For each group, calculate the sample size (N), mean ( X - ), and standard deviation (s). State the null and alternative hypotheses (Ho and H1). Make a decision about the null hypothesis. 1. Calculate the degrees of freedom (df). 2. Set alpha (a), identify the critical values (draw the distribution), and state a decision rule. 3. Calculate a value for the t-test for independent means. 4. Make a decision whether to reject the null hypothesis. 5. Determine the level of significance. Draw a conclusion from the analysis. What are the implications of this analysis for the teacher?
Permutations and Combinations
If there are 5 dishes, they can be relished in any order at a time. In permutation, it should be in a particular order. In combination, the order does not matter. Take 3 letters a, b, and c. The possible ways of pairing any two letters are ab, bc, ac, ba, cb and ca. It is in a particular order. So, this can be called the permutation of a, b, and c. But if the order does not matter then ab is the same as ba. Similarly, bc is the same as cb and ac is the same as ca. Here the list has ab, bc, and ac alone. This can be called the combination of a, b, and c.
Counting Theory
The fundamental counting principle is a rule that is used to count the total number of possible outcomes in a given situation.
A third-grade teacher is interested in comparing the effectiveness of two styles of instruction in language comprehension: imagery, in which the students are asked to picture a situation involving the word, and repetition, in which the students repeat the definition of the word multiple times. After 6 weeks of instruction, she gives the students a language comprehension test. The following scores are the number of correct answers for each student. Determine whether the two styles of instruction differ in their effectiveness.
Imagery: 12, 13, 11, 11, 13, 13, 15, 12, 9, 12
Repetition: 6, 11, 10, 12, 9, 10, 11, 12, 10, 8
Answer the quetions in picture provided using above information. Thank you
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