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Do students reduce study time in classes where they achieve a higher midterm score? In a Journal of Economic Education article (Winter 2005), Gregory Krohn and Catherine O'Connor studied student effort and performance in a class over a semester. In an intermediate macroeconomics course, they found that "students respond to higher midterm scores by reducing the number of hours they subsequently allocate to studying for the course." Suppose that a random sample of n = 8 students who performed well on the midterm exam was taken and weekly study times before and after the exam were compared. The resulting data are given in Table 11.5. Assume that the population of all possible paired differences is normally distributed. Table 11.5 Weekly Study Time Data for Students Who Perform Well on the MidTerm 1 3 7 10 18 17 8 10 10 Students Before After N StudyBefore 8 StudyAfter 8 Difference 8 Paired T-Test and Cl: StudyBefore, StudyAfter Paired T for StudyBefore - StudyAfter Mean 15.1250 9.7500 5.37500 2 14 HO: ud = 9 t= St Dev 3.0443 1.9821 2.82527 There is 4 15 13 95% CI for mean difference: (3.01302, 7.73698) T-Test of mean difference = 0 (vs not = 0): T-Value = 5.38, P.Value = .0010 versus Ha: ud # 5 19 We have 9 SE Mean 1.0763 .7008 .99888 (a) Set up the null and alternative hypotheses to test whether there is a difference in the true mean study time before and after the midterm exam. 6 12 7 (b) Above we present the MINITAB output for the paired differences test. Use the output and critical values to test the hypotheses at the .10, .05, and .01 level of significance. Has the true mean study time changed? (Round your answer to 2 decimal places.) 8 evidence. 16 12 evidence against the null hypothesis. (c) Use the p-value to test the hypotheses at the .10, .05, and .01 level of significance. How much evidence is there against the null hypothesis?

Do students reduce study time in classes where they achieve a higher midterm score? In a Journal of Economic Education article (Winter 2005), Gregory Krohn and Catherine O'Connor studied student effort and performance in a class over a semester. In an intermediate macroeconomics course, they found that "students respond to higher midterm scores by reducing the number of hours they subsequently allocate to studying for the course." Suppose that a random sample of n = 8 students who performed well on the midterm exam was taken and weekly study times before and after the exam were compared. The resulting data are given in Table 11.5. Assume that the population of all possible paired differences is normally distributed. Table 11.5 Weekly Study Time Data for Students Who Perform Well on the MidTerm 1 3 7 10 18 17 8 10 10 Students Before After N StudyBefore 8 StudyAfter 8 Difference 8 Paired T-Test and Cl: StudyBefore, StudyAfter Paired T for StudyBefore - StudyAfter Mean 15.1250 9.7500 5.37500 2 14 HO: ud = 9 t= St Dev 3.0443 1.9821 2.82527 There is 4 15 13 95% CI for mean difference: (3.01302, 7.73698) T-Test of mean difference = 0 (vs not = 0): T-Value = 5.38, P.Value = .0010 versus Ha: ud # 5 19 We have 9 SE Mean 1.0763 .7008 .99888 (a) Set up the null and alternative hypotheses to test whether there is a difference in the true mean study time before and after the midterm exam. 6 12 7 (b) Above we present the MINITAB output for the paired differences test. Use the output and critical values to test the hypotheses at the .10, .05, and .01 level of significance. Has the true mean study time changed? (Round your answer to 2 decimal places.) 8 evidence. 16 12 evidence against the null hypothesis. (c) Use the p-value to test the hypotheses at the .10, .05, and .01 level of significance. How much evidence is there against the null hypothesis?

Holt Mcdougal Larson Pre-algebra: Student Edition 2012
Holt Mcdougal Larson Pre-algebra: Student Edition 2012
1st Edition
ISBN:9780547587776
Author:HOLT MCDOUGAL
Publisher:HOLT MCDOUGAL
Chapter11: Data Analysis And Probability
Section: Chapter Questions
Problem 8CR
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Do students reduce study time in classes where they achieve a higher midterm score? In a Journal of Economic Education article (Winter 2005), Gregory Krohn and Catherine O'Connor studied student effort and performance in a class over a semester. In an intermediate macroeconomics course, they found that "students respond to higher midterm scores by reducing the number of hours they subsequently allocate to studying for the course." Suppose that a random sample of n = 8 students who performed well on the midterm exam was taken and weekly study times before and after the exam were compared. The resulting data are given in Table 11.5. Assume that the population of all possible paired differences is normally distributed. Table 11.5 Weekly Study Time Data for Students Who Perform Well on the MidTerm 1 3 6 7 10 18 12 10 7 Students Before After N StudyBefore 8 StudyAfter 8 Difference 8 Paired T-Test and Cl: StudyBefore, StudyAfter Paired T for StudyBefore - StudyAfter Mean 15.1250 9.7500 5.37500 8 HO: µd = 2 14 9 = St Dev 3.0443 1.9821 2.82527 There is 4 15 13 versus Ha: ud # 5 95% CI for mean difference: (3.01302, 7.73698) T-Test of mean difference = 0 (vs not = 0): T-Value = 5.38, P-Value = .0010 We have 19 9 SE Mean 1.0763 .7008 .99888 (a) Set up the null and alternative hypotheses to test whether there is a difference in the true mean study time before and after the midterm exam. 17 (b) Above we present the MINITAB output for the paired differences test. Use the output and critical values to test the hypotheses at the .10, .05, and .01 level of significance. Has the true mean study time changed? (Round your answer to 2 decimal places.) evidence. 10 8 evidence against the null hypothesis. 16 12 (c) Use the p-value to test the hypotheses at the .10, .05, and .01 level of significance. How much evidence is there against the null hypothesis?
Transcribed Image Text:Do students reduce study time in classes where they achieve a higher midterm score? In a Journal of Economic Education article (Winter 2005), Gregory Krohn and Catherine O'Connor studied student effort and performance in a class over a semester. In an intermediate macroeconomics course, they found that "students respond to higher midterm scores by reducing the number of hours they subsequently allocate to studying for the course." Suppose that a random sample of n = 8 students who performed well on the midterm exam was taken and weekly study times before and after the exam were compared. The resulting data are given in Table 11.5. Assume that the population of all possible paired differences is normally distributed. Table 11.5 Weekly Study Time Data for Students Who Perform Well on the MidTerm 1 3 6 7 10 18 12 10 7 Students Before After N StudyBefore 8 StudyAfter 8 Difference 8 Paired T-Test and Cl: StudyBefore, StudyAfter Paired T for StudyBefore - StudyAfter Mean 15.1250 9.7500 5.37500 8 HO: µd = 2 14 9 = St Dev 3.0443 1.9821 2.82527 There is 4 15 13 versus Ha: ud # 5 95% CI for mean difference: (3.01302, 7.73698) T-Test of mean difference = 0 (vs not = 0): T-Value = 5.38, P-Value = .0010 We have 19 9 SE Mean 1.0763 .7008 .99888 (a) Set up the null and alternative hypotheses to test whether there is a difference in the true mean study time before and after the midterm exam. 17 (b) Above we present the MINITAB output for the paired differences test. Use the output and critical values to test the hypotheses at the .10, .05, and .01 level of significance. Has the true mean study time changed? (Round your answer to 2 decimal places.) evidence. 10 8 evidence against the null hypothesis. 16 12 (c) Use the p-value to test the hypotheses at the .10, .05, and .01 level of significance. How much evidence is there against the null hypothesis?
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