Evaluation - Advances in Personalized Web-Based Education - page 99

Table 4.3 Group statistics
Group N Mean Std. deviation Std. error

mean

p Group A 35 84.8734 16.35326 2.76421

35 59.3209 14.17618 2.39621

Group B

Table 4.4 Levene's test for equality of variances
Levene's test for equality
of variances

t-test for equality of
means

F Sig. t df

Equal variances assumed 1.174 0.282 6.985 68

p

6.985 66.658

Equal variances not assumed

Table 4.5 Independent samples test
t-test for equality of means
Sig.
(2-tailed)

Mean
difference

Std. error
difference

95 % confidence
interval of the
difference
Lower Upper

Equal variances assumed 0.000 25.55257 3.65823 18.25268 32.85246

p

are statistically different. If this value is greater than 0.05, then there is no statis-
tically difference between the means and the difference is likely due to chance.
The experiment's “Sig. (2-tailed)” value is 0. Thereby, the differences between
the means are statistically significant and are not a result of chance. Therefore, the
presented fuzzy programming tutoring system has a positive effect on the learner's
performance and progress.

4.3.3 Changes on Learners' Behavior and Thoughts
About Computer Programming

Learners' behavior and thoughts towards the computer programming have
positively changed. The questionnaire B that was answered by the learners and the
mean of students' answers are displayed in Appendix B. The results of the ques-
tionnaire are depicted in Figs. 4.2 , 4.3 , 4.4 and 4.5 . The results show that the state
towards computer programming has been improved. The higher improvement is
observed for learners with background on arts. It is remarkable the increase of the
willingness of the particular learners to be engaged in computer programming pro-
jects. Furthermore, the number of learners, who believe that computer program-
ming can facilitate some everyday processes and are motivated to use it in their
jobs, has been increased significantly.