Question

1. A professor wants to know how effective their teaching style is to make adjustments if necessary, so they administered a pretest of class content on the first day of class, then the same test again during midterms. The test was out of 15 points, and the scores from both the pretest and posttest are in the table below. Is there evidence to suggest that their teaching style is making a difference in students’ understanding of the class content? α = .05 (5 pts)

Fill in all the colored blanks by typing inside the boxes. Show your work in the “Show work here” box by typing out what numbers you use in which equations.

Student	Pretest (	Posttest ()	:
A	9	10	1
B	6	14	8
C	10	10	0
D	8	6	-2
E	11	15	4
F	12	8	-4
G	2	8	6
H	4	10	6
I	8	8	0

Finish the hypotheses using the appropriate symbols (highlight and drag or copy/paste):

= ≠ > ≥ < ≤

H₀: µ_D __ =___

H₁: µ_D __ ≠___

=		Show work here (what values you plug in where)
df (n-1)	8
tcrit Find in t_table on RN
Reject / fail to reject?

Using APA style, please write out the results in this box.

Answer 1

	Student	Pretest	Posttest	Diff
	A	9	10	1
	B	6	14	8
	C	10	10	0
	D	8	6	-2
	E	11	15	4
	F	12	8	-4
	G	2	8	6
	H	4	10	6
	I	8	8	0
Mean			Dbar	2.111111
St. dev.			Sd	4.075673
n			n	9

Hypothesis:

H0: μD = 0

Ha: μD not = 0

Rejection region:

α = 0.05, df = 8

tc​ = 2.306(Use t table)

Test:

t = D bar / (Sd/SQRT(n))

t = 2.1111/(4.076/SQRT(9)) = 1.5538

Decision:

t stat < tc​ = 2.306

p value = 0.1588 > 0.05

Conclusion:

There is not enough evidence to conclude that their teaching style is making a difference in students’ understanding of the class content at 0.05 significance level