I__. - International Military Testing Association

-_________ _.._.._.^.. ..--._-e___--.. --- --- -- - .-~I. ---.
A statistical analysis of the rank ordered P-scores using KENDALL’s coefficient of concordance
W did not produce any significant differences between the school education samples within the
specific regions.
The results presented in Table 3 show that although the AIL items were appraised in the regions
with varying degrees of intensity, the ranking position of the preference scores largely coincide.
To compare the preferences for assignments with fighting as opposed to non-fighting forces the
mean ranking position of the individuals assignments were taken. In both, the overall sample
and the subsamples based on region assignments with non-fighting forces achieved in each case
a significant better mean ranking position than those with fighting forces.
Table 4
Mean ranking positions for assignments with fighting
and non-fighting forces (* = p c .OS; ** = p c .Ol).
-I__------v---- - - - - m - m - - -------
Mean ranking position Difference
in ranking
Region Fighting forces Non-fighting forces position
Northern
Central
Southern
Total
16.4 9.1 7.3 **
15.0 10.4 4.6 “1)
15.8 9.6 6.2 **
14.9 10.7 4.2 ‘1)
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Preference for assignments with non-fighting forces was found to be broadly the same throughout
the overall sample and the regional subsamples. In the subsamplcs based on school education,
however, there was no such uniform appraisal (Tab. 5).
Table 5
Mean ranking positions for assignments with fighting/non-fighting forces
in subsamples based on school education *)
-____----___- ____ ______--I_-__-- --.- ----
Mean ranking position Diffcrencc
in ranking
School Education Fighting forces Non-lighting forces position
1) 12.8 12.8 0.0
2) 13.5 12.2 0.7
3) 16.2 9.0 7.2 **)
4) 15.9 9.8 6.1 **)
Total 14.9 10.7 4.2 *>
1) School education ( 1 to 4 ) see Table 4.
It would appear that the preference for assignments with non-fighting forces increases, the higher
the level of school education.
Croups with a lower education level showed no or little diffcrencc in their preference for fighting
or non-fighting forces while those with a higher level of education clearly preferred assignments
with non-fighting forces.
The following cross-tabulation with the determinants “region” and “school education” highlights
the differences between assignments with non-fighting and fighting forces. Conscripts with a
.