Rationale
In the current "post-method" era, where it is recognized that no single teaching method or commercial language materials can meet every unique context, language teachers must develop their own resources to lessen reliance on published materials and foster professional growth By leveraging their personal experiences in language learning and teaching, alongside theoretical insights into material development, educators can create tailored resources that best suit their specific teaching environments This approach not only enhances their teaching efficacy but also cultivates an environment that supports the development of essential language skills and social competencies for learners to thrive in society.
To create a motivating and beneficial General English course for first-year students at Thái Bình University (TBU), integrating authentic materials into the curriculum is essential Authentic materials expose learners to natural language use, cultural issues, and real-world experiences, which significantly enhances motivation and fosters deeper interest in the subject This approach not only aids comprehension but also provides students with a safe environment to practice the language, preparing them for successful future language use.
At TBU, a newly upgraded institution in an agricultural province with limited exposure to native English speakers, the development of relevant English Language Teaching (ELT) materials has become a priority Recognizing the significance of authenticity in language learning, the school management board has established it as a key criterion in the material development process.
A careful collection of authentic materials is essential for TBU students, highlighting that learning an international language like English is not a luxury but a valuable asset for daily communication, entertainment, studying, and future employment Prioritizing the development and evaluation of these materials is crucial, especially given the limitations of current course books With a lack of research focusing on authentic material development at TBU, this study aims to fill that gap through "The Development and Evaluation of Authentic Materials."
Supplementary Materials for First-Year Students in General English Course at Thái Bình
University” Hopefully, advances in language teaching and learningin given context may stem from the merits of the developed set of authentic supplementary materials (ASM).
Aims of study and research questions
This study aims to create authentic supplementary materials for first-year students at TBU to address the limitations of the existing course book It also investigates the evaluations of TBU students and teachers regarding the strengths and weaknesses of these materials, as well as their perceptions of the materials' effectiveness Additionally, the research explores the potential relationship between students' evaluations and their English proficiency The study seeks to answer key questions related to these objectives.
Question 1 What are the strengths and weaknesses of the Authentic Supplementary
Materials from the perspectives of first-year students and teachers of English at Thái Bình University?
This study investigates the effectiveness of Authentic Supplementary Materials from the viewpoints of first-year students and English teachers at Thái Bình University Additionally, it examines the differences in evaluations of these materials between two groups of English-proficient students The findings aim to provide insights into the impact of these resources on language learning and highlight varying perceptions among students.
Scope of the study
This minor thesis focuses exclusively on authentic materials as a supplementary resource, as exploring the vast array of supplementary materials would be too extensive to cover comprehensively within the confines of this paper.
This study explores the application and effectiveness of educational materials in real teaching contexts It investigates the attitudes of TBU teachers and targeted students towards these materials, while also assessing whether differences exist in evaluations among student groups based on their English proficiency levels.
The study involved 104 first-year students from two faculties at TBU who are not majoring in English Consequently, the findings can be generalized specifically to non-English major students at colleges and universities in Vietnam.
Method of the study
The study utilizes a combination of theoretical document analysis and authentic English material collection to develop educational materials It employs a survey questionnaire and semi-structured interviews for material evaluation, starting with an in-depth review of relevant theories to establish frameworks and criteria for selecting authentic materials Following implementation, an ASMevaluation is conducted to gather comprehensive insights for future ASM usage In the second phase, both quantitative and qualitative research methods are applied to analyze data from the survey and interviews, with the qualitative approach playing a key role in constructing, refining, and validating the survey questionnaire prior to its deployment.
Design of the study
The study is composed of three parts:
Part A –Introduction–presents the background, aims, research questions, the scope, and the design of the study
Part B– Development– is organized in three chapters
Chapter 1- Literature review– conceptualizes the framework of the study through the discussion of issues on developing and evaluating authentic materials for English language teaching
Chapter 2 – Methodology– presents the study context, then the process of the ASM development and finally material evaluation subjects, data collection instruments, data collection procedure, and data analysis
Chapter 3 – Findings and Discussions–consists of a comprehensive analysis of the data collected and a discussion on the findings of this study
Part C – Conclusion– offers a summary of the findings, conclusion, recommendations, limitations, and future directions for further study.
LITERATURE REVIEW
Material Development in English Language Teaching
1.1.1 Materials in English language teaching
According to Tomlinson (1998, p xi), materials encompass anything that presents or informs about the language being learned, serving as tools to facilitate language acquisition Similarly, McGrath (2002, p 7) emphasizes that materials can take various forms and can be effectively utilized for language learning purposes.
Language learning and teaching (LLT) materials play a crucial role in language acquisition, as highlighted by extensive research Nunan (1988) emphasizes that these materials are vital within the curriculum, offering concrete models for effective classroom practices and supporting teacher development Similarly, Richards (2001) identifies materials as a key component of language programs, serving as the foundation for lesson content and skills taught, while also acting as a resource for teacher training by providing strategies for lesson planning and instruction.
According to Tomlinson (2003), materials can be classified into linguistic, visual, auditory, or kinaesthetic categories These materials can take various forms, including print, non-print, hand-written, or media-distributed formats such as websites and software (Richards, 2001; McGrath, 2002) Linguistic materials serve multiple purposes: they can be informative, providing knowledge about the target language; instructional, guiding practice; experiential, offering real-life language use experiences; eliciting, encouraging active language use; and exploratory, aiding learners in discovering language features (Tomlinson, 2012).
Pedagogical materials, specifically designed for language learning and teaching, include both core and supplementary resources These materials can be categorized into non-pedagogical types, such as authentic resources like off-air recordings and newspaper articles, as well as teacher-written and learner-generated materials (McGrath, 2002; Cunningsworth, 1995).
Scholars agree on the significant pedagogical advantages of using materials in the Language Learning and Teaching (LLT) process In the context of English Language Teaching (ELT), materials encompass any resources that provide guidance for both learners and teachers regarding content and classroom practices in English lessons.
Materials that offer learners essential English linguistic knowledge and background are crucial for effective self-directed learning Additionally, these resources empower teachers to enhance their efficiency and diversity in English Language Teaching (ELT) classrooms.
1.1.2 Process of Material Development in English language teaching
Material development, as defined by Tomlinson (1998), encompasses all activities undertaken by writers, teachers, or learners to create and utilize language input sources effectively, enhancing the chances of language acquisition Tomlinson (2012) further clarifies this concept, highlighting that material development involves a comprehensive range of processes, including evaluation, adaptation, design, production, and research, employed by practitioners to create or utilize materials for language learning.
Material development is a crucial educational process that enables teachers to effectively create, modify, select, edit, and adapt language learning and teaching (LLT) materials This process ensures that these materials serve as a vital component of the language program, enhancing the overall learning experience.
1.1.2.1 Approaches to material development in ELT
The development and implementation of English Language Teaching (ELT) materials can be approached through various methods, each with distinct implications This article outlines three key approaches: Forward design, Central design, and Backward design, highlighting their differences in addressing content, process, and outcomes (Richard, 2013).
Resolving issues of contentis the initial stage ofForward design, which has been the major tradition of material development(Richard, 2013, p 5) Wiggins and McTighe (2006, p
15) illustrates this forward-design process with a typical lesson plan
Teacher chooses a topic for a lesson
chooses questions to assess learners’ understanding of the topic
Figure 1-1: Typical Forward design lesson plan
Differently, Central design begins with classroom procedures and methodology
Innovative teaching methods from the 1980s and 90s highlight a central design approach (Richard, 2013) Research indicates that teachers prioritize lesson procedures, teaching techniques, and learning activities—such as presentations, group work, and role plays—during their planning process (Clark, 1987; Pennington & Richards, 1997; Richard, 2001; Woodward, 2001) Once these methods are established, teachers focus on inputs and learning outcomes Their primary goal is to motivate students, maintain their interest, and engage them in meaningful activities, believing that successful engagement will naturally lead to effective learning (Woodward, 2001).
Wiggins and McTighe (2006) criticize the practice of using classroom activities as the foundation for instructional planning, advocating instead for a method known as Backward Design, which emphasizes beginning with a precise and thoughtful outline of desired learning outcomes This approach unfolds in three essential phases, which must be followed in a specific sequence.
III Plan learning experiences & instruction
Figure 1-2: Stages in the Backward design process
Backward design, a longstanding tradition in general education curriculum design, has gained renewed prominence in English Language Teaching (ELT) A notable example of this approach is the Common European Framework of Reference, which illustrates the principles of backward design in curriculum development (Richard, 2013, pp 5-20).
There is no universally superior design approach; forward design, central design, and backward design can each be effective in varying contexts (Richard, 2013) Each method has its supporters who can provide impressive examples of successful application, and in some cases, these approaches may even be utilized simultaneously for optimal results.
This paper aligns with David Crabbe’s assertion that design is a dynamic process, moving both backward and forward from any starting point (Richard, 2013, p 28) In this study, the focus is on what students can achieve after instruction, utilizing task-based approaches within the ASMin framework to create a blueprint for achieving desired learning outcomes (Richard, 2013, p 6) Before detailing the ASM’s development in the next chapter (see 2.2.1), it is essential to establish a principled framework for the development of English Language Teaching (ELT) materials.
1.1.2.2 Principled Frameworks for Material Development in ELT
Research by Nunan (1988), Prowse (1998), Tomlinson (1998, 2003), and Richards (2001) indicates that many material developers often depend on intuition rather than established principles of learning and teaching Richards (1995) emphasizes the importance of effort in material creation, stating that it is "90 percent perspiration." This highlights the necessity for developing principled frameworks for material creation, such as the one proposed by Jolly & Bolitho (1998), who offer a well-justified, flexible, and self-regulating diagram to guide the process.
Figure 1-3: A teacher’s path through the production of new or adapted materials byJolly, D & Bolitho, R (1998) in Tomlinson (1998:98)
Material Evaluation in English Language Teaching
Evaluation is a systematic process of gathering information to assess the effectiveness of various approaches, helping practitioners identify what works, what doesn't, and what is ineffective (Weiss, 1972; Hutchinson & Waters, 1987; Rea-Dickins & Germaine, 1992) As noted by Weir and Roberts (1994), evaluation serves as a crucial tool for determining the appropriateness of specific techniques under certain conditions, highlighting the necessity for changes and guiding when and where these adjustments should occur.
Rea-Dickins and Germaine (1992) identify two primary motivations for evaluation in LLT practice: validating existing procedures and understanding the effectiveness of classroom strategies for specific audiences Evaluation offers valuable insights that inform future classroom practices, course planning, assessment of learning achievements, management of learning tasks, and enhancing student satisfaction and interactions.
Material evaluation provides valuable insights into the usage of educational resources by teachers, guiding both the development of materials and professional growth in the teaching field According to Brown (1995), it involves the systematic collection and analysis of relevant information to enhance material quality and assess its effectiveness, as well as participant attitudes within the institution Tomlinson (1998) describes material evaluation as a dynamic process aimed at measuring the value or potential impact of materials on users In the context of English Language Teaching (ELT), material evaluation assesses the effectiveness and appropriateness of spoken and written English resources in relation to the established objectives of the target ELT environment.
When evaluating oneELT materials, learners, teachers, material developers, and experts focus on key questions regarding the effectiveness of these resources in enhancing English Language Teaching (ELT) practice They assess whether the materials meet established goals, address learners' needs, and ensure satisfaction among both learners and teachers Additionally, they evaluate the extent to which learners are benefiting from the materials The insights gained from this evaluation are used to leverage the strengths of the materials while addressing any weaknesses.
Johnson (1989) and Robinson (1991) support that material evaluation can be classified into
preliminary (establish materials’ potential suitability),
formative (examine how materials really work in the classroom), and
summative evaluation (identify strengths and weaknesses of the materials’ performance over a period of continuous use)
Internal evaluation examines the theoretical foundations of educational materials, assessing their intended objectives and the degree to which these goals have been achieved It also justifies the choices made regarding language selection and grading, while evaluating the design of activities and tasks.
external evaluation(examine the extent to which a set of materials meets the needs of a particular group of learners, the syllabus, and the examination)
impressionistic overview (look through to get an overview of strengths andweaknesses), and
in-depth evaluation (undertaken subsequently to provide a detailed evaluation)
predictive evaluation (make a decision to choose among the available materials the mostsuitable one to use for a particular situation); and
retrospectiveevaluation(examine whether the materials used “work well” or not) Recently, McGrath (2002) introduces the concepts of:
pre-use evaluation (carried out before a material is used to examine the potential performance of the materials),
in-use evaluation (see whether the materials in use should be replaced or not), and
post-use evaluation (provide retrospective assessment of the materials’ performance and is helpful to decide whether to use the materials in the future)
There is significant overlap in the proposed evaluation frameworks, as evaluators assess the suitability of materials based on their parameters, regardless of whether they conduct a quick or thorough review, or examine the materials before, during, or after use Ultimately, the judgment revolves around the effectiveness of the materials for specific learners and purposes.
This study aims to evaluate the strengths and weaknesses of a specific set of authentic supplementary materials, gathering insights from both students and teachers The feedback collected will inform decisions regarding the potential broader implementation of these materials, benefiting all stakeholders involved.
Rea-Dickins & Germaine (1992) highlight that poorly planned and impromptu evaluations can lead to unreliable and uninformative outcomes, making them insufficient for educational decision-making Therefore, it is essential that evaluations in education are conducted systematically and adhere to established guiding principles The following principles are crucial for effective systematic material evaluation.
Effective evaluation requires careful planning and execution by a diverse group of individuals (Rea-Dickins & Germaine, 1992, p 13) Involving multiple evaluators and employing various measurement methods enhances the quality, validity, and reliability of the assessment When different evaluators utilizing different measures arrive at the same conclusion, it solidifies the consistency and credibility of the evaluation process.
Specific objectives and systematic criteria
According to Brown and Rogers (2002), the initial step in any evaluation is to identify its purpose and the related issues In educational evaluations, it is crucial to clearly define the objectives and criteria for judgment This clarity ensures that evaluators differentiate between assessing the impact of materials on users and evaluating the materials' characteristics, such as their validity, appeal, flexibility, credibility, and reliability (Tomlinson, 1998).
Considering the relationship between the language, LLT process and learners
Learners are unique individuals characterized by varying personalities, motivations, aptitudes, experiences, interests, needs, learning styles, proficiency levels, and attitudes (Tomlinson, 1998, p 18) A positive attitude towards the language being studied can significantly influence a learner's evaluation of language learning and teaching (LLT) materials, contrasting sharply with those who may not enjoy the language Personal factors play a crucial role in shaping these evaluations Therefore, a systematic approach to evaluating LLT materials should be grounded in established LLT theories and research findings related to language acquisition (Tomlinson, 2003).
Considering the contextual circumstances and generalizability
When evaluating educational materials, it is essential for evaluators to consider the specific context and learner needs to ensure reliable and effective assessment procedures Care should be taken to avoid overgeneralizing results, as a material may be appropriate for one situation but not for others.
Material evaluation can be conducted by both insiders, such as teachers, learners, and course designers, as well as outsiders, including experts, consultants, inspectors, and administrators who are not directly involved in the language program.
Outsider evaluations of materials are often regarded as objective due to their potential to offer fresh perspectives (Pascual, 2013) However, while outsiders may possess unbiased views, they often lack a deep understanding of the learners and the specific language learning and teaching (LLT) contexts Consequently, their judgments may not be entirely accurate, leading to less realistic recommendations.
Insider evaluations of materials are often viewed as more subjective, yet these individuals possess a deeper understanding of the context due to their active involvement in the language program This firsthand experience enables them to assess the effectiveness of materials and provide realistic recommendations The participation of insiders, particularly teachers, is crucial for the success of the evaluation process, as they are the primary beneficiaries of the findings, whether anticipated or not According to Richards (2001), these educators can monitor the materials in use and make necessary modifications to enhance their effectiveness.
Review of related studies
Research on supplementary materials highlights the use of diverse resources to enhance traditional course books, with a particular emphasis on authentic materials Studies conducted by various authors (Phạm Thị Thùy, 2007; Chwo et al., 2009; Lê Thị Hương Giang, 2010; Phạm Thị Thu Thủy, 2010; Nguyễn Thị Hằng Vinh, 2011; Khổng Thị Hồng Lê, 2012) primarily focus on developing supplementary materials tailored for specific linguistic skills These studies not only identify unconventional supplementary resources and provide guidelines for selecting appropriate authentic materials but also underscore the significant role of these resources in boosting learner motivation It is suggested that effectively integrating supplementary materials can enhance English as a Foreign Language (EFL) learners' reading, listening, and speaking strategies, ultimately improving their learning outcomes.
Current research primarily targets the supplementation of English for Specific Purposes (ESP) course-books (Đỗ Lan Hương, 2009; Đào Thị Hoa, 2010) In contrast, this project seeks to create a set of authentic supplementary materials to enhance an unsuitable course-book utilized in a General English (GE) course The outcomes of this study are anticipated to provide a foundation for future research on the development of authentic materials in English teaching and learning.
Chapter summary
Material evaluation highlights the significance of diverse evaluators, systematic criteria, and factors associated with language processes and learners The chapter concludes by summarizing the assumptions and studies related to the advantages of authentic materials, aiming to provide evidence that supports or challenges these claims The subsequent chapter is dedicated to a comprehensive description of the research methodology employed in this study.
METHODOLOGY
Context of the study
Thái Bình University, established in 2012 from the former Thái Bình College of Economics and Technology, faces significant challenges as it implements its Credit Program for the first time The limited duration of the program, which allocates only 60 periods for the entire General English Course, presents obstacles for both educators and students Despite these challenges, the university is committed to maximizing the effectiveness of its courses, recognizing the importance of English education among its administrators and faculty The teaching facilities are relatively well-equipped, featuring classrooms with overhead projectors, PowerPoint® presentation tools, cassette players, and microphones, enhancing the learning experience.
On January 24, 2014, the Vietnamese Ministry of Education and Training (MoET) introduced a 6-level framework for foreign language learning and teaching in Vietnam, known as KNLNNVN This framework serves as a standardized basis for outlining language syllabuses, curriculum guidelines, objectives, content, examinations, and textbooks throughout the country (MoET, 2014, Document No 01/201/TT-BGDĐT) In alignment with this framework, the General English Course II at TBU is structured with specific goals aimed at equipping students with the necessary language knowledge and skills to achieve a basic user level (A2), enabling effective communication in English with minimal misunderstandings.
The course emphasizes the development of speaking, listening, reading, and writing skills while maintaining a balanced focus on grammar, vocabulary, and pronunciation A key objective is to equip students with lifelong learning skills, enabling them to approach their future education and careers with confidence Additionally, the program fosters the growth of essential extra-linguistic skills.
The study
The thesis comprises two primary phases focused on the development and evaluation of authentic supplementary materials This section provides a detailed description of each phase.
2.2.1 The Development of the Authentic Supplementary Materials
This minor project favors equipping students with realistic experiences so that students can practice their linguistic, social and culturalknowledge for study, future work, and leisure
To foster personal, intellectual, and cultural enrichment, it is essential to promote the necessary skills Simplifying the principled framework for material development outlined in section 1.1.2.2 into a series of activities will aid in the advancement of the ASM.
Step 1: IDENTIFY needs or problems
Step 2: EXPLORE what language/ functions/ skills etc are taught as to needs/problems
Step 3: SELECT sources (written, spoken, visual, audial) to effectively work in the context
Step 4: DESIGN appropriate learning tasks/activities & WRITE appropriate instructions
Step 5: PRODUCE the materials (organization: layout (space, visuals), tape length etc.)
Step 6: USE the materials (students uses + teacher OBSERVE classroom practice)
Figure 2.2-1: Steps of developing materials
Step 1: Identify needs and problems
The course-book "Enterprise Two - English for the Commercial World," primarily intended for business English courses, has struggled to meet the evolving needs of students since its introduction in the 2000-2001 academic year Despite being published in 1985, it has been criticized for outdated statistics, low-quality illustrations, an excessive focus on business content, and a nearly absent pronunciation component These shortcomings highlight the necessity for university administrators to consider alternatives, allowing TBU teachers the flexibility to adapt the material or incorporate supplementary resources to enhance the learning experience.
Incorporating authentic materials from the real world into language classes can significantly enhance student motivation and provide a refreshing alternative to traditional course books To foster effective communication skills in English, students should engage with the language as it is genuinely used in everyday interactions Utilizing authentic English resources in the instructional process meets this essential requirement for meaningful learning experiences.
Step 2: Explore language contents and skills
The institution's syllabus has clearly outlined specific objectives related to language content and skills, allowing us to bypass this step in the development of the ASM.
Step 3: Select and contextualize authentic materials for supplementation
Research on learning styles indicates that many learners excel in memory retention through visual, auditory, or experiential methods Consequently, the ASM is compiled from diverse sources and formats, incorporating both spoken and written English tailored for native and non-native speakers who are proficient in using English for effective communication.
Recognizing the limited opportunities for TBU students to engage in spoken English with foreigners, the ASM developer redirected their focus from merely speaking English well to effectively interpreting and understanding authentic English texts Initially, the ASM aims to highlight the significance and prevalence of English in the students' everyday lives With this foundation, TBU students can confidently utilize English in practical situations.
- pieces of Englishon fast-food packets,clothes, studying stuffs, a cellphone, to name a few;
- familiar Englishphrases on shampoo, deodorant, medical products;
- meaningful messages, wishes or famous quotations on Valentines or Christmas postcards;
- common English commercial ads on radio or television
Below are the forms of authentic materials collected to supplement the main textbook
Table 2.2-1: Forms of authentic materials in the ASM
Books, manuals, travel guide/brochures;
Catalogs, trademarks, receipts,product, labels, leaflets, menus, maps, advertisements, etc
Step 4: Design tasks and learning activities
Students often aim for high marks as a measure of their proficiency in English; however, if English classes focus solely on translating texts and completing grammar exercises, both students and teachers may overlook the essence of language learning Excessive emphasis on verb tenses can lead to student demotivation To address this issue, incorporating authentic tasks and realistic experiences that align with students' needs and interests can help alleviate burnout and foster a more engaging learning environment.
Language communicative activities aim to replicate real-world communication, preparing students for genuine interactions outside the classroom By engaging in stimulating and achievable tasks, learners can build confidence and foster positive attitudes toward self-learning With incentives to interact with authentic materials and collaborate with peers, students can effectively acquire and apply linguistic knowledge and skills in their studies and everyday lives.
Creating a relaxed learning environment is essential for student success, as comfortable students tend to learn more effectively and quickly than anxious ones To achieve this, it is important to incorporate adequate white space in educational materials instead of overcrowding pages with activities Learners generally respond better to resources designed to facilitate learning rather than those focused on testing Therefore, an approachable tone and relevant content are crucial Additionally, using ample illustrations can enhance the learning experience by serving as engaging visual aids that simplify language comprehension and encourage mental and linguistic engagement during activities.
The ASM casts itself as an effective educational material by serving as an informant, motivator, and ELT facilitator By adopting a Communicative Language Teaching (CLT) approach, the ASM encompasses a broad range of knowledge, skills, and attitudes essential for student development This approach is based on the belief that a single material can support various linguistic skills, provided that teachers design engaging, challenging, yet achievable tasks and activities Meaningful interactions and continuous communication allow learners to practice spoken language, thereby enhancing listening comprehension Additionally, integrating reading and writing activities significantly contributes to students' overall development (Roseanne Rocha Tavares, 2014, p 64).
The ASM engages students by highlighting essential features of conventional linguistic levels in an interactive manner It presents grammar in meaningful contexts, focusing on its forms and uses to effectively teach language functions Pronunciation and vocabulary are seamlessly integrated within specific lexical areas, while also addressing cultural and social components Rather than promoting a single model of English, the ASM aims to enhance students' awareness of diverse interactions with both native and non-native speakers across various genres and text types, including everyday conversation, mass media, literature, and academic texts.
The ASM is designed to be culturally relevant to students by focusing on local contexts, while still incorporating elements of British and American cultures This approach enhances students' linguistic and socio-cultural understanding, providing a foundation for further studies and vocational training By emphasizing the importance of accessing information in multiple languages, particularly English, the ASM helps students recognize that English is an essential tool for their educational and professional development.
Creating a language-rich environment for students allows them to become language explorers, fostering their interest and confidence in using English As students engage with the language, their understanding and mastery will continue to improve.
The ASM periodically incorporates "Commercial Breaks" as engaging warm-up activities to alleviate student boredom and enhance the memorization of English vocabulary and grammar Utilizing authentic materials like eye-catching posters, advertising panels, and street slogans proves effective for this purpose These visually appealing images combined with clever phrases serve as powerful tools to capture attention and significantly motivate students, ensuring that the content becomes ingrained in their memory.
Chapter summary
This chapter provides a comprehensive overview of the study conducted at TBU, focusing on the development of authentic materials to enhance the existing course-book and promote communicative competence among students It details the evaluation process involving first-year non-major English students and TBU English teachers, utilizing SPSS software for statistical analysis, including Reliability Analysis, Descriptive Statistics, and the Nonparametric Mann Whitney U test The methodology for collecting, as well as qualitatively and quantitatively analyzing questionnaire and interview data, is clearly outlined The next chapter will present the findings and discussions of the study.
Compare favourably with course objectives