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AD ALTA

JOURNAL OF INTERDISCIPLINARY RESEARCH

At the task 4 the most diversified scores were recorded (mutual
comparison of the particular classes` results). Following the
results of the Kruskal-Wallis test (H (5, N = 85) = 33.54325 p =
0.0000) and multiple comparisons (Table 8) the hypothesis H0
for this task was rejected at the 1 % significance level.

Table 8. Multiple comparisons of the scores obtained by the
particular classes at the task 4

R:23.071 R:55.692 R:47.893 R:55.036 R:22.813 R:57.286

0.00900 0.11694 0.00917 1.00000 0.00367

0.00900

1.00000 1.00000 0.00540 1.00000

0.11694 1.00000

1.00000 0.08237 1.00000

0.00917 1.00000 1.00000

0.00540 1.00000

1.00000 0.00540 0.08237 0.00540

0.00203

0.00367 1.00000 1.00000 1.00000 0.00203

Figure 8 shows that statistically considerable differences
occurred more times, in particular between the class number 1
and 2, number 1 and 4, number 1 and 6, number 2 and 5, number
4 and 5 and number 5 and 6.

Figure 8. Interquartile range of the task 4 scores obtained by the
particular classes

Task 4 was aimed at distinguishing wood-destroying insects
which the students were supposed to name. Similarly to task 3,
also the results of this task show a difference between the
obtained scores by the students of the class number 1 and 2,
what we have connected with a low degree of team work and
communication among the class members. The most successful
solution of the task 4 was recorded again in case of the class
number 4 (due to a higher degree of team work and
communication skills). As regards this class, also a higher
degree of mutual motivation of the students, which arose from
the feeling of previous success, was recorded. The differences
between the classes number 1 and 6 first have been discussed in
frame of the results of the tasks 2 and 3, although a higher
motivation was observed in case of the students of the class
number 1.

Significant differences were proved also among the results (task
4) of the class number 2 and 5, too. In the class number 2 a
higher degree of interpersonal competence occurrence was
recorded, particularly team work and mutual motivation.

Further significant differences occurred between the class
number 4 and five, the class number 5 was less successful.
Similarly to previous comparisons, it was observed that the
students of the class number 5 lacked teamwork. Also a very low
degree of mutual motivation was observed, opposed to class
number 4, where the degree of motivation was the highest (and
most frequent).

Interesting findings arose from the comparison of the classes
number 5 (6th grade students) and 6 (8th grade students). In
terms of scores, the class number 5 repeatedly proved itself to be
the weakest one, however, in terms of comparison of the key
competence frequency a better (more successful) class was just
this one (to compare with the class number 6).

Following the obtained findings, it can be stated that 6th grade
students in comparison with the 8th grade students are more
open to new forms of learning, like to participate actively in
interesting and dynamic activities, what results in a higher work
efficiency than students of the 8th grade. Students of this age
(6th grade) are more open to team activities (team work, working
in pairs etc.), by contrast of the students of the 8th grade who
demonstrated not only a low level of the relevant competences
(team work and team communication) but even troubles they
have with this kind of work. However a higher degree of
communication competences, in particular speaking skills, in the
6th grade was recorded not due to the teamwork, but due to the
effort of the students to find the right solution of the given task.

4.3 Comparison of the particular tasks success rates achieved
by the students in the 6th and 8th grade

As it is above-mentioned there was formulated and consequently
tested a working hypothesis H0.

H0: There is no significant difference in the achieved scores
between the students of the 6th and 8th grade, i.e. the score is not
dependent on the grade.

We have used the nonparametric Mann-Whitney U test for
testing H0. Results of its testing are presented in Table 9.

Table 9. Success rates of the 6th and 8th grades at particular
tasks

Tasks

Rank
Sum

p-value

Group 1

Group 2

2955.000 700.0000

399.0000 -1.1551 0.248014

2860.000 795.0000

304.0000 -2.2807 0.022564

2876.500 778.5000

320.5000 -2.0852 0.037046

2853.000 802.0000

297.0000 -2.3636 0.018094

2920.500 734.5000

364.5000 -1.5639 0.117831

2882.000 773.0000

326.0000 -2.0201 0.043374

2948.000 707.0000

392.0000 -1.2381 0.215671

In case of the tasks 2, 3, 4 and 6 the hypothesis was rejected at
the 5 % significance level. At these tasks occurrence of
statistically significant differences between the obtained scores
of the 6th grade and 8th grade students was approved. We
suppose that the concerned tasks were more difficult for the 6th
grade students than for the 8th grade students, because in some
cases they called for several solutions or correct answers, what
resulted in varied numbers of points acquired by the students of
the particular grades.

At the tasks 1, 5 and 7 the students of the 8th grade obtained the
maximum score in both cases, whilst the median of students of
the 6th grade occurs on the same level as of the students of the
8th grade what confirms the statistically insignificant
differences. This confirms our hypothesis for these tasks.
Majority of the tasks called for cooperation of the students. We
suppose that this resulted in successful solution of the tasks by
most of the students of the 6th grade classes. Based on the
carried out observation it is possible to state that the cooperation
among the 8th graders absented, but despite that, they were
equally successful in solution of the given tasks. This can be
result of fact that the students of the 8th grade showed a higher
level of their cognitive (critical) thinking what resulted in a more

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