The researchers analyzed the data and obtained the following output:

Summary statistics:

Sample

n

Mean

Variance

Std$.$ Dev.

Std$.$ Err.

Timed

$50$

$35\mathrm{.}3$

$41\mathrm{.}438774$

$6\mathrm{.}4372954$

$0\mathrm{.}91037107$

Untimed

$50$

$38\mathrm{.}7$

$41\mathrm{.}030613$

$6\mathrm{.}4055142$

$0\mathrm{.}9058765$

Hypothesis test results:

Difference

Sample Diff.

$$Std$.$ Err.$$

DF

T$-$Stat

$$P$-$value$$

Timed $-$ Untimed

$-3\mathrm{.}4$

$0\mathrm{.}3736199$

$49$

$-9\mathrm{.}100158$

$<0\mathrm{.}0001$

From the output we learn that:

The data provide sufficient evidence to reject H$0.$ Thus, the researchers conclude that $6$th grade students get, on average, fewer correct answers and, thus, lower scores on math tests when taking them under timed conditions as compared to untimed conditions.

the data provide sufficient evidence to reject H$0.$ Thus, based on the data the researchers cannot conclude that mean number of correct answers on the math test for the Timed Condition is lower compared to the Untimed Condition.

The data do not provide sufficient evidence to reject H$0.$ Thus, the researchers conclude that $6$th grade students get, on average, fewer correct answers and, thus, lower scores, on math tests, when taking them under timed conditions as compared to untimed conditions.

The data do not provide sufficient evidence to reject H$0.$ Thus, based on the data the researchers cannot conclude that mean number of correct answers on the math test for the Timed Condition is lower compared to the Untimed Condition.