In this analysis, I examined whether participating in a tutoring program improves students’ exam scores. The dataset included two independent groups of students: those who received tutoring and those who did not. Each student completed the same standardized exam, and their scores were recorded for comparison. My research question was: Is there a significant difference in exam scores between students who received tutoring and those who did not? The null hypothesis stated that there is no difference in exam scores between the two groups, while the alternative hypothesis stated that there is a significant difference. Since the two groups consisted of different students, I conducted an Independent Samples t-test to compare the mean exam scores. Before running the test, I evaluated the assumptions of normality using histograms, boxplots, and Shapiro-Wilk tests. Both groups met the assumption of normality, so proceeding with the Independent t-test was appropriate. The results showed a statistically significant difference in exam scores between the tutoring and no tutoring groups. Students who participated in tutoring had higher average exam scores compared to those who did not receive tutoring. The effect size was large, indicating that tutoring had a substantial impact on student performance.

Independent analysis of a case-control psoriasis study with specific focus on oxidative stress signature.