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Is this a one-tailed HA or a two-tailed HA? Otwo-tailed Ⓒone-tailed No answer text provided. No answer text provided.

Is this a one-tailed HA or a two-tailed HA? Otwo-tailed Ⓒone-tailed No answer text provided. No answer text provided.

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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3 4 1 6 2 4 two-tailed one-tailed No answer text provided. 3 No answer text provided. 2 Is this a one-tailed HA or a two-tailed HA? 1 4 2
Transcribed Image Text:3 4 1 6 2 4 two-tailed one-tailed No answer text provided. 3 No answer text provided. 2 Is this a one-tailed HA or a two-tailed HA? 1 4 2
An educator was interested in "positive feedback" versus "negative feedback" while in the classroom as they conduct an activity as they might influence the number of questions 4th grade students will ask. Specifically, the educator speculates that there will be a difference between the two conditions that will foster how comfortable students feel asking questions, but the educator is not sure which way the difference will go. On a random basis, the educator divided a class of eighteen 4th graders into two different styles of "feedback" during activities in class: a positive feedback group of nine children; and a negative feedback group of nine children in which students received negative feedback while conducting an activity in the class. The data are presented below and represent the number of questions asked by students while learning the material in class. Positive Feedback Group X1 5 Negative Feedback Group X₂ 2
Transcribed Image Text:An educator was interested in "positive feedback" versus "negative feedback" while in the classroom as they conduct an activity as they might influence the number of questions 4th grade students will ask. Specifically, the educator speculates that there will be a difference between the two conditions that will foster how comfortable students feel asking questions, but the educator is not sure which way the difference will go. On a random basis, the educator divided a class of eighteen 4th graders into two different styles of "feedback" during activities in class: a positive feedback group of nine children; and a negative feedback group of nine children in which students received negative feedback while conducting an activity in the class. The data are presented below and represent the number of questions asked by students while learning the material in class. Positive Feedback Group X1 5 Negative Feedback Group X₂ 2
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