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Nt1310 Unit 7

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4.1 SEX-Dose sex differ will have influence on student’s score? From the histogram graphs above, we can confirm that mean in four subjects are trend to normally distributed. To test whether the mean for reading, writing, math and science is the same for males and females, an independent samples t-test tool is suitable because it can compare the means of a normally distributed interval dependent variable for two independent groups. H0: Females have no significant difference and high mean score than males in reading score H1: Females have significant difference and high mean score than males in reading score Independent Samples Test Levene's Test for Equality of Variances t-test for Equality of Means F Sig. t df Sig. …show more content…

The results indicate that there is no statistically significant difference between the mean writing score for males and females (t =0.748, p =0.501) and the mean score of females (51.7) are lower than males (52.8) The null hypothesis is …show more content…

The results indicate that there is no statistically significant difference between the mean writing score for males and females (t = 0.413, p = 0.432). The null hypothesis is accepted. H0: Females have no significant difference and high score than males in science score H1: Females have significant difference and high score than males in science score Independent Samples Test Levene's Test for Equality of Variances t-test for Equality of Means F Sig. t df Sig. (2-tailed) Mean Difference Std. Error Difference 95% Confidence Interval of the Difference Lower Upper science score Equal variances assumed 3.609 .059 1.812 198 .071 2.53352 1.39790 -.22316 5.29021 Equal variances not assumed 1.785 176.555 .076 2.53352 1.41958 -.26800 5.33505 Due to the standard deviations for the two groups are similar (10.7 and 9.0), we will use the "equal variances assumed" test. The results indicate that there is no statistically significant difference between the mean writing score for males and females (t = 1.812, p =0.059). The null hypothesis is accepted. In summary, different sex may have influence on student’s score in high school particular in writing

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The p-value for the total score t-test was 0.01179. This data shows the results were significant and did not happen by chance. In order to confirm our p-value as accurate, the t-statistic value was 2.65308 which met and exceeded the t-critical value of 2.02809. This solidifies the results as indicating a significant difference between the two sets of total scores data between the principal core students and the cohort students.

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In her essay "Does Texting Affect Writing?", Michaela Cullington presents her argument that texting does not impact formal writing written by students. She discusses the concerns presented by many people about how texting language can transfer into writing, but through the use of personal experiences and credible sources she discusses how this is not true. Her use of multiple different studies and situations help boost her argument and allow the reader to truly see how students actually do formal writing. She presents a strong argument as to why those who believe students don't have the control and knowledge to write formally, instead of with text speak, are wrong.

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It showed that students do not believe textspeak is appropriate in formal writing assignments. They recognize the difference between texting friends and writing formally and know what is appropriate in each situation. This was proven true in the student samples, in which no examples of textspeak were used" (Cullington 367). In order words, Cullington's research showed that there is little effect on writing ability from texting. She collected sample essays and found no evidence of textspeak.

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In her essay “Does Texting Affect Writing?” Michaela Cullington addresses the issue of text messaging possibly causing poor communication skills and the use of textspeak, abbreviations used during text messaging such as “LOL” and “g2g,” in students’ formal writing. Cullington argues that “texting actually has a minimal effect on student writing” (pg. 367). She addresses the opposition directly, even citing credible sources. However, she also cites credible sources with better information to support her point, and even conducts an experiment of her own.

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With greatest indication from third and fourth grade teachers who have shown evidence that these standards are being implemented more consistently through the delivery of more project based, inquiry based instruction in these classrooms. It is clear that kindergarten through second grade teachers are struggling with the implementing writing into the curriculum as reflected in principal and Instructional Coaches’ observational notes and logs. Teachers in all grades kindergarten through fourth are in considerable need of training and proper implementation of high quality literacy centers that can pinpoint specific skill deficits for students in the area of Reading Language Arts and quality centers that promote writing across the curriculum. Teachers also need to be using data more efficiently to drive their classroom instruction and create differentiated instruction for those students who are in need of

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In an attempt to produce more reliable results, researchers looked at student transcripts and eliminated student data if they were enrolled in more than one math or science course. To control for oversampling (minority groups), weights were applied during the statistical analysis that lead to unbiased estimates for the parameters. Lastly, because the study only analyzed 10th grade students in math or science courses, outcomes/results can only be applied to those groups. Maltese, Tai, and Fan found a lack of a consistent significant relationship between the time spent on homework and the final course grades. However, they did find a relationship between time spent on homework and scores on standardized tests.

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(Finch et al. 5). The trend that diffrent races and sexs are effected by education diffrent was noted all around. Whites and males gain higher scores per education than females and blacks on the AFQT scores, with “differential improvement in test scores with each additional year of education that works against women” (Finch et al.

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This data also shows that 44% of Caucasian 8th graders tested proficient in reading, while 21% of Hispanic students, and only 16% of African American students tested proficient

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The U.S. is one of the biggest countries that host a large number of students from all over the world. Through the years the American colleges and universities are attracting the student from different nations. Students come overseas to obtain the degree that wanted. Talking, reading and writing in English are the biggest purpose of coming to the United States. Statics show that non-native students facing difficulties to write in a formal way, and that’s the most issues that’s facing the students.

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The male reading performance mean scores for PISA were chosen as the dependent variable. Figure 1.1 The results of the multiple regression analysis showed

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While some research linked PSTM to L2 reading ability (e.g., Dufva and Voeten, 1999; Service, 1992), some others found no relationship between PSTM and L2 reading ability (e.g., Hummel, 2009; Harrington & Sawyer, 1992; Kormos & Sáfár, 2008). These studies were also different in terms of the methodology and the proficiency level of the participants used. These differences in the research findings, methodology, and proficiency level pointed to the need to examine the relationship between PSTM and L2 reading ability. More specifically, prior studies used different methodologies to see if there was any relationship between PSTM and L2 reading ability. Moreover, all these studies focused on just one proficiency level, and none of them examined this potential relationship across proficiency levels.

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With so many schools in the United States requiring students to demonstrate writing skills to graduate high school, it is crucial that educators take initiative to instill these skills for the success of their students. Strong writers possess qualities that are necessary for the writing process, such as attention, memory and self-monitoring. For a students with ADHD, it is much more difficult to acquire these abilities to become strong writers. According to Jacobson and Reid (2010), “95% of students with disabilities were at or below the basic level for writing performance” (p. 157).

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Results Statical test ofT-test and pearson were used to analyse the data as well as paramentric means Girls report higher levels of anxiety however it was only small change There is a positive relationship between Sc and interest thouse who perceived themselved to be good were more interested Negative relationship between SC and text anxiety however interest had no given impact on test

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Conquering math anxiety for girls Introduction Millions of girls at schools and universities are terrified of math. They try to avoid math subjects as long as possible and then, they choose majors that require little or no math. Research has shown that high level of anxiety in students causes unacceptable performance in the subject. Invariably, it is believed that math has usually been students' biggest problem in schools. However, a research by University of Missouri, the University of California-Irvine and the University of Glasgow in Scotland concluded that, the level of math anxiety in girls differences boys.

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Gender has significant influence on academic achievement of secondary school adolescent students. Tautnar (2004) showed that males out performed

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