Rita Divéki: Developing Global Competence in the Hungarian EFL Classroom
›
3. Research Design and Methods
›
3.4. Studies 3 and 4 – The Questionnaire Studies
›
3.4.2. Data Collection and Analysis
›
3.4.2.3. Study 4 – The Main Study in the University Context

3.4.2.3. Study 4 – The Main Study in the University Context

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Data collection occurred over two months, in June and July 2021, via an online questionnaire powered by Google Forms. After the data collection stage, the responses were downloaded as an Excel Spreadsheet. When the data was cleaned, and the initial coding of the data commenced. The spreadsheet was then imported to SPSS 22, and various statistical tests were run to establish the reliability of the scales. Similar to Study 3, first, the Cronbach’s alpha reliability coefficients were calculated, which can be found in Table 3.12.
 

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Table 3.12 The Reliability Analysis of the Scales in the Main Study in the University Context
Scales
No of items
Cronbach’s alpha
1. Tutors’ likeliness to include certain global issues in their lessons
22
.96
2. Tutors’ likeliness to include certain local issues in their lessons
15
.94
3. Tutors’ likeliness to include certain intercultural issues in their lessons
17
.91
4. The frequency of the inclusion of global, local, and intercultural topics in the language development courses
5
.84
5. Teachers’ preferences
6
.86
6. The importance of the inclusion of global, local, and intercultural issues
4
.86
7. Background variables influencing the inclusion of global content
33
.51
Note. No = Number.
 

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As it was established beforehand (in Section 3.4.2.2), there were underlying constructs in Scale 7. After the randomized items were reorganised into constructs, their internal consistency was tested again, and a Principal Component Analysis was run to see whether the items loaded on the same dimension. Out of the eight constructs, five proved to work with some modifications (e.g., deleted items or reversed scales), one construct had to be separated into two, and two constructs did not work (with the deleted items, their Cronbach’s alpha did not reach the .6 threshold), thus they had to be eliminated from the analysis. Table 3.13 provides an overview of the initial components and internal reliability coefficients of the scales, the modifications that needed to be implemented, and the finalised constructs with which the statistical procedures were performed.
 

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Table 3.13 The Finalisation of the Constructs for the Main Study in the University Context
Original construct
Changes made
New construct
Name
No
α
Comp
Name
No
α
Comp
TIME
4
.63
2
1 item deleted (FACTOR02_TIME3)
TIME
3
.68
1
GROUP
4
.81
1
–
GROUP
4
.81
1
TEACHER COMPETENCE
4
.42
1
1 item deleted (FACTOR10_TEACHERCOMP2)
TEACHER COMPETENCE
3
.72
1
PD
4
.63
2
1 item deleted (FACTOR_23PD4)
PD
3
.63
1
MATERIALS
6
–.13
1
Divided into two components
COURSEBOOK
3
.77
1
MATERIALS
3
.70
1
TEACHER ATTITUDE
4
–.15
1
1 item deleted (FACTOR_9TATT2), 1 scale reversed (FACTOR_21TATT3)
TEACHER ATTITUDE
3
.71
1
STUDENTS
4
–.50
1
Construct deleted
TOPICALITY
3
.27
2
Construct deleted
Note. α – Cronbach’s Alpha, no. – number of items, comp – components, PD – professional development.
 

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As a final step in the reliability analysis of the scales, as part of the normality testing, the skewness and the kurtosis of the scales were checked. As it can be seen from Table 3.14, in most cases, the distribution was either moderately skewed (between 1 and 0.5 or –1 and –0.5) or approximately symmetric (between –0.5 and 0.5). As the data had normal distribution, parametric tests could be performed on the dataset (Larson Hall, 2016).
 

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Table 3.14 Normality Test Results for the Constructs in Study 4
Scale
Mean
SD
Skewness
Kurtosis
Statistic
Std. Error
Statistic
Std. Error
COURSEBOOK
2.11
1.03
.52
.40
–1.15
.79
PD
2.66
.99
–.02
.40
.06
.79
TIME
2.78
.88
–.27
.40
–.26
.79
GROUP
2.83
.98
.05
.40
–.47
.79
MATERIALS
4.08
.81
–.35
.40
–1.15
.79
TEACHER COMPETENCE
4.09
.64
–.26
.40
.92
.79
TEACHER ATTITUDE
4.24
.74
–.75
.40
–.98
.79
Note. SD = Standard deviation; Std. Error = Standard Error.
 

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Similar to Study 3, data were then analysed using various statistical procedures. To explore how likely teachers are to bring in different global, local, or intercultural issues into their classrooms, descriptive statistical tests were run. Inferential statistical tests, such as independent samples t-tests were run to find out which topics teachers are the most likely and least likely to address in their classes. To see whether there are any differences in teachers’ likeliness to bring in such issues into their classes depending on their age and the type of university they work in, one-way ANOVA tests were performed.

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To measure the frequency of inclusion of global content, teachers’ preferences of dealing with such issues and the importance they attribute to dealing with these topics, descriptive statistical tests were performed. To test what aspects influence teachers’ decision to incorporate global content in their classes and to what extent these variables come into play when selecting the topics, correlation tests were run. A p-value of .05 was used to determine the significance of the results. The answers to the open-ended questions were coded separately and analysed using content analysis.
 
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