A total of 75 junior-level accounting majors who were enrolled in Intermediate Financial Accounting participated in the experiment. Recall that students took a pretest on a topic not covered in class and then each was given a homework problem to solve on the same topic. A completely randomized design was employed, with students randomly assigned to receive one of three different levels of assistance on the homework: (1) the completed solution, (2) check figures at various steps of the solution, and (3) no help at all. After finishing the homework, each student was given a posttest on the subject. The response variable of interest to the researchers was the knowledge gain (or, test score improvement), measured as the difference between the posttest and pretest scores. The data (simulated from descriptive statistics published in the article) are saved in the accompanying file,
a. Give the null and alternative hypotheses tested in an analysis of variance of the data.
b. Summarize the results of the analysis in an ANOVA table.
c. Interpret the results, practically. Does your conclusion agree with the inferences drawn in Exercise 8.18?
For Information: Refer to the Journal of Accounting Education (Vol. 25, 2007) study of assisting accounting students with their homework, Exercise 8.18.