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=0.05α=0.05for 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 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 H0H0. 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)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.

Copy Data

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=0.1 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.

Answer: Ho: Md = 0

Ha: Md < 0

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

Answer: Sd= 26.5

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

Answer: -4.992

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

Answer?????

Step 5: Make the decision for the hypothesis test.

Answer?????

Answer parts 4 and 5 please. Steps 1, 2, and 3 are correct.

Assuming assumptions have been met (e.g., sample sizes, similar variances), for each of the following scenarios, determine whether a single mean z test, single mean t test, paired means t test, independent means t test, one-way between groups ANOVA, or one-way within groups ANOVA should be used. Explain why that procedure is appropriate.

A. Are the mean sale prices of two-bedroom homes different in Oregon, Washington, and Idaho? Data are collected from random samples of two-bedroom homes from each state. [5 points]

One way between groups ANOVA because you’re looking at 3+ independent groups and data is collected

B. Are scores on a new quantitative measure of statistics anxiety different for students taking PSY 298 online compared to students taking PSY 298 on campus? [5 points]

C. SAT-Math scores are normally distributed with a mean of 500 and standard deviation of 100. Is the average SAT-Math score of all psychology majors at one large university different from the national norm of 500 [5 points] Single sample z-test because we’re comparing the mean sat math score in a population to the mean of the sat score at a university.

D. Do students score differently on a measure of statistics knowledge at the beginning of PSY 298, end of PSY 298, and one year after completing PSY 298? Data are collected from a sample of 50 students. Each student takes the same quantitative measure of statistics knowledge at the beginning of PSY 298, end of PSY 298, and one year after completing PSY 298. [5 points]

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=0.1 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.

Student   Score on first SAT   Score on second SAT
1   570   620
2   500   540
3   500   520
4   380   440
5   430   470
6   360   380
7   360   410

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 H0H0. Round the numerical portion of your answer to three decimal places.

Step 5 of 5:

Make the decision for the hypothesis test.

It may be that sunshine has a unique effect on learning statistics. Previous research has been in disagreement, with some studies showing that sunshine increases amount learned whereas others show sunshine has detrimental effects on learning. You would like to determine for yourself whether or not sunshine makes a DIFFERENCE on statistics learning. Let's assume you take five statistics students and give them a lesson on a sunny day, and then take a completely different and unrelated five students and give them the same lesson on a rainy day. These are their results for a quiz on their lesson:

Sunny Day Students:

• Student 1: 9.8
• Student 2: 6.7
• Student 3: 7.2
• Student 4: 8.2
• Student 5: 5.1

xbar₁ = 7.4

Rainy Day Students:

• Student 6: 8.2
• Student 7: 6.7
• Student 8: 6.8
• Student 9: 9.7
• Student 10: 7.1

xbar₂ = 7.7

a. State the null and alternative hypotheses.

b. What are the degrees of freedom for this t-test? Find the corresponding critical t-value(s) for Type I error rate (alpha) of α = 0.05?

c. Calculate your observed t-statistic (hint: you will need to calculate the standard deviations of both groups first).

d. Compare your observed t-statistic to the critical t-value. What do you conclude regarding the null hypothesis?

e. Calculate and interpret the 95% Confidence interval.

f. Calculate and interpret the standardized effect size (Cohen's d).

g. What do you conclude about your research question (use your own words, in everyday language).

I. General Description In this assignment, you will create a Java program to read undergraduate and graduate students from an input file, sort them, and write them to an output file. This assignment is a follow up of assignment 5. Like assignment 5, your program will read from an input file and write to an output file. The input file name and the output file name are passed in as the first and second arguments at command line, respectively. Unlike assignment 5, the Student objects are sorted before they are written to the output file.

• The program must implement a main class, three student classes (Student, UndergradStudent, GradStudent), and a Comparator class called StudentIDComparator. • The StudentIDComparator class must implement the java.util.Comparator interface, and override the compare() method. Since the Comparator interface is a generic interface, you must specify Student as the concrete type. The signature of the compare method should be public int compare(Student s1, Student s2). The compare() method returns a negative, 0, or positive value if s1 is less than, equals, or is greater than s2, respectively.

• To sort the ArrayList, you need to create a StudentIDComparator object and use it in the Collections’ sort method: StudentIDComparator idSorter = new StudentIDComparator(); Collections.sort(students, idSorter); //students is an arrayList of Students

Heres student.txt

James Bond,200304,3.2,undergraduate,true
Michelle Chang,200224,3.3,graduate,Cleveland State University
Tayer Smoke,249843,2.4,undergraduate,false
David Jones,265334,2.7,undergraduate,true
Abby Wasch,294830,3.6,graduate,West Virginia
Nancy Drew,244833,2.9,graduate,Case Western
Lady Gaga,230940,3.1,undergraduate,false
Sam Jackson,215443,3.9,graduate,Ohio State University

He said you would need aorund 5 classes

The Gourmand Cooking School runs short cooking courses at its small campus. Management has identified two cost drivers that 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 $45 per course plus $5 per student. The company’s sales should average $890 per student.

The actual operating results for September appear below:

Required:

1. The Gourmand Cooking School expects to run four courses with a total of 64 students in September. Complete the company’s planning budget for this level of activity.

2. The school actually ran four courses with a total of 56 students in September. Complete the company’s flexible budget for this level of activity.

3. Complete the 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.)