9
significant to the test scores, meaning there is not a statistically discernable difference in
terms of lesson difficulty across the four sections of covered material.
In addition to regression analysis, analyzing student performance through
comparing the means and standard deviations of student test scores with regard to
modality instruction provides insight into student success. Graph 1 shows the means of
student performance across the four sections of material in relation to the modality of
instruction. In all four lessons the class mean was highest when combined modality
instruction was used.
Graph 1
Graph 2 shows the cumulative means of test scores throughout the two-week testing
period. To determine the significance of the variance among the cumulative means
from the overall test score mean, an Analysis of Variance (ANOVA) test was performed.
Table 2 summarizes the results of this test. Accordingly, we reject the null hypothesis
that the means are statistically the same as the overall mean and therefore conclude that
the means of the four modality lessons are in fact statistically different. Across the four
Class Means By Lesson
0
10
20
30
40
50
60
70
80
90
100
Lesson 1
Lesson 2
Lesson 3
Lesson 4
Visual
Auidtory/Kin
Auditory
Combined
Convention