1. DEPARTAMENTO DE CIENCIAS HUMANAS Y SOCIALES
CARRERA DE LICENCIATURA EN LINGÜÍSTICA APLICADA AL IDIOMA INGLÉS
RESEARCH PROJECT
THE INFLUENCE OF THE QUIZSTAR TOOL ON THE DEVELOPMENT OF LISTENING SKILLS ON FIRST YEAR BACHILLERATO STUDENTS AT “LAURO GUERRERO” MILITARY EDUCATIONAL UNIT, LOJA, SCHOOL YEAR
AUTHOR: LLUMIQUINGA GUAMÁN, LUIS IVÁN
THESIS DIRECTOR: MSC. LLUMIQUINGA, MARÍA TERESA
THESIS CO-DIRECTOR: MSC. ESPÍN, CARLOS
SANGOLQUÍ, 2015

2. AGENDA PART I PART II PART III PART IV PART V INTRODUCTION
RESEARCH PROBLEM
PART I
THEORETICAL FRAMEWORK
PART II
TESTING THE HYPOTHESIS
PART IV
METHODOLOGICAL DESIGN
PART III
PROPOSAL
PART V

3. Research Project development
introduction
Research Project development
The problem (problem tree)
QuizStar tool and Listening strategies
Methodology, research type and instruments
Results, analysis and testing the hypothesis
Conclusions and Recommendations
Proposal: Teachers´ training

4. 1.1. Problem identification
PART I
1.1. Problem identification

5. PART I
1.2. Problem setting
How does QuizStar tool influence the development of listening skill on students attending the First Year of Bachillerato?
Teachers use old fashioned educational tools
Ignore different technological tools
Use traditional methods
Do not insert in curriculum planning technological tools

6. CONCEPTUAL DEFINITION Development of Listening Skills.
PART I
1.3. variables
VARIABLES
CONCEPTUAL DEFINITION
DIMENSIONS
 SUBDIMENSIONS
SUBDIMENSIONS
I.V
QuizStar Tool
QuizStar is a free online quiz maker technological tool that allows teachers to manage their classes, make and assign quizzes, automatically view and generate reports of quiz scores and student performance online. This digital tool allows teachers to create classes, tests, and quizzes with multiple choices, true or false and open-mind questions.
Teacher´s site
Class Management
Quiz Management
Reports Management
Create classes
Manage classes
Delete classes
Quiz repository
Assignment manager
Quiz editor
View quiz report
Increase or decrease
student´s attempts
Student´s site
Classes
Classes searching
Untaken quizzes/classes
Started quizzes
Expired quizzes
Class search
Quiz search
D.V.
Development of Listening Skills.
Listening is a language skill that spans the appropriate neurological responses and interpretation of sounds in order to understand and assign meaning by reacting, selecting meaning, remembering, attending, analyzing, and incorporating previous experience.
Listening strategies
Top-down
Listening for the main idea
Predicting
Drawing inferences
Summarizing
Bottom-up
Listening for specific details
Recognizing cognates
Recognizing word-order
  Metacognitive
Planning
Monitoring
Evaluation

7. 1.4. objectives General Objective Specific Objectives PART I
PART I
1.4. objectives
General Objective
Specific Objectives
To analyze the results gotten from the development of Listening skill by applying Listening strategies using the QuizStar tool with students.
To describe useful Listening strategies for the development of Listening skill.
To describe the features of the QuizStar tool to create classes, tasks and quizzes online.
To identify the educational model, techniques and strategies used by teachers within the teaching-learning process.
To determine the influence of the QuizStar tool on the development of Listening skill through the use of Listening strategies to improve Listening skill on the students of First Year of Bachillerato, at “Lauro Guerrero” Military Educational Unit of Loja.

8. THEORETICAL FRAMEWORK
PART II
THEORETICAL FRAMEWORK
CHAPTER I: GENERAL INFORMATION
–History (May, )
–Location (Loja)
–Infrastructure (2 blocks, a sport center, 2 labs)
New Educational Model
Based on principles. Aim: uniformity, hierarchies and rigidity
Curricular Model
Aligned with National Plan for good living. Curriculum for UGB. Curricular Planning for Scientific Knowledge
Pedagogical and didactical model
Pedagogical: Alternative. Aim: own learning and mediator teachers´ role.
Didactical: Alternative. Learn by doing, use cognitive approach and scientific-technological model.
CHAPTER II: QUIZSTAR TOOL
QuizStar Resource
Timesaving educational resource. Use technolgy to improve educational leves.
Features
Free web-based tool.Teachers: create classes and tests, attach multimedia files, and share activities. Students: take quizzes, review and complete tasks later.
Teacher´s Site
Class Management, Quiz management, and Reports Management. Allow to set up classes and quizzes online. Unlimited number of multiple choices questions, true or false questions, open mind questions, etc.
Student´s Site
Student tutorial. Search for classes online, Take quizzes, Review quiz scores and feedback.
CHAPTER III: LISTENING SKILL
LISTENING SKILL:
Acquisition of Listening strategies. Attending, understading, interpreting, responding and remembering. ( Downs, 2008)
Advantages: abillity to predict, use authentic information and think about main ideas.
Features: Listening for main ideas, Prediction, Drawing inferences and Summarizing.
Top-down
Bottom-up
Advantages: Ability to listen and understand, interpret from lowest level and discriminate between intonation counters.
Features: Listening for specific details, Recognizing cognates and Recognizing Word order patterns.
Advantages: Strategic learners, Fastest cognitive engagement, confident and provide accurate assessments.
Features: Planning, Monitoring and Evaluation
Metacognitive strategies

9. HYPOTHESIS SYSTEM 3.2. Hypothesis
PART II
HYPOTHESIS SYSTEM
3.2. Hypothesis
Working Hypothesis
The QuizStar tool positively influences the development of Listening skills of First Year Bachillerato students, Room “D”
Null Hypothesis
The QuizStar tool does not influence the development of Listening skills of First Year Bachillerato students, Room “D”.

10. METHODOLOGICAL DESIGN
PART III
METHODOLOGICAL DESIGN
3.1. Research type and design
Descriptive and field based
Quasi-experimental design
Quantitative and transversal design
3.2. Population size and sample
35 students, First Year Bachillerato, room “D”
36 students, First Year Bachillerato, room “C”

11. METHODOLOGICAL DESIGN
PART III
METHODOLOGICAL DESIGN
3.3. Field Work
3.4. Instruments for data collection
First Year Bachillerato study, room “D”
First Year Bachillerato study, room “C”
A Pre-test
A Post-test
A Satisfaction Survey
3.5. Data Processing and analysis
Quantitative Data
Tabulated, compared and analyzed.
Descriptive statistical measures.
Statistical Analysis
Arithmetical Mean
Standard Deviation
Transversal Data
Second Curricular Block Planing.
Survey to experimental group.

12. PART IV: TESTING THE HYPOTHESIS
PART IV: TESTING THE HYPOTHESIS
4.1. Pre-test results
Qualitative and Quantitative scales to measure the academic performance
Limitations:
Absent: 2 students from control group, and 3 ones from experimental group.
Needed more time than 30 minutes, so they were allowed 10 minutes extra.

13. 4.1. Experimental group results
PART IV
4.1. Experimental group results
Experimental group during the application of QuizStar tool
Limitations:
Absent: 2 students in activities N° 1, 2 and 3.
All students participated in activities N°4 and N°5.

14. 4.1. Post-test results PART IV Limitations:
PART IV
4.1. Post-test results
Limitations:
Absent: 1 student of control group.
Students of Experimental group did Physical Education before taking the test.

15. 4.1. Pre-test vs. Post-test results
PART IV
4.1. Pre-test vs. Post-test results
FORMULA:
Arithmetic Mean
A= average
n= the number of terms
Xi= the value of each individual item
Standard Deviation

16. 4.2. Analysis of the results
PART IV
4.2. Analysis of the results
Mean of Control and Experimental Group
Standard Deviation of Control and Experimental Group
Part I, difference between mean scores was: 0,03.
Part II, difference between mean scores was: 0,01.
Part III, difference between mean scores was: 0,06.
Part IV, difference between mean scores was: 0,50.
Experimental Group in part III portrays the biggest Standard Deviation: 2,12.
Control Group in part III: 1,95.
Students had scattered scores.
Both groups revealed low level of comprehension.

17. 4.2. Analysis of the results
PART IV
4.2. Analysis of the results
Progress of Experimental Group during the application of QuizStar tool
Performance of Experimental Group during the application of QuizStar tool
Four activities had a mean higher than 7,34/10.
Activity 2 had the lowest mean
Students felt motivated and interested.
Activity 5 got highest score, in spite of a compilation of the whole unit 2.
Activity 2 mean score was lower. Reasons: new vocabulary, grammar and pronunciation.

18. 4.2. Analysis of the results
PART IV
4.2. Analysis of the results
Post-test Mean of Control and Experimental Group
Post-test SD of Control and Experimental Group
Part I, significant difference for experimental group: 3,43.
Part II, significant difference for experimental group: 2,35.
Part III, significant difference for experimental group: 2,35.
Part IV, significant difference for experimental group: 3,49.
Experimental group got lowest standard deviation: 1,21.
Experimental group, in part III Highest SD: 1,53, in contrast with SD of control group: 2,86 in part IV.
QuizStar tool in experimental group evened out their values.

19. 4.2. Analysis of the results
PART IV
4.2. Analysis of the results
Comparison of Progress between Pre-test and Post-test of Control group and Experimental Group
Control Group:
Very slight variance in means (from pre-test to post-test): 0,15. A progress of = 1,50%.
Experimental Group:
Significant difference in means (from pre-test to post-test): 3,18 = progress: 31,80%.
Comparison between the two groups:
At the beginning of the experiment: difference of means between pre-test of control and experimental group: 0,13 = 1.30%
At the end of the experiment: difference of means between post-tests of control and experimental group: 3,16. A progress =31.60%

20. 4.2. Analysis of the results
PART IV
4.2. Analysis of the results
Comparison between Pre-test and Post-test of Control group and Experimental Group
Similar SD.
Previous and individual knowledge base was closer to the mean.
Similar level of English language knowledge.
Objective has been reached, lowest SD: 1,03 for experimental group.
Individual performance closer to the mean in experimental group.
QuizStar tool allowed homogenize knowledge.
Improved Listening comprehension.

21. 4.2. Analysis of the results
PART IV
4.2. Analysis of the results
Comparison of Academic Performance between Pre-test and Post-test of Control group and Experimental Group
Out of 36 students, 34 ones took the test.
2 Ss (5,9%) passed before CBP.
21 Ss (61,8%) needed supplementary classes.
11 Ss (34.4%) needed to take remedial exam.
35 Ss took the post-test.
6 Ss (17,1%) passed after CBP.
18 Ss (51,4%) needed supplementary classes.
11 Ss (31,4%) needed to take remedial exam.
32 Ss took pre-test. 2 Ss (6,3%) passed before QuizStar tool. 22 Ss (68,8%) needed supplementary classes.
8 Ss (25%) needed remedial exam.
35 Ss took the post-test. Passed: 3 Ss (8,6%) and got 10/ Ss (45,7%) and placed in (9-9,9). 14 Ss (40%) and placed in (7-8,9).
2 Ss (5,7%) needed supplementary classes. No one Ss was placed in (<5)

22. 4.3 Testing the Hypothesis
PART IV
4.3 Testing the Hypothesis
Level of Significance
Control Group
5.44/10
Experimental Group
8.60/10
Difference in the Progress
0.13
3.16
Work Hypothesis is aceptable and valid.
QuizStar tool positively influenced the development of Listening skill.
Null Hypothesis did not influence on development of Listening skill.

23. 4.4 Satisfaction survey PART IV
PART IV
4.4 Satisfaction survey
Students felt highly satisfied using QuizStar tool.
Students were encouraged and more interested in learning.

24. PART I
4.5 Conclusions
QuizStar tool positively influenced and provided important advantages
Listening strategies were adapted through QuizStar tool with the experimental group.
QuizStar tool contributed the development of Listening skill
Results of the post-test for experimental group through QuizStar tool showed an 8.6/10 (86%).

25. 4.6 Recommendations Recommendations PART IV
Use QuizStar tool and other web-based resources. Offer benefits to create didactical materials.
To implement: have equipped computer labs with Net LAN, fast internet speed, a projector and headphones.
Teachers have to incorporate available technological tools, train themselves and insert in curricullum Planning.

26. Stakeholders analysis
PART V: THE PROPOSAL
Stakeholders analysis
Participants
English Teachers from “Lauro Guerrero” military educational unit.
Features:
Do not know about web-based resources.
Advantages:
Free Quiz-making tool.
Enable to create, manage quizzes.
Easy tool for teachers and students.
Ss. can take clases, quizzes, etc.
Disadvantage:
Need internet service.
Strengths:
Equipped labs.
Trained teachers in Language.
Weaknesses:
Do not know technological tools.
Implications:
Train teachers.
Achieve improvement of teachers´ knowledge.

27. Logical Framework PART V: THE PROPOSAL Objectives Train teachers:
to use QuizStar tool.
To create and manage quizzes, classes, activities, etc, through QuizStar tool.
Introduce other technological tools.
Assumptions
Availability of computer labs.
Supplied internet service.
Supplied didactical resources.

28. PART V: THE PROPOSAL
Budget and Timetable

29. PART V: THE PROPOSAL
Proposal evaluation

30. THANK YOU