Page 66 - The SpeakTeach method - Esther de Vrind

Chapter 3. Perspective of the teachers - practicality
3.5.2 Results of research question C: Practicality of regular teaching and the SpeakTeach
method Table 3.4
Means (and standard deviations) of the desirability and probability of successful execution of the regular teaching practice and the SpeakTeach method
Desirability Pre- measurement
method
Regular teaching practice
Practicality
Probability of successful execution
Experimental group (n=13)
Control group (n=17)
Regular 4.54 (1.05) teaching
practice
SpeakTeach
Intermediate measurement
6.31 (.48)
Post- measurement 4.15 (.99)
6.31 (.63) 5.29 (1.45)
Pre- measurement 5.31 (.95)
5.38 (1.04) 4.94 (.97)
Intermediate measurement
5.31 (1.03)
Post- measurement 4.77 (1.09)
5.00 (1.08) 4.65 (1.41)
6.08 (.64) 5.12 (1.73)
Table 3.4 shows the five measurements of desirability and the five measurements of probability for the experimental group and the two measurements for each in the control group. Differences were found in the experimental group with respect to desirability between the five different measurements taken on regular teaching practice and teaching using the SpeakTeach method (F (4, 48) = 28.45, p < .001, ηp2 = .703) (see Table 3.4). The three measurements on SpeakTeach were all significantly higher than the two measurements on regular teaching (p’s < .003) for desirability. There was no difference between the baseline measurement and the final measurement for desirability on the regular method of teaching (p = 1.00) or between the three measurements on the SpeakTeach method (p’s = 1.00). There were no significant differences between the experimental and the control group with respect to their opinions about regular teaching (F (1, 28) = 3.33, p = .079), nor was there an effect of time of measurement (F (1, 28) = .30, p =.587). The interaction was also not significant (F (1, 28) = 2.20, p = .149).
No differences were found in the experimental group with respect to probability of being able to successfully carry out the regular teaching practice or the SpeakTeach method (F(4, 48) = 1.019, p = .407). No difference was found between the opinions of the teachers in the experimental and the control group about their regular teaching (F (1, 28) = .436, p = .515). The groups were therefore comparable in their assessment of the practicability of regular
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