Hypothesis Testing

Roberto G. Sagge, Jr.,PhD

• The process of making inferences or
generalization on a population based on
the results of the study on the samples.
Hypothesis (e)

• It is a statement or tentative theory that

aims to explain facts about the real world.
• It is an educated guess based on pertinent
evidences
• It is an assumption made about the
probability distribution of the population
Two types of statistical hypothesis

A. Null Hypothesis
• The hypothesis that we hope to reject or do not
reject.
• The hypothesis stating that there are no
difference between the procedures.
• It represents the status quo to the party
performing the sampling experiment.
• It is the hypothesis that will be rejected unless
the data provide a convincing evidence that it is
false.
B. Alternative Hypothesis
• The hypothesis that will be accepted if the data
provide convincing evidence of its truth.
• The hypothesis that differs or shows the
opposite of the given hypothesis.
• It represents the hypothetical statement that the
researcher wants to prove.
Example:
• H0: There is no significant difference in the
performance of male and female nursing
students in Biostatistics.

• Ha: Significant differences existed in the

performance of male and female nursing
students in Biostatistics.
Tailedness of the Test

A. Two-tailed
• Is used for a nondirectional hypothesis.
• Assumes that an extreme score can occur in
either tail of the normal curve.
• Is less powerful than a one-tailed test of
significance.

B. One-tailed
• Is used with directional hypothesis
Example:
• Significant differences existed between the
performance in Biostatistics of first born nursing
students and last born nursing. (Two-tailed)

• First born nursing students perform better in

Biostatistics than the last born nursing students.
(One-tailed)
Types of Errors

A. Type I Error
• The error committed when the null hypothesis is
rejected when in fact it is true and the null
hypothesis is false.

B. Type II Error
• The error committed when the null hypothesis
is not rejected when in fact it is false and the
alternative hypothesis is true.
Level of Significance
• For test involving statistical decision, it is customary
to use a 5% or 1% level of significance.

• An α = 0.05 or 5% level of significance implies that

we are 95% confident that we have made the right
decision. Also it means that when a different set of
samples was taken from the sample population, the
probability of getting a result which is the same as
the one presently under study is 95% and the
probability of getting a different result is 5%.

• The argument follows for α = 0.01 or 1%

Decision when to reject and
not to reject the Null
hypothesis (for SPSS)
1. If p > α – not significant (do not
reject H0)

2. If p ≤ α – significant (reject H0)

Steps in Hypothesis Testing
Problem:
1. H0
Ha
2. α
3. Statistical Tool (Test)
4. Computation (p)
5. Decision
6. Conclusion
Is there a significant relationship between students’
performance in science and math?

1. H0: There is no significant relationship between students’

performance in science and math.
Ha: Significant relationship existed between students’
performance in science and math.
2. α = .05
3. Pearson r
4. r = .095 (refer to SPSS output)
p = 0.512
5. p > α, do not reject H0
6. There is no significant relationship between students’
performance in science and math.
Statistical Tools/ Test

A. Parametric Test
• if the data are normally distributed
(Shapiro-Wilk Test)
• more than 30 samples
• probability sampling technique was used
to select the sample
Test for Normality
SPSS - Analyze –
Descriptive Statistics -
Explore
Place all variables
you need to
check in
Dependent List

Plots – check
Normality plots
with tests –
continue
Shapiro-Wilk is used when we have 100
data or less
Data are normally distributed if p > 0.05
since null hypothesis for Shapiro-Wilk is
Ho: The data are normally distributed
Pearson’s r
• test used to measure relationship
(correlation) between interval variables

Example.
Is there a significant relationship between
students performance in Science and Math?
Is there a significant relationship between
students’ performance in Science and
Math?

• H0 : There is no significant relationship

between students’ performance in Science
and Math.
• Ha : Significant relationship existed between
students’ performance in Science and Math.
• α = 0.05
• test: Pearson’s r
• Computation (Analyze – correlate – bivariate
– check Pearson)
• r = 0.897 p = 0.000
• Decision: p < α ; reject H0
• Conclusion: Significant relationship,
specifically, a very strong relationship existed
between students’ performance in Science
and Math.
Interpreting the Value of r
r interpretation
1.00 perfect
0.81 - .99 Very strong
0.61 - .800 Strong
0.41 - .600 Moderate
0.21 - .400 Weak
0.01 - .200 Very weak
0.00 No relationship
• Determination Coefficient
r = 0.897 ; = 0. 805 = 80.5%
• 80.5% of students performance in science
can be attributed to students performance
in math. The remaining 19.5% can be to
other factors not tested.
Graph

Click Graphs –
Legacy Dialogs –
Scatter/Dot
Graph

Click Graphs –
Legacy Dialogs –
Scatter/Dot

Choose Simple
Scatter - Define
Key in the
variables to Y
and X Axis - OK

Note: Its doesn’t

matter if the
variables
interchange their
position
Double
click the
output
(graph)
The Chart
Editor will
pop out

Click Add
Fit Line at
Total
Go to Fit Line –
Linear - Close
Point Biserial
• test used to measure relationship
(correlation) between interval and
nominal (dichotomous) variables.

Example.
Is there a significant relationship between
sex and performance in Science?
Is there a significant relationship between
sex and students’ artistic ability?

• H0 : There is no significant relationship

between sex and students artistic ability.
• Ha : Significant relationship existed between
sex and students’ artistic ability.
• α = 0.05
• test: Point Biserial
• Computation (Analyze – correlate – bivariate
– check Pearson)
• rpb = -0.404 p = 0.016
• Decision: p < α ; reject H0
• Conclusion: Significant relationship,
specifically, negative moderate relationship
existed between sex students’ artistic ability
• Computation (Analyze – descriptive statistics
– crosstabs – key in the variables)
• Click – statistics – check correlations –
continue - OK )
 • Click – statistics – check chi-square – continue
- OK )

• rpb = -0.404 p = 0.016

• Decision: p < α ; reject H0
• Conclusion: Significant relationship,
specifically, negative moderate relationship
existed between sex students’ artistic ability
Exercises

1. Is there a significant relationship between

students’ performance in Science and
College entrance test?
2. Is there a significant relationship between
sex and performance in CET?
Linear Regression
• test used to predict the dependent
variable from the given independent
variable.

Example.
Is College entrance test result predictor of
achievement in Science?
Is college entrance test a predictor of
achievement in Science?

• H0 : College entrance test is not a

significant predictor of achievement in
Science.
• Ha : College entrance test is a significant
predictor of achievement in Science.
• α = 0.05
• test: Linear Regression
• Computation Computation (Analyze –
Regression – Linear)
• F = 58.300 p = 0.000
• Decision: p < α ; reject H0
• Conclusion: College entrance test is a significant
predictor of achievement in Science. In fact, 63.9% of
the variance in Science is accounted for by the
performance in College entrance examination .
Linear Model

𝑦 ′ = a + bx

𝑦 ′ = 55.186 + 0.075(CET)
Multiple Linear Regression
• test used to predict the dependent
variable from several independent
variables.

Example.
Is College entrance test result, sex and
performance in English predictors of
achievement in Science?
Is college entrance test, sex and performance in
English predictors of achievement in Science?

• H0 : College entrance test, sex and performance

in English are not a significant predictors of
achievement in Science.
• Ha : College entrance test, sex and performance
in English are significant predictors of
achievement in Science.
• α = 0.05
• test: Multiple Linear Regression
• Computation Computation (Analyze –
Regression – Linear)
p = 0.000 ; p < .05
• There is a significant predictor among the
independent variables
CET t = 0.606 p = 0.549 ; Sex t = 0.365 p =
0.718 ; English t = 5.922 p = 0.000

• Predictors if p < α;
• Decision: reject H0
• Conclusion: Only performance in English is a
significant predictor of performance in
Science. In fact, 83.1% of the variance in
Science is accounted for by the performance
in English.

Linear Model
y = a + bx
y = 9.969 + 0.818(English)
Exercises

1. Is sex a predictor of achievement in artistic

ability of students?

2. Is father’s educational qualification, sex

and choice of drinks predictors of college
entrance test?
t – test
• used to compare two means.

• Example. 1. In a sample mean in artistic

ability significantly different from the
National mean of 80? (one sample t-test)
Is the sample mean in artistic ability
significantly different from the National mean
of 80?

• H0 : There is no significant difference in the

sample mean and National mean of 80.
• Ha : Significant differences existed in the
sample mean and National mean of 80.
• α = 0.05
• test: One sample t-test
• Computation (Analyze – compare means –
one-sample)

Change the Test

Value to 80
• t = 4.558 p = 0.000
• Decision: p < α ; reject H0
• Conclusion: Significant differences existed in
the sample mean and National mean of 80.
* The sample mean in artistic ability is much
higher than the National mean of 80.
t – test for Dependent Sample
• t-test for dependent sample - comparing
the same groups

• Do students differ in their performance in

the pretest and posttest?
Do students differ in their performance in the
pretest and posttest?

• H0 : There is no significant difference in the

performance of students in pretest and posttest.
• Ha : Significant differences existed in the
performance of students in pretest and posttest.
• α = 0.05
• test: t-test for dependent sample
• Computation (Analyze – compare means – paired
sample)
Computation (Analyze – compare means – paired
sample)
It doesn’t matter if
pretest was key in first
though it will result to a
negative value of t. just
get the absolute value
• t = 106.660 p = 0.000
• Decision: p < α ; reject H0
• Conclusion: Significant differences existed in the
performance of students in pretest and posttest. .
* Students perform better in posttest than in their
pretest.
Effect Size
Cohen’s d formula

• The intervention used has a large effect on

students performance

Note: d = .2 “small”, d = .5 “average” d = .8 “large

t – test for Independent Sample
• t-test for independent sample - comparing
two different (independent) groups

Do boys and girls differ significantly in their

performance in the College entrance test?
Do boys and girls differ significantly in their
performance in the College entrance test?

• H0 : There is no significant difference in the

performance of boys and girls in College entrance
test.
• Ha : Significant differences existed in the
performance of boys and girls in College entrance
test.
• α = 0.05
• test: t-test for independent sample
• Computation (Analyze – compare means-
independent sample)
• Computation (Analyze – compare means-
independent sample)

Click Define Groups and

change to 1 and 2
• t = 0.386 p = .702
• Decision: p > α ; do not reject H0
• Conclusion: There is no significant
difference in the performance of boys and
girls in College entrance test.
Exercises

1. Is the sample mean in CET significantly

different from the College mean of 350?

2. Do students differ in their performance in

the Math and English? (the same set of
students took the exam)

3. Do boys and girls differ significantly in their

performance in the Posttest?
One-way ANOVA
• used to compared three or more means .

• Do students perform differently in Science

according to the educational qualification
of their father (Secondary, Bachelors, and
Masters)
Do students perform differently in Science
according to the educational qualification of
their father?

• H0 : There is no significant difference in the

performance in Science according to the
educational qualification of their father?
• Ha : Significant differences existed in the
performance in Science according to the
educational qualification of their father?
• α = 0.05
• test: One-way ANOVA
• Computation (Analyze – compare means – ONE
WAY ANOVA)
• F =19.536 p = 0.000
• Decision: p < α ; reject H0
• Conclusion: Significant difference exist in the
students’ performance in science when
grouped according to educational
qualification of their father.
• Note: Since significant differences existed, we
have to run the post hoc test
For Post Hoc test
Analyze – compare means – One way ANOVA - on
the right most part, click on POST HOC and choose
sheffe
For Post Hoc test

Student’s whose father have a master’s degree

performed better that those whose father have
bachelor’s or secondary degree. Also, student’s
whose father have a bachelor’s degree performed
better that those whose father have secondary
degree.
Exercises

1. Do students perform differently in Posttest

according to the educational qualification of
their father?
chi-square (x2)
• test between two nominal variables.
(frequency counts)

Example.
1. Do students differ in their choice of
drinks? (One sample x2)

2. Do boys and girls differ significantly in

their choices of drinks? (two sample x2)
1. Do boys and girls differ significantly in
their choices of drinks?

• H0 : There is no significant difference in the

choices of drinks between boys and girls.
• Ha : Significant differences existed in the
choices of drinks between boys and girls.
• α = 0.05
• test: chi-square
• Computation (Analyze – descriptive statistics –
crosstabs – placed variables to rows and column

The same result will

come out if you placed
choice of drinks to rows
and sex to column
Click statistics

Select chi-square and

click on continue
• x2 = 3.450 p = .178
• Decision: p > α ; do not reject H0
• Conclusion: There is no significant difference
in the choices of drinks between boys and
girls
Exercises

1. Do students choices of drinks significantly

differ according to the educational
qualification of their father?
Statistical Tools/ Test

A. NonParametric Test
• if the data are not normally distributed
• The total is less than 30 samples
• nonprobability sampling technique was
used to select the sample
Binomial Test
• A non parametric test used to compare
two nominal data (dichotomous)

Example. Do students differ significantly in

their choices of drinks?
1. Example. Do students differ significantly
in their choices of drinks?

• H0 :Students does not differ significantly in

their choices of drinks.
• Ha : Significant differences existed in the
choices of drinks among students.
• α = 0.05
• test: Binomial Test
• Computation (Analyze – Nonparametric
Test – Legacy Dialogs – Binomial )
Computation
(Analyze –
Nonparametric
Test – Legacy
Dialogs –
Binomial )
• Place the variables
and click OK
1. Example. Do students differ significantly
from the school they graduated from?

• H0 :Students does not differ significantly in

from the school they graduated from.
• Ha : Significant differences existed in the
school where students graduated from.
• α = 0.05
• test: Binomial Test
• Computation (Analyze – Nonparametric
Test – Legacy Dialogs – Binomial )
Computation
(Analyze –
Nonparametric
Test – Legacy
Dialogs –
Binomial )
• Place the variables
and click OK

• p = .311
• Decision: p > α ; do not reject H0
• Conclusion: Students does not differ significantly in
from the school they graduated from.
1. Example. Do students differ significantly
in their choices of drinks?

• H0 :Students does not differ significantly in

their choices of drinks.

• Ha : Significant differences existed in the

choices of drinks among students.

• α = 0.05
• test: Chi-square (non parametric)
Computation
(Analyze –
Nonparametric
Test – Legacy
Dialogs – chi-
sqaure)
• Place the variables
and click OK

• p = .449
• Decision: p > α ; do not reject H0
• Conclusion: Students does not differ significantly in
their choice of drinks.
Spearman rho
• A non parametric test used to measure
relationship (correlation) between interval
variables

Example.
Is there a significant relationship between
students performance in Science and Math?
2. Is there a significant relationship between
students’ performance in Science and
Math?
• H0 : There is no significant relationship
between students’ performance in Science
and Math.
• Ha : Significant relationship existed between
students’ performance in Science and Math.
• α = 0.05
• test: Spearman rho
• Computation (Analyze – correlate – bivariate
– check Spearman rho)
• rho = 0.875 p = 0.000
• Decision: p < α ; reject H0
• Conclusion: Significant relationship existed
between students’ performance in Science
and Math.
Wilcoxon Singed Rank Test

• A non parametric test use to compare two

dependent/related groups

• Example. Is there a significant difference in

the performance of students in math and
science? - comparing the same groups
Is there a significant difference in the
students’ pretest and posttest performance?

• H0 : There is no significant difference in the

students’ pretest and posttest performance.
• Ha : Significant differences existed in the
students’ pretest and posttest performance
• α = 0.05
• test: Wilcoxon signed rank test
Computation
(Analyze –
Nonparametric
Test – Legacy
Dialogs –2
related
samples)
It doesn’t matter if
pretest was key in first
though it will result to a
negative value of Z. just
get the absolute value
Mann Whitney U test
• A non parametric test use to compare two
independent/different groups

• Example. Is there a significant difference in

the performance of boys and girls in
math?– comparing two different groups
Do boys and girls differ significantly in their
performance in the College entrance test?

• H0 : There is no significant difference in the

performance of boys and girls in College
entrance test.
• Ha : Significant differences existed in the
performance of boys and girls in College
entrance test.
• α = 0.05
• test: Mann Whitney U test
Computation
(Analyze –
Nonparametric
Test – Legacy
Dialogs –2
independent
samples)
Place CET to test
variable and sex
to grouping
variables

Click Define Groups and

change to 1 and 2
• U = 152.000 p = 0.974
• Decision: p > α ; do not reject H0
• Conclusion: There is no significant
difference in the performance of boys and
girls in College entrance test.
• Z = 5.173 p = 0.000
• Decision: p < α ; reject H0
• Conclusion: Significant differences existed
in the students’ pretest and posttest
performance
Kruskal Wallis H Test
• A non parametric test used to compared
three or more means .

• Do students perform differently in Science

according to the educational qualification
of their father (Secondary, Bachelors, and
Masters)
Do students perform differently in Science
according to the educational qualification of
their father (Secondary, Bachelors, and
Masters)?
• H0 : There is no significant difference in the
students’ performance in science when grouped
according to educational qualification of their
father.
• Ha : Significant difference exist in the students’
performance in science when grouped according to
educational qualification of their father.
• α = 0.05
• test: Kruskal Wallis H Test
Computation
(Analyze –
Nonparametric
Test – Legacy
Dialogs –k
independent
samples)
Click Define Range and
change to 1 and 3
• H =19.785 p = 0.000
• Decision: p < α ; reject H0
• Conclusion: Significant difference exist in the
students’ performance in science when
grouped according to educational
qualification of their father.
• Note: Since significant differences existed, we
have to run the post hoc test
For Post Hoc test
Run series of Mann Whitney per pair of variable
For Post Hoc test
Run series of Mann Whitney per pair of variable

Student’s whose father have a master’s degree performed better that those
whose father have bachelor’s or secondary degree. Also, student’s whose father
have a bachelor’s degree performed better that those whose father have
secondary degree.
For Post Hoc test
Run series of Mann Whitney per pair of variable
 SUMMARY

1. chi-square – Binomial Test

2. Pearsons r - Spearman rho
3. t-test for dependent sample – Wilcoxon
signed rank test
4. t-test for independent sample – Mann
Whitney U test
5. One-way ANOVA – Kruskal Wallis H Test