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Student Name Group Interest Reasoning Ability

1 Experimental Low High


2 Experimental Low Low
3 Experimental High Low
4 Experimental High Low
5 Experimental High Low
6 Experimental High High
7 Experimental Low Low
8 Experimental High High
9 Experimental Low Low
10 Experimental High High
11 Experimental High High
12 Experimental High Low
13 Experimental Low Low
14 Experimental Low Low
15 Experimental High High
16 Experimental High High
17 Experimental Low Low
18 Experimental High High
19 Experimental Low Low
20 Experimental Low Low
21 Experimental Low Low
22 Experimental Low Low
23 Experimental Low Low
24 Experimental Low Low
25 Experimental High Low
26 Experimental Low Low
27 Experimental High High
28 Experimental High High
29 Experimental High High
30 Experimental High High
31 Experimental Low Low
32 Experimental Low Low
33 Experimental High High
34 Experimental High High
35 Experimental Low Low
36 Experimental High Low
37 Experimental Low Low
38 Experimental Low High
39 Experimental Low High
40 Experimental Low Low
41 Experimental High High
42 Experimental High High
43 Experimental High High
44 Experimental High High
45 Experimental High High
46 Experimental High High
47 Experimental High Low
48 Experimental Low High
49 Experimental Low Low
50 Experimental High Low
51 Experimental Low High
52 Experimental High Low
53 Experimental Low Low
54 Experimental High High
55 Experimental Low Low
56 Experimental High High
57 Experimental Low Low
58 Control Low Low
59 Control High High
60 Control High High
61 Control Low High
62 Control High High
63 Control High Low
64 Control Low High
65 Control High High
66 Control Low High
67 Control High High
68 Control Low Low
69 Control High High
70 Control Low Low
71 Control Low Low
72 Control Low High
73 Control Low Low
74 Control Low Low
75 Control High Low
76 Control High High
77 Control Low Low
78 Control Low High
79 Control Low Low
80 Control High High
81 Control Low Low
82 Control High Low
83 Control Low Low
84 Control High High
85 Control Low Low
86 Control High Low
87 Control Low Low
88 Control High High
89 Control High High
90 Control High High
91 Control Low Low
92 Control Low Low
93 Control High Low
94 Control Low Low
95 Control High High
96 Control High Low
97 Control Low Low
98 Control Low High
Total Marks
37
27
34
32
34
48
30
41
29
37
44
29
32
26
43
42
28
37
33
28
27
31
32
30
32
28
39
42
46
41
26
29
40
38
31
35
32
38
40
29
41
45
41
43
43
40
33
39
32
34
36
36
28
42
29
43
31
22
40
39
34
38
28
33
35
35
37
21
42
25
22
36
23
24
32
36
23
34
24
43
23
29
24
40
21
30
23
34
39
39
24
19
27
21
41
21
24
29
Hypothesis-1.     There is no significant difference in the mean achievement score in mathemati
Computer Assisted Instruction and traditionally learner group.

Tool: t - Test with unequal sample size

N=57 N=41
Experimental Control Group
Group
37 22
27 40
34 39
32 34
34 38
48 28
30 33
41 35
29 35
37 37
44 21
29 42
32 25
26 22
43 36
42 23
28 24
37 32
33 36
28 23
27 34
31 24
32 43
30 23
32 29
28 24
39 40
42 21
46 30
41 23
26 34
29 39
40 39
38 24
31 19
35 27
32 21
38 41
40 21
29 24
41 29
45
41
43
43
40
33
39
32
34
36
36
28
42
29
43
31
core in mathematics of 
Hypothesis - 2.     There is no significant difference in the mean achievement score in 
mathematics at different levels of reasoning ability.

TOOL: Two-way ANOVA without replication and unequal sample


2 X 2 Factorial Design size

Experimental

High 26
Reasoning Ability
Low 31

Experimental Control
37 40
48 39
41 34
37 38
44 33
43 35
42 35
37 37
39 42
42 36
46 36
41 34
40 43
High
38 40
38 34
40 39
41 39
45 41
41 29
43
43
40
39
36
42
43
27 22
34 28
Reasoning
Ability 32 21
34 25
30 22
29 23
29 24
32 32
26 23
28 24
33 23
28 29
27 24
31 21
32 30
Low 30 23
32 24
28 19
26 27
29 21
31 21
35 24
32
29
33
32
34
36
28
29
31
an achievement score in 

replication and unequal sample


e

Control

19

22
1.     There is no significant difference in the mean achievement score in mathematics at 
different levels of Interest.

TOOL: Two-way ANOVA without replication and


2 X 2 factorial Design unequal sample size

Experimental

High 30
Interest
Low 27

Experimental
1 34
1 32
1 34
1 48
1 41
1 37
1 44
1 29
1 43
1 42
1 37
1 32
1 39
1 42
1 46
1 41
1 40
1 38
1 35
1 41
1 45
1 41
1 43
1 43
1 40
1 33
1 34
1 36
Interest 1 42
1 43
0 37
0 27
0 30
0 29
0 32
0 26
0 28
0 33
0 28
0 27
0 31
0 32
0 30
0 28
0 26
0 29
0 31
0 32
0 38
0 40
0 29
0 39
0 32
0 36
0 28
0 29
0 31
ment score in mathematics at 

y ANOVA without replication and


nequal sample size

Control

19

22

Control
40
39
38
28
35
37
42
32
36
43
29
40
30
34
39
39
27
41
21
22
34
33
35
21
25
22
36
23
24
23
34
24
23
24
21
23
24
19
21
24
29
Hypothesis- 4: There is no interaction between methods of teaching mathematics and levels of re

2 X 2 Factorial Design TOOL: (Interaction) Two-way ANOVA without replication and unequal

Experimental

High 26

Reasoning Ability

Low 31

Experimental
37
48
41
37
44
43
42
37
39
42
46
41
40
High
38
38
40
41
45
41
43
43
40
39
36
42

Reasoning Ability
43
27
34
Reasoning Ability 32
34
30
29
29
32
26
28
33
28
27
31
32
Low 30
32
28
26
29
31
35
32
29
33
32
34
36
28
29
31
atics and levels of reasoning ability.

plication and unequal sample size

Control

19

22

Control
40
39
34
38
33
35
35
37
42
36
36
34
43
40
34
39
39
41
29
22
28
21
25
22
23
24
32
23
24
23
29
24
21
30
23
24
19
27
21
21
24
Hypothesis - 5.     There is no interaction between methods of teaching mathematics and levels o

TOOL:(Interaction) Two-way ANOVA w


2 X 2 factorial Design and unequal sample si

Experimental

High 30

Interest

Low 27

Experimental
34
32
34
48
41
37
44
29
43
42
37
32
39
42
46
High
41
40
38
35
41
45
41
43
43
40
33
34
36
Interest 42
43
37
27
30
29
32
26
28
33
28
27
31
32
30
Low 28
26
29
31
32
38
40
29
39
32
36
28
29
31
matics and levels of Interest.

Two-way ANOVA without replication


unequal sample size

Control

19

22

Control
40
39
38
28
35
37
42
32
36
43
29
40
30
34
39
39
27
41
21
22
34
33
35
21
25
22
36
23
24
23
34
24
23
24
21
23
24
19
21
24
29
High/Low Experimental/Control Score
1 1 37
1 1 48 High 1
1 1 41 Low 0
1 1 37 Experimental 1
1 1 44 Control 0
1 1 43
1 1 42
1 1 37
1 1 39
1 1 42
1 1 46
1 1 41
1 1 40
1 1 38
1 1 38
1 1 40
1 1 41
1 1 45
1 1 41
1 1 43
1 1 43
1 1 40
1 1 39
1 1 36
1 1 42
1 1 43
1 0 40
1 0 39
1 0 34
1 0 38
1 0 33
1 0 35
1 0 35
1 0 37
1 0 42
1 0 36
1 0 36
1 0 34
1 0 43
1 0 40
1 0 34
1 0 39
1 0 39
1 0 41
1 0 29
0 1 27
0 1 34
0 1 32
0 1 34
0 1 30
0 1 29
0 1 29
0 1 32
0 1 26
0 1 28
0 1 33
0 1 28
0 1 27
0 1 31
0 1 32
0 1 30
0 1 32
0 1 28
0 1 26
0 1 29
0 1 31
0 1 35
0 1 32
0 1 29
0 1 33
0 1 32
0 1 34
0 1 36
0 1 28
0 1 29
0 1 31
0 0 22
0 0 28
0 0 21
0 0 25
0 0 22
0 0 23
0 0 24
0 0 32
0 0 23
0 0 24
0 0 23
0 0 29
0 0 24
0 0 21
0 0 30
0 0 23
0 0 24
0 0 19
0 0 27
0 0 21
0 0 21
0 0 24
High/Low Experimental/Control Score
1 1 34
1 1 32 High 1
1 1 34 Low 0
1 1 48 Experiment 1
1 1 41 Control 0
1 1 37
1 1 44
1 1 29 Mathematics
1 1 43
1 1 42
1 1 37
1 1 32
1 1 39
1 1 42
1 1 46
1 1 41
1 1 40
1 1 38
1 1 35
1 1 41
1 1 45
1 1 41
1 1 43
1 1 43
1 1 40
1 1 33
1 1 34
1 1 36
1 1 42
1 1 43
1 0 40
1 0 39
1 0 38
1 0 28
1 0 35
1 0 37
1 0 42
1 0 32
1 0 36
1 0 43
1 0 29
1 0 40
1 0 30
1 0 34
1 0 39
1 0 39
1 0 27
1 0 41
1 0 21
0 1 37
0 1 27
0 1 30
0 1 29
0 1 32
0 1 26
0 1 28
0 1 33
0 1 28
0 1 27
0 1 31
0 1 32
0 1 30
0 1 28
0 1 26
0 1 29
0 1 31
0 1 32
0 1 38
0 1 40
0 1 29
0 1 39
0 1 32
0 1 36
0 1 28
0 1 29
0 1 31
0 0 22
0 0 34
0 0 33
0 0 35
0 0 21
0 0 25
0 0 22
0 0 36
0 0 23
0 0 24
0 0 23
0 0 34
0 0 24
0 0 23
0 0 24
0 0 21
0 0 23
0 0 24
0 0 19
0 0 21
0 0 24
0 0 29

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