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1. The means and standard deviations of absenteeism index from samples of 100 nightshift students (ns) and 200 dayshift students (ds) are: Xns = 34; Sn=8; Xds = 32; Sd3D7. Can you conclude that at a=.01 and a=.05, nightshift students score higher in absenteeism index than dayshift students? State your null and alternative hypothesis b. Compute the test statistic or the Z value State your conclusion at a=.05 d. State your conclusion at a=.01 a. с.

1. The means and standard deviations of absenteeism index from samples of 100 nightshift students (ns) and 200 dayshift students (ds) are: Xns = 34; Sn=8; Xds = 32; Sd3D7. Can you conclude that at a=.01 and a=.05, nightshift students score higher in absenteeism index than dayshift students? State your null and alternative hypothesis b. Compute the test statistic or the Z value State your conclusion at a=.05 d. State your conclusion at a=.01 a. с.

MATLAB: An Introduction with Applications
MATLAB: An Introduction with Applications
6th Edition
ISBN:9781119256830
Author:Amos Gilat
Publisher:Amos Gilat
Chapter1: Starting With Matlab
Section: Chapter Questions
Problem 1P
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1. The means and standard deviations of absenteeism index from samples of 100 nightshift students (ns) and 200 dayshift students (ds) are: Xns = 34; Sn=8; Xds = 32; Sd=7. Can you conclude that at a=.01 and a=.05, nightshift students score higher in absenteeism index than dayshift students? State your null and alternative hypothesis b. Compute the test statistic or the Z value State your conclusion at a=.05 d. State your conclusion at a=.01 a. с.
Transcribed Image Text:1. The means and standard deviations of absenteeism index from samples of 100 nightshift students (ns) and 200 dayshift students (ds) are: Xns = 34; Sn=8; Xds = 32; Sd=7. Can you conclude that at a=.01 and a=.05, nightshift students score higher in absenteeism index than dayshift students? State your null and alternative hypothesis b. Compute the test statistic or the Z value State your conclusion at a=.05 d. State your conclusion at a=.01 a. с.
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