Inferential

Statistics
Rellie D. Castro, RN, LPT
Inferential Statistics
 Statisticsprovides varied tools and techniques that
help the research scientist draw a valid and reliable
inferences or generalizations about the population
on the basis of the sample. This is known as
inferential statistics
Use of Inferential Statistics
 The most important area of inferential statistics is
to test the Hypothesis.
 It aids the researcher to figure whether to reject or
do not reject (accept) a formulated statement or
null hypothesis after the evaluation of the sample.
Correlation
 Correlation will be used to test the relationship between
two variables.
 The statistical analysis are:
 Pearson Product-Moment Correlation,
 Spearman Rank-Order Correlation Coefficient,
 Chi-Square Test
 These tests will be used to analyze the data in a relationship-
based research questions.
Scatter Plot
 A scatter plot is a graph of the ordered pairs
(x,y)consisting of data from two data sets.

 Problem: is there a relationship between the

number of hours spent by students in a mobile
game and their scores in a logic quiz?
Problem: is there a relationship between the number of hours spent by
students in a mobile game and their scores in a logic quiz?
Analyzing a Scatter Plot
a. A positive linear relation exists when the points fall approximately
in an ascending straight line from left to right, where the x and y
values increase at the time.
Analyzing a Scatter Plot
b. A negative linear relationship exists when the points fall
approximately in a descending straight line from left to right. In
this case as the x values are increasing, the y values are decreasing
Analyzing a Scatter Plot
c. A nonlinear relationship exists when the points fall in a curved
line
Analyzing a Scatter Plot
d. No relationship exists when there is no discernible pattern to the
points.
Pearson Product-Moment Correlation Coefficient
 It is commonly called as Pearson r. It measures the
linear relationship between two continuous variables
(Interval/Ratio).
Example:
Relationship between the number of hours spent by
students in a mobile game and their scores in a logic
quiz.
Pearson Product-Moment Correlation Coefficient
 The correlation coefficient is a number that
describes how close to a linear relationship there is
between two variables or measures.
Formula for finding the value r
Problem: is there a relationship between the number of hours spent by
students in a mobile game and their scores in a logic quiz?
( 10 ) ( 325 ) −( 26 )(117 )
√¿ ¿ ¿

r=0.91

Therefore there is a very strong positive correlation between the

number of hours spent by students in a mobile game and their
scores in a logic quiz?
Exercise: The scores of ten randomly selected senior high school students on the mathematical
portion of the NAT and mathematical ability part of an admission test.

x y
A 5 6
B 7 15
C 9 16
D 10 12
E 11 21
F 12 22
G 15 8
H 17 26
I 20 5
J 26 30
Spearman Rank-Order Correlation (rs)
 It is commonly called as Spearman rho. It is a statistics
being used based on ranks or position. It is a measure of
relationship two variables by ranking the items or
individuals under study according to their position.
Example:
Relationship between Faculty Highest Educational
Attainment (ordinal data) and their Performances
(continuous).
Spearman Rank-Order Correlation Formula
rs=1-
= difference in paired ranks
= number of cases
Two teachers were asked to rate eight different textbooks for a specific subject on an ascending scale
from 0 to 30 points. Points were assigned for each of several criteria, such as content, illustrative
examples and readability. Is there a correlation between the two teachers’ ratings?

Textbook Teacher’s 1 Rating Teacher’s 2 Rating

A 14 14
B 20 16
C 28 30
D 30 24
E 22 26
F 12 18
G 15 21
H 19 17
Textbook Teacher’s 1 Teacher’s 2 Rank Rank Rank
Rating Rating T1 T2 Diff
A 14 14 7 8 -1 1
B 20 16 4 7 -3 9
C 28 30 2 1 1 1
D 30 24 1 3 -2 4
E 22 26 3 2 1 1
F 12 18 8 5 3 9
G 15 21 6 4 2 4
H 19 17 5 6 -1 1
Total = 30
rs=1-

rs=1-

rs= 0.64

Strong positive correlation

Excersise:
The scores for nine students in history and algebra are as
follows:
•History: 35, 23, 47, 17, 10, 43, 9, 6, 28
•Algebra: 30, 33, 45, 23, 8, 49, 12, 4, 31

Compute the Spearman rank correlation.

Answer: 0.9
Chi Square Test
 The Chi-square (X2) test for independence, also
called Pearson’s chi-square test or the chi-square
test of association, is used to test the relationship
between to discrete or categorical variables
(nominal & ordinal)
 Chi Square Test
Socioeconomic Presidential
Status Bet

Low Pedro
Low Middle High Nominal
Ordinal Middle Juan
PedroHigh 10 8 9
Juan 5 7 6
Example: A ramen store wishes to determine whether there is a difference in the
level of spiciness selected by males and females for their ramen. A random sample
provides the data given below. At , test the claim the level of spiciness is
dependent of the gender of the individual.

Gender Spiciness Level

Mild Medium Hot
Male 24 20 19
Female 13 15 20

Ho: The spiciness level selected by an individual in independent of the gender

of the individual
Chi Square Test

O – Observed Values
E – Expected Values
Observed Values
Observed Frequencies
Gender Spiciness Level Total
Mild Medium Hot
Male 24 20 19 63
Female 13 15 20 48
Total 37 35 39 111
Expected Value

𝑟𝑜𝑤 𝑠𝑢𝑚 𝑥 𝑐𝑜𝑙𝑢𝑚𝑛𝑠𝑢𝑚

𝐸𝑥𝑝𝑒𝑐𝑡𝑒𝑑𝑉𝑎𝑙𝑢𝑒=
𝑔𝑟𝑎𝑛𝑑 𝑡𝑜𝑡𝑎𝑙
 Observed Frequencies
Gender Spiciness Level Total
Mild Medium Hot
Male 24 20 19 63
Female 13 15 20 48
Total 37 35 39 111

Expected Frequencies
Gender Spiciness Level Total
Mild Medium Hot
Male 21.00
(63x37)/111 19.86
(63x35)/111 22.14
(63x39)/111 63
Female 16.00
(48x37)/111 15.14
(48x35)/111 16.86
(48x39)/111 48
Total 37 35 39 111
+++++
Determine the Critical Value

CV=5.991
 Chi-square value > Critical value –with correlation
 Chi-square value < Critical value –no correlation

 Decision and conclusion: Since the chi-square value of

2.03 is less than the critical chi-square value of 5.991,
accept the null hypothesis. There is not enough evidence to
support the claim that the spiciness level selected by an
individual is dependent of the gender of the individual.
Assignment: With the given data below about the relationship between
socioeconomic status and the choice of presidential bet, compute for the chi-
square value and determine if you are going to accept or reject the null
hypothesis with an .

Presidential SOCIOECONOMIC STATUS

Bet Low Middle High

Pedro 10 8 9
Juan 5 7 6

Ho: There is no relationship between socioeconomic status and the choice of

presidential bet.
Test of Difference
 It will be used to determine the difference between groups or
variables under investigation.
 The statistical analysis are:
 Independent Sample T-Test
 Paired Sample T-Test (Dependent)
 One-way Analysis of Variance (ANOVA)
 These tests will be used to analyze the data in a comparative
research questions.
Independent Sample T-Test
 The independent-samples t-test compares the means
between two unrelated groups on the same continuous,
dependent variable.

Example:
• Is the life satisfaction of students who experienced
counseling higher?
• Comparing the height of students in two different schools.
Assumptions for the independent t-test
a. The two groups or samples must be independent.

b. The variables must be scaled in intervals or ratio

variables.
Assumptions for the independent t-test
a. The two groups or samples must be independent.
 This means that value in one sample must not influence a value
in the other sample.
Assumptions for the independent t-test
a. The variables must be scaled in intervals or ratio variables.
 For the t-test for independent samples, the mean value of the
sample must be calculated, this is only meaningful if the variable
is interval/ratio scaled.
Example:
 20 students are selected. 10 of them have
experienced counseling and the remaining 10 have
not. We measured their life satisfaction to find out
if there is a difference that can be seen in the 2
groups.
Hypothesis
Ho- There is no significant difference in the life
satisfaction between the two groups.
(µ1=µ2)
Ha- There is a significant difference in the life
satisfaction between the two groups.
(µ1≠µ2)
DATA:
Experienced counseling Did not experienced counseling
X1 X2
7 5
8 4
10 7
8 6
7 7
6 5
4 3
7 4
8 4
9 5
Step 1: Compute the mean for each group
Experienced counseling Did not experienced counseling
X1 X2
7 5
8 4
10 7
8 6
7 7
6 5
4 3
7 4
8 4
9 5
Total=74 Total=50
M1=74/10=7.4 M2=50/10=5
Step 2 : Compute the variance of each group
X1 X12 X2 X22
7 49 5 25
8 64 4 16
10 100 7 49
8 64 6 36
7 49 7 49
6 36 5 25
4 16 3 9
7 49 4 16
8 64 4 16
9 81 5 25
Total=74 =572 Total=50 =266
M1=74/10=7.4 M2=50/10=5
Step 2 : Compute the variance of each group

= - = -

= - = -

= 57.2 – 54.76 = 26.6 – 25

= =
Step 3 : Compute the Standard Error of Difference Between Means
Step 4 : Compute for t-statistics
Step 5 : Determine the Critical Value
Step 6 : Compare the t-statistics (computed value) to the critical value

t = 3.58
critical value = 1.734

If the t is greater than the critical value, reject the null hypothesis.

Conclusion: There is significant difference between the two groups.

Exercise:
20 random students where selected. 10 from Section A and 10 from section. The scores from the 1 st
periodical test in Research 2 where recorded. Using Independent Sample T-Test, determine if there is a
significant difference between the scores of the two section at 5% level of significance.

Section A Section B
48 40
40 47
41 43
49 48
36 43
46 38
44 49
47 50
36 46
40 41
Paired –Samples T-Test
 A paired-samples t-test, also called as t-test for dependent
samples is used to compare the means of the same individual
before and after observations on the same subject.
Example:
• Reading comprehension of grade 12 students before and after
a tutorial.
Research Problem:

Eight (8) random grade 12 students were selected. Their

reading comprehension where assess using a scale of 1-10,
before and after a tutorial.

Ho: There is no significant difference in the pretest an

posttest reading comprehension scores.
DATA:
Before the tutorial After the tutorial
(pretest) (posttest)
5 7
6 6
7 9
4 7
3 5
5 9
6 8
4 6
Step 1: Compute for the mean of the two conditions
Before the tutorial After the tutorial
(pretest) (posttest)
5 7
6 6
7 9
4 7
3 5
5 9
6 8
4 6
Total = 40 Total = 57
M1 = 5 M2 = 7.13
Step 2: Compute for the difference score
Before the tutorial After the tutorial Difference Difference2
(pretest) (posttest)
5 7 -2 4
6 6 0 0
7 9 -2 4
4 7 -3 9
3 5 -2 4
5 9 -4 16
6 8 -2 4
4 6 -2 4
Total = 40 Total = 57
M1 = 5 M2 = 7.13
Step 3: Compute for the mean of sample difference score and the SSD
Step 4: Compute for the t-statistics
Step 5: Determine the Critical Value
Step 5: Determine the Critical Value
Step 6: Compare the t-statistics (computed value) to the critical value

t= -5.34
Critical value= 2.365

If the t-statistics is greater than the critical value, reject the

Ho

Conclusion: There is a significant difference in the reading

assessment score before and after a tutorial
Exercise:
10 random Grade 12 students were selected. Their scores in a previous test in Research were recorded. The
students have undergone a 1 week remedial class in Research. The same test was given and their scores was
recorded. Using Paired-sample T-test, determine if there is a significant difference between the scores before
and after the remedial class at 5% level of significance.

Pretest Posttest
29 42
Ho: There is no significant difference between the 29 35
scores in Research 2 before and after the remedial 28 32
class.
25 32
29 49
25 43
29 32
29 37
29 46
28 47
One-Way Analysis of Variance (ANOVA)
 A One-Way Analysis of Variance (ANOVA) is a way to test the
equality of three or more groups at one time by using variances.
 It is used to compare the means of more than two groups.

Example:
On what room temperature is it ideal to take an exam? Cold, normal or
hot?

Ho: There is no significant difference between room temperatures when

taking an exam.
DATA:
Cold (15º) Normal (25º) Hot (35º)
4 8 2
7 6 2
5 7 3
3 6 4
5 5 1
Step 1: Compute for the mean of each group
Cold (15º) Normal (25º) Hot (35º)
X1 X2 X3
4 8 2
7 6 2
5 7 3
3 6 4
5 5 1
M1=4.8 M2=6.4 M3=2.4
Step 2: Complete the table
X1 (15º) X12 X2 (25º) X22 X3 (35º) X32
4 16 8 64 2 4 k=
7 49 6 36 2 4 n=
5 25 7 49 3 9 N=
3 9 6 36 4 16 G=
5 25 5 25 1 1 =
T=24 124 T=32 210 T=12 34
M1=4.8 M2=6.4 M3=2.4
SS= SS= SS=
Step 2: Complete the table
X1 (15º) X12 X2 (25º) X22 X3 (35º) X32
4 16 8 64 2 4 k=3
7 49 6 36 2 4 n=5
5 25 7 49 3 9 N=15
3 9 6 36 4 16 G=68
5 25 5 25 1 1 =368
T=24 124 T=32 210 T=12 34
M1=4.8 M2=6.4 M3=2.4
SS= SS= SS=
Step 2: Complete the table
X1 (15º) X12 X2 (25º) X22 X3 (35º) X32
4 16 8 64 2 4 k=3
7 49 6 36 2 4 n=5
5 25 7 49 3 9 N=15
3 9 6 36 4 16 G=68
5 25 5 25 1 1 =368
T=24 124 T=32 210 T=12 34
M1=4.8 M2=6.4 M3=2.4
SS=8.8 SS=5.2 SS=5.2
Step 3: Complete the ANOVA table
Source SS df MS F
Between
Treatments
Within
Treatments
Total
Step 3: Complete the ANOVA table
Source SS df MS F
Between
Treatments
Within
Treatments
Total 59.73
Step 3: Complete the ANOVA table
Source SS df MS F
Between
Treatments
Within
Treatments 19.2

Total 59.73
Step 3: Complete the ANOVA table
Source SS df MS F
Between
Treatments 40.53

Within
Treatments 19.2

Total 59.73
Step 3: Complete the ANOVA table
Source SS df MS F
Between
Treatments 40.53 2

Within
Treatments 19.2 12

Total 59.73 14
Step 3: Complete the ANOVA table
Source SS df MS F
Between
Treatments 40.53 2 20.265 12.67

Within
Treatments 19.2 12 1.6

Total 59.73 14
Step 4: Determine the tabular value of F
Step 4: Compare the F-statistic (computed value) to the critical value
(tabular value of F)

F = 12.67

Critical Value = 3.88

If the F value is greater than the critical value, reject Ho.

Conclusion: There is significant difference in exam score between the

three groups.
Exercise:
A pharmaceutical company conducts an experiment to test the effect of a new cholesterol medication. The company selects
15 subjects randomly from a larger population. Each subject is randomly assigned to one of three treatment groups. Within
each treatment group, subjects receive a different dose of the new medication. In Group 1, subjects receive 0 mg/day; in
Group 2, 50 mg/day; and in Group 3, 100 mg/day. After 30 days, doctors measure the cholesterol level of each subject. The
results for all 15 subjects appear in the table below:

DOSAGE
Group 1 Group 2 Group 3
0 mg 50 mg 100 mg
210 210 180
240 240 210
270 240 210
270 270 210
300 270 240
Ho: There is no significant difference in the level of cholesterol between the 3 groups.