Homework Help is Here – Start Your Trial Now!
Math
Statistics
There is some evidence that high school students justify cheating in class on the basis of poor teacher skills or low levels of teacher caring (Murdock, Miller, and Kohlhardt, 2004). Students appear to rationalize their illicit behavior based on perceptions of how their teachers view cheating. Poor teachers are thought not to know or care whether students cheat, so cheating in their classes is okay. Good teachers, on the other hand, do care and are alert to cheating, so students tend not to cheat in their classes. Following are hypothetical data similar to the actual research results. The scores represent judgments of the acceptability of cheating for the students in the sample. Poor Average Good Teacher Teacher Teacher n = 6 n = 10 N = 24 M = 6 M = 2 M = 2 G = 72 SS = 30 SS = 33 SS = 42 ΣΧ2393 Use an ANOVA with a = .05 to determine whether there are significant differences in student judgments depending on how they see their teachers. (Use two decimal places for F and F-critical.) Source df MS F-critical Between Within Total Conclusion: Reject the null hypothesis; there are no significant differences among the three teacher types Reject the null hypothesis; there are significant differences among the three teacher types Fail to reject the null hypothesis; there are no significant differences among the three teacher types Fail to reject the null hypothesis; there are significant differences among the three teacher types Calculate n? to measure the effect size for this study. (Round your answer to three decimal places.) n2 = Write a sentence demonstrating how a research report would present the results of the hypothesis test and the measure of effect size. The results indicate significant differences in the students' acceptability of cheating for the three different types of teacher,

There is some evidence that high school students justify cheating in class on the basis of poor teacher skills or low levels of teacher caring (Murdock, Miller, and Kohlhardt, 2004). Students appear to rationalize their illicit behavior based on perceptions of how their teachers view cheating. Poor teachers are thought not to know or care whether students cheat, so cheating in their classes is okay. Good teachers, on the other hand, do care and are alert to cheating, so students tend not to cheat in their classes. Following are hypothetical data similar to the actual research results. The scores represent judgments of the acceptability of cheating for the students in the sample. Poor Average Good Teacher Teacher Teacher n = 6 n = 10 N = 24 M = 6 M = 2 M = 2 G = 72 SS = 30 SS = 33 SS = 42 ΣΧ2393 Use an ANOVA with a = .05 to determine whether there are significant differences in student judgments depending on how they see their teachers. (Use two decimal places for F and F-critical.) Source df MS F-critical Between Within Total Conclusion: Reject the null hypothesis; there are no significant differences among the three teacher types Reject the null hypothesis; there are significant differences among the three teacher types Fail to reject the null hypothesis; there are no significant differences among the three teacher types Fail to reject the null hypothesis; there are significant differences among the three teacher types Calculate n? to measure the effect size for this study. (Round your answer to three decimal places.) n2 = Write a sentence demonstrating how a research report would present the results of the hypothesis test and the measure of effect size. The results indicate significant differences in the students' acceptability of cheating for the three different types of teacher,

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
See similar textbooks
icon
Related questions
Question
100%
There is some evidence that high school students justify cheating in class on the basis of poor teacher skills or low levels of teacher caring (Murdock, Miller, and Kohlhardt, 2004). Students appear to rationalize their illicit behavior based on perceptions of how their teachers view cheating. Poor teachers are thought not to know or care whether students cheat, so cheating in their classes is okay. Good teachers, on the other hand, do care and are alert to cheating, so students tend not to cheat in their classes. Following are hypothetical data similar to the actual research results. The scores represent judgments of the acceptability of cheating for the students in the sample. Poor Average Good Teacher Teacher Teacher n = 6 n = 10 N = 24 M = 6 M = 2 M = 2 G = 72 SS = 30 SS = 33 SS = 42 ΣΧ2393 Use an ANOVA with a = .05 to determine whether there are significant differences in student judgments depending on how they see their teachers. (Use two decimal places for F and F-critical.) Source df MS F-critical Between Within Total Conclusion: Reject the null hypothesis; there are no significant differences among the three teacher types Reject the null hypothesis; there are significant differences among the three teacher types Fail to reject the null hypothesis; there are no significant differences among the three teacher types Fail to reject the null hypothesis; there are significant differences among the three teacher types Calculate n? to measure the effect size for this study. (Round your answer to three decimal places.) n2 = Write a sentence demonstrating how a research report would present the results of the hypothesis test and the measure of effect size. The results indicate significant differences in the students' acceptability of cheating for the three different types of teacher,
Transcribed Image Text:There is some evidence that high school students justify cheating in class on the basis of poor teacher skills or low levels of teacher caring (Murdock, Miller, and Kohlhardt, 2004). Students appear to rationalize their illicit behavior based on perceptions of how their teachers view cheating. Poor teachers are thought not to know or care whether students cheat, so cheating in their classes is okay. Good teachers, on the other hand, do care and are alert to cheating, so students tend not to cheat in their classes. Following are hypothetical data similar to the actual research results. The scores represent judgments of the acceptability of cheating for the students in the sample. Poor Average Good Teacher Teacher Teacher n = 6 n = 10 N = 24 M = 6 M = 2 M = 2 G = 72 SS = 30 SS = 33 SS = 42 ΣΧ2393 Use an ANOVA with a = .05 to determine whether there are significant differences in student judgments depending on how they see their teachers. (Use two decimal places for F and F-critical.) Source df MS F-critical Between Within Total Conclusion: Reject the null hypothesis; there are no significant differences among the three teacher types Reject the null hypothesis; there are significant differences among the three teacher types Fail to reject the null hypothesis; there are no significant differences among the three teacher types Fail to reject the null hypothesis; there are significant differences among the three teacher types Calculate n? to measure the effect size for this study. (Round your answer to three decimal places.) n2 = Write a sentence demonstrating how a research report would present the results of the hypothesis test and the measure of effect size. The results indicate significant differences in the students' acceptability of cheating for the three different types of teacher,
Expert Solution
trending now

Trending now

This is a popular solution!

steps

Step by step

Solved in 3 steps with 5 images

SEE SOLUTIONCheck out a sample Q&A here
Blurred answer
Similar questions
Recommended textbooks for you
MATLAB: An Introduction with Applications
MATLAB: An Introduction with Applications
Statistics
ISBN:
9781119256830
Author:
Amos Gilat
Publisher:
John Wiley & Sons Inc
Probability and Statistics for Engineering and th…
Probability and Statistics for Engineering and th…
Statistics
ISBN:
9781305251809
Author:
Jay L. Devore
Publisher:
Cengage Learning
Statistics for The Behavioral Sciences (MindTap C…
Statistics for The Behavioral Sciences (MindTap C…
Statistics
ISBN:
9781305504912
Author:
Frederick J Gravetter, Larry B. Wallnau
Publisher:
Cengage Learning
Elementary Statistics: Picturing the World (7th E…
Elementary Statistics: Picturing the World (7th E…
Statistics
ISBN:
9780134683416
Author:
Ron Larson, Betsy Farber
Publisher:
PEARSON
The Basic Practice of Statistics
The Basic Practice of Statistics
Statistics
ISBN:
9781319042578
Author:
David S. Moore, William I. Notz, Michael A. Fligner
Publisher:
W. H. Freeman
Introduction to the Practice of Statistics
Introduction to the Practice of Statistics
Statistics
ISBN:
9781319013387
Author:
David S. Moore, George P. McCabe, Bruce A. Craig
Publisher:
W. H. Freeman
SEE MORE TEXTBOOKS