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,

Calculus For The Life Sciences
Calculus For The Life Sciences
2nd Edition
ISBN:9780321964038
Author:GREENWELL, Raymond N., RITCHEY, Nathan P., Lial, Margaret L.
Publisher:GREENWELL, Raymond N., RITCHEY, Nathan P., Lial, Margaret L.
Chapter10: Matrices
Section10.EA: Extended Application Contagion
Problem 2EA
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
  • SEE MORE QUESTIONS
Recommended textbooks for you
Calculus For The Life Sciences
Calculus For The Life Sciences
Calculus
ISBN:
9780321964038
Author:
GREENWELL, Raymond N., RITCHEY, Nathan P., Lial, Margaret L.
Publisher:
Pearson Addison Wesley,
Glencoe Algebra 1, Student Edition, 9780079039897…
Glencoe Algebra 1, Student Edition, 9780079039897…
Algebra
ISBN:
9780079039897
Author:
Carter
Publisher:
McGraw Hill
Big Ideas Math A Bridge To Success Algebra 1: Stu…
Big Ideas Math A Bridge To Success Algebra 1: Stu…
Algebra
ISBN:
9781680331141
Author:
HOUGHTON MIFFLIN HARCOURT
Publisher:
Houghton Mifflin Harcourt
College Algebra (MindTap Course List)
College Algebra (MindTap Course List)
Algebra
ISBN:
9781305652231
Author:
R. David Gustafson, Jeff Hughes
Publisher:
Cengage Learning
SEE MORE TEXTBOOKS