This report analyzes the frequency of continuous texts written in Icelandic and English at different educational levels in Iceland. The aim is to identify how often the teachers assign such texts and if there is a variation between the subjects being taught.
The data was collected from a survey of teachers at primary and secondary schools in Iceland. The survey asked teachers to report on the frequency of their assignment of continuous texts in both Icelandic and English. The data was analyzed using descriptive statistics.
Table 3 shows that primary school teachers assign continuous texts in Icelandic more frequently than secondary school teachers. Furthermore, social studies and science teachers at the primary level assign continuous texts more frequently than language teachers.
According to the data, continuous texts in Icelandic are more likely to be assigned 2-3 times a month (31.8%) or 2-4 times a week (22.7%) by social studies and science teachers. Whereas, language teachers tend to assign continuous texts 2-3 times a month (21.4%) or once a week (21.4%). It is also noteworthy that 21.4% of foreign language teachers reported that they never assign continuous texts in Icelandic in their classroom.
In conclusion, the data suggests that there is a variation in the frequency of assigning continuous texts in Icelandic and English among different subjects and educational levels in Iceland. While primary school teachers assign more continuous texts than secondary school teachers, language teachers assign them less frequently than other subject teachers. Further research could focus on the reasons for this discrepancy and its potential impact on student learning.
Note: M = mean, SD = standard deviation.