2015). The significance of employing these materials cannot be emphasized enough. The importance of instructional materials lies in their ability to help the teacher and students avoid rote learning and memorization, which can easily take over a class. Resources give students the chance to learn through doing, which helps them acquire concepts, skills, and a number of other things.
The rapid advancement of teaching activities and the invention of teaching methods is intricately tied to the development of the economy and society. With the development of IT, multimedia has become a common feature in primary and secondary school classrooms across most industries, from physical projectors, tape recorders, and slides in the 1990s to network hardware, liquid crystal displays built into blackboards, and other technologies today (Ding and Li, 2022). With the development of educational media technology, both teachers' teaching concepts and students' learning concepts alter. As a result, we must raise the bar for teaching in all areas of teacher-student-media interaction. The successful conversion of the advantages of multimedia education into the advantages of high-quality teaching depends heavily on the contribution of teachers and students. The storage and memorization of educational materials are made easier by multimedia technologies. It can contain a lot of instructional data, including different kinds of lesson plans, test questions, statistical information, and more, and teachers and students can use it whenever they want. Using multimedia in the classroom can promote student engagement, foster an immersive learning environment, foster information retention and understanding, and raise the effectiveness of teaching.
2.3 Interaction of Students in the Classroom
In the classroom, a significant drawback of English education is that pupils do not receive the teachers' timely response during the initial phases of processing and internalising knowledge, which may act as a roadblock to learning. Most classroom conversation is one-way communication from the teacher to the students. The interaction between students and their teachers in a classroom has evolved into a difficult area to study in the modern era. Since classroom interaction patterns affect teacher-student interactions and student-student interactions that include communication transmission, people can determine how effective the learning process is by observing them. Many articles have been written about the advantages that students enjoy when learning is more student-centred and less teacher-directed (Achor et al, 2019).
The interaction in a classroom has a tremendous impact on foreign language learning, as demonstrated by decades of research and practical knowledge. For example, according to social cultural theory by Psychologist Lev Vygotsky, he stated that a person's development is influenced by the outside world. It asserts that learning is largely a social activity and that connection with those who are more knowledgeable or skilled than oneself helps one progress (Cherry, K., 2022). Learning is the process of acquiring information, ideas, and methods for addressing problems through interactions with people who have more expertise than we do.
Through interactions with other people, we interpret the knowledge we learn. Classroom interaction is referred to as pedagogical interaction since this sort of interaction takes place throughout the teaching and learning process. Students can gain a variety of advantages from classroom interaction, including an increase in their language proficiency, improved communication skills, more self-assurance, and strengthened social bonds. As a result, interactions in the classroom are crucial for the student’s social relationships as well as their language development (Jiwandono et al., 2015).
2.4 In-Class Exercises
Physical activity has several proven health advantages. Yet, nothing is known about the additional benefits or potential negative effects of in-class exercises. Studies on the effectiveness of in-class exercises began to be published in the middle of the 2000s. The purpose of classroom exercises is to increase the effectiveness of the class. It has been demonstrated that using exercises in the classroom can boost concentration, physical activity levels, academic performance, and reduce sedentary time. Physical education in the classroom can be further separated into two groups: (1) Integrated physical activity, which integrates physical exercise while pupils are learning academic material, such as having them walk on a balance beam while trying to solve a maths problem; and (2) physical activity breaks, which are quick bursts of exercise in between classes, such having pupils execute coordinated activities in between two academic lessons back-to-back (Schmidt et al., 2016).
Additionally, the majority of high school students had good attitudes regarding in-class exercises in the classroom, describing opportunities for physical activity as having improved prospects for focus, attention, interaction, and enjoyment (Nicksic et al., 2020). According to the study conducted by Mahar and Matthew (2019), it was found that there is a positive impact on directly observed attentional classroom behaviour of in-class exercises in comparison to typical sedentary teaching. According to Stewart et al. (2019), one way to incorporate exercises into a typical classroom is through the use of movement-facilitative classrooms (pedal desks, stability balls, and room organization tactics). The methodologies outlined above show the variety and potential of movement integration, which is the practice of including physical activity during regular class times in general education classrooms at any intensity level. In- class exercises can promote higher order cognitive skills, soft skills like communication and teamwork, and self-efficacy rather than just lectures alone (Arthurs and Kreager, 2017).
Furthermore, rather than relying solely on lectures, in-class activities have a larger potential to serve as models for how researchers go about performing and thinking about their science.
2.5 Classes Efficiency
Education is crucial at every level. There is mounting evidence that education is favorably correlated with economic growth, whether at the federal or state level. Education has several impacts, some of which are obviously good for society as a whole (social or external returns), while others only affect the individual (and are therefore private). Researchers have had difficulty determining how effectively education is delivered over the years. Efficiency is a concept that is applicable to a surprisingly wide range of industries, including education. It is a deceptively straightforward concept that presumes some sort of transformation. One can consider what was at hand prior to the change, what was at hand following the transformation, as well as the actual transformation process. The teachers actively encourage and direct the students to engage in independent study, imaginative discussion, and the completion of high- quality and high-standard work within a predetermined time period. One could contend that creating high-efficiency classrooms has the advantage of achieving the educational goal of high-level teaching (Wang, 2020).
3. Method
The study will used quantitative research to examine the impact of richness of the teaching materials, the interaction of the students in the classroom, and the in-class exercises toward English classes efficiency in 5 Xiuning High Schools, which are Jiangtan High School, Honglizhen Junior High School, Banqiao Junior High School, Xixi South High School and Anhui Province Tunxi No.1 High School. The positivist concept, which refers to data obtained through scientific observations and measurements, will be used in the investigation. Primary data collections are carried out to obtain data from students who were enrolled in Xiuning High Schools. Information is gathered using structured questionnaires.
This study used the stratified sampling method to collect data. Since there are 1000 students in 30 classes from senior one to senior three in Xiuning High Schools in total, and 391 in senior one, 345 in senior two and 264 in senior three. With the stratified sampling method, 20% from each grade selected, so there will be 78 respondents from senior one, 69 respondents from senior two and 52 respondents from senior three. And in total, there are 199 respondents selected with the stratified sampling method. These individuals are the target group because it is thought that they have been exposed to different teaching strategies and have the ability to evaluate the efficiency of such strategies in English language teaching.
The five Likert scales was utilised to evaluate the survey, verifying the validity and reliability of the items. Nonetheless, a cover note is included before distributing the questionnaires to respondents to guarantee the confidentiality of respondents for research goals. The privacy of every participant and their right to remain anonymous will always be respected. The survey questionnaires consist of 2 sections. Section 1 include the demographic information such as gender, class size, access to internet, parent’s educational level and family income. Section 2 include the structured survey questionnaires, using a 5-point Likert Scale rating system as follows: Strongly Agree = 5, Agree = 4, Neutral = 3, Disagree = 2, Strongly Disagree = 1.
Students are requested to put a tick under each statement.
4. Results and Discussion
4.1 Demographic Information of Respondents
The demographics of a country are its distinguishing features. This poll collects demographic information from participants, including their gender, class size, internet access, parental education, and household income. The demographics of a given English class are crucial to its success in understanding its effectiveness. Table 1 displays the collected demographic information of 199 Xiu Ning High School students.
Table 1: Demographic Profile of Samples (N=199) Gender
Frequency Percent
Female 108 54.3
Male 91 45.7
Total 199 100
Access to Internet
No 94 47.2
Yes 105 52.8
Total 199 100
Parents Education Level
Bachelor’s degree 27 13.6
Diploma/Certification 66 33.2
High Education 43 21.6
Master’s degree 32 16.1
PHD or above 17 8.5
Primary Education 14 7
Total 199 100
Family Income
10,001 to 20,000 34 17.1
20,001 to 30,000 39 19.6
30,001to 40,000 57 28.6
40,001 to 50,000 17 8.5
less than 10,000 28 14.1
More than 50,000 24 12.1
Total 199 100
Approximately half (108) of the participants in this study are female students. The remaining responders (91 total; 45.7%) are all male students. One possible explanation for this disparity is that female high school graduates are more likely to pursue humanities and social science courses than their male counterparts, while male students are more likely to specialise in STEM subjects (science, technology, engineering, and mathematics). Social norms and famous figures have a significant impact on pupils, contributing to severe segregation. In ancient China, women were expected to take care of the home while their husbands were responsible for the outside world. This historical viewpoint remains influential today as a result of its deep linkages to the culture.
There are less than 100 pupils in the majority of classes (30.7%). Classes in China often include forty to sixty people. In a standard classroom layout, chairs are arranged in neat rows and lines.
Even though each student in a class has their own desk and chair, they constantly rotate seating arrangements. In universities, it is not uncommon to have classes with 100 or more students enrolled. However, students majoring in a foreign language often attend courses with many fewer classmates, with enrolment typically ranging from twenty to thirty-five.
Fifty-two percent of Xiuning High School pupils have access to the internet, while 47 percent do not. In China, many English Foreign Language educators believe that technology can be used to help students learn English. In an effort to improve the teaching and study of foreign languages, China has invested more in technical equipment, infrastructure, and legislation.
There has been a need for more technological integration into the English language classroom.
This highland is normally dominated by agricultural activity, although there are still some regions in Xiuning that are considered rural. Xiuning's poverty has deep historical roots that cannot be ignored. Talent, technology, cash, and other resources necessary for economic growth are all severely lacking in the region. Half of the student may not have internet because of this.
The majority of student’s parents (66 out of 199 total responses) had a high school diploma or above. This is because the government of China places a great value on education, allowing the vast majority of its citizens to pursue higher education if they so want. The government of China recognises the value of education and is actively seeking ways to improve the country's education system. China's attempts to reinvigorate the country include a focus on education.
Education should be a top priority, thus it's crucial to keep reforming it, speeding up its modernization, and making sure the public is happy with the results. Parents' level of education has a beneficial effect on their children's academic performance beginning in elementary school
and continuing into middle age. Mothers with higher education levels devote more time to their children and participate in age-appropriate activities, as compared to women with just a high school certificate.
Most respondents' household incomes (28.6%) fall anywhere between 30,000 and 40,000 yuan.
According to data from the National Bureau of Statistics of China on Individuals' Income and Expenditures for Consumption in 2021, the median individual disposable income in China was 29,975 yuan. This data indicates that the student comes from a household with an income that is close to the national median in China. This little town in the mountains is mostly an agricultural community. Because of the poor value added to agricultural goods, villager's incomes are reduced.
4.2 Pearson Correlation Coefficients
Table 2: Pearson Correlation Coefficients
Total_RTM Total_ISC Total_ICE Total_CE
Total_RTM Pearson Correlation 1 .724** .711** .776**
Sig. (2-tailed) 0.000 0.000 0.000
N 199 199 199 199
Total_ISC Pearson Correlation .724** 1 .806** .822**
Sig. (2-tailed) 0.000 0.000 0.000
N 199 199 199 199
Total_ICE Pearson Correlation .711** .806** 1 .780**
Sig. (2-tailed) 0.000 0.000 0.000
N 199 199 199 199
Total_CE Pearson Correlation .776** .822** .780** 1
Sig. (2-tailed) 0.000 0.000 0.000
N 199 199 199 199
** Correlation is significant at the 0.01 level (2-tailed).
RTM: Richness of Teaching Materials ISE: Interaction of Students in the Classroom ICE: In-class Exercises
CE: Class Efficiency
The three strategies shown in Table 2—richness in teaching materials, class interaction, and in-class exercises—all have good effects on students' ability to learn English. In Xiuning High Schools, China, the effectiveness of English classes has the strongest positive correlation with student interaction (0.822**). The best way to inspire and encourage high school pupils is via interactions between teachers and students. Positive relationships between teachers and their pupils have long been known to predict students' achievement in school and in later life. The teacher-student interactions in a classroom are a rich resource for student learning. They help both teachers and students communicate more effectively and often, empowering students to take more initiative in their education. Similarly, the results show a positive correlation between in-class exercises (0.780**) and English class efficiency, indicating that physical
activity in the classroom facilitates class efficiency, as seen by an uptick in students' academic achievement. Lessons that include physical activity have the potential to improve students' focus and concentration in class, although this hypothesis has yet to be tested. Class efficiency was also strongly correlated with the richness of teaching materials (0.776**). This implies that students may benefit from high-quality, appropriately-sized learning resources when they are used effectively in the classroom. Thus, the three hypotheses H1, H2, and H3 were all accepted. English class effectiveness at Xiuning High School, China was shown to be strongly correlated with the three key independent variables of techniques (richness of teaching materials, interaction of students in the classroom, and in-class exercises). By examining their correlations, we may learn how one variable is related to the others. Since there is no evidence of collinearity, a multiple regression analysis may be used to test the study's null hypothesis.
4.3 Multiple Regression Analysis
Table 3: Model Goodness of Fit Model Summary
Model R
R Square
Adjusted R Square
Std.
Error of the Estimate
Change Statistics R
Square Change
F
Change df1 df2
Sig. F Change
1 .872a 0.760 0.756 3.10324 0.760 205.469 3 195 0.000
a. Predictors: (Constant), Total_ICE, Total_RTM, Total_ISC
Table 3 shows, an R-square value of 0.760 was found and then adjusted to 0.756. The coefficient of determination shows that richness of teaching materials, classroom interaction, and in-class exercises account for 76.0% of variability in English language acquisition; the remaining 24.0% of variances are caused by factors that are not addressed by the objectives.
Table 4: Multiple Regression Analysis on Influence of Methods on Class Efficiency Coefficientsa
del
Unstandardized Coefficients
Standardized Coefficients
t Sig.
95.0% Confidence Interval for B B
Std.
Error Beta
Lower Bound
Upper Bound
1 (Constant) 2.336 1.418 1.648 0.101 -0.460 5.133
Total_RTM 0.404 0.067 0.321 5.997 0.000 0.271 0.536
Total_ISC 0.564 0.087 0.413 6.488 0.000 0.393 0.735
Total_ICE 0.262 0.075 0.219 3.509 0.001 0.115 0.410
a. Dependent Variable: Total_CE
RTM: Richness of Teaching Materials ISE: Interaction of Students in the Classroom ICE: In-class Exercises
CE: Class Efficiency
Based on Table 4, hypothesis 1 states that there is a statistically significant effect (0.05) for richness of teaching materials on English class efficiency is supported by the results of the multiple linear regression formula, where the coefficient for the independent variable richness of teaching materials has a value of (t=5.997) and a statistical significance of (0.000). This finding suggests that switching up the English curriculum with new resources can boost student performance in the classroom.
The coefficient of the multiple linear regression formula for the independent variable
"interaction of students in the classroom" has a value of (t=6.488), which is statistically significant at the (0.000) level, suggesting that the null hypothesis that "there is no statistically significant effect (0.05) for interaction of students in the classroom" is false. This research provides support for the hypothesis that increasing teacher-student interaction in the English classroom would improve instructional effectiveness.
The coefficient of the multiple linear regression formula for the independent variable in-class exercises has a value of (t=3.509) with a statistical significance of (0.001), which is less than the significance level (0.05), suggesting that hypothesis 3 is true: in-class exercises have a statistically significant effect (0.05) on English class efficiency in Xiuning High Schools.
Increasing students' productivity in English class may be as simple as introducing in-class activities that encourage moderate-intensity physical activity.
5. Conclusion and Recommendations
In a perfect world, educational resources would be developed to meet the specific requirements of improving pupils' capacity to learn. Teaching aids come in many shapes and sizes, and they all have the potential to help students' learning. Therefore, instructional resources are crucial for effective education, and these materials have the potential to improve student learning and academic outcomes. The effectiveness of teaching is directly related to the quality of teaching materials. Finding the greatest instructional tools is crucial for every educator. The present study's findings provide credence to an explanation of how communication between educators and their Chinese high school students influences instructional effectiveness. Interactions between teachers and students may have a significant impact on students' sense of competence.
The teacher-student interaction classroom differs from the conventional classroom in that it emphasizes putting the needs of the students first. Teachers should use interactive materials to direct, monitor, and assist student learning in the classroom, and to win over students to the benefits of this kind of instruction. Instead, students should engage in interactive learning to improve their academic outcomes. Students who regularly engage in physical activity consistently outperform their less active and less fit counterparts academically, both in the short and long term, from a genuine and practical to a mechanical point of view. The results of this finding suggest that more frequent classroom activities may improve lesson delivery. Because the incorporation of physical education and other opportunities for physical activity across the curriculum does not detract from academic performance but rather improves class efficiency, the benefits of doing so far outweigh the benefits of using school time solely for academic learning.
This study has both theoretical and practical importance for the study of how to maximize learning in English classes at Xiuning High Schools. However, there are a few drawbacks to this. To begin, the questionnaire lacks control questions, which would have allowed researchers to gauge whether or not respondents gave their whole attention to the survey. This makes it
feasible for surveys to be skewed, and for results to be contradictory. While this research does use three techniques to assess the efficacy of English classes, other variables may potentially affect the correlation between them. Therefore, it is important to further investigate the boundary conditions that influence the effect of other factors on the efficacy of classes. Third, other variables may also affect the results. While this study controlled for factors like gender, class size, internet access, parental education level, and family income, other variables, such as a student's prior knowledge of English, may still have played a role. In future research, it will be important to break out the data by field.
6. Acknowledgement
It is a great pleasure to thank all the respondents of this research.
7. Author Contribution
This paper is completed by the contributions of the authors concerning the following tasks: The introduction, literature review, methodology, result and discussion, and conclusion have been written by Wei Ying. Supervision by Dr. Chandramalar Munusami. Adding more points, reviewing, editing, proofreading, and technical support are done by Dr. Nurhafizah Zainal and Dr. Siti Aishah Hussin.
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