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8. True or False? Test Average and Quiz Average are both significantly correlated with Course %, and they are significantly correlated with each other.   Dr. Wright is also interested in whether students who do well on the first test are more likely to do well in the course overall.  9. What statistical analysis should Dr. Wright use to test whether Test 1 was a significant predictor of Course %?   A-  Spearman Correlation B-  Regression C-  Chi-Square goodness of fit D-  Oneway ANOVA

8. True or False? Test Average and Quiz Average are both significantly correlated with Course %, and they are significantly correlated with each other.   Dr. Wright is also interested in whether students who do well on the first test are more likely to do well in the course overall.  9. What statistical analysis should Dr. Wright use to test whether Test 1 was a significant predictor of Course %?   A-  Spearman Correlation B-  Regression C-  Chi-Square goodness of fit D-  Oneway ANOVA

Glencoe Algebra 1, Student Edition, 9780079039897, 0079039898, 2018
Glencoe Algebra 1, Student Edition, 9780079039897, 0079039898, 2018
18th Edition
ISBN:9780079039897
Author:Carter
Publisher:Carter
Chapter4: Equations Of Linear Functions
Section4.5: Correlation And Causation
Problem 11PPS
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8. True or False? Test Average and Quiz Average are both significantly correlated with Course %, and they are significantly correlated with each other.  

Dr. Wright is also interested in whether students who do well on the first test are more likely to do well in the course overall. 

9. What statistical analysis should Dr. Wright use to test whether Test 1 was a significant predictor of Course %?  

A-  Spearman Correlation

B-  Regression

C-  Chi-Square goodness of fit

D-  Oneway ANOVA

Dr. Wright is disappointed, but not surprised. His colleague, Dr. Crea, comes by and reviews Dr. Wright's data and says that maybe this wasn't the right approach. The average of all quizzes couldn't be expected to be highly correlated with individual tests, since each test focuses on different material. She says, "Maybe you should see whether the number of quizzes missed is correlated with the overall course grade or the average test grade. Maybe students who miss more quizzes will have lower grades." Number of Missed Course % Test Average Quiz Average Quizzes ** ** ** Course % Pearson Correlation 1 .788 .615 -543 Sig. (2-tailed) .000 .000 .000 50 50 50 50 Test Average Pearson Correlation .788 1 .189 -112 Sig. (2-tailed) .000 .189 .438 N 50 50 50 50 ** Quiz Average Pearson Corelation .615 .189 1 -832 Sig. (2-tailed) .000 .189 .000 N 50 50 50 50 ** Number of Missed Pearson Correlation -543 -112 -832 1 Quizzes Sig. (2-tailed) .000 .438 .000 50 50 50 50 Correlation is significant at the 0.01 level (2-tailed).
Transcribed Image Text:Dr. Wright is disappointed, but not surprised. His colleague, Dr. Crea, comes by and reviews Dr. Wright's data and says that maybe this wasn't the right approach. The average of all quizzes couldn't be expected to be highly correlated with individual tests, since each test focuses on different material. She says, "Maybe you should see whether the number of quizzes missed is correlated with the overall course grade or the average test grade. Maybe students who miss more quizzes will have lower grades." Number of Missed Course % Test Average Quiz Average Quizzes ** ** ** Course % Pearson Correlation 1 .788 .615 -543 Sig. (2-tailed) .000 .000 .000 50 50 50 50 Test Average Pearson Correlation .788 1 .189 -112 Sig. (2-tailed) .000 .189 .438 N 50 50 50 50 ** Quiz Average Pearson Corelation .615 .189 1 -832 Sig. (2-tailed) .000 .189 .000 N 50 50 50 50 ** Number of Missed Pearson Correlation -543 -112 -832 1 Quizzes Sig. (2-tailed) .000 .438 .000 50 50 50 50 Correlation is significant at the 0.01 level (2-tailed).
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