2. 84% (97/115) of the students felt the motion probe made the lesson more engaging, and 16% (18/115) felt the motion probe made the lesson either not engaging or less engaging.
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4. Post test scores revealed that both groups had equal knowledge of position vs time graphs (t = 0.5107, df = 127, p = 0.5107)The researcher must accept the null hypothesis which states that students will not have a better understanding of graphing concepts after working with Vernier motion probes and Graphing Storiesthan the students who work without the motion probes. For further information Please contact jehartman@martinez.k12.ca.us. More information on this and related projects can be obtained at wise4.telscenter.org This document can be found at the address below Figure 2. A picture showing how a student uses a motion probe to produce a position vs time graph. http://dl.dropbox.com/u/13300305/poster%20thesis%20Jefferson%20Hartman%2011_07_10.ppt