A math teacher claims that she has developed a review course that increases the scores of students on the math portion of a college entrance exam. Based on datafrom the administrator of the exam, scores are normally distributed with µ = 520. The teacher obtains a random sample of 2200 students, puts them through the reviewclass, and finds that the mean math score of the 2200 students is 525 with a standard deviation of 110. Complete parts (a) through (d) below.(d) Test the hypothesis at the a = 0.10 level of significance with n = 375 students. Assume that the sample mean is still 525 and the sample standard deviation is still110. Is a sample mean of 525 significantly more than 520? Conduct a hypothesis test using the P-value approach.Find the test statistic.to =0(Round to two decimal places as needed.)Find the P-value.The P-value is(Round to three decimal places as needed.) A math teacher claims that she has developed a review course that increases the scores of students on the math portion of a college entrance exam. Based on datafrom the administrator of the exam, scores are normally distributed with µ = 520. The teacher obtains a random sample of 2200 students, puts them through the reviewclass, and finds that the mean math score of the 2200 students is 525 with a standard deviation of 110. Complete parts (a) through (d) below.Is the sample mean statistically significantly higher?YesNoWhat do you conclude about the impact of large samples on the P-value?O A. As n increases, the likelihood of not rejecting the null hypothesis increases. However, large samples tend to overemphasize practically significant differences.B. As n increases, the likelihood of rejecting the null hypothesis increases. However, large samples tend to overemphasize practically significant differences.C. As n increases, the likelihood of rejecting the null hypothesis increases. However, large samples tend to overemphasize practically insignificant differences.D. As n increases, the likelihood of not rejecting the null hypothesis increases. However, large samples tend to overemphasize practically insignificantdifferences.

Since you have posted multiple questions, we are answering the first question.

Answered: A math teacher claims that she has…

MATLAB: An Introduction with Applications

6th Edition

ISBN:9781119256830

Author:Amos Gilat

Publisher:Amos Gilat

Chapter1: Starting With Matlab

Section: Chapter Questions

Problem 1P

See similar textbooks

Similar questions

The average score of the students of a certain class in a 100-item quiz is 83 with a standard deviation of 2.5. What is the coefficient of variation?
Mason earned a score of 226 on Exam A that had a mean of 250 and a standard deviation of 40. He is about to take Exam B that has a mean of 550 and a standard deviation of 25. How well must Mason score on Exam B in order to do equivalently well as he did on Exam A? Assume that scores on each exam are normally distributed.
In preparation for the upcoming school year, a teacher looks at raw test scores on the statewide standardized test for the students in her class. Instead of looking at the scores relative to the norms in the state, the teacher wants to understand the scores relative to the students who will be in the class. To do so, she decides to convert the test scores into z-scores relative to the mean and standard deviation of the students in the class. The mean test score in her upcoming class is 49, and the standard deviation is 20.7. The teacher now wants to identify those students who may need extra help. She decides to look at students who have z-scores below z = -2.00 Identify the test score corresponding to a z-score of below z = -2.00. Round to the nearest whole number.
In a large section of a statistics class, the points for the final exam are normally distributed, with a mean of 74 and a standard deviation of 8. Grades are assigned such that the top 10% receive A's, the next 20% received B's, the middle 40% receive C's, the next 20% receive D's, and the bottom 10% receive F's. Find the lowest score on the final exam that would qualify a student for an A, a B, a C, and a D. The lowest score that would qualify a student for an A is nothing. (Round up to the nearest integer as needed.) The lowest score that would qualify a student for a B is nothing. (Round up to the nearest integer as needed.) The lowest score that would qualify a student for a C is nothing. (Round up to the nearest integer as needed.) The lowest score that would qualify a student for a D is nothing. (Round up to the nearest integer as needed.)
A math teacher claims that she has developed a review course that increases the scores of students on the math portion of a college entrance exam. Based on data from the administrator of the exam, scores are normally distributed with H = 525. The teacher obtains a random sample of 2200 students, puts them through the review class, and finds that the mean math score of the 2200 students is 530 with a standard deviation of 119. Complete parts (a) through (d) below. C. Yes, because every increase in score is practically significant. D. No, because the score became only 0.95% greater. (d) Test the hypothesis at the a = 0.10 level of significance with n= 400 students. Assume that the sample mean is still 530 and the sample standard deviation is still 119. Is a sample mean of 530 significantly more than 525? Conduct a hypothesis test using the P-value approach. Find the test statistic. to =0 (Round to two decimal places as needed.) %3D Find the P-value. The P-value is (Round to three decimal…
Use z scores to compare the given values. The tallest living man at one time had a height of 238 cm. The shortest living man at that time had a height of 142.4 cm. Heights of men at that time had a mean of 175.45 cm and a standard deviation of 5.59 cm. Which of these two men had the height that was more extreme? ... Since the z score for the tallest man is z = 0 and the z score for the shortest man is z = the man had the height that was Im- more extreme. (Round to two decimal places.) shortest tallest
The board of examiners that administers the real estate broker’s examination in a certain state found that the mean score on the test was 450 and the standard deviation was 50. If the board wants to set the passing scores so that only the top 5% of all applicants pass, what should the passing score be? Assume that the scores are normally distributed.
In a large section of a statistics class, the points for the final exam are normally distributed, with a mean of 73 and a standard deviation of 8. Grades are assigned such that the top 10% receive A's, the next 20% received B's, the middle 40% receive C's, the next 20% receive D's, and the bottom 10% receive F's. Find the lowest score on the final exam that would qualify a student for an A, a B, a C, and a D. Click here to view Page 1 of the Standard Normal Table. Click here to view Page 2 of the Standard Normal Table. The lowest score that would qualify a student for an A is (Round up to the nearest integer as needed.)
For college-bound seniors in 2018, SAT math scores are normally distributed with a mean of 515 and a standard deviation of 116. You suspect that seniors in the Auraria Campus are much brighter than the country as a whole, so you decide to conduct a test. In a random sample of 25 seniors, you find the mean SAT math score to be 555. You assume that the standard deviation of math scores in Auraria Campus are the same as the national standard deviation of a = 116. Is this sufficient evidence to conclude that Auraria Campus seniors are smarter? Take a -0.05.
On an intelligence test, the mean number of raw items correct is 236 and the standard deviation is 39. What are the raw (actual) scores on the test for people with IQs of (a) 119, (b) 81, and (c)100? To do this problem, first figure the Z score for the particular IQ score; then use that Z score to find the raw score. Note that IQ scores have a mean of 100 and a standard deviation of 15. (a) What is the raw (actual) score on the test for people with an IQ of 119?
A standardized exam's scores are normally distributed. In a recent year, the mean test score was 1539 and the standard deviation was 315. The test scores of four students selected at random are 1940, 1290, 2240, and 1420. Find the z-scores that correspond to each value and determine whether any of the values are unusual. The z-score for 1940 is. (Round to two decimal places as needed.) The Z-score for 1290 is. (Round to two decimal places as needed.) The Z-score for 2240 is. (Round to two decimal places as needed.) The Z-score for 1420 is. (Round to two decimal places as needed.) Which values, if any, are unusual? Select the correct choice below and, if necessary, fill in the answer box within your choice. OA. The unusual value(s) is/are. CD (Use a comma to separate answers as needed.) OB. None of the values are unusual.
Researchers measured the data speeds for a particular smartphone carrier at 50 airports. The highest speed measured was 75.2 Mbps. The complete list of 50 data speeds has a mean of x= 15.49 Mbps and a standard deviation of s = 18.83Mbps.

SEE MORE QUESTIONS

Recommended textbooks for you

MATLAB: An Introduction with Applications

Statistics

ISBN:

9781119256830

Author:

Amos Gilat

Publisher:

John Wiley & Sons Inc

Probability and Statistics for Engineering and th…

Statistics

ISBN:

9781305251809

Author:

Jay L. Devore

Publisher:

Cengage Learning

Statistics for The Behavioral Sciences (MindTap C…

Statistics

ISBN:

9781305504912

Author:

Frederick J Gravetter, Larry B. Wallnau

Publisher:

Cengage Learning

MATLAB: An Introduction with Applications

Statistics

ISBN:

9781119256830

Author:

Amos Gilat

Publisher:

John Wiley & Sons Inc

Probability and Statistics for Engineering and th…

Statistics

ISBN:

9781305251809

Author:

Jay L. Devore

Publisher:

Cengage Learning

Statistics for The Behavioral Sciences (MindTap C…

Statistics

ISBN:

9781305504912

Author:

Frederick J Gravetter, Larry B. Wallnau

Publisher:

Cengage Learning

Elementary Statistics: Picturing the World (7th E…

Statistics

ISBN:

9780134683416

Author:

Ron Larson, Betsy Farber

Publisher:

PEARSON

The Basic Practice of Statistics

Statistics

ISBN:

9781319042578

Author:

David S. Moore, William I. Notz, Michael A. Fligner

Publisher:

W. H. Freeman

Introduction to the Practice of Statistics

Statistics

ISBN:

9781319013387

Author:

David S. Moore, George P. McCabe, Bruce A. Craig

Publisher:

W. H. Freeman

SEE MORE TEXTBOOKS