Asia-Pacific Forum on Science Learning and Teaching, Volume 10, Issue 2, Article 5 (Dec., 2009) Gökhan DEMİRCİOĞLU Comparison of the effects of conceptual change texts implemented after and before instruction on secondary school students’ understanding of acid-base concepts Previous Contents Next

Data analysis

In the analysis of the results from the CAT, the total scores of each student in the group and then the mean score of each group were first computed for each test. 

The pre-CAT scores of the groups were compared by using one-way analysis of variance (ANOVA) to determine whether a statistically significant mean difference existed between the CG, EG₁ and EG₂. The post-test results were also compared using the analysis of covariance (ANCOVA) to see the effects of intervention on students’ understanding of the concepts of acids and bases. In the analysis of covariance, pre-CAT was used as a covariate to control the probable initial group differences.