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ERIC Number: ED334863
Record Type: Non-Journal
Publication Date: 1989
Pages: 28
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-1-872351-09-3
A Consideration of Methodological Issues in Analysing the Problems of Language Teachers in Large Classes. Lancaster-Leeds Language Learning in Large Classes Research Project. Project Report No. 10.
Sarangi, Usha
This report describes methodological problems encountered in categorizing or coding responses to a questionnaire. The survey in question was designed to investigate the problems encountered by language teachers in two African countries in teaching large classes. The key analysis was of the responses to two survey items: "Large classes make it difficult for me to do what I would like to do because..." and "With an ideal number of students in my class, I could...". Analysis of the responses was in five stages: coding; defining three categories for classification of responses (effect, affect, and effort); finding correlations between the two questions; drawing up the first chart of responses; and elaborating the classification system. All of the data from South African teachers were analyzed first; next, data from Senegalese teachers were processed. The dilemma of how to accommodate all responses without distorting or omitting data was resolved by approaching categorizing questionnaire responses from the respondents' point of view rather than imposing a rigid system of analysis. This approach allowed the researchers to account for virtually all responses. One disadvantage was the resulting large number of categories and subcategories. The questionnaire and charts illustrating the classification system are appended. (MSE)
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Leeds Univ. (England). School of Education; Lancaster Univ. (England). Dept. of Linguistics and Modern English Language.
Identifiers - Location: Senegal; South Africa