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Lecture Z Test
Lecture Z Test
The process of making inference or generalization on population parameters based on the results of the
study on samples.
Most of these hypotheses have their origin in a question to some practical problem. In search for an
answer, “educated guesses” and some pertinent evidences are brought out which later on become
propositions or hypotheses.
Null Hypothesis:
It is denoted by Ho
Alternative Hypothesis
It is denoted by H1
Expected to be accepted
Problem: The researcher wants to know if online learning has increased the GWA of PUP
Engineering Students from 78%
Ho: μ = 78; Online learning has not increased the GWA of the PUP Engineering Students
H1: μ > 78; Online learning has increased the GWA of the PUP Engineering Students
REMEMBER:
The level of significance of a test is the maximum value of probability of rejecting the null hypothesis
when in fact it is true.
What does it mean?
A 5% level of significance means that we can accept about 5 chances out of 100 that we would
reject the null hypothesis when it should be accepted. A 5% level of significance implies that we
are 95% confident that we have made the right decision.
A 1% level of significance means that we could be wrong with a probability of 0.01. In other
words, a 1% level of significance implies that we are 99% confident that we have made the right
decision.
Areas of rejection
If the test involves improvement in certain aspects (test scores, performance, etc.) or reduction
(errors, weight, etc.), it is a one-tailed test.
If the test involves significant difference between two samples, it is a two-tailed test.
Decision Rule
1. HO: ___________
H1: ___________
4. Decision
5. Conclusion
Normality Test:
W/S test
Normality Testing:
W/S Test:
w
q=
s
33
q= =3.71
8.90
q c =3.67−5.16
Parametric Non-Parametric
Central Tendency Mean Median
Dispersion Standard Deviation Range
Significant Difference t-test (equal variances) Mann Whitney U-Test
(Independent Samples)
Significant Difference t-test for paired samples Wilcoxon Rank Sign Test
(Paired Samples)
Significant Difference ANOVA Kruskal Wallis H-Test
(3 or more samples)
Post-test Scheffe’s Test Dunn Post Ad Hoc Test
Correlation Pearson’s r Spearman Rank ρ
Significant Relationship t-test for r t-test for ρ
( x−μ ) √ n
z=
σ
Two sample means and two sample standard deviations (sample 1 vs sample 2)
Two sample means and population standard deviation is known (Sample mean 1 vs Sample
mean 2)
x1 −x2
z=
σ
√ 1 1
+
n1 n2
x 1−x 2
z=
√
2 2
s 1 s2
+
n 1 n2
where:
x 1 = mean of sample 1
x 2 = mean of sample 2
79 80 83 90 70 65 60 71 85 89
80 87 85 85 75 73 74 71 70 68
88 78 81 85 87 91 93 90 83 84
81 80 74 73 71 66 65 58 78 78
He then took a sample of 50 students with calculator with the following results:
88 80 81 66 75 75 78 61 85 90
89 88 91 81 85 88 84 86 83 84
85 88 81 80 83 81 95 90 99 98
65 60 83 61 90 91 93 83 80 82
85 91 90 88 81 80 80 87 87 86
Test at α = 0.05
5-step solution
1. Ho: μ1 = μ2; There is no significant difference between the performance of students without calculator
and the students with calculator
H1: μ1 < μ2: The performance of the students without calculator is significantly lower than the
performance of students with calculator.
computation:
78.15−83.22
z=
√
2 2
8.73 8.65
+
40 50
z=−2.76
│─ 2.76│ ≥ │─ 1.65│
5. Conclusion: There is no significant difference between the performance of students without calculator
and the students with calculator at 0.05 level of significance.