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Suppose that a randomization distribution resulting from the simulation of a chi-square test had \(7 \%\) of the values at or above the chi-square statistic observed for the real sample. a. What is the estimated \(p\) -value for the test? b. What decision would you make for the test, using a level of \(0.05 ?\) c. What decision would you make for the test, using a level of \(0.10 ?\)

Short Answer

Expert verified
a. Estimated p-value is 0.07. b. Fail to reject the null hypothesis at 0.05 level. c. Reject the null hypothesis at 0.10 level.

Step by step solution

01

Understanding the Chi-Square Test

The chi-square test is used to determine if there is a significant association between categorical variables. By comparing the observed data with the expected data under the null hypothesis, a chi-square statistic is calculated. This distribution of the test statistic is used to estimate the probability (p-value) of observing a chi-square statistic as extreme as or more extreme than the test statistic, under the null hypothesis.
02

Identify the Given Information

We are given that 7% of the values in the randomization distribution are at or above the observed chi-square statistic. This implies that the estimated p-value for the test is 0.07.
03

Decision Using the 0.05 Significance Level

To make a decision using the significance level of 0.05, compare it with the p-value. Since the p-value of 0.07 is greater than 0.05, we fail to reject the null hypothesis at the 0.05 significance level. This means there is not enough evidence to suggest a significant association between the variables.
04

Decision Using the 0.10 Significance Level

Using a significance level of 0.10, compare it with the p-value of 0.07. Since 0.07 is less than 0.10, we reject the null hypothesis at this level, suggesting that there may be a significant association between the variables.

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Key Concepts

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

P-Value Estimation
In a Chi-Square test, the p-value estimation helps us understand the probability of seeing a test statistic as extreme as the one calculated, assuming the null hypothesis is true. To estimate this value, we simulate or calculate the distribution of test statistics. Then, we see how many of these simulated statistics are as large or larger than our observed statistic.
For example, if 7% of simulated statistics are as extreme as the observed one, the estimated p-value is 0.07. This p-value tells us how likely it is to observe such extreme values under the null hypothesis. A lower p-value indicates a less probable event under the null hypothesis. Thus, it is a powerful tool in hypothesis testing, helping us determine the strength of our evidence against the null hypothesis.
Significance Level
When we conduct hypothesis tests, it's important to define the significance level before looking at data. The significance level, often denoted as \( \alpha \), represents the threshold for deciding whether or not to reject the null hypothesis.
  • If the p-value is less than or equal to \( \alpha \), we reject the null hypothesis.
  • If the p-value is greater than \( \alpha \), we fail to reject the null hypothesis.

Commonly used significance levels are 0.05 or 0.10, but it can vary depending on the problem's context. For instance, with \( \alpha = 0.05 \), if the p-value is 0.07, it means we do not have enough evidence to reject the null hypothesis. However, with \( \alpha = 0.10 \), a p-value of 0.07 would lead us to reject the null hypothesis. The selection of the significance level essentially sets our criteria for decision-making in hypothesis testing.
Categorical Variables
Categorical variables are variables that describe categories or groups of an object. They are qualitative in nature and often come into play during Chi-Square tests, which analyze if there is a significant association between two categorical variables.
Think of examples like gender, color, or brand preference which naturally fall into categories. When using these variables in a Chi-Square test, we compare the observed frequencies in each category with the frequencies we would expect to see if the two variables were independent. This is called the null hypothesis of the test.
Understanding the relationship between categorical variables through Chi-Square tests can provide valuable insights in fields such as marketing, medical research, and social sciences. It helps in uncovering associations or patterns that might not be apparent through simple observation.

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Most popular questions from this chapter

Refer to the box, describing the website www.randomizer.org. Parts (a) to (e) in each of these exercises list the questions asked when you use that website. In each case, specify how you would answer those questions. You are competing in a swimming race that has eight contestants starting at the same time, one per lane. Two of your friends are in the race as well. The eight lanes are assigned to the eight swimmers at random, but you hope that you and your two friends will be in three adjacent lanes. You plan to simulate 100 races to estimate the probability that you and your friends will be assigned to three adjacent lanes. For parts (a) to (e), specify what you would answer for each of the questions to accomplish this simulation using www.randomizer.org. a. How many sets of numbers do you want to generate? b. How many numbers per set? c. Number range (e.g., \(1-50\) ). d. Do you wish each number in a set to remain unique? e. Do you wish to sort the numbers that are generated? f. Once you had the results of the simulation, how would you use them to estimate the desired probability?

Assume that birthdays are equally likely to occur on all possible days in any given year, so there are no seasonal variations or day of the week variations. Suppose you wanted to simulate the birthdays (month and day, not year) of three children in one family by first choosing a month and then choosing a day. Assume that none of them were born in a leap year. a. What range of numbers would you tell the computer to use to simulate the month? Would you tell it to make all of those choices equally likely? Explain. b. What range of numbers would you tell the computer to use to simulate the day? Would you tell it to make all of those choices equally likely? Explain. c. In each case (month and day), would it make sense to tell the computer to allow the same number to be chosen twice, or not to allow that? Explain.

In performing a randomization test, explain why the samples are simulated by using the assumption that the null hypothesis is true.

Suppose that the chi-square statistic for a chisquare test on a table with 2 rows and 2 columns was computed to be \(2.90 .\) A simulation was run with 1000 simulated samples, and 918 of them resulted in chi-square statistics of less than \(2.90 .\) What is the estimated \(p\) -value for the test?

An intersection has a four-way stop sign but no traffic light. Currently, about 1200 cars use the intersection a day, and the rate of accidents at the intersection is about one every two weeks. The potential benefit of adding a traffic light was studied using a computer simulation by modeling traffic flow at the intersection if a light were to be installed. The simulation included 100,000 repetitions of 1200 cars using the intersection to mimic 100,000 days of use. Of the 100,000 simulations, an accident occurred in 5230 of them, and no accident occurred in the rest. (There were no simulated days with two or more accidents.) a. Based on the results of the simulation, what is the estimated number of accidents in a 2 - week period if the traffic light were to be installed? b. Does the simulation show that adding the traffic light would be a good idea? Explain.

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