'Student Pair' 'Standard Teaching Method' 'New Teaching Method' 1 51 67 2 72 90 3 85 82 4 51 63 5 73 76 6 72 73 7 65 78 8 72 94 9 72 85 10 95 100 11 70 80 12 60 72 13 57 100 14 48 58 15 74 89 16 63 97 17 82 88 18 57 45 19 87 81 20 65 99 21 48 69 22 97 70 23 61 47 24 83 73 25 88 100 26 89 96 27 82 99 28 44 52 29 75 74 30 69 96 31 69 84 32 79 100 33 83 84 34 76 72 35 86 97 36 67 65 37 100 100 38 95 70 39 79 83 40 78 79
A new teaching method for a math class is being evaluated. A set of 80 students is formed into 40 pairs, where the two-pair members have roughly equal mathematics test scores. The pair are then randomly split, with one member being assigned to section A where the standard teaching method is used and with one member being assigned to section B where the new teaching method is tried. At the end of the course all the students take the same exam and their scores are shown in the TXT file on BlackBoard. Analyze the data and present your conclusions regarding how the new teaching method compares with the standard approach. (Use Paired Sample t-test) The data set is in the proj1-3.txt file on BlackBoard.
'Student Pair' 'Standard Teaching Method' 'New Teaching Method' 1 51 67 2 72 90 3 85...
Problem #1: Consider the below matrix A, which you can copy and paste directly into Matlab. The matrix contains 3 columns. The first column consists of Test #1 marks, the second column is Test # 2 marks, and the third column is final exam marks for a large linear algebra course. Each row represents a particular student.A = [36 45 75 81 59 73 77 73 73 65 72 78 65 55 83 73 57 78 84 31 60 83...
1. Forecast demand for Year 4. a. Explain what technique you utilized to forecast your demand. b. Explain why you chose this technique over others. Year 3 Year 1 Year 2 Actual Actual Actual Forecast Forecast Forecast Demand Demand Demand Week 1 52 57 63 55 66 77 Week 2 49 58 68 69 75 65 Week 3 47 50 58 65 80 74 Week 4 60 53 58 55 78 67 57 Week 5 49 57 64 76 77...
Use the Grouped Distribution method for the following exercise (see Self-Test 2-4 for detailed instructions), rounding each answer to the nearest whole number. Using the frequency distribution below (scores on a statistics exam taken by 80 students), determine:ion 1 of the preliminary test (scores on a statistics exam taken by 80 students), determine: 68 84 75 82 68 90 62 88 76 93 73 79 88 73 60 93 71 59 85 75 61 65 75 87 74 62 95...
Use the Grouped Distribution method for the following exercise (see Self-Test 2-4 for detailed instructions), rounding each answer to the nearest whole number. Using the frequency distribution below (scores on a statistics exam taken by 80 students), determine:ion 1 of the preliminary test (scores on a statistics exam taken by 80 students), determine: 68 84 75 82 68 90 62 88 76 93 73 79 88 73 60 93 71 59 85 75 61 65 75 87 74 62 95...
Use the accompanying data set on the pulse rates (in beats per minute) of males to complete parts (a) and (b) below. LOADING... Click the icon to view the pulse rates of males. a. Find the mean and standard deviation, and verify that the pulse rates have a distribution that is roughly normal. The mean of the pulse rates is 71.871.8 beats per minute. (Round to one decimal place as needed.) The standard deviation of the pulse rates is 12.212.2...
89 67 84 74 58 51 63 68 84 65 57 76 58 75 72 67 64 74 95 53 77 86 90 80 70 67 76 62 91 70 63 78 49 61 77 57 83 67 107 67 80 73 94 80 73 74 67 72 68 79 73 121 63 77 70 61 75 66 79 54 76 86 84 72 65 75 63 91 72 64 99 81 58 70 58 58 90 66 64 80...
An experiment is conducted to determine if classes offered in an online format are as effective as classes offered in a traditional classroom setting. Students were randomly assigned to one of the two teaching methods. Data below. a. Test the claim that the standard deviations for the two groups are equal. What is the p-value of the test? b. Construct a 95% confidence interval on the difference in expected final exam scores between the two groups. Does the data support...
Student stress at final exam time comes partly from the uncertainty of grades and the consequences of those grades. Can knowledge of a midterm grade be used to predict a final exam grade? A random sample of 200 BCOM students from recent years was taken and their percentage grades on assignments, midterm exam, and final exam were recorded. Let’s examine the ability of midterm and assignment grades to predict final exam grades. The data are shown here: Assignment Midterm FinalExam...
8. The following data are scores from a Physics final administered to 34 students. 81 76 93 99 47 67 69 72 83 88 56 62 91 94 98 63 77 84 98 75 79 67 73 65 89 86 91 85 97 73 56 92 88 83 Use the Chart below to construct a Frequency Distribution with 5 classes (15 pts) Class Tally (This column is optional.) Frequency
3.3 Table 3.10 shows the scores in the final examination F and the scores in two preliminary examinations P1 and P2 for 22 students in a statistics course. The data can be found in the book's Web site. (a) Fit each of the following models to the data: Model 1 F Bo BiP Model 2 F- Model 3 : F-k) + AP,+AP, + ε Table 3.10 Examination Data: Scores in the Final (F), First Preliminary (Pi), and Second Preliminary (P2)...