Hypothesis tests for correlationAQA A-Level Maths: Revision notes
Section 1
Correlation coefficients
The product moment correlation coefficient measures how close the points on a scatter diagram lie to a straight line. It always satisfies :
- close to : strong positive linear correlation;
- close to : strong negative linear correlation;
- close to : little or no linear correlation. You do not calculate in this topic: it is given in the question. Remember that measures linear association only, so does not rule out a non-linear relationship.
Saying means there is no relationship. It means there is no linear relationship.
Section 2
Hypotheses about the population
A sample varies from sample to sample, so we test a claim about the population correlation coefficient (rho). The null hypothesis is that there is no correlation: The alternative hypothesis is one-tailed if the direction is known in advance, or , and two-tailed if any correlation is of interest, . Choose the direction from the question wording, before looking at . The test assumes a random sample, and that the two variables are suitable for this test (the pairs are drawn from a population in which both variables vary).
Writing hypotheses in terms of . Use for the population.
Section 3
The critical value method
A table gives the critical value of for each sample size , significance level and type of test. Compare the sample with it:
- one-tailed upper test: reject if critical value;
- one-tailed lower test: reject if critical value;
- two-tailed test: reject if critical value (use the two-tailed table, or half the significance level in each tail). Example: , , at . The critical value is . , so reject : there is sufficient evidence of positive correlation.
Use the sample size of the pairs, not the number of values, and check you are using the right table: one-tailed or two-tailed.
Comparing a negative with a positive critical value without changing the sign, or using the one-tailed critical value for a two-tailed test.
Section 4
The p-value method
If a -value is given, it is the probability of a sample correlation at least this extreme if . Compare it with the significance level (halving the level for a two-tailed test if the -value is for one tail):
- significance level: reject ;
- significance level: do not reject . Example: for with and , the -value is . This is greater than , so is not rejected at , but it is less than , so is rejected at .
The smaller the -value, the stronger the evidence against .
Section 5
Conclusions and cautions
State the decision and the meaning in context: 'there is sufficient evidence, at the level, of positive correlation between hours revising and test score'. If is not rejected, say there is insufficient evidence of correlation. Do not say is proved. Cautions that earn marks in evaluation questions:
- correlation does not imply causation: another variable may explain both;
- measures only a linear relationship;
- predictions outside the range of the data (extrapolation) are unreliable;
- the same can be significant at but not at , so say how strong the evidence is;
- a one-tailed test is only valid if the direction was decided before seeing the data.
Writing 'revising causes higher scores'. A correlation test only shows association.
That's the notes covered.
Carry on to the next subtopic.
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).