2a. If the teacher wants to test the prediction that the two groups will differ, how should the null and alternative hypotheses be stated?

2d. What is the correct conclusion to draw about the null hypothesis?

Q11 [2 pts]: When checking whether the sample size is large enough for running the hypothesis test, the committee made the following statement: “In the sample, 14 packages contained the Billy Wonka cards and 86 did not. Since 14 is less than 15, the sample size condition for the hypothesis test is not met.” Identify the error in the way that the committee checked the sample size and show that the sample size is in fact large enough for running the hypothesis test.

3a. If a researcher wants to test the prediction that taking Prozac improves the participants well-being scores, what are the correct null and alternative hypotheses?

Problem 2 – Independent Groups t-test An elementary school teacher is trying to figure out the best way to motivate her students to learn multiplication. The teacher understands that rewarding students with praise is an effective strategy for motivating students, but she is unsure whether praise should come after each correct response or after correctly answering a series of questions (delayed reward). To test which strategy is most effective the teacher randomly divides her class into two groups. Half of the students receive praise each time they correctly answer a question, and the other half receive no praise until the end of the assignment. After using these two strategies for a few days the teacher then gives all of her students a multiplication test. Use this information to answer questions 2a-2i below.

1b. Suppose the researcher collects data from 10 students and finds they study on average 15.30 hours a week (SD = 7.0561). Use this information and the information in the problem description above to calculate the observed t-score. **Report your final answer to 4 decimal places. **To receive credit for this problem you need to submit a picture of your hand calculations. The picture should show the formulas you used and your hand calculations, including the intermediate steps.

2h. Explain what the value of eta-squared indicates for this problem. Describe the value in terms of the percentage of variability explained or accounted for.

1d. Based on the results, what is the correct conclusion to draw about the null hypothesis?

Short answer questions  You will respond to one question from each of Modules 6-9.  Make your responses are as complete as possible, addressing all parts to the question and providing explanation when requested. Pay attention for key words/phases like “explain” and “why or why not?”.  Questions will be graded based on the accuracy and comprehensiveness of the responses. I will be looking to see that you applied all relevant information from class into your responses including concepts and terms listed in on the Module pages. 

Part 1: In your own words, describe all ten conclusions from Dr. Gibbs. (5 points) Part 2: For each conclusion,  write at least one of your key takeaways or an example of how it was seen or discussed in class or an example of how it can be applied. (You do not have to choose the same option for each conclusion) (5 points) Move from counterfeit to covenant communities. Move from sensationalism to dedicated. Move from global to local. Move from consumption to production. Move from “calling out” to “calling in.” Move from politics to policies. Move from interventions to prevention. Move from explanation to description. Move from programs to system-thinking. Move from system-thinking to human-centered design.