A nationwide company specializing in preparing students for college and graduate school entrance exams, such as the SAT, ACT, and LSAT, had the business objective of improving its ACT preparatory course. Two factors of interest to the company are the length of the course (a condensed 10-day period or a regular 30-day period) and the type of course (traditional classroom or online distance learning). The company collected data by randomly assigning 10 clients to each of the four cells that represent a combination of length of the course and type of course. The results are organized and presented in the following table: LENGTH OF COURSE TYPE OF COURSE Condensed Regular Traditional 26 18 34 28 27 24 24 21 25 19 35 23 21 20 31 29 21 18 28 26 Online 27 21 24 21 29 32 16 19 30 20 22 19 24 28 20 24 30 29 23 25 What are the effects of the type of course and the length of the course on ACT scores? To answer, at the 0.05 level of significance, (A) is there an interaction between the type of course and the length of the course? Answer: Since F =24.2560 > Fcrit, then we the null hypothesis. Thus, the hypothesis test confirms the interaction evident in the cell means plot. The existence of this significant interaction effect complicates the interpretation of the hypothesis tests concerning the two main effects, so we need to perform a One-way Anova to complete the analysis. (B) is there an effect due to the type of course? Answer: Since F < Fcrit, then we the null hypothesis. This means the data do not indicate that a difference exists between the average amounts for the two types of courses. None seems superior to the others. (C) is there an effect due to the length of the course? Answer: Since F < Fcrit, then we the null hypothesis. This means the data do not indicate that a difference exists between the average amounts for the two lenghts of courses. None seems superior to the others.