Stats Midterm July

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Stats Midterm July

  1. 1. Mid-term Exam Intermediate Statistics Summer, 2009 Dr. Walker Michael Parent Cohort XII, Ed.D 51 Harrison Street Boonton, NJ 07005
  2. 2. Question 1 This simple regression examines the impact of teacher assessment of students’ interactions with peers (the independent variable) on students’ language arts skills (the dependent variable) in grades 4 and 5. The r-squared value of .010 indicates that 1% of the variance in language arts can be accounted for by students’ interactions with peers. The results from the first regression output indicate that students’ interactions with peers has some impact on students’ language arts skills (Beta = .100; t value= 72.10; level of significance = .029). The level of significance (.029) is significant and suggests that students’ interaction with peers does have a significant impact on language arts skills. Question 2 This multiple regression examines the impact of two independent variables (student interactions with peers and gender) on students’ language arts skills (the dependent variable) in grades 4 and 5. The r-squared value of .029 indicates that 2.9% of the variance in language arts can be accounted for by student interactions and gender. The results from multiple regression output indicate that student interactions with peers, when combined with gender, has some impact on students’ language arts skills (Beta = .096; t value= 2.099; level of significance = .036). The level of significance (.036) is significant and suggests that student interactions with peers does have a significant impact on language arts skills. The results from multiple regression output also indicate that gender, when combined with student interactions with peers, impacts students’ language arts skills
  3. 3. (Beta = .146; t value= 3.178; level of significance = .002). The level of significance (.002) is significant and suggests that a student’s gender does have a significant impact on language arts skills. Questions 3 This multiple regression examines the impact of three independent variables (student interactions with peers, gender, and student participation in the Arts Intervention Program) on students’ language arts skills (the dependent variable) in grades 4 and 5. The r-squared value of .036 indicates that 3.6% of the variance in language arts can be accounted for by student interactions with peers, gender, and student participation in an arts intervention program. The results from multiple regression output indicate that student interactions with peers, when combined with gender and student participation in an arts intervention program, has some impact on students’ language arts skills (Beta = .102; t value= 2.202; level of significance = .028). The level of significance (.028) is significant and suggests that student interactions with peers does have a significant impact on language arts skills. Model two of this multiple regression examined gender combined with student interactions with peers and student participation, and it’s impact students’ language arts skills (Beta = .140; t value= 3.041; level of significance = .002). The level of significance (.002) is significant and suggests that a student’s gender does have a significant impact on language arts skills. Model two of this multiple regression examined student participation in an arts intervention program combined with student interaction and gender, and it’s impact on
  4. 4. students’ language arts skills (Beta = .049; t value= 1.058; level of significance = .290). The level of significance (.290) is not significant and suggests that a student’s participation in the arts intervention program does not have a significant impact on language arts skills. Question 4 Based on the regression outputs, one can conclude that the arts intervention program is not significantly beneficial to improving students’ language arts skills. Better predictors of student improvement in language arts are gender and the level of student interaction in the classroom. However, one cannot determine (through these outputs) if being a male has any greater significance than does being a female.

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