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• State the null and alternative hypotheses, explaining your thought process. • State which type of test you will do, of the five tests introduced in this week's interactive reading assignments, and how you know. State whether the area you will be interested in, when doing the test, will be to the left, to the right, or both, and how you know. • Find the test statistic for the test you determined was appropriate. • Find the p-value corresponding to the test statistic, given the direction you determined for the area. O Explain what the p-value represents. . State whether the results are or are not statistically significant, explaining in terms of the relationship between the p-value and a . O Explain what the results of the test mean, using the vocabulary of hypothesis testing. . Explain what the results of the test mean, using words other than the vocabulary of hypothesis testing. . Answer any other questions which accompany the scenario. 1. A researcher wants to examine whether encouraging students to write about their thought processes affects student confidence level with mathematical processes. They survey 150 students who have recently completed two math courses, one which has written assignments and one which does not, asking whether they are or are not confident with mathematical processes. The results of the surveys are summarized in the following table:

• State the null and alternative hypotheses, explaining your thought process. • State which type of test you will do, of the five tests introduced in this week's interactive reading assignments, and how you know. State whether the area you will be interested in, when doing the test, will be to the left, to the right, or both, and how you know. • Find the test statistic for the test you determined was appropriate. • Find the p-value corresponding to the test statistic, given the direction you determined for the area. O Explain what the p-value represents. . State whether the results are or are not statistically significant, explaining in terms of the relationship between the p-value and a . O Explain what the results of the test mean, using the vocabulary of hypothesis testing. . Explain what the results of the test mean, using words other than the vocabulary of hypothesis testing. . Answer any other questions which accompany the scenario. 1. A researcher wants to examine whether encouraging students to write about their thought processes affects student confidence level with mathematical processes. They survey 150 students who have recently completed two math courses, one which has written assignments and one which does not, asking whether they are or are not confident with mathematical processes. The results of the surveys are summarized in the following table:

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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Here is the rest of the information on the table for question #1.: 

Written              Confident Not confident Total

assignments?

NO                       41            35                 76

YES                     53            21                 74

Total.                    94           56                 150

courses/2278109/assignments/27135621 For each of the five scenarios that follow, do the following steps in the hypothesis testing process, with the level of significance a = .05 for each. . State the null and alternative hypotheses, explaining your thought process. State which type of test you will do, of the five tests introduced in this week's interactive reading assignments, and how you know. • State whether the area you will be interested in, when doing the test, will be to the left, to the right, or both, and how you know. . Find the test statistic for the test you determined was appropriate. • Find the p-value corresponding to the test statistic, given the direction you determined for the area. Explain what the p-value represents. • State whether the results are or are not statistically significant, explaining in terms of the relationship between the p-value and a . Explain what the results of the test mean, using the vocabulary of hypothesis testing. Explain what the results of the test mean, using words other than the vocabulary of hypothesis testing. • Answer any other questions which accompany the scenario. 5 1. A researcher wants to examine whether encouraging students to write about their thought processes affects student confidence level with mathematical processes. They survey 150 students who have recently completed two math courses, one which has written assignments and one which does not, asking whether they are or are not confident with mathematical processes. The results of the surveys are summarized in the following table: Written Assignments? NO Confident Not Confident Total
Transcribed Image Text:courses/2278109/assignments/27135621 For each of the five scenarios that follow, do the following steps in the hypothesis testing process, with the level of significance a = .05 for each. . State the null and alternative hypotheses, explaining your thought process. State which type of test you will do, of the five tests introduced in this week's interactive reading assignments, and how you know. • State whether the area you will be interested in, when doing the test, will be to the left, to the right, or both, and how you know. . Find the test statistic for the test you determined was appropriate. • Find the p-value corresponding to the test statistic, given the direction you determined for the area. Explain what the p-value represents. • State whether the results are or are not statistically significant, explaining in terms of the relationship between the p-value and a . Explain what the results of the test mean, using the vocabulary of hypothesis testing. Explain what the results of the test mean, using words other than the vocabulary of hypothesis testing. • Answer any other questions which accompany the scenario. 5 1. A researcher wants to examine whether encouraging students to write about their thought processes affects student confidence level with mathematical processes. They survey 150 students who have recently completed two math courses, one which has written assignments and one which does not, asking whether they are or are not confident with mathematical processes. The results of the surveys are summarized in the following table: Written Assignments? NO Confident Not Confident Total
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