A study was conducted to compare two teaching methods on their effectiveness to teach children metaphors. Out of the 53 children, 27 were randomly assigned to learn via direct explicit teaching (process instruction), Type 1 below, and the remaining 26 were assigned to the current method (basal instruction), Type 2 below. Each type of instruction was employed for 3 weeks, and then each child took a test where the number of correct metaphors (out of 8) were recorded. - Distributions Instruction Type=1 - Correct Responses - Distributions Instruction Type=2 - Correct Responses 10 123 16 17 6. 10 Quantiles Quantiles 100.0% maximum 100.0% maximum 99.5% 99.5% 97.5% 97.5% 90.0% 75.0% 50.0% 90.0% quartile median quartile median 75.0% 50.0% 25.0% quartile 25.0% quartile 10.0% 3.8 10.0% 2.5% 25% 05% 00% minimum Summary Statistics 05% 0.0% minimum -Summary Statistics Mean 4.1538462 5.1851852 12101188 02328875 Upper 95% Mean 5.6638922 Lower 95% Mean 47064781 27 Mean Std Dev Std Dev Std Err Mean 1.1555884 0.2266295 Upper 95% Mean 4.6205984 Lower 95% Mean 36870939 26 Std Er Mean a) Fill-in-the-blank with either quantitative or categorical. 1. Teaching method is a 2. Number of correct metaphors is a variable. variable. b) Is this an experiment or observational study? Explain. Do the researchers need to worry about a placebo effect? Explain. d) Does one teaching method work better than the other? Justify your answer by providing a measure of center for each group. e) The current method (basal instruction) potentially has a high outlier. With this in mind, give the name andvalue of the most appropriate measure of spread. ) If researchers were worried about how the age of the child impacts the ability to identify the metaphors, what design would be better suited for this study?
A study was conducted to compare two teaching methods on their effectiveness to teach children metaphors. Out of the 53 children, 27 were randomly assigned to learn via direct explicit teaching (process instruction), Type 1 below, and the remaining 26 were assigned to the current method (basal instruction), Type 2 below. Each type of instruction was employed for 3 weeks, and then each child took a test where the number of correct metaphors (out of 8) were recorded. - Distributions Instruction Type=1 - Correct Responses - Distributions Instruction Type=2 - Correct Responses 10 123 16 17 6. 10 Quantiles Quantiles 100.0% maximum 100.0% maximum 99.5% 99.5% 97.5% 97.5% 90.0% 75.0% 50.0% 90.0% quartile median quartile median 75.0% 50.0% 25.0% quartile 25.0% quartile 10.0% 3.8 10.0% 2.5% 25% 05% 00% minimum Summary Statistics 05% 0.0% minimum -Summary Statistics Mean 4.1538462 5.1851852 12101188 02328875 Upper 95% Mean 5.6638922 Lower 95% Mean 47064781 27 Mean Std Dev Std Dev Std Err Mean 1.1555884 0.2266295 Upper 95% Mean 4.6205984 Lower 95% Mean 36870939 26 Std Er Mean a) Fill-in-the-blank with either quantitative or categorical. 1. Teaching method is a 2. Number of correct metaphors is a variable. variable. b) Is this an experiment or observational study? Explain. Do the researchers need to worry about a placebo effect? Explain. d) Does one teaching method work better than the other? Justify your answer by providing a measure of center for each group. e) The current method (basal instruction) potentially has a high outlier. With this in mind, give the name andvalue of the most appropriate measure of spread. ) If researchers were worried about how the age of the child impacts the ability to identify the metaphors, what design would be better suited for this study?
MATLAB: An Introduction with Applications
6th Edition
ISBN:9781119256830
Author:Amos Gilat
Publisher:Amos Gilat
Chapter1: Starting With Matlab
Section: Chapter Questions
Problem 1P
Related questions
Question
Transcribed Image Text:A study was conducted to compare two teaching methods on their effectiveness to teach children
metaphors. Out of the 53 children, 27 were randomly assigned to learn via direct explicit teaching
(process instruction), Type 1 below, and the remaining 26 were assigned to the current method (basal
instruction), Type 2 below. Each type of instruction was employed for 3 weeks, and then each child took
a test where the number of correct metaphors (out of 8) were recorded.
- Distributions Instruction Type=1
Distributions Instruction Type=2
- Correct Responses
- Correct Responses
2
3.
6.
9.
10
1 23
14
6
17
10
Quantiles
4 Quantiles
100.0% maximum
100.0% masimum
99.5%
99.5%
97.5%
97.5%
90.0%
90.0%
75.0%
quartile
median
75.0%
quartile
50.0%
50.0%
median
25.0%
quartile
25.0%
quartile
10.0%
10.0%
25%
25%
0.5%
05%
0.0%
minimum
0.0%
minimum
4- Summary Statistics
- Summary Statistics
Mean
5.1851852
Mean
4.1538462
Std Dev
Std Dev
Std Err Mean
12101188
02328875
1.155SB84
0.2266295
Std Err Mean
Upper 95% Mean 5.6638922
Lower 95% Mean 4.7064781
27
Upper 95% Mean 4.6205984
Lower 95% Mean 36870939
26
a) Fill-in-the-blank with either quantitative or categorical.
1. Teaching method is a
2. Number of correct metaphors is a
variable.
variable.
b) Is this an experiment or observational study? Explain.
Do the researchers need to worry about a placebo effect? Explain.
d) Does one teaching method work better than the other? Justify your answer by providing a measure of
center for each group.
e) The current method (basal instruction) potentially has a high outlier. With this in mind, give the name
and value of the most appropriate measure of spread.
f) If researchers were worried about how the age of the child impacts the ability to identify the
metaphors, what design would be better suited for this study?
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A study was conducted to compare two teaching methods on their effectiveness to teach children metaphors. out of the 53 children, 27were randomly assigned to learn via direct explicit teaching (process instruction) type I below and the remaining 26 were assigned to the current method (basal instruction) type 2 below. Each type of instruction was employed for 3 weeks and then each child took a test where the number of correct metaphors were recorded.
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