SAN JOS STATE UNIVERSITY

School of Social Work ScWk 242 Spring 201 !"#"r All"n $""

On" Varia%l" &hi'S()ar" T"*# an+ &hi'S()ar" T"*# for In+"p"n+"nc" Uni,aria#" S#a#i*#ic* Univariate statistics examine one variable at a time. This can be descriptive statistics on a variable, or other statistical tests done on the characteristics within a single variable. Th" On" Varia%l" &hi'S()ar" T"*# Now we get to learn our first statistical test ! This is the one variable Chi-square test. t is a nonparametric test useful for univariate statistical anal!ses with categorical and nominal variables. "emember that a categorical and nominal variable refers to a variable with # or more subcategories without value or order $e.g. coin flip, gender, ethnicit!, !es%no&. n our pro'ect ()ife *atisfaction of +*, *tudents-, suppose we wanted to assess statisticall! the gender proportion of our sample of students. ... ,hat are some reasons we might want to do this/ ,e can now address this question more scientificall!.

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2 0 2bserved frequencies 3 0 3xpected frequencies df 0 5 - 6 $5 0 the 7 of nominal subcategories of measurement 283 ## - 69 0 : ? - 69 0 -: $2 8 3&# $:&#0 ;< $-:&#0 ;< $2 8 3&# % 3 ;< % 69 0 =.#>: ;< % 69 0 =.#>: 20 >.9=;

,omen +en

2 $observed& ## ?

3 $3xpected& 69 69

@or all our statistical tests and examination of our h!potheses, we will be using a specific formatA ntroducing the -'*#"p for.a#A 6. #. =. ;. 9. Bariables involved, B and CB, and level of measurement Null D!pothesis $Do& the Elternative D!pothesis $DE& - Elpha )evel *tatistical Test and Cistribution Critical "egion and Cegrees of @reedomF Craw the picture of the distribution with the critical region$s& >. Table of "esults $ta5e results from the computer output& :. "esultsA p-value and decision to accept or re'ect the null h!pothesis ?. 3xplanation%interpretation of results and conclusion Gefore doing an! anal!ses, !ou should be able to complete steps 6, #, =, and ;.

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6. Iender $@emale or +ale& is the onl! variable. Iender can be considered categorical with two sub-categories. #. Do A There is no difference in the proportion of students who are female and male. DE A There is a difference in the proportion of students who are female and male. ... ,hat if !ou had a directional h!pothesis/ DE A DE A There are more female students than male students. There are more male students than female students

=. 0 .J9 $significance level accepted for social sciences& ...@K 0 .J6 is used for more conservative research, 0 .JJ6 for medical tests and clinical trials ;. *tatistical Test and Cistribution 2ne Bariable Chi-*quare and a Chi-*quare distribution ,e are using our MSW Life Satisfaction data set. Clic5 on Anal/0", Nonpara."#ric Tests, $"gac/ 1ialog*, and then &hi'S()ar". n the Chi*quare Test ,indow, select the LgenderL variable. *elect Op#ion* and chec5 the (1"*crip#i,"*- box. Then clic5 &on#in)" and O2 and *H** will generate !our results. @rom these results, !ou can complete steps 9, >, :, and ?. 9. Critical "egion and Cegrees of @reedom The critical region is defined b! 0 .J9 df 0 5 - 6 0 6

Critical Region

3.84 >. Table of results

1"*crip#i," S#a#i*#ic* N Iender Iender =J +ean 6.:= *td. Ceviation .;9J +inimum 6 +aximum #

&hi'S()ar" T"*#
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3r"()"nci"*
4"n+"r 4"n+"r 2bserved N 6 male # female Total ? ## =J 3xpected N 69.J 69.J "esidual -:.J :.J Chi-*quare df Es!mp. *ig. a. J cells $J.JN& have expected frequencies less than 9. The minimum expected cell frequenc! is 69.J. T"*# S#a#i*#ic* Iender Iender >.9==a 6 .J66

:. "esultsA The X# value of >.9== exceeds the critical value of =.?; and the p-value of .J66 is less than alpha of .J9. Therefore the null h!pothesis is re'ected and the alternative h!pothesis accepted. There is a significant difference in the proportion of females and males in our sample. *pecificall!, there are more females than males. ?. 3xplanation%interpretation of results and conclusion 1from a h!pothetical literature review4 @rom these results, there are significantl! more females than males. f our sample is representative, this indicates that social wor5 students are more li5el! to be female. f the sample is not representative, then the stud! findings will not full! generaliMable especiall! in terms of interpretations regarding males given the over-representation of females. 555 3YI6 Dow are the binomial test and the one-variable chi-square test similar/ The binomial test is also used on categorical nominal variables, but onl! when that variable has two and onl! two subcategories. -----------------------------------------------------------------------------------------------------------------------------------7i,aria#" S#a#i*#ic* Givariate statistics examine the relationship between two variables. The possible t!pes of variable combinations we can examine are testing the relationship betweenA # categorical variables, 6 categorical variable and 6 continuous variable, and # continuous variables. @irst, we will focus on the first variable combination of comparing a categorical variable with another categorical variable. -----------------------------------------------------------------------------------------------------------------------------------Th" &hi'S()ar" T"*# for In+"p"n+"nc" or &hi'S()ar" T"*# of A**ocia#ion ,hat is the relationship between the gender of the students and their ethnicit!/ The following is called a &ro**#a%* tableA ,hite Glac5 )atino Esian 2ther "ow
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+ales @emales Column Totals

= $#.;& > $>.>& <

# $J.?& 6 $#.#& =

6 $#.;& ? $>.>& <

# $6.>& ; $;.;& >

J $J.?& = $#.#& =

Totals ? ## =J

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2 0 2bserved frequencies 3 0 3xpected frequencies $row total x column total&%grand total df 0 $"-6& x $C-6& where " 0 number of rows $subcategories in B& C 0 number of columns $subcategories in CB& 283 = 8 #.; 0 J.> # 8 J.? 0 6.# 6 8 #.; 0 -6.; # 8 6.> 0 J.; J 8 J.? 0 -J.? > 8 >.> 0 -J.> 6 8 #.# 0 -6.# ? 8 >.> 0 6.; ; 8 ;.; 0 -J.; = 8 #.# 0 J.? $2 8 3&# $J.>&#0 J.=> $6.#&#0 6.;; $-6.;&#0 6.<> $J.;&#0 J.6> $-J.?&#0 J.>; $-J.>&#0 J.=> $-6.#&#0 6.;; $6.;&#0 6.<> $-J.;&#0 J.6> $J.?&#0 J.>; $2 8 3&# % 3 J.=> % #.; 0 J.69 6.;; % J.? 0 6.?J 6.<> % #.; 0 J.?# J.6> % 6.> 0 J.6J J.>; % J.? 0 J.?J J.=> % >.> 0 J.J9 6.;; % #.# 0 J.>9 6.<> % >.> 0 J.=J J.6> % ;.; 0 J.J; J.>; % #.# 0 J.#< 20 9.JJ

+ale and ,hite +ale and Glac5 +ale and )atino +ale and Esian +ale and 2ther @emale and ,hite @emale and Glac5 @emale and )atino @emale and Esian @emale and 2ther

2 $observed& = # 6 # J > 6 ? ; =

3 $3xpected& #.; J.? #.; 6.> J.? >.> #.# >.> ;.; #.#

,e are still using the (+*, *tudent )ife *atisfaction- data. Gefore doing the anal!sis, !ou should be able to complete steps 6, #, =, and ;. Kou now want to 5now if there is a relationship between gender and ethnicit!. Use the ?-step format. 6. The two variables of interest are gender and ethnicit!. Iender is categorical and nominal and 3thnicit! is categorical and nominal. #. Do A There is no relationship between gender and ethnicit! DE A There is a relationship between gender and ethnicit! ... ,hat would *tep # be if !ou had a directional h!pothesis/ =. 0 .J9 $significance level accepted for social sciences& ;. *tatistical Test and Cistribution Chi-*quare test for independence $or association& and a Chi-*quare distribution Clic5 on Anal/0", 1"*crip#i," S#a#i*#ic*, and &ro**#a%*... n the Crosstabs window, move !our (gender- variable into the row$s& portion and !our (ethnicit!variable into the column$s& section. Ienerall!, in the Crosstabs ,indow, !ou would place the independent variable in the row box and the dependent variable in the column box. )oo5 at the S#a#i*#ic* and &"ll* options and choose the appropriate settings. ,hen !ou are read!, clic5 2O. @rom these results, !ou should be able to complete the steps 9, >, :, and ?. 9. Critical "egion and Cegrees of @reedom
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The critical region is defined b! 0 .J9 df 0 $"-6& x $C-6& 0 $#-6& x $9-6& 0 $6x;& 0 ;

Critical Region

>. Table of "esults

9.49

&ro**#a%*
4"n+"r 4"n+"r 5 E#hnici#/ E#hnici#/ &ro**#a%)la#ion 3thnicit! 3thnicit! 6 ,hite%3uropean Emerican Count 3xpected Count 6 male N within Iender =:.9N Iender Iender # female Iender Count 3xpected Count N within Iender #:.=N Iender Count 3xpected Count Total N within Iender =J.JN Iender 6J.JN =J.JN #J.JN 6J.JN 6JJ.JN < <.J = =.J < <.J > >.J = =.J =J =J.J ;.9N =>.;N 6?.#N 6=.>N 6JJ.JN > >.> 6 #.# ? >.> ; ;.; = #.# ## ##.J #9.JN 6#.9N #9.JN J.JN 6JJ.JN = #.; # Glac5%Efrican Emerican # .? = )atino%Dispanic 6 #.; ; Esian%Hacific slander # 6.> J .? ? ?.J 9 2ther Total

&hi'S()ar" T"*#* Balue df Es!mp. *ig. $#sided& Hearson Chi-*quare )i5elihood "atio )inear-b!-)inear Essociation N of Balid Cases 9.JJJ
a

; ; 6

.#?: .#=6 .#::

9.>J6 6.6?J =J

a. ? cells $?J.JN& have expected count less than 9. The minimum expected count is . ?J.

:. "esultsA The X# value of 9.JJ does not exceed the critical value of <.;< and the p-value
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of .#?: is greater than alpha of .J9. Therefore the null h!pothesis is accepted. There is not a significant relationship between gender and ethnicit!. ?. 3xplanation%interpretation of results and conclusion 1from a h!pothetical literature review4 @rom these results, there is no relationship between gender and ethnicit!. This provides evidence that there is no particular disproportion in gender representation across ethnic groups. S!SS #hing* /o) *ho)l+ kno86 Harametric and nonparametric tests and when to use them 2ne Bariable Chi-*quare test Dow to use the Crosstabs function Chi-square test for independence or association Understand and answer each part of the ?-step format Dow to interpret output from these functions

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