共查询到20条相似文献，搜索用时 343 毫秒
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田兵 《通化师范学院学报》2013,(10):13-14,18
文中主要介绍了Kruskal-Wallis秩和检验.同时结合实例演示了通过Kruskal-Wallis秩和检验利用R软件编程解决实际问题的过程. 相似文献
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任安忠 《三门峡职业技术学院学报》2002,1(1):38-41
本文简要介绍了在教育科学研究中应用独立样本对总体平均数的差异显著性检验的方法,主要从人工计算和SPSS统计软件两方面对样本的显著性检验的方法进行了比较,从一个侧面探讨了SPSS10.0软件应用于教育科研的可靠性。 相似文献
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杨静 《晋东南师范专科学校学报》2013,(2):44-45
研究了多个相互独立的二元正态分布相关系数的相等性检验问题。定义了一个新的广义检验变量,给出了检验问题的广义p值。这种方法不依赖于大样本近似,而且可以算出广义上的精确p值,弥补了传统方法不适用于小样本的缺陷。 相似文献
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文章通过对两相关样本作Wilcoxon检验和符号检验,对两独立样本作Mann-Whitney U检验和Kolmogorov-Smirnov检验研究了班级对学生成绩的影响,得到班级对学生成绩的影响高度显著。建议加强班风建设,以班风促学风,从而提高学生成绩。 相似文献
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作为外语教学研究中最常用的统计方法之一,独立样本T检验的误用往往表现在忽略它的使用前提:数据呈正态性分布和组间方差要齐。在统计软件SPSS中,我们最常用的正态性检验主要包括:单个样本k-S检验,Q-Q检验或P-P检验和数据探索检验。 相似文献
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以英语自然拼读法为理论依据,对桂林旅游高等专科学校2011级和2012级涉外文秘、翻译英语和商务英语专业的学生进行教学实验并把实验成绩输入SPSS进行配对样本和独立样本T检验。实验结果表明,自然拼读法的教学可以明显提高学生的单词听写能力和单词拼读能力。 相似文献
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李新锋 《漯河职业技术学院学报》2010,9(2):149-151
在文献资料、专家访谈和数理统计的基础上,运用数据探索检验和独立样本检验对普通高校大学男生实验班和对照班的网球发球考核成绩进行了假设检验。结果证明,合作学习教学模式在提高网球课程教学质量方面具有显著的效果,从而为进一步推动普通高校体育课程教学的改革与发展提供理论支撑。 相似文献
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以英语自然拼读法为理论依据,对桂林旅游高等专科学校201 1级和2012级涉外文秘、翻译英语和商务英语专业的学生进行教学实验并把实验成绩输入SPSS进行配对样本和独立样本T检验.实验结果表明,自然拼读法的教学可以明显提高学生的单词听写能力和单词拼读能力. 相似文献
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This study utilized discourse-based instruction as an alternative method of instruction that emphasizes the teaching of mathematics by actively engaging students in mathematical discourse practices. A quasi-experimental study was employed to determine the effectiveness of mathematical discourse-based instruction in enhancing eleventh-grade students’ conceptual and procedural understanding of probability and statistics. A researcher-constructed test instrument was used for data collection from the experimental and control groups. The data analysis performed using the Kruskal-Wallis test showed that the experimental group outperformed the control groups in terms of conceptual and procedural knowledge. Furthermore, the results suggest that discourse-based instruction when appropriately designed and implemented can increase students’ understanding of mathematical topics. 相似文献
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Abstract This study was conducted to identify the Greek beekeepers' educational needs. A questionnaire was mailed to 1000 beekeepers selected at random from a list of subscribers to a beekeeping journal published monthly. The questionnaire consisted of 16 items related to course instruction and other questions regarding their demographic characteristics. For data analysis three statistical techniques were used: (i) factor analysis, (ii) Kruskal-Wallis test and (iii) Mann-Whitney U test. From the factor analysis, the 16 items related to course instruction were grouped into four factors indicating beekeepers' preference on those topics. Using demographic characteristics, beekeepers' preference to educational needs was identified. It is necessary to provide a quality education for adult beekeepers which must be flexible enough to meet the needs of farmers and which is also supported by the local community. The findings aided authors in recommending procedures for the organisation of future seminars meaningful for the Greek beekeepers. 相似文献
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David C. Ison 《Journal of Higher Education Policy & Management》2018,40(4):291-304
Academic integrity issues, e.g. plagiarism, continue to plague higher education across the globe. Research has noted that the identification and tolerance of cheating behaviors varies dependent upon local culture. This quantitative, comparative study investigated the potential differences among actual rates of incidence of plagiarism among predominant countries and regions in which the literature identified as having academic integrity problems. This study gathered doctoral dissertations and master's theses from institutions in the selected locations and analyzed them with Turnitin® originality assessment software. Regions and countries evaluated were based on guidance from exigent literature. A Kruskal-Wallis test was conducted to evaluate any differences in the prevalence of plagiarism among these locations. The results indicated that there was a statistically significant difference among groups, χ2 (6, N = 266) = 19.545, p = 0.003, η2 = 0.074. Further analysis determined a mix of findings that both support and deny conceptions in other literature. 相似文献
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The Covid-19 pandemic has had a major impact on the various facets of higher education globally. With the migration to online teaching happening at an unprecedented rate, educators are challenged in transforming the way they create opportunities for students’ learning. Specifically, in Australia, education providers have increasingly offered their courses in a dual-mode setting, making them available for both online and face-to-face students. This paper presents the design of a specific type of dual-mode teaching, referred to as mixed-mode teaching used in an introductory economics course at X University. The aim of this study is to evaluate the impact of the mixed-mode teaching in creating an equitable learning experience for the online and face-to-face groups of students enroled in the course. Such an approach should then translate into there being no significant difference found in the academic performance of the two cohorts. In this study, we used the non-parametric Wilcoxon test and Kruskal-Wallis test to verify if a significant difference exists in learning satisfaction. Further, we utilised regression with dummies, and four different approaches of propensity score matching estimation in excluding self-selection bias, to evaluate differences in academic performance. Our results suggest no statistically significant differences in both the learning experiences and academic performances of our two groups of students. At a time when higher education is facing ongoing challenges presented by the pandemic, these findings offer useful insights for economics educators as well as those in higher education about how to enhance students’ academic performance and learning experience through more equitable, consistent course design. 相似文献
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This quantitative study investigated the relationship between teacher dispositions, subject content knowledge, pedagogical content knowledge, and reasons that school principals recommend non-renewal of probationary teachers' contracts. Principals in the Southeastern Unites States completed an e-mailed survey. Two nonparametric tests, Kruskal-Wallis and Mann Whitney U, were used to statistically analyze group responses. Principals reported that they observed most a lack of pedagogical content knowledge from ineffective teachers and they prioritized the importance of instructional skills in deciding whether to non-renew a teacher contract. Principals identified teacher integrity, dependability, and honesty as important dispositions. The studies' findings are important for universities that prepare preservice teachers and also for the planning of professional development initiatives. The study findings suggest that principals tend to view dispositions as personality characteristics rather than as teacher competencies and that teacher expertise in both subject content and pedagogy must be woven together. 相似文献
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This study investigated Turkish college students’ subjective wellbeing in regard to psychological strength and demographic variables. A sample of Turkish college students (N?=?1,052) aged 17–32 (mean age = 21, SD = 1.79) was administered various psychological strength instruments—the Gratitude Scale, the Rosenberg Self Esteem Inventory, the Generalized Self Efficacy Scale, the Life Orientation Test, the Positive/Negative Affect Scale and the Satisfaction with Life Scale. Participants also responded to a demographic data sheet. Non-parametric Kruskal-Wallis and Mann–Whitney U tests, Pearson correlation coefficients and Spearman row coefficients were used in data analysis. Results revealed that there was a strong association between psychological strengths and subjective wellbeing, with gratitude, satisfaction with life, self-esteem and positive affectivity having the most significant correlations, respectively. Demographic variables of gender, academic achievement, social involvement, type of residence, academic major, and financial and health status were also found to be associated with college students’ subjective wellbeing. Implications for college counseling are discussed. 相似文献
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《Cultura y Educación》2013,25(4):487-498
ResumenEsta investigación muestra los resultados de un estudio observacional sobre la discriminación de género en Enseñanza Secundaria Obligatoria. Tras la aplicación de una escala de observación durante 48 sesiones de Educación Física, el estudio pretende valorar las dimensiones relacionadas con la retroalimentación dada por el profesorado y su influencia en la construcción equitativa del género del alumnado. Para ello, se realizó una observación sistematizada por categorías sobre 198 estudiantes. Los niveles de significatividad se obtuvieron a través de la prueba H de Kruskal-Wallis, estableciendo valores inferiores a 0,05 para rechazar la hipótesis nula, y concluyendo, por tanto, la existencia de una relación estadísticamente significativa, con nivel de confianza del 95%o para los datos obtenidos. Se encontraron conductas sexistas en la cantidad, objetivo y forma de retroalimentación. Por el contrario, no se observaron conductas sexistas en la dirección de la misma. 相似文献
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Watkins GA 《The Journal of environmental education》1975,7(1):14-20
An attitudinal scale on population problems is constructed. Although the determination of attitudes of Americans toward population problems is meaningful in itself, an additional effort is made to demonstrate the empirical validity of acknowledged variables. Data were collected in the Tulsa Oklahoma Standard Metropolitan Statistical Area using a stratified proportionate sample. The 372 respondents representing a 1% sample do not differ significantly from the population of the total Standard Metropolitan Statistical Area. The interview schedule consisted of items designed to elicit standard socioeconomic information on the respondents along with their attitudes toward population problems. Using the Guttman technique of scalogram analysis, a population problems scale containing 6 items was developed. After validation of the original set of attitudinal items by factor analysis, the scale scores of the respondents were compared with selected socioeconomic variables in an attempt to empirically validate the scale. Using the Student's "t" associated with the Apearman rank correlation coefficient value and the Kruskal-Wallis 1-way analysis of variance, only the variables of education, number of children, and occupation proved to be associated with the population problems scale scores. It was learned that these variables were significant in other studies and do help to establish the empirical validity of the scale. The lack of association of variables of marital status, income, religion, race, and age suggest that the empirical validity of such relationships requires additional examination. 相似文献
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Lawrence C. Scharmann 《科学教学研究杂志》1989,26(8):715-726
Science educators have claimed that well-conceived instructional strategies and curricular sequences, emphasizing the process aspects of science, will foster an understanding of the nature of science. Furthermore, a process emphasis on science has been cited for its ability to promote logical thinking skill, develop a locus of control “shift,” and enhance science content acquisition. The intent of this investigation was to examine the purported influence and developmental nature of a science process emphasis during a given semester of study, as well as over extended curricular sequences, each sequence being representative of three recognized preservice elementary science teacher preparatory programs. Data were collected from 135 elementary preservice teachers enrolled in science teaching methods courses at the endpoint of one of three sequences: (a) introductory process instruction with three subsequent semesters of integrated science content and teaching methods, (b) process instruction with separate subsequent content and teaching methods, and (c) only science content with subsequent teaching methods. Another 29 preservice teachers, assessed prior to entry into instructional sequences, provided a cross-sectional sample for examining developmental changes in locus of control, logical thinking, nature of science, and science content knowledge. Statistical procedures included Kruskal-Wallis ANOVA and Wilcoxon tests. Results indicated that a one-semester process skills course was influential in developing a basis for science content acquisition and in fostering an understanding of the nature of science. Results further indicate that expected additional gains are significant in science content acquisition through matriculation in an extended curricular sequence. Implications for science educators are discussed. 相似文献