A nonparametric method to analyze interactions: The adjusted rank transform test

Leys, Christophe; Schumann, Sandy

doi:10.1016/j.jesp.2010.02.007

Cited by 125 publications

(87 citation statements)

References 20 publications

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“…The Adjusted Rank Transform test (Leys and Schumann, 2010) is done to find out interaction effect between learning model and school level toward students' MCTS achievement. From the calculations, the value of F = 0.421 with a probability value 0.667.…”

Section: Interaction Effect Between Learning Model and School Level Tmentioning

confidence: 99%

Using the 5E Learning Cycle with Metacognitive Technique to Enhance Students’ Mathematical Critical Thinking Skills

Runisah¹,

Herman²,

Dahlan³

2017

Int. J. Emerg. Math. Educ.

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AbstrakPenelitian ini bertujuan untuk mendeskripsikan peningkatan dan pencapaian kemampuan berpikir kritis matematis siswa yang menerima Learning Cycle 5E dengan teknik Metakognitif, Learning Cycle 5E, dan pembelajaran konvensional. Penelitian ini menggunakan metode eksperimen dengan desain kelompok kontrol pretest-posttest. Populasi adalah siswa SMP di Indramayu, Indonesia. Sampel terdiri dari tiga kelas siswa kelas VIII dari sekolah level tinggi dan tiga kelas dari sekolah level sedang. Hasil Penelitian mengungkapkan bahwa dilihat dari siswa secara keseluruhan, peningkatan dan pencapaian kemampuan berpikir kritis siswa yang menerima Learning Cycle 5E dengan teknik Metakognitif lebih baik dari siswa yang menerima Learning Cycle 5E dan pembelajaran konvensional. Kemampuan berpikir kritis matematis siswa yang menerima Learning Cycle 5E lebih baik dari siswa yang menerima pembelajaran konvensional. Tidak ada pengaruh interaksi antara model pembelajaran dan level sekolah terhadap peningkatan dan pencapaian kemampuan berpikir kritis matematis siswa. Kata Kunci: kemampuan berpikir kritis matematis, learning cycle 5E, teknik metakognitif AbstractThis study aims to describe enhancement and achievement of mathematical critical thinking skills of students who received the 5E Learning Cycle with Metacognitive technique, the 5E Learning Cycle, and conventional learning. This study use experimental method with pretest-posttest control group design. Population are junior high school students in Indramayu city, Indonesia. Sample are three classes of eighth grade students from high level school and three classes from medium level school. The study reveal that in terms of overall, mathematical critical thinking skills enhancement and achievement of students who received the 5E Learning Cycle with Metacognitive technique is better than students who received the 5E Learning Cycle and conventional learning. Mathematical critical thinking skills of students who received the 5E Learning Cycle is better than students who received conventional learning. There is no interaction effect between learning model and school level toward enhancement and achievement of students' mathematical critical thinking skills.

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Section: Interaction Effect Between Learning Model and School Level Tmentioning

confidence: 99%

Using the 5E Learning Cycle with Metacognitive Technique to Enhance Students’ Mathematical Critical Thinking Skills

Runisah¹,

Herman²,

Dahlan³

2017

Int. J. Emerg. Math. Educ.

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“…Our 2 (gaze: direct vs. averted) Â 2 (modality: speechonly vs. speech + gesture) repeated measures ANOVA (based on the Adjusted Rank Transform Test for non-normally distributed data; Leys & Schumann, 2010) …”

Section: Errorsmentioning

confidence: 99%

Social eye gaze modulates processing of speech and co-speech gesture

et al. 2014

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a b s t r a c tIn human face-to-face communication, language comprehension is a multi-modal, situated activity. However, little is known about how we combine information from different modalities during comprehension, and how perceived communicative intentions, often signaled through visual signals, influence this process. We explored this question by simulating a multi-party communication context in which a speaker alternated her gaze between two recipients. Participants viewed speech-only or speech + gesture object-related messages when being addressed (direct gaze) or unaddressed (gaze averted to other participant). They were then asked to choose which of two object images matched the speaker's preceding message. Unaddressed recipients responded significantly more slowly than addressees for speech-only utterances. However, perceiving the same speech accompanied by gestures sped unaddressed recipients up to a level identical to that of addressees. That is, when unaddressed recipients' speech processing suffers, gestures can enhance the comprehension of a speaker's message. We discuss our findings with respect to two hypotheses attempting to account for how social eye gaze may modulate multi-modal language comprehension.

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“…SAS statistical software (SAS Institute Inc., 2008) is used here for implementing these formulae in all subsequent examples. Leys and Schumann (2010) used (2) for the A × B interaction above on ordered Likert-type scale data.…”

Section: Repeated Measuresmentioning

confidence: 99%

New Nonparametric Rank Tests for Interactions in Factorial Designs with Repeated Measures

Feys

2016

J. Mod. App. Stat. Meth.

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A nonparametric method to analyze interactions: The adjusted rank transform test

Cited by 125 publications

References 20 publications

Using the 5E Learning Cycle with Metacognitive Technique to Enhance Students’ Mathematical Critical Thinking Skills

Using the 5E Learning Cycle with Metacognitive Technique to Enhance Students’ Mathematical Critical Thinking Skills

Social eye gaze modulates processing of speech and co-speech gesture

New Nonparametric Rank Tests for Interactions in Factorial Designs with Repeated Measures

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