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91Ó°ÊÓ

Situations comparing two proportions are described. In each case, determine whether the situation involves comparing proportions for two groups or comparing two proportions from the same group. State whether the methods of this section apply to the difference in proportions. (a) Compare the proportion of students who use a Windows-based \(\mathrm{PC}\) to the proportion who use a Mac. (b) Compare the proportion of students who study abroad between those attending public universities and those at private universities. (c) Compare the proportion of in-state students at a university to the proportion from outside the state. (d) Compare the proportion of in-state students who get financial aid to the proportion of outof-state students who get financial aid.

Short Answer

Expert verified
In all the given scenarios - (a), (b), (c), and (d), the comparisons involve two separate groups in each. Hence, the method involving comparing proportions can be applied.

Step by step solution

01

Identify Type - Scenario (a)

The scenario compares the proportion of students who use a Windows-based PC to those who use a Mac. These are two separate groups: 'Windows PC users' and 'Mac users'. The method involving comparison of proportions can be applied here.
02

Identify Type - Scenario (b)

In this scenario, the proportion of students studying abroad from public universities is compared to those from private universities. Again, two separate groups are involved, 'public university students' and 'private university students', and the comparison of proportions is applicable.
03

Identify Type - Scenario (c)

This scenario involves comparing the proportion of in-state students at a university to the proportion of students from outside state. These represent two separate groups - 'in-state students' and 'out-of-state students'. The comparison of proportions method is applicable.
04

Identify Type - Scenario (d)

Here we compare the proportion of in-state students who get financial aid to the proportion of out-of-state students who get financial aid. The two groups in this scenario are 'in-state students receiving financial aid' and 'out-of-state students getting financial aid'. The comparison of proportions method applies.

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Key Concepts

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

Statistical Inference
When we talk about statistical inference, we're referring to the process of drawing conclusions about a population based on a sample. This is a central concept in statistics, as it allows us to make estimations and hypotheses about a larger group without needing to survey every individual. In the context of comparing proportions, statistical inference saves time and resources by enabling us to assess the population proportions through the sample proportions – which are estimates derived from the sample data.

One common method of statistical inference is hypothesis testing, where we use sample data to make inferences about a population parameter, such as a proportion. We might, for example, want to infer whether the proportion of public university students who study abroad differs from that of private university students. We'd collect a sample from each group, calculate the sample proportions, and perform a hypothesis test to make our inference. Careful sampling and appropriate test selection are paramount in ensuring accurate and reliable results.
Proportion Comparison Analysis
Moving on to proportion comparison analysis, this analysis involves comparing the proportions of a characteristic between two groups. For example, when comparing the proportion of Mac users to Windows PC users, a form of binary data (Mac user or not, Windows PC user or not), one must use statistical methods designed for comparing two proportions. The two key proportions are p1 (the proportion in the first group) and p2 (the proportion in the second group).

We usually perform a hypothesis test to determine if there is a significant difference between p1 and p2. To do this, we calculate the difference between the sample proportions and determine whether this difference is large enough to conclude that there is a difference in the overall population proportions. Important to note is that these types of analyses assume the data is from independent groups, which leads us to our next concept.
Independent Groups
The concept of independent groups is crucial when comparing proportions. Independent groups mean that the two groups being compared do not overlap, and the outcomes for one group do not affect the outcomes for the other. For instance, in a situation where we're comparing the proportions of in-state students to out-of-state students, it's clear that an individual cannot be part of both groups concurrently—hence, the groups are independent.

In statistical analysis, the assumption of independence is a key prerequisite for many tests, including the commonly used two-proportion z-test. This assumption holds that the sampling or randomization process yields groups that are representative of their respective populations and do not influence each other. When we examine scenario (c) from the exercise, where we compare the proportion of in-state versus out-of-state students, our inference is made based on the assumption that these groups are independent.
Binary Data Analysis
Lastly, let's address binary data analysis. Binary data means that there are only two outcomes for each observation – for example, 'yes' or 'no', 'success' or 'failure', 'Windows PC user' or 'not a Windows PC user'. Binary data is common in proportion comparison analyses because often we're interested in the proportion of successes or the presence of a characteristic within a group.

In scenario (a) where we compare the proportion of Windows PC users to Mac users, each student surveyed provides binary data (they're either one or the other). Such binary outcomes can be analyzed with the help of various statistical tests designed specifically for binary data, such as the Chi-square test for independence or Fisher's exact test. These tests help to determine if the observed proportions between two categories are significantly different from what we would expect by chance, thus enabling us to draw conclusions about the population from our sample data.

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Most popular questions from this chapter

Do Babies Understand Probability? Can babies reason probabilistically? A study \(^{19}\) investigates this by showing ten- to twelve-month-old infants two jars of lollipop-shaped objects colored pink or black. Each infant first crawled or walked to whichever color they wanted, determining their "preferred" color. They were then given the choice between two jars that had the same number of preferred objects, but that differed in their probability of getting the preferred color; each jar had 12 in the preferred color and either 4 or 36 in the other color. Babies choosing randomly or based on the absolute number of their preferred color would choose equally between the two jars, while babies understanding probability would more often choose the jar with the higher proportion of their preferred color. Of the 24 infants studied, 18 chose the jar with the higher proportion of their preferred color. Are infants more likely to choose the jar with the higher proportion of their preferred color? (a) State the null and alternative hypotheses. (b) Give the relevant sample statistic, using correct notation. (c) Which of the following should be used to calculate a p-value for this dataset? A randomization test, a test using the normal distribution, or either one? Why? (d) Find a p-value using a method appropriate for this data situation. (e) Make a conclusion in context, using \(\alpha=0.05\).

Left-Handed Lawyers Approximately \(10 \%\) of Americans are left-handed (we will treat this as a known population parameter). A study on the relationship between handedness and profession found that in a random sample of 105 lawyers, 16 of them were left-handed. \({ }^{13}\) Test the hypothesis that the proportion of left-handed lawyers differs from the proportion of left-handed Americans. (a) Clearly state the null and alternative hypotheses. (b) Calculate the test statistic and p-value. (c) What do we conclude at the \(5 \%\) significance level? At the \(10 \%\) significance level?

Close Confidants and Social Networking Sites Exercise 6.93 introduces a study \(^{48}\) in which 2006 randomly selected US adults (age 18 or older) were asked to give the number of people in the last six months "with whom you discussed matters that are important to you." The average number of close confidants for the full sample was \(2.2 .\) In addition, the study asked participants whether or not they had a profile on a social networking site. For the 947 participants using a social networking site, the average number of close confidants was 2.5 with a standard deviation of 1.4 , and for the other 1059 participants who do not use a social networking site, the average was 1.9 with a standard deviation of \(1.3 .\) Find and interpret a \(90 \%\) confidence interval for the difference in means between the two groups.

A survey \(^{4}\) of 1060 randomly selected US teens ages 13 to 17 found that 605 of them say they have made a new friend online. (a) Find and interpret a \(90 \%\) confidence interval for the proportion, \(p\), of all US teens who have made a new friend online. (b) Give the best estimate for \(p\) and give the margin of error for the estimate. (c) Use the interval to determine whether we can be \(90 \%\) confident that more than half of US teens have made a new friend online.

Use a t-distribution to find a confidence interval for the difference in means \(\mu_{1}-\mu_{2}\) using the relevant sample results from paired data. Give the best estimate for \(\mu_{1}-\) \(\mu_{2},\) the margin of error, and the confidence interval. Assume the results come from random samples from populations that are approximately normally distributed, and that differences are computed using \(d=x_{1}-x_{2}\) A \(99 \%\) confidence interval for \(\mu_{1}-\mu_{2}\) using the paired data in the following table:. $$ \begin{array}{lccccc} \hline \text { Case } & \mathbf{1} & \mathbf{2} & \mathbf{3} & \mathbf{4} & \mathbf{5} \\ \hline \text { Treatment 1 } & 22 & 28 & 31 & 25 & 28 \\ \text { Treatment 2 } & 18 & 30 & 25 & 21 & 21 \\ \hline \end{array} $$

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