TRAINERS METHODOLOGY 1: Facilitate Learning Session

LESSON 1: Prepare Training Facilities

Principles and Characteristics of Competency-Based Training
Principles of Competency Based Training
Competency Based Training is a training delivery approach that emphasizes on what the learner can do
and focuses on outcomes rather than the learning process within the given time. It is based on the
following principles:
1. Based on curriculum developed from the competency standards.
2. Modular
3. Learner-centered
4. Based on work that must be performed
5. Delivered through materials that are related to the competency standards and curriculum modules
6. Assessed from the collection of evidence of the performance of work
7. Based on both on and off the job components
8. Open for recognition of prior learning (RPL) on current competencies
9. Delivered with multiple entry and exit
10. Registered with Unified TVET Program Registration Accreditation System (UTPRAS) which allows:
A. Dualized mode of training
B. Modular or Self-paced learning
C. Peer teaching
D. Distance Learning
E. On the Job Training
The Characteristics of CBT
Here are the Characteristics of CompetencyBased Training:
1. Competencies are carefully selected.
2. Essential knowledge is learned to support
the performance of skills.
3. Detailed training materials are keyed to
the competencies to be achieved.
4. Methods of instruction involve mastery
learning.
5. Participants knowledge and skills are
assessed as they enter the program.
6. Learning should be self-paced.

7. Flexible training approaches are essential

components.
Implications for Using CBT
There are a number of Implications for
organizations considering implementing a CBT
system.
1. Adequate Resources
2. Audiovisuals should be directly related to
the CBLMs (Modules/Written Materials)
3. Activities should match learning objectives
4. Participant interaction and feedback
should always take place
5. Trainers must be trained
6. Individuals must be prepared for CBT

Advantages and Limitations of CBT

Watson (1990) states that the competency based approach appears especially useful in training
situations where trainees have to attain a small number of specific or job-related competencies.
ADVANTAGES
Participants will achieve competencies
required in their jobs.
Participants build confidence.
Participants receive certificate of
achievement for every competency the
have achieved.
Training time is used more efficiently and
effectively.
More training time is devoted to working
with and evaluating participants.
Adult Learning Theory

LIMITATIONS
Unless initial training is provided for the
trainers, there is a tendency for them to shift
back to traditional teaching.
When little attention is given to the
identification of skills, then the result training
course is likely to be ineffective.
A course may be classified as competencybased, but unless specified, CBT materials
are designed to be used, it will still not result
to competency-based training.

Adult Learning Principles

Key Characteristics of an Adult Learner: Most of the time, Adult Learners desire that Learning be:
1.
2.
3.
4.
5.
6.

Relevant to their area of expertise

Task Oriented
Participatory
Friendly
Varied
Built in past experience

7. Adult Learning Principles by Sullivan (1995)

1.
2.
3.
4.
5.
6.
7.
8.

Learning is most productive when the trainee is ready to learn.

Learning is most effective when it builds on what the trainee already knows or has experienced.
Learning is most effective when trainees are aware of what they need to learn.
Learning is made easier by using a variety of training methods and techniques.
Opportunities to practice skills initially in controlled or simulated situations are essential.
Repetition is necessary to become competent.
The more realistic the learning situation, the more effective the learning.
Feedback should be immediate for effectiveness.

9. Delivery Plans & Learning Stations

10. Guidelines for Facilitators
11. As a trainer of CBT, you should be able to:
1.
2.
3.
4.
5.
6.

Explain the learning assessment process.

Ensure the presentation and training methods are appropriate.
Use training equipment and materials correctly.
Provide frequent advice and feedback to facilitate the learning process.
Provide ample practice opportunities.
Monitor trainees readiness for assessment.

7. Nine Events of Instruction by Robert Gagne

1.
2.
3.
4.
5.
6.
7.
8.
9.

Gain Attention
Inform Learner Objectives
Stimulate recall of prior learning
Present stimulus material
Provide learner guidance
Elicit Performance
Provide Feedback
Assess Performance
Enhance retention and transfer

10. Learning Stations

11. Different Learning Stations are set up to know what appropriate settings are needed for the
acquisition of skills:
1.
2.
3.
4.

Reading Area
Simulation Area for Mock-Ups
Role Play Area
Bench work Area

5. There are other workstations that can be set up depending on the course.
6. Activity Training Matrix
7. The training activity matrix is a monitoring tool of trainees activities for the trainer. It is
recommended to schedule and monitor the use of facilities and resources regularly/daily. It has the
following columns:

1. Training Activity
2. Trainee
3. Facilities/Tools and Equipment

4. Venue
5. Date and Time
6. Remarks

7.
8.

Comm
on

Mistakes
1. Assigning more than five or ALL TRAINEES in one work station all at the same time
2. Non-duplication of workstations to be used when there are more than five trainees under the same
activity
3. Non-division of groups into different time slot when there are limited number of equipment and resources.

9. TRAINERS METHODOLOGY 1: Facilitate Learning Session

10.

LESSON 2: Conduct Pre-Assessment

14. Evidence of RPL

6. Video Recordings or Photos of Work
Activities
11.RECOGNITION OF PRIOR LEARNING
15. These are evidences of the trainees
and
skills. They may of
beskills and knowledge
16.held
RPL as
Assessment
12. knowledge
Refers to the
acknowledgement
a result of formal training, work
documents
or
materials.
Examples
of
experience and/or life experience.
17. The process includes an assessment of
which are:
skills
and knowledge
against
13. It is also a form of assessment to use to determine whether
a person
has achieved
thru6 formal or
1. Formal
Results
performance criteria:
informalStatements
learning orof
experience.
2. Performance Appraisal Reports
1. Authenticity
3. References from current or previous
2. Currency
employers
3. Quality
4. Details of formal training, and seminars
4. Relevance
you have attended
5. Transferability
5. Certificate or Awards
6. Validity
18.CONDUCTING PRE-ASSESSMENT
19. Conduct Pre-Assessment
20. Pre-Assessment is used to determine trainees characteristics, prior learning, competencies and
needs.
21. Pre-Assessment Activities
1. Determine the time for each trainer to accomplish all forms
a. Type of test
b. Matching Type
c. Short Essay
d. Data Analyses or Graphing
e. Drawing Models
f. Long Essay
2.
3.
4.
5.
6.

g. Estimated time to finish

h. 2-4 minutes
i. 20-30 minutes
j. 15-25 minutes
k. 20-30 minutes
l. 30-50 minutes

Explain the purposes of pre-assessment

Plan adjustments for trainees special needs
Write the directions and scoring method in each type of item
Prepare an answer key
Prepare forms 1.1 (Self-check Assessment), 1.2 (Evidences/Proof or Current Competencies), 1.3
(Summary of Current Competencies Versus Required Competencies), 1.4 (Training Needs) and the
questionnaires

7. Before Pre-Assessment

8. During Pre-Assessment

1. Give instructions before pre-assessment

2. Indicate the time remaining allotted for
the text
3. Record attendance

1. Distribute the data gathering forms 1.2 &

1.2
2. Ask Trainees to fill out the questionnaires
and forms
3. Administer the pre-assessment

9.

After Pre-Assessment
1. Collect the test papers and answer sheets
2. Compare and check answer key with the trainees answers. You may use
results for the RPL
3. Set interview and demonstration schedules for RPL candidates
4. After demonstration, award a certificate of achievement
5. Record results to the progress chart
6. Use Form 1.3 & 1.4 to identify training needs

10.

11.

12.

13.

14.

TRAINERS METHODOLOGY 1: Facilitate Learning Session

15.

LESSON 3: Facilitate Training Sessions

16.
17.COMPETENCY-BASED TRAINING DELIVERY
18. As a trainer, you should be able to guide and support the trainee to actively participate in the
learning process. The CBT diagram shows the learning process in CBT starting from the trainees
entrance to the program up to his or her exit from the program
19.

20.
21. Managing CBT versus Traditional Programs
22. The trainer always has the tendency to go backward to the traditional approach. If you are aware of
the advantages of CBT, you would be more conscious about this tendency.

23.Traditional Approach
Instructors manage instruction
Students enter at the same time.

Instructor controls the learning pace.

Students are tested all at once.
Little and non-continuous feedback is given.

24.Competency-Based Approach
Trainers manage learning.
Trainees enter the program at different
times.
Self-paced learning.
Each trainee is tested only when ready.
Immediate and continuous feedback is
given.

25.
26. Role of the CBT Trainer and Trainee
27. A trainer in a CBT system spends the major portion of training time by giving demonstrations,
assigning tasks to the trainees, providing individual and small group assistance and evaluating time
progress.
28. A trainee spends most of his time in directed self-study, supervised by the trainer.
29.
30.FEEDBACK MECHANISM
31. Feedback is a dialogue between people which reflects back how another person sees someone
elses behavior or performance. The two types of feedback are positive and negative. Positive
Feedback serves to sustain behavior that is appropriate and effective. Negative/Coercive Feedback
serves to change ineffective behavior
32. How to provide feedback:
1. Only give feedback when necessary and when asked to do so.
2. Focus more on the positive ones.

3. If negative feedback is to be given, address it in a private manner.

4. Encourage reflections by asking questions.
33. Feedback in CBT
34. Providing regular Feedback is vital to the success of CBT since CBT is self-paced, continuous and
instantaneous.
35. Tools in Providing Feedback
36. There are a number of tools in providing feedback. These are:
1.
2.
3.
4.

Answer Keys
Performance Criteria Checklist including 4 dimensions of Competency (Knowledge, Skill, Attitude)
Evaluation Feedback Verbally or Written
Other monitoring tools such as the Achievement and Progress Chart.

37.COMPETENCY-BASED TRAINING PROCEDURES

38. Delivery and Evaluation Activities
39. Here are some guidelines in delivering CBT sessions:
1. Conduct pre-training activities.
2. Conduct training Need Analysis or TNA and Pre-Assessment
3. Schedule Training Sessions
4. Trainees choose competency
5. Orient trainees to CBT
6. Orient trainees about the institution
7. Orient trainees about the qualification
8. Guide the trainees in doing the activities of the session
9. Provide Feedback on the on-going activities and remedial activities for practice
10. Record achievement of Trainees on the Progress chart and Accomplishment chart.
11. Evaluate Trainees performance
12. Provide feedback on the result of the evaluation
13. And lastly, decide whether the trainee advances to the next competency or to do more practice
activities.
40.FOCUS GROUP DISCUSSIONS
41. An FGD is defined as a group of interacting individuals having some common interest or
characteristics, brought together by a moderator, who uses the group and its interaction as a way
to gain information about a specific or focused issue.
42. Approaching Focus Group Facilitation
43. Roles of the Moderator

44. Roles of the Secretary

1. Leads the discussion

2. Keeps the conversation flowing
3. Takes a few notes to remember the
comments that you may want to use later

1. Takes comprehensive notes

2. Handles the environmental conditions and
logistics
3. Responds to unexpected interruptions
4. Keeps track of time

45.
46. Managing Risks
47. Potential Problems that could arise during FGDs. To ensure a good flow of conversation, these
problems should be addressed.

48.
49.
50.
51. Minutes of the meeting
52. It is a documentation of the discussions and
agreements/resolutions on topics discussed in a
meeting.
53. Here are some useful tips from the International
Association of Administrative Professionals (IAAP)
1. Number the pages as you go
2. Provide a good flow
3. Focus more on the Action items instead of the
discussion
4. Avoid personal observations
5. Attach documents use the appendix or indicate
where they may be found.
54.
55. Before the meeting
56. Minute-takers are not supposed to be major participants in a meeting. As one, it is important to:
1. Gather as much information from the host as you can. Information may include the list of attendees
and purpose of the meeting.
2. Create a template for recording your meeting minutes. Include the following information:
o Date and time of the meeting
o Purpose of the meeting
o The meeting lead or chairs name
o Assigned action items
o Decisions made
57.
58. During the Meeting

1. Check the attendants and ask the moderator for an introduction of attendees you are unfamiliar
with.
2. Dont try to record notes verbatim.
3. Record action items and decisions in your template as they happen. If unsure, ask the lead to clarify
these actions.
59. After the Meeting
1.
2.
3.
4.

Review the notes, add additional comments or clarify what you didnt understand.
Encode your notes in the template youve created before the meeting.
Ask the meeting moderator to review the documents for errors.
Send a copy of the minutes to the attendees and keep a copy to yourself.

60.
61.CBT MONITORING TOOLS
62. Monitoring is a very important activity in CBT. As a trainer, you should be able to monitor daily
activities of each trainee so that their training progress is recorded.
63.
64. Progress Chart
65. This monitors the learning outcomes and
competencies achieved by each trainee.
Take note of the following when creating
a Progress Chart:
1. The dimension of the chart is 4 feet by 6
feet
2. Qualification title and duration
3. Units of Competency and Learning
Outcomes as reflected in the Training
Regulation
4. Names of the trainees in alphabetical
order
5. Name/s of the trainers
6. Date Started
7. Accomplish the chart by checking or putting a C
66. Common Mistake(s):
1. The trainer does not update the progress chart on a regular basis or as soon as a trainee passes a
skill.
67.
68. Achievement Chart
69. This chart monitors the required projects
and activities accomplished by each
trainee. Take note of the following when
creating an achievement chart:
1. The dimension of the chart is 4 feet by 6
feet
2. Qualification title and duration
3. Units of Competency and Activities as
reflected in the Training Regulation
4. Names of the trainees in alphabetical
order
5. Name/s of the trainers
6. Date Started

7. Accomplish the chart by checking or putting a C

70. Common Mistake(s):
1. The trainer does not update the progress chart on a regular basis or as soon as a trainee passes a
skill.
71.

72.

73.

74.
75.

76.

77.

81.

78.
79.
80.
TRAINERS METHODOLOGY 1: Facilitate Learning Session
82.
LESSON 4: Conduct Competency Assessment

83. Institutional Competency Evaluation

84. Objectives
85. Formative evaluation is done to check the accomplishments and to evaluate the level of
competencies.
86. Summative evaluation is done at the end of the training to assess trainees performance and
knowledge.
87. In CBT, learning evaluation measures the sufficiency of trainees performance, knowledge and
attitudes compared to a set competency standards.
88. Institutional Competency Evaluation is done to check whether the competencies set in the Training
Regulations and the Competency Based Curriculum is met by the trainee.
89. Assessment Logbook
1. Contains schedules of trainees ready to be assessed for the day.
2. Will help you schedule limited equipment that you have in your workshop.
3. Important when more than one trainee is to be assessed in a particular day.
90.

91.
92. Preparations for Institutional Competency Assessment
93. Prior to institutional assessment, the trainer should prepare a Competency Evaluation Tool, Answer
sheet, Marking sheets, equipment for assessment and well lighted assessment area.
94. Written Test

Given to test the knowledge aspect of the competency.

Usually administered first before the performance test.
Recommended that the passing score for the written test is 70%.

95. Demonstration with Questioning

Appropriate method of evaluation as long as the materials mimic those that are in the actual work
area.
Follow-up the performance with questions.

96. Observation with Questioning

Used in the actual work area.

Maybe applicable to some competencies if the assessment cant be done within the workshop.
An example is Laying of the brick, as this can never be done inside a workshop.

97. Before the test

1. Give a short description of the assessment.
2. Orient trainees about: The evidence requirements that has to be observed during the assessment
process, what type of the test will be given, how evidences of competencies will be gathered and
Time allotted for each activity.
3. Give specific instructions slowly and clearly.
4. Specify the dos and donts especially in the area of safety.
5. Issue the complete tools and materials necessary in an orderly manner.
6. Assign trainees to an assessment area.
98. During the test
1. Make all the necessary announcements before the test.
2. Help trainees overcome their nervousness, distractions and irritation.
3. Administer the written test; a passing score must be achieved before moving on to the performance
test.
4. Ensure that trainees are in appropriate working attire.
5. Explain thoroughly the procedures.
6. Be present at the test area.
7. Observe the specified time limits.
8. Stop the trainee if they destroy the equipment or work in a hazardously manner.

9. Give follow-up questions in case a performance criteria is not demonstrated.

10. Closely watch the demonstration of critical aspects of competency.
11. Tick on the performance on the rating sheets observed as demonstrated as the performance test is
going on.
99. After the test
1. Provide immediate feedback starting with something positive like improvements.
2. In case the trainee is not yet competent on an area, advice the trainee to go back to the particular
task he or she failed.
3. Re-assess the candidate on the competency that he did not perform well.
4. Record the results to the institutional Evaluation Record Sheet and the Progress Chart.
5. You may now award the Certificate of Achievement.
100.

101.

TRAINERS METHODOLOGY 1: Facilitate Learning Session

102.
LESSON 5: Review Delivery of Training

103.

Competency-Based Training Review and Evaluation

104.

Training Evaluation

105.
After delivering a training session, review your delivery and look at what went well and what
might be improved. The following component shall be included in the review.
106.

Knowledge
o
o

107.
o
o

Cognitive domain of human behavior

Measured through pre-test and post-test
Skills
Psychomotor domain of human behavior
Measured through performance tests

108.
o
o
109.
o

110.

Attitude
Affective domain of human behavior
Measured through trainings development of positive attitude
Program Implementation
CBT implementation review and evaluation will be most effective if methods on how the ff.
categories of program implementation are analyzed:
1. Program Design and Implementation,
2. Course Content,
3. Training Methodology,
4. Program Administration and Management,
5. Trainers Competence.
Feedback

111.
Feedback can be obtained from participants, other trainers, supervisor and yourself. It can
also be used to know whether you need to make any changes to your lessons and approach. It can
be gathered in a number of ways.

112.
113.

CBT Evaluation Tools

114.

This table shows some information gathering tools.

115.
116.

Rating Sheets

117.
A trainer must recall characteristics of an ideal competency based training (CBT). Group
characteristics into aspects, preparation, delivery, support system and facilities. Use of rating scales
like Likert Scale is recommended.

118.
119.

Focus Group Discussion

120.

List down discussion questions which focus on the areas you want to evaluate. Examples:

What are the competencies you have required from the training that are very useful?
Do you think the training prepared you with the competencies required in the workplace?
What do you think are the weaknesses and the strength of the CBT program?
What improvements can you suggest for the program?

121.

Organize a meeting once the questions are prepared.

122.

Document Review

To gather information relating to the average training time of the learners to acquire desired level of
competency.
To identify success rates in national and institutional assessment.
To summarize the written comments of participants, supervisor and other stake holders.

123.

Self-Evaluation

124.
It can take place during the training session as you reflect how thing s are going. This helps
you to make any changes to your plan in response to the situation. It can take place after the
training session when you ask yourself in-depth questions if there are things to be changed or
problems to be solved.
125.

The following strategies might help you for evaluating your training:

Take video of CBT and look for ways to improve yourself

Ask feedback from colleagues and other trainers
Compare your training methods/techniques with other trainers

126.

Training Evaluation Analysis

127.

Training Evaluation

128.
Training Evaluation is designed to determine the effectiveness of the training in achieving its
objectives.
129.

Importance of Training Evaluation:

Tell us effectiveness of training

Tell us if a training activity needs to be continued, redesigned or discontinued.
Expected effects help us decide the choice of method, design and tool to use in evaluating training.

130.

Training Evaluation Objectives

131.
Training Evaluation Objective is a statement of what changes in the trainee are expected to
be achieved and the cause of such change. The training objective should be SMART (Specific,
Measurable, Achievable, Realistic and Time bound. It should also possess the cause and effect. The
cause may be one of the indicators of input, budget, activity, training, output, trained staff and the
effort may be one of the effect like knowledge, attitude and skills.
132.

(Determine, Find out, Assess, Evaluate, Investigate) + cause + effect + subject

133.

The training evaluation objective may use the following verbs:

Parts of a training Evaluation Report

Title of the Report (title should be explicit and concise giving a general idea of the report)
Executive Summary (Summary of objectives, methods used, results of the evaluation, conclusion
and recommendations)
Rationale (The purpose of evaluation of the training program is written in this report)
Objectives (General and Specific)
Methodology (The research method used includes the number of participants and their mode of
selection)
Results and Discussions (body of the report)
o Data interpretation data presented in graphs and charts are interpreted here
o Data analysis the result of the statistical treatment are interpreted and explained
o Conclusion - the statements of the results which answer the objectives are summarized
here
Recommendations - the course of actions that arises from the results and conclusions

134.

Training Evaluation Instrument

135.
This instrument aims to evaluate how effective the training program enhanced the capability
of the trainer participants in Trainers Methodology I in terms of the following.
136.

Training Session Adjustment

137.

Objectives

138.

In the previous lessons, you learned to evaluate training sessions such as:

Self-evaluation
Focus Group Discussions
Training Program Evaluation
Pre-/Post-Test

139.
Self-Assessment and Reflections will give the trainer an idea what to adjust to improve the
attainment of skills and knowledge.
140.

Important information which will lead to a successful adjustment in the training sessions:

Trainees satisfaction on training sessions

Unsuccessful activities
Feedback from trainees

141.
Documentations should be submitted to proper authorities to serve as a basis for decision
making about training methodologies and curriculum: Other Instructors, Research Team, Vocational
Instructor Supervisor, Administers and Industry Partners.
142.

Pre/Post-Test Analysis

143.

Pre-test/Post-test

144.
Pre-test - Preliminary test to determine trainees baseline knowledge for an educational
experience.
145.
Post-test Test given to trainees after completion of the course. Used in conjunction with
pre-test to measure achievement.
146.
Tip Both are not limited to written test. Performance Test can also be used. We shall be
using trainer-made test that is item analysis (true/false and multiple choice).
147.

Advantages and Disadvantages

148.
ADVANTAGES
150.
Use for measuring the value-added
by a program of study
154.
Pre-test serve purposes: knowledge
of the current state of a group provides
guidance for future activities
158.
The after-only design of
documenting learning is a weak approach
because positive change cant be attributed
to the effectiveness of a program

149.
DISADVANTAGES
151.
Statistical Problems
153.
Tendency to teach the post-test
155.
Trainees will absorb knowledge just
form taking the test and rely on the content
157.
Concentrate on value-added rather
than outcomes assessment
159.
Due to trainees dropping out, the
post-test results may be higher because
those who remain are more persistent or
successful
161.
Hard to discern if the positive
change is due to learning in the workshop

162.
163.

Statistical Analysis

164.
The statistical tool which is most appropriate to analyze pre-test and post-test shall be
paired t-test.

165.
T-test is an inferential test that determines if there is a significant difference between the
means of two data sets.
166.
T-test (for paired samples) use this test to compare two small sets of quantitative data
when data in each sample set are related in a special way.
167.
Criteria

The number of points in each data set must be the same, and they must be organized in pairs.
If the data were taken as random samples, you must use the independent test.
Even if data are related in pairs, sometimes the paired t is still inappropriate.
If a given data point in group one could be paired with any data point in group two, you cannot use
a paired t-test.
168.
169.

Statistical Analysis

170.
We shall be using the computer to compute for the p-value
which shall be the basis of our analysis. We shall be using Microsoft
Excel Analysis Toolpak to analyze our data. To install the application,
follow these steps.
1.
2.
3.
4.
5.

Click the MS Office Button

Click Excel Options
Click Add-ins, in the Manage Box, select Add-ins
Click Go
In the Add-ins available Box, select the Analysis Toolpak check box and
click OK
6. If you are prompted that the Analysis Toolpak is not currently installed on
your computer, click Yes to install it.
7. After installing Analysis Tool pack, you will see data analysis icon in
your data toolbar.
171.
172.
173.

Statistical Table

174.

The analysis table of the pre-test and post-test using paired t-test will look like this table.

175.
If your statistic is higher than the
critical value from the table:

Your finding is significant

You reject the null hypothesis
The probability is small that the difference
happened by chance, and p is less than the
critical alpha level
176.
If your statistic is lower than the
critical value from the table:

You finding is not significant

You fail to reject the null hypothesis
The probability is high that the difference
happened by chance, and p is greater that the
critical alpha level
178.

Statistical Table Analysis

177.

T-statistic is greater than t-critical value, so we reject

the null hypothesis. (Null hypothesis is There are
no significant differences between the pre-test and
post-test scores.)
Conclusion is the scores increased.
TIP: Instead of comparing the t-critical and tstatistical values to determine significant
differences, you may also compare the alpha level
and p-values.
An alpha level represents the number of times out
of 100 you are willing to be incorrect if you reject
the null hypothesis.
If p-value is less than the alpha level, the alternate
hypothesis is accepted. However, if the p-value was
greater than the alpha, the null hypothesis would
be retained. If your alpha is 0.1 and your p-value is
0.00025 there are significant differences between
treatment means at 0.01 level.
179.
180.

Graph of Pre-Test and Post-Test Scores

181.
The blue line represents the pre-test scores of the trainees and the red line represents the
post-test scores. The red line is higher than the blue line which means that the post-test scores are
generally higher than the pre-test scores.
182.
To test the null hypothesis there are no significant differences between the pre and post
test scores using the paired t-test, do the ff. steps using Microsoft Excel.
1. Type you data in Excel.
2. Click on the icon Data Analysis and the
dialog box on Analysis Tools will appear.
3. Click t-Test: paired two sample for means,
then click OK.
4. Click on the red arrow beside the blank
space for Variable 1 Range, select all the
post-test scores & click the arrow again.

5. Click on the red arrow beside the blank

space for Variable 2 Range, select all the
pre-test scores & click the arrow again.
6. On the blank area for hypothesized mean
difference, type 0.
7. Select the output range, which will be the
range where the table will appear and
click ok.

8.
9.

10.