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Bus 173 Project

Section: 14
Submitted to: DR. MD. JAMIL HASAN KARAMI
Submitted by:
Name ID
Ha-Mim Rahman 1912526630
Shohanur Rahman Sohan 2012583030
Rakib Rahman Aronno 2231862630
Talha Nabed Utshaw 2212675630
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Table Of content
1. Section-1
Introduction...........................................................3
 Variable Used................................................3
 Method used..................................................4
2. Section-2
 Results and Discussions
 Critical value approach..................................5
 Chi Square .....................................................6
 Run Test.........................................................6
 Anova.............................................................8
3. Section-3
Conclusion.............................................................9
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Section-1
Introduction
A Hypothesis is a claim about a population perimeter. By two type we can differentiate the
hypothesis, one is null another one is Alternative hypothesis which will counteract the null
hypothesis. An alternative hypothesis goes to opposite direction of null Hypothesis. We can
differentiate the null hypothesis by “=” sign. The hypothesis will determine whether or not the
test supports our statement. There is a non-rejection and rejection region which will indicate the
limited area of the test value. if a value of a certain test falls in the rejection we can reject the null
hypothesis but if the value falls in the non-rejection region then we can conclude that the null
hypothesis cannot be rejected thus the test supports our hypothesis.

Variables used:

For the report we formed a group of 4 people and decided to take 40 sample to conduct multiple
test to find out about the variables and queries regarding our report. In the case we took 4 types
of variables: Gender, Age, Job and Salary. All of the samples were from NSU which included 30
male candidate and 10 female candidate. Genders were indicated with 0,1. Male referred to as ‘0’
whereas ‘1’ referred to female. The candidates were distinguished into 4 age groups, the
candidates aged below 18 were the 1st group, 18-20 were the 2nd group, the 3rd group were above
20 to 23 aged candidates, the 4th and last group were the candidate who are aged above 23. The
number 1,2,3,4 in the age section on the data page indicated the discussed group numbers. After
that the 3rd variable that were taken to conduct these tests was job. Whether or not the candidates
were employed. ‘0’indicated that them as unemployed and ‘1’ indicated them as employed. The
fourth section was occupied by variable salary with amount of how much they earn by
employing themselves.
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Method Used: (Statistical Tools)

Samples were unbiased which will also be tested in the report. For our findings we used 4
different Models.

Critical value approach:

Critical value approach is the test where we test a sample to find out whether or not the test
support our hypothesis by finding out the “Z” or “t” value from the designated table. If the value
falls in the rejection region then we shall conclude that our hypothesis is rejected and if it is not
the case then we conclude that our hypothesis is not rejected thus supports our hypothesis.

Chi Square test

A statistical test called a chi-square test is used to compare actual outcomes with predictions.
This test aims to ascertain if a discrepancy between actual and predicted data is the result of
random variation or a link between the variables you are researching.

Anova Table:

The Anova test compares two kinds of variation: the variation within each sample as well as the
variation between the sample means. The one-way Anova test statistics are represented by the
formula F = MST/MSE. MST = SST/ p-1.

The Run Test

A run is a sequence of one or more consecutive occurrences of the same outcome in a

sequence of occurrences in which there are only two outcomes. The number of runs in a
sequence is denoted by R. The value of R obtained for a sequence of outcomes for a sample
gives the observed value of the test statistic for the runs test for randomness.
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Section-2

Results and Discussions

Critical value approach:

Question: Find out if NSU students are aged above 25. [Male and Female]

Hypothesis: H0: μ=3(Age Group)

H1: μ>3

Test statistic = 1.686 < t value=1.912 {Non Rejection region}

The critical value for both the Male and female shows that it is less than 3. Which means for both
cases the critical value falls under non rejection region. Which indicates that for both cases the
students are below age 25. Meaning we can conclude that the test supports our Null Hypothesis.

But the test has some drawbacks also such as the Value of alpha meaning there is chance of type-
1 error. But we can confidently say that we run the test again and again 95% we shall come up
with result such as this one. So, we are 95% confidence that the students of NSU is below age
group-4 in other words below 25years.
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Question: Does Gender influence employment?

The table shows a statistically significant association between gender and employment status
among students (χ2 (1) = 4.93, p = 0.026). This means that male students are more likely to be
employed than female students.

Specifically, the table shows that 6 male students are employed, while 24 male students are
unemployed. This means that 20% of male students are employed. In contrast, 0 female students
are employed, while 10 female students are unemployed. This means that 0% of female students
are employed.

The Run test:

Question: Does the application arrive in a random order with respect to gender?

Among 40 students I found out, there were a total number of 40 Students, 30 of them were male
and 10 of them were female. Among the Male and female there are 30 runs as their applications
arrived.
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The table shows a statistically significant association between gender and employment
status among students. This means that male students are more likely to be employed than female
students.

Specifically, the table shows among 40 students the total runs, or the number of runs is
(17+13) =30, while the z value for 17 runs is 0.215 and for the 13 runs the value of z is 0.838.
This means that it is a 2 tailed test where the gender assumption sign is valued 0.829. This means
that higher than this will reject the null hypothesis.
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Question: test whether the means of all 3 populations are equal or not?

Considering the variables of “Jobs” and “Age”, the original 40 volunteers (n=40) from our
survey research have been separated into 3 separate categories, and to compare the means
between the 3 populations, an ANOVA test has been done.

Here, the sum of squares of Between Groups is “SSB” and Within Groups is “SSW”. They are
the key elements required to calculate the values of “Mean sum of squares” (MSB) for between
groups, and “Mean sum of squares” (MSW) for within groups for the Anova table.

Once the values are acquired, we are able to calculate the test-statistic value of F, and once we
receive a value, we can compare it to the critical value to understand whether the mean values
between all three populations are equal or not.
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Section-3
Conclusion:

Our finding shows whether or not the tests supports our hypothesis or not.

For the critical value approach we can conclude that we are 95% confident that NSU students are
age below 25. Which brings us to the result that the test supports our hypothesis. Though we 5%
time the can vary due to type-1 error. Some students may be above 25 but this is not a common
case meaning that most of the students are aged below 25 and that was the hypothesis based on
which we conducted the test.

For the Chi square, this finding suggests that there is a gender gap in employment among
students. One possible explanation for this finding is that male students are likelier to work part-
time jobs, which can help them gain job experience and skills. Additionally, male students may
be less likely to take breaks from their studies to care for children or elderly relatives, giving
them more time to focus on their education and employment. However, female students may face
some challenges in finding and maintaining employment. Lastly, there is a statistically
significant association between gender and employment status among students (χ2(1) = 4.93, p =
0.026). This means that male students are more likely to be employed than female students.

For the Anova test, test statistic value of F is less than the critical value, it falls into the non-
rejection region, and the null hypothesis is not rejected. So, the mean value of all three
populations are equal. Meaning that all mean of the sample is not equal and their age differ from
each other in distant manner.

Lastly the run test shows us that, this finding suggests that there are applications among students
are not arrived in order to their gender. One possible explanation for this finding is that male
students are likelier to apply first as most of the students applied are male, which can help them
gain job experience and skills. Additionally, male students may be less likely to take breaks from
their studies to care for children or elderly relatives, giving them more time to focus on their
education and employment. However, female students may face some challenges in applying
first or more likely to not apply for jobs.
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Lastly, there is a statistically significant association between male and female status among
students z=(R-μR)/σR = (30-15)/2.32=6.45. This means that applications did not arrived in a
random order with respect to gender.