For this article you should focus on the findings reported in the "Effect of classroom type on learning" part of the results section.
Specifically, you should attempt to reproduce all descriptive and inferential analyses reported in the text below and associated tables/figures:
Effect of classroom type on learning
Pretest accuracy was statistically equivalent in the sparse classroom condition (M = 22%) and the decorated-classroom condition (M = 23%), paired-samples t(22) < 1, and accuracy in both conditions was not different from chance, both one-sample ts (22) < 1.3, ps > .21. The children’s posttest scores were significantly higher than their pretest scores in both experimental conditions, both paired-samples ts(22) > 4.72, ps ≤ .0001 (Fig. 4). Therefore, in both experimental conditions, the children successfully learned from the instruction. However, their learning scores were higher in the sparse-classroom condition (M = 55%) than in the decorated-classroom condition (M = 42%), paired-samples t(22) = 2.95, p = .007; this effect was of medium size, Cohen’s d = 0.65. Analysis of gain scores corroborated the results of the analysis of the posttest scores. Gain scores were calculated by subtracting each participant’s pretest score from his or her posttest score. Pairwise comparisons indicated that the children’s learning gains were higher in the sparse-classroom condition (M = 33%, SD = 22) than in the decorated-classroom condition (M = 18%, SD = 19), paired-sample t(22) = 3.49, p = .002, Cohen’s d = 0.73.
Note Make sure to use the original article for additional context and information about any necessary pre-processing steps. Also check for additional supplementary materials that may provide supporting documentation for analysis procedures.