Quantitative Comparison of Learning Environment Effect

Quantitative Comparison of Learning Environment Effect CHAPTER 4: DATA ANALYSIS AND INTERPRETATION 4.1 INTRODUCTION This chapter presents the data analysis and interpretation also purpose of this study was to compare the learning of developmental mathematics course which received instruction in two different environments to determine whether mathematic online course enhanced their learning. Specifically, the study investigated whether there was a significant difference in mathematics online course as measured by the exam of students enrolled in mathematic classes receiving traditional instruction, with online instruction. The Statistical Package for the Social Sciences (SPSS) was used for the analysis with an alpha = .05 level of significance. 4.2 T-Test: Paired Two Samples for Means: Paired data tests engage taking exam score without online course and with online course students participate the mathematic course from the same large number (n=60) of object and operating a hypothesis test on the differences between the without online course and with online course samples. TABLE 1 student’s result 4.3 SPSS Annotated Output: The paired samples t-test is hypothesis test of the difference two groups means based on the means of two paired samples. Under this test, the two samples are compared in such a way, that the elements in one sample are matched or paired with the elements or paired with the other sample, thereby helping in doing a precise analysis in finding out whether any significant difference exists in the two series. In our analysis, under paired samples t-test, the two samples are: Exam score with online course Exam score without online course Thus, the paired sample t-test has been used to compare the means of the abovementioned two variables. As such, it helps in finding out if there is a statistically significant difference between the Exam score with online course at which trading took watched video on Moodle tool and the Exam score without online course. For the paired samples t-test, we state the null hypothesis that there is no significant mean difference between the two series and hence the two series do not statistically differ the alternate hypothesis is the two series differ from each other significantly. So, the hypothesis can be stated as follows: H0: m =0 H1: m ≠ 0 Where, mean is difference between the two series. The alternative is two-tailed at a signification level of 5% (ÃŽ ±=0.05). That this study used SPSS to conduct the paired samples t-test. The SPSS output is shown in this table which views that difference Exam score with online course and Exam score without online course is significant or not. In the Paired Samples Statistics Box, the mean for the WithoutOnlineCourse is 16. The mean for the WithOnlineCourse is 21.3667. The standard deviation for the WithoutOnlineCourse is 6.44874 and for the WithOnlineCourse, also 8.15997 . The number of participants in each condition (N) is 30. Paired Samples Test Box This is the next box as will views. It contains info about the paired samples t-test that the conducted. There will be most interested in the value that is in the final column of this table. Take a look at the Sig. (2-tailed) value. Correlation This is the correlation coefficient of the pair of variables indicated. This is a measure of the strength and direction of the linear relationship between the two variables. The correlation coefficient can range from -1 to +1, with -1 indicating a perfect negative correlation, +1 indicating a perfect positive correlation, and 0 indicating no correlation at all. (A variable correlated with itself will always have a correlation coefficient of 1.) You can think of the correlation coefficient as telling you the extent to which you can guess the value of one variable given a value of the other variable. The .160 is the numerical description of how tightly around the imaginary line the points lie. If the correlation was higher, the points would tend to be closer to the line; if it was smaller, they would tend to be further away from the line. Sig This is the p-value associated with the correlation. Here, correlation is significant at the .05 level. Std Error Mean Standard Error Mean is the estimated standard deviation of the sample mean. This value is estimated as the standard deviation of one sample divided by the square root of sample size: 9.55739/sqrt(30) = . 1.74493. This provides a measure of the variability of the sample mean. Sig (2-Tailed) value This value will tell us if the two condition Means are statistically different. Often times, this value will be referred to as the p value. In this example, the Sig (2-Tailed) value is 0.005. If the Sig (2-Tailed) value is greater than 0.05 It is means there is no statistically significant difference between two groups. it can conclude that the differences between condition Means are likely due to chance and not likely due to the IV manipulation. If the Sig (2-Tailed) value is less than or equal to .05. You can conclude that there is a statistically significant difference between your two conditions. You can conclude that the differences between condition Means are not likely due to change and are probably due to the IV manipulation. What does the t-value and two-tailed P-value how do they compare to each other? Is this information significant enough to say that with online course came from the same family as without online course? A two-tailed P-value of 0.6, for example, would mean that there is a 0.6 (or 60%) chance that the two groups of score come from the same group. In other words, there is a 60% chance that the average score of the exam in each group is the same and would say that there is no significant difference between the ages of the two populations. The traditionally accepted P-value for something to be significant is P Larger t-values translate into smaller P-values. So the larger the t-value is the more likely the difference is significant. A critical t-value is the minimum t-value you need in order to have P 4.4 Testing Hypothesis: The results as reported in Table indicated there was statistically significant difference for method of instruction, p-value=0.005. Therefore, Null Hypothesis was rejected. There was a statistically significant difference in exam scores of without online course group and online course group mathematic courses, when adjusting for the effect of exam scores. Therefore was statistically significant difference in exam. 4.5 Finally With online course and without online course test scores of the group was compared. The average score in with online course was 21.3667, whereas the average score in the without online course was 16. This can be seen in figure 3. The P value two-tail test is used to control if the mean score of with online course and without online course tests are significantly different. Is the learning mathematic course with online course significantly better or worse? The P value is greater than t value which establishes that scores in with online course test are significantly different and higher than the scores in without online course test. This supports the premise that with online course Choices is effective instruction strategy to impart the importance of Hawler Institute of computer and concept of video technology. Therefor there was a statistically significant difference in exam scores, decidedly two methods The analysis of tests responses shows that the instruction methodology of imparting the concept of technical debt through with online course choices is effective. At the following figure 4.4 as shown rate of students participate with online course increased. Figure 7 online course CHAPTER 5 CONCLUSION In view of the writing and the discoveries of the current study, a few conclusions can be drawn concerning developmental mathematics online course. The results of this study indicate that video technology can using for development mathematic online course. The mere presence of video online course does improve student learning mathematic lecture. Students have an interest in utilizing technology for a variety of purposes including academics. Online video course have the potential to be useful tools to improve learning. They provide educators the opportunity to create and record courses then upload on Moodle tool. Also give opportunity to student for participate mathematic course without missing lecture. SUMMARY Many students enter college without the mathematics skills and knowledge to successfully meet their educational and career goals (National Center for Educational Statistics, 2003b). Most colleges and universities offer developmental mathematics courses and other services to prepare these students for college-level mathematics courses. Developmental mathematics courses have been taught with the traditional lecture method used for years in most college-level courses (Armington, 2003; Kinney and Kinney, 2003; Maxwell, 1979; Miles, 2000; Roueche and Kirk, 1974). Educators are concerned about the low pass rates (Boylan, Bonham, and White, 1999; Trenholm, 2006; Waycaster, 2001; Wright, Wright, and Lamb, 2002) and are exploring alternative instructional approaches in order to increase the number of students who stay in school or institute, pass a class mathematic course, and graduate. Video mathematic online course make conceivable a variety of new showing methodologies, permitting students to have decisions about when, where, and how they learn math. The review of literature indicated a need for further studies on the impact of video record and uploaded on Moodle tool on the learning of developmental mathematics course. The purpose of this study was to investigate differences in the academic performance of students enrolled in a developmental mathematics course using traditional instruction with mathematic online course. Students’ mathematics course at the end of the course related to be exam at the Institute Hawler for Computer. Therefore, the exam, which measured mathematical performance with online course with without online course, was used as the Hypothesis in the analysis. T-Test: Paired Two Sample for Means adjusted the means of the exam paired groups. Null Hypothesis case there was significance difference in the mathematics lecture for developmental mathematics course using traditional lecture and video record and uploaded on Moodle then students participate with watched video online. The independent variable was method of instruction, and the dependent variable was the exam score. At the .05 level of significance, there was significant difference between the exam scores of students who completed a traditional developmental math course and watched video online course on Moodle tool. DISCUSSION LIMITATIONS RECOMMENDATIONS FOR FURTHER STUDY: The following recommendations for further investigation were based on the findings of this study. To further validate the findings of this research, the study should be replicated with a larger sample and in other developmental subject courses. Also recommended add same technology for learning in the institute Hawler for computer. REFERENCES Surname: KHUDHUR Name: WSHYAR OMAR Place and Date of Birth: TaqTaq, Erbil Kurdistan Iraq /1ST July 1983. Gender: MALE Address: STATE IRAQ, ERBIL – GOVERNORATE, KOYA CITY Language: KURDISH, ENGLISH Marital Status: MARRIAGE E-mail: [emailprotected] Mobile Phone: +90 548 873 7683, +964 772 159 7828 B.Sc. Software Engineering, Koya University Erbil, Iraq

Death and We Real Cool Essay -- We Real Cool Essays Gwendolyn Brooks B

Death and We Real Cool "The sluggard’s craving will be the death of him, because his hands refuse to work" (Proverbs 21:25). The Bible makes a very clear statement in this passage as to how being lazy can be the cause of one’s death. "We Real Cool" is about seven African-American high school dropouts who want everybody else to think that they are cool. These teenagers explain how they stay out late playing pool, fighting, sinning and drinking. Though they think they have everybody else fooled, they know themselves that the destructive behavior they are taking part in will lead to their death. In "We Real Cool," Gwendolyn Brooks uses denotation and sound devices to suggest that although some African-Americans may often think of themselves as being cool for dropping out of school, they know in truth that dropping out will give them time to engage in sinful activities which will result in a broken, short life. Brooks uses denotation to suggest that although some African-Americans may often think of themselves as being cool for dropping out of school they know in reality that dropping out will give them time to engage in sinful activities which will result in a broken, short life. "We real cool. We / Left school" (Lines 1-2). This explains how these African-American teenagers think that they are cool because they dropped out of high school. "We / Lurk late" (3-4). The facts that they lurk late just aids in understanding that these teenagers are dropouts because otherwise they would not be out as late. Not only are these young African-Americans dropouts who stay out late at night, they also get into fights. We / Strike straight" (3-4). While staying out late because they are dropouts, the teenagers talked about in t... ...elves as being really cool on the outside because of the rebellious things they are taking part in and want others to picture them as being cool also. Though on the outside these kids think of themselves as cool and want to give that impression to others, they know the destructive things they are taking part in will soon be the cause of their abrupt death. Gwendolyn Brooks demonstrates in her poem, "We Real Cool," that even though people view and may acknowledge their own destructive behavior and often think of themselves as being cool, they know in reality their destructive actions will be the inevitable cause of their death. Works Cited The Bible. New International Version. Brooks, Gwendolyn. "We Real Cool." Literature: An Introduction to Fiction, Poetry, and Drama. Ed. X.J. Kennedy and Dana Gioia. 6th ed. New York: Harper, 1995. 740.

All The King’s Men: Analysis of the Cass Mastern Passage

All the King’s Men, by Robert Penn Warren is a novel of historical fiction. It is loosely based on the life of Governor Huey Long, who served as governor of Louisiana from nineteen twenty-eight until nineteen thirty-two and United States Senator from nineteen thirty-two until nineteen thirty-five when he was assassinated. Willie Stark, the protagonist and obviously the thinly disguised character of Governor Long even though Warren denied it, is an interesting character, but there is a framed story in Chapter Four that is intriguing of Cass Mastern that diverts from the any thing having to do with Willie Stark. The narrator of All The King’s Men, Jack Burden, is commanded by Stark to dig up dirt on a much loved man in Burden’s life. It is then that he remembers the writing of his dissertation of papers that were his father’s uncle, Cass Mastern. Mastern was a student at the University of Transylvania in Lexington, Kentucky during the eighteen fifties. He was funded by his older brother, Gilbert, a wealthy planter. Jefferson Davis, a neighbor of Gilbert, had sent letters ahead of Cass recommending him to a respectable couple, Duncan and Annabelle Trice. Duncan was a young banker in Lexington and he and Cass quickly become close friends. Duncan was completely devoted to his wife and assumed that she was equally devoted to him. However, Cass and Annabelle Trice begin an affair that would change the course of life for all involved. The affair was passionate and was aided by Annabelle’s half-sister. Duncan was out of town on business frequently which gave the lovers the house when he was away. Cass and Annabelle felt that they were safe in their romantic fun, but one day Duncan shoots himself in his library. He had staged it to look as if it had been an accident. Duncan knew both parties well enough to know that the guilt of their secret would destroy their worlds as they had destroyed his. After the suicide was discovered, Annabelle decided to go to bed. When her servant, Phebe, turned down her bed for her, there was Duncan’s wedding ring. Annabelle immediately knew that he had found out about the affair. Phebe knew as well. After Duncan’s funeral, Annabelle meets Cass in the She tells him of the details of the event and Cass is hit with what he has done to his friend. Because Phebe knows about the wedding ring, Annabelle sells her in Paducha, Kentucky to be taken to New Orleans. It would be a bitter life for Phebe once she was in the Deep South. Cass was overcome with guilt and grief for the consequences of his frivolity. Cass searches in vain for Phebe while hoping to purchase her and bring her back to Lexington. His grief overpowers him at the failure to restore her with her family and the life where she had grown accustomed that he joined the Confederate Army. It was there he was killed and he pays for his sins with his life. Jack Burden gives up working on his dissertation because he cannot understand the actions of Cass. It may seem that the Cass Mastern passage is a random story added to the novel for no reason. However, it has several purposes. It is the first glimpse that is seen into Jack Burden’s sense of guilt. He has also allowed himself to be drawn into a political machine that will destroy the life of someone dear to him. The fact that he has no connection with Cass Mastern’s guilt is foreshadowing. One can only hope that by the end of the novel, Jack’s character will grow to feel one of the most common of human emotions. The story of Cass Masten is parallel to Jack Burden. He will grasp in the end, that there are consequences for an individual’s actions even if that individual is convinced that he/she is doing it for the right purpose. He learns that people are not machines and cannot be turned on or off at will. Guilt will haunt an individual for the rest of his/her life just as Cass Mastern discovered.

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