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91Ó°ÊÓ

Use the Wilcoxon matched-pairs signedranks test to test the given hypotheses at the \(\alpha=0.05\) level of significance. The dependent samples were obtained randomly. Hypotheses: \(H_{0}: M_{D}=0\) versus \(H_{1}: M_{D}<0\) with \(n=35\) and \(T_{+}=210 .\)

Short Answer

Expert verified
Reject the null hypothesis; median difference is less than zero.

Step by step solution

01

State the Hypotheses

The null hypothesis is given as \[H_{0}: M_{D}=0\], and the alternative hypothesis is \[H_{1}: M_{D}<0\]. This means we are testing if the median difference between the pairs is zero against the alternative that it is less than zero.
02

Determine the Significance Level and Sample Size

The significance level, \(\alpha\), is given as 0.05. The sample size, \(n\), is 35.
03

Calculate the Test Statistic

The test statistic for the Wilcoxon signed-rank test is given as \[T_{+} = 210\].
04

Find the Critical Value

Using a Wilcoxon signed-rank test table, find the critical value for \(n = 35\) at the \(\alpha = 0.05\) level for a one-tailed test. The critical value is 240.
05

Compare Test Statistic to Critical Value

Compare the calculated test statistic \(T_{+} = 210\) with the critical value of 240. Since \(T_{+} < 240\), we reject the null hypothesis.
06

Conclusion

Since \(T_{+} < 240\), there is sufficient evidence at the \(\alpha = 0.05\) significance level to reject the null hypothesis. We conclude that the median difference \(M_{D}\) is less than zero.

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Key Concepts

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

hypothesis testing
Hypothesis testing helps us to make decisions based on data. It starts with two conflicting hypotheses: the null hypothesis \(H_{0}\) and the alternative hypothesis \(H_{1}\). In the given exercise, the null hypothesis is \[H_{0}: M_{D}=0\], suggesting no difference between the pairs.
The alternative hypothesis \[H_{1}: M_{D}<0\] suggests the median difference is less than zero. We follow a systematic process to determine whether the data provides enough evidence to reject \(H_{0}\) in favor of \(H_{1}\). This involves calculating a test statistic and comparing it to a critical value.
Understanding hypothesis testing is fundamental, as it is widely applicable in various fields of study.
Significance Level
The significance level, denoted by \(\alpha\), is the threshold for determining when to reject the null hypothesis. It represents the probability of making a Type I error, which is rejecting \(H_{0}\) when it's actually true.
In our exercise, the significance level is set at \(\alpha=0.05\). This means we are willing to accept a 5% chance of incorrectly rejecting the null hypothesis. Essentially, smaller \(\alpha\)-values require stronger evidence to reject \(H_{0}\).
Choosing an appropriate significance level is critical. Common choices like 0.05, 0.01, and 0.10 balance the risk and reliability of our conclusions.
non-parametric tests
Non-parametric tests, like the Wilcoxon matched-pairs signed-ranks test used in our exercise, do not assume that the data follows a specific distribution. This makes them flexible and useful when we cannot assume normality in our samples.
In the Wilcoxon test, we rank the differences between paired observations and use these ranks to test our hypotheses. Because it does not depend on the underlying data distribution, it is robust against outliers and non-normal data.
Non-parametric tests are particularly valuable for small sample sizes or when dealing with ordinal data. They offer a practical solution when traditional parametric tests are not applicable.
critical value
The critical value is a threshold that the test statistic must exceed to reject the null hypothesis. It depends on the significance level and sample size. In the Wilcoxon test from our exercise, we found the critical value using a table.
For \(n = 35\) and \(\alpha = 0.05\) in a one-tailed test, the critical value is 240. We compare our test statistic \(T_{+}=210\) with this critical value. Since \(T_{+} < 240\), we reject the null hypothesis.
Understanding how to determine and use critical values is essential. This ensures we make accurate decisions based on our hypothesis tests.

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Most popular questions from this chapter

Reaction-Time Experiment Researchers at the University of Mississippi wanted to learn the reaction times of students to different stimuli. In the following data, the reaction times for subjects were measured after they received a simple stimulus and a go/no-go stimulus. The simple stimulus was an auditory cue, and the time from when the cue was given to when the student reacted was measured. The go/no-go stimulus required the student to respond to a particular stimulus and not respond to other stimuli. Again, the reaction time was measured. The following data were obtained: $$ \begin{array}{ccc|ccc} \begin{array}{l} \text { Subject } \\ \text { Number } \end{array} & \text { Simple } & \text { Go/No-Go } & \begin{array}{l} \text { Subject } \\ \text { Number } \end{array} & \text { Simple } & \text { Go/No-Go } \\ \hline 1 & 0.220 & 0.375 & 16 & 0.498 & 0.565 \\ \hline 2 & 0.430 & 1.759 & 17 & 0.262 & 0.402 \\ \hline 3 & 0.338 & 0.652 & 18 & 0.620 & 0.643 \\ \hline 4 & 0.266 & 0.467 & 19 & 0.300 & 0.351 \\ \hline 5 & 0.381 & 0.651 & 20 & 0.424 & 0.380 \\ \hline 6 & 0.738 & 0.442 & 21 & 0.478 & 0.434 \\ \hline 7 & 0.885 & 1.246 & 22 & 0.305 & 0.452 \\ \hline 8 & 0.683 & 0.224 & 23 & 0.281 & 0.745 \\ \hline 9 & 0.250 & 0.654 & 24 & 0.291 & 0.290 \\ \hline 10 & 0.255 & 0.442 & 25 & 0.453 & 0.790 \\ \hline 11 & 0.198 & 0.347 & 26 & 0.376 & 0.792 \\ \hline 12 & 0.352 & 0.698 & 27 & 0.328 & 0.613 \\ \hline 13 & 0.285 & 0.803 & 28 & 0.952 & 1.179 \\ \hline 14 & 0.259 & 0.488 & 29 & 0.355 & 0.636 \\ \hline 15 & 0.200 & 0.281 & 30 & 0.368 & 0.391 \\ \hline \end{array} $$ The researchers used Minitab to test whether the simple stimulus had a lower reaction time than the go/no-go stimulus. The results of the analysis are as follows: (a) State the null and alternative hypotheses. (b) Is the median reaction time for the go/no-go stimulus higher than the median reaction time for the simple stimulus? Use the \(\alpha=0.05\) level of significance. Why?

The quality-control manager of a bottling company wants to discover whether a filling machine overor underfills 16 -ounce bottles randomly. The following data represent the filling status of 20 consecutive bottles: \(A A A A A A A R R R R A A A A A A A R R\) A bottle is rejected (R) if it is either overfilled or underfilled and accepted (A) if it is filled according to specification. Test the randomness of the filling machine in the way that it overor underfills at the \(\alpha=0.05\) level of significance.

"Defense wins championships" is a common phrase used in the National Football League. Is defense associated with winning? The following data represent the winning percentage and the yards per game allowed during the 2014-2015 season for a random sample of teams. $$ \begin{array}{lcc} \text { Team } & \text { Winning Percentage } & \text { Total Yards } \\ \hline \text { Baltimore Ravens } & 0.625 & 336.9 \\ \hline \text { Cleveland Browns } & 0.438 & 366.1 \\ \hline \text { Denver Broncos } & 0.750 & 305.2 \\ \hline \text { Jacksonville Jaguars } & 0.188 & 370.8 \\ \hline \text { New England Patriots } & 0.750 & 344.1 \\ \hline \text { Oakland Raiders } & 0.188 & 357.6 \\ \hline \text { Pittsburgh Steelers } & 0.688 & 353.4 \end{array} $$ (a) Test the belief that defense wins championships by determining whether a higher winning percentage is associated with a lower number of total yards given up at the \(\alpha=0.10\) level of significance. (b) Draw a scatter diagram to support your conclusion.

List the advantages of using nonparametric statistical procedures.

Describe the difference between parametric statistical procedures and nonparametric statistical procedures.

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