JASP JASP statistical software is the preferred software package for this projec

JASP
JASP statistical software is the preferred software package for this project.
Students will find complete instructions for installing PC and Mac versions of JASP at https://jasp-stats.org.Links to an external site.
Instructional videos for performing all of the required analyses in JASP are available in the Week 5 module.
JASP Resources and Tech Support
Go to https://jasp-stats.org/Links to an external site. and click “Support” to locate instructions resources that will help you familiarize yourself with JASP.
Be certain that the version you are using is working properly before you begin working on the project.
Alternative: Statgraphics Stratus Alternative Statistical Software Package
If you are unable to install JASP on your computer, you may use Statgraphics Stratus.
Instructions for registering for and using Statgraphics Stratus are available at http://www.statgraphicsstratus.com/Login.aspxLinks to an external site..
Instructional videos for performing all of the required analyses in Statgraphics Stratus are available in the Week 5 module.
Time Management
This project will require many hours of work. It is in your best interest to begin working on it as soon as possible.
You can log in and out of the project as many times as you like as long as you don’t click Submit. Canvas will save your work.
Assistance
If you have any questions about the project, don’t hesitate to contact me.
Flag question: Question 1
Question 110 pts
Download Data Analysis Project 2 Data Set 1.Download Download Data Analysis Project 2 Data Set 1.
The data in the file are the number of questions answered correctly on a 150-question test in two classes, one in the morning and the other in the afternoon. Class times are coded as A = morning and B = afternoon. Use JASP’s independent measures t-test analysis to determine if the two sets of scores are sigificantly different.*
When your analysis is complete, export the results and save the results file to your device. Open the saved file, right click anywhere in the file, and select Print File. Select the Print to PDF option and save the file to your device. Submit the file.
*If you are unable to install JASP on your computer, you may use Statgraphics Stratus.
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Flag question: Question 2
Question 210 pts
Download Data Analysis Project 2 Data Set 2Download Download Data Analysis Project 2 Data Set 2
The data in the file represent the Verbal and Performance IQ scores of ten individuals. Use JASP’s related measures t-test analysis to determine if the two sets of scores are significantly different.*
When your analysis is complete, export the results and save the results file to your device. Open the saved file, right click anywhere in the file, and select Print File. Select the Print to PDF option and save the file to your device. Submit the file.
*If you are unable to install JASP on your computer, you may use Statgraphics Stratus.
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Flag question: Question 3
Question 310 pts
Use JASP’s Regression test to determine whether VIQ and PIQ are significantly correlated and generate a scatterplot of the relationship between the two.*
When your analysis is complete, export the results and save the results file to your device. Open the saved file, right click anywhere in the file, and select Print File. Select the Print to PDF option and save the file to your device. Submit the file.
*If you are unable to install JASP on your computer, you may use Statgraphics Stratus.
Upload
Flag question: Spacer
A researcher conducted an experiment to assess the influence of preparation on high school juniors’ composite SAT scores. At the beginning of students’ junior year, they were enrolled in an SAT prep course as part of their regular high school schedule and provided with laptop computers to use in the class and at home. Each student was randomly assigned to one of three sections of the course. In the section the researcher referred to as “Group A,” students were enrolled in the Khan Academy SAT prep course and encouraged to proceed through the course at their own pace. The teacher proctored class sessions and provided tech support but no instruction in SAT test strategies. Students in “Group B” were also enrolled in the Khan Academy course, but the teacher provided group instruction in SAT test strategies during class meetings. Like students in the other two groups, those in “Group C” were enrolled in the Khan Academy course. Their first assignment was to complete a diagnostic test. Based on the test results, each student was assigned to an individualized study program that included weekly one-on-one tutoring sessions that were delivered virtually at a time of the student’s choosing. Students’ first tutoring session was devoted to developing a personal score goal based on their diagnostic results and test score data from colleges they were interested in attending. During class sessions, Group C students worked independently on their laptops and received no help other than tech support from the teacher. If students had questions or problems between tutoring sessions, they were encouraged to message their tutors during class or at any other time they chose.
The researcher also hypothesized that variables other than formal test prep would be related to students’ SAT scores. She predicted that math achievement, as represented by students’ junior year math courses, would be related to their SAT scores and might interact with the type of test prep instruction they received.
All students took the SAT in March of their junior year. Their composite scores and junior year math courses are shown in the attached file (Data Analysis Project 2 Data Set 3).
Download Data Analysis Project 2 Data Set 3Download Download Data Analysis Project 2 Data Set 3
Note the codes in the table below.
Code
Training
Code
Junior Year Math Course
A
Self-paced Khan Academy
1
Algebra 2
B
Khan Academy + group instruction
2
Pre-Calculus
C
Khan Academy + individualized study program + 1-on-1 tutoring
3
Calculus
Flag question: Question 4
Question 415 pts
Using the data in the Data Analysis Project 2 Date Set 3 file, use JASP’s Classical ANOVA test (one-way) to analyze the effects of Training and Math on SAT Composite scores.* You will be running two separate one-way ANOVA tests, one for Training and one for Math.
When your analysis is complete, export the results and save the results file to your device. Open the saved file, right click anywhere in the file, and select Print File. Select the Print to PDF option and save the file to your device. Submit the file.
*If you are unable to install JASP on your computer, you may use Statgraphics Stratus.
Upload
Flag question: Question 5
Question 515 pts
Using the data in the Data Analysis Project 2 Date Set 3 file, use JASP’s Classical ANOVA test (two-way) to analyze the effects of Training, Math, and the interaction between Training and Math on SAT Composite scores.*
When your analysis is complete, export the results and save the results file to your device. Open the saved file, right click anywhere in the file, and select Print File. Select the Print to PDF option and save the file to your device. Submit the file.
*If you are unable to install JASP on your computer, you may use Statgraphics Stratus.
Upload
Flag question: Question 6
Question 615 pts
The statistical software package you use will provide you with all of the information you need to complete the required tables. You will receive zero points for any table that is not 100% consistent with the requirements of APA style.
Open a new Word document.
Use the results of the analyses you ran for Questions 4 and 5 to create the APA style tables listed below.
Instructions and examples are available in the linked resources.
Each table should appear on a separate page of the document.
Save the document as a PDF with the file name “[Your last name] Project 2 Data Set 3 Tables” and submit the file.
https://www.youtube.com/watch?v=s8rS4uL6jVI&t=262sLinks to an external site.
https://writingcenter.uagc.edu/apa-formatting-microsoft-wordLinks to an external site.
https://apastyle.apa.org/style-grammar-guidelines/tables-figures/tablesLinks to an external site.
Table 1: SAT Composite Score Means for Training Groups
In a new Word document, create a table showing the training group means that were calculated for the one-way ANOVA that was required for Question 4.
Each cell of the table should include the mean for the group and the sample size (n = X) as shown in the table below.
The Total column should show the mean for all groups combined (“grand mean”) and the sample size (N = X).
Add all of the required elements described in the linked resources to convert the table to APA style.
Training Group A
Training Group B
Training Group C
Total
SAT Composite Scores
M
n = X
M
n = X
M
n = X
M
N = X
Table 2: Results of One-Way ANOVA
On a new page in the Word document, create a table showing the results of the one-way ANOVA required for Question 4 like Table 12.4 in the MindTap e-book.
There are additional exmaples in the resources linked below.
Instead of creating a table, you may paste the table generated by the software you are using into the document if it includes all of the required information that you see in the examples.
Add the elements described in the linked resources to convert the table to APA style.
Table 3: Results of Two-Way ANOVA
On a new page in the Word document, create a table showing the results of the two-way ANOVA required for Question 5 like the table below.
There are other examples in the linked resources.
Instead of creating a table, you may paste the table generated by the software you are using into the document if it includes all of the required information that you see in the sample below.
Add the elements described in the linked resources to convert the table to APA style.
Two-Way ANOVA Summary Table.jpg
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Flag question: Question 7
Question 725 pts
Answer questions in complete sentences and include explanations.
Example: The t-test resulted in an alpha greater than .05. Therefore, the null hypothesis can’t be rejected, that is, the groups’ scores did not differ statistically.
Data Set 1
1. Was there a significant difference (p < .05) in the mean test scores of students in the morning and afternoon classes? Data Set 2 2. Was there are a significant difference (p < .05) in individuals' verbal and performance IQ scores? 3. Was there a statistically significant correlation between VIQ and PIQ scores? Give the value of the correlation and p in your answer. 4. What is the coefficient of determination for the correlation between VIQ and PIQ? (See "Correlation and the Strength of the Relationship" in Chapter 14) 5. Correlations are often used to make predictions (see "Where and Why Correlations are Used" and "Interpreting Correlations" in Chapter 14). If VIQ predicts PIQ, is it also correct to state that PIQ predicts VIQ? Data Set 3 6. What main effects were identified in the two-way ANOVA? 7. Was the interaction of the two factors statistically significant? 8. What can be concluded about the effects of different types of test preparation on composite SAT scores on the basis of these data? p No new data to save. Last checked at 9:50am Questions Haven't Answered YetQuestion 1 Haven't Answered YetQuestion 2 Haven't Answered YetQuestion 3 Haven't Answered YetSpacer Haven't Answered YetQuestion 4 Haven't Answered YetQuestion 5 Haven't Answered YetQuestion 6 Haven't Answered YetQuestion 7 Time Elapsed: Attempt due: Feb 26 at 11:59pm