BY

DR. MOHD ALI SAMSUDIN

1.
2.
3.
4.
5.

Identify your null and alternative

hypothesis
Set the level of significance or alpha level
Collect your data
Compute the sample statistic
Make a decision about rejecting or failing
to reject

The null hypothesis is typically stated using

the language of no difference (or no
relationship or no association)
Example of a null hypothesis
There is no significant difference between
smokers and non smokers on depression
scores

The non directional hypothesis indicates a

difference but doesnt have direction or
Example of alternative hypothesis
(nondirectional)
There is a significant difference between
smokers and non smokers on depression
scores

For directional hypothesis, the direction of

difference may be positive or negative based
from past studies of the topic
Example of alternative hypothesis
(directional)
Smokers are more depressed than non
smokers

If there is no difference as called for in the

hypothesis, how you will determine this
difference?
Setting a significance level or alpha level

Significance level - a probability level that

reflects the maximum risk you are willing to
take that any observed differences are due
to chance
It is typically set at 0.01 (1 out 100 times the
sample score will be due to chance) or 0.05
(5 out of 100 time due to chance)

Determine the sample size? How large is

large enough?
Administer the instrument
Determine how to insert the data in SPSS
Code and tabulate

Several questions need to be answered to

arrive at appropriate statistic:Do you plan to compare groups or relate
variables in your hypothesis or research
question?
How many independent variables you have
in one research question or hypothesis?

How many dependent variables do you have

in a research question or hypothesis?
Will you statistically controlling the
covariates in your analysis of research
question?
How will your dependent variable or
variables be measured?

Are the scores on your variables normally

distributed; that is, could you assume a
normal curve if the scores were plotted on a
graph?

T-test (independent samples)

Analysis of variance
Analysis of covariance
Multiple analysis of variance
Multiple analysis of covariance
Chi-Square
Pearson product moment correlation
Multiple regression

Spearman rank-order correlation

Point biserial correlation
Phi coefficient

Types of hypothesis/ question: Group

comparison
Number of independent variables: 1
Number of dependent variables: 1
Number of covariates: 0
Type of data for independent variable:
Categorical
Type of data for dependent variable:
Continuous

Types of hypothesis/ question: Group comparison

Number of independent variables: 1
Number of dependent variables: 1
Number of covariates: 0
Type of data for independent variable: Categorical
Type of data for dependent variable: Continuous

Types of hypothesis/ question: Group comparison

Number of independent variables: 1 or more
Number of dependent variables: 1
Number of covariates: 1
Type of data for independent variable: Categorical
Type of data for dependent variable: Continuous

Types of hypothesis/ question: Group comparison

Number of independent variables: 1 or more
Number of dependent variables: 2 or more
Number of covariates: 0
Type of data for independent variable: Categorical
Type of data for dependent variable: Continous

Types of hypothesis/ question: Group comparison

Number of independent variables: 1 or more
Number of dependent variables: 2 or more
Number of covariates: 1 or more
Type of data for independent variable: Categorical
Type of data for dependent variable: Continuous

Types of hypothesis/ question: Relate variables

Number of variables: 2
Number of covariates: 0
Type of data for variables: One variable is
continuous and another variable is continuous

Types of hypothesis/ question: Relate variables in

form of prediction
Number of independent variables: 2 or more
Number of dependent variables: 1
Number of covariates: 0
Type of data for independent variable: Continuous
Type of data for dependent variable: Continuous

Can you match/decide

Research problem with
Research objective with
Research hypothesis with
Research methodology with
Numbers and characteristics of the sample
with
Types of statistical analysis

EVERYTHING SHOULD BE ALIGNED!

Aim of the research: Compare the attitude towards

learning between boy and girl
Research question:
Is there any significant difference between boys
and girls on attitude towards learning?
The null hypothesis:
There is no significant difference between boys and
girls on attitude towards learning
The alternative hypothesis:
There is a significant difference between boys and
girls on attitude towards learning

Independent variable: 1(Gender)

Dependent variable: 1(Attitude towards
learning)
Type of data for independent variable:
Categorical
Type of data for dependent variable:
Continuous
Statistical test: ?

Can you match/decide

Research problem with
Research objective with
Research hypothesis with
Research methodology with
Numbers and characteristics of the sample
with
Types of statistical analysis

EVERYTHING SHOULD BE ALIGNED!

Aim of the research: Compare the leadership skills

between principals from Smart School, Boarding
School and Cluster School
Research question:
Is there any significant difference between
principals from Smart School, Boarding School and
Cluster School on leadership skills?

The null hypothesis:

There is no significant difference between principal
between principals from Smart School, Boarding
School and Cluster School on leadership skills
The alternative hypothesis:
There is a significant difference between principals
from Smart School, Boarding School and Cluster
School on leadership skills

Independent variable: 1(Type of school

where the principal works)
Dependent variable: 1 (Leadership skills)
Type of data for independent variable:
Categorical
Type of data for dependent variable:
Continuous
Statistical test: ?

Can you match/decide

Research problem with
Research objective with
Research hypothesis with
Research methodology with
Numbers and characteristics of the sample
with
Types of statistical analysis

EVERYTHING SHOULD BE ALIGNED!

Aim of the research: Compare the level of stress

between male and female teachers
Research question:
Is there any significant difference between male
and female teachers on stress?
The null hypothesis:
There is no significant difference between male and
female teachers on stress
The alternative hypothesis:
There is a significant difference between male and
female teachers on stress

Independent variable: 1(Gender)

Dependent variable: 1(Stress)
Type of data for independent variable:
Categorical
Type of data for dependent variable:
Continuous
Statistical test: ?

Aim of the research: To study whether creative

thinking skill or critical thinking skill is the best
predictor of academic achievement:
Research question:
Which is the best predictor of academic
achievement: creative thinking skill or critical
thinking skill?

The null hypothesis:

There is no significant contribution of all predictor
variables which are creative thinking skill and
critical thinking skill towards variation in students
academic achievement
The alternative hypothesis:
There is a significant contribution of all predictor
variables which are creative thinking skill and
critical thinking skill towards variation in students
academic achievement

Independent variable: 2 (Creative and

critical thinking skills)
Dependent variable: 1(Academic
achievement)
Type of data for independent variable:
Continuous
Type of data for dependent variable:
Continuous
Statistical test: ?

Can you match/decide

Research problem with
Research objective with
Research hypothesis with
Research methodology with
Numbers and characteristics of the sample
with
Types of statistical analysis

EVERYTHING SHOULD BE ALIGNED!

Aim of the research: Compare the academic

achievement between students who learn maths
using the computer courseware and students who
learn maths without using the computer courseware
Research question:
Is there any significant difference between students
who learn maths using computer courseware and
students who learn maths without using the
computer courseware on mean scores of math post
test after the effect mean scores of math pre test
is controlled?

The null hypothesis:

There is no significant difference between students
who learn maths using computer courseware and
students who learn maths without using the
computer courseware on mean scores of math post
test after the effect mean scores of math pre test
is controlled
The alternative hypothesis:
There is a significant difference between students
who learn maths using computer courseware and
students who learn maths without using the
computer courseware on mean scores of math post
test after the effect mean scores of math pre test
is controlled

Independent variable: 1 (Types of learning

method)
Dependent variable: 1 (Mean scores of math
posttest)
Covariate: Mean scores of math pretest
Type of data for independent variable:
Categorical
Type of data for dependent variable:
Continuous
Statistical test: Analysis of Covariance
(ANCOVA)

Can you match/decide

Research problem with
Research objective with
Research hypothesis with
Research methodology with
Numbers and characteristics of the sample
with
Types of statistical analysis

EVERYTHING SHOULD BE ALIGNED!

Need to be interpreted in terms of

the purpose of the study,
the original research hypothesis
with respect to other studies that have been
conducted in the same area of research

Discus whether the results support the

research hypothesis- why they do or do not?
Are the results in agreement with other
findings?
Why or why not? Speculate

The supported hypotheses are relatively

simple to deal with
Unsupported hypotheses require some
explanation regarding possible reasons
If your results are not in agreement with
other research findings- reasons?
Reason- validity problems or new discovery?

Making inference a population based on a

sample- inferential statistics
Example:Can the findings of a research involving 300
sample of secondary students be generalized
to all secondary students in Malaysia?

The sample must be representative

Can the findings of a research involving 300
sample of secondary students be generalized
to all secondary students in Malaysia?
Threat to statistical validity- lack of
randomized samples

Sample size
The significance level and selected and the
directionality of the significance test
The effect size (degree of departure of from
the null hypothesis)

If the sample is large enough

How large is large enough?
One of the ways to determine sample size is
by using Krejcie and Morgan (1970) table

If the population is 200, the sample size is

132
If the population is 500, the sample size is
217
If the population is 100 000, the sample size
is 384

If you want to study attitudes of science

among students in your district area, let say
the population 500, then the sample size is
about 217

Increase the significance level- 0.05 to 0.1

Use one tailed test

The greater departure from the null

hypothesis, the greater the effect size
Effect size (i) 0.2- small, (ii) 0.5- medium
and (iii) 0.80 is considered high
At least 30 participants in each group are
needed in the study to achieve 0.5 effect
size with 0.05 significance level

Traditional method

Cooperative method

At least 30
participants

At least 30
participants

STRUCTURAL EQUATION
MODELING
(SEM)

If you have
(i) the data (SPSS);
(ii) AMOS software,

ICT Use; Experience; IT-Efficacy; Job Satisfaction

JobSat

USE

IT-efficacy

experience

1.

Does instructors IT-efficacy influence their ICTuse?

2.

Does experience determine their use of ICT?

3.

Does IT-use affect instructors job satisfaction?

4.

Do instructors IT-efficacy and experience

indirectly influence their job satisfaction?

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EXPERIEN

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Q5

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EXPERIEN

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.01

Students understanding of scientific concepts

(posttest) is determined by
1.
2.
3.

Prior achievement in science

Prior achievement in English
General scientific knowledge (Pretest achievement)

Be Familiar With:
Path diagram
Observed var
Exogenous var
Endogenous var
Para estimates
Path coefficients
Covariances
Residual/error
Path analysis

Additional Terms
latent variables
measurement model
structural model
measurement error
factor loading
direct causal effect
Multiple Group Analysis
Time-Series Analysis

Chi-Square

369.861
df 20
p .000
CFI .611
RMSEA .246

.22
.47
.43

.80

qol2
qol3
qol4

.79
.79

Measurement
Invariance

e1
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QLO

qol1

qol5
qol6

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qol7
qol8

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.64
.62
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.11
.14

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Measurement Model of quality of Life Index

Confirmatory Factor Analysis

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office system

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