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For the paired-speaking task, students were paired by their instructor in advance and students recorded their responses for each task using digital recorders.
Our aim was to collect 200 responses for each task.
Linear regression analysis was used to determine the interaction effects of group and quality of gaze with respect to the rate of correct responses for each task.
The number of correct responses for both task types did not differ, meaning that the difference in Q scores was driven by a higher time-on-task for the structured array.
The item responses for each task were scored 1 to 5 (1, no need for help; 2, intermittent; 3, supervision; 4, need assistance all the time; 5. unable to do).
The improvement, i.e., the gain of Approach-S over Approach-NS is computed by applying the following formula for each task τ i : (AV_{tau _{i}} = frac {AV^{NS}_{tau _{i}} - AV^{S}_{tau _{i}}}{AV^{NS}_{tau _{i}}} cdot 100), where (AV^{NS}_{tau _{i}}) denotes the average response-time for task τ i in Approach-NS and (AV^{S}_{tau _{i}}) denotes its average response-time in Approach-S.
Analyses of variance (ANOVA) were computed on response time and number of correct responses for both tasks.
In addition to summary statistics on responses for various tasks, a logistic regression was performed with age (continuous variable) and gender, as predictor variables, and responses to individual questions as the categorical ordinal response variables.
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