/*! This file is auto-generated */ .wp-block-button__link{color:#fff;background-color:#32373c;border-radius:9999px;box-shadow:none;text-decoration:none;padding:calc(.667em + 2px) calc(1.333em + 2px);font-size:1.125em}.wp-block-file__button{background:#32373c;color:#fff;text-decoration:none} Problem 10 A leading pharmaceutical company... [FREE SOLUTION] | 91Ó°ÊÓ

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A leading pharmaceutical company in the disposable contact lenses market has always taken for granted that the sales of certain peripheral products such as contact lens solutions would automatically go with the established brands. The long-standing culture in the company has been that lens solutions would not make a significant difference in user experience. Recent market research surveys, however, suggest otherwise. To gain a better understanding of the effects of contact lens solutions on user experience, the company conducted a comparative study in which 63 contact lens users were randomly divided into three groups, each of which received one of three top selling lens solutions on the market, including one of the company's own. After using the assigned solution for two weeks, each participant was asked to rate the solution on the scale of 1 to 5 for satisfaction, with 5 being the highest level of satisfaction. The results of the study are summarized below: $$ \begin{array}{|l|l|l|l|} \hline \text { Statistics } & \text { Sol. } 1 & \text { Sol. } 2 & \text { Sol. } 3 \\ \hline \text { Sample Mean } & x-1=3.28 & x-2=3.96 & x-3=4.10 \\ \hline \text { Sample Variance } & s 21=0.15 & s 22=0.32 & s 23=0.36 \\ \hline \text { Sample Size } & n_{1}=18 & n_{2}=23 & n 3=22 \\ \hline \end{array} $$ The mean satisfaction level of the combined sample of all 63 participants was \(x-=3.81\). Test, using the ANOVA F-test at the 5\% level of significance, whether the data provide sufficient evidence to conclude that not all three average satisfaction levels are the same.

Short Answer

Expert verified
Conduct an ANOVA test; if F-statistic > critical value, at least one mean differs.

Step by step solution

01

State the Hypotheses

First, we need to state the null and alternative hypotheses for the ANOVA test. The null hypothesis (\(H_0\)) is that all group means are equal: \(\mu_1 = \mu_2 = \mu_3\). The alternative hypothesis (\(H_a\)) is that at least one group mean is different from the others.
02

Calculate the Total Sum of Squares (SST)

The Total Sum of Squares (SST) measures the total variability in the data: \[ \text{SST} = \sum \sum (X_{ij} - \bar{X})^2 \]Where \(\bar{X} = 3.81\), and the sum is over all groups and all individuals.
03

Calculate the Between-Group Sum of Squares (SSB)

The Between-Group Sum of Squares (SSB) measures the variability between the group means: \[ \text{SSB} = \sum n_i (\bar{X}_i - \bar{X})^2 \]Where \(\bar{X}_i\) is the sample mean for each group, and \(n_i\) is the sample size for each group.
04

Calculate the Within-Group Sum of Squares (SSW)

The Within-Group Sum of Squares (SSW) measures the variability within each group: \[ \text{SSW} = \sum (n_i - 1) s_i^2 \]Where \(s_i^2\) is the sample variance for each group. This calculation uses the given variances \(s_{21} = 0.15\), \(s_{22} = 0.32\), \(s_{23} = 0.36\).
05

Calculate the Degrees of Freedom

Calculate the degrees of freedom for both between-groups and within-groups:- The between-groups degrees of freedom: \(df_B = k - 1 = 3 - 1 = 2\).- The within-groups degrees of freedom: \(df_W = N - k = 63 - 3 = 60\).Here, \(k=3\) is the number of groups and \(N=63\) is the total number of subjects.
06

Calculate Mean Squares and F-Statistic

Calculate the mean squares for between-groups and within-groups:- Mean square between groups (MSB): \(\text{MSB} = \frac{SSB}{df_B}\).- Mean square within groups (MSW): \(\text{MSW} = \frac{SSW}{df_W}\).Compute the F-statistic:\[ F = \frac{\text{MSB}}{\text{MSW}} \]
07

Determine the Critical Value and Make a Decision

Using the F-distribution table or software, determine the critical value for \(\alpha = 0.05\), \(df_B = 2\), and \(df_W = 60\). If the computed F-statistic is greater than the critical value, reject the null hypothesis.

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Key Concepts

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

Hypothesis Testing
Hypothesis testing is a method used to decide if there's enough evidence to support a particular belief about a population parameter. In our contact lens study, we use hypothesis testing to compare the effects of different lens solutions on user satisfaction.

To begin, we establish two competing hypotheses:
  • The null hypothesis (\(H_0\)) states that there is no difference in the means of satisfaction levels among the three lens solutions. Mathematically, that's expressed as \(\mu_1 = \mu_2 = \mu_3\).
  • The alternative hypothesis (\(H_a\)) suggests that at least one solution leads to a different mean satisfaction level, \(\mu_i eq \mu_j\) for some \(i\) and \(j\).
The aim is to test whether we have sufficient evidence to reject the null hypothesis in favor of the alternative. If our statistical test indicates that the difference in means is significant, we can conclude that not all solutions have the same effect on user satisfaction.
Sample Variance
Sample variance is a measure that describes how much individual data points within a sample deviate from the sample mean. It is important because it tells us about the variability or spread in our data. Calculating variance is a crucial step in conducting an ANOVA test as it helps to assess the distribution of responses.

Here's how sample variance plays into our study:
  • Each group has its own sample variance, calculated from their ratings of satisfaction.
  • The group variances are given in the study: \(s_{21} = 0.15\), \(s_{22} = 0.32\), and \(s_{23} = 0.36\).
Sample variance is used in ANOVA to calculate the within-group sum of squares (SSW), which measures the variability within each lens solution group. The within-group variation helps us understand whether differences in satisfaction are due to variations within the groups or differences between the groups.
Statistical Significance
Statistical significance is a term that tells us whether the result of our study is likely due to chance or if it reflects a genuine effect. It is determined by comparing the calculated F-statistic from our ANOVA test to a critical value from the F-distribution tables at a chosen level of significance, often denoted by \(\alpha\).

In this exercise:
  • The chosen level of significance is 5%, noted as \(\alpha = 0.05\).
  • We calculate the F-statistic, which measures the ratio of between-group variance to within-group variance.
  • The critical F-value is determined based on the degrees of freedom for our sample: 2 for the numerator and 60 for the denominator.
If the calculated F-statistic exceeds the critical F-value, we reject the null hypothesis, concluding that the differences in satisfaction among the lens solutions are statistically significant. This means the variation in satisfaction isn't just random but likely attributed to the type of lens solution used.

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Most popular questions from this chapter

An online shoe retailer sells women's shoes in sizes 5 to \(10 .\) In the past orders for the different shoe sizes have followed the distribution given in the table provided. The management believes that recent marketing efforts may have expanded their customer base and, as a result, there may be a shift in the size distribution for future orders. To have a better understanding of its future sales, the shoe seller examined 1,174 sales records of recent orders and noted the sizes of the shoes ordered. The results are given in the table provided. Test, at the \(1 \%\) level of significance, whether there is sufficient evidence in the data to conclude that the shoe size distribution of future sales will differ from the historic one. $$\begin{array}{|c|c|c|} \hline \text { Shoe Size } & \text { Past Size Distribution } & \text { Recent Size Frequency } \\ \hline 5.0 & 0.02 & 20 \\ \hline 5.5 & 0.03 & 23 \\ \hline 6.0 & 0.07 & 88 \\ \hline 6.5 & 0.08 & 90 \\ \hline \end{array}$$ $$ \begin{array}{|c|c|c|} \hline \text { Shoe Size } & \text { Past Size Distribution } & \text { Recent Size Frequency } \\ \hline 7.0 & 0.20 & 222 \\ \hline 7.5 & 0.20 & 258 \\ \hline 8.0 & 0.15 & 177 \\ \hline 8.5 & 0.11 & 121 \\ \hline 9.0 & 0.08 & 91 \\ \hline 9.5 & 0.04 & 53 \\ \hline 10.0 & 0.02 & 31 \\ \hline \end{array} $$

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It is commonly acknowledged that grading of the writing part of a college entrance examination is subject to inconsistency. Every year a large number of potential graders are put through a rigorous training program before being given grading assignments. In order to gauge whether such a training program really enhances consistency in grading, a statistician conducted an experiment in which a reference essay was given to 61 trained graders and 31 untrained graders. Information on the scores given by these graders is summarized below: Test, at the \(5 \%\) level of significance, whether the data provide sufficient evidence to conclude that the training program enhances the consistency in essay grading.

Japanese sturgeon is a subspecies of the sturgeon family indigenous to Japan and the Northwest Pacific. In a particular fish hatchery newly hatched baby Japanese sturgeon are kept in tanks for several weeks before being transferred to larger ponds. Dissolved oxygen in tank water is very tightly monitored by an electronic system and rigorously maintained at a target level of 6.5 milligrams per liter (mg/I). The fish hatchery looks to upgrade their water monitoring systems for tighter control of dissolved oxygen. A new system is evaluated against the old one currently being used in terms of the variance in measured dissolved oxygen. Thirty-one water samples from a tank operated with the new system were collected and 16 water samples from a tank operated with the old system were collected, all during the course of a day. The samples yield the following information: New Sample \(1: n 1=31 s 21=0.0121\) $$ \text { Old Sample } 2: n_{2}=16 \mathrm{~s} 22=0.0319 $$ Test, at the \(10 \%\) level of significance, whether the data provide sufficient evidence to conclude that the new system will provide a tighter control of dissolved oxygen in the tanks.

The Mozart effect refers to a boost of average performance on tests for elementary school students if the students listen to Mozart's chamber music for a period of time immediately before the test. Many educators believe that such an effect is not necessarily due to Mozart's music per se but rather a relaxation period before the test. To support this belief, an elementary school teacher conducted an experiment by dividing her third-grade class of 15 students into three groups of \(5 .\) Students in the first group were asked to give themselves a self-administered facial massage; students in the second group listened to Mozart's chamber music for 15 minutes; students in the third group listened to Schubert's chamber music for 15 minutes before the test. The scores of the 15 students are given below: $$ \begin{array}{|c|c|c|} \hline \text { Group 1 } & \text { Group 2 } & \text { Group 3 } \\ \hline 79 & 82 & 80 \\ \hline 81 & 84 & 81 \\ \hline 80 & 86 & 71 \\ \hline 89 & 91 & 90 \\ \hline 86 & 82 & 86 \\ \hline \end{array} $$ Test, using the ANOVA F-test at the \(10 \%\) level of significance, whether the data provide sufficient evidence to conclude that any of the three relaxation method does better than the others.

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