marin, rosemary dissertation.pdf

The assumption of equality of covariance matrices

This preview shows page 55 - 58 out of 117 pages.

station and comparison groups on the basis of the group centroids. The assumption of equality of covariance matrices assumption was met ( Box ’s M = 7.42, p = 0.29). The MANOVA showed that the group differences were statistically significant, favoring the I station group, Wilk s Ʌ =0.93, F (3, 207) = 5.20, p < .01. The post hoc analyses showed that the I station group outperformed the comparison group on the basis of Reading Category 2: Understanding and Analysis of Literary Texts. Group differences on the basis of the other reading scores were not statistically significant. Results are summarized in Table 5. Table 5 Post Hoc Analysis, STAAR Reading Achievement Measures STAAR Reporting Category SS df MS F Reading 1 0.30 1 0.30 4.07 Reading 2 0.52 1 0.52 13.00* Reading 3 0.05 1 0.05 1.21 *p<.01 Note: Reading Category 1: Understanding across Genres Reading Category 2: Understanding and Analysis of Literary Texts Reading Category 3: Understanding and Analysis of Information Texts
Image of page 55

Subscribe to view the full document.

43 Mean difference effect sizes, as computed by Cohe n’s d, were used to examine the practical significance of the findings. The effect sizes ranged from 0.15 to 0.50. The largest effect size belonged to Reading Category 2: Understanding and Analysis of Literary Texts, favoring the I station group. Results are summarized in Table 6. Table 6 Mean Difference Effect Sizes, STAAR Reading Achievement Measures STAAR Reporting Category Mean Difference p Effect Size* Reading 1 0.08 0.04 0.28 Reading 2 0.10 < 0.01 0.50 Reading 3 0.03 0.27 0.15 * 0.20 = small effect, 0.50 = medium effect, >0.80 = large effect Note: Reading Category 1: Understanding across Genres Reading Category 2: Understanding and Analysis of Literary Texts Reading Category 3: Understanding and Analysis of Information Texts Summary of Quantitative Results Multivariate and univariate analyses of the data showed that the third graders who used the I station reading program scored higher in the STAAR Reading Category 2: Understanding and Analysis of Literary Texts, compared to the comparison group. Group differences on the basis of the Reading Category 1: Understanding across Genres and Reading Category 3: Understanding and Analysis of Information Texts were not statistically significant. Qualitative Results The qualitative component of the explanatory sequential mixed methods model (Creswell & Plano Clark, 2011) was utilized for the purpose of addressing the study's second research question (What are the perspectives of third grade reading educators regarding the effectiveness of the I station program?) and explaining the quantitative results in greater depth. The
Image of page 56
44 quantitative data were collected, analyzed, and deciphered which were used in formulating the lead questions for the focus group which was conducted in order to obtain the qualitative data. The lead questions were: In what ways do you believe I station reading program may impact the reading achievement of third-grade students?
Image of page 57

Subscribe to view the full document.

Image of page 58

{[ snackBarMessage ]}

What students are saying

  • Left Quote Icon

    As a current student on this bumpy collegiate pathway, I stumbled upon Course Hero, where I can find study resources for nearly all my courses, get online help from tutors 24/7, and even share my old projects, papers, and lecture notes with other students.

    Student Picture

    Kiran Temple University Fox School of Business ‘17, Course Hero Intern

  • Left Quote Icon

    I cannot even describe how much Course Hero helped me this summer. It’s truly become something I can always rely on and help me. In the end, I was not only able to survive summer classes, but I was able to thrive thanks to Course Hero.

    Student Picture

    Dana University of Pennsylvania ‘17, Course Hero Intern

  • Left Quote Icon

    The ability to access any university’s resources through Course Hero proved invaluable in my case. I was behind on Tulane coursework and actually used UCLA’s materials to help me move forward and get everything together on time.

    Student Picture

    Jill Tulane University ‘16, Course Hero Intern