A high school teacher has designed a new course intended to help students prepare for the mathematics section of the SAT. A sample of n = 20 students is recruited to take the course and, at the end of the year, each student takes the SAT. The average score for this sample is M = 562. For the general population, scores on the SAT are standardized to form a normal distribution with µ = 500 and σ = 100. Standard Normal Distribution Mean = 0.0 Standard Deviation = 1.0 -3.0-2.0-1.00.01.02.03.0z.5000.50000.00 Can the teacher conclude that students who take the course score significantly higher than the general population? Use a one-tailed test with α = .01. Round all answers to two decimal places; round all intermediate calculations to two decimal places prior to full calculation. For example, round √n to two decimal places prior to using it in a calculation that requires √n. The null hypothesis is H₀: . The standard error is , and z = , which beyond the critical boundary of . the null hypothesis, and conclude that students who take the course significantly higher than the general population. Compute Cohen’s d for this study. (Round your answer to three decimal places.) Cohen’s d = Can the teacher conclude that students who take the course score significantly higher than the general population? Use a one-tailed test with α = .01. Round all answers to two decimal places; round all intermediate calculations to two decimal places prior to full calculation. For example, round √n to two decimal places prior to using it in a calculation that requires √n. The null hypothesis is H₀: . The standard error is , and z = , which beyond the critical boundary of . the null hypothesis, and conclude that students who take the course significantly higher than the general population. Compute Cohen’s d for this study. (Round your answer to three decimal places.) Cohen’s d =

A high school teacher has designed a new course intended to help students prepare for the mathematics section of the SAT. A sample of n = 20 students is recruited to take the course and, at the end of the year, each student takes the SAT. The average score for this sample is M = 562. For the general population, scores on the SAT are standardized to form a normal distribution with µ = 500 and σ = 100. Standard Normal Distribution Mean = 0.0 Standard Deviation = 1.0 -3.0-2.0-1.00.01.02.03.0z.5000.50000.00 Can the teacher conclude that students who take the course score significantly higher than the general population? Use a one-tailed test with α = .01. Round all answers to two decimal places; round all intermediate calculations to two decimal places prior to full calculation. For example, round √n to two decimal places prior to using it in a calculation that requires √n. The null hypothesis is H₀: . The standard error is , and z = , which beyond the critical boundary of . the null hypothesis, and conclude that students who take the course significantly higher than the general population. Compute Cohen’s d for this study. (Round your answer to three decimal places.) Cohen’s d = Can the teacher conclude that students who take the course score significantly higher than the general population? Use a one-tailed test with α = .01. Round all answers to two decimal places; round all intermediate calculations to two decimal places prior to full calculation. For example, round √n to two decimal places prior to using it in a calculation that requires √n. The null hypothesis is H₀: . The standard error is , and z = , which beyond the critical boundary of . the null hypothesis, and conclude that students who take the course significantly higher than the general population. Compute Cohen’s d for this study. (Round your answer to three decimal places.) Cohen’s d =

MATLAB: An Introduction with Applications

6th Edition

ISBN:9781119256830

Author:Amos Gilat

Publisher:Amos Gilat

Chapter1: Starting With Matlab

Section: Chapter Questions

Problem 1P

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Standard Normal Distribution

Mean = 0.0

Standard Deviation = 1.0

-3.0-2.0-1.00.01.02.03.0z.5000.50000.00

Can the teacher conclude that students who take the course score significantly higher than the general population? Use a one-tailed test with α = .01.

Round all answers to two decimal places; round all intermediate calculations to two decimal places prior to full calculation. For example, round √n to two decimal places prior to using it in a calculation that requires √n.

The null hypothesis is H₀: .

The standard error is

, and z =

, which beyond the critical boundary of . the null hypothesis, and conclude that students who take the course significantly higher than the general population.

Compute Cohen’s d for this study. (Round your answer to three decimal places.)

Cohen’s d =

Can the teacher conclude that students who take the course score significantly higher than the general population? Use a one-tailed test with α = .01.

The null hypothesis is H₀: .

The standard error is

, and z =

, which beyond the critical boundary of . the null hypothesis, and conclude that students who take the course significantly higher than the general population.

Compute Cohen’s d for this study. (Round your answer to three decimal places.)

Cohen’s d =

Complete the following sentence demonstrating how the outcome of the hypothesis test and the measure of effect size would appear in a research report.

The new course a significant positive effect on SAT scores: =

, =

Features Features Normal distribution is characterized by two parameters, mean (µ) and standard deviation (σ). When graphed, the mean represents the center of the bell curve and the graph is perfectly symmetric about the center. The mean, median, and mode are all equal for a normal distribution. The standard deviation measures the data's spread from the center. The higher the standard deviation, the more the data is spread out and the flatter the bell curve looks. Variance is another commonly used measure of the spread of the distribution and is equal to the square of the standard deviation.

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