Repeated measures t-test

1. A history teacher gives students a pretest regarding the civil war and then teaches the unit on the civil war and assesses them again using the same test. Conduct a dependent samples t-test to determine how the students performed on the posttest compared to the pretest. Remember to run descriptive statistics and calculate effect size using the correct formula. Briefly write up your results.

   Pretest	20	28	25	30	33	34	34	37	38	40
   Posttest	21	26	26	33	34	34	36	40	40	43

   
   ANOVA
2. An education software company claims that their program is the best method to teach reading to struggling readers. After negotiating, the company allows you to use the program for one semester and determine its usefulness. You divide your class of nine students in to three groups and strictly teach each group by a specific method: (a) whole language, (b) phonics, and (c) wonder words. Run an ANOVA on the results and interpret the results. Be sure to include your descriptive statistics, ANOVA results, post-hoc analyses, and effect size. Here are the results:

   Whole Language	Phonics	Wonder Words
   38	58	20
   40	59	22
   42	61	18

3. A principal is interested in the perceptions of teachers regarding professional development activities. She administers an instrument that she knows approximates a normal distribution when used in this context. The instrument measures perceived effectiveness of professional development on a scale from, where 5 is very effective and 1 is not effective at all. Run an ANOVA on the results and interpret the results. Be sure to include your descriptive statistics, ANOVA results, post-hoc analyses, and effect size. Here are the results:

1. Chi-Square goodness of fit test
   A high school guidance counselor was interested in the perceptions of high school freshman regarding the importance of a college education. The counselor asked 60 freshmen to choose whether they thought a college education was "more important", "less important", or "about the same" in terms of helping them attain a good job. The following table represents the results of the survey:

   	More important	Less important	About the same
   Observed	35	10	15
   expected	(20)	(20)	(20)

   
   Conduct a chi-square goodness of fit test and fill in this "stats mad-lib"
   A researcher asked 60 high school freshman about their beliefs regarding the importance of a college education; 35 felt college was more important, 10 felt that it was less important, and 15 felt that its importance was about the same. A chi-square goodness of fit test was/was not significant [ Χ ² (2, N = 60) = ???, p = ???]. The researcher should accept/reject the null hypothesis of each response occurring with equal frequency. This study provides evidence that high school freshman believe a college education is becoming more important.
2. Chi-Square test of independence
   A researcher investigated the relationship between political orientation and child-rearing styles. Here is a table of his results:

   	Permissive	Not permissive	Total
   Liberal	5	15	20
   Conservative	10	10	20
   Total	15	25	40

3. Mann-Whitney U (nonparametric t-test)
   A researcher devised a new way of teaching legislators how to think rationally. He randomly selected 27 legislators and randomly assigned 10 to a control group and 17 to an experimental group. Here are the results:
   Experimental #1 Control #2
   11.9 6.6
   11.7 5.8
   9.5 5.4
   9.4 5.1
   8.7 5.0
   8.2 4.3
   7.7 3.9
   7.4 3.3
   7.4 2.4
   7.1 1.7
   6.9
   6.8
   6.3
   5.0
   4.2
   4.1
   2.2
   Using the nonparametric Mann-Whitney U test in SPSS, the researcher calculated a U = 26.5; z = 2.938, p = .003). Knowing that the M-W-U distributes normally, fill in the mad-lib below:
4. Kruskal-Wallis One-Way ANOVA by ranks

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Solution: The downloadable solution consists of 14 pages, 1741 words.
Deliverable: Word Document