Submission of homework beyond deadline is okay. At least it's submitted. I feel nervous because my teacher might not accept my homework. Submission of homework beyond deadline is better than no submission. Playing mobile/online games during class hours. Reading other materials related to the lessons. Telling the truth even if there will be consequences. Talking to complete strangers and sharing personal information. Engaging in activities that may cause harm. Helping younger siblings in doing household chores. Participating in activities that will help me in discovering new skills and abilities. Reporting to authorities about bullying incidents. Communicating with family members about personal experiences.
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Submission of homework beyond deadline is okay. At least it's submitted. I feel nervous because my teacher might not accept my homework. - It is generally not okay to submit homework beyond the deadline, as it shows a lack of responsibility and respect for Show more…
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Problems 1–4 refer to the following setting. The principal of a large high school wants to know if students spend more than 1 hour doing homework per night, on average. To investigate, he surveys a random sample of 100 students and use the results to test the following hypotheses: H₀: μ = 1 versus Hₐ: μ > 1 where μ is the mean amount of homework done per night for all the students at the school. 1. Describe a Type I error in the context of this study. (a) The principal finds convincing evidence that students do homework for more than 1 hour per night on average, when in reality there isn't convincing evidence that they spend more than 1 hour per night on average. (b) The principal finds convincing evidence that students do homework for more than 1 hour per night on average, when in reality they spend at most 1 hour per night on average. (c) The principal finds convincing evidence that students do homework for more than 1 hour per night on average, when in reality they spend more than 1 hour per night on average. (d) The principal does not find convincing evidence that students do homework for more than 1 hour per night on average, when in reality they spend more than 1 hour per night on average. (e) The principal does not find convincing evidence that students do homework for more than 1 hour per night on average, when in reality they spend at most 1 hour per night on average. 2. In the sample, mean time spent on homework per night was 1.23 hours, resulting in a P-value of 0.18. Interpret the P-value in context. (a) Only 18% of the students do homework for more than an hour per night on average. (b) There is an 18% chance that the average amount of time spent on homework per night is greater than 1 hour. (c) Assuming that the true average amount of time spent doing homework per night is 1 hour, there is an 18% probability that the null hypothesis is true. (d) Assuming that the true average amount of time spent doing homework per night is 1 hour, there is an 18% probability that the sample mean would be 1.23 or higher by chance alone. (e) Assuming that the true average amount of time spent doing homework per night is more than 1 hour, there is an 18% probability that the sample mean would be 1.23 or higher by chance alone.
Madhur L.
Doing homework is a nightly routine for most school-age children. The article "Family Involvement with Middle-Grades Homework: Effects of Differential Prompting" (Balli, S. J., J. F. Wedman, and D. H. Demo, 1997), examines the question of whether parents' involvement with their children's homework is associated with improved academic performance. Seventy-four sixth graders and their families participated in the study. The students, similar in academic ability and background, were enrolled in one of three mathematics classes taught by the same teacher; researchers randomly assigned each class to one of the three treatment groups. Group I, student/family prompt: Students were prompted to seek assistance from a family member, and family members were encouraged to provide assistance to the students. Group II, student prompt: Students were prompted to seek assistance from a family member, but there was no specific encouragement of family members to provide assistance to the students. Group III, no prompts: Students were not prompted to seek assistance from a family member nor were family members encouraged to provide assistance to the students. The researchers gave the students a posttest, with the results given here: The researchers concluded that higher levels of family involvement were not associated with higher student achievement in this study. a. What is the population of interest in this study? b. Based on the data collected, to what population can the results of this study be attributed? c. What is the effective sample for each of the treatment groups; that is, how many experimental units were randomly assigned to each of the treatment groups? d. What criticisms would you have for the design of this study? e. Suggest an improved design for addressing the research hypothesis that family involvement improves student performance in mathematics classes.
Farruh T.
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