An SAT prep course claims to improve the test score of students. The table below shows the scores for seven students the first two times they took the verbal SAT. Before taking the SAT for the second time, each student took a course to try to improve his or her verbal SAT scores. Do these results support the claim that the SAT prep course improves the students' verbal SAT scores? Let d=(verbal SAT scores prior to taking the prep course)−(verbal SAT scores after taking the prep course). Use a significance level of α=0.05 for the test. Assume that the verbal SAT scores are normally distributed for the population of students both before and after taking the SAT prep course.

Student 1   2 3 4 5 6   7

Score on first SAT 360 440 520 490 510 490 480

Score on second SAT 400 520 590 550 550 520 520

Step 1 of 5: State the null and alternative hypotheses for the test.

Step 2 of 5: Find the value of the standard deviation of the paired differences. Round your answer to one decimal place.

Step 3 of 5: Compute the value of the test statistic. Round your answer to three decimal places.

Step 4 of 5: Determine the decision rule for rejecting the null hypothesis H0. Round the numerical portion of your answer to three decimal places.

Step 5 of 5: Make the decision for the hypothesis test.

An SAT prep course claims to improve the test score of students. The table below shows the scores for seven students the first two times they took the verbal SAT. Before taking the SAT for the second time, each student took a course to try to improve his or her verbal SAT scores. Do these results support the claim that the SAT prep course improves the students' verbal SAT scores?

Let d=(verbal SAT scores prior to taking the prep course)−(verbal SAT scores after taking the prep course) . Use a significance level of α=0.05 for the test. Assume that the verbal SAT scores are normally distributed for the population of students both before and after taking the SAT prep course.

Step 1 of 5:

State the null and alternative hypotheses for the test.

Step 2 of 5:

Find the value of the standard deviation of the paired differences. Round your answer to one decimal place.

Step 3 of 5:

Compute the value of the test statistic. Round your answer to three decimal places.

Step 4 of 5:

Determine the decision rule for rejecting the null hypothesis H0 . Round the numerical portion of your answer to three decimal places.

Step 5 of 5:

Make the decision for the hypothesis test.

Exercise 9-12 Working with More Than One Cost Driver [LO9-1, LO9-2, LO9-3]The Gourmand Cooking School runs short cooking courses at its small campus. Management has identified two cost drivers it uses in its budgeting and performance reports—the number of courses and the total number of students. For example, the school might run two courses in a month and have a total of 63 students enrolled in those two courses. Data concerning the company’s cost formulas appear below:

For example, administrative expenses should be $3,800 per month plus $42 per course plus $7 per student. The company’s sales should average $890 per student.The company planned to run four courses with a total of 63 students; however, it actually ran four courses with a total of only 55 students. The actual operating results for September appear below:

Required: 1. Prepare the company’s planning budget for September.2. Prepare the company’s flexible budget for September.3. Calculate the revenue and spending variances for September.

1.

The Gourmand Cooking School runs short cooking courses at its small campus. Management has identified two cost drivers it uses in its budgeting and performance reports—the number of courses and the total number of students. For example, the school might run two courses in a month and have a total of 61 students enrolled in those two courses. Data concerning the company’s cost formulas appear below:

For example, administrative expenses should be $3,700 per month plus $42 per course plus $5 per student. The company’s sales should average $870 per student.

The company planned to run four courses with a total of 61 students; however, it actually ran four courses with a total of only 55 students. The actual operating results for September appear below:

Required:

Prepare a flexible budget performance report that shows both revenue and spending variances and activity variances for September. (Indicate the effect of each variance by selecting "F" for favorable, "U" for unfavorable, and "None" for no effect (i.e., zero variance). Input all amounts as positive values.)

1a)

Here is a bivariate data set.

Find the correlation coefficient and report it accurate to three decimal places.
r =

What proportion of the variation in y can be explained by the variation in the values of x? Report answer as a percentage accurate to one decimal place.
r² =

1b)

Test the claim that the mean GPA of Orange Coast students is larger than the mean GPA of Coastline students at the 0.05 significance level.

The null and alternative hypothesis would be:

H0:μO≤μCH0:μO≤μC
H1:μO>μCH1:μO>μC

H0:μO≥μCH0:μO≥μC
H1:μO<μCH1:μO<μC

H0:pO≤pCH0:pO≤pC
H1:pO>pCH1:pO>pC

H0:pO=pCH0:pO=pC
H1:pO≠pCH1:pO≠pC

H0:μO=μCH0:μO=μC
H1:μO≠μCH1:μO≠μC

H0:pO≥pCH0:pO≥pC
H1:pO<pCH1:pO<pC

The test is:

two-tailed

left-tailed

right-tailed

The sample consisted of 65 Orange Coast students, with a sample mean GPA of 3.3 and a standard deviation of 0.06, and 65 Coastline students, with a sample mean GPA of 3.27 and a standard deviation of 0.08.

The test statistic is:  (to 2 decimals)

The p-value is:  (to 2 decimals)

Based on this we:

• Reject the null hypothesis
• Fail to reject the null hypothesis

1. I am trying to determine the level of measurement of my data type?

I am looking for advice on Nominal, Ordinal, Interval, and Ratio

2. Does the data set have any categorical variables?

I am trying to Describe the data set below in very general terms?

This data consist of 8 variables: Which are

GRE Scores,

TOEFL Scores,

University Rating,

Statement of Purpose,

Letter of Recommendation Strength,

Undergraduate GPA, .

Research Experience, and

Chance of Admit.

An SAT prep course claims to improve the test score of students. The table below shows the scores for seven students the first two times they took the verbal SAT. Before taking the SAT for the second time, each student took a course to try to improve his or her verbal SAT scores. Do these results support the claim that the SAT prep course improves the students' verbal SAT scores?

Let d=(verbal SAT scores prior to taking the prep course)−(verbal SAT scores after taking the prep course)d=(verbal SAT scores prior to taking the prep course)−(verbal SAT scores after taking the prep course). Use a significance level of α=0.01 for the test. Assume that the verbal SAT scores are normally distributed for the population of students both before and after taking the SAT prep course.

a) State the null and alternative hypotheses for the test.

b) Find the value of the standard deviation of the paired differences. Round your answer to three decimal place.

c) Compute the value of the test statistic. Round your answer to three decimal places.

d) Determine the decision rule for rejecting the null hypothesis. Round the numerical portion of your answer to three decimal places.

e) Make the decision for the hypothesis test.

An SAT prep course claims to improve the test score of students. The table below shows the scores for seven students the first two times they took the verbal SAT. Before taking the SAT for the second time, each student took a course to try to improve his or her verbal SAT scores. Do these results support the claim that the SAT prep course improves the students' verbal SAT scores?

Let d=(verbal SAT scores prior to taking the prep course)−(verbal SAT scores after taking the prep course). Use a significance level of α=0.1 for the test. Assume that the verbal SAT scores are normally distributed for the population of students both before and after taking the SAT prep course.

Step 1: State the null and alternative hypotheses for the test.

Step 2: Find the value of the standard deviation of the paired differences. Round your answer to one decimal place.

Step 3: Compute the value of the test statistic. Round your answer to three decimal places.

Step 4: Determine the decision rule for rejecting the null hypothesis H0. Round the numerical portion of your answer to three decimal places.

Step 5: Make the decision for the hypothesis test.

A counselor hypothesizes that a popular new cognitive therapy increases depression. The counselor collects a sample of 28 students and gives them the cognitive therapy once a week for two months. Afterwards the students fill out a depression inventory in which their mean score was 50.73. Normal individuals in the population have a depression inventory mean of 50 with a variance of 12.96. What can be concluded with α = 0.01?

- c) Obtain/compute the appropriate values to make a decision about H₀.
(Hint: Make sure to write down the null and alternative hypotheses to help solve the problem.)
critical value = __________; test statistic = ____________
Decision: (choose one) Reject H0 or Fail to reject H0

d) If appropriate, compute the CI. If not appropriate, input "na" for both spaces below.
[ ________ , _______ ]

e) Compute the corresponding effect size(s) and indicate magnitude(s).
If not appropriate, input and select "na" below.
d = ___________ ;   -(choose one) 1. na 2. trivial effect 3. small effect 4. medium effect 5. large effect
r² = ____________ ;  -(choose one) 1. na 2. trivial effect 3. small effect 4. medium effect 5. large effect

f) Make an interpretation based on the results. (choose one)

1.) The depression of students that underwent cognitive therapy is significantly higher than the population.

2.) The depression of students that underwent cognitive therapy is significantly lower than the population.  

3.) The new cognitive therapy technique does not significantly impact depression.

The Gourmand Cooking School runs short cooking courses at its small campus. Management has identified two cost drivers it uses in its budgeting and performance reports—the number of courses and the total number of students. For example, the school might run two courses in a month and have a total of 64 students enrolled in those two courses. Data concerning the company’s cost formulas appear below:

For example, administrative expenses should be $3,700 per month plus $42 per course plus $7 per student. The company’s sales should average $890 per student.

The company planned to run four courses with a total of 64 students; however, it actually ran four courses with a total of only 56 students. The actual operating results for September appear below:

Required:

Prepare a flexible budget performance report that shows both revenue and spending variances and activity variances for September. (Indicate the effect of each variance by selecting "F" for favorable, "U" for unfavorable, and "None" for no effect (i.e., zero variance). Input all amounts as positive values.)