librarygirl
New member
- Joined
- Oct 25, 2010
- Messages
- 6
I am taking a library media research class and the mathematical portion of the class is really hard! I did all the math that I could with the questions, but I dont understand part of the problems. Can you tell me if the parts I have done are correct and help me understand the others? I am attaching the information and my work.
Thanks in advance for any help you can give me.
Please help! You can see all the parts I have done and my questions.
Information you may need to answer this stuff is at the bottom of the document.
The data from this study are presented in this linked table excerpt. Compute the mean and the standard deviation for each group. You may do it by hand or use a statistical software package, as determined by your instructor.
Experimental Group Mean = 35.8
Control Group Mean = 31.6
Is deviation adding 5 to them and subtracting 5?
Deviantion for Experimental group 40.8-30.8
Deviation for control group 36.6-26.6
Compute the range for each group.
Experimental group = 35.9
Control group = 32.5
Identify the mode and the median for each group.
Mode:
Experimental group = 41
Control group = 30 and 32
Median:
Experimental group = 41
Control group = 31
If you drew a graph of each distribution, would they be skewed? If so, in which direction????
Statement of the Hypothesis
Although most of the research on peer tutoring has focused on elementary students, it has shown that peer tutoring is effective in promoting the academic performance of both nonremedial and remedial students. Therefore, it was hypothesized that failing seventh-grade English students who participate in a peer tutoring program have higher reading comprehension scores than failing seventh-grade English students who do not participate in a peer tutoring program.
Sample
The sample for this study will be selected from the total population of approximately 60 seventh-grade students with Fs in English at an upper-middle-class, private, Catholic middle school in Miami, Florida. The population is 98% Hispanic and largely of Cuban-American descent. Students will be randomly selected (using a table of random numbers) and randomly assigned to two groups of 20 each. Each group will become a class, and one class will be designated randomly to receive peer tutoring.
Experimental Design
The design of this study will be a posttest-only control group design. This design was chosen because it controls for many sources of invalidity and because random assignment to groups was feasible. A pretest is not necessary since all students in the study are assumed to have roughly equal knowledge of the dependent variable, and Stanford Achievement Test scores from annual spring testing were available to check initial group equivalence. Mortality, a potential threat to this design, should not be a problem since the study will last only six weeks.
Procedure
Prior to the beginning of the school year, 40 of the students who had received an F in English the previous year will be randomly selected and randomly assigned to two groups of 20. By a coin toss, one group will be chosen to participate in peer tutoring. The control group will have regular instruction only. All seventh-grade English students, including the 40 in the study, will be randomly assigned to one of four English classes.
The 20 experimental students will be randomly assigned a peer tutor from the eighth grade. All tutors will be members of the National Junior Honor Society with cumulative grade point averages from 3.5 to 4.0. The peer tutors will be trained to ask tutees recall and interpretation questions about reading material and to help tutees recall and apply vocabulary. The tutor/tutee pairs will meet four days a week, after school, for 45 minutes per day. The control group will receive only regular classroom instruction.
All students in the experimental and control groups will have the same English teacher for regular classroom instruction, and all classes will learn the same material using the same textbook. After the completion of peer tutoring, the American School Achievement Test: Reading will be administered to all students.
Thanks in advance for any help you can give me.
Please help! You can see all the parts I have done and my questions.
Information you may need to answer this stuff is at the bottom of the document.
The data from this study are presented in this linked table excerpt. Compute the mean and the standard deviation for each group. You may do it by hand or use a statistical software package, as determined by your instructor.
Experimental Group Mean = 35.8
Control Group Mean = 31.6
Is deviation adding 5 to them and subtracting 5?
Deviantion for Experimental group 40.8-30.8
Deviation for control group 36.6-26.6
Compute the range for each group.
Experimental group = 35.9
Control group = 32.5
Identify the mode and the median for each group.
Mode:
Experimental group = 41
Control group = 30 and 32
Median:
Experimental group = 41
Control group = 31
If you drew a graph of each distribution, would they be skewed? If so, in which direction????
Statement of the Hypothesis
Although most of the research on peer tutoring has focused on elementary students, it has shown that peer tutoring is effective in promoting the academic performance of both nonremedial and remedial students. Therefore, it was hypothesized that failing seventh-grade English students who participate in a peer tutoring program have higher reading comprehension scores than failing seventh-grade English students who do not participate in a peer tutoring program.
Sample
The sample for this study will be selected from the total population of approximately 60 seventh-grade students with Fs in English at an upper-middle-class, private, Catholic middle school in Miami, Florida. The population is 98% Hispanic and largely of Cuban-American descent. Students will be randomly selected (using a table of random numbers) and randomly assigned to two groups of 20 each. Each group will become a class, and one class will be designated randomly to receive peer tutoring.
Experimental Design
The design of this study will be a posttest-only control group design. This design was chosen because it controls for many sources of invalidity and because random assignment to groups was feasible. A pretest is not necessary since all students in the study are assumed to have roughly equal knowledge of the dependent variable, and Stanford Achievement Test scores from annual spring testing were available to check initial group equivalence. Mortality, a potential threat to this design, should not be a problem since the study will last only six weeks.
Procedure
Prior to the beginning of the school year, 40 of the students who had received an F in English the previous year will be randomly selected and randomly assigned to two groups of 20. By a coin toss, one group will be chosen to participate in peer tutoring. The control group will have regular instruction only. All seventh-grade English students, including the 40 in the study, will be randomly assigned to one of four English classes.
The 20 experimental students will be randomly assigned a peer tutor from the eighth grade. All tutors will be members of the National Junior Honor Society with cumulative grade point averages from 3.5 to 4.0. The peer tutors will be trained to ask tutees recall and interpretation questions about reading material and to help tutees recall and apply vocabulary. The tutor/tutee pairs will meet four days a week, after school, for 45 minutes per day. The control group will receive only regular classroom instruction.
All students in the experimental and control groups will have the same English teacher for regular classroom instruction, and all classes will learn the same material using the same textbook. After the completion of peer tutoring, the American School Achievement Test: Reading will be administered to all students.