Chi-Square Analysis: Gender, Learning Styles, and Lecture Preferences

This assignment focuses on a Chi-Square test used to analyze the relationship between gender and learning styles in primary school students. The research employed a quantitative approach, surveying students on their gender and lecture time preference, which was then analyzed using a Chi-Square Goodness-of-Fit test. The null hypothesis posited independence between gender and lecture time preference, tested against an alternative hypothesis of a significant association. The analysis, conducted at a .05 significance level, yielded results indicating a significant association between gender and learning style. Specifically, the findings suggest that boys are more inclined towards visual learning, while girls prefer verbal learning. The assignment concludes with recommendations for primary school teachers to adapt teaching styles based on gender, incorporating both visual and verbal strategies in mixed classrooms to optimize student learning. The data, including observed and expected frequencies, is presented in a Chi-Square table, and the results are reported in APA format, including the test statistic, p-value, and conclusions about the hypotheses.

Running head: CHI-SQUARE 1
Research Methods in Psychology A (HPS201/HPS771)
Name:
Institution:

CHI-SQUARE 2
1. Describe an experiment that allows you to investigate whether Deakin students are
more likely to prefer morning lectures than evening lectures and can be analyzed
using a Chi-Square Goodness-of-Fit test. What would be the null hypothesis for your
experiment? (2 Marks)
The research will take a quantitative approach. Students are randomly selected from
the list of all the Deakin students. The sample obtained is asked to fill a questionnaire
indicating their gender and lecture time preference. A cross-tabulation is carried out to
assess the frequency count of each gender and lecture preference time. The cross-
tabulation helps visualize the relationship between the two variables. In this case, the
primary objective is to determine whether gender significantly affects the lecture time
preference. In other words, the research is designed in testing whether there exists a
significant association between gender and lecture time preference.
The research objective helps in constructing the null and alternative hypothesis. The
null hypothesis is that; H0: gender and lecture time preference is independent. The
null hypothesis was tested against the alternative hypothesis that; H1: there is a
significant association between gender and the lecture time preference. The
hypothesis is tested at the level .05, where the null hypothesis is rejected is the
obtained p-value is less than the specified critical value (alpha value).
2. Complete the following Chi-Square table. Insert both the observed and expected
frequencies (expected frequencies should appear in parentheses). (1 Mark)
The summary of the data both observed and expected is summarized in the table
below.
Verbal Learning Style Visual Learning Style
Male 13
(17.8)
21
(16.2)
2

CHI-SQUARE 3
Female 29
(24.2)
17
(21.8)
3. With help from the unit materials, report the results of the analysis in APA format
including all relevant information. (5 Marks)
The results show that there is adequate evidence to warrant the rejection of the null
hypothesis ( χ2 ( 1 ) = 4.825, p-value = 0.028). This means that there is a significant
association between gender and lecture time preference. In particular, the summary
supports the claim that boys are more likely to be visual learners, while girls are more
likely to be verbal learners. Thus, in girls-only schools, verbal teaching should be
emphasized, whereas in boys-only school visual learning should be encouraged.
Through such strategies, students learn best since the information is presented in a
way that is consistent with their preferred learning style.
4. Assume you are a Developmental/Educational Psychologist. What would be your
recommendations to primary school teachers based on the results of this study? Justify
your answer by describing the association between sex and learning style. (2 Marks)
First, the results support the claim that learning style is dependent on gender. This
implies that teaching boys and girls in primary schools should apply different learning
or teaching styles. That is, boys should be taught using the visual approach and girls
using verbal approach. However, in a mixed school, both strategies should be equally
used to ensure that all understand the concepts well.
3