Pub Date : 2021-10-29DOI: 10.1201/9781003106845-18
C. Ryan
ANOVA can be extended to include one or more continuous variables that predict the outcome (or dependent variable). Continuous variables such as these, that are not part of the main experimental manipulation but have an influence on the dependent variable, are known as covariates and they can be included in an ANOVA analysis. For example, in the Viagra example from Field (2013), we might expect there to be other things that influence a person’s libido other than Viagra. Some possible influences on libido might be the libido of the participant’s sexual partner (after all ‘it takes two to tango’), other medication that suppresses libido (such as antidepressants), and fatigue. If these variables are measured, then it is possible to control for the influence they have on the dependent variable by including them in the model. What, in effect, happens is that we carry out a hierarchical regression in which our dependent variable is the outcome, and the covariate is entered in the first block. In a second block, our experimental manipulations are entered (in the form of what are called Dummy variables). So, we end up seeing what effect an independent variable has after the effect of the covariate. Field (2013) explains the similarity between ANOVA and regression and this is useful reading to understand how ANCOVA works.
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Pub Date : 2021-10-29DOI: 10.1002/9781119121077.ch10
C. Ryan
But these experiments [1] will not give us any information about the dependence or independence of the two factors, namely study habit and home environment. In such cases, we resort to Factorial ANOVA which not only helps us to study the effect of two or more factors but also gives information about their dependence or independence in the same experiment. There are many types of factorial designs like 22, 23, 32 etc. The simplest of them all is the 22 or 2 x 2 experiment.
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Pub Date : 2021-10-29DOI: 10.4324/9780203133507-22
Christian Ryan
The study aimed to improve memory of events for first year middle school students with learning difficulties by preparing a training program based on memory strategies, the sample of the study consisted of (18) first year middle school students with learning difficulties in history, their ages ranged between (13-14) years, and they were of average intelligence. They were divided into two groups: One of them is experimental, numbering (9) students of both sexes, and the other is control, numbering (9) students of both sexes. The following tools were applied to them: - A test of mental abilities (12-14 years old) (prepared by: Farouk Abdel-Fattah, 1989) .Quick Neurological Screening Test (QNST) to identify people with learning disabilities (prepared by: Margaret Moti and others, Arabization: Abdel Wahhab Kamel, 1999). -The Event Memory Scale (prepared by Linda Claire et al., 2002) (translation: the researcher). The training program used (prepared by: the researcher). The pretest event memory scale, the mental abilities test, and the neurological survey test were applied to both groups, Then, the training program was applied to the experimental group only, which consisted of (27) sessions, While the control group was never exposed to any intervention, Then the post-scale was applied to the experimental group after completing the training programme, After a while, the dimension scale was applied to ensure the continuity of the effectiveness of the program, The results of the study indicated the effectiveness of the training program used in improving the memory of events: There is a statistically significant difference between the mean scores of the students of the experimental group and the control group in the post-measurement of memory of events in favor of the experimental group, There is a statistically significant difference between the mean scores of the experimental group students in the pre and post measurements of juvenile memory in favor of the post measurement and There is no statistically significant difference between the mean scores of the experimental group students in the post and follow-up measurements of memory of events….. This indicates the effectiveness of the training program using mnemonic strategies in improving the memory of events for first grade middle school students with learning difficulties
{"title":"Non-parametric Tests","authors":"Christian Ryan","doi":"10.4324/9780203133507-22","DOIUrl":"https://doi.org/10.4324/9780203133507-22","url":null,"abstract":"The study aimed to improve memory of events for first year middle school students with learning difficulties by preparing a training program based on memory strategies, the sample of the study consisted of (18) first year middle school students with learning difficulties in history, their ages ranged between (13-14) years, and they were of average intelligence. They were divided into two groups: One of them is experimental, numbering (9) students of both sexes, and the other is control, numbering (9) students of both sexes. The following tools were applied to them: - A test of mental abilities (12-14 years old) (prepared by: Farouk Abdel-Fattah, 1989) .Quick Neurological Screening Test (QNST) to identify people with learning disabilities (prepared by: Margaret Moti and others, Arabization: Abdel Wahhab Kamel, 1999). -The Event Memory Scale (prepared by Linda Claire et al., 2002) (translation: the researcher). The training program used (prepared by: the researcher). The pretest event memory scale, the mental abilities test, and the neurological survey test were applied to both groups, Then, the training program was applied to the experimental group only, which consisted of (27) sessions, While the control group was never exposed to any intervention, Then the post-scale was applied to the experimental group after completing the training programme, After a while, the dimension scale was applied to ensure the continuity of the effectiveness of the program, The results of the study indicated the effectiveness of the training program used in improving the memory of events: There is a statistically significant difference between the mean scores of the students of the experimental group and the control group in the post-measurement of memory of events in favor of the experimental group, There is a statistically significant difference between the mean scores of the experimental group students in the pre and post measurements of juvenile memory in favor of the post measurement and There is no statistically significant difference between the mean scores of the experimental group students in the post and follow-up measurements of memory of events….. This indicates the effectiveness of the training program using mnemonic strategies in improving the memory of events for first grade middle school students with learning difficulties","PeriodicalId":403761,"journal":{"name":"Data Science with R for Psychologists and Healthcare Professionals","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132363800","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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