Between Groups Test of Differences

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Between Groups Test of Differences

Courtney S. Edwards

College of Doctoral Studies, Grand Canyon University

RES-844-O500: Designing a Quantitative Study 2

Dr. Victor Landry

June 13, 2022

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Between Groups Test of Differences

Academic achievement is usually determined by the grades of students earned at the end

of any exam that was given. As technology and the approaches to education change, learners are

now given a multitude of platforms and options that they can utilize for normal classwork and

test evaluations, sharpening their skills in the process. Regardless of how the student learns (via

tutoring or teaching themselves), their results are still captured from grades on an exam. The

various methods for learning play an impact on academic achievement, so how will we be able to

test for the difference in English scores between the different learning modalities?

The Research Problem & Purpose Statement

When it comes to academic achievement, it ultimately depends on the student’s self-

discipline as well as self-determination. If a student is doing well academically, it shows that

they have an understanding and a balance of both discipline and determination to put in the effort

of doing well in their studies. For a subject like English, there has been a shift of high scores

recorded from the female students, as compared to the male students.

According to previous literature, there has been a need to investigate grades between the

three learning modalities of face-to-face, hybrid, and online to determine if there are any

differences between the three modalities when it comes to the evaluation of student learning

(Bandara & Wijekularathna, 2017; Larson & Sung, 2009). By applying proven the best teaching

practices and learning principles to student performance, researchers have found that instructors

were able to influence grades in the traditional, online, and hybrid settings (Andrews Graham,

2019; Burgess, 2015; Crews et al., 2015).

Based on teachers’ records, there has been an observation that female students tend to

have higher scores in English compared to their male counterparts, but they scored lower on

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science in math. For this study, we will be examining the difference in the scores from the

English subject in reference to the other subjects, as well as the three learning modalities.

The purpose of this study is to explore differences in the English scores to the learning

modality by the students’ gender and in relation to the math and science subjects. This will be

obtained by the data presented and analyzed by using SPSS tool.

Research Question

The question that will be addressed is, how can we test for the English scores’ differences

between the three learning modalities, as well as compare the test assumptions and describe the

outcome of the test?

Hypotheses

H10: There is not a significant difference on the mean English scores to the learning modalities.

H1A: There is a significant difference on the mean English scores to the learning modalities.

H20: There is not a significant difference on the mean statistical analysis.

H2A: There is not a significant difference on the mean statistical analysis.

Testing and Result Analysis

Based on the analysis report conducted, out of the 250 students observed, 126 were

female and 124 were men, with the female students making up 50.4% of the total respondents.

With these results, it shows that many female students took part in the data collection, which

makes sense as the female gender tends to lean more towards the language subjects. In addition,

it is also wise to note that the percentage between male and female is almost 50/50, showing that

both genders have the same access to the education.

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Modality

The modality of the study was divided into three distinctions, and based on the analysis,

modality 1 had 31.6% of the 250 respondents (or 79 students), modality 2 had 34.8% of the

respondents (or 87 students), and modality 3 had 33.6% for those that selected this modality out

of the three choices (or 84 students).

The relation and presentation of the distribution of the three learning modalities among the 250

students that were part of this study are shown in the graph below.

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Statistical Analysis

After the preliminary findings on the breakdown of gender and modality, a test statistical

analysis was conducted, and results are shown in the table below.

Out of the 250 responses recorded, case had a mean value of 125.5, with the subject of Science

holding a mean value of 0.83554, Mathematics with a mean value of 0.85140, and English with a

mean value of 0.84953. Modality has a mean of 2.02, which means that majority of the students

observed had the selection of at least two subjects. The standard deviation, variance, and mean

standard deviation were also analyzed and results were recorded in the table above.

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Information for case was taken from the table and then presented on a graph. The mean

recorded was 125.5, standard deviation was 72.313, and the graph’s run is shown as generally

stable, showing that little deviation was observed. The frequency is above 10 between 0 to 50,

with few cases striking past 12.5.

Science is observed to have a mean value of 0.83554 (or rounded to 0.836) with a

standard deviation of 0.083037 (or rounded to 0.083), based on the total response of the 250

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respondents. The distribution trend across the responses is seen as curvy, where the top two

frequencies being past 30. However, the majority lies below the 10-mark frequency.

Mathematics has a mean of 0.85140 (or rounded to 0.851) with a standard deviation of

0.076977 (or rounded to 0.077) from the 250 respondents. Only one bar is seen above the 30-

mark for frequency, as the other responses are observed to be below the 20 and 10-mark

frequencies.

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English, which is the focus of the research, has a mean of 0.84953 (or rounded to 0.850)

with a standard deviation of 0.093905 (or rounded to 0.094) from the 250 respondents. The

frequency distribution for English is dominant below the 30-mark with few seen above the 30-

mark.

The correlation between both genders of the subjects shows that gender is significant to

Science, with a significant value of 0.031 less than 0.05. The subjects of English and Math have

a significant value of 0.849 and 0.794, both of which are values greater than 0.05. English is

more significant to the math’s value with a significant value of 0.022, which is less than 0.05. in

this case, English is not of significant difference to Science, as the significant value is 0.220,

which is greater than 0.05. In this case, the hypothesis would be rejected.

Regression

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The regression test for the English score’s significance is rejected, as the R square level

has a value of 0.066 and the adjusted R square value is 0.054. Both values are greater than the

significance level of 0.05, which ultimately means that the null hypothesis of English scores

being significant to the difference in the learning modality is rejected.

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References

Andrews Graham, D. (2019). Benefits of online teaching for face-to-face teaching at historically

black colleges and universities. Online Learning, 23(1), 144-163.

Bandara, D., & Wijekularathna, D. K. (2017). Comparison of student performance under two

teaching methods: Face to face and online. The International Journal of Educational

Research, 12(1), 69-79.

Burgess, O. (2015). Cyborg teaching: The transferable benefits of teaching online for the face-to-

face classroom. Journal of Online Learning and Teaching, 11(1), 136-144.

Crews, T. B., Wilkinson, K., & Neill, J. K. (2015). Principles for good practice in undergraduate

education: Effective online course design to assist students’ success. MERLOT Journal of

Online Learning and Teaching, 11(1), 87-103.

Larson, D. K., & Sung, C. (2009). Comparing student performance: Online versus blended

versus face-to-face. Journal of Asynchronous Learning Networks, 13(1), 31-42.