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R & A II, Chapter 11 Practice A music teacher hypothesized that singing with hand movements about math will improve the math scores of elementary school children. To test her hypothesis, the teacher obtained permission from 10 parents of Dixie Bee Elementary school children to give their children an extra 30 minutes of singing (about math) instruction at the end of the school day. The 10 children were first given a standard math test by their music teacher. Then they received 30 minutes of singing time with their music teacher, once a week, for 6 weeks. The 30 minute sessions included singing and dancing to songs about math. At the end of the 6 weeks period, the music teacher gave the children the same math test again. Below are the pretest and posttest scores for the 10 children. There were 10 questions on the math test. Participant # 1 2 3 4 5 6 7 8 9 10 Pretest Score 5 4 7 3 2 8 8 2 5 Posttest Score 6 5 7 4 5 7 9 5 7 9 Change in Score +1 +1 0 +1 +3 -1 +1 +3 +2 +2 - Mean Score 5.1 (SD 2.33) 6.4 (SD 1.71) B The researcher looks at the scores and is delighted. She conducted a paired samples t-test and found a significant difference in the means, p<.01. She reports to the school principal that the scores of the children improved! She concludes that incorporating music about math into the school day increases math scores. She urges her principal to set up an after school program for her Math and Music program. You have doubts about the music teacher's research. What are the major threats to internal validity that exist in this study? Explain the major threats to internal validity and provide a good solutions.

R & A II, Chapter 11 Practice A music teacher hypothesized that singing with hand movements about math will improve the math scores of elementary school children. To test her hypothesis, the teacher obtained permission from 10 parents of Dixie Bee Elementary school children to give their children an extra 30 minutes of singing (about math) instruction at the end of the school day. The 10 children were first given a standard math test by their music teacher. Then they received 30 minutes of singing time with their music teacher, once a week, for 6 weeks. The 30 minute sessions included singing and dancing to songs about math. At the end of the 6 weeks period, the music teacher gave the children the same math test again. Below are the pretest and posttest scores for the 10 children. There were 10 questions on the math test. Participant # 1 2 3 4 5 6 7 8 9 10 Pretest Score 5 4 7 3 2 8 8 2 5 Posttest Score 6 5 7 4 5 7 9 5 7 9 Change in Score +1 +1 0 +1 +3 -1 +1 +3 +2 +2 - Mean Score 5.1 (SD 2.33) 6.4 (SD 1.71) B The researcher looks at the scores and is delighted. She conducted a paired samples t-test and found a significant difference in the means, p<.01. She reports to the school principal that the scores of the children improved! She concludes that incorporating music about math into the school day increases math scores. She urges her principal to set up an after school program for her Math and Music program. You have doubts about the music teacher's research. What are the major threats to internal validity that exist in this study? Explain the major threats to internal validity and provide a good solutions.

Glencoe Algebra 1, Student Edition, 9780079039897, 0079039898, 2018
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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R & A II, Chapter 11 Practice A music teacher hypothesized that singing with hand movements about math will improve the math scores of elementary school children. To test her hypothesis, the teacher obtained permission from 10 parents of Dixie Bee Elementary school children to give their children an extra 30 minutes of singing (about math) instruction at the end of the school day. The 10 children were first given a standard math test by their music teacher. Then they received 30 minutes of singing time with their music teacher, once a week, for 6 weeks. The 30 minute sessions included singing and dancing to songs about math. At the end of the 6 weeks period, the music teacher gave the children the same math test again. Below are the pretest and posttest scores for the 10 children. There were 10 questions on the math test. Participant # Posttest Score. 6 5 7 1 2 3 4 5 6 7 8 Pretest Score 5 4 7 3 2 8 8 2 5 4 5 7 9 5 7 9 Change in Score +1 +1 0 +1 +3 -1 +1 +3 +2 +2 9 10 Mean Score 5.1 (SD=2.33) 6.4 (SD 1.71) The researcher looks at the scores and is delighted. She conducted a paired samples t-test and found a significant difference in the means, p<.01. She reports to the school principal that the scores of the children improved! She concludes that incorporating music about math into the school day increases math scores. She urges her principal to set up an after school program for her Math and Music program. You have doubts about the music teacher's research. What are the major threats to internal validity that exist in this study? Explain the major threats to internal validity and provide a good solutions.
Transcribed Image Text:R & A II, Chapter 11 Practice A music teacher hypothesized that singing with hand movements about math will improve the math scores of elementary school children. To test her hypothesis, the teacher obtained permission from 10 parents of Dixie Bee Elementary school children to give their children an extra 30 minutes of singing (about math) instruction at the end of the school day. The 10 children were first given a standard math test by their music teacher. Then they received 30 minutes of singing time with their music teacher, once a week, for 6 weeks. The 30 minute sessions included singing and dancing to songs about math. At the end of the 6 weeks period, the music teacher gave the children the same math test again. Below are the pretest and posttest scores for the 10 children. There were 10 questions on the math test. Participant # Posttest Score. 6 5 7 1 2 3 4 5 6 7 8 Pretest Score 5 4 7 3 2 8 8 2 5 4 5 7 9 5 7 9 Change in Score +1 +1 0 +1 +3 -1 +1 +3 +2 +2 9 10 Mean Score 5.1 (SD=2.33) 6.4 (SD 1.71) The researcher looks at the scores and is delighted. She conducted a paired samples t-test and found a significant difference in the means, p<.01. She reports to the school principal that the scores of the children improved! She concludes that incorporating music about math into the school day increases math scores. She urges her principal to set up an after school program for her Math and Music program. You have doubts about the music teacher's research. What are the major threats to internal validity that exist in this study? Explain the major threats to internal validity and provide a good solutions.
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