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Popular kids Who were the popular kids at your elementary school? Did they get good grades or have good looks? Were they good at sports? A study was performed in Michigan to examine the factors that determine social status for children in grades 4,5,and 6. Researchers administered a questionnaire to a random sample of 478students in these grades. One of the questions asked, "What would you most like to do at school: make good grades, be good at sports, or be popular?" The two-way table summarizes the students' responses. Is there convincing evidence of an association between gender and goal for students in grades 4,5,and 6?

Short Answer

Expert verified

Yes, there is a piece of convincing evidence for the association between goals and gender.

Step by step solution

01

Given information

We need to find out whether there is convincing evidence for the given data or not.

02

Explanation

We know that

The null hypothesis asserts that the variables are unrelated, whereas the alternative hypothesis asserts that they are.

H0represents there is an association between goals and gender.

Hα represents there is no association between goals and gender.

And expected frequencies are a product of row and column total divided by table total.

And The squared differences between the actual and predicted frequencies, divided by the expected frequency, make up the chi-square subtotals.

Therefore, there is a piece of convincing evidence for the association between goals and gender.

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Most popular questions from this chapter

P-values For each of the following, find the P-value using Table C Then

calculate a more precise value using technology.

a. χ2=19.03,df=11

b. χ2=19.03,df=3

Treating ulcers Gastric freezing was once a recommended treatment for ulcers in the upper intestine. Use of gastric freezing stopped after experiments showed it had no effect. One randomized comparative experiment found that28of the 82gastric-freezing patients improved, while 30of the 78patients in the placebo group improved. We can test the hypothesis of “no difference” in the effectiveness of the treatments in two ways: with a two-sample z test or with a chi-square test.

a. State appropriate hypotheses for a chi-square test.

b. Here is Minitab output for a chi-square test. Interpret the P-value. What conclusion would you draw?

c. Here is Minitab output for a two-sample z test. Explain how these results are consistent with the test in part (a).

Munching Froot Loops Kellogg’s Froot Loops cereal comes in six colors:

orange, yellow, purple, red, blue, and green. Charise randomly selected 120 loops and noted the color of each. Here are her data:

Do these data provide convincing evidence at the 5% significance level that Kellogg’s Froot Loops do not contain an equal proportion of each color?

“Will changing the rating scale on a survey affect how people answer the question?” To find out, the group took an SRS of 50students from an alphabetical roster of the school’s just over 1000students. The first 22students chosen were asked to rate the cafeteria food on a scale of 1(terrible) to 5(excellent). The remaining 28students were asked to rate the cafeteria food on a scale of 0(terrible) to 4(excellent). Here are the data:

The students decided to compare the average ratings of the cafeteria food on the two scales.

a. Find the mean and standard deviation of the ratings for the students who were given the 1to5scale.

b. For the students who were given the 0to4scale, the ratings have a mean of 3.21and a standard deviation of 0.568. Since the scales differ by one point, the group decided to add 1to each of these ratings. What are the mean and standard deviation of the adjusted ratings?

c. Would it be appropriate to compare the means from parts (a) and (b) using a two-sample t test? Justify your answer

Is your random number generator working? Use your calculator’s RandInt function to generate 200 digits from 0 to 9 and store them in a list.

a. State appropriate hypotheses for a chi-square test for goodness of fit to determine whether your calculator’s random number generator gives each digit an equal chance of being generated.

b. Carry out a test at the α=0.05 significance level. Hint: To obtain the observed

counts, make a histogram of the list containing the 200 random digits, and use the trace feature to see how many of each digit were generated. You may have to adjust your window to go from 0.5to9.5 with an increment of 1

c. Assuming that a student’s calculator is working properly, what is the probability that the student will make a Type I error in part (b)?

d. Suppose that 25 students in an AP® Statistics class independently do this exercise for homework and that all of their calculators are working properly. Find the probability that at least one of them makes a Type I error.

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