• One-Sample T-Test:

• Purpose:
• To compare the mean of a single sample to a known value or population mean.

• Example:
• Imagine you have a new drug and you want to see if it affects blood pressure. You know the average
blood pressure of the general population is 120 mmHg. You administer the drug to a sample of patients
and measure their blood pressure. You then use a one-sample t-test to determine if the average blood
pressure of your sample is significantly different from 120 mmHg.

• Null Hypothesis (H₀): The mean blood pressure of the sample is equal to 120 mmHg.
• Alternative Hypothesis (H₁): The mean blood pressure of the sample is not equal to 120 mmHg.
• Independent Samples T-Test (Two-Sample T-Test):
• Purpose:
• To compare the means of two independent groups.

• Example:
• Suppose you want to determine if there is a difference in test scores between two different teaching
methods. You randomly assign students to either Method A or Method B and then compare the average
test scores of the two groups.

• Null Hypothesis (H₀): There is no difference in mean test scores between the two teaching methods.
• Alternative Hypothesis (H₁): There is a significant difference in mean test scores between the two
teaching methods.
• Paired Samples T-Test (Dependent T-Test):
• Purpose:
• To compare means from the same group at different times or under different conditions.

• Example:
• Suppose you measure the blood pressure of patients before and after they follow a specific diet plan. You
want to see if there is a significant difference in their average blood pressure before and after the diet.

• Null Hypothesis (H₀): There is no difference in mean blood pressure before and after the diet.
• Alternative Hypothesis (H₁): There is a significant difference in mean blood pressure before and after the
diet.
• Z-Test:
• Purpose:
• Used to determine if there is a significant difference between sample and population means, or between
the means of two samples.
• When to Use?
1. When the sample size is large (typically 𝑛>30).
2. When the population variance or standard deviation is known.
3. For comparing the means of two large independent samples.

• Key Assumptions:
• The sampling distribution of the sample mean is approximately normal.
• The population standard deviation is known (or can be estimated from a large sample).
• Z-Test:
• .

• Example:
• You have a sample of 50 students’ test scores from a new teaching method. You want to test if the mean
score of this sample is significantly different from the known population mean score of 75, and you know
the population standard deviation is 10.
• t-Test:
• Purpose:
• Used to determine if there is a significant difference between the means of two groups, or if a sample
mean is significantly different from a known value, especially when sample sizes are small.

• When to Use:
1. When the sample size is small (typically 𝑛≤30).
2. When the population variance or standard deviation is unknown.
3. For comparing means between two small independent samples or paired samples.

• Key Assumptions:
• The sampling distribution of the sample mean follows a t-distribution, which becomes more like a normal
distribution as sample size increases.
• The population standard deviation is unknown, and it is estimated from the sample data.
• t-Test:
• .

• Example:
• You have a sample of 50 students’ test scores from a new teaching method. You want to test if the mean
score of this sample is significantly different from the known population mean score of 75, and you know
the population standard deviation is 10.
• Definition:
• The P-value is the probability of observing a test statistic at least as extreme as the one obtained from
your sample data, under the assumption that the null hypothesis is true.

• Interpreting the P-Value:

• Low P-Value (≤ α):
• If the P-value is less than or equal to the chosen significance level (α, often set at 0.05), you reject the
null hypothesis.
• This suggests that the observed effect is statistically significant and unlikely to have occurred by random
chance alone.

• High P-Value (> α):

• If the P-value is greater than α, you fail to reject the null hypothesis.
• This suggests that the observed effect is not statistically significant, and there is insufficient evidence to
support the alternative hypothesis.
• Q1. Given that the mean glucose level in a Jordanian village is 115 mg/dL with a standard deviation of 30
mg/dL and a sample size of 144, is there a statistically significant difference between this village's mean
glucose level and the known mean glucose level of 120 mg/dL for the Jordanian population (α =0.05)?

• Answer:
1. Null Hypothesis (H₀): There is no significant difference between the village’s mean glucose level and the Jordanian
mean glucose level. Mathematically, 𝜇=120.
2. Alternative Hypothesis (H1): There is a significant difference between the village’s mean glucose level and the
Jordanian mean glucose level. Mathematically, 𝜇≠120.

3. = -2, the absolute =2

4. df = 144-1 = 143, in the table we refer to the infinity row and 0.05 column, so the critical value = 1.96
5. Since the calculated > the critical, we reject the (H0)
6. Conclusion: “ There is a statistically significant difference between the village’s mean glucose level (115 mg/dL) and
the Jordanian mean glucose level (120 mg/dL) at the 0.05 significance level."
• Q2. Given that the mean IQ of Mu’tah University students is 95 with a standard deviation of 20 and a
sample size of 64, is there a statistically significant difference between this mean IQ and the known mean
IQ of 90 for Jordanian students (α =0.05)?

• Answer:
1. Null Hypothesis (H₀): There is no significant difference between the mean IQ of Mu’tah University students and the
mean IQ of Jordanian students. Mathematically, 𝜇=90.
2. Alternative Hypothesis (H1): There is a significant difference between the mean IQ of Mu’tah University students
and the mean IQ of Jordanian students. Mathematically, 𝜇≠90.

3. . =2

4. df = 64-1 = 64, in the table we refer to the 120 row and 0.05 column, so the critical value = 1.98
5. Since the calculated > the critical, we reject the (H0)
6. Conclusion: “There is a statistically significant difference between the mean IQ of Mu’tah University students (95)
and the mean IQ of Jordanian students (90) at the 0.05 significance level."
• Q3. In the previous Q, what will happen if the S.D becomes 40 at the same level of significance?

• Answer:
1. Null Hypothesis (H₀): There is no significant difference between the mean IQ of Mu’tah University students and the
mean IQ of Jordanian students. Mathematically, 𝜇=90.
2. Alternative Hypothesis (H1): There is a significant difference between the mean IQ of Mu’tah University students
and the mean IQ of Jordanian students. Mathematically, 𝜇≠90.

3. . =1

4. df = 64-1 = 64, in the table we refer to the 120 row and 0.05 column, so the critical value = 1.98
5. Since the calculated < the critical, we fail to reject the (H0)
6. Conclusion: “At the 0.05 significance level, there is no statistically significant difference between the mean IQ of
Mu’tah University students (95) and the mean IQ of Jordanian students (90).”