Correlation Table Interpretation
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Variables General preferences Language and linguistic skills Cognitive enhancement Personal growth
Weak
Management of learning General preferences Language and linguistic skills Average
Cognitive enhancement Personal growth Management of learning
Good
General preferences Language and linguistic skills Cognitive enhancement Personal growth Management of learning
Cognitive enhancement .094 .601 .848** .000 1
Personal growth .094 .601 .848** .000 1.000** 0.00
Management of learning .094 .601 .848** .000 1.000** 0.00
.848** .000
1.000** 0.00
1
.848** .000 .263
1.000** 0.00 .313
1.000** 0.00 .313
1.000** 0.00 1
.139
.076
.076
.076
r-value .263 p-value .139 r-value .313 p-value .076 r-value .313
1
.633** .000 1
.633** .000 1.000** 0.00
.633** .000 1.000** 0.00
.633**
1.000**
1
1.000**
p-value .076 r-value .313 p-value .076 r-value 1 p-value r-value .288 p-value .105 r-value .210 p-value .242 r-value .210 p-value .242 r-value .210 p-value .242
.000 .633** .000 .288 .105 1
0.00 1.000** 0.00 .210 .242 .679** .000 1
r-value p-value r-value p-value r-value p-value r-value p-value
General preferences 1
Language and linguistic skills .100 .579 1
.100 .579 .094 .601 .094
.601 r-value .094 p-value .601 r-value 1 p-value
.848** .000
.633** .000
.679** .000 .679** .000 .679** .000
1.000** 0.00 1.000** 0.00
**
1.000 0.00 .210 .242 .679** .000 1.000** 0.00 1 1.000** 0.00
.313
0.00 1 .210 .242 .679** .000 1.000** 0.00 1.000** 0.00 1
Table 1 Š 2017-2018 All Rights Reserved, No part of this document should be modified/used without prior consent Statswork™ - Your trusted mentor since 2001 I www.statswork.com UK: The Portergate, Ecclesall Road, Sheffield, S11 8NX I UK # +44-1143520021, Info@statswork.com www.statswork.com
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Pearson product Moment Correlation between language, cognitive, personal growth and management learning of student preferences towards Discussion method in teaching a English Novel
The above Table 1 presents the Pearson correlation analysis of student’s preference towards discussion method. The correlation analysis shows the linearity between the variables not the strength of association between dependent and independent variables represented by r and p value, while r is degree of correlation and p signifies significance level. The correlation value ranged for weak from 0.848 to 1.000 which is strongly correlated, average from 0.633 to 1.000 and good ranges from 0.679 to 1.000 for both average and good it weak, moderate and strong correlation. Among weak student it is evident that the language and linguistic skills does impact the Cognitive enhancement (r=0.848, p < 0.01), personal growth (r=0.848, p<0.01) and management of learning (r=0.848, p<0.01). Cognitive enhancement does impact the personal growth (r=1.000, p<0.01) and management of learning (r=1.000, p<0.01). Personal growth does impact the management of learning (r=1.000, p<0.01). Among average students it is evident that the language and linguistic skills does impact the Cognitive enhancement (r=0.633, p < 0.01), personal growth (r=0.633, p<0.01) and management of learning (r=0.633, p<0.01). Cognitive enhancement does impact the personal growth (r=1.000, p<0.01) and management of learning (r=1.000, p<0.01). Personal growth does impact the management of learning (r=1.000, p<0.01). Among good students it is evident that the language and linguistic skills does impact the Cognitive enhancement (r=0.679, p < 0.01), personal growth (r=0.679, p<0.01) and management of learning (r=0.679, p<0.01). Cognitive enhancement does impact the personal growth (r=1.000, p<0.01) and management of learning (r=1.000, p<0.01). Personal growth does impact the management of learning (r=1.000, p<0.01) which implies that language and learning skills does impact the personal growth of both weak and average students. Further, general preferences failed to correlate with all other variables which indicates, students are specific to their skills and does not look for general preferences. There was a significant correlation between Cognitive enhancement and language and linguistic skills among good students which indicates students Š 2017-2018 All Rights Reserved, No part of this document should be modified/used without prior consent Statswork™ - Your trusted mentor since 2001 I www.statswork.com UK: The Portergate, Ecclesall Road, Sheffield, S11 8NX I UK # +44-1143520021, Info@statswork.com www.statswork.com
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who are good in their skills preferred English Novel teaching from teachers especially to enhance their language and linguistic skills. Interestingly, most of the variables such as cognitive, personal growth and management learning showed perfect correlation for good students and this was not the case for weak students. Overall, the findings indicated that teaching of English Novels, works better for Weak students as it enables skills of Cognitive enhancement, personal growth and management of learning
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Table 2 Pearson product Moment Correlation between language, cognitive, personal growth and management learning of student preferences towards Lecture method in teaching a English Novel
Weak
General preferences Language and linguistic skills Cognitive enhancement Personal growth Management of learning
Average
General preferences Language and linguistic skills Cognitive enhancement Personal growth Management of learning
Good
General preferences Language and linguistic skills Cognitive enhancement Personal growth
r-value p-value r-value p-value r-value p-value
General Language & Cognitive Personal Management preferences Linguistic enhancement growth of learning skills 1 -.171 -.167 -.167 -.167 .340 .352 .352 .352 ** ** -.171 1 .876 .876 .876** .340 .000 .000 .000 ** ** -.167 1 .876 1.000 1.000** .352 .000 0.00 0.00
r-value p-value r-value
-.167 .352 -.167
.876** .000 .876**
1.000** 0.00 1.000**
1.000**
1.000** 0.00 1
p-value r-value p-value r-value p-value r-value
.352 1 .144 .423 .078
.000 .144 .423 1 .782**
0.00 .078 .668 .782** .000 1
0.00 .078 .668 .782** .000 1.000**
.078 .668 .782** .000 1.000**
p-value r-value
.668 .078
.000 .782**
1.000**
0.00 1
0.00 1.000**
p-value r-value
.668 .078
.000 .782**
0.00 1.000**
p-value
.668
.000
0.000
0.000
.170 .345 .323 .067 1
.170 .345 .323 .067 1.000** 0.00 1
r-value p-value r-value p-value r-value p-value r-value p-value
1 .421* .015 .170 .345 .170 .345
*
.421 .015 1 .323 .067 .323 .067
1.000** 0.00
1
**
1.000
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0.00 1 .170 .345 .323 .067 1.000** 0.00 1.000** 0.00
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Management of learning
r-value .170 .323 p-value .345 .067 **represents p-value <0.01; * represents p-value<0.05
1.000** 0.00
1.000** 0.00
1
The above Table 2 presents the Pearson correlation analysis of student’s preference towards lecture method. The correlation analysis shows the linearity between the variables not the strength of association between dependent and independent variables represented by r and p value, while r is degree of correlation and p signifies significance level. The correlation value ranged for weak from 0.876 to 1.000 which is strongly correlated, average from 0.782 to 1.000 and good ranges from 0.421 to 1.000 for both average and good it weak, moderate and strong correlation. Among weak students, it is evident that the language and linguistic skills does showed a significant positive linear relationship with Cognitive enhancement (r = 0.876, p < 0.01), personal growth (r = 0.876, p < 0.01), and management of learning (r = 0.876, p < 0.01). However, for average students the correlation was found between personal growth and language learning skills (r=0.782, p<0.001), personal growth (r=0.782, p<0.01) and management of learning (r=0.782, p<0.01), Cognitive enhancement does impact the personal growth (r=1.000, p<0.01) and management of learning (r=1.000, p<0.01). Personal growth does impact the management of learning (r=1.000, p<0.01). Among good student it is evident that the language and linguistic skills does impact the general preference (r=0.421, p < 0.01).. Cognitive enhancement does impact the personal growth (r=1.000, p<0.01) and management of learning (r=1.000, p<0.01). Personal growth does impact the management of learning (r=1.000, p<0.01) which implies that language and learning skills does impact the personal growth of both weak and average students. Further, general preferences failed to correlate with all other variables which indicates, students are specific to their skills and does not look for general preferences. There was a significant correlation between general preference and language and linguistic skills among good students which indicates students who are good in their skills preferred English Novel teaching from teachers especially to enhance their language and linguistic skills. Š 2017-2018 All Rights Reserved, No part of this document should be modified/used without prior consent Statswork™ - Your trusted mentor since 2001 I www.statswork.com UK: The Portergate, Ecclesall Road, Sheffield, S11 8NX I UK # +44-1143520021, Info@statswork.com www.statswork.com
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Interestingly, most of the variables such as cognitive, personal growth and management learning showed perfect correlation for good students and this was not the case for weak students. Overall, the findings indicated that teaching of English Novels, works better for Weak students as it enables skills of Cognitive enhancement, personal growth and management of learning
Š 2017-2018 All Rights Reserved, No part of this document should be modified/used without prior consent Statswork™ - Your trusted mentor since 2001 I www.statswork.com UK: The Portergate, Ecclesall Road, Sheffield, S11 8NX I UK # +44-1143520021, Info@statswork.com www.statswork.com
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