Unit 5: INFERENTIAL STATISTICS

Introduction

Inferential statistics are often used to compare the differences between the
treatment groups. Inferential statistics use measurements from the sample of
subjects in the experiment to compare the treatment groups and make
generalizations about the larger population of subjects.
There are many types of inferential statistics and each is appropriate for a
specific research design and sample characteristics. Researchers should consult the
numerous texts on experimental design and statistics to find the right statistical test
for their experiment. However, most inferential statistics are based on the principle
that a test-statistic value is calculated on the basis of a particular formula. That value
along with the degrees of freedom, a measure related to the sample size, and the
rejection criteria are used to determine whether differences exist between the
treatment groups. The larger the sample size, the more likely a statistic is to indicate
that differences exist between the treatment groups. Thus, the larger the sample of
subjects, the more powerful the statistic is said to be.
Virtually all inferential statistics have an important underlying assumption.
Each replication in a condition is assumed to be independent. That is each value in a
condition is thought to be unrelated to any other value in the sample. This
assumption of independence can create a number of challenges for animal behavior
researchers.
Inferential Statistics can be grouped into two, parametric and
nonparametric. Parametric test can be used when data is normally distributed and
the level of measurement is either interval or ratio. Examples of parametric tests are
t-test, analysis of variance, pearson r, linear regression, and multiple regression.
Nonparametric test does not require normality and the level of measurement are
either nominal or ordinal. Examples of nonparametric tests are Mann-Whitney U
Test, Wilcoxon signed rank test, McNemar’s Test, Kruskal Wallis Test, and Chi-
square test.

Learning Outcomes
At the end of this module the student will be able to:
1. Learn and compute the different inferential statistical tools
2. Interpret and discuss results from computed inferential statistics

Lesson 1: T-test
A t-test is the most commonly applied when the test statistic would follow
a normal distribution if the value of a scaling term in the test statistic were known.
When the scaling term is unknown and is replaced by an estimate based on the data,
the test statistics (under certain conditions) follow a Student's t distribution. The t-test
can be used, for example, to determine if the means of two sets of data that

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are significantly different from each other. There are two types of t-test, the t-test for
independent sample and the t-test for correlated samples.

Formula for t-test for indepentent sample:

t = X 1 - X2

(SS1 + SS2) (1 + 1)
(n1 + n2) (n1 n2)
Where:
t = t-test
X1 = the mean of group 1
X2 = the mean of group 2
SS1 = the sum of squares of group 1
SS2 = the sum of squares of group 2
n1 = the number of observation in group 1
n2 = the number of observation in group 2

Example: The following are the hypothetical score of 10 male and 10 female BSBA-
Business Economics students in a quiz. Test the null hypothesis that the quiz
performance of the male and female are not significant. Use .05 level of significance.
Male (X1) Female (X2)
14 12
18 9
17 11
16 5
4 10
14 3
12 7
10 2
9 6
17 13

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Solution:

Male Female

X1 X12 X2 X22

14 196 12 144

18 324 9 81

17 289 11 121

16 256 5 25

4 16 10 100

14 196 3 9

12 144 7 49

10 100 2 4

9 81 6 36

17 289 13 169

ΣX1 =131 ΣX12 =1891 ΣX2 =78 ΣX22 =738

n1 = 10 n2 = 10
x̄ = 13.1 X̄ 2 = 7.8

SS1= ΣX12 - ( ΣX1)2

n1
= 1891 - (131)2
10
= 1891-1716.1
SS1= 174.9

SS2= ΣX22 - ( ΣX2)2

n1
= 738 - (78)2
10
SS2= 129.6

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 t = X 1 - X2

(SS1 + SS2) (1 + 1)
(n1 + n2-2) (n1 n2)

= 13.1 - 7.8

(174.9 + 129.6) ( 1 + 1)
(10+10-2) (10 10)

= 5.3

(304.5) ( .1+.1)
( 18 )

= 5.3

(16.92) ( .2)

= 5.3
1.8395
t = 2.88

Solving by Stepwise Method:

I. Problem: Is the performance in quiz of male students significantly differs with
female students.
II. Hypotheses
Ho: There is no significant difference between the performance of male and
female BSBA - Business Economics students
H1: There is significant difference between the performance of male and
female BSBA - Business Economics students

III. Level of Significance

@ = .05

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 df = n1 + n2 - 2
=10 + 10-2
= 18
t.05 = 2.101 t-tabular value at .05
IV. Statistics: t-test for two independent samples
V. Decision Rule: If the t-computed value is greater than or beyond the t-tabular /
critical value, reject Ho
VI. Conclusion: Since the t-computed value of 2.88 is greater than t-tabular value of
2.101 at .05 level of significance with 18 degrees of freedom, the null hypotheses is
rejected in favor of the research hypoyhesis. This means that there is a significant
difference between the performance of male and female students in the quiz
conducted. It implies that the male perform better than the female students.

Lesson 2: Pearson Product Moment Coefficient of Correlation r

The Pearson Product Moment Coefficient of Correlation r is an index of

relationship between two variables. The independent variable which can be
represented by X, and dependent variable which can be represented by Y. The value
of r ranges from (+1) to 0 to (-1). If the trend of the line graph is going upward, the
value of r is positive. This means that both X and Y variables increases. Example of
this is the supply curve. If the trend of the line graph is going downward, the value of
r is negative, which means that both X and Y variables decreases. Example is the
demand curve. If the trend of the line graph cannot be established either upward or
downward, then r = 0, which indicates no relationship between X and Y variables.

r= n Σxy - Σx Σy

(nΣX2 - (ΣX)2) ( n - (Σy)2)

Where:

r = the Pearson Product Moment Coefficient of Correlation

n = sample size

Σxy = the sum of the product of X and Y

Σx Σy = the product of the sum of Σx and the sum of Σy

Σx2 = sum of squares of X

Σy2 = sum of squares of Y

Example: Below are the midterm (X) and final (Y) grades.

X 75 70 65 90 85 85 80 70 65 90
Y 80 75 65 95 90 85 90 75 70 90

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Solving by Stepwise Method
I. Problem: Is there a significant relationship between the midterm grades and the
final examination/grades of 10 students in Mathematics?
II. Hypotheses:
H0: There is no significant relationship between the midterm grades and the
final examination/grades of 10 students in Mathematics.
H1: There is a significant relationship between the midterm grades and the
final examination/grades of 10 students in Mathematics

III. Level of Significance:

@ = .05
df = n-2
= 10-2
=8
r.05 = .632

IV. Statistics:
Pearson Product Moment Coefficient of Correlation
x y x2 y2 xy
75 80 5625 6400 6000
70 75 4900 5625 5250
65 65 4225 4225 4225
90 95 8100 9025 8550
85 90 7225 8100 7650
85 85 7225 7225 7225
80 90 6400 8100 7200
70 75 4900 5625 5250
65 70 4225 4900 4550
90 90 8100 8100 8100
Σx = 775 Σy = 815 Σx2= 60,925 Σy2= 67,325 Σxy = 64,000
X̄ = 77.5 y = 81.5

Solution:
r= n Σxy - Σx Σy

(nΣX2 - (ΣX)2) ( nΣy2 - (Σy)2)

=10 (64,000) - (775)(815)

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 (10(60,925) - (775)2 (10 (68,325)- (815)2)

= 640,000 - 631,625
(609,250) - (600,625)) (680,325-664,225)

= 8,375
(8,625) (16,100)

= 8,375 r = .71
11,783.993

V. Decision Rule: If the r computed value is greater than the r tabular value, reject
H0.
VI. Conclusion: Since the r computed value of .71 is greater than the r tabular value
of .632 at .05 level of significance with 2 degrees of freedom. The research
hypothesis that there is a significant relationship between the midterm grade and final
grade is accepted. It indicates that a positive relationship exist between the midterm
grade and final grade. Meaning, the higher the midterm grade, the higher the final
grade.

Lesson 3: Simple Linear Regression

Simple regression analysis, is used for testing hypotheses about the
relationship between a dependent variable Y and an independent or explanatory
variable X and for prediction. Simple linear regression analysis usually begins by
plotting the set of XY values on a scatter diagram and determining by inspection if
there exists an approximate linear relationship.

Lesson 4: Multiple Regression Analysis

Multiple regression analysis is used for testing hypotheses about the
relationship between a dependent variable Y and two or more independent variables
X and for prediction.

Lesson 5: Chi Square Test

The X2 (chi-square) distribution is used to test whether (1) the observed
frequencies differ ‘‘significantly’’ from expected frequencies when more than two
outcomes are possible; (2) the sampled distribution is binomial, normal, or other; and
(3) two variables are independent.

Suggested Readings
 Belecina, R. et. al.(2016).Statistics and Probability.Rex Book Store.Philippines.
Pp 293-304

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