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LEVELS OF MEASUREMENT: Write the level of measurements that corresponds to the variable
in each item.
IV. IDENTIFY:
Test a hypothesis based on the data above by following the steps in hypothesis testing.
1. In a population of 350 the probability that a member will be picked out for the random
sample is:
1
a. 350 c.
350
1
b. 1 d.
349
a. Mean c. Mode
b. Median d. None of the Above
4. In a normal curve the proportion of cases found between the mean and 1 standard
deviation is:
a. 34.13 c. 0.6826
b. 0.3413 d. 68.26
5. The point below which 50% of the cases fall and 50% fall above is:
a. P50 c. Quartile 2
b. Median d. all of the above
6. The Z- score for a raw score of 36 with a group mean of 90 and SD of 3 is:
a. 2.0 c. 6
b. -2.0 d. -3
a. Skewness c. ?
b. Kurtosis d. all of the above
8. The principle of randomization that does not allow the chances of other members be
affected by the chance of one member is:
9. The most systematic technique for getting sample units at random is:
12. The hypothesis, “Values clarification lessons have a positive effect on the self- concept
of the students,” is stated in what form?
a. Nominal c. interval
b. Ordinal d. ratio
a. 2.57 c. 1.98
b. 2.58 d. 1.96
16. If N= 160 and the computed Z- ratio is 2.25, which of the following is a correct
interpretation?
X- 85 µ- 89 s- 12 N- 144
What is the computed z ratio?
a. z= 4.00 c. x= -4.1
b. x= -4.00 d. z= 4.1
a. The sample mean was not significantly different from the parameter mean.
b. The sample performed significantly lower than the national mean.
c. The sample had a better performance than the national population.
d. None of the above.
19. What is the df for a t- ratio, if there are 25 boys and 30 girls in the study?
a. 36 c. 58
b. 54 d. 56
20. What type of t- test would you apply for the problem in #19?
21. If the computed t- ratio for #19 is 2.578, and the critical ratio at 0.05 is 2.01 and 2.61 at
the 0.01 level, which of the following would be a correct decision to make?
23. If the mean gain of the boys is significant, which interpretation is most appropriate?
24. In a 3x2x2 factorial design, where the criterion variable is interval, what would be the
most appropriate statistical test applied?
a. 116 c. 114
b. 112 d. 108
a. 10 c. 12
b. 18 d. none of the above
a. 1 c. 3
b. 2 d. 4
a. 2 c. 4
b. 3 d. 5
a. 2/ 112 c. 2/ 114
b. 1/ 108 d. 2/108
2
30. What is the df associated with a 3x4 contingency table for a test?
a. 9 c. 12
b. 6 d. 8
31. If a computed is significant, the two variables being studied are:
32. If the reliability coefficient of a test is 0.92, the test is said to be:
35. Which of the following is not possible for IQ and scholastic achievement?
a. r= -0.86 c. r= -0.05
b. r= 0.03 d. all of the above
VIII. Write the statistical analysis you would use to test each of the following hypotheses.
Indicate if samples are correlated or independent; what the design is, etc. if necessary.
1. The performance of 50 Ss on the initial test will not differ significantly from their
performance in the final test.
2. There are no significant differences of performance on Math Concept Test among low IQ
and high IQ boys and girls coming from three levels of socio- economic status.
3. The high school graduates of the PNC Laboratory High School will get a significantly
higher mean in the NCEE than the National norm.
4. There is no difference in the Mathematics mean scores of four classes exposed to
different learning conditions.
5. There is no relationship of home atmosphere (permissive, authoritative) and the
aggressive behavior of children (aggressive, moderate, and withdrawn).
6. There is no significant difference in mean scores in a Reading Achievement Test
between boys and girls.
7. There is a positive relationship between ranks of children on the Social Adjustment Scale
as judged by two teachers.
8. The failing and passing of 400 Ss in the college entrance test in independent of SES.
9. The low scorers in the Self concept test will also be the low scorers in the Intelligence
Test.
10. There will be no significant difference in verbal creative thinking (interval scores) among
high, high, average and low mental ability boys and girls.
11. There is no significant effect of treatment, sex, IQ and SES on the performance of
children on Science Achievement Test.
12. The proportion of males will not differ significantly from the proportion of females in
their attitude toward birth control.
13. There is a positive relationship of the intelligence test scores and grade point average of
the BSE graduates in college.
14. There is no significant difference of frequencies between the distribution of test scores
of Ss in Creativity Test (categorized into high, average and low) and the distribution of a
normal population.
15. Love- oriented or power- assertive mothers bear no relationship to fear- oriented
children.