Peperiksaan Statistik 2: April 15, 2010

[PEPERIKSAAN STATISTIK 2] April 15, 2010
Question 1
A group of students involved in a speed reading test study. Data (in second) as describe in
the table below is a time taken to read one paragraph of test.
Male Female
Pretest Posttest Pretest posttest
13 14 22 26
17 24 12 15
49 23 10 10
34 24 22 18
Control Group 24 25 24 37
23 26 13 10
27 24 21 13
21 11 19 12
12 11 14 11
20 10 12 10
12 11 26 15
14 36 10 10
11 15 23 11
Experimental 12 12 12 13
11 11 11 16
9 37 14 48
8 26 29 12
11 15 15 14
List down all possible assumptions which are related to the selected analysis. Run
appropriate analysis and interpret the result as detail as possible. Make comments and
suggestions whenever possible.
Answer
a) All possible assumptions are:-

1) The data should be from a normally distributed population
2) The variances in each experimental condition are fairly similar
3) Observation should be independent
4) Dependent variable should be measured on at least an interval scale
5) Multivariate normality : we assume that the dependent variables (collectively) have
multivariate normality with group
Ramlan Nordin Jawapan Peperksaan Akhir Page 1

6) Homogeneity of covariance matrices: we must assume that this is true for each dependent
variable, but also that the correlation between any two dependent variables is the same in
all groups.
b) The appropriate analysis is MANOVA and the outputs are:-
Descriptive Statistics
gender Group Mean Std. Deviation N
pretest male Control 24.0000 10.92398 10
experiment 11.0000 1.85164 8
Total 18.2222 10.42935 18
female Control 16.9000 5.19508 10
experiment 17.5000 7.38725 8
Total 17.1667 6.07066 18
Total Control 20.4500 9.08715 20
experiment 14.2500 6.19139 16
Total 17.6944 8.42723 36
postest male Control 19.2000 6.74619 10
experiment 20.3750 11.05748 8
Total 19.7222 8.64874 18
female Control 16.2000 8.84182 10
experiment 17.3750 12.53495 8
Total 16.7222 10.31735 18
Total Control 17.7000 7.80755 20
experiment 18.8750 11.52317 16
Total 18.2222 9.50522 36
Table 1.1 : Descriptive analysis

Tests of Between-Subjects Effects

Source Depende Type III Sum of df Mean Square F Sig.
nt Squares
Variable
Corrected Model pretest 762.739a 3 254.246 4.722 .008
postest 93.272b 3 31.091 .324 .808
Intercept pretest 10703.022 1 10703.022 198.791 .000
postest 11890.939 1 11890.939 123.987 .000
gender pretest .800 1 .800 .015 .904
postest 80.000 1 80.000 .834 .368
group pretest 341.689 1 341.689 6.346 .017
postest 12.272 1 12.272 .128 .723
gender * group pretest 411.022 1 411.022 7.634 .009
postest .000 1 .000 .000 1.000
Error pretest 1722.900 32 53.841
postest 3068.950 32 95.905
Total pretest 13757.000 36
postest 15116.000 36
Corrected Total pretest 2485.639 35
postest 3162.222 35
a. R Squared = .307 (Adjusted R Squared = .242)
b. R Squared = .029 (Adjusted R Squared = -.061)
Table 1.2 : Test between subject effect

Diagram 1.1 : Profile plot pretest (gender)
Diagram 1.2 : Profile plot pretest (group)

Diagram 1.3 : Profile plot pretest (gender*group)
Diagram 1.4 : Profile plot post test (gender)

Diagram 1.5 : Profile plot post test (group)
Diagram 1.6 : Profile plot post test (gender*group)

From the table and diagram we can conclude the findings for the data are:
1) From table 1 we can see that the value mean of male for pre test is higher for control group
(mean: 24) compared to experimental group (mean:11 )
2) From table 1 we can see that the value mean of female for pre test is higher for experimental
group (mean: 17.5) compared to control group (mean:16.9 )
3) From table 1 we can see that the value mean of male for post test is higher for experimental
4) From table 1 we can see that the value mean of female for post test is higher for experimental
5) From table 1.2 we can see that there is no significant differences between the gender that sit for
the pre test and the post test (α>.05). Therefore this test is suitable to use for both gender without
any biasness
6) From table 1.2 we can see that there is interaction effect between gender and group in pretest with
(α<.05).
7) From table 1.2 we can see that there is no interaction effect between gender and group in post test
with (α>.05).
8) Diagram 1.1 shows that there is no main effect within gender in pretest
9) Diagram 1.2 shows that there is no main effect within group in pretest
10) Diagram 1.3 shows that there is an interaction effects between group and gender in pre test since
the profile plot shows the lines are crosses
11) Diagram 1.4 shows that there is no main effect within gender in post test
12) Diagram 1.5 shows that there is no main effect within group in post test
13) Diagram 1.6 shows that there is no interaction effect between group and gender in post test since
they are parallel.
c) Some comments and suggestions that can be taken into account are:-

1) Although the mean shows there are differences between the groups, but they are not
significant. It shows that the treatment use in this experimental design should be refined
2) The assumption of equality of covariance matrices should be checked. For the assumption to
be true the univariate tests of equality of variances between groups should be met.
Soalan 2
Classroom A Classroom B Classroom C

Weak Average Good Weak Averag Good Weak Averag Good

e e
25 30 28 11 31 23 23 18 28
30 25 31 18 20 28 30 24 21
Morning 28 27 26 26 22 35 18 9 30
40 35 20 15 23 27 28 16 30
20 23 35 14 19 21 23 13 23
21 26 24 09 28 19 17 14 24
26 21 25 13 16 21 26 21 19
afternoon 25 23 21 26 20 34 12 10 24
32 34 18 12 19 21 23 13 24
20 2 30 12 21 17 19 10 19
In a study of memory processes, students were tested to memorize a sequence of steps in

performing some tasks. Data in second were recorded.
1. Perform all possible analysis and interpret your result.

2. What is your suggestion and opinion if different students were selected for afternoon
session? Perform the analysis if you think it is necessary.

Jawapan
1. 3 way ANOVA was conducted to analyze this data.
Descriptive Statistics
Dependent Variable:score
classro ability session Mean Std. Deviation N
om
A weak morning 28.6000 7.40270 5
afternoon 24.8000 4.76445 5
Total 26.7000 6.20125 10
average morning 28.0000 4.69042 5
afternoon 21.2000 11.81948 5
Total 24.6000 9.20386 10
good morning 28.0000 5.61249 5
afternoon 23.6000 4.50555 5
Total 25.8000 5.32917 10
Total morning 28.2000 5.57033 15
afternoon 23.2000 7.38918 15
Total 25.7000 6.91400 30
B weak morning 16.8000 5.71839 5
afternoon 14.4000 6.65582 5
Total 15.6000 5.98517 10
afternoon 20.8000 4.43847 5
Total 21.9000 4.48330 10
good morning 26.8000 5.40370 5
afternoon 22.4000 6.69328 5
Total 24.6000 6.18601 10
Total morning 22.2000 6.50494 15
afternoon 19.2000 6.62463 15
Total 20.7000 6.62883 30
C weak morning 24.4000 4.72229 5
afternoon 19.4000 5.41295 5
Total 21.9000 5.46606 10
afternoon 13.6000 4.50555 5

Total 14.8000 4.96208 10

good morning 26.4000 4.15933 5
afternoon 22.0000 2.73861 5
Total 24.2000 4.04969 10
Total morning 22.2667 6.48588 15
afternoon 18.3333 5.43358 15
Total 20.3000 6.20984 30
Total weak morning 23.2667 7.54479 15
afternoon 19.5333 6.84384 15
Total 21.4000 7.32779 30
afternoon 18.5333 8.02555 15
Total 20.4333 7.60528 30
good morning 27.0667 4.77294 15
afternoon 22.6667 4.60848 15
Total 24.8667 5.12420 30
Total morning 24.2222 6.69426 45
afternoon 20.2444 6.73240 45
Total 22.2333 6.96871 90
Table 2.1 Descriptive Statistic
Tests of Between-Subjects Effects

Dependent Variable:score

Source Type III Sum of df Mean Square F Sig.

Squares
Corrected Model 1872.500a 17 110.147 3.238 .000
Intercept 44488.900 1 44488.900 1.308E3 .000
classroom 543.200 2 271.600 7.983 .001
ability 326.067 2 163.033 4.792 .011
session 356.011 1 356.011 10.464 .002
classroom * ability 602.933 4 150.733 4.430 .003
classroom * session 15.022 2 7.511 .221 .802
ability * session 2.022 2 1.011 .030 .971
classroom * ability * session 27.244 4 6.811 .200 .937
Error 2449.600 72 34.022
Total 48811.000 90
Corrected Total 4322.100 89
a. R Squared = .433 (Adjusted R Squared = .299)
Table 2.2 : Tests of Between-Subjects Effects
Multiple Comparisons
score
LSD
(I) (J) Mean Difference Std. Error Sig. 95% Confidence Interval
classro classro (I-J) Lower Bound Upper Bound
om om
A B 5.0000* 1.50604 .001 1.9978 8.0022
*
C 5.4000 1.50604 .001 2.3978 8.4022
*
B A -5.0000 1.50604 .001 -8.0022 -1.9978
C .4000 1.50604 .791 -2.6022 3.4022
*
C A -5.4000 1.50604 .001 -8.4022 -2.3978
B -.4000 1.50604 .791 -3.4022 2.6022
Based on observed means.
The error term is Mean Square(Error) = 34.022.
*. The mean difference is significant at the .05 level.
Table 2.3 : Post Hoc test for classroom
Multiple Comparisons
score

LSD
(I) ability (J) ability Mean Difference Std. Error Sig. 95% Confidence Interval
(I-J) Lower Bound Upper Bound
weak average .9667 1.50604 .523 -2.0356 3.9689
*
good -3.4667 1.50604 .024 -6.4689 -.4644
average weak -.9667 1.50604 .523 -3.9689 2.0356
*
good -4.4333 1.50604 .004 -7.4356 -1.4311
*
good weak 3.4667 1.50604 .024 .4644 6.4689
*
average 4.4333 1.50604 .004 1.4311 7.4356
Based on observed means.
The error term is Mean Square(Error) = 34.022.
*. The mean difference is significant at the .05 level.
Table 2.4 : Post Hoc test for ability
From the output above we can conclude that:
From table 2.1 :-

1. For classroom A, in morning session the mean for weak group is higher (28.6) than good
and average that both of them got mean (28.0)
2. For classroom B, in morning session, the highest mean fall to good (26.8) group followed
by average (23) and weak (16.8).
3. For classroom C, in morning session, the highest mean fall to good group ( 26.4)followed
by weak (24.4) and average (16.0)
4. For classroom A, in afternoon session the highest mean fall to weak group (24.8)
followed by good (23.6) and average (21.2).
5. For classroom B, in afternoon session, the highest mean fall to good (22.4) group
followed by average (20.8) and weak (14.4).
6. For classroom C, in morning session, the highest mean fall to good group ( 22) followed
by weak (19.4) and average (13.6)
7. The mean for morning results is better than afternoon results for all groups of abilities.
From table 2.2, we can say that:-
1. There is a significant difference among the classroom in the memory processes task.
2. There is a significant difference among the level of abilities in the memory processes task.
3. There is a significant difference between the sessions in the memory processes task.
4. There is significant interaction between classroom and ability
5. There is no significant interaction between classroom and sessions
6. There is no significant interaction between ability and sessions
7. There is no significant interaction among classroom, ability and sessions
Since there is significant difference between the classrooms, post hoc test was conducted. From
table 2.3 we can conclude that
1. There is significant difference between classroom A and classroom B with α<.05

2. There is significant difference between classroom A and classroom C with α<.05
3. There is no significant difference between classroom B and classroom C with α>.05
There is also significant difference between the abilities and post hoc test was also conducted.
From table 2.4 we can conclude that
1. There is no significant difference between weak ability and average ability with α>.05
2. There is significant difference between weak ability and good ability with α<.05
3. There is significant difference between average ability and good ability with α<.05
2) My suggestion and opinion if the different students are selected :-

a) The error is bigger because the ability and the variability of the sample is different
b) We can say that the changing in the score is due to the session (morning / afternoon)
since the students are only sit the task for one session
c) It is better to use the same students so we can observe the different ability due to the
different session
Soalan 3

A series of mathematics test was conducted to the 10 students during two different
situations, school days and school holiday. Mathematics score are summarized in the table
below:-
School day School holiday

Test 1 Test 2 Test 3 Test 4
Student 1 21 22 8 6
Student 2 20 19 10 4
Student 3 17 15 5 4
Student 4 25 30 13 12
Student 5 30 27 13 8
Student 6 19 27 8 7
Student 7 26 16 5 2
Student 8 17 18 8 1
Student 9 26 24 14 8
Student 10 23 23 7 6
1. Describe and perform selected analysis and interpret accordingly. Justify your analysis
selection.
2. Is there any alternative analysis? Perform the analysis (if any) and explain your output
3. If student 7 absent during test 1 and test 4, what is your suggestion (s)?
Jawapan 3
1. Analysis chosen for this data is one way repeated measure ANOVA. This analysis is selected
because the same students are being tested repeatedly and periodically.
From SPSS, the output is:-
Tests of Within-Subjects Effects

Measure:MEASURE_1
Source Type III Sum of df Mean Square F Sig.
Squares
factor1 Sphericity Assumed 2245.300 3 748.433 117.350 .000
Greenhouse-Geisser 2245.300 2.069 1085.231 117.350 .000
Huynh-Feldt 2245.300 2.697 832.669 117.350 .000
Lower-bound 2245.300 1.000 2245.300 117.350 .000
Error(factor1) Sphericity Assumed 172.200 27 6.378
Greenhouse-Geisser 172.200 18.621 9.248
Huynh-Feldt 172.200 24.269 7.096
Lower-bound 172.200 9.000 19.133
From the table above, we can see that the value of α<.05, and show there is significant difference among
the test (test1, test2, test 3 and test 4 ), this will reject the H0 that there is no significant differences among
the four test.

2. Another alternative analysis is :-
a) Paired sample t-test
From the output we can see that the
Paired Samples Test
Paired Differences
95% Confidence Interval of the

Difference t df Sig. (2-tailed)
Mean Std. Deviation Std. Error Mean Lower Upper
Pair 1 schooldaytest - schoolholidaytest 1.48000E1 3.44277 .76983 13.18874 16.41126 19.225 19 .000
From the table above we can see that the significant value is <.05, thus it shows there is significant difference between the test done at
school day and the test done at school holiday.
Thus, this finding rejects H0 that there is no significant difference between the test done at school day and the test done at school
holiday.

3. If the student absent during the test 1 and test 4, some of the suggestions are:
a) We can use score for test 2 represent the score for school day and test 3 for representing score
in school holiday.
b) We can draw this student from the research since the data given is not worth and valid.
c) We can put the value of ‘missing value’ for the test 1 and 3

Solan 4
Y X1 X2 X3 X4 X5
6.1 22.8 43 23.8 9.2 6
7.1 28.7 55.3 24.8 12 10
7.4 29.7 48.5 23.9 10.4 5
6.3 18.3 38.8 16.6 9.8 4
6.5 21.1 46.2 19.6 9.8 5
5.7 21.2 39.9 21.4 7.7 6
6.6 22.2 43.1 20.7 10.9 7
8.1 22.3 48.5 21.8 9.5 5
6.3 21.8 40 20.6 11.6 7
6.9 31.2 56.7 25.2 11.6 9
1. Write down the regression equation based on data above

2. Estimate the value of Y if X1=12, X2=39, X3=21, X4= 10.2, X5=5.5
Answer:
Coefficientsa
Standardized
Unstandardized Coefficients Coefficients
Model B Std. Error Beta t Sig.
1 (Constant) -.708 3.263 -.217 .839
X1 -.117 .131 -.723 -.894 .422
X2 .121 .059 1.089 2.057 .109
X3 .168 .188 .642 .893 .422
X4 .335 .244 .634 1.370 .243
X5 -.383 .180 -1.042 -2.125 .101
a. Dependent Variable: Y

a) The regression equation is
Y= -.708-.117(X1)+.121(X2)+.168(X3)+.335(X4)-.383(X5)
b) Y = -.708-.117(12)+.121(39)+.168(21)+.335(10.2)-.383(5.5)
= 7.4455

Peperiksaan Statistik 2: April 15, 2010

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[PEPERIKSAAN STATISTIK 2] April 15, 2010

a) All possible assumptions are:-

Ramlan Nordin Jawapan Peperksaan Akhir Page 1

b) The appropriate analysis is MANOVA and the outputs are:-

Table 1.1 : Descriptive analysis

Ramlan Nordin Jawapan Peperksaan Akhir Page 2

Tests of Between-Subjects Effects

Table 1.2 : Test between subject effect

Ramlan Nordin Jawapan Peperksaan Akhir Page 3

Diagram 1.1 : Profile plot pretest (gender)

Diagram 1.2 : Profile plot pretest (group)

Ramlan Nordin Jawapan Peperksaan Akhir Page 4

Diagram 1.3 : Profile plot pretest (gender*group)

Diagram 1.4 : Profile plot post test (gender)

Ramlan Nordin Jawapan Peperksaan Akhir Page 5

Diagram 1.5 : Profile plot post test (group)

Diagram 1.6 : Profile plot post test (gender*group)

Ramlan Nordin Jawapan Peperksaan Akhir Page 6

Ramlan Nordin Jawapan Peperksaan Akhir Page 7

Ramlan Nordin Jawapan Peperksaan Akhir Page 8

Weak Average Good Weak Averag Good Weak Averag Good

In a study of memory processes, students were tested to memorize a sequence of steps in

1. Perform all possible analysis and interpret your result.

Ramlan Nordin Jawapan Peperksaan Akhir Page 9

1. 3 way ANOVA was conducted to analyze this data.

Ramlan Nordin Jawapan Peperksaan Akhir Page 10

Total 14.8000 4.96208 10

Tests of Between-Subjects Effects

Ramlan Nordin Jawapan Peperksaan Akhir Page 11

Source Type III Sum of df Mean Square F Sig.

Table 2.2 : Tests of Between-Subjects Effects

Table 2.3 : Post Hoc test for classroom

Ramlan Nordin Jawapan Peperksaan Akhir Page 12

Table 2.4 : Post Hoc test for ability

From the output above we can conclude that:

From table 2.1 :-

From table 2.2, we can say that:-

1. There is significant difference between classroom A and classroom B with α<.05

2) My suggestion and opinion if the different students are selected :-

Ramlan Nordin Jawapan Peperksaan Akhir Page 14

School day School holiday

From SPSS, the output is:-

Tests of Within-Subjects Effects

Ramlan Nordin Jawapan Peperksaan Akhir Page 16

a) Paired sample t-test

From the output we can see that the

Paired Samples Test

95% Confidence Interval of the

Mean Std. Deviation Std. Error Mean Lower Upper

Ramlan Nordin Jawapan Peperksaan Akhir Page 17

Ramlan Nordin Jawapan Peperksaan Akhir Page 18

1. Write down the regression equation based on data above

Model B Std. Error Beta t Sig.

1 (Constant) -.708 3.263 -.217 .839

X1 -.117 .131 -.723 -.894 .422

X2 .121 .059 1.089 2.057 .109

X3 .168 .188 .642 .893 .422

X4 .335 .244 .634 1.370 .243

X5 -.383 .180 -1.042 -2.125 .101

Ramlan Nordin Jawapan Peperksaan Akhir Page 19

Ramlan Nordin Jawapan Peperksaan Akhir Page 20

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