PROBLEMSTATEMENT
Is there any significant difference between the mathematical skills and the reasoning skills of students in teachers’ perspectives?
NULLHYPOTHESIS
There is no significant difference between the mathematical skills and the reasoning skills of students in teachers’ perspectives.
STATISTICS TO BE USED
Since the variables represent interval level of the measurement, and students’ mathematical skills in perspective of their teachers are to be compared with students’ reasoning skills in perspective of their teachers, paired sample t-test will be used.
FINDINGS
Paired Samples Statistics
| | | | Mean | | N | | Std. Deviation | Std. Error Mean | ||
| Pair 1 | Mathematics | | 22.85 | 198 | 9.286 | .660 | ||||
| | Reasoning | | 25.90 | 198 | 8.309 | .590 | ||||
| | | Paired Samples Correlations | | | ||||||
| | | | | | N | | Correlation | | Sig. | |
| Pair 1 | Mathematics & Reasoning | | 198 | | .714 | | .000 | | ||
The results of Paired Sample t-test indicates that there is a significant difference between students’ mathematical skills and their reasoning skills in perspective of teachers.
(t= −6. 383, sig. = .000)
The Null Hypothesis claiming no significant difference between the mathematical skills and the reasoning skills of students in teachers’ perspectives is, therefore, rejected.
CONCLUSION
Teachers think that the students having good mathematical skills are not necessarily good in reasoning.
