Coherent Analysis-of-Variance Hypothesis-Testing Strategies: A General Model

1982 ◽  
Vol 7 (3) ◽  
pp. 193 ◽  
Author(s):  
M. Austin Betz ◽  
Joel R. Levin
1982 ◽  
Vol 7 (3) ◽  
pp. 193-206 ◽  
Author(s):  
M. Austin Betz ◽  
Joel R. Levin

Logically consistent (“coherent”) hypothesis-testing strategies for factorial analysis-of-variance (ANOVA) designs are proposed in the context of a hierarchical model. It is shown that all of the hypotheses associated with the “traditional” factorial ANOVA model (i.e., main effects and interactions) are conceptually independent and occupy the lowest levels of the hierarchy. A research example is presented to illustrate the kind of conclusions that legitimately follow from testing the traditional hypotheses on the one hand, versus a variety of alternative hypotheses on the other.


1981 ◽  
Vol 4 (2) ◽  
pp. 223-236 ◽  
Author(s):  
Karen D. Fuchs ◽  
Ralph R. Turner

The purpose of this study was to determine whether training classifiers and nonclassifiers (determined by Piagetian tasks) to use feedback to manipulate stimulus attributes would have an effect on concept attainment similar to that predicted by a recent theoretical synthesis of children's hypothesis testing literature. Forty second and third-graders were pretested to assess classification status; half of the subjects received training. The results suggested that feedback sequence is related to the probability that the problem will be solved and classification status is a determinant of hypothesis testing strategies.


1991 ◽  
Vol 5 (1) ◽  
pp. 47-57 ◽  
Author(s):  
Keith W. Lambrecht

The focus of this study was to identify the curricular preparation needs for sport club managers and to determine if there are differences in the curricular preparation needs for sport club managers in regard to organizational size. A questionnaire comprised of 30 curricular need statements was mailed to 500 randomly selected sport club managers; 264 responded. There were 83 in Group I, 95 in Group II, and 86 in Group III. A one-way analysis of variance test was employed for hypothesis testing. Tukey’s ω method was utilized for group comparison of rejected hypotheses, and factor analysis was employed for clustering of the curricular preparation needs. Marketing was the top rated curricular need. Two curricular need statements rejected were “program planning for youths” and “research interpretation and utilization,” and five clusters were extracted from factor analysis. Based on the findings of this study, curricular preparation needs for sport club managers have been identified; however, there seems to be little difference in curricular preparation needs in regard to organizational size.


1983 ◽  
Vol 30 (4) ◽  
pp. 557-565 ◽  
Author(s):  
Douglas C. Strohmer ◽  
Lisa J. Newman

1987 ◽  
Vol 1 (2) ◽  
pp. 116-128 ◽  
Author(s):  
Keith W. Lambrecht

The focus of this study was to identify the competencies needed to manage athletic clubs and to determine if differences exist in required competencies regarding organizational size. A random sample of 264 managers participated in the study; there were 83 in Group I, 95 in Group II, and 86 in Group III. A one-way analysis of variance was employed for hypothesis testing, Tukey’s ω method was utilized for comparing rejected hypotheses, and factor analysis was used for clustering competency areas. Based on the findings of this study, manager competencies have been identified and a difference does exist in managing varying sizes of athletic clubs.


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