Mathematics word problems can be particularly difficult, especially for primary-grade children. A recent study investigated a combination of techniques for teaching students to master these problems (Fuchs, Fuchs, Craddock, Hollenbeck, Hamlett, & Schatschneider, 2008). The study investigated the effectiveness of small-group tutoring and the effectiveness of a classroom instruction technique known as "hot math." The hot-math program teaches students to recognize types or categories of problems so that they can generalize skills from one problem to another. The following data are similar to the results obtained in the study. The dependent variable is a math test score for each student after 16 weeks in the study.

a. Use a two-factor ANOVA with = .05 to evaluate the significance of the main effects and the interaction.
b. Calculate the η2 values to measure the effect size for the two main effects.
c. Describe the pattern of results. (Is tutoring significantly better than no tutoring? Is traditional classroom instruction significantly different from hot math? Does the effect of tutoring depend on the type of classroom instruction?)

No Tutoring With Tutoring 4 5 Traditional Instruction 4 8. 12 2 9. 6. 13 Hot-Math Instruction 8 9. mo2247