<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>The quality of English language instruction in the classroom is a pivotal factor influencing students’ learning outcomes and performance in English. Grounded in this research context, this study draws upon relevant theoretical frameworks and examines a cohort of 80 students from the 2023 English class at Anhui Medical College. A multiple regression model was constructed using various dimensions of classroom instruction—namely, content, methodology, organization, teacher competence, instructional attitude, and linguistic features—as independent variables, with students’ English achievements serving as the dependent variable. Utilizing SPSS statistical software, both multiple regression and principal component analyses were employed to investigate the correlations between classroom teaching practices and student performance. The main conclusions of the article after the test are: in the rating of English teaching classroom performance, the teacher’s teaching ability (5.0952) scores high, and the teaching method (3.0324) scores the lowest, and the teacher’s teaching ability has a close relationship with the students’ English achievement. English achievement = 2.136 + 0.223*Teaching content + 0.41*Teaching style + 0.129*Classroom organization + 0.227*Teaching competence + 0.189*Teaching attitude + 0.449Language characteristics. There is a need to improve the performance related to classroom teaching and thus improve the performance of students.</p>
</abstract>

The quality of English language instruction in the classroom is a pivotal factor influencing students’ learning outcomes and performance in English. Grounded in this research context, this study draws upon relevant theoretical frameworks and examines a cohort of 80 students from the 2023 English class at Anhui Medical College. A multiple regression model was constructed using various dimensions of classroom instruction—namely, content, methodology, organization, teacher competence, instructional attitude, and linguistic features—as independent variables, with students’ English achievements serving as the dependent variable. Utilizing SPSS statistical software, both multiple regression and principal component analyses were employed to investigate the correlations between classroom teaching practices and student performance. The main conclusions of the article after the test are: in the rating of English teaching classroom performance, the teacher’s teaching ability (5.0952) scores high, and the teaching method (3.0324) scores the lowest, and the teacher’s teaching ability has a close relationship with the students’ English achievement. English achievement = 2.136 + 0.223*Teaching content + 0.41*Teaching style + 0.129*Classroom organization + 0.227*Teaching competence + 0.189*Teaching attitude + 0.449Language characteristics. There is a need to improve the performance related to classroom teaching and thus improve the performance of students.

The Practice of SPSS-based Correlation Analysis in English Teaching Research: An Exploration of the Relationship between Classroom Teaching and Student Achievement

Applied Mathematics and Nonlinear Sciences

This work is licensed under the Creative Commons Attribution 4.0 International License.

The quality of English language instruction in the classroom is a pivotal factor influencing students’ learning outcomes and performance in English. Grounded...

The Practice of SPSS-based Correlation Analysis in English Teaching Research: An Exploration of the Relationship between Classroom Teaching and Student Achievement

Publicado en línea: 07 jun 2024

Páginas: -

Recibido: 05 mar 2024

Aceptado: 07 may 2024

DOI: https://doi.org/10.2478/amns-2024-1445

Palabras clave
Multiple regression model, Principal component analysis, SPSS statistical software, Correlation analysis, English language teaching

© 2024 Jie Gao et al., published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

The Practice of SPSS-based Correlation Analysis in English Teaching Research: An Exploration of the Relationship between Classroom Teaching and Student Achievement

Publicado en línea: 07 jun 2024

Páginas: -

Recibido: 05 mar 2024

Aceptado: 07 may 2024

DOI: https://doi.org/10.2478/amns-2024-1445

Palabras claveMultiple regression model, Principal component analysis, SPSS statistical software, Correlation analysis, English language teaching

© 2024 Jie Gao et al., published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Palabras clave
Multiple regression model, Principal component analysis, SPSS statistical software, Correlation analysis, English language teaching