Attribution Non-Commercial (BY-NC)

58 views

Attribution Non-Commercial (BY-NC)

- crd fasf
- Froid Accounting Case
- New Doc 2017-11-30
- Cap 4 Montgomery
- 1-Leadership Styles and School Effectivenes
- The Study of Marital Adjustment in Employers
- Random Effects
- Modelling and analysis of single expansion chamber using Response Surface Methodology
- Self Concept and Scholastic Competence of Secondary School Teachers in relation to some Personal Variables
- jshs presentation
- Slide_3 HYPOTHESIS TESTING FOR DIFFERENCES BETWEEN MEANS AND BETWEEN PROPORTIONS
- Procedure for Carrying Out an Unpaired T-test
- Lecture 8
- ES10rex
- IJETR031661
- t test
- Statistika (Uts)
- Tutorial Agricolae
- Kim - Lab Ques
- Usinglmer

You are on page 1of 5

I was asked by the faculty to include some take-home exercises in this class to show you how to

use excel (a program you presumably all have!) to do basic statistical comparisons. Many of you

may already know how to do all of these; however, these exercises ensure that everyone is able

to do some basic types of analyses before leaving this class. Although we won’t really be going

over these in class, the exercises will be graded, so that I can ensure you all are able to do them.

Since they are fairly simple, they are an easy “A” for part of the class.

These assignments occur over the course of several weeks, you will continue to use the same

dataset for all of them. You each will be given your own, unique dataset, so you won’t get the

same answers as one another. Be sure to report your dataset # on all assignments, or I won’t

know what your answers should have been! The particular instructions are below.

In all cases, you have data from two groups of participants (groupA & groupB), each of whom

gave you results from three different tasks (taskA, taskB, and taskC). If it makes it easier for

you, you can rename them (i.e., adults with and without hearing loss on tasks of speech

perception and word recognition; children with and without SLI on tasks of working memory

and grammar production, what-have-you). Since you’ll continue to use the same set of data for

multiple exercises, it is best to enter it all into a spreadsheet that you continue to use. (That way,

the assignments after the first one won’t take more than a few minutes to do.) I would

recommend the following format:

Participant Group TaskA TaskB TaskC

1 A score score score

2 A score score score

3 A score score score

etc.

16 B score score score

17 B score score score

18 B score score score

etc.

For each exercise, there are just a few numbers you actually need to report back to me – I don’t

need the full file, or an excel print out. Indeed, I don’t want that – just hand in a sheet of paper

with the answers. You will presumably get all the answers correct – if you miss any, then you

should come show me what you did, or email me your spreadsheet.

Often, I ask you to do the same thing two ways. Admittedly, I wouldn’t know if you did or not.

But the idea is that these exercises will walk you through the steps so that you could do things

either way in the future – so while I have no way of checking, its really to your benefit to try and

do the analyses both ways.

Also, if any result gives you the answer in scientific format (with a number including an E, then

a negative sign, then 2 digits) you can get the number in a more typical format by selecting the

cell, going to formatcell picking number, and then telling it how many numbers after the

decimal points you want… (as many as the 2 digits after the E….)

Exercise one: Descriptive statistics.

Part A. Find the mean, standard deviation, and standard error for each of the 4

task/group combinations using tasks A & B (ignoring task C): (groupAtaskA,

groupBtaskA, groupAtaskB, groupBtaskB).

Type in =average( and then highlight the section you want, then hit add the end-paren)

Standard deviation works the same way, but it is stdev, not average

Standard error is what we typically use in figures for the error bars, so its an important

statistic to be able to calculate in our field, but excel does not give it directly. The formula for

standard error is the standard deviation (which you just did) divided by the square root of the

sample size (which you know). The formula for square root is =SQRT(_).

If you didn’t want to count out the sample size, you could have excel count the cells for

you: =count(cella:cellz). So the full formula would be

=(stdev(cella:cellz)/sqrt(count(cella:cellz)))

The other way to do descriptive statistics is with the analysis toolpack.

Go to tools -> Data analysis and then select descriptive statistics

(If you don’t see data analysis as an option under tools, it means you haven’t added in that

option to Excel. Instead, your column probably has “add-ins” as an option. Click on that. You

have to opt to have the statistics add-in installed; it comes with excel, but is only added on if you

select it. So click on add-ins, and then select Analysis ToolPak).

Highlight the section you want the statistics for. You can opt to have it tell you the results in

another worksheet (the default), in an entirely new file, or as part of the same worksheet if you

give it an output range (so it doesn’t write over something else you need). Just do it in a new

worksheet. This gives you a number of other measures as well.

Using this method, ignore group, and find the mean, median, standard deviation,

standard error, mode, kurtosis, and range (min/max) for the task as a whole.

(Note: you could have gotten such results individually with functions, too. The functions

would be =MIN, =MAX, =MODE, etc.)

Part C. Counts. One particularly useful function for grading is to have excel tell you

how many As, Bs, Cs, etc. you have on an exam. This isn’t really a stats thing, but is good to

know how to do anyway. This can be done with the COUNTIF function. Pretend for the

moment that all of the scores in task C were exam grades. Lets say you want to know how many

people got an A (90% or better). At the bottom of the column, enter =COUNTIF( Then you

have to highlight the section you want it to count over (i.e, the column). Add a comma after that.

Now you need to give the “rule” for what it should count. In this case, lets say 90 is an A. So it

would be “>=90” (greater than or equal to 90). Then add the end paren. It should count the

number of scores >90. Now, to do the Bs, you can do the same thing, but then you have to

subtract out the As. That is, if you type =countif(range, “>=80”) it would give you As and Bs

combined, so you need to subtract the earlier cell (or make the condition be that the score is both

>=80 & <90). Using either approach, tell me the number of As and Bs in the column.

Exercise 2: correlations

To do this exercise, we’re going to ignore the group difference.

task B for all 30 people.

Click in the section called “input range”, and then highlight your entire two columns for

A&B (don’t highlight C). Make sure the “grouped by” says columns, not rows.

The value you want is the correlation between column 1 and column 2 (the one between

any column and itself is, of course, 1).

Part B. Next, find the correlations among all three. To do this, do the same thing,

but select all three columns. You should get a larger table this time, with 3 values (one

identical to the one before).

Part C. Just like with the other tests, there is also a function for this. Try it out by

doing the correlation for only group A (15 people) on tasks A & B:

=correl(range1, range2).

To do this exercise, we’re going to ignore some group & task differences…. And, we’re

also going to ignore task C at first.

To do both parts A & C, you need to decide which type of t-test you want to do (paired or

unpaired). Go to tools data analysis and select the right choice. (Assume equal variance for

this). In each case, it asks you for the range for variable 1 and variable 2: click in the box, then

highlight the appropriate region in your spreadsheet.

Part A. Assume for the moment that you only had one group of 30 people, rather than

two groups of 15 each. Each person does still does both tasks, A & B. Do a t-test to determine

if the tasks give different results (i.e, if one task is easier).

Part B. Now do a t-test to see if task A was different than “chance” where chance is

50%. (A one-tailed t-test). Excel won’t do this, but it’s a simple formula. For a one group t-test,

you take the mean of the group you tested, subtract the known value (here, chance), and divide

by the standard error. To see if this is significant, use your table. Do the same thing for task B,

as well.

Part C. Assume that A & B were two different studies (rather than two different tasks);

each study has two groups of people who did the same single task. Do two t-tests (one for each

experiment) in which you determine whether the two groups of 15 people differed.

Part D. There is another way to do a t-test in excel, though. Excel also has a t-test

function. If you’re entering data in once, and then analyzing it, the way we did it above is fine.

But if you’re testing a series of participants and looking at the data repeatedly over the course of

the study, you’d have to keep doing this over and over. (It doesn’t automatically update as you

add in new data). So in that case, you’re better off doing the t-test function. It just isn’t quite as

intuitive, in some ways. To demonstrate this, I want you to compare tasks A & B to C (using

paired t-tests) using the ttest function. This is a function of the format

= TTEST(array1,array2,tails,type)

So click in the cell where you want the results. Type in the equal sign, then ttest, then

highlight the first set of cells you want analyzed, then the second set. For tails, you enter 1 for a

1-tailed test, 2 for a 2-tailed test. (Do 2-tailed ones here). Then for type, you enter 1 for paired, 2

for unpaired (assuming equal variance). Since this is a function, it updates itself (recalculates)

every time you change the data or add more in. But, it actually doesn’t tell you the t-value itself

– it gives you p (the probability). If you want the t-value, you need to do a second function,

called TINV, on the results of the ttest function. This function is in the format

=TINV(probability,degrees_freedom).

So in a neighboring cell, type in =TINV( Then, for the probability, click on the cell that

gave you the TTEST result. For df, you need to enter in the number.

So first, do this for A vs. C, and then again for B vs. C. Report both the probability and

ttest results in the correct manner. Then, do it for A vs. B. You should get the same thing you

got in part A, above. But then change the numbers for the following 5 subjects’ A values to be

10 points higher than they were: Harry, Barney, Sally, David, Fred. The t-value and probability

should change. Report those, as well. (Remember to go back and undo the data changes

afterwards!)

Excel does not allow you to do a repeated-measures 1-way ANOVA. It allows you to do an

ANOVA, but it presumes that the data is NOT repeated. So we're going to pretend, for the

moment, that your dataset consists of 3 groups of 30 subjects each - that is, that you tested 90

subjects, 30 in each task.

Determine if the three tasks differ from one another. (Again, this is pretending that

you had 3 separate groups of subjects - if you'd really done the repeated measures design in

your dataset, you'd need to do a stats package other than excel!!!)

Go to tools data analysis and select ANOVA: single factor. Tell it to group by column

(so you have 3 groups of 30 people each in your output). You would report this as F (df

between, dfwithin)= F-value, p< p-value.

Ok, this one doesn’t use Excel, but Fisher’s is so easy to use, that you should all be aware

of its existence, particularly because distributional questions come up fairly often. There are

many websites that will do a Fisher’s for you; one you can try is at

http://www.langsrud.com/fisher.htm

You have 30 subjects in your data set, with 15 in each group. Does one group have more

males than females? Report the probability of this being significant….

(You could also do a Chi-squared test, if your Ns aren’t too small – which excel can do.)

Although Excel has two-way ANOVAs as an option, these actually only do the case where you

have one observation per cell. Since you have 15 observations per cell, it will not work with

your data set. To do anything beyond a 1-way ANOVA, you really need a stats package. All

stats packages are different, and although all of you have access to SPSS via BSOS’s software,

using SPSS is getting outside of the topic of this course…. So, I’m not going to have you

actually do a 2-way ANOVA. But let’s assume you’d done so, and found a significant

interaction. Do the follow-up t-tests you’d need to do to explain that significant interaction, and

then explain the findings in text (i.e., tell me where the interaction comes from, IN PLAIN

ENGLISH (a sentence or two explanation of what it really means)). (HINT: you’ve already

done some of those tests).

As noted in class, percentages are not actually Gaussian, so really should not be used in most

statistical tests.

Let’s pretend all your values are percentages. Take Task C, and do arcsine transformations of

each number – then report the average of these arcsin values. How much does this differ from

the average of the “percentages” you’d had before?

Note: Excel does arcsines in radians, not in degrees, so you need to account for this!

Step 1: Turn each percentage into a proportion (i.e., divide by 100)

Step 2: Take the square root of each number. = SQRT(cell)

Step 3: Take the arcsine of each number. = ASIN (cell)

Step 4: Convert into degrees DEGREES (cell)

Or, to do this all at once, the formula is:

=degrees(ASIN(SQRT(cell/100))))

If you want to test that your formula works, the transformation of 100 should give you 90, the

transformation of 10 should give you 18.4-something.

- crd fasfUploaded byYogyaning Kartiko
- Froid Accounting CaseUploaded bylouiegoods24
- New Doc 2017-11-30Uploaded byAshutosh Sinha
- Cap 4 MontgomeryUploaded byEduardo Granados
- 1-Leadership Styles and School EffectivenesUploaded byalanz123
- The Study of Marital Adjustment in EmployersUploaded byPrecious Udoada
- Random EffectsUploaded by1ab4c
- Modelling and analysis of single expansion chamber using Response Surface MethodologyUploaded byDr-Nouby Mahdy Ghazaly
- Self Concept and Scholastic Competence of Secondary School Teachers in relation to some Personal VariablesUploaded byInternational Organization of Scientific Research (IOSR)
- jshs presentationUploaded byapi-281731841
- Slide_3 HYPOTHESIS TESTING FOR DIFFERENCES BETWEEN MEANS AND BETWEEN PROPORTIONSUploaded bycdahad
- Procedure for Carrying Out an Unpaired T-testUploaded bymahgoubkamel
- Lecture 8Uploaded byYong Liu
- ES10rexUploaded byBilal Hassan
- IJETR031661Uploaded byerpublication
- t testUploaded bytanushree verma
- Statistika (Uts)Uploaded byjaelani
- Tutorial AgricolaeUploaded byAlxndr Columba
- Kim - Lab QuesUploaded byrathiramsha7
- UsinglmerUploaded bywoelfert
- Finish Analisis SoalUploaded byKhoiril Anwar
- Lamp IranUploaded byZherlynPoetriBungzu
- Hypothesis Testing With t TestsUploaded byEdimar Joshua Friala
- 19. Career a Food for Thought and Perplexion Among Students-2019-03!14!12-08Uploaded byImpact Journals
- LB.docxUploaded byVyankhaJhouanaLealLargo
- stats table analysisUploaded byAbhishek Juriani
- T-REX Documentation CurrentUploaded byGhea Tahara Sugianto
- seminar akuntansiUploaded byKrisma Udayana
- Abs TrakUploaded byIntan Permatasari
- Contoh Paper Matkul StatprobUploaded bylads thetic

- Selection TechniquesUploaded byscotlandkam
- Investors PerceptionUploaded bydavidwijaya1986
- Lingganay Festival wins anew in Sinulog FestivalUploaded byLeyteSamar DailyExpress
- Wk_2_Analysis_assigment&rubricUploaded byrdjr5667
- General SemanticsUploaded byRaúl Sapena Brugada
- MktgTool BassUploaded byAnand Saraf
- Job Rotation, n Promtn UpdatedUploaded byPrachi Tari
- Proposed Standard for Automatic Calculation of Rainfall ErosivityUploaded byAlberto Chevarria Castro
- Morgan1911-Random Segregation vs CouplingUploaded byJudge Michael Garza
- Numeric simulation of a pig move inside service pipesUploaded bygykatai
- Mantzikos, C., Charoumenou, Z., Andreadou, G., Lappa, C., & Kyparissos, N. (2017). The experiences and views of parents of children with Autism Spectrum Disorders (ASD) about the institution of Parallel Support in Greece, International Journal of Current Research, 9 (10), 60080-60084.Uploaded byConstantinos Mantzikos
- TRADITIONAL PRACTICES ADOPTED BY JORDANIAN MOTHERS.pdfUploaded byinovatorigor
- ISO27k ISMS Auditing Guideline Release 1Uploaded bydem_121129
- A Confidence Interval Provides Additional Information About VariabilityUploaded byShrey Budhiraja
- Top 9 Analytics Training Institutes in India _ Analytics India MagazineUploaded byBireshwar Das
- T.D. Logan꞉ Personal Characteristics, Sexual Behaviors and Male Sex Work. A Quantitative ApproachUploaded byGrasic
- angulationUploaded byAinė Petkinytė
- The Basics of Experimental DesignUploaded byobe_now
- IJI Article Evaluation Form 200817bUploaded byAndrianSaputra
- TheoriesUploaded bypriyanka_archimedium
- UNIK Output 2015Uploaded byMariss Chua
- Hamilton Chamber of Commerce Life Science Cluster ReportUploaded byHuzaifa Saeed
- science probesUploaded byapi-302561933
- Sample Lab FormatUploaded byTasha Ausman
- 3 Ph Routine Maintenance Guide EnUploaded byAlynie Gomes
- Hill 98 ActivitiesUploaded byAnthea Jacelyn Melanie
- Culture PhilippinesUploaded byrolly1980
- soy flour with coir as an alternative plywood fillerUploaded byJerelyn Y. Co
- QFD Application in the Hospitality Industry Hotel Case StudyUploaded byMuhammad Azka Ramadhan
- Brand Image of Brand LuxUploaded byShovan Dash

## Much more than documents.

Discover everything Scribd has to offer, including books and audiobooks from major publishers.

Cancel anytime.