QUIRINO STATE UNIVERSITY

DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

SELF-PACED LEARNING MODULE

in
Elec 1 (Educational Statistics)

Prepared by

NELSON D. GURAY, MOM

Associate Professor IV

Module 14. Mean Differences

 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

Module 14 Mean Differences

Competencies The student is expected to be able to:

1. define the t-test and Analysis of Variance;

2. discuss when and what type of t-test is to be used and when to use the
analysis of variance;
3. compute t-test and analysis of variance using excel;
4. interpret tables/results generated by t-test or analysis of variance.

Discussion Introduction:

You’ve learned that descriptive statistics describes data or it gives information

about the data (for example, a chart or graph). It uses the measures of central
tendency or variability. With inferential statistics, you are trying to reach
conclusions that extend beyond the immediate data alone. For instance, we use
inferential statistics to try to infer from the sample data what the population might
think. Or, we use inferential statistics to make judgments of the probability that
an observed difference between groups is a dependable one or one that might have
happened by chance in this study. Thus, we use inferential statistics to make
inferences from our data to more general conditions. With inferential statistics,
you take data from samples and make generalizations about a population.

For example, you might stand in a mall and ask a sample of 100 people if they like
shopping at Robinson’s. You could make a bar chart of yes or no answers (that
would be descriptive statistics) or you could use your research (and inferential
statistics) to reason that around 75-80% of the population (all shoppers in all
malls) like shopping at Robinson’s.

There are two main areas of inferential statistics:

1. Estimating parameters. This means taking a statistic from your

sample data (for example the sample mean) and using it to say
something about a population parameter (i.e. the population mean).

2. Hypothesis tests. This is where you can use sample data to answer
research questions. For example, you might be interested in knowing
if a new cancer drug is effective. Or if breakfast helps children perform
better in schools.

In this section, we will focus on inferential statistics that are useful in

experimental and quasi-experimental research design or in program outcome
evaluation. Perhaps one of the simplest inferential test is used when you want to
compare the average performance of two groups on a single measure to see if there
is a difference. You might want to know whether fourth-grade boys and girls differ
in math test scores or whether a program group differs on the outcome measure
from a control group. Whenever you wish to compare the average performance
between two groups you should consider the t-test for differences between groups.

What Is a T-Test?

A t-test is a type of inferential statistic used to determine if there is a significant

difference between the means of two groups, which may be related in certain
features. It is mostly used when the data sets, like the data set recorded as the
outcome from flipping a coin 100 times, would follow a normal distribution and
may have unknown variances. A t-test is used as a hypothesis testing tool, which
allows testing of an assumption applicable to a population.

A t-test looks at the t-statistic, the t-distribution values, and the degrees of
freedom to determine the statistical significance. To conduct a test with three or
more means, one must use an Analysis of Variance (ANOVA).

Module 14. Mean Differences

 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

Types of t-test

1. Independent Samples t-test

The independent samples t-test (also called the unpaired samples t test) is
the most common form of the T test. It helps you to compare the means of
two sets of data. For example, you could run a t-test to see if
the average test scores of males and females are different; the test answers
the question, “Could these differences have occurred by random chance?”

2. One Sample t-test

The one sample t-test compares the mean of your sample data to a known
value. For example, you might want to know how your sample
mean compares to the population mean. You should run a one sample t
test when you don’t know the population standard deviation or you have a
small sample size.

3. Paired t-test
A paired t-test (also called a correlated pairs t-test, a paired samples t
test or dependent samples t-test) is where you run a t test on dependent
samples. Dependent samples are essentially connected — they are tests on
the same person or thing.

KEY TAKEAWAYS

• A t-test is a type of inferential statistic used to determine if there is a

significant difference between the means of two groups, which may be
related in certain features.
• The t-test is one of many tests used for the purpose of hypothesis testing in
statistics.
• Calculating a t-test requires three key data values. They include the
difference between the mean values from each data set (called the mean
difference), the standard deviation of each group, and the number of data
values of each group.
• There are several different types of t-test that can be performed depending
on the data and type of analysis required.

T-test Assumptions

1. The first assumption made regarding t-tests concerns the scale of

measurement. The assumption for a t-test is that the scale of measurement
applied to the data collected follows a continuous or ordinal scale, such as
the scores for an IQ test.

2. The second assumption made is that of a simple random sample, that the
data is collected from a representative, randomly selected portion of the
total population.

3. The third assumption is the data, when plotted, results in a normal

distribution, bell-shaped distribution curve.

4. The final assumption is the homogeneity of variance. Homogeneous, or

equal, variance exists when the standard deviations of samples are
approximately equal.

Module 14. Mean Differences

 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

Example 1. (Independent Samples t-test).

A researcher wants to measure a person’s fitness and one of the ways to

measure is to look at their body fat percentage. Average body fat percentages vary
by age, but according to some guidelines, the normal range for men is 15-20%
body fat, and the normal range for women is 20-25% body fat.

Our sample data is from a group of men and women who did workouts at a
gym three times a week for a year. Then, their trainer measured the body fat. The
table below shows the data.

Table 1: Body fat percentage data grouped by Sex

Male Female
13.3 22.0
6.0 16.0
20.0 21.7
8.0 21.0
14.0 30.0
Body Fat 19.0 26.0
Percentage 18.0 12.0
25.0 23.2
16.0 28.0
24.0 23.0
15.0
1.0
15.0

Question: Is the mean difference in the body fat percentage of the respondents
significant when they are grouped by Sex?

Checking the data

Let’s start by answering: Is the two-sample t-test an appropriate method to
evaluate the difference in body fat between men and women?

• The data values are independent. The body fat for any one person does
not depend on the body fat for another person.

• We assume the people measured represent a simple random sample from

the population of members of the gym.

• We assume the data are normally distributed, and we can check this
assumption.

• The data values are body fat measurements. The measurements are
continuous.

• We assume the variances for men and women are equal, and we can check
this assumption.

Before jumping into analysis, we should always take a quick look at the data. The
figure below shows histograms and summary statistics for the men and women.

Module 14. Mean Differences

 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

Figure 1: Histogram and summary statistics for the body fat data

The two histograms are on the same scale. From a quick look, we can see that
there are no very unusual points, or outliers. The data look roughly bell-shaped,
so our initial idea of a normal distribution seems reasonable.

Examining the summary statistics, we see that the standard deviations are
similar. This supports the idea of equal variances. We can also check this using a
test for variances.

Based on these observations, the two-sample t-test appears to be an

appropriate method to test for a difference in means.

How to perform the Independent Samples t-test

For each group, we need the average, standard deviation and sample size.
These are shown in the table below.

Table 2: Average, standard deviation and sample size statistics grouped by Sex

Sample Standard
Group Mean
Size (n) deviation (s)

Female 10 22.29 5.32

Male 13 14.95 6.84

Without doing any testing, we can see that the averages for men and women
in our samples are not the same. But how different are they? Are the averages
“close enough” for us to conclude that mean body fat is the same for the larger
population of men and women at the gym? Or are the averages too different for us
to make this conclusion?

Module 14. Mean Differences

 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

Table 3. t-test on the Body Fat Percentage of the Respondents when they are
grouped by Sex

Standard
Sample
Group Mean deviation t p-value
Size (n)
(s)

Female 10 22.29 5.32

-2.896 .009
Male 13 14.95 6.84

Example 2. A researcher decided to investigate an exercise or weight loss

intervention is more effective in lowering cholesterol levels. The researcher
recruited a random sample of inactive males that were classified as
overweight. This sample was then randomly split into two groups: Group 1
underwent a calorie-controlled diet and Group 2 undertook the exercise-
training program. In order to determine which treatment program was more
effective, the mean cholesterol concentrations were compared between the
two groups at the end of the treatment.

Standard
Cholesterol concentration Mean t-value p-value Decision
Deviation
Diet 6.1450 .51959
2.428 .020* Reject Ho
Exercise 5.7950 .38179

Questions:
a) What is the null and alternative hypothesis?
b) What test was used to evaluate which treatment is more effective?
c) Discuss the result presented in the table given.

Null Hypothesis: There is no significant difference on the effect of diet or exercise

program in lowering cholesterol level of the respondents.

Alternative Hypothesis: There is significant difference on the effect of diet or

exercise program in lowering cholesterol level of the respondents.

The test that was used in the research is the Independent Samples t-test.

Discussion:
The t-test on the mean cholesterol concentration between diet and
exercise program shows significant difference. This leads to the rejection of
the null hypothesis which states that there is no significant difference on the
effect of diet or exercise program in lowering cholesterol level of the
respondents. Therefore, the study found out that overweight, physically
inactive male participants have significantly lowered cholesterol
concentrations (5.80 ± 0.38 mmol/L) at the end of an exercise-training program
compared to after a calorie-controlled diet (6.15 ± 0.52 mmol/L),
𝑡 = 2.428, 𝑝 = 0.020.

Example 3. A group of Sports Science students (𝑛 = 20) are selected from the
population to investigate whether a 12-week plyometric-training program
improves their standing long jump performance. In order to test whether this
training improves performance, the students are tested for their standing long
jump performance before they undertake a plyometric-training program and
then again at the end of the program (i.e. the dependent variable is “standing
long jump performance”, and the two related groups are the standing long
jump values “before” and “after” the 12-week plyometric-training program).
Module 14. Mean Differences
 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

Pair Mean Std. Deviation N

Jump 1 2.4815 .16135 20
Jump 2 2.515 .15982 20

Standard
Pair Mean t-value p-value Decision
Deviation
Jump 1
-0.03400 0.03185 -4.773 .000 Reject Ho
Jump 2

Null Hypothesis:
There is no significant difference in the standing long jump performance of
the respondents after the plyometric-training program.

Discussion:

The t-test on the mean difference on the respondents’ standing long jump
performance before and after the intervention shows significant difference
(𝑡 = −4.773, 𝑝 < 0.000). This leads to the rejection of the null hypothesis. Therefore,
we can conclude that there was a statistically significant improvement in standing
long jump distance following the plyometric-training program from 2.48 ± 0.16 𝑚 to
2.52 ± 0.16 𝑚 (𝑝 < 0.000); an improvement of 0.40𝑚.

Example 4. A researcher is planning a psychological intervention study, but before

he proceeds, he wants to characterize his participants’ depression levels. He
tests each participant on a particular depression index, where anyone who
achieves a score of 4.0 is deemed to have ‘normal’ levels of depression. Lower
scores indicate less depression and higher scores indicate greater depression.
He has recruited 40 participants to take part in the study. He wants to know
whether his sample is representative of the normal population (i.e. do they
score statistically significant differently from 4.0)

Mean Std. Deviation

Depression
3.72 .737
Score

t-value p-value Decision

Depression
-2.381 .002 Reject Ho
Score

Null Hypothesis:
There is no significant difference in the depression level of the sample
respondents compared to the population respondents.

Discussion:
The t-test on the mean depression level between the population and
sample mean shows a significant difference (t = −2.381, p = .002. This leads to the
rejection of the null hypothesis which states that there is no significant difference
in the depression level of the sample respondents compared to the population
respondents. Therefore, it can be concluded that the mean depression score (𝑀 =
3.72, 𝑆𝐷 = 0.74) is lower than the population ‘normal’ depression score of 4.0.

One-way ANOVA
Module 14. Mean Differences
 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

The one-way analysis of variance (ANOVA) is used to determine whether there

are any statistically significant differences between the means of two or more
independent (unrelated) groups (although you tend to only see it used when there
are a minimum of three, rather than two groups).

Assumptions:

1. Your dependent variable should be measured at the interval or ratio level

(i.e. they are continuous).

2. Your independent variable should consist of two or more categorical,

independent groups. Typically, a one-way ANOVA is used when you have
three or more categorical, independent groups, but it can be used for just
two groups (but an independent samples t-test is more commonly used for
two groups).

Example 5. A manager wants to raise the productivity at his company by

increasing the speed at which his employees can use a particular spreadsheet
program. As he does not have the skills in-house, he employs an external
agency which provides training in this spreadsheet program. They offer 3
courses: a beginner, intermediate, and advanced course. He is unsure which
course is needed for the type of work they do at his company, so he sends 10
employees on the beginner course, 10 on the intermediate course and 10 on
the advanced course. When they all return from the training, he gives them
a problem to solve using the spreadsheet program, and times how long it takes
them to complete the problem. He then compares the three courses (beginner,
intermediate, advanced) to see if there are any differences in the average time
it took to complete the problem.

Group Mean F-value p-value Decision

Beginner 12.26
Intermediate 10.02 4.467 .021 Reject Ho
Advanced 7.35

Null Hypothesis:
There is no significant difference in the average time for the respondents to
complete a spreadsheet problem.

Discussion:
The table shows the output of the ANOVA analysis whether there is
statistically significant difference between the group means. It can be gleaned from
the table that the p-value of 0.021 (p=.021), which is below 0.05 level of
significance, and therefore, is statistically significant. Thus, the null hypothesis
which states that there is no significant difference in the average time for the
respondents to complete a spreadsheet problem is rejected. This implies that the
training determines the needed type of work that the respondents (beginner,
intermediate, advanced) do in the company.

Module 14. Mean Differences

 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

References Frost, J. (2020). Hypothesis Testing. An Intuitive Guide for Making Data Driven
Decisions.
Moore, D. (2017). The Basic Practice of Statistics. W. H. Freeman and
Company. Madison Avenue. New York
Triola, Mario F. (2019). Essentials of Statistics. Pearson. New York
Weiss, Neil A. (2012). Elementary Statistics. 8th Edition. Pearson. New York
[Link]
[Link]

Module 14. Mean Differences