Consider Mary’s experiment regarding whether learning of 6th graders on a math lesson is affected by background noise level. Mary has collected her data. What is the null hypothesis for her study? What is the alternative hypothesis for her study? What are the assumptions that must be met about her data before she can correctly use an independent t-test to test the hypotheses? Why? How would she see if her data met these assumptions? How much room does she have to violate any of these assumptions and still get accurate results from the t-test? Explain and support your answers.
In Module 4, we considered Mary’s interest in doing a study to see if learning of 6th graders on a math lesson is affected by background noise level. There, she was planning to use two noise conditions and then analyze her outcomes using a t-test for independent groups. Describe the study Mary might plan where she would use a one-way analysis of variance (ANOVA) for independent groups instead of a t-test to study differences between noise levels. What is her independent variable here? Describe the conditions she could create for this study. What is her dependent variable? Describe a way to measure the DV so that each participant would have one score at the end that would be on a continuous scale of measurement. Support your responses.
Consider Mary’s study of whether the learning of 6th graders on a math lesson is affected by background noise level. Describe the pros and cons of Mary using a repeated measures design for this study. What would you probably choose to do? Support your