MODULE 15: PAIRED SAMPLE T-TEST

A. Assumptions
B. Running Paired Sample T-test using SPSS
C. Interpreting Result of Paired Sample T-test

OBJECTIVES/ LEARNING OUTCOMES:

By the end of this module, the students shall be able to:
1. Identify and check assumptions required for paired sample t-test;
2. Use SPSS in running paired sample t-test; and
3. Interpret results of paired sample t-test.

LEARNING CONTENT:
PAIRED SAMPLE T-TEST
INTRODUCTION:
The dependent t-test (called the paired-samples t-test in SPSS Statistics) compares the means
between two related groups on the same continuous, dependent variable. For example, you could use a
dependent t-test to understand whether there was a difference in smokers' daily cigarette consumption
before and after a 6-week hypnotherapy program (i.e., your dependent variable would be "daily cigarette
consumption", and your two related groups would be the cigarette consumption values "before" and "after"
the hypnotherapy program).
This module shows you how to carry out a dependent t-test using SPSS Statistics, as well as interpret
and report the results from this test.

DISCUSSION:
A. ASSUMPTIONS

When you choose to analyse your data using a dependent t-test, part of the process involves checking
to make sure that the data you want to analyse can actually be analysed using a dependent t-test. You need
to do this because it is only appropriate to use a dependent t-test if your data "passes" four assumptions
that are required for a dependent t-test to give you a valid result. In practice, checking for these four
assumptions just adds a little bit more time to your analysis, requiring you to click a few more buttons in
SPSS Statistics when performing your analysis, as well as think a little bit more about your data, but it is
not a difficult task.

Before we introduce you to these four assumptions, do not be surprised if, when analysing your own data
using SPSS Statistics, one or more of these assumptions is violated (i.e., is not met). This is not uncommon
when working with real-world data rather than textbook examples, which often only show you how to carry
out a dependent t-test when everything goes well! However, don't worry. Even when your data fails certain
assumptions, there is often a solution to overcome this. First, let's take a look at these four assumptions:

o Assumption #1: Your dependent variable should be measured on a continuous scale (i.e., it is
measured at the interval or ratio level). Examples of variables that meet this criterion include
revision time (measured in hours), intelligence (measured using IQ score), exam performance
(measured from 0 to 100), weight (measured in kg), and so forth.
o Assumption #2: Your independent variable should consist of two categorical, "related
groups" or "matched pairs". "Related groups" indicates that the same subjects are present in both
groups. The reason that it is possible to have the same subjects in each group is because each
 subject has been measured on two occasions on the same dependent variable. For example, you
might have measured 10 individuals' performance in a spelling test (the dependent variable) before
and after they underwent a new form of computerized teaching method to improve spelling. You
would like to know if the computer training improved their spelling performance. The first related
group consists of the subjects at the beginning of (prior to) the computerized spelling training and
the second related group consists of the same subjects, but now at the end of the computerized
training. The dependent t-test can also be used to compare different subjects, but this does not
happen very often.
o Assumption #3: There should be no significant outliers in the differences between the two
related groups. Outliers are simply single data points within your data that do not follow the usual
pattern (e.g., in a study of 100 students' IQ scores, where the mean score was 108 with only a small
variation between students, one student had a score of 156, which is very unusual, and may even
put her in the top 1% of IQ scores globally). The problem with outliers is that they can have a
negative effect on the dependent t-test, reducing the validity of your results. In addition, they can
affect the statistical significance of the test.
o Assumption #4: The distribution of the differences in the dependent variable between the
two related groups should be approximately normally distributed. We talk about the dependent
t-test only requiring approximately normal data because it is quite "robust" to violations of
normality, meaning that the assumption can be a little violated and still provide valid results. You
can test for normality using the Shapiro-Wilk test of normality, which is easily tested for using SPSS
Statistics.

You can check assumptions #3 and #4 using SPSS Statistics. Before doing this, you should make sure
that your data meets assumptions #1 and #2, although you don't need SPSS Statistics to do this. When
moving on to assumptions #3 and #4, it is suggested to test them in this order because it represents an
order where, if a violation to the assumption is not correctable, you will no longer be able to use a dependent
t-test (although you may be able to run another statistical test on your data instead). Just remember that
if you do not run the statistical tests on these assumptions correctly, the results you get when running a
dependent t-test might not be valid.

B. Running Paired Sample T-test using SPSS

Problem Statement: A group of Sports Science students (n = 20) are selected from the population to
investigate whether a 12-week plyometric-training program improves their standing long jump performance.
In order to test whether this training improves performance, the students are tested for their long jump
performance before they undertake a plyometric-training program and then again at the end of the program
(i.e., the dependent variable is "standing long jump performance", and the two related groups are the
standing long jump values "before" and "after" the 12-week plyometric-training program).

Step #1. Click Analyze > Compare Means > Paired-Samples T Test... on the top menu, as shown
below:
Step #2. You will be presented with the Paired-Samples T Test dialogue box, as shown below:

Step #3. Transfer the variables JUMP1 and JUMP2 into the Paired Variables: box. There are two ways to do
this: (a) click on both variables whilst holding down the shift key (which highlights them) and then pressing
the button; or (b) drag-and-drop each variable separately into the boxes. If you are using older
versions of SPSS Statistics, you will need to transfer the variables using the former method. You will end up
with a screen similar to the one shown below:
 Note:

button shifts the pair of variables you have highlighted down one level.

button shifts the pair of variables you have highlighted up one level.

button shifts the order of the variables within a variable pair.

Step #3. If you need to change the confidence level limits or

exclude cases, click on the Options button. You will be presented
with the Paired-Samples T Test: Options dialogue box, as shown
below:

Step #4. 1. Click on the Continue button. You will be returned

to the Paired-Samples T Test dialogue box.

Step #5. 2. Click on the OK button.

Output of the Dependent T-Test in SPSS Statistics

SPSS Statistics generates three tables in the Output Viewer under the title "T-Test", but you only
need to look at two tables: the Paired Samples Statistics table and the Paired Samples Test table. In
addition, you will need to interpret the boxplots that you created to check for outliers and the output from
the Shapiro-Wilk test for normality, which you used to determine whether the distribution of the differences
in the dependent variable between the two related groups were approximately normally distributed.

The first table, titled Paired Samples Statistics, is where SPSS Statistics has generated descriptive
statistics for your variables. You could use the results here to describe the characteristics of the first and
second jumps in your write-up.

The Paired Samples Test table is where the results of the dependent t-test are presented. A lot of
information is presented here and it is important to remember that this information refers to
the differences between the two jumps (the subtitle reads "Paired Differences"). As such, the columns of
the table labelled "Mean", "Std. Deviation", "Std. Error Mean" and "95% Confidence Interval of the
Difference" refer to the mean difference between the two jumps and the standard deviation, standard error
and 95% confidence interval of this mean difference, respectively. The last three columns express the results
of the dependent t-test, namely the t-value ("t"), the degrees of freedom ("df") and the significance level
("Sig. (2-tailed)").

In addition to reporting the statistical significance of the results of a t-test, it is also essential to
report the effect size. The effect size measures the strength of the relationship between the two
variables being tested. It provides a way to quantify the difference between the means of the two groups. It
can help readers better understand the practical significance of the results.

Cohen’s d is a standardized measure of effect size, representing the difference between the
means of the two groups in terms of standard deviations. To calculate Cohen’s d, you will need to know
each group’s mean and standard deviation. Here is the formula for Cohen’s d:

𝑀𝑒𝑎𝑛 1 − 𝑀𝑒𝑎𝑛 2
𝒅 = || ||
(𝑆𝐷 1) 2 + (𝑆𝐷 2)2
√
2

2.4815 − 2.5155
𝒅 = || ||
(0.17436)2 + (0.18423)2
√
2

𝒅 = 0.19

Once you have calculated Cohen’s d, you can use the following guidelines to interpret the results:
0.00-0.19 Very small
0.20-0.49 Small
0.50-0.79 Medium
0.80+ Large

C. Interpreting Result of Paired Sample T-test

Table 1. Mean Comparison of Students’ Long Jump Performance Before and After Exposure to Plyometric-
Training Program

Before training After Training

t (19) p Cohen’s d
M SD M SD
Long Jump
Performance 2.48 0.17 2.52 0.18 5.194 <0.001 0.19

Table 1 presents the mean comparison of students’ long jump performance before and after exposure
to plyometric-training program. Results revealed that there is a significant difference (t(19)=5.19, p<.001)
in the long jump performance of the students before and after undergoing plyometric-training program.
Hence, null hypothesis was rejected. Findings also showed that the mean before undergoing plyometric-
training program (M=2.48, SD=0.17) increased after undergoing training (M=2.52, SD=0.18). The value of
the Cohen’s d was 1.16 which indicated very small effect size. These findings suggest that plyometric-
training program slightly improved long jump performance.

REFERENCE:

1. https://libguides.library.kent.edu/SPSS

Prepared by:

MELVIN U. ESTOLERO, LPT

Instructor