| 1. | The pre - and post - test were conducted to both the experimental class and the control class
本文作者对实验班和控制班进行了前测和后测。 |
| 2. | Two classes whose level are almost the same are looked as experiment class and control class separately by an exam
通过前测，确定学业成绩无显著差别的两个班为实验班和对照班。 |
| 3. | During the process of educational experiment firstly , i paid special attention to the enviroment building , helping them build self - confidence , arising students ' innovational sense
本实验在收集资料，文献探讨之后拟定实验计划，并实施实验前测。 |
| 4. | One of the classes which composed the population constituted experimental group ( n = 46 ) , and the other constituted the control group ( n = 48 )
前测对所有受试者进行高中系列学业性向测验与赖氏人格测验之评量，以了解两组学生在实验处理前之差异。 |
| 5. | Sta tis ti cal anal y ses included chi - square test , paired t - test , anal y sis of covariance , one - way anova , and scheffe s post hoc com par i son
另外，经两组前测为共变项之共变数分析之后，实验组后测之自觉运动利益及运动自我效能分数皆显著高于对照组后测之分数。 |
| 6. | The pre - test score suggested no significant differences between the two groups of students , while the post - test clearly indicated a big advantage of the experimental class over the control class
前测结果表明试验班与对照班无显著差异，后测结果表明试验班明显优于对照班。 |
| 7. | We hold group counsel for 14 times to the experimental group , while do nothing to the comparative one . then at the end of experiment , we hold different evaluation on the counsel
具体做法是，用青年性格问卷和大学生人际关系综合诊断量表作为筛选和评价工具，在团体辅导前后分别进行前测和后测。 |
| 8. | After pretest and training for wll , the research adopts measures such as " a subject per unit " and " a star per week " to use wll into practice of mde based on innovation diffusion theory
在各种前测与使用培训之后，根据创新推广理论采取多种措施应用wll于现代远程教育实践中，如开展了“每单元一主题” 、 “每周一星”等活动。 |
| 9. | Here are the main procedures : a test was given to the students in senior one of shenzhen middle school , using scl - 90 and mhrs - hs . two classes with approximate scores are chosen , one as the experimental class and the other as the contrast class
研究方法是：在某中学高一年级用scl - 90量表、学生心理健康测查表( mhrs - hs )前测，选取两个量表得分相近的两个班级。 |
| 10. | I study the precondition required by layering teaching , such as the hardware equipment and the training of teachers . 1 also give some corresponding strategies and some concrete practice of layering teach under the condition of information technology
本文分析了信息技术条件下分层教学的物质条件和教师学生的条件，通过教学实验进行了深入研究。作者通过一个学期的教学实验(不等组前测后测实验) 。 |
