Data Analysis
4.3 Analysis of questionnaire to find out the satisfaction of students
4.3.1 The Descriptive Statistics of Perceived Value (Student Satisfaction) The following Table 4.8 shows the descriptive statistics for 10 question in
relationship between SCORE 2 and GAP, this also could be proved that students could get benefit from applying multimedia technology and interactive teaching approach in teaching Chinese listening and speaking. The student who has a higher score in post-test, they could get more benefit from applying multimedia technology and interactive teaching approach in teaching Chinese listening and speaking. In addition, the p-value was less than 0.05; it rejected the null hypothesis and state that there was a difference, on average, in SCORE 2 and GAP. It was rejected (because p<0.05) and state that it has a significant difference between SCORE 2 and GAP.
Table 4.8 shows the value of 10 questions in the questionnaire which was called (Appendix B) both higher than 4, which means most of the students were satisfied with the results of applied multimedia technology and interactive teaching approach in teaching Chinese listening and speaking, and the mean of 10 questions which was called “perceived value” was 4.72 which was higher than 4, this was also proved that most of the students were satisfied with the result of applying multimedia technology and interactive teaching approach in teaching Chinese listening and speaking.
For detail, the researcher noticed that according to all 10 questions, students mark question 4 (Q4) and question 5 (Q5) with the lowest score which average was 4.66, this question was “I like this teaching approach” and “It could make me want to learn Chinese proactively”, that means the applying multimedia technology and interactive teaching approach in teaching Chinese could help Thai students better understand the meaning of Chinese words when Chinese words and Thai words have much difference.
Then, the researcher noticed that according to all 10 questions, students mark question 8 (Q8) with the highest score which average was 4.83, this question was “It makes me to understand the meaning of some Chinese words easier”, the reasons could be the teaching technique was very new for many Thai students, it was not a traditional teaching technique, most Thai students need time to adopt this teaching method.
The following Table 4.9 shows the descriptive statistics for comparison of pre test and post test.
Table 4.9 Comparison of Pre-test and Post-test Total Scores
Group
SCORE1 SCORE2 Mean
Difference Paired-Sample t-test
X̅ S.D. X̅ S.D. t value df Sig.
(one-tailed) Sample
Group 34.20 3.243 42.06 2.413 7.86 62.388
103.135 0 0.0000*
*p: < 0.05
Table 4.9 shows the pre-test and post-test data analysis results. The mean score (X̅) was 34.20 with a standard deviation (S.D.) of 3.243. The mean score (X̅) of the SCORE2 was 42.06 and the standard deviation (S.D.) was 2.413. The mean was used to show the central position of the data with more observations. The smaller the standard deviation (S.D.), the smaller the difference between an individual score and the mean score (X̅), and the larger S.D., the larger the difference between an individual score and the mean score. The scores of the sample group showed that the post-test standard deviation was smaller than the pre-test standard deviation, this proved the students’ post-test scores were closer to the post-test mean scores (X̅). The mean difference (MD) between the two data was 7.86, and the t value of the pre-test and the post-test was 40.75.
The following Table 4.10 shows the comparison for pre and post test.
Table 4.10 Pre-test and post-test comparison Sample group
Mean Standard deviation Mean difference
Pre-test 34.20 3.243
Post-test 42.06 2.413 42.06-34.20=7.86
The result from Table 4.10 showed that the mean in the pre-test of the group was 34.20 and the standard deviation was 3.243. In the post-test, the mean was 42.06 which was an increase of 7.86 from the pretest. The standard deviation was 2.413 in the post-test. From this result comparison, it was evident that there was an increase in the mean of the post-test after the intervention. It was also clear that the mean difference in the group after the intervention was significantly higher than before the intervention. This was further illustrated in Figure 4.2:
The following Figure 4.2 shows the comparison of pre-test and post-test.
Figure 4.2 Pre-test and post-test comparison
The following Figure 4.3 shows individual students performances in pre and post tests for each change.
Figure 4.3 Individual Student Performances in Pre-test and Post-test
In Figure 4.3, the individual scores of each student on the pre-test and post-test were shown in two color-coded lines. The blue line represents students’ scores in the pre-test SCORE1 and the orange line represents students’ scores in the post-test SCORE2. It could be clearly seen that all the students in the pre-test and post-test score difference. The orange line was mostly higher than the blue line. The results show that most of the students improve their Chinese by using mobile-assisted language learning to study Chinese.
The following Table 4.11 shows the number of students in each different score, the score 1 and score 2.
Table 4.11 Number of students in each score difference
Score Same +2 +4 +5 +8 +9 +10 +11 +12 Total
No. of
student 0 2 5 1 15 6 0 0 6 35
% of
student 0 5.71 14.29 2.86 42.86 17.14 0 0 17.14 100%
Table 4.11 shows the difference in the number of students in each score. Of the 35 students, 2 students (5.71%) had improved their post-test scores by 2 scores, and 5 students (14.29%) improved their post-test scores by 4 scores, 1 student (2.86%) had post-test scores increased by 5 points, 15 students (42.86%) had post-test scores increased by 8 points, and 6 students (17.14%) had post-test scores increased by 9 points. The post-test scores of 6 students (17.14%) increased by 12 points. It was effective for students to learn.
The following Figure 4.4 shows the presents the results of question one.
Figure 4.4 Results of Question 1
As shown in Figure 4.4, the highest proportion of Strongly Agree was 68.57%, and the proportion of agreeing was 31.43%. Therefore, the results show that used multimedia technology and interactive teaching approach could improve Chinese
learning motivation and interest.
The following Figure 4.5 shows the presents the results of question two.
Figure 4.5 Results of Question 2
The results in Figure 4.5 shows that the proportion of students was 71.43%
and 28.57% strongly agree and agree that through multimedia technology and interactive teaching approach the listening and speaking scores have been improved.
The following Figure 4.6 shows the presents the results of question three.
Figure 4.6 Results of Question 3
As shown in Figure 4.6, the highest proportion of strongly agree was 68.57%, and the proportion of agreeing was 31.43%. Therefore, the results show that through multimedia technology and interactive teaching approach the daily conversation skills of Chinese have been improved.
The following Figure 4.7 shows the presents the results of question four.
Figure 4.7 Results of Question 4
The results in Figure 4.7 shows that the proportion of students was 65.71%
and 34.29% strongly agree and agree that students like this teaching approach.
The following Figure 4.8 shows the presents the results of question five.
Figure 4.8 Results of Question 5
As shown in Figure 4.8, the highest proportion of strongly agree was 65.71%, and the proportion of agreeing was 34.29%. Therefore, the results show that it could make me want to learn Chinese proactively.
The following Figure 4.9 shows the presents the results of question six.
Figure 4.9 Results of Question 6
The results in Figure 4.9 shows that the proportion of students was 74.29%
and 225.71% strongly agree and agree that applying multimedia technology and interactive teaching approach to help to learn Chinese listening and speaking more efficiently.
The following Figure 4.10 shows the presents the results of question seven.
Figure 4.10 Results of Question 7
As shown in Figure 4.10, the highest proportion of strongly agree was 71.43%, and the proportion of agreeing was 28.57%. The results show that students feel satisfied with the multimedia technology and interactive teaching approach learning process.
The following Figure 4.11 shows the presents the results of question eight.
Figure 4.11 Results of Question 8
The results in Figure 4.11 shows that the proportion of students was 82.86%
and 17.14% strongly agree and agree that it makes the student understand the meaning of some Chinese words easier.
The following Table 4.12 shows the presents the results of question nine.
Figure 4.12 Results of Question 9
As shown in Figure 4.12, the highest proportion of strongly agree was 80.00%, and the proportion of agreeing was 20.00%. Therefore, the results show that it could help to learn Chinese words and sentences and the practical application of Chinese words and sentences.
The following Figure 4.13 shows the presents the results of question ten.
Figure 4.13 Results of Question 10
The results in Figure 4.13 shows that the proportion of students was 74.29%
and 25.71% strongly agree and agree that improved student teamwork ability through multimedia technology and interactive teaching approach.
The following Table 4.12 was the perceived value in students satisfaction and Gap score.
Table 4.12 The Perceived Value (Student Satisfaction) and Scores Gap Paired Samples Statistics
Mean N Std.
Deviation Std. Error Mean Pair 1
PERCEIVEDVAL
UE 4.7229 35 .27126 .04585
GAP 7.8571 35 2.77746 .46948
Pair 1 PERCEIVEDVALUE & GAP 35 -.253 .142
Based on Table 4.12, it could be noticed that there was a negative relationship between perceived value and GAP, Correlation was -0.253, which means there was a negative relationship between perceived value and GAP. The student who has a lower gap between pre-test score and post-test score, the more perceived value from applying multimedia technology and interactive teaching approach in teaching Chinese listening and speaking. In addition, the p-value was less than 0.05; it rejected the null hypothesis and state that there was a difference, on average, in PERCEIVED VALUE and GAP. It was rejected (because p<0.05) and state that it has a significant difference between SCORE 2 and GAP.
The following Table 4.13 was the perceived value in students satisfaction and score 1.
Table 4.13 The Perceived Value (Student’s Satisfaction) and SCORE 1 Paired Samples Statistics
Mean N Std. Deviation Std. Error Mean Pair 1
PERCEIVEDVAL
UE 4.7229 35 .27126 .04585
SCORE 1 34.20 35 3.243 .548
Paired Samples Correlations
N Correlation Sig.
Pair 1 PERCEIVEDVALUE &
SCORE 1 35 .152 .384
Based on Table 4.13, it could be noticed that there was a positive relationship between perceived value and SCORE 1, Correlation was 0.152, which means there was a weak relationship between perceived value and SCORE 1, this also could be proved that students could get benefit from applying multimedia technology and
interactive teaching approach in teaching Chinese listening and speaking. The student who had a higher pre-test score, the more perceived value from applying multimedia technology and interactive teaching approach in teaching Chinese listening and speaking were. In addition, the p-value was less than 0.05; it rejected the null hypothesis and state that there was a difference, on average, in PERCEIVED VALUE and SCORE 1. It was rejected (because p<0.05) and state that it has a significant difference between PERCEIVED VALUE and SCORE 1.
The following Table 4.14 was the perceived value in students satisfaction and score 2.
Table 4.14 The Perceived Value (Student Satisfaction) and SCORE 2 Paired Samples Statistics
Mean N Std.
Deviation Std. Error Mean Pair 1
PERCEIVEDVAL
UE 4.7229 35 .27126 .04585
SCORE 2 42.06 35 2.413 .408
Paired Samples Correlations
N Correlation Sig.
Pair 1 PERCEIVEDVALUE &
SCORE 2 35 -.087 .617
Based on Table 4.14, it could be noticed that there was a negative relationship between perceived value and SCORE 2, Correlation was -0.087, which means there was a negative relationship between perceived value and SCORE 2. The student who has a lower post-test score, the more perceived value from applying multimedia technology and interactive teaching approach in teaching Chinese listening and speaking. In addition, the p-value was less than 0.05; it rejected the null hypothesis and state that there was a difference, on average, in PERCEIVED VALUE
and SCORE 2. It was rejected (because p<0.05) and state that it has a significant difference between PERCEIVED VALUE and SCORE 2.