Impact of Learning Environment on Error Rate

The experiment was performed to evaluate the impact of the different learning environments on the error rate. For this purpose, all the participants were subjected to three different conditions, that is, home, classroom, and exam hall. If you are looking for assistance with your research, you might consider seeking education dissertation help to guide you in structuring and analysing your findings effectively. The purpose was to test the following hypothesis:

The more similar the learning environment is to the recall environment (i.e., the exam hall), the fewer errors the students will make.

In this regards, a repeated measure ANOVA was performed to measure the difference between the three environmental conditions, home, classroom, and exam hall. The descriptive statistics shows the mean value of error for all three different environments. Among the three, the error rate for home is highest (M = 1.13; SD = 0.285) followed by exam hall (M = 0.78; SD = 0.175) and classroom (M = 0.696; SD = 0.145). This shows that learning environment may have any impact on the error rate as the mean for error rate for the classroom is lowest among all. However, whether this impact is statistically significant or not can be determined by evaluating within-subject effect.

Further, Tests of Within-Subjects Effects table tells us if there was an overall significant difference between the means at the different environment. Thus, using an ANOVA with repeated measures with a Greenhouse-Geisser correction, the mean scores for error rate were statistically significantly different (F(1.6, 23.99) = 16.828, p < 0.05).

The above results show that there is an overall significant difference in means of error rate between different environments, but it is not clear that where those differences occurred. This can be seen from the Bonferroni post hoc test, which allows us to discover which specific means differed.

From the pairwise comparisons table, it can be seen that there was a significant difference in Error rate between home and classroom (p < 0.05), and between home and exam hall (p < 0.05), but no significant differences between classroom and exam hall (p = 0.447). This is due to the fact that the environment of classroom and exam hall is a bit similar.

Thus, overall it can be concluded that a repeated measures ANOVA with a Greenhouse-Geisser correction determined that mean error rate differed statistically significantly between environment conditions (F(1.6, 23.99) = 16.828, p < 0.05). Post hoc tests using the Bonferroni correction revealed that error rate is quite small in case of the classroom (0.696 ± 0.145) and exam hall (0.78 ± 0.175) in comparison to home (1.13 ± 0.285). Thus, there was a significant difference in the error rate between home and classroom and home and exam hall, but no significant difference in error rate between classroom and exam hall. Therefore, it can be said that the more similar the learning environment is to the recall environment (i.e., the exam hall), the fewer errors the students will make.

Appendix

Repeated Measure ANOVA

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