Page 269 - IJET_July2021_final

Statistical Analysis, Interpretation existed between the experimental
and Findings group using a Case based Library
and the control group with no
The effect of the Case Based Reasoning
on the ability to solve Classroom case-based reasoning strategies on
Management Problems was tested Ability to solve Classroom Management
using t test. A t test for small sample Problems. Table-3 shows the result
was performed to determine if a of the t test performed for the total
statistically different significance sample.

Table-3: Summary of t test on the gain scores of Ability to solve Classroom
Management Problems

Group 95% CI
for Mean
With Case based Without Case Difference
Reasoning based Reasoning
M SD n M SD n t df
Ability to solve
C l as sro o m 6.98 4.32 27 0.10 1.94 20 4.79, 4.98 6.63* 45
Management
Problems
* p < .01.

There is a statistically significant mean difference in Ability to solve Classroom
Management Problems between experimental and control groups. The 27
beginner teachers who received the case based reasoning intervention (M = 6.98,
SD = 4.32) compared to the 20 participants in the control group (M = 0.10, SD =
1.94) demonstrated significantly better ability to solve Classroom Management
Problems, t(45) = 6.63, p = .003.Results show that (Figure-4) beginner teachers who
received the case based reasoning intervention tend to have a higher Ability to
solve Classroom Management Problems than do beginner teachers who did not
receive the case based reasoning intervention.

Indian Journal of Educational Technology 259
Volume 3, Issue 2, July 2021