As the elementary school counselor for sbc elementary schools in the district, y

Question

As the elementary school counselor for sbc elementary schools in the district, you are interested in developing strategies to aid parent-child interaction on school-related tasks, particularly reading achievement. You believe that positive attention to reading in a non- threatening and non-frustrating home environment for one hour an even will increase reading comprehension scores. A random sample of 12 third-graders reading below grade level were selected to participate in a small pilot" study. The parents were given instructions on how to engage their child in a "Positive Reading Activities Program" (PRAP) at home, and on how to make this reading activity pleasant and non- frustrating. Parents were also encouraged to provide their child with undivided attention during this reading period for at least one hour per evening. Each child's readin on scores (high scores indicate better comprehension: 10 is the highest score possible) were assessed with an achievement test the day before and one month after the reading activities program was initiated. The "before" and "after" reading comprehension scores are below for each condition. Condition 2 Condition 1 Child/Family "After PRAP Before PRAP Code Comprehension Score Comprehension Score

Explanation / Answer

Dependent t-test is used to test the hypothesis.

Dependent t-test used to test which ia also called as paired-t test compares the means of two related groups to determine if there is statistically significant difference between two group means. Here observations are taken on same group before and after some time period. Hence dependent t-test is used in this problem as the comphrension score of same group of students studied before PRAP and and after PRAP

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