The article of Fear of failure among a sample of Jordanian undergraduate student (Alkhazaleh & Mahasneh, 2016) uses an independence sample t-test in determining statistical significant level of fear of failure (FoF) among students of The Hashemite University, Jordan. The authors used independence sample t-test because, in addition to finding the level of FoF, the study was also aimed at determining the difference in the level of FoF between the genders, academic level, and the grade-point average (GPA). It is also because independent samples t-test is an assessment test that allow for comparison of two means through an independent non-metric variable (Sedgwick, 2010). FoF served as a dependent or metric variable across an independent categorical variable of gender (i.e. male and femela). The categorical and non-metrical variables were used to evaluate the date collected.
A cumulative of 548 students were involved in the study using Performance Failure Appraisal Inventory (PFAI). In analyzing and finding the results of the data, the authors used independent sample t-test, and other statistical practices (i.e. mean, SD, one-way analyses of variance) to undertake data design. The results of the data proved suitability of using independence sample t-test to calculate difference level of FoF variations among male and female students, academic level and GPA.
The results of the study do not stand alone in solely using independent sample t-test to answer research questions. The effectiveness of this study relied on the inclusion of descriptive analysis where standard deviation, mean, independent sample t-test and ANOVA were collectively employed to successfully answer the research questions. The authors displayed the data to show variations of significant differences at the 0.05 α-level between, for example, four academic level groups in the level of fear of experiencing, shame and embarrassment, fear of important others lacking interest, panic of distressing others, panic of lessening one’s self-esteem and panic of partaking an undefined future. The authors also display data for descriptive statistics for failure measurements showing their respective mean and standard deviations. They also presented data for descriptive analysis and sex differences in fear of failure measurements. There were two research questions the study seek to answer. The first one is determining the level of FoF among Hashemite University students alone. The second question is finding the differences in students’ FoF based on whether male or female, academic level and GPA. Independence sample t-test was used to determine the statistical significance in mean sample of male and female students. Using the level of P-value at 0.05, the authors displayed data collection in table form. Part of the resulted data rejected the null hypothesis at the P-value t=2.006, P=0.04.
The resulted data presented statistical significance between male and female students’ level of fear of undergoing embarrassment and shame. However, other levels of fear of devaluing male and female students’ self-esteem, devising an indeterminate future, important others lacking interest, and displeasing important others showed no statistical significance, thereby accepted the null hypothesis. Moreover, one of the main reasons why the authors used independence sample t-test and why I suggested its appropriate choice is because FoF is used as dependent variable along with the independent variable of respondent’s sex to calculate statistical significance. The most important point to consider, which the authors seek to emphasis, was the successful (i.e. appropriate) treatment of independent sample t-test to indicate higher level of anxiety in undergoing shame among female students than the male participants.
Reference
Alkhazaleh, Z. M., & Mahasneh, A. M. (2016). Fear of failure among a sample of Jordanian undergraduate students. Psychology Research And Behavior Management, 953-60.
