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Interpreting data analysis results using
ANOVA

Here, we use ANOVA to analyze mean scores for quiz 3. We will

then use variables to carry out a data analysis plan. We will then
interpret all the results and give a conclusion.
Task

Data Analysis and Application (DAA)

Template
Data Analysis Plan

1. Name the variables and the scales of measurement.

2. State your research question, null and alternate hypothesis.

Testing
Assumptions

1. Paste the SPSS output for the given assumption.

2. Summarize whether or not the assumption is met.

 Results &
Interpretation

1. Paste the SPSS output for main inferential statistic(s) as

discussed in the instructions.
2. Interpret statistical results as discussed in the instructions.

Statistical Conclusions

1. Provide a brief summary of your analysis and the conclusions

drawn.

2. Analyze the limitations of the statistical test.

3. Provide any possible alternate explanations for the findings and

potential areas for future exploration.

Application

1. Think of your own field of study. Describe how this type of

analysis might be used in your field.

2. Analyze what the value and potential implication of such an

analysis would be.
 Solution

ANOVA

One-Way ANOVA was used to analyze whether the mean quiz 3

scores among sections were same or different. A test for normality
of dependent variable was also performed to test for normality
assumption.

Data Analysis Plan

The variables used in this analysis are Quiz3 – number of correct

answers in quiz 3, Section –Section of the student. QUIZ3 is scale
variable, and although they are discrete, they are quantitative in
nature, and we will treat the variable as continuous scale variable.
Section is nominal variable with 3 categories.
The research questions in this work are:

(a)Is there significant difference between mean score

inQUIZ3among students of different sections?

Null hypothesis is that there is no difference between pair males

and females in terms of previous grade.
The hypothesis can be specified mathematically as:
Hypothesis 1:, and represents the population means of previous
QUIZ3 for the three sections respectively

The alternative hypothesis is that atleast a pair of means

differ.
Testing Assumptions

The descriptive statistics obtained from SPSS is below:

Table 1: Descriptive Statistics

Descriptives
quiz3
Std. Std.
N Mean Deviation Error
1 33 7.15 1.278 0.222
2 39 6.77 1.495 0.239
3 33 7.94 1.560 0.272
Total 105 7.26 1.519 0.148
The above table summarizes the mean and standard deviation of
the quiz 3 score in 3 sections. The average score of section 1 was
M=7.15 (SD = 1.278), section 2 was M=6.77 (SD = 1.495), and
for section 3 M = 7.94 (SD = 1.560). The means do not appear
close to each other although the standard deviation seems close.
Table 2: Test of normality table

Tests of Normality
Kolmogorov-
Smirnova Shapiro-Wilk
Statis Statis
tic df Sig. tic df Sig.
quiz3 0.148 105 0.000 0.946 105 0.000
a. Lilliefors Significance Correction

The normality assumption for variables was notmet for QUIZ3 as

the Shapiro-Wilk test gives statistically significant result, This was
expected as the quiz 3 variable is discrete in nature and only takes
integral value.
Results & Interpretation

The one-way ANOVA results obtained from SPSS table is

given below:
 Table 3: Independent Samples t-test table

ANOVA
quiz3
Sum of Mean
Squares df Square F Sig.
Between 25.013 2 12.506 5.93 0.00
Groups 2 4
Within 215.044 102 2.108
Groups
Total 240.057 104

The ANOVA table clearly outlines that there is insignificant

evidence for a significant difference between the QUIZ3score
between different sections, F=5.932; p = .004. Hence, null
hypothesis of no difference was rejected. It was concluded that
mean score of 3 sections were not same.
Since, null hypothesis was rejected, a post-hoc comparison was
run to check which pair of differences were significant.

Table 4: Tukey's HSD - multiple

comparison table
 Multiple Comparisons
Dependent Variable: quiz3
Tukey HSD
95% Confidence
Mean Interval
(I) (J) Differen Std. Lower Upper
section section ce (I-J) Error Sig. Bound Bound
1 2 0.382 0.343 0.508 -0.43 1.20
3 -0.788 0.357 0.075 -1.64 0.06
2 1 -0.382 0.343 0.508 -1.20 0.43
3 -1.170* 0.343 0.003 -1.99 -0.35
3 1 0.788 0.357 0.075 -0.06 1.64
2 1.170* 0.343 0.003 0.35 1.99
*. The mean difference is significant at the 0.05 level.

The multiple comparison table shows that the pair which had
significant differences in mean was Section 2, and 3 with 95%
confidence interval for the difference being [-1.99, -0.35]. Hence, it
was concluded that average quiz 3 score of section 2 and 3 were
significantly different but not that of section 1, and 2; and that of
section 1, and 3.

Statistical Conclusions
The results that were obtained in previous part show that there is
significant evidence for the difference between QUIZ3 scores
among 3 sections. The main assumptions of ANOVAwere not
satisfied making the result a bit unreliable. It is concluded that
the average of section 2 was different from section 3, but other
pairs were not significantly different.

Application
ANOVAis extremely useful and powerful tool to determine the
differences between the more than two classes. It is of prime
importance in many fields and used to strengthen the empirical
evidence. In Finance, it can be used to test if different sectors have
different annualized returns. In medical sciences, it can be used to
test the effectiveness of more than 2 treatment using a randomized
experimental design. It has very sound theoretical support and
application of ANOVA can be seen across disciplines.