Chapter 9 & 10

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Jan 9, 2024

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Chapter 9 1. Outline the steps involved in the process of hypothesis testing. Formulate the research hypothesis and null hypothesis: The researcher states their research hypothesis, which reflects the belief or expectation about the relationship between variables. The null hypothesis is the opposite of the research hypothesis and assumes no relationship or effect. Choose the significance level: The significance level, often denoted as α, determines the threshold for rejecting the null hypothesis. It represents the probability of incorrectly rejecting the null hypothesis. Commonly used significance levels are 0.05 (5%) or 0.01 (1%). Select the appropriate test statistic: The choice of test statistic depends on the type of data and the research question being investigated. Commonly used test statistics include t- tests, chi-square tests, and ANOVA. Determine the critical region or p-value: The critical region is the range of values for the test statistic that would lead to rejecting the null hypothesis. Alternatively, the p-value is the probability of obtaining the observed test statistic (or more extreme) assuming the null hypothesis is true. If the p-value is less than the chosen significance level, the null hypothesis is rejected. Collect and analyze the data: Data is collected according to a predetermined design and analysis plan. The required sample size will depend on factors such as the desired power of the test and effect size. Calculate the test statistic: Using the collected data, the test statistic is calculated based on the chosen statistical test. This quantifies the extent to which the observed data deviates from the null hypothesis. Determine the decision: Compare the calculated test statistic to the critical value(s) from the test statistic's distribution or compare the p-value to the chosen significance level. If the test statistic falls into the critical region or the p-value is less than the significance level, the null hypothesis is rejected. Otherwise, it is not rejected. Conclude: Based on the decision made in the previous step, the researcher will either reject the null hypothesis and accept the research hypothesis or fail to reject the null hypothesis. The conclusion should be interpreted in the context of the specific research question and limitations of the study. Report the results: Finally, the results of the hypothesis test are reported, including the calculated test statistic, the decision made, and the associated p-value, if applicable. 2. Describe the possible explanations for the situation when a sample statistic fails to equal a population parameter. One possible reason is sampling error. Sampling involves selecting a subset of individuals from a larger population, and there will always be some degree of variability in the sample results due to chance. This variability is known as sampling error. Even if the sample is
randomly selected and properly designed, the sample statistic may deviate from the population parameter simply due to this inherent randomness. However, if the sample is representative of the population, the sample statistics should provide a reasonably accurate estimate of the population parameter. Another reason for the difference between the sample statistic and the population parameter could be bias. Bias is a systematic error that occurs when the sampling or measurement process consistently produces results that are consistently different from the true population parameter. This can happen due to flaws in the study design, data collection methods, or measurement instruments. For example, if a survey is conducted via phone calls, only people with landline phones may introduce a bias towards older individuals. This bias can cause the sample statistic to substantially deviate from the true population parameter. Additionally, an inadequate sample size can result in a sample statistic that does not match the population parameter. When the sample size is small, there is a higher chance of getting extreme values or outliers, leading to a skewed sample statistic. With a larger sample size, the sample statistic is more likely to converge towards the true population parameter. Non-random sampling methods can also contribute to a discrepancy between the sample statistic and the population parameter. Non-random sampling methods, such as convenience sampling or purposive sampling, may not provide a representative sample of the population and can introduce bias. This can lead to a sample statistic that does not accurately estimate the population parameter. Other factors, such as measurement error or external factors, can also impact the relationship between the sample statistic and the population parameter. Measurement error refers to inaccuracies or imprecisions in the measurement process. This can occur due to human error, faulty equipment, or inconsistent measurement procedures. External factors, such as a change in the environment or population characteristics, can also affect the relationship between the sample statistic and the population parameter. Chapter 10 1. A researcher wants to test for a relationship between the number of citizen complaints that a police officer receives and whether or not that officer commits serious misconduct. He gathers a sample of officers and records the number of complaints lodged against them (0-2, 3-5, 6+) and whether they have ever been written up for misconduct (yes or no).  Can he use a chi-square to test for a relationship between these two variables? Why or why not? Yes, the researcher can use a chi-squared test to test for a relationship between the number of citizen complaints and whether or not the officer commits serious misconduct. The chi-squared test is appropriate for analyzing categorical data and examining the association or independence between two variables. In this case, the number of complaints (categorical variable with three groups) and the presence of misconduct (categorical variable with two groups) are both categorical variables, making the chi-squared test applicable. The test will compare the observed frequencies of officers falling into different combinations of these variables to the frequencies
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