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One-way correlated / repeated measures Analysis of Variance (ANOVA) (Dr See Kin Hai)
1. Same sample performing under different conditions (eliminate systematic bias) over time to detect differences in the dependent variable (scores) 2. The participants are measured more than once thus the individual differences can be identified and adjusted in this analysis. 3. Individual differences (within subject error) is removed Assumptions: Same as 1-Way Unrelated/Uncorrelated ANOVA (see L 48). Example The same 20 Year 7 students from a school were given 3 types of treatment in their Mathematics class. They were the Control (taught with normal traditional teaching method), and 3 weeks later Method 2 then after another 3 weeks Method 3. At the end of each treatment the students were given an alternate form of test and the marks are shown in the table below. You are to determine whether treatments have any significant effect on their mathematics test scores.

How to run one-way correlated ANOVA 1. Select [Analyze] then [General Linear Model] and [Repeated Measures] to open the dialogue box.

2 Type [3] into the [Number of levels] then selects [Add] and [Define]

Move [Control], [Method2] and [Method3] into this box, then select [Options] to open the sub-dialogue box below

Select [Descriptive Stat], [Estimates of effect size] and [Observed power] then [Continue] and [OK]

How to interpret the output

3 This table gives the Mean, SD and the number of students involved for each off the treatment.

As Mauchly Test of Sphericity is not significant at p > 0.05, sphericity is assumed and you do not need to adjust your significance level for this analysis.

The effect size is large as Eta Square

Consists of similar analyses with different tests, used when Mauchly Test is significant only

P < 0.001 for the F ratio = 73.562 when sphericity is assumed. F = 10365.950/140.915 = 73.562 and is significant. Thus, you can conclude that there is a sig difference in the mean scores for the 3 treatments. To see which of the Means 40.15(C), 85.52 (M2) and 59.3 (M3) are sig higher use 1-Way = 0.795 and Observed power is > 0.90. Multiple comparison tests

Reporting the output A one-way correlated NOVA showed that different methods of teaching have significantly affected thee students mathematics mean scores.

4 The means for the Control method was 40.2, for Method 2 was 85.5 and Method 3 was 59.3. You need to run a 1-Way multiple comparison tests to see which of the 3 methods is the most favoured by the students. COURSEWORK Three different methods of teaching were given to the same 20 pupils from a Primary school to help them in their English spelling skill. You wish to determine whether the methods of teaching influence pupils spelling skill. The Data View and Variable views are given below.