For each of the scenarios below: Step 1. Read the scenario and identify the dependent variable and its type (nominal, ordinal, or continuous/equal-interval). Step 2. Select the appropriate test for the given scenario. Correlation -Single-sample / test Dependent-means (dependent-samples) 1 test - Independent-means (independent-samples) / test Chi-square for goodness of fit -Chi-square for independence A high school is assessing the potential benefit of implementing tablets as a replacement for the usual collection of printed textbooks in a English literature classroom. They designate one class as the tablet group and another class as the printed book group and then assess their performance on a test of English literature after a whole semester. Research question: Does the tablet group perform differently from the printed-book group? (2 points total: .5 for variable name, .5 for variable type, 1 for test) Dependent variable: Variable type: Test: A researcher wants to know if confidence increases in the high school years. He collects data from a large sample of high school freshmen and assesses their level of confidence (through the use of a survey with 10 items thank rank confidence on a scale from 1 to 10). Then, he follows up with the same participants 4 years later to collect data on their confidence (using the same survey). Research question: Does confidence change for high schoolers over the course of their high school career? (2 points total: .5 for variable name, .5 for variable type, 1 for test) Dependent variable: Variable type: Test: A sample of 5,000 people were asked if they do their best work early in the morning or in the evening. The response of "morning" was selected by 3572 people, and the response of evening was selected by 1428. Research question: Do people report that they do their best work in the morning or in the evening? (2 points total: 5 for variable name, 5 for variable type, 1 for test) Dependent variable: Variable type: Test: