1.

Identify the research variables and formulate the research hypotheses

In this study, the variables under investigation revolve around student performance. The
independent variables considered are the students' levels of engagement in classroom
activities and the number of hours they dedicate to studying each week. These factors are
hypothesized to have a direct impact on the dependent variable, which is the students' final
exam scores. The summary of the independent variables and dependent variable are as the
following:

 Independent Variables: Engagement Level, Study Hours

 Dependent Variable: Final Exam Score

Based on the variables above, research hypothesis was determined, the research hypotheses
are structured as follows:
 The null hypothesis (H0) suggests that there is no significant relationship between the
students' levels of engagement in classroom activities, the number of study hours, and
their final exam scores. Essentially, it assumes that these variables do not exert any
meaningful influence on the students' academic performance.
 Contrarily, the alternative hypothesis (H1) suggests that the levels of engagement in
classroom activities and the number of study hours are associated with variations in
the students' final exam scores. This hypothesis proposes that higher levels of
engagement and increased study hours positively impact the students' academic
performance.
The study aims to explore and evaluate the potential relationships between these variables
and ascertain whether engagement levels and study hours play a meaningful role in predicting
students' final exam scores.
2. Perform a multiple linear regression analysis using the provided dataset. Use
appropriate statistical software or tools for analysis and present your findings in
a well-organized and comprehensive manner.

The multiple linear regression analysis for this data was conducted in Microsoft
Excel. The figure below shows the raw data that was exported into Microsoft Excel.

The results of the multiple linear regression analysis are as the following:
ANOVA
Significanc
df SS MS F eF
Regressio 1017.75723 508.878 331.58587 1.1646E-
n 2 1 6 4 07
1.53468
Residual 7 10.7427686 1
Total 9 1028.5

Coefficien Standard P- Lower Upper Lower Upper

ts Error t Stat value 95% 95% 95.0% 95.0%
Interce 32.07231 2.044297 15.688 27.23 36.9063 27.238 36.9063
pt 4 6 7 1E-06 8 1 3 1
X
Variable 4.719008 0.729862 6.4656 0.000 2.993 6.44485 2.9931 6.44485
1 3 5 1 3 2 9 6 9
X 1.507231 0.628305 2.3988 0.047 0.021 2.99293 0.0215 2.99293
Variable 4 8 8 5 5 9 2 9
 2

3. Interpret the regression coefficients and assess the model's overall fit.

The ANOVA table provides insight into the overall statistical significance of the regression
model. The F-statistic, which assesses the model's overall significance, is substantial (331.59)
with an extremely low p-value (1.1646E-07). This implies that the model, as a whole, is
significant in predicting the final exam scores based on the variables studied. Moving to the
coefficients table, the intercept represents the expected final exam score when both predictor
variables are zero. In this case, it's 32.07.
The coefficients for "X Variable 1" (presumably Engagement Level) and "X Variable
2" (presumably Study Hours) are 4.72 and 1.51, respectively. These values signify the change
in the final exam score associated with a one-unit increase in the corresponding independent
variable while holding other variables constant. Both coefficients for the predictors show
statistically significant associations with the final exam scores. "X Variable 1" (Engagement
Level) has a significant impact with a t-statistic of 6.47 and a very low p-value of 0.0003.
Meanwhile, "X Variable 2" (Study Hours) also displays significance with a t-statistic of 2.40
and a p-value of 0.0475, albeit a bit less confidently. The 95% confidence intervals for both
predictors ("X Variable 1" and "X Variable 2") don't include zero, confirming their
significance in predicting final exam scores.
Essentially, this regression model is statistically significant, indicating that both the
students' engagement levels and the number of study hours significantly contribute to
predicting their final exam scores. Specifically, a one-unit increase in the students'
engagement level is associated with an average increase of 4.72 points in their exam scores,
while an additional hour of study per week contributes an average increase of 1.51 points.

Regression Statistics
Multiple R 0.994763749
R Square 0.989554916
Adjusted R
Square 0.986570607

Standard Error 1.238822517

Observations 10
 The regression statistics provide crucial insights into the strength and accuracy of the
regression model in predicting final exam scores based on engagement levels and study
hours. The Multiple R value of 0.9947 indicates an exceptionally high correlation
between the independent variables (engagement level and study hours) and the dependent
variable (final exam scores). This high correlation suggests a robust relationship between
the predictors and the outcome. The R Square value of 0.9896, also known as the
coefficient of determination, is an indication that approximately 98.96% of the variability
in the final exam scores can be explained by the engagement levels and study hours. This
high R-squared value implies that the model is highly effective in explaining and
predicting variations in exam scores based on these variables.
The Adjusted R Square accounts for the number of predictors in the model, slightly
adjusting the R Square value. At 0.9866, this adjusted value is still very high, suggesting
that the included predictors are relevant and effectively contribute to explaining the
variability in final exam scores. The Standard Error of 1.2388 indicates the average
distance that the observed final exam scores deviate from the predicted scores by the
regression model. A lower standard error signifies a better fit of the model to the actual
data.
With a total of 10 observations, these statistical measures collectively suggest that the
model, utilizing engagement levels and study hours as predictors, is highly reliable and
accurate in predicting final exam scores. The strong relationship between the predictors
and the final exam scores, as indicated by the high R-squared values, implies that this
model effectively captures and explains the variations in students' academic performance.
4. Discuss the variables that significantly contribute to predicting exam scores

The significance of engagement levels and study hours as predictors of exam scores in
the context of academic performance is foundational to understanding and enhancing
student achievement. These predictors are pivotal factors that can shed light on and
potentially influence students' final exam outcomes.
An increased level of engagement in classroom activities is revealed to have a
substantial and statistically significant impact on final exam scores. This finding
aligns with established educational theories that highlight the importance of active
participation and involvement in the learning process. Higher engagement often
correlates with better assimilation of information, improved comprehension, and a
deeper understanding of the subject matter. This active participation can lead to
enhanced retention and application of knowledge, thereby positively affecting exam
performance. The substantial coefficient associated with engagement level in the
regression analysis signifies that for every incremental increase in engagement, there's
an average increase of 4.72 points in the final exam scores.
Understanding the significance of engagement implies that educational
strategies aimed at fostering an engaging learning environment could substantially
impact students' academic success. It underscores the importance of interactive
teaching methodologies, promoting discussions, collaborative activities, and
initiatives that stimulate student involvement in the learning process. Educators and
institutions might consider tailored approaches to cultivate and sustain higher
engagement levels among students, potentially leading to improved academic
outcomes.
The analysis also demonstrates that study hours contribute significantly to
predicting final exam scores. Although the impact is slightly less pronounced
compared to engagement level, the statistical significance of study hours in relation to
exam scores is evident. The coefficient associated with study hours suggests that for
each additional hour of study per week, there is an average increase of 1.51 points in
final exam scores.
This finding emphasizes the importance of effective study habits and time
management in academic success. It underscores the correlation between consistent,
dedicated study hours and better performance on exams. It signifies the need for
students to adopt structured study routines and allocate adequate time for reviewing
and understanding course materials outside the classroom. For educators and
institutions, it highlights the potential benefits of advocating and facilitating
environments conducive to effective study habits, providing resources for academic
support, and encouraging students to manage their study time efficiently.
The collective impact of these findings suggests that while both engagement
level and study hours play influential roles in predicting exam scores, a combined
approach might yield even more significant improvements in academic achievement.
Encouraging higher engagement levels along with fostering disciplined study
practices could potentially lead to more profound and consistent academic success.
The significance of engagement levels and study hours in predicting exam
scores implies a need for a multifaceted approach to education. In nurturing an
engaging learning environment and promoting effective study habits, educators and
institutions can potentially empower students to excel academically. However, it's
essential to acknowledge individual differences and diverse learning styles,
suggesting a need for personalized strategies to maximize the potential impact of
engagement and study hours on academic outcomes.
5. Provide thorough interpretations and conclusions based on the results obtained

The analysis results provide compelling insights that validate the research hypotheses,
offering profound implications for educational practices and student performance. The
research hypotheses posited that engagement levels and study hours significantly
impact final exam scores. The analysis conclusively supports these hypotheses. The
regression model not only shows a statistically significant relationship between these
factors and exam scores but also quantifies their influence. Both engagement levels
and study hours exhibit substantial associations with final exam scores, aligning with
the alternate hypothesis and contradicting the null hypothesis that suggested no
significant impact.
These findings carry substantial implications for the broader educational
landscape. They emphasize the pivotal role of active engagement in learning,
suggesting that interactive teaching methods and student involvement are crucial in
driving academic success. Additionally, the correlation between study hours and exam
scores underscores the importance of self-directed learning and effective study habits.
The implications from this analysis call for actionable changes in educational
practices. Educators could consider the implementation of more participatory teaching
strategies that encourage student engagement. This might include interactive sessions,
group discussions, and hands-on activities to stimulate interest and involvement.
Moreover, promoting the value of consistent study habits and time management skills
among students becomes crucial. Supportive structures within educational institutions,
such as study groups, access to academic resources, and guidance on effective study
techniques, could be instrumental in enhancing student outcomes.
Although this analysis confirms the significance of engagement levels and
study hours, further research could explore additional factors influencing academic
performance. Understanding the interplay between various variables, such as learning
styles, instructor effectiveness, or socio-economic factors, might provide a more
comprehensive view of student success.
The analysis results highlight that student success is intricately tied to their
engagement in the learning process and the time invested in self-study. The insights
derived from this study underscore the importance of a balanced and dynamic
approach to education that emphasizes active participation and dedicated study
practices.
ONLINE CLASS PARTICIPATION

In the world of statistics, the distinction between nonparametric and parametric tests
is a fundamental concept that guides the choice of statistical analysis based on the
nature of data. Nonparametric tests are a set of statistical methods that don't assume a
specific probability distribution for the data, while parametric tests rely on
assumptions about the underlying distribution, usually assuming normality.
 The primary difference lies in their assumptions. Parametric tests, such as t-tests and
ANOVA, assume that the data follows a specific distribution (often normal) and that
the data has a particular variance or spread. Nonparametric tests, on the other hand,
don't make these assumptions and are used when data doesn't meet the stringent
criteria of parametric tests, like skewed or ordinal data.
 The choice between these two types of tests largely depends on the characteristics of
the data. If the data meets the assumptions of parametric tests (normal distribution,
equal variance), it's generally more powerful and can provide more precise results.
Nonparametric tests, though less sensitive, are robust and applicable to a wider range
of data types.
 The decision on which test to use depends on various factors. When the data is
categorical or ordinal, skewed, or doesn't meet the assumptions of parametric tests,
nonparametric tests are more suitable. Conversely, if the data is continuous, normally
distributed, and the assumptions are met, parametric tests are preferred.
 In practical terms, it's essential to consider the nature of the data and the assumptions
underlying each type of test to select the most appropriate one. This distinction
ensures statistical analyses align with the characteristics of the data, ensuring more
accurate and reliable results.