Interpreting Basic Statistical Data
Article: Ramirez, G. & Beilock, S.L. (2011). Writing about testing worries boosts exam performance in the classroom. Science, 331. 211-213. This article is page 74-77 of your handbook.
Two laboratory and two randomized field experiments tested a psychological intervention designed to improve students' scores on high-stakes exams and to increase our understanding of why pressure-filled exam situations undermine some students' performance. We expected that sitting for an important exam leads to worries about the situation and its consequences that undermine test performance. We tested whether having students write down their thoughts about an upcoming test could improve test performance. The intervention, a brief expressive writing assignment that occurred immediately before taking an important test, significantly improved students' exam scores, especially for students habitually anxious about test taking. Simply writing about one's worries before a high-stakes exam can boost test scores.
Please note: There is limited space for your answers. we would like to keep it this way. Please do not recreate your own table. Please do not change the FONTS or COLOURS of the text template. Please use this table as provided. For P.I.C.O., please attempt to keep the answer short and simple.
For Question 13, please make sure that you touch on the relevant results and justify your answer. You will note that the value in brackets next to the question is the point's value, which will be applied to each of the responses for each of the 4 studies.
Attachment:- ASTAT_Question.zip