t test write-up
Based on the work of an educator that believed new directed reading activities in
the classroom improved aspects of elementary students reading abilities produced
results that should be rejected. A t-test was used to determine the critical t value
for a two-tailed t-test with 42 degrees of freedom that resulted in 2.02 as the
critical t value. The formulated value of t produced a 2.267 t value which indicated
that the educator should reject the null hypothesis (H0). Considering this, the
statistically significant effect size of .69 was calculated to determine that a power
of .70 would have an impact for a meaningful difference on students reading
success.
There were two or three identical write-ups like the following:
The group given the directed reading activities scored higher on the DRP test. A
two-tailed t test on reading scores was statistically significant (t (42) = 2.267 at p
< .05) revealing that on average the directed reading activities had an impact on
the DRP scores of students. Cohen’s d = .69 and the power of the test was .607.
In examining the question of whether new activities would improve elementary
school student’s reading ability, reading improvement exercises were presented to
21 students from a sample of 44. At the end of the eight-week period, the group
given directed reading activities scored higher on the DRP test at the end of the
eight week period than the control group. A two-tailed t test on reading scores was
statistically significant (t (42) = 2.267 at p < .05) indicating that on average the
directed reading activities had a positive impact on the DRP scores of students.
Cohen’s d = .69 and the power of the test was .607.
Two of the responses were identical…
The group given the directed reading activities scored higher on the DRP
test. A two-tailed t test on reading scores was statistically significant (t(42)=2.267
at p<.05) revealing that on average the directed reading activities had an impact on
the DRP scores of students. Cohen’s d = .69 and the power of the test was .607.
A study was performed to determine if a new directed reading activity in the
classroom will help elementary school pupils improve some aspects of their
reading ability. The examiner arranged for a third grade class of 21 students to
follow the treatment for an 8-week period. A control classroom of 23 third graders
followed the same curriculum without the specific treatment. At the end of 8
weeks, all students were given a DRP test, which measures the aspects of reading
ability that the treatment is designed to improve.
The mean score on the DRP test for the N=21 treatment class was 51.4762,
with a standard deviation of 11.00736, while the mean score for the N=23 control
class was 41.5217, with a standard deviation of 17.14873. A two-tailed t-test for
equality of the means was statistically significant t(42)=2.267, p < 0.05 (p = 0.029)
revealing a measurable difference between the two groups. Cohen’s d was found to
be 0.69085 with a power of 0.609369 indicating that although significance was
found, additional subjects should be added to increase power to the 0.80 level. It
would appear that the treatment did indeed make a difference, but in order to make
the results more meaningful a larger study should be performed.
This response is too long…too wordy.
This experiment tested the hypothesis that new directed reading activities in
the classroom will help elementary school children improve some aspects of their
reading ability. Two groups of third grade students were used in the study. One
group of students (n = 21) used the new directed reading activities for an 8-week
period. A second, control group (n = 23) followed the same curriculum without the
new reading activities. A DRP test was given to all students to measure the aspects
of reading ability that the treatment was designed to improve. The results showed
that the students in the control group had a DRP mean score of 41.52, whereas the
students following the new directed reading activities had a DRP mean score of
51.48. The standard deviations were 17.15 and 11.00 respectively. This represents
an effect size (d) of .68, meaning that the two groups differed in DRP scores by
more than 2/3 of a standard deviation. Student’s t test was used to compare the
groups. The resulting t(42) was 2.27, and was significant at p < .05, showing that
the new directed reading activities significantly improved some aspects of reading
ability. The 95% confidence interval on the difference in means is
1.091 ≤ μ1-μ2 ≤ 18.818. This is quite a wide interval, but keep in mind that the two
sample sizes were 21 and 23. The power calculation is .615.