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Understanding Z-Scores, Standard Errors, and the T-Test: A Statistical Analysis Primer, Study notes of Statistics

An introduction to z-scores, standard errors, and the t-test, three key concepts in statistical analysis. It explains how z-scores and t-scores are calculated and used to compare data from different distributions, and discusses the importance of standardized scores in making comparisons. The document also covers the concept of statistical significance and the role of the level of significance in hypothesis testing.

What you will learn

  • What is the difference between a z-score and a t-score?
  • What is a z-score and how is it calculated?
  • What is the role of the level of significance in hypothesis testing?

Typology: Study notes

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Chapter 8 Are Your Curves Normal? 213
Here’s another example. In a set of scores with a mean of 100 and
a standard deviation of 10, a raw score of 117 has a corresponding z
score of 1.70. This z score of 1.70 corresponds to an area under the
curve between a z score of 0 and a z score of 1.70 of 45.54%. The
probability of a raw score of 117 occurring is 95.54% (or 50% +
45.54%) or 95.5 out of 100 or .955.
First, even though we are focusing on z scores, there are other types of
standard scores. For example, a t score is a type of standard score that
is computed by multiplying the z score by 10 and adding 50. One
advantage of this type of score is that you rarely have a negative t score.
As with z scores, t scores allow you to compare standard scores from
different distributions.
Second, a standard score is a whole different animal from a standard-
ized score. A standardized score is one that comes from a distribution
with a predefined mean and standard deviation. Standardized scores
from tests such as the SAT and GRE (Graduate Record Exam) are used
so that comparisons can be made easily between scores where the
same mean and standard deviation are being used.
What z Scores Really Represent
The name of the statistics game is being able to estimate the prob-
ability of an outcome. If we take what we have talked about and
done so far in this chapter one step further, statistics is about decid-
ing the probability of some event occurring. Then we use some
criterion to judge whether we think that event is as likely, more
likely, or less likely than what we would expect by chance. The
research hypothesis presents a statement of the expected event, and
we use our statistical tools to evaluate how likely that event is.
That’s the 20-second version of what statistics is, but that’s a lot.
So let’s take everything from the previous paragraph and go through
it again with an example.
Let’s say that your lifelong friend, trusty Lew, gives you a coin
and asks you to determine whether it is a “fair” one—that is, if you
flip it 10 times, you should come up with 5 heads and 5 tails. We
would expect 5 heads (or 5 tails) because the probability is .5 of
either one head or one tail on any one flip. On 10 independent
flips (meaning that one flip does not affect another), we should get
5 heads, and so on. Now the question is, how many heads would
disqualify the coin as being fake or rigged?
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Chapter 8 ♦ Are Your Curves Normal? 213

Here’s another example. In a set of scores with a mean of 100 and

a standard deviation of 10, a raw score of 117 has a corresponding z

score of 1.70. This z score of 1.70 corresponds to an area under the

curve between a z score of 0 and a z score of 1.70 of 45.54%. The

probability of a raw score of 117 occurring is 95.54% (or 50% +

45.54%) or 95.5 out of 100 or .955.

First, even though we are focusing on z scores, there are other types of

standard scores. For example, a t score is a type of standard score that

is computed by multiplying the z score by 10 and adding 50. One

advantage of this type of score is that you rarely have a negative t score.

As with z scores, t scores allow you to compare standard scores from

different distributions.

Second, a standard score is a whole different animal from a standard-

ized score. A standardized score is one that comes from a distribution

with a predefined mean and standard deviation. Standardized scores

from tests such as the SAT and GRE (Graduate Record Exam) are used

so that comparisons can be made easily between scores where the

same mean and standard deviation are being used.

What z Scores Really Represent

The name of the statistics game is being able to estimate the prob-

ability of an outcome. If we take what we have talked about and

done so far in this chapter one step further, statistics is about decid-

ing the probability of some event occurring. Then we use some

criterion to judge whether we think that event is as likely, more

likely, or less likely than what we would expect by chance. The

research hypothesis presents a statement of the expected event, and

we use our statistical tools to evaluate how likely that event is.

That’s the 20-second version of what statistics is, but that’s a lot.

So let’s take everything from the previous paragraph and go through

it again with an example.

Let’s say that your lifelong friend, trusty Lew, gives you a coin

and asks you to determine whether it is a “fair” one—that is, if you

flip it 10 times, you should come up with 5 heads and 5 tails. We

would expect 5 heads (or 5 tails) because the probability is .5 of

either one head or one tail on any one flip. On 10 independent

flips (meaning that one flip does not affect another), we should get

5 heads, and so on. Now the question is, how many heads would

disqualify the coin as being fake or rigged?

Chapter 9 ♦ Significantly Significant 227

This Type I error, or level of significance, has certain values asso- ciated with it that define the risk you are willing to take in any test of the null hypothesis. The conventional levels set are between. and .05. For example, if the level of significance is .01, then on any one test of the null hypothesis, there is a 1% chance you will reject the null hypothesis when the null is true and conclude that there is a group difference when there really is no group difference at all. If the level of significance is .05, it means that on any one test of the null hypothesis, there is a 5% chance you will reject it when the null is true (and conclude that there is a group difference) when there really is no group difference at all. Notice that the level of significance is associated with an independent test of the null. Therefore, it is not appropriate to say that “on 100 tests of the null hypothesis, I will make an error on only 5, or 5% of the time.” In a research report, statistical significance is usually represented as p < .05, read as “the probability of observing that outcome is less than .05,” often expressed in a report or journal article simply as “significant at the .05 level.”

With the introduction of fancy-schmancy software such as SPSS and

Excel that can do statistical analysis, there’s no longer the worry about

the imprecision of such statements as “ p < .05” or “ p < .01.” For

example, p < .05 can mean anything from .000 to .049999, right?

Instead, software such as Excel gives you the exact probability, such

as .013 or .158, of the risk you are willing to take that you will com-

mit a Type I error. So, when you see in a research article the statement

that “ p < .05,” it means that the value of p is equal to anything from

.00 to .049999999999... (you get the picture). Likewise, when you

see “ p > .05” or “ p = n.s.” (for nonsignificant), it means that the prob-

ability of rejecting a true null exceeds .05 and, in fact, can range from

.0500001 to 1.00. So, it’s actually terrific when we know the exact

probability of an outcome because we can measure more precisely

the risk we are willing to take.

But what to do if the p value is exactly .05? Well, given what you’ve

already read, if you want to play by the rules, then the outcome is not

significant. A result either is, or is not. So, .04999999999 is and .05 is

not. Now, if Excel (or any other program) generates a value of .05,

extend the number of decimal places—it may really be .04999999999.

There is another kind of error you can make, which, along with the Type I error, is shown in Table 9.1. A Type II error (Cell 3 in the chart) occurs when you inadvertently accept a false null hypothesis.

274 Part IV ♦ Significantly Different

Here are the famous eight steps in the computation of the t -test statistic:

  1. State the null and research hypotheses. The null hypothesis states that there is no difference between the means for the pretest and the posttest scores on reading achievement. The research hypothesis is a one-tailed, nondirectional research hypothesis because it posits that the posttest score will be higher than the pretest score. The null hypothesis is as follows:

H 0 : μposttest = μpretest (12.2)

The research hypothesis is this:

H (^) 1 : X (^) posttest > X pretest (12.3)

Pretest (Before)

Posttest (After)

Difference D^2

5 6 1 1 3 7 4 16 6 8 2 4 7 8 1 1 8 7 − 1 1 7 9 2 4 6 10 4 16 7 9 2 4 8 9 1 1 8 8 0 0 9 8 − 1 1 9 4 − 5 25 8 4 − 4 16 7 5 − 2 4 7 6 − 1 1 6 9 3 9 7 8 1 1 8 12 4 16 Sum 158 188 30 180 Mean 6.32 7.52 1.2 7.

Appendix E ♦ Math: Just the Basics 493

  1. − 1
  2. −3159.
  3. 126

Want some more help and more practice? Take a look at these sites:

www.webmath.com www.math.com/homeworkhelp/BasicMath.html www.purplemath.com www.khanacademy.org

There’s nothing worse than starting a course and being so anx- ious that any meaningful learning just can’t take place. Thousands of students less well prepared than you have succeeded, and you can as well. Reread the Chapter 1 tips on how to approach the material in this course—and good luck!