factor and elaborated the strategy of the experiment.
Then, I bore in mind the fact that the experimental factor cannot be instantaneously
applied and finally the recording of the data is possible only after the intervention of the
experimental factor.
The experiment was made on students in the 9th grade. Before setting out the content of
the experiment, we established a few conditions in using the material. The students were
supposed to be actively involved in the learning process so that we could measure the final
results.
The only role we played was the one of an organizer so that the students could get to a
conclusion, thinking and questioning themselves. I also motivated the students, giving them
different tasks to do, stimulating and increasing their interest in studying the English conditional
structures as the pedagogical experiment has a very strong formative character.
d) The docimologic test
The docimologic test implies a theme or a group of themes gathered on the basis of a
unitary criterion. Used together with other methods, it is a useful instrument for an objective
evaluation. It is very important the way researchers use it, interpret the results and make the
future decisions.
During each semester I needed to know what the problems were so that we could do
something about them. That is why, the docimologic test was designed both to expose learners
‘difficulties, gaps in their knowledge and skills deficiencies during a course and to measure
learners‘ language and skill progress in relation to the syllabus they had been following. I also
determined the item types, starting from what was familiar and known to the students.
e) The statistic method
We have used the statistic method in order to have a general picture and a quantitative
evaluation of the students‘ results. Data collection frequently involves more than one method.
The more methods we use the more reliable our analysis is likely to be.
Having collected the data, we analyzed the results, classified, made comparisons and
processed them statistically. By weighing up our observations, the students‘ oral and written
responses, we were in a good position to decide on future action and to help the students to face
the challenge of thinking about language and progressing in order to be increasingly self-reliant.