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Comparative Analysis of Instructional Formats on Student Achievement: A Statistical Approach

A statistical analysis comparing different instructional formats and their effects on student achievement.

David Miller
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Comparative Analysis of Instructional Formats on Student Achievement: A StatisticalApproach1.In a study to investigate the relative effectiveness ofsixdifferent instructionalformatswith respect tostudent achievementat the end of the semester, data were collected on a total of90studentstaughtusing one of the 6 formats described below:Method 1:3hourlectureweeklyMethod 2:3hourlectureweekly+weekly tutorialMethod 3:3hourlecture weekly + weekly pop quizzesMethod 4: Two 90-minute lectures weeklyMethod 5: Two 90-minute lectures weekly + weekly tutorialsMethod 6: Two 90-minute lectures weekly + weekly pop quizzesDescriptive statistics for each group are given below.Dependent Variable:AchtGroupMeanStd. DeviationN18.46671.4573315210.26671.791511539.22671.8246215410.73332.1191915510.78001.6895515612.12671.9951615Total10.26672.1299990An ANOVA table for testing the hypothesis of equal means was constructed and is shownbelow.Tests of Between-Subjects EffectsDependent Variable:AchtSourceType III Sum ofSquaresdfMean SquareFSig.Corrected Model123.937a524.7877.440.000Intercept9486.40019486.4002847.520.000Group123.937524.7877.440.000Error279.843843.331Total9890.18090Corrected Total403.78089a. R Squared = .307 (Adjusted R Squared = .266)(a)Based on the ANOVA table, what would you concludeabout the equality of means?Showwhatyou used to reach your conclusion.The ANOVA tableshows the following key information:•F-valuefor the "Group" factor: 7.440•p-valuefor the "Group" factor: 0.000

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Education

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