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RQ:
How does blended learning affect the interest of learning Chinese language for primary school students?

Construct:
Interest of learning

Types of data:
Interview
Questionnaire
Classroom and online observation (through participation)

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RQ: What are the impact of critical thinking on the creativity in narrative writing by Secondary 3 Express Malay Language students?

construct: creativity
variable: critical thinking

Qualitative methods:
1) interview students on
-How they feel about the topics/theme they learnt/discussed?
- How do they link the knowledge gained to the writing process of narrative essay?
- How do they find ideas for narrative writing in the past?
-How do they find ideas for narrative writing after the critical thinking activities?

2) Observe their discussion (record their Zoom discussion) - to detect 'lightbulb moments', development of discussion (whether it relates to what they have learnt through cortical thinking)

Data to be collected:
1) records and observation of zoom discussion
2) conversations on weekly narrative question. ( max 3 Qns)
3) survey before and after the intervention (critical thinking) - the weekly sets of lessons
4) survey before and after the narrative writing process (on 2-3 Qns) - the weekly sets of lessons
5) survey after the whole learning intervention

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Research Question:
1.Will the time of reading Chinese story books influence the writing in composition in secondary school?

Revised question:
How effective is reading Chinese story books influence the secondary 2 students' interest in Chinese Essay writing ?

Construct :
Interest in essay writing

Data collection:
1)Pretest

1.1 Survey on the students reading background.

Eg:
>Which type of books do you like to read?
>How often you read Chinese books?
> When is the last time you read Chinese books ?
>Which type of Chinese books that you want to read?
>What are the challenge that you face when reading  Chinese book?

1.2 Do a essay writing assessment test students' writing standard.

2 After reading 3months on their interested books .

Conduct survey
2.1 Find our if their interest have changed
2.2 Conduct another writing assessment.

# data[].attributes.body
Name: Tay Choon Hong

Research Question:
Does the use of LOGICWord strategy have an impact on the learning and retention of Chinese words?

Note:
LOGICWord (Learner Originated Graphical Interpretation of Chinese Word) is a process by which the learner create a illustration centred around the form of the particular Chinese word they are learning. The illustration is not random, rather it is related to the meaning of the Chinese word.

Construct:

Learning of Chinese words

Types of Data to be collected:

Quantitative:

Pre Post Word test on the meaning of words learnt

Qualitative:

Interview with questions asking about:

How the use of the strategy helped the students recall the meaning of the words

Does using the strategy help the students to recall the meaning of the words better? (effectiveness)

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Construct: Motivation

Variables: To measure mainly “Intrinsic” and “Extrinsic” factors

Interview Target: Kindergarten 2 and Primary 1 age-group children, about 5 students from each age of these 2 levels.

How do we measure? Use prepared video; with keyword text shown at the end of each short videos, according to planned curriculum during the online lesson. Observe children’s body language, expressions, conversations from the recorded video. Conduct multiple interviews with children over various online education lessons, over a long period of time, maybe 6 months.

Units: Group of students. Bounded within a group, and a 6-month period.

Initial Interview Questions (start with Open-ended questions; repeat, rephrase to look for data):

1.      Do you like the video?

2.      Tell me what they are doing?

3.      Do you want to watch it again? Why?

Observation: Video record the conversations among the children during their online session and after the session. Look for the following data when children talk among themselves.

Data Collection: Have students talk about their feelings. Look for data in the video (excitement, emotions, new knowledge, reasons for wanting to watch, reasons for words, expressions in context of understanding, body language, expression of desire to repeat viewing, look for keywords pertaining to the variables, etc).

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Construct, Type ofdata & Data Collection Sources & Techniques

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Construct, Type ofdata & Data Collection Sources & Techniques

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Construct: Self-esteem

Type of Data Collected:
1) Non-participant observation
2) Students' personal experience
3) Others' perception on the change (if any) in students' self-esteem
4) Scores on self-esteem questionnaire

Data Collection Resources:
1) Self-report Questionnaires
(based on the Rosenberg (1989) Self-Esteem scale or Harter's (e.g., Harter & Pike, 1988) Self-Perception Profile series of scales. )
2) Interview with student before and after intervention
3) Interview with people in contact with student

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Construct: English Language influence the Malay Language.

Data Collection: Online Survey & Interview through language acquired and language used (including sentence structured) between English and Malay Language.

# data[].attributes.body
Name: Cheng Guomei

Research questions:
1) Does creative drama have an effect on developing Chinese speaking skills of Secondary school students?

2) What is the effect of Tiktok on the self-confidence of Secondary school students？

Revised research question:

What is the effect of TikTok on developing Chinese-speaking skills of secondary school students?

Construct:

Chinese-speaking skills

Data Collection:

1) Interview students

Do you think using TicTok has helped your Chinese-speaking skills?

Has TicTok helped you improve your Chinese-speaking skills?

How much has using TicTok improved your Chinese-speaking ability?

Could you please briefly describe the aspects of speaking ability that you have improved?

2) Observing students

- Answer questions in class (Actively or inactively)

- Group presentation (Confident or unconfident)

- Speech in front of a lot people (Sufficient content or insufficient content)

3) Oral practice / test / exam (High score or low score)

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Construct: Teacher-student rapport

Type of Data to be Collected:
- Teachers' personal experience (i.e. how do they establish teacher-student rapport among their at-risk school students)
- Teachers' perception of teacher-student rapport
- Teachers' opinion on the importance of establishing teacher-student rapport

Data Collection Sources and Techniques:
- Unstructured Individual Interview
- Online Questionnaire
- Non-participant Observation

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RQ(1)How do we get more primary school students interested in learning their mother tongue language?

Constructs: Conducting Lessons/ Social Skills.

How do we conduct the lessons?

1.    Lessons can be conducted in a fun and conducive learning environment.

Example: Allowing breaks and playing Chinese videos in between so students would be more engaged.

2.  Engage in critical thinking through workshops and homework.

How can social skills get students be interested?

1.   Encourage students to speak in their mother tongue language among their peers and family.

2.  Remind students that speaking in their mother tongue language is key and important to learning other languages.

3.  Word and language games can be used in between lessons as well so students can interact in their mother tongue language.

Interview Questions

1.  Would Chinese Videos and Games help you to learn mandarin better?

(Charades, Word Games and matching words)

2. Do you like speaking Chinese at home?

3. Other than Chinese Videos and games, what other activities do you think you would be interested in?

4.   If teacher would encourage a gift system for speaking Chinese 3 days per week, would you be interested?

RQ(2)How to motivate primary school students to learn their mother tongue language?

Constructs: Conducting games and workshops for students / Parents educating their child

Interview Questions

1.  What kind of Chinese games would you and your friends enjoy playing?

2. How do you feel after your parents brought you to Chinese speaking places?

3.  Do you prefer playing games or watching videos in between lessons?

4. What kind of workshops do you want the teacher to conduct after attending the workshop?

5. Tell us how often would you prefer us to conduct games and workshop?

a)   Once per week.

b)    Once a month.

c)    Every 3 months.

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Research question
The effect of Chinese language  cartoon on P1 student's interest in learning oral and listening skill
Construct:
interest , oral and listening

Data collection:
How to measure interest
1,observstion
we can observe student's expression and body language.
2, interview
we can ask some questions of their feeling.

How to measure  listening skill
we can ask students to do some quiz questions with  relate to cartoon and measure  listening skill by scores.

How to measure oral skill
we can ask students to retell the story and observe the students' fluency and  tone of voice.

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Research Question: How does the use of ICT tools influence the reading interest of low readiness students? [Candy]

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Research Question: How does the use of ICT tools influence the reading interest of low readiness students? [Candy]

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Construct: Reading Interest

Data Collection:

1) Pre-test:
A reading test to be carried out as pre-test to understand the readiness of students so as to secure the low readiness student group (a Sec 2NT group). This reading test will be a passage from the school textbook (a passage from the 2B textbook) as the school teachers have not touched on these units yet so can ensure the fairness of the pre-test. Also, a diagnostic test to be done by another group of sec 2Exp students to ensure that the passage selected suits the level of a Sec 2 student, so as to re-confirm this particular group of low readiness students.

A survey to be conducted after the reading test, to understand the reasons for their low readiness, suspected factors due to low interest/ difficulty in recognising words/ social media etc.  Intervention Process:  Students will go through reading activities crafted using ICT tools to arouse their interest in reading. The books selected are pictorial books so as to cater to their interest and needs.

2) Post Intervention Survey
(To find out whether they enjoy the reading activities using ICT and also the reasons for liking)

3) Interviews of all the students
(To find out their views about the intervention)

4) Measure the quality of the reading activities throughout the intervention, using indicators eg: enthusiasm in participating/ initiative to participate/ work quality/work efforts
(To find out about the students’ performance during the intervention so as to know the effectiveness of this intervention)

5) Measure the number of books that they read voluntarily after the intervention through a book record list
(To find out whether they take any initiative in reading after the intervention)

6) Measure the quality of the reading activities eg book review after the intervention
(To find out about the students’ performance in reading activities, even after the intervention)

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Group Discussion 1 : Construct and variables

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Group Discussion 1 : Construct and variables

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“The effect of picture books on P1 students’ interest in learning Chinese and their vocabulary knowledge.”

Construct :
Interest & vocabulary knowledge

How we measure interest:
1. We can conduct interviews with students to measure their interest (let them describe their feelings).
2. We can use observation to know (During the process, the teacher will pay attention to the students' expressions, feelings, and reactions.
3. We can use some tools like the "Before and after feeling card" to measure the interest of students.

How we measure vocab knowledge：
1. We may ask students to retell the story in verbal form.
2. Students can retell the meaning of vocab and maybe we ask them to use the vocab they learnt to form a sentence or story.

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1. Practicing oral will increase students' self confidence

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What is the effect of using English in Chinese lesson on students’ reading comprehension skills

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What is the effect of using English in Chinese lesson on students’ reading comprehension skills

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•Interview Target: Students

•Interview Question1: Without teacher using English in Chinese lesson, can you fully understand the reading comprehension passage?

•Interview Question2: Do you feel more confident in doing reading comprehension if your teacher uses some English in Chinese lesson?

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How Does ICT tools affect the reading interest of low readiness students?

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How Does ICT tools affect the reading interest of low readiness students?

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Interview Questions:
1) What are the storybooks that you have read?
Iza: Novels
Rui Kah: Novels
Guo Mei: Novels
Xiao Lei: Novels

2) Do you find difficulty in reading? Elaborate
All No.

3) Would you be interested to use ICT tools to your reading? Why?
All Yes. Reason: Some apps can help you to read

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Do our national Chinese examinations, especially the N and O-levels exam, influence the way Chinese lessons are delivered in schools that cause general disinterest in the learning of the Chinese language?

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RQ1: Do concept-based learning help secondary one Malay Language students learn affixes effectively?

RQ2: Do critical thinking influence the creativity in narrative writing by secondary three Malay Language students?

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•1. Does reading, including extensive and intensive reading promote oral expression for second language? If so, which one is more effective?
Construct: oral expression ability
Types of data to collect:
Questionnaire- To collect data on students' reading habits, reading time and reading type
Oracy Test - fluency, confidence level, vocabulary and grammar
Interview- How do you think reading help in your oral expression?

•2. Does collaborative learning promote students' second language competency at primary school level?

Interview-Students' perspective regarding collaborative learning in second language..
Interview-Teachers' observation on the effect of collaborative learning in second language.
Quasi Experiment - Collaborative learning vs Individual learning in a written task
Observation - a Chinese lesson conducted using collaborative learning followed by interview

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1. What is the effect of daily reading programme on students' acquisition of Chinese vocabulary?

Construct:
Students' learning on vocabulary.

Quantitative:
Pre-test and post-test on vocabulary.

Qualitative:
Use of Chinese language during lesson.

2.  How does mindmap tools influence students' logical reasoning ability in oral?

Qualitative:
How confident do you feel when you go for oral exams?

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1. What is the effect of leisure reading on the Chinese writing skills of Secondary 1 students?

2. What is the effect of Drama in Education on Sec 2 Higher Chinese students' writing skills?

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Research Question: What is the effect of of read a loud of Chinese passage on Secondary 1 Normal stream students' oral skill and vocabulary learning .

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(1) What is the effect of using Nearpod in teaching CL on upper primary students' reading comprehension skills?
Construct: Interview (teacher), Test Paper
Data to be collected: Interview, students' reading comprehension test results & answers analysis

(2) What is the effect of using English in Chinese lesson on students' listening and speaking skills?
Construct: Interview (teacher & students), Observation, Questionnaire
Data to be collected: Interview script, observation records, questionnaire results analysis

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Research Question: How does the English Language influence the Malay Language among the Malay students in secondary school?

# data[].attributes.body
Name: Li Hongyu
Research Question:
What are the impact of pupils’ learning interest and oracy skills in participating  the Chinese speech and drama activity?
Qualitative research : questionnaires, interviews, observations, assessments, tests
Research process: Take Chinese speech and drama lesson, Includes speech, storytelling, read aloud and drama, learn to act and oracy.
How do we measure interest?
Questionnaire surveys and comparisons, interviews with parents to understand students' interest in learning. Observing and recording students' learning.
How do we measure oracy skills?
Formative assessment, which is to use rubrics to assess students' performance in activities, and to give oral exams that compare students' oracy skills.

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(1) What is the effect of reading current affairs news on secondary three student's oral presentation skill?

(2) How does google slide making motivate student's self-directed learning?

Interview questions:
1.How do you feel when you are doing the assignment using google slide?

2.Which part do you enjoy the most?

3.What would you like to share with your friend after doing this assignment?

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Name: Cheng Guomei

Research questions:
1) Does creative drama have an effect on developing Chinese speaking skills of Secondary school students?

2) What is the effect of Tiktok on the self-confidence of Secondary school students？

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Research Question:
To what extent does verbal praise have a positive impact on the self-esteem of secondary school students at-risk?

# data[].attributes.body
Yuan Xiaolei

Research Question:
How does reading out loud related to the working memory of primary school children in learning Chinese language.

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(1) What is the impact of using ICT & Drama on the reading interest of low readiness students?

(2) How does ICT tools affect the reading interest of low readiness students?

(3) What is the impact of using creative reading strategies on the reading interest of low readiness students?

# data[].attributes.body
See Yi Jin Eunice
Research Question:
1) Do educational card games influence children's motivation and engagement in learning Mother-tongue language?
2) Does giving less homework influence children's interest in learning Mother-tongue language?

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Name: Zhu Mei
Research question: What is the impact of online games on students' concentration?

Revised Research Question:
What is the impact of the online games(DOTA etc) on students' concentration in class?
Interviewees: Students, secondary students.
Sample size: 10 students from various stream/level.
Interview question:
1. During self-study, are you distracted by the games in your gadgets?
2. Do you play online games during your free time? How much time do you spend on playing online games? Can tell me more?

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(1) What are the effects of teacher-student rapport on the problem behavior of at-risk secondary school students?

(2) How do teachers establish teacher-student rapport among at-risk secondary school students?

# data[].attributes.body
Name:Xu XueNi

Research question：
How to get more primary school students interested in learning their mother tongue?

# data[].attributes.body
Name:Xu Ziqi
Research question: what is the effect of watching MTL cartoon on primary 1 student’s oral and listening skill?

# data[].attributes.body
Name: Zhang Yufen
Research question: what is the effect of online education on Kindergarten and early Primary children’s motivation in learning of Mandarin Language .

# data[].attributes.body
Name: Teo Rui Kah
Research Question：
The effect of picture books on Primary 1 student's interest in learning Chinese and their vocabulary knowledge

# data[].attributes.body
Name: Wan Xiaolin
Research Question: What is the effect of using VR in teaching MTL on Primary 4 MTSP students’ engagement in class?