Question
A professor wants to know whether students who study more for the Midterm Examination score higher on the Examination.Examination Scores and Study Hours are collected
A professor wants to know whether students who study more for the Midterm Examination score higher on the Examination.Examination Scores and Study Hours are collected from last semester's class (which is assumed to represent a random sample of the population of all students) and placed in a worksheet named "Study Hours" in the "Final Examination 2021.xlsx" file.Based on these data:
- What is the null hypothesis (in words)?
- What is the alternative hypothesis (in words)?
- What statistical test are you using to test this hypothesis?
- Does this problem call for adirectionaltest or anon-directionaltest?Why?
- Based on these data, can you be 95% confident that, in the population, students who study more for the Midterm Examination score higher on the Examination?(Yes or No)Justify your answer
- What is your best estimate of the Midterm Examination score of a student who studies for 10 hours?Justify your answer
- What is your best estimate of the proportion of the variation in the Midterm Examination scores that is predictable from Study Hours in the population?
- In the context of the professor's objective, what is the interpretation of the intercept parameter estimate?
- In the context of the professor's objective, what is the interpretation of the slope parameter estimate?
- In the context of this particular problem, what is the difference in interpretation between the p-value associated with the Global F statistic and the p-value associated with th Study Hours parameter estimate?
Study Hours Exam Score 14 84 13 77 13 85 14 69 17 84 16 91 14 77 13 73 15 80 13 81 20 83 14 78 14 85 11 89 14 73 14 81 10 73 17 82 15 77 18 86 16 78 13 74 15 82 10 85 12 73 14 81 13 79 12 86 13 82 13 76 14 72 13 80 16 83 11 75 13 88 14 83 15 85 13 79 16 77 15 78 12 79 16 85 17 81 16 80 16 89 14 85 12 74 14 75 11 76 14 75
Apologies, not able to attach an excel file.
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