Can Twitter be used to enhance student learning and engagement in a university classroom? This was the question of interest in a study published in the Journal of Marketing Education (December 2015). A sample of 411 undergraduate students enrolled in either a first-year marketing or fashion course participated in the study. On the first day of class, students were asked to self-assess their Twitter skill level as 1, 2, 3, 4, or 5, where 1 = poor and 5 = excellent. Students were then informed that Twitter would be used as a communication and learning tool throughout the duration of the course. Twitter use sessions were regularly scheduled, and each student was required to submit a paper describing his or her actual Twitter activity and personal learning outcomes using the technology. At the end of the semester, the researchers measured several variables for each student, including the number of actual tweets submitted and whether the student would continue to use Twitter as a learning tool (measured on a 5-point scale). The means of the variables were compared across the five Twitter skill levels for males and females separately. The ANOVA results are summarized in the table below.

a. For each of the four ANOVAs conducted, specify the response variable, treatments, and null and alternative hypotheses tested.
b. Using a = .05, practically interpret the results of each test.

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Twitter Skill Level Means p-Value Dependent Varlable 3 4 Poor 2 13.4 16.9 Excellent 19.2 15.7 14.8 15.3 # Tweets .331 .731 1.17 Males Females 20.0 16.1 14.6 0.56 Continue Using 2.74 3.16 3.52 3.71 2.21 3.34 .062 .006 3.89 2.97 3.78 3.82 3.83 3.74 Males Females