The Mathematics Department in a certain university is conducting a study to determine how long it takes itgraduates to find a job. A sample of 26 graduates was surveyed and it was found that the average time it hastaken a graduate to find a new job is 3.5 months with a standard deviation of 1.5 months. Is there sufficientevidence to conclude that the graduates of this department take on the average at most three months to find ajob at 10% level of significance?Test Statistic (ANOVA, Chi-square, z-test, t-test):Level of Significance; Degrees of freedom:Computed value:

Answered: The Mathematics Department in a certain…

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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According to a research study, college students spent 24.2 hours doing homework per week last year, on average. A random sample of 16 college students was surveyed and the mean amount of time per week each college student spent on homework was 23.7. This data has a sample standard deviation of 2.2. (Assume that the scores are normally distributed.) Researchers conduct a one-mean hypothesis at the 1% significance level, to test if the mean amount of time college students spend on homework per week is less than the mean amount of time last year. Which answer choice shows the correct null and alternative hypotheses for this test? Select the correct answer below: H0:μ=24.2; Ha:μ>24.2, which is a right-tailed test. H0:μ=24.2; Ha:μ<24.2, which is a left-tailed test. H0:μ=23.7; Ha:μ>23.7, which is a right-tailed test. H0:μ=23.7; Ha:μ<23.7, which is a left-tailed test.
A college entrance exam company determined that a score of 23 on the mathematics portion of the exam suggests that a student is ready for college-level mathematics. To achieve this goal, the company recommends that students take a core curriculum of math courses in high school. Suppose a random sample of 200 students who completed this core set of courses results in a mean math score of 23.8 on the college entrance exam with a standard deviation of 3.6. Do these results suggest that students who complete the core curriculum are ready for college-level mathematics? That is, are they scoring above 23 on the math portion of the exam? Complete parts a) through d) below. Click the icon to view the table of critical t-values. a) State the appropriate null and alternative hypotheses. Fill in the correct answers below. The appropriate null and alternative hypotheses are Ho: versus H,:
A college entrance exam company determined that a score of 23 on the mathematics portion of the exam suggests that a student is ready for college-level mathematics. To achieve this goal, the company recommends that students take a core curriculum of math courses in high school. Suppose a random sample of 250 students who completed this core set of courses results in a mean math score of 23.2 on the college entrance exam with a standard deviation of 3.7. Do these results suggest that students who complete the core curriculum are ready for college-level mathematics? That is, are they scoring above 23 on the mathematics portion of the exam? Complete parts a) through d) below. Click the icon to view the table of critical t-values. ... (a) State the appropriate null and alternative hypotheses. Fill in the correct answers below. The appropriate null and alternative hypotheses are H,: versus H,: (Type integers or decimals. Do not round.) (b) Verify that the requirements to perform the test…
A college entrance exam company determined that a score of 24 on the mathematics portion of the exam suggests that a student is ready for college-level mathematics. To achieve this goal, the company recommends that students take a core curriculum of math courses in high school. Suppose a random sample of 200 students who completed this core set of courses results in a mean math score of 24.2 on the college entrance exam with a standard deviation of 3.4. Do these results suggest that students who complete the core curriculum are ready for college-level mathematics? That is, are they scoring above 24 on the mathematics portion of the exam. What are the test score and the p-value?
A college entrance exam company determined that a score of 23 on the mathematics portion of the exam suggests that a student is ready for college-level mathematics. To achieve this goal, the company recommends that students take a core curriculum of math courses in high school. Suppose a random sample of 250 students who completed this core set of courses results in a mean math score of 23.7 on the college entrance exam with a standard deviation of 3.5. Do these results suggest that students who complete the core curriculum are ready for college-level mathematics? That is, are they scoring above 23 on the mathematics portion of the exam? Complete parts a) through d) below. a) State the appropriate null and alternative hypotheses. Fill in the correct answers below. versus H₁ The appropriate null and alternative hypotheses are Ho h 4
Suppose that the average number of miles that a car is driven in the first three years is 41,500. To determine whether leased cars are driven more than “average”, 25 leased cars were sampled and the average Number of miles on the leased cars was 43,780 with a standard deviation of 10,520. To determine whether the average number of miles on leased cars is statistically significantly greater than the number of miles on other cars, what is the null and alternative hypothesis?
A college entrance exam company determined that a score of 24 on the mathematics portion of the exam suggests that a student is ready for college-level mathematics. To achieve this goal, the company recommends that students take a core curriculum of math courses in high school. Suppose a random sample of 150 students who completed this core set of courses results in a mean math score of 24.3 on the college entrance exam with a standard deviation of 3.2. Do these results suggest that students who complete the core curriculum are ready for college-level mathematics? That is, are they scoring above 24 on the math portion of the exam? Complete parts a) through d) below. a) State the appropriate null and alternative hypotheses. Fill in the correct answers below. The appropriate null and alternative hypotheses are Ho versus H,: ▼ Enter your answer in the edit fields and then click Check Answer. Clear All Check Answer parts 4 remaining MacBook Alir DD 111 80 888 7 FS F4 esc F2 F3 F1 $ delet @…
A college entrance exam company determined that a score of 23 on the mathematics portion of the exam suggests that a student is ready for college-level mathematics. To achieve this goal, the company recommends that students take a core curriculum of math courses in high school. Suppose a random sample of 150 students who completed this core set of courses results in a mean math score of 23.7 on the college entrance exam with a standard deviation of 3.7. Do these results suggest that students who complete the core curriculum are ready for college-level mathematics? That is, are they scoring above 23 on the math portion of the exam? Complete parts a) through d) below. b) Verify that the requirements to perform the test using the t-distribution are satisfied. Check all that apply. A. The students were randomly sampled. B. The students' test scores were independent of one another. C. The sample size is larger than 30. D. None of the requirements are satisfied.
Dr. Graham is interested in determining if middle-aged adults use text messaging more or less frequently than the general population. Dr. Graham collects information on text messaging from a random sample of 50 adults ages 25 to 44. Dr. Graham finds that these individuals send or receive an average of 68 text messages per day. Using the population mean (and standard deviation) of 41.5 texts per day (34 texts per day), determine whether adults in this age group use text messaging more than the general public.
A college entrance exam company determined that a score of 21 on the mathematics portion of the exam suggests that a student is ready for college-level mathematics. To achieve this goal, the company recommends that students take a core curriculum of math courses in high school. Suppose a random sample of 200 students who completed this core set of courses results in a mean math score of 21.7 on the college entrance exam with a standard deviation of 3.4. Do these results suggest that students who complete the core curriculum are ready for college-level mathematics? That is, are they scoring above 21 on the mathematics portion of the exam? Complete parts a) through d) below. Click the icon to view the table of critical t-values. ... The/studentsyere randony ampled. eampleata ne froaopu lato that is approximately normal. le students test sc es were hdependetbhe another. F. None of he requirements are satişfied. ((c) Yse the P-value approach at the a = 0.10 level of significance to test…
A college entrance exam company determined that a score of 21 on the mathematics portion of the exam suggests that a student is ready for college-level mathematics. To achieve this goal, the company recommends that students take a core curriculum of math courses in high school. Suppose a random sample of 250 students who completed this core set of courses results in a mean math score of 21.2 on the college entrance exam with a standard deviation of 3.3. Do these results suggest that students who complete the core curriculum are ready for college-level mathematics? That is, are they scoring above 21 on the math portion of the exam? Complete parts a) through d) below. iueiuiy uie LUSI SiauSuc. to = 0.96 (Round to two decimal places as needed.) Identify the P-value, P-value = (Round to three decimal places as needed.)
To evaluate if auditors might be helped in determining the chances of fraud if they carefully measure cash flow, samples of midlevel auditors from CPA firms were asked to indicate the chance of material fraud on a scale from 0 to 100 for a case. A random sample of 36 auditors used the cash-flow information. Their mean assessment was 35.51, and the sample standard deviation was 24.14. For an independent random sample of 36 auditors not using the cash-flow information, the sample mean and standard deviation were, respectively, 40.58 and 29.18. Assuming that the two population distributions are normal with equal variances, test against a two-sided alternative the null hypothesis that the population means are equal. (Use α = 0.05.) Click the icon to view a table of critical values for the Student's t-distribution. Let μx be the mean assessment for auditors who measured cash flow and μy be the mean assessment for auditors not using the cash-flow information. Determine the null and…

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