Participants
Pretest
Posttest
Delayed posttest
1
Control group
61%
79%
61%
2
Experimental group
63%
81%
74%
319
In order to find out the participants’ opinion of PBL assignments they performed, we
conducted a survey and a semistructured interview among the experimental group. The results
suggest that two third (64.7%) of the population had positive experience about learning
vocabulary through PBL, while almost one fifth (18.5%) truly enjoyed the assignments. Only
16.8% of the participants liked the assignments to certain extent, which still means that they
were not negative about it. None of the population was unenthusiastic about the assignments.
The reasons why the students liked the assignments were many. The main one was the
participants’ enthusiasm for shooting a video lesson and recording an audio lesson, which was
quite amusing and entertaining. The students noticed that they had to shoot the same sequence
several times because they could not help laughing. In addition, it was unusual for students to
see themselves on the screen when presenting the videos.
Another reason of positive attitude of the participants towards PBL was the nature of
the tasks, which was “something new”, “unusual”, “fun”, “interesting”, “creative”, and
“easy to remember”. The assignments, according to the participants, enabled them to think
creatively and out of the box. Moreover, the students had an opportunity to implement their
own ideas, which, reportedly, resulted in better memorization of new words. According to the
participants, creating Power Point slides, shooting videos, recording audio files, writing a script
for a short video scene, and drawing pictures were more motivating to complete and more
effective in terms of memorization of vocabulary than ordinary rotelearning:
“I have to say, that it was not a bad idea, sort of an additional work for enriching
students' horizons. Honestly, I have learned many words that I have never heard of. Moreover,
I liked the idea that students could use their imagination.”
Group work and collaboration was also mentioned by the participants as a positive
experience. For example, a few participants noticed that working in groups was more
interesting than working individually. In addition, these students worked with their friends and
peers from other departments, and they too memorized those RussianEnglish false friends.
This kind of collaboration, according to the survey responses, will result in fewer, if at all,
lexical interference mistakes in the future.
A number of respondents stated that before the experiment they had difficulty with
confusing the words and used false friends in their speech very often. Several respondents
admitted that they had no idea about false friends before the project started and had used them
quite often in their speech without knowing that they had been making mistakes. Numerous
participants also confirmed that they enjoyed exploring differences in meaning of the words
which sounded or looked alike in two different languages. Another respondent cleverly
noticed:
“We are a bilingual nation, who speak Russian as well as Kazakh, and tend to make
mistakes in English as we think that some Russian words have the same meaning in English
just because they look or sound alike. When I faced them I really confused their meanings, and
this project will enable learners avoid mistakes in English by ignoring its Russian alternative. I
think it’s a very good idea.”
The last but not least, a number of students reported that they can employ the projects
that they were assigned and the ideas from them in their future work when they get a degree:
“Actually I like it, because through the experiment I learnt that I can also memorize
words with the help of the photos which I took by myself, and it can be a good idea for me to
use this technique in my future job.”
To sum up, we can conclude that PBL was more efficient than traditional methods in
terms of teaching RussianEnglish false friends. Moreover, the vast majority of the participants
enjoyed the projects and had positive attitude towards them after the experiment, as everybody
benefitted from contribution in many different ways.
References:
320
1 Hickey, R. (2014). Projectbased learning: where to start. Techniques: Connecting
Education & Careers, 89(2), 89.
2 Larmer, J. (2014). Boosting the power of projects. Educational Leadership, 72(1), 4246.
3 Larmer, J., & Mergendoller, J. R. (2010). Seven essentials for projectbased learning.
Educational leadership, 68(1), 3437.
4 Markham, T. (2011). Project based learning A bridge just far enough. Teacher Librarian,
39(2), 38.
5 Myers, M. D., & Avison, D. (Eds.). (2002). Qualitative research in information systems: a
reader. Sage.
УДК 378.02:37.016
Ashayeva B.O.
1
, Yergaliyeva A.B.
2
1
MSc., Faculty of Philology, Suleyman Demirel University, Almaty, Kazakhstan
2
MA., Faculty of Philology, Suleyman Demirel University, Almaty, Kazakhstan
e-mail: ashayevas@gmail.com, e-mail: aida.yergaliyeva@sdu.edu.kz
SINGLE-SEX SCHOOLS ARE EFFECTIVE FOR GIRLS’ ACADEMIC
ACHIEVEMENTS. HAVE WE GOT THE RIGHT END OF THE STICK?
Аннотация. С приближением возраста детей к школе, родители начинают
серезно задумываться о выборе среднего учебного заведения. Можно слышать много
различных возражений по поводу раздельного обучения детей. Например, то, что
мальчики не научатся взаимодействовать с девочками, тем самым не обретут навыка,
необходимого для будущего любого общества. Так ли это на самом деле и каковы
основные плюсы и минусы будут рассмотрены в данной статье, целью которого
является критический анализ влияния раздельного обучения на успеваемость студентов
как мальчиков так и девочек.
Ключевые слова: раздельное обучение, перспективы, успеваемость студентов,
методы.
The separation of gender in educational environment has been practiced for a long
period of time in many nations worldwide. Singlesex schooling can be described as the
separation of male and female students within their own sex in educational environment [1].
There has been a substantial amount of debates around the question of whether academic
involvement is fostered or not in singlesex classrooms [2; 3; 4;]. However the question of
singlesex schooling is still contested and this report will consider the studies which have been
conducted with the aim to understand the nature of ‘singlesex schooling’, its effectiveness on
students’ academic achievements, the role of peer quality, social along with educational
environment. Gender composition in classroom environment, for the purpose of this report, is
taken to refer to overall learning atmosphere with different factors having impact on it.
The choice of the articles is based on several reasons. Firstly, all of the three empirical
research articles are from peer reviewed journals, secondly, the examination of each of the
article allows comparing different methodological approaches and the results they led to in
current researching area, finally the choice is justified due to robustness and complexity of the
implemented methodology.
The essay will shortly delineate the overlapping formulation and significance of
research questions and hypotheses in each empirical research studies. After that, the
application of data collection will be evaluated, together with sampling, used instruments,
primarily used design, procedures as well as techniques employed for data analysis. Finally,
321
the conclusion will be drawn in accordance with the findings of the research studies together
with the implications for the further research on the effectiveness of singlesex schooling.
Due to the fact that the exploration of singlesex schooling does not require experimental
intervention referenced scholarly articles in this essay will be critically evaluated presenting
nuanced critique of used methodology.
Research questions and hypotheses
That before formulating the hypothesis for the study it is important for the author to
clearly state theoretical orientation the researchers presented an extensive overview of the
existing literature [5].
Couinard et al. [6] , Hayes et al. [7] in their studies do not explicitly state a research question
they rather emphasize and set ‘the objectives of their research’ in order to examine the impact
of the environmental setting on girls’ academic achievement (singlesex or coeducational).
However, according to Robson [8] the presentation of several short coherent questions could
help to avoid inconsistency of the research objective and state it more clearly. By this it can be
inferred that Couinard et al. [6] and Hayes et. al [7] appear to adopt the alternative way of
operationalizing the research question by setting a ‘nondirectional hypothesis’ instead i.e.
authors predict that there is a difference between girls’ attainment in gender segregated and
nonsegregated classroom [9]. Furthermore, Hayes et al. attempted to identify whether the peer
academic performance can influence on students’ overall outcomes.
Jackson [10]. on the contrary, states his research question directly of whether singlesex
classrooms enhance students’ learning experience or not. This can be accounted to the
strengths that in the early stages of the research stating research questions explicitly is
important since they potentially guide the research process and direct the main data collection
[8].Cohen et al. [9] state that it is essential for the conducted research not only to be original,
nontrivial, and engaging in its essence but it should also make a substantial contribution to the
area being researched. Bearing this in mind the authors seem to identify ‘the gap’ and
emphasize the potential contribution their research studies can make in existing debate.
Methodological strengths and weaknesses
Sampling
Concerning the effect of the sample size on the reliability in quantitative research the
larger the sample the more generalizable results are [9]. Therefore due to the extended sample
sizes Couinard et al. [6] Hayes et al. [7] ensured the external validity of their findings.
Although Couinard et al. [6] in their study do not indicate their sampling techniques, it can be
inferred that the sample was purposive as they analysed students from singlesex and
coeducational schools [11]. According to Cohen et al. [9] purposive sampling can be the best
option in some cases when researcher intends to make a focus on specific features of a
particular group of variables. The study carried out by Couinard et al. [6] employed 340 high
school girls who were separated into two cohorts from 7
th
to 9
th
grade and from 9
th
to 11
th
grade
respectively (Canada, French speaking population inMontreal). Sampling seems problematic
since some proportions are left unexplained: the participants were from eight mixed and two
singlesex schools, further, they were examined under the subject areas, either in mathematics
or language arts. Since the authors do not justify the proportions external validity may be
questioned i.e. the extent to which two singlesex schools can be generalized to a population of
gendersegregated schools and extent to which students allocated for mathematics or language
arts represent a population of the respective students [5].
By arguing that previous research studies did not address possible ‘school selection effects’,
Hayes et al. [7] have made careful consideration of the research sample (484 respondents from
Southwest United States) as well. Aiming to permit true causal inferences of the research they
thoroughly devised three different groups: (1) girls attending a public singlesex middle school,
(2) girls who applied to the same public singlesex school but were rejected and therefore
subsequently attended public coeducational middle schools, and (3) girls attending a public
322
magnet, coeducational middle school (Hayes et. al, 2011, p.694). Thereby the authors
attempted to ensure that there were no indirect effects which would affect robustness of the
outcomes [9].
Jackson [10], similarly, adopted nonprobability purposive sampling, which enabled to explore
full scope of issues. Therefore, since qualitative research highlights the uniqueness and
distinctiveness of particular group of individuals, hence, it does not seek to generalize the
findings employed sampling technique and sample size were appropriately chosen [9]. The
sample constituted 79 (40 girls and 39 boys) participants answering the questionnaire and 11 (5
girls and 6 boys) students being interviewed within one school. Because while sampling
interview participants in qualitative research there are no rules as it aims to interpret and
describe rather than generalise Jackson did not indicate his chosen 11 interviewees.
Instruments
Validity and reliability of the research highly depends on the means of measurement in
view of the extent to which the instruments are accurate to take intended measurements [12].
That Couinard et al. [6] have used widely known research selfreporting mathematics attitude
scale (developed by Fennema and Sherman 1976), perceived selfcompetence scale (developed
by Harter 1982) and achievement goals scale (developed by Bouffard 1998) and validated them
in French language utilised instruments account to be evidence of high validity and reliability.
However, the usage of mathematics attitude scale with the aim to measure students’ perception
on both mathematics and language arts is not as justifiably valid even though in the authors
mention that the scale was adapted. Moreover, as they used translated version of adapted
measurements, it was necessary to pilot it with students before applying it which would certify
reliability and validity of the instruments [9]. One of the strength of the research study is the
consideration of correlation of between two subjects which enhances internal consistency of
the research [9]. The author indicated ‘cronbach alpha’ for each of the measurements which
were substantially high, not less than 0.70 while acceptable coefficient is 0.67 [9].
When researchers use existing data sets it can be advantageous in a sense that it saves
time, bears less cost and there is no need to develop the instruments ([13] . The merits of such
longitudinal data have been used by Hayes et al. [7] . However, this convenience also has its
limitations due to the data being collected for the different purposes; therefore some concepts
researchers wish to measure can be infeasible [13] . Hayes et al. [7] adopted standardised test
scores which indicated each school’s achievements in mathematics and reading skills.
According to Mujis [13] although the reliability of the data from school districts is often
unknown the existing data are invaluable reserve for research in education which can serve as
an effective tool for answering particular research questions.
Similarly the study carried out by Jackson [10] was one of the aspects of much larger
project which concerned about selfconcept, social comparison and gender of the students in
schools. With the aim to establish credibility of the research the author implemented multiple
methods: the data were retrieved both from the questionnaires and interviews. The former was
completed by students about pupils’ perception of the difference between singlesex and mixed
schools. The author does not explicitly indicate the type of administered questionnaires merely
indicating that there were nine questions which sought to investigate pupils’ personal
perceptions about singlesex mathematics classes. Further author employed semistructured
interviews, which is advantageous in that the schedule for the interview is outlined but is
suitably openended to allow the contents to be varied throughout the conversation by
expanding or altering questions appropriately for the determination of further [9]. The
beneficial peculiarity of semistructured interview can be referred to two main factors: the
interviewer may elicit indepth information about particular variable and because the interview
is semistructured which allows having ‘preset questions’ interviewer knows what is actually
important.
Research design and procedure
323
Having analysed the sample and the instruments applied by researchers, Couinard et al.
[6] and Hayes et al. [7] , it can be logically concluded that the approach they take lies within
pure positivistic approach.
Due to popularity and ubiquity of survey research many may believe that survey research is the
easiest approach to collect data, however it is not entirely true because it has many
complications to consider [13].
The study conducted by Couinard et al. [6] is nonexperimental survey research. The authors
intended to identify the relationships between variables which account for students’
performance in singlesex or coeducational schools [13] . The authors applied longitudinal
correlation study which allows making repeated measures at diverse time periods [14] . The
priority of the longitudinal study lays in its distinctive characteristics that it enables collecting
data over the time identifying the changes timely, and offers high accuracy [9]. The procedure
of the data collection was clearly indicated. The data were collected four times from both
cohort groups during three years. The questionnaires were taken during regular school classes
and took 30 minutes to complete, which resembles authors’ awareness that questionnaire
should be sufficiently short and up to 30 minutes [13] . The research could have been enhanced
by the application of observational study or the survey among teachers as it would allow
longitudinal approach to be more beneficial [13]. Bearing in mind the weaknesses of the
‘longitudinal study’ which can influence on reporting research results the authors did not
mention that the dependent variables could be affected due to anyplausible ‘events’
contributing to it – the threat of internal validity, history in particular[9].
Similarly Hayes et al. [7] also adopted nonexperimental exploratory design. Since authors
entirely relied on existing data from school districts, the analysis of the study procedure is not
appropriate. However, as it is stated by Mujis[13] while using existing data sets the
combination of both quantitative and qualitative data often enables findings to be richer,
therefore the researchers could have employed qualitative interviews with the students to
enhance the validity of the outcomes.
Although Jackson [10] does not explicitly define his approach the context of his data
collection suggests interpretivistic approach. Since researcher’s aim was to explore students’
conceptions about the classroom type based on their experiences it seems that he adopted
phenomenology i.e. phenomenological research seeks to investigate how people experience the
phenomenon and what kind of perspectives do they have. This may refer to the strengths of his
approach because he attempted to holistically investigate the situation in depth. However the
author did not provide any information neither about appropriate measures to mitigate the bias
nor about piloting the interview, which is essentially important to establish validity [9].
However, unlike Couinard et al. [6] and Jackson did not clearly provide the organization of
his study, it is not clear what was the environment setting during the administration of the
questionnaire, how much time did questionnaire take for the students to complete, the duration
of the interview was not identified either, this in turn, may affect internal validity of the
research [5]. Techniques used in the process of semistructured interview were also left
unexplained, it is implicit whether the author recorded or videotaped the interview, the
indication of which would add a value to internal consistency and trustworthiness to the
research [8]. Finally it would be appropriate to comment on the skills of the interviewer(s), and
whether there were more interviewers which would allow minimizing data collector bias [5].
Достарыңызбен бөлісу: |