ࡱ> e -bjbj *xx[bx[bW$|||,V%"%"%"fVhVhVhVhVhVhV$WZV|%"!@%"%"%"V% V-'-'-'%"R|fV-'%"fV-'-'fQpZ"UD]J""TDRVV0VfT-[o%-[U-[|Ud%"%"-'%"%"%"%"%"VVQ&%"%"%"V%"%"%"%"-[%"%"%"%"%"%"%"%"%"B : r and X SPSS Hw We'll be using the colsurv_new.sav dataset again, this time to practice with these two statistical models. So, open the dataset and make a quick review of the variables. Correlation -- Walk-Through Test the research hypothesis that college students who report having more close friends tend to have lower 1st year GPA. Data Analysis: Considering the RH: -- Does this research hypothesis suggest a positive, a negative, or no relationship between these variables? Explain. Examining the Scatterplot -- follow the handout to get the scatterplot of these variables (put GPA on the Y axis) Is the relationship clearly nonlinear? What would we do (or not do) of there was a nonlinear relationship? Does the "direction" of the scatterplot seem to support the RH:? Why or why not? Statistical analysis -- follow the handout to get the Pearson's correlation of nfrnds and frgpa For the number of close friends mean = _____________ std = _____________ N = _____________ For the 1st year GPA mean = _____________ std = _____________ r = __________________ df = __________ p = ____________ State the H0: below Retain or reject H0: ? Support research hypothesis ? Write-up with univariate stats -- follow the example in the SPSS how-to or the hand computation example, including the mean and std for each group in the write-up). Write-up without univariate stats -- follow the example in the SPSS how-to or the hand computation example, referring the reader to Table 1 to see the related univariate statistics. Compose Table 1 showing the mean and std for each variable in the correlation. Correlation -- Your Turn Test the research hypothesis that college students who report having more close friends tend to spend more evenings during socializing with friends during the semester. Data Analysis: Considering the RH: -- Does this research hypothesis suggest a positive, a negative, or no relationship between these variables? Explain. Examining the Scatterplot -- follow the handout to get the scatterplot of these variables (put #frnds on the Y axis) Is the relationship clearly nonlinear? What would we do (or not do) of there was a nonlinear relationship? Does the "direction" of the scatterplot seem to support the RH:? Why or why not? Statistical analysis -- follow the handout to get the Pearson's correlation between these variables For the # of close friends mean = _____________ std = _____________ N = _____________ For the # nights mean = _____________ std = _____________ r = __________________ df = __________ p = ____________ State the H0: below Retain or reject H0: ? Support research hypothesis ? Write-up with univariate stats -- follow the example in the SPSS how-to or the hand computation example, including the mean and std for each group in the write-up). Write-up without univariate stats -- follow the example in the SPSS how-to or the hand computation example, referring the reader to Table 1 to see the related univariate statistics. Compose Table 1 showing the mean and std for each variable in the correlation. Correlation -- Your Turn Again Test the research hypothesis that college students who report spend more evenings during socializing with friends during the semester tend to reporting lower 1st year GPAs. Data Analysis: Considering the RH: -- Does this research hypothesis suggest a positive, a negative, or no relationship between these variables? Explain. Examining the Scatterplot -- follow the handout to get the scatterplot of these variables (put GPAon the Y axis) Is the relationship clearly nonlinear? What would we do (or not do) of there was a nonlinear relationship? Does the "direction" of the scatterplot seem to support the RH:? Why or why not? Statistical analysis -- follow the handout to get the Pearson's correlation between these variables For the 1st year GPA mean = _____________ std = _____________ N = _____________ For the # nights mean = _____________ std = _____________ r = __________________ df = __________ p = ____________ State the H0: below Retain or reject H0: ? Support research hypothesis ? Write-up with univariate stats -- follow the example in the SPSS how-to or the hand computation example, including the mean and std for each group in the write-up). Write-up without univariate stats -- follow the example in the SPSS how-to or the hand computation example, referring the reader to Table 1 to see the related univariate statistics. Compose Table 1 showing the mean and std for each variable in the correlation. X -- Walk-Through Test the research hypothesis that, among college students, birth males are equally likely to be Greek or Independents, whereas birth females are more likely to be members of a Greek organization than to be an Independent. Considering the RH: Label the contingency table on the right to depict the RH: by changing each ? to <, > or = . Does this research hypothesis suggest a symmetrical pattern of relationship, asymmetrical pattern of relationship or no relationship between these variables?   Greek IndependentBirth females ?Birth males ? Examining the Contingency Table -- follow the handout to get the cross-tabulation & fill in the above. Does the "pattern" in the table seem to support the RH:? Why or why not? Statistical analysis -- follow the handout to get the Pearson's X between these variables Number of Greeks in the sample ________________ number of Independents ________________ Number of birth males in the sample _______________ number of birth females ________________ X = __________________ df = __________ p = ____________ State the H0: below Retain or reject H0: ? Support research hypothesis ? Write-up -- follow the example in the SPSS how-to or the hand computation example. Refer to a Table 1 that contains the contingency table. Compose a Table 1 that holds the contingency table for the analysis.  Greek Independent total Birth females Birth males total X -- Your Turn Test the research hypothesis that, among college students, Greeks tended to have voted in the last ASUN election whereas Independents tend to have not voted. Considering the RH: Label the contingency table on the right to depict the RH: by changing each ? to <, > or = . Does this research hypothesis suggest a symmetrical pattern of relationship, asymmetrical pattern of relationship or no relationship between these variables?   Voted Didnt VoteGreeks ?Independents ? Examining the Contingency Table -- follow the handout to get the cross-tabulation & fill in the above. Does the "pattern" in the table seem to support the RH:? Why or why not? Statistical analysis -- follow the handout to get the Pearson's X between these variables Number of Greeks in the sample ____________________ number of Independents ___________________ Number who voted in the sample ____________________ number who didn't vote ___________________ X = __________________ df = __________ p = ____________ State the H0: below Retain or reject H0: ? Support research hypothesis ? Write-up -- follow the example in the SPSS how-to or the hand computation example. Refer to a Table 1 that contains the contingency table. Compose a Table 1 that holds the contingency table for the analysis. X -- Your Turn Some More Test the research hypothesis that, among college students, Birth females are about equally divided between those who vote and those who don't vote, whereas birth males tended to have voted in the last ASUN election whereas Considering the RH: Label the contingency table on the right to depict the RH: by changing each ? to <, > or = . Does this research hypothesis suggest a symmetrical pattern of relationship, asymmetrical pattern of relationship or no relationship between these variables?   Voted Didnt VoteBirth females ?Birth males ? Examining the Contingency Table -- follow the handout to get the cross-tabulation & fill in the above. Does the "pattern" in the table seem to support the RH:? Why or why not? Statistical analysis -- follow the handout to get the Pearson's X between these variables Number of males in the sample _________________ number of females _______________ Number who voted in the sample _________________ number who didn't vote ________________ X = __________________ df = __________ p = ____________ State the H0: below Retain or reject H0: ? Support research hypothesis ? Write-up -- follow the example in the SPSS how-to or the hand computation example. Refer to a Table 1 that contains the contingency table. Compose a Table 1 that holds the contingency table for the analysis.  Assignment grade out of 45 points __________ Grading Walk-throughs ______ 5 r Your Turn ______ 20 X Your Turn ______ 20 Total Graded Points ______ - ______ (points lost - why?) &5ghH J U |    - B C E Y * ,   6 |SUVp67=\ݸԯԯԥhhh 5^Jhhh ^JhhhFT^JhhhhH*^Jhhh_^Jhhhh^Jhhhh5^Jhhhh5CJ^JhhhE5CJ^JAU V e    C D E  ! v w gd>^ & Fgd>^h^h & F h^ & F     }~gd  & Fgd>^TUV7Jg89:;<=gd  & Fgd>^ & F h^ & F & F & Fgd>^gd cd&(^}/2lx%jkm!5{}ƽ촪hhhx5^Jhhh A`^Jhhhf^Jhhhf5^Jhhhf^JhhhFT^Jhhh-r^Jhhh 5^Jhhh ^JhhhhH*^Jhhhh^Jhhhh5^J6dkYZ[\]^   gd  & Fgdh & F h^   12& & F$Ifgdhl  & F $Ifgdhl  & Fgdhgd %&'()*+12345A$$Ifa$gdhl $Ifgdfl  & F$Ifgdhl h$If^hgdhl ABCQRSTAAAA$Ifgdfl kd$$Ifl42rpLH %`< t644 lap2ythSUVWX+kd$$Ifl42rpLH % < t644 lap2yth$Ifgdfl $$Ifa$gdhl Xdefhi$$Ifa$gdhl $Ifgdfl ijklmTRRRM?R & F h^ & F kd$$Ifl4rpLH % < t644 lap2yth !|}YZ[| } ~   & F gdh .4>@N# B C { } ! !!!!!*!!!!###A#######/$1$%%M&񜒉hhh A`^Jhhh A`5^Jhhh A`^Jhhh>^^Jhhhh5^Jhhhh^Jhhhf5^Jhhh 5^Jhhhh5^Jhhh ^Jhhhf^Jhhhh^J hh^J6 $$Ifa$gdhl $Ifgdfl  H55$Ifgd>^l kdw$$Ifl\b0 t08644 lap(yth 5kd$$Ifl\b0 t08644 lap(yth$Ifgdfl  ! ! ! !$Ifgdfl $Ifgdhl  ! ! !!H55$Ifgdhl kd$$Ifl\b0 t08644 lap(yth!!!!!!53kdW$$Ifl\b0 t08644 lap(yth$Ifgdfl !)!*!!!!<"=""""""""""$$Ifa$gdhl $Ifgdhl h$If^hgdhl  & F$Ifgdhl  & F$Ifgdhl gd A`"""""">kd$$Ifl42rpLH %`< t644 lap2yth$$Ifa$gdhl ""#####$$Ifa$gdhl $Ifgdhl ## ####TAAAA$Ifgdhl kd$$Ifl42rpLH % < t644 lap2yth#####+&gd A`kd$$Ifl4rpLH % < t644 lap2yth$Ifgdhl $$Ifa$gdhl ## #!######0$1$$$$%%%&%k%l%%%%%%%F&G&gd  & Fgdh & F h^ & FG&H&I&J&K&L&M&&&&&'''(((($Ifgdhl h$If^hgdhl  & F$Ifgdhl  & F$Ifgdhl  & Fgdhgd M&&&&&&R''''( )P)Q)))))))*2*Y*h*****q+z+,F,G,H,T,V,W,o,p,,,żyrkrgh%u0 h5`5CJ h%u05CJhhh=.^J$jhhhhU^JmHnHu h>^^Jhhh/^Jhhh>^^Jhhh ^J hh^Jhhh A`^Jhhh A`5^Jhhh A`^Jhhhh5^Jhhhh^Jhhh A`5^Jhhh 5^J((((((((((((($$Ifa$gdhl $Ifgdhl ((((((TAAAA$Ifgdhl kdn$$Ifl42rpLH %`< t644 lap2yth(((((+kd7$$Ifl42rpLH % < t644 lap2yth$Ifgdhl $$Ifa$gdhl (((((($$Ifa$gdhl $Ifgdhl (((Q))))TRM?RR & F h^ & Fkd $$Ifl4rpLH % < t644 lap2yth)))i*j***&+'+p+q++++,,,H,I,J,K,L,M,N,O,P,Q,R,gd%u0gd  & Fgd>^R,S,T,W,,,,,,,,-----dhgd%u0gd%u0,,,,,,,-----hhh=.^Jhhh%u0 h5`CJ h%u0CJ h%u05CJh=. (/ =!`"`#$`% $$If!vh#v#v#v<#v#v:V l42 t6+555<55/ p2yth$$If!vh#v#v#v<#v#v:V l42 t6+555<55/ / p2yth$$If!vh#v#v#v<#v#v:V l4 t6+555<55/ / p2yth$$If!vh#v:V l t0865p(yth$$If!vh#v:V l t0865p(yth$$If!vh#v:V l t0865p(yth$$If!vh#v:V l t0865p(yth$$If!vh#v#v#v<#v#v:V l42 t6+555<55/ p2yth$$If!vh#v#v#v<#v#v:V l42 t6+555<55/ / p2yth$$If!vh#v#v#v<#v#v:V l4 t6+555<55/ / p2yth$$If!vh#v#v#v<#v#v:V l42 t6+555<55/ p2yth$$If!vh#v#v#v<#v#v:V l42 t6+555<55/ / p2yth$$If!vh#v#v#v<#v#v:V l4 t6+555<55/ / p2yths2 0@P`p2( 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p8XV~ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@_HmH nH sH tH @`@ NormalOJQJ_HmH sH tH DA D Default Paragraph FontVi@V  Table Normal :V 44 la (k (No List j@j x Table Grid7:V0PK![Content_Types].xmlN0EH-J@%ǎǢ|ș$زULTB l,3;rØJB+$G]7O٭Vc:E3v@P~Ds |w<v 0%0%(xM&,-%3;  ASXi !!!""###G&((((()R,- !"#$&'()*+,-./012456789:  0e0e     @  8c8c     ?1 d0u0@Ty2 NP'p<'pA)BCD|E||C"x0e @       ?  4444-@ABC DEFGHIJK5%LMNOPQRSTUWYZ[ \]^_ `abN 5%  N 5%  N    5%    !"?N@ABC DEFGHIJK5%LMNOPQRSTUWYZ[ \]^_ `ab?@A BCDEF GHZZȈ@T(  V  # "? \  3 "? B S  ?T$U$%x* th t wyBD""%/1be09u w ' *   + 7 V _     HK7;LXw)2msty  4;%+,17<!!F"M"""N#R#c#o#w#}#W$r${$$$$$$$%%3333333333333333333333333333333333333333333333333333333333EEww &&MM!!""q#q#$$F$G$H$T$V$W$$$$%%EEww &&MM!!""q#q#$$F$G$H$T$V$W$o$q$%%h mon a,  o /B8zj-h) a+&|wA, $u0zje$1 ,GR1 $_6$:7x,PxJ8hJ,Bd{7?EG+o^ A`.Sm /5`hFThx=.h_E-rW$Y$@ %@@UnknownG*Cx Times New Roman5Symbol3.*Cx ArialA$BCambria Math"qhÆgÆglAlA24E$E$3QHP? 2!xx%} Correlation and X ExercisesCalvinP Garbin Calvin Garbin                          Oh+'0   @ L Xdlt| Correlation and X ExercisesCalvinP Garbin Normal.dotmCalvin Garbin2Microsoft Office Word@F#@,]J@,]Jl ՜.+,0 hp|   AE$ Correlation and X Exercises Title  !"#$%&'()*+,-./0123456789:;<>?@ABCDFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrtuvwxyz|}~Root Entry FD]JData =1TableE[WordDocument*xSummaryInformation(sDocumentSummaryInformation8{CompObjr  F Microsoft Word 97-2003 Document MSWordDocWord.Document.89q