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Research Statistics

The research found no significant differences in perceived performance effectiveness, quality of instruction, or exposure to dual training across program types, and no significant correlations between the number of absences and these perceptions. Additionally, the combination of program type and number of absences did not significantly affect instructional effectiveness or training exposure. For assessing the combined effects, a two-way ANOVA or multiple regression analysis is recommended over Kendall's tau.

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Michelle Stallin
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9 views5 pages

Research Statistics

The research found no significant differences in perceived performance effectiveness, quality of instruction, or exposure to dual training across program types, and no significant correlations between the number of absences and these perceptions. Additionally, the combination of program type and number of absences did not significantly affect instructional effectiveness or training exposure. For assessing the combined effects, a two-way ANOVA or multiple regression analysis is recommended over Kendall's tau.

Uploaded by

Michelle Stallin
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Research Question 1:

Is there a significant difference between the types of programs in:

a. Perceived performance effectiveness?


b. Perceived quality of instruction?
c. Perception of exposure to dual training?

Answer:

 Based on the Kruskal Wallis Test (Chi-Square values and significance levels) from
the third image (Test Statistics table):

Variable Chi-Square df Asymp. Sig. (p-value)


Performance Effectiveness 2.057 4 0.725
Perceived Quality of Instruction 5.081 4 0.279
Exposure to Dual Training 5.440 4 0.245

 Since all p-values are greater than 0.05, there is no significant difference between the
types of programs in terms of perceived performance effectiveness, perceived quality of
instruction, and perception of exposure to dual training.

Research Question 2:

Is there a significant relationship between the number of absences and:

a. Perceived performance effectiveness?


b. Perceived quality of instruction?
c. Perception of exposure to dual training?

Answer:

 Based on the correlation tables from the third and fourth images:

Correlation Sig. (2-


Variables Interpretation
Coefficient (r) tailed)
Number of Absences vs. No significant correlation
0.110 0.277
Performance Effectiveness (p > 0.05)
Number of Absences vs. Quality of No significant correlation
-0.153 0.128
Instruction (p > 0.05)
Number of Absences vs. Exposure No significant correlation
-0.089 0.377
to Dual Training (p > 0.05)
 Since all p-values are above 0.05, there is no significant relationship between the
number of absences and the perceived performance effectiveness, quality of
instruction, or exposure to dual training.

Research Question 3:

What combination of program type and number of absences affects instructional


effectiveness and training exposure?

Answer:

 From the ANOVA table in the third image:

Between Groups Sum of Mean Sig. (p-


Variable df F
Squares Square value)
Performance Effectiveness 521.351 4 130.338 0.486 0.747
Perceived Quality of
1140.156 4 285.039 1.243 0.299
Instruction
Exposure to Dual Training 2254.686 4 566.166 1.351 0.257

 Since all p-values are above 0.05, the combination of program type and number of
absences does not have a significant effect on instructional effectiveness or training
exposure.

Summary:

1. There are no significant differences between types of programs regarding perceived


performance effectiveness, quality of instruction, or exposure to dual training.
2. There are no significant correlations between the number of absences and perceived
performance effectiveness, quality of instruction, or exposure to dual training.
3. The combination of program type and number of absences does not significantly
affect instructional effectiveness or training exposure.

If you want, I can help you summarize these findings more formally or assist with any further
analysis!

4.1-mini

You said:
When to use ANOVA and When to use Kendal's?
ChatGPT said:

Great question! Here’s a simple breakdown of when to use ANOVA and when to use Kendall’s
tau:

ANOVA (Analysis of Variance)

 Purpose: To compare the means of three or more groups to see if there is a statistically
significant difference between them.
 When to use:
o Your independent variable (IV) is categorical (e.g., program types, groups,
treatments).
o Your dependent variable (DV) is continuous (e.g., test scores, performance
ratings).
o You want to test if the mean DV differs across the categories of the IV.
 Example: Testing if average performance effectiveness scores differ across different
training programs.

Kendall’s Tau

 Purpose: To measure the strength and direction of association between two ordinal or
continuous variables (ranked or not).
 When to use:
o You want to test the correlation or association between two variables.
o The data may not meet assumptions of normality (non-parametric).
o Variables can be ordinal or continuous but often ranked or non-normally
distributed.
 Example: Checking if there is a relationship between the number of absences
(ordinal/continuous) and perceived quality of instruction (ordinal).

Summary

Aspect ANOVA Kendall’s Tau


Main Use Compare means across groups Measure correlation between variables
Both variables ordinal or continuous (non-
Variable Types IV = categorical, DV = continuous
parametric)
What It Tests Differences between group means Strength and direction of association
Normality, homogeneity of
Assumptions Fewer assumptions, non-parametric
variance
Example Use Different programs’ effect on Relationship between absences and
Aspect ANOVA Kendall’s Tau
Case performance instruction quality

If you want, I can also explain other related tests like Pearson correlation, Spearman’s rho, or t-
tests! Just ask.

4.1-mini

You said:

What combination of program type and number of absences affects instructional effectiveness
and training exposure?

Is it okay to use Kendal's to get the combination of program type and number of absences affects
instructional effectiveness and training exposure?
ChatGPT said:

Good question! For assessing the combination of program type and number of absences on
instructional effectiveness and training exposure, Kendall’s tau is not the best choice
because:

 Kendall’s tau measures the correlation (association) between two variables at a time.
 It doesn’t handle multiple independent variables or combinations (like program type
and number of absences together).
 Also, it doesn’t test effects or differences in means—it just shows strength/direction of
relationships.

So what should you use?

For testing the combined effect of:

 A categorical variable (program type),


 And a continuous or ordinal variable (number of absences),

on continuous dependent variables like instructional effectiveness or training exposure, you’d


typically use:

 Two-way ANOVA (if number of absences is categorical or binned), or


 Multiple regression analysis (if number of absences is continuous) with program type as
a factor (dummy coded categorical variable).

Summary:
Question Best Approach
Effect of program type & number of absences (combined) Two-way ANOVA or Multiple
on outcomes Regression
Relationship between two variables (correlation) Kendall’s tau or Spearman’s rho

In your case, since the study looked at the combination of program type and number of absences
affecting outcomes, ANOVA or regression is more appropriate, which aligns with the ANOVA
table you showed.

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