LESSON 15

HYPOTHESIS TESTING USING ANALYSIS OF VARIANCE (ANOVA)

LEARNING OBJECTIVES:
• Conduct a formal hypothesis test of a claim about three or more population means () using F-test
• Conduct a Post Hoc Test using Tukey HSD Test

One-Way ANOVA is a test of hypotheses that three or more population means are all equal, as in the
null hypothesis: Ho: 1 = 2 = 3 = . . . = k. The calculations are intimidating and challenging. The
term one-way is used because the sample data are separated into groups according to one
characteristic. Instead of referring to the main objective of testing for equal means, the term analysis
of variance refers to the method we use, which is based on an analysis of sample variances.

F Distribution
The analysis of variance (ANOVA) methods require the F distribution that has the following properties
1. The F distribution is not symmetric.
2. Values of the F distribution cannot be negative.
3. The exact shape of the F distribution depends on the two different degrees of freedom

One-way analysis of variance (ANOVA) is a method

of testing the equality of three or more population
means by analyzing sample variances. One-way
analysis of variance is used with data categorized with
one treatment (or factor), which is a characteristic that
allows us to distinguish the different populations from
one another.

The term treatment is used because early applications of

analysis of variance involved agricultural experiments
in which different plots of farmland were treated with
different fertilizers, seed types, insecticides, and so on.
Objective: Test a claim that three or more populations have the same mean.

Null Hypothesis (Ho) : 1 = 2 = 3 = . . . = k

Alternative Hypothesis (H1) : 1  2  3  . . .  k

RATIONALE

The method of ANOVA, is based on the following concept: With the assumption that the populations all have the
same variance, we estimate the common value of the variance using two different approaches. The two approaches
for estimating the common value of variances are as follows:

(1) The variance between samples (also called variation due to treatment) is an estimate of the common
population variance that is, based on the variation among sample means.

(2) The variance within samples (also called variation due to error) is an estimate of the common
population variance based on the sample variances.
A Self-regulated Learning Module 1
Test Statistic for One-Way ANOVA
𝑣𝑎𝑟𝑖𝑎𝑛𝑐𝑒 𝑏𝑒𝑡𝑤𝑒𝑒𝑛 𝑠𝑎𝑚𝑝𝑙𝑒𝑠
𝐹=
𝑣𝑎𝑟𝑖𝑎𝑛𝑐𝑒 𝑤𝑖𝑡ℎ𝑖𝑛 𝑠𝑎𝑚𝑝𝑙𝑒𝑠

The numerator of the test statistic F measures variation between sample means. The estimate of variance in the
denominator depends only on the sample variances and is not affected by differences among sample means.

CALCULATIONS WITH EQUAL OR UNEQUAL SAMPLE SIZES

𝑆𝑢𝑚 𝑜𝑓 𝑆𝑞𝑢𝑎𝑟𝑒 (𝑏𝑒𝑡𝑤𝑒𝑒𝑛) 𝑆𝑆𝑏

𝑀𝑒𝑎𝑛 𝑆𝑞𝑢𝑎𝑟𝑒 (𝑏𝑒𝑡𝑤𝑒𝑒𝑛) 𝑀𝑆𝑏 𝑑𝑒𝑔𝑟𝑒𝑒𝑠 𝑜𝑓 𝑓𝑟𝑒𝑒𝑑𝑜𝑚 (𝑏𝑒𝑡𝑤𝑒𝑒𝑛) 𝑑𝑓𝑏
𝐹= = = =
𝑀𝑒𝑎𝑛 𝑆𝑞𝑢𝑎𝑟𝑒 (𝑤𝑖𝑡ℎ𝑖𝑛) 𝑀𝑆𝑤 𝑆𝑢𝑚 𝑜𝑓 𝑆𝑞𝑢𝑎𝑟𝑒 (𝑤𝑖𝑡ℎ𝑖𝑛) 𝑆𝑆𝑤
𝑑𝑒𝑔𝑟𝑒𝑒𝑠 𝑜𝑓 𝑓𝑟𝑒𝑒𝑑𝑜𝑚 (𝑤𝑖𝑡ℎ𝑖𝑛) 𝑑𝑓𝑤
NOTATIONS:
ni = number of values in the ith sample
k = number of population means or groups being compared
xi = mean of values in the ith sample
si2 = variance of values in the ith sample
N = total number of values in all samples combined

Preliminary Computations

Overall Total: N = n1 + n2 + n3 + … + nk

Overall Mean: 𝑥̿ = 𝑜𝑣𝑒𝑟𝑎𝑙𝑙 𝑚𝑒𝑎𝑛 (𝑚𝑒𝑎𝑛 𝑜𝑓 𝑎𝑙𝑙 𝑠𝑎𝑚𝑝𝑙𝑒 𝑣𝑎𝑙𝑢𝑒𝑠 𝑐𝑜𝑚𝑏𝑖𝑛𝑒𝑑)

𝑛1 𝑥̅1 + 𝑛2 𝑥̅2 + 𝑛3 𝑥̅3 + ⋯ + 𝑛𝑘 𝑥̅𝑘

𝑥̿ =
𝑁

A Self-regulated Learning Module 2

SUM OF SQUARES GROUP (SS-Group)

SS(between) also referred to as SS(treatment) or SS(factor) is a measure of the variation between the sample
means.

Formula: 𝑆𝑆(𝑏𝑒𝑡𝑤𝑒𝑒𝑛) = 𝑛1 (𝑥̅1 − 𝑥̿ )2 + 𝑛2 (𝑥̅2 − 𝑥̿ )2 + 𝑛3 (𝑥̅3 − 𝑥̿ )2 + ⋯ + 𝑛𝑘 (𝑥̅𝑘 − 𝑥̿ )2

SS(within) also referred to as SS(error) is a sum of squares representing the variation that is assumed to be
common to all the populations being considered.

Formula: 𝑆𝑆(𝑤𝑖𝑡ℎ𝑖𝑛) = (𝑛1 − 1)𝑠12 + (𝑛2 − 1)𝑠22 + (𝑛3 − 1)𝑠32 + ⋯ + (𝑛𝑘 − 1)𝑠𝑘2

MEAN SQUARES GROUP (MS – Group)

Given the preceding expressions for SS(total), SS(between) and SS(within), the following relationship will always
hold. SS(total) = SS(between) + SS(within). SS(between) and SS(within) are both sum of squares and if divided
by its corresponding number of degrees of freedom, the mean squares are the results

MS(between) is a mean square for between, MS(within) is a mean square for within, obtained as
obtained as follows: follows:

Formula: Formula:
𝑆𝑆(𝑏𝑒𝑡𝑤𝑒𝑒𝑛) 𝑆𝑆(𝑤𝑖𝑡ℎ𝑖𝑛)
𝑀𝑆(𝑏𝑒𝑡𝑤𝑒𝑒𝑛) = 𝑀𝑆(𝑤𝑖𝑡ℎ𝑖𝑛) =
𝑘−1 𝑁−𝑘

k – 1 = numerator degrees of freedom N – k = denominator degrees of freedom

(dfBETWEEN or dfTREATMENT) (dfWITHIN or dfERROR)
k = number of groups/categories N = total number of values in all samples combined
N = n1 + n2 + . . . + nk
k = number of groups/categories

F-Ratio:
𝑀𝑆(𝑏𝑒𝑡𝑤𝑒𝑒𝑛)
𝐹=
𝑀𝑆(𝑤𝑖𝑡ℎ𝑖𝑛)

Summary of ANOVA Table

Source of Sum of Squares Degrees of Mean Square F Test Statistic

Variation (SS) Freedom (df) (MS)
Between SS(between) k–1 MS(between)
Within SS(within) N–k MS(within) F – ratio
CV at α Decision:

A Self-regulated Learning Module 3

POST HOC TEST

Which procedure to use for determining the nature of the relationship after the null hypothesis has been rejected
is controversial among statisticians. Among the most common multiple comparison procedures are the Scheffe
test, the Newman-Keuls test, Duncan’s multiple range test, Tukey’s honest significant difference (HSD) test,
Bonferroni t-test, and Fisher’s least significant difference (LSD) test. The most general technique is the one
proposed by Scheffe but tends to produce a high incidence of type II error.

Tukey’s honest significant difference (HSD) test.

Tukey is used only after a significant F ratio has been obtained. By Tukey method, we compare the difference
between any two mean scores against HSD. A mean difference is statistically significant only if it exceeds HSD.

MSWITHIN
HSD = q
N GROUP
Where
q = table value at a given level of significance for the total number of group means being compared
q(, k, dfERROR)

MSWITHIN = within-groups mean square

NGROUP = number of cases/observation in each group (assumes the same number in each group)
NGROUP = n1 = n2 = n3 = . . . = nk

When n1 ≠ n2 ≠ n3= ≠ . . . ≠ nk NGROUP is replaced by the harmonic mean of the group size.

1  1 1 1 1 
HSD = q MSWITHIN   + + + ... + 
 k  n1 n2 n3 nk 

Where k = number of groups

ni = number of cases in each group

Steps:
1.) Construct a table of difference between ordered means
2.) Find q (Tabulated Value)
3.) Find HSD
4.) Compare HSD against the table of difference between means
To be regarded as statistically significant, any obtained difference between means must exceed the HSD.

A Self-regulated Learning Module 4

 TUKEY HSD TABLE

(Number of Groups)

A Self-regulated Learning Module 5

F-TEST CRITICAL VALUES TABLE AT α = 5%

 = 5% = 0.05

A Self-regulated Learning Module 6

F-TEST CRITICAL VALUES TABLE AT α = 1%

 = 1% = 0.01

A Self-regulated Learning Module 7

Example: Solar Energy in Different Weather. A researcher lives in a home with a solar electric system. At the
same time each day, he collected voltage readings from a meter connected to the system and the results are listed
in the accompanying table. Use 0.05 significance level to test the claim that the mean voltage reading is the same
under the three different types of day. Is there sufficient evidence to support a claim of different population means?

Sunny Days Cloudy Days Rainy Days

1 13.5 12.7 12.1
2 13.0 12.5 12.2
3 13.2 12.6 12.3
4 13.9 12.7 11.9
5 13.8 13.0 11.6
6 14.0 13.0 12.2
Statistic
n n1 = 6 n2 = 6 n3 = 6
x x 1 = 13.57 x 2 =12.75 x 3 12.05
s s1 = 0.40 s2 = 0.21 s3 = 0.26

Step 1 State the null and alternative hypotheses.

Let μ1, μ2, and μ3 denote mean voltage reading under sunny days, cloudy days and rainy days, respectively.
Then the null and alternative hypotheses are, respectively,

H0: μ1 = μ2 = μ3 (mean voltage reading is the same under the three different types of day)

H1: μ1 ≠ μ2 ≠ μ3 (mean voltage reading is different under the three different types of day)

Step 2 Decide on the significance level, α.

We are to perform the test at the 5% significance level; so, α = 0.05.

Step 3 Compute the value of the test statistic

Overall Total: N = n1 + n2 + n3 = 6 + 6 + 6 = 18

6(13.57) + 6(12.75) + 6(12.05) 230.22

Overall Mean: x = = = 12.79
18 18

Sum of Squares Group (SS-Group)

SS BETWEEN =  ni ( xi − x ) 2 = n1 ( x1 − x ) 2 + n2 ( x2 − x ) 2 + n3 ( x3 − x ) 2
SSBETWEEN = 6(13.57 – 12.79)2 + 6(12.75 – 12.79)2 + 6(12.05 – 12.79)2 = 6.9456

dfBETWEEN = (number of groups) – 1 = k – 1 = 3 – 1 = 2

SSWITHIN =  (ni − 1) si2 = (n1 − 1) s12 + (n2 − 1) s22 + (n3 − 1) s32

SSWITHIN = 5(0.40)2 + 5(0.21)2 + 5(0.26)2 = 1.3585

dfWITHIN = (Total number of cases) – (number of groups) = N – k = 18 – 3 = 15

A Self-regulated Learning Module 8

 Means Squares Group (MS-Group)

SS BETWEEN SS BETWEEN SSWITHIN SSWITHIN

MSBETWEEN = = MSWITHIN = =
k −1 df BETWEEN N −k dfWITHIN

6.9456 6.9456 1.3585 1.3585

MS BETWEEN = = = 3.4728 MSWITHIN = = = 0.09056666667 = 0.0906
3 −1 2 18 − 3 15

F – Ratio

MS BETWEEN 3.4728
F= = = 38.33112583 = 38.3311
MSWITHIN 0.0906

Step 4: The critical value is Fα with df = (k − 1, n − k).

Critical values (CV)

α = 0.05 v1 = dfBETWEEN = 2 v2 = dfWITHIN = 15

Step 5: If the value of the test statistic falls in the rejection region, reject H0; otherwise, do not reject H0.
Decision:
A Self-regulated Learning Module 9
Reject Ho since F=38.3311 is within the critical region and greater than the critical value FCRITICAL = 3.68

Step 6: Interpret the results of the hypothesis test.

Conclusion: At 5% level, the mean voltage reading is different under the three different types of day

Summary Table
Source of Variation Sum of Squares Degrees of Freedom Means Square F
(SS) (df) (MS) Test Statistic
Treatments (between) 6.9456 2 3.4728
Error (within) 1.3585 15 0.0906 38.3311
CV[0.05, 2/15) = 3.68 Decision: Reject Ho

Since H0 was rejected, then proceed with the Post Hoc Test using Tukey’s HSD for equal number of entries per
groups
MSWITHIN
HSD = q
N GROUP

q = [α, number of groups (k), dfWITHIN] q = [0.05, 3, 15] = 3.67

Using Table I: Studentized Range (q) for the 0.05 and 0.01 levels

MSWITHIN = 0.0906
NGROUP = n1 = n2 = n3 = 6 (since each group has the same number of cases/observations)

MSWITHIN 0.0906
HSD = q = 3.67 = (3.67)(0.1229) = 0.451043
N GROUP 6
A Self-regulated Learning Module 10
Compare HSD (0.451043) against the table of difference between means. To be regarded as statistically
significant, any obtained difference between means must exceed the HSD.

Group Comparison Absolute Mean Difference HSD = 0.451

Sunny Days Cloudy Days |13.57 – 12.75| = 0.82* Significant
Rainy Days |13.57 – 12.05| = 1.52* Significant
Cloudy Days Rainy Days |12.75 – 12.05| = 0.70* Significant
*significant at the 0.05 level of significance.

Interpretation:
A one-way analysis of variance compared the mean voltage reading under the three different types of day. The
alpha level was 0.05 and the test was found to be statistically significant, F(df = 2/15, Fcrit = 3.68) = 38.3311. A
Tukey HSD test indicated that the mean voltage reading for Sunny Days (M = 13.57, SD = 0.40) is significantly
greater than the mean voltage readings for Cloudy Days (M = 12.75, SD = 0.21) and Rainy Days (M = 12.05, SD
= 0.26). Likewise, the mean voltage reading for Cloudy Days is significantly greater than the mean voltage reading
for Rainy Days.

Example: A researcher is interested in the effect type of residence has on the personal happiness of college
students. She selected samples of students who live in campus dorms, in off-campus apartments, and home and
asks the 15 respondents to rate their happiness on a scale of 1 (not happy) to 10 (happy). Test the null hypothesis
that happiness does not differ by types of residence.

Dorms Apartments At Home

8 2 5
9 1 4
7 3 3
8 3 4
6 5 5
Number of cases 5 5 5
Sample mean 7.6 2.8 4.2
Sample standard deviation 1.14 1.48 0.84

Step 1 State the null and alternative hypotheses.

Let μ1, μ2, and μ3 denote mean personal happiness of college students living in campus dorms, off-campus
apartments and home, respectively. Then the null and alternative hypotheses are, respectively,

H0: μ1 = μ2 = μ3 (happiness does not differ by types of residence)

H1: μ1 ≠ μ2 ≠ μ3 (happiness does differ by types of residence)

Step 2 Decide on the significance level, α.

When level of significance is not indicated we assume 5; so, α = 0.05.

Step 3 Compute the value of the test statistic

Overall Total: N = n1 + n2 + n3 = 5 + 5 + 5 = 15
A Self-regulated Learning Module 11
Overall Mean:

5(7.6) + 5(2.8) + 5(4.2) 73

x= = = 4.87
15 15

Sum of Squares Group (SS-Group)

SS BETWEEN =  ni ( xi − x ) 2 = n1 ( x1 − x ) 2 + n2 ( x2 − x ) 2 + n3 ( x3 − x ) 2

SSBETWEEN = 5(7.6 – 4.87)2 + 5(2.8 – 4.87)2 + 5(4.2 – 4.87)2 = 60.9335

dfBETWEEN = K – 1 = (3 – 1) = 2

SSWITHIN =  (ni − 1) si2 = (n1 − 1) s12 + (n2 − 1) s22 + (n3 − 1) s32

SSWITHIN = 4(1.14)2 + 4(1.48)2 + 4(0.84)2 = 16.7824

dfWITHIN = N – k = 15 – 3 = 12

Mean Squares Group (MS-Group)

SS BETWEEN 60.9335 SSWITHIN 16.7824

MSBETWEEN = = = 30.46675 MSWITHIN = = = 1.39853
df BETWEEN 2 dfWITHIN 12

F – Ratio

MSBETWEEN 30.46675
F= = = 21.7848
MSWITHIN 1.39853

A Self-regulated Learning Module 12

Critical values (CV)
α = 0.05 v1 = dfBETWEEN = 2 v2 = dfWITHIN = 12
Decision:
Reject Ho since F=21.7848 is within the critical region and greater than the critical value FCRITICAL = 3.89
Conclusion: At 5% level, happiness does differ by types of residence

Summary Table
Source of Sum of Degrees of Means Square F
Variation Squares Freedom (MS) Test Statistic
(SS) (df)
Treatments
(between) 60.9335 2 30.46675
21.7848
Error 16.7824 12
(within) 1.39853
CV[0.05, 2/12) = 3.89 Decision: Reject Ho

Since H0 was rejected, then proceed with the Post Hoc Test using Tukey’s HSD for unequal number of entries
per groups

MSWITHIN
HSD = q
N GROUP

q = [α, number of groups (k), dfWITHIN]

q = [0.05, 3, 12] = 3.77
Using Table I: Studentized Range (q) for the 0.05 and 0.01 levels

A Self-regulated Learning Module 13

MSWITHIN = 0.0906
NGROUP = n1 = n2 = n3 = 5 (since each group has the same number of cases/observations)

MSWITHIN 1.39853
HSD = q = 3.77 = (3.77)(0.5289) = 1.9938
N GROUP 5

Compare HSD (1.994) against the table of difference between means. To be regarded as statistically significant,
any obtained difference between means must exceed the HSD.

Group Comparison Absolute Mean Difference HSD = 1.994

Dorms Apartment |7.6 – 2.8| = 4.8* Significant
At Home |7.6 – 4.2| = 3.4* Significant
Apartment At Home |2.8 – 4.2| = 1.4 Not Significant
*significant at the 0.05 level of significance.

Interpretation:
A one-way analysis of variance compared the mean rating of college students’ happiness of who live in campus
dorms, in off-campus apartments, and home. The alpha level was 0.05 and the test was found to be statistically
significant, F(df = 2/12, Fcrit = 3.89) = 21.7848. A Tukey HSD test indicated that the students’ happiness rating
living in Dorms (M = 7.6, SD = 1.14) is significantly greater than the students’ happiness rating living in
Apartments (M = 2.8, SD = 1.48) and at home (M = 4.2, SD = 0.84). However, the students’ happiness rating
living in Apartments does not differ from students’ happiness rating living at home.

A Self-regulated Learning Module 14

ADDITIONAL EXAMPLE COMPUTATIONS

Does exposure to lead affect IQ scores of children? The table below summarized the mean IQ score of children
with Low, Medium and High Blood Lead Levels. At 5% level, test the hypothesis that exposure to leads does not
affect IQ scores.

Low Blood Lead Level Medium Blood Lead Level High Blood Lead Level
Sample size 78 22 21
Sample Mean IQ Score 102.7 94.1 94.2
Standard Deviation 16.8 15.5 11.4

Solution
H0: Exposure to leads does not affect IQ scores
H1: Exposure to leads does affect IQ scores

Overall total: N = n1 + n2 + n3
N = 78 + 22 + 21 = 121

Overall Mean:
𝑛1 𝑥̅1 + 𝑛2 𝑥̅2 + 𝑛3 𝑥̅3 (78)(102.7) + (22)(94.1) + 21(94.2) 12059
𝑥̿ = = = = 99.66
𝑁 121 121

Sum of Squares Group:

𝑆𝑆𝑏𝑒𝑡𝑤𝑒𝑒𝑛 = 𝑆𝑆𝐵 = 𝑛1 (𝑥̅1 − 𝑥̿ )2 + 𝑛2 (𝑥̅2 − 𝑥̿ )2 + 𝑛3 (𝑥̅3 − 𝑥̿ )2
𝑆𝑆𝐵 = 78(102.7 − 99.66)2 + 22(94.1 − 99.66)2 + 21(94.2 − 99.66)2
𝑆𝑆𝐵 = 720.8448 + 680.0992 + 626.0436 = 𝟐𝟎𝟐𝟔. 𝟗𝟖𝟕𝟔

𝑆𝑆𝑤𝑖𝑡ℎ𝑖𝑛 = 𝑆𝑆𝑊 = (𝑛1 − 1)𝑠12 + (𝑛2 − 1)𝑠22 + (𝑛3 − 1)𝑠32

𝑆𝑆𝑤𝑖𝑡ℎ𝑖𝑛 = 𝑆𝑆𝑊 = (78 − 1)(16.8)2 + (22 − 1)(15.5)2 + (21 − 1)(11.4)2
𝑆𝑆𝑊 = 21732.48 + 5045.25 + 2599.2 = 𝟐𝟗𝟑𝟕𝟔. 𝟗𝟑

Degrees of Freedom
dfbetween = dfB = (number of groups) – 1
dfB = 3 – 1 = 2

dfwithin = dfW = (Overall Total) – (number of groups)

dfW = 121 – 3 = 118

Mean Squares Group:

𝑆𝑆𝐵 2026.9876
𝑀𝑆𝑏𝑒𝑡𝑤𝑒𝑒𝑛 = 𝑀𝑆𝐵 = = = 𝟏𝟎𝟏𝟑. 𝟒𝟗𝟑𝟖
𝑑𝑓𝐵 2

𝑆𝑆𝑊 29376.93
𝑀𝑆𝑤𝑖𝑡ℎ𝑖𝑛 = 𝑀𝑆𝑊 = = = 𝟐𝟒𝟖. 𝟗𝟓𝟕
𝑑𝑓𝑊 118

F-ratio:
𝑀𝑆𝐵 1013.4938
𝐹= = = 𝟒. 𝟎𝟕𝟏
𝑀𝑆𝑊 248.957

A Self-regulated Learning Module 15

Critical Value at 5%
dfB = v1 = 2
dfW = v2 = 118
Because v2 = 118 is between 60 and 120 and closer to 120, we choose 120, thus the critical value CV = 3.07

Non
Critical
Region Critical Region
Do not Reject H0
Reject H0

CV = 3.07 F = 4.071

ANOVAL TABLE
Source of Variation Sum of Squares df Mean Squares F-ratio

Between Groups 2026.9876 2 1013.4938 4.071

Within Groups 29376.93 118 248.957

CV = 3.07 Decision: Reject H0

A Self-regulated Learning Module 16

Conclusion:
At 5% level, exposure to leads does affect IQ scores.

Interpretation:
IQ scores of children with low blood lead levels (M = 102.7, SD = 16.8) is significantly higher compared to IQ
score of children with medium blood lead levels (M = 94.1, SD = 15.5). Because the mean IQ scores under
medium level is practically the same with the mean IQ score under high level, we can also say that IQ scores of
children with low blood lead levels (M = 102.7, SD = 16.8) is significantly higher than IQ scores of children with
high blood lead levels (M = 94.2, SD = 11.4).

Low Blood Lead Level Medium Blood Lead Level High Blood Lead Level
Sample size 78 22 21
Sample Mean IQ Score 102.7 94.1* 94.2*
Standard Deviation 16.8 15.5 11.4
*practically the same

Example 2
Arsenic in Rice. Listed below are the mean amounts of arsenic in samples of brown rice from three different
farm islands. The amounts are in micrograms of arsenic and all samples have the same serving size. Use a 0.05
significance level to test the claim that the three samples are from populations with the same mean. Do the
amounts of arsenic appear to be different in the different farms? Given that the amounts of arsenic in the samples
from Mindanao have the highest mean, can we conclude that brown rice from Mindanao poses the greatest health
problem?
Luzon Visayas Mindanao
Sample size 12 12 12
Sample mean 5.48 4.71 6.97
Sample standard deviation 0.42 1.19 0.69
Solution:
H0: Amounts of arsenic are the same in the different farm islands
H1: Amounts of arsenic are different in the different farm islands

Overall total: N = n1 + n2 + n3
N = 12 + 12 + 12 = 36

Overall Mean:
𝑛1 𝑥̅1 + 𝑛2 𝑥̅2 + 𝑛3 𝑥̅3 (12)(5.48) + (12)(4.71) + 12(6.97) 205.92
𝑥̿ = = = = 5.72
𝑁 36 36

Sum of Squares Group:

𝑆𝑆𝑏𝑒𝑡𝑤𝑒𝑒𝑛 = 𝑆𝑆𝐵 = 𝑛1 (𝑥̅1 − 𝑥̿ )2 + 𝑛2 (𝑥̅2 − 𝑥̿ )2 + 𝑛3 (𝑥̅3 − 𝑥̿ )2
𝑆𝑆𝐵 = 12(5.48 − 5.72)2 + 12(4.71 − 5.72)2 + 12(6.97 − 5.72)2
𝑆𝑆𝐵 = 0.6912 + 12.2412 + 18.75 = 𝟑𝟏. 𝟔𝟖𝟐𝟒

𝑆𝑆𝑤𝑖𝑡ℎ𝑖𝑛 = 𝑆𝑆𝑊 = (𝑛1 − 1)𝑠12 + (𝑛2 − 1)𝑠22 + (𝑛3 − 1)𝑠32

𝑆𝑆𝑤𝑖𝑡ℎ𝑖𝑛 = 𝑆𝑆𝑊 = (12 − 1)(0.42)2 + (12 − 1)(1.19)2 + (12 − 1)(0.69)2
𝑆𝑆𝑊 = 1.9404 + 15.5771 + 5.2371 = 𝟐𝟐. 𝟕𝟓𝟒𝟔

A Self-regulated Learning Module 17

Degrees of Freedom
dfbetween = dfB = (number of groups) – 1
dfB = 3 – 1 = 2

dfwithin = dfW = (Overall Total) – (number of groups)

dfW = 36 – 3 = 33

Mean Squares Group:

𝑆𝑆𝐵 31.6804
𝑀𝑆𝑏𝑒𝑡𝑤𝑒𝑒𝑛 = 𝑀𝑆𝐵 = = = 𝟏𝟓. 𝟖𝟒𝟎𝟐
𝑑𝑓𝐵 2

𝑆𝑆𝑊 22.7546
𝑀𝑆𝑤𝑖𝑡ℎ𝑖𝑛 = 𝑀𝑆𝑊 = = = 𝟎. 𝟔𝟖𝟗𝟓
𝑑𝑓𝑊 33

F-ratio:
𝑀𝑆𝐵 15.8402
𝐹= = = 𝟐𝟐. 𝟗𝟕𝟑
𝑀𝑆𝑊 0.6895

Critical Value at 5%
dfB = v1 = 2
dfW = v2 = 33
Because v2 = 33 is between 30 and 40 and closer to 30, we choose 30, thus the critical value CV = 3.32

A Self-regulated Learning Module 18

 Non
Critical
Region Critical Region
Do not Reject H0
Reject H0

CV = 3.32 F = 22.973

ANOVAL TABLE
Source of Variation Sum of Squares df Mean Squares F-ratio
Between Groups 31.6804 2 15.8402 22.973
Within Groups 22.7546 33 0.6895
CV = 3.32 Decision: Reject H0

POST HOC TEST: Tukey HSD Test

MSWITHIN
Since the sample size of the three groups are the same n = 12, we used the formula HSD = q
N GROUP
where MSwithin = 0.6895 and NGROUP = 12 and q (k = 3, dfw = 33, α = 5%) = 3.49

0.6895
𝐻𝑆𝐷 = (3.49)√ = 0.837 = 0.837
12

Compare HSD (0.837) against the table of difference between means. To be regarded as statistically significant,
any obtained difference between means must exceed the HSD.

A Self-regulated Learning Module 19

 Group Comparison Absolute Mean Difference HSD = 0.837
Luzon Visayas |5.48 – 4.71| = 0.77 Not Significant
Mindanao |5.48 – 6.97| = 1.49* Significant
Visayas Mindanao |4.71 – 6.97| = 2.26* Significant
*significant at the 0.05 level of significance.

Conclusion:
At 5% level, amounts of arsenic are different in the different farm islands.

Interpretation:
The arsenic amount of brown rice in Mindanao farm (M = 6.97, SD = 0.69) is significantly greater than the arsenic
amount of brown rice in Visayas farm (M = 4.71, SD = 1.19). Likewise the arsenic amount of brown rice in
Mindanao is also significantly greater than in Luzon (M = 5.48, SD = 0.42) . However, no significant difference
on the arsenic amount of brown rice is found between Luzon and Visayas islands . Further we conclude that
brown rice from Mindanao poses the greatest health problem.

Luzon Visayas Mindanao

Sample size 12 12 12
Sample mean 5.48 4.71 6.97
Sample standard deviation 0.42 1.19 0.69

A Self-regulated Learning Module 20

TRY THISE ACTIVITIES

Problem 1. Starting Salaries. The National Association of Colleges and Employers (NACE) conducts surveys
on salary offers to college graduates by field and degree. The following table provides summary statistics for
starting annual salaries, in thousands of dollars, to samples of bachelor’s-degree graduates in four fields.

Engineering Biology and Chemistry Life Sciences Mathematics

n1 = 45 n2 = 11 n3 = 30 n4 = 18
x1 = 57.8 x2 = 48.05 x3 = 35.9 x4 = 48.9
s1 = 5.65 s2 = 4.85 s3 = 4.0 s4 = 4.8

At the 1% significance level, do the data provide sufficient evidence to conclude that a difference exists in mean
starting salaries among bachelor’s-degree candidates in the four fields? If there are significant differences,
conduct a multiple comparison of means by Tukey’s method to determine where the significant differences occur.

Problem 2. A medical researcher wants to determine whether there is a difference in the mean lengths of time it
takes three types of pain relievers to provide relief from headache pain. Several headache sufferers are randomly
selected and given one of the three medications. Each headache sufferer records the time (in minutes) it takes the
medication to begin working. The results are shown in the table. At 1% level, can you conclude that at least one
mean time is different from the others? If there are significant differences, conduct a multiple comparison of
means by Tukey’s method to determine where the significant differences occur. Assume that each population of
relief times is normally distributed and that the population variances are equal.

Medication 1 Medication 2 Medication 3

n1 = 4 n2 = 5 n3 = 4
x1 = 14 x2 = 17 x3 = 16
SD1 = 2.4 SD2 = 2.9 SD3 = 2.6

Problem 3. A sales analyst wants to determine whether there is a difference in the mean monthly sales of a
company’s four sales regions (cities). Several salespersons from each region are randomly selected and they
provide their sales amounts (in thousands of pesos) for the previous month. The results are shown in the table. At
5% level, can the analyst conclude that there is a difference in the mean monthly sales among the sales regions?
If there are significant differences, conduct a multiple comparison of means by Tukey’s method to determine
where the significant differences occur. Assume that each population of sales is normally distributed and that the
population variances are equal.

Baguio San Fernando LU Dagupan Vigan

n1 = 5 n2 = 4 n3 = 5 n4 = 4
x1 = 39 x2 = 27 x3 = 35 x4 = 26
SD1 = 6.7 s2 = 6.5 SD3 = 6.4 s4 = 6.7

A Self-regulated Learning Module 21