Assignment - SPSS Latest

Dr. Md. Abdus Salam Akanda Web: http://statdu.ac.
bd/akanda/
Associate Professor of Statistics, DU E-mail: akanda@du.ac.bd
Assignment for BUP-PhD Researchers 2014-2015

Course: Statistical Packages for Advanced Data Analysis
Date of submission: Last class of this semester
This assignment will help you to learn SPSS perfectly.
Reference: Introduction to Statistical Analysis Using SPSS Statistics
Full Marks: 30
Data Source:
https://www.uvm.edu/~dhowell/fundamentals7/SPSSManual/SPSSLongerManual/DataForSPSS/
Question # 1:
Section (i): Use the electric.sav data file to answer the following questions:
(a) Calculate the mean, median, and mode for cholesterol values and diastolic blood pressures in
1958 (variables chol158 and dbp58). For each variable, compare the values of these statistics.
Which measures of central tendency do you think best summarizes each variable? Explain.
(b) Consider the number of cigarettes smoked in 1958(variable cgt58). Describe the smoking habits
of the men in 1958. (Be sure to include what percentage of men in your sample were
nonsmokers in 1958 as well as the mean and median number of cigarettes smoked by the
smokers.)
(c) Compute standardized scores for cholesterol values and diastolic blood pressure.
(d) What is the smallest standardized score for diastolic blood pressure? The largest?
(e) What is the smallest standardized score for cholesterol values? The largest?
(f) Compute the means and standard deviations of the standardized score. What are they? Compute
the quartiles for the standardized scores.
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Dr. Md. Abdus Salam Akanda Web: http://statdu.ac.bd/akanda/
Section (ii):
(a) Using merge1.sav calculate the mean, median, mode, range, variance, and standard deviation for
the following variables: self-esteem, anxiety, coping, and health. Create a histogram for anxiety.
Note how you did each.
(b) Using the data in appendixd.sav, calculate the frequency and percent of females and males who
did and did not have social problems.
(c) Using the data in appendixd.sav, calculate the mean, variance, and standard deviation for GPA
broken down by social problems and drop out status.
Section (iii): Most experts in the field of sleep and dreaming credit Eugene Aserinsky with the
discovery of REM sleep. Shortly after this, William Dement published data showing some basic facts
about dreaming. In 1960 he published his findings for the first eight subjects (Dement, W. (1960). The
effect of dream deprivation. Science, 131, 1705-1707). Here are data adapted from that study:
Subject 1. 2. 3. 4.
Baseline Dream Time As A Number Of Dream Number Of Percent Dream
Percent Of Sleep Time Deprivation Nights Awakenings Time Recovery
3a. 3b.
First Last
Night Night
1 19.5 5 8 14 34
2 18.8 7 7 24 34.2
3 19.5 5 11 30 17.8
4 18.6 5 7 23 26.3
5 19.3 5 10 20 29.5
6 20.8 4 13 20 29
7 17.9 4 22 30 19.8
8 20.8 3 9 13 *
* Subject dropped out of study before recovery nights.
(a) Enter these data in an SPSS spread sheet. Use the * to represent the missing value in column 4.
(b) Draw a pie chart representing the baseline percentage of dream time for each subject.
(c) Draw a bar graph for the percent of dream time recovery and describe the overall pattern of the
distribution. Are there any outliers?
(d) Draw a boxplot for the average percent of dream time. What is the mean and standard deviation
(use the five number summary) for this variable? Describe what this means in terms of
differences between subjects before the experimental data was collected.
(e) Draw a histogram for the percent dream time recovery and place a normal curve over it. What
does this tell you about the percentage of time we spend in dream time recovery after dream
deprivation?
(f) Make normal quantile plot for percent of dream time recovery. Does this give you the same
answer as in part (e)?
(g) For each variable in the data set, do an Exploratory Data Analysis and comment on shape,
center, and spread.
(h) What is the correlation between the baseline percent dream time and the percent dream time
recovery? Make the appropriate scatterplot with a fitted line and residual plot. Derive the values
of and ଶ . Comment on direction, form, and strength of the relationship.
(i) What is the correlation between the number of awakenings on the first night and dream time
of of and ଶ . Comment on direction, form, and strength of the relationship.
(j) What is the correlation between the number of awakenings on the last night and dream time
of and ଶ . Comment on direction, form, and strength of the relationship.
(k) Could there be a lurking variable here? Hint – it has to do with the number of dream deprivation
nights.
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Section (iv): Here are some fictional starting salaries (in thousands of dollars) for 40 new teachers:
34.2, 28.9, 37.3, 26.6, 17.4, 31.0, 22.0, 24.4, 29.9, 25.8, 34.3, 27.1, 25.5, 25.3, 22.6, 29.8, 29.7, 26.3,
23.8, 35.2, 28.4, 34.8, 21.7, 26.5, 21.5, 26.1, 33.9, 30.5, 29.0, 32.1, 36.8, 32.8, 23.0, 19.9, 30.3, 24.7,
32.6, 22.6, 28.0, 24.0
(a) Do descriptive statistics for these data. Double-check to make sure that you have entered all the
data correctly and that you have 40 entries.
(b) Make a histogram of these data with a normal curve lying over it. Use intervals of 4 ($4000).
What does this tell you about starting salaries for our fictional teachers? Describe the overall
shape. Are there any outliers?
(c) What are the mean and median starting salaries?
(d) What is the standard deviation for these fictional salaries? How do you interpret that number?
(e) If each of these teachers receives a cost of living increase next year of 3.2%, what will their
salaries be at that time?
(f) Repeat steps (a) through (d) for these new salary figures. What does this tell you?
Question #2:
Section (i): There is a known correlation between the voluntary homework problems done by
statistics students and their final grades. Some representative data are shown below.
Final Course Grade Homework Problems
55 30
60 40
50 75
60 75
70 75
70 80
50 80
80 80
90 80
70 85
92 85
85 91
92 92
88 98
90 98
100 100
(a) Make a histogram with a normal curve laid over it for each of the variables.
(b) What is the mean and standard deviation for each?
(c) Make a scatterplot by choosing an appropriate explanatory and response variable.
(d) Add a fitted line to the plot.
(e) Describe the plot in terms of direction, form, and strength of the correlation.
(f) Plot the residuals. What do they tell us about the relationship?
(g) Are there any outliers? Explain.
(h) Calculate the value for r. What does it tell us about the relationship between Final Course Grade
and Study Problems?
(i) Calculate the value for ଶ . What does it tell us about the relationship between Final Course
Grade and Study Problems?
(j) What should your response be if you were asked to predict a Final Grade for a student who
completed no homework problems?
(k) Predict a Final Grade for a student who completed 55 homework problems both “by eye” and
using SPSS.
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(l) Add the mean for Final Grade and the mean for Homework Problems to the scatterplot. Where
does this point lie?
Section (ii): In order to evaluate the effectiveness of advertising expenditures, a national retail firm
chose seven marketing regions that were similar in retail potential. Then they varied the advertising
expenditures across the seven regions. In the table below are the Expenditures (in millions of dollars)
and the resulting Sales (in millions of dollars).
Expenditure Sales
3.2 20.4
1.8 16.4
4.1 24.0
0.8 15.9
6.8 27.3
2.3 18.9
2.7 17.8
(a) Do an exploratory data analysis for each of these variables: make a histogram showing the
normal curve, identify the mean and standard deviation for each variable, and comment on
shape, center, and spread.
(b) Plot the relationship between Expenditure and Sales. Describe the relationship in terms of
direction, form, and strength.
(c) Determine the regression equation and place the fit line on the scatterplot.
(d) Plot the residuals. Comment on the shape of these and whether or not there are any outliers.
(e) Make a prediction about Sales for a region in which Expenditure is 8 million dollars.
(f) Make a prediction about Sales for a region in which Expenditure is 5 million dollars.
(g) Does Expenditure cause Sales? Explain.
Section (iii): Here is another set of fictional data. Answer the following questions for all possible
pairs of numerical variables (e.g. height & weight, height & shoe size, weight & IQ, etc.).
NAME HEIGHT WEIGHT SHOE SIZE RING SIZE IQ

George 72 200 12 8 140
Herman 70 160 10 6 130
Bernard 68 170 11 7.5 120
Brent 70 150 8.5 6.5 119
Donald 66 150 8 6 115
Clayton 72 185 11 7.75 114
Graham 66 135 7.5 6 114
Tom 69 165 9 7.5 113
(a) Complete an exploratory data analysis for each variable including both numerical and graphical
displays.
(b) Use the linear regression commands to get descriptive statistics.
(c) Draw and interpret a scatterplot for these pairs of data.
(d) Compute and plot the residuals.
(e) What is the correlation between these variables? Is it significant (use a two-sided alternative)?
(f) What is the value of the slope? The intercept?
(g) Write the regression equation for these variables.
(h) Compute confidence intervals and significance tests.
(i) Graph the confidence interval for the mean response for each pair of variables.
(j) Graph the prediction intervals for each pair of variables.
(k) Write the correlation hypotheses (null and alternative) and test them statistically.
(l) Interpret the ANOVA summary table for each set of calculations.
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(m) Write an overall summary of your findings.
Question #3:
Section (i): The following are data about cars for sale:
Ordinal number Year of origin Cylinder Garage Colour Price (Unit)
1 1993 75 0 1 50000
2 1993 125 0 1 70000
3 1993 75 0 1 60000
4 1994 250 1 1 80000
5 1994 75 0 1 70000
6 1994 125 1 1 80000
7 1995 75 0 1 60000
8 1995 125 0 1 80000
9 1995 250 0 2 100000
10 1996 250 1 3 170000
11 1996 250 1 3 168000
12 1997 75 1 2 100000
13 1997 125 1 2 120000
14 1998 250 0 3 156000
15 2004 250 1 5 560000
16 1999 500 1 5 380000
17 2000 500 1 5 425000
18 2001 250 0 4 320000
19 2002 125 1 4 300000
20 2003 75 1 4 220000
Codes:
Garage: 0 – The car was not kept in a garage. Colour: 1 - red,
1 – The car was kept in a garage. 2 - green,
3 - yellow,
4 - blue,
5 - black
Solve the following questions:
(a) Create a new SPSS data set!
(b) Create a bar chart about the proportion of the colour of cars! Embellish the chart!
(c) Transform it into a pie chart! Use the 3D design! Embellish the chart!
(d) What is the average price of yellow cars?
(e) Determine the central tendencies, the measures of shape, the measures of asymmetry and the
quartiles of the price!
(f) Define a box plot of prices! Embellish the graph!
(g) Is there any dependence between the price and the model year?
(h) Is there any dependence between the price and the colour?
(i) Create a crosstabs about the colour and the storage (garage) of cars!
(j) Use the K-S Test to test whether the price follows a normal distribution or not!
(k) Determine a 90% confidence interval for the average prices!
Section (ii): The data below are about Ultrasound equipments:

Sequence Number Running time (year) Repair time (hour)
1 6 42
2 2 22
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3 9 75
4 12 96
5 5 32
6 3 25
7 4 33
8 6 38
9 11 91
10 8 61
11 1 17
12 7 51
13 4 31
14 3 35
15 5 47
16 9 65
17 2 24
18 6 44
19 3 29
20 11 88
Solve the following questions:

(a) Create an SPSS data set!
(b) Analyze the characteristics of distribution (mean, standard deviation, mode, median, quartiles,
minimum, maximum values and asymmetry) of the running time!
(c) Draw a (horizontal) box plot about repair time & analyze this! Embellish the graph! Insert a
title, name and measurement of the ‘’ axis!
(d) Is there any dependence between the running time and repair hour? Determine and
ଶ measures!
(e) Define the parameters of linear regression!
(f) Test the regression and the parameters at 5% significance level!
Question #4:
Section (i): Use the gssnet.sav data file to answer the following questions:
(a) Describe the relationship between time on the Internet (variable netcat) and gender (variable sex).
Does the relationship change when you control for education(variable degree)
(b) Make a cross tabulation showing the relationship between age (variable agecat), gender and use of
the Internet.
(i) What percentage of males under 30 years of age uses the Internet? What percentage of
females under 30 years of age uses the Internet?
(ii) Make a stacked bar chart showing the distribution of time on the Intenet (variable netcat) for
men and women.
Section (ii): Use the salary.sav data file to answer the following questions:
(c) Make a scatterplot with current salary (variable salnow) on the vertical axis and beginning
salary (variable salbeg) on the horizontal axis.
(i) Describe the relationship between the two variables.
(ii) Identify each of the points by gender. Does this help you see anything interesting in the data?
(iii) Turn the plot into a sunflower plot. Comment on the useful feature of this kind of plot.
Section (iii): Each of the following exercises is based on the data in appendixd.sav.
(a) Create a histogram for ADDSC and comment.
(b) Create a boxplot for ADDSC. Then, create ADDSC boxplots for those with and without social
problems. How would you describe the data?
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(c) Create a scatter plot illustrating the relationship between ADD symptoms and GPA. Include the
line of best fit. Does there appear to be a relationship between these variables?
(d) Create a pie chart illustrating the percent of individuals in the various types of English classes.
(e) Create a bar chart to illustrate the mean GPA of students in each of the 3 types of English
Classes. Do they appear to be similar or different?
(f) Create a bar chart and a line graph illustrating mean differences in GPA based on both gender
and level of English class. Do you think there are main effects of gender and type of class? Do
you think there is an interaction effect? Which type of graph do you prefer and why?
Section (iv): Use salary.sav data file to answer the following questions: For problems (a) and (b)
consider the distribution of employees within each job category (variable jobcat)
(a) Make a pie chart that shows the percentages of employees within each job category.
(b) Make a bar chart showing the distribution of employees within job categories. Have the bars
represent the percentage of employees in each category?
(c) Make a bar chart showing the mean beginning salary of male and female employees by job
category.
(d) Make a histogram considering the beginning salary for all employees (variable salbeg).
(e) Make a stem and leaf considering the beginning salary for all employees (variable salbeg).
Question #5:
Section (i): Use the gssnet.sav data file to answer the following questions
(a) Examine the relationship between education (degree) and perception of life (life). Can you reject
the null hypothesis that education and perception of life are independent?
(b) Can you reject the null hypothesis that amount of internet use (netcat) and perception of life
(life) are independent? Explain.
(c) Test whether belief in life after death (postlife) and highest degree earned (degree) are
independent.
(d) Perform the appropriate analyses to test whether the average number of hours of daily television
viewing (tvhours) is the same for men and women.
(e) Consider people who use the Inernet and those who don’t (Usenet). What is the average income
for people who use the Internet and those who don’t? (use rincdol). Do you have enough
evidence to reject the null hypothesis that the average income is the same for the two groups?
Which group makes more money?
Section (ii): (Data: https://www.uvm.edu/~dhowell/fundamentals7/SPSSManual/SPSSLongerManual/DataForSPSS/ )

(a) Use the data in sat.sav to compare the scores of students who did not see the reading passage to
the score you would expect if they were just guessing (20) using a one-sample t test. What
conclusions can you draw from this example?
(b) Open moon illusion paired.sav. Use a paired samples t-test to examine the difference in the
moon illusion in the eyes elevated and the eyes level conditions.
(c) Create a bar graph to display the difference, or lack thereof, in the moon illusion in the eyes
level and eye elevated conditions, from the previous exercise.
(d) Using the data in horn honking.sav, create a boxplot illustrating the group differences in
latencies for low status and high status cars.
(e) Open anorexia weight gain.sav. In this data set, weight gain was calculated for three groups of
anorexics. One group received family therapy, another cognitive behavioral therapy, and the
final group was a control group. Use an independent samples t-test to compare weight gain
between the control group and family therapy group.
(f) In the same data set, use independent t-tests to compare the weight gain for the cognitive
behavior therapy and control group and for the two therapy groups. Now that you have
compared each of the groups, what conclusions would you draw about which type of therapy is
most effective?
(g) Using the same data set, create a bar graph or box plot that illustrates weight gain for all 3
groups.
(h) Using alley chosen.sav, use a Goodness of Fit Chi Square to test the hypothesis that rats are
more likely than chance to choose Alley D.
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Section (iii):
(i) A researcher wants to determine whether the sample mean of a sample of 120 test scores differs
from a population mean on the test of 22. The sample data are shown in the table below.
(a) List the hypotheses.
(b) Use α = .05.
(c) Do a complete exploratory data analysis.
(d) Is there a difference between the mean score for this treatment group and the population
mean?
32.16 27.07 18.81 31.80 25.02 22.85
20.03 23.89 27.55 25.78 22.59 25.48
21.47 15.00 26.02 28.47 29.37 32.35
23.02 25.09 25.68 24.29 23.10 27.40
33.90 25.93 27.73 25.62 32.58 22.51
18.58 24.61 22.23 10.05 25.66 22.90
18.43 27.68 20.66 18.00 20.51 21.04
35.20 24.34 25.67 22.14 26.22 19.66
17.66 18.35 17.03 25.78 17.24 16.20
16.77 12.56 19.06 26.89 18.99 29.93
17.16 19.76 23.48 25.83 23.09 29.91
25.89 20.40 26.58 27.12 32.99 26.15
25.01 26.18 24.56 27.52 16.62 22.41
21.09 30.22 23.27 32.73 26.75 33.73
36.04 27.40 18.60 23.07 25.91 25.24
31.51 20.12 23.43 22.17 26.81 37.72
26.19 20.43 28.38 24.04 19.37 27.84
23.70 25.71 21.13 23.64 21.96 21.64
17.20 24.65 22.66 27.17 15.19 16.58
17.85 26.97 21.74 25.03 19.05 20.64
(ii) A team of researchers has developed a test that attempts to predict the level of physical
punishment, neglect, and abuse parents will use against their children. A series of observations on
the parents with their baby in the newborn nursery, a questionnaire, and interviews are used to
determine a “proneness to violence score” (PTV). When the children of these parents are six years
old, additional observations, questionnaires, and interviews are conducted and a score determined
that reflects the frequency and extent of violence used by the parent against the child. This score
is called “violence” (V). The data shown below are for a group of 10 mothers and an independent
group of 10 fathers (not the spouses of the mothers sampled). Using α = .05, answer the questions
shown below. Note that some of the questions require you to return to earlier chapters in the
manual to answer. In formulating the answer to each question, list the hypotheses, do a complete
exploratory data analysis, and write a summary of the outcome.
(a) Test the hypothesis that there is no relationship between the individual PTV scores and the V
scores for mothers. Do the same for fathers.
(b) Test the hypothesis that there is no difference between the mothers and fathers sampled on
their PTV scores. Calculate power for this test.
(c) Test the hypothesis that there is no difference between the mothers and fathers sampled on
their V scores. Calculate power for this test.
(d) Suppose that the data came from mothers and fathers who were spouses (Mother 1 is the
spouse of Father 1). Test the hypothesis that mothers and fathers do not differ in their PTV
scores. Did you use the pooled variance test or not? Explain
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(e) Suppose that the data came from mothers and fathers who were spouses (Mother a is the wife
of Father a). Test the hypothesis that mothers and fathers do not differ in their V scores. Did
you use the pooled variance test or not? Explain.
(f) Twice you have tested the hypothesis that mothers and fathers do not differ with respect to
PTV scores. Did you arrive at the same conclusion each time? Explain what advantage a
matched pairs design might have over an independent groups design.
Mother PTV V Father PTV V

1 3 6 1 3 11
2 6 9 2 5 11
3 7 6 3 7 12
4 7 9 4 6 12
5 5 7 5 5 13
6 7 8 6 5 13
7 1 4 7 1 7
8 2 3 8 2 9
9 5 5 9 4 10
10 9 11 10 7 10
Question # 6 (Nonparametric test):

Section (i):
(a) Using birthweight.sav, use the Mann-Whitney Test to compare the birthweight of babies born to
mothers who began prenatal care in the third trimester to those who began prenatal classes in the
first trimester.
(b) Using anorexia family therapy.sav, compare the subjects’ weight pre and post intervention
using Wilcoxon’s Matched Pairs Signed Ranks Test. What can you conclude?
(c) Using maternal role adaptation.sav, compare maternal role adaptation for the 3 groups of
mothers using the Kruskal-Wallis ANOVA. What can you conclude?
(d) Using Eysenck recall repeated.sav, examine the effect of processing condition on recall using
Friedman’s Test. What can you conclude?
Section (ii):
(i) Meerkats (Suricata suricatta) are social animals native to the dry grassland areas of Africa. They
can be seen in most North American zoos and are a delight to watch. As is the case for all
carnivores, meerkats are smelly creatures. They scent mark their environment with an anal scent
gland. Here are representative data for the number of times each of the members of a captive
colony sniffed at such scent marks.
Male Female
100 48
175 50
83 40
166 55
110 35
180 42
(a) Do a thorough exploratory data analysis including a normal quantile plot.

(b) Choose the appropriate statistical test and write a sentence or two explaining your choice.
(c) Write the appropriate hypotheses for a comparison of the three groups.
(d) Complete the analysis and, using a two-sided test, interpret the outcome for hypothesis
testing.
(ii) The following data approximate the number of inferences children make in their story summaries.
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Younger Children Older Children

0 4
1 4
0 7
0 4
3 6
2 4
3 6
2 8
5 7
2 8
(a) Do a thorough exploratory data analysis including a normal quantile plot.
testing.
(iii) Behavioral scientists are interested in the analysis of brain functions. The amygdala is thought to
mediate fear responses. In a test of this supposition, a group of rats were given lesions in the
amygdala and then their fear responses were compared to those of a control group without lesions.
Data are shown below.
Lesions Control
15 9
14 4
15 9
8 10
7 6
22 6
36 4
19 5
14 9
18
17
(a) Do a thorough exploratory data analysis.
testing.
(iv) Clinical psychologists are interested in the effectiveness of treatment approaches. In some types
of psychiatric disorder, patients have difficulty forming hypotheses. What follows are data for
hypothesis formation before and after a treatment designed to improve the performance of this
type of psychiatric patient.
Patient Before After
1 8 7
2 4 9
3 2 3
4 2 6
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5 4 3
6 8 10
7 3 6
8 1 7
9 3 8
10 9 7
testing.
(v) The following data are for three independent groups.
Group 1 Group 2 Group 3

6 8 12
10 12 13
12 9 20
16 15 18
14 17 22
7 11 15

testing.
(vi) A researcher investigates the effects of three different levels of a new drug known to improve
memory. A test for memory is conducted exactly 1 hour after administration of the drug. Data are
presented on the following page. The higher the score, the better the memory.
Drug Level
1 2 3
6 14 9
7 25 7
10 13 7
8 15 9
12 19 13

testing.
Question #7:
(i) These exercises are based on Bank.sav. Suppose you are interested in predicting current salary
(salnow), based on age, education in years (edlevel), minority status (minority), beginning salary
(salbeg), gender (sex), and work experience before coming to the bank (work).
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(a) Run frequencies on minority so you understand its distribution. Run descriptive statistics on
the other variables for the same reason.
(b) Now produce correlations with all these predictors and current salary.
(c) Then create scatterplots of the predictors and current salary. Which variables have strong
correlations with current salary? Did you find any potential problems with using linear
regression? Did you find any potential outliers?
(ii) Suppose you wish to determine whether school students’ performance in Statistics is correlated
with their performance in mathematics. Two standard tests, one in Statistics and the other in
Mathematics, were administered to a group of 12 students. The following data are the test scores
they received:
Student 1 2 3 4 5 6 7 8 9 10 11 12
Score in Mathematics(sm) 82 75 95 99 85 70 77 60 63 66 80 89
Score in Statistics(ss) 79 80 90 89 91 65 67 62 61 68 81 84
Find the value of the Spearman’s rank correlation coefficient.
(iii) Using the GSS 2004Intro.sav file: Suppose you are interested in predicting the age when first
child is born. This might be of interest if you were looking at programs targeted toward teenage
parents. The outcome variable is agekdbrn. Consider age, education (educ), spouses'education
(speduc) (Note: By using this variable though, you are limiting the analysis to those currently
married), household size (hhsize), number of children (childs) and sex (A numeric version of
Gender).
(a) Create a numeric version of Gender using the "Recode Into Different Variable" procedure.
Name the new variable Sex and recode "M" to 0 and "F" to 1. Assign value labels to the new
variable.
(b) Run frequencies on sex so you understand its distribution. Run descriptive statistics on the
other variables for the same reason.
(c) Now produce correlations with all these predictors and agekdbrn.
(d) Then create scatterplots of the predictors and agekdbrn. Which variables have strong
correlations with agekdbrn? Do you find any potential problems with using linear
regression? Did you find any potential outliers?
Exercises (a) through (c) are based on appendixd.sav.

(a) Calculate the correlations between Add symptoms, IQ, GPA, and English grade twice, once
using a one-tailed test and once using a two-tailed test. Does this make a difference?
Typically, when would this make a difference?
(b) Calculate the same correlations separately for those who did and did not drop out, using a
two-tailed test. Are they similar or different?
(c) Create a scatterplot illustrating the correlation between IQ score and GPA for those who did
and did not drop out. Be sure to include the line of best fit for each group.
(d) Open courseevaluation.sav. Create a scatterplot for fairness of exams and teacher skills and
exam and instructor knowledge on one graph. Be sure to include the lines of best fit.
Describe your graph.
Question #8 (Regression):
(i) These exercises are based on Bank.sav.
(a) Run a simple linear regression using beginning salary to predict current salary.
(b) How well did you do in predicting current salary from this one variable? (Hint: What is the
R-square and how would you interpret it?
(c) Interpret the constant (intercept) and B values.
(d) Use the predictive equation to predict the value of current salary for a person that had a
beginning salary of $6400.
(e) Run a simple linear regression using one of the other variables. Hint: You might want to try
the one with the next highest correlation coefficient.
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(ii) Using the Bank data,

(a) Use linear regression to develop a prediction equation for current salary (salnow), using as
predictors: age, edlevel, minority, salbeg, sex, time, and work. Request a histogram of the
errors, the scatterplot of residuals, and casewise diagnostics. What variables are significant
predictors of current salary? Which variable is the strongest predictor? The weakest? Do the
results make sense? What is the prediction equation?
(b) Are there any problems with the assumptions for linear regression, such as homogeneity of
variance? Does a linear model fit the data?
(c) Write a summary of the outcomes for this analysis.
(d) Rerun the regression with only the significant variables. Do the coefficients (B) change much
or not?
(iii) Using the GSS 2004Intro.sav file:

(a) Use linear regression to develop a prediction equation for age when child first born
(agekdbrn), using as predictors: age, educ ,speduc,hhsize, childs, and sex (numeric version of
gender that you need to create). Request a histogram of the errors, the scatterplot of residuals,
and casewise diagnostics. What variables are significant predictors of current salary? Which
variable is the strongest predictor? The weakest? Do the results make sense? What is the
prediction equation?
(b) Are there any problems with the assumptions for linear regression, such as homogeneity of
variance? Does a linear model fit the data?
(c) Are there other variables that you believe might be good predictors? Consider recoding Race
to two categories, combining "Black" and "Other" and use it as a predictor. Is it statistically
significant?
(d) Write a summary of the outcomes for this analysis.
Question #9 (Logistic regression):

(i) Suppose that we are working with some doctors on heart attack patients. The dependent variable
is whether the patient has had a second heart attack within 1 year (yes = 1). We have two
independent variables. One is whether the patient completed a treatment consisting of anger
control practices (yes = 1). The other independent variable is a score on a trait anxiety scale (a
higher score means more anxious). The data are shown below.
Person HrtAtt#2 AngerTx Trait Anx

1 1 1 70
2 1 1 80
3 1 1 50
4 1 0 60
5 1 0 40
6 1 0 65
7 1 0 75
8 1 0 80
9 1 0 70
10 1 0 60
11 0 1 65
12 0 1 50
13 0 1 45
14 0 1 35
15 0 1 40
16 0 1 50
17 0 0 55
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18 0 0 45
19 0 0 50
20 0 0 60
(a) Complete a binary logistic regression using Second Heart Attack as the dependent variable
and Anger Treatment as the explanatory variable.
(b) What are the odds of having a heart attack for the treatment group and the no treatment
group?
(c) Complete a binary logistic regression using Second Heart Attack as the dependent variable
and Trait Anxiety as the explanatory variable.
(d) Complete a multiple logistic regression using both anger treatment and trait anxiety as the
explanatory variables. Specify that Anger Treatment is a categorical variable in the “Logistic
Regression” window.
(e) Write a summary of the outcome for each analysis including significance tests and
confidence intervals for the slope(s), the odds ratio, and the overall test of the null
hypotheses.
(ii) Shown below is a random sample of size 20 from the dataset “INDIVIDUALS” taken from
the appendix of your text. Using this small subset of the data,
ID Age Educ Sex Earn Job

499 25 4 1 53,883 5
878 25 3 1 32,000 5
1433 26 4 2 4,000 5
2344 26 1 1 11,440 5
2423 26 2 2 5,262 5
3324 27 4 2 18,380 5
5753 29 4 1 29,117 5
6651 29 3 1 25,000 5
7544 30 2 1 6,116 5
7588 30 3 1 25,000 5
7851 30 3 2 26,001 5
9258 31 3 1 45,000 5
9780 31 3 2 19,042 5
10273 31 3 1 32,017 5
11500 32 4 2 42,500 5
13590 33 4 2 7,370 5
13693 33 5 1 22,000 5
14783 34 3 1 82,500 5
14861 34 4 1 64,000 5
15907 35 4 1 18,000 5
(a) Complete a binary logistic regression using Sex as the dependent variable and Earn as the
explanatory variable;
(b) Complete a multiple logistic regression using Age, Education, and Earn as the explanatory
variables.
(c) Write a summary of the outcome for each analysis including significance tests and
confidence intervals for the slope(s), the odds ratio, and the overall test of the null
hypotheses.
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Question #10 (ANOVA):

Section (i): The following data are for four independent groups:
(a) Do a complete exploratory data analysis.
(b) Is there a significant difference between the four groups?
(c) If there is a significant difference, complete a multiple comparisons analysis to determine which
group(s) are different from other group(s).
(d) Summarize the findings in a short paragraph.
Group 1 Group 2 Group 3 Group 4

11.61 9.78 14.4 14.65
14.37 6.59 14.27 12.28
13.61 15.14 11.13 12.08
13.35 8.78 15.46 5.37
8.62 9.68 13.53 14.3
8.9 14.59 11.81 5.84
13.48 8.97 12.64 7.21
19.64 8.59 14.52 19.13
13.89 12.21 14.37 21.04
13.48 6.23 9.61 13.8
13.41 9.72 15.38 19.18
10.82 13.5 12.14 26.59
18.99 4.79 13.5 17.44
11.73 8.73 12.68 21.21
13.07 6.95 10.69 9.42
8.85 8.61 14.12 11.11
9.67 5.67 12.09 11.13
17.68 13.82 11.45 15.72
16.8 14.56 9.81 18.49
16.33 5.37 13.96 9.81
Section (ii): The consumption of alcohol has been shown to interfere with learning and may impair
the developing brain permanently. In an experimental study, groups of rats were fed either normal
water in their water bottles or a 35% solution of alcohol either at adolescence or adulthood. These rats
were then trained to run in a maze for food. The number of trials it took to run the maze perfectly
three times in a row was recorded. The higher the number of trials, the poorer the performance. The
data are shown below.
0% Alcohol 35% Alcohol 0% Alcohol 35% Alcohol
5 18 6 6
4 19 7 9
3 14 5 5
4 12 8 9
2 15 4 3
(a) Use the techniques of EDA to generate means, standard deviations, and to check that the
standard deviations are approximately the same and that the data are normally distributed.
(b) Create the ANOVA summary table and plots of the means.
(c) Summarize the findings in a short paragraph.
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Section (iii): Four machines A, B, C and D are used to produce a certain kind of cotton fabrics.
Samples of size 4 with each unit as 100 square meters as selected from the outputs of the machines at
random and the number of flaws in each 100 square meters are counted with the following results.
Machine A Machine B Machine C Machine D
8 6 14 20
9 8 12 22
11 10 18 25
12 4 9 23
(a) Do you think that there is a significant difference in the performance of the four machines?
(b) If there is a significant difference, complete a multiple comparisons analysis to determine
which machine(s) are different from other machine(s).
(c) Summarize the findings in a short paragraph.
Question #11 (ANOVA):

(i) The following data represent the number of units of production per day turned out by 5 different
workers using 4 different types of machines:
Machine 1 Machine 2 Machine 3 Machine 4
1 44 36 48 38
2 48 40 50 44
Workers 3 37 38 40 36
4 45 34 45 32
5 40 44 50 40
Set out appropriate analysis of variance by formulating relevant hypotheses. Select a post hoc
procedure of your choice. Summarize the findings in a short paragraph.
(ii) We have given the data on the amount of time (in minutes), it took a certain person to drive to
work Monday through Friday, along four different routes. The data is given as below:
Monday Tuesday Wednesday Thursday Friday
Route 1 22 26 25 25 31
Route 2 25 27 28 26 29
Route 3 26 29 33 30 33
Route 4 26 28 27 30 30
Perform analysis of variance to test whether the differences among the means obtained for the
different routes (treatments) are significant and also whether the differences among the means
obtained for the different days of the week (blocks) are significant. Summarize the findings in
a short paragraph.
(iii) A manufacturer has just introduced a new product that will be sold in sizes small, medium and
large. Five salesmen are randomly selected from the sales force and given each of the three
products to sell. The sales for one month are used to find out whether there is a difference in
sales volume for the different sizes. The amounts sold by the five salesmen are as follows:
Size
Salesman Small Medium Large
1 850 900 880
2 720 880 760
3 880 970 930
4 900 890 670
5 750 960 880
Determine whether there is a significant difference in the amount sold by size or by salesman.
Summarize the findings in a short paragraph. What is your marketing decision?
(iv) Each of these exercises is based on Eysenck recall.sav.
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(a) Use ANOVA to compare the means. Select a post hoc procedure of your choice. Summarize
the results.
(b) Edit the ANOVA summary table so that it is suitable for inclusion in a paper.
(c) Use SPSS to calculate eta squared. Note, how did you do this?
(d) Create a bar chart to illustrate the differences between groups.
(v) These exercises use the GSS2004Intro.sav data file. We want to explore our investigation of TV
watching hours (TVHOURS) and the number of hours using the web (WWWHR). We want to see
whether the average number of hours watching TV or the number of hours using the web differ
by marital status.
(a) Run exploratory data analysis on TVHOURS and WWWHR by MARITAL. (Hint: Don't forget
to select the "Pairwise Deletion" option.) Are any of the variables normally distributed?
What differences do you notice in the means and standard deviations for each group? Is the
homogeneity of variance assumption likely to be met? You might use Chart Builder to
produce a paneled histogram for number of children by marital status.
(b) Run a One-way ANOVA looking at mean differences by marital status for these two
variables. Request the test for homogeneity and the robust measures. Interpret the results.
Which variables met the homogeneity of variance assumption? Are the means of any of the
variables significantly different for marital status groups?
(c) Run Post Hoc Tests selecting a liberal test, such as LSD, a more conservative test, such as
Scheffe, and the Games-Howell if the variables did not meet the homogeneity of variance
criteria. Which groups are significantly different from which other groups? Do the tests
agree? If not, how might you summarize the results?
(d) Use Chart Builder to display an error bar chart for each of these analyses.
(e) Suppose, you looked at the age when their first child was born (AGEKDBRN) and number of
household members (HHSIZE) by gender. Would you expect the average of either of these
variables to be different for education degree groups or marital status? Test your assumption
by running the appropriate ANOVA and interpret your results.
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Dr. Md. Abdus Salam Akanda Web: http://statdu.ac.

Assignment for BUP-PhD Researchers 2014-2015

NAME HEIGHT WEIGHT SHOE SIZE RING SIZE IQ

(m) Write an overall summary of your findings.

Section (ii): The data below are about Ultrasound equipments:

Solve the following questions:

Section (ii): (Data: https://www.uvm.edu/~dhowell/fundamentals7/SPSSManual/SPSSLongerManual/DataForSPSS/ )

Mother PTV V Father PTV V

Question # 6 (Nonparametric test):

(a) Do a thorough exploratory data analysis including a normal quantile plot.

Younger Children Older Children

(v) The following data are for three independent groups.

Group 1 Group 2 Group 3

(a) Do a thorough exploratory data analysis.

(a) Do a thorough exploratory data analysis.

Exercises (a) through (c) are based on appendixd.sav.

(ii) Using the Bank data,

(iii) Using the GSS 2004Intro.sav file:

Question #9 (Logistic regression):

Person HrtAtt#2 AngerTx Trait Anx

ID Age Educ Sex Earn Job

Question #10 (ANOVA):

Group 1 Group 2 Group 3 Group 4

Question #11 (ANOVA):

(iv) Each of these exercises is based on Eysenck recall.sav.

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