The objective of a study by Brooks et al. (A-11) was to evaluate the efficacy of using a virtual kitchen for vocational training of people with learning disabilities. Twenty-four students participated in the study. Each participant performed four food preparation tasks and they were scored on the quality of the preparation. Then each participant received regular vocational training in food preparation (real training), virtual training using a TV and computer screen of a typical kitchen, workbook training with specialized reading materials, and no training (to serve as a control). After each of these trainings, the subjects were tested on food preparation. Improvement scores for each of the four training methods are shown in the following table.

Subject No.

Real Training Virtual Training Workbook Training No Training 1 2 10 2 4 2 43 2 1 3 413 01 4 611 21 5 513 51 6 20 1 4 7 10 17 26 8 55 2 2 9 104 5 2 10 3 6 9 3 11 11 9 8 7 12 10 9 6 10 13 5 8 4 1 After eliminating subject effects, can we conclude that the improvement scores differ among methods of training? Let a ¼ :05.