Sample Questions of Language Teaching Methodology
Lab Activity 3
ACTIVITY 1 http://math.colgate.edu/math102/dschult/examples/ANOVA/anovanc.html A researcher would like to find out whether a man's nickname affects his cholesterol reading (though it is not clear why she believes it should). She records the cholesterol readings of 23 men nicknamed Sam, 24 men nicknamed Lou and 19 men nicknamed Mac; her data appears in the table to the right. She wants to know whether the differences in the average readings are significant; i.e., whether the average reading of all men nicknamed Sam is different from the average reading of all Lous or whether these averages differ from the average reading of all Macs.
|Sam |Lou |Mac |
|364 |260 |156 |
|245 |204 |438 |
|284 |221 |272 |
|172 |285 |345 |
|198 |308 |198 |
|239 |262 |137 |
|259 |196 |166 |
|188 |299 |236 |
|256 |316 |168 |
|263 |216 |269 |
|329 |155 |296 |
|136 |212 |236 |
|272 |201 |275 |
|245 |175 |269 |
|209 |241 |142 |
|298 |233 |184 |
|342 |279 |301 |
|217 |368 |262 |
|358 |413 |258 |
|412 |240 | |
|382 |243 | |
|593 |325 | |
|261 |156 | |
| |280 | |
ACTIVITY 2
http://www.webster.edu/~woolflm/correlation.html
It is assumed that achievement test scores should be correlated with student's classroom performance. One would expect that students who consistently perform well in the classroom (tests, quizes, etc.) would also perform well on a standardized achievement test (0 - 100 with 100 indicating high achievement). A teacher decides to examine this hypothesis. At the end of the academic year, she computes a correlation between the students achievement test scores (she purposefully did not look at this data until after she submitted students
ACTIVITY 1 http://math.colgate.edu/math102/dschult/examples/ANOVA/anovanc.html A researcher would like to find out whether a man's nickname affects his cholesterol reading (though it is not clear why she believes it should). She records the cholesterol readings of 23 men nicknamed Sam, 24 men nicknamed Lou and 19 men nicknamed Mac; her data appears in the table to the right. She wants to know whether the differences in the average readings are significant; i.e., whether the average reading of all men nicknamed Sam is different from the average reading of all Lous or whether these averages differ from the average reading of all Macs.
|Sam |Lou |Mac |
|364 |260 |156 |
|245 |204 |438 |
|284 |221 |272 |
|172 |285 |345 |
|198 |308 |198 |
|239 |262 |137 |
|259 |196 |166 |
|188 |299 |236 |
|256 |316 |168 |
|263 |216 |269 |
|329 |155 |296 |
|136 |212 |236 |
|272 |201 |275 |
|245 |175 |269 |
|209 |241 |142 |
|298 |233 |184 |
|342 |279 |301 |
|217 |368 |262 |
|358 |413 |258 |
|412 |240 | |
|382 |243 | |
|593 |325 | |
|261 |156 | |
| |280 | |
ACTIVITY 2
http://www.webster.edu/~woolflm/correlation.html
It is assumed that achievement test scores should be correlated with student's classroom performance. One would expect that students who consistently perform well in the classroom (tests, quizes, etc.) would also perform well on a standardized achievement test (0 - 100 with 100 indicating high achievement). A teacher decides to examine this hypothesis. At the end of the academic year, she computes a correlation between the students achievement test scores (she purposefully did not look at this data until after she submitted students