SAMPLING DESIGN: BASIC CONCEPTS

AND PROCEDURE

The goal of sampling is to obtain individuals for a

study in such a way that accurate information about the
population can be obtained.

Two Types of Samples

1. Probability Sample
2. Non-probability Sample 3. Preplan how to select a sequence of digits
from the table so that no bias enters the
PROBABILITY SAMPLES selection process.
4. Select a random number in the preplanned
pattern.
 Samples are obtained using some objective
5. Arrange the random numbers consecutively in
chance mechanism, thus involving numerical order.
randomization. 6. Select as samples those items in the lot
 They require the use of complete listing of the corresponding to the random numbers.
elements of the universe called the sampling
frame. SYSTEMATIC RANDOM SAMPLING (SysRS)
 The probabilities of selection are known.
 They are generally referred to as random  It is obtained by selecting every kth
samples. individual from the population.
 The first individual selected corresponds to a
NON-PROBABILITY SAMPLES random number between 1 to k.

 Samples are obtained haphazardly, selected

purposively, or are taken as volunteers.
 The probabilities of selection are unknown.
 They should NOT be used for statistical
inference.
 The result from the use of judgment sampling,
accidental sampling, purposively sampling,
and the like. [these are examples of sampling
that established non-probability]

BASIC SAMPLING TECHNIQUE OF

PROCEDURES IN OBTAINING SysRS
PROBABILITY SAMPLING
1. Decide on a method of assigning a unique
SIMPLE RANDOM SAMPLING (SRS) serial number, from 1 to N, to each one of the
elements in the population.
 The most basic method of drawing a 2. Compute for the sampling interval
probability sample.
 Assign equal probabilities of selection to N
each possible sample. k= =Population ¿ ¿ Sample ¿ ¿ ¿ ¿
 Results to a simple random sample.
n
3. Select a number, from 1 to k, using a
randomization mechanism, The element in the
population assigned to this number is the first
element of the sample. The other elements of
the sample are those assigned to the numbers
and so on until you get a sample of size.
PROCEDURES IN OBTAINING SRS Example:
1. Assign a number to each item in the lot. We want to select a sample of 50 students from
2. Consult the table of random numbers. 500 students under this method kth item and picked up
from the sampling frame.
Solution:  The clusters are constructed such that the
sampling units are heterogeneous within
cluster and homogeneous among the
clusters.

We start to get a sample starting from i and for

every kth unit subsequently. Suppose the random
number i is 5, then we select 5, 15, 25, 35, …

STRATIFIED RANDOM SAMPLING (StRS)

 It is obtained by separating the population

into non-overlapping groups called strata
and then obtaining a simple random sample
from each stratum.
 The individuals within each stratum should
be homogeneous (or similar) in some way.

Example:

The list of all the agricultural farms in a village or

district may not be easily available but the list of village
or district is generally available. In this case, every farm
in sampling unit and every village or district is the
cluster.

MULTI-STAGE SAMPLING (MSS)

Example:

A sample of 50 students is to be drawn from a

population consisting of 500 students belonging to the
two institutions A and B. The number of students in
institution A is 200 and the institution B is 300. How
will you draw the sample using proportional allocation?

Solution:

There are two strata in this case.

Given: N1 = 200 N2 = 30 N = 500 n = 50

PROCEDURE IN OBTAINING MSS

If n1 and n2 are the sample size,
1. Organize the sampling process into stages
where the unit of analysis is systematically
grouped.
2. Select a sampling technique for each stage.
3. Systematically apply the sampling technique
to each stage until the unit of analysis has
The sample sizes are 20 from A and 30 from B. been selected.
Then the units from each institution are to be selected
by simple random sampling.

CLUSTER SAMPLING

 It is a way to randomly select participants

from a list that is too large for simple random
sampling.

BASIC SAMPLING TECHNIQUE OF NON-
PROBABILITY SAMPLING
 Accidental Sampling
 Quota Sampling
 Convenience Sampling
 Purposive Sampling
 Judgment Sampling
CASES WHERE IN NON-PROBABILITY
SAMPLING IS USEFUL
 Only few are willing to be interviewed.
 Extreme difficulties in locating or identifying
subjects.
 Probability sampling is more expensive to
implement.
Exercise: Identify the sample selection procedure used
in each of the following cases:
1. A tax auditor selects every 1,000th income tax
return that is received.
2. 12 people are randomly selected to serve as
jurors from a jury pool of 150 people.
3. To select a sample household in a province, a
sample of provinces were selected, then a
sample of municipalities were chosen from
each of the selected provinces, then a sample
of barangays were chosen from each of the
selected municipality, and all households in
the selected barangays were included.
SOURCES OF ERRORS IN SAMPLING
1. Non-sampling Error are errors that results
from the survey process.
This includes…
- Non-responses
- Interviewer Error
- Misrepresented Answers
- Data Entry Errors
- Questionnaire Design
- Wording of Questions
- The order of the questions, words, and
responses.
2. Sampling Error is the error that results from
using the sampling to estimate information
regarding a population.
PRESENTATION OF DATA
1. Textual Presentation
2. Tabular Presentation
3. Graphical Presentation (bar graph, histogram,
pie chart, etc.)
MEASURE OF CENTRAL TENDENCY
MEAN
 It is the sum of the data values divided by the
number of data values.
 It is also called the average.
 It is appropriate only for data under interval
and ratio scale measurement.
ADVANTAGE OF MEAN
 Simple to understand and easy to calculate.
 It is rigidly defined.
 It is least affected fluctuation of sampling.
 It considers all the values in the series.
MEDIAN
 It is the “middle observation” when the data
set is sorted (in either increasing or
decreasing order)
 The median divides the distribution into two
equal parts.
ADVANTAGE OF MEDIAN
 The median is not affected by the size of
extreme values but by the number of
observations.
 The median can be calculated even when the
frequency distribution contains “open-ended”
intervals.
 It can also be used to define the middle of a
number of objects, properties, or quantities
which are not really quantitative in nature.
 It can be easily interpreted.
MODE
 It is the most frequently occurring value in a
list of data.
 It is sometimes called nominal average.
  It is appropriate measure of the average for Quantiles are statistics that describe various
data using the nominal scale of measurement, subdivisions of a frequency distribution into equal
proportions.
ADVANTAGE OF MODE
THREE SPECIAL QUANTILES
 The mode is easy to understand.
 Like the median, it is not greatly affected by 1. Quartiles
extreme values. 2. Deciles
 Like the median, it can be computed even 3. Percentiles
when the frequency distribution contains
QUARTILES
“open-ended” intervals.
Descriptive measures that split the ordered data
Remember:
into four quarters.
Whenever you hear the word average, be aware that
the word may not always be referring to the mean. One
average could be used to support one position, while
another average could be used to support a different
position.

MEASURE OF DISPERSION
DECILES

Descriptive measures that split the ordered data

into ten equal parts.

PERCENTILES
Since the data points in figure 2 is more scattered
than the data points in figure 1, then the data set Descriptive measures that split the ordered data into
depicted in figure 2 is more varied. 100 equal parts.

RANGE

 It is the difference between the largest and

the smallest observations or items in a set of
data.

STANDARD DEVIATION

 It is a measure of how far away items in a Example: Interpretation using Quantiles

data set are from the mean.
 The larger the standard deviation, the more
variation there is in the data set.
VARIANCE
1. Jennifer just received the results of her SAT
exam. Her SAT Mathematics score of 600 is
in the 74th percentile. What does this
mean?

 It represents all data points in a set and is A percentile rank of 74% means that 74% of
calculated by averaging the squared deviation SAT Mathematics scores are less than or equal
of each mean. to 600 and 26% of the scores are greater. So,
26% of the students who took the exam scored
MEASURE OF RELATIVE POSITION better than Jennifer.
2. A test mark is calculated to be at the 84th
percentile, what does this mean?
 84% of the people who wrote the test got the
same mark or less than the test mark and 16%
of the people who wrote the test scored higher
than the test mark.
3. Time taken to finish a test is 35 minutes.
This time was the first quartile. What does
this mean?
25% of the learners finished the exam in 35
minutes or less, and 75% of the learners
finished the exam in more than 35 minutes.
PARAMETRIC STATISTICS
 Parametric statistical procedures are
inferential procedures that rely on testing
claims regarding parameters such as the
population mean, the population standard
deviation, or the population proportion.
 In some circumstances, the use of parametric
procedures requires that certain requirements
regarding the distribution of the population,
such as normality, be satisfied.
 Assume underlying statistical distributions in
the data. Therefore, several conditions of
validity must be met so that the result of a
parametric test is reliable.
 Apply to data in ratio scale, and some apply
to data in interval scale.
TWO COMMON FORMS OF STATISTICAL
INFERENCE
1. Estimation
2. Hypothesis Testing
ESTIMATING THE VALUE OF A
In statistics, estimate is used to approximate the
value of an unknown population parameter.
TWO TYPES OF ESTIMATION
1. POINT ESTIMATION – (single points that
are used to infer parameters directly).
2. INTERVAL ESTIMATION – (also called
confidence interval for parameter).
PARAMETER VS STATISTIC
A parameter is a numerical characteristic of the
population. Any characteristics of a population are
called a parameter.
A statistic is a numerical value that describes a
sample, or a number computed from the sample data.
WHAT PROPERTIES MAKE A GOOD POINT
ESTIMATOR?
1. It's desirable that the sampling distribution be
centered around the true population
parameter. An estimator with this property is
called unbiased.
2. It's desirable that our chosen estimator have a
small standard error in comparison with
other estimators we might have chosen.
CONFIDENCE INTERVAL
Confidence interval provides more information than
point estimates and it consist of an interval of numbers.
Level of confidence represents the expected proportion
of intervals that will contain the parameter if a large
number of different samples is obtained.
The level of confidence is denoted by,
1 − 𝛼 × 100%
Confidence interval estimates are of the form Point
estimate margin of error.
MARGIN OF ERROR
The margin of error of the estimate can be
computed using this formula:
The margin of error of a confidence interval
estimate of a parameter depends on three factors:
1. Level of Confidence
2. Sample Size
3. Standard Deviation
 INTERPRETATION OF CONFIDENCE
INTERVAL

A 1 − 𝛼 × 100% confidence interval indicates that, if we

obtained many simple random samples of size n from
the population whose mean, is unknown, then
approximately of the intervals will contain.

In other words,

“We are (insert level of confidence) confident that Note:

the population mean is between (lower bound) and
(upper bound). This is an abbreviated way of saying
the method is correct 1 − 𝛼 × 100% of the time”.
Example:
If the sample size is large (n ≥ 30), then the sample
standard deviations can be used to estimate the
population standard deviation.

If we constructed a 90% confidence interval with a

lower bound of 12 and an upper bound of 18, we would
interpret the intervals as follows:

“We are 90% confident that the population mean, is

between 12 and 18”.

Remember:

A 95% confidence interval does not mean that there is

95% probability that the interval contains population
mean.
ESTIMATING THE VALUE OF A
PARAMETER USING CONFIDENCE
INTERVALS
1. Constructing confidence intervals about a
population mean where the population
standard deviation is (known or unknown).
2. Constructing confidence intervals about a
population proportion.
3. Constructing confidence intervals about a
population standard deviation.
CONFIDENCE INTERVAL ABOUT
POPULATION MEAN where population
standard deviation is KNOWN or UNKNOWN
How about if  known but n < 30? Use Case 1.
Example:
How much do Filipinos sleep each night? Based on
a random sample of 1120 Filipinos 15 years of age or
older, the mean amount of sleep per night is 8.17 hours
according to the Filipino Time.
Use Survey conducted by the Bureau of Labor
Statistics. Assuming the population standard deviation
for amount of sleep per night is 1.2 hours, construct and
interpret a 95% confidence interval for the mean
amount of sleep per night of Filipinos 15 years of age or
older.
Solution:

Example:
 A simple random sample of size n = 40 is drawn
from a population. The sample mean is found to be 20.1,
and the sample standard deviation is found to be 3.2.
Construct and interpret a 90% confidence interval
about the population mean.

Solution:

“We are 95% confident that the proportion of Filipinos

CONFIDENCE INTERVAL ABOUT who are in favor of tighter enforcement of government
POPULATION PROPORTION rules on TV content during hours when children are
most likely to be watching is between 0.73 and 0.77”.
The point estimate for the population proportion is,
CONFIDENCE INTERVAL ABOUT
POPULATION VARIANCE

If a simple random sample of size n is taken from a

where x is the number of individuals in the sample with normal population with mean and standard deviation ,
the specified characteristic and n is the sample size. then a confidence interval about (1 − 𝛼 × 100%) is
given by,
Suppose a simple random sample of size n is taken
from a population. A confidence interval for p is given
by the following quantities:

With n – 1 degrees of freedom.

Remember:

Note: A confidence interval about the population

variance or standard deviation is not of the form “point
It must be the case that 𝑛𝑝(1 − 𝑝) ≥ 10 and 𝑛 ≤ estimate margin of error” because the sampling
0.05N to construct this interval. distribution of the sample variance is not symmetric.

Example: Example:

In a poll conducted by the Research Center for the A simple random sample of size n = 12 is drawn
People and the Press, a simple random sample of 1505 from a population that is normally distributed. The
Filipino adults was asked whether they were in favor of sample variance is found to be 𝑠2 = 23.7. Construct a
tighter enforcement of government rules on TV content 90% confidence interval about the population
during hours when children are most likely to be variance.
watching.
Solution:
Of the 1,505 adults, 1,129 responded yes.
Obtained a 95% confidence interval for the proportion
of Filipinos who are in favor of tighter enforcement of
government rules on TV content during hours when
children are most likely to be watching.

Solution:
Exercises:

1. Jane wants to estimate the proportion of

students on her campus who eat cauliflower.
After surveying 20 students, she finds 2 who
eat cauliflower. Obtain and interpret a 95%
confidence interval for the proportion of
students who eat cauliflower on Jane’s
campus.
2. Alan wants to estimate the proportion of
adults who walk to work. In a survey of 10
adults, he finds 1 who walk to work. Obtain
and interpret a 95% confidence interval for the
proportion of adults who walk to work.
3. Suppose a sample of 30 Stats students are
given an IQ test. If the sample has a standard
deviation of 12.23 points, find a 90%
confidence interval for the population
standard deviation and interpret the result.

[provided this space as your answer sheet]

 HYPOTHESIS TESTING
 Hypothesis testing is a procedure on sample
evidence and probability, used to test claims
regarding a characteristic of one or more
populations.
 A statement or claim regarding a
characteristic of one or more populations.
 A preconceived idea, assumed to be true but
has to be tested for its truth or falsity.
Example:
 The mean body temperature for patients
admitted to elective surgery is not equal to
37.0 oC.
 A consumer advocate would like to know if
the mean lifetime of a bulb is less than 500
hours.
 A real estate broker believes that because of
changes in interest rates, as well as other
economic factors, the mean price has
increased since then.
PROCEDURES FOR HYPOTHESIS TESTING
1. State the null and alternative hypothesis.
2. Set the level of significance or alpha level (α)
3. Determine the test distribution to use.
4. Determine the critical region.
5. State the decision rule.
6. Calculate a test statistic.
7. Make statistical decision.
 Denoted by Ha.
 Statement that must be true if the null
hypothesis is false.
 Sometimes referred to as the research
hypothesis.
 Must contain the condition of equality and
must be written with the symbol ≠, <, or >.
Example:
 Students who eat breakfast will perform
better on a math exam than students who do
not eat breakfast.
 Students who experience test anxiety prior to
an English exam will get higher scores than
students who do not experience test anxiety.
 Motorists who talk on the phone while
driving will be more likely to make errors on
a driving course than those who do not talk
on the phone.
Remember:
If you are conducting a research study and you want
to use a hypothesis test to support your claim, the claim
must be stated in such a way that it becomes the
alternative hypothesis, so it cannot contain the
condition of equality.
TWO TYPES OF ALTERNATIVE TEST
1. One-Tailed Test
- Left Tailed
- Right Tailed
2. Two-Tailed Test

1. State the Null and Alternative Hypothesis

Null Hypothesis

 Denoted by 𝐻o.
 The statement being tested.
 Assumed true until evidence indicates
otherwise.
 Must contain the condition of equality and
must be written with the symbol =, ≤, or ≥.

Example: 2. Set the Level of Significance or Alpha Level

(α)
 Students who eat and not eat breakfast will
perform the same on a math exam.
The level of significance, 𝛼, is the probability of
 Students who experience and not experience
making a type I error.
test anxiety prior to an English exam will get
the same scores. TWO TYPES OF ERROR
 Motorists who talk and not talk on the phone
while driving will get the same errors on a
driving course.

Alternative Hypothesis
[Let null = tao. TYPE I ERROR kapag ni-reject mo
‘yung tamang tao. TYPE II ERROR kapag in-accept
mo ‘yung maling tao]

Example:

𝐻o: The defendant is innocent.

𝐻a: The defendant is not innocent.

What happen to the defendant if the jury made type I

and type II error?
 Rejection of region or critical region is the
 A type I error is like putting an innocent set of all values of the test statistic which will
person in jail. lead to the rejection of 𝐻o.
 A type II error is like letting a guilty person  Acceptance Region is the set of all values of
go free. the test statistic that leads the researcher to
retain 𝐻o.
Remember:

It is important to note that we want to set α before 5. State the Decision Rules
we start our study because the Type I error is the more
‘severe’ error to make. The smaller α is, the smaller USING CONFIDENCE INTERVAL
the region of rejection.
Decision Rule: Reject the null hypothesis if the test
3. Determine the Test Distribution to Use statistic is NOT within the range specified by the
confidence interval.

Determine the best statistical test to be use, based

on the objective, and the assumptions that are satisfied.

LIST OF COMMON PARAMETRIC TEST

USING p-value APPROACH
1. One Sample z-Test
2. One Sample t-Test Decision Rule: Reject the null hypothesis if the
3. One Sample Proportion Test computed p-value is less than or equal to the set
4. Independent Sample z-Test significance level, otherwise do not reject the null
5. Independent Sample t-Test hypothesis.
6. Two Sample Proportion Test
Reject NULL if p < alpha level
7. Paired Sample t-Test
8. Analysis of Variance (ANOVA) Test [not advisable to reject null even if p = alpha level]
9. Tukey Test (Post Hoc ANOVA)
10. Two Way ANOVA USING TRADITIONAL METHOD
11. Pearson Product Moment Correlation
12. Regression Analysis Decision Rule: Reject 𝐻o if the computed value of the
test statistic falls in the region of rejection.
[the following test distribution will be discussed on
latter part of the lecture (sana)] [see the diagram in number 4]

4. Determine the Critical Region 6. Calculate Test Statistic

Once you determine the appropriate statistical test

to be used on step no. 3, calculate the test statistic. The
value computed using different statistical test is used
to compare to the critical value.
Test statistic - a statistic computed from the sample
data that is especially sensitive to the differences
between 𝐻o and 𝐻a.
7. Make Statistical Decision
 Fail to reject the null hypothesis/ Retain the
null hypothesis/ There is no enough evidence
to reject the null hypothesis.
 Reject the null hypothesis.
Remember:
It is important to recognize that we NEVER accept
the null hypothesis. We are merely saying that the
sample evidence is not strong enough to warrant
rejection of the null hypothesis.
NORMAL DISTRIBUTION
This graph is called the normal curve, which is
bell-shaped curve, and which approximately describes
many phenomena that occur in nature, industry, and
research.
PROPERTIES OF NORMAL CURVE
1. The normal curve is bell-shaped and
symmetric about the mean.
2. The mean, median and mode are equal.
3. The total area under the curve is equal to one.
4. The normal curve approaches, but never
touches the x-axis as it extends farther and
farther away from the mean.
TESTING NORMALITY OF DATA
To determine if the data is following a normality
distribution, we can use the graphical or numerical
method.
GRAPHICAL
HISTOGRAM plots the observed values against their
frequency, states a visual estimation whether the
distribution is bell shaped or not.
Q-Q PROBABILITY PLOTS display the observed
values against normally distributed data (represented by
the line).
Remember:
Graphical methods are typically not very useful
when the sample size is small.
NUMERICAL
The following tests are the common statistical test
for normality.
KOLMOGOROV SMIRNOV TEST
 It was first derived by Kolmogorov (1933)
and later modified and proposed as a test by
Smirnov (1948). The test is non-parametric
and entirely agnostic (uncertain) to what this
distribution actually is.
 This test has been shown to be less powerful
than the other tests in most situations. It is
included only because of its historical
popularity. Some published articles would
say “The Kolmogorov-Smirnov test is only a
historical curiosity. It should never be used."
 Tie scores should not be present in the data.
LILLIEFORS TEST
 Adaptation of the Kolmogorov - Smirnov
Test for the case when the mean and
variance of the normal distribution is
UNKNOWN.
 It is also use as correction for Kolmogorov -
Smirnov Test since the parameters of 𝐶𝐷𝐹
are estimated from the sample, the test
becomes conservative and loses power.
ANDERSON-DARLING TEST
  It is a modified Kolmogorov-Smirnov test,
but more weight to the tails of the
distribution is given.
 This test, developed by Anderson and
Darling (1954), is a popular among those
tests that are based on EDF statistics.
[empirical cumulative distribution function]
NORMAL Q-Q PLOT
SHAPIRO-WILK TEST

 One of the MOST POPULAR TESTS for

normality assumption diagnostics which has
good properties of power [sensitivity of
hypothesis test ] and it based on correlation
within given observations and associated
normal scores.
 The Shapiro-Wilk test statistic is derived by
Shapiro and Wilk (1965)
 Doesn’t work well if several values in the
data set are the same/tie scores occur in the
data.

HISTOGRAM

HYPOTHESIS OF NORMALITY TEST

NUMERICAL METHOD
𝐻o: The sample data follows a normal distribution.
Test Method P-Value Decision Remarks
Kolmogorov- < 0.000 Reject Ho Not Normal
𝐻a: The sample data does not follow a normal
Smirnov
distribution. Lilliefors 0.0571 Failed to reject Normal
Ho
When we are testing normality: Anderson- 0.2178 Failed to reject
Ho
Normal
Darling
 If P value > alpha, it means that the data are Shapiro-Wilk 0.2804 Failed to reject
Ho
Normal
normal.
 If P value ≤ alpha, it means that the data are
NOT normal. ONE SAMPLE HYPOTHESIS TEST
Example:
On the previous lecture, it showed some examples
Construct a graphical and numerical method in of parametric tests, and one might observe that there
testing the normality of these data. Diameters of 36 rivet were such ONE SAMPLE and INDEPENDENT
heads in 1/100 of an inch. SAMPLE. [ano ang pinagkaiba?]

In this lecture, we are much more concerned on

some test statistics which involves POPULATION
MEAN and POPULATION PROPORTION on one
sample. [one group compared to standard group]
TEST CONCERNING THE POPULATION
MEAN
ONE-SAMPLE Z-TEST and ONE-SAMPLE T-
TEST is used to compare the mean of one sample to a
known standard (theoretical/hypothetical) mean (𝜇0).
ASSUMPTIONS
1. The sample is obtained using simple random
sampling or from a randomized experiment.
2. The population from which the data is
sampled is normally distributed.
 If the null hypothesis can’t be accepted, then
the conclusion is simply that the population
mean doesn’t equal the assumed value. It
doesn’t matter if the true value is likely to be
more or less than the assumed value.
 A two-tailed test is the one that rejects the
null hypothesis if the sample statistic is
significantly higher or lower than the
assumed value of the population parameter.
 In a one-tailed test, there is only one rejection
region, and the null hypothesis is rejected
only if the value of a sample statistic falls
into the single rejection region.

HYPOTHESES

Tabulated z-values for the common choices of α

Note: 𝜇0 is a specified value of the population mean.

ONE SAMPLE z-TEST

CASE 1: Testing means of a normal population with

known 

Test Statistic:

CASE 2: Large sample tests for means with unknown



[If  is unknown and n > 30, use the z-test but replace
the  with s]

Test Statistic:

Note:
 Does an average box of cereal contain more than
ONE SAMPLE t-TEST
368 grams of cereal? A random sample of 25 boxes
showed x= 372.5. The company has specified  to be
CASE 3: Small sample tests for means with unknown 15 grams. Test at the a = 0.05 level.

Solution:
[If  is unknown and n < 30, use the t-test and replace
 by s]

Test Statistic:

Rejection Region:

Example:

Does an average box of cereal contain more than

368 grams of cereal? A random sample of 36 boxes
showed x = 372.5, and s = 15. Test at the a = 0.01 level.
Solution:
Example:
Does an average box of cereal contain less than 368
grams of cereal? A random sample of 25 boxes showed
x = 372.5, and s = 15. Test at the a = 0.01 level.

Solution:

Example:
Exercise:

Does an average box of cereal contain 368 grams of

cereal? A random sample of 25 boxes showed x = 372.5.
The company has specified  to be 15 grams. Test at the TEST A CLAIM ABOUT A PROPORTION
a = 0.05 level.
We can test a claim about a proportion, percentage,
or probability, as illustrated in these examples:

 Based on a sample survey, fewer than ¼ of

all college graduates’ smoke.
 The percentage of physicians leaving the
country is equal to 15%.
 If a driver is fatally injured in a car crash,
there is a 0.35 probability that the driver was
legally impaired.

ONE SAMPLE PROPORTION TEST

The One-Sample Proportion Test is used to assess

whether a population proportion (P1) is significantly
different from a hypothesized value (P0). The
hypotheses may be stated in terms of the proportions,
their difference, their ratio, or their odds ratio, but all
four hypotheses result in the same test statistics.

ASSUMPTIONS:

1. The conditions for a binomial experiment are

satisfied. That is, we have a fixed number of
independent trials having constant
probabilities, and each trial has two outcome
categories, which we classify as “success”
and “failure”.
2. The conditions 𝑛𝑝𝑜 ≥ 5 and 𝑛(1 − 𝑝𝑜) ≥ 5 are
both satisfied, so the binomial distribution of
sample proportions can be approximated by a
normal distribution with
µ = np and σ =√ np(1−p)

HYPOTHESES

CONNECTION TO CONFIDENCE INTERVALS

 significance to suggest that the proportion of
housewives throughout the city who prefer
supermarkets exceeds 40%.

Solution:

We need first to check if np ≥ 5 and np(1-p) ≥ 5 to

Note: 𝑝𝑜 is a specified value of population proportion. determine if binomial distribution can be approximated
by the normal distribution.
REJECTION REGION

The assumption is satisfied.

TEST STATISTIC

Note:

When conducting a test of a claim about a

population proportion p, be careful to identify
correctly the sample proportion.
Exercises:
1. The sample proportion p is sometimes given
directly. (e.g., “10% of the observed sports car 1. Kate Flower, President of Kate and Edith
are red.” This is expressed as p = 0.10) Cake Company, says that the mean number of
2. In other cases, we may need to calculate the cakes sold daily is 1, 500. An employee wants
sample proportion by using, to test the accuracy of Kate's claim. A random
sample of 36 days shows that the mean daily
sales were 1, 450 cakes. Using a level of
significance of 0.01 and assuming σ = 120
Example: “96 surveyed households have cable TV and
cakes. What should the worker conclude?
54 do not,” we can first find the sample size n to be 96 +
54 = 150, then we can calculate the value of the sample
proportion of households with cable TV as follows:

Example:

250 housewives were randomly selected and asked

whether they prefer purchasing fish from supermarkets
or from wet (public) markets. If 114 of them preferred
supermarkets, is there evidence at the 5% level of
2. Juanita Lopez, a production supervisor at
chemical company, wants to be sure that the
Super-Duper can is filled with an average of
16oz of product. If the mean volume is
significantly less than 16 oz, customers will
likely complain, prompting undesirable
publicity. The physical size of the can doesn’t
allow a mean volume significantly above 16
oz. A random sample of 36 cans shows a
sample mean of 15.7 oz. Assuming σ is 0.2 oz,
conduct a hypothesis test with α = 0.01.
4. In a study of air-bag effectiveness, it was
found that in 821 crashes of midsize cars
equipped with air bags, 46 of the crashes
resulted in hospitalization of the drivers. Use a
0.01 level of significance to test the claim that
the airbag hospitalization rate is lower than
the 7.8% rate for crashes of midsize cars
equipped with automatic safety belts.

5. Suppose that the teacher of a school claims

that the average weight of student population
greater than from 140 lb. and we desire to test
3. We want to compare fasting serum cholesterol the truth of this claim. We have a random
levels of Filipino women to that of the sample of 6 students of the school weights
American women. Assume the cholesterol from student population. Use a 0.10 level of
levels in 20 to 39 years old women in the significance.
United States in normally distributed with 𝜇 =
90𝑚𝑔/𝑑l. Blood tests are performed on 19
female Filipinos in this age range rendered a
sample mean cholesterol level of 181.52
mg/dl and standard deviation of 40 mg/dl.
Conduct a test of hypothesis to determine
whether Filipino women have lower average
cholesterol level than their American
counterparts. Use alpha = 0.05.
 CONSTRUCTING QUESTIONNAIRES

1. Purpose

8. Pretest and
2. Pre-existing Validation
Questionnaire

STEPS IN
3. Domains and CONSTRUCTI 7. Cover ltter,
Types of Instructions, and
Questions NG Layout
QUESTIONNAI
RE
4. Consider the
6. Ordering
Audience

5. Write
Questions