Q1
The Excel file Room Inspection provides data for 100 room inspections at each of 25 hotels in a major chain. Management would like the proportion of nonconforming rooms to be less than 2%. Test an appropriate hypothesis to determine if management can make this claim.
Q2
An employer is considering negotiating its pricing structure for health insurance with its provider if there is sufficient evidence that customers will be willing to pay a lower premium for a higher deductible. Specifically, they want at least 30% of their employees to be willing to do this. Using the sample data in the Excel file Insurance Survey, determine what decision they should make.
Q3
A college is trying to determine if there is a significant difference in the mean GMAT score of students from different undergraduate backgrounds who apply to the MBA program. The Excel file GMAT Scores contain data from a sample of students. What conclusion can be reached using ANOVA?
Q4
Using the data in the Excel file Cell Phone Survey, apply ANOVA to determine if the mean response for Value for the Dollar is the same for different types of cell phones.
pinion that negativity and the experiencing of sadness or anger is a vital part of learning and imperative to our mental health. If children are equipped to deal with positive and negative experiences and the educator acts as a role model; teaches the child how to deal with challenges (Bandura, 1977). However, in school settings today it may be seen that children are not given enough negative experiences. For example, in some settings, during sports events every child receives a certificate for taking part not just the winners therefore, never having the experience of disappointment.
Weare and Gray (2003) unveiled schools were not consistent in their teaching, many schools were not providing children with the skills they require. Moreover, Weare and Gray (2013) continued, stating they ‘believe that a higher priority should be given to the promotion of emotional and social competence and wellbeing and that there is strong evidence that (SEL) needs to start as young as possible’. Graham and Yeo (2015) support this and state ‘developing social and emotional skills when young is seen to be a crucial foundation to living a happy and fulfilling life’. As a result of the study the Social and Emotional Aspects of Learning, whole school program (SEAL) was introduced (DfE, 2005). This allowed for a more cohesive, holistic approach throughout educational settings and supported important legislation; Every Child Matters (2003) and The Healthy Schools Program (1998).
Durlak et al. (2011a) conducted a large scale meta-analysis of implementing school based SEL interventions. It was delivered on 270,034 children starting from kindergarten through to high school. This was the largest scale meta-analytical social study in the U.S with results that indicated that the implementation of SEL interventions were a success. ‘Compared to controls, SEL participants demonstrated significantly improved social and emotional skills, attitudes, behaviour, and academic performance that reflected an 11-percentile-point gain in achievement’ Durlak et al. (2011a). It may be argued that the SEL interventions are a valuable preventive and promote positive outcomes as well as reducing negative outcomes in all children, however it could be concluded that the interventions were not carried out on children who needed the SEL the most, such as children who had pre-existing behavioural or emotional problems.
A similar meta-analysis study has recently been carried out, by a team including Durlak who participated in the 2011 study and this showed an average 13 percentile point increase higher than pupils who did not have the interventions, social skills and positive attitudes towards others also increased, however once again the study excluded children you would consider in need of the interventions such as children with behavioural issues (Durlak et