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In Exercises 5鈥16, test the given claim.

Blanking Out on Tests Many students have had the unpleasant experience of panicking on atest because the first question was exceptionally difficult. The arrangement of test items was studiedfor its effect on anxiety. The following scores are measures of 鈥渄ebilitating test anxiety,鈥 whichmost of us call panic or blanking out (based on data from 鈥淚tem Arrangement, Cognitive EntryCharacteristics, Sex and Test Anxiety as Predictors of Achievement in Examination Performance,鈥漛y Klimko, Journal of Experimental Education, Vol. 52, No. 4.) Using a 0.05 significance level,test the claim that the two populations of scores have different amounts of variation.

Questions Arranged from Easy to Difficult

24.64

39.29

16.32

32.83

28.02

33.31

20.60

21.13

26.69

28.9

26.43

24.23

7.10

32.86

21.06

28.89

28.71

31.73

30.02

21.96

25.49

38.81

27.85

30.29

30.72

Questions Arranged from Difficult to Easy

33.62

34.02

26.63

30.26

35.91

26.68

29.49

35.32

27.24

32.34

29.34

33.53

27.62

42.91

30.20

32.54

Short Answer

Expert verified

Thus, there is not enough evidence to support the claim that the two populations of scores have different amounts of variation.

Step by step solution

01

Given information

Two samples are considered.

One sample represents anxiety scores due to the arrangement of questions from easy to difficultin the test paper with a sample size equal to 25,and the other representsanxiety scores due to the arrangement of questions from difficult to easy in the test paper with a sample size equal to 16.

It is claimed that the variationin the scores corresponding to the arrangement of questions from easy to difficult is different from the variation in the scores corresponding to the arrangement of questions from difficult to easy.

02

Hypotheses

Let\({\sigma _1}\)and\({\sigma _2}\)be the population standard deviationsof the scores corresponding to the arrangement of questions from easy to difficult and the arrangement from difficult to easy, respectively.

Null Hypothesis: The population standard deviation of the scores corresponding to the arrangement of questions from easy to difficult is equal to thepopulation standard deviation of the scores corresponding to the arrangement of questions from difficult to easy.

Symbolically,

\({H_0}:{\sigma _1} = {\sigma _2}\)

Alternate Hypothesis: The population standard deviation of the scores corresponding to the arrangement of questions from easy to difficult is not equal to thepopulation standard deviation of the scores corresponding to the arrangement of questions from difficult to easy.

Symbolically,

\({H_1}:{\sigma _1} \ne {\sigma _2}\)

03

Sample mean, sample size, and sample variances

The sample mean score corresponding to the arrangement of questions from easy to difficultis equal to:

\(\begin{array}{c}{{\bar x}_1} = \frac{{\sum\limits_{i = 1}^{{n_1}} {{x_i}} }}{{{n_1}}}\\ = \frac{{24.64 + 39.29 + .... + 30.72}}{{25}}\\ = 27.12\end{array}\)

The varianceofthe scorescorresponding to the arrangement of questions from easy to difficult is equal to:

\(\begin{array}{c}{s_{{\rm{easy}}\;{\rm{to}}\,{\rm{difficult}}}} = \frac{{\sum\limits_{i = 1}^{{n_1}} {{{({x_i} - {{\bar x}_1})}^2}} }}{{{n_1} - 1}}\\ = \frac{{{{\left( {24.64 - 27.12} \right)}^2} + {{\left( {39.29 - 27.12} \right)}^2} + .... + {{\left( {30.72 - 27.12} \right)}^2}}}{{25 - 1}}\\ = 47.02\end{array}\)

Therefore, the variance ofthe scorescorresponding to the arrangement of questions from easy to difficult is equal to 47.02.

The mean score corresponding to the arrangement of questions fromdifficult to easy is equal to:

\(\begin{array}{c}{{\bar x}_2} = \frac{{\sum\limits_{i = 1}^{{n_2}} {{x_i}} }}{{{n_2}}}\\ = \frac{{33.62 + 34.02 + .... + 32.54}}{{16}}\\ = 31.73\end{array}\)

The variance of the scorescorresponding to the arrangement of questions fromdifficult to easy is equal to:

\(\begin{array}{c}{s_{{\rm{difficult}}\;{\rm{to}}\;{\rm{easy}}}} = \frac{{\sum\limits_{i = 1}^{{n_2}} {{{({x_i} - {{\bar x}_2})}^2}} }}{{{n_2} - 1}}\\ = \frac{{{{\left( {33.62 - 31.73} \right)}^2} + {{\left( {34.02 - 31.73} \right)}^2} + .... + {{\left( {32.54 - 31.73} \right)}^2}}}{{16 - 1}}\\ = 18.15\end{array}\)

Therefore, the variance of the scores corresponding to the arrangement of questions fromdifficult to easy is equal to 18.15.

04

Compute the test statistic

Since two independent samples involve a claim about the population standard deviation, apply an F-test.

Consider the larger sample variance to be\(s_1^2\)and the corresponding sample size to be\({n_1}\).

Here,\(s_1^2\)is the sample variance corresponding tothe arrangement of questions from easy to difficult is equal to 47.02.

\(s_2^2\)is the sample variance corresponding to thearrangement of questions fromdifficult to easy is equal to 18.15.

Substitute the respective values to calculate the F statistic:

\(\begin{array}{c}F = \frac{{s_1^2}}{{s_2^2}}\\ = \frac{{47.02}}{{18.15}}\\ = 2.591\end{array}\)

05

State the critical value and the p-value

The value of the numerator degrees of freedom is equal to:

\(\begin{array}{c}{n_1} - 1 = 25 - 1\\ = 24\end{array}\)

The value of the denominator degrees of freedom is equal to:

\(\begin{array}{c}{n_2} - 1 = 16 - 1\\ = 15\end{array}\)

For the F test, the critical value corresponding to the right-tail is considered.

The critical value can be obtained using the F-distribution table with numerator degrees of freedom equal to25and denominator degrees of freedom equal to 15 for a right-tailed test.

The level of significance is equal to:

\(\begin{array}{c}\frac{\alpha }{2} = \frac{{0.05}}{2}\\ = 0.025\end{array}\)

Thus, the critical value is equal to 2.7006

The two-tailed p-value for F equal to 2.593 is equal to 0.0596.

06

Conclusion

Since the test statistic value is less than the critical value and the p-value is greater than 0.05, the null hypothesis is failed to reject.

Thus, there is not enough evidence to supportthe claimthat the two populations of scores have different amounts of variation.

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Most popular questions from this chapter

In Exercises 5鈥20, assume that the two samples are independent simple random samples selected from normally distributed populations, and do not assume that the population standard deviations are equal. (Note: Answers in Appendix D include technology answers based on Formula 9-1 along with 鈥淭able鈥 answers based on Table A-3 with df equal to the smaller of\({n_1} - 1\)and\({n_2} - 1\).) Is Old Faithful Not Quite So Faithful? Listed below are time intervals (min) between eruptions of the Old Faithful geyser. The 鈥渞ecent鈥 times are within the past few years, and the 鈥減ast鈥 times are from 1995. Does it appear that the mean time interval has changed? Is the conclusion affected by whether the significance level is 0.05 or 0.01?

Recent

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91

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57

100

62

87

70

88

82

83

56

81

74

102

61

Past

89

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98

64

85

85

96

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95

Testing Claims About Proportions. In Exercises 7鈥22, test the given claim. Identify the null hypothesis, alternative hypothesis, test statistic, P-value or critical value(s), then state the conclusion about the null hypothesis, as well as the final conclusion that addresses the original claim.

Are Seat Belts Effective? A simple random sample of front-seat occupants involved in car crashes is obtained. Among 2823 occupants not wearing seat belts, 31 were killed. Among 7765 occupants wearing seat belts, 16 were killed (based on data from 鈥淲ho Wants Airbags?鈥 by Meyer and Finney, Chance, Vol. 18, No. 2). We want to use a 0.05 significance level to test the claim that seat belts are effective in reducing fatalities.

a. Test the claim using a hypothesis test.

b. Test the claim by constructing an appropriate confidence interval.

c. What does the result suggest about the effectiveness of seat belts?

Hypothesis Tests and Confidence Intervals for Hemoglobin

a. Exercise 2 includes a confidence interval. If you use the P-value method or the critical value method from Part 1 of this section to test the claim that women and men have the same mean hemoglobin levels, will the hypothesis tests and the confidence interval result in the same conclusion?

b. In general, if you conduct a hypothesis test using the methods of Part 1 of this section, will the P-value method, the critical value method, and the confidence interval method result in the same conclusion?

c. Assume that you want to use a 0.01 significance level to test the claim that the mean haemoglobin level in women is lessthan the mean hemoglobin level in men. What confidence level should be used if you want to test that claim using a confidence interval?

Testing Claims About Proportions. In Exercises 7鈥22, test the given claim. Identify the null hypothesis, alternative hypothesis, test statistic, P-value or critical value(s), then state the conclusion about the null hypothesis, as well as the final conclusion that addresses the original claim.

Cell Phones and Handedness A study was conducted to investigate the association between cell phone use and hemispheric brain dominance. Among 216 subjects who prefer to use their left ear for cell phones, 166 were right-handed. Among 452 subjects who prefer to use their right ear for cell phones, 436 were right-handed (based on data from 鈥淗emi- spheric Dominance and Cell Phone Use,鈥 by Seidman et al., JAMA Otolaryngology鈥擧ead & Neck Surgery, Vol. 139, No. 5). We want to use a 0.01 significance level to test the claim that the rate of right-handedness for those who prefer to use their left ear for cell phones is less than the rate of right-handedness for those who prefer to use their right ear for cell phones. (Try not to get too confused here.)

a. Test the claim using a hypothesis test.

b. Test the claim by constructing an appropriate confidence interval.

Refer to Exercise 10.83 and find a 90 % confidence interval for the difference between the mean numbers of acute postoperative days in the hospital with the dynamic and static systems.

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