1. Chapter 10 The t Test for Two Independent Samples
PowerPoint Lecture Slides Essentials of Statistics for the Behavioral Sciences Eighth Edition by Frederick J Gravetter and Larry B. Wallnau

2. Chapter 10 Learning Outcomes
Understand structure of research study appropriate for independent-measures t hypothesis test 2
Test difference between two populations or two treatments using independent-measures t statistic 3
Evaluate magnitude of the observed mean difference (effect size) using Cohen’s d, r2, and/or a confidence interval 4
Understand how to evaluate the assumptions underlying this test and how to adjust calculations when needed

3. Tools You Will Need Sample variance (Chapter 4)
Standard error formulas (Chapter 7)
The t statistic (chapter 9)
Distribution of t values
df for the t statistic
Estimated standard error

4. 10.1 Independent-Measures Design Introduction
Most research studies compare two (or more) sets of data
Data from two completely different, independent participant groups (an independent-measures or between-subjects design)
Data from the same or related participant group(s) (a within-subjects or repeated-measures design)
Instructors may wish to bring to students’ attention the fact that there are many terms in wide use applied to this distinction, so they need to be prepared to learn the fundamentals of the distinction and not just memorize some phrases.

5. 10.1 Independent-Measures Design Introduction (continued)
Computational procedures are considerably different for the two designs
Each design has different strengths and weaknesses
Consequently, only between-subjects designs are considered in this chapter; repeated-measures designs will be reserved for discussion in Chapter 11

6. Figure 10.1 Independent- Measures Research Design
FIGURE Do the achievement scores for children taught by method A differ from the scores for children taught by method B? In statistical terms, are the two population means the same or different? Because neither of the two population means is known, it will be necessary to take two samples, one from each population. The first sample provides information about the mean for the first populations, and the second sample provides information about the second population.

7. 10.2 Independent-Measures Design t Statistic
Null hypothesis for independent-measures test
Alternative hypothesis for the independent- measures test

8. Independent-Measures Hypothesis Test Formulas
Basic structure of the t statistic
t = [(sample statistic) – (hypothesized population parameter)] divided by the estimated standard error
Independent-measures t test

9. Estimated standard error
Measure of standard or average distance between sample statistic (M1-M2) and the population parameter
How much difference it is reasonable to expect between two sample means if the null hypothesis is true (equation 10.1)

10. Pooled Variance
Equation 10.1 shows standard error concept but is unbiased only if n1 = n2
Pooled variance (sp2 provides an unbiased basis for calculating the standard error

11. Degrees of freedom
Degrees of freedom (df) for t statistic is df for first sample + df for second sample
Note: this term is the same as the denominator of the pooled variance

12. Box 10.1 Variability of Difference Scores
Why add sample measurement errors (squared deviations from mean) but subtract sample means to calculate a difference score?
Some instructors may want to advise students that the material in this box is designed to be background support for understanding variability and that some students find it very insightful.

13. Figure 10.2 Two population distributions
FIGURE Two population distributions. The scores in population I vary from 50 to 70 (a 20-point spread), and the scores in population II range from 20 to 30 (a 10-point spread). If you select one score from each of these two populations, the closest two values are X1 = 50 and X2 = 30. The two values that are the farthest apart are X1 = 70 and X2 = 20.

14. Estimated Standard Error for the Difference Between Two Means
The estimated standard error of M1 – M2 is then calculated using the pooled variance estimate

15. Figure 10.3 Critical Region for Example 10.1 (df = 18; α = .01)
FIGURE The critical region for the independent-measures hypothesis test in Example 10.1 with df = 18 and α = .01.

16. Learning Check
Which combination of factors is most likely to produce a significant value for an independent-measures t statistic? A
a small mean difference and small sample variances B
a large mean difference and large sample variances C
a small mean difference and large sample variances D
a large mean difference and small sample variances

17. Learning Check - Answer
Which combination of factors is most likely to produce a significant value for an independent-measures t statistic? A
a small mean difference and small sample variances B
a large mean difference and large sample variances C
a small mean difference and large sample variances D
a large mean difference and small sample variances

18. Learning Check
Decide if each of the following statements is True or False
T/F
If both samples have n = 10, the independent-measures t statistic will have df = 19
For an independent-measures t statistic, the estimated standard error measures how much difference is reasonable to expect between the sample means if there is no treatment effect

19. Learning Check - Answers
False
df = (n1-1) + (n2-1) = = 18
True
This is an accurate interpretation

20. Measuring Effect Size
If the null hypothesis is rejected, the size of the effect should be determined using either
Cohen’s d
or Percentage of variance explained

21. Figure 10.4 Scores from Example 10.1
FIGURE The two groups of scores from Example 10.1 combined into a single distribution. The original scores, including the treatment effect, are shown in part (a). Part (b) shows the adjusted scores, after the treatment effect has been removed.

22. Confidence Intervals for Estimating μ1 – μ2
Difference M1 – M2 is used to estimate the population mean difference
t equation is solved for unknown (μ1 – μ2)

23. Confidence Intervals and Hypothesis Tests
Estimation can provide an indication of the size of the treatment effect
Estimation can provide an indication of the significance of the effect
If the interval contain zero, then it is not a significant effect
If the interval does NOT contain zero, the treatment effect was significant

24. Figure 10.5 95% Confidence Interval from Example 10.3
FIGURE The 95% confidence interval for the population mean difference (μ1 - μ2) from Example Note that μ1 - μ2 = 0 is excluded from the confidence interval, indicating that a zero difference is not an acceptable value (H0 would be rejected in a hypothesis test with α = .05).

25. In the Literature
Report whether the difference between the two groups was significant or not
Report descriptive statistics (M and SD) for each group
Report t statistic and df
Report p-value
Report CI immediately after t, e.g., 90% CI [6.156, 9.785]

26. Directional Hypotheses and One-tailed Tests
Use directional test only when predicting a specific direction of the difference is justified
Locate critical region in the appropriate tail
Report use of one-tailed test explicitly in the research report

27. Figure 10.6 Two Sample Distributions
FIGURE Two sample distributions representing two different treatments. These data show a significant difference between treatments, t(16) = 8.62, p < .01, and both measures of effect size indicate a large treatment effect, d = 4.10 and r2 = 0.82.

28. Figure 10.7 Two Samples from Different Treatment Populations
FIGURE Two sample distributions representing two different treatments. These data show exactly the same mean difference as the scores in Figure 10.6; however, the variance has been greatly increased. With the increased variance, there is no longer a significant difference between treatments, t(16) = 1.59, p > .05, and both measures of effect size are substantially reduced, d = 0.75 and r2 = 0.14.

29. 10.4 Assumptions for the Independent-Measures t-Test
The observations within each sample must be independent
The two populations from which the samples are selected must be normal
The two populations from which the samples are selected must have equal variances
Homogeneity of variance

30. Hartley’s F-max test Test for homogeneity of variance
Large value indicates large difference between sample variance
Small value (near 1.00) indicates similar sample variances

31. Box 10.2 Pooled Variance Alternative
If sample information suggests violation of homogeneity of variance assumption:
Calculate standard error as in Equation 10.1
Adjust df for the t test as given below:

32. Learning Check
For an independent-measures research study, the value of Cohen’s d or r2 helps to describe ______ A
the risk of a Type I error B
the risk of a Type II error C
how much difference there is between the two treatments D
whether the difference between the two treatments is likely to have occurred by chance

33. Learning Check - Answer
For an independent-measures research study, the value of Cohen’s d or r2 helps to describe ______ A
the risk of a Type I error B
the risk of a Type II error C
how much difference there is between the two treatments D
whether the difference between the two treatments is likely to have occurred by chance

34. Learning Check
Decide if each of the following statements is True or False
T/F
The homogeneity assumption requires the two sample variances to be equal
If a researcher reports that t(6) = 1.98, p > .05, then H0 was rejected

35. Learning Check - Answers
False
The assumption requires equal population variances but test is valid if sample variances are similar
H0 is rejected when p < .05, and t > the critical value of t

36. Figure 10.8 SPSS Output for the Independent-Measures Test
FIGURE The SPSS output for the independent-measures hypothesis test in Example 10.1.

37. Any Questions?
Concepts?
Equations?