Certainly!

Let's go through the steps to calculate the paired samples t-test manually
using a hypothetical example with 15 students:

Example Data:

 Before Intervention Scores: [60, 65, 70, 75, 80, 55, 62, 68, 73, 78, 58, 63, 68, 72, 77]
 After Intervention Scores: [65, 70, 75, 80, 85, 60, 65, 70, 75, 80, 65, 70, 75, 80, 85]

Step 1: Calculate the Differences:

 Differences = After Intervention Scores - Before Intervention Scores

 Differences = [5, 5, 5, 5, 5, 5, 3, 2, 2, 2, 7, 7, 7, 8, 8]

Step 2: Calculate the Mean Difference (𝑋̅d):

 Mean Difference (𝑋̅d) = (Sum of Differences) / (Number of Students)

 Mean Difference (𝑋̅d) = (5 + 5 + 5 + ... + 8 + 8) / 15
 Mean Difference (𝑋̅d) ≈ 5.27

Step 3: Calculate the Standard Deviation of the Differences (𝑠𝑑):

 Standard Deviation of the Differences (𝑠𝑑) = √[(Σ(𝑋𝑖 - 𝑋̅)²) / (𝑛 - 1)]

 Standard Deviation of the Differences (𝑠𝑑) ≈ 1.96

Step 4: Calculate the Standard Error of the Mean Difference (𝑠𝑑/√𝑛):

 Standard Error of the Mean Difference = Standard Deviation of the Differences /

√(Number of Students)
 Standard Error of the Mean Difference ≈ 1.96 / √15 ≈ 0.506

Step 5: Calculate the t-value:

 t-value = Mean Difference / Standard Error of the Mean Difference

 t-value ≈ 5.27 / 0.506 ≈ 10.40

Step 6: Determine the Degrees of Freedom (𝑛 - 1):

 Degrees of Freedom = Number of Students - 1

 Degrees of Freedom = 15 - 1 = 14
Step 7: Look up the Critical t-value:

 At a significance level of α = 0.05 and degrees of freedom = 14, the critical t-

value is approximately ±2.145 (for a two-tailed test).

Step 8: Compare the Calculated t-value with the Critical t-value:

 Since the calculated t-value (10.40) is greater than the critical t-value (2.145), we
reject the null hypothesis.

Step 9: Interpretation:

 We conclude that there is a statistically significant difference between the scores

before and after the intervention, indicating that the intervention had a
significant effect on motivation and engagement in mathematical tasks.

In summary, by manually calculating the paired samples t-test, we found that the
intervention had a significant positive effect on students' motivation and engagement in
mathematical tasks.

Addressing disparities in mathematics proficiency among Grade 10

Pythagoras students in the 2023-2024 school year is crucial for their academic success.
Traditional instructional methods have failed to meet the diverse needs of these students,
resulting in low performance and grades. To empower students in taking ownership of their
learning and enhancing mathematics proficiency, Self-Monitoring Chart (SMC) interventions are
proposed. These interventions involve students tracking their progress, setting goals, and
reflecting on their learning using personalized tools. The action research titled
"MyMathProgress" aims to investigate the impact of SMC interventions on mathematics learning
outcomes. By implementing SMC interventions and collecting data on student progress and
perceptions, the research seeks to understand their effectiveness and identify best practices for
personalized support. Ultimately, this research aims to fill the gap in understanding how SMC
interventions can improve mathematics learning outcomes for Grade 10 Pythagoras students.