Hypothesis tests for correlationAQA A-Level Maths: Flashcards
What these 12 flashcards ask
- What does the product moment correlation coefficient r measure?
- What does r close to 0 tell you?
- What symbol is used for the population correlation coefficient?
- What is the null hypothesis in a test for correlation?
- What are the possible alternative hypotheses?
- When do you reject H0 for H1:\rho0?
- When do you reject H0 for H1:\rho<0?
- When do you reject H0 in a two-tailed test?
- How do you use a p-value?
- Why can a correlation test not prove causation?
- Why is predicting outside the data range unreliable?
- When is a one-tailed test justified?
Exam questions on Hypothesis tests for correlation
- A teacher records the number of hours that each of students spent revising and the student's test score . The product moment correlation coefficient for the sample is . The teacher tests, at the significance level, whether there is positive correlation between hours revising and test score in the population. For a sample of size , the one-tailed critical value of the product moment correlation coefficient is .A student says, 'The test shows that revising for more hours causes higher scores.' Explain why this conclusion is not justified.2 marks
- A researcher takes a random sample of adults and finds that the product moment correlation coefficient between hours of screen time per day and hours of sleep is . She tests, at the significance level, whether there is negative correlation in the population. For a sample of size , the one-tailed critical value is .Software gives a -value of for this test. Use the -value to state the conclusion of the test at the significance level.2 marks
- A random sample of students has product moment correlation coefficient between hours of sleep and score in a memory test. For a sample of size , the critical values are: one-tailed , ; two-tailed , .Test, at the significance level, whether there is correlation (positive or negative) between hours of sleep and memory test score.3 marks
Written by the Exaim team, led by Shaun Daswani (Head of Upper Secondary, Improve ME Institute; MSc Financial Mathematics, Imperial College London; BSc, UCL) and Jason Daswani (operational lead, Improve ME Institute; LSE).