Mobute Seven: LLIN ABSENCE OF EVIDENC| EVIDENCE OF ABSENGEN (Carl Sagan US astronomer and popularizer of astronomy, 1934 - 1996) « Inferential Statistics + Hypothesis testing + Z/ttests ~ P-value, Excel Printout LEARNING OBJEcTivEs; Atthe end of this module, you are expected to: 4. give the meaning of hypothesis 2, explain why there is a need to test the hypotheses . define Important terms in hypotheses testing , formulate null and alternative hypotheses . Identify the test statistic to be used in testing the significance of difference between means. 5.1. Zest 5.2 ttest 3. Perform simple test of hypothesis using Z or ttest statistic ope 2 This is the beginning of inferential Statistics, thus, a review of past modules will help you understand the new topics. ‘Al our discussions before are so far classified under descriptive statistics. For example, the measures of central tendency such as the mean, median, and the mode describe the center of the distribution. They give us one value, which shows us the picture of the overall performance of a group, like the average grade obtained by a group of students in statistics is referred to as the mean. The middle @fade that appears after arranging the grades from lowest to highest is the median, while the grade, which occurs the most number of times is called the mode. The measures of variability describe how the data deviates from the center of the distribution or from the mean. These are the range, standard deviation, Variance, and coefficient of variation. A small measure Of variability would mean the data are clustered Once sample d inference allows normal English, c in Statistics "significant statisticians say the result is "h mean itis very probably true, mean itis highly important. In Descriptive Statistics, you w Ee when Group 4 for instance got an average score of 90 while Group 2 has an average score of 85, we readily ~ conclude that Group 4 performed better than Group 2, It is because Group 4 has a higher mean score than Group 2. But it is a different thing in Inferential Statistics, we need to search for more evidence for saying so beyond what numbers tell us. We need to find out if the difference “5" (90-85) is big enough for us to conclude that Group 4 really performed better than Group 2 by TESTING THE SIGNIFICANCE OF DIFFERENCE between these two mean scores using Some test statistics which we are about to discuss,76 If the difference is found to be significant, it is only then that we can make a final conclusion that Group 1 performed better than Group 2. Testing the significance of difference can also be done between two proportions. For example, if survey says 40% of respondents are in favor of divorce while 47% are not in favor, with 13% undecided, we cannot just conclude that the difference between the proportions of favor and not in favor is significant unless we do the testing, But we cannot just test this difference. We need to write it in the form of a HYPOTHESIS, thus the process is called HYPOTHESIS TESTING, Let us begin by defining a hypothesis and identifying which is a hypothesis on means and Which is a hypothesis on proportions, Examine the illustrations that follow. ‘Whar ts a Hypotuesis?: ‘Tyres oF PROBLEMS IN HYPOTHESIS TESTING © Derinitions ‘Waar ts a Hypomesis? * an educated guess about the population parameter + an assumption about the population parameter For a start, we will est hypotheses on means and proportions, Please analyze the definitions and try to differentiate a hypothesis on mean from a hypothesis ‘on proportion by looking at the examples in the box. By pair, give your own examples. Hypothesis on mean: Hypothesis on proportion: Hypothesis tests are not limited to means and proportions. It is also conducted in regression and correlation analysis to determine if the regression relationship and the correlation coefficient (r) are statistically significant (discuss in the latter part ofthis text). A goodness-offit test refers to a hypothesis test Elementary Say stg in which the null hypothesis is that the population a specific probability distribution, such as a no, probability distribution. Nonparametric statigy! methods also. invoWve a variety of typothag! testing procedures. Whar is Hypothesis TESTING? Types oF STATISTICAL HYPOTHESES: Null hypothesis (Ho) and Alternative Hypothesis (4a) © Derinitions Hyronteses Testina: This is the process of making an inference or generalization on population parameters, based on the results ofthe study on samy SStmsticat HvPomHEses ts @ guess or prediction made by the researcher regarding the possible outcome of the study. Nuu. Hyporuesis (H,) is always hoped to be rejected. Always contains "=" sign Aurenvarve Hyroriesis (H,) challenges. Ho, Never contains "=" sign. Uses *< or > or =*, It generally represents the idea which the researcher wants,to prove. Hypotuesis Tesrinc: A procedure for deciding if the ‘ull hypothesis should be rejected in favor of an, allerative hypothesis, or wil not be rejected, Every test of significance begins with a NULL HYPOTHESIS, H,, It represents a theory that has been put forward, either because it is believed to be true or because it is to be used as a basis for argument, but has not been proved. The ALTERNATIVE HYPOTHESIS, H, Is a statement of what a statistical hypothesis test, |s set up to establish. It challenges Hy, and usually fepresents the idea which the researcher wants to prove, The logic of traditional hypothesis testing Fequires that we set up two competing statements in the form of null hypothesis and the alternative hypothesis, These hypotheses are mutually exclusive and exhaustive. You will have no problem in the null hypothesis since it always uses “=" sign. Your litle ‘trouble is the alternative hypothesis, since you have three choices, “*", “<", and “>", But don't worry, there are glaring clues. Before we try to write H, and H, let me introduce to you the types of hypothesis tests. Tyres oF Hypotesis Test: One-Tal left/right & Two-Tail Non-directional The types of hypotheses test is determined by the Alternative Hypothesis H,. An alternative hypothesismay be one-sided (one-tait le twosided (two-tail nondireg the problem. A oneal claims that a parameter value given by the nui claims that a parameter value given by the null hypothesis, thus, ‘the directic does not matter. In short, if. uses > or «, then hypothesis test is One-Tall right or left direction respectively, and if H, uses =, the hypothes} TWoTallNondrectional, baie esti ft or right directions tional) depending upor lefl/right test is used If \s smaller/greater than hypothesis, A twotail te For practice, let us altogether construct the Null and Alternative hypotheses, which are appropriate fof the following research titles, Hy . Hypotheses are always stated in terms of population parameter, such as “u* previous discussions by writing H, and Hy glven the pattern, Titled: An Evaluation of the Effectiveness of Online Learning Problem: The researcher wants to know if online: learning has significantly increased the average GPA (Grade Point Average) of students in XYZ College from. the known GPA which is 80, The GPA of 200 randomly selected students was found to be 83. H,: # = 80; The average GPA of students in XYZ College is equal to 80 or Online leaming has not significantly increased the average GPA of students in XYZ College. H,: # > 80; The average GPA of students in XYZ College is greater than 80 or Online learning has significantly increased the average GPA of students in XYZ College, Hypothesis on Means; 1-Tail ight directional H, uses >, because the researcher is interested in knowing if Online learning has signifeantly Increased the average GPA of XYZ students, } Title 2: The Effects of the New Compensation Package on the Job Satisfaction of Banko Metro - Employees Problem: The manager of Banko Metro wants to know if there is @ significant difference on the job satisfaction level of employees before and after the new compensation package is introduced. H Hage = Hea There is no significant difference between the level of job satisfaction of employees in Banko Metro before and after the new compensation * package is introduced, Hy Hater * Hegue’ There is a significant difference between the level of job satisfaction of employees in Banko Metro before and after the new compensation Package is introduced, is simply not equal to the for mean and “P" for proportion. Let us apply the following titles. Ho & Ha for Title 4 is done for your: is always given ir C either "Reject H, in favor H,"; we NEVER say “reject H,' we decide "not to reject ", this does not necesse ‘mean that the null hypothesis is true, it only suggests that there is not sufficient evidence against H, in favor of H,. Rejecting the null hypothesis then, suggests that the alternative hypothesis may be true. ‘Now, the next question is, “What are the basis for Rejecting or Not Rejecting H,?". This is the context of ‘our succeeding discussions. LeveL OF SIGNIFICANCE, Errors AND REJECTION/ACCEPTANCE REGION: "Level of Significance or Significance level" is a misleading term that most researchers cannot fully understand. This text will try as much as possible78 i“ Soa tts meaning so that non-technical readers he concept to help make decisions based ON results of the test. _ In using the hypothesis-testing procedure to lermine if the null hypothesis should be rejected, the person conducting the hypothesis test specifies the maximum allowable probability of making a type | error, called the level of significance for the test. The level of Significance which is symbolized by “alpha (a)" is set by the researcher at the beginning Of the research. Typical values for a are 0.05, and 0.04. Another interpretation of the significance level @, based in decision theory, is that corresponds to the value for which one chooses to reject or not to reject the null hypothesis H,. In decision theory, this is known as a Type | error. The probability of a Type | error is equal to the significance level a, and the probability of Type 1! error is equal to B (1 - a). The following illustrations will help you comprehend the meaning of these hypotheses testing terms. Let us start with ERRORS H; Accuseo 1s Not Guiry 8 ype Il (B error) ‘Accepting a false Hol Type I (@ error) Rejecting a true H,! a frame Testes Fee eee tune niente beatae fonnonee fame ieee Ennors In Hyporiesis TESTING So, it is very clear that the Level of Significance {a} is the probability of committing a Type | Error, this is the basis to Reject or Not to Reject H, and in short, it is the area of the Rejection Region. MEANING OF a= 0,05 and a= 0.04 In HyporHesis TESTING Usually, researchers use either the 0.05 level or sometimes called the 5% level, written as a 05, or the 0.04 level or 1% level, written as a = 0.04, although the choice of levels is largely subjective. The lower the significance level, the more the data must diverge from the null hypothesis to be significant. Therefore, the 0.01 level is more conservative than the 0.05 level. ‘An =0,05 means, “The probability of being right is ‘95%, and the probability of being wrong is 5%" Elementa What is a= 0.022 oe The next illustrations show most of the concepts that we defined and discussed in the previous page, These include: Types of hypothesis Test (One-Ta, JwoTail Tests), Level of Significance “a”, Rejection and Acceptance Regions. a Tyres oF Hrporuesis Test, Lever oF Stonsricance [a] AnD THE REJECTION Récion ‘a= 0.05, means the probability of being right is ‘95%, and the probability of being wrong is 5% 95% ‘Acceptance region Area = 0,025 ‘Area = 0.025 Rejection Region Rejection Region ‘2all non-directional Ha uses * symbol ———eEeEE——————— Tyres oF HrPoresis Test, Lever of Sicwricance [a] ano THe Resecron Recion = 0.04, means the probability of being right Is. ‘99%, and the probability of being wrong is 1% neal gt crestor test i used i uses > Sebel neta et rectna test hiss used Ha uses < syto) 99% Acceptance region ‘Area = 0.01 Rejection Region Area=0.01 Ha uses < symbol Ha uses > symbol Rejection Region ee With all major concepts in Hypothesis Testing had been defined and discussed, we are now ready to start the actual testing.sos Ebora Blay | Minute PAPER: Let us recat ne 4, What the 2 95 of stating | hypotheses? and : ae 2, Wat she hypothesis that we reese not eet? 3. What are the types of hypothesis tests? and 4, What are the 2 common levels of sj ificance in hypothesis testing? ond oe 5. What are the 2 types of erors in ty pothes cy sis testing? 6. What element in hypothesis testing corresponds to the area of the rejection region? 7.If Ha uses >, the testis 8, If Ha uses <, the testis 9, If Ha uses , the test is ee 430. When we perform hypothesis tests, what are we actually testing? [Do WORKSHEET 7a.) HyPoTHEsis Testinc APPROACHES? Critical Value Approach and p-value Approach and the 5-step solution Tue CriTicaL VALUE APPROACH One way of deciding whether or not to reject H, is by comparing the value of the test statistics with the critical value. The critical value is the value that the test statistics (Z or T) must exceed in order for the null hypothesis (H,) to be rejected. We reject H, if the absolute value of the computed Z or T 2 the absolute value of the critical value. ‘The decision rule in this process is “Reject H, If |Z computed] 2 |Z ontical|", Tue Crimica VALUES What is Z Give a = 0,05? a =05 Critical value Z = 1.65 ou wil eer ow oe to gtine erica value of ‘terms in rypotess tein | y In this diagram, pva therefore H,cannot be rejected, Locating the p-value from the table’ of areas under the normal curve Is quite cumbersome. Nowadays, various software such as Microsoft Excel, Microsoft Excel Add-In (PHStat), SPSS, Minitab, and many other statistical software provides p-values as part of the output for various hypothesis testing procedures. In this text, we will be using Microsoft Excel Addins which gives both the p-value & the critical value. Tue 5-ster SoLution These five steps will guide us in hypothesis testing process. They are enumerated in the next box. On the left is the 5-step solution for the critical value approach while on the right is for the p-value approach. This text is biased for the p-value approach and will recommend it for use because it is more convenient and practical than the critical value approach.80 Approaches in Hypothesis Testing Critical value approach value approach Computed vs. Critical value ys. Seen soon Sstep solution ; LH es = pa1/21 ahr 3, Decision rule: Reject, |] 3, Decision tle: Roc if |Comp-vaiue| > if pvalue | Zestrbution test L ylois unkown Lp Student'T n<30&n230 2means distribution Fest 2or more FE nowy) [P| means distribution Zest is a statistical hypothesis test that follows a normal distribution, the T-test follows a Student's Tuistribution while the F-Test or ANOVA follows an Feistribution. We will discuss the Ztest and the Test first. Zaest & T-est: Z-test and Test are basically the same. They compare between two means to suggest whether one or both samples come from the same population. Z-ests are often applied in large samples (n > 30), if the population standard deviation [0] Is known, and if the distribution is normal. It is used if these conditions are met; otherwise, other statistical tests like Tests are applied in substitute. Ztest is used to test if there is @ significant difference Elementary sy, between one sample mean and population mean a also for two sample means. ” ‘T-test was introduced by W.S. Gossett unde pen name *Student”. The Test Is also referred tp ‘ the “Student Test”. It is the most commonty seq Statistical Data Analysis procedure for bypothes testing since it is straightforward and easy to y Additionally, itis flexible and adaptable to a troy, range of circumstances. Ttest is best applieg, it you have a limited sample size (n < 30) as loy the variables are approximately normally distributes and the variation of scores in the tWo groups ig not reliably different. It is however noted that if “ps becomes larger, the Tistribution becomes close to Zdistribution. Thus, Ttest can be used not ifn < 30 but also if n is large or n 2 30 and if the populations’ standard deviation [a] is not known, The tdistribution is similar to the Z-distribution, They are both symmetrical about the mean. Both are bell shaped, but the tdistribution is more variable since t values depend on the fluctuation of the mean and the standard deviation, whereas the Z values depend only on the fluctuation of the mean from sample to sample. The two distributions differ in standard deviations, Z has a standard deviation of 4 while t has a standard deviation which is always greater than 1. : ‘The divisor n ~ 4 in the formula for variance ang standard deviation, previously discussed is called the degrees of freedom (af). If the mean and standard deviation are computed from samples of size n, the values of t are said to belong to a t distribution with df =n - 1, Therefore, we have a different t curve for each possible sample size, such that a curve becomes more and more like the standard normal curve as n becomes larger or as n approaches infinity. © Derinition DEGREE OF FREEDOM: Its the number of varlables which { are free to varyWe will talk about the 2test first; again it 1 used when “n is large” or when *n > 30" and ois xnovn (population standard deviation), Three types Of | pypotheses can be tested by Z+test, they are: q ‘Zest for Testing the significance of diference between! Population or hypothesized mean, that is Population mean vs Sample mean Two sample means and o Is known, that 's Sample mean 4 vs Sample mean 2 ‘Two sample means and two @ are known, ‘that is Sample meand vs Sample mean 2 ‘These are the three Tests and 8 Z:test Two Sample for Means in an ordinary Microsoft Excel. This can be used if the raw data are enumerated Figure 4: One Sample Tests for Means (2 and T) Figure 5: Two Sample Tests for Means (Z and T)82 Elementary Stati Then Owing ate the three formulas for the Z-Tests. Next, we are going to compare Microsoft Exog here are again clues so that you will not be confused Outputs with the result of our computations using i on which formula to use in the problem. formula. Please examine example which follows, Example 1: The average score in the fing examination in College Algebra at XYZ College jg known to be 80 with a standard deviation of 10, random sample of 40 students was taken from thig year's batch and it was found to have a mean score of 84. Is this an indication that this year’s batoy Fae lc inne performed better in College Algebra than the previous batches? Test at 0 =0.05. Solution: Since the population standard deviation Is known (a = 10) then we need to use Z-Test, ong sample mean is given, then the test statistic is: Testing the Significance of Difference Between Means “nis large or when n 2 30 and is known" Ztest n230 * Hypothesized/population mean VS Sample mean ‘and population standard deviation is known, ~ is the sample mean wn * SOHN = isthe population mean n o in ‘. = isthe sample size = G2HM” , substituting 4 = 80, = 84, 7 = is the population std. dev. n= 40 and @ = 10 in the formula, we obtain: * Sample mean 1 VS Sample mean 2 and population 7 GABON 9 5s standard deviations known, ee : 5 F, = Is the mean of sample 1 zZ = F, _ ~ is the mean of sample 2 if ole ae 1m, &n, ~ are the sample sizes Next are the 5-step solutions for the Critical ang ° "G” = ‘sthe population std. dev. pValue approaches. They differ in steps 2, 3 and 4, + Sample mean 1 VS Sample meen 2 and 2 population but they have the same decision and conclusion. itis standard deviations are known, your choice on which approach to use, but | strongly = Is the mean of sample 4 recommend the p-Value approach since it is simpler ~ is the mean of sample 2 and easier to understand. — are the sample sizes ~ isthe population std. dev. PSS el Critical Value Approach p-Value Approach 1. H, ; # = 80; This year's batch is as good as |, i # = 80; This year's batch is as good as the previous batches in College the previous batches in College Algebra. Algebra. H, ;#> 80; This year’s batch is better H, +> 80; This year's batch is better in College Algebra than the in College Algebra than the previous batches. previous batches. 2. @.= 0.05; 4.7 right; Z-comp. = 2.53; Zeritlcal = 1.65 2. = 0,05; p-Value = 0.0057; 4-7 right 3, Decision rule: Reject H, If |2,(2.53)| 2 Zeca(1-65)], that Is If 2.53.2 1.65, 4. Decision: Reject Ho, because p-Value 4. a becai . i. Decision: Reject Ho, use 2.53 > 1.65, (0.0057) < a(0.05). 5. Conclusion: | therefore conclude that this] 5. Conclusion: | therefore conclude that this year's batch is better in College Algebra} year’s batch is better in College Algebra than the previous batches. than the previous batches. 3. Decision rule: Reject Ho if p-Value (0.0057) $ a(0,05).The next box explains Reject H," both for the crit the p-Value Approach, why the decision is to ical Value Approach and ‘Two Arproacies in HyporHesis Testing Cea! Value Approach Value Approach Teomputed)= 253, Leritical = 1.65, Value = 0,0057 ‘Step 4: Decision: Reject Step 4; Decision: Reject H, because Zcomputed H, because pValue (2.53) 2 Zeritical (1.65), (0.0057) < a= 0.05 This text recommends that you use Microsoft Excel Add-Ins PHStat because they will definitely make your job easier. Below is how you will input the same value of data in PHStat, and its corresponding output. is used? Figure 6: This is how you fill in the PHStat This is the PHStat Output fo Dialog Box for One Sample Mean Level of Significance Population Standard Deviation Sample Size Sample Mean 84 Intermediate Calculations Standard Error of the Mean 1,58113883 ZTest Statistic : 2529822128 Upper-Tail Test Upper Critical Value 1.644853627 (eee a p-Value 0.005706018 O TworTad Test { Reject the null hypothesis F Upper Tab Tes © Lomer-Ta Test pn Optens © tee: [Ersnce 1 ) Tick Upperall | 2 Test Statistic = Z-computed = 2.53 Test because | Upper Critical Value = Critical Value = 1.65 H:H>80 | pValue = 0.008706018 wo o. coet_| Decision: Reject Ho or Reject the null Hypothesis Notice that PHStat gives everything that we need in Hypothesis Testing, rs All we need to do is to set up the 5-step solution.84 Now, let us verify the entry “Hypothesized Difference” which is “O°. We always put *0” for the hypothesized difference because we always assume the NON-SIGNIFICANCE of DIFFERENCE in Ho, Under the Test Options, Two-Tail Test is ticked because the Figure 7: This is how you fill in the PHStat Dialog Box for Two Means aaa = Data ———— SGT. TH i Hypathescedtvterence: fo L Level of Sorvteance: foo © Population | Sanele Semele Size Sample Mean: Popsiston Std, Deaton: Popustn 2 Sancte Sancie Soe: Somole Mean: Population Std. Gestion: Si Si Example 2 lypothesized Difference | Sample Mean Population Standard Deviation Difference in Sample Means Standard Error of the Difference in Means Ele ts us to test “If there Is a g, brolem wagon ve average wihaval ty two branches". For the 5:step Solution, we yj " up utilizing the p-Value approach. The Critica vst Approach is left for your exercise. Ny This is the PHStat Output for evel of Significance Population 1 Sample sample Size ulation Standard Deviation Population 2 Sample pt sample Size Intermediate Calculations 39.44617 z 2.281591, -Test Statistic ke The 5-step solution for the p-Value Approach: 1. H,:H,=Hyi There is no significant difference between the average withdrawals from the two branches of Banko Metro. HH, # gi There is no significant difference between the average withdrawals from the two branches of Banko Metro. = 0.01; pValue = 0.022514; 2 Nondirectional Decision rule: Reject H, if pValue (0.022514) < (0.01) Decision: Do not Reject H,, because p-Value (0.022514) > a(0.04) Conclusion: | therefore conclude that there is no significant difference between the average with- T,, (from the table -3250], that is if 3.04 > 3,250, a 4. Decision: Do not reject Ho, because 3.04 < 3.250. 5. Conclusion: | therefore:conclude that the oil wells are producing 22.5 barrels of oil a day. (This means that there is no enough evidence to conclude that the oil wells are not producing an average of 22.5 barrels of crude oil per day, and that the average x=21 produced by the 10 samples is not signifcantly lower than u=22.5) p-Value Approach 4. H, ; 4 = 80; The ol wells are producing 22.5 barrels of oll a day. H, ; > 80; The oil wells are not producing 22.5 barrels of oll a day. 2. a= 0.04; pValue = 0.01400343; 2-Tall 3, Decision rule: Reject Ho if p-Value (0.01400313) < o(0.04). 4, Decision: Do not reject Ho because pValue (0.01400343) > a(0.04). 5. Conclusion: | therefore conclude that the oil wells are producing 22.5 barrels of oil 2 day (This means that there is no enough evidence to conclude that the oil wells are not producing an average of 22.5 barrels of crude oil per day, and that the average x=21 produced by the 10 samples is not signifeantly lower than u=22.5). Using PHStat, you should go to “One Sample Test, TTest for Means sigma unknown". Again, compare the values in the PHStat output with the values we obtained using the formula and the Critical Value approach. Are they the same? ‘What is the equivalent of the following values in the PHStat Output? a. Teomputed = -3.04 b. Tatitical or tab = -3.250 So, for convenience, we will be using PHStat in our succeeding discussions as well as the pValue Approach. Example 4, Test for Two Independent Sampls —Samples drawn from entirely different populations. is unknown; Since the data are enumerated Ordinay Excel can be used. Both Excel and PHStat outputs are given, : Problem: A teacher wanted to find out if the Team Based Instruction (TBI) method of teaching Statist is more effective than the Individually Guidel Instruction (IGl) method. Two classes of approximate equal intelligence were selected, From one class, considered 15 students with whom she used Te method of teaching and from the other class, st considered 14 students with whom she used the 6 method. After several sessions, a 30+item test "2° ven, The scores are shown in the table belov.sys 00 Bey pga Figure 9 Student | 4 Tel} 30 | 28 Iet_| 25 | 27 Based on the result of the test, can we say that TBI method of teaching is more effective than the IGI method? Use a = 0.05, Method n Tel 15 Ich 14 i Solution: Since n, = 15 and n, = 14, and there are two independent samples, then we use the 2nd formula for t-test and the test statistic is: dan tn-2 Gis + (D5 [1+ 1 Berea,88 Elementary Statisteg Below is the PHStat Output Example 4 Test Notice the following similarities among the values obtained from the use of formula, ordinary Excel ‘and PHStat, Formula: tcomputed = 1.69 Data Hypothesized Diffetence Level of Significance Population 4 Sample Sample Size Sample Mean 24.27 Sample Standard Deviation 4.98 PHStat Test Statistic = 1,691099 = 1.69 Ordinary Excel {Stat = 1.688844169 = 1.69 Population 2 Sample Sample Size 14 ey é Upper Critical Value=4.703286=1.70 le Mean 21.07 Ordinary Excel Sample Standard Deviation 5.21 ‘Critical one-+té 703288035=1.70 Intermediate Calculations Pista Population 4 Sample Degrees of 14 paeiieees [Freedom }|_____ {Test onetail = 0.051389692 Population 2 Sample Degrees of 13 Freedom Total Degrees of Freedom 27 t Test Statistic 1.691099 Upper-Tail Test Upper Critical Value 1.703288 pyvalue 0.051166 / Do not reject the null hypothesis Following is the Ordinary Excel Output. Compare thie values with those we got using PHStat. Tal] IGi_ | tlest: Two-Sample Assuming Equal Variances 30_| 25 28 27 TBI IG 29 | 20 _|Mean 24,26666667| 21.07142857 20 | 30 [Variance 24,78095238| _27.14835165 18 | 16 | Observations 45 14 19 | 21 [Pooled Variance ‘ 25.92081129 76 | 45 |Hypothesized Mean Difference” 0 27_|_25 [at 27 22_| 28 |tStat 1.688844169 24_| 24 _| Pret) onetall 0054383692 26 | 19 |tcritical onetall 1703288035 28 | a7 _[Pt<) wotall 0.102767384 30 | 18 | t Critical twotail “ae 29 13 18 ic ee [ea ilBelow is the 5 ~ ste eae P Solution using the p-Value 4. Hy? yay = May The Team of teaching Stati Individually Guid Hy? Hom > Mig The of teaching St. a Based Instruction method ates 'S as effective as the oe 'nstruction method, ‘eam Based Instruction method right directional 3, Decision rule: Reject 4 (0.05). . Decision: Do not Re (0.054466) > (0.05), "e" Petause pYalue 5. Conclusion: | therefore conclude that the Team Based Instruction method of teaching Statistics is as effective as the Indivi i Instruction method, ral aces |, if pValue (0.051166) < Ordinary Excel an problem. The Steps in the ‘Test: The correlated procedures as the inde . Get the differe After/Post-test) 2. Find the mean ar differences. [Wt Before 243 | 179 | 204 | 165] 183] 153] 170] 200] 4180] 240) 469]478] 209] Wt. After_| 234] 173] 499] 162] 479[152} 464 | 180 bit. [a2[6 [2 Test at o = 0.05 if fruit diet is effective in reducing weights. Solution: Since the two sets of data are taken from the same set of sample, then we use the t-test and the test statistic isi, _ dvn idfen-1i First, a 7 we have to get d and s,. By using the formula or calculator for finding the mean and standard deviation we find that the mean of the differences is 5.38 and the standard deviation is 5.52. Substituting 5, = 5.52 and n = 16 in the formula, we obtain 5.52 = the mean before taking = the mean after taking fruit Hy itwe tet { i it Let us use PHStat to get the computed value of t. For dependent or correlated samples, Go to One- Sample Tests—the f Test forthe Mean, Sigma Unknown will be used, See the following illustrations: Mean of he ‘iterences ofthe ele before ard ‘ter 3 months of fru det Standard deviation : ai ofthe differences. F tomer Ta Tot ed Seton Figure 10 Degrees of Freedom t Test Statistlo Upper-Tail Test Upper Critical Value pValue Reject the null hypothesis _538018 _ 3.9 S32 ng tout and the formula teomputed and care exact the same. 6-1= ‘The 5step solution using pValue approach is as follows: 1. Hy: y= 1,3 Fruit diet is not effective in reducing weight. Or (H, : 4, ~ Jt, = 0) diet is ducing weight. Or (H,: y= #4,> 0) 2. a = 0.05; pValue = 0,000712718; 1 ail 3. Decision rule: Reject H, if pValue (0.000712718) + 0(0.08). 4, Decision: Reject H,, because pValue (0.000712718) < a(0.05). Conclusion: | ther effective in reducing we You may also use ordinary Exc Sample for Means. In t to get and solve fo of the ifferences and statistics and pvalue as in PHstat his wey, you are not required Example 6. Test —Pre-Test/Post he CEO of Banco Metro wants to know 1e new compensation package & benef i satisfacton among randomly selecteg nationwide, He commissioned ma leading University her undergraduate thesis, the new compens: ation package, “test at 0.05 level jon package has increased the jt and used t fespective manager as printout. nthe study aoa ioe Ye step 2: ia ‘administered one month before the new crm peckage wat implemented. The dats = oe Collected are the pretest. fa ee step 3: After 6 months of implementation, Satisfaction Inventory (Survey) a eagenen | Se administered to the same subjects, The a] = i data collected are the post-test. sf caret wo Ye 7 aE = [aL fos Laer Table 7b: Pre-Test and Post-Test of Job Satisfaction Inventory [[mcoa sean] mean [sca [eee | Oe |. eToypul2[s]“]s wet tam a fos pee | see | em | a0 | aoe | soe | sar [20s | se { 408) 3 Pet a SS aoe aoe | gar [aon | 200 | 208 | 3.00 | ar | 20s [20s | 40s [70 | 3% ee ee Lae fae [os [ar fae | os [wo | a9 [oe [so [oe | Tapa] aT as [so [as [czas [noes [20 aera fiea Poa fea | ae Pe [ aa [aer | sae [ass | ase [oar [our | 4o0 | ase | sar | 2oe [ar [aor [om [oe wea Lace Lam [aoe | ase [eae [ear [aoe | aor [300 | 300 | are | or | 400 [are | 420 92 [9s] 49 cr [am [ 2 [aoe [ass | 70 [9 Ries G=-044,5,= 0.80, andn= 30 asa | -33 | 52 | 403 | 40 OSN3 3.01; f= © BSsA30 «3.01; df= 301-29Neutral ‘Somewhat Satisfied Very Satisied S:step solution: 1. Hy dye By’ The nen compensation package has not increased the job satisfacion level of bank managers. OF (H, Ay ~ Hy ® 0) Hg! € Hai The new compensation package has increased the job satisfaction n package has increased the job level of bank managers.92 Rusric For Seventh Week Output | Sevenr Weex Oureur (4-2 Points) (3-4 Powts) (5 Points) Hypothesis for means Cannot be statistically tested; data cannot be gathered by the questionnaire; Ho and Ha are incorrectly stated. Can be statistically tested; data can be gathered by the questionnaire; Ho and Ha ate incorrectly stated. Can be statistically tested; data can be gathered by the questionnaire; Ho and Ha are correctly stated, Hypothesis for proportions Cannot be statistically tested; data cannot be gathered by the questionnaire; Ho and Ha are incorrectly stated. Can be statistically tested; data can be gathered by the questionnaire; Ho and Ha are incorrectly stated. Can be statistically tested; data can be gathered by the questionnaire; Ho and Ha are correctly stated. Promptness ‘Submits the output ‘one or more weeks after the deadline Submits the output the following meeting after the deadline Submits the output on time