1. what is research? (2 points) 2. What are the two main types of statistics? (2 points) 3. What is the purpose of each of the two main types of statistics? (2 points) 4. What are the characteristics of the normal curve? (3 points) 5. Classify the level of measurement (e.g., Nominal, Ordinal, Interval, or Ratio) for the following variables. Explain why you chose to classify the variable as you did. (8 points): a. SEC Mascots Level of measurement: Explain decision: b. Top 5 Runners to finish the War Eagle Marathon Level of measurement: Explain decision: c. Score on Personality Inventory Level of measurement: Explain decision: d. Weight Recorded at Annual Doctor Visit Level of measurement: Explain decision: 6. What is the null hypothesis, and what is one of its important purposes? How does it differ from the research hypothesis?

Section II. Applying Knowledge of z scores and Probability

1. To compute a z-score, what are the three sources of information that you need? (3 points) 2. Z scores allow us to make comparisons across different samples. Why? (2 points) 3. Question 3a through 3d are based on a distribution of scores with (mean)X = 75 and (standard deviation) sd = 6. Use statistical notations for formulas and show your work. Answer the following questions (8 points): a. What is the corresponding z score for a raw score of 70? b. What is the corresponding z score for a raw score of 80? c. What is the probability of a score falling between the raw scores of 70 and 80? d. What is the probability of a score falling above a raw score of 80? 4. Question 4a through 4e are based on the following scenario (10 points): Suppose that the national average composite ACT score in 2022 was 20.8 with a mean standard deviation of 5. A sample of 100 incoming freshmen at Auburn University had a mean composite ACT score of 28.4 with a standard deviation of 4. Is this sample of Auburn University incoming freshmen representative of the national population with respect to composite ACT scores?

a. State the null (HO) and alternative (HA) hypothesis using statistical notation. Null hypothesis _____________________________________ Alternative Hypothesis _____________________________________ b. Define the critical value for the null hypothesis using a two-tailed test. c. Calculate z-test statistic. Report results. d. Decision about the null hypothesis. Clearly state decision to reject or fail to reject. e. What conclusions can be made based on the results? Discuss results.

Section III. Applying Knowledge of Means Comparisons

Directions: To complete the following section, you will use the database you created in Lab 1. The data set and codebook has also been included in Table 1.1.

Scenario A: The mean score of Auburn University students on the Subject Area Pretest is 70. Determine whether the known mean value of 70 for Auburn University students is different from the mean score on the Subject Area Pretest for applicants to the Educational Psychology doctoral program at Auburn University. a. What is the appropriate statistical test? (1 point) b. State the null (HO) and alternative (HA) hypothesis using statistical notation (2 points) Null hypothesis _____________________________________ Alternative Hypothesis _____________________________________ c. Use SPSS to perform the appropriate statistical test. (2 points) d. Compute an effect size (Cohen's d). What is the strength of the effect? (4 points) e. Report descriptive statistics and the results of the statistical test. Include the table with the output from your statistical test. (6 points) f. Report decision about the Null hypothesis (reject or fail to reject). What verbal conclusions can be made? (2 points)

Directions: To complete the following section, you will use the database you created in Lab 1. For reference, the data set and corresponding information has been included in Table 1.1.

Scenario B:

Suppose you wanted to compare male and female applicant scores on the GRE-Verbal test. Test the hypothesis that female applicants score higher than male applicants on the GRE-Verbal test. a. What is the appropriate statistical test? (1 point) b. State the null (HO) and alternative (HA) hypothesis using statistical notation (2 points) Null hypothesis _____________________________________ Alternative Hypothesis _____________________________________ c. Define the critical region for the rejection of the null hypothesis. (2 points) d. Use SPSS to perform the appropriate statistical test. (2 points) e. Compute an effect size (Cohen's d). What is the strength of the effect? (4 points) f. Was equality of variances assumed? Report results of Levene's Test for Equality of Variances. (2 points) g. Report descriptive statistics and the results of the statistical test. Include the table with the output from your statistical test. (6 points) h. Report decision about the Null hypothesis (reject or fail to reject). What verbal conclusions can be made? (2 points)

Scenario C: At the start of the semester, a statistics professor administered the Statistics Anxiety Scale to her students. This scale yielded pre-statistics course anxiety scores, for which the statistics professor computed a mean. Then, the students participated in the statistics course. At the end of the course, the students completed the Statistics Anxiety Scale

again, which yielded post-statistics course anxiety scores. As a result, for each student with a pre-statistics anxiety score, there is an associated post-statistics anxiety score. a. What is the appropriate statistical test? (1 point) b. State the null (HO) and alternative (HA) hypothesis using statistical notation (2 points) Null hypothesis _____________________________________ Alternative Hypothesis _____________________________________ c. Create a database using the data provided in Table 1.2. (2 points) d. Use SPSS to perform the appropriate statistical test. (2 points) e. Report descriptive statistics and the results of the statistical test. Include the table with the output from your statistical test. (6 points) f. Compute an effect size (Cohen's d). What is the strength of the effect? (4 points) g. Discuss the results. What verbal conclusions can be made? Include decision about the null hypothesis (reject or fail to reject)? (2 points)

Scenario: Twenty students applied for admission to the Educational Psychology doctoral program at Auburn University. The following information was available for each student.

Table 1.1-DoctoralProgramApplicants
ID	Employment Status	SES	Ethnicity	GREQ	GREV	Pre-test	Rating1	Rating2
01	Full-time	middle	White	667	449	87	9	8
02	Part-time	low	Black	356	480	55	7	5
03	Full-time	middle	Black	445	666	75	8	7
04	Full-time	upper	White	750	679	94	10	9
05	Full-time	middle	Black	589	550	80	8	9
06	Part-time	middle	White	490	450	74	8	6
07	Part-time	middle	Asian	705	405	97	7	7
08	Full-time	low	Black	380	360	55	5	4
09	Full-time	low	Hispanic	450	385	69	7	6
10	Part-time	upper	Black	666	765	85	10	9
11	Full-time	middle	Asian	675	499	88	8	6
12	Full-time	low	White	422	435	72	6	6
13	Full-time	middle	White	555	666	81	8	7
14	Part-time	upper	White	600	755	74	6	5
15	Full-time	middle	Hispanic	533	485	68	7	8
16	Part-time	middle	White	500	535	79	8	7
17	Full-time	low	White	375	490	65	6	6
18	Part-time	upper	White	725	750	95	8	10
19	Part-time	middle	Black	575	650	78	10	9
20	Full-time	Middle	White	475	550	63	7	6

ID	identification number
Employment Status	Employment status of the applicant.	1 = Full-time 2 = Part-time
SES	socio-economicstatus ofapplicant	1 = Lower 2 = Middle 3 = Upper
Race	ethnicityofapplicant	1 = White/European American 2= Black/African American 3 = Asian 4 = Hispanic
GREQ	GREQuantitativeSection	200-800
GREV	GREVerbalSection	200-800
PRETEST	Subjectareapretest	0-100
RATING1	Rating from faculty interview#1	1-10
RATING2	Rating from faculty interview#2	1-10

Table 2. Statistics Anxiety Scores

Student	Pre-Statistics Course Anxiety Score	Post-Statistics Course Anxiety Score
01	10	09
02	12	09
03	9	10
04	15	15
05	11	08
06	14	10
07	08	09
08	13	10
	12	07
10	11	07