Since the calculated t-value of 4.38 is greater than the critical value of -1.796, we reject the null hypothesis and conclude that there is evidence to suggest that the mean number of paintings on the walls of houses owned by teachers is larger than the mean number of paintings on the walls of all houses.
Let μ be the population mean number of paintings on the walls of all houses, and let μt be the population mean number of paintings on the walls of houses owned by teachers. The null hypothesis is that there is no difference between the mean number of paintings on the walls of all houses and the mean number of paintings on the walls of houses owned by teachers:
H0: μ = μt
The alternative hypothesis is that the mean number of paintings on the walls of houses owned by teachers is larger than the mean number of paintings on the walls of all houses:
Ha: μ < μt
We can use a one-sample t-test to compare the sample mean number of paintings on the walls of houses owned by teachers to the population mean of 15 paintings. Let X be the sample mean number of paintings on the walls of houses owned by teachers and s be the sample standard deviation. We are given the following data from the survey:
n = 12
X = 20
s = 5.48
The test statistic is:
t = (X - μ) / (s / √(n))
Using the null hypothesis μ = 15, we get:
t = (20 - 15) / (5.48 / √(12))
= 4.38
The degrees of freedom for this test are n - 1 = 11. Using a t-distribution table with 11 degrees of freedom and a significance level of 0.05, we find a critical value of -1.796.
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Use the image to determine the direction and angle of rotation
Answer:
180
Step-by-step explanation:
rotate it 90 degrees 2 times
S 46
S
arch
7-4: MathXL for School: Practice & Problem Solving
Launch realize. 7-4: MathXL for School: Practice & Problem Solving (LMS graded)
Part 1 of 3
Ms. Fernandez is planning a scavenger hunt with her 70 science students. Each student will have an equal chance of selecting List A or List B to start their search. Use a
fair coin to run a simulation, with heads representing List A and tails List B. After 70 trials, the results are 37heads and 33 tails. How do the results compare to the
theoretical probabilities? Explain.
The theoretical probability for List A is%, and the theoretical probability for List B is
(Round to the nearest whole number as needed)
Help me solve this
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The theoretical probability of choosing List A is less than the experimental probability of choosing List A.
The theoretical probability of choosing List B is greater than the experimental probability of choosing List A.
How do the experimental probabilities compare to the theoretical probabilities?For a fair coin, the theoretical probability of obtaining a head or tail is 0.5 or 50% each.
Therefore, theoretically, the probability of choosing List A is 0.5, and the probability of choosing List B is also 0.5.
The experimental probability of choosing List A or List B is obtained using the formula below:
Experimental probability of List A or B = number of heads / total number of trialsExperimental probability of List A = 37/70
Experimental probability of List A = 0.529
The experimental probability of choosing List B is:
Experimental probability of List B = 33/70
Experimental probability of List B = 0.471
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FAST!!! HELP PLSSS
Explain how you got the answer too!!
Answer: B (4, 8)
Step-by-step explanation:
6x + 3y=48
5x+y= 28
these functions are lines. "Solving a system of questions" means to find the point where they intersect, where the x's are the same and the y's are the same.
You want to multiply an entire equation to eliminate a variable.
6x + 3y=48
5x+y= 28
6x + 3y=48 multiply the 2nd equation by -3 so you can eliminate the y's
-3(5x+y= 28) multiply all terms by -3
6x + 3y=48
-15x-3y= -84 add like terms of the equations and the y goes away
-9x = -36 divide both sides by -9 to solve for x
x=4 now substitute back into one of the original equations
5(4)+y=28
20+y28
y=8
x=4, y=8
(4, 8) is your point where they intersect.
Given : 500 p = 0.38 a) Find the margin erroe for 95% confiden interval to estimate the population proportion. b) Find the confidence interval for 95% CL
a)he margin error for a 95% confidence interval to estimate the population proportion is 0.0506., b) the 95% confidence interval for the population proportion is approximately (0.337, 0.423).
a) To find the margin error for a 95% confidence interval to estimate the population proportion, we need to use the following formula:
Margin error = z * sqrt(p * (1 - p) / n)
where z is the z-score for the desired confidence level (in this case, 95% confidence level), p is the sample proportion (given as 0.38), and n is the sample size (not given).
To find the sample size, we can use the formula:
n = (z^2 * p * (1 - p)) / (margin error)^2
where z and p are the same as above, and margin error is given as the value we want to find.
Using a z-score of 1.96 for a 95% confidence level, we can plug in the values and solve for the margin error:
Margin error = 1.96 * sqrt(0.38 * (1 - 0.38) / n)
Now we need to find n by solving the second formula:
n = (1.96^2 * 0.38 * (1 - 0.38)) / (margin error)^2
Plugging in the values for margin error and solving for n, we get:
n = 547.896
Rounding up to the nearest integer, we get a sample size of n = 548.
Plugging in this value for n, we can solve for the margin error:
Margin error = 1.96 * sqrt(0.38 * (1 - 0.38) / 548) = 0.0506
Therefore, the margin error for a 95% confidence interval to estimate the population proportion is 0.0506.
b) To find the confidence interval for a 95% confidence level, we can use the formula:
Confidence interval = sample proportion +/- margin error
where sample proportion is the given value of p (0.38), and margin error is the value we just calculated (0.0506).
Plugging in the values, we get:
Confidence interval = 0.38 +/- 0.0506
Simplifying, we get:
Confidence interval = (0.3294, 0.4306)
Therefore, the confidence interval for a 95% confidence level is (0.3294, 0.4306). This means that we can be 95% confident that the true population proportion falls within this range.
Hello! I'd be happy to help with your question.
a) To find the margin of error for a 95% confidence interval when estimating the population proportion, you'll need the following formula:
Margin of error = z * √(p * (1 - p) / n)
Where:
z = 1.96 (for a 95% confidence interval)
p = 0.38 (given proportion)
n = 500 (sample size)
Now, let's plug in the values and calculate the margin of error:
Margin of error = 1.96 * √(0.38 * (1 - 0.38) / 500)
Margin of error = 1.96 * √(0.38 * 0.62 / 500)
Margin of error = 1.96 * √(0.0004768)
Margin of error ≈ 0.043
So, the margin of error for the 95% confidence interval is approximately 0.043 or 4.3%.
b) To find the 95% confidence interval for the population proportion, use the following formula:
Confidence interval = p ± margin of error
Using the proportion (p) and margin of error calculated in part a:
Confidence interval = 0.38 ± 0.043
Lower limit = 0.38 - 0.043 = 0.337
Upper limit = 0.38 + 0.043 = 0.423
So, the 95% confidence interval for the population proportion is approximately (0.337, 0.423).
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The source term will affect all algebraic equations.A) TrueB) FalseFor each algebraic equation, the source term contributes to the coefficient that is taken to the right hand side and entered into the corresponding row of the {f} vector.
A) True. The source term in a partial differential equation (PDE) represents a forcing function or external input to the system being modeled.
A) True. The source term in a partial differential equation (PDE) represents a forcing function or external input to the system being modeled. In the finite element method (FEM), the PDE is discretized into a set of algebraic equations, and the source term appears in each of these equations.
Specifically, for each algebraic equation resulting from the discretization of the PDE, the source term contributes to the coefficient of the dependent variable on the left-hand side of the equation, and it is taken to the right-hand side of the equation. The resulting coefficient and right-hand side term are then used to construct the corresponding row of the global coefficient matrix and the right-hand side vector, respectively.
Therefore, the source term affects all algebraic equations in the finite element method and is an essential component of the mathematical model. Changing the source term will affect the solution obtained from the ANSYS solver and can result in a different physical behavior of the system being modeled.
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First offer: $57,000 yearly salary with an 8% matching 401k
Second offer: $63,000 yearly salary with a 4% matching 401k
The employee plans to stay at either job for at least 4 years, assumes there are no salary increases, and will make 401k contributions at the same rate the company matches. After 4 years, the total value of the first offer, including gross income and total 401k contributions, is $264,480.
Which job has the better overall pay structure, and by how much?
The second job offer is better by $6,780.
The first job offer is better by $6,780.
The second job offer is better by $7,680.
The first job offer is better by $7,680.
The correct answer is: "The second job offer is better by $21,840."
How to solveLet's calculate the total value of the second offer after 4 years:
Yearly salary: $63,000
Total gross income after 4 years: $63,000 x 4 = $252,000
For the 401k contributions, the company matches 5% of the employee's salary, so the employee contributes 5% of $63,000 = $3,150 per year, and the company contributes an additional 5% of $63,000 = $3,150 per year.
After 4 years, the total contributions and company matches are:
Employee contributions: $3,150 x 4 = $12,600
Company matches: $3,150 x 4 = $12,600
Total 401k contributions: $12,600 + $12,600 = $25,200
Therefore, the total value of the second offer after 4 years is:
Total value: $252,000 + $25,200 = $277,200
Now, let's compare this to the total value of the first offer, which is given as $255,360.
Therefore, the second job offer is better by:
$277,200 - $255,360 = $21,840
So the correct answer is: "The second job offer is better by $21,840."
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A store is selling two mixtures of nuts in 20-ounce bags. The first mixture has 15 ounces of peanuts combined with five ounces of cashews, and costs $6. The second mixture has five ounces of peanuts and 15 ounces of cashews. And costs $8. How much does one ounce of peanuts and one ounce of cashews cost?
The cost of one ounce of peanuts and one ounce of cashews cost are $0.25 for peanuts and $0.45 for cashews
How can the cost of the cahew and peanut be found?We can represent the cost of the peanut and cashew as
p=cost per ouce of peanuts
c=cost per ounce of cashews
We can represent the mixture according to the question can be expressed as
15p+5c=6
5p+15c=8
Then we can divide the equations with 5
3p + c = 1.2
p + 3c = 1.6
We can multiply first equation by -3 and add to 2nd to eliminate c's
-9p-3c=-3.6
p + 3c = 1.6
-8p = -2
p= 0.25
Then from 3p + c = 1.2
c = 1.2 - 3(0.25)
=0.45
Therefore, $0.25 for peanuts and $0.45 for cashews
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Which trigonometric functions have a defined amplitude? (Select all that apply.) sine cosine tangent cosecant secant cotangent
Sine and cosine have defined amplitudes, while tangent, cosecant, secant, and cotangent do not have defined amplitudes.
The trigonometric functions that have a defined amplitude are sine and cosine. These functions have an amplitude of 1, as their maximum and minimum values lie between -1 and 1. The other functions (tangent, cosecant, secant, and cotangent) do not have a defined amplitude, as their values can approach infinity.
The trigonometric functions in mathematics are real functions that connect the angle of a right-angled triangle to the ratios of its two side lengths. They are also known as circular functions, angle functions, or goniometric functions. They are extensively employed in all fields of geometry-related study, including geodesy, solid mechanics, celestial mechanics, and many others. Since they are some of the most basic periodic functions, Fourier analysis is frequently employed to examine periodic events.
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Select the correct answer.
What is the solution to the equation?
3(x + 9)^3/4
= 24
Ο Α. -3
OB. 6
O C. 7
O D. 25
The solution of the equation is x = 7, so the correct option is C
What is the solution for the given equation?Here we want to find the solution of the equation:
3*(x + 9)^(3/4) = 24
First divide both sides by 3 to get:
(x + 9)^(3/4) = 24/3 = 8
Now we can pass the exponent to get:
(x + 9) =8^(4/3) = 2^4 = 16
x + 9 = 16
Now subtract 9 in the left side.
x = 16 - 9
x =7
The correct option is C.
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The circumference of a circle is 3 pi feet. Find its diameter, in feet.
Answer:
3 feet
Step-by-step explanation:
Circumference of circle = d · π
Circumference = 3π
Let'solve
3π = d · π
d = 3 feet
So, the diameter is 3 feet.
Drag the tiles to the correct boxes to complete the pairs.
Match the descriptions to the appropriate accounting terms.
expenses
income
cash
accrual
depreciation
written-off value of an asset
arrowRight
salaries paid to employees
arrowRight
discount received for bulk purchase
arrowRight
basis of accounting that is in accordance with GAAP
arrowRight
basis of accounting that violates GAAP
arrowRight
The matching of the accounting terms will be:
expenses -> salaries paid to employeesincome -> discount received for bulk purchasecash -> written-off value of an assetaccrual -> basis of accounting that is in accordance with GAAPdepreciation -> basis of accounting that violates GAAPWhat is depreciation?It should be noted that in accountancy, depreciation is a term that refers to two aspects of the same concept: first, the actual decrease of fair value of an asset, such as the decrease in value of factory equipment each year.
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Two Causal Relationships and One Correlation (Two Truths and a Lie)
Create three sets of two variables so that two sets describe causal relationships and one describes a correlation between the variables.
For example, one set of two variables that represent a causal relationship would be The number of people eating at a restaurant vs. The amount of food needed.
Here are three sets of variables:
The amount of exercise vs. heart rate: Hours spent studying vs. grades earned: Ice cream sales vs. crime rate:How to explain the variablesThe level of physical activity and heart rate constitute a causal association wherein one's heart rate is directly affected by the exercised performed.
Likewise, the correlation between studying time and grades earned showcases another causal relationship that asserts how higher study hours lead to better academic scores.
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Solve the equation for 0 ≤ x < 2π
Answer:
x ∈ {π/4, π/3, 2π/3, 3π/4}
Step-by-step explanation:
You want the solutions on the interval [0, 2π) of the equation ...
[tex]-4\cos^2(x)-2(\sqrt{3}+\sqrt{2}\sin(x)+\sqrt{6}+4=0[/tex]
IdentityReplacing the cosine function with its equivalent, we have a quadratic in sin(x).
[tex]-4(1-\sin^2(x))-2(\sqrt{3}+\sqrt{2}\sin(x)+\sqrt{6}+4=0\\\\4\sin^2(x)-2(\sqrt{3}+\sqrt{2})\sin(x)+\sqrt{6}=0\\\\(2\sin(x)-\sqrt{3})(2\sin(x)-\sqrt{2})=0\\\\x\in\left\{\dfrac{\pi}{2}\pm\dfrac{\pi}{4},\dfrac{\pi}{2}\pm\dfrac{\pi}{6}\right\}\\\\\boxed{x\in\left\{\dfrac{\pi}{4},\dfrac{\pi}{3},\dfrac{2\pi}{3},\dfrac{3\pi}{4}\right\}}[/tex]
__
Additional comment
It is helpful to have the solutions provided by a graphing calculator. This gives a useful clue as to how the equation factors.
The graph was created using Desmos.
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How many more of the shortest paper chains does Rico have than the longest paper chains? Explain.
Answer: To determine how many more of the shortest paper chains Rico has than the longest paper chains, you need to know how many paper chains he has of each length. Once you know that, you can subtract the number of longest paper chains from the number of shortest paper chains to find the difference.
For example, if Rico has:
- 10 paper chains that are 3 inches long
- 8 paper chains that are 5 inches long
- 6 paper chains that are 7 inches long
Then the shortest paper chains are the ones that are 3 inches long, and the longest paper chains are the ones that are 7 inches long. To find the difference, you can subtract the number of longest paper chains (6) from the number of shortest paper chains (10):
10 - 6 = 4
Therefore, Rico has 4 more of the shortest paper chains than the longest paper chains.
Step-by-step explanation:
Identify the probability to the nearest hundredth that a point chosen randomly inside the rectangle either is in the trapezoid or in the triangle.
The probability of getting in the trapezoid or in the triangle is 0.13.
From the given figure,
Sum of parallel sides of a trapezium is 13+8=21 m
Height of trapezium is 4 m.
Here, area of trapezium is 1/2 ×21×4
= 42 square meter
Base of a triangle = 4 m
Height of a triangle = 7 m
Area of a triangle = 1/2 ×4×7
= 14 square meter
Area of a rectangle = Length×Width
= 25×17
= 425 square meter
Probability of getting trapezium = 42/425
Probability of getting triangle = 14/425
Probability of getting in the trapezoid or in the triangle
= 42/425 + 14/425
= 56/425
= 0.13
Therefore, the probability of getting in the trapezoid or in the triangle is 0.13.
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The volume of a cylinder is 81 in. 3 and the height of the cylinder is 1 in. What is the radius of the cylinder?
The radius of the cylinder is approximately 5.077 inches.
The volume of a cylinder is given by the formula:
V = πr²h
where V is the volume, r is the radius, and h is the height.
Substituting the given values, we get:
81 = πr²(1)
Simplifying this equation, we get:
81 = πr²
Dividing both sides by π and taking the square root, we get:
r = √(81/π)
r ≈ 5.077
Therefore, the radius of the cylinder is approximately 5.077 inches.
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Is (0,4) a solution of the following
systems of equations?
-x + 4y = 16
3x - 4y = -19
The point (0, 4) is not a solution of the given system of equations.
The given system of equations,
-x + 4y = 16 [Equation 1]
3x - 4y = -19 [Equation 2]
We have to find the solution of the system of equations.
From [Equation 1],
4y = x + 16 [Equation 3]
From [Equation 2],
3x + 19 = 4y [Equation 4]
From [Equation 3] and [Equation 4],
x + 16 = 3x + 19
2x = -3
x = -3/2
So x = 0 is not possible.
Hence (0, 4) is not a solution.
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which two of the following describe the independent variable in a relationship between two variables? multiple select question. it is used to predict the other variable. its value is effected by the other variable. on a scatter diagram it is the vertical axis. on a scatter diagram, it is the horizontal axis. need help? review these concept resources.
The independent variable in a relationship between two variables is the variable that is used to predict or explain the variation in the other variable.
It is the variable that is manipulated or controlled by the researcher. For example, if we are investigating the relationship between temperature and ice cream sales, temperature would be the independent variable, as we would expect changes in temperature to predict changes in ice cream sales.
On a scatter diagram, the independent variable is typically represented on the horizontal axis (x-axis) and the dependent variable is typically represented on the vertical axis (y-axis). This is because the independent variable is typically plotted along the horizontal axis, with its values placed at regular intervals, and the dependent variable is then plotted along the vertical axis, with its values plotted based on their relationship to the corresponding independent variable values.
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Find the probability. If body temperature of adults are normally distributed with a mean of 98.60°F and a standard deviation of 0.73°F. What is the probability of a healthy adult having a body temperature greater than 97.60°F. (Write answer round to whole number percentage like 98%)
The probability of a healthy adult having a body temperature greater than 97.60°F is approximately 91%.
To find the probability of a healthy adult having a body temperature greater than 97.60°F, we can use the Z-score formula to standardize the temperature value. The Z-score formula is:
Z = (X - μ) / σ
Where X is the value we are interested in (97.60°F), μ is the mean (98.60°F), and σ is the standard deviation (0.73°F).
Z = (97.60 - 98.60) / 0.73 = -1.37
Now, we can use the Z-score to find the probability. A Z-score of -1.37 corresponds to a percentile of approximately 0.0853, which means there is an 8.53% chance that an adult will have a body temperature lower than 97.60°F. Since we are interested in the probability of a temperature greater than 97.60°F, we need to subtract this value from 1:
1 - 0.0853 = 0.9147
As a whole number percentage, this would be 91%.
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in a haplodiploid system, calculate the relatedness of a son to a maternal aunt. group of answer choices 0.75 0.5 0.375 0.25
the relatedness of a son to a maternal aunt in a haplodiploid system is 0.25, or 1/4.
In a haplodiploid system, males develop from unfertilized haploid eggs and are haploid, while females develop from fertilized diploid eggs and are diploid. This means that sons inherit all their genes from their mothers, while daughters inherit half their genes from their fathers and half from their mothers.
To calculate the relatedness of a son to a maternal aunt, we need to consider the genetic relatedness between the son and his mother, and the genetic relatedness between the mother and her sister (the maternal aunt).
The son shares half of his genes with his mother, and his mother shares half of her genes with her sister. Therefore, the son shares one quarter (0.5 x 0.5) of his genes with his maternal aunt.
So, the relatedness of a son to a maternal aunt in a haplodiploid system is 0.25, or 1/4. Therefore, the correct answer is 0.25.
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please Factorize 4a^+38a-20
The diameter of a circular cookie cake is 16 inches. How many square inches make up half of the cookie cake? Approximate using π = 3.14.
100.48 square inches
200.96 square inches
401.92 square inches
803.84 square inches
The number of square inches which make up half of the cookie cake is approximately 100.48 inches².
Given that,
The diameter of a circular cookie cake is 16 inches.
Cookie cake is circular.
We have to find the area of the half of the cookie cake.
Diameter = 16 inches
Radius = 16/2 = 8 inches
Area of a circular figure = πr²
Total area of the cookie cake = π(8)² = 64π
Area of half the cake = 64π /2 = 32π = 100.48 square inches
Hence the area of half of the cookie cake is 100.48 inches².
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for each pair of functions, decide which one is taller.
The quadratic equations that are taller, that is, with a greater dilation factor:
Case A: y = 10 · x²
Case B: y = x²
Case C: y = 3 · x²
Case D: y = x²
How to determine if a quadratic equation is taller than than another quadratic equation
In this problem we find four pairs of quadratic equations of the form:
y = k · x², k > 0
Where:
x - Independent variable.y - Dependent variable.k - Dilation factor.A quadratic equation is taller when it has a greater dilation factor. Now we proceed to determine the function for each case:
Case A: y = x² and y = 10 · x²
y = 10 · x²
Case B: y = x² and y = (1 / 7) · x²
y = x²
Case C: y = x² and y = 3 · x²
y = 3 · x²
Case D: y = x² and y = (1 / 12) · x²
y = x²
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Analyze the average-case performance of the linear search algorithm, if exactly half the time the element x is not in the list and if x is in the list it is equally likely to be in any position.
In the scenario where exactly half the time the element x is not in the list and if x is in the list it is equally likely to be in any position.
The average-case performance of the linear search algorithm would be O(n/2), where n is the size of the list.
This is because in the worst case scenario, the algorithm would have to search through the entire list to find the element x, which would take n operations. However, since half the time x is not in the list, the algorithm would only need to search through half the list, on average. Therefore, the average-case performance would be O(n/2).
To analyze the average-case performance of the linear search algorithm, given that exactly half the time the element x is not in the list and if x is in the list it is equally likely to be in any position, please follow these steps:
1. Consider the two scenarios: element x is in the list and element x is not in the list.
2. For the case when x is in the list, as it is equally likely to be in any position, the average number of comparisons required would be (n+1)/2, where n is the total number of elements in the list.
3. For the case when x is not in the list, the linear search algorithm will go through all the elements in the list and make n comparisons before determining that x is not present.
4. To calculate the average-case performance, take into account the probabilities of each scenario. As the element x is not in the list exactly half the time, the probabilities are 0.5 for each scenario.
5. The average-case performance would be the weighted average of the comparisons in both scenarios: 0.5*((n+1)/2) + 0.5*n.
So, the average-case performance of the linear search algorithm in this situation is given by the expression: 0.5*((n+1)/2) + 0.5*n.
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rectangular prism what is the volume of it 27/5 by 5/2
The volume of the given rectangular prism is 13.5 units³
Given that the area of the base of a rectangular prism is 27/5 units², and the height is 5/2 units, we need to find the volume,
Volume = base area x height
= 27/5 x 5/2
= 13.5
Hence, the volume of the given rectangular prism is 13.5 units³
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double 10, then divide j by the result
What scale factor was used to produce figure 1 from figure 2? 1/6 1/3 3 6 PLS HELP DUE TODAY WILL GIVE BRAINIEST!!!
Answer:
1/3
Step-by-step explanation:
because if is tripled the size of original
Can someone help me find the value of X
Answer:
21.9
Step-by-step explanation:
[tex]a^{2}[/tex] + [tex]b^{2}[/tex] = [tex]c^{2}[/tex] If 18 is the whole base then 1/2 would be 9
[tex]9^{2}[/tex] + [tex]20^{2}[/tex] = [tex]c^{2}[/tex]
81 + 400 = [tex]c^{2}[/tex]
481 = [tex]c^{2}[/tex]
[tex]\sqrt{481}[/tex] = [tex]\sqrt{c^{2} }[/tex]
21.9 ≈ c Rounded to the nearest tenth
Given the circle below with secants CDE
and GFE . If 19=
18
DE=19,FE=18 and
GF is 33 more than CD, find the length of GF
. Round to the nearest tenth if necessary.
Answer: 20
Step-by-step explanation:
With 2 secants, it's the inside of the secant times the whole secant for one line = same on other side but for other secant
EF(EF+GF)=ED(ED+CD) EF=18; GF=3+CD; ED=19; CD=CD
18(18+3+CD)=19(19+CD) substitute and simplify and distribute
18(21+CD)=361+19CD
378+18CD=361+19CD
CD=17
GF=3+CD substitute
=3+17
=20
a teacher is experimenting with computer-based instruction. in which situation could the teacher use a hypothesis test for a population mean? group of answer choices
The teacher could use a hypothesis test for a population mean in the following situation:
The teacher wants to determine if computer-based instruction has a statistically significant effect on the average test scores of students in the class. The teacher can collect a sample of test scores from students who received computer-based instruction and a sample of test scores from students who did not receive computer-based instruction. Then, the teacher can use a hypothesis test for the population mean to compare the mean test scores of the two groups and determine if the difference is statistically significant.
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Complete question:
teacher is experimenting with computer-based instruction In which situation could the teacher use a hypothesis test for a ifference in two population means?
O The teacher uses a combination of treditional methods and computer based instruction She asks students # they lked computer based instruction better She wants to determine if the maorty prete the computer-based instruction
O She gives each student a pretest Then she teaches a lesson using a computer program Afterwards, she gives each student a postest The teacher wants to see f the difference in scores willshow an improvement 。
She ran om y d des the class into t goups One gup ecerves computer based instruction The other group recen es tradit na n rete wit t copters Ahe rst eten een student ha to solve a single problem. The teachers wants to compare the proportion of each group who can solve the problem 。She gives each student a pretest he then randomly dvides the class mto two groups.
Ο e group receves compte based i struct . The other go p eceves tradtind rst cto with t computers After instruction each student takes a post test. The teacher compares the improvement in scores (post test minus pretest) in the two groups