High school students’ absenteeism in English classes
The questionnaire revealed the level of influence of educational factors: teachers, students 'likes, students' attitudes to English, books and society, friends on student absenteeism in higher education. The role of teachers' attitude is indicated.
| Рубрика | Педагогика |
| Вид | статья |
| Язык | английский |
| Дата добавления | 28.05.2022 |
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High school students' absenteeism in English classes
Edita Bekteshi,
University of Mitrovica Albania
Abstract
This study deals with absenteeism in "Isa classes. Considering that the educational system pays little attention to this negative phenomenon, the existing challenges of absenteeism are more debatable issues than taking real action to eliminate them. This study, conducted among international students, aims to find out factors that affect absenteeism in English classes among public high school students. It further addresses the role of the teachers, the institutions and societies' attitudes towards English and offers practical implications for all stakeholders of the educational system. It serves as a system to guide the institutions, the teachers and the students to overcome this educative obstacle and minimize its negative effect.
Keywords: absenteeism; high school; teachers; behavior.
АБСЕНТЕЇЗМ СЕРЕД СТУДЕНТІВ ЗАКЛАДІВ ВИЩОЇ ОСВІТИ НА ЗАНЯТТЯХ З АНГЛІЙСЬКОЇ МОВИ
Едіта Бектеші, Мітровіцький університет "Іса Болетіні ", м. Мітровиця, Албанія
Анотація
Це дослідження стосується прогулів на заняттях з англійської мови серед студентів вищої школи. Зважаючи на те, що освітня система приділяє цьому негативному явищу мало уваги, існуючі проблеми прогулів є більш дискусійними питаннями, ніж реальні дії щодо їх усунення. Це дослідження, проведене серед іноземних студентів закладів вищої освіти, має на меті з'ясувати фактори, які впливають на прогули серед них на уроках англійської мови; виявити ідеї щодо втручань вищими навчальними закладами, викладачами та батьками з метою покращення вивчення англійської мови та підвищення рівня відвідування занять з англійської мови студентами вищої школи; надати інформацію та пропозиції тим, хто здійснює освітню політику, щоб мінімізувати відсутність студентів на заняттях з англійської мови.
У цьому дослідженні було включено сто сім учасників закладів вищої освіти (ЗВО) з різних країн, які добровільно вирішили відповісти на анкету. Всі вони були нинішніми студентами університету, які закінчили середню школу на один, два - три роки раніше. Усі студенти приїхали з різних країн, де англійська мова розглядалася як друга мова або як іноземна. Оскільки, учасниками були міжнародні студенти, тому анкета опитувальника була англійською мовою і включала шістнадцять позитивних та / або негативних тверджень. Студенти повинні були погодитися або не погодитися з цими твердженнями. Усі дані були впорядковані, складені у таблиці, представлені та прокоментовані. educational students absenteeism
У результаті анкетування виявлено рівень впливу освітніх факторів, таких як викладачі, лайки студентів, ставлення студентів до англійської мови, книг та суспільства, друзів на прогули студентів у вищих школах. У досліджені зазначено також роль ставлення вчителів, установ та товариств до англійської мови. Автор пропонує практичні наслідки для всіх зацікавлених сторін освітньої системи. Результати дослідження слугують системою для керівництва навчальними закладами, викладачами та учнями для подолання цієї навчальної перешкоди та мінімізації її негативного впливу.
Ключові слова: прогули; старша школа; вчителі; поведінка.
Introduction
Living in the 21st century as an illiterate person, or as a person who does not have enough knowledge to apply his/her social skills is considered as a disadvantage in a normal well-shaped educated society. The role of the educational system in the society formation starts and continues with the production of smart and qualified people. Therefore, the Ministries of Education in each country compel students to attend schools and classes. As said, education has had a considerable impact on society, specifically by critical thinking and building students' confidence within global society. All these 21st century skills such as, critical thinking, communication, collaboration, and creativity compel one's capacity to increase the education level which can be achieved through the teaching system that is improved, altered and/or by adding innovative `extra' skills, suitable for the current society's understanding. When discussing the new teaching system, both current and future teachers and learn rescan play an important role in the modern education system which is crucial for current social maintenance. Following the reports of globalization and with the aim of ensuring collaborative/communicative access to the globalized world, the institutions have extensively encouraged the learning of English as a second or foreign language. However, even then there are reports from different countries such as, the United States, Jordan, Spain, and other countries, that (sometimes) scholars do not attend classes including different reasons.
As educational institutions are empowered to teach, many studies and surveys have been conducted on absenteeism, which has been considered as an obstacle that prevents efficient and effective teaching and learning process all around the world. Nonetheless, it is observed that institutions including those affiliated to the governments fail to take necessary precautions to overcome this socio-cultural problem (Devadoss & Foltz, 1996; Friedman, Rodriguez and McComb, 2001).On the whole, absenteeism is considered as an alarming problem with a very negative effect on our society. It is considered as a problematic phenomenon that constitutes a negative impact on education, and it seems that (currently) there is no firm solution. As it is debated by (Balfanz & Byrnes, 2012), Malcolm, Wilson, Davidson and Kirk,(2003), it is "a problem recognized and tackled in most of European countries" (Grewe 2005, p.7) or for example, Jordan in Alayan (2014). However, it is still a concept that is `superficially' debated. On the other hand, some states in the USA, such as Georgia, Florida, Nebraska, Oregon and Rhode Island, (in Balfanz & Byrnes, 2012), or Spain, Hungary, Portugal, Russia, Finland (Linsen & Grewe, 2005), have only `officially tried to find out solutions'. So far, as Linsen & Grewe (2005) point out, there is no common European definition of absenteeism. When discussing about `non attending classes', as Linsen & Grewe (2005, p. 7) point out, "occasional unexcused absence is mostly called "truancy', while permanent unexcused absence "absenteeism". Often both terms are used simultaneously (e.g. in Russia). Spain differs between `non-significant' and `significant absenteeism', depending on the duration of an absence". Based on the upper mentioned terms, this study deals with `truancy', and from the point of view of the researcher, it requires both dedication and commitment, and investigation and examination, while from the educative perspective, absenteeism as a step backwards in teaching is a struggle to address teaching/learning challenges related to successful teaching/learning class. It is also confirmed by psychologist Marburger (2001) who points out that those students who miss classes respond incorrectly to the questions relating to material covered that day, which leads to teachers' tension in class. This tension in class stems from:
a) the lack of sufficient knowledge due to students' absences, and
b) the already mixed-ability classes.
Moreover, these teaching/learning hindrances occur in each society, no matter if institutions, Ministries of Education empower the effort to provide suitable tuition for each level of students, as well as appropriate infrastructure and appropriate English teaching/learning materials to use, (Balfanz &Byrnes, 2012; Malcolm et.al, 2003). Sadly, but true, as Balfanz &Byrnes (2012), Malcolm et.al, (2003) point out, not attending classes in public high schools is a widespread phenomenon and the students skip classes regardless of the course, regardless of the teacher, or quality of the class. However, the study does not consider those inevitable students' absences, but nowadays it seems that students tend to skip classes without any specific reason. Therefore, the study attempts to examine the rate of students who skip English language classes, i.e. if students who generally skip other subjects tend to skip English classes too, and/or if they skip English classes ONLY.
Echoing the above-mentioned fact, students' absenteeism/truancy should be seriously considered and challenged. This gave the researcher the idea to conduct a case study and investigate from students studying in different countries, about the reasons for skipping lessons, causes of students' absenteeism in English language classes in public high schools. The following questions were raised:
1. What are the main factors that contribute to students' absenteeism/truancy in EFL (English as a Foreign Language) in classes?
2. To what extent do students' attitudes towards an English speaking society affect absenteeism in the English classes?
It is hoped that this study will be of great help to EFL teachers, students and institutions in their demanding teaching / learning tasks. It is a chance to share and discuss some of the EFL obstacles in order to improve EFL instructional approaches and to better integrate EFL teachers and English language students in a coherent practice of FL education. It includes global aspects of EFL which can be considered in local aspects, i.e. locally appropriately and applicable approaches. It may also help us comprehend reasons of skipping English language classes in high schools, as well as discuss how to overcome those problems whether dealing with teenagers, teachers, families, institutions, or governments. Since the study deals with the international students i.e. students have to understand or can speak English to a certain extent, the study's findings may be considered useful in i dentifying global demotivating factors in institutional learning i.e. schools. It is hoped that the study findings will provide:
a) important facts about high school students' absenteeism in English classes;
b) ideas on interventions for educational institutions, teachers and parents to enhance English language learning and enhance high school students' retention in high schools; and
c) provide information and suggestions to those who implement educational policies in order to minimize students' absences.
In addition, this paper will try to give some evidence of this phenomenon by representing international students' opinions and attitudes towards efl including teachers, institutions, students and the society.
Methodology
This study included one hundred and seven Higher Institution (HI) participants from different countries who voluntarily chose to answer the questionnaire. They were all current university students who had finished high school one, two or three years earlier. All students came from different countries where English language was considered as a second language or as a foreign language. The list of students who participated in the questionnaire and their country of origin are as follows:
Table 1: The list of students (participants) and their country
Residence N %
|
Kosova |
52 |
48.6 |
|
|
Albania |
7 |
6.5 |
|
|
Macedonia |
7 |
6.5 |
|
|
Honduras |
10 |
9.3 |
|
|
Belgium |
12 |
11.2 |
|
|
Other |
19 |
17.8 |
As the list shows, the participants were international students, therefore, the questionnaire was in English. The questionnaire included sixteen positive and/or negative statements. The students had to agree or disagree with the statements. All the data were organized, tabulated, presented, and commented upon.
Results
The statements and the students' responses of the survey are given in Tables 1.1 to Table1.16.
The results show that the participants disagreed of skipping English classes. However, skipping English classes while in high school was slightly evident in each country presented in the paper.
Table 1.1.* I sometimes skipped English language classes. Crosstabulation
|
I sometimes skipped English language classes |
||||||
|
Residence |
Strongly disagree |
Disagree |
Neutral |
Agree |
Strongly agree |
|
|
Kosova |
9 |
14 |
13 |
15 |
1 |
|
|
Albania |
2 |
2 |
0 |
3 |
0 |
|
|
Macedonia |
3 |
2 |
0 |
2 |
0 |
|
|
Honduras |
0 |
3 |
2 |
5 |
0 |
|
|
Belgium |
4 |
2 |
4 |
2 |
0 |
|
|
Other |
5 |
4 |
3 |
7 |
0 |
|
|
As is shown in table 1.2., this item was contrary to the first item. |
||||||
|
Table 1.2. * I never skipped English language classes. |
||||||
|
I never skipped English language classes |
||||||
|
Residence |
Strongly disagree |
Disagree |
Neutral |
Agree Strongly agree |
||
|
Kosova |
8 |
15 |
9 |
11 |
9 |
|
|
Albania |
1 |
1 |
2 |
1 |
2 |
|
|
Macedonia |
0 |
1 |
1 |
2 |
3 |
|
|
Honduras |
0 |
6 |
1 |
3 |
0 |
|
|
Belgium |
3 |
0 |
3 |
5 |
1 |
|
|
Other |
0 |
10 |
3 |
4 |
2 |
Crosstabulation results about skipping English classes because of not liking the teachers' teaching shows that a great number of all the participants disagreed with this item. Starting with Kosovar participants, most of the participants disagreed with this item. Twenty-four strongly disagreed, 16 disagreed, 5 agreed, one strongly agreed, while six Kosovar participants were neutral. Six Albanian participants disagreed (2 strongly disagreed and 4 disagreed), while one agreed that he/she skipped classes because he/she did not like his/her English teacher. One participant from Honduras, one Macedonia, and one from Belgium also reported that that they had skipped classes because they did not like their English teacher. However, six Macedonian participants responded that they disagreed with the item (3 strongly disagreed and three disagreed). Five Hondurans strongly disagreed, one disagreed, but, three were neutral. Followed by four neutral Belgians' responses. Two Belgians strongly disagreed and five disagreed that they skipped classes because they did not like their English teacher' teaching. All in all, the results show that English language teach er's teaching is wanted and liked. Based on the results, skipping classes because of the teacher is not an issue among high schools' students, although there were few dislikes about it.
Regarding the book the high school students used, results in this cross tabulation table show that skipping classes was not because of the books. As is shown, the Belgians, Hondurans and Albanians neither strongly agreed, nor agreed that they did not like the books.
Table 1.3. I skipped classes because I did not like my English language teacher's teaching
|
Residence |
I skipped classes because I did not like my English language teacher's teaching |
|||||
|
Strongly disagree |
Disagree |
Neutral |
Agree |
Strongly agree |
||
|
Kosova |
24 |
16 |
6 |
5 |
1 |
|
|
Albania |
2 |
4 |
0 |
1 |
0 |
|
|
Macedonia |
3 |
3 |
0 |
1 |
0 |
|
|
Honduras |
5 |
1 |
3 |
1 |
0 |
|
|
Belgium |
2 |
5 |
4 |
1 |
0 |
|
|
Other |
8 |
5 |
2 |
4 |
0 |
|
|
When discussing about the participants' point of views |
about the teacher being good, |
|||||
|
most responses were positive, i.e. |
they did agree that their teacher taught them well. |
|||||
|
This item shows that high school students in |
general liked their teachers, i.e. the |
|||||
|
approaches and methods applied by the teachers were positively acquired. |
||||||
|
Table 1.4.* My English teacher was good. She/he tried to teach us well. |
||||||
|
Crosstabulation |
||||||
|
Residence |
My English teacher was |
good. She/he tried to teach us well |
||||
|
Strongly disagree Disagree |
Neutral Agree |
Strongly agree |
||||
|
Kosova |
2 |
1 |
10 |
17 |
22 |
|
|
Albania |
0 |
0 |
2 |
4 |
1 |
|
|
Macedonia |
2 |
1 |
1 |
2 |
1 |
|
|
Honduras |
0 |
0 |
1 |
7 |
2 |
|
|
Belgium |
0 |
0 |
3 |
5 |
4 |
|
|
Other |
1 |
4 |
1 |
7 |
6 |
Table 1.5.* I skipped English classes because I did not like the book we used.
Crosstabulation
I skipped English classes because I did not like the book we used
|
Strongly disagree |
Disagree |
Neutral |
Agree |
Strongly agree |
||
|
Kosova |
9 |
24 |
8 |
9 |
2 |
|
|
Albania |
3 |
3 |
1 |
0 |
0 |
|
|
Macedonia |
3 |
3 |
1 |
0 |
0 |
|
|
Honduras |
3 |
5 |
2 |
0 |
0 |
|
|
Belgium |
0 |
10 |
1 |
1 |
0 |
|
|
Other |
5 |
5 |
1 |
7 |
1 |
When dealing with the item: "The books were really interesting", the participants' responses were unbiased. Twenty-one Kosovar participants were neutral about this item, but 21 agreed that the books were interesting. Only one Kosovar participant strongly disagreed and 7 disagreed. No Albanian participant nor Honduras one disagreed with this item. However, there were 3 Albanian responses that showed doubts about the books being interesting. Three were neutral, 3 agreed and one Albanian high school's student strongly agreed. While 4 Hondurans were neutral, and six agreed. One Macedonian participant disagreed that the book was interesting, three were neutral and 3 agreed about the book (3 agreed, one strongly agreed. Seven Belgians reported that the book was interesting (six agreed and one strongly agreed), three were neutral and two Belgians strongly disagreed that the book was interesting.
Table 1.6.* The books were really interesting. Crosstabulation
|
Residence |
The books were really interesting |
|||||
|
Strongly disagree |
Disagree |
Neutral |
Agree |
Strongly agree |
||
|
Kosova |
1 |
7 |
21 |
21 |
2 |
|
|
Albania |
0 |
0 |
3 |
3 |
1 |
|
|
Macedonia |
0 |
1 |
3 |
2 |
1 |
|
|
Honduras |
0 |
0 |
4 |
6 |
0 |
|
|
Belgium |
2 |
0 |
3 |
6 |
1 |
|
|
Other |
0 |
6 |
6 |
5 |
2 |
Regarding the photocopied books, the results show that 32 Kosovar participants agreed that they had used photocopied books in high schools. There were three Albanian participants who disagreed that they had used photocopied books, however, there were also three participants who agreed using copied books. Five Macedonian participants disagreed but two other Macedonian participants agreed about the usage of the copied books. The situation was the same in Honduras. Belgium was the only country that did not use the copied books, as shown by the crosstabulation. However, there were two neutral responses, but then 10 participants altogether disagreed that they had used copied books.
Table 1.8.* The books were photocopies. Crosstabulation
|
Residence |
The books were photocopies |
|||||
|
Strongly disagree Disagree |
Neutral |
Agree |
Strongly agree |
|||
|
Kosova |
3 |
7 |
10 |
20 |
12 |
|
|
Albania |
2 |
1 |
1 |
3 |
0 |
|
|
Macedonia |
4 |
1 |
0 |
2 |
0 |
|
|
Honduras |
1 |
1 |
2 |
4 |
2 |
|
|
Belgium |
4 |
6 |
2 |
0 |
0 |
|
|
Other |
2 |
11 |
4 |
2 |
0 |
Friends' attitude towards study time, i.e. bothering the student while learning, was another item that most of the participants disagreed. Thirty-six Kosovar participants disagreed that their friends bothered them while learning. Albanians' point of view about this item was divided. One Albanian was neutral about this item. Macedonian participants disagreed and three were neutral. Again, the participants from Honduras disagreed (2 strongly disagreed and three disagreed only), two were neutral but two other participants agreed that their friends bothered them in English classes. Belgians disagreed being bothered while learning; but there were two Belgians who had neutral opinion about this item. As shown, Albanian students were more bothered by their friends while studying; whereas most of other participants' showed that they were not disturbed while learning English.Table 1.9.* My friends annoyed me when we had English. They did not let me learn. Crosstabulation
|
Residence |
My friends annoyed me when we had English. They did not let me learn |
|||||
|
Strongly disagree |
Disagree |
Neutral |
Agree |
Strongly agree |
||
|
Kosova |
17 |
19 |
8 |
7 |
1 |
|
|
Albania |
1 |
2 |
1 |
3 |
0 |
|
|
Macedonia |
2 |
2 |
3 |
0 |
0 |
|
|
Honduras |
2 |
3 |
2 |
2 |
1 |
|
|
Belgium |
5 |
5 |
2 |
0 |
0 |
|
|
Other |
4 |
9 |
4 |
2 |
0 |
Crosstabulation table bellow about "being cool", i.e. have different interests, knowledge in various field, act differently, wear `cool clothes', again as in t he previous item, show disagreement. Kosovar, Albanians, Macedonians, and Belgian participants disagree that this social behavior of being cool affects them.
|
Table 1.10.* I skipped classes because I liked to feel that I am cool. Crosstabulation |
||||||
|
Residence |
I skipped classes because I liked to feel that I am cool |
|||||
|
Strongly disagree |
Disagree |
Neutral |
Agree |
Strongly agree |
||
|
Kosova |
33 |
16 |
3 |
0 |
0 |
|
|
Albania |
5 |
0 |
2 |
0 |
0 |
|
|
Macedonia |
3 |
2 |
2 |
0 |
0 |
|
|
Honduras |
4 |
2 |
2 |
0 |
2 |
|
|
Belgium |
3 |
8 |
1 |
0 |
0 |
|
|
Other |
6 |
8 |
3 |
2 |
0 |
Once again, the crosstabulation in Table 1.11 shows that skipping classes was not because of the friends. Particularly Albanian participants, Macedonian ones, and Belgians did disagree that the cause of skipping classes was because of the friends.
Table 1.11. My friends convinced me to skip classes
|
Residence |
Strongly disagree Disagree Neutral |
Agree |
Strongly agree |
|||
|
Kosova |
20 |
16 |
10 |
5 |
1 |
|
|
Albania |
3 |
3 |
1 |
0 |
0 |
|
|
Macedonia |
3 |
2 |
2 |
0 |
0 |
|
|
Honduras |
3 |
3 |
1 |
3 |
0 |
|
|
Belgium |
4 |
5 |
3 |
0 |
0 |
|
|
Other |
6 |
7 |
3 |
3 |
0 |
My friends convinced me to skip classes
The crosstabulation about liking English speaking countries show that the participants had no doubts: they all liked English speaking countries. Out of 52 Kosovars, only one disagreed. Five Kosovar participants were neutral, while 46 agreed: they did like English speaking countries (25 agreed and 21 strongly agreed).
Albanians and Macedonians agreed, as well. Five participants from each country agreed and two strongly agreed. When analyzing Honduras and Belgium, the responses were similarly scattered: when discussing the participants' responses who disagreed, one from each country disagrees, one was neutral. Fours Hondurans agreed and 4 strongly agreed, and in Belgian opinion: five agreed and other five Belgians strongly agreed that they liked English speaking countries. Again, the responses of this item ascertain that the students are keen of English language learning and English speaking countries.
Table. 12. My friends could not speak English.
My friends could not speak English
|
Strongly disagree |
Disagree |
Neutral |
Agree |
Strongly agree |
||
|
Kosova |
10 |
20 |
19 |
3 |
0 |
|
|
Albania |
1 |
1 |
4 |
1 |
0 |
|
|
Macedonia |
0 |
3 |
2 |
2 |
0 |
|
|
Honduras |
1 |
6 |
2 |
1 |
0 |
|
|
Belgium |
3 |
3 |
5 |
1 |
0 |
|
|
Other |
1 |
9 |
4 |
4 |
1 |
Table 1.13.* I like English speaking countries. Crosstabulation
|
Residence - |
I like English speaking countries |
||||
|
Disagree |
Neutral |
Agree |
Strongly agree |
||
|
Kosova |
1 |
5 |
25 |
21 |
|
|
Albania |
0 |
0 |
5 |
2 |
|
|
Macedonia |
0 |
0 |
5 |
2 |
|
|
Honduras |
1 |
1 |
4 |
4 |
|
|
Belgium |
1 |
1 |
5 |
5 |
|
|
Other |
0 |
1 |
13 |
5 |
Based on the crosstabulation results about the item: "I hate English learning", it seems that it opposes the previous item:" I like English speaking countries". Most Kosovar participants (48 participants out of 52) disagreed with the item. One had a neutral opinion, and two Kosovar participants hated English learning. Albanian participants, Macedonians, and Belgian ones showed no hatred in learning English and no doubt about this item. There were no neutral responses amongst these countries. Regarding Honduran participants, they disagreed with the item (eight strongly disagreed and four disagreed); however, there were two neutrals.
|
Table 1.14.* I hate English learning. Crosstabulation |
||||||
|
Residence |
I hate English learning |
|||||
|
Strongly disagree |
Disagree |
Neutral |
Agree |
Strongly agree |
||
|
Kosova |
34 |
14 |
1 |
2 |
1 |
|
|
Albania |
3 |
3 |
1 |
0 |
0 |
|
|
Macedonia |
5 |
2 |
0 |
0 |
0 |
|
|
Honduras |
5 |
2 |
2 |
1 |
0 |
|
|
Belgium |
8 |
4 |
0 |
0 |
0 |
|
|
Other |
9 |
7 |
2 |
1 |
0 |
Regarding the item" English is difficult to leam", the responses show that the participants did not consider English learning difficult. Thirteen Kosovar participants strongly disagreed that English learning was difficult, followed by 26 who disagreed. Although there were 10 Kosovar participants who were neutral and three agreed. Albanians had the similar attitude: two strongly disagreed, four disagreed and one was neutral. The same attitude had Macedonians and Hondurans. Two from each country strongly disagreed, four Macedonian participants and 6 Hondurans disagreed, and one from each country was neutral. Belgian responses were adjacent: two strongly disagreed, five disagreed, three were neutral and two agreed that learning English was difficult.
Table 1.15.* English is difficult to learn. Crosstabulation
|
Residence |
English is difficult to learn |
|||||
|
Strongly disagree |
Disagree |
Neutral |
Agree |
Strongly agree |
||
|
Kosova |
13 |
26 |
10 |
3 |
0 |
|
|
Albania |
2 |
3 |
0 |
2 |
0 |
|
|
Macedonia |
2 |
4 |
1 |
0 |
0 |
|
|
Honduras |
2 |
6 |
1 |
0 |
1 |
|
|
Belgium |
2 |
5 |
3 |
2 |
0 |
|
|
Other |
3 |
8 |
2 |
5 |
1 |
The responses about learning English easily showed that the participants thought that learning English was easy. Only one Kosovar participant strongly disagreed that English learning was easy, followed by 4 who disagreed. Similar to the previous item 10 Kosovar participants were neutral. However, 37 Kosovar agreed that English learning is easy (26 agreed and 11 strongly agreed). Two Albanians were neutral, one disagreed, and four agreed that English was Easy to learn. Additionally, Macedonians had found English learning easy. None of them disagreed. They all claimed that English learning was easy. Only one Macedonian was neutral about it. The same opinion had Hondurans with 7 participants who agreed, but one strongly disagreed. Regarding Belgian responses, they were somehow equally scattered: 2 disagreed, three were neutral and four Belgians agreed that English learning was easy.
Table 1.16.* English is easy to learn. Crosstabulation
|
English is easy to learn |
||||||
|
Residence |
Strongly disagree |
Disagree |
Neutral |
Agree |
Strongly agree |
|
|
Kosova |
1 |
4 |
10 |
26 |
11 |
|
|
Albania |
0 |
1 |
2 |
3 |
1 |
|
|
Macedonia |
0 |
0 |
1 |
4 |
2 |
|
|
Honduras |
1 |
0 |
2 |
7 |
0 |
|
|
Belgium |
0 |
2 |
3 |
4 |
3 |
|
|
Other |
0 |
6 |
3 |
8 |
2 |
There was a strong positive correlation (r=.32, p<.05) between skipping English language classes and not liking the teaching of the teacher. There was also a strong positive correlation between skipping classes and skipping classes because the student did not like the book (r=.42, p<.05). This positive correlation was also noticed between book's dislike and teacher' teaching dislike (r=.48, p<.05).
Table 2.1. Correlation between items.
|
Item |
1 |
2 |
3 4 5 |
|
|
1. I sometimes skipped English language classes 2. I never skipped English language classes |
_ 74** |
|||
|
3. I skipped classes because I did not like my English language teacher's teaching |
32** |
-.16 |
- |
|
|
4. My English teacher was good. She/he tried to teach us well |
-.17 |
.09 |
-.47** - |
|
|
5. I skipped English classes because I did not like the book we used |
42** |
-.30** |
.48** -.33** - |
However, there was a strong negative correlation between skipping classes because they did not like the teacher and considering the teacher to be good (r=-.47, p<.05). This negative correlation was also noticed between never skipping classes and skipping classes because of the book (r=-.30, p<.05), and skipping classes because of not liking the book and teacher's teaching (r=-.33, p<.05). Logically, never skipping classes also correlated negatively with sometimes skipping classes (r=-.74, p<.05).
Table 2.2. Correlation
|
Item |
1 |
2 |
3 |
|
|
1. The books were really interesting 2. The books were published in a country where English is |
.37** |
|||
|
spoken as a first language 3. The books were photocopies |
.04 |
-.10 |
- |
Another strong positive correlation (r=.37, p<.05) was noticed between the books published in a country where English is spoken as a first language and liking the books because they were interesting.
Table 2.3. Correlation
Item 1 2 3 4
1. My friends annoyed me when we had English. They did - not let me learn
2. I skipped classes because I liked to feel that I am cool .25** -
3. My friends convinced me to skip classes .42** .49** -
4. My friends could not speak English-.14 .18 .19 -
Likewise, there was a strong positive correlation between skipping classes because of feeling cool and skipping classes because of the students' friends who did not let the students learn (r=.25, p<.05), as well as between the students' friends who convinced them to skip classes and not letting them to learn (r=.42, p<.05). The correlation amongst skipping English language classes because of the friends, and liking to be cool, showed to be positive correlation (r=.49, p<.05).
Table 2.4 Correlation
|
Item |
1 |
2 |
3 |
4 |
|
|
1. I like English speaking countries 2. I hate English learning 3. English is difficult to learn |
-.43** -.18 |
.32** |
|||
|
4. English is easy to learn |
.22* |
- 39** |
- 72** |
- |
On the other hand, strong negative correlations were noticed between liking English speaking countries and hating English language learning (r=-.43, p<.05), English being easy to learn and hating English learning (r = -.39, p<.05), as well as, English being easy to learn and English being difficult to learn (r = -.72, p<.05). Whereas there was a strong positive correlation between English is difficult to learn and hating English learning (r =.32, p<.05) and English is easy to learn and I like English speaking countries (r=.22, p<.05)
Table 3.1. Differences between counties regarding each item posed.
|
Results of ANOVA Test. |
||||||
|
Sum of squares |
Df |
Mean Square |
F P |
|||
|
I sometimes skipped English Between |
6.27 |
5 |
1.25 |
.91 .47 |
||
|
language classes |
Groups Within |
137.93 |
101 |
1.36 |
||
|
Groups |
||||||
|
I never skipped |
English Between |
8.75 |
5 |
1.75 |
1.06 .38 |
|
|
language classes |
Groups Within |
166.15 |
101 |
1.64 |
||
|
Groups |
||||||
|
I skipped classes because I did Between |
2.16 |
5 |
.43 |
.37 .86 |
not like my English language Groups teacher's teaching
|
Sum of squares |
Df |
Mean Square |
F P |
|||
|
Within Groups |
52.81 |
101 |
.52 |
|||
|
I hate English learning |
Between |
3.24 |
5 |
.64 |
.92 .47 |
|
|
Groups Within |
71.10 |
101 |
.70 |
|||
|
Groups |
||||||
|
English is difficult to learn |
Between |
6.00 |
5 |
1.20 |
1.26 .28 |
|
|
Groups Within |
96.05 |
101 |
.95 |
|||
|
Groups |
||||||
|
English is easy to learn |
Between |
5.27 |
5 |
1.05 |
1.13 .34 |
|
|
Groups Within |
93.92 |
101 |
.93 |
|||
|
Groups |
||||||
|
Sum of squares |
Df |
Mean Square |
F P |
|||
|
Within Groups |
117.83 |
101 |
1.16 |
|||
|
My English teacher was good. |
Between |
10.91 |
5 |
2.18 |
1.98 .10 |
|
|
She/he tried to teach us well |
Groups Within |
111.32 |
101 |
1.10 |
||
|
Groups |
||||||
|
I skipped English classes |
Between |
10.25 |
5 |
2.05 |
1.86 .10 |
|
|
because I did not like the book we used |
Groups |
|||||
|
Within Groups |
110.93 |
101 |
1.09 |
|||
|
The books were really |
Between |
2.39 |
5 |
.47 |
.59 .70 |
|
|
interesting |
Groups Within |
81.81 |
101 |
.81 |
||
|
Groups |
||||||
|
The books were published in a |
Between |
7.05 |
5 |
1.41 |
1.25 .28 |
|
|
country where English is |
Groups |
|||||
|
spoken as a first language |
Within Groups |
113.15 |
101 |
1.12 |
||
|
The books were photocopies |
Between |
53.78 |
5 |
10.75 |
8.75 .00 |
|
|
Groups Within |
124.22 |
101 |
1.23 |
|||
|
Groups |
||||||
|
My friends annoyed me when |
Between |
8.06 |
5 |
1.61 |
1.45 .21 |
|
|
we had English. They did not |
Groups |
|||||
|
let me learn |
Within Groups |
111.99 |
101 |
1.10 |
||
|
I skipped classes because I |
Between |
11.74 |
5 |
2.34 |
3.28 .00 |
|
|
liked to feel that I am cool |
Groups Within |
72.27 |
101 |
.71 |
||
|
Groups |
||||||
|
My friends convinced me to |
Between |
2.70 |
5 |
.54 |
.50 .77 |
|
|
skip classes |
Groups Within |
108.95 |
101 |
1.07 |
||
|
Groups |
||||||
|
My friends could not speak |
Between |
4.94 |
5 |
.98 |
1.19 .31 |
|
|
English |
Groups Within |
83.41 |
101 |
.82 |
||
|
Groups |
||||||
|
I like English speaking |
Between |
.34 |
5 |
.06 |
.13 .98 |
Bonferroni was used to measure the differences between countries regarding each item posed. The results show no significant difference between countries and the participants' perceptions. There were no significant differences between countries regarding with the perceptions participants held over how easy English was to learn F (5,101) =1.13, p>.05. Or differences between countries regarding the perceptions held about English being difficult to learn F (5,101) =1.26, p>.05, students' friends who could not speak English F (5,101) =1.19, p>.05, or the perceptions that participants had about skipping classes because of the friends who convinced them to skip classes. F (5,101) =0.50, p>.05.
Likewise, there were no significant differences in the causes of absenteeism sourced by the perceptions the participants held over hating to learn English F (5,101) =.92, p>.05. Insignificant differences were also shown between countries when dealing with the items: I sometimes skipped English language classes, I never skipped English language classes and I skipped classes because I did not like my English language teacher's teaching", (F(5,101)=0.91, p>.05, F(5,101)=1.06, p>.05 and F(5,101)=0.37, p>.05). The differences about students' perception over English teachers being good at teaching F(5,101)= 1.98, p>.05, were insignificant, followed by insignificant differences between countries when skipping English classes because of the books F(5,101)= 1.86, p>.05, or when dealing with interesting books used F(5,101)= . 59, p>.05. In addition, there were no significant differences betw...
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