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Natural Forces: How to Significantly Increase Student Achievement in the ...
Limited preview - 2001
The purpose of the study
ANALYSIS OF DATA
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achieving achieving achieving addition and multiplication analysis of covariance anxiety in test anxiety scale anxious pupils assessments attitude scale attitude to teacher Blame/Praise FIG blamed groups ciation ciation ciation classes comparisons control groups corrected by analysis corrected mean values covariance and significance differences were found different experimental groups different incentive groups effects of praise experi F-ratios final mean values groups of pupils groups with low High anxiety high level Hurlock Hypothesis improvement in achievement influenced Initial mean values last test sessions level of anxiety low appreciation low level low-achieving and high-achieving low-achieving pupils mathematical tests mechanical tests ment motivation multiplication tests number of errors number of items performance praise and blame Praise/Blame praised groups praised or blamed PROBLEM TESTS ADDITION re-test repeated blame self-assessments significance testing significant differences stimulating STOCKHOLM STUDIES teacher's blame teacher's praise test items test situations TESTS ADDITION MULTIPLICATION Three groups values and final various incentive groups