4.2 Data presentation and analysis
In order to have a comprehensive picture of the impact of
songs and games in ELT in the 4th form in the Senegalese context,
the data will be presented and analysed in a systematic way. Firstly the
teachers' data will be presented and analysed from both quantitative and
qualitative views. Then students' data will follow the same procedures. Finally
teachers' and students' data will be compared to gauge the impact of songs and
games in ELT in the Senegalese context.
4.2.1 Teachers' questionnaire data: presentation and
analysis
Data presentation
|
No
|
Questions
|
Answers
|
Percentages
|
|
1
|
Do you teach songs and games in your class?
|
Very often often never
29 17 O4
|
58 34 O8
%
|
|
2
|
When teaching songs and games what is your purpose?
|
grammar vocabulary fun
25 1O 15
|
5O 2O 3O
%
|
|
3
|
Are songs and games
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demanding boring motivating
O6 O9 35
|
12 18 7O
%
|
|
4
|
At what moment of the lesson do you use them?
|
start middle end
15 16 19
|
3O 32 38
%
|
|
5
|
How do they find songs and games?
|
Difficult pleasant encouraging
O5 15 3O
|
1O 30 6O
%
|
|
6
|
What type of grouping do you use?
|
solo work pair work group work
O3 2O 27
|
O6 4O 54
%
|
|
7
|
Which difficulties do you encounter when carrying out these
activities?
|
timingstudents'control mana gement
12 11o 27
|
24 22 54
%
|
Data analysis
Out of 60 handouts given to teachers only 50 have been
returned; so we have collected the data in the first table. For the
questionnaire the analysis is carried out question after question.
1 Do you teach songs and games in your class? If we
consider the first question we can see that the great majority of teachers use
songs and games in their classes.
2 When teaching songs and games what is your purpose?
Here we can state that options are diverse but we must not lose sight that most
of them focus on grammar.
3 Are songs and games demanding, boring or motivating?
From the answers we can notice that many teachers believe that designing songs
and games is too demanding
4 At what moment of the lesson do you use them? The
conclusion we can draw here is that most teachers do these activities at the
end of the lesson as they do not think they can be integral lessons. So they
use them most of the time as fillers or routine breakers.
5 How do they find songs and games? Teachers find
them so encouraging and motivating that using songs and games in English
language teaching is vital for students to participate efficiently in the
class.
6 What type of grouping do you use? When taking into
account the answers of the teachers we can acknowledge that today teachers tend
to use group work to encourage participation of all the students. If we look at
the table we will see that the percentage that uses regularly group work is
more numerous than the one who use solo work.
7 Which difficulties do you encounter when carrying out
these activities? The conclusion we draw here is that teachers have great
problems to manage their classes when it comes to dealing with these
activities. Sometimes it is impossible to perform these activities in tiny
classrooms
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