Relation of Sectioning a Span Classsearchtermclassspan to the Effectiven

Walter Scott Monroe

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O N ~^' ^~^ * . S '3 ^^ t-~ t^ r^- Q <*< O CN ^ CN T-I r- ^ CO -* 1 CO O > ^ - ' ^" rt i*i 5 K-> 8 r ON "*. "*. *"? O 00 - CO < i Tt< *O SO ^- _ ^1 ^H O "^ 1 1 ^ 1 l*< o" CO '5, 9 O\ O\ ^ O SO OS OO >O 1 c! X 1 3 5 u tn -- 1 -^ < V 00 s^; S > < 00 3 _G C _G S are arranged in pairs. In Table II, the gain for Group I on Test 1 when taught in classes of one section is 1. 42. When taught in three sections the gain is . 55. The gain for Group II classes when taught in one section is . 90 and when taught in three sections it is 1. 11. The Group I classes were taught in one section during the first semester but the Group II classes were taught in one section during the second semester. This difference in time is largely responsible for the differences in the size of the gains. Interpretation of results. In interpreting the gains in Tables II, III and IV it is necessary to keep in mind both the constant and variable errors of measurement which are involved in the original data as well as the chance variations in the gains due to sampling.

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