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sis………29
4.1 Data Analysis of the Tests………29
4.2 Data Analysis of Interview………37
4.3 Reflection on the Experiment……… 38
5. Conclusion ………41
5.1 Major Findings of the Study………41
5.2 Limitations of the Study………41
5.3 Suggestions for the Future Study……… 42

4. Data Analysis

4.1 Data Analysis of the Tests
All the data gathered from the tests was analyzed by the software Statistical Productand Service Solutions (SPSS), which was one of the most famous statistical software in theworld and in the recent decade was widely used for data analysis in the social science.In this study, the results were reliable and valuable, because both test papers of pretestand posttest came from the authoritative organizations, and all the subjects were allowed tofinish each test within 2 hours in same place and same time without the help of the Referencebooks or the counterparts’ aid. In the same breath, in order to avoid subjective bias, theexamination papers were marked as well as analyzed by other teachers who were unrelated tothe research. In general, there were four steps in statistical analysis of the test scores. To startwith, Two-Independent-Samples tests including m-test and k-test were employed foranalyzing the data gathered from the pretest to identify whether there were any differences inthe students’ linguistic competence as measured on NMET. In the next place, the samestatistical tools were utilized for analyzing the test scores gained from the posttest to see ifthere were statistically significant differences between EC and CC. Thirdly, the comparisonwas made separately between pretest and posttest of each class, and the results would be dealtwith through m-test and k-test to draw the conclusion that the students in both classes hadmade progress after one-semester learning. Last but not least, one of statistical tools,Descriptives, would be applied to test which class would produce better results in the finalexamination at the end of the term.

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Conclusion

Based on the previous theoretical framework, this research attempted to answer thefollowing question: Were there any differences in students’ educational achievements betweenstudents in evidence-based education classrooms and students in traditional teaching modelsclassrooms? In order to answer this question, the author conducted an empirical study on twoparallel classes of liberal arts. EC was chosen randomly by lot, and the rest was treated as CC.The students were to be taught in different ways in the English classes by the same teacherwith the same textbooks for one semester (2013.09---2014.01). And the method,evidence-based education, would be applied to college English teaching in EC, on thecontrary, the traditional educational models were going to be implemented in CC.After systematic interpretation of the data gathered from tests and interview, the majorfindings can be concluded as follows:To start with, evidence-based education, which has an important influence on education,can be applied to college English teaching as well. In other words, the teachers should dividethe whole instructional procedure into five steps including posing an answerable question,searching the relevant literature for the best evidence, appraising the information as well asdata, applying the assess本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。