Descriptive Analysis

Figure 1 Pie chart showing the type of students class

Figure 2 Pie chart showing the year of students

Table 1
Means and Standard Deviations of students' Logical Thinking Skill, Self-regulation, Interpersonal
Intelligence, and Learning Achievement in two different types of class
Science
Variables

Social
SD

SD

Logical Thinking

15.69

3.81

19.00

2.62

Self-Regulation

95.72

12.20

96.79

7.85

Interpersonal Intelligence

93.31

10.78

99.67

9.18

Student Achievement

21.93

8.32

9.21

4.99

Figure 3 Students' Logical Thinking Score

Figure 4 Students Self-Regulation Score

Figure 5 Students Interpersonal Intelligence

Figure 6 Students Achievement

Figure 8. Box Plot of students' Logical Thinking Skill, Self-regulation, Interpersonal Intelligence, and
Learning Achievement in two different types of class

Regression Analysis
Table 2
Model summary for variables predicting students achievement

Model
1

Adjusted R

Std. Error of

R Square

Square

the Estimate

0.69

0.48

0.42

7.18

a. Predictors: (Constant), Year of Student, Type of Class, SelfRegulation, Logical Thinking, Interpersonal Intelligence

Table 3
Regression analysis summary for variables predicting students achievement (F Test)
Sum of
1

Model

Squares

df

Mean Square

Sig.

Regression

2215.512

443.102

8.599

.000**

Residual

2421.960

47

51.531

Total

4637.472

53

a. Dependent Variable: Student Achievement

b. Predictors: (Constant), Interpersonal Intelligence, Logical Thinking, Self-Regulation
Type of Class, Year of Students
N=53, **p= < 0.05
Table 4
Regression analysis summary for variables predicting students achievement (T-Test)
Variable
Type of Class

SE B

-12.17

2.34

-0.65

-5.19

0.00**

Year of Student

0.67

2.07

0.04

0.33

0.75

Logical Thinking

-0.22

0.31

-0.09

-0.70

0.49

Self-regulation

0.11

0.11

0.13

1.04

0.31

Interpersonal Intelligence

0.01

0.11

0.01

0.07

0.95

Notes R2 =
0.48; Adj. R2 =
0.42 (N=53,
**p= < 0.05)

APA Format

Report
A multiple linear regression was conducted to predict students learning achievement based on Type
of class, Year of students, Logical Thinking skill, self-regulation, and Interpersonal Intelligence. Using
the enter method it was found that Logical Thinking skill, self-regulation, and Interpersonal Intelligence
level explain a significant amount of the variance in the value of students achievement (F(5,47) =
8.60, p < 0.00), with an R2 of 0.48. The analysis shows that year of student (Beta = 0.67, t(53) = 0.33,
ns), logical thinking (Beta = -0.22, t(53) = -0.70, ns), self-regulation (Beta = 0.11, t(53) = 1.04, ns),

Interpersonal Intelligence (Beta = 0.01, t(53) = 0.07, ns) level did not significantly predict value of
students achievement. However Type of class did significantly predict value of students Achievement
(Beta = -12.17, t(53) = --5.19, p < 0.05).