Data Analysis Plan
RSCH FPX 7864 Assignment 3 Test Application and Interpretation
The purpose of this paper is to discuss and provide an interpretation of the analysis of the sample data set provided in the grades.jasp file. The variables that are used in this analysis include: Review, which defines the sessions reviewed as 1 = no and 2 = yes, and this is a categorical variable; and Final, which defines the number of correct answers in the final exam, and this is a continuous variable.
The study’s research question will be: Are the final exam scores of students who attended a review session comparable to those of students who did not attend?
The null hypothesis for the study is: There is no difference between the finals of those students who attended the review session and those who did not.
The alternative hypothesis is: There is a difference between the finals of those students who attended the review session and those who did not.
Testing Assumptions
RSCH FPX 7864 Assignment 3 Test Application and Interpretation
We fail to reject Ho since the p-value of Levene’s test is 0.392, which is more than 0.05. So, we could say that there is enough evidence to support the idea that group differences are the same or similar. Applying Levene’s test, we can see whether there is a significant difference between the group variances (Cheng & Li, 2022). One must be familiar with the test’s assumptions in order to draw the conclusion. There are two sets of people in this study: those who went to the review and those who didn’t. The p-value of the test is 0.392, as can be seen from the table. We fail to reject the null hypothesis since it is bigger than alpha value of 0.05 (Ho). As a result, there is sufficient information to conclude that the scores of those who attended the review had a variation that is statistically equivalent to that of those who did not. In a nutshell, the evidence seems to agree with the hypothesis of similar variances.
Results & Interpretation
RSCH FPX 7864 Assignment 3 Test Application and Interpretation
The mean Final score of the 55 students who attended the review session was 61.55 with a standard deviation of 7.36, while the mean of Final score of the 50 students who did not attend the review session was 62.16 with a standard deviation of 7.99. The t-test results are t = -.41 with a corresponding p = .68. Since the p-value of 0.68 is greater than 0.05 we fail to reject the null hypothesis. The p-values means that the probability of the null hypothesis is true, so the higher the p-value, the stronger the evidence to not reject the null hypothesis (Pinelis, 2022).
Statistical Conclusions
RSCH FPX 7864 Assignment 3 Test Application and Interpretation
Since we fail to reject the null hypothesis, there is sufficient evidence to support that the mean final score of the students who attended the review session and those who did not attend are significantly comparable. However, the mean final score of those who did not attend the review session, 62.16, was higher than that of those who attended the review session, 61.55.
The statistical test has the drawback that only reviewing or not reviewing can affect students’ final scores; even so, the reviewing part cannot account for everything since various students have varying amounts of time to review, and, in addition to time, there are additional factors that may influence a student’s review, like having to work after school, going to take care of younger children, etc. The results may also only be extrapolated to the students who actually took the test; they cannot, however, be used as the basis for any other exams.
Application
RSCH FPX 7864 Assignment 3 Test Application and Interpretation
Using the independent samples t-test, researchers in the discipline of Applied Behavioral Analysis (ABA) may examine whether or not there is a significant difference in mean scores for self-injurious behavior based on gender. ABA therapists may use an independent sample t-test to find out whether their male and female clients vary significantly in the frequency with which they engage in self-injurious conduct. Therapists can better serve their patients if they have a firm grasp of the interplay between these two factors (Wang et al., 2022). If more services were accessible to clients before an instance of self-injurious conduct occurred, it would be because of an understanding of the gender gap in the causes of such behavior. By using the independent samples t-test, ABA therapists might better anticipate periods of increased self-injurious behavior and be better prepared with procedures to redirect the behavior when it occurs.
RSCH FPX 7864 Assignment 3 Test Application and Interpretation
References
Cheng, X., & Li, Y. (2022). An improved Hoeffding’s inequality for sum of independent random variables. Statistics & Probability Letters, 183, 109349.
https://doi.org/10.1016/j.spl.2021.109349
Pinelis, I. (2022). Improved concentration bounds for sums of independent sub-exponential random variables. Statistics & Probability Letters, 191, 109666.
https://doi.org/10.1016/j.spl.2022.109666
Wang, Y., Tang, M., Wang, P., Liu, B., & Tian, R. (2022). The Levene test based-leakage assessment. Integration, 87, 182-193.
https://doi.org/10.1016/j.vlsi.2022.06.013
