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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.

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    Comparative Analysis of Instructional Formats on Student Achievement: A Statistical Approach 1. In a study to investigate the relative effectiveness of six different instructional formats with respect to student achievement at the end of the semester , data were collected on a total of 9 0 students taught using one of the 6 formats described below: M ethod 1: 3 h ou r lecture weekly M ethod 2: 3 h our lecture weekly + weekly tutorial M ethod 3: 3 h our lecture weekly + weekly pop quizzes Method 4: Two 90 - minute lectures weekly Method 5: Two 90 - minute lectures weekly + weekly tutorials Method 6: Two 90 - minute lectures weekly + weekly pop quizzes Descriptive statistics for each group are given below. Dependent Variable:Acht Group Mean Std. Deviation N 1 8.4667 1.45733 15 2 10.2667 1.79151 15 3 9.2267 1.82462 15 4 10.7333 2.11919 15 5 10.7800 1.68955 15 6 12.1267 1.99516 15 Total 10.2667 2.12999 90 An ANOVA table for testing the hypothesis of equal me ans was constructed and is shown below . Tests of Between - Subjects Effects Dependent Variable:Acht Source Type III Sum of Squares df Mean Square F Sig. Corrected Model 123.937 a 5 24.787 7.440 .000 Intercept 9486.400 1 9486.400 2847.520 .000 Group 123.937 5 24.787 7.440 .000 Error 279.843 84 3.331 Total 9890.180 90 Corrected Total 403.780 89 a. R Squared = .307 (Adjusted R Squared = .266) (a) Based on the ANOVA table, what would you conclude about the equality of means ? Show what you used to reach your conclusion. The ANOVA table shows the following key information: • F - value for the "Group" factor: 7.440 • p - value for the "Group" factor: 0.000

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