PARAMETRIC

TEST
 PARAMETRIC TEST
 Parametric test are test that require normal
distribution the levels of measurement of which
are expressed in an interval or ratio data. It is
more powerful than nonparametric test.
 Used when the distribution is normal.
 NON-PARAMETRIC

• Tests that do not require a normal

distribution.

• They utilize both nominal and ordinal data.

 The following are parametric test:
 t-test for Independent samples
 t-test for Correlated samples
 z-test, for Two Sample Means
 z-test for One Sample Group
 F-test (ANOVA: Analysis ofVariance)
 Pearson r (Pearson Product Moment Coefficient of
Correlation
 Regression
 NON-PARAMETRIC

• CHI-SQUARE
• SPEARMAN RHO
TEST
CONCERNING
MEANS
 The t-test
 T-distribution or Student-Fisher Distribution
 When the value of the population variance or population
standard deviation is not known
 the sample size is small, assume again that the population
being sampled from has roughly the shape of a normal
distribution. With this condition, the decision shall be
based on the test statistic called the t-distribution or
Student-Fisher Distribution.
 The following conditions should be met before the t-test is used:

1. The population standard deviation is not

known and only the sample variance is
available for use as an estimate.
2. The sample means are taken from small
sample sizes where each n < 30.
t-Test for
Independent
Samples/unpaired
samples
 t-test for Independent
Samples/unpaired samples
  The t-test is a test of difference between two independent


groups. The means are being compared 1 against 2 .

 When to Use an Independent t-Test
1. Two samples
2. Interval or ratio level dependent variable
3. Experimental and control group comparison or Comparing
two separate independent groups.
Formula:

  
t=
where:
 , –sample means
 n1 , n2 – sample sizes
 , – sample standard deviation.
Example 1 :
Male (x1 ) Female (x2 )

14 12
 The following are the scores of 18 9
10 male and 10 female AB 17 11
students in spelling. Test the null 16 5
hypothesis that there is no 4 10
significant difference between the 14 3
12 7
performance of male and female
10 2
AB students in the test. Use the
9 6
0.05 level of significance. 17 13
 
STEPWISE METHOD:

1. Problem
2. Hypotheses
3. Level of Significance
4. Test Statistic
5. Tabular Presentation
6. Decision and Conclusion
 Solving by the Stepwise Method

I.  Problem:


Is there a significant difference between the performance of male and

female students in spelling?
II. Hypotheses:
 H0 : There is no significant difference between the performance of
male and female AB students in spelling.
 H0: =
 Ha: There is significant difference between the performance of male
and female AB students in spelling.
 Ha: ≠
III. Level of significance

  = 0.05


 Degrees of freedom:
 df = n1 + n2 -2
 = 10 + 10 – 2
 = 18
 Critical value = 2.101
IV. Test Statistic:
 t- test for two independent samples
Decision Rule :

 If the computed value is greater than or

beyond the tabular value/critical value,
reject null hypothesis (H0).
 V. Tabular Presentation

Table 1
Comparison of the Average Performances in Spelling of Male and Female Students

Gender Number Mean Standard Computed t- Critical Decision Interpret-

Deviation value t-value ation

Male              
 
     
Female  
 VI. Decision and conclusion

 Since the t-computed value of 2.88 is greater than the

critical value of 2.101 at .05 level of significance with 18
degrees freedom, the null hypothesis is rejected. This
shows that there is significant difference between the
performance of male and female students in spelling. This
implies that male students performed better than female
students considering that the mean average score of male
students of 13.10 is higher compared to the average score
of female students of 7.80 only.
 I. Test the hypothesis by following theBrand X (hours) Brand X2 (hours)
1
stepwise method.
5 3
8 2
 1.The data below represent the number of 7 1
hours of pain relief provided by two brands 3 4
of headache tablets administered to 24
respondents. They are randomly divided into
4 5
two groups and each group was treated with 8 6
a different brand. Use 0.05 level of 7 7
significance to test the null hypothesis that
5 3
there is no significant difference between the
hours of pain relief provided by two brands 6 5
of headaches tablets 7 4
5 2
5 3
DEPENDENT OR
CORRELATED T-TEST
DEPENDENT OR CORRELATED T-TEST

 The dependent or correlated t-test

demands that the two samples be
somehow related to each other or have
been matched as in pre-test post-test
comparisons and before-after designs.
 1st Formula:
  
 t=
 where:
 n= number of pairs in the sample
 = sample mean of the first measurement
 = sample mean of the second measurement
 d = difference between first and second measurement of pair
 df = n-1
 Example 1:

 An Experimental study was conducted on the

effect of Strategic Instructional Model (SIM) in
Mathematics on the performance of 20 selected
college students. Before the program was
implemented the pretest was administered and
after the implementation the same instrument
was used to get the posttest result. The
following are the results of the experiment. Use
α at 0.05 level.
Respondents Pretest Posttest
1 20 25
2 30 35
3 10 25
4 15 25
5 20 20
6 10 20
7 18 22
8 14 20
9 15 20
10 20 15
11 18 30
12 15 10
13 15 16
14 20 25
15 18 10
16 40 45
17 10 15
18 10 10
19 12 18
20 20 25
 
 Problem:

 Is there significant difference between the

performance of the students in pre test and post test
before and after conducting Strategic Instructional
Model (SIM)?
 Hypotheses:

 H0: There is no significant difference between the performance of

the students in pre test and post test before and after conducting
Strategic Instructional Model (SIM)?.

 Ha: There is significant difference between the performance of

the students in pre test and post test before and after conducting
Strategic Instructional Model (SIM)?.
Level of significance

  = 0.05


 Degrees of freedom:
df = n – 1
=20-1
= 19
 Critical value = 2.093
Test Statistic:
 Dependent of Correlated t-test
 Number Mean Computed t- Critical Decision Interpret-
value t-value ation

             
Pretest     
 
 
Post test
 Decision and conclusion

 Since the t-computed value of 3.17 is greater than the

critical value of 2.093 at .05 level of significance with 19
degrees freedom, the null hypothesis is rejected. This
shows that there is significant difference between the
performance of the students in pre-test and post test. This
implies Strategic Instructional Model (SIM) in
Mathematics is effective considering that the mean average
score in post test of 21.55 is higher compared to the
average score in pre-test of 17.50 only.
 SW#5
Respondents Before After
Ten students were given an 1 16 20
attitude test on a 2 18 20
controversial issue. Then 3 16 24
they were shown a film 4 24 28
favorable to the subject and 5 20 20
the attitude test was then re- 6 25 30
administered. Make non- 7 22 23
directional test with the level 8 18 24
of significance of 1%. 9 15 19
10 15 15