Experimental Report of AVT
( AVT : Audio Visual Entrainment
Technology )
Experimental school: Zheng Yu Tong
middle school, Shunde district
Experimental group: Class 5 of Junior Three, 50 students
Control group: Class 1 of Junior Three, 50 students
Experimental purpose:
The
purpose of this experiment is to see if the Audio Visual Entrainment Technology
is helpful to develop Chinese youth's intelligence.
1.
Experimental material and methods
1.1 General material:
Experimental
group, Class 5, is a class in the lower level of study in Junior Three, including 14 male students and 36
female students, its average age is 15.
Control
group, Class 1, is a class in the common level of study in Junior Three, including 21 male students and 29
female students, its average age is 15.
1.2 Experimental methods:
The
experimental group students used AVT for three month, sixth times a week, each
time last 20 minutes (6：50 am~7：10 am).
The
control group didn’t use AVT.
Evaluation methods:
l
IQ test:
Utilized Raven's Progressive Matrices to test the
experimental group students’ IQ before and after using AVT, so did the control
group at the same time, comparing the difference between the former and latter
IQ score for two groups.
l
Major courses scores comparisons:
Using
the SPSS statistical analysis software, chose t-test to compare the difference
between the former score and the latter score of each course for two groups.
l
Self-evaluation:
Self-evaluation
is mainly according to the experimental group students’ experience of using AVT
2.
Experimental result
2.1 IQ score comparison
IQ score comparison of experimental
group:
26
students’ IQ scores were improved, 14 students’ IQ scores were descended, 10 students’ IQ scores had no change
IQ score comparison of control group:
15
students’ IQ scores were improved, 30 students’ IQ scores were descended, 5
students’ IQ scores had no change
2.2 Major courses scores comparison
Experimental
group students got much higher mean of score in all major courses after using
AVT. The increased range was respectively Math: 22 points, Chinese: 30.48
points and English: 19 points.
As
to the control group, the latter means of Math and English scores were better than their former ones. The increased range was
respectively Math: 8.42 points and English: 2.6 points, however, Chinese score
is contrary, the latter means of Chinese score was 4.64 points poorer than the
former one.
3.
Discussion (analysis)
3.1: Statistical analysis:
Statistical analysis of IQ（Z
- test）
|
|
N |
Min. |
Max. |
Mean |
Std. Deviation |
|
Experimental group former IQ |
50 |
76 |
137 |
111.70 |
14.171 |
|
Experimental group latter IQ |
50 |
76 |
140 |
117.36 |
16.723 |
|
Control group former IQ |
50 |
79 |
140 |
116.06 |
16.930 |
|
Control group latter IQ |
50 |
83 |
140 |
114.32 |
16.152 |
|
Valid N (list wise) |
50 |
|
|
|
|
Since there are two means of IQ scores from two
groups, and we want to see if their representative collectivities are
significant different, so we select Z –test method.
Relation between P and |Z|
|
|Z| |
P |
Significance
of the Difference |
|
|Z|≥2.58 |Z|≥1.96 |Z|<2.58 |
P≤0.01 P≤0.05 P>0.05 |
Extraordinary significant different Significant different Non-significant different |
Former Z value:
|Z|=1.397<1.96
The
former IQ difference of the two groups is non-significant.
Latter
Z value:
|Z|=0.925<1.96
The
latter IQ difference of the two groups is also non-significant.
The
results indicated that at the 0.05 level of significance, AVT has not
significant effect upon student’s IQ.
Statistical analysis of major Course scores（t - test）
t-test
was used to perform the statistical analysis on the scores of major courses
from two groups, via the SPSS statistical analysis software.
Relation
between P and t
|
t |
P |
Significance of the Difference |
|
t ≥ t(df)0.01 t ≥ t(df)0.05 t < t(df)0.05 |
P≤0.01 P≤0.05 P>0.05 |
Extraordinary significant different Significant different Non-significant different |
A.
Results analysis of comparing the former and latter
scores of major courses (Paired samples t-test )
First, do a
t-test for the former and latter major courses scores of each group,
respectively. Judge the effectiveness of this experiment by the significance of
the difference between the means of the former score and the latter score of
each course.
a) t-test results of experimental group
Table 1: Paired samples t-test results
of experimental group（e2:e1）
|
|
Paired Differences |
t |
df |
Sig. (2-tailed) |
|||||
|
|
Mean |
Std. Deviation |
Std. Error Mean |
95% Confidence Interval of the Difference |
|
|
|
||
|
|
|
|
|
Lower |
Upper |
|
|
|
|
|
Pair 1 |
Math 2 – Math 1 |
22.000 |
5.447 |
.770 |
20.452 |
23.548 |
28.558 |
49 |
.000 |
|
Pair 2 |
Chinese 2 –Chinese 1 |
30.480 |
11.990 |
1.696 |
27.072 |
33.888 |
17.975 |
49 |
.000 |
|
Pair 3 |
English 2 – English 1 |
19.000 |
7.228 |
1.022 |
16.946 |
21.054 |
18.587 |
49 |
.000 |
Analysis of
Statistical Results:
Table 1 illustrates that all the latter
means of each major course score are higher than their former ones. The increased range was respectively Math: 22 points,
Chinese: 30.48 points and English: 19 points.
On the other hand, in
table 1, all Significance Probability, P <0.01, that is to say, there is a
extraordinary significant difference between the former and latter major
courses scores, moreover, as mention above, all the latter means of major
courses scores are better than the former ones, so we can make a conclusion
that the experimental group gain obvious
improvement in all major courses after using AVT.
b) t-test
results of control group:
Table 2: Paired samples t-test results
of control group（c2:c1）
|
|
Paired Differences |
t |
df |
Sig. (2-tailed) |
|||||
|
|
Mean |
Std. Deviation |
Std. Error Mean |
95% Confidence Interval of the Difference |
|
|
|
||
|
|
|
|
|
Lower |
Upper |
|
|
|
|
|
Pair 1 |
Math 2 – Math 1 |
8.420 |
13.285 |
1.879 |
4.644 |
12.196 |
4.482 |
49 |
.000 |
|
Pair 2 |
Chinese 2 –Chinese 1 |
-4.640 |
7.093 |
1.003 |
-6.656 |
-2.624 |
-4.625 |
49 |
.000 |
|
Pair 3 |
English 2 – English 1 |
2.600 |
7.801 |
1.103 |
.383 |
4.817 |
2.357 |
49 |
.022 |
Analysis of Statistical Results:
According to table 2, we can see that the
control group students also got better
means of scores in Math and English than
their former ones. The increased range was respectively Math: 8.42 points and
English: 2.6 points. However, Chinese score is contrary, the latter mean of
Chinese score was 4.64 points poorer than the former one.
we can also see that all Significance Probability, P <0.05,
that means there is significant difference between the means of the former scores
and the latter scores for all major courses, combined with mention above, we
can conclude that the control group students got some progress in Math and
English study.
B. Results analysis of comparing the mean of the difference between the former and latter scores of two groups ( independent samples t-test )
As the results
mentioned above, both experimental group and control group students performed
better in Math and English study in this experiment, especial the experimental
group. In terms of Chinese, the experimental group had a raise, while the
control group descends a little.
In order to confirm
the effectiveness of AVT for students’ study, we use independent samples t-test
to compare the mean of the difference between the former and latter score of
each course for two groups
Table 3: Independent samples statistics
of two groups
|
|
Group |
N |