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Lesson on ANOVA

The document discusses ANOVA and ANCOVA as statistical methods for hypothesis testing, emphasizing the importance of ANOVA for comparing multiple means without increasing the risk of Type I errors associated with multiple t-tests. It explains the concepts of between-group and within-group variance, the null and alternative hypotheses, and provides examples of how these methods can be applied in educational settings. Additionally, it introduces Two Way ANOVA and ANCOVA, highlighting their purposes and applications in research.

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Gem Cudiamat Macalindong
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© © All Rights Reserved
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4 views

Lesson on ANOVA

The document discusses ANOVA and ANCOVA as statistical methods for hypothesis testing, emphasizing the importance of ANOVA for comparing multiple means without increasing the risk of Type I errors associated with multiple t-tests. It explains the concepts of between-group and within-group variance, the null and alternative hypotheses, and provides examples of how these methods can be applied in educational settings. Additionally, it introduces Two Way ANOVA and ANCOVA, highlighting their purposes and applications in research.

Uploaded by

Gem Cudiamat Macalindong
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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ANOVA &

ANCOVA
HYPOTHESIS TESTING
WHY ANOVA?
• In real life things do not typically result in two
groups being compared
• Two-sample t-tests are problematic
• Increasing the risk of a Type I error
• At .05 level of significance, with 100
comparisons, 5 will show a difference when none
exists (experiment wise error)
• So the more t-tests you run, the greater the risk
of a type I error (rejecting the null when there is
no difference)
• ANOVA allows us to see if there are differences
between means with an OMNIBUS test
VARIANCE TO COMPARE MEANS

• We are applying the variance concept to means


• How do means of different groups compare to
the overall mean
• Do the means vary so greatly from each other
that they exceed individual differences within the
groups?
BETWEEN/WITHIN GROUPS

• Variance can be separated into two major


components
• Within groups – variability or differences
in particular groups (individual
differences)

• Between groups - differences depending


what group one is in or what treatment is
received
( X 1 ) 2
( X 2 ) 2
( X ) 2

SSB    ... 
N1 N2 N

2 2
SSW [( N 1  1) S1 ]  [( N 2  1) S 2 ]  ...
FUNDAMENTAL CONCEPTS

• You are able to compare MULTIPLE means


• Between-group variance reflects differences
in the way the groups were treated
• Within-group variance reflects individual
differences
• Null hypothesis: no difference in means
• Alternative hypothesis: difference in means
SSB SSW
MSB  ; MSW 
dfb dfw
EXAMPLE 9-1

An Experiment in teaching College Physics was recently conducted at


St. John Academy. One section was taught by the videotaped lecture
and demonstration method where the students are free to view at any
time and as often as they wanted, a second was taught by an integrated
lecture-laboratory demonstration method and a third was taught by
traditional lecture method. Students were randomly assigned to each of
these three sections and an achievement test was given at the end of the
treatment. Random samples of the achievement test scores were
collected from each section. Is there a significant difference in student
performance by teaching method?
If we set the level of significance at .01, the critical value of F
for 2 and 27 degrees of freedom is 5.49 and our obtained
value of F is very much higher than the critical value, here we
would reject the null hypothesis (“the sample means are
equal) at  = .01.

This means that the differences among the three teaching


methods are very unlikely to have occurred by chance only.
1.The teaching method has three levels. Instead of doing the t-test three
times, this is equivalent to doing a one-factor ANOVA with three
levels.

2. If H0 is rejected, the alternative hypothesis, H 1, that at least one pair


of the group means of the samples differs from the other is accepted. To
probe which one of the means is significantly different from the others;
least significant difference (LSD) of Post Hoc Tests was used to conduct
the multiple comparisons. You may also click on tukey or scheffe and
note if there is any difference.
Two Way ANOVA

A Two Way ANOVA is an extension of the One Way


ANOVA. With a One Way, you have one
independent variable affecting a
dependent variable. With a Two Way ANOVA, there
are two independents.

Use a two way ANOVA when you have one


measurement variable (i.e. a quantitative variable)
and two nominal variables. In other words, if your
experiment has a quantitative outcome and you
have two categorical explanatory variables, a two
For example, you might want to find out if
there is an interaction between income and
gender for anxiety level at job interviews.
The anxiety level is the outcome, or the
variable that can be measured. Gender and
Income are the two categorical variables.
These categorical variables are also the
independent variables, which are
called factorsin a Two Way ANOVA.
EXAMPLE 9-2
Assume that those 30 students participated in the experiment
mentioned in Example 10-1 were given a Mental Ability Test and
their test results were given as follows:
What is Analysis of Covariance (ANCOVA)?

The covariance analysis has two-fold objectives:


(a) to eliminate the systematic error brought about by the
covariate that is beyond the control of the researcher,
and

(b) to account for the differences due to unique


characteristics of the respondents. For covariates to
function well, they must correlate highly with the
dependent variable or criterion but correlate lowly with
each other.
EXAMPLE 9-3

Assume that a researcher is interested to find out the effect of four different
kinds of visual materials on photosynthesis. A randomized sample is used
and a pretest (X) and a posttest (Y) are administered before and after the
treatment. Determine the results.

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