Decision-Based Learning - Questions of Difference

1. After determining that the question is inferential in
nature, we then must classify it as one of the following:

2. After determining that the question is inferential in
nature, we then must classify it as one of the following:

3. These four classifications encompass the majority of
inferential statistical methods that exist.

4. So, let’s begin with . . .

5. So, let’s begin with . . .
Drum-roll please?

6. Questions of difference

7. Questions of difference

8. Questions of difference

9. As a general rule, a question of difference asks if one
group is different, similar, or comparable to another
group in terms of some outcome.

10. Let’s see this visually:

11. Let’s see this visually:
Group 1

12. Let’s see this visually:
Group 1
is different,
similar, or
comparable
to

13. Let’s see this visually:
is different,
similar, or
comparable
Group 1 Group 2
to

14. Let’s see this visually:
is different,
similar, or
comparable
Group 1 Group 2 based on
to

15. Let’s see this visually:
Group 1 based on Some
Outcome
Group 2
is different,
similar, or
comparable
to

16. Let’s look at an example:

17. Researchers want to determine who drives
faster women or men.

18. Researchers want to determine who drives
faster women or men.

19. Researchers want to determine who drives
faster women or men.
Group 1 based on Some
Outcome
Group 2
is different,
similar, or
comparable
to

20. Researchers want to determine who drives
faster women or men.
Group 1 based on Some
Outcome
Group 2
is different,
similar, or
comparable
to

21. Researchers want to determine who drives
faster women or men.
WOMEN based on Some
Outcome
Group 2
are different,
similar, or
comparable
to

22. Researchers want to determine who drives
faster women or men.
WOMEN based on Some
Outcome
Group 2
are different,
similar, or
comparable
to

23. Researchers want to determine who drives
faster women or men.
WOMEN based on Some
Outcome
Group 2
are different,
similar, or
comparable
to

24. Researchers want to determine who drives
faster women or men.
WOMEN based on Some
Outcome
Group 2
are different,
similar, or
comparable
to

25. Researchers want to determine who drives
faster women or men.
WOMEN based on Some
Outcome
MEN
are different,
similar, or
comparable
to

26. Researchers want to determine who drives
faster women or men.
WOMEN based on Some
Outcome
MEN
are different,
similar, or
comparable
to

27. Researchers want to determine who drives
faster women or men.
WOMEN based on DRIVING
SPEED
MEN
are different,
similar, or
comparable
to

28. Researchers want to determine who drives
faster women or men.
are different,
similar, or
comparable
WOMEN based on DRIVING
SPEED
MEN
to
Therefore, this is a
question of Difference

29. Here is another example,

30. A study seeks to understand if teenagers are
more likely to text while driving than adults.

31. A study seeks to understand if teenagers are
more likely to text while driving than adults.

32. A study seeks to understand if teenagers are
more likely to text while driving than adults.
Group 1 based on Some
Outcome
Group 2
are different,
similar, or
comparable
to

33. A study seeks to understand if teenagers are
more likely to text while driving than adults.
Group 1 based on Some
Outcome
Group 2
are different,
similar, or
comparable
to

34. Investigators seeks to understand if teenagers
are more likely to text while driving than adults.
They administer an anonymous survey to each
group and compare the results.
are different,
similar, or
comparable
Group 1 based on Some
to
Outcome
Group 2

35. Investigators seeks to understand if teenagers
are more likely to text while driving than adults.
They administer an anonymous survey to each
group and compare the results.
are different,
similar, or
comparable
TEENAGERS based on Some
to
Outcome
Group 2

36. Investigators seeks to understand if teenagers
are more likely to text while driving than adults.
They administer an anonymous survey to each
group and compare the results.
TEENAGERS based on Some
Outcome
Group 2
are different,
similar, or
comparable
to

37. Investigators seeks to understand if teenagers
are more likely to text while driving than adults.
They administer an anonymous survey to each
group and compare the results.
TEENAGERS based on Some
Outcome
Group 2
are different,
similar, or
comparable
to

38. Investigators seeks to understand if teenagers
are more likely to text while driving than adults.
They administer an anonymous survey to each
group and compare the results.
TEENAGERS based on Some
Outcome
Group 2
are different,
similar, or
comparable
to

39. Investigators seeks to understand if teenagers
are more likely to text while driving than adults.
They administer an anonymous survey to each
group and compare the results.
TEENAGERS based on Some
Outcome
ADULTS
are different,
similar, or
comparable
to

40. Investigators seeks to understand if teenagers
are more likely to text while driving than adults.
They administer an anonymous survey to each
group and compare the results.
TEENAGERS based on Some
Outcome
ADULTS
are different,
similar, or
comparable
to

41. Investigators seeks to understand if teenagers
are more likely to text while driving than adults.
They administer an anonymous survey to each
group and compare the results.
TEENAGERS based on Some
Outcome
ADULTS
are different,
similar, or
comparable
to

42. Investigators seeks to understand if teenagers
are more likely to text while driving than adults.
They administer an anonymous survey to each
group and compare the results.
are different,
similar, or
comparable
TEENAGERS based on
TEXTING
WHILE
DRIVING
ADULTS
to
Therefore, this is a
question of Difference

43. Now let’s see an example examining the
difference between three groups.

44. Investigators wish to determine who spends
more time on electronics: tweens, teenagers or
college freshmen.

45. Investigators wish to determine who spends
more time on electronics: tweens, teenagers or
college freshmen.

46. Investigators wish to determine who spends
more time on electronics: tweens, teenagers or
college freshmen.
Group 1
are different,
similar or
comparable to one
another
based on
Some
Outcome
Group 2 & Group 3

47. Investigators wish to determine who spends
more time on electronics: tweens, teenagers or
college freshmen.
Group 1
Some
Outcome
Group 2 & Group 3
are different,
similar or
comparable to one
another
based on

48. Investigators wish to determine who spends
more time on electronics: tweens, teenagers or
college freshmen.
TWEENS
Some
Outcome
Group 2 & Group 3
are different,
similar or
comparable to one
another
based on

49. Investigators wish to determine who spends
more time on electronics: tweens, teenagers or
college freshmen.
TWEENS
Some
Outcome
Group 2 & Group 3
are different,
similar or
comparable to one
another
based on

50. Investigators wish to determine who spends
more time on electronics: tweens, teenagers or
college freshmen.
TWEENS
Some
Outcome
TEENAGERS & Group 3
are different,
similar or
comparable to one
another
based on

51. Investigators wish to determine who spends
more time on electronics: tweens, teenagers or
college freshmen.
TWEENS
Some
Outcome
TEENAGERS & Group 3
are different,
similar or
comparable to one
another
based on

52. Investigators wish to determine who spends
more time on electronics: tweens, teenagers or
college freshmen.
TWEENS
Some
Outcome
TEENAGERS & COLLEGE
FRESHMEN
are different,
similar or
comparable
to one another
based on

53. Investigators wish to determine who spends
more time on electronics: tweens, teenagers or
college freshmen.
TWEENS
Some
Outcome
TEENAGERS & COLLEGE
FRESHMEN
are different,
similar or
comparable
to one another
based on

54. Investigators wish to determine who spends
more time on electronics: tweens, teenagers or
college freshmen.
TWEENS
Some
Outcome
TEENAGERS & COLLEGE
FRESHMEN
are different,
similar or
comparable
to one another
based on

55. Investigators wish to determine who spends
more time on electronics: tweens, teenagers or
college freshmen.
TWEENS TEENAGERS & COLLEGE
FRESHMEN
Some
Outcome
are different,
similar or
comparable
to one another
based on

56. Investigators wish to determine who spends
more time on electronics: tweens, teenagers or
college freshmen.
TWEENS
TIME SPENT
ON
ELECTRONICS
TEENAGERS & COLLEGE
FRESHMEN
are different,
similar or
comparable
to one another
based on

57. Investigators wish to determine who spends
more time on electronics: tweens, teenagers or
college freshmen.
TWEENS
TIME SPENT
ON
ELECTRONICS
TEENAGERS & COLLEGE
FRESHMEN
are different,
similar or
comparable
to one another
Therefore, this is a quebsatseiod onn of
Difference between more than two
groups

58. This time, let’s see an example where we are
looking at similarities between two groups
instead of differences:

59. The average score nationwide on the verbal
section of the GRE is 610.

60. The average score nationwide on the verbal
section of the GRE is 610.

61. The average score nationwide on the verbal
section of the GRE is 610. A researcher wants to
do an experiment on a group (or sample) of
graduate students that represent those with
typical GRE verbal scores.

62. The average score nationwide on the verbal
section of the GRE is 610. A researcher wants to
do an experiment on a group (or sample) of
graduate students that represent those with
typical GRE verbal scores. So, she takes a
sample of 50 grad students to see if they have
statistically similar GRE verbal scores to the
population.

63. The average score nationwide on the verbal
section of the GRE is 610. A researcher wants to
do an experiment on a group (or sample) of
graduate students that represent those with
typical GRE verbal scores. So, she takes a sample
of 50 grad students to see if they have
statistically similar GRE verbal scores to the
population.
is similar to based on Some
Outcome
A
population
A sample

64. The average score nationwide on the verbal
section of the GRE is 610. A researcher wants to
do an experiment on a group (or sample) of
graduate students that represent those with
typical GRE verbal scores. So, she takes a
sample of 50 grad students to see if they have
statistically similar GRE verbal scores to the
population.
is similar to based on Some
Outcome
Group 1
A
population

65. The average score nationwide on the verbal
section of the GRE is 610. A researcher wants to
do an experiment on a group (or sample) of
graduate students that represent those with
typical GRE verbal scores. So, she takes a
sample of 50 grad students to see if they have
statistically similar GRE verbal scores to the
population.
is similar to based on Some
Outcome
Sample of
50 Grad
Students
A
population

66. The average score nationwide on the verbal
section of the GRE is 610. A researcher wants to
do an experiment on a group (or sample) of
graduate students that represent those with
typical GRE verbal scores. So, she takes a
sample of 50 grad students to see if they have
statistically similar GRE verbal scores to the
population.
is similar to based on Some
Outcome
Sample of
50 Grad
Students
A
population

67. The average score nationwide on the verbal
section of the GRE is 610. A researcher wants to
do an experiment on a group (or sample) of
graduate students that represent those with
typical GRE verbal scores. So, she takes a
sample of 50 grad students to see if they have
statistically similar GRE verbal scores to the
population.
is similar to based on Some
Outcome
Sample of
50 Grad
Students
A
population

68. The average score nationwide on the verbal
section of the GRE is 610. A researcher wants to
do an experiment on a group (or sample) of
graduate students that represent those with
typical GRE verbal scores. So, she takes a
sample of 50 grad students to see if they have
statistically similar GRE verbal scores to the
population.
is similar to based on Some
Outcome
Sample of
50 Grad
Students
A
population

69. The average score nationwide on the verbal
section of the GRE is 610. A researcher wants to
do an experiment on a group (or sample) of
graduate students that represent those with
typical GRE verbal scores. So, she takes a
sample of 50 grad students to see if they have
statistically similar GRE verbal scores to the
population.
is similar to based on Some
Outcome
Sample of
50 Grad
Students
Population
of Grad
Students

70. The average score nationwide on the verbal
section of the GRE is 610. A researcher wants to
do an experiment on a group (or sample) of
graduate students that represent those with
typical GRE verbal scores. So, she takes a
sample of 50 grad students to see if they have
statistically similar GRE verbal scores to the
population.
is similar to based on Some
Outcome
Sample of
50 Grad
Students
Population
of Grad
Students

71. The average score nationwide on the verbal
section of the GRE is 610. A researcher wants to
do an experiment on a group (or sample) of
graduate students that represent those with
typical GRE verbal scores. So, she takes a
sample of 50 grad students to see if they have
statistically similar GRE verbal scores to the
population.
is similar to based on Some
Outcome
Sample of
50 Grad
Students
Population
of Grad
Students

72. The average score nationwide on the verbal
section of the GRE is 610. A researcher wants to
do an experiment on a group (or sample) of
graduate students that represent those with
typical GRE verbal scores. So, she takes a
sample of 50 grad students to see if they have
statistically similar GRE verbal scores to the
population.
is similar to based on
GRE
Verbal
Scores
Population
of Grad
Students
Sample of
50 Grad
Students

73. The average score nationwide on the verbal
section of the GRE is 610. A researcher wants to
do an experiment on a group (or sample) of
graduate students that represent those with
typical GRE verbal scores. So, she takes a
sample of 50 grad students to see if they have
statistically similar GRE verbal scores to the
population.
Therefore, this is a question of
Similarity is similar between to a sample based on
and a
population, but classified as difference
GRE
Verbal
Scores
The
Population
of Grad
Students
A Sample
of 50
Grad
Students

74. In many studies the only difference is that one
group experiences something and the other
group does not experience it.

75. In many studies the only difference is that one
group experiences something and the other
group does not experience it.
The group that experiences or is given
something is generally known as the
“experimental” or “treatment” group.

76. In many studies the only difference is that one
group experiences something and the other
group does not experience it.
The group that experiences or is given
something is generally known as the
“experimental” or “treatment” group.

77. In many studies the only difference is that one
group experiences something and the other
group does not experience it.
The group that does not experience nor is given
something is generally known as the “control”
group.

78. Here is how a problem like this is generally
written:

79. Scientist wish to determine the effect of an
innovative instructional software on high school
student AP stats exam scores.

80. Scientist wish to determine the effect of an
innovative instructional software on high school
student AP stats exam scores.

81. Scientist wish to determine the effect of an
innovative instructional software on high school
student AP stats exam scores.
Two groups are selected.

82. Scientist wish to determine the effect of an
innovative instructional software on high school
student AP stats exam scores.
Two groups are selected. One group uses the
innovative software and the other group does
not.

83. Scientist wish to determine the effect of an
innovative instructional software on high school
student AP stats exam scores.
Two groups are selected. One group uses the
innovative software and the other group does
not. Their exam scores are then compared.

84. Scientist wish to determine the effect of an
innovative instructional software on high school
student AP stats exam scores.
Two groups are selected. One group uses the
innovative software and the other group does
not. Their exam scores are then compared.
based on Some
Outcome
Group 1 is different Group 2
than

85. Scientist wish to determine the effect of an
innovative instructional software on high school
student AP stats exam scores.
Two groups are selected. One group uses the
innovative software and the other group does
not. Their exam scores are then compared.
based on Some
Outcome
Group 1 is different Group 2
than

86. Scientist wish to determine the effect of an
innovative instructional software on high school
student AP stats exam scores.
Two groups are selected. One group uses the
innovative software and the other group does
not. Their exam scores are then compared.
based on Some
Outcome
Group 2
Group
using
software
is different
than

87. Scientist wish to determine the effect of an
innovative instructional software on high school
student AP stats exam scores.
Two groups are selected. One group uses the
innovative software and the other group does
not. Their exam scores are then compared.
based on Some
Outcome
Group 2
Group
using
software
is different
than

88. Scientist wish to determine the effect of an
innovative instructional software on high school
student AP stats exam scores.
Two groups are selected. One group uses the
innovative software and the other group does
not. Their exam scores are then compared.
based on Some
Outcome
Group
NOT using
software
Group
using
software
is different
than

89. Scientist wish to determine the effect of an
innovative instructional software on high school
student AP stats exam scores.
Two groups are selected. One group uses the
innovative software and the other group does
not. Their exam scores are then compared.
based on Some
Outcome
Group
using
software
is different
than
Group
NOT using
software

90. Scientist wish to determine the effect of an
innovative instructional software on high school
student AP stats exam scores.
Two groups are selected. One group uses the
innovative software and the other group does
not. Their exam scores are then compared.
based on
AP Stats
Exam
Scores
Group
using
software
is different
than
Group
NOT using
software

91. In some situation the difference will not be
between two groups,

92. In some situation the difference will not be
between two groups, but between the same
group on two or more different occasions or
times.

93. Let’s see a visual of that:

94. Let’s see a visual of that:
Group 1
(Time 1)

95. Let’s see a visual of that:
Group 1
(Time 1)
is different
than

96. Let’s see a visual of that:
Group 1
(Time 2)
Group 1
(Time 1)
is different
than

97. Let’s see a visual of that:
Group 1
(Time 2)
Group 1
(Time 1)
is different
than
The time is
different but the
group is the same

98. Let’s see a visual of that:
Group 1 based on
(Time 2)
Group 1
(Time 1)
is different
than

99. Let’s see a visual of that:
based on Some
Outcome
Group 1
(Time 2)
Group 1
(Time 1)
is different
than

100. Here is an example of this:

101. An anti-boredom medication has been developed
by scientists to combat boredom.

102. An anti-boredom medication has been developed
by scientists to combat boredom.

103. An anti-boredom medication has been developed
by scientists to combat boredom. A group of
students who report being bored with school are
administered a boredom survey and then
administered the anti-boredom medication for
three weeks.

104. An anti-boredom medication has been developed
by scientists to combat boredom. A group of
students who report being bored with school are
administered a boredom survey and then
administered the anti-boredom medication for
three weeks. At the beginning of the fourth week
the boredom survey is administered again and the
results are compared.

105. An anti-boredom medication has been developed
by scientists to combat boredom. A group of
students who report being bored with school are
administered a boredom survey and then
administered the anti-boredom medication for
three weeks. At the beginning of the fourth week
the boredom survey is administered again and the
results are compared.
based on Some
Outcome
Group 1
(Time 2)
Group 1
(Time 1)
is different
than

106. An anti-boredom medication has been developed
by scientists to combat boredom. A group of
students who report being bored with school are
administered a boredom survey and then
administered the anti-boredom medication for
three weeks. At the beginning of the fourth week
the boredom survey is administered again and the
results are compared.
based on Some
Outcome
Group 1
(Time 2)
is different
than
Group 1
(Time 1)

107. An anti-boredom medication has been developed
by scientists to combat boredom. A group of
students who report being bored with school are
administered a boredom survey and then
administered the anti-boredom medication for
three weeks. At the beginning of the fourth week
the boredom survey is administered again and the
results are compared.
based on Some
Outcome
Group 1
(Time 2)
The Group
BEFORE
taking
medication
is different
than

108. An anti-boredom medication has been developed
by scientists to combat boredom. A group of
students who report being bored with school are
administered a boredom survey and then
administered the anti-boredom medication for
three weeks. At the beginning of the fourth week
the boredom survey is administered again and the
results are compared.
based on Some
Outcome
Group 1
(Time 2)
The Group
BEFORE
taking
medication
is different
than

109. An anti-boredom medication has been developed
by scientists to combat boredom. A group of
students who report being bored with school are
administered a boredom survey and then
administered the anti-boredom medication for
three weeks. At the beginning of the fourth week
the boredom survey is administered again and the
results are compared.
based on Some
Outcome
The Group
BEFORE
taking
medication
is different
than or
comparable
to
Group 1
(Time 2)

110. An anti-boredom medication has been developed
by scientists to combat boredom. A group of
students who report being bored with school are
administered a boredom survey and then
administered the anti-boredom medication for
three weeks. At the beginning of the fourth week
the boredom survey is administered again and
the results are compared.
based on Some
Outcome
Group 1
(Time 2)
The Group
BEFORE
taking
medication
is different
than or
comparable
to

111. An anti-boredom medication has been developed
by scientists to combat boredom. A group of
students who report being bored with school are
administered a boredom survey and then
administered the anti-boredom medication for
three weeks. At the beginning of the fourth week
the boredom survey is administered again and
the results are compared.
based on Some
Outcome
The Group
AFTER
taking
medicaion
The Group
BEFORE
taking
medication
is different
than or
comparable
to

112. An anti-boredom medication has been developed
by scientists to combat boredom. A group of
students who report being bored with school are
administered a boredom survey and then
administered the anti-boredom medication for
three weeks. At the beginning of the fourth week
the boredom survey is administered again and the
results are compared.
based on Some
Outcome
The Group
AFTER
taking
medicaion
The Group
BEFORE
taking
medication
is different
than or
comparable
to

113. An anti-boredom medication has been developed
by scientists to combat boredom. A group of
students who report being bored with school are
administered a boredom survey and then
administered the anti-boredom medication for
three weeks. At the beginning of the fourth week
the boredom survey is administered again and the
results are compared.
based on Some
Outcome
The Group
AFTER
taking
medicaion
The Group
BEFORE
taking
medication
is different
than or
comparable
to

114. An anti-boredom medication has been developed
by scientists to combat boredom. A group of
students who report being bored with school are
administered a boredom survey and then
administered the anti-boredom medication for
three weeks. At the beginning of the fourth week
the boredom survey is administered again and the
results are compared.
based on Degree of
Boredom
The Group
AFTER
taking
medicaion
The Group
BEFORE
taking
medication
is different
than or
comparable
to

115. Finally, let’s look at a “difference” problem that
has a lot of other elements in it, that may make
it difficult to classify as difference.

116. Scientist wish to determine the effect of an
innovative instructional software on high school
student AP stats exam scores across gender.

117. Scientist wish to determine the effect of an
innovative instructional software on high school
student AP stats exam scores across gender.
Two groups are selected.

118. Scientist wish to determine the effect of an
innovative instructional software on high school
student AP stats exam scores across gender.
Two groups are selected. One group uses the
innovative software and the other group does
not. Their exam scores are then compared.

119. Scientist wish to determine the effect of an
innovative instructional software on high school
student AP stats exam scores across gender.
Two groups are selected. One group uses the
innovative software and the other group does
not. Their exam scores are then compared.
After running this comparison the scientist
control for year in school as well as IQ scores.

120. Scientist wish to determine the effect of an
innovative instructional software on high school
student AP stats exam scores across gender.
Two groups Wow, are selected. there One is group a lot
uses the
innovative software going and on the here!
other group does
not. Their exam scores are then compared.
After running this comparison the scientist
control for year in school as well as IQ scores.

121. Scientist wish to determine the effect of an
innovative instructional software on high school
student The AP stats first exam thing scores we across need
gender.
Two groups to do are selected. is determine One group uses if
the
innovative software and the other group does
not. Their there exam scores is a are difference
then compared.
After running this comparison control for year in
school as well as IQ scores.
here.

122. Scientist wish to determine the effect of an
innovative instructional software on high school
student AP stats exam scores across gender.
Two groups are selected. One group uses the
innovative software and the other group does
not. Their exam scores are then compared.
After running this comparison control for year in
school as well as IQ scores.
Are there two or more
groups?

123. Scientist wish to determine the effect of an
innovative instructional software on high school
student AP stats exam scores across gender.
Two groups are selected. One group uses the
innovative software and the other group does
not. Their exam scores are then compared.
After running this comparison control for year in
school as well as IQ scores.
Are there two or more
groups?

124. Scientist wish to determine the effect of an
innovative instructional software on high school
student AP stats exam scores across gender.
Two groups are selected. One group uses the
innovative software and the other group does
not. Their exam scores are then compared.
After running this comparison control for year in
school as well as IQ scores.
Are there two or more
groups?

125. Scientist wish to determine the effect of an
innovative instructional software on high school
student AP stats exam scores across gender.
Two groups are selected. One group uses the
innovative software and the other group does
not. Their exam scores are then compared.
After running this comparison control for year in
school as well as IQ scores.
Yes, there are two
groups

126. Scientist wish to determine the effect of an
innovative instructional software on high school
student AP stats exam scores across gender.
Two groups are selected. One group uses the
innovative software and the other group does
not. Their exam scores are then compared.
After running this comparison control for year in
school as well as IQ scores.
Are we looking for differences,
similarities or comparisons?

127. Scientist wish to determine the effect of an
innovative instructional software on high school
student AP stats exam scores across gender.
Two groups are selected. One group uses the
innovative software and the other group does
not. Their exam scores are then compared.
After running this comparison control for year in
school as well as IQ scores.
Are we looking for differences,
similarities or comparisons?

128. Scientist wish to determine the effect of an
innovative instructional software on high school
student AP stats exam scores across gender.
Two groups are selected. One group uses the
innovative software and the other group does
not. Their exam scores are then compared.
After running this comparison control for year in
school as well as IQ scores.
Even though there are many
other things going on in this
problem, like

129. Scientist wish to determine the effect of an
innovative instructional software on high school
student AP stats exam scores across gender.
Two groups are selected. One group uses the
innovative software and the other group does
not. Questions Their exam about scores the are role
then compared.
After of gender running on this the comparison results
control for year in
school as well as IQ scores.

130. Scientist wish to determine the effect of an
innovative instructional software on high school
student AP stats exam scores across gender.
Two groups are selected. One group uses the
innovative software and the other group does
not. Their exam scores are then compared.
After running this comparison control for year in
school as well as IQ scores.
or year in school

131. Scientist wish to determine the effect of an
innovative instructional software on high school
student AP stats exam scores across gender.
Two groups are selected. One group uses the
innovative software and the other group does
not. Their exam scores are then compared.
After running this comparison control for year in
school as well as IQ scores.
or IQ scores

132. Scientist wish to determine the effect of an
innovative instructional software on high school
student AP stats exam scores across gender.
Two groups are selected. One group uses the
innovative software and the other group does
not. Their exam scores are then compared.
After running this comparison control for year in
school as well as IQ scores.
The CENTRAL FOCUS of the question is on the
difference between the GROUP who uses the
software and the GROUP who does not.

133. In summary

134. Questions of difference essentially examine the
difference, similarity or comparison between
two or more groups based on some outcome.

135. Questions of difference essentially examine the
difference, similarity or comparison between
two or more groups based on some outcome.
Group 1 based on Some
Outcome
Group 2
is different,
similar, or
comparable
to

136. At times, there may be more than two groups in
the problem or research question.

137. At times, there may be more than two groups in
the problem or research question.
Group 1
are different,
similar or
comparable to one
another
based on
Some
Outcome
Group 2 & Group 3

138. Some times those differences are between two
groups or the same group at two different times.

139. Some times those differences are between two
groups or the same group at two different times.
based on Some
Outcome
Group 1
(Time 2)
Group 1
(Time 1)
is different
than

140. And at times you may be examining how similar
or representative a sample is to a population.

141. And at times you may be examining how similar
or representative a sample is to a population.
is similar to based on Some
Outcome
A
population
A sample

142. Some of the words to look for in your problem to
determine if it is a question of difference are:

143. Some of the words to look for in your problem to
determine if it is a question of difference are:
• More
• Statistically different
• Two groups
• Two samples
• Etc.

144. Examine the question or problem you are
working on.

145. Is it a question of difference?

146. If so, select DIFFERENCE

147. If so, select DIFFERENCE