Scribd
Upload
4 views

Module 8 ANOVA

Uploaded by

Rennel Mallari
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
4 views

Module 8 ANOVA

Uploaded by

Rennel Mallari
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 21

MODULE 8:

ANALYSIS OF VARIANCE
Engr Ren
GIVE ONE REAL-LIFE EXAMPLE WHERE
YOU COULD USE A CHI-SQUARE TEST
IN YOUR OWN WORDS, EXPLAIN THE DIFFERENCE
BETWEEN PEARSON AND SPEARMAN
CORRELATION.
WHEN SHOULD YOU USE A T-TEST INSTEAD
OF A Z-TEST?
GIVE AN EXAMPLE OF WHEN REGRESSION ANALYSIS
WOULD BE USEFUL IN BUSINESS.
Definition
• An ANOVA test is a way to find out if survey or experiment results are significant.
ANOVA helps you to figure out if you need to reject the null hypothesis or accept
the alternate hypothesis.
• Basically, you’re testing 3 groups or more to see if there’s a difference between
them. Examples of when you might want to test different groups:
Definition
• A group of psychiatric patients are trying three different therapies: counseling,
medication and biofeedback. You want to see if one therapy is better than the
others.
• A manufacturer has three different processes to make light bulbs. They want to
know if one process is better than the other.
• Students from different colleges take the board exam. You want to see if one
college outperforms the other.
Type of Tests
• ONE-WAY
• TWO-WAY
SAMPLE PROBLEM:
An education researcher wants to know if different teaching styles lead to significantly different
student performances. Students are randomly assigned to one of four groups, each exposed to
a different teaching style for a month:
Group A – Traditional Lecture
Group B – Problem-Based Learning
Group C – Flipped Classroom
Group D – Hybrid Method

At the end of the month, they all take the same test. Here are the scores:
Group A (n = 4): 78, 85, 82, 88
Group B (n = 5): 90, 91, 85, 87, 88
Group C (n = 4): 76, 80, 78, 74
Group D (n = 3): 88, 92, 95
STEPS:
• 1. STATE THE HYPOTHESES
• 2. STATE THE LEVEL OF SIGNIFICANCE
• 3. GENERATE TABLE 1
• 4. GENERATE TABLE 2
• 5. COMPARE
• 6. DECISION
• 7. CONCLUSION
STEPS:
• 1. STATE THE HYPOTHESES
Ho:
There is no significant relationship between teaching styles and student scores;
Teaching styles has no effect on student performance scores
The mean scores of students are the same across different teaching styles
Ha:
At least one teaching style results in a significantly different mean student performance
compared to the others.

2. STATE THE LEVEL OF SIGNIFICANCE


STEPS:
3. GENERATE TABLE 1
• k=no of treatment conditions • G=sum of all scores in the study
• n=no of scores in each treatment • SS=sum of squares
• N=total no of scores • M =mean for each treatment
• T=total for each treatment condition
STEP 4: TABLE 2

Complete the ANOVA table

G
total total
Complete the ANOVA table
Complete the ANOVA table
STEP 5:
Fcomputed = 14.80
Ftabular=3.49
Since, Fcomputed>Ftabular
STEP 6:
Reject Ho
STEP 7:

Ha:
At least one teaching style results in a significantly different mean student
performance compared to the others.
SW6
• A pharmaceutical company is evaluating the effectiveness of four different formulations of a
new drug intended to lower blood pressure. They conduct a clinical trial with 32 participants,
randomly assigning 8 participants to each formulation group. After a 6-week treatment period,
the reduction in systolic blood pressure (in mmHg) is recorded for each participant.

At the 0.05 level of significance, test whether there is a significant difference in four different formulations of a new
drug to lower blood pressure.

You might also like