k > 2 Independent Samples
 Introduction
 Comparing Two or More Means – The ANOVA Ftest
 What is the idea behind comparing more than two means?
 Steps for OneWay ANOVA
 Example: Is “academic frustration” related to major?
 Example: Reading Level in Advertising
 NonParametric: The KruskalWallis Test
Related SAS Tutorials
 7A (2:32) Numeric Summaries by Groups
 7B (3:03) SideBySide Boxplots
 7D (4:07) One Way ANOVA
Related SPSS Tutorials
 7A (3:29) Numeric Summaries by Groups
 7B (1:59) SideBySide Boxplots
 7D (4:22) One Way ANOVA
Introduction
In this part, we continue to handle situations involving one categorical explanatory variable and one quantitative response variable, which is case C→Q.
Here is a summary of the tests we have covered for the case where k = 2. Methods in BOLD are our main focus in this unit.
So far we have discussed the two samples and matched pairs designs, in which the categorical explanatory variable is twovalued. As we saw, in these cases, examining the relationship between the explanatory and the response variables amounts to comparing the mean of the response variable (Y) in two populations, which are defined by the two values of the explanatory variable (X). The difference between the two samples and matched pairs designs is that in the former, the two samples are independent, and in the latter, the samples are dependent.
Independent Samples (More Emphasis) 
Dependent Samples (Less Emphasis) 
Standard Tests
NonParametric Test

Standard Test
NonParametric Tests

We now move on to the case where k > 2 when we have independent samples. Here is a summary of the tests we will learn for the case where k > 2. Notice we will not cover the dependent samples case in this course.
Independent Samples (Only Emphasis) 
Dependent Samples (Not Discussed) 
Standard Tests
NonParametric Test

Standard Test

Here, as in the twovalued case, making inferences about the relationship between the explanatory (X) and the response (Y) variables amounts to comparing the means of the response variable in the populations defined by the values of the explanatory variable, where the number of means we are comparing depends, of course, on the number of values of X.
Unlike the twovalued case, where we looked at two subcases (1) when the samples are independent (two samples design) and (2) when the samples are dependent (matched pairs design, here, we are just going to discuss the case where the samples are independent. In other words, we are just going to extend the two samples design to more than two independent samples.
The inferential method for comparing more than two means that we will introduce in this part is called ANalysis Of VAriance (abbreviated as ANOVA), and the test associated with this method is called the ANOVA Ftest.
In most software, the data need to be arranged so that each row contains one observation with one variable recording X and another variable recording Y for each observation.
Comparing Two or More Means – The ANOVA Ftest
As we mentioned earlier, the test that we will present is called the ANOVA Ftest, and as you’ll see, this test is different in two ways from all the tests we have presented so far:
 Unlike the previous tests, where we had three possible alternative hypotheses to choose from (depending on the context of the problem), in the ANOVA Ftest there is only one alternative, which actually makes life simpler.
 The test statistic will not have the same structure as the test statistics we’ve seen so far. In other words, it will not have the form:
but a different structure that captures the essence of the Ftest, and clarifies where the name “analysis of variance” is coming from.
What is the idea behind comparing more than two means?
The question we need to answer is: Are the differences among the sample means due to true differences among the μ’s (alternative hypothesis), or merely due to sampling variability or random chance (null hypothesis)?
Here are two sets of boxplots representing two possible scenarios:
Scenario #1
 Because of the large amount of spread within the groups, this data shows boxplots with plenty of overlap.
 One could imagine the data arising from 4 random samples taken from 4 populations, all having the same mean of about 11 or 12.
 The first group of values may have been a bit on the low side, and the other three a bit on the high side, but such differences could conceivably have come about by chance.
 This would be the case if the null hypothesis, claiming equal population means, were true.
Scenario #2
 Because of the small amount of spread within the groups, this data shows boxplots with very little overlap.
 It would be very hard to believe that we are sampling from four groups that have equal population means.
 This would be the case if the null hypothesis, claiming equal population means, were false.
Thus, in the language of hypothesis tests, we would say that if the data were configured as they are in scenario 1, we would not reject the null hypothesis that population means were equal for the k groups.
If the data were configured as they are in scenario 2, we would reject the null hypothesis, and we would conclude that not all population means are the same for the k groups.
Let’s summarize what we learned from this.
 The question we need to answer is: Are the differences among the sample means due to true differences among the μ’s (alternative hypothesis), or merely due to sampling variability (null hypothesis)?
In order to answer this question using data, we need to look at the variation among the sample means, but this alone is not enough.
We need to look at the variation among the sample means relative to the variation within the groups. In other words, we need to look at the quantity:
which measures to what extent the difference among the sample means for our groups dominates over the usual variation within sampled groups (which reflects differences in individuals that are typical in random samples).
When the variation within groups is large (like in scenario 1), the variation (differences) among the sample means may become negligible resulting in data which provide very little evidence against Ho. When the variation within groups is small (like in scenario 2), the variation among the sample means dominates over it, and the data have stronger evidence against Ho.
It has a different structure from all the test statistics we’ve looked at so far, but it is similar in that it is still a measure of the evidence against H_{0}. The larger F is (which happens when the denominator, the variation within groups, is small relative to the numerator, the variation among the sample means), the more evidence we have against H_{0}.
Looking at this ratio of variations is the idea behind the comparing more than two means; hence the name analysis of variance (ANOVA).
Now test your understanding of this idea.
(NonInteractive Version – Spoiler Alert)
Comments
 The focus here is for you to understand the idea behind this test statistic, so we do not go into detail about how the two variations are measured. We instead rely on software output to obtain the Fstatistic.
 This test is called the ANOVA Ftest.
 So far, we have explained the ANOVA part of the name.
 Based on the previous tests we introduced, it should not be surprising that the “Ftest” part comes from the fact that the null distribution of the test statistic, under which the pvalues are calculated, is called an Fdistribution.
 We will say very little about the Fdistribution in this course, which will essentially be limited to this comment and the next one.
 It is fairly straightforward to decide if a zstatistic is large. Even without tables, we should realize by now that a zstatistic of 0.8 is not especially large, whereas a zstatistic of 2.5 is large.
 In the case of the tstatistic, it is less straightforward, because there is a different tdistribution for every sample size n (and degrees of freedom n − 1).
 However, the fact that a tdistribution with a large number of degrees of freedom is very close to the z (standard normal) distribution can help to assess the magnitude of the ttest statistic.
 When the size of the Fstatistic must be assessed, the task is even more complicated, because there is a different Fdistribution for every combination of the number of groups we are comparing and the total sample size.
 We will nevertheless say that for most situations, an Fstatistic greater than 4 would be considered rather large, but tables or software are needed to get a truly accurate assessment.
Steps for OneWay ANOVA
Here is a full statement of the process for the ANOVA FTest:
Step 1: State the hypotheses
The null hypothesis claims that there is no relationship between X and Y. Since the relationship is examined by comparing the means of Y in the populations defined by the values of X (μ_{1}, μ_{2}, …, μ_{k}), no relationship would mean that all the means are equal.
Therefore the null hypothesis of the Ftest is:
 Ho: μ_{1} = μ_{2} = … = μ_{k}. (There is no relationship between X and Y.)
As we mentioned earlier, here we have just one alternative hypothesis, which claims that there is a relationship between X and Y. In terms of the means μ_{1}, μ_{2}, …, μ_{k}, it simply says the opposite of the null hypothesis, that not all the means are equal, and we simply write:
 Ha: not all μ’s are equal. (There is a relationship between X and Y.)
(NonInteractive Version – Spoiler Alert)
Comments:
 The alternative of the ANOVA Ftest simply states that not all of the means are equal, and is not specific about the way in which they are different.
 Another way to phrase the alternative is
 Ha: at least two μ’s are different
 Warning: It is incorrect to say that the alternative is μ_{1} ≠ μ_{2} ≠ … ≠ μ_{k}. This statement is MUCH stronger than our alternative hypothesis and says ALL means are different from ALL other mean
 Note that there are many ways for μ1, μ2, μ3, μ4 not to be all equal, and μ1 ≠ μ2 ≠ μ3 ≠ μ4 is just one of them. Another way could be μ1 = μ2 = μ3 ≠ μ4 or μ1 = μ2 ≠ μ3 = μ4. The alternative of the ANOVA Ftest simply states that not all of the means are equal, and is not specific about the way in which they are different.
Step 2: Obtain data, check conditions, and summarize data
The ANOVA Ftest can be safely used as long as the following conditions are met:
 The samples drawn from each of the populations we’re comparing are independent.
 We are in one of the following two scenarios:
(i) Each of the populations are normal, or more specifically, the distribution of the response Y in each population is normal, and the samples are random (or at least can be considered as such). In practice, checking normality in the populations is done by looking at each of the samples using a histogram and checking whether there are any signs that the populations are not normal. Such signs could be extreme skewness and/or extreme outliers.
(ii) The populations are known or discovered not to be normal, but the sample size of each of the random samples is large enough (we can use the rule of thumb that a sample size greater than 30 is considered large enough).
 The populations all have the same standard deviation.
Can check this condition using the rule of thumb that the ratio between the largest sample standard deviation and the smallest is less than 2. If that is the case, this condition is considered to be satisfied.
Can check this condition using a formal test similar to that used in the twosample ttest although we will not cover any formal tests.
(NonInteractive Version – Spoiler Alert)
Test Statistic
 If our conditions are satisfied we have the test statistic.
 The statistic follows an Fdistribution with k1 numerator degrees of freedom and nk denominator degrees of freedom.
 Where n is the total (combined) sample size and k is the number of groups being compared.
 We will rely on software to calculate the test statistic and pvalue for us.
Step 3: Find the pvalue of the test by using the test statistic as follows
 The pvalue of the ANOVA Ftest is the probability of getting an F statistic as large as we obtained (or even larger), had Ho been true (all k population means are equal).
 In other words, it tells us how surprising it is to find data like those observed, assuming that there is no difference among the population means μ_{1}, μ_{2}, …, μ_{k}.
Step 4: Conclusion
As usual, we base our conclusion on the pvalue.
 A small pvalue tells us that our data contain a lot of evidence against Ho. More specifically, a small pvalue tells us that the differences between the sample means are statistically significant (unlikely to have happened by chance), and therefore we reject Ho.
 Conclusion: There is enough evidence that the categorical explanatory variable is related to (or associated with) the quantitative response variable. More specifically, there is enough evidence that there are differences between at least two of the population means (there are some differences in the population means).
 If the pvalue is not small, we do not have enough statistical evidence to reject Ho.
 Conclusion: There is NOT enough evidence that the categorical explanatory variable is related to (or associated with) the quantitative response variable. More specifically, there is NOT enough evidence that there are differences between at least two of the population means.
 A significance level (cutoff probability) of 0.05 can help determine what is considered a small pvalue.
Final Comment
Note that when we reject Ho in the ANOVA Ftest, all we can conclude is that
 not all the means are equal, or
 there are some differences between the means, or
 the response Y is related to explanatory X.
However, the ANOVA Ftest does not provide any immediate insight into why Ho was rejected, or in other words, it does not tell us in what way the population means of the groups are different. As an exploratory (or visual) aid to get that insight, we may take a look at the confidence intervals for group population means. More specifically, we can look at which of the confidence intervals overlap and which do not.
Multiple Comparisons:
 When we compare standard 95% confidence intervals in this way, we have an increased chance of making a type I error as each interval has a 5% error individually.
 There are many multiple comparison procedures all of which propose alternative methods for determining which pairs of means are different.
 We will look at a few of these in the software just to show you a little about this topic but we will not cover this officially in this course.
 The goal is to provide an overall type I error rate no larger than 5% for all comparisons made.
Now let’s look at some examples using real data.
EXAMPLE: Is “academic frustration” related to major?
A college dean believes that students with different majors may experience different levels of academic frustration. Random samples of size 35 of Business, English, Mathematics, and Psychology majors are asked to rate their level of academic frustration on a scale of 1 (lowest) to 20 (highest).
The figure highlights what we have already mentioned: examining the relationship between major (X) and frustration level (Y) amounts to comparing the mean frustration levels among the four majors defined by X. Also, the figure reminds us that we are dealing with a case where the samples are independent.
Step 1: State the hypotheses
The correct hypotheses are:
 Ho: μ_{1} = μ_{2} = μ_{3} = μ_{4}.
(There is NO relationship between major and academic frustration level.)  Ha: not all μ’s are equal.
(There IS a relationship between major and academic frustration level.)
Step 2: Obtain data, check conditions, and summarize data
Data: SPSS format, SAS format, Excel format, CSV format
In our example all the conditions are satisfied:
 All the samples were chosen randomly, and are therefore independent.
 The sample sizes are large enough (n = 35) that we really don’t have to worry about the normality; however, let’s look at the data using sidebyside boxplots, just to get a sense of it:
 The data suggest that the frustration level of the business students is generally lower than students from the other three majors. The ANOVA Ftest will tell us whether these differences are significant.
The rule of thumb is satisfied since 3.082 / 2.088 < 2. We will look at the formal test in the software.
Test statistic: (Minitab output)
 The parts of the output that we will focus on here have been highlighted. In particular, note that the Fstatistic is 46.60, which is very large, indicating that the data provide a lot of evidence against Ho (we can also see that the pvalue is so small that it is reported to be 0, which supports that conclusion as well).
Step 3: Find the pvalue of the test by using the test statistic as follows
 As we already noticed before, the pvalue in our example is so small that it is reported to be 0.000, telling us that it would be next to impossible to get data like those observed had the mean frustration level of the four majors been the same (as the null hypothesis claims).
Step 4: Conclusion
 In our example, the pvalue is extremely small – close to 0 – indicating that our data provide extremely strong evidence to reject Ho.
 Conclusion: There is enough evidence that the population mean frustration level of the four majors are not all the same, or in other words, that majors do have an effect on students’ academic frustration levels at the school where the test was conducted.
As a followup, we can construct confidence intervals (or conduct multiple comparisons as we will do in the software). This allows us to understand better which population means are likely to be different.
In this case, the business majors are clearly lower on the frustration scale than other majors. It is also possible that English majors are lower than psychology majors based upon the individual 95% confidence intervals in each group.
SAS Output and SAS Code (Includes NonParametric Test)
Here is another example
EXAMPLE: Reading Level in Advertising
Do advertisers alter the reading level of their ads based on the target audience of the magazine they advertise in?
In 1981, a study of magazine advertisements was conducted (F.K. Shuptrine and D.D. McVicker, “Readability Levels of Magazine Ads,” Journal of Advertising Research, 21:5, October 1981). Researchers selected random samples of advertisements from each of three groups of magazines:
 Group 1—highest educational level magazines (such as Scientific American, Fortune, The New Yorker)
 Group 2—middle educational level magazines (such as Sports Illustrated, Newsweek, People)
 Group 3—lowest educational level magazines (such as National Enquirer, Grit, True Confessions)
The measure that the researchers used to assess the level of the ads was the number of words in the ad. 18 ads were randomly selected from each of the magazine groups, and the number of words per ad were recorded.
The following figure summarizes this problem:
Our question of interest is whether the number of words in ads (Y) is related to the educational level of the magazine (X). To answer this question, we need to compare μ_{1}, μ_{2}, and μ_{3}, the mean number of words in ads of the three magazine groups. Note in the figure that the sample means are provided. It seems that what the data suggest makes sense; the magazines in group 1 have the largest number of words per ad (on average) followed by group 2, and then group 3.
The question is whether these differences between the sample means are significant. In other words, are the differences among the observed sample means due to true differences among the μ’s or merely due to sampling variability? To answer this question, we need to carry out the ANOVA Ftest.
Step 1: Stating the hypotheses.
We are testing:
 Ho: μ_{1} = μ_{2} = μ_{3} .
(There is NO relationship between educational level and number of words in ads.)  Ha: not all μ’s are equal.
(There IS a relationship between educational level and number of words in ads.)
Conceptually, the null hypothesis claims that the number of words in ads is not related to the educational level of the magazine, and the alternative hypothesis claims that there is a relationship.
Step 2: Checking conditions and summarizing the data.
 (i) The ads were selected at random from each magazine group, so the three samples are independent.
In order to check the next two conditions, we’ll need to look at the data (condition ii), and calculate the sample standard deviations of the three samples (condition iii).
 Here are the sidebyside boxplots of the data:
 And the standard deviations:
 Group 1 StDev: 74.0
 Group 2 StDev: 64.3
 Group 3 StDev: 57.6
Using the above, we can address conditions (ii) and (iii)
 (ii) The graph does not display any alarming violations of the normality assumption. It seems like there is some skewness in groups 2 and 3, but not extremely so, and there are no outliers in the data.
 (iii) We can assume that the equal standard deviation assumption is met since the rule of thumb is satisfied: the largest sample standard deviation of the three is 74 (group 1), the smallest one is 57.6 (group 3), and 74/57.6 < 2.
Before we move on, let’s look again at the graph. It is easy to see the trend of the sample means (indicated by red circles).
However, there is so much variation within each of the groups that there is almost a complete overlap between the three boxplots, and the differences between the means are overshadowed and seem like something that could have happened just by chance.
Let’s move on and see whether the ANOVA Ftest will support this observation.
 Test Statistic: Using statistical software to conduct the ANOVA Ftest, we find that the F statistic is 1.18, which is not very large. We also find that the pvalue is 0.317.
Step 3. Finding the pvalue.
 The pvalue is 0.317, which tells us that getting data like those observed is not very surprising assuming that there are no differences between the three magazine groups with respect to the mean number of words in ads (which is what H_{o} claims).
 In other words, the large pvalue tells us that it is quite reasonable that the differences between the observed sample means could have happened just by chance (i.e., due to sampling variability) and not because of true differences between the means.
Step 4: Making conclusions in context.
 The large pvalue indicates that the results are not statistically significant, and that we cannot reject H_{o}.
 Conclusion: The study does not provide evidence that the mean number of words in ads is related to the educational level of the magazine. In other words, the study does not provide evidence that advertisers alter the reading level of their ads (as measured by the number of words) based on the educational level of the target audience of the magazine.
Now try one for yourself.
(NonInteractive Version – Spoiler Alert)
Confidence Intervals
The ANOVA Ftest does not provide any insight into why H_{0} was rejected; it does not tell us in what way μ1,μ2,μ3…,μk are not all equal. We would like to know which pairs of ’s are not equal. As an exploratory (or visual) aid to get that insight, we may take a look at the confidence intervals for group population meansμ1,μ2,μ3…,μk that appears in the output. More specifically, we should look at the position of the confidence intervals and overlap/no overlap between them.
* If the confidence interval for, say,μi overlaps with the confidence interval for μj , then μi and μj share some plausible values, which means that based on the data we have no evidence that these two ’s are different.
* If the confidence interval for μi does not overlap with the confidence interval for μj , then μi and μj do not share plausible values, which means that the data suggest that these two ’s are different.
Furthermore, if like in the figure above the confidence interval (set of plausible values) for μi lies entirely below the confidence interval (set of plausible values) for μj, then the data suggest that μi is smaller than μj.
EXAMPLE
Consider our first example on the level of academic frustration.
Based on the small pvalue, we rejected H_{o} and concluded that not all four frustration level means are equal, or in other words that frustration level is related to the student’s major. To get more insight into that relationship, we can look at the confidence intervals above (marked in red). The top confidence interval is the set of plausible values for μ_{1}, the mean frustration level of business students. The confidence interval below it is the set of plausible values for μ_{2}, the mean frustration level of English students, etc.
What we see is that the business confidence interval is way below the other three (it doesn’t overlap with any of them). The math confidence interval overlaps with both the English and the psychology confidence intervals; however, there is no overlap between the English and psychology confidence intervals.
This gives us the impression that the mean frustration level of business students is lower than the mean in the other three majors. Within the other three majors, we get the impression that the mean frustration of math students may not differ much from the mean of both English and psychology students, however the mean frustration of English students may be lower than the mean of psychology students.
Note that this is only an exploratory/visual way of getting an impression of why H_{o} was rejected, not a formal one. There is a formal way of doing it that is called “multiple comparisons,” which is beyond the scope of this course. An extension to this course will include this topic in the future.
NonParametric Alternative: KruskalWallis Test
We will look at one nonparametric test in the k > 2 independent sample setting. We will cover more details later (Details for NonParametric Alternatives).
The KruskalWallis test is a general test to compare multiple distributions in independent samples and is a common alternative to the oneway ANOVA.