Psy7620 U08a1 Independent Samples T-Test2

Running head: u08a1 INDEPENDENT SAMPLES T-TEST
Psy7620: u08a1 Independent Samples t-test

Anthony Rhodes
Capella University
2911 Hamilton Blvd. 444

Sioux City, Iowa 51104
Telephone: 712-301-9258
Email: arhodes5@capellauniversity.edu
Instructor: Dr. Art Bangert, PhD.

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Independent Samples t-test and Interpretations

Section I: Data File Descriptions
As in previous assignments (Rhodes, 2011), this author used Howell's dataset entitled Add.dat.
This dataset has a sample population of 88 9th grade students derived from a population of 386 children
who during childhood had or had not exhibited symptoms of attention deficit disorder (ADD) (Howell and
Huessy, 1985). Teachers of second-grade school children in various schools in northwestern Vermont were
asked to complete a questionnaire for each of their students dealing with behaviors commonly associated
with ADD. Questionnaires on these same children were repeated in fourth and fifth grades.
The higher the score, the more ADD-like behaviors are exhibited by the child. Information on
these children was obtained from school records at the end of their ninth and twelfth grade. For the dataset
only, the three scores were averaged to obtain a variable identified as ADDSC.
This statistical report will provide an independent samples t-test to compare the mean scores for
the male and female sample populations of IQ scores for the above mentioned 9th grade population. The
independent samples t-test is one of the more commonly used t-statistics; and involves comparing the mean
scores of two independently sampled groups on a given variable.
The PASW Statistics GradPack 18 software was used in the following independent samples t-test
study to create the Shapiro-Wilk test of normality, Descriptive Statistics, Histograms, Stem and Leaf plots,
Normal Q-Q plots, Boxplots, Levenes test for homogeneity and an Independent Samples t-test for the
variable IQ according to the male and female independent sample populations. The dependent variable in
this study is IQ scores and the independent variable is gender. According to the Case Processing Summary

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in Table 1 for the variable IQ sorted according to gender for the sample population of 9th grade students
(N), there were no missing cases.
Table 1
Case Processing Summary for the variable IQ according to gender
Case Processing Summary
SEX
Cases
Valid
IQ
Missing
Percent
Total
Percent
Percent
55
100.0%
.0%
55
100.0%
33
100.0%
.0%
33
100.0%
Note: The above is the Case Processing Summary for the variable IQ sorted according to gender.
Adapted from ADDSC scores [Data file], by Howell, David C., 2009, Statistical Home Page Web
site, available from http://www.uvm.edu/~dhowell/StatPages/
Section II: Assumptions, Data Screening and Verification of Assumptions
A. The assumption for normality for the variable IQ sorted according to gender was tested
using the Shapiro-Wilk test for normality (Table 2), and the graphic statistical displays for male and

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female independent samples were visually inspected using the Descriptive Statistics (Table 3), Stem and
Leaf plots (Table 4), Histograms (Figure 1), Boxplots (Figure 2), and Normal Q-Q plots (Figure 3) in
this section as well.
The Shapiro-Wilk (W) test for normality was used in Table 2 given that the sample population
(N = 88) in the study was less than 2000. According to Table 2 below, W = .972 for males and .960 for
females with 55 and 33 degrees of freedom respectively which results in a variance, from a normal
distribution value of W = 1, of .028 for males and .040 for females, which indicates near symmetrical
and normal distributions for both males and females. Since p = .235 (males) and .261 (females) and by
comparison to the significance level of = .05, this author concludes that p > .05 and not significant
thus further indicating a favorable approximation of a normal, symmetrical sample distribution.
Therefore, the Shapiro-Wilk test for normality indicates the distribution of scores for the independent
male and female samples for the variable IQ meets the assumption for normality.
Table 2
Test of Normality for the variable IQ according to gender

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Tests of Normality
SEX
Kolmogorov-Smirnova
Statistic
IQ
df
Shapiro-Wilk
Sig.
Statistic
df
Sig.
.079
55
.200*
.972
55
.235
.101
33
.200*
.960
33
.261
Note: The above is the test for normality for the variable IQ according to gender. Adapted from
ADDSC scores [Data file], by Howell, David C., 2009, Statistical Home Page Web site, available
from http://www.uvm.edu/~dhowell/StatPages/
In addition to the Shapiro-Wilk test for normality, visual inspection of the male histogram for
the variable IQ in Figure 1 (1) indicated a positive skew, a leptokurtic kurtosis with a bimodal
distribution and no apparent outliers. The visual inspection of the female histogram in Figure 1 (2)
indicated a positive skew, a platykurtic kurtosis with a bimodal distribution and no apparent outliers.
According to the visual inspection of the IQ histograms for males and females, this author concludes
that the distributions do not mirror themselves, appear bimodal, with both having a positive skew.
Therefore, neither distribution can be considered a true normal distribution based upon the visual
inspection of their histograms and the assumption of normality for both male and female independent
sample populations was therefore violated.
Figure 1: Histograms for IQ for males (1) and females (2)

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Figure 1: The above are the male (1) and female (2) histograms for the variable IQ. Adapted from
Investigation of the descriptive statistics for males according to IQ in Table 3 below listed a
kurtosis value of .224 indicating a leptokurtic distribution. A skewness of .451 and the mean being
greater than the median indicates a positive skew, thus confirming the visual inspection of the male

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histogram in Fig. 1. Investigation of the descriptive statistics for females according to IQ in Table 3
below listed a kurtosis value of -.731 indicating a platykurtic distribution. A skewness of .354 as well as
the mean being greater than the median indicates a positive skew, thus confirming the visual inspection
of the female histogram in Fig. 1. Because of the positive skew present in Figure 1 (1, 2) and Table 3,
the assumption of normality for both male and female independent sample populations was therefore
violated.
Table 3
Descriptive statistics for males (1) and females (2) for the variable IQ

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Descriptives
SEX
IQ
Statistic
Mean
95% Confidence Interval for
99.33
Lower Bound
95.76
Upper Bound
102.89
Std. Error
1.779
Mean
5% Trimmed Mean
98.79
Median
99.00
Variance
Std. Deviation
174.039
13.192
Minimum
75
Maximum
137
Range
62
Interquartile Range
20
Skewness
.451
.322

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Note: The above are the male (1) and female (2) descriptive statistics for the variable IQ. Adapted
from ADDSC scores [Data file], by Howell, David C., 2009, Statistical Home Page Web site,
available from http://www.uvm.edu/~dhowell/StatPages/
An additional test for normality was computed using the Stem and Leaf plots for independent
samples of males and females according to the variable IQ in Table 4. It indicated only one extreme
value in the male plot. The plots confirmed the leptokurtic kurtosis in males and platykurtic in females.
Moreover, the plots confirmed the positive skew for the variable IQ for both independent samples of
males and females. Thus according to the Stem and Leaf plots, the assumption of normality for both
male and female sample populations was therefore violated.
Table 4
Stem and Leaf plot for the variable IQ according to gender (M=1, F=2)
IQ Stem-and-Leaf Plot for

SEX= 1
Frequency
Stem &
Leaf
2.00
7 .
59
12.00
8 .
112223456888
14.00
9 .
01123555567889
17.00
10 .
11223355567788899
7.00
11 .
0111888
1.00
12 .

2
1.00
13 .
1.00 Extremes
Stem width:
(>=137)
10
Each leaf:
1 case(s)
IQ Stem-and-Leaf Plot for

SEX= 2
Frequency
Stem &
Leaf
2.00
8 .
34
5.00
8 .
55699
4.00
9 .
1234
3.00
9 .
556
5.00
10 .
00024
5.00
10 .
66679
3.00
11 .
124
2.00
11 .
55
2.00
12 .
01
2.00
12 .
78
Stem width:
Each leaf:
10
1 case(s)
11

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Note: The Stem and Leaf plot for the variable IQ sorted according to gender. Adapted from ADDSC
scores [Data file], by Howell, David C., 2009, Statistical Home Page Web site, available from
http://www.uvm.edu/~dhowell/StatPages/
Another test for normality was provided by the Boxplot for the variable IQ sorted according to
independent samples of males and females. Figure 2 indicates one data line number (27) for males
which pulls the distribution in the positive direction, also demonstrated by the longer length in the upper
whisker compared to the lower whisker, which incidentally is also true for the female plot. This would
further substantiate that the male and female scores for the variable IQ are not normally distributed and
therefore the assumption of normality according to the Boxplots was therefore violated.
Figure 2: Boxplot for the variable IQ according to gender (M=1, F=2)
Figure 2: Boxplot for the variable IQ according to gender. Adapted from ADDSC scores [Data file],
by Howell, David C., 2009, Statistical Home Page Web site, available from
Finally, the Normal Q-Q plot for the variable IQ sorted according to gender was generated by
PASW software as a final test for the assumption of normality. The result showed data points for both

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genders above and below the trend line indicating a skew and kurtosis not characteristic of a normal
distribution. Therefore the author concludes that the IQ scores for male and female independent samples
do not approximate a normal distribution according to Figure 3 below, consistent with previously
reviewed statistical graphics provided in this report. Therefore the assumption of normality was
violated.
Figure 3: Normal Q-Q plot for the variable IQ according to gender (M=1, F=2)

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Figure 3: Normal Q-Q plot for the variable IQ sorted according to gender (M=1, F=2). Adapted from
B. It is also assumed in this study that the data has an interval scale of measurement. This was
determined by researcher analysis of the interval variables from the dataset and the commonly held view
that the interval scale of measurement is used in standardizing IQ tests.
C. According to this researchers analysis of the data screening, it was determined that the IQ
variable sorted according to male and female independent samples used in this study was not adversely
influenced by other variables and therefore, independence of the IQ variable according to male and
female sample populations was established.
D. Levene's test for homogeneity of variance in the independent samples t-test provides an
inferential statistic that is used to assess the equality of variances in the following two independent male
and female samples according to the IQ variable. More specifically, Levenes test assesses the
assumption of homogeneity of variance of which the null hypothesis (H0) states that the variances of the

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sample populations are equal. The significance level for the Levene test is = .05. Table 5 below
provides a p value equal to .959, which indicates the difference in variances between the two sample
populations is not significant. Therefore, the H0 is not rejected and the assumption of homogeneity of
variances is supported. The statistical calculations and notations for the t-test provided later in this
report will use the t statistics in the equal variances assumed row.
Table 5
Levenes test for equality of variances for the male and females independent IQ samples
Levene's
Test for
Equality of
Variances
t-test for Equality of Means
95% Confidence Interval

of the Difference
IQ
Equal variances
Sig. (2-
Mean
Std. Error
Sig.
df
tailed)
Difference
Difference
Lower
Upper
.003
.959
-.870
86
.387
-2.491
2.863
-8.183
3.201
-.879
69.665
.383
-2.491
2.835
-8.145
3.163
assumed
Equal variances not

assumed

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Note: Levenes test for equality of variances for the variable IQ for male and female independent
sample populations. Adapted from ADDSC scores [Data file], by Howell, David C., 2009,
Statistical Home Page Web site, available from http://www.uvm.edu/~dhowell/StatPages/
E. Verification of the above assumptions (A-D) for IQ according to male and female
independent sample populations of 9th grade students was provided by the Shapiro-Wilk test for
normality (Table 2), Levenes test for homogeneity of variances, Histograms (Figure 1), Descriptive
Statistics (Table 3), Stem and Leaf plots (Table 4), Boxplots (Figure 2), and Normal Q-Q plots (Figure
3).
Section III: Inferential Procedure, Hypothesis and Alpha Level
The research question under investigation is: Is there a difference in IQ scores between
independent samples of male and female students found within the same 9th grade population? The null
hypothesis (H0) is: There is no difference in IQ scores between independent samples of male and female
students found within the same 9th grade population. The alternative hypothesis (Ha) is: There is a
difference in IQ scores between independent samples of male and female students found within the same
9th grade population. The significance level is = .05. The t-test is two tailed, thus providing
opportunity for both positive and negative directionality depending on the value of the independent
samples t-statistic.
Section IV: Interpretation
The independent samples t-test data calculations from PASW software for the variable IQ
according to gender is provided in Table 6 below. With equal variances assumed, N = 88 and the degrees
of freedom = 86 (Note: N 2 for two sample populations). According to the statistical data provided in
Table 5, the independent samples t-test statistical notation is as follows: N = 88, t.05 (86) = -.870, p = .387

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(two tailed), r = .09. The effect size (r) was calculated using the following formula: r =
t2 / t2 + df =
(-.870)2 / (-.870)2 + 86 = .09 (small effect size). According to Table 6, the Mean Difference statistic
= -2.491, which falls within the upper and lower bounds of the 95% Confidence Interval of the
Difference.
This author concludes through the independent samples t-test for IQ scores of the independent
male and female sample populations using an alpha level of .05, that p = .387 is not significant.
Therefore, H0 is not rejected indicating there is no difference in IQ scores between independent samples
of male and female students found within the same 9th grade population.
Table 6
Group statistics and the Independent Samples t-test for the variable IQ according to gender (M=1,
F=2)
Group Statistics
SEX
IQ
Mean
Std. Deviation
Std. Error Mean
55
99.33
13.192
1.779
33
101.82
12.677
2.207

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Independent Samples Test
Levene's
Test for
Equality of
Variances
t-test for Equality of Means
95% Confidence
Interval of the
Difference
IQ
Equal variances
Sig. (2-
Mean
Std. Error
Sig.
df
tailed)
Difference
Difference
Lower
Upper
.003
.959
-.870
86
.387
-2.491
2.863
-8.183
3.201
-.879
69.665
.383
-2.491
2.835
-8.145
3.163
assumed
Equal variances not

assumed
Note: The above are the Group Statistics and Independent Samples t-test for the independent samples
of the male and female IQ scores in the ADDSC dataset for 9th grade students. Adapted from
Limitations of the independent samples t-test were: 1) Although the Shapiro-Wilk test for
normality indicated p > .05 and therefore not significant, the normality assumption was subsequently
violated through the visual inspection of several statistical graphics (Histograms, Boxplots, Normal Q-Q

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plots, Stem and Leaf plots) and descriptive statistics for the variable IQ, and therefore the distribution
does not appear to be normally distributed and is consequently asymmetrical (the small effect size
indicates the variance in normality is negligible). This is consistent with previous findings in Unit
assignments 2, 3 and 6 which also indicated the normality assumption was violated according to graphic
displays and descriptive statistics of the IQ variable (Rhodes, 2011). 2) The differences in the samples
sizes (M = 55, F = 33) is a significant, although relatively minor limitation and may have adversely
influenced the mean of the female sample population which is greater than the male sample mean.

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References
Capella University. (2011). Inferential Statistics, Unit 2 Basic Concepts and Displaying Data,
Retrieved on August 20, 2011 from the Capella University, Minneapolis, Minnesota, Website:
http://courseroom2.capella.edu
Howell, D.C. (2008). Fundamental statistics for the behavioral sciences (6th ed.). Belmont, CA:
Thomson Wadsworth. ISBN: 9780495099000.
Howell, D.C. (2009). Statistical Home Page. ADD scores [Data file]. Retrieved July 24, 2011 from
Howell, D. C., Huessy, H. R., & Hassuk, B. (1985). Fifteen year follow-up of a behavioral history of
attention deficit disorder. Pediatrics, 76, 185190.
Rhodes, Anthony. (2011). Capella University, Inferential Statistics, Unit Assignments, Retrieved on
September 4, 2011 from the Capella University, Minneapolis, Minnesota, Website:
http://courseroom2.capella.edu

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Running head: u08a1 INDEPENDENT SAMPLES T-TEST