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=0.05for 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.

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. Reject or Fail to Reject

Part III. Below indicate whether the appropriate test would be an independent t-test, dependent t-test, One-way ANOVA, or z-test.

4. A researcher wants to know if people find baby animals cuter than adult animals. All of the participants in a study are shown 10 pictures of baby animals and 10 pictures of adult animals. They are asked to rate (on a 1 to 10 scale) how cute they think each animal is.

5. A statistics professor wants to know if students who turn their homework in on time get higher exam grades than students who do not turn their homework in on time.

6. A researcher is interested in whether people who own red cars, blue cars, or silver cars receive more speeding tickets.

7. A researcher wants to know if attitudes towards one’s college change as one progresses from freshman to senior year. She recruits 100 freshmen and surveys them about their attitudes toward the college. Three years later, when those 100 students are seniors, she surveys them about their attitudes again.

8. A research is interested in how three different statistics tutorials impact learning. She gives students one of three tutorials, a t-test tutorial, then a one-way ANOVA tutorial, and finally a factorial ANOVA tutorial. She measures their quiz grades for each topic after they have viewed the tutorial.

9. A researcher studying psychological well-being between children from single-parent vs. two-parent families recruits 20 children from two-parent families and 20 children from single-parent families and measures their psychological adjustment.

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.

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.

Reject H0 if (t, ItI) (<,>) ____________

Step 5 of 5: Make the decision for the hypothesis test. (Reject or Fail to Reject Null Hypothesis)

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=0.05 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   Score on first SAT   Score on second SAT
1   450 490
2   470   520
3   540   590
4   550   600
5   570   610
6   450   470
7   370   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 H0. Round the numerical portion of your answer to three decimal places.

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

Question 4 – Undergraduate Degree and MBA Major (3 parts, 14 marks)

The MBA program was experiencing problems scheduling its courses. The demand for the

program’s optional courses and majors was quite variable from one year to the next. In one

year, students seem to want marketing courses; in other years, accounting or finance are the

rage. In desperation, the dean of the business school turned to a Statistics professor for

assistance. The Statistics professor believed that the problem may be the variability in the

academic background of the students and that the undergraduate degree affects the choice

of major. As a start, he took a random sample of last year’s MBA students and recorded the

undergraduate degree and the major selected in the graduate program. The undergraduate

degrees were BA (=1), BEng (=2), BBA (=3), and several others (=4). There are three possible

majors for the MBA students: Accounting (=1), Finance (=2), and Marketing (=3). Can the

Statistics professor conclude that the undergraduate degree affects the choice of major?

a) [2 Marks] Create a cross-classified (or contingency) table with undergraduate degree as

the row and MBA major as the column. The data in this table should be deemed as

observed counts.

b) [3 Marks] Create another table with the corresponding expected counts and having row

totals, column totals, and grand total. Round each cell value to two decimal places.

c) [9 Marks] Perform a chi-square test to assess the association (or independence) between

an undergraduate degree and choice of MBA major at 5% level of significance. Verify the

assumptions required for the chi-square test of independence. Make sure you follow all

the steps for hypothesis testing indicated in the Instructions section and show your

computations.

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=0.05 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   Score on first SAT   Score on second SAT
1   570   600
2   410   500
3   450   510
4   440   520
5   550   570
6   420   450
7   370   430

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.

A psychopharmacologist (a psycholgist interested in the effects of drugs and physiology) is interested in determining the effects of caffeine (from coffee) on performance. Twenty students from a large introductory psychology class volunteered to participate in the study; all were dedicated coffee drinkers and all drank caffeinated coffee. The volunteers were then randomly divided into two groups such that there were ten students in each group. One group of 10 students was asked to study the material while drinking their normal doses of coffee, and to take the exam while drinking their normal doses of coffee before the test. This group is called the “Coffee with Test” group.

The second group of 10 students was asked to study the exam material while drinking their normal doses of coffee, but to take the without having consumed coffee for at the least 3 hours beforehand. This group is called the “No-Coffee with Test” group. One student from the “No-Coffee with Test” group became ill and was unable to sit for the. The researcher recorded the number of correct responses on the . The scores are below.

With  = .01, complete step 4 of the hypothesis testing procedure, what decision and conclusion should the researcher make?

The researcher should reject H₀ and conclude that there is a difference in performance with no caffiene versus caffiene.

The researcher should retain H₀ and conclude that caffeine has no effect on performance

The researcher should reject H_A and conclude that caffeine affects performance

The researcher should reject H₀ and conclude that caffeine has no effect on performance

No answer text provided.

Administrators want to know if test anxiety is impacted by the number of college years completed. After completing their freshman year, a random sample of students was selected and given the College Test Anxiety Questionnaire (CTAQ); higher scores indicate more test anxiety. After completing their junior year they were again tested. What can the administrators conclude with α = 0.05?

a) What is the appropriate test statistic?
---Select---naz-testOne-Sample t-testIndependent-Samples t-testRelated-Samples t-test

b)
Condition 1:
---Select---CTAQnumber of college yearsfreshmanjuniortest anxiety
Condition 2:
---Select---CTAQnumber of college yearsfreshmanjuniortest anxiety

c) Input the appropriate value(s) to make a decision about H₀.
(Hint: Make sure to write down the null and alternative hypotheses to help solve the problem.)
p-value = _______; Decision: ---Select---Reject H0Fail to reject H0

d) Using the SPSS results, compute the corresponding effect size(s) and indicate magnitude(s).
If not appropriate, input and/or select "na" below.
d = ______; ---Select---natrivial effectsmall effectmedium effectlarge effect
r² =________ ; ---Select---natrivial effectsmall effectmedium effectlarge effect

e) Make an interpretation based on the results.

Students showed significantly less anxiety in their junior year as opposed to their freshman year.

Students showed significantly more anxiety in their junior year as opposed to their freshman year.

    Students showed no significant anxiety difference between their junior and freshman year.

1.

A three-digit number is formed from nine numbers (1, 2, 3, 4, 5, 6, 7, 8 & 9). No number can be repeated. How many different three-digit numbers are possible if 1 and 2 will not be chosen together?

Select one:

A. 672

B. 210

C. 462

D. 336

2.

In a recent survey conducted by a professor of UM, 200 students were asked whether or not they have a satisfying experience with the e-learning approach adopted by the school in the current semester. Among the 200 students interviewed, 121 said they have a satisfying experience. What is the 99% confidence interval for the proportion of all UM students who have a satisfying experience with the e-learning approach?

Select one:

A. 0.537 to 0.673

B. 0.548 to 0.662

C. 0.516 to 0.694

D. 0.524 to 0.686

3.

Suppose a professor wants to estimate the proportion of UM students who have a satisfying experience with the e-learning approach adopted by the school in the current semester. What is the minimum sample size that he should use if he wants the estimate to be accurate within 0.06 with a 90% confidence?

Select one:

A. 188

B. 267

C. 456

D. 752

4.

According to a poll on customer behavior, 30% of people say they will only consider cars manufactured in their country when purchasing a new car. Suppose you select a random sample of 180 respondents. The probability is 80% that the sample percentage will be contained within what symmetrical limits of the population percentage?

Select one:

A. 25.6% and 34.4%

B. 27.1% and 32.9%

C. 24.4% and 35.6%

D. 23.3% and 36.7%