To see if the reading program leads to significant improvement on reading comprehension, the researchers want to compare the three test scores at the three grade levels. Perform a one-way repeated-measured ANOVA to answer the following question:

Is reading comprehension significantly different across the three grade levels? 1. Null Hypothesis:

A. In reading comprehension, the same students perform significantly differently as they move onto higher grade levels.

B. In reading comprehension, the same students do not perform significantly differently as they move onto higher grade levels.

C. In reading comprehension, different classes in different grade levels are not significantly different.

D. In reading comprehension, different classes in different grade levels are significantly different.

2. Select the correct DV and IV

A. DV: Grade level; IV: Reading comprehension

B. DV: Reading comprehension; IV: Grade level

Descriptive Statistics Mean Std. Deviation N ReadingG3 64.05 6.135 40 ReadingG4 69.18 10.235 40 ReadingG5 73.43 8.308 40 Multivariate Tests Partial Eta Effect Value F Hypothesis of Error df Sig. Squared Reading Pillai's Trace 422 13.893 2.000 38.000 <.001 wilks lambda .578 hotelling trace roy largest root .422 a. design: intercept within subjects reading b. exact statistic mauchly test of sphericity measure: measure_1 epsilon approx. chi- greenhouse- effect w square df sig. geisser huynh-feldt lower-bound gradelevel within-subjects effects type ill sum partial eta source squares mean f squared assumed greenhouse-geisser error tests contrasts sig linear quadratic .070 .793 level vs. .106 between-subjects transformed variable: average .995>