A music teacher had noticed that some students went to pieces during exams. He wanted to test whether this performance anxiety was different for people playing different instruments. He took groups of guitarists, drummers and pianists (variable = ‘Instru’) and measured their anxiety (variable = ‘Anxiety’) during the exam. He also noted the type of exam they were performing (in the UK, musical instrument exams are known as ‘grades’ and range from 1 to 8). He wanted to see whether the type of instrument played affected performance anxiety when accounting for the grade of the exam. Which of the following statements best reflects what the effect of ‘Instru’ in the output table below tells us?
A. The type of instrument played in the exam had a significant effect on the level of anxiety experienced.
B. The type of instrument played in the exam had a significant effect on the level of anxiety experienced, even after the effect of the grade of the exam had been accounted for.
C. The type of instrument played in the exam did not have a significant effect on the level of anxiety experienced.
D. The type of instrument played in the exam did not have a significant effect on the level of anxiety experienced, even after the effect of the grade of the exam had been accounted for.
Answer: B
You might also like to view...
Teachers should eat meals with children so they are able to:
A. clean up spills B. serve the children's plates C. correct the children's table manners D. act as role models for appropriate eating behaviors
Discuss the revised six levels of Bloom's taxonomy for teaching, learning, and assessing
What will be an ideal response?
Identify and explain the five factors that should be considered when determining accelerative or enrichment services for students with gifts and talents
What will be an ideal response?
General crystallized intelligence is best described as our _____.
a. potential for learning, resulting from general abilities to reason, think, and learn new things b. biologically determined capabilities, resulting from our genetics c. overall pool of knowledge, resulting from formal and informal education d. ability to apply what we have learned to new contexts