Melegin Angoluan-Correlaing Variables

MELEGIN R.
ANGOLUAN MaEd Social Science
COMPUTER STATISTICS
CHAPTER 5
ACTIVITY 12(ANALYSIS)
 INTERPRETATION OF THE OUTPUT FROM SCATTERPLOT
1. Checking for outliers

-The higher the time spending in revising exam , the lower of exam anxiety. At a point
9.00 spent in time revising exam, the exam anxiety lowered at 65.00, with the lower time spent
in revising exam, exam anxiety is high at 90.00.
2. Inspecting the distribution of data points

- The points are near to each other and is arranged almost in linear, this only means a
very high correlation . Hence, Pearson r is applicable.
3. Determining the direction of the relationship between the variables

-Based on the graph, the relationship between the 2 variables suggests a negative
correlation.
 INTERPRETATION OF OUTPUT FROM CORRELATION

1. Checking the Number of Cases
-The number of cases are equal to the number of subjects.
2. Determining the direction of relationship

- The Pearson Correlation coefficient between Exam Anxiety and Time Spent Revising
is negative , it indicates an inverse relationship.
3. Determining the strength of the relationship

-- The Pearson Correlation coefficient indicates also how strong relationship between the
two variables.
4. Calculating the Coefficient of Determination
- The Coefficient of Determination is the explanatory power of time spent revising in
exam anxiety. It is computed by getting the square of the r value: r 2 = ( -.897)2 = 0.8046 or
80.46%. Therefore, in our example, time spent revising helps to explain 80.46% of the variance
in the exam anxiety. This amount is very large which means that time spent revising is a good
predictor exam anxiety This also means that 19.64% of the variance in students’ exam anxiety is
explained by other factors.
5. Assessing the significance level
- Since r = -.897 and sig. < .01, then it means that there is a sufficient evidence (99%
confidence level) that there is a strong inverse relationship between Exam Anxiety and Time
Spent Revising.
 PRESENTING THE RESULTS OF PEARSON-R IN APA STYLE

-There was a strong, negative correlation between the two variables, r = -0.897, n = 10, p
< .05. Exam anxiety shares 80.46% of the variance in time spent revising which means that only
19.64% of the variance is shared by other factors to the latter. Hence, higher level of exam
anxiety is associated with lower time spent revising.
 INTERPRETATION OF OUTPUT FROM KENDALL’S TAU-B
-Results showed that the two variables have a very strong, positive correlation, rs
= .722, n = 30, p < .001. This suggest that if students excel and got a high rank in Math,
the rank in Physics also go high.
 PRESENTING THE RESULTS FROM PARTIAL CORRELATION

-There was a direct relationship between the variables, r =.843, p=.001 with higher level
of efficacy being associated with lower math performance. However, an inspection of the zero
order correlation (r=.947) suggested that controlling for IQ had a large effect on the strength of
the relationship between these two variables. It implies that expanding the IQ can likely improve
math performance regardless of the students exam anxiety.
ASSESSMEN T TASK FOR CHAPTER 5
1. Investigate whether academic performance is a predictor of LET performance. Calculate both

Pearson-r and Coefficient of Determination.
CALCULATING THE COEFFICIENT OF DETERMINATION.
The Coefficient of Determination is the explanatory power of college GWA in LET review
scores . It is computed by getting the square of the r value: r 2 = ( .610)2 = 0.3721 or
37.21%. Therefore college GWA helps to explain 37.21% of the variance in the students’
LET review scores. This amount is considerable which means that college GWA is a
moderate predictor of LET review scores.
2. Investigate whether ranked LET Review Scores and ranked LET performance are correlated
PRESENTING THE RESULTS IN APA STYLE
Correlation analysis using Kendall’s tau-b was conducted to investigate the relationship
between college GWA and LET review scores. Data were ranked prior to the analysis.
Results showed that the two variables have a moderate, positive correlation, rs = .500, n =
15, p < .001. This suggests that as students’ college GWA improves, LET review scores also
improves.
3. After controlling for LET review scores, is there still a significant relationship between LET
performance and academic performance (GWA)?
PRESENTING THE RESULTS FROM PARTIAL CORRELATION
Partial correlation was used to explore the relationship between college GWA and LET
rating while controlling LET review score.. There was a weak partial correlation between
the variables, r = .047, p = .874, with lower level of LET rating being associated with lower
college GWA. However, an inspection of the zero order correlation (r = 556) suggested that
controlling for Let review score had a large effect on the weakness of the relationship
between these two variabl
4. Can we associate English Proficiency (Proficient or Poor) with LET Performance (Passed or
Failed)?

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MELEGIN R.

ANGOLUAN MaEd Social Science

 INTERPRETATION OF THE OUTPUT FROM SCATTERPLOT

1. Checking for outliers

2. Inspecting the distribution of data points

3. Determining the direction of the relationship between the variables

 INTERPRETATION OF OUTPUT FROM CORRELATION

2. Determining the direction of relationship

3. Determining the strength of the relationship

 PRESENTING THE RESULTS OF PEARSON-R IN APA STYLE

 INTERPRETATION OF OUTPUT FROM KENDALL’S TAU-B

 PRESENTING THE RESULTS FROM PARTIAL CORRELATION

ASSESSMEN T TASK FOR CHAPTER 5

1. Investigate whether academic performance is a predictor of LET performance. Calculate both

CALCULATING THE COEFFICIENT OF DETERMINATION.

PRESENTING THE RESULTS IN APA STYLE

PRESENTING THE RESULTS FROM PARTIAL CORRELATION

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