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Use a t-distribution and the given matched pair sample results to complete the test of the given hypotheses. Assume the results come from random samples, and if the sample sizes are small, assume the underlying distribution of the differences is relatively normal. Assume that differences are computed using \(d=x_{1}-x_{2}\). Test \(H_{0}: \mu_{1}=\mu_{2}\) vs \(H_{a}: \mu_{1} \neq \mu_{2}\) using the paired difference sample results \(\bar{x}_{d}=15.7, s_{d}=12.2\) \(n_{d}=25 .\)

Short Answer

Expert verified
The calculated t-statistic (3.22) is greater than the critical t-scores (±2.064). Therefore, we reject the null hypothesis \(H_{0}: \mu_{1}=\mu_{2}\). It's concluded that there is sufficient evidence to support the claim that there is a significant difference in the means of the two groups.

Step by step solution

01

Calculate the Test Statistic

In this step, the student needs to calculate the t-statistic. This statistic is calculated using the formula: \(t = \frac{\bar{x}_{d} - \mu_{0}}{s_{d}/\sqrt{n_{d}}}\). Here, \(\mu_{0}\) represents the assumed mean differences under the null hypothesis which is 0 because we are testing equality of means. So, the formula becomes \(t = \frac{15.7 - 0}{12.2/\sqrt{25}}\) which yields a t-score of approximately 3.22.
02

Determine the Degree of Freedom

The degree of freedom for a paired t-test is found using the formula \(d.f. = n_d - 1\). Here \(d.f. = 25 - 1 = 24\).
03

Find the Critical Region

Since this is a two-tailed test with a significance level of 0.05 (normally used if not specified otherwise), half of the error possibility is on either tail of the t-distribution. The student, therefore, needs to consult a t-distribution table or use a statistical calculator to find the critical values corresponding to \(d.f. = 24\) tails. The critical t-scores at this level are approximately ±2.064. This forms the rejection region.
04

Test statistic vs Critical Region

Compare the calculated t-score to the critical t-scores. If the calculated t (3.22) falls within the rejection region (|t| > 2.064), then the student should reject the null hypothesis.

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Key Concepts

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

Hypothesis Testing
Understanding hypothesis testing is crucial for analyzing data and making informed decisions based on statistical evidence. In its simplest form, hypothesis testing involves making an assumption (the null hypothesis) about a population parameter, and then using sample data to test whether there's enough evidence to reject that assumption in favor of an alternative hypothesis.

For instance, when comparing two groups (like in a paired t-test), we might assume that there is no difference between the two groups (null hypothesis). The paired t-test helps to determine if the observed differences in the sample data are unlikely to have occurred by random chance if the null hypothesis were true. If a calculated test statistic falls within a certain critical region, one that reflects significant unlikelihood under the null hypothesis, then we have grounds to reject the null and accept that there's a significant difference (the alternative hypothesis).
T-distribution
The t-distribution, also known as Student's t-distribution, is essential when dealing with small sample sizes or when the population standard deviation is not known. This distribution appears very similar to the normal distribution but has heavier tails, making it more prone to producing values that fall far from its mean.

This property allows for a greater chance of discovery when the hypothesis test is true, but also a greater chance of false discovery. It's particularly useful when we work with samples of less than 30 observations, which is often the case in practical research. As the sample size grows, the t-distribution approaches the normal distribution shape, which simplifies the analysis.
Degrees of Freedom

Significance of Degrees of Freedom

Understanding degrees of freedom is crucial for proper utilization of various statistical tests, including the paired t-test. It essentially refers to the number of values in the final calculation of a statistic that are free to vary.

In the context of a paired t-test, the degrees of freedom are calculated by subtracting one from the number of paired observations. This subtraction accounts for the fact that one parameter (usually the mean) has been estimated from the sample data and hence 'uses up' one degree of freedom. Degrees of freedom are used to determine the correct critical values from the t-distribution when conducting a hypothesis test.
Test Statistic
The test statistic is the engine behind hypothesis testing. It's a standardized value that indicates how far our sample statistic lies from the hypothesized parameter under the null hypothesis.

For the paired t-test, the test statistic is calculated using a formula that involves the mean difference between pairs of observations \bar{x}_{d}\rbrace, the hypothesized mean difference under the null hypothesis \(usually zero\), and the standard deviation of the differences \(s_d\) scaled by the square root of the sample size \(\sqrt{n_d}\). This formula produces a t-score, which we then compare to critical values from the t-distribution. If the absolute value of the t-score is larger than the critical value, it indicates that our sample provides sufficient evidence to reject the null hypothesis.

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Most popular questions from this chapter

(a) Find the relevant sample proportions in each group and the pooled proportion. (b) Complete the hypothesis test using the normal distribution and show all details. Test whether males are less likely than females to support a ballot initiative, if \(24 \%\) of a random sample of 50 males plan to vote yes on the initiative and \(32 \%\) of a random sample of 50 females plan to vote yes.

Assume the samples are random samples from distributions that are reasonably normally distributed, and that a t-statistic will be used for inference about the difference in sample means. State the degrees of freedom used. Find the proportion in a t-distribution above 2.1 if the samples have sizes \(n_{1}=12\) and \(n_{2}=12\).

Use StatKey or other technology to generate a bootstrap distribution of sample proportions and find the standard error for that distribution. Compare the result to the standard error given by the Central Limit Theorem, using the sample proportion as an estimate of the population proportion \(p\). Proportion of survey respondents who say exercise is important, with \(n=1000\) and \(\hat{p}=0.753\)

We examine the effect of different inputs on determining the sample size needed. Find the sample size needed to give, with \(95 \%\) confidence, a margin of error within ±3 , if the estimated standard deviation is \(\tilde{\sigma}=100\). If the estimated standard deviation is \(\tilde{\sigma}=50\). If the estimated standard deviation is \(\tilde{\sigma}=10 .\) Comment on how the variability in the population influences the sample size needed to reach a desired level of accuracy.

In Exercises 6.32 and 6.33, find a \(95 \%\) confidence interval for the proportion two ways: using StatKey or other technology and percentiles from a bootstrap distribution, and using the normal distribution and the formula for standard error. Compare the results. Proportion of home team wins in soccer, using \(\hat{p}=0.583\) with \(n=120\)

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