![]() This is set to either TRUE to print the code or FALSE to not print the code. There’s a ton of them! We are going to just focus on a few that are more commonly used. See page 2 as a reference for R chunk options. For example, you may or may not want: the code to be printed, the figure to be printed, the results to be printed, the tidyverse message to be printed, etc. You should see some code, a couple of results tables, and a scatterplot.Ĭhunk options allow you to have some control over what gets printed to the file that you knit. We’ve seen a few code chunk options earlier this semester, but this document revisits them.įirst, knit, your new file (and give it a name, when prompted). State 2 aspects of Chaz’s analysis that are not reproducible. He writes down the degrees of freedom, the T-stat, and the p-value.Ĭhaz copies his graph to Word and writes a conclusion in context of the problem. He deletes these 3 rows in Excel.Ĭhaz uses the t.test function in Excel to run the test. Chaz decides that these 3 students should be removed from the analysis because, if they had stayed enrolled, their GPAs would have been different than 0. These three students have GPAs of 0 because they were suspended for repeatedly refusing to wear masks indoors. He changes the labels and the limits on the y-axis using Point-and-Click Excel operations.įrom his boxplots, he see that there are 3 outliers in the non-athlete group. He uses Excel to make a set of side-by-side boxplots. He writes the null and alternative hypotheses in words and in statistical notation. He decides that a two-sample t-test is an appropriate procedure for this data (recall from Intro Stat that this procedure is appropriate for comparing a quantitative response (GPA) across two groups). He has two variables: whether or not a student is a student athlete and GPA. ![]()
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