Chapter 4: DATA ANALYSIS AND DISCUSSIONS OF FINDINGS
4.1.1.1. Similarity in the pre-test
This section detailed the calculation of scores of the pre-test, post-test to determine the mean, standard deviation, range, and score frequency. Subsequently, a comparison was made between the values of both groups to identify any disparities in students' reading comprehension ability before implementing the treatment involving the use of video materials in teaching reading comprehension. Ultimately, the research employed the t-test to demonstrate the statistical significance of the observed differences.
Table 4.1 presented below illustrates the outcomes of the pre-test for the control group, indicating the mean, standard deviation, range with minimum and maximum values, as well as various scores with their corresponding frequency in both numbers and percentages.
Table 4.1 Pre-test results for the control group
Mean Standard deviation
Range Types
of scores
Frequency Percent Min Max
5.386 1.0647 3.5 8
3.5 2 5.7%
4 2 5.7%
4.5 6 17.1%
5 7 20.0%
5.5 7 20.0%
6 4 11.4%
6.5 3 8.6%
7 2 5.7%
7.5 1 2.9%
8 1 2.9%
As observed in the table, the control group exhibited a relatively low average score, registering a mean value of 5.386. The test scores varied within a range of 4.5, ranging from a minimum score of 3.5 to a maximum of 8. The scores of 5 and 5.5 had the highest frequency, occurring 7 times each, constituting 20%, whereas the frequencies of 7.5 and 8 were the lowest at 2.9%.
The outcomes of the pre-test for the experimental group are outlined in Table 4.2 below. The table encompasses key parameters such as mean, standard deviation, range, and various score categories along with their corresponding frequencies presented in both numerical and percentage forms.
Table 4.2 Pre-test results for the experimental group
Mean Standard deviation
Range Types of
scores Frequency Percent
Min Max
5.457 1.1718 3.5 8
3.5 3 8.6%
4 2 5.7%
4.5 5 14.3%
5 7 20.0%
5.5 3 8.6%
6 7 20.0%
6.5 3 8.6%
Mean Standard deviation
Range Types of
scores Frequency Percent
Min Max
7 2 5.7%
7.5 2 5.7%
8 1 2.9%
The mean value figures derived from Table 4.2 indicate that the average pre- test score for the experimental group was relatively low, standing at 4.33. The scores ranged from 3.5 to 8, with the lowest score being 3.5 and the highest being 8. In terms of frequency, various score values within the range of 4.5 (from 3.5 to 8) were observed. Scores of 5 and 6 dominated, constituting 20% of the total, while scores of 4.5 followed closely with 5 instances (14.3%). Scores of 3.5, 5.5, and 6.5 each had a frequency of 3 (8.6%), scores of 4, 7, and 7.5 each had a frequency of 2 (5.7%), and a score of 8 was obtained only once (2.9%).
Upon comparing the two tables, it becomes evident that the statistical values in Table 4.1 were quite comparable to those in Table 4.2. The initial observation revolves around the mean value, and it is noteworthy that the mean values of both groups exhibited a minimal difference of 0.071. Specifically, Table 4.1 displayed a mean of 5.386, while Table 4.2 showed a mean of 5.457. Furthermore, the standard deviation values for both groups were closely aligned, recording 1.0647 in Table 4.1 and 1.1718 in Table 4.2. Thus, it can be asserted that there was an approximate similarity between the pre-test outcomes of the control group and the experimental group, suggesting that the reading comprehension ability of students in both groups was relatively low.
Despite the similarity between both groups based on the statistical values, the researcher aimed to assess whether the slight difference of 0.071 in means could have any statistical significance. Consequently, the Independent-samples T-test was conducted using SPSS to compare the two means. The outcome of the Independent- samples T-test is outlined in the table below.
Table 4.3 Compare means of the pre-test results of the control group and the experimental group
Independent Samples Test
N= 70
Levene's Test for Equality
of Variances
t-test for Equality of Means
F Sig. t df
Sig.
(2- taile
d)
Mean Difference
Std. Error Difference
95%
Confidence Interval of the
Difference Lower Upper
Pretest
Equal variances assumed
.660 .419 .267 68 .790 .0714 .2676 -.4626 .6055
Equal variances not assumed
.267 67.385 .790 .0714 .2676 -.4627 .6055
In the Independent-samples T-test, it is crucial to assess the equality of two general variances using Levene's test. Variance indicates the level of uniformity or dispersion of observed data. As illustrated in Table 4.3, the significance value of Levene’s test for equality of variances was sig. = 0.419 > α = 0.05. This suggests there was no significant difference between both groups. Consequently, the results of the equal variances assumed column were utilized for further comparison. The sig.
(2-tailed) value of the Independent-samples T-test was 0.790 > α = 0.05. Thus, the researcher can assert that there were no significant differences in the means of the two groups.
In summary, the Independent-samples T-test outcome of the mean of the pre- test scores demonstrated a substantial similarity in reading comprehension abilities between the control group and the experimental group. Furthermore, there was a significant similarity in all social variables of the two groups, as highlighted in
Chapter 3. Therefore, these findings provided compelling evidence that the two groups were comparable, and the experimentation to assess whether the treatment of using video materials could enhance students’ reading comprehension abilities was justified.