基于基本心理运动技能的女孩和男孩之间的差异

M. Mijanović
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摘要

根据研究目的和既定假设,科学方法论与适当的古典和新古典统计方法和检验的应用是一致的。根据设定的假设,可以得出以下结论。第一个假设H1假设男孩在学年开始时的成绩会比女孩好(第一次测量),并且这些差异在Sig.≤时具有统计学意义。05错误级别。方差“Anova”的单因素分析表明,男孩和女孩之间存在统计学上显著的差异,有利于男孩(卡方=29.36,df=8,Sig.<.00)。与判别函数的统计学上显著相关的变量有:(SHR、BAH、SBJ和SAR)。表1和表2。女孩和男孩之间的差异没有确定变量:(FTR、PLT、SUP和HIG)。质心距离证实了在一般水平上存在差异。根据表3-6以及图1和图2中的结果,假设H1仍然有效,统计误差的概率小于1%。第二个假设H2假设,即使在学年结束时(第二次测量),男孩也会比女性同龄人取得更好的成绩,而且这种差异在统计学上是显著的。比较算术平均值(表1和表2),很明显,在第二次测量中,结果更好,似乎女孩的平均值略高。表7显示了方差“Anova”的单因素分析结果,以及包括身高在内的每次测试差异的统计显著性。表7 Sig列中的值。显示并表明,在任何测试中,女孩和男孩之间都没有统计学上的显著差异。算术平均值之间存在差异,但这些差异不足以具有统计学意义。判别系数:特征值.071,史克6.16,质心距离(.242:-0.286),最后Sig.=。63证实这些差异在统计学上并不显著。考虑到研究结果,假设H2可以被拒绝,指出女孩进步更多。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Differences between girls and boys based on basic psychomotor skills
According to the aim of the research and the set hypotheses, the scientific methodology was consistently implemented with the application of adequate classical and neoclassical statistical methods and tests. Following the set hypotheses, the following conclusions can be drawn. The first hypothesis H1 assumes that boys will have better results than girls at the beginning of the school year (first measurement) and that these differences will be statistically significant at the Sig.≤.05 error level. One-factor analysis of variance "Anova" shows that there is a statistically significant difference between boys and girls in favor of boys (Chi-square=29.36, df=8, Sig.<.00). Statistically significant correlation with the discriminative function had variables: (SHR, BAH, SBJ and SAR). Tables 1&2. Differences between girls and boys were not established for the variables: (FTR, PLT, SUP and HIG). That there is a difference at the general level is confirmed by the centroid distance. In accordance with according to the results in Tables 3–6 as well as Graphs 1&2, hypothesis H1 remains valid, the probability of statistical error is less than 1%. The second hypothesis H2 assumes that even at the end of the school year (second measurement) boys will also have better results than their female peers, as well as that the difference will be statistically significant. Comparing the arithmetic means (Tables 1&2), it is evident that in the second measurement the results were better, as if on average the girls were slightly higher. Table 7 shows the results of the one-factor analysis of variance "Anova" and the statistical significance of the differences for each test, including body height. Values in Table 7 column Sig. shows and shows that there is no statistically significant difference between girls and boys in any test. There is a difference between the arithmetic means, but these differences are not large enough to be statistically significant. Discriminative coefficients: Eigen value .071, Shi-sque 6.16, centroid distance (.242:-.286) and finally Sig.=.63 confirm that the differences are not statistically significant. Considering the results of the research, hypothesis H2 can be rejected, noting that girls have improved more.
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