Free Essay on Involvement Teaching Method

In the study to investigate whether the new teaching method (the involvement technique) is effective in teaching algebra to first-grade students, two hypotheses were computed.

HO: The involvement technique is not effective in teaching algebra to first grade students.

Ha: The involvement technique is effective in teaching algebra to first grade students.

The correct response ( value 1) according to the mode from the descriptive table in figure 1 had a high frequency in the item test 1, 2, 3, 4, 6 and 7 while the wrong response ( value 0) had a high frequency in item test 5 and 8. Much deviation of the scores was observed in item test 5 and 8 having 0.548 and 0.516 respectively. The total scores for each item from the descriptive table were 6, 6, 5, 5, 3, 5, 4 and 2 for tests 1 to 8 in that respective order.

On further analysis by one-sample t test with a 95% confidence interval shows that the t test value is 0.05. Since the sig / p value is greater than 0.05 in all the item tests then the null hypothesis is rejected and the alternative hypothesis accepted. The interval level indicates that the new teaching method was less effective in item 5 and 8 which has values -0.12 and -0.26 which are less than 0.05. The pass mark was 35 marks.

From the results of the childrens performance on the test John should conclude that the involvement technique is effective in teaching algebra to first grade students.

Descriptive Statistics

N Mean Std. Deviation Variance

item1 6 1.00 .000 .000

item2 6 1.00 .000 .000

item3 6 .83 .408 .167

item4 6 .83 .408 .167

item5 6 .50 .548 .300

item6 6 .83 .408 .167

item7 6 .67 .516 .267

item8 6 .33 .516 .267

Valid N (listwise) 6 Figure 1 showing the descriptive statistics table for the study

Statistics

item1 item2 item3 item4 item5 item6 item7 item8

N Valid 6 6 6 6 6 6 6 6

Missing 0 0 0 0 0 0 0 0

Mean 1.00 1.00 .83 .83 .50 .83 .67 .33

Mode 1 1 1 1 0a 1 1 0

Std. Deviation .000 .000 .408 .408 .548 .408 .516 .516

Sum 6 6 5 5 3 5 4 2

a. Multiple modes exist. The smallest value is shown

Figure 2 showing a statistics table where multiple modes exist

One-Sample Test

Test Value = 0.05

t dfSig. (2-tailed) Mean Difference 95% Confidence Interval of the Difference

Lower Upper

item3 4.700 5 .005 .783 .35 1.21

item4 4.700 5 .005 .783 .35 1.21

item5 2.012 5 .100 .450 -.12 1.02

item6 4.700 5 .005 .783 .35 1.21

item7 2.925 5 .033 .617 .07 1.16

item8 1.344 5 .237 .283 -.26 .83

Figure 3 depicting a one-sample test table for the data set

LIFE SRESS STUDY

In the life stress study, the hypotheses under investigation were as follows:

H0: The overall life stress increases as a working woman grow older.

Ha: The overall life stress decreases as a working woman grow older.

From the paired sample statistics, the mean for the total life stress at the age of 40 years was 151.82 while that of 60 years was 137.31. Clearly the average life stress at the age of 60 was less than that at 40 years. The sig. value of 0.841 is greater than the alpha value 0.05 and thus the null hypothesis is rejected and the alternative hypothesis accepted. This concludes that the overall stress decreases as a working woman grow older.

The histogram displays that the mean difference as 19.13. Out of the 45 respondents, 25 recorded a life stress decrease of less than 20. Those that recorded a decrease value of 20 40 were 20 respondents.

Analysis of the paired t-test between occupational life stress and interpersonal life stress shows that the average occupational stress at the age of 40 years was 73.64 which reduced to 61.87 at the age of 60. The average interpersonal stress at 40 years was 78.20 which reduced slightly to 75.00 at 60 years. The sig. value 0.173 and 0.974 are greater than 0.05 and leads to the rejection of the null hypothesis.

From the statistical tests, the general conclusion is that the occupational stress declines drastically as a woman gets old while the interpersonal life stress slightly decline or may stay the same. Also, as the womans age advances the overall life stress decreases.

Paired Samples Statistics

Mean N Std. Deviation Std. Error Mean

Pair 1 Total life stress at 40 151.82 45 14.481 2.159

Total life stress at 60 137.31 45 10.694 1.594

Figure 4 showing paired sample statistics

Paired Samples Correlations

N Correlation Sig.

Pair 1 Total life stress at 40 & Total life stress at 60 45 .031 .841

Figure 5 showing paired sample statistics

Figure 6 showing a histogram depicting the frequency against life stress dependence

Paired Samples Statistics

Mean N Std. Deviation Std. Error Mean

Pair 1 Occupational life stress at age 40 73.64 45 9.547 1.423

Occupational life stress at age 60 61.87 45 6.625 .988

Pair 2 Interpersonal life stress at age 40 78.20 45 11.655 1.737

Interpersonal life stress at age 60 75.00 45 7.711 1.149

Figure 7 showing a paired statistics table for the data

Paired Samples Correlations

N Correlation Sig.

Pair 1 Occupational life stress at age 40 & Occupational life stress at age 60 45 -.207 .173

Pair 2 Interpersonal life stress at age 40 & Interpersonal life stress at age 60 45 .005 .974

Figure 8 showing paired sample correlations for the data

References

Campbell, D. T., & Stanley, J. C. (2010). Experimental and quasi-experimental designs for research (Laureate Education, Inc., custom ed.). Mason, OH: Cengage Learning.

Laureate Education (Producer). (2009). Introduction to hypothesis testing [Video file]. Retrieved from https://class.waldenu.edu

Laureate Education (Producer). (2009). The t statistic [Video file]. Retrieved from https://class.waldenu.edu

Laureate Education (Producer). (2009). The t test for independent samples [Video file]. Retrieved from https://class.waldenu.edu

Laureate Education (Producer). (2009). The t test for related samples [Video file]. Retrieved from https://class.waldenu.edu