Essay Available:
Pages:
1 page/β275 words
Sources:
No Sources
Style:
APA
Subject:
Mathematics & Economics
Type:
Math Problem
Language:
English (U.S.)
Document:
MS Word
Date:
Total cost:
$ 4.32
Topic:
Hypothesis. PSYB07 Assignment
Math Problem Instructions:
As you have probably noticed as part of the assignment we had asked you to create relevant graphs when testing the hypotheses. However, it has been brought to our attention that the section on creating the graphs might not have been covered in depth in the previous lectures on t test, due to lack of time. For this reason, we have decided to exclude the graphing as a requirement for the assignment only. We will be posting some slides to cover this material in more detail and the TAs will review that in the tutorial (if they haven't already) or in the final review session that will be held prior to the exam.
Math Problem Sample Content Preview:
PSYB07 Assignment
Name:
Student number:
Tutorial:
Solution:
In order to test the hypothesis regarding effect of class timings on performance in final exams a comparison between average scores of both classes is performed.
Mean score of morning class in final exam=66
Mean score of evening class in final exam= 56
It is clearly indicated that mean score of morning class is higher therefore indicating a better performance
Likewise in order to compare performance of morning class in mid-term vs final exam, mean scores can be compared.
Mean score of morning class in final exam=66
Mean score of morning class in midterm exam=79
This proves that morning class performed better in midterm exams.
To assume that 50% of the evening class prefers multiple choice questions, at least 50% of the sample from that class should prefer multiple choice questions. Since only 2 out of 8 students from the sample (25% of sample) preferred multiple choice questions, it will be statistically incorrect to assume that 50% of students in evening class prefer multiple choice questions. If the sample from a population doesn`t verify an assumption then it can`t be applied on whole population.
The instructor can conclude that that`s there is an association between timings of class and preference for test type. There is a strong positive correlation between morning time class and multiple choice questions and an equally strong correlation between evening class and short questions. These correlations have been demonstrated in first table. The second table shows strength of correlation obtained after applying chi square test.
Class time vs. Question Preference Cross tabulation
Question Preference
Total
MCQs
ShortQs
Class time
Morning
Count
6
1
7
% within Class time
85.7%
14.3%
100.0%
% within Question Preference
75.0%
14.3%
46.7%
% of Total
...
Name:
Student number:
Tutorial:
Solution:
In order to test the hypothesis regarding effect of class timings on performance in final exams a comparison between average scores of both classes is performed.
Mean score of morning class in final exam=66
Mean score of evening class in final exam= 56
It is clearly indicated that mean score of morning class is higher therefore indicating a better performance
Likewise in order to compare performance of morning class in mid-term vs final exam, mean scores can be compared.
Mean score of morning class in final exam=66
Mean score of morning class in midterm exam=79
This proves that morning class performed better in midterm exams.
To assume that 50% of the evening class prefers multiple choice questions, at least 50% of the sample from that class should prefer multiple choice questions. Since only 2 out of 8 students from the sample (25% of sample) preferred multiple choice questions, it will be statistically incorrect to assume that 50% of students in evening class prefer multiple choice questions. If the sample from a population doesn`t verify an assumption then it can`t be applied on whole population.
The instructor can conclude that that`s there is an association between timings of class and preference for test type. There is a strong positive correlation between morning time class and multiple choice questions and an equally strong correlation between evening class and short questions. These correlations have been demonstrated in first table. The second table shows strength of correlation obtained after applying chi square test.
Class time vs. Question Preference Cross tabulation
Question Preference
Total
MCQs
ShortQs
Class time
Morning
Count
6
1
7
% within Class time
85.7%
14.3%
100.0%
% within Question Preference
75.0%
14.3%
46.7%
% of Total
...
Get the Whole Paper!
Not exactly what you need?
Do you need a custom essay? Order right now:
π Other Visitors are Viewing These APA Math Problem Samples:
- Sets & Counting: Exercises on Sets2 pages/β550 words | 1 Source | APA | Mathematics & Economics | Math Problem |
- Sets & Counting: first SLP1 page/β275 words | 1 Source | APA | Mathematics & Economics | Math Problem |
- Quanitive Analysis1 page/β275 words | 1 Source | APA | Mathematics & Economics | Math Problem |
- Solving Quadratic Equations1 page/β275 words | No Sources | APA | Mathematics & Economics | Math Problem |
- MAT101 Case 4 Answer Template 216 pages/β4400 words | No Sources | APA | Mathematics & Economics | Math Problem |
- MAT101 SLP4 Answer Template10 pages/β2750 words | No Sources | APA | Mathematics & Economics | Math Problem |
- Introduction to Visual Analysis and Renaissance Art3 pages/β825 words | 6 Sources | APA | Mathematics & Economics | Math Problem |