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ANOVA Exercise

This document provides instructions and data for three ANOVA homework exercises analyzing: 1) Whether the number of school suspensions varies by administrative policy using data from 18 schools. 2) Whether testing frequency (daily, every other day, or weekly) has an effect on student achievement using scores from 18 students. 3) Whether the frequency of reading at home to children (less than monthly, monthly to trimonthly, more than trimonthly) produces differences in reading achievement scores using data from 39 children.

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Nazia Syed
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25 views

ANOVA Exercise

This document provides instructions and data for three ANOVA homework exercises analyzing: 1) Whether the number of school suspensions varies by administrative policy using data from 18 schools. 2) Whether testing frequency (daily, every other day, or weekly) has an effect on student achievement using scores from 18 students. 3) Whether the frequency of reading at home to children (less than monthly, monthly to trimonthly, more than trimonthly) produces differences in reading achievement scores using data from 39 children.

Uploaded by

Nazia Syed
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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EDUR 8131: ANOVA Homework http://www.bwgriffin.com/gsu/courses/edur8131/...

EDUR 8131

ANOVA Exercise

Instructions:

Present results using the table format found in the notes entitled "Reporting
Statistical Outcomes." Do not include SPSS output; present only results tables
and written comments on results.

(1) Does the number of suspensions per school vary by administrative policy?
The total number of suspensions for each school is recorded. In addition,
schools are classified into one of three types depending upon the policy used to
govern how suspensions will be with handled. The three types are simply
labeled as A, B, or C.

Number of Suspensions Policy Type used in


School ID
per Year School
1 52 A
2 76 B
3 11 C
4 82 B
5 65 A
6 25 C
7 34 B
8 43 C
9 73 A
10 22 C
11 99 B
12 18 C
13 34 A
14 33 C
15 53 A
16 120 B
17 43 A
18 76 B

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EDUR 8131: ANOVA Homework http://www.bwgriffin.com/gsu/courses/edur8131/...

(2) Does testing frequency have any effect upon student achievement? An
experiment was conducted in which students in three classes were given tests
either daily (D), every second day (2D), or weekly (W). Achievement scores for
each student are recorded based upon a final test (scores range from a low of 1
to 100).

Student ID Score on Final Test Frequency of Testing


1 100 D
2 65 2D
3 85 2D
4 86 D
5 68 W
6 93 D
7 90 W
8 90 2D
9 77 D
10 83 W
11 95 D
12 75 2D
13 96 D
14 79 W
15 98 D
16 81 2D
17 75 W
18 78 2D

(3) A researcher is interested in learning whether frequency of reading at home


to elementary-aged children produces differential effects on reading
achievement. After obtaining information from a randomly selected sample of
parents about this behavior, the following classifications and standardized
achievement scores were recorded. (Note: frequency classifications as follows:
a = less than once per month, b = once to three times per month, c = more than
three times per month.)

a: 48, 47, 37, 65, 51, 71, 33, 50, 29

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EDUR 8131: ANOVA Homework http://www.bwgriffin.com/gsu/courses/edur8131/...

b: 51, 59, 77, 49, 73, 39, 67, 44, 76, 81, 52, 44, 26

c: 81, 55, 89, 66, 39, 67, 75, 77, 59, 49, 86, 77, 81, 61, 66

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