DATA ANALYSIS
4.1 THE ANALYSIS OF QUESTIONNAIRE
4.1.2 The Analysis of Scoring Questions
Figure 4.5 Students’ Satisfaction of Online English Courses
In Figure 4.5, among 404 students in the target group, the 269 students expressed that they like online English courses, and they account for 66.58% of the total. On the contrary, the 135 students claimed that online English courses were not their preference, and they account for 33.42% of the total.
Table 4.6 Mean and S.D of Students’ Perceptions in Online English Learning
Item Question Mean S.D Interpretation
7) Teaching Professionalism (item 25, 26, 27) 25 I think our teachers have a good teaching
professional level. 3.73 0.721 Agree
26 The teachers can effectively guide me in
online English learning. 3.67 0.987 Agree 27 Teachers can often communicate with me in
online English learning. 3.62 0.833 Agree
Average 3.67 0.847 Agree
8) Effective interaction (item 28, 29, 30) 30
I think the effective interaction of teaching is easier to improve my problem-solving
ability.
3.68 0.649 Agree
29
The effective interaction of online English teaching can deepen my understanding and
application of knowledge.
3.64 0.875 Agree
28 I will actually interact with teachers or other
students in the process of online learning. 3.63 0.764 Agree
Average 3.65 0.763 Agree
2) Network facilities (item 9, 10, 11, 12) 12 Network facilities allow me to share
information and communicate with others. 3.69 0.840 Agree 9 Network facilities can provide me with
more online learning opportunities. 3.68 0.961 Agree
Table 4.6 Mean and S.D of Students’ Perceptions in Online English Learning (Cont.)
Item Question Mean S.D Interpretation
10 Network facilities can meet my
personalized learning needs. 3.66 0.328 Agree
11
The virtual classroom created by network facilities increases the scope of interaction
between teachers and me.
3.53 1.210 Agree
Average 3.64 0.835 Agree
6) Teaching contents (item 22, 23, 24) 22 I am satisfied with the design of online
English teaching content. 3.67 0.531 Agree
24
For the problems encountered in the online English teaching content, I will put forward
my ideas through the network.
3.62 0.729 Agree
23
The teaching contents of online English have effectively mobilized my learning
enthusiasm.
3.54 0.925 Agree
Average 3.61 0.728 Agree
4) Learning motivation (item 16, 17, 18) 16 I use the Internet for online learning to
enrich my personal knowledge. 3.66 1.137 Agree 17 I use the Internet for online learning to
satisfy my interest and curiosity. 3.57 0.775 Agree 18 I use the Internet for online learning to
complete the learning tasks assigned. 3.52 0.516 Agree
Average 3.58 0.809 Agree
Table 4.6 Mean and S.D of Students’ Perceptions in Online English Learning (Cont.)
Item Question Mean S.D Interpretation
5) Learning self-discipline (item 19, 20, 21) 20 In the process of online learning, I often
summarize and reflect on my learning. 3.54 1.032 Agree
19
When I conduct online learning, I will clarify my learning objectives and learning
attitude.
3.54 0.861 Agree
21
When I study online, I will not divert my attention, concentrate on the class and
complete the learning task seriously.
3.53 0.672 Agree
Average 3.54 0.855 Agree
1) Courses management (item 6, 7, 8) 7 I think the online course management of
this proofreading English subject is useful. 3.55 0.559 Agree 6 Online course management can let me
learn more high-quality knowledge. 3.54 0.713 Agree 8 Through online course management, I can
master the knowledge more easily. 3.52 0.446 Agree
Average 3.54 0.573 Agree
3) Teaching methods (item 13, 14, 15) 14
The online teaching method has changed my interest and attitude towards learning
English.
3.57 0.624 Agree
15 The online teaching method it easier to
improve my learning efficiency. 3.48 0.863 Agree
Table 4.6 Mean and S.D of Students’ Perceptions in Online English Learning (Cont.)
Item Question Mean S.D Interpretation
13
I think the online teaching method is more effective and convenient than traditional
teaching method.
3.47 0.420 Agree
Average 3.51 0.636 Agree
Total Average 3.59 0.756 Agree
The means were interpreted as follows: Strongly disagree in the point range of 1.00-1.80; Disagree 1.81-2.60; Medium 2.61-3.40; Agree 3.41-4.20; Strongly Agree 4.21-5.00 (Pimentel, 2010).
It is evident from Table 4.6, the highest dimension of students’ perceptions in online English learning is ‘Teaching professionalism’. The results expressed that students agree with all 3 statements. The highest mean was 3.73 (S.D=0.721) for the statement ‘I think our teachers have a good teaching professional level’. However, the lowest mean was 3.62 (S.D=0.833) for the statement ‘Teachers can often communicate with me in online English learning’.
The ranking No.2 dimension of students’ perceptions in online English learning is ‘Effective interaction’. The results expressed that students agree with all 3 statements. The highest mean was 3.68 (S.D=0.649) for the statement ‘I think the effective interaction of teaching is easier to improve my problem-solving ability’. On the other hand, the lowest mean was 3.63 (S.D=0.764) for the statement ‘I will actually interaction with teachers or other students in the process of online learning’.
The ranking No.3 dimension of students’ perceptions in online English learning is ‘Network facilities’. The results expressed that students agree with all 4 statements. The highest mean was 3.69 (S.D=0.840) for the statement ‘Network facilities allow me to share information and communicate with other students’.
Contrary, the lowest mean was 3.53 (S.D=1.210) for the statement ‘The virtual classroom created by network facilities increases the scope of interaction between teachers and me’.
The ranking No.4 dimension of students’ perceptions in online English learning is ‘Teaching contents’. The results expressed that students agree with all 3 statements. The highest mean was 3.67 (S.D=0.531) for the statement ‘I am satisfied with the design of online English teaching contents’. However, the lowest mean was 3.54 (S.D=0.925) for the statement ‘The teaching contents of online English have effectively mobilized my learning enthusiasm’.
The ranking No.5 dimension of students’ perceptions in online English learning is ‘Learning motivation’. The results expressed that students agree with all 3 statements. The highest mean was 3.66 (S.D=1.137) for the statement ‘I use the Internet for online learning to enrich my personal knowledge’. In contrast, The lowest mean was 3.52 (S.D=0.516) for the statement ‘I use the Internet for online learning to complete the learning tasks assigned by the teacher’.
The ranking No.6 dimension of students’ perceptions in online English learning is ‘Learning self-discipline’. The results expressed that students agree with all 3 statements. The highest mean was 3.54 (S.D=1.032) for the statement ‘When I conduct online learning, I will clarify my learning objectives and learning attitude’.
Contrary, the lowest mean was 3.53 (S.D=0.672) for the statement ‘When I study
online, I will not divert my attention, concentrate on the class and complete the learning task seriously’.
The next dimension of students’ perceptions in online English learning is
‘Courses management’. The results expressed that students agree with all 3 statements.
The highest mean was 3.55 (S.D=0.559) for the statement ‘I think the online course management of this proofreading English subject is useful’. On the other hand, The lowest mean was 3.52 (S.D=0.446) for the statement ‘Through online course management, and I can master the knowledge more easily’.
The lowest dimension of students’ perceptions in online English learning is
‘Teaching methods’. The results expressed that students agree with all 3 statements.
The highest mean was 3.57 (S.D=0.624) for the statement ‘Online teaching method has changed my interest and attitude towards learning English’. However, The lowest mean was 3.47 (S.D=0.420) for the statement ‘I think the online teaching method is more effective and convenient than the traditional teaching method’.
In this part of Five Likert Scale questions, the total mean was 3.59, and there were all 25 statements with agree. While the highest dimension of students’
perceptions in online English learning is ‘Teaching professionalism’. And the highest statement for ‘I think our teachers have a good teaching professional level’. In contrast, the lowest dimension of students’ perceptions in online English learning is ‘Teaching methods’. And the lowest statement for ‘I think the online teaching method is more effective and convenient than the traditional teaching method’.
Two-tailed test was deployed to analysis students’ perceptions toward online English learning. The details are shown in Table 4.7.
Table 4.7 Analysis of Statements by Two-Tailed Test
Item Validity Max Min Two-tailed
6 404 5.00 1.00 0.05
7 404 5.00 1.00 0.05
8 404 4.00 1.00 0.05
9 404 5.00 2.00 0.05
10 404 5.00 1.00 0.05
11 404 5.00 1.00 0.05
12 404 5.00 1.00 0.05
13 404 5.00 1.00 0.05
14 404 4.00 2.00 0.05
15 404 5.00 1.00 0.05
16 404 5.00 2.00 0.05
17 404 5.00 1.00 0.05
18 404 5.00 1.00 0.05
19 404 4.00 1.00 0.05
20 404 5.00 1.00 0.05
21 404 5.00 1.00 0.05
22 404 4.00 2.00 0.05
23 404 5.00 2.00 0.05
24 404 5.00 2.00 0.05
25 404 5.00 1.00 0.05
26 404 5.00 2.00 0.05
27 404 5.00 2.00 0.05
28 404 4.00 1.00 0.05
Table 4.7 Analysis of Statements by Two-Tailed Test (Cont.)
Item Validity Max Min Two-tailed
29 404 5.00 2.00 0.05
30 404 5.00 1.00 0.05
From Table 4.7, in this Five Likert Scale questionnaire, 25 statements were more than 3.0 points. The total mean of the questionnaire was 3.59. At the same time, all the significance P values or the Two-tailed were 0.05.