Assignment on

( Quantitative data Analysis in Sociology, SOC – 3521)

Submitted to
Asst. Prof. Dr. Abul Kalam Azad
Faculty of Arts and Social Sciences (FASS)

Submitted by :
Nura Salima Pinkey
ID-2211181053
Session: 2021-22
SOC-06
Department of Sociology
Bangladesh University of Professionals
Answer to the Question No. 4
Section (i)

(a)Mean, Median and Mode of netcat, agecat, sex, degree

Table:1 Mean, Median and Mode for netcat, agecat, sex,
degree

Statistics

netcat agecat sex degree

N Valid 649 1419 1419 1411
Missing 770 0 0 8

Mean 3.62 3.05 1.56 1.46

Median 4.00 3.00 2.00 1.00
Mode 3 5 2 1

Interpretation: From the output file we find that the calculated values of mean, median and
mode for each variable. Mean is greater than median and median is greater than mode for all
variables. So the relationship among them is asymmetric which is positively skewed
distributions. I think mean is the best measure of central tendency due to its representativeness.

(b) Mean, median, mode, range, variance and standard deviation

Table: 2 Standard deviation, variance, range, minimum,
maximum for netcat, agecat, sex, degree.

Descriptive Statistics

N Range Minimum Maximum Std. Deviation Variance

netcat 649 3 2 5 1.035 1.071

agecat 1419 4 1 5 1.425 2.030

sex 1419 1 1 2 .496 .246

degree 1411 4 0 4 1.174 1.379

Valid N (listwise) 645

Interpretation:

(c) Histogram
Figure:1 Histogram for age Category
Boxplot

Figure:2 Histogram for net Category

Boxplot

(d) Bar Diagram

(e) Pie Chart

(f) Figure 3: Scatter plot for sex and internet usages category
(g) Figure 4 : Scatter plot for age and internet usages category

(h) Table:3 Relationship between time on the Internet (netcat) and

gender (sex)

Correlations

netcat sex
netcat Pearson Correlation 1 -.067

Sig. (2-tailed) .090

N 649 649

sex Pearson Correlation -.067 1

Sig. (2-tailed) .090

N 649 1419
From the above table, it is clear that there is a negative relationship between the variables
Internet (variable netcat) and gender (variable sex).

(i) Table:4 Relationship between time on the Internet (netcat) and gender (sex)
when control for education

Correlations
Control Variables netcat sex
degree netcat Correlation 1.000 -.060
Significance (2-tailed) . .125
df 0 642
sex Correlation -.060 1.000
Significance (2-tailed) .125 .
df 642 0

Interpretation: There is a change in the magnitude of the relationship between the variables
Internet (variable netcat) and gender (variable sex) when we control for education. But there is
no change in terms of direction of relationship. Without controlling education, we got the value
of r = - 0.067 which exhibits the negative relationship between the variables Internet (variable
netcat) and gender (variable sex). On the other hand, by controlling education, we got the value
of r = -0.053 which also exhibits the negative relationship between internet use (variable netcat)
and gender (variable sex).

(j) Table: 5 Linear Regression for netcat and sex variable

Model Summary

Adjusted R Std. Error of the

Model R R Square Square Estimate
1 .067a .004 .003 1.034

a. Predictors: (Constant), sex

 Coefficientsa

Standardized
Unstandardized Coefficients Coefficients

Model B Std. Error Beta t Sig.

1 (Constant) 3.835 .131 29.284 .000

sex -.138 .081 -.067 -1.697 .090

a. Dependent Variable: netcat

(k) Table: 6 Linear Regression for netcat and sex variable

Model Summary

Adjusted R Std. Error of the

Model R R Square Square Estimate
a
1 .012 .000 -.001 1.036

a. Predictors: (Constant), agecat

Coefficientsa

Standardized
Unstandardized Coefficients Coefficients

Model B Std. Error Beta t Sig.

1 (Constant) 3.835 .131 29.284 .000

sex -.138 .081 -.067 -1.697 .090

a. Dependent Variable: netcat

Answer to the Question No. 4
Section (ii)

(a)Mean, Median and Mode of salnow and salbeg

Table:7 Mean, Median and Mode salnow and salbeg

Statistics
salnow salbeg
N Valid 474 474
Missing 0 0
Mean 13767.83 6806.43
Median 11550.00 6000.00
Mode 12300 6000

Interpretation: From the output file we find that the calculated values of mean, median and
mode for each variable. Mean is greater than median and median is greater than mode for all
variables. So the relationship among them is asymmetric which is positively skewed
distributions.

(b) Mean, median, mode, range, variance and standard deviation

Table: 8 Standard deviation, variance, range, minimum, maximum
for salnow and salbeg

Descriptive Statistics

N Range Minimum Maximum Std. Deviation Variance

salnow 474 47700 6300 54000 6830.265 46652514.313

salbeg 474 28392 3600 31992 3148.255 9911511.193

Valid N (listwise) 474

(c) Figure:5 Scatter Plot for current salary and beginning salary

(d) Table:9 Relationship between on the salnow and the salbeg

Correlations
salbeg salnow
salbeg Pearson Correlation 1 .880**

Sig. (2-tailed) .000

N 474 474
salnow Pearson Correlation .880** 1

Sig. (2-tailed) .000

N 474 474
**. Correlation is significant at the 0.01 level (2-tailed).
(e) Table: 10 Linear Regression for salnow and salbeg
Model Summary

Adjusted R Std. Error of the

Model R R Square Square Estimate
a
1 .880 .775 .774 3246.142

a. Predictors: (Constant), salbeg

Coefficientsa

Unstandardized Standardized
Coefficients Coefficients

Model B Std. Error Beta t Sig.

1 (Constant 771.282 355.472 2.170 .031
)
salbeg 1.909 .047 .880 40.276 .000

a. Dependent Variable: salnow

Answer to the Question No. 4

Section (iii)

(a) Figure 5: Histogram for ADDSC

Interpretation: The histogram for the ADDSC variable shows the values are on the horizontal
axis and frequencies are on the vertical axis. From the histogram, it is clear that the ADDSC is
approximately normally distributed

(b) Figure 6: Box plot for ADDSC

Figure 7: Box plot for ADDSC with and without social problems

(c)
Figure 8: Scatter plot for the relationship between ADD symptoms
and GPA
Interpretation: From the figure, it is clear that there is a negative linear association between
ADD symptoms and GPA.

(d) Figure 9: Pie chart for the percent of types of English classes
(e) Figure 10: Bar chart for the mean GPA of students in the 3
types of English classes

Answer to the Question No. 4

Section (iv)

(a)Mean,
Answer to the Question No. 5
Section (i)

(a)Since both education (degree) and perception of life (life) are nominal or ordinal level
variable, chi-square test is the appropriate test what we can conduct based on the following
hypotheses:

1. Ho: Education and perception of life are independent (there is no relationship between
education and perception of life)
2. Ha: Education and perception of life are dependent (there is a significant relationship
between education and perception of life)

Table for Relationship between education (degree) and perception of life (life)

Chi-Square Tests

Asymptotic
Significance (2-
Value df sided)
Pearson Chi-Square 39.428a 8 .000
Likelihood Ratio 39.216 8 .000
Linear-by-Linear Association 29.571 1 .000

N of Valid Cases 927

a. 2 cells (13.3%) have expected count less than 5. The minimum expected count is
2.86.

Interpretation: Since the P value (.000) is smaller than 0.01, we can conclude that the null
hypothesis rejected. So, education and perception of life are dependent (i.e., there is a
significant relationship between education and perception of life at 1% level of significance
using 2-tailed test.

(b) Scatter Plot for education(degree) and perception of life (life)

(b)Since both internet usage category (netcat) and perception of life (life) are

nominal/ordinal level variable, chi-square test is the appropriate test what we can conduct based
on the following hypotheses:
 1.Ho: Internet usage category and perception of life are independent (there is no
relationship between internet usage category and perception of life)
2.Ha: Internet usage category and perception of life are dependent (there is a significant
relationship between internet usage category and perception of life)

Table for Relationship between internet usage category (netcat) and perception of life (life)

Chi-Square Tests

Asymptotic
Significance (2-
Value df sided)
Pearson Chi-Square 8.951a 6 .176
Likelihood Ratio 9.019 6 .172
Linear-by-Linear Association .370 1 .543

N of Valid Cases 426

a. 4 cells (33.3%) have expected count less than 5. The minimum expected count is 1.58.

Interpretation: Since the P value (0.176) is greater than 0.05, we can conclude that the null
hypothesis is failed to be rejected. So, internet usage category and perception of life are
independent (i.e., there is no relationship between internet usage category and perception of
life) at 5% level of significance using 2-tailed test.

(c) Correlation between internet use (netcat) and perception of life(life)

Correlations

netcat life
netcat Pearson Correlation 1 .030
Sig. (2-tailed) .543

N 649 426
life Pearson Correlation .030 1
Sig. (2-tailed) .543

N 426 932

(d) Since both belief in life after death (postlife) and highest degree earned (degree) are
nominal/ordinal level variable, chi-square test is the appropriate test what we can conduct based
on the following hypotheses:

1.Ho: Belief in life after death (postlife) and highest degree earned (degree) are independent
(there is no relationship between belief in life after death and highest degree earned).
2.Ha: Belief in life after death (postlife) and highest degree earned (degree) are dependent
(there is a significant relationship between belief in life after death and highest degree
earned).

Table for Significance test between the variables belief in life after death & highest degree
earned

Chi-Square Tests

Asymptotic
Significance (2-
Value df sided)
a
Pearson Chi-Square 13.037 4 .011
Likelihood Ratio 12.163 4 .016
Linear-by-Linear Association 3.240 1 .072

N of Valid Cases 829

a. 0 cells (0.0%) have expected count less than 5. The minimum expected count is 9.31.

Interpretation: Since the P value (0.011) is smaller than 0.05, we can conclude that the null
hypothesis is rejected. So, belief in life after death (postlife) and highest degree earned (degree)
are dependent (i.e., there is a significant relationship between belief in life after death and
highest degree earned at 5% level of significance using 2-tailed test.

(e)Table: Linear regression for postlife and degree

Model Summary

Adjusted R Std. Error of the

Model R R Square Square Estimate
1 .063a .004 .003 .378

a. Predictors: (Constant), degree

Coefficientsa
Standardized
Unstandardized Coefficients Coefficients
Model B Std. Error Beta t Sig.
1 (Constant) 1.202 .021 57.158 .000
degree -.021 .011 -.063 -1.802 .072
a. Dependent Variable: postlife

(f) Step:1 Since the variable rincdol is quantitative (ratio). We can conduct t-test under
the following hypothesis.
Step:2
1.Ho: The average income is same for two groups (those who use the internet and who don’t).
2.Ha: The average income is not same for two groups (those who use the internet and who
don’t)

Table for Group statistics of average income for people who use the Internet and those
who don’t

Group Statistics
 Std. Error
usenet N Mean Std. Deviation Mean
rincdol 0 375 23644.67 19160.294 989.433
1 528 36518.94 25903.569 1127.308

Comment: From the above table, we find that the average income for people who use the
internet is 23644.67 whereas the average income for people who don’t use the internet is
36518.94.

Independent Samples Test

Levene's Test for
Equality of
Variances t-test for Equality of Means
95% Confidence
Std.
Interval of the
Mean Error
Difference
Sig. (2- Differen Differen
F Sig. t df tailed) ce ce Lower Upper
rinc Equal variances 35.208 .000 - 901 - 1576.349 - -
dol assumed 8.167 .000 12874.27 15968.01 9780.529
3 7
Equal variances - 899.5 .000 - 1499.934 - -
not assumed 8.583 11 12874.27 15818.05 9930.495
3 0