scholarly journals Repeated-Measures ANOVA dan Uji Friedman dengan STATCAL, SPSS & Minitab

2018 ◽  
Author(s):  
Prana Ugiana Gio ◽  
Rezzy Eko Caraka ◽  
Robert Kurniawan ◽  
Dian utami sutiksno
Keyword(s):  
Analysis Of Variance ◽  
Repeated Measures ◽  
Repeated Measures Anova ◽  
Repeated Measures Analysis

Tulisan ini memaparkan metode statistika repeated-measures analysis of variance, disertai terapannya dengan SPSS, STATCAL dan Minitab

Subjective Judging and the Home Advantage in Female Collegiate Division I Gymnastics

2008 ◽  
Vol 17 (2) ◽  
pp. 3-7 ◽  
Author(s):  
Timothy Baghurst ◽  
Inza Fort
Keyword(s):  
Analysis Of Variance ◽  
Repeated Measures ◽  
Division I ◽  
Performance Effect ◽  
Repeated Measures Anova ◽  
Repeated Measures Analysis ◽  
Home Advantage ◽  
At Home

The purpose of this study was to investigate the home advantage in female collegiate Division I gymnastics by apparatus and determine the performance effect of the Judges’ Assignor System (JAS) introduced in 2005 on each apparatus. Participant teams (N = 15) were selected based on their ranking in the top 25 nationally at the end of each regular season from 2003 to 2007. A repeated measures analysis of variance (ANOVA) revealed home scores for each apparatus were significantly higher than their respective away scores, with the largest differences occurring in the uneven bars and floor exercise. Additionally, a repeated measures ANOVA to assess the JAS impact on scores revealed that home performances yielded higher scores than away for all apparatus, and scores for all apparatus were lower both at home and away since the introduction of JAS. Results are assessed based on current research, and application for judges and coaches is discussed.

Effects of a Combination of Stances and Points of Aim on Putting Accuracy

1988 ◽  
Vol 66 (1) ◽  
pp. 139-143 ◽  
Author(s):  
Erich Gott ◽  
Carl Mc Gown
Keyword(s):  
Analysis Of Variance ◽  
Repeated Measures ◽  
Traditional Method ◽  
Constant Error ◽  
Popular Opinion ◽  
Variable Error ◽  
Repeated Measures Analysis ◽  
Better Than

The purpose of this study was to determine the effects of two putting stances (conventional versus side-saddle) and two points of aim (ball versus hole) on putting accuracy. Subjects (12 men, 4 women) were taught to putt using four methods: (a) conventional stance, eyes on the ball; (b) conventional stance, eyes on the hole; (c) side-saddle stance, eyes on the ball; and (d) side-saddle stance, eyes on the hole. Each subject practiced each method for 2 wk., after which they were tested for purring accuracy by counting putts made, determining constant error, and by calculating variable error. Accuracy was assessed at 5 and 15 ft. A 2 by 2 repeated-measures analysis of variance showed that there was no single combination of stance and point of aim that was significantly better than another at either distance. This suggests that, contrary to popular opinion, the traditional method of putting is not the best method for putting; other methods are equally as good and could be used if individually desired.

scholarly journals Estimating Bayes factors from minimal summary statistics in repeated measures analysis of variance designs

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Thomas Faulkenberry
Keyword(s):  
Analysis Of Variance ◽  
Repeated Measures ◽  
Bayes Factor ◽  
Linear Models ◽  
Repeated Measurements ◽  
Bayes Factors ◽  
Complex Method ◽  
Summary Statistics ◽  
Minimal Set ◽  
Repeated Measures Analysis

In this paper, I develop a formula for estimating Bayes factors directly from minimal summary statistics produced in repeated measures analysis of variance designs. The formula, which requires knowing only the F-statistic, the number of subjects, and the number of repeated measurements per subject, is based on the BIC approximation of the Bayes factor, a common default method for Bayesian computation with linear models. In addition to providing computational examples, I report a simulation study in which I demonstrate that the formula compares favorably to a recently developed, more complex method that accounts for correlation between repeated measurements. The minimal BIC method provides a simple way for researchers to estimate Bayes factors from a minimal set of summary statistics, giving users a powerful index for estimating the evidential value of not only their own data, but also the data reported in published studies.

scholarly journals Influence of Different Pigmentations and Accelerated Aging on the Hardness and Tear Strength of the A-2186 and MDX4-4210 Silicones

2020 ◽  
Vol 2020 ◽  
pp. 1-9 ◽  
Author(s):  
Estefânia Marrega Malavazi ◽  
Daniela Micheline dos Santos ◽  
Clóvis Lamartine de Moraes Melo Neto ◽  
Fernanda Pereira de Caxias ◽  
Emily Vivianne Freitas da Silva ◽  
...  
Keyword(s):  
Analysis Of Variance ◽  
Repeated Measures ◽  
Accelerated Aging ◽  
Hardness Test ◽  
Strength Test ◽  
Tear Strength ◽  
Tukey Test ◽  
Repeated Measures Analysis ◽  
Before And After ◽  
Hardness Values

Objective. To evaluate the influence of different pigmentations and accelerated aging on the hardness and tear strength of the A-2186 and MDX4-4210 silicones. Materials and Methods. The samples A-2186 and MDX4-4210 were manufactured without and with pigmentations (black, bronze, and pink). For the Shore A hardness test, 80 samples of each silicone were fabricated, and for the tear strength test, 320 samples of each silicone were fabricated. Eight groups were created for each test (n = 10). These tests were performed before and after 252, 504, and 1008 hours of aging. Three-way repeated-measures analysis of variance and the Tukey test were performed (α = 0.05). Results. The A-2186 silicone showed higher hardness and tear strength when compared with the MDX4-4210 silicone p<0.05, except in the hardness of the A-2186 and MDX4-4210 groups without pigmentation after 1008 hours p>0.05. All hardness values were between 25 and 35 units, regardless of the silicone type, period, and pigmentation (or no pigmentation). In most situations, the hardness of silicones used increased after 252 hours p<0.05. The nonpigmented MDX4-4210 group and all A-2186 groups showed an increase in tear strength after 252 hours p<0.05. For the nonpigmented MDX4-4210 group, from 252 to 1008 hours, there was no change in tear strength p>0.05. All pigmented MDX4-4210 groups showed no change in tear strength from 0 (initial) to 1008 hours of aging p>0.05. In all A-2186 groups, from 252 to 504 hours, there was a reduction in tear strength p<0.05, and from 504 to 1008 hours, there was an increase in tear strength p<0.05, except in the bronze A-2186 group p>0.05. Conclusion. In most situations, the A-2186 silicone showed significantly higher values of hardness and tear strength than the MDX4-4210 silicone. All hardness values were considered clinically acceptable. Accelerated aging could increase, decrease, or not significantly change the hardness and tear strength of the silicones used. The results of hardness and tear strength suggest that MDX4-4210 was more influenced by the presence of pigmentation after aging.

Assessment of a Cultural Competency Program in Podiatric Medical Education

2016 ◽  
Vol 106 (1) ◽  
pp. 68-75 ◽  
Author(s):  
Kevin M Smith ◽  
Simon Geletta ◽  
Travis Langan
Keyword(s):  
Knowledge Acquisition ◽  
Cultural Competency ◽  
Analysis Of Variance ◽  
Repeated Measures ◽  
Significant Interaction ◽  
Attitudinal Change ◽  
Significant Interaction Effect ◽  
Change Scores ◽  
Repeated Measures Analysis ◽  
Competency Program

Background: Des Moines University College of Podiatric Medicine and Surgery (CPMS) is implementing a cultural competency program for third-year podiatric medical students. This study assessed the effectiveness of the new educational program on cultural competency at CPMS by comparing pretest and posttest scores of students from the CPMS graduating classes of 2013 and 2014.Methods: Students from the class of 2013 completed a 10-week online course on cultural competency, and the class of 2014 students did not. A pretest and posttest survey was used to assess cultural competency. The questions were categorized to assess either knowledge acquisition or attitudinal change. The 2013 students completed the pretest before the course and a posttest after completing the course. Without taking the course, 2014 students completed the same pretest and posttest separated by 10 weeks. A repeated-measures analysis of variance was used to compare the knowledge acquisition scores and attitudinal change scores.Results: The repeated-measures analysis of variance revealed a significant interaction effect of taking the attitudinal change course (F(1,77) = 15.2; P &lt; .001). The course did not show a significant interaction on knowledge acquisition (F(1,77) = 0.72; P &gt; .05).Conclusions: The analysis showed a statistically significant improvement in attitudinal change scores. The study suggests that there needs to be a greater knowledge acquisition component to the cultural competency course at CPMS.

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