74 empirical truths discovered through the obtained data were associated with the
logical truths obtained from reviewing the literature in order to increase the objectivity of the findings.
2. Research Question 2
There were both quantitative and qualitative data serving to answer the second research question. Therefore, they are presented in two separated parts,
namely quantitative data analysis and qualitative data analysis.
a. Quantitative data analysis
The first quantitative data are four sets of test scores obtained from pre-test and three times of progress tests. SPSS 23 was employed to conduct both
descriptive and inferential statistical analysis of students’ test scores. Descriptive statistics was employed
to summarize students’ demographic data as well as students’ test scores. To make the results more reliable, a one way repeated
measures ANOVA was also conducted to compare the scores obtained through the series of tests. This statistical technique was suitable to be used since the study is
applied only to one group of subject measured on three or more occasions Pallant, 2011, p.258.
In terms of analyzing and interpreting the second quantitative data in the form of
students’ responses in the pre- and post-program questionnaires, it requires a statistical technique that was meant to find the association of difference
between two sets of data. Therefore, an alternative of T-test will be employed. Ordinal data were obtained from students’ choices of the 5-point Likert scale, and
75 thus a series of non-parametric tests will be used since the data obtained are in
non-continuous scale. Furthermore, as Pallant 2011 suggested, when there is only a small number of sample obtained, non-parametric statistics will work best.
The Wilcoxon signed-rank test was the ideal test for comparing the mean score of non-continuous data, which in this case was ordinal data. Therefore, the Wilcoxon
signed-rank test was used to compare median scores from the pre- and post- questionnaires responses.
b. Qualitative data analysis
All the three forms of qualitative data serving to answer the second research question
, i.e. interview transcripts, students’ reflective journals, and researcher’s observation field notes were analyzed together since the information
they provided was interrelated and supporting to each other. Following Mbato’s
2013 advice, the qualitative data were analyzed both iteratively during the research and after the research was completed in order that the evidence becomes
more organized and ideas are clarified. The steps of analyzing those qualitative data were organizing, describing, and interpreting the data Best Kahn, 2006.
At the stage of organizing, the data were grouped and coded into categories. Each qualitative data form was coded differently in order to assist the
researcher in finding the commonality within the data set as well as in building themes subsequently. There are two forms of codes as coined by Gibson and
Brown 2009, p.141, namely apriori codes, which are created prior to the data examination, and empirical codes, which are generated through the data
