DEPARTAMENTO DE CIENCIAS HUMANAS Y SOCIALES CARRERA DE LICENCIATURA EN LINGÜÍSTICA APLICADA AL IDIOMA INGLÉS RESEARCH PROJECT THE INFLUENCE OF THE QUIZSTAR TOOL ON THE DEVELOPMENT OF LISTENING SKILLS ON FIRST YEAR BACHILLERATO STUDENTS AT “LAURO GUERRERO” MILITARY EDUCATIONAL UNIT, LOJA, SCHOOL YEAR 2014-2015 AUTHOR: LLUMIQUINGA GUAMÁN, LUIS IVÁN THESIS DIRECTOR: MSC. LLUMIQUINGA, MARÍA TERESA THESIS CO-DIRECTOR: MSC. ESPÍN, CARLOS SANGOLQUÍ, 2015

AGENDA PART I PART II PART III PART IV PART V INTRODUCTION RESEARCH PROBLEM PART I THEORETICAL FRAMEWORK PART II TESTING THE HYPOTHESIS PART IV METHODOLOGICAL DESIGN PART III PROPOSAL PART V

Research Project development introduction Research Project development The problem (problem tree) QuizStar tool and Listening strategies Methodology, research type and instruments Results, analysis and testing the hypothesis Conclusions and Recommendations Proposal: Teachers´ training

1.1. Problem identification   PART I 1.1. Problem identification

  PART I 1.2. Problem setting How does QuizStar tool influence the development of listening skill on students attending the First Year of Bachillerato? Teachers use old fashioned educational tools Ignore different technological tools Use traditional methods Do not insert in curriculum planning technological tools

CONCEPTUAL DEFINITION Development of Listening Skills.   PART I 1.3. variables VARIABLES CONCEPTUAL DEFINITION DIMENSIONS  SUBDIMENSIONS SUBDIMENSIONS   I.V QuizStar Tool QuizStar is a free online quiz maker technological tool that allows teachers to manage their classes, make and assign quizzes, automatically view and generate reports of quiz scores and student performance online. This digital tool allows teachers to create classes, tests, and quizzes with multiple choices, true or false and open-mind questions. Teacher´s site Class Management Quiz Management Reports Management Create classes Manage classes Delete classes Quiz repository Assignment manager Quiz editor View quiz report Increase or decrease student´s attempts Student´s site Classes Classes searching Untaken quizzes/classes Started quizzes Expired quizzes Class search Quiz search D.V. Development of Listening Skills. Listening is a language skill that spans the appropriate neurological responses and interpretation of sounds in order to understand and assign meaning by reacting, selecting meaning, remembering, attending, analyzing, and incorporating previous experience. Listening strategies Top-down Listening for the main idea Predicting Drawing inferences Summarizing Bottom-up Listening for specific details Recognizing cognates Recognizing word-order   Metacognitive Planning Monitoring Evaluation

1.4. objectives General Objective Specific Objectives PART I   PART I 1.4. objectives General Objective Specific Objectives To analyze the results gotten from the development of Listening skill by applying Listening strategies using the QuizStar tool with students. To describe useful Listening strategies for the development of Listening skill. To describe the features of the QuizStar tool to create classes, tasks and quizzes online. To identify the educational model, techniques and strategies used by teachers within the teaching-learning process. To determine the influence of the QuizStar tool on the development of Listening skill through the use of Listening strategies to improve Listening skill on the students of First Year of Bachillerato, at “Lauro Guerrero” Military Educational Unit of Loja.

THEORETICAL FRAMEWORK   PART II THEORETICAL FRAMEWORK CHAPTER I: GENERAL INFORMATION –History (May,30 1994) –Location (Loja) –Infrastructure (2 blocks, a sport center, 2 labs) New Educational Model Based on principles. Aim: uniformity, hierarchies and rigidity Curricular Model Aligned with National Plan for good living. Curriculum for UGB. Curricular Planning for Scientific Knowledge Pedagogical and didactical model Pedagogical: Alternative. Aim: own learning and mediator teachers´ role. Didactical: Alternative. Learn by doing, use cognitive approach and scientific-technological model. CHAPTER II: QUIZSTAR TOOL QuizStar Resource http://quizstar.4teachers.org/ Timesaving educational resource. Use technolgy to improve educational leves. Features Free web-based tool.Teachers: create classes and tests, attach multimedia files, and share activities. Students: take quizzes, review and complete tasks later. Teacher´s Site Class Management, Quiz management, and Reports Management. Allow to set up classes and quizzes online. Unlimited number of multiple choices questions, true or false questions, open mind questions, etc. Student´s Site Student tutorial. Search for classes online, Take quizzes, Review quiz scores and feedback. CHAPTER III: LISTENING SKILL LISTENING SKILL: Acquisition of Listening strategies. Attending, understading, interpreting, responding and remembering. ( Downs, 2008) Advantages: abillity to predict, use authentic information and think about main ideas. Features: Listening for main ideas, Prediction, Drawing inferences and Summarizing. Top-down Bottom-up Advantages: Ability to listen and understand, interpret from lowest level and discriminate between intonation counters. Features: Listening for specific details, Recognizing cognates and Recognizing Word order patterns. Advantages: Strategic learners, Fastest cognitive engagement, confident and provide accurate assessments. Features: Planning, Monitoring and Evaluation Metacognitive strategies

HYPOTHESIS SYSTEM 3.2. Hypothesis   PART II HYPOTHESIS SYSTEM 3.2. Hypothesis Working Hypothesis The QuizStar tool positively influences the development of Listening skills of First Year Bachillerato students, Room “D” Null Hypothesis The QuizStar tool does not influence the development of Listening skills of First Year Bachillerato students, Room “D”.

METHODOLOGICAL DESIGN   PART III METHODOLOGICAL DESIGN 3.1. Research type and design Descriptive and field based Quasi-experimental design Quantitative and transversal design 3.2. Population size and sample 35 students, First Year Bachillerato, room “D” 36 students, First Year Bachillerato, room “C”

METHODOLOGICAL DESIGN   PART III METHODOLOGICAL DESIGN 3.3. Field Work 3.4. Instruments for data collection First Year Bachillerato study, room “D” First Year Bachillerato study, room “C” A Pre-test A Post-test A Satisfaction Survey 3.5. Data Processing and analysis Quantitative Data Tabulated, compared and analyzed. Descriptive statistical measures. Statistical Analysis Arithmetical Mean Standard Deviation Transversal Data Second Curricular Block Planing. Survey to experimental group.

PART IV: TESTING THE HYPOTHESIS   PART IV: TESTING THE HYPOTHESIS 4.1. Pre-test results Qualitative and Quantitative scales to measure the academic performance Limitations: Absent: 2 students from control group, and 3 ones from experimental group. Needed more time than 30 minutes, so they were allowed 10 minutes extra.

4.1. Experimental group results PART IV 4.1. Experimental group results Experimental group during the application of QuizStar tool Limitations: Absent: 2 students in activities N° 1, 2 and 3. All students participated in activities N°4 and N°5.

4.1. Post-test results PART IV Limitations:   PART IV 4.1. Post-test results Limitations: Absent: 1 student of control group. Students of Experimental group did Physical Education before taking the test.

4.1. Pre-test vs. Post-test results   PART IV 4.1. Pre-test vs. Post-test results FORMULA: Arithmetic Mean A= average n= the number of terms Xi= the value of each individual item Standard Deviation

4.2. Analysis of the results PART IV 4.2. Analysis of the results Mean of Control and Experimental Group Standard Deviation of Control and Experimental Group Part I, difference between mean scores was: 0,03. Part II, difference between mean scores was: 0,01. Part III, difference between mean scores was: 0,06. Part IV, difference between mean scores was: 0,50. Experimental Group in part III portrays the biggest Standard Deviation: 2,12. Control Group in part III: 1,95. Students had scattered scores. Both groups revealed low level of comprehension.

4.2. Analysis of the results   PART IV 4.2. Analysis of the results Progress of Experimental Group during the application of QuizStar tool Performance of Experimental Group during the application of QuizStar tool Four activities had a mean higher than 7,34/10. Activity 2 had the lowest mean Students felt motivated and interested. Activity 5 got highest score, in spite of a compilation of the whole unit 2. Activity 2 mean score was lower. Reasons: new vocabulary, grammar and pronunciation.

4.2. Analysis of the results   PART IV 4.2. Analysis of the results Post-test Mean of Control and Experimental Group Post-test SD of Control and Experimental Group Part I, significant difference for experimental group: 3,43. Part II, significant difference for experimental group: 2,35. Part III, significant difference for experimental group: 2,35. Part IV, significant difference for experimental group: 3,49. Experimental group got lowest standard deviation: 1,21. Experimental group, in part III Highest SD: 1,53, in contrast with SD of control group: 2,86 in part IV. QuizStar tool in experimental group evened out their values.

4.2. Analysis of the results PART IV 4.2. Analysis of the results Comparison of Progress between Pre-test and Post-test of Control group and Experimental Group Control Group: Very slight variance in means (from pre-test to post-test): 0,15. A progress of = 1,50%. Experimental Group: Significant difference in means (from pre-test to post-test): 3,18 = progress: 31,80%. Comparison between the two groups: At the beginning of the experiment: difference of means between pre-test of control and experimental group: 0,13 = 1.30% At the end of the experiment: difference of means between post-tests of control and experimental group: 3,16. A progress =31.60%

4.2. Analysis of the results   PART IV 4.2. Analysis of the results Comparison between Pre-test and Post-test of Control group and Experimental Group Similar SD. Previous and individual knowledge base was closer to the mean. Similar level of English language knowledge. Objective has been reached, lowest SD: 1,03 for experimental group. Individual performance closer to the mean in experimental group. QuizStar tool allowed homogenize knowledge. Improved Listening comprehension.

4.2. Analysis of the results PART IV 4.2. Analysis of the results Comparison of Academic Performance between Pre-test and Post-test of Control group and Experimental Group Out of 36 students, 34 ones took the test. 2 Ss (5,9%) passed before CBP. 21 Ss (61,8%) needed supplementary classes. 11 Ss (34.4%) needed to take remedial exam. 35 Ss took the post-test. 6 Ss (17,1%) passed after CBP. 18 Ss (51,4%) needed supplementary classes. 11 Ss (31,4%) needed to take remedial exam. 32 Ss took pre-test. 2 Ss (6,3%) passed before QuizStar tool. 22 Ss (68,8%) needed supplementary classes. 8 Ss (25%) needed remedial exam. 35 Ss took the post-test. Passed: 3 Ss (8,6%) and got 10/10. 16 Ss (45,7%) and placed in (9-9,9). 14 Ss (40%) and placed in (7-8,9). 2 Ss (5,7%) needed supplementary classes. No one Ss was placed in (<5)

4.3 Testing the Hypothesis PART IV 4.3 Testing the Hypothesis Level of Significance Control Group 5.44/10 Experimental Group 8.60/10 Difference in the Progress 0.13 3.16 Work Hypothesis is aceptable and valid. QuizStar tool positively influenced the development of Listening skill. Null Hypothesis did not influence on development of Listening skill.

4.4 Satisfaction survey PART IV   PART IV 4.4 Satisfaction survey Students felt highly satisfied using QuizStar tool. Students were encouraged and more interested in learning.

PART I 4.5 Conclusions QuizStar tool positively influenced and provided important advantages Listening strategies were adapted through QuizStar tool with the experimental group. QuizStar tool contributed the development of Listening skill Results of the post-test for experimental group through QuizStar tool showed an 8.6/10 (86%).

4.6 Recommendations Recommendations PART IV Use QuizStar tool and other web-based resources. Offer benefits to create didactical materials. To implement: have equipped computer labs with Net LAN, fast internet speed, a projector and headphones. Teachers have to incorporate available technological tools, train themselves and insert in curricullum Planning.

Stakeholders analysis PART V: THE PROPOSAL Stakeholders analysis Participants English Teachers from “Lauro Guerrero” military educational unit. Features: Do not know about web-based resources. Advantages: Free Quiz-making tool. Enable to create, manage quizzes. Easy tool for teachers and students. Ss. can take clases, quizzes, etc. Disadvantage: Need internet service. Strengths: Equipped labs. Trained teachers in Language. Weaknesses: Do not know technological tools. Implications: Train teachers. Achieve improvement of teachers´ knowledge.

Logical Framework PART V: THE PROPOSAL Objectives Train teachers: to use QuizStar tool. To create and manage quizzes, classes, activities, etc, through QuizStar tool. Introduce other technological tools. Assumptions Availability of computer labs. Supplied internet service. Supplied didactical resources.

PART V: THE PROPOSAL Budget and Timetable

PART V: THE PROPOSAL Proposal evaluation

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