Modifying and Evaluating the Alexander-Govern Test Using Real Data
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Bibliographic record
Abstract
This study examines the use of independent group test of comparing two or more means by using parametric method, such as the Alexander-Govern (<em>AG</em>) test. The Alexander-Govern test is used for comparing two or more groups and is a better alternative compared to the James test, the Welch test and the <em>ANOVA</em>. This test has a good control of Type I error rates and gives a high power under variance heterogeneity for a normal data, but it is not robust for non-normal data. As a result, trimmed mean was applied on the test under non-normal data for two group condition. But this test could not control the Type I error rates, when the number of groups exceed two groups. As a result, the <em>MOM</em> estimator was introduced on the test, as its central tendency measure and is not influenced by the number of groups. But this estimator fails to give a good control of Type I error rates, under skewed heavy tailed distribution. In this study, the <em>AGWMOM </em>test was applied in Alexander-Govern test as its central tendency measure. To evaluate the capacity of the test, a real life data was used. Descriptive statistics, Tests of Normality and boxplots were used to determine the normality and non-normality of the independent groups. The results show that only the group middle is not normally distributed due extreme value in the data distribution. The results from the test statistic show that the <em>AGWMOM</em> test has a smaller p-value of 0.0000002869 that is less than 0.05, compared to the <em>AG</em> test that produced a p-value of 0.06982, that is greater than 0.05. Therefore, the <em>AGWMOM</em> test is considered to be significant, compared to the <em>AG</em> test.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it