PSY 5110 Week 4 – Assignment: Answer Questions about Hypothesis Testing 

PSY 5110 Week 4 – Assignment: Answer Questions about Hypothesis Testing 

PSY 5110 Week 4 – Assignment Answer Questions about Hypothesis Testing

Hypothesis testing is one of the basic concepts in inferential statistics, and it is usually run with the aim of determining whether or not a specific claim is true or on, given a population. As part of the test, it can be conducted to show whether the mean of a sample is significantly greater or less than the mean of the considered population or if its lower or higher than the population mean (Kruschke & Liddell, 2018). Therefore, the purpose of this assignment is to answer questions on hypothesis testing.

• A one-tailed test is a case where the critical area of distribution is one-sided so that it is either less than or greater than a particular value but not both (Lakens et al.,2018). An example is a case where a researcher wants to study whether a learner’s class attendance would affect their grades, so a one-tailed hypothesis would be that those with higher attendance will have significantly higher grades compared to those with low attendance. On the other hand, for a two-tailed hypothesis, it will be that a significant difference in the grades between students with low attendance and those with high attendance will occur.
• In a case where a researcher has set alpha at 0.05 for a two-tailed test, there is a range of p-values that would be required to reject the null hypothesis. For instance, the null hypothesis will be rejected if the p-values are less than or equal to the alpha (Ware et al.,2019). So, in this case, any p-value less than or equal to 0.05 leads to a rejection of the null hypothesis.
• In the case where a researcher sets an alpha at 0.05 and analysis from a software program gives a p-value of 0.92, the researcher can not reject the null hypothesis. This is because the value 0.92 is greater than the alpha value, which is 0.05. This means that the null hypothesis is more likely to be true (Ware et al.,2019).
• In the case where a researcher has set alpha at 0.01 and upon analysis using a software program, then he obtains a p-value equal

  

  to 0.04, then the research must fail to reject the null hypothesis. The researcher can not reject the null hypothesis since the p-value obtained is greater than the value of alpha. The condition for rejecting the null hypothesis is that the obtained p-value should be less than or equal to alpha (List et al.,2019).

• In the case of a researcher interested in whether music played during an exam will improve performance, the alpha is set at 0.05; those who listened to music had a score of 92, while those who took the exam in silence got a score of 82, and the independent t-test is 0.02, the null and alternative hypothesis can be stated as:
• H₀: There is no difference between the performances of the student who took the exam listening to music and the student who took the exam in silence
• H1: There is a difference between the performances of the student who took the exam listening to music and the student who took the exam in silence
• This is a directional test because the is an increase and decrease in performance away from the mean. It is evident that there was a decrease of thirteen marks between students who had music on and those who took exams in silence.
• The p-value obtained is 0.02, which is less than the set alpha (0.05); therefore, we reject the null hypothesis. The conclusion is that the results are statistically significant.
• Type 1 error will occur in a case where the null hypothesis is rejected even if it is true (Siedlecki, 2020). Reject the null hypothesis that there is no difference in the performance; however, from the result, there was a difference. The students performed better while listening to music. Type II error occurs when the null hypothesis is accepted even if it is false. For example, accepting that there is a difference in performance and it is false.

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PSY 5110 Week 4 – Assignment: Answer Questions about Hypothesis Testing  References

Kruschke, J. K., & Liddell, T. M. (2018). The Bayesian New Statistics: Hypothesis testing, estimation, meta-analysis, and power analysis from a Bayesian perspective. Psychonomic Bulletin & Review, 25, 178-206. Doi: 10.3758/s13423-016-1221-4

Lakens, D., Scheel, A. M., & Isager, P. M. (2018). Equivalence testing for psychological research: A tutorial. Advances in Methods and Practices in Psychological Science, 1(2), 259-269. https://doi.org/10.1177/2515245918770963

List, J. A., Shaikh, A. M., & Xu, Y. (2019). Multiple hypothesis testing in experimental economics. Experimental Economics, 22, 773-793. 10.1007/s10683-018-09597-5

Siedlecki, S. L. (2020). Understanding descriptive research designs and methods. Clinical Nurse Specialist, 34(1), 8-12. 10.1097/NUR.0000000000000493

Ware, J. H., Mosteller, F., Delgado, F., Donnelly, C., & Ingelfinger, J. A. (2019). P values. In Medical uses of statistics (pp. 181–200). CRC Press. Doi: 10.1201/9780429187445

This week, you have read about hypothesis testing and will now apply this knowledge by writing a paper that addresses the following:

Provide an example of a hypothesis where a one-tailed hypothesis test would be used.

Provide an example of a hypothesis where a two-tailed hypothesis test would be used.

If a researcher has set alpha at 0.05 for a two-tailed hypothesis test, what is the p-value required to reject the null hypothesis?

A researcher has set alpha at 0.05. When the researcher analyzes the data from the experiment using a software program, she obtains a p-value equal to 0.932. Based on this p-value, should the researcher reject the null hypothesis or fail to reject the null hypothesis? Please explain your answer.

A researcher has set alpha at 0.01. When the researcher analyzes the data from the experiment using a software program, he obtains a p-value equal to 0.04. Based on this p-value, should the researcher reject the null hypothesis or fail to reject the null hypothesis? Please explain your answer.

A researcher is interested in whether music played during an exam will improve exam performance. Students in one class listen to music during an exam and students in another class take the exam in silence. The researcher set alpha at 0.05. Test scores for both classes are compared using a statistical software program. The mean test score for the class that listened to music during the exam is 95, while the mean test score for the class that took the exam in silence is 82. The obtained p-value from the independent groups t-test is 0.02. Be sure to answer the following questions:

State the null and alternative hypothesis.

Determine if this is a directional or non-directional test. Please explain your answer.

Establish the conclusion of this study based on the p-value and the means provided.

Describe the Type I error for this study.

Describe the Type II error for this study.

 

Length:1-2 pages

 

Your paper should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards

As we begin this session, I would like to take this opportunity to clarify my expectations for this course:

Please note that GCU Online weeks run from Thursday (Day 1) through Wednesday (Day 7).

 

Course Room Etiquette:

• It is my expectation that all learners will respect the thoughts and ideas presented in the discussions.
• All postings should be presented in a respectful, professional manner. Remember – different points of view add richness and depth to the course!

 

Office Hours:

• My office hours vary so feel free to shoot me an email at Kelly.[email protected] or my office phone is 602.639.6517 and I will get back to you within one business day or as soon as possible.
• Phone appointments can be scheduled as well. Send me an email and the best time to call you, along with your phone number to make an appointment.
• I welcome all inquiries and questions as we spend this term together. My preference is that everyone utilizes the Questions to Instructor forum. In the event your question is of a personal nature, please feel free to post in the Individual Questions for Instructor forum I will respond to all posts or emails within 24 or sooner.

 

Late Policy and Grading Policy

Discussion questions:

• I do not mark off for late DQ’s.
•  I would rather you take the time to read the materials and respond to the DQ’s in a scholarly way, demonstrating your understanding of the materials.
• I will not accept any DQ submissions after day 7, 11:59 PM (AZ Time) of the week.
• Individual written assignments – due by 11:59 PM AZ Time Zone on the due dates indicated for each class deliverable.

Assignments:

• Assignments turned in after their specified due dates are subject to a late penalty of -10%, each day late, of the available credit. Please refer to the student academic handbook and GCU policy.
• Any activity or assignment submitted after the due date will be subject to GCU’s late policy
• Extenuating circumstances may justify exceptions, which are at my sole discretion. If an extenuating circumstance should arise, please contact me privately as soon as possible.
• No assignments can be accepted for grading after midnight on the final day of class.
• All assignments will be graded in accordance with the Assignment Grading Rubrics

Participation

• Participation in each week’s Discussion Board forum accounts for a large percentage of your final grade in this course.
• Please review the Course Syllabus for a comprehensive overview of course deliverables and the value associated with each.
• It is my expectation that each of you will substantially contribute to the course discussion forums and respond to the posts of at least three other learners.
• A substantive post should be at least 200 words. Responses such as “great posts” or “I agree” do not meet the active engagement expectation.
• Please feel free to draw on personal examples as you develop your responses to the Discussion Questions but you do need to demonstrate your understanding of the materials.
• I do expect outside sources as well as class materials to formulate your post.
• APA format is not necessary for DQ responses, but I do expect a proper citation for references.
• Please use peer-related journals found through the GCU library and/or class materials to formulate your answers. Do not try to “Google” DQ’s as I am looking for class materials and examples from the weekly materials.
• I will not accept responses that are from Wikipedia, Business dictionary.com, or other popular business websites. You will not receive credit for generic web searches – this does not demonstrate graduate-level research.
• Stay away from the use of personal pronouns when writing. As a graduate student, you are expected to write based on research and gathering of facts. Demonstrating your understanding of the materials is what you will be graded on. You will be marked down for lack of evidence to support your ideas.

Plagiarism

• Plagiarism is the act of claiming credit for another’s work, accomplishments, or ideas without appropriate acknowledgment of the source of the information by including in-text citations and references.
• This course requires the utilization of APA format for all course deliverables as noted in the course syllabus.
• Whether this happens deliberately or inadvertently, whenever plagiarism has occurred, you have committed a Code of Conduct violation.
• Please review your LopesWrite report prior to final submission.
• Every act of plagiarism, no matter the severity, must be reported to the GCU administration (this includes your DQ’s, posts to your peers, and your papers).

Plagiarism includes:

• Representing the ideas, expressions, or materials of another without due credit.
• Paraphrasing or condensing ideas from another person’s work without proper citation and referencing.
• Failing to document direct quotations without proper citation and referencing.
• Depending upon the amount, severity, and frequency of the plagiarism that is committed, students may receive in-class penalties that range from coaching (for a minor omission), -20% grade penalties for resubmission, or zero credit for a specific assignment. University-level penalties may also occur, including suspension or even expulsion from the University.
• If you are at all uncertain about what constitutes plagiarism, you should review the resources available in the Student Success Center. Also, please review the University’s policies about plagiarism which are covered in more detail in the GCU Catalog and the Student Handbook.
• We will be utilizing the GCU APA Style Guide 7th edition located in the Student Success Center > The Writing Center for all course deliverables.

LopesWrite

• All course assignments must be uploaded to the specific Module Assignment Drop Box, and also submitted to LopesWrite every week.
• Please ensure that your assignment is uploaded to both locations under the Assignments DropBox. Detailed instructions for using LopesWrite are located in the Student Success Center.

Assignment Submissions

• Please note that Microsoft Office is the software requirement at GCU.
• I can open Word files or any file that is saved with a .rtf (Rich Text Format) extension. I am unable to open .wps files.
• If you are using a “.wps” word processor, please save your files using the .rtf extension that is available from the drop-down box before uploading your files to the Assignment Drop Box.

Grade of Incomplete

• The final grade of Incomplete is granted at the discretion of the instructor; however, students must meet certain specific criteria before this grade accommodation is even possible to consider.
• The grade of Incomplete is reserved for times when students experience a serious extenuating circumstance or a crisis during the last week of class which prevents the completion of course requirements before the close of the grading period. Students also must pass the course at the time the request is made.
• Please contact me personally if you are having difficulties in meeting course requirements or class deadlines during our time together. In addition, if you are experiencing personal challenges or difficulties, it is best to contact the Academic Counselor so that you can discuss the options that might be available to you, as well as each option’s academic and financial repercussions.

Grade Disputes

• If you have any questions about a grade you have earned on an individual assignment or activity, please get in touch with me personally for further clarification.
• While I have made every attempt to grade you fairly, on occasion a misunderstanding may occur, so please allow me the opportunity to learn your perspective if you believe this has occurred. Together, we should be able to resolve grading issues on individual assignments.
• However, after we have discussed individual assignments’ point scores, if you still believe that the final grade you have earned at the end of the course is not commensurate with the quality of work you produced for this class, there is a formal Grade Grievance procedure which is outlined in the GCU Catalog and Student Handbook.