The document provides instructions for an assignment with 5 questions analyzing datasets. It includes tasks like generating scatterplots, identifying outliers, computing correlation coefficients, conducting regression analyses and hypothesis tests, and interpreting the results. Students are asked to compile their answers in a Microsoft Word document and show their work. They should pay careful attention to formatting details like rounding decimals and labeling figures.

1. ASSIGNMENT 1
(To be submitted through the Assignment Submission Folder in
iLearn)
DO NOT change or delete the questions. Compile your answers
in one Microsoft Word
document (2 points will be deducted for not following this
instruction).
Round your results to have 3 decimal points at the end.
Please pay careful attention to highlighted/bolded parts.
PART 1
Question 1 (5 Points)
The 2006 General Social Survey asked, “What do you think is
the ideal number of children for a
family to have?” the 1,097 females who responded had a median
of 2, mean of 3.16, and a
standard deviation of 1.91.
a. What is the point estimate of the population mean? (1 points)
b. Find the standard error of the sample mean. Show your work.
(1 points)
c. Compute the 95% confidence interval of the population mean
and interpret it. Show your

2. work. (2 points)
d. Is it plausible that the population mean could be equal to 2?
Explain. (1 points)
Question 2 (8 points)
Using the Class Preparation dataset provided:
a. Generate a scatterplot of the two variables using Excel
between the variables “y = Test
Scores (percentage)” and “x = Study time (hours)”. (2 points)
i. Label this scatterplot as Scatterplot 1a. Provide an
appropriate title for the chart
and labels for both axes.
ii. Describe the relationship depicted on the scatterplot.
b. Identify outlier/s and delete it/them (simply remove the
values, do not replace with zero).
(2 points)
i. Show the new scatterplot and label as Scatterplot 1b.
ii. Describe the pattern that emerges. What might this
relationship imply? Be careful
not to infer cause and effect
c. Compute the Pearson’s correlation coefficient between the
two variables (while outlier is
deleted) and explain the correlation obtained. Refer to both the
strength and direction of
the correlation in your interpretation. Include the correlation

3. table. (2 points)
d. Calculate the correlation in terms of r-squared (coefficient of
determination) and
interpret the r-squared. Be careful not to infer cause and
effect.(2 points)
Question 3 (5 Points)
You are given data from a Student Self-efficacy Survey which
includes composite variables of
Math Self-efficacy and Student Class Effort. Using this dataset:
a. Conduct a regression analysis to predict Math Self-efficacy
(Y) from Student Class Effort
(X) and show the regression output table. (2 points)
b. Interpret the results, address the multiple correlation
coefficient (R), coefficient of
determination (R-squared), and the significance level (p-value).
(3 points)
Question 4: (5 Points)
Mr. White wanted to find out if there was a difference in the 3rd
period science TCAP scores (n =
38) versus 5th period science TCAP scores (n = 34). The data
are provided to you in Excel sheet
called TCAP scores.

4. a. Generate summary statistics table (central tendency and
variability measures) for the
three samples and briefly summarize what they say. (2 points)
b. Generate a graph of the means of the two groups. Clearly
label your axes, and give your
figure a title. (1 points)
c. Conduct a test of significance for the difference between the
mean test scores, show the
table, and interpret the results. (2 points)
Question 5: (4 Points)
This requires you to conduct a one-way analysis of variance.
Ms. Erin, a middle school teacher, wanted to find out if there
was a difference in the achievement
of students between those who received instruction in a flipped
classroom, online classroom, and
traditional face-to-face classroom. Data are given in the Flipped
classroom worksheet in Excel.
a. Conduct an appropriate test to determine if there are
differences among the various
classroom teaching strategies and present the results of the
analysis table (2 points).
b. Interpret the results, talk about the F value and the
significance level (p-value). (2
points).

5. PART 2
Question 6: Hypothesis testing (8 Points)
For this problem, collect data on any variables of interest
(sample size for each of the two groups
should be about 30) and perform a two-sided significance test
for comparing two independent
population means. You can also simulate your own data.
Address the following:
a. A brief introductory paragraph describing the problem. (1
points)
b. Set up your framework in a null and alternative hypothesis
using symbols and notation
as they are presented in the textbook. (1 points)
c. A paragraph describing how you collected the data (i.e., the
number of observations, time
of day, etc. Please present the raw data in a table. (1 points)
d. Create a graph of the means of the two samples using Excel.
Clearly label your axes, and
give your figure a title. (1 points)
e. Decide on a statistical analysis, show the analysis table, and
explain the results of the
analysis (calculated statistics, and p-values). (2 points)

6. f. Based on what you find, state your decision (whether you
reject or fail to reject the H0)
and conclusion (whether you have sufficient or insufficient
evidence for H1). (1 points)
g. Describe how would you change the design to become
dependent or related
samples? (1 points)
TEST SCORES STUDY TIME
85 3
87 4
74 3
95 6
76 3
66 1.5
90 4
38 0.25
39 0.5
59 1
85 4
72 1.5

7. 78 1.5
93 5
86 3
69 1
78 2.5
72 2
92 2
100 0
43 1.5
42 3
97 3.5
88 3
66 2
97 6
96 3
85 2.5
86 2
59 12

8. 85 3
81 3
87 0.5
86 3
62 2
83 3.5
32 1
50 2
92 2
44 2
64 1
86 4
77 3
78 2
93 2.5
27 0
93 2

9. 95 3.5
46 2
GENDER SES
MATH SELF-
EFFICACY
CLASS EFFORT
Male -0.66 -0.90 -1.27
Male -0.53 -1.08 -1.34
Male 1.16 0.36 -0.46
Female -0.50 -0.63 -0.92
Male -0.97 1.77 1.70
Female -0.84 1.29 0.69
Female -0.82 -0.87 0.33
Female -0.09 -0.13 1.45
Female 0.21 0.76 0.33
Female 0.65 1.77 0.24
Male -0.19 0.82 -1.34
Male 0.18 0.25 -0.59

10. Female -0.70 -0.63 -1.05
Female -0.60 0.10 0.03
Female -0.54 -1.57 -1.05
Male -0.33 1.77 -2.20
Male 0.41 -0.63 -1.05
Female -0.24 -1.57 -0.83
Male -1.19 -0.93 -2.42
Male -1.01 1.77 0.33
Male -0.54 1.77 1.18
Male -0.40 0.36 -0.35
Male -0.31 -0.63 -1.05
Male -0.23 -0.63 0.33
Male -0.19 -0.12 -0.19
Male -0.08 1.02 0.62
Male -0.06 -0.61 -0.50
Male -0.03 -1.36 -0.52
Male 0.08 -0.63 -1.05
Male 0.18 1.52 1.41

11. Male 0.64 0.85 0.89
Male 0.72 -0.37 -0.76
Male 0.81 -0.17 -0.50
Male 0.99 -1.83 -2.42
Male 1.38 0.13 1.11
Male 1.40 1.02 -0.29
Male 1.64 0.57 0.33
Female -0.64 -0.63 0.80
Female -0.54 1.53 -1.34
Female -0.52 -0.43 0.55
Female -0.36 0.13 0.33
Female -0.33 -0.63 -0.26
Female -0.22 1.05 -0.95
Female -0.14 1.77 0.85
Female 0.04 0.13 -0.54
Female 0.10 1.30 1.41
Female 0.78 0.12 1.70

12. Female 1.16 0.82 1.16
Female 1.22 -0.63 0.03
Male 1.38 0.13 1.11
Science TCAP 3rd
Period
Science TCAP 5th
Period
75 85
100 87
77 74
83 95
89 76
94 66
98 90
72 38
85 39
88 59

13. 84 85
72 72
100 78
92 93
81 86
89 69
91 78
68 72
77 92
57 100
94 43
97 42
79 97
89 88
62 66
87 97
72 96
45 85

14. 100 86
98 59
82 85
73 81
79 87
77
84
97
48
FACE-TO-FACE
CLASSROOM
FLIPPED
CLASSROOM
ONLINE
CLASSROOM
80% 90% 75%
90% 90% 100%

15. 90% 90% 77%
90% 90% 83%
90% 90% 89%
90% 90% 70%
90% 90% 98%
90% 90% 72%
90% 90% 85%
90% 90% 68%
90% 85% 84%
90% 85% 69%
90% 85% 78%
90% 85% 92%
90% 85% 81%
90% 85% 89%
85% 85% 72%
85% 85% 68%
85% 85% 77%
85% 85% 57%

16. 85% 80% 94%
85% 80% 74%
85% 80% 79%
85% 80% 89%
80% 80% 62%
80% 80% 55%
80% 80% 72%
80% 80% 45%
80% 80% 100%
80% 80% 98%
80% 80% 82%
80% 75% 73%
80% 75% 79%
80% 75% 77%
80% 75% 84%
80% 75% 97%
80% 75% 48%
75% 75% 87%

17. 75% 75% 84%
75% 70% 100%
75% 63%
75% 81%
75%
75%