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Explain why a \(P\) -value of 0.002 would be interpreted as strong evidence against the null hypothesis.

Short Answer

Expert verified
A P-value of 0.002 would be interpreted as strong evidence against the null hypothesis because it is much smaller than common significance levels (0.05 and 0.01). This indicates that there is only a 0.2% chance of observing the data (or something more extreme) if the null hypothesis is true, which suggests that the null hypothesis may not be a suitable explanation for the observed data.

Step by step solution

01

Understanding the null hypothesis

The null hypothesis is a statement about the population being studied, which is assumed to be true until proven otherwise. In statistical hypothesis testing, the null hypothesis represents a general or default position, such as there is no difference between the means of two groups or there is no relationship between two variables.
02

Understanding the P-value

The P-value is a measure of how compatible the observed data is with the null hypothesis. It represents the probability of observing the data (or something more extreme) if the null hypothesis is true. A smaller P-value indicates less compatibility between the data and the null hypothesis and suggests that the observed data is unusual if the null hypothesis is true.
03

Understanding significance levels

Significance levels (commonly denoted as α) are thresholds that researchers use to compare the P-value. If the P-value is less than or equal to the significance level, they reject the null hypothesis in favor of the alternative hypothesis. The most common significance levels are 0.05 (5% chance of rejecting a true null hypothesis) and 0.01 (1% chance of rejecting a true null hypothesis). The choice of the significance level depends on the researcher's tolerance for Type I errors (rejecting a true null hypothesis).
04

Interpreting a P-value of 0.002

With a P-value of 0.002, there is only a 0.2% chance (1 in 500) of obtaining the observed data (or something more extreme) if the null hypothesis is true. This means that the observed data is quite unlikely to have happened by random chance alone under the assumption of the null hypothesis.
05

Comparing the P-value to common significance levels

Given that the P-value is 0.002, we can compare it to the common significance levels of 0.05 and 0.01. The P-value of 0.002 is smaller than both these significance levels, which means it would lead to the rejection of the null hypothesis at both these levels.
06

Conclusion

A P-value of 0.002 is considered strong evidence against the null hypothesis because it is much smaller than the common significance levels (0.05 and 0.01). This indicates that there is a very low probability (0.2%) of observing the data (or something more extreme) if the null hypothesis is true, suggesting that the null hypothesis may not be a suitable explanation for the observed data.

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Key Concepts

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

Null Hypothesis
In hypothesis testing, the null hypothesis is a pivotal concept. It is the presumption that there is no effect or no difference in a population being studied. Think of it as the default stance, like saying the defendant is "not guilty" in a court of law. Until evidence suggests otherwise, the null hypothesis is considered true.
In research, examples include stating that there is no difference in weight loss between two diets or that a drug has no effect compared to a placebo. This hypothesis acts as a baseline against which the presence of an effect is tested.
Embracing this concept helps in structuring experiments and making logical conclusions. Researchers aim to gather enough evidence to reject this default scenario if it does not hold.
P-value
The P-value is a fundamental element of hypothesis testing. It tells us how well our data aligns with the null hypothesis. Essentially, it indicates the probability of observing the obtained results, or more extreme ones, assuming the null hypothesis holds true.
The smaller the P-value, the stronger the evidence against the null hypothesis. It’s like finding an unlikely clue in a mystery that raises suspicion. For instance, a P-value of 0.002 that emerged in the exercise means there's only a 0.2% chance of getting the results we have if the null hypothesis were accurate.
When faced with a very small P-value, like 0.002, it's considered quite potent evidence that the null hypothesis might not be the best explanation for the observed results. It suggests that the observed outcome is unlikely to be due to random chance.
Significance Level
The significance level, often denoted as \( \alpha \), acts as a cutoff point in hypothesis testing. It is a threshold set by researchers to decide whether to reject or stick with the null hypothesis. This level reflects the researcher's tolerance for risking a Type I error, which is rejecting a true null hypothesis.
Common significance values are 0.05 (5%) or 0.01 (1%), representing the acceptable probability of falsely rejecting the null hypothesis when it is true. For instance, with a significance level of 0.05, there is a 5% risk of this error.
If the P-value is below \( \alpha \), researchers reject the null hypothesis in favor of the alternative. For example, in the case with a P-value of 0.002, this is much smaller than typical significance levels, leading to strong confidence in rejecting the null hypothesis.
Type I Error
Type I Error, which is frequently a concern in hypothesis testing, occurs when the null hypothesis is rejected even though it is true. It can be imagined as a false positive, like incorrectly declaring an innocent defendant guilty.
The significance level \( \alpha \) influences the likelihood of committing a Type I Error. For example, with a significance level of 0.05, there's a 5% risk of this kind of mistake occurring.
Researchers must balance the risk of Type I Error with the need for critical evidence. A lower significance level reduces the chance of a Type I Error but requires stronger evidence to reject the null hypothesis. Careful management of this risk is crucial for still drawing valid conclusions in scientific inquiry.

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Most popular questions from this chapter

The article "Facebook Use and Academic Performance Among College Students" (Computers in Human Behavior [2015]: \(265-272\) ) estimated that \(87 \%\) percent of students at a large public university in California who are Facebook users update their status at least two times a day. This estimate was based on a random sample of 261 students at this university. a. Does this sample provide convincing evidence that more than \(80 \%\) of the students at this college who are Facebook users update their status at least two times a day? Test the relevant hypotheses using \(\alpha=0.05\). b. Would it be reasonable to generalize the conclusion from the test in Part (a) to all college students in the United States? Explain why or why not.

The paper "Teens and Distracted Driving"" (Pew Internet \& American Life Project, 2009 ) reported that in a representative sample of 283 American teens age 16 to \(17,\) there were 74 who indicated that they had sent a text message while driving. For purposes of this exercise, assume that this sample is a random sample of 16- to 17 -year-old Americans. Do these data provide convincing evidence that more than a quarter of Americans age 16 to 17 have sent a text message while driving? Test the appropriate hypotheses using a significance level of 0.01 . (Hint: See Example 10.11 .)

Refer to the instructions given prior to Exercise \(10.57 .\) The paper "Pathological Video-Game Use Among Youth Ages 8 to 18: A National Study" (Psychological Science [2009]: \(594-601\) ) summarizes data from a random sample of 1178 students age 8 to \(18 .\) The paper reported that for the students in the sample, the mean amount of time spent playing video games was 13.2 hours per week. The researchers were interested in using the data to estimate the mean amount of time spent playing video games for students age 8 to 18 .

How accurate are DNA paternity tests? By comparing the DNA of the baby and the DNA of a man that is being tested, one maker of DNA paternity tests claims that their test is \(100 \%\) accurate if the man is not the father and \(99.99 \%\) accurate if the man is the father (IDENTIGENE, www.dnatesting .com/paternity-test-questions/paternity-test-accuracy/, retrieved November 16,2016 ). a. Consider using the result of this DNA paternity test to decide between the following two hypotheses: \(H_{0}:\) a particular man is not the father \(H:\) a particular man is the father In the context of this problem, describe Type I and Type II errors. (Although these are not hypotheses about a population characteristic, this exercise illustrates the definitions of Type I and Type II errors.) b. Based on the information given, what are the values of \(\alpha\), the probability of a Type I error, and \(\beta\), the probability of a Type II error?

The article "Public Acceptability in the UK and the USA of Nudging to Reduce Obesity: The Example of Reducing Sugar-Sweetened Beverages" (PLOS One, June 8,2016 ) describes a survey in which each person in a representative sample of 1082 adult Americans was asked about whether they would find different types of interventions acceptable in an effort to reduce consumption of sugary beverages. When asked about a tax on sugary beverages, 459 of the people in the sample said they thought that this would be an acceptable intervention. These data were used to test \(H_{0}: p=0.5\) versus \(H_{a^{*}}: p<0.5\) and the null hypothesis was rejected. a. Based on the hypothesis test, what can you conclude about the proportion of adult Americans who think that taxing sugary beverages is an acceptable intervention in an effort to reduce consumption of sugary beverages? b. Is it reasonable to say that the data provide strong support for the alternative hypothesis? c. Is it reasonable to say that the data provide strong evidence against the null hypothesis?

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