Do students reduce study time in classes where they achieve a higher midterm score? In a Journal of Economic Education article (Winter 2005), Gregory Krohn and Catherine O'Connor studied student effort and performance in a class over a semester. In an intermediate macroeconomics course, they found that "students respond to higher midterm scores by reducing the number of hours they subsequently allocate to studying for the course." Suppose that a random sample of n = 8 students who performed well on the midterm exam was taken and weekly study times before and after the exam were compared. The resulting data are given in Table 11.5. Assume that the population of all possible paired differences is normally distributed. Table 11.5 Weekly Study Time Data for Students Who Perform Well on the MidTerm 1 3 7 18 17 10 10 Students Before After N StudyBefore 8 StudyAfter 8 Difference 8 10 8 Paired T-Test and Cl: StudyBefore, StudyAfter Paired T for StudyBefore - StudyAfter Mean 15.1250 9.7500 5.37500 2 14 HO: ud = 9 There is St Dev 3.0443 1.9821 2.82527 4 versus Ha: µd # We have 15 13 5 19 9 95% CI for mean difference: (3.01302, 7.73698) T-Test of mean difference = 0 (vs not = 0): T-Value = 5.38, P.Value = .0010 SE Mean 1.0763 .7008 .99888 (a) Set up the null and alternative hypotheses to test whether there is a difference in the true mean study time before and after the midterm exam. 6 12 7 (b) Above we present the MINITAB output for the paired differences test. Use the output and critical values to test the hypotheses at the .10, .05, and .01 level of significance. Has the true mean study time changed? (Round your answer to 2 decimal places.) 8 16 12 evidence. (c) Use the p-value to test the hypotheses at the .10, .05, and .01 level of significance. How much evidence is there against the null hypothesis? evidence against the pull hypothesis
Do students reduce study time in classes where they achieve a higher midterm score? In a Journal of Economic Education article (Winter 2005), Gregory Krohn and Catherine O'Connor studied student effort and performance in a class over a semester. In an intermediate macroeconomics course, they found that "students respond to higher midterm scores by reducing the number of hours they subsequently allocate to studying for the course." Suppose that a random sample of n = 8 students who performed well on the midterm exam was taken and weekly study times before and after the exam were compared. The resulting data are given in Table 11.5. Assume that the population of all possible paired differences is normally distributed. Table 11.5 Weekly Study Time Data for Students Who Perform Well on the MidTerm 1 3 7 18 17 10 10 Students Before After N StudyBefore 8 StudyAfter 8 Difference 8 10 8 Paired T-Test and Cl: StudyBefore, StudyAfter Paired T for StudyBefore - StudyAfter Mean 15.1250 9.7500 5.37500 2 14 HO: ud = 9 There is St Dev 3.0443 1.9821 2.82527 4 versus Ha: µd # We have 15 13 5 19 9 95% CI for mean difference: (3.01302, 7.73698) T-Test of mean difference = 0 (vs not = 0): T-Value = 5.38, P.Value = .0010 SE Mean 1.0763 .7008 .99888 (a) Set up the null and alternative hypotheses to test whether there is a difference in the true mean study time before and after the midterm exam. 6 12 7 (b) Above we present the MINITAB output for the paired differences test. Use the output and critical values to test the hypotheses at the .10, .05, and .01 level of significance. Has the true mean study time changed? (Round your answer to 2 decimal places.) 8 16 12 evidence. (c) Use the p-value to test the hypotheses at the .10, .05, and .01 level of significance. How much evidence is there against the null hypothesis? evidence against the pull hypothesis
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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Transcribed Image Text:Exercise 11.21 (Algo) METHODS AND APPLICATIONS
Do students reduce study time in classes where they achieve a higher midterm score? In a Journal of Economic Education article
(Winter 2005), Gregory Krohn and Catherine O'Connor studied student effort and performance in a class over a semester. In an
intermediate macroeconomics course, they found that "students respond to higher midterm scores by reducing the number of hours
they subsequently allocate to studying for the course." Suppose that a random sample of n = 8 students who performed well on the
midterm exam was taken and weekly study times before and after the exam were compared. The resulting data are given in Table 11.5.
Assume that the population of all possible paired differences is normally distributed.
Table 11.5
Weekly Study Time Data for Students Who Perform Well on the MidTerm
1
3
7
10
18
17
10
10
Students
Before
After
StudyBefore
StudyAfter
Difference
Paired T-Test and Cl: StudyBefore, StudyAfter
Paired T for StudyBefore - StudyAfter
Mean
15.1250
9.7500
5.37500
HO: µd =
8
N
8
8
8
t=
2
14
9
There is
St Dev
3.0443
1.9821
2.82527
4
15
13
versus Ha: ud #
, We have
5
95% CI for mean difference: (3.01302, 7.73698)
T-Test of mean difference = 0 (vs not = 0): T-Value = 5.38, P-Value = .0010
19
9
SE Mean
1.0763
.7008
.99888
(a) Set up the null and alternative hypotheses to test whether there is a difference in the true mean study time before and after the
midterm exam.
6
12
7
(b) Above we present the MINITAB output for the paired differences test. Use the output and critical values to test the hypotheses at
the .10, .05, and .01 level of significance. Has the true mean study time changed? (Round your answer to 2 decimal places.)
8
evidence.
16
12
evidence against the null hypothesis.
(c) Use the p-value to test the hypotheses at the .10, .05, and .01 level of significance. How much evidence is there against the null
hypothesis?
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