An educational psychologist was interested in whether using a student’s own name in a story affected children’s attention span while reading. Six children were randomly assigned to read a story under ordinary conditions (using names like Dick and Jane). Six other children read versions of the same story, but with each child’s own name substituted for one of the children in the story. The researcher kept a careful measure of how long it took (in minutes) each child to read the story. The results are shown in Table 2. Using the 0.05 alpha level, does including the child’s name make any difference? Use all of the steps of hypothesis testing.

Algebra: Structure And Method, Book 1
(REV)00th Edition
ISBN:9780395977224
Author:Richard G. Brown, Mary P. Dolciani, Robert H. Sorgenfrey, William L. Cole
Publisher:Richard G. Brown, Mary P. Dolciani, Robert H. Sorgenfrey, William L. Cole
Chapter7: Applying Fractions
Section7.1: Ratios
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An educational psychologist was interested in whether using a student’s own name in a story affected children’s attention span while reading. Six children were randomly assigned to read a story under ordinary conditions (using names like Dick and Jane). Six other children read versions of the same story, but with each child’s own name substituted for one of the children in the story. The researcher kept a careful measure of how long it took (in minutes) each child to read the story. The results are shown in Table 2. Using the 0.05 alpha level, does including the child’s name make any difference? Use all of the steps of hypothesis testing.

 

 

Ordinary Story Names
Child's OWN name
READING TIME (minutes)
4
16
7
11
9
9
6.
7
8
Transcribed Image Text:Ordinary Story Names Child's OWN name READING TIME (minutes) 4 16 7 11 9 9 6. 7 8
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