The Missouri Reader Vol. 36, Issue 1 | Page 76

students felt more positive regarding their ability to question themselves as well as their peers. Overall, students had a better attitude
toward the use of a variety of literacy strategies.
Tables 3 and 4 display that there was statistical significance between the perception that students had regarding their feeling toward
specific reading strategies between the pre- and post- survey.
Table 3. Paired Samples t-Test for Feeling Toward Literacy Strategies
Paired Samples Test
Paired Differences
95% Confidence
Interval of the
Difference

Mean
Pair 1 Total score for the
pretest on feeling Total score for the
posttest on feeling

Std.
Std. Error
Deviation Mean
Lower

Upper

t

df Sig. (2-tailed)

-1.71429

2.26148

-.68487

-3.474

20 .002

.49350

-2.74370

Table 4. Pre- and Post- Means for Feeling Toward Literacy Strategies
Paired Samples Statistics
Mean

Std. Deviation

Std. Error Mean

Total score for the pretest
on feeling

11.4286

21

3.12364

.68163

Total score for the posttest
on feeling

Pair 1

N

13.1429

21

2.47560

.54022

A paired-samples t-Test was calculated to compare the mean pretest score (Pre-Feeling Survey) to the mean posttest score (PostFeeling Survey). The mean on the pretest was 11.43 (sd = 3.12), and the mean on the posttest was 13.14 (sd = 2.48). A significant
increase from pretest to posttest was found (t(20) = 3.47, p‹.05). The SPSS calculated value of p (probability of making a Type I error)
was 0.002.

Effect size
In order to determine the effect size, the following formula was used from Glass and Hopkins (1996):
© The Missouri Reader, 36 (1) p.76