Do faculty and students have similar perceptions of what typesof behavior are inappropriate in the classroom? This question wasexamined by the author of an article. Each individual in a randomsample of 173 students in general education classes at a largepublic university was asked to judge various behaviors on a scalefrom 1 (totally inappropriate) to 5 (totally appropriate).Individuals in a random sample of 98 faculty members also rated thesame behaviors.
The mean rating for three of the behaviors studied are shownhere (the means are consistent with data provided by the author ofthe article). The sample standard deviations were not given, butfor purposes of this exercise, assume that they are all equal to1.0.
| StudentBehavior | Student
Mean Rating | Faculty Mean
Rating |
|---|
| Wearinghats in the classroom | 2.84 | 3.62 |
| Addressing instructor by first name | 2.92 | 2.12 |
| Talkingon a cell phone | 1.10 | 1.08 |
(a)
Is there sufficient evidence to conclude that the mean"appropriateness" score assigned to wearing a hat in class differsfor students and faculty? (Use ? = 0.05. Use a statisticalcomputer package to calculate the P-value. Use?Students ? ?Faculty. Roundyour test statistic to two decimal places, your df down to thenearest whole number, and your P-value to three decimalplaces.)
t=
df=
P-value=
State your conclusion.
We do not reject H0. We do not haveconvincing evidence that the mean appropriateness score assigned towearing a hat in class differs for students and faculty.
We reject H0. We do not have convincingevidence that the mean appropriateness score assigned to wearing ahat in class differs for students andfaculty.
We reject H0. We have convincing evidencethat the mean appropriateness score assigned to wearing a hat inclass differs for students and faculty.
We do not reject H0. We have convincingevidence that the mean appropriateness score assigned to wearing ahat in class differs for students and faculty.
(b)
Is there sufficient evidence to conclude that the mean"appropriateness" score assigned to addressing an instructor by hisor her first name is greater for students than for faculty? (Use? = 0.05. Use a statistical computer package to calculatethe P-value. Use ?Students ??Faculty. Round your test statistic to twodecimal places, your df down to the nearest whole number, and yourP-value to three decimal places.)
t=
df=
P-value=
State your conclusion.
We do not reject H0. We do not haveconvincing evidence that the mean appropriateness score assigned toaddressing an instructor by their first name is greater forstudents than for faculty.
We reject H0. We have convincing evidencethat the mean appropriateness score assigned to addressing aninstructor by their first name is greater for students than forfaculty.
We reject H0. We do not have convincingevidence that the mean appropriateness score assigned to addressingan instructor by their first name is greater for students than forfaculty.
We do not reject H0. We have convincingevidence that the mean appropriateness score assigned to addressingan instructor by their first name is greater for students than forfaculty.
(c)
Is there sufficient evidence to conclude that the mean"appropriateness" score assigned to talking on a cell phone differsfor students and faculty? (Use ? = 0.05. Use a statisticalcomputer package to calculate the P-value. Use?Students ? ?Faculty. Roundyour test statistic to two decimal places, your df down to thenearest whole number, and your P-value to three decimalplaces.)
t=
df=
P-value=
State your conclusion.
We do not reject H0. We have convincingevidence that the mean appropriateness score assigned to talking ona cell phone in class differs for students and faculty.
We reject H0. We have convincing evidencethat the mean appropriateness score assigned to talking on a cellphone in class differs for students andfaculty.
We do not reject H0. We do not haveconvincing evidence that the mean appropriateness score assigned totalking on a cell phone in class differs for students andfaculty.
We reject H0. We do not have convincingevidence that the mean appropriateness score assigned to talking ona cell phone in class differs for students and faculty.
(d)
Does the result of the test in part (c) imply that students andfaculty consider it acceptable to talk on a cell phone duringclass?
Yes, the result implies that students and faculty consider itacceptable to talk on a cell phone during class.
No, the result does not imply that students and faculty considerit acceptable to talk on a cell phone during class. In fact, thesample mean ratings indicate that only faculty feel the behavior isappropriate.
No, the result does not imply that students and faculty considerit acceptable to talk on a cell phone during class. However, thesample mean ratings indicate that both groups feel the behavior isappropriate.
No, the result does not imply that students and faculty considerit acceptable to talk on a cell phone during class. In fact, thesample mean ratings indicate that both groups feel the behavior isinappropriate.
No, the result does not imply that students and faculty considerit acceptable to talk on a cell phone during class. In fact, thesample mean ratings indicate that only students feel the behavioris appropriate.
