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JOURNAL OF INTERDISCIPLINARY RESEARCH
probable, that this fact has arisen from the students` fear of
obtaining low scores what can be connected also with the above-
mentioned honesty and responsibility.
4.2 Comparison of the results of the given tasks achieved by
the students in the particular classes
Verification of the working hypothesis H0: There is no
significant difference in the achieved scores of the tasks among
the students of the particular classes, i.e. the score is not
dependent on the class.
Meant to test the hypothesis H0 seven times, each time for a
different task, i.e. each time to test the hypothesis for one of the
seven given tasks T1 – T7. The results are presented thereinafter
for one after another.
At the task 1, based on the Kruskal-Wallis test (H (5, N = 85) =
5. 912252, p = 0.3149) the hypothesis H0 was accepted, what
means that there are no statistically significant differences
among the students of the concerned classes grades. All the
classes obtained a similar value of the task 1 score.
Similarly, no statistically significant differences among the
scores were found in case of the tasks 5, 6 and 7, i.e. the
hypothesis was confirmed also for these tasks.
We suppose that statistically insignificant differences arise from
the fact that the content of the tasks 1, 5, 6, and 7 was based on
the compulsory curricular topics of the subject Technology,
incorporated in the theme Wood, Its Importance and Use, which
the students of the 6th grade as well as of the 8th grade had been
familiarized already several times during their previous school
attendance. Another reason can be a low difficulty of the tasks,
because most of them demanded no more than one answer which
the students have chosen from several alternatives.
As to the task 2, following the results of the Kruskal-Wallis test
(H (5, N = 85) =14.83204 p = 0.0111) the hypothesis was
rejected. The multiple comparison (Table 6) proved significant
differences among the concerned particular classes. These
differences were identified in case of the classes number 5 and 6
(Figure 6) which were the weakest class of the 6th grade and one
class of the 8th grade. This task demanded from the students to
apply higher cognitive processes and this might be a reason of a
higher fruitfulness of the 8th grade students. In case of the 6th
grade students a lack of the competence to read with
understanding was recorded but as it was found out later, this
was in consequence of a bad quality of the used picture (low
readability of the picture resulted into the cases in which the
students did not understand the assignment or they did not
complete the task solution).
Table 6. Multiple comparisons of the scores obtained by the
particular classes at the task 2
T2
1
2
3
4
5
6
R:34.036 R:41.538 R:54.536 R:44.071 R:28.938 R:56.786
1
1.00000 0.41973 1.00000 1.00000 0.22108
2
1.00000
1.00000 1.00000 1.00000 1.00000
3
0.41973 1.00000
1.00000 0.06894 1.00000
4
1.00000 1.00000 1.00000
1.00000 1.00000
5
1.00000 1.00000 0.06894 1.00000
0.03072
6
0.22108 1.00000 1.00000 1.00000 0.03072
Figure 6. Interquartile range of the task 2 scores obtained by the
particular classes
On the basis of the Kruskal-Wallis test results (H (5, N = 85) =
23.41024, p = 0.0003) and multiple comparison results (Table 7)
the hypotheses H0 for the third task (T3) at the 1 % significance
level was rejected, i.e. there are statistically significant
differences among the compared observed classes (Figure 7). In
particular significant differences were proved between the class
number 1 and number 2, and between the class number 1 and
number 6.
Table 7. Multiple comparisons of the scores obtained by the
particular classes at the task 3
T3
1
2
3
4
5
6
R:24.071 R:59.077 R:49.464 R:38.571 R:33.688 R:55.607
1
0.00346 0.09732 1.00000 1.00000 0.01085
2
0.00346
1.00000 0.46505 0.08804 1.00000
3
0.09732 1.00000
1.00000 1.00000 1.00000
4
1.00000 0.46505 1.00000
1.00000 1.00000
5
1.00000 0.08804 1.00000 1.00000
0.22850
6
0.01085 1.00000 1.00000 1.00000 0.22850
Figure 7. Interquartile range of the task 3 scores obtained by the
particular classes
Figure 7 also shows the scores obtained in particular classes in
task 3. In this task, students were supposed to connect the shape
of pith to a proper tree. The comparison of the class number 1
and number 2 (6th grade students) clearly shows a respectful
fruitfulness of the class number 2, due to a higher level of team
work and communication in this class.
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