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Example research essay topic: High School Students Secondary School - 1,457 words

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... ow. Taking an example of a test from April 20 th, 2002, the final test was given to students including 40 questions of grammar. In class 200 A, only one student did correctly 16 questions (40 %), two students got 15 (37. 5 %), many of them got 9 or 10.

The lowest student accomplished just 8 (20 %). This was the last class of the elementary level. No one got above 50 %. It was unbelievable. Step 2: Designing new textbooks of grammar for 3 classes of elementary level After bringing the issues to discuss to the board directors, no books were found to be relevant to the needs of students at Bien Hoa division. The researcher, agreed by the director, took several books of grammar into account to compile the new ones which were appropriate to such requirements at the division.

Those books were "Phoenix Preparation for Toefl" (Brutal & Nolan, 2000), "Toefl - Preparation Guide Pyle" (Michael & Page, 95 - 96), "Complete Basic Grammar 1, 2, 3 " (Reive, 1997), "English Grammar in Use" (Murphy, 2000), and "Fundamentals of English Grammar" (Azar, 1992). Each grammatical point was designed for a 45 minute-class, including theories of usage, formula, some examples and one or two exercises. First of all, twelve tenses would be studies in 3 classes, 100 A, 100 B and 200 A. At the end of class 200 A, students were reviewed all 12 tenses to make sure that they knew how to apply them in practice. Second, students learned how to use verbs such as "modal auxiliaries", "take used with time", "used to", "be / get used to", "passive voice", "wish" and "infinitives and gerunds." Finally, students were trained to be well-used of many structures such as "Nouns and pronouns", "Questions", "prepositions", "modifiers of cause and effect", "purpose connectors", "Causative forms", "too... to", "enough...

to", "adjectives and adverbs", "comparisons", "double comparatives", "Adjectives clauses" and "Conditional clauses." All these grammatical points were very essential for all kinds of learners, especially secondary school and high school students. These grammatical points appeared in all kinds of tests in Viet Nam. That was why the researcher tried to help his students acquired all these basic backgrounds of grammar in a short time, 48 periods instead of 72 periods (compared with the head division). Step 3: Preparing for the new textbooks before implementation After a long time of preparation to compile new materials, the researcher sent the materials to the board director to reexamine the formats and the contents of the textbooks. Then the board director appointed some experienced teachers who specialized in teaching grammar to check for typing errors, to cut out some extra parts, to put in some more important points and to give some comments on the new materials.

All the corrections were done in terms of perfecting the materials. Almost those teachers were totally agreeable with the new materials, especially some teachers who used to teach or have been teaching at Bien Hoa Division. Sep 4: Implementing the innovation of the new textbooks of grammar When the three textbooks of grammar were fully completed of correction, agreed by the board director, the researcher in the position of the division manager applied them at his division. The innovation at first was well-welcomed by the teachers of grammar at the division. One third students at classes 100 A, 100 B and 200 A really enjoyed learning with the materials.

Two third of them neither complained anything nor had any comments. Yet, there were still few wrong spelling mistakes that were needed to be corrected. However, this was considered as a little success at the first time. Step 5: Evaluating the innovation The innovation was done for nearly three years. It was so effective that the division could attract more and more students time by time.

In addition, the results of students from the tests since then increased remarkably. Furthermore, the attitudes of students towards to the textbooks were much of interests. All these facts were shown in the following findings and discussions. III.

FINDINGS AND DISCUSSIONS 1. The improvements after the innovation: The innovation has brought some wonderful improvements to the Division 4. First, the number of students after the innovation has increased noticeably. No one from the board director could deny the fact that the number of students has doubled at Bien Hoa Division after the innovation took placed. This reason should be proved by numbers. At this time 3 years ago, the course 17 in January 19 th, 2002, there were 305 students who came for enrolling.

One course later in April 20 th, 2002 (course 18), only 300 students registered. Unfortunately, there were just 254 learners getting involved in the registration for the course 19 in June 29 th, 2002. These numbers rang the bell of the Center, so the division manager needed to do something to change the situation. Then the innovation played an important role in changing that situation. After the innovation, students have come to the Center at Bien Hoa Division in numbers, especially secondary school and high school students. We took examples of the most recent courses.

In November 26 th, 2004, course 34, the Division 4 received 668 students. In February 21 st, 2005, course 35, there were 650 students took their classes at Bien Hoa Division, and in April 25 th, 2005, course 36, 679 students enrolled on the students list at the Division. This change has proved that the innovation was successful. The improvement was shown in the following chart: Second, knowledge of students about grammar has improved through the final tests. The results of students from the final tests before the innovation were very low. We took results as examples from classes of 200 A because they were the last classes of elementary level. 28 Students of class 200 A from course 17 (January, 19 th, 2002) took the final test, only 5 of them got 18 right answers out of 40 (45 %), 3 lowest students got 8 and 9 (20 %), and the rest of them got from 12 to 14 right answers (35 %).

At course 18 (April 20 th, 2002) 26 students got involved in the final test of class 200 A, only one student did correctly 16 questions out of 40 (40 %), two students got 15 (37. 5 %), many of them got 9 or 10 (25 %). The lowest student accomplished just 8 (20 %). 27 students took the final test at course 19 June 29 th, 2002, 7 of them completed 22 right answers out of 40 (55 %), 2 lowest students got 8 (20 %), and most of them got from 16 to 17 right answers (42. 5 %). The results of students at the final tests before the innovation were shown in the following chart: Whereas the results of students in many courses after the innovation were highly improved. The last three recent courses were taken as examples of the improvement. There were 42 students of 200 A class getting involved in the final test of course 33, dated in October 11 th, 2004, 2 students who got highest score of 37 and 38 out of 40 in the grammar section (95 %), 12 of them got 32 (80 %), most students got from 27 to 30 (72 %), 2 lowest students completed the test with only 25 correct answers (62. 5 %).

At course 34 in November 26 th, 2004, 4 students out of 40 test takers did correctly 36 questions in the grammar section (90 %), most of them got from 27 to 30 (72 %), and 3 lowest students got 21 (52 %). Last February 21 st, 2005, at course 35, 46 students got involved in the final test at Division 4, 8 students got 34 correct answers (85 %), many of them got from 29 to 31 questions, and only 3 students completed 22 correct answers (55 %). All these results were stored at Nong Lam University - Center for Foreign Studies. Here is the chart showing the improvement of students in the most recent courses at Bien Hoa Division: 2. The attitudes of students from the questionnaires: There were 120 questionnaire papers sent to students from 100 A, 100 B and 200 A at the final day of the course. 117 of them were back (97. 5 %). Learners answered their questionnaires after they completed their final tests.

The researcher chose this time for learners to do the questionnaires in order to get the right answers from learners. After the test, they finished everything. They could stop their study right away or they had the right to register for the other course. Therefore, they felt free to wr...


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Research essay sample on High School Students Secondary School

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