Suppose A Sample Of 30 Students Were Given A Diagnostic Test Before Studying A Particular Module And Then Again After Completing The Module. We Want To Find Out If, In General, Our Teaching Leads To Improvements In Students’ Knowledge/skills (i.e. Test Scores). Let Y = Test Score After The Module, And X = Test Score Before The Module. (di=yi−xi). D¯=1.05 Sd=2.837 At The 5% Significance Level, Do The Data Provide Sufficient Evidence To Conclude That The Module Leads To Improved Test Scores? State The Null And Alternative Hypotheses. H0: _________________ Ha:______________________

Suppose a sample of 30 students were given a diagnostic test before studying a particular module and then again after completing the module. We want to find out if, in general, our teaching leads to improvements in students’ knowledge/skills (i.e. test scores). Let y = test score after the module, and x = test score before the module. (di=yi−xi). d¯=1.05 sd=2.837 At the 5% significance level, do the data provide sufficient evidence to conclude that the module leads to improved test scores? State the null and alternative hypotheses. H0: _ Ha:_______

- November 14, 2022 - Edwin Tunner

Suppose a sample of 30 students were given a diagnostic test before studying a particular module and then again after completing the module. We want to find out if, in general, our teaching leads to improvements in students’ knowledge/skills (i.e. test scores). Let y = test score after the module, and x = test score before the module. (di=yi−xi).

d¯=1.05

sd=2.837

At the 5% significance level, do the data provide sufficient evidence to conclude that the module leads to improved test scores?

State the null and alternative hypotheses.

H0: _________________ Ha:_______________________

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