R3.1-R3.18. What design? Analyze the design of each research example reported. Is it a sample survey, an observational study, or an experiment? If a sample, what are the population, the parameter of interest, and the sampling procedure? If an observational study, was it retrospective or prospective? If an experiment, describe the factors, treatments, randomization, response variable, and any block- ing, matching, or blinding that may be present. In each, what kind of conclusions can be reached? | R3.18. Does the use of computer software in introductory statistics classes lead to better understanding of the concepts? A pro- fessor teaching two sections of statistics decides to investi- gate. She teaches both sections using the same lectures and assignments, but gives one class statistics software to help them with their homework. The classes take the same final exam, and graders do not know which students used com- puters during the semester. The professor is also concerned that students who have had calculus may perform differ- ently from those who have not, so she plans to compare software vs. no-software scores separately for these two groups of students.

R3.1-R3.18. What design? Analyze the design of each research example reported. Is it a sample survey, an observational study, or an experiment? If a sample, what are the population, the parameter of interest, and the sampling procedure? If an observational study, was it retrospective or prospective? If an experiment, describe the factors, treatments, randomization, response variable, and any block- ing, matching, or blinding that may be present. In each, what kind of conclusions can be reached? | R3.18. Does the use of computer software in introductory statistics classes lead to better understanding of the concepts? A pro- fessor teaching two sections of statistics decides to investi- gate. She teaches both sections using the same lectures and assignments, but gives one class statistics software to help them with their homework. The classes take the same final exam, and graders do not know which students used com- puters during the semester. The professor is also concerned that students who have had calculus may perform differ- ently from those who have not, so she plans to compare software vs. no-software scores separately for these two groups of students.

Glencoe Algebra 1, Student Edition, 9780079039897, 0079039898, 2018

18th Edition

ISBN:9780079039897

Author:Carter

Publisher:Carter

Chapter10: Statistics

Section10.5: Comparing Sets Of Data

Problem 14PPS

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