The first variable was the students? learning style, assessed through recitation and the recall rate. At the

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.

reference
References
Huck, S. W. (2012). Reading statistics and research (6th ed.). Boston: Pearson Education Inc.