Republic of the Philippines

CENTRAL MINDANAO UNIVERSITY

College of Education
Graduate School Program
University Town, Musuan, Bukidnon, 8710

July 15, 2023

Student: VICTORIANO A. GAPAS JR.

Instructor: DR. RAUL ORONGAN
Program: Master of Arts in Language Education (English)
Subject: Statistical Methods in Educational Research (EDUC254)

PROBLEM SET 6
CORRELATION AND REGRESSION

INSTRUCTIONS:
1. Use the six steps hypothesis test in analysing the ff problems.
2. Submit the summarized result and the outputs after analysis. (TURN IN THE
GOOGLE CLASS IN PDF)

PART I: EXERCISES
CORRELATION AND REGRESSION
1. A group of students was asked to estimate the amount of time each spends per day
reading the newspaper. Then each student was given a 20-item recognition test of
current events. The paired scores are:

What is the degree of relationship between the variables? Is it significant? How much of the
variability in the data is accounted for by r? Do time predict score of students. Establish the
regression equation line and interpret.
A. IDENTIFY THE DEPENDENT AND INDEPENDENT VARIABLES.

DV: the amount of time each student spends per day reading the newspaper
 IV: the score each student received on the recognition test of current events

B. STATE THE NULL AND ALTERNATIVE HYPOTHESIS

HO: There is no significant relationship between the amount of time spent

reading the newspaper and the score on the recognition test of current events.

HA: There is a significant relationship between the amount of time spent

reading the newspaper and the score on the recognition test of current events.

C. ESTABLISH THE LEVEL OF SIGNIFICANCE (USUALLY SET TO 0.05 LEVEL FOR

SOCIAL RESEARCHES UNLESS SPECIFIED)
Specify the α level: α = .05
D. DETERMINE THE APPROPRIATE TEST STATISTICS
Linear Regression because we analyze the relationship between variables, and to
make predictions and forecasts based on this relationship.
E. COMPUTATION / ANALYSIS (USE BASIC AVAILABLE STATISTICAL SOFTWARE)

SUMMARY TABLE/S:
Unstandardized Standardized
Model Coefficients Coefficients t Sig.
B Std. Error Beta
(Constant) -1.918 10.563 -.182 .859
TIMEINMINUTES .793 .283 .600 2.803 .014
R= 0.600 R2 = 0.360 F-VALUE=7.858 PROB=0.014

F. INTERPRETATION / IMPLICATION / CONCLUSION

The linear regression output shows that the slope coefficient for the
independent variable "TIMEINMINUTES" is 0.793, which means that for every
additional minute spent reading the newspaper, the score on the recognition test of
current events is expected to increase by 0.793 points. The p-value for this coefficient
is 0.014, which is less than the significance level of 0.05.
Since the P-value .014 is less than our desired significance threshold (P <0.05),
we can reject the null hypothesis and conclude that there is a statistically significant
relationship between the amount of time spent reading the newspaper and the score
on the recognition test of current events. In other words, we can infer that the more
time a student spends reading the newspaper, the higher their score on the recognition
test of current events is likely to be.
The intercept coefficient is -1.918, which represents the expected score on the
recognition test when the amount of time spent reading the newspaper is 0. However,
this value is not statistically significant (p-value = 0.859), which means that it is not
necessary to include it in the regression equation.
Hence, the conclusion is that there is a significant positive linear relationship
between the amount of time spent reading the newspaper and the score on the
recognition test of current events, and the regression equation line is: Score = 0.793 *
Time In Minute. This means that for every additional minute spent reading the
 newspaper, the expected score on the recognition test increases by 0.793 points,
assuming all other factors remain constant.

APPENDIX 1

Model Summary

Model R R Square Adjusted R Std. Error of the

Square Estimate

1 .600a .360 .314 13.29982

a. Predictors: (Constant), TIMEINMINUTES

ANOVAa

Model Sum of Squares df Mean Square F Sig.

Regression 1390.045 1 1390.045 7.858 .014b

1 Residual 2476.392 14 176.885

Total 3866.437 15

a. Dependent Variable: SCCORE

b. Predictors: (Constant), TIMEINMINUTES

Coefficientsa

Model Unstandardized Coefficients Standardized t Sig.

Coefficients

B Std. Error Beta

(Constant) -1.918 10.563 -.182 .859

1
TIMEINMINUTES .793 .283 .600 2.803 .014

a. Dependent Variable: SCCORE

2. A Without knowing who is married to whom, an observer has rated the

attractiveness of 10 couples on a 10-point scale. Compute the appropriate
correlation coefficient, and test it for significance. Also find the best fitting
regression line.
 A. IDENTIFY THE DEPENDENT AND INDEPENDENT VARIABLES.

DV: the attractiveness rating of one member of a couple

IV: the attractiveness rating of the other member of the same couple

B. STATE THE NULL AND ALTERNATIVE HYPOTHESIS

HO: There is no significant linear relationship between the attractiveness

ratings of the two members of each couple.

HA: There is a significant linear relationship between the attractiveness ratings

of the two members of each couple.

C. ESTABLISH THE LEVEL OF SIGNIFICANCE (USUALLY SET TO 0.05 LEVEL FOR

SOCIAL RESEARCHES UNLESS SPECIFIED)
Specify the α level: α = .05
D. DETERMINE THE APPROPRIATE TEST STATISTICS
Pearson r Correlation because we measure the strength and direction of the linear
relationship between two variables.
E. COMPUTATION / ANALYSIS (USE BASIC AVAILABLE STATISTICAL SOFTWARE)

SUMMARY TABLE/S:
DV: attractiveness ratings
R- Value
Variable PROB. (Sig. 2-tailed)
(Correlation Coefficient)
Couple Ratings 0.160 0.659

F. INTERPRETATION / IMPLICATION / CONCLUSION

The correlation coefficient (r) obtained from the data is 0.160, which
indicates a weak positive correlation between the attractiveness ratings of the
two members of each couple. The p-value associated with the correlation
coefficient is 0.659, which is greater than the significance level of 0.05.
Since the p-value is greater than the significance level, we fail to reject
the null hypothesis. Therefore, we can conclude that there is no statistically
significant linear relationship between the attractiveness ratings of the two
members of each couple. In other words, we do not have enough evidence to
suggest that there is a significant linear relationship between the two variables.
It is important to note, however, that a weak correlation does not
necessarily mean that there is no relationship between the variables. It just
means that the relationship is weak and may not have practical significance.
The conclusion for this problem is that there is no significant linear
relationship between the attractiveness ratings of the two members of each
couple, based on the correlation coefficient and p-value obtained from the data.
 APPENDIX 2
Correlations

wiferating husbandrating

Pearson Correlation 1 .160

wiferating Sig. (2-tailed) .659

N 10 10
Pearson Correlation .160 1

husbandrating Sig. (2-tailed) .659

N 10 10
___________________________________________________________________

3. An investigator is interested in predicting scores for a measure of cognitive function

from the number of hours of sleep a person gets on average. He obtains scores for
both the number of hours of sleep and cognitive function from 15 people. Higher
scores for cognitive function reflect higher levels of performance.

Use SPSS to address the following questions:

A. What is the correlation coefficient between the number of hours of sleep and
scores on the measure of cognitive function? Is the correlation coefficient
significantly different from zero? What conclusion should the investigator
draw on the basis of this test?
B. What is the regression equation used to obtain predicted scores for
cognitive function from the number of hours of sleep? Using the regression
equation, what will the predicted score for cognitive function be if a person
reports that they get 8.5 hours of sleep?
C. Does the amount of sleep account for a significant amount of variability in
scores for cognitive function?
D. Provide a scatterplot with the number of hours of sleep on the X-axis and
scores for cognitive function on the Y-axis. Have SPSS display the
regression line within this scatterplot.
A. IDENTIFY THE DEPENDENT AND INDEPENDENT VARIABLES.

DV: the score for cognitive function

IV: the number of hours of sleep
 B. STATE THE NULL AND ALTERNATIVE HYPOTHESIS

HO: There is no significant linear relationship between the number of hours of

sleep a person gets on average and their score for cognitive function.
HA: There is a significant linear relationship between the number of hours of
sleep a person gets on average and their score for cognitive function.

C. ESTABLISH THE LEVEL OF SIGNIFICANCE (USUALLY SET TO 0.05 LEVEL FOR

SOCIAL RESEARCHES UNLESS SPECIFIED)
Specify the α level: α = .05
D. DETERMINE THE APPROPRIATE TEST STATISTICS
Pearson r Correlation because we measure the strength and direction of the linear
relationship between two variables and Linear Regression because we analyze the
relationship between variables, and to make predictions and forecasts based on this
relationship.
E. COMPUTATION / ANALYSIS (USE BASIC AVAILABLE STATISTICAL SOFTWARE)

SUMMARY TABLE/S:
DV: Score of Cognitive Function
R- Value PROB. (Sig. 2-
Variable
(Correlation Coefficient) tailed)
number of hours of sleep 0.183 0.514

Unstandardized Standardized
Model Coefficients Coefficients t Sig.
B Std. Error Beta
(Constant) 45.499 23.674 1.922 .077
Cognitive hours 2.010 2.993 .183 .671 .514
R= 0.183 R2 = 0.034 F=VALUE=0.451 PROB=0.514

A. What is the correlation coefficient between the number of hours of sleep and
scores on the measure of cognitive function? Is the correlation coefficient
significantly different from zero? What conclusion should the investigator draw
on the basis of this test?

The correlation coefficient between the number of hours of sleep and scores on
the measure of cognitive function is 0.183. The p-value associated with the
correlation coefficient is 0.514, which is greater than the significance level of
0.05. Therefore, we cannot reject the null hypothesis that there is no significant
linear relationship between the number of hours of sleep and scores on the
measure of cognitive function. The investigator should conclude that there is no
statistically significant correlation between the two variables.
B. What is the regression equation used to obtain predicted scores for cognitive
function from the number of hours of sleep? Using the regression equation, what
will the predicted score for cognitive function be if a person reports that they get
8.5 hours of sleep?

The regression equation is Score of Cognitive Function = 2.010 (number of

hours of sleep) + 45.499. If a person reports that they get 8.5 hours of sleep, the
predicted score for cognitive function would be:
Score of Cognitive Function = 2.010 (8.5) + 45.499 = 62.624

C. Does the amount of sleep account for a significant amount of variability in scores
for cognitive function?

The p-value associated with the coefficient for number of hours of sleep is
0.671, which is greater than the significance level of 0.05. Therefore, we cannot
reject the null hypothesis that the slope of the regression line is equal to zero.
This means that the amount of sleep does not account for a significant amount
of variability in scores for cognitive function.

D. Provide a scatterplot with the number of hours of sleep on the X-axis and scores
for cognitive function on the Y-axis. Have SPSS display the regression line within
this scatterplot.

F. INTERPRETATION / IMPLICATION / CONCLUSION

The investigator was interested in predicting scores for cognitive function
from the number of hours of sleep a person gets on average. The correlation
coefficient between the number of hours of sleep and scores on the measure
of cognitive function was found to be 0.183, which indicates a weak positive
correlation between the two variables. However, the p-value associated with
the correlation coefficient was 0.514, which is greater than the significance level
of 0.05. Therefore, we cannot reject the null hypothesis that there is no
significant linear relationship between the number of hours of sleep and scores
 on the measure of cognitive function. The regression analysis also showed that
the amount of sleep does not account for a significant amount of variability in
scores for cognitive function. Overall, the investigator should conclude that
there is no statistically significant correlation between the number of hours of
sleep and scores on the measure of cognitive function. However, it is important
to note that this study had a small sample size of only 15 participants and a
larger sample size may be needed to detect a significant relationship between
the two variables.
APPENDIX 3

Correlations

cognitivehours sleepfunction

Pearson Correlation 1 .183

cognitivehours Sig. (2-tailed) .514

N 15 15
Pearson Correlation .183 1

sleepfunction Sig. (2-tailed) .514

N 15 15

Model Summary

Model R R Square Adjusted R Std. Error of the

Square Estimate

1 .183a .034 -.041 20.31654

a. Predictors: (Constant), cognitivehours

ANOVAa

Model Sum of Squares df Mean Square F Sig.

Regression 186.095 1 186.095 .451 .514b

1 Residual 5365.905 13 412.762

Total 5552.000 14

a. Dependent Variable: sleepfunction

b. Predictors: (Constant), cognitivehours

Coefficientsa

Model Unstandardized Coefficients Standardized t Sig.

Coefficients

B Std. Error Beta

(Constant) 45.499 23.674 1.922 .077

1
cognitivehours 2.010 2.993 .183 .671 .514

a. Dependent Variable: sleepfunction

__________________________________________________________________
PART II:
USE YOUR 180 GENERATED RANDOM SAMPLES IN PS1, PERFORM THE
SUGGESTED STEPS IN HYPOTHEIS TEST:
1. USING JOBPERF AS THE DEPENDENT VARIABLE, CORRELATE MOTIVE AND
JOBPERF FOR OVERALL SAMPLES, ALSO WHEN CLASSIFIED BY GENDER
AND EDUC.
2. DO MOTIVE PREDICT SCORE?
(ADD ON IF YOU DO REGRESSION CLASSIFIED BY GENDER AND EDUC))
NOTE: JUST PRESENT THE SUMMARY TABLE AS SUGGESTED AND BE SURE
TO ATTACH OR APPEND THE OUTPUTS OF YOUR ANALYSIS AFTER THE
HYPOTHESIS TEST.

A. IDENTIFY THE DEPENDENT AND INDEPENDENT VARIABLES.

DV: Job Performance

IV: Motive

B. STATE THE NULL AND ALTERNATIVE HYPOTHESIS

HO: The correlation coefficient between motive and job performance is equal
to zero for the overall sample, as well as for each gender and education group

HA: The correlation coefficient between motive and job performance is not
equal to zero for the overall sample, as well as for each gender and education
group.

C. ESTABLISH THE LEVEL OF SIGNIFICANCE (USUALLY SET TO 0.05 LEVEL FOR

SOCIAL RESEARCHES UNLESS SPECIFIED)
Specify the α level: α = .05
D. DETERMINE THE APPROPRIATE TEST STATISTICS
Pearson r Correlation because we measure the strength and direction of the linear
relationship between two variables and Linear Regression because we analyze the
relationship between variables, and to make predictions and forecasts based on this
relationship.
E. COMPUTATION / ANALYSIS (USE BASIC AVAILABLE STATISTICAL SOFTWARE)

SUMMARY TABLE/S:
DV: Job Performance
R- Value PROB. (Sig. 2-
Variable
(Correlation Coefficient) tailed)
Motive -0.079 0.133
 Unstandardized Standardized
Model Coefficients Coefficients t Sig.
B Std. Error Beta
(Constant) 4.180 .063 65.864 .000
MOTIVES -.061 .040 -.079 -1.507 .133
R=0.079 R2 =0.006 F=VALUE= 2.272 PROB=0.133

F. INTERPRETATION / IMPLICATION / CONCLUSION

The correlation coefficient between motive and job performance is -0.079,

which indicates a weak negative correlation between the two variables. The p-value
associated with the correlation coefficient is 0.133, which is greater than the
significance level of 0.05.
Since the p-value is greater than the significance level, we fail to reject the null
hypothesis. Therefore, we can conclude that there is no statistically significant
correlation between motive and job performance for the overall sample, as well as for
each gender and education group. In other words, based on the data, we do not have
enough evidence to suggest that there is a significant linear relationship between the
two variables.
The regression analysis also shows that the coefficient for motive is negative (-
0.061), but it is not statistically significant (p = 0.133), which further supports the
conclusion that there is no significant relationship between motive and job
performance.
Hence, the conclusion is that there is no significant linear relationship between
motive and job performance for the overall sample, as well as for each gender and
education group, based on the correlation coefficient and regression analysis
obtained from the data.

APPENDIX 4
Correlations

MOTIVES JOBPERFS

Pearson Correlation 1 -.079

MOTIVES Sig. (2-tailed) .133

N 360 360
Pearson Correlation -.079 1

JOBPERFS Sig. (2-tailed) .133

N 360 360

Model Summary

Model R R Square Adjusted R Std. Error of the

Square Estimate

1 .079a .006 .004 .38081

a. Predictors: (Constant), MOTIVES

 ANOVAa

Model Sum of Squares df Mean Square F Sig.

Regression .329 1 .329 2.272 .133b

1 Residual 51.916 358 .145

Total 52.246 359

a. Dependent Variable: JOBPERFS

b. Predictors: (Constant), MOTIVES

Coefficientsa

Model Unstandardized Coefficients Standardized t Sig.

Coefficients

B Std. Error Beta

(Constant) 4.180 .063 65.864 .000

1
MOTIVES -.061 .040 -.079 -1.507 .133
a. Dependent Variable: JOBPERFS