Professional Documents
Culture Documents
P-value > : The differences between the means are not statistically
significant
If the p-value is larger than the significance level, there is not enough evidence to
reject the null hypothesis that the group means are all equal. You should make
sure that your test has enough power to detect a difference that is practically
significant. For more information, go to Increase the power of a hypothesis test.
Analysis of Variance
Source
DF
Adj SS
Adj MS
Paint
281.697917
93.8993056
Error
20
312.068333
15.6034167
Total
23
593.766250
F-Value
6.02
P-Value
0.0043
Each interval is a 95% confidence interval for the mean of a group. You can
be 95% confident that a group mean is within the group's confidence
interval.
IMPORTANT
Interpret these intervals carefully because making multiple comparisons increases
the type 1 error rate. That is, when you increase the number of comparisons, you
also increase the probability that at least one comparison will incorrectly conclude
that one of the observed differences is significantly different.
To assess the differences that appear on this plot, use the grouping information
table and other comparisons output (shown in step 3).
In the interval plot, Blend 2 has the lowest mean and Blend 4 has the highest. You
cannot determine from this graph whether any differences are statistically significant.
To determine statistical significance, assess the confidence intervals for the differences
of means.
Return to top
For more information about how to interpret the results for Hsu's MCB, go
to What is Hsu's multiple comparisons with the best (MCB)?
Mean
Blend 4
18.0666667 A
Blend 1
14.7333333 A
Grouping
B
Blend 3
Blend 2
12.9833333 A
8.5666667
B
B
Difference of
Means
SE of
Difference
95% CI
TValue
Adjusted PValue
Blend 2-Blend
1
-6.167
2.281
(-12.553,
0.219)
-2.70
0.0606
Blend 3-Blend
1
-1.750
2.281
(-8.136,
4.636)
-0.77
0.8682
Blend 4-Blend
1
3.333
2.281
(-3.053,
9.719)
1.46
0.4779
Blend 3-Blend
2
4.417
2.281
(-1.969,
10.803)
1.94
0.2450
Blend 4-Blend
2
9.500
2.281
(3.114,
15.886)
4.17
0.0025
Blend 4-Blend
3
5.083
2.281
(-1.303,
11.469)
2.23
0.1495
The confidence interval for the difference between the means of Blend 2
and 4 is 3.114 to 15.886. This range does not include zero, which
indicates that the difference is statistically significant.
The confidence intervals for the remaining pairs of means all include
zero, which indicates that the differences are not statistically significant.
The 95% simultaneous confidence level indicates that you can be 95%
confident that all the confidence intervals contain the true differences.
Return to top
S
Use S to assess how well the model describes the response.
S is measured in the units of the response variable and represents the standard
deviation of how far the data values fall from the fitted values. The lower the
value of S, the better the model describes the response. If you compare different
models, the model that has the lowest S value indicates the best fit.
R-sq
R2 is the percentage of variation in the response that is explained by the
model. The higher the R2 value, the better the model fits your data. R2 is always
between 0% and 100%.
A high R2 value does not indicate that the model meets the model assumptions.
You should check the residual plots to verify the assumptions.
R-sq (pred)
Use predicted R2 to determine how well your model predicts the response for new
observations. Models that have larger predicted R2 values have better predictive
ability..
A predicted R2 that is substantially less than R2 may indicate that the model is
over-fit. An over-fit model occurs when you add terms for effects that are not
important in the population, although they may appear important in the sample
data. The model becomes tailored to the sample data and therefore, may not be
useful for making predictions about the population.
Predicted R2 can also be more useful than adjusted R2 for comparing models
because it is calculated with observations that are not included in the model
calculation.
Model Summary
R-sq
3.95011603
47.44%
R-sq(adj)
R-sq(pred)
39.56%
Pattern
24.32%
In this residual versus fits plot, the points appear randomly scattered on the
plot. None of the groups appear to have substantially different variability
and no outliers are apparent.
Pattern
Pattern
In the residual versus order plot, the residuals fall randomly around the
centerline.
Pattern
Changing slope
NOTE
If your one-way ANOVA design meets the guidelines for sample size in
the data considerations topic, the results are not substantially affected
by departures from normality.
Minitabtop ^
Assumptions
The one-way ANOVA has six assumptions. You cannot test the first three of
these assumptions with Minitab because they relate to your study design and
choice of variables. However, you should check whether your study meets
these three assumptions before moving on. If these assumptions are not met,
there is likely to be a different statistical test that you can use instead.
Assumptions #1, #2 and #3 are explained below:
o Assumption #1: Your dependent variable should be
measured on a continuous level (i.e., it is
an interval or ratio variable). Examples of such dependent
variables include height (measured in feet and inches),
temperature (measured in C), salary (measured in US dollars),
revision time (measured in hours), intelligence (measured
using IQ score), reaction time (measured in milliseconds), test
performance (measured from 0 to 100), sales (measured in
number of transactions per month), and so forth. If you are
unsure whether your dependent variable is continuous (i.e.,
measured at the interval or ratio level), see our Types of
Variable guide.
o Assumption #2: Your independent variable should consist
of two or more categorical, independent (unrelated)
groups. Examples ofcategorical variables include gender
(e.g., two groups: male and female), ethnicity (e.g., three
groups: Caucasian, African American and Hispanic), physical
activity level (e.g., four groups: sedentary, low, moderate and
high), and profession (e.g., five groups: surgeon, doctor, nurse,
dentist, therapist).
o Assumption #3: You should have independence of
observations, which means that there is no relationship
between the observations in each group or between the groups
valid results. You can test for normality using the Shapiro-Wilk
test for normality, which is easily tested for using Minitab.
o Assumption #6: There needs to be homogeneity of
variances. You can test this assumption in Minitab using
Levene's test for homogeneity of variances. Levene's test is
very important when it comes to interpreting the results from a
one-way ANOVA because Minitab is capable of producing
different output depending on whether your data meets or fails
this assumption.
In practice, checking for assumptions #4, #5 and #6 will probably
take up most of your time when carrying out a one-way ANOVA.
However, it is not a difficult task and Minitab provides all the tools
you need to do this.
In the section, Test Procedure in Minitab, we illustrate the Minitab
procedure required to perform a one-way ANOVA assuming that no
assumptions have been violated. First, we set out the example we
use to explain the one-way ANOVA procedure in Minitab.
Minitabtop ^
Example
An online retailer wants to get the best from its employees, as well
as improve their working experience. Currently, employees in the
retailers order fulfilment centre are not provided with any kind of
entertainment whilst they work (e.g., no background music,
television, etc.). However, the retailer wants to know whether
providing music, which a few employees have requested, would lead
to greater productivity, and if so, by how much.
Therefore, the researcher recruited a random sample of 60
employees. This sample of 60 participants was randomly split into
three independent groups with 20 participants in each group: (a) a
"control group" that did not listen to music; (b) a "treatment group"
who listened to music, but had no choice of what they listened to;
and (c) a second treatment group who listened to music and had a
choice of what they listened to.
The experiment lasted for one month. At the end of the experiment,
the "productivity" of the three groups was measured in terms of the
"average number of packages processed per hour". Therefore, the
dependent variable was "productivity" (measured in terms of the
average number of packages processed per hour during the one
month experiment), whilst the independent variable was "treatment
type", where there were three independent groups: "No music"
(control group), "Music - No choice" (treatment group A) and "Music choice" (treatment group B).
A one-way ANOVA was used to determine whether there was a
statistically significant difference in productivity between the three
independent groups.
Note: The example and data used for this guide are fictitious. We
have just created them for the purposes of this guide.
Minitabtop ^
Setup in Minitab
In Minitab, under column
we entered the the values of the
dependent variable, which we named Productivity , as
follows:
. Then, under column
we entered the name
of the independent variable , Music , as follows:
. The three
groups of the independent variable, Music , were: (a) "No music" for
the control group; (b) "Music - No choice" for the treatment group
who listened to music, but had no choice of what they listened to;
and (c) "Music - Choice" for the treatment group who listened to
music and had a choice of what they listened to, as shown below:
Minitabtop ^
Click Stat > ANOVA > One-Way... on the top menu, as shown below:
Click the
shown below.
A one-way ANOVA was conducted to determine if productivity in a packing facility was
different for groups with different physical activity levels. Participants were classified
into three groups: No music (n = 20), Music - No choice (n = 20) and Music - Choice
(n = 20). There was a statistically significant difference between groups as determined
by a one-way ANOVA, F(2, 57) = 6.08, p = .004.
Assumptions
The two-way ANOVA has six assumptions. You cannot test the first
three of these assumptions with Minitab because they relate to your
study design and choice of variables. However, you should check
whether your study meets these three assumptions before moving
on. If these assumptions are not met, there is likely to be a different
statistical test that you can use instead. Assumptions #1, #2 and
#3 are explained below:
o Assumption #1: Your dependent variable should be
measured at the continuous level. Examples of
such continuous variablesinclude height (measured in feet
and inches), temperature (measured in C), salary (measured
in US dollars), revision time (measured in hours), intelligence
(measured using IQ score), reaction time (measured in
milliseconds), test performance (measured from 0 to 100),
sales (measured in number of transactions per month), and so
forth. If you are unsure whether your dependent variable is
continuous (i.e., measured at the interval or ratio level), see
our Types of Variable guide.
o Assumption #2: Your two independent variables should
each consist of two or more categorical, independent
(unrelated) groups. Examples of categorical
variables include gender (e.g., 2 groups: male and female),
ethnicity (e.g., 3 groups: Caucasian, African American and
Hispanic), physical activity level (e.g., 4 groups: sedentary,
low, moderate and high), and profession (e.g., 5 groups:
surgeon, doctor, nurse, dentist, therapist).
Example
A researcher was interested in whether an individual's interest in
politics was influenced by their level of education and gender.
Therefore, the dependent variable was "interest in politics", and the
two independent variables were "gender" and "level of education".
In particular, the researcher wanted to know whether there was an
interaction between education level and gender. Put another way,
was the effect of level of education on interest in politics different
for males and females?
To answer this question, a random sample of 60 participants were
recruited to take part in the study 30 males and 30 females
Setup in Minitab
In Minitab, we set up the three variables in columns
,
and
. Therefore, under column
we entered the name
of the dependent variable, Interest in Politics , as follows:
.
Then, under column
independent variable,
column
we entered the name of the second independent
variable, Educational Level , as follows:
. Finally, we
entered: (a) the scores on the dependent variable, interest in
politics, for each participant scores into the Interest in Politics column;
(b) the gender of each participant "Male" or "Female" into
the Gender column; and (c) the educational level of each participant
"School", "College" or "University" into the Educational
Level column. This is illustrated below:
Note: You can also enter variables in numeric form. For example, in
cells under the Gender column, you could enter "1" instead of "Male"
and "2" instead of "Female" (i.e., assuming that you decided to code
"Male" as "1" and "Female" as "2").
Minitabtop ^
Click Stat > ANOVA > Two-Way... on the top menu, as shown below:
Note: The dependent variable will already be present in the main left-hand
box (e.g., C1 Interest in Politics ).
Note: To transfer the dependent variable into the Response: box, simply
double click on it in the main left-hand box (e.g., C1 Interest in Politics ).
Alternately, you can click on the dependent variable once, which will activate
the
the
button. Your cursor should automatically be in
the Response: box when you open the Two-Way Analysis of
Variance dialogue box for the first time, but if not, you will first have to put
your cursor into the Response: box before you transfer the dependent
variable.
Enter the first of the two independent variables, Gender , into the Row
factor: box, and the second independent variable, Educational Level , into
the Column factor: box.
Note 1: To transfer the independent variables, you first need to click into the
relevant boxes either the Row factor: box or the Column factor: box for
your independent variables to appear in the main left-hand box
(i.e., C2 Gender and C3 Educational Level) (N.B., you will notice that there
may be other variables in this main left-hand box in addition to your two
independent variables, but you can just ignore these). You can now either
select the variable you want to transfer (e.g., C2 Gender in the main lefthand box into the Row factor: box) by double-clicking on it or using
the
Click the
shown below.
A two-way ANOVA was run on a sample of 60 participants to examine the effect of gender and
education level on interest in politics. There was a significant interaction between the effects of
gender and education level on interest in politics, F(2, 54) = 4.64, p = .014. Simple main effects
analysis showed that males were significantly more interested in politics than females when
educated to university level (p = .002), but there were no differences between gender when
educated to school (p = .465) or college level (p = .793).