Scenario: A guidance counselor wanted to know if anxiety differs based on time (first day of class in relation to the last day of class), and if this differs based on year in school (as a freshman, sophomore, junior, or senior). She collected data on a single group of students across their entire high school career at these eight time points — first and last day of freshman, sophomore, junior, and senior year. Anxiety was measured using a standardized scale ranging from 0 — 50, with higher scores indicating greater anxiety. Question: If p = .027 for the main effect of academic year, what should the researcher conclude? Group of answer choices The main effect of academic year is not significant; no additional analyses are needed to interpret it. The main effect of academic year is significant; no additional analyses are needed to interpret it. The main effect of academic year is not significant; LSD pairwise comparisons are needed to fully interpret it. The main effect of academic year is significant; LSD pairwise comparisons are needed to fully interpret it. The main effect of academic year is significant; Tukey HSD post hoc analysis is needed to fully interpret it.
Scenario: A guidance counselor wanted to know if anxiety differs based on time (first day of class in relation to the last day of class), and if this differs based on year in school (as a freshman, sophomore, junior, or senior). She collected data on a single group of students across their entire high school career at these eight time points — first and last day of freshman, sophomore, junior, and senior year. Anxiety was measured using a standardized scale ranging from 0 — 50, with higher scores indicating greater anxiety. Question: If p = .027 for the main effect of academic year, what should the researcher conclude? Group of answer choices The main effect of academic year is not significant; no additional analyses are needed to interpret it. The main effect of academic year is significant; no additional analyses are needed to interpret it. The main effect of academic year is not significant; LSD pairwise comparisons are needed to fully interpret it. The main effect of academic year is significant; LSD pairwise comparisons are needed to fully interpret it. The main effect of academic year is significant; Tukey HSD post hoc analysis is needed to fully interpret it.
Glencoe Algebra 1, Student Edition, 9780079039897, 0079039898, 2018
18th Edition
ISBN:9780079039897
Author:Carter
Publisher:Carter
Chapter10: Statistics
Section10.6: Summarizing Categorical Data
Problem 10CYU
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Question
Scenario: A guidance counselor wanted to know if anxiety differs based on time (first day of class in relation to the last day of class), and if this differs based on year in school (as a freshman, sophomore, junior, or senior). She collected data on a single group of students across their entire high school career at these eight time points — first and last day of freshman, sophomore, junior, and senior year. Anxiety was measured using a standardized scale ranging from 0 — 50, with higher scores indicating greater anxiety. Question: If p = .027 for the main effect of academic year, what should the researcher conclude?
Group of answer choices
The main effect of academic year is not significant; no additional analyses are needed to interpret it.
The main effect of academic year is significant; no additional analyses are needed to interpret it.
The main effect of academic year is not significant; LSD pairwise comparisons are needed to fully interpret it.
The main effect of academic year is significant; LSD pairwise comparisons are needed to fully interpret it.
The main effect of academic year is significant; Tukey HSD post hoc analysis is needed to fully interpret it.
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