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Suppose a one-sided test for a proportion resulted in a \(p\) -value of \(0.03 .\) What would the \(p\) -value be if the test were two-sided instead?

Short Answer

Expert verified
The two-sided p-value is 0.06.

Step by step solution

01

Understanding the Problem

We are given a one-sided test for a proportion with a p-value of 0.03. The task is to find the p-value for a two-sided test.
02

Relate One-sided and Two-sided Tests

In hypothesis testing, a two-sided test accounts for both tails of the distribution. Therefore, the p-value for a two-sided test is typically double that of a one-sided test, assuming the test statistic is symmetric.
03

Calculate the Two-sided p-value

We calculate the two-sided p-value by doubling the given one-sided p-value: \( p = 2 \times 0.03 = 0.06 \).
04

Conclusion

The p-value for the two-sided test is 0.06, meaning the likelihood of observing test results at least as extreme as the ones observed, under the null hypothesis, is 6%.

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Key Concepts

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

Understanding P-value
When conducting a hypothesis test, the p-value helps you determine the significance of your results. It measures the probability of obtaining results at least as extreme as the observed ones, assuming that the null hypothesis is true. A low p-value suggests that the observed data is unlikely under the null hypothesis, thus providing evidence against it. Commonly, a p-value lower than 0.05 is considered sufficient to reject the null hypothesis, though this threshold can vary depending on the field of study. Key points about p-values include:
  • P-values are used to weigh the strength of evidence.
  • They give a measure of the data's extremity under the null hypothesis.
  • A smaller p-value indicates stronger evidence against the null hypothesis.
Knowing how to interpret a p-value is crucial in making informed conclusions about your research data.
What is a One-sided Test?
In hypothesis testing, a one-sided test is conducted when the research hypothesis suggests a specific direction of effect or difference. This test checks for an effect in a particular direction, either greater or lesser than the null hypothesis. For example, if you are testing whether a new drug has a higher cure rate than an existing one, a one-sided test would be appropriate. Characteristics of a one-sided test include:
  • Testing for an effect only in one direction.
  • More powerful to detect a specified effect as it focuses all the statistical power in one direction.
  • Potentially leads to different conclusions compared to a two-sided test if the effect is in the expected direction.
The calculation involves considering only one tail of the probability distribution, which often results in a smaller p-value compared to a two-sided test.
Exploring Two-sided Tests
A two-sided test considers effects in both directions, making it suitable when differences could occur in either direction from the null hypothesis. This means that you're looking for any potential effect, whether an increase or decrease. For example, if you are exploring whether a new teaching method has a different effect on student performance compared to the old method, without knowing if it's for better or worse, a two-sided test is the way to go. Features of a two-sided test are:
  • Examines the possibility of an effect in both directions.
  • More conservative than a one-sided test, as it needs stronger evidence to reject the null hypothesis.
  • Adaptable to scenarios where the direction of effect is not predetermined.
In practice, this means that the p-value for a two-sided test is generally double that of a one-sided test, assuming symmetry in the test statistic's distribution, as it considers both tails of the distribution.

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Most popular questions from this chapter

Suppose a two-sided test for a difference in two means resulted in a \(p\) -value of 0.08 . a. Using the usual criterion for hypothesis testing, would we conclude that there was a difference in the population means? Explain. b. Suppose the test had been constructed as a one-sided test instead, and the evidence in the sample means was in the direction to support the alternative hypothesis. Using the usual criterion for hypothesis testing, would we be able to conclude that there was a difference in the population means? Explain.

On January \(30,1995,\) Time magazine reported the results of a poll of adult Americans, in which they were asked, "Have you ever driven a car when you probably had too much alcohol to drive safely?" The exact results were not given, but from the information provided we can guess at what they were. Of the 300 men who answered, 189 ( \(63 \%\) ) said yes and 108 ( \(36 \%\) ) said no. The remaining three weren't sure. Of the 300 women, 87 ( \(29 \%\) ) said yes while \(210(70 \%)\) said no, and the remaining three weren't sure. a. Ignoring those who said they weren't sure, there were 297 men asked, and 189 said yes, they had driven a car when they probably had too much alcohol. Does this provide statistically significant evidence that a majority of men in the population (that is, more than half) would say that they had driven a car when they probably had too much alcohol, if asked? Go through the four steps to test this hypothesis. b. For the test in part (a), you were instructed to perform a one-sided test. Why do you think it would make sense to do so in this situation? If you do not think it made sense, explain why not. c. Repeat parts (a) and (b) for the women. (Note that of the 297 women who answered, 87 said yes.) The following information is for Exercises 20 to 22 : In Example 23.3 , we tested to see whether dieters and exercisers had significantly different average fat loss. We concluded that they did because the difference for the samples under consideration was \(1.8 \mathrm{kg}\), with a standard error of \(0.83 \mathrm{kg}\) and a standardized score of \(2.17 .\) Fat loss was higher for the dieters.

Suppose you wanted to see whether a training program helped raise students' scores on a standardized test. You administer the test to a random sample of students, give them the training program, then readminister the test. For each student, you record the increase (or decrease) in the test score from one time to the next. a. What would the null and alternative hypotheses be for this situation? b. Suppose the mean change for the sample was 10 points and the accompanying standard error was 4 points. What would be the standardized score that corresponded to the sample mean of 10 points? c. Based on the information in part (b), what would you conclude about this situation? (Assume the sample size is large and use \(z\), not \(t .\) )

A CNN/ORC poll conducted in January, 2013 , asked 814 adults in the United States, "Which of the following do you think is the most pressing issue facing the country today?" and then presented seven choices, one of which was "The Economy." (Source: http://www.pollingreport.com/prioriti.htm, accessed July 16, 2013.) "The Economy" was chosen by \(46 \%\) of the respondents. Suppose an unscrupulous politician wanted to show that the economy was not a pressing issue, and stated "Significantly fewer than half of adults think that the economy is a pressing issue." a. What are the null and alternative hypotheses the politician is implicitly testing in this quote? Make sure you specify the population value being tested and the population to which it applies. b. Using the results of the poll, find the value of the standardized score that would be used as the test statistic. c. If you answered parts (a) and (b) correctly, the \(p\) -value for the test should be about 0.011 . Explain how the politician reached the conclusion stated in the quote. d. Do you think the statement made by the politician is justified? Explain.

Use Excel or an appropriate calculator, software, website, or table to find the \(p\) -value in each of the following situations. a. Alternative hypothesis is "greater than," \(t=+2.5, \mathrm{df}=40\) b. Alternative hypothesis is "less than," \(t=-2.5, \mathrm{df}=40\) c. Alternative hypothesis is "not equal," \(t=2.5, \mathrm{df}=40\) d. Alternative hypothesis is "greater than" \(z=+1.75\) e. Alternative hypothesis is "less than," \(z=-1.75\) f. Alternative hypothesis is "not equal," \(z=-1.75\)

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