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When the expected frequency is less than 5 for a specific class, what should be done so that you can use the goodness-of-fit test?

Short Answer

Expert verified
Combine classes with low expected frequencies and recalculate.

Step by step solution

01

Understanding Goodness-of-Fit Test

The goodness-of-fit test, often a chi-squared test, assesses how well observed data fit a particular distribution. For the test to be valid, expected frequencies for each class should typically be 5 or greater.
02

Identifying Issue with Expected Frequency

If the expected frequency for a specific class is less than 5, this condition must be addressed. Low expected frequencies can lead to inaccurate results of the chi-squared test.
03

Combining Classes

To address low expected frequencies, you can combine classes with low expected frequencies. This process involves merging adjacent classes to increase their combined expected frequency to 5 or higher.
04

Recalculating Expected Frequencies

After combining classes, recalculate the expected frequencies for the new, larger classes. Ensure that the expected frequencies are now all 5 or above.

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Key Concepts

These are the key concepts you need to understand to accurately answer the question.

Understanding Goodness-of-Fit
The goodness-of-fit test is a statistical procedure used to determine how well a set of observed data matches the expected distribution. In this test, usually applied using the chi-squared method, you compare the observed frequencies in each category of your data to the frequencies that are expected based on a specific hypothesis or a known distribution.

This test helps researchers understand whether deviations between observed and expected frequencies are due to random chance or indicate a significant difference. It's widely used in fields like genetics, marketing, and social sciences for data analysis. To ensure the validity of the test, it's important that each expected frequency be 5 or greater. Smaller expected frequencies might skew the test results, potentially leading to incorrect conclusions.
Identifying Expected Frequency
Expected frequency refers to the theoretically predicted count or occurrence of an outcome based on a specific hypothesis. Simply put, it's what you would predict to see under normal circumstances without any external factors affecting the outcome.

Calculating expected frequency involves using the total number of observations and distributing them according to the probability of each event's occurrence in your hypothesis.
  • To calculate, take the total number of observations and multiply by the probability of the event.
  • For instance, if we roll a fair six-sided die 60 times, the expected frequency of any specific number appearing is 10 (since each number has a 1/6 chance).
In chi-squared tests, ensuring each class or category has an expected frequency of at least 5 is crucial for accurate results. Having classes with smaller expected frequencies can lead to unreliable test outcomes.
Combining Classes for Accurate Results
Sometimes when you perform a goodness-of-fit test, you might encounter classes with expected frequencies less than 5. This can challenge the test's reliability.

To address this issue, you can combine adjacent classes that have smaller frequencies. By merging these classes, you increase the sample size in each new category, which in turn boosts the expected frequency to at least 5.
  • This approach helps maintain the test's validity without losing too much detail from your dataset.
  • For example, if two categories have expected frequencies of 3 each, combining them would produce a new category with an expected frequency of 6.
This method helps preserve the power of the statistical test by ensuring sufficient sample size for calculations.
Ensuring Statistical Test Validity
The validity of a chi-squared test heavily depends on following certain conditions, one of which is maintaining adequate expected frequencies. If these are too low, the test may not accurately reflect the actual data distribution, leading to erroneous results.

To ensure the test's validity:
  • Always aim to have expected frequencies of at least 5 for each category.
  • If combining classes, make sure that the new combined categories still logically represent the data.
  • Cross-verify with other statistical methods if possible, to confirm findings.
Properly ensuring these conditions are met allows the chi-squared test to deliver reliable insights into data distributions, helping make informed conclusions based on objective evidence.

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Most popular questions from this chapter

Generally, how would the null and alternative hypotheses be stated for the chi-square independence test?

a. State the hypotheses and identify the claim. b. Find the critical value. c. Compute the test value. d. Make the decision. e. Summarize the results. Use the traditional method of hypothesis testing unless otherwise specified. Assume all assumptions are met. Statistics Class Times A professor wishes to see if students show a time preference for statistics classes. A sample of four statistics classes shows the enrollment. At \(\alpha=0.01,\) do the students show a time preference for the classes? $$ \begin{array}{l|cccc} \text { Time } & 8: 00 \mathrm{AM} & 10: 00 \mathrm{AM} & 12: 00 \mathrm{PM} & 2: 00 \mathrm{PM} \\ \hline \text { Students } & 24 & 35 & 31 & 26 \end{array} $$

Perform the following steps. a. State the hypotheses and identify the claim. b. Find the critical value. c. Compute the test value. d. Make the decision. e. Summarize the results. Use the traditional method of hypothesis testing unless otherwise specified. Assume all assumptions are valid. Are movie admissions related to ethnicity? A 2014 study indicated the following numbers of admissions (in thousands) for two different years. At the 0.05 level of significance, can it be concluded that movie attendance by year was dependent upon ethnicity? $$ \begin{array}{ccccc} & & & \text { African } & \\ & \text { Caucasian } & \text { Hispanic } & \text { American } & \text { Other } \\ \hline 2013 & 724 & 335 & 174 & 107 \\ 2014 & 370 & 292 & 152 & 140 \end{array} $$

a. State the hypotheses and identify the claim. b. Find the critical value. c. Compute the test value. d. Make the decision. e. Summarize the results. Use the traditional method of hypothesis testing unless otherwise specified. Assume all assumptions are met. In a recent year U.S. retail automobile sales were categorized as listed below. \(\begin{array}{llll}\text { luxury 16.0\% } & \text { large 4.6\% } & \text { midsize 39.8\% } & \text { small 39.6\% }\end{array}\) A random sample of 150 recent purchases indicated the following results: 25 were luxury models, 12 were large cars, 60 were midsize, and 53 were small. At the 0.10 level of significance, is there sufficient evidence to conclude that the proportions of each type of car purchased differed from the report?

Perform the following steps. a. State the hypotheses and identify the claim. b. Find the critical value. c. Compute the test value. d. Make the decision. e. Summarize the results. Use the traditional method of hypothesis testing unless otherwise specified. Assume all assumptions are valid. A children's playground equipment manufacturer read in a survey that \(55 \%\) of all U.S. playground injuries occur on the monkey bars. The manufacturer wishes to investigate playground injuries in four different parts of the country to determine if the proportions of accidents on the monkey bars are equal. The results are shown here. At \(\alpha=0.05,\) test the claim that the proportions are equal. Use the \(P\) -value method. $$ \begin{array}{lcccc} \text { Accidents } & \text { North } & \text { South } & \text { East } & \text { West } \\ \hline \text { On monkey bars } & 15 & 18 & 13 & 16 \\ \text { Not on monkey bars } & 15 & 12 & 17 & 14 \\ \text { Total } & \frac{15}{30} & \frac{\overline{30}}{30} & \overline{30} \end{array} $$

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