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Effectiveness of Remedial Math Program: Study on Junior High to Post-High School Students, Study notes of Psychology
A research study investigating the effectiveness of a new program for teaching remedial mathematics to junior high, high school, and post-high school students. The study involved randomly assigning volunteers from each age group to complete either 2, 4, 6, or 8 weeks of training and re-taking a math assessment test. The document also discusses the purpose of the study, which was to examine the possible joint effects of type of practice and the amount of practice on putting performance.
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Psyc 941 Quiz Prep
1. A researcher ran an initial study which examined the effectiveness of a new program for teaching remedial mathematics to
junior high school students. That study showed a linear trend across different amounts of training with the program (2, 4, 6, & 8 weeks). Excited by this finding, the researcher decided to explore whether the program would show similar results with high school and post-high school students. Volunteers from the three AGE GROUPs (jr. high, high, post-high) who has scored between 20% and 30% on a "remedial math assessment test" were randomly assigned to complete either 2, 4, 6 or 8 weeks of training (AMOUNT OR TRAINING) before re-taking the assessment test. prior math training (with respect to main effect of amount of training) subject manipulated IV DV confound control ongoing eq problem balanced eliminated held constant randomized matched initial eq problem prior math training (with respect to main effect of age group) subject manipulated IV DV confound control ongoing eq problem balanced eliminated held constant randomized matched initial eq problem prior math training (with respect to the interaction ) subject manipulated IV DV confound control ongoing eq problem balanced eliminated held constant randomized matched initial eq problem prior math skill (with respect to main effect of age group) subject manipulated IV DV confound control ongoing eq problem balanced eliminated held constant randomized matched initial eq problem prior math skill (with respect to main effect of amount of training) subject manipulated IV DV confound control ongoing eq problem balanced eliminated held constant randomized matched initial eq problem prior math skill (with respect to the interaction) subject manipulated IV DV confound control ongoing eq problem balanced eliminated held constant randomized matched initial eq problem motivation (with respect to main effect of amount of training) subject manipulated IV DV confound control ongoing eq problem balanced eliminated held constant randomized matched initial eq problem motivation (with respect to main effect of age group) subject manipulated IV DV confound control ongoing eq problem balanced eliminated held constant randomized matched initial eq problem motivation (with respect to the interaction) subject manipulated IV DV confound control ongoing eq problem balanced eliminated held constant randomized matched initial eq problem
- The purpose of the study was to examine the possible joint effects of type of practice and the amount of practice upon putting performance. Each of the volunteer participants (who had no previous experience putting, not even carpet golf -- e.g., putt-putt golf) was randomly assigned to the type of practice they would receive, either "physical" or "imaginal" practice. All participants watched a 2-minute video of a professional golfer showing how to line-up and make a putt. Those in the "physical practice" condition were given an opportunity to practice putting and told to follow the procedure shown on the video. Those in the "imaginal practice" condition were told to sit quietly and imagine going through the procedure shown in the video, focusing upon both "seeing" and "feeling" each step in the procedure. To collect data faster, we used three different data collection sites, each of which used the exact same level (flat) field turf putting surface of the same dimensions, however there were slightly different types of putters at each site. Participants were permitted to complete as many practices as they wanted (and were told to keep count). When each participant felt they were well- prepared, they took 20 12-foot putts (real ball, real putter, real hole), and the DV was the number of putts that went into the hole. When preparing for data analysis, the participants were divided into those who made 0-5 practices, those who made 6-10, and those who made 11 or more practices. subject manipulated IV DV confound control ongoing eq problem balanced eliminated held constant randomized matched initial eq problem Number of practices taken by each participant main effect of practice type main effect of practice amount interaction Previous experience putting main effect of practice type main effect of practice amount interaction Putting surface main effect of practice type main effect of practice amount interaction Putting instruction main effect of practice type main effect of practice amount interaction
Putter
main effect of practice type main effect of practice amount interaction Previous putting skill main effect of practice type main effect of practice amount interaction
- The researcher ran an initial study which examined the effectiveness of a new program for teaching remedial mathematics to junior high school students. That study showed a linear trend across different amounts of training with the program (2, 4, 6, & 8 weeks). Excited by this finding, the researcher decided to explore whether the program would show similar results with regular and accelerated math students. Volunteers from the 4th^ grade who were taking one of the three Types of Math Classes (remedial, regular and accelerated) were assigned to either 2, 4, 6 or 8 weeks of training (Amount of Training) depending upon the commitment their parents were willing to make (this procedure was chosen to increase enrollment in the study). To help improve the student’s comfort with the new type of instruction, their usual math teachers delivered the new curriculum. Groups of 4 students (one from each Amount of Training condition) were identified who were the same gender and who had scored equivalently on a standardized reading test. prior math training main effect of Type of Math Class main effect of Amount of Training interaction teacher main effect of Type of Math Class main effect of Amount of Training interaction general scholastic performance main effect of Type of Math Class main effect of Amount of Training interaction gender main effect of Type of Math Class main effect of Amount of Training interaction prior math training main effect of Type of Math Class main effect of Amount of Training interaction motivation to succeed in math main effect of Type of Math Class main effect of Amount of Training interaction Educational Level (grade) main effect of Type of Math Class main effect of Amount of Training interaction
4. It is fairly common for adolescents who have a history of violent behavior to be placed in residential psychiatric treatment (e.g., a
psychiatric hospital). In previous research I have demonstrated that my community-based treatment program produced better results than one of the local hospital programs. My program involves two treatment components: 1) "social peer-mentor" for each student in school and 2) daily social skills training (neither of which are part of the hospital's program). I would like to know well each of these components works by itself and how well they work together. In follow-up research (same DV - higher scores are better), I wanted to examine the patterns of success and failure among these treatment alternatives when they were applied to younger (less than 13 years old) and older (13 years old or older) adolescents. The following design was used -- each patient was randomly assigned to one of the Tx conditions (and all completed the assigned treatment). In-patient w/ Out-patient w/ Out-patient w/ Drug Tx Drug Tx Social & Drug Tx
61.2 52.5 70.
a. Based on the purpose of the study, what set of simple effects would you suggest I use to explore the pattern of the interaction? Explain your answer? b. What effects in this study can be causally interpreted? Briefly explain you answer? Evaluate each of the following research hypotheses: There will be a main effect of age -- those who start treatment earlier will do better There will be a main effect of Treatment -- in-patient and out-patient drug treatments are equal, and out-patients treated with the combination of drug ad social treatment will do better than both (LSDMMD = 11.0) There will be no interaction -- The patterns of success and failure among the treatments is the same for younger and older patients (LSDMMD = 7.0)
70.2 55.2 70.
52.2 49.8 70.
< 13 yrs
13+ yrs
Tests of Between-Subjects Effects Dependent Variable: social adjustment 2986.667a^5 597.333 15.167. 115568.133 1 115568.133 2934.443. 1228.800 1 1228.800 31.201. 1136.267 2 568.133 14.426. 621.600 2 310.800 7.892. 945.200 24 39. 119500.000 30 3931.867 29 Source Corrected Model Intercept AGE TX AGE * TX Error Total Corrected Total Type III Sum of Squares df Mean Square F Sig. a. R Squared = .760 (Adjusted R Squared = .710)
5. In previous research I’ve shown that turtles prefer familiar to unfamiliar food. The DV in that study was the number
of bites or feeding attempts they make toward the food. However, I didn’t consider that the unfamiliar food was
different in two ways from the familiar food – smell and texture. In a second study I experimentally dissociated the two.
In follow-up research (same DV), I wanted to examine the patterns of increased and decreased feeding behavior as caused by these different aspects of the target food when they were applied to painted versus snapping turtles. Animals were assigned to food conditions based on their previous eating behavior. Those who had been fed the target food previously were assigned to the familiar food condition, those who had been eating a similarly textured food were assigned to the unfamiliar smell condition, and all other turtles were assigned to the unfamiliar texture condition. Familiar food Unfamiliar Texture Unfamiliar Smell
c. Based on the purpose of the study, what set of simple effects would you suggest I use to explore the pattern of the interaction? Explain your answer? d. What effects in this study can be causally interpreted? Briefly explain your answer? Evaluate each of the following research There will be a main effect of species -- snapping turtles make more feeding attempts than painted turtles. F(1, 124) = 3.23, p=.048. There will be a main effect of Food Type -- both unfamiliar textures and unfamiliar smells will lead to a decreased number of feeding behaviors. (LSDMMD = 6.0) There will be an interaction -- while both unfamilar textures and unfamiliar smells will leads to a decreased number of feeding attempts for both species, this effect is larger for painted turtles (LSDMMD = 9.0)