#5 (15 marks) Many students have had the unpleasant experience of panicking on a test because the first question was exceptionally difficult. The arrangement of test items was studied for its effect on achievement. To control for differences in pre-existing anxiety levels, the professor administered a general anxiety scale the week before to determine baseline measures of student anxiety and then used these scores to ensure that students were equally randomized on pre-existing levels of anxiety in each of 2 groups. One group would receive a test that had the more difficult question first and the other group would have a test with the most difficult question last. The professor then examined their achievement scores (higher scores is higher achievement) to answer the question: does the location of the most difficult question impact their performance on the test? Test at an alpha at 0.05 and use all the steps of hypothesis testing for full marks. Table 3. Test scores by location of the most difficult question. 24.64 33.62 33.31 35.91 26.43 27.42 28.89 27.62 25.49 34.02 39.29 26.68 20.60 32.34 24.23 42.91 28.71 26.63 38.81 29.49 16.32 29.34 21.13 30.20 7.10 30.26 31.73 35.32 27.85 33.53 32.83 32.54 26.69