The popularity of computer, video, online, and virtual reality games has raised concerns about their ability to negatively impact youth. The data in this exercise are based on a recent survey of 14- to 18-year-olds in Connecticut high schools. Here are the grade distributions of boys who have and have not played video games.   Grade average   A's and B's C's D's and F's Played games 735 449 194 Never played games 205 145 79 The null hypothesis "no relationship" says that in the population of all 14- to 18- year-old boys in Connecticut, the proportions who have each grade average are the same for those who play and don't play video games. (a) Find the expected cell counts if this hypothesis is true, and display them in a two-way table. Check that the row and column totals agree with the totals for the observed counts. (Round your answers to two decimal places.)   A's and B's C's D's and F's Played games       Never played games

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The popularity of computer, video, online, and virtual reality games has raised concerns about their ability to negatively impact youth. The data in this exercise are based on a recent survey of 14- to 18-year-olds in Connecticut high schools. Here are the grade distributions of boys who have and have not played video games.

  Grade average
  A's and B's C's D's and F's
Played games 735 449 194
Never played games 205 145 79

The null hypothesis "no relationship" says that in the population of all 14- to 18- year-old boys in Connecticut, the proportions who have each grade average are the same for those who play and don't play video games.

(a) Find the expected cell counts if this hypothesis is true, and display them in a two-way table. Check that the row and column totals agree with the totals for the observed counts. (Round your answers to two decimal places.)
  A's and B's C's D's and F's
Played games      
Never played games      
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