Question

In: Statistics and Probability

A horse trainer teaches horses to jump by using two methods of instruction. Horses being taught...

A horse trainer teaches horses to jump by using two methods of instruction. Horses being taught by method A have a lead horse that accompanies each jump. Horses being taught by method B have no lead horse. The table shows the number of training sessions required before each horse performed the jumps properly.

Method A

43

23

49

44

39

22

Method B

27

25

48

31

37

46


Method A

47

26

29

33

36

42

Method B

28

45

41

34

51

Use a rank-sum test with a 10% level of significance to test the claim that there is no difference between the training sessions distributions. State the conclusion of the test and interpret your results with a 10% level of significance.

a.

Since the P-value is greater than the level of significance, the data are statistically significant. Based on this, we reject the null hypothesis.

b.

Since the P-value is greater than the level of significance, the data are statistically significant. Based on this, we fail to reject the null hypothesis.

c.

Since the P-value is less than the level of significance, the data are statistically significant. Based on this, we reject the null hypothesis.

d.

Since the P-value is less than the level of significance, the data are statistically insignificant. Based on this, we fail to reject the null hypothesis.

e.

Since the P-value is greater than the level of significance, the data are statistically insignificant. Based on this, we fail to reject the null hypothesis.

Solutions

Expert Solution



Related Solutions

Suppose that a MBA level stat course is taught using four different methods of instruction: (1)...
Suppose that a MBA level stat course is taught using four different methods of instruction: (1) 100% online; (2) a “half and half” format where one week the class meets for a lecture, the next week, material is posted online, etc.; (3) traditional weekly lecture meetings plus supplementary material posted online; and (4) traditional weekly lecture meeting with no use of the web.     Twenty students are surveyed from each course and are asked to estimate the average number of...
Two sections of a class in statistics were taught by two different methods. Students’ scores on...
Two sections of a class in statistics were taught by two different methods. Students’ scores on a standardized test are shown in Table 5.12 . Do the results present evidence of a difference in the effectiveness of the two methods? (Use α = 0.05.) Class A: 74, 97, 79, 88, 78, 93, 76, 75, 82, 86, 100, 94 Class B: 78, 92, 94, 78, 71, 85, 70, 79, 76, 93, 82, 69, 84 Include R code.
2. Two sections of 70 Introductory Sociology students were taught with one section using no text...
2. Two sections of 70 Introductory Sociology students were taught with one section using no text and the other section using a popular introductory text. At mid-term, the same test was given to both sections with the following results: PLEASE SHOW WORK              No Text         Popular Text               n1=70            n2=70              1=75           2=71              S1=8             S2=10    a) Test for the significance of the difference between two population means (set α (alpha) =.01 level).             b) Calculate the effect size...
Two teaching methods and their effects on science test scores are being reviewed. A random sample...
Two teaching methods and their effects on science test scores are being reviewed. A random sample of 11 students, taught in traditional lab sessions, had a mean test score of 78.1 with a standard deviation of 3 . A random sample of 19 students, taught using interactive simulation software, had a mean test score of 84.1 with a standard deviation of 5.9 . Do these results support the claim that the mean science test score is lower for students taught...
Two teaching methods and their effects on science test scores are being reviewed. A random sample...
Two teaching methods and their effects on science test scores are being reviewed. A random sample of 11 students, taught in traditional lab sessions, had a mean test score of 78.1 with a standard deviation of 3 . A random sample of 19 students, taught using interactive simulation software, had a mean test score of 84.1 with a standard deviation of 5.9 . Do these results support the claim that the mean science test score is lower for students taught...
Two teaching methods and their effects on science test scores are being reviewed. A random sample...
Two teaching methods and their effects on science test scores are being reviewed. A random sample of 1515 students, taught in traditional lab sessions, had a mean test score of 71.871.8 with a standard deviation of 6.16.1. A random sample of 1010 students, taught using interactive simulation software, had a mean test score of 84.384.3 with a standard deviation of 5.25.2. Do these results support the claim that the mean science test score is lower for students taught in traditional...
Two teaching methods and their effects on science test scores are being reviewed. A random sample...
Two teaching methods and their effects on science test scores are being reviewed. A random sample of 7 students, taught in traditional lab sessions, had a mean test score of 79.6 with a standard deviation of 3.3. A random sample of 15 students, taught using interactive simulation software, had a mean test score of 84.9 with a standard deviation of 5. Do these results support the claim that the mean science test score is lower for students taught in traditional...
Two teaching methods and their effects on science test scores are being reviewed. A random sample...
Two teaching methods and their effects on science test scores are being reviewed. A random sample of 13 students, taught in traditional lab sessions, had a mean test score of 76.1 with a standard deviation of 3.3 . A random sample of 19 students, taught using interactive simulation software, had a mean test score of 80.9 with a standard deviation of 4.9 . Do these results support the claim that the mean science test score is lower for students taught...
Two teaching methods and their effects on science test scores are being reviewed. A random sample...
Two teaching methods and their effects on science test scores are being reviewed. A random sample of 16 students, taught in traditional lab sessions, had a mean test score of 71.1 with a standard deviation of 4.4 A random sample of 11 students, taught using interactive simulation software, had a mean test score of 80.7 with a standard deviation of 5.9. Do these results support the claim that the mean science test score is lower for students taught in traditional...
Two teaching methods and their effects on science test scores are being reviewed. A random sample...
Two teaching methods and their effects on science test scores are being reviewed. A random sample of 11 students, taught in traditional lab sessions, had a mean test score of 76.7 with a standard deviation of 3.2. A random sample of 16 students, taught using interactive simulation software, had a mean test score of 83.2 with a standard deviation of 6.4. Do these results support the claim that the mean science test score is lower for students taught in traditional...
ADVERTISEMENT
ADVERTISEMENT
ADVERTISEMENT