NEED ANALYSIS REPORT

The main goal of our study was to acquaint ourselves with the students’ learning strategies and the
ways in which they learn best. To get to know the students’ major learning styles, i.e., their general
preferences in terms of learning, we decided to use the PLSPQ (Perceptual Learning Style Preference
Questionnaire). This questionnaire suited our needs which was to get a general idea about the students’
preferences before we conducted the needs analysis. The needs analysis questionnaire worked as an
extension of the results that we got from the PLSPQ as it helped solidify our observations regarding the
students’ needs and preferences.
We conducted this study at BAPS Swaminarayan Vidyamandir Raysan, Gandhinagar, Gujarat, a school
that follows the state board syllabus. The study was conducted on twenty-three 11th graders. Google
forms of the PLSPQ and Needs Analysis Questionnaire were sent to the students, in the order
mentioned. The results of the PLSPQ - as shown in the diagram - suggests that the major learning style
of many students is Kinesthetic, However, we’ll be focusing on Kinesthetic, Tactile and Auditory
major learning styles. The kinesthetic and tactile learner understands material better when it is
demonstrated rather than explained. Role-plays, presentations or any activity that involves active
participation of the learners helps them in learning and retaining information for a longer period of
time. We are also going to focus on the auditory major learning style – incorporating oral explanations
and discussions.

PLSPQ LEARNING STYLE RESULTS

Visual
Individual
12%
19%
Auditory
Group 15%
8%

Tactile
19% Kinesthetic
27%
The needs analysis questionnaire was made keeping in mind Target Situation Analysis because of our
aim to get to know the students’ wish for improvement in certain areas of the language and also for
understanding the areas on which we need to focus during teaching. Thus, the questionnaire focuses on
general queries regarding their English language proficiency, their comfort, usage, as well as specific
questions regarding their preferences in the classroom, the way they like to learn English, the language
areas they would like to improve etc. Our questions were subjective to their requirements regarding
their overall learning experiences.
The results of the Needs Analysis Questionnaire align with the PLSPQ survey. 52.2 % of the students
prefer role plays and 56.5 % prefer presentations while learning in the classroom whereas other 40-
50% students prefer class discussions and audio-visual learning methods. Falling under the major
learning styles mentioned before. More than half (73.9%) of the students expect to improve their
English-speaking skills and usage of it in general settings. The data also suggests that they are also
curious to learn new words, phrases and their implementation.

STUDENT'S PREFERENCES

Writing
18% Reading
27%
Speaking
24%
Listening
31%

The above diagram represents that 31% of the students listen to English frequently followed by 27% of
the students who read English as it’s part of their curriculum.
PART II - METHOD
We interviewed Mrs. Dolly Dave on 24th January 2022 who’s been teaching for 28 years. She prefers to
teach in person but she has insisted that we incorporate technology in our session. She struggled to
adapt to online teaching however few students helped her get accustomed to technology.
She suggested that we should make our session informative and interactive as in her class, she
encourages shy and weak students to be more interactive. We are going to follow the pattern that she
uses in her class. First, she introduces the topic followed by students’ responses and their first
impressions. At the end of the class, she inquires the students about what they learnt. She has also
observed that students perform better in group projects compared to individual tasks. The Interview
was concluded with thanking her for her co-operation.
As mentioned above many students wish to improve their speaking skills and employ English in their
daily life. According to the data, students find role-plays and presentations more beneficial.
Considering these aspects, we have decided to go ahead with the Communicative Language Teaching
method of teaching. The main focus of CLT is the communicative aspect of language learning, along
with other aspects of English language learning which promote interaction and group work in the target
language; rather than conventional grammar and vocabulary learning.
The main aim of selecting this method is to have a more engaging session with students. Through a
balanced teacher- learner talk we would like to motivate students to be upfront with their queries, add
their opinions and be involved in activities. Our guideline is to keep the error correction to a minimum,
respecting their opinions, questions and unexpected responses. The basic principle of exposure and
interaction will help us to follow our class plan. We’re also going to use ‘Listen and respond’ and
‘Listen and do’ transition strategies. Although, we’ll be using English significantly, we have decided to
include Hindi to help students understand better.

Our rough plan is to design/ create a brochure/ template to gain students’ attention towards our session.
Short skit will be performed as an introduction to the session followed by a power point presentation
and the session will be summed up with a quiz (https://kahoot.com/)and feedback form/ appreciation
certificate.

LINK TO OUR MATERIALS -