Two professors at a local college developed a new teaching curriculum designed to increase students' grades in math classes. In a typical developmental math course, 51% of the students complete the course with a letter grade of A, B, or C. In the experimental course, of the 16 students enrolled, 12 completed the course with a letter grade of A, B, or C. Is the experimental course effective at the a = 0.025 level of significance? Complete parts (a) through (g). (a) State the appropriate null and alternative hypotheses. versus H,: Ho: (Type integers or decimals. Do not round.)
Two professors at a local college developed a new teaching curriculum designed to increase students' grades in math classes. In a typical developmental math course, 51% of the students complete the course with a letter grade of A, B, or C. In the experimental course, of the 16 students enrolled, 12 completed the course with a letter grade of A, B, or C. Is the experimental course effective at the a = 0.025 level of significance? Complete parts (a) through (g). (a) State the appropriate null and alternative hypotheses. versus H,: Ho: (Type integers or decimals. Do not round.)
MATLAB: An Introduction with Applications
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Author:Amos Gilat
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![**Title: Evaluating a New Teaching Curriculum in Math Education**
Two professors at a local college developed a new teaching curriculum designed to increase students' grades in math classes. In a typical developmental math course, 51% of the students complete the course with a letter grade of A, B, or C. In the experimental course, of the 16 students enrolled, 12 completed the course with a letter grade of A, B, or C. Is the experimental course effective at the α = 0.025 level of significance? Complete parts (a) through (g).
**(a) State the appropriate null and alternative hypotheses.**
\[ H_0: [\text{Proportion of success in experimental course}] = 0.51 \] \
versus \
\[ H_1: [\text{Proportion of success in experimental course}] \neq 0.51 \]
(Type integers or decimals. Do not round.)
---
This exercise instructs students to formulate the null hypothesis \( (H_0) \) which represents that the new curriculum does not significantly change the proportion of students achieving high grades compared to the typical course, set at 51%. The alternative hypothesis \( (H_1) \) states that the proportion is significantly different from 51%.
(Note: The image does not contain any graphs or diagrams requiring further explanation.)](/v2/_next/image?url=https%3A%2F%2Fcontent.bartleby.com%2Fqna-images%2Fquestion%2F69bfa557-4209-42ee-b04b-950601280336%2F48364ddf-4e4f-42b3-b5b0-7bf4b41585c1%2Ftkigt0q_processed.png&w=3840&q=75)
Transcribed Image Text:**Title: Evaluating a New Teaching Curriculum in Math Education**
Two professors at a local college developed a new teaching curriculum designed to increase students' grades in math classes. In a typical developmental math course, 51% of the students complete the course with a letter grade of A, B, or C. In the experimental course, of the 16 students enrolled, 12 completed the course with a letter grade of A, B, or C. Is the experimental course effective at the α = 0.025 level of significance? Complete parts (a) through (g).
**(a) State the appropriate null and alternative hypotheses.**
\[ H_0: [\text{Proportion of success in experimental course}] = 0.51 \] \
versus \
\[ H_1: [\text{Proportion of success in experimental course}] \neq 0.51 \]
(Type integers or decimals. Do not round.)
---
This exercise instructs students to formulate the null hypothesis \( (H_0) \) which represents that the new curriculum does not significantly change the proportion of students achieving high grades compared to the typical course, set at 51%. The alternative hypothesis \( (H_1) \) states that the proportion is significantly different from 51%.
(Note: The image does not contain any graphs or diagrams requiring further explanation.)
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