In article <003101c0bea9$31b26820$[EMAIL PROTECTED]>, <[EMAIL PROTECTED]> wrote:
>Hi,
> The below question was on my Doctorate Comprehensives in
>Education at the University of North Florida.
> Would one of you learned scholars pop me back with possible appropriate answers.
>Carmen Cummings
>An educational researcher was interested in developing a predictive scheme to
>forecast success in an
>elementary statistics course at a local university. He developed an instrument with
>a range of scores from 0
>to 50. He administered this to 50 incoming frechmen signed up for the elementary
>statistics course, before
>the class started. At the end of the semester he obtained each of the 50 student's
>final average.
>Describe an appropriate design to collect data to test the hypothesis.
What design? The data is already collected, assuming that the
data matches the scores on the prediction instrument and the
final result of the student.
What hypothesis?
The hypotheses and the assumptions come from the user of
statistics alone; the learned scholars, as statisticians,
should only try to extract these form the user, and to
point out which assumptions are important and which are
of little importance. For example, normality is usually
of secondary importance, and is usually quite false, while
the assumptions about the structure are of major importance.
--
This address is for information only. I do not claim that these views
are those of the Statistics Department or of Purdue University.
Herman Rubin, Dept. of Statistics, Purdue Univ., West Lafayette IN47907-1399
[EMAIL PROTECTED] Phone: (765)494-6054 FAX: (765)494-0558
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