Jurnal ICMNS 2023 GLM

International Conference on Mathematics and Natural Sciences (ICMNS) 2023 IOP Publishing
IOP Conf. Series: Journal of Physics: Conf. Series doi:
The Significance Influence Of Dimensions On The

Reading Literacy Activity Index In Indonesia In 2019
With Generalized Linear Model (Glm)
Grace Primayanti1, Rebecca E. M. Sihotang1

1
Faculty of Mathematics and Science, Institut Teknologi Bandung, Bandung, 40132,
Indonesia
primayantigrace11@gmail.com
Abstract. Issues that related to literacy are one of the focuses highlighted by government in
Indonesia currently. This is motivated by the low literacy skills of students in Indonesia based
on Indonesia PISA’s score in 2018. Based on the research of the Indonesia’s Ministry of
Education and Culture which describes the index of reading literacy activity for each province
in Indonesia 2019. That research examines the literacy index based on four dimensions, namely
the dimension of access, proficiency, alternatives, and culture. Based on that research, this
research aimed to analyze the dimensions that provide the strongest significance of the four
dimensions to the reading literacy activity index. The mathematical model that is used in this
research is multiple linear regression with Generalized Linear Model (GLM). In this research,
the response variable is the reading literacy activities index, while the predictor variables are
dimension of access, proficiency, alternatives, and culture. Based on this research, it was found
that the access dimension had the most significant effect on the reading literacy activity index
with coefficient 𝛽 = 0.36018. Therefore, the access dimension which is the availability of
literacy resources needs to be improved.
Keywords: Reading Literacy Index, Literacy Support Dimension, Generalized Linear Model
1. Introduction
Literacy is one of the issues that are widely discussed currently. This is closely related to the decline
in Indonesia’s reading scores in the 2018 PISA results (OECD, 2019). Swiftly and focused the
government sees the cause of the problem of literacy. Therefore, it is specifically one of the abilities
required of the Merdeka Belajar program by the government. Based on the presentation of the first
episode of the Merdeka Belajar program, which proposes a new policy direction to change the 2021
National Examination to the Minimum Competency Assessment (Kemdikbud, 2019). One aspect of
the assessment in Minimum Competency Assessment is literacy ability, namely reasoning skills and
the ability to use language (Wijaya, A., & Dewayani, S., 2021). In line with this, academics are also
very active in conducting various research and evaluations to improve students’ literacy skills.
The previous research explained the index values of reading literacy activities of each province in
Indonesia in 2019 (Puslitjakdikbud, 2019). This study examines the literacy index based on four
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dimensions, there are access, proficiency, alternatives, and culture. In line with the theory of
McCullagh & McKenna (2016) regarding four factors that can influence the occurrence of literacy
activities, here’s a chart of the interactions between factors that affect literacy activity.
Figure 1. Interactions between factors affecting literacy (McCullagh & McKenna, 2016)
Based on the interaction between the four factors above, it has an important and interrelated role in
supporting the occurrence of literacy activities, so the absence of one factor will affect the function of
other factors. Adopted this framework, the reading literacy activity index (Alibaca) was compiled by
the Ministry of Education and Culture in the study. Each dimension is considered as a factor that
together contributes to the occurrence of reading literacy activities. Therefore, the four dimensions
that affect the reading literacy activity index (Alibaca), include the proficiency dimension
(Proficiency), the access dimension (Access), the alternative dimension (Alternatives), and the
cultural dimension (Culture).
The explanation of each dimension taken from the Puslitjakdikbud document regarding the Reading
Literacy Activity Index of 34 Provinces will be presented below (Puslitjakdikbud, 2019). The
proficiency dimension is an illustration of the level of community proficiency in accessing reading
materials, among others, it is illustrated through two indicators, namely the percentage of residents 15
years and over who can read and write Latin letters, and the average length of schooling (RLS) of the
population aged 25 years and over. The access dimensions are an illustration of the availability of
literacy resources both in schools and in the community. Literacy resources in schools are viewed
through two indicators, namely the percentage of the number of school libraries in good condition;
and the percentage of the number of school library management officers. The alternative dimension
is an overview of the options or possibilities provided by electronic and digital devices in accessing
information both in schools and in society. In schools, the indicator is seen through the percentage of
schools that have an internet network; and in society viewed through, the percentage of the population
5 years and over who in the last 3 months accessed the internet, and the percentage of the population
5 years and over who in the last 3 months used computers. The cultural dimension is a dimension that
describes the extent of people’s habits or behaviors in accessing literacy materials.
Based on this explanation, researchers are interested in further exploring the dimensions that give the
most powerful of the four dimensions to the reading literacy index. The mathematical model used in
this study is a multiple linear regression model. The multiple linear regression model contains more
than one dependent variable and independent variables called predictor variables (Johnson &
Wichern, 2013). In this study, the response variable is the reading literacy index, while the predictor
variable is the four dimensions, which are access, proficiency, alternatives, and culture. In this study,
it will be further reviewed that of the four predictor variables, which dimension gives the strongest
significance of the four dimensions to the reading literacy index. The purpose is to provide new studies
to improve and evaluate programs to increase the index of reading literacy activities in Indonesia and
especially on literacy skills in Indonesia. In the regression analysis of the significance of access,
proficiency, alternatives, and culture to the literacy activity index, residual data were found that were
not normally distributed, so the classical assumptions of multiple regression analysis of the linear
model were a failure. If the analysis is continued with the assumption of normality, it will get poor
analysis results. Therefore, in this case, more analysis is needed. One of the models is the Generalized
Linear Model (GLM). Therefore, based on this background, the researcher raised the title “The
significance influence of dimensions on the reading literacy activity index in Indonesia in 2019 with
Generalized Linear Model”.
2. Methods
In this research, the data used is secondary data that processed previously and sourced from the
Puslitjakdikbud document regarding the Reading Literacy Activity Index of 34 Provinces
(Puslitjakdikbud, 2019). The data consists of the data on the index of literacy, proficiency, access, culture,
and access activities per province in 2019. The number of the data is 170 data. The variables in this study
are response variables, namely the reading literacy activity index per province and the predictor variable
consisting of the proficiency dimension index, the access dimension index, the cultural dimension index,
and the alternative dimension index. In this study, the response variable is the reading literacy index,
while the predictor variable is the four dimensions, namely access, proficiency, alternatives, and culture.
2.1 Generalized Linear Model

The general linear model (GLM) is general form the classical linear model (Linear Model). In the
classical linear model, dependent variables (𝑌) is assumed to be normally distributed with 𝑌 = 𝜇𝜎 2 and
𝜎 2 . GLM is described through three components. There are three main components in the namely the
random component, the systematic component, and the connecting function. Based on (McCullagh &
Nelder, 1989), the main components in GLM are as follows:
a. The random component, is the components of 𝑌 have independent Normal distributions with 𝐸(𝑌) =
𝜇 and constant variance 𝜎 2
b. The systematic component, is covariates, 𝑥1 , 𝑥2 , … 𝑥𝑝 produce a linear predictor 𝜂 given by
𝜂 = 𝛽0 + 𝛽1 𝑋1 + ⋯ + 𝛽𝑝 𝑋𝑝
c. Link function, describing the relationship between a linear estimator 𝜂 and a systematic component
of 𝜇. This relationship is written by 𝜂 = 𝑔(𝜇).
The systematic component or linear predictor is given by the first component which is the random
component, which is the observed value of the response that is independent of another thing. The three
components will determine the model to be used in GLM. The simplest relationship of functions is called
the identity link. When GLM has the simplest relationship function, then GLM is a linear model with
continuous response. In the classical linear model, the random component spreads normally, and the link
function is an identity function. Whereas in GLM, the random component may come from one of the
other members of the exponential distribution, and the connecting function is another monotonous
function.
2.2 Exponential Family Distribution

GLM is a regression analysis which the response is an exponential distribution family. This regression
model describes a response variable of a categorical form with a predictor variable (Wibowo & Ridha,
2020). The Generalized Linear Model (GLM) extends the regression of the classical model, so response
variables that are not normally distributed can be used. GLM is a distribution of responses of various
types, which belong to the exponential family. A random variable with a probability density function 𝑓
and the parameter 𝜃 is said to be a member of the exponential family, if it takes the form of:
𝑓𝑌 (𝑦; 𝜃) = exp[𝑎(𝑦)𝑏(𝜃) + 𝑐(𝜃) + 𝑑(𝑦)] (Dobson & Barnett, 2018)
In some cases, the function 𝑎, 𝑏, 𝑐, and 𝑑 may contain other parameters called nuisance parameters that are
generally not of primary concern and are considered as parameters that have been known or do not need to
be estimated. Some types of distributions that can be used on GLM, namely the Gaussian distribution, the
poisson distribution, the gamma distribution. In this study, GLM was described by a Gaussian distribution
that met several criteria of the gaussian distribution. Gaussian distributions are usually compared to placing
them on the same scale to obtain a standard normal distribution. According to Saidi et al. (2021), the
formula of the probability density function of a random variable having a Gaussian distribution is:
1 1 𝑦−𝜃 2
𝑓(𝑦) = exp (− ( ) ), −∞ < 𝑦 < ∞
√2𝜋𝜎 2 𝜎
𝑦2 𝑦𝜃 𝜃2 1
𝑓(𝑦) = exp (− 2 + 2 − 2 − 𝑙𝑜𝑔(2𝜋𝜎 2 ))
2𝜎 𝜎 2𝜎 2
So that it is obtained
𝜃 𝑦2
𝑏(𝜃) = 2 , 𝑑(𝑦) = 2
𝜎 2𝜎
𝜃2 1
and (𝜃) = − log(2𝜋𝜎 2 ) , with the 𝜎 is nuisance parameter. So 𝐸 [𝑌] = 𝜃, and 𝑉𝑎𝑟[𝑌] = 𝜎 2
2𝜎 2 2
2.3 Link Function

The link function at the same time serves to maintain the linearity so that the predictor remains linear and
normality so that the space of the range between the predictors is linear and 𝑦 or 𝜇𝑦 keep synchronous.
Among the link functions that can be used, there is a canonical link function, which is the link function that
𝑝
occurs when 𝑏(𝜃) = 𝜂 = ∑𝑗=0 𝛽𝑗 𝑥𝑗 (Saidi et al., 2021). For Gaussian distributions, the canonical link
function is identity 𝜇𝑖 = 𝜂𝑖 (Myers et al., 2010) .
2.4 Linearity Test

The linearity test is carried out to determine the relationship between predictor and response variables
whether linear or not. Linear is defined as a relationship such as a straight line. The linearity test is generally
used as an analysis requirement when the research data will be analyzed using simple linear regression or
multiple linear regression. The concept of linearity refers to the notion of whether predictor variables can
be used to predict response variables in a particular relationship (Walpole et al., 2017). A test carried out
must be guided by the basis of decision-making in the linearity test, namely if the significance value is
greater than, then the conclusion is that there is a linear relationship between the predictor variable and the
response variable. On the contrary, if the significance value is smaller than, then the conclusion is that there
is no linear relationship between the predictor variable and the response variable (𝑌).
2.5 Multicollinearity Test

In regression models, it is required that there should be no correlation between predictor variables
(multicollinearity). The criterion of the value of the VIF is used to detect the presence or absence of
multicollinearity. If the value of VIF (Variance Inflation Factor) < 10 then there is no multicollinearity
(Dobson & Barnett, 2018; Obubu, 2018).
2.6 Model Significance Testing

The model significance test used is a simultaneous test with the F Test. F test aimed at finding out whether
the overall parameters are significant in the model (Weisberg, 2005). Here are the stages of testing carried
out:
a. Determine Hypotheses
𝐻0 ∶ 𝛽1 = 𝛽2 = 𝛽3 = 𝛽4 = 0 (Variables of 𝑋1 , 𝑋2 , 𝑋3 , 𝑋4 have no effect on 𝑌)
𝐻1 ∶ 𝛽1 ≠ 𝛽2 ≠ 𝛽3 ≠ 𝛽4 ≠ 0 (Variables of 𝑋1 , 𝑋2 , 𝑋3 , 𝑋4 have an effect on 𝑌)
b. Determine the degree of significance
𝑟 2 /𝑘 𝑟 2 (𝑛−𝑘−1)
c. Determine 𝐹 = =
(1−𝑟 2 )/(𝑛−𝑘−1) 𝑘 (1−𝑟 2 )
d. Determine 𝐹𝑡𝑎𝑏𝑙𝑒 (𝛼 = ⋯ . . )
e. Making conclusion
When the variable 𝑋1 , 𝑋2 , 𝑋3 , 𝑋4 effects on 𝑌, it can be concluded that the resulting model fits with the
goodness of fit test of the model and vice versa. Furthermore, the matching model can be viewed based on
the value of 𝑅 − 𝑠𝑞𝑢𝑎𝑟𝑒 (𝑅2 ). The coefficient of determination (𝑅2 ) is used to know the percentage of
influence of the variables of 𝑋1 , 𝑋2 , 𝑋3 , 𝑋4 , and on the 𝑌 variable. Coefficients are used to find out how
large the correlation is simultaneously between variables 𝑋1 , 𝑋2 , 𝑋3 , 𝑋4 and 𝑌.
a. 𝑟 → +1 or −1, then the relationship is getting stronger
b. 𝑟 → 0, then the relationship is getting weaker
2
∑𝑛𝑗=𝑖 𝜀̂𝑗2 ∑𝑛𝑗=1(𝑦̂𝑗 − 𝑦̅)
2
𝑅 =1− 2 = 2
∑𝑛𝑗=1(𝑦𝑗 − 𝑦̅) ∑𝑛𝑗=1(𝑦𝑗 − 𝑦̅)
Therefore, 𝑅2 is equivalent to the ratio of the decrease in the number of squares of the model used to the
sum of squares of deviations by the mean 𝑦̂ (Vittinghoff et al., 2012). The larger 𝑅2 means the smaller the
data deviation by the model of the regression line. The extreme 𝑅2 > 1 shows that the deviation value of
the observation with the estimated value is equal to 0 and the model becomes perfect, which means no data
is deviating from (outside) the regression line. In other words, the larger𝑅2 , the smaller the difference
between the observed value and the average value of the regression which means the greater the benefit of
the regression line in explaining the relationship between the predictor and the response.
2.7 Correlation Coefficient

The correlation coefficient (𝑟𝑥𝑦 ) is an indicator of the relationship between two variables. Correlation
between 𝑥 and y variables are formulated by
∑𝑛𝑖=1(𝑥𝑖 − 𝑥̅ )(𝑦𝑖 − 𝑦̅)
𝑟𝑥𝑦 =
√∑𝑛𝑖=1(𝑥𝑖 − 𝑥̅ )2 ∑𝑛𝑖=1(𝑦𝑖 − 𝑦̅)
The value of the correlation coefficient is at intervals [−1, 1] or can be expressed −1 ≤ 𝑟𝑥𝑦≤ 1. If the
regression coefficient 𝛽1 , 𝛽2 , 𝛽3 , … . 𝛽𝑛 , then:
a. The value = 0 , the 𝑌 variable is not affected by 𝑋1 … … , 𝑋𝑛
b. The value is negative (−), the relationship in the inverse direction between the 𝑌 variables is bound to
the variables of 𝑋1 … … , 𝑋𝑛
The value is positive sign (+), the linear relationship between the 𝑌 variables and variables of
𝑋1 , 𝑋2 , … … , 𝑋𝑛 (Gravetter & Wallnau, 2016).
3. Findings and Discussion
In this research, the descriptive statistics used were the average value, median, mode, maximum value, and
minimum value. Besides that, the data will be presented by using scatter matrices to view the spread of
data. Data used are secondary data on the Literacy Activity Index, Proficiency Index, Alternative Index,
Access Index, and Cultural Index per Province in Indonesia in 2019. The data is taken from the Website of
the Ministry of Education and Culture Repository. Table 1 is a descriptional statistic for the variables in
the study. The response variables in this study are the reading literacy activity index per province, and the
predictor variable is the proficiency dimension index (𝑋1 ), access dimension index (𝑋2 ), cultural
dimension index (𝑋3 ), and alternative dimension index (𝑋4 ).
Table 1. Descriptive Statistics

Variable Average Median Maximum Minimum
𝑌 36.85 36 58 38
𝑋1 75.91 76 86 61
𝑋2 23.09 21 47 9
𝑋3 28.50 28 46 14
𝑋4 40.01 40 70 21
Based on descriptive statistics in table 1, the proficiency dimension index (𝑋1 ) has the highest average
value. This applies also to the median, maximum, and minimum of the 𝑋1 variable to the literacy activity
index. In the proficiency dimension index, the highest average score is obtained based on the Latin
literacy indicator and the average length of schooling.
3.1 Linearity Test

Table 2. Linearity Test
ANOVA
Source of Variation Ss Df Ms F P-value
Between Groups 58265.89 4 14566.47 238.2547 1.9889100
Within Groups 10087.81 165 61.13824
Total 68353.7 169
Based on table 2, the results of the linearity test show that 𝑝 − 𝑣𝑎𝑙𝑢𝑒 > 0.05. This shows that there is a
linear relationship between predictor variables, namely the dimensions of proficiency, access, culture,
and alternatives, to the index of reading literacy activity per province in 2019 in Indonesia.
3.2 Multicollinearity Test

In regression models, it is required that there should be no correlation between predictor variables
(multicollinearity). If the value of VIF (Variance Inflation Factor) < 10 then there is no
multicollinearity. In this study, the multicollinearity test was carried out with the help of 𝑅-software. In
the figure of the results of the multicollinearity test by R-software, the value of VIF (Variance Inflation
Factor) was obtained < 10. This shows that there is no correlation between predictor variables
(multicollinearity).
Table 3. Multicollinearity Test with VIF Model
Proficiency Access Culture Alternative
VIF 2.225811 3.606080 3.832116 3.086222
3.3 Multiple Linear Regression Models with GLM

The analysis on the determination of the best regression model was carried out in stages based on the
results of regression analysis with a compressed linear model (GLM) with Gaussian distribution through
𝑅 −software. The results of the processed data are presented in the following explanation. Table 3 below,
a summary model is to present information about the severity of the relationship between predictor
variables and response variables.
Table 4. Multiple Linear Regression Models with GLM
Regression Statistics
Multiple R R Square Adjutsed R Square Error Standard
0.94 0.875 0.857 2.74
In table 3 it can be seen that the multiple R-value is 0.94. It shows that the relationship between the
response variable (reading literacy activity index) and the predictor variable (the dimension index of
impracticality, access, culture, and alternative) is very strong. The value of 𝑅 𝑠𝑞𝑢𝑎𝑟𝑒(𝑅2 ) also called
the coefficient of determination is 0.875. This suggests that the 87.5% magnitude of the variation in
the response variable or the value of the reading literacy activity index can be explained by predictor
variables (indexes of proficiency, access, culture, and alternative dimensions), whereas
22.5% influenced by variables other than the four variables in this model.
Furthermore, the model feasibility hypothesis will be tested with the test presented in the following
ANOVA 𝐹-table. The null hypothesis (𝐻0 ) for the overall test is that the model is reduce, while the
alternatives hypothesis (𝐻1 ) is full model. To a degree of significance (𝛼) of 5% , it is seen that
−𝑣𝑎𝑙𝑢𝑒 < 𝛼 . Based on the Anova table, the values 𝑝 − 𝑣𝑎𝑙𝑢𝑒 are very small and less than0.05 , so it
can be concluded that if 𝐻0 rejected, then there is a relationship between literacy activity and dimension
of literacy.
Table 4. ANOVA Table
ANOVA Table
Df Ss Ms F Significance F
Regression 4 1529.643 382.4108 50.81371 1.0831E-12
Residual 29 218.2465 7.52574
Total 33 1747.89
The determination of multiple regression models can be seen based on table 5 as follows:
Table 5. Multiple Linear Regression Models
Gaussian Distribution Output Table
Estimate Std. Error t value p-value (Pr(>|t|))
Intercept -5.80865 9.55219 -0.608 0.54786
Proficiency (𝑋1 ) 0.29405 0.15252 1.928 0.06371
Access (𝑋2 ) 0.36018 0.10007 3.599 0.00117
Culture (𝑋3 ) 0.07948 0.13449 0.591 0.55914
Alternative (𝑋4 ) 0.24382 0.08370 2.913 0.00682
The multiple regression model based on the basis of such tables is as follows:
𝑌 = −5.80 + 0.29𝑋1 + 0.36𝑋2 + 0.079𝑋3 + 0.24𝑋4 + 𝜀𝑛
where 𝑋1 : proficiency dimension coefficients, 𝑋2 ∶ access dimension coefficients, 𝑋3 : cultural dimension
coefficients, and 𝑋4 : alternative index coefficients. Based on the model, it is obtained that the value of the
constant (𝛽0 ) is negative, that is −5.80 . A negative sign indicates an opposite influence between the
predictor variable and the response variable. This shows that if all predictor variables, namely proficiency,
access, culture and alternatives when they are valued at 0% or have not changed, then the value of the
literacy activity index is −5.80.
Discussion
Based on the regression model, the highest coefficient is 𝑋2 (the access dimension coefficient) with (𝑝 −
𝑣𝑎𝑙𝑢𝑒 = 0.00117) . In line with research by Diah A. D. (2020) which was presented through the
communication and information technology website at a webinar, she said that one of the problems in
Indonesia related to literacy is that there is still a gap in access, both through libraries and digital
technology, especially for poor society, live in rural areas, elderly category, and people with disabilities.
Therefore, to increase literacy activities that have a direct effect on literacy skills in Indonesia, the access
dimension needs to be improved. This can be realized through the addition of a decent library with books
and adequate facilities both in schools and the general public. In line with technological advances, access
to educational content, digital libraries, and the provision of digital literacy resources should be
improved. According to ideal assumptions, every 1,000 residents should be served by 1 reading park or
library. Meanwhile, the indicators of households who buy and even access online newspapers and/or
magazines/tabloids are still very low. This is also influenced by the culture of reading literacy which is
very low. In fact, this culture of reading literacy develops two benefits, namely building interest in reading
and reading activities (Lubis, 2020). This opinion is strengthened in the data obtained, namely the cultural
dimension index data and access explaining that the highest index is in the same three provinces, namely
DKI Jakarta, Riau Islands, and D.I. Yogyakarta. The three provinces occupy the highest index on the
cultural and access dimensions, so it can be concluded that culture and access give impacts on the reading
literacy activity index.
The variable that gives a second significant impact is the alternative dimension (with. Based on the data
collected as a measure of this dimension, the alternative dimension describes the use of electronic devices
and information technology in accessing literacy sources. The highest index is in DKI Jakarta province and
the lowest index is in Papua province. It is very interesting that the ease of accessing literacy sources is
very significant on the index of reading literacy activities of each province. The significant gap between
these two provinces caused by access to computers and internet networks has not been fully evenly
distributed in Indonesia (Nasution, 2016). It is expected to establish infrastructure equally in Indonesia that
helps to facilitate access to literacy sources, to increase the index of reading literacy activities in Indonesia.
This plays an important role indirectly in the creation of equitable education. In line with that, the increase
also occurred in digital literacy skills that were able to improve the quality of learning, effectiveness in
accessing good information, and improving learning outcomes (Lei et al., 2020). In the end, other important
aspects of life simultaneously also have an impact from it.
The other two variables, proficiency, and the cultural dimension, do not have a significant impact on the
reading literacy activity index per province in Indonesia. However, these two dimensions play a role in the
process of literacy activities. Literacy activities will not run without a proficiency dimension measured by
illiteracy rates and the average long time of schooling. Likewise, with the cultural dimension, literacy
activities are also supported by a culture that is built by reading habits, visiting libraries, optimization of
the use of literacy sources, and utilization of the alternative literacy sources. One of the alternatives to
increasing literacy activities and reading literacy skills is through the development of literacy culture in
schools (Maulida et al., 2019). Despite various alternative accesses and conveniences being improved but
no literacy habits are formed, it is meaningless. Therefore, through this research, we expect that with the
intervention of stakeholders, especially the government, the dimensions of access and alternatives can be
improved. It is hoped that the index of reading literacy activity in Indonesia will increase so that literacy
skills in Indonesia will also increase.
4. Conclusion
Based on this research, it can be concluded that the access dimension which includes supporting resources
where the community can utilize literacy resources, such as libraries, bookstores, and mass media has a
significant influence on the index of reading literacy activities. The alternative dimension, which includes
a wide selection of information technology and entertainment devices, as well as the ease of access to
literacy resources, has a second significant impact only to the access dimension on the reading literacy
activity index. The dimension of proficiency, although not giving a significant impact, is an initial condition
for people to access literacy resources. Likewise, the culture that also influences literacy habits is important
to build and improve.
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International Conference on Mathematics and Natural Sciences (ICMNS) 2023 IOP Publishing

IOP Conf. Series: Journal of Physics: Conf. Series doi:

The Significance Influence Of Dimensions On The

Grace Primayanti1, Rebecca E. M. Sihotang1

2.1 Generalized Linear Model

2.2 Exponential Family Distribution

2.3 Link Function

2.4 Linearity Test

2.5 Multicollinearity Test

2.6 Model Significance Testing

2.7 Correlation Coefficient

3. Findings and Discussion

Table 1. Descriptive Statistics

3.1 Linearity Test

3.2 Multicollinearity Test

3.3 Multiple Linear Regression Models with GLM

Table 4. Multiple Linear Regression Models with GLM

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