Make sure you answer all components of questions 1 and 2. Your answers can be br

Make sure you answer all components of questions 1 and 2. Your answers can be brief, use the number of marks per question to guide how much information you need to provide. Assignment #2 is out of a total of 28 marks. Your submission can be submitted through eClass using the link for Assignment #2.
Please submit a separate JPG, PDF, or PNG file of your responses for each question. To be clear, for this assignment you will be submitting a total of 2 files (1 file for question 1, and 1 file for question 2). Assignment #2 is due Monday November 13th at 11:59pm.
Reminder: If a data set includes a column for ‘Participant #/ID’, this variable should never be analyzed. This information is simply provided to mimic real-life research data sets and provide information about the study design.
1. An Educational Psychologist is interested in examining the effects of different learning techniques on test comprehension in undergraduate students. The Educational Psychologist conducts a study in which undergraduate students are brought into the lab and randomly assigned to one of four different learning technique groups, with eight different undergraduate student participants in each group. Each group is asked to review the same textbook passage (i.e., 10 pages taken from a textbook) using one of the following four learning techniques: re-reading text, highlighting text, visual imagery, and summarizing text. After the allotted study time has ended, they complete a test with twenty-five questions evaluating their comprehension of the textbook passage. Their tests scores (i.e., number of correct answers on the test) are available in the data file Learning_Techniques.csv on eClass. Use alpha = .05 for any decisions you make about the null hypotheses and statistical significance. Use these data to answer the following questions: (12 marks total)
a. State the null and alternative hypotheses for the research question: Does test comprehension in undergraduate students differ depending on the type of learning techniques used? (1 mark)
b. Do the data meet all the assumptions of the appropriate statistical analysis? Why or why not? (please include screenshots of the relevant part of the jamovi output to support your answers and to be eligible for full marks) (2 marks)
c. Calculate by hand dftotal, dfwithin , and dfbetween. Please show your work to be eligible for full marks. (3 marks)
d. Complete the appropriate ANOVA in jamovi to answer the research question outlined in 1a), including any necessary follow-up tests. Include a screenshot of the output of these analyses as your answer to this question (1 mark)
e. Write-up the results of your analysis in APA format. Be sure to include all elements of the write up that are required as per class examples. (4 marks)
f. Based on your results, which learning technique should the researcher suggest undergraduate students utilize to maximize students’ comprehension of course content? (1 mark)
2. Prior research has shown that self-perception of driving abilities change with age. Older adults frequently express concerns about mental fatigue during prolonged driving which may alter their driving confidence. A researcher is interested in determining whether driving confidence (i.e., confidence in driving skills) dissipates during prolonged driving. The researcher brings a random sample of 6 older adults into the research lab and asks them to complete a driving simulation task. After each 10-minute interval, the driving simulation is paused, and the older adult participant completes a short questionnaire (scored out of 100) assessing their self-perceived confidence in their driving skills at the current time (with 100 being 100% confident in driving skills – i.e., the participant self-perceptions reflect perfect driving performance). Lower scores reflect lower self-perceived confidence in driving skills. Driving confidence is measured at four intervals: 10-minutes into the driving simulation, 20-minutes into the driving simulation, 30-minutes into the driving simulation, and 40-minutes into the driving simulation. (16 marks total)
Use the data Driving_Confidence.csv from eClass to help the researcher understand how self-perceptions of driving confidence in older adults varies across the duration of a driving session.
a. Test assumptions for this statistical analysis and state whether each is met or not met. Briefly explain the evidence you used to come to your decision about each assumption (please include screenshots of the relevant part of the jamovi output to support your answers and to be eligible for full marks). (2 marks)
b. Without completing any calculations (strictly conceptual speaking), in reference to the question 2 research scenario, explain how the researcher would assess the assumption of sphericity by hand (i.e., not using jamovi). More specifically, which steps should the researcher perform, and which calculations should be completed to determine whether or not the assumption of sphericity has been violated. (2 marks)
c. Calculate by hand dfbtwn trt, dfwithin trt, dfbtwn subj, dfresidual, and dftotal. Please show your work (i.e., hand-calculations) to be eligible for full marks. (5 marks)
d. Run all necessary analyses, including any required follow-up tests. Use alpha = .05 for any decisions you make about the null hypotheses and statistical significance. Include a screenshot of the output of these analyses as the answer to this question. (1 mark)
e. Write up the results of your analysis in APA format. (4 marks)
f. Given the results of your analysis above, what was the direction of any between-condition differences that were identified? How did you arrive at this decision? (2 marks)