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(1-Way Analysis of covariance ANCOVA)

(DR SEE KIN HAI)

1. ANCOVA allows you to determine the effect of an Independent variable on the Dependent variable by removing the extraneous variables (covariates) that may affect the result of Dependent variable (covariates e.g. pre-test/ IQ / any extraneous variable) before comparing the dependent means therefore reducing the systematic bias. 2. To determine whether the independent variable (treatment) is indeed having an effect, the influence of covariate (pretest / extraneous variable) on the dependent variable is statistically controlled during the analysis. Thus reduces error variance due to individual differences. 3. Only suitable for between or independent groups pre-test posttest designs. PRACTICE: Differences in Primary 5 Mathematics scores (pretest) prior to the treatment affect the outcome of analysis. Here adjusting scores on dependent variable (posttest) will get rid of these pre-existing differences affecting the analysis. (a) pretest scores (before treatment) are correlated with posttest scores after treatment, (b) pretest scores differ between 3 Groups then these differences can be statistically controlled by covarying them out of the analysis

Treatment Groups 1=Experimental Group 1 2= Experimental Group 2 3=Control Group

How to run 1-way ANCOVA 1. Select [Analyze] then [General Linear Model] and [Univariate] to open the dialogue box below.

2. Move [Posttest] into [Dependent Variable], [Group] into [Fixed Factors] and [Pretest] into the [Covariates] box then select [Options] to open the sub-dialogue box below.

3. Move [Group] into the [Display Means for] box and select [Descriptive statistics], [Estimates of effect size] and [Observed power], then [Continue] and [OK]. Interpreting the output
This table gives the Posttest mean scores of the 2 treatment groups (Exp 1 and Exp 2 and Control groups) before adjusting the pretest mean scores

The means for the posttest have been adjusted for the effect of the covariate on the 3 Groups. The effect of the covariate has effectively been removed from the data

1. The adjusted mean for Expt Group 1 = 10.881 (from unadjusted 9.67), Group 2 = 2.952 (unadjusted = 3.67) and the Control Group = 3.500 (unadjusted mean=4.00)

With the removal of the effects of the covariate, there is not a statistical significant difference between the means of the 3 Groups as p = 0.099 which is > 0.05. (F ratio = 13.213/3.481 = 3.796 with p > 0.05)

Note:
Power = ability to detect an effect if there is any from 0-1 0.95 = 5% chance of failing to detect an effect 0.80 = acceptable range If power > 0.80 and you do not get a sig diff then you can reasonably conclude that here is none Measure of effect size- degree of association between the effect(main effect, interaction and linear contrast) and Dep variable. OR How much of the total variance is explained by each of the of the Indep variables, thee interaction and main effects Eta Square

= 0.0099 constitute small effect = 0.0588 median effect = 0.1379 large effect

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4 COURSEWORK 1 You wanted to know whether there is a significant difference in the mean score of Science achievement based on students gender. You had administered a Science test to a group of 15 male and 15 female students. You noticed that IQ may have contributed to their Science achievement scores, so you decide to take students IQ into consideration. So you want to covariate out IQ to make a fair comparison between the male and female students in term of their Science achievement. The results are shown in the Table below. Explain the output of the results

StudentM/F 1 2 3 4 5 6 7 8 9 10

IQ 1 1 1 1 1 2 2 2 2 2

Scores 85 80 75 95 90 95 96 85 90 85 80 82 80 90 92 98 95 90 95 90

COURSEWORK 2 In an M Ed research study, 15 students of Year 11 (Form 5) are randomly assigned to three groups using different teaching strategies. Experimental Groups Group 1 is given Treatment 1 Group 2 is given Treatment 2 Group 3 is a control group. The 15 students are given a pretest(X) then two weeks later the same test is given as posttest (Y).

5 Group 1 X1 5 8 10 6 9 1. 2. Y1 70 65 40 50 60 Group 2 X2 10 12 14 11 9 Y2 90 70 85 82 75 Group 3 X3 8 9 10 11 12 Y3 30 20 24 25 15

Do the experimental groups differ significantly from the control group in the achievement test? Which method of teaching is the most favourable / effective?

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