A Research Study On The Null And Alternative Hypothesis

So, we should reject the null hypothesis H0. At a 0.05 level of significance level, we conclude that there is a significant difference between the average height for females and the average height for the males.

Most standardized test do not measure emotional or mechanical intelligence, actually a lot of educators argue that standardized test do not measure comprehension or actual intelligence but rather memorization. While others may believe that standardized testing just needs a few improvements, others believe that it is impossible to have a test that measures accurately the capability of a diverse student population. Today’s schooling depends heavily on the test scores from standardized test. Standardized testing should not have so much weight put on them because they have a negative impact on effective education, students’ self-concept, and learning styles.

Additionally, Albert Einstein once said, “Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.” There are different forms of intelligence that go beyond what our school system measures. Students are not a unit to be measured, and students cannot be assigned a numerical value to identify their intelligence. Students are diverse—they learn at different speeds, and they learn in different ways. Focusing solely on test scores is hurting our students and deviating away from building our society on success and excellence. Critics are slowly realizing the problems associated with standardized tests—they create anxiety, they are extremely biased, and they do not measure the ability to think deeply.

In today’s modern world, recent scientific research has been conducted, which reveals that world-wide IQ test scores have risen, and continue to rise every year. In Alison Gopnik’s article, “Smarter Every Year? Mystery of the Rising IQs,” she discussed how these recent scientific discoveries relate to our society throughout the last century. It is evident that in our society a person’s level of intelligence is extremely important in our culture which is obsessed with being knowledgable. In her article, Gopnik addresses the historical evidence that supports the conclusion that people are getting smarter as the years go on because of today’s society. Gopnik effectively explains the fact that people’s IQs are rising every year, by using the results

The purpose of this instrument is to assist a client’s interest as it relates to vocational abilities and career planning. Beulah scored high in areas Social 16, Enterprising 14, conventional 8, Investigative 6, Realistic 2. These type of scores are classified to be ordinal, as “the variables are rank-ordered from the greatest to the least or the best to the worst” (Drummond, Sheris, and Jones, 2016, p.49). Another instrument that was utilized by the Career counselor to assist Beulah was the Otis-Lennon School Ability Test, where she scored an IQ of 164. These types of scores from these test are considered to be interval data, as “it encompasses qualities of both magnitude and equal intervals, however there is no absolute zero” (Drummond, Sheris, and Jones, 2016,

2. Give one possible two-tailed hypothesis that the authors may have had for this study (for one IV and one DV only) [2 points] .

The Scholastic Aptitude Test (SAT) is a widely popular method of college admission test. Like many other admissions test it is used to help colleges select students who will be successful in college. Upon reading the source material, however, I began to question the legitimacy of this academic test. In the first article of the source material, titled “Can you Make Yourself Smarter”, the topic of intelligence testing was addressed. The article also mentioned more accurate and effective forms of intelligence testing and the use of intelligence improving games in schools. Upon mentioning schools and effective ways of measuring intelligence I began to wonder whether tests administered in school, like the SAT, were effective in what they are designed to do. These tests hold such great bearings on the academic careers of students I wondered whether the test should be used at all. This lead to the question; should SAT be used to predict college success? In this paper success will be defined mainly though grade point average (GPA). While this is not the only way to define success it is one of the most measurable indicators of success. The first of the two perspectives addressed within this question will be no, the SAT should not be used. Due to the underwhelming amount of support for the opposing yes argument, the other perspective will investigate if the SAT will work if changes were made to it.

The researchers at University of Texas in El Paso analysed the grade point averages of their sample of 1,895

1. The null hypothesis reveals the difference of data between 2010 and 2012, is consistent for all the math equations. H0: Mu = 119,155 2. The data from the readers in 2012, reveals that the alternative hypothesis is greater than 119,155, due to the difference in readers from 2010.

As Sekaran states “the null hypothesis is presumed true until statistical evidence, in the form of a hypothesis test, indicates otherwise” (Sekaran, 303). For scenario three, the researcher could state that the null hypothesis could be "everyone is equal in their respective physical speed ability even one of those people may see their athleticism different matched to someone else being sampled." Some may say they are athletic and really only moderately athletic whereas someone may state they are only moderately athletic but really are truly athletic. Sekaran also states “the purpose of hypothesis testing is to determine accurately if the null hypothesis can be rejected in favor of the alternate hypothesis. Based on the sample data the researcher

Based upon the data above, this chapter can reject the first null hypothesis (concerning lethality) at the five percent significance level, but not the second (concerning target selection). While the average number of deaths, and casualties per an attack associated with religiously motivated terrorist groups is significantly larger than the average number of deaths and casualties associated with non-religiously motivated terrorist groups, there is no significant difference in target selection between the two.

Numbers have become people’s objects of fixation. They constantly inhabit the occupied minds in the form of a deadline, amount of money, height, or weight. Numbers are especially more relevant, and without a doubt more valued, in the realm of education. For a long time, people have attempted to quantify human intelligence through a series of questions on fragile pieces of paper, known as examinations, including the IQ and the standardized tests. Specifically in an academic setting, one of most students’ primary goals seems to be achieving “high” numbers in grades and test scores. In such setting, tests are overemphasized; therefore, standardized exams, thought to reveal students’ intelligence, are forced to be a significant aspect of students’ lives.

The alternate hypothesis was: There is a significant relationship between individuals ' IQ score rank and instructional media preference. In a correlational study, an alternate hypothesis claims that a relationship exists between the variables (Gilbert, 2006). A relationship means that where learners score on the Stanford-Binet Intelligence Scale is related to which medium they choose to use for instruction. Another way to write this is: Ha: ρXY ≠ 0, where Ha is the symbol for the alternative hypothesis, ρ for the significance which will be ≤0.5, and XY which represents the predictor variable, learner IQ, or X, paired with the criterion variable, or instructional media choice, or Y.

For this study researcher has adapted survey method and intelligent test administrated for data collection constructed by Cattell.R.B. The analysis of data was done by calculating correlation coefficient between academic achievement and intelligence and “t” value calculation to the significant difference relation. The findings of the study shows positive correlation among intelligence and academic achievement and no significant difference among SC and ST boys and girls of secondary schools.

A student’s intelligence quotient plays a major role in their success. An intelligence quotient is a theoretical constructed test that is used by psychologists as a means of describing one’s intelligence level. Alfred Binet, inventor of the first practical intelligence test created the test in order to identify learners who took a longer time to understand a concept or lesson, in the interest of providing more support for those students who require more guidance. Case in point, if a student scored in a low grade on his or her placement test, the student will be placed in a developmental course in order to build their abilities, and to tackle their upcoming courses. Another scientist, known as Lewis Terman created an altered intelligence quotient scale that is called the Binet-Stanford. This scale is now mainly focused on identifying young students with high intelligence. He came to conclusion that there was little difference in the highly intelligent students and the average students life-long successes.