Also called One-way ANOVA (F-test).

It is used when we wish to test the significance of the differences between three
or more means obtained from independent samples.
The One-Way F-test or One-Way ANOVA is called such because there is
only one factor being studied as the independent variable.

Figure 1. Illustration on the Application of ANOVA

Sample Problem
Suppose a teacher aims to test the hypothesis that academic performance varies
from IQ Level. The following academic grades are:
Above Average: 90, 92, 89, 95, 93
Average: 85, 87, 83, 84, 80
Below Average: 78, 75, 77, 79, 76
At a .05 level of significance, test if the mean differences between the
three groups are significant.
Procedures:
A. Identify the Variables
Independent Variable: IQ Level (Above Average, Average, and Below Average)
Dependent Variable: Academic Performance

B. Write the Research Questions

Descriptive Questions:
1. What is the mean value of students’ academic performance in the above
average IQ level?
2. What is the mean value of students’ academic performance in the average IQ
level?
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 3. What is the mean value of students’ academic performance in the below
average IQ level?
Inferential Question:

4. Is there a significant difference in the student’s academic performance when

grouped according to IQ level?
C. Write the Hypotheses
Null Hypothesis (Ho): There is no significant difference in the student’s
academic performance when grouped according to IQ
level.
Alternative Hypothesis (Ha): There is a significant difference in the student’s
academic performance when grouped according to IQ
level.

D. Write the Level of Significance

𝛼 = 0.05
Different signs to remember:
k = number of groups
ni = number of samples in each group
N = total number of samples for all groups
= total score for each group
G = sum of all scores in the study
SS = sum of squares

E. Computations
Step 1. Determine the following:
a. k = 3 (there are 3 groups in the research problem)
b. n1 = 5 (there are 5 samples in group 1-Above average IQ level)
n2 = 5 (there are 5 samples in group 2-Average IQ level)
n3 = 5 (there are 5 samples in group 3-Below average IQ level)
c. N = n1 + n2 + n3
=5+5+5
= 15

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 Step 2. Compute the mean for each group.

Step 3. Compute the sum of all scores (G).

Step 4. Compute the Sum of Squares

Perform this process first:

a. Compute the Sum of Squares using this formula:

b. Compute the Sum of Square for each group using this formula:

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 c. Compute the Sum of Square within group (SSw) using this formula:

d. Compute the Total Sum of Square (SST) using this formula:

e. Compute the Sum of Square between group (SSb) using this formula:

Step 5. Compute the Degrees of Freedom Between-Group, Within-Group

and total

Step 6. Compute the Mean Squares Between-Group and Within-Group

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 Step 7. Compute the F-ratio

Step 8. Enter your computed data in a table.

Source of df Sum of Mean F Significance

Variation Squares Squares
Between groups 2 548.80 274.40 55.21 0.05
Within groups 12 59.60 4.97
Total 14 608.40
F.
Decision

This is how to find the tabular value.

a. Our analysis is always “two-tails”
Ho = 𝑋̅1 = 𝑋̅2 = 𝑋̅3
This means that there is no significant difference among the means or
in other words, they are equal.
b. Recall your probability value/ alpha value.
= 0.05
c. Recall the values of your Degree of Freedom between and within the group.
dfb = 2
dfw = 12
We can now locate the tabular value using the F-critical table found on
the next page.

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Note: In the F-critical table, the degree of freedom in the numerator is the degree of
freedom between groups (dfb), while the degree of freedom in the denominator
is the degree of freedom within groups (dfw).

So, the tabular value =3.89.

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 Decision:
Since the computed value = 55.21 is greater than the tabular
value = 3.89, the Null Hypothesis is rejected and the Alternative
Hypothesis is accepted.

NOTE!
1. If the result of the Analysis of Variance (ANOVA) is not
significant (accept Ho and reject Ha, immediately make an
implication (Procedure G).
2. If the result of the Analysis of Variance (ANOVA) is significant
(reject Ho and accept Ha, DO NOT make an implication;
instead, proceed to Test for Multiple Comparison of Means
(Module 6).

The Multiple Comparison of Means test is also known as the Post-

Hoc Test
When the F-ratio is significant, our next job is to find out exactly
where the significant difference lies. In the example presented below, the
significant ratios merely inform us of an overall difference among the
three groups being studied.
The Sheffé Test/ Method of multiple comparisons is used for the
comparison of a combination of means. It is more rigorous than other
multiple comparison methods because it can reveal real significant
differences.

Sample Problem

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 Suppose a teacher aims to test the hypothesis that academic
performance varies with IQ Level. The following academic grades are:
Above Average: 90, 92, 89, 95, 93
Average: 85, 87, 83, 84, 80
Below Average: 78, 75, 77, 79, 76
At a .05 level of significance, test if the mean differences of the
three groups are significant.
Results

ANOVA Summary Table

Source of df Sum of Mean F Tabular Decision
Variation Squares Squares value
Between groups 2 548.80 274.40 55.21 3.89 Reject Ho
Within groups 12 59.60 4.97
Total 14 608.40

Decision:

Since the computed value = 55.21 is greater than the tabular value
= 3.89, the Null Hypothesis is rejected and the Alternative Hypothesis is
accepted. Thus, proceed to Test for Multiple Comparisons of Means
(Post-Hoc Test).

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 Based on the ANOVA findings, the overall difference among the three
groups is significant different. Our task is to find which specific pair has a
significant difference. Hence, we can come up with these hypotheses.
1. Ho: 𝑋̅1 = 𝑋̅2; there is no significant difference between group 1 and
group 2 means.
Ha: 𝑋̅1 ≠ 𝑋̅2; there is a significant difference between group 1 and
group 2.
2. Ho: 𝑋̅2 = 𝑋̅3; there is no significant difference between group 2 and
group 3 means.
Ha: 𝑋̅2 ≠ 𝑋̅3, there is a significant difference between group 2 and
group 3.
3. Ho: 𝑋̅1= 𝑋̅3; there is no significant difference between group 1 and
group 3 means.
Ha: 𝑋̅1≠ 𝑋̅3; there is a significant difference between group 1 and group
3 means.

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Procedure for the Scheffé Test
1. Recall the following values in the Sample Problem in Module 5.

2. Solve for F-critical (Fc)

3. Solve for F-observed (Fo) for each pair

̅ 1 vs. 𝑿
a. 𝑿 ̅ 2 (Above average versus Average)

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 b. X ̅2 vs. X ̅3 (Average versus Below Average)

c. X ̅1 vs. X ̅3 (Above Average versus Below Average)

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4. Decision

Decision Rules:
1. If the F-observed (Fo) value is less than the F-critical (Fc) value, it fails
to reject Ho (Null Hypothesis) and reject the Ha (Alternative Hypothesis).
2. If the F-observed (Fo) value is greater than the F-critical (Fc) value,
reject the Ho (Null Hypothesis)

Decisions:

̅1 vs. X
1. For X ̅2 (Above average versus Average), since the F-
observed (Fo) =32.16 is greater than the F-critical (Fc) value =
7.78, Ho is rejected.
̅2 vs. X
2. For X ̅3 (Average versus Below Average), since the F-
observed (Fo) =23.24 is greater than the F-critical (Fc) value =
7.78, Ho is rejected.
̅1 vs. X
3. For X ̅3 (Above Average versus Below Average), since the
F-observed (Fo) =110.07 is greater than the F-critical (Fc) value
= 7.78, Ho is rejected

5. Implication

1. The academic performance of students who have above-

average IQ levels is significantly higher compared to students
who have average IQ levels.
2. The academic performance of students who have average IQ

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 levels is significantly higher compared to students who have
below-average IQ levels.
3. The academic performance of students who have above-
average IQ levels is significantly higher compared to students
who have below-average IQ levels.

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