The coffee Group mean was 22.5 and the Placebo Group was 36.4.
The mean difference is -13.875.
The mean difference suggest that there is a statistical significance between the coffee group and the placebo group. It presents that coffee users obviously have a faster neural processing time or processing time as it is alluded to in this hypothetical research question. If the limits forced by chance 95% of the time are at least 5 or less chance outside the boundaries set for this research question, then the results are most likely significant. The + / - 13 correlation displays significant statistical difference.
A2: What was the level of significance (p value)?
A: What is the probability that chance explained this mean difference?
It is questionable that chance would disclose a high mean difference between the two groups and results are likely not due to chance. So it discloses a p value of .02, displaying that 2 out of 100 trials will show a difference outside of the usual boundaries. We can presume this with the p value that shows the probability of chances.
B: What is the null hypothesis in this study?
In the population of coffee drinkers and the non-coffee drinker, was no difference in their reaction time, which was measured by an easy simple test.
C: Are the results "significant" or "not significant"?
The results were significant.
D: What is your decision regarding the null hypothesis: accept or reject? Why?
I would reject this hypothesis because of the liability of the p value of .02 implies a statistical significant showing the null hypothesis is false. Therefore the coffee drinkers apparently have a good chance in having a greater reaction time than the non-coffee drinkers.
Educational Research Analysis: Testing vs. Teaching: Perceived Impact of Assessment Demands on Middle Grades Instructional Practices
Cook, Christopher M., Faulkner, Shawn A. Testing versus Teaching: The Perceived Impact of Assessment Demands on Middle Grades Instructional Practices. Research in Middle Level Education Online, 29 (7) 1-13, 2006.
Part B: Research Analysis and Critique
"The primary purpose of the study was to provide a "snapshot" of the status of middle grades education in the region." (Cook 2006) The secondary purpose of the study was to explore middle grade teachers' perceptions of how high- stakes testing and state accountability standards influence instructional strategies utilized in the classroom. (Cook 2006)
One significant study showed that young adolescents are best engaged through meaningful, hands on activity and experience greater academic success when included in the decision making process. (Cook 2006) One compelling idea informs that middle school should incorporate the following tenets: provide a challenges curriculum, use various teaching styles and creating test that promote quality learning. This research is problem based since it focuses on high stakes testing and the expectations of the No Child Left Behind (NCLB). The problem lays in trying to find the various teaching styles and teaching high stakes tests in the classroom to improve the student's scores.