Dissertation: Physical Education and Academic Performance – Data Analysis II
Table 5
| Group (I) TIMPER (J) TIMEPER | Mean Difference (I-J) | Std. Error | Sig. |
|
control 1 2 2 1 |
-13.000
13.000 |
2.920
2.920 |
.000
.000 |
|
Experimental 1 2 2 1 |
-26.098
26.098 |
2.884
2.884 |
.000
.000 |
The results show that both the control and experimental groups significantly improved their math and reading skills over the twelve-week period. The experimental group actually showed more improvement than the control group based on their average scores. Students receiving the extra physical education moved from a pretest score average of 35.04 in Math to 61.13. Students in the control group moved from a pretest Math score of 44.16 to 57.16. Not only did the experimental group outperform the control on average, but they also made up a deficiency. This difference was significant (p =.05). On average pretest score in reading for the experimental group was 35.40 with a posttest improvement to 51.94. This is in comparison with the control group, whose pretest average score was 41.56 with a posttest improvement to 51.20. The results in reading were not scientifically different, but once again the extra physical education group made up a deficit.
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