The goal of this study was to examine how different statistical indices lead to different decisions on the effectiveness of an intervention. Specifically, the author examined 5 students in Grades 3 through 9 who experienced reading difficulties. This study was intended to answer the question: do statistical metrics lead to different decisions about intervention effectiveness within BEA of reading? The hypothesis was that different statistical indices lead to different decisions about which interventions to implement.
The present study provided information on how statistical metrics could be interpreted and the extent to which each indices accurately identifies the most and least effective intervention. Effect size, and change in mean all accurately identified the most, second most and least effective intervention. However, Effect size more clearly differentiates between the three interventions.
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||MAI 49/01M, Masters Abstracts International|
|Subjects:||Educational psychology, Quantitative psychology|
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