The document provides information on the Chi-Square test, a non-parametric test used to analyze categorical data. It discusses two main applications of the Chi-Square test: 1) testing goodness-of-fit of observed data to expected frequencies and 2) testing independence of attributes. Several examples are provided to demonstrate how to calculate the Chi-Square statistic and determine if the result is statistically significant based on the degrees of freedom and selected significance level.
Multiple regression analysis is a powerful technique used for predicting the unknown value of a variable from the known value of two or more variables.
Multiple regression analysis is a powerful technique used for predicting the unknown value of a variable from the known value of two or more variables.
Chapter 6 part2-Introduction to Inference-Tests of Significance, Stating Hyp...nszakir
Mathematics, Statistics, Introduction to Inference, Tests of Significance, The Reasoning of Tests of Significance, Stating Hypotheses, Test Statistics, P-values, Statistical Significance, Test for a Population Mean, Two-Sided Significance Tests and Confidence Intervals
Parametric vs Nonparametric Tests: When to use whichGönenç Dalgıç
There are several statistical tests which can be categorized as parametric and nonparametric. This presentation will help the readers to identify which type of tests can be appropriate regarding particular data features.
Non-parametric Statistical tests for Hypotheses testingSundar B N
A complete guidelines for Non-parametric Statistical tests for Hypotheses testing with relevant examples which covers Meaning of non-parametric test, Types of non-parametric test, Sign test, Rank sum test, Chi-square test, Wilcoxon signed-ranks test, Mc Nemer test, Spearman’s rank correlation, statistics,
Subscribe to Vision Academy for Video assistance
https://www.youtube.com/channel/UCjzpit_cXjdnzER_165mIiw
The ppt gives an idea about basic concept of Estimation. point and interval. Properties of good estimate is also covered. Confidence interval for single means, difference between two means, proportion and difference of two proportion for different sample sizes are included along with case studies.
Chapter 6 part2-Introduction to Inference-Tests of Significance, Stating Hyp...nszakir
Mathematics, Statistics, Introduction to Inference, Tests of Significance, The Reasoning of Tests of Significance, Stating Hypotheses, Test Statistics, P-values, Statistical Significance, Test for a Population Mean, Two-Sided Significance Tests and Confidence Intervals
Parametric vs Nonparametric Tests: When to use whichGönenç Dalgıç
There are several statistical tests which can be categorized as parametric and nonparametric. This presentation will help the readers to identify which type of tests can be appropriate regarding particular data features.
Non-parametric Statistical tests for Hypotheses testingSundar B N
A complete guidelines for Non-parametric Statistical tests for Hypotheses testing with relevant examples which covers Meaning of non-parametric test, Types of non-parametric test, Sign test, Rank sum test, Chi-square test, Wilcoxon signed-ranks test, Mc Nemer test, Spearman’s rank correlation, statistics,
Subscribe to Vision Academy for Video assistance
https://www.youtube.com/channel/UCjzpit_cXjdnzER_165mIiw
The ppt gives an idea about basic concept of Estimation. point and interval. Properties of good estimate is also covered. Confidence interval for single means, difference between two means, proportion and difference of two proportion for different sample sizes are included along with case studies.
Inferential statistics takes data from a sample and makes inferences about the larger population from which the sample was drawn.
Make use of the PPT to have a better understanding of Inferential statistics.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. Lecture 8
Chi Square Test
(Non Parametric Test)
Dr. Ashish. C. Patel
Assistant Professor,
Dept. of Animal Genetics & Breeding,
Veterinary College, Anand
STAT-531
Data Analysis using Statistical Packages
2. • There are basically two types of random variables and
they yield two types of data: numerical and categorical.
• Basically categorical variable yield data in the categories
and numerical variables yield data in numerical form.
• Responses to such questions as
"What is your major subject?" or
Do you have your own car?" are categorical because
they yield data such as “Diary Microbiology" or "no."
• In contrast, responses to such questions as "How tall
are you?" or "What is your G.P.A.?" are numerical.
• Numerical data can be either discrete or continuous.
3. • Discrete data arise from a counting process, while
continuous data arise from a measuring process.
• The Chi Square statistic compares the counts of
categorical responses between two (or more)
independent groups.
• (Note: Chi square tests can only be used on actual
numbers and not on percentages, proportions, means)
4. Non Parametric test: Chi-Squared test
• Various test of significance such as z, t and F are
based on the assumption that the samples are
drawn from the normally distributed populations.
• Since the testing procedure requires assumption
about the population values, these test are
known as parametric tests.
• There are many situations in which it is not
possible to make any assumption about the
population, from which the samples are drawn.
• Under these limitations alternative techniques
known as non-parametric tests have been
developed.
5. • Chi-square test is one of the most prominent
examples of non-parametric tests.
• The chi-square test is one of the simplest and
widely used non-parametric tests in statistical
work which have been developed by Karl
Pearson in 1990.
• It describes the magnitude of discrepancy
between theoretical and observed frequencies
and is defined as
χ2=
Where, O is observed frequencies and
E is expected frequencies. 30 boys, 4 girls: 20:20
6. Chi-square is applicable under the following
assumptions:
1. The total frequency N should be reasonably large (N>50)
2. No cell frequencies should be very small. i.e. less than 5.
3. The constraints should be linear i.e. = = N.
There are two main applications of chi-square test:
• To test the “Goodness-of-fit” of observed data
• To test the independence of attributes
7. i). Pearson’s Goodness-of-fit
• We know that of observations of a qualitative variable
can only be categorized for example, coat colour in a herd
of cow.
• Let us say, there are three different category of coat
colour: Red, White and Spotted.
• The result of the categorization would be count of the
numbers of animals falling in respective categories.
• This type of data must be analysed using a method called
test of goodness of fit.
• A test of goodness of fit tests whether a given
distribution fits a set of data.
• It is based on comparison of an observed frequency
distribution with the hypothesized distribution.
8. This expression of “Goodness-of-fit” may be
used to describe the ‘Fit’ of observed and
hypothetical frequencies.
• If the calculated chi-square value of chi square
is significant at 5% level of significance, we say
that the fit is poor one or observed
frequencies are not in accordance with the
hypothesis assumed and vice versa.
• In this way we see that chi square affords a
measure of the correspondence between the
fact and the theory.
9. • Example: 256 visual artists were surveyed to find out their
zodiac sign. The results were:
• Aries (29),
• Taurus (24),
• Gemini (22),
• Cancer (19),
• Leo (21),
• Virgo (18),
• Libra (19),
• Scorpio (20),
• Sagittarius (23),
• Capricorn (18),
• Aquarius (20),
• Pisces (23).
• Test the hypothesis that zodiac signs are evenly distributed
across visual artists.
14. Here calculated chi square value 5.09 is less than table value at 12 -1 = 11 d.f. (19.68).
Hence observed frequencies of zodiac sign is fit good with expected frequencies
(equal frequencies)
15. • Exercise .
• The expected proportions of white, brown and
mix coloured rabbits in a population are 0.36,
0.48 and 0.16 respectively. In a sample of 400
rabbits there were 140 white, 240 brown and 20
mix coloured. Are the proportions in that sample
of rabbits different than expected?
• The observed and expected frequencies are
presented in the following table:
16. • χ2= = + +
= 42.36
• The critical value of the chi-square distribution for
k – 1 = 2 degrees of freedom and significance level
of α = 0.05 is 5.991. Since the calculated χ2 is
greater than the critical value it can be concluded
that the sample is different from the population
with 0.05 level of significance.
Color Observed Expected
White 140 400*0.36=144
Brown 240 400*0.48= 192
Mix coloured 20 400*0.16= 64
17. Pearson’s Goodness-of-fit
(Testing goodness of fit for observed ratio with some
hypothetical / Scientifically derived ratio)
Characters Observed Freq Expected Freq
Magenta flower + Green stigma 120 217 x 9/16 =122.06
Magenta flower + Red stigma 48 217 x 3/16 = 40.69
Red flower + Green stigma 36 217 x 3/16 = 40.69
Red flower + Red stigma 13 217 x 1/16 = 13.56
Total 217 217
18. • Here the observed frequency 161, 59
• Expected freq. 220 x ¾ = 165, 220 x ¼ = 55
19. • ii). Test of independence of attributes
• One can test whether two or more attributes
are associated or not i.e. the attributes are
independent or dependent.
• 2*2 contingency tables: In this we have two
attributes each at two levels. The test of
independence of attributes has been illustrated
in exercise.
• Degree of freedom for m x n contingency table
is (m-1)*(n-1)
• For e.g. 3 x 3 contingency table = (3-1)*(3-1)
= 2 x 2 = 4
20. • Exercise 6: In an anti COVID-19 campaign,
Covaxin was administered to 812 persons out of
a total population of 3248. The number of
COVID-19 +ve and -ve cases is shown below:
Discuss the usefulness of Covaxin in controlling
COVID-19.
Vaccination Corona +ve Corona -ve Total
Covaxin 20 792 812
No Covaxin 220 2216 2436
Total 240 3008 3248
21. • Ho: Covaxin is not effective in controlling COVID 19
i.e. two attributes are independent
• Ha: Covaxin is effective in controlling COVID 19 i.e.
two attributes are dependent
•
• Test Statistics :
• χ2= with (r-1)(c-1) = d.f.
• We need expected frequencies
Vaccination Corona
+ve
Corona
-ve
Total
Covaxin a=20 b=792 812=R1
No Covaxin c=220 d=2216 2436=R2
Total 240= C1 3008=C2 3248=N
22. • The expected frequency corresponding to first row
and first column is determined as
• E11= = = 60
• Similarly, the expected frequency corresponding to
second row and first column is obtained as
• E21= = = 180
• The expected frequency corresponding to first row
and second column is obtained as
• E12 = = = 752
• The expected frequency corresponding to second
row and second column is obtained as
• E22 = = = 2256
Vaccination Corona
+ve
Corona
-ve
Total
Covaxin a=20 b=792 812=R1
No Covaxin c=220 d=2216 2436=R2
Total 240= C1 3008=C2 3248=N
23. O E (O-E)2 (O-E)2/E
20 60 1600 26.667
220 180 1600 8.889
792 752 1600 2.218
2216 2256 1600 0.709
Now, χ2 cal . is 26.667+8.889+2.218+0.709 = 38.39
As the cal. value of χ2 (38.393) at 1 d.f. is much higher
than table value of χ2 (3.84) at 5% level of significance,
the null hypothesis is rejected. Hence, COVAXIN is found
useful in controlling COVID 19 virus
24. • Alternative method of calculating χ2 using
direct formula
• In a contingency table with attributes A and B
each at two levels, χ2 can be calculated using
direct formula
• χ2 =
• χ2 = =
= 38.39
25. • Yate’s Correction
• One of the conditions for the application of χ2
test is that no cell frequency should be less than
5.
• In case of 2*2 contingency table if any cell
frequency is less than 5, Yate’s (1934) proposed a
correction which involves increase in observed
frequencies (fo) by ½ in two of cells and reduce fo
by ½ in two of cells, without changing the
marginal totals.
• Using the Yate’s correction χ2 is obtained as, χ2=
.
26. • Ho: Vaccine is not effective in controlling TB
i.e. two attributes are independent
• Ha: Vaccine is effective in controlling TB i.e.
two attributes are dependent
27.
28. • Here out of 463 smokers 55 were found suffered from
heart problem so, 463 – 55 = 408 smokers not suffered
from heart problem.
• Out of 337 non smoker, 25 were suffered from heart
problems so, 337 – 25 = 312 non smokers not suffered
from heart problem.
• So, data will 408, 55 for one attribute and 312, 25 for
second attribute
• p = 0.02 = 2,3,4,5…..% level significant
• Non significant for 1%, 0.1%...