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.

MATLAB: An Introduction with Applications
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Chapter1: Starting With Matlab
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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.
Transcribed Image Text:1 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.
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