Miguel Angel Llovera Da Corte REMS 5953 Online Fall 2012 Homework #3: Paired-Samples t-test Step 1.

Population 1: Scores from students who took the verbal portion of the SAT Population2: Scores from students who took the math portion of the SAT Justify paired-sample t-test: the hypothesis tests will be a paired-sample t-test given that we have two samples (SAT scores), and all students (males and females) are in both samples Justify two-tailed test: The research hypothesis does not indicate a direction of mean difference or change in the dependent variable, but indicates that there will be a mean difference. Did we meet assumptions of parametric tests: 1) Is dependent variable on a scale? YES 2. Are data from a randomly selected sample? NO. The procedure for selecting the students was not explained. 3. Is the dependent variable normally distributed in the population, or are there more than 30 scores? YES. Pair 1 Verbal (N=40) / Math (N=40)

Step 2. Null hypothesis in words: Students who took the Verbal portion of the SAT performed equally well, on average, as students who took the Math portion of the test. Null hypothesis in symbols: (H0: 1 = 2). Research hypothesis in words: Students who took the Verbal portion of the SAT scored differently, on average, than students who took the Math portion of the test. Research hypothesis in symbols (H1: 1 2).

Step 3. M== 0 S= SM =

Step 4: df=N-1= 40 -1 = 39 2.021 and 2.021

The critical value based on 39 degrees of freedom , a p-level of 0.05, and a two-tailed test, are -

Step 5: t

Step 6: reject H0/fail to reject H0? Fail to reject H0 because the test statistic, .034, is within the critical t values of -2.021 and 2.021. It appears that students who took the Verbal portion of the SAT performed equally well, on average, as students who took the Math portion of the test.

95% confidence interval: Mlower = -t( Mupper = t( ) + Msample = -2.021 (14.60) +(0.5) = -29.5066 + 0.5 = -29.0066 ) + Msample = 2.021 (14.60) + (0.5) = 29.5066 + 0.5 = 30.0066

The 95% confidence interval is [-29.01, 30.01] We can be 95% confident that students who take the Verbal portion of the SAT would perform equally well, on average, as students who would take the Math portion of the test.

Cohens D: Cohens d = = = .0054

The effect size, d= .0054, tells us that the sample mean difference and the population mean difference are .0054 standard deviations apart. According to Cohens conventions, this is a small effect.

Statistics as presented in a journal article: t(39) = .034, p > 0.05, d =.0054

Miguel Angel Llovera Da Corte REMS 5953 Online Fall 2012 Homework #3: Independent Samples t-test

Step 1. Population 1: Men exposed to the Verbal portion of the SAT Population2: Women exposed to the Verbal portion of the SAT Justify independent-samples t-test: the hypothesis tests will be an independent-sample t-test given that we have two samples composed of different groups of participants (men and women) Justify two-tailed test: The research hypothesis does not indicate a direction of mean difference or change in the dependent variable, but indicates that there will be a mean difference. Did we meet assumptions of parametric tests: 1) Is dependent variable on a scale? YES 2. Are data from a randomly selected sample? NO. The procedure for selecting the students was not explained. 3. Is the dependent variable normally distributed in the population, or are there more than 30 scores? Yes, there are more than 30 scores (N=40).

Step 2. Null hypothesis in words: On average, men exposed to the Verbal portion of the SAT performed equally well as women exposed to the same portion of the test. Null hypothesis in symbols: (H0: 1 = 2). Research hypothesis in words: On average, men exposed to the Verbal portion of the SAT scored differently than women exposed to the same portion of the test. Research hypothesis in symbols (H1: 1 2).

Step 3. (1-2) = 0 Mx = 629.57 = My = 606.47 =

= N-1= 23-1 = 22 = N-1= 17-1 = 16 = = 22+16 = 38

( 10754.896

= = +

= 467.60 + 632.64 = 1100.24

Step 4: the critical value based on 38 degrees of freedom , a p-level of 0.05, and a two-tailed test, are -2.021 and 2.021

Step 5: t

Step 6: reject H0/fail to reject H0? Fail to reject H0 because the test statistic, .696, is within the critical t values of -2.021 and 2.021. We conclude that there is no evidence from this study to support the research hypothesis that either men or women are more likely than the opposite gender, on average, to do better on the verbal portion of the SAT.

95% confidence interval: (Mx - My)lower = -t( (Mx My)upper = t( ) + (Mx My)sample = -2.021 (33.17) +(23.09463) = -67.03657 + 23.09463 = -43.9419 ) + (Mx My)sample = 2.021 (33.17) + (23.09463) = 67.03657 + 23.09463 = 90.1312

The 95% confidence interval is [-43.94, 90.13] We can be 95% confident that man who take the Verbal portion of the SAT would perform equally well, on average, as women who would take the Verbal portion of the test.

Cohens D: Cohens d = = .2227

The effect size, d= .2227, tells us that the two sample means are .2227 standard deviations apart. According to Cohens conventions, this is a small to medium effect.

Statistics as presented in a journal article: t(38) = .696, p > 0.05, d =.2227