Test bank herman aguinis – performance management ch21

Chapter 21—Univariate Statistical Analysis
TRUE/FALSE
1. Monovariate statistical analysis tests hypotheses involving only one variable.
ANS: F
These are called univariate statistical analyses.
PTS: 1

REF: p. 509

NAT: AACSB: Reflective Thinking

2. The researcher’s hypothesis is generally stated in the form of a null hypothesis.
ANS: F
The researcher’s hypothesis is generally stated in the form of an alternative hypothesis.
PTS: 1

REF: p. 510

NAT: AACSB: Reflective Thinking

3. A significance level is a critical probability associated with a statistical hypothesis test that indicates
how likely it is that an inference supporting a difference between an observed value and some
statistical expectation is true.
ANS: T
PTS: 1
NAT: AACSB: Reflective Thinking

REF: p. 510

4. The term p-value stands for power-value.
ANS: F

It stands for probability-value.
PTS: 1

REF: p. 510

NAT: AACSB: Reflective Thinking

5. In hypothesis testing, the symbol typically used to specify the significance level of the test is .
ANS: F
It is .
PTS: 1

REF: p. 511

NAT: AACSB: Reflective Thinking

6. In hypothesis testing, the values of t that lie on the boundary of the region of rejection are called the
critical values.
ANS: T
PTS: 1
NAT: AACSB: Reflective Thinking

REF: p. 513

7. The researcher using sampling runs the risk of committing two types of errors: primary errors and
secondary errors.
ANS: F
The two types of errors are Type I and Type II errors.
PTS: 1

REF: p. 515

NAT: AACSB: Reflective Thinking

© 2010 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in
whole or in part.


8. A Type I error occurs when you fail to reject the null hypothesis when the alternative hypothesis is
true.
ANS: F
A Type I error occurs when the researcher rejects the null hypothesis when it is true.
PTS: 1

REF: p. 515

NAT: AACSB: Reflective Thinking

9. A Type II error occurs when you reject the null hypothesis when, in fact, it is true.
ANS: F
This is a Type I error. A Type II error is caused by failing to reject the null hypothesis when the
alternative hypothesis is true.
PTS: 1

REF: p. 515

NAT: AACSB: Reflective Thinking

10. You have not made a mistake if the null hypothesis is false, and you decide to reject the null
hypothesis.

ANS: T
PTS: 1
NAT: AACSB: Reflective Thinking

REF: p. 515

11. The scale of measurement used by the researcher determines the allowable statistical techniques in the
research study.
ANS: T
PTS: 1
NAT: AACSB: Reflective Thinking

REF: p. 517

12. The two major groupings of statistical procedures are parametric statistics and nonparametric statistics.
ANS: T
PTS: 1
NAT: AACSB: Reflective Thinking

REF: p. 517

13. Parametric statistics are based on the assumption that the data in the study are drawn from a population
with a normal (bell-shaped) distribution and/or normal sampling distribution.
ANS: T
PTS: 1
NAT: AACSB: Reflective Thinking

REF: p. 517

14. Nonparametric statistical tests are frequently referred to as "distribution free."

ANS: T
PTS: 1
NAT: AACSB: Reflective Thinking

REF: p. 518

15. Nominal scales typically use parametric statistical tests.
ANS: F
Data analysis of both nominal and ordinal scales typically uses nonparametric statistical tests.
PTS: 1

REF: p. 518

NAT: AACSB: Reflective Thinking

16. A univariate p-test is appropriate for testing hypotheses involving some observed mean against some
specified value.
© 2010 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in
whole or in part.


ANS: F
This is a t-test.
PTS: 1

REF: p. 518

NAT: AACSB: Reflective Thinking

17. The t-test is strictly appropriate for tests involving small sample sizes with unknown standard

deviations.
ANS: T
PTS: 1
NAT: AACSB: Reflective Thinking

REF: p. 518

18. Degrees of freedom are determined by the number of distinct calculations that are possible given a set
of information.
ANS: T
PTS: 1
NAT: AACSB: Reflective Thinking

REF: p. 519

19. The logic behind the chi-square test is to compare the observed frequencies with the expected
frequencies in the data set.
ANS: T
PTS: 1
NAT: AACSB: Reflective Thinking

REF: p. 522

20. A hypothesis test of a proportion is conceptually similar to hypothesis testing when the mean is the
characteristic of interest.
ANS: T
PTS: 1
NAT: AACSB: Reflective Thinking

REF: p. 525

MULTIPLE CHOICE
1. Which type of statistical analysis test hypotheses involves only one variable?
a. primary statistical analysis
b. bivariate statistical analysis
c. univariate statistical analysis
d. monovariate statistical analysis
ANS: C
PTS: 1
NAT: AACSB: Reflective Thinking

REF: p. 509

2. The opposite of the null hypothesis is called the _____ hypothesis.
a. pure
b. alpha
c. alternative
d. secondary
ANS: C
PTS: 1
NAT: AACSB: Reflective Thinking

REF: p. 510

3. Which of the following becomes key indicator of whether or not a hypothesis can be supported?
a. critical value
b. significance level
c. chi-square
© 2010 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in
whole or in part.

d. degrees of freedom
ANS: B
PTS: 1
NAT: AACSB: Reflective Thinking

REF: p. 510

4. Alan is testing a hypothesis and is examining the data to determine whether or not the observed
relationship between background music in a store and sales are significantly related. Which of the
following will he use to determine the significance level of the results?
a. 
b. 
c. y-value
d. p-value
ANS: D
PTS: 1
NAT: AACSB: Reflective Thinking

REF: p. 510

5. In statistical testing, the significance level is commonly denoted by the symbol:
a. 
b. 
c. Zobs
d. 
ANS: B
PTS: 1
NAT: AACSB: Reflective Thinking

REF: p. 511

6. The values that lie exactly on the boundary of the region of rejection for hypothesis-testing are called
the:
a. degrees of freedom
b. critical values
c. significance level
d. confidence interval
ANS: B
PTS: 1
NAT: AACSB: Reflective Thinking

REF: p. 514

7. If the population mean is expected to be 85 and the sample mean is 80, the sample standard deviation
is 20, and the sample consists of 100 consumers, the observed value of the Z-statistic is approximately:
a. 2.50
b. -10.00
c. -2.50
d. -0.25
ANS: C
PTS: 1
NAT: AACSB: Reflective Thinking

REF: p. 515

8. The two types of errors researcher run the risk of committing when sampling are:
a. primary and secondary errors
b. Type I and Type II errors

c. critical and noncritical errors
d. Type A and Type B errors
ANS: B
PTS: 1
NAT: AACSB: Reflective Thinking

REF: p. 515

9. The error caused by rejecting the null hypothesis when it is, in fact, true is called a:
© 2010 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in
whole or in part.


a.
b.
c.
d.

Type II error
confidence level error
confidence interval error
Type I error

ANS: D
PTS: 1
NAT: AACSB: Reflective Thinking

REF: p. 515

10. Which type of error occurs when the researcher concludes a relationship exists when in fact one does

not exist?
a. Type I
b. Type II
c. Type A
d. Type B
ANS: A
PTS: 1
NAT: AACSB: Reflective Thinking

REF: p. 515

11. When a researcher sets an acceptable significance level a priori (), he or she is determining how
much tolerance he or she has for which type of error?
a. Type I
b. Type II
c. Type A
d. Type B
ANS: A
PTS: 1
NAT: AACSB: Reflective Thinking

REF: p. 515

12. Failing to identify a hypothesized difference using a sample result when one really does exist in the
population is which type of error?
a. primary
b. secondary
c. Type I
d. Type II
ANS: D

PTS: 1
NAT: AACSB: Reflective Thinking

REF: p. 515

13. When the probability of a Type II error is _____ , the probability of a Type I error is _____.
a. reduced, increased
b. reduced; reduced
c. increased; increased
d. none of the above
ANS: A
PTS: 1
NAT: AACSB: Reflective Thinking

REF: p. 516

14. Selection of the appropriate statistical test to use in a research study depends on:
a. the type of research question asked
b. the number of variables
c. the measurement scale used
d. all of the above
ANS: D
PTS: 1
NAT: AACSB: Reflective Thinking

REF: p. 516

© 2010 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in
whole or in part.

15. Which type of statistics involves numbers with known, continuous distributions?
a. Type I
b. Type II
c. parametric
d. nonparametric
ANS: C
PTS: 1
NAT: AACSB: Reflective Thinking

REF: p. 517

16. When the data are in _____ form, and the sample size is _____ , the researcher should use parametric
statistical procedures.
a. nominal; large
b. ordinal; large
c. interval; large
d. nominal; small
ANS: C
PTS: 1
NAT: AACSB: Reflective Thinking

REF: p. 517

17. When a researcher wishes to analyze data that is nominal, which type of statistics is appropriate?
a. Type I
b. Type II
c. parametric
d. nonparametric
ANS: D

PTS: 1
NAT: AACSB: Reflective Thinking

REF: p. 518

18. The t-distribution has a mean of _____ and a standard deviation of _____.
a. one; zero
b. zero; one
c. one; two
d. two; one
ANS: B
PTS: 1
NAT: AACSB: Reflective Thinking

REF: p. 518

19. When sample size (n) is larger than _____, the t-distribution and Z-distribution are almost identical.
a. 10
b. 20
c. 25
d. 30
ANS: D
PTS: 1
NAT: AACSB: Reflective Thinking

REF: p. 518

20. The number of observations minus the number of constraints or assumptions needed to calculate a
statistical term is called:
a. statistical power

b. t-level
c. degrees of freedom
d. significance level
ANS: C
PTS: 1
NAT: AACSB: Reflective Thinking

REF: p. 519

© 2010 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in
whole or in part.


21. For a one-group t-test, the degrees of freedom are:
a. n + 1
b. n(n  1)
c. n  1
d. n(n + 1)
ANS: C
PTS: 1
NAT: AACSB: Reflective Thinking

REF: p. 519

22. Suppose that a group of 100 consumers are asked to rate how much they liked the taste of a new soft
drink on a 5-point scale (where 5 = good taste and 1 = poor taste) and the mean rating was 4.2 with a
standard deviation of 1.48. Suppose, further, that the standard error of the mean for this study was
0.15. If you wanted to find the 95 percent confidence interval (two-tailed test), and if the Z-value at
the 0.05 level of significance is 1.96, the confidence interval lies between:
a. 3.91 and 4.49

b. 4.17 and 4.23
c. 3.98 and 4.42
d. 4.00 and 5.00
ANS: A
PTS: 1
NAT: AACSB: Reflective Thinking

REF: p. 520

23. Laura has a frequency table with the number of stores in three different categories: stand-alone,
shopping center, and mall locations. Which statistical test is appropriate for testing hypothesizes she
might have regarding these frequencies?
a.  test
b. 2 test
c.  test
d.  test
ANS: B
PTS: 1
NAT: AACSB: Reflective Thinking

REF: p. 522

24. Which of the following represents how well some computed table or matrix of values matches some
population or predetermined table or matrix of the same size?
a. statistical power
b. Z-value
c. t-value
d. goodness-of-fit (GOF)
ANS: D
PTS: 1

NAT: AACSB: Reflective Thinking

REF: p. 522

25. For which statistical test does the formula given below apply?

a.
b.
c.
d.

Z-test
F-test
Chi-square test
W-square

© 2010 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in
whole or in part.


ANS: C
PTS: 1
NAT: AACSB: Reflective Thinking

REF: p. 523

26. In a brand awareness study of 80 consumers, 52 of them were able to identify "Fusion" as a type of
Ford automobile. The chi-square value for a test of this brand awareness was approximately:
a. 2.30
b. 7.20

c. 0.60
d. 3.60
ANS: B
PTS: 1
NAT: AACSB: Reflective Thinking

REF: p. 523

27. Suppose that past research studies have found that 70 percent of a particular target market segment
were aware of the Nike "swoosh" brand mark. If 65 percent of this target market in a sample of 60
people are aware of this brand mark, and if the standard error of the proportion is 0.06, the observed Ztest value is approximately:
a. -13.19
b. -0.83
c. 0.83
d. 13.19
ANS: B
PTS: 1
NAT: AACSB: Reflective Thinking

REF: p. 525

COMPLETION
1. The type of statistical analysis that deals with a hypothesis about a single variable (e.g. market share)
is called ____________________ statistical analysis.
ANS: univariate
PTS: 1

REF: p. 509

NAT: AACSB: Reflective Thinking

2. Analyses that test hypotheses and models involving multiple (three or more) variables or sets of
variables are referred to as ____________________ statistical analyses.
ANS: multivariate
PTS: 1

REF: p. 509

NAT: AACSB: Reflective Thinking

3. A statement which expresses the opposite of the null hypothesis is called the ____________________
hypothesis.
ANS: alternative
PTS: 1

REF: p. 510

NAT: AACSB: Reflective Thinking

4. The critical probability associated with a statistical hypothesis test that indicates how likely it is that an
inference supporting a difference between an observed value and some statistical expectation is true is
called ____________________.
ANS: significance level
© 2010 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in
whole or in part.


PTS: 1

REF: p. 510

NAT: AACSB: Reflective Thinking

5. Another name for an observed or computed significance level is ____________________.
ANS: p-value
PTS: 1

REF: p. 510

NAT: AACSB: Reflective Thinking

6. In hypothesis testing, the values that lie exactly on the boundary of the region of rejection are referred
to as the ____________________ values.
ANS: critical
PTS: 1

REF: p. 513

NAT: AACSB: Reflective Thinking

7. The error caused by rejecting the null hypothesis when, in fact, it is true is called a(n)
____________________ error.
ANS: Type I
PTS: 1

REF: p. 515

NAT: AACSB: Reflective Thinking

8. The error caused by failing to reject the null hypothesis when, in fact, the alternative hypothesis is true

is called a(n) ____________________ error.
ANS: Type II
PTS: 1

REF: p. 515

NAT: AACSB: Reflective Thinking

9. When the data are interval or ratio scaled and the sample size is large, ____________________
statistical procedures are appropriate.
ANS: parametric
PTS: 1

REF: p. 517

NAT: AACSB: Reflective Thinking

10. When the researcher does not know how the data are distributed, the researcher should use
____________________ methods of statistics in analyzing the data.
ANS: nonparametric
PTS: 1

REF: p. 517

NAT: AACSB: Reflective Thinking

11. The symmetrical, bell-shaped distribution that has a mean of zero and a standard deviation of one is
called the ____________________.
ANS: t-distribution
PTS: 1

REF: p. 518

NAT: AACSB: Reflective Thinking

12. The appropriate test to use when testing hypotheses involving an observed mean against some
specified value is the univariate ____________________.
ANS: t-test
© 2010 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in
whole or in part.


PTS: 1

REF: p. 518

NAT: AACSB: Reflective Thinking

13. In hypothesis testing, the number of observations minus the number of constraints needed to calculate
a statistical term is called the ____________________.
ANS: degrees of freedom
PTS: 1

REF: p. 519

NAT: AACSB: Reflective Thinking

14. A general term representing how well some computed table or matrix of values matches some
population or predetermined table or matrix of the same size is ____________________.
ANS: goodness-of-fit

PTS: 1

REF: p. 522

NAT: AACSB: Reflective Thinking

ESSAY
1. Explain the appropriate statistical analysis for the following hypothesis:
H1: The average household income in zip code 71227 is greater than $50,000.
ANS:
This is a univariate hypothesis dealing with one variable: income. Univariate hypotheses are typified
by tests comparing some observed sample mean against a benchmark value. The test addresses the
question, is the sample mean truly different from the benchmark? The level of scale measurement is
ratio scaled, and if the sample size is large, parametric statistical procedures are appropriate. In this
case, a univariate t-test is appropriate for testing this hypothesis because in involves an observed mean
income against the value of $50,000.
PTS: 1
REF: pp. 509
NAT: AACSB: Reflective Thinking| AACSB: Communication
2. Compare and contrast Type I errors and Type II errors and explain which one is of more concern to
researchers.
ANS:
Hypothesis testing using sample observations is based on probability theory. Because we cannot make
any statement about a sample with complete certainty, there is always the chance that an error will be
made. The researcher using sampling runs the risk of committing two types of errors. A Type I error
occurs when a condition that is true in the population is rejected based on statistical observations.
When a researcher sets an acceptable significance level a priori (), he or she is determining how
much tolerance he or she has for a Type I error. When testing for relationships, a Type I error occurs
when the researcher concludes a relationship exists when in fact one does not exist. A Type II error is
the probability of failing to reject a false null hypothesis. Alternatively, one can think of this as failing

to identify a hypothesized difference using a sample result when one really does exist in the
population. This incorrect decision is called beta (), Type I errors generally are considered more
serious than Type II errors. Thus, more emphasis is placed on determining the significance level, ,
than in determining 
PTS: 1

REF: p. 515

© 2010 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in
whole or in part.


NAT: AACSB: Reflective Thinking| AACSB: Communication
3. List the factors to consider when choosing the appropriate statistical technique.
ANS:
Making the correct choice can be determined by considering the following points:
(1) The type of question to be addressed
(2) The number of variables involved
(3) The level of scale measurement involved in each variable
PTS: 1
REF: p. 516
NAT: AACSB: Reflective Thinking| AACSB: Communication
4. Compare and contrast parametric statistics and nonparametric statistics.
ANS:
The terms parametric statistics and nonparametric statistics refer to the two major groupings of
statistical procedures. The major distinction between them lies in the underlying assumptions about
the data to be analyzed. Parametric statistics involve numbers with known, continuous distributions.
When the data are interval or ratio and the sample size is large, parametric statistical procedures are
appropriate. Nonparametric statistics are appropriate when the numbers do not conform to a known
distribution. Making the assumption that the population distribution or sampling distribution is normal

generally is inappropriate when data are either ordinal or nominal. Thus, nonparametric statistics are
referred to as distribution free. Data analysis of both nominal and ordinal scales typically uses
nonparametric statistical tests.
PTS: 1
REF: p. 517
NAT: AACSB: Reflective Thinking| AACSB: Communication
5. Describe the chi-square test for goodness-of-fit and explain when it is the appropriate test.
ANS:
A chi-square ( 2) test is one of the most basic tests for statistical significance and is particularly
appropriate for testing hypotheses about frequencies arranged in a frequency or contingency table.
Univariate tests involving nominal or ordinal variables are examined with a 2. More generally, this
test is associated with goodness-of-fit (GOF). GOF can be thought of as how well some matrix
(table) of numbers matches or fits another matrix of the same size. Most often, the test is between a
table of observed frequency counts and another table of expected values (central tendency) for those
counts. A chi-square test is the appropriate way for testing whether the values in a one-way frequency
table are different than would be expected by chance.
PTS: 1
REF: p. 522
NAT: AACSB: Reflective Thinking| AACSB: Communication

© 2010 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in
whole or in part.