Correlation Between Lessons and Number of Mistakes Made
Introduction
This experiment has the aim of proving the hypotheses (that I shall
develop) by handling data and managing it effectively to instigate
realistic results. The hypotheses will be based upon test results from
a driving school.
Hypotheses:
I hypothesize that the number of mistakes made by people will decrese
if the number of hours that they spent on lessons increased. This is
because more lessons will instigate an increase in driving experience
and henceforth reduce the number of mistakes that are made. This is
negative correlation. This can be split into 2 further hypotheses.
I can predict that males will have a weaker negative correlation than
females as they are naturally better drivers and would not gain as
much from the lessons.
The instructors will have an effect upon the correlation as well.
Different instructors will affect people differently. Also, different
instructors will have different effects on males and females.
Sampling:
I shall use stratified sampling to split the categories into
instructor groups and then into gender groups within the instructor
groups. These 8 categories will each have ¼ of the results taken by
systematic sampling (after all the data within the category has been
sorted according to lesson time spent); every 4th result will be
taken. This method will reduce the data into a more easily useable
sample and it will retain the diversity and proportion of the original
results.
This is the sample
Gender
Lesson Time (hrs)
Mistakes in test
Instructor
Day
Time
F
5
27
A
Fri
14
F
10
14
A
Thur
10
F
12
13
A
Thur
17
F
15
15
A
Tue
15
F
16
Another confound that may impact the results of this study could be the testing effect. Repeated testing may lead to better or worse performance. Changes in performance on the test may be due to prior experience with the test and not to the independent variable. In addition, repeated testing fatigues the subjects, and their performance declines as a result (Jackson, 2012). Because the professor is interested in determining if the implementation of weekly quizzes would improve test scores, an experimenter and/or an instrumentation effect may also affect results.
sample to give me 30 males and 30 females which I will use to test my
Confederate A was conducting with the four males given. While conducting the experiment 4/4 (100%) of the males participated and took interest within choosing occupations for Confederate A. Out of all occupations given being an athlete was repeated, but with different sports. Such as, 4/4 (100%) football, 2/4 (50%) basketball, and ¼ soccer. All males stated that Confederate A should pursue youtube creator, video game creator, police officer, gym teacher, and scientist. There was 2/4 (50%) subjects that stated occupations such as NASA worker and FBI/CIA. While as there were a few extra occupations stated including repair man ¾ (75%) and ¼ (25%) race car driver. The group proceeded to have all subjects come into one room in front of both Confederate A Experimenter 1 and tell occupations for either sex. The group had the believence that both sexs would witheild their opinions. At first, there were observations made by Experimenter 2 and 3 that made the subjects seem as if they would not answer honestly. While in time the subjects, both genders began to state different occupation that
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Review your practicum learning agreement, as well as any other relevant doucments from this course. In which areas have you shown significant professional growth?
There were 24 males and 24 females. These college students were divided into three groups and were interviewed with a three degree distance. Each group had the same number of student and had the same proportion of males and females. Each group were asked different tasks. Group one had to disclose something about themselves in a tape recorder while the experimenter was not in the room. On second group, the subject had to self-disclose with the experimenter in the room, however there were no eye contact between the experimenter and the subject. The third group needed to self-disclose and the experimenter did provide eye contact with the subject. On all three groups, the experimenter did not self- disclose anything about himself. The independent variable for experiment one was the absence, presence and continuous of eye contact between the experimenter and the subject. The dependent variable was the time spent for the subject to self-disclose and the duration of the
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