The document discusses key concepts in statistical inference including estimation, point estimates, margin of error, confidence intervals, sample size determination, and confidence intervals for proportions. It provides examples to illustrate how to calculate point estimates, confidence intervals, and determine necessary sample sizes. Examples use data on times to sell cars, waiting times in emergency rooms, credit union assets, river depths, sleeping times, home fires from candles, proportions of students paying for college with loans, purchasing religious books, home computer ownership, and colors of M&Ms.
The document discusses key concepts in statistical inference including estimation, point estimates, margin of error, confidence intervals, sample size determination, and confidence intervals for proportions. It provides examples to illustrate how to calculate point estimates, confidence intervals, and determine necessary sample sizes. Examples use data on times to sell cars, waiting times in emergency rooms, credit union assets, river depths, sleeping times, home fires from candles, proportions of students paying for college with loans, purchasing religious books, home computer ownership, and colors of M&Ms.
The document discusses key concepts in statistical inference including estimation, point estimates, margin of error, confidence intervals, sample size determination, and confidence intervals for proportions. It provides examples to illustrate how to calculate point estimates, confidence intervals, and determine necessary sample sizes. Examples use data on times to sell cars, waiting times in emergency rooms, credit union assets, river depths, sleeping times, home fires from candles, proportions of students paying for college with loans, purchasing religious books, home computer ownership, and colors of M&Ms.
The document discusses key concepts in statistical inference including estimation, point estimates, margin of error, confidence intervals, sample size determination, and confidence intervals for proportions. It provides examples to illustrate how to calculate point estimates, confidence intervals, and determine necessary sample sizes. Examples use data on times to sell cars, waiting times in emergency rooms, credit union assets, river depths, sleeping times, home fires from candles, proportions of students paying for college with loans, purchasing religious books, home computer ownership, and colors of M&Ms.
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Statistical Inference
22 November 2017, The News
• Majority of Pakistanis approve of Punjab, KP govts’ performance – Gallup Pakistan National Public Opinion Poll cited in The News. 22 November 2017, The News • The results represent public opinion computed on the basis of views expressed by anonymous respondents selected randomly and interviewed face-to-face. Such surveys contain a margin of error, and should not be taken as a basis for casting votes. • The combined sample size of the study was more than 6,000 households. Gallup Pakistan carried out the survey from October 10 to November 1 using an error margin of +-2 to 3% at 95% confidence level, while the parallel research by Pulse Consultant was conducted from Oct 8 to Oct 25 with a margin of error of 1.62% at 95% confidence level. Several questions arise: • How do these estimates compare with the true population percentages?
• What is meant by a margin of error?
• Is the sample of 6000 large enough to represent the
population. Introduction • One aspect of inferential statistics is estimation, which is the process of estimating the value of a parameter from information obtained from a sample. For example, The Book of Odds, by Michael D. Shook and Robert L. Shook contains the following statements: Two types of Estimation Properties of a Good Estimator • Sample measures (i.e., statistics) are used to estimate population measures (i.e., parameters). These statistics are called estimators. • A good estimator should satisfy the three properties: • Confidence Interval • Either the interval contains the parameter or it does not. • A degree of confidence can be assigned before an interval estimate is made. • For instance, you may wish to be 95% confident that the interval contains the true population mean. • If you desire to be more confident, such as 99 or 99.5% confident, then you must make the interval larger. For example, a 99% confidence interval for the mean age of college students might be • Intervals constructed in this way are called confidence intervals. Three common confidence intervals are used: the 90, the 95, and the 99% confidence intervals. • Margin of Error = the maximum error of the estimate. • For a specific value, say, a α = 0.05, 95% of the sample means will fall within this error value on either side of the population mean. Example # 01 – 02 • Days It Takes to Sell an Aveo: A researcher wishes to estimate the number of days it takes an automobile dealer to sell a Chevrolet Aveo. A sample of 50 cars had a mean time on the dealer’s lot of 54 days. Assume the population standard deviation to be 6.0 days. Find the best point estimate of the population mean and the 95% confidence interval of the population mean. • Waiting Times in Emergency Rooms: A survey of 30 emergency room patients found that the average waiting time for treatment was 174.3 minutes. Assuming that the population standard deviation is 46.5 minutes, find the best point estimate of the population mean and the 99% confidence of the population mean. Example # 03: Credit Union Assets • The following data represent a sample of the assets (in millions of dollars) of 30 credit unions in southwestern Pennsylvania. Find the 90% confidence interval of the mean. Sample Size • Sample size determination is closely related to statistical estimation. • Quite often you ask, How large a sample is necessary to make an accurate estimate? • it depends on three things: the margin of error, the population standard deviation, and the degree of confidence. Example # 04 • Depth of a River: A scientist wishes to estimate the average depth of a river. He wants to be 99% confident that the estimate is accurate within 2 feet. From a previous study, the standard deviation of the depths measured was 4.33 feet. Example # 05 Example # 06 • Sleeping Time: Ten randomly selected people were asked how long they slept at night. The mean time was 7.1 hours, and the standard deviation was 0.78 hour. Find the 95% confidence interval of the mean time. Assume the variable is normally distributed. • the data represent a sample of the number of home fires started by candles for the past several years. (Data are from the National Fire Protection Association.) Find the 99% confidence interval for the mean number of home fires started by candles each year. T-table Level of 0.10 0.05 0.01 Significance H1: µ > µo or µ < +1.28, - 1.28 +1.64, -1.64 +2.33, -2.33 µo H1: µ ≠ µo +1.64, -1.64 +1.96, -1.96 +2.58, - 2.58 Confidence interval for proportions • A proportion represents a part of a whole. • It can be expressed as a fraction, decimal, or percentage. Example # 08 • Example # 09 • Covering College Costs: A survey conducted by Sallie Mae and Gallup of 1404 respondents found that 323 students paid for their education by student loans. Find the 90% confidence of the true proportion of students who paid for their education by student loans. Example #10 • Religious Books: A survey of 1721 people found that 15.9% of individuals purchase religious books at a Christian bookstore. Find the 95% confidence interval of the true proportion of people who purchase their religious books at a Christian bookstore. Example # 11 • Home Computers: A researcher wishes to estimate, with 95% confidence, the proportion of people who own a home computer. A previous study shows that 40% of those interviewed had a computer at home. The researcher wishes to be accurate within 2% of the true proportion. Find the minimum sample size necessary. Example # 12 • M&M Colors: A researcher wishes to estimate the percentage of M&M’s that are brown. He wants to be 95% confident and be accurate within 3% of the true proportion. How large a sample size would be necessary?