Reporting an Independent t-test results (APA Version) An independent-samples t-test was conducted to compare memory for words in sugar

and no sugar conditions. There was a significant difference in the scores for sugar (M=4.2, SD=1.3) and no sugar (M=2.2, SD=0.84) conditions; t (8)=2.89, p = 0.20. These results suggest that sugar really does have an effect on memory for words. Specifically, our results suggest that when humans consume sugar, their memory for words increases. Reporting paired Samples t-test (APA Version) A paired-samples t-test was conducted to compare hours of sleep in caffeine and no caffeine conditions. There was a significant difference in the scores for caffeine (M=5.4, SD=1.14) and no caffeine (M=9.4, SD=1.14) conditions; t(4)=5.66, p = 0.005. These results suggest that caffeine really does have an hours slept. Specifically, our results suggest that when humans consume caffeine, the number of hours they sleep decreases. Reporting paired Samples t-test (another commonly used version) A statistical analysis of paired samples t-test was conducted to test whether or not pre-test scores are significantly different from post-test scores. Since t-test belongs to parametric statistics, however, it is vital that the assumption of t-test (parametric statistics) be examined first. It was found that none of these assumptions has been violated (see Appendix ) which, in turn, warrants the application of this analysis. The result of the paired samples t-test suggests that significant differences exist in students pre- and post-test scores, t (49) = -9.870, p (.001) < .05, in that, post-test scores (M = 69.65, SD = 14.36) are significantly higher than pre-test scores (M = 53.48, SD = 14.30) a significant gain of 16.17 points (see Appendix 5). The effect size is 0.82, which is considered to be a large effect size (Cohen 1988). Thus, it may be said that, over time, Web-based instruction has resulted in a significant increase in students grammar test scores.

Reporting ANCOVA Results A one-way between-groups analysis of covariance (ANCOVA) was conducted to compare the effects of the three different modes of instructions (group) on students post-test grammar scores. In this analysis, students post-test scores were used as the dependent variable and the group as the independent variable or factor, whereas the pre-test scores were used as the covariate. By using the pre-test scores as the covariate, possible pre-existing differences in the pre-test scores can be controlled and, therefore, the effect of group (modes of instructions) on post-test scores can be clearly demonstrated (Tabachnick & Fidell 1989). Prior to conducting the analysis, however, a number of ANCOVA assumptions were checked to ensure that these assumptions have not been violated. This includes the assumption of normal distribution, linearity, homogeneity of variance, homogeneity of regression slopes and the significance of the covariate (Field 2005). It was found that none of these assumptions has been violated (see Appendix 8-12) which, in turn, warrants its application. The result of the one-way analysis of covariance indicates that the performance of the three groups in the post-test, after adjusting for pre-existing differences in the pre-test, is not significantly different from one another, F (2,148) = 1.16, p (.318) > .05 (adjusted post-test for group one M = 69.31, group two M = 72.13 and group three M = 71.12. The main effect of group, as indicated by a partial eta squared (2) value, equals 0.015, which is considered to be a small1 effect size (Cohen 1988). Furthermore, there was a fairly strong relationship between the covariate (pre-test scores) and the independent variable (post-test scores). The value of the partial eta squared for this relationship equals .423. In other words, the covariate (pre-test) accounts for 42.3 per cent of the total variance in the post-test.

When within-group comparisons are conducted (pre-test vs. post test), the effect size is large for all groups. When between-group comparisons are conducted on the post-test with pre-test scores as the covariate, however, the effect size becomes relatively small. This is because, since all groups have made an equally significant improvement in the post-test, the difference between this significant improvement (post-test scores) becomes less significant.

Whereas the results of the ANCOVA suggest that the three groups do not differ from each other with respect to the post-test results, it is worth re-stating that students attending hybrid instruction achieved the highest gain scores compared to the other two groups. This finding corroborates that of Gutierrez and Russo (2004) in which case hybrid students were reported to achieve the highest gain scores, followed by face-to-face and online students respectively. It also confirms that of Unal (2005) where he reported that in terms of learning outcomes and course satisfaction, Web-based instruction is comparable to face-to-face modes of instruction. The result of the present study also partially confirms the study conducted by McEwen (2001) when she reported that Web-assisted instruction, the blending of online and traditional instruction, offers a richer learning environment than either one offered alone (p. 103). A comparison of the test scores across the three groups is presented in the following table: Table 1. Mean scores for the pre- and post-test of the three groups Group 1 2 3 Pre-Test 53.48 48.46 56.22 Post-Test 69.65 69.50 73.11 Gain (in points) 16.17 21.04 16.89 Effect size (2) 0.82 0.91 0.84