QUESTION ONE (25 MARKS)

1. What is the level of measurement for each of the following variables?. Please give a
reason for your answer.
(10 marks)
a. Student IQ ratings
b. Distance students travel to class
c. The jersey number of a sorority soccer team
d. Grade in the examination
e. Number of hours students study per week

2. The following is the percent change in net income from last year to this year for a sampel
of 12 companies in Denver.
(6 marks)

5 1 -10 -6 5 12 7 8 2 6 -1 11

Determine the (a) mean (b) median, and (c) mode

3. Specify the appropriate statistical test for the following statement. Give a reason for your
answer.

a) Researcher want to determine whether the mean score for math exam are
different between boys and girls.

b) Lecturer want to know whether there is a difference in mean score for math exam
based on three different methods of teaching.

c) Researcher want to know the relationship between the number of hours reading
book and students' performance in mathematics test.

(9 marks)

QUESTION TWO (32 MARKS)

(a) A researcher want to know the attitude of adults and youth on the proposed increase
in bus fare. A random sample of 65 passengers was surveyed. The table below
shows the results of chi-square test based on three opinions either Agree, Against,
and Neutral.

attitude

Observed N Expected N Residual

agree 10 22.3 -12.3

against 22 22.3 -.3
neutral 35 22.3 12.7
Total 67

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 Test Statistics

attitude

Chi-Square 14.000a
df 2
Asymp. Sig. .001
a. 0 cells (0.0%) have
expected frequencies less
than 5. The minimum
expected cell frequency is
22.3.

Based on the output table above,

i) State the null hypothesis and the alternate hypothesis

(4 marks)

(ii) Make a decision and conclusion.

(6 marks)

(b) Researcher randomly assigns 15 students to each of two groups (low-stress and high-
stress). When students in both group arrive for their appointments, they are told in 10
minutes conversation between students. The percent of time that each student talks
during the 10-minute period is recorded. The table below shows the results of
independent sample t-test for the percent of time that students talk related to level of
stress (low-stress versus high-stress).

Group Statistics
stress N Mean Std. Deviation Std. Error Mean
Percent Time Talking Low Stress 15 45.20 24.969 6.447
High Stress 15 22.07 27.136 7.006

Independent Samples Test

Levene's Test for Equality of t-test for Equality of Means

Variances
Std. Error 95% Confidence Interval of the Difference
F Sig. t df Sig. (2-tailed) Mean Difference
Difference Lower Upper
Percent Time Talking Equal variances
.023 .881 2.430 28 .022 23.133 9.521 3.630 42.637
assumed
Equal variances not
2.430 27.808 .022 23.133 9.521 3.624 42.643
assumed

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 Based on the output table above,

i. What is the purpose of Levene's Test done?

(4 marks)
ii. What can you conclude from the Levene’s test?
(4 marks)

iii. What is the meaning of independent sample t-test?

(4 marks)

iv. State the null hypothesis and the alternate hypothesis.

(4 marks)

v. Make a decision and interpret the result.

(6 marks)

QUESTION THREE (22 MARKS)

(a) A researcher believes that individuals that are more physically active are better able to
cope with stress in the workplace. To test this theory, the researcher recruited 31
subjects and measured how many minutes of physical activity they performed per
week and their ability to cope with workplace stress. The subjects were categorised
into four groups based on the number of minutes of physical activity they performed:
namely, "sedentary", "low", "moderate" and "high" physical activity groups. These
groups (levels of physical activity) formed an independent variable called group. The
ability to cope with workplace stress was assessed as the average score of a series of
Likert items on a questionnaire, which allowed an overall 'coping with workplace stress'
score to be calculated; higher scores indicating a greater ability to cope with
workplace-related stress. This dependent variable was called stress_coping.

The table below shows the result of the one-way ANOVA analysis for the
stress_coping different for different levels of group; namely, "sedentary", "low",
"moderate" and "high" physical activity groups.

Descriptives
Coping with workplace stress score

95% Confidence Interval for Mean

N Mean Std. Deviation Std. Error Minimum Maximum
Lower Bound Upper Bound

Sedentary 7 4.1513 .77137 .29155 3.4379 4.8647 3.18 5.12

Low 9 5.8789 1.69131 .56377 4.5789 7.1790 4.11 8.27
Moderate 8 7.1228 1.57276 .55606 5.8080 8.4377 4.74 9.53
High 7 7.5054 1.24475 .47047 6.3542 8.6566 5.54 9.21
Total 31 6.1771 1.84480 .33134 5.5004 6.8538 3.18 9.53

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 ANOVA
Coping with workplace stress score

Sum of Squares df Mean Square F Sig.

Between Groups 49.033 3 16.344 8.316 .000

Within Groups 53.066 27 1.965
Total 102.099 30

Based on the output table above,

i. What is the meaning of one-way ANOVA analysis?

(4 marks)
ii. State the null hypothesis and the alternate hypothesis.

(4 marks)
iii. Make a decision and interpret the result.
(8 marks)

Post Hoc Tests

Multiple Comparisons
Dependent Variable: Coping with workplace stress score
LSD
Mean Difference 95% Confidence Interval
(I) Physical Activity Level (J) Physical Activity Level Std. Error Sig.
(I-J) Lower Bound Upper Bound
Sedentary Low -1.72762* .70650 .021 -3.1772 -.2780
Moderate -2.97153* .72557 .000 -4.4603 -1.4828
High -3.35409* .74936 .000 -4.8916 -1.8165
Low Sedentary 1.72762* .70650 .021 .2780 3.1772
Moderate -1.24391 .68121 .049 -2.6416 .1538
High -1.62647* .70650 .029 -3.0761 -.1768
Moderate Sedentary 2.97153* .72557 .000 1.4828 4.4603
Low 1.24391 .68121 .049 -.1538 2.6416
High -.38256 .72557 .602 -1.8713 1.1062
High Sedentary 3.35409* .74936 .000 1.8165 4.8916
Low 1.62647* .70650 .029 .1768 3.0761
Moderate .38256 .72557 .602 -1.1062 1.8713
*. The mean difference is significant at the 0.05 level.

iv. Based on the Post Hoc Test above, explain mean differences between the four
groups.
(6 marks)

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 QUESTION FOUR (21 MARKS)

(a) The table below shows the results of Pearson correlation analysis, which determined
the correlation coefficient between years of education (educ) and income (in
thousand).

Correlations

educ income

educ Pearson Correlation 1 .974**

Sig. (2-tailed) .000

N 10 10
income Pearson Correlation .974** 1

Sig. (2-tailed) .000

N 10 10

**. Correlation is significant at the 0.01 level (2-tailed).

Based on the output table above,

(i) What is the meaning of correlation analysis?

(4 marks)

(ii) Explain the results of the correlation analysis between the years of schooling (educ)
and income (income).
(4 marks)

(b) The table below shows the output of multiple regression analysis to identify the
influence of independent variables, namely jumlah jam menonton TV, dan jumlah jam
membaca (study) dalam seminggu terhadap pembolehubah bersandar, iaitu
pencapaian dalam ujian statistic(stat_marks).

Model Summary
Change Statistics
Adjusted R Std. Error of the R Square Sig. F
Model R R Square Square Estimate Change F Change df1 df2 Change
1 .817a .668 .654 15.23524 .668 48.219 2 48 .000
a. Predictors: (Constant), TV, Study

ANOVAa

Model Sum of Squares df Mean Square F Sig.

1 Regression 22384.244 2 11192.122 48.219 .000b

Residual 11141.403 48 232.113

Total 33525.647 50

a. Dependent Variable: Stat_marks

b. Predictors: (Constant), TV, Study

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 Coefficientsa

Standardized
Unstandardized Coefficients Coefficients

Model B Std. Error Beta t Sig.

1 (Constant) 20.508 42.785 .479 .634

Study 7.794 1.506 .656 5.175 .000

TV -8.903 5.656 -.200 -2.574 .022

a. Dependent Variable: Stat_marks

Based on the output in the table above, answer the following questions:

(i) What is the interpretation of R2 ?

(3 marks)

(ii) Construct a regression model based on the above table.

(4 marks)

(iii) Explain the meaning of values for each independent variable.

(6 marks)

END OF EXAMINATION PAPER