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eachers 400 USE SALT 55 420 55 70 a hypothesis test to determine if there is convincing evidence that the proportions falling into the five First Amendment rights categories are not the same Use a significance level of a = 0.01. the test statistic. (Round your answer to two decimal places.) ology to calculate the P-value. (Round your answer to four decimal places.) conclusion in the problem context. to reject Ho. There is convincing evidence that the proportions falling into the five First Amendment rights categories are not the same for teachers and stu ct Ho. There is not convincing evidence that the proportions falling into the five First Amendment rights categories are not the same for teachers and stude ct Ho. There is convincing evidence that the proportions falling into the five First Amendment rights categories are not the same for teachers and students. to reject Ho. There is not convincing evidence that the proportions falling into the five First Amendment rights categories are not the same for teachers and

eachers 400 USE SALT 55 420 55 70 a hypothesis test to determine if there is convincing evidence that the proportions falling into the five First Amendment rights categories are not the same Use a significance level of a = 0.01. the test statistic. (Round your answer to two decimal places.) ology to calculate the P-value. (Round your answer to four decimal places.) conclusion in the problem context. to reject Ho. There is convincing evidence that the proportions falling into the five First Amendment rights categories are not the same for teachers and stu ct Ho. There is not convincing evidence that the proportions falling into the five First Amendment rights categories are not the same for teachers and stude ct Ho. There is convincing evidence that the proportions falling into the five First Amendment rights categories are not the same for teachers and students. to reject Ho. There is not convincing evidence that the proportions falling into the five First Amendment rights categories are not the same for teachers and

MATLAB: An Introduction with Applications
MATLAB: An Introduction with Applications
6th Edition
ISBN:9781119256830
Author:Amos Gilat
Publisher:Amos Gilat
Chapter1: Starting With Matlab
Section: Chapter Questions
Problem 1P
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A foundation asked each person in a representative sample of high school students and in a representative sample of high school teachers which of the rights guaranteed by the First Amendment they thought was the most important. Suppose that the sample size for each sample was 1,000. Data consistent with summary values from the study are summarized in the accompanying table. Students = Teachers Freedom of Speech 658 400 USE SALT Most Important First Amendment Right Freedom of Religion Freedom to Peacefully Assemble Freedom of the Press 30 55 245 420 20 55 Freedom to Petition the Government 47 70 (a) Carry out a hypothesis test to determine if there is convincing evidence that the proportions falling into the five First Amendment rights categories are not the same for teachers and students. Use a significance level of a = 0.01. Calculate the test statistic. (Round your answer to two decimal places.) x²= Use technology to calculate the P-value. (Round your answer to four decimal places.) P-value = State the conclusion in the problem context. O Fail to reject Ho. There is convincing evidence that the proportions falling into the five First Amendment rights categories are not the same for teachers and students. Reject Ho. There is not convincing evidence that the proportions falling into the five First Amendment rights categories are not the same for teachers and students. Reject Ho. There is convincing evidence that the proportions falling into the five First Amendment rights categories are not the same for teachers and students. Fail to reject Ho. There is not convincing evidence that the proportions falling into the five First Amendment rights categories are not the same for teachers and students. (b) Based on your test in part (a) and a comparison of observed and expected cell counts, write a brief description of how teachers and students differ with respect to what they view as the most important of the First Amendment rights. The result of part (a) tell us that there is [---Select--- evidence that students and teachers have different beliefs regarding the most important First Amendment right categories. Analysis of the observed and expected counts indicate that the largest deviations between students and teachers occur in which two categories? (Select all that apply.) O Freedom of Speech Freedom of the Press Freedom of Religion O Freedom to Peacefully Assemble O Freedom to Petition the Government
Transcribed Image Text:A foundation asked each person in a representative sample of high school students and in a representative sample of high school teachers which of the rights guaranteed by the First Amendment they thought was the most important. Suppose that the sample size for each sample was 1,000. Data consistent with summary values from the study are summarized in the accompanying table. Students = Teachers Freedom of Speech 658 400 USE SALT Most Important First Amendment Right Freedom of Religion Freedom to Peacefully Assemble Freedom of the Press 30 55 245 420 20 55 Freedom to Petition the Government 47 70 (a) Carry out a hypothesis test to determine if there is convincing evidence that the proportions falling into the five First Amendment rights categories are not the same for teachers and students. Use a significance level of a = 0.01. Calculate the test statistic. (Round your answer to two decimal places.) x²= Use technology to calculate the P-value. (Round your answer to four decimal places.) P-value = State the conclusion in the problem context. O Fail to reject Ho. There is convincing evidence that the proportions falling into the five First Amendment rights categories are not the same for teachers and students. Reject Ho. There is not convincing evidence that the proportions falling into the five First Amendment rights categories are not the same for teachers and students. Reject Ho. There is convincing evidence that the proportions falling into the five First Amendment rights categories are not the same for teachers and students. Fail to reject Ho. There is not convincing evidence that the proportions falling into the five First Amendment rights categories are not the same for teachers and students. (b) Based on your test in part (a) and a comparison of observed and expected cell counts, write a brief description of how teachers and students differ with respect to what they view as the most important of the First Amendment rights. The result of part (a) tell us that there is [---Select--- evidence that students and teachers have different beliefs regarding the most important First Amendment right categories. Analysis of the observed and expected counts indicate that the largest deviations between students and teachers occur in which two categories? (Select all that apply.) O Freedom of Speech Freedom of the Press Freedom of Religion O Freedom to Peacefully Assemble O Freedom to Petition the Government
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