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The authors performed a Monte Carlo simulation to empirically investigate the robustness and power of 4 methods in testing mean differences for 2 independent groups under conditions in which 2 populations may not demonstrate the same pattern of nonnormality. The approaches considered were the t test, Wilcoxon rank-sum test, Welch-James test with trimmed means and Winsorized variances, and a nonparametric bootstrap test. Results showed that the Wilcoxon rank-sum test and Welch-James test with trimmed means and Winsorized variances were not robust in terms of type I error control when the 2 populations showed different patterns of nonnormality. The nonparametric bootstrap test provided power advantages over the t test. The authors discuss other results from the simulation study and provide recommendations. 相似文献
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Educational analysts studying achievement and other educational outcomes frequently encounter an association between initial status and growth, which has important implications for the analysis of covariate effects, including group differences in growth. As explicated by Allison (1990), where only two time points of data are available, identifying a preferred model can be difficult or impossible. In this paper we extend Allison's inquiry by considering multiple sources of the association between initial status and growth simultaneously, including measurement error but also intrinsic associations between initial status and growth. We illustrate the potential trade-offs between the change-score model specifications (models without a control for initial status) and regressor-variable specifications (with a control for initial status) using simulated data. 相似文献
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以中国高新区科技人才为研究对象,通过因子分析法挖掘的工作自身、人际关系和外部激励满意度及总体满意度作为多维研究变量,通过多变量方差分析法,对不同个体差异特质因素下多维研究变量差异显著性与否的相互关系和规律作用进行了研究.结果显示,在不同个体差异因素影响下,分项满意度差异性呈现不同的显著程度和分布特点,对总体满意度差异性起到加强或削弱作用.由此,探讨了在科技人才满意度的分析中此规律作用的发生根源和对策建议. 相似文献
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Kristiina Holm Petri Nokelainen Kirsi Tirri 《British Journal of Religious Education》2014,36(3):315-331
The aim of this study was to assess the self-evaluations of Finnish secondary school students’ (N?=?549) interreligious sensitivity. The data were collected from 12–16-year-old young people with a 15-item Interreligious Sensitivity Scale Questionnaire (IRRSSQ). The IRRSSQ is based on Abu-Nimer’s Developmental Model of Interreligious Sensitivity, which is based on the Developmental Model of Interreligious Sensitivity by Bennett. The IRRSS measures the orientations towards religious differences in five categories: Denial, Defence, Minimisation, Acceptance and Adaptation, of which the first three are religiocentric orientations and the last two religiorelative. Three research questions were examined: Are there any differences in the interreligious sensitivity between (1) girls and boys, (2) students who study religious education and (religion-free) ethics education in school, and (3) students who differ in academic achievement, measured with the grade point average (GPA)? The results showed that the girls assessed their interreligious sensitivity higher than did the boys. Further, no statistically significant differences were found between the students attending religious education in school and the students attending ethics education. However, the low GPA scores were related to a religiocentric framework and the high GPA scores to a religiorelative framework. 相似文献
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W. Holmes Finch 《Journal of Experimental Education》2016,84(2):356-372
Multivariate analysis of variance (MANOVA) is widely used in educational research to compare means on multiple dependent variables across groups. Researchers faced with the problem of missing data often use multiple imputation of values in place of the missing observations. This study compares the performance of 2 methods for combining p values in the context of a MANOVA, with the typical default for dealing with missing data: listwise deletion. When data are missing at random, the new methods maintained the nominal Type I error rate and had power comparable to the complete data condition. When 40% of the data were missing completely at random, the Type I error rates for the new methods were inflated, but not for lower percents. 相似文献
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Robert A. Cribbie 《Structural equation modeling》2013,20(1):98-112
AbstractResearchers conducting structural equation modeling analyses rarely, if ever, control for the inflated probability of Type I errors when evaluating the statistical significance of multiple parameters in a model. In this study, the Type I error control, power and true model rates of famsilywise and false discovery rate controlling procedures were compared with rates when no multiplicity control was imposed. The results indicate that Type I error rates become severely inflated with no multiplicity control, but also that familywise error controlling procedures were extremely conservative and had very little power for detecting true relations. False discovery rate controlling procedures provided a compromise between no multiplicity control and strict familywise error control and with large sample sizes provided a high probability of making correct inferences regarding all the parameters in the model. 相似文献
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Robert E. Sanders 《Communication quarterly》2013,61(3):209-217
Interactants do not typically perceive the high ambiguity of utterances that is collectively predicted by semantic and pragmatic theories. This indicates the existence of a shared procedure for selecting best interpretations from multiple alternatives. This procedure is specified and partially formalized, with indications of its mediating role in the effect of psycho‐social variables on message formation and interpretation. 相似文献
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Using concept maps to assess change in teachers’ understandings of algebra: a respectful approach 总被引：1，自引：0，他引：1
Sarah Hough Nancy O&#;Rode Nancy Terman Julian Weissglass 《Journal of Mathematics Teacher Education》2007,10(1):23-41
The purpose of this study was to explore teachers’ growth in understanding of algebra using concept maps. The study was set
in the context of a five-year National Science Foundation funded teacher retention and renewal professional development project.
In this project both beginning and experienced teachers are supported as they increase their understanding about mathematics,
their ability to implement effective mathematics practices in their classrooms, and their knowledge of working with English
Learners. Results indicate that teachers’ algebraic knowledge structures became more complex and connected as a result of
their professional development. In addition, they were able to adapt their knowledge networks to incorporate important aspects
of algebra into them. Concept maps are recommended to other leaders of mathematics professional development as a means of
assessing change. 相似文献
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Journal of Science Education and Technology - 相似文献
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The main purpose of this study is to analyze whether a digital divide exists among European Union (EU) members, new members, and candidate countries. Beyond this, the second goal is to find out if a digital divide has a significant association with the process of becoming an EU member. First, member, new member, and candidate countries are classified into three groups, and MANOVA (Multivariate Analysis of Variance) is applied to determine differences among these groups in terms of Information Society levels. Then, Information Society variables are analyzed using Discriminant Analysis. According to the results of the research, there is a significant level of digital divide in the EU and a certain information society level currently is not associated with EU membership. The EU must address the digital divide among member countries if they are to become a close-knit community, and to continue to be one of the most competitive economic powers in the world. Finaly, the EU might consider using information society level as an objective criteria along with other objective and subjective criteria currently being used as EU membership criteria. 相似文献
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