I need help with my psychology class quiz . Math included

Question Description

Hello,

This course uses statistics to understand psychologically behaviors. I have someone who understand statistics very well and has a background in psychology.

There are 13 questions and please answer carefully. The questions are multiple choose questions, so check your answer twice to ensure that’s the correct answer.

Also, I want a written solution included. In other words, I want step by step instructions on how you solved each questions .

Good luck!!

1.How can you decrease the denominator of the t-test?

Group of answer choices

Use an alpha level of .01 rather than .05

Use two groups rather than one

Increase N

Use an alpha level of .05 rather than .01

3. Last fall, a sample of N = 20 freshmen was selected to participate in a new 4-hour training program designed to improve study skills. To evaluate the effectiveness of the new program, the sample was compared with the rest of the freshmen class. All freshmen must take the English Language Skills course, and the mean score on the final exam for the entire freshmen class was ? = 81.75. The students in the new program had a mean score of M = 83.54 with a standard deviation of SD = 12.82. Test if the study skills training program produced a significant difference in scores using a two-tailed test with an ? = .01.

Which is the appropriate analysis for this data?

Hint: A z-test is used when ? is known, and a t-test is used when ? is unknown.

Group of answer choices

A t-test because ? is unknown.

A z-test because ? is unknown.

A t-test because ? is known.

A z-test because ? is known.

Question 4

Last fall, a sample of N = 20 freshmen was selected to participate in a new 4-hour training program designed to improve study skills. To evaluate the effectiveness of the new program, the sample was compared with the rest of the freshmen class. All freshmen must take the English Language Skills course, and the mean score on the final exam for the entire freshmen class was ? = 81.75. The students in the new program had a mean score of M = 83.54 with a standard deviation of SD = 12.82. Test if the study skills training program produced a significant difference in scores using a two-tailed test with an ? = .01.

What is the symbolic null hypothesis (H0)?

Hint: This is a two-tailed test, so the null (H0) and research (H1) hypotheses are not directional.

Group of answer choices

$LaTeX: mu_{training:program}ge81.75$ $?_{t r a i n i n g p r o g r a m} ? 81.75$

$LaTeX: mu_{training:program}ne81.75$ $?_{t r a i n i n g p r o g r a m} ? 81.75$

$LaTeX: mu_{training:program}le81.75$ $?_{t r a i n i n g p r o g r a m} ? 81.75$

$LaTeX: mu_{training:program}=81.75$

Question 5

What is the verbal null hypothesis (H0)?

Group of answer choices

The mean estimated final exam score of the population of freshmen who participated in the new 4-hour training program and the English Language Skills course is lower than the actual mean freshmen final exam score of 81.75 points.

The mean estimated final exam score of the population of freshmen who participated in the new 4-hour training program and the English Language Skills course is different than the actual mean freshmen final exam score of 81.75 points.

The mean estimated final exam score of the population of freshmen who participated in the new 4-hour training program and the English Language Skills course is not different than the actual mean freshmen final exam score of 81.75 points.

The mean estimated final exam score of the population of freshmen who participated in the new 4-hour training program and the English Language Skills course is higher than the actual mean freshmen final exam score of 81.75 points.’

Question 6

What is the symbolic research hypothesis (H1)?

Hint: This is a two-tailed test, so the null (H0) and research (H1) hypotheses are not directional.

Group of answer choices

$LaTeX: mu_{training:program} data-verified=$ 81.75″>

?_{t r a i n i n g p r o g r a m} > 81.75

$LaTeX: mu_{training:program}ne81.75$ $?_{t r a i n i n g p r o g r a m} ? 81.75$

$LaTeX: mu_{training:program}=81.75$ $?_{t r a i n i n g p r o g r a m} = 81.75$

$LaTeX: mu_{training:program}<81.75$

Question 7

What is the verbal research hypothesis (H1)?

Group of answer choices

Question 8

What is the critical value for this study, ? = .01, two-tailed?

Group of answer choices

+ 2.0930

+ 2.0860

+ 2.8609

+ 2.8453

Question 9

Compute the standard error of the mean.

$LaTeX: SEM_s=frac{SD}{sqrt{N}}$ $S$ E M s = S D N

Group of answer choices

2.87

0.64

0.80

12.82

Question 10

Compute the t-value for this study.

$LaTeX: t=frac{M-mu}{SEM_s}$ $t$ = M ? ? S E M s

Group of answer choices

2.797

2.238

0.624

0.140

Question 11

Identify the correct decision and APA format results for this analysis.

Hint: If the t value falls in the critical region, you Reject H0, and if the t value does not fall in the critical region, you Fail to Reject H0.

Group of answer choices

Reject H0, t(19) = 2.24, p < .01

Reject H0, t(19) = 2.80, p < .01

Fail to Reject H0, t(19) = 0.14, p > .01

Fail to Reject H0, t(19) = 0.62, p > .01

Question 12

Identify the type of hypothesis testing error you may have made and why.

Hint: Type I Error can only happen if you Reject H0, and Type II Error can only happen if you Fail to Reject H0.

Group of answer choices

Type II Error – may have rejected a true H0.

Type I Error – may have rejected a true H0.

Type II Error – may have failed to reject a false H0.

Type I Error – may have failed to reject a false H0.

Question 13

Calculate the effect size (Cohen’s d).

$LaTeX: d=frac{M-mu}{SD}$ $d$ = M ? ? S D

Group of answer choices

0.01

0.05

0.14

0.37

Question 14

Identify which of the following statements represents an accurate interpretation of the results of this study, including effect size, in APA format.

Group of answer choices

Freshmen who participated in the English Language Skills course, and also participated in the new four-hour training program designed to improve study skills (M = 83.54), did not have final exam scores significantly different from the population of freshmen who only participated in the English Language Skills course (µ = 81.75), t(19) = 0.14, p > .01. The effect size indicates an expected increase in final exam scores of 0.37 standard deviation when participating in the English Language Skills course and the four-hour study skills program versus the English Language Skills course only.

Freshmen who participated in the English Language Skills course, and also participated in the new four-hour training program designed to improve study skills (M = 83.54), had final exam scores significantly higher than the population of freshmen who only participated in the English Language Skills course (µ = 81.75), t(19) = 2.80 p < .01. The effect size indicates an expected increase in final exam scores of 0.01 standard deviation when participating in the English Language Skills course and the four-hour study skills program versus the English Language Skills course only.

Freshmen who participated in the English Language Skills course, and also participated in the new four-hour training program designed to improve study skills (M = 83.54), had final exam scores significantly higher than the population of freshmen who only participated in the English Language Skills course (µ = 81.75), t(19) = 2.24, p < .01. The effect size indicates an expected increase in final exam scores of 0.05 standard deviation when participating in the English Language Skills course and the four-hour study skills program versus the English Language Skills course only.

Freshmen who participated in the English Language Skills course, and also participated in the new four-hour training program designed to improve study skills (M = 83.54), did not have final exam scores significantly different from the population of freshmen who only participated in the English Language Skills course (µ = 81.75), t(19) = 0.62, p > .01. The effect size indicates an expected increase in final exam scores of 0.14 standard deviation when participating in the English Language Skills course and the four-hour study skills program versus the English Language Skills course only.

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