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Friedman Test For Med and Maed

This document provides information and steps to conduct a Friedman test to compare scores from learners taught using three different instructional methods: synchronous, asynchronous, and modular instruction. It includes the scores from 12 learners, the null hypothesis that there are no differences between the methods, and the steps to conduct the Friedman test which includes ranking the scores and calculating the sum of ranks for each method. It then provides a similar example involving 15 learners taught using lecture, individualized instruction, and modular instruction and poses questions to test for differences between the methods using the appropriate statistical tool.

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Jun Dl Crz
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172 views2 pages

Friedman Test For Med and Maed

This document provides information and steps to conduct a Friedman test to compare scores from learners taught using three different instructional methods: synchronous, asynchronous, and modular instruction. It includes the scores from 12 learners, the null hypothesis that there are no differences between the methods, and the steps to conduct the Friedman test which includes ranking the scores and calculating the sum of ranks for each method. It then provides a similar example involving 15 learners taught using lecture, individualized instruction, and modular instruction and poses questions to test for differences between the methods using the appropriate statistical tool.

Uploaded by

Jun Dl Crz
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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FRIEDMAN TEST FOR MED AND MAED

Situation:
Twelve (12) Grade 10 learners were taught by three different instructional delivery
modes namely: synchronous, asynchronous and modular instruction. The subject-
cases were chosen at random in such a way that they were matched according to age
and mental ability. Their scores in a 200-item test in Mathematics are as follows:

Learner Synchronous Asynchronous Modular Instruction


1 145 134 140
2 130 125 131
3 150 95 120
4 120 132 111
5 121 110 123
6 129 121 119
7 131 125 134
8 151 126 129
9 89 102 110
10 159 60 108
11 125 95 143
12 126 121 112

Null-hypothesis
1. The three methods of instruction do not have differential effects, or
2. There are no significant differences between and among the scores of the
learners exposed under three different instructional methods.

Statistical tool :Since there are more than two (2) related samples (k=3). The data can
be measured along an ordinal scale. The Friedman test can be used:

Steps:
1. Rank the scores in each row from 1 to k=3. In cases of tied observations, the
average of the tied ranks is used for all such observations
2. Determine the sum of ranks Cj in each column (C1 = 29. C2 = 17, C3 = 26)
3. Refer to the attached and pictured sheet)
Activity:

Through random sampling 15 Grade 8 learners were exposed under three different
teaching methods namely: lecture method, individualized instructional method and
modular instructional method. At the end of school year, the subject-cases were given
a 50-item test in abstract reasoning. The scores are as follows:
Learner Lecture Method Individualized Modular
Instructional Instructional;
Method Method
1 14 35 14
2 23 43 19
3 26 45 22
4 38 49 27
5 27 43 20
6 32 39 18
7 15 42 19
8 23 43 22
9 25 39 19
10 27 39 20
11 22 41 19
12 20 38 18
13 29 50 21
14 20 43 18
15 29 38 21
Questions:
1. What group performed better?
2. Is there a significant difference between the learners’ scores under each of the
three instructional methods:
3. State your null-hypothesis and test it at the 0.05 level using appropriate
statistical tool
4. Present your data in tabular form. Have a brief discussion of your finding that
includes the testing of your hypothesis
5. Draw a conclusion from your finding and offer at least 2 recommendations

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