Question 1:

The research has two independent variables ( gender and educational level ) and a dependent
variable ( interest in politics ). The result of study shows estimated means. Comparing means is
very useful for exploring estimated marginal means. From school level to college level, the
movement of the graph shown by gender has narrowing marginal difference. At beginning,
females have more interest in politics compare to male. But the difference in estimated marginal
means narrowing and during college both gender have almost same estimated marginal mean for
interest in politics. From college level to university level, the marginal difference starting to
increase where more males show interest in politics compare to females. Thus, estimated
marginal mean for male is higher than female during university level.
Question 2:
Distribution of data for Group X is peaked (tall and skinny). Therefore its kurtosis value is
greater than 0 ( K > 0 ) and it is said to be leptokurtic and has a positive kurtosis. The data also
have high kurtosis and tend to have a distinct peak near the mean and a sharp decline rather
rapidly with a heavy tail. The distribution of the data focused to the mean and has small standard
deviation. Therefore, it can be concluded that the English test is not too easy or to difficult
because marks obtained by students are closer to the mean mark.
Distribution of data for Group Y has a bell shaped curve where the normal distribution has a
kurtosis of 0 ( K = 0 ) and is called mesokurtic. The data also have low kurtosis tend to have a
flat top near the mean rather than a sharp peak. The distribution of the data far from the mean
and has higher standard deviation. Therefore, it can be concluded that students in Group Y are
with mix ability where there are smart students, average students and also weaker students.

Question 3:
The data shown in the table is called the coefficient of determination represented by R Square
or R or r where R is the correlation coefficient equals to 0.597. So, R is 0.356 which means
that Reading score contributed 35.6% of the variance to writing score.

Question 4:
Graph for Group A shows the distribution of the scores obtained by students in the Mathematical
test. There is a negative skew because it has a longer tail in the negative direction or to the left
(towards the lower values on the horizontal axis). It means that more students were getting high
scores on the Mathematics test which may indicate that either the test was too easy or the
teaching methods and materials were successful in bringing about the desired learning outcomes.

Graph for Group B shows the distribution of the scores obtained by students in the Mathematical
test. There is a positive skew because it has a longer tail in the positive direction or the long tail
is on the right side (towards the high values on the horizontal axis). It means that more students
were getting low scores in the test which indicates that either the test was too difficult or it could
mean that the questions were not clear or the teaching methods and materials did not bring about
the desired learning outcomes.
Question 5:
The study was conducted to test the effectiveness of mind maps in learning history trough pretest
and posttest. This is called as training or treatment method. There were comparison made using
mean and standard deviation before and after the test. The mean and the standard deviation are
the most widely used statistical tool in educational research. The mean is the most frequently
used measure of central tendency or measures of centre while the standard deviation is the most
frequently used measure of variability or dispersion.
According to the table, students in each band shows improvement in mean score when they were
taught using mind maps. For band 1, mean score for pretest is 42.35 while for post test is 46.00.

For band 2, mean score for pretest is 47.25 while for post test is 56.70. For band 3, mean score
for pretest is 37.55 while for post test is 60.70. Finally, for band 4, mean score for pretest is
39.75 while for post test is 75.90. The excellent students ( band 3 and band 4 ) shows great
improvement after the treatment.
When we analyze the standard deviation, we can see that the treatment gives great impact for
weaker students ( band 1 ) because the standard deviation (26.76) decrease after the treatment
(13.85). Besides, the excellent students ( band 4 ) also shows slight improvement from 20.59 to
18.26 after the treatment. The other students ( band 2 and band 3 ) does not show much
difference because their score in the test before ( 20.13 and 25.13 ) and after ( 22.99 and 26.26 )
the treatment are almost the same. We can conclude that when standard deviation is narrowing,
the students are improving.
Question 6:
According to the information given, there are 2 dependent variables ( DV ): (i) Critical Thinking
skills and (ii) Critical Thinking Disposition. There is 1 dependent variable ( IV ) : gender with 2
levels ( male and female ).
a) THREE possible research questions:
(i)
Is there any significant relationship between Critical Thinking Skills and Critical

Thinking Disposition?
(ii)

Is there any significant relationship between male and female in Critical Thinking
skills?

(iii)

Is there any significant relationship between male and female in Critical Thinking
Disposition?

b) Statistical tests to test the three research questions suggested:

For research question (i), the most suitable test is Correlation Test. The correlation
coefficient is a measure of how well trends in the predicted values follow trends in past
actual values. The strength of a relationship is indicated by the size of the correlation
coefficient: the larger the correlation, the stronger the relationship (p-value more than
0.05). Correlation test is suitable for statistical test with 2 Dependent Variables.

For research question (ii) and (iii), the most suitable test is T-Test. The t-test is a
powerful statistic that enables us to determine that the differences obtained between two
groups is statistically significant. When the male group and female group are
INDEPENDENT of each other, the sample drawn came from two populations. By setting
alpha level at 0.05 or 5% , we can analyze mean between male and female to find out
whether there is a significant relationship between male female or not.

Question 7:
a) The purpose of the statistical test used
KOLMOGOROV-SMIRNOV TEST
Kolmogorov-Smirnov test evaluates statistically whether the difference between the observed
distribution and a theoretical normal distribution is small enough to be just due to chance. If it
could be due to chance, we would treat the distribution as being normal. If the distribution
between the actual distribution and the theoretical normal distribution is larger than is likely to be
due to chance (sampling error) then we would treat the actual distribution as not being normal. In
terms of hypothesis testing, the Kolmogorov-Smirnov test is based on Ho: that the data are
normally distributed. The test is used for samples which have more than 50 subjects.
SHAPIRO - WILKS TEST
Shapiro-Wilks test is another powerful and most common test for normality. It is an effective
method for testing whether a data set has been drawn from a normal distribution. If the normal
probability plot is approximately linear (the data follow a normal curve), the test statistic will be
relatively high. If the normal probability plot has curvature that is evidence of non-normality in
the tails of a distribution, the test statistic will be relatively low. In terms of hypothesis testing,

the Shapiro-Wilks test is based on the hypothesis (Ho:) that the data are normally distributed.
The test is used for samples which have less than 50 subjects.
b) The difference between Kolmogorov-Smirnov and Shapiro-Wilk.
Basically both tests are used for testing normality of a distribution. The difference among them is
Kolmogorov-Smirnov test is used for samples which have more than 50 subjects while ShapiroWilks test is used for samples which have less than 50 subjects.
c) Conclusion
We can use both tests for above data because the value of n is different for both tests. The
Shapiro-Wilks normality tests indicate that the scores are normally distributed but that statistic
is more appropriate for smaller sample sizes. The Kolmogorov-Statistic is also significant, but
that statistic is more appropriate for larger sample sizes.

Question 8:
a)

Describe the data shown in the table above.

Lecture with Video Clips shows high mean value of 27.20 and lowest standard deviation value of
3.05. Lecture without Video Clips has moderate mean value of 23.60 and highest standard
deviation value of 3.31. Small group teaching without Video Clip has the lowest mean value of
23.40 and moderate standard deviation value of 3.24.

b) What does standard error in the table above indicate?

Standard error is a measure on how much the sample mean is varies if the test repeated with the
same population. If the treatment has larger standard deviation, then the standard error will be
higher. In the above table, Lecture with Video Clips has lowest standard error of 0.96. Small
group teaching without Video Clip has the moderate standard error of 1.02 while Lecture without
Video Clips has highest standard error of 1.04.
c) Interpret the Levene Statistic in the table above.
Levene's test of homogeneity of variance is used for the One Way ANOVA. The p-value which is
0.802 is greater than the alpha of 0.05. Hence, it can be concluded that the variances are
homogeneous which is reported as Levene (2, 57) = 0.115, p = 0.802.

ANOVA

a) What can you conclude from the ANOVA table above.

The Between groups row shows that the df is 2 and the mean square is 45.733. The Within
groups row shows that the df is 57 and the mean square is 10.237. If we divide 45.733by 10.237,
you will get the F value of 4.467 which is significant at 0.031. Since, 0.031 is less than = 0.05,
we can Reject the Null Hypothesis and accept the alternative hypothesis. We can conclude that
there is a significant difference in teaching using YouTube Video Clips between the three groups.
b) Explain the Tukey HSD results in the table above
The Tukey's HSD runs a series of Tukey's post hoc tests, which are like a series of t-tests.
However, the post-hoc tests are more stringent than the regular t-tests. It indicates how large an
observed difference must be for the multiple comparison procedure to call it significant. Any
absolute difference between means has to exceed the value of HSD to be statistically significant.
Interpreting the above table reveals that :
(i)

There is a significant difference between Lecture with Video Clips (Mean = 27.20)
and Lecture without Video Clips subjects (Mean = 23.60) at p = 0.046.

(ii)

There is a significant difference between Lecture with Video Clips (Mean = 27.20)
and Small group teaching without Video Clip (Mean = 23.40) at p = 0.034.

(iii)

There is a significant difference between Lecture without Video Clips subjects (Mean
= 23.60) and Lecture with Video Clips (Mean = 27.20) at p = 0.046

(iv)

There is a significant difference between Small group teaching without Video Clip
(Mean = 23.40) and Lecture with Video Clips (Mean = 27.20) at p = 0.034.

There are no significant differences between the other groups.

Question 9:
a) Describe the findings in Table 1

According to the table, the test contains 30 samples. The pretest shows lower mean value of
18.50 and higher standard deviation value of 5.33. The posttest has higher mean value of 23.86
and lower standard deviation value of 4.75. The standard error for posttest also lower ( 0.87 )
compared to pretest ( 0.97 ). It is due to decrease in standard deviation caused decrease in the
standard error. The students shows improvement in the Moral Reasoning Score as a impact from
the treatment given.
b) State the null hypothesis
Ho: 1 = 2
Ho = Null Hypothesis

and

Ho: 1 - 2 = 0
1= 18.50

2= 23.86

In other words, we can say that the Moral Reasoning Test mean score for the pretest ( 1) is
EQUAL to the mean scores for the posttest ( 2) and Moral Reasoning Test mean score for the
pretest (1) MINUS the mean scores for the posttest (2)is equal to ZERO.

c) State the alternative hypothesis

Ha: 1 2 ;
Ha= alternative hypothesis

1= 18.50

2= 23.86

The Alternative Hypothesis shows that the Moral Reasoning Test mean scores between pretest
and posttest are DIFFERENT . Since 2 is greater than 1, reject the null hypothesis and accept
the alternative hypothesis.

d) Why is the paired t-test used?

Paired t-test test is used when we have data from only one group of subjects but. each subject
obtains two scores under different conditions. From the table above, we give a pre-test and after
a particular treatment or intervention we give the same subjects a post-test. In this form of
design, the same subjects obtain a score on the pretest and, after some intervention or
manipulation obtain a score on the posttest. Our objective is to determine whether the difference
between means for the two sets of scores is the same or different.

e) What can you conclude from Table 2?

The "t" value tells us how far away from 0, in terms of the number of standard errors, the
observed difference between the two sample means falls. The "t" value is obtained by dividing
the Mean difference ( - 5.36 ) by the Std. Error ( 0.62 ) which is equal to 8.66.
The p-value shown in the sig (2 tailed) column is smaller than our alpha level (0.05), so we
Reject the null hypothesis and argue that there is a real difference between the pretest and
posttest. In other words, we can conclude that the observed difference between the two means is
statistically significant.This is the difference between the means 18.50 23.86 = 5.36 which
students did significantly better on the posttest.

Question 10:

a) Write a suitable null and the alternate hypotheses.

The null hypothesis is that the two variables are independent or in this particular case that the
likelihood of criminals found guilty for selling illegal drugs be sentenced to death is the same for
female and male.
Ho: 1 = 2

and

Ho: 1 - 2 = 0

The alternative hypothesis to be tested is that the likelihood of criminals found guilty for selling
illegal drugs be sentenced to death is not the same for female and male.
Ha: 1 2

b) Why was the chi square used?

Chi-square (2 ) enables us to discover whether there is a relationship or association between
two categorical variables. For example, is there an association between criminals found guilty for
selling illegal drugs be sentenced to death or not, and gender who agree or do not agree. This is
categorical data, because we are asking whether they should be sentenced to death or not and
whether they are female or male. The design of the study is shown in is called contingency table
and it is 2 x 2 because there are two rows and two columns. The other primary use of the chisquare test is to examine whether two variables are independent or not. It means that the two

factors are not related. In this case, the chi- square can be used to assess whether two variables
are independent or not.

The expected value for each cell of the table can be calculated using the following formula:

Expected Frequency (E1) = 200 x 46

365

= 25.21

Expected Frequency (E2) = 200 x 319

365

= 174.79

Expected Frequency (E3) = 165 x 46

365

= 20.79

Expected Frequency (E4) = 165 x 319

365

2 =

(31- 25.21 )
25.21

= 144.21

(169- 174.79 )
174.79

(15 20.79 )
20.79

3.37

The Degrees of Freedom for our data is (2-1) x (2-1) = 1.

c) What conclusion can be drawn from the table above?

(150- 144.21 )
144.21

We now have our chi square statistic (2 = 3.37), our predetermined alpha level of significance
(0.05), and our degrees of freedom (df =1). Entering the Chi square distribution table with 1
degree of freedom and reading along the row we find our value of 2 = 3.37 is below 3.841
(From Table of 2 Critical Values). When the computed 2 statistic is less than the critical
value in the table for a 0.05 probability level, then we DO NOT reject the null hypothesis of
equal distributions. Since our 2 = 3.37 statistic is less than the critical value for 0.05 probability
level (3.841), we DO NOT reject the null hypothesis and conclude that both gender female and
male are NOT SIGNIFICANTLY more likely to agree that criminals found guilty for selling
illegal drugs be sentenced to death.