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Statistics for the Behavioral Sciences by Frederick J. Gravetter, Larry B. Wallnau ISBN 10: 1305504917 ISBN 13: 9781305504912

Statistics is one of the most practical and essential courses that you will take, and a primary goal of this popular text is to make the task of learning statistics as simple as possible. Straightforward instruction, built-in learning aids, and real-world examples have made STATISTICS FOR THE BEHAVIORAL SCIENCES, 10th Edition the text selected most often by instructors for their students in the behavioral and social sciences. The authors provide a conceptual context that makes it easier to learn formulas and procedures, explaining why procedures were developed and when they should be used. This text will also instill the basic principles of objectivity and logic that are essential for science and valuable in everyday life, making it a useful reference long after you complete the course.

Statistics is one of the most practical and essential courses that you will take, and a primary goal of this popular text is to make the task of learning statistics as simple as possible. Straightforward instruction, built-in learning aids, and real-world examples have made STATISTICS FOR THE BEHAVIORAL SCIENCES, 10th Edition the text selected most often by instructors for their students in the behavioral and social sciences. The authors provide a conceptual context that makes it easier to learn formulas and procedures, explaining why procedures were developed and when they should be used. This text will also instill the basic principles of objectivity and logic that are essential for science and valuable in everyday life, making it a useful reference long after you complete the course.

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386 CHAPTER 12 | Introduction to Analysis of Variance

their own questions. The authors note that generating questions took twice as much time

as simply answering questions but the extra time did not seem to have any effect on test

performance.

The data in Table 12.4 are from an independent-measures study attempting to replicate

the results from the Weinstein et al. study. We use an ANOVA is to determine whether there

are any significant differences among the three study strategies.

Before we begin the hypothesis test, note that we have already computed several summary

statistics for the data in Table 12.4. Specifically, the treatment totals (T) and SS values

are shown for each sample, and the grand total (G) as well as N and ΣX 2 are shown for

the entire set of data. Having these summary values simplifies the computations in the

hypothesis test, and we suggest that you always compute these summary statistics before

you begin an ANOVA.

TABLE 12.4

Test scores for students

using three different study

strategies.

Read and Reread

Read, then Answer

Prepared Questions

Read, then

Create and Answer

Questions

2 5 8

3 9 6 N = 18

8 10 12 G = 144

6 13 11 ΣX 2 = 1324

5 8 11

6 9 12

T = 30 T = 54 T = 60

M = 5 M = 9 M = 10

SS = 24 SS = 34 SS = 30

STEP 1

State the hypotheses and select an alpha level.

H 0

: μ 1

= μ 2

= μ 3

(There is no treatment effect.)

We will use α = .05.

H 1

: At least one of the treatment means is different.

STEP 2

Often it is easier to postpone

finding the critical

region until after Step 3,

where you compute

the df values as part of

the calculations for the

F-ratio.

Locate the critical region. We first must determine degrees of freedom for MS between treatments

and MS within treatments

(the numerator and denominator of the F-ratio), so we begin by analyzing

the degrees of freedom. For these data, the total degrees of freedom are

df total

= N – 1 = 18 – 1 = 17

Analyzing this total into two components, we obtain

df between

= k – 1 = 3 – 1 = 2

df within

= Σdf inside each treatment

= 5 + 5 + 5 = 15

The F-ratio for these data has df = 2, 15. The distribution of all the possible F-ratios with

df = 2, 15 is presented in Figure 12.8. Note that F-ratios larger than 3.68 are extremely rare

(p < .05) if H 0

is true and, therefore, form the critical region for the test.

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