Hypothesis-testing goals and strategies: Two rules are better than one

1991 ◽  
Author(s):  
Charles M. Wharton ◽  
Thomas D. Wickens ◽  
Patricia W. Cheng
Keyword(s):  
Hypothesis Testing ◽  
Better Than

KEEFEKTIFAN METODE BILINGUAL INTENSIF UNTUK KEMAMPUAN MEMBACA DAN MENULIS PADA PENDIDIKAN KEAKSARAAN MASYARAKAT SAMIN BLORA

2011 ◽  
Vol 6 (1) ◽  
pp. 54-62
Author(s):  
Melati Indri Hapsari ◽  
Sanoto Hadi
Keyword(s):  
Hypothesis Testing ◽  
Preliminary Analysis ◽  
Writing Skills ◽  
Literacy Education ◽  
Research Subjects ◽  
Reading And Writing ◽  
Two Stages ◽  
Experimental Group ◽  
Better Than

This research aimed to know if in Samin community reading and writing skills of literacy education participants taught with intensive bilingual method are better than those taught with SAS method. The research conducted in Tanduran Village Blora Regency in 2010, involved 40 research subjects comprising 20 subjects for experimental group with intensive bilingual method and 20 subjects with SAS method for controlling group. The data obtained were analyzed in two stages i.e. in the preliminary analysis and in hypothesis testing. The result of the research indicates, the reading and writing skills of literacy education participants in Samin community taught with intensive bilingual method are better than those taught wit SAS method.

Pengaruh Metode Pembelajaran dan Kecerdasan Linguistik Terhadap Kemampuan Bahasa Arab Siswa Kelas II SDIT Anak Sholeh

2016 ◽  
Vol 18 (2) ◽  
pp. 77
Author(s):  
Ayif Royidi
Keyword(s):  
Hypothesis Testing ◽  
Experimental Methods ◽  
Arabic Language ◽  
Learning Ability ◽  
Learning Method ◽  
Tukey Test ◽  
Student Ability ◽  
And Linguistics ◽  
Better Than ◽  
Arabic Students

The purpose of this research is to find out the influence of Three-ber method and linguistic intelligence implementation on Arabic students learning Ability of Arabic language. The research is comparative quantitative with the experimental methods and 2 x 2 by level design .A test is the instrument, used to gather the linguistics data intelligence and student Ability of Arabic language. ANAVA is applied for hypothesis testing two lanes continued to Tukey Test .The results of the study (1) .The Students who learn Arabic trough Three-ber method achieve better than the students who is being taught conventionally(2) There is an interaction between learning method and linguistics intelligence(3)The students whose high linguistic intelligence and learn using Three-ber method achieve better than the students who learn conventionally(4). Arabic students learning Ability of Arabic language whose low linguistic intelligence and learn using Three-ber method achieve lower than student who is being taught conventionally.

Conditional Concept Learning and Cognitive Style

1975 ◽  
Vol 40 (3) ◽  
pp. 859-862 ◽  
Author(s):  
J. Kent Davis
Keyword(s):  
Hypothesis Testing ◽  
Cognitive Style ◽  
Concept Learning ◽  
Additional Research ◽  
Analytic Cognitive Style ◽  
Compound Cue ◽  
Better Than

It was predicted that (a) Ss with an analytic cognitive style would out-perform Ss with a global cognitive style on compound-cue problems which could be learned by either a conditional rule or a color rule, and (b) global and analytic Ss would perform equally on a single-cue problem which could be solved only by a conditional rule. 36 analytic and 36 global Ss learned one of the two problems. Analysis showed that analytic Ss performed significantly better than global Ss only on the compound-cue problem. The results suggested that the better performance of analytic Ss is limited to problems which require some degree of stimulus differentiation. It was further suggested that additional research on hypothesis-testing might help clarify the differences in performance between analytic and global Ss.

scholarly journals Eksperimentasi Teknik Quick On The Draw Pada Pembelajaran Matematika Peserta Didik Kelas VIII SMPN 1 Ranah Batahan Kabupaten Pasaman Barat

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Yulia Yulia
Keyword(s):  
Hypothesis Testing ◽  
Conventional Technique ◽  
Control Group ◽  
Mathematical Concepts ◽  
Quasi Experimental ◽  
Class Viii ◽  
The Mean ◽  
Randomized Control ◽  
And Control ◽  
Better Than

The purpose of this study is to determine the understanding on mathematic concept who were taught by using Quick On The Draw Technique was better than the students who were taught by using conventional technique at Class VIII SMPN 1 Ranah Batahan Kabupaten Pasaman Barat. Quasi experimental that designed randomized control group only design. The population of this research was class VIII students of SMP N 1 Ranah Batahan Kabupaten Pasaman Barat of 4 class. For determine the experimental class and the control class is done by randomly. Classes are chosen as experimental class is a class experiment is VIII.2 class and control class is the class VIII.3.. It can be seen from the mean score of experiment class 70.89,  control class was 57.78. Hypothesis testing by using t-test showed that t-was higher than  (1.97 > 1.68) with degree of freedom 95% so hypothesis is accepted. In conclusion, students’ understanding on mathematic concept who were taught by using Quick On The Draw technique was higher than the students who were taught by using conventional technique at calss VIII of SMPN 1 Ranah Batahan Kabupaten Pasaman Barat. Based on the above description the researcher gives advice to mathematical educator, to make quick on the draw technique as one of alternative to improve understanding of mathematical concepts of learners.Keyword : Quick on the draw technique, Understanding on mathematic concept

scholarly journals COOPERATIVE TYPE NUMBERED HEADS TOGETHER EFFECT ON STUDENT’S ACHIEVEMENT IN EXPANSION TOPIC

2015 ◽  
Vol 3 (3) ◽  
Author(s):  
Lucius Marbun . ◽  
Motlan .
Keyword(s):  
Hypothesis Testing ◽  
Random Sampling ◽  
Learning Model ◽  
Post Test ◽  
The Mean ◽  
Cluster Random Sampling ◽  
Better Than

ABSTRACT This research was aimed to know 1) Student’s achievement in physics by using numbered heads together (NHT). 2) Student’s achievement in physics by using conventional learning model. 3) The effect of numbered heads together (NHT) on student’s achievement especially on expansion topic. The population was nine classes student grade VII in SMP N 1 Tebing Tinggi. The sample was two classes obtained by cluster random sampling. The sample was VII5 by using numbered heads together (NHT) and VII4 by using conventional learning model. Instrument has 20 questions and tested validated. The mean of pre-test in VII5 was 38.15 and in VII4 was 38.52. After that learning model applied, and then done the post-test. The mean of post-test in VII5 was 78.15 and in VII4 was 73.52. In hypothesis testing obtained tcount > ttable at significant level 0.05. So, can be concluded student’s achievement of VII5 better than VII4. Keywords: Numbered Heads Together, Student’s Achievement

scholarly journals STUDI PERBANDINGAN HASIL BELAJAR PEMBELAJARAN 3X2 DENGAN 2X3 JAM PER-MINGGU SISWA SMA NEGERI 2 MATARAM

2020 ◽  
Vol 6 (2) ◽  
pp. 272
Author(s):  
Syahrial Ayub ◽  
Wahyudi Wahyudi ◽  
Gusti Afifah
Keyword(s):  
Hypothesis Testing ◽  
Learning Outcomes ◽  
Experimental Research ◽  
Comparative Studies ◽  
Degrees Of Freedom ◽  
T Test ◽  
Learning Methods ◽  
Physics Learning ◽  
The Real ◽  
Better Than

ABSTRAKBanyak faktor yang mempengaruhi hasil belajar, salah satunya adalah penggunaan cara belajar dan jam belajar. Kebiasaan siswa selalu memadatkan jam belajar terlebih saat akan menghadapi ujian. Jumlah jam belajar yang sama akan memberikan hasil yang berbeda tergantung pada cara penggunaannya. Permasalahannya adalah apakah terdapat perbedaan hasil belajar fisika antara kelas yang mendapat jam pembelajaran 2x3 dengan kelas yang mendapat jam pembelajaran 3x2 jam perminggu siswa kelas XI MIPA di SMA Negeri 2 Mataram. Penelitian ini bertujuan melihat perbedaan hasil belajar fisika siswa yang mendapat pembelajaran 3x2 jam perminggu dengan hasil belajar siswa yang mendapat pembelajaran 2x3 jam perminggu. Penelitian dilaksanakan pada kelas XI MIPA pada semester genap tahun pembelajaran 2020/2021. Jenis penelitian adalah penelitian eksperimen dengan sampel kelas XI MIPA 2 sebagai kelas eksperimen dan XI MIPA 4 sebagai kelas kontrol. Kelas eksperimen mendapat pembelajaran 3x2 jam perminggu dan kelas kontrol mendapat pembelajaran 2x3 jam perminggu. Hipotesis yang dikemukakan pada penelitian ini adalah hasil belajar fisika pembelajaran 3x2 jam perminggu lebih tinggi dibandingkan hasil belajar fisika pembelajaran 2x3 jam perminggu. Pengujian hipotesis dilakukan dengan t-tes pada taraf nyata α = 0,05 dengan derajat kebebasan (dk) = 54 didapatkan t(0,95,54) = 1,67, sedangkan thitung=5,29. Berarti dari hasil perhitungan thitung > ttabel,  jadi hipotesis yang diajukan dapat diterima. Berdasarkan analisis penelitian ini disimpulkan bahwa hasil belajar fisika siswa yang mendapat pembelajaran 3x2 jam perminggu lebih baik dari pada hasil belajar siswa yang mendapat pembelajaran 2x3 jam perminggu. Kata kunci: pembelajaran 3x2 dan 2x3 jam perminggu; studi perbandingan; hasil belajar. ABSTRACTMany factors affect learning outcomes, one of which is the use of learning methods and learning hours. The habit of students always tightens their study hours, especially when facing exams. The same number of hours of study will produce different results depending on how it is used. The problem is whether there is a difference in physics learning outcomes between the class that gets 2x3 learning hours and the class that gets 3x2 hours of learning per week for class XI MIPA students at SMA Negeri 2 Mataram. This study aims to see the differences in the learning outcomes of students who get 3x2 hours of learning per week with the learning outcomes of students who get 2x3 hours of learning per week. The research was conducted in class XI MIPA in the even semester of the 2020/2021 learning year. This type of research is experimental research with a sample of class XI MIPA 2 as the experimental class and XI MIPA 4 as the control class. The experimental class got 3x2 hours of learning per week and the control class got 2x3 hours of learning per week. The hypothesis put forward in this study is that the learning outcomes of learning physics learning 3x2 hours per week are better than the learning outcomes of learning physics learning 2x3 hours per week. Hypothesis testing was carried out by t-test at the real level α = 0.05 with degrees of freedom (dk) = 54, it was obtained t (0,95,54)  = 1.67, while thitung = 5.29. It means that the results of the calculation of thitung> ttabel , so the proposed hypothesis can be accepted. Based on the analysis of this research, it was concluded that the learning outcomes of students who got learning 3x2 hours per week were better than the learning outcomes of students who got learning 2x3 hours per week. Keywords: learning 3x2 and 2x3 hours per week; comparative studies; learning outcomes

Hypothesis-Testing Strategies: Why two Goals are Better than One

1993 ◽  
Vol 46 (4) ◽  
pp. 743-758 ◽  
Author(s):  
Charles M. Wharton ◽  
Patricia W. Cheng ◽  
Thomas D. Wickens
Keyword(s):  
Hypothesis Testing ◽  
Positive Test ◽  
Rule Discovery ◽  
Linguistic Label ◽  
Test Strategy ◽  
Testing Strategies ◽  
Correct Rule ◽  
Better Than ◽  
General Method

An intriguing finding in the hypothesis-testing literature concerns a large increase in the proportion of subjects who discover a rule when they are asked to determine two rules rather than that rule alone. This finding is based on Wason's (1960) “2 4 6” task, in which subjects try to discover a rule (ascending numbers) by generating and testing number triples. They are initially given an example (“2, 4, 6”) of the rule that leads to overly specific hypotheses. With single-goal (SG) instructions, subjects try to discover the correct rule and are told whether each triple proposed fits the rule. With dual-goal (DG) instructions, correct and incorrect categories are labelled, respectively, as DAX and MED. Subjects try to discover both rules and are told whether each proposed triple is DAX or MED. Two explanations of why DG subjects do better at rule discovery than SG subjects are tested: the quantity of information and the testing of complementary rules using the prevalent positive-test strategy. Results support the latter explanation: DG subjects outperform SG subjects only if they know the rules are complementary, and that SG subjects’ performance does not improve when required to test more triples before announcing their first rule. A third explanation, the positivity of the linguistic label of the feedback, is ruled out. Understanding the superiority of DG instructions might suggest a general method for enhancing rule discovery.

scholarly journals The Bayesian New Statistics (Public)

2017 ◽  
Author(s):  
John K. Kruschke ◽  
Torrin Liddell
Keyword(s):  
Hypothesis Testing ◽  
Bayesian Methods ◽  
Meta Analysis ◽  
Bayesian Approaches ◽  
Randomized Controlled ◽  
Credible Intervals ◽  
Conceptual Distinction ◽  
The One ◽  
New Statistics ◽  
Better Than

In the practice of data analysis, there is a conceptual distinction between hypothesis testing, on the one hand, and estimation with quantified uncertainty, on the other hand. Among frequentists in psychology a shift of emphasis from hypothesis testing to estimation has been dubbed "the New Statistics" (Cumming, 2014). A second conceptual distinction is between frequentist methods and Bayesian methods. Our main goal in this article is to explain how Bayesian methods achieve the goals of the New Statistics better than frequentist methods. The article reviews frequentist and Bayesian approaches to hypothesis testing and to estimation with confidence or credible intervals. The article also describes Bayesian approaches to meta-analysis, randomized controlled trials, and power analysis.

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