Evaluation of cooperative learning in large ESL classes at a Pakistani university

This dataset represents the final evaluation of an action research project carried out at the University of Sindh Jamshoro Pakistan, described in more detail in Panhwar and Bell (2022).
Over a period of a semester, a large compulsory English as a second language class in the Institute of English Language and Literature (IELL) was delivered using cooperative learning instead of the more usual lecture style. The pedagogical approach was monitored and adapted throughout the semester, using a cyclical process of action research. The aim was to improve student engagement. 
The first five lessons were used to orient the students to the methods of cooperative learning and participatory action research. There were then 18 intervention lessons using cooperative learning. At the end of the semester, there was a final evaluation which included the following three elements:
A student questionnaire, circulated in the final class.
This consisted of 31 statements about working in cooperative groups; students were asked to indicate their level of agreement with each statement on a scale of 1-5 where 1= strongly agree, 2= agree, 3= neither agree nor disagree, 4= disagree and 5= strongly disagree. There were also three open-ended questions to generate qualitative feedback.
83 copies were returned, of which 75 were included in the analysis after exclusion of invalid returns (e.g. incomplete, the same rating used throughout, or multiple ratings per question). 
Classroom observation forms, completed by IELL lecturers with 2-16 years experience of teaching English language.
The form consisted of 25 questions about the teacher’s and students’ behaviour. Observers were asked to indicate whether each behaviour was observed, partly observed, observed only a little, or not observed at all. There were also spaces for qualitative comments, both in relation to specific questions and overall.
Observation forms were completed for 17 of the 18 intervention lessons, six from live observation and 11 from video recordings, by 16 different teachers (one person observed twice).
Semi-structured interviews with four student groups (two all-male groups and two all-female groups) selected through systematic sampling.
The interviews were conducted by the teacher-researcher over a period of three days after the last lesson. All groups opted to answer in English.
The dataset consists of 17 files, as follows:
1. PanhwarBell2022_participant_information_sheet.pdf
The information sheet enabling students to give informed consent to the study
2. PanhwarBell2022_student_questionnaire.pdf
The questionnaire administered to students in the final class
3. PanhwarBell2022_student_questionnaire_qualitative_comments.rtf
Collated qualitative comments from the student questionnaires
4. PanhwarBell2022_student_questionnaire_quantitative_responses.csv
All quantitative responses to the student questionnaire in wide format, one column per statement and one row per student. Note that only statement numbers and numerical ratings are shown on this document; it is necessary to cross-reference with the questionnaire or quantitative summary documents (described below) to see the text of the statements and values of the responses.
5. PanhwarBell2022_student_questionnaire_quantitative_summary.pdf
The distribution of responses for each statement on the student questionnaire
6. PanhwarBell2022_student_questionnaire_quantitative_boxplots.png
Graphical representation of responses for each statement on the student questionnaire
7. PanhwarBell2022_classroom_observation_form.pdf
The form completed by teacher-observers of the lessons
8. PanhwarBell2022_classroom_observation_qualitative_comments.rtf
Collated qualitative comments from the observation forms. For comments related to specific questions, the number of the relevant question is given in parentheses.
9. PanhwarBell2022_classroom_observation_quantitative_responses.csv
All quantitative ratings on the observation form in wide format, one column per question and one row per lesson observed. Note that only question numbers and numerical ratings are shown on this document; it is necessary to cross-reference with the observation form or quantitative summary documents (described below) to see the text of the questions and values of the responses.
10. PanhwarBell2022_classroom_observation_quantitative_summary.pdf
The distribution of responses for each question on the observation form
11. PanhwarBell2022_classroom_observation_quantitative_boxplots.png
Graphical representation of responses for each question on the observation form
12. PanhwarBell2022_group_interview_questions.pdf
Questions used to structure the student group interviews
13. PanhwarBell2022_group_interview_F1_excerpts_transcribed.rtf
14. PanhwarBell2022_group_interview_F2_excerpts_transcribed.rtf
15. PanhwarBell2022_group_interview_M1_excerpts_transcribed.rtf
16. PanhwarBell2022_group_interview_M2_excerpts_transcribed.rtf
Transcribed excerpts from the respective interviews. The interviews were not transcribed verbatim in their entirety, but the transcribed extracts are intended to represent the response of each student to each of the main questions discussed.
17. PanhwarBell2022_group_interview_excerpts_categorised.rtf
Collated qualitative comments from all four interviews, grouped according to topic
Reference
Panhwar, Abdul Hameed & Melanie J. Bell. 2022. Enhancing student engagement in large ESL classes at a Pakistani university. Educational Action Research.

本数据集代表了在巴基斯坦信德省贾姆肖罗的Sindh Jamshoro大学开展的一项行动研究项目的最终评估结果，该研究项目在Panhwar与Bell（2022年）的著作中得到了更为详细的描述。在为期一个学期的期间，英语语言与文学学院（IELL）开设的一门大型强制性英语作为第二语言课程中，采用了合作学习方式替代了更为常见的讲座模式。在整个学期中，通过行动研究的循环过程对教学方法进行了监控与调整，旨在提升学生的学习参与度。前五节课用于指导学生熟悉合作学习与参与式行动研究的方法。随后，进行了18次采用合作学习的干预课程。学期结束时，进行了一次最终评估，评估内容包含以下三个要素：

学生问卷调查，在最后一节课中发放。
该问卷包含31项关于在合作小组中工作的陈述，学生被要求在1-5的量表上表明对每项陈述的同意程度，其中1代表强烈同意，2代表同意，3代表既不同意也不反对，4代表反对，5代表强烈反对。此外，还设有三个开放式问题，以收集定性反馈。
共回收83份问卷，经过排除无效问卷（例如，不完整、使用相同的评分或每个问题多次评分）后，纳入分析的问卷为75份。
课堂观察表，由具有2-16年英语语言教学经验的IELL讲师填写。
该表格包含关于教师和学生行为的25个问题，观察者被要求表明每种行为是否被观察到、部分观察到、略微观察到或完全没有观察到。此外，还有空间用于对特定问题和整体进行定性评论。
对18次干预课程中的17次进行了观察表填写，其中6次为现场观察，11次为视频录像，由16位不同的教师完成（其中一位教师被观察两次）。
对四个学生小组（两个全男性小组和两个全女性小组）进行的半结构化访谈，通过系统抽样选出。
访谈在最后一节课后的三天内由教师研究员进行。所有小组均选择用英语回答。
数据集由17个文件组成，具体如下：

1. PanhwarBell2022_participant_information_sheet.pdf
允许学生知情同意参与研究的表格。
2. PanhwarBell2022_student_questionnaire.pdf
在最后一节课中向学生发放的问卷。
3. PanhwarBell2022_student_questionnaire_qualitative_comments.rtf
学生问卷中的定性评论汇总。
4. PanhwarBell2022_student_questionnaire_quantitative_responses.csv
学生问卷中所有定量回答的宽格式文档，每列代表一项陈述，每行代表一名学生。请注意，此文档仅显示陈述编号和数值评分；需要与问卷或定量摘要文档（以下描述）进行交叉引用，以查看陈述文本和回答的值。
5. PanhwarBell2022_student_questionnaire_quantitative_summary.pdf
学生问卷中每个陈述的回答分布。
6. PanhwarBell2022_student_questionnaire_quantitative_boxplots.png
学生问卷中每个陈述的回答的图形表示。
7. PanhwarBell2022_classroom_observation_form.pdf
由课堂观察者填写的表格。
8. PanhwarBell2022_classroom_observation_qualitative_comments.rtf
观察表中的定性评论汇总。对于与特定问题相关的评论，给出了相关问题的编号（括号内）。
9. PanhwarBell2022_classroom_observation_quantitative_responses.csv
观察表中所有定量评分的宽格式文档，每列代表一个问题，每行代表一次观察的课程。请注意，此文档仅显示问题编号和数值评分；需要与观察表或定量摘要文档（以下描述）进行交叉引用，以查看问题的文本和回答的值。
10. PanhwarBell2022_classroom_observation_quantitative_summary.pdf
观察表中每个问题的回答分布。
11. PanhwarBell2022_classroom_observation_quantitative_boxplots.png
观察表中每个问题的回答的图形表示。
12. PanhwarBell2022_group_interview_questions.pdf
用于结构化学生小组访谈的问题。
13. PanhwarBell2022_group_interview_F1_excerpts_transcribed.rtf
14. PanhwarBell2022_group_interview_F2_excerpts_transcribed.rtf
15. PanhwarBell2022_group_interview_M1_excerpts_transcribed.rtf
16. PanhwarBell2022_group_interview_M2_excerpts_transcribed.rtf
从相应访谈中转录的摘录。访谈并未全文逐字转录，但转录摘录旨在代表每位学生对所讨论的主要问题的回答。
17. PanhwarBell2022_group_interview_excerpts_categorised.rtf
对四次访谈的所有定性评论进行汇总，并根据主题进行分组。
参考文献：
Panhwar, Abdul Hameed & Melanie J. Bell. 2022. Enhancing student engagement in large ESL classes at a Pakistani university. Educational Action Research.