TEST OF DIFFERENCES

BETWEEN TWO MEANS

INTRODUCTION

◼The t-test is the most commonly used method to

evaluate the differences in means between two
groups.

Types:
1. t-test for one sample case
2. t-test for two sample cases
a. t-test for independent samples
b. t- test for a dependent sample
Sample computation in the use of t-
test for one sample case

◼Used in determining the significant

differences between the sample mean from a
standard mean.
Example 1:
Problem: Is there any significant difference in the
sample mean of the nicotine content in the blood
stream of 100 patients who are cigarette smokers
compared with that of the standard mean of
nicotine content in the blood stream of standard or
normal cigarette smokers?
 Test the Null hypothesis: There is no significant difference in the sample
mean of the nicotine content in the blood stream of 100 patients who are
Example 1: cigarette smokers compared with that of the standard mean of nicotine
content in the blood stream of standard or normal cigarette smokers.

DATA: sample mean= 10 mg/i.u.; standard mean=15 mg/i.u.; standard deviation of

the sample mean= 4.58, n=100

Alternative Formula:

Calculated t-value Tabular t-value

0.05
0.01
10.92 1.98
2.62
df =n-1= 100-1 =99 p < 0.01 Significant at 0.01 alpha
INTERPRETATION:

Since the calculated t-value of 10.92 is greater than the tabular t-

value of 2.62 at 0.01 alpha, the null hypothesis of there is no
significant difference that would exist between the standard mean
with that of the sample mean was rejected. This means that the
sample mean is significantly different with that of the standard
mean. The patients who are cigarette smokers will be advised to
have a slow withdrawal from smoking or else complications of
highblood pressure and cancer cells will occur or generally their
health will be affected.
Sample computation in the use of t-
test for independent samples

◼Used when there are two data taken from

two distinct different groups
Example 2:

Problem: Is there any significant difference in the

Mathematics performance of the students when
categorized into Higher Education
Institutions(HEIs)?
 Test the Null hypothesis: There is no significant difference in the
Mathematics performance of the students when categorized into Higher
Example 2: Education Institutions(HEIs).

Student No. Type of HEIs Mathematics

Grade
A private 1.5
B public 1.25
C public 1.75
D private 1.5
E private 2.00
F public 2.25
G public 2.00
H private 2.5
I private 2.5
J public 1.25

Mathematics Grade
Categor 1 2 3 4 5 Total Sum of Mea S.D.
y
Squares n
Privat 1.5 1.5 2 2.5 2.5 10 21 2.0 0.05
e
df= n-2=98
Public 1.25 ; 1.75 2.25p <0.01
2 Significant
1.25 at 0.01
8.5 alpha15.25 1.7 0.45
 Compute the t-ratio:
Formula: Where: = mean of X and Y
pri or pub
Sx = variance of x
Sy = variance of y
n= number of cases
n1+n2 - 2 = df

Compute the variance of X and Y

Solution:

Calculated t-ratio Tabular t-value

0.05 0.01
1.0 2.31 3.36
df = (n1+n2)-2 = ( 5+5)-2= 8 p >0.05 , Not significant at
0.05 alpha
INTERPRETATION:

Since the calculated t- ratio of 1 is less than the tabular

t-value, accept Ho. Therefore, there is no significant
difference in the Mathematics performance of the
students as to type of school where they came from.
This no difference in the Mathematics performance of
students from both private and public schools might
be attributed to the observation that public schools
nowadays in terms of school facilities for instructions,
research and production are now comparable with
those from the private schools, since they are now
given emphasis by our government.
Sample computation in the use of t-
test for a dependent sample

◼Used if there are two data taken from the

same group such as pretest and post test.
Example 3:

Problem: Is there any significant improvement in

the learning process of the students based from
their pre-evaluation and post evaluation conducted
by their teacher?
 Test the Null hypothesis: There is no significant difference between the
pre-evaluation and the post evaluation of the scores of Science students in
Example 3: their NMAT.

Student No. Pre- Post D D2

Evaluation Evaluation
1 25 28 -3 9
2 23 19 4 16
3 30 34 -4 16
4 7 10 -3 9
5 3 6 -3 9
6 22 26 -4 16
7 12 13 -1 1
8 30 47 -17 289
9 5 16 -11 121
10 14 9 5 25
Total 171 208 -37
511
Mean 17.1 20.8 -3.7
s.d. 10.20 12.92
 Compute the t-ratio:
Formula:

Where: = Mean of the Difference

= Sum of Difference Squared
n = number of observations

Calculated t-ratio Tabular t-value

0.05 0.01
-1.81 2.26 3.25
df= n-1= 10-1 =9 p > 0.05 , Not significant at 0.05
alpha
INTERPRETATION:

The calculated t-ratio of 1.81 is less than the tabular

value of 2.26 at 0.05 alpha. Hence, the null
hypothesis is accepted. Therefore, there is no
significant difference between the pre-evaluation
and the post evaluation of teachers on the NMAT
performance of the science students. This means
that the NMAT review conducted was not effective.
The negative sign for the differences in means is not
considered in the analysis because we are only after
the testing the difference whether or not the
difference is significant.