Effectiveness Of Interactive Online Algebra Learning Tools

Using a sample size of 10,090 the study examines the relationship between performance and if the subject has had previous exposure to an MIT. The alternative hypothesis that there is a statistically significant difference in the number of correct picture items and if it was the subjects first MIT attempt, which directly contradicts the null hypothesis that there is no difference in the number of correct picture items and wether or not it was the first MIT preformed.

A) Mr. Gualtieri cannot draw a conclusion about a cause-and-effect relationship from the evidence he has because he would be too quick to determine the factors that are affecting the students’ learning, development, and behavior (Ormrod, 2014, p.11). Instead of worrying about the cause-and- effect relationship from the evidence, Mr. Gualtieri should scrutinize the research report carefully; therefore, he must answer two questions. First, he must determine if he separated and controlled variables that might have an influence on the outcome. Second, he must ask if he has ruled out other possible explanations for his results? (Ormrod, 2014, p.11). If Mr. Gualtieri’s answers to both these questions are yes, then he should be able to draw a conclusion about the cause-and-effect relationship. Unfortunately, “yes” is not the answer to the two questions. This software program may not lead itself to experimental manipulation and tight control of other potentially influential variables because it is considered as a quasi-experimental study (Ormrod, 2014, p.10). Some of these influential variables that cannot be

Within the study, there were sample weaknesses because only 50 participants responded when the study called for at least 52 participants. Of those who responded within the MBSR group, two students who were excluded because they could not find the time for the class or were unable to attend at the designated times. One withdrew for religious purposes and another was withdrawn for failure to attend multiple sessions. As for the waitlist group, two students failed to follow up after the 8 weeks. Which means MBSR group only had 21 participants and the waitlist group had 23 participants studied. This means a total of 44 students were studied, instead of the needed 52 as per the G*power 3 program (Song & Lindquist,

The study by Reiner and Gearhart has a small sample, and so the results from this study may also be invalid.

However, it is necessary to evaluate the associated graphs to aid in the development of understanding of the data (Field, 2013). Perhaps, one graph that is of importance is the box graph, it gives the researcher a better view of how the mean scores compare. Using the graphs and descriptive information in tables gives the researcher enough information to formulate a

a) Based on the baseline data and the resulting data shown in your graphic representation, analyze the assessment data to determine the amount of student learning. What evidence did you gather about the students’ progress toward the learning goal(s)?

After reviewing the supporting literature for her study, the method was discussed in which sample of 20 NP students participated. The method of data collection included the use of pre and posttest surveys after attending a workshop. The workshop was over four hours that included topics such as Information Literature,

We will recruit 120 participants to participate in this study with the expected attrition of approximately 20. All participants will be required to sign a consent form to be involved in this study (A-1). Participants will be assigned a number and then the numbers are drawn out of a hat to determine which group they are assigned to; treatment group 1, treatment group 2, treatment group 3,

The statistical analyses the authors used to analyze the data gathered during their study is difficult to understand, but one must imagine that it is intended to relieve the factors that make the study applicable to all. “Data analyses were carried out using variance analysis test with repetitive measurement and t-test for consistent samples” (Jamilian et al., 2014, p. 120-121). A quick look at these two things shows that they are meant to compare and contrast differences in the study participants. The variance analysis test looks like a way to explore test results according to age, type, size, or some other means of comparison to find results.

Once the pretest and posttest scores have been gathered, they will be organized into a spreadsheet for easy comparison. The researcher will be looking for significantly changed scores between the pretest and posttest. The researcher will organize the scores into four different

Step 3: Graph the Score- Graphing students score is helpful for teachers to have visuals of students performance. When making adjustments on a lesson, the teacher will know what areas the student needs additional support or clarification.

Statistical analysis was performed using the t-test paired sample (SPSS software), which is used to compare the results obtained by the participants at pre-test and post-test. Since the scores are obtained the same individuals, they are called dependent averages.

Figure 2 – Pretest-Posttest Group Experiment Method ................................................................ 10 Figure 3 – Survey: Total error diagram .................................................................................................. 12 Table 1 – Survey errors encountered

They performed two-way ANOVA and post hoc Student’s t-tests. They compared between subject with sex and age, as well as the “effects of age within each sex and sex within each age.”

Based on the above, it appears that the assumptions have been met. Assumption 1, that the outcome variable will be normally distributed, is supported by visual interpretation of the histogram and the skewness and kurtosis calculations. The Shapiro-Wilk test, on the other hand, did not support the assumption. However, this could be due to sample size; the bigger the sample, the more accurate the results. This could shed some doubt on the research; to completely meet the assumption, a larger