Sentences with phrase «average difference score»

Emotional problems: F (442) = 7.904, p = 0.00, children group in Phu Tho also reported a higher score of emotional problems than those in Bac Ninh (the average difference score between two groups is 0.91, p = 0.00).

The data in Table 4 also indicates a statistical significance difference in prosocial problems between children groups in different localities F (449) = 11.478, p = 0.00, in which there is a difference between children groups in Phu Tho and Ha Nam (the average difference score between two groups is 0.99, p = 0.00).

Considering every aspect, there is a statistically significant difference in hyperactivity problems between these children groups F (429) = 3.699, p = 0.02, in which the group of children with both parents working far away from home reported higher score of hyperactivity problems than those having migrant father (the average difference score is 0.56, p = 0.00); emotional problem F (424) = 4.124, p = 0.01, in which the group children whose both parents work away from home reported higher scores of emotional problems than those with only fathers migrating for employment (the average difference score between 2 groups is 0.71, p = 0.00).

Children group in Phu Tho province reported a higher score of hyperactivity problems than those in Bac Ninh province (the average difference score between two groups is 0.66,

Not exact matches

We encourage borrowers to understand the difference between average and minimum credit scores, and to get offers from more than one lender.

Giroud is average while Aguero is world class, having played less games Aguero has already scored 13 goals while Giroud has 12 goals that's the difference between a World Class striker and a bang average striker like Giroud

This means on average, there is more than a touchdown difference between the expected points scored for each team and what actually happens during the game.

Increased time for prenatal appointments was associated with higher scale scores (see Table 6), and there were significant differences between providers with respect to average time spent in prenatal appointments (see Fig 4).

Increased time for prenatal appointments was associated with higher scale scores, and there were significant differences between providers with respect to average time spent in prenatal appointments.

To account for those normal differences in developmental rates, she estimated that the results would show that about half of children would score, if only temporarily, below average.

The researchers found that there were no statistically significant differences in average composite scores on measures of cognitive, language, or motor skills between groups.

In performance trials with 50 hardcore gamers who spend an average of two hours a day playing video games, players reached similar scores with both techniques, with no difference in response times — a critical issue for fast - paced games where any lag adds crucial milliseconds between pressing the «shoot» button and killing the enemy, for example.

The small increase in the high - dose group did not translate into beneficial effects because authors found no difference between the three study groups for changes in spine, average total - hip, average femoral neck or total - body bone mineral density, trabecular bone score, muscle mass or sit - to - stand tests.

There was no difference found between those with and without OSA in regards to disease severity or CRS disease - specific QOL, poor sleep, or average sleep quality scores prior to surgery.

In the main study group, exposure to anesthesia for surgery before the age of 4 was associated with an average difference of 0.41 percent lower school grades and 0.97 percent lower IQ test scores.

The absolute differences in scores were hardly dramatic: On average, the literary group outperformed the popular group by about two questions (out of 36) on the RMET test, and missed one fewer question (out of 18) on the DANVA2 - AF.

Somewhat surprisingly, the quality of care among the 77 cases flagged as PPRs was slightly better than the 23 unflagged cases (total average scores of 71.2 vs. 65.8 out of 100), although this difference was not statistically significant.

There was no significant difference in the distribution of average CADD scores between cases and controls.

The different arms of the trial were very well - matched as regards age (average age ≈ 55 y, ± 5 - 7 y depending on subgroup), education, time from onset of disease, and MDS - UPDRS scores at onset; the only evident differences were a higher number of males and higher body weight in the low - dose treatment group.

This is lower than the national average score change, which was a gain of 0.2 points, but does this difference mean anything?

The average female scored 0.1 points higher than the average male - a difference of only 0.03 standard deviations.

This effect is as large as the average difference in exam scores for two students whose cumulative GPAs at the start of the semester differ by 0.17 grade points on a standard 0 — 4.0 scale.

Students in classrooms where laptop and tablet usage was not restricted earned the lowest scores, on average, at 70.5 percent, a difference of 2.4 percentage points.

We also adjusted for potential differences in how voters from precincts with higher and lower average test scores respond to changes in test scores.

We compare the test scores of students in each of the seven categories, taking into account differences in the students» socioeconomic characteristics, including parent schooling, self - reported household income, the number of non-school books in the home, and the quality of the peer groups (calculated by averaging family background and home resources for all students in the classroom).

As statistical theory anticipates, the average difference in the combined reading and math test scores of African - Americans in all three cities remained exactly the same - 6.3 NPR points - after the adjustments for family background characteristics were introduced.

One full standard deviation (an effect size of 1.0) is roughly equal to the average difference in test score performance between a 4th grader and an 8th grader.

The difference between the average reading literacy score for the highest - performing state or territory (ACT) and the lowest - performing (NT) was the equivalent of around one - and - a-half years of schooling.

In Australia, the difference was 22 score points: girls scored an average of 555 points and boys scored an average of 534 points.

In PISA 2015, the difference between the average scientific literacy score for the highest - performing state or territory (ACT) and the lowest - performing (Tasmania), was the equivalent of around one - and - a-half years of schooling.

In Australia, in scientific literacy the gap between the average score of Indigenous and non-Indigenous students is equivalent to around two - and - a-half years of schooling; in reading literacy the gap equates to around three years of schooling; and in mathematical literacy the difference in average scores is equivalent to more than two - and - a-third years of schooling.

The difference between the average score for the highest - performing state or territory (ACT), and the lowest - performing (Tasmania), was the equivalent of more than one year of schooling.

If one country's test - score performance was 0.5 standard deviations higher than another country during the 1960s — a little less than the current difference in the scores between such top - performing countries as Finland and Hong Kong and the United States — the first country's growth rate was, on average, one full percentage point higher annually over the following 40 - year period than the second country's growth rate.

The difference between mobility rates at private and public colleges within the same state is correlated with the difference in average SAT / ACT scores (r = 0.63), once again suggesting that selectivity is an important predictor of mobility.

... the difference between advantaged students and disadvantaged students (those in the lowest quartile of socioeconomic background) is even larger: 90 score points on average across the OECD and 87 score points in Australia.

We found negligible differences in teacher quality between programs, amounting to no more than 3 percent of the average test - score gap between students from low - income families and their more affluent peers.

On average, black students typically score one standard deviation below white students on standardized tests — roughly the difference in performance between the average 4th grader and the average 8th grader.

Allowing for possible differences in student bodies, those students opting out of government schools through a voucher program on average score better than those who apply for vouchers but do not receive them.

The difference in scores between Massachusetts and the national average grew from six points to 16 points between 2000 and 2007, after which the gap stopped increasing.

The difference in average scores is now 10 instead of 20.

The third problem, Ho explains, raises concerns about achievement gaps — for example, average differences between test scores of white or higher - income students and minority or poor students.

Indeed, a close look at MCAS results shows there is surprisingly little difference between the quality of teaching in so - called «good» schools (wealthy, suburban schools with high MCAS scores) and «bad» schools (inner - city schools with low scores) when the results are averaged across all teachers in the district and disaggregated by student demographics, specifically race and poverty.

55 % of BVP students scored proficient in ELA and 49.5 % in math, compared to RI's averages of 37.9 % in ELA and 29.6 % in math — that is a double digit difference in achievement in both.

In comparing the results of the Program for International Student Assessment in 65 countries, OECD researchers found that differences among countries grade - retention trends could explain up to 15 percent of the variance among average scores on the 2009 PISA.

The CCSA also calculates an «average point difference» that compares a school's SBAC scores to the state's standard for «met» proficiency.

The difference the [Final Report] estimates comparing the teacher at the 15th percentile of effectiveness to the average teacher (50th percentile) is -22 scaled score points on the 5th grade PSSA Reading test... [referring] to the 2010 PSSA Technical Manual raw score table... for the 8th grade Reading test, that would be a difference of approximately 2 raw score points, or the equivalent of 2 multiple choice (MC) questions (1 point apiece) or half credit on one OE [open - ended] question.

The difference between the actual and predicted scores is calculated for each student, and the average of those differences represents teacher effect.

Charter schools have higher normalized SAT scores than traditional schools: With respect to SAT scores, when we normalized the comparison between the LAUSD Alliance charter and LAUSD traditional schools under consideration to equalize the rate of test participation, we found that the Alliance charter students outperformed the LAUSD traditional students with average scores of 1417 vs. 1299 — a significant difference.

Average Point Difference is a measure that compares a school's SBAC scale scores by grade to the state standard for «met.»

Significant differences were also noted between the scores of the average ability and moderately gifted students, with the moderately gifted scoring at levels which suggested that they had progressed further through Selman's hierarchy of friendship conceptions than had their average ability age - peers.