Eastern Visayas State University – Tacloban City

Graduate School

EDUC 503 2nd Sem 2023

Assignment # 6

Angelica B. Catan
MAEd-IE

A. t-test for Independent (unrelated) samples

Research Situation:

Mrs. Cruz wants to know if two teaching strategies lead to different mean test scores. To test
this, she assigned 10 students to be taught using the Demonstration method and 10 students to be
taught using traditional lecture method in teaching TLE Dressmaking. She then must let all the students
take the same quiz.

Research Question:

Is there a significant difference in the mean scores of the Grade 10 students exposed to the two
methods of teaching TLE?

Hypothesis:

Null Hypothesis: There is no significant mean difference between the two groups exposed to the
two teaching methods in TLE Dressmaking.

Alternative Hypothesis: There is a significant mean difference between the two groups exposed
to the two teaching methods in TLE Dressmaking.

Hypothetical data:

Demonstration Method Traditional Lecture Method

84 71
83 74
82 71
73 65
72 55
82 70
79 66
78 73
77 62
85 64
Data Analysis in JASP:

Interpretation:

The computed test statistic of the Levene’s test is F=0.674, with p-value=0.423. Hence, we can assume
that the pool variances are equal.

There is sufficient evidence that the mean score achieved by the students exposed to the Demonstration
Method of Teaching TLE (79.5) is significantly higher than the mean achieved by the students exposed to
the Traditional Lecture Method (67.1). The t-value= 5.307, df=18, and p-value=<.001.

Hence, the test is significant and therefore the null hypothesis is rejected.
B. t-test for correlated (related) samples

Research Situation:

Mrs. Cruz wanted to test the effectiveness of her Strategic Intervention Material (SIM) in
teaching TLE Dressmaking after submitting a report on the least learned skills of Grade 7 students in
SJNHS. So, she is going to test 20 Grade 7 students. Before the SIM is implemented, she conducted a
pre-test. Then, she utilized the SIM in teaching the students. After one quarter of implementation, she
conducted a post-test to the same group of students.

Research Question:

Is there a significant difference between the pre-test and post-test scores on the use of Strategic
Intervention Material in teaching TLE Dressmaking?

Hypothesis:

Null Hypothesis: There is no significant difference between the pre-test and post-test scores on
the use of Strategic Intervention Material in teaching TLE Dressmaking.

Alternative Hypothesis: There is a significant difference between the pre-test and post-test
scores on the use of Strategic Intervention Material in teaching TLE Dressmaking.

Hypothetical data:

Pre-
Test 1 1 2 1
23 23 18 13 33 23 23 13 13 21 21 15 17 18 43 23
Score 8 3 1 8
s
Post-
Test 3 1 1 2
28 23 48 38 25 18 28 23 19 28 23 28 23 18 13 28
Score 3 3 3 1
s
Data Analysis in JASP:

Interpretation:

Based on the results of the analysis in JASP, the post-test mean score on the use of SIM (24.6) is
significantly higher than the pre-test mean score (20.5), t=-6.185, p=<0.001. Hence, the SIM
implementation in teaching TLE Dressmaking was effective in increasing the mean scores of the students.
Therefore, the null hypothesis is rejected.