Your SlideShare is downloading. ×
Analysing graphs ict
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×

Saving this for later?

Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime - even offline.

Text the download link to your phone

Standard text messaging rates apply

Analysing graphs ict

99
views

Published on


0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
99
On Slideshare
0
From Embeds
0
Number of Embeds
1
Actions
Shares
0
Downloads
0
Comments
0
Likes
0
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. Client Contact
  • 2. Analysis of Data GatheredAs part of my research, I made a survey for all the year 6 students from Glenealy Junior School (an ESF Primary School). I chose the school as the majority of students from it will carry on and study at Island School. I asked them questions relating to Mandarin. The data gathered will help me notice what the students are lacking in terms of awareness, motivation etc and to include it in the video. Basically, the data will be incorporated and fully explained in the video (so the content of the video will be covered based on the quantitative data).
  • 3. When the Gleanealy Students were asked how many foreign languages theylearn in school, 100% of stated that they all study only one language. This means that the School has specifically geared students to study one language in depth, symbolizing importance and value of the language. This will most probably lead students in choosing that specific language in Island School. This question is relevant as it shows that the majority of students will pick thelanguage they are currently learning and it enables us to include in the video the importance and effect of learning only one foreign language in depth.
  • 4. All the 60 students learn Mandarin in Glenealy, which shows that schoolthings that it is a great value for students to learn. This question is relevantas in the video we know that we are able to persuade the students thatsince all of them have learnt Mandarin, they should carry on learning it inIsland School which in the long-run would benefit their future.
  • 5. All the 60 students learn Mandarin 5 times a week in Glenealy, which once again highlightsthe importance of the language and in the long-run would gear students to take it at IslandSchool. When I was at Glenealy we only learnt Mandarin twice a week, so this change provesthat the significance of the language is increasing as the years go by. This question is relevantas in our video we can persuade that students that they will be good at Mandarin (thereforethey will most probably choose it) which is evidenced to the fact that they learn it everyschool day and have good experiences with Mandarin.
  • 6. Roughly 38% of students said that their parents can speak Chinese and about 62% said they couldn’t.However, I find this piece of data to be surprising as we are living in Hong Kong, and the majority of peopleliving in Hong Kong are Chinese even though Hong Kong is a multi-ethnic society. This could mean that theparents of the students learnt Cantonese or simply that their parents do not speak Mandarin at all. It is aknown fact that a child will learn the languages their parents speak. This piece of data shows thatawareness needs to be drawn for students to take up Mandarin because of its growing significance in thefuture. This question is relevant as we can mention in the video that the students should learn Mandarinso that their future children will be able to speak Mandarin; and by that time Mandarin will probably beeven more important than it is now.
  • 7. More than half of the students have learnt Mandarin since year one. However 20 students have not. Thisindicates that the 20 students must have not been in Glenealy from the beginning or that their previousschools did not teach Mandarin. Even though the 20 students is less than half of Year 6, it is a third of theyear and shows that attention needs to be brought to other schools around the world that they shouldstart to offer Mandarin as a foreign language in primary schools as opposed to French, German, Spanishetc. This question is relevant as the data gathered will once again be incorporated into the video to proveto the students that they should not fear the challenge of learning Mandarin as most of them have alreadyhave been learning it for a rather long time.
  • 8. 88% of students agree that learning Chinese is important whereas 12% do not think it isimportant. Even though the percentage of people who agree of its importance outweighs thepercentage of people who don’t; attention needs to be brought to the minority of studentsbecause it truly is important for their future. This question is relevant as the data incorporateshows that we do not need to convince a lot of people that Mandarin is important. Since itshows that most of the year 6 students agree that Mandarin is important to learn; I amconsidering to include some year 6 students in the video to persuade fellow pupils thatlearning Mandarin is important. The idea of including some year 6 students is only an idea, Ithink the idea is effective because often children learn concepts from other children of thesame age.
  • 9. The majority of students said they think they would choose Mandarin when theyjoin Island School. However, about 43% of students said they would not. The 43%of students almost make 50, so it proves once again that students should be madeaware of the benefits in the long-run of choosing Mandarin at Island School. Thisquestion is useful as now in the video I know that the importance of learningMandarin should be emphasized.
  • 10. The majority of students said that they do not enjoy learning Mandarin at school whereas 5%said that they sometimes do and the majority of 58% stated that do they do not enjoylearning Mandarin. The data gathered is useful as now I know to include that the fun stuff inlife do not always fully benefit people, as well as giving examples of other things which arenot fun but beneficial. For teachers (Mandarin teachers) who end up watching my videowhen it is ready, they might be able to increase the students interest of Mandarin and tomake classes more enjoyable which will benefit the students and an increased percentage ofstudents will take Mandarin if it is more enjoyable. The latter is the point of this video).
  • 11. The majority (58%) of the students said that they think that learning Mandarin is difficult whereas around42% of students said that they do not find that learning Mandarin is difficult. The 41% of studentsindicates that the students come from a Mandarin speaking background or that they have had extensivelearning in Mandarin. Difficulty affects whether the student will choose the subject as student obviouslymost of the time would want an easier way out. Therefore, this question is useful as we know that in thevideo we should include how to overcome the diffulties of Mandarin, and once students realize thatMandarin is not so hard is it seems, more students in the long-run will take it and notice its importance.
  • 12. More of the students said that they would choose Mandarin in Island School, however this is not even half of the people out of the 60. 7 less students said that they would choose Spanish, which is a very close difference. The results as a whole are very close together; the range of Mandarin and Japanese is only 15, which shows that students are not aware of the importance of Mandarin. This is a useful question to help us in our video to emphasize once again the importance of learning Mandarin. The data has given me an idea to include statistics in the video about Mandarin and the other foreign languages as statistics is persuasive.