Page 196 - Binder3
P. 196
2030
thepost achievementinanalysislevelstudentswithlearningdisabilitiesfromgradefourafter
controlling the pre achievement
Source ofSquares SumdFeregerdeeosm Squares F significance η2 Size of the
variation average effect
Pre- test 0.0005 1 0.0005 0.004 0.120
Between the8.683 1 8.683 75.235 0.001 Middle
groups
Mistake 4.329 4 0.898
Total 13.013 6
Table The differences betweenthemodifiedaveragesofthetwogroupsinthepost
test in analysis level after controlling the pre achievement
From Table , it isclear that there aredifferencesbetweenthemodifiedaveragesofthe
experimentalandcontrollinggroupsattheanalysislevel Asshowninthetable,thesignificance
level is less than and its value is , while F value is Table shows these
differences
Group Modified Average
Controlling Group 2.32
Experimental Group 3.08
Table Thedifferencesbetweenthemodifiedaveragesofthepostachievementofthe
experimental and controlling group in the analysis level
To know the effect of using ART on increasing the academic achievement of the
experimental group in Mathematics, we look at the value of η in Table It can be seen that
the value of η was , which indicates a middle effect size
The fourth Hypothesis There are nostatisticallysignificantdifferencesinthelevelof
significance α ≤ between the modified averages of the experimental and control group in
the total post achievement of students with learning disabilities from grade four after
controlling the pre achievement
Source of Squares Sum Freedom Squares F significance η2 Size of the
Variation degrees average 5.455 0.009 effect
Pre- test 4.950
4.950 1
Between the252.063 1 252.067 278.256 0.001 0.372 middle
groups
Mistake 32.868 4 5.387
Total 289.881 6
Table The differences between the modified averagesof the twogroupsin the total
post achievement after controlling pre achievement
