Does gender matter exploring learner motivation and achievement in beginning arabic
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Does Gender Matter? Exploring Learner Motivation and Achievement in Beginning Arabic. CPT Donna Hess United States Military Academy, West Point. Research Design. First-year Arabic language course 160 hours (5 hours per week) 12 Sections (5 instructors) 168 students

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Does Gender Matter? Exploring Learner Motivation and Achievement in Beginning Arabic

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Does gender matter exploring learner motivation and achievement in beginning arabic

Does Gender Matter? Exploring Learner Motivation and Achievement in Beginning Arabic

CPT Donna Hess

United States Military Academy,

West Point


Research design

Research Design

  • First-year Arabic language course

    • 160 hours (5 hours per week)

    • 12 Sections (5 instructors)

      • 168 students

  • Two samples: Primary and Secondary

    • Primary Sample: 13 female cadets

      • Rate of Mortality: 1

    • Secondary Sample: 13 male cadets

      • Rate of Mortality: 0


Research design1

Research Design

  • Research Questions:

    • Does gender affect student perception of learning experience and motivation in second language acquisition?

    • Does gender affect student performance and achievement on end of course exams?


Research design2

Research Design

  • Data Gathering Instruments:

    • Survey Goal: to assess the language learner’s motivation and attitude in response to second language acquisition.

    • Instructor Observation Goal: to report language potential

    • TEE/Prochievement Goal: to assess the language learner’s achievement

  • Administration:

    • Survey was administered post-term to obtain self-reported data on learner attitudes.

    • Instructor observations were reported end of term

    • TEE/Prochievement Exams were administered end of term

  • Data Gathering Modes:

    • Observation (teacher)

    • Self reported survey (student)

    • Language Testing (student)


Participant profile primary sample

Participant Profile: Primary Sample

  • Number of Participants: 13

  • Grade Level: Sophomore

  • Majors: 13

    • Arabic: 4

    • Other: 9

  • Average GPA: 2.86

    • High: 3.946

    • Low: 1.770


Participant profile secondary sample

Participant Profile: Secondary Sample

  • Number of Participants: 13

  • Grade Level: Sophomore

  • Majors: 16

    • Arabic: 4

    • Other: 7

  • Average GPA: 3.00

    • High: 4.126

    • Low: 2.128


Data gathering instruments learner preferences

Data Gathering instruments: Learner Preferences


Data gathering instruments cognitive learning strategies survey

Data Gathering instruments: Cognitive Learning Strategies Survey


Data gathering instruments participant observation teacher

Data Gathering instruments: Participant Observation (teacher)


Data gathering instruments prochievement test

Data Gathering Instruments:Prochievement Test

  • Developed and validated by West Point and ACTFL

  • Geared toward students with lower-level proficiency (ACTFL novice-low to intermediate-mid; ILR 0-2)

  • Paper-based; machine scored

  • 40 multiple-choice items

    • 18 intermediate-level; 22 advanced-level items

    • 10 vocabulary

    • 10 grammar

    • 20 reading proficiency


Data gathering instruments term end exam

Data Gathering Instruments:Term End Exam

  • Listening portion

    • Includes recognizing numbers, time, days, months, seasons

    • Short passages

    • Long passages

  • Reading portion

    • Short passages

    • Long passages

  • Matching

  • Fill in the blank


Cognitive learning styles

Cognitive Learning Styles

  • Understanding (40)

  • Females: 28.875

  • Males: 29

  • Practicing (40)

  • Females: 25.877

  • Males: 14.77

  • Remembering (30)

  • Females: 20.25

  • Males: 22.88

  • Resources (30)

  • Females: 18.875

  • Males: 20.55

  • Consolidating (20)

  • Females: 12.75

  • Males: 14.77


Learning style preferences

Learning Style Preferences

Vertical Axis represents Likert Scale


Instructor perceptions of potential

Instructor Perceptions of Potential


Learner achievement prochievement test

Learner Achievement:Prochievement Test


Learner achievement term end exam

Learner Achievement: Term End Exam


Learner achievement final grade

Learner AchievementFinal Grade


Results

Results

  • Final Exam correlation to Survey reflected a coefficient of -.638 for females and -.01 for males. This reflects a strong indirect correlation for the females.

  • TEE correlation to Survey reflected a coefficient of -.700 for females and .01 for males. Again, this reflects a strong indirect correlation for females.


Discussion

Discussion

  • “Does gender affect perception of the learning experience and motivation in second language acquisition?”

  • “Does gender affect student performance and achievement on end of course exams?”


Conclusions and further research

Conclusions and Further Research

  • Findings reveal interactions between participants’ gender and motivation affect learner achievement. (USMA Beginning Arabic)

  • Continue research as participants move into intermediate Arabic to see if relationship remains constant (if so, use to develop instructional strategies).


Questions

Questions?


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