4)  Below is a comparison of one instructor from the Fall 2007 MAT0024C Test Group (Courses with Factoring Active Learning Notes) with the same instructor from the Fall 2005/2006 MAT0024C Control Group (Courses without Factoring Active Learning Notes).


In this study, I compared two groups: one instructor from the Fall 2007 MAT0024C Test Group (Courses with Factoring Active Learning Notes) with the same instructor from the Fall 2005/2006 MAT0024C Control Group (Courses without Factoring Active Learning Notes).  My goal was to compare one instructor’s teaching performance with the MAT0024C State Exam in Fall 2007 with the same instructor’s teaching performance in Fall 2005/2006.  There were a total of 47 students who took the exam in Fall 2006 from the same instructors without the notes, and 48 had the Factoring active learning notes from the same instructors.


Below is a comparison of only the percent correct from the two groups:


Questions

Q19

Q20

Q21

Q22

Q23

Q24

Q25

Percent correct

Test Group Total Students = 48

83.33%

93.75%

93.75%

66.67%

72.92%

79.17%

68.75%

Control Group Total Students = 47

74.47%

85.11%

76.60%

63.83%

63.83%

70.21%

55.32%

 

Initial Comments:  All of the percentages seemed to be a difference between the percentages.  The test group was higher on all 7 questions (19, 20, 21, 22, 23, 24, 25).



The proportion correct of the test group is equal to the proportion correct of the control group.



The proportion correct of the test group is greater than the proportion correct of the control group.


2 Prop z test to see if there is a statistical difference between One Instructor Fall 2005/2006 combined no notes (control group) and Same Instructor Fall 2007 with notes (test group)

P-Value:  The probability, computed assuming that Ho is true, that the observed outcome would take a value as extreme as or more extreme than that actually observed.

2 Prop z test

 

 

 

 

 

 

Q19

Q20

Q21

Q22

Q23

Q24

Q25

40/48 versus 35/47

45/48 versus 40/47

45/48 versus 36/47

32/48 versus 30/47

35/48 versus 30/47

38/48 versus 33/47

33/48 versus 26/47

0.1446

0.085

0.0092

0.3858

0.1704

0.1576

0.0887

Not Significant at alpha 0.01, 0.05, 0.10

Not Significant at alpha 0.01, 0.05,

 

Not Significant at alpha 0.01, 0.05, 0.10

Not Significant at alpha 0.01, 0.05, 0.10

Not Significant at alpha 0.01, 0.05, 0.10

Not Significant at alpha 0.01, 0.05

 

Significant at alpha 0.10

Significant at alpha 0.01, 0.05, 0.10

 

 

 

Significant at alpha 0.10

 

An examination of the p values showed that there was no statistical difference between the groups, except for Question 20 and Question 25 at the 10% level and Question 21 at the 1%, 5%, and 10% levels. 


For questions 19, 22, 23, and 24, this shows that implementing the active learning notes for factoring did not increase the percent correct.  This means that implementing the Factive learning notes for factoring did not lower the percent correct. 

For questions 20, 21, and 25, there was a statistically significant difference, and this showed an increase in percent correct through use of the active notes

Conclusion for Questions 19, 22, 23, and 24:      There is a failure to rejectimage002.  There is no statistically significant evidence to rejectimage002.  We conclude that the percent correct in the test group is not greater than the percent correct in the control group.


Conclusion for Questions 20, 21, and 25: There is a rejection ofimage002.  There is statistically significant evidence to rejectimage002.  We conclude that the percent correct in the test group is greater than the percent correct in the control group.


Question 20:  90% confident that the average percent change using the active notes for Question 23 is between a 0.1% to 19% increase. 


Question 21:  90% confident that the average percent change using the active notes for Question 23 is between a 5.5% to 28.8% increase. 


Question 25:  90% confident that the average percent change using the active notes for Question 23 is between a 0.1% to 29.6% increase. 


The hidden variables were reduced in this structure, but there are always hidden variables present, such as the instructor’s past versus present skills.  Another concern of this study is that we are dealing with small sample sizes, which can affect the results.


For questions 19, 22, 23, and 24 the test group’s percent correct was not greater than the control’s group percent correct so I will examine if the groups are not equal.


 


The proportion correct of the test group is equal to the proportion correct of the control group.



The proportion correct of the test group is NOT equal to the proportion correct of the control group.


2 Prop z test to see if there is a statistical difference between One Instructor Fall 2005/2006 combined no notes (control group) and Same Instructor Fall 2007 with notes (test group)

P-Value:  The probability, computed assuming that Ho is true, that the observed outcome would take a value as extreme as or more extreme than that actually observed.

2 Prop z test

 

 

 

 

 

 

Q19

Q20

Q21

Q22

Q23

Q24

Q25

40/48 versus 35/47

45/48 versus 40/47

45/48 versus 36/47

32/48 versus 30/47

35/48 versus 30/47

38/48 versus 33/47

33/48 versus 26/47

0.289

0.170

0.0184

0.772

0.341

0.315

0.177

Not Significant at alpha 0.01, 0.05, 0.10

Not Significant at alpha 0.01, 0.05, 0.10

Not Significant at alpha 0.01

Not Significant at alpha 0.01, 0.05, 0.10

Not Significant at alpha 0.01, 0.05, 0.10

Not Significant at alpha 0.01, 0.05, 0.10

Not Significant at alpha 0.01, 0.05, 0.10

 

 

Significant at alpha 0.05, 0.10

 

 

 

 


An examination of the p values showed that there was no statistical difference between the groups, except for Question 21 at the 5%, and 10% levels.  For questions 19, 20, 22, 23, 24, and 25 this shows that implementing the active learning notes for factoring did not increase or decrease the percent correct.  For questions 21, there was a statistically significant difference at the 5% and 10% showing a difference in percent correct through the use of the active notes.


Conclusion for Questions 19, 22, 23, 24, and 25:      Fail to rejectimage002.  We conclude there is NO statistically significant difference between the percent correct in the test group and the percent correct in the control group.


Conclusion for Questions 21 at 5% and 10% level:  Reject image002.  We conclude there is a statistically significant difference between the percent correct in the test group and the percent correct in the control group.


Question 21:  We are 90% confident that the average percent change using the active notes for Question 23 is between a 5.5% to 28.8% increase. 


The lurking variables were reduced in this structure, but there are always hidden variables present, such as the instructor’s past versus present skills.  Another concern of this study is that we are dealing with small sample sizes, which can affect the results.


COMPLETE DATA


One Instructor Fall 2005/2006 Combined Results without notes COMPARED to Same Instructor Fall 2007 Results with notes

Fall 2005/2006

Control Group

Total students = 47 

 

 

 

 

Question

Q19

Q20

Q21

Q22

Q23

Q24

Q25

Number Correct

35

40

36

30

30

33

26

Percent Correct

74.47%

85.11%

76.60%

63.83%

63.83%

70.21%

55.32%

 

Fall 2007

Test Group

Total students = 48

 

 

 

 

Questions

Q19

Q20

Q21

Q22

Q23

Q24

Q25

Number correct

40

45

45

32

35

38

33

Percent correct

83.33%

93.75%

93.75%

66.67%

72.92%

79.17%

68.75%

 

 

 

 

 

 

 

 


2 Prop z test to see if there is a statistical difference between One Instructor Fall 2005/2006 combined no notes (control group) and Same Instructor Fall 2007 with notes (test group)

P-Value:  The probability, computed assuming that Ho is true, that the observed outcome would take a value as extreme as or more extreme than that actually observed.

2 Prop z test

 

 

 

 

 

 

Q19

Q20

Q21

Q22

Q23

Q24

Q25

40/48 versus 35/47

45/48 versus 40/47

45/48 versus 36/47

32/48 versus 30/47

35/48 versus 30/47

38/48 versus 33/47

33/48 versus 26/47

0.1446

0.085

0.0092

0.3858

0.1704

0.1576

0.0887

Not Significant at alpha 0.01, 0.05, 0.10

Not Significant at alpha 0.01, 0.05,

 

Not Significant at alpha 0.01, 0.05, 0.10

Not Significant at alpha 0.01, 0.05, 0.10

Not Significant at alpha 0.01, 0.05, 0.10

Not Significant at alpha 0.01, 0.05

 

Significant at alpha 0.10

Significant at alpha 0.01, 0.05, 0.10

 

 

 

Significant at alpha 0.10

 


2 Prop z test to see if there is a statistical difference between One Instructor Fall 2005/2006 combined no notes (control group) and Same Instructor Fall 2007 with notes (test group)

P-Value:  The probability, computed assuming that Ho is true, that the observed outcome would take a value as extreme as or more extreme than that actually observed.

2 Prop z test

 

 

 

 

 

 

Q19

Q20

Q21

Q22

Q23

Q24

Q25

40/48 versus 35/47

45/48 versus 40/47

45/48 versus 36/47

32/48 versus 30/47

35/48 versus 30/47

38/48 versus 33/47

33/48 versus 26/47

0.289

0.170

0.0184

0.772

0.341

0.315

0.177

Not Significant at alpha 0.01, 0.05, 0.10

Not Significant at alpha 0.01, 0.05, 0.10

Not Significant at alpha 0.01

Not Significant at alpha 0.01, 0.05, 0.10

Not Significant at alpha 0.01, 0.05, 0.10

Not Significant at alpha 0.01, 0.05, 0.10

Not Significant at alpha 0.01, 0.05, 0.10

 

 

Significant at alpha 0.05, 0.10