1. T-tests A.K.A Student t-test
Use: Comparison of the means
Types:
One sample t-test
Two sample t-test
Paired Sample t-test (dependent sample/Related sample)
Independent sample t-test (unrelated)

2. A brief history of the t-test
Just past the turn of the nineteenth century, a major development in science was fermenting at Guinness Brewery.
William Gosset, a brewmaster, had invented a new method for determining how large a sample of persons should be used in the taste-testing of beer.
The result of this finding revolutionized science, and – presumably - beer.

3. A brief history of the t-test (cont.)
In 1908 Gosset published his findings in the journal Biometrika under the pseudonym ‘student.’ This is why the t- test is often called the ‘student’s t.’

4. A brief history of the t-test (cont.)
Folklore: Two stories circulate for the reason why Gosset failed to use his own name.
1: Guinness may have wanted to keep their use of the ‘t-test’ secret. By keeping Gosset out of the limelight, they could also protect their secret process from rival brewers.
2: Gosset was embarrassed to have his name associated with either: a) the liquor industry, or b) mathematics.
But seriously, how could that be?

5. “Beer is the cause of – and solution to – all of life's problems.”
Thus ???
“Beer is the cause of – and solution to – all of life's problems.”
(Homer Simpson)

6. Research Methods in Medicine - Biostatistics lecture - Benjamin Kamala
The One-Sample t-Test
Research Methods in Medicine
- Biostatistics lecture -
Benjamin Kamala

7. When to use the one-sample t-test
One of the most difficult aspects of statistics is determining which procedure to use in what situation.
Mostly this is a matter of practice.
There are many different rules of thumb which may be of some help.
In practice, however, the more you understand the meaning behind each of the techniques, the more the choice will become obvious.

8. Example problem 2.1
Example illustrates the calculation of the one- sample t-test.
This test is used to compare a list of values to a set standard.
What is this standard?
The standard is any number we choose.
As illustrated next, the standard is usually chosen for its theoretical or practical importance.

9. Example 2.1 (cont.)
Intelligence tests are constructed such that the average score among adults is 100 points.
In this example, we take a small sample of first year undergraduate students at HKM University (N = 6), and try to determine if the average of intelligence scores for all students at the university is higher than 100.
In simple terms, are the university students smarter than average?

10. Example 2.1 (cont.) X Person 1: 110 Person 2: 118 Person 3: 110
The scores obtained from the 6 students were as follows: X
Person 1: 110
Person 2: 118
Person 3: 110
Person 4: 122
Person 5: 110
Person 6: 150

11. Example 2.1 (cont.) Research Question
On average, do the population of first year undergraduates at HKM University have higher than average intelligence scores (IQ  100)?

12. Example 2.1 (cont.)
First, we must compute the mean (or average) of this sample:
In the above example, there is some new mathematical notation. (See next slide) =

13. Example 2.1 (cont.) =
First, a symbol that denotes the mean of all Xs or intelligence scores.

14. Example 2.1 (cont.) =
The second part of the equation shows how this quantity is computed.

15. Example 2.1 (cont.) =
The sigma symbol (  ) tells us to sum all the individual Xs.

16. Example 2.1 (cont.) = that is: the number of observations.
Lastly, we must divide by ‘n’,
that is: the number of observations.

17. Example 2.1 (cont.) =
Notice, these 6 people have higher than average intelligence scores (IQ  100).

18. Example 2.1 (cont.)
However, is this finding likely to hold true in repeated samples?
What if we drew 6 different people from HKM University?
A one-sample t-test will help answer this question.
It will tell us if our findings are ‘significant’, or in other words, likely to be repeated if we took another sample.

19. Example 2.1 (cont.) Computing the sample variance
110
118
122
150
120
-10
- 2 2 30
100 4
900

20. Example 2.1 (cont.) Computing the sample variance
110
118
122
150
120
-10
- 2 2 30
100 4
900

21. Example 2.1 (cont.) Computing the sample variance
To get the third column we take each individual ‘X’ and subtract it from the mean (120).
We square each result to get the fourth column.
Next, we simply add up the entire fourth column and divide by our original sample size (n = 6).
The resulting figure, 201.3, is the sample variance.

22. Example 2.1 (cont.) Computing the sample variance
Important:
All sample variances are computed this way!
We always take the mean; subtract each score from the mean; square the result; sum the squares; and divide by the sample size (how many numbers, or rows we have).

23. Example 2.1 (cont.) Computing the sample variance
Now that we have the mean (X = 120) and the variance ( ) of our sample, we have everything needed to compute whether the sample mean is ‘significantly’ above the average intelligence.
In the formula that follows, we use a new symbol mu (  ) to indicate the population standard value (  = 100 ) against which we compare our obtained score (X = 120).

24. Example 2.1 (cont.) Computing the sample variance
Our sample has ‘n = 6’ people, so the degrees of freedom for this t-test are:
dn = n – 1 = 5
This degrees of freedom figure will be used later in our test of significance.

25. And now for something completely different …
Let’s take a break from computations, and talk about ‘the big picture’
Now comes the conceptually tricky part.
Remember that a normal bell-curve distribution is a chart that shows frequencies (or counts).
If we measured the weight of four male adults, for example, we might find the following:
Person 1 = 70 kg, Person 2 = 75 kg, Person 3 = 70 kg, Person 4 = 65 kg

26. The ‘big picture’ Count 2 X 1 X X X 65 70 75 kg
Person 1 = 70 kg, Person 2 = 75 kg, Person 3 = 70 kg, Person 4 = 65 kg
Plotting a count of these ‘weight’ data, we find a normal distribution:
Count X
X X X kg

27. The ‘big picture’ (cont.)
As it turns out, the ‘t’ statistic has its own distribution, just like any other variable.
Let’s assume, for the moment, that the mean IQ of the population in our example is exactly 100.
If we repeatedly sampled 6 people and calculated a ‘t’ statistic each time, what would we find?
If we did this 4 times, for example, we might find:
Count X
X X X
t - statistic

28. The ‘t’ statistic (cont.)
Most often our computed ‘t’ should be around 0. Why? Because the numerator, or top part of the formula for t is:
If our first sample of 6 people is truly representative of the population, then our sample mean should also be 100, and therefore our computed t should be  (see next slide)

29. The ‘t’ statistic (cont.)

30. The ‘t’ statistic (cont.)
Of course, our repeated samples of 6 people will not always have exactly the same mean as the population.
Sometimes it will be a little higher, and sometimes a little lower.
The frequency with which we find a t larger than 0 (or smaller than 0) is exactly what the t-distribution is meant to represent  (see next slide)

31. The ‘t’ statistic (cont.)

32. Read this part over and over, and think about it
Read this part over and over, and think about it. This is the tricky bit.
In our GPA example, the actual ‘t’ that we calculated was 3.152, which is certainly higher than 0.
Therefore, our sample does not look like it came from a population with a mean of 100.
Again, if our sample did come from this population, we would most often expect a computed ‘t’ of 0

33. The ‘t’ statistic (cont.)
How do we know when our computed ‘t’ is very large in magnitude?
Fortunately, we can calculate how often a computed sample ‘t’ will be far from the population mean of t = 0 based on knowledge of the distribution.

34. The ‘t’ statistic (cont.)
The critical values of the t-distribution show exactly how often we should find computed ‘t’s of large magnitude.
In a slight wrinkle, we need the degrees of freedom (df = 5) to help us make this determination.
Why? If we sample only a few people our computed ‘t’s are more likely to be very large, only because they are less representative of the whole population.

35. And now, back to the computation…
We need to find the ‘critical value’ of our t-test.
Looking in the back of any statistics textbook, you can find a table for critical values of the t-distribution.
Next, we need to determine whether we are conducting a 1-tailed or 2-tailed t-test.
Let’s refer back to the research question:

36. Example 2.1 (again) Research Question
On average, do the population of first year undergraduates at HKM University have higher than average intelligence scores (IQ  100)?

37. Example 2.1 (cont.)
This is a 1-tailed test, because we are asking if the population mean is ‘greater’ than 100.
If we had only asked whether the intelligence of students were ‘different’ from average (either higher or lower) then the test would be 2-tailed.
In the appendixes of your textbook, look at the table titled, ‘critical values of the t-distribution’.
Under a 1-tailed test with an Alfa-level of and degrees of freedom df = 5, and you should find a critical value (C.V.) of t = 2.02.

38. Example 2.1 (cont.) Not so fast. What does this really mean?
Is our computed t = greater than the C.V. = 2.02?
Yes!
Thus we reject the null hypothesis and live happily ever after.
Right?
Not so fast. What does this really mean?

39. Example 2.1 (still)
We assume the null hypothesis when making this test.
We assume that the population mean is 100, and therefore we will most often compute a t = 0.
Sometimes the computed ‘t’ might be a bit higher and sometimes a bit lower.

40. What does the ‘critical value’ tell us?
Based on knowledge of the distribution table we know that 95% of the time, in repeated samples, the computed ‘t’ statistics should be less than 2.02.
That’s what the critical value tells us.
It says that when we are sampling 6 persons from a population with mean intelligence scores of 100, we should rarely compute a ‘t’ higher than 2.02.

41. What happens if we do calculate a ‘t’ greater than 2.02?
Well, we can be pretty confident that our sample does not come from a population with a mean of 100!
In fact, we can conclude that the population mean intelligence must be higher than 100.
How often will we be wrong in this conclusion?
If we do these t-tests a lot, we’ll be wrong 5% of the time. That’s the Alfa level (or 5%).

42. Conclusions in APA Style
How would we state our conclusions in APA style? The mean intelligence score of first year undergraduates at HKM University (M = 120) was significantly higher than the standard intelligence score (M = 100), t(5) = 3.15, p < .05 (one-tailed).

43. Statistical inference
You should notice that the conclusion makes an inference about the population of students from HMK University based on a small sample.
This is why we call this type of a test ‘statistical inference.’
We are inferring something about the population based on only a sample of members.

44. Conclusions in APA Style
Focusing attention on the bold portion of the output, we can re-write our conclusion in APA style: The mean intelligence score of undergraduates at HKM University (M = 120) was significantly higher than the standard intelligence score (M = 100), t(5) = 3.15, p = .02 (one-tailed).

45. Big t  Little p ?
Remember from a previous session that every t- value that we might calculate is associated with a unique p-value.
In general, t-values which are large in absolute magnitude are desirable, because they help us to demonstrate differences between our computed mean value and the standard.
Values of t that are large in absolute magnitude are always associated with small p-values.

46. Significance
According to tradition in biostatistics, p-values which are lower than .05 are significant, meaning that we will likely still find differences if we collected another sample of participants.
When using SPSS we are no longer confronted with a ‘critical value.’ Instead, we can simply observe that the p-value is less than ‘.05.’

47. Accepting the null hypthosis
The conclusion as to whether to reject the null hypothesis will be the same in each circumstance; whether computed by-hand or by- computer.

49. Research Methods in Biostatistics Kamala B
Thus concludes
The One-Sample t-Test
Research Methods in Biostatistics
Kamala B

50. Question: The one-sample t statistic for testing
Ha: µ >0
from a sample of n = 15 observations has the value t = 1.82.
a) What are the degrees of freedom for this statistic?
b) What are the two critical values t* from the Table of Critical Value Distribution that bracket t. What are the one-sided P-values for these two entries?
c) Is the value t = 1.82 significant at the 5% level? Is it significant at the 1% level?  Edit

51. Answer a) DF=15-1=14 b) critical t = 1.761 at 0.05 level .
c) significant at 5% level because t (1.82) > critical t(1.761).
Not significant

52. Practice Exercises: t-tests Question 1:
As a check of their laboratory protocol for growing mouse embryos in vitro, a group of scientists want to compare the mean mass of 15 embryos grown for two weeks in their lab (see data below) to an average mass value of 75 μg that was obtained in several other published studies that used the same protocol. Is the mass of the mouse embryos grown in this study significantly different from that expected from previously published studies? Assume that all assumptions are met.
Embryo Mass: 52, 57, 62, 96, 88, 89, 49, 50, 83, 52, 99, 65, 62, 75, 63

53. Questions Test required: Independent variable: Dependent variable:
Number & description of replicates:
Statistical hypotheses:
Ho:
Ha:
Assumption check:
Results:
Conclusion