MATH 225N Week 7 Discussion: Hypothesis Testing

Week 7 Discussion: Hypothesis Testing

Hypothesis testing is a statistical approach whereby the researcher or data analysist tests the assumption concerning the population parameter. In the hypothesis testing process, different data analysts may use disparate approaches. The methodology applied by data analysts may depend on the dataset used. In other words, the methodology used usually depends on the data that has been collected as well as the reason for data analysis. In most cases, hypothesis testing is applied in the evaluation of the plausibility or credibility of the hypothesis by the use of sample data. There is null and alternative hypothesis (Kunisky, Wein, & Bandeira, 2019). Null hypothesis is stated in the negative statement while alternative hypothesis is stated in a positive statement. In other words, null hypothesis is a hypothesis of equality between the population parameters. For instance, a null hypothesis may state that the population mean value is zero. Since the alternative hypothesis is the opposite of the null hypothesis, it can be stated that the population mean return is equal to zero (List, Shaikh, & Xu, 2019). The two sides are mutually exclusive and at a given instance, only one can be true. In other words, one of the two hypotheses will be true at the end of the study.

A hypothesis test study that would help my work in some way is: The effect of body mass index on blood pressure. In this hypothesis test study, there will be the determination of whether there is significant effects of body mass index on the blood pressure. The two variables that will be tested are “Body Mass Index” and “Blood Pressure” In other words, the dependent variable is Blood Pressure while the independent variable is Body Mass Index. Alternatively, the variable that will be tested is Body Mass Index. From the two variables, the hypothesis can be stated as follows:

Null Hypothesis (Ho): There is no significant effect of body mass index on the blood

                                          Pressure

Alternative Hypothesis (H1):  There is no significant effect of body mass index on the

                                                     blood pressure

The outcome of the study is expected to show that there is significant impacts of body mass index on high blood pressure. In other words, it is expected that there is significant effective of the independent variable on the dependent variable. Before undertaking the hypothesis test, there is need to collect and arrange data to ensure effective outcomes. A student t-test can be applied in the hypothesis testing to ensure effective outcomes. In the above cases, when the null hypothesis is rejected, the alternative hypothesis is used to make a conclusion and when the null hypothesis is accepted, it is used to make meaningful conclusion.

If the null hypothesis is rejected in the above case, then the expected outcome will stand. In other words, there will be a conclusion that there is a significant effect of body mass index on the blood pressure. On the other hand, accepting null hypothesis means that the expected outcome will not stand. Therefore, rejecting the null hypothesis will not change my conclusion or actions in some ways while accepting the null hypothesis may change my conclusion or action in different ways. 

References

Kunisky, D., Wein, A. S., & Bandeira, A. S. (2019). Notes on computational hardness of hypothesis testing: Predictions using the low-degree likelihood ratio. arXiv preprint arXiv:1907.11636. https://arxiv.org/abs/1907.11636

List, J. A., Shaikh, A. M., & Xu, Y. (2019). Multiple hypothesis testing in experimental economics. Experimental Economics, 22(4), 773-793. https://doi/10.1007/s10683-018-09597-5

Initial Post Instructions

Describe a hypothesis test study that would help your work or conclusions in some way. Describe what variable would be tested and what would be your guess of the value of that variable. Then include how the result, if the null were rejected or not, might change your conclusions or actions in some way.

Grading Rubric Guidelines

Performance Category	10	9	8	4	0
ScholarlinessDemonstrates achievement of scholarly inquiry for professional and academic decisions.	Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisionsEvaluates literature resources to develop a comprehensive analysis or synthesis.Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion	Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.Evaluates information from source(s) to develop a coherent analysis or synthesis.Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis.Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.Demonstrates little or no understanding of the topic.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.Information is taken from source(s) without any interpretation/evaluation.The posting uses information that is not valid, relevant, or reliable	No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.Information is not valid, relevant, or reliable
Performance Category	10	9	8	4	0
Application of Course Knowledge -Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;Applies concepts to personal experience in the professional setting and or relevant application to real life.	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.Applies concepts to personal experience in their professional setting and or relevant application to real lifeInteractions with classmates are relevant to the discussion topic but do not make direct reference to lesson content	Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real lifeDoes not demonstrate a solid understanding of the principles and concepts presented in the lesson	Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.Posts are superficial and do not reflect an understanding of the lesson contentDoes not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life	Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignoredNo discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category	5	4	3	2	0
Interactive DialogueReplies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days.(5 points possible per graded thread)	Exceeds minimum post requirementsReplies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days.Replies to a post posed by faculty and to a peerSummarizes what was learned from the lesson, readings, and other student posts for the week.	Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate daysReplies to a question posed by a peerSummarizes what was learned from the lesson, readings, and other student posts for the week.	Meets expectations of 2 posts on 2 different days.The main post is not made by the Wednesday deadlineDoes not reply to a question posed by a peer or faculty	Has only one post for the weekDiscussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments	Does not post to the threadNo connections are made to the topic
	Minus 1 Point	Minus 2 Point	Minus 3 Point	Minus 4 Point	Minus 5 Point
Grammar, Syntax, APANote: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted.Points deducted for improper grammar, syntax and APA style of writing.The source of information is the APA Manual 6th Edition	2-3 errors in APA format.Written responses have 2-3 grammatical, spelling, and punctuation errors.Writing style is generally clear, focused, and facilitates communication.	4-5 errors in APA format.Writing responses have 4-5 grammatical, spelling and punctuation errors.Writing style is somewhat focused.	6-7 errors in APA format.Writing responses have 6-7 grammatical, spelling and punctuation errors.Writing style is slightly focused making discussion difficult to understand.	8-10 errors in APA format.Writing responses have 8-10 grammatical, spelling and punctuation errors.Writing style is not focused, making discussion difficult to understand.	Post contains greater than 10 errors in APA format.Written responses have more than 10 grammatical, spelling and punctuation errors.Writing style does not facilitate communication.The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
	0 points lost				-5 points lost
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