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Statistical Problem Examples and Solutions

The document contains examples and explanations of statistical concepts including: 1. Identifying different measurement scale types like nominal, ordinal, interval, and ratio scales. 2. Calculating sample sizes using Slovin's formula for stratified random sampling from populations of different strata. 3. Determining statistical values like the mean, median, mode, range, variance, and standard deviation from data sets. 4. Using the normal distribution and z-scores to analyze data relative to the mean and standard deviation and find probabilities and percentile ranks. 5. Performing regression analysis to determine the relationship between variables and use the regression equation to make predictions. 6. Stating null and alternative hypotheses

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SanjanaDostiKarunggi
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77 views8 pages

Statistical Problem Examples and Solutions

The document contains examples and explanations of statistical concepts including: 1. Identifying different measurement scale types like nominal, ordinal, interval, and ratio scales. 2. Calculating sample sizes using Slovin's formula for stratified random sampling from populations of different strata. 3. Determining statistical values like the mean, median, mode, range, variance, and standard deviation from data sets. 4. Using the normal distribution and z-scores to analyze data relative to the mean and standard deviation and find probabilities and percentile ranks. 5. Performing regression analysis to determine the relationship between variables and use the regression equation to make predictions. 6. Stating null and alternative hypotheses

Uploaded by

SanjanaDostiKarunggi
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

Test 1.

Determine the level of measurement scale involved in each of the


following instances

1. Gender – Nominal scale


2. Military Ranks – Ordinal Scale
3. Freezing point of water – Interval Scale
4. Number of birth rates in a given year – Ratio Scale
5. Religion - Nominal

Test II

A 6. Civil status
A 7. Brand of Shoes
B 8. Number of mobile phones
B 9. Zip code
B 10. Number of houses
C 11. Height of MAED students
B 12. Number of years in college
A 13. Race
A 14. Color
C 15. Speed of supersonic jet

Test III. Given the table below find the number of sample per strata using stratified
random sampling. Use the Slovin’s formula to find the sample size.

Strata Number of Families Number of Sample


High-Income 900 n1 = 168
Middle-Income 480 n2 = 90
Low-Income 360 n3 = 67
N = 1740 325

The required sample size:


n = 1,740÷(1+1,740x0.05x0.05)= 325
= 1,740 ÷ 5.35 = 325
Test V. Below are the ages of victims of human trafficking

7 13 9 11 15 13 14 17 19 14

Determine the Following

16. Mean = 13.2 or Mean = 132 ÷ 10


17. Median = 13.5
18. Mode = 13
19. Range = 12
20. Variance = 12.62
21. Standard deviation = 3.55
21. Coefficient of variation = 26.91%

Test VI – On normal distribution

23. Who performed better? Jack whose z-score is 2.60, or Jill whose score is -3.75.

The z-score of Jack which is 2.60 of a standard deviation above the mean while
Jill is -3.75 of standard deviation, below the mean. Jack therefore performed better.

24. In an examination of the mean grade is 90 and the standard deviation is 8. Find the
z-scores of the grade of Paula if here grade is 75.

Z = (X – Mean)/Standard Deviation
= (75 – 90)/8
= -1.875

25. Use the previous problem to find the grade of Lourdes whose z-score is 1.

X = z*sd + Mean
= 1*8 + 90
= 98

The grade of Lourdes is 98.

26. The IG of 500 students in a certain high school is approximately normally distributed
with a mean of 102 and a standard deviation of 5.
(a) How many students have an IQ of 110 and above?
(b) How many students have an IQ between 93 and 98?

(a) Z = (110 – 102)/5 = 1.6


Using the z-table for normal distribution
The y-axis in the table highlights the first two digits of our z-score and the x-axis the
second decimal place. Therefore, we start with the y-axis, finding 1.6, and then move along the
x-axis until we find 0.00, before finally reading off the appropriate number; in this case, 0.9452.
This means that the probability of a score being less than 1.6 is 0.9452. Now, since we are
determining how many students have an IQ of 110 and above, we simply computer for 1 - .9452
which is 0.0548. If If we look at this as a percentage, we simply times the score by 100; hence
0.0548 x 100 = 5.48% or around 5.48% of the class have an IQ of 110 or above. That is about
27 students will have an IQ of 110 or above.

(b) (1) Z = (93-102)/5 = -1.8 (2) z = (98-102)/5 = -0.8

Using the Z-tables for Negative Z-Scores

(a) (1) Z = (93-102)/5 = -1.8 (2) z = (98-102)/5 = -0.8


Area = 0.0359 Area = 0.2119

This tell us that

P(93 < x < 98) is the same exact thing as P(-1.8 < z < -.8) using the z table, we
will need to do the following things.

So the P(z < -.8) is 0.2119 and P(z < -1.8) = 0.0359

However, the problem is asking for the Probability that an IQ is between 93 and 98
( which is the same as between z = -.8 and -1.8).
P(93 < x < 98) = P(-1.8 < z < -.8) = 0.2119 – 0.0359 = 0.176 or 17.6%.

Final Solution:

Therefore, there would be 0.176 x 500 = 88 students of the 500 students will have an
IQ between 93 and 98.

27. The scores on a test have a mean of 100 and a standard deviation of 15. If a
personnel manager wishes to select from the top 75% of the applicant who take the
test, find the cut off score. Assume the variable is normally distributed.

Using the Z-table, the close value to 75% or .75 is P(z > .67) =0.74857.

Z = (X – mean)/Sd
X = 0.67 (15) + 100 = 110.05

Therefore, the cut off score should be 110.


Set 1

Problem 1

X x2 Y y2 xy
1 40 1600 1 1 40
2 32 1024 0 0 0
3 36 1296 3 9 108
4 44 1936 8 64 352
5 41 1681 5 25 205
n=5 193 7537 17 99 705

n (∑ xy) -( ∑ x )( ∑ y )
r=
√¿ ¿ ¿
= 244 / 299.69
= 0.81

There is a strong positive relationship as r = 0.81 between the number of person


works per week and the number of injuries of accidents that person has. It is more
likely that more persons work per week there would be greater number of injuries or
accidents that the person may have.

Problem 2. The ranks of the arm strength of dynamic lift of 12 individuals are given
below. Calculate rho.

Arm Strength: 12,11,10,9,8,7,6,5,4,3,2,1


Dynamic lift: 9,12,4.5,6.5,3,1,8,11,6.5,4.5,10,2

Rank of Rank of
X X Y Y d d2
12 1 9 4 -3 9
11 2 12 1 1 1
10 3 4.5 5 -2 4
9 4 6.5 6 -2 4
6(218)
8 5 3 10 -5 25 1−
12(122−1)
7 6 1 12 -6 36
6 7 8 5 2 4 1308
5 8 11 2 6 36 = 1−
1716
4 9 6.5 6 3 9 =0.24
3 10 4.5 5 5 25
2 11 10 3 8 64 There is weak positive
1 12 2 11 1 1 relationship between arm
218 strength and dynamic lift as r =
Set 1 0.24.
3. Determine if the number of absences incurred by a student is related to his or her
final score in a Statistics class. The data obtained in a study is form seven randomly
selected students of a Statistics Class.

Number of Absences (x) 6 2 15 9 12 5 8


Final Grades (%) y 82 86 43 74 58 90 78

SUMMARY OUTPUT

Regression Statistics
0.9442151
Multiple R 7
0.8915422
R Square 9
Adjusted R 0.8698507
Square 5
Standard 6.0546433
Error 8
Observatio
ns 7

ANOVA
Significan
  df SS MS F ce F
1506.70 1506.70 41.1009
Regression 1 6 6 2 0.00137
183.293 36.6587
Residual 5 5 1
Total 6 1690      

Coefficient Standar Lower Upper Lower Upper


  s d Error t Stat P-value 95% 95% 95.0% 95.0%
102.49253 5.13806 19.9476 5.85E- 115.700 89.2847
Intercept 7 8 8 06 89.28471 4 1 115.7004
0.56494 - -
X Variable 1 -3.6218905 9 -6.411 0.00137 -5.07414 2.16964 5.07414 -2.16964

Computing for the regression analysis.

The number of absences incurred by student is related to his or her final score in
a Statistics class as r = 0.94 and the about 89.15% of the variance is accounted for this
model.
Test 1

Problem 1

Ho: The average of the monthly heating bills is equal to P780.

Ha: The average of the monthly heating bills is less than P780.
Problem type: Directional

Problem 2

Ho: The average mean of the scores is equal to 73.


Ha: The average mean of the score is either greater than or less than to 73.
Problem Type: non-directional

Test II On regression analysis

The data in the table follow a moderate correlation with regards to the widt of the
roar in meters and the number of car accidents as r = 0.69, and the R-squared is 0.47
which indicates that variance accounts for 47%. The regression equation is y = 0.57 +
0.01x. Given the road is 100 meters wide, it is expected to have at 1.57 accidents per
week.

Test III

Problem 3.

Step 1. Ho: There is no significant difference in the average moisture content


between fruits and vegetables.

Ha: There is a significant difference in the average moisture content


between fruits and vegetables.

Step 2: α = 0.05; df = 15; test statistics = t-statistics


Critical Value of t = 2.131 or p < 0.05

Step 3: If t computed is less than or equal to t-critical value at 2.131 with df =15,
evaluated at α = 0.05, then reject null hypothesis.
Step 4: Decision. The t computed is 4.115 with p value of 0.081, which is higher
than the t-critical value of 2.131, accept alternative hypothesis.

Step 5: Conclusion. Fruits and vegetables differ in their moisture content.


Vegetables have higher average moisture content than the fruits.

Problem 4

Step 1: Ho: There is no significant difference in the achievement of the students


from three schools.

Ha: There is a significant difference in the achievement of the students


from three schools.

Step 2: α = 0.05; df = ; test statistics = F-test (Anova) Critical Value of F = 3.75

Step 3: Decision Rule: Reject Ho, F critical value ≥ 3.75.

The decision will be to reject the null hypothesis if the test statistic from
the table is greater than the F critical value with k-1 or 2 numerator and N-
k or 27 denominator degrees of freedom.

Step 4: Decision: The null hypothesis failed to be rejected or accept the


alternative hypothesis since the computed F value of 0.37 is less than the
critical value of F of 3.75 with 2 as numerator and 27 as denominator
degree of freedom, evaluated at α = 0.05.

Step 5: Conclusion: The existing achievement of the students from three schools
does not differ.

Problem 5

Step 1: Ho: There is no relationship between gender of an individual and the


amount of alcohol consumed.

Ha: There is a relationship between gender of an individual and the


amount of alcohol consumed.

Step 2: α = 0.05; df = ; test statistics = Chi-square test Critical Value: 4.605.

Step 3. Decision Rule: Reject Ho, X2 ≥ 4.605.

Step 4: Decision: Do not reject Ho. Not significant.


Step 5: Conclusion: There is no relationship between gender of an individual and
the amount of alcohol consumed.

Common questions

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The inferential steps include: stating the null and alternative hypotheses, selecting a significance level, calculating the t-statistic from the sample data, comparing the t-statistic to the critical value from t-distribution tables, and deciding whether to reject or accept the null hypothesis. If the t-computed value is higher than the critical t-value, the null hypothesis is rejected, as shown in the moisture content test where the computed t (4.115) was above the critical value (2.131).

A high correlation coefficient indicates a strong relationship between two variables, suggesting that as one variable changes, the other is likely to change in a predictable manner. For example, in the case study where r = 0.81 signifies a strong positive relationship between the number of persons working per week and the number of injuries, implying that an increase in working hours is strongly correlated with an increase in injuries .

The mean provides the average of the data, the median identifies the middle value, and the mode indicates the most frequently occurring value. Each measure is useful depending on the data characteristics: the mean is sensitive to outliers, the median is robust with outliers, and the mode is useful for categorical data. In a dataset of human trafficking victims' ages, the mean is 13.2, the median is 13.5, and the mode is 13, offering different insights into central tendency .

Chi-square tests evaluate the independence of two categorical variables by comparing observed frequencies with expected frequencies under the null hypothesis of no association. In assessing gender and alcohol consumption, the analysis showed no significant relationship as the chi-square statistic did not exceed the critical value (4.605) at α = 0.05 .

Using z-scores, performance is compared by determining how far each individual's score deviates from the mean in terms of standard deviations. A positive z-score indicates a performance above the mean, while a negative z-score indicates a performance below the mean. For example, if Jack has a z-score of 2.60, and Jill has a z-score of -3.75, Jack performed better since his score is 2.60 standard deviations above the mean, whereas Jill's score is 3.75 standard deviations below the mean .

The coefficient of variation (CV) is useful because it measures relative variability, allowing comparison of the degree of variation from one data series to another, even if the means are drastically different. For instance, with a CV of 26.91%, it indicates how dispersed the ages of human trafficking victims are relative to the mean age .

Distinguishing between directional and non-directional hypotheses is crucial because it determines the kind of statistical test used and influences the critical values applied. Directional hypotheses predict the nature of the effect and use one-tailed tests, while non-directional hypotheses do not specify a direction and use two-tailed tests, as illustrated in the test for monthly heating bills' average, comparing it to P780 .

Interpreting an F-test in ANOVA involves determining whether the variance among the group means is significantly larger than the variance within the groups. If the F-statistic exceeds the critical F-value, the null hypothesis is rejected, indicating significant differences among group means, as tested in the comparison of student achievements where the F-value was insufficient to reject the null hypothesis .

Slovin’s formula calculates sample size as n = N / (1 + Ne^2), where N is the population size and e is the desired margin of error. For example, with a population of 1,740 and a margin of error of 5%, the sample size is 325 as calculated by 1,740 ÷ (1 + 1,740 × 0.05²).

An R-squared value close to 1 in a regression analysis indicates that the model explains most of the variability in the response variable. For instance, with an R-squared of about 0.8915, 89.15% of the variance in students' final grades can be explained by the model, which suggests a very good fit .

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