Assignment week 7: Part I

Purpose of this study is to find association between various study variables such as GPA,
scores on Quiz and final score. The result of bivariate correlation analysis indicated that there is
a significant high correlation between variables Section and Quiz 1 score (R = -0.214, n = 105, p
< .05, see Table 1). The negative correlation indicates that there is a negative relationship
between section and quiz.
The result also indicates that there is significant highest positive correlation between
study variables total and final (R = 0.883, n= 105, p < .001, see Table 1). The correlation
between study variables Quiz 3 and Quiz 1 is (R = 0.858, n= 105, p < .001, see Table 1) and the
correlation between study variables quiz 3 and total is (R = 0.830, n= 105, p < .001, see Table 1).
The positive correlation indicates that there is a positive relationship between these study
variables.
The scatter plot between GPA and Total score indicates that there is a positive correlation
between these variables. The coefficient of determination is 0.187, indicate that the 18.7%
variation between Total is explained by the variable Total Score (see Figure1).
To test the significance of correlation between variables total and GPA, a scatter plot is drawn
(see Figure1). The scatter plot indicates a positive correlation between GPA and Total.
H0: There is no significant correlation between GPA and total points earned on exam.
H1: There is significant correlation between GPA and total points earned on exam.

The correlation analysis indicates that there is a significant correlation between variables
GPA and total Score (r = 0.432, n = 105, p < .001). The coefficient of determination is r
2
=
0.187, which indicates 18.7 % variation in GPA is explained by total score. Thus, we reject
the null hypothesis of no significant correlation between GPA and total score [Cohen, J.,
1988].
Hence, we conclude that there exists a significant positive correlation between GPA and total
score.
Table 1
Correlations Among Study Variables
id ethnic sex
Year in
school
section gpa quiz1 quiz2 quiz3 quiz4 quiz5 final
id
___
ethnic
.063 ___
sex
.006 .066 ___
Year in
school
-.052 .107 .067 ___
section
.010 .046 .049 .070 ___
gpa
.089 .110 -.194
*
-.083 -.137 ___
quiz1
.021 -.012 -.128 .072 -.214
*
.246
*
___
quiz2
.019 .122 -.003 .042 -.112 .273
**
.673
**
___
quiz3
.118 -.060 -.112 .066 -.204
*
.244
*
.858
**
.688
**
___
quiz4
.001 -.102 -.145 .005 -.175 .260
**
.829
**
.633
**
.796
**
___
quiz5
.002 .092 -.006 .073 -.109 .262
**
.504
**
.700
**
.493
**
.445
**
___
final
-.008 -.092 -.140 -.028 -.166 .498
**
.535
**
.552
**
.561
**
.488
**
.472
**
___
total
.006 -.051 -.120 .011 -.202
*
.432
**
.823
**
.777
**
.830
**
.775
**
.650
**
.883
**

** P < 0.001 Level
* P < 0.05 Level


Figure1: Scatter plot between Total and GPA








Assignment Week 7: Part II
Linear regression analysis is used to test the significance of effect of anxiety on exam score.
Seventy-three students were measured for anxiety during exam period, using a scale of 1 to
10 to indicate no stress to severe stress. Students participated in a 100-point exam [George,
D. Mallery, P., 2012]. The linear and quadratic regression equations to predict exam scores
based on known anxiety scores are as follows:
Linear Regression Equation:
Exam Score (Predicted) = 64.247 + 2.818 * Anxiety
Quadratic Regression Equation:
Exam Score (Predicted) = 30.377+18.926*Anxiety 1.521 *(Anxiety)
2

The coefficient of determination for linear regression equation is r
2
= 0.238
indicating that 23.8% variation in dependent variable (exam score) is explained by
independent variable (anxiety). The model given by linear regression is significant (F (1, 71)
=22.186, p < .001, see Table 2). The coefficient of determination for quadratic regression
equation is r
2
= 0.641 indicating that 64% variation in exam score is explained by quadratic
model. The model given by quadratic regression is significant (F (2, 70) = 62.525, p < 0.001,
see Table 2). The table 1shows the predicted exam scores using linear and quadratic
regression equations [George, D. Mallery, P., 2012].





Table 2
Model Summary and Parameter Estimates

Equation
Model Summary Parameter Estimates
R
2
F df1 df2 Sig. b0 b1 b2
Linear .24 22.19 1 71 .00 64.25 2.82

Quadratic .64 62.52 2 70 .00 30.38 18.93 -1.52

Table 2
Predicted Scores using Linear and Quadratic Regression Equation

Subject
#
Anxiety
Score
Predicted Linear
Score
Predicted Quadratic
Score
Actual Exam
Score
5 3 72.70 73.47 70
13 4 75.52 81.75 82
42 6.5 82.56 89.13 98
45 1.5 68.47 55.34 79

Figure 2 indicates the linear and quadratic fit of the model. From figure 2, we can see
that, the quadratic model indicates a better fit for the data as compared to linear fit [George, D.
Mallery, P. ,2012]..



Figure 2: Linear and Quadratic Model for Exam score and Anxiety










References:
American Psychological Association. (2010). Publication manual of the American Psychological
Association (6
th
ed.). Washington, DC: Author. (ISBN: 1433805618)
Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Hillsdale, NJ:
Lawrence Erlbaum Associates.
George, D., & Mallery, P. (2012). IBM SPSS Statistics 19 step by step: A Simple guide and
reference (12th ed.). Boston, MA: Pearson.
Gravetter, F. J., & Wallnau, L. B. (2009). Statistics for the behavioral sciences (8th edition).
Belmont, CA: Wadsworth.