Tesla SWOT And Competitive Profile Matrix

TESLA SWOT (switch out data below with new data)

STRENGTHS

Established brand recognition (cite)

Stock rising? @ (cite)

Consistent increase of net sales? @ (cite)

Community?

Donated ?$@.

Price to equity ratio is @ (cite).

 

 

 

 

 

 

 

 

 

 

WEAKNESSES

Stock? (research and cite)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

OPPORTUNITIES

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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THREATS

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Exercise 10

 

EXHIBIT A: Tesla Competitive Profile Matrix

 

 

    TESLA @ @
Critical Success Factors Weight Rating Score Rating Score Rating Score
Profit              
Purchases              
Wages              
Product Quality              
Price              
# of Employees              
$ Revenue              
$ Revenue per Employee              
Market Share (USA Chocolate)              
Other Costs/Distribution              
Marketing              
Innovation & Differentiation              
Totals              

 

 

References:

 

 

 

TESLA @ @

Critical Success Factors Weight Rating Score Rating Score Rating Score Profit

Purchases

Wages

Product Quality

Price

# of Employees

$ Revenue

$ Revenue per Employee

Market Share (USA Chocolate)

 

Other Costs/Distribution

Marketing

Innovation & Differentiation

Totals

 

 

References:

 

 

 

 

TESLA @ @

Critical Success Factors

Weight Rating Score Rating Score Rating Score

Profit

 

Purchases

 

Wages

 

Product Quality

 

Price

 

# of Employees

 

$ Revenue

 

$ Revenue per Employee

 

Market Share (USA

Chocolate)

 

Other Costs/Distribution

 

Marketing

 

Innovation & Differentiation

 

Totals

 

 

 

 

 

 

 

 

 

References:

Corrections On T Test SPSS Output/Paper

I need help figuring out why my SPSS output is incorrect. I am looking for someone to do the corrections necessary.

Below is an outline of the corrections needed. You will need SPSS software for this home work.

1.“Something is wrong with the output tables. The sample size should be 105. The case processing table shows that only 88 of the students were included in the analysis. Please go back and see what might have happened. Also, the t-test table is off. It seems that the information is in the wrong columns. The degrees of freedom (df) column should be 86, but that number is under the significance column. ”

2.Interprets the output of the independent samples t-test.

Faculty Comments: the numbers in the table are not correct. The degrees of freedom should be N-2 for a t-test. So the degrees of freedom should be 103, not 86. ”

3.Analyzes the assumptions of the independent samples t-test.

Faculty Comments: the information in the tables is incorrect. ”

4.Develops a conclusion that includes strengths and limitations of an independent samples t-test.

Faculty Comments:“Make sure to recap the results and state whether or not the null should be accepted or rejected

ORIGINAL INSTRUCTiONS:

You will analyze the following variables in the grades.sav data set:

  • gender.
  • gpa.
Step 1: Write Section 1 of the DAA
  • Provide a context of the grades.sav data set.
  • Include a definition of the specified variables (predictor, outcome) and corresponding scales of measurement.
  • Specify the sample size of the data set.
Step 2: Write Section 2 of the DAA
  • Analyze the assumptions of the t-test.
  • Paste the SPSS histogram output for gpa and discuss your visual interpretations.
  • Paste SPSS descriptives output showing skewness and kurtosis values for gpa and interpret them.
  • Paste SPSS output for the Shapiro-Wilk test of gpa and interpret it.
  • Report the results of the Levene’s test and interpret it.
  • Summarize whether or not the assumptions of the t-test are met.
Step 3: Write Section 3 of the DAA
  • Specify a research question related to gender and gpa.
  • Articulate the null hypothesis and alternative hypothesis.
  • Specify the alpha level.
Step 4: Write Section 4 of the DAA
  • Paste the SPSS output of the t-test.
  • Report the results of the SPSS output using proper APA guidelines. Include the following:
    • t.
    • Degrees of freedom.
    • t value.
    • p value.
    • Effect size.
    • Interpretation of effect size.
    • Means and standard deviations for each group. Mean difference.
    • Interpret the results against the null hypothesis.
Step 5: Write Section 5 of the DAA
  • Discuss the implications of this t-test as it relates to the research question.
  • Conclude with an analysis of the strengths and limitations of t-test analysis.DATA ANALYSIS AND APPLICATION: T-tests 1

    DATA ANALYSIS AND APPLICATION: T-tests 4

     

     

     

     

     

     

    Data Analysis and Application: T-tests

    Heather A. Lacharite

    Capella University

     

    Introduction to T-tests

    A rudimentary inferential statistic that is frequently used in psychological study is called the t-test. There are always two variables when involving t-tests. There is the predictor variable (X) and the outcome variable (Y). Along with the logic of t-tests, all inferential statistics include independent variables of t-tests and all function under assumptions. In this paper, we will also explore the null and alternative hypothesis for t-tests. The null hypothesis predicts no significant difference in population means. When speaking of a directional alternative hypothesis for a t test, the researcher will conclude that the population means vary in a precise track. In terms of a non-directional alternative hypothesis, the research will propose that the population means vary, however, it will not specify which mean is preeminent.

     

    Data Description

    Lacharite (2017), previously reported the description of the data as:

    Gender: Categorical variable, having two values 1 for female and 2 for male. The scale of measurement here is nominal

    GPA: It is the cumulative grade point average of students at the start of the course. The scale of measurement here is ratio. GPA has a value of 1-4.

    Total: It is the combined scores of quizzes one, two, three, four, five, and the final exam. It is a value between 1-100, and it is an interval measurement.

    Final: This is only the final score, also an interval measurement

    The sample size is 105” (p. 3).

     

    Per Howell (2011), an independent samples t-test compares the mean scores of two groups on a given variable. For this assignment, descriptive statistics, visual representation of the distribution, test of normality, as well as an independent samples t-test and test of homogeneity will be created and computed. GPA and Gender are the variables used for this assignment. Gender, which is measured on nominal scale of measurement is the first variable. This variable is considered a dichotomous variable that has values of 1 and 2. GPA is the second variable yet this variable is measured on an interval scale rather than a nominal scale.

    Section 2: Testing Assumption

    Some assumptions that can be made are, that the dependent variable can be considered as normally distributed, this can be checked with the Q-Q plot. The next assumption is that the two groups are considered independent of each other. In addition, the two groups have no effect on the dependent variable. This can be checked by using the Levene’s Test.

    Case Processing Summary
      gender Cases
        Valid Missing Total
        N Percent N Percent N Percent
    gpa dimension1 1 64 100.0% 0 .0% 64 100.0%
        2 41 100.0% 0 .0% 41

    100.0%

     

     

     

     

     

     

    Descriptive
      Gender Statistic Std. Error
    gpa 1 Mean 99.33 1.779
        95% Confidence Interval for Mean Lower Bound 95.76  
          Upper Bound 102.89  
        5% Trimmed Mean 98.79  
        Median 99.00  
        Variance 174.039  
        Std. Deviation 13.192  
        Minimum 75  
        Maximum 137  
        Range 62  
        Interquartile Range 20  
        Skewness .451 .322
        Kurtosis .224 .634
      2 Mean 101.82 2.207
        95% Confidence Interval for Mean Lower Bound 97.32  
          Upper Bound 106.31  
        5% Trimmed Mean 101.41  
        Median 100.00  
        Variance 160.716  
        Std. Deviation 12.677  
        Minimum 83  
        Maximum 128  
        Range 45  
        Interquartile Range 20  
        Skewness .354 .409
        Kurtosis -.731 .798
     

     

    Tests of Normality

      gender Kolmogorov-Smirnova Shapiro-Wilk
        Statistic df Sig. Statistic df Sig.
    gpa dimension1 1 .079 55 .200* .972 55 .235
        2 .101 33 .200* .960 33 .261
    a. Lilliefors Significance Correction
    *. This is a lower bound of the true significance.

     

    After reviewing the descriptive table output by the SPSS software, it can be determined that both samples are drawn from normal population. Since the p-value is > than 0.05, the samples are considered drawn from normal population. An unpaired t-test can be conducted since both samples are independent of each other. The t-test will assess for a significant difference of the two-sample’s means. As listed, there is a sum of 55 observations for gender 1. Within those 55 observations there is a mean GPA of 99.33 and a standard deviation of 13.192. In looking at Gender 2, there is a sum of 33 observations. Within the 33 observations there is a mean GPA of 101.82 and a standard deviation of 12.677. With these calculations, one can conclude there is a difference of -2.491 between the two samples.

    The Shapiro-Wilk Test is considered a formal statistical test of normality. For this test, to have a normal distribution results would have to indicate a value of 1.0. Anything less than 1.0 would represent a departure from a perfect normal shape. Thus, we can conclude for this assignment the normal distribution is slightly departing from a perfect normal shape as the value is indicating a 0.972 for gender 1 and 0.960 for gender 2.

    In terms of the Levene’s Test for Equality of Variances, it shows if the second assumption is satisfied. There is approximate equal variance between the two groups on the dependent variable. The significant value will need to be 0.05 or less for either variance to be measured as considerably diverse. A value 0.05 or greater would tell that the variances are not considerably diverse. The Levene’s Test for Equality determined the variances show there is no treatment effect due to the fact they are almost equal. Given the value is 0.959, it is greater than 0.05 therefore the variances are almost equal or has no treatment effect

    Section 3: Research Question, Hypotheses, and Alpha Level

    Per Howell (2011), an inferential procedure is utilized in statistics to make inferences about unknown populations or scores that vary depending on the data that is utilized and the purpose of making the inference. Regression analysis is a procedure utilized to analyze several variables. It focuses on the relationship between a dependent variable and on or more independent variables. Therefore, regression analysis was the inferential procedure used in this assignment. Per Howell (2011), assuming there is not a significant difference between the population mean and the sample mean is a null hypothesis. Furthermore, he explains that an alternative hypothesis assumes there is in fact a significant difference. The alpha level is another term for the level of significance. The alpha level for this assignment is .05. Below is the null and alternative hypothesis’s in statistical form that can be tested, along with the research question the t-test will answer:

    Null Hypotheses (H o): There is no real difference between gpa of males and females.

    Alternative Hypothesis (Ha): There is a significant difference between gpa of males and females

    Research Question: Are female GPA’s higher than males?

    When an independent sample t test was completed to test the hypothesis’s, the null hypothesis can be accepted. This is concluded due to the t-statistics value is 0.87 with 86 degrees of freedom. Furthermore, 0.387 is the p-value for the t statistic, which is less than 0.05. With a 5% level of significance the null hypothesis is acceptable. The result being, GPA between males and females has no real difference.

    Interpretation

    In using the Shapiro-Wilks and Kolmogorov-Smirnov tests, the outcomes precisely demonstrate adequate indication that the test of normality of, GENDER and IQ, were drawn from a normal population. Q-Q plots, box plots and the descriptive statistics, supported this conclusion. It was detected that the two samples were autonomous of one another, which allowed for an unpaired t-test which will test the mean of the two samples for a significant difference. In addition, it was observed that Gender 1 has 55 subjects with a mean IQ of 99.33 and a standard deviation of 13.192, while Gender 2 has 33 subjects with a mean IQ of 101.82 and a standard deviation of 12.677. As previously stated, the difference between the two samples IQ were observed at -2.491.

    In examining the top line of the results from the independent sample t-tests, it displays the variances are approximately equal (-.870 and -.879), but the essential point will display variances that are not equal. However, based on the Levene’s test, results demonstrate an approximate equal variance due to the p-value being .959. Looking at the value of t-statistics, we see the value calculated at 0.870 with degrees of freedom calculated at 86. Given 0.870 is greater than 0.05 and represents a 5% level of significance, we can accept the null hypothesis. By accepting the null hypothesis, it is being determined there is no real difference between the IQ’s of males and females.

     

    Independent Samples Test
      Levene’s Test for Equality of Variances t-test for Equality of Means
      F Sig. t df Sig. (2-tailed) Mean Difference Std. Error Difference 95% Confidence Interval of the Difference
                    Lower Upper
    gpa Equal variances assumed .003 .959 -.870 86 .387 -2.491 2.863 -8.183 3.201
      Equal variances not assumed     -.879 69.665 .383 -2.491 2.835 -8.145 3.163

     

    Conclusion

    Overall, t-tests have been designed for independent means that are established on certain presumptions. If the said presumptions end up being inaccurate then the results of the analysis can be labeled flawed. When using t-tests it is important to remember it only examines the means and does not provide information on individual scores. This could be considered a strength or weakness depending on the context of one’s research. A limitation of the t-test is that it usually requires a larger sample size. A sample size too small can be considered as having deficient power (Connelly, 2011). The t-test can however be universally utilized if you have two different groups means to be analyze. This can be with GPA and gender like in this assignment, or in a brewery as this is where the t-test was developed. The t-test monitored the quality of stout at the Guinness brewery in Dublin, Ireland (Connelly, 2011). Some other highlights of t-tests include, it’s calculation is done with ease, it tells you how different the mean of one sample is from the rest of the group, and requires little data. In my opinion, the t-test is a great statistical test die to the fact that it is important to keep track of the conclusions of the mean rather than single scores of the individuals, which can give researchers a more majority oriented position.

     

     

    References

    Connelly, L. M. (2011). t-tests. Medsurg Nursing, 20(6), 341. Retrieved from http://search.proquest.com.library.capella.edu/docview/908549522?accountid=27965

    Howell, D.C. (2011). Fundamental statistics for the behavioral sciences (7th ed).

    Belmont, CA: Wadsworth Cengage Learning.

    Lacharite, (2017). Correlations. Unpublished Manuscript. Capella University.

Livingood Income Tax and Accounting 2 Accounts Receivable

A B I C I D

!_ Livingood Income Tax and Accounting 2 Accounts Receivable

3

E f’ I

<

4 Date

5

Invoice Client [D Amount Payment Date Payment Type

1-104 Data to be entered

B C D !_ ~ oocl 1noome Tax :md Accounting 2 Ac.collllts Rccc:i,.,glilt,

3 ‘I Date Invoice Client ID Amount 5 8/ ! S/ ‘lfJ17 1001 LIT AOOt 425 6 S/20/2017 1002. LITA002 450 7 8/22/ 2017 1003 LlTA003 475

8 8/2’1/’lfJ17 100 LITA.00’1 500 ~ 8/26/2017 1005 LITA005 525

10 ~ s / ‘lfJ17 1006 LIT A.006 550 – 11 8/30/2017 1007 LITA007 575

12 9/t/’lfJ17 1008 LIT AOOS 600 13 9/3/2017 1009 LITA009 625 14 9/ 5/ 2017 1010 LlTAOto 65D

15 9/7/’lfJ17 1011 LIT AOl 1 675

E F

– – Payment Date Payment Type

8/ 28/ 2017 Check

8/ ’19/201 EFT 8/ 30/2017 Credit card

8/31 /2.017 Check

9/ t /2017 EFT

9 /2/2.Qt 7 Credit C:J.ro 9/ 3/2017 Chw::

9/4/ 2017 EFT

9/5/201 Credit card 9/6/2017 Chw::

9/7/2.017 EFT

1-105 All columns filled

USING MICROSOFT EXCEL 2016 Independent Project 1-6

Independent Project 1 -6 As accounts receivable clerk for Livingood Income Tax & Accounting, you track daily payments from clients in an Excel worksheet. After entering the data, you format the worksheet and prepare it for distribution to coworkers.

Skills Covered in This Project • Create and save a workbook. • Change font size and attributes. • Enter labels, dates, and values. • Adjust column width and row height. • Use the Fill Handle to build series. • Choose a theme and cell styles. • Use SUM. • Choose page layout options. • Merge & Center. • Rename and apply color to sheet tabs.

Step 1: Download start file

1. Open the EX2016-IndependentProject-1-6 start file. If the workbook opens in Protected View, click the Enable Editing button so you can modify it.

The file will be renamed automatically to include your name. Change the project file name if directed to do so by your instructor, and save it.

2. Apply the Organic theme for the workbook.

3. In cell A1, type Livingood Income Tax and Accounting and press Enter.

4. In cell A2, type Accounts Receivable and press Enter.

5. In row 4, type the labels as shown here in Figure 1-104:

6. AutoFit or widen the columns to display each label in row 4 in its cell.

7. In cell A5, type 8/18/17 to enter the date. In cell A6, type 8/20/17 to set a pattern for the dates.

8. Select cells A5:A6 and use the Fill Handle to fill in dates to cell A15.

9. In cell B5, type 1001 for the first invoice number. In cell B6, type 1002 to set a pattern for the invoice numbers.

10. Select cells B5:B6 and use the Fill Handle to fill in invoice numbers to reach cell B15.

11. In cell C5, type LITA001 as the first client ID. In cell C6, type LITA002 to set a pattern.

12. Use the Fill Handle to complete the client ID numbers.

13. Type 425 in cell D5. In cell D6, type 450 to set the pattern and fill in the amounts.

14. Type the first two payment dates in column E and fill the cells (Figure 1-105).

15. Type the first three payment types in cells F5:F7 and then use the Fill Handle to complete the cells in column F.

Excel 2016 Chapter 1 Creating and Editing Workbooks Last Updated: 11/28/17 Page 1

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Exc el 1- 5 Properties ? X

~ Sunm.ary I Stat:isfics I Contenta I Custom I

ntle: I Receivables I Subject: I I Author: I Sb.Jdent Name I Manager: I I Company: I I

Category : I I Keywords: I I Comments : I

I Hyperlink I I base: Template:

D Save Tlumbnails for All Excel Documents

I OK I I Cancel I

1-106 Properties entered In dialog box

Livingood Income Tax u,d Acco=ting Accounts R,,c,.;.vabl~

D• i,,…;.. o;..,.m -· l’a’\fllC:tlt:C* -Pa—.T-$j ‘.Z/ it1. i :iaa == S-‘~ ! / 2!/ lOLi a .~ ! JZJ}JS!H l COl IlT..IOOI s , :o.co S.J l9}lOU :El’I $ /Zl/ l ll’.7 !i (‘OJ. IlTACG s .,..co S. ft–Of.lOLi C;:;:;,:iClid O} il-} :Jr.T OCO< IlT”””” s :co.co $} .!t , JDIT °””‘ S. f :Si la. i ~CD1 IlT..>CG s ~.llt() t;>j tj l OLi :El’I 0/lO/ JC.T ~CC;,$ IlT..>Ce S HO.CO ‘; / ‘lJ :Z.OtT C::=~ S.} YJ/ lUi !i CD-i IlTXG s.s:a.co t;>f ‘:.l lO Li o..a.

‘:. }!JJt!.i •= IlT..ICG S««<> ~f l,J :J.01:i :El’I “;l/l/ lG1 l al? IlT..lllCP S iili.CO ~J.Si lOL1 u:aon “Jf!,Jlf:!.i ,o,o IlT.00:0 s •]«<> ‘N&i lOUT a.a.;. ~/ii ‘lft.i !iC!H llT~U s.s., i.C~ ~f7i l0ti :El’I

1-107 Excel 1-6 completed

USING MICROSOFT EXCEL 2016 Independent Project 1-6

Step 2 Upload & Save

Step 3 Grade my Project

16. Format data. a. Select cells C5:C15, increase the indent one time,

and AutoFit the column. Do the same for the payment type data.

b. Format the values in column D as Accounting Number Format.

c. Select cells A1:F2 and click the Alignment launcher [Home tab]. Click the Horizontal arrow, choose Center Across Selection, and click OK. Change the font size to 18.

d. Select the labels in row 4 and apply bold format center alignment.

e. AutoFit columns that do not show all the data. f. Apply All Borders to cells A4:F15. Apply an Outside

Border for cells A1:F2. g. Apply the Green, Accent 1, Lighter 60% fill color to

cells A1:F2 and A4:F4.

Note: If you do not see this fill color under Theme Colors, verify that you have completed instruction 2.

h. Apply the Green, Accent 1, Lighter 60% fill color to cells A6:F6.

i. Use the Ctrl key to select the data in rows 8, 10, 12, and 14 and apply the same fill color.

17. Rename Sheet1 as AR and set the tab color to Green, Accent 1.

18. Define page layout and add document properties. a. Center the worksheet horizontally

on the page. b. Create a header with the sheet

name in the left section and your name in the right section.

c. Delete an existing author name and key your first and last name as Author in the Properties dialog box.

d. Type Receivables in the Title box (Figure 1-106).

e. Preview your worksheet.

19. Save and close the workbook (Figure 1-107).

20. Upload and save your project file.

21. Submit project for grading.

Excel 2016 Chapter 1 Creating and Editing Workbooks Last Updated: 11/28/17 Page 2

 

  • Independent Project 1 -6
    • Skills Covered in This Project

ANOVA Interpretation Exercise

ANOVA Interpretation Exercise

Prior to beginning work on this assignment, read the scenario and ANOVA results provided in an announcement by your instructor and the Analysis of Variance (ANOVA) and Non-Normal Data: Is ANOVA Still a Valid Option? articles, review the required chapters of the Tanner textbook and the Jarman e-book, and watch the One-Way ANOVA video. In your paper, identify the research question and the hypothesis being tested in the assigned scenario. Consider the following questions: What are the independent and dependent variables, sample size, treatments, etcetera? What type of ANOVA was used in this scenario? What do the results mean in statistical and practical terms?

In your paper,

  • Determine what question(s) the researchers are trying to answer by doing this research.
  • Determine the hypotheses being tested. Is the alternative hypothesis directional or nondirectional?
  • Identify the independent variable(s), the dependent variable, and the specific type of ANOVA used.
  • Determine the sample size and the number of groups from information given in the ANOVA table.
  • Discuss briefly the assumptions and limitations that apply to ANOVA.
  • Interpret the ANOVA results in terms of statistical significance and in relation to the research question.

The ANOVA Interpretation Exercise assignment

  • Must be two to three double-spaced pages in length (not including title and references pages) and formatted according to APA Style as outlined in the Ashford Writing Center’s APA Style (Links to an external site.)
  • Must include a separate title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted

For further assistance with the formatting and the title page, refer to APA Formatting for Word 2013 (Links to an external site.).

  • Must utilize academic voice. See the Academic Voice (Links to an external site.) resource for additional guidance.
  • Must use the course text and document any information used from sources in APA Style as outlined in the Ashford Writing Center’s APA: Citing Within Your Paper (Links to an external site.)
  • Must include a separate references page that is formatted according to APA Style as outlined in the Ashford Writing Center. See the APA: Formatting Your References List (Links to an external site.) resource in the Ashford Writing Center for specifications.

References:

https://digital-films-com.proxy-library.ashford.edu/p_ViewVideo.aspx?xtid=111550

María J. Blanca, Rafael Alarcón, Jaume Arnau, Roser Bono and Rebecca Bendayan

552

One-way analysis of variance (ANOVA) or F-test is one of the most common statistical techniques in educational and psychological research (Keselman et al., 1998; Kieffer, Reese, & Thompson, 2001). The F-test assumes that the outcome variable is normally and independently distributed with equal variances among groups. However, real data are often not normally distributed and variances are not always equal. With regard to normality, Micceri (1989) analyzed 440 distributions from ability and psychometric measures and found that most of them were contaminated, including different types of tail weight (uniform to double exponential) and different classes of asymmetry. Blanca, Arnau, López-Montiel, Bono, and Bendayan (2013) analyzed 693 real datasets from psychological variables and found that 80% of them presented values of skewness and kurtosis ranging between -1.25 and 1.25, with extreme departures from the normal

distribution being infrequent. These results were consistent with other studies with real data (e.g., Harvey & Siddique, 2000; Kobayashi, 2005; Van Der Linder, 2006).

The effect of non-normality on F-test robustness has, since the 1930s, been extensively studied under a wide variety of conditions. As our aim is to examine the independent effect of non-normality the literature review focuses on studies that assumed variance homogeneity. Monte Carlo studies have considered unknown and known distributions such as mixed non-normal, lognormal, Poisson, exponential, uniform, chi-square, double exponential, Student’s t, binomial, gamma, Cauchy, and beta (Black, Ard, Smith, & Schibik, 2010; Bünning, 1997; Clinch & Kesselman, 1982; Feir-Walsh & Thoothaker, 1974; Gamage & Weerahandi, 1998; Lix, Keselman, & Keselman, 1996; Patrick, 2007; Schmider, Ziegler, Danay, Beyer, & Bühner, 2010).

One of the fi rst studies on this topic was carried out by Pearson (1931), who found that F-test was valid provided that the deviation from normality was not extreme and the number of degrees of freedom apportioned to the residual variation was not too small. Norton (1951, cit. Lindquist, 1953) analyzed the effect of distribution shape on robustness (considering either that the distributions had the same shape in all the groups or a different shape in each group)

ISSN 0214 – 9915 CODEN PSOTEG Copyright © 2017 Psicothema

www.psicothema.com

Non-normal data: Is ANOVA still a valid option?

María J. Blanca1, Rafael Alarcón1, Jaume Arnau2, Roser Bono2 and Rebecca Bendayan1,3 1 Universidad de Málaga, 2 Universidad de Barcelona and 3 MRC Unit for Lifelong Health and Ageing, University College London

Abstract Resumen

Background: The robustness of F-test to non-normality has been studied from the 1930s through to the present day. However, this extensive body of research has yielded contradictory results, there being evidence both for and against its robustness. This study provides a systematic examination of F-test robustness to violations of normality in terms of Type I error, considering a wide variety of distributions commonly found in the health and social sciences. Method: We conducted a Monte Carlo simulation study involving a design with three groups and several known and unknown distributions. The manipulated variables were: Equal and unequal group sample sizes; group sample size and total sample size; coeffi cient of sample size variation; shape of the distribution and equal or unequal shapes of the group distributions; and pairing of group size with the degree of contamination in the distribution. Results: The results showed that in terms of Type I error the F-test was robust in 100% of the cases studied, independently of the manipulated conditions.

Keywords: F-test, ANOVA, robustness, skewness, kurtosis.

Datos no normales: ¿es el ANOVA una opción válida? Antecedentes: las consecuencias de la violación de la normalidad sobre la robustez del estadístico F han sido estudiadas desde 1930 y siguen siendo de interés en la actualidad. Sin embargo, aunque la investigación ha sido extensa, los resultados son contradictorios, encontrándose evidencia a favor y en contra de su robustez. El presente estudio presenta un análisis sistemático de la robustez del estadístico F en términos de error de Tipo I ante violaciones de la normalidad, considerando una amplia variedad de distribuciones frecuentemente encontradas en ciencias sociales y de la salud. Método: se ha realizado un estudio de simulación Monte Carlo considerando un diseño de tres grupos y diferentes distribuciones conocidas y no conocidas. Las variables manipuladas han sido: igualdad o desigualdad del tamaño de los grupos, tamaño muestral total y de los grupos; coefi ciente de variación del tamaño muestral; forma de la distribución e igualdad o desigualdad de la forma en los grupos; y emparejamiento entre el tamaño muestral con el grado de contaminación en la distribución. Resultados: los resultados muestran que el estadístico F es robusto en términos de error de Tipo I en el 100% de los casos estudiados, independientemente de las condiciones manipuladas.

Palabras clave: estadístico F, ANOVA, robustez, asimetría, curtosis.

Psicothema 2017, Vol. 29, No. 4, 552-557 doi: 10.7334/psicothema2016.383

Received: December 14, 2016 • Accepted: June 20, 2017 Corresponding author: María J. Blanca Facultad de Psicología Universidad de Málaga 29071 Málaga (Spain) e-mail: blamen@uma.es

 

 

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553

and found that, in general, F-test was quite robust, the effect being negligible. Likewise, Tiku (1964) stated that distributions with skewness values in a different direction had a greater effect than did those with values in the same direction unless the degrees of freedom for error were fairly large. However, Glass, Peckham, and Sanders (1972) summarized these early studies and concluded that the procedure was affected by kurtosis, whereas skewness had very little effect. Conversely, Harwell, Rubinstein, Hayes, and Olds (1992), using meta-analytic techniques, found that skewness had more effect than kurtosis. A subsequent meta-analytic study by Lix et al. (1996) concluded that Type I error performance did not appear to be affected by non-normality.

These inconsistencies may be attributable to the fact that a standard criterion has not been used to assess robustness, thus leading to different interpretations of the Type I error rate. The use of a single and standard criterion such as that proposed by Bradley (1978) would be helpful in this context. According to Bradley’s (1978) liberal criterion a statistical test is considered robust if the empirical Type I error rate is between .025 and .075 for a nominal alpha level of .05. In fact, had Bradley’s criterion of robustness been adopted in the abovementioned studies, many of their results would have been interpreted differently, leading to different conclusions. Furthermore, when this criterion is considered, more recent studies provide empirical evidence for the robustness of F-test under non-normality with homogeneity of variances (Black et al., 2010; Clinch & Keselman, 1982; Feir-Walsh & Thoothaker, 1974; Gamage & Weerahandi, 1998; Kanji, 1976; Lantz, 2013; Patrick, 2007; Schmider et al., 2010; Zijlstra, 2004).

Based on most early studies, many classical handbooks on research methods in education and psychology draw the following conclusions: Moderate departures from normality are of little concern in the fi xed-effects analysis of variance (Montgomery, 1991); violations of normality do not constitute a serious problem, unless the violations are especially severe (Keppel, 1982); F-test is robust to moderate departures from normality when sample sizes are reasonably large and are equal (Winer, Brown, & Michels, 1991); and researchers do not need to be concerned about moderate departures from normality provided that the populations are homogeneous in form (Kirk, 2013). To summarize, F-test is robust to departures from normality when: a) the departure is moderate; b) the populations have the same distributional shape; and c) the sample sizes are large and equal. However, these conclusions are broad and ambiguous, and they are not helpful when it comes to deciding whether or not F-test can be used. The main problem is that expressions such as “moderate”, “severe” and “reasonably large sample size” are subject to different interpretations and, consequently, they do not constitute a standard guideline that helps applied researchers decide whether they can trust their F-test results under non-normality.

Given this situation, the main goals of the present study are to provide a systematic examination of F-test robustness, in terms of Type I error, to violations of normality under homogeneity using a standard criterion such as that proposed by Bradley (1978). Specifi cally, we aim to answer the following questions: Is F-test robust to slight and moderate departures from normality? Is it robust to severe departures from normality? Is it sensitive to differences in shape among the groups? Does its robustness depend on the sample sizes? Is its robustness associated with equal or unequal sample sizes?

To this end, we designed a Monte Carlo simulation study to examine the effect of a wide variety of distributions commonly

found in the health and social sciences on the robustness of F-test. Distributions with a slight and moderate degree of contamination (Blanca et al., 2013) were simulated by generating distributions with values of skewness and kurtosis ranging between -1 and 1. Distributions with a severe degree of contamination (Micceri, 1989) were represented by exponential, double exponential, and chi-square with 8 degrees of freedom. In both cases, a wide range of sample sizes were considered with balanced and unbalanced designs and with equal and unequal distributions in groups. With unequal sample size and unequal shape in the groups, the pairing of group sample size with the degree of contamination in the distribution was also investigated.

Method

Instruments

We conducted a Monte Carlo simulation study with non- normal data using SAS 9.4. (SAS Institute, 2013). Non-normal distributions were generated using the procedure proposed by Fleishman (1978), which uses a polynomial transformation to generate data with specifi c values of skewness and kurtosis.

Procedure

In order to examine the effect of non-normality on F-test robustness, a one-way design with 3 groups and homogeneity of variance was considered. The group effect was set to zero in the population model. The following variables were manipulated:

1. Equal and unequal group sample sizes. Unbalanced designs are more common than balanced designs in studies involving one-way and factorial ANOVA (Golinski & Cribbie, 2009; Keselman et al., 1998). Both were considered in order to extend our results to different research situations.

2. Group sample size and total sample size. A wide range of group sample sizes were considered, enabling us to study small, medium, and large sample sizes. With balanced designs the group sizes were set to 5, 10, 15, 20, 25, 30, 40, 50, 60, 70, 80, 90, and 100, with total sample size ranging from 15 to 300. With unbalanced designs, group sizes were set between 5 and 160, with a mean group size of between 10 and 100 and total sample size ranging from 15 to 300.

3. Coeffi cient of sample size variation (Δn), which represents the amount of inequality in group sizes. This was computed by dividing the standard deviation of the group sample size by its mean. Different degrees of variation were considered and were grouped as low, medium, and high. A low Δn was fi xed at approximately 0.16 (0.141 – 0.178), a medium coeffi cient at 0.33 (0.316 – 0.334), and a high value at 0.50 (0.491 – 0.521). Keselman et al. (1998) showed that the ratio of the largest to the smallest group size was greater than 3 in 43.5% of cases. With Δn = 0.16 this ratio was equal to 1.5, with Δn = 0.33 it was equal to either 2.3 or 2.5, and with Δn = 0.50 it ranged from 3.3 to 5.7.

4. Shape of the distribution and equal and unequal shape in the groups. Twenty-two distributions were investigated, involving several degrees of deviation from normality and with both equal and unequal shape in the groups. For equal shape and slight and moderate departures from normality,

 

 

María J. Blanca, Rafael Alarcón, Jaume Arnau, Roser Bono and Rebecca Bendayan

554

the distributions had values of skewness (γ 1 ) and kurtosis (γ

2 )

ranging between -1 and 1, these values being representative of real data (Blanca et al., 2013). The values of γ

1 and γ

2

are presented in Table 2 (distributions 1-12). For severe departures from normality, distributions had values of γ

1 and

γ 2 corresponding to the double exponential, chi-square with

8 degrees of freedom, and exponential distributions (Table 2, distributions 13-15). For unequal shape, the values of γ

1

and γ 2 of each group are presented in Table 3. Distributions

16-21 correspond to slight and moderate departures from normality and distribution 22 to severe departure.

5. Pairing of group size with degree of contamination in the distribution. This condition was included with unequal shape and unequal sample size. The pairing was positive when the largest group size was associated with the greater contamination, and vice versa. The pairing was negative when the largest group size was associated with the smallest contamination, and vice versa. The specifi c conditions with unequal sample size are shown in Table 1.

Ten thousand replications of the 1308 conditions resulting from the combination of the above variables were performed at a signifi cance level of .05. This number of replications was chosen to ensure reliable results (Bendayan, Arnau, Blanca, & Bono, 2014; Robey & Barcikowski, 1992).

Data analysis

Empirical Type I error rates associated with F-test were analyzed for each condition according to Bradley’s robustness criterion (1978).

Results Tables 2 and 3 show descriptive statistics for the Type I error

rate across conditions for equal and unequal shapes. Although the tables do not include all available information (due to article length limitations), the maximum and minimum values are suffi cient for assessing robustness. Full tables are available upon request from the corresponding author.

All empirical Type I error rates were within the bounds of Bradley’s criterion. The results show that F-test is robust for 3 groups in 100% of cases, regardless of the degree of deviation from a normal distribution, sample size, balanced or unbalanced cells, and equal or unequal distribution in the groups.

Discussion

We aimed to provide a systematic examination of F-test robustness to violations of normality under homogeneity of variance, applying Bradley’s (1978) criterion. Specifi cally, we sought to answer the following question: Is F-test robust, in terms of Type I error, to slight, moderate, and severe departures from normality, with various sample sizes (equal or unequal sample size) and with same or different shapes in the groups? The answer to this question is a resounding yes, since F-test controlled Type I error to within the bounds of Bradley’s criterion. Specifi cally, the results show that F-test remains robust with 3 groups when distributions have values of skewness and kurtosis ranging between -1 and 1, as well as with data showing a greater departure

from normality, such as the exponential, double exponential, and chi-squared (8) distributions. This applies even when sample sizes are very small (i.e., n= 5) and quite different in the groups, and also when the group distributions differ signifi cantly. In addition, the test’s robustness is independent of the pairing of group size with the degree of contamination in the distribution.

Our results support the idea that the discrepancies between studies on the effect of non-normality may be primarily attributed to differences in the robustness criterion adopted, rather than to the degree of contamination of the distributions. These fi ndings highlight the need to establish a standard criterion of robustness to clarify the potential implications when performing Monte Carlo studies. The present analysis made use of Bradley’s criterion, which has been argued to be one of the most suitable criteria for

Table 1 Specifi c conditions studied under non-normality for unequal shape in

the groups as a function of total sample size (N), means group size (N/J), coeffi cient of sample size variation (Δn), and pairing of group size with the degree of distribution contamination: (+) the largest group size is associated

with the greater contamination and vice versa, and (-) the largest group size is associated with the smallest contamination and vice versa

n Pairing

N N/J Δn + –

30 10 0.16 0.33 0.50

8, 10, 12 6, 10, 14 5, 8, 17

12, 10, 8 14, 10, 6 17, 8, 5

45 15 0.16 0.33 0.50

12, 15, 18 9, 15, 21 6, 15, 24

18, 15, 12 21, 15, 9 24, 15, 6

60 20 0.16 0.33 0.50

16, 20, 24 12, 20, 28 8, 20, 32

24, 20, 16 28, 20, 12 32, 20, 8

75 25 0.16 0.33 0.50

20, 25, 30 15, 25, 35 10, 25, 40

30, 25, 20 35, 25, 15 40, 25, 10

90 30 0.16 0.33 0.50

24, 30, 36 18, 30, 42 12, 30, 48

36, 30, 24 42, 30, 18 48, 30, 12

120 40 0.16 0.33 0.50

32, 40, 48 24, 40, 56 16, 40, 64

48, 40, 32 56, 40, 24 64, 40, 16

150 50 0.16 0.33 0.50

40, 50, 60 30, 50, 70 20, 50, 80

60, 50, 40 70, 50, 30 80, 50, 20

180 60 0.16 0.33 0.50

48, 60, 72 36, 60, 84 24, 60, 96

72, 60, 48 84, 60, 36 96, 60, 24

210 70 0.16 0.33 0.50

56, 70, 84 42, 70, 98 28, 70, 112

84, 70, 56 98, 70, 42 112, 70, 28

240 80 0.16 0.33 0.50

64, 80, 96 48, 80, 112 32, 80, 128

96, 80, 64 112, 80, 48 128, 80, 32

270 90 0.16 0.33 0.50

72, 90, 108 54, 90, 126 36, 90, 144

108, 90, 72 126, 90, 54 144, 90, 36

300 100 0.16 0.33 0.50

80, 100, 120 60, 100, 140 40, 100, 160

120, 100, 80 140, 100, 60 160, 100, 40

 

 

Non-normal data: Is ANOVA still a valid option?

555

examining the robustness of statistical tests (Keselman, Algina, Kowalchuk, & Wolfi nger, 1999). In this respect, our results are consistent with previous studies whose Type I error rates were within the bounds of Bradley’s criterion under certain departures from normality (Black et al., 2010; Clinch & Keselman, 1982; Feir-Walsh & Thoothaker, 1974; Gamage & Weerahandi, 1998; Kanji, 1976; Lantz, 2013; Lix et al., 1996; Patrick, 2007; Schmider et al., 2010; Zijlstra, 2004). By contrast, however, our results do not concur, at least for the conditions studied here, with those classical handbooks which conclude that F-test is only robust if the departure from normality is moderate (Keppel, 1982; Montgomery, 1991), the populations have the same distributional shape (Kirk, 2013), and the sample sizes are large and equal (Winer et al., 1991).

Our fi ndings are useful for applied research since they show that, in terms of Type I error, F-test remains a valid statistical procedure under non-normality in a variety of conditions. Data transformation or nonparametric analysis is often recommended when data are not normally distributed. However, data transformations offer no additional benefi ts over the good control of Type I error achieved by F-test. Furthermore, it is usually diffi cult to determine which transformation is appropriate for a set of data, and a given transformation may not be applicable when

groups differ in shape. In addition, results are often diffi cult to interpret when data transformations are adopted. There are also disadvantages to using non-parametric procedures such as the Kruskal-Wallis test. This test converts quantitative continuous data into rank-ordered data, with a consequent loss of information. Moreover, the null hypothesis associated with the Kruskal-Wallis test differs from that of F-test, unless the distribution of groups has exactly the same shape (see Maxwell & Delaney, 2004). Given these limitations, there is no reason to prefer the Kruskal-Wallis test under the conditions studied in the present paper. Only with equal shape in the groups might the Kruskal-Wallis test be preferable, given its power advantage over F-test under specifi c distributions (Büning, 1997; Lantz, 2013). However, other studies suggest that F-test is robust, in terms of power, to violations of normality under certain conditions (Ferreira, Rocha, & Mequelino, 2012; Kanji, 1976; Schmider et al., 2010), even with very small sample size (n = 3; Khan & Rayner, 2003). In light of these inconsistencies, future research should explore the power of F-test when the normality assumption is not met. At all events, we encourage researchers to analyze the distribution underlying their data (e.g., coeffi cients of skewness and kurtosis in each group, goodness of fi t tests, and normality graphs) and to estimate a priori the sample size needed to achieve the desired power.

Table 2 Descriptive statistics of Type I error for F-test with equal shape for each combination of skewness (γ

1 ) and kurtosis (γ

2 ) across all conditions

Distributions γ1 γ2 n Min Max Mdn M SD

1 0 0.4 = ≠

.0434

.0445 .0541 .0556

.0491

.0497 .0493 .0496

.0029

.0022

2 0 0.8 = ≠

.0444

.0458 .0534 .0527

.0474

.0484 .0479 .0487

.0023

.0016

3 0 -0.8 = ≠

.0468

.0426 .0512 .0532

.0490

.0486 .0491 .0487

.0014

.0024

4 0.4 0 = ≠

.0360

.0392 .0499 .0534

.0469

.0477 .0457 .0472

.0044

.0032

5 0.8 0 = ≠

.0422

.0433 .0528 .0553

.0477

.0491 .0476 .0491

.0029

.0030

6 -0.8 0 = ≠

.0427

.0457 .0551 .0549

.0475

.0487 .0484 .0492

.0038

.0024

7 0.4 0.4 = ≠

.0426

.0417 .0533 .0533

.0487

.0486 .0488 .0487

.0031

.0026

8 0.4 0.8 = ≠

.0449

.0456 .0516 .0537

.0483

.0489 .0485 .0489

.0019

.0020

9 0.8 0.4 = ≠

.0372

.0413 .0494 .0518

.0475

.0481 .0463 .0475

.0033

.0026

10 0.8 1 = ≠

.0458

.0463 .0517 .0540

.0494

.0502 .0492 .0501

.0017

.0023

11 1 0.8 = ≠

.0398

.0430 .0506 .0542

.0470

.0489 .0463 .0485

.0028

.0029

12 1 1 = ≠

.0377

.0366 .0507 .0512

.0453

.0466 .0451 .0462

.0042

.0032

13 0 3 = ≠

.0443

.0435 .0517 .0543

.0477

.0490 .0479 .0489

.0022

.0024

14 1 3 = ≠

.0431

.0462 .0530 .0548

.0487

.0494 .0486 .0499

.0032

.0017

15 2 6 = ≠

.0474

.0442 .0524 .0526

.0496

.0483 .0497 .0488

.0017

.0022

 

 

María J. Blanca, Rafael Alarcón, Jaume Arnau, Roser Bono and Rebecca Bendayan

556

As the present study sought to provide a systematic examination of the independent effect of non-normality on F-test Type I error rate, variance homogeneity was assumed. However, previous studies have found that F-test is sensitive to violations of homogeneity assumptions (Alexander & Govern, 1994; Blanca, Alarcón, Arnau, & Bono, in press; Büning, 1997; Gamage & Weerahandi, 1998; Harwell et al., 1992; Lee & Ahn, 2003; Lix et al., 1996; Moder, 2010; Patrick, 2007; Yiǧit & Gökpinar, 2010; Zijlstra, 2004), and several procedures have been proposed for dealing with heteroscedasticity (e.g., Alexander & Govern, 1994; Brown-Forsythe, 1974; Chen & Chen, 1998; Krishnamoorthy, Lu, & Mathew, 2007; Lee & Ahn, 2003; Li, Wang, & Liang, 2011; Lix & Keselman, 1998; Weerahandi, 1995; Welch, 1951). This suggests that heterogeneity has a greater

effect on F-test robustness than does non-normality. Future research should therefore also consider violations of homogeneity.

To sum up, the present results provide empirical evidence for the robustness of F-test under a wide variety of conditions (1308) involving non-normal distributions likely to represent real data. Researchers can use these fi ndings to determine whether F-test is a valid option when testing hypotheses about means in their data.

Acknowledgements

This research was supported by grants PSI2012-32662 and PSI2016-78737-P (AEI/FEDER, UE; Spanish Ministry of Economy, Industry, and Competitiveness).

Table 3 Descriptive statistics of Type I error for F-test with unequal shape for each combination of skewness (γ

1 ) and kurtosis (γ

2 ) across all conditions

Distributions Group γ1 γ2 n Min Max Mnd M SD

16 1 2 3

0 0 0

0.2 0.4 0.6

= ≠

.0434

.0433 .0541 .0540

.0491

.0490 .0493 .0487

.0029

.0025

17 1 2 3

0 0 0

0.2 0.4 -0.6

= ≠

.0472

.0409 .0543 .0579

.0513

.0509 .0509 .0510

.0024

.0033

18 1 2 3

0.2 0.4 0.6

0 0 0

= ≠

.0426

.0409 .0685 .0736

.0577

.0563 .0578 .0569

.0077

.0072

19 1 2 3

0.2 0.4 -0.6

0 0 0

= ≠

.0481

.0449 .0546 .0574

.0501

.0497 .0504 .0499

.0020

.0024

20 1 2 3

0.2 0.4 0.6

0.4 0.6 0.8

= ≠

.0474

.0433 .0524 .0662

.0496

.0535 .0497 .0545

.0017

.0057

21 1 2 3

0.2 0.6 1

0.4 0.8 1.2

= ≠

.0462

.0419 .0537 .0598

.0503

.0499 .0501 .0502

.0024

.0025

22 1 2 3

0 1 2

3 3 6

= ≠

.0460

.0424 .0542 .0577

.0490

.0503 .0494 .0499

.0027

.0029

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