The use of learning models in physics teaching

The results of experiment are presented in Table.

Table. Results of measurements in EG and CG

The level of understanding	Pre-test (%)		Post-test (%)
	EG	CG	EG	CG
low	44.0	46.0	16.0	48.0
average	47.0	46.0	59.0	46.0
high	9.0	8.0	25.0	6.0

The three levels of students' understanding of educational material are low, average, and high. We used Pearson's chi-squared test χ² for the analysis of received data because the measurements were carried out in ordinal scale with three gradations. The two statistical hypotheses were formulated:

1. the null hypothesis about the absence of difference between the distributions in two groups;

2. the alternative hypothesis about the presence of difference between the distributions in two groups.

Critical chi-squared value for significance level of 5% in the three-level scale of gradation equals 5.99. Pre-test results confirmed the null hypothesis because chi-squared statistic χ² is less than value 5.99 (χ²= .22 < 5.99). Post-test results confirmed the alternative hypothesis because chi-squared statistic χ² is more than value 5.99 (χ²=10.53 > 5.99). In this way, post-test have shown that the difference between critical chi-squared value and calculated chi-squared value is due with not accidental, but with essential reasons – the use of learning models in physics teaching. Since we used significance level of 5%, then the reliability of difference is equal to 95%.