Data Analysis Plan

The variables utilized for the t-test and Levene’s test were final and review. The final variable represents the number of correct answers on the final exam, while the review variable indicates the students who attended the review sessions, denoted by 1 = no; 2 = yes. Review is considered a two-level categorical variable, whereas Final is treated as continuous for this study.

The review question is: do students who attended the review session (yes) and those who did not (no) have significantly different mean test scores on the final exam? The Null hypothesis posits that the mean test scores of students who attended the review session and those who did not do not significantly differ. Conversely, the alternative hypothesis suggests that students who attended the review session and those who did not exhibit a significant difference in mean test scores on the final exam.

Testing Assumptions

Assumption Checks

Test of Equality of Variances (Levene’s)

A t-test assesses the assumption of equal variances between two groups using Levene’s test (Kim, 2015). The variable “final” underwent Levene’s test to determine if there was equal variance between the two groups (attendees vs. non-attendees). With df1=1, df2=103, and F=0.740, the p-value of 0.392 suggests no rejection of the null hypothesis, indicating equivalence in variances between the groups.

Results & Interpretation

Independent Samples T-Test

Note. Student’s t-test.

Descriptives

RSCH FPX 7864 Assessment 3 t-Test Application and Interpretation

To determine if there was a significant difference between the means of the two groups, an independent samples t-test was conducted. The results (t = -0.410, df = 103, p = 0.682) fail to provide sufficient evidence to reject the null hypothesis, suggesting no statistically significant difference in final test scores between students who attended review sessions and those who did not.

Statistical Conclusions

The study aimed to ascertain if final exam scores differed significantly between students who attended review sessions and those who did not. The independent samples t-test, validating assumptions, found no significant difference in mean final test scores between the two groups. Thus, there is no evidence to support the hypothesis that attending review sessions enhances test performance.

Application

In applied behavior analysis (ABA), the independent samples t-test can be utilized to compare the effectiveness of different therapeutic interventions for managing behavior issues in individuals with autism or developmental impairments. Behavior analysts rely on t-tests to inform intervention designs and outcomes, aiding in the selection of effective interventions for patients or clients.

References

Capella University (n.d.). 7864 Course Study Guide.

RSCH FPX 7864 Assessment 3 t-Test Application and Interpretation

Kim, T. K. (2015). T test as a parametric statistic. Korean Journal of Anesthesiology, 68(6), 540. https://doi.org/10.4097/kjae.2015.68.6.540