Introduction
The mastery of specific learning skills during early childhood education enables learners to enhance their propensity to learn, remember, and apply course concepts in broader contexts. These skills form the bulk of the SAT exams, which universities use to enroll students in a four-year college and university education. In the article “Making a Case for College: A Genre-Based College Admission Essay Intervention for Underserved High School Students,” Early and DeCosta-Smith investigate the consequences of disparities and quantity the problem. The researchers collected the education records to ensure the records were correct and reliable. They integrated the ANCOVA and ANOVA data analysis techniques to establish the relationships between variables to draw a conclusion regarding the discussed issues. Coordinated integration of ANCOVA and ANOVA enabled the researchers to investigate variables, such as essay scores and program efficacy responses, to illustrate the current curriculum’s limitations in low-income and minority neighborhoods.
The Review
Educators and childhood pedagogy researchers advocate for school curriculum modification to increase the focus on the children experiencing disparities by introducing various new programs. The article address such concerns by assessing the features-based programs in early childhood education. The purpose of the study is to objectively evaluate the approach to teaching students how to write entrance essays. During the experiment, a quasi-experimental group comparison plan was also used to determine its effect on high school students (Abu-Bader, 2021. An adequate understanding of the different needs of the diverse population required the scholars to study multiple variables. The integration of numerous variables allowed them to use the ANCOVA, ANOVA, and multivariate analysis to establish the impacts of various variables on the education efficiency. The main aspects of the study are the quality and effectiveness of essays written by students, necessary to study their knowledge (Adams & Lawrence, 2018). The scholars introduced new knowledge to the sector, as evident in the title “Making a Case…” which affirms its ability to influence decisions from the latest findings. Importantly, the title capture the authors’ focus on underserved high school students – a special group in the No Child Left Behind (NCLB) program (U.S. Department of Education, 2021). Although they did not clarify the research purpose in the first sections, the comprehensive abstract and coherent project structures improve the understanding of concepts to improve students’ learning competencies.
The coherent research structure comprised detailed and robust data analysis approaches that utilized various data analytics, including ANCOVA and ANOVA to establish the relationships between study variables. Although ANOVA analysis presented some minor problems that could hinder the study’s effectiveness, I did not find a significant error or misinterpretation of the ANCOVA results. The linear relationship among the dependent variables at various treatment levels mainly showed the importance of ANCOVA in establishing new research findings (Kim, 2017). On the other hand, ANOVA analysis caused difficulty in assessing the difference observed between treatments groups with different sample sizes (Kishore et al., 2022). In addition to the effective analytics, the study confirmed its relevance by addressing social problems requiring educators’ and stakeholders’ attention to improve learning and knowledge acquisition among children with developmental challengs and those living in low-income neighborhoods.
Since the study relied on a significant amount of external research, the researchers identified the ideal research articles with sufficient secondary information. Although most sources provide pertinent information, they do not contribute to the knowledge by providing fresh insights in some cases. For instance, the studies by do not contribute to new knowledge since it reiterates the researchers’ findings on the efficacy of essay admissions in determining the learning competencies of the children. Undeniably, reading and writing are essential to learning, and their emphasis on different peer-reviewed findings in the same project eliminates the need for including them (Adams & Lawrence, 2018). Additionally, the researchers overemphasized the analysis of self-efficacy when analyzing the effectiveness of features-based instructions (Abu-Bader, 2021). Self-efficacy influences students’ learning abilities, including intellectual development and decision-making abilities. The need for joint learning is predetermined by the fact that students need interpersonal interaction, as well as communication with peers.
It should be noted separately the main advantages of the ANCOVA method. Students’ independence, hence self-efficacy, does not require over-emphasis since it is not the primary determinant of intelligence and knowledge acquisition ability. When using the ANCOVA analysis, the researchers assumed the normal distribution of data between the intervals +/- 0.90 and the nearly zero difference between the variances of unequal sample sizes (Abu-Bader, 2021, p. 98). These assumptions enabled them to draw the findings into a normal distribution curve and identify the error margins at a 90% confidence interval (Abu-Bader, 2021, p. 67). The discussion section also shows the scholars’ objectivity by describing the research outcomes and confirming the achievement of the research purpose. Although the influence of various factors on the learning process requires further expansion, the project presents reliable and hugely influential findings.
Conclusion
ANCOVA and ANOVA analyze different variables and enable researchers to investigate different variables and illustrate the current curriculum’s limitations in low-income and minority neighborhoods. In the research to make a case for college admission, the researchers utilize these techniques to establish the relationships between reliables and identify the essential issue worth considering to improve students’ learning outcomes. They demonstrated that schools disproportionately integrate specific genre skills, including drilling in reading, writing, and comprehension, due to disparities, limited workforce expertise, and socio-economic issues.
These obstacles prevent learners from accessing high-quality pedagogies. The researchers integrated a comprehensive ANCOVA research paradigm that allowed them to pretest essay scores and presents them as covariates for analysis to investigate the impacts of the feature-based instructions on students’ learning capabilities. The analytic method was more effective than another due to its focus on the non-functionality of the treatments, unrelated covariates, and relatively equivalent variances across different treatment levels. These characteristics meet the criteria for collecting admission. Specifically, the unrelated covariates enable the researchers to study more than one factor at a time, while relativity of the equivalent variances fits the model’s use among students since high schoolers are within a given age limit, but they demonstrate unique traits.
Further, the effective utilization of the ANCOVA resulted from its applicability to students’ research across different treatments. On the other hand, the ANOVA distribution showed some weaknesses, such as increasing the confidence intervals to increase the chance of an error. The proper utilization of ANCOVA analysis demonstrated the researchers’ efficient methods while selecting a concerning topic affirmed the study’s relevance (Strunk & Mwavita, 2020). Finally, thanks to such a methodology, it is possible to control shortcomings in the overall system of school functioning. This allows timely integration of innovations and reforms in the work in such a way as to increase the efficiency and competence of educational institutions.
References
Abu-Bader, S. H. (2021). Using statistical methods in social science research. Oxford University Press.
Adams, K. A. & Lawrence, E. K. (2018). Research methods, statistics, and applications. SAGE Publications.
Arta, B. (2018). Multiple studies: The influence of collaborative learning approach on indonesian secondary high school students’ english-speaking skill. English Language Teaching Educational Journal (ELTEJ), 1(3), 149-160.
Kim, T. K. (2017). Understanding one-way ANOVA using conceptual figures. Korean Journal of Anesthesiology, 70(1), 22-26.
Kishore, K., Jaswal, V., & Mahajan, R. (2022). The challenges of interpreting ANOVA by dermatologists. Indian Dermatology Online Journal, 13(1), 109-113.
Strunk, K. K. & Mwavita, M. (2020). Design and analysis in educational research. Taylor & Francis Group.
U.S. Department of Education. (2021). Executive summary. Web.