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    Z Scores

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    Dela Cruz Genesis
    This document discusses hypothesis testing and statistical techniques for comparing groups and variables. It introduces z-scores for quantifying an individual score's position relative to a distribution. It also covers comparing sample means to hypothesized population means, comparing independent and repeated groups, one-way ANOVA for comparing multiple groups, chi-square for categorical data, correlation for assessing linear relationships between variables, and linear regression for prediction. The goal is to equip the reader with methods for statistical inference and decision making when analyzing data involving comparisons.

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    Z Scores

    Uploaded by

    Dela Cruz Genesis
    20 views19 pages
    This document discusses hypothesis testing and statistical techniques for comparing groups and variables. It introduces z-scores for quantifying an individual score's position relative to a distribution. It also covers comparing sample means to hypothesized population means, comparing independent and repeated groups, one-way ANOVA for comparing multiple groups, chi-square for categorical data, correlation for assessing linear relationships between variables, and linear regression for prediction. The goal is to equip the reader with methods for statistical inference and decision making when analyzing data involving comparisons.

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    Z SCORES

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    z-scores

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    This document discusses hypothesis testing and statistical techniques for comparing groups and variables. It introduces z-scores for quantifying an individual score's position relative to a distribution. It also covers comparing sample means to hypothesized population means, comparing independent and repeated groups, one-way ANOVA for comparing multiple groups, chi-square for categorical data, correlation for assessing linear relationships between variables, and linear regression for prediction. The goal is to equip the reader with methods for statistical inference and decision making when analyzing data involving comparisons.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    20 views19 pages

    Z Scores

    Uploaded by

    Dela Cruz Genesis
    This document discusses hypothesis testing and statistical techniques for comparing groups and variables. It introduces z-scores for quantifying an individual score's position relative to a distribution. It also covers comparing sample means to hypothesized population means, comparing independent and repeated groups, one-way ANOVA for comparing multiple groups, chi-square for categorical data, correlation for assessing linear relationships between variables, and linear regression for prediction. The goal is to equip the reader with methods for statistical inference and decision making when analyzing data involving comparisons.

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    HYPOTHESIS TESTING

     How do you compare apples and


    oranges?
     Are you as good a student of French as
    you are in Physics?
     How many people did better or worse
    than you on a test?
     Are you abnormal or deviant?
     Should you ask your professor to curve
    the exam?
     Each of these questions suggests a
    comparison. Sometimes when you
    analyze data, you will need to compare
    scores within a sample (are you
    abnormal or deviant?) or across
    variables (as good in French as
    Physics). To do so effectively, you will
    need to present the comparisons in a
    way that facilitates decision making.
     You may be asked:
     What percentage of people falls below
    a given score?
     What is the relative standing of a score
    in one distribution versus another?
     What score or scores can be used to
    define an extreme or deviant situation?
     You can do all of these with the Z-
    Score!
     You enter your dorm room and find that one of your
    roommates has a happy face, but your other roommate is sad:

     What's happened! Why are you so happy?


     Hurray, I got a 60 on the Physics test!!!

    They have the same score!


    Why the different reactions?
     And why are you so sad?
     Wah!, I got a 60 on the French test!!!
     So what does this have to do with the French and Physics
    tests?

    The Big Idea!


    Where you are relative to others in the distribution
    determines how well you did.

     Now that you can see the distributions of test scores, explain
    why your roommates are happy and sad.
     Now we can quantify your place in a
    distribution. You don't have to always draw a
    picture. We will do this with the Z-Score.
     Formula:

     where: x = individual score


    x = sample mean
    SD = sample standard deviation
     When analyzing data, you may have to
    decide if a sample mean is different
    from a hypothesized population mean.
     To do this, you must have
    measurement data, calculate the mean
    and standard deviation for your
    sample, and know something about the
    population.
     For example:
     You hear that the average person sleeps 8 hours a day.
    You think college students sleep less. You ask 20
    college kids how long they sleep on an average day.
    You get the data and the mean sleep time is 6.5 hours.
     Is this luck? Did you happen to pick a group of light
    sleepers by chance? Or do college kids really sleep
    less?
     What you are asking is whether college kids come
    from a population separate from the rest of society.
    "Society" supposedly is all the people who contributed
    to the mean of 8 hours a night that we hear about.
     In the process of doing research, you may have to
    decide if two groups are different. To do this, you
    must have measured data and calculate the mean
    and standard deviation for each of the groups. For
    example:
     Do men and women perform differently on a test of
    spatial ability?
     Does one drug treat headache pain more effectively
    than another?
     Do College Juniors sleep more than College Seniors?
     So far, we have not mentioned how the groups are
    chosen. There are two choices:
     Independent Groups - Each group is randomly
    selected with separate people in each group.

     Repeated Groups, Within Subjects, Matched Groups -


    The same folks are tested twice. You use identical
    twins. People are pretested and paired on some
    characteristic.
     Here's the reason to do one versus the other:
    Independent Groups:
    It is easy to find subjects. It is the only design that works when
    you use variables such as Gender - you can't change men into
    women and vice versa for the second trial.

    Repeated Groups:
    Fewer subjects are needed.
    More statistical power because:
     These designs reduce experimental error as you reduce the
    chance that you randomly select wildly different kinds of
    individuals for each group.
     Technically, you subtract a covariance term in the standard
    error and make it smaller. Thus, you get a bigger t-ratio and
    this makes it more likely that you will get significance.
     Find out if ANY groups in a set larger than two differ
    significantly from each other. As data analysts, you may have to
    find out if any groups in a set of 3 or more groups differ from
    each other. To do this, you must have measurement data and
    calculate the mean and standard deviation for each of the
    groups in the study. In one-way analysis of variance (ANOVA),
    you can ask three types of questions:
     Do ANY of the groups differ significantly from each other?
    The F-ratio will tell us this!
     Which specific groups differ?
    Comparison Techniques will tell us this!
     Are the differences relatively big or small?
    Measures of Explained Variance will tell us this!
     Here's the issue in a nutshell:
     You have an independent variable,
    which defines your groups.
     You have three or more groups so
    defined.
     Which groups differ from each other?
    There are a lot of possible pairs if you
    have more than two groups.
     All of the inferential statistics that we
    have learned require measurement
    data. We often have questions, though,
    about classifications or categories. The
    chi-square statistic allows us to test
    hypotheses using nominal or
    categorical data.

    Great news! There are only two big


    ideas in chi-square!
     How Do You Say Chi-Square!
    Many people embarrass themselves by
    saying CHEE - Square.
    Ha Ha - you will be laughed at!

    The following illustration will give you the correct


    pronunciation! It's like the beginning of KITE.
     It's All About Whether or Not
    Proportions Differ

    Chi-square is an incredibly useful


    statistic. What it does is test whether
    one set of proportions is different from
    another. It does this by comparing
    frequencies.
     At some point in your career as a data analyst you
    may be asked to describe the association between
    variables or to predict one variable from another.
    Statistical techniques called correlation and linear
    regression allow us to do this.

    The purpose of Pearson's Correlation Coefficient is


    to indicate a linear relationship between two
    measurement variables. This means that if you have
    two sets of scores, you want to know: Does one score
    predict another?
     For example:
     Do your combined SAT scores predict your college GPA?
    Or why bother to take the SATs?
     Does stress predict how well you will do on an exam or other
    cognitive task?
    Might be good to know for people who have stressful jobs. Let's
    yell at our computer programmers more - then we'll get some
    good bugfree code.
     Does a baby's birth weight predict how many colds it will have
    in infancy?
    Doctors and parents might want to know this.
    In all these cases, you want to know if one score is high, is the
    other also high? If one is low, is the other also low?

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