PGCE Report: A Study on Individual Activities vs. Group Learning

This PGCE report presents a research study comparing individual and group learning activities in a mathematics context. The study involved interviews with students to gather data on their preferred learning methods and perceived effectiveness. The report includes a literature review, methodology, and detailed findings, including a visualization of the research results. Discussions focus on the advantages and disadvantages of each approach, with recommendations for teachers to improve the learning experience. The research highlights the importance of understanding student preferences and adapting teaching strategies to optimize learning outcomes, concluding with reflections on the research process and its implications for future teaching practices.

The Difference Between the Individual Activities Compared with Small-Groups Activities
PGCE REPORT

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Abstract
In teaching and learning the validation and analysis of the existing system is a major
activity. This activity is carried out to find the most effective way of learning. This project report
brings an overview of the conducted research to identify the most effective learning approach
(Group approach or Individual approach). As a part of this research activity, the interview has
been conducted among three students. After that, the collected data analyzed using appropriate
methodologies. And the findings are explained in this report. At last some recommendations are
made based on the findings of the conducted research. And it is explained in this report.
Table of Content

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s
1. Introduction..............................................................................................................................4
2. Research Rationale...................................................................................................................5
2.1 Objectives..........................................................................................................................5
2.2 Hypothesis.........................................................................................................................5
2.3 Significance of the subject in teaching.............................................................................5
2.4 Research requirements......................................................................................................5
2.5 Existing Literatures...........................................................................................................6
2.6 Assumptions......................................................................................................................6
2.7 Theory...............................................................................................................................7
2.8 Proposed research Method................................................................................................7
3. Methodology............................................................................................................................9
3.1 Qualitative Analysis..........................................................................................................9
3.2 Analysis of Interview Data.............................................................................................10
3.3 Ethical Considerations....................................................................................................10
3.4 Advantages......................................................................................................................11
3.5 Limitations......................................................................................................................11
4. Findings and Discussions.......................................................................................................12
4.1 Research Findings...........................................................................................................12
4.2 Discussions......................................................................................................................14
4.3 Visualization of Research Findings................................................................................16
5. Recommendations..................................................................................................................17
5.1 Recommendations to Teachers.......................................................................................17
6. Reflection...............................................................................................................................19

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7. References..............................................................................................................................22
8. Appendices.............................................................................................................................23
8.1 Interview Questions........................................................................................................23
8.2 Transcript of Interview....................................................................................................24

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1. Introduction
In modern day schools and colleges, the learning approach changed. It is not similar to
past learning techniques. In modern schools and colleges teachers and students has a good
relationship than ancient schools. But a single teacher can’t solve all the doubts of all learners.
For that, they expect the student’s efforts. In the sense, there is big debate there over the decade.
And it is group learning or individual learning which one is the best and efficient method. How
these two approaches help to the teacher as well as student or learner to improve performance.
On this aspect, everyone has their own ideology. Some of them support group learning and some
of them are against group learning. Some of them believe it helps the student to solve the
problems one-handed (Beckmann et al., 2012). And they strongly said group study make student
dependent and lazy. Some of them believe group study helps students to find different solutions
for a single problem. Also, group study improves student’s group working capabilities. Both
approaches have their own advantages and disadvantages. In the below-given figure, the relation
between the different learning approaches is explained.
Figure 1 Relation between Different Learning Approaches
This research intended to find the best approach to teach mathematics for the students.
This research process contains the qualitative research process. On that, the researcher conducted
an interview among the three students and asked relevant questions. And the answers of the each
and every student will be recorded. And the collected data will be analyzed using the appropriate
techniques and methods. And finally, the research findings will be illustrated as a graphical plot.

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It helps to improve understanding. And also the recommendations will be developed based on
the findings.

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2. Research Rationale
In this section of the report the research rationale is explained (Blech and Gaschler,
2017). It includes the objective of the project, test hypothesis, theory and proposed methodology
etc.
2.1 Objectives
The main aim of the study is to find two various methods of study. The common learning
was differentiated to single learning. We can see group communication and social troubles to
handle educational skills. It can develop training and learning approaches for trainers. Group
study has a good result. Its objective is to help pupils to learn.
2.2 Hypothesis
Educational marks are better in group learning compared to self-learning. But there is no
comparison among educational behavior after common learning and self-learning. On the weekly
test, the dependent factor was the single educational marks. (Gillett-Swan, 2017) The non-
independent factor was the style of study. It contained common learning and self-learning.
2.3 Significance of the subject in teaching
Many research was completed on common learning at the basic education. Available
studies were pointed out on learning at the campus level. In this field, the secondary level
studying permitted for a higher age for educations. We can increase the overview of all
population at various mark levels. In inclusion class, research must be improved for the learning
skills of pupils. We cannot find the dealings of categorized and non-categorized candidates. This
describes the learning skills of students with attitude, expressive, social and educational
problems.
2.4 Research requirements
In this study, we can enhance the literature that discussions the benefits of the various
learning approach. Many studies support self-learning than common learning. In some other,

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they support the self-learning than the common learning. More published educations pointed on
the education at the campus level. Secondary level permits a higher age for studies in this field.
When many people at various mark levels are studied, then the overviews about all population
can improve. In inclusion class, research must be improved for the learning skills of pupils. We
cannot find the dealings of categorized and non-categorized candidates. This describes the
learning skills of students with attitude, expressive, social and educational problems.
2.5 Existing Literatures
Many investigation articles giving the results about common learning and self-learning.
More studies support this type of learning. These details vary from non-educational sectors to
specialty sectors. It involves various situations, mark levels and topics. Investigators have seen
that common learning can delay many parts of learning between the groups in common learning
conditions Jenkins, analyze the research on common learning for candidates with learning
debilities. This analysis contains various educational sectors such as reading, writing and math.
This study shows that peer support and group study cannot be helpful to pupils with learning
debilities. Some weak candidates had a problem with regular candidates. The learning necessities
were more for learning debilities. However, it is not for nonearning weak candidates. This causes
the group study practice. In common learning, 4 percentage of the learning weak students were
joined.
2.6 Assumptions
In this view, the supposition was complete that every chapter comprised material at the
equal complex levels in all days. Besides, the supposition was complete that every exam was at
the equal complex level, and was managed and counted in a similar normal way. The supposition
was complete about the constancy of every candidate through conditions and all-time in this they
didn’t differ significantly in their skill to study or take tests. Moreover, it was expected that it
was a similar quantity of aid agreed by the trainers for every assembly as well. Limits that the
small sample size was a main drawback of the learning due to the secondary mark class obtained
only sixteen learners (20 to 60 age). Next drawback is in the difference in intelligence through
the candidates before the learning process was applied. Many pupils are on various level of skill
than other pupils.

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2.7 Theory
Individual learning and group learning
In this study, it shows the difference between individual and group learning. It is an
examination of the amount of group reasoning load as a purpose of task difficulty. The result of
individual and group learning on maintenance and handover test attitude and psychological effort
was discovered in many school candidates acting mathematical problems. This study reflects
groups as info handling systems containing WM. The reasoning load can be distributed among
members of the group permitting them to treat with many complicated problems than individual
learning. The main aim of this study is that to discover the effect of task difficulty on the
quantity of reasoning load persons work in a group and various quantities can be utilized to
measure reasoning load. With great difficulty, members of the group were probably to attain
advanced test behavior with lesser learning than individuals. The behavior of the medium tasks
was increased. This shows that the independent difficulty of the group associates has a lesser
mental power.
Individual learning and group learning in a residential second level class
In this study, we can see that individual group learning can increase the education of the
student. It also shows a comparison between individual and group study. An individual second
level class includes so many kinds of candidates was noticed. Using T-test, we can analyze the
individual marks on the weekly exam. Group learning is better than individual because group
learning can improve the students’ knowledge. Teachers help us to catch good teaching practice.
This study shows the common learning related to the theories of lave and Michelson. They have
given the study of common learning. Candidate’s educational marks will be increased after the
group study than individual study. The excessive increase in the education pupils marks cares the
group study may be helpful to inclusion pupils.
2.8 Proposed research Method
Proposed Method of research: Qualitative Research Technique
Data Collection Technique Preferred: Face to Face Interview

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Data Analysis Method: Thematic Method
Sample Size: 3
Age Group: 20 to 60

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3. Methodology
This section of the report brings an overview of the conducted analysis methodology.
This section includes the brief about the analysis methods, data collection methods etc.
3.1 Qualitative Analysis
A scientific method which consists of “performing serious personal conferences with a
less amount of members to express their viewpoints concerning a certain principle, program or
any condition. Interviews forms are of three kinds. They are modelled, partially-modelled as well
as not modelled interviews. Partially-modelled interviews consist of the elements of modelled
and not modelled interviews (Graves and Bledsoe, 2015). In this type of interview, the
questioner makes a group of similar queries that must be replied by all contenders. At this point,
extra queries must be questioned in interviews to explain the probabilities of storing described
knowledge regarding scientific queries. Additionally, in this kind of initial data storage
specialists had straightforwardly regulated in excess of the movement of the procedure as well as
he/she had a probability to explain particular problems in the procedure if required. Drawbacks
contain lengthy time usage as well as problems related to organizing a correct time with sample
cluster participants to perform interviews.
When performing interviews we must be open-minded as well as desist from showing
dissimilarities in some forms when standpoints represented by contenders to opposed our own
principles. Furthermore, time usage and nature of interviews required to be arranged efficiently.
Exactly, interviews required to be performed in open nature, tension free for contenders at all.
There is a problem of contender preference in the initial data storage procedure as well as this
will be extremely settlements the validity of the project results. A few questioner preference
must be prevented by confirming that the questioner does not overstretched to replies of the
contender. Other measures that had be taken to prevent or decrements questioner preference must
contain the questioner dress ordinarily and suitably for the nature and plot the interview in a
reserved site.

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3.2 Analysis of Interview Data
It is essential to achieve an exact account of the interview so as to evaluate information
from interviews. This is typically performed by whichever tape or video recording the procedure
and next copy out the recording. The transcript must then be provided to the contender to detect
that it is what they had assumed. This aids to make sure that the validity of the information as
well as clarifications created by the questioner. Lathlean recommends that evaluation of
qualitative information required to be difficult and regular as well as how it is taken will be
subjected to the specifically selected methodology. How information is inferred will also be
subjected to the hypothetical angle of the research. Qualitative information is typically
decremented or abbreviated by a method of coding. Miles and Huberman find three main
accomplishments included in information evaluation:
Decrements information: information is transliterated, easy and fixated. This happens
in the information storage procedure.
Showing information: information is apparently obtainable on a graph or chart
possibly to display probable connections as well as resemblances.
Conformation: probable inferences, as well as descriptions, are prepared from the
information.
In this study information evaluation and storage typically happens simultaneously as well
as the evaluated method implemented will need the information to be accessible in various
methods. NUD*IST, as well as NVivo packages, had similarly help in the method of qualitative
information evaluation, mainly when there is a lot of information. Lathlean (2006) claims that
the method of evaluating qualitative information is not lined as well as it is inclined by the goals
of the studies and the procedural foundations of the research.
3.3 Ethical Considerations
Security of member’s privileges is the important aspect of directing an interview, and the
problems of the learned agreement as well as secrecy and concealment are of supreme
significance. Probable members must be given complete descriptions with regard to the
environment of studies and layout the interview must take place (Jagla, 2008). It is important to

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obtain written agreement in advance for the interview and the probable applicants will be
provided plenty of time to redirect on whether they desire to join or not. Confirmation of
agreement is needed previously for the interview agreements. There are delicate problems
created or if the contender became upset then it is significant to verify agreement during the
interview procedure by enquiring the contender if they desire to come to an end. It is essential to
guarantee contenders have a piece of knowledge about the studies as well as to sustain their
secrecy and concealment but not revealing their individuality. Interview tapes or transcriptions
must not consists of distinguishable structures as well as the total information must be collected
privately or by utilizing password provided systems. In this procedure, interviews had a stable
and helpful process of information storage as well as they are specifically suitable for storing
data on member’s practices, views as well as manners. Tod recommends that the tractability of
the interview architecture is one of the main power. The interview provides the services of a
huge amount of in-depth information. Likewise, the introduction of the preference by the
utilization of insufficient inquiring is the main drawback. The characters taken by the questioner
as well as the applicant as well as the influence they must had on the interview procedure must
be similarly required in attention. Then the interview procedure had been completed
(Karagiannopoulou and Kamtsios, 2016).
3.4 Advantages
Helps to concentrate more on the problem.
Help get valuable information from the respondents.
There is no complicated statistics etc.
Easy to Analyze.
Higher flexibility
3.5 Limitations
Highly expensive method
Requires huge time to complete this process
Exhausting for interviewer
Small human errors (Interviewer’s error) spoils the entire results.

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4. Findings and Discussions
In this section of the report, the findings and discussions of the conducted analysis are
explained. This section includes research findings, discussions and understandings from the
findings. Also, the findings of the results are shown as the graphical figure for better
understanding.
4.1 Research Findings
Findings from first question
For this question, students gave mixed answers. In the three students, two students
preferred individual learning instead of group learning. Because they feel individual learnings
helps to solve the problems quickly. And the group learning leads to unwanted dilemmas. But
one student preferred group learning. He believed group learning helps to find the most efficient
and simple procedure to solve the problem.
Findings from second question
For this question, all three students gave relative answers. All of them agreed that the
group study enhance understanding. Because group study provides the doubt clarification
facilities. But the same time, it is a time-consuming process.
Findings from third question

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For this question, all three answers are different from each other. One student said doing
homework or solving math individually helps to make it quick and accurately. Another student
said that he feels good when the group learning. Because it allows for finding simple and easy
methods. Some student feels that both are convenient for him but he prefers doing math alone.
Findings from forth question
For this question, learners gave contradict answers. All they are feel group activities
helps to improve the attitude and freedom of learning mathematics. They feel group learning is
better than individual learning in exam point of view. But it makes some students very lazy.
They always copy answers from others.
Findings from fifth question
For this question, each student said different units. But the most common answer to this
question is group learning is easy to keep in mind. Because it allows for finding the most
effective and simple method for solving the problem. Also, group activities are filled with a lot
of fun. So that the learners can memorize it easily.
Findings from sixth question
For this question all the three students gave similar answers they feel the group learning
process is quite interesting and useful for recall during the exam time. Because it involves lots of
fun and student interactions. One student preferred mixed methods are quite helpful for him.
Pure group learning and individual learning makes him bored.

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Findings from seventh question
For this question, all three students gave similar answers. All they are feel group
activities helps to build a relation between the other students. It allows interacting with the other
fellow students. Some students said their friend's circle increased after practicing the group study
and group learning activities.
4.2 Discussions
It is obvious that trainers of all types will like to discover the perfect training model.
Schoolroom tutors who had grouped, insertion or brilliant as well as skilled school children
aspect a bigger task when selecting a training style. There was a requirement for these studies to
increase to the inconsistent literature in concern of influences of particular academic school
children who perform many of their task in a conventional school room. Earlier studies generate
mixed outcomes that help the styles of command in the schoolroom as well as somewhere else.
This research detected supportive training depends on the models of Michealson Lave, Vygotsky
who had donated highly to the studies of supportive training (Sutton, 2016). Michealson
established the group-learning design next discerning school children himself helped
educationally from supportive training. Lave’s located learning model declares that social
interface is one of the main things that must include in learning. Vygotsky’s social training
model typically proves that intellectual progress depends on supportive issue resolving and point
communication.
The premises for this training proves each school children’s educational mark must be
greater next group command linked to their marks subsequently personal command. To help this,
a less second-rated schoolroom in a residential public school had utilized to evaluate personal as
well as group training styles. In eight weeks, the school children changed among these two
training methods by an old tutor or a cooperative education nature. Personal weekly test marks
from all school children had evaluated by utilizing a T-test. The outcomes displayed a

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statistically important variation among the two situations. The team training situation generates
test marks as middling, fifteen grades greater than the personal training marks. Also, the
presence of school children looked to help the main due to their middling test marks left up by
near twenty-three grades.
Depending on the cognitive load model a few provisional events like conciliation are
supportable for training and must be incremented then a few provisional events such as methods
of conversation are dangerous. One characteristic of the present learning was the innovation of
its academic content as well as fact and environmental situation of management in the
schoolroom. It had mainly depended on the class syllabus, as the class extended to Thales model.
In extra words, in an actual class, the Thales model had qualified by resolved illustration process,
as a substitute of training through perpetual math tutor (Wahyuni Lestari, 2016). Therefore it
infers that earlier issues of environmental validation had enhanced and so it had a high
simplification competence.
In this study, there is a hypothetical inference about the individual restricted in work
memory can be enhanced with common learning. It is very complicated and tough matter.
Investigators must reflect the false aspects of research with regard to the perceptive load
occurred by teaching problem on effectiveness and competence of group study.

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4.3 Visualization of Research Findings
Figure 2 Visualization of Research Findings
The above figure brings an overview of the research findings. Here it contains the key
findings from the research. When compared to the written report it is simpler to understanding.

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5. Recommendations
5.1 Recommendations to Teachers
According to several social concepts, social communication and association possessed to
have benefits for the second level class. More teachers should use various types of
training and pupils have various types of learning. Team work enhanced test marks for
the pupils and can for more others. Getting various idea, view, information from peers
can be slightly helpful for the learning situation.
Trainers they are examining for a training type which is more beneficial for the pupils.
They may need to take description of the outcomes and the outcomes of other group
study. When the number of inclusion candidates in normal class increases, searching the
best teaching technique becomes complicated. When the less group study is added to the
weekly lesson procedures, it may be the basic to serving the pupils to attain the top.
Candidates with several desires are seen in classrooms. When the desires of the
candidates change, their learning style will change. Therefore, it is good to create an
educated needs about their training techniques.
Social communication can improve the students intellectually. However, studies
discovered that it can increase self-confidence, encourage closeness, and permit students
to study how to take effort on various group to attain an aim. Besides, it has reported that
more pupils like team work and select it to personalized lessons.
When school time is ended, learning doesn’t finish. Many areas need group work for their
teaching or occupation. It can see in our previous works. Actually, team work make more
enjoy for pupils to organize themselves for the upcoming. To replicate the study, we can
use great sample of pupils in age, middle class position, aptitude and skill to learn. In
standard population, the result will be good. Furthermore, it is more motivating to
enhance the variable of inspiration to view the affect it has on study.
Highlight the position of group work—In advance the sets are created and the assignment
is set off, trainers must create accurate why the specific task has completed in groups.
Pupils are now often recording in the analysis of information that trainers practice groups,
therefore, they do not have to learn and work to score.

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Teach group study skills—Maximum pupils do not come to teamwork identifying how to
practice in groups. Available resources, or debates in class, trainers want to handle about
the liabilities of the associates to the group and about the associates have the precise to
think from the groups. Individual aims and preferences should be surrendered in good
turn of group aims.
Group building movements to construct a unified group- Associates must know each
other. They must be promoted to communicate about the work. A debate from the bad
group occurs accurately to all that to avoid their performances. This has seen in the
debate of single associates from the group to prepare their good work.
Considerately reflect group creation — many pupils like to create their groups. In many
studies, the groups are creative. In addition to this, pupils can enjoy due to group study.
However, they do not come to lot complete. From the expert settings, people do not come
to select their project companions. When the aim of the pupils to study the work with
strangers, then the trainers must create a group.
Create the workload sensible and clear the aims – The task may be greater than what a
single can did. However, pupils with no task work practice can fight with big,
complicated responsibilities. The responsibilities, the aim of the teacher must be accurate.
Reflect the performances for group associates- Every work does not mention about
performance. But some of them does. Performances can appear on the associates that
they propose the group wishes and can clear that performance
Give class period for conferences- It’s very difficult for pupils to score their activities.
They have to learn about teamwork. It is the main part of the conferences with the
schedule. Some of them has completed. They have important work that must be
completed in less time period. It must be delivered to the group identifies what desires to
be completed.
Interim records and team procedure response- Major responsibilities of the group must be
to create a timetable. The timetable must lead teacher opinions for progress record from
the team, and the record must be highlighted with proof.
Comprise peer evaluation- If the pupils have added to the team, then the last product may
be tested with peer evaluation in the rate of associates or rank the help of anyone.

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6. Reflection
Teaching is the most interesting and fulfilled job. I recognized that during my training
period. During this period I have conducted the research to identify the most continent and
effective learning approach. A learning approach must be simple as well as effective. Here I
started this project to identify the best approach for learning. For that, I preferred qualitative
analysis over other techniques. As a part of this research process, the face to face interview has
been conducted among the three students. All they are learners of the university. Currently, they
are pursuing their course in this college.
The main thing motivated me to do the research in this area is the eagerness to identify
the best approach for learning mathematics. I developed this report based on the findings of the
conducted research study. In this reflection report, I have mentioned all the things I learned from
the project. At the initial stage of the project, I have developed the plan for the project. I planned
all the activities involved in this project. The detailed schedule of different activities and required
resources are planned initially. That helped me to complete this project on the allotted time. But
at the same time, I can’t complete this project as per the developed project plan. In some
situations, I can’t follow the project plan. Some unplanned events increased the time required to
complete the activity. Among them, the interview process consumed major time throughout the
project. I think this delay is acceptable. Because the interview results are much better than the
expected results. Students have run out of time. Most of the students doing a part-time job in
their free time. That’s the reason for the very small sample size. At the initial stage, I planned to
conduct an interview to at least 10 learners from the class. But only three students are available
for attending the interview.
Here the conducted interview was the structured face to face interview. I have selected
the semi-formal style of interview for this research. So that I created the set of questions. And
asked the developed questions to the students. At the same time, I have asked some additional
questions based on their answers. During the interview process, the full conversation has been
recorded. And then it is converted as transcripts. Also, I followed the basic ethical considerations
need to be followed during the interviews. At the starting of the interview, I clearly explained the

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purpose of the interview and how the data collected and how the collected data will be used. And
also I explained how the collected data will be erased. For maintaining the ethical considerations
throughout the project I have developed the ethical framework. It contains the rules and
regulations to carry out the research.
The data collection process has been completed successfully. At this stage, I feel almost
60 % of the project completed. This particular stage only consumed more time. And then the
research data analysis process has been carried out. At first, I listened to the recordings clearly.
Then I started to read the transcripts of the interview. I read again and again. And then I coded
the data. And founded the patterns present on the data. Then the major findings are founded. For
better understanding, I developed a graphical illustration of the findings. And they are presented
on this report.
From the conducted analysis I founded some basic things about the learning approach.
Most students prefer individual study than the group learning activity. At the same time, they
won’t like pure individual study as well as a group study. They feel group activity is quite
simpler and effective. Because it allows to find out the simple procedure to solve the problems.
At the same time, this process makes the student lazy. Because some of the students complete the
problems very quickly. The remaining students simply copy the answers. They won’t make any
try to solve it. But in the case of individual learning, they must solve the problems on their own.
Group activities are not only useful for solving problems simply. At the same time, it enhances
the understanding of the problem. Some of the students said that they remember the things learnt
from the group activities. In exam point of view also it is a quite good method. The student easily
remembers the concepts because they interact with others during learning.
Based on the findings of the conducted research I have made some recommendations.
These recommendations are helpful for the students who really want to learn things as a group.
For learning alone doesn’t require any special strategy. But group learning requires a set of
policies and procedures. The very long group won’t effective in mathematics learning. Maintain
the group size as small as possible. The group with two or three members is too good for
mathematics learning. Change the group frequently this process helps the student’s interpersonal

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skills. Don’t practice group activity all the times. Try a mixed approach. So that students won’t
get bored.
In this reflection report, I have explained the various things I learnt from the research
process. The first paragraph of the reflection report brings an idea of the project. It contains the
research objective and motivation of the research. And the second paragraph of the reflection
report discusses the data collection techniques and interview process. It also brings an overview
of the population. And the next paragraph discusses the ethical considerations and developed an
ethical framework for the project. On that, the issues faced during the interview process are
explained. Then the data analysis technique is analyzed in the next paragraph. Next, to the data
analysis process findings of the project are explained. At last, the recommendations made from
the conducted research is explained.

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7. References
Beckmann, N., Wood, R., Minbashian, A. and Tabernero, C. (2012). Small group learning: Do
group members' implicit theories of ability make a difference?. Learning and Individual
Differences, 22(5), pp.624-631.
Blech, C. and Gaschler, R. (2017). Developing a Drawing Task to Differentiate Group Average
Time Course vs. Dynamics in the Individual. Psychology Learning & Teaching, 16(2), pp.212-
231.
Gillett-Swan, J. (2017). Children’s analysis processes when analysing qualitative research data: a
missing piece to the qualitative research puzzle. Qualitative Research, 18(3), pp.290-306.
Graves, F. and Bledsoe, C. (2015). Understand what research says about how to best meet the
needs of your adult learners. Recruiting & Retaining Adult Learners, 17(7), pp.8-8.
Jagla, V. (2008). Service-Learning Prepares Teachers to Meet the Needs of Diverse
Learners. The International Journal of Learning: Annual Review, 15(6), pp.1-8.
Karagiannopoulou, E. and Kamtsios, S. (2016). Multidimensionality vs. unitary of academic
hardiness: An under explored issue…?. Learning and Individual Differences, 51, pp.149-156.
Sutton, H. (2016). Embrace change to meet your adult students' needs. Recruiting & Retaining
Adult Learners, 18(9), pp.12-12.
Wahyuni Lestari, I. (2016). What Teaching Strategies Motivate Learners To Speak?. Journal of
Foreign Languange Teaching and Learning, 1(1).

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8. Appendices
8.1 Interview Questions

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8.2 Transcript of Interview

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