Câu 1: 10 câu MCQs
Với bài kiểm tra giữa kỳ thì có 1 số vấn đề về câu hỏi như sau để thảo luận sau:
Dependent/ independent variables
Narrative inquiry
Grounded theory
Case study
Nominal/ Interval/ Ratio/ Ordinal scale
➔ Cần đọc kỹ lại để hiểu chính xác hơn
Câu 2:
Hypotheses:
Cái cần lưu ý là “sự khác biệt về khả năng nghe hiểu khi sử dụng 2 phương pháp khác nhau.
Chứ không phải là đo sự tương quan.
• Null Hypothesis (H₀): Integrating English-language podcasts into weekly listening
lessons does not lead to a significant improvement in students’ listening comprehension
compared to traditional textbook-based activities.
• Alternative Hypothesis (H₁): Integrating English-language podcasts into weekly
listening lessons leads to a significant improvement in students’ listening
comprehension compared to traditional textbook-based activities.
A quasi-experimental design with two groups: one experimental group using English-
language podcasts and one control group using textbook-based listening. Pre-tests and post-tests
on listening comprehension should be administered to both groups. Statistical analysis (e.g.,
independent samples t-test) would be used to compare the gains in listening scores between the
groups.
Câu 3:
Tạm thời thì các bạn không có quá trình tính ra đáp số vẫn được chấm. Tuy nhiên khi thi
cuối kỳ, nếu không có quá trình tính thì sẽ không có điểm.
a) The mean = 15.5, median = 15, and mode = 15 are quite close in value. These values suggest
that the distribution of scores is symmetrical and that most students performed near the central
tendency.
b) With a range of 8 and a standard deviation of approximately 2.30, the spread is moderate. This
indicates that while many students performed close to the mean, there was still some variation in
scores.
c) Overall, the vocabulary instruction seems effective, as most students achieved relatively high
scores around the mean of 15.5. However, the presence of a few lower scores (e.g., 12 and 13)
suggests that some students may benefit from additional support.
Câu 4:
Có thể liệt kê 3 mối tương quan nhưng chỉ cần 2 yếu tố này các bạn đã đạt điểm tuyệt đối.
Đáp án minh họa:
There is a moderate positive correlation between motivation and final English test scores (r =
.548, p < .01), indicating that more motivated students tend to perform better on the test.
There is a moderate negative correlation between language learning anxiety and final test scores
(r = –.517, p < .01), suggesting that higher anxiety is associated with lower test performance.
Câu 5:
Trong nội dung minh họa sau đã bao gồm mô tả khái quát về mẫu và giá trình Chi-square
cũng như suy luận từ kết quả Chi square. Nếu các bạn được yêu cầu tính toán thì giá trị có ý
nghĩa thống kê khi alpha tại 0.05 sẽ được quy chiếu dựa vào bảng cho sẵn.
The distribution of pass/fail outcomes was relatively similar across students’ preferred learning
styles:
• Among 25 auditory learners, 20 passed and 5 failed.
• Among 23 kinesthetic learners, 13 passed and 10 failed.
• Among 22visual learners, 12 passed and 10 failed.
A Chi-square test of independence was conducted to examine the association between students’
preferred learning styles and their final English test outcomes. The results showed no significant
association between the two variables, χ²(2, N = 70) = 4.202, p = .122. This suggests that
students’ preferred learning style was not significantly related to whether they passed or failed
the final English language test.
Câu 6:
Với bài dưới đây thì significance level là > 0.05 nhưng nếu < 0.05 thì phải đọc dòng khác ở
trong bảng → Cần phải xem lại tài liệu cho thật kỹ khi ôn bài.
Một đoạn lí thuyết chúng ta được học:
If the probability value is statistically significant (as in this case: 0.004) then variances are
unequal and the researcher needs to use the second row of data (‘Equal variances not
assumed’)
if the probability value is not significant (ρ < 0.05) then equal variances are assumed and the
first row of data (‘Equal variances assumed’) is used.
Đáp án minh họa:
An independent samples t-test was conducted to compare final English language test scores
between male and female students. The Levene’s Test indicated that the assumption of equal
variances was met (F = 0.616, p = .435).
The results showed no statistically significant difference in test performance between the two
groups, t(68) = 1.107, p = .272. The mean test score for male students was 66.60 (SD = 14.63),
and for female students, it was 62.54 (SD = 16.01). The mean difference of 4.06 points was not
statistically significant. In other words, gender did not have a significant effect on students’
performance on the English language test in this sample.
