An Investigation of Method Effects on Reading Comprehension Test Performance

Appendix 2:

Summary of Hypothesis Testing 
	NOTE: * p < .05,    ** p < .005    (N=735)
Hypothesis Evidence
(F values)
1 There is no interaction between reading comprehension test performance and text organization. 4.846**
(df = 3, 731)
2 There is no interaction between reading comprehension test performance and response format. 10.395**
(df = 2, 732)
3 There is no interaction between reading comprehension test performance, text organization, and response format. 6.149**
(df = 6, 723)

Hypothesis Evidence
(F values)
4 There is no interaction between reading comprehension test performance, text organization, and the students' proficiency level. Low
n.s.
(df = 3, 235) 		Middle
3.82*
(df = 3, 234)		 High
8.87**
(df = 3, 254)
5 There is no interaction between reading comprehension test performance, response format, and the students' proficiency level. Low
n.s.
(df = 3, 236) 		Middle
8.57**
(df = 2, 235)		 High
14.28**
(df = 2, 255)
6 There is no interaction between reading comprehension test performance, text organization, response format, and the students' proficiency level. Low
2.63*
(df = 6, 227) 		Middle
3.06*
(df = 6, 226)		 High
6.61**
(df = 6, 246)


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