# HW8 - Chapter 10 One-Factor Between-Subjects Analysis of...

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Chapter 10. One-Factor Between-Subjects Analysis of Variance Name: Class: Date: From Kiess and Green’s Statistical Concepts for the Behavioral Sciences, 4/e Assignment 10.1 For each of the following data sets, complete a between-subjects analysis of variance. Determine if the differences between the means are statistically significant with α = .05. Data Set A 1 A X 2 A X 6 11 7 7 4 9 5 10 3 9 Data Set B 1 A X 2 A X 3 A X 17 18 16 15 19 17 16 20 15 18 18 18 19 15 15 Data Set C 1 A X 2 A X 3 A X 5 9 8 5 7 6 7 8 3 7 12 5 3 10 4

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Chapter 10. One-Factor Between-Subjects Analysis of Variance Data Set D 1 A X 2 A X 3 A X 4 A X 25 36 18 25 35 37 17 27 31 34 23 16 41 39 26 14 27 33 29 29
Chapter 10. One-Factor Between-Subjects Analysis of Variance Name: Class: Date: From Kiess and Green’s Statistical Concepts for the Behavioral Sciences, 4/e Assignment 10.2 Complete a one-factor between-subjects analysis of variance for each of the following data sets. Determine if the differences between the means are statistically significant with α = .05. A. Many students switch majors after coming to college, but students who come to college with an “undeclared” major are likely to struggle more academically than those students who have an academic major. Some colleges help undeclared students by having them take a first-year experience class, which deals with many of the problems that first-year students encounter. One professor, however, hypothesized that an activity that trains students to think about themselves in the future would be more effective than a typical first-year experience class. In this activity, students practice thinking about their professional future-self and the personal future-self. Then, as students consider possible majors, they are encouraged to think about themselves in the future in the context of that particular career. To test this hypothesis, the professor obtained a group of 15 undeclared students and randomly assigned them to one of three conditions: (1) students in the control group simply had a standard semester with no special intervention or courses, (2) students in the standard class condition were assigned to a first-year experience class designed to assist them in becoming acclimated to college and selecting a major, and (3) students in the modified class attended a class similar to the typical first-year experience class, except the students were trained to think about their professional and personal future selves when evaluating a possible career choice. A measure of “academic struggling,” which included questions on comfort level in college, sense of self worth, sense of control of what happens academically, and ability to achieve academic success, was used as the dependent variable. The scores obtained on this measure are given below for each class condition. Use these data to test the professor’s hypothesis.

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## This note was uploaded on 03/15/2010 for the course PSYCHOLOGY 100B taught by Professor Firstenberg,i. during the Winter '10 term at UCLA.

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HW8 - Chapter 10 One-Factor Between-Subjects Analysis of...

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