Download Comparing Skill-Based and Standards-Based Teaching Methods in Education Data Analysis - Pr and more Exams Statistics in PDF only on Docsity! Psych 5741/5751: Data Analysis University of Colorado @ Boulder Gary McClelland & Charles Judd Exam #2, Spring 1994 Question 1 Within educational circles, there has been a recent debate over the relative efficacy of several alternative teaching strategies. First, debate has centered around the relative merits of skill- based versus standards-based education. Skill-based theories emphasize the teaching of basic skills such as reading, writing, and arithmetic. Standards-based theories emphasize the teaching of ethics, logic skills, and reasoning skills in addition to the basics. Second, debate has centered around the relative merits of the whole language approach to education versus the standardized text book approach. The standardized text book approach emphasizes the use of standardized text books to teach reading, math, writing, science, health, etc. Those who use the whole language approach do not use textbooks but instead integrate the teaching of all subjects around a unifying theme. For example, a teacher might plan a unit about space exploration; he would use this topic to teach all subjects such that his students would read about space exploration, write stories about space exploration, study arithmetic operations that might be useful in space exploration, etc. A small school district has decided to test the relative efficacy of these methods. By chance, the school district has a total of 16 second-grade classrooms: four of which are taught using a skill- based, whole language approach; four are taught using a skill-based, standardized text approach; four are taught using a standards- based, whole language approach; and four are taught using a standards-based, standardized text approach. The school district is also enrolling 32 new second-grade students (students who moved into the school district during the summer break). Sixteen of these students are boys and sixteen are girls. The school district randomly assigns one boy and one girl to Prepared to accompany Judd & McClelland (1989) — 1 — Psych 5741/5751: Data Analysis University of Colorado @ Boulder Gary McClelland & Charles Judd each of the sixteen classrooms. Thus, there are four classrooms in each of the four teaching method conditions and two subjects (one boy and one girl) in each classroom. At the end of the academic year, the standardized test scores of these sixteen children are used to examine the relative efficacy of these teaching methods as well as any sex differences. A. Give the source and df columns of the full source table for the full analysis of variance of these data, defining variables in ways that we can understand. Read question B before designing your source table to make sure that it includes the hypotheses the school district wants to test. B. The school district is especially interested in testing the following hypotheses. Circle and number (with the number corresponding to the hypothesis tested) the row in your source table that tests each of these hypotheses. 1. Test scores will be better for those assigned to the skills- based condition than for those assigned to the standards-based condition. 2. Standardized test scores will be better for boys than for girls. 3. The difference between scores for children assigned to skills- based classrooms and scores for children assigned to standards- based classrooms will be greater for boys than for girls. C. Specify Models C and A for tests of the following questions. Be sure to fully define all x variables and any transformed dependent variables that you would need to create for each test. Note, the tests and variables (or transformations) for this question are not necessarily the same as those you used to generate the full source table for questions A and B. Prepared to accompany Judd & McClelland (1989) — 2 —
