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- Blanking Out on Tests Many students have had the unpleasant experience of panick- E on a test because the first question was exceptionally difficult. The arrangement of test ms was studied for its effect on anxiety. The following scores are measures of "debilitating t anxiety," which most of us call panic or blanking out (based on data from "Item Arrange- nt, Cognitive Entry Characteristics, Sex and Test Anxiety as Predictors of Achievement in amination Performance," by Klimko, Journal of Experimental Education, Vol. 52, No. 4.) Is re sufficient evidence to support the claim that the two populations of scores have different ans? Is there sufficient evidence to support the claim that the arrangement of the test items s an effect on the score? Is the conclusion affected by whether the significance level is 0.05 0.01?

- Blanking Out on Tests Many students have had the unpleasant experience of panick- E on a test because the first question was exceptionally difficult. The arrangement of test ms was studied for its effect on anxiety. The following scores are measures of "debilitating t anxiety," which most of us call panic or blanking out (based on data from "Item Arrange- nt, Cognitive Entry Characteristics, Sex and Test Anxiety as Predictors of Achievement in amination Performance," by Klimko, Journal of Experimental Education, Vol. 52, No. 4.) Is re sufficient evidence to support the claim that the two populations of scores have different ans? Is there sufficient evidence to support the claim that the arrangement of the test items s an effect on the score? Is the conclusion affected by whether the significance level is 0.05 0.01?

MATLAB: An Introduction with Applications
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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**20. Blanking Out on Tests** Many students have had the unpleasant experience of panicking on a test because the first question was exceptionally difficult. The arrangement of test items was studied for its effect on anxiety. The following scores are measures of “debilitating test anxiety,” which most of us call panic or blanking out (based on data from “Item Arrangement, Cognitive Entry Characteristics, Sex and Test Anxiety as Predictors of Achievement in Examination Performance,” by Klimko, *Journal of Experimental Education*, Vol. 52, No. 4). Is there sufficient evidence to support the claim that the two populations of scores have different means? Is there sufficient evidence to support the claim that the arrangement of the test items has an effect on the score? Is the conclusion affected by whether the significance level is 0.05 or 0.01? **Table Explanation:** Two tables are presented comparing the arrangement of test questions: 1. **Questions Arranged from Easy to Difficult** - Scores are as follows: - 24.64, 39.29, 16.32, 32.83, 28.02 - 33.1, 26.69, 29.48, 30.48, 31.88 - 26.43, 24.53, 28.04, 21.06 - 28.89, 28.71, 31.73, 28.95 - 25.49, 38.81, 27.85, 30.29, 30.72 2. **Questions Arranged from Difficult to Easy** - Scores are as follows: - 33.62, 34.02, 26.63, 30.26 - 31.95, 26.69, 29.49, 35.32 - 27.24, 32.34, 29.34, 31.21 - 27.62, 42.91, 30.20, 32.54 The table data provides the scores under different arrangements, potentially indicating how the sequence of question difficulty might impact test anxiety and performance.
Transcribed Image Text:**20. Blanking Out on Tests** Many students have had the unpleasant experience of panicking on a test because the first question was exceptionally difficult. The arrangement of test items was studied for its effect on anxiety. The following scores are measures of “debilitating test anxiety,” which most of us call panic or blanking out (based on data from “Item Arrangement, Cognitive Entry Characteristics, Sex and Test Anxiety as Predictors of Achievement in Examination Performance,” by Klimko, *Journal of Experimental Education*, Vol. 52, No. 4). Is there sufficient evidence to support the claim that the two populations of scores have different means? Is there sufficient evidence to support the claim that the arrangement of the test items has an effect on the score? Is the conclusion affected by whether the significance level is 0.05 or 0.01? **Table Explanation:** Two tables are presented comparing the arrangement of test questions: 1. **Questions Arranged from Easy to Difficult** - Scores are as follows: - 24.64, 39.29, 16.32, 32.83, 28.02 - 33.1, 26.69, 29.48, 30.48, 31.88 - 26.43, 24.53, 28.04, 21.06 - 28.89, 28.71, 31.73, 28.95 - 25.49, 38.81, 27.85, 30.29, 30.72 2. **Questions Arranged from Difficult to Easy** - Scores are as follows: - 33.62, 34.02, 26.63, 30.26 - 31.95, 26.69, 29.49, 35.32 - 27.24, 32.34, 29.34, 31.21 - 27.62, 42.91, 30.20, 32.54 The table data provides the scores under different arrangements, potentially indicating how the sequence of question difficulty might impact test anxiety and performance.
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