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Two more tests complete the topic. One asks whether a is consistent with a claimed population mean; the other asks whether an observed correlation is strong enough to be evidence of a real relationship. The logic is identical to the binomial test — only the distribution changes.
The big picture
The genuinely new idea here is that a sample mean has its own distribution, and a narrower one than the population it came from. Averaging cancels variation: individual values scatter widely, but their mean does not, and the standard deviation of is . That is why bigger samples give more reliable estimates, and it is the quantitative version of an intuition you already have. Everything else in this lesson is the same test structure applied to a new statistic.
What you'll be able to do
If individual values follow , then the mean of a sample of of them follows . The centre is unchanged, but the variance is divided by .
The reason is that high and low values partially cancel when averaged. A single observation can be extreme; for the mean of 25 observations to be equally extreme, most of them would have to be extreme in the same direction, which is far less likely.
Taking the square root, the standard deviation of is — the . Quadrupling the sample size halves it, which is the practical statement of diminishing returns in sampling.
The rather than is why precision is expensive. Going from a sample of 100 to one of 400 only halves the standard error — four times the data for twice the precision.
The structure is unchanged from the binomial test. State hypotheses about , assume , work out how extreme the observed sample mean is, and compare with the significance level.
The test statistic standardises the sample mean using the standard error rather than itself — that is the only substantive difference from a routine normal calculation.
This test assumes the population variance is known and the population is normally distributed, or that is large enough for the sample mean to be approximately normal regardless.
Tip — Divide by , not by . Forgetting the shrinks the test statistic and is the single most common error here.
The correlation test asks whether an observed sample correlation is large enough to indicate a genuine relationship in the population, or whether it could plausibly have arisen from chance in a sample of that size.
The hypotheses concern the correlation coefficient : means no linear relationship. The alternative is , or depending on the wording.
The method is a table lookup. AQA provides critical values of indexed by sample size and significance level; compare the magnitude of your with the critical value and reject if it is larger.
Sample size matters enormously. With an of is not significant, because small samples produce large correlations by chance routinely; with a much smaller is convincing.
Rejecting here establishes that a linear relationship exists, not that one variable causes the other. The causation caveat from the regression lesson applies with equal force to a significant test result.
Both tests are about the , using the sample as evidence. A significant result says the observed data would be unlikely if the null were true — nothing stronger.
The mean test assumes the population variance is known, which is a substantial assumption; in practice it is usually estimated, which leads to methods beyond this specification.
The correlation test detects only relationships, so a non-significant does not rule out a strong curved relationship. And with a large sample, a correlation too small to be practically interesting can still be statistically significant — significance and importance are different questions.
Tip — When a question gives a large sample and a small , it is usually inviting exactly this comment. Say that the result is significant but the correlation is too weak to be useful.
Think like an examiner
Common misconceptions
Mean and correlation tests
Stretch yourself
A supplier claims its cables have a mean breaking strength of 1000 N with standard deviation 40 N. A sample of 25 cables has mean 985 N. Test at whether the mean is below the claim. Then state how large a sample would be needed for a 15 N shortfall to be significant at the same level.
Hint — For the second part, set the test statistic equal to the critical value and solve for .
Questions students ask
Key takeaways
How this fits the course
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