UNIVERSITY OF MADRAS

DEPARTMENT OF MANAGEMENT STUDIES

QUANTITATIVE TECHNIQUES
ASSIGNMENT

Staff
Dr. J. Khaja Sheriff, Ph.D (Assistant Professor)

By
Karthik.S Roll No.:22
Register Number:32312033 First Year, MBA (REGULAR), DOMS,

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UNOM

1. A pool of participants was randomly divided into FIVE treatment groups. The groups were administered daily doses of vitamin C over a 12-month period. The data in the table represents the number of cold and flu viruses reported by the participant as a function of their vitamin C dosage. Using = .05, analyze the data using the correct statistical procedure. 0mg 6 5 3 2 250mg 3 4 5 4 3 3 4 2 500mg 4 1 0 3 1000mg 1 0 2 1 2000mg

X1 = 16 X12 = 74 XTOT = 56 XTOT2 = 210

X2 = 16 X22 = 66

X3 = 12 X32 = 38

X4 = 8 X42 = 26

X5 = 4 X52 = 6

What kind of an ANOVA will you need to conduct?

One-way ANOVA

STEP 1: State the null and alternative hypotheses.

Ho : The means are the same for each condition H1 : At least one of these group means is different from another

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STEP 2: Set up the criteria for making a decision about your null hypothesis.

dfbetween = K 1 = 5 1 = 4 dfwi/error = N K = 20-5 = 15 so Fcrit = 3.06

STEP 3: Summarize the data into the appropriate tests statistic.

SStot = 210 (562/20) = 53.2

SSwithin/error = (74 [162/4]) + (66 [162/4]) + (38 [122/4]) + (26 [82/4]) + (6 [42/4]) = 10+2+2+10+2 = 26

SSbetween/group = ([162/4] + [162/4] + [122/4] + [82/4] + [42/4]) - (562/20) = (64+64+36+16+4)-156.8 = 27.2

MSbetween/group = 27.2/4 = 6.8

MSwithin/error = 26/15 = 1.73

F = 6.8/1.73 = 3.93 STEP 4: Evaluate the null hypothesis: Reject for Fail to Reject?

STEP 5: If appropriate, use a Tukey HSD post-test to determine which means are different from one another.

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HSD = 4.37 (SQRT [1.73/4]) = 2.87

Mean1 = 4; Mean2 = 4; Mean3 = 3; Mean4 = 2; Mean5 = 1 so,

Mean1 Mean2 = 4 4 = 0 Mean1 Mean3 = 4 3 = 1 Mean1 Mean4 = 4 2 = 2 Mean1 Mean5 = 4 1 = 3*** significant difference Mean2 Mean3 = 4 3 = 1 Mean2 Mean4 = 4 2 = 2 Mean2 Mean5 = 4 1 = 3*** Significant difference Mean3 Mean4 = 3 2 = 1 Mean3 Mean5 = 3 1 = 2 Mean4 Mean5 = 2 1 = 1

STEP 6: Calculate and interpret Eta-Squared.

2 = 27.2/53.2 = .51 51% of the overall variability in our experiment is due to the fact that we have different groups. 2. Given the below information, find Fcrit for a One-Way ANOVA: A) = .01, dfbetween/group = 7, dfwithin/error = 60 __2.95____

B) = .01, dfbetween/group = 4, dfwithin/error = 30

__4.02____

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C) = .05, dfbetween/group = 5, dfwithin/error = 100

__2.30____

D) = .05, dfbetween/group = 3, dfwithin/error = 24

__3.01____

3. Complete the One-Way ANOVA summary table (you do NOT need raw data to do this). Source SS df MS F

Between (group)

80

40

23.95

Within/Error

20

12

1.67

Total

100

14

4. A new treatment meant to help those with chronic arthritis pain was developed and tested for its long-tern effectiveness. Participants in the experiment rated their level of pain on a 0 (no pain) to 9 (extreme pain) scale at three-month intervals. Was the treatment effective? = .05. Participant 1 p1 = 27 2 p2 = 20 3 p3 = 24 4 p4 = 18 5 5 4 4 7 6 6 5 6 5 5 4 Before 8 3mo 7 6mo 6 9mo 6

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X1 = 26 pTOT = 89 X12 = 174 XTOT = 89 XTOT2 = 515

X2 = 23

X3 = 21

X4 = 19

X22 = 135 X32 = 113 X42 = 93

What kind of an ANOVA will you need to conduct?

Repeated-measures ANOVA

STEP 1: State the null and alternative hypotheses.

Ho : The means are the same for each condition H1 : At least one of these group means is different from another OR people experienced less pain after receiving at least one of these doses compared to at least one other dose.

STEP 2: Set up the criteria for making a decision about your null hypothesis.

dfbetween = K 1 = 4 1 = 3 dferror = (k-1)(s-1) = 3*3 = 9 so Fcrit = 3.86

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STEP 3: Summarize the data into the appropriate tests statistic.

SStot = 515 (892/16) = 19.94

SSbetween/group = ([262/4] + [232/4] + [212/4] + [192/4]) - (892/16) = (169+132.25+110.25+90.25)-495.06 = 6.69

SSwithin/error = (174 [262/4]) + (135 [232/4]) + (113 [212/4]) + (93 [192/4]) = 5+2.75+2.75+2.75 = 13.25

SSsubjects/within pure = (272/4 + 202/4 + 242/4 + 182/4) (892/16) = (182.25+100+144+81) 495.06 = 12.19 SSerror = SSwithin/error - SSsubjects/within pure = 13.25-12.19 = 1.06

MSbetween/group = 6.69/3 = 2.23

MSerror = 1.06/9 = .118

F = 2.23/.118 = 18.90

STEP 4: Evaluate the null hypothesis: Reject for Fail to Reject?

Interpret your decision. That is, what do you conclude from this experiment.

The dosage did affect the amount of pain participant felt.

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If you wanted, could you conduct a post-hoc test on this data?

YES 5. Neuroscience researchers examined the impact of environment on rat development. Rats were randomly assigned to be raised in one of the four following test conditions: Impoverished (wire mesh cage - housed alone), standard (cage with other rats), enriched (cage with other rats and toys), super enriched (cage with rats and toys changes on a periodic basis). After two months, the rats were tested on a variety of learning measures (including the number of trials to learn a maze to a three perfect trial criteria), and several neurological measure (overall cortical weight, degree of dendritic branching, etc.). The data for the maze task is below. Compute the appropriate test for the data provided below. Impoverished Standard Enriched Super Enriched 22 17 12 8 19 21 14 7 15 15 11 10 24 18 12 19 9 15 9 12

Source

SS

df

MS

Between 323.35 Within Total

3 107.7833 12.71 8.475

135.6 16 458.95 19

1. What is your computed answer? F = 12.71 (3,16) p < .01 2. What would be the null hypothesis in this study? Environment will have no impact on learning ability as operationalized by maze performance in rats. 3. What would be the alternate hypothesis? Environment will have an impact on learning ability as operationalized by maze performance in rats. 4. What is your Fcrit? Fcrit = 5.29 5. Are there any significant differences between the four testing conditions? Yes There is no significant difference between the impoverished group and the standard group (Fcomp = 2.32 and qobs= 2.15, n.s.). There is a significant difference between the impoverished group and both the enriched and
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supenriched group (Fcomp = 16.15 and qobs= 5.68, p < .01) and Fcomp = 31.90 and qobs= 7.98, p < .01), respectively). There is no significant difference between the standard group and the enriched group (Fcomp = 6.24 and qobs= 3.53, n.s.). There is a significant difference between the standard group and the supenriched group (Fcomp = 17.03 and qobs= 5.83, p < .05). There is no significant difference between the enriched group and the superenriched group (Fcomp = 2.65 and qobs= 2.30, p < .05)). 6. Interpret your answer. Environment may have an impact on ability to learn. Differences were found between groups when each group is compared to a group at least two levels above the one under study. Thus for example, there is a difference between the impoverished and the enriched and superenriched but not between the impoverished and the standard groups. 6. A researcher is concerned about the level of knowledge possessed by university students regarding United States history. Students completed a high school senior level standardized U.S. history exam. Major for students was also recorded. Data in terms of percent correct is recorded below for 32 students. Compute the appropriate test for the data provided below. Education Business/Management Behavioral/Social Science Fine Arts 62 72 42 80 81 49 52 57 75 63 31 87 58 67 48 26 36 68 39 79 40 15 80 22 71 68 76 64 28 29 62 45

Source Between Within Total

SS 63.25

df

MS

3 21.0833333333 .04 439.2232143

12298.25 28 12361.5 31

1. What is your computed answer? F = .04 (3,28), not significant 2. What would be the null hypothesis in this study? There will be no difference in history test scores between students with different academic major.

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3. What would be the alternate hypothesis? There will be a difference somewhere in history scores between the four groups with different academic major. 4. What probability level did you choose and why? p = .05 There is little risk involved if either a Type I or a Type II major is made. 5. What were your degrees of freedom? 3, 28 6. Is there a significant difference between the four testing conditions? No significant differences were found between the four groups in terms of performance on a U.S. history exam. 7. Interpret your answer. Students regardless of academic major performed equally (in this case poorly) on a high school senior standardized U.S. history exam. 8. If you have made an error, would it be a Type I or a Type II error? Explain your answer. If I have made an error, it would be a Type II error. There really is a difference in history knowledge between academic major but somehow I failed to demonstrate that with this study. 7. A researcher is concerned about the level of knowledge possessed by university students regarding United States history. Students completed a high school senior level standardized U.S. history exam. Major for students was also recorded. Data in terms of percent correct is recorded below for 32 students. Compute the appropriate test for the data provided below. Education Business/Management Behavioral/Social Science Fine Arts 62 72 42 80 81 75 58 67 48 26 36 49 63 68 39 79 40 15 52 31 80 22 71 68 76 57 87 64 28 29 62 45

Source Between Within Total

SS 63.25

df

MS

3 21.0833333333 .04 439.2232143

12298.25 28 12361.5 31

1. What is your computed answer? F = .04 (3,28), not significant

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2. What would be the null hypothesis in this study? There will be no difference in history test scores between students with different academic major. 3. What would be the alternate hypothesis? There will be a difference somewhere in history scores between the four groups with different academic major. 4. What probability level did you choose and why? p = .05 There is little risk involved if either a Type I or a Type II major is made. 5. What were your degrees of freedom? 3, 28 6. Is there a significant difference between the four testing conditions? No significant differences were found between the four groups in terms of performance on a U.S. history exam. 7. Interpret your answer. Students regardless of academic major performed equally (in this case poorly) on a high school senior standardized U.S. history exam. 8. If you have made an error, would it be a Type I or a Type II error? Explain your answer. If I have made an error, it would be a Type II error. There really is a difference in history knowledge between academic major but somehow I failed to demonstrate that with this study. 8. Year in school and car accidents. 10th 11th 12th 2 13 4 9 17 8 3 14 2 1 9 1 7 1 4 SS 150.53 228.80 379.33 df 2 12 14 ms 75.27 19.07 27.10

Between Within Total F = 3.95 Which grade has the most car accidents: The critical value is 3.74, so F is significant. You can now do multiple t-tests to discover which means are significantly different from each other. 9. House color and peoples stay (in years). Blue Green Peach 8 11 4 7 9 8 3 7 9 1 18 2 9 12 4 SS df ms Between 116.13 2 58.07 Within 151.60 12 12.63 Total 267.73 14 19.12

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F = 4.60 Which color of house is lived in the longest (in years)? The critical value is 3.74, so F is significant. You can now do multiple t-tests to discover which means are significantly different from each other. 10. Susan Sound predicts that students will learn most effectively with a constant background sound, as opposed to an unpredictable sound or no sound at all. She randomly divides twenty-four students into three groups of eight. All students study a passage of text for 30 minutes. Those in group 1 study with background sound at a constant volume in the background. Those in group 2 study with noise that changes volume periodically. Those in group 3 study with no sound at all. After studying, all students take a 10 point multiple choice test over the material. Their scores follow: group 1) constant sound 2) random sound 3) no sound test scores 74686629

55344722 24712155

x1 7 4 6 8 6 6 2 9

x1 2 49 16 36 64 36 36 4 81

x2 5 5 3 4 4 7 2 2

x22 25 25 9 16 16 49 4 4

x3 2 4 7 1 2 1 5 5

x3 2 4 16 49 1 4 1 25 25

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Sx1 = 48 (Sx1)2 = 2304 M1 = 6

Sx12 = 322

Sx2 = 32 (Sx2)2 = 1024 M2 = 4

Sx22 = 148

Sx3 = 27 (Sx3)2 = 729

Sx32 = 125

M3 = 3.375

= 595 - 477.04 SStotal = 117.96

= 507.13 - 477.04 SSamong = 30.08 SSwithin = 117.96 - 30.08 = 87.88 Source SS df MS F

Among 30.08 2 15.04 3.59 Within 87.88 21 4.18

*(according to the F sig/probability table with df = (2,21) F must be at least 3.4668 to reach p < .05, so F score is statistically significant) Interpretation: Susan can conclude that her hypothesis may be supported. The means are as she predicted, in that the constant music group has the highest score. However, the signficant F only indicates that at least two means are signficantly different from one another, but she can't know which specific mean pairs significantly differ until she conducts a post-hoc analysis (e.g., Tukey's HSD).

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