The Association Between Testing Strategies and Performance in College Algebra, Attitude Towards Mathematics, and Attrition Rate Page: 83
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independent samples was significant at the .05 probability
level. Multiple comparisons done in the analysis of
hypothesis 2(c) showed that for the pairwise comparison,
Homework class versus Quiz class, the experimental
Chi-square was 1.13. Upon comparison with the critical
Chi-square of 7.82, the Homework class attrition rate was
not significantly different from the Quiz class attrition
rate at the .05 probability level (see Table XIII).
Hypothesis 3(c) was accepted at the .05 level. There was
no significant difference in attrition rate between the
Quiz class and the Homework class at the .05 level.
Hypothesis 4 stated: There is no significant
(a) in performance in college algebra,
(b) in posttest attitude towards mathematics, and
(c) in attrition rate
among the groups which are tested in-class with different
frequencies: Quiz class, Test class, and Control class.
This hypothesis was tested using results from testing
hypothesis 2 as well as a priori hypothesis testing pro-
cedures. Hypothesis 4 was tested in three distinct parts:
hypothesis 4(a), hypothesis 4(b), and hypothesis 4(c).
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Johnson, Charles W. (Charles Windle). The Association Between Testing Strategies and Performance in College Algebra, Attitude Towards Mathematics, and Attrition Rate, dissertation, May 1987; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc330880/m1/91/: accessed March 20, 2019), University of North Texas Libraries, Digital Library, https://digital.library.unt.edu; .