ANOVA Problem Solving Task essay - Essay Prowess

ANOVA Problem Solving Task essay

ANOVA Problem Solving Task essay

ANOVA Problem Solving Task

Hypotheses

Two tests of hypotheses were conducted for this research to establish the influence of year levels and self-esteem program durations on the adolescent boys’ esteem. The first hypothesis (H0) stated that grade 11 and grade 12 do not have a significant difference in influencing the adolescent boys’ self-esteem change. It attempted to examine if a significant difference in the change of self-esteem among the adolescent boys from Brisbane Schools. The second hypothesis (H0) stated that one-hour, four-hour, ten-hour, twenty-hour programs of self-esteem do not have a significant difference in the impact of the adolescent boys’ self-esteem. It attempts to test whether a one-hour, four-hour, ten-hour, or twenty-hour programs significantly influence the adolescent boys’ self-esteem differently. The tests of hypotheses are in the subsequent sections. 

Results

The first hypothesis sought to test whether year levels had a significantly different influence on the self-esteem of the adolescent boys. The study used an independent sample t-test according to Sedgwick (2010) to test whether a significant difference existed in the self-esteem among the grade 11 and 12 boys. This is because of the quantitative research design that the study utilized (Mertens, 2014). The results in Appendices 1 and 2 revealed that a significant difference did not exist in self-esteem change between grade 11 (M=43.16, SD=22) and grade 12 (M=45.09, SD=21.39) conditions; t(318) = -0.793, p = 0.43. The research, therefore, failed to reject the null hypothesis (H0) indicating that it did not matter whether a boy belonged to grade 11 or 12 for a change to occur in their self-esteem.

According to Helwig & Ruprecht (2017), students in grade 11 and 12 frequently suffer from low self-esteem. Prior to reaching this stage, self-esteem is usually high, until the age of 14 and 15 years. Someone whose age is beyond the middle adolescent age is usually faced with relatively low self-esteem up to the age between 50 and 60 years (Helwig & Ruprecht, 2017). The findings from Helwig & Ruprecht (2017) shows that adolescent boys in grade 11 and 12 belonged to the same group that was expected to experience low self-esteem issues. The findings support the failure to reject the hypothesis, which attempted to check whether a statistically significant difference in self-esteem change existed among Brisbane Schools’ grade 11 and 12 adolescent boys.

            The second hypothesis sought to find out whether different durations on self-esteem programs had a significant difference in influencing the adolescent boys’ self-esteem. The results on Appendix 3 indicate the mean self-esteem changes among the programs with different durations. The research used One-way Analysis of Variance (ANOVA) according to Mrkvicka et al. (2016), to test whether a significant difference existed among the groups. A strong statistically significant difference existed between the different duration programs regarding the changes in self-esteem, F (3,316) = 60.09, p <0.001. The research thus rejected the second null hypothesis, and as such, there is evidence that the duration spent on each of the self-esteem improvement programs significantly influenced self-esteem in the adolescent boys. Further, Least Significant Difference (LSD) Post-Hoc tests to determine which program differed significantly from the other (Appendix 5). T

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