15. Correlations 相関関係の分析
• 報告: r = r値, p = p値（nまたはdf）
• rが分かればR2 = 決定係数は載せなくても良い
• 自由度（自由に値をとることができる数）はn−2
で求める。
16. Correlations 相関関係の分析
• 報告: r = r値, p = p値（nまたはdf）
• “A Pearson correlation coefficient of r =.06, p = .66
(n = 50) was found between scores on the
memory test and a timed vocabulary recall test
that students took. This means that scores on the
memory test explained R2 = 4% of the variance in
the vocabulary test, a very small effect size.”
27. 研究事例検討
• Jalilifar (2009). System 38, 1, 96-108.
• Research question
• Participants
• Method
• Results
• Conclusion
28. 研究事例検討
Research question
• Could different cooperative learning
approaches to teaching reading
comprehension affect scores on a
semester-final reading comprehension
test at the university level?
29. 研究事例検討
Participants
• 90 female Iranian leaners of English who
attended 16 sessions of 45 minutes each
during a college semester.
30. 研究事例検討
Method
• There were 3 groups:
• STAD: those who received a cooperative learning
approach to reading labeled STAD
• GI: who received a different cooperative approach
called GI
• control group: who practiced reading through
“Conventional instruction”(CI)
31. 研究事例検討
Results
• Mean scores and standard deviations on a semester-
final comprehension test ... the STAD group (M=12.3,
SD=3.3) ... the control group (M=10.23, SD=2.76). A
one-way ANOVA was performed, F (2, 87) = 3.46, p
= .036, indicating that not all of the groups
performed the same way .... Post-hoc tests found a
statistical difference between the STAD and control
groups only. (... Cohen’s d effect sizes ... STAD vs.
control, d = .68, effect size is medium)
