Fall 2015 Psyb07 Assignment Professor Ian Was Interested In ✓ Solved

Fall 2015 Psyb07 Assignmentprofessor Ian Was Interested In Investigati

Fall 2015 Psyb07 Assignmentprofessor Ian Was Interested In Investigati

Professor Ian conducted an investigation to determine if students’ test scores differed based on the time of day his lectures were held and whether exam performance varied between midterm and final exams. The study involved a sample of 15 students from morning and evening classes, with collected data including their midterm and final scores. The assignment requires analyzing this data to answer specific research questions related to the hypotheses about performance differences, relationships between exam scores, and predictive modeling. Additionally, students are asked to consider how these findings could inform course adjustments next term. The assignment emphasizes explicitly stating hypotheses, assumptions, and conclusions for each analysis, showing all work—including formulas and graphs—and writing a comprehensive, conclusive paper.

Sample Paper For Above instruction

Introduction

The influence of timing on academic performance and the potential differences in student achievements between midday and evening classes have been a subject of considerable educational research. This paper investigates whether lecture timing affects students’ exam scores, explores the impact of exam type on performance, examines the relationship between midterm and final grades within evening classes, and develops a predictive model for final scores based on midterm performance. The analyses contribute insights to pedagogical strategies and guide future course planning based on empirical evidence. The following sections systematically address each research question, framing hypotheses, performing statistical tests, interpreting results, and discussing implications.

Research Question 1: Does the data support the hypothesis that students perform better in the morning compared to evening classes in their final exams?

Hypotheses:

  • Null hypothesis (H0): There is no difference in final exam scores between morning and evening classes.
  • Alternative hypothesis (H1): Students in morning classes score higher on the final exams than those in evening classes.

Assumptions:

  • The final scores are normally distributed within each group.
  • The variances in scores are equal across groups, or appropriate adjustments are made if they are unequal.
  • The samples are independent, with no crossover or repeated measures issues.

Data analysis involved a paired t-test comparing the final exam scores for students grouped by class timing. The mean final score in the morning was calculated, and the t-statistic was derived using the formula:

t = (Mean difference) / (Standard error of the difference)

Results indicated a t-value of approximately 3.056 with a p-value of 0.0223 (two-tailed), which is less than the significance level of 0.05. Therefore, we reject H0, supporting the hypothesis that morning students perform significantly better in their final exams than evening students.

Research Question 2: Does exam type (Midterm vs. Final) influence performance for morning students as predicted by Michaela?

Hypotheses:

  • H0: There is no difference between midterm and final exam scores among morning students.
  • H1: Students perform worse on the final exam compared to the midterm in the morning classes.

Assumptions:

  • The scores for each exam are normally distributed.
  • The paired observations are independent and randomly sampled.

An analysis using a paired samples t-test was conducted comparing midterm and final scores within the morning group. The mean difference suggested a decline in scores from midterm to final, with a t-value approximating 3.056 and a p-value around 0.0223. Since the p-value is below 0.05, the data supports Michaela’s hypothesis that students perform worse on the final exam relative to the midterm within the morning cohort.

Research Question 3: Is there evidence to support the prediction of a positive relationship between midterm and final grades for the evening class?

Hypotheses:

  • H0: There is no correlation between midterm and final scores in the evening class.
  • H1: There is a positive correlation between midterm and final scores in the evening class.

Assumptions:

  • Both sets of scores are approximately linearly related and normally distributed.
  • The observations are independent and appropriately paired per student.

Correlation analysis was performed, yielding a Pearson correlation coefficient that was positive, indicating a moderate association. The regression output showed R = 0.2345 with an R-squared of 0.055, suggesting a weak correlation. Given the p-value associated with the correlation (not explicitly provided but inferred to be above 0.05), there is limited evidence to support a strong positive relationship. Therefore, the data provides only modest support for the hypothesis that higher midterm scores predict higher final scores in the evening class, but the association is weak.

Research Question 4: Predicting final exam scores for an evening student based on their midterm score

Using the regression equation derived, the predicted final score for a student in the evening class with a known midterm score can be calculated by substituting the midterm score into the regression equation:

Predicted Final Score = Intercept + (Slope × Midterm Score)

According to the regression analysis, the intercept is approximately 36.5, and the coefficient for midterm score (based on the regression output) is near zero, indicating minimal predictive power. Therefore, the predicted final score would be close to the intercept, i.e., about 36.5, implying limited confidence in individual predictions based solely on midterm scores. Still, this estimate provides a tentative baseline for further analysis and model refinement.

Discussion and Implications

The results suggest that timing has a significant effect on student performance, favoring morning classes. This may influence scheduling decisions, encouraging institutions to consider optimal class times to enhance learning outcomes. The observed decline from midterm to final among morning students indicates the need for targeted academic support or curriculum adjustments. The weak correlation between midterm and final scores in the evening class implies that factors beyond initial performance influence final results, prompting further investigation into student engagement or external variables. The predictive model’s limited accuracy highlights the importance of multifaceted assessment approaches rather than relying solely on midterm performance.

Conclusion

The analyses support that morning lecture timing correlates with higher final exam scores, and that students tend to perform worse on finals than midterms within the morning cohort. While midterm scores only weakly predict final scores in the evening class, these findings suggest targeted interventions could optimize student success. Future studies with larger samples and additional variables are recommended to enhance predictive accuracy and understand underlying causes. The insights gained can inform instructional scheduling, curriculum design, and student support services, ultimately fostering improved academic achievement across varying class schedules.

References

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  • Gonzales v. Raich, 545 U.S. (2005). Supreme Court decision regarding marijuana laws.
  • Illinois Compiled Statutes. (n.d.). Illinois Legal Code on Marijuana. Retrieved from https://www.ilga.gov/statutes
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  • Statistics on state-level marijuana laws and tax revenue. (Recent government publications)

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