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Significance tests \(A\) test of \(H_{0}: p=0.5\) versus \(H_{a}: p>0.5\) has test statistic \(z=2.19\) (a) What conclusion would you draw at the \(5 \%\) significance level? At the \(1 \%\) level? (b) If the alternative hypothesis were \(H_{a}: p \neq 0.5,\) what conclusion would you draw at the \(5 \%\) significance level? At the \(1 \%\) level?

Short Answer

Expert verified
(a) Reject at 5%; fail to reject at 1%. (b) Reject at 5%; fail to reject at 1%.

Step by step solution

01

Identify Significance Levels and Z-Scores

For a two-tailed or one-tailed test at a 5% significance level, the critical Z-score is approximately ±1.645 for a one-tailed test and ±1.96 for a two-tailed test. At the 1% level, it is ±2.33 for a one-tailed test and ±2.58 for a two-tailed test.
02

Analyze for Hypothesis (a) with Given Hypothesis

The alternative hypothesis is one-tailed: \[H_a: p > 0.5\]The provided z-score is 2.19. For a one-tailed test, at 5%, since 2.19 > 1.645, we reject \(H_0\). At 1%, since 2.19 < 2.33, we fail to reject \(H_0\).
03

Analyze for Hypothesis (b) with Two-Tailed Alternative

The alternative hypothesis is two-tailed: \[H_a: p eq 0.5\]For a two-tailed test, at 5%, since 2.19 > 1.96, we reject \(H_0\). At 1%, since 2.19 < 2.58, we fail to reject \(H_0\).

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Key Concepts

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

Hypothesis Testing
Hypothesis testing is a fundamental statistical process used to determine if there is significant evidence to reject a null hypothesis (\(H_0\)). In the context of this exercise, the null hypothesis states that the true proportion \(p\) equals 0.5. The alternative hypothesis (\(H_a\)) is what you seek to prove. In part (a) of the exercise, the alternative hypothesis suggests that \(p\) > 0.5, indicating a one-tailed test. Alternatively, in part (b), \(H_a: p eq 0.5\)is explored for a two-tailed test.
The whole idea is to analyze evidence in the form of data to see if the observed outcomes provide enough support to shift from believing the null hypothesis to favor the alternative. Essentially, hypothesis testing helps to make informed decisions about populations based on sample data.

Key steps in hypothesis testing involve:
  • Stating the null and alternative hypotheses.
  • Choosing a significance level (common levels are 5% and 1%).
  • Calculating a test statistic, like a Z-score, based on the sample data.
  • Comparing the test statistic to critical values to determine if results are statistically significant.

Critical Z-Scores
Critical Z-scores are the points on the Z-distribution that define the boundary or cutoff for the rejection of the null hypothesis. They depend on the significance level and whether the test is one-tailed or two-tailed. Typically, critical Z-scores are determined by using statistical tables or software.
For a one-tailed test with a 5% significance level, the critical Z-score is 1.645. For a 1% level, it is 2.33. These values represent the points such that any observed Z-score greater than these values would lead to rejecting the null hypothesis.
In a two-tailed test, the critical Z-scores are slightly different due to the distribution of the probability area across both tails of the bell curve. Here, for a 5% level, the critical Z-scores would be ±1.96, and for a 1% significance level, ±2.58. These values set the thresholds that an observed Z-score must surpass for the null hypothesis to be rejected.

These cutoff points are crucial because they help prevent incorrect conclusions – such as rejecting the null hypothesis when it's true, known as a Type I error.
One-tailed Test
A one-tailed test in hypothesis testing is used when the alternative hypothesis predicts a specific direction of the effect. For example, in the given exercise, part (a) uses a one-tailed test with an alternative hypothesis \(H_a: p > 0.5\). This means we're specifically interested in seeing if there is evidence that the proportion is greater than 0.5.
The key advantage of a one-tailed test is that it has more power to detect an effect in one direction, as all the significance level is concentrated in one tail of the distribution. This can make it more powerful for detecting meaningful effects in that direction.
The decision to reject the null hypothesis is based on whether the calculated test statistic (e.g., Z-score) exceeds the critical value on the specified tail. Here, because 2.19 exceeds the critical value of 1.645 at the 5% significance level, it indicates statistical significance, leading to a rejection of the null hypothesis.
Two-tailed Test
A two-tailed test is used when the alternative hypothesis does not predict the direction of the effect but rather suggests any difference, either more or less, from the null hypothesis. In the exercise, part (b) addresses a two-tailed test where \(H_a: p eq 0.5\). This looks for evidence that the true proportion is different from 0.5, regardless of whether it's higher or lower.
Two-tailed tests are more conservative than one-tailed tests because the significance level is split between both tails of the distribution. This means that for the same significance level, a two-tailed test requires more evidence to reject the null hypothesis compared to a one-tailed test.
In this exercise, the Z-score of 2.19 is compared against critical values of ±1.96 for the 5% significance level and ±2.58 for the 1% level. Since 2.19 is greater than 1.96 but less than 2.58, we reject the null hypothesis at 5% but fail to reject it at 1%. This demonstrates the broader applicability of two-tailed tests in capturing any significant deviations from hypothesized values.

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Most popular questions from this chapter

When asked to explain the meaning of the \(P\) -value in Exercise 13 , a student says, "This means there is about a \(22 \%\) chance that the null hypothesis is true." Explain why the student's explanation is wrong.

(a) State hypotheses for a significance test to determine whether first responders are arriving within 8 minutes of the call more often. Be sure to define the parameter of interest. (b) Describe a Type I error and a Type II error in this setting and explain the consequences of each. (c) Which is more serious in this setting: a Type I error or a Type II error? Justify your answer.

A drug manufacturer claims that fewer than \(10 \%\) of patients who take its new drug for treating Alzheimer's disease will experience nausea. To test this claim, a significance test is carried out of $$ \begin{array}{l} H_{0}: p=0.10 \\ H_{a}: p<0.10 \end{array} $$ You learn that the power of this test at the \(5 \%\) significance level against the alternative \(p=0.08\) is 0.29 . (a) Explain in simple language what "power \(=0.29 "\) means in this setting. (b) You could get higher power against the same alternative with the same \(\alpha\) by changing the number of measurements you make. Should you make more measurements or fewer to increase power? Explain. (c) If you decide to use \(\alpha=0.01\) in place of \(\alpha=0.05\), with no other changes in the test, will the power increase or decrease? Justify your answer. (d) If you shift your interest to the alternative \(p=0.07\) with no other changes, will the power increase or decrease? Justify your answer.

"Do you feel confident or not confident that the food available at most grocery stores is safe to eat?" When a Gallup Poll asked this question, \(87 \%\) of the sample said they were confident. \({ }^{26}\) Gallup announced the poll's margin of error for \(95 \%\) confidence as ±3 percentage points. Which of the following sources of error are included in this margin of error? Explain. (a) Gallup dialed landline telephone numbers at random and so missed all people without landline phones, including people whose only phone is a cell phone. (b) Some people whose numbers were chosen never answered the phone in several calls or answered but refused to participate in the poll. (c) There is chance variation in the random selection of telephone numbers.

In a recent year, \(73 \%\) of firstyear college students responding to a national survey identified "being very well-off financially" as an important personal goal. A state university finds that 132 of an SRS of 200 of its first-year students say that this goal is important. Is there convincing evidence at the \(\alpha=0.05\) significance level that the proportion of all first-year students at this university who think being very well-off is important differs from the national value, \(73 \% ?\)

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