Variable 1 (Independent) Variable 2 (Dependent) English Language Total = 63 Chinese Language Total = 63Mathematics (CMI) Total = 46
Mathematics (EMI) Total = 44
Liberal Studies (CMI) Total = 53
Liberal Studies (EMI) Total = 15
Test stat./ effect size Test stat./ effect size Test stat./ effect size Test stat./ effect size Test stat./ effect size Test stat./ effect size
9. Receipt of extra resources to cater for learning diversity among students NSS curriculum bringing a shift in focus from textbooks to other forms of learning and teaching materials
Pearson chi-square
0.001 sig. 0.975 >0.05 Phi 0.004 weak; sig. 0.975 >0.05 Pearson chi- square 5.008 sig. 0.082 >0.05 Phi 0.291 modest; sig. 0.082 >0.05
Pearson chi-square
0.971 sig. 0.324 >0.05 Phi 0.145 modest; sig. 0.324 >0.05
Pearson chi-square
1.918 sig. 0.383 >0.05 Phi 0.277 modest; sig. 0.383 >0.05
Pearson chi- square 0.842 sig. 0.359 >0.05 Phi 0.126 modest; sig. 0.359 >0.05
Pearson chi- square 17.4* sig. 0.002 <0.05 Phi 1.077* very strong; sig. 0.002 <0.05
10. Receipt of extra resources to cater for learning diversity among students NSS curriculum encouraging students to learn beyond the confines of the classroom
Pearson chi-square
0.932 sig. 0.334 > 0.05 Phi 0.122 modest; sig. 0.334 > 0.05
Pearson chi-square
1.27 sig. 0.53 > 0.05 Phi 0.15 modest; sig. 0.53 > 0.05
Pearson chi-square
0.753 sig. 0.385 > 0.05 Phi 0.128 modest; sig. 0.385 > 0.05
Pearson chi-square
0.753 sig. 0.385 > 0.05 Phi 0.128 modest; sig. 0.385 > 0.05
Pearson chi-square
0.515 sig. 0.473 > 0.05 Phi 0.099 weak; sig. 0.473 > 0.05
Pearson chi-square
16.000* sig. 0.003 < 0.05 Phi 1.033* very strong; sig. 0.003 < 0.05
11. Receipt of extra resources to cater for learning diversity among students Use of teaching strategies to cope with individual differences
Pearson chi-square
7.159 sig. 0.28 > 0.05 Phi 0.337* moderate; sig. 0.028 < 0.05
Pearson chi-square
5.01 sig. 0.82 > 0.05 Phi 0.29 modest; sig. 0.08 > 0.05
Pearson chi-square
2.807 sig. 0.09 > 0.05 Phi 0.247 strong; sig. 0.094 > 0.05
Pearson chi-square
2.679 sig. 0.262 > 0.05 Phi 0.327 moderate; sig. 0.262 > 0.05
Pearson chi-square
0.040** sig. 0.0000<0.05 Phi 0.027 weak; sig. 0.842 > 0.05
Pearson chi-square
3.943 sig. 0.684 > 0.05 Phi 0.513 strong; sig. 0.684 > 0.05
12. NSS curriculum l
eading
to a shift in focus from textbooks to other materials NSS curriculum encouraging students to learn beyond the confines of the classroom
Pearson chi-square
5.377* sig. 0.02 < 0.05 Phi 0.292* modest; sig. 0.020<0.05*
Pearson chi-square
7.623 sig. 0.006 < 0.05 Phi 0.359 modest; sig. 0.006 < 0.05
Pearson chi-square
4.108* sig. 0.043 > 0.05 Phi 0.299 modest; sig. 0.043 < 0.05
Pearson chi-square
1.918 sig. 0.383 > 0.05 Phi 0.277 modest; sig. 0.383 > 0.05
Pearson chi-square
1.122 sig. 0.29 > 0.05 Phi 0.145 modest; sig. 0.29 > 0.05
Pearson chi-square
15.563* sig. 0.004 < 0.05 Phi 1.019* very strong; sig. 0.004 < 0.05
CROSSTABS, t-tests and CORRELATE for teachers’ responses about teaching and learning strategies
Appendix 2
Variable 1 (Independent) Variable 2 (Dependent) English Language Total = 63Chinese Language Total = 63Liberal Studies (CMI) Total = 53Liberal Studies (EMI) Total = 15
Test stat./ effect size Test stat./ effect size Test stat./ effect size Test stat./ effect size
13. Complexity in daily assessment Easiness in implementing school-based assessment
Pearson chi-square 12.51* sig. 0.051 > 0.05 Phi 0.446* moderate; sig. 0.051 > 0.05 Spearman rho 0.41
1**
moderate; sig. 0.001 Kendall’
s tau-b 0.378**
moderate; sig. 0.000 < 0.001
Pearson chi-square 21.593 sig. 0.001 < 0.05 Phi 0.605** strong; sig. 0.08 > 0.05 Spearman rho 0.465** moderate; sig. 0.001 Kendall’
s tau-b 0.429**
moderate; sig. 0.000 < 0.001 Pearson chi-square 15.278 sig. 0.084 > 0.05 Phi/Cramer
’s V
0.537 modest; sig. 0.084 > 0.05 Spearman rho 0.355* moderate; sig. 0.009 < 0.05 Kendall’
s tau-b 0.330*
moderate; sig. 0.008 < 0.05
Pearson chi-square 21.042* sig. 0.050 Phi 1.184* very strong; sig. 0.05 Spearman rho 0.56* strong; sig. 0.03 < 0.05 Kendall’
s tau-b 0.51*
strong; sig. 0.023 < 0.05
14. Complexity in daily assessment Fairness in implementing school-based assessment
Pearson chi-square 11.789
sig. 0.067 > 0.05 Phi 0.433 moderate; sig. 0.67 > 0.05 Spearman rho -0.192 modest; sig. 0.132 > 0.05 Kendall’
s tau-b -0.169 modest; sig. 0.112 > 0.05 Pearson chi-square 16.807 sig. 0.32 > 0.05; Phi 0.534* modest; sig. 0.032 < 0.05 Spearman rho -0.219 modest; sig. 0.096 > 0.05 Kendall’
s tau-b -0.211 modest; sig. 0.096 > 0.05 Pearson chi-square 4.941 sig. 0.839 > 0.05 Phi 0.305 modest; sig. 0.839 > 0.05 Spearman rho -0.016 weak; sig. 0.910 > 0.05 Kendall’
s tau-b -0014 weak; sig. 0.910 > 0.05 Pearson chi-square 21.459* sig. 0.044 < 0.05 Phi 1.196* very strong; sig. 0.044 < 0.05 Spearman rho 0.043 weak; sig. 0.879 > 0.05 Kendall’
s tau-b 0.027* weak; sig. 0.043 < 0.05
15. Complexity in daily assessment Difficulty in implementing the SBA
of Listening
Pearson chi-square 11.818
sig. 0.066 > 0.05 Phi 0.433 moderate; sig. 0.066 > 0.05 Spearman rho -0.294* modest; sig. 0.019 < 0.05 Kendall’
s tau-b -0.275** modest; sig. 0.010 < 0.05 Pearson chi-square 3.108 sig. 0.540 > 0.05 Phi 0.23 modest; sig. 0.54 > 0.05 Spearman rho 0.092 weak; sig. 0.488 > 0.05 Kendall’
s tau-b 0.085 weak; sig. 0.519 > 0.05
//
CROSSTABS, t-tests and CORRELATE for teachers’ responses about continuous assessment
Variable 1 (Independent) Variable 2 (Dependent) English Language Total = 63Chinese Language Total = 63Liberal Studies (CMI) Total = 53Liberal Studies (EMI) Total = 15
Test stat./ effect size Test stat./ effect size Test stat./ effect size Test stat./ effect size
16. Complexity in daily assessment Difficulty in implementing the SBA
of Reading
Pearson chi-square 5.916 sig. 0.433 > 0.05 Phi 0.306 moderate; sig. 0.433 Spearman rho -0.278* weak; sig. 0.028 < 0.05 Kendall’
s tau-b -0.257* modest; sig. 0.017 < 0.05 Pearson chi-square 6.510 sig. 0.369 >0.05 Phi 0.332 moderate; sig. 0.369 Spearman rho -0.007 weak; sig. 0.961 >0.05 Kendall’
s tau-b -0.006 weak; sig. 0.957 >0.05
//
17. Complexity in daily assessment Difficulty in implementing the SBA
of Writing
Pearson chi-square 8.074 sig. 0.233 > 0.05 Spearman rho -0.283* modest; sig. 0.024 < 0.05 Kendall’
s tau-b -0.255* modest; sig. 0.016 < 0.05 Pearson chi-square 4.046 modest; sig. 0.400 >0.05 Spearman rho -0.141 modest; sig. 0.288 >0.05 Kendall’
s tau-b -0.133 modest; sig. 0.263 > 0.05
//
18. Complexity in daily assessment Difficulty in implementing the SBA
of Speaking
Pearson chi-square 12.203
sig. 0.058 > 0.05 Phi 0.44 moderate; sig. 0.058 > 0.05 Spearman rho -0.398** moderate; sig. 0.001 Kendall’
s tau-b -.370** moderate; sig. 0.000 < 0.05 Pearson chi-square 8.01 sig. 0.432 > 0.05 Phi 0.368 moderate; sig. 0.432 > 0.05 Spearman rho -0.101 weak; sig. 0.448 > 0.05 Kendall’
s tau-b -0.092
weak; sig. 0.401 > 0.05
//
19. Complexity in daily assessment Difficulty in implementing the SBA
of Integrated Skills
Pearson chi-square 4.426 sig. 0.619 > 0.05 Phi 0.265 modest; sig. 0.619 > 0.05 Spearman rho -0.187 modest; sig. 0.142 > 0.05 Kendall’
s tau-b -0.172 modest; sig. 0.126 > 0.05 Pearson chi-square 2.712 sig. 0.607 > 0.05 Phi 0.214 modest; sig. 0.607 > 0.05 Spearman rho -0.126 modest; sig. 0.341 > 0.05 Kendall’
s tau-b -0.117 modest; sig. 0.305 > 0.05
//
CROSSTABS, t-tests and CORRELATE for teachers’ responses about continuous assessment (continued)
Variable 1 (Independent) Variable 2 (Dependent) English Language Total = 63Chinese Language Total = 63Liberal Studies (CMI) Total = 53Liberal Studies (EMI) Total = 15
Test stat./ effect size Test stat./ effect size Test stat./ effect size Test stat./ effect size
20. Provision of extra teacher training for updating their understanding of the new assessment framework Difficulty in implementing the SBA
of Listening
Pearson chi-square 3.049 sig. 0.384 > 0.05 Phi 0.220 modest; sig. 0.384 > 0.05 Spearman rho 0.175 modest; sig. 0.17 Kendall’
s tau-b 0.171 modest; sig. 0.092 > 0.05 Pearson chi-square 0.831 sig. 0.660> 0.05 Phi 0.1
19 strong;
sig. 0.660 > 0.05 Spearman rho 0.21 moderate; sig. 0.876 Kendall’
s tau-b 0.020 weak; sig. 0.865 > 0.05
//
21. Provision of extra teacher training for updating their understanding of the new assessment framework Difficulty in implementing the SBA
of Reading
Pearson chi-square 1.776 sig. 0.620 > 0.05 Phi 0.1768 modest; sig. 0.62 > 0.05 Spearman rho 0.038 strong; sig. 0.74 > 0.05 Kendall’
s tau-b 0.371
moderate; sig. 0.620 > 0.05 Pearson chi-square 3.756 sig. 0.289 > 0.05 Phi 0.252 modest; sig. 0.289 > 0.05 Spearman rho -0.207 strong; sig. 0.1
16 > 0.05 Kendall’s tau-b -0.197
moderate; sig. 0.095 > 0.05
//
22. Provision of extra teacher training for updating their under
-standing of
the new assessment framework Difficulty in implementing the SBA
of Writing
Pearson chi-square 1.430 sig. 0.698 > 0.05 Cramer
’s V 0.151 modest; sig. 0.698 > 0.05 Pearson chi-square 1.365 sig. 0.505 > 0.05 Phi/Cramer
’s V 0.152 modest; sig. 0.505 > 0.05
//
23. Provision of extra teacher training for updating their under
-standing of
the new assessment framework Difficulty in implementing the SBA
of Speaking
Pearson chi-square 2.666 sig. 0.446 > 0.05 Cramer
’s V 0.206
modest; sig. 0.446 > 0.05 Pearson chi-square 2.43 sig. 0.657 > 0.05 Cramer
’s V 0.203
modest; sig. 0.657 > 0.05
//
CROSSTABS, t-tests and CORRELATE for teachers’ responses about continuous assessment (continued)
Variable 1 (Independent) Variable 2 (Dependent) English Language Total = 63Chinese Language Total = 63Liberal Studies (CMI) Total = 53Liberal Studies (EMI) Total = 15
Test stat./ effect size Test stat./ effect size Test stat./ effect size Test stat./ effect size
24. Provision of extra teacher training for updating their under
-standing of
the new assessment framework Difficulty in implementing the SBA
of Integrated Skills
Pearson chi-square 1.520 sig. 0.678 > 0.05 Cramer
’s V -0.155
modest; sig. 0.678 > 0.05 Pearson chi-square 2.663 sig. 0.264 > 0.05 Cramer
’s V 0.212 modest; sig. 0.264 > 0.05
//
25. Proportion of teachers taken the assessment-related training of
fered
by EDB or other professional training institutes Difficulty in implementing the SBA
of Listening
Pearson chi-square 5.150 sig. 0.821 > 0.05 Phi 0.286 modest; sig. 0.821 > 0.05 Cramer
’s V 0.165 modest;
sig. 0.821 > 0.05 Spearman rho -0.1
14
modest; sig. 0.372 > 0.05 Kendall’
s tau-b -0.105 modest; sig. 0.342 > 0.05 Pearson chi-square 2.402 sig. 0.662 > 0.05 Phi 0.202 modest; sig. 0.662 > 0.05 Cramer
’s V 0.143 modest;
sig. 0.662 > 0.05 Spearman rho -0.135 moderate; sig. 0.307 > 0.05 Kendall’
s tau-b 0.128 modest; sig. 0.246 > 0.05
//
26. Proportion of teachers taken the assessment-related training of
fered
by EDB or other professional training institutes Difficulty in implementing the SBA
of Reading
Pearson chi-square 8.922 sig. 0.445 > 0.05 Phi 0.376 moderate; sig. 0.445 > 0.05 Spearman rho -0.131 modest; sig. 0.308 > 0.05 Kendall’
s tau-b -0.123 modest; sig. 0.283 > 0.05 Pearson chi-square 6.728 sig. 0.347 > 0.05 Phi 0.338 moderate; sig. 0.347 > 0.05 Spearman rho -0.01
1 weak;
sig. 0.936 > 0.05 Kendall’
s tau-b -0.011 weak; sig. 0.925 > 0.05
//
27. Proportion of teachers taken the assessment-related training of
fered
by EDB or other professional training institutes Difficulty in implementing the SBA
of Writing
Pearson chi-square 9.499 sig. 0.393 > 0.05 Spearman rho -0.209 modest; sig. 0.099 > 0.05 Kendall’
s tau-b -0.191 modest; sig. 0.070 > 0.05 Pearson chi-square 3.770 sig. 0.438 > 0.05 Spearman rho 0.40 modest; sig. 0.764 > 0.05 Kendall’
s tau-b 0.039 weak; sig. 0.745 > 0.05
//
CROSSTABS, t-tests and CORRELATE for teachers’ responses about continuous assessment (continued)
Variable 1 (Independent) Variable 2 (Dependent) English Language Total = 63Chinese Language Total = 63Liberal Studies (CMI) Total = 53Liberal Studies (EMI) Total = 15
Test stat./ effect size Test stat./ effect size Test stat./ effect size Test stat./ effect size
24. Provision of extra teacher training for updating their under
-standing of
the new assessment framework Difficulty in implementing the SBA
of Integrated Skills
Pearson chi-square 1.520 sig. 0.678 > 0.05 Cramer
’s V -0.155
modest; sig. 0.678 > 0.05 Pearson chi-square 2.663 sig. 0.264 > 0.05 Cramer
’s V 0.212 modest; sig. 0.264 > 0.05
//
25. Proportion of teachers taken the assessment-related training of
fered
by EDB or other professional training institutes Difficulty in implementing the SBA
of Listening
Pearson chi-square 5.150 sig. 0.821 > 0.05 Phi 0.286 modest; sig. 0.821 > 0.05 Cramer
’s V 0.165 modest;
sig. 0.821 > 0.05 Spearman rho -0.1
14
modest; sig. 0.372 > 0.05 Kendall’
s tau-b -0.105 modest; sig. 0.342 > 0.05 Pearson chi-square 2.402 sig. 0.662 > 0.05 Phi 0.202 modest; sig. 0.662 > 0.05 Cramer
’s V 0.143 modest;
sig. 0.662 > 0.05 Spearman rho -0.135 moderate; sig. 0.307 > 0.05 Kendall’
s tau-b 0.128 modest; sig. 0.246 > 0.05
//
26. Proportion of teachers taken the assessment-related training of
fered
by EDB or other professional training institutes Difficulty in implementing the SBA
of Reading
Pearson chi-square 8.922 sig. 0.445 > 0.05 Phi 0.376 moderate; sig. 0.445 > 0.05 Spearman rho -0.131 modest; sig. 0.308 > 0.05 Kendall’
s tau-b -0.123 modest; sig. 0.283 > 0.05 Pearson chi-square 6.728 sig. 0.347 > 0.05 Phi 0.338 moderate; sig. 0.347 > 0.05 Spearman rho -0.01
1 weak;
sig. 0.936 > 0.05 Kendall’
s tau-b -0.011 weak; sig. 0.925 > 0.05
//
27. Proportion of teachers taken the assessment-related training of
fered
by EDB or other professional training institutes Difficulty in implementing the SBA
of Writing
Pearson chi-square 9.499 sig. 0.393 > 0.05 Spearman rho -0.209 modest; sig. 0.099 > 0.05 Kendall’
s tau-b -0.191 modest; sig. 0.070 > 0.05 Pearson chi-square 3.770 sig. 0.438 > 0.05 Spearman rho 0.40 modest; sig. 0.764 > 0.05 Kendall’
s tau-b 0.039 weak; sig. 0.745 > 0.05
// Variable 1 (Independent)
Variable 2 (Dependent) English Language Total = 63Chinese Language Total = 63Liberal Studies (CMI) Total = 53Liberal Studies (EMI) Total = 15
Test stat./ effect size Test stat./ effect size Test stat./ effect size Test stat./ effect size
28. Proportion of teachers taken the assessment-related training of
fered
by EDB or other professional training institutes Difficulty in implementing the SBA
of Speaking
Pearson chi-square 0.910 sig. 0.282 > 0.05 Phi 0.416 moderate; sig. 0.282 > 0.05 Spearman rho -0.284* modest; sig. 0.024 < 0.05 Kendall’
s tau-b -0.266* modest; sig. 0.006 < 0.05 Pearson chi-square 2.431 sig. 0.657 > 0.05 Phi 0.203 modest; sig. 0.657 > 0.05 Spearman rho 0.138 modest; sig. 0.298 > 0.05 Kendall’
s tau-b 0.132 modest; sig. 0.287 > 0.05
//
29. Proportion of teachers taken the assessment-related training of
fered
by EDB or other professional training institutes Difficulty in implementing the SBA
of Integrated Skills
Pearson chi-square 6.261 strong; sig. 0.713 > 0.05 Phi 0.315 moderate; sig. 0.713 > 0.05 Spearman rho -0.181 modest; sig. 0.157 > 0.05 Kendall’
s tau-b -0.167 modest; sig. 0.123 > 0.05 Pearson chi-square 4.526 moderate; sig. 0.339 > 0.05 Phi 0.277 modest; sig. 0.339 > 0.04 Spearman rho -0.146 modest; sig. 0.269 > 0.05 Kendall’
s tau-b -0.140 modest; sig. 0.238 > 0.05
//
30. Proportion of teachers trained in assessment Pressure on teachers due to the SBA
of Independent Enquiry Studies projects
//
Pearson chi-square 7.767 sig. 0.101 > 0.05 Phi 0.383 moderate; sig. 0.101 > 0.05 Spearman rho 0.231 modest; sig. 0.096 > 0.05 Kendall tau-b 0.223 modest; sig. 0.101 > 0.05 Pearson chi-square 15.956* sig. 0.014 < 0.05 Phi 1.031 very strong; sig. 0.14 > 0.05 Spearman rho 0.067 very weak; sig. 0.813 > 0.05 Kendall tau-b 0.05 weak; sig. 0.865 > 0.05
CROSSTABS, t-tests and CORRELATE for teachers’ responses about continuous assessment (continued)
Variable 1 (Independent) Variable 2 (Dependent) English Language Total = 63Chinese Language Total = 63Liberal Studies (CMI) Total = 53Liberal Studies (EMI) Total = 15
Test stat./ effect size Test stat./ effect size Test stat./ effect size Test stat./ effect size
31. Proportion of teachers trained in assessment Level of difficulty in setting internal examination questions
//
Pearson chi-square 3.48 sig. 0.746 > 0.05 Phi 0.256 modest; sig. 0.746 > 0.05 Spe
arman rho -0.058 weak;
sig. 0.682 > 0.05 Kendall tau-b -0.54 strong; sig. 0.657 > 0.05 Pearson chi-square 22.355* sig. 0.008 < 0.05 Phi 1.221* very strong; sig. 0.008 > 0.05 Spearman rho 0.133 weak; sig. 0.636 > 0.05 Kendall tau-b 0.114 modest; sig. 0.704 > 0.05
CROSSTABS, t-tests and CORRELATE for teachers’ responses about continuous assessment (continued)
Variable 1 (Independent) Variable 2 (Dependent) English Language Total = 63Chinese Language Total = 63Liberal Studies (CMI) Total = 53Liberal Studies (EMI) Total = 15
Test stat./ effect size Test stat./ effect size Test stat./ effect size Test stat./ effect size
31. Proportion of teachers trained in assessment Level of difficulty in setting internal examination questions
//
Pearson chi-square 3.48 sig. 0.746 > 0.05 Phi 0.256 modest; sig. 0.746 > 0.05 Spe
arman rho -0.058 weak;
sig. 0.682 > 0.05 Kendall tau-b -0.54 strong; sig. 0.657 > 0.05
Pearson chi-square 22.355* sig. 0.008 < 0.05 Phi 1.221* very strong; sig. 0.008 > 0.05 Spearman rho 0.133 weak; sig. 0.636 > 0.05 Kendall tau-b 0.114 m sig. 0.704 > 0.05 * significant at the 0.05 level ** significant at the 0.001 level degree of correlation – described as strong / modest / weak where appropriate