AP Statistics MCQs
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AP Statistics practice questions by unit
Fiveable has 12,369 AP Statistics multiple-choice practice questions across 5 units, plus 309 stimulus-based question sets built around a source. Practice one unit or topic at a time.
- Unit 1 – Exploring One–Variable Data and Collecting Data: 2,010 multiple-choice questions, 55 stimulus sets
- Unit 2 – Probability, Random Variables, and Probability Distributions: 2,103 multiple-choice questions, 82 stimulus sets
- Unit 3 – Inference for Categorical Data: Proportions: 4,304 multiple-choice questions, 86 stimulus sets
- Unit 4 – Inference for Quantitative Data: Means: 3,213 multiple-choice questions, 60 stimulus sets
- Unit 5 – Regression Analysis: 739 multiple-choice questions, 26 stimulus sets
Sample AP Statistics practice question
Fiveable derived practice dataset. Values are synthetic and designed for AP Statistics exam practice.
A school compared a new review method with its standard method. The 120 participating students were first grouped by prior achievement level. Within each achievement group, students were randomly assigned to one of the two review methods. All students then took the same assessment.
| Prior achievement | Standard method n | Standard mean | New method n | New mean |
|---|---|---|---|---|
| Lower | 30 | 72.4 | 30 | 77.1 |
| Higher | 30 | 84.8 | 30 | 86.2 |
The response variable is assessment score, measured in points.
Which of the following best justifies the researchers' decision to group students by prior achievement level before randomly assigning the review methods?
To reduce variation in assessment scores attributed to prior achievement, making it easier to detect treatment differences.
To eliminate all potential confounding variables, ensuring that prior achievement cannot influence the final assessment scores.
To guarantee that the standard and new review method groups have identical distributions of prior achievement levels.
To establish a direct cause-and-effect relationship between a student's prior achievement level and their final assessment score.
Explanation
The main purpose of blocking in a randomized block design is to reduce variability in the response that comes from a known source, here prior achievement. Comparing the review methods within each achievement group makes a difference between them easier to detect. Balanced prior achievement across methods is a side effect of this design rather than its purpose. Blocking also does not eliminate all confounding (random assignment handles that) and does not show that prior achievement causes scores.