| Column1 | ||
| Mean | 216.8470093 | |
| Standard Error | 1.003809319 | |
| Median | 217.6995421 | |
| Mode | #N/A | |
| Standard Deviation | 7.238571944 | |
| Sample Variance | 52.39692379 | |
| Kurtosis | 1.19597502 | |
| Skewness | -0.601237063 | |
| Range | 40.39407077 | |
| Minimum | 193.5975693 | |
| Maximum | 233.9916401 | |
| Sum | 11276.04449 | |
| Count | 52 | |
| Column2 | |
| Mean | -7.24326109 |
| Standard Error | 0.275208873 |
| Median | -6.992761948 |
| Mode | #N/A |
| Standard Deviation | 1.984559403 |
| Sample Variance | 3.938476024 |
| Kurtosis | 1.033376246 |
| Skewness | -0.835208051 |
| Range | 9.957366625 |
| Minimum | -13.99571467 |
| Maximum | -4.038348042 |
| Sum | -376.6495767 |
| Count | 52 |
| t-Test: Two-Sample Assuming Equal Variances | |||
| Variable 1 | Variable 2 | ||
| Mean | 216.847 | 224.0902704 | |
| Variance | 52.39692 | 42.3109447 | |
| Observations | 52 | 52 | |
| Pooled Variance | 47.35393 | ||
| Hypothesized Mean Difference | 0 | ||
| df | 102 | ||
| t Stat | -5.36714 | ||
| P(T<=t) one-tail | 2.52E-07 | ||
| t Critical one-tail | 1.65993 | ||
| P(T<=t) two-tail | 5.03E-07 | ||
| t Critical two-tail | 1.983495 | ||
Above are the results from the NAEP 4th grade scores. The top chart is the males and the middle chart is the femails. The third chart is the t-test results. My results show that the t-test results are greater than .05, so therefore, I cannot reject the null hypothesis. This activity was a little confusing. I am not very good at reading charts from Excel so I am not completely sure about what I have discovered. I believe I rejected the null hypothesis, but I am not really sure what that means. I looked over the data, but I need to become more familiar with this in order to completely appreciate what I have discovered.
In my class, students can research the various reasons for the beginning of World War I. There are many different aspects to look at and students coulds show what they are most interested in and why. My groups can be the causes of the war including, militarism, alliances, nationalism, and imperialism. I could examine the students research on an individual issue and then compare them to the other student's ideas.
I am still unsure of how I would use this in my classroom setting. I don't completely understand Excel and am not sure this would benefit me until I figured out how to use the program successfully. Until then, I think the numbers would not mean anything to me.
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