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PSYSTA2

Worksheet #5
Advanced ANOVA Procedures

NAME: _______________________

GENERAL DIRECTIONS: Use STATISTICA (whenever applicable) as a tool to support your answers. Write
your answers with pertinent solutions on yellow pad paper. Support your answers by copying necessary outputs of

STATISTICA. Always follow the 8-step procedure.

Hands-On Exercises.

(A) It is at least part of the folklore that repeated experience with any standardized test leads
to better scores, even without any intervening study. To test this hypothesis, suppose that we
obtain eight subjects and give them a standardized admissions exam every Saturday morning for
3 weeks. The data follow:

REPEATED MEASURES ANOVA

SUMMARY Count Sum Average Variance


Subject # 1 3 1700 566.6667 233.3333
2 3 1350 450 300
3 3 1850 616.6667 133.3333
4 3 1990 663.3333 133.3333
5 3 1310 436.6667 1033.333
6 3 2090 696.6667 233.3333
7 3 1510 503.3333 133.3333
8 3 1720 573.3333 433.3333

First 8 4420 552.5 10735.71


Second 8 4510 563.75 8341.071
Third 8 4590 573.75 8512.5

1.) Identify the independent (factor) and dependent (response) variables in this study. What are
the treatments?
2.) What are the appropriate null and alternative hypotheses for this study?
3.) What is the decision rule using the critical number approach at the 0.10 level of significance?
4.) Construct the ANOVA table. Show complete solutions for SST, SSTr, SSBl, SSE, MSTr,
MSBl, MSE, F. Check your answer with STATISTICA.
5.) Perform an appropriate test to determine whether or not repeated experience with any
standardized test indeed has a significant effect on test scores at = 10%. In case it is
significant, perform an appropriate post-hoc analysis to determine what trend repeated
experience induces on test scores. Copy the p-value from STATISTICA results. Use the p-
value approach to arrive at conclusions.
6.) Quantify and interpret the effect size.
7.) Perform the Mauchly's sphericity test. Follow the 8-step procedure.

(B) An education psychologist conducted an experiment testing the effects of two computer
aided instruction (CAI) programs on performance on a 90-item math test. The programs are
labelled A and B, where A is the control, older program, and B is suspected to be an improved
version. Knowing that performance depends on (innate) general mathematical ability, she
decided to account for its effect by introducing the students math SAT score as a covariate in
the required analysis. The collected data from each participant are recorded in the math.xlsx data
set.
1.) Assuming an ANCOVA procedure is appropriate, perform one to determine if CAI program
B is indeed an improved version of A at = 5%, while controlling for the general
mathematical ability of the participants.
2.) Quantify and interpret the effect size of the treatment variable.
3.) Determine whether or not each students math SAT score is an important covariate in the
analysis performed. Use = 5%.
4.) Copy the scatterplot with regression lines for each treatment from STATISTICA.
5.) Use STATISTICA to find the Pearsons r (correlation coefficient) between the response and
the covariate for each of the treatments.
6.) Determine the coefficient of determination between the covariate and the response and
interpret your answer.

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