BAM 069: Business Research

Students Activity Sheet #20

Name: ____________________________________________________________ Class number: _______

Section: ____________ Schedule:______________________________________ Date: ______________

Lesson title: Describing the Uses of Analysis of Variance Materials:

(ANOVA) FLM Student Activity Sheets

Lesson Objectives: References:

https://rpubs.com/mmcbee/2280
1. Use ANOVA in testing hypothesis 15
2. Identify the condition in which one can use analysis of http://cba.ualr.edu/smartstat/topi
variance in testing hypothesis cs/anova/example.pdf

Exercise. Don’t become slave to your workbooks, It’s important to get

some exercise or else your days of lounging between coach and
textbook will slowly become both monotonous and repetitive. Exercise
can give you that much needed lift between studies, giving you the right
mindset to get on with your work.

A. LESSON PREVIEW/REVIEW
INTRODUCTION (2 mins)
Today, our topic is all about Analysis of Variance. Read the lesson targets carefully and keep
them in mind as we go through today’s lesson. Let’s start exploringJ!

The one- way analysis of variance (ANOVA) is used to determine whether there is any statistically
significant differences between the means of two or more independent (unrelated) groups
(although you tend to only see it used when there are a minimum of three, rather than two groups).

Activity 1: What I Know Chart Part 1 (3 minutes)

Now that I had given you an introduction, fill in the What I Know column by answering the
questions below. The third column is left blank this time. You may use key words or phrases that
you think are related to the questions.

What I Know Questions: What I learned (Activity 4)

What is an Anova test used for?

How do you know if Anova is

significant?
When would you use a one-way
Anova?

B. MAIN LESSON
Activity 2: Content Notes (13 minutes)

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 BAM 069: Business Research
Students Activity Sheet #20

Name: ____________________________________________________________ Class number: _______

Section: ____________ Schedule:______________________________________ Date: ______________

Basic Concepts:
Analysis of variance (ANOVA) is a collection of statistical models and their associated
estimation procedures (such as the "variation" among and between groups) used to analyze the
differences among group means in a sample. ANOVA was developed by the statistician Ronald
Fisher.

Example:
One-way ANOVA (F value)
Three groups of six students were subjected to one of three types of teaching method.
The grades of the students are taken at the end of the third grading period and enumerated
accordingly to grouping.

Three types of teaching method

Students Group 1 Group 2 Group 3 (Xa)! (Xb)! (Xc)!
(Xa) (Xb) (Xc)
Method A Method B Method C
A 84 70 90 7056 4900 8100
B 90 75 95 8100 5625 9025
C 92 90 100 8464 8100 10000
D 96 80 98 9216 6400 9604
E 84 75 88 7056 5625 7744
F 88 75 90 7744 5625 8100
Total 534 465 561 47636 36275 52573

Steps:
1.∑x = 534+465+561=1560
∑x2 = 47636+36275+52573 = 136484
2. Total sum of squares (TSS)
!
"∑#$ ('()*)!
TSS = ∑x ! − % = 136484 − ', = 1284
3. The between-column variance or between-column sum squares of 1/r of the sum of the squares
of the column sums, minus the correction term, where r refers to the number of rows. (SSb)
1 (∑x)! 1 (1560)!
1∑(x)! − 4 = 1534! + 465! + 561! − 4 = 817
r N 6 18
4. The within-column variance or within-column sum of squares is the difference between the
total sum of squares and the between-column sum of squares. (SSw)
SSw = TSS - SSb = 1284 – 817 = 467
5.These three sums of squares are place in an Analysis of Variance table which contains the
sources of variations, their sums of squares, their corresponding degrees of freedom, and the
estimated variance of an analysis of variance table.
6.Finding the degree of freedom (df)
• Total df = total number of items – 1 dft =N – 1 = 18 – 1 = 17
• Between-column df = number of column – 1 dfb =c – 1 = 3 – 1 = 2
• Within-column df = total df – between-column df dfw = dft – dfb = 17 – 2 = 15
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 BAM 069: Business Research
Students Activity Sheet #20

Name: ____________________________________________________________ Class number: _______

Section: ____________ Schedule:______________________________________ Date: ______________

ANOVA table on the Three Samples Subjected to Different Teaching Methods.

Sources of Variation Sum of Square (SS) df MSS = SS/df
Between-column (b) 817 2 408.5
Within-column (w) 467 15 31.13
Total 1284 17
7. After completing the entries in the ANOVA table, the F – test formula is applied.
𝑀𝑆𝑆- 408.5
𝐹= = = 13.12
𝑀𝑆𝑆. 31.13

This long computation can be simplified by using Data Analysis Tool pack of Microsoft Excel.
Copy and paste the raw score on an excel worksheet.
Students Group 1 (Xa) Method A Group 2 (Xb) Method B Group 3 (Xc) Method C
A 84 70 90
B 90 75 95
C 92 90 100
D 96 80 98
E 84 75 88
F 88 75 90

Install the Data Analysis Tool Pack

Click Data, Data Analysis can be found on the upper left hand corner.
Click data analysis, a dialog box will appear
Click, ANOVA single factor
Click on the Input range and highlight the set of data
Click Output range and drag the cursor on the cell where you wanted to place the ANOVA
table.
A table like this will appear. The second table is the ANOVA table.

Anova: Single Factor

SUMMARY
Groups Count Sum Average Variance
Column 1 6 534 89 22
Column 2 6 465 77.5 47.5
Column 3 6 561 93.5 23.9

ANOVA
Source of
Variation SS df MS F P-value F crit
Between
Groups 817 2 408.5 13.12099 0.000508 3.68
Within Groups 467 15 31.13
Total 1284 17

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 BAM 069: Business Research
Students Activity Sheet #20

Name: ____________________________________________________________ Class number: _______

Section: ____________ Schedule:______________________________________ Date: ______________

The Five Procedural steps in testing the hypothesis:

1. Statement of the Problem:
Is there a difference among the teaching methods?
2. Research hypothesis (Using the 0.05 level of significance):
Ho: There is no significant difference among the teaching methods.
Ha: There is significant difference among the teaching methods.
3. Test the Research Hypothesis:
Use the one-way ANOVA to find out if the frequency of the three methods differs
significantly.
Computed value of F = 13.12 > 3.68, Significant/ 0.05
4. Interpretation
Since the obtained value of F = 13.12 is greater than the required value of f =
3.68 to be significant at the 0.05 level of significance with df = 15 and 2, therefore
the obtained value of F = 13.12 is significant. This means that there is a
significant difference among teaching methods.
5. Decision
Reject Ho (Since F/ is greater than F012 , that is 13.12 > 3.68)

Activity 3: Skill Building Activities (15 minutes)

Okay! Try to solve these problems. I hope you’ll do great in the following activities. EnjoyJ.
1. Using the following data, perform one-way analysis of variance using α=0.05.
Period 1 Period 2 Period 3
56 32 11
76 44 23
46 66 24
23 78 42
45 90 50

2. Using the following data, perform one-way analysis of variance using α=0.05.
Class 1 Class 2 Class 3
145 156 345
120 217 124
130 179 111
123 190 124

3. Using the following data, perform one-way analysis of variance using α=0.05.
Curriculum 1 Curriculum 2 Curriculum 3 Curriculum 4
34 54 29 51
33 56 16 43
23 32 18 39
45 33 35 37
16 24 27 28

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 BAM 069: Business Research
Students Activity Sheet #20

Name: ____________________________________________________________ Class number: _______

Section: ____________ Schedule:______________________________________ Date: ______________

4. Using the following data, perform one-way analysis of variance using α=0.05.
Group 1 Group 2 Group 3
51 23 56
45 43 76
33 23 74
45 43 87
67 45 56
5. Suppose the National Transportation Safety Board (NTSB) wants to examine the safety of
compact cars, midsize cars, and full-size cars. It collects a sample of three for each of the
treatments (cars types). Using the hypothetical data provided below, test whether the mean
pressure applied to the driver’s head during a crash test is equal for each types of car. Use α =
5%.
Compact cars Midsize cars Full-size cars
643 469 484
655 427 456
702 525 402

Activity 4: What I Know Chart Part 2 (2mins)

Now let’s check your understanding about the lesson for today. I hope that everything about the
topic is clear to you. This time you have to fill out the What I Learned column in Activity 1 Part 1.

Activity 5: Check for Understanding (5 mins)

Good job! You’re about to finish today’s activity. Answer the following questions using the given
data. Perform One-way ANOVA.

1. Calcium is an essential mineral that regulates the heart, is important for blood clotting and for
building healthy bones. The National Osteoporosis Foundation recommends a daily calcium
intake of 1000-1200 mg/day for adult men and women. While calcium is contained in some foods,
most adults do not get enough calcium in their diets and take supplements. Unfortunately some
of the supplements have side effects such as gastric distress, making them difficult for some
patients to take on a regular basis. A study is designed to test whether there is a difference in
mean daily calcium intake in adults with normal bone density, adults with osteopenia (a low bone
density which may lead to osteoporosis) and adults with osteoporosis. Adults 60 years of age with
normal bone density, osteopenia and osteoporosis are selected at random from hospital records
and invited to participate in the study. Each participant's daily calcium intake is measured based
on reported food intake and supplements. The data are shown below.
Normal Bone density Osteopenia Osteoporosis
1200 1000 890
1000 1100 650
980 700 1100
900 800 900
750 500 400
800 700 350

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This document is the property of PHINMA EDUCATION
 BAM 069: Business Research
Students Activity Sheet #20

Name: ____________________________________________________________ Class number: _______

Section: ____________ Schedule:______________________________________ Date: ______________

Is there a statistically significant difference in mean calcium intake in patients with normal bone
density as compared to patients with osteopenia and osteoporosis?

2. A researcher is concerned about the level of knowledge possessed by university students

regarding Philippines history. Students completed a high school senior level standardized
Philippines history exam. Major for students was also recorded. Data in terms of percent correct
is recorded below for 32 students. Compute the appropriate test for the data provided below.
Education Business/management Social Science Fine Arts
62 72 42 80
81 49 52 57
75 63 31 87
58 68 80 64
67 39 22 28
48 79 71 29
26 40 68 62
36 15 76 45

1. What is your computed answer? F = 0.04 (3,28), not significant

2. What would be the null hypothesis in this study? There will be no difference in history test
scores between students with different academic major.
3. What would be the alternate hypothesis? There will be a difference somewhere in history scores
between the four groups with different academic major.
4. What probability level did you choose and why? p = .05 There is little risk involved if either a
Type I or a Type II major is made.
5. What were your degrees of freedom? 3, 28
6. Is there a significant difference between the four testing conditions? No significant differences
were found between the four groups in terms of performance on a Philippines history exam.
7. Interpret your answer. Students regardless of academic major performed equally (in this case
poorly) on a high school senior standardized Philippines history exam.

C. LESSON WRAP-UP
Activity 6: Thinking about Learning (5 mins)
A. Work Tracker
You are done with this session! Let’s track your progress. Shade the session number you just
completed.

B. Think About Learning

1. Go back for today’s learning targets. Were you able to achieve those learning targets? If
yes, what helped you achieve them? If no, what is the reason for not achieving them?
-
______________________________________________________________________

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 BAM 069: Business Research
Students Activity Sheet #20

Name: ____________________________________________________________ Class number: _______

Section: ____________ Schedule:______________________________________ Date: ______________

______________________________________________________________________
_____________________________________________________________________

2. What question(s) do you still have in mind about today’s lesson?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

FAQs
1. What is the difference between Anova and t test?
The t-test is a method that determines whether two populations are
statistically different from each other, whereas ANOVA determines whether three or more
populations are statistically different from each other.
2. What are the types of Anova?
There are two main types: one-way and two-way. Two-way tests can be with or without
replication. One-way ANOVA between groups: used when you want to test two groups to
see if there's a difference between them. Two way ANOVA without replication: used when
you have one group and you're double-testing that same group.

Job well done! You’ve finished today’s activity.

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This document is the property of PHINMA EDUCATION
 BAM 069: Business Research
Students Activity Sheet #20

Name: ____________________________________________________________ Class number: _______

Section: ____________ Schedule:______________________________________ Date: ______________

KEY TO CORRECTIONS:
Activity 3
1. 𝐹3-456758 7:;<5 = 3.28, 𝐹=6>?>=:; 7:;<5 (2, 12) = 3.89 Accept Null Hypothesis
2. 𝐹3-456758 7:;<5 = 0.80, 𝐹=6>?>=:; 7:;<5 (2, 9) = 4.46 Accept Null Hypothesis
3. 𝐹3-456758 7:;<5 = 2.31, 𝐹=6>?>=:; 7:;<5 (3, 16) = 3.24 Accept Null Hypothesis
4. 𝐹3-456758 7:;<5 = 9.75, 𝐹=6>?>=:; 7:;<5 (2, 12) = 3.89, Reject Null hypothesis
5. 𝐹3-456758 7:;<5 = 25.17, 𝐹=6>?>=:; 7:;<5 (2, 6) = 5.14, Reject Null hypothesis
Means at least one mean pressure is not statistically equal.

Activity 5
No.1. 𝐹3-456758 7:;<5 = 1.39, 𝐹=6>?>=:; 7:;<5 (2, 15) = 3.68, Accept Null hypothesis
There is no statistically significant difference in mean calcium intake in patients with normal
bone density as compared to patients with osteopenia and osteoporosis
No.2
1. F = 0.04 (3, 28), not significant
2. There will be no difference in history test scores between students with different academic
major.
3. There will be a difference somewhere in history scores between the four groups with different
academic major.
3. p = .05 There is little risk involved if either a Type I or a Type II major is made.
4. 3, 28
5. No significant differences were found between the four groups in terms of performance on a
Philippines history exam.
6. Students regardless of academic major performed equally (in this case poorly) on a high
school senior standardized Philippines history exam.

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