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BTM8106-8-2 Jackson Even-Numbered Chapter Exercises

Even-numbered exercises analyzing business research techniques.

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    BTM8106 - 8 - 2 1 Part I BTM8106 - 8 - 2 JACKSON EVEN - NUMBERED CHAPTER EXERCISES (PP. 220 - 221 ). 2 a . This is a one - tail test because the manufacturers of the toothpaste want to prove that their new toothpaste prevents more cavities than other brands of toothpaste (their sample vs. the general population. 2b. Ho: μ cavities with toothpaste1 ≤ μ cavities in general population Ha: μcavities with toothpaste1 > μ cavities in general population 2c . σ x̅ = 1.12 / √ 60 = 1.12 / 7.745: = .144 z = 1.73 - 1.5 / .144 = .23 / .144 : = 1.597 2d . ± 1.645 (Jackson, p.205). 2e. No, it should not be rejected. If the p - value is large, (> .05) than the evidence against the null hypothesis is small. The conclusion is that using the manufacturer’s toothpaste prevents more cavities than their competitor’s toothpaste. 2f. σ x̅ = 1.12 / √ 60 = 1.12 / 7.745: = .144 CI = 1. 50 ± 1.96 x 1.12 / √ 60 : = 1. 50 ± 1.96 x . 144: = 1.50 ± .28 34 1.5 - .2834 = 1.2166 , 1.5 + .2834 = 1.7834 4. H e is more likely to make a Type I error. 6 a . This is a two - tailed test . 6b. Ho: μclassical music listeners ≤ μ spatial ability in general population Ha: μclassical music listeners > μ spatial ability in general population 6c. x̅ = 52 +59 + 63 + 65 + 58 + 55 + 62 + 63 + 53 + 59 + 57 + 61 + 60 + 59 / 14: = 59 (52 - 59)² / 14 - 1, + (59 - 59)² / 14 – 1 : = 3.802 59 - 58 / 3.802 / √ 14 = 1 / 1.0161: .9841

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    BTM8106 - 8 - 2 2 6d. 2.1603 6e. No, it should not be rejected. The conclusion is that listeners of classical will score differently a tests of spatial ability. 6f. 59 ± 2.1603 x 3.8028 / √ 14 = 59 ± 2.1956: 56.8044 ≤ μ ≤ 61.956 8 a . 1.0423 8b. 1 8c. 3.8415 8d. Fail reject the null hypothesis. Peop le in California is greater than the national exercise rate. What are degrees of freedom? How are the calculated? They are the number of scores in a sample that are free to vary. D egrees of freedom in an equation is vital since the number of degrees lets us know how many values in the final calculation are allowed to vary. Since statistics attempts to be as precise as possible, the degrees of freedom calculation is done often and contributes to the validity of the outcome (Lawrence, 2015). There is no g eneral rule for determining the degrees of freedom that appli es to every inference problem. However, these are the gen eral considerations used in determining the degrees of freedom: type of statistical test needed to run; number of independent variables in the population or sample; and the critical values for the equation using a critical value table. What do inferentia l statistics allow you to infer? They allow researchers to draw conclusions about a population based on data collected from a sample. According to Cozby and Bates (2012) they are used to determine whether the results of an experiment would match the results of repeated experiments using multiple samples; “inferring that the difference in sample means reflects a true difference in the population means ” (p. 263).

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