Effects of Technology-Enhanced Language Learning on Second Language Composition of University-Level Intermediate Spanish Students Page: 83
Descriptive Statistics for Midterm Exam, Final Exam, and Final Course Grade
Final Course Grade
SD = 8.62
SD = 8.83
SD = 6.12
Experimental (n= 26)
Range 55- 100
SD = 11.34
Range 58- 100
SD = 6.93
Range 73- 100
In relation to the midterm exam, final exam, and final course grades, the data revealed
that students in both the control and experimental groups were very similar (Table 3). The means
for the midterm exam, final exam, and final course grade are nearly identical for both the
experimental and the control groups, implying comparability of groups. The standard deviations
for the control on the midterm exam (SD = 8.62) and the final exam (SD = 8.83) are lower than
the experimental group (SD = 10.57 and SD = 11.34, respectively) which indicates that
individuals in the control group tended to have less variability across their scores than the
participants in the experimental group.
Here’s what’s next.
This dissertation can be searched. Note: Results may vary based on the legibility of text within the document.
Citing and Sharing
Basic information for referencing this web page. We also provide extended guidance on usage rights, references, copying or embedding.
Reference the current page of this Dissertation.
Oxford, Raquel Malia Nitta. Effects of Technology-Enhanced Language Learning on Second Language Composition of University-Level Intermediate Spanish Students, dissertation, December 2004; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc4688/m1/92/ocr/: accessed June 23, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .