Interpretations without evidence showed the biggest changes
in two students which is why I chose to look at that data more. Both results
showed that the data “difference is considered to be not statistically
significant.” Just because the data didn’t prove to be significant doesn’t mean
that my group didn’t improve over the semester. The changes from the
pre-assessment and post-assessment were very small improvements. I also think that examining 4 people probably isn't enough to produce any real significant data. Even though
the results showed a slight improvement doesn’t really translate or reflect the
improvement that I saw facilitating their discussions. I think that my group
was better at verbally explaining their interpretations than in writing. So I generally
think the data isn’t enough to reflect the improvement of my group.
P value and statistical significance:
The two-tailed P value equals 0.1473 By conventional criteria, this difference is considered to be not statistically significant. Confidence interval: The mean of pre-VTS word count minus Post-VTS word count equals 42.00 95% confidence interval of this difference: From -36.28 to 120.28 Intermediate values used in calculations: t = 2.3085 df = 2 standard error of difference = 18.193 Learn more:
GraphPad's web site includes portions of the manual for GraphPad
Prism that can help you learn statistics. First, review the meaning of P
values and confidence
intervals. Then learn how to interpret results from an unpaired
or paired
t test. These links include GraphPad's popular analysis checklists.
Review your data: |
Group
|
pre-VTS word count
|
Post-VTS word count
|
Mean
|
155.00
|
107.67
|
SD
|
13.37
|
22.72
|
SEM
|
6.68
|
13.12
|
N
|
4
|
3
|
P value and
statistical significance:
The two-tailed P value equals 0.4557 By conventional criteria, this difference is considered to be not statistically significant. Confidence interval: The mean of interpretations w/out evidence minus interpretations w/out evidence equals 1.33 95% confidence interval of this difference: From -4.92 to 7.58 Intermediate values used in calculations: t = 0.9177 df = 2 standard error of difference = 1.453 Learn more:
GraphPad's web site
includes portions of the manual for GraphPad Prism that can help you learn
statistics. First, review the meaning of P
values and confidence
intervals. Then learn how to interpret results from an unpaired
or paired
t test. These links include GraphPad's popular analysis checklists.
Review your data: |
Paired t test results
Group
|
interpretations w/out evidence
|
interpretations w/out evidence
|
Mean
|
2.50
|
1.00
|
SD
|
1.29
|
1.00
|
SEM
|
0.65
|
0.58
|
N
|
4
|
3
|
Pre-VTS / Post-VTS Scoring Rubric
Student Name Student
1 Age 22
Grade Level college
senior
|
VTS Behavior
|
Pre-VTS
|
Post-VTS
|
|
Total Word Count
|
171
|
110
|
|
|
|
|
|
Simple
Observations/Assertions
|
0
|
1
|
|
Detailed Observations
|
7
|
7
|
|
Interpretations/Inferences
w/out Evidence
|
3
|
3
|
|
Interpretations/Inferences
w/ Evidence
|
7
|
3
|
|
Revisions of Thought
|
0
|
0
|
|
Conditional Language
|
2
|
2
|
|
Multiple Possibilities
|
2
|
2
|
Student Name Student 2 Age 23
Grade Level college grad
|
VTS Behavior
|
Pre-VTS
|
Post-VTS
|
|
Total Word Count
|
145
|
104
|
|
|
|
|
|
Simple
Observations/Assertions
|
3
|
2
|
|
Detailed Observations
|
5
|
4
|
|
Interpretations/Inferences
w/out Evidence
|
1
|
2
|
|
Interpretations/Inferences
w/ Evidence
|
5
|
4
|
|
Revisions of Thought
|
1
|
1
|
|
Conditional Language
|
2
|
4
|
|
Multiple Possibilities
|
1
|
2
|
Student Name Student 3 Age 22
Grade Level college senior
|
VTS Behavior
|
Pre-VTS
|
Post-VTS
|
|
Total Word Count
|
143
|
132
|
|
|
|
|
|
Simple
Observations/Assertions
|
0
|
0
|
|
Detailed Observations
|
5
|
6
|
|
Interpretations/Inferences
w/out Evidence
|
2
|
1
|
|
Interpretations/Inferences
w/ Evidence
|
6
|
5
|
|
Revisions of Thought
|
0
|
0
|
|
Conditional Language
|
2
|
1
|
|
Multiple Possibilities
|
3
|
2
|
Student Name Student 4 Age 24 Grade Level
college grad
|
VTS Behavior
|
Pre-VTS
|
Post-VTS
|
|
Total Word Count
|
161
|
87
|
|
|
|
|
|
Simple
Observations/Assertions
|
3
|
0
|
|
Detailed Observations
|
9
|
5
|
|
Interpretations/Inferences
w/out Evidence
|
4
|
0
|
|
Interpretations/Inferences
w/ Evidence
|
7
|
5
|
|
Revisions of Thought
|
0
|
0
|
|
Conditional Language
|
3
|
0
|
|
Multiple Possibilities
|
2
|
1
|
This is interesting data. You had an unusual situation, too, that your classmates didn't; you were working with much old and more accomplished students and a much smaller group. The older students meant that word count probably wasn't a very informative criteria. Their drop in word could COULD have occurred due to more targeted and concise responses resulting from familiarity with the process. As for group size, the ideal VTS group is 15. This allows for many more ideas and opportunities for respondents to build on the ideas of other. Your four were also all female, right? Males in the mix could have also enriched the discussions as male and female perspectives are often diverse. Still, your Portrait of Possibility's shift from supporting team comments to inserting ideas of her own is certainly growth. Use of conditional language is also a growth marker, so the data is revelatory, even if not as dramatic as larger groups of less experienced viewers.
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