|
4.4 Perception
of Problem by Teachers at Schools with Different Readiness to
the Change
Readiness of schools to the change refers to:
- whether the school was using CMI for some subjects before September
1998;
- whether the school has designated coordinating personnel to oversee
the change; and
- whether the school has organized staff development programs with
a specific focus on the change to CMI (i.e. correspond respectively
to Q.4, Q.5, and Q.6 of Administrator Questionnaire).
Independent samples t-test were applied to compare the difference
in the percentages of from schools differing in each of these three factors.
The analysis results suggest that prior experience of implementing CMI
is the single discriminating factor that makes a difference to teachers’
perceptions. Teachers from schools with experience in implementing CMI
before September 1998, perceive the problem as being significantly less
serious6 (in Q.12a, Q14a, Q.15a, and Overall Problem) than
schools implementing CMI for the first time.
On the other hand, there is no significant difference in
the perceptions of teachers from schools differing in terms of the other
two factors. (See Table 4.4.2 and 4.4.3.) These results are not surprising
since the appointment of a coordinator may be inadequate in reflecting
a school’s readiness. Also, there is only a small sample of schools with
school-based training (only about 15% of those without) and the amount
of training varies from school to school. In contrast, prior implementation
experience represents one or more years’ on the job learning for teachers
and for the school as an organization. The finding suggests that gradual,
phased implementation could help teachers cope better with problems in
MOI change.
Table 4.4.1 t-test on Difference
in Teachers’ Perceived Problem Between Schools with Prior Experience Implementing
CMI and Those Without
Part B: Independent Samples Test
|
Problem area
|
Levene’s Test for Equality of Variances
|
t-test for Equality of Means
|
|
F
|
Sig.
|
T
|
Difference
|
Sig. (2-tailed)
|
Mean Difference
|
Std. Error Difference
|
95% Confidence Interval of the
Difference
|
|
Lower
|
Upper
|
| Q11A Textbook
Selection |
Equal variances assumed |
.430
|
.512
|
1.431
|
1319
|
.153
|
6.02E-02
|
4.21E-02
|
-2.23E-02
|
.14
|
| Equal variances not assumed |
|
|
1.446
|
557.871
|
.149
|
6.02E-02
|
4.16E-02
|
-2.16E-03
|
.14
|
| Q12A Deciding
Teaching Scope & Schedule |
Equal variances assumed |
23.132
|
.000
|
2.969
|
1328
|
.003
|
9.43E-02
|
3.18E-02
|
3.20E-02
|
.16
|
| Equal variances not assumed |
|
|
2.811
|
506.098
|
.005
|
9.43E-02
|
3.36E-02
|
2.84E-02
|
.16
|
| Q13A Instructional
Materials |
Equal variances assumed |
.013
|
.908
|
.881
|
1311
|
.379
|
3.68E-02
|
4.18E-02
|
-4.51E-03
|
.12
|
| Equal variances not assumed |
|
|
.876
|
551.375
|
.381
|
3.68E-02
|
4.20E-02
|
-4.57E-03
|
.12
|
| Q14A Unfamiliar
with Chinese vocabulary |
Equal variances assumed |
11.273
|
.001
|
2.480
|
1338
|
.013
|
9.33E-02
|
3.76E-02
|
1.95E-02
|
.17
|
| Equal variances not assumed |
|
|
2.350
|
514.062
|
.019
|
9.33E-02
|
3.97E-02
|
1.53E-.2
|
.17
|
| Q15A Setting
Exercise & Test |
Equal variances assumed |
.025
|
.875
|
2.829
|
1333
|
.005
|
.12
|
4.08E-02
|
3.54E-02
|
.20
|
| Equal variances not assumed |
|
|
2.770
|
536.990
|
.006
|
.12
|
4.17E-02
|
3.36E-02
|
.20
|
| Overall Problem |
Equal variances assumed |
.049
|
.824
|
2.652
|
1280
|
.008
|
7.332E-02
|
2.764E-02
|
1.91E-02
|
.1276
|
| Equal variances not assumed |
|
|
2.648
|
534.581
|
.008
|
7.332E-02
|
2.769E-02
|
1.89E-02
|
.1277
|
Table 4.4.2 t-test on Difference
in Perceived Problems of Teachers from Schools With CMI Coordinator and
Those Without
Part B: Independent Samples Test
|
Problem area
|
Levene’s Test for Equality of Variances
|
t-test for Equality of Means
|
|
F
|
Sig.
|
T
|
Df
|
Sig. (2-tailed)
|
Mean Difference
|
Std. Error Difference
|
95% Confidence Interval of the
Difference
|
|
Lower
|
Upper
|
| Overall Problem |
Equal variances assumed |
.113
|
.7.37
|
-.538
|
1254
|
.591
|
-1.36E-02
|
2.534E-02
|
-6.3E-02
|
3.61E-02
|
| Equal variances not assumed |
|
|
-.537
|
916.023
|
.592
|
-1.36E-02
|
2.538E-02
|
-6.3E-03
|
3.62E-02
|
| Q11A Textbook
Selection |
Equal variances assumed |
1.541
|
.215
|
-.731
|
1292
|
.465
|
-2.79E-02
|
3.81E-02
|
-.10
|
4.69E-02
|
| Equal variances not assumed |
|
|
-.739
|
984.518
|
.460
|
-2.79E-02
|
3.77E-02
|
-.10
|
4.61E-02
|
| Q12A Deciding
Teaching Scope & Schedule |
Equal variances assumed |
3.141
|
.077
|
-.910
|
1302
|
.363
|
-2.64E-02
|
2.90E-02
|
-8.33E-02
|
3.05E-02
|
| Equal variances not assumed |
|
|
-.924
|
993.274
|
.356
|
-2.64E-02
|
2.86E-02
|
-8.25E-02
|
2.96E-02
|
| Q13A Instructional
Materials |
Equal variances assumed |
.249
|
.618
|
.873
|
1303
|
.383
|
3.31E-02
|
3.79E-02
|
-4.13E-02
|
.11
|
| Equal variances not assumed |
|
|
.866
|
927.774
|
.387
|
3.31E-02
|
3.82E-02
|
-4.19E-02
|
.11
|
| Q14A Unfamiliar
with Chinese Vocabulary |
Equal variances assumed |
.002
|
.968
|
.144
|
1309
|
.885
|
4.96E-03
|
3.44E-02
|
-6.25E-02
|
7.24E-02
|
| Equal variances not assumed |
|
|
.144
|
952.737
|
.885
|
4.96E-03
|
3.44E-02
|
-6.25E-02
|
7.24E-02
|
| Q15A Setting
Exercise & Test |
Equal variances assumed |
2.580
|
.108
|
-1.495
|
1306
|
.135
|
-5.60E-02
|
3.74E-02
|
-.13
|
1.75E-02
|
| Equal variances not assumed |
|
|
-1.480
|
916.845
|
.139
|
-5.60E-02
|
3.78E-02
|
.13
|
1.83E-02
|
Table 4.4.3 t-test on Difference
in Perceived Problems of Teachers from Schools With School-Based CMI Training
and Those Without
Part B: Independent Samples Test
|
Problem area
|
Levene’s Test for Equality of Variances
|
t-test for Equality of Means
|
|
F
|
Sig.
|
t
|
df
|
Sig. (2-tailed)
|
Mean Difference
|
Std. Error Difference
|
95% Confidence Interval of the
Difference
|
|
Lower
|
Upper
|
| Overall Problem |
Equal variances assumed |
.798
|
.372
|
.253
|
1268
|
.800
|
8.701E-03
|
3.442E-02
|
-5.9E-02
|
7.62E-02
|
| Equal variances not assumed |
|
|
.269
|
256.627
|
.788
|
8.701E-03
|
3.234E-02
|
-5.5E-02
|
7.24E-02
|
| Q11A Textbook
Selection |
Equal variances assumed |
.019
|
.890
|
.057
|
1305
|
.955
|
3.00E-03
|
5.25E-02
|
-.10
|
-.11
|
| Equal variances not assumed |
|
|
.057
|
247.335
|
.954
|
3.00E-03
|
5.24E-02
|
-.10
|
.11
|
| Q12A Deciding
Teaching Scope & Schedule |
Equal variances assumed |
1.297
|
.255
|
.838
|
1313
|
.402
|
-3.36E-02
|
4.01E-02
|
-.11
|
4.51E-02
|
| Equal variances not assumed |
|
|
.838
|
244.650
|
.403
|
-3.36E-02
|
4.01E-02
|
-.11
|
4.54E-02
|
| Q13A Instructional
Materials |
Equal variances assumed |
.366
|
.545
|
.015
|
1317
|
.988
|
-7.76E-04
|
5.24E-02
|
-.10
|
.10
|
| Equal variances not assumed |
|
|
.015
|
249.255
|
.988
|
-7.76E-04
|
5.15E-02
|
-.10
|
.10
|
| Q14A Unfamiliar
with Chinese Vocabulary |
Equal variances assumed |
10.277
|
.001
|
1.766
|
1324
|
.078
|
8.33E-02
|
4.71E-02
|
-9.21E-03
|
.18
|
| Equal variances not assumed |
|
|
1.948
|
266.662
|
.052
|
8.33E-02
|
4.27E-02
|
-8.81E-04
|
.17
|
| Q15A Setting
Exercise & Test |
Equal variances assumed |
2.761
|
.097
|
-.459
|
1319
|
.646
|
-2.35E-02
|
5.13E-02
|
-.12
|
7.71E-02
|
| Equal variances not assumed |
|
|
-.480
|
252.871
|
.632
|
-2.35E-02
|
4.91E-02
|
1.2
|
7.31E-02
|
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