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9 & 10
RESEARCH III & IV
QUARTER 3
Week 6

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Region IX, Zamboanga Peninsula

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SUBJECT & Research QUARTE 4 WEE 1 DAY __________________________________

dd/mm/yyyy

WRITTEN BY: ABBYGAILE G. ABONALLA, T-III

Zamboanga City High School
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GRADE/LEVEL III & IV R K

TOPIC t-test for Dependent Samples
1. Utilizes appropriate statistical tools in analyzing data.
LEARNING (SSP-RS9-AID-III-q-t-7)
COMPETENCY 2. Interprets data/ statistical results. (SSP-RS9-AID-III-u-v-8)
3. Test hypothesis (SSP-RS9-AID-III-v-w-9)
IMPORTANT: Do not write anything on this material. Write all your answers for the SAQ,
Let’s Practice Activities and Try Items on a separate sheet/s of paper.

UNDERSTAND
This module discusses a version of the t test that analyzes dependent
samples. Dependent samples are sometimes called matched-pair samples.
Samples are dependent when the subjects are paired or matched in some
way.
The following situations illustrate how paired samples are used.
Case 1
A medical researcher wants to study how a medicine affects its
users' response times. The researcher must pre-test the people in the sample to test this
hypothesis. In other words, individuals are put through a test to determine their usual reaction
speeds. The individuals are then evaluated again using a posttest after taking the medicine.
Finally, the two tests' mean values are compared to see if there is a difference.
The samples are related because the same participants are utilized in both situations;
subjects who do well on the pretest will likely perform well on the posttest, even after taking the
medication. Those who perform poorly on the pretest will also perform poorly on the posttest.
The researcher uses a t test to account for this effect, based on the differences between the pretest
and posttest results. Only the gain or loss in values is compared.
Case 2
A psychologist has created the Instrumental Enrichment (IE) Program, a set of activities
he believes will help mentally challenged youngsters overcome cognitive impairments.
Extensive statistical tests are being undertaken to test the software. A random sample of 10-year-
old kids with IQ scores below 80 was chosen for one experiment. These children were given an
IQ test before they spent two years in an IE program, and another IQ test after they completed
the program.

(a) On what basis can you pair the IQ scores?

Take the “before and after” IQ scores of each individual student.

(b) If there were 20 students in the sample, how many data pairs would you have?
Twenty data pairs. Note that there would be 40 IQ scores, but only 20 pairs.

Case 3
A researcher wished to design a SAT prep course to help students improve their test
scores on their second SAT. As a result, the two tests' differences are compared.

Case 4
A medical specialist may want to see whether a new counseling program will help subjects
lose weight. Therefore, the preweights of the subjects will be compared with the postweights.

WRITTEN BY: ABBYGAILE G. ABONALLA, T-III

Zamboanga City High School
 2

What is the t-test for dependent samples? The 4 examples given

show how samples are
paired in an experiment.
To compare the sample means of two related
Now, we will learn more
groups, the dependent samples t-test is used. This about the t-test for
means that the scores for both groups are derived dependent samples.
from the same individuals. The goal of this test is to
see if there is a difference between two
measurements (groups).
This test employs the difference in values of the matched pairs. The hypotheses are as
follows:

Where, μ D is the symbol for the expected mean of the difference of the matched pairs.
The paired sample t-test is a statistical procedure used to determine whether the mean
difference between two sets of observations is zero. In a paired sample t-test, each subject or
entity is measured twice, resulting in pairs of observations.

Assumptions for a t-test for dependent samples

A t-test is used to test the difference between means when:

 The sample or samples are random.
 The sample data are dependent.
 When the sample size or sample sizes are less than 30, the population or populations must
be normally or approximately normally distributed.

Formula for the t-test for dependent samples the following equations are used:

D−μ D
t = sD
√n
with d.f.= n-1 and where

D=
ΣD
n
and s D=
√
nΣ D2−( ΣD)2
n( n−1)

How Test the Difference Between Means for Dependent Samples?

Step 1 State the hypotheses and identify the claim.
Step 2 Find the critical value(s).
Step 3 Compute the test value.
Step 4 Make the decision.
Step 5 Summarize the results.

Example 1

WRITTEN BY: ABBYGAILE G. ABONALLA, T-III

Zamboanga City High School
 3

Here are some problems Cholesterol Levels

involving dependent A dietitian wishes to see if a person’s
samples to help you
understand how a t-test cholesterol level will change if the diet is
for dependent samples is supplemented by a certain mineral. Six
done. randomly selected subjects were pretested, and
then they took the mineral supplement for a 6-
week period. The results are shown in the table.
(Cholesterol level is measured in milligrams per deciliter.) Can it be concluded that the
cholesterol level has been changed at α = 0.10? Assume the variable is approximately normally
distributed.

Step 1: State the hypotheses and identify the claim.

H0: μ D=0 and H1: μ D ≠0 (claim)

The claim that , means that is either greater than or lesser than zero. It implies
further that if is greater than zero the “before” cholesterol level is
greater than the “after” cholesterol level. If is lesser than zero
(negative number) it means that “after” cholesterol level is greater
than the “before”

Step 2: Find the critical value. The degree of freedom is 6 − 1 = 5. At α = 0.10, the critical
values are ±2.015.

Step 3: Compute the test value.

a. Make a table.
Before ( X 1 ) After ( X 2 ) D = X 1- X 2
2 2
D =( X 1− X 2)
210 190 20 400
235 170 65 4225

WRITTEN BY: ABBYGAILE G. ABONALLA, T-III

Zamboanga City High School
 4

208 210 -2 4
190 188 2 4
172 173 -1 1
244 228 16 256
ΣD=100 2
Σ D =4890

b. Find the mean of the differences.

ΣD 100
D=
n
= 6 = 16.7

c. Find the standard deviation

√ √ √ √
2 2 2
nΣ D −( ΣD) 6(4890)−(100)
s D= = = 29 340−10 000 = 19 340 = √ 644.667 = 25.390
n( n−1) 6(6−1) 30 30

d. Find the test value

D−μ D 16.7−0 16.7
16.7
t = sD = 25.390 = 25.390 = 10.367
= 1.611
√n √6 2.449

Step 4: Make the decision.

The decision is to not reject the null hypothesis, since the test value 1.610 is in the
noncritical region.

Step 5: Summarize the results.

There is not enough evidence to support the claim that the mineral changes a person’s
cholesterol level. Or

There is insufficient evidence to back up the claim that the mineral influences a
person's cholesterol level

Example 2

Improving Study Habits

As an aid for improving students’ study habits, nine students were randomly selected to
attend a seminar on the importance of education in life. The table shows the number of hours
each student studied per week before and after the seminar. At α = 0.10, did attending the
seminar increase the number of hours the students studied per week?

Step 1 State the hypotheses and identify the claim.

H0: μ D=0 and H1: μ D <0 (claim)

Step 2 Find the critical values.

The degree of freedom is 9 − 1 = 8. At α = 0.10, the critical value is -1.397.

WRITTEN BY: ABBYGAILE G. ABONALLA, T-III

Zamboanga City High School
 5

H1 is stated as , because this would mean that the time the student spent studying
after they attended the seminar is longer compared to the time they spent studying
before the seminar.
REMEMBER: Lesser number- Greater number = a negative number (less than zero)

Step 3 Compute the test value.

a. Make a table.
Before ( X 1 ) After ( X 2 ) D = X 1- X 2
2 2
D =( X 1− X 2)
9 9 0 0
12 17 -5 25
6 9 -3 9
15 20 -5 25
3 2 1 1
18 21 -3 9
10 15 -5 25
13 22 -9 81
7 6 1 1
ΣD=−28 Σ D 2=176

b. Find the mean of the differences.

ΣD −28
D=
n
= 9 = -3.1

c. Find the standard deviation

√ √ √ √
2 2 2
nΣ D −(ΣD) 9(176)−(−28)
s D= = = 1584−784 = 800 =
√ 11.111 = 3.333
n(n−1) 9(9−1) 72 72

d. Find the test value

D−μ D −3.1−0 −3.1
−3.1
t = sD = 3.333 = 3.333 = 1.111
= -2.790
√n √9 3

Step 4 Make the decision.

Since test value of -2.790 is more than the critical value C.V.= -1.397, reject the null
hypothesis.

Step 5 Summarize the results.

WRITTEN BY: ABBYGAILE G. ABONALLA, T-III

Zamboanga City High School
 6

There is enough evidence to support the claim that the seminar increased the number of
hours the students studied.

Example 3

Reducing Errors in Grammar

A composition teacher wishes to see whether a new smartphone app will reduce the
number of grammatical errors her students make when writing a two-page essay. She randomly
selects six students, and the data are shown. At α = 0.025, can it be concluded that the number of
errors has been reduced?

Step 1: State the hypotheses and identify the claim.

H0: μ D=0 and H1: μ D >0 (claim)

H1 is stated as , because this would mean that the time the student spent studying
after they attended the seminar is longer compared to the time they spent studying
before the seminar.
REMEMBER: Greater number (before)- lesser number (after) = a positive number
(greater than zero)

Step 2: Find the critical value.

The degree of freedom n-1 = 6-1 = 5. At α = 0.025, the critical value is 2.571.

Step 3: Compute the test value

a. Make a table.
Before ( X 1 ) After ( X 2 ) D = X 1- X 2
2 2
D =( X 1− X 2)
12 9 3 9
9 6 3 9

WRITTEN BY: ABBYGAILE G. ABONALLA, T-III

Zamboanga City High School
 7

0 1 -1 1
5 3 2 4
4 2 2 4
3 3 0 0
ΣD=9 2
Σ D =27

b. Find the mean of the differences.

ΣD 9
D=
n
= 6 = 1.5

c. Find the standard deviation

√ √ √ √
2 2 2
nΣ D −(ΣD) 6(27)−(9)
s D= = = 162−81 = 81 = √ 2.7 = 1.643
n(n−1) 6(6−1) 30 30

d. Find the test value

D−μ D 1.5−0 1.5
1.5
t = sD = 1.643 = 1.643 = 0.671
= 2.235
√n √6 2.449

Step 4: Decide.
Since the t-computed value of 2.235 is less than the critical value of 2.571, do not reject
H0.

Step 5: Summarize
  There is not enough evidence to support the claim that the errors have been reduced.

Example 4
Overweight Dogs
A veterinary nutritionist developed a diet for overweight dogs. The total volume of food
consumed remains the same, but one-half of the dog food is replaced with a low-calorie “filler”
such as canned green beans. Six overweight dogs were randomly selected from her practice and
were put on this program. Their initial weights were recorded, and they were weighed again after
4 weeks. At the 0.05 level of significance, can it be concluded that the dogs lost weight?

Step 1: State the hypotheses and identify the claim.

H0: μ D=0 and H1: μ D >0 (claim)

The claim that , implies that the dog’s weight was greater before than its
weight after half of the dog food was replaced with canned green beans.

REMEMBER: Greater number (before)- Lesser number (after) = a positive number

(greater than zero)

Step 2: Find the critical value.

The degree of freedom n-1 = 6-1 = 5. At α = 0.05, the critical value is 2.015.

Step 3: Compute the test value

WRITTEN BY: ABBYGAILE G. ABONALLA, T-III

Zamboanga City High School
 8

( X 1−X 2 )
t=
√ s21 s 22
+
n1 n2

(20.1−11.2) 8.9
8.9 8.9
t=
√ =
√ = √6.308+ 7.031 = √13.339 = 2.437
2
(8.7) 75.69 56.25
+¿ ¿ ¿ ¿ +
12 12 8
Step 4: Decide.

Step 3: Compute the test value

a. Make a table.
Before ( X 1 ) After ( X 2 ) D = X 1- X 2
2 2
D =( X 1− X 2)
42 39 3 9
53 45 8 64
48 40 8 64
65 58 7 49
40 42 -2 4
52 47 5 25
ΣD=29 2
Σ D =215

b. Find the mean of the differences.

ΣD 29
D=
n
= 6 = 4.8

c. Find the standard deviation

√ √ √ √
2 2 2
nΣ D −(ΣD) 6(215)−(29)
s D= = = 1290−841 = 449 = √ 14.967 = 3.869
n(n−1) 6(6−1) 30 30

d. Find the test value

D−μ D 4.8−0 4.8
4.8
t = sD = 3.869 = 3.869 = 1.580
= 3.038
√n √6 2.449

Step 4: Decide.
Since the t-computed value of 3.038 is greater than the critical value of 2.015, reject H0.

Step 5: Summarize

  At the 5% level of significance, there is sufficient evidence to conclude that the diet caused
the dogs to lose weight.

Let’s Practice #1! (Write your solution on a separate sheet/s of

paper.)
Use the t-test for dependent samples to analyze the data given in the problems below.
Follow the steps illustrated in the examples given. (Assume that the problems follow a normal
distribution and that the population variances are unequal)

WRITTEN BY: ABBYGAILE G. ABONALLA, T-III

Zamboanga City High School
 9

1. Cholesterol Levels: A medical researcher wishes to see if he can lower the cholesterol
levels through diet in 6 people by showing a film about the effects of high cholesterol
levels. The data are shown. At α = 0.05, did the cholesterol level decrease on average?

2. Pulse Rates of Identical Twins: A researcher wanted to compare the pulse rates of
identical twins to see whether there was any difference. Eight sets of twins were
randomly selected. The rates are given in the table as number of beats per minute. At α =
0.01, is there a significant difference in the average pulse rates of twins?

REMEMBER
Key Points

 A dependent t-test is an example of a "within-subjects" or "repeated-measures" statistical

test. This indicates that the same participants are tested more than once. The "related groups"
indicates that the same participants are present in both groups. The reason that it is possible to
have the same participants in each group is because each participant has been measured on two
occasions on the same dependent variable. Assumptions for the t Test for two independent means
when σ1 and σ2 are unknown

TRY
Let’s see how much you have learned today!
Write your answers on a separate sheet of paper.
Directions: Perform the t-test for dependent samples on the data given below. Follow the steps
in solving Hypothesis-Testing Problems. (Assume that the data in the problem below follow a
normal distribution and that the population variances are unequal)

Reducing Errors in Spelling: A ninth-grade teacher wishes to see if a new spelling

program will reduce the spelling errors in his students’ writing. The number of spelling errors
made by the students in a five-page report before the program is shown. Then the number of
spelling errors made by students in a five-page report after the program is shown. At α = 0.05,
did the program work?

REFERENCE/S
Brase, Charles Henry, and Corrinne Pellillo Brase. 2012. Understandable Statistics: Concepts and
Methods. Richard Stratton.

Freund, John E, and Gary A Simon. n.d. Modern Elementary Statistics. Prentice Hall.

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WRITTEN BY: ABBYGAILE G. ABONALLA, T-III

Zamboanga City High School
 10

WRITTEN BY: ABBYGAILE G. ABONALLA, T-III

Zamboanga City High School