The following table presents a set of means from a study that looks at three different strategies to teach problem-solving in mathematics. The study also examines whether there are differences in how the strategies work depending on whether the students have high or low math anxiety. The means from the problem-solving posttest for high- and low-anxious students are in the table below. The posttest has a possible score range of 0-100. Strategy I Strategy II Strategy III Overall Low math anxiety 86 86 86 86 High math anxiety 86 86 86 86 Overall 86 86 86 Based on these means, which of the following is true? Group of answer choices There is a main effect of math anxiety. There is a main effect of strategy type. There is an interaction between strategy and math anxiety level. There are no effects likely based on these means