A 2005 article in Issues in Accounting Education described an experiment in which students in an introductory accounting course were randomly assigned to one of two computer-based learning (CBL) methods: one based on problem solving and another using worked examples. Students in each group were also classified according to prior accounting knowledge (yes or no). A 15-point diagnostic exam was then administered to all students; average scores for the four groups, as well as a partial F table, appear below.

a. Create an interaction plot, and comment on what you see.
b. State the formal hypotheses being tested in the ANOVA table (there are three sets of hypotheses), and test each at the α = .05 level. Assume the conditions required for this inference procedure are met.
c. Explain in practical terms what the tests in part (b) say about the effects of different computer-based learning methods and/or prior accounting knowledge on accounting diagnostic exam performance.

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CBL method Problem-solving Worked examples Prior accounting knowledge? Yes 10.45 10.17 No 7.59 8.32