CHI SQUARE

Chi square is applicable in analyzing data in descriptive research. The chisquare test determines the significant difference between the observed and expected
frequencies of independent variables. The symbol of chi-square is known as the
dancing x2. Chi-square considers the practical and theoretical importance in a set of
observations.
When the researcher is interested to determine if 2 or more categories show
significant difference, then the chi-square test is used. It compares a set of observed
and expected frequencies from independent samples.
DEFINITION OF CHI-SQUARE
Chi-square (x2) may be defined as the sum of the difference of observed and
expected frequencies divided by the expected frequency. The definition is denoted by
this formula (Ferguson, 1976):
x2 = (O E)
E

where:
x2 = Chi-square
O = Observed frequency
E = Expected frequency
Chi-square is a descriptive measure of the discrepancy values between observed
frequency and expected frequency. The larger the discrepancies between O and E, the
larger the chi-square value obtained. If observed and expected frequencies show no
discrepancies at all, the chi-square value is zero.
Bear in mind that the chi-square value is always a positive number.
USES OF CHI-SQUARE
1. chi-square is used in descriptive research if the researcher wants to determine
the significant difference between the obser4ved and expected or theoretical
frequencies from independent variables.
2. It is used to test the goodness of fit where a theoretical distribution is fitted to
some data, i.e., the fitting of normal curve.
3. It is used to test the hypothesis that the variance of a normal population is equal
to a given value.
4. It is also used for the construction of confidence interval for variance.

5. It is used to compare two uncorrelated and correlated proportions.

ONE WAY CLASSIFICATION
Chi-square in one-way classification is applicable when the researcher is
interested in determining in the number of subjects, object, or responses which fall in
various categories. For instance, the specific research question is Do you agree that
divorce can applied in the Philippines?
The subjects are 30 women and 30 men or a total of 60 subjects in all. Of the 30
women, 9 answered yes; and 9, undecided. Of the 30 men, 15 answered yes; 2, no;
and 13, undecided.
To test the significant difference of their responses, consider the following:
1. Null hypothesis. There is no significant between the responses of women and
men in the question: Do you agree that divorce can be applied in the
Philippines? H0: O = E
2. Statistical test. Chi-square (x2) test
x2 = (O E)
E

3. Significance level. Let = .01

4. Sampling distribution. N = 60 with degrees of freedom (df) of 2.
df = (R 1) (C 1)
5. Rejection region. Null hypothesis (H0) will be rejected if x2 value is equal to or
greater than the tabular value at df 2 and at .01 level of significance.
6. Computation. Table 1 shows the computation of chi-square in a one-way
classification of the responses of women and men to the question: Can divorce
be applied in the Philippines?

Table 1
Computation of Chi-square in One-Way Classification of the Responses of
Women and Mean if Divorce be Applied in the Philippines

Response

O
E
OE
W M Both W
M W
M

(O E)
W M

(O E)2
E
W
M
Both

Yes

15

24

12

12 -3

-3

0.75

0.75

1.50

No

12

14

7 -5

-5

25

25

3.57

3.57

7.14

9 13

22

11

11 -2

-2

0.36

0.36

0.72

4.68

4.68

9.36**

Undecide
d
Total

30 30 60
30
*Significant at .01 level

30

df = (r 1) (C 1)
= (3 1) (2 1)
= (2) (1)
df = 2
df.012(2) = 9.210
Bear in mind that if a computation of expected frequency is correct, 0 E equals
zero because the sum of observed frequency is equal to the sum of expected
frequency.
7. Interpretation. The computed x2 value obtained is 9.36, which is significant at .
01 level. To be significant at .01 level having two degrees of freedom, the
computed x2 is equal to or greater than the tabular value of 9.210. since the x2
computed value is greater than 9,210, the results showed significant difference in
the responses of women and men to the question: can divorce be applied in the
Philippines?. This means that responses of women and men really differ from
each other, thus, the null hypothesis (H0) is rejected.

INDEPENDENCE IN A 2 X 2 TABLE
Impendence in a 2 x 2 table chi-square or fourfold table involves two variables to
test if these variables are independent from each other. These variables are usually
nominal. The values are arranged in the form of a 2 x 2 which is composed of two rows
( R ) and two columns ( C ). Table 2 presents the 2 x 2 table with two rows and two
columns.
Table 2
Computation of Chi-Square in a 2 x 2 Table with Two Rows and Two Columns
Job Performance

Teachers Board Examination

Fail
Pass
Total
20
40
60

Satisfactory

25
45

Unsatisfactory

15
55

40
100

The frequencies shown in Table 2 are observed frequencies. The specific

research question is Is there a significant difference in the job performance of mentors
who fail and mentors who pass the teachers board examination?
Of the 100 subjects, 20 fail but with satisfactory job performance; 40 pass with
satisfactory job performance; 25 fail with unsatisfactory performance; and 15 pass with
unsatisfactory job performance.
To test if a significant difference exists in the foregoing data, consider the
following steps.
1. Null hypothesis (H0). There is no significant difference in the job performance of
mentors who fail and mentors who pass the teachers board examination. Job
performance (JP) and teachers board examination (TBE) are equal. They are
independent of each other. H0: JP = TBE.
2. Statistical test. Chi-square (x2) test
x2 = (O E)
E

3. Significance level. Let = .01

4. Sampling distribution. N = 100 with df = (R 1) (C 1)
df = (R 1) (C 1)

5. Rejection region. Null hypothesis (H0) will be rejected if x2 value obtained is

equal to or greater than the tabular value at df 1 at .01 level of significance.
6. Computation. Table 2 shows the computation of chi-square on the 2 x 2 table
independence between job performance and teachers board examination of
mentors.

Table 3
Computation of Chi-square in a 2 x 2 Table between Job Performance and
Teachers Board Examination
Job Performance

Teachers Board Examination

Fail
Pass
Total
20
40
60

Satisfactory

25
45

Unsatisfactory

15
55

40
100

Expected Frequency Computation

20 = 45 x 60 = 27
100
40 = 55 x 60 = 33
100
25 = 45 x 40 = 18
100
15 = 55 x 40 = 22
100
O

OE

(O E) 2

(O E)2
E

Total

20

27

-7

49

1.8148

40

33

49

1.4848

25

18

49

2.7222

15

22

-7

49

2.2273

100

100

8.2491 or 8.25

df = (R 1 ) (C 1)
= (2 1) (2 1) = 1
df.01(1) = 6.64**

To illustrate the formula, consider the following computations:

Fail

A
C

A+C

B
D

A + B Satisfactory20
C + D Unsatisfactory
25

40
55

60
40

B+D

x2 =

Pass

45

N(AD BC)2
(A + B) (C + D)(A + C)(B + D)

55

= 100(20 x 15 40 x 25)2 .
60 x 40 x 45 x 55
= 100(300 1000)2 .
59400000
x2 = 8.25 Significant at .01 level

Another example of a 2 x 2 table is one that determines if the NCEE (National College
Entrance Examination) rating of college students is independent with and without
kindergarten education. The research question is Is there a significant difference in the
achievement of college students who passed and those who failed in the NCEE with
and without kindergarten education? To answer this question, consider the following
steps:

1. Null hypothesis (H0). There is no significant difference in achievement of

college students who passed and those who failed in the NCEE with and without
kindergarten education. NCEE is independent of kindergarten education (KE).
H0: NCEE = KE
2. Statistical test. Chi-square (x2) test
3. Significance level. Let = .01
4. Sampling distribution. N = 135 with 1 df = (R 1) (C 1)
5. Rejection region. Null hypothesis (H0) will be rejected if the computed x2 value
obtained is equal to or greater than the tabular value of df 1 at .01 level of
significance.
6. Computation. Table 11.4 indicates the computation of chi-square on the 2 x 2
table on the achievement of college students who passed and those who failed in
the NCEE with and without kindergarten education. Below are the data:
NCEE
Failed
With Kindergarten Passed
30
20 50 Kindergarten
Without
45
40 85
75

60

135

Expected Frequency Computation

30 = 75 x 50 = 27.7778
135
20 = 60 x 50 = 22.2222
135
20 = 75 x 85 = 47.2222
135
20 = 60 x 85 = 37.7778
135
Table 5
Computation of Chi-Sqaure in a 2 x 2 Table on the Acievement of College
Students who Passed and those who Failed the NCEE with and without
Kindergarten Education
(O E)2
E

Total
0.64

OE

(O E) 2

27.7778

-2.2222

4.9382

0.17778

20

22.2222

-2.2222

4.9382

0.22222

45

47.2222

2.2222

4.9382

0.10457

40

37.7778

2.2222

4.9382

0.13072

135

135.0000

30

0.0000

df = (R 1) (C 1)
= (2 1) (2 1)
= (1) (1)

0.63529 or

df = 1
df .01(1) = 6.635**

7. Interpretation. The chi-square x2 value is 0.64 which is insignificant at 1 percent

level of probability. This computed x2 value is lesser than the tabular value of
6.635, hence, it is insignificant. This means that the NCEE rating or college
students in certain schools is independent of kindergarten education. In other
words, kindergarten education has nothing to do with the passing and failing in
the NCEE. Therefore, the null hypothesis (H0) is accepted.
INDEPENDENCE IN A 3 X 3 TABLE
Chi-square (x2) test in a 3 x 3 table or nine-fold table involves three discrete
variables. The frequencies are either nominal or ordinal. The values are arranged in
the form of a 3 x 3 table with three rows and columns. Table 11.5 present the 3 x 3 table
of independence variable.
TABLE 4
3 x 3 Table of Independent Variables

Career Success
Very Successful
Successful
Unsuccessful
Total

Status
Permanent Temporary Casual
60
35
15
55
45
20
30
40
50
145
120
85

Total
110
120
120
350

Table 4 data determine if the position status of 350 government employees is

independent from career success. The question is Is there a significant difference
between the status and career success of government employees?
To answer this question, consider the following steps:
1. Null hypothesis (Ho). There is no significant difference between the position
status and career success of government employees. Position status (PS) is
independent from career success (CS) or position status and career are equal.
Ho: PS = CS
2. Statistical test. Chi-square (2)
3. Significance level. Let = .01
4. Sampling distribution. N = 350 with df = 4, df = (R-1) (C-1)
5. Rejection region. The null hypothesis (Ho) will be rejected if chi-square ( 2)
value obtained is equal to or greater than the tabular value at df 4 and at 1
percent level of significance.
6. Computation. Table 3 shows the computation of chi-square in a 3 x 3 table
between position status and career success of government employees. Consider
the following data:
STATUS
Career Success
Very
60
55
Successful
30
Unsuccessful

Permanent
35
45
40

145

Temporary
15
110
20
120
50
120

120

85

Casual
Successful

350

Expected Frequency Computation

145 x 110
60 =

= 45.572
350

85 x 120
20 =

= 29.143
350

120 x 110
35 =

145 x 120
= 37.7143

30 =

350

350

85 x 110
15 =

120 x 120
= 26.714

40 =

350

= 41.143
350

145 x 120
55 =

= 49.714

85 x 120
= 49.714

50 =

350

= 29.143
350

120 x 120
45 =

= 41.143
350

7. Interpretation. The computed chi-square value is 8.26, which is significant at 1

percent level of probability. This value is greater than the tabular value of 6.64 at
1 df. Hence, job performance of mentors depends on the passing of the teacher
board examination. Thus, the null hypothesis is rejected.

Table 5
5 x 5 Table or Twenty-Five-Fold Table between Economic Status
and Educational Qualifications of Rural Folks

Educational
Qualifications

Belo
w
Lowe
r
Class

Economic Status
Lowe Above
r
Middl Middl Uppe
Class
e
e
r
Class Class Class Class

Total

M. A., M. S., Ph. D

15

16

29

70

College

12

18

35

47

13

125

High School

31

39

30

19

11

130

Elementary

48

42

27

13

135

None
Total

50
144

60
166

20
127

8
103

2
60

140
600

Table 5 data determine if the economic status of 600 rural folks is independent
from educational qualifications. The specific research question, Is there a significant
difference between the economic status and educational qualifications or rural folks?
To answer this question, consider the following steps:
1. Null hypothesis. There is no significant difference between the economic status
and educational qualifications of rural folks. Economic status (ES) is independent
from education qualifications (EQ). thus, economic status and educational
qualifications are equal. Ho: ES = EQ
2. Statistical test. Chi-square (2) test
3. Significance level. Let = .01
4. Sampling distribution. N = 600 with df = 6, df = (R-1) (C-1)
5. Rejection region. The null hypothesis (Ho) will be rejected if chi-square ( 2)
value obtained is equal to or greater than the tabular value with df 16 at .01
percent level of significance.
6. Computation. Table 6 shows the present computation of chi-square in a 5 x 5
table between economic status and educational qualifications of rural folks.
Consider the following computation:

Expected Frequency Computation

3 = 144 x 70 = 16.8
600
7 = 166 x 70 = 19.37
600

19 = 103 x 130 = 22.32

600
11 = 60 x 130 = 13.0
600

15 = 127 x 70 = 14.82
600

48 = 144 x 135 = 32.4

600

16 = 103 x 70 = 12.02
600

42 = 166 x 135 = 37.35

600

29 = 60 x 70 = 7.0
600

27 = 127 x 135 = 28.57

600

12 = 144 x 125 = 30.0

600

13 = 103 x 135 = 23.17

600

18 = 166 x 125 = 34.58

600

5 = 60 x 135 = 13.5
600

35 = 127 x 125 = 26.46

600

50 = 144 x 140 = 33.6

600

47 = 103 x 125 = 21.46

600

60 = 166 x 140 = 38.73

600

13 = 166 x 125 = 12.5

600

20 = 127 x 140 = 38.73

600

31 = 144 x 130 = 31.2

600

8 = 103 x 140 = 29.63

600

39 = 166 x 130 = 35.97

600

2 = 60 x 140 = 14.0
600

30 = 127 x 130 = 27.52

600

Table 6
Computation of Chi-Square (x2) in a 5 x 5 Table between
Economic Status and Educational Qualifications of Rural Folks
(O E)2
E

OE

(O E)2

3
7
15
16
29
12
18
35
47
13
31
39
30
19
11
48
42
27
13
5
50

16.80
19.37
14.82
12.02
7.00
30.00
34.58
26.46
21.46
12.50
31.20
35.97
27.52
22.32
13.00
32.40
37.35
28.57
23.17
13.50
33.60

-13.80
-12.37
0.18
3.98
22.00
-18.00
-16.58
8.54
25.54
0.50
-0.20
3.03
2.48
-3.32
-2.00
15.60
4.65
-1.57
-10.17
-8.50
16.40

190.4400
153.0169
0.0324
15.8404
484.0000
324.0000
274.8964
72.9316
652.2916
0.2500
0.0400
9.1809
6.1504
11.0224
4.0000
243.3600
21.6225
2.4649
103.4289
72.2500
268.9600

11.3367
7.8997
0.0022
1.3178
69.1428
10.8000
7.9496
2.7563
30.3957
0.0200
0.0013
0.2552
0.2235
0.4938
0.3077
7.5111
0.5789
0.0863
4.4639
5.3518
8.0048

60
20
8
2

38.73
29.63
24.03
14.00

21.27
-9.63
-16.03
-12.00

452.4129
92.7369
256.9609
144.0000

11.6812
3.1298
10.6933
10.2857

Total 600

600.00

204.6891 or 204.69**

df = (R 1) (C 1)
= (5 1) (5 1)
= 4 (4)
df = 16
df .01(16) = 32.0**
7. Interpretation. The computed chi-square (2) value is 204.96. This value is
significant at 1 percent level of probability because it is higher than the tabular
value of 32.0 with df 16. This means that economic status depends on the
educational qualifications of rural folks. Therefore, the null hypothesis (H o) is
rejected.