Two-sampleTests

USINGSTATISTICS
@,BLK Foods

10.1 COMPARING THE MEANSOF TWO EXCEL COMPANION TO CHAPTER10

INDEPENDENT POPULATIONS E10.1 Using theZTest for the Difference
ZTestfor theDifferenceBetween
TwoMeans BetweenTwo Means(Unsummarized Data)
Pooled-VarianceI Testfor the DifferenceBetween E10.2 Using theZTest for the Difference
Two Means BetweenTwo Means(SummarizedData)
ConfidenceInterval Estimatefor the Difference E10.3 Usingthe Pooled-Variance /Test
BetweenTwo Means (UnsummarizedData)
Separate-Variancet Testfor the Difference E10.4 Usingthe Pooled-Variance /Test
BetweenTwo Means (SummarizedData)
810.5 Usingthe Separate-Variance I Test
10.2 COMPARINGTHE MEANS OF TWO
for the DifferenceBetweenTwo Means
RELATEDPOPULATIONS
(UnsummarizedData)
Pairedt Test
E 10.6 Usingthe Paired/ Testfor the Difference
ConfidenceInterval Estimatefor the Mean
BetweenTWoMeans(UnsummarizedData)
Difference
E10.7 Using theZTest for the Difference
10.3 COMPARINGTWO POPULATION BetweenTwo Proportions(Summarized Data)
PROPORTIONS E10.8 UsingtheFTest for the Difference
ZTest for the DifferenceBetweenTwo Proportions BetweenTwoVariances(UnsummarizedData)
ConfidenceInterval Estimatefor the Difference E10.9 UsingtheFTest for the Difference
BetweenTwo Proportions BetweenTwo Variances(Summarized D ata)
10.4 F TESTFOR THE DIFFERENCE
BETWEEN TWO VARIANCES
Findins Lower-TailCritical Values

In this chapteq you learn how to use hypothesistesting for comparing the difference between:
I The means of two independentpopulations
t The means of two related populations
I Two proportions
I The variancesoftwo independentpopulations
370 Tests
CHAPTERTENTwo-Sample

Using Statistics@ BLK Foods

Doesthe type of displayusedin a supermarketaffectthe salesof
the regionalsalesmanagerfor BLK Foods,you want to comparethe sales
ume of BLK cola whenthe productis placedin its the normalshelf
to the salesvolume whenthe productis featuredin a specialend-aisledi
To testthe effectiveness of the end-aisledisplays,you select20 stores
the BLK supermarketchain that all experiencesimilar storewidesales
umes.You thenrandomlyassignI 0 of the 20 storesto group I and l0 to
2.The managers of the l0 storesin group I placethe BLK colain the
shelflocation,alongsidethe othercolaproducts.The l0 storesin group
the specialend-aislepromotionaldisplay.At the end of oneweek,the
BLK cola are recorded. How can you determine whether sales of BLK
usingthe end-aisledisplaysarethe sameasthosewhenthe colais
the normalshelflocation?How canyou decideif the variabilityin BLK
salesfrom storeto storeis the samefor the two types of displays?How could you use
answersto thesequestionsto improvesalesof BLK colas?

Lfypothesis testingprovidesa confirmatoryapproachto dataanalysis.In Chapter9,

I llearned a varietyof commonlyusedhypothesis-testing procedures that relateto a si
sampleof dataselectedfrom a singlepopulation.In this chapter,you will learn how to
hypothesis testing to procedures that compare statistics from two samples of data taken
'Are
two populations. One such extension would be asking, the mean weekly salesof BLK
whenusingan end-aisledisplayequalto themeanweeklysalesof BLK colawhenplacedin
normalshelflocation?"

1O.1 COMPARINGTHE MEANS OF TWO INDEPENDENT

POPULATIONS
Z Test for the Difference Between Two Means
Supposethat you take a randomsampleof n, from one populationand a randomsample
from a second population. The data collected in each sample are from a numerical vari
the first population,the meanis represented by the symbolp,, and the standarddevi
represented by the symbolor. In the secondpopulation,the meanis represented by the
p2, and the standarddeviation is representedby the symbol or.
The test statrstic used to determinethe differencebetweenthe popu\ation meansis
on the differencebetweenthe samplemeans(X t - X z).If you assumethatthesamples are
domly and independentlyselectedfrom populationsthat are normally distributed,this
follows the standardizednormal distribution.If the populationsare not normally di
the Ztest is still appropriateif the samplesizesare large enough(typically n, andnr2
theCentralLimitTheorem in Section7.4).Equation(10.1)definesthe Ztest for the
betweentwo means.

ZTESTFORTHE DIFFERENCE
BETWEEN
TWO MEANS
-_-( X r - X ) - ( p r - p z ) (10.1)
l a ?T -o 4
r/-
\nt n2
 populations 3l I
10.l: Comparingthe Meansof Two Indepcndent

where
X, : mean of the sample taken from population I
:
F1 meon of population I

I
of : variance of population I
nr: size of the sample taken from population 1
X2: meanof the sample taken from population 2

) Ir2: mean of population2

I o22: varianceof population 2
) n2: size of the sample taken from population 2
The test statistic Z follows a standardizednormal distribution.

Pooled-Variancet Test for the Difference Between Two Means

In most cases,the variancesof the two populationsare not known. The only information you usu-
ally have are the samplemeansand the samplevariances.If you assumethat the samplesare ran-
domly and independentlyselectedfrom populationsthat are normally distributedand that the pop-
ulation variancesare equal (that is, oi - oi), you can use a pooled-variance t test to deterrnine
whetherthere is a significant differencebefweenthe meansof the two populations.If the popula-
tions are not normally distributed,the pooled-variance/ test is still appropriateif the samplesizes
are large enough(typically n, and nr> 30; seethe Central Limit Theorem in Section7.4).
To test the null hypothesisof no difference in the means of two independentpopulations:

HoiVt- F2orp,-Fz:0

againstthe alternativethat the rleans are not the same:

lWhenthe two samplesizes H r : p t , + F 2 o r p ,- V 7 + 0

areequal (that is, n, = n2), you usethe pooled-variance l-test statisticshown in Equation( 10.2).The pooled-variance / test
theeguation for the pooled
gets its^namefrom the {act that the test statisticpools or combines the two sample variances Sf
variancecan be simpltfied
and S2rto compute Srj, the best estimate of the variance common to both populations under
- 2 S ?+ s 4 the assumptionthat the two populationvariancesare equal.l
La"p
2

POOLED-VARIANCE
t TESTFORTHEDIFFERENCE
BETWEEN
TWO MEANS
-trz)
., -_- ( X r - X ) - ( t r r (10.2)
L( t l)
. i r ; l - + n z )|
!'\nt
where
.s2- ( n r - \ S ? + @ z - D S j
(rr -l)+(n2-l)
*qp2 : pooled variance

N1 : mean of the sample taken from population I

s,2: variance of the sample taken from population I
.-l

n l : size of the sample taken from population I

X 2: meanof the sampletakenfrom population2

S22: varianceof the sampletakenfrom population2
nr: sizeof the sampletakenfrom population2
The test statistic / followsa 1distributionwith nt * ttt - 2 degreesof freedom.
372 CHAPTERTENTwo-samoleTests

Thepooled-variance /-teststatisticfollowsa I distributionwith n , * nt - 2 degreesof

For a givenlevelof significance,crt,, in a twotail test,you rejectthenull hypothesisif the
/ teststatisticis greaterthanthe upper-tailcritical valuefrom the / distributionor ifthe
teststatisticis lessthanthe lower-tailcriticalvaluefrom the / distribution.Fizure 10.I
regionsof rejection.In a one-tailtestin which therejectionregionis in the lowertail, you
null hypothesis if thecomputedteststatisticis lessthanthelower-tailcriticalvaluefromthet
bution.[n a one-tailtestin whichtherejectionregionis in theuppertail.you rejectthenull
esisif thecomputedteststatisticis greaterthanthe upper-tailcriticalvaluefrom the/

10.1
FIGURE
Regionsof rejection
and nonrejectionfor
the oooled-variance
t test for the difference
betweenthe means
(two-tailtest)

To demonstrate the useof thepooled-variance I test,returnto the Using Statistics

on page370.Youwantto determinewhetherthe meanweeklysalesof BLK colaarethe
whenusinga normalshelflocationandwhenusingan end-aisledisplay.Therearetwo
tionsof interest.The first populationis the setof all possibleweeklysalesof BLK colaifall
BLK supermarkets usedthe normalshelflocation.The secondpopulationis the setof all
sibleweeklysalesof BLK cola if all the BLK supermarkets usedthe end-aisledisplays.
first samplecontainsthe weeklysalesof BLK cola from the 10 storesselectedto usethe
mal shelflocation,and the secondsamplecontainsthe weeklysalesof BLK cola fromthe
storesselectedto usethe end-aisledisplay.Table 10.1containsthe cola sales(in number
cases)for the two samples(seethe!![ffr file).

TABLE 10.1
Display Location
ComparingBLKCola
WeeklySalesfrom Normal
Two DifferentDisplay
Locations(in Number 22 34 52 62 30 52 7l 76 54
of Cases) 40 64 84 56 59 83 66 90 77

The null andalternativehypotheses

are
Ho:h:p2orp, -Vz:0
Hr: p,,+ F2or p, - V2+0
Assumingthat the samplesare from underlyingnormal populationshaving equal
ances,you can usethe pooled-variance I test.The r test statisticfollows a / distribution
l0 + l0 - 2 : 18 desreesof freedom.Usinethe cr: 0.05levelof sisnificance. vou divide
rejectionregioninto the two tails for this two-tail test(thatis, two equalpartsof 0.025
TableE.3 showsthat the critical valuesfor this two-tailtestare +2.1009and -2.1009.
shownin Figure10.2,the decisionrule is
RejectHoif t > rrs +2.1009
orift < -lra: -2.1009;
otherwise,do not rejectHn.
 10.1: Comparing the Means of Two IndependentPopulations

10.2
test of
isfor the
betweenthe
at the 0.05 level
ficancewith
of freedom
-2.100e
t
r nofo fI
Region Regionof I Regionof
Reiection
:tion I Nonrejection lRejection
I
Critical Critical\r-f;,
Value Value

forthistestis-3.0446,
t statistla
lromFiguel0 3,thecomputa0 is0.0070.
andthep-value

10.3
:ft Excelttest
for the two
locations 5ttJ 72
3flr,6rt8 r5t3333
t0 t0
Verlancc 25frxt66
llypolhcdredtecn Dlfierenco 0
SecrionE10.3 to create
CT t8
t Stat 30{{6
Pft<'{ orrroll 0J035
Crldcal one{all 1.73t1
F{f<-{ tro{6ll 0"0d?0
?.rmt

UsingEquation(10.2)on page371 andthe descriptivestatisticsprovidedin Figure10.3,

- (-x t - x ) - ( t q - u z )
l ^ - , (r
tJ:l -+-l
l)
1 "\'t n z)

where

s3=( n(rn- r\ -S1?) ++(@ z-DSl

n2-l)
9(3s0.6778) + 9(l 57.3333)
= 254.0056
9 +9

Therefore,

(s0.3-72.0\-0.0
=# = 4.0446
{50.801
zs+.ooso[!+ l)
( r 0 r 0)

Yourejectthenull hypothesisbecauset : -3 .0446< /r 8 -2.1009.Thep-value(ascomputed

from MicrosoftExcel)is 0.0070.In otherwords,the probabilitythat t> 3.0446or t < -3.0446
is equalto 0.0070.Thisp-value indicatesthat if the populationmeansare equal,the probability
of observinga differencethis largeor largerin the two samplemeansis only 0.0070.Because
374 CHAPTER
TEN Two-Samole
Tests

thep-valueis lessthana : 0.05,thereis sufficientevidenceto rejectthe null hypothesis.

can concludethat the meansalesaredifferentfor the normalshelf locationand theend-a
location.Basedon theseresults,the salesare lower for the normal location(thanfor
end-aislelocation).
Example10.I providesanotherapplicationof thepooled-variance t-test.

E X A M P L E1 0 . 1
TESTING
FORTHEDIFFERENCE
IN THEMEANDELTVERY
TIMES
A local pizzarestaurantand a local branch ofa national chain are located acrossthe streetfi'
a college campus.The local pizza restaurantadvertisesthat it delivers to the dormitoriesfal
than the national chain. In order to determine whether this advertisementis valid, you andso
friends have decided to order 10 pizzas from the localpizza restaurantand l0 pizzasfromt
national chain, all at different times. The delivery times, in minutes (see the [[!!@l!fiI
are shown in Table 10.2.

TABLE 10.2 Local Chain Local Chain

DeliveryTimesfor Local 16.8 22.0 18.1 19.5
PizzaRestaurant
and 11.'l t5.2 14.1 17.0
NationalPizzaChain
15.6 18.7 21.8 19.5
16.7 15.6 13.9 16.5
l 1. 5 20.8 20.8 24.0

At the 0.05 level of significance, is there evidencethat the mean delivery time for theloc
ptzza restaurantis less than the mean delivery time for the national pizza chain?

SOLUTION Becauseyou want to know whether the mean is lower for the local pizza resta
rant than for the national pizza chain, you have a one-tail test with the following null and alte
native hypotheses:

Ho:vt ) p, (The mean delivery time for the local pizza restaurantis equal to
or greater than the mean delivery time for the national pizza chain.)
Hi vr < F2 (The mean delivery time for the local pizza restaurantis lessthan
the mean delivery time for the national pizza chain.)

Figure 10.4 displays Microsoft Excel results of the pooled I test for these data.

FIGURE10.4
MicrosoftExcelresults
of the pooled t test
for the pizzadelivery Local Cilein
time data 4 :Mean 16.7 18.S
5 ,Variance 9.58228.2151
6 Obseryallons 10 10
7 ,PooledVarlance 8.8987
I HypotheslzedMean Olfierence 0
s jdf 18
See Section E10.3 to create 10 ,t Siat -1.6341
this. l1 ;Pff.-0 ono-tail 0.0598
1_2.t Crltlcalone-tall 1.7341
13 rP[f<-$ two-tall 0.1196
14 rt Crlticaltwo-tail ?.1009
 10.I : Comparingthe Meansof Two IndependentPopulations 37 5

(10.2)on page371,
UsingEquation

(Xt-X)-(trr-pz)

Frr.
" l n r
rl
nz)
!

. from where
faster
some
m the (nr-l)Si+(rz-l)Sz2
e2 _
file), (rr-l)+(n2-l)
9 ( 9 . s 8 2+2 e) ( 8 . 2 l s l=)
8.8987
9 +9

Therefore.

( t 6 . 7- r 8 . 8 8 ) - 0 . 0 - 2 . 1 8
= -1.6341
sqszfl+I I ffi
(10 r0)
local

Youdo not rejectthe null hypothesis because t: -1.6341> /r8 -1.7341.Thep-value(as

stau- computedfrom MicrosoftExcel)is 0.0598.This p-valueindicatesthat the probabilitythat
rlter- t < -1 .6341is equalto 0.0598.In otherwords,if the populationmeansareequal,the prob-
ability thatthe samplemeandeliverytime for the localpizzarestaurant
is at least2.18min-
utesfasterthanthe nationalchainis 0.0598.Becausethep-valueis greaterthan cr : 0.05,
thereis insufficientevidenceto rejectthe null hypothesis.
Basedon theseresults,therers
insufficientevidencefor the localpizzarestaurantto makethe advertisingclaim that it has
a fasterdelivervtime.

In testing for the difference between the means, you assumethat the populations are nor-
mally distribute4 with equal variances.For situations in which the two populations have equal
variances,the pooled-variance/ test is robust (or not sensitive) to moderate departuresfrom
the assumption of normality, provided that the sample sizes are large. ln such situations, you
can use the pooled-varianceI test without serious effects on its power. However, if you cannot
assumethat the data in each group are from normally distributed populations, you have two
choices.You can use a nonparametricprocedure,such as the Wilcoxon rank sum test (covered
in Section 12.5),that doesnot dependon the assumptionof normality for the two populations,
or you can use a normalizing transformation (seereference5) on each of the outcomesand then
use the pooled-varianceI test.
To check the assumptionof normality in each of the two groups, observethe box-and-
whisker plot of the salesfor the two display locationsin Figure 10.5.There appearsto be only
moderate departurefrom normality, so the assumptionof normality neededfor the / test is not
seriously violated.
37 6 CHAPTER Tests
TEN Two-sample

Box-and-WhiskerPlot for Sales Location

10.5
FIGURE
MicrosoftExcelbox-and-
whiskerplot for the sales
for two aislelocations

See Section E3.4 to create

this.

Confidence Interval Estimate of the Difference Between Two

Insteadof, or in addition to, testing for the difference in the meansof two independent
tions, you can use Equation(10.3)to developa confidenceintervalestimateof the differencei
the means.

INTERVAL
CONFIDENCE OF THEDIFFERENCE
ESTIMATE
BETWEENTWO MEANS

tX,- x rl+,,,*,,-r./s;[,f f'l

z-.1 r'Ir, . nz
(10.3)
)
or

lAt- A2l-trt+rt-2 trr-r)

\*o\,, n z)

1
where /,, +," -2 is the critical value of the I distribution with n, * nz - 2 degreesof freedom
for an area of alZ in the upper tail.

Using 95% confidence,the samplestatisticsreportedin Figure10.3on page373and

( 10.3),
Equation

andr,, = 2.1009:
nr = 50.3,nr = 10,Xz = 72.n2 = 10.S; = 254.0056,

* Il
- 7 2 ) ! ( 2 . t 0 0 e ) 2s4.oos6(!
(50.3
(10 t0)
- 2t.7X (2.r00ex7.| 275)
- 2 1 . 7t 1 4 . 9 7
- 3 6 . 6 7S p r - S t 2{ - 6 . 7 3
 10.1:Comparing
theMeansof TwoIndependent
Populations377

Therefore,you are 95% confident that the differencein meansalesbetweenthe normal shelf
locationandthe end-aislelocationis between-36.67 casesof cola and-6.73 casesof cola.In
otherwords,the end-aislelocation sells,on average,6.73 to 36.67casesmore than the normal
aisle location. From a hypothesistesting perspective,becausethe interval does not include
zero,you rejectthe null hypothesisof no differencebetweenthe meansof the rwo populations.

Separate-Variancet Test for the Difference Between Two Means

In testingfor the differencebetweenthe meansof two independentpopulationswhen the pop-
ulation variancesareassumedto be equal,the samplevariancesarepooledtogetherinto a com-
mon estimat", 53. However,if you cannot make this assumption,then the pooled-variance
I test is inappropriate.In this case,it is more appropriateto use the separate-varianceI test
developedby Satterthwaite(seereference4). In the Satterthwaiteapproximationprocedure,
you includethe two separatesamplevariancesin the computationof the /-teststatistic-hence,
the nameseparate-variance / test.The computationsfor the separate-variance / test arecompli-
catedbut canbe carriedout by Microsoft Excel. Figure 10.6 presents the outputfrom the sepa-
rate-varianceI test from Microsoft Excel for the cola data.

10.6 'e*
Excelresults Anmlng
Two-Scmplo Vcrhnccr
separate-variance
forthe display
data 350.6ilt0, tf/3EB
Oiccrntlom 10 10
llypottrdzed lcan Dlfirrencr 0
df 15
Stt 3-0tr6
P(f<-! onc{all OIIF9
E10.5to create Crltlcal onc-tcll r:i{rei
P(f<-Q mo{all o"mn,
Crhlcalrwo.rall 2.1$a

In Figure 10.6,the test statisticis t: -3.0446 and thep-valueis 0.0077< 0.05.Thus,

the resultsfor the separate-variance t test are almost exactlythe sameas thoseof the pooled-
varianceI test. The assumptionof equality of population varianceshad no real effect on the
results.Sometimes,however,the resultsfrom the pooled-and separate-variance t testsconflict
becausethe assumptionof equalvariancesis violated.Therefore,it is importantthat you eval-
uate the assumptionsand use thoseresultsas a guide in appropriatelyselectinga test proce-
dure.In Section10.4.the F test is usedto determinewhetherthereis evidenceof a difference
in the two populationvariances.The resultsof that test can help you determinewhich of the
I tests-pooled-varianceor separate-variance-ismore appropriate.

the Basics 10.2 What is your decisionin Probleml0.l if

10.1 Givena sampleof nr:40 from a popula-
tion with known standarddeviation o, : 20 and
an independentsampleof nr:50 from another
ion with known standarddeviation o, : 10"what
rcvalueof the Z test statisticfor testingHo: trr : p2if
=72 andXr: ee't
you are testingHo: t\: F2 againstthe two-tail
alternativeHl Fr + ;j, using the level of signifi-
cancecr:0.01?
10.3 What is thep-valuein Probleml0.l if you
are testingHo: l\: lr2 againstthe two-tail alter-
native11,: tt1* 1tr?
378 CHAPTERTENTwo-SamoleTests

10.4 Assumethat you havea sampleof r, : 8, have led to a host of new products.A study by Dr.
with the samplemeanX1: 42 anda samplestan- Sternof the PhiladelphiaVeteransAdministration
dard deviationof ,S,: 4. and vou have an inde- comparedweight lossbetweenobesepatientsona
pendentsampleoflr: l5 from anotherpopulationwith a diet and obesepatientson a low-carb diet (Extracted
samplemeanof X 2 : 34 and the samplestandarddevia- R. Bazell. "Studv CastsDoubt on Advantasesof
tion S, : 5. Diet," msnbc.com,May 17,2004).Let p,
a. What is the value of the pooled-variance /-teststatistic meannumberof poundsobesepatientson a low-fat
for testingHo: 1tr: 1t"r? lose in six monthsand p, representthe mean
b. In finding the critical value ofthe test statistic/, how pounds obese patients on a low-carb diet lose i
manydegreesof freedomarethere? months.
c. Usingthe levelof significancecx,:0.01,whatis the crit- a. State the null and alternative hypothesesifyou
ical valuefor a one-tailtestof the hypothesisHo: trt,t trt, testwhetherthe meanweisht lossbetweenthetwo
againstthe alternativeHr: 1tr> 1tr? is equal.
d. What is your statisticaldecision? b. In the contextof this study,what is the meaning
TypeI error?
10.5 What assumptions aboutthe two populationsare
c. In the contextof this study,what is the meaning
in Problem10.4?
necessary
Type II error?
10.6 Referringto Problem10.4,constructa 95o/oconfi- d. Suppose thata sampleof 100obesepatientsona
dence interval estimate of the population difference diet losta meanof 7.6poundsin six months,witha
betweenF1andpr. dard deviationof 3.2 pounds,while a sampleof
obesepatientson a low-carbdiet lost a meanof
pounds in six months,with a standarddeviationof
Applying the Concepts
pounds.Assuming that the population variances
10.7 Theoperations managerat a light bulb fac- equalandusinga 0.05levelof significance, is there
tory wantsto determinewhetherthereis any dif- dence of a difference in the mean weight loss of
ferencein the mean life expectancyof bulbs patients between the low-fat and low-carb diets?
manufacturedon two differenttypesof machines.The pop-
10.10 Whendo childrenin the United Statesdevelop
ulationstandarddeviationof machineI is 110hoursandof
erencesfor brand-nameproducts?In a studyreportedin
machineII is 125hours.A randomsampleof 25 light bulbs
Journal of ConsumerPsychology(Extractedfrom G.
from machineI indicatesa samplemeanof 375 hours,and
AchenreinerandD. R. John,"The Meaningof Brand
a similarsampleof 25 from machineII indicatesa sample
to Children:A DevelopmentalInvestigation,"Journal
meanof 362 hours.
ConsumerPsychology,2003, 13(3), pp. 205-219),
a. Using the 0.05 level of significance,is there any evi-
ketersshowedchildren identicalpicturesof athletic
denceof a differencein the meanlife of bulbsproduced
One picture was labeled Nike, and one was labeled K-
by the two typesof machines?
The childrenwereaskedto evaluatethe shoesbasedon
b. Computethep-valuein (a) andinterpretits meaning.
appearance, qualiry price,prestige,favorableness,
and
10.8 The purchasingdirector for an industrial erencefor owning.A scorefrom 2 (highestproduct
parts factory is investigatingthe possibility of tion possible)to1(lowest productevaluationpossible)
purchasinga new type of milling machine.She recordedfor each child. The following table reports
determines that the new machinewill be boughtif thereis resultsof the study:
evidencethat the partsproducedhavea highermeanbreak-
ing strengththan thosefrom the old machine.The popula-
Age by Sample Sample SampleStandard
tion standarddeviationofthe breakingstrengthfor the old
Brand Size Mean Deviation
machineis l0 kilogramsandfor the newmachineis 9 kilo-
grams.A sampleof 100partstakenfrom the old machine Age8
indicatesa samplemeanof 65 kilograms,and a similar Nike 27 0.89 0.98
sampleof 100 from the new machineindicatesa sample K-Mart 22 0.86 r.07
meanof 72 kilograms. Age12
a. Usingthe0.01levelof significance,is thereevidencethat Nike 39 0.88 1.01
the purchasingdirectorshouldbuy the new machine? K-Mart 4l 0.09 1.08
b. Computethep-valuein (a) andinterpretits meaning. Age15
Nike 35 0.41 0.81
10.9 Millions of dollarsarespenteachyearon diet foods. -0.29
K-Mart 33 0.92
Trendssuchas the low-fat diet or the low-carbAtkins diet

a. Conducta pooled-variance/ test for the difference
betweentwo meansfor eachof the three age groups.
Usea levelof significanceof 0.05.
b. Whatassumptionsareneededto conductthe testsin (a)?
c. Write a brief summaryof your findings.
10.11 According to a survey conducted in
October2001,consumerswere trying to reduce
their credit card debt (Extractedfrom M. Price,
"CreditDebtsGet Cut Down to Size,"Newsday,November
25,2001,p. F3). Basedon a sampleof 1,000consumers
in October2001 and in October2000, the meancredit
carddebtwas $2,41I in October2001 as comparedto
$2,814in October2000.Supposethat the standarddevia-
tionwas$847.43 in October2001and $976.93in October
2000.
a. Assumingthat the populationvariancesfrom both years
areequal,is there evidencethat the mean credit card
debtwaslower in October2001 than in October2000?
(Usethe cx: 0.05levelof significance.)
b. Determinethep-value in (a) and interpretits meaning.
c. Assumingthat the populationvariancesfrom both years
are equal,constructand interpret a 95o/oconfidence
intervalestimateof the differencebetweenthe popula-
tionmeansin October2001andOctober2000.
10,12 The Computer Anxiety Rating Scale
(CARS) measuresan individual'slevel of com-
puter anxiety,on a scalefrom 20 (no anxiety) to
100(highest level of anxiety). Researchersat Miami
ty administeredCARS to l'12 businessstudents.
of the objectives of the study was to determrne
thereis a differencein the level of computeranxr-
experiencedby female and male businessstudents.
foundthe following:
Males Females
40.26 36.85
13.35 9.42
100 72
' ExtractedfromT Broome and D. Havelka, "Determinants
ComputerAnxiety in BusinessStudents,"The Review of Business
Spring2002,6(2),pp. 9-16
Systems,
At the 0.05level ofsignificance,is thereevidenceofa
differencein the meancomputeranxietyexperiencedby
femaleandmalebusinessstudents?
Determinethep-value and interpretits meaning.
Whatassumptionsdo you have to make about the two
populations in orderto justify the useofthe r test?
13 A companymakingplasticoptical componentswas
ing inconsistencies
in an optical measurementcalled
Twodifferenttypes of pins usedin the mold produced
followingresults:
'il
l0.l: Comparing the Means of Two IndependentPopulations 319
Taper Locks Locking Pins
x 1.262 0.561
,s 0.297 0.307
n20 20
Extracted
Source: fromJ.Duncan,"Ghosts WhoYa
in YourProcess?
Goingto Call?" QualityProgress,
May2005,pp.52-57.
a. Assumingthat the populationvariancesare equaland
the populationsare normally distributed,at the 0.05
levelofsignificance,is thereevidenceofa differencein
the meansbetweentaperlocks and locking pins?
b. Repeat(a), assumingthat the population variancesare
not equal.
c. Comparethe resultsof (a) and(b).
10.14 A bankwith a branchlocatedin a commercialdis-
trict of a city has developedan improvedprocessfor serv-
ing customersduring the noon-to-l p.m. lunch period.The
waiting time (operationallydefined as the time elapsed
from when the customerentersthe line until he or she
reachesthe teller window) of all customersduringthis hour
is recordedover a period of one week.A randomsample
of 15 customersis selected(and stored in the file
El[trED, and the results(in minutes)are as follows:
4.2r 5.55 3.02 5.13 4.77 2.34 3.54 3.20
4.s0 6.10 0.38 5.12 6.46 6.19 3.79
Supposethat anotherbranch,locatedin a residentialarea,
is also concernedwith the noon-to-l p.m. lunchperiod.A
randomsampleof l5 customersis selected(and storedin
the file EE&[D, and the resultsare as follows:
9.66 5.90 8.02 s.79 8.13 3.82 8.01 8.35
10.49 6.68 5.64 4.08 6.r7 9.91 s.47
a. Assumingthat the populationvariancesfrom both banks
are equal,is there evidenceof a differencein the mean
waitingtime betweenthe two branches? (Usea: 0.05.)
b. Determinethep-value in (a) and interpretits meaning.
c. What otherassumption is necessary in (a)?
d. Assuming that the population variancesfrom both
branchesare equal,constructand interpreta95o/oconfi-
denceinterval estimateof the differencebetweenthe
populationmeansin the two branches.
10.15 RepeatProblem10.14(a), assumingthatthepopu-
lation variances in the two branches are not equal.
Comparethe resultswith thoseof Probleml0.la (a).
10.16 A problem with a telephoneline that preventsa
customerfrom receivingor making calls is disconcertingto
both the customerand the telephonecompany.The datain
the file EfiftllE represent samples of 20 problems
reportedto two different offices of a telephonecompany
and the time to clear theseproblems(in minutes)from the
customers'lines:
380 CHAPTERTEN
Two-SamoleTests

Central Office I Time to Clear Problems(Minutes) differencebetweenthe population meansin the

1 . 4 8 1 . 1 50 . 7 8 2 . 8 5 0 . 5 2 1 . 6 04 . 1 5 3 . 9 7 1 . 4 8 3 . 1 0 conditions.
1.02 0.53 0.93 1.60 0.80 1.05 6.32 3.93 s.45 0.97 10.19 RepeatProblem10.18(a),assuming
thatthe
tion variances from untreated and treated steel olatesare
Central Office ll Time to Clear Problems(Minutes) equal.Comparetheresultswith thoseof Problem10.18
7.55 3.7s 0.10 1.r0 0.60 0.s2 3.30 2.10 0.58 4.02
'lO.2O The director of trainins for
an electronic
3.75 0.65 1.92 0.60 1.53 4.23 0.08 1.48 r.65 0.72
ment manufactureris interestedin determinins
a. Assumingthat the populationvariancesfrom both different training methodshavean effect on the
offices are equal,is there evidenceof a differencein ity of assembly-line employees.Sherandomlyassigns 42
the meanwaiting times betweenthe two offices?(Use recentlyhired employeesinto two groupsof 21. Thefint
o(: 0.05.) group receivesa computer-assisted, individual-basedtrain-
b. Determinethep-valuein (a) andinterpretits meaning. ing program,and the other receivesa team-basedtraining
c. What otherassumption in (a)?
is necessary program.Upon completionof the training, the employees
d. Assuming that the population variancesfrom both areevaluatedon the time (in seconds)it takesto assemble a
offices are equal,constructand interpreta 95Yoconfi- part.The resultsare in the datafilel[@f!!.
denceinterval estimateof the differencebetweenthe a. Assumingthat the variancesin the populationsof hain-
populationmeansin the two offices. ing methodsare equal,is thereevidenceof a difference
between the mean assemblytimes (in seconds)of
10.17 RepeatProblem10.16(a), assumingthatthe popu-
employeestrained in a computer-assisted individual-
lation variancesin the two offices are not equal.Compare
basedprogramand thosetrainedin a team-based pro-
theresultswith thoseof Problem10.16(a).
gram?(Usea 0.05levelof significance.)
10.18 In intaglioprinting,a designor figure is carved b. What otherassumption is necessary in (a)?
beneaththe surfaceofhard metalor stone.Supposethat an c. Repeat(a), assumingthat the populationvariances are
experimentis designedto comparedifferencesin mean not equal.
surfacehardnessof steelplatesused in intaglio printing d. Comparethe resultsof (a) and(c).
(measuredin indentationnumbers),basedon two different e. Assumingequalvariances,constructandinterpreta 95%
surfaceconditions-untreatedand treatedby lightly pol- confidenceinterval estimateof the differencebetween
ishingwith emerypaper.In the experiment,40 steelplates the populationmeansof the two training methods.
are randomlyassigned-20 that are untreated,and20 that
are treated.The data are shownhere and storedin the file 10.21 Nondestructive evaluationis a methodthat is used
to describethe propertiesof componentsor materials
@EE' without causing any permanentphysical changeto the
Untreated Treated units.It includesthe determination of propertiesof materi-
r64.368 177.t35 r58.239 als andthe classificationof flawsby size,shape,type,and
150.226
1s9.018 163.903 r38.216 location.This methodis most effectivefor detectingsur-
155.620
153.871 167.802 168.006 faceflaws and characterizing surfacepropertiesof electri-
151.233
165.096 160.818 t49.654 158.653 cally conductivematerials.Recently,datawere collected
157.184 t67.433 145.456 that classifiedeachcomponentas having a flaw or not
tst.204
154.496 163.s38 16 8 . 7
18 150.869 basedon manual inspectionand operatorjudgment and
160.920 164.525 t54.321 t61.657 also reportedthe sizeof the crackin the material.Do the
164.917 t'71.230 162.763 r57.016 componentsclassifiedas unflawedhave a smallermean
169.09r 174.964 161.020 crack size than componentsclassifiedas flawed?The
156.670
175.276 1 6 6 . 3I 1 167.706 resultsin termsof cracksize(in inches)arein the datafile
t47.920
@@Q (extractedfrom B. D. Olin and W. Q. Meeker,
a. Assumingthat the populationvariancesfrom both con- 'Applicationsof StatisticalMethods
to Nondestructive
ditions are equal,is thereevidenceofa differencein the Evaluation,"Technometrics, 38, 1996,p. 10 1.)
mean surfacehardnessbetweenuntreatedand treated a. Assuming that the populationvariancesare equal,is
steelplates?(Usecr: 0.05.) thereevidencethat the meancrack sizeis smallerfor the
b. Determinethep-valuein (a) andinterpretits meaning. unflawed specimensthan for the flawed specimens?
c. What otherassumptionis necessaryin (a)? (Usea: 0.05.)
d. Assuming that the population variancesfrom un- b. Repeat(a), assumingthat the populationvariancesare
treatedandtreatedsteelplatesare equal,constructand not equal.
interpreta 95%oconfidenceinterval estimateof the c. Comparethe resultsof (a) and(b).
 10.2: ComparingtheMeansof TwoRelatedPopulations 381

1O.2 COMPARING
THE MEANSOF TWO RELATED
POPULATIONS
The hypothesis-testing proceduresexaminedin Section10.1enableyou to make comparisons
and examinedifferencesin the meansof two independentpopulations.In this section,you will
learn about a procedurefor analyzingthe differencebetweenthe meansof two populations
when you collect sampledata from populationsthat are related-that is, when resultsof the
first populationarenol independentofthe resultsofthe secondpopulation.
There are two casesthat involve relateddata betweenpopulations.In the first case,you
take repeated measurementsfrom the sameset of items or individuals.In the secondcase,
items or individualsare matched accordingto somecharacteristic.In either case,the variable
of interestbecomesthe dffirence betweenthe valuesratherthan the valuesthemselves.
The first casefor analyzingrelatedsamplesinvolvestaking repeatedmeasurements on the
sameitemsor individuals.Underthe theorythat the sameitemsor individualswill behavealike
if treatedalike, the objectiveis to showthat any differencesbetweentwo measurements of the
sameitems or individuals are due to different treatmentconditions.For example,when per-
forming a taste-testingexperiment,you can use eachpersonin the sampleas his or her own
control so that you can haverepeatedmeasurements onthe sameindividual.
The secondapproachfor analyzingrelatedsamplesinvolvesmatchingitemsor individuals
accordingto somecharacteristicof interest.For example,in testmarketinga productundertwo
different advertisingcampaigns,a sampleof test marketscan be matchedon the basisof the
test marketpopulationsize and/ordemographicvariables.By controlling thesevariables,you
arebetterableto measurethe effectsof the two different advertisingcampaigns.
Regardlessof whetheryou havematchedsamplesor repeatedmeasurements, the objec-
tive is to study the differencebetweentwo measurements by reducingthe effect of the vari-
ability that is due to the items or individuals themselves.Table 10.3 showsthe differencesin
the individualvaluesfor two relatedpopulations.To readthis table,let X1, Xt2, . . . , Xrrrep-
resentthe n valuesfrom a sample.And let X2t, X22,. . . , X2, representeither the correspond-
ing n matchedvalues from a secondsampleor the correspondingn repeatedmeasurements
from the initial sample.Then,Dp D2, . . . , Dnwill representthe correspondingset of n differ-
encescoressuchthat

D t : X t t - X 2 t , D 2 : X 1 2 - X 2 2 , .. . , a n dD r : X r n - X r n

10.3 Group
ininqthe Value Difference
BetweenTwo
Populations I xtt Xzt Dr: Xtt - Xrt
2 xtz xzz Dz: xr..z-Xn

i,, Dr: xtt- xn

":,

i,. Xz, Dn: Xrn- Xrn

samplesize is large,
Centnl LimitTheorem
page268)ensures
you
tt the sam pling di stributi o n
follows a normal
To test for the meandifferencebetweentwo relatedpopulations,you treat the difference
scores,eachD,, as valuesfrom a singlesample.If you know the populationstandarddeviation
of the differencescores,you usetheZtest definedin Equation(10.q.2This Ztest for themean
differenceusing samplesfrom two relatedpopulationsis equivalentto the one-sampleZtest for
the meanof the differencescores[seeEquation(9.1)on page334].
382 CHAPTERTEN Two-Samole
Tesrs

Z TESTFORTHEMEAN DIFFERENCE
D-po
Z* (10.4)
-r
6D
,\ln
where
n
S n-I.
.L/
D:i=r
n
Fp: hypothesized
meandifference
or: populationstandarddeviationofthe differencescores
r : samplesize
The teststatisticZ followsa standardized
normaldistribution.

Paired t Test
In mostcases,the populationstandarddeviationis unknown.The only informationyou
havearethe samplemeanandthe samplestandarddeviation.
lf you assumethat the difference scores are randomly and independentlyselectedfiom
population that is normally distributed you can use the paired I test for the mean differenr
in relatedpopulationsto determinewhetherthereis a significantpopulationmeandiffe
Like the one-sampleI test developedin Section 9.4 [see Equation (9.2) on page 347], thet
statistic developedhere follows the r distribution, with n - I degreesof freedom.Although
mustassume thatthepopulationis normallydistribute{as longasthe samplesizeis not
smallandthe populationis not highly skewedyou canusethe pairedr test.
To test the null hypothesisthat there is no differencein the meansof two related

Hoi Fo- 0 (where Fn: \ -,ttz)

againstthe alternativethat the means are not the same:

Hr: P'o+0

you computethe I test statisticusing Equation( 10.5).

PAIRED
t TESTFORTHEMEAN DIFFERENCE
D -po
sp
(r0.s)
'""r1;
where
\ - ! -

/-/"i
D: ;-l

,
n
sa.^ :.,
).\u; -Df
so:
,-l
The teststatisticl followsa / distributionwith n - l desreesof freedom.
 10.2:Comparing
theMeansof TwoRelatedPopulations 383

For a two-tail test with a given level of significance, o, you reject the null hypothesisif the
computed I test statisticis greater than the upper-tail critical value tr_, from the I distribution or
if the computed test statistic is less than the lower-tail critical value -t, , from the / distribu-
t i o n .T h e d e c i s i o nr u l e i s

R e j e c tH o i f t > t n _ l
or if / < -/, ,:
otherwise, do not reject 11n.

The following example illustrates the use of the / test for the mean difference. The
Automobile Assocation of America (AAA) conducted a mileage test to compare the gasoline
mileage from real-life driving done by AAA members and results of city-highway driving done
according to current (as of 2005) government standards(extracted from J. Healey, "Fuel
Economy Calculationsto Be Altered," USA Today,January 11,2006, p. 1B).
What is the best way to design an experiment to compare the gasoline mileage from real-
life driving done by AAA members and results of city-highway driving done according to cur-
rent (as of 2005) government standards?One approachis to take two independentsamplesand
then use the hypothesistestsdiscussedin Section I 0. | . In this approach,you would use one set
of automobiles to test the real-life driving done by AAA members.Then you would use a sec-
llv
ond set of different automobiles to test the results of city-highway driving done according to
current (as of2005) government standards.
na
However,becausethe first set of automobilesto test the real-life driving done by AAA
lce
membersmay get lower or higher gasoline mileage than the secondset of automobiles,this
ce.
is not a good approach.A better approach is to use a repeated-measurements experiment.
est
In this experiment, you use one set of automobiles. For each automobile, you conduct a
/ou
test of real-life driving done by an AAA member and a test of city-highway driving
3ry
done according to current (as of 2005) government standards.Measuring the two gaso-
l i n e m i l e a g e s f o r t h e s a m e a u t o m o b i l e s s e r v e st o r e d u c e t h e v a r i a b i l i t y i n t h e g a s o l i n e
NS:
mileagescomparedwith what would occur if you used two independentsetsof automobiles.
This approach focuses on the differences between the real-life driving done by an AAA
member and the city highway driving done according to current (as of 2005) government
standards.
Table10.4displaysresults(storedin the file EEE@EEffr) from a sampleof
n : 9 automobilesfrom such an exoeriment.

T A B L E1 0 . 4 Model Members Current

Repeated 2005FordF-150 14.3 16.8
Measurements of
Gasoline Mileagefor 2005ChevroletSilverado 15.0 17.8
Real-LifeDrivingby 2002HondaAccordLX 27.8 26.2
MA Membersand 2002HondaCivic 27.9 tJ.z
City-Highway Driving 2004HondaCivic Hybrid 48.8 47.6
DoneAccordingto
(asof 2005) 2002FordExplorer 16.8 18.3
Current
Government Standards 2005ToyotaCamry 23.7 28.5
2003ToyotaCorolla 32.8 33.1
2005ToyotaPrius 37.3 44.0

You want to determine whether there is any difference in the mean gasoline mileage
between the real-life driving done by an AAA member and the city-highway driving done
according to current (as of2005) government standards.In other words, is there evidencethat
384 Two-SampleTests
CHAPTERTEN

the mean gasolinemileage is different betweenthe two types of driving? Thus,the

alternativehypothesesare
Ho: Fn: 0 (Thereis no differencein meangasolinemileagebetweenthe real-lifedr
Uy an ene memberand the city-highway driving doneaccordingto currentfasof
ernmentstandards.)
Ht: Fn* 0 (Thereis a differencein meangasolinemileagebetweenthe real-lifedr
Uy anlen memberand the city-highway driving doneaccordingto current[asof
ernmentstandards.)
Choosingthe level of significanceof cr : 0.05 and assumingthat the differences
you usethepairedI test[Equation(10.5)].For a sampleof n=9
mally distributed,
therearen |- :8 degreesof freedom.UsingTableE.3,the decisionrule is

RejectHoif t> tr:2.3060;

or if r < -te: -2.3060;
otherwise,do not rejectIlo.

\sr{\ren--\t\\srursts\st\S$lt\\),$-t.rss$s,rsssN\\RsxsN\Rbls

Yo
Ll '
ar l

D=i=t _-Lt't=_2.3444
n9

and

\rn, - D)'
SD= = 2.893575
,-1

From Equation (10.5) on page 382,

D -v, _-2.3444-0 =_2.4301

,SD 2.893575
\n

Becauset: -2.4307 is lessthan-2.3060,you rejectthe null hypothesis, llo (t.. Figure

Thereis evidenceof a differencein meangasolinemileagebetweenthe real-life driving
by an AAA memberand the city-highway driving doneaccordingto current(asof 2005)
ernmentstandards.Real life driving resultsin a lower meangasolinemileage.

FIGURE10.7
Two-tailpairedttest
at the 0.05level
with
of significance
B degreesof freedom

Q / +2.306f f8
Regionof I Regionof I Regionof
Rejection I Nonrejection lRejection
I
 10.2:Comparing
theMeans
ofTwoRelated
Populations385

You can computethis test statisticalong with the p-value by using Microsoft Excel (see
Figure10.8).Because thep-value:0.0412 < o:0.05, you rejectHo.The p-valueindicatesthat
if the two typesof driving havethe samemeangasolinemileage,the probabilitythat onetype of
driving would havea meanthat was 2.3444miles per gallon lessthan the othertype is 0.0412.
Becausethis probabilityis lessthancr:0.05, you concludethatthe alternativehypothesisis true.

10.8
A MicrosoftExcel
ultsof paired t test
thecarmileagedata

I
Condadon 0T613.
ilocn Dlferencr 0
e:
Jrrot.
onc{all 0@-
Crldcal onc.tcll 1.8S||Il
two{rll 0.0t1?1
Crldcal two{dl

B MicrosoftExcel Box-and-Whisker
Plot for casolaneMileageDifierences
iskerplot
thecarmileagedata

From Figure 10.8,PanelB, observethat the box-and-whiskerplot showsapproximate

symmetry.Thus,the datado not greatly contradictthe underlyingassumptionof normality. If
an exploratorydata analysisrevealsthat the assumptionof underlyingnormality in the popu-
lation is severelyviolated"then the / test is inappropriate.Ifthis occurs,you can either use a
nonparametricprocedurethat doesnot makethe stringentassumptionof underlyingnormality
(seeReferencesI and 2) or makea datatransformation(seereference5) and then recheckthe
assumptionsto determinewhetheryou shouldusethe I test.

X A M P L E1 0 . 2 PAIREDI-TE5T OF PIZZA DELIVERYTIMES

Recall from Example l0.l on page 374 that a local pizzarestaurantlocatedacrossthe street
from a collegecampusadvertisesthat it deliversto the dormitoriesfasterthan the local branch
of a nationalpizza chain. In order to determinewhetherthis advertisementis valid, you and
somefriends havedecidedto order l0 pizzasfrom the local pizza restaurantand I 0 pizzasfrom
the nationalchain.In fact, eachtime you orderedapizza from the local pizza restaurant,your
friendsorderedapizza from the nationalpizzachain.Thus,you havematcheddata.For eachof
 386 CHAPTERTEN Two-Samole
Tests

the ten times pizzas were ordered"you have one measurementfrom the local pizza
and one from the national chain. At the 0.05 level of significance, is the mean delivery time
the local pizza restaurantless than the mean delivery time for the national pizza chain?

SOLUTION Use the paired r test to analyzethe data in Table 10.5(seethe file [@@@.

TABLE 10.5 Time Local Chain Difference

DelivervTimesfor Local I 16.8 22.0 -5.2
rrzzaKestaurant
ano 2 tt.7 15.2 -3.5
NationalPizzaChain -3.I
J 15.6 18.7
4 16.7 15.6 l.l
5 17.5 20.8 -3.3
6 18.1 19.5 -1.4
7 t4.l 17.0 -2.9
8 2t.8 19.5 z.J
9 13.9 16.5 -2.6
10 20.8 24.0 -3.2
-21.8

Figure 10.9 illustrates Microsoft Excel paired I test results for the pizza delivery data.

FIGURE10.9
MicrosoftExceloaired
t test resultsfor the
pizzadeliverydata Local Cltp'in
4 Mean 16.7 18.S
t-l -5 Variance 9.58?2 8.2151
6 Observallors 10 10
l-ll 7 rPeartonCorrelatlon 0.714'l
l-l I Hypotheslzed MeanDlfference 0
SeeSectionE10.6to create gidf I
this. 10 t Stat 3.0448
1.'ltPff."q one-tail 0.0070
12.t Crltlcalone-tall 1.8331
13 Pfr.=q rro-rall 0.0139
14 rt Crlrlcalrwo-rail 2.2622

The null and alternativehypothesesare

Ho: Vn > 0 (Mean delivery time for the local pizzarestaurant is greater than or equal tothe
mean delivery time for the national pizza chain.)
Hi Fp < 0 (Mean delivery time for the local pizzarestaurantis less than the mean delivery time
for the national pizza chain.)

Choosing the level of significance o(: 0.05 and assumingthat the differencesare normally dis-
tribute4 you use the paired / test [Equation(10.5) on page 382]. For a sampleof r : 10 deliv-
ery times, there are n - | -- 9 degreesof freedom. Using Table E.3, the decision rule is

R e j e c tH o i f t < t n : - 1 . 8 3 3 1 ;
otherwise, do not reject 11n.

For n : l0 differences(seeTable 10.5).the sample mean difference is

tr,
- -7rR
D_,=, = -"" =_2.13
n10
 10.2: Cornparingthe Meansof Two Relatecl
Populations 387

.rant and the sample standard deviation of the difference is

: for

s1.'=

(10.5)
FromEquation onpage382,
D -Vn -) tR-0
s, 2.2641
t; tTt
Becauset - -3.0448 is less than - I .833I, you reject the null hypothesisHn (the 7r-valueis
0 . 0 0 7 0 < 0 . 0 5 ) .T h e r e i s e v i d e n c et h a t t h e m e a n d e l i v e r y t i m e i s l o w e r f o r t h e l o c a l p i z z a
restaurantthan for the national pizza chain.
This conclusionis differentfrom the one you reachedwhen you usedthe pooled-variance r
test for these data. By pairing the delivery tirnes, you are able to focus on the differences
betweenthe two pizza delivery servicesand not the variability createdby ordering pizzas at dif-
ferenttimes of day.The pairedI test is a more powerful statisticalprocedurethat is betterable
to detect the difference between the two pizza delivery services.

Confidence Interval Estimate for the Mean Difference

Insteadof, or in additionto, testingfor the differencebetweenthe meansof two relatedpopulations,
you can use Equation 10.6to constructa confidenceinterval estimateof the mean difference.

CONFIDENCE
INTERVAL
ESTIMATE
FORTHEMEAN DIFFERENCE

(10.6)

s^
*U
D - tr-t
P=u,< D + t . - , G
"!n

Returnto the exarnplecomparinggasolinenileagegeneratedby real-lifedrivingandby

government standards.
UsingEquation (10.6).D - -2.3444.tD- 2.8936,n:9, andt :2.306
(for 95%confidence - :
andn I 8 degrees of freedom),

lis- _ 2 . 3 4 4t4 ( 2 . 3 0 62) ' 8 9 : ] 6

liv- r/q
-2.3444+ 2.2242
-4.5686(U,S-0.1202

Thus,with 95% confidence, the meandifferencein gasolinemileagebetween thereal-lifedri-

ving doneby an AAA memberandthe city highwaydrivingdoneaccording to current(asof
2005)government standardsis between-4.5686and -0.1202milesper gallon.Because the
intervalestirnate
containsonlyvalueslessthanzero,you canconclude thatthereis a difference
in the populationmeans.The meanmilesper gallonfor the real-lifedrivingdoneby an AAA
memberis lessthanthe meanrnilesper gallonfor thecity-highwaydrivingdoneaccording to
current(asof2005)government standards.
388 CHAPTERTEN Tlvo-SamDleTestg

Learning the Basics fil. @!@ss[ (codedto maintainconfi

reDresentmeasurementsin-line that were collected
EnnFq rc.22 An experimentaldesignfor a paired/ test an analyzerduring the production processand from
lAsslsr I has,as a matchedsample,20 pairsof identical analyticallab (extractedfrom M. Leitnaker,"
twins. How many degreesof freedomaretherein MeasurementProcesses:In-line Versus Analvti
this I test? Measuremen ts," QuaI i Q Engin eering, | 3, 2000-2001,
q 10.23 An experimentrequiresa measurement 293-298).
EE
lAsslsTI beforeand afterthe presentation
of a stimulusto a. At the 0.05 level of significance,is there evidence
eachof 15 subjects.In the analysisof the data differencein the mean measurements in-line and
collectedfrom this experiment,how many degreesof free- an analyticallab?
dom aretherein the test? b. What assumptionis necessaryto perform this test?
c. Use a graphicalmethodto evaluatethe validityof
assumption in (a).
Applying the Concepts d. Constructand interpret a 95o/oconfidenceinterval
10.24 The Septemberissuesof monthly mag- mateof the differencein the meanmeasurements inli
azines typically carry the most advertising and from an analyticallab.
pagesfor any issueduring the year.The follow-
10.26 Can studentssavemoney by buying their
ing data (stored in the file lilEltEIE) give the number
books at Amazon.com?To investigatethis possibility,
of advertisingpagesin September2004 and September
randomsampleof 14textbooksusedduringthe 2006
2005:
mer sessionat Miami Universitvwas selected.Theori
for thesetextbooksat both a local bookstoreand
Magazine 2004 2005 Amazon.comwererecorded.The oricesfor the tex
Martha StewartLiving 52.14 75.25 includingall relevanttaxesand shipping,are given
GoodHousekeeping tt5.t2 t49.41 (and are storedin the fileS!g!!pQ):
Parenting r23.84 1s8.37
Glamour(specialissue) 184.78 236.00
Textbook Book Store A
PopularMechanics 67.44 85.02
Ebony r22.32 141.77 Concepts in Federal TAxafion r38.2r 143.95.
Cosmopolitan (specialissue) 227.35 248.60 Intermediate A ccounting rst.92 rs2.7a
Ladies'HomeJournal 125.21 136.99 The Middle East and CentralAsia s2.06 53.00
Parents t39.14 r49.68 Wests Business Law 1s9.31 143.95
Vogue 650.63 690.ss Leadership: Theory and Practice 49.59 48.95
Harper s Bazaar 261.09 274.06 Making Choicesfor Multicultural
Elle 342.27 346.94 Education 71.74 56.95
Esquire 165.58 167.53 Direct Instruction Reading 98.12 97.35
Real Simple 163.10 163.80 Essentials of Economics 102.12 99.64
Men s Health r39.76 t40.16 Marriage and Family 106.92 100.98
GQ 292.8s 288.27 America and lts People 100.44 9s.20
InStyle 382.96 376.00 Oceanography 105.l8 128.95
Details 206.97 202.13 Calculus : E arly T?anscendental
Single Variable I I 5.00 133.50
a. At the 0.05 level of significance,is thereevidenceof a Access to Health 93.47 88.60
differencein the meannumberof advertisingpagesin Womenand GIobalizati on 29.54 18.48
September 2004 andSeptember 2005?
b. What assumptionis necessaryto perform this test?
a. At the 0.01 level of significance,is thereevidenceof
c. Determinethep-valuein (a) andinterpretits meaning.
differencebetweenthe meanprice of textbooksat
d. Constructand interpreta 95o/oconfidenceinterval esti-
local bookstorcand Amazon.com?
mate of the differencein the meannumberof advertis-
b. What assumptionis necessaryto perform this test?
ing pagesin September 2004and September 2005.
c. Constructa 99o/oconfidenceinterval estimateof the
10.25 In industrial settings,alternativemethodsoften meandifferencein price. Interpretthe interval.
exist for measuringvariablesof interest.The data in the d. Comparethe resultsof (a) and (c).
 10.2:Comparing
theMeans
ofTwoRelated
Populations389

A newspaperarticlediscussedthe openingof a Whole immediatelyprior to the stemcell transplantand at the time

Marketin the Time-Warnerbuilding in NewYork City. of the completeresponse:
followingdata(storedin the fileEEEEEE@ co-- Patient Before After
thepricesof somekitchen staplesat the new Whole
Marketand at the Fairwaysupermarketlocatedabout 1 158 284
fromtheTime-Warnerbuilding: 2 189 2r4
3 202 lOt
Whole Foods Fairway 4 353 227
s 416 290
milk 2.r9 1.35 6 426 176
eggs 2.39 r.69 7 44t 290
orangejuice (64 oz.) 2.00 2.49
of Bostonlettuce 1.98 1.29 Source: Extractedfrom S. V Rajlamaa R. Fonseca, T E. llitzig,
M. A. Gertz, and P R. Greipp, "Bone MarowAngiogenesis in Patients
round, I lb. 4.99 3.69
Achieving Complete ResponseAfter Stem Cell Transplantationfor
Beetuna.6 oz. can 1.79 1.33 Multiple Myeloma," Leukemi4 1999, 13,pp. 469472.
Smithapples(l lb.) 1.69 r.49
a. At the 0.05levelof significance,is thereevidencethatthe
DeCeccolinguini 1.99 1.59
meanbone marrow microvesseldensityis higherbefore
steak,I lb, 7.99 5.99
the stemcell transplantthan after the stemcell transplant?
chicken,per pound 2,t9 1.49
b. Interpretthe meaningof thep-value in (a).
: Extractedfrom W Grimes, "A Pleasure Palace Without the c. Constructand interpreta 95o/oconfidenceinterval esti-
" TheNewYorkTimes,February18, 2004,pp. Fl , F5 mateof the meandifferencein bonemarrowmicrovessel
densitybeforeand after the stemcell transplant.
tAtthe 0.01 level of significance,is there evidencethat
d. What assumptionis necessaryto perform the testin (a)?
'themeanprice is higher at Whole FoodsMarket than at
10.29 Over the past year, the vice presidentfor human
theFairwaysupermarket?
resourcesat a latge medical centerhas run a seriesof three-
Interpretthe meaningof thep-value in (a).
month workshopsaimedat increasingworker motivationand
Whatassumptionis necessaryto performthe testin (a)?
performance.To checkthe effectivenessofthe workshops,she
Multiple myeloma,or blood plasmacancer,is char- selecteda randomsampleof 35 employeesfrom thepersonnel
by increasedblood vesselformulation(angiogen- files and recordedtheir most recentannualperformancerat-
in the bone marrow that is a prognostic factor in sur- ings,alongwith their ratingsprior to attendingthe workshops.
. Onetreatmentapproachusedfor multiple myelomais The dataarestoredin the file[@@. TheMicrosoft Excel
cell transplantationwith the patient'sown stem cells. resultsin PanelsAandB provideboth descriptiveandinferen-
followingdata(storedin the file fi!$@l@ represent tial information so that you can analyzethe resultsand exam-
bonemarrowmicrovesseldensityfor patientswho had a ine the assumptionsof the hypothesistestused:
responseto the stemcell transplant,as measured Stateyour findings and conclusionsin a report to the
blood and urine tests. The measurementswere taken vice presidentfor humanresources.

Dlflslrlnce

sJtrfi1
rslle
'5, for Xcatr
-t0,
Dovladon 115,?32
Varlancr 1T2:t0,,g 7t5(B
1.1038 E0"gt2537.16f7
Skawrer 0.1103, Olrorallom It 35
Rango fl-l Pearon Conelatlon o.r3{2
ttnlmrm 34i Hypoitrcdrrd liin Dlfrerencr . . . 0
{3xlmum u,: df
sr||
i3{
-2599n
Sum .:t&f, k-{ oncsft o"arr
Counf 3il Cdtlcal one{all t5s
llsq{0 n' obios
aa: ,rffi.
390 CHAPTERTEN
Two-SampleTests

10.30 The datain the file@EErepresent the com- a. At the 0.01 level of significance, is there evidence
pressivestrength,in thousandsof poundsper squareinch the mean strength is lower at two days than at seven
(psi),of 40 samplesof concretetakentwo and sevendays b. What assumptionis necessary to performthistest?
afterpouring. c. Findthep-valuein (a) andinterpretits meaning.
Source: Extracted from O. Caruillo-Gamboa and R. F Gunst,
"Measurement-Error- ModeI Col linearities," Technometrics,-34,
1992,pp. 454-464.

10.3 COMPARINGTWO POPULATIONPROPORTIONS

Often, you need to make comparisons and analyze differences between two population propor-
tions. You can perform a test for the difference between two proportions selectedfrom inde-
pendent samplesby using two different methods.This section presentsa procedurewhosetest
statistic,Z, is approximatedby a standardizednormal distribution. In Section 12.1,a procedure
whose test statistic, 12, is approximatedby a chi-squaredistribution is developed.As you will
see,the results from these two testsare equivalent.

Z Testfor the DifferenceBetweenTwo Proportions

In evaluatingdifferences
betweentwo populationproportions,you canusea Z testfor thedif.
ferencebetweentwo proportions.The teststatisticZ is basedon the differencebetweentwo
sampleproportions (pr- pz). This teststatistic,givenin Equation(10.7),approximatelyfol-
lows a standardized normaldistributionfor largeenoughsamplesizes.

ZTESTFORTHE DIFFERENCE
BETWEEN
TWO PROPORTIONS

(10.7)
- ( r- + - 1 1 )
P)l
\rt n z)
with

Xr+X1 Y. x)
l)r=-
P2=-
\*n2 n,
' ' l n2

wnere
p1 : proportionof successes
in sampleI
X, : numberof successes
in sample1
n,: samplesizeof sample1
fil : proportionof successes
in population1

P2-- proportionof successes

in sample2
X, : numberof successesin sample2
nr: samplesizeof sample2
fi2: proportionofsuccesses
in population2
p : pooledestimateof the populationproportionof successes
The test statisticZ approximatelyfollows a standardizednormal distribution.
 10.3:Comparing
TwoPopulation
Proportions 391

Under the null hypothesis,you assumethat the two population proportions are equal
(n, : n).Because the pooled estimatefor the populationproportion is basedon the null
hypothesis,you combine,or pool, the two sampleproportionsto computean overall esti-
mate of the commonpopulationproportion.This estimateis equal to the numberof suc-
cessesin the two samplescombined (Xt + X) divided by the total samplesize from the two
samplegroups(nr+ n2).
As shownin the following table,you can usethis Ztestfor the differencebetweenpopula-
tion proportionsto determinewhetherthereis a differencein the proportionof successes
in the
two groups(two-tail test) or whetherone group has a higher proportion of successes
than the
other group (one-tailtest):

TWo-TailTest One-Tail Test One-Tail Test

Ho:nr: n, Ho:nr) n, Ho:nr< n,
H r :n r * n , Hr: nr<n, Hr: nr> n,

where
fil : proportionofsuccesses
in populationI
7[2: proportionofsuccesses
in population2

To test the null hypothesisthat thereis no differencebetweenthe proportionsof two inde-

pendentpopulations:

Ho:nr: n,

thatthetwopopulation
againstthealternative proportions
arenotthesame:

Hl T\+T.2

usethe test statisticZ, givenby Equation(10.7). For a given level of significanceo, rejectthe
null hypothesisif the computedZ test statisticis greaterthan the upper-tailcritical value from
the standardizednormal distribution or if the computedtest statisticis lessthan the lower-tail
critical value from the standardizednormal distribution.
To illustratethe useof the Z test for the equality of two proportions,supposethat you are
the managerof T.C. ResortProperties,a collectionof five upscaleresorthotelslocatedon two
resort islands.On one of the islands,T.C. ResortPropertieshas two hotels,the Beachcomber
andthe Windsurfer.In tabulatingthe responses to the singlequestion,'Are you likely to choose
this hotel again?"163of 227 guestsat the Beachcomberrespondedyes,and 154of 262 guests
at the Windsurferrespondedyes.At the 0.05 level of significance,is thereevidenceof a signif-
icant differencein guestsatisfaction(as measuredby the likelihood to return to the hotel)
betweenthe two hotels?
The null and alternativehypothesesare

H o : n , : r 2 o r n .- n r : 0
Hr: n, + Tc2or fil - n2+ 0

Usingthe 0.05levelof significance,the criticalvaluesne -1.96 and+1.96(seeFigure10.10),

and the decisionrule is

RejectHoif Z<-1.96
or if Z> +1.96;
otherwise,do not reject.Flo.
392 Tests
CHAPTERTENTwo-SamPle

FI
10.10
FIGURE M
Reqions of reiection fo
a n i n o n r e j e c i i o nw h e n di
testing a hyPothesisfor tV
the difference between h
two proportions at the P
0.05 level of significance

Regionof
Rejection
Regionof
Rejection
l
S
tt
Critical Regionof Criticat
Value Nonrejection Value

UsingEquation(10.7)on Pagel q o

-.( r . ; )
p(r - u'li
where

x1 163 -0.7181
Pt rnL . = I z - 1 5 4 = 0 . 5 8 7 8
ny 227 fi2 262

and

Xr+X, _163+154 _311 =0.64g3

P-
nr + n2 227 + 262 489

so that
- (0)
( 0 . 7 1 8-1 0.s878)

0.6483(l _o64sr(*.#)
0 . 13 0 3
l(urrsxo.oo8r)
0 . 13 0 3

- o ' 1 3 0 3= + 3 . 0 0 8 8
0.0432
z: +3'0088> +1'96'
Using the 0.05 level of significance,rejectthe null hypothesisbecause
Thel-value is 0.0026(cai-culated from iable E.2 or from the MicrosoftExcelresultsof Figure
that aZtest statisticis
10.11).This meansttratlf the null hypothesisis true, the probability
-3.0088 is 0.0013,an4 similarly' the probabilitythat a Z teststatisticis greaterthan
lessthan
test,thep-value is 0'0013 + 0'0013:0'0026'
+3.0088is 0.0013.Thus,for this two-tail
: There is evidence to concludethat
Because0.0026< cr 0.05,you rejectthe null hypothesis.
guest satisfaction; a greaterprop0r'
the two hotelsare significantlydifferentwith respectto
tion of guestsarewilling to returnto the Beachcomber thanto the Windsurfer'
 10.3: ComparingTwo PopulationProportions 393

FIGURE 10.11
1
MicrosoftExcelresults t
fortheZ test for the ?
4
differencebetween b

twoproportions for the iq

hotelguestsatisfaction 9
problem l0
11
17
ts
14 .87,'88
t5 -Bt0l811
i6 -814 .815
17 -(87]810),'(88+8rll
SeeSectionE10.7 to create !8 -{8rG .81)/soRT(817'(t - 814'(1/88 + 1rBl1}}
this. 1e
.-20
-r{ORl{Slf{v{85,?}
,2 -xoRrstilv(l - 85.")
73 =2' (1 - iloRHsDlsT{ABs(818D}
24 -lF(823 < 85, 'RoJeclthe oull hypothods",
"Do nol r.Jocl tho o{ll byporhGls)

E X A M P L E1 0 . 3 TESTINGFOR THE DIFFERENCE

IN TWO PROPORTIONS
Money worriesin the United Statesstartat an earlyage.In a survey,660 children(330 boys
and 330 girls) ages6 to 14 wereaskedthe question,"Do you worry abouthavingenough
money?"Of the boyssurveyed20l (60.9%)saidyes,and 178(539%) of the girls surveyed
saidyes(extractedfrom D. HaralsonandK. Simmons,"Snapshots," USAToday,May24,2004,
p. lB).At the 0.05 levelof significance,
is the proportionof boyswho worry abouthaving
enoughmoneygreaterthanthe proportionof girls?

SOLUTION Becauseyou wantto know whetherthereis evidencethat the proportionof boys

who worry abouthavingenoughmoneyis greaterthantheproportionof girls,you havea one-
tail test.The null andalternativehypotheses
are

Hr: n, < n, (The proportionof boyswho worry abouthavingenoughmoneyis lessthan or

equalto the proportionof girls.)
H ,: n, > n, (Theproportionof boyswho worry abouthavingenoughmoneyis greaterthanthe
proportionof girls.)

Using the 0.05 level of significance,for the one-tailtest in the uppertail, the criticalvalueis
+1.645.Thedecisionrule is

R e j e cH
t o i fZ > + 1 . 6 4 5 ;
otherwise,do not rejectF1o.

UsingEquation(10.7)on page390,

Z
96.
ure
:is
1an
where
26.
hat
ror- - 2ol = x2 - 1 7 8=
Pr = X t 0.609 rz 0.539
n1 330 n2 330
394 CHAPTERTEN Two-Samole
Tests

and

Xr+X, 2 0 1+ 1 7 8 379
=.........'.................'-=_-n<1L"'
n=
nl+n2 330+ 330 660

(0.60e-0.s3e)-(0)
Z_

\ \"0 330/
0.07
^l1o.z++s11o.00606
)
0.07
ffi
0.07 tr:t
= = +l'818
or*

Usingthe 0.05levelof significance, rejectthe null hypothesis

becauseZ : +1.818> + 1.645, Lei
Thep-valueis 0.0344(calculatedfrom TableE.2).Therefore,if the null hypothesis is true,the -
probabilitythata Z teststatisticis greaterthan+l .818is 0.0344(whichis lessthano : 0.05). IA\
Youconcludethatthereis evidencethattheproportionofboys who worry abouthavingenough I. I
moneyis greaterthantheproportionof girls.
t
b.(
Confidence Interval Estimate for the Difference +
Between Two Proportions l!!!t
t-
Insteadof, or in addition to, testing for the difference between the proportions of two indepen- IA\
-
dent populations, you can construct a confidence interval estimate of the difference between 7.t

the two proportions,using Equation( 10.8).

I
[.r
INTERVAL
CONFIDENCE FORTHEDIFFERENCE
ESTIMATE
BETWEENTWO PROPORTIONS
A5
(p1- p2)+Z Pr(l-p),p20-pz) (10.8)
nr n2 tfEl

mt
asl
- nr) p2(l - p2)
p,1(1
(n-pz)-Z T--1!i1 -ii2
I
mt
n1 n2 L.

S(pr-p)+Z P{r- p) , p20- p2)

T-

n1 n2

To construct a 95o/oconfidence interval estimate of the population difference betweenthe

percentagesof guests who would return to the Beachcomberand who would return to the
Windsurfer, you use the results on page 392 or from Figure 10.11 on page 393:

X,
Dr= 1= _1 6 3= 0 . 7 1 8 1 x,
Dt=i=__-_
154
=0.5878
n1 zzl n2 262
 10.3: ComparingTwoPopulationProportions 395

UsingEquation(10.8),

( 0 . 7 1 8- 10 . 5 8 7 8t )( 1 . 9 6 ) " / L
\l 227 262
0.1303 r (1.96x0.0426)
0.1303
r 0.0835
0.0468( (nr - TE)< 0.2138

Thus,you have95o/oconfidencethat the differencebetweenthe populationproportionof

guestswhowouldreturnagainto theBeachcomber andtheWindsurferis between
0.0468and
0.2138.In percentages,
the differenceis between4.68%and,2l.35Yo. is
Guestsatisfaction
higherat theBeachcomber
thanat theWindsurfer.

the Basics confident than teachersthat their schoolswill meet the

10.31Assume
thatnr: 100,Xr: 50,nr: 100,
andXr:30.
At the 0.05 level of significance,is thereevidenceof
a significant differencebetweenthe two population
proportions?
Constructa95Yoconfidenceinterval estimateof the dif-
ferencebetweenthe two populationproportions.
10.32Assume
thatnr: 100,Xr: 45,nr: 50,
andXr:25.
At the 0.01 level of significance,is there evidenceof
a significant differencebetweenthe two population
proportions?
Constructa99o/oconfidenceinterval estimateof the dif-
ferencebetweenthe two populationproportions.
the Concepts
10.33 A sampleof 500 shoppers wasselectedin a
largemefopolitan areato determinevariousinfor-
ion concerningconsumerbehavior.Among the questions
was, "Do you enjoy shoppingfor clothing?" Of 240
136answered yes.Of 260 females,224 answeredyes.
Is there evidenceof a significant differencebetween
malesandfemalesin the proportionwho enjoy shopping
for clothingat the 0.01levelof significance?
Findthep-value in (a) and interpretits meaning.
Constructand interpreta 99o/oconfidenceinterval esti-
mateof the differencebetweenthe proportion of males
andfemaleswho enjoy shoppingfor clothing.
What are your answersto (a) through (c) if 206 males
enjoyedshoppingfor clothing?
An article referencing a survey conducted by
-LOL Learning Servicesclaims that parentsare more
standardssetby the No Child Left BehindAct. The survey
askedparents(and teachers),"How confident are you that
your child's school(the schoolwhereyou work) will meet
the standardsby the deadline."The responsesto that ques-
tion are given in the following table:
Parents Teachers
Veryconfident 401 162
Not veryconfident 684 648
Totals 1,085 810
Source:Adaptedfrom B. Feller "kachersMoreLikelySkeptics
of No Child,"TheCincinnati April20,2006,p. A4.
Enquirer,
a. Set up the null and alternativehypothesesneededto try
to prove that the population proportion ofparents that
are very confidentthat their child's schoolwill meetthe
standardsby the deadlineis greaterthan the population
proportion ofteachers that are very confident that the
school where they work will meet standardsby the
deadline.
b. Conductthe hypothesistest defined in (a), using a 0.05
levelofsignificance.
c. Doesthe resultof your test in (b) makeit appropriatefor
the article to claim that parentsare more confidentthan
teachers?
10.35 The resultsof a study conductedas part
of a yield-improvementeffort at a semiconductor
manufacturingfacility provideddefectdatafor a sampleof
450 wafers.The following contingencytable presentsa
sunmary of the responses to two questions:"Was a particle
found on the die that produced the wafer?" and "Is the
wafer good or bad?"
396 cHAPTERTEN
Two-SampleTests

Quality of Wafer a. Assumethat 50 men and 50 women were r

PARTICLES Good Bad Totals
Yes t4 36 50
No 320 80 400
Totals 334 116 450
Source: Extractedfrom S.W Hall, "Analysis of Defectivity of
SemiconductorWafersby Contingency Table,"ProceedingsInstitute
ofEnvironmental Sciences,Vol.I, 1994,pp. 177-183.
a. At the 0.05 level of significance,is thereevidenceof a
significantdifferencebetweenthe proportionof good
andbad wafersthat haveparticles?
b. Determinethep-value in (a) and interpretits meaning.
c. Constructand interpreta 95o/oconfidenceinterval esti-
mate of the differencebetweenthe population propor-
tion of good andbad wafersthat containparticles.
d. What conclusionscan you reachfrom this analysis?
10.36 Accordingto an Ipsospoll, theperception
of unfairnessin the U.S. tax codeis spreadfairly
evenly acrossincome groups,age groups,and
educationlevels.In an April 2006 surveyof 1,005adults,
Ipsosreportedthat almost600/oof allpeoplesaidthe codeis
unfair, while slightly more that 60% of thosemaking more
than $50,000viewed the code as unfair (Extractedfrom
"People Cry Unfairness," The Cincinnati Enquirer, Aptll
16,2006,p.A8). Supposethat the following contingency
tablerepresentsthe specificbreakdownofresponses:
the survey.At the 0.05 level of significance,
evidenceof a differencein the population
tion of males and females who made gas ml
priority?
b. Assumethat 500 men and 500 womenwere inc
the survey.At the 0.05level of significance,is there
denceof a differencebetweenmalesand femalesin
proportionwho madegasmileagea priority?
c. Discuss the effect of sample size on the Z test for the
ferencebetween two proportions.
10.38 An experiment was conductedto study
choicesmadein mutual fund selection.Unde
and MBA studentswere presentedwith different
500 index funds that were identical except for
Suppose100 undergraduate studentsand 100 MBA
dentswere selected.Partialresultsare shownin the
lowins table:
STUDENT
GROUP
FUND Undergraduate
Highest-cost
fund 27
fund
Not-highest-cost 73 |
Source: Extractedfrom J. Choi, D. Laibson, and B. Madrian,
"Why Does the Law of One Practice Fail? An Experiment on
Mutual Funds," www.som.yale. edu/faculty/jj c83/fees,pdf.

Income Level a. At the 0.05 level of significance,is thereevidence

differencebetweenundergraduate and MBA students
U.S.Tax LessThan More Than
the proportionwho selectedthe highest-costfund?
Code $50,000 $50.000 Total
b. Find thep-valuein (a) and interpretits meaning.
Fair 225 180 405
10.39 Wherepeopleturn for newsis different for
Unfair 280 320 600
age groups (Extractedfrom P. Johnson,"Young
Total 505 500 I,005
Turn to the Web for News." USATodav.March 23.2006.
a. At the 0.05 level of significance,is thereevidenceof a 9D). Supposethat a study conductedon this issue
differencein the proportionof adultswho think the U.S. basedon 200 respondents who werebetweenthe agesof
tax codeis unfair betweenthe two incomegroups? and 50 and 200 respondentswho wereaboveage50.Of
b. Find thep-value in (a) and interpretits meaning. 200 respondentswho were betweenthe agesof 36 and
82 got their news primarily from newspapers.Of the
10,37 Is goodgasmileagea priority for carshoppers?
A sur-
respondentswho were aboveage 50, 104 got their
Insuranceaskedthis question
vey conductedby Progressive primarily from newspapers.
to both men andwomenshoppingfor new cars.The datawere
a. Is thereevidenceofa sisnificantdifferencein the
andno samplesizesweregiven:
reportedaspercentages, portion who get their news primarily from ne
Gender betweenthoserespondents36 to 50 yearsold and
above50 yearsold? (Usecr: 0.05.)
GASMILEAGE b. Determinethep-value in (a) and interpretits meaning.
A PRIORITY? Men Women c. Constructand interpret,a95Yo confidenceinterval
mate of the differencebetweenthe population
Yes 76% 84%
No 24% t6% tion of respondentswho get their news primarily
newspapers betweenthoserespondents 36 to 50
Source: Extractedfrom " Snapshots,"usatoday.com,June 2 I, 2004. old and thoseabove50 yearsold.
 10.4: F Tcst for the DifferenceBetweenTwo Variances 397

1O.4 F TESTFORTHE DIFFERENCEBETWEENTWO VARIANCES

Often, you need to determine whether two independentpopulations have the same variability.
This determinationis made by testing variances.One important reasonto test for the difference
between the variancesof two populations is to determine whether to use the pooled-variance/
test (equal variance case)or the separate-variance/ test (unequal variance case).
The test for the difference between the variancesof two independentpopulations is based
on the ratio of the two sample variances.If you assumethat each population is normally dis-
tributed then the ratio Sf /S2' follows the F distribution (seeTable E.5). The critical values of
the F distribution in Table E.5 depend on two sets of degreesof freedom. The degreesof free-
dom in the numerator of the ratio are for the first sample, and the degreesof freedom in the
denominator are for the secondsample.Equation ( 10.9) defines the F test statistic for testing
the equality of two variances.

F TESTSTATISTIC FORTESTINGTHE EOUALITYOF TWO VARIANCES

TheF-teststatistic
is equalto thevariance
of sample1 dividedby thevariance
of sample
2.
-)
'- J f (10.e)
r^")
i
where
si : variance of sample I

rt : variance of sample 2

n l : size of sample taken from population I

n2 : size of sample taken from population 2

n t - 1 : degreesof freedom from sample 1 (that is, the numerator

degreesof freedom)

n z - 1 : degreesof freedom from sample 2 (that is, the denominator

degreesof freedom)

TheteststatisticF followsan F distributionwith n, - 1 andn, - | degrees

of freedom.

For a givenlevelofsignificance,
o, to testthenull hypothesis
ofequalityofvariances:

nn:ol : ol
againstthe alternativehypothesisthat the two population variancesare not equal:

)
t
H,'
" l'
ol +o)

you reject the null hypothesisif the computed tr test statistic is greater than the upper-tail
critical value, Fy, from the Fdistribution with n, - I degreesof freedom in the numerator
and n, - I degreesof freedom in the denominator,or if the computed Ftest statisticis less
than the lower-tail critical value, F., from the F distribution with r, - I and n, - 1 degreesof
freedom in the numerator and denominator, respectively.Thus, the decision rule is

R e j e c tH o l f F > F u
orifF<tr,:
n
otherwise.do not relecrH,,.
S

This decisionrule and rejectionregionsare displayedin Figure 10.12.

398 c H A P T E R T E NTwo-SampleTcsts

-t
FIGURE10.12
l
R e g i o n so f r e j e c t i o n
a n d n o n r e j e c t i o nf o r I
the two-tail F test

I.a-
o i FL rLJ 1 r
1

R e g i o no f R e g i o no f R e g i o no f
Rejection Nonrejection Rejection

To illustrate how to use the F test to determine whether the two variancesare equal,return
to the Using Statisticsscenarioconcerningthe salesof BLK cola in two differentaisleloca-
tions. To determinewhether to use the pooled-varianceI test or the separate-variance I testin
Section 10.I , you can test the equalityof the two populationvariances.The null and alternative
hypothesesare
)
I t
l).
ol o)
)
tII ol 6;

Becausethis is a two-tail test,the rejectionregion is split into the lower and uppertailsof thef
distribution.Using the level of significancecr : 0.05, each rejectionregion contains0.025of
the distribution.
Becausethere are samplesof l0 stores for each of the two display locations,thereare
l0 - I :9 degreesof freedom for group I and also for group 2. FL,, the upper-tailcritical
value of the Fdistribution, is found directly frorr-rTable E.5, a portion of which is presentedin
Table 10.6.Becausethere are 9 degreesoffreedom in the numeratorand 9 degreesoffreedon
in the denominator,you find the upper-tailcritical value,.Fr, by looking in the column labeled
9 and the row labeled9. Thus, the upper-tailcritical value of this Fdistribution is 4.03.

T A B L E1 0 . 6 Denominator Numeratord/,
F i n d i n g F , , ,t h e U p p e r - df1
f -
t a i lL n t | c a tv a t u eo T F
with9and9Degrees I 641.80 799.s0 864.20 948.20 956.70 30
o f F r e e d o mf o r U p p e r - 2 38.51 39.00 39.17 39.36 39.37 39
Tail Area of 0.025 3 t7.44 16.04 1s.44 14.62 14.54 47

7 8.07 6.54 5.89 4.99 4.90

< A''
8 7. 5 7 6.06 4.53 4.43

Sottrce: Extnttted /iont TctbleE.5.

Finding Lower-TailCritical Values

You computeFr_,a lower-tailcriticalvalue on the trdistribution with n, - I degreesof freedom
in the numeratorand r, - I degreesof lreedornin the denominatoqby taking the reciprocal of
F u*, an upper-tailcritiial value on the F distributionwith degreesof freedom"switched"(that
is, nr- I degreesof freedornin the numeratorand n, - I degreesof freedom in the denomina-
tor). This relationshipis shown in Equation( 10.10).
 10.4: F Test for the Difference BetweenTwo Variances 399

VALUESFROMTHE F DISTRIBUTION
CRITICAL
FINDINGLOWER-TAIL
.t
I
f r =
LE'
- (10.10)
tu*

-
wheref'* is from an F distributionwith n, ! degreesof freedomin the numeratorand
-
n, I degreesof freedomin the denominator'

In the cola salesexample,the degreesof freedomare9 and9 for both the numeratorsam-
just takethe
ple anddenominatorru-pi., sothereis no "switching"of degreesof freedom;you
reciprocal.Therefore,to computethe lower-tail0.025criticalvalue,you needto find theupper-
free-
lrN tail b.ozs criticalvalueof F with 9 degreesof freedomin the numeratorand9 degreesof
shown in Table 10.6on page 398, this
iL- dom in the denominatorand take its reciprocal.As
;in upper-tailvalueis 4.03.UsingEquation(10.10),
ive
_l - 1
f r = - = 0.248
fU* 4.03

As depictedin Figure10.13,the decisionrule is

RejectHoif F> Fu:4.03

orifFlF,:0.248;
otherwise,do not rejectHn.

10.13
ionsof rejectionand
reiectionfor two-tail
forequalityof
variances at the
levelof significance
9 and9 degrees

Regionol
Rejection

colasalesdata(seeTablel0.l on page372),
UsingEquation(10.9)on page397 and,the
the F teststatisticis

F={
S;

= 3 5 0 ' 6 7 7 8= 2.228e
G;d

Because FL:0.248 < F:2.2289 . Fu:4.03, you do not reject110.Thep-valueis 0.2482for

in
a two-tailiest (twice thep-value for ihe one-tailtest shownin the MicrosoftExcel results
> you conclude that thereis no difference
significant in
Figure 10.14).Because0.2482 0.05,
the variabilityof the salesof cola for the two displaylocations'
400 CHAPTERTEN Two-Samole
Tests

FTGURE 10.14
MicrosoftExcelFtest
results
for the BLKcola
salesdata
4t0.6778 1t.333
10 10
99
2.2,,'.9
o||G-tsll 0.1211
Crltlcal ono{.ll 3.1789
See Section E10.8 to create
this.
In testinsfor a differencebetweentwo variances
usinstheF testdescribedin this
you assumethat eachof the two populationsis normally distributed.The Ftest is very
to thenormalityassumption. lf box-and-whisker plotsor normalprobabilityplotssuggest
a mild departurefrom normalityfor eitherof thetwo populations,
you shouldnot usethe,F
If this happens,a nonparametric approachis moreappropriate (seereferencesI and2).
In testing for the equality of variances.as part of assessingthe validity of the
variancer test procedure,the F test is a two-tail test. However,when you are interestedin
variabilityitself,the F testis oftena one-tailtest.Thus.in testingtheequalityof two vari
you canuseeithera two-tailor one-tailtest,dependingon whetheryou aretestingwhether
two populationvariancesaredffirent or whetheronevarianceis greaterthan theothervari
Figure10.15illustratesthethreepossiblesituations.

,A
t \

/\

/\
oFr F
PanelA PanelB PanelC
Two-tailtest One-tailtest One-tail
test
* Regionof Rejection
Ho:cl, = 6f Ho:ol>ol uo: ol < o22
Regionof Nonrejection
H r :o l * o l H.,;ol < of H.,:ol> oj

FIGURE10.15 Determining
the rejectionregionfor testingthe equalityof two populationvariances

Often,the samplesizesin the two groupsdiffer.Example10.4demonstrates

how to finda
lower-tailcriticalvaluefrom the F distributionin this situation.

E X A M P L E1 0 . 4 FINDING THE LOWER-TAILCRITICALVALUE FROM THE F DISTRIBUTION

IN A TWO-TAILTESTOF A HYPOTHESIS
You selecta sampleof n, : 8 from a normally distributedpopulation.The variancefor this
sampleSf is 56.0.You selecta sampleof nr-- l0 from a secondnormal$ distributedpopula-
tion (independent of the first population).The variancefor this sampleSj is 24.0.Usingthe
level of significancecr:0.05, test the null hypothesisof no differencein the two population
variancesagainstthe two-tailalternativethatthereis evidenceof a significantdifferencein the
populationvariances.
SOLUTION The null andalternativehypotheses
are

ol o7
6? otr
 10.4:F Testfor theDifferenceBetweenTwoVariances 401

The F test statisticis given by Equation ( 10.9) on page 397:

D - "- 1- -
s?
t
S;

You use Table E.5 to find the upper and lower critical valuesof the F distribution.With
nt- l:7 degrees of freedomin thenumerator,nr-l:9 degrees of freedomin thedenom-
inator, and o, : 0.05 split equally into the lower- and upper-tailrejectionregionsof 0.025
each,the uppercriticalvalue,Fu, is 4.20 (seeTable10.7).
F,
7e
To find the lower critical va|ue,Fp with 7 degreesof freedomin the numeratorand 9
degreesof freedomin the denominator,you takethe reciprocalof Fr* with degreesof freedom
switchedto 9 in the numeratorandT in the denominator. Thus,from Equation(10.10)on page
399 andTable10.7,

| - I =0.207
F,=
" Fu* 4.82

T A B L E1 0 . 7 Denominator Numerator df,

FindingFu. and Fr, df1
withTand9Deorees
ofFreedom, Usingthe I
I 647.80 799.50 864.20 .20 956.70 9( .30
Levelof Significance 2 38.51 39.00 39.17 .36 39.37 3 .39
u = 0.05 J 17.44 16.04 15.44 .62 14.54 I .47

7.57 4.43 4.36

4.10 4.03
Source; Extrectedfrom Table E.5.

The decisionrule is

RejectHoif F > Fu: 4.20

orifF.FL:0.207;
otherwise,do not rejectHo.

FromEquation(10.9)on page397,theF teststatisticis

-si
S;

=16'q-211
24.0

Because FL:0.207 < F:2.33 . Fu:4.20,you do not rejectHo.Usinga 0.05levelof signif-

icance,you concludethatthereis no evidenceofa significantdifferencebetweenthe variances
populations.
in thesetwo independent
402 CHAPTERTEN Two-Sample
Tests

Learningthe Basics 10.48 In Problem 10.47,assumethat two samples b

10.40 DetermineFu and Fr, the upper- and
lower-tail critical valuesof F. in eachof the fol-
lowing two-tail tests:
a . c x ' : 0 . 1 0r , : 1 6 , n r : 2 1
b. a:0.05,r,:16,nr:21
c . c [: 0 . 0 2n, r : 1 6 ,n r : 2 l
d. cr: 0.01,n, : 16,nr-- 2l
10.41 DetermineFr,the upper-tailcriticalvalueof d in
eachof the followingone-tailtests:
a . 0 : 0 . 0 5n, r : 1 6 ,n r : 2 l
b . a : 0 . 0 2 5n, r : 1 6 ,n r : 2 1
c . c r: 0 . 0 1n, , : 1 6 ,n r : 2 1
d . c r: 0 . 0 0 5n, , : 1 6 ,n r : 2 1
',O.42 DetermineFr,rhe lower-tailcritical valueof F, in
eachof the followingone-tailtests:
a . c t , : 0 . 0 5n, , : 1 6 ,n r : 2 1
b . c r: 0 . 0 2 5n, r : 1 6 ,n r : 2 1
c . c r: 0 . 0 1n, r : 1 6 ,n r : 2 1
d . c r: 0 . 0 0 5n, r : 1 6 ,n r : 2 l
10.43 The following information is available
for two samplesdrawn from independentnor-
mally distributedpopulations:
nt = 25 S? = Bl.l n z= 2 5 Si = 16l.g
What is the valueof the F test statisticif you aretestingthe
null hypothesis//6: o? = a3t
@| 10.44 In Problem10.43,how many degreesof
lAsslsTI freedomare therein the numeratorand denomi-
nator of the F test?
10.45 In Problems10.43and 10.44,whatare
the critical values for F, and F, if the level of
significance,cr,is 0.05andthe alternativehypoth-
esisis .F11:
of * oi?
'10.46 In Problems10.43through10.45,what is your sta-
tisticaldecision?
selectedfrom independent normally distributedpopu c
a. At the 0.05 level of significance,is there evidence
differencebetweenof and ai? d
b. Supposethat you want to perform a one-tailtest.At
0.05 level of significance,what is the upper-tailcri
value of the F test statisticto determinewhethert
evidencethat of > o]Z Whut is your statisticaldecisi
c. Supposethat you want to perform a one-tailtest.At 1
0.05 level of significance,what is the lower-tailc t
ir
valueof the .F test statisticto determinewhetherthere
\)
evidencethat of < c3?What is your statisticaldecisi
c
Applying the Concepts I
a
10.49 A professorin the accounting s
of a businessschool claims that thereis I
more variability in the final exam scoresof
dentstakingthe introductoryaccountingcourseasa
mentthanfor studentstakingthe courseaspart of a maj
accounting.Randomsamplesof 13 non-accounting
(group l) and l0 accountingmajors(group2) aretaken
the professor'sclassroster in his large lecture,andthe
lowingresultsarecomputedbasedon the final exam
nt = 13 S? = 210.2 nz = l0 Sl. = 3e.S
a. At the 0.05 level of significance,is there evidence
supportthe professor'sclaim?
b. Interpretthep-value.
c. What assumptiondo you needto make in (a) about
two populations in order to justify your use of
.Ftest?
l-lsELFl 10.50 The Computer Anxiety Rating Scale
G (CARS) measuresan individual'slevel of com-
puter anxiety,on a scalefrom 20 (no anxiety)to
100 (highest level of anxiety). Researchersat Miami
UniversityadministeredCARS to 172 businessstudents.
One of the objectives of the study was to determine
whetherthereis a differencebetweenthe level of computer
anxiety experiencedby femalestudentsand male students.
They found the following:

10.47 The following information is availablefor two Males Females

samplesselectedfrom independentbut very right-skewed x 40.26 36.85
populations: ^t 13.35 9.42
n 100 72
nr = 16 S? = 4l.t nz = 13 Sl = 36.q
Source: ExtractedfromT. Broome and D. Havelka, "Determinants
Shouldyou use the F test to test the null hypothesisof of ComputerAnxiety in BusinessStudents,"The Review of Business
equalityof variances(Hs: ol = o3)? Discuss. Information Systems,Spring 2002, 6(2), pp. 9-16.

the 0.05level of significance,is there evidenceof a
ce in the variability of the computeranxiety
assumptiondo you need to make about the two
ionsin orderto justiff the useof the f'test?
Basedon (a) and (b), which I test defined in Section
I shouldyou useto testwhetherthereis a significant
ifferencein mean computeranxiety for female and
students?
A bankwith a branchlocatedin a commercialdis-
of a city hasdevelopedan improvedprocessfor serv-
customers duringthe noon-to-1p.m. lunchperiod.The
ing time (defined as the time elapsedfrom when the
entersthe line until he or shereachesthe teller
) all customersduring this hour is recordedover
of
of oneweek.A randomsampleof 15 customersis
(andstoredin the file !@), andthe results(in
) areasfollows:
4.21 5.55 3.02 5.13 4.77 2.34 3.s4 3.20
4.50 6.10 0.38 5.12 6.46 6.t9 3.79
that anotherbranch,locatedin a residentialarea,
concerned with the noon-to-l p.m. lunchperiod.A
sampleof l5 customersis selected(and storedin
file @@), and the results (in minutes) are as
9.66 5.90 8.02 5.79 8.73 3.82 8.01 8.35
10,496.68 5.64 4.08 6.17 9.91 5.47
Isthereevidenceof a differencein the variability of the
waitingtime betweenthe two branches? (Usea:0.05.)
Determine thep-value in (a) and interpretits meaning.
Whatassumptionis necessaryin (a)? Is the assumption
mlid for thesedata?
Basedon the resultsof (a), is it appropriateto use the
pooled-variance I test to comparethe meansof the two
branches?
10.52 A problem with a telephoneline that
IJJ prevents a customerfrom receiving or making
is disconcertingto both the customerand the tele-
company.The following data (stored in the file
representsamplesof 20 problemsreportedto two
t offices of a telephonecompanyand the time to
theseproblems(in minutes)from the customers'lines:
Office I Time to Clear Problems(Minutes)
1 . 7 50 . 7 8 2 . 8 5 0 . 5 2 1 . 6 0 4 . 1 5 3 . 9 7 1 . 4 8 3 . 1 0
0.53 0.93 1.60 0.80 1.05 6.32 3.93 s.45 0.97
10.4:F Testfor the DifferenceBetweenTwoVariances 403
Central Office ll Time to Clear Problems(Minutes)
7. 5 5 3 . 7 5 0 . 1 0 l . l 0 0 . 6 0 0 . 5 2 3 . 3 0 2 . t 0 0 . 5 8 4 . 0 2
3.75 0.65 t.92 0.60 1.53 4.23 0.08 1.48 1.65 0.72
a. Is there evidenceof a differencein the variability
of the waiting times betweenthe two offices? (Use
cr: 0.05.)
b. Determinethep-value in (a) and interpretits meaning.
c. What assumptionis necessary in (a)?Is the assumption
valid for thesedata?
d. Based on the results of (a), which / test defined in
Section10.1 shouldyou use to comparethe meansof
the two offices?
10.53 The director of training for a companythat manu-
factureselectronicequipmentis interestedin determining
whether different training methodshave an effect on the
productivity of assembly-lineemployees.She randomly
assigns42 recentlyhired employeesto two groups of 21.
The first group receivesa computer-assisted,individual-
basedtraining program, and the other receivesa team-
basedtraining program.Upon completionof the training,
the employeesare evaluatedon the time (in seconds)it
takesto assemblea part. The resultsare in the data file
@.
a. Usinga 0.05levelof significance,is thereevidenceof a
differencebetweenthe variancesin assemblytimes (in
seconds)of employeestrainedin a computer-assisted,
individual-basedprogram and those trained in a team-
basedprogram?
b. On the basisof the resultsin (a), which r test defined in
Section10.1 shouldyou use to comparethe meansof
the two groups?Discuss.
10.54 Is therea differencein the variationof the yield of
different types of investmentbetweenbanks?The follow-
ing data, from the fil" El@![f[, representthe nation-
wide highest yields for money market accountsand one-
yearCDs as ofJanuary24,2006:
Money MarketAccounts I One-YearCD
4.ss 4.s0 4.40 4.38 4.38 | 4.94 4.90 4.85 4.85 4.85
Source: Extractedfrom Bankrate.com,January 24, 2006.
At the 0.05levelof significance,is thereevidenceof a dif-
ferencein the varianceof the yield betweenmoneymarket
accountsand one-yearCDs?Assumethat the population
yields arenormally distributed.
 404 CHAPTER
TEN Two-Samolc
Tests

TA
Su
In this chapter,you were introducedto a variety of two- select thc test that is most appropriate for a givensetof tn \
sar.nple tests.For situationsin which the samplesare inde- conditions and to critically investigatethe validity of the
pendent,you learnedstatisticaltest proceduresfor analyz- a s s u m p t i o n su n d e r l y i n g e a c h o f t h e h y p o t h e s i s - t e s t i n g
i n g p o s s i b l ed i f f e r e n c e sb e t w e e nm e a n s ,v a r i a n c e s .a n d procedures.
proportions.ln addition, you learneda test proceclurethat The roadmap in Figurc 10.l6 illustrates the stens
is frequentlyused when analyzingdifferencesbetweenthe neededin determiningwhich two-sar.nple test of hypothesis
meansof two relatedsamples.Rcmernberthat you needto to use:Thc fbllowing arethe questionsyou needto consider,

Two-Sample
Tests

IZ'
Categorical Type
Numerical
of
Data

Ztest for the

d ifference
between two Yes No
proportions Independent
Samples?

CentraI
Tendency Variability
Focus

No FTest
o?=otrz Yes
r l =ol
roa
Paired
t Test

Separate-Variance Pooled-Variance
t Test f Test

FIGURE'10.'16Roadmapfor selectinga two-sampre

test of hypothesis

l. What typc of datado you lrave'/If you are clealingwith
categorical variables, use the Z rest for the differencc
betweentwo proportions.(This test assumesindeoen_
d e n ts a m p l e s . . l
2. lf you have a numerical variable, deten.ninewhether
you have independentsar.nples or related samples.lf
you haverelatedsamples,use the pairedI test.
3. Ifyou haveindependentsamples,is your focus on vari-
ability or central tendency'?If the focus is variabilitv.
u s et h e , t r t e s t .
4 . If your focus is central tendency,determine whether
you can assumethat the variancesof the two groups
a r e e q u a l . ( T h i s a s s u r n p t i o nc a n b e t e s t e du s i n gt h e
F test.)
If yoLrcan assumethat the two groups have equal vari-
a n c e s ,u s e t h e p o o l e d - v a r i a n c eI t e s t . I f y o u c a n n o t
assumethat the two groups have equal variances,use
the separate-variance / test.
Table 10.8providesa list of topics coveredin this chapter.
 Kcy Equations 405

I
cf
TABLE 10.8
Summary of Topics
i nC h a p t e 1r 0
Type of Analysis Numerical
Typesof Data
Categorical
Comparingtwo Z and t tests for the difference Z test for the difference
:le
populations in the means of two betweentwo proportions
1g
independentpopulations ( S e c t i o n1 0 . 3 )
( S e c t i o n1 0 .I )
ps
;is
P a i r e dI t e s t( S e c t i o n1 0 . 2 )

F test for differencesbetween

two variances(Section 10.4)

ZTestfor the Difference Between Two Means ConfidenceInterval Estimatefor the Mean Difference
(Xt-X)-(pr -trz)
Z- (r0.1) (10.6)
f , )
loi o;
rl r
! /7t n2

Pooled-Variance
I Test for the Difference
D-t,,-r#=u,<D+,,-,h
BetweenTwo Means
- X t ) - ( $ r- p z ) Z Test for the Difference BetweenTwo Proportions
(r0.2)
, _(pt- pz\- (nr-/t.)
( r 0.7)

ConfidenceInterval Estimateof the Difference

in the Means of Two IndependentPopulations ConfidenceInterval Estimatefor the Difference
BetweenTwo Proporttont
(r0.3)
( . p t -p z ) + z ^ l p , o -p , l * p z o - p : t (10.8)
lntn2
or
plt - p) pt(l - pt)
(pt-p)-Z < (nr- nz)
n1 n2

S(X, - Xrl+t,,,.,,._,
FEB a(h-pz)+Z
pt(l - pr)
t1l
p2(l- p2l
t7-t

her ZTestfor the Mean Difference

F Test Statistic for Testing the Equality of Two Variances
rps _ltn
the z =D ( r0.4) s.'
9n f = -; (10.9)
J; s:'
lri-
not
Pairedt Test for the Mean Difference Finding Lower-TailCritical Values
use
D -Vn liom the F Distribution
(r0.s)
s, -1 = -
rt (10.10)
^Fn r[]*
406 CHAPTERTEN Two-Sample
Tests
F distribution 397 pooled-variance
/ test 371
.Fteststatisticfor testingthe equality repeatedmeasurements
of two variances 397 robust 375
matched 381 / test 311
separate-variance
pairedI test for the meandifference
in relatedpopulations 382
CheckingYour Understanding
10.55 What are someof the criteriausedin the selection
procedure?
of a particularhypothesis-testing
10.56 Underwhat conditionsshouldyou usethe pooled-
variance/ testto examinepossibledifferencesin the means
of two independent populations?
'10.57 Underwhat conditionsshouldyou usethe F testto
examinepossibledifferencesin the variancesof two inde-
pendentpopulations?
10.58 What is the distinctionbetweentwo indeoendent
populationsandtwo relatedpopulations?
10.59 What is the distinctionbetweenrepeatedmeasure-
mentsandmatched(or paired)items?
10.60 Underwhat conditionsshouldyou usethe pairedr
testfor themeandifferencebetweentwo relatedpopulations?
10.61 Explainthe similaritiesand differencesbetween
the testof hypothesisfor the differencebetweenthe means
oftwo independent populationsandthe confidenceinterval
estimateof the differencebetweenthe means.
Applying the Concepts
10.62 A study comparedmusic compactdisc pricesfor
Internet-based retailersand traditional brick-and-mortar
retailers(Extractedfrom L. Zoonky and S. Gosain,'A
LongitudinalPriceComparison for MusicCDsin Electronic
and Brick-and-Mortar Markets: Pricing Strategiesin
EmergentElectronic Commerce,"Journal of Business
Strategies, Spring2002,| 9(1), pp.5 5-72). Beforecollecting
the data,the researchers carefully defined severalresearch
hypotheses, including:
l. The price dispersionon the Internetis lowerthan the
pricedispersionin the brick-and-mortar market.
2. Pricesin electronicmarketsare lower than pricesin
physicalmarkets.
a. Considerresearch hypothesisL Write thenull andalter-
native hypothesesin terms of populationparameters.
Carefullydefinethe populationparameters used.
b. Define a TypeI andTypeII errorfor the hypotheses in (a).
t(
f(
ti
Z test for differencebetween I\
381 two means 370 n
Ztestfor the differencebetween S
two proportions 390 p
o
a
c. What typeof statisticaltestshouldyou use?
d. What assumptionsare neededto performthetest
selected?
e. Repeat(a) through(d) for researchhypothesis
2.
10.63 The pet-drug market is growing very
Beforenew pet drugs can be introducedinto the
place, they must be approved by the U.S. Food and
Administration(FDA). In 1999,the Novartiscompany
trying to get Anafranil, a drug to reducedog anxi
approved.Accordingto an article (E. Tanouye,"The0w
Bowwow: With Growing Market in Pet Drugs,
RevampClinical Trials," The WqllStreetJournal,Api,l
1999).Novartishadto find a wav to translatea doe's
ety symptomsinto numbersthat could be usedto prove
the FDA that the drug had a statisticallysignificant
e
on the condition.
a. What is meant by the phrasestatisticallysi
effect?
b. Consideran experimentin which dogssuffering
anxietyare dividedinto two groups.One groupwill
given Anafranil,and the otherwill be givena
(thatis, a drugwithoutactiveingredients).Howcan
translatea dog's anxiety symptomsinto numbers?
other words, define a continuous variable,Xr,the
surementof effectivenessof the drug Anafranil,and
the measurement of the effectiveness of theplacebo.
c. Building on your answerto part (b), definethenull
alternativehypothesesfor this study.
10.64 In responseto lawsuitsfiled againstthe
industry,manycompanies,suchas Philip Morris,are
ning televisionadvertisementsthat aresupposedto
teenagers aboutthe dangersof smoking.Are these
industryantismokingcampaignssuccessful? Are
sponsoredantismokingcommercialsmore effective?
article (G. Fairclough,"Philip Morris's Antismoki
CampaignDraws Fire," The Wall StreetJournal, Apri.l
1999,p. B I ) discussed
a studyin Californiathat
commercials made by the state of California and
cials producedby Philip Morris. Researchersshowed the
stateadsandthe Philip Morris adsto a groupof Californi
 Chapter
ReviewProblems 407

and measuredthe effectivenessof both. The
concludedthat the stateadsweremore effec-
in relayingthe dangersof smoking than the Philip
is ads.The article suggests,however,that the study is
statisticallyreliable becausethe samplesize was too
and becausethe study specifically selectedpartici-
who areconsideredmore likelv to startsmokinethan
a. Interpretthe resultsofthe r test for question1.
b. Interpretthe resultsofthe t test for question2.
c. Interpretthe resultsofthe t testfor question3.
d. Interpretthe resultsofthe I test for question4.
e. Write a short summary about the differencesbetween
malesand femalesconcerninstheir views towardcause-
relatedsponsorship.

How do you think the researchersmeasuredeffective- 10.66 Two professorswantedto study how studentsfrom
their two universitiescomparedin their capabilitiesof using
Definethe null and alternativehypothesesfor this study. Excel spreadsheets in undergraduateinformation systems
Explainthe risks associatedwith Type I and Type II courses(Extractedfrom H. Howe, and M. G. Simkin,
enorsin this study. "FactorsAffecting theAbility to DetectSpreadsheet Errors,'o
Whattype of test is most appropriatein this situation? Decision SciencesJournal of InnovativeEducation, January
Whatdo you think is meant by the phrasestatistically 2006, pp. l0l-122). A comparisonof the studentdemo-
reliable2 graphicswasalsoperformed.Oneschoolis a stateuniversity
in the WesternUnited States.and the otherschoolis a state
The FedEx St. JudeClassicprofessionalgolftour- universityin the EasternUnited States.The following table
t is held eachyear in Memphis,Tennessee. FedEx containsinformation regardingthe agesof the students:
this PGA tournament,and part of the proceedsgo
theSt. JudeChildren'sResearchHospital. In 2003, the Sample Mean Standard
raised$679,115for the hospital.This type of School Size Age Deviation
sponsorship is known ascause-related
marketing.
Western 93 23.28 6,29
sampleof spectatorsat the tournamentwere surveyed
askedto respondto a seriesof statements
Eastern r35 21.16 1.32
on a 5-point
(l = StronglyDisagree,2 : Disagree,3 : Neutral,
Agree,and 5 : StronglyAgree).The following are a. Using a 0.01levelof significance,is thereevidenceof a
ofthe questionsasked: differencebetweenthe variancesin age of studentsat
Cause-related marketing createsa positive company the Westernschooland at the Easternschool?
image. b. Discussthe practicalimplicationsof the test performed
I would be willing to pay more for a servicethat sup- in (a). Address, specifically, the impact equal (or
portsa causeI careabout. unequal)variancesin agehason teachingan undergrad-
Cause-related marketingshouldbe a standardpart of a uateinformation systemscourse.
company's activities. c. To test for a differencein the meanageof students,is it
Basedon its supportof St. Jude,I will be more likely to most appropriateto usethe pooled-variance/ test or the
useFedExservices. separate-variance I test?
eachquestion,the researchers testedthe null hypothe-
thatthe meanresponsefor malesand femalesis equal. The following table containsinformation regardingthe
alternativehypothesisis that the meanresponseis dif- yearsofspreadsheet usageofthe students:
for malesand females.The followine table summa-
theresults: Sample Mean Standard
School Size Years Deviation

SampleMean Western 93 2.6 2.4

Eastern 135 4.0 2.1
Female Male
(nr=137) (2, =305) t p-Value
d. Usinga 0.01levelof significance,is thereevidenceof a
4.46 4.26 1.907 0.0s7 differencebetweenthe variancesin yearsof spreadsheet
4.09 3.86 2.105 0.035 usage of studentsat the Western school and at the
4.26 3.91 3.258 0.001 Easternschool?
4.12 4.06 0.567 0.571 e. Basedon the resultsof (d), usethe most appropriatetest
to determine,at the 0.01 level of significance,whether
: Extractedfrom R. L. Irwin, T Lachowetz, T. B. Cornwell,
J. S. Cook, "Cause-RelatedSport Sponsorship:AnAssessment
there is evidenceof a differencein the meanyearsof
:SpectatorBeliefs,Attitudes, and Behavioral Intentions," Sport spreadsheet usageofstudentsat the Westernschooland
Quarterly,2003,I 2(3),pp. I 3I-l 39. at the Easternschool?
408 Tests
CHAPTERTENTwo-Sample
10.67 The manager of computer operations of a large
company wants to study computer usage of two depart-
ments within the company-the accounting department
and the researchdepartment.A random sample of five jobs
from the accounting department in the past week and six
jobs from the research department in the past week are
selected"and the processingtime (in seconds)for eachjob
is recorded(and stored in the l@$!! file):
Department Time (in Seconds)
Processing
Accounting 9 38',7 l2
Research 4 13109 96
Usea levelof significanceof 0.05.
a. Is thereevidencethat the meanprocessingtime in the
research department is greaterthan6 seconds?
b. Is there evidenceof a differencebetweenthe variances
in theprocessingtime of the two departments?
c. Is thereevidenceof a differencebetweenthe meanpro-
cessingtime of the accountingdepartmentand that of
the researchdepartment?
d. Determinethep-valuesin (a) through(c) and interpret
theirmeanings.
e. Constructand interpreta 95o/oconfidenceintervalesti-
mate of the differencein the meanprocessingtimes
betweenthe accountingand researchdepartments.
10.68 A computerinformationsystemsprofessoris inter-
estedin studyingtheamountof time it takesstudentsenrolled
in the introductionto computerscourseto write and run a
programin Visual Basic.The professorhiresyou to analyze
the following results(in minutes)from a randomsampleof
ninestudents(thedataarestoredin the![ft! file):
10 t3 9 15 12 13 11 13 12
a. At the 0.05 level of significance,is thereevidencethat
thepopulationmeanamountis greaterthan 10minutes?
What will you tell the professor?
b. Supposethe computerprofessor,when checking her
results,realizesthat the fourth studentneeded5l min-
utesratherthanthe recordedl5 minutesto write andrun
the Visual Basicprogram.At the 0.05 level of signifi-
cance,reanalyzethe questionposedin (a), using the
reviseddata.Whatwill you tell theprofessornow?
c. The professoris perplexedby theseparadoxicalresults
andrequestsan explanationfrom you regardingthejus-
tification for the differencein your findings in (a) and
(b). Discuss.
d. A few dayslater,the professorcalls to tell you that the
dilemmais completelyresolved.Theoriginalnumber15
(the fourth data value) was correct, and thereforeyour
findingsin (a) arebeingusedin the articlesheis writing
for a computerjournal. Now shewantsto hire you to
comparethe resultsfrom that group of introductionto
computersstudentsagainstthosefrom a sampleof 1l
computermajorsin orderto determinewhetherthereh
evidencethat computermajorscan write a VisualBasis
programin lesstime than introductory students.Forthc
computermajors,the samplemeanis 8.5 minutes, and
the samplestandarddeviationis 2.0 minutes.At the0.05
level of significance,completelyanalyzethesedata,
What will you tell theprofessor?
e. A few dayslater,theprofessorcallsagainto tell youthat
a reviewerof her article wantsher to includethep-value
for the "correct" result in (a). In addition,the professor
inquiresaboutan unequal-variances problem,whichthe
reviewerwantsher to discussin her article. In yourown
words,discussthe conceptof p-value and describe the
unequal-variances problem.Determinethe p-valuein
(a) and discusswhetherthe unequal-variances problem
had any meaningin the professor'sstudy.
10.69 An article in USA Today(D. Sharp,"Cellphones
Reveal Screaming Lack of Courtesy," USA Today,
September2001,p. 4,{) reportedthat accordingto a poll,
the meantalking time per month for cell phoneswas372
minutesfor men and 275 minutesfor women,whilethe
meantalking time per month for traditional homephones
was 334 minutes for men and 510 minutesfor women.
Suppose thatthepoll wasbasedon a sampleof 100menand
100 women, and that the standarddeviationof the talking
time per month for cell phoneswas 120 minutesfor men
and 100minutesfor women,while the standarddeviation of
the talking time per month for traditionalhomephoneswas
100 minutes for men and 150 minutes for women.
Use a level of significance of 0.05.
a. Is there evidence of a difference in the mean monthly
talking time on cell phones for men and women?
b. Is there evidence of a difference in the mean monthly
talking time on traditional home phones for men and
women?
c. Construct and interpret a 95o/oconfidence interval esti-
mate of the difference in the mean monthly talking time
on cell phones for men and women.
d. Construct and interpret a 95o/oconfidence interval esti-
mate of the difference in the mean monthly talking time
on traditional home phones for men and women.
e. Is there evidence of a difference in the variance ofthe
monthly talking time on cell phones for men and
women?
f. Is there evidence of a difference in the variance of the
monthly talking time on traditional home phones for
men and women?
g. Based on the results of (a) through (f , what conclusions
can you make concerning cell phone and traditional
home phone usage between men and women?
'lO.7O A
survey of 500 men and 500 women designedto
study financial tensions between couples asked how likely
they were to hide purchases, cash, or investments from
their partners.The results were as follows:
 Chapter
ReviewProblems 409

Likely to Hide 10.74 Management of a hotel was concerned with

increasingthe return rate for hotel guests.One aspectof
Men first impressionsby guestsrelatesto the time it takesto
66 deliverthe guest'sluggageto the room after check-into the
t26 hotel.A randomsampleof 20 deliverieson a particularday
62 were selectedin Wing A of the hotel, and a randomsample
79 of 20 deliverieswere selectedin Wing B. The resultsare
96 storedin the file lEtl*lElltl. Analyzethe data and deter-
74 mine whetherthere is a differencein the mean delivery
76 time in the two wings of the hotel (useo(: 0.05).
53 '10.75 In manufacturingprocesses,the term
work-in-
process (often abbreviatedWIP) is often used.In a book
Extractedfrom L. Wei, "Your Money Manager as Financial
" The Wall StreetJournal, November 5-6, 2005, p. 84. manufacturingplant, WIP representsthe time it takes for
sheetsfrom a pressto be folded,gathered,sewn,tipped on
Foreachtypeof purchase,determinewhetherthereis a end sheets,and bound.The following data(storedin the
rencebetweenmen and women at the 0.05 level of file @$) representsamplesof 20 books at eachof two
ificance. productionplantsand the processingtime (operationally
definedasthe time, in days,from whenthe bookscameoff
As moreAmericansuse cell phones,they question
the pressto when they werepackedin cartons):
it is okayto talk on cell phones.Thefollowingis a table
results,in percentages, for 2000 and2006(extractedfrom PlantA
Koch,"BusinessPut a Lid on Chatterboxes i USATbday, 5.O 5.29 16.2s t0.92 1r.46 21.628.45 8.58 5.4r 11.42
7, 2006,p. 3A). Supposethe surveywasbasedon
respondents in 2000and 100respondents in 2006. rr.62 7.29 7.s0 7.96 4.42 10.s07.s8 9.29 7.54 8.92
Plant B
YEAR
9.54 11.4616.6212.6225.7515.4114.2913.1313.7110.04
TOTALKONA CEILPHONE
INA 2OOO 2006
5.7512.46 9.17r3.2r 6.00 2.3314.25 5.37 6.25 9.11
39 38
ll 2 Completelyanalyzethe differencesbetweenthe processing
76 63 times for the two plants,using o:0.05, and write a sum-
60 66 mary of your findings to be presentedto the vice president
52 45 for operationsof the company.
31 zl 10.76 Do marketingpromotions,such as bobble-head
giveaways,increaseattendanceat Major LeagueBaseball
For eachtype of location, determinewhetherthere is a games?Anarticlereportedon the effectiveness of marketing
fferencebetween2000 and 2006 in the proportion who promotions(extractedfrom T. C. Boyd and T. C. Krehbiel,
it is okayto talk on a cell phone(usethe 0.05 level of 'An Analysisof SpecificPromotionTypes Attendance
on at
ificance). Major LeagueBaseballGames,"Mid-AmericanJournal of
Business, 2006, 21, pp. 21,-32). The data file [!!@
72 The lengthsof life (in hours) of a sampleof 40
includesthe following variablesfor the KansasCity Royals
light bulbs producedby manufacturerA and a
during|he2002baseballseason:
e of 40 100-wattlight bulbs producedby manufac-
Game-Home games,in the order in which they were
B are in the file![!$fr. Completelyanalyzethe dif-
played
betweenthe lengthsof life of the bulbs produced
Attendance-Paid attendancefor the game
twomanufacturers (usecr: 0.05).
Promotion-l : if a promotionwasheld;0: if no pro-
73 The datafile [!!@@!E containsthe ratings for motion was held
decor,service,and the price per personfor a sample a. At the 0.05 level of significance,is thereevidenceof a
50 restaurants locatedin an urban arca and,50restau- differencebetweenthe variancesin the attendanceat
locatedin a suburbanarea.Completely analyzethe gameswith promotionsand gameswithout promotions?
ncesbetweenurbanand suburbanrestaurantsfor the b. Basedon the resultof(a), conductthe appropriatetestof
iablesfood rating,decorrating, servicerating, andprice hypothesisto determinewhetherthereis a differencein
person,usingc: 0.05. the mean attendanceat gameswith promotionsand
: Extractedfrom Zagat Survey 2002: NewYork City gameswithoutpromotions.(Usea: 0.05.)
and Zagat Survey 200 l-2002: Long Island Restaurants. c. Write a brief summarvof vour results.
410 CHAPTER
TEN Two-Samole
Tests
10,77 The manufacturerof Bostonand Vermontasphalt
shinglesknowsthat productweightis a major factorin the
customer'sperceptionof quality.Moreover,the weight rep-
resentsthe amountof raw materialsbeing used and is
thereforevery importantto the companyfrom a cost stand-
point. The last stageof the assembly-line packagesthe
shinglesbeforethey areplacedon woodenpallets.Oncea
pallet is full (a pallet for most brandsholds l6 squaresof
shingles),it is weighed,and the measurement is recorded.
The datafilep@[!contains the weight(in pounds)from
a sampleof 368 palletsof Bostonshinglesand 330 pallets
ofVermontshingles.Completelyanalyzethe differencesin
theweightsof the BostonandVermontshingles,usingcr :
0.0s.
10.78 The manufacturerof Bostonand Vermontasphalt
shinglesprovidesits customers with a 2)-yearwarrantyon
most of its products.To determinewhethera shinglewill
lastas long as the warrantyperiod,accelerated-life testing 10.82 Problem1.27on page 15 describesa surveyof 50
is conductedat the manufacturingplant.Accelerated-life undergraduatestudents(see the file GEEEElilil$ED.
testingexposesthe shingleto the stresses it would be sub- For thesedata,
ject to in a lifetimeof normalusein a laboratorysettingvia
an experimentthat takesonly a few minutesto conduct.In
this test,a shingleis repeatedlyscrapedwith a brushfor a
shortperiodof time, and the shinglegranulesremovedby
the brushingareweighed(in grams).Shinglesthat experi-
encelow amountsof granuleloss are expectedto last
longer in normal use than shinglesthat experiencehigh
amountsof granuleloss.In this situation,a shingleshould
experience no more than 0.8 gramsof granulelossif it is
expected to lastthe lengthof the warrantyperiod.The data
file !@ containsa sampleof 170 measurements
madeon the company'sBostonshinglesand 140measure-
mentsmadeon Vermontshingles.Completelyanalyzethe
differencesin the granulelossof the BostonandVermont
shingles, usingcr: 0.05.
Repoft Writing Exercise
10.79 Referring to the results of Problems 10.77 and
10.78concerningthe weightand granulelossof Boston
andVermontshingles,write a reportthat summarizes your 10.84 Problem1.28on page15 describes
conclusions.
TeamProject
The data file @tIEslE containsinformation regard-
ing ninevariablesfrom a sampleof 838 mutualfunds.The
variablesare
Category-Type of stockscomprisingthe mutual fund
(smallcap,mid cap,or largecap)
Objective-Objectiveof stockscomprisingthe mutual
fund (growthor value)
Assets-In millionsof dollars
Fees-Salescharges(no or yes)
Expenseratio-Ratio of expensesto net assets,in
percentage
2005 return-Twelve-month return in 2005 ffi
M
Three-yearreturn-Annualized return, 2003-2005
Five-yearreturn-Annualized return, 20012005
Risk-Risk-of-loss factor of the mutual fund
ff
average,or high) A
tht
10.80 Completelyanalyzethe differencebetweenmutual of
funds without feesand mutual funds with feesin terms st(
2005 return. three-vear return. five-vear return. sp
expenseratio. Write a report summarizingyour findings. ca
tei
10.81 Completely analyzethe differencebetweenmutml ph
funds that have a growth objectiveand mutual fundsthat
havea value objective in terms of 2005 return, three-yeu of
return, five-year return, and expenseratio. Write a report ar
summarizing yourfindings. be
TI
Student Survey Data Base
in
th
th
a. at the 0.05 level of significance,is thereevidence ofa
differencebetweenmales and femalesin gradepoint
T,
average,expectedstartingsalary,salaryexpectedin five
years,age,andspendingon textbooksandsupplies? Lr
b. at the 0.05 level of significance,is thereevidence ofa $
T
differencebetweenthose studentswho plan to goto
V
graduateschoolandthosewho do not plan to go to grad- E
uate school in gradepoint average.expectedstarting
salary,salary expectedin five years,age,and spending
on textbooksandsupplies?
10.83 Problem1.27on page15 describes a surveyof 50
undergraduate students (see the file@![[[!@!!f$.
a. Selecta sampleof 50 undergraduate studentsat your
schoolandconducta similarsurveyfor them.
b. For the data collected in (a), repeat (a) and (b) of
E
(
Problem10.82.
c. Comparethe resultsof (b) to thoseof Problem10.82.
a surveyof50
MBA students(seethe file f.EEllllllElll$. For thesedata,
at the 0.05 levelof significance,is thereevidenceof a dif-
ferencebetweenmalesand femalesin age,undergraduate
grade point average,graduate grade point average,
GMAT score,expectedsalaryupon graduation,salary
expectedin five years,and spendingon textbooksand
supplies?
10.85 Problem1.28on page15 describes a surveyof50
MBA students(seethe fileFEElliltEliE$.
a. Selecta sampleof 50 graduatestudentsin your MBA
programandconducta similar surveyfor thosestudents.
b. For the datacollectedin (a),repeatProblem10.84.
c. Comparethe resultsof (b) to thoseof Problem10.84.
 WebCase 411

'Managingthe SpringvilleHerald
OW,
A marketingdepartment team is charged with improving correspondingly,to increasedsubscription sales.The team
thetelemarketingprocess in order to increasethe number selected a sample of 30 female callers who staff the tele-
ual of home-deliverysubscriptions sold. After several brain- phone bank on Wednesday evenings and randomly
iof $ormingsessions,it was clear that the longer a caller assigned 15 of them to the "early" group and l 5 to the
lnd speaks to a respondent,the greater the chance that the "later" group. The callers knew that the team was observ-
I
callerwill sell a home-delivery subscription.Therefore,the ing their efforts that evening but didn't know which calls
teamdecidedto find ways to increase the length of the were monitored. The callers had been trained to make their
ual phonecalls. telephone presentationsin a structured manner.They were
hat Initially,the team investigatedthe impact that the time to read from a script, and their greeting was personal but
'ear
ofa call mrght have on the length of the call. Under current informal ("Hi, this is Mary Jones from the Springville
)ort arrangements, calls were made in the evening hours, Herald. May I speakto Bill Richards?").
between 5:00 p.m. and 9:00 p.m., Monday through Friday. Measurementswere taken on the length of the call
Theteamwantedto comparethe length of calls made early (defined as the difference, in seconds,betweenthe time the
'50 in the evening(before 7:00 p.m.) with those made later in person answeredthe phone and the time he or she hung
theevening(after 7:00 p.m.) to determine whether one of up). The results (stored in the file !fff[!) are presentedin
D. these time periods is more conducive to lengthier calls and, T a b l eS H l 0 . l .

rfa
rint
T A B L ES H 1 O . 1 Time of Call Time of Call
ive
Length
of Calls,in Early Late Early
rfa Basedon
Seconds,
r'
rililg vt
r - tl
9oil-Lqtty
41.3 37.1 40.6 40.7
rtO
Versus
Late in the 37.5 38.9 JJ ---) 38.0
ad- Evening 39.3 A"t 1
AL.L 39.6 43.6
ing 1a
) t.+
A
45.7 35.7 43.8
ing 33.6 42.4 3r . 3 34.9
38.5 39.0 36.8 35.7
32.6 40.9 36.3 41.4
50
31.3 40.5
f,ur

EXERCISES and each caller was to be monitored twice in the

of
S H I O . 1A n a l y z e t h e d a t a i n T a b l e S H l 0 . l a n d w r i t e a evening-once in the early time period and once
report to the rnarketing departmentteam that indi- in the later time period. Suppose that in Table
catesyour findings. Include an attachedappendix SH I 0. I, each pair of values representsa particular
50 in which you discussthe reasonyou selecteda par- caller's two measurements.Reanalyze these data
rta, ticular statisticaltest to compare the two indepen- and write a report for presentationto the team that
tif- dent groupsofcallers. indicatesyour findings.
ate SH10.2Suppose that instead of the research design SHl0.3 What other variablesshould be investisatednext?
g€, describedhere, there were only 15 callers sampled, whv?
fiy
lnd

50 Web Case
BA
rts. Applyltour knowledge about hypothesis testing in this Web Even after the recent public experiment about cereal
Case,which continues the cereal-fill packaging dispute box weights, the Consumers Concerned About Cereal
WebCuse fiom Chapters 7 and 9. Cheaters(CCACC) remains convinced that Oxford Cereals
412 TEN Two-Sample
CHAPTER Tests
has misled the public. The group has createdand posteda
documentin which it claims that cerealboxesproducedat
PlantNumber 2 in Springvilleweigh lessthan the claimed
meanof 368 grams.Visit the CCACCMore Cheatingpage
at www.prenhall.com/Springville/MoreCheating.htm (or
openthis Web page file from the text CD's WebCasefolder)
andthenanswerthe following:
l. Conover,W. J.,PracticalNonparametricStatistics,3rd
ed. (New York: Wiley, 2000).
2. Daniel, W., Applied NonparametricStatistics,2nd ed.
(Boston:HoughtonMifilin, 1990).
3. MicrosoftExcel 2007 (Redmond,WA: Microsoft Corp.,
2007).
4. Satterthwaite,F. E., 'An ApproximateDistributionof
Estimatesof VarianceComponents l' BiometricsBulletin,
2(1946):I 10-114.
l . Do the CCACC'sresultsprove that there is a stati
differencein the meanweightsof cerealboxes
at PlantNumbersI and2?
) Performthe appropriateanalysisto test the CC
hypothesis.What conclusionscanyou reachbasedon
data?
5 . Snedecor. G. W."andW. G. Cochran.Statistical
8th ed. (Ames. IA: Iowa StateUniversiWPress,1989).
6. Winer.B. J..D. R. Brown.andK. M. Michels.
Principles in ExperimentalDesign,3rd ed. (New
McGraw-Hill.1989).
 Excel Companionto Chapter 10 413

Youcan use Microsoft Excel to conduct all six two-sample

hypothesistestsdiscussedin Chapter 10. Some testsrequire
_ . . _ A " " r , * " - A i_
-1 JQIqllp Value
theuse ofToolPak procedure. Others require that you use 2 rNormal 72 2 t
22 72 52
t, PHStat2or one of the workbooks stored on the Student 3:Normal 3i
3 4 "-i-; 34 a1
TI

CD-ROM.Sometestshave Excel versionsin which you can 52 76

;l
useonly unsummarizeddata, and others have Excel versions 62 3dl 54
in which you must use summarized data. (A few tests have
6_,iNormal s Gl 30 67
7 ,Normal 40 40 83
Excelversionsfor either unsummarizedor summarized data.) 8:Normal 6'f 64 66
Use Table El0.l below to help choosethe right test for 84 84 w
_9 :Normal
yourdataand as a guide for the rest of this Excel Companion. l0,Normal 56 iEI 55 77
11rNormal 4q 1 1i 59 84
iz irno-niste 52
Two-Sample
Data Arrangements i: ieno-giste 71
Unsummarizeddata can be entered in a stacked or tl lrn+ruste 76
unstackedarrangement.In a stacked arrangement,all the
54
67
valuesfor a variable appear in a single column, next to a
17 En&Aisle 83
columnthat identifies the sampleor group to which individ- te;fn*niste 66
ualvaluesbelong. In an unstackedarrangement,the values 19 iEn&Aisle s
for the samplesor groups appear in separatecolumns. For 4-_En&Aisle
'End,Aisle
n
example,Figure El0. I shows the stackedand unstacked 2*1 B4
versionsof the cola display location sales analysis data of FIGUREE10.1 Stackedand unstacked
data
T a b l el 0 . l o n p a g e 3 7 2 .

T A B L EE 1 0 . 1 UnsummarizedData SummarizedData
Two-SampleTest (ExcelCompanionSection) (ExcelCompanionSection)
Two-Sample Tests
inMicrosoftExcel Z test for the difference ToolPakz-Test:Two Samnle Z'lwo Means.xls or PHStat2
betweentwo means for Means(E 10.I ) Z Testfor Differencesin
TwoMeans(E10.2)
Pooled-variance/ test ToolPakt-Test:Two-Sample Pooled-varianceT.xlsor
for the difference AssumingEqualVariances PHStat2t Testfor Differences
betweentwo means (E10.3) BetweenTwo Means(E10.4)
Separate-variance I test ToolPakt-Test:Two-Sample Not included
for the difference AssumingUnequalVariances
betweentwo means (Er0.s)
Paired I test ToolPakt-Test:PairedTwo Not included
Samplefor Means(E10.6)
Z test for the difference Not included ZTwo Proportions.xls or PHStat2
between two Z Testfor DifferencesBetween
proportions Two Proportions(E 10.7)
,F test for the difference ToolPakF-TestTwo-Sample F TwoVariances.xlsor
between two variances (E10.8)
for Variances PHStat2F Testfor Differences
BetweenTwo Variances
wo Variances (E10.9)
t'E10.9

-l
4I4 EXCELCOMPANION
to Chanter
10

Specific statisticalproceduresor Excel worksheetsfor E1O.2USINGTHEZ TESTFORTHE FI

analysesinvolving two or more groups require that the data DIFFERENCEBETWEENTWO Z
be arranged either as stacked or unstackeddata. The two-
sample hypothesis tests for unsummarized data discussed
M EANS(SUMMARTZEDDATA)
in this E,xcel Companion require that your data be For sunrmarized data, you conduct a Z test for the diffu-
unstacked. ence between two means by either selecting the PHStat2 Z
If you need to change stacked data into its unstacked Test for Differences in Two Means procedureor by making
equivalent, you can sort the data by sample or group and entries in the !@fll@[! workbook.
then cut and paste the second sample's data to a new col-
umn. Likewise, to stack unstackeddata, you can copy the
data from the secondsampledirectly below the first sample
and then add a column that identifies the group. Usinq Pl'{Stat2 Z Test for the
PHStat2 can automate these tasks by using either the Diffirence Betu/een Two Means
Unstack Data or Stack Data procedures found in the
PHStat2Data Preparation submenu. Select PHStat ) Two-Sample Tests ) Z Testfor
Differences in Two Means. In the Z Test for the
Differences in Two Means dialog box (shown below),enter
the Hypothesized Difference and, if necessary,change the
Level of Significance. Enter the sample size, sample
E10.1 USINGTHE Z TESTFORTHE mean, and population standarddeviation for the population
DIFFERENCE BETWEENTWO 1 sample and the population 2 sample.Click one of thete$
MEANS(UNSUMMARTZED DATA) options.entera title as the Title, and click OK.
For unsummarizeddata,you conduct a Ztest for the differ-
ence between two means by selecting the ToolPak z-Test:
Two Sample for Means procedure.
Open to the worksheetthat containsthe unsummarized
data for the two samples.SelectTools ) Data Analysis,
select z-Test: Two Sample for Means from the Data
Analysis list, and click OK. In the procedure'sdialog box Dat6
(shown below), enter the cell range of one sample as the Diff erenca:
Hypothesized
Variable 1 Range and the cell rangeof the other sampleas
L*vd of S[rficarrce;
the Variable 2 Range. Enter the Hypothesized Mean
Difference, the population variance of the first sample as PogrlationXSampb
the Variable I Variance (known), and the population vari- Sam$eSiee:
r*-
t
ance of the second sample as the Variable 2 Variance r*-
Sam$elvleanr i
(known). SelectLabels and click OK. Resultsappearon a Fapdatbn Std. Deviation:
new worksheet.
Pogrl$bn 2 Samde
Smph Sze: II
--'"'
Sam$el*tem: i1 " "
''
f""*"--*"
l,.r r:
f--;--l
Poptdatbn5td. Devi*imr
variabb lRaf@: lLl L:=:Ii.--jJ

varribbaRerqc: lE t- c*d I
I Hdt
TestOptbns
t"Urothsii:ed
l"1a.n
Ddffefcrcor l
i; T$ro-TdTest
Va|l$lc 1Y6ri!nc6(knM);
i l.lppar-Tail
Test
Yafii?bh2 vqiffie (krnm):
i . Lorarer-Tail
Te*
mL&b
Aloha: 0,05
0r"rtp.rt
O$icns
i-uiiil! ifrtloftt

r..l Qutp* nanga:

Ttlsr 1
1"
'tl*wqkgh8otflyl
i. ! NovrUorkbsok Csrcel :
 / Test( SummarizedData)
E I 0.4: Usingthe Pooled-Variance 41 5

FIGUREE1O.2
1
Z T w o M e a n sw o r k s h e e t 2
3
4
5
'er- I
6
I 7
)_z !
F

9
ino 10
t1
12
l
l IJ

11
15
! to -88 " 812
I 17 -s0RT(89^ 2)rB7)+ (813^ 2)/811)
18 .(816 - 8{f417
19
20
21 -NOftllSltlV{85,21
n -lroRlitstNv(l - (852)|
l -2' (1 - N0RtlSDlSr(ABs(Bl8))
for ! -lF(823 < 85, "Rojecrth. trull hypothesb".
'0o
the I x not r.jocl tho null hyporhosisJ

lter I27 -NORHS|l{VG5}

Im -iloRfls0tsT(Br8)
the a -lF{828 < 85. 'Sejocr tlr€ n$ll hypothesls".
-Do
s oot roJectlho ntrll htpothGb]
ple JI

ion a -l{oRrsltlv{1 ,85)

$ -1 - lroRusolsT(B18)
test i -lF(833 < 85. "R.Joct tho troll lrypothods",
"Do not rqjoct ths null hypotheslr")

Using Z Two Means.xls from the Data Analysis list and click OK. In the procedure's
dialog box (shown below), enterthe cell rangeof one sample
Open
to theZTwo Meansworksheet
of theEIEEEEEE as the Variable I Range and the cell rangeof the other sam-
workbook. (seeFigureE10.2)usesthe
Thisworksheet ple as the Variable 2 Range.Enterthe HypothesizedMean
NORMSINV?<h function to determine the lower and Difference,click Labels,and click OK. Resultsappearon a
uppercritical values and the NORMSDIST(Z value) func- new worksheet. Figure 10.3 on page 373 shows the results
tion to compute the p-values from the Z value calculatedin for the Table 10.I BLK cola salesdata.
c e l l B 1 8 . T h e w o r k s h e e tc o n t a i n s t h e e n t r i e s t o s o l v e
Probleml0.l on page 377. To adapt this worksheetto other
problerns,change,as is necessary,the hypothesizeddiffer-
enceand level of significancein cells 84 and B5 and the
samplesize,samplerneanand population standarddeviation
of eachsamplein the cell range87:89 and B 11:B 13.
Xit*r*"*", tq1 m(ll
vebueaRane.: tE t- c"*d I
lf you want to use this worksheetto show only one test, --l
T E'eh
firstmake a copy of the worksheet(seethe Excel Companion HypottErizdtvte.nutference:

to Chapter l). For a two-tail test, select and delete rows 26 nt beb
through34. For a lower-tail-test-onlyworksheet,selectand Abh.: 0.05
deleterows 31 through 34 and then selectand deleterows 20 -.lDut tFh'lr'r
'!-
through25.For an upper-tail-test-on1y worksheet,selectand {-i: Eutprf nonqc:
deleterows 20 through 30. ('.: Nes wwkshsetPly:

i-I Neei,gwkbook

E10.3USINGTHE POOLED-VARIANCE
t TEST(UNSUMMARIZEDDATA)
E10.4 USINGTHE POOLED.VARIANCE
For unsummarized data, you conduct a pooled-variance I
testby selectingthe ToolPak t-Test:Two-SampleAssuming
t TEST(SUMMARTZED
DATA)
EqualVariancesprocedure. F o r s u m r n a r i z e dd a t a , y o u c o n d u c t a p o o l e d - v a r i a n c e
Open to the worksheetthat containsthe unsummarized I test by either using the PHStat2 t Test for Differences
datafor the two samples.SelectTools t Data Analysis, in Two Means procedureor by making entries in the
selectt-Test: Two-Sample Assuming Equal Variances nnnFf,lElEil*inn workbook.
416 EXCELCoMPANIoNto Chaoter
lo

Usinq PHStat2 t Test for the

Diffe-rencesin Two Means
DSa
Select PHStat ) Two-Sample Tests ) t Test for
Hypothcsi:ed
Offererrer
Differences in Two Means. In the t Test for Differences in
Two Means dialog box (shown at right), enter values for the Lcvdof Sgrificmcel
Hypothesized Difference and the Level of Significance Potriatbn I 5am*
and then enter the Sample Size, Sample Mean, and Sarnfle$zer
Sample Standard Deviation for the population I sample 5anfletban:
and the population2 sample.Click one of the test options, SanrpbSt*dard Deviathnl
entera title as the Title, and click OK. To include a confi-
dence interval estimate of the difference between the two Fotridion Z tumpb
means (similar to one found in the PVt worksheet Smdc Size:
d e s c r i b e db e l o w ) , c l i c k C o n f i d e n c e I n t e r v a l E s t i m a t e 5anpb l,!ean:
before you click OK. SanpbStandardDeviatbnl

Using Pooled-VarianceT.xls TEstOptloftE

{; T$,o-TalTest
Opento the PVt worksheet
of thefi!![!!f,lftfifiEE
w o r k b o o k . T h i s w o r k s h e e t( s e e F i g u r e E 1 0 . 3 ) u s e s t h e - upper-rr*lrest
TINY(l-confidence level, degrees of freedom) function to d- Lor,vcr-Tdl
Tcst
determine the lower and upper critical values. To compute
the p-values, this worksheet uses the TDIST(ABS(I), A*pt Options
"
degreesoffreedom,fails) function, in which ABS(/) is the Ttlcr l'**-*--
absolutevalue of the I test statistic, and tsils is either 1, for [- CorflJerre lr*sval Estinate
a one-tailtest, or 2. for a two-tail test.The worksheetuses f"
the IF function in cells 83l and 836 to determinewhich
one of two values computed in a calculations area (not H€b i li oK il cara i
shown in Fisure E 10.3)to use.

FIGURE 10.3
1
PVtworksheet 2
J

I
10
ll
't2
13
14
15
'16 -87-1
1a -811.1
18 -816 r 817
19 -(8i6' 89^2)+ (!17'813^2))i818
n -88 - 812
21 -{820 - 81/SARTG19' {t/87 + 1lB11)}
22

21 --(nNV(85,818))
x -nNvG5,818)
6 -TDIST(Atss{821},818, 2}
77 -lF{826 < 85, 'Roj.cl lhe null hypothcair",
a -Do
rot feJocttho ntrll hypolh$bJ
a
30 --rNV@'.85,810))
31 -lF(821 < 0, E32.E33)
12 -lF(B3l < 85, "Rejsd tho n{ll hypothGb-,
'Do
not rolost th. null hypotheeir']

35 -Ftilve " 85 ,Bt8)l

35 -lF(82t < 0, E33,E32l
17 -lF(836 < 85, 'Rojocl the noll hyporh*b",
-Do
tlot rejoct lhe n(ll hyporhosls'J
Not shown
Cell E32: -TD|5T(ABS{B2i}.818,
l)
Cell F33r -l . E32
 810.7: Using the ZTest for the DifferenceBetweenTwo Proportions(SummarizedData) 417
t
The worksheetcontainsentries basedon the Table I 0.1 t T E S TF O R
E 1 0 . 6U S I N GT H EP A I R E D
BLK cofasalesdata on page 312.To adaptthis worksheet THEDIFFERENCE BETWEEN
to otherproblems, change, as necessary,the hypothesized
TWO MEANS(UNSUMMARIZED
difference, level of significance,and sample statisticsof
t h et w o s a m p l e si n c e l l s 8 4 , 8 5 , B l : 8 9 , a n d B l l : B 1 3 . I f
DATA)
youdo not want to include a confidence interval estimate For unsummarized data,you conduct a paired l test for the
in your worksheet(see Figure E 10.4), select and delete the difference between two means by selecting the ToolPak
c e l l r a n gD
e3:E16. t-Test: PairedTwo Sample for Mean procedure.
Open to the worksheetthat contains the unsummarized
data for the two samples.SelectTools ) Data Analysis,
select t-Test: Paired Two Sample for Means from the
Data Analysis list and click OK. In the procedure'sdialog
box (shown below), enter the cell range of one sample as
the Variable I Range and the cell range of the other sam-
ple as the Variable 2 Range. Enter the Hypothesized
-816 + 817 Mean Difference, click Labels, and click OK. Results
-Tltlv(l - F/, E10) appearon a new worksheet.Figure 10.8on page385 shows
-(E11' SoRT(819 " (t/87+ 1,'811)|l
the resultsfor the Table 10.4car milease data.
-82{l " E12
-820 E12
"
intervalestimatearea
FIGUREE10.4Confidence rnrlur __=:-:]
verirdJeiRarqe: tr = c"*al
E10.5USINGTHE SEPARATE. varraileaRar{r: tr
[

VARIANCEt TESTFORTHE Hypoth6izrdmamDffarcrra T eb_l

DIFFERENCE BETWEENTWO trr*
MEANS (UNSUMMARIZED DATA) Abhar 0.6
lulp,rf ('pfrir'i
Forunsummarizeddata,you conduct a separate-variance/
|)gu$*nsrr: 1lo
testfor the difference between two means by selecting the
,.1 New Wd.shcet gy:
ToolPakt-Test:Two-SampleAssuming Unequal Variances
i) ttar Wrtooor
procedure.
Opento the worksheetthat containsthe unsummarized
datafor the two samples.SelectTools ) Data Analysis,
selectt-Test:Two-SampleAssuming Unequal Variances E1O.7 USINGTHE Z TESTFOR THE
fromthe Data Analysis list, and click OK. In the proce- DIFFERENCEBETWEENTWO
dure'sdialog box (shown below), enter the cell range of one PROPORTTONS (SUM MARIZED
sampleas the Variable I Range and the cell range of the DATA)
other sample as the Variable 2 Range. Enter the
HypothesizedMean Difference, click Labels, and click Forsunrmarized data,you conducta Z testfor thedifference
0K. Figure 10.6 on page377 shows the results of applying
betweentwo proportionsby eitherselectingthe PHStat2
thisprocedureto the Table 10.1 BLK cola salesdata.
ZTest for Differencesin Two Proportionsprocedureor by
makingentriesin theE@E@[[E workbook.

InFut
Using PHStat2 Z Test for
F==;-".--l
VdladelRffsc: lLl \sdnin@rj Differences in Two Proportions
lrdiadceRtrq.r tE t c"*"1 I
Select PHStat t Two-Sample Tests ) Z Test for
l- H"h_l Differences in Two Proportions. In the Z Test for
il@hgdzcdl,bfiDifferc'rrar
trpact Differences in Two Proportions dialog box (shown on page
gPha: 0.6 418), enter values for the Hypothesized Difference and the
OutputoFtrorrs Level of Significance.Enter the Number of Successes and
Cguprrnrnc: L the Sample Size for the population 1 sample and the popu-
O iFr wortdnctgfyr lation 2 sample.Click one of the test options,entera title as
O tlawWatloot the Title. and click OK. To include a confidenceinterval
estimate of the difference between the two proportions
 418 EXCELcoMPANIoN
to chanter
lo

(similar to one shown in Figure El0.6 below), click Using Z Two Proportions.xls
ConfidenceInterval Estimatebeforeyou click OK.
You open and use eitherthe ZTP_TT or the ZTP
worksheets
of theEEEEEEEEEE workbook
to
a Z test for the difference between two proportions.
0Sa worksheetsuse the NORMSINV@<$ function to
Hlrpotha$zedDaffererrc:
Lcvd d ggnficmcc:
r- mine the lower and upper critical values, and
NORMSDIST(Z value)functionto computethep-
lfis from the Z valuecalculatedin cell Bl8. To better
Populatbn156nr* stand how a messagegets displayedin these
lfumbcrd Srccsscsr read the 'About the IF function" part of SectionE9.l
page 364.
Sanple5be:
The ZTP_TT worksheet (seeFigure10.11on
Potrirtiln 2 sanplt 393) appliesthe two-tailZ testto the Section10.3
iflrber of Sr-acesasl guestsatisfactionexample.The ZTP_All worksheet
both the upper-tailand lower-tailtest (seeFigureE
Samplaftar f- plus a confidenceinterval estimateof the diffe
betweenthe two proportions(seeFigureE10.6).To
Test@tklns theseworksheetsto otherproblems,change,if n
i3 trr,n-tC test the hypothesized difference, level of significance,
r tffi-TdTest number of successesand sample size for each sample
f torarer-Teil c e l l s8 4 , 8 5 , 8 7 , 8 8 , B l 0 , a n d B l 1 .
Test
lf you want the ZTP_Allworksheet to show only
Qfrput Sions of the single-tail tests, first make a copy of that
sheet(seethe Excel Companionto Chapterl). For
Ttle: i
lower-tail-test-onlyworksheet,select and deleterows
[* Corfldence
lr*ervd E*inate
through 34 and then select and delete rows 20 through
For an upper-tail-test-only worksheet, select and
rows 20 through 30. If you do not want to includea
|e'-----'- --al I

li ox il Csrcd i denceinterval estimatein vour worksheet.deletecol

D and E.

F I G U R EE 1 0 . 5
Zf P_Allsingle-tail Its
t?c
test a rea Iu -iloRrslilv(a5,
-iORISDTSI/Atr,
-rF(W < Ao, .R.l.c.
h. natt htt"oth.*-,
la- -Do
not ,.1.d a/'. ,rutt ,rrrpottto&.1
321 -lloRilsll{v(iA5}
FjI -1 -l{oRllSDtST(Brsl
34i -lF(833 < 85, -Rojecilho
null hypoth$fs,.,
-Do
not rorocl the null hyporhedr.)

FIGUREE10.6
ZTP_All
confidence '1
interval estimate area t:
4
5

7
R
at
io -NoRISll{v(t . E7}z}
11
-sORT((81a'(t . Btll/EB).
i2 -ABS{E10'Eltl t8ts . n 8r5)/811)l
ti-
14
t-s
15
 E I 0.9: Using the F Testfor the DifferenceBetweenTwo Variances(SummarizedData) 419

E10.8USINGTHEF TESTFORTHE Using PHStat2 F Test for

il DIFFERENCEBETWEENTWO Differences in Two Variances
rt (UNSUMMARTZED
VARTANCES Select PHStat ) Two-SampleTests ) F Test for
DATA) Differences in Two Variances. In the F Test for
r- Differencesin Two Variances dialogbox (shownbelow),
Forunsummarizeddata,you conduct an -Ftest for the dif-
IC
ferencebetween two variances by selecting the ToolPak enterthe Level of Significanceandthenenterthe Sample
)S
F TestTwo-Sample for Variances procedure. Sizeand the SampleStandard Deviationfor the popula-
L-
Opento the worksheetthat containsthe unsummarized tion I sampleand population2 sample.Click one of the
c
datafor the two samples. Select Tools ) Data Analysis, testoptions,entera title astheTitle, andclick OK.
n
selectF Test Two-Sample for Variances from the Data
Analysislist, and click OK. In the procedure'sdialog box
(shownbelow), enter the cell range of one sample as the
:l
VariableI Range and the cell range of the other sample as Data
ls
theVariable 2 Range. Click Labels and click OK. Results Lwd d sgn*icmca:
;) i0.05
appearon a new worksheet.Figure 10.l4 on page 400 shows
e Pop.iletim
lsamdc
results
for the Table l0.l BLK cola salesdata on page372.
)t SampbSEor
{, Sam* $ardrd DeviaUon:
d
n PopHim ? Samde
,l'"*r***, E f-Iil:il
SempleSEcl
v*trtlc3Raser tr Tc""d I
-l 5em$SterdrdMbnr
trL.bcb {- Hrb
a Abha: 0.05
0 T6stOptions
fiJtput options
;. $ tr.n-tal te*
O q*f'tf nr,ge: t
e Nall wortshcet Pbr a tspar-T.ilTcst
Om+Uctooor ,l to,rcr-tal tcrt
S

CI"tpt Options
E10.9USINGTHEF TESTFORTHE Ttler I
DIFFERENCEBETWEENTWO ffi
(SUMMARTZED
VAR|ANCES | ---"-'*'-*'-i! {

DATA)
_ryq*J l; OK il Cancd i

Forsummarizeddata, you conduct an F test for the differ-

encebetweentwo variancesby either selectingthe PHStat2
F Testfor Differences in Two Variances procedure or by
making
entriesin theEEEEEEIEEE workbook.
420 EXCELcoMPANIoNto chaoterlo

Using F Two Variances.xls To adapt this worksheet to other problems, change, if

Open to the F Two Variances worksheet of the
tr@Eworkbook. This worksheetconductsan
F test for the difference between two variances for the
S e c t i o n 1 0 . 4 B L K c o l a s a l e se x a m p l e .T h e w o r k s h e e t
(see Figure E10.7) uses the function FINV(rpper-tailed
p-value, numerstor degrees of freedom, denominator
degrees of freedom), in which upper-tuiled p-value is
the probability that tr will be greater than the value, to
compute the upper and lower critical values and uses the
function FDIST(F-/est statistic, nunterstor degrees of
freedom, denominutor degrees of freedom) to compute
t h ep - v a l u e s .
necessary,the level of significance and the samplestatis-
tics for the two population samples in the tinted cells84,
86, B7 , 89, and B 10. If you want the worksheetto show
only a single test, first make a copy of that worksheet(see
the Excel Companion to Chapter l). For a two-tailtest-
only worksheet,selectand deleterows 23 through31.Fora
lower-tail-test-onlyworksheet,select and deleterows28
through 3l and then select and delete cell range A17:821,
For an upper-tail-test-onlyworksheet, select and delete
rows 23 through 2T and then select and deletecell range
Al7:821.

FIGUREElO.7
I
F Two Variances
worksheet
5

7
I
9
10

-87^2810^?
14 -86 .1
15 -89"1
16
17
18 -FltlV(l . Bl2, B'tl, 815l
19 -FINV(81/2, B1{,81O
n - l F ( 8 r 3> 1 ,2 ' 8 1 72, ' E l 8 )
21 'lF(820 < 85, 'Rejea rhonull hypottads',
1)o norrejed lhe null hypothcels"l
a
-Fltlvfl . B{, 811,815)
6 -Elt
26 -lF(825< 85, "ReJect the null hypothcsls',
27 'Do nol reied rhe null hlporhcCe"]
n
B -FlilV€r, 811,815)
30 -E17
31 rlF{830< 85, -Rojod rhenull hypothqds',
'Do not frlscl lh. null hypotheC6''l
t{ol drown
Cellt17: -F0|ST(813,811,
B15l
Cellt10: -1 - Et7