01.

Answer for the Objective of this study combining various methods

a. Univariate analysis

Descriptive Statistics N Sudens_commitment Valid N (listwise) 6 6 Minimum 3.80 Maximum 4.80 Mean 4.2667 Std. Deviation .37238

Students commitment Mean Value is 4.26, it is come under the mean value 3.5-5, so we state the results Satisfied level of student Commitment for Subject of Statistical Software Application.
Descriptive Statistics N Teaching_conteXt Valid N (listwise) 6 6 Minimum 3.88 Maximum 4.67 Mean 4.2222 Std. Deviation .30353

Teaching context Mean Value is 4.22, it is come under the mean value 3.5-5, so we state the results Satisfied level of student Commitment for Subject of Statistical Software Application
Descriptive Statistics N Students_Accadamic_Perfor mance Valid N (listwise) 6 6 Minimum 3.56 Maximum 4.56 Mean 4.0185 Std. Deviation .33272

Students Academic performance Mean Value is 4.0185, it is come under the mean value 3.5-5, so we state the results Satisfied level of student Commitment For Subject of Statistical Software Application.

b.

Bivariate analysis

Testing of Hypothesis
Correlation between Student commitment and Student academic performance Hypothesis H1: Student Commitment and Student Academic performance are significantly correlated. The following table depicts the correlation between student commitment and performance. Significance level The significance level is 5% Decision Criteria Accept H1, where the sig-value is less than 0.05 Testing

Correlations Students_Accad amic_Performan Sudens_commit ce Students_Accadamic_Perfor Pearson Correlation mance Sig. (2-tailed) N Sudens_commitment Pearson Correlation Sig. (2-tailed) N 6 .705 .117 6 6 1 ment .705 .117 6 1

Decision Here, Pearsons correlation indicates the value of 0.705 so it can be said that there is a strong positive relationship between Student commitment and Student Academic performance. The sig. value (.117) is greater than 0.05. (p>.05) So, it can be said that Student Commitment and Student Academic performance are not significantly correlated. We can reject H1.

Correlation between teaching context and Student academic performance Hypothesis H2: Teaching context and Student Academic performance are significantly correlated. The following table depicts the correlation between student commitment and performance. Significance level The significance level is 5% Decision Criteria Accept H1, where the sig-value is less than 0.05 Testing
Correlations Student_Acede mic_Performanc Teaching_Conte e Student_Acedemic_Perform Pearson Correlation ance Sig. (2-tailed) N Teaching_Context Pearson Correlation Sig. (2-tailed) N 6 .263 .615 6 6 1 xt .263 .615 6 1

Here, Pearsons correlation indicates the value of .263 so it can be said that there is a strong positive relationship between Student commitment and Student Academic performance. The sig. value (.615) is greater than 0.05. (p>.05) So, it can be said that Student Commitment and Student Academic performance are not significantly correlated. We can reject H2

Partial Correlation
Correlations Student_Acedem Teaching_Conte Control Variables studentcommitment Student_Acedemic_Perform Correlation ance Significance (2-tailed) df Teaching_Context Correlation Significance (2-tailed) df ic_Performance 1.000 . 0 -.100 .872 3 xt -.100 .872 3 1.000 . 0

The correlation between student academic performance and teaching contxt is -0.100, where it shows there is a weak negative correlation when student commitment as a control variable.
Correlations Student_Acedem studentcommitm Control Variables Teaching_Context Student_Acedemic_Perform Correlation ance Significance (2-tailed) df studentcommitment Correlation Significance (2-tailed) df ic_Performance 1.000 . 0 .683 .204 3 ent .683 .204 3 1.000 . 0

The correlation between student academic performance and student commitment is 0.683, where it shows there is a moderate positive correlation when student commitment as a control variable.

C. Multiple Variance Analysis Examining the impact Student commitment, and Teaching Context on student Academic performance
Model Summary Adjusted R Model 1 R .709
a

Std. Error of the Estimate

R Square .503

Square .171

.30288

a. Predictors: (Constant), Teaching_Context, studentcommitment

Here the strong positive relationship between the student academic performance, student commitment and teaching context. Here R square is 0.503, where the 0.503% of variation in student academic performance is influenced by the independent variables of teaching context and student commitment.
Coefficients
a

Standardized Unstandardized Coefficients Model 1 (Constant) studentcommitment Teaching_Context B 1.559 .663 -.088 Std. Error 2.039 .410 .503 .743 -.080 Coefficients Beta t .765 1.618 -.175 Sig. .500 .204 .872

a. Dependent Variable: Student_Acedemic_Performance

Y= Students Academic Performance B0 = Constant B1 = Students Commitment B2 = Teaching Context

YHat = B0+B1+B2 YHat= 1.559+0.663B1-0.88B2 Here coefficient table gives us the (constant) & B1 (Student Commitment), B2 (Teaching Context) values, and the p-value to check for significance. The Beta 1 value of the line shows that if we increase commitment by 1 unit, performance will be increased by 0.663 So Student commitments has a significant effect on Student Academic performance.

The Beta 2 value of the line shows that if we increase Teaching Context by 1 unit, Student Academic performance will be decreased by 0.176. So Student commitment has a significant effect on Student Academic performance. The student academic performance is 1.559 without the impact of student commitments & teaching context

2. Extent univariate analysis stated in part (1. a.) with cross tabulation analysis using categorical variables. And explain the differences.

Student_Academic_Performance * RESIDING Crosstabulation Count RESIDING own house with Universiy hostel Student_Academic_Perform 3 ance Total 1 1 Relative home 2 2 my family 3 3 Total 6 6

In the satisfied student academic performers, one is residing at university hostel, two are residing at relative home and three are residing at own house with family.
Student_Academic_Performance * Degree Crosstabulation Count Degree BBA Student_Academic_Perform 3 ance Total 4 4 BBA( HRM) 1 1 BBA(MRK) 1 1 Total 6 6

In the satisfied student academic performers, four are doing BBA, one is doing HRM specialization and one is doing Marketing specialization.

Student_Academic_Performance * FAMILY INCOME Crosstabulation Count FAMILY INCOME From Rs10000 less than Rs 20000 Student_Academic_Perform 3 ance Total 6 6 Total 6 6

In the satisfied student academic performers all are categorized into the family income level of 10,000/= 20,000/=
Student_Academic_Performance * AGE Crosstabulation Count AGE 23 Student_Academic_Perform 3 ance Total 5 5 25 1 1 Total 6 6

In the satisfied student academic performers, five are at the age of 23 and one is 25 age old.
Student_Academic_Performance * GENDER Crosstabulation Count GENDER MALE Student_Academic_Perform 3 ance Total 3 3 FEMALE 3 3 Total 6 6

In the satisfied student academic performers, three are male and other three are female.

Teaching_Conext_New * RESIDING Crosstabulation Count RESIDING own house with Universiy hostel Teaching_Conext_New Total 3 1 1 Relative home 2 2 my family 3 3 Total 6 6

Students with satisfied level of teaching context, one is residing at university hostel, two are residing at relative home and three are residing at own house with family.
Teaching_Conext_New * Degree Crosstabulation Count Degree BBA Teaching_Conext_New Total 3 4 4 BBA( HRM) 1 1 BBA(MRK) 1 1 Total 6 6

Students with satisfied level of teaching context, four are doing BBA, one is doing HRM specialization and one is doing Marketing specialization.
Teaching_Conext_New * FAMILY INCOME Crosstabulation Count FAMILY INCOME From Rs10000 less than Rs 20000 Teaching_Conext_New Total 3 6 6 Total 6 6

Students with satisfied level of teaching context, all are categorized into the family income level of 10,000/= 20,000/=

Teaching_Conext_New * AGE Crosstabulation Count AGE 23 Teaching_Conext_New Total 3 5 5 25 1 1 Total 6 6

Students with satisfied level of teaching context, five are at the age of 23 and one is 25 age old.
Teaching_Conext_New * GENDER Crosstabulation Count GENDER MALE Teaching_Conext_New Total 3 3 3 FEMALE 3 3 Total 6 6

Students with satisfied level of teaching context, three are male and other three are female.
Sudent_Comittment_New * RESIDING Crosstabulation Count RESIDING own house with Universiy hostel Sudent_Comittment_New Total 3 1 1 Relative home 2 2 my family 3 3 Total 6 6

Students with satisfied level commitment, one is residing at university hostel, two are residing at relative home and three are residing at own house with family.
Sudent_Comittment_New * Degree Crosstabulation Count Degree BBA Sudent_Comittment_New Total 3 4 4 BBA( HRM) 1 1 BBA(MRK) 1 1 Total 6 6

Students with satisfied level commitment, four are doing BBA, one is doing HRM specialization and one is doing Marketing specialization.

Sudent_Comittment_New * FAMILY INCOME Crosstabulation Count FAMILY INCOME From Rs10000 less than Rs 20000 Sudent_Comittment_New Total 3 6 6 Total 6 6

Students with satisfied level commitment, all are categorized into the family income level of 10,000/= 20,000/=
Sudent_Comittment_New * AGE Crosstabulation Count AGE 23 Sudent_Comittment_New Total 3 5 5 25 1 1 Total 6 6

Students with satisfied level commitment, five are at the age of 23 and one is 25 age old.
Sudent_Comittment_New * GENDER Crosstabulation Count GENDER MALE Sudent_Comittment_New Total 3 3 3 FEMALE 3 3 Total 6 6

Students with satisfied level commitment, three are male and other three are female.

3.

Perform reliability analysis and interpret.

Reliability Statistics Cronbach's Alpha .858 N of Items 44

The data show high level of reliability because of the Cronbachs Alpha value is 0.858, where it is greater than 0.07

4.

Perform multicollinearity analysis and interpret

Coefficients

Standardized Unstandardized Coefficients Model 1 (Constant) studentcommitment Teaching_Context B 1.559 .663 -.088 Std. Error 2.039 .410 .503 .743 -.080 Coefficients Beta t .765 1.618 -.175 Sig. .500 .204 .872 .787 .787 1.271 1.271 Collinearity Statistics Tolerance VIF

a. Dependent Variable: Student_Acedemic_Performance

The level of multi collinearity shows if the respondents are perceived the independent variables as same or not. If the VIF>=5, there is high level of mullticolinearity. Here the independent variables show no muliticolinearity with them, because of here the VIF is 1.271.