Table 1.
ANOVA Results for the Difference in the Pre-test and Post-Test MTS and MPS of STE, SPA and
BE Curriculums
Sum of
df Mean Square F p
Squares
Pre-Test Between Groups 175.708 2 87.854 5.010 .011
Mean Test
Within Groups 789.069 45 17.535
Scores
Total 964.776 47
Post-Test Between Groups 229.905 2 114.953 5.920 .005
Mean Test
Within Groups 873.743 45 19.417
Scores
Total 1103.649 47
Pre-Test Between Groups 1098.187 2 549.093 5.010 .011
Mean
Within Groups 4931.505 45 109.589
Percentage
Scores Total 6029.692 47
Post-Test Between Groups 1436.694 2 718.347 5.919 .005
Mean
Within Groups 5461.045 45 121.357
Percentage
Scores Total 6897.739 47
*p<0.05
Table 1 shows that there is a significant difference on the performance among the Three
Curriculums: STE, SPA and BE in the Pre-Test MTS (F(2, 45)=5.010, p=.011), Post-Test MTS
(F(2, 45)=5.920, p=.005), Pre-Test MPS (F(2, 45)=5.010, p=.011), and Post-Test MPS (F(2,
45)=5.919, p=.005).
Since the probability values are less than 0.05, a Post Hoc Analysis should be conducted
to determine where the significant difference lies.
Table 2. Pre-Test Mean Test Scores Post Hoc analysis for the Significant Difference in Three
Curriculums
Curriculum (I) Curriculum (J) Mean Difference (I-J) p
STE SPA 4.67500 .008*
BE 2.62188 .191
SPA BE -2.05312 .356
*p<0.05
Table 2 shows the Post Hoc analysis in the pre-test mean test scores of the students in 3
curriculums. There is a significant difference in STE and SPA curriculums (MD=4.67500,
p=.008), while there are no significant differences in STE & BEC curriculums (MD=2.62188,
p=.191) and SPA & BEC curriculums (MD=-2.05312, p=.356)
It implies that the performance of students in STE and SPA curriculums is better
compared to BE curriculum in terms of pre-test mean test scores.
Table 3. Post-Test Mean Test Scores Post Hoc analysis for the Significant Difference in Three
Curriculums
Curriculum (I) Curriculum (J) Mean Difference (I-J) p
STE SPA 5.32188 .004*
BE 3.21938 .108
SPA BE -2.10250 .376
*p<0.05
Table 3 shows the Post Hoc analysis in the post-test mean test scores of the students in 3
curriculums. There is a significant difference in STE and SPA curriculums (MD=5.32188,
p=.004), while there are no significant differences in STE & BEC curriculums (MD=3.21938,
p=.108) and SPA & BEC curriculums (MD=-2.10250, p=.376)
It implies that the performance of students in STE and SPA curriculums is better
compared to BE curriculum in terms of post-test mean test scores.
Table 4. Pre-Test Mean Percentage Scores Post Hoc analysis for the Significant Difference in
Three Curriculums
Curriculum (I) Curriculum (J) Mean Difference (I-J) p
STE SPA 11.68750 .008*
BE 6.55562 .191
SPA BE -5.13188 .356
*p<0.05
Table 4 shows the Post Hoc analysis in the pre-test mean percentage scores of the
students in 3 curriculums. There is a significant difference in STE and SPA curriculums
(MD=11.68750, p=.008), while there are no significant differences in STE & BEC curriculums
(MD=6.55562, p=.191) and SPA & BEC curriculums (MD=-5.13188, p=.356)
It implies that the performance of students in STE and SPA curriculums is better
compared to BE curriculum in terms of pre-test mean percentage scores.
Table 5. Post-Test Mean Percentage Scores MPS Post Hoc analysis for the Significant
Difference in Three Curriculums
Curriculum (I) Curriculum (J) Mean Difference (I-J) p
STE SPA 13.30375 .004*
BE 8.04750 .108
SPA BE -5.25625 .376
*p<0.05
Table 5 shows the Post Hoc analysis in the post-test mean percentage scores of the
students in 3 curriculums. There is a significant difference in STE and SPA curriculums
(MD=13.30375, p=.004), while there are no significant differences in STE & BEC curriculums
(MD=8.04750, p=.108) and SPA & BEC curriculums (MD=-5.25625, p=.376)
It implies that the performance of students in STE and SPA curriculums is better
compared to BE curriculum in terms of post-test mean percentage scores.
