Assignment Title : Two-Way ANOVA (Assignment 3)

Student’s Name : Goh Jia Quan (GS65807)

Course : KOM6115 Advanced Statistics for Communication Research

Lecturer : Prof. Dr. Jusang Bin Bolong

Assignment Topic and Tasks: Run Two-Way ANOVA based on data provided.

A. Case Study

B. Research Variables

C. Research Objective

D. Conceptual Framework

E. Hypothesis

F. Result (table/interpretation/implication and suggestion of study)

G. Appendix: SPSS output.

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 1. Case Study

A researcher surveyed 210 respondents about the corporate social responsibility of their

organizations. The questionnaire consisted of five parts. Respondents filled in their

demographic information in Part A. Meanwhile, Part B measures the awareness of the

organization’s CSR initiatives (AW); Part C measures the congruence between the

organization and CSR initiatives (FT); Part D measures the organizational motives for

engaging in CSR initiatives (MT); and lastly, Part E measures the employees’ attitude

toward the organization (AT).

2. Research Variable:

1.

2.

Dependent Variable/Criterion Variable: CSR Motivation

Independent Variables: Gender, Level of Education

3. Research Objective

To identify the interaction effects of gender and level of education on CSR motivation.

4. Conceptual Framework

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 Male
Female
CSR motivation
Certificate
(MT)
(SPM/STPM)
Diploma/Degree
Master/PhD

1.

2.

3.

4.

5. Hypothesis:

Ho: There is no interaction effect of gender and level of education on CSR motivation.

Ha: There is significant interaction effects of gender and level of education on CSR motivation.

6. Results

A two-way between-groups analysis of variance was conducted to determine if the impact of

gender (male vs female) and education (SPM/STPM, Diploma/ Degree, Master/PhD) had a
significant effect on CSR motivation. A total of 210 respondents participated in the study.

Table 2 shows, there is no statistically significant main effect for gender, F= 3.386, p= 0.067
(>0.05) on CSR motivation. The significant value for education, p= 0.000 (<0.05), F= 25.02
however shows that there is a statistically significant main effect on CSR motivation. Post
hoc test using Tukey’s test was done on education level.

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 Furthermore, Tukey’s test for multiple comparisons found that there is statistically significant
difference between SPM/STPM and Diploma/Degree respondents (p= 0.000, <0.05) but no
difference between SPM/STPM and Master/PhD respondents (p=0.204, >0.05). In addition,
there is a statistically significant difference between Diploma/Degree and Master/PhD
respondents (p= 0.012, <0.05). There is also a statistically significant interaction effect
between gender and education level with p=0.000.

Based on Table 2, there is an effect of interaction between gender and level of education on
the CSR Motivation. There was a statistically significant interaction effect between gender
and education, F (2, 10.704) = 0.000, p<0.05. Therefore, the null hypothesis is rejected. We
accept Ha.

Table 1: Descriptive Statistics of mean value for willingness to communicate by gender

and education level (n=120)

Gender Education Mean Std Deviation N

SPM/STPM 34.5862 3.9598 29

Male Diploma/Degree 36.0600 2.1420 50

Master/PhD 32.0000 0.0000 4

SPM/STPM 29.4583 4.9958 24

Female Diploma/Degree 35.4198 2.7105 81

Master/PhD 33.9091 4.3415 22

Table 2: Two-Way ANOVA Summary

Source df MS F p (sig.)

Gender 1 36.866 3.386 0.067

Education 2 272.448 25.020 0.000

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 Gender x Education 2 116.557 10.704 0.000

From Table 3, the pairwise comparison showed that SPM/STPM individuals have
statistically significant differences with diploma/degree holders but no significant difference
with master/PhD holders in terms of CSR motivation. Diploma/degree holders also have
statistically significant differences with master/PhD holders.

Table 3: Pairwise Comparisons

Dependent Variable: ScoreMT

(I) Education (J) Education Mean Difference (I-J) Std. Error Sig.b
SPM / STPM Diploma / -3.718* .543 .000
Degree
Master / PhD -.932 1.006 1.000
Diploma / SPM / STPM 3.718* .543 .000
Degree Master / PhD 2.785* .945 .011
Master / PhD SPM / STPM .932 1.006 1.000
Diploma / -2.785* .945 .011
Degree

7. Discussion

The results indicate that only level of education has significant main effects on CSR
motivation among employees. This means that gender does not separate the level of
motivation of employees on CSR. This finding agrees with the results of Ooi et al. (2020)
that had proven the same outcome. However, level of education does demonstrate different
CSR motivation level of the employees. Post-hoc analyses reveal that employees with a
Diploma/Degree (M = 36.0600, SD = 2.1420) and those with a Master/PhD (M = 32.0000,
SD = 0.0000) have significantly higher CSR motivation compared to employees with
SPM/STPM (M = 34.5862, SD = 3.9598). Additionally, there is a significant difference in
CSR motivation between employees with a Diploma/Degree and those with a Master/PhD.
Our results suggest that higher levels of education are associated with higher CSR motivation
among employees. Beh et al. (2015) and Yee (2019) supported this conclusion.

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 8. Implication of the study

Although the gender effect is not statistically significant towards the CSR motivation, there is
a higher CSR motivation among male employees. This suggests us to further study and
include more respondents in the future study. Organization should implement initiatives to
promote CSR activities among all employees regardless of the gender. They can create a
more inclusive environment towards all employees by doing so. Besides, since education
level has statistically significant main effect of CSR motivation, organizations should
recognize the importance of providing educational opportunities to train and promote the
education level of employees. They can corporate with educational institutions to offer
educational incentives or scholarships to encourage employees to pursue higher education.

9. Future recommendations

This study opens avenues for further research on CSR motivation. Future studies can explore
additional factors that may influence CSR motivation, such as job characteristics,
organizational climate, or personal values. Examining the role of cultural factors or societal
contexts in shaping CSR motivation would also provide valuable insights. Moreover,
longitudinal studies can investigate the dynamic nature of CSR motivation over time and
assess the impact of CSR initiatives on employee motivation and organizational outcomes.
Appendix

Descriptive Statistics
Dependent Variable: ScoreMT
Gender Education Mean Std. Deviation N
Male SPM / STPM 34.5862 3.95977 29
Diploma / Degree 36.0600 2.14200 50
Master / PhD 32.0000 .00000 4
Total 35.3494 3.02604 83
Female SPM / STPM 29.4583 4.99547 24
Diploma / Degree 35.4198 2.71046 81
Master / PhD 33.9091 4.34148 22
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 Total 34.0315 4.19360 127
Total SPM / STPM 32.2642 5.11089 53
Diploma / Degree 35.6641 2.51950 131
Master / PhD 33.6154 4.04056 26
Total 34.5524 3.82257 210

Levene's Test of Equality of Error Variancesa,b

Levene Statistic df1 df2 Sig.
ScoreMT Based on Mean 8.437 5 204 .000
Based on Median 5.542 5 204 .000
Based on Median and with 5.542 5 159.276 .000
adjusted df
Based on trimmed mean 8.081 5 204 .000
Tests the null hypothesis that the error variance of the dependent variable is equal across groups.
a. Dependent variable: ScoreMT
b. Design: Intercept + D1 + D6 + D1 * D6

Tests of Between-Subjects Effects

Dependent Variable: ScoreMT
Type III Sum of Partial Eta
Source Squares df Mean Square F Sig. Squared
Corrected Model 832.564 a
5 166.513 15.292 .000 .273
Intercept 100446.698 1 100446.698 9224.588 .000 .978
D1 36.866 1 36.866 3.386 .067 .016
D6 544.896 2 272.448 25.020 .000 .197
D1 * D6 233.114 2 116.557 10.704 .000 .095
Error 2221.359 204 10.889
Total 253766.000 210
Corrected Total 3053.924 209
a. R Squared = .273 (Adjusted R Squared = .255)

Estimates
Dependent Variable: ScoreMT

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 95% Confidence Interval
Education Mean Std. Error Lower Bound Upper Bound
SPM / STPM 32.022 .455 31.125 32.920
Diploma / Degree 35.740 .297 35.155 36.325
Master / PhD 32.955 .897 31.186 34.723

Pairwise Comparisons
Dependent Variable: ScoreMT
95% Confidence Interval for
Mean Difference Differenceb
(I) Education (J) Education (I-J) Std. Error Sig.b Lower Bound Upper Bound
SPM / STPM Diploma / Degree -3.718 *
.543 .000 -5.029 -2.406
Master / PhD -.932 1.006 1.000 -3.360 1.496
Diploma / Degree SPM / STPM 3.718 *
.543 .000 2.406 5.029
Master / PhD 2.785 *
.945 .011 .505 5.066
Master / PhD SPM / STPM .932 1.006 1.000 -1.496 3.360
Diploma / Degree -2.785* .945 .011 -5.066 -.505
Based on estimated marginal means
*. The mean difference is significant at the .05 level.
b. Adjustment for multiple comparisons: Bonferroni.

4. Gender * Education
Dependent Variable: ScoreMT
95% Confidence Interval
Gender Education Mean Std. Error Lower Bound Upper Bound
Male SPM / STPM 34.586 .613 33.378 35.794
Diploma / Degree 36.060 .467 35.140 36.980
Master / PhD 32.000 1.650 28.747 35.253
Female SPM / STPM 29.458 .674 28.130 30.786
Diploma / Degree 35.420 .367 34.697 36.143
Master / PhD 33.909 .704 32.522 35.296

Multiple Comparisons

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Dependent Variable: ScoreMT
Tukey HSD
Mean Difference 95% Confidence Interval
(I) Education (J) Education (I-J) Std. Error Sig. Lower Bound Upper Bound
SPM / STPM Diploma / Degree -3.4000 *
.53719 .000 -4.6683 -2.1317
Master / PhD -1.3512 .79010 .204 -3.2166 .5142
Diploma / Degree SPM / STPM 3.4000 *
.53719 .000 2.1317 4.6683
Master / PhD 2.0487 *
.70847 .012 .3761 3.7214
Master / PhD SPM / STPM 1.3512 .79010 .204 -.5142 3.2166
Diploma / Degree -2.0487* .70847 .012 -3.7214 -.3761
Based on observed means.
The error term is Mean Square(Error) = 10.889.
*. The mean difference is significant at the .05 level.