Test to the posttest versus pretest differences

Reference no: EM131431700

Learning math through subliminal messages. A "subliminal" message is below our threshold of awareness but may nonetheless influence us. Can subliminal messages help students learn math? A group of students who had failed the mathematics part of the City University of New York Skills Assessment Test agreed to participate in a study to find out. All received a daily subliminal message, flashed on a screen too rapidly to be consciously read. The treatment group of 10 students was exposed to "Each day I am getting better in math." The control group of 8 students was exposed to a neutral message, "People are walking on the street." All students participated in a summer program designed to raise their math skills, and all took the assessment test again at the end of the program. Here are data on the subjects' scores before and after the program:

(a) The study design was a randomized comparative experiment. Outline this design

(b) Compare the gain in scores in the two groups, using a graph and numerical descriptions. Does it appear that the treatment group's scores rose more than the scores for the control group?

(c) Apply the Wilcoxon rank sum test to the posttest versus pretest differences. Note that there are some ties. What do you conclude?

Reference no: EM131431700

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