In: Statistics and Probability
There is some evidence that high school students justify cheating in class on the basis of poor teacher skills. Poor teachers are thought not to know or care whether students cheat, so cheating in their classes is OK. Good teachers, on the other hand, do care and are alert to cheating, so students tend not to cheat in their classes. A researcher selects three teachers that vary in their teaching performance (Poor, Average, and Good). 6 students are selected from the classes of each of these teachers and are asked to rate the acceptability of cheating in class.
How acceptable is cheating in class?
Extremely Very Somewhat Neutral Somewhat Very Extremely unacceptable unacceptable unacceptable acceptable acceptable acceptable 1 2 3 4 5 6 7
Poor Teacher | Average Teacher | Good Teacher |
4 | 1 | 2 |
5 | 4 | 1 |
6 | 2 | 2 |
4 | 1 | 3 |
6 | 1 | 3 |
7 | 1 | 1 |
a. Use SPSS to conduct a One-Way ANOVA with α= 0.05 to determine if teacher quality has a significant effect on cheating acceptability. State your hypotheses, report all relevant statistics, include the ANOVA table from SPSS, and state your conclusion.
b. Use SPSS to conduct post hoc testing. To run a post hoc test in SPSS, open the One-Way ANOVA window (used above) and click the “Post Hoc” button. Check the boxes next to LSD and Bonferroni.
State the results of the post hoc tests (which means are significantly different from each other) and include SPSS printouts as part of your answer to this question.