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In a study about learning styles, researchers used a group of 64 elementary school students who volunteered to be part of the study. The researchers gave each student a pre-test and based upon the results, they divided them into 32 pairs of similarly scoring students. School administrators then randomly assigned one student from each pair to mathematics instruction online while the other student received in-person instruction in a traditional classroom. At the end of the year, all 64 students received a mathematics assessment, measured on a 100-point scale.   The researchers calculated the difference (in person −− online) in the mathematics assessment scores for

In a study about learning styles, researchers used a group of 64 elementary school students who volunteered to be part of the study. The researchers gave each student a pre-test and based upon the results, they divided them into 32 pairs of similarly scoring students. School administrators then randomly assigned one student from each pair to mathematics instruction online while the other student received in-person instruction in a traditional classroom. At the end of the year, all 64 students received a mathematics assessment, measured on a 100-point scale.   The researchers calculated the difference (in person −− online) in the mathematics assessment scores for

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
Section10.5: Comparing Sets Of Data
Problem 26PFA
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In a study about learning styles, researchers used a group of 64 elementary school students who volunteered to be part of the study. The researchers gave each student a pre-test and based upon the results, they divided them into 32 pairs of similarly scoring students. School administrators then randomly assigned one student from each pair to mathematics instruction online while the other student received in-person instruction in a traditional classroom. At the end of the year, all 64 students received a mathematics assessment, measured on a 100-point scale.
 
The researchers calculated the difference (in person −− online) in the mathematics assessment scores for each pair of students. The 32 differences had a mean of 15 and a standard deviation of 3.9 points.
 
Construct and interpret a 95% confidence interval for the mean difference (in person −− online) in the mathematics assessment scores for all pairs of students like these who learn math either face-to-face or online.
PLAN: Select 3 true statements. Name: t CI for Hdiff Name: t CI for µi – µ2 Name: t CI for x diff Name: t CI for x1 – x2 Random: This is a random sample of 32 differences in Random: The random condition is not met. assessment scores. Random: The students in each pair are randomly assigned Normal/Large Sample: ndiff 32 > 30. %3D to in-person or online instruction. Normal/Large Sample: This is not met because the number of differences is small.
Transcribed Image Text:PLAN: Select 3 true statements. Name: t CI for Hdiff Name: t CI for µi – µ2 Name: t CI for x diff Name: t CI for x1 – x2 Random: This is a random sample of 32 differences in Random: The random condition is not met. assessment scores. Random: The students in each pair are randomly assigned Normal/Large Sample: ndiff 32 > 30. %3D to in-person or online instruction. Normal/Large Sample: This is not met because the number of differences is small.
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