Post-test results proved that rural group had improved much more in its
mean score of post-test. Further analysis of improvement in post-test of
both groups was conducted by using paired samples t-test. Paired samples
t-test discovered that there was a statistically great difference in
post-test score of rural group as t(19), p = 0.163, α = 0.05 (See
Appendix B).
Paired samples t-test found that there was an immense difference in the
pre-test and post-test marks of urban group as t(19) = -2.37, p = 0.01,
α = 0.05 (See Appendix C).
It clearly proves the hypothesis that location has an effect on the
learning of the students. So, it can be concluded that in terms of
statistical significance, urban group had improved much more than the
rural group. All this change was due to the change in location of
school. Short stories for vocabulary enhancement proved to be effective
for both rural and urban groups but there was a greatt difference in
improvements of rural and urban learners. One possible reason was the
past exposure of urban students to short stories in the form of rhymes
having short stories in them that they used to have at the beginning
level of school. For rural students, it was quite a new methodology due
to which they couldn’t perform like urban students. It may also be
concluded that we can have wonderful outputs from students by
introducing short stories from the very beginning level at school.