Time Wasted a Group of Students Decide to See IfA How Strong Is the Relationship the Students Found? Describe

The Answer of Time Wasted a Group of Students Decide to See IfA How Strong Is the Relationship the Students Found? Describe

Time Wasted a Group of Students Decide to See IfA How Strong Is the Relationship the Students Found? Describe

The Answer of Time Wasted a Group of Students Decide to See IfA How Strong Is the Relationship the Students Found? Describe

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Time Wasted a Group of Students Decide to See If

question 181

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Time Wasted A group of students decide to see if there is link between wasting time on the
internet and GPA. They don't expect to find an extremely strong association, but they're
hoping for at least a weak relationship. Here are the findings. $\begin{array} { l | l | l | } \hline \text { linear regression results: } & & \\\text { Dependent Variable: GPA } & \\\text { Sample size: } 10 \\\text { R (correlation coefficient) } = - 0.37199274 & & \\\text { R-sq } = 0.1383786 & & \\s = 0.85365134 & & \\\hline \text { Parameter } & \text { Estimate } & \text { Std. Err. } \\\hline \text { Intercept } & 4.06191 & 0.74405 \\\hline \text { Hours/week } & - 0.0297 & 0.02616 \\\hline & & \\\hline\end{array}$
a. How strong is the relationship the students found? Describe in context with statistical
justification.
One student is concerned that the relationship is so weak, there may not actually be any
relationship at all. To test this concern, he runs a simulation where the 10 GPA's are
randomly matched with the 10 hours/week. After each random assignment, the correlation
is calculated. This process is repeated 100 times. Here is a histogram of the 100 correlations.
The correlation coefficient of -0.371 is indicated with a vertical line. $Time Wasted A group of students decide to see if there is link between wasting time on the internet and GPA. They don't expect to find an extremely strong association, but they're hoping for at least a weak relationship. Here are the findings. \begin{array} { l | l | l | } \hline \text { linear regression results: } & & \\ \text { Dependent Variable: GPA } & \\ \text { Sample size: } 10 \\ \text { R (correlation coefficient) } = - 0.37199274 & & \\ \text { R-sq } = 0.1383786 & & \\ s = 0.85365134 & & \\ \hline \text { Parameter } & \text { Estimate } & \text { Std. Err. } \\ \hline \text { Intercept } & 4.06191 & 0.74405 \\ \hline \text { Hours/week } & - 0.0297 & 0.02616 \\ \hline & & \\ \hline \end{array} a. How strong is the relationship the students found? Describe in context with statistical justification. One student is concerned that the relationship is so weak, there may not actually be any relationship at all. To test this concern, he runs a simulation where the 10 GPA's are randomly matched with the 10 hours/week. After each random assignment, the correlation is calculated. This process is repeated 100 times. Here is a histogram of the 100 correlations. The correlation coefficient of -0.371 is indicated with a vertical line. b. Do the results of this simulation confirm the suspicion that there may not be any relationship? Refer specifically to the graph in your explanation.$
b. Do the results of this simulation confirm the suspicion that there may not be any
relationship? Refer specifically to the graph in your explanation.

Definitions:

Regulatory Mechanism

A system or process designed to control or govern conduct, often within industries or sectors, through guidelines or rules.

Laissez-faire Capitalism

An economic system characterized by minimal government intervention and the free operation of market forces.

Minimal Government Intervention

Minimal government intervention refers to a political and economic philosophy that advocates for the government to interfere as little as possible in the economic decisions of individuals and businesses.

Division of Labor

The separation of the work required to produce a product into a number of different tasks that are performed by different workers; specialization of workers.