Surviving Statistics

Chapter 14: Goodness of Fit Tests

Learn how chi-square goodness-of-fit tests compare observed frequencies with equal or unequal expected frequencies.

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Overview

Use the chi-square distribution to decide whether observed category counts fit a stated theoretical or historical distribution.

What You Will Learn

  • State hypotheses for a goodness-of-fit test.
  • Compute expected frequencies for equal category probabilities.
  • Compute expected frequencies from unequal stated proportions.
  • Calculate and interpret the chi-square test statistic.
  • Determine degrees of freedom and use a p-value or critical value.
  • Check expected-frequency conditions and state a conclusion in context.

Before You Begin

  • Probability distributions and expected values.
  • The five-step hypothesis-testing process.
  • Observed and expected frequencies.

Why This Matters

Goodness-of-fit tests help determine whether customer preferences, defect patterns, market shares, or other categorical outcomes match an expected distribution.

Plan Your Study

  • Read the written chapter and identify its main terms and procedures.
  • Watch the instructional videos and compare the worked examples.
  • Use the chi-square goodness-of-fit calculator to verify your calculations.
  • Complete the guided questions before attempting the challenge activities.
  • Review the study sheet and explain each conclusion in context.

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Read the complete chapter.

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Written lesson

Learn Chapter 14: Goodness of Fit Tests

Learn how chi-square goodness-of-fit tests compare observed frequencies with equal or unequal expected frequencies.

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Gooodness of Fit tests

This chapter explains computing the goodness of fit for equal and unequal frequency distributions.

Chapter Study Sheet

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Printable Study Sheet Open or download

Instructional Videos

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Surviving Statistics: Goodness of Fit tests Watch video
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Business Statistics: Goodness of Fit tests Watch video

Surviving Statistics Chapter 14- File Downloads

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Fast Food Preferences Open or download

Goodness of Fit Tests

Goodness of fit tests allow us to do hypothesis testing on data that uses the nominal scale of measurement. As we discussed in the first chapter, we cannot compute means and several other measurements from data that uses the nominal scale. We can, however, measure and analyze frequencies or counts. In this chapter, we will be discussing goodness of fit tests, which compare actual frequencies to the counts we expected. We will be using the chi-square, X2, statistic in this process.

Goodness of Fit – Equal Expected Frequencies

Tina thinks all fast food is the same. In her opinion, one franchise is just as bad as another. Tina also believes that everyone feels the same way. She is sure no one she surveys will express a preference for one fast food vendor over another. She sets out to test her hypothesis by randomly surveying 108 people. She asks them to pick their favorite fast-food provider from a list of three popular establishments. Tina recorded the following results:

Statistics lesson screenshot 14thChapter1

Step 1: State the null and alternate hypothesis:

H0 There is no difference in the preference of fast food vendors. H1 There is a difference in the preference of fast food vendors.

Step 2: Select the level of significance:

Tina selects a .05 level of significance, giving her a 5% chance of making a Type I error.

Step 3: Determine the test statistic:

The goodness of fit uses the X2, chi-square, distribution.

Step 4: Determine the critical value (decision rule):

The degrees of freedom for the X2 distribution are k – 1. In her survey, Tina has three categories, fast food vendors, so the degrees of freedom are 2.

Locating the .05 right tail area (like the F distribution, the X2 cannot be negative and therefore only has the right tail), with 2 degrees of freedom results in a critical X2 value of 5.991 as shown in Figure 41.

Statistics lesson screenshot 14thChapter2

Step 5: Take a sample, compute the test statistic and make a decision

The expected frequency is needed to compute the X2 statistic. In this case, since Tina expected there to be no preferences. So, the frequency expected for each vendor is the same, 36, (108/3).

Statistics lesson screenshot 14thChapter3

The formula to compute the X2 statistic is:

Statistics lesson screenshot 14thChapter4

Tina’s computed X squared statistic is larger than the critical value and is in the rejection area. At a significance level of .05, Tina rejects the null hypothesis which was her belief that there is no preference for one fast food restaurant over another. Tina has learned that perhaps some people do like fast food, or at least prefer the establishments they frequent.

Goodness of Fit – Unequal Expected Frequencies

A recent study conducted by the Chicken Growers of America, found that people prefer chicken sandwiches to burgers on a 2 to 1 ratio. Hearing this, Tina is still not convinced that anyone could really have a preference for any type of fast food. She sets out to use her previously collected data to prove this study wrong.

Step 1: State the null and alternate hypothesis:

H0 There is no difference between the results reported by the chicken growers and the results of Tina’s survey. H1 There is a difference between the results reported by the chicken growers and the results of Tina’s survey.

Step 2: Select the level of significance:

Tina selects a .02 level of significance, giving her a 2% chance of making a Type I error. She is sure selecting this level of significance will strengthen her campaign to stamp out fast food, if her hypothesis proves to be correct.

Step 3: Determine the test statistic:

The goodness of fit uses the X squared, chi-square, distribution.

Step 4: Determine the critical value (decision rule):

The degrees of freedom for the X2 distribution are k – 1. In her survey, Tina has three categories, fast food vendors, so the degrees of freedom are 2.

Locating the .02 right tail area with 2 degrees of freedom results in a critical X squared value of 7.824.

Statistics lesson screenshot 14thChapter5

Step 5: Take a sample, compute the test statistic and make a decision

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Tina’s computed X squared statistic, 6.581is not larger than the critical value, so it is in the “do not reject” area. Once again, Tina’s assertions have not proven to be true. She cannot reject the null hypothesis and her research seems to agree with the Chicken Growers data.

Tina gives up on her research and decides to try a sandwich from Chicken Deluxe.

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Practice Chapter 14: Goodness of Fit Tests

Apply the chapter procedures, interpret each result in context, and use the companion calculator to verify your work after attempting each problem.

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Guided Practice

  • State hypotheses for testing whether four categories are equally preferred.
  • Compute equal expected frequencies for 120 observations in four categories.
  • Compute expected frequencies when historical proportions are supplied.
  • Calculate each category’s contribution to chi-square.
  • Interpret a goodness-of-fit p-value in context.

Challenge Yourself

  • Create observed frequencies that fit an equal distribution closely and another set that fits poorly.
  • Explain why small expected frequencies can undermine the chi-square approximation.
  • Describe how one unusually large category contribution affects the total statistic.

Check Your Understanding

  • Why are squared differences used in the chi-square statistic?
  • How are degrees of freedom determined?
  • What does rejecting the null hypothesis mean in a goodness-of-fit test?
  • Why must expected frequencies, not observed frequencies, satisfy the usual size condition?

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Chapter 14: Goodness of Fit Tests: Instructor Resources

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Instructor Resources

Classroom-ready objectives, teaching ideas, questions, and assessment materials for this chapter.

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Learning Objectives

  • State hypotheses for a goodness-of-fit test.
  • Compute expected frequencies for equal category probabilities.
  • Compute expected frequencies from unequal stated proportions.
  • Calculate and interpret the chi-square test statistic.
  • Determine degrees of freedom and use a p-value or critical value.
  • Check expected-frequency conditions and state a conclusion in context.

Prerequisite Knowledge

  • Probability distributions and expected values.
  • The five-step hypothesis-testing process.
  • Observed and expected frequencies.

Teaching Outline

  • Introduce the purpose and vocabulary of Goodness of Fit Tests.
  • Connect the chapter procedure to prior concepts.
  • Work one numerical example in clearly labeled steps.
  • Demonstrate the chi-square goodness-of-fit calculator and compare its output with the manual work.
  • Emphasize interpretation, assumptions, and limitations.
  • Conclude with guided practice and a contextual decision.

Key Concepts

  • State hypotheses for a goodness-of-fit test.
  • Compute expected frequencies for equal category probabilities.
  • Compute expected frequencies from unequal stated proportions.
  • Calculate and interpret the chi-square test statistic.
  • Determine degrees of freedom and use a p-value or critical value.

Classroom Demonstration

  • Use a small, transparent data set to demonstrate the chapter procedure.
  • Repeat the example with the chi-square goodness-of-fit calculator and reconcile every reported value.
  • Change one input and ask students to predict how the result or conclusion will change.

Questions to Ask

  • Why are squared differences used in the chi-square statistic?
  • How are degrees of freedom determined?
  • What does rejecting the null hypothesis mean in a goodness-of-fit test?
  • Why must expected frequencies, not observed frequencies, satisfy the usual size condition?

Teaching Notes

  • Require students to state the question and define symbols before substituting numbers.
  • Separate arithmetic accuracy from interpretation when providing feedback.
  • Ask students to check assumptions before selecting a method.
  • Use the companion spreadsheet or calculator as verification rather than as a substitute for reasoning.

Assessment Ideas

  • Assign one procedural computation and one interpretation question.
  • Use a short scenario in which students must select the appropriate method.
  • Ask students to diagnose an intentionally incorrect conclusion.
  • Have students submit calculator output together with a written explanation.

Grading Rubric

CriterionPoints
Selects the appropriate method2
Defines variables, hypotheses, or parameters correctly2
Completes the computation accurately3
Checks assumptions and decision criteria1
Interprets the result in context2
Total10

Exam and Discussion Questions

Basic

  • Define two important terms from Goodness of Fit Tests.
  • State the principal conditions or assumptions for the procedure.

Applied

  • State hypotheses for testing whether four categories are equally preferred.
  • Interpret a goodness-of-fit p-value in context.

Conceptual

  • Why are squared differences used in the chi-square statistic?
  • Why must expected frequencies, not observed frequencies, satisfy the usual size condition?

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