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Hypothesis Testing in Education Research

This document summarizes two research studies that used hypothesis testing. The first study tested whether there was a difference in oral reading fluency growth between English language learner (ELL) and non-ELL students. The null hypothesis that there was no difference was rejected based on p-values less than 0.05. The second study tested whether the proportion of newborn boys was greater than 0.5 based on a sample. The null hypothesis that the proportion was equal to 0.5 was rejected based on a z-score and p-value less than 0.05, indicating the proportion of boys was statistically higher.

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Vince Nixau Padel
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7 views4 pages

Hypothesis Testing in Education Research

This document summarizes two research studies that used hypothesis testing. The first study tested whether there was a difference in oral reading fluency growth between English language learner (ELL) and non-ELL students. The null hypothesis that there was no difference was rejected based on p-values less than 0.05. The second study tested whether the proportion of newborn boys was greater than 0.5 based on a sample. The null hypothesis that the proportion was equal to 0.5 was rejected based on a z-score and p-value less than 0.05, indicating the proportion of boys was statistically higher.

Uploaded by

Vince Nixau Padel
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

Vince Nixau A.

Padel April 30, 2021


E1A4 MATH 89
Hypothesis Testing

Article 1: A quantitative causal-comparative nonexperimental research study of


english language learner and non-english language learner students’ oral reading
fluency growth
1. Null/Alternative Hypothesis
𝐻𝑜 : 𝜇
= 𝑇ℎ𝑒𝑟𝑒 𝑖𝑠 𝑛𝑜 𝑠𝑖𝑔𝑛𝑖𝑓𝑖𝑐𝑎𝑛𝑡 𝑑𝑖𝑓𝑓𝑒𝑟𝑒𝑛𝑐𝑒 𝑏𝑒𝑡𝑤𝑒𝑒𝑛 𝐸𝐿𝐿 𝑎𝑛𝑑 𝑁𝑜𝑛
− 𝐸𝐿𝐿 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠 𝑖𝑛 𝐺𝑟𝑎𝑑𝑒𝑠 𝑖𝑛 𝑜𝑟𝑎𝑙 𝑟𝑒𝑎𝑑𝑖𝑛𝑔 𝑓𝑙𝑢𝑒𝑛𝑐𝑦
− 𝑐𝑜𝑟𝑟𝑒𝑐𝑡 𝑤𝑜𝑟𝑑𝑠 𝑝𝑒𝑟 𝑚𝑖𝑛𝑢𝑡𝑒 𝑎𝑠 𝑚𝑒𝑎𝑠𝑢𝑟𝑒𝑑 𝑏𝑦 𝑏𝑒𝑔𝑖𝑛𝑛𝑖𝑛𝑔 𝑏𝑒𝑛𝑐ℎ𝑚𝑎𝑟𝑘 𝑤𝑖𝑡ℎ 𝐷𝐼𝐵𝐸𝐿𝑆 𝑁𝑒𝑥𝑡
𝐻𝐴 : 𝜇
= 𝑇ℎ𝑒𝑟𝑒 𝑖𝑠 𝑎 𝑠𝑖𝑔𝑛𝑖𝑓𝑖𝑐𝑎𝑛𝑡 𝑑𝑖𝑓𝑓𝑒𝑟𝑒𝑛𝑐𝑒 𝑏𝑒𝑡𝑤𝑒𝑒𝑛 𝐸𝐿𝐿 𝑎𝑛𝑑 𝑁𝑜𝑛
− 𝐸𝐿𝐿 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠 𝑖𝑛 𝐺𝑟𝑎𝑑𝑒𝑠 𝑖𝑛 𝑜𝑟𝑎𝑙 𝑟𝑒𝑎𝑑𝑖𝑛𝑔 𝑓𝑙𝑢𝑒𝑛𝑐𝑦
− 𝑐𝑜𝑟𝑟𝑒𝑐𝑡 𝑤𝑜𝑟𝑑𝑠 𝑝𝑒𝑟 𝑚𝑖𝑛𝑢𝑡𝑒 𝑎𝑠 𝑚𝑒𝑎𝑠𝑢𝑟𝑒𝑑 𝑏𝑦 𝑏𝑒𝑔𝑖𝑛𝑛𝑖𝑛𝑔 𝑏𝑒𝑛𝑐ℎ𝑚𝑎𝑟𝑘 𝑤𝑖𝑡ℎ 𝐷𝐼𝐵𝐸𝐿𝑆 𝑁𝑒𝑥𝑡
𝐻𝑜 : 𝜇
= 𝑇ℎ𝑒𝑟𝑒 𝑖𝑠 𝑛𝑜 𝑠𝑖𝑔𝑛𝑖𝑓𝑖𝑐𝑎𝑛𝑡 𝑑𝑖𝑓𝑓𝑒𝑟𝑒𝑛𝑐𝑒 𝑏𝑒𝑡𝑤𝑒𝑒𝑛 𝐸𝐿𝐿 𝑎𝑛𝑑 𝑁𝑜𝑛
− 𝐸𝐿𝐿 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠 𝑖𝑛 𝐺𝑟𝑎𝑑𝑒𝑠 𝑖𝑛 𝑜𝑟𝑎𝑙 𝑟𝑒𝑎𝑑𝑖𝑛𝑔 𝑓𝑙𝑢𝑒𝑛𝑐𝑦
− 𝑐𝑜𝑟𝑟𝑒𝑐𝑡 𝑤𝑜𝑟𝑑𝑠 𝑝𝑒𝑟 𝑚𝑖𝑛𝑢𝑡𝑒 𝑎𝑠 𝑚𝑒𝑎𝑠𝑢𝑟𝑒𝑑 𝑏𝑦 𝑒𝑛𝑑 𝑏𝑒𝑛𝑐ℎ𝑚𝑎𝑟𝑘 𝑤𝑖𝑡ℎ 𝐷𝐼𝐵𝐸𝐿𝑆 𝑁𝑒𝑥𝑡
𝐻𝐴 : 𝜇
= 𝑇ℎ𝑒𝑟𝑒 𝑖𝑠 𝑎 𝑠𝑖𝑔𝑛𝑖𝑓𝑖𝑐𝑎𝑛𝑡 𝑑𝑖𝑓𝑓𝑒𝑟𝑒𝑛𝑐𝑒 𝑏𝑒𝑡𝑤𝑒𝑒𝑛 𝐸𝐿𝐿 𝑎𝑛𝑑 𝑁𝑜𝑛
− 𝐸𝐿𝐿 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠 𝑖𝑛 𝐺𝑟𝑎𝑑𝑒𝑠 𝑖𝑛 𝑜𝑟𝑎𝑙 𝑟𝑒𝑎𝑑𝑖𝑛𝑔 𝑓𝑙𝑢𝑒𝑛𝑐𝑦
− 𝑐𝑜𝑟𝑟𝑒𝑐𝑡 𝑤𝑜𝑟𝑑𝑠 𝑝𝑒𝑟 𝑚𝑖𝑛𝑢𝑡𝑒 𝑎𝑠 𝑚𝑒𝑎𝑠𝑢𝑟𝑒𝑑 𝑏𝑦 𝑒𝑛𝑑 𝑏𝑒𝑛𝑐ℎ𝑚𝑎𝑟𝑘 𝑤𝑖𝑡ℎ 𝐷𝐼𝐵𝐸𝐿𝑆 𝑁𝑒𝑥𝑡

2. Significance Level: 95%


3. Data:
ELL Non ELL
Measure
Mean SD N Mean SD N
WCPM-B 38.70 25.57 54 83.96 40.49 53
WCPM-E 75.09 32.48 54 127.42 37.28 53
4. Calculate P-value

5. Decide:
P- values are 0.001<0.05- for the 1st Hypothesis
0.001<0.05 for the 2nd Hypothesis

6. Conclusion:
There is a significant difference between ELL and Non-ELL students in Grades in
oral reading fluency-correct words per minute as measured by both beginning and
end benchmark with DIBELS Next. So Null hypothesis must be rejected.

Article 2:
Situation: Newborn babies are more likely to be boys than girls. A random sample
found 13,173 boys were born among 25,468 newborn children. The sample
proportion of boys was 0.5172.
1. Null/Alternative Hypothesis
𝐻𝑜 : 𝑝 = 0.5
𝐻𝐴 : 𝑝 > 0.5
2. Significance Level: 95%
3. Data
N Proportion
Boys 13,173
0.5172
Girls 25,468
4. Calculate P value:
0.5172 − 0.5
𝑧= = 5.49
√ 0.5(1 − 0.5)
25468
5. Decide

p-value is smaller than 0.05


6. Conclusion:
we can reject the null hypothesis. There is sufficient evidence to conclude
boys are more common than girls in the entire population at the level.
References:
O'Loughlin, T. A. (2017). A quantitative causal-comparative nonexperimental
research study of english language learner and non-english language
learner students' oral reading fluency growth (Order No. 10591266).
Available from Education Database. (1889950237). Retrieved from
[Link]
comparative-nonexperimental/docview/1889950237/se-
2?accountid=31223
S.6 test of proportion. (n.d.). Retrieved April 27, 2021, from
[Link]

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