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Table 3 Paired samples test

From: Effects of using inquiry-based learning on EFL students’ critical thinking skills

Paired differences
   Mean Std. Deviation Std. Error mean t df Sig. (2- tailed
Pair 1 Pre-test 1 - Pre-test 2 .150 1.268 .284 .529 19 .603
Pair 2 Pre-test 1 - Pre-test 3 −.200 .616 .138 −1.453 19 .163
Pair 3 Pre-test 1 - Post-test 1 −27.750 5.408 1.209 −22.946 19 .000
Pair 4 Pre-test 1 - Post-test 2 −27.550 5.246 1.173 −23.485 19 .000
Pair 5 Pre-test 1 - Post-test 3 −28.100 4.610 1.031 −27.259 19 .000
Pair 6 Pre-test 2 - Pre-test 3 −.350 1.387 .310 −1.129 19 .273
Pair 7 Pre-test 2 - Post-test 1 −27.900 5.684 1.271 −21.952 19 .000
Pair 8 Pre-test 2 - Post-test 2 −27.700 5.555 1.242 −22.302 19 .000
Pair 9 Pre-test 2 - Post-test 3 −28.250 4.854 1.085 −26.025 19 .000
Pair 10 Pre-test 3 - Post-test 1 −27.550 5.346 1.195 −23.048 19 .000
Pair 11 Pre-test 3 - Post-test 2 −27.350 5.174 1.157 −23.642 19 .000
Pair 12 Pre-test 3 - Post-test 3 −27.900 4.553 1.018 −27.407 19 .000
Pair 13 Post-test 1 - Post-test 2 .200 1.196 .268 .748 19 .464
Pair 14 Post-test 1 - Post-test 3 −.350 1.725 .386 −.907 19 .376
Pair 15 Post-test 2 - Post-test 3 −.550 2.212 .495 −1.112 19 .280