HI560 Unit 5 Hypothesis Test Writeup Example

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This HI560 Unit 5 hypothesis test writeup compares incomplete MRI exams at two sites of a composite system: 375 of 7,990 at the outpatient center and 359 of 9,850 at the hospital suite. Purdue Global HI 560 asks MS in Health Informatics students to state hypotheses, choose a test and report results correctly. The sample fixes a two-sided test at 0.05 before opening the data, explains why a two-proportion z test fits and why a t test or paired test would not, and checks independence and expected counts. It reports a risk difference of 1.05 per 100 with an interval of 0.46 to 1.64, keeps the label crude throughout and names standardization as the next step.

CourseHI560 Health Care Data Analytics
UnitUnit 5
Paper typeHypothesis test writeup
LengthAbout 870 words, 6 pages double-spaced
FormatAPA 7 student paper
SchoolPurdue University Global
ProgramMS in Health Informatics
UpdatedOctober 2026

Free sample paper for HI560 Unit 5

1

Hypotheses First, Then the Numbers: A Unit 5 Test of Two Proportions for Incomplete MRI Exams at Two Sites

[Student Name]

Purdue University Global

HI560: Health Care Data Analytics

Unit 5 Hypothesis Test Writeup

[Instructor Name]

[Date]

Thistlewood Health, its sites and every count are composite; the sources cited are real.

What this part is doingFixing the hypotheses and significance level before any number appears shows that the test was chosen for the question, not for the data.
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Question and Hypotheses

The question, carried from Unit 1, is whether adult outpatient MRI exams end incomplete more often at the Fennimore center than at the hospital suite. This unit tests the crude difference, before adjustment for exam group or age.

Let p sub F be the proportion of exams ending incomplete at Fennimore and p sub H the proportion at the hospital.

1. Null hypothesis: p sub F equals p sub H. The two sites have the same proportion of incomplete exams.

2. Alternative hypothesis: p sub F does not equal p sub H.

The test is two-sided, because a lower rate at Fennimore would also matter to the imaging director. Alpha was fixed at 0.05 in the analysis plan, written before the repaired file was opened.

Choice of Method

The outcome is binary, complete or incomplete, and the two sites' exams form independent groups. That points to a comparison of two proportions. A two-proportion z test is used, which gives the same result as a chi-square test on the two-by-two table of site by outcome. Two alternatives were rejected. A t test on outcomes coded zero and one would treat a binary measure as if it were continuous and would misstate the variability. A paired test would require each hospital exam to be matched with a particular Fennimore exam, and no such pairing exists.

Conditions

Independence comes first. Each exam appears once in the analytic file, since repeat attempts were removed in Unit 2. About 6 percent of patients contribute more than one exam on different dates, which introduces mild clustering; a sensitivity check keeping only each patient's first exam is reported below.

Sample size is the second condition. Under the null, the pooled proportion is 734 of 17,840, or 4.11 percent. The smallest expected cell count, incomplete exams at Fennimore, is about 329, far above the usual minimum of five or ten.

Results

Counts and rates by site:

1. Fennimore: 375 incomplete of 7,990 exams, 4.69 percent.

2. Hospital: 359 incomplete of 9,850 exams, 3.64 percent.

Effect size, reported first:

1. Risk difference: 1.05 incomplete exams per 100 more at Fennimore, 95 percent confidence interval 0.46 to 1.64.

2. Relative risk: 1.29.

Test statistic, reported second: z equals 3.51, two-sided p below 0.001.

The interval is computed with the unpooled standard error of the difference. With counts this large, the Wald interval and the score-based methods compared by Newcombe (1998) agree to within a few hundredths of a point, and adding two successes and two failures to each group, as Agresti and Caffo (2000) suggest for small samples, changes nothing at the reported precision.

Fennimore ends about one more MRI per hundred incomplete than the hospital, and the interval excludes zero, but it says nothing yet about why.

What this part is doingLeading with the risk difference and its interval, and giving the test statistic second, puts the size of the gap ahead of its mere existence.
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Sensitivity Check

Keeping only each patient's first exam in the period leaves 7,520 Fennimore and 9,250 hospital exams. The risk difference is 1.02 points, interval 0.41 to 1.63, essentially unchanged. Clustering by patient does not explain the result.

What the Result Would Mean at Each Site

In exams, the difference is easier to grasp. Fennimore performs about 4,000 adult outpatient MRIs a year. At the hospital's rate it would expect about 146 incomplete exams a year; at its own rate it has about 188. The excess is therefore roughly 42 exams a year, with the interval placing it between about 18 and 66. Each of those exams means a patient who must return, a radiologist reading a partial study or a referring clinician waiting longer for an answer. The figure is crude, so some of those 42 belong to case mix rather than to anything the site does, which is the subject of Unit 6.

Figure

A dot plot shows each site's rate as a dot with its 95 percent interval on an axis running from 0 to 6 percent, with the count of exams printed beside each dot. The intervals do not overlap, though non-overlap is not itself the test.

Interpretation

Three claims are kept separate. First, the gap is larger than chance would readily produce if the sites had the same underlying rate. Second, its size is uncertain within the interval: the true difference could be as small as about half an exam per hundred or as large as about one and a half. Third, nothing in this test says why the gap exists. The sites differ in the exams they perform and the patients they serve, and Unit 3 showed that Fennimore performs proportionally more head-first neuro exams, which are the most likely to stop. Epidemiology texts call a comparison like this one crude for exactly that reason: it compares populations, not like with like (Rothman et al., 2008).

Next Test

Unit 6 adjusts the comparison for exam group and age by direct standardization and takes up the question of whether scheduled slot length belongs in the adjustment.

What this part is doingNaming the next test in the final line keeps the reader from treating a crude result as the answer to the director's question.
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References

Agresti, A., & Caffo, B. (2000). Simple and effective confidence intervals for proportions and differences of proportions result from adding two successes and two failures. The American Statistician, 54(4), 280-288. https://doi.org/10.1080/00031305.2000.10474560

Newcombe, R. G. (1998). Interval estimation for the difference between independent proportions: Comparison of eleven methods. Statistics in Medicine, 17(8), 873-890. https://doi.org/10.1002/(SICI)1097-0258(19980430)17:8<873::AID-SIM779>3.0.CO;2-I

Rothman, K. J., Greenland, S., & Lash, T. L. (2008). Modern epidemiology (3rd ed.). Lippincott Williams & Wilkins.

What the HI560 Unit 5 assignment asks for

The fifth unit typically asks you to test a hypothesis comparing two groups in your data and write up the result. Expect to state hypotheses in words and symbols, justify the test, check its assumptions, report results with an effect size and interval, and interpret carefully. Five pages with a results table and a figure is common. Set the significance level before looking at results. Choose the test from the type of outcome and the design, and say why alternatives would be wrong. Report the effect size first and the test statistic second. Keep three claims apart in the interpretation: whether the gap exceeds chance, how large it might be, and why it exists. Many instructors also reward a sensitivity check.

Inside the HI560 Unit 5 example

Question and hypotheses open the writeup, with a two-sided alternative and alpha fixed in the analysis plan. A method section explains the two-proportion z test, its equivalence to a chi-square test and why a t test or paired test does not fit. The conditions section covers independence, mild clustering by patient and expected counts near 329. Results give counts and rates, then the risk difference with its interval and the relative risk, then z and p, with a note on interval methods from Newcombe and Agresti and Caffo. The highlighted sentence states the gap and what it does not explain. A sensitivity check keeps one exam per patient, a section translates the gap into about 42 exams a year, and the interpretation separates three claims before naming Unit 6.

Reading the HI560 Unit 5 grading rubric

Hypothesis test writeups are commonly scored on correct hypotheses, appropriate test selection, assumption checking, accurate reporting and interpretation. Test selection and interpretation usually carry the most points. Selection is judged on whether the test matches the outcome type and design and whether alternatives are ruled out with reasons. Interpretation is rewarded when it separates statistical evidence from practical size and from causal explanation. Reporting earns credit for an effect size with an interval, not just a p-value. Assumption checks need specific numbers. A clear figure and APA format complete the rubric. Writeups that report only a p-value, or that claim the result explains why groups differ, lose points.

HI560 Unit 5 help: mistakes that cost points

A frequent reason these writeups are returned is that hypotheses are written after the result is known. Another is choosing a test by habit, such as a t test for a binary outcome. Some students report a p-value with no effect size or interval. Interpretations often overreach, treating a crude difference as proof of poorer performance. Assumption sections that say only that conditions were met earn little. If your comparison involves means rather than proportions, or more than two groups, share the outcome and design with the prompt, and a writeup can be prepared for your test.

Get an HI560 Unit 5 example written to your instructions

Your Unit 5 prompt, the data it names and the rubric are what the writer needs; if the variable to test is left open, say which earlier question deserves the test. Within 24-48h a free first sample arrives with hypotheses fixed before results, a test argued from the measure and the effect size reported first. The paper above is an original model document written by our desk, not a submitted student paper and not an official Purdue University Global document.

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HI560 Unit 5 questions, answered

Is a chi-square test the same as a two-proportion z test?

For a two-by-two table, yes in result: the chi-square statistic equals the square of z, and the p-values match for a two-sided test. The z form makes it easier to report the difference and its interval, which is why many analysts present it that way. Either is acceptable if the paper explains the choice and reports the effect.

What if my result is not statistically significant?

Report it the same way: the difference, its interval and the p-value, with a sentence on what the interval allows. A nonsignificant result with a wide interval means the data could not tell, not that the groups are equal. Graders usually reward that distinction, and a paper that hides a null result reads as less trustworthy than one that states it.

Where can I find a free HI560 Unit 5 sample paper?

The full Unit 5 writeup is on this page, testing two sites' incomplete MRI rates with hypotheses, conditions, an effect size and its interval.

What effect size should a comparison of two rates report?

The risk difference in plain units, such as incomplete exams per 100, with its confidence interval, and often the relative risk beside it.

Why is the HI560 Unit 5 result called crude?

Because it compares two sites' whole populations without adjusting for the different exams and patients each serves, which the standardization unit takes up next.