Mr. Fleabodkin wants to find out if individualized reading
causes fourth grade students to develop reading comprehension more
quickly than traditional three-group basal approaches. He manages
to get a random sample of 60 fourth grade students from his school
district (a large one) and he randomly assigns 30 students to
individualized treatment and basal treatment groups. The students
are exposed to the treatments for two weeks. They are not told
that they are part of an experiment, just that they will be having
reading here for the next two weeks. The basal approach teacher
and individualized approach teacher are monitored periodically to
make sure that each is following the guidelines for their
respective treatments. A commercially developed reading
comprehension test with a test-retest reliability of .89 is given
to both groups at the end of the two weeks. These are the scores
of the two groups.
Individualized Reading
Basal Approach Reading
87
77
88
78
82
80
85
76
88
77
79
82
82
72
90
74
86
70
88
78
92
76
76
80
94
68
88
72
84
70
90
80
90
68
82
78
74
72
96
84
78
80
82
74
88
76
86
74
92
70
76
84
80
80
84
78
88
70
90
74
______________________________________________________________________
Mr. Fleabodkin decides to accept a significance level of .05 as a cutoff point. Using the t-test for independent samples, find out if the
students learned more about reading comprehension from one method than
the other.