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(B) is there an effect due to the type of course? Answer: Since F < Fcrit, then we_____________ the null hypothesis.  This means the data do not indicate that a difference exists between the average amounts for the two types of courses. None seems superior to the others.

(B) is there an effect due to the type of course? Answer: Since F < Fcrit, then we_____________ the null hypothesis.  This means the data do not indicate that a difference exists between the average amounts for the two types of courses. None seems superior to the others.

Glencoe Algebra 1, Student Edition, 9780079039897, 0079039898, 2018
Glencoe Algebra 1, Student Edition, 9780079039897, 0079039898, 2018
18th Edition
ISBN:9780079039897
Author:Carter
Publisher:Carter
Chapter10: Statistics
Section: Chapter Questions
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Answer for Question B)

 

(B) is there an effect due to the type of course?

Answer: Since F < Fcrit, then we_____________ the null hypothesis.  This means the data do not indicate that a difference exists between the average amounts for the two types of courses. None seems superior to the others.

Pregunta 8 A nationwide company specializing in preparing students for college and graduate school entrance exams, such as the SAT, ACT, and LSAT, had the business objective of improving its ACT preparatory course. Two factors of interest to the company are the length of the course (a condensed 10-day period or a regular 30-day period) and the type of course (traditional classroom or online distance learning). The company collected data by randomly assigning 10 clients to each of the four cells that represent a combination of length of the course and type of course. The results are organized and presented in the following table: LENGTH OF COURSE TYPE OF COURSE Condensed Regular Traditional 26 18 34 28 27 24 24 21 25 19 35 23 21 20 31 29 21 18 28 26 Online 27 21 24 21 29 32 16 19 30 20 22 19 24 28 20 24 30 29 23 25 The two-way ANOVA results are (Factor A (columns) is the lenght, factor B (sample) is the type of course) B C DE FG A 1 ANOVA: Two-factor With Replication 3 SUMMARY Condensed Regular Total 4. traditional 5 Count 6 Sum 7 Average 8 Variance 10 10 20 219 279 498 21.9 27.9 24.9 11.2111 20.9889 24.7263 10 online 11 Count 10 10 20 12 Sum 270 213 483 13 Average 27 21.3 24.15 14 Variance 16.2222 8.0111 20.0289 15 16 Tulul 17 Count 20 20 18 Sum 489 192 19 Average 20 Variance 24.45 24.6 19.8395 25.2000 21 22 23 ANOVA 24 Source of Variation 25 Sample 26 Columns SS df MS P-value r crit 5.6250 1 5.6250 0.3987 0.5318 4,1132 1 0.2250 0.0159 0.9002 4.1132 1 342.2250 24.2560 0.0000 4.1132 0.2250 27 Interaction 342.2250 28 Within 507.9000 36 14.1083 29 30 Total 31 855.9750 Level of significance 0.05 What are the effects of the type of course and the length of the course on ACT scores? To answer, at the 0.05 level of significance, (A) is there an interaction between the type of course and the length of the course? Answer: Since F -24.2560 > Fcrit, then we the null hypothesis. Thus, the hypothesis test confirms the interaction evident in the cell means plot. The existence of this significant interaction effect complicates the interpretation of the hypothesis tests concerning the two main effects, so we need to perform a One-way Anova to complete the analysis. (B) is there an effect due to the type of course? Answer: Since F< Fcrit, then we the null hypothesis. This means the data do not indicate that a difference exists between the average amounts for the two types of courses. None seems superior to the others.
Transcribed Image Text:Pregunta 8 A nationwide company specializing in preparing students for college and graduate school entrance exams, such as the SAT, ACT, and LSAT, had the business objective of improving its ACT preparatory course. Two factors of interest to the company are the length of the course (a condensed 10-day period or a regular 30-day period) and the type of course (traditional classroom or online distance learning). The company collected data by randomly assigning 10 clients to each of the four cells that represent a combination of length of the course and type of course. The results are organized and presented in the following table: LENGTH OF COURSE TYPE OF COURSE Condensed Regular Traditional 26 18 34 28 27 24 24 21 25 19 35 23 21 20 31 29 21 18 28 26 Online 27 21 24 21 29 32 16 19 30 20 22 19 24 28 20 24 30 29 23 25 The two-way ANOVA results are (Factor A (columns) is the lenght, factor B (sample) is the type of course) B C DE FG A 1 ANOVA: Two-factor With Replication 3 SUMMARY Condensed Regular Total 4. traditional 5 Count 6 Sum 7 Average 8 Variance 10 10 20 219 279 498 21.9 27.9 24.9 11.2111 20.9889 24.7263 10 online 11 Count 10 10 20 12 Sum 270 213 483 13 Average 27 21.3 24.15 14 Variance 16.2222 8.0111 20.0289 15 16 Tulul 17 Count 20 20 18 Sum 489 192 19 Average 20 Variance 24.45 24.6 19.8395 25.2000 21 22 23 ANOVA 24 Source of Variation 25 Sample 26 Columns SS df MS P-value r crit 5.6250 1 5.6250 0.3987 0.5318 4,1132 1 0.2250 0.0159 0.9002 4.1132 1 342.2250 24.2560 0.0000 4.1132 0.2250 27 Interaction 342.2250 28 Within 507.9000 36 14.1083 29 30 Total 31 855.9750 Level of significance 0.05 What are the effects of the type of course and the length of the course on ACT scores? To answer, at the 0.05 level of significance, (A) is there an interaction between the type of course and the length of the course? Answer: Since F -24.2560 > Fcrit, then we the null hypothesis. Thus, the hypothesis test confirms the interaction evident in the cell means plot. The existence of this significant interaction effect complicates the interpretation of the hypothesis tests concerning the two main effects, so we need to perform a One-way Anova to complete the analysis. (B) is there an effect due to the type of course? Answer: Since F< Fcrit, then we the null hypothesis. This means the data do not indicate that a difference exists between the average amounts for the two types of courses. None seems superior to the others.
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