"> (Answered) The p-value was slightly above conventional threshold, but was described as "rapidly approaching significance" (i., p =. - Tutorials Prime

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(Answered) The p-value was slightly above conventional threshold, but was described as "rapidly approaching significance" (i., p =.


The p-value was slightly above conventional threshold, but was described as "rapidly approaching significance" (i., p =.


The p-value was slightly above conventional threshold, but was described as “rapidly approaching significance” (i.e., p =.06). An independent samples t test was used to determine whether student satisfaction levels in a quantitative reasoning course differed between the traditional classroom and on-line environments. The samples consisted of students in four face-to-face classes at a traditional state university (n = 65) and four online classes offered at the same university (n = 69). Students reported their level of satisfaction on a five- point scale, with higher values indicating higher levels of satisfaction. Since the study was exploratory in nature, levels of significance were relaxed to the .10 level. The test was significant t(132) = 1.8, p = .074, wherein students in the face-to-face class reported lower levels of satisfaction (M = 3.39, SD = 1.8) than did those in the online sections (M = 3.89, SD = 1.4). We therefore conclude that on average, students in online quantitative reasoning classes have higher levels of satisfaction. The results of this study are significant because they provide educators with evidence of what medium works better in producing quantitatively knowledgeable practitioners. 

 


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