paraphrase

A two-factor Analysis of Variance was performed by using mixed-model (one within-subjects factor and one between-subjects factor) to investigate the dependent variable of transfer rate of student knowledge to new situations (Transfer). The within-subjects factor was the time of assessment, and the between-subjects factor was the degree of guidance to students (low guidance vs high guidance). The tested null hypotheses are as follows: (1) the mean transfer rate of students across times are equal, (2) the mean transfer rate of students are equal across degree of guidance, and (3) the mean transfer rate of students are equal across time given the degree of guidance is taken into account.

The assumption of homogeneity was met on both times of assessment, with P = 0.217 and P = 0.574 in pre-test and post-test respectively. Therefore, the data is eligible for further ANOVA analysis. The mean difference in transfer rate between pre-test (M = 0.64, SD = 0.15) and post-test (M = 0.55, SD = 0.19) within subjects was statistically significant, with F (1, 70) = 28.059, p=.000, therefore failing to retain the null hypothesis #1. The mean difference in transfer rate between low guidance (M = 0.52) and high guidance (M = 0.66) between subjects was statistically significant, with F (1, 70) = 22.189, p = .000, therefore failing to retain the null hypothesis #2. The interaction of time of assessment and degree of guidance was also found statistically significant, with F (1, 70) = 63.382, p = .000, therefore failing to retain the null hypothesis #3.

In conclusion, the time of measurement does yield different results in knowledge transfer rate of students across situation. The amount of guidance given to students also yields different results as well. The investigation of interaction effect discovers that the rate of student knowledge transfer across time changes based on the amount of guidance provided to students.