SSS 250 Midterm Exam

Name: ___Elliott Barwin_____________________

This exam only includes material covered up until one sample t tests:
- Level of Measurement
- Frequencies & Descriptive Statistics
- Hypothesis testing
- z scores
- t statistics
The data set you will be using is Midterm SSS 250.sav

Please give the frequencies for the following (#, fraction, %):
For variable Sex:
- Males:51, 51/100, 51%
- Females:49,41/100, 49%
For variable class standing:
- Freshman:13, 13/100, 13%
- Sophomore:32,32/100, 32%
- Junior:30,30/100, 30%
- Senior:25, 25,100, 25%

We are interested in how these students included in our sample compare to the national average
IQ scores of 100 (+/- 15). Please complete the following: (HINT: z score formulas were
discussed on slide 27 of probability and z score PowerPoint).
1. What level of measurement is the variable IQ? nominal
2. Null Hypothesis There is no significant difference between the sample IQ average
and the national IQ average
3. Alternative Hypothesis There is a significant difference between the sample IQ
average and the national IQ average
4. Find the z score using the population mean and standard deviation (x=115). 115-
100/15=1
5. Find the z score using the sample mean and standard deviation (x=115). 115-
107.75/13.84=.52

We are interested in how our different classes' sample exam scores compare to the overall
average to examine if methods have an impact on the exam scores. Compare our class’s average
to the mean exam score of 75.
1. What level of measurement is the variable Exam Score? Ratio
2. Null Hypothesis: There is no significant difference between the class exam score
average and the overall exam score average
3. Alternative Hypothesis: There is a significant difference between the class exam score
average and the overall exam score average
4. Criteria: p=0, df=99, one sample t-test
5. Conclusion: The null hypothesis is accepted by p=0, t=7.204, mean=82.76
 6. Further interpretation (effect size, proportion of variance), if applicable: Cohen’s
D=.7204 Medium, eta=34.4%, omega=33.7%

All classes were asked to gather information from students on how many hours they studied prior
to the exam. Our sample class methods include giving these students a study guide to work on
and study from. Compare our class’s average to the mean of 10 hours studying prior to the exam.
1. What level of measurement is the variable Hours Studied? Nominal
2. Null Hypothesis: There is no significant difference between the exam scores when the
methods of studying differed
3. Alternative Hypothesis: There is a significant difference between the exam scores
when the methods of studying differed
4. Criteria: p=0, df=99, one sample t-test
5. Conclusion: The null hypothesis is accepted by p=0, t=3.874, mean=14.09e
6. Further interpretation (effect size, proportion of variance), if applicable: Cohen’s
D=.3873 Medium, eta=13.2%, omega=12.3%

Finally, at the end of the exam we asked students how difficult the exam was from them to take.
We used a scale from 1 to 10, with 1 being very easy and 10 being extremely hard. A score of 5
is a neutral score for this scale.
1. What level of measurement is the variable Exam Difficulty? Ordinal
2. Null Hypothesis: There is no significant difference between the levels of difficulty
3. Alternative Hypothesis: There is a significant difference between the levels of
difficulty
4. Criteria: p=0, df=99, one sample t-test
5. Conclusion: The null hypothesis is rejected by p=0, t= -5.936, mean=3.55
6. Further interpretation (effect size, proportion of variance), if applicable: Cohen’s D=
-.5935 Medium, eta=26.3%, omega=25.5%