IVbii. What is the mean score for the Lecture group?

a. 48.6%

b. 7.5%

c. 71.0%

d. 13.5%

IVdii. Is the trend positive, negative or is there no trend?

a) Positive

b) Negative

c) No trend

IVdiv. What can you conclude from the R² value from your graph?

a) 35.5% of the variation in post-test scores can be attributed to age.

b) There is a weak positive correlation between age and post-test scores.

c) There is a strong positive correlation between age and post-test scores.

d) There is no relationship between age and post-test scores.

Page 5 of - ZOOM + III. A standardized test was given to a two groups of seven students who went to high school either in the country or the city; the data are presented in Table E. Table E. The effect of school location on test scores (%). Country schools City schools 57 55 46 61 42 64 51 42 51 44 61 59 66 a. Use Excel to calculate means and standard deviations: Country mean score + ; city mean score b. Generate a column graph (Figure 2) with standard deviation error bars to present your data. (cut and paste Figure 2 here) c. Is it appropriate to use a paired t-test for this comparison? Why or why not? d. Is there a significant difference in scores between these groups? Perform a 2-tailed, paired t-test to see if there was a difference. e. State your condusion (not a statistical inference) based on your statistical output. f. Now compare these groups using a 2-tailed, unpaired t-test. p= 8. Does this unpaired comparison yield the same conclusion as the paired comparison? Why or why not? h. Which is the more powerful statistical test, paired or unpaired t-tests? (Note: power, in this case, means the ability to find a significant difference; however, this shouldn't supersede using the correct test, based on the experimental design) IV. Fourteen students were given either a computer or lecture tutorial and their understanding the material was assessed before (pre-test) and after (post-test) the tutorial. Age (years) is included as a factor, which might affect the output. This experiment was designed to test the effectiveness of traditional lecture style teaching compared to a computer tutorial; the data are presented in Table F. Not all the data will be need to answer each of the questions in Part IV; you must select which data is relevant to answer each question. Page of 8 - ZOOM + Table F. The effect of the type of tutorial (lecture or computer) and age (years) on test scores (%). Tutorial type Pre-test Post-test Age Computer 36 59 18 Computer 33 45 18 Computer 37 44 14 Computer 35 51 18 Computer 38 41 15 Computer 31 42 17 Computer 36 58 17 Lecture 41 77 17 Lecture 34 78 20 Lecture 33 49 15 Lecture 38 8.8 19 Lecture 39 58 14 Lecture 33 68 20 Lecture 35 79 18 a) What statistical test should you use to answer the question, "Is there a sampling bias evident in the pre-test scores of students destined to receive one of the two types of instruction (computer or lecture]"? In other words, was there already a difference in pre-test scores of the two groups before receiving instruction that may confound/skew the treatment results? i. The appropriate statistical test is ii. Show statistical results Means = and Std deus and p= (be sure to make it clear what means are being compared] ill. Plot the means with standard deviation error bars as Figure 3. (cut and paste Figure 3 here) iv. What can you conclude from the results? b) What statistical test should you use to answer the following question: "Was the lecture tutorial more effective than the computer tutorial"? i. The appropriate statistical test is of B - ZOOM + AGF/yellow tree frog - length of back leg p = 0.081 AGF/spotted stone frog - distance between eyes p = 0.007 AGF/yellow tree frog -webbine p = 0.014-15 AGF/brown swamp frog -webbing p = 0.003 AGF/red river frog - length of back leg p= 0.256 As you can see I am not very organized, so you need to arrange these data into a clear, concise and understandable table (Table 1) that allows the reader to quickly comprehend what I have done. Also, somehow denote, within the table, the statistically significant comparisons using 0.05 as the point of significance. Generally, the independent variable is used to label rows and the dependent labels columns. (cut and paste Table 1 here) Page 5 of - ZOOM + III. A standardized test was given to a two groups of seven students who went to high school either in the country or the city; the data are presented in Table E. Table E. The effect of school location on test scores (%). Country schools City schools 57 55 46 61 42 64 51 42 51 44 61 59 66 a. Use Excel to calculate means and standard deviations: Country mean score + ; city mean score b. Generate a column graph (Figure 2) with standard deviation error bars to present your data. (cut and paste Figure 2 here) c. Is it appropriate to use a paired t-test for this comparison? Why or why not? d. Is there a significant difference in scores between these groups? Perform a 2-tailed, paired t-test to see if there was a difference. e. State your condusion (not a statistical inference) based on your statistical output. f. Now compare these groups using a 2-tailed, unpaired t-test. p= 8. Does this unpaired comparison yield the same conclusion as the paired comparison? Why or why not? h. Which is the more powerful statistical test, paired or unpaired t-tests? (Note: power, in this case, means the ability to find a significant difference; however, this shouldn't supersede using the correct test, based on the experimental design) IV. Fourteen students were given either a computer or lecture tutorial and their understanding the material was assessed before (pre-test) and after (post-test) the tutorial. Age (years) is included as a factor, which might affect the output. This experiment was designed to test the effectiveness of traditional lecture style teaching compared to a computer tutorial; the data are presented in Table F. Not all the data will be need to answer each of the questions in Part IV; you must select which data is relevant to answer each question. Page of 8 - ZOOM + Table F. The effect of the type of tutorial (lecture or computer) and age (years) on test scores (%). Tutorial type Pre-test Post-test Age Computer 36 59 18 Computer 33 45 18 Computer 37 44 14 Computer 35 51 18 Computer 38 41 15 Computer 31 42 17 Computer 36 58 17 Lecture 41 77 17 Lecture 34 78 20 Lecture 33 49 15 Lecture 38 8.8 19 Lecture 39 58 14 Lecture 33 68 20 Lecture 35 79 18 a) What statistical test should you use to answer the question, "Is there a sampling bias evident in the pre-test scores of students destined to receive one of the two types of instruction (computer or lecture]"? In other words, was there already a difference in pre-test scores of the two groups before receiving instruction that may confound/skew the treatment results? i. The appropriate statistical test is ii. Show statistical results Means = and Std deus and p= (be sure to make it clear what means are being compared] ill. Plot the means with standard deviation error bars as Figure 3. (cut and paste Figure 3 here) iv. What can you conclude from the results? b) What statistical test should you use to answer the following question: "Was the lecture tutorial more effective than the computer tutorial"? i. The appropriate statistical test is of B - ZOOM + AGF/yellow tree frog - length of back leg p = 0.081 AGF/spotted stone frog - distance between eyes p = 0.007 AGF/yellow tree frog -webbine p = 0.014-15 AGF/brown swamp frog -webbing p = 0.003 AGF/red river frog - length of back leg p= 0.256 As you can see I am not very organized, so you need to arrange these data into a clear, concise and understandable table (Table 1) that allows the reader to quickly comprehend what I have done. Also, somehow denote, within the table, the statistically significant comparisons using 0.05 as the point of significance. Generally, the independent variable is used to label rows and the dependent labels columns. (cut and paste Table 1 here)