Week 13 10th April 2012 Coursework no.

7 HIEERACHICAL LOG-LINEAR ANALYSIS L54

COURSEWORK Determine the association between the variables in the table below by using the LogLinear Analysis. Mental Ability Margin Totals Maths Achievement Female High Low High 20 50 15 Gender Male 30 35 80

Low

High Low

35 20

45 55

80 75

Margin Totals 270

125

145

Main effect of Mental Ability and the interaction between Mathematics achievement and gender
Cell Counts and Residuals Mental Ability Mathematics achievement high 1 low female male female male female male female male Gender Observed Count 50.000 30.000 20.000 15.000 35.000 45.000 20.000 55.000 % 18.5% 11.1% 7.4% 5.6% 13.0% 16.7% 7.4% 20.4% Expected Count 51.871 28.122 18.132 16.876 33.129 46.878 21.868 53.124 % 19.2% 10.4% 6.7% 6.3% 12.3% 17.4% 8.1% 19.7% -1.871 1.878 1.868 -1.876 1.871 -1.878 -1.868 1.876 Residuals Std. Residuals -.260 .354 .439 -.457 .325 -.274 -.400 .257

high 2 low

The main effect is Mental Ability and the best-fitting model is the interaction of Mathematics Achievement*Gender and the main effect of Mental Ability. This model has likelihood ratio 2 =1.00, DF =1 and p = 0.32 (not significant) which means the observed data can be reproduced with these 2 effects of Achievement*Gender and main effect of Mental Ability.

Result of Goodness-of-Fit Test

Goodness-of-Fit Tests Chi-Square Likelihood Ratio Pearson 1.004 1.001 df 1 1 Sig. .316 .317

Table Crosstabulation between Mathematics Achievement and gender

Mathematics achievement * Gender Crosstabulation Gender female Count high Mathematics achievement low Expected Count Residual Count Expected Count Residual Total Count Expected Count 85 74.1 10.9 40 50.9 -10.9 125 125.0 Male 75 85.9 -10.9 70 59.1 10.9 145 145.0 270 270.0 110 110.0 160 160.0 Total

Result Of Chi-Square Test Chi-Square Tests Value df Asymp. Sig. (2sided) Pearson Chi-Square Continuity Correction Likelihood Ratio Fisher's Exact Test Linear-by-Linear Association N of Valid Cases 7.338 270 1 .007
b

Exact Sig. (2sided)

Exact Sig. (1sided)

7.366

1 1 1

.007 .010 .006 .009 .005

6.707 7.429

a. 0 cells (0.0%) have expected count less than 5. The minimum expected count is 50.93. b. Computed only for a 2x2 table

We can conclude that, there was a significant association between the Mathematics achievement and gender ( 2 = 7.37, DF =1 and p = 0.01)
Effect of Mental Ability on Students Mathematics Achievement Mental Ability Observed N 1 2 Total 115 155 270 Expected N 135.0 135.0 Residual -20.0 20.0

Test Statistics on Mental Ability Test Statistics Mental Ability Chi-Square df Asymp. Sig. 5.926a 1 .015

a. 0 cells (0.0%) have expected frequencies less than 5. The minimum expected cell frequency is 135.0.

There was a statistical significant difference between the observed and expected frequency for the 2 categories of mental Ability (High and Low) ( 2 = 5.93, DF =1, p =0.02) Reporting the results A three-way frequency analysis was performed to develop a hierarchical linear model of Mathematics Achievement and Mental Ability in Female and Male students. Backward elimination produced a model that includes the main effect of Mental Ability and the interaction effect of Mathematics Achievement and Gender. The model had a likelihood ratio 2 = 1.00, p = 0.32, indicating a good fit between the observed frequencies and the expected frequencies generated by the model. About 57% of the students had Low Mental Ability score. About 52% of the male students had High Achievement score as compared with about 68% of the female students. This shows that female students perform better than the male students Main effect of Mental Ability and the interaction between Mathematics achievement and gender