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CONFIDENCE INTERVALS FOR THE DIFFERENCE IN 2 POPULATION MEANS Children in two elementary school classrooms were given two versions of the same test, but with the order of questions arranged from easier to more difficult in Version A and in reverse order in Version B. Randomly selected students from each class were given Version A (sample 1) and the rest Version B (sample 2). The 95% confidence interval for the difference in the average score between students taking Version A and students taking Version B is (-10, -2). Interpret this interval. O u1 is similar to µ2, therefore we can be 95% confident that the average score for students taking Version A is similar to that of students taking Version B. µ1 is substantially more than µ2, therefore we can be 95% confident that the average score for students taking Version A s substantially less than for students taking Version B. µ1 is substantially less than µ2, therefore we can be 95% confident that the average score for students taking Version A s substantially less than for students taking Version B.

CONFIDENCE INTERVALS FOR THE DIFFERENCE IN 2 POPULATION MEANS Children in two elementary school classrooms were given two versions of the same test, but with the order of questions arranged from easier to more difficult in Version A and in reverse order in Version B. Randomly selected students from each class were given Version A (sample 1) and the rest Version B (sample 2). The 95% confidence interval for the difference in the average score between students taking Version A and students taking Version B is (-10, -2). Interpret this interval. O u1 is similar to µ2, therefore we can be 95% confident that the average score for students taking Version A is similar to that of students taking Version B. µ1 is substantially more than µ2, therefore we can be 95% confident that the average score for students taking Version A s substantially less than for students taking Version B. µ1 is substantially less than µ2, therefore we can be 95% confident that the average score for students taking Version A s substantially less than for students taking Version B.

Functions and Change: A Modeling Approach to College Algebra (MindTap Course List)
Functions and Change: A Modeling Approach to College Algebra (MindTap Course List)
6th Edition
ISBN:9781337111348
Author:Bruce Crauder, Benny Evans, Alan Noell
Publisher:Bruce Crauder, Benny Evans, Alan Noell
Chapter5: A Survey Of Other Common Functions
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CONFIDENCE INTERVALS FOR THE DIFFERENCE IN 2 POPULATION MEANS Children in two elementary school classrooms were given two versions of the same test, but with the order of questions arranged from easier to more difficult in Version A and in reverse order in Version B. Randomly selected students from each class were given Version A (sample 1) and the rest Version B (sample 2). The 95% confidence interval for the difference in the average score between students taking Version A and students taking Version B is (-10, -2). Interpret this interval. O u1 is similar to µ2, therefore we can be 95% confident that the average score for students taking Version A is similar to that of students taking Version B. µ1 is substantially more than p2, therefore we can be 95% confident that the average score for students taking Version A is substantially less than for students taking Version B. µ1 is substantially less than µ2, therefore we can be 95% confident that the average score for students taking Version A is substantially less than for students taking Version B.
Transcribed Image Text:CONFIDENCE INTERVALS FOR THE DIFFERENCE IN 2 POPULATION MEANS Children in two elementary school classrooms were given two versions of the same test, but with the order of questions arranged from easier to more difficult in Version A and in reverse order in Version B. Randomly selected students from each class were given Version A (sample 1) and the rest Version B (sample 2). The 95% confidence interval for the difference in the average score between students taking Version A and students taking Version B is (-10, -2). Interpret this interval. O u1 is similar to µ2, therefore we can be 95% confident that the average score for students taking Version A is similar to that of students taking Version B. µ1 is substantially more than p2, therefore we can be 95% confident that the average score for students taking Version A is substantially less than for students taking Version B. µ1 is substantially less than µ2, therefore we can be 95% confident that the average score for students taking Version A is substantially less than for students taking Version B.
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