Week 5: Analysis of Variance

Omar Thompson
Walden University
DDBA-8!8 "#antitative Decision-$akin% for B#siness Analysis
Dr& Diane D#sick
Date: '(&()&*('!

Exemplary
(3335 points)
Acceptable
(2532 points)
Minimal Acceptance
(024 points)
Analytical
Composition 25
points
Assignment includes
thoroughly documented
elements as provided in the
assignment requirements.
Including but, not limited to, a
clear understanding and
interpretation of the table
results, identification of
notable patterns, trends,
relationships, associations, as
well the use of academic
sources and a summary of
the results wherein a clear
understanding is evident.
Overall the work reflects
organized thought, dialectic
reflection, and higher-order
thinking.
Assignment does not
thoroughly document
elements as provided in the
assignment requirements.
articular parts including but
not limited to, a clear
understanding and
interpretation of the table
results, identification of
notable patterns, trends,
relationships, associations, as
well the use of academic
sources and a summary of the
results are not well done or do
not provide a clear
understanding. !he analysis is
not well-done, but does
contain some indication of
organized thought and higher-
order thinking indicative of
doctoral quality writing.
Assignment fails to document
elements as provided in the
assignment requirements.
articular parts including but
not limited to, a clear
understanding and
interpretation of the table
results, identification of
notable patterns, trends,
relationships, associations,
as well the use of academic
sources and a summary of
the results are poorly done or
totally absent. !he analysis
composition is poor or totally
absent, and the work does
not contain the organized
thought and higher-order
thinking indicative of a
doctoral quality writing.
Exemplary
(1920 points)
Acceptable
(1518 points)
Minimal Acceptance
(014 points)
ec!nical
Composition
20 points
Assignment provides properly
displayed and AA formatted
table"s#, as well as correct
hypotheses "null and
alternate# which provide
necessary elements
Assignment provides tables,
but errors e$ist in both the
display and%or AA format
table"s#. &ypotheses both null
and alternate are provided,
but errors in content or format
e$ist.
!ables and hypotheses are
either poorly done or totally
absent from the assignment
Exemplary
(1415 points)
Acceptable
(10"13 points)
Minimal Acceptance
(09 points)
#tyle$ %ormat$
&r'ani(ation an)
*rammar
10 points
'ollows AA writing style and
basic rules of formal (nglish
grammar and written essay
style, e$hibiting higher levels
of critical thinking than
memory%recall.
)ommunicates in a cohesive,
logical style. *oreover, the
document is well organized.
!he format is easy to follow,
flows smoothly from one idea
to another, and logically
conveys the key ideas. !he
style remains consistent.
*ostly follows AA writing
style and basic rules of formal
(nglish grammar and written
essay style, e$hibiting higher
levels of critical thinking than
memory%recall. *ostly
communicates in a cohesive,
logical style. Additionally, !he
document is presented in a
thoughtful manner+ there is an
overall organization, and most
transitions are easy to follow,
but at times ideas are unclear.
,oes not follow AA writing
style and basic rules of formal
(nglish grammar and written
essay style. ,oes not e$hibit
higher levels of critical
thinking than memory%recall.
,oes not communicate in a
cohesive, logical style. !he
document is inconsistent and
at times unorganized+ format
is difficult to follow+ transitions
of ideas are abrupt and
distracting.
One-Way Analysis of Variance (ANOVA)
Purpose of the Study
The p#rpose of the st#dy +as to determine if there is a si%nificant difference in level of
e,trovertedness -y hair color& .or this p#rpose/ a random sample '8 men from a local colle%e
camp#s +as selected& O#t of total '8 respondents/ si, +ere -londs/ si, +ere -r#nets and si,
redheads& A social e,troversion of each individ#al is meas#red&
Hypothesis
0'(: There is no si%nificant difference in level of e,trovertedness -y hair color&
0'A: There is si%nificant difference in level of e,trovertedness -y hair color&
Descriptive Statistics
The mean social e,troversion score for -londs 1M 2 5&'3/ SD 2 *&34/ n 2 )5 +as hi%hest
follo+ed -y Br#nette 1M 2 !&)3/ SD 2 '&*'/ n 2 )5 and 6edhead 1M 2 *&!!/ SD 2 *&''/ n 2 )/ see
Ta-le '5& The fi%#re ' presents the -o,plot of social e,troversion score accordin% to hair color&
Ta-le '
Descriptive Statistics: Social Extroversion to Hair Color
0air 7olor M SD n
Blond 5&'3 *&34 )
Br#nette !&)3 '&*' )
6edhead *&!! '&(! )
Total !&3* *&'' '8
Figure 1& Distri-#tion of levels of e,troversion -y hair color&
Inferential Statistics
The res#lts of the analysis of variance indicate there is not a si%nificant difference in
social e,troversion -y hair color/ F1*/ '55 2 !&5'/ p 2 (&(5 1see Ta-le *5& The partial eta s8#ared
val#e is (&!* indicatin% a moderate effect si9e&
Ta-le *
Analysis of Variance: Tests of Beteen!Su"#ect Effects
:o#rce $f F p
;artial <ta
:8#ared
7orrected $odel * !&5' (&(5) (&!*
=ntercept ' 3*&) > (&(' (&8!
0air * !&5' (&(5) (&!*
<rror '5 !&!
Total '8
7orrected Total '3
onclusions
The res#lts of A?OVA indicate that there is no si%nificant difference in the mean social
e,troversion score& 0ence +e fail to re@ect the n#ll hypothesis and hence +e can concl#de that
the social e,troversion does not vary +ith the hair color&
The similar st#dy can -e cond#cted +ith a lar%er sample si9e/ so that the res#lts o-tained
+ill -e more valid and applica-le over a lar%er pop#lation&
!"o-Way ANOVA
Purpose of the Study
;#rpose of this st#dy is to find in ho+ m#ch time fathers of children +ith a disa-ility play
+ith their children& .or this p#rpose/ sample of )( fathers in si, cate%ories +ere selected& These
si, cate%ories are as: 1a5 fathers +ith a -oy +ith no physical or intellect#al disa-ility/ 1-5 fathers
+ith a %irl +ith no physical or intellect#al disa-ility/ 1c5 fathers +ith a -oy +ith physical
disa-ility/ 1d5 fathers +ith a %irl +ith a physical disa-ility/ 1e5 fathers +ith a -oy +ith an
intellect#al disa-ility/ and 1f5 fathers +ith a %irl +ith an intellect#al disa-ility& .athers +ere asked
to record ho+ many '( min#tes se%ments per day they spent playin% +ith their child for five
days& The play time score is then avera%ed across the five days&
The hypothesis for this st#dy is as follo+s&
0'(: There is no si%nificant difference in the mean play time score accordin% to disa-ility
stat#s of child&
0'A: There is si%nificant difference in the mean playtime score accordin% to disa-ility stat#s
of child&
0*(: There is no si%nificant difference in the mean play time score accordin% to %ender of
child&
0*A: There is si%nificant difference in the mean play time score accordin% to %ender of child&
0!(: There is no si%nificant interaction -et+een the t+o independent varia-les disa-ility and
%ender on play time&
0!A: There is si%nificant interaction -et+een the t+o independent varia-les disa-ility and
%ender on play time&
Descriptive Statistics
:i,ty fathers participated in the st#dy +ith children/ +ho +ere cate%ori9ed into three
different levels of disa-ility as 1a5 typically developin%/ 1-5 physical disa-ility/ or 1c5 mental
retardation& The st#dy incl#ded -oth %enders: 1a5 male and 1-5 female children& Th#s there are si,
different %ro#ps as 1a5 fathers +ith a -oy +ith no physical or intellect#al disa-ility/ 1-5 fathers
+ith a %irl +ith no physical or intellect#al disa-ility/ 1c5 fathers +ith a -oy +ith physical
disa-ility/ 1d5 fathers +ith a %irl +ith a physical disa-ility/ 1e5 fathers +ith a -oy +ith an
intellect#al disa-ility/ and 1f5 fathers +ith a %irl +ith an intellect#al disa-ility&
.ive of the a-ove %ro#ps incl#de '( children per %ro#p and the %ro#p/ #nder mental
retardation there +ere 4 male and '' female children participants& The avera%e playtime for
fathers is o-served for five days& The avera%e father playtime for typically developin% children
+as 3&(5 1SD2 '&445& =n the physical disa-ility cate%ory/ the mean father playtime +as !&* 1SD 2
'&3(5& $ean+hile/ for the mental retardation %ro#p/ the cate%ory mean +as !&)5 1SD2 '&))5&
When comparin% the avera%e father playtime across all %ro#ps the mean +as &)! 1SD2 *&3A see
Ta-le !5& The hi%hest level of playtime is o-served in the typically developin% children %ro#p/
+hile the lo+est level came from the physical disa-ility cate%ory& The -o,plot presents the
distri-#tion of playtime data accordin% to disa-ility stat#s and %ender of child 1see .i%#re '5&
Ta-le !
Descriptive Statistics: %lay Ti&e "y 'en$er an$ Disa"ility Type
Disa-ility :tat#s of the 7hild Bender of 7hild M SD n
Typically Developin% $ale 3&! '&8! '(
.emale )&8 *&*( '(
Total 3&(5 '&44 *(
;hysical Disa-ility $ale ! '&5) '(
.emale !& '&4 '(
Total !&* '&3 *(
$ental 6etardation $ale !&** '&3* 4
.emale '&)' ''
Total !&)5 '&)) *(
Total $ale &55 *&)' *4
.emale &3' *&!3 !'
Total &)! *&3 )(
Inferential Statistics
Hypothesis #$ The res#lts indicate that there is a si%nificant difference in the amo#nt of
time fathers spend +ith their children -ased on the disa-ility stat#s of the child/ F1*/ 55 2 *3&'/
p > &(('&1see Ta-le 5&
Hypothesis %$ The res#lts indicate that there is a no si%nificant difference in the amo#nt
of time fathers spend +ith their children -ased on the disa-ility stat#s of the child/ F1*/ 55 2
(&*!*/ p 2 (&)!* 1see Ta-le 5&
Hypothesis &$ The res#lts indicate that there is no si%nificant difference in the amo#nt of
time fathers spend +ith their children -ased on %ender and the disa-ility stat#s of the child
com-ined/ F1'/ 55 2 (&)5!/ p 2 (&5*5 1see Ta-le 5&
Ta-le
To!(ay A)*VA: Tests of Beteen!Su"#ect Effects
:o#rce $f F p
;artial <ta
:8#ared
7orrected $odel 5 ''&(8 > &((' &5'
=ntercept ' !88&(! > &((' &88
Disa-le * *3&' > &((' &5(
Bender ' (&*!* (&)!* &((
Disa-leCBender * (&)5! (&5*5 &(*
<rror 5
Total )(
7orrected Total 54
Figure 1+ Distri"ution of levels of playti&e it, fat,er "y gen$er an$ "y $isa"ility status+
<,amination of the post hoc test indicated that fathers of typically developin% children
spent !&85 more min#tes playin% +ith their children than fathers of children +ith a physical
disa-ility 1p > (&(('5/ and !& more min#tes playin% +ith their children than fathers of children
of children +ith some form of mental retardation 1p - (&(('/ see Ta-le 55&
Ta-le 5
Multiple Co&parisons
1=5 Disa-ility
stat#s
1D5 Disa-ility
stat#s
$ean Diff
1=-D5 SE p
Eo+er
-o#nd
Upper
-o#nd
Typically
Developin%
;hysical
Disa-ility
!&85 &53 > &((' *&3 5&*!
$ental
6etardation
!& &53 > &((' *&(* &38
;hysical
Disa-ility
Typically
Developin%
-!&85 &53 > &((' -5&*! -*&3
$ental
6etardation
-&5 &53 &3' -'&8! &4!
$ental
6etardation
Typically
Developin%
-!& &53 > &((' -&38 -*&(*
;hysical
Disa-ility
&5 &53 &3' -&4! '&8!
onclusions
.athers played e8#ally +ith -oth male and female& 0ence +e fail to re@ect the hypothesis that
there is no si%nificant difference in the mean play time score accordin% to %ender of child& Also
res#lts sho+ that fathers of typically developin% children played the most +ith children
compared to physically disa-led and mentally retarded children& 0ence +e re@ect the hypothesis
that there is no si%nificant difference in the mean play time score accordin% to disa-ility stat#s of
child&
'eferences
Bosla#%h/ :& 1*('!5& Statistics in a nuts,ell 1*nd ed&5& :e-astopol/ 7A: OF6eilly $edia/ =nc&
Breen/ :& B&/ G :alkind/ ?& D& 1*(''5& .sing S%SS for (in$os an$ Macintos,: Analy/ing an$
un$erstan$ing $ata 1)th ed&5& Upper :addle 6iver/ ?D: ;rentice 0all&