A group of high-school parents in Tucson, Arizona, in conjunction with faculty from the University of...

A group of high-school parents in Tucson, Arizona, in conjunction with faculty from the University of Arizona, claim that young women in the Tucson high schools not only are called on less frequently, but receive less time to interact with the instructor than do young men. They would like to see the school district hire a coordinator, spend money (and time) on faculty workshops, and offer young women classes on assertiveness and academic communication.

To make things simple, assume that instructor interactions with young men average 95 seconds, with standard deviation 35 seconds. (Treat this as population information.)

The null hypothesis will be that the average interaction time for young women will also be 95 seconds, as opposed to the alternate hypothesis that it is less, and will be tested at the 2.5% level of significance.

Give interpretations in context of Type I and Type II error in this situation. (Your discussion should not focus on “Null” and “Alternate”.)
What are the social, economic, and other consequences of (separately) Type I and Type II error?
Find the rejection region for this test. That is, what interaction time bounds the lower 2.5% of the distribution?
Assume the true mean interaction time for young women is 90 seconds. Find the power of the test.
Repeat part 4 for a true mean interaction time of 80 seconds.
What do the results in parts (4) and (5) mean in terms of your previous answers?

Expert Solution

The problem pertains to hypothesis testing

milcah answered 1 year ago

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