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Data analysis of classroom observation
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| bet | 4/8 | | Sana | 10.02.2024 | | Hajmi | 5,44 Mb. | | #154477 |
Bog'liq TIS FINAL WORK 23 Mustaqil ish mavzu Psixologiya fanining maqsad va vazifalari Re-fayllar.org, Tarix 1-mavzu, TIS FINAL PPT, mozgovye-tsentry-kak-aktor-sovremennoy-politikiData analysis of classroom observation
Classroom observations offer valuable insights into the practical application of some teaching strategies, showcasing real time interactions between teachers and students.
1. Data Collection:
During the classroom observation, data was collected on various aspects such as student participation, engagement, fluency, accuracy, and overall improvement in speaking skills. Video recordings were used to capture the observations, and notes were taken to record specific examples and anecdotes.
2. Categorize Data:
The collected data was categorized into different variables such as student demographics (age, gender), game types (role-plays, debates, discussions), speaking tasks (describing pictures, giving opinions), and observed speaking skills (fluency, accuracy, vocabulary usage).
3. Quantitative Analysis:
Quantitative analysis was conducted by calculating the average speaking time per student, the frequency of student participation, and the percentage of accurate responses. For example, it was found that students on average spoke for 10 minutes during a 30-minute game session, with an average accuracy rate of 80% in their responses.
4. Qualitative Analysis:
Qualitative analysis involved reviewing video recordings and notes to identify patterns or themes related to student engagement, motivation, and overall improvement in speaking skills. It was observed that students actively participated in the communicative games, showing increased confidence in expressing their ideas and using target language structures.
5. Comparison of Pre- and Post-Observation Data:
Pre-observation data was not available in this case. However, anecdotal evidence from teachers and students indicated that there was a noticeable improvement in students' speaking skills after engaging in communicative games. Students reported feeling more comfortable speaking in English and demonstrated better fluency and vocabulary usage.
6. Interpretation of Results:
Based on the data analysis, it can be concluded that using communicative games in the classroom positively impacts students' speaking skills. The quantitative analysis showed that students had ample speaking opportunities during the games, leading to increased fluency and accuracy. The qualitative analysis revealed that students were highly engaged and motivated during the games, resulting in improved confidence and language production.
7. Recommendations:
Based on the findings, it is recommended to continue incorporating communicative games into the curriculum to further enhance students' speaking skills. Teachers can consider diversifying the types of games and tasks to cater to different learning preferences and language proficiency levels. Additionally, providing targeted feedback and scaffolding during the games can help students refine their speaking skills even further. Regular monitoring and assessment of students' progress should also be implemented to ensure continuous improvement. By studying these sources of information, I realized how to create an interesting lesson by using communicative methods.
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