I am a firm believer in sketching things on tests/assignments. I think that sometimes the sketch can help remind you what you have to do next, or correctly guide your thought process. One of my TA's for a previous Statistics course gathered data from marked tests to determine if sketching had an influence grades. For each student in the class, we recorded whether or not they sketched during a specific question, and also recorded whether or not they obtained the correct p- value. The results were as follows:

The results were as follows:

At 10% the level of significant, is there any statistical reason to believe that sketching is associated with grades?

Note: use the functions qchisq() in R to help in solving the following. Why we are using qchisq() function in R.

The qchisq() function in R allows us to specify a desired area in a tail and the number of degrees of freedom. From that information, qchisq() computes the required x-value to get the specified area in the specified tail with the specified number of degrees of freedom.

sketch correct: 50

No sketch correct: 30

Sketch incorrect: 60

No sketch correct: 90

At 10% the level of significant, is there any statistical reason to believe that sketching is associated with grades?

using qchisq() function in R.

1. State the two hypothesis of interest.
2. Test statistic given is 10.58 so Conclude using the rejection region method "critical value method" include both statistical and related to the topic of the question (practical) interpretation use the function qchisq() in R.