Many innovative and inclusive teaching practices require taking risks. However, not all academics are in the privileged position to take any risks, especially if they are sessional or early in their careers, and student ratings can negatively impact their career prospects. An educational researcher is interested in whether an educational inclusive teaching forum could improve risk taking by junior academics. The forum includes knowledge and activities about the benefits of inclusive learning and teaching at Macquarie University. The researcher randomly samples 40 junior academics and asks them to fill a survey before the inclusive teaching forum. Each academic is asked to give a risk-taking score from 1 (extremely conservative) to 10 (risk-seeker) before the teaching forum. Three months after the inclusive teaching forum, the same group of junior academics is asked to reflect on their teaching practices and and answer the survey questions by using the same risk-taking questions which they answered before they attended the forum. All data were recorded in InclusiveTeachingForum,xIsx. Download and open this file in Excel. Use Excel to undertake a hypothesis test to address the research question below. Research Question: "Does attending an inclusive teaching forum make a difference to average risk-taking scores of junior academics at Macquarie University?" Figure 1: Before the forum Figure 2: After the forum Frequency 2 Frequency 2 6.0 6.5 7.0 7.5 8.0 6.5 7.0 7.5 8.0 Risk scores Risk scores Figure 3: Before - After Figure 4: Boxplots 8.0 Frequency Risk scores 6.5 7.0 7.5 6.0 -1.5 -1.0 -0.5 0.0 0.5 1.0 1.5 2.0 Before the forum After the forum Differences Risk scores0 1. (1 mark] The most appropriate test tor these data is A paired ttest 2. [1 mark] IWhich graphical display would be useful to check normality assumption for this hypothesis? H,A|| fourfigures are needed 3 A Figure 1 B. Figure 2 C. Figure 3 D. Figure 4 E. Figure 1 8t 2 F. Figure 3 a 4 G. No need to check normality assumption H. All four gures are needed 3. [1 mark] How can you check the assumption of equal variances? E, Both A a B could be used 0 A Comparative boxplots could be used [e.g. if the sizes of boxes are similar or not] B. Descriptive statistics such as variance, standard deviation and range could be used C. Descriptive statistics such as mean and median could be used D. The histogram of differences could be used E. Both A s: B could be used F. No need to check the assumption of equal variances Far the remaining questions you may assume that any relevant assumptions have been met. 4. (2 marks] The absolute value of the test statistic is equal to 0.415 {3dpl 5. (1 mark} The degrees at freedom is equal to 39 (Integer) 5. {1 mark} The pvalue is larger than [1.05 true 3 7. (2 marks) The test shows that the risk scores were B. significantly different before and after attending the inclusive learning and teaching forum, possibly higher after attending the A. significantly different before and after attending the inclusive learning and teaching forum, possibly higher before attending the forum. B. significantly different before and after attending the inclusive learning and teaching forum, possibly higher after attending the forum. C. not significantly different before and after attending the inclusive learning and teaching forum