Research Methods in Business

Quantitative Analysis Group Assignment

Contents
Overview......................................................................................................................................

Visually displayed data analysis..................................................................................................

Frequencies............................................................................................................................3
The Statistics Tables..............................................................................................................4
The Histogram for Gender distribution..................................................................................4
The Histogram of Age............................................................................................................5
The below “Frequency Table” of Age represents:.................................................................6
Frequency Table of Age.........................................................................................................6
The Pie Chart of Gender Proportion......................................................................................6
The Pie Chart of Age Proportion...........................................................................................7
Descriptive statistics...............................................................................................................7
Descriptive Statistics..............................................................................................................8
Reliability Test.......................................................................................................................8
Reliability Statistics...............................................................................................................8
Item-Total Statistics...............................................................................................................9
Correlation analysis..............................................................................................................10
The Correlation table............................................................................................................10
Regression Analysis.............................................................................................................12
Variables Entered/Removeda................................................................................................13
Model Summary...................................................................................................................13
ANOVA Test Analysis........................................................................................................13
ANOVA Test........................................................................................................................13
Conclusion............................................................................................................................14
 References............................................................................................................................14

Overview.
This is a group assignment of 5 students, to prepare a quantitative analysis report based on
the SPSS data provided by the respective professor.
The report should include the interpretation and the related graphs of the following analysis:
1. Frequencies
2. Descriptive
3. Reliability
4. Correlations
5. Regression
Visually displayed data analysis.
Frequencies.
The frequency of a particular data value is the number of times the data value occurs. The
frequency tables below reflect an analysis of the demographic variables such as age and
gender.
The below frequency table illustrates how different values of a variable of gender and age are
distributed and their corresponding frequencies. 
The Statistics table shows the mean (average) of the age and gender of the participants in the
study. The average age was around 30 years and the mean reads 1.74 which means the study
involved more women than men because the value is closer to two which indicates woman. In
addition, the standard deviation for age (the measure of the amount of variation or dispersion
of a set of values) is on the higher end (10.009) which means that the age of participants is
spread out over a wide range. Whereas the standard deviation of gender is irrelevant as
gender is only between male and female. Hence its value is low. The table also shows the
maximum and minimum age of participants which is 18 and 73 respectively. As for gender,
the values can be no other than one and two indicating men and women respectively.
As for the frequency tables and graphs of gender, the numbers are straightforward and
explicitly indicative. With 305 participants, 74.1% were females, and 25.9% were males.
However. The age of the participants is on a widely spread-out range (from 18 to all the way
up to 73), we see from the graphs that the majority of participants are around the age group of
20-30 years old. This explains the standard deviation of 10.009 for age.

The Statistics Tables

Statistics
  Gender Age
Valid 305 305
N
Missing 0 0
Mean 1.74 30.91
Std. Deviation 0.439 10.009
Minimum 1 18
Maximum 2 73

Gender

Valid Cumulative
  Frequency Percent
Percent Percent
Male 79 25.9 25.9 25.9
Fema
Valid 226 74.1 74.1 100
le
Total 305 100 100  

The Histogram for Gender distribution

Interpreting the above histogram, each column represents the group that is defined by a
categorical variable Gender. In the distribution of gender, the peak of data occurs at the value
226, which is the value of the female gender and the mean value is 1.74. The spread of
distribution is at the value of 0.439 ± Std. deviation and minimum 0.5 and maximum 2.5
values. The class intervals or bins are groupings of the data, in a way that it doesn’t overlap,
each interval or bin is equal in size. As derived from the above histogram the bin values are
0.5-0.9, then 1.0-1.4, and so on.

The symmetry of the graph. The graph is left-skewed, known as a negatively skewed
histogram. The peak of the graph is on the right side of the centre, then the mean is typically
less than the median.
The Histogram of Age

Further to the above Age histogram, the peak of data occurs on the left side of the center.
The sample age range between values of 20 and 40 is quite frequent, with a mean value of 30.
The spread of distribution is at the value of 10.± Std. deviation and minimum of age < 20 and
maximum > 70, with an outlier value of 80.

The symmetry of the graph. The graph is right-skewed, as most of the values are clustered on
the right side.
The below “Frequency Table” of Age represents:
 The age range minimum of 18 years and a maximum of 73.
 The highest percentage of participants is 10.5% at the age of 25 years old, 42%
cumulative percent of participants.
Frequency Table of Age
Age
Valid Cumulative
Frequency Percent Percent Percent
Valid 18 4 1.3 1.3 1.3
19 4 1.3 1.3 2.6
20 7 2.3 2.3 4.9
21 17 5.6 5.6 10.5
22 12 3.9 3.9 14.4
23 24 7.9 7.9 22.3
24 30 9.8 9.8 32.1
25 32 10.5 10.5 42.6
26 13 4.3 4.3 46.9
27 7 2.3 2.3 49.2
28 11 3.6 3.6 52.8
29 13 4.3 4.3 57.0
30 18 5.9 5.9 63.0
31 6 2.0 2.0 64.9
32 11 3.6 3.6 68.5
33 10 3.3 3.3 71.8
34 3 1.0 1.0 72.8
35 4 1.3 1.3 74.1
36 4 1.3 1.3 75.4
37 8 2.6 2.6 78.0
38 3 1.0 1.0 79.0
39 5 1.6 1.6 80.7
40 8 2.6 2.6 83.3
41 3 1.0 1.0 84.3
42 4 1.3 1.3 85.6
43 5 1.6 1.6 87.2
44 2 .7 .7 87.9
45 3 1.0 1.0 88.9
46 1 .3 .3 89.2
47 3 1.0 1.0 90.2
48 4 1.3 1.3 91.5
49 4 1.3 1.3 92.8
50 6 2.0 2.0 94.8
51 2 .7 .7 95.4
52 2 .7 .7 96.1
54 3 1.0 1.0 97.0
56 2 .7 .7 97.7
57 1 .3 .3 98.0

The Pie Chart of Gender Proportion

The following pie chart below describes the proportion of the participants, wherein female is
the largest proportion, while the male is the smallest proportion
The Pie Chart of Age Proportion
The next pie chart represents the proportion of each age group. The more data values of age
participated in the study; the more coloured slices will divide the pie chart. This becomes
complicated to distinguish the proportion of categories.

Descriptive statistics
Descriptive statistics describe what the data shows, and describes the characteristics of the
population or phenomenon studied. Descriptive statistics involves the measure of central
tendency and dispersion for the continuous variable while frequency distribution is used for
the categorical variables (Bickel, P.J. and Lehmann, E.L.,, 2012)
We ran the analysis of descriptive statistics with multiple variables with the purpose of:
 to provide basic information about variables in a dataset and
 to emphasize the potential relationship between variables.
N is the number of 305 observations are in this sample. This is a quite representative number
of observations for adequate representation of data distribution and provides more precise
estimates of the process parameters, such as the mean and standard deviation. The highest
standard deviation is observed within the age group, and least within gender, which is
explained by only 2 types of gender. Education is at a low value of 0.732 standard deviations
similar to the value of job satisfaction. Satisfaction with customers is at the value of 0.78625
slightly higher than the above-described gender and education. Finally, the last 2 variables
are higher than the previous variables with respective values of 0.93031 and 0.99924. A
higher value of a standard deviation - a greater spread in the data.
However, unusual outlier values affect the mean value, hence we may refer to the histogram,
graph that was created above to track the max and min values and outliers.
Std.
Minimu Maximu
  N Mean Deviatio
m m
n
30
Age 18 73 30.91 10.009
5
30
Gender 1 2 1.74 0.439
5
30
Education 1 5 1.85 0.732
5
JOB
30 3.210
SATISFACTIO 1 5 0.78625
5 9
N

satisfaction with 30 3.137

1 5 0.93031
customers 5 7

PRODUCTIVIT 30
2.14 7 5.556 0.99924
Y 5
Valid N 30
       
(listwise) 5

Reliability Test
A reliability test or Cronbach alpha is a reliability test used in SPSS to determine the
measuring instrument's internal consistency, and whether the data is complete and accurate.
The ideal value for the reliability score is 0.7. When the reliability value is low, some items
might be deleted from the data. (Drost, E.A., , 2011)
Further to the results of the test, the reliability score α<0.7, which means there aren't enough
questions on the test. The alpha score can be improved by including more relevant items in
the test. Low values can also be caused by poor interrelatedness between test items, as can
testing more than one dependent variable. The corresponding values for the sub-scales are
presented in the below tables.
Reliability Statistics
Cronbach's
Alpha Based
on
Cronbach's Standardized
Alpha Items N of Items
.641 .602 31
The reliability test can be conducted for all variables, excluding demographic variables, as per below
table:
Item-Total Statistics
Scale Corrected Squared Cronbach's
Scale Mean if Variance if Item-Total Multiple Alpha if Item
Item Deleted Item Deleted Correlation Correlation Deleted
QUALITY 107.1444 66.107 .589 . .601
Reliability 107.2220 66.349 .514 . .605
Trust 107.2218 66.840 .363 . .615
Promptness 107.0699 65.420 .537 . .601
individualized attention 107.0822 67.293 .404 . .613
PRODUCTIVITY 107.2516 66.915 .422 . .611
Output 107.3650 67.524 .299 . .621
backroom productivity 107.1005 66.773 .406 . .612
JOB SATISFACTION 109.5967 78.296 -.295 . .668
satisfaction with work 109.5235 80.719 -.422 . .681
satisfaction with 109.6699 76.277 -.143 . .661
customers
BURNOUT 110.0549 71.822 .180 . .634
burnout from customers 110.4442 74.999 -.058 . .651
burnout from 109.6655 69.177 .246 . .628
management
learning orientation 109.1956 74.112 .005 . .647
resource-demand gap 109.7718 68.914 .372 . .619
work uncertainty 110.1994 68.766 .342 . .620
role conflict 109.4612 67.218 .431 . .611
work-family conflict 109.6978 68.761 .193 . .634
customer rejection 109.4420 71.964 .146 . .637
ethical concerns 110.3230 68.869 .308 . .622
management unfairness 109.6945 66.418 .452 . .608
lack of task control 110.0314 68.443 .378 . .617
dead end job 109.3109 65.524 .357 . .613
unsupportive co- 110.4513 71.135 .241 . .630
workers
unsupportive boss 110.4174 69.375 .237 . .629
Apathy 109.4623 72.466 .104 . .640
Job Characteristics 110.0894 77.584 -.275 . .662
Feedback 109.3978 78.512 -.275 . .672
Participation 111.1043 75.794 -.116 . .656
Autonomy 109.7661 79.604 -.332 . .678

Correlation analysis
To determine the relationship between two variables, correlation analysis is employed. It is
primarily concerned with the magnitude and direction of the link between the two variables.
(Sedgwick, P., 2012)
The Correlation table

We select more variables to increase the correlation matrix between all the variables, as per
the below large correlation table.
To determine the significance of the correlation coefficient, we need to compare the p-value
to the significance level. A significance level (or alpha) of 0.05 shows that there is a 5%
chance of concluding that a correlation, exists when there is none. The p-value indicates if the
correlation coefficient differs from 0 in a meaningful way. (A coefficient of 0 shows that the
relationship is not linear.)
P-value ≤ α: The correlation is statistically significant
If the p-value is less than or equal to the significance level, then we can conclude that the
correlation is strong.
P-value > α: The correlation is not statistically significant If the p-value is greater than the
significance level, then we cannot conclude that the correlation is strong.
The correlation table.
Correlations

role conflict

participatio
uncertainty
satisfaction

satisfaction
individualiz

SATISFACTI

orientation

manageme

lack of task
productivit

unsupporti
promptnes

manageme

unsupporti

CHARACTE
customers

coworkers
PRODUCTI
customers

customers

unfairness
number of

autonomy
BURNOUT
with work
backroom

resource-

customer
attention

feedback
concerns

dead end
rejection
QUALITY

demand
handled

burnout

burnout

learning

conflict

RISTICS
per day

ve boss
control
output

apathy
ethical
family
work-
work
from
from
with
VITY

JOB

gap

JOB
ON

job
ed

ve
nt

n
y
s
number of
customers Pearson
1
handled per Correlation
day
Pearson
QUALITY 0.001 1
Correlation
Pearson
promptness -0.024 .867** 1
Correlation
individualized Pearson
0.003 .849** .635** 1
attention Correlation
Pearson
PRODUCTIVITY -0.051 .522** .561** .353** 1
Correlation
Pearson
output -0.058 .440** .483** .298** .926** 1
Correlation
backroom Pearson
-0.025 .494** .515** .332** .818** .540** 1
productivity Correlation
JOB Pearson
-.121* .136* 0.084 .187** .128* .198** -0.015 1
SATISFACTION Correlation
satisfaction Pearson
-.161** 0.022 0.018 0.073 0.101 .183** -0.053 .861** 1
with work Correlation
satisfaction Pearson
-0.054 .209** .124* .247** .121* .161** 0.024 .876** .509** 1
with customers Correlation
Pearson
BURNOUT 0.054 -.263** -.208** -.290** -.222** -.264** -0.092 -.685** -.666** -.528** 1
Correlation
burnout from Pearson
0.029 -.362** -.284** -.389** -.181** -.221** -0.066 -.536** -.411** -.518** .775** 1
customers Correlation
burnout from Pearson
0.057 -.126* -0.101 -.147* -.193** -.226** -0.087 -.613** -.672** -.400** .899** .420** 1
management Correlation
learning Pearson
0.05 .311** .266** .301** .180** .200** 0.096 .383** .403** .267** -.521** -.430** -.451** 1
orientation Correlation
resource- Pearson
0.066 0.037 0.011 0.062 -.113* -.122* -0.067 -.361** -.432** -.202** .434** .200** .484** -.153** 1
demand gap Correlation
work Pearson
0.097 -0.071 -0.046 -0.072 -0.022 -0.075 0.067 -.406** -.462** -.249** .458** .265** .475** -.227** .485** 1
uncertainty Correlation
Pearson
role conflict .142* -0.013 0.008 -0.071 -0.026 -0.078 0.061 -.484** -.542** -.305** .514** .272** .551** -.184** .567** .535** 1
Correlation
work-family Pearson
0.095 -0.008 0.047 -0.019 -0.094 -.123* -0.022 -.280** -.268** -.220** .266** 0.092 .318** -.148** .290** .355** .324** 1
conflict Correlation
customer Pearson
.128* -0.049 -0.017 -0.08 -0.089 -0.099 -0.049 -.513** -.357** -.529** .313** .289** .250** -.145* .217** .201** .365** .144* 1
rejection Correlation
ethical Pearson
.177** -0.088 -0.048 -0.088 -0.088 -.137* 0.012 -.614** -.598** -.472** .569** .405** .536** -.286** .457** .444** .603** .310** .511** 1
concerns Correlation
management Pearson
.151* 0.031 0.048 -0.013 -0.036 -0.07 0.026 -.539** -.629** -.316** .620** .269** .704** -.312** .556** .522** .629** .333** .314** .589** 1
unfairness Correlation
lack of task Pearson
0.091 -0.002 -0.002 -0.045 -.121* -.146* -0.046 -.572** -.649** -.354** .576** .292** .625** -.288** .569** .602** .557** .329** .330** .511** .724** 1
control Correlation
Pearson
dead end job 0.043 0.053 0.066 -0.004 -0.027 -0.052 0.018 -.519** -.630** -.281** .564** .298** .604** -.252** .520** .502** .493** .289** .181** .427** .589** .573** 1
Correlation
unsupportive Pearson
0.066 0.001 -0.006 -0.044 -0.047 -0.049 -0.031 -.341** -.373** -.225** .261** 0.102 .304** -.200** .258** .368** .377** .219** .280** .333** .361** .411** .321** 1
coworkers Correlation
unsupportive Pearson
0.096 0.007 0.01 -0.06 -0.02 -0.05 0.032 -.398** -.501** -.199** .409** .171** .468** -.261** .313** .445** .409** .228** .226** .362** .480** .535** .408** .462** 1
boss Correlation
Pearson
apathy -0.073 0.035 0.073 -0.005 0.049 0.044 0.042 -0.016 0 -0.027 0.013 0.007 0.013 0.074 0.073 0.011 0.045 0.081 0.068 0.069 0.031 0.002 0.089 0.05 -0.027 1
Correlation
JOB
Pearson
CHARACTERISTI -0.092 -0.027 -0.023 0.014 0.021 0.038 -0.011 .425** .498** .249** -.449** -.179** -.521** .330** -.432** -.456** -.416** -.271** -.167** -.375** -.503** -.536** -.502** -.356** -.581** 0.014 1
Correlation
CS
Pearson
feedback 0.011 0 -0.004 0.041 0.002 -0.028 0.046 .226** .297** 0.101 -.270** -0.087 -.328** .178** -.357** -.411** -.333** -.203** -0.065 -.197** -.337** -.385** -.351** -.321** -.566** 0.024 .736** 1
Correlation
Pearson
participation -0.031 0.008 -0.014 -0.006 0.002 0.031 -0.042 .281** .275** .216** -.304** -.165** -.323** .252** -.208** -.185** -.190** -.125* -0.069 -.235** -.262** -.249** -.261** -0.111 -.221** -0.031 .661** .215** 1
Correlation
Pearson
autonomy -.174** -0.062 -0.031 -0.006 0.039 0.078 -0.033 .419** .503** .232** -.404** -.146* -.480** .295** -.364** -.380** -.371** -.253** -.221** -.382** -.487** -.517** -.471** -.325** -.456** 0.031 .785** .357** .315** 1
Correlation
* Correlation is significant at the 0.05 level (2-tailed).

** Correlation is significant at the 0.01 level (2-tailed).

We ran the correlation test for all the variables, and the table above shows the relationship
between multiple variables, as follows:
 Correlation is significant at the 0.05 level (2-tailed) and respectively
 ** Correlation is significant at the 0.01 level (2-tailed).

As the correlation output shows above, the correlation ranges between -1 and 1 with a strong
positive relationship between the dependent variables (questions) and the independent
variables.
Regression Analysis
Regression analysis is a sort of inferential statistics that is used to test if the independent
variable has a significant effect on the dependent variable. It also depicts the dependent
variable's fluctuation utilizing independent variables. (Seber, 2012)
We use here the relation between dependent and independent variables to test the hypothesis.
This is the summary of the relation of the dependent variable that is “Job Satisfaction” and
the independent variable is “Individualized Attention”
If we have 3 independent variables we need to conduct analysis 3 times.
Variables Entered/Removeda
Variables Variables
Model Entered Removed Method
1 individualize . Enter
d attention
a. Dependent Variable: JOB SATISFACTION
b. All requested variables entered.

Model Summary
Adjusted R Std. Error of
Model R R Square Square the Estimate
1 .187a .035 .032 .77361
a. Predictors: (Constant), individualized attention

ANOVA Test Analysis

ANOVA is a statistical test for estimating how a quantitative dependent variable changes
according to the levels of one or more categorical independent variables. ANOVA tests
whether there is a difference in means of the groups at each level of the independent variable.
The null hypothesis (H0) of the ANOVA is no difference in means, and the alternate
hypothesis (Ha) is that the means are different from one another. (Bevans, Rebecca, 2021)
Following the below table of analysis, with the dependent variable “Job Satisfaction”
towards the independent variable “Individualized attention “ there’s a significant effect. as
p<0.01. i.e., p (0.01<0.05), so we don’t reject the H0 hypothesis test.

ANOVA Test
Sum of
Model Squares df Mean Square F Sig.
1 Regression 6.594 1 6.594 11.018 .001b
Residual 181.337 303 .598
Total 187.930 304
a. Dependent Variable: JOB SATISFACTION
b. Predictors: (Constant), individualized attention
 Coefficientsa
Standardized
Unstandardized Coefficients Coefficients
Model B Std. Error Beta t Sig.
1 (Constant) 2.358 .261 9.040 <.001
individualized attention .149 .045 .187 3.319 .001
a. Dependent Variable: JOB SATISFACTION

Conclusion
The objective of the study was to determine the effect of Individualized attention on Job
Satisfaction. The regression analysis indicated that Individualized attention has a significant
effect on Job Satisfaction. The correlation analysis indicated that all tests variables have
significant correlation at the 0.05 level (2-tailed) and respectively have significant correlation
at the 0.01 level (2-tailed).
References
Bickel, P.J. and Lehmann, E.L., 2012. Descriptive statistics for nonparametric models I.
Introduction. In Selected Works of EL Lehmann (pp. 465-471). Springer, Boston,
MA.
Drost, E.A., 2011. Validity and reliability in social science research. Education Research and
perspectives, 38(1), p.105.
Seber, G.A. and Lee, A.J., 2012. Linear regression analysis (Vol. 329). John Wiley & Sons.

Sedgwick, P., 2012. Pearson’s correlation coefficient. Bmj, 345, p.e4483.

ANOVA in R | A Complete Step-by-Step Guide with Examples (scribbr.com)