SAMPLE T-TESTS 1

Sample T-Tests

Name

Institution

Date
SAMPLE T-TESTS 2

Sample T-Tests

Scenario 1: One Sample T-Test

A one-sample t-test is used to compare the mean of a single sample to determine if it

is greater or less than a given value (Cleophas & Zwinderman, 2016). In the given scenario,

the test value is 6. This value is used to determine the African population’s perception of

current levels of democracy. The mean of Q1 (Age) is 37.39. Southern Africa had a mean of

0.8961, while North Africa had a mean of 0.7257. From the one-sample t-test results, the p-

value is less than 0.00001, being significant at 0.05. This means that the sample mean

different from the value of 6. The social implication is that the manner in which the two

populations respond to democracy would be different (Meddeb, 2018, Wasserman, Chuma &

Bosch, 2018).

Descriptive Statistics
N Mean
Q1. Age 10232 37.39
Valid N
10232
(listwise)

Group Statistics
Country by Std. Error
region N Mean Std. Deviation Mean
Democracy Southern Africa 3312 .8961 .30513 .00530
(dichotomous) North Africa 1112 .7257 .44635 .01339

One-Sample Test
Test Value = 6
95% Confidence Interval of
Sig. (2- Mean the Difference
t df tailed) Difference Lower Upper
Democracy
-1567.491 9596 .000 -5.11556 -5.1220 -5.1092
(dichotomous)
SAMPLE T-TESTS 3

Scenario 2: Independent Sample T-Test

The independent sample t-test is used to compare means of groups independent of

each other so that it can determine if there is statistical evidence of a significant difference

between the two associated populations. From the given scenario, after it has been

determined that there is a significant difference in democratic perceptions, North Africa and

southern Africa are the independent groups under test. The mean of Q1 (Age) is 37.39. The

p-value is < .00001 which means result is significant at p < .05. Therefore, there is a

significant difference in perception about democracy between the North and Southern Africa.

The social implication of this difference is that there are uprisings in North Africa in

countries such as Tunisia where they feel that their governments lack democracy (Mattes,

2019, Ulbricht, 2018).

Independent Samples Test

Levene's
Test for
Equality of
Variances t-test for Equality of Means
95%
Confidence
Sig. Interval of the
(2- Mean Std. Error Difference
F Sig. t df tailed) Difference Difference Lower Upper
Democracy Equal
(dichotomous) variances 693.06 .00 14.20 4422 .000 .17042 .01199.14690 .19393
assumed
Equal
variances
11.831474.808 .000 .17042 .01440.14217 .19866
not
assumed
SAMPLE T-TESTS 4

Scenario 3: Paired Sample – Tests

Two population means are compared using a paired t-test whereby the observations of

one sample can be paired observations of the other (Guo et al., 2020). From the given

scenario, the sample observations being compared are the T1 Scale of student's mathematics

utility and T2 Scale of student's mathematics utility. The T1 Scale of student's mathematics

mean is 0.0253, and that of the T2 Scale of student's mathematics utility is 0.0298. The null

hypothesis is that the high school students' perceptions of mathematical utility changed

between their freshman and senior years. From the result, the p-value was 0.830, being

significant at 0.05. Therefore, the null hypothesis should be accepted meaning that the high

school student's perceptions about mathematical utility changed between their freshman and

senior year. There is no social change between the freshman and the senior student based on

the perception the have on mathematics utility (Ng, 2018, Etcuban & Pantinople, 2018).

Descriptive Statistics
N Mean
T1 Parent 1: highest
3332 2.99
level of education
Valid N (listwise) 3332

Paired Samples Statistics

Std. Error
Mean N Std. Deviation Mean
Pair 1 T1 Scale of student's
.0253 3242 .98557 .01731
mathematics utility
T2 Scale of student's
.0298 3242 .98933 .01738
mathematics utility
SAMPLE T-TESTS 5

Paired Samples Test

Paired Differences
95% Confidence
Interval of the
Std. Std. Error Difference Sig. (2-
Mean Deviation Mean Lower Upper t df tailed)
Pair T1 Scale of
1 student's
mathematics
-.0044
utility - T2 Scale 1.17970 .02072 -.04508 .03616 -.215 3241 .830
6
of student's
mathematics
utility

References
SAMPLE T-TESTS 6

Etcuban, J. O., & Pantinople, L. D. (2018). The effects of mobile application in teaching high

school mathematics. International Electronic Journal of Mathematics Education,

13(3), 249-259.

Mattes, R. (2019). Democracy in Africa: Demand, Supply and the'Dissatisfied Democrat'.

Meddeb, Y. (2018). Support for democracy dwindles in Tunisia amid negative perceptions of

economic conditions.

Ng, C. H. C. (2018). High school students’ motivation to learn mathematics: The role of

multiple goals. International Journal of Science and Mathematics Education, 16(2),

357-375.

Ulbricht, T. (2018). Perceptions and Conceptions of Democracy: Applying Thick Concepts of

Democracy to Reassess Desires for Democracy. Comparative Political Studies,

51(11), 1387-1440.

Wasserman, H., Chuma, W., & Bosch, T. (2018). Print media coverage of service delivery

protests in South Africa: A content analysis. African Studies, 77(1), 145-156.