A researcher is interested in whether completing a six-week speed-reading course designed for sighted readers affects reading speed among blind Braille readers. She has blind adults complete a reading speed test before and after a six-week speed-reading course. The researcher randomly selects a sample of 50 blind Braille readers who, at the beginning of the study, scored an average of 261 words per minute on the reading speed test. After the speed-reading course, the blind Braille readers scored an average of 7 words per minute higher. The standard deviation of the difference scores was 21. Since the sample size is larger than 30, the researcher can assume that the sampling distribution of Mp is normal. She uses a repeated-measures t test to test that the mean difference is zero, and she describes the results as follows: After the speed-reading course, the Braille reading speed among blind Braille readers is significantly different than before taking the course, t(49) = 2.36, p = 0.022. If the researcher had used a repeated-measures ANOVA to test that the mean Braille reading speed is the same before and after the speed-reading course, she would describe the results as follows (fill in all missing values): After the speed-reading course, the Braille reading speed among blind Braille readers is course, F( p = 0.022. = different than before taking the
A researcher is interested in whether completing a six-week speed-reading course designed for sighted readers affects reading speed among blind Braille readers. She has blind adults complete a reading speed test before and after a six-week speed-reading course. The researcher randomly selects a sample of 50 blind Braille readers who, at the beginning of the study, scored an average of 261 words per minute on the reading speed test. After the speed-reading course, the blind Braille readers scored an average of 7 words per minute higher. The standard deviation of the difference scores was 21. Since the sample size is larger than 30, the researcher can assume that the sampling distribution of Mp is normal. She uses a repeated-measures t test to test that the mean difference is zero, and she describes the results as follows: After the speed-reading course, the Braille reading speed among blind Braille readers is significantly different than before taking the course, t(49) = 2.36, p = 0.022. If the researcher had used a repeated-measures ANOVA to test that the mean Braille reading speed is the same before and after the speed-reading course, she would describe the results as follows (fill in all missing values): After the speed-reading course, the Braille reading speed among blind Braille readers is course, F( p = 0.022. = different than before taking the
Glencoe Algebra 1, Student Edition, 9780079039897, 0079039898, 2018
18th Edition
ISBN:9780079039897
Author:Carter
Publisher:Carter
Chapter10: Statistics
Section10.6: Summarizing Categorical Data
Problem 10CYU
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Transcribed Image Text:A researcher is interested in whether completing a six-week speed-reading course designed for sighted readers affects reading speed among blind
Braille readers. She has blind adults complete a reading speed test before and after a six-week speed-reading course.
The researcher randomly selects a sample of 50 blind Braille readers who, at the beginning of the study, scored an average of 261 words per minute
on the reading speed test. After the speed-reading course, the blind Braille readers scored an average of 7 words per minute higher. The standard
deviation of the difference scores was 21. Since the sample size is larger than 30, the researcher can assume that the sampling distribution of MD is
normal.
She uses a repeated-measures t test to test that the mean difference is zero, and she describes the results as follows:
After the speed-reading course, the Braille reading speed among blind Braille readers is significantly different than before taking the
course, t(49) = 2.36, p = 0.022.
If the researcher had used a repeated-measures ANOVA to test that the mean Braille reading speed is the same before and after the speed-reading
course, she would describe the results as follows (fill in all missing values):
After the speed-reading course, the Braille reading speed among blind Braille readers is
course, F(,.
, p = 0.022.
=
different than before taking the
A
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