value. (Round your answer to four decimal places.) conclusion. ct Ho. We have convincing evidence that the proportion of girls who say that newspapers are boring is different from the proportion of boys who say that newspapers are boring. to reject H. We have convincing evidence that the proportion of girls who say that newspapers are boring is different from the proportion of boys who say that newspapers are boring. ct H. We do not have convincing evidence that the proportion of girls who say that newspapers are boring is different from the proportion of boys who say that newspapers are boring. to reject Ho. We do not have convincing evidence that the proportion of girls who say that newspapers are boring is different from the proportion of boys who say that newspapers are boring. hat the percentages reported had been based on a sample of 2,100 girls and 2,700 boys. Is there convincing evidence that the proportion of those who think that newspapers are boring is different for teenage girls and boys? Carry out a hypothe est statistic. (Round your answer to two decimal places.) -value. (Round your answer to four decimal places.) conclusion. ct Ho. We do not have convincing evidence that the proportion of girls who say that newspapers are boring is different from the proportion of boys who say that newspapers are boring. ct Ho. We have convincing evidence that the proportion of girls who say that newspapers are boring is different from the proportion of boys who say that newspapers are boring. to reject Ho. We do not have convincing evidence that the proportion of girls who say that newspapers are boring is different from the proportion of boys who say that newspapers are boring. to reject H. We have convincing evidence that the proportion of girls who say that newspapers are boring is different from the proportion of boys who say that newspapers are boring. y the hypothesis tests in parts (a) and (b) resulted in different conclusions. are much less likely to get a difference in sample proportions as large as the one given when the samples are very small. are much less likely to get a difference in sample proportions as large as the one given when the number of boys vs. girls sampled are far apart. are much less likely to get a difference in sample proportions as large as the one given when the number of boys vs. girls sampled are close together. are much less likely to get a difference in sample proportions as large as the one given when the samples are very large.