PART A

Barriers to Birth Control Use

Barriers to Birth Control Use

Excerpt from the Research Article

This study examined the relationship between barriers to using birth control and actual use of birth control among a national sample of Mexican American adolescents. Participants were either over age 15 or sexually active (regardless of age).

Among males, significant differences were found on three items (it is/would be difficult to get a partner to use birth control with you; if you used birth control, your friends might think that you were looking for sex; it is difficult to get birth control).

The limitations of the present study should be noted. First, the accuracy of self-reported information can pose a serious problem... Second, birth control methods were not differentiated, and there may be different barriers to using condoms versus the birth control pill, for example.

1. How many males reported that they did not use contraception at the most recent intercourse?
2. What percentage of the males who used contraception reported that it was difficult to get their partners to use birth control? What is the corresponding percentage for males who did not use contraception?
3. Table 1 reports the results of how many chi square tests?
4. How many of the chi square tests are significant at the .05 level?
5. Consider the test for "birth control is too expensive." Is this relationship statistically significant at conventional levels? Explain.
6. Is there a statistically significant relationship between the "use variable" (i.e., used versus did not use) and the variable represented by the statement that birth control is a hassle to use? Explain.
7. The third item is significant at the .01 level because its value is .007. Is it also significant at the .05 level? Explain.
8. Is the chi square being used to test the differences between means (the most common average) in Table 1? Explain.
9. Should the null hypothesis for "use" (used/not used) and feeling that birth control interferes with pleasure be rejected? Explain.
   Extracurricular Activities and Dropping out
   Excerpt from the Research Article
   This study examined the relation between involvement in school-based extracurricular activities and early school dropout. Longitudinal assessments were completed for 392 adolescents (206 girls, 186 boys).... Early school dropout was defined as failure to complete the 11 th grade.
   To evaluate whether extracurricular involvement would predict early school dropout, we compared activity participation across grades 7 to 10 for dropouts and nondropouts. Univariate ANOVAs were performed separately at each grade.... Figure 2 shows the mean number of activities participated in by nondropouts and dropouts. Dropouts participated in significantly fewer extracurricular activities at all grades, even several years prior to dropout; 7 th grade, \(F(1,389)=\) \(8.41, p<.01 ;\) 8th grade, \(F(1,365)=10.14, p<.001 ; 9\) th grade, \(F(1,343)=15.46, p<.001 ;\) and 10 th grade, \(F(1,314)=31.00, p<.001\)
10. According to Figure 2 , at which grade level was the average number of extracurricular activities for dropouts the most similar to the average number for nondropouts?
11. Is the difference referred to in question 1 statistically significant? If yes, at what probability level is it significant?

12 Should the null hypothesis be rejected for the difference referred to in question 1 ? If so, at what probability level should it be rejected?

13 What is the probability that random sampling errors created the mean difference between the two groups at the 8 th grade level?

14 Should the null hypothesis be rejected for the difference between the two means at the 9 th grade level? Explain.

is How many means are being compared at each grade level?

16 The difference at the 7 th grade is

1. more statistically significant than the differences at the other grade levels.
2. less statistically significant than the differences at the other grade levels.

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