## 4 Experiments and Evaluation
### Experiment in Junior High School
#### 4.2.2 Discussion and Results  
This section presents the data collected during the experiment and also the quantitative analysis of this data using Python, which are the student scores on the pre-test, post-test and questionnaire. (1) Learning Achievement  
A pre-test was conducted to ensure that both groups of students had the equivalent basic knowledge required for learning the seasonal constellations. There are about 24 and 16 effective test data of control and experiment group, respectively. A \(t\)-test was carried out to investigate whether the scores of two groups have no significant differences. The significance level is 0.05. Table 1 presents the \(t\)-test results. The mean and standard deviation (SD) of the pre-test were 25.81 and 11.27 for the control group, respectively, and 24.04 and 10.27, respectively, for the experiment group. The \(p\)-value of the two groups was 0.61 \(>\) 0.05, indicating that, in the pre-test stage, these two groups did not differ significantly, and that the two groups of students had a statistically equal level of constellation knowledge before the experiment. Figure 13: The experimental procedure of the teaching experiment at a junior high school. The control group used the traditional method to study seasonal constellations. A \(t\)-test was carried out to analyze the pre-test and post-test scores of the control group, in order to investigate whether the learning achievement of the students had an improvement regarding seasonal constellation learning. The significance level is 0.05. The \(t\)-test statistical result was as shown in Table 2. The mean and standard deviation of the pre-test were 24.04 and 10.27, respectively, and 30.25 and 14.82 of the post-test, respectively. The difference mean of the pre-test and post-test was 10.21, and the \(p\)-value was 0.0984 \(>\) 0.05. Although the score of the post-test is better than the pre-test, these results showed there was no noticeable difference between the pre-test and the post-test for the control group students. A \(t\)-test was conducted to compare the pre-test and post-test scores for the experimental group to investigate whether the students who used it had superior results regarding seasonal constellation learning compared to the control group students. The significance level is 0.05. Table 3 presents the \(t\)-test statistical results. The mean and standard deviation of the pre-test were 25.81 and 11.27, respectively, and 59.94 and 13.22, respectively, for the post-test. The difference mean of the pre-test was 34.13, and the \(p\)-value is 9.09e-09 \(<\) 0.05. These results highlight that a substantial difference existed between the pre-test and post-test for students of the experimental group. A \(t\)-test was conducted to compare the post-test scores of the experimental and control group to investigate whether these two groups have significant difference. The significance level is 0.05. Based on Table 4, the mean of post-test scores of the experimental and control group are 59.94 and 30.25, and the \(p\)-value is 1.28e-07 \(<\) 0.05, which indicated that there are significant differences of post scores between experiment and control group, and demonstrated that the different teaching method could have significantly influenced students' leaning effects. Moreover, Figure 14 provides a visual representation of the post-test and pre-test scores of students in the experimental and control groups. This figure shows that the experiment group of students who used the R-WOSARLS to observe and study constellations obtained significant improvement between pre-test and post-test, compared with the control group of students who study the constellation through the traditional method. These results proved that the R-WOSARLS assists students in effectively observing and studying the seasonal constellation in the classroom.