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High school teachers wanted to know if students who practice multiple choice questions prior to taking a multiple choice test do better than those students who do not practice. One class was assigned practice multiple choice questions. The other group was not assigned questions. The mean test scores were compared and the p-value was .045.

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High school teachers wanted to know if students who practice multiple choice questions prior to taking a multiple choice test do better than those students who do not practice. One class was assigned practice multiple choice questions. The other group was not assigned questions. The mean test scores were compared and the p-value was .045.

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A. Identify the following components in the experiment:
- Independent variable
- Dependent variable

B. What conclusions can the teachers draw from the results of their study? Be sure to include the context of the experiment in your response.

C. How could the following perspectives be used to explain the results of the experiment?
- Cognitive
- Humanistic

D. Provide an example of how the following brain structures would help a student succeed on the multiple choice test.
- Left hemisphere
- Occipital lobe

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The experiment's independent variable would be whether students are assigned  practice multiple choice questions or not.

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In this experiment, the independent variable is the students who are exposed to the practice multiple choice questions.

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The dependent variable in this experiment is how well students do on the test, measured by their test scores.

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The dependent variable is how well the students do on the test.

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The p-value was statistically significant, showing a moderate correlation between practicing multiple choice questions and test scores.

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The p-value was not statistically significant. In this study, the use of practice multiple choice questions did not have an effect on test scores.

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The p-value was statistically significant.  In this study, the use of practice multiple choice questions caused an increase the students' test scores.

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The p-value was statistically significant, meaning that the results were not due to chance.

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From a cognitive perspective, students would think that the practice has prepared them and therefore perform better, even if the questions were not the same.

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Students might subconsciously have done better because of the practice questions, according to the cognitive perspective.

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From a cognitive perspective, students might think that they were going to fail because of the lack of practice questions.

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Students' occipital lobes will help them hear the teacher's directions, so they will be able to navigate the test easier and score higher.

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Students in the control group may have still believed that like they had free will to continue to study hard despite not having practice questions.

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Students in the control group believed they would fail because they thought it was too hard to do well without the practice questions.

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Students who felt like they had a strong relationship with their teacher and that the teacher believed in them might have done better, according to the humanistic perspective.

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The left hemisphere's logical ability helped students on the multiple choice test.

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Using the logical abilities of their left hemispheres, students were able to use the process of elimination to help them narrow down answer choices and select the right one.

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Students' occipital lobes will allow them to see the test and read the questions, helping them score higher.