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Research For Learning Development

The t-test results indicate no significant difference in academic achievement test scores between the experimental group (mean 11.48, SD 2.94) and the control group (mean 11.41, SD 2.56), with a p-value of 0.925. For presenting the research report, it is recommended to start with an engaging introduction, display results graphically with clear labels, and include statistical significance on the slides. The findings from other research can be applied to teaching by aligning them with student age, conducting further research, and integrating insights into classroom practices.

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Jmz Ash
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25 views1 page

Research For Learning Development

The t-test results indicate no significant difference in academic achievement test scores between the experimental group (mean 11.48, SD 2.94) and the control group (mean 11.41, SD 2.56), with a p-value of 0.925. For presenting the research report, it is recommended to start with an engaging introduction, display results graphically with clear labels, and include statistical significance on the slides. The findings from other research can be applied to teaching by aligning them with student age, conducting further research, and integrating insights into classroom practices.

Uploaded by

Jmz Ash
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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3.2 Please write the passage to describe the research results from Table 3.2 (15 marks)
Table 3.2: t-test results according to academic achievement test score averages of experiment
and control groups
Group N Mean SD t p
Experiment 33 11.48 2.94 .095 .925
Control 31 11.41 2.56
p<.05
Answer: Experiment group has mean of 11.48 and standard deviation equals 2.94 where control
group has mean of 11.41 and standard deviation of 2.56 When these scores were subjected to a t-
test of significance, a t-value of 0.95 was with a p value of 0.925 and df of 62 (33-1 =31-1) the p
value is larger than 0.05, this result indicate that there is not significant difference between
experimental group and control group on achievement test scores.

3.3 Supposed you have completed your classroom research report. You presented it to the school
administrator. The school administrator then considered that your classroom research report was
of good quality. And it's useful to other teachers in the school, so you are assigned to present
your research report at the monthly teacher meeting. How will you approach the presentation of
your research report?
Answer: First of all, you can start with the introduction, explain why your work is
interesting. Place the study in context – how does it relate to / follow from the scientific
literature on this subject. First show a photograph (or sketch) that shows an interesting
qualitative results and state that result. Next, then display the results in graphical form,
reminding the audience of your hypothesis and stating whether it was supported as you do
so. Use simple, clean, clearly labeled graphs with proper axis labels. Do not use light colors
(yellow, light green, or pink) in your figures, they do not show up well when projected.
indicate the results of the statistical tests on the slides by including p values (or
asterisks/letters that indicate the significance level) on the same slides with the graphs. If
you have multiple results, state them in a logical order. The last slide shows my
acknowledgements as well as everyone who might have helped during this research.

3.4 Suppose you had the opportunity to hear a presentation of a class research report. You were
impressed with the research objectives, research methodology and research results including
discussion and suggestions. How will you apply the findings of this research to your teaching
and learning?

Answer: I will apply the findings of the research in my teaching by observing the interesting
points of the presentation and see whether it is appropriate with the age of my students. I will
also do some more research of the information in the related topic and see what I can integrate in
my classroom teaching to adapt and adjust with my teaching and learning. Last, I will integrate it
with my action research at the end of the semester.

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