Anova

14,000,000 Leading Edge Experts on the ideXlab platform

Scan Science and Technology

Contact Leading Edge Experts & Companies

Scan Science and Technology

Contact Leading Edge Experts & Companies

The Experts below are selected from a list of 755442 Experts worldwide ranked by ideXlab platform

Richard D. Morey - One of the best experts on this subject based on the ideXlab platform.

  • Model comparison in Anova
    Psychonomic bulletin & review, 2016
    Co-Authors: Jeffrey N. Rouder, Christopher R. Engelhardt, Simon Mccabe, Richard D. Morey
    Abstract:

    Analysis of variance (Anova), the workhorse analysis of experimental designs, consists of F-tests of main effects and interactions. Yet, testing, including traditional Anova, has been recently critiqued on a number of theoretical and practical grounds. In light of these critiques, model comparison and model selection serve as an attractive alternative. Model comparison differs from testing in that one can support a null or nested model vis-a-vis a more general alternative by penalizing more flexible models. We argue this ability to support more simple models allows for more nuanced theoretical conclusions than provided by traditional Anova F-tests. We provide a model comparison strategy and show how Anova models may be reparameterized to better address substantive questions in data analysis.

  • Default Bayes factors for Anova designs
    Journal of Mathematical Psychology, 2012
    Co-Authors: Jeffrey N. Rouder, Richard D. Morey, Paul L. Speckman, Jordan M. Province
    Abstract:

    Bayes factors have been advocated as superior to pp-values for assessing statistical evidence in data. Despite the advantages of Bayes factors and the drawbacks of pp-values, inference by pp-values is still nearly ubiquitous. One impediment to the adoption of Bayes factors is a lack of practical development, particularly a lack of ready-to-use formulas and algorithms. In this paper, we discuss and expand a set of default Bayes factor tests for Anova designs. These tests are based on multivariate generalizations of Cauchy priors on standardized effects, and have the desirable properties of being invariant with respect to linear transformations of measurement units. Moreover, these Bayes factors are computationally convenient, and straightforward sampling algorithms are provided. We cover models with fixed, random, and mixed effects, including random interactions, and do so for within-subject, between-subject, and mixed designs. We extend the discussion to regression models with continuous covariates. We also discuss how these Bayes factors may be applied in nonlinear settings, and show how they are useful in differentiating between the power law and the exponential law of skill acquisition. In sum, the current development makes the computation of Bayes factors straightforward for the vast majority of designs in experimental psychology.

Khairi, Fitri Nur - One of the best experts on this subject based on the ideXlab platform.

  • PENERAPAN MODEL PEMBELAJARAN PROBLEM SOLVING FISIKA PADA KONSEP LISTRIK DINAMIS DI SMA IT IQRA KOTA BENGKULU
    2019
    Co-Authors: Khairi, Fitri Nur, Mukhammad Farid, Eko Swistoro
    Abstract:

    Penelitian ini bertujuan untuk menjelaskan peningkatan hasil belajar kognitif siswa dan perbedaan hasil belajar siswa kelompok rendah, sedang, dan tinggi pada konsep listrik dinamis dengan menerapkan model pembelajaran Problem Solving Fisika.Jenis penelitian ini adalah Pre-ekperimen desain One Group Pretest Posttest. Penelitian dilakukan di SMA IT IQRA kota Bengkulu pada pembelajaran Ekstrakurikuler. Media pembelajaran yang digunakan dalam pembelajaran adalah batang pohon kedondong (Spondias dulcis).Peningkatan hasil belajar kognitif dianalisis secara deskriptif dan dihitung dengan skor gain yang dinormalisasi serta dianalisis dengan uji Anova. Hasil penelitian menunjukkan N-gain kelompok tinggi sebesar 0,71, kelompok sedang 0,56, dan kelompok rendah sebesar 0,49. Hasil uji anava menunjukkan nilai F hitung 27,89 > F tabel 3,59 dengan signifikan 5% dan 6,11 pada taraf signifikan 1%. Kesimpulan dari penelitian ini 1) penerapan model pembelajaran Problem Solving Fisika pada konsep Listrik dinamis dapat meningkatkan hasil belajar kognitif siswa 2) terdapat perbedaan hasil belajar siswa kelompok atas, sedang dan bawah

  • Penerapan Model Pembelajaran Problem Solving Fisika pada Konsep Listrik Dinamis di SMA IT IQRA Kota Bengkulu
    'UNIB Press', 2019
    Co-Authors: Khairi, Fitri Nur, Farid Muhammad, Swistoro Eko
    Abstract:

    Abstract[Application of Physics Problem Solving Learning Model on the Concept of Dynamic Electricity in SMA IT IQRA Bengkulu City]. This study aims to explain improvement of cognitive learning outcomes of students and differences in student learning outcomes of low, medium, and high group on the concept of dynamic electricity by applying the model of Problem Solving Physics Problem. This research is a Pre-experiment research of One Group Pretest-Posttest design. The study was conducted at IQRA IT Bengkulu  in Extracurricular Learning 20 students. Learning media used in learning is stem kedondong (Spondias dulcis). The Increasing cognitive learning outcomes were analyzed descriptively and calculated by normalized gain scores and analyzed by Anova test. The results show that high group N-gain of 0.71, medium group 0,56, and low group by 0,49. The result of the anava test show the value of Fh 27,89> Ft 3,59 with significant 5% and 6,11 at significant level 1%. The conclusion of this research 1) the application of the learning model of Problem Solving Physics on the concept of dynamic Electricity can improve students' cognitive learning outcomes 2) there are differences in learning outcomes for high, medium and lower class students. Keywords: Learning model; Problem Solving Physics; Dynamic Electricity; Learning Outcomes. (Received December 6, 2018; Accepted March 29, 2019; Published June 19, 2019) AbstrakPenelitian ini bertujuan untuk menjelaskan peningkatan hasil belajar kognitif siswa dan perbedaan hasil belajar siswa kelompok rendah, sedang, dan tinggi  pada konsep listrik dinamis dengan menerapkan model pembelajaran Problem Solving Fisika.Jenis penelitian ini adalah Pre-ekperimen desain One Group Pretest-Posttest. Penelitian dilakukan di SMA IT IQRA kota Bengkulu pada pembelajaran Ekstrakurikuler. Media pembelajaran yang digunakan dalam pembelajaran adalah batang pohon kedondong (Spondias dulcis).Peningkatan hasil belajar kognitif dianalisis secara deskriptif dan dihitung dengan skor gain yang dinormalisasi serta dianalisis dengan uji Anova. Hasil penelitian menunjukkan N-gain kelompok tinggi sebesar 0,71, kelompok sedang 0,56, dan kelompok rendah sebesar 0,49. Hasil uji anava menunjukkan nilai Fhitung 27,89 > Ftabel 3,59 dengan signifikan 5% dan 6,11 pada taraf signifikan 1%. Kesimpulan dari penelitian ini 1) penerapan model pembelajaran Problem Solving Fisika  pada konsep Listrik dinamis dapat meningkatkan hasil belajar kognitif siswa 2) terdapat perbedaan hasil belajar siswa kelompok atas, sedang dan bawah. Kata kunci: Model pembelajaran Problem Solving Fisika, Listrik Dinamis, Hasil belajar

Jeffrey N. Rouder - One of the best experts on this subject based on the ideXlab platform.

  • Model comparison in Anova
    Psychonomic bulletin & review, 2016
    Co-Authors: Jeffrey N. Rouder, Christopher R. Engelhardt, Simon Mccabe, Richard D. Morey
    Abstract:

    Analysis of variance (Anova), the workhorse analysis of experimental designs, consists of F-tests of main effects and interactions. Yet, testing, including traditional Anova, has been recently critiqued on a number of theoretical and practical grounds. In light of these critiques, model comparison and model selection serve as an attractive alternative. Model comparison differs from testing in that one can support a null or nested model vis-a-vis a more general alternative by penalizing more flexible models. We argue this ability to support more simple models allows for more nuanced theoretical conclusions than provided by traditional Anova F-tests. We provide a model comparison strategy and show how Anova models may be reparameterized to better address substantive questions in data analysis.

  • Default Bayes factors for Anova designs
    Journal of Mathematical Psychology, 2012
    Co-Authors: Jeffrey N. Rouder, Richard D. Morey, Paul L. Speckman, Jordan M. Province
    Abstract:

    Bayes factors have been advocated as superior to pp-values for assessing statistical evidence in data. Despite the advantages of Bayes factors and the drawbacks of pp-values, inference by pp-values is still nearly ubiquitous. One impediment to the adoption of Bayes factors is a lack of practical development, particularly a lack of ready-to-use formulas and algorithms. In this paper, we discuss and expand a set of default Bayes factor tests for Anova designs. These tests are based on multivariate generalizations of Cauchy priors on standardized effects, and have the desirable properties of being invariant with respect to linear transformations of measurement units. Moreover, these Bayes factors are computationally convenient, and straightforward sampling algorithms are provided. We cover models with fixed, random, and mixed effects, including random interactions, and do so for within-subject, between-subject, and mixed designs. We extend the discussion to regression models with continuous covariates. We also discuss how these Bayes factors may be applied in nonlinear settings, and show how they are useful in differentiating between the power law and the exponential law of skill acquisition. In sum, the current development makes the computation of Bayes factors straightforward for the vast majority of designs in experimental psychology.

Swistoro Eko - One of the best experts on this subject based on the ideXlab platform.

  • Penerapan Model Pembelajaran Problem Solving Fisika pada Konsep Listrik Dinamis di SMA IT IQRA Kota Bengkulu
    'UNIB Press', 2019
    Co-Authors: Khairi, Fitri Nur, Farid Muhammad, Swistoro Eko
    Abstract:

    Abstract[Application of Physics Problem Solving Learning Model on the Concept of Dynamic Electricity in SMA IT IQRA Bengkulu City]. This study aims to explain improvement of cognitive learning outcomes of students and differences in student learning outcomes of low, medium, and high group on the concept of dynamic electricity by applying the model of Problem Solving Physics Problem. This research is a Pre-experiment research of One Group Pretest-Posttest design. The study was conducted at IQRA IT Bengkulu  in Extracurricular Learning 20 students. Learning media used in learning is stem kedondong (Spondias dulcis). The Increasing cognitive learning outcomes were analyzed descriptively and calculated by normalized gain scores and analyzed by Anova test. The results show that high group N-gain of 0.71, medium group 0,56, and low group by 0,49. The result of the anava test show the value of Fh 27,89> Ft 3,59 with significant 5% and 6,11 at significant level 1%. The conclusion of this research 1) the application of the learning model of Problem Solving Physics on the concept of dynamic Electricity can improve students' cognitive learning outcomes 2) there are differences in learning outcomes for high, medium and lower class students. Keywords: Learning model; Problem Solving Physics; Dynamic Electricity; Learning Outcomes. (Received December 6, 2018; Accepted March 29, 2019; Published June 19, 2019) AbstrakPenelitian ini bertujuan untuk menjelaskan peningkatan hasil belajar kognitif siswa dan perbedaan hasil belajar siswa kelompok rendah, sedang, dan tinggi  pada konsep listrik dinamis dengan menerapkan model pembelajaran Problem Solving Fisika.Jenis penelitian ini adalah Pre-ekperimen desain One Group Pretest-Posttest. Penelitian dilakukan di SMA IT IQRA kota Bengkulu pada pembelajaran Ekstrakurikuler. Media pembelajaran yang digunakan dalam pembelajaran adalah batang pohon kedondong (Spondias dulcis).Peningkatan hasil belajar kognitif dianalisis secara deskriptif dan dihitung dengan skor gain yang dinormalisasi serta dianalisis dengan uji Anova. Hasil penelitian menunjukkan N-gain kelompok tinggi sebesar 0,71, kelompok sedang 0,56, dan kelompok rendah sebesar 0,49. Hasil uji anava menunjukkan nilai Fhitung 27,89 > Ftabel 3,59 dengan signifikan 5% dan 6,11 pada taraf signifikan 1%. Kesimpulan dari penelitian ini 1) penerapan model pembelajaran Problem Solving Fisika  pada konsep Listrik dinamis dapat meningkatkan hasil belajar kognitif siswa 2) terdapat perbedaan hasil belajar siswa kelompok atas, sedang dan bawah. Kata kunci: Model pembelajaran Problem Solving Fisika, Listrik Dinamis, Hasil belajar

Eko Swistoro - One of the best experts on this subject based on the ideXlab platform.

  • PENERAPAN MODEL PEMBELAJARAN PROBLEM SOLVING FISIKA PADA KONSEP LISTRIK DINAMIS DI SMA IT IQRA KOTA BENGKULU
    2019
    Co-Authors: Khairi, Fitri Nur, Mukhammad Farid, Eko Swistoro
    Abstract:

    Penelitian ini bertujuan untuk menjelaskan peningkatan hasil belajar kognitif siswa dan perbedaan hasil belajar siswa kelompok rendah, sedang, dan tinggi pada konsep listrik dinamis dengan menerapkan model pembelajaran Problem Solving Fisika.Jenis penelitian ini adalah Pre-ekperimen desain One Group Pretest Posttest. Penelitian dilakukan di SMA IT IQRA kota Bengkulu pada pembelajaran Ekstrakurikuler. Media pembelajaran yang digunakan dalam pembelajaran adalah batang pohon kedondong (Spondias dulcis).Peningkatan hasil belajar kognitif dianalisis secara deskriptif dan dihitung dengan skor gain yang dinormalisasi serta dianalisis dengan uji Anova. Hasil penelitian menunjukkan N-gain kelompok tinggi sebesar 0,71, kelompok sedang 0,56, dan kelompok rendah sebesar 0,49. Hasil uji anava menunjukkan nilai F hitung 27,89 > F tabel 3,59 dengan signifikan 5% dan 6,11 pada taraf signifikan 1%. Kesimpulan dari penelitian ini 1) penerapan model pembelajaran Problem Solving Fisika pada konsep Listrik dinamis dapat meningkatkan hasil belajar kognitif siswa 2) terdapat perbedaan hasil belajar siswa kelompok atas, sedang dan bawah

Anova - 15 days free trial to Access Experts & Abstracts