## Related questions with answers

**Homework assistance for accounting students**. How much assistance should accounting professors provide students for completing homework? Is too much assistance counterproductive? These were some of the questions of interest in a Journal of Accounting Education (Vol. 25, 2007) article. A total of 75 junior-level accounting majors who were enrolled in Intermediate Financial Accounting participated in an experiment. All students took a pretest on a topic not covered in class; then each was given a homework problem to solve on the same topic. However, the students were randomly assigned different levels of assistance on the homework. Some ( 20 students) were given the completed solution, some (25 students) were given check figures at various steps of the solution, and the rest ( 30 students) were given no help. After finishing the homework, each student was given a posttest on the subject. One of the variables of interest to the researchers was the knowledge gain (or, test score improvement), measured as the difference between the posttest and pretest scores. The sample mean knowledge gains for the three groups of students are provided in the table. The observed significance level of the $t$-test of part $\mathbf{e}$ was reported as .1849. Using $\alpha=.05$, interpret this result.

No Solutions | Check Figures | Completed Solutions | |
---|---|---|---|

Sample Size | 30 | 25 | 20 |

Sample Mean | $2.43$ | $2.72$ | $1.95$ |

Solution

VerifiedIn this exercise, we will be conducting the hypothesis testing by using $t$-test of the two population means to determine if the test score improvement would decrease if the level of work assistance increased.

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