Chapter 9: Hypothesis Testing with Two Samples
9.5 Using Technology for Hypothesis Testing with Two Samples
Learning Objectives
By the end of this section, the student should be able to:
- use technology to solve problems involving Hypothesis Testing with Two Samples
This is another section to show technology tools that can be used to help with the statistics concepts taught in this chapter. This section will cover tools to help solve problems that are Hypothesis Testing with Two Samples.
Graphing Calculator
Similar to all the other technology sections, the main tool introduced will be the TI-83, 83+, 84, or 84+ Graphing Calculator. The graphing calculator can help to perform the entire hypothesis test for two samples, including getting the test statistic and p-value. It can also get a graph of the shaded p-value region, if you'd like that.
**Be aware!! The graphing calculator cannot determine the hypothesis for the test or which test you need to do, and it will not help you make the correct conclusion for the test. It only takes what you input into it.
Let's look at the options we have in the graphing calculator for hypothesis testing with two samples:
Hypothesis Testing with Two Samples in the TI-83, 83+, 84, or 84+ Graphing Calculator
-
Access statistics mode by pressing
. - Navigate to
<TESTS>by using the.
On this screen you will find all of the available hypothesis tests for on sample:
<2-SampZTest>is the hypothesis test for two independent means when both σ's are known.<2-SampTTest>is the hypothesis test for two independent means when both σ's are unknown.<2-PropZTest>is the hypothesis test for two proportions.
Highlight your choice and press
.
Notes:
- You can enter the data into a list and use
<DATA>to have the calculator find the sample mean(s) and standard deviation(s), or you may enter the sample mean(s) and standard deviation(s) directly by using<STATS>. - Enter the alternate hypothesis on the bottom row by highlighting the appropriate tailed test after
<μ1>or<p1>. - For the
<2-SampTTest>there is an option to highlight and select Pooled "No" or "Yes". The problem should tell you if you are going to pool the data. - Selecting
<Calculate>will show you the value of the test statistic, p-value, the sample mean, and sample standard deviation. - Selecting
<Draw>will show you the shaded region under the normal or Student's t curve with the z- or t-score and the p-value. Make sure when you use<Draw>that no other equations are highlighted in
and the plots are turned off (
, [STAT PLOT]).
Legend
represents a button press- [ ] represents yellow command or green letter behind a key
- < > represents items on the screen
Let's now look at specific examples of each.
Hypothesis Tests for Two Population Means, Population Standard Deviations Unknown
For the examples below, the by-hand method will still be shown as it did in 9.1 Two Population Means with Unknown Standard Deviations, because doing hypothesis tests is a lot more than just plugging into the calculator - you need to know the process involved. You will see a box that separates the calculator information.
Example
The average amount of time boys and girls aged seven to 11 spend playing sports each day is believed to be the same. A study is done and data are collected, resulting in the data in the table below. Each population has a normal distribution.
| Sample Size | Average Number of Hours Playing Sports Per Day | Sample Standard Deviation | |
|---|---|---|---|
| Girls | 9 | 2 | 0.866 |
| Boys | 16 | 3.2 | 1.00 |
Is there a difference in the mean amount of time boys and girls aged seven to 11 play sports each day? Test at the 5% level of significance.
Solution
The population standard deviations are not known. Let [latex]g[/latex] be the subscript for girls and [latex]b[/latex] be the subscript for boys. Then, [latex]\mu g[/latex] is the population mean for girls and [latex]\mu b[/latex] is the population mean for boys. This is a test of two independent groups, two population means.
Random variable: [latex]{\overline{X}}_{g}-{\overline{X}}_{b}[/latex] = difference in the sample mean amount of time girls and boys play sports each day.
[latex]H_0: \mu g = \mu b[/latex], so [latex]H_0: \mu g - \mu b = 0[/latex]
[latex]H_a: \mu g \neq \mu b[/latex], so [latex]H_a: \mu g - \mu b \neq 0[/latex]
The words "the same" tell you [latex]H_0[/latex] has an "=". Since there are no other words to indicate Ha, assume it says "is different." This is a two-tailed test.
Distribution for the test: Use tdf where [latex]df[/latex] is calculated using the [latex]df[/latex] formula for independent groups, two population means. Using a calculator, [latex]df[/latex] is approximately 18.8462. Do not pool the variances.
Calculate the p-value using a Student's t-distribution: p-value = 0.0054
Graph:
The mean is equal to zero, and the values -1.2 and 1.2 are labeled. The region to the left of x = -1.2 and the region to the right of x = 1.2 are shaded to represent the p-value. The area of each region is 0.0028.

[latex]{s}_{g}=0.866[/latex]
[latex]{s}_{b}=1[/latex]
So, [latex]{\overline{x}}_{g} - {\overline{x}}_{b} = 2 - 3.2 = -1.2[/latex].
Half the p-value is below –1.2 and half is above 1.2.
Make a decision: Since [latex]\alpha > \text{p-value}[/latex], reject [latex]H_0[/latex]. This means you reject [latex]\mu_g = \mu_b[/latex]. The means are different.
Conclusion: At the 5% level of significance, the sample data show there is sufficient evidence to conclude that the mean number of hours that girls and boys aged seven to 11 play sports per day is different (mean number of hours boys aged seven to 11 play sports per day is greater than the mean number of hours played by girls OR the mean number of hours girls aged seven to 11 play sports per day is greater than the mean number of hours played by boys).
Using the TI-83, 83+, 84, 84+ Calculator
Press STAT. Arrow over to TESTS and press 4:2-SampTTest. Arrow over to Stats and press ENTER. Arrow down and enter 2 for the first sample mean, [latex]\sqrt{0.866}[/latex] for Sx1, 9 for n1, 3.2 for the second sample mean, 1 for Sx2, and 16 for n2. Arrow down to μ1: and arrow to does not equal μ2. Press ENTER. Arrow down to Pooled: and No. Press ENTER. Arrow down to Calculate and press ENTER. The p-value is [latex]p = 0.0054[/latex], the [latex]df \text{s}[/latex] are approximately 18.8462, and the test statistic is -3.14. Do the procedure again but instead of Calculate do Draw.
Example
A professor at a large community college wanted to determine whether there is a difference in the means of final exam scores between students who took his statistics course online and the students who took his face-to-face statistics class. He believed that the mean of the final exam scores for the online class would be lower than that of the face-to-face class. Was the professor correct? The randomly selected 30 final exam scores from each group are listed below.
Online Class: 67.6; 41.2; 85.3; 55.9; 82.4; 91.2; 73.5; 94.1; 64.7; 64.7; 70.6; 38.2; 61.8; 88.2; 70.6; 58.8; 91.2; 73.5; 82.4; 35.5; 94.1; 88.2; 64.7; 55.9; 88.2; 97.1; 85.3; 61.8; 79.4; 79.4
Face-to-Face Class: 77.9; 95.3; 81.2; 74.1; 98.8; 88.2; 85.9; 92.9; 87.1; 88.2; 69.4; 57.6; 69.4; 67.1; 97.6; 85.9; 88.2; 91.8; 78.8; 71.8; 98.8; 61.2; 92.9; 90.6; 97.6; 100; 95.3; 83.5; 92.9; 89.4
Is the mean of the Final Exam scores of the online class lower than the mean of the Final Exam scores of the face-to-face class? Test at a 5% significance level. Answer the following questions:
- Is this a test of two means or two proportions?
- Are the population standard deviations known or unknown?
- Which distribution do you use to perform the test?
- What is the random variable?
- What are the null and alternative hypotheses? Write the null and alternative hypotheses in words and in symbols.
- Is this test right, left, or two tailed?
- What is the p-value?
- Do you reject or not reject the null hypothesis?
- At the [latex]\underline{\hspace{2cm}}[/latex] level of significance, from the sample data, there [latex]\underline{\hspace{2cm}}[/latex] (is/is not) sufficient evidence to conclude that [latex]\underline{\hspace{2cm}}[/latex].
Note: Be careful not to mix up the information for Group 1 and Group 2!
Solution
- two means
- unknown
- Student's t
- [latex]{\overline{X}}_{1}–{\overline{X}}_{2}[/latex]
- [latex]H_0: \mu_1 = \mu_2[/latex] Null hypothesis: the means of the final exam scores are equal for the online and face-to-face statistics classes.
[latex]H_a: \mu_1 \lt \mu_2[/latex] Alternative hypothesis: the mean of the final exam scores of the online class is less than the mean of the final exam scores of the face-to-face class. - left-tailed
- [latex]\text{p-value} = 0.0011[/latex]
- Reject the null hypothesis
- The professor was correct. The evidence shows that the mean of the final exam scores for the online class is lower than that of the face-to-face class. At the 5% level of significance, from the sample data, there is sufficient evidence to conclude that the mean of the final exam scores for the online class is less than the mean of final exam scores of the face-to-face class.
An image of the distribution with the shaded p-value is shown below.

Using the TI-83, 83+, 84, 84+ Calculator
First put the data for each group into two lists (such as L1 and L2). Press STAT. Arrow over to TESTS and press 4:2SampTTest. Make sure Data is highlighted and press ENTER. Arrow down and enter L1 for the first list and L2 for the second list. Arrow down to [latex]\mu_1:[/latex] and arrow to [latex]\neq \mu_2[/latex] (does not equal). Press ENTER. Arrow down to Pooled: No. Press ENTER. Arrow down to Calculate and press ENTER.
Hypothesis Tests for Two Population Means, Population Standard Deviations Known
Same as hypothesis tests for two population means when we knew the population standard deviation, let's see how to do problems when the population standard deviation is known. Let's still see the by-hand method that was shown in 9.2 Two Population Means with Known Standard Deviations, because doing hypothesis tests is a lot more than just plugging into the calculator - you need to know the process involved. You will see a box that separates the calculator information.
Example
Independent groups, population standard deviations known: The mean lasting time of two competing floor waxes is to be compared. Twenty floors are randomly assigned to test each wax. Both populations have normal distributions. The data are recorded in the table below.
| Wax | Sample Mean Number of Months Floor Wax Lasts | Population Standard Deviation |
|---|---|---|
| 1 | 3 | 0.33 |
| 2 | 2.9 | 0.36 |
Does the data indicate that wax 1 is more effective than wax 2? Test at a 5% level of significance.
Solution
This is a test of two independent groups, two population means, population standard deviations known.
Random Variable: [latex]{\overline{X}}_{1} - {\overline{X}}_{2}[/latex] = difference in the mean number of months the competing floor waxes last.
[latex]H_0: \mu_1 \le \mu_2[/latex]
[latex]H_a: \mu_1 > \mu_2[/latex]
The words "is more effective" says that wax 1 lasts longer than wax 2, on average. "Longer" is a “>” symbol and goes into [latex]H_a[/latex]. Therefore, this is a right-tailed test.
Distribution for the test: The population standard deviations are known so the distribution is normal. Using the formula, the distribution is:
[latex]{\overline{X}}_{1} - {\overline{X}}_{2} \sim N\left(0,\sqrt{\frac{{0.33}^{2}}{20}+\frac{{0.36}^{2}}{20}}\right)[/latex]
Since [latex]\mu_1 \le \mu_2[/latex] then [latex]\mu_1 - \mu_2 \le 0[/latex] and the mean for the normal distribution is zero.
Calculate the p-value using the normal distribution: [latex]\text{p-value} = 0.1799[/latex]
Graph:

[latex]{\overline{X}}_{1} - {\overline{X}}_{2} = 3 - 2.9 = 0.1[/latex]
Compare [latex]\alpha[/latex] and the p-value: [latex]\alpha = 0.05[/latex] and [latex]\text{p-value} = 0.1799[/latex]. Therefore, [latex]\alpha \lt \text{p-value}[/latex].
Make a decision: Since [latex]\alpha \lt \text{p-value}[/latex], do not reject [latex]H_0[/latex].
Conclusion: At the 5% level of significance, from the sample data, there is not
sufficient evidence to conclude that the mean time wax 1 lasts is longer (wax 1 is more effective) than the mean time wax 2 lasts.
Using the TI-83, 83+, 84, 84+ Calculator
Press STAT. Arrow over to TESTS and press 3:2-SampZTest. Arrow over to Stats and press ENTER. Arrow down and enter .33 for sigma1, .36 for sigma2, 3 for the first sample mean, 20 for n1, 2.9 for the second sample mean, and 20 for n2. Arrow down to μ1: and arrow to > μ2. Press ENTER. Arrow down to Calculate and press ENTER. The p-value is p = 0.1799 and the test statistic is 0.9157. Do the procedure again, but instead of Calculate do Draw.
Hypothesis Tests for Two Population Proportions
Same as hypothesis tests for two population means, let's see how to do hypothesis tests for two population proportions. Again, we will see the by-hand method that was shown in 9.3 Comparing Two Independent Population Proportions, because doing hypothesis tests is a lot more than just plugging into the calculator - you need to know the process involved. You will see a box that separates the calculator information.
Example
Two types of medication for hives are being tested to determine if there is a difference in the proportions of adult patient reactions. Twenty out of a random sample of 200 adults given medication A still had hives 30 minutes after taking the medication. Twelve out of another random sample of 200 adults given medication B still had hives 30 minutes after taking the medication. Test at a 1% level of significance.
Solution
The problem asks for a difference in proportions, making it a test of two proportions.
Let A and B be the subscripts for medication A and medication B, respectively. Then pA and pB are the desired population proportions.
Random Variable: [latex]P^{\prime}_A - P^{\prime}_B =[/latex] difference in the proportions of adult patients who did not react after 30 minutes to medication A and to medication B.
[latex]H_0: p_A = p_B[/latex], so [latex]p_A - p_B = 0[/latex]
[latex]H_a: p_A \neq p_B[/latex], so [latex]p_A - p_B \neq 0[/latex]
The words "is a difference" tell you the test is two-tailed.
Distribution for the test: Since this is a test of two binomial population proportions, the distribution is normal:
[latex]{p}_{c}=\frac{{x}_{A}+{x}_{B}}{{n}_{A}+{n}_{B}}=\frac{20+12}{200+200}=0.08[/latex], and [latex]1–{p}_{c}=0.92[/latex]
[latex]{{P}^{\prime }}_{A}–{{P}^{\prime }}_{B}~N\left[0,\sqrt{\left(0.08\right)\left(0.92\right)\left(\frac{1}{200}+\frac{1}{200}\right)}\right][/latex]
[latex]P^{\prime}_A – P^{\prime}_B[/latex] follows an approximate normal distribution.
Calculate the p-value using the normal distribution: [latex]\text{p-value} = 0.1404[/latex].
Estimated proportion for group A: [latex]{{p}^{\prime }}_{A}=\frac{{x}_{A}}{{n}_{A}}=\frac{20}{200}=0.1[/latex]
Estimated proportion for group B: [latex]{{p}^{\prime }}_{B}=\frac{{x}_{B}}{{n}_{B}}=\frac{12}{200}=0.06[/latex]
Graph:

[latex]P^{\prime}_A – P^{\prime}_B = 0.1 – 0.06 = 0.04[/latex]
Half the p-value is below –0.04, and half is above 0.04.
Compare [latex]\alpha[/latex] and the p-value: [latex]\alpha = 0.01[/latex] and the [latex]\text{p-value} = 0.1404[/latex, so [latex]\alpha \lt \text{p-value}[/latex].
Make a decision: Since [latex]\alpha \lt \text{p-value}[/latex], do not reject [latex]H_0[/latex].
Conclusion: At a 1% level of significance, from the sample data, there is not sufficient evidence to conclude that there is a difference in the proportions of adult patients who did not react after 30 minutes to medication A and medication B.
Using the TI-83, 83+, 84, 84+ Calculator
Press STAT. Arrow over to TESTS and press 6:2-PropZTest. Arrow down and enter 20 for x1, 200 for n1, 12 for x2, and 200 for n2. Arrow down to p1: and arrow to not equal p2. Press ENTER. Arrow down to Calculate and press ENTER. The p-value is p = 0.1404 and the test statistic is 1.47. Do the procedure again, but instead of Calculate do Draw.
Example
A research study was conducted about gender differences in texting about sports. The researcher believed that the proportion of girls who texted about sports is less than the proportion of boys who do. The data collected in the spring of 2010 among a random sample of middle and high school students in a large school district in the southern United States is summarized in the table below. Is the proportion of girls sending texts about sports less than the proportion of boys? Test at a 1% level of significance.
| Males | Females | |
|---|---|---|
| Sent texts about sports | 183 | 156 |
| Total number surveyed | 2231 | 2169 |
Solution
This is a test of two population proportions. Let M and F be the subscripts for males and females. Then [latex]p_M[/latex] and [latex]p_F[/latex] are the desired population proportions.
Random variable: [latex]p^{\prime}_F − p^{\prime}_M =[/latex] difference in the proportions of males and females who sent “sexts.”
[latex]H_0: p_F = p_M[/latex], so [latex]H_0: p_F – p_M = 0[/latex]
[latex]H_a: p_F \lt p_M[/latex], so [latex]H_a: p_F – p_M \lt 0[/latex]
The words "less than" tell you the test is left-tailed.
Distribution for the test: Since this is a test of two population proportions, the distribution is normal:
[latex]{p}_{c}=\frac{{x}_{F}+{x}_{M}}{{n}_{F}+{n}_{M}}=\frac{156+183}{2169+2231}=\text{0}\text{.077}[/latex], so [latex]1-{p}_{c}=0.923[/latex]
Therefore, [latex]{{p}^{\prime }}_{F}–{{p}^{\prime }}_{M}\sim N\left(0,\sqrt{\left(0.077\right)\left(0.923\right)\left(\frac{1}{2169}+\frac{1}{2231}\right)}\right)[/latex]
[latex]p^{\prime}_F – p^{\prime}_M[/latex] follows an approximate normal distribution.
Calculate the p-value using the normal distribution:
[latex]\text{p-value} = 0.1045[/latex]
Estimated proportion for females: 0.0719
Estimated proportion for males: 0.082
Graph:

Using the TI-83, 83+, 84, 84+ Calculator
Press STAT. Arrow over to TESTS and press 6:2-PropZTest. Arrow down and enter 156 for x1, 2169 for n1, 183 for x2, and 2231 for n2. Arrow down to p1: and arrow to less than p2. Press ENTER. Arrow down to Calculate and press ENTER. The p-value is P = 0.1045 and the test statistic is z = -1.256.
Example
Researchers conducted a study of smartphone use among adults. A cell phone company claimed that iPhone smartphones are more popular with whites (non-Hispanic) than with African Americans. The results of the survey indicate that of the 232 African American cell phone owners randomly sampled, 5% have an iPhone. Of the 1,343 white cell phone owners randomly sampled, 10% own an iPhone. Test at the 5% level of significance. Is the proportion of white iPhone owners greater than the proportion of African American iPhone owners?
Solution
This is a test of two population proportions. Let W and A be the subscripts for the whites and African Americans. Then [latex]p_W[/latex] and [latex]p_A[/latex] are the desired population proportions.
Random variable: [latex]p^{\prime}_W – p^{\prime}_A =[/latex] difference in the proportions of Android and iPhone users.
[latex]H_0: p_W = p_A[/latex], so [latex]H_0: p_W – p_A = 0[/latex]
[latex]H_a: p_W > p_A[/latex], so [latex]H_a: p_W – p_A > 0[/latex]
The words "more popular" indicate that the test is right-tailed.
Distribution for the test: The distribution is approximately normal:
[latex]{p}_{c}=\frac{{x}_{W}+{x}_{A}}{{n}_{W}+{n}_{A}}=\frac{134+12}{1343+232}=0.0927[/latex]
[latex]1-{p}_{c}=0.9073[/latex]
Therefore,
[latex]{{p}^{\prime}}_{W}–{{p}^{\prime}}_{A}\sim N\left(0,\sqrt{\left(0.0927\right)\left(0.9073\right)\left(\frac{1}{1343}+\frac{1}{232}\right)}\right)[/latex]
[latex]{{p}^{\prime }}_{W}–{{p}^{\prime }}_{A}[/latex] follows an approximate normal distribution.
Calculate the p-value using the normal distribution:
[latex]\text{p-value} = 0.0077[/latex]
Estimated proportion for group A: 0.10
Estimated proportion for group B: 0.05
Graph:

Decision: Since [latex]\alpha > \text{p-value}[/latex], reject the [latex]H_0[/latex].
Conclusion: At the 5% level of significance, from the sample data, there is sufficient evidence to conclude that a larger proportion of white cell phone owners use iPhones than African Americans.
Using the TI-83, 83+, 84, 84+ Calculator
Press STAT. Arrow over to TESTS and press 6:2-PropZTest. Arrow down and enter 135 for x1, 1343 for n1, 12 for x2, and 232 for n2. Arrow down to p1: and arrow to greater than p2. Press ENTER. Arrow down to Calculate and press ENTER. The P-value is [latex]P = 0.0092[/latex] and the test statistic is [latex]Z = 2.33[/latex].
Hypothesis Tests for Matched or Paired Samples
The last type of hypothesis test for two samples is the matched or paired samples - covered in 9.4 Matched or Paired Samples. Again, we will see the by-hand method that was shown in the section, because doing hypothesis tests is a lot more than just plugging into the calculator - you need to know the process involved. You will see a box that separates the calculator information.
Example
A study was conducted to investigate the effectiveness of hypnotism in reducing pain. Results for randomly selected subjects are shown in the table below. A lower score indicates less pain. The "before" value is matched to an "after" value and the differences are calculated. The differences have a normal distribution. Are the sensory measurements, on average, lower after hypnotism? Test at a 5% significance level.
| Subject | A | B | C | D | E | F | G | H |
|---|---|---|---|---|---|---|---|---|
| Before | 6.6 | 6.5 | 9.0 | 10.3 | 11.3 | 8.1 | 6.3 | 11.6 |
| After | 6.8 | 2.4 | 7.4 | 8.5 | 8.1 | 6.1 | 3.4 | 2.0 |
Solution
Corresponding "before" and "after" values form matched pairs. (Calculate "after" – "before.")
| After Data | Before Data | Difference |
|---|---|---|
| 6.8 | 6.6 | 0.2 |
| 2.4 | 6.5 | -4.1 |
| 7.4 | 9 | -1.6 |
| 8.5 | 10.3 | -1.8 |
| 8.1 | 11.3 | -3.2 |
| 6.1 | 8.1 | -2 |
| 3.4 | 6.3 | -2.9 |
| 2 | 11.6 | -9.6 |
The data for the test are the differences: {0.2, –4.1, –1.6, –1.8, –3.2, –2, –2.9, –9.6}
The sample mean and sample standard deviation of the differences are [latex]\overline{{x}_{d}}=–3.13[/latex] and [latex]{s}_{d}=2.91[/latex]. Verify these values.
Let [latex]{\mu }_{d}[/latex] be the population mean for the differences. We use the subscript [latex]d[/latex] to denote "differences."
Random variable: [latex]{\overline{X}}_{d}[/latex] = the mean difference of the sensory measurements
[latex]H_0: \mu_d \ge 0[/latex]
The null hypothesis is zero or positive, meaning that there is the same or more pain felt after hypnotism. That means the subject shows no improvement. μd is the population mean of the differences.
[latex]H_a: \mu_d \lt 0[/latex]
The alternative hypothesis is negative, meaning there is less pain felt after hypnotism. That means the subject shows improvement. The score should be lower after hypnotism, so the difference ought to be negative to indicate improvement.
Distribution for the test: The distribution is a Student's t with [latex]df = n – 1 = 8 – 1 = 7[/latex]. Use [latex]t_7[/latex]. (Notice that the test is for a single population mean.)
Calculate the p-value using the Student's t-distribution: [latex]\text{p-value} = 0.0095[/latex]
Graph:

[latex]{\overline{X}}_{d}[/latex] is the random variable for the differences.
The sample mean and sample standard deviation of the differences are:
[latex]{\overline{x}}_{d} = -3.13[/latex]
[latex]{\overline{s}}_{d} = 2.9[/latex]
Compare α and the p-value: [latex]\alpha = 0.05[/latex] and [latex]\text{p-value} = 0.0095[/latex], so [latex]\alpha > \text{p-value}[/latex].
Make a decision: Since [latex]\alpha > \text{p-value}[/latex], reject [latex]H_0[/latex]. This means that [latex]\mu_d \lt 0[/latex] and there is improvement.
Conclusion: At a 5% level of significance, from the sample data, there is sufficient evidence to conclude that the sensory measurements, on average, are lower after hypnotism. Hypnotism appears to be effective in reducing pain.
Note
For the TI-83+ and TI-84 calculators, you can either calculate the differences ahead of time (after - before) and put the differences into a list or you can put the after data into a first list and the before data into a second list. Then go to a third list and arrow up to the name. Enter 1st list name - 2nd list name. The calculator will do the subtraction, and you will have the differences in the third list.
Using the TI-83, 83+, 84, 84+ Calculator
Use your list of differences as the data. Press STAT and arrow over to TESTS. Press 2:T-Test. Arrow over to Data and press ENTER. Arrow down and enter 0 for [latex]{\mu }_{0}[/latex], the name of the list where you put the data, and 1 for Freq:. Arrow down to μ: and arrow over to < [latex]{\mu }_{0}[/latex]. Press ENTER. Arrow down to Calculate and press ENTER. The p-value is 0.0094, and the test statistic is -3.04. Do these instructions again except, arrow to Draw (instead of Calculate). Press ENTER.
Helpful Videos for the Graphing Calculator
Below are links to helpful videos for using the graphing calculator for the concepts covered on this page:
- 2-Proportion Z-Test (Hypothesis Testing) (TI-83 & TI-84)
- 2-Sample t-Test (TI-83 & TI-84)
- 2-Proportion Confidence Interval (TI-83 & TI-84)
- 2-Sample t-Interval (TI-83 & TI-84)
Additional Technology Tools
In addition to the graphing calculator, there are some additional technology tools that can be used for the concepts covered on this page. Below are links to helpful videos for those tools:
- Microsoft Excel:
- Confidence Interval for Population Differences Sigma NOT Known
- Hypothesis Testing for Population Differences Sigma NOT Known
- Confidence Interval for Population Differences Sigma Known
- Hypothesis Testing for Population Differences Sigma Known
- Inference About Difference Between 2 Pop. Proportions Z Method
- Matched/Paired Samples Population Differences Sigma NOT Known
Section Practice
A student at a four-year college claims that mean enrollment at four–year colleges is higher than at two–year colleges in the United States. Two surveys are conducted. Of the 35 two–year colleges surveyed, the mean enrollment was 5,068 with a standard deviation of 4,777. Of the 35 four-year colleges surveyed, the mean enrollment was 5,466 with a standard deviation of 8,191.
Use the Hypothesis Testing with Two Samples - Solution Sheet on the Introduction to Chapter 9 page. (Note: If you are using a Student's t-distribution, including for paired data, you may assume that the underlying population is normally distributed, but in a real situation, you must first prove that assumption, however.)
Solution
Subscripts: 1: two-year colleges; 2: four-year colleges
- [latex]H_0: \mu_1 \ge \mu_2[/latex]
- [latex]H_a: \mu_1 \lt \mu_2[/latex]
- [latex]{\overline{X}}_{1}–{\overline{X}}_{2}[/latex] is the difference between the mean enrollments of the two-year colleges and the four-year colleges.
- Student’s t
- test statistic: -0.2480
- p-value: 0.4019
- Check student’s solution.
- Correct decision, the reason for it, and an appropriate conclusion:
- [latex]\alpha: 0.05[/latex]
- Decision: Do not reject
- Reason for Decision: [latex]\text{p-value} > \alpha[/latex]
- Conclusion: At the 5% significance level, there is sufficient evidence to conclude that the mean enrollment at four-year colleges is higher than at two-year colleges.
At Rachel’s 11th birthday party, eight girls were timed to see how long (in seconds) they could hold their breath in a relaxed position. After a two-minute rest, they timed themselves while jumping. The girls thought that the mean difference between their jumping and relaxed times would be zero. Test their hypothesis.
| Relaxed time (seconds) | Jumping time (seconds) |
|---|---|
| 26 | 21 |
| 47 | 40 |
| 30 | 28 |
| 22 | 21 |
| 23 | 25 |
| 45 | 43 |
| 37 | 35 |
| 29 | 32 |
Use the Hypothesis Testing with Two Samples - Solution Sheet on the Introduction to Chapter 9 page. (Note: If you are using a Student's t-distribution, including for paired data, you may assume that the underlying population is normally distributed, but in a real situation, you must first prove that assumption, however.)
A group of transfer bound students wondered if they will spend the same mean amount on texts and supplies each year at their four-year university as they have at their community college. They conducted a random survey of 54 students at their community college and 66 students at their local four-year university. The sample means were $947 and $1,011, respectively. The population standard deviations are known to be $254 and $87, respectively. Conduct a hypothesis test to determine if the means are statistically the same.
Use the Hypothesis Testing with Two Samples - Solution Sheet on the Introduction to Chapter 9 page. (Note: If you are using a Student's t-distribution, including for paired data, you may assume that the underlying population is normally distributed, but in a real situation, you must first prove that assumption, however.)
Some manufacturers claim that non-hybrid sedan cars have a lower mean miles-per-gallon (mpg) than hybrid ones. Suppose that consumers test 21 hybrid sedans and get a mean of 31 mpg with a standard deviation of seven mpg. Thirty-one non-hybrid sedans get a mean of 22 mpg with a standard deviation of four mpg. Suppose that the population standard deviations are known to be six and three, respectively. Conduct a hypothesis test to evaluate the manufacturers' claim.
Use the Hypothesis Testing with Two Samples - Solution Sheet on the Introduction to Chapter 9 page. (Note: If you are using a Student's t-distribution, including for paired data, you may assume that the underlying population is normally distributed, but in a real situation, you must first prove that assumption, however.)
Solution
Subscripts: 1 = non-hybrid sedans, 2 = hybrid sedans
- [latex]H_0: \mu_1 \ge \mu_2[/latex]
- [latex]H_a: \mu_1 \lt \mu_2[/latex]
- The random variable is the difference in the mean miles per gallon of non-hybrid sedans and hybrid sedans.
- normal
- test statistic: 6.36
- p-value: 0
- Check student’s solution.
- Correct decision, the reason for it, and an appropriate conclusion:
- [latex]\alpha: 0.05[/latex]
- Decision: Reject the null hypothesis.
- Reason for decision: [latex]\text{p-value} \lt \alpha[/latex]
- Conclusion: At the 5% significance level, there is sufficient evidence to conclude that the mean miles per gallon of non-hybrid sedans is less than that of hybrid sedans.
A recent drug survey showed an increase in the use of drugs and alcohol among local high school seniors as compared to the national percent. Suppose that a survey of 100 local seniors and 100 national seniors is conducted to see if the proportion of drug and alcohol use is higher locally than nationally. Locally, 65 seniors reported using drugs or alcohol within the past month, while 60 national seniors reported using them.
Use the Hypothesis Testing with Two Samples - Solution Sheet on the Introduction to Chapter 9 page. (Note: If you are using a Student's t-distribution, including for paired data, you may assume that the underlying population is normally distributed, but in a real situation, you must first prove that assumption, however.)
We are interested in whether the proportions of female suicide victims for ages 15 to 24 are the same for the whites and the blacks races in the United States. We randomly pick one year, 1992, to compare the races. The number of suicides estimated in the United States in 1992 for white females is 4,930. Five hundred eighty were aged 15 to 24. The estimate for black females is 330. Forty were aged 15 to 24. We will let female suicide victims be our population.
Use the Hypothesis Testing with Two Samples - Solution Sheet on the Introduction to Chapter 9 page. (Note: If you are using a Student's t-distribution, including for paired data, you may assume that the underlying population is normally distributed, but in a real situation, you must first prove that assumption, however.)
Solution
- [latex]H_0: P_W = P_B[/latex]
- [latex]H_a: P_W \neq P_B[/latex]
- The random variable is the difference in the proportions of white and black suicide victims, aged 15 to 24.
- normal for two proportions
- test statistic: –0.1944
- p-value: 0.8458
- Check student’s solution.
- Correct decision, the reason for it, and an appropriate conclusion:
- [latex]\alpha: 0.05[/latex]
- Decision: Reject the null hypothesis.
- Reason for decision: [latex]\text{p-value} \gt \alpha[/latex]
- Conclusion: At the 5% significance level, there is insufficient evidence to conclude that the proportions of white and black female suicide victims, aged 15 to 24, are different.
Two computer users were discussing tablet computers. A higher proportion of people ages 16 to 29 use tablets than the proportion of people age 30 and older. The table below details the number of tablet owners for each age group. Test at the 1% level of significance.
| 16–29 year olds | 30 years old and older | |
|---|---|---|
| Own a Tablet | 69 | 231 |
| Sample Size | 628 | 2,309 |
Solution
- Test: two independent sample proportions
- Random variable: [latex]p^{\prime}_1 - p^{\prime}_2[/latex]
- Hypothesis:
- [latex]H_0: p_1 = p_2[/latex]
- [latex]H_a: p_1 > p_2[/latex]
- A higher proportion of tablet owners are aged 16 to 29 years old than are 30 years old and older.
- Graph: right-tailed
- p-value: 0.2354
- Decision: Do not reject [latex]H_0[/latex].
- Conclusion: At the 1% level of significance, from the sample data, there is not sufficient evidence to conclude that a higher proportion of tablet owners are aged 16 to 29 years old than are 30 years old and older.

A group of friends debated whether more men use smartphones than women. They consulted a research study of smartphone use among adults. The results of the survey indicate that of the 973 men randomly sampled, 379 use smartphones. For women, 404 of the 1,304 who were randomly sampled use smartphones. Test at the 5% level of significance.
Use the Hypothesis Testing with Two Samples - Solution Sheet on the Introduction to Chapter 9 page. (Note: If you are using a Student's t-distribution, including for paired data, you may assume that the underlying population is normally distributed, but in a real situation, you must first prove that assumption, however.)
A traveler wanted to know if the prices of hotels are different in the ten cities that he visits the most often. The list of the cities with the corresponding hotel prices for his two favorite hotel chains is in the table below. Test at the 1% level of significance.
| Cities | Hyatt Regency prices in dollars | Hilton prices in dollars |
|---|---|---|
| Atlanta | 107 | 169 |
| Boston | 358 | 289 |
| Chicago | 209 | 299 |
| Dallas | 209 | 198 |
| Denver | 167 | 169 |
| Indianapolis | 179 | 214 |
| Los Angeles | 179 | 169 |
| New York City | 625 | 459 |
| Philadelphia | 179 | 159 |
| Washington, DC | 245 | 239 |
Use the Hypothesis Testing with Two Samples - Solution Sheet on the Introduction to Chapter 9 page. (Note: If you are using a Student's t-distribution, including for paired data, you may assume that the underlying population is normally distributed, but in a real situation, you must first prove that assumption, however.)
A politician asked his staff to determine whether the underemployment rate in the northeast decreased from 2011 to 2012. The results are in the table below.
| Northeastern States | 2011 | 2012 |
|---|---|---|
| Connecticut | 17.3 | 16.4 |
| Delaware | 17.4 | 13.7 |
| Maine | 19.3 | 16.1 |
| Maryland | 16.0 | 15.5 |
| Massachusetts | 17.6 | 18.2 |
| New Hampshire | 15.4 | 13.5 |
| New Jersey | 19.2 | 18.7 |
| New York | 18.5 | 18.7 |
| Ohio | 18.2 | 18.8 |
| Pennsylvania | 16.5 | 16.9 |
| Rhode Island | 20.7 | 22.4 |
| Vermont | 14.7 | 12.3 |
| West Virginia | 15.5 | 17.3 |
Solution
- Test: matched or paired samples (t-test)
- Difference data: {–0.9, –3.7, –3.2, –0.5, 0.6, –1.9, –0.5, 0.2, 0.6, 0.4, 1.7, –2.4, 1.8}
- Random Variable: [latex]{\overline{X}}_{d}[/latex]
- Hypothesis: [latex]H_0: \mu_d = 0; H_a: \mu_d \lt 0[/latex]
- The mean of the differences of the rate of underemployment in the northeastern states between 2012 and 2011 is less than zero. The underemployment rate went down from 2011 to 2012.
- Graph: left-tailed.
- p-value: 0.1207
- Decision: Do not reject [latex]H_0[/latex].
- Conclusion: At the 5% level of significance, from the sample data, there is not sufficient evidence to conclude that there was a decrease in the underemployment rates of the northeastern states from 2011 to 2012.
