INTRODUCTION
Statement of the problem
Addressing the challenges faced by English language learners is a significant responsibility for government authorities, educators, and linguists Skehan (as cited in Wu, 2010) identifies various factors influencing foreign language acquisition, including intelligence, motivation, and anxiety, with the latter receiving considerable attention Horwitz, Horwitz, and Cope (1986) define anxiety as a subjective experience characterized by tension and nervousness linked to the autonomic nervous system Numerous studies indicate that anxiety adversely affects learners' ability to acquire a foreign language, with evidence showing that about one-third of learners experience moderate anxiety levels This suggests that anxiety acts as a barrier to second language learning, making it a critical area of focus for researchers and educators aiming to enhance English learning outcomes.
To address the pressing issue of effective learning, many linguists focus on cooperative learning, a method where students collaborate in teams to achieve shared objectives This approach is characterized by seven key elements: positive interdependence, individual accountability, face-to-face promotive interaction, and the appropriate use of collaborative skills.
Recent educational research highlights the positive effects of cooperative learning on reducing foreign language anxiety among students (Suwantarathip & Wichadee, 2010; Pattanapichet & Changpueng, n.d; Duxbury & Tsai, 2010; Yan-hong, 2013; Nagahashi, 2007) This approach effectively addresses key anxiety factors such as communication apprehension, fear of negative evaluation, and test anxiety By fostering a supportive environment, cooperative learning encourages students to engage in discussions and assist one another, alleviating the stress associated with individual work Ultimately, it creates a collaborative atmosphere that reduces anxiety and enhances group thinking and creativity (Wichadee, 2010).
Vietnamese EFL learners, particularly non-English majors, experience significant anxiety in English language learning due to several factors According to Tran, Moni, and Richard (2012), low English proficiency contributes to this anxiety, as students fear expressing their thoughts during discussions Additionally, the prevalent teacher-centered approach and inadequate learning conditions in Vietnamese classrooms exacerbate their nervousness, with cooperative learning only occasionally utilized for show during school visits (Nguyen, n.d.; Pham, 2013) Consequently, students lack a supportive English-speaking environment, leading to feelings of insecurity when communicating in English (Nguyen, Fehring & Warren, 2015) Furthermore, Ting (2015) highlights that many Vietnamese students grapple with academic anxiety stemming from the pressure to meet high expectations set by parents and teachers, intensifying their stress during school and examinations.
Many students in Vietnam invest years in tutoring, which can lead to increased academic stress (Pham, 2015) The pressure from teachers for high test scores further exacerbates this stress, alongside the burden of numerous class activities Vietnamese EFL learners face significant challenges in managing anxiety to enhance their English proficiency Despite this, there has been limited research on the effects of cooperative learning on anxiety levels among EFL learners in Vietnamese universities The implementation of cooperative learning methods is still rare in Vietnam (Pham, 2013) Therefore, it is crucial to contribute more to the research on how cooperative learning can influence students' anxiety levels in this context.
The debate surrounding the differences in anxiety levels between male and female learners in English language acquisition remains inconclusive Various studies have attempted to directly compare language learning tension based on gender, highlighting the complexities of this issue (Meihua, 2014; Fariadian, Azizifar & Gowhary, 2014; Hossein & Khazali, 2013; Cui, 2011; Mesri).
Research indicates that male students experience higher levels of anxiety when learning foreign languages compared to their female counterparts (Lewinsohn et al., 1998; Meihua, 2014; Fariadian et al., 2014; Cui, 2014).
2011) However, other studies found that females experienced an anxiety level higher than males (Mesri, 2012; Lewinsohn et al., 1998; Hossein & Khazali, 2013)
Research indicates that both male and female learners experience varying levels of anxiety, yet there is limited investigation into how cooperative learning affects anxiety levels, particularly in the Vietnamese context and across genders Therefore, it is crucial to explore the influence of cooperative learning approaches on the anxiety levels of male and female students.
4 anxiety in the context of Vietnam, especially in Ho Chi Minh City Open University circumstance
Despite ongoing challenges in English language learning, this study focuses on three key reasons First, non-English major Vietnamese EFL learners experience high levels of anxiety Second, while global research highlights the positive effects of cooperative learning on student anxiety, studies specific to Vietnam are limited Third, the gender differences in how cooperative learning impacts anxiety among students have been largely overlooked The Vietnamese educational system, deeply influenced by Confucian values, places a strong emphasis on education as a pathway to better job prospects and success, leading to significant daily stress for students due to high academic expectations and parental pressure This competitive atmosphere, characterized by individual study and rivalry, negatively affects the benefits of cooperative learning, which is further hindered by traditional teaching methods, inadequate local infrastructure, and cultural barriers.
This study aims to clarify how cooperative learning affects the anxiety levels of non-English major students in English as a Foreign Language (EFL) classes in Vietnam, while also examining the differences in impact between male and female students.
Purpose statement
This study investigates the significant issue of learning English as a foreign language, focusing on the perceived effects of the cooperative learning method on anxiety levels among non-English major students at Ho Chi Minh City Open University Additionally, it examines the differences in how cooperative learning impacts anxiety levels between male and female non-English major students.
Research questions
This study is motivated by two research questions:
1 What is the perceived impact of cooperative learning on non-English major students’ anxiety level in an EFL class?
2 Is there any difference in the perceived impact of cooperative learning on students’ anxiety level between males and females in an EFL class?
Overview of the thesis
This thesis consists of five chapters, with this chapter outlining the study's background, defining the problem statement, and detailing the objectives and research questions guiding the research.
Chapter 2 provides a theoretical and empirical framework for the study by reviewing current literature on the impact of cooperative learning on students’ anxiety level and the difference in the impact of this teaching technique on male and female students Furthermore, it also provides the fundamental theories of cooperative learning, anxiety, foreign language anxiety and some characteristics of anxious non-English major students which related to this study’s issue
The third chapter outlines the study's methodology, detailing the research questions, design, and sites, along with information about the participants involved in both the questionnaire piloting and the main study Additionally, it discusses the instruments used for data collection.
The study encompasses six key aspects: the reliability and validity of the instruments used, as well as the data analysis procedures Chapter four details the findings and discussions derived from the research Finally, the concluding chapter outlines the study's conclusions, implications, limitations, and offers suggestions for future research endeavors.
The upcoming chapter of the thesis will outline the essential theories of cooperative learning, address anxiety, and review previous studies relevant to the research objectives, thereby establishing a foundational background for the investigation.
LITERATURE REVIEW
Cooperative learning
Cooperative learning involves understanding the concept of "cooperation," which is defined as a social process where performance is assessed and rewarded based on the collective achievements of a group working towards a common goal (Coakley, as cited in Baker & Attle, 2007) This collaborative approach emphasizes the importance of teamwork in achieving shared objectives.
Cooperation is defined as the act of working together to achieve shared goals (2014) In a cooperative learning environment, students collaborate to achieve outcomes that benefit both themselves and their peers This approach involves forming small groups to enhance individual and collective learning However, the presence of competition can make pure cooperation challenging to achieve (Baker & Attle, 2007) Ultimately, cooperation revolves around the collective effort to reach common objectives.
Cooperative learning was first integrated into educational programs in subjects like social studies, science, and mathematics (Farzaneh and Nejadansari, 2014) This approach has been defined by numerous educational professionals and researchers, including Felder and Brent.
(2007) define cooperative learning as follows:
Cooperative learning involves students collaborating in teams on assignments or projects while meeting specific criteria, such as individual accountability for the entire task This chapter outlines the key characteristics of cooperative learning, explores its various applications, reviews the research supporting its effectiveness, and provides strategies for successful implementation while addressing common challenges.
Cooperative learning is a student-centered instructional strategy facilitated by instructors, where small groups of students with varying abilities engage in diverse activities to enhance their knowledge and achieve common goals Each member is responsible for mastering the material taught by the teacher, assisting peers, completing tasks, and finishing assignments This ongoing collaborative process fosters teamwork, encourages interaction among group members, and allows individuals to leverage each other's strengths while addressing weaknesses, ultimately maximizing the learning potential of each participant.
In addition to cooperative learning, competitive and individualistic learning approaches are also utilized in education It is essential to differentiate cooperative learning from these other methods Johnson and Johnson (1989) define competitive learning as an approach where students work against each other, emphasizing the need for clarity in understanding the distinct dynamics of each learning style.
Competitive and individualistic learning approaches have distinct characteristics and implications for student achievement Competitive learners strive for academic goals that may lead to disappointment for others, while individualistic learners focus solely on their own objectives without regard for peers Despite their drawbacks, both methods hold value and should not be eliminated from educational settings (Johnson & Johnson, 1989) A balanced approach that incorporates cooperative, competitive, and individualistic efforts can enhance students' goal structures, encouraging them to compete for enjoyment, work independently, and collaborate effectively (Johnson & Johnson, 1989) However, cooperative learning is increasingly favored in schools due to its numerous benefits for students and society (Johnson & Johnson, 1989) Effective learning is often characterized by collaboration, with students working in teams towards a shared goal Successful cooperative learning encompasses seven key elements: positive interdependence, individual accountability, face-to-face interaction, the appropriate use of social skills, and group processing (Felder & Brent, 2007), all of which must be present for optimal outcomes.
Cooperative learning is fundamentally grounded in the theories of social constructivism and the Zone of Proximal Development (ZPD), as proposed by Vygotsky (cited in Doolittle, 1995) Social constructivism emphasizes the importance of collaborative social interaction in the learning process, highlighting how knowledge is constructed through shared experiences and teamwork.
Vygotsky's concept of the Zone of Proximal Development (ZPD) emphasizes that children enhance their skills and knowledge through interactions with more advanced peers and adults, suggesting that collaborative learning fosters higher cognitive development compared to individual study Each student has an actual level of development, which they can reach independently, and a potential level that can be achieved through collaboration Vygotsky asserts that skills learned collaboratively today can be performed independently tomorrow Thus, cooperative learning, rooted in Vygotsky's principles of social constructivism and ZPD, provides essential opportunities for students to engage with proficient peers, thereby expanding their cognitive abilities.
Vygotsky (as cited in Doolittle, 1995) demonstrates the relationship between the essential concepts of cooperative learning and the theoretical constructs of Vygotsky's sociogenetic theory by the Table 2.1 (Doolittle, 1995, p.13) below
Table 2.1 The relationship between the essential concepts of cooperative learning and the theoretical constructs of Vygotsky's sociogenetic theory
Cooperative learning concept Vygotskian Sociogenetic Construct
Face-To-Face Interaction Social Mediation and Enculturation
Small Group Social Skills Culturally Based Signs and Tools
Group-Self Evaluation Monitoring Growth and Development
The table outlines five key principles of effective collaboration: positive interdependence, individual accountability, face-to-face promotive interaction, appropriate use of social skills, and group processing, as detailed by Li & Lam (2013) and Chen & Wang (2013) Each principle will be explored further in the following sections.
Positive interdependence is essential for fostering a cooperative learning environment, where students work towards a shared objective and rely on each other's success Each member plays a crucial role, highlighting that individual success is tied to the group's overall performance (Naziha, 2011) This concept emphasizes the necessity of sharing resources and supporting one another, embodying the idea of "sink or swim together" (Johnson & Johnson, 1989; Chen & Wang, 2013) It challenges the notion of individualism, urging learners to recognize their interconnectedness within learning groups (Johnson & Johnson, 1989) Ultimately, positive interdependence promotes the exchange of information and resources, fostering unity to achieve collective goals.
Positive interdependence is a crucial concept where group members rely on one another to achieve a common goal, as highlighted by Johnson and Johnson (2007) If any member fails in their task, the entire group faces the consequences To effectively foster this interdependence, Johnson and Johnson (1989) suggest implementing activities such as mutual learning goals, where all members engage with the material, joint rewards that incentivize collective success, divided resources for task completion, and complementary roles that assign specific responsibilities to each member, such as reader or checker This collaborative approach is essential for achieving group objectives.
12 characteristics of the future employees at work where requires high level of cooperation
Individual accountability in learning emphasizes that each student must achieve specific learning outcomes and take responsibility for their assignments (Farzaneh & Farzaneh, 2014) According to Felder and Brent (2007), this concept requires every group member to contribute equally and fully understand the material Consequently, "hitchhikers," or those who rely on others without contributing, are not tolerated in cooperative learning environments (Chen & Wang, 2013) Furthermore, individual assessment is crucial, allowing teachers to evaluate each student's understanding and contributions, ensuring that all members are engaged and accountable for their learning (Chen & Wang).
Individual grades significantly impact the overall grades of a group, emphasizing the importance of each member's learning alongside the group's progress Assessments should include individual tests and group presentations to ensure accountability When all members take responsibility for their collective work, it fosters a high-quality learning environment Additionally, cultivating a sense of responsibility towards peers not only enhances students' characteristics but also benefits their future careers and personal lives.
2.1.1.3 Face-to-face promotive interaction
Face-to-face promotive interaction involves a physical arrangement where students face each other to engage in meaningful exchanges that facilitate task completion This interactive process allows students to collaborate effectively within their groups, enhancing their learning experience (Samah, 2015).
Anxiety
Anxiety, derived from the Indo-Germanic root "angh," signifies feelings of tightness and choking under stress (Tyrer, as cited in Zeidner & Matthews, 2011) Historically, Cicero distinguished between "anxietas" and "angor," highlighting the complexity of these concepts Modern researchers have faced challenges in accurately defining anxiety, which is now understood as a subjective experience characterized by tension, apprehension, nervousness, and worry linked to autonomic nervous system arousal (Horwitz et al., 1986) Ultimately, anxiety represents a distressing emotional state where individuals perceive danger, feel helpless, and experience significant tension (Shabani, 2012; Zeidner & Matthews, 2011; Wu, H.-J., 2008).
Anxiety can have both positive and negative effects on individuals, depending on their mindset and actions Facilitating anxiety arises when the level of difficulty creates an optimal amount of anxiety, enhancing performance However, if anxiety escalates beyond a certain threshold, it can become debilitating, leading to avoidance of tasks and diminished work efficiency (Zheng, 2008) In summary, excessive anxiety can misdirect an individual, hindering effective performance and ultimately working against their best interests.
Anxiety and fear are often mistakenly considered synonymous, yet they represent distinct psychological emotions Freud (as cited in Stephenson, 2006) suggested that anxiety and fear were equivalent until the early twentieth century However, anxiety can be seen as a more complex form of fear, necessitating individuals to adapt, prepare, and plan for future challenges (Steimer, 2002).
However, anxiety and fear are easily to be overlapped so that some professionals make a distinction between the two terms such as Spielberger (as cited in
Anxiety is an unpleasant emotional state characterized by tension, apprehension, nervousness, and worry, often arising from uncertainty without a specific cause For example, an employee may feel anxious about the possibility of being dismissed, despite lacking confirmation This uncertainty about the future and the anticipation of negative outcomes can lead to difficulty in determining how to respond, as the nature and source of the threat remain unclear, making it harder to manage the ambiguous threat effectively.
Fear is a response to a specific and immediate threat, such as a snarling pit bull, prompting individuals to take action through fight, flight, or freeze responses (Stephenson, 2006) In contrast, anxiety is characterized by an uncontrollable feeling of impending danger or threats that may not be present Thus, while fear is linked to real-time dangers, anxiety pertains to anticipated risks.
Anxiety is usually classified into three types: trait anxiety, state anxiety and specific-situation anxiety (Cui, 2011; Shabani, 2012; Stephenson, 2006, Mesri, 2012; Gros, Antony, Simms & McCabe, 2007; Zheng, 2008) Nevertheless, Zheng
(2008) claims that no clear delineation between these three categories can be claimed, the differences can be roughly classified “on a continuum from stability to transience” (p.2).
According to these researchers, first of all, trait anxiety can be seen as one of an aspect of individual’s personality which endures Spielberger (as cited in Gros et al.,
Trait anxiety refers to a stable predisposition to frequently experience state anxiety, indicating that some individuals are more prone to anxiety than others In contrast, state anxiety is characterized by feelings of apprehension that occur in specific situations or moments.
Anxiety can manifest in various forms, with one type being immediate feelings of nervousness and bodily tension Additionally, situation-specific anxiety arises from apprehension tied to particular events or circumstances Zheng (2008) encapsulates these concepts effectively.
Trait anxiety refers to a stable tendency to feel nervous across various situations, while situational anxiety represents the likelihood of experiencing anxiety in specific circumstances This continuum highlights the difference between a general predisposition to anxiety and the transient emotional states that can arise in particular contexts (Zheng, 2008, p.2)
Foreign language learning often triggers specific-situation anxiety, particularly when individuals lack proficiency in using a second language This type of anxiety can evolve from temporary state anxiety into a more persistent trait anxiety that may never fully subside (Ay, 2010) In summary, foreign language anxiety is classified as a form of situation-specific anxiety.
Foreign language anxiety
2.3.1 Definition of foreign language anxiety
Anxiety is a significant negative emotional factor in foreign language learning that can hinder learner proficiency, as highlighted by Horwitz et al (1986), who argue that only debilitating anxiety exists in language learning contexts This anxiety negatively impacts the performance and proficiency of English as a Foreign Language (EFL) learners Defined as a complex set of self-perceptions, beliefs, feelings, and behaviors associated with classroom language learning, foreign language anxiety encompasses feelings of tension and apprehension specifically linked to listening, speaking, reading, and writing in a foreign language (Mesri, 2012) Notably, there are four distinct types of foreign language anxiety that learners may experience.
Foreign language learning encompasses various types of anxiety, including reading, writing, listening, and speaking anxiety, which are categorized as situation-specific constructs Unlike anxiety related to other subjects, English as a Foreign Language (EFL) learners experience unique levels of anxiety According to Horwitz, Horwitz, and Cope (as cited in Partridge & Eamoraphan, 2013), this specific anxiety can significantly impact the learning process for EFL students.
In a foreign language classroom, students often struggle to express themselves as effectively as they do in their native language, leading to feelings of frustration and anxiety This difficulty arises from their less advanced command of the new language, causing them to fear judgment from peers Additionally, foreign language learners may feel ashamed of their pronunciation, especially when it does not match that of native speakers, further exacerbating their anxiety about language use.
Foreign language learners often experience significantly higher levels of anxiety compared to students in other subjects, particularly those with low English proficiency To foster a more effective learning environment, it is crucial to address and reduce this anxiety in foreign language education.
2.3.2 Causes of foreign language anxiety
Researchers have focused on identifying the sources of foreign language anxiety to assist EFL learners in reducing stress and boosting their confidence in learning English Notably, Price (as cited in Zheng) has contributed to this area of study.
Foreign language classes can induce anxiety in EFL students due to various factors, including perceived difficulty, personal language aptitude, personality traits, and stressful classroom experiences According to Young (as cited in Zheng, 2008), six key sources contribute to language anxiety: personal and interpersonal anxieties, learner beliefs regarding language acquisition, instructor beliefs about teaching, interactions between instructors and learners, classroom procedures, and language assessment methods Understanding these sources is essential for addressing the primary causes of anxiety in foreign language learning environments.
Language anxiety, as defined by Horwitz et al (1986), encompasses key elements such as communication anxiety, fear of negative evaluation, and test anxiety, which serve as foundational concepts for understanding foreign language anxiety (FLA) These factors contribute significantly to the anxiety experienced by English as a Foreign Language (EFL) learners and form the theoretical framework for this study.
Communication apprehension is a primary factor contributing to foreign language anxiety Defined by Batiha, Noor, and Mustaffa (2014), it refers to an individual's fear or unease when communicating with others This anxiety often stems from a lack of confidence and mature communication skills, particularly in real-life interactions (Aydin, 2008) As a result, apprehensive individuals frequently struggle to understand others and express themselves effectively, leading to a fear of engaging in conversations and social interactions (Batiha et al.).
In language classes, communication apprehension arises from the self-consciousness students feel when attempting to communicate in a second language (L2) This unease often hinders their ability to engage effectively in classroom discussions and activities (Partridge & Eamoraphan, 2014).
Communication apprehension significantly affects students in L2 classrooms, often leading to behaviors such as quietness, shyness, and reticence (Batiha et al., 2014) According to Tsiplakides (2009), students experiencing communication apprehension feel discomfort when speaking the target language in front of others, largely due to their limited proficiency in speaking and listening This anxiety and reluctance to communicate can hinder their language learning process, ultimately acting as a barrier to mastering English.
Patridge and Eamoraphan (2013) identify fear of negative evaluation as a significant factor affecting students' anxiety, where individuals are overly concerned about being judged by others This fear leads to heightened worry about others' opinions and a strong apprehension regarding making mistakes As a result, students often avoid discussions to minimize the risk of criticism (Batiha et al., 2014) Consequently, those plagued by this fear do not view language errors as a natural part of the learning process but rather as a personal threat (Tsiplakides).
According to Horwitz et al (1986), anxiety in second language classrooms often stems from students' nervousness about their fluency and the performance of their peers and teachers This fear of negative evaluation can lead anxious students, particularly those with lower self-esteem, to believe they are judged unfavorably by others As a result, these students may avoid communication and participation in class activities, hindering their language skill development (Krůpová, 2015) Ultimately, the fear of negative evaluation significantly impacts the second language learning process.
Test anxiety is a specific form of anxiety that primarily occurs in academic settings, particularly during teacher-administered tests Students experiencing test anxiety often feel unprepared compared to their peers and worry about receiving poor grades (Krůpová, 2015) This anxiety can hinder their performance in evaluative situations, ultimately preventing them from achieving their desired results (Gkonou, Mercer & Tatzl, 2014) Beyond the test environment, test anxiety also encompasses concerns related to overall academic evaluation (Shabani, 2012).
Language learning anxiety often stems from the fear of failing tests and negative experiences during lessons, which can be felt consciously or unconsciously by students Factors contributing to this anxiety include fear of inadequate performance, lack of preparation, time constraints, disorganization, and poor study habits (Batiha et al., 2014) Test anxiety encompasses not only the fear of failure but also apprehension towards academic evaluations (Aydin, 2008) Additionally, foreign language anxiety arises from self-perceptions, beliefs, feelings, and behaviors unique to the language learning process (Horwitz et al., 1986) Ultimately, communication apprehension, test anxiety, and fear of negative evaluation can significantly hinder students' second language acquisition.
2.3.3 Non-English major anxious students in foreign language learning
2.3.3.1 Anxious students in foreign language learning
High levels of anxiety significantly hinder the learning process for many EFL (English as a Foreign Language) learners Basic (2011) notes that, unlike noisy or disruptive students, those who are calm and passive often receive less attention from teachers, despite their anxiety The expressions of anxious EFL students can vary widely, but they primarily stem from three main sources: communication apprehension, test anxiety, and fear of negative evaluation.
Impact of cooperative learning on students’ anxiety level and differences in impact
Cooperative learning significantly reduces foreign language anxiety among students by fostering a supportive group environment for discussion, creation, and critical thinking (Wichadee, 2010) Research indicates a positive effect of cooperative learning on overall anxiety levels, while also highlighting notable differences in its impact between male and female learners.
2.3.4 Impact of cooperative learning on students’ anxiety level
All of research studies have revealed positive impact of cooperative learning on EFL learners’s anxiety level
Suwantarathip and Wichadee (2010) conducted an experimental study involving 40 second-year students from Bangkok University to assess the effects of cooperative learning on foreign language anxiety and language proficiency Utilizing the FLCAS questionnaire and tests, the findings revealed a significant decrease in students' language anxiety and an improvement in post-test scores compared to pre-test results Additionally, students expressed a positive attitude towards cooperative learning, highlighting its effectiveness in alleviating anxiety.
Pattanapichet and Changpueng (n.d) explored the impact of cooperative learning on reducing language learning anxiety among students The study highlighted key characteristics and elements of this educational approach, demonstrating its effectiveness in alleviating anxiety during the learning process Furthermore, the authors provided insights on how to implement cooperative learning strategies effectively in the classroom.
The article highlights 29 effective cooperative learning activities for the classroom, emphasizing the importance of a welcoming environment that encourages student participation and discussion It stresses the need for parents, course designers, and program managers to address language learning anxiety to enhance the educational experience for students in Thailand Ultimately, the success of the cooperative learning approach is linked to the establishment of friendly and supportive classroom atmospheres.
Duxbury and Tsai (2010) investigated the relationship between foreign language anxiety and cooperative learning attitudes among students from a university in the United States and three universities in Southern Taiwan Their findings revealed no significant correlation between cooperative learning and foreign language anxiety among US students In contrast, Taiwanese students reported positive effects of cooperative learning on their anxiety levels Ultimately, while cooperative learning did not directly reduce foreign language anxiety, it facilitated increased communication among students and fostered a more enjoyable classroom environment.
In a study by Yan-Hong (2013), the effectiveness of cooperative learning on reducing foreign language learning anxiety among Chinese college students was examined The participants were non-English freshmen in China, and the findings revealed a significant decrease in communication apprehension, test anxiety, and fear of negative evaluation due to the implementation of cooperative learning strategies Overall, the results strongly support the use of cooperative learning to enhance foreign language speaking classes in the Chinese educational context.
In a study conducted by Nagahashi (2007) at Akita University, the effectiveness of cooperative learning techniques was investigated to reduce foreign language anxiety among 38 freshmen students enrolled in an English for Academic Purposes (EAP) course The findings indicated that these techniques significantly alleviated anxiety levels, enhancing the overall learning experience for the students.
Structured cooperative learning activities can effectively reduce language anxiety by fostering a supportive and non-threatening environment for skill development The author emphasizes that minimizing students' learning anxiety is crucial for enhancing their overall learning experience, motivation, and proficiency.
The section representing the related works in the field of the effectiveness of cooperative learning on reducing foreign language learning’s anxiety has disclosed some adequacies
2.4.2 Differences in impact of cooperative learning on anxiety level between male and female students
A study by ệztỹrk and Akkaş (2013) investigated the effects of cooperative learning on motivation and anxiety among male and female students in multilevel English classes at Uşak Public Education Center during the 2005-2006 academic year The results indicated a decrease in learners' motivation and an increase in anxiety levels compared to pre-test measurements Importantly, the research found no significant differences in motivation and anxiety levels between male and female participants following the cooperative learning treatment.
Oludipe and Awokoy (2010) examined the effect of cooperative learning teaching strategy on the reduction of students’ anxiety for learning chemistry There were
A study involving 120 senior secondary school students (52 females and 68 males) from South-West Nigeria divided them into two treatment groups After five weeks of intervention, the experimental group exhibited a significant reduction in chemistry anxiety compared to their pre-test levels, while the control group showed no such improvement.
31 group increases Besides that, there was no statistiscally significant difference in the mean scores of male and female students at both the pretest and posttest levels
Olson (2002) investigated the effects of cooperative learning in a liberal arts mathematics course, focusing on gender-related differences in achievement The study found no significant impact on students' mathematics anxiety, and while there were no notable gender-related differences, females experienced a slight decrease in anxiety levels compared to males.
The gender – related distinction in terms of the impact of cooperative learning on students in foreign language learning have not been discovered in the field
Limited research has explored the effects of cooperative learning on English as a Foreign Language (EFL) students in Vietnam Therefore, it is essential to conduct further studies on this topic within the context of Vietnamese higher education.
Previous studies have overlooked the differences in the impact of foreign language learning on male and female learners within the Vietnamese context Therefore, it is essential to investigate this issue further to enhance our understanding of cooperative learning and address foreign language learning anxiety.
This comprehensive literature review establishes a theoretical foundation by detailing cooperative learning and foreign language anxiety It also highlights previous studies that are crucial for identifying a research gap for this study The following chapter will outline the research questions, design, instruments, as well as the reliability and validity of the study, along with the data collection and analysis methods employed.
METHODOLOGY
Research questions
The research is guided by the following research questions:
1 What is the perceived impact of cooperative learning on non-English major students’ anxiety level in an EFL class?
2 Is there any difference in the perceived impact of cooperative learning on students’ anxiety level between males and females in an EFL class?
Hypotheses 0(H0): There is no difference in the perceived impact of cooperative learning on students’ anxiety level between males and females in an EFL class
Hypotheses 1(H1): There is difference in the perceived impact of cooperative learning on students’ anxiety level between males and females in an EFL class.
Research design
The study employed a mixed methods approach, combining quantitative and qualitative research, to assess the perceived effects of cooperative learning on the anxiety levels of non-English major students in EFL classes Additionally, it aimed to explore the differences in anxiety levels between male and female students.
A study involving 33 females at Ho Chi Minh City Open University utilized a mixed methods approach to assess the impact of a specific method on anxiety levels This approach combines quantitative data from closed-ended questionnaires with qualitative insights gathered through interviews, as outlined by Williams (2007) While the emotional responses of participants may introduce potential biases, Harris and Brown (2010) argue that these weaknesses do not diminish the value of this research method.
In this study, the researcher employed a questionnaire for quantitative analysis and interviews for qualitative insights The questionnaire data aimed to identify general trends regarding the effects of cooperative learning on students' anxiety levels, while also examining any differences between male and female students Meanwhile, the interviews provided deeper understanding of these perceived impacts The rationale behind selecting these research instruments will be discussed in detail in the following sections.
Research sites and participants
The study was conducted at Ho Chi Minh City Open University, located at 371 Nguyen Kiem Street, Go Vap District, Ho Chi Minh City, which serves a diverse student body across various faculties This institution offers a wide range of educational programs, including both on-site and distance learning options In addition to the Faculty of Foreign Languages, the university features nine non-English major faculties encompassing fields such as economics, finance, engineering, and law English is a mandatory subject alongside major courses, reflecting the university's commitment to comprehensive education As a pioneering institution in higher education, Ho Chi Minh City Open University has implemented innovative teaching methods.
34 cooperative learning as a learner – centered method in English language teaching and learning for many years
The university primarily utilizes the English textbooks Interactions 1 and 2, which focus on enhancing reading, writing, listening, and speaking skills through cooperative learning activities To graduate, non-English major students must complete four levels of Advanced English, from Advanced English 1 to Advanced English 4, within four years Additionally, they are required to achieve a proficiency level of B1 in the CEFR, equivalent to a score of 450 on the TOEIC.
Ho Chi Minh City Open University requires its undergraduate students to adhere to the Common European Framework of Reference (CEFR) for language proficiency, which serves as an international standard for assessing language learning outcomes (Nguyen, 2014) To attain level 3, students must demonstrate proficiency in all four English skills: reading, writing, listening, and speaking This entails understanding main ideas and comprehending spoken language without prior preparation Additionally, learners at level 3 should be capable of producing simple spoken utterances and writing basic sentences that express their personal opinions or experiences Therefore, it is essential for non-English major students to complete four levels of advanced English and achieve level 3 to meet university requirements.
The target population was identified through convenience sampling, a method highlighted by Given (2008) as selecting individuals who are readily available and willing to participate in the study This approach is commonly utilized in qualitative research due to its cost-effectiveness and efficiency, serving as a preliminary step before conducting larger and more expensive studies.
35 study Therefore, this method was used to select the participants for the questionnaire piloting and the main study
This study focuses on first-year students as participants due to their significant representation of the majority who experience anxiety stemming from low English proficiency Research by Benson (as cited in Aziz, 1994) indicates that freshmen often have minimal exposure to English and low morale Additionally, Mei (2011) highlights the frustrations these students face when communicating with teachers in English Therefore, non-English major freshmen were specifically chosen for this research.
In March 2017, a questionnaire was piloted in two stages with students from Ho Chi Minh City Open University The first stage involved five proficient English speakers, who assisted in refining the questionnaire content The second stage included a convenient selection of 40 students from a non-English major class, specifically the Accounting class, to further test the questionnaire.
A total of 200 non-English major freshmen, both male and female, were conveniently selected from classes at Ho Chi Minh City Open University for the questionnaire study The number of participants was determined based on the practical conditions set by the researcher (Lenth, 2001).
The sample was composed of 97 males (48.5%) and 103 females (51.5%) The balance of males and females’ quantity was needed to analyze the difference in the
36 impact of cooperative learning on students’ anxiety level in the EFL class The proportions of male and female participants were rather similar (see Table 3.1)
Table 3.1 The proportion of participants by gender
Frequency Percent Valid Percent Cumulative
In this study, the researcher employed a convenience sampling method to select 10 interview participants from 200 questionnaire respondents, ensuring a balanced representation of 5 males and 5 females The primary aim of the interviews was to gain in-depth insights into how cooperative learning methods influence students' anxiety levels, specifically focusing on the perceived changes experienced by the target students.
Instruments
This section outlines the design and structure of the questionnaire, detailing the piloting process and assessing its reliability and validity Additionally, it will specifically address the data analysis methods and the procedures employed for data collection.
A questionnaire utilizing closed-ended questions has been selected as a descriptive tool to gauge students' opinions However, the predetermined response categories may restrict respondents, limiting their ability to express their views fully (Reja, Manfreda, Hlebec & Vehovar, 2003).
The study utilized a questionnaire adapted from the Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz et al in 1986 This 33-item questionnaire employs a five-point Likert scale to assess the levels of anxiety experienced by students in foreign language classrooms.
In 1986, it was proposed that foreign language anxiety is linked to three types of performance anxieties: communication apprehension, test anxiety, and fear of negative evaluation The Foreign Language Classroom Anxiety Scale (FLCAS) has been utilized in various studies, including those by Salehi & Marefat (2014), Tóth (2008), Cheng, Horwitz, & Schallert (1999), and Liu & Huang (2011), all of which reported high internal reliability scores ranging from 091 to 093 These findings underscore the FLCAS's trustworthiness in assessing anxiety in foreign language learning contexts.
In this study, modifications were made to Horwitz's FLCAS questionnaire, utilizing 28 out of the original 33 items Items 5, 6, 16, 21, and 30 were removed as they did not align with the study's focus on the influence of cooperative learning on students' anxiety.
Table 3.2 Eliminated items from the original FLCAS
Item 5: It wouldn't bother me at all to take more foreign language classes
These items were not involved in the cooperative learning approach It was
Item 6: During language class, I find myself thinking about things that I have nothing to do with the course related to the desire of attending English class
Item 16: Even if I am well prepared for language class, I feel anxious about it
These items were not involved in cooperative learning It was related to foreign language anxiety
Item 21: The more I study for a language test, the more confused I get
Item 30: I feel overwhelmed by the number of rules you have to learn to speak a foreign language
The second modification involved revising the wording of the items to effectively assess the perceived impact of cooperative learning on student anxiety This included the introduction of comparative adjectives and adverbs to enhance clarity and relevance.
1) Original item: “I don't worry about making mistakes in language class” Revised item: “I am less worried about making mistakes”
2) Original item: “I never feel quite sure of myself when I am speaking in my foreign language class”
Revised item: “I feel more sure of myself”
Secondly, all items were modified to be relevant to cooperative learning activities The followings are some examples:
1) Original item: “I tremble when I know that I'm going to be called on in language class”
Revised item: “I feel less trembling when I know that I’m going to be called on after discussion with group mates”
2) Original item: “It embarrasses me to volunteer answers in my language class”
Revised item: “I feel less embarrassed to contribute my ideas to group discussion”
The development of the questionnaire was a meticulous process that began in October 2016, as the researcher faced challenges in selecting, categorizing, and revising the appropriate questionnaire After extensive revisions, the final English version was created and shared with five English-speaking friends for feedback, all of whom affirmed its quality Subsequently, the researcher translated the questionnaire into Vietnamese, again seeking input from five friends to refine the wording After considering their comments, the final Vietnamese version was completed four months later, in preparation for the piloting stages on March 1 and March 5, 2017 Details of the piloting process and the questionnaire's structure will be elaborated on in the following sections.
The questionnaire consisted of two sections, with the first part focusing on demographic information such as participants' gender and major This data was essential to confirm that participants were not English majors, while the gender question was designed to facilitate analysis for the second research question.
The second part of the questionnaire measured the perceived impact of coorperative learning on students’ anxiety level It comprised 28 closed-ended questions which
40 were recognized into Three sections corresponding of the three components of the construct anxiety discussed in Chapter 2 The first section (item 4, 7, 12, 13, 15, 20,
The article examines the effects of cooperative learning on students' communication apprehension, test anxiety, and fear of negative evaluation The first section focuses on how cooperative learning influences students' communication skills, while the second section gathers data regarding its impact on test anxiety Lastly, the third section explores students' perceptions of cooperative learning in relation to their fear of negative evaluation A summary of the questionnaire division is provided in Table 3.3.
Collecting students’ information about gender and their majors in the university
Perceived impact of cooperative learning on students’ level of anxiety
Asking about the impact of cooperative learning on students’ communication apprehension in EFL classes
Asking about the impact of cooperative learning on students’ test anxiety in EFL classes
Asking about the impact of cooperative learning on students’ fear of negative evaluation in EFL classes
In this study, the researcher implemented a two-stage piloting process to enhance the quality of the questionnaire, following Gray's (2004) guidelines for improvements The first stage involved selecting five participants with strong English proficiency to ensure clarity and comprehension of each item, allowing for valuable feedback for revisions After refining the questionnaire, the second stage was conducted with a class of 40 students who mirrored the target group's experiences with cooperative learning and its effects on anxiety levels This stage aimed to test the questionnaire for the main study and observe the students' responses.
The first stage of the questionnaire piloting occurred in a quiet coffee shop with a group of five people who were majored in English in their leisure time on March 1 st
In 2017, a researcher engaged in a productive discussion with five participants regarding the content of a questionnaire Each participant received five copies of the questionnaire to review thoroughly, allowing them to jot down any comments or ideas After 15 minutes, they convened to address their confusions and suggestions aimed at enhancing the questionnaire's format and wording The participants demonstrated a solid understanding of the items, providing valuable feedback However, they raised concerns about one specific sentence: “Due to the improvement by working in groups/pairs,” which they felt was problematic and needed adjustment.
The cooperative learning method significantly reduced students' anxiety, although some participants felt it was ineffective for their English learning After extensive discussions, the researcher concluded that the group and pair work process played a crucial role in this outcome Additionally, the translation from English to Vietnamese was successfully achieved through a careful and attentive collaboration between the researcher and the supervisor.
On March 5, 2017, the second stage of the questionnaire piloting was conducted with 40 students from the Accounting major at Ho Chi Minh City Open University Prior to distributing the Vietnamese questionnaire, the researcher explained the study's purpose and emphasized the importance of understanding the instructions Participants were encouraged to ask questions if they encountered any confusion during the process The average completion time for each student was 15 minutes, aligning with the recommended duration for maintaining concentration, as noted by Cape and Phillips (2015), who stated that attention spans typically last around 20 minutes Following the piloting, adjustments were made to refine the questionnaire before its formal implementation, ensuring the length was appropriate and addressing any potential misunderstandings among students.
The piloting of the questionnaire was successfully completed in two stages, thanks to the enthusiastic support of all participants Feedback from participants led to modifications in certain aspects of the questionnaire The finalized version was officially distributed in March.
25 th , 2017 The English version and Vietnamese version will be alternately presented in Appendix A and B
Structured interviews enable researchers to gather consistent data by posing the same standardized questions to all respondents, as noted by Gray (2004) This method allows for systematic recording of responses while minimizing interaction between the researcher and participants, ensuring that the focus remains on the respondents' experiences and viewpoints regarding the specific topic under investigation.
Reliability and validity
3.5.1 Reliability and validity of questionnaire
To evaluate the quality of the measuring instrument in research, Cronbach’s Alpha is employed to assess the internal reliability of the questionnaire This statistical tool measures the interrelatedness of items, making it suitable for test items that utilize a range of responses, such as a five-point agreement scale Cronbach’s Alpha is widely regarded as the most effective method for determining internal consistency.
To assess the internal consistency reliability of the questionnaire responses, the researcher employed Cronbach’s Alpha, adhering to the accepted alpha values ranging from 0.7 to 0.95 (Tavakol & Dennick, 2011) The analysis involved calculating the correlation of each test item, with low-correlated items being discarded The Cronbach’s Alpha test was conducted separately for three scales: communication apprehension, test anxiety, and fear of negative evaluation, as well as for the overall combined scales.
Table 3.4 Item-Total Statistics of Cronbach’s Alpha of communication apprehension scale
Scale Mean if Item Deleted
Scale Variance if Item Deleted
Cronbach's Alpha if Item Deleted
1 I feel MORE sure of myself 25.42 37330 444 827
I feel LESS frightened when I don’t understand what the teacher is saying
I am LESS panic when I have to speak without preparation
If I have opportunity to speak with native speakers,
I get LESS upset when I don’t understand what the teacher is correcting
15 I feel MORE confident when I speak 25.16 37924 523 817
I feel LESS self-conscious about speaking English in front of other students
I get LESS nervous and confused when I am speaking English
I DO NOT feel so nervous when I don’t understand every word the English teacher says
Table 3.4 reveals that all Corrected Item-Total Correlation values exceed 3, indicating a strong relationship between the items and the overall scale (Pallant, 2011) Notably, item 13 has a correlation of 834, which is higher than the Cronbach's Alpha value of 832, suggesting that removing this item could enhance the final alpha value (Pallant, 2011) Consequently, item 13 was excluded from the data analysis Following this removal, Table 3.5 presents the internal consistency of the communication apprehension scale.
Table 3.5 Cronbach’s alpha reliability statistics of communication apprehension scale
The result indicated that the reliability of the communication apprehension scale was good because the final Cronbach’s Alpha value was 834, greater than 0.7
Table 3.6 Item-Total Statistics of Cronbach’s Alpha of Test anxiety scale
Scale Mean if Item Deleted
Scale Variance if Item Deleted
Cronbach's Alpha if Item Deleted
I know that I’m going to be called on after discussion with group mates
I am LESS worried about the consequences of failing my English class
10 I DO NOT feel so nervous that I forget things I know 29.73 32.821 546 771
I often feel like going to my
My heart DOES NOT pound when I am going to be called on when answering questions
I feel LESS pressured to prepare for my English class
I get LESS worried about getting left behind when
English class moves so quickly
I feel LESS tense and nervous in my English class
When I am on my way to
English class, I feel MORE sure and relaxed
Table 3.6 reveals that all Corrected Item-Total Correlation values exceed 3, indicating a strong relationship between the items and the overall scale (Pallant, 2011) Notably, item 8 has a correlation of 803 in the Cronbach's Alpha if Item Deleted column, which is higher than the overall Cronbach’s Alpha value of 798 This suggests that removing item 8 would enhance the final alpha value, leading to its exclusion from the analysis Consequently, Table 3.7 presents the internal consistency of the test anxiety scale following the removal of item 8.
Table 3.7 Cronbach’s alpha reliability statistics of test anxiety scale
The SPSS output yielded an alpha coefficient of 803 for test anxiety scale for the overall 9 items, which suggested that the scale was highly reliable
Table 3.8 Item-Total Statistics of Cronbach’s Alpha of fear of negative evaluation scale
Scale Mean if Item Deleted
Scale Variance if Item Deleted
Cronbach's Alpha if Item Deleted
2 I am LESS worried about making mistakes 26.71 28.529 494 771
I stop thinking that the other students are better at
I usually MORE at ease during group discussion 26.45 29.796 447 777
I feel LESS embarrassed to contribute my ideas to group discussion
I DO NOT feel worried that my English teacher will correct every mistake I make anymore
I am LESS worried that the other students speak
I am LESS afraid that other students will laugh at me when I speak English
Even if I am surrounded by native speakers, I would probably feel MORE comfortable
I get LESS nervous when the English teacher asks questions which I haven’t prepared in advance
Table 3.8 reveals that all Corrected Item-Total Correlation values exceed 3, indicating a strong relationship between each item and the overall scale (Pallant, 2011) Notably, item 16 has a correlation of 797, which is higher than the overall Cronbach’s Alpha value of 792 As per Pallant (2011), removing this item would enhance the final alpha value, leading to its exclusion from the analysis Consequently, Table 3.9 presents the internal consistency of the fear of negative evaluation scale following the removal of item 16.
Table 3.9 Cronbach’s alpha reliability statistics of fear of negative evaluation scale
The SPSS output yielded an alpha coefficient of 0.797 for the fear of negative evaluation scale for the 8 items, which affirmed that the scale was reliable
To sum up, the questionnaire for the learners comprises 28 items, yet three items
13, 8, 16 were removed for reliability increase; hence the researcher only checked the reliability of 25 items
The table 3.10 clarifies the reliability analysis of the three scales consisting of communication apprehension, test anxiety and fear of negative evaluation
Table 3.10 Cronbach’s alpha reliability statistics of the three scales
The Cronbach’s Apha value for the questionnaire measured was 928 which indicated highly reliable
Validity refers to how accurately an instrument measures what it claims to measure (Kimberlin & Winterstein, 2008) Drost (2015) identifies four key types of validity that researchers should evaluate: statistical conclusion validity, internal validity, construct validity, and external validity Understanding these types is crucial for ensuring the reliability and applicability of research findings.
(2011) assert that validity includes construct validity, content validity and
The researcher confirmed the construct validity of the study, which refers to the measurement of abstract concepts and traits like ability, anxiety, attitude, and knowledge (Gray, 2004, p 91) This validity was established through five specific measures.
The concept of anxiety was precisely articulated through a comprehensive theoretical framework and supported by previous research This extensive examination of anxiety theories and studies highlights the significant attention given to the topic by researchers globally.
Secondly, the researcher’s questionnaire was modified based on the construct
“anxiety” The modification on FLCAS helped the questionnaire ensured the construct validity for anxiety
Thirdly, the internal consistency of the questionnaire was high (α = 928) which indicates that all the questionnaire items measured a single construct of anxiety
To ensure the success of the questionnaire prior to its official distribution, two stages of piloting were conducted This process allowed the researcher to evaluate and refine the wording and grammatical structures within the questionnaire.
Finally, the translation of the questionnaire into Vietnamese as clearly as possible for the respondents to answer confortably also ensured the higher validity
3.5.2 Reliability and validity of interview
Gray (2004) emphasizes the importance of maintaining consistency in standardized questions and the interview process to enhance the reliability of interviews This involves asking each interviewee the same questions in a uniform tone, ensuring that all respondents are treated equally Consequently, the research implemented this approach to reinforce the validity of its findings.
The researcher administered 52 identical questions to each respondent, ensuring a consistent tone of voice to promote fairness Key practices included reading questions verbatim, repeating them when necessary, accepting refusals without irritation, and probing in a non-directive manner to minimize bias during the interview process (Gray, 2004) To further enhance objectivity, a neutral attitude and neutral questions were employed throughout the interviews.
The validity of the interview is guaranteed by the alignment of questions with the research objectives and their relevance to existing literature and preliminary work with participants (Gray, 2004, p.219) In this study, the interview questions are designed to correspond with the questionnaire items, presented in a narrative format Additionally, recording the structured interviews is essential to maintain the quality and integrity of the data collected.
Arksey and Knight (as cited in Gray, 2004) suggest that a sample size of eight respondents is adequate for research, leading the researcher to select ten students for the study To enhance validity, the researcher focused on building trust and rapport with interviewees, allowing ample time for in-depth exploration during interviews, and formulating relevant questions based on literature and piloting questionnaires Consequently, these strategies were implemented throughout the interview process.
Data collection
The data collection was carried out in the end of March, 2017 at 371 Nguyen Kiem,
Go Vap District The researcher personally asked the teachers teaching the chosen classes for permission to collect data for the thesis during the break time of the classes
On March 25, 2017, the researcher and her assistant arrived at Ho Chi Minh City Open University 30 minutes before the break After verifying the major, they entered the classrooms, where the researcher introduced the study's purpose and significance The students were then given questionnaires, with clear instructions provided for completion While the students filled out the questionnaires, the researcher recorded the number of males and females to ensure balanced representation for subsequent classes The students took approximately 15 to 20 minutes to complete the questionnaires, resulting in a total return of 200 copies, achieving a 100% response rate.
The interview took place on the afternoon of November 21, 2017, at Nha Nam Books N’ Coffee, located at 24A D5 Street, Binh Thanh District, chosen for its privacy and quiet atmosphere The researcher arrived 45 minutes early to set up necessary equipment, including a phone recorder and note papers Participants were divided into male and female groups to help ease their nerves Prior to the interview, the researcher emphasized the significance of the topic and encouraged interviewees to provide detailed responses rather than simple yes or no answers Additionally, participants were assured that the recording was solely for research purposes, allowing them to express their genuine thoughts on the subject.
The researcher conducted the interview with the female group in 30 minutes in a
The research created a trustful and relaxing atmosphere, allowing five interviewees to share their thoughts on each question before moving to the next Following a similar process, a male group was interviewed over a span of 25 minutes The interviews concluded at 3 PM, thanks to the dedicated cooperation of all participants.
Data analysis
In this study, the questionnaire and the interview were analyzed in several ways This section describes how the analytical procedures were used and reported in each research questions
In the analysis of research question 1, SPSS 18.0 was utilized, leading to the removal of three questionnaire items (items 13, 8, and 16) to enhance internal reliability, as detailed in Section 3.5.1 The total scores for the remaining items in each scale were calculated and subsequently divided by the number of items to convert them back to the original scale for clearer interpretation and further analysis Various statistical procedures were employed to analyze the questionnaire data for both research questions.
Research question 1: What is the perceived impact of cooperative learning on non-English major students’ anxiety level in an EFL class?
To assess the impact of cooperative learning on anxiety levels among non-English major students, descriptive statistics, including means and standard deviations, were calculated for each scale and individual items in the questionnaire The findings are organized based on three key scales, with a focus on communication apprehension.
23, 25), test anxiety (3, 9, 10, 14, 17, 18, 21, 22, 24) and fear of negative evaluation
Research question 2: Is there any difference in the perceived impact of cooperative learning on students’ anxiety level between males and females in an EFL class?
This section investigates the differences between males and females regarding the perceived effects of cooperative learning on anxiety levels An Independent Samples T-test was employed to analyze these differences, with P values under 05 deemed statistically significant A comprehensive data analysis will be provided in Chapter 4.
Prior to conducting data analysis, all recorded interviews were transcribed verbatim The transcripts, along with the researcher’s field notes, underwent content analysis, where they were coded and categorized to identify common patterns in students' responses For detailed insights, refer to the interview transcripts in appendices E, F, G, and H.
Summary
Chapter 3 aimed at justifying the research methodology to be employed in the study by presenting the research design, describing the research sites and the participants and the way of collecting and analyzing the data Additionally, it also clarified the reliability and validity of the instruments The next chapter will present the data analysis of the study The next chapter focuses on the analysis and discussion of the collected data
