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Chapter Four Results and Discussion .......................... 36

4.1 Levels of Students’ PTE and AE ........................ 36

4.1.1 Level of Students’ PTE ............................ 36

4.1.2 Level of Students’ AE ................................. 40

Chapter Five Conclusion ................................... 64

5.1 Major Findings .................................... 64

5.2 Pedagogical Implications .............................. 66

5.3 Limitations and Suggestions for Future Studies .............................. 68

Chapter Four Results and Discussion

4.1 Levels of Students’ PTE and AE

The first research question of the present study is to investigate the levels of PTE and English learning AE among senior high school students. Descriptive statistical analyses were performed on the data collected from 245 students using PTE and AE questionnaires. These analyses were conducted to provide an overview of the general levels of students’ PTE and AE, including their respective dimensions. The results of the descriptive analysis include means, standard deviations (SD), minimum (Min), and maximum (Max) values.

4.1.1 Level of Students’ PTE

As mentioned previously, the student PTES consists of 18 items, with each item rated on a 5-point Likert scale ranging from 1 to 5. Theoretically, a student’s PTE score can range from 18 to 90. To classify the scores, the 27% and 73% quantiles were used. A total score below 48 indicates a low level of PTE, a total score between 48 and 64 suggests a moderate level of PTE, and a total score above 64 indicates a high level of PTE among students. 

According to the results presented in Table 4.1, the mean score of 56.09 indicates a moderate level of PTE, suggesting that, on average, students perceive their English teachers to be moderately engaged. However, the standard deviation of 11.13 reveals significant variations in students’ perceptions of teacher engagement. The minimum score of 27 and the maximum score of 84, as displayed in Table 4.1, further illustrate considerable variations in students’ PTE scores. This implies that while some students demonstrate a high level of PTE, others exhibit a significant deficit, as indicated by the maximum and minimum values. 

Chapter Five Conclusion

5.1 Major Findings

In this study, 245 senior high school students participated and completed questionnaires on perceived teacher engagement and English learning agentic engagement. The students’ scores on the final unified exams in Tianhe District were used as a measure of their English achievement. Data collected from the participants were analyzed using various methods, including descriptive analysis, Pearson Correlation analysis, regression analysis, and bootstrap analysis. Major findings are presented below according to the research questions. 

Firstly, through the investigation, the levels of PTE and AE among students from Grade Two in senior high school can be understood. The majority of high school students reported a moderate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。