The technique of balanced literacy has been replaced phonics in schools across the country. Researchers gather reading comprehension scores from randomly selected students across the country who have been switched from a phonics based curriculum to a balanced literacy curriculum. They comparing the average scores of these students to see if there is a difference in the comprehension level based on grade level between both methods. The hypothesis test used will be a?
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We test a technique for changing reading comprehension. Without it, the population mean on a reading test is 220 with a standard deviation of 15. An sample of 25 participants has a mean of 211.55. Use a Z test and the 10 step process to determine if the technique changes reading comprehension scores. Use this as a sample to complete the rest. Step 1: Null Hypothesis - There is no difference in reading comprehension scores between participants who use the new technique and those who don't. Step 2: Research Hypothesis - There is a difference in the scores of participants who use the new technique for reading comprehension. Step 3: This test will be two-tailed Step 4: The level of significance is .05 Step 5: Use the Z test Step 6: N/A Step 7: Z crit = -1.96 or +1.96 Step 8: If Z obt is beyond +1.96 or -1.96, I must reject the null and accept the research hypothesis. Step 9: Z obt = -2.82 Step 10: There is sufficient evidence at the 5% level to support the claim that the alternative hypothesis represents the population.
David N.
As the elementary school counselor for six elementary schools in the district, you are interested in developing strategies to aid parent-child interaction on school-related tasks, particularly reading achievement. You believe that positive attention to reading in a non-threatening and non-frustrating home environment for one hour an evening will increase reading comprehension scores. A random sample of 12 third-graders reading below grade level were selected to participate in a small "pilot" study. The parents were given instructions on how to engage their child in a "Positive Reading Activities Program" (PRAP) at home, and on how to make this reading activity pleasant and non-frustrating. Parents were also encouraged to provide their child with undivided attention during this reading period for at least one hour per evening. Each child's reading comprehension scores (high scores indicate better comprehension; 10 is the highest score possible) were assessed with an achievement test the day before and one month after the reading activities program was initiated. The "before" and "after" reading comprehension scores are below for each condition. Child/Family Code Condition 1 "Before PRAP" Comprehension Score Condition 2 "After PRAP" Comprehension Score a 7 8 b 4 4 c 6 5 d 5 6 e 4 3 f 4 7 g 3 2 h 5 5 i 9 10 j 8 8 k 5 7 l 3 4 Which of the following are the correct statements of the null and alternate hypotheses, H0 and HA? H0: µ1 = µ2 and HA: µ1 ≠µ2 H0: µ1 > µ2 and HA: µ1 ≤ µ2 H0: µ1 < µ2 and HA: µ1 ≥ µ2 H0: µ1 = µ2 and HA: µ1 > µ2 H0: µ1 > µ2 and HA: µ1 < µ2 H0: µ1 < µ2 and HA: µ1 > µ2 H0: µ1 = 0 and HA: µ1 ≠0 H0: µ1 > 0 and HA: µ1 ≤ 0 H0: µ1 = 0 and HA: µ1 > 0
Sheryl E.
Reading Comprehension Sixty-six reading students were randomly assigned to be taught using one of three teaching methods. One method is called Basal and uses textbooks that are organized to develop reading skills. Another method is called DRTA (Directed Reading Thinking Activity) and is a comprehension strategy that guides students in asking questions about a text, making predictions, and then reading to confirm or refute their predictions. The third method, which is called Strat, uses different strategies. The test scores are given in the box. Test the hypothesis that reading method affects test scores using a significance level of $0.05 .$ Show all four steps. Do not do post hoc tests. Assume Normality.
Rabia S.
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