The first variable was the students’ learning style, assessed through recitation and the recall rate. At the same time, the second variable was learning disability, defined as a disorder leading to a reduced capacity to understand and use spoken language.
Ho = There is no significant association between a student’s learning style and learning disability.
Ha = There is a significant relationship between a student’s learning style and learning disability.
Significance is often misconstrued to define or relate causality. In the null hypothesis, Huck (2012) describes a finding not likely to occur, or there is no statistical significance between the two variables. In casual everyday language, a student’s learning style is expected to affect a student’s learning disability significantly. Additionally, in statistical significance, assessing the RTI model will most likely lead to a significant correlation between the two variables, albeit without causality.
Huck, S. W. (2012). Reading statistics and research (6th ed.). Boston: Pearson Education Inc.