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Exam Performance Factors Analysis: Timer and Content Effects

Explore the impact of countdown timer presence and exam content type on student performance. Uncover significant main effects and interactions in a comprehensive factorial design analysis. Interpret statistical outcomes to analyze the effectiveness of timer presence and content type on exam scores.

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Exam Performance Factors Analysis: Timer and Content Effects

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  1. Chapter 5Factorial Designs

  2. Factorial Essentials • Factorial design = more than one IV • IVs referred to as “factors” • Identifying factorial designs • Notation system • Digits represent IVs • Numerical values of digits represent the # of levels of each IV • 2x3 factorial (say: “two by three”) • 2 IVs, one with 2 levels, one with 3 = 6 total conditions • 2x4x4 factorial • 3 IVs, with 2, 4, and 4 levels = 32 total conditions

  3. Factorial Essentials • Identifying factorial designs • Factorial matrix • 2x2 (two levels each of type of exam and presence of timer) Presence of Timer Timer No Timer Math Verbal Exam Type

  4. This is a 2x3 design. Presence of Timer Presence of Timer Timer No Timer ½ Timer Timer No Timer Math Verbal Music Math Verbal This is a 3x2 design. Exam Type Exam Type

  5. I am interested to see whether performance on an exam is affected by projecting a countdown timer on the board during the test. Overall, is there an effect of presence of timer?

  6. I am interested to see whether performance on an exam is affected by projecting a countdown timer on the board during the test. Overall, is there an effect of presence of timer?

  7. I am interested to see whether performance on an exam is affected by projecting a countdown timer on the board during the test. I also believe that the type of content on the exam affects exam score. 6.5 3.5 5 5 Overall, is there an effect of presence of timer? Overall, is there an effect of content type?

  8. I am interested to see whether performance on an exam is affected by projecting a countdown timer on the board during the test. I also believe that the type of content on the exam affects exam score. 5 5 7 3 Overall, is there an effect of presence of timer? Overall, is there an effect of content type?

  9. I am interested to see whether performance on an exam is affected by projecting a countdown timer on the board during the test. I also believe that the type of content on the exam affects exam score. 5 7.5 7.5 5 Overall, is there an effect of presence of timer? Overall, is there an effect of content type?

  10. I am interested to see whether performance on an exam is affected by projecting a countdown timer on the board during the test. I also believe that the type of content on the exam affects exam score. 5 5 5 5 Overall, is there an effect of presence of timer? Overall, is there an effect of content type?

  11. I am interested to see whether performance on an exam is affected by projecting a countdown timer on the board during the test. I also believe that the type of content on the exam affects exam score. Main effect of presence of timer.

  12. I am interested to see whether performance on an exam is affected by projecting a countdown timer on the board during the test. I also believe that the type of content on the exam affects exam score. Main effect of presence of timer. Main effect of content type.

  13. I am interested to see whether performance on an exam is affected by projecting a countdown timer on the board during the test. I also believe that the type of content on the exam affects exam score. Main effect of content type.

  14. I am interested to see whether performance on an exam is affected by projecting a countdown timer on the board during the test. I also believe that the type of content on the exam affects exam score. Main effect of presence of timer. Interaction effect.

  15. I am interested to see whether performance on an exam is affected by projecting a countdown timer on the board during the test. I also believe that the type of content on the exam affects exam score. Interaction effect.

  16. I am interested to see whether performance on an exam is affected by projecting a countdown timer on the board during the test. I also believe that the type of content on the exam affects exam score. Main effect of content type. Interaction effect.

  17. Definition—Main Effects and Interactions • Main Effect • Overall effect of individual factors (IVs) • Interactions • When the effect of one factor (IV) depends on the level of the other factor(IV) • For every 2-way ANOVA you conduct, you will always report TWO main effects and ONE interaction • A) Main effect of IV1 • B) Main effect of IV2 • C) Interaction Effect

  18. Reporting Results—Main Effects and Interactions • You must indicate which effects were significant and which were not. • Must include statement of statistical test in proper reporting format: • Test Letter (df)=Value, p decision • Must include a statement (in words) explaining the effect. There is a significant main effect of presence of timer: F(1, 24) = 8.2, p<.05.Students taking an exam with a timer scored higher (M=8, SD=2) than students taking the exam without a timer (M=2, SD=2).

  19. Reporting Results—Main Effects and Interactions • You must indicate which effects were significant and which were not. • Must include statement of statistical test in proper reporting format: • Test Letter (df)=Value, p decision • Must include a statement (in words) explaining the effect. There is no significant main effect of exam type: F(1, 24) = 1.2, p=NS.Students taking an exam with a timer scored similarly (M=5, SD=2) to students taking the exam without a timer (M=5, SD=2).

  20. Reporting Results—Main Effects and Interactions • You must indicate which effects were significant and which were not. • Must include statement of statistical test in proper reporting format: • Test Letter (df)=Value, p decision • Must include a statement (in words) explaining the effect. There is a significant interaction effect of between exam type and presence of timer:F(1, 24) = 6.2, p<.05. Presence of timer improved performance for students taking the Math test, but did not have any effect on students taking the Verbal test.

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